2014七下Unit3教案

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七年级英语下册unit3教案课堂教学设计

本文将分享一份关于七年级英语下册Unit 3的课堂教学设计。

这一单元的主题是“Excuse me, where’s the post office?”，旨在帮助学生学会寻问和指示方向。

一、教学目标1.学生能够利用“Excuse me, where’s…?”和“Go straight / Turn left /Turn right / Do a U-turn…”等相关表达方式寻问和指示方向。

2.学生能够掌握交通工具和要素的相关单词和短语，如bus stop, subway, trainstation, etc.3.学生能够在交流中理解和使用地图和城市布局相关的词汇。

二、教学准备1.PowerPoint演示文稿2.学习用的绘画和游戏材料3.相关练习题和课堂活动材料三、教学步骤1.导入引入问题：幻灯片上展示一张城市地图，要求学生根据已知的地标(如学校、体育场、购物中心等)找出周围的其他地方。

2.学习交通工具和要素教师通过幻灯片展示不同的交通工具和点。

继续讨论如何利用不同的交通工具到达一个点，例如，利用地铁从学校到达电影院：Excuse me, how do I get to the movie theater?Take the subway.Where's the subway?Turn right and go straight. The station is on your left.3.教学寻问和指示方向教师在幻灯片上展示不同地理位置的照片和地图，提示学生开始学习如何问路和指路。

教师向学生展示如何使用“Excuse me, where’s…?”句型，以及“Go straight / Turn left / Turn right / Do a U-turn…”等表达方式来指示方向。

教师可以与学生分组进行角色扮演，以加强他们的语言进程和提高他们的口语表达能力。

4.练习方向、地图和城市布局相关的词汇通过游戏、图片和绘画等多种形式收集和展示不同的地图和城市布局相关的单词和短语，例如：Bus stop / Subway / Train stationNorth / South / East / WestOn the left / On the right / Across the street / Next to5.面向现实场景的实践通过现实场景的练习加强学生的学习效果。

2014年七年级英语下册3教案(新版)人教新目标版

般不加冠词 .例如：by bike /by bus / by car / by train / by plane/air/ by ship/boat等.但是 ,表示步行时 ,要用on foot.
1.交通方式的常见表达法：
1)take +a/the +交通工具名称 .例如：take a/the bus/train/subway/taxi/boat/plane等 .表示骑自行车时用ride.
教学过程
Warm -up
T: Good morning! I'm very glad to see you again. Do you remember what words we learned in the last lesson
Step1:Lead -in
T: Good! Now look at activity 2d. Can you read the dialogue in 2d?
Can you find more examples from this unit?
Ss compare the sentences listed in the book and their ownconversations.
Step 3:Reading
1. T: Ask a few students how they get to school in the morning? How long does it take?
科目
英语
班级||
上课时间
累计课时
总第课时
课题
Unit3How do you get to school?(第2课时 )
教学目标：1．能够询问他人如何到达某地；准确表达自己如何到达某地；读懂简单的路线说明 .

【教学方案】七年级英语下册Unit 3 Section A 第2课时教师上课教案(七下)

Unit 3 How do you get to school?Section A (Grammar Focus-3c)一、教学目标1. 词汇：drive, car, live2. 句型：(1)—How do you get to school? —I ride my bike.(2)—How does she get to school? —She usually takes the bus.(3)—How long does it take to get to school? —It takes about 15 minutes.(4)—How far is it from your home to school? —It’s only about two kilometers.(5)—Does Jane walk to school?- —No，she doesn’t. She goes by bike.(6)—Do they take the bus to school? —No，they don’t. They walk.3. 功能：能谈论出行方式、时长和两地之间的距离。

4. 语法：(1) 以how，how long和how far引导的特殊疑问句及其答语；(2) 一般现在时特殊疑问句和一般疑问句的句式及答语。

5. 写：能在具体情境中运用所学的语言结构，表述出行方式、时长和两地的距离。

6.倡导自觉遵守交通法规及礼貌，构建和谐的人际关系。

了解交通的发展，培养创新精神。

二、教学重点及难点重点：运用一般疑问句及其肯定与否定回答，以及how引导的特殊疑问句对出行方式进行问答。

难点：运用一般疑问句以及how引导的特殊疑问句表达出行方式。

三、教学准备教师：教学课件；多媒体设备学生：课前预习四、教学过程Step 1. Warming-upLook, ask and answer.Get Ss to look at the pictures and tips, and then make conversations in pairs like this:A: How far is it from… to …?B: It’s…A: How do you get to…?B: I…A: How long does it take to…?B: It takes …【设计意图】通过图片和文字提示信息帮助学生巩固上节课所学的句型。

七年级第二学期英语第三单元教案：Unit 3

七年级第二学期英语第三单元教案：Unit 3New languageWhy do you like koala bears?. Because they’re cute,They’re pretty interesting, They’re kind of shy, They’re very big.names of animals such as tiger, elephant, koala bear, dolphindescription words such as smart, cute, intelligentnames of countries: Australia, South Africa,Recycled languagebetween, across fromHe’s/She’s from ... He’s / She’s five years old.name of countries; China, Japan, BrazilSection AAdditional materials to bring to class:coins or other markers for the Bingo game in 4.Ask students to name as many animals as they can in English. Write the list on the board,Ask students to describe each animal in someway.They may tell its color or tell if it is big or small.Say, Today we are going to learn the names of some more animals. Well also leam how to say which ones we like and tell why we like them.la This activity introduces the key vocabulary.Focus attention on the map of the zoo showing pictures of animals. Ask students to point to and name any animals they can.Point to the animals one by one and say the name of each. Ask students to repeal.Point out the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word with one of the pictures. Say, Write the letter of each animal in the blank by that animal’s name. 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 animals in 1a- Ask students to pointto and name the animals.Say, I’m 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 animal name they hear.Correct the answers.Call attention to the example conversation in the picture. Ask two students to read it to the class. Answer any questions they may have.Point out the four description words. Ask a student to read them aloud. Review the meaning of each word.Say, Now you can make conversations about animals.Your conversations can be like the example. Use these description words.Ask students to work in pairs. Have them take turns saying both parts.If students need help getting started,demonstrate another conversation with a student. For example:Teacher: let’s see the elephant.Student: Why do you want to see the elephant?Teacher: Because it’s very smart.Ask some students to present their conversations to the class.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 the 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 between each animal and the adjectiveyou 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 hear 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 answers.Call attention to the conversation in the picture. Ask two students to read it to the class.Say, Now you can have conversations like this e the words in Box 1, Box 2, and Box 3 in your conversations.Demonstrate a conversation with a student. For example:Student: Do you like penguins?Teacher: Yes, I do.Student: Why?Teacher: Because they’re very cute.3a This activity provides reading practice using the target language.Point to and say the names of the three countries on the maps and ask students to repeatPoint to the three animals and ask a student to name them.Say, Now draw a line between each animal and the country it comes from.Correct the answers.3b This activity provides guided oral practice using the target language.Point to the conversation in the picture. Ask a pair of students to read it to the class.Ask students to work in pairs. Say, Now you can talk about where animals come from. Point to the map and animals students matched up in 3a-Say, Work with a partner. Take turns asking and answering questions about the countries and animals in3a.After a few minutes, ask several pairs to say the conversation for the class.这篇七年级第二学期英语第三单元教案就为大家分享到这里了。

七年级英语下册unit3教案

七年级英语下册unit3教案教案标题：七年级英语下册 Unit 3 教案教学目标：1. 通过本单元的学习，学生将能够掌握有关描述人物外貌特征和性格特点的词汇。

2. 学生将能够使用所学的词汇和句型进行简单的人物描述和对话。

3. 学生将能够通过听、说、读、写的综合训练提高他们的英语综合运用能力。

教学重点：1. 掌握人物外貌特征和性格特点的词汇。

2. 学会使用所学的词汇和句型进行简单的人物描述和对话。

教学难点：1. 学生能够灵活运用所学的词汇和句型进行口头表达。

2. 学生能够进行听力和阅读理解，并能够写出简单的人物描述。

教学准备：1. 教材：七年级英语下册教材 Unit 3 部分。

2. 多媒体设备：投影仪、电脑等。

3. 教学资源：图片、录音等。

教学过程：Step 1: 导入新课 (5分钟)1. Greet the students and ask them about their favorite celebrities or famous people.2. Show pictures of different celebrities and ask students to describe theirappearance and personality traits.Step 2: 学习新词汇 (15分钟)1. Introduce new vocabulary related to physical appearance and personality traits.2. Use flashcards, pictures, and gestures to help students understand and remember the new words.3. Practice pronunciation and spelling of the new words.Step 3: 听力训练 (15分钟)1. Play a recording of a conversation between two people describing their friends.2. Students listen and try to identify the physical appearance and personality traits mentioned in the conversation.3. Check the answers as a class and discuss any difficulties or questions.Step 4: 口语练习 (20分钟)1. Divide the class into pairs or small groups.2. Students take turns describing their favorite celebrities or famous people using the new vocabulary and sentence patterns.3. Encourage students to ask questions and have conversations about each other's descriptions.Step 5: 阅读理解 (15分钟)1. Provide students with a short reading passage about a famous person.2. Students read the passage individually and answer comprehension questions.3. Check the answers as a class and discuss any challenging vocabulary or concepts.Step 6: 书面表达 (15分钟)1. Ask students to choose a famous person they admire and write a short paragraph describing their appearance and personality traits.2. Encourage students to use the new vocabulary and sentence patterns learned in class.3. Collect and review the written paragraphs for assessment and feedback. Step 7: 总结和复习 (5分钟)1. Review the key vocabulary and sentence patterns covered in the lesson.2. Summarize the main points and encourage students to ask any remaining questions.教学延伸：1. 为学生提供更多的听力材料，让他们熟悉不同口音和语速。

人教版七年级下册unit3阅读教案

人教版七年级下册unit3阅读教案一、教学目标。

1. 知识与技能。

（1）通过阅读故事，学生能够了解并掌握故事中的主要人物、事件、情节等内容；（2）通过阅读故事，学生能够提高阅读理解能力，培养学生的阅读兴趣，激发学生的想象力；（3）通过本节课的学习，学生能够掌握一些常见的阅读技巧，如预测、推断、归纳等。

2. 过程与方法。

（1）通过朗读、讲解、提问等方式，引导学生理解故事内容；（2）通过小组讨论、合作学习等方式，培养学生的合作意识和团队精神；（3）通过练习、作业等方式，巩固学生对故事的理解和掌握。

3. 情感态度与价值观。

（1）通过阅读故事，培养学生的爱国主义情感，激发学生的爱国热情；（2）通过故事中的人物形象，引导学生树立正确的人生观、价值观。

二、教学重点与难点。

1. 教学重点。

（1）故事内容的理解与掌握；（2）学生阅读能力的提高。

2. 教学难点。

（1）培养学生的阅读兴趣；（2）引导学生进行深层次的阅读理解。

三、教学过程。

1. 导入新课。

通过谈论一些与故事有关的话题，引起学生的兴趣，如“你喜欢听故事吗？为什么？”、“你最喜欢的故事是什么？为什么？”等。

2. 阅读故事。

（1）教师朗读故事，学生跟读；（2）教师讲解故事中的生词、短语等；（3）学生分组讨论故事中的主要人物、事件、情节等内容；（4）学生展示小组讨论成果，进行互动交流。

3. 操作练习。

（1）学生个人完成故事相关的练习题，如选择题、判断题等；（2）学生交流答案，订正错误。

4. 拓展延伸。

（1）教师提出一些与故事相关的问题，引导学生进行深层次的思考和讨论；（2）学生进行小组合作，展示他们对故事的理解和想法；（3）学生进行个人总结，写下对故事的感想。

5. 作业布置。

布置阅读相关的作业，如写一篇关于故事的读后感，或者选择一段故事进行朗读等。

四、教学反思。

本节课通过故事的阅读，引发学生的阅读兴趣，培养学生的阅读能力，同时也培养了学生的合作意识和团队精神。

七年级下册unit3教案

七年级下册unit3教案教案标题：七年级下册 Unit 3 教案教案目标：1. 通过本单元的学习，学生将能够掌握有关描述人物外貌特征和个性特点的词汇和句型。

2. 学会使用形容词来描述人物的外貌特征和个性特点。

3. 提高学生听、说、读、写的能力，培养他们的语言表达能力和交际能力。

教学重点：1. 学习并掌握有关人物外貌特征和个性特点的词汇和句型。

2. 运用所学知识进行听、说、读、写的综合训练。

教学难点：1. 学生能够正确运用所学的形容词来描述人物。

2. 学生能够用英语进行简单的人物描述和交流。

教学准备：1. 教材：七年级下册英语教材 Unit 32. 多媒体设备：投影仪、电脑等3. 教学辅助材料：词汇表、图片、录音机等教学过程：Step 1: Warm-up (热身活动)1. 让学生观看一些图片，描述图片中的人物外貌特征和个性特点。

2. 引导学生用英语进行简单的人物描述和交流。

Step 2: Presentation (呈现)1. 呈现并教授本单元的词汇和句型，如：tall, short, long hair, short hair, friendly, outgoing, etc.2. 通过图片、示范和多媒体等方式帮助学生理解和记忆所学内容。

Step 3: Practice (练习)1. 进行听力练习，播放录音，让学生根据听到的描述选择正确的图片。

2. 进行口语练习，让学生两人一组互相描述自己和对方的外貌特征和个性特点。

Step 4: Consolidation (巩固)1. 组织学生进行小组活动，让他们根据所学内容创作一个简短的对话，描述自己和他人的外貌和个性。

2. 鼓励学生积极参与讨论和交流，提高他们的口语表达能力。

Step 5: Extension (拓展)1. 让学生用所学词汇和句型写一篇关于自己或他人的短文，描述外貌和个性特点。

2. 学生可以互相交换作文并互相评价，提出改进建议。

Step 6: Summary (总结)1. 回顾本节课所学的内容，让学生总结所学的词汇和句型。

人教版新目标七年级英语下册 Unit 3 教学设计

人教版新目标七年级英语下册 Unit 3 教学设计一. 教材分析人教版新目标七年级英语下册Unit 3主要围绕着日常生活中的活动展开，包括起床、吃早餐、上学等。

本节课的主要话题是描述日常活动的时间，学会用一般现在时来描述规律性的动作，用一般过去时来描述过去发生的事情。

教材通过丰富的图片、对话和练习，帮助学生掌握日常英语口语交流的能力，同时培养学生的观察力、思维力和创造力。

二. 学情分析七年级的学生已经掌握了基本的英语语音、词汇和语法知识，具备一定的英语听说读写能力。

但部分学生对英语学习仍存在恐惧心理，缺乏自信心。

针对这一情况，教师应关注学生的个体差异，鼓励他们大胆开口说英语，并在课堂上给予及时的反馈和鼓励。

三. 教学目标1.知识目标：–学会描述日常活动的时间。

–掌握一般现在时和一般过去时的基本用法。

–增加相关词汇：wake up, get up, have breakfast, go to school 等。

2.能力目标：–能够用英语简单描述自己的日常活动。

–提高学生的英语听说能力和团队协作能力。

3.情感目标：–激发学生学习英语的兴趣，培养积极的学习态度。

–增强学生之间的友谊，培养团队精神。

四. 教学重难点•描述日常活动的时间。

•运用一般现在时和一般过去时进行口语交流。

•正确运用一般现在时和一般过去时描述自己的日常活动。

•学会在适当的情境下使用一般现在时和一般过去时。

五. 教学方法1.情境教学法：通过设定生活情境，让学生在实际语境中学习、运用英语。

2.任务型教学法：引导学生参与各种小组活动，提高学生的团队协作能力和口语表达能力。

3.激励评价法：及时给予学生反馈，关注学生的点滴进步，激发学生的学习兴趣。

六. 教学准备1.教学素材：教材、多媒体课件、录音机、磁带、相关图片等。

2.教学工具：黑板、粉笔、投影仪等。

七. 教学过程1.导入（5分钟）–教师与学生用英语进行自由谈话，引导学生谈论日常活动。

–提问：What time do you get up? What do you have for breakfast? 让学生用英语回答。

七年级下Unit_3 Section A (1a-1c)教案

七年级Unit 3 Section A (1a-1c)一、概述本单元以“交通工具”为中心话题，围绕谈论“How do you get to school?”而展开教学及运用How long/How far 询问去某地的时间和距离，而Section A (1a-1主要是学习交通工具的单词和运用how引导的特殊疑问句，询问到达目的地的，这一话题贴近学生们的日常生活，它继第三单元谈论“假日计划”后安排这样一个话题，符合学生的认知结构和年龄特征，它将为本单元后面的课时做好铺垫，也为学生口语交际打下基础。

本课是本单元的第一课时。

本单元认识掌握交通工具，然后学习短语take the subway, take the train, ride a bike, walk等，最后学习句型How do you get to school? I take the bus. 在本节课中学生要学习练习含有第一，二人称和第三人称单数，How 引导的特殊疑问句。

How doe Mary get to school? She takes the subway.二、教学目标分析：1. 知识与技能：1) 能掌握以下单词：bus, train, subway, taxi, walk, pane, ride, bike.2) 能掌握以下短语：take the bus, take the subway, take the train, take the taxi, take the plane, take the car,drive the car, ride the bike, walk.3) 能掌握以下句型：①—How do you get to school?ride my biketake the busI take the subway to school.take the taxitake the carwalk②—How does Mary get to school?rides my biketakes the busShe takes the subway to school.takes the taxitakes the carwalks4）学会将课内外习得的生词和习惯用语、谈论交通工具等综合运用。

七年级英语下unit,3教学案及教学反思教案

七年级英语下unit,3教学案及教学反思教案Unit 3: Learning to LearnLesson 1: Introducing Learning StylesObjective:- To introduce the concept of learning styles to students - To help students identify their own learning stylesPreparation:- Prepare a variety of learning style inventories and activities to engage students in identifying their learning preferences- Create a mind map or chart to display different learning styles- Prepare examples of famous individuals who achieved success by understanding and utilizing their learning style effectivelyProcedure:1. Opening (5 minutes)- Greet the students and introduce the topic of learning styles.- Explain the importance of understanding one's learning style in order to maximize learning potential.2. Presentation (15 minutes)- Present a brief overview of the different types of learning styles such as visual, auditory, and kinesthetic.- Use the mind map or chart to highlight the characteristics of each learning style.3. Activities (20 minutes)- Engage students in various activities to help them identify their own learning style, such as self-assessment quizzes, group discussions, and interactive exercises.- Encourage students to reflect on past learning experiences to determine which style they are most comfortable with.4. Discussion (10 minutes)- Facilitate a class discussion on the advantages and disadvantages of each learning style.- Discuss the idea that individuals can have a combination of learning styles and that understanding this can help them adapt to different learning situations.5. Conclusion (5 minutes)- Summarize the main points of the lesson and emphasize the importance of recognizing and utilizing one's learning style.Lesson 1 Reflection:The introduction of learning styles was well received by the students. They actively participated in the activities and demonstrated a strong interest in understanding their own learning preferences. The use of examples of successful individuals who embraced their learning styles effectively helped to inspire the students and highlight the practical application of the concept. Overall, the lesson achieved its objective of introducing the concept of learning styles and helping students identify their own preferences.Lesson 2: Study Habits and Time ManagementObjective:- To introduce effective study habits and time management techniques to students- To encourage students to develop a personalized study planPreparation:- Prepare a list of effective study habits and time management techniques- Create a study plan template for students to fill out - Gather examples of study schedules and time management toolsProcedure:1. Opening (5 minutes)- Review the concept of learning styles and emphasize the importance of applying effective study habits and time management techniques to maximize learning potential.2. Presentation (15 minutes)- Present a list of effective study habits and time management techniques, such as setting goals, creating a study environment, prioritizing tasks, and using time management tools.- Discuss the benefits of each technique and provide examples of how they can be applied in real-life situations.3. Activities (20 minutes)- Engage students in a hands-on activity to create their own study plan based on their learning style and personal goals.- Encourage students to share and discuss their study plans with their peers for feedback and improvement.4. Group Discussion (10 minutes)- Facilitate a group discussion on common challenges and solutions related to time management and effective study habits.- Encourage students to share their own experiences and strategies for overcoming study obstacles.5. Conclusion (5 minutes)- Summarize the main points of the lesson and emphasize the importance of developing personalized study habits and time management techniques.Lesson 2 Reflection:The presentation of effective study habits and time management techniques was well received by the students. They actively participated in creating their study plans and demonstrated a strong understanding of how to apply the techniques to their own learning situations. The group discussion allowed students to share their own experiences and learn from each other, creating a supportive and collaborative learning environment. Overall, the lesson successfully introduced students to effective study habits and time management techniques and encouraged them to develop personalized study plans.In conclusion, the unit on learning to learn was an engaging and informative experience for the students. Thelessons effectively introduced the concepts of learning styles, study habits, and time management techniques, and encouraged students to reflect on their own learning preferences and develop personalized strategies for success. The active participation and enthusiasm of the students demonstrated their genuine interest in understanding how to learn effectively, setting a strong foundation for their future academic endeavors.。

七年级英语下册unit3 全部教案

Unit 3 Let’s celebrate!Period（1）Comic strip+ Welcome to the unit一教学目标1能听、说、读、写单词holiday, as, monkey, why, mooncake, 并了解其含义。

能听懂、会说单词celebrate, ghost, king, festival, Christmas, Easter,短语dress up, the Mid-Autumn Festival,能理解单词dragon, Halloween,短语the Dragon Boat Festival。

2能了解中外一些重要的节假日及主要庆祝方式，从而激发对本单元的学习兴趣，并初步培养自己的世界文化意识。

3能就有关“个人对节日的喜好”情况相互进行简单询问及回答。

4能在教师的指导下，参与简单的角色扮演活动。

二教学重点1日常交际用语和生词的正确读音；2能模仿第35页Part B的对话，简单谈论个人对节假日的喜好情况。

三教学难点1能根据相关情景，正确地理解，区分相应的节假日名称；2能初步在情景中运用本课所学的互相询问节假日的交际用语。

四课前准备1教具准备：实物投影仪幕布、四幅卡通漫画图片(第3页)、六幅图片(第35页Part A)、一张人物图片(《西游记》中孙悟空的形象)。

2教学准备：请学生准备一张白纸并两人一组讨论写出他们所知道的节日名称(中文)。

3板书准备：黑板上预先写好课题Unit 3 Let’s celebrate!五教学步骤(第34页Comic strip)1 教师用实物投影出示第34页卡通图片，指着图片说Look! We can see Eddie and Hobo again.(图片1)问：What are they doing? Can you guess? 帮助学生回答：I think they’re celebrating their holiday.学习并操练单词：celebrate, holiday。

英语：Unit 3教案(人教新目标七年级下)

英语：Unit 3教案（人教新目标七年级下）Language goals:●In this unit students learn to describe animals and express preferences and give reasons.New languages:●Let’s see the pandas first.●Why do you like koalas?●Because they’re cute.●Because they’re pretty interesting.●Because they’re kind of shy.●Because they’re very big.●names of animals such as tiger, elephant, koalas, dolphin●description words such as smart, cute, clever●names of countries: Australia, South AfricaRecycled language●between, across from●He’s/ She’s from …He’s/ She’s five years old.●name of countries: China, JapanDifficult points:1. Listening for the names of animals. Listen for the description words about animals.2. Read the description words about animals. Write about the animal you know.3. why, what, where questions, because, adjectives of qualityTeaching aids:● A tape recorder●Some picturesTeaching periods:●Period 1: Section A1a, 1b, 1c●Period 2: Section A2a, 2b, 2c●Period 3: Section A3a, 3b, 4●Period 4: Section B 1, 2a, 2b, 3●Period 5: Section B 3a, 3b, 3c, 4●Period 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages:Let’s see the pandas.Why do you want to see the lions?Because they’re cute.3. Enable the students to talk about animals.4. Help the students learn how to listen to and talk about animals.Teaching procedures:Step 1. Warming upTalk about animals using pictures.Teach new words about animals by the pictures.Step 2.Match work (1a)Ask the students to read the words and the picture, and then match the names with the pictures a–h.Encourage or help the students to say something about the picture and do the match work.Step 3. Listening (1b)Point to the numbered list of words in activity 1a and play the recording. Ask the students to listen to the recording and circle the countries in 1a.Play the tape and then check the answers.Ask the students to listen to and repeat after the recording and then check the answers.Further activity: Ask the students to do some pair work in the following way if they can understand thelistening material well.Step 4. Pair work (1c)Ask the students to make conversations in pairs.Show the following.—Let’s see the pandas / giraffes / lions / penguins / dolphins / koalas /elephants / tigers?—Why?—Because they’re cute / interesting / fun / interesting / smart.Say: Now please make conversations in pairs, using the animals in activity 1a and the description words in activity 1c.Homework1. Ask the students to remember the new words in this period (on page 116) by heart.2. Ask the students to practice the conversation in activity 1c.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:I like dolphins.Why do you like dolphins?Because they are kind of interesting.3. Enable the students to talk about animals and tell why they like them.4. Help the students learn to talk about animals and tell why they like them.Teaching procedures:Teaching procedures:Step 1. Free talk and lead-inRevise the names of the animals.Say: In last period we learnt the names of some animals. Now let’s do some revision. Please look at the pictures one by one and you have to tell me the name of the animal in the picture. OK?Show the students the animal pictures one by one.Revise the conversation learnt in the last period.Give more chances to more students to practice talking about the animals and expressing why they like the animals.Step 2. Listening (2a, 2b)First ask the students to listen and fill in the chart in activity 2a.Play the recording for the first time. Ask the students to listen carefully and write down the animals.Play the tape the second time.Ask the students to pay attention to the words in the box in Activity 2b.Ask the students to pay attention to the conversation in activity 2b.After that, check the answers.Then ask the students to listen to and repeat the dialogue after the recording.After this, ask the students to practice the conversation without the help of the recording.Step 3. Pair work (2c)Ask the students to work in pairs, ask and answer about animals they know.Ask the students to practice: Why? Because they are…Step 4.GrammarfocusAsk the students to read the sentences in the grammar box and sum up the sentence structure.Practice suggestion: Ask the students to work in groups and write down their own opinions on the animals in Activity 1a on a piece of paper; show their work to the group members. And then ask and answer questions.HomeworkAsk the students to do the following:1. Make similar dialogues according to the conversation in 2c.2. Use the words in the box in activity 2b to make sentences.3. Ask the students to find more description words about animals.Period 3Teaching aims:1. Teach vocabulary words.2. Target languages:Where are lions from?Lions are from South Africa.3. Enable the students to say where some animal are from.4. Help the students to say where some animals are from.Teaching procedures:Step 1. Free talk and lead-inShow the students some pictures and ask some questions.Show the first picture with a panda in it.Show other pictures of animals and ask questions and go on with others in the same way.Step 2.Match work (3a)Ask the students to read the maps and the animals in activity 3a.Let the students look at the three animals.Let the students match the countries and the animals.Move around the classroom to see if the students need help.Ask the students to draw lines to match the maps with the pictures.Step 3. Pair work(3b)Ask the students to read the conversation in activity 3b.Ask the students to work in pairs and ask and answer questions.Step 4. GameAsk the students to read the list of countries and animals.Let the students look at the list of countries and animals and find a person to translate the list of countries and animals into Chinese.Show the students how to play the game.Play the recording for the first time.Play the recording again and check the answers by replaying the tape.HomeworkAsk the students to practice talking about where animals come from in Activity 3a.Period 4Teaching aims:1. Teach vocabulary words.2. Target languages:What animals do you like?I like elephants.3. Enable the students to talk about why they like some animals.4. Help the students to learn how to talk about why they like some animals.Teaching procedures:Step 1. Warming and lead-inCheck the homework by asking some questions.Show the pictures of lions, pandas and koalas.Say: Where are pandas from? Where are koalas from? Where are lions from?Show a picture of a big elephant.Step 2.Match work(1)Ask the students to read the words and the picture, and then match the names with the pictures a–h.Point to the pictures one by one.Ask the students to read the eight numbered adjectives at the top.Ask the students to do the match work.Step 3. Listening (2a, 2b)Point to the numbered list of words in activity 1 and play the recording. Askthe students to listen to the recording and circle the description words inactivity 1.Play the tape for the first time.And then play the recording the second time.Ask the students to pay attention to the headings in 2b.Play the first four lines of the recording of the conversation and stop the tape.Play the rest of the conversation.Check if the students get the right information. If not, play the part studentscan’t understand well or get the right information again (and again).Step 4. Pair work(3)Ask the students to read the dialogue.As the students work, move around to see if help is needed.Ask the students to work in pairs.Homework1. Ask the students to try to remember the new words learned in this period.2. Ask the students to try to practice talking about the animals they like according to activity3.Period 5Teaching aims:1. Teach vocabulary words.2. Target languages:She likes to play with her friends and eat grass.Please be quiet.He sleeps during the day, but at night he gets up and eats leaves.3. Enable the students to write a description of an animal.4. Help the students to write a description of an animal.Teaching procedures:Step 1. RevisionBefore the new lesson, do some revision to check the homework.Show some pictures with a panda, a lion, a koala, an elephant, a dolphin, a tiger and penguin in each of them.Say: Morning, boys and girls. Nice to see you again. Have you remembered we learned how to describe animals? Can you say some of them?Ask some students to answer questions.Give more students chances to say, and let them have enough practice.Step 2. Presentation (3a)Let the students read the pictures and the descriptions.Ask the students to read the articles in 3a and answer the following questions.Show the following.Explain some language points that students may not understand. For example, the difference between play and play with.Step 3. Reading and filling in the blanks (3b)Ask the students to look at the pictures in activity 3a and teach new words.Say, Look at picture d. What is the panda eating? What is the koala eating?Write leaves on the blackboard. Ask a student to give the Chinese meaning and go on with the others in the same way.Ask the students to read the box on the left in activity 3b.Point out the description in 3b with blank lines where some words are missing.As the students work, move around the room checking progress and offering language support as needed.Ask the students to try to recite the description.Step 4.Writing (3c)Ask the students to write an article about the animal they like.Show the following.What’s the name of your favorite animal?How old is it?Where is it from?What does it like to do?What description words can be used to describe your favorite animals?After that have them present to the class.After the students finish writing the description, let them share their writingwith others in the class.Step 5.Group work(4)Point out the example in the speech bubbles in activity 4. Ask two students to read it. Then divide the class into groups of four.Say: You will take turns reading your description from 3c to your group. The other students in the group guess what animal you wrote about.As students work, move around the classroom, making sure each student has a chance to read his or her description to their group.Ask a few students to read their description to the class.Homework1. Ask the students to practice writing an article about one of their favorite animals.2. Ask the students to share their description in 3c with more students.Period 6Teaching aims:1. Teach vocabulary words.2. Enable the students to write about animals.3. Help the students to write about animals.Teaching procedures:Step 1.Warming upCheck the homework. Then show some animal pictures to the students.Say: We learned to talk about animals you like in the last period. And I asked you to write an article about one of your favorite animals. Did you finish it?Who’d like to share your work?Step 2.Key word check (1)Ask the students to read all the words in this part.Say: In learning to talk about animals, you learned many words on the topic.Now read and check the words you know in 1 on page 18. Then make a8 sentence with each of them.Step 3.Vocab-Builders (2)Ask students to write five new words in their V ocabulary-Builder on page 112.After they are finished, ask two students to write their words down on theblackboard. And ask them to read the words and the whole class repeat. And tell the whole class to remember them after class.Step 4.Writing (3, 4)Point out the example-the description of the elephant.Say, Look at the description of the elephant. I want to ask one of the students to read it to the class.After that, ask them to write a similar description of the other animals.Homework1. Ask the students to summarize what they have learned in this unit.2. Ask the students to write an article about one of their favorite animals.。

2014-2015下新目标七年级英语下册教案Unit3教案2

Unit 3 Why do you like koalas?Part 1: Teaching Design第一部分：教学设计Period 1: Matching , Listening and Speaking (Page 13)(Why is that?)Objectives●To learn to use Why● To learn to use Because …Procedures■ Warming up by asking and answeringGood morning, class. Look at this photo! What’s this in English? It’s a koala. What’s his name? His name’s Gina. Is this my photo of koala? Y es, it is. It is my photo of koala. This is my koala. Where’s this koala from? Where’s his hometown? Y ou are clever. His home is Australia. How much is this koala? He is 500 dollars. When is his birthday? His birth is April 2, 2003. Do you want to go to Australia? Can you see koalas there? Do you like koalas? Why do you like koalas? 你为什么喜欢袋鼠啊？ 1a. Looking and matchingLook at the pictures on page 13 of the eight animals. Do you know any of them? What are they? Now match the words on the left with the animals on the rught.1b Listening and checkingI’m going to play three conversations. Listen carefully and check the animals you hear.Now go to page 83 to read the conversations. While reading try to find all the questions with Why. And also cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s grammar study, indeed.Read the conversations again and underline all the useful expressions. Copy them in your notebook after class.Read the conversations and turn them into a short article.Now let’s try to talk by imitation. Imitation talking is using the structure of an example conversation as a form to talk about something of our own.1c Pairing and speakingWork in pairs with your partner. First, give attention to the four description words.Then pay attention to the example conversation.Now you can make conversations about animals. Y our conversations can be like the example. Use thedescription words.A:Let’s see the elephant.B: Why do you want to see the elephant? A:Because it’s very smart.A:Let’s see the dolphins.B: Why do you want to see the dolphins? A:Because they’re very cute. A:Let’s see the panda.B: Why do you want to see the panda? A:Because it’s very interesting. A:Let’s see the tigers.B: Why do you want to see the tigers? A:Because they’re ver y fun.Period 2: Listening and Speaking (Page 14)(Why do you like elephants?)Objectives●To learn to describe animal●To learn to express preferencesProcedures■Warming up by asking and answering about animalsHello, everyone. What animals do you like? What animals can you see in the zoo?What animals can fly in the sky?What animals can swim in the river? What animals are dangerous? What animals are friendly? What animals can you have at home? What animals can you see on the farm? What animals can help you?2a Listening and writingLook at the chart on page 14, please. Listen carefully. The first time you only listen. The second time you listen and draw a line matching the animal with the description word.Animals Description Words1. koalas a. interestingb. cute2. dolphins c. fund. smart2b Listening and completingY ou listen to the conversation again. Listen and complete the sentences with a word from the box. Julia: Let’s see the koalas.Henry: Why do you like koalas?Julia: Because they are very cute.Now turn to page 84. Read the conversation and underline all the useful expressions. Copy them in your notebook after class.Read the conversation and turn it into a short article.Now let’s talk as they do in the conversation. We are going to talk in imitation of the conversation we have just heard and read.2c Pairing and speakingGood. Now we go on to make conversations. Use the words in Box 1, Box 2, and Box 3 on page 14.Period 3: Completing, Speaking and Speaking (Page 15)(Who is your science teacher?)Objectives●To learn to use Because…●To learn to use adjectives of qualityProcedures■Warming up by studying the grammar focusHello, class. Can you read the questions and answers in the grammar focus on page 14?Can we ask and answer like this?3a Looking and matchingLook at the three countries on the map. What are they? They are China, Australia and South Africa.Can you match the countries words with the animals?3b Pairing and speakingNow work in pairs. Take turns asking and answering questions about the countries and animals in 3a.4. GAME BingoLet’s play a game. It’s called Bingo. Please write nine words from the list in the bingo board. Write one word in each square. Everyone will have a different Bingo board.Now listen to tape and cross X out the words you hear. Say Bingo when you get a row of XXX. The first to get a row of XXX is the winner.Well. Who is the winner?Now go to page 84 to read the conversations. While reading try to cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s grammar study, indeed.Read the conversations and turn them into a short article.Now let’s talk as they do in the conversations. We are going to talk in imitation of the conversation we have just heard and read.Period 4: Matching, Listening and Speaking (Page 16)(Where do you want to go now?)Objectives●To learn to use What , Why, Where questions;●To learn to use Because…Procedures■Warming up by talking about animalsFirst, I’d like to know about your likes and dislikes. What animals do you like? I like elephants. They arecute. What other animals do you like? I like dogs, too. Why? Because they’re friendly and intelligent.1 Looking and matchingLook at the pictures on page 16. Do you like the animals? Why?Now please match the description word with the animal.Different people have different answers. What are your answers?2a Listening and circlingNow I will play a recording of a conversation between Tony and Maria. This time circle the adjectives you hear. (interesting, clever, ugly, cute, beautiful, shy)2b Listening and fillingI’ll play the recording again. This time please fill in the words they say about each animalWe are going to read the conversation page 84. Now read it carefully. While reading try to cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions.Read the conversation and turn it into a short article.3 Pairing and speakingWork in pairs. Use sentences like the ones on page 16 in 3 to say what you think about different animals.Period 5: Reading, Filling, Writing and Speaking (Page 17)(This is Molly.)Objectives●To learn to describe animal●To learn to use adjectives of qualityProcedures■Warming up by going over the verbs learned son farHi, class. V erbs are for making sentences. Now read after me the verbs we learn so far.3a Reading and matchingLook at the three descriptions of animals. Take turns reading them one by one. While reading remember to cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions.Then read the descriptions after the tape.Next, I’ll ask some questions about the descriptions. Y ou should answer them as quickly as you can.Finally, learn the descriptions by heart. I’ll ask some students to retell about these anim als without looking at their books. I give you the chart to help you to retell.Now read the descriptions again and turn them into dilogues.3b Looking and fillingGo over the three descriptions and fill in the blanks with the words from the box.Good. Read and learn the description about the lion by heart.3c Thinking and writingNow you can write a description like the one in 3b. Y ou can use some of the same words. Write about any animal you like.4 GROUPWORKGet into groups of four. Y ou will take turns reading your description from 3c to your group. The other students in the group will guess what animal you write about.SELF CHECK1 Reading and checkingRead the words on page 18 and check the ones you know.2 Writing your new words downPlease write new words in your notebook.3 Looking and writingLook at the description of the elephant and write a similar description of the animal koala.4 Drawing and writingNow draw two animals and write about them.。

人教版初中七年级英语下册第三单元Unit3教案含教学反思

⼈教版初中七年级英语下册第三单元Unit3教案含教学反思第3单元How do you get to school?类别课程标准要求掌握的内容话题Transportation交通⽅式Section A 单词train n.⽕车bus n.公共汽车subway n.地铁ride v.骑n.旅程bike n.⾃⾏车sixty num.六⼗seventy num.七⼗eighty num.⼋⼗ninety num.九⼗hundred num.⼀百minute n.分钟far adv.& adj.远；远的kilometer(=kilometre)（abbr.km）n.千⽶；公⾥new adj.新的；刚出现的every adj.每⼀；每个by prep.(表⽰⽅式)乘(交通⼯具) drive v.开车car n.⼩汽车；轿车live v.居住；⽣活短语get to到达take the subway 乘地铁ride a bike 骑⾃⾏车every day每天by bike骑⾃⾏车from home to school 从家到学校how far 多远句型1.—How do you get to school? 你怎样去上学？—I ride my bike.我骑⾃⾏车。

2.—How long does it take to get to school？去学校要多长时间？—It takes about 15 minutes. ⼤约15分钟。

3.—How far is it from your home to school? 从你家到学校有多远？语法how引导的⼀般现在时的特殊疑问句写作介绍⾃⼰或他⼈的出⾏⽅式知识⽬标掌握how引导的特殊疑问句。

能⼒⽬标能掌握有关乘坐交通⼯具的对话和谈论各种交通⼯具的⽂章，并能熟练运⽤“介词by+交通⼯具”和“take + a/an/the+交通⼯具”等短语,写短⽂。

情感⽬标了解现在⼈们的出⾏⽅式与以前发⽣了哪些变化；培养⾃⼰的时间观念，养成良好的守时习惯。

七年级英语下册Unit3教案

Unit 3 The Million Pound Bank-Note Ｉ．单元教学目标技能目标Skill Goals Talk about short stories and dramas. Learn how to act out a play. Learn how to request and order food. Learn Noun clauses as the object and predicative. Write a play or drama. II．目标语言功能句式Request（请求）Would you please come in? Would you mind waiting just a few minutes? May I ask you how much money you have? — Well, to be honest, I have none. Could you offer me some kind of work? I wonder, Mr. Adams, if you mind us asking a few questions? — Go right ahead. Ordering food (点餐) I’d like some ham and eggs and a nice big steak.I’ll have a nice long glass of beer.词汇1. 四会词汇bet, scene, tale, servant, permit, bay, stare, spot, passage, account, appearance, patience, silly, jealous, unbelievable, steak, tiny, wolf, dessert, rude, manner, scream, shoulder, rag, indeed, bow, decade, pilot, humour, novel, character, director, barber 2. 认读词汇narrator, incredible, Roderick, Oliver, nightfall, unpaid, charity, willingness, simply, Clemens, issue, fake, boyhood, Hannibal, Missouri, Mississippi, fathom, contest, Yale, loneliness, playwright, script 3. 固定词组make a bet, go ahead, by accident, account for, to be honest, in rags, even if, get into trouble 4. 重点词汇bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous, in rags, indeed, even if, get into trouble 语法Noun clauses as the object (宾语从句)I can’t say that I have any plans....and he does not know what he should do. I did not know whether I could survive until morning. Noun clauses as the predicative (表语从句)That’s why we’ve given you the letter.重点句子1. Have you ever made a bet with a friend? If so, what did you bet on? 2. He is lost in London. 3. Permit me to lead the way, sir. 4. As a matter of fact, I landed in Britain by accident. 5. His eyes stare at what is left of the brothers’ dinner on the table.6. I wonder, Mr Adams, if you’d mind us asking a few questions.7. I earned my passage by working as an unpaid hand, which accounts for my appearance. 8. Well, we will have to take a chance. 9. (in a rude manner) What’s there to wait for?10. He’s in rags!学习兴趣，使学生对马克·吐温及其作品, 有个初步的了解。

人教版英语七年级下册Unit3教学设计

3.阅读理解：教师提供一篇关于不同职业的英文文章，要求学生阅读并完成相关练习。练习包括填空、选择、判断等，旨在检验学生对文章内容和职业词汇的理解。
4.词汇练习：学生整理本节课所学的职业词汇，并用自己的话解释每个词汇的意思。然后，用这些词汇造句，展示对词汇的掌握。
例如：“My uncle is a doctor. He works at a hospital and takes care of patients every day.”
2.教师通过实例讲解，让学生理解并掌握两种时态的用法，如：
- “I will study hard to become a doctor when I grow up.”
- “He is kind and helpful. He likes taking care of animals.”
3.引导学生关注职业词汇和表达方式，如：future, want to be, doctor, engineer, pilot, teacher等。
2.口语练习：学生分组，每组选择一个职业进行角色扮演，运用本节课所学的词汇和表达方式，进行对话练习。要求每组将对话录制下来，并在下一节课前提交给教师。
例如：
- A: What do you want to be in the future?
- B: I want to be an engineer. I like solving problems and designing new things.
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结一般将来时态和一般现在时态的用法，以及职业词汇和表达方式。
2.学生分享学习心得，交流学习方法和技巧。
3.教师强调本章节的重点和难点，提醒学生注意在实际语境中灵活运用所学知识。

2014年冀教版七年级英语下Unit3 School Life全单元精美教案(共计25页)

Book TwoUnit 3 Lesson 13: How Is School Going?戴叶霞/ 河北省张家口市第七中学Teaching Analysis1. Teaching Aims●Knowledge Section：（1）Master the following words：life, term, start, finish, twice, win, social, myself（2）Common phrases：sport meet, twice a week \ year, long \ high jump, be good at, social studies, by oneself●Skill SectionContinue to build up the ability in listening, speaking, reading, writing and translating, especially enable the students to make sentences in English about their school life.●Affect SectionGet students to know how to describe their school life correctly.2.Teaching FocusV ocabulary and patterns in this lesson3. Difficult pointsHow is … going?Teaching AidsMultimedia, radio-tapeTeaching ProceduresStep I Class Opening (1 minutes)1.GreetingT: Good morning, class! How are you today?Ss: Good morning, Miss Dai ! Fine, thank you. And you?T: I’m fine, too.2.Free TalkT: What’s the date today?S1：It’s April 7th.T: What day is it today?S2: It’s Monday.T: Look out of the window. What’s the weather like today?S3: It’s sunny.[设计思路：使用亲切、贴近生活的问候语言拉近师生关系，带学生自然进入英语氛围。

人教版英语七年级下册Unit3第三课时SectionA(GrammarFocus-3c)教案

Unit 3 How do you get to school?The Third PeriodSection A (Grammar Focus3c)I.Teaching aims1.Key words:drive,car,live2.Key phrases:drive (one’s car) to workII.Important points:1.学习how对交通方式的提问的特殊疑问句及答语2.how long对时间段的提问3.how far对距离和路程的提问III.Difficult points:take the bus 与by bus的区别IV.Teaching processStep 1 Lead inHello,boys and girls.I get to school by bike.It takes me ten minutes to get to our school.It’s about two kilometers from here.Now please tell your partner something about you like me.Step 2 Work on Grammar Focus教师列举几个含有how,how long,how far的句子,学生分小组讨论其规律,并发言,教师最后进行总结补充。

Step 3 Work on 3a3c1.认真读3a的两组句子,并将问题和答案匹配,集体核对答案。

2. 让学生利用所给的单词组成句子,并让学生将答案展示在黑板上,要求学生两人一组互相提问,完成3b。

3. 以小组为单位,每个学生采访其他的学生(表格的问题),并把采访相符的学生的名字写在对应的name下面,然后利用采访的结果完成一篇小短文。

In our group, Jim lives about five kilometers. Mary and Kate walk toschool. Sally takes a bus to school. Tom goes to school by bike. Jim needs about an hour to get to school. Mary and Kate need about ten minutes to get to school.Language points1.drive的用法drive 动词，意为“开车；驾驶”。

七年级英语下学期Unit3教案4

Unit 3Why do you like koalas?Section B :3a–3c1 . Teaching AimsA :Knowledge & skill aims :Key vocabulary : The names of animals , cute beautiful interesting funsmart very kind of .Target language: Read and write a description of an animal.Ability Object :( 1 ) . Learn how to describe animals .( 2 ) . Complete a short composition to improve the students ’ writing skill( 3 ) . Train students’ listenin g , speaking, reading , writing skill .Train students’ communicative competence .B : Process & method aim( 1 )The students will practice and discuss the knowledge .( 2 )Reading and writing methods , Double activities , individual work , pair work , group work .C : Emotion & attitude aim : The students will learn how to love ournature and protect animals2 . Teaching Key PointsKey vocabulary and target language .3 . Teaching DifficultiesWhat questionsWrite descriptions about animals.4 .Teaching AidsA computer , teaching pictures , a flash .5. Teaching procedureStep 1 . Warming upTask 1 . lead – in .Greeting to each other , then show them a picture of a koala , talk the koala with a student . and then sow them some animals ’pictures and ask them to talk about the animals that they like .Step 2 . PrentationT:This class we will go on learningUnit 3Why do you like koalas?Section B ：3a – 3cShow the title on the screen by a projector.Show Teaching Aims and read for them .Task 2 : Section B – 3aReading Practiceall the students understand the task .Have them read the passages loudly by themselves .After a while ask three students to read the passages and other students translate .some of them will correct their mistakes .Because some students can’t understand some sentences . I willexplain the knowledge for the whole class . And tell them to pay attentionto the important points , such as the phases :“ play with ” , “ get up ” ,“ during the day ” ,” at night ” and the sentence: “ so please be very quiet .”After they all have no questions to ask, I will show the picture of Section B - 3a ,and ask them some questions,and they anwswer me together,and then ask a student to match the passages with the pictures ,and then I willshow the answers to check if he is right .Have them look at the instruction again ,and show them the chart belowagain ,teach them how to read the chart . I will read the Head Line inthe chart and explain the word , “qualities ” for them .Ask them tocomplete the task by themselves . After a few minutes , let some students fill in the chart ,other students will correct the mistakes .I will show the answers to them .Task 3 : Section B -3bFill in the blanks with the words in the box .Show the passage of Section B – 3b on the screen by a projector.Ask them to complete the task by themselves .After a while let a student to fill in the blanks . I will show the answers by a projector .and then ask them to read a sentence and translate it on by one . At last all of them will read it together.Task 4 : Section B - 3CWriting Practice: Write the animals that you likeA student read the title and translate it .Let two students to type the passages on the computer .the other students write it down on their exercise book .Ask some students to read their short passages for us , other students listen to them carefully in order to correct their mistakes .After the two students in front of the classroom complete their short passages , I will show them on the screen ,and ask them to read it for us ,and translate them .and others will check if they are right . If there are some mistakes, let them correct the mistakes . I will add up some knowledge if possible. At last all of them read their own short passage , and correct the mistakes .Task 4 : Extension .1 .Practice using the target languagePair work : Show them a picture of some cute cats. Ask a pair ofstudents to talk about them .and then another pair will talk about the animals he/she like .Group work : I devide them into 10 groupe , there arr 4 persons in a group .Let them talk about the animals in group .and then I will ask some pairs to present their conversations like the example above .2 .Attitude educationShow them a picture of some endangered animals, call the students love our nature and protect animals .Task 5 : summaryA student make a summary about this lesson .Show the summary on the screen .Let them read together .Task 6 :homeworkWrite a passage to describe the animals that you like . ( Words: 50 –80 )。