第一篇：新目標英語七年級下冊第十一單元教學設計課后反思0

新目標英語七年級下冊第十一單元教學設計課后反思

大坪中學 鄒先珍

Unit 11 what do you think of game shows?

[設計思想] 本課的教學目標就是讓學生能夠運用目標語詢問他人對人或事的看法，并能簡單表達自己或聽懂同伴對人、事的看法或觀點。根據本課教學內容和教學對象年齡和心理特征，我采取了一種學生喜聞樂見的課堂活動形式——采訪。采訪的話題涵蓋面廣，如：clothes, movies, tv show, food, music, pop movie star, sport etc.學生可以根據自己的興趣、愛好自選或自定采訪話題，而且學生可以自己決定采訪問題，這給了學生極大的活動空間。這樣安排不僅將新、舊知識有機的結合起來，而且給每個學生提供了自主選擇、自主決定學習內容的機會。

本課以完成采訪任務為主線，教學過程中將聽、說、讀、寫有機地結合起來。另外，為了縮小學生之間的知識準備方面的差異，也為了使每個學生在活動過程中有成就感，我在課前預習方面做了較為細致的安排，這在很大方面也加強和提高了學生的自學能力。本課將這四個環節有機地結合在一起，讓學生有了足夠的語言輸入之后，能夠自信地參與到語言輸出活動中，提高每個學生參與的機會和參與能力。本課組織形式是以小組活動為主。在活動中每個同學都有自己的任務，在小組結果產出時每個同學都必須把自己所知道的信息提供給大家，同時也要認真聆聽別人提供的信息，共同完成最后的報告。

[課后反思] 成功完成本實施方案必須遵循以下原則： 1.課前安排要細致、到位。本節課的課堂容量比較大，如果學生課前準備或老師指導不到位，很難在一課時內完成，即使完成，效果也將很不理想。

2.課前小組編排要合理。學生可以根據各自喜歡的話題自愿結合，也可根據學習能力和學習程度的差異編排小組，無任采取何種方式，教師在進行本課之前必須有通盤考慮，尤其要考慮小組成員的分工，要使每個成員各負其責，避免出現有的學生參與少或不參與的現象。

3.在教學進行過程中，老師必須考慮不同學習能力學生的需要，為各任務的順利推進提供必要的語言提示，讓每個學生都能真正參與其中，并從中感受到成功的快樂。

4.方案實施過程中要以表揚和激勵為主，幫助學生樹立學習英語的自信心，激發他們學習的興趣。

第二篇：新目標英語七年級下冊第十一單元單詞過關檢測(中文)

新目標英語七年級下冊單詞過關Unit 11

1.擠奶 2.奶牛 3.給奶牛擠奶 22.太陽 23.博物館 24.火災 4.馬 5.騎馬 6.喂養 7.喂雞 8.農民 9.相當、完全 10.許多 11.任何東西 12.種植、生長 13.農場 14.摘、采 15.極好的 16.鄉村 17.在鄉下 18.昨天 19.花 20.擔心、擔憂 21.幸運地

25.消防站 26.油畫 27.使人興奮的 28.可愛的 29.昂貴的 30.廉價的 31.緩慢的 32.快地 33.機器人 34.導游 35.禮物 36.總的來說 37.所有事物 38.感興趣的 39.對。。感興趣 40.黑暗的 41.聽見 42.卡羅爾

第三篇：《新目標初中英語》七年級英語下冊第四單元教學設計

《新目標初中英語》七年級英語下冊第四單元教學設計

unit 4 壹 want to be an actor the fourth period(section b 1a—2c)【一】教材簡析(analysis of the teaching material)

本課是第四單元的section b 1a-2c這部分內容，中心話題是“jobs，”

1、談論到各種不同的工作及如何描述它的性質特點，2、談論自己或他人將來想從事的職業并陳述原因。通過一系列的教學活動，學生從中學習并理解exciting, dangerous, busy等形容詞的用法，并將用其修辭各種不同的職業；加深鞏固 what do you do? what do want to be? 等句型；學習并熟練地運用 i want to be a/an…

because it’s a / an …job 來談論理想中的職業。本課以任務型教學為主線，著重培養學生獲得英語基礎知識和運用語言進行交際的能力。從教材編排看，section b主要通過生動的圖畫呈現真實的語言場景，幫助學生掌握基礎的語言項目；通過聽力、閱讀及寫作練習，使學生能對學過的目標句型運用自如，創造性的活用所學語言進行課堂活動。

【二】教學目標(teaching aims and demands)一．知識目標(knowledge objects)：

1).學習有關形容詞(description words):exciting, dangerous, busy, fun, difficult, boring 2).學習短詞：want to be 3)．掌握下列目標語言(target language)：

what do you do?

I ’m an actor.what does he/she do?

He ’s/she’s a doctor.what do you want to be?

I want to be an actor.what does he/she want to be? He /she wants to be a bank clerk..I want to be a/an….because it’s a /an …job.ii．能力目標(ability objects)：

1).通過新知識的有序呈現，在學生完成一系列任務的過程中，培養學生觀察、記憶和思維的能力。在聽、說、讀、寫全方位的訓練中，提高學生綜合語言運用能力。

2）.通過小組討論，培養學生的合作能力和團隊精神，并能把語言材料

用到真實的生活中。

3）.學生能夠掌握各種職業的特點，自如地談論各種不同的工作和 自 己將來想從事的工作并說明原因。iii．情感目標(moral objects)：

1)很多人都羨慕演員或成功人士，但事實上他們很多時候還是很辛苦，他們的生活也遭受了很多的挫折，所以每個學生要達到自己的目標必須要通過艱辛的付出以后才能實現。

2)通過教學活動，培養學生與他人交談的交際能力。

3）讓學生正確樹立自己的人生觀，樹立崇高的理想，確立自己未來理想的職業，并為其努力學習。

【三】教學重點教學難點（teaching key and difficult points）ⅰ.教學重點: 1).掌握形容詞的用法（the using of description words）：exciting, dangerous, busy, fun, difficult, boring 2).學會運用“I want to be a/an….because it’s a /an …job”.3).加深鞏固談論職業的句型：

what do you do?

I ’m an actor.what does he/she do?

he’s/she’s a doctor.what do you want to be?

i want to be an actor.what does he/she want to be?

he/she wants to be a bank clerk..ⅱ.教學難點: 1)能夠運用形容詞來描述各種不同職業的性質

2)能熟練運用所學習的知識進行關于職業的對話，真正做到學以致（train students’ ability to talk about jobs using the target language.）3)向他人介紹自己的理想職業并說出原因

4)訓練學生聽、說、讀和寫的技巧（train students’ listening skill.）【四】教學法(teaching methods)采用任務型語言教學，實施情景教學法、交際法、情感激勵法等教學方法 【五】教學教具(teaching aids)多媒體設備、圖片、影像

【六】教學過程teaching procedures

教學過程體現在復習舊課引入新課、講授新課、鞏固練習、小結、布置作業五個環節。

step one: warming up ⅰ.以真實形象的圖片來復習有關職業的單詞。

設計意圖：以生動真實的圖片景象展現給學生，吸引住他們的眼球，讓他們感到耳目一新，能激起學生知識記憶，從而更有效地加深對單詞的理解和記憶，為下一步學習新的課程做好鋪墊。

步驟：

1、利用媒體課件，展示與栩栩如生的與職業名稱和工作單位有關的圖片給學生，如警察和警察局、服務員和餐館、演員（成龍、趙微）、銀行職員等圖片。一邊指著圖片一邊暗示學生說出相關的英語單詞，隨著學生的回答后出示有關的職業的單詞。

t: what does he do?(point out a policeman)ss: he is a policeman.t : where does he work? ss: police station.t: what does she do?(point out a actress)ss: she is zhaowei趙微

2、提問個別學生說出所展示圖片人物的職業和相關的工作單位

t : i think all of you can say 餓nglish names of the jobs easily.so any volunteer s1: me t: she is a …(point a bank clerk)s1: band clerk

3、鼓勵個別學生單獨讀出所有圖片所批示的英語單詞，必要時幫助其糾正發音。t : now i want to invite some student to read these words by yourself, so who want to try.don’t be shy.s1: me , policeman , policewoman ,actor ,actress… t: do a good job.who want to be next one? s2:…

ⅱ.通過觀看動畫片來復習有關句型并進行有關的操練

目的：播放畫面生動精彩的動漫來復習影片中的目標語言和加深已學過的重點句型 步驟：

1).播放動畫片，要求學生注意影片有關的內容。2).結束影片，并以多媒體屏幕來展示有關句型 what do you do?

i’m an actor.what does he/she do?

he’s/she’s a doctor.what do you want to be?

i want to be an actor.what does he/she want to be?

he/she wants to be a bank clerk..3).小組活動，以兩人一組來進行對話，詢問對方的職業，然后由由教師提問第三位學生回答以上兩名學生中所提到問題。建議學生可以給自己定一份喜歡的職業來進行角色扮演，對話例如： s1: what do you do? s2: i’m an actor.what do you do?

s1: i’m a teacher what do you want to be?

s2: i want to be an actor.what do you want to be? s1: i want to be a doctor t : what does s1 want to be ?(ask s3)s3: he wants to be doctor.step two: lead in 1).向學生展現6種不同的人物表情，要求學生仔細觀察，并進行描述。表情內容主要是有關于6個形容詞：exciting, dangerous, busy, fun, difficult, boring 設計意圖：以多媒體的形式展現出真實而不同的6幅人物表情，通過設置讓學生能夠激發想象思維，立刻浮想聯翩，并說出相關的修辭詞，從而引導出本課所要學習形容詞。如展現一幅內容是這樣，天空正閃著可怕的雷電，可有一位年青人耳朵塞著隨身聽，手里還放著風箏的圖片，立即讓人看了心驚肉跳，這樣便自然地引出dangerous可怕這個單詞，這樣的即形象又生動教學方法讓學生更容易記憶。基它單詞也運用此教學法講授。

t: look at the picture , what happen with that man ?(a picture about dangerous)ss: 真可怕，那個人要雷電擊中。

t: it’s dangerous.可怕dangerous，read after me ss: dangerous 2).在學生表達過程中，教師把呈現的形容詞進行解釋，最后可以由教師帶領朗讀單詞。可要求學生以個人和小組的形式來讀出新詞。

3).出示幾副職業的圖片，并提問學生聯想如何用恰當的形容詞來描述其職業。例如：

t : what does she do ? ss: she is a nurse.t: do you want to be a nurse in future?(point to s1)s1:yes t: why? s1: it’s an interesting and busy job.step three: teaching section b 1a、lb、1c 1 a this activity introduces the key vocabulary.1、要求學生完成中1a部分習題，利用課件核對答案。

a.focus attention on the six pictures.ask, what job does the person have? where does the person ivnrk? b.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.c.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.d.check the answers.1.a

2.c 3.f

4.e

5.h

2、引導學生談論其他工作的種類，并用1a中的形容詞進行描述 1b this activity provides guided oral practice using the target language.a.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.b.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.a.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.b.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.step four

teaching section 2a, 2b 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.” 1.pre-listening 指導學生注意

部分題目要求并認讀三個英文名字。提出問題: what does he/she want to be?

幫助學生回答: he/she wants to be a / an….2.while-listening

播放第一遍錄音時，要求學生認真聽，引導學生全面了解這篇對話的內容。；在播放第二遍時，需要學生做出2a部分聽力題。

3.post-listening

給出聽力的正確答案。利用課件教師將完整的聽力材料呈現給學生，學生朗讀。

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.教師利用課件展示答案,check the answers.2b 部分可以以相同的方式進行。在兩部分練習完成后，將完整的聽力材料呈現給學生反復朗讀，并可以進行三人一組分角色對話。在熟練掌握材料的基礎上，可以鼓勵學生就聽力材料互相提出問題，回答問題，充分利用該項練習。eg:what do you want to be?

i want to be an actor.what does he/she want to be?

he/she wants to be a bank clerk.wants to be

why betty

policeman jenny

reporter

sam

reporter

why ?.because it’s….step five: teaching section b-2c2c 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.1).提問學生他們的理想職業及原因。

2).以小組為單位討論各自理想的職業并說明理由，由組長記錄，從中選出一個理由最充分的。由教師宣布結果，評出 step six: summary

new words : exciting, dangerous, busy, fun, difficult, boring ,want to be target language：

what do you do?

i’m an actor.what does he/she do?

he’s/she’s a doctor.what do you want to be?

i want to be an actor.what does he/she want to be?

he/she wants to be a bank clerk..i want to be a/an….because it’s a /an …job.step seven: homework

1.make a surkey name

want to be

why ask the other ss in your group: tell us what you want to be and the reasons.what do you want to be? why? 2.make a report about your friend and yourself eg.my friend lucy wants to be a policewoman.because she can wear nice uniform.thieves are afraid of her.it’s a dangerous job but exciting.i want to be a doctor.because doctors can keep people healthy.it’s a busy job.【七】板書設計(blackboard desig key word exciting 1.dangerous 2.busy 3.fun 4.difficult 5.boring 6.want to be target language:

what do you do?

i’m an actor.what does he/she do?

he’s/she’s a doctor.what do you want to be? i want to be an actor.what does he/she want to be? he/she wants to be a bank clerk.i want to be a/an….because it’s a /an job 【八】教學理論(teaching theory)本課主要采用任務型教學法.任務型課堂教學活動作為一個新的理念,它主要以話題為主線,采取任務型語言教學模式,兼顧交際功能和語言知識結構的學習,以一種在教師的指導下,通過感知、體驗、實踐、參與、合作與交流等學習方式，實現任務的目標，感覺成功。在學習過程中進行情感和策略調整，以形成積極的學習態度，促進語言實際運用能力的提高。因此，任務型教學必須以學生為中心，任務設計要有明確的運用目的（purpose），要能達到一定的結果（outcome），要具有交際性和真實性，是教師在進行任務型課程設計的指導思想和必須遵守的原則。

第四篇：新目標版英語第十一單元第一課時教學設計

九年級《新目標英語》Unit 11第一課時教學設計

信豐四中 唐雪花

一 指導思想與理論依據

英語教學要堅持教學的實踐性原則，新課標要求英語教師在教學過程中注重教學內容的整合，注重真實情景下學生的語言活動。語言的交際性和實踐性決定了要在語境中、活動中以及在交際中學習英語，感受英語。因此教師要精心地組織好教學活動，從而在語境中、活動練習中和交際中向學生潛移默化地滲透德育內容。這樣，既可以較好地培養學生的思維能力，提高學生的學習興趣，活躍課堂氣氛，又能促進學生主動性和能動性的發揮，并形成獨立的人格和高尚的道德風貌。

二 教學背景分析 學習內容分析《Go for it》九年級 Unit 11 Could you please tell me where the restrooms are? Section A 1a-1b-1c本課是學會禮貌地向他人詢問信息，能夠描敘地理位置、給他人指路或提供幫助，能夠熟練運用where、how 和if引導的賓語從句。學生情況分析

鑒于教學對象是九年級的學生，這些學生在七年級已經學過問路和指路的日常交際用語。而本課是在此基礎上給出更有禮貌、更有效的詢問信息的方式，進行口頭表達。3 教學方式

任務型教學法

交際法

學生中心教學法

多媒體教學

歸納教學法 教學手段說明

（1）為引起學生興趣，本課大量創設情景，需要使用著名歌星、影星的劇照；加上在教學新單詞的時候，為了直觀、形象地建立單詞和實物的聯系，要用到許多日用品和建筑物的圖片，需要PPT幻燈媒體，以便更快捷、更直接、更明晰地呈現新單詞和新語言項目。

（2）本課使用黑板傳統視覺媒體，呈現新語言總結歸納語法現象。

（3）對于課文內容，由于本課出現了聽力練習，所以采用錄音機作為聽覺媒體。5 學情分析

由于九年級部分學生因為基礎較差難以參與課堂活動，對這些學生應盡量鼓勵他們，分配比較簡單的任務給他們，一旦成功立即給予表揚，讓他們體驗到成功，調動他們的積極性，從而更有興趣主動學習。對于接受能力較強的學生，分配給難度較高的練習，如上臺表演等，不至于讓他們出現“吃不飽”的現象。

三 教學目標設計 教學目標

語言知識:掌握Could you please tellme??句末用聲調表達禮貌。

語言技能: 能針對所聽語段的內容記錄簡單信息。能有效地詢問信息和提供幫助。語言運用: 能在有困難的時候向他人詢問信息。聽懂他人的詢問并給予回答。文化意識: 能得體地運用日常交際用語，提高跨文化交際能力。

情感態度: 能在英語交流中注意并理解他人的情感，樂于接觸并了解異國文化。能在小組活動中與他人合作、互助，共同完成學習任務。

學習策略: 積極參與課內外英語學習活動，學會合作交流，發現語言規律。2 教學重點

使用Could you please tell me? ? 句型，有禮貌的詢問信息。3 教學難點

運用賓語從句, 注意從句中只能使用陳敘句語序。運用任務

能根據所給出的地圖，用目標語言做對話。結合本地街道實際，運用所學知識創設對話。

四 教學過程與教學資源設計

1熱身準備

老師用幻燈片展示課題和語言目標ask for information politely 2 創設情景 導入新課

老師用幻燈片展示著名歌星（如學生喜歡的超女）、影星的劇照（如哈利.波特）。創設情景，導入新課。

Do you know them? Are you their fans? Imagine they will come to visit our school next week.Because they come to our school for the first time, they must need your help.Would you like to help them?（讓學生集體回答）

老師問問題：他們想知道“老師辦公室在哪兒”，怎么問？點人回答。接觸新語言項目 呈現新詞語

(1)．呈現新語言知識，告訴學生更有禮貌的問法是Excuse me.Could you please tell me where the teachers’office is?板書該句子，將the teachers’ office is 用彩色粉筆寫出，引起重視。指出問句必須使用升調，否則不禮貌。

(2)．用幻燈片展示實物圖片教學新單詞，并讓學生把新單詞代入剛學的句型中。4完成Activity 1 a 任務

情景再現：“哈利.波特”一行人住在賓館里，他們不清楚日用品該在哪兒購買，要求同學們幫幫他們。看圖片，討論表格中的物品能在圖中那個地方買到。等學生找到答案后，給出對話的模式讓學生操練。

Harry: Excuse me.Could you please tell me where I can buy some?? You : Sure.You can buy?in /at ?.5 完成Activity 1 b聽力訓練任務

創設情景：“哈利.波特”等人在明確了日用品和何處購買，仍然不知道該建筑物具體在哪條街道。

(1)．看1a圖片，根據圖片描敘建筑物的地理位置。

板書練習模式：--Excuxe me.Could you please tell me where the bank is ?

--Sure.It’s on Main Street.(2).提出完成對話的要求。放兩次錄音。核對答案。(3)．根據圖片中的對話，要求學生自己創設對話。6運用新語言項目完成1c任務

(1)．操練對話 幻燈片展示對話模式

A：Excuse me.Could you please tell me where I can get a dictionry? B：Sure.There’s a bookstore on River road.通過使用幻燈片展示課文街道圖，變換日用品實物圖片練習對話。

(2)． 簡短復習已經學過的問路、指路的日常用語如：Turn left./ On the right./ At the sceond crossing./ Next to./In front of./ Behind./near /across the road.(3)．大屏幕展示課前設計好的較復雜的本地街道圖，每張幻燈片配上某明星或某歌星（向你求助者）的照片和本課所學的某一種日用品，應用所給對話模式練習。要求學生兩人小組練習。7總結語法現象和規律

(1)．總結本課重點句型，讓學生明白在人際交往中應禮貌待人。

(2)．和學生一起歸納：賓語從句必須使用陳敘句語序。用幻燈片給出配套練習例子。下發課后思考題。五 學習效果評價設計 學生學習效果分析

聽的環節是本課的一個主要任務，是“輸入”的過程，讓學生帶著問題聽，在聽的過程中有的放矢，捕捉有效信息，同時又提醒學生注意觀察并發現需要注意的表達方式，為后續的語言實踐積累實用句型。通過讓學生在具體語境中發現新句型，有效地提高學生分析問題和解決問題的能力，給學生提供了提高觀察能力，分析能力和歸納總結能力的發展平臺。教師教學效果分析

針對教材以及學生情況的分析，我將教學活動建立在學生相對感興趣信息基礎上，選用深受學生喜歡的影視明星，圍繞詢問信息、描敘地理位置的話題，在交流和合作學習中探究新的話題（問路、指路），延伸學生學習的范圍，從而貫徹新目標的精神。六 本次教學設計特色

1新課標注重學生的情感因素，著力培養學生的學習興趣，激發學生的學習動機。本課主要采用任務教學方法，同時采用交際法、發現式語法學習法、學生中心教學法，以及有語境的操練教學等方法。

2任務型教學法是讓學生在完成一個或一系列真實的交際任務過程中，通過運用語言，達到掌握語言的目的。學生為了完成交際任務而學習、使用語言，學生有明確的學習動機，所以學習積極性較高，學習效果較好。

3本節課的中心任務是詢問信息，詢問信息就必需與人交際。交際法是遵循學生按自然順序習得語言的方法。交際法重視在實踐運用中掌握語法，此種教法效果良好，是當代語言教學的一種重要教法；

4鑒于學生真正運用英語的機會不是很多，所以本課設計為幫助初次來本地訪問的明星這一任務，讓學生在這個具有吸引力的情景中以學生為中心通過操練，熟練掌握新目標語言。在最后階段使用交際法，將所學語言用于實際生活真實情景。

5本課用發現式語法學習法，讓學生總結賓語從句的使用規則。因為這一內容學生以前已經接觸過，不是很難總結，比較容易發現基本規律。同時九年級學生正需要構建比較完整的語法體系，這一活動有利于促進學生形成較系統的語法知識。

第五篇：新版新目標七年級英語下冊unit5教學設計.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.