Unit5Whydoyoulikepandas.docx

Unit5 Why do you like pandas?Speriod 1 Step One .Lead-inTo create an English environment, the teacher shows the class some pictures of a zoo. And ask some questions about animals:Do you like to go to the zoo?Do you like animals?Then have them to recall the animals they had learned and write them on the blackboard as he/she can.( e.g. animals-sheep, monkey, cat, dog, mouse, cow, duck )Step Two. Presentation1. Ask them to talk with their partners about the animals they like using the words they know (Four students a group).What animals do you like? Why do you like Because theyre 2. Then show the class some pictures of animals and present other animals. And ask them: Whats this in English? Its a tiger. (Then lion, panda, elephant, koala, giraffe) Ss look at the picture and try to remember the new words of the animals. 3. Next, glue the pictures on the blackboard and ask one student to match the pictures with the words on the cards. Other students turn to page 25 and finish 1a.4. Check the answers with the class. Step Three.:Game (Guessing game.)T: Show some pictures on the big screen. Let Ss guess what animal it is. Ss try to guess and remember the names of the animals. Step Four: Listening Work on 1b. Tell Ss to listen to the tape and check the animals they hear in 1a. Play the recording again and check the answers with the class. Step Five: Pair work 1. Ask the students to imagine “ We are in the zoo, there are many kinds of animals here.” Then ask a student to do the model with you: Lets see the lions first. Why? (why do you /does she /does he like lions?) Because they are interesting. 2. Ss work with their partners practice the conversation using the animal in 1a. Step Six.Homework1. Remember the new words and expressions. Period 2Theaching aims: To know the implied meaning of some animals.Step One .Lead-in1. Greet the Ss as usual. 2. Check the homework Step Two. Listening Listening 1. Work on 2a; T: Listen to the conversation carefully. Then write the names of the 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 and countries 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 adjective and countries you hear.Play the recording and have students match each animal with an adjective and a country.Correct the answers.2. Work on 2bT: Listen again and complete the conversation with the words in 2a.Play the recording for the Ss to listen and write the answers. Check the answers with the class. 3. Check the answers: Step Three. Pair work 1. Ask two students to read the conversation in 2b to the class.2. Ss practice the conversation in pairs.3. Then show the transcription on the big screen and practice the other two conversations in 2a.4. Ss practice the conversations in pairs. Step Four: Role-play 1. Ask Ss to look at the picture in 2d. Then Ss read the conversation in 2d and find the answers to the questions: Does Peter have a pet? What can Dingding do? What pet does Jennys mom have? Does Jenny like the cat? Why? 2. Ss read the conversations and try to find the answers to the questions.Check the answers:Yes, he does.He can walk on two legs. He can dance, too.She has a cat. No, she doesnt. Because its very lazy. 3. Ss work in pairs and practice the conversation.4. Let some pairs role-play the conversation. Step Five.Homework1.Role-play the conversation after class. 2. Write the animals names as many as possible in the exercises book. Period 3 Teaching aims:繼續(xù)練習(xí)運(yùn)用如何做描述動(dòng)物及表述自己對動(dòng)物的喜好。 能掌握以下句型：Why do you like ? Because theyre2) 繼續(xù)學(xué)習(xí)談?wù)搫?dòng)物來自哪里，掌握以下句型： Where are lions from? Theyre from South Africa. 重點(diǎn)1) 總結(jié)學(xué)習(xí)描述動(dòng)物的句型。2) 總結(jié)學(xué)習(xí)表述喜好及動(dòng)物來自哪里的句型。難點(diǎn)1) 運(yùn)用所學(xué)的目標(biāo)語言描述相關(guān)動(dòng)物表達(dá)自己的喜好；2) 根據(jù)對動(dòng)物的相關(guān)描述能猜出是什么動(dòng)物。Step One .Lead-in1. Have a dictation of the new words learned in Period 2. 2. Let some pairs role-play the conversation in 2d. Step Two. Grammar Focus. 1.學(xué)生閱讀Grammar Focus中的句子，然后做填空練習(xí)。 你為什么喜歡熊貓？ _ 因?yàn)樗鼈冇腥ぁ?_ 約翰為什么喜歡考拉？_ 因?yàn)樗鼈兒芸蓯邸?_ 為什么你不喜歡老虎？_ 因?yàn)樗鼈冋娴煤車樔?。_2. Ss finish off the sentences and check the answers by themselves.3. Give Ss eight more minutes to remember them. Step Three. Practice1. Look at 3a. Tell Ss to fill in the blanks with the words from the box. Then practice the conversation. 2. 閱讀指導(dǎo)： 首先，應(yīng)通讀對話的全文，理解大意?？芍藢Ψ绞窃谡?wù)撘恍﹦?dòng)物來自哪里；以及雙方所喜歡的動(dòng)物及原因。其次，應(yīng)重點(diǎn)閱讀每個(gè)問答句的意思，根據(jù)問句來確定答語中空格的意思或根據(jù)答語來確定問句中的意思。再次，還要分析句子的結(jié)構(gòu)看空格處在句子中是什么成份。比如：第一句是一個(gè)問句且lions是句子的主語，空格處應(yīng)是本句的狀語，再介詞from，可知空格處應(yīng)填where來對地點(diǎn)提問。3. 學(xué)生們根據(jù)上述閱讀指導(dǎo)方法，自己認(rèn)真閱讀對話，并將對話內(nèi)容補(bǔ)全完整。4. Check the answers. Step Four: Practice 1. Work on 3b. Tell Ss to write the names of animals in the blanks to make sentences that are true for you. e.g.I like cats because they are interesting.I like dogs because they are smart.I dont like lions because they are scary. 2. Ss work in groups. Discuss and write their sentences. 3. Let some Ss report their likes and dislikes.Step Five. Game 1. T: Lets play a game: Ill describe one animal to you. Listen carefully and think about what animal it is.2. Teacher makes a model to the Ss. Ss try to guess what animal it is. 3. T: Its your turn now. Please describe one animal to your group members. Let them guess what animal it is.4. Ss work in groups. Describe animals and guess animals. Step Six.Homework1. Read the sentences in Grammar Focus. 2. Think and describe an animal after class. Then write your sentences on the exercise book. Period 4 Teaching aims:通過聽力訓(xùn)練來掌握提高學(xué)生們綜合聽說能力。重點(diǎn)讓學(xué)生們進(jìn)行聽、說的訓(xùn)練來掌握更多動(dòng)物的名稱及描述特性的形容詞。Step One .Lead-in 1. Greet the Ss as usual. 2. Check the homework. Let some Ss read out their descriptions and let other Ss guess what animal it is. Step Two. Presentation1. Show some pictures on the big screen and teach Ss the new words. e.g. Show a picture of a shy girl, let Ss know shes shy. 2. Let Ss read aloud the words and expressions. 3. Give Ss some time and read aloud the words. Step Three. Listening1. Pay attention to the animals in the picture in 1a and ask a student to say the name of each one.2. Point out the list of eight numbered adjectives below.T: Now please match the adjectives with the animals in the picture. Write the letter of the animal on the line after the adjective. Point out the sample answer.3. As students work, move around the room offering to answer questions as needed.4. Correct the answers. Step Four: ListeningWork on 1b:1. T: 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. 2. Ss listen and try to circle the adjectives in 1a. 3. Play the recording again for the Ss to check the answers. Work on 1c: 1. Call attention to the three headings. Animal, Marias Words and Tonys Words, and the write-on lines under each.2. Say, Now I will play the recording again. This time please write the name of the animals each person talks about and the words they say.3. Play the first four lines of recording and stop the tape. Ask, What animal are they talking about? What words does Mary use to describe the elephant? Point out the write-on lines where students can write these words.4. Play the whole recording and have students write the words they hear on the chart. 5. Check the answers.Step Five. Group work 1. Call attention to the dialogue next to the picture. Ask two students to read it to the class.2. Say, Work in pairs. Use sentences like these to say what you think about different animals.3. Ss work in pairs to make their own conversations. As they work, move around the room checking on progress. 4. Ask some pairs to present their conversations to the class.Step Six.Homework1.Finish the exercise in the exercise book;2.Preview for next class.Period 5 Teaching aims:通過閱讀訓(xùn)練來讓學(xué)生們逐步提高英語閱讀能力。Step One .Lead-in1. Greet the Ss. 2. Check the homework. Step Two. Thinking 1. T: Now there are many animals are in danger in the world. Why? One reason is that men cuts down too many trees so animal are losing their homes. 2. Look at the chart below. What animals do you think are in great danger? Discuss with your group members and check the animals. 3. Let some Ss read their answers. Step Three. Presentation 1. Show some picture on the big screen. Teach Ss some main words and expressions in the passage in 2b. e.g. save, symbol, flag, forget, place, water, be in great danger, cut down, tree, kill, ivory2. Ss read and understand the new words and expressions. Step Four. Reading 1. Fast reading T: Now, read the passage quickly and find the answer to this question: When is Thai Elephant Day? (March 13th.)Ss read the passage quickly and try to find the answer to this question. Check the answers. 2. Careful reading T: Now read the passage again and find the answers to these questions (on the big screen): What do the students from Thailand wan to do? What can Elephants do? Why are elephants in great danger? Whats the best title for this article? (check) Ss read the questions first. Then read the passage again and find the answers to the questions. Check the answers with the class. Step Five. Reading 1. Tell the students to look at the map in 2c. There are four box around the word Elephant. The first box is about the importance of the elephants in Thailand. The second box is about the abilities of the elephants. The third box is about the facts and figures of the elephants. The last box is about how to save the elephants. Lets read the passage again and fill in the blanks. 2. 閱讀指導(dǎo)：1) 認(rèn)真看一遍這四個(gè)表格，明確每個(gè)表格是關(guān)于大象的那個(gè)方面的情況。2）然后，再讀短文一遍，找到相關(guān)的內(nèi)容的依據(jù)。仔細(xì)讀相關(guān)內(nèi)容，分析空格處應(yīng)當(dāng)填寫的單詞。比如：第一個(gè)方框中講大象在泰國的重要性，通過讀短文可知依據(jù)應(yīng)是短文的第一段。由最后兩句話“我們的第一國旗上面有一只白色的大象，這是好運(yùn)的象征?！笨芍谝粋€(gè)空格處應(yīng)填寫elephant；第二個(gè)空格處應(yīng)填luck。其他與此類似。3）最后，再讀自己所填寫的空格及依據(jù)，看是否有錯(cuò)誤。3. Ss read the article and fill in the blanks in the map. 4. Check the answers with the Ss. Step Six.Homework1. Remember the new words and expressions learned in this period. 2. Ask Ss to retell the article according to the map in 2c. Period 6Teaching aims 復(fù)習(xí)本單元所學(xué)的動(dòng)物的名稱以及描述動(dòng)物的形容詞。2) 能正確運(yùn)用所學(xué)的相關(guān)知識描述動(dòng)詞，表達(dá)自己的喜好。3）通過不同方式的練習(xí)來熟練表達(dá)自己的喜好及描述不同的動(dòng)物。Step One .Lead-in1. Have a dictation of the words and expressions learned in period 3. 2. Let some Ss retell the article in 2b (according to the map in 2c)Step Two. Presentation1. Show some picture on the big screen. Learn the new sentence structure. (a beautiful butterfly) Isnt it beautiful? (a tall tree) Is it tall?2. Ss try to understand the use of the sentence structure. Then try to make their own sentences. Step Three. Practice 1. T: Becky is Jills favorite animal. Fill in the blanks with the words in the box. 2. Ss read and fill in the blanks.3. Check the answers. 4. Explain Isnt she beautiful? Step Four: Writing 1. T: Do you know Beibie, Jinging, Huanhuan, Yingying? Yeah, theyre four pandas in China. Now look at a picture of Beibei. Do you like her? Can you write a short article to introduce her? You can use the words and expressions below. (five years old, China, cute, Beijing Zoo)2. 寫作指導(dǎo)： 首先，應(yīng)介紹它的歲數(shù)，來自哪里；然后，可以介紹它的特性比如cute, beautiful, shy等。然后，介紹你為什么喜歡它的原因；最后，可以介紹一下它現(xiàn)在在北京動(dòng)物園里。并通讀一遍短文，看是否通順無誤。3. Ss try to write a short article about Beibei.4. Let some Ss read their article to the class. 5. Present a possible version on the big screen and let Ss correct their article. Step Five. Writing1. Now write a letter to Dr Know. Tell her about all the rules and how you feel about them. 2. 寫作指導(dǎo)： 首先，可以再次閱讀2b及3a中的短信的內(nèi)容及格式。其次，模仿這兩封信的格式寫好自己信件的格式；然后，根據(jù)剛才自己小組討論的規(guī)則整理成一封