Unit8-WhatisJohnlike-(新目標(biāo)七下)精品文檔

1、unit 8: what is john like?(新目標(biāo)七下)unit8:whatisjohnlike?languagegoalinthisunitstudentslearntotalkaboutwhatpeoplearelike.newlanguagewhosthat?thatsmike.whatshelike?hesshy.whatsshelike?shesunfriendly.sectionaadditionalmaterialstobringtoclass:picturesfromnewspapersandmagazinesforfollow-upactivity1.askastu

2、denttostandinfrontoftheclass.askstudentsquestionsaboutthisstudentusinglanguagetheyalreadyknow.forexample,whatshis/hername?whereisbe/shefrom?whatshis/heraddress?whatshis/herfavoritekindofmusic?thensay,inthisunitweregoingtolearntosaymoreaboutpeople.writethesixnewwordsfrompage47ontheboardanduseoneortwo

3、ofthewordstodescribethestudentstandinginfrontoftheclass.forexample,hes/shesfriendly.hes/shessmart.usegestures,facialexpressionsand/ortranslationtoclarifythemeaningofeachstatement.pointtoeachwordontheboardasyouuseittodescribethestudent.1athisactivityintroducesthekeyvocabulary.focusattentiononthepictu

4、re.askstudentstotellwhatthepeoplelooklike.theymaymentionthatsomeoneistall,hasblondhair,etc.thenpointtoapersoninthepicture,namethekindofpersonalityheorsherepresentsandaskstudentstorepeateachword.sayasentenceortwoabouteachkindofpersonality.shessmart.shestudiesalot.shegetsasinallherclasses.pointoutthen

5、umberedlistofwords.sayeachoneandaskstudentstorepeatthesewords.,-thenaskstudentstomatcheachwordwithoneofthepeople.say,writetheletterofeachpersonnexttooneofthewords.pointoutthesampleanswer.checktheanswers.1bthisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.pointtoth

6、epicture.askstudentstoidentifythepersonalitytypeofeachperson.forexample:shessmart.hesfunny.playtherecordingthefirsttime.studentsonlylisten.playtherecordingasecondtime.thistime,pointtothesixpeople.askstudentstowritethenumber1nexttobilly,thenumber3nexttojaneandthenumber2nexttoangela.youmaywishtowritet

7、hesenamesandnumbersontheboardforstudentstolookatastheywork.correcttheanswers.1cthisactivityprovidesguidedoralpracticeusingthetargetlanguage.pointtotheexampleinthespeechbubblesinactivityla.asktwostudentstoreadit.say,nowworkwithapartner.makeyourownconversationsaboutbillyandjane.studentatalksaboutbilly

8、.studentbtalksaboutjane.havestudentsworkinpairsmakingconversationsaboutbillyandjane.astheytalk,movearoundtheroommonitoringtheirwork.offerlanguageorpronunciationsupportasneeded.asksomepairstopresenttheirconversationstotheclass.2athisactivityprovidesguidedlisteningpracticeusingthetargetlanguage.pointo

9、utthechart.readthecolumnheadingstotheclass.thenhaveonestudentreadthelistofnamestotheclass,anotherstudentreadthelistofrelationshipstotheclass,andathirdstudentreadthelistofpersonalitywordstotheclass.say,youwillheararecordingoffourconversations.inthechart,circleallofthewordsthatyouhear.playthetapethefi

10、rsttime.studentsonlylisten.playthetapeasecondtime.say,circleallthewordsyouhearinthesethreecolumns.youmaywanttoplaythetapeseveraltimessostudentscanfinishandchecktheiranswers.correcttheanswers.2bthisactivityprovideslisteningpracticeusingthetargetlanguage.callattentionagaintothechart.pointoutthelinesth

11、ataredrawnbetweenmike,petersbrother,andshy!say,iwillplaythetapeagain.thistime,drawlinestomatchthewordsthatareabouteachpersoninthechart.mikeispetersbrotherandheisshy,solinesaredrawntoconnectallthosewords.pleasedothisfortheotherthreepeople.playthetape.studentsdrawlinesconnectingtherelatedwords.checkth

12、eanswers.2cthisactivityprovidesguidedoralpracticeusingthetargetlanguage.pointtotheexampleinthespeechbubbles.asktwostudentstoreadthedialogue.showstudentshowthisdialogueconnectswiththechartinactivity2a.say,nowworkwithapartner.makeyourownconversationsaboutthechart.youcanusesentencesliketheonesinactivit

13、y2c.asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.offerlanguageorpronunciatiolsupportasneeded.3athisactivityprovidesguidedoralpracticeusingthetargetlanguage.pointoutthefoursentencesnexttothepicture.askdifferentstudentstosayoneofthesentenceseach.say,nownumberthesentencessothattheymakeaco

14、nversation.thefirstoneisdoneforyou.thefirstlineoftheconversationiswhosthetall,thinboywithcurlyhair?pleaseworkinpairs.asstudentswork,movearoundtheroommonitoringprogress.afterstudentshavefinishednumberingthesentences,checktheanswer.thensay.nowpleasepracticetheconversation.taketurnsaskingaboutjack.asks

15、everalpairsofstudentstoreadthedialoguetotheclass.3bthisactivityprovidesoralpracticeusingthetargetlanguage.callattentiontotheexampleinthechart.askonestudenttointroduceannetotheclass.explainthatstudentshavetowritewordsthatdescribetheirriendspersonalitiesandhobbies.ask,aretheyfriendlyornfriendly?erious

16、orfunny?smartorshy?whatsportsdotheylike?whatdotheyliketodointheirleisuretime?whatclothesdotheyliketowear?whatelsecanyousayaboutthem?havestudentscompletethechartindividually.astheywork,movearoundtheclassroommonitoringprogress.whentheyhavecompletedthechart,askstudentstointroducetheirfriendstotheirpart

17、ners.askseveralstudentstointroduceoneoftheirfriendstotherestoftheclass.4thisgameprovidesguidedlistening,speaking,andwritingpracticeusingthetargetlanguage.pointoutthequestionsandanswersinthespeechbubbles.asktwostudentstoperformthedialogue.reintroducethequestion,whatareyoulike?byaskingoneortwostudents

18、thequestionandpromptingareasonableanswer,suchas,imseriousorimfriendly.readtheinstructionstotheclassorhaveastudentdothis.pointoutthelistofsixpersonalitytypesandthesampleanswer,dave.say,nowtalktoyourclassmates.askthequestion,whatareyoulike?getasmanyanswersasyoucanintenminutes.answeranyquestionsstudent

19、shaveabouthowtoplaythegame.remindstudentsthatyouwillstopthegameintenminutes.whenthegameisover,ask.whohastennamesonyourchart?whohastwelvenames?continueuntilyoufindthestudentwiththemostnames.thatstudentisthewinnerofthegame.askthewinnertoreadhis/herlistofpersonalitytypesandnamestotheclass.alternative:i

20、fyoudonotwantstudentstogetupandwalkroundtheclass,thenyoucanaskthemtodo?theactivitysittingdown.theyanaskstudentssittingnearthem,whatareyoulike?thestudentwhofindsthelargestnumberofdifferentpersonalitytypesisthewinner.sectionbnewlanguagemorewordstodescribepeoplespersonalities:generous,outgoing,easygoin

21、g,moody1thisactivityintroducesmorekeyvocabulary.focusattentiononthefourpictures.askstudentstotellwhattheyseeineachpicture.guidestudentstounderstandthemeaningofeachwordthroughfacialgesturesand/ortranslation.thenreviewthefourwordsagain,addingasentenceortwodescribingeachpersonalitytype.forexampleyoumig

22、htsay,shesgenerous.shegivespeoplethings.shedoesntkeepeverything/orherselfshesagenerousperson.pointoutthenumberedlistofwords.sayeachoneandaskstudentstorepeat.thenaskstudentstomatcheachwordwithoneofthepictures.say,writetheletterofeachpicturenexttooneofthewords.pointoutthesampleanswer.checktheanswers.2

23、athisactivityprovideslisteningpracticeusingthetargetlanguage.say,youaregoingtohearaconversation.maryistalkingwithafriend.listentotheconversationandfluintheblanksinthechartunderpersonality.thesewordstellwhatthepeoplearelike.playtherecordingthefirsttime.studentsonlylisten.playtherecordingasecondtime.t

24、histimeaskstudentstofillinthewordsunderpersonalitythatdescribethepeoplespersonalities.checktheanswers.2bthisactivityprovidesmoreguidedlisteningpracticeusingthetargetlanguage.say,nowyouaregoingtoheartheconversationagain.thistimelistentotheconversationand/illintheblanksunderappearance.thesewordstellwh

25、atthepeoplelooklike.playtherecordingthefirsttime.studentsonlylisten.playtherecordingasecondtime.thistimeaskstudenttofillinthewordsunderappearancethatdescribewhatpeoplelooklike.checktheanswers.2cthisactivityprovidesguidedlisteningandspeakingpracticeusingthetargetlanguage.pointtotheexampleinthespeechb

26、ubbles.asktwostudentstoreadittotheclass.askstudentstoworkinpairs.say,usethechartinactivity2atoaskandanswerquestionsaboutthepeopleinthepicture.asstudentswork,movearoundtheroommonitorinprogress.asksomepairstopresenttheirconversationstotheclass.3athisactivityprovidesreadingandwritingpracticeusingthetar

27、getlanguage.callattentiontotheletterandaskstudentstoreadonesentenceeachtotheclass.asksomecomprehensionquestionstobesurestudentsunderstandthemainideasintheletter.forexample,whatisthegirlsname?wheredoesshewanttogo?howoldisshe?pointouttheapplicationform.pointtoandreadthefiveheadingstotheclass.say,nowus

28、etheinformationinthelettertofillintheapplicationform.askstudentstoworkindividually.correcttheanswers.3bthisactivityprovidesmorereadingandwritingpracticeusingthetargetlanguage.callattentiontotheapplicationform.pointoutthatitlooksjustliketheonetheyjustfilledin.say,nowreadtheinformationonthisformandwri

29、tealetterliketheletterinactivity3a.youcanlookbackatthatletter/orideas.askstudentstoworkindependently.astheywork,movearoundtheroommonitoringprogressandofferingassistancewhereeeded.askastudenttoreadhisorherlettertotheclass.3cthisactivityprovideswritingpracticeusingthetargetlanguage.ontheboard,makeafive-partchartsimilartotheonesinactivities3aand3b.include1.name,2.age,3.nationality,4.likes,5.personality.say,copythischartonseparatepaperandfillintheinformationaboutyourselfbeforeyoustartwritingtheletter.offerspellingandpronunciationhelp