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Unit 3 Why do you like koalas

By Juan Bell,2014-06-27 18:35
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Unit 3 Why do you like koalas

    侧记 Unit 3 Why do you like koalas? Language goals:

    In this unit students learn to describe animals and express

    preferences.

    New languages:

    Let’s see the pandas first.

    Why do you like want to see the pandas?

    Because they are very cute.

    Because they’re kind of shy.

    Because they’re kind of interesting.

    Because they are fun.

    Because they are smart.

    Do you like giraffes?

    Where are lions from?

    They are from South Africa.

    The animal is ugly / beautiful / friendly / small / shy / clever / cute /

    scary.

    She likes to play with her friends and eat grass. She’s very beautiful, but she’s very shy, so please be quiet. He sleeps during the day, but at night he gets up and eats leaves. Difficult points:

    1. Listening for the names of animals. Listen for the description

    words about animals.

    2. Read the description words about animals. Write about the animal

    you know.

    3. why, what, where questions, because, adjectives of quality Teaching aids:

    A tape recorder

    Some pictures

    Teaching periods:

    Period 1: Section A1a, 1b, 1c

    Period 2: Section A2a, 2b, 2c

    Period 3: Section A3a, 3b, 4

    Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2c

    Period 5: Section B 3a, 3b, 3c, 4 Self Check

    Period 1

    Teaching aims:

    1. Teach vocabulary words.

    2. Target languages:

    Let’s see the pandas.

    Why do you want to see the lions?

    Because they’re cute.

    3. Enable the students to talk about animals.

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4. Help the students learn how to listen to and talk about animals.

    Teaching procedures:

    Step 1. Warming up

    Talk about animals using pictures.

    Teach new words about animals by the pictures.

    Step 2.Match work (1a)

    Ask the students to read the words and the picture, and then match the names with the pictures ah.

    Encourage or help the students to say something about the picture and do the match work.

    Step 3. Listening (1b)

    Point to the numbered list of words in activity 1a and play the recording. Ask the students to listen to the recording and circle the countries in 1a.

    Play the tape and then check the answers.

    Ask the students to listen to and repeat after the recording and then check the answers.

    Further activity: Ask the students to do some pair work in the following way if they can understand the listening material well.

    Step 4. Pair work (1c)

    Ask the students to make conversations in pairs.

    Show the following.

    Let’s see the pandas / giraffes / lions / penguins / dolphins / koalas / elephants / tigers?

    Why?

    Because they’re cute / interesting / fun / interesting / smart.

    Say: Now please make conversations in pairs, using the animals in

    activity 1a and the description words in activity 1c.

    Homework

    1. Ask the students to remember the new words in this period (on page 116) by heart.

    2. Ask the students to practice the conversation in activity 1c.

    板书设计

教学反思

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    Period 2

    Teaching aims:

    1. Learn the vocabulary words and useful expressions.

    2. Target languages:

    I like dolphins.

    Why do you like dolphins?

    Because they are kind of interesting.

    3. Enable the students to talk about animals and tell why they like them.

    4. Help the students learn to talk about animals and tell why they like them.

    Teaching procedures:

    Step 1. Free talk and lead-in

    Revise the names of the animals.

    Say: In last period we learnt the names of some animals. Now let’s do some revision. Please look at the pictures one by one and you

    have to tell me the name of the animal in the picture. OK?

    Show the students the animal pictures one by one.

    Revise the conversation learnt in the last period.

    Give more chances to more students to practice talking about the

    animals and expressing why they like the animals.

    Step 2. Listening (2a, 2b)

    First ask the students to listen and fill in the chart in activity 2a.

    Play the recording for the first time. Ask the students to listen carefully and write down the animals.

    Play the tape the second time.

    Ask the students to pay attention to the words in the box in Activity 2b.

    Ask the students to pay attention to the conversation in activity 2b.

    After that, check the answers.

    Then ask the students to listen to and repeat the dialogue after the

    recording.

    After this, ask the students to practice the conversation without the help of the recording.

    Step 3. Pair work (2c)

    Ask the students to work in pairs, ask and answer about animals they know.

    Ask the students to practice: Why? Because they are…

    Step 4.Grammarfocus

    Ask the students to read the sentences in the grammar box and sum up the sentence structure.

    Practice suggestion: Ask the students to work in groups and write down their own opinions on the animals in Activity 1a on a piece of

    paper; show their work to the group members. And then ask and

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answer questions.

    Homework

    Ask the students to do the following:

    1. Make similar dialogues according to the conversation in 2c. 2. Use the words in the box in activity 2b to make sentences. 3. Ask the students to find more description words about animals. 板书设计

教学反思

Period 3

    Teaching aims:

    1. Teach vocabulary words.

    2. Target languages:

    Where are lions from?

    Lions are from South Africa.

    3. Enable the students to say where some animal are from. 4. Help the students to say where some animals are from. Teaching procedures:

    Step 1. Free talk and lead-in

    Show the students some pictures and ask some questions. Show the first picture with a panda in it.

    Show other pictures of animals and ask questions and go on with

    others in the same way.

    Step 2.Match work (3a)

    Ask the students to read the maps and the animals in activity 3a. Let the students look at the three animals.

    Let the students match the countries and the animals. Move around the classroom to see if the students need help. Ask the students to draw lines to match the maps with the pictures. Step 3. Pair work(3b)

    Ask the students to read the conversation in activity 3b. Ask the students to work in pairs and ask and answer questions. Step 4. Game

    Ask the students to read the list of countries and animals. Let the students look at the list of countries and animals and find a

    person to translate the list of countries and animals into Chinese.

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Show the students how to play the game.

    Play the recording for the first time.

    Play the recording again and check the answers by replaying the

    tape.

    Homework

    Ask the students to practice talking about where animals come from

    in Activity 3a.

    板书设计

教学反思

    Period 4

    Teaching aims:

    1. Teach vocabulary words.

    2. Target languages:

    What animals do you like?

    I like elephants.

    3. Enable the students to talk about why they like some animals.

    4. Help the students to learn how to talk about why they like some

    animals.

    Teaching procedures:

    Step 1. Warming and lead-in

    Check the homework by asking some questions.

    Show the pictures of lions, pandas and koalas.

    Say: Where are pandas from? Where are koalas from? Where are

    lions from?

    Show a picture of a big elephant.

    Step 2.Match work(1)

    Ask the students to read the words and the picture, and then match

    the names with the pictures ah.

    Point to the pictures one by one.

    Ask the students to read the eight numbered adjectives at the top.

    Ask the students to do the match work.

    Step 3. Listening (2a, 2b)

    Point to the numbered list of words in activity 1 and play the

    recording. Ask

    the students to listen to the recording and circle the description

    words in

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activity 1.

    Play the tape for the first time.

    And then play the recording the second time.

    Ask the students to pay attention to the headings in 2b.

    Play the first four lines of the recording of the conversation and stop the tape.

    Play the rest of the conversation.

    Check if the students get the right information. If not, play the part students can’t understand well or get the right information again (and again).

    Step 4. Pair work(3)

    Ask the students to read the dialogue.

    As the students work, move around to see if help is needed.

    Ask the students to work in pairs.

    Homework

    1. Ask the students to try to remember the new words learned in this period.

    2. Ask the students to try to practice talking about the animals they like according to activity

    板书设计

教学反思

    Period 5

    Teaching aims:

    1. Teach vocabulary words.

    2. Target languages:

    She likes to play with her friends and eat grass.

    Please be quiet.

    He sleeps during the day, but at night he gets up and eats leaves.

    3. Enable the students to write a description of an animal.

    4. Help the students to write a description of an animal.

    Step 1. Revision

    Before the new lesson, do some revision to check the homework.

    Show some pictures with a panda, a lion, a koala, an elephant, a dolphin, a tiger and penguin in each of them.

    Say: Morning, boys and girls. Nice to see you again. Have you remembered we learned how to describe animals? Can you say some

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of them?

    Ask some students to answer questions.

    Give more students chances to say, and let them have enough

    practice.

    Step 2. Presentation (3a)

    Let the students read the pictures and the descriptions.

    Ask the students to read the articles in 3a and answer the following questions.

    Show the following.

    Explain some language points that students may not understand. For

    example, the difference between play and play with.

    Step 3. Reading and filling in the blanks (3b)

     Ask the students to look at the pictures in activity 3a and teach new words.

    Say, Look at picture d. What is the panda eating? What is the koala

    eating?

    Write leaves on the blackboard. Ask a student to give the Chinese meaning and go on with the others in the same way.

    Ask the students to read the box on the left in activity 3b.

    Point out the description in 3b with blank lines where some words

    are missing.

    As the students work, move around the room checking progress and offering language support as needed.

    Ask the students to try to recite the description.

    Step 4.Writing (3c)

     Ask the students to write an article about the animal they like.

     Show the following.

     What’s the name of your favorite animal?

     How old is it?

     Where is it from?

     What does it like to do?

     What description words can be used to describe your favorite

    animals?

     After that have them present to the class.

     After the students finish writing the description, let them share their writing with others in the class.

    Step 5.Group work(4)

    Point out the example in the speech bubbles in activity 4. Ask two students to read it. Then divide the class into groups of four.

    Say: You will take turns reading your description from 3c to your group. The other students in the group guess what animal you wrote about.

    As students work, move around the classroom, making sure each

    student has a chance to read his or her description to their group.

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     Ask a few students to read their description to the class.

    Homework

     1. Ask the students to practice writing an article about one of

    their favorite animals.

    2. Ask the students to share their description in 3c with more students.

    板书设计

教学反思

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