第一篇：新目标英语七年级下Unit5：Im watching TV.教学设计
新目标英语七年级下Unit5：I'm watching TV.教学设计
一、教材分析：本单元是Go for it(下)Unit 5。主要围绕“What are
you
doing?”这一主题展开各种教学活动，并以这一主题引出现在进行时的一般疑问句，否定句以及特殊疑问句等语言功能。本单元旨在创造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生综合运用这些知识的能力。并让学生能在“做中学”（learning
by doing），通过有限的课堂实践活动，注意观察别人的行动，能准确地用英语来表达。
２、教材的地位和作用：“Go for
it”教材有一个比较明显的编排特点，那就是每单元由Section A , Section B 和
Self Check 三大版快组成，同时每个版快又由a, b , c
三小部分构成，内容循序渐进，符合学生的认知规律，教材又图文并茂，既能吸引学生的注意力，又能激发学生的学习兴趣，每一小部分中的Ｃ部分又是pairwork,培养了学生的合作意识，每一小部分又有听力训练，培养了学生的听说能力。Section
B 中的３a, 3b
又能培养学生的读写能力，本单元的综合语言知识能力的运用，又能在此体现出来。Section
B中的3c是任务性教学，体现了语言的交际性和实用性。
1.语言知识：
本单元要求学生掌握以下词汇（phone, mall, movies, sound，show, boring, library, soccer.watch TV, do
homework, eating dinner, talking on the phone)
语言功能：
学会读、写一篇有关人们正在运动的短文。
语言结构（日常交际用语）：
What are you / they doing ?
I'm / We're/ They're watching TV.Is he/ she watching TV?
Yes, he/ she is./ No, he/ she isn't.2.语言技能：
（1）能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。
（2）能掌握现在进行时态及一些表示具体动作的词组搭配，如：watch TV, read books，play
soccer, talk with/ to , be boring, go to
the movies, want to do sth.等。
（3）能在日常生活中恰当理解和运用本单元的话题范围
内的单词和习惯用语。
3、学习策略：
通过本单元的教学，我要求学生能通过上下文内在的逻辑联系，或在观察别人的行为和活动时能用现在进行时来准确地表达所发生或进行的动作。
4、情感态度：
通过对本单元的任务性活动，我的目的是能培养同学间的友好相处，规范自己的行为，同时能提高他们的观察能力和判断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。
5、文化意识：
了解西方人是如何表达或描述正在进行的动作。
三、教学的重、难点：
基于上述对教材的分析，我确定本单元的教学重点为词汇、词组搭配和现在进行时的用法。
教学难点为现在进行时中现在分词的结构及读音，能在交际中准确地运用现在进行时来描述或表达正在进行的动作。
四、教学方法
1、教法分析：
（1）现在进行时是学生刚刚接触的一种新的语法项目，而本单元的话题源自生活，立足这一点，我充分利用学生已有的知识和生活经验，创设生活化的真实情境（或半真实情境）引导学生在
运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学,学了就用）。
（2）开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。
2、学情分析：
我们教学的对象是初一学生（以中等生为主），他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。
五、教学过程设计
The First Period
Step 1
Warming up
(“良好的开端是成功的一半”，因此，我认为能以一种新颖的问候方式或复习方式进入一节课，就能唤起学生的兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的内容，那么可为这节课的成功打下基础，同时也能给自己适当的减压。）
T：We are having an English class now.What are we
doing now?
(Help the students to answer: We're having an
English class
now.)接下来教师要求几个学生做一些动作，让其他学生用英语来猜测。（目的是为本节课的现在进行时作好铺垫）
(Section A 1a.1b ,1c,2c)
Step 2 Presentation
教师出示几张图片,引出现在进行时的结构和用法。
(1)叫一位学生按照老师图片上的提示做动作，教师接着说：
T: He/ She is singing now.They are playing football now.T: What is he/ she doing ?
He/ She's playing football now
2）然后叫一个学生做动作，另一个学生问，进行问答练习。
S1: What are you doing now?
S2: I'm watching TV.(ect.)
sing----singing / watch----watching /
play---playing /ect.这样设计的目的是让学生在交际情景中感受出现在进行时的结构和用法。
Step 3 Practice
1.Show some pictures and let the students ask and
answer in pairs.e.g
What are you doing ? I am eating.What is he doing ? He is eating.What are they doing? They're eating..2.Practice Section A(1a)
3.然后叫学生归纳出现在进行时的结构句型。
主语 + am/ is / are+ 动词的现在分词
（培养学生归纳能力，找出记忆的规律。）
Step 4 Listening
接下来的任务型听力要求学生对动作作出反应，教师可承接刚开始的话题，引导学生根据所学语言完成以下任务：
1.What are the people doing?
2.Write numbers from 1a below.3.Check the answers in pairs like this:
A: What is Jenny doing? B: He is watching TV.A: What are Dave and Mary doing? B: They are
eating dinner.A: What is John doing?
B: He is doing homework.(通过听力训练，现在进行时的结构得以很好的落实
Step 5 Pairwork
接着教师叫一些学生背向着全班同学来做一些动作，让其他学生来猜他或她正在干什么。
（小组比赛，猜对的同学以一颗红星加以鼓励，比一比哪组同学的红星最多。）
如：Is LiLei writing? No, he isn't.ect.直到猜对为止。（在课堂活动中实行鼓励性评价，能促进学生的竞争意识和学习英语的积极性。）
然后叫学生看第26页 2C
部分的内容，让学生进行结队练习。本部分要求学生掌握一些固定的词组搭配，如： write a
letter, eat dinner, do homework, talk with 等。
Step 6 Group work
接下来我设计的任务是要求三个学生为一小组，进行问答练习。
如：What are you doing ? I am talking.What is he/ she doing ?He/ She's talking.Is he/ she talking?
Yes, he/ she is./ No, he/ she isn't.(这样的活动既可以培养学生的合作意识，又能在情景中用现在进行时交际，巩固了本节课的重点，从而突破了难点，促使学生在学习过程中学会细心观察。)
Homework:
1.熟记本课的单词、词组和句型。
2.完成Shelf Check 3.3.观察今晚自己一家人做的事。
The Second Period
(Section A / 2a , 2b , 3a, 3b)
Step 1 Warming up
1.教师做几个动作，要求学生进行问答练习：
What is the teacher doing?
She is cleaning the classroom ect.2、然后三人活动，一人做动作，另两人进行问答练习。
What is he / she doing?
He/ She is playing soccer.Is he/ She playing football?
Yes, he/ she is./ No, he/ she isn't.（通过复习，使学生巩固上一节课的主要内容，为本节课进一步学习现在进行时打下基础。）
Step 2 Presentation
教师要求一位学生做打电话样子，然后问：
What is he/ she doing?
I am talking on the phone.T: Do you want to go to
the movies?S: Sure./ That's sounds good.Step 3
Practice
1.Ask some students to make a conversation.What are you doing?
Do you want to go to the movies?
2.Turn to page 26, Section 2b.Put these
questions and answers in order to make a
conversation.Then listen to the tape carefully.Check the answers.(目的是让学生进一步巩固现在进行时的用法。)
Step 3 Listening(2a)
要求学生听一段对话，然后回答一些问题。
检查学生的听力情况。
Step 4 Practice
1.Show some pictures and ask the students to make
a conversation about them(Role play)
What are you doing? I am reading.Do you want to go to the movies? Sure.When do you want to go? Let's go at 7:00.2.Turn to books at page 27(3a).Ask the students
to write the number of the picture next to the
correct conversation.(利用模拟情景，可以培养学生初步综合运用语言的能力，同时巩固本节课的重点句型，达到学以致用的目的。）
Homework:
1.熟记本课的单词和重点句型。
2、根据今天所学过的重点句型，编一则对话。
The Third Period
(Section A 4--Section B/ 1a--2c)
Step 1.Warming up
教师出示几幅图片，要求学生进行问答练习。
如：What's he/ she doing?
He/ She is playing basketball.What are they doing ?
They are playing football.Is he/ she swimming ?
Yes, he/she is./ No, he/ she isn't.Step 2 Presentation
接着教师以前面复习的这几幅画，引入本课的现在进行时的各种特殊疑问句，如：
Where are they playing football?
Who is he/ she
talking to? ect.Step 3 Practice
教师在引入新课的前提下，接下来提供以下任务，要求学生去完成。
（1）教师出示Section B/ 1a 中的六幅图片，要求学生用现在进行时的各种疑问句进行问答。
（2）要求学生在问答的基础上，完成Section B/ 1a中的表格。
（本环节通过各种活动，目的是强化训练，加深印象，为运用将打下最坚实的基础。）
Step 4 Listening
在上面环节的基础上，教师要求学生做以下的听力练习，根据听到的内容，完成下面的表格。（Section
B/ 2b）
（通过本次的听力练习，强化学生现在进行时的运用）
Step 5 Pairwork
承接上部分听力内容，要求学生在模拟情景中进行交际:
如:
A: Hello, is Tina there ？
B: No, she isn’t.A: Where is she ？
B: She is at home.A: What’s she doing now？
B:She is watching TV.A:Does she want to go to the movies?
B:Sure.Let's go there at 7:00.(通过学生在模拟情景中交际,目的是培养学生综合运用语言的能力,能在做中学,在学中用.)
Homework:
1.熟记本节课的重点句型.2.画一张或带一张家庭活动的照片.The Fourth Period
(Section B / 3a------4)
Step 1 Warming up
1.教师出示几张图片,要求学生就图片中的内容进行问答.What is he/ she doing ?
Where is he / she playing football?
Who is he/ she playing with?
2.然后要求学生就图片中的内容,用完整的句子进行介绍.(目的是培养学生观察能力及用英语表达的能力.)
Step 2 Reading
1.教师把刚才出示的图片顺序打乱,要求学生根据老师提
供的具体内容,一个学生陈述,另一个学生重新排列图片的顺序.2.要求学生读Mike 写给他笔友的信,然后重新排列图片的顺序.(Section B / 3a）
（在第一步的基础上，学生会比较容易读懂这封信，对第二步的任务也比较容易完成）
Step 3 Group work
要求学生出示带来的照片,进行问答练习(Tell the group about your
photos.)
(这样的小组活动,有利于培养学生的合作,又能让学生在实践中学习,在交流中运用语言.)
Step 4 Speaking and writing
1.在上述小组活动的基础上,再要求学生介绍自己照片的内容,目的是为下面的写作作好准备.2.要求学生完成一篇书信(Section B/ 3b)
(这是一篇同步完成的书信材料,在以上的学习过程中,学生以具备了阅读和处理相关信息的能力,因此这部分任务交给学生自己完成,以此提供学生运用语言,解决问题的空间.)
3.同步写作:写一篇自己家照片的内容的书信体.(写作是学生综合运用语言能力的体现,通过写作能强化语言的运用,同时加深对所学知识的理解,将学与用融合在一起.)
Homework:
1.熟记本单元的单词,词组和重点句型.2.注意观察同学在课间的活动,用现在进行时写一篇报道.本单元我的教学设计理念：
1、本单元的教学活动始终遵循任务型教学的教学理念，以学生为学习的主体，以任务为中心，在运用语言完成任务的过程中来学习，体会和掌握语言。
2、自始自终贯穿了以交际为目的的原则（在做中学，在学中用）。
3、在教学过程中，关注学生的生活实际和生活体验，让其贴近实际、贴近生活、贴近时代，树立以学生为本的思想，提倡学生参与、体验、亲身实践、独立思考、合作探究，从而实现教学方式和学习方式的转变。
第二篇：新目标英语七年级(下)unit5 教学设计2
新目标英语七年级（下）Unit 5 Section A教学设计
Step1 Warming up and lead in
Hello!Everyone, Nice to meet you.I’m very happy to have a chance to give you a lesson.First, let’s watch a movie and enjoy a song.Step2.Presentation
What did you see? The tiger is a kind of animal.Do you like animals? Where can we see many animals? Ok!Let’s go to the zoo to see more animals.Ok!Let’s go.Hurry up!1.Now We are at the gate of the zoo.We can’t see any animals, but we can hear some of them.What animals are they? Listen and guess.2.Now we are in the zoo.There are so many animals in the zoo.Let’s see them one by one.Step 3.Practice the words 1.“Now we have seen many animals.Can you remember them? Let’s play a game-Memory challenge.Write down the animal in order” 2.What animals do you like?(I like pandas.)OK, Write down what animal you like on a piece of paper, please.OK, I’ll ask someone to come to the front and ask the other students to guess what animals he or she likes.Step 4.Presentation 1.T: Oh, you like pandas.Why do you like pandas? Can you describe the animals? For example, look at these animals.Tigers are beautiful.Dolphins are smart.Pandas are cute.2.OK, Let’s learn some words about describing animals.Step 5.Practice
1.OK!Can you describe animals now? Let’s go and see the animals again.Choose to describe animals from three groups of pictures.2.Ok!Let’s have a relax.A song: Little tigers, little tigers, they are strong, they are strong.Step 6 listening 1.“Oh, today some other students are in the zoo, too.Let’s listen to what they say about animals.” Listen to the tape and finish 1b.listen to it
twice and check the answers.After that ask some questions according to the dialogues.2.These animals are from different countries.Some are from China.Some are from Australia.And some are from South Africa.Now listen andwrite the animals you hear.Draw a line from the animals to the description words and the countries they are from Step 7.Tasks What animals does John like? Why? Where are Koalas from? What animals does Julie like? Why? Where are Pandas from? What animals doesn’t Julie like? Why doesn’t she like them? Where are lions from? What animals do you like? Why? What animals don’t you like? Why don’t you like them? Now Please work in pairs.1.Pairwork.“Now I’d like you to interview another three friends what animal they like and the reasons.And then give a report.”
2.Groupwork.3.Do you know what animals I like? Listen and guess!Step 8.Summary
Today we have learned some words of animals and how to describe the animals.Most animals are very cute and smart.Love animals, love ourselves.All animals are our friends.We should protect them.Step 9.Homework Blackboard design
Unit 3 Why do you like pandas? What animal do you like?
Why do you like them? I like
tigers.Because they are very/ kind of cute.elephants.smart.monkeys.interesting.koalas.beautiful.lions
friendly.giraffes.shy.Why don’t you like …
Because they are scary/lazy
第三篇：新目标英语七年级上册Unit5教学设计
新目标英语七年级上册Unit5教学设计
原州四中
牛平平
核心提示：教材分析
1、教学内容 1)、词汇：have，soccer，ball，tennis racket，ping-pong ball，volleyball，basketball sport，bat，2)、语言结构：A、Do you have a ping-pong ball？Yes，I do。Do you have a ping-pon
教材分析
1、教学内容
1)、词汇：have，soccer，ball，tennis racket，ping-pong ball，volleyball，basketball，bat，2)、语言结构：A、Do you have a ping-pong ball？Yes，I do。Do you have a ping-pong bat？No，I don’t。
2、教材的地位及其作用
本单元的教学主要内容是：学习have的一般现在时的疑问式的肯定和否定回答，该话题与学生的日常生活紧密联系在一起，容易唤起学生的学习兴趣，这对于提高学生的综合能力很有帮助，特别是说的能力。
本单元仍在继续学习一般现在时，这是一个生活中离不开的时态，也是最基本的一个时态。新课程标准要求学生重点掌握一般现在时，这在英语中使用频率很高，学好这一时态的用法对以后其他时态的学习和交际有很大的帮助。
二、学生分析
学生现有的能力与已掌握的知识：
学生在已经学过词汇：What is this ？ What is that？ 句型： Where is…? It’s in / on / under/…
经过前面的学习学生已经积累了一定的词汇，掌握了一定的目标语，已经具备了一定的听说读写能力。
三、教学目标
1、语言知识
词汇：A、重点掌握表示有关各种运动球类的名词, 如basketball, soccer ball，so on
重点句型：? Do you have a TV? Yes，I do．／No，I don’t.2、语言技能
1）、能看着图片说；Do you have a TV? Yes，I do．／No，I don’t.3、学习策略
1）、利用老师所提供的图片卡片做出简单的判断。
2）、通过与同学交流，学会使用一般现在时的疑问形式及肯定和否定回答。
4、情感态度
1）通过各小组的对话练习培养学生的合作精神； 2）通过学习本单元，让学生之间能够用所学句型互相交流。
重点难点
1、Have 的一般现在时的疑问式用法;
2、Have的一般现在时的疑问句，及其肯定，否定回答;教学手段：采用多媒体教学。教学突破：Section A重在通过使用动词have对物品的所属进行提问和回答的交流式口语活动，学习由助动词do引导的一般疑问句的构成以及回答。教师要善于引导学生比较行为动词的疑问句和be动词的疑问句在构成和回答上的区别，通过大量和反复地操练以达到运用自如。
四、教学流程
一、第一教学环节：情景创设，导入新课 教师活动 学生活动
Section A主要内容是通过使用have对物品的所属进行提问和应答，来学会使用do引导的一般疑问句。所以在教学中可采取问答式导人法：
掌握新单词.采用各种方法学习单词。
1、升降语调、拼读、接龙和肢体的方式记忆单词。
2．检查学生记忆单词的成效。
3、学生看1a的图片,使字母和单词相对应。
第二教学环节；老师和学生互动：学习掌握重要内容。
教师活动 学生活动（看图片练句型）分片进行演示：I have a footba1 1.Do I have a football? 自己回答：Yes，I do． 再问：Do I have a basketball? 自己回答：No，I don’t．再使用其它物体和图片询问学生：Do I have…? 询问学生：Do you have…? 询问学生：…?
2.要求学生完成1b的听力，达到教学应完成的任务。
3．引导学生展开Pair work活动，完成lc部分口语交际的教学任务，学会运用助动词do进行问答，可采用师生互动带动学生互动的交流方式： 4．Pair work活动，完成lc部分口语交际的学习任务，学会运用助动词do进行问答并上台展示口语交际。
三、第三教学环节：合作交流，巩固提高
教师活动 学生活动
1、学生巩固练习活动，完成课堂练习和总结及笔头练习的教学任务。
2、让总结本课的 主要内容，如果不周到，教师可以补充完成。
第四篇：新目标英语七年级上册Unit5教学设计
新目标英语七年级上册Unit5SectionA(1a-2c)教学设计
一、教材分析
1、教学内容
1)、词汇：do, have，tennis, ball，ping-pong ball, bat, soccer ball, volleyball, basketball, volleyball.2)、语言结构：A、Do you have a ping-pong ball？Yes，I do.Do you have a ping-pong bat？Not，I do not。Does she/he have a pen？Yes，she/he does
2、教材的地位及其作用
本单元的教学主要内容是：学习have的一般现在时的疑问式的肯定和否定回答，该话题与学生的日常生活紧密联系在一起，容易唤起学生的学习兴趣，这对于提高学生的综合能力很有帮助，特别是说的能力。
本单元仍在继续学习一般现在时，这是一个生活中离不开的时态，也是最基本的一个时态。新课程标准要求学生重点掌握一般现在时，这在英语中使用频率很高，学好这一时态的用法对以后其他时态的学习和交际有很大的帮助。
二、学生分析
学生现有的能力与已掌握的知识：
学生在已经学过词汇：What is this in English？ What is that in English？It’s…
句型： Where is…? It’s in / on / under/…
经过前面的学习学生已经积累了一定的词汇，掌握了一定的目标语言，已经具备了一定的听说读写能力。
三、教学目标
1、语言知识
词汇：A、重点掌握表示有关各种运动球类的名词, 如basketball, soccer ball，so on
重点句型：? Do you／they have a TV? Yes，I／they do．／No，I／they don’t.Does he／she have a soccer ball? Yes，he／she does．／No，he／she doesn’t.2、语言技能
1）、能看着图片说；Do you／they have a TV? Yes，I／they do．／No，I／they don’t.Does he／she have a soccer ball? Yes，he／she does．／No，he／she doesn’t.3、学习策略、1）利用教材SectionA1a,2b所提供的图片卡片做出简单的判断。
2）通过与同学交流，学会使用一般现在时的疑问形式及肯定和否定回答。
4、情感态度、价值观
1）通过各小组的对话练习培养学生的合作精神；
2）通过学习本单元Section A，教会学生之间互相有无的主要句式.重点难点
1、Have 的一般现在时的疑问式用法;
2、Have的一般现在时的疑问句，及其肯定，否定回答;
3、简单拓展主语第三人称单数的句型。
教学手段：采用最简单的卡片图片、课本以及肢体语言。理念与思路、教法
1）采用图片进行直观教学。
2）学生在课堂教学过程中口头训练应成为本单元教学的重点内容。
教学突破：Section A重在通过使用动词have对物品的所属进行提问和回答的交流式口语活动，学习由助动词do或does引导的一般疑问句的构成以及回答。教师要善于引导学生比较行为动词的疑问句和be动词的疑问句在构成和回答上的区别，通过大量和反复地操练以达到运用自如。
四、教学过程
第一教学环节：情景创设，导入新课
教师活动 学生活动
Section A主要内容是通过使用have对物品的所属进行提问和应答，来学会使用do和does引导的一般疑问句。所以在教学中可采取问答式导人法：
掌握新单词.采用各种方法学习单词。
1、升降语调、拼读的方式记忆单词。2．检查学生记忆单词的成效。
3、学生看1a的图片,使字母和单词相对应。第二教学环节；老师和学生互动：学习掌握重要内容。
教师活动 学生活动（看图片练句型）
1.分片进行演示：I have a footba11．Do I have a football? 自己回答：Yes，I d0．再问：Do I have a basketball? 自己回答：No，I don’t．再使用其它物体和图片询问学生：Do I have…? 询问学生：Do you have…? 询问学生：…? 询问学生：Do they have…? 在学生充分掌握的第一，第二人称和第三人称 的复数。
2．学生回答：Yes，you do．No，you don’t．学生回答：Yes，I do．No，I don’t．学生回答：Yes，he／she does．No，he／she doesn’t．学生回答：Yes, they do．No，they don’t．掌握它的肯定和否定回答。
3、要求学生完成1b的听力，完成任务。
4．引导学生展开Pair work活动，完成l c部分口语交际的教学任务，学会运用助动词do进行问答，可采用师生互动带动学生互动的交流方式：
5．Pair work活动，完成l c部分口语交际的学习任务，学会运用助动词do进行问答并上台展示口语交际。
第三教学环节：合作交流，巩固提高
教师活动 学生活动
1、学生巩固练习活动，完成课堂练习和总结及笔头练习的教学任务。
2、让总结本课的 主要内容，如果不周到，教师可以补充完成。
3、习题练习，巩固课堂。问题探究与拓展活动
动词的第三人称单数形式：当句子的主语是“第三人称单数”时，即：不是I，不是you的其它单数形式时，谓语动词必须改变形式，也就是在词尾加-s或-es(同名词的复数形式)，我们可以简称为“三单形式”。有些动词的变化是特殊的，如：have的三单形式是has。在构成否定句时。要在动词前加助动词don’t或doesn’t；在构成疑问句时，则要在主语前加上助动词do或does，does／doesn’t是do／don’t的第三人称单数形式。助动词后应该用动词的原型。
五、教学反思：
本单元重点学习的语法是do 和 does 引导的一般疑问句以及它们的回答方式，与此同时学习与运动有关的一些词汇。为此，在本单元我运用不同形式鼓励学生使用目标语言，在任务中体现学生的主体地位。在过程中学生可能出现一些不足，本人仍以积极的态度对待他们，逐渐地完善他们。愉快的氛围对学生的学习有很大的积极影响力。调动学生的学习兴趣和积极性至关重要，这方面，我正不断努力去做。
教无定法，教师不要为了任务活动而忽略了语言的传授。学生的信息交流要在特定的环境中进行，给他们参与的机会。任务的完成不是语言学习的结束，而是另一个高度的开端。加强学生语言的实践训练是改革的关键，要给学生机会去说、去做、去思考。
第五篇：新版新目标七年级英语下册unit5教学设计.doc
Unit 5 Why do you like panadas ?
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.name 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.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.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.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.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.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.
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