新目标英语七年级下册第九单元教案
新目标英语七年级下册第九单元教案What does he look like?教材分析1、教学内容本单元是Go for it七年级下册中第九单元“What does he look like?”。
本单元的核心话题是谈论人的外表形象(look), 教材内容围绕着描述人的外貌特点展开，让学生学会谈论人的身高、体重、发型、面部特征及着装特点，因此‘talking about sb’s look’ 是教学重点。
通过对本单元的学习，学生能掌握本单元出现的表示人外观的词组及句型。
2、教材的地位及作用以人的外貌特征为主线，兼顾交际功能的学习，以一种循序渐进的生活化的学习程序，引导学生学会用英语介绍自己或他人的外表特征。
本单元的教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。
在学习活动中，学生能通过交换对不同人物的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。
二、教学目标分析1、语言知识1.语音:了解语音在语言学习中的意义。
2.词汇:名词: hair, height，build，captain，team, bit, joke, beard，glasses，look, singer etc.形容词:short, tall, medium, thin, heavy, blonde, brown, curly, straight, wise, popular, huge, teeny etc.动词:wear, stop, remember, say etc.3.短语: straight hair, a medium build, look like, good-looking，a little bit etc.4.句型:What does he/she look like? He/She is tall. He/She has curly hair.What do you/they look like? I’m thin. /They’re medium height.Do you know David? No/Yes.5.语法:①Yes/No问句及简略回答②wear的一般现在时用法③用于宽泛描述的形容词2、语言技能1.能熟练的用英语进行对人外表特点的描述，并根据描述画出人像。
2.能概括人物的外貌特征并根据人物特征推理出某一人物。
3.能替自己和别人进行新形象设计，能和合作伙伴互相交流，充分交换信息。
4.能掌握本单元出现的表示人外观的词组及句型，并能结合实际生活进行灵活运用这些词组及句型描述别人的外表,提高写作水平。
3、情感态度1.通过描述同学、教师或自己的偶像的外貌，简单地表达自己的观点或好恶，学会交换不同的看法，使学生在人际交往中学会尊重和理解别人。
2.教育学生要多发现别人的优点，学会赞美别人，友好地描述别人的形象。
3.学会赏识，懂得心灵美比外表美更重要。
4.能在小组活动中积极与他人合作，相互帮助，共同完成学习任务, 尽情享受学习的乐趣。
4、文化意识了解不同人的外貌和同一人的不同外貌，了解中西方文化中在表达自己的观点时存在很大的差异——我们比较委婉，而西方人则更直接些，对学生进行不同文化意识的渗透。
同时让学生在给自己或别人画像时提高绘画水平和审美意识；让学生了解不同外貌作用的背景知识，实现跨学科交流的目的。
三、教学重难点通过学习语言材料，让学生获得运用所学的有关词汇，短语及句型，描述人的外貌特征，并能结合实际生活进行灵活运用的能力。
新词汇的运用，特别是has与is的正确使用，是本单元的一个难点。
单元教学重难点一览四、学情分析学生在七年级上册已经学过关于“What does he like?”这一特殊疑问句式，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。
谈论人的外表形象是人们日常生活中遇到的话题。
故学生喜于用英语表达此类知识。
五、教学方法和学习策略1.教学方法：（1）情景交际法：本单元话题源自生活，立足这一点，充分利用学生已有的知识和经验，创设生活化的真实情境，引导学生在运用中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学，学了能用）。
（2）任务型语言教学法：设计多种任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。
（3）开放性教学策略：教师要开放性地处理教材，结合教材插入学生感兴趣的图片、电影片段等，丰富学生知识，拓宽他们视野，实现知识的整合。
2.学习策略（1）自主学习：要求学生采用自主学习的方式，能根据需要进行有目的预习，使其对教师的教学内容起补充作用。
（2）合作学习：在与同学合作完成任务的活动中形成合作学习和探究学习的学习方式，引导学生积极思考，善于抓住英语交流的机会。
在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。
（3）通过汇报、猜明星、车站接人、做目击证人、绘画等一系列比赛，创设情景和有意义的任务活动，激发学生的学习热情，培养他们的概括和推理能力，发挥他们自己的主观能动性，把被动的学习变为主动学习，让学生巩固所学语言知识。
（4）能利用网络上的学习资源查找信息，用所学内容进行真实的交际，积极参与课外英语学习。
六、主题语表七、课时结构根据《英语课程标准》关于总目标的具体描述，为了能较好地实现既定的教学目标，结合本单元的教学内容及基于对教材的分析和学生的学习规律，我对本单元的内容进行如下处理，目的是突出重点，使课堂节奏紧凑，连贯。
本单元分为四课时：Period1 (Section A 1a/1b/1c/3b SectionB1a/1b/2c/Selfcheck3)Period2 (Section A 2a/2b/3/3a/SectionB3c)Period3 (Section B 2a/2b/3a/3b)Period4 (Section A 4/SectionB4 /Selfcheck1&2)八、教学过程设计Period1I.教学目标：1.知识目标：1).单词：hair, curly，straight, height, tall, medium, thin，heavy，build ,beard，glasses, blonde, brown2).句型：-- What does he/she look like? --He/She is tall and has long hair.--What do you look like? --I’m thin．H e/She wears glasses/…2.能力目标：1）学完本课，学会描述人物外貌。
2）能积极思维，运用所学单词，短语及句型，结合实际生活进行灵活运用。
3.情感态度目标：让学生学会友好地描述别人的形象。
II.教学重点:掌握本课新单词和句型和怎样描述一个人的外貌。
III．教学难点：掌握描述人物外貌的方法。
IV.教学设计：Step1游戏----新课程的导入找出两名外貌差异较大的学生来做游戏，一个胖而高大的男生（a fat and tall boy），另一个瘦而较矮的男生（a thin and short boy）。
游戏内容：（1）拔河（tug-of-war）（2）跳远（long jump）目的：引起学生的学习兴趣，了解人物的外貌特征，通过游戏的最后结果（即不管外貌如何在不同的游戏中都能获胜）的对比培养学生的情感和态度：不要以貌取人（Don’t judge by appearance）。
然后用这两名学生为例教heavy ,tall, thin, short及两个句型：1.what do you look like?2.What does Tom/he look like?Step2 Presentation (SectionA1a/SectionB1a)引导学生熟悉有关描述人的外貌特征的词1.三个漫画人物教有关height 和figure 的单词。
然后用三个人操练“What does he look like?”注意be 动词的用法。
2.一个cartoon girl 教身体的各部位。
（ear, face, hair, eye, nose, mouth）3.Touch your body(nose etc), 接着操练“What does she look like?”最后是hair,注意has的用法。
4.4 pictures 来教有关头发的词汇,注意has的用法。
连着教a beard, a moustache, glasses, wear.5.Drill: Let’s design the new look for George Bush.操练“What does he look like?”(以一种比较滑稽的手法让学生巩固本课的词汇。
)Step3: Practice (B1a, A1a)1.Finish P44, B1a.2.学习课本的第一部分P41,1a先看图片，然后搭配图片和相关的外貌特征的词。
Now please look at P41, Use the letters to match the people in the picture with one of the numbered words. Write each letter next to a numbered word. You can use some letters more than once. Point out the sample answer.Step4:听力练习Listen 1b．(Look at their books Listen and fill careful1y).Listen carefully and fill in the blanks and find Amy’s friend? We will listen twice．The first time, just listen．The second time，listen and fill in the blanks．And say Amy’s friend’s look．( He's really tall．And he has curly hair.)Step5: Practice (1c and 3b )（因为用的目标语言作用差不多，训练的侧重点在3b）1. Ask two students to read the sample conversation to the class. Then ask the class to point to the girl in the picture who has long hair and a medium build.2. Make a dialogue with a student. And ask the student to point out the person you described. ThenSs practice the dialogue in pairs.3.(3b) 1).A 同学把名字填在图里的每个人旁，B同学通过问问题找到这个人。
新版新目标七年级英语下册unit9教学设计.doc（推荐五篇）
新版新目标七年级英语下册unit9教学设计.doc（推荐五篇）第一篇：新版新目标七年级英语下册unit9教学设计.docUnit 9 What does he look like? Period One I.教学目标： 1.知识目标： 1).单词： hair, curly，straight, height, tall, medium, thin，heavy，build ,beard，glasses, blonde, brown2).句型： -- What does he/she look like?--He/She is tall and has long hair. --What do you look like?--I’m thin．He/She wears glasses/…2.能力目标：1）学完本课，学会描述人物外貌。
2）能积极思维，运用所学单词，短语及句型，结合实际生活进行灵活运用。
3.情感态度目标：让学生学会友好地描述别人的形象。
II.教学重点: 掌握本课新单词和句型和怎样描述一个人的外貌。
III．教学难点：掌握描述人物外貌的方法。
IV. 教学设计：Step 1 1.what do you look like? 2.What does Tom/he look like? Step 2: Practice (B1a, A1a) 1.Finish P44, B1a. 2.Now please look at P41, Use the letters to match the people in the picture with one of the numbered words. Write each letter next to a numbered word. You can use some letters more than once. Point out the sample answer. (Keys: c, f, a, a, d, h, e, b, g, e) Step4: Listen 1b．(Look at their books Listen and fill careful1y). Listen carefully and fill in the blanks and find Amy’s friend? We will listen twice．The first time, just listen．The second time，listen and fill in the blanks．And say Amy’s friend’s look．( He's really tall．And he has curly hair.) Step5: Practice (1c and 3b ) 1. Ask two students to read the sample conversation to the class. Then ask the class to point to the girl in the picture who has long hair and a medium build. 2. Make a dialogue with a student. And ask the student to point out the person you described. ThenSs practice the dialogue in pairs. 3.(3b) 1). 2). Act the dialogue. 3). Finish the form. Step 6 make sentences (Section B 1b) Step 7 describe(shelfcheck3) Step 8 a guessing game （SectionB2c） Step9 homework Describe your family member and draw a picture of him/her.Period TwoI.教学目标： 1.知识目标： 1).单词：always, captain, popular，team, good-looking, a little bit, joke, never, stop, teeny, huge, dreamer, wise 2).句型：如同第一课时。
新课标七年级英语下册第九单元全单元教案
Unit9 Wha t does he look like?教材来源：初中七年级《英语》教科书内容来源：七年级《英语（下册）》第9单元主题：Wha t does he look like?课时：共4课时. 授课对象：七年级学生设计者：楚文闻/巩义市直第二初级中学目标确定的依据1.课程标准相关要求课程标准三级目标要求七年级学生能听懂较慢语速、熟悉话题的简单对话；识别主题，获取主要信息；能引出话题并进行交谈，并能在口语活动中使用正确的语音语调。
2.教材分析本单元要求学生能询问人物外貌，并能从不同方面描述人物外貌，能熟练地向别人描述自己喜欢的明星、老师、朋友等的外貌。
Section A集中呈现了一是运用描述人物外貌的词从身高、身材、头发三方面描述人物；二是用Wha t do/does sb look like? 和选择疑问句来询问人物外貌。
难点是在描述人物外貌时be动词和have/has的正确使用。
Section B 是Section A的拓展延伸，话题上，增加了从五官、衣着、个性特征等方面描述人物；在技能方面，进一步深化听说技能，加强读写训练。
难点是写一段话描述你所熟悉的人的外貌。
3.学情分析学生在小学阶段初步学习过一些描述人物外貌的词汇，这些为七年级顺利学习描述人物外貌奠定了知识基础。
本单元内容是第一次学习询问人物的外貌，在运用时，学生可能会在be动词和have/has的正确使用上出现错误；另外学习以what引导的特殊疑问句和选择疑问句来询问人物的外貌及回答，还要学习从脸型、五官个性等方面描述人物外貌。
Unit 9 Wha t does he look like?第一课时Section A 1a-2c【教学目标】1.通过课前预习和课堂练习，能准确说出本节课所学的描述人物外貌的词，并能从身高、身材、头发三个方面描述外貌。
2.通过小组活动，1）能运用What do/does … look like?询问外貌；2)能用选择疑问句询问外貌，并能准确地进行回答。
最新七年级英语下册《Unit 9 What does he look like》教学设计 (新版)人教新目标版
Unit 9 What does he look like?Learning Objectives一、Topics（话题）:Physical appearance二、Functions (功能)Describe people’s looks三、Structures (结构)1. What questions2. Adjectives of description3. Alternative questions四、Target Language (目标语言)What does he look l ike?He’s of medium build.Is he tall or short?He’s tall.Do they have straight or curly hair?They have curly hair.五、Vocabulary （词汇）straight, tall, thin, heavy, round, handsome, face, mouth, eye, nose, glasses, actor, actress, put, describebe of medium height/build, look like, wear glasses, a little, in the end 六、Skills (技能)Listening for key informationScanning in reading七、Recycling （复习巩固）Joe Brown has …He’s about … years old.I like him because …八、教材分析本单元以描述人的外表为话题，共设计了三个部分的内容。
旨在通过本单元的教学使学生学会使用“What does he/she look like?”的句型询问别人的外表；用英语描述别人的发型，身高，身材以及其它特征。
并能学以致用，用所学知识描述自己的朋友，喜欢的老师及演员的等。
英语新目标英语七年级下第9单元说课稿 .doc
说课稿大家好我今天要说的是新目标英语七年级下册第9 单元的第 5 课时 .课题是 :What does he look like 以下我简单地从教材分析、教法设计、教学过程等三个方面来阐述我的说课.一、教材分析１、教材的地位及作用：本课时的核心话题是谈论人的外貌形象，教材内容围绕着描述人的外貌特征展开，本课是“An interesting job ”的阅读课，在本单元中起总结提升的作用。
2.对教材的处理我以“先感知，后学习”为原则，在学生预习找信息的过程中感知重难点；利用任务式整体阅读带领学生整体理解课文；借助于“任务型教学” ，利用多媒体课件，将听、说、读、写、演等融为一体，激发学生学习英语的兴趣和愿望。
另外，通过小组合作学习，使学生体验集体荣誉感和成就感，从而树立自信心，发展自主学习的能力，进一步培养学生用英语进行交际的能力。
二、教法设计1、教法英语新课程标准倡导任务型教学模式，即让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现该任务的目标，感受成功。
本课旨意在此。
因此本课多在课堂设计上下工夫，注意联系实际，模仿真实的英语语言运用环境。
让学生在小组合作中，游戏表演中学会英语 ,掌握英语，运用英语。
本节课我采用的方法主要有(1) 情景教学法 ,(2)多媒体辅助教学法 ,(3)合作学习法 ,(4)分组竞赛法。
通过多媒体、动作以及角色扮演等创设富有生活气息的语言情境，让学生“在玩中学，学中玩”，真正做到寓教于乐。
三、教学过程（一） Pre-readingStep1. sing.通过一首与职业相关的英语歌曲《 peerless》作为导入带领学生走进轻松快乐的英语学习课堂，同时引入本课主题。
利用循序渐进的方法，先以学生熟悉的职业警察、画家和罪犯为例，询问其职业只要是做什么的，进而引入 police artist 这个职业。
通过小组讨论，猜想其职业是做什么的。
最后让学生带着问题和好奇心进入阅读，自己寻找答案。
湖北省黄石市第十中学七年级英语下册 Unit 9 What does he look like教案 (新版)人教新目标版
Unit 9 What does he look like第一课时Section A Section A (1a-2d)一．教学目标（一）知识与技能：1) 能掌握以下单词： curly, straight, tall, medium, thin, heavy, build, tonight, little, cinema, glasses, later能掌握以下句型：—What does he look like?—He’s of medium/build.—What does he look like?—She has long straight hair.—Is he tall or short？（二）过程与方法：以学生为主体，以任务、游戏、小组合作为主线，采用多媒体课件，运用“高效课堂”模式进行教学。
（三）情感态度与价值观：让学生学会友好、客观地描述人的形象。
二．教学重点：掌握单词，熟练掌握描述人的形象的句型。
三．教学难点：掌握描述人的形象的句型。
四．教学准备:多媒体课件、录音机五．教学过程（一）.温故互查1. Her hair is very straight. It is not c .2. She is very h , so she runs every day to keep healthy.3. He is very tall. He is 2.20 meters in h .4. Bob is not thin or heavy. He has a m b .5. Tom is t . He can get the apple on the tree.6. Look! Mr. Black has a new look. He is wearing a pair of dark g .7. —I am a l tired. —Let’s stop to have a rest.8. We are g (看电影) tonight.（二）.设问导读Ⅰ. Warming-up and revision找出三名外貌差异较大的学生来做比较，一个胖而高大的男生（a fat and tall boy），一个瘦而较矮的男生（a thi n and short boy），一个中等身材（of medium height）。
人教新目标七年级下册英语市级优质课获奖教案-Unit 9 What does he look like 第四课时
Unit 9 What does he look like?听说课SectionB (1a-1e ) 第四课时Learning Goals:一、语言知识：（常用词汇和句型）nose , mouth , r o un d , face , eye , singerMy favorite singer is John Jackson. He’s tall and thin. He has short curly brown hair.二、语言技能：继续让学生学会从其他角度描述人物外貌，如：头发、脸型、五官、眼镜、职业等；同时通过听说活动，进一步巩固描述人物外貌特征的形容词、短语及句型结构。
三、学习策略：通过看图画能尽可能完整的描述人的外貌；通过听力活动，能够根据所听内容中人物的外貌描述推断出正确的形象。
四、情感态度：通过描述同学、自己、偶像的外貌，简单地表达自己的观点或好恶，学会交换不同的看法，使学生在人际交往中学会尊重和理解别人。
并培养正确的审美观。
五、文化意识：在英美等西方国家，fat作为形容词，描述人时意义趋于消极，往往使用一些意义中性的词heavy或委婉的词语heavy-set等。
描述某人很瘦，常用slim显得更为礼貌。
描述男人用handsome , 描述女人用beautiful , pretty 。
通过描述不同人的外貌，对学生进行不同文化意识的渗透。
【设计意图】目标引领，表述了本节课的知识、能力、学习策略、情感态度和文化意识。
Teaching and leaning steps:StepI. Pre-listening activities1. Preview一、Look at P52, put the following into English orally, then write them down without looking at the text.(1)圆脸________________ (2)棕色的短卷发________________(3)戴眼镜_______________ (4)小嘴巴_____________________(5)大鼻子______________ (6)大眼睛__________________(7)又高又瘦 (8)我最喜欢的歌手二、Look at P52, put them into English orally, then write them down without looking at the text.1.我最喜欢的歌手是约翰·杰克逊。
初中英语人教版七年级下册新目标英语七年级下unit9教学设计
新目标英语七年级下unit9教学设计Step1 Greetings and lead inT: class begins. Good morning, boys and girls.Ss: Good morning, Miss Huo.T:Look at the picture ,what’s this ？It’s a schedule,but in chinese ,they are all subjects,what subjects do you know ? Let’s learn .What other subject do you know?(show the pictures and teach the new words)在学生站起来回答时可以让学生口头拼字母，并板书geography,science.physics和biology并教授新单词)Step2:Quick eyes1.We learn many subjects . Let’s do a quick eye, and see who has a good memory? 图片一张张闪现，让学生猜课程。
猜完后一起读一下。
2.Let’s look at the schedule again ,translate it into English(choose five lines ) Step3: 1aGuess what is my favorite subject?Yes ,you are so clever ,-What’s my favorite subject ?-My favorite subject is…(板书在黑板上)Step4:Ask and answerWhat’s your favorite subject?问两个学生之后再让学生来问，以link 的形式操练。
练个一组左右。
Step5:Listening 1bI know some of your favorite subjects. There are two girls. How about their favorite subjects? Listen and circle the subjects you hear.Step67: Free talk(过渡) the girl’s favorite subject is music. I think music is fun.How about you?让学生说出他们的看法和观点。
人教版新目标七年级英语下册 Unit 9教学设计
人教版新目标七年级英语下册 Unit 9教学设计一. 教材分析人教版新目标七年级英语下册Unit 9主要围绕日常生活和一般现在时进行教学。
本单元主题明显，贴近学生生活，有利于激发学生的学习兴趣。
教材内容丰富，包括听力、口语、阅读和写作等方面，有助于学生全面提高英语水平。
此外，教材还设计了多样化的练习和活动，便于教师进行课堂教学和学生自主学习。
二. 学情分析七年级的学生已具备一定的英语基础，对日常生活话题有一定的了解。
但部分学生在语言表达和听力方面仍存在困难，因此需要教师针对性地进行引导和辅导。
此外，学生对新鲜事物充满好奇，善于模仿和参与活动，教师应充分利用这一特点，激发学生的学习兴趣。
三. 教学目标1.知识目标：学生能够掌握Unit 9中的单词、短语和句型，了解一般现在时的用法。
2.能力目标：学生能够熟练运用所学知识进行日常交流，提高听、说、读、写的能力。
3.情感目标：通过本单元的学习，学生能够增进与他人的友谊，培养合作精神。
四. 教学重难点1.重点：单词、短语和句型的学习和运用。
2.难点：一般现在时的用法和听力理解。
五. 教学方法1.任务型教学法：通过设定各种实际生活中的任务，引导学生参与课堂活动，提高语言实际运用能力。
2.情境教学法：创设生活情境，让学生在真实环境中学习英语。
3.交际法：注重学生之间的互动交流，提高口语表达能力。
六. 教学准备1.教材、教学参考书和多媒体教学资源。
2.录音机、课件和教学卡片。
3.学生分组，准备角色扮演等活动。
七. 教学过程1.导入（5分钟）教师通过与学生打招呼，询问身体状况等日常话题，引入本课主题。
引导学生谈论日常生活中的一般现在时，激发学生学习兴趣。
2.呈现（10分钟）教师展示课件，呈现Unit 9的单词、短语和句型。
通过图片、例句等方式，对新词汇和短语进行讲解，让学生初步感知和理解。
3.操练（10分钟）教师学生进行口语练习，运用新学的单词、短语和句型进行角色扮演。
七年级英语下册Unit9Whatdoeshelooklike学案设计(新版)人教新目标版
Unit 9 What does he look like?Period 1 Section A 1a-2c【课型】听说课学习目标1.能掌握本课重点词汇:short hair,curly hair,long hair,straight hair,tall,medium height,thin,heavy。
2.通过听说训练,理解以下句型的意义,初步掌握描述人的外貌的句型:—What does your friend look like?—She’s of medium height,and she has long straight hair.—Is he short or tall?—Well,he’s really tall.3.初步了解听前预测的技巧,并在听的过程中学会抓关键词,做到有目的地获取有效信息。
4.能通过描述外貌,培养观察能力,并学会欣赏别人的长处和优点,增进同学友谊。
学习过程【自主学习】预习本节课单词,借助词汇录音跟读。
【新课导入】Step 1:GreetingDaily greetings to the students.【新知呈现】Step 2:Presentation1.多媒体展示一些人物图片,在老师的引导下学习有关外貌的单词和短语。
2.学习生词的过程中,关注/θ/和/ð/的发音以及句中重读单词。
3.熟练朗读1a中的单词和短语。
4.单词与图片人物搭配,并核对答案。
【新知学习】Step 3:Listening 1bBefore listening1.认真观察1a图片,在车站门口的几个男孩身边简单注明描述外貌的单词。
如:h 注明tall,curly hair2.自读1a图片不完整对话。
While listening1.播放录音,把1a图片中的对话补充完整。
注意有关外貌的关键词,找到Amy的朋友。
2.齐读描述Amy朋友外貌的句子。
3.再播放录音,跟读时注意对话中的重读单词。
新目标英语七年级下册第九单元Unit9-Howwasyourweekend-(英语教案)
新目标英语七年级下册第九单元Unit9:Howwasyourweekend?(英语教案)新目标英语七年级下册第九单元Unit 9: How was your weekend?(英语教案)新目标英语七年级下册第九单元Unit 9: How was your weekend? Language goal In this unit, students learn to talk about recent past events. New language What did you do over the weekend? I cleaned my room. What did she do over the weekend? She did her homework. What did he do over the weekend? He went to the movies. What did they do over the weekend? They played tennis. Section A Additional materials to bring to class: wall calendar newspaper and magazine pictures for Follow-up activity 1 blank cards and markers for Follow-up activity 2 Point to the previous Saturday and Sunday on a wall calendar and say, Saturday and Sunday are the weekend. This is last weekend. Then tell some things you did last weekend such as,/ cleaned my house over the weekend. Use quick sketches (in the board along with gestures to demonstrate the meaning of each activity, Ask students, What did you do over the weekend9 Accept one-word answers and rephrase these answers in complete sentences. For example, if you ask, What did you do over the weekend? and a student says. The beach, rephrase it by saying, Oh, you went to the beach over the weekend. Ask several different students and help these students say complete answers. 1 a This activity introduces the key vocabulary. Focus attention on the picture. Ask students to tell what they see. Name each activity and ask students to repeat:went to the movies, played soccer, went to the beach,did homework, played tennis and cleaned my room. Point out thenumbered list of activities. Say each one again and ask students to repeat. Then ask students to match each activity with one of the pictures. Say, Write the letter of each activity next to the words. Point out the sample answer. Check the answers.1 b This activity gives students practice in understanding the target language in spoken conversation. Point to the activities in the picture in activity la.Ask students to tell what the person did in each picture.For example, She played tennis, or Lucy played tennis.Play the recording the first time. Students only listen. Play the recording a second time. This time say. Listen to the recording and write the days and times Lucy did each thing under the pictures. Point out the sample answer under the picture of Lucy playing tennis; on Saturday morning. Correct the answers. 1 c This activity provides guided oral practice using the target language. Point to the example conversation. Ask two students to read the dialogue to the class. Say, Now work with a partner. Student A, pretend to be Lucy. Student B, ask questions about what Lucy did on different days and times over the weekend.Talk about the activities in the picture. Students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed, 2a This activity gives students practice in understanding the key vocabulary in spoken conversation. Point to the five sentences and ask a student to read these sentences to the class. Say, You will hear t recording of a conversation. The people will talk about some of the activities and people, but they will not talk about others. Please underline the words you hear on the recording. Play the recording the first time. Students only listen. Play the recording a second time. This time, ask students to underline each word that is said on the tape. Point out the sample answer, grandmother. Correct theanswers. 2b This activity provides listening practice using the target language. Call attention to the pictures of Carol, Ben, and Emma and ask students to identify each person by name. Say, Now I will play the recording again. Listen to the students talking about what they aid over the weekend. Write C for Carol, B for Ben or E for Emma next to each statement in activity 2a. The first one has been done for you. Play the recording the first time. Students only listen. Point out the sample answer, S, in statement 1. Say,Sonia visited her grandmother. Play the recording again. Ask students to write a letter in front of each statement to show what each person did. Check the answers. 2c This activity provides guided oral and writing practice using the target language. Call attention to the dialogue and the list of activities in the box. Explain that students have to complete the dialogue using the activities words in the box. Students do the activity in pairs. When they have filled in the blanks, they practice the conversation. Have several pairs perform their conversations for the rest of the class. 3a This activity provides reading practice using the target language. Point to the three scenes in the picture. Ask students to describe what the person in each scene did. (Picture 1 shows: She went to the beach. Picture 2 shows: He did his homework and watched TV Picture 3 shows: She cleaned her room and studied for the math test.) After that, read the three dialogues with a student.The second part of each dialogue is incomplete. Say, The rest of the sentences are listed above the picture. Read them to the class or have a student read them. Say, Write the correct number on the blank lines in the speech bubbles to complete the conversations. Correct the answers. 3b This activity provides guided oral practice using the target language. Call attention to the example in speech bubbles. Ask a pair of students to readthe dialogue to the class. Say, Now practice asking and answering questions like this about what the people in the pictures did over the weekend. Practice in pairs. Use the dialogue as an example. Help students find partners. Then say, First read the dialogue together. Both students read both parts. Then make your own dialogues like that one. Tell what the people in activity 3a did over the weekend. Here is a sample dialogue: A: How was Sarahs weekend? B: It wasnt very good. She cleaned her room and studied for the math test. Ask pairs of students to present their dialogues to the class. 4 This activity provides oral practice using die target language. Play a model round of the game. Draw simple pictures of two things you did over the weekend. For example, a picture of a TV, and a picture of a tennis racket. Point to the picture of the Ty and ask a student to make a sentence about what you did (you watched TV). Do the same with the picture of the tennis racket and another student (you played tennis). Write the two sentences on the board and underline the -ed in watched and played and remind students to use the past tense. Now ask students to priictice the activity in groups of four. Each students draws two diings she or he might have done over the weekend on a piece of paper. The students then take turns to make sentences about each others pictures in past tense. Walk around the class offering assistance where necessary. Ask a student to draw two pictures about his or her last weekend on the bonrd. Class members guess the correct past tense sentences. Then write wh- words on the board (who, what, where, when, why, how) and encourage students to ask follow-up questions, for example. Who did you play tennis with9 Section B New language I played the guitar I studied geography. I went to the library. 1 a This activity introduces more key vocabulary. Call attention to the pictures. Askstudents to point to and use the past tense to describe as many of the activities as possible. Point to and describe any activities they cant describe. For example, I played the guitar. Then point to the numbered activities described in the list. Name the activities and ask students to repeat each one, After that, ask students to match each numbered phrase with a picture by writing the letter of each picture in the blank in front of the correct phrase.As students work, move around the room answering questions as needed. Check the answers 1 b This activity provides reading practice using the target language. Draw pictures of the happy face and unhappy face文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。