小學(xué)語文微課教案

Unit8LiMinggoeshome。

作為老師的任務(wù)寫教案課件是少不了的，大家在認(rèn)真寫教案課件了。我們制定教案課件工作計(jì)劃，就可以在接下來的工作有一個(gè)明確目標(biāo)！有多少經(jīng)典范文是適合教案課件呢？以下是小編收集整理的“Unit8LiMinggoeshome”，但愿對您的學(xué)習(xí)工作帶來幫助。

Unit8LiMinggoeshome
Lesson61—64
一、一周知識概述
1．進(jìn)一步學(xué)習(xí)如何談?wù)搶⒁龅氖虑榛蜻M(jìn)行的活動。
2．了解西方告別及禮物贈送文化。
3．課文中出現(xiàn)的一些詞匯及表達(dá)法。

二、重難點(diǎn)知識講解
（一）重點(diǎn)單詞
1．cost
（1）用作動詞，意為“價(jià)值為；需花費(fèi)”。
e.g.Thesechairscost＄5each.
這些椅子每把價(jià)錢為5美元。
Howmuchdoesitcost?
這個(gè)東西值多少錢？
Themealcostshim￥150.
這頓飯花了他150元.
（2）用作名詞，意為“價(jià)格，價(jià)錢；費(fèi)用”。
e.g.highcostofcarrepairs昂貴的汽車修理費(fèi)
costofliving生活的花銷
2．remember記著，記住，回想起
（1）remembersb./sth記得……
e.g.Ican’trememberhisname.
我不記得他的名字了。
（2）remembertodosth.記得去做某事（事情未做）
e.g.Pleaseremembertobringthebooktoschool.
要記得把書帶到學(xué)校來。
Jack,remembertogivethepresenttoyourmother.
杰克，要記得把禮物給你媽媽！
（3）rememberdoingsth.記得做了某事（事情已做）
e.g.Irememberedturningthelightyesterdayevening.
我記得昨晚關(guān)了燈。
Mymotherrememberedgivingmethemoney.
我媽媽記得已經(jīng)把錢給我了。
3．surprise
（1）用作不可數(shù)名詞，意為“驚奇，驚訝”。
e.g.ShelookedupinsurprisewhenIcalledher.
我叫她時(shí)，她吃驚地抬起頭來看。
Tomysurprise,hepassedtheexam.
我感到驚奇的是他竟然通過了考試。
（2）用作可數(shù)名詞，意為“令人吃驚的事物”。
e.g.Whatasurprise!
多么令人驚奇??！
Thegiftisasurprisetome.
那禮物對我來說是一個(gè)驚奇。
（3）用作動詞，意為“使……吃驚”。
e.g.Ifyouaregoingtoleavethiscity,itwillreallysurpriseme.
如果你正準(zhǔn)備離開這座城市，那可真的要令我大吃一驚了。
Hisangersurprisedus.
他的憤怒使我們很驚訝。
（二）重點(diǎn)句型
1．Howmanygiftsdoyouneed,LiMing?
　李明，你需要多少禮物？
（1）howmany意為“多少”，其后接可數(shù)名詞的復(fù)數(shù)形式。
e.g.Howmanygirlsarethereinyourclass?
你們班有多少女生？
Howmanybooksdoyouwant?
你想要多少本書？
（2）howmany和howmuch
howmany和howmuch都可以表示“多少”，但howmany后接可數(shù)名詞，而howmuch后接不可數(shù)名詞，這是兩者的最大區(qū)別。
e.g.Howmuchmeatdoyouwanttobuy?
你想要買多少肉？
Howmuchwateristhereintheglass?
杯子里有多少水？
（3）由于不可數(shù)名詞可以用一定的計(jì)量單位來表示，若要對這些計(jì)量單位來提問時(shí)，則用Howmany.
e.g.Howmanypiecesofbreaddoesshewant?
她想要幾片面包？
Howmanybowlsofporridgedotheyneed?
她們需要幾碗稀粥？
在上面的兩個(gè)句子中，雖然bread和porridge都是不可數(shù)名詞，但是由于有apieceof和bowlsof這樣的計(jì)量單位來衡量，提問時(shí)用howmany。
（4）howmuch除了可以表示數(shù)量的多少，還可以表示金錢的多少，翻譯時(shí)說成“多少錢”。
e.g.HowmuchisthatredT-shirt?
那件紅色T—恤衫多少錢？
Howmucharetheapples?
這些蘋果多少錢？
2．It’stimetosaygood-bye.該是說再見的時(shí)候了。
（1）It’stimetodosth.該是干……的時(shí)候了。
e.g.It’stimetogotoschool.
該是上學(xué)的時(shí)候了。
It’stimetogoswimming.
該是去游泳的時(shí)候了。
（2）在上面的短語中還可插入sb，即為：It’stimeforsb.todosth.
e.g.It’stimeformymothertocooksupper.
該是我媽媽做晚飯的時(shí)候了。
It’stimeforLiMingtogohome.
該是李明回家的時(shí)候了。
3．Thekitelookslikeanairplane.那個(gè)風(fēng)箏看上去像一架飛機(jī)。
looklike看上去像……
e.g.Thecatlookslikeahat.
那只貓看上去像一頂帽子。
Thegirllookslikehermotherverymuch.
那女孩長得非常像她母親。

相關(guān)知識

LiMingGoesHome綜合教案

Unit8LiMingGoesHome
Lesson57SummerIsHere!
Teachingcontent:1.masterywords:will,scared,pool,toward
2.Thewordsknown:soccer,skip,already,yell
3.someusefulwords
Teachinggoals:1.understandthemeaningofthetext
2.rememberthemasterywords
3.mastertheusageofsomewordsandphrases
Teachingaids:audiotape,pictures,flashcardsandslideprojector
Type:dialogue
Teachingprocedure
ClassClosing
1.Greeting.
2.Dutyreport.
3.Sing“TheSeasonSong”
4.Play“Dressup”toreviewseasonsandclothes.
5.Play“Simonsays”.
KeyConcepts
Enjoy,oneself,skip.
Iliketo________.
Step1.Presentation
Teacher:Iliketowearbluejackets.Ialwayswearmybluejackets.
Iliketoswim.Ioftengoswimming.
Ialsoliketoskip.
Step2:Practice
1.Drill.
1)Teacher:Ilikewinter.
Students:Ilikewinter.
Teacher:Ilikesummer.
Students:Ilikesummer..
Teacher:Fall.
…
2)Teacher:Iliketoplaysoccer.
Students:Iliketoplaysoccer.
Teacher:Iliketoskip.
Students:Iliketoskip.
Teacher:...
2talkaboutthepictures.
WhatdoesLiMingliketodo?
WhatdoesJennyliketodo?
3.Chain-practice.
Teacher:Ilikesummer.Whichseasondoyoulikebest?Why?
Student1:Ilikewinter.BecauseIliketoskiontheice.Whichseasondoyoulikebest?Why?
Student2:Ilikesummer.BecauseIliketoswim.Whichseasondoyoulikebest?Why?
Student3:…
4.Bookclosed!Askthisquestion:CanDannyswim?
Listentotheaudiotape.
5.Checktheanswer.
6.Playtheaudiotapeagainasthestudentsfollowalongintheirstudentbooks.
7.Practiceinpairs,
8.present.Askforvolunteerstopresentthedialogue.
9.Makeupanewdialogue.
ClassClosing
1.Finishofftheactivitybook.
2.Practicethedialogueinthislesson.
3.PrevirewLesson58.

Lesson58Let’sGothePark!
Teachingcontent:1.masterywords:into,lie,sadly
2.Thewordsknown:airplane,dragon,better
3.someusefulsentences:Iseeacloudthatlookslikeadonut!
Ilikewatchingcloudsbetterthanflyingkites!
Teachingobjectives:1.understandthemeaningofthetext
2.rememberthemasterywords
3.mastertheusageofsomewordsandphrases
Teachingaids:audiotape,pictures,andslideprojector
Type:dialogue
Teachingprocedure
ClassOpening
1.Greeting.
2.Dutyreport.
3.ActoutthedialogueinLesson57.
KeyConcepts
Fly,lie.
Sadly,better.
Itlookslike_________.
Step1Presentation
Showthethreepicturesinthislesson.Talkaboutthepictures.
Picture1
Teacher:WhatisDannydoing?
Students:Heisflyingakite.Look!Herunintothetree.
Teacher:(Performtheaction“runinto”.)Runinto.
Picture2
Teacher:WhatisDannydoingnow?
Students:Heislyingonthegrass.
Teacher:Yes.Heislookingatthecloudsinthesky.
Picture3
Teacher:WhatareDannyandLIMingdoing?
Students:Theyaretalkingabouttheclouds.
Teacher:Yes.Look!Thiscloudlookslikeaplane.Thislookslikeadragon…
Step2Practice
1.Drill.
1)Teacher:lie.
Students:lie.
Teacher:Iamlying.
Students:Iamlying.
Teacher:He.
Students:He.
Teacher:Heislying.
Students:Heislying.
Teacher:Heislyingonthegrass.
Students:Heislyingonthegrass.
Teacher:Dannyisgoingtolieonthegrass.
Students:Dannyisgoingtolieonthegrass.
2)Teacher:Itlookslikeaplane.
Students:Itlookslikeaplane.
Teacher:Rabbit.
Students:Itlookslikearabbit.
Teacher:Dragon.
Students:Itlookslikeadragon.
Teacher:Adonut.
Students:Itlookslikeadonut.
Teacher:Iseeacloudthatlookslikeadonut.
Students:Iseeacloudthatlookslikeadonut.
3)Teacher:Ilikewatchingclouds.
Students:Ilikewatchingclouds.
Teacher:Ilikewatchingcloudsbetterthanflyingkites.
Students:Ilikewatchingcloudsbetterthanflyingkites.
2.Workinsmallgroups.Askyourstudentstolookaroundintheclassroom.Theycantalklikethis:Lookatthat/this.(Pointtoanobject.)Itlookslikea___.
Encourageyourstudentstobecreative.
3.Playtheaudiotapeasthestudentsfollowalongintheirstudentbooks.
4.Readaloud.
5.Practicebythemselves.
6.Askvolunteerstoretellthestory.
ClassClosing
1.Finishofftheactivitybook.
2.Readthetext.
3.PreviewLesson59.
Lesson59Today,Work,Tomorrow.Play
教學(xué)目標(biāo)：
1.掌握詞匯及短語：Worried
2.識別詞匯及短語：Exam,math,science,Finish,everyday,cheat,page
3.語法：一般將來時(shí)態(tài)
Iwillwritethreeexams.
Everyoneisgoingtobehappy.
4.了解本課中對話的意思。
教學(xué)重點(diǎn)：掌握詞匯和對話的學(xué)習(xí)。
ClassOpening
1.Greeting.
2.Dutyreport.
3.Sing“Standup,Sitdown”
4.RetellthestoryinLesson58.
5.Play“Why?Because_________.”
KeyConcepts
Exam,math,science.
Finish,cheat.
Step1Presentation
Teacher:(holdinganEnglish/Chinese/math/sciencebook)
ThisisanEnglishbook.ThisisaChinesebook.
Thisisamathbookandthisisasciencebook.
WewillhaveamathexamonFriday.WhenwillwehaveanEnglishexam?Areyoudoingwellontheexam?
Step2Practice
1.Drill.
Teacher:Math.
Students:Math.
Teacher:Wearegoingtohaveamathexam.
Students:Wearegoingtohaveamathexam.
Teacher:Areyougoingtodowellontheexam?
Students:Areyougoingtodowellontheexam?
Teacher:Areyougoodatmath?
Students:Areyougoodatmath?
…
2.Booksclosed!Ask:thisquestion:WhydoesDannywanttositbesideJenny?Listentotheaudiotape.
3.Checktheanswer.
4.Playtheaudiotapeagainasthestudentsfollowalongintheirstudentbooks.
5.Practiceingroups.
6.Present.Askforthreevolunteerstoactoutthedialogue.
7.Makeupanewdialogue.
ClassClosing
1.Finishofftheactivitybook.
2.Practicethesentencesinthislesson.
3.PreviewLesson60.
TeachingPlanforLesson60SummerHoliday
TeachingContent:Lesson60SummerHoliday
Teachingaims:
Masterywordsandphrases:sand,animal,pick,visit,aunt,uncle,ocean,deep
Oralwordsandphrases:might,badminton,summertime,sandal.
Togoonpracticingandconsolidating“begoingtoandwill”byusingthewordsandphrasesabove;Tocultivatethestudents’abilitiesofusingthelanguagesynthetically;
Teachingimportantpoints:Masterywordsandphrases,cultivatethestudents’abilitiesofusingthelanguagesynthetically;
Teachingdifficultpoints:Usethetwoformsof“begoingtoandwill”freelyandflexiblytotalkaboutsomethingwhatwillhappeninfuture.
Teachingprocedure:
ClassOpening:
1.Greetings
2.Dutyreport
3.Oralpracticebytalkingabout“Whatareyougoingtodointhesummerholiday?”torevise“begoingto”andgetreadyforLesson60.
NewClass:
Step1.Asksomequestionslikethefollowing:
1.WhatwillJennydoforthesummerholiday?
2.WhatwillDannydoforthesummerholiday?
3.WhatwillLiMingdoforthesummerholiday?
4.Whatwillyoudoforthesummerholiday?
Gothroughthetextquicklytofindtheanswerstothequestions.
Step2.Listenandrepeat
Beforelistening,scanthetextandunderlinethewordsthattheycannotreadcorrectly,thenlistenandrepeatsentencebysentence,meanwhilelineoutthewordsandphrasesthattheycan’tunderstand.Theycansolvetheproblemsbythemselvesoringroups.
Step3.Readthetexttogetreadytoretellthetextusingthepivotalwordsandphrasesfromthetext.
NamesWhatwillyoudoforthesummerholiday?
Dannyswiminthesealieonthebeachmakethesandanimal
Jennylookat
pick
LiMingflyhomeseehisfatherandmothervisithisauntanduncleplay　badmintonandping-pong
I…………
Step4.let’ssingasummersong!
Firstgothroughthewordsofthesong,solvetheproblemsbythemselves.I’llhelpthemifnecessary.Afterthat,listentothesongtwice.Andthenlearntosingthissongsentencebysentence.
ClassClosing:
1.FinishofftheStudents’ActivityBook.
2.DoExcisesIIandIIIinStudents’Trainingstepbystep.
3.Beabletoretellthetextfluently,especiallyencouragethemtoretellthetextintheirownwords.
Theclassisoverinthebeautifulsummersong!

Unit 8

teacher

PanGuiqiu

Subject

English

Time

2005-4-22

Topic

Unit8

Class

Three

教

學(xué)

目

標(biāo)

Knowledgaim

(知識目標(biāo))

1熟練掌握一些與食物有關(guān)的單詞

2學(xué)會購物,訂餐用語

Abilityaim

(能力目標(biāo))

1培養(yǎng)學(xué)生獨(dú)立,合作,探究的學(xué)習(xí)方式

2在生活中運(yùn)用英語的能力

Emotionaim

(情感目標(biāo))

讓學(xué)生通過用餐用語,來提高自己使用英的自信,并讓他們懂得,生活處處皆英語

Imporint(重點(diǎn))

Wordsandsenteces單詞與句型

Difficultpoint(難點(diǎn))

運(yùn)用句式Whatsizewouldyoulike?

Teachingisprepared

多媒體課件(computer)實(shí)物

l教學(xué)教

l學(xué)

l過

l程

教學(xué)內(nèi)容

Teacherability

(教師活動)

Studentsability

(學(xué)生活動)

Step1

Asksomewords

Lookatthecomputerandsay

words

Step2

Warm_up

SayEnglish

Sayafterme

Step3

1Ilike……

2I’dlke……

3Whatkindof……?

4whatsizeof?

Pairwok

Game

1Leadstudentssay___I’d

2usethesentencesoforderfood

Groupwork

Homework

Unit8:WhatisJohnlike?

Unit8:WhatisJohnlike?
Languagegoal
Inthisunitstudentslearntotalkaboutwhatpeoplearelike.
Newlanguage
Whosthat?ThatsMike.
Whatshelike?Hesshy.
Whatsshelike?Shesunfriendly.

SectionA
Additionalmaterialstobringtoclass:
picturesfromnewspapersandmagazinesforFollow-upactivity1.
Askastudenttostandinfrontoftheclass.Askstudentsquestionsaboutthisstudentusinglanguagetheyalreadyknow.Forexample,Whatshis/hername?Whereisbe/shefrom?Whatshis/heraddress?Whatshis/herfavoritekindofmusic?
Thensay,Inthisunitweregoingtolearntosaymoreaboutpeople.Writethesixnewwordsfrompage47ontheboardanduseoneortwoofthewordstodescribethestudentstandinginfrontoftheclass.Forexample,Hes/Shesfriendly.Hes/Shessmart.Usegestures,facialexpressionsand/ortranslationtoclarifythemeaningofeachstatement.Pointtoeachwordontheboardasyou
useittodescribethestudent.
1aThisactivityintroducesthekeyvocabulary.
Focusattentiononthepicture.Askstudentstotellwhatthepeoplelooklike.Theymaymentionthatsomeoneistall,hasblondhair,etc.Thenpointtoapersoninthepicture,namethekindofpersonalityheorsherepresents(smart,funny,serious,friendly,shy,orunfriendly)andaskstudentstorepeateachword.Sayasentenceortwoabouteachkindofpersonality.Shessmart.Shestudiesalot.ShegetsAsinallherclasses.
Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeatthesewords.,-
Thenaskstudentstomatcheachwordwithoneofthepeople.Say,Writetheletterofeachpersonnexttooneofthewords.Pointoutthesampleanswer.
Checktheanswers.
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtothepicture.Askstudentstoidentifythepersonalitytypeofeachperson.Forexample:Shessmart.Hesfunny.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistime,pointtothesixpeople.Askstudentstowritethenumber1nexttoBilly,thenumber3nexttoJaneandthenumber2nexttoAngela.Youmaywishtowritethesenamesandnumbersontheboardforstudentstolookatastheywork.
Correcttheanswers.
1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointtotheexampleinthespeechbubblesinactivityla.Asktwostudentstoreadit.
Say,Nowworkwithapartner.MakeyourownconversationsaboutBillyandJane.StudentAtalksaboutBilly.StudentBtalksaboutJane.
HavestudentsworkinpairsmakingconversationsaboutBillyandJane.Astheytalk,movearoundtheroommonitoringtheirwork.Offerlanguageorpronunciationsupportasneeded.
Asksomepairstopresenttheirconversationstotheclass.
2aThisactivityprovidesguidedlisteningpracticeusingthetargetlanguage.
Pointoutthechart.Readthecolumnheadingstotheclass.Thenhaveonestudentreadthelistofnamestotheclass,anotherstudentreadthelistofrelationshipstotheclass,andathirdstudentreadthelistofpersonalitywordstotheclass.
Say,Youwillheararecordingoffourconversations.Inthechart,circleallofthewordsthatyouhear.
Playthetapethefirsttime.Studentsonlylisten.
Playthetapeasecondtime.Say,Circleallthewordsyouhearinthesethreecolumns.
Youmaywanttoplaythetapeseveraltimessostudentscanfinishandchecktheiranswers.
Correcttheanswers.
2bThisactivityprovideslisteningpracticeusingthetargetlanguage.
Callattentionagaintothechart.Pointoutthelinesthataredrawnbetween"Mike","Petersbrother",and"shy"!
Say,Iwillplaythetapeagain.Thistime,drawlinestomatchthewordsthatareabouteachpersoninthechart.MikeisPetersbrotherandheisshy,solinesaredrawntoconnectallthosewords.Pleasedothisfortheotherthreepeople.
Playthetape.Studentsdrawlinesconnectingtherelatedwords.
Checktheanswers.
2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointtotheexampleinthespeechbubbles.Asktwostudentstoreadthedialogue.Showstudentshowthisdialogueconnectswiththechartinactivity2a.
Say,Nowworkwithapartner.Makeyourownconversationsaboutthechart.Youcanusesentencesliketheonesinactivity2c.
Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Offerlanguageorpronunciatiolsupportasneeded.
3aThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointoutthefoursentencesnexttothepicture.Askdifferentstudentstosayoneofthesentenceseach.
Say,Nownumberthesentencessothattheymakeaconversation.Thefirstoneisdoneforyou.Thefirstlineoftheconversationis"Whosthetall,thinboywithcurlyhair?"Pleaseworkinpairs.Asstudentswork,movearoundtheroommonitoringprogress.
Afterstudentshavefinishednumberingthesentences,checktheanswer.Thensay.Nowpleasepracticetheconversation.TaketurnsaskingaboutJack.
Askseveralpairsofstudentstoreadthedialoguetotheclass.
3bThisactivityprovidesoralpracticeusingthetargetlanguage.
Callattentiontotheexampleinthechart.Askonestudenttointroduce"Anne"totheclass(Annessmartandinteresting.ShelikesmoniesandKungFu).

Explainthatstudentshavetowritewordsthatdescribetheirriendspersonalitiesandhobbies.Ask,Aretheyfriendlyornfriendly?eriousorfunny?Smartorshy?Whatsportsdotheylike?Whatdotheyliketodointheirleisuretime?Whatclothesdotheyliketowear?Whatelsecanyousayaboutthem?
Havestudentscompletethechartindividually.Astheywork,movearoundtheclassroommonitoringprogress.
Whentheyhavecompletedthechart,askstudentstointroducetheirfriendstotheirpartners.
Askseveralstudentstointroduceoneoftheirfriendstotherestoftheclass.
4Thisgameprovidesguidedlistening,speaking,andwritingpracticeusingthetargetlanguage.
Pointoutthequestionsandanswersinthespeechbubbles.Asktwostudentstoperformthedialogue.
Reintroducethequestion,Whatareyoulike?byaskingoneortwostudentsthequestionandpromptingareasonableanswer,suchas,ImseriousorImfriendly.
Readtheinstructionstotheclassorhaveastudentdothis.
Pointoutthelistofsixpersonalitytypesandthesampleanswer,Dave.Say,Nowtalktoyourclassmates.Askthequestion,"Whatareyoulike?"Getasmanyanswersasyoucanintenminutes.
Answeranyquestionsstudentshaveabouthowtoplaythegame.Remindstudentsthatyouwillstopthegameintenminutes.
Whenthegameisover,ask.Whohastennamesonyourchart?Whohastwelvenames?Continueuntilyoufindthestudentwiththemostnames.Thatstudentisthewinnerofthegame.
Askthewinnertoreadhis/herlistofpersonalitytypesandnamestotheclass.
Alternative:Ifyoudonotwantstudentstogetupandwalkroundtheclass,thenyoucanaskthemtodo?theactivitysittingdown.Theyanaskstudentssittingnearthem,"Whatareyoulike?"Thestudentwhofindsthelargestnumberofdifferentpersonalitytypesisthewinner.

SectionB

Newlanguage
morewordstodescribepeoplespersonalities:generous,outgoing,easygoing,moody
1Thisactivityintroducesmorekeyvocabulary.
Focusattentiononthefourpictures.Askstudentstotellwhattheyseeineachpicture.Guidestudentstounderstandthemeaningofeachwordthroughfacialgesturesand/ortranslation.
Thenreviewthefourwordsagain,addingasentenceortwodescribingeachpersonalitytype.Forexampleyoumightsay,Shesgenerous.Shegivespeoplethings.Shedoesntkeepeverything/orherselfShesagenerousperson.
Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.
Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachpicturenexttooneofthewords.Pointoutthesampleanswer.
Checktheanswers.
2aThisactivityprovideslisteningpracticeusingthetargetlanguage.
Say,Youaregoingtohearaconversation.Maryistalkingwithafriend.Listentotheconversationandfluintheblanksinthechartunder"Personality".Thesewordstellwhatthepeoplearelike.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimeaskstudentstofillinthewordsunder"Personality"thatdescribethepeoplespersonalities.
Checktheanswers.
2bThisactivityprovidesmoreguidedlisteningpracticeusingthetargetlanguage.
Say,Nowyouaregoingtoheartheconversationagain.Thistimelistentotheconversationand/illintheblanksunder"Appearance."Thesewordstellwhatthepeoplelooklike.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimeaskstudenttofillinthewordsunder"Appearance"thatdescribewhatpeoplelooklike.
Checktheanswers.
2cThisactivityprovidesguidedlisteningandspeakingpracticeusingthetargetlanguage.
Pointtotheexampleinthespeechbubbles.Asktwostudentstoreadittotheclass.
Askstudentstoworkinpairs.Say,Usethechartinactivity2atoaskandanswerquestionsaboutthepeopleinthepicture.
Asstudentswork,movearoundtheroommonitorinprogress.
Asksomepairstopresenttheirconversationstotheclass.
3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
Callattentiontotheletterandaskstudentstoreadonesentenceeachtotheclass.Asksomecomprehensionquestionstobesurestudentsunderstandthemainideasintheletter.Forexample,Whatisthegirlsname?Wheredoesshewanttogo?Howoldisshe?
Pointouttheapplicationform.Pointtoandreadthefiveheadingstotheclass.Say,Nowusetheinformationinthelettertofillintheapplicationform.Askstudentstoworkindividually.
Correcttheanswers.
3bThisactivityprovidesmorereadingandwritingpracticeusingthetargetlanguage.
Callattentiontotheapplicationform.Pointoutthatitlooksjustliketheonetheyjustfilledin.
Say,Nowreadtheinformationonthisformandwritealetterliketheletterinactivity3a.Youcanlookbackatthatletter/orideas.
Askstudentstoworkindependently.Astheywork,movearoundtheroommonitoringprogressandofferingassistancewhereeeded.
Askastudenttoreadhisorherlettertotheclass.
3cThisactivityprovideswritingpracticeusingthetarget
language.
Ontheboard,makeafive-partchartsimilartotheonesinactivities3aand3b.Include1.Name,2.Age,3.Nationality,4.Likes,5.Personality.
Say,Copythischartonseparatepaperandfillintheinformationaboutyourselfbeforeyoustartwritingtheletter.Offerspellingandpronunciationhelpwithanynewlikesorpersonalitytypesstudentswishtouseintheirletters.Writeeachnewwordontheboardandhavetheclassrepeatit.
AskstudentstoworkIndependently.Astheywork,movearoundtheroommonitoringprogressandofferingassistancewhereneeded..
Askseveralstudentstoreadtheirletterstotheclass.
4Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.
Readthedirectionstotheclass.
Say,Whatdoweasktofindoutsomeonesname?Guidestudentstoanswer.Whatsyourname?Writethisontheboard.Elicitmoretopicstoaskabout.
Afterward,pointtoeachofthequestionsontheboard.Askstudentstorepeateachoneafteryou.ComparetheWhatdoyoulike?andWhatareyoulike?questionsandpointoutdifferentanswerstoeach.
Askstudentstoworkwiththeirpartnerstoaskandanswerquestions.Suggestthattheyeachtakethestudentandtheteacherroleonce.
Askseveralpairstopresenttheirconversationstotheclass.

Reviewunit8
1.Question
What’she/she/FanJianqianglike?
He/Sheis----
2.Personality
Heisserious
Shefunny
GongYadongsmart
Theyarefriendly
Mysistershy
unfriendlyquiet
gentleandquietintroverted
outgoinggenerous
stingystupidmoody