Unit9PleaseExplain

一.本周教学内容:

Unit9PleaseExplain二.重点、难点：

Topic,PhrasesandGrammar

三.详细内容：

1.Topic-PleaseExplain

Lesson1

口语表达：话题内容；重点句型

Lesson2

阅读理解

①主题内容：

②相关的词汇：

③相关的语法知识

④基本的写作方法：

全文的主题句；段落的主题句；过渡词的使用；结尾扣题。

2.Phrases:

（1）keepsth.inorder使事物整齐

（2）askstudentstobequiet要求同学们安静

（3）allowsb.todosth.允许某人做某事

（4）beconfusedbysth.对某事迷惑不解

（5）readaboutsth.阅读有关某方面的资料

（6）astoryfromhistory历史上的故事

（7）behardtosay很难说

（8）inthepast在过去

（9）hearaboutsth.听说某事

（10）bepleasedtojoinsb.forsth.很高兴加入到某人当中做某事

（11）continuedoingsth.继续做某事

（12）travelthroughtime穿越时光

（13）watchpasteventshappen看过去的事情发生

（14）anumberof大量的

（15）nothingspecial没什么特别的

（16）getsb.todosth.让某人做某事

（17）prettygood相当好

（18）soundgood听起来很好

（19）checkout(美)从图书馆借书

（20）oldstoriesfromAsia来自亚洲的古老故事

（21）morethanonce不止一次

（22）apersoninyourgroup你们组当中的一个人

（23）timetocome即将来临的时候

（24）takeplace发生

3.Grammar-动词不定式用法小结

扩展阅读

Unit9MyfancyRoom

每个老师不可缺少的课件是教案课件，大家在认真写教案课件了。是时候对自己教案课件工作做个新的规划了，未来的工作就会做得更好！究竟有没有好的适合教案课件的范文？小编收集并整理了“Unit9MyfancyRoom”，供大家参考，希望能帮助到有需要的朋友。

Unit9MyfancyRoom
一、单元教材分析：
本教材是北京市义务教育课程改革实验教材版英语第12册（七年级下学期用），本单元是本册书的第九单元——MyfancyRoom。单元话题具体内容围绕着“roomsinhomes”展开，功能主要是“describingspace，house，rooms；materialmeasurement”，语法内容是地点介词和不定代词。本单元共有四个部分：第一部分Listeningandspeaking，第二部分readingandwriting，第三部分languageinuse，第四部分self-assessmentandbonusreading。关于描述地点的方位介词，本教材在第11册starter部分有过初步简单的涉及，本单元将进行进一步的学习。

二、单元教学目标：
1．知识目标：
a)词汇：能够听说读写的词汇：sofa,toy,lamp,table/desklamp,bedroom,diningroom,livingroom,study等。能够听说认读单词：closet,centimeter,design。
b)语法：prepositionofplace;indefinitepronouns
c)功能：describingspace，house，rooms；materialmeasurement
d)话题：roomsinhomes

2．技能目标：
a)听：能够听懂有关描述空间及居室的听力材料。
b)说：能够运用已有知识谈论有关空间及居室的相关内容。
c)读：能够读懂关于描写空间及居室方面的文章。
d)写：能够写出一篇关于描述空间或居室房间的小短文。

3．学习策略目标：
1）通过课堂观察帮助学生形成听前预测和通过记笔记把握听力关键信息的学习策略；
2）通过运用图表联想记忆相关单词，培养学生记忆单词的学习策略；
3）通过课堂阅读训练，培养学生粗读，略读，精读的学习策略。(具体阅读策略见课时计)。

4．情感态度目标：
通过本单元的学习，培养学生养成良好的生活习惯。

三、单元教学重点难点
1．教学重点
1）四会掌握本单元重点词汇。
2）听懂有关描述空间及居室的听力材料。
3）用所学的词汇及目标语言谈论与居室相关的话题。
4）读懂有关描述居室的文章。
5）方位介词的正确恰当应用。
6）写一篇有关描述居室的文章。

2．教学难点
1）如何描述居室。
2）方位介词的正确恰当应用。
3)如何书写一篇有关描述居室的文章。

四、课时教学设计表
PartI----ListeningandSpeaking
Teachingobjectives:
Knowledgeobjectives:
1.Allthestudentswillbeabletounderstandthemeaningandpronouncethefollowingwordscorrectly:sofa,toy,lamp,tablelamp,livingroom,bedroom,study,against,dictionary,telephone,map,blanket,pillow,between,alarmclock,bookshelfandshare.Someofthestudentsmaymasterthewordsinfourskills.
2.Mostofstudentswillbeabletogetthemainideaanddetailsthroughlistening.
3.Mostofstudentswillbeabletodescriberoomssimplybyusingofthetargetlanguage:Whereisthesofa?Itisagainstthewall.etc.

Abilityobjectives:
1.Studentswillbeabletounderstandthelisteningmaterialsaboutdescribingrooms.
2.Studentswillbeabletotalkaboutroomsbywhatthehavelearnt.

Learningstrategyobjectives:
1.Studentswillbeabletoknowhowtorememberwordsbypronunciationandwordmap.
2.Studentswillbeabletoknowtopredictbeforelistening.
3.Studentswillbeabletoknowhowtomakenotesduringlistening.

Moralobjectives:
Studentswillbeabletohavetheconsciousnesstoformgoodhabitsoflifeafterthisclass.

Keypointsanddifficultpoints:
1.Understandthelisteningmaterialsaboutdescribingrooms.
2.Toknowhowtodescriberooms.
Teachingprocedure

教学活动
教师活动
学生活动
设计意图
时间安排

Step1
Pre-listening
Showsomepicturesaboutroomsandaskthestudents
whattheyareabout.Thenwrite“rooms”ontotheBbandask“whenyouseethisword,whatotherwordscanyouthinkofinyourmind?”Thentalkaboutapicturetorevisesomeprepositionstheyknew.

Lookatthepicturesandanswerthequestions.
利用wordmap形式激活学生原有的相关词汇，进而利用图片学习新词汇，为听力做好话题和语言上的铺垫。

5mins

Step2
While-listening
1.GothroughPart3ofthislessonandaskthestudentstopredictwhatisabout.Thenaskthemtolistentothedialogueforthefirsttimeandchecktheirprediction.
2.AskSstoListentothedialogueforthesecondtimeandthenticktheanswers.
3.AskSstolistentotherecordingforthethirdtimeandfillintheblanks.1.Havealookatpart3andpredict,thenlistenandchecktheirprediction.

2.Listenandtick.

3.Fillintheblanks

培养学生听前预测的能力。

培养学生听细节信息的能力。

培养学生听细节信息并注意听中做笔记提取细节信息的学习策略。

15mins
Step3
Post-listening1.Askstudentstoaskandanswerquestionsaccordingtothepicturesandwordsthataregiven.
2.AskSstomakeaninterviewabouttheirrooms.
3.Askatleast3studentstopresenttheirresultoftheinterviews.
1.Askandanswerinpairs.

2.Workinpairsandpreparethepresentation.
3.Listenandgiveevaluation.操练本课的目标语。

运用新语言,检测学习效果，引导学生评价。5mins

15mins
Step4
Sum-up1.Sumupwhatwelearned.
2.Homework:AskSstowritedowntheirinterview.Sumupinpairs
andthentalkaboutittogether小结本课内容
5mins

Unit9Doyouwanttogotoamovies?

做好教案课件是老师上好课的前提，大家应该开始写教案课件了。我们要写好教案课件计划，就可以在接下来的工作有一个明确目标！那么到底适合教案课件的范文有哪些？小编为此仔细地整理了以下内容《Unit9Doyouwanttogotoamovies?》，欢迎大家与身边的朋友分享吧！

Unit9Doyouwanttogotoamovies?
各位老师大家好，很高兴能有这次机会来参加这次活动，现在我把本次参赛的作品分析一下，希望大家能给以指导。
一、教材分析(说教材)1)、词汇：actionmovie,,thriller，comedy,documentary
2)、语言结构：A、want在一般现在时中的用法及其疑问句与肯定、否定回答
B、what…like引导的特殊疑问句
2、教材的地位及其作用
本单元的教学主要内容是“谈论自己对电影的爱好并询问他人的爱好”，该话题“电影”与学生的日常生活紧密联系在一起，学生很熟悉，谈论的兴趣高，通过谈论“电影”这一人们都熟悉的话题，分享自己对电影的喜好以及对某部自己喜欢的电影的简单描述，来学习want在一般现在时中的用法，及其want的一般现在时的疑问句及肯定、否定回答。
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：
在第六单元中学生已经学习了
Whatdoyoulike?
Ilike…/Idon’tlike…She/Helikes/doesn’tlike…谈论个人及他人的喜好，而在本单元运用最多的正是这几个句型谈论对电影的喜好。
三、教学目标
1、语言知识
词汇：重点掌握表示电影种类的名词,
如actionmovie,thriller,documentary,Comedy，
重点句型：
2、语言技能
1）、能看图辨别电影的类型；
2）、能询问他人对电影类型的喜好，并转述；
3、学习策略
1）、利用老师所提供的电影资源作出推理判断，学习关于电影种类的单词以及每一种电影独有的特征的形容词。
2）、通过与同学交流，表述自己的喜好，询问他人对电影的喜好情况并加以统计和转述。
4、情感态度
1）在对他组同学对电影类型的统计上，通过小组合作，培养学生的合作精神；
2）通过学习本单元，对不同电影有初步的了解。
四、重点难点
1、want的一般现在时的用法;
2、want的一般现在时的疑问句，及其肯定，否定回答;
3、第三人称后动词的变化
五、教学手段
1、多方位使用电脑多媒体的动态效果帮助学生学习归纳不同类型的电影的特征。
2、利用学生对自己的喜好的表述进行一般现在时的教学，以及不同人称时动词的变化。
六、理念与思路（说教法）
1）采用多媒体进行直观教学，在不同类型的电影片段的展示中进行名词的学习。
2）通过问卷调查，让学生在采访的过程中练习本单元的主要句型。
3）让学生在转述的过程中学习第三人称下动词的变化。
4）学生在课堂教学过程中口头训练应成为本单元教学的重要内容。
学法指导
在已经学过的like句型表示喜好的情况下，学习want的一般现在时，仍要注意两个问题。一是动词第三人称单数的问题，二是行为动词疑问句和否定句中助动词的使用。
七、教学流程（说过程）
[活动一]导入：利用多媒体课件展示一些电影海报，从漂亮的海报引入今天所要学习的新单词。
师生活动：师问：Whatkindofmoviesarethey?
引出单词：comedythrilleractionmoviedocumentary
[设计意图]通过多媒体给学生以直观感受，熟悉的海报画面使学生兴趣大增，激发求知欲，顺利进入新课。
[活动二]（1）演示《三枪》海报
师问：Whatkindofmoviesisit?What’shisname?Yes,he’sXiaoShenyang.Doyoulikehim?....DoyouknowhisEnglishname?
结论：Iguessit’sacomedy.
[设计意图]从大家喜爱的喜剧名星入手，让学生辨认电影类型，鲜亮的海报色彩，夸张的人物造型，使课堂气氛大增。
[活动三]师生活动：Matchthesepictureswiththemewwords.
[设计意图]运用所学英语单词，说出这些电影的类型。活动中充分运用，Doyouwanttogotothismovis?这个一般疑问句，为下面小组活动打基础。
[活动四]1b师生活动：Pleaselistenandcirclethekindsofmoviesyouhear.
[活动五]1c结对活动：看例子，让学生依照例子两人一组做下面的对话。
Sample:A:Doyouwanttogotoamovie?
B:Yes,Ido,Iwanttoseeacomedy.
[设计意图]充分练习此对话，熟练掌握wanttodo句型，句子中多让学生使用第三人称，正确掌握语法知识。
[活动六]师生活动：练习时注意名词单数（singular）复数（plural）教师示范游戏。
Comedy,comedy,comedy,Ilikecomedies.
Actionmoive,actionmoive,Actionmoive,Ilikeactionmoives.
Thriller,thriller,thriller,Idon’tlikethrillers.
Documentary,documentary,documentary,Idon’tlikedocumentaries.
[设计意图]游戏中学，充分展示新目标教材的教育理念，让乏味的知识跳跃进来。更能使课堂气氛达到高潮。
[活动七]师生活动：听力及否定句学习
A：Doyouwanttogotoanactionmovie?
B:No,Idon’t.
[设计意图]复习否定句，让学生在认识电影类型的基础上，谈出自己的喜好。
[活动八]师生活动：makeasurvey,老师要求学生做组内调查，然后请几名代表汇报调查情况。
S:Ourgrouphasfourstudents,Jimlikesactionmovie……
[设计意图]：整合本节所学内容，又会让学生读、写方面进行练习。
八、小结设计
1、以多媒体展示的方式：A、再现关于电影类型的名词；B、复习关于不同类型影片的特点的形容词
2、通过图片上人物的动作来复习主要句型，
Doyouwanttogotoamovie?
Yes,Ido.Iwanttogotoanactionmovie.
Whatkindofmoviesdoyoulike?
Ilikeactionmovieandthriller,butIdon’tlikeromance.
九、板书设计
Unit9Doyouwanttogotoamovie?
生词：actionmovie,,comedy,documentary,thriller,romance
重点句型：Doyouwanttogotoamovie?Yes,Ido./No,Idon’t.
Whatkindofmoviesdoyoulike?Ilikeactionmovies.

十、Homework
作业设计：Interview（调查问卷的表格）
Yforlike;Nfordon’tlikemovie

nameActionmoviecomedy
thriller
romance
documentary

Yourfather
Yourmother
Yoursister
Yourbrother

[设计意图]学完本节课也让学生去了解一下父母，看看他们对类电影的态度，促进亲子沟通、交流。

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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