高中英語選修七教案

Unit3:Whydoyoulikekoalas?(新目標七下)。

Unit3:Whydoyoulikekoalas?

Languagegoals

Inthisunitstudentslearntodescribeanimalsandexpresspreferencesandgivereasons,

Newlanguage

Whydoyoulikekoalabears?.Becausetheyrecute,Theyreprettyinteresting,Theyrekindofshy,Theyreverybig.

namesofanimalssuchastiger,elephant,koalabear,dolphin

descriptionwordssuchassmart,cute,intelligent

namesofcountries:Australia,SouthAfrica,

Recycledlanguage

between,acrossfrom

Hes/Shesfrom...Hes/Shesfiveyearsold.

nameofcountries;China,Japan,Brazil

SectionA

Additionalmaterialstobringtoclass:

coinsorothermarkersfortheBingogamein4.

AskstudentstonameasmanyanimalsastheycaninEnglish.Writethelistontheboard,

Askstudentstodescribeeachanimalinsomeway.Theymaytellitscolorortellifitisbigorsmall.

Say,Todaywearegoingtolearnthenamesofsomemoreanimals.Wellalsoleamhowtosaywhichoneswelikeandtellwhywelikethem.

laThisactivityintroducesthekeyvocabulary.

Focusattentiononthemapofthezooshowingpicturesofanimals.Askstudentstopointtoandnameanyanimalstheycan.

Pointtotheanimalsonebyoneandsaythenameofeach.Askstudentstorepeal.

Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.

Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachanimalintheblankbythatanimalsname.Pointoutthesampleanswer.

Checktheanswers.

1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

Pointtotheanimalsin1a-Askstudentstopointtoandnametheanimals.

Say,Imgoingtoplayrecordingsofthreeconversations.Listencarefullyasyoulookatthewordsinla.Putacheckmarkinfrontofthenameofeachanimalyouhear.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistimestudentscheckeachanimalnametheyhear.

Correcttheanswers.

1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Callattentiontotheexampleconversationinthepicture.Asktwostudentstoreadittotheclass.Answeranyquestionstheymayhave.

Pointoutthefourdescriptionwords.Askastudenttoreadthemaloud.Reviewthemeaningofeachword.

Say,Nowyoucanmakeconversationsaboutanimals.Yourconversationscanbeliketheexample.Usethesedescriptionwords.

Askstudentstoworkinpairs.Havethemtaketurnssayingbothparts.

Ifstudentsneedhelpgettingstarted,demonstrateanotherconversationwithastudent.Forexample:

Teacher:letsseetheelephant.

Student:Whydoyouwanttoseetheelephant?

Teacher:Becauseitsverysmart.

Asksomestudentstopresenttheirconversationstotheclass.

2aThisactivityprovideslisteningpracticeusingthetargetlanguage.

Callattentiontothetwoblanklinesontheleft.Say,Youwillheararecordingofaconversation.Listencarefully.Thenwritethenamesofthetwoanimalsyouhearontheselines.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistimestudentswriteinthenamesoftheanimals.

Checktheanswers.

Pointouttheadjectiveslistedontheright.Askastudenttosaythewords.

Say,NowIwillplaytherecordingagain.Thistimedrawalinebetweeneachanimalandtheadjectiveyouhear.

Playtherecordingandhavestudentsmatcheachanimalwithanadjective.

Correcttheanswers.

2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.

CallattentiontotheconversationandtheblanklinesinitSay,Youwillheartherecordingagain.Thistimepleasewriteawordfromtheboxoneachblankline.Somewordscanbeusedmorethanonetime.

Askastudenttoreadthewordsinthebox.

Playtherecording.Checktoseethatstudentsarewritingawordfromtheboxoneachlineoftheconversation.

Goovertheanswers.

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Callattentiontotheconversationinthepicture.Asktwostudentstoreadittotheclass.

Say,Nowyoucanhaveconversationslikethisone.UsethewordsinBox1,Box2,andBox3inyourconversations.

Demonstrateaconversationwithastudent.Forexample:

Student:Doyoulikepenguins?

Teacher:Yes,Ido.

Student:Why?

Teacher:Becausetheyreverycute.

3aThisactivityprovidesreadingpracticeusingthetargetlanguage.

Pointtoandsaythenamesofthethreecountriesonthemapsandaskstudentstorepeat

Pointtothethreeanimalsandaskastudenttonamethem.

Say,Nowdrawalinebetweeneachanimalandthecountryitcomesfrom.

Correcttheanswers.

3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Pointtotheconversationinthepicture.Askapairofstudentstoreadittotheclass.

Askstudentstoworkinpairs.Say,Nowyoucantalkaboutwhereanimalscomefrom.Pointtothemapandanimalsstudentsmatchedupin3a-

Say,Workwithapartner.Taketurnsaskingandansweringquestionsaboutthecountriesandanimalsin3a.

Afterafewminutes,askseveralpairstosaytheconversationfortheclass.

SectionB

Additionalmaterialstobringtoclass:

PicturesofhouseholdpetsandzooanimalscutoutofmagazinesforFollow-upactivity1.

1Thisactivityintroducesmorekeyvocabulary,

Callattentiontotheanimalsinthepictureandaskastudenttosaythenameofeachone.

Pointoutthelistofeightnumberedadjectivesatthetop.

Say,Nowpleasematchtheadjectivesatthetopwiththeanimalsinthepicture.Writetheletteroftheanimalonthelineaftertheadjective.Pointoutthesampleanswer.

Asstudentswork,movearoundtheroomofferingtoanswerquestionsasneeded.

Correcttheanswers-

2aThisactivityprovideslisteningpracticewiththetargetlanguage.

Say,NowIwillplayarecordingofaconversationbetweenTonyandMaria.Thistimecircletheadjectivesyoubearonthelistforla.

Playtherecordingagain.Studentscircletheadjectivestheyhear.

Correcttheanswers.

2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.

Callattentiontothethreeheadings.Animal,MariasWordsandTonysWords,andthewrite-onlinesundereach.

Say,NowIwillplaytherecordingagain.Thistimepleasewritethenameoftheanimalseachpersontalksaboutandthewordstheysay.

Playthefirstfourlinesofrecordingandstopthetape.Ask,Whatanimalaretheytalkingabout?(theelephant)WhatwordsdoesMariausetodescribetheelephant?(interesting,intelligent)

Pointoutthewrite-onlineswherestudentscanwritethesewords.

Playthewholerecordingandhavestudentswritethewordstheyhearonthechart.

Checktheanswers.

3Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Callattentiontothedialoguenexttothepicture.Asktwostudentstoreadittotheclass.

Say,Workinpairs.Usesentenceslikethesetosaywhatyouthinkaboutdifferentanimals.

Demonstratetheactivitywithoneortwostudents.Forexample,say,Ilikedolphins.Theyreintelligent.

Askstudentstoworkinpairs.Astheywork,movearoundtheroomcheckingonprogress.

Asksomepairstopresenttheirconversationstotheclass.

3aThisactivityprovidesreadingpracticeusingthetargetlanguage.

Pointoutthethreedescriptionsofanimals.Askstudentstotaketurnsreadingonealoud.

Thendrawattentiontothepicturesofanimalsbelow.Say,Writetheletteroftheanimalintheblanklinesaboveitsdescription.Thereisoneanimalthatisnotdescribed.

Checktheanswers.

3bThisactivityintroducessomenewvocabularywordsandprovidesreadingandwritingpracticeusingthetargetvocabulary.

Callattentiontothepicturesofanimalsin3a,anddrawattentiontothegrass,leaves,andmeat.Askastudenttoexplaineachwordoruseitinasentencetoshowheorsheunderstandswhatitmeans.Teachtheexpressionsleeps.

Pointoutthedescriptionin3bwithblanklineswheresomewordsaremissing.Readittotheclasssayingblankeachtimeyoucometoablankline.

Pointoutthesixwordsinthebox.Say,Youcanwritethesewordsintheblanks.Useeachwordonlyonce.

Asstudentswork,movearoundtheroomcheckingprogressandofferinglanguagesupportasneeded.

Checktheanswers.

3cThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage,

Say,Nowyoucanwriteadescriptionliketheonein3b.Youcanusesomeofthesamewords.Writeaboutanyanimalyoulike.

Youmaywishtodoasampledescriptionwiththeclass.Chooseananimalsnameandwriteitontheboard.Thenaskstudentstomakestatementsabouttheanimal.Repeateachstatementandthenwriteontheboard.Youcanaskleadingquestionssuchas.Isitbig?Isitlazy?Doesiteatgrass?

Askstudentstowritetheirowndescriptions.Youmaywishtohavelessfluentstudentsworkwithamorefluentpartner,

Askstudentstosharetheirwritingwithothersintheclass.

Afteryouhavereviewedthestudentswork,youmaywishtohavesomestudentsrecopytheirworksothatyoucanpostitontheclassroombulletinhoard.

延伸閱讀

新目標七下UNIT4Iwanttobeanactor.

課　題：Unit4:Iwanttobeanactor.

教學內容：SECTIONA1a,1b,1c，2a,2b,2c，3a

授課教師：Rongyefeifei

教學重點：Talkandwriteaboutjobs.

教

學

目

標

詞匯

重點詞匯：doctor,reporter,policeman,waiter,bank,clerk,shop,

assistant,dangerous.

補充詞匯：salesgirl/boy，nurse，actress，reporter，compere，coach，soldier，businessman

語言結構：

1、Whatdoyouwanttobe?的用法

2、Want,work的一般現(xiàn)在時用法

Iwanttobe…/Shewantstobe…

3、詢問職業(yè)的幾種句型的用法。

Whatdoeshedo?/What’shisjob?/Whatworkdoeshedo?

能力目標：1、學會談論自己與他人的職業(yè)。

2、談論自己或他人將來想從事的職業(yè)并能簡單陳述原因。

教學方法：多媒體教學法，語言交際，創(chuàng)設情境操練、書面表達等。

教學準備：教師準備錄音機、磁帶、多媒體課件。

教學步驟：

Step1:Greeting.

Reviewwords”teacher,student…”likethis:

Teacher：Whatdoyoudo?

S1:Iamastudent.

T:Whatdoeshedo?

S2:Heisastudent.

…

（學生活動：通過對話，問學生及學生熟悉的一些人，復習以前學過的單詞，同時為新課做好鋪墊。）

Step2;Guessandpresentation.

1、Theteachershowthepicturesaboutjobstothestudents,askandanswerlikethis;

T;whoisthis?

S;SheisMsYang.

T;Whatdoesshedo?

S;sheisateacher.

T;whataretheydoing?

S;Theyarepalyingcomputers.

T;whatdotheydo?

S;Theyarestudents.

1.Helpstudentstoaskandanswerinanotherwaylikethis;

T;whoisthat?

S;HeisLiYong.

T;Whatishisjob?

S;Heisacompere.(Teacherhelpsthestudentstoanswer

Andteachnewword’compere’.)

2.Teachnewwordswhithpictures.

（通過看一些熟悉的公眾人物或圖片，如李泳，袁隆平等和熟悉的人物照片，調動學生的興趣，在復習新單詞的同時，學習新單詞，并補充了詞匯，讓學生用英語表述更多的職業(yè)，也為后面的調查和書面表達作了鋪墊。）

Step3Practice

Workinpairswhith“whatishis/herjob?/whatdoesshe/hedo?

（在老師的示范下進行了詢問職業(yè)的句型的操練，學會如何詢問他人的職業(yè)及兩種不同的詢問方式。）

Step4:presentation

T;Therearemanydifferentkindsofjobs.Whenyougrowup,whatdoyouwanttobe?

(Helpthestudentsanswerthequestionlikethis;

Iwanttobe…)

S1;Iwanttobe…

T;whatdoesshewanttobe…

S2;Shewantstobe…

…

（由所了解的人物職業(yè)引導到長大后，你想做什么這個話題上來，老師教Whatdoyouwanttobe…句型，并進行問答操練。）

Step5:Task

1.Askandanswerthequestionsingroups,thenmakeasurveyingroupsandfillinthetable.

2.Askoneofeachgrouptoreportaboutthetable,theothersinthegroupcanhelphim/her.

Whatdoyouwanttobe?Iwanttobeateacher.

Whatdoeshewanttobe?Hewantstobeapoliceman.

Whatdoesshewanttobe?Shewantstobeawaiter.

Name

Wantstobe

Why?

（在操練新學句型的基礎上，以小組為單位，提供一個可行的任務，由學生完成，在填完表格后進行小組匯報，小組匯報時，可以由其他同學進行補充配合，培養(yǎng)學生的口語交際及小組合作意識。）

Step6:Listentothetapeanddotheseexecises.

SECTION2a,2b

（在學習新知識的基礎上進行聽力訓練。）

Step7:Readandmatchthejobswiththepeopleinthepicture.

SECTION3a

Helpthestuentsreadthepassagesandteachnewwords“dangerous,thief”andsoon.

（學習職業(yè)的描述，讓學生在讀中學習用英語表達。為后面的書面表達打基礎。）

Step8:Task

Clew：Doyouhaveadreamofyourlife?

Whenyougrowup,whatdoyouwanttobe?

Ithinkyoumaythinkaboutyourjob.

Pleasewriteitdownandtelluswhyyouwanttobe.

提示:你的人生有夢想嗎？你是否想過你長大后做什么？我想也許你早就憧憬過你未來的職業(yè)了。請你以Myideal為題寫一篇短文，與大家一起分享你的理想，并且不要忘了說說自己的原因和假如美夢成真后你會怎么做噢！J

Don’tforgettowriteinEnglish!

（通過本課的學習，結合自己的實際寫關于理想的作文，可以用學過的單詞，同時也可以借助詞典等方式查閱輔助，同時，也結合這個話題對學生進行理想前途教育。

板書設計

Unit4:Iwanttobeanactor.

Whatishis/herjob?

Whatdoeshe/shedo?

He/sheisa/an…

Whatdoyouwanttobe?

Iwanttobe…

Shewantstobe…

課堂點滴

完成了教學任務，學生對于兩個任務都很感興趣，特別是在完成第一個任務時，學生的參與熱情較高，一名小組長匯報時，隨機讓另一名同學配合，那個同學雖然英語基礎不是很好，但是能夠結合實際在剛學過的知識的基礎上發(fā)揮，且語言流利自然，做到了說英語而非讀英語，同時，在最后的任務中，學生不但用了教過的單詞，包括被充詞匯，還通過查詞典等方式，找到了另外一些個人書面表達需要的單詞并且正確應用。

Unit1Whereisyourpenpalfrom?(新目標七下)

作為老師的任務寫教案課件是少不了的，是認真規(guī)劃好自己教案課件的時候了。只有規(guī)劃好了教案課件新的工作計劃，新的工作才會如魚得水！你們清楚有哪些教案課件范文呢？以下是小編為大家收集的“Unit1Whereisyourpenpalfrom?(新目標七下)”供大家借鑒和使用，希望大家分享！

Unit1Whereisyourpenpalfrom?Topic:Countries,nationalities,andlanguages
Functions:Talkaboutcountries,nationalitiesandlanguages
Askandtellaboutwherepeoplelive

Structure:Wheres/Wherere...from?
Wheredoes/do...from?
Whatquestions----Whatlanguagedoes/do...speak?

Targetlanguage:Whereisshefrom?Sheisfrom....
Wheredoesshelive?Shelivesin....
Whatlanguagedoesshespeak?Shespeaks....
Vocabulary:wordsaboutcountries,languages
Teachingdesign:Thewholeunitneeds5periods,4fornewlessonsand1fortest

Period1(1a----GrammarFocus)

Keypoints:

Whereisyour/Johnspenpalfrom?He/Sheisfrom...
Wheredoeshe/shelive?He/Shelivesin....
(Homeworkforpreview)Pre-task:

LettheSsgivethemselvespenpalsandtheyshouldwritedowntheirpenpalsinformation,suchastheirnames,countriesandcitiestheyliveeventhelanguagetheyspeak.
TcangivetheSsanexamplemeanwhileTgivesthedifferentcountrieswhichcanbeusedbytheSs.TgivestheSsChinesewordsforthecountries,theyarefollowing:加拿大，法國，日本，美國，澳大利亞，新加坡，英國，中國(TheSscanlookthemupinthedictionaryiftheyarenewforthem)
Theexampleisfollowing:
Name:CurryMuray
Age:75
From(Nationality):theUnitedStates
City:NewYork
Language:English
TeachingSteps:

Keypoints:

Whereisyour/Johnspenpalfrom?He/Sheisfrom...
Wheredoeshe/shelive?He/Shelivesin....

(Homeworkforpreview)Pre-task:

LettheSsgivethemselvespenpalsandtheyshouldwritedowntheirpenpalsinformation,suchastheirnames,countriesandcitiestheyliveeventhelanguagetheyspeak
TcangivetheSsanexamplemeanwhileTgivesthedifferentcountrieswhichcanbeusedbytheSs.TgivestheSsChinesewordsforthecountries,theyarefollowing:加拿大，法國，日本，美國，澳大利亞，新加坡，英國，中國(TheSscanlookthemupinthedictionaryiftheyarenewforthem)
Theexampleisfollowing:
Name:CurryMuray
Age:75
From(Nationality):theUnitedStates
City:NewYork
Language:English

TeachingSteps:

Step1Leading-inTheinformationoftheteachersownpenpalsinformation.
"Ihaveapenpal.HisnameisCurryMuray.HeisfromtheUnitedStates.Doyouhaveapenpal?Whereisyourpenpalfrom?Whatsyourpenpalsname?"
Differentstudentssaytheinformationabouttheirownpenpals.Tshouldchoosethedifferentcountries.TwritesthedifferentcountriesontheBb(bothChineseandEnglish)

Step2Learning
SectionA1aLearnthenewwordsontheBb.Thenewwordsare:
penpal;Canada;France;Japan;theUnitedStates(theUS/theUSA/America);Australia;Singapore;theUnitedKingdom(theU.K./GreatBritain/England)
Payattentiontothepronuciationofthenewwords.

Step3Listening
1bListenandcirclethecountriesin1atheylearned

Step4Competition
Twogroupsofstudentstowritethenewwordstoseewhichgroupdoesbetter.FirstwritedowntheChinesewordswithlookingattheEnglishmeanings,thenwritedowntheEnglishwordswithlookingattheChinesemeanings.
(Thisstepisamemorygame.ItcanhelptheSsconsolidatethenewwordstheylearned)

Step5Pairwork
1cPractisethefollowingconversation:
---Doyouhaveapenpal?---Yes,Ido.
---Wheresyourpenpalsfrom?----He/Sheisfrom....(WriteitdownontheBb)
FirstThasaconversationwithonestudentasanexamplethenlettheSspractiseinpairs.Atlastletseveralpairsdoitagaininclass.

Step6Leading-in
RevisethecountriesnameswithlookingattheBb.ThenTwritesdownthecitynamesontheBb.LettheSstrytofindoutwhichcountriesthecitiesarein.Thecitynamesarefollowing:
Toronto;Paris;Tokyo;NewYork;Sydney;Singapore;London;

Step7Learning

2aLearnthecitynamestogetherwiththewholeclassjustlikeStep2
2bListenandcirclethecitiesandcountries
2cListenandcompletethechart
Haveasimilarcompetitiontoconsolidatethenewwordsinthispart.

Step8Pairwork
Thasaconversationwithonestudentlikethefollowing:
---Doyouhaveapenpal?---Yes,Ido.
---Whatsyourpenpalsname?---His/Hernameis....
---Whereisyourpenpalfrom?---He/Sheisfrom...
---Wheredoeshe/shelive?---He/Shelivesin....(WriteitdownontheBb)
LettheSspractiseaftertheTsexampleinpairsthenseveralpairsdoitinclass.

Step9Exercise
MypenpalisfromAustralia.(劃線提問)
JohnspenpalisfromJapan.(劃線提問)
HelivesinParis.(劃線提問)

Homework:

Readandcopythenewwords.
CopythesentencesinGrammarFocus
MakeupthequestionsaboutJodiein2cThequestionsare:
DoesJodiehaveapenpal?WhereisJodiespenpalfrom?Wheredoeshe/shelive?Whatshis/hername?(Thisonecanbechosenbythemselves)

Unit9:Howwasyourweekend?(新目標七下)

老師會對課本中的主要教學內容整理到教案課件中，大家開始動筆寫自己的教案課件了。是時候對自己教案課件工作做個新的規(guī)劃了，這樣接下來工作才會更上一層樓！你們了解多少教案課件范文呢？下面是小編精心收集整理，為您帶來的《Unit9:Howwasyourweekend?(新目標七下)》，歡迎大家與身邊的朋友分享吧！

Unit9:Howwasyourweekend?

Languagegoal

Inthisunit,studentslearntotalkaboutrecentpastevents.

Newlanguage

Whatdidyoudoovertheweekend?Icleanedmyroom.

Whatdidshedoovertheweekend?Shedidherhomework.

Whatdidhedoovertheweekend?Hewenttothemovies.

Whatdidtheydoovertheweekend?Theyplayedtennis.

SectionA

Additionalmaterialstobringtoclass:

wallcalendar

newspaperandmagazinepicturesforFollow-upactivity1

blankcardsandmarkersforFollow-upactivity2

PointtothepreviousSaturdayandSundayonawallcalendarandsay,SaturdayandSundayaretheweekend.Thisislastweekend.Thentellsomethingsyoudidlastweekendsuchas,/cleanedmyhouseovertheweekend.Usequicksketches(intheboardalongwithgesturestodemonstratethemeaningofeachactivity,

Askstudents,Whatdidyoudoovertheweekend9Acceptone-wordanswersandrephrasetheseanswersincompletesentences.Forexample,ifyouask,Whatdidyoudoovertheweekend?andastudentsays.Thebeach,rephraseitbysaying,Oh,youwenttothebeachovertheweekend.

Askseveraldifferentstudentsandhelpthesestudentssaycompleteanswers.

1aThisactivityintroducesthekeyvocabulary.

Focusattentiononthepicture.Askstudentstotellwhattheysee.Nameeachactivityandaskstudentstorepeat:wenttothemovies,playedsoccer,wenttothebeach,didhomework,playedtennisandcleanedmyroom.

Pointoutthenumberedlistofactivities.Sayeachoneagainandaskstudentstorepeat.

Thenaskstudentstomatcheachactivitywithoneofthepictures.Say,Writetheletterofeachactivitynexttothewords.Pointoutthesampleanswer.

Checktheanswers.

1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

Pointtotheactivitiesinthepictureinactivityla.Askstudentstotellwhatthepersondidineachpicture.Forexample,Sheplayedtennis,orLucyplayedtennis.Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistimesay.ListentotherecordingandwritethedaysandtimesLucydideachthingunderthepictures.PointoutthesampleanswerunderthepictureofLucyplayingtennis;onSaturdaymorning.

Correcttheanswers.

1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Pointtotheexampleconversation.Asktwostudentstoreadthedialoguetotheclass.

Say,Nowworkwithapartner.StudentA,pretendtobeLucy.StudentB,askquestionsaboutwhatLucydidondifferentdaysandtimesovertheweekend.Talkabouttheactivitiesinthepicture.

Studentsworkinpairs.Astheytalk,movearoundtheroommonitoringtheirwork.Offerlanguageorpronunciationsupportasneeded,

2aThisactivitygivesstudentspracticeinunderstandingthekeyvocabularyinspokenconversation.

Pointtothefivesentencesandaskastudenttoreadthesesentencestotheclass.

Say,Youwillheartrecordingofaconversation.Thepeoplewilltalkaboutsomeoftheactivitiesandpeople,buttheywillnottalkaboutothers.Pleaseunderlinethewordsyouhearontherecording.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistime,askstudentstounderlineeachwordthatissaidonthetape.Pointoutthesampleanswer,grandmother.

Correcttheanswers.

2bThisactivityprovideslisteningpracticeusingthetargetlanguage.

CallattentiontothepicturesofCarol,Ben,andEmmaandaskstudentstoidentifyeachpersonbyname.

Say,NowIwillplaytherecordingagain.Listentothestudentstalkingaboutwhattheyaidovertheweekend.WriteCforCarol,BforBenorEforEmmanexttoeachstatementinactivity2a.Thefirstonehasbeendoneforyou.

Playtherecordingthefirsttime.Studentsonlylisten.

Pointoutthesampleanswer,S,instatement1.Say,Soniavisitedhergrandmother.

Playtherecordingagain.Askstudentstowritealetterinfrontofeachstatementtoshowwhateachpersondid.

Checktheanswers.

2cThisactivityprovidesguidedoralandwritingpracticeusingthetargetlanguage.

Callattentiontothedialogueandthelistofactivitiesinthebox.Explainthatstudentshavetocompletethedialogueusingtheactivitieswordsinthebox.

Studentsdotheactivityinpairs.Whentheyhavefilledintheblanks,theypracticetheconversation.Haveseveralpairsperformtheirconversationsfortherestoftheclass.

3aThisactivityprovidesreadingpracticeusingthetargetlanguage.

Pointtothethreescenesinthepicture.Askstudentstodescribewhatthepersonineachscenedid.(Picture1shows:Shewenttothebeach.Picture2shows:HedidhishomeworkandwatchedTVPicture3shows:Shecleanedherroomandstudiedforthemathtest.)

Afterthat,readthethreedialogueswithastudent.Thesecondpartofeachdialogueisincomplete.

Say,Therestofthesentencesarelistedabovethepicture.Readthemtotheclassorhaveastudentreadthem.Say,Writethecorrectnumberontheblanklinesinthespeechbubblestocompletetheconversations.

Correcttheanswers.

3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Callattentiontotheexampleinspeechbubbles.Askapairofstudentstoreadthedialoguetotheclass.

Say,Nowpracticeaskingandansweringquestionslikethisaboutwhatthepeopleinthepicturesdidovertheweekend.Practiceinpairs.Usethedialogueasanexample.

Helpstudentsfindpartners.Thensay,Firstreadthedialoguetogether.Bothstudentsreadbothparts.Thenmakeyourowndialogueslikethatone.Tellwhatthepeopleinactivity3adidovertheweekend.

Hereisasampledialogue:

A:HowwasSarahsweekend?

B:Itwasntverygood.Shecleanedherroomandstudiedforthemathtest.

Askpairsofstudentstopresenttheirdialoguestotheclass.

4Thisactivityprovidesoralpracticeusingdietargetlanguage.

Playamodelroundofthegame.Drawsimplepicturesoftwothingsyoudidovertheweekend.Forexample,apictureofaTV,andapictureofatennisracket.PointtothepictureoftheTyandaskastudenttomakeasentenceaboutwhatyoudid(youwatchedTV).Dothesamewiththepictureofthetennisracketandanotherstudent(youplayedtennis).Writethetwosentencesontheboardandunderlinethe-edinwatchedandplayedandremindstudentstousethepasttense.

Nowaskstudentstopriicticetheactivityingroupsoffour.Eachstudentsdrawstwodiingssheorhemighthavedoneovertheweekendonapieceofpaper.Thestudentsthentaketurnstomakesentencesabouteachotherspicturesinpasttense.Walkaroundtheclassofferingassistancewherenecessary.

Askastudenttodrawtwopicturesabouthisorherlastweekendonthebonrd.Classmembersguessthecorrectpasttensesentences.Thenwritewh-wordsontheboard(who,what,where,when,why,how)andencouragestudentstoaskfollow-upquestions,forexample.Whodidyouplaytenniswith9

SectionB

Newlanguage

Iplayedtheguitar

Istudiedgeography.

Iwenttothelibrary.

1aThisactivityintroducesmorekeyvocabulary.

Callattentiontothepictures.Askstudentstopointtoandusethepasttensetodescribeasmanyoftheactivitiesaspossible.Pointtoanddescribeanyactivitiestheycantdescribe.Forexample,Iplayedtheguitar.

Thenpointtothenumberedactivitiesdescribedinthelist.Nametheactivitiesandaskstudentstorepeateachone,

Afterthat,askstudentstomatcheachnumberedphrasewithapicturebywritingtheletterofeachpictureintheblankinfrontofthecorrectphrase.Asstudentswork,movearoundtheroomansweringquestionsasneeded.

Checktheanswers

1bThisactivityprovidesreadingpracticeusingthetargetlanguage.

Drawpicturesofthehappyfaceandunhappyfaceontheboard.WritethewordVMMunderthehappyfaceandthewordsnotfunundertheunhappyface.

Askstudentstonamesomeactivitiestheythinkarefunandsomethatarenotfun.Forexample,astudentmightsaydoinghomeworkorcleaningmyroomarenotfun.

Pointoutthehappyfaceunderthepicturesinla.Say,Heplayedtheguitar.Itwasfun.Thehappyfaceshowsitwasfun.Say,Aoicdrawahappyfaceoranunhappyfaceforlettersa,c,anda,

Correcttheanswers.

2aThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.

CallattentiontothenamesJimandSallyandthewrite-onlinesundereachname.

Say,NowyouaregoingtohearaconversationbetweenJimandSally.Theyaretalkingaboutwhattheydidovertheweekend.Listentotheconversationandwritewhateachpersondid.

Playtherecordingthefirsttime.Studentsonlylisten.

Pointoutthesampleanswer,cleanedherroom.

Playtherecordingagain.AskstudentstoHUinthephrasestellingwhateachpersondid.Remindstudentsthattheycanlookbackatearlieractivitiesinthisunittogetspellinghelp,iftheywish.

2bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Callattentiontotheexampleinspeechbubbles.Askapairofstudentstoreadthedialoguetotheclass.

Say,NowpracticetalkingaboutwhatJimandSallydidovertheweekend.Practiceinpairs-Usethedialogueasanexample.

Helpstudentsfindpartners.Thensay.Firstreadthedialoguetogether.Readbothparts.Thenmakeyourowndialogueslikethatone.TellwhatSallyandJimdidovertheweekend.

Asstudentspractice,movearoundtheroommonitoringprogress.

Askpairsofstudentstopresenttheirdialoguestotheclass.

2cThisactivityprovidesopen-endedoralpracticeusingthetargetlanguage.

Pointouttheexampleinspeechbubbles.Asktwostudentstoreadthedialoguetotheclass.

Withastudent,sayaconversationaboutwhatyoudidovertheweekend.Youmaywishtowritetwoorthreeactivitiesontheboardforstudentstouseintheirconversations.

Helpstudentsfindpartners.Astheypracticetheirconversations,movearoundtheroommonitoringprogressandgivinglanguagesupportasneeded.

Asksomepairstopresenttheirreal-lifeconversationstotheclass.

3aThisactivityprovidesreadingpracticeusingthetargetlanguage.

Readthearticletotheclassorhaveastudentdoit.

Somestudentsmaynotrecognizethewordsshopping,mixture,andrelatives.Answeranyquestion.studentsmayhaveabouttheseorothervocabularyitems.Writeeachnewwordontheboardanddiscussitsmeaning.

Readtheinstructions.Pointoutthecirclearoundthewordcircleandtheunderliningunderthewordunderline.Expandontheinstructionssaying,Circlethethingsthatyoulike.thethingsthatarcfun.Underlinethethingsthatyoudontlike,thethingsthatarenotfun.

Reviewtheanswers.Studentsmayhavedifferentanswersforsomeitems-Forexample,wenttothelibrarymaybefanforsomestudentsandnotfunforothers.

3bTlusactivityprovidesguidedwritingpracticeusingthetargetlanguage.

Pointoutthenumberedblanksintheparagraph.Say,Writeasuitablephraseineachblank.Remembertoputtheverbinthepasttense.Pointoutthatstudentscanlookatthepicturesbelowthepassageforideas.

Callattentiontothesampleanswer.Askastudenttoreadthesentencetotheclass,

Askstudentstocompletetheactivityindividually.

Checktheanswers.

3cThisactivityprovideswritingpracticeusingthetargetlanguage.

Beforetheystartwriting,suggestthatstudentslistthethingstheydid.Askstudentstonameseveralihi;;astheydidovertheweekend.Writethelistontheboardusingpasttenseverbs.

Askastudenttofollowthesenotesandsaywhatheorshedidovertheweekend.Whenthestudentisfinishedsay.Nowwritethewordsyoujustsaid.

Asstudentswork,movearoundtheroommonitoringprogressandansweringanyquestionsstudentsmayhave.

Askthestudentswhofinishfirsttowritetheirsentencesontheboard.Checkthesentencesandmakenecessarycorrections-Otherstudentsmayusethesesentencesastheycompletetheirownwork,

4Thisactivityprovideswritingandoralpracticeusingthetargetlanguage.

Asktheclasstogiveyouthenamesofsomefamouspeople.Theycanbe.sportsstars,musicians,artists,politicians,etc.).Writethemontheboard-Thenchooseoneofthepeopleontheboardanda.skthestudentstoimaginewhatthatpersondidoverthelastweekend.Elicitthreepasttensesentencesfromtheclassandwritethemontheboard.

Askstudentstolookattheinstruction.Explainthatstudentsmustchooseafamouspersonandwritethreethingsthatfamouspersondidovertheweekend.Askstudentstolookattheexampleandguesswhothepersonis(itshouldbeafamouspopstar,onethathasaninterestinghaircolor.).

Dividestudentsintopairstodotheactivity.Asstudentswork,movearoundtheroommonitoringprogressandmakingnotesofcommonlanguageproblems.Havesomestudentstelltheclasswhotheirpartnersareandwhattheirfamouspartnersdidovertheweekend.