老师职责的一部分是要弄自己的教案课件,大家在认真准备自己的教案课件了吧。只有规划好了教案课件新的工作计划,新的工作才会如鱼得水!你们知道适合教案课件的范文有哪些呢?下面是小编帮大家编辑的《Unit8WhatisJohnlike?(新目标七下英文教案)》,欢迎您参考,希望对您有所助益!
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.
老师会对课本中的主要教学内容整理到教案课件中,大家应该要写教案课件了。我们要写好教案课件计划,才能在以后有序的工作!你们会写多少教案课件范文呢?急您所急,小编为朋友们了收集和编辑了“Unit6WherearethejazzCDs?(新目标七下英文教案)”,欢迎您参考,希望对您有所助益!
Unit6:WherearethejazzCDs?
Languagegoal
Inthisunitstudentslearntoaskforandgivedirectionsinsideabuildingandtalkaboutfavorites.
Newlanguage
Whereisthepopmusic?Goupstairsandturnright.
ItsnexttotheJazz.
WhereistheJazz?Gostraight.Itsbetweenthepopandthecountry.
WherearethedanceCDs?Goupstairsandturnleft.
TheyrebehindthecountryCDs.
Namesofmusicalstylessuchasclassical,dunce,jazz,pop,country.
SectionA
Additionalmaterialstobringtoclass:
blindfold
samplesofvariouskindsofmusicmentionedinthisunit.
Asktwelvestudentstocometothefromoftheroomandstandinfourrows,leavingafewfeetbetweenstudents.Standinfrontofthisgroup.Askandanswerquestionsaboutwhereeachstudentisstanding.Whereis(LinLi)?Hesbetween(CaoXinandZhangLi).Whereis(SunBei)?Shesbehind(LinLi).
Thencoverastudentseyesandleadthestudentaroundtheroombythearm.Givedirectionsusingthewordsgostraightahead,turnleft,andturnrightandthenhelphimorhertofollowthedirectionsyouused.
laThisactivityintroducesthekeyvocabulary.
Focusattentiononthepicture.Askstudentstotellwhattheysee.Guidestudentstounderstandthatthepictureshowsdifferenttypesofmusic.Namethemusicaltypesandask-studentstorepeat-Askstudentstonameasinger,songorcomposerforeachmusicaltype.
Examples:Yo-YoMaisaclassicalmusician.JanetJacksonisadancesinger.CelincDionisapopsinger.GarthBrooksisacountrymusician.KennyGisajaz2musician.
Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeal.
Thenaskstudentstomatcheachpicturewithoneofthewords.Say,Writetheletterofeachpicturenexttothewontsontheleft.Pointoutthesampleanswer.
Checktheanswers,
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation,
Drawasetofstairsontheboard.Atthetopofthestairs,writejazzinaboxontheleftandclassicalinaboxattheright.Writedanceinaboxattheleftbelowthestairs.
Pointtothethreeconversations.Readthefirstconversationwithastudent.Thenreaditasecondtimeasyouuseyourfingersto"walk"upthestairsandturnlefttotheJazzsection.Askvariousstudentstoreadtheotherconversations.Useyourfingerstowalktoeachsectionmentioned.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistime,askstudentstolistentotherecordingandwritethenumberofeachconversationinthecorrectbox.Pointoutthesampleanswer.
Correcttheanswers,
1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
PointtotheconversationsinIbandaskastudenttoreadthemwithyou.Thenasktwostudentstoreadthemtotheclass.Youmaywishtopointtothepictureshowingthetypesofmusicmentionedasthestudentsreadtheconversations.
Say,Nowpleasehaveconversationsliketheonesinthepicture.Askandanswerquestionsaboutwheretofindallfivekindsofmusic.
Ifstudentsneedadditionalhelpgettingstarted,askWheresthe(classicalmusic)?andpracticetheconversationwithonestudentatatime.
Askstudentstoworkinpairs.Aftertheypracticefurafewminutes,asksomepairstopresenttheirconversationstotheclass.
Forextrapractice,usethestairsyoudrewontheboardearlier.Erasethewordsyouwrotebeforeandwriteinthewordscountryandpoptotheleftofthestairs,dancestraightaheadofthestairsandjazzandclassicaltotherightofthestairs.Studentsusethismaptohavemoreconversations.
2aThisactivityintroducesthekeyvocabulary.
Askfourstudentstocometothefrontoftheroom.Arrangethestudentssothatoneisinthemiddleandtheothersaretotheleftof,totherightof,andbehindthefirststudent.Thendescribethelocationofthestudentsusingthewordsbehind,nextto,between,andinfrontof.Forexample,LiPengisbehindZhouWen,CaoYingisnexttoZhouWen,ZhouWenisbetweenCaoYingandGongZheng,andZhouWenisinfrontofLiPeng.
Pointtothefourpicturesofalphabetblocks.Askstudents[otellwhattheysecineachpicture.
Pointlotheletterundereachgroupofalphabetblocks.Askstudentstomatcheachnumberedsentencewithoneofthepictures.Say,Writetheletterofeachpicturenexttothecorrectsentence.
Checktheanswers.
2bThisactivityprovideslisteningpracticeusingthetargetlanguage.
Callattentiontothepictureshowingthemusicsectionsinsideamusicstore.
Say,Nowyouaregoingtohearsomeconversations.Peopleareaskingtheclerk/ordifferentkindsofCDs.Listentotheconversationsandwriteonthemapwhereeachmusicsectionisinthestore.Pointoutthesampleanswers.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingagain.StudentslabelthemapoftheCDstore.
Checktheanswers.
2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontothesampleconversationinspeechbubbles.Readitwithastudent.
Askstudentstoworkinpairs.Haveeachstudentpracticebothroles.
3"thisactivityprovidesoralandwrittenpracticeusingthetargetlanguage.
Callattentiontotheexampleinspeechbubblesandaskastudenttoreadthequestionstotheclass.Say,Inthisactivityyouwillaskeachotherquestionsaboutfavoritetypesofmusicandfavoritemusicalgroups.
Askstudentstoworkinpairs.AskStudentAineachpairtolookatthechartonpage33,AskStudentBtolookatthechartonpage84.Remindstudentsnottolookattheirpartnerspage.
Saythefirstquestionandanswerexchangewithastudent.PretendyouareStudentAandworkwithapartner.Say,AskmeaboutBobsfavoritekindofmusic.Ifnecessary,supplythequestion:WhatsBobsfavoritekindofmusic?Pointoutthesampleanswerinthefirstcolumn,classical.Say,Helikesclassicalmusic.
Thenaskyourpartner,WhatsBobsfavoritegrouporsinger?HaveStudentBlookattheansweronpage84andsayittotheclass.Showstudentsthatyouarewritingitintheblankinthefirstrowunder"Favoritegrouporsinger,"
Askthepairstocontinueontheirown.Movearoundtheroommonitoringtheprogressofthepairs.
Goovertheanswers.
4.Thisactivityprovidesoralandwrittenpracticeusingthetargetlanguageandasksfororiginalstudentinput.
Callattentiontotheconversationinthespeechbubbles.Readitaloudwithastudent.
Say,Askquestionslikethesetofillinthechart.Askthepeopleinyourgroupwhattheirfavoritekindofmusicisandwhotheirfavoritegrouporsingeris.Entertheinformationonthechart.
Dividetheclassintosmallgroupsandsetatimelimitoftenminutes.Askallthestudentstobeginaskingeachotherquestions.
Attheendoftenminutes,getfeedbackbyaskingstudentstodescribethemusicaltastesoftheotherstudentsintheirgroups.
SectionB
Newlanguage
Wordsthatsayhowgoodorbadsomethingis:amazing,terrible,awful,great,OK,fantastic,notbad,cool,etc.
Additionalmaterialstobringtoclass
blindfold
1aThisactivityintroducesthekeyvocabulary.
Focusattentiononthethreefaces.Askstudentswhattheythinkeachonemeans.Guidestudentstounderstandthaithesmileyfacemeans,"!likeit,"Themiddlefacewithnosmilemeans,"!dontlikeitordislikeit,"Thefrownyfacemeans,"!dontlikeit."
Thencallattentiontothelistofwords.Sayeachoneandaskstudentstorepeat.Aftertheyrepeateachword,talkaboutwhatitmeansanduseitinasentence.Useyourtoneofvoiceandfacialexpressiontoemphasizethemeaningofeachterm.Forpositivewords,smileanduseawarmtoneofvoice.Fornegativewords,frownslightly-wrinkleyournoseanduseacooltoneofvoice.Forexample:
"Amazing"meansvery,verygood.
TheBeatleswereanamazingmusicalgroup.
"Terrible"meanswry,verybad.
Ithinkcountrymusicisterrible.Ineverlistentoit.
"Awful"meansverybad.
Itmeansthesamethingasterrible.
Thenaskstudentstodrawthecorrectfaceonthelinenexttoeachword.Say,Drawoneofthesefacesnexttoeachword.Pointoutthesampleanswer.
Checktheanswers.
1bThisactivityprovidesoralpracticeusingthetargetlanguage.
Askeachstudenttomakealistofthreesingersormusicalgroups.Theycanchoosefromclassical,jazz,danceoranyothertypeofmusic.
Thenaskeachstudenttoworkwithapartner.Thetwostudentsnamemusicalgroupsandwritedownthewordstheirpartnersusetodescribethegroups.
Askeachpairtosharetheirlistswithanotherpair.
2aThisactivityprovideslisteningpracticewiththetargetlanguage.
Callattentiontothechartandthepicturesofthefourstudents.Say,Youwillheararecordingofthesefourpeople.Theyretalkingabouttheirfavoritekindsofmusic.Writethenameofeachpersonsfavoritekindofmusicintheblankundertheirphotoandnextto
"Favoritekindofmusic."
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimestudentswritethenameofeachtypeofmusicunderneaththecorrectpicture.
2bThisactivityprovidesListeningpracticewiththetargetlanguage.
Pointtothechartagain.Say,/willplaythetapeagain.Thistime,writeonthecharttheirfavoritegroupsorsingersandwhattheysayaboutthem.
Playthetapeagain.Studentswritethefavoritegrouporsingerandthedescriptionwordsinthechart.
Playthetapeathirdtimesostudentscancompleteanyanswerstheymissedorchecktheirownwork,
Checktheanswers.
2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage,
Pointouttheconversationinthespeechbubbles.Say,Workwithapartner.OneofyouisMikeandtheotherisJudy.Haveaconversationaboutmusic,usingtheinformationfromactivity2b.
Asstudentswork,movearoundtheroommonitoringtheir|workandofferingassistanceasneeded.
3aThisactivityprovidespracticereadingthetargetlanguage.
Pointoutthetwostoredirectories.Askstudentstoreadtheinformationineachone.Ask,Whatsectiondoesthefirstdirectorytalkabout.(thepopmusicsection)Whatsectiondotstheseconddirectorytalkabout?(thecountrymusicsection)
Say,Nowpleasedrawamapofthestore.Demonstratewhatthestudentsmapsmightlooklikebydrawingthefirstpartofthemapontheboard.Startwithacircleandlabelit"Youarehere."Thenreadthefirstsetofinstructionsthroughthewords"Gostraight"anddrawanarrowstraightup.Readthewords,"Turnleftattheclassicalmusic."Drawaboxandlabelit"Classicalmusic."Thencontinueyourfirstarrowaroundthisboxtotheleft.
HavestudentswhowishtoworkalonetogoaheadwithtIheirmaps.Askotherstudentstoworkinpairsorsmallgroups.Theycanreadthelinesineachdirectoryandworktogethertodrawasinglemap.Movearoundtheroom,providingsupportasneeded.
Askthefirststudentorgroupfinishedtoputthemapontheboard.Wheneveryoneisdone,checktheaccuracyofthemapbyreadingtheinstructionsonscreenoneasyou"walk"yourfingersthroughthemap.Makeanynecessarycorrections.Thenaskastudenttoreadtheinstructionsfromscreentwoandwalktheirfingersthroughthemap.
3bThisactivityprovideswritingpracticeusingthetargetlanguage.
Callattentiontothemapofthemusicstoreinthebook.Pointtoeachsectionofthestoreandaskstudentstoreadalithelabelsonthedrawing.
Readthedirectionsforfindingtheclassicalmusicsection.Eachtimeyoucometoablank,saythewordblank.
AskstudentstofillInthemissingwordsbythemselves.SuggestthattheyusetheirfingerCorapencil)totracethepathtotheclassicalmusicsection.
Asstudentswork,movearoundtheroommonitoringprogressandansweringanyquestionstheymayhave.
Askstudentstocheckeachotherswork.
Checktheanswers.
3cThisactivityprovidesguidedwritingpracticeusingthetargetlanguage.
Callattentiontothemapofthemusicstoreinthebook.Pointtoeachsectionofthestoreandreviewthelabelsonthedrawing.
Pointtothedirectionsstudentswroteforfindingtheclassicalmusicsection.Say,Nowpleasewritedirectionstothejazzsection.Youcanusethesamekindofsentences.
Say,Useyourfingerorapenciltotracethewaytothejazzsection.Thenwritethedirectionstothejazzsection.
Asstudentswork,movearoundtheroommonitoringprogressandansweringanyquestionstheymayhave.
Checktheanswers.
Askstudentstowritedirectionstotheothersectionsinthemusicstore.
4Thisactivityprovidesspeakingandwritingpracticeusingthetargetlanguage.
Dividetheclassintosmallgroups.Askthemtodesigntheirownfloorplanofadepartmentstoreasinactivity3b.Thefloorplancanbemorethanonefloorifthereisenoughtime.Askthegroupstowritestoredirectoriesfortheinformationdeskintheirstores.
Asstudentswork,walkaroundtheclassofteringhelpwherenecessary.
DividethestudentsIntonewpairsandhavethemreadtheirstoredirectoriestoeachother.Onestudentreadsandtheotherstudentdrawsthefloorplanofthestore.
公开课教案
Uint6WherearethejazzCDs?
YanjunChen
Languagegoal
Inthisunitstudentslearntoaskforandgivedirectionsinsideabuildingandtalkaboutfavorites.
Newlanguage
Whereisthepopmusic?Goupstairsandturnright.ItsnexttotheJazz.
WhereistheJazz?Gostraight.Itsbetweenthepopandthecountry.
WherearethedanceCDs?Goupstairsandturnleft.TheyrebehindthecountryCDs.
Namesofmusicalstylessuchasclassical,dunce,jazz.pop,country.
Teachingsteps:
Step1Revion
ListentotheCDs.AnswerWhatkindsofmusicitissuchsaclassical,dunce,jazz,pop,countryetc.
Step2Presentation
1.What’syourfavoritekindofmusic?Myfavoritekindofmusicisclassical.
2.Whoisyourfavoritesinger?MyfavoritesingerisFeiXiang.
3.Who’syourfavoritepopgroup?MyfavoritepopgroupisLindianGroup.
Step3Doasurvey.
Askyourclassmatesabouthis/herfavoritekindofmusic,favoritesinger,popgroup.Thencompletethechart.
Step4Haveaexchange
SmallgroupAexchangetheresultofthesurveyswithSmallgroupB.Thenaskabouttheotherstudents’favoritekindofmusic,group,singer.Forexample,What’sFanTing’sfavoritekindofmusic?What’sLiMing’sfavoritegroup?What’sChenXing’sfavoritesingers?etc.
Unit4:Iwanttobeanactor.
Languagegoal
Inthisunit,studentslearntotalkaboutjobs.
Newlanguage
Whatdoyoudo?Imareporter
Whatdoeshedo.Hesastudent.
Whatdoyouwanttobe?Iwanttobeanactor.
Whatdoesshewanttobe?Shewantstobeapoliceofficer
namesofjobsandprofessions
SectionA
Brainstormwithstudentsalistofjobsthatfriendsorrelativesdo.("Brainstorming"isanactivityinwhichyousetatopicandstudentssaywhateverwordstheycanthinkofrelatingtothattopic.)Writethewordjobsontheboardandlistallthejobsstudentsmention.
Pointtothejobsonebyoneandaskstudentstosaywhatevertheycanaboutthesejobs.Acceptsinglewordanswersorsimplesentencessuchas,Itsfun.Itsagoodjob.
laThisactivityintroducesthekeyvocabulary.
Focusattentionontheart.Askstudentstotellwhattheyseeineachscene.Askstudentstonameasmanyofthejobsshownastheycan.Thenpointtoascene,namethejob,andaskstudentstorepeat.
Pointtothenumberedlistofwords.Sayeachoneandaskstudentstorepeat.
Thenaskstudentstomatcheachwordwllfaoneofthescenes.Say,Writetheletterofeachscenenexttooneoftheivords.Pointtothesampleanswer.
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtothedifferentpeopleshowninthepicture.Askvariousstudentstotellwhattheydoasyoupointtoeachone,
Say,Nowyouwillhearthreeconversations.Theconversationsareaboutthreeofthepeopleinthispicture.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimeaskstudentstowriteanumber1nexttothepersonbeingtalkedaboutinconversation1.Havestudentsputa2and3nexttothepeoplebeingtalkedaboutinconversations2and3.
Correcttheanswers.
1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage-
Askastudenttoreadtheexampleconversationwithyou.Holdupthebookandpointtothedoctorinthepicture.
Say,Nowworkwithyourpartner.Makeyourownconversationsaboutthepicture.Youcanusesentencesliketheonesinactivity1b.
Sayadialoguewithastudent.Pointtoapictureofoneofthepeople.Guidethestudenttoanswerusingoneofthewordsinactivity1a.
Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Onerlanguageorpronunciationsupportasneeded.
2aThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Askstudentstolookatthethreepictures.Askdifferentstudentstotellyouwhattheysecineachpicture.Whatarethepeopledoing?Whatjobsdotheyhave?
Playtherecordingthefirsttime.Studentsonlylisten.Say,Youwillhearconversationsaboutthepeopleinthesepictures.
Playtherecordingasecondtime.Say,Writethenumberofeachconversationbelowthepictureofthepersonbeingtalkedabout.
Correcttheanswers.
2bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtothethreeheadingsinthechartandreadtheheadingstotheclass.Askstudents,Whatdoes"wantstobe"mean?(ItisnottheJobthepersonliasnow.Itisthejobthepersonwantsinthefuture.)
Playtherecordingthefirsttime.Studentsonlylisten.Say,YouwiUhearaboutthepeopleinthesepictures.Youwillhearthejobtheyhawnowandthejobtheywantinthefuture.
Playtherecordingasecondtime.Thistimeaskstudentstofillintheblankswiththejobsthepeoplehavenowandtheonestheywantinthefuture.Pointoutthesample
2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointoutthepicturesinactivity2a.Askwhoeachpersonis.(TheyareSusansbrother.Annasmother,andTonysfather.)
Say,Nowworkwithyourpartner.Askandanswerquestionsaboutthepictures.Ask,"Whatdoesheorshedo?"Thenask,"Whatdoesheorshewanttobe?"
Sayadialoguewithastudent.PointtoAnnasmotherandthentotheexampleinthespeechballoons.Practicethedialoguewithastudent.
AsstudentsworkInpairs,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded.
3aThisactivityintroducesthenamesfortheplaceswherepeoplework,andgivesreadingpracticeusingthetargetlanguage.
Callattentiontothepictures.Askstudentstoreadthenameforeachplace.Astheynameeachplace,writethewordontheboardand-asktheclasstorepeatit.
Pointoutthelistofjobswiththenumbersnexttoeach.Thencallattentiontothepeopleinthepicturesandthespeechbubbles.Pointoutthesampleanswerandhaveastudentreadoutthespeechbubble.
Askstudentstoworkalone.Say,Writethenumberofeachjobinthesquarenexttoeachworkplace.
Checktheanswers.
3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointoutthepicturesinactivity3a.AskstudentstonametheworkplaceshownIneachpicture.
Thenpointouttheconversationinthespeechbubbles.AsktwostudentstoreadIttotheclass.
Say,Wowworkwithapartner.Firstpracticetheconversationinthepicture.Thenmakenewconversations.Usejobsandplacesfromactivity3a.
Sayadialoguewithastudent.Pointtothewordwaiterinactivity3aandthentothepictureoftherestaurant.Askastudent.Wheredoeshework?Guidethestudenttoanswerusingthecorrectplace:Heworksinarestaurant.Thenask.Whatdoeshedo?andguidethestudenttoanswer,Hesawaiter.
Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded.
4Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.
Callattentiontothepicturesinthebookshowinghowtoplaythegame.Say,Youwilldrawapictureofsomeoneworking.Otherstudentswillaskquestionsaboutthekindofjobyouaredrawing.Aftertwoquestionssomeonecantrytoguessthejob.
Demonstratebydrawingapictureontheboardofastickfigurereporter.Adddetails(microphone,notebook,etc.)untilstudentsguesswhatjobitis.
Askastudenttogototheboard.Say,Drawapictureofapersonworking.Ifnecessary,helpthestudentadddetailsthatshowthejobthepersonisdoing.Heorshecanaddabankinteriortoshowthatthepersonisabankclerk.Astudentcouldalsouseaneyechartonthewalltoshowthattheplaceisadoctorsofficeandthepersonisadoctor.
AsktwodifferentstudentstoaskquestionsabouttheJob,andthenaskathirdstudenttoguesswhatjobitis.
Playthegameusingdrawingsbyseveraldifferentstudents.
Alternative:Ifyoudonotwantstudentstomovefromtheirseats,thenyoucanaskthemtodothisactivitysittingdowningroupsoffour.Theywillneedpiecesofpaperonwhichtodrawtheirpictures.Theywillalsoneedpencils.
SectionB
Newlanguage
Wordsthatdescribejobs,suchasexciting,dangerous,boring,difficult,busy,fun
Additionalmaterialstobringtoclass:
helpwantedadsfromanEnglish-languagenewspaper
1aThisactivityintroducesthekeyvocabulary.
Focusattentiononthesixpictures.Ask,Whatjobdoesthepersonhave?Wheredoesthepersonivnrk?
Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.Thenusesimpleexplanationsandshortsamplesentencestohelpstudentsunderstandwhateachwordmeans.Forexample,Excitingmeansveryinterestingandveryfast-moving.Apoliceofficerhasanexcitingjob.Thejobisalwayschanging.Somethingisalwayshappening.Fordangerousyoumightsay,Dangerousmeansnotsafe.Youmightbehurtorkilledinadangerousjob.
Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachpicturenexttooneofthewords.Pointoutthesampleanswer.
Checktheanswers.
1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
CallattentiontothepictureInthisactivityandaskastudenttoreadthestatementtotheclass.Thenpointtothepictureofthepoliceofficerandsay.Itsanexcitingjob.Asktheclasstorepeat.Thensay,Whatelsecanyousayaboutbeingapoliceofficer?Someonemayanswer,Itsadangerousjob.Asktheclasstorepeateachcorrectanswer.
Thenaskstudentstoworkinpairs.Suggestthattheyeachpointtothepicturesoftheworkersandmakestatementsaboutthem.Asstudentspractice,movearoundtheclassroommonitoringtheirwork.
1cThisactivityprovidesanopportunityfororalpractice.
Say,Namesomeofthejobsfromthisunit.Writethislistofjobsontheboard.Say,Canyounamesomeotherjobs?Addanynewjobstothelist.
AsksomestudentstomakestatementsaboutJobsonthelistusingthewordsinactivityla.Youmaywishtowritesomeofthesentencesontheboardsothatstudentscancopythesentencesintotheirnotebooks.
2aThisactivityprovideslisteningandwritingpracticewiththetargetlanguage.
Callattentiontothetwoheadingsandaskastudenttoreaddieheadingstotheclass.
Pointouttheblanklineswherestudentswillwritethenameofajob(underthewordswantstobe).
PlayIherecordingthefirsttime.Studentsonlylisten.
Say,NowIwillplaythetapeagain.Thistimewritethenameofajobunderthewords"wantstobe."
2bThisactivityprovideslisteningandwritingpracticewiththetargetlanguage,
Callattentiontothesecondheadingandaskastudenttoreadittotheclass.Say,Thistimeyouwillunitewhyeachpersonwantsthejob.
Playtherecordingagain.Studentsonlylisten.
Thensay,NowIwillplaythetapeagain.Thistimewritethereasonthepersonwantsthejobundertheword"Why?"
Playtherecording.Studentswritetheiranswers.
Checktheanswers.
2CThisactivityprovidesopen-endedoralpracticeusingthetargetlanguage.
Say,Whatdoyouwanttobe?Whatwordsdescribeeachjob?Helptheclassmakeupalistofjobstheymightliketodo.Asstudentssuggestpossiblejobs,asktheclasstosuggestwordstodescribethem.Useabilingualdictionary,ifnecessary,tofindthenamesofjobsandwordstodescribeeachone.
Thenaskstudentstoworkinsmallgroups.Theytelleachotherwhattheywanttodoandwhy.Encouragestudentstousedictionariesifnecessary.Movefromgrouptogroupofferingassistanceasneeded.
Askindividualstudentstotelltheclassaboutwhattheywanttobeandwhy.
3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
Callattentiontothethreenewspaperadsandreadtheseadstotheclass.Sayblankeachtimeyoucometoablankline.
Thenreadeachadagainseparately,pausingtoallowstudentstoaskquestionsaboutanythingtheydontunderstand.Forexample,inthefirstad,studentsmaynotknowthatworkinglatemeans"workingatnight."Toworkhardmeanstousealotofenergytodothejob.
AskstudentstofillIn(heblanksintheadsusingthewordsactor,reporter,andwaiter.
Checktheanswers.
3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
Callattentiontothenewspaperadandaskastudenttoreadit,sayingblankforeachblankline.
AskstudentstofillintheblanksusingwordsfromThissection.Say,Lookatthepicturesnexttoeachblankline.Thepictureswillhelpyouguessthecorrectword.SuggestthattheylookatthenamesofjobsandthewordsthatdescribejobsinthefirstpartofSectionB.
Checktheanswers,
3cThisactivityprovideswritingpracticeusingthetarget
language.
Pointouttheblankstripofnewspaperwherestudentscanwritetheirownads.
Askoneortwostudents,Whatareyougoingtowriteabout?Repeateachofthestudentssentencesandasktheclasstorepeatthesentencesafteryou.Forexample:Do^OMwantaninterestingbutdangerousjob?Doyouwanttomeetnewpeople?Weneedapoliceofficer.CalltheSmithtownPoliceStationat555-2323.
Askstudentstoreadtheiradstoapartner.Askthepairstocorrecteachotherswork.
4Thisactivityprovidesguidedoralpracticeusingthe
targetlanguage.
Asktwostudentstoreadtheconversationinthespeechbubbles.Answeranyquestionsstudentsmayhaveaboutit.
Thensay,Newpleaseworkingroups.Askefuestionstofindoutwhatjobseachpersonwroteabout.Youcanusesentencesliketheoneswejustread.
Asstudentsaskquestions,movefromgrouptogroup.Rephraseanyincompleteorincorrectquestions.Alsorephraseanyinaccurateanswers.
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