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新目标七年级英语下册unit1-4英文教案

Teaching Goal:

Topic: Countries, nationalities, and languages

General aims:

A. Talk about where people are from

B. Talk about nationality, nation and language

C. Talk about where people live

Functions:

Talk about countries, nationalities and languages

Ask and tell about where people live

Target language:

A. Language Focus.

(1). Talk about nationality, peoples and languages/

(2). Ask and answer where people live.

B. Language goals

(1). Change your own information with your pen pals.

(2). Ask some questions using where.

(3). Ask words somebody talk about.

C. Language structure:

Where’s/Where’re ...from?

Where does/do ...from?

What questions----What language does/do ...speak?

D. Language points:

Where is she from? She is from....

Where does she live? She lives in....

What language does she speak? She speaks....

Vocabulary: Words about countries, languages

Teaching design: The whole unit needs 5 periods, 4 for new lessons and 1 for test

Period 1 ( 1a----Grammar Focus )

Key points:

Where is your/John's pen pal from? He/She is from...

Where does he/she live? He/She lives in....

Pre-task (Homework for preview):

Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak.

T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)

The example is following:

Name: Curry Muray

Age: 75

From(Nationality): the United States

City: New York

Language: English

Teaching Steps:

Step 1 Leading-in The information of the teacher's own pen pal's information.

“I have a pen pal. His name is Curry Muray. He is from the United States. Do you have a pen pal? Where is your pen pal from? What's your pen pal's name?”

Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb(both Chinese and English)

Step 2 Learning

Section A 1a Learn the new words on the Bb. The new words are:

pen pal; Canada; France; Japan; the United States(the US/the USA/America); Australia; Singapore; the United Kingdom(the U.K./Great Britain/England)

Pay attention to the pronunciation of the new words.

Step 3 Listening

1b Listen and circle the countries in 1a they learned

Step 4 Competition

Two groups of students to write the new words to see which group does better. First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.

(This step is a memory game. It can help the Ss consolidate the new words they learned)

Step 5 Pair work

1c Practice the following conversation:

---Do you have a pen pal? ---Yes, I do.

---Where’s your pen pal’s from? ----He/She is from .... (Write it down on the Bb)

First T has a conversation with one student as an example then let the Ss practice in pairs.

At last let several pairs do it again in class.

Step 6 Leading-in

Revise the countries names with looking at the Bb. Then T writes down the city names on the Bb. Let the Ss try to find out which countries the cities are in. The city names are following:

Toronto; Paris; Tokyo; New York; Sydney; Singapore; London

Step 7 Learning

2a Learn the city names together with the whole class just like Step 2

2b Listen and circle the cities and countries

2c Listen and complete the chart

Have a similar competition to consolidate the new words in this part.

Step 8 Pair work

T has a conversation with one student like the following:

---Do you have a pen pal? ---Yes, I do.

---What's your pen pal's name? ---His/Her name is....

---Where is your pen pal from? ---He/She is from...

---Where does he/she live? ---He/She lives in....(Write it down on the Bb)

Let the Ss practice after the T's example in pairs then several pairs do it in class.

Step 9 Exercise

1. My pen pal is from Australia.(划线提问)

2. John’s pen pal is from Japan. (划线提问)

3. He lives in Paris. (划线提问)

Homework:

Read and copy the new words .

Copy the sentences in Grammar Focus

Make up the questions about Jodie in 2c The questions are:

Does Jodie have a pen pal? Where is Jodie's pen pal from? Where does he/she live? What's his/her name?(This one can be chosen by themselves)

Period 2 (3a----Section B 2c)

Preview(Pre-task):

Add another information about their pen pals----their language on the card

Key points:

What language does she/he speak? She/He speaks….

Does she/he have any brothers and sisters?

Does she/he speak English?

Teaching Steps:

Step 1 Revision

1. Revision and dictation of the new words

2. Revise the drills they learned yesterday.(by pair work and grammar exercise)

Step 2 Leading-in

T has a conversation with one student. The conversation is following:

---Do you have a pen pal? ---Yes, I do.

---What’s your pen pal’s name? ---His/Her name is….

---Where is your pen pal from? ---He/She is from…

---Where does he/she live? ---He/She lives in….

---What language does he/she speak? He/She speaks…

Write the new words on the Bb. They are following: English Chinese Japanese French

Step 3 Learn

Learn the new words with the whole class.

Finish 3a with the students

3b Pair work T still does an example with one student Then the Ss practice in pairs.

The example is following:

--Curry Muray is my pen pal. He is from the United States.

---What language does he speak?

---He speaks English.

Step 4 Practice

1. Section B 1a Match the countries with their languages.

2. Memory game Let the Ss repeat the following sentences:

People in China speak Chinese. People in Japanese speak Japanese. People in the USA, UK, Australia and Canada speak English. People in Singapore speak English and Chinese. People in France speak French.

3. 2a Listen and number the questions they hear

4. 2b Listen again and write short answers to the questions in 2a

(Good students can finish the two tasks for one time)

Step 5 Pair work

Practice the conversation of 2a in pairs

Pay attention to the language points:

Does she have any brothers and sisters? (any and)

Does she speak English? (Write them on the Bb)

2c The Ss makes up their own dialogue about more information of their pen pals by using the drills in 2a.

Step 6 Group work

Four students as a group make a survey about pen pals by asking and answering each other.

Their questions are about their pen pals’ names, nationalities, cities, languages and their favorite subjects or more information

At last if time possible several students do the report in class about their surveys.

Step 7 Homework

Copy the new words they learned today and the sentences in 2a

Good students can write a report about their surveys about pen pals of their own groups.

Period 3(3a----3c) A reading lesson

Step 1 Revision

1. Revision and dictation of the new words and expressions

2. Revise conversations they learned yesterday.

3. Revise the key points by grammar exercise

He speaks English. (变一般疑问句和特殊疑问句)

Step 2 Reading

3a Read the letter and write answers to the questions in the box.

Read it again and let the Ss discuss in groups(4 as a group) to design an information card for Bob.

Let the Ss read aloud. First after the T or the tape then by themselves.

T must make sure the Ss can read it correctly and fluently.

T write the key words on the Bb to help the Ss retell the letter.

The key words are following:

Bob, Toronto, want, a very interesting country, 14, in Nov., can speak, brother, Paul, sister, Sarah, pen pals in the UK and Australia, like going …and playing…, favorite subject, fun, math, difficult, write to

Learn the language points in the letter:

1) I want a pen pal .

want sth./sb.( musician wanted)

want to do sth. I want to play soccer with my friends.

want sb. to do sth. My parents want me to do homework now.

2) I like going to the movies …

3) My favorite subject in school is…

4) write to sb. soon

Step 3 Practice

3b Complete the pen pal letter with the information on the card.

Step 4 Writing

1. Make an information card just like the card in 3b .

2. Write a letter or an e-mail to your pen pal.

Step 5 Homework

Write a letter or an e-mail to your pen pal.

Period 4 (Self-check)

Step 1 Revision

1. Reading practice(Read aloud the passage)

2. Dictation for the useful expressions

Step 2 Words Revision

Complete the words builder.

(Some good students can express their vocabulary about countries and languages)

Step 3 Writing

P6 Part 3 First discuss and then complete the writing

Step 4 Grammar

Do the extra grammar exercises:

1. I have a pen pal.

2. He has a pen pal.

3. My pen pal is from Australia.

4. Jim’s pen pal is from Canada.

5. His pen pal lives in Singapore.

6. Her pen pal speaks French.

7. People in Japan speak Japanese.

(以上各句都做变否定句、一般疑问句和划线提问的句式变化)

教学反思：

这段时间由于我在学生每天记十个词前，先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高。如果让他们把每单元几句重点句背下来，学习效果是不是更好呢?单词需要积累，这点勿容置疑。对于我们的学生来说，典型句子同样需要积累。句子背下来，在用的时候就可以举一反三，就像语文中背范文一样。对于我们那些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。当然，如果学生能够在课堂上用英语去表达的话，说明这些典型的句子他们已经掌握。但现实的情况是，这种方法更容易适用于尖子生，或者基础较好的学生，很多学生只是充当的观众。

另外，在本单元的教学中我还补充了相关知识，让学生对各地的名胜古迹、历史风情、地理知识等知识的进一步了解，从而实现英语与其他各学科之间的渗透。

让学生死记硬背是不对的，但不让学生背也是不对的。

Unit 2 Where's the post office?

Language goal

This unit students learn to ask for and give directions(方向) on the street.

New language

Is there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library. Is there a pay phone in the neighborhood? Yes, it’s on Bridge Street on the right.

locations in the neighborhood such as post office, hotel, video arcade.

Descriptive words such as new, old, dirty, clean.

Descriptions of location such as across from, next to, between.

Recycled language

What are you doing?

Do you want to ...?

Section A

Ask two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers.

Example 1

Teacher: Where's Yang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.

Example 2

Teacher: Where's Zheng Wen? (Point to two students in different lines facing each other.) Zheng Wen is across from Sheng Lin.

Example 3

Teacher: Where's Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai.

X kb1.co m

la This activity introduces the key vocabulary.

Focus attention on the picture. Ask students to name as many of the places they see in the picture as they can. Then name all the places and ask students to repeat.

Point out the numbered list of words. Say each one and ask students to repeat.

Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sample answer Check the answers.

1b This activity gives students practice listening to and understanding the target language.

Point out the buildings and other locations in the picture. Say the name of each one to the class.

Say, Now I will play recordings of three conversations. Listen carefully and circle the picture of each place you hear on the tape..

Play the recording the first time. Students only listen.

Play the recording a second time. This tine ask Ss to listen and circle the items they hear on the picture.

Correct the answers.

These items should be circle: video arcade, post office, supermarket.

Tape script(录音稿)

Conversation 1

A: Is there a video arcade on Fifth Avenue?

B: Yes, there is.

Conversation 2

A: Is there a post office near here?

B: Yes, there is. There's one on Bridge Street.

Conversation 3

A: Is there a supermarket on Center Street?

B: No, there isn't.

1C This activity provides guided oral practice using the target language.

Point to the different locations shown in the picture .Ask different students to name each one. If necessary, say the name and ask the student to repeat.

Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.

Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn.

Demonstrate the activity. Point to the picture and ask. Is there a post office near here? Then choose a student to answer. Guide the student to say, Yes, there's a post office on Bridge Street.

As students work, move around the room and check progress. Help students understand how to locate things on the map, if necessary.

Ask several students to say some of their questions and answers for the class.

2a This activity introduces the terms across from, next to, between, and on.

Focus attention on the pictures. Ask students to talk about the pictures, naming as many places as they can. Then name all the places in the pictures and ask students to repeat.

Point out the four sentences. Say each one and ask students to repeat.

Then ask students to match each sentence with one of the pictures. Say, Each sentence talks about one of the pictures. Write the number of the sentence in the box on the picture that it is talking about. Point out the sample answer 1.

Check the answers.

2b This activity gives students practice listening to and understanding the target language.

Point out the buildings and street names in la. Say each one and ask students to repeat.

Call attention to the four sentences in 2b. Read them to the class saying blank each time you come to a blank line.

Say. Now I will play recordings of three conversations. Listen carefully and write a word from the box on each blank line. Point out the sample answer.

Play the recording the first time. Students only listen.

Play the recording a second time. This time ask students to fill in the blanks by listening to the items on the tape.

Correct the answers.

Tape script (录音稿)

Conversation 1

A: Excuse me. Is there a library around here?

B: Yes. It's between the video arcade and the supermarket.

Conversation 2

A: Where's the park?

B: The park? Oh, it's across from the bank.

Conversation 3

A: Excuse me. Is there a supermarket around here?

B; Yes, it's on Fifth Avenue.

Conversation 4

A: Where's the pay phone?

B: It's next to the post office.

2c This activity provides guided oral practice using the target language.

Point to the list of buildings in la.. Ask a student to read the list aloud.

Point to the question and answer in the speech bubbles(泡沫) in 2c and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.

Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn. Ask about the buildings in 1a.

Demonstrate(示范) the activity. Point to the map and ask, Where's the park? Then choose a student to answer .Guide the student to say, It's across from the bank.

As students work, move around the room and check progress.(进度)

Ask several students to say some of their questions and answers for the class.

Grammar focus

Review the grammar box. Ask students to say the questions and answers.

Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between.

Ask, Which words talk about two different buildings? (across/row, next to, and between)

Ask, Which one talks about one building all alone. (on)

Culture note

Many visitors to the United States believe that Americans don't like to answer questions or give directions(方向) to tourists(旅行者)and other visitors. This is not necessarily true. The pace of life is fast in the United States, especially(特别) in big cities. Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going. Also, most Americans speak only one language and aren't used to talking with speakers of other languages. However, when a visitor asks a question, many people are pleased to be able to share their knowledge of their city or their neighborhood. A pleasant smile and a short, direct question will almost always get you the information you need.

3a This activity provides target-oriented reading practice using the language items taught in this unit.

Draw attention to the conversation in the box. Ask students to read it out loud.

Ask a student to point out the place that Paul wants to get to. Guide the student to point to the book and say, Here's the hotel. Here's Bridge Street.

Point to the two arrows (箭头). Ask students to repeat left and right. Then ask them to hold up their left hands and then their right hands. Xkb 1.c m

Ask students to read the conversation again. Then ask them to find Paul and Nancy in the picture.

Answer:

Paul and Nancy are the two figures outside the entrance to the park.

3b This activity provides guided writing practice using the target language.

Call attention to the three pictures. Explain that the three pairs in these pictures correspond to three pairs in the large picture above. Ask students to find the pairs in the big picture.

Point to the questions below each picture and ask a student to read them aloud.

Point to the three write-on lines in the speech bubbles. Say, Write the answers to the questions here.

Ask students to complete the writing individually.(个别的)

Correct the answers.

1. Yes, there is. Go straight down New Street and turn right. There's a pay phone on the right.

2. Go straight down New Street and turn right. Turn left at Bridge Street. The bank is across the street.

3. Yes, there is. Turn right, then go straight down Bridge Street. The post office is on the left. It's across from the video arcade, next to the super-market.

4 This activity provides guided oral practice using the target language.

Call attention to the picture in la. Ask students to name all the buildings in the picture.

Point out the conversation In the picture in 4. Ask different students to read each line.

Have the students work In groups. One person chooses a building in the la picture but doesn't tell anyone which building it is. The others ask questions like those in the activity 4 picture until they guess which building it is.

Several students can take turns choosing the building for the others to guess.

Section B

la This activity introduces the key vocabulary.

Focus attention on the pictures. Ask different students to name the places shown in the pictures. They will probably not include words such as old, new, busy, quiet, big, small, dirty, and clean in their statements.

Point to and name all the places in the pictures again without the describing words and have students repeat.

Now point to each half of each picture and ask about the difference between the halves. For example, you might say; “This is a park. Is it a clean park or a dirty park?” Clarify the meaning of the words clean and dirty by pointing out details in the pictures.

Point out the pairs of words or phrases. Say each one and ask students to repeat,

Then ask students to match each word or phrase on the list with one of the pictures. Point out the sample answer.

Check the answers.

1 b This activity provides guided oral practice using the target language.

Call attention to the conversation in the picture. Ask a pair of students to read it aloud. Then ask several different students the same question. Ask them to tell the truth.

Point out the list of phrases in 1a. Ask students to work in pairs Then take turns asking each other questions about the things on this list. Ask them to tell each other the truth.

As students work together, move around the room checking on their progress.

Ask several students to present some questions and answers to the class.

2a This activity gives students practice listening to and understanding the target language.

Point out the list of places in la. Say die name of each one to the class.

Say, Now I will play a recording of a conversation. Listen carefully and circle the words in 1a that tell about Michael's street.

Play the recording the first time. Students only listen.

Play the recording a second time. This time ask students to listen and circle the places they hear.

Correct the answers.

2b This activity gives students practice listening to and understanding the target language.

Call attention to the street map in the box.

Say, Now I will play the conversation again. Listen to if and draw the places in Michael's neighborhood on the street map.

Play the recording. Students only listen.

Demonstrate the activity by saying. What are the three places on the tape? (a hotel, a supermarket, Michael's house). Answer any questions students may have.

Play the recording again. Students draw maps of Michael's neighborhood.

Move around the room, offering assistance if needed.

Have some students show their completed drawings to the class.

2c This activity provides guided oral practice using the target language.

Say, Now let's work in pairs. The first person makes some statements about the picture in 2b. The seconds person says "true" if the statement is true and "false if the statement is false. The second person also changes each false statement into a true one.

Call attention to the conversation in the picture in 2c. Ask a pair of students to read it aloud.

Demonstrate(示范) the activity with a student. Have the student close the book. Then say one true thing and one false thing about the picture. Guide the student to answer “true” for the true statement and to say “false” for the false statement and change it into a true one.

Ask students to practice in pairs and to take both roles. Move around the room helping students get started and answering any questions they may have.

Ask several pairs of students to present some statements and responses to the class. Ask students to correct any mistakes they hear.

3a This activity provides reading practice using the target language.

Ask a student to read the paragraph to the class or read it yourself.

Answer any questions students may have.

Read the Instructions aloud. Point out the sample of the circled description word (busy), and make sure students understand what they have to do.

Correct the answers.

3b This activity provides guided reading and writing practice using the target language.

Point out the guide and the blank spaces in it. Read it aloud saying blank each time you come to a blank line.

Say, Now please write one word in each blank space in the guide. Look at the picture/or the answers.

Point out the sample answer in the blank.

Correct the answers.

3c This activity provides guided writing practice using the target language.

Ask students to work on their own. Point out the description in 3b and say. Now write about your own neighborhood. Use sentences like these.

4 This activity provides open-ended oral practice using the target language.

Call attention to what the person In the picture is saying. Ask a student to read the statement to the class.

Say, Now you can talk with your partner about your own neighborhood. Tell about the streets and buildings. Your partner will draw a picture of the neighborhood.

Demonstrate the activity with a student. Have him or her make some statements and draw on the board what you hear. For example, you might draw a small supermarket across from a post office.

As students work, move around the room offering assistance and answering questions.

Ask some students to share the completed drawings and to make some statements to accompany them.

Self check 新课标第一网

1 This activity provides a comprehensive review of all key vocabulary presented in this unit.

Ask students to check all the words they know. You may wish to have them circle any words that they don't know.

Ask students to find out the meanings of any words they don't know. They can do this by reviewing the unit, asking you, asking their classmates or using a learner's dictionary or bilingual dictionary.

2 This activity helps build vocabulary by providing a specific time and place for students to record new words.

Ask students to enter five new words in their Vocabuilder on page 108.

After students have recorded their new words, ask them to share their lists with other students. This can be done with the whole class or informally, in pairs or small groups.

3 This activity provides reading practice focusing on the structures used to ask and say where things are.

Ask students to read the letter and draw the route on the map. Answer any questions students may have.

Check the answers. (You may want to draw a simple copy of the map on the board, and then have one student come and draw the route on it.)

课后反思：

由于本单元的内容和学生的实际生活息息相关，所以在课程的设计上给了教师更多的设计空间。同时在实际的操作中也显得流畅、自然。

在教学活动的设计上采用以学生对话和小品为主的活动课，能够更好地调动学生学习的积极性。通过调查，学生以小组的方式来开展问路的对话训练，让小组的同学在自己编排的活动中运用到相关的不同单词，可以帮助学生更加生动地掌握新单词。

在教学的整个过程中，充分发挥学生主动性，并鼓励学生体现个性化。得到了学生的热情响应，取得了很好的教学效果。但是由于是活动课，在课堂秩序的维护和时间的有效利用上仍然需要近一步地改进。

Unit 3: Why do you like koalas?

Language goals

In this unit students learn to describe animals and express preferences and give reasons,

New language

Why do you like koala bears? Because they’re cute. They’re pretty interesting. They’re kind of shy, They’re very big.

Names of animals such as tiger, elephant, koala bear, dolphin

Description words such as smart, cute, intelligent

Names of countries: Australia, South Africa,

Recycled language

between, across from

He’s/She’s from ... He’s / She’s five years old.

Names of countries; China, Japan, Brazil

Section A

Additional materials to bring to class:

coins or other markers for the Bingo game in 4.

Ask students to name as many animals as they can in English. Write the list on the board,

Ask students to describe each animal in some way. They may tell its color or tell if it is big or small.

Say, Today we are going to learn the names of some more animals. Well also leam how to say which ones we like and tell why we like them.

la This activity introduces the key vocabulary.

Focus attention on the map of the zoo showing pictures of animals. Ask students to point to and name any animals they can.

Point to the animals one by one and say the name of each. Ask students to repeal.

Point out the numbered list of words. Say each one and ask students to repeat.

Then ask students to match each word with one of the pictures. Say, Write the letter of each animal in the blank by that animal's name. Point out the sample answer.

Check the answers.

1 b This activity gives students practice in understanding the target language in spoken conversation.

Point to the animals in 1a- Ask students to point to and name the animals.

Say, I'm going to play recordings of three conversations. Listen carefully as you look at the words in la. Put a checkmark in front of the name of each animal you hear.

Play the recording the first time. Students only listen.

Play the recording a second time. This time students check each animal name they hear.

Correct the answers.

1 c This activity provides guided oral practice using the target language.

Call attention to the example conversation in the picture. Ask two students to read it to the class. Answer any questions they may have.

Point out the four description words. Ask a student to read them aloud. Review the meaning of each word.

Say, Now you can make conversations about animals. Your conversations can be like the example. Use these description words.

Ask students to work in pairs. Have them take turns saying both parts.

If students need help getting started, demonstrate another conversation with a student. For example:

Teacher: let's see the elephant.

Student: Why do you want to see the elephant?

Teacher: Because it's very smart.

Ask some students to present their conversations to the class.

2a This activity provides listening practice using the target language.

Call attention to the two blank lines on the left. Say, You will hear a recording of a conversation. Listen carefully. Then write the names of the two animals you hear on these lines.

Play the recording the first time. Students only listen.

Play the recording a second time. This time students write in the names of the animals.

Check the answers.

Point out the adjectives listed on the right. Ask a student to say the words.

Say, Now I will play the recording again. This time draw a line between each animal and the adjective you hear.

Play the recording and have students match each animal with an adjective.

Correct the answers.

新课标第一网

2b This activity provides listening and writing practice using the target language.

Call attention to the conversation and the blank lines in it Say, You will hear the recording again. This time please write a word from the box on each blank line. Some words can be used more than one time.

Ask a student to read the words in the box.

Play the recording. Check to see that students are writing a word from the box on each line of the conversation.

Go over the answers.

2c This activity provides guided oral practice using the target language.

Call attention to the conversation in the picture. Ask two students to read it to the class.

Say, Now you can have conversations like this one. Use the words in Box 1, Box 2, and Box 3 in your conversations.

Demonstrate a conversation with a student. For example:

Student: Do you like penguins?

Teacher: Yes, I do.

Student: Why?

Teacher: Because they're very cute.

3a This activity provides reading practice using the target language.

Point to and say the names of the three countries on the maps and ask students to repeat

Point to the three animals and ask a student to name them.

Say, Now draw a line between each animal and the country it comes from.

Correct the answers.

3b This activity provides guided oral practice using the target language.

Point to the conversation in the picture. Ask a pair of students to read it to the class.

Ask students to work in pairs. Say, Now you can talk about where animals come from. Point to the map and animals students matched up in 3a-

Say, Work with a partner. Take turns asking and answering questions about the countries and animals in 3a.

After a few minutes, ask several pairs to say the conversation for the class.

Section B

Additional materials to bring to class:

Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1.

This activity introduces more key vocabulary,

Call attention to the animals in the picture and ask a student to say the name of each one.

Point out the list of eight numbered adjectives at the top.

Say, Now please match the adjectives at the top with the animals in the picture. Write the letter of the animal on the line after the adjective. Point out the sample answer.

As students work, move around the room offering to answer questions as needed.

Correct the answers-

2a This activity provides listening practice with the target language.

Say, Now I will play a recording of a conversation between Tony and Maria. This time circle the adjectives you bear on the list for la.

Play the recording again. Students circle the adjectives they hear. Then Correct the answers.

2b This activity provides listening and writing practice using the target language.

Call attention to the three headings. Animal, Maria's Words and Tony's Words, and the write-on lines under each.

Say, Now I will play the recording again. This time please write the name of the animals each person talks about and the words they say.

Play the first four lines of recording and stop the tape. Ask, What animal are they talking about? (the elephant) What words does Maria use to describe the elephant? (interesting, intelligent)

Point out the write-on lines where students can write these words.

Play the whole recording and have students write the words they hear on the chart.

Check the answers.

3 This activity provides guided oral practice using the target language.

Call attention to the dialogue next to the picture. Ask two students to read it to the class.

Say, Work in pairs. Use sentences like these to say what you think about different animals.

Demonstrate the activity with one or two students. For example, say, I like dolphins. They're intelligent.

Ask students to work in pairs. As they work, move around the room checking on progress.

Ask some pairs to present their conversations to the class.

3a This activity provides reading practice using the target language.

Point out the three descriptions of animals. Ask students to take turns reading one aloud.

Then draw attention to the pictures of animals below. Say, Write the letter of the animal in the blank lines above its description. There is one animal that is not described.

Check the answers.

3b This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.

Call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat. Ask a student to explain each word or use it in a sentence to show he or she understands what it means. Teach the expression sleeps.

Point out the description in 3b with blank lines where some words are missing. Read it to the class saying blank each time you come to a blank line.

Point out the six words in the box. Say, You can write these words in the blanks. Use each word only once.

As students work, move around the room checking progress and offering language support as needed.

Check the answers.

3c This activity provides reading and writing practice using the target language,

Say, Now you can write a description like the one in 3b. You can use some of the same words. Write about any animal you like.

You may wish to do a sample description with the class. Choose an animal's name and write it on the board. Then ask students to make statements about the animal. Repeat each statement and then write on the board. You can ask leading questions such as. Is it big? Is it lazy? Does it eat grass?

Ask students to write their own descriptions. You may wish to have less fluent students work with a more fluent partner,

Ask students to share their writing with others in the class.

After you have reviewed the students' work, you may wish to have some students recopy their work so that you can post it on the classroom bulletin hoard.

教学点评及反思：

一.环节设计思路：

本课以游戏形式的猜动物名称引入，首先让学生通过游戏中的练习，尽快熟悉各种动物的英文名称。然后导入到三个链状承接的任务上。第一个任务通过听力引入本课的第一组重点句型，即询问喜欢何种动物及其原因。然后在同学中做一个调查，看看大家都喜欢些什么动物以及喜欢的原因，为第二个任务积累资料。任务二是真实任务前的模拟，让学生从大家喜欢的动物中挑选两至三种安排小组去动物园的参观路线。真实任务是来源于对秋游的设想，打算组织学生去北京动物园，分小组活动，要求各小组有自己的参观计划，必须明确列出参观各种动物的顺序以及原因，并根据地图说出大致的方位。课堂完成任务后，课后任务对课堂的延伸和巩固，因此选择了学生较感兴趣的野生动物问题，同时兼有美术和生物学科的学习，一举多得。

二.课后反思：

本课设计上思路非常明晰，由潜入深，教师带领着学生一步一个脚印，渐渐进入任务，让学生非常自然的领会本课的知识点。任务的设计贴近学生生活，有趣又实用，学生的参与非常热烈。教师对课堂的把握非常到位，收放自如。不足之处在于野生动物的话题过于广泛，教师可给与适当的指导，提供方向性的资料利于学生课下任务的完成。

教案点评：

本课以游戏形式的猜动物名称引入，让学生熟悉各种动物的英文名称。然后导入到三个链状承接的任务上。课堂完成任务后，选择了学生较感兴趣的野生动物问题，对课堂进行延伸和巩固，同时兼有美术和生物学科的学习，一举多得。本课设计上思路非常明晰，由潜入深，让学生非常自然的领会本课的知识点。任务的设计贴近学生生活，有趣又实用。

Unit 4: I want to be an actor.

Language goal

In this unit, students learn to talk about jobs.

New language

What do you do? I'm a reporter

What does he do.' He's a student.

What do you want to be? I want to be an actor .

What does she want to be? She wants to be a police officer

names of jobs and professions

Teaching procedure:

Section A

Brainstorm with students a list of jobs that friends or relatives do. ("Brainstorming" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.

Point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It's fun. It's a good job.

la This activity introduces the key vocabulary.

Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as they can. Then point to a scene, name the job, and ask students to repeat.

Point to the numbered list of words. Say each one and ask students to repeat.

Then ask students to match each word with one of the scenes. Say, Write the letter of each scene next to one of the words. Point to the sample answer.

1b This activity gives students practice in understanding the target language in spoken conversation.

Point to the different people shown in the picture. Ask various students to tell what they do as you point to each one,

Say, Now you will hear three conversations. The conversations are about three of the people in this picture.

Play the recording the first time. Students only listen.

Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.

Correct the answers.

1 c This activity provides guided oral practice using the target language-

Ask a student to read the example conversation with you. Hold up the book and point to the doctor in the picture.

Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.

Say a dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words in activity 1a.

As students work in pairs, move around the room monitoring their work. Oner language or pronunciation support as needed.

2a This activity gives students practice in understanding the target language in spoken conversation.

Ask students to look at the three pictures. Ask different students to tell you what they see in each picture. “What are the people doing? What jobs do they have?”

Play the recording the first time. Students only listen. Say, You will hear conversations about the people in these pictures.

Play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about.

Correct the answers.

2b This activity gives students practice in understanding the target language in spoken conversation.

Point to the three headings in the chart and read the headings to the class.

Ask students, What does “wants to be” mean?

(It is not the Job the person has now. It is the job the person wants in the future.)

Play the recording the first time. Students only listen .Say, You will hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.

Play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. Point out the sample.

2c This activity provides guided oral practice using the target language.

Point out the pictures in activity 2a. Ask who each person is. (They are Susan's brother. Anna's mother, and Tony’s father.)

Say, Now work with your partner.

Ask and answer questions about the pictures. Ask, "What does he or she do?"

Then ask, "What does he or she want to be?"

Say a dialogue with a student. Point to Anna's mother and then to the example in the speech balloons. Practice the dialogue with a student.

As students work In pairs, move around the room monitoring their work. Offer language support as needed.

Xk b1.co m

3a This activity introduces the names for the places where people work, and gives reading practice using the target language.

Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.

Point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble.

Ask students to work alone. Say, Write the number of each job in the square next to each workplace.

Check the answers.

3b This activity provides guided oral practice using the target language.

Point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.

Then point out the conversation in the speech bubbles. Ask two students to read It to the class.

Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.

Say a dialogue with a student. Point to the word waiter in activity 3a and then to the picture of the restaurant. Ask a student. Where does he work? Guide the student to answer using the correct place: He works in a restaurant. Then ask. What does he do? and guide the student to answer, He's a waiter.

As students work in pairs, move around the room monitoring their work. Offer language support as needed.

4 This activity provides listening and speaking practice using the target language.

Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.

Demonstrate by drawing a picture on the board of a stick figure reporter. Add details (microphone, notebook, etc.) until students guess what job it is.

Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.

Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.

Play the game using drawings by several different students.

Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.

Section B

New language

Words that describe jobs, such as exciting, dangerous, boring, difficult, busy, fun

Additional materials to bring to class:

Help wanted ads from an English-language newspaper

1 a This activity introduces the key vocabulary.

Focus attention on the six pictures. Ask, What job does the person have? Where does the person ivnrk?

Point out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job.

Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.

Check the answers.

1 b This activity provides guided oral practice using the target language.

Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say. It's an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer? Someone may answer, It's a dangerous job. Ask the class to repeat each correct answer.

Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.

1 c This activity provides an opportunity for oral practice.

Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs? Add any new jobs to the list.

Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.

2a This activity provides listening and writing practice with the target language.

Call attention to the two headings and ask a student to read die headings to the class.

Point out the blank lines where students will write the name of a job (under the words wants to be).

Play the recording the first time. Students only listen.

Say, Now I will play the tape again. This time write the name of a job under the words “wants to be.”

2b This activity provides listening and writing practice with the target language,

Call attention to the second heading and ask a student to read it to the class. Say, This time you will unite why each person wants the job.

Play the recording again. Students only listen.

Then says, Now I will play the tape again. This time write the reason the person wants the job under the word “Why?”

Play the recording. Students write their answers.

Check the answers.

2C This activity provides open-ended oral practice using the target language.

Say, What do you want to be? What words describe each job?

Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words to describe them. Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.

Then ask students to work in small groups. They tell each other what they want to do and why. Encourage students to use dictionaries if necessary. Move from group to group offering assistance as needed.

Ask individual students to tell the class about what they want to be and why.

3a This activity provides reading and writing practice using the target language.

Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.

Then read each ad again separately, pausing to allow students to ask questions about anything they don't understand. For example, in the first ad, students may not know that working late means “working at night.” To work hard means to use a lot of energy to do the job.

Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.

Check the answers.

3b This activity provides reading and writing practice using the target language.

Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.

Ask students to fill in the blanks using words from this section.

Say, Look at the pictures next to each blank line. The pictures will help you guess the correct word. Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.

Check the answers.

3c This activity provides writing practice using the target language.

Point out the blank strip of newspaper where students can write their own ads.

Ask one or two students, What are you going to write about?

Repeat each of the students’ sentences and ask the class to repeat the sentences after you. For example: Do you want an interesting but dangerous job? Do you want to meet new people? We need a police officer. Call the Smithtown Police Station at 555-2323.

Ask students to read their ads to a partner. Ask the pairs to correct each other's work.

4 This activity provides guided oral practice using the target language.

Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.

Then say, New please work in groups. Ask questions to find out what jobs each person wrote about. You can use sentences like the ones we just read.

As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions. Also rephrase any inaccurate answers.

教学反思：

初中生都喜欢看电视电影，而且都有自己喜欢的电视或电影明显，所以这个单元的话题也对学生有足够的吸引力，能够引起他们的兴趣。在课堂口语训练和表演上，我尽量给学生们的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都能有机会来表演。因为学生的表演欲望很强，所以，虽然在这个活动上要花比较多的时间，但是能够让学生对学英语更加感兴趣，更喜欢英语课，所以我觉得这是很值得。

除了表演和对话之外，我还叫学生口头造句(一些有关职业的句子)，争取大部分的同学都有回答的机会，多次重复加大练习。另外还采用一些游戏的形式，让尽可能多同学参与。在每节课的最后五分钟我以提问的形式来进行复习总结，在让学生有一个巩固的机会。

在小组活动中我设计了“找工作”的任务型教学活动：以小组为单位讨论，个人介绍推销自己。活动之后要求学生口头汇报任务完成的情况，让他们把学到的知识系统地用到自己的作文中来，练习关于职业以及工作地点的表达。最后要求他们写出书面的作文作为家庭作业，达到笔头方面的训练目的。

我们在教学中不能只是课堂上热闹而已。课堂上的热闹应该是起到调动学生学习积极性的作用，更重要的是要趁势把这种积极性正确地引导到努力巩固所学知识上面来，并要培养他们刻苦努力地学习和追求上进的精神。

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