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发表时间:2021-03-15

Its raining!(新目标七下英文教案)。

一般给学生们上课之前,老师就早早地准备好了教案课件,大家在认真准备自己的教案课件了吧。只有制定教案课件工作计划,可以更好完成工作任务!你们了解多少教案课件范文呢?为满足您的需求,小编特地编辑了“Its raining!(新目标七下英文教案)”,供大家参考,希望能帮助到有需要的朋友。

Unit9:Itsraining!

Languagegoals

Inthisunitstudentslearntotalkabouttheweatherandtalkaboutwhatpeoplearedoing.

Newlanguage

Whatareyoudoing?ImwatchingTV

Whatshedoing?Hesplayingbasketball.

Whatsshedoing?Shescooking.

Whataretheydoing?Theyrestudying.

Howstheweather?Itsraining.

SectionA

Writethequestion.Whatareyoudoing?ontheboard.Readthequestionandasktheclasstorepeatit.Thenactoutanactivitystudentsarealreadyfamiliarwith,pointtothequestionandhavestudentsrepeatit.Answerthequestionusingthetargetlanguage.

Forexample,youmightpretendtobereadingabook,playingsoccer,playingtheguitarorwritingyourname.Whentheclassasks,Whatareyoudoing?,youanswer,Imreadingabook,andsoforth.

!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--1aThisactivityintroducesthekeyvocabulary.

Focusattentiononthecitiesinthepicture.Ask,Whatstheweatherlikehere?Iftheycantanswer,supplythewordandasktheclasstorepeatit.Sayasentenceortwoabouteachkindofweather.Forexample,Itsraining.Isitrainingheretoday?

Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeatthewordsagain.

Thenaskstudentstomatcheachwordwithoneofthecitiesinthepicture.Say,Writetheletterofeachcitynexttooneoftheivords.Pointoutthesampleanswer.

Checktheanswers.

1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

Playtherecordingthefirsttime.Studentsonlylisten.Say,Youwillhearfourdifferentconversations.Eachoneisabouttheweatherinadifferentcity.Pointtoeachcityinthepictureasitcomesuponthetape.

Playtherecordingasecondtime.Askstudentstowritethenameofthecityinthepictureofitsweather.Say,Thefirstonehasbeendoneforyou.Beijingiswritteninthepictureofsunnyweather.ItissunnyinBeijing.

Correcttheanswers.

1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Pointouttheexampleconversation.Asktwostudentstoreadthedialoguetotheclass.

Say,Nowworkwithapartner.Makeyourownconversationsabouttheweatherinthesefiveplaces.

Asthepairstalk,movearoundtheroommonitoringtheirwork.Offerlanguageorpronunciationsupportasneeded.

Askseveralpairstopresenttheirconversationstotheclass.

2aThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

Pointtothefourpictures.Askstudentstotellwhateachpersonisdoingineachpicture.Forexample,Thisboyistalkingonthephone.Thismanisplayingbasketball.Supplyvocabularywordsasneeded.

Playtherecordingthefirsttime.Studentsonlylisten.www.Jab88.CoM

Playtherecordingasecondtime.Thistime,askstudentstolistentotherecordingandnumberthepictures1through4toshowwhateachpersonisdoing.

Correcttheanswers.

2bThisactivityprovideslisteningpracticeusingthetargetlanguage.

Pointoutthelistofnamesandthelistofactivities.Askadifferentstudenttoreadeachlisttotheclass.

Say,NowIwillplaytherecordingagain.Thistime,pleasematcheachnamewithanactivity.Writetheletterofanactivityinfrontofeachname.Pointoutthesampleanswerfornumber1.

Playtherecordingandhavestudentsfillintherestoftheanswers.,

Correcttheanswers.

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Callattentiontothefourpeopleinthepictureinactivity2a.Askstudentstosaysomethingabouteachperson.Guidestudentstousethewordsandphrasesplayingbasketball,cooking,ivatchingTV,andplayingcomputergames.

Pointoutthesampleconversationinthespeechbubblesandhaveapairofstudentsreadittotheclass.

Say,Nowpleaseworkwithapartner.Makeconversationslikethisone.TalkaboutthepeopleintheIpictures.Asstudentsworkinpairs,movearoundtheroommonitoringprogressandofferingassistance,ifneeded.

Asksomepairstopresenttheirconversationstotheclass.

3aThisactivityintroducesmorekeyvocabulary.

Callattentiontothefaces.Askstudentstopointtoanddescribeeachfaceusingwhatevervocabularytheycan.Helpstudentstoidentifyhoweachpersonisfeeling.Forexample,askastudent.Lookatthisface.Isithappy?Isitunhappy?

Thenpointtothefourwords.Saythewordsandaskstudentstorepeateachone.Useyourtoneofvoiceandfacialexpressionstoreinforcethemeaningofeach.Addyourownsimpleexplanationsofwhateachonemeans.Forexample:Notbad.Thismeanssomethingisnotverygood,butitsalsonotverybad.Itsinthemiddle.

Afterthat,askstudentstomatcheachnumberedphrasewithafacebywritingtheletterofeachfaceintheblankinfrontofthecorrectphrase.Asstudentswork,movearoundtheroomanswering

questionsasneeded.

Checktheanswers.

3bThisactivityprovidesoralpracticeusingthetargetlanguage.

Pointouttheconversationinthelargepictureandasktwostudentstoreadittotheclass.AskstudentstoexplainwhatHowsitgoing?means.(ItissimilartoHowareyou?orHowiseverything?)

Askstudentstopracticetheconversationinpairs.Movearoundtheroommonitoringtheirprogress.

Thencallattentiontotheexampleinthesmallspeechbubbles.Havetwostudentsreadittotheclass.

Say,Nowwellchangesomeofthewordsandmakeourownconversations.Wecanuseourownnames.Wecangivetrueanswersorwecanmakeupanswers.

Askpairsofstudentstomakeuptheirownconversations.Movearoundtheroomofferinglanguagesupportasneeded.

Asksomepairstopresenttheirconversationstotheclass.

4.Thisgameprovidesoralpracticeusingthetargetlanguage.

Say,Nowletsworkinpairsagain.Onestudentlooksatthepictureonpage85andtheotherlooksatthepictureonpage87.Pleasedontlookatyourpartnerspicture.

Say,Eachpicturehasthesamepeopleinit,buttheyaredoingdifferentthings.Taketurnstalkingaboutwhatthepeoplearedoinginyourpicture.IfIamstudentA,Iwillsay.Inmypictureitissunny.GuideoneofthestudentsBstorespond.Inmypictureitisraining.

Asstudentswork,movearoundtheroom,monitoringprogressandofferingassistanceasneeded.

SectionB

Newlanguage

Morewordsusedtodescribeweather:cold,hot,cool,warm,humid

Additionalmaterialstobringtoclass:

weathermapfromanEnglishlanguagenewspaper

1aThisactivityintroducesmorekeyvocabulary.

Focusattentiononthefivepictures.Askstudentstotellwhattheweatherislikeineachplace,iftheycan.Ifnot,supplythewordandasktheclasstorepeatit.Sayasentenceortwoabouteachkindofweather.Itscoldinthispicture.Isitcoldheretoday?

Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeatthewordsagain.

Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachpicturenexttooneofthewords.Pointoutthesampleanswer.

Checktheanswers.

1bThisactivityprovidesoralpracticeusingthetargetlanguage.

Callattentiontotheexampleinthespeechbubbles.Readtheconversationwithastudent.

Askstudentstoworkinpairs.Havestudentsaskandanswerquestionsabouttheweatherinthepicturesinactivityla.

2aThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.

Readtheheadingsonthecharttotheclass.Pointouttheanswerblanks.

Say,ListentothisconversationbetweenSamandMaria.Listencarefullytotheirquestionsandanswers.

Playthetapethefirsttime.Studentsonlylisten.Playthetapeagainandhavestudentswritetheiranswers.

Playthetapeagainandhavestudentswritetheiranswers.Say,Thistime,pleasewritetheanswersMariaandSamgivetothequestion"Howsitgoing?"Youmaywishtoplaythetapemorethanonceatthispoint.

Correcttheanswers.

2bThisactivityprovidesmorelisteningandwritingpracticeusingthetargetlanguage.

Pointtoandreadthesecondtwoheadingsonthechart:Whatareyoudoing?Howstheweather?

Askstudentstolistentotherecordingagainandwritetheanswerstothesetwoquestionsintheblanksinthechart.

Playtherecording.Studentsfillintheblanks.

Correcttheanswers.

2cThisactivityprovidesguidedlisteningandspeakingIpracticeusingthetargetlanguage.

Pointouttheexampleinthespeechbubbles.Asktwostudentstoreadittotheclass.

Pointoutthethreequestionsin2a.Askindividualstudentseachquestionandrepeattheiranswers.Acceptanyreasonableanswers.

Say,Nowworkwithapartner.Makeyourownconversations.StudentAisMaria.StudentBisSam.Atheytalk,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded.

3aThisactivityprovidesreadingpracticeusingthetargetlanguage.

Callattentiontothespeechbubbleandthepicture.Askstudentstosaywherethereporteris.AskthemtotellwhattheyknowaboutEgypt.

Readthespeechbubbletotheclass,oraskastudenttodoso.Answeranyquestionsstudentsmayhave.Usedrawingsontheboardand/ortranslationtoclarifythemeaningsofanynewvocabularywords.

Askstudentstoworkalone.Say,Underlinethewordsinthespeechbubblethatsaywhatpeoplearedoing.Thencirclethewordsthatdescribetheweather.Twoexamplesaredoneforyou.

3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.

DrawattentiontothepicturesofFranceandthedescriptionbelow.Readthedescriptiontotheclassoraskastudenttodoso.Saythewordblankeachtimeyoucometoablankline.

Answeranyquestionsstudentsmayhaveaboutthenewwords.Usedrawingsontheboardand/ortranslationtoclarifythemeaningsofanynewvocabularywords.

Askstudentstoworkalone.Havestudentsfillintheblanks.Pointoutthesampleanswerandreadthatsentence.

Correcttheanswers.

3cThisactivityprovideswritingpracticeusingthetarget

language.

Askoneortwostudentstodescribetheweatherintheirhometown,andtosaywhatoutdooractivitiespeoplethereliketodo(e.g.playingfootball,flyingkites,fishing).

Askstudentstoworkalone.Astheywork,movearoundtheclassmonitoringprogressandofferinghelpasnecessary.Providethestudentswithanynewvocabularytheyneed(e.g.fordescribingactivities),orencouragethemtouseadictionary.

Askseveralstudentstoreadtheirreportstotheclass.

4Thissurveyprovideslistening,speaking,andwritingpracticeusingthetargetlanguage.

Callattentiontothedialogueinthespeechbubbles.Asktwostudentstoreadittotheclass.Askotherstudents,Whatdoyoudowhenitsraining?

Substituteanothertypeofweatherfor"raining"andaskotherstudentswhattheydo.Acceptallreasonableanswersandwriteeachoneontheboard.

Introducetheuseofpresenttenseinbothhalvesofanswerssuchas,Whenitssunny,Igotothebeach.(Seegrammarnote.)

Nowaskstudentstointerviewtheirclassmates.Askeachstudenttochooseonetypeofweatherandaskasmanyclassmatesaspossiblewhattheydointhatkindofweather.Remindstudentstowritedowntheanswers.

Askseveralstudentstoreadtheirquestionsandanswerstotheclass.Writeanynewvocabularyitemsontheboardanddiscussthesewords.Studentsmaywishtocopysomeofthewordsontotheirnotebooks.

Alternative:Ifyoudonotwantstudentstogetupandwalkaroundtheclassroom,thenaskthemtodothisactivityingroupsoffour.

延伸阅读

Don't eat in class(新目标七下英文教案)


每个老师需要在上课前弄好自己的教案课件,大家在认真写教案课件了。对教案课件的工作进行一个详细的计划,才能对工作更加有帮助!有多少经典范文是适合教案课件呢?以下是小编为大家精心整理的“Don't eat in class(新目标七下英文教案)”,仅供参考,欢迎大家阅读。

Unit12:Donteatinclass.

Languagegoal

Inthisunitstudentslearntotalkaboutrules.

Newlanguage

Canweeatinschool?

Wecaneatinthecafeteria,butwecanteatintheclassrooms.

Canstudentswearhatsinschool?

Yes,theycan./No,theycant.

SectionA

Additionalmaterialstobringtoclass:

acandybar,asmallradio

Placeacandybarandasmallradioonatableandaskandanswerquestionsabouteachone.Asyougiveyesanswers,nodyourheadyes.Asyougivenoanswers,shakeyourheadno.Say,holdingupacandybar,Canweeatinclass?No,wecant.Canweeatinthecafeteria?Yes,wecan.Repeat.Yes,wecan.Say,holdinguparadio,Canwelistentomusicinclass?No,wecant.Repeat.Canwelistentomusicatafriendshouse?Yes,wecan.Repeat.Yes,wecan.

Ifyouwish,youcanbringinotheritemsandpracticemorequestionsandanswers.Forexample,youcanholdupitemsandask:Canweuseacalculatorinmathclass?CanweuseadictionaryinEnglishclass?Canwewearshoesingymclass?

!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--laThisactivityintroducesthekeyvocabulary.

Focusattentiononthefiveruleswrittenunder"SchoolRules".Readthelisttotheclass.Thenreadthelistagain,usingsimpleexplanationsoractingoutsomerulestomakeclearthemeaningofeachone.Forexample,pointtoyourwatch:Classstartsat9:00.Dontarrivelateforclass.9:05islate.9:10islate.Ifyoucometoclassat9:10,youarebreakingtherules.9:00isnotlate.Dont

arrivelateforclass.Repeat.Dontarrivelateforclass.

Pointoutthestudentsinthepictureandtheboxesnexttothem.Say,Eachofthesestudentsisbreakingoneoftheserules.Writethenumberoftheruleeachstudentisbreakingintheboxnexttohimorher.Pointoutthesampleanswer.

Checktheanswers.

1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

Pointtothefiverulesinactivityla.Askadifferenttudenttoreadeachruletotheclass.

Pointtothepicture.Askdifferentstudentstosaytheulesthatthestudentsarebreakinginthepicture.

Say,Thisconversationtellsaboutthreestudents.Thestudentsarebreakingrules.Pointoutthedirectionlineandthespaceaftereachname.Say,Writethenumberoftherulenexttothenameofthestudentwhoisbreakingthatrule.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Astheylistentotherecordingthistime,studentsfillinthenumberoftheruleaftereachname.

Correcttheanswers.

1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Pointouttheexampleconversation.Asktwostudentstoreadthedialoguetotheclass.

Say,Nowworkwithapartner.StudentAisfromanothercountry.Heorshedoesntknowtherulesofthisschool.StudentBtellshimorhertherulesfromactivityla.

Asthepairstalk,movearoundtheroommonitoringtheirwork.Offerlanguageorpronunciationsupportasneeded.

Askseveralpairstopresentoneormoreoftheirconversationstotheclass.

Say,Nowletstalkabouttherulesofourschool.StudentBisfromanothercountry.StudentAtellshimorherabouttherulesofourschool.

Again,movearoundtheroommonitoringprogressandofferinghelpasneeded.

2aThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

Pointtothepictureinactivity2a.Askstudentstotellwhattheyaredoing.(Theyretalking.)

Say,Listentotheirconversation.Theyretalkingaboutschoolrules.

Playtherecordingthefirsttime.Studentsonlylisten.

Say,Nowlistenagain.Thistime,putacheckmarknexttotheactivitiestheyretalkingabout.Pointoutthesampleanswer.

Playtherecordingasecondtime.Studentsputcheckmarksnexttotheactivitiestheyhear.

Correcttheanswers.

2bThisactivityprovidesfurtherlisteningpracticeusingthetargetlanguage

Pointoutthelistofcanandcantinthechartinactivity2a.

Say,Nowlistentotherecordingagain.Thistime,circlecanorcanttoshowwhichthingsAlexandChristinacanandcantdoattheirschool.Pointoutthesampleanswerfornumber1.

Playtherecordingandhavestudentscircletheanswers.

Correcttheanswers.

2cThisactivityprovidesguidedoralpracticeusingthe

targetlanguage.

Pointoutthesampleconversationandhaveapairostudentsreadittotheclass.

Say,Nowworkwithapartner.StudentAisAlexamstudentBisChristina.AlextellsChristinaabouttherulesatyourschoolChangerolessothatbothofyoupracticebothparts.

Asstudentsworkinpairs,movearoundtheroommonitoringprogressandofferingassistance,ifneeded.

Asksomepairstopresenttheirconversationstothaclass.

3aThisactivityintroducesmorekeyvocabulary.

Callattentiontothethreepictures.Readthesentencesinthespeechbubbles,sayingblankeachtimeyoucometoablankline.

Thenpointtothethreewords.Saythewordsandaskstudentstorepeateachone.

Afterthat,askstudentstofillintheblankineachpicturewithoneofthewordsfromthebox.Asstudentswork,movearoundtheroomansweringquestionsasneeded.

Checktheanswers.

3bThisactivityprovidesoralpracticeusingthetarget

language.

Pointouttheconversationinthespeechbubblesandasktwostudentstoreadittotheclass.Askstudentstoexplainwhathavetomeans.(Itmeanssomethingisnecessary.Itmustbedone.Youhavenochoiceaboutit.)

Askseveralpairsofstudentstoreadtheconversationtotheclass.

Say,Nowpleasechangesomeofthewordsandmakeyourownconversations.Askandanswerquestionsabouttherulesofthisschool.Givetrueanswers.

Askpairsofstudentstomakeuptheirownconversations.Movearoundtheroomofferinglanguagesupportasneeded.

Asksomepairstopresenttheirconversationstotheclass.

4Thisgameprovidesoralpracticeusingthetargetlanguage.

Say,Youwillwritedownsixrules.Whatrulescanyouthinkof?Remembertousecanandhaveto.Writesomeresponsesontheboard.

Thensay.Workonyourown.Writealistofsixrules.Youcanusetheonesontheboardorotheroneswehavetalkedabout.

Whenstudentshavefinishedwritingtheirlists,havethemputtheirpapersinabag.Withoutlooking,theytakeanotherpaperfromthebag.

Say,Nowgoaroundtheroom.Askifpeoplecandothethingsonyourlist.Findthepersonwhohasthelistofrulesthatyouwrote.Allowtenminutesforstudentstofindwhohavetheirlists.

Asksomestudentstoreadtheirliststotheclass.Answeranyquestionsotherstudentshaveaboutthelists.Youmaywishtowritesomenewitemsontheboardsostudentscanlearnnewwords.

Alternatively,ifyouwouldprefernottohaveyourstudentsmorearoundtheroom,youcanaskthemtodothisactivityingroupsoffour.

SectionB

Newlanguage

moreactionwords:arrive,bangout,goout,clean,behome

1Thisactivityintroducesmorekeyvocabulary.

Focusattentiononthefourpictures.Askstudentstoellwhattheyseeineachpicture,usingwhateverwordsheycan.Ifnecessary,supplythewordsorsentencesandsktheclasstorepeat.Sayasentenceortwoabouteachicture.Whatshedoing?Hesdoinghomework.Repeat.Hesdoinghomework.Theclassrepeats.

Pointoutthelistofrules.Sayeachruleandaskstudentstorepeat..

Thenaskstudentstomatcheachrulewithoneofthepictures.Say,Writetheletterofeachpictureontheblanklineinfrontofoneoftherules.Pointoutthesampleanswer.

Checktheanswers.

2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.

Say,Thistime,pleaseputacheckmarkunderEmilyorDaveaftereachrulethatDavehasathishouseandeachrulethatEmilyhasatherhouse.Pointout,thesampleanswer.

Playthetapeagainandhavestudentsmakecheck-Jmarks.Youmaywishtoplaythetapemorethanonceatthispoint.

Correcttheanswers.

2aThisactivityprovideslisteningandreadingpracticeusingthetargetlanguage.

Say,NowlistentoaconversationbetweenDaveandEmily.Listencarefullytotheirquestionsandanswers.

Playthetape.Studentsonlylisten.

Say,NownumbertherulesintheorderDaveandEmilytalkaboutthem.ThefirstruleEmilytalksaboutisDontgooutonschoolnights.Thenumber1isintheblankinfrontofthatruletoshowthatitisthefirstrulethatDaveandEmilytalkabout

Playthetapeagain.Thistimestudentswriteinthenumbers1-4asDaveandEmilytalkabouteachrule.

Checktheanswers.

2cThisactivityprovidesguidedlisteningandspeakingpracticeusingthetargetlanguage.

Say,Nowtalkabouttherulesinyourhouse.What,canandcantyoudo?Whatdoyouhavetodo?Wordwithapartner.

Asstudentstalk,movearoundtheroom,monitoringconversationsandofferinglanguagesupportasneeded.

Havesomepairsofstudentspresenttheirconversationstotheclass.

3aThisactivityprovidesreadingpracticeusingthetargetlanguage.

Callattentiontotheletterandpointouttheopening,DearDrKnow.Explainthatthisisalettertoanewspaperwriter.ZhaoPeiiswritingtogetsomeadvice.

Readthelettertotheclassoraskastudenttodothis.Answeranyquestionsstudentsmayhave.

Askstudentstoworkalone.Havestudentsreadtheletterandwritethenumbers1through8infrontofthesenFfencesthattalkaboutrules.

ThenaskstudentstowritetherulesontheblankHnesnexttotheletter.

Correcttheanswers.

3bThisactivityprovidesguidedwritingpracticeusingthetargetlanguage.

Callstudentsattentiontothepictures.Askdifferent.studentstoexplainwhatthepicturesmean.

Pointoutthesampleanswer.Say,Nowyouhavetowriterulestomatchtherestofthepictures.

Studentsdotheactivityindividually.Astheywork,movearoundtheclassroommonitoringprogressandofferhelpasnecessary.

Checktheanswers.

3cThisactivityprovidespersonalizedwritingpracticeusingthetargetlanguage.

Say,NowwritealettertoDrKnow.TellDrKnowabouttherulesinyourhouse.Remindstudentsthattheytalkedabouttheserulesinactivity2c.

Askseveralstudentstoreadtheirletterstotheclass.

4Thisactivityprovideslistening,speaking,readingandwritingpracticeusingthetargetlanguage.

Askstudentstomakealistoftherulesintheirhouses.HavethestudentsuseZhaoPelslistofrulesasamodel.

Havesomestudentsreadtheirliststotheclass.Makelanguagecorrectionsasneeded.

Pointoutthesamplequestionandanswerinthespeechbubbles.Asktwostudentstoreadittotheclass.

Askstudentstomovearoundtheroomandaskeachotherquestions.Theirjobistofindotherstudentswhohavethesamerules.

WhenstudentAfindsanotherstudentwiththesamerule,studentAwritestheotherstudentsnamenexttothatruleonhisorherlist.

Youmaywishtodoaquickchecktoseewhichrulesaremostcommon.

Alternative:Ifyouwouldprefernottohaveyourstudentsmovearoundtheroom,youcanaskthemtodothisactivityingroupsoffour.Theysurveytheothermembersoftheirgrouptofindwhohasthesamerulesastheydo.

Unit8WhatisJohnlike?(新目标七下英文教案)


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.

Unit11:Whatdoyouthinkofgameshows?(新目标七下英文教案)


Unit11:Whatdoyouthinkofgameshows?

Languagegoals

tothisunitstudentslearntostatetheiropinionsandtalkaboutlikesanddislikes.

Newlanguage

Whatdoyouthinkofsoapoperas?Idontlikesoapoperas.

Whatdoeshethinkofsportsshows?Helovessportsshows.

WhatdoesshethinkofMaria?ShelikesMaria.

WhatdotheythinkofTommy?TheycantstandTommy.

SectionA

Additionalmaterialstobringtoclass:

alocaltelevisionlisting

listthenamesofseveralfoodsontheboard.Forexample:pizza,broccoli,icecream,mushrooms.

Nexttothatlist,writethesentence,Whatdoyouthinkof___?andleaveablankattheend.Askastudentthequestion,substitutingthewordpizza:Whatdoyouthinkofpizza?Helphimorheranswer/likepizzaotIdontlikepizza,

Pointtotheotherfoodsonebyone.AskastudentthequestionandhelphimorheranswerJlike...orIdontlike....

Thenpointtothesentence.Whatdoyouthinkof___?Pointtoafoodnameontheboardandchooseastudenttoaskthequestion:Whatdoyouthinkof(mushrooms)?Thenpointtoastudentto

answer.

Repeattheactivityseveraltimes,givingseveralstudentschancestoaskandanswerthequestion.

1aThisactivityintroducesthekeyvocabulary.

FocusattentiononthefiveTVs.Say,EachTVshowsdifferentkindofTVshow.InTVpicturea,thereisaanplayingbaseball.Thisiscalledasportsshow.

Talkabouttheotherkindsofshowsandaskstudentswhattheysee.Tellthenameofeachkindofshowasyoudiscussthepicture.Askstudentstorepeatthenamesoftheshows.

Writethewordsitcomontheboard.Underitwritethewordssituationcomedy.Say,Thewordsitcomcomesfromthetwowordssituationcomedy.Asitcomisafunnyshow.ThepeopleinsitcomsdoorsaythingsthatmakeTVwatcherslaugh.

Pointoutthenumberedlistofshows.Sayeachoneagainandaskstudentstorepeatit.

ThenaskstudentstomatcheachTVpicturewithoneofthewords.Say,Writetheletterofeachkindofshownexttothecorrectword.Pointoutthesampleanswer.

1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

Pointtothesmileyfacesandthefrownyfacesandthewordsnexttothem.Readthewordstotheclassorhaveastudentdothis.Say,Thesefacesshowyouwhatthewordsmean.Ifyoudontmindsomething,youdonteitherlikeitordislikeit.Ifyoucantstandsomething,youdislikeitverystrongly.Yourleastfavoritefoodissomethingyoucantstand.Ifyoulovesomething,youlikeitvery,verymuch.Yourfavoritefoodissomethingyoulove.

Say,NowIwillplayarecording.ListentowhatMarksaysabouttheTVshowsinla.WritetheletteroftheTVshowsnexttothewordsheuses.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Pointtotheletteredpictures.Say,Eachpicturehasaletter.Pointouttheblankspacesbeforethewords.Say,Eachwordorphrasehasaspaceinfrontofit.ListentothetapeandwritetheletterofaTVshowpictureineachblank.Pointoutthesampleanswer.

Correcttheanswers.

1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

PointtothepicturesofTVshowsinactivitylaandaskstudentstosaythenameofeachkindofshow.

Pointouttheexampleconversation.Asktwostudentstoreadittotheclass.Thenasktheclasstopointtothepictureofthesitcom.

Sayadialoguewithastudent.Havethestudentaskouaquestion.Thenanswerittruthfully.Pointtotheppropriatepictureasyouanswer.

Say,Nowworkwithapartner.Askandanswertheqstions.

Havestudentsworkinpairs.Astheytalk,moveroundtheroommonitoringtheirwork.Offeranguageorpronunciationsupportasneeded.

2aThisactivityprovideslisteningpracticeusingthetargetlanguage.

Callattentiontothelistoffive"wordsandexpressions.Pointouttheblankinfrontofeachone.Askastudenttoreadthelisttotheclass.

Say,ThepeopleontherecordingaretalkingaboutTVshows.Theyusethesewordsandphrasesastheytalkabouttheshows.Youwillnumberthesewordsandphrases1-5intheorderyouhearthemontherecording.

Playtherecordingthefirsttime.Studentsonlylisten.

Pointoutthesampleanswer1infrontofthewordlove.Say,ThefirstwordontherecordingisloveinthesentenceIloveit.Sotheanswerinfronto/"loveisnumber1.

Playtherecordingagain.Askstudentstowriteanumberfrom1to5infrontofeachofthewordsandphrases.

Checktheanswers.

2bThisactivityprovidesmorelisteningpracticeusingthetargetlanguage.

Pointoutthedialoguewithblanks.Readittotheclasssayingblankeachtimeyoucometoablank.

Say,Listentotherecordingagain.Thistime/illineachblankwithawordorphrasefromthelistin2a.

Playtherecording.Studentswritewordsintheblanks.

Checktheanswers.

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Callattentiontothedialoguestudentscompletedinactivity2b.Say,Readthedialoguewithapartner.

Helpstudentsfindpartners.Havethestudentspractice

thedialogueseveraltimes.

Thensay,NowtalkaboutaTVshowyoubothknow.Tellwhatyoulikeanddontlikeabouttheshowandthepeopleinit.Asstudentsworktogether,movearoundtheroomansweringquestionsandofferinglanguagesup-sportasneeded.

Asksomepairsofstudentstopresenttheirdialogue!totheclass.

3aThisactivityprovidespralandwritingpracticeusingthetargetlanguage.

CallattentiontothelistofTVshowsandaskastudenttoreadthenamestotheclass.Say,InthisactivityyouaskeachotherquestionsaboutTVshows.

Askstudentstoworkinpairs.AskstudentAineachpairtolookatthechartonpage67.AskstudentBtolookatthechartonpage86.Remindstudentsnottolookattheirpartnerspages.

Saythefirstquestionandanswerwithastudent.PretendyouarestudentAandworkwithastudentpartner.SayWhatdoesStuartthinkof"SportsNews"?HavestudentBlookattheansweronhisorherchartonpage86.StudentBanswers,Stuartloves"SportsNews".ShowstudentsthatyouarewritinginthewordlovesafterStuartsnameonthechartonpage67.

Thensaytoyourpartner,AskmeaboutStuartStudentBasks,WhatdoesStuartthinkof"SportsNews"?Youanswer,Stuartlikes"SportsNews".HavethestudentwritethewordlikesafterStuartsnameonthechartonpage86.

Askthepairstocontinueontheirown.Movearoundtheroommonitoringtheprogressofthepairs.

Goovertheanswers.

3bThisactivityprovidesguidedreadingpracticeusingthetargetlanguage.

Readthedialoguewithastudent.Everytimeoneofyouconiestoablank,sayblank.

Callattentiontothechartstudentscompletedinactivity3a.Say,Usethewordsinthischarttofillintheblanksinthedialogueinactivity3b.

4Thisactivityprovideslistening,speaking,andwritingpracticeusingthetargetlanguage.

Readtheinstructionstotheclass.ThenaskstudentstonamesomeTVshowstheyknowabout.Writethelistontheboard.Trytoincludesomethatstudentslikeandsometheydontlike.

Pointoutthedialogueinthespeechbubbles.Havetwostudentsreadittotheclass.

Thenpointoutthesampleanswerinthechart.Say,ThisTVshowiscalled"Tellitlikeitis!"Iloveit,andLinPengdoes,too.Iwrite"Iloveit"under"WhatIthink"andIwrite"LinPeng"under"Studentwhoagreeswithme".

Say,Nowgoaroundtheclass.AskstudentsaboutTVshowsyouknow.Findstudentswhoagreewithyou.

Afterfiveminutesaskstudentstositdown.Thenasksomestudentstoreadtheinformationfromtheirchartstotheclass.AskstudentstomakestatementssuchasIdontlike"TheCrimeFiles".Carlosdoesntlike"TheCrimeFiles",too.

Alternative:Ifyoudonotwantstudentstogetupand

movearoundtheclass,youcanaskthemtodothisactivity

ingroupsoffour.

SectionB

Newlanguage

hairclip,sunglasses,scarf,watch,wallet,belt,keyringAdditionalmaterialstobringtoclass:

mailordercatalogscontainingwatches,jewelry,etc.

1aThisactivityintroducesmorekeyvocabulary.Pointoutthesevenwords.Sayeachwordandaskstudentstorepeatit.

Callattentiontothefirstpicture.Say,Lookatpicturea.Thisisabelt.Isanyoneintheclasswearingabelt?Dothesamethingfortheothersixpictures.

Thenpointouttheblanklineinfrontofeachnumberedword.Askstudentstomatcheachwordwithapicturebywritingtheletterofthepictureintheblankinfrontofthecorrectword.

Pointoutthesampleanswer.Asstudentswork,movearoundtheroomansweringquestionsasneeded.

Checktheanswers.

1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Readtheinstructionstotheclass.Thenfollowtheinstructionsyourself.Holduporpointtoeachitemyouhave.Then,callonstudentstoholdupitemsandrespond.Forexample,holdupyourwalletandpointtoyourwatch.Say,Ihaveawalletandawatch.Whatdoyouhave?

Askstudentstoholdupitemsandtelltheclasswhattheyhave.

2aThisactivityprovidesguidedlisteningandwritingpracticeusingthetargetlanguage.

Say,Youivillhearaconversation.MariaisaskingCarolandEvanwhattheythinkaboutdifferentfhings.Writethenameofeachitemunder"Thing"inthechart.

Playtherecordingthefirsttime.Studentsonlylisten.

Pointouttheexample.Say,Onethingtheyaretalkingaboutisawatch."Watch"iswritteninforyou.

Playtherecordingasecondtime.Studentswritethenamesofthethingsthatarebeingtalkedabout.

Checktheanswers.

2bThisactivityprovidesmoreguidedlisteningandwritingpracticeusingthetargetlanguage.

Say,NowIwillplaytherecordingagain.Thistime,writedownwhatCarolandEvanthinkabouteachthing.

Askastudenttoreadthewordsinthecharttotheclass.

Pointoutthesampleanswersasyousay,Theyaretalkingaboutawatch.Carollovesthewatch.Evandoesntmindthewatch.

Playtherecordingagain.Thistime,havestudentsfillinwhatCarolandEvanthink.

Checktheanswers.

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Pointouttheexampleinthespeechbubbles.Asktwostudentstoreadit.Showstudentshowitconnectswiththechartinactivity2a.

Say,Nowworkwithapartner.Talkaboutwhathisorherparentsthinkaboutthethingsinactivity2a.Youcanusequestionsandanswersliketheonesinthespeechbubbles.

Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded,watchsunglassesscarfwallet

3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.

Askstudentstoreadthearticleindividually.Thenaskthemtosayanywordsorsentencestheydontunderstand.Explainthewordsandsentencesinyourownwords.Forexample,ifastudentasks,Whatdoes"Itsformoms!"mean?Say,"Itsformoms!"meansthatthescarfissomethingthatamotherwears,notsomething,that

ayoungpersonwears.

Readthearticletotheclass.Afteryoufinish,askforanymorequestions.

Callattentiontothechartonpage88.Pointtoandreadtheheadingofeachcolumn.Say,Thefirstcolumnisalistofthingsinthearticle;thesecondcolumnisloves;thethirdcolumnislikes;thefourthcolumnisdoesntmind;thefifthcolumnisdoesntlike;thesixthcolumniscantstand.

Say,Nowreadthearticleagain.Writethenameofeachpersoninthearticleintheblankaftereachitem.Asstudentswork,movearoundtheroomclarifyingtheinstructionsandofferingotherhelp.

Checktheanswers.

4Thisactivityprovidesreading,speaking,andlistening

practiceusingthetargetlanguage.

Readthedirectionstotheclass.Pointoutthespeechbubbles.Havetwostudentsreadthedialoguetotheclass.

Say,Thinkofsixthingstoaskeachotherabout.Whataresomethingsyoucanthinkof?Writethewordsontheboard,providingtranslationhelpwithnewwordsifnecessary.

Thensay,Nowgoaroundtheclassroom.Askstudentswhattheythinkaboutsixdifferentthings.Youcanusethewordsontheboardoryoucanusedifferentones.

Asstudentstalk,movearoundtheroom,monitoringconversationsandofferingassistancewithvocabularyandpronunciationifneeded.

Alternative:Ifyoudonotwantstudentstogetupandmovearoundtheclass,youcanaskthemtodothisactivityingroupsoffour.