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優(yōu)質(zhì)課教案 第二彈
Go for it: Book II: Unit 3 Unit 3 Why do you like koalas? (Section A) Huang Yahong Objective: Enable students to talk about the animals, describe the animals, express preference and give the reasons. Culture awareness: Learn more typical animals and their locations in different countries. Know the relationships between animals and human beings. Encourage Ss to protect them form being hunt or killed. Learning and teaching focus: Key vocabulary: zoo, animal, tiger, elephant, koala, dolphin, panda, lion, penguin, giraffe, smart, cute, ugly, kind of… Key sentence structures: Why do you like koalas? Because they are cute. They are kind of / very shy. Why does she like koalas? Because they are interesting. Where are the pandas from? They are from China. Anticipated difficulties: The differences between “kind of” and “very”. The special questions(why & Where) and the answers. Solution: Let Ss practice the conversations with the help of the pictures. Compare the pictures. Teaching aids: PPT, some pictures, a map of the zoo LEARNING & TEACHING ARRANGEMENT Stages/timing Activities Methodology Warming-up & leading in Step I Listen to a song. T: What do you think when you are listening to the song? (The answer will be “animals”) Presenting the task Step II Watch a movie about “Animal World” and remember what animals you can see. Ask students what other animals you know. (say out as many as possible) Situational Method Learning Step III 1. Listen to the sound and say out the names of the animals. 2. Show the pictures and present the animals that should learn. (tiger, elephant, koala, dolphin, panda, lion, penguin, giraffe) 3. Find the right animals. T: What animals have four legs / a tail? What animals can run/ swim / sing? What animals eat meat / grass? What animals have a long neck / long nose? 4. Matching and listening. Ask Ss to match the words with the animals in the map.(A-1a) Let Ss listen and check the animals in 1a. (A-1b) (Listening strategy: When you hear the answer while you’re listening, you can write the first letter of the key words. After listening you can complete the words or sentences.) 5. Show the pictures of two giraffes and present “kind of” and “very”. T: Look at these two giraffes. The one on the left is kind of tall. And the one on the right is very tall. Then show another two pictures of elephants. Let Ss compare and make sentences with these two phrases. 6. Show the pictures and present the description words. Look at the animals in the pictures. What do you think of them? (Present: cute, smart, interesting, fun, friendly, ugly, beautiful, shy) T: Do you like animals? What animals do you like? Why do you like them? Because they’re kind of / very … . T asks S2 about S1: What animals does she / he like? Why does she / he like them? Direct Method Practice Step IV 1. Ask and answer in pairs: A: What animals do you like? B: I like …. A: Why do you like … ? B: Because they are …. A: Do you like …? B: Yes, I do. A: Why do you like …? B: Because ….(A-2c) 2. Pair work & act out 3. Task: Design the best route to visit the zoo. T: Where can we see the animals? (zoo) Do you want to go to the zoo? Let’s go to the zoo together! What animal do you want to see first? (Help Ss say: Let’s see …first.) T: Why do you want to see …? Ss: Because they are …. T: Here’s a map of the zoo. Now we are having a school trip in the zoo. Please design the best route to visit the zoo. Four Ss in a group and discuss a good route to visit the zoo and give the reasons. S1: Let’s see … first. S2: Why do you want to see …? S1: Because they are… S3: Let’s see … then. S4: Why do you want to see …? S3: Because …. Get each group to write down the route and the reasons. Ask some of them to read it to the class. They may begin like this: We want to see … first, because …. We want to see … then, because …. Next we want to see …, because…. At last, we want to see …, because …. 4. Listening Ask Ss to listen and write the animals they hear and match the description words.(A-2a) Ask Ss to listen and complete the conversation. (A-2b) Ask and answer the questions about the conversation like this: S1: Why does Julia / Henry like …? S2: Because they are kind of / very …. 5. Presentation T: Do you know Beijing Olympic games? T: Do you know Fuwa? What animal is Fuwa?(panda) T: Where are pandas from? They are only from China. Do you like pandas? Why? T: What animals are only from Australia? (koalas / kangaroos ) Do you like them? Why? T: Where are lions from? (South Africa) T: Where are penguins from? (the South Pole) 6. Matching. Match the animals with the countries. 7. Pair work: Where are … from? They are from …. 8. A game: Bingo Ask Ss to write nine of the words in the box in Activity 4, then listen and cross out the words they hear and sy Bingo when they get a row of Xs. Audio-lingual Method Task-based Language Teaching Approach Production Step V 1. Read Grammar Focus and fill in the blanks in oral. _______ do you like pandas? Because _______ are very cute. Why _______ he like koalas? Because they’re ______ of interesting. ________ are lions from? Lions _______ from South Africa. 2. Sum up the differences of “kind of ” and very. Homework Write some traits about 8 animals that we learned and the countries they are from. Go for it: Book II: Unit 3 Why do you like koalas? (Section A) Li Pingping Objective: 1. The students should learn the names of different animals. 2. The students should learn how to use the description words to describe the animals and express their preferences. 3. The students should know the basic information about some animals and try to describe them in a compositive way. Learning and teaching focus: Key sentence structures: Why do you like koalas? Because they are kind of/very cute. Where are the pandas from? They are from China. Key vocabulary: zoo, animal, tiger, elephant, koala, dolphin, panda, lion, penguin, giraffe, smart, cute, kind of, South Africa. Listening strategy: Listen for the key words Anticipated difficulties: 1. Some animals names are difficult to remember; 2. How to describe the animals and express preferences correctly. Solution: Use different ways to name the animals and design some activities in which the students can express their preferences to get more practice. Teaching aids: PPT, flash, pictures about animals. LEARNING & TEACHING ARRANGEMENT Stages/timing Activities Methodology Warming-up & leading in Step 1 Enjoy three short cartoons about animals, which are familiar to the students (Tom and Jerry, The Lion King and Banbi), to arouse the interest of the students in this lesson. Ask students what animals they can see in the cartoons and then ask what other animals they know. This step can help teacher know what students know about this topic. Learning Step 2 Let students listen to the sound of some animals and try to name them. Show part of the pictures and ask student try to guess what animals they are. Students learn the names of the animals. Practice Step 3 Sally and Toby are going to the zoo soon. Would you like to go with them? But before going, you should have a test first. Can you answer these questions? (1) What animals have four/two/no legs? (2) What animals like eating meat/grass? (3) What animals can swim/fly/run quickly? … Let students consolidate the animal names in an interesting way. Practice Step 4 Listening: What animals do Sally and Toby see in the zoo? Listen and write tick the animals the【優(yōu)質(zhì)課教案 第二彈】相關(guān)文章：
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