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1、Language goal In this unit students learn to describe animals and express preferences and give reasons,Teaching Steps：1. Listening 1 b This activity gives students practice in understanding the target language in spoken conversation. Point to the animals in 1a- Ask students to point to and name the
2、animals. Say, Im going to play recordings of three conversations. Listen carefully as you look at the words in la.Put a checkmark in front of the name of each animal you hear. Play the recording the first time. Students only listen. Play the recording a second time. This time students check each ani
3、mal name they hear. Correct the answers.2a This activity provides listening practice using the target language. Call attention to the two blank lines on the left. Say,You will hear a recording of a conversation. Listen carefully. Then write the names of the two animals you hear on these lines.Play t
4、he recording the first time. Students only listen. Play the recording a second time. This time students write in the names of the animals. Check the answers. Point out the adjectives listed on the right. Ask a student to say the words. Say, Now I will play the recording again. This time draw a line
5、between each animal and the adjective you hear.Play the recording and have students match each animal with an adjective.Correct the answers.2b This activity provides listening and writing practice using the target language.Call attention to the conversation and the blank lines in it Say, You will he
6、ar the recording again. This time please write a word from the box on each blank line. Some words can be used more than one time.Ask a student to read the words in the box.Play the recording. Check to see that students are writing a word from the box on each line of the conversation.Go over the answ
7、ers.Section B2a This activity provides listening practice with the target language.Say, Now I will play a recording of a conversation between Tony and Maria. This time circle the adjectives you bear on the list for la.Play the recording again. Students circle the adjectives they hear.Correct the ans
8、wers.2b This activity provides listening and writing practice using the target language.Call attention to the three headings. Animal, Marias Words and Tonys Words, and the write-on lines under each.Say, Now I will play the recording again. This time please write the name of the animals each person t
9、alks about and the words they say.Play the first four lines of recording and stop the tape. Ask, What animal are they talking about? (the elephant) What words does Maria use to describe the elephant? (interesting, intelligent)Point out the write-on lines where students can write these words.Play the
10、 whole recording and have students write the words they hear on the chart.Check the answers.2. Writing3 This activity provides guided oral practice using the target language.Call attention to the dialogue next to the picture. Ask two students to read it to the class.Say, Work in pairs. Use sentences
11、 like these to say what you think about different animals.Demonstrate the activity with one or two students. For example, say, I like dolphins. Theyre intelligent.Ask students to work in pairs. As they work, move around the room checking on progress.Ask some pairs to present their conversations to t
12、he class.3a This activity provides reading practice using the target language.Point out the three descriptions of animals. Ask students to take turns reading one aloud.Then draw attention to the pictures of animals below.Say, Write the letter of the animal in the blank lines above its description. T
13、here is one animal that is not described.Check the answers.3b This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.Call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat. Ask a student to
14、explain each word or use it in a sentence to show he or she understands what it means. Teach the expression sleeps.Point out the description in 3b with blank lines where some words are missing. Read it to the class saying blank each time you come to a blank line.Point out the six words in the box. S
15、ay, You can write these words in the blanks. Use each word only once.As students work, move around the room checking progress and offering language support as needed.Check the answers.3c This activity provides reading and writing practice using the target language,Say, Now you can write a description like the one in 3b. You can use some of the same words. Write about any animal you like.Ask students to write their own descriptions. You may wish to have less fluent students work with a more fluent partner,Ask students to share their writing with others in the class.After you have reviewe
