2021初三英語人教版教案

2021初三英語人教版教課設計在英語任務型教課講堂中，教師應當踴躍指引學生參加講堂任務，經(jīng)過設計任務場景，使學生在講堂上創(chuàng)辦新鮮的情境氣氛中踴躍參加講堂任務教課，提高學生學習的熱忱，提高學習英語的興趣。今天小編在這給大家整理了一些2021初三英語人教版教課設計，我們一同來看看吧!2021初三英語人教版教課設計1一、教課目的：語言知識目標：能掌握以下單詞：heel,scoop,electricity,style,project,pleasure,zipper,daily,website,pioneer,list,mention能掌握以下句型：①—Whenwasthetelephoneinvented?—Ithinkitwasinventedin1876.②—Whataretheyusedfor?—Theyareusedforseeingatnight.能議論物件被發(fā)明的時間、發(fā)明者，表達某發(fā)明的用途。感情態(tài)度價值觀目標：認識一些近現(xiàn)代發(fā)明的時間及用途，激發(fā)自己熱愛發(fā)明的情1/34感。培育想象力，擅長察看事物。面對難題，用踴躍的態(tài)度去解決，發(fā)揮想象力，認識世界，改造世界。二、教課重難點教課重點：本課時的單詞、詞組和句型，學習運用一般過去時態(tài)的被動語態(tài)。學會咨詢發(fā)明時間及用途的基本句型：—Whenwasthetelephoneinvented?—Ithinkitwasinventedin1876.—Whataretheyusedfor?—Theyareusedforseeingatnight.教課難點：運用一般過去時態(tài)的被動語態(tài)來議論發(fā)明的發(fā)明時間及用途。三、教課過程I.Warmingup展現(xiàn)一些近代發(fā)明的圖片與近代發(fā)明的發(fā)明者，讓學生們將圖片與發(fā)明者相連。Doyouknowwhattheseinventionsare?S1:It’sacar.S2:It’satelephone.2/34S3:It’satelevision.T:Doyouknowwhotheseinventorsare?S1:KarlBenzS2:AlexanderBellS3:J.L.BairdLetSsmatchtheinventionsandtheinventors..Presentation指引學生們學習一般過去時態(tài)的被動語態(tài)構(gòu)造。讓學生們看大屏幕的假如愛和發(fā)明者的圖片,并將句子改為被動語態(tài)。如：T:KarlBenzinventedthefirstcarin1885.Thefirstcarwasinvented(byKarlBenz)in1885..TalkingLookatthepicturesin1a.Discusswithyourgroup,inwhatorderdoyouthinktheywereinvented?Trytonumberthem[1-4].Ssdiscusswiththeirpartnersandnumberthepictures.Talkingabouttheinventions:IthinktheTVwasinventedbeforethecar.Well,IthinktheTVwasinventedaftertheTV..Listening(1b)3/34T:TellSslookatthepicturesandyearsontheleft.PlaytherecordingfortheSstolisten.Sslistentotheconversationandtrytomatchtheinventionwiththeproperyear.Playtherecordingagain.Checktheanswers..Pairwork(1c)Sstrytoremembertheinventionandtheyear.StudentB,coverthedates.StudentA,askStudentBwhenthethingsinthepicturein1bwereinvented.Thenchangerolesandpracticeagain.Letsomepairsaskandanswerinpairs.e.g.A:Whenwasthetelephoneinvented?B:Ithinkitwasinventedin1876..LearningthenewwordsListeningLookatthepicturesthenlearnthenewwords.Workon2a:T:TellSstheywillhearsomeinterestinginventions.Lookatthepicturesin2a.Discussthethingswhattheyareusedfor.4/34PlaytherecordingfortheSstolistenandnumberthepictures.Playtherecordingagaintochecktheanswers.Workon2b:1.LetSsreadthechartbelow.ExplainsomemainsentencesfortheSs.Makesuretheyknowwhattodo.PlaytherecordingfortheSstofillintheblanks.Playtherecordingagaintochecktheanswers.Listenagainandfillintheblanks..Pairwork(2c)1.TellSstomakeconversationsusingtheinformationin2b.MakeamodelfortheSs.Whataretheshoeswithspecialheelsusedfor?Theyareusedforchangingthestyleoftheshoes.LetsomeSsmakeconversationsusingtheinformationin2b.Seewhichgroupdoesthebest..Role-play(2d)1.ReadtheconversationsandLetSsreadaftertheteacher.Explainsomenewwordsandmainpointsintheconversation.AskSstorole-playtheconversationingroups.5/34X.Languagepoints1.Well,youdoseemtohaveapointhaveapoint有道理e.g.Iadmit(that)youhaveapoint.我認可你有理。2.Theyareusedforseeinginthedark.beusedfordoingsth.表示“被用來做某事”。相當于beusedtodosth.e.g.Thiscomputerisusedtocontrolallthemachines.這臺電腦是用來控制全部機器的。Doyouknowwhatthistoolisusedfor?你知道這工具是用于做什么的?3.Thinkabouthowoftenit’susedinourdailylives.thinkabout表示“考慮，想起”e.g.Heisthinkingabouttravellinginthesummerholidays.他正在考慮暑期旅游的事。Shewasthinkingaboutherchildhooddays.她正回憶她的童年期間。【拓展相關think其余的短語】thinkof指“考慮，記憶，記起”如：Youthinkofeverything!你全都提到了。Ican’tthinkofhisnameatthemoment.我一時想不起他的6/34名字。thinksth.over指“仔細想，謹慎思慮，作進一步考慮”如：PleasethinkoverwhatIsaid.請仔細考慮我說的話。Iwanttothinkitover.我想仔細考慮一下這件事。thinksth.out指“想通，想出，熟思”如：Hethoughtoutanewidea.他想出了一個新想法。Thatwantsthinkingout.那件事需要仔細考慮。HomeworkRecitetheconversationin2d.2021初三英語人教版教課設計2教課目的(TeachingAims)經(jīng)過本課教課，使學生初步學會說：什么東西或什么人在什么地方，即人或物所在的地點。并要修業(yè)生盡可能在社交場合使用。本課只教課生靜態(tài)地點的表達。(動向地點今后再學)要學習be動詞，介詞in,on,near,behind,under以及定冠詞the和不定冠詞a/an的用法。詞匯學習：掌握：of,classroom,answer,blackboard,some,schoolbag,flower,find,window理解：broom,raincoat,cap,HongKong,Macao,SAR語音：/i:/e/e/e/k/k/^/g/s/s/z/s7/34教課建議本課主要學會表達大范圍(WhereisBeijing?)和小范圍(Whereismydesk?)的空間關系。小范圍的空間關系，可利用教室里的物件練習句型。老師可不停的變換物件的地點讓學生熟習前面提到的幾個介詞。大范圍的空間關系，老師可利用地圖讓學生確認我國主要城市的地點。老師同時要以特其他表達導入介詞“特指the”與“泛指a/an”用法。以上表達應會聽、說、(包含會問回答)讀，語調(diào)語、音基本正確。輔音音標的發(fā)音不用一步到位。如;/s/,/z/教課重難點解析1.句型a.主謂一致，即be動詞的單復數(shù)。Whereis/Where’s?Itis/It’son/in/behind/near/undertheWhereare/Where’re?Theyare/They’reon/in/behind/near/underthe注意語序：特別疑問句：疑問詞+是動詞+主語+問號b.介詞in,on,near,behind,under的用法;可組成介詞短語。8/34介詞+定冠詞+名詞如：inthemorning,atnight,inthedesk,onthetable,nearthedoor等。平時社交用語Lookatthepicture.Whatcanyousee?Ican/can’tseeCanyousee?Whereis/Where’s?Itis/It’sin,behind,near,undertheWhereare/Where’re?Theyare/They’rein,behind,near,underthe單詞訓練建議classroom,blackboard,schoolbag,raincoat，football均為合成詞?？勺寣W生利用所學過的單詞知識，自學這些單詞。學生能自學的詞盡量讓學生自學，老師可略加指引，以下單詞可遷徙，讓學生自己讀behind→findroom→broom口語訓練建議本課的口語訓練應放在空間關系上。并應當貫串一直?？谡Z訓練重要的一環(huán)就是正確引入“地點”所謂觀點。這與中文有較大的差別。中文說：在里，(上，后邊，周邊)的構(gòu)造，英文只用一個介詞，不同樣的介詞比表達了不同樣的地點，并且一般要與定冠詞the連用。向?qū)W生們介紹介詞時，多用直觀展現(xiàn)，適合用中文。為了使學生可以確實掌握介詞的特色，我們在訓練的最先階9/34段應當集中展現(xiàn)兩個物體之間的變化，不要過早的變換物體，這樣學生就能全神貫注的意會地點表達的基本方法。注意以下幾點：1.創(chuàng)辦一個吻合生活邏輯的語境。2.找尋一個非設計空間表達不行的動機。如：找尋一個發(fā)問者看不見的東西。老師上課找不見黑板擦，問一個學生。----Where’sthebrush?----It’sundertheteacher’老stable師也.可自問自答。盡量從社交出發(fā)，減少純句型練習。3.確立對話參加者之間的特定關系。在物體選擇上，一大一小，組成一主一從的格局。建議教師使用一個色彩鮮亮的大紙盒和一個擁有比較色度的小球，此后再換成玩具小動物，如小狗或小貓等，惹起學生更大的興趣。畫一只貓和一個盒子，這只貓分別在盒子的四個地點，即在上、在下、在里、在后。運用型訓練建議老師可設計一個讓學生去辦公室去拿東西的情形，告訴學生東西的地點。這個練習預先和課代表準備好。課上給全班同學演示。其目的是告訴學生們介詞在生活中的運用。Eg.Teacher:Couldyouhelpme?Student:Sure.T:Gotomyofficeandfetchyournotebooks.10/34Whereareournotebooks?Theyareonmytable.Whereisyourtable?It’snearthesecondwindow.OK.筆頭訓練建議老師可設計一些基本的測試性的筆頭練習，但必定是講堂上頻頻練習過的。多用直觀的方式供給物體的地點，適合中文。注意以下幾點：1.清楚的展現(xiàn)物體的地點。2.嚴格限制表示條件。3.快速反應更正信息。語法訓練建議冠詞訓練a.第一次提到用a/an。定冠詞特指后接單述或復數(shù)名詞?？少n教室里存在的東西，如：地面、時鐘、桌椅等，大家都知道的物件。地點介詞的用法。inthebag,underthetable,onthedesk,onthetable等。感情教育建議11/34經(jīng)過本課確實定地點，以及找尋物件，告訴學生應養(yǎng)成放好自己的物件，不亂扔亂放東西的習慣，培育學生樂于助人，幫助他人找尋東西，以及拾到東西應交公或交還失主的優(yōu)秀道德。可利用本課所供給的內(nèi)容，Taiwan,HongKong,Macao,SAR,進行愛國主義教育。情形教課學習方向表達在平時生活中很實用。我們身旁有好多可就地取材的東西，建議老師在教、學生在學的時候，都不要忽略了身旁的實物。如：書包在哪里，書在哪里，桌椅在哪里等。同學們要盡可能練到信口開河，這樣在社交時才能做到嫻熟自然，學致使用?？吹貓D講地名，要修業(yè)生有地理知識。老師不如在課前讓學生熟習一下地圖，知道三亞在海南，西何在陜西。今后再學用英語表達難度會小些。若有可能，再讓學生看看美國地圖、英國地圖，說說倫敦在哪兒，華盛頓、紐約在哪兒，牢固所學知識，提高學習興趣。冠詞a/an,the的用法冠詞是用在名詞前幫助說明所指的人或事物。其分為不定冠詞(a,an)和定冠詞(the)。不定冠詞a和an的功能1、指人或事物的某一種類。比方：Heisastudent..他是學生。12/342、指人或某事物，但不詳細說明何人或何物。比方;Aboyisoverthere.3、表示數(shù)目“一”的觀點。比方：Ihaveabike,acomputerandasmallroom.我有一輛自行車、一臺電腦和一個小房間。4、用于某些固定詞組中。比方：havealook,haveaseat等。定冠詞the的用法描繪1.用來特指某些人或某些事物。比方：Thebooksonthedeskareourteachers(books被onthedesk所限制).桌上的書是我們老師的。2.常用在上文提到過的人或事物的名詞前。比方：Thereisachairintheroom.Awomanisonthechair.Thewomaninlilysmother.房間里有一把椅子，一位婦女坐在椅子上，那位婦女是莉莉的媽媽。3.用來指說話人兩方都知道的人或事物。比方：Whereistheteacher?老師在哪兒(兩方都知道指的是哪個老師)?4.在世界上唯一無二的事物前。如：themoon5.在序數(shù)詞和形容詞級前。如：theyoungestboy(最年青的男孩)thefirstlesson(第一課)6.用在樂器類前。如：playtheviolin(拉小提琴)13/34用在“姓”前，且“姓”后邊加-s，表示“一家人”如：TheGreensarenothere8.用在一些習習用語中。比方：inthemorning,inthesameclass等。何時不用冠詞?在專用名詞前。比方：inChina;inGradeOne等。名詞前已有了做定語用的形容詞、某些代詞、名詞全部格等修飾詞語時。比方：thispencil;hisknife等。3.表示一類人和事物的復數(shù)名詞前。比方：Theseareoranges.4.在稱呼語或頭銜的名詞前。比方：ThisisMissGao/Mr.Wang/Mrs.Liu.5.在某些習習用語中。比方：gohome;gotoschool等。2021初三英語人教版教課設計3學習目標1.重點單詞：expression，discover，secret，grammar2重點短語：anEnglishmoviecalledToyStory，fallinlovewith，aswell，lookup重點句式：TheteacherspokesoquicklythatIdidnotunderstandher14/34mostofthetime.Iwasafraidtoaskquestionsbecauseofmypoorpronunciation.Icanfindthemeaningofnewwordsbylookingthemupinadictionary.學習重點1.重點短語和句型2.學習英語的方法學習難點學習英語的方法自主學習一、預習課本P3新單詞并背誦，達成下邊的漢譯英。1.表達_________2.發(fā)現(xiàn)________3秘.訣_______4語.法______二、仔細預習P3找出以下短語和句型。1.一部叫做ToyStory的電影2.喜愛上3.也4.老師說得這樣的快致使于我大部分時間都不理解。5.由于我的發(fā)音很差，我懼怕問問題。6.我經(jīng)過在詞典里查問找到新單詞的意思。講堂導學Step1情形導入15/34Teacher：WeiFenreallylikesEnglishandsheisastudentwhoisgoodatEnglishbutshedidn'tusetolikeEnglish.Doyouknowwhathaschangedher?Let'sreadthepassagetofindtheanswer.環(huán)節(jié)說明：由WeiFen英語成績的變化為話題，惹起學生的好奇，同時又引出要學的內(nèi)容。Step2達成教材3a-3b的任務1.閱讀3a中的短文，依據(jù)短文內(nèi)容，回答3個問題。(2分鐘)2.仔細閱讀短文，依據(jù)文章內(nèi)容用文章中的單詞或詞組達成3b中的句子填空。達成后讓學生展現(xiàn)自己的答案，教師點撥。(3分鐘)3.再次仔細閱讀短文，理解每一句話的意思，小組合作解決碰到的疑難問題。(3分鐘)4.教師點撥短文中出現(xiàn)的重點和難點。(2分鐘)5.熟讀短文，識記并背誦知識重點。(3分鐘)6.小結(jié)訓練。(5分鐘)(C)1.Hespeaks________quickly________Ican'thearclearly.A.too;toB.enough;toC.so;thatD.very;that(D)2.Hedidn'tgotoschool________hisillness.16/34A.becausewithB.becauseC.soD.becauseof(B)3.—Areyouafraidof________alone?—No，I'mnot.A.beB.beingC.stayD.tostay(B)4.Youmustn't________thebusuntilitstops.A.getupB.getoffC.getdownD.getover(C)5.Haveyoueverbeentothevillage________GreenCountry?A.callB.callingC.calledD.tocall(C)6.Ithink________isagoodwaytolearnEnglishwell.A.listentotapesB.listeningtapesC.listeningtotapesD.listentapes(D)7.HelikesEnglishandhisbrotherlikesEnglish________.A.alsoB.aswellasC.eitherD.aswell(C)8.Canyouhelpme________thewordsinadictionary?A.looklikeB.lookafterC.lookupD.lookat環(huán)節(jié)說明：經(jīng)過閱讀解析文章，學生的閱讀解析能力在這一環(huán)節(jié)獲得提高，小結(jié)訓練又實時地牢固加強了重要的知識點。Step3問題研究( )1.Shesaidthatmemorizingthewordsofpopsongs________alsohelpful.A.wereB.isC.wasD.are17/34答案選擇C，此句為復合句，是由主句和一個賓語從句組成。賓語從句的主語由動名詞短語memorizingthewordsofpopsongs來充任。動名詞做主語，謂語動詞用單三形式。又由于主句是一般過去時態(tài)，因此從句也應當用一般過去時態(tài)，因此答案選擇C。2.aswell的用法他懂法語，他也懂英語。He_knows_French_and_he_knows_English_as_well.aswell相當于also或too，表示“還，也”等意思，常用于肯定語或疑問句句尾。當堂評論請學生們做前面課時訓練部分。2021初三英語人教版教課設計4教課目的KnowledgeObjectsKeyVocabulary：stayupTargetLanguageAbilityObjectTrainstudents’integratingskills.3.MoralObjectStudentsmaythinkparentsshouldallowthemmore18/34freedom.Infact,theyareweakintellingtherightfromwrong.Soacceptparents’vicead.教材解析1.TeachingKeyPointsTalkaboutwhatoneselfisorisn’tallowedtodousingthetargetlanguage.Askforwhatsomeoneisorisn’allowedttodousingthetargetlanguage.2.TeachingDifficultPointTrainstudents’gratinginteskillsbytask-basedactivities.教課過程StepⅠRevisionPlayagametoreviewthestructurebeorbenotallowedto.Dividetheclassintogroups.Eachgroupisaskedtomakealistofschoolrules.Thegroupwhichwritesdownthemostruleswithinfiveminuteswinsthegame.StepⅡ3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.Pointtothepictureandaskstudentstodescribeit.19/34Inviteapairofstudentstoreadtheconversationtotheclass.Callstudents’attentiontothechart.Say,YouaretoreadtheconversationagainandwriteSunFei’sandWuYu’srulesinthechart.Askastudenttoreadthesampleanswerstotheclass.Getstudentstocompletethechartindividually.Remindthemtouse"Don’t"and"Youcan".Astheyareworkingthis,movearoundtheroomansweringanyquestionsstudentsraiseabouttheconversationandofferinglanguagesupportasneeded.Checktheanswers.AnswersSunFei:Youhavetobehomeby10:00p.m.WuYu:Youhavetostayathomeonschoolnights.YoucangotothemovieswithfriendsonFridaynights.YoucangoshoppingwithfriendsonSaturdayafternoon.Youcanchooseyourownclothes.Don’tgetyourearspierced.StepⅢ3bThisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.Focusattentionontheconversation.Askapairofstudentstoreadittotheclass,completingthelast20/34sentence.SA:Whatrulesdoyouhaveathome?SB:Well,I’mnotallowedtogooutonschoolnights.Howaboutyou?SA:I’mnotallowedtogooutonschoolnights,either.ButIcanstudyatafriend’shouse.Writetheconversationontheblackboard.Say,PleasecovertheconversationinActivity3a.Usingtheinformationinthechart,makenewconversationsinpairs.Getstudentstocompletetheworkinpairs.Movearoundtheroomcheckingprogressandofferinganyhelpstudentsneed.Askseveralpairstosharetheirconversationswiththeclass.StepⅣPart4Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Callstudents’attentiontothechart.Setatimelimitofoneminute.Studentsreadtheheadlinesatthetopandatthesides.Demonstratehowtofillinthechartwithastudent.T:Doyouhavetogohomeafterschool,WeiMing?21/34W:Yes,Ido.T:Areyouallowedtostayupuntil11:00p.m.?W:No,I’mnot.TellstudentswheretowriteWeiMinginthechart.Say,Youaretoaskdifferentstudentsintheclassandfindthreepeoplewhohavetofolloweachoftherulesinthechart.Askstudentstocompletethechart.Allowthemtostandupandmovearoundtheroom.Walkaroundtheroomcheckingprogressandofferinghelpwithpronunciationandwriting.Askseveralstudentstotelltheclasswhattheylearned.Forexample,astudentmightsay,WeiMinghastogohomeafterschool.LiuChangisallowedtostayupuntil11:00p.m.andsoforth.Reviewthetask.Ask,whohastogohomeafterschool?Countthehandsandletstudentskeeparecord.Dothesameapproachwiththeotheritems.Discusstheresultswiththeclass.OptionalactivityAskstudentstocreateachartsimilartotheoneinActivity4.Thenmakeadifferentlistofrulesfromtheonesinthebook.Get22/34themtocompletetheactivitybygoingaroundtheclassandfillinginthechart.StepⅤSummaryandHomeworkSay,Inthisclass,we’velearnedtotalkaboutoneselfisorisnallowedtodoandaskforsomeoneisorisn’tallowedtodo.2021初三英語人教版教課設計5一、教課目的：語言知識目標：能掌握以下單詞：chopsticks,coin,fork,blouse,silver,glass,cotton,steel,grass,leaf,produce,widely,beknownfor,process,pack能掌握以下句型：①—Thisringlooksnice.Isitmadeofsilver?—Yes,anditwasmadeinThailand.Whatisitmadeof/from?Chinaisfamousfortea,right?WhereisteaproducedinChina?可以用英語描繪及咨詢物件的制作資料，正確理解被動語態(tài)的用法及句子構(gòu)造。感情態(tài)度價值觀目標：認識一些平時用品的制成資料，增添生活知識，養(yǎng)成優(yōu)秀的23/34生活習慣;認識一些地方有名產(chǎn)品或傳統(tǒng)藝術(shù)品的制作過程以及制作資料，培育學生的民族驕傲感及愛國主義精神。二、教課重難點教課重點：掌握本課時中出現(xiàn)的生詞可以用英語描繪及咨詢物件的制作資料3)正確理解被動語態(tài)的用法及句子構(gòu)造。教課難點：理解被動語態(tài)的用法及句子構(gòu)造。三、教課過程.Leadin播放動畫片《造紙過程》的視頻，讓學生們認識這其中國傳統(tǒng)發(fā)明的狀況。T:Whoinventedpaperfirst?S1:CanLuninventeditinHandynasty.T:Whatwaspapermadeofthen?S2:Itwasmainlymadeofbamboo.wasiteasyforpeopletomakepaperthen?S1:No,itwasverydifficultthen.T:Whatispapermadeofnow?S3:It’smainlymadeofwood,bamboo,andcotton.24/34.PresentationPresentthesentencestructure,usingthepicturesonthebigscreen:—What’sthegoldenmedalmadeof?—It’smadeofgold.—Isthistablemadeofwood?—No,itisn’t.It’smadeofglass.—IsButtermadefrommeat?—No.It’smadefromcream?讓學生們學習掌握bemadeof/from句型的用法，及bemadeof與bemadefrom的差別。兩詞組都是“由制成的”之意。bemadeof指從原想到制成品只發(fā)生了形狀變化，沒有發(fā)生實質(zhì)變化(屬物理變化)bemadefrom指從原想到制成品發(fā)生了質(zhì)的變化，已沒法還原(屬化學變化)。.Learning1.Showsomepicturesonthebigscreen.Trytolearnthenewwordsusing“bemadeof”structure.Learnthenewwords:chopsticks,coin,fork,blouse,silver,25/34glass,cotton,steel,grass,leafe.g.Thispairofchopsticksaremadeofbamboo.Thiscoinismadeofsilver.Isthisblousemadeofcotton?No,itisn’t.It’smadeofsilk.What’stheforkmadeof?It’smadeofsteel.Thesepigslikegrassverymuch.apieceofleafKolaslikeleaves.Ssdiscusswiththeirpartnerandtrytolearnthenewwords.GiveSsfivemoreminutestorememberthenewwords.Workon1a:LetSsreadthethingsandmaterialsin1a.Discusswiththeirpartnersandmatchthemwiththematerials.Morethanoneanswerispossible.Whatarethesethingsusuallymadeof?Matchthemwiththematerials.Morethanoneanswerispossible.chopstickswindowcoin26/34stampforkblousea.woodb.goldc.silverd.papere.silkf.glassChecktheanswerswiththeSs..ListeningT:TellSstheywillhearaconversationaboutsomethingsandmaterial.Listenandmatchtheproductswithwhattheyaremadeofandwheretheyweremade.ThingsMadeofMadeinshirtscottonKoreachopstickssilverThailandringsteelAmericaLetonestudentreadthewordsinthebox,PlaytherecordingfortheSstolisten.Sstrytolistenandmatchthethingswiththematerialand27/34heretheyweremade.Playtherecordingagain.LetSscheckthefactstheyhear.Checktheanswers.PairworkReadtheconversationintheboxin1c.Sstrytomadeconversationsusingtheinformationin1b.e.g.A:Yournewshirtlooksverynice.Isitmadeofcotton?B:No,itisn’t.It’smadeofsilk.3.Letsomepairsreadouttheirconversations..ListeningWorkon2a:T:Let’slistentoanotherconversationbetweenNickandMarcus.Whataretheytalkingabout?First,let’looksatthepicturesandthephrasesin1a.(Letonestudentsreadthephrasesin2a.)Listenandcheck(√)themaintopicofNickandMarcus’conversation.____thesciencemuseum____theartandsciencefair____environmentalprotection28/34____amodelplane____abeautifulpainting____grassandleavesPlaytherecordingfortheSstolistenandcheckthephrases.Playtherecordingagaintochecktheanswers.Workon2b:LetSsreadthesentencesbelow.ExplainsomemainsentencesfortheSs.Makesuretheyknowwhattodo.LetSsreadthequestionsin2b.Makesuretheyunderstandthemeaningofeachquestion.PlaytherecordingfortheSstoanswerthequestions.(Ifnecessary,usingthepausebutton.)1)Whereistheartandsciencefair?_________________________2)DoNickandMarcushavetopaytogo?_________________________3)Whatisthemodelplanemadeof?_________________________4)Whatisthepaintingmadefrom?__________________________Playtherecordingagaintochecktheanswers.29/34Playtherecordingagain.LetSsfillintheblanksoftheconversation..PairworkTellSstomakeaconversationusingtheinformationin2aand2b.e.g.A:Whatdidyouseeattheartandsciencefair?B:Isawamodelplane.A:Whatisitmadeof?B:It’smadeofsteel,glass,andplastic.LetSsmaketheirownconversations.Practicetheirconversationsinpairs..Role-play1.Workon2dReadtheconversationandcompletetheblanks.1)Chinese_____________teaboth