人教版九上英語教案7篇人教版九上英語教案篇11.overtheyears經(jīng)過許多年后2.haveaneffecton對…有影響(=affect)3.makegoodmoney很賺錢4.raise／keep/feedpigs養(yǎng)豬5.makeuseof利用6.takenoteof記錄；記筆記7.asfarasicansee依我看（=inmyopinion）8.as…aspossible盡可能9.bringin帶來；引進10.theinternationalexchangeofdelegations代表團之間的交流11.beharmfulto對…有害12.dependon依靠；依賴（relyon）13.aswellas也，還14.notonly…butalso..引導(dǎo)并列句，前句倒裝notonlyisreadingimportant,butalsospeakingisanecessarypartoflearningenglish.15.not…but…不是…而是…16.protect…from…保護…免受…的傷害17.standfor代表18.inotherwords換句話說19.avarietyof各種各樣的（=various）20.doresearchinto對…進行研究21.learnfrom向…學習22.instructionsformakingwine釀酒說明23.apracticalguidetofarming很實用的農(nóng)耕指南24.attheright/correct/wrongtimeoftheyear（不）適時的25.goagainst違反；違背26.removeweeds除草27.ploughdeepthefirsttime第一次深耕28.yearafteryear年復(fù)一年（＝everyyear）29.harvestgoodcrops獲得好收成30.passon(fromgenerationtogeneration)（一代一代）傳下來workbook1.beshortof缺乏；短缺2.add…to…把…添加到…3.fromtimetotime=nowandthen時不時的；偶爾的4.atanearlyage小時候5.fallinlovewithsb.愛上某人（短暫性）beinlovewithsb愛著某人（持續(xù)性）6.riseuptothesky上天7.searchfor尋找（＝lookfor;huntfor）8.allofthisisnew.這一切都是嶄新的。9.inthepast過去10.washaway沖走11.asaresult(of…)（由于…的）結(jié)果12.becoveredwith被…覆蓋13.toone’sjoy/delight使某人感到高興的是人教版九上英語教案篇2教學目標：wheredoesdamingflykites？heflieskitesinthepark、教學重點：描述物品的位置教學用具：arecorder，wordcards，pictures教學過程：一、熱身復(fù)習老師發(fā)指令，學生做動作，復(fù)習運用“on，in，under”。指令內(nèi)容可以滑稽有趣些，例如：“putyournoseonthepencilbox、putyourhandonyourhead、putyourfootonthedesk、”老師發(fā)出指令后，可以問學生：“where’syournose？where’syourhend？where’syourfoot？”學生做出回答。二、課文導(dǎo)入老師問學生：“howmanyseasonsarethereinayear？whatarethey？”以此復(fù)習表示四季的單詞。然后老師將表現(xiàn)四季的圖片貼在黑板上，問學生：“whatdoyoudoinspring/summer/autumn/winter？”老師根據(jù)學生的回答繼續(xù)問：“wheredoyou、、、？”三、課文教學1、老師問學生：“whatdoesdamingdoinspring/summer/autumn/winter？”老師播放錄音或教學vcd，呈現(xiàn)sbunit2活動1，請學生熟悉課文內(nèi)容。老師再放錄音，出示daming活動的圖片，請學生根據(jù)錄音內(nèi)容將圖片貼在相應(yīng)的季節(jié)圖片處。2、再次播放錄音，請學生模仿跟讀。其后，請學生以小組為單位朗讀課文。鼓勵學生根據(jù)黑板上的圖片描述課文內(nèi)容。3、以小組為單位表演課文。學生可以分工合作，盡力創(chuàng)設(shè)情境，展示課文內(nèi)容。4、完成sbunit2活動2。老師根據(jù)黑板上的圖片體溫：“wheredoesdamingflykites？”學生回答：“heflieskitesinthepark、”請學生在小組內(nèi)針對其他圖片進行練習。5、完成sbunit2活動3。請學生仔細看圖和示例，了解題目意圖，然后在小組內(nèi)開展問答練習。四、課文學習1、學習sbunit2活動4的歌曲。放錄音，請學生熟悉曲調(diào)和歌詞。放朗讀歌詞的錄音，請學生逐句跟讀。再放歌曲錄音，請學生跟唱。2、學習sbunit2活動6的字母。老師領(lǐng)讀，學生跟讀，注意糾正學生的發(fā)音。老師板書這些字母的大小寫。3、把字母和單詞相結(jié)合，編成歌謠并學習。然后請學生進行單詞的擴展練習。五、課后作業(yè)1、聽錄音，朗讀課文，并試著背誦。2、畫一張自己在四季的活動圖，并向同學、朋友及家人進行描述。人教版九上英語教案篇3教學目標：1、會使用可數(shù)名詞和不可數(shù)名詞開購物單。為后兩課學習購物做準備。2、學會討論吃什么飯，買什么東西。3、復(fù)習一些禮貌用語和習慣表達，如：howabout…？whatabout…？canyoucomewithme?whatdoyouhavefordinnerthisevening?letmeandhavealook.等。教學用具：lesson115ppt教學演示教學步驟：step1revision[課件演示]值日生dutyreport。教師讓學生根據(jù)課件中的對話模式，兩人一組自行演示。step2presentation[課件演示]引出今日新單詞：pork。也可根據(jù)學生的水平適當補充一些新單詞。如：大酬賓銷售bargainsales銷價20%20%off甩賣reductionsalesstep3readandact聽錄音一遍后問學生：wherearethey?聽錄音一遍后問學生:whatdoestomwanttobuy?whatelse?howmany?howmucharethey?聽第三遍，模仿跟讀，直至練熟。step4practice復(fù)習第二部分句型，練習買東西。模擬幾種商店，并列出價目表。把這些價目表都用投影打出，供學生們編對話。編對話的話題仍然可使用教參(p.124)提供的幾個話題。這里再提供幾個。1、教師節(jié)給老師買禮物。2、六一兒童節(jié)給幼兒園小朋友買禮品。3、八一建軍節(jié)用班費給軍屬買禮物。4、你班有一位同學生病住院，買些禮物去看看他/她。step5listenandanswer做workbookp.145homeworkblackboardhandwritingunit29shopping參考詞newwords:porkhowmuchisthemeat?it’s10yuanakilo.bargainsalesusefulexpressions:20%offhowmuchisit?itis…yuanabag/bottle/kilo?reductionsaleshowmucharethey?theare…akilo.howmany/howmuchdoyouwant?i.analysisoftheteachingmaterial1、statusandfunctionthetopicofthisunitisaboutfood.thestudentswilllearnhowtoorderfoodortake-away.inthisunit,thestudentswillbeabletouse“wouldlike”toexpresstheirneedforfoodandlearnhowtoaskothers?informationandprovidetheirpersonalinformationduringtheprocess.2、teachingaimsanddemands1)。knowledgeobjectsa.tomasterhowtoorderfoodortake-away;b.tomasterthemodalverb“would”and“what”questions.c.tomastertheusageofcountablenounsanduncountablenouns.2)。abilityobjectsd.touse“wouldlike”totalkabouttheneedforfood.e.toimprovestudents?abilityofcommunicationandsocialpractice.3)。sensibilityobjects:letthestudentsexperiencethehappinessoflearningenglish,cultivatetheirabilitytodothingsandfosterthespiritofcooperationingroupactivities.3、teachingdifficultpointsandfocus:1)tolearnthenamesoffoodandthecountableanduncountablenouns.2)tolearnhowtoorderfood.3)touse“wouldlike”toexpresstheirneedforfoodandlearnhowtoorderfood.ii.targetlanguage1)whatwouldyou/he/theyliketoeat?i?d/he?d/they?dlikesome.。.2)whatkindofnoodleswouldyou/he/theylike?i?d/he?d/they?dlikebeefandtomatonoodlesiv.vocabularynoodles,beef,chicken,mutton,potatoes,tomato,cabbage,carrot,dumplings,porridge,soup,greentea,orangejuice,wouldlike…v.teachingtime45minutesvi.teachingproceduresstep1.warmup.1)showsomepicturesaboutsportsandletthestudentsanswerthequestionsbelow:afterdoingthesesports,what?syourfeeling?areyoutired？areyouhungry?2)letthestudentsthinkingthequestion:ifyouarehungry,whatwouldyouliketoeat?3)showsomepicturesoffoodthattheyhavelearned.step2.leadinto.1)t:“nofoodleft!butdon?tworry,let?sgototherestauranttohaveabigmeal.look!whatcanyouseeintherestaurant?yes,therearemanykindsoffoodthere.youcanchoosewhateveryoulike”。2)showthenewwords.3)questions:a:whatkindofvegetables/meat/food/drinkwouldyoulike?b:i?dlikesome…letthestudentstolearnthenamesoffoodandthecountableanduncountablenouns.letthestudentsmakesomedialogue.step3.let’schant.step4.noodlehouse.1)showsomepicturesaboutnoodlespecials.meat+vegetables→special2…。（letthestudentstoguessthemeaningoftheword?special?）2)makedialoguea:whatkindofnoodleswouldyoulike?b:i?dlike…and…noodles.step5.pairworkandguessinggame1)pairwork。（makedialogues.）2)game:whoisthewinner?askaboyandagirlcomebeforetheblackboard,andthenasktwostudentstomakeadialogues.theboyorthegirlwhofindtherightspecialwillwinonescore…。aftersomepairwork,seewhoisthewinner?theboyorthegirl.3)guessinggame.step6.roleplay(inthenodlehouse)acustomerandawaiter.(makeadialogue)letthestudentsexpresstheirneedforfoodandlearnhowtoorderfood.step7.summarystep8.apothegmstep9aflash→“i’mhungry”learnthesong.step10.homework初中英語教案格式一、說教材（教材分析）analyzingteachingmaterial1、說課型lessontype(dialogue/reading/listening/revision)2、本課在教材中的地位statusandfunctionlesson33savingtheearthisadialogue.thelessonisfocusedonthetopicoftheproblemsoftheearthandthefunctionalitemsofsupposition/intentions/conjecture/prohibition.sinceitisadialogue/reading.it’shelpfultoimprovethesscommunicative/readingability.3、說教學指導(dǎo)思想teachingguideline(teachingsyllabus:languageisforcommunication,developtheirfourskills,layspecialemphasisonreading;grelletputitwellinhisbookdevelopingreadingskills:developreadingskill/discourseanalysis;getthemtounderstandthewesternculturebetter;improvetheabilitytodiscover,analyze&solvetheproblems;readingisforinformation,forfun;usetop-downmodelorbottom-upmodeltoactivatessschemata;interactivemodel)4、說教學目標和要求teachingaimsanddemands（…beintendedforssinkeyschools）1)認知目標knowledgeobjectsa.enablethesstorememberthefollowingnewwords&phrases:damage,lecture,pollute,pollution,room,standingroom,befitfor,hearabout,turnintob.getthesstobefamiliarwiththissentencepattern:ifthepopulationkeepsgrowingsoquickly,therewillonlybestandingroomleft…givethessareinforcedpracticeonthefunctionalitemsupposition.c.activatessschemataregardingthetopicofpollutionandhelpsstoknowmoreabouttheproblemofpollution.2)智能目標abilityobjectsa.askthesstomakeupasimilardialogue.b.helpthemtounderstandthedialoguebetterandimprovethefourskills.c.developtheirabilityofthinkingindependently.d.cultivatetheirabilitytodiscover,analyzeandsolveproblems.e.trainthemtocollectinformationfromtheinternet.f.trainthemwithsomeeffectivelearningmethodstooptimizess’learningresults.3)德育目標moralobjectsa.arousetheirinterestinlearningenglish;b.helpthemtounderstandthebackgroundofpollution.c.enablethestudentstoloveourearthandthenature.d.beawareoftheimportanceofstoppingpollution&protectingoutenvironment.e.encouragethesstodosomethingtosavetheearth.5、說教學重點teachingimportantpoints（生詞、句型；培養(yǎng)閱讀技能）a.newwordsandphrasesb.sentencepattern:if-clausec.improvetheirreadingskills.d.talkingaboutproblemsoftheearth.6、說教學難點teachingdifficultpoints（語法；發(fā)展交際能力）a.functionalitem:supposition.b.developtheircommunicativeability.actouttheirowndialogue.7、說教具teachingaids(multi-mediacomputer,software,ohp)theteachingsyllabussaysthatit’snecessaryforteacherstousemodernteachingfacilities.it’sofgreathelptoincreasetheclassdensityandimproveourteachingresult.itcanalsomakethessreachabetterunderstandingofthetextbymakingtheclasseslivelyandinteresting.atthesametime,itarousesthess’interestinlearningenglish.二、說教法teachingmethodsfivestepmethod;audio-video;communicativeapproach;task-basedlearning:newsyllabusdesignencouragesteacherstousethisteachingmethod.tbltcanstimulatess’initiativeinlearninganddeveloptheirabilityinlanguageapplication.makethesstherealmastersinclasswhiletheteacherhimselfactsasthedirectorandbringtheirabilityintofullplay.三、說學法studymethods1、teachsshowtobesuccessfullanguagelearners.2、teachsshowtodevelopthereadingskill—skim&scan;howtocommunicatewithothers;howtolearnnewwords;howtolearnindependently;3、getthesstoformgoodlearninghabits.四、說教學過程teachingproceduresi.復(fù)習(revision)5min(dailyreport;詞匯diagram;brainstorming;activateschemata)activity1:imagination1)。supposeabottleofinkisturnedoveranddirtiesyourwhiteshirt,whatistobedone?（washit?orthrowitaway?）2)。supposeyoucatchabadcold,what’stobedone?3)。supposeyourbikeisbroken,what’stobedone?4)。andsupposetheearth,onwhichwealllive,isdamaged,what’stobedone?_whatcanyouthinkofwhenyousee“pollution”thisword?（waste,environment,air,water,factory,desert,climate.。.trytoactivatethessschemataregardingthetopicofpollution.）ii.呈現(xiàn)(presentation)5minactivity2:presentationplaythesong“earthsong”sungbymichaeljackson.(createanatmosphere)alotofpicturesandvideoclipsaboutthecausesandresultsofthethreeproblemsmentionedinthislessonwillbeshownonthescreenwiththehelpofthecomputer.ss’presentationonpollution.attracttheirattention,arousetheirinterest,andcreateagoodatmosphereforcommunication._activatetheirschemataandcultivatetheirabilityincollectinginformationfromtheinternetanddeveloptheirabilityinthinkingindependently.iii.對話/閱讀(dialogue)18m1、pre-readingactivity3:prediction1stlistening/fastreading,oneguidedqtohelpsstogetthemainidea:whatdoyouthinkisdiscussedattheconference?2、while-readingactivity4:readandanswer2ndlistening/carefulreading,moreqstogetthedetailedinformation.developtheirreadingskills:skim&scan.payattentiontothepronunciation,stress&intonation._閱讀:pre-reading;while-reading;post-reading（fastreading/carefulreading;skim/scan;識別關(guān)鍵詞keywords;確定主題句；創(chuàng)設(shè)信息差informationgap;torf;填表格chart/diagram;predicting;makeatimeline;makeastorymap。達到對課文的整體理解和掌握。sothattheycanhaveagoodunderstandingofthewholetext.）3、post-readingactivity5:languagefocuswhilessareansweringtheqs,theteacherdealswithsomekeylanguagepoints.a.isbeingcausedb.andsoonc.goondoingd.befitfore.standingroomf.if-clauseiv.操練(practice)10mactivity6:retelluseyourownwordstoretellthedialogueinthe3rdperson.activity7:actingoutactivity8:drill–suppositionpurpose:practisethefunctionalitemofsupposition.(p.33part2;p.113,wbex.3)(retell;actout;roleplay)v.鞏固(consolidation)6m(discussion;interview;pressconference;debate;quiz)activity9:roleplaysupposeyouwereheadofavillage,scientist,journalistandvillager,makeupaconversationandaskseveralgroupstodemonstrateinfrontoftheclass._thessareencouragedtousethewordsandexpression_r_rslikepollution,damage,befitfor,turninto,theif-clause,etc.activity10:discussionthinkofthequestion:arewecausingdamagetotheworld?whatshouldwedotosavetheearthandprotectourenvironmentespeciallyinourdailylife?collecttheiranswersandformareport.vi.作業(yè)(homework)1m(writing;continuethestory;recite;retell)writealettertothemayor,tellinghimsth.aboutthepollutionaroundyourschool.periodone課前準備教師：準備游戲時所用的圖片（食物、蔬菜、動物）。學生：準備表演時所需道具（服裝、假發(fā)）。教學設(shè)計stepone:presentthesentencepatterns.1、playagame“howmanywordsdoyouknow?”（利用小游戲調(diào)動學生的積極性，同時通過對冠軍的介紹引出本課。）teacher:afterthestudyofthefirstthreestarters,ithinkmostofthestudentsmusthaveknownalotofwords.howmanywordsdoyouknow?let’splayagametoseewhoknow?let’splayagametoseewhoknowsthemost.（divideallthestudentsintoseveralgroupsandshowapicture（圖片略）tothemwiththecomputer.everygroupcanchoosetwostudentstojoin.theyareaskedtocometotheblackboardandwritedownthewordsin30seconds.）（group2isthechampiongroup.theycanwrite11words.）2、introducethechampiongrouptotheclass.（引課方式貼近生活，學生易于接受）teacher:congratulations,nowgroup2isthechampion.butidon’tknowyournames.wouldyouliketointroduceyourselvestous?s1&s2:yes.s1:hello.mynameislilei.nicetomeetyou.ss:hello,lilei.nicetomeetyou，too.ss:hello!what’syourname?s2:i’msunping.howdoyoudo?ss:howdoyoudo？steptwo:drills.1、makeintroductions.（通過句型的操練使學生更加熟練掌握所學的句式。）teacher:thenewtermbegins.everyonewillmeetmanynewclassmates.doyouwanttomakefriendswiththem?ifyouransweris“yes”，pleaseintroduceyourselfinyourgroup.example:sa:hello!i’mlilei.what’syourname?sb:myname’szhangfeng.nicetomeetyou.sa:nicetomeetyou,too.andwhat’syourname,please?sc:linli.howdoyoudo?sa：howdoyoudo?2、listenandnumbertheconversations.teacher:todayihavegoodnewsforyou.threenewstudentswillcometoourclass.theyarefromothercountries.doyouwanttoknowthem?let’slistentotherecordingof1binsectiona.（studentslistentothetapeandgivetherightanswers.）stepthree:makefriends.1、makenewfriends.（用談話的方式完成任務(wù)，生動活潑，同時更容易向?qū)W生進行美德教育。）teacher:noweveryonehassomenewfriends.doyouwantotherstoknowthem?doyouwantmorefriends?let’sintroduceournewfriendstoothers,ok?ss:ok.example:sa:thisismynewfriend.hisnameissunnan.sb:hello,sunnan.nicetomeetyou.sc:nicetomeetyou,too.look!thisismynewfriend.hernameishelu.ss:howdoyoudo?sd:howdoyoudo?（studentscanstandupandintroducetheirfriendstoothersfreely.theycangreeteachotherwarmly.everyoneintheclasscanhavemorefriends.theycanalsoknowsomethingelseaboutthem.）2、thenewcomers.（以表演的形式完成，使課堂氣氛達到高潮。）teacher:justnowisaidthreenewstudentsfromothercountrieswouldcometoourclass.now,look!theyarehere.let’sgivethemawarmwelcome.（three“foreign”studentscomeinandallthestudentsclapwarmly.）teacher:it’stheirfirsttimetocometochina.wouldyouliketolistentotheirintroductions?ss:yes.（threestudentscanmakeintroductionsandactoutthedialoguevividly.）stepthree:sumup.somestudentsareaskedtosumupthislesson.itishowtomakenewfriendsandhowtogreetthem.itisveryimportantinthedailylife.homework“howdoyoumeetnewvisitorsathome?periodtwo課前準備教師：準備歌曲磁帶（歌詞）、情景圖片及上課所需表格。學生：需要向父母了解自已名字的含義。教學設(shè)計stepone:revisethesentencepatterns.1、singanenglishsong.（用唱歌的方式既帶動了氣氛，又復(fù)習了所學內(nèi)容。）teacher:yesterdaywe’veknowneachotheralready.doyourememberyournewfriends’names?ifyoudo,let’ssingthesong“what’syourname?”。hello!hello!what’syourname?myname’sgina.hello!hello!what’shisname?hisname’speter.hello!hello!what’shername?hername’sanna.2、listentotheconversationsandfinishtheexercises.teacher:yesterdayimadeanewfriend.hernameisjenny.sheisverylovely.sheintroducesmanyfriendsofherstome.doyouwanttoknowaboutthem?let’slistentothetapeandfindoutsomeusefulinformation.（studentslistentothetapeandgivetherightanswers.）3、actoutthedialogues.（在特定的情景下表演對話更符合實際，更貼近生活。）teacher:nowyou’veknownsomethingaboutintroductionsandgreetings.butifyouareinotherplaces,howdoyouintroduceyourselfandgreetothers?lookatthefourpicturesandimagineyouareinsuchasituation,howdoyougettoknownewfriends?（studentscanchooseanypicturetheylikeandactoutthedialogues.）example:(ataparty)sa:hello!i’mlucygreen.what’syourname?sb:mynameiskatebrown,jim’sclassmate.nicetomeetyou.sa:nicetomeetyou,too.i’mjim’ssister.welcometojim’sbirthdayparty.makeyourselfathome.sb:thanks,iwill.steptwo:chooseenglishnames.1、playanamegame.（有效引出“英文名字”這一主題。）teacher：asweknow,everyonehasaname.eachnamehasitsspecialmeaningandsodoenglishnames.doyouwanttohaveanenglishname?ifyoudo,let’splayanamegame.thewinnersofthegamewillgetenglishnames.rules:everystudentshouldintroducehimselforherself,butatthesametimehe（she）shouldrepeatalltheabove-mentionedclassmates'names.example:s1:myname’stony.s2:hisname’stony.myname’slinda.s3:hisname’stony.hername’slinda.myname’snick.s4:hisname’stony.hername’slinda.hisname'snick.myname'skim.s5:……。2、chooseenglishnames.1)。findoutfirstnamesandlastnames.（用小組的方式完成名字的識別。）teacher:congratulationstothewinners.nowyouchooseenglishnamesfromthebox.butbeforeyouchoosenames,youmustknowenglishnameshavetwoparts:firstnameandlastname.lookatthebox,canyouclassifythemaccordingtothedemands?languagegoalsinthisunitstudentslearntodescribeanimalsandexpresspreferencesandgivereasons,newlanguagewhydoyoulikekoalabears?。becausethey'recute,they'reprettyinteresting,they'rekindofshy,they'reverysofanimalssuchastiger,elephant,koalabear,dolphindescriptionwordssuchassmart,cute,sofcountries:australia,southafrica,recycledlanguagebetween,acrossfromhe's/she'sfrom。.。he's/she'sfiveyearsofcountries;china,japan,brazilsectionaadditionalmaterialstobringtoclass:coinsorothermarkersforthebingogamein4.askstudentstonameasmanyanimalsastheycaninenglish.writethelistontheboard,askstudentstodescribeeachanimalinsomeway.theymaytellitscolorortellifitisbigorsmall.say,todaywearegoingtolearnthenamesofsomemoreanimals.wellalsoleamhowtosaywhichoneswelikeandtellwhywelikethem.lathisactivityintroducesthekeyvocabulary.focusattentiononthemapofthezooshowingpicturesofanimals.askstudentstopointtoandnameanyanimalstheycan.pointtotheanimalsonebyoneandsaythenameofeach.askstudentstorepeal.pointoutthenumberedlistofwords.sayeachoneandaskstudentstorepeat.thenaskstudentstomatcheachwordwithoneofthepictures.say,writetheletterofeachanimalintheblankbythatanimal'sname.pointoutthesampleanswer.checktheanswers.1bthisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.pointtotheanimalsin1a-askstudentstopointtoandnametheanimals.say,i'mgoingtoplayrecordingsofthreeconversations.listencarefullyasyoulookatthewordsinla.putacheckmarkinfrontofthenameofeachanimalyouhear.playtherecordingthefirsttime.studentsonlylisten.playtherecordingasecondtime.thistimestudentscheckeachanimalnametheyhear.correcttheanswers.1cthisactivityprovidesguidedoralpracticeusingthetargetlanguage.callattentiontotheexampleconversationinthepicture.asktwostudentstoreadittotheclass.answeranyquestionstheymayhave.pointoutthefourdescriptionwords.askastudenttoreadthemaloud.reviewthemeaningofeachword.say,nowyoucanmakeconversationsaboutanimals.yourconversationscanbeliketheexample.usethesedescriptionwords.askstudentstoworkinpairs.havethemtaketurnssayingbothparts.ifstudentsneedhelpgettingstarted,demonstrateanotherconversationwithastudent.forexample:teacher:let'sseetheelephant.student:whydoyouwanttoseetheelephant?teacher:becauseit'sverysmart.asksomestudentstopresenttheirconversationstotheclass.2athisactivityprovideslisteningpracticeusingthetargetlanguage.callattentiontothetwoblanklinesontheleft.say,youwillheararecordingofaconversation.listencarefully.thenwritethenamesofthetwoanimalsyouhearontheselines.playtherecordingthefirsttime.studentsonlylisten.playtherecordingasecondtime.thistimestudentswriteinthenamesoftheanimals.checktheanswers.pointouttheadjectiveslistedontheright.askastudenttosaythewords.say,nowiwillplaytherecordingagain.thistimedrawalinebetweeneachanimalandtheadjectiveyouhear.playtherecordingandhavestudentsmatcheachanimalwithanadjective.correcttheanswers.2bthisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.callattentiontotheconversationandtheblanklinesinitsay,youwillheartherecordingagain.thistimepleasewriteawordfromtheboxoneachblankline.somewordscanbeusedmorethanonetime.askastudenttoreadthewordsinthebox.playtherecording.checktoseethatstudentsarewritingawordfromtheboxoneachlineoftheconversation.goovertheanswers.2cthisactivityprovidesguidedoralpracticeusingthetargetlanguage.callattentiontotheconversationinthepicture.asktwostudentstoreadittotheclass.say,nowyoucanhaveconversationslikethisone.usethewordsinbox1,box2,andbox3inyourconversations.demonstrateaconversationwithastudent.forexample:student:doyoulikepenguins?teacher:yes,ido.student:why?teacher:becausethey'reverycute.3athisactivityprovidesreadingpracticeusingthetargetlanguage.pointtoandsaythenamesofthethreecountriesonthemapsandaskstudentstorepeatpointtothethreeanimalsandaskastudenttonamethem.say,nowdrawalinebetweeneachanimalandthecountryitcomesfrom.correcttheanswers.3bthisactivityprovidesguidedoralpracticeusingthetargetlanguage.pointtotheconversationinthepicture.askapairofstudentstoreadittotheclass.askstudentstoworkinpairs.say,nowyoucantalkaboutwhereanimalscomefrom.pointtothemapandanimalsstudentsmatchedupin3a-say,workwithapartner.taketurnsaskingandansweringquestionsaboutthecountriesandanimalsin3a.afterafewminutes,askseveralpairstosaytheconversationfortheclass.sectionbadditionalmaterialstobringtoclass:picturesofhouseholdpetsandzooanimalscutoutofmagazinesforfollow-upactivity1.1thisactivityintroducesmorekeyvocabulary,callattentiontotheanimalsinthepictureandaskastudenttosaythenameofeachone.pointoutthelistofeightnumberedadjectivesatthetop.say,nowpleasematchtheadjectivesatthetopwiththeanimalsinthepicture.writetheletteroftheanimalonthelineaftertheadjective.pointoutthesampleanswer.asstudentswork,movearoundtheroomofferingtoanswerquestionsasneeded.correcttheanswers-2athisactivityprovideslisteningpracticewiththetargetlanguage.say,nowiwillplayarecordingofaconversationbetweentonyandmaria.thistimecircletheadjectivesyoubearonthelistforla.playtherecordingagain.studentscircletheadjectivestheyhear.correcttheanswers.2bthisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.callattentiontothethreeheadings.animal,maria'swordsandtony'swords,andthewrite-onlinesundereach.say,nowiwillplaytherecordingagain.thistimepleasewritethenameoftheanimalseachpersontalksaboutandthewordstheysay.playthefirstfourlinesofrecordingandstopthetape.ask,whatanimalaretheytalkingabout?(theelephant)whatwordsdoesmariausetodescribetheelephant?(interesting,intelligent)pointoutthewrite-onlineswherestudentscanwritethesewords.playthewholerecordingandhavestudentswritethewordstheyhearonthechart.checktheanswers.3thisactivityprovidesguidedoralpracticeusingthetargetlanguage.callattentiontothedialoguenexttothepicture.asktwostudentstoreadittotheclass.say,workinpairs.usesentenceslikethesetosaywhatyouthinkaboutdifferentanimals.demonstratetheactivitywithoneortwostudents.forexample,say,ilikedolphins.they'reintelligent.askstudentstoworkinpairs.astheywork,movearoundtheroomcheckingonprogress.asksomepairstopresenttheirconversationstotheclass.3athisactivityprovidesreadingpracticeusingthetargetlanguage.pointoutthethreedescriptionsofanimals.askstudentstotaketurnsreadingonealoud.thendrawattentiontothepicturesofanimalsbelow.say,writetheletteroftheanimalintheblanklinesaboveitsdescription.thereisoneanimalthatisnotdescribed.chec