Unit 5 Why do you like pandas? 2. s. on weekdays and weekdddkking an compliand ho wriet teachers. Mo 1b. YOU write down the answers.hey can'rr
The First Period (Section A 1a—Grammar Focus)
Teaching Aims
1. Knowledge Objects
(1) Function: ① Know new words of animals and describe animals.
② Learn the usage of “why” questions.
(2) Key Vocabulary: tiger, elephant, koalas, panda, lion, giraffe, cute, lazy, smart, beautiful, scary, kind, kind of, Australia, south, Africa, pet, leg, cat, sleep, zoo, animal
(3) Target Language: ① –Let’s see the lions.
--Why do you like them?
--Because they’re interesting.
② –Why don’t you like the cat?
--Well, because she’s kind of boring. She sleeps all day, and her name is lazy.
--Haha, then that’s a good name for her.
(4) Structure: Why/What/Where questions.
Because…
Adjectives of quality.
2. Ability Objects
To train students’ listening and speaking skills.
3. Moral Objects
To raise interest of knowing about different kinds of animals and love and protect them.
Teaching Key Points
1. Key vocabulary in this period.
2. Target language in this period.
Teaching Difficult Points
1. How to improve students’ listening ability.
2. Make conversations using the key structures.
3. How to remember words well.
Teaching Methods
Make conversations freely using the target language.
Teaching Aids
1. A tape recorder.
2. A computer for multimedia use.
Teaching Procedures
Step 1 Leading in (about 3 minutes)
1. Leading in by asking questions about zoo.
2. Have students give some answers.
3. Write them on the board.
4. Start the class.
T: Do you often visit zoos on holiday or weekends?
S: Yes, we do.
T: OK, do you like animals and what is your favorite animal?
S: I love cat/dog.
T: Good! But if I want to know the reason, what should I say? It’s our class. Let’s learn the patterns.
5. Write the patterns on the blackboard.
Object: Raise students’ interest.
Attention: Teacher can ask more than one student to answer the question. In order to create active classroom atmosphere.
Step 2 Presentation (about 9 minutes)
1. Have students look at the picture and read the words on the left.
2. Then ask a pair of students to read the dialogue in the picture.
T: OK. Let’s get started and see how to use the patterns. Please turn to P25 and look at the picture of 1a. First I will read the words on the left hand. Please read after me. Tiger, elephant, koala, panda, lion, giraffe.
S: Tiger, elephant, koala, panda, lion, giraffe.
T: Then, I want some of you to read the dialogue. Who wants to be the volunteer?
S1: Let’s see the pandas first. They are my favorite animals.
S2: Why?
S1: Because they’re very cute.
T: Good! Thank you. Can anyone make a dialogue like this?
S3: Let’s see the giraffe first. They are my favorite animals.
S4: Why?
S3: Because they are beautiful.
T: Pretty good!
Object: Get students familiar with the patterns and try to use the new pattern into their sentences.
Attention: If the students have trouble in making sentence. Teacher can give students some minutes to discuss with their classmates. After making a sentence, teacher can give some suggestions or give an example before their own sentences.
Step 3 1a (about 5 minutes)
1. Read each of the words and phrases.
2. Read the instructions.
3. Do a quick check to see where students would like most to visit.
T: After making sentences, let’s finish the activity 1a together.
T: Do you like going to the zoo?
S: Yes, I do.
T: Good! Please look at the picture of 1a and the words on the left. Match the words with the animals in the picture. I will give you several minutes to finish this activity.
4. After finishing the activity, ask someone to share the answers.
5.And then, check the answers.
Object: Make students be more familiar with the words by relating to pictures.
Attention: Control the time properly.
Step 4 Listening 1b (about 5 minutes)
1. Read the instructions.
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