提高作业二(Unit2 Why do you like koala bears)

Unit 2 Why do you like koala bears? 一．教学目标 谈论自己的喜好； 询问他人的喜好； 能够谈论喜爱某种动物的理由； 做出自己的行动计划。

二．教学向导 语言目标学习策略与思维技巧 重点词汇使用的一般现在时句型使用的一般现在时的疑问句，并做出 肯定和否定的回答。

使用和的特殊疑问句名词的单复数的使用通过讨论，做出推理与判断， 培养综合分析能力,,,,,,,,,,,,,,,,,, 语言结构 语言功能 跨学科学习? 讨论喜好 陈述理由文学鼓励学生创作，根据自己调查的资料和感受写出对保护 动物的理解 三．重点句型? ’ ? ? ? , ? 四．教学步骤 1’, , 2? ,22; ,,; … 3 1’; 2,,22; 3 ? ’ ??,’ ,, ,!,? ’ ,’? ’, 4, 17; 2; 3,,… 5 ,? 教学点评及反思 一．环节设计思路 本课以游戏形式的猜动物名称引入，首先让学生通过游戏中的练习， 尽快熟悉各种动物的英文名称。

然后导入到三个链状承接的任务上。

第一个任务通过听力引入本课的第一组重点句型，即询问喜欢何种动 物及其原因。

然后在同学中做一个调查，看看大家都喜欢些什么动物以及喜欢的原 因，为第二个任务积累资料。

任务二是真实任务前的模拟，让学生从大家喜欢的动物中挑选两至三种安排小组去动物园的参观路线。

真实任务是来源于对秋游的设想，打算组织学生去北京动物园，分小 组活动，要求各小组有自己的参观计划，必须明确列出参观各种动物的顺 序以及原因，并根据地图说出大致的方位。

课堂完成任务后，课后任务对课堂的延伸和巩固，因此选择了学生较 感兴趣的野生动物问题，同时兼有美术和生物学科的学习，一举多得。

二．课后反思 本课设计上思路非常明晰， 由潜入深， 教师带领着学生一步一个脚印， 渐渐进入任务，让学生非常自然的领会本课的知识点。

任务的设计贴近学生生活，有趣又实用，学生的参与非常热烈。

Unit2Whydoyoulikekoalabears?(新目标七下英文教案)Unit2:hydoyoulieoalabears?LanguagegoalsInthisunitstudentslearntodescribeanialsandexpresspr eferencesandgivereasons,Nelanguagehydoyoulieoalabears?.Becausethey'recute,They'repret tyinteresting,They'reindofshy,They'reverybig.naesofanialssuchastiger,elephant,oalabear,dolphin descriptionordssuchassart,cute,intelligentnaesofcountries:Australia,SouthAfrica,Recycledlanguagebeteen,acrossfroHe's/She'sfro...He's/She'sfiveyearsold.naeofcountries;china,japan,BrazilSectionAAdditionalaterialstobringtoclass:coinsorotherarersfortheBingogaein4.AsstudentstonaeasanyanialsastheycaninEnglish.riteth elistontheboard,Asstudentstodescribeeachanialinsoeay.Theyaytellitsc olorortellifitisbigorsall.Say,Todayearegoingtolearnthenaesofsoeoreanials.ella lsoleahotosayhichoneselieandtellhyeliethe.laThisactivityintroducestheeyvocabulary.Focusattentionontheapofthezooshoingpicturesofanials .Asstudentstopointtoandnaeanyanialstheycan.Pointtotheanialsonebyoneandsaythenaeofeach.Asstuden tstorepeal.Pointoutthenuberedlistofords.Sayeachoneandasstudent storepeat.Thenasstudentstoatcheachordithoneofthepictures.Say,ritetheletterofeachanialintheblanbythatanial'snae.P ointoutthesapleanser.chectheansers.bThisactivitygivesstudentspracticeinunderstandingth etargetlanguageinspoenconversation.Pointtotheanialsin1a-Asstudentstopointtoandnaethean ials.Say,I'goingtoplayrecordingsofthreeconversations.Lis tencarefullyasyoulooattheordsinla.Putachecarinfront ofthenaeofeachanialyouhear.Playtherecordingthefirsttie.Studentsonlylisten.Playtherecordingasecondtie.Thistiestudentscheceacha nialnaetheyhear.correcttheansers.1cThisactivityprovidesguidedoralpracticeusingthetar getlanguage.callattentiontotheexapleconversationinthepicture.As tostudentstoreadittotheclass.Anseranyquestionstheya yhave.Pointoutthefourdescriptionords.Asastudenttoreadthea loud.Revietheeaningofeachord.Say,Noyoucanaeconversationsaboutanials.yourconversa ethesedescriptionords.Asstudentstoorinpairs.Havethetaeturnssayingbothpart s.Ifstudentsneedhelpgettingstarted,deonstrateanotherc onversationithastudent.Forexaple:Teacher:let'sseetheelephant.Student:hydoyouanttoseetheelephant?Teacher:Becauseit'sverysart.Assoestudentstopresenttheirconversationstotheclass.2aThisactivityprovideslisteningpracticeusingthetargetlanguage.callattentiontothetoblanlinesontheleft.Say,youillhe ararecordingofaconversation.Listencarefully.Thenrit ethenaesofthetoanialsyouhearontheselines.Playtherecordingthefirsttie.Studentsonlylisten.Playtherecordingasecondtie.Thistiestudentsriteinthe naesoftheanials.chectheansers.Pointouttheadjectiveslistedontheright.Asastudenttos aytheords.Say,NoIillplaytherecordingagain.Thistiedraalinebete eneachanialandtheadjectiveyouhear.Playtherecordingandhavestudentsatcheachanialithanad jective.correcttheansers. bThisactivityprovideslisteningandritingpracticeusingthetargetlanguage.callattentiontotheconversationandtheblanlinesinitSa y,youillheartherecordingagain.Thistiepleaseriteaord frotheboxoneachblanline.Soeordscanbeusedorethanonet ie.Asastudenttoreadtheordsinthebox.Playtherecording.chectoseethatstudentsareritingaord frotheboxoneachlineoftheconversation.Goovertheansers.2cThisactivityprovidesguidedoralpracticeusingthetar getlanguage.callattentiontotheconversationinthepicture.Astostud entstoreadittotheclass.Say,etheordsi nBox1,Box2,andBox3inyourconversations.Deonstrateaconversationithastudent.Forexaple: Student:Doyouliepenguins?Teacher:yes,Ido.Student:hy?Teacher:Becausethey'reverycute.3aThisactivityprovidesreadingpracticeusingthetarget language.Pointtoandsaythenaesofthethreecountriesontheapsanda sstudentstorepeatPointtothethreeanialsandasastudenttonaethe.Say,Nodraalinebeteeneachanialandthecountryitesfro.correcttheansers.bThisactivityprovidesguidedoralpracticeusingthetarg etlanguage.Pointtotheconversationinthepicture.Asapairofstudent storeadittotheclass.Asstudentstoorinpairs.Say,Noyoucantalabouthereanial sefro.Pointtotheapandanialsstudentsatchedupin3a-Say,orithapartner.Taeturnsasingandanseringquestions aboutthecountriesandanialsin3a.Afterafeinutes,asseveralpairstosaytheconversationfo rtheclass.SectionBAdditionalaterialstobringtoclass:Picturesofhouseholdpetsandzooanialscutoutofagazines forFollo-upactivity1.Thisactivityintroducesoreeyvocabulary,callattentiontotheanialsinthepictureandasastudentto saythenaeofeachone.Pointoutthelistofeightnuberedadjectivesatthetop.Say,Nopleaseatchtheadjectivesatthetopiththeanialsin thepicture.ritetheletteroftheanialonthelineafterthe adjective.Pointoutthesapleanser.Asstudentsor,ovearoundtherooofferingtoanserquestionsasneeded.correcttheansers-2aThisactivityprovideslisteningpracticeiththetarget language.Say,NoIillplayarecordingofaconversationbeteenTonyan daria.Thistiecircletheadjectivesyoubearonthelistfor la.Playtherecordingagain.Studentscircletheadjectivesth eyhear.correcttheansers.bThisactivityprovideslisteningandritingpracticeusin gthetargetlanguage.callattentiontothethreeheadings.Anial,aria'sordsand Tony'sords,andtherite-onlinesundereach.Say,NoIillplaytherecordingagain.Thistiepleaseriteth enaeoftheanialseachpersontalsaboutandtheordstheysay.Playthefirstfourlinesofrecordingandstopthetape.As,h atanialaretheytalingabout?hatordsdoesariausetodescr ibetheelephant?Pointouttherite-onlinesherestudentscanritetheseords.Playtheholerecordingandhavestudentsritetheordstheyh earonthechart.chectheansers.Thisactivityprovidesguidedoralpracticeusingthetarge tlanguage.callattentiontothedialoguenexttothepicture.Astostud entstoreadittotheclass.Say,esentencesliethesetosayhatyouthinab outdifferentanials.Deonstratetheactivityithoneortostudents.Forexaple,s ay,Iliedolphins.They'reintelligent.Asstudentstoorinpairs.Astheyor,ovearoundtheroocheci ngonprogress.Assoepairstopresenttheirconversationstotheclass.3aThisactivityprovidesreadingpracticeusingthetarget language.Pointoutthethreedescriptionsofanials.Asstudentstota eturnsreadingonealoud.Thendraattentiontothepicturesofanialsbelo.Say,ritet heletteroftheanialintheblanlinesaboveitsdescription.Thereisoneanialthatisnotdescribed.chectheansers.bThisactivityintroducessoenevocabularyordsandprovid esreadingandritingpracticeusingthetargetvocabulary.callattentiontothepicturesofanialsin3a,anddraattent iontothegrass,leaves,andeat.Asastudenttoexplaineach ordoruseitinasentencetoshoheorsheunderstandshatiteans.Teachtheexpressionsleeps.Pointoutthedescriptionin3bithblanlinesheresoeordsar eissing.Readittotheclasssayingblaneachtieyouetoabla nline.Pointoutthesixordsinthebox.Say,youcanritetheseordsi eeachordonlyonce.Asstudentsor,ovearoundtheroochecingprogressandoffer inglanguagesupportasneeded.chectheansers.3cThisactivityprovidesreadingandritingpracticeusing thetargetlanguage,Say,Noyoucanriteadescriptionlietheonein3b.youcanuse soeofthesaeords.riteaboutanyanialyoulie.youayishtodoasapledescriptioniththeclass.chooseanan ial'snaeandriteitontheboard.Thenasstudentstoaestate entsabouttheanial.Repeateachstateentandthenriteontheboard.youcanasleadingquestionssuchas.Isitbig?Isitl azy?Doesiteatgrass?Asstudentstoritetheirondescriptions.youayishtohavel essfluentstudentsorithaorefluentpartner,Asstudentstosharetheirritingithothersintheclass.Afteryouhaverevieedthestudents'or,youayishtohavesoe studentsrecopytheirorsothatyoucanpostitontheclassro obulletinhoard.。

初三系列复习资料（21）Book1(Unit1-Unit16)的考点集汇，讲解和训练二十一、Book1(Unit1-Unit16)【知识梳理】I. 重点短语1. Sit down2. on duty3. in English4. have a seat5. at home6. look like7. look at8. have a look9. come on10. at work11. at school12. put on13. look after14. get up15. go shoppingII. 重要句型1. help sb. do sth.2. What about…?3. Let’s do sth.4. It’s time to do sth.5. It’s time for …6. What’s…? It is…/ It’s…7. Where is…? It’s….8. How old are you? I’m….9. What class are you in? I’m in….10. Welcome to….11. What’s …plus…? It’s….12. I think…13. Who’s this? This is….14. What can you see？I can see….15. There is (are) ….16. What colour is it (are they)? It’s (They’re)…17. Whose …is this? It’s….18. What time is it? It’s….III. 交际用语1. Go od morning, Miss/Mr….2. Hello! Hi!3. Nice to meet you. Nice to meet you, too.4. How are you? I’m fine, thank you/thanks. And you?5. See you. See you later.6. Thank you! You’re welcome.7. Goodbye! Bye!8. What’s your name? My name is ….9. Here you are. This way, please.10. Who’s on duty today?11. Let’s do.12. Let me see.IV. 重要语法1. 动词be的用法；2. 人称代词和物主代词的用法；3. 名词的单复数和所有格的用法；4. 冠词的基本用法；5. There be句型的用法。

Unit 2 Why do you like koalabears?(新目标七下英文教案)Unit 2: Why do you like koala bears?Language goalsIn this unit students learn to describe animals and exand give reasons,New languageWhy do you like koala bears?. Because they're cute,They'g, They're kindThey're very big.names of animals such as tiger, elephant, koala bear, dolphindwords such as smart, culligentnauntries: ,Recycled languagebetween, aHe's/She'He's / She's five years old. nauntries; </st1:plaAAdditional materials to bring to class:aBingo gaAsk studame as many animals aan in English. Wlboard, Ask studdescribe each animalway.They may tell its colllbig or small.Say, Today we are going to leaaanimals. Well alsoleam how to say wwe like and tell why we l activduvocabulary.Focus aawing pictures of animals. Ask studand name any animalan.Panimals one by one and say the name of each. Ask studal.Point out the numbered list of words. Say each one and ask studat.Then ask studatch each word wures. Say, Wlach animalblank by that animal's name. Point out the sample answanswers.1 b This activity gives students praunderstanding the target languagversation.Panimals in - Ask studand name the animals.Say, I'm going to play recordingversations. Listen carefully as you look at the words in la.Put a checkmaame of each animal you hear. Pladingudents only listen.Plading a second time. Tudach animal naaanswers. This activity provides guided oral practice using the target language.Call axample conversaure. Ask two studadlass. Answerany quay have.Point ouur dwords. Ask a studad them aloud. Review the meaning of each word.Say, Now you can make conversations about animals.Your conversations can be lxample. Udwords. Ask studwairs. Havake turns saying both parts.If studd help getting started, demonstrate aversation with a student. For example: Teacher: let'lephant.Student: Why do you walephant?Teacher: Because it's very smart.Audversalass.This activity provides listening practice using the target language.Call awo blank lleft. Say,You will hear a recording of a conversation. Listen carefully. Then wawo animals you healines.Pladingudents only listen.Plading a second time. Tudents waanimalanswers. Point out the adjectives listedght. Ask a studay the words.Say, Now I will plading again. Tdraw a line betweeneach animal and the adjective you hear.Plading and have students match each animal with an adjectivanswers.2b This activity provides listening and writing practice using the target language.Call aversation and the blank lay, You will heading again. Tlease write a wordbox on each blank lwords can be usedaAsk a studad the wordbox.Pladingat students are writing a wordbox on each lversation.Go over the answers.This activity provides guided oral practice using the target language.Call aversaure. Ask two studadlass.Say, Now you can have conversations lUse the words in Box 1, Box 2, and <st1:address w:<st1:Street w:Box</st1:</st1:addur conversations. Demonstrate a conversation with a student. For example:Student: Do you like penguins?Teacher: Yes, I do.Student: Why?Teacher: Because they're very cute.This activity provides reading practice using the target language.Pand say the nauaps and ask studatPanimals and ask a studaay, Now draw a line between each animal and the couanswers.3b This activity provides guided oral practice using the target language.Pversaure. Ask a paudadlass.Ask studwairs. Say, Now you can talk about where animalPap and animals students matched up in - Say, Work with a partner. Take turns asking and answering quabouuntries and animals in .After a few minutes, ask several paaversalaB Additional materials to bring to class: Pictuusehold pets and zoo animals cut out of magaFollow-up activThis activduvocabulary,Call aanimalure and ask a studay the name of eaPoint out the lght numbered adjectives aay, Now please maadjectives awanimalure. Wlanimalline aadjective. Point out the sample answer.As students work, move aroundg to answer quasneededanswers-This activity provides listening practice warget language.Say, Now I will play a recording of a conversation between Tony and Maria. Tle the adjectives you bealla. Plading again. Studle the adjectivaanswers.2b This activity provides listening and writing practice using the target language.Call aadings. Animal, Maria's Words and Tony's Words, and the write-on lines under each.Say, Now I will plading again. Tlease waanimals eaalks about and the worday.Plaur lding andape. Ask, What animal aalking about? (the elephant) What words does Maria use to describe the elephant? (g, intelligent)Point out the write-on lines where students can wwords.Play the whole recording and have students wwordaaanswers.3 This activity provides guided oral practice using the target language.Call adialogue nexure. Ask two studadlass.Say, Wairs. Ulay what you think about danimals. Demonstrate the activity wwo students. For example, say, I like dolphins. They're intelligent.Ask studwairs. As they work, move aroundg on progress. Aaversalass.This activity provides reading practice using the target language.Point oudanimals. Ask studake turns reading one aloud.Then draw aures of animals below.Say, Wlanimalblank lines above its dTanimal thadescribedanswers.3b This activduw vocabulary words and provides reading and writing practice using the target vocabulary.Call aures of animals in , and draw agrass, leaves, and meat. Ask a studxplain each word or uawunderstands what it means. Teaxleeps.Point out the db with blank lines wwords ag. Readlass saying blank eaua blank line.Point oux wordbox. Say, You can wwordblanks. Use each word onlAs students work, move aroundg progress andg language support as neededanswers.This activity provides reading and writing practice using the target language,Say, Now you can write a dlb. You can uame words. Write about any animal you like.You may wish to do a sample dwlaan animal's name and wboard. Then ask studake staabout the animal.Repeat each statement and then wboard. You can ask leading quuch as. Is it big? Is it lazy? Dat grass?Ask studwwn du may wave less fluent students work with a more fluent partner,Ask studawriting wlass.After you have reviewed the students' work, you may wavudwat you calassroom bulletin hoard。

初一英语教案：UNIT 2 Why do you like koala bears UNIT 2 Why do you like koala bears?Text analysis:Topic: animals in the zooFunctions (Teaching aims): 1. Describe animals 2. Express preferences and give reasonsStructures:1. Why, What, Where questions 2.Because 3. Adjectives of qualityTarget language: Why do they like koala bears? Because theyre cute. Theyre kind of shy. Theyre very big.V ocabulary: 1. zoo, animals, tiger, elephant, koala bears, dolphin, panda, lion, penguin, giraffe 2. smart, cute, fun, ugly, intelligent, friendly, shy, kind of 3. South AfricaRecycling: beautiful, small, quiet, scary, interesting, Australia, Japan, Brazil, China.He is from-- Shes five years old.Learning strategies: 1. Using what you know 2. Inferring contentMulti-intelligence: 1. Know the nature 2. Knowledge of places 3. logical expressionsPeriods: sixPeriod 1 section A 1a 1b 1cPeriod 2 section A 2a 2b 2c Grammar focusPeriod 3 section A 3a 3b 4Period 4 section B 1 2a 2b 3Period 5 section B 3a 3b 3c 4Period 6 self checkPeriod 1Teaching aims:Learn new words: animalstiger, koala bear, elephant, dolphin, panda, lion, penguin, giraffe description wordscute, fun, smart Listen and check() the animals.Practice the conversation: describe animalsTeaching methods: listen and say, read and writeTeaching procedures:Step 1 Presentation(1a)We are going to learn the names of some more animals.Show the animals on the map of the zoo point to the animals and say the names let students read the words match the words with the animals in the picture practice the words(read and write)Step 2 Listening practice(1b)Point to the animals in 1a and ask students to say the names play the recording of the conversation twice check() the names of animals Step 3 Pair work(1c)Practice the conversations using the description words.A: Lets see the lions.B: Why do you want to see the lions?A: Because theyre cute.Step 4 Consolidation: Free talkAsk students to present their conversations to the class.Step 5 Summary: words and conversationsStep 6 Homework: remember the words and conversations.通过上面对UNIT 2 Why do you like koala bears课时教案知识的学习，希望同学们对上面的知识都能很好的掌握，相信同学们会取得很好的成绩的哦。

教案示例Unit 2 Why do you like koala bears?一．教学目标：谈论自己的喜好；询问他人的喜好；能够谈论喜爱某种动物的理由；做出自己的行动计划。

二．教学向导三．重点句型Why do you want to see the pandas?Because they’re cute.Why does he like the koala bears?Because they are kind of interesting.What animals do you like?I like penguins. They are cute.What other animals do you like?I like dogs, too.Where are lions from?They are from Africa.四．教学步骤：Step 1: Lead-inShow parts of animal’s bodies by slide show, let students guess what animals they are.Then students show the pictures of all kinds of animals they foun d before class, and do a brief introduction of the pictures.Step 2: Task one: make a survey: what animals do your group mates want to see?Listen to the tape and finish Section A, 2a and 2b;Ask group mates what animals they want to see in a zoo, fill in t he chart as below:Presentation: show their pair workreport: Lucy wants to see pandas. She thinks pandas are very cute and friendly…Step 3: Task two: make decision what animals your group wants to see in a zoo.1. choose the most popular three animals in one’s group;2. listen to the tape, finish Section B, 2a and 2b;3. make a plan when you go to a zoo with your group mates.Give a dialogue sample:Boy: Where do you want to go now?Girl: Let’s see the elephants.B: The elephants? Why do you like elephants?G: Oh, they’re interesting. And they are really intelligent.B: Yes, but they are ugly, too.G: Oh, Tony! So, where do you want to go?B: Let’s see the pandas. They are kind of cute.G: Oh, yeah. I love pandas. They’re beautiful. But they are also kind of shy. Where are they?B: They’re over there on the left, jus t across from the koala be ars.Step 4: Task three: We are going to the Beijing zoo for Autumn Ou ting, draw the order your group see animals at the zoo and state your reasons.Group work:1. draw a map of the zoo like the picture on P7; (according to the map of Beijing zoo)2. mark the order your group see animals;3. state the reasons like: Lucy, Mary and I like pandas best beca use they are lovely and beautiful, so we go to see pandas first. The n…Step 5: Homework: Task:If you have a wild animal zoo, what animals do you want to put in your zoo?Draw a map of your zoo and state why you have these wild animals.教学点评及反思：一．环节设计思路：本课以游戏形式的猜动物名称引入，首先让学生通过游戏中的练习，尽快熟悉各种动物的英文名称。

Unit 21Lesson 811. fall off s.p. =fall down (from s.p.) 从……摔下来wash oneself 自己洗漱dress oneself 自己穿衣服do sth. by oneself 独自做某事say to oneself 自言自语lose oneself in 陶醉于……中buy oneself sth 给自己买……help oneself ( to sth. ) 随便吃（拿/用）……look after oneself 照顾自己teach oneself sth.= learn sth. by oneself 自学……3.piano →（复数）piano s pianist钢琴家play the piano弹钢琴play the violin 拉小提琴▲在乐器名词前要加冠词the4.play computer games 玩电脑游戏5.find out 查出……；弄清楚……6. a photo of 一张……的照片photo →（复数）photo sLesson 821.listen to music 听音乐play the music 演奏乐曲2.was /were doing sth. When sb. did sth. 正在做……时,突然……He was walking in a street when he stopped outside a house.3.hear sb. do sth. 听见某人经常做某事（often）hear sb. doing sth. 听见某人正在做某事4.How I wish ……我多么希望……How I wish I could hear Beethoven himself play it!5.wish (sb)to do sth. 希望(某人)做某事wish + 句子（表示无法实现的愿望，常用虚拟语气，动词过去式）I wish I were five years old.6.This piece of music is so difficult to play. 这首曲子是如此的难弹。

Unit 2 Why do you like koala bears?5分钟课堂过关训练Ⅰ.看图填词：请你写出这个动物园中动物的种类1. 2. 3. 4. 5.6. 7. 8.Ⅱ.连线题Where are the animals from? What’re they like?附参考答案：Ⅰ.1.tiger 2.elephant 3.dolphin 4.panda 5.lion 6.penguin 7.giraff 8.koala bearsⅡ.略15分钟课堂过关训练AⅠ.词汇1. live in Australia. They’re very lovely.2.A can help you find the right place.3.Sunday is the day of the week.4.I like monkeys. They’re very .5.Sh!Be quiet. The baby is .6.The turn yellow in autumn.7.Where are the pandas from? They’re from .8.My little brother is eight old.9.My father is very busy. He 8 hours every day.10.Many people keep dogs at home because they are and intelligent.Ⅱ.单项选择1. —animals do you like?—I like penguins.A. WhatB. HowC. Whose2. —Where is he ?—South Africa.A. goB. fromC. like3. Chinese is different English.A. toB. withC. from4. Tom to bed early but his brother doesn’t.A. goes B .is going C. go5. Look! The elephant grass and leaves.A. eatB. eatsC. is eatingⅢ.情景对话A: Hi, Peter!B: I’m going to the zoo.A: .What animal do you like?B: .A: Why?B: Because they’re strong and intelligent. What about you?A: because they’re cute.B: Where are the koala bears from?A: Oh, .A.I like koala bears.B.I like elephants.C. Where are you going?D. They’re from Australia.E. It sounds great.Ⅳ.句型转换:就划线部分提问1.She usually relaxes 5 hours every day.2.Ken is 13 years old.3. At night, she does her homework.4.They like penguins because they’re cute.附参考答案：Ⅰ.1.Koala bears 2.map 3.first 4.clever/lovely 5.sleeping 6.leaves 7.China 8.years 9.works 10.friendlyⅡ.1~5 ABCACⅢ.CEBADⅣ.1.How long does she relax every day?2.How old is Ken?3.When does she do her homework?4.Why do they like pengunis?15分钟课堂过关训练BⅠ.词汇1.My little brother is very (聪明的).2.I have a (地图)of the world.3.The people here are very (友好的).4.Let’s play a game. You can have five (猜测).5. (有)some meat in that box.Ⅱ.动词填空1.I (learn)English now. I (learn)two new words every day.2.—Where’s Dick?—He (take)Chip for a walk. He (take)him for a walk every evening.3.—(be)you busy, Jeany?—Yes, I (write)a letter. I always (write)to my pen pal every week.4.—Dad, can you help me?—I’m sorry, dear. I (wash)the car. I (wash)it at the weekend.5.It’s (rain)outside. He can’t (go)out. Now he (listen)to the radio in the living-room.Ⅲ.阅读理解Many people have pets(宠物).Some people like rabbits very much. They have pet rabbits.Mr Trotter is a doctor. But he doesn’t help sick(患病的)people, he helps rabbits. People call him“The Rabbit Doctor”.When their pet rabbits get sick, they give him a telephone. And Mr Trotter drives his car to the people’s houses. In the car, Mr Trotter has medicine(药)to help the sick rabbits to get well.Wherever(无论哪里)he goes, he is always welcome.根据短文内容，选择正确答案。

一．教学目标：谈论自己的喜好；询问他人的喜好；能够谈论喜爱某种动物的理由；做出自己的行动计划。

二．教学向导三．重点句型Why do you want to see the pandas? Because they’re cute.Why does he like the koala bears? Because they are kind of interesting.What animals do you like?I like penguins. They are cute.What other animals do you like?I like dogs, too.Where are lions from?They are from Africa.四．教学步骤：Step 1: Lead-inShow parts of animal’s bodies by slide show, let students guess what animals they are.Then students show the pictures of all kinds of animals they found before class, and do a brief introduction of the pictures.Step 2: Task one: make a survey: what animals do your group mates want to see?Listen to the tape and finish Section A, 2a and 2b;Ask group mates what animals they want to see in a zoo, fill in the chart as below:Presentation: show their pair workreport: Lucy wants to see pandas. She thinks pandas are very cute and friendl y…Step 3: Task two: make decision what animals your group wants to see in a zoo.1. choose the most popular three animals in one’s group;2. listen to the tape, finish Section B, 2a and 2b;3. make a plan when you go to a zoo with your group mates.Give a dialogue sample:Boy: Where do you want to go now?Girl: Let’s see the elephants.B: The elephants? Why do you like elephants?G: Oh, they’re interesting. And they are really intelligent.B: Yes, but they are ugly, too.G: Oh, Tony! So, where do you want to go?B: Let’s see the pandas. They are kind of cute.G: Oh, yeah. I love pandas. They’re beautiful. But they are also kind of shy. Where are they?B: They’re over there on the left, just across from the koala bears.Step 4: Task three: We are going to the Beijing zoo for Autumn Outing, draw the order your group see animals at the zoo and state your reasons.Group work:1. draw a map of the zoo like the picture on P7; (according to the map of Beijing zoo)2. mark the order your group see animals;3. state the reasons like: Lucy, Mary and I like pandas best because they are lovely and beautiful, so we go to see pandas first. Then…Step 5: Homework: Task:If you have a wild animal zoo, what animals do you want to put in your zoo?Draw a map of your zoo and state why you have these wild animals.教学点评及反思：一．环节设计思路：本课以游戏形式的猜动物名称引入，首先让学生通过游戏中的练习，尽快熟悉各种动物的英文名称。

Unit 2 Why do you like koala bear ? （第一课时）教学设计教材选自：《新目标英语》第二册 (Go for it ! Book 2)一、简介本次任务型活动课的主题为：Why do you like koala bears ?关键信息：任务型学习的教学模式(Task-based Language Learning)是《英语课程标准》倡导的教学模式。

其目的是让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式实现任务，感受成功的心理体验。

学生通过思考、讨论和交流，学习和使用英语，从而完成学习任务。

二、学生分析：本次活动课适合新目标英语七年级上年级的学生（即13-14岁年龄段的）。

要求具备一定的基本知识和技能，对英语学习有持续的兴趣和爱好，能用简单的英语问候、打招呼，交换有关个人、家庭、朋友等的基本信息，在图片的帮助下听懂、读懂并讲述简单的故事，根据图片或提示写出简单的句子，根据所学内容表演小对话，在课堂活动中乐于模仿、敢于开口，积极参与，主动请教。

对即将学习的内容能适当地提前做好预习工作。

三、教材分析：本教材分为A、B两部分，A部分是基本的语言内容，包括本单元的重点词汇、任务型听力练习、对话练习及语法重点(Grammar Focus)；B部分是知识的扩展和综合的语言运用，包括词汇扩展、语言知识综合运用及各类阅读文章，并附有自测(Self Check)部分，用来自我检测本单元所学的知识，最后还有让学生轻松一刻的卡通幽默 (Just forfun)。

四、教学设计核心任务：根据学生的年龄特点和认知能力，从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践和形成自主学习能力的过程。

教学目标：1、掌握表示动物的名词和具有动物特征的形容词，例如：koala bear (树袋熊)，tiger (老虎)，elephant (大象)，dolphin (海豚)，panda (熊猫)，lion ( 狮 )，penguin (企鹅)，giraffe (长颈鹿)；cute (逗人喜爱的)，smart (聪明的)，exciting (令人激动的)，friendly (友好的)，interesting (有趣的)，fun (供人娱乐的)，scary (可怕的)。

Unit 2 Why do you like koala bears?Topic: Animals in a zooFunctions: Describe animalsExpress preferencesStructures: Why, What, Where questionsBecauseAdjectives of qualityTarget language: Why do you like koala bears?Because they’re cute.They’re kind of shy.They’re very big.Period 1Step1. Review asking and answering the way.T: Today we are going to the zoo. Now look at the map and find out how to get to the zoo.(Ask some Ss to speak out the way to the zoo.)(1)Start from the video arcade……(2)Start from the café….(3)Start from the post office…..(4)Start from the hotel ….Step 2: Presentation:1.T: What can we see in the zoo?Ss: Tigers, monkeys, elephants, lions, birds……(Show the pictures of animals to teach the new word, And then describe animals)koala bear --- lovely bear --- scary tiger --- strong, scarylion --- strong, scary elephant --- big, strong dolphin --- cute, beautifulpanda --- lovely, friendly, shy giraffe --- interesting penguin --- fun, funny, lovely monkey --- intelligent, smart, clever snake --- dangerous, ugly2. Section B 1aMatch the description words and the animals.2.Peesente express preferences:T: I like koala bears because they’re very cute.I like pandas because they’re kind of lovely.Step 3. . Pairwork:Practice the names of the animals and the description words:A: Let’s see koala bears first!B: Why do you want to see koala bears first?A: Because they’re very cute.Step 4. Section A1.1a , Match each word with one of the pictures, repeat the words pointing the right picture.2. 2a, Listen and check each animal name they hear.Period 2.Step 1. Review the animals’ names and description words:1.T:（Ask the English for animal name, Ss make sentences.）What’s the English for”大象”?Ss: Elephant. Elephants are very big / strong / scary / lovely…ect.2. Ss work in pairs:Step 2. Game: Who am I?Read passages and ask Ss to guess “who am I?”1. I am from Australia.I live in the trees and I don’t have tails.I sleep during the day but at night I get up and eat leaves. (koala bear)2. People think I am very fun.I also come from Antarctica.I usually live in the sea.I am a bird but I can’t fly.(penguin)3. I live in China. I am too heavy.Children love me very much!I only like to eat bamboo! (panda)Step 3: Presentation:1.T: I like pandas because they’re very lovely and friendly.Do you like pandas?Ss: Yes , I do.T: Why do you like pandas?Ss: Because they’re very lovely and friendly.2.T: I don’t like tigers because they’re kind of scary.Do you like tigers?Ss: No, I don’t.T: Why do you don’t like tigers?Ss: Because they’re kind of scary.Step 4.Pairwork: Section A 2c1. A: Do you like ….?B: Yes, I do.A: Why do you like ….?B: Because they’re ….2. A: Do you like ….?B: No, I don’t.A: Why don’t you like ….?B: Beca use they’re ….Step 5 Section A1.2a Listen and write the animals, draw a line from the animals to the description words2.2b Listen and fill in the blanks3.Read 2b and ask Ss to make other conversations according to 2bStep 6, Grammar FocusStep 7 HomeworkPeriod 3Step 1 Game: Who am I?Read passages and ask Ss to guess “who am I?”1.I wear a white coat.I’m very docile (温顺).I like eating grass.I come from New Zealand. (sheep)2.I live in the sea.I have sharp(锋利) teeth.I ’m very dangerous. (shark)3.I look like a monkey,but not a monkey.I can imitate(模仿) what people do. (gorilla)4.I’m very beautiful with patches(斑点).I come from South America.I run as fast as a car.I’m very fierce (凶猛).I eat meat. (puma)Step2 Pairwork:1.Learn the new words in Step 1.2.Section B 3Practice the conversation on P. 10, using all the words which have learned or you know.A: What animals do you like?B: I like elephants. They’re cute.A: What other animals do you like?B: I like dogs, too.A: Why?B: Because they’re friendly and intelligent.Step 3 Presentation1.T: This is a map of Asia. What animals come from Asia?Ss: Tigters, elephants, pandas…..ect.2.Present other animals come from other continents or countries.3.Section A 3aMatch the animals and the countriesStep 4 Pairwork-- Where are lions from?-- Lions are from Africa.pandas Chinakoala bears Australiapenguins Antarcticagiraffes Africatigers China/ Indiaelephants Africa / Indiasheep New Zealand … ect.Step 5.Section B 2a & 2bListen and fill in the chart, then check Ss’ work.Step 6. Game: BingoStep 7. HomeworkPeriod 4.Step 1 Review in pairsUsing the animals pictures to practice Target Language.A: Why do you like ….?B: Because they’re ….A: Why don’t you like ….?B: Because they’re ….A: Where are lions from?B: Lions are from Africa. …ect.Step 2 PresentT: ( give a picture of a penguin) HenryThis is Henry. He is from Antarctica. He is only one year. He is very interesting, because he is a bird but he can’t fly.Step 3.Section B 3a & 3b1.Read the descriptions and match with the animals.2.Do 3bStep 4.Write a description of another animalT: This is Panpan. She’s from China. She’s 3 years old. She eats bamboo. She’s kind of shy.She usually sleeps on the grass. She doesn’t like to play other animals.Step 5.Groupwork:Ask some Ss to read their descriptions and the other students guess the animals.Step6.Self Check1.Key words check2.Write two more animals in the frames and write about them.Step 7. Homework1.English Weekly2.Words in Unit 23. A composition about your favorite animal.。

Unit 2 Why do you like koala bears?谈论自己的爱好；询问他人的爱好；能够谈论宠爱某种动物的理由；做出自己的行动打算。

二．教学向导语言目标学习策略与思维技巧重点词汇使用like的一般如今时句型使用like的一般如今时的疑问句，并做出确定和否认的回答。

使用what 和like的特别疑问句名词的单复数的使用通过商量，做出推理与推断，培育综合分析力量tiger, elephant, koala bear, dolphin, panda, lion, penguin, giraffe,smart, cute, ugly, intelligent, friendly, beautiful, shy, kind of, very, Africa, China语言结构语言功能跨学科学习Present tense to likeYes/No questions and short answersAnd/butAdjectives of qualityWhy do you like koala bears?商量爱好陈述理由文学：鼓舞同学创作，依据自己调查的资料和感受写出对爱护动物的理解三．重点句型Why do you want to see the pandas?Because they’re cute.Why does he like the koala bears?Because they are kind of interesting.What animals do you like?I like penguins. They are cute.What other animals do you like?I like dogs, too.Where are lions from?They are from Africa.四．教学步骤：Step 1: Lead-inShow parts of animal’s bodies by slide show, letstudents guess what animals they are.Then students show the pictures of all kinds of animals they found before class, and do a brief introduction of the pictures.Step 2: Task one: make a survey: what animals do your group mates want to see?Listen to the tape and finish Section A, 2a and 2b; Ask group mates what animals they want to see in a zoo, fill in the chart as below:NameFavorite animalsWhyLucyPandas, monkeyscute and friendly; smart and naughtyPresentation: show their pair workreport: Lucy wants to see pandas. She thinks pandas are very cute and friendly…Step 3: Task two: make decision what animals your group wants to see in a zoo.1. choose the most popular three animals in one’s group;2. listen to the tape, finish Section B, 2a and 2b;3. make a plan when you go to a zoo with your group mates. Give a dialogue sample:Boy: Where do you want to go now?Girl: Let’s see the elephants.B: The elephants? Why do you like elephants?G: Oh, they’re interesting. And they are really intelligent.B: Yes, but they are ugly, too.G: Oh, Tony! So, where do you want to go?B: Let’s see the pandas. They are kind of cute.G: Oh, yeah. I love pandas. They’re beautiful. But they are also kind of shy. Where are they?B: They’re over there on the left, just across from the koala bears.Step 4: Task three: We are going to the Beijing zoo for Autumn Outing, draw the order your group see animals at the zooand state your reasons.Group work:1. draw a map of the zoo like the picture on P7; (according to the map of Beijing zoo)2. mark the order your group see animals;3. state the reasons like: Lucy, Mary and I like pandas best because they are lovely and beautiful, so we go to see pandas first. Then…Step 5: Homework: Task:If you have a wild animal zoo, what animals do you want to put in your zoo?Draw a map of your zoo and state why you have these wild animals.教学点评及反思：一．环节设计思路：本课以嬉戏形式的猜动物名称引入，首先让同学通过嬉戏中的练习，尽快熟识各种动物的英文名称。