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Lead in the pop TV show “The running men”. Tell the Ss the running men have got a new task that is to find and save the missing animals.
(设计意图：课堂以最火热的综艺节目引入，使学生产生强烈的兴趣。)2. Presentation
（1）1. Present a map of Jida which contains the 8 new places. Tell the Ss the animals are missing in these places.
2. Guess where is each animal through the phonetic. Present the new words and teach the new words.
(设计意图：通过学生熟悉的生活和学习的区域吉大地图来呈现新的地点单词，使课堂教学与生活实际紧密联系。本课所涉及的动物单词都是学生熟悉并与本节课所学地点单词有着相同元音发音的单词。通过发音规则，学生不仅不难发现动物所困地点，而且更容易记住所学新地点单词的发音和读法。)3. Presentation
（2）
Match the running men with the places. Present the pattern “Is he going to the …? Yes, he is /No, he isn’t. He is going to the…”
（设计意图：教师提示学生每一个Running Man需要营救哪一种动物，然后再用本课的重点句型对学生进行提问，学生根据发音规则判断每一个Running Man是否前往教师提问的地点。从而掌握句型和更进一步掌握和运用本课所学新单词。）4. Practice
（1）1. Practice in group of 3. Every student in each group has a different chart. According to the information that given in the chart, Ss have to use the pattern “Is he going to the …? Yes, he is /No, he isn’t. He is going to the…” to ask and answer with each other, then judge and fill in the blanks.
2. Show the discussion to the class.
（设计意图：此环节中，学生按要求使用本课重点句型在小组内进行相互提问和判断表格所给内容是否属实。每个学生手上的表格信息都不一样，学生相互之间讨论和判断的内容都不一样，这样杜绝了讨论内容的单调性和重复性。这个环节有利于每个孩子都能开口练习句型。）5. Presentation
(3)
and Practice
(2)
1. T sticks the name cards of the Running Men on some of the Ss and asks them to be the Running Men. Present the pattern “Where are you going? I’m going to…”
2. Ss stick the animals on the words cards on the blackboard.
3. Group work. To be one of the Running Men and use the pattern to ask each member in the group.
（设计意图：此环节让学生贴上名牌充当Running Men，学生在兴趣中顺其自然地掌握了句型并在情境中熟练运用了句型和新词汇。）6. Consolidation1. Take out the worksheet. Fill in the blanks individually.
Listen to the recording and check the answers.
Check the answers.
Read in parts.
（设计意图：让学生在已知的内容上，加入不确定答案的填空，让学生不仅可以加强思考，播放录音锻炼到学生的听力水平，分角色朗读更能锻炼学生的口头表达能力，从而把这节课所学的句型和词汇作为实际的交际输出。）6. Summary &
HomeworkAppreciate the rhyme “I love Jida.”
Make a new postcard about the district the S live.
(设计意图：跟老师一起朗读欣赏诗歌“I love Jida.”作为对本节课的
知识点总结和情感教育。课后的作业，让学生更深入地了解自己生
活的一带，联系生活实际，巩固新词汇，为下一节上课做交流分享
做准备。板书设计 Unit 3 Bank or Beach?
Words Cards A: Is he going to the shopping mall?
B: No, he isn’t. He is going to the swimming pool.