【正文】 anguage in spoken to the animals in 1aAsk students to point to and name the , I39。re very This activity provides reading practice using the target 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 , Now draw a line between each animal and the country it es the This activity provides guided oral practice using the target to the conversation in the a pair of students to read it to the students to work in , Now you can talk about where animals e to the map and animals students matched up in 3aSay, Work with a turns asking and answering questions about the countries and animals in a few minutes, ask several pairs to say the conversation for the BAdditional materials to bring to class: Pictures of household pets and zoo animals cut out of magazines for Followup activity activity introduces more key vocabulary, Call attention to the animals in the picture and ask a student to say the name of each out the list of eight numbered adjectives at the , Now please match the adjectives at the top with the animals in the the letter of the animal on the line after the out the sample students work, move around the room offering to answer questions as the answers2a This activity provides listening practice with the target , Now I will play a recording of a conversation between Tony and time circle the adjectives you bear on the list for the recording circle the adjectives they the This activity provides listening and writing practice using the target attention to the three , Maria39。s name and write it on the ask students to make statements about the each statement and then write on the can ask leading questions such it big? Is it lazy? Does it eat grass? Ask students to write their own may wish to have less fluent students work with a more fluent partner, Ask students to share their writing with others in the you have reviewed the students39。s Words, and the writeon lines under , Now I will play the recording time please write the name of the animals each person talks about and the words they the first four lines of recording and stop the , What animal are they talking about?(the elephant)What words does Maria use to describe the elephant?(interesting, intelligent)Point out the writeon lines where students can write these the whole recording and have students write the words they hear on the the activity provides guided oral practice using the target attention to the dialogue next to the two students to read it to the , Work in sentences like these to say what you think about different the activity with one or two example, say, I like 39。s see the : Why do you want to see the elephant? Teacher: Because it39。s five years of countries。re very 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 He39?！痵 = Let us第五篇：Unit 5 Why do you like panadas ?Language goalsIn this unit students learn to describe animals and express preferences and give reasons，New languageWhy do you like koala bears?.Because they39。tDoes he / she have...?Yes, he / she , he / she doesn39。教師本身也需要提高對(duì)新課標(biāo)和任務(wù)型教學(xué)的認(rèn)識(shí)，以完善今后的教學(xué)。因此，這節(jié)課中的活動(dòng)具有可操作性，并以學(xué)生的生活經(jīng)驗(yàn)和興趣出發(fā)，使學(xué)生的思維和想象力、審美情趣得到發(fā)展，從而提高學(xué)生實(shí)際語言運(yùn)用能力。尤其是“找朋友”這個(gè)任務(wù)，極大地調(diào)動(dòng)了學(xué)生的積極性，學(xué)生們說出了很多精彩的句子。為自己、父母、親朋好友找一個(gè)有意義的英文名字，同時(shí)將他們介紹給你的同學(xué)們。Name Hobbies Other information任務(wù)四：制作姓名卡。并將他或她加入你的朋友記錄中。學(xué)生按行分組，一個(gè)同學(xué)問，“What’s your name?”第二個(gè)學(xué)生回答，“My name is …”然后再接著問第三個(gè)人, “What’s your name?” 第三個(gè)人答，“My name is … His/ her name is …”再接著問第四個(gè)人What’s your name?”。老師首先向?qū)W生做一個(gè)自我介紹，將名字寫在黑板上: My name is …, My first name is…, My last name is …同時(shí)介紹一下名字的意義，然后學(xué)生就近組成若干小組，進(jìn)行自我介紹。教學(xué)重點(diǎn)和難點(diǎn)形容詞性物主代詞的用法在任務(wù)活動(dòng)中掌握you和your，he和his, she和her 的用法重點(diǎn)句型(斜體字為擴(kuò)展句子)：Hi / Hello!Good morning / afternoon / are you? Fine, thank you!/ Very well / Soso /All ’s your name? My name is … / I’m … What’s his/ her name? His/Her name is … 課前準(zhǔn)備學(xué)生課前準(zhǔn)備：利用網(wǎng)絡(luò)查閱中英文姓名及初次見面時(shí)各國(guó)或各地風(fēng)俗，禮儀體會(huì)它們的不同之處；準(zhǔn)備硬紙片和水彩筆；用英文介紹自己的姓、名。s Gina 教學(xué)目標(biāo)學(xué)會(huì)詢問周圍新同學(xué)的姓名，并且將自己剛認(rèn)識(shí)的好朋友介紹給全體同學(xué)。學(xué)生的信息交流要在特定的環(huán)境中進(jìn)行，給他們參與的機(jī)會(huì)。為此，在本單元我運(yùn)用不同形式鼓勵(lì)學(xué)生使用目標(biāo)語言，在任務(wù)中體現(xiàn)學(xué)生的主體地位。在構(gòu)成否定句時(shí)。這種活動(dòng)既可練習(xí)have一般疑問句的構(gòu)成和回答的寫法，又能調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣，十分有效。4．引導(dǎo)學(xué)生展開Pairwork活動(dòng)，完成lc部分口語交際的教學(xué)任務(wù)，學(xué)會(huì)運(yùn)用助動(dòng)詞do進(jìn)行問答，可采用師生互動(dòng)帶動(dòng)學(xué)生互動(dòng)的交流方式：5．Pairwork活動(dòng)，完成lc部分口語交際的學(xué)習(xí)任務(wù)，學(xué)會(huì)運(yùn)用助動(dòng)詞do進(jìn)行問答并上臺(tái)展示口語交際。第二教學(xué)環(huán)節(jié)；老師和學(xué)生互動(dòng)：學(xué)習(xí)掌握重要內(nèi)容。所以在教學(xué)中可采取問答式導(dǎo)人法：。2）學(xué)生在課堂教學(xué)過程中口頭訓(xùn)練應(yīng)成為本單元教學(xué)的重點(diǎn)內(nèi)容。Have的一般現(xiàn)在時(shí)的疑問句，及其肯定，否定回答。二、學(xué)生分析學(xué)生現(xiàn)有的能力與已掌握的知識(shí)：學(xué)生在已經(jīng)學(xué)過詞匯：What is this ？ What is that？ 句型： Where is?? It’s in / on / under/?經(jīng)過前面的學(xué)習(xí)學(xué)生已經(jīng)積累了一定的詞匯，掌握了一定的目標(biāo)語，已經(jīng)具備了一定的聽說讀寫能力。Do you have a pingpong bat？Not，I do not。3．引導(dǎo)學(xué)生展開Pair work活動(dòng)，完成lc部分口語交際的教學(xué)任務(wù)，學(xué)會(huì)運(yùn)用助動(dòng)詞do進(jìn)行問答，可采用師生互動(dòng)帶動(dòng)學(xué)生互動(dòng)的交流方式： 4．Pair work活動(dòng)，完成lc部分口語交際的學(xué)習(xí)任務(wù)，學(xué)會(huì)運(yùn)用助動(dòng)