Unit 5 Why do you like pandas?
Section A (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：tiger, elephant, panda, lion, koala, giraffe, cute, lazy, smart, beautiful, scary, kind, kind of, Australia, south, Africa, South Africa, pet, leg, cat, sleep
2) 能掌握以下句型：
① What animals do you/does she/ does he like?
② Let’s see the …?
③ Why do you/does she/ does he want to see …?
④ Because they are ….
2. 能力目标：
① To observe and describe animals.
② To talk about their preferences
③ To know the implied meaning of some animals
2. 情感态度价值观目标：
动物和人类都生活在同一地球上，动物是我们的朋友。我们人类应该与动物和谐相处，共同生存。我们应当学会关爱动物，保护动物。
二、教学重难点
1. 教学重点：
1) 学会描述动物的性格及特点。
2) 学会表达喜欢某类动物及说明喜欢的原因。
2. 教学难点：
名词的复数形式表示一类事物；第三人称单数形式
三、教学过程
Ⅰ. Warming-up and lead in
To 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… )
Ⅱ. Presentation
1. 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 they’re…
2. Then show the class some pictures of animals and present other animals. And ask them:
What’s this in English?
It's 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.
Ⅲ. 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.
Ⅳ. 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.
Ⅴ. 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:
— Let’s 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.
Ⅵ. 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 2b
T: 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.
Ⅶ. 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.
Ⅷ. 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:
① Does Peter have a pet?
② What can Dingding do?
③ What pet does Jenny’s mom have?
④ 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 doesn’t. Because it’s very lazy.
3. Ss work in pairs and practice the conversation.
4. Let some pairs role-play the conversation.
Homework:
1. Remember the new words and expressions in this period.
2. Role-play the conversation after class.
3. Write the animal's names as many as possible in the exercises book.
板书设计：
Section A (Grammar Focus-3c)
一、教学目标：
1. 语言知识目标：
1) 继续练习运用如何做描述动物及表述自己对动物的喜好。 能掌握以下句型：
—Why do you like …?
—Because they're…
2) 继续学习谈论动物来自哪里，掌握以下句型：
—Where are lions from?
—They're from South Africa.
2. 情感态度价值观目标：
动物和人类都生活在同一地球上，动物是我们的朋友。我们人类应该与动物和谐相处，共同生存。我们应当学会关爱动物，保护动物。
二、教学重难点
1. 教学重点：
1) 总结学习描述动物的句型。
2) 总结学习表述喜好及动物来自哪里的句型。
2. 教学难点：
1) 运用所学的目标语言描述相关动物表达自己的喜好；
2) 根据对动物的相关描述能猜出是什么动物。
三、教学过程
Ⅰ. Warming- up and revision
1. Have a dictation of the new words learned in Period 1.
2. Let some pairs role-play the conversation in 2d.
Ⅱ. Grammar Focus.
1.学生阅读Grammar Focus中的句子，然后做填空练习。
① 你为什么喜欢熊猫？ _____________________
② 因为它们有趣。 _____________________
③ 约翰为什么喜欢考拉？___________________
④ 因为它们很可爱。 ____________________
⑤ 为什么你不喜欢老虎？_____________________
⑥ 因为它们真得很吓人。___________________
…
2. Ss finish off the sentences and check the answers by themselves.
3. Give Ss eight more minutes to remember them.
Ⅲ. Practice
1. Look at 3a. Tell Ss to fill in the blanks with the words from the box. Then practice the conversation.
2. 阅读指导： 首先，应通读对话的全文，理解大意。可知此对方是在谈论一些动物来自哪里；以及双方所喜欢的动物及原因。其次，应重点阅读每个问答句的意思，根据问句来确定答语中空格的意思或根据答语来确定问句中的意思。再次，还要分析句子的结构看空格处在句子中是什么成份。比如：第一句是一个问句且lions是句子的主语，空格处应是本句的状语，再介词from，可知空格处应填where来对地点提问。
3. 学生们根据上述阅读指导方法，自己认真阅读对话，并将对话内容补全完整。
4. Check the answers.
Ⅳ. 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 don't 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.
Ⅴ. Game (Guessing Game)
1. T: Let's play a game: I'll 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: It's 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.
Ⅵ. Exercises
1. If time is enough do some more exercises on the screen.
Homework
1. Read the sentences in Grammar Focus.
2. Think and describe an animal after class. Then write your sentences on the workbook.
板书设计
Section B 1a-2c
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：friendly, shy, save, symbol, flag, forget, place, water, danger, cut, down, cut down, tree, kill, ivory, over
2) 能掌握以下句型：
① —What animal do you like? —I like elephants.
② The elephants is one of Thailand's symbols.
③ Let's save the Elephants.
3) 通过听力训练来掌握提高学生们综合听说能力。
4）通过阅读训练来让学生们逐步提高英语阅读能力。
2. 情感态度价值观目标：
动物和人类都生活在同一地球上，动物是我们的朋友。我们人类应该与动物和谐相处，共同生存。我们应当学会关爱动物，保护动物。
二、教学重难点
1. 教学重点：
1) 让学生们进行听、说的训练来掌握更多动物的名称及描述特性的形容词。
2) 通过阅读短文来了解世界各地一些其他动物的情况，让学生们眼界更宽阔。
2. 教学难点
1) 进行听力训练，提高学生们听对话获取相关信息的能力。
2）进行阅读训练，来培养学生们的综合阅读能力。
三、教学过程
Ⅰ. Warming- up and revision
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.
Ⅱ. Presentation
1. 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 she's shy.
2. Let Ss read aloud the words and expressions.
3. Give Ss some time and read aloud the words.
Ⅲ. Learning
1. 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.
Ⅳ. Listening
Work 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, Maria's Words and Tony's 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.
Ⅴ. Pairwork
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.
Ⅵ. 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.
Ⅶ. 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, ivory…
2. Ss read and understand the new words and expressions.
Ⅷ. 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):
① What do the students from Thailand wan to do?
② What can Elephants do?
③ Why are elephants in great danger?
④ What's 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.
Ⅸ. 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. Let's read the passage again and fill in the blanks.
2. 阅读指导：
1) 认真看一遍这四个表格，明确每个表格是关于大象的那个方面的情况。
2）然后，再读短文一遍，找到相关的内容的依据。仔细读相关内容，分析空格处应当填写的单词。比如：第一个方框中讲大象在泰国的重要性，通过读短文可知依据应是短文的第一段。由最后两句话“我们的第一国旗上面有一只白色的大象，这是好运的象征。”可知第一个空格处应填写elephant；第二个空格处应填luck。其他与此类似。
3）最后，再读自己所填写的空格及依据，看是否有错误。
3. Ss read the article and fill in the blanks in the map.
4. Check the answers with the Ss.
Homework
1. Remember the new words and expressions learned in this period.
2. Ask Ss to retell the article according to the map in 2c.
板书设计：
Section B 3a-Self Check
一、教学目标：
1. 语言知识目标：
1) 复习本单元所学的动物的名称以及描述动物的形容词。
2) 能正确运用所学的相关知识描述动词，表达自己的喜好。
3）通过不同方式的练习来熟练表达自己的喜好及描述不同的动物。
2. 情感态度价值观目标：
动物和人类都生活在同一地球上，动物是我们的朋友。我们人类应该与动物和谐相处，共同生存。我们应当学会关爱动物，保护动物。爱护动物，爱护自然，就是爱护人类自己。这是我们应当得到的教训。
二、教学重难点
1. 教学重点：
1) 能根据相关提示词来描述动物的特性及来自哪里。
2）能运用自己所学的知识来描述一些自己熟悉的动物。
3）通过做不同形式的练习来熟练运用本单元所学的知识。
2. 教学难点：
运用自己所学的相关知识来介绍或描述某个动物。
三、教学过程
Ⅰ. Warming- up and revision
1. 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)
Ⅱ. Presentation
1. Show some picture on the big screen. Learn the new sentence structure.
(a beautiful butterfly) Isn't 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.
Ⅲ. Practice
1. T: Becky is Jill's favorite animal. Fill in the blanks with the words in the box.
2. 阅读指导：首先，通读小短文，看短文中描述或介绍了Becky的那些方面；其次，读方框中的选项，明白每个单词的意思。然后，认真读短文，分析每个空格所在句子的意思，确定每个空格的意思，然后补全空格。最后，通读一遍短文，看短文是否通顺，确定所填空的单词是否正确。
3. Ss read and fill in the blanks.
4. Check the answers.
5. Explain "Isn’t she beautiful? "
Ⅳ. Writing
1. T: Do you know Beibie, Jinging, Huanhuan, Yingying? Yeah, they're 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. 写作指导： 首先，应介绍它的岁数，来自哪里；然后，可以介绍它的特性比如cute, beautiful, shy等。然后，介绍你为什么喜欢它的原因；最后，可以介绍一下它现在在北京动物园里。并通读一遍短文，看是否通顺无误。
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.
Ⅴ. Self Check 1
1. We learned many animals and descriptions in this unit. Let's have a review of the animals and descriptions. Now work in groups and write more words in the chart below.
2. Ss work in groups and add more words in the chart.
3. Let some Ss write the answers on the blackboard. Let other Ss add more words.
4. Ok. Now let's make sentences with the animals and descriptions.
I like…because…
I don't like… because they are…
I think … are really…
…are very…
5. Ss work in groups try to make five sentences each group.
6. Let some groups read out their sentences.
Ⅵ. Self Check 2
1. There are some questions and some answers in the chart. Please read the sentences below and match the questions and answers to make a conversation.
2. Check the answers with the Ss.
3. Now, you can make your own conversations with your partner.
4. Ss make their own conversations and act out the conversation.
Homework
1. Review the conversations and passages in Section B.
2. Write a short article about an animal your like.
板书设计：
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