Unit 5 Why do you like pandas？教案

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1、 Unit 5 Why do you like pandas? Section A 1 (1a-2d) 一、教學目標： 1. 語言知識目標： 1) 能掌握以下單詞：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

2、 he like? ② Let’s see the …? ③ Why do you/does she/ does he want to see …? ④ Because they are …. 2. 水平目標： ① To observe and describe animals. ② To talk about their preferences ③ To know the implied meaning of some animals 2. 情感態(tài)度價值觀目標： 動物和人類都生活在同一地球上，動物是我們的朋友。我們人類應該與動物和諧相處，共同生存。我們理應學

3、會關愛動物，保護動物。 二、教學重難點 1. 教學重點： 1) 學會描述動物的性格及特點。 2) 學會表達喜歡某類動物及說明喜歡的原因。 2. 教學難點： 名詞的復數(shù)形式表示一類事物；第三人稱單數(shù)形式 三、教學過程 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

4、? 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

5、 (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? Its a tiger. (Then lion, panda, elephant, koala, giraffe) Ss look at the picture and

6、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. Tell what animal it is. T： Show some pictures

7、 on the big screen. Let Ss tell 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 t

8、he 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 conversa

9、tion 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 t

10、he 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

11、 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 c

12、onversation 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 convers

13、ation 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

14、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. IX. Language points 1. Why don’t you like the cat? Why don’t

15、you+動詞原形，還是一種提建議的句型。 意為“為什么不……呢？” e.g. Why don’t you take a walk? 你為什么不去散步呢？ Why don’t you drink some tea? 為什么不喝點茶呢？ “Why don’t you + 動詞原形”? 的同義句可以說： Let’s … e.g. Let’s take a walk. 讓我們去散步吧。 Let’s drink some tea. 讓我們喝點茶吧。 2. He can walk on two legs. walk on… 表示“用某種方式行走”。 e.g. w

16、alk on one’s hands 表示“用手倒立行走” walk on one’s knees 表示“跪著走；跪著向前挪動” The children like to walk around the house on their hands and knees. 孩子們喜歡手腳并用在房子里爬來爬去。 3. Well, because she’s kind of boring. kind of有幾分…… 相當于一個副詞，后面多跟形容詞 。 e.g. They’re kind of scary. 他們有點可怕。 The pandas are kind of cute

17、. 熊貓有點可愛。 【拓展】 kind作名詞意為“種類” a kind of … 一種…… e.g. What kind of bread do you like? 你喜歡哪種面包？ kind還可構成短語all kinds of ...，意為“各種各樣的”。 e.g. My grandpa has all kinds of stamps. 我爺爺有各種各樣的郵票。 Homework: 1. 總結所學過的動物的名稱，用英語寫出來。 2. 縮寫一個小對話來討論一下你所喜歡的動物及原因。 Section A 2 (Grammar focus-3c) 一、教學

18、目標： 1. 語言知識目標： 1) 繼續(xù)練習運用如何做描述動物及表述自己對動物的喜好。 能掌握以下句型： —Why do you like …? —Because theyre… 2) 繼續(xù)學習談論動物來自哪里，掌握以下句型： —Where are lions from? —Theyre from South Africa. 2. 情感態(tài)度價值觀目標： 動物和人類都生活在同一地球上，動物是我們的朋友。我們人類應該與動物和諧相處，共同生存。我們應當學會關愛動物，保護動物。 二、教學重難點 1. 教學重點： 1) 總結學習描述動物的句型。 2) 總結

19、學習表述喜好及動物來自哪里的句型。 2. 教學難點： 1) 運用所學的目標語言描述相關動物表達自己的喜好； 2) 根據(jù)對動物的相關描述能猜出是什么動物。 三、教學過程 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.學生閱讀Grammar Focus中的句子，然后做填空練習。 ① 你為什么喜歡熊貓？ __

20、___________________ ② 因為它們有趣。 _____________________ ③ 約翰為什么喜歡考拉？___________________ ④ 因為它們很可愛。 ____________________ ⑤ 為什么你不喜歡老虎？_____________________ ⑥ 因為它們真得很嚇人。___________________ ⑦ 獅子來自哪里？ _________________________ ⑧ 他們來自南非。_________________________ ⑨ 熊貓來自哪里？_____________________

21、____ ⑩ 他們來自中國。_________________________ 2. Ss finish off the sentences and check the answers by themselves. 3. Give Ss eight more minutes to remember them. 4. 探究樂園 why引導的特殊疑問句。 用法：why是對原因進行提問的疑問句，其答語多用because來引導。 句子結構 Why +do/does +you/sb. + _________ +其他? 動詞原形 例如：你為什么喜歡大象？ _

22、___________________________ Why do you like elephants? 因為它們聰明。 ____________________________ Because they’re kind of smart. where引導的特殊疑問句詢問來自 哪里。 句子結構 Where + _____ + 名詞 + _____? are…from… 答語：They are+ from … 考拉來自哪里？___________________________ Where are koalas from? 他們來自澳

23、大利亞。___________________________ They are from Australia. 長頸鹿來自哪里？___________________________ Where are giraffes from? 它們來自非洲。 ___________________________ They are from Africa. 形容詞在句子中的用法。 1. 形容詞在句子中作表語， 置于________之后。系動詞 如: 大象很聰明。 ________________________ Elephants are kind of sm

24、art. 獅子真得有點嚇人。 ______________________ Lions are really scary. 2. 形容詞在句子中作定語。 形容詞+______ 名詞 杰克是個聰明的孩子。 ____________________________ Jack is a clever boy. 這是一本有趣的故事書。____________________________ This is an interesting story book. Ⅲ. Practice 1. Look at 3a.

25、Tell Ss to fill in the blanks with the words from the box. Then practice the conversation. 2. 閱讀指導： 首先，應通讀對話的全文，理解大意?？芍藢Ψ绞窃谡務撘恍﹦游飦碜阅睦?；以及雙方所喜歡的動物及原因。其次，應重點閱讀每個問答句的意思，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，還要分析句子的結構看空格處在句子中是什么成份。比如：第一句是一個問句且lions是句子的主語，空格處應是本句的狀語，再介詞from，可知空格處應填where來對地點提問。 3. 學生們根據(jù)上述閱讀

26、指導方法，自己認真閱讀對話，并將對話內容補全完整。 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 dont like lions because they are scary.

27、 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: 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 wha

28、t 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. Ⅵ. Exercises 1. If time is enough do some more exercises on the screen. Homework 1. Remember the sentences

29、in the Grammar Focus. 2. Write five sentences about your favorite animals. Section B 1 (1a-2c) 一、教學目標： 1. 語言知識目標： 1) 能掌握以下單詞：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 eleph

30、ants. ② The elephants is one of Thailands symbols. ③ Lets save the Elephants. 3) 通過聽力訓練來掌握提高學生們綜合聽說能力。 4）通過閱讀訓練來讓學生們逐步提高英語閱讀能力。 2. 情感態(tài)度價值觀目標： 動物和人類都生活在同一地球上，動物是我們的朋友。我們人類應該與動物和諧相處，共同生存。我們應當學會關愛動物，保護動物。 二、教學重難點 1. 教學重點： 1) 讓學生們進行聽、說的訓練來掌握更多動物的名稱及描述特性的形容詞。 2) 通過閱讀短文來了解世界各地一些其他動物的情

31、況，讓學生們眼界更寬闊。 2. 教學難點 1) 進行聽力訓練，提高學生們聽對話獲取相關信息的能力。 2）進行閱讀訓練，來培養(yǎng)學生們的綜合閱讀能力。 三、教學過程 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 t

32、he 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. Ⅲ. Learning 1. Pay attention to the animals in the picture in 1a and ask a student to say the n

33、ame 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

34、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 f

35、or 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 sa

36、y. 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 o

37、n 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. Ss, 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

38、 they work, move around the room checking on progress. 4. Ask some pairs to present their conversations to the class. Ⅵ. 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 gre

39、at danger, cut down, tree, kill, ivory… 2. Ss read and understand the new words and expressions. Ⅶ.Thinking 1. T: Now there are many animals are in danger in the world. Why? One reason is that man cuts down too many trees so animal are losing their homes. 2. Look at the chart below. What an

40、imals do you think are in great danger? Discuss with your group members and check the animals. 3. Let some Ss read their answers. 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 pas

41、sage 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

42、 in great danger? ④ 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. ① They’re from Thailand. ② Yes, they are. ③ Because people cut down many trees and they k

43、ill elephants for their ivory. ④ It’s on March 13th. 3. Tell the students to look at the map in 2c. There are four boxes 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 th

44、e 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. (1) 閱讀指導： 1) 認真看一遍這四個表格，明確每個表格是關于大象的那個方面的情況。 2）然后，再讀短文一遍，找到相關的內容的依據(jù)。仔細讀相關內容，分析空格處應當填寫的單詞。比如：第一個方框中講大象在泰國的重要性，通過讀短文可知依據(jù)應是短文的第一段。由最后兩句話“我們的第一國旗上面有一只白色的大象，這是好運的

45、象征?！笨芍谝粋€空格處應填寫elephant；第二個空格處應填luck。其他與此類似。 3）最后，再讀自己所填寫的空格及依據(jù)，看是否有錯誤。 (2) Ss read the article and fill in the blanks in the map. (3) Check the answers with the Ss. IX. Language points 1. friendly friendly為形容詞，是由名詞friend加后綴-ly構成，意為“友好的”。be friendly to ...意為“對……友好”。 e.g. The boy is friend

46、ly to old people. 2. Our first flag had a white elephant on it. 我們的第一面國旗上就（繪）有一頭白象。 had為動詞have的過去式形式，表示“曾經有；過去有”。意味著“現(xiàn)在泰國國旗上已不再有白象了”。 3. Elephants can walk for a long time and never get lost. 大象能夠長時間行走而且從不迷路。 1) lost作為形容詞，表示“走失的；迷路的；失散的”、“丟失的；遺失的”， 常與系動詞get或be一同構成短語，表示“丟失；走失；迷路”。

47、 e.g. What bad luck! My keys are lost again. 真是倒霉！我的鑰匙又丟了。 The little girl can’t find her home. She gets lost. 小女孩找不到家了，她迷路了。 2) lost還經常直接用于名詞之前，做定語修飾名詞。 e.g. a lost child 走丟了的孩子 the lost tourists 迷了路的游客們 a lost watch 被人遺失的手表 4. But elephants are in great dang

48、er. 但是大象面臨巨大的危險。 be in (great) danger 處于（極大）危險之中 e.g. The boy falls into the lake. He’s in great danger. 小男孩落入湖中，他處于極大危險中。 英語中，常用形容詞big或great與danger搭配，表示“巨大的危險”。 (be) out of danger 脫離危險 e.g. The doctors say he’s now out of danger. 大夫們說現(xiàn)在他脫離了危險。 5. People cut down many trees so elephants

49、are losing their homes. 人們砍伐了很多樹木導致大象失去了家園。 cut down 砍伐 e.g. Don’t cut down trees. 不要砍伐樹木。 6. Today there are only about 3,000 elephants (over 100,000 before). 如今，僅剩下3000頭大象（超過10萬之前） over （數(shù)量）超過； 在……之上 e.g. Over one hundred people are in the library. 有超過一百人在圖書館里。 There’s a sm

50、all bridge over the river. 在河上面有一座小橋。 3000可使用thousand一詞，讀作three thousand。 英語中沒有單獨的詞匯表達“萬”的概念，必須通過“thousand”轉換表達。如：100,000則只能使用thousand, 讀作：one hundred thousand。 7. We must save the trees and not buy things made of ivory. “be made of +原材料”表示“由……制成(從制成品中仍能看出原材料)”。 e.g. The table is made of woo

51、d. 這張桌子是由木頭制成的。 【拓展】“be made from +原材料”表示“由……制成(從制成品中看不出原材料)”。 e.g. Paper is made from wood. 紙是由木頭制成的。 Homework 1. 熟讀2b中的短文。 2. 試著復述2b課文。 Section B 2 (3a-Self check) 一、教學目標： 1. 語言知識目標： 1) 復習本單元所學的動物的名稱以及描述動物的形容詞。 2) 能正確運用所學的相關知識描述動詞，表達自己的喜好。 3）通過不同方式的練習來熟練表達自己的喜好及描述不同的動物。 2. 情感態(tài)度價值觀目標：

52、 動物和人類都生活在同一地球上，動物是我們的朋友。我們人類應該與動物和諧相處，共同生存。我們應當學會關愛動物，保護動物。愛護動物，愛護自然，就是愛護人類自己。這是我們應當?shù)玫降慕逃枴? 二、教學重難點 1. 教學重點： 1) 能根據(jù)相關提示詞來描述動物的特性及來自哪里。 2）能運用自己所學的知識來描述一些自己熟悉的動物。 3）通過做不同形式的練習來熟練運用本單元所學的知識。 2. 教學難點： 運用自己所學的相關知識來介紹或描述某個動物。 三、教學過程 Ⅰ. Warming- up and revision 1. Have a dictation of the words a

53、nd 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) Isnt it beautiful? (a tall tree) Is it tall? … 2. Ss try to underst

54、and the use of the sentence structure. Then try to make their own sentences. Ⅲ. Practice 1. T: Becky is Jills favorite animal. Fill in the blanks with the words in the box. 2. 閱讀指導：首先，通讀小短文，看短文中描述或介紹了Becky的那些方面；其次，讀方框中的選項，明白每個單詞的意思。然后，認真讀短文，分析每個空格所在句子的意思，確定每個空格的意思，然后補全空格。最后，通讀一遍短文，看短文是否通順，確定所

55、填空的單詞是否正確。 3. Ss read and fill in the blanks. 4. Check the answers. 5. Explain "Isn’t she beautiful? " Ⅳ. Writing 1. T: Do you like pandas? 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 ye

56、ars old, China, cute, Beijing Zoo) 2. 寫作指導： 首先，應介紹它的歲數(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 an

57、d let Ss correct their article. Ⅴ. Self Check 1 1. We learned many animals and descriptions in this unit. Lets 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

58、the answers on the blackboard. Let other Ss add more words. 4. Ok. Now lets make sentences with the animals and descriptions. I like…because… I dont 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 gro

59、ups 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. Make a survey in your family. See what animals they like and why. 2. Make a list of the animals that you know.