Unit5WhydoyoulikepandasSectionA(1a-2d)

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. Talk about the animals they like using the words they know.

—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：

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