【正文】 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。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 see the : Why do you want to see the elephant? Teacher: Because it39。s out the sample the This activity gives students practice in understanding the target language in spoken to the animals in 1aAsk students to point to and name the , I39。s five years of countries。s from...He39。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。re pretty interesting, They39?！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。ll learn unit the words with the things in the the work(1c) at the words, Listen and circle the words you Listen to the conversations and number the pictures(14) Listen and match the pictures listen and answer the questions work Role play the (introduce yourselves). Design Unit you have a soccer ball ? Section A(1a2d)Do you have...? do / No, I don39。tDoes he / she have...?Yes, he / she , he / she doesn39。 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)。當(dāng)然本節(jié)課中也存在幾個(gè)需要繼續(xù)探索的問題：一、師生均是初次接觸任務(wù)型教學(xué)，對(duì)其僅是好奇及嘗試，尚未能領(lǐng)會(huì)其主旨。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。在解釋自己名字的任務(wù)中，充分調(diào)動(dòng)了學(xué)生的表現(xiàn)欲，學(xué)生們的名言經(jīng)整理后被保留下來，提高了學(xué)生學(xué)習(xí)英語的積極性。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。本節(jié)課由于是新學(xué)期的第一節(jié)課，在教學(xué)中，本著 “新學(xué)期、新起點(diǎn)、新觀念、新認(rèn)識(shí)”的觀點(diǎn)設(shè)計(jì)了四個(gè)快樂的任務(wù)，同時(shí)這幾個(gè)任務(wù)相互連接，環(huán)環(huán)相扣，形成了一個(gè)完整的任務(wù)鏈。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。因此，該任務(wù)既體現(xiàn)個(gè)性，又體現(xiàn)共性；既有分工，又有合作。Name Hobbies Other information任務(wù)四：制作姓名卡。在該任務(wù)的執(zhí)行過程當(dāng)中，學(xué)生可以盡量施展他們的才能，傾盡其所學(xué)的英文知識(shí)來展示自己并且看誰能獲得最多的信息。并將他或她加入你的朋友記錄中。任務(wù)二：學(xué)生利用電腦向大家展示他們所搜集的中英文姓，問候語名及各國或各地初次見面時(shí)的禮儀，體會(huì)它們的不同之處；然后由抽簽決定各組同學(xué)分別用哪個(gè)國家或哪個(gè)地區(qū)的禮儀（例如：日式、美式、法式和學(xué)校版的禮儀）來表演兩個(gè)人初次見面時(shí)的問候語及談話內(nèi)容（用英文），看哪一組同學(xué)表演的形象，語言準(zhǔn)確，最后評(píng)出最佳組合。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?”。這個(gè)任務(wù)能夠激起學(xué)生學(xué)習(xí)英語的興趣，同時(shí)擴(kuò)大詞匯量。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