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1、Module4Unit11inthezooTeachingplanTasksinthisunitBeginaninteractionbyintroducingthenamesofanimalsBeginaninteractionbyguessingthenamesoftheanimalsLanguagefocus:Usingnounstoidentifyanimals.e.g.bear,panda,tiger,monkeyUsingadjectivestodescribeanimalse.g.It’sfat.Askyes/
2、noquestionstoelicitsimpleresponsese.g.Isthis/thatabear?Usingformulaicexpressionstoconfirmordeny.e.g.Yes./No.It’sapanda.Teachingplanforthe1stperiodofUnitelevenBook1AModule4Unit2Period1Aims:Words:bear,tiger,monkey,pandaStructures:Whatisthis/that?Itisa…Itis…Languagef
3、ocus:Usingnounstoidentifyanimalse.g.bearUsingadjectivestodescribethingse.g.Itisfat.Materials:Student’sbook1A,page42,45Aids:wordcards,CDTeachingdate:PROCEDURESCONTENTSMETHODSPURPOSEPre-taskAnimalsofzoo1.Listentothesong‘Inthezoo’.Thenask:Whatcanyouseeinthezoo?歌曲激发学生
4、兴趣。While-task1.Whatisthat?Itisabear.Itisfat.Itisamonkey.Itisthin.Itisatiger.Itisbig.1.Showthepictureofatiger/monkey….e.g.T:Look,Whatisthat?S1:Itisabear.T:Yes,itisabear.Itisfat.通过图片，引出单词和形容词。4Itisapanda.Itislovely.2.Saytherhyme3.Practice4.Workbookpage42partAShow:It
5、isabear.Itisfat.Followtheteacher.1.Havethestudentssaytherhyme.e.g.What’sthis?What’sthis?It’sabear.Itisfat.What’sthat?What’sthat?Itisamonkey.Itisthin.Thebearandthemonkey.Themonkeyandthebear.Icansee..3.Showthestudentssomepicturesoftheanimals.Havethemaskandanswerintu
6、rn.e.g.S1:Whatisthis?S2:Itisapanda.Itisfat.What’sthat?S3:Itisatiger.Itisbig.Whatisthis?S4:…4.S1:Whatisthat?S2:Itisapanda.Itisfat(lovely).S1:Yes,itisafat(lovely)panda.儿歌让学生在欢快中记忆单词。这一活动考验学生掌握知识的熟练程度。形容词作定语的练习。Post-task1.Makeashortdialogue.2.introducetheanimaltheyli
7、keingroup.1.S1:Whatisthis?S2:(Showthepictureofananimaltohimorher)Itisapanda.Itisblackandwhite.2.S:Look!Thisisamonkey.Itisthin.Itislovely.Itcan…语言的拓展，培养学生语言运用能力。Assignment:随笔:由于学生的词汇量非常有限,因此原本打算让学生在描写动物时能用不同的形容词,但是由于没有基础,因此诸如strong,lovely,clever,等单词，虽然上课时进行了教学，但学生的
8、掌握较差，当堂还有些反馈，但是第二天，反馈效果较差。Teachingplanforthe2ndperiodofUniteleven4Book1AModule4UnitelevenPeriod2Aims:Words:Structures:Isthis/that…?Yes./No.Languagefocus
