教材分析:这是第五单元的第三部分:Self-check,即本单元的复习部分。这一部分的课本是由以下几部分组成的。

1.Keywordcheck.Checkthewordsyouknow.

2.AddfivenewwordstoyourVocab-builder.

3.ReadthestoryaboutOldHenry.ImagineyouworkfortheHeartwarmingProject.WriteareportabouthowyouhelpedOldHenrylastweekend.

4.Justforfun!

Languagetopic:talkabouttherecentpastevents

Mainvocabulary:everyone,sit,sat,no,anything

II.语言结构:一般过去式的陈述句

语言功能:如何表述自己在过去的某一时间干的事情。

跨学科学习:热心帮助别人，尤其是老人。

III.Teachingsteps:

Step1:Greetingsandsong:Fishes,fishes,whereareyou?

Step2:checkkeywords.Askthestudentstocheckallthewordstheyknow.Youmaywishtohavestudentscircleanywordsthattheydon’tknow.

老师可以把这些动词归类：规则动词和不规则动词的过去式。

记忆之后，组织学生用这些动词举例。特别是一些不规则动词的用法。

Step3:Writefivenewwordsinyourvocab-Builders.

Thisactivityhelpsbuildvocabularybyprovidingaspecifictimeandplaceforstudentstorecordnewwords.AskstudentstoenterfivenewwordsintheirVocab-builderonpage108.Afterstudentshaverecordedtheirnewwords,askthemtosharetheirlistswithotherstudents.Thiscanbedonewiththewholeclassorinformally,inpairsorsmallgroups.

发动学生扩充词汇量，大胆阅读英文资料，提高自己的阅读能力。

Step4:ReadthestoryaboutOldHenry.ImagineyouworkfortheHeartwarmingProject.WriteareportabouthowyouhelpedOldHenrylastweekend.

Haveastudentreaditoutloud.Checkthatstudentsunderstandthesituation.Askthem,doesOldHenryenjoyhisweekends?Whynot?Whathappenedtohim?Doyouthinkheneedsfriends?

Explainwhatthe“HeartwarmingProject“is.TellthemthattheyhavetoimaginethattheywentandhelpedOldHenrylastweekend.

通过这个活动，教育学生能热心帮助别人，尤其是照顾好老人。培养学生的优良品德。

Step5:Justforfun.

Askstudentstoreadthecartoontothemselves.Askthestudentswhatisfunnyaboutthiscartoon?

Step6.Dosomeexercises.

根据所给汉语完成句子，每空一词。

１　YesterdayI________________(看望了王叔叔)。

２　Doyouwantto_____________(呆在家里)?

３　Whatdidshedo_____________（周末期间）？

４　Thebookis_____________（有点难）。

５　Ilikereadingbooks_________（关于历史）。

６　Doyoulike_________（访谈节目）？

７　Wewenttothebeach__________________（没有做任何事）。

８　Hesatthereand_____________

９　Doyou_____________inthemorning?（起床早）

１０　Ididn’t_____________thatbook.（想起）

阅读短文，用所给动词的正确时态填空。

　ZhaoMingisastudent.He______(study)atNo.1MiddleSchool.

Everydayhe_____(get)upatsix.Thenhe_____(do)sports.He_____(have)breakfastatsixthirty.Afterthathe______(go)toschool.

Butthismorninghe_____(notget)upatsix.Hegotupatseven.He_____(have)breakfastquickly.He____(go)toschoollate.Histeacher_____(be)unhappy.He_____(say)“sorry”tohisteacher.

Step7.Let’slookatwhatwehavelearnedinthisunit.Andweshouldlearnthephrasesbyheart.Wecansaywhatwedidinthepasttime.

Step8.homework.

Unit6WherearethejazzCDs?

教材分析：

Topic:Music

Functions:Askforandgivedirectionsinsideabuilding

Structures:WhereWhatquestions

Imperatives:turnleftgoupstairsturnright

Prepositions:nexttobetween…and…behindinfrontof

Targetlanguage:WherearetherockCDs?

Goupstairsandturnleft.

They’rebehindthejazzCDs.

What’syourfavoritekindofmusic?

Myfavoritekindofmusicis…

MainVocabulary:Namesofmusicalstyles:jazz、danceetc.

Descriptionwords:awful、terribleetc.

课时划分：period1:SectionA1a1b1c

period2:SectionA2a2b2cGrammarFocus

34

period3:SectionB1a1b2a2b2c

period4:SectionB3a3b3c4

period5:Self-check

Period1

教学目标：1、认知生词:classicaldancepopcountryjazzupstairs(downstairs)videosectiongroupsinger

2、运用gostraightgoupstairs(downstairs)turnright/left等指示方位

3、掌握句型:Where’stheclassicalmusic?

It’s…

Where’rethejazzCDs?

They’re…

Teachingsteps:

StepI:Leadin

Doyoulikemusic?Whatkindofmusicdoyoulike?Now,let’slookatthepicture,andnamethemusicaltypes.(showthenewwords)

StepII:Readthenewwordsandaskthemtorepeat.

StepIII:Learnthedialogues.

Learn:goupstairs(downstairs)turnright/left(asksomeonetoactout).

Review:gostraight

Where’s…

Askstudentstoread.

StepIV:Drawamapontheblackboardaccordingtothetextandaskthemtoworkinpairs(askandanswer)

StepV:Listento1b

StepVI:Nowpleasehaveconversationsliketheonesinthepicture.Askandanswerquestionsaboutwheretofindallfivekindsofmusic.

StepVII:Homework

memorizethenewwords.

reviewthekindsofthemovies.

practicethedialogueinpairs.

教后一得：

教材非常贴近学生的生活实际，学生就能用英语进行简单的交流。充分体现了学以致用的教学原则。

Period2

教学目标：1.练习用介词短语介绍方位:between…and…

behind…

infrontof…

nextto

2.巩固运用句型:Where’sthedancemusic?

WherearetheCDs?

What’sBob’sfavoritekindofmusic?

Who’sCarla’sfavoritegroup?

TeachingSteps:

StepI.Leadin

Theteachertakesoutapen、apencilandaneraser.

Ask:where’sthepen?

It’sbehindthepencil.

Where’sthepencil？

It’sbetweenthepenandtheeraser.

Where’stheeraser?

It’snexttothepen.

Where’sthepencil？

It’sinfrontofthepen.

StepII.Askfourstudentstocometothefront,andaskstudentstodescribetheirlocationusingthewordsnextto,behind,between…and,infrontof.

StepIII.2aMatchthesentenceswiththepictures.

StepIV.Nowyou’regoingtohearsomeconversations.PeopleareaskingtheclerkfordifferentkindsofCDs.Listentotheconversationsandwriteonthemapwhereeachmusicsectionisinthestore.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingagain.

Checktheanswers.

StepV.Makeconversationswiththemapabove.(showthemap)

Example:Where’sthepopmusic?Goupstairsandturnright.

It’snexttothedancemusic.

(1).Thestudentsworkinpairs.

(2).Asksomeonetoactout.

StepVI.(1)Answerthesequestions.

What’syourfavoritekindofmusic?

Who’syourfavoritegroup?

(2)Pairwork

Askandanswerthequestionstofillinthechart.

StudentA,lookatPage33

StudentB,lookatPage84.

VII.Workingroups.

Readtheconversationwithastudent.

Thestudentsasktheirclassmatesabouttheirfavoritegroupsorsingers.(setatimelimitoftenminutes.)

Askstudentstodescribethemusicaltastesoftheotherstudentsintheirgroup.

Homework:makesentenceswithnextto,between…and…,infrontof,behind,acrossfrom.

教后一得：

学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。课堂上把时间还给学生，让每个学生都动起来。

Period3

教材目标：1、认知生词：amazingawfulbadterrible

2、运用What’syourfavoritekindofmusic?

Who’syourfavoritesinger?等句式进行口语交际.

TeachingSteps:

StepI:Leadin

What’syourfavoritekindofmovies?(actionthrillercomedydocumentary)

Why?(interesting,funny,scary,exciting)

Wehavelearnedsomanydescriptionwords,thisclass,we’lllearnsomewordsthatsayhowgoodorbadsomethingis

StepII.showthenewwords:

readthemandaskthestudentstorepeat.

Fillintheblankswithamazing,awfulorterrible.TheBeatleswerean______musicalgroup,Ilikeitverymuch.

Ithinkcountrymusicisvery______.Ineverlistentoit.

StepIII.Do1a.

StepIV.Pairwork

Alistofsingers:JanetJackson,CelineDion,GarthBrooks,KennyG.

Makeadialoguewiththewordsyoulearnedjustnow.

Doyoulike…？

No,Idon’t,They’re…

Doyoulike…？

Yes,Ido.She’s…

asksomeonetoactout.

StepV．2a

Listenandwritetheirfavoritekindsofmusic.

Playtherecordingthefirsttimestudentsonlylisten.

Playtherecordingasecondtime.

Studentswritethenamesofeachtypeofmusic.

Checktheanswers.

VI.2b

Listenandwritetheirfavoritegroupsorsingersandwhattheysayaboutthem.

playtwicetimes.

Playathirdtimesostudentscancompleteanyanswerstheymissedorchecktheirownwork.

StepVII.Roleplay

You’reMikeandJudyfromactivity2b.

Talkaboutmusic.

（提问对方）what’syourfavoritekindofmusic,Judy?

Myfavoritekindofmusicis…

Who’syourfavoritesinger?

Myfavoritesingeris________.She’s__________.

（2）（提问他人）What’sTara’sfavoritekindofmusic?

Herfavoritekindofmusicis…

Who’sherfavoritesinger?

Herfavoritesingeris_______.He’s________.

StepVIII.Homework.

Makeasurveyofyourclassmates’favoritesingersormusicalgroups.

教后一得：

学生通过讨论交流和合作方式展示他们丰富的想象力和创造力。教师应为学生创设宽松，和谐，民主的学习气氛，设计多种合作方式或活动内容，多思考导入的途径和技巧。怎样让每个孩子都说话，每个任务都有话说。

Period4

教学目标：1、能根据方位指示画出地图，或根据地图进行方位指示。

2、设计出自己理想的商店方位图，并进行描述。

TeachingSteps:

StepI:3a(1)Readthedirections.

(2)Drawamapofthestoreontheirexercise--books.

(3)Asksomeonetodrawitontheblackboard.

(4)Asksomequestions.

Where’sthepopmusic?

Where’sthedancemusic?

StepII3b.(1)LookattheBigSandmusicstoremap.

Workinpairstoaskandanswerquestions.

Where’sthecountrymusic?etc.

(2)Fillintheblanks.

StepIII.3cLookatthemapinthepictureandwritedirectionstothejazzsectionandtheothersectionsinthemusicstore.

StepIV.4

Dividetheclassintosmallgroups.Askthemtodesigntheirownfloorplanofadepartmentstoreasinactivity3b.

Askthegroupstowritestoredirectoriestoeachother.Onestudentreadsandtheotherstudentdrawsthefloorplanofthestore.

教后一得：

学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。课堂上把时间还给学生，让每个学生都动起来。

Period5

教学目标：1.Reviewallwordsinunit6.

2.Understandthearticleofexercise2.

3.Askfororgivedirectionsinsideagivenbuildingfreely.

Teachingsteps:

StepI.Keywordcheck.

Givethestudents5minutestoprepare,thenhaveadictation.

StepII.Exercise3.

Newwords:culturepalacewesterneasternhallpaintingbybackgate

Phrases:welcometo…ontheleft/rightandsoon

Teachthemselves.

(1).Workingroupstocatchthemeaningofthearticle.

(2).Matchthepictureswiththemap.

StepIII.Fillintheblankswiththemap.

GoalongBridgeStreet,thenturnright.Youcansee_______onyourright.

GoalongBridgeStreet,takethesecondturningontheleft,thenwalkalongFirstAvenueyou’llsee______onyourleft.

Startfromthesupermarket,walkalongFirstAvenueturnright,walkalongBridgeStreet,thenturnrightagain,you’llsee______onyourleft.

SupermarketBookshop

FirstAvenue

BusstationLibrary

SecondAvenue

BankHospital

StepIV.JustforFun.

Askthestudentstoactout.(Payattentiontothetone.)

教后一得：

学生通过讨论交流和合作方式展示他们丰富的想象力和创造力。教师应为学生创设宽松，和谐，民主的学习气氛，设计多种合作方式或活动内容，多思考导入的途径和技巧。怎样让每个孩子都说话，每个任务都有话说。

Unit5Howwasyourweekend?(新目标七下英文教案)

Unit5: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.

Unit9Howwasyourweekend?

Unit9Howwasyourweekend?
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.

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