七年级下 Unit 3Why do you like koalas(SectionA 1a-1c)

Unit3 Why do you like koalas ? 第 1 课时Section A 1a-1c【学习目标】2. 会读写P13 的单词。

3. 掌握句型：Why do you like kolas? Because they 're cute.4. 掌握表示动物的名词和描写动物特征的形容词。

5. 用英语谈论、描述动物并表达对动物的喜爱。

【课前预习】读本课的单词及教材，完成下列内容。

一.写出下列单词的汉语意思，再根据英文释义选词填空。

a.lion _____b.panada ______c.giraffe ______d.tiger _______e.dolphin _____f.koala ______g.elephant ______h.penguin ___________ is tall with a long neck._____ likes to eat bamboo and it has big black eyes._____ comes from Africa and has a large trunk._____ likes cold weather and live in the South Pole._____ swims fast and lives in the ocean._____ is very strong and likes to eat meat;it lives in mountain._____ has long hair around its neck and it comes from Africa._____ is an Australian animal; likes to climb trees and eat leaves.二.___ 英汉互译1. __________________________________ 欢迎来到动物园2. __________________________________ 看可爱的树袋熊3．我喜欢狗，因为它们非常聪明。

七年级下册Unit3 Why do you like koalas?课型：新课李彩艳The Third PeriodSection B(1a-3a)一.学习目标知识目标1.读准熟记并听懂词汇:ugly, clever, friendly, beautiful, shy, other,grass, sleep, during, at night, leaf2.掌握下列短语和句型：like to play with eat grass/leaves sleep during the day at night get up What other animals do you like? Please be very quiet. Isn’t he cute?能力目标1.能使用形容词ugly, clever, friendly, beautiful, shy及短语like to play with eat grass/leaves sleep during the day at night get up来描述某个动物的特点。

2能根据短文内容判断出某个动物。

二、预习导学英汉互译1.play with 6.在晚上2.eat grass 7.起床3.be from 8.每天4.be quiet 9.吃草5.during the day 10.其他动物三．分组交流1.Let the Ss look at the pictures and read aloud the words.2.Have the Ss repeat several times and match the words with the pictures.活动展示1.Show the sentences on the blackboardWhat other animals do you like? Please be very quiet. Isn’t he cute?2.Ask the Ss to practice the conversation导学释疑1. Please be very quiet.祈使句肯定句：动词原形＋其它。

七年级下册Unit 3《Why do you likekoalas》教案七年级下册Unit3《whydoyoulikekoalas》教案LanguagegoalsInthisunitstudentslearntodescribeanimalsandexpressp referencesandgivereasons,Newlanguagewhydoyoulikekoalabears?.Becausethey'recute,They'rep rettyinteresting,They'rekindofshy,They'reverybig.namesofanimalssuchastiger,elephant,koalabear,dolphi ndescriptionwordssuchassmart,cute,intelligentnamesofcountries:Australia,SouthAfrica,Recycledlanguagebetween,acrossfromHe's/She'sfrom...He's/She'sfiveyearsold.nameofcountries;china,japan,BrazilSectionAAdditionalmaterialstobringtoclass:coinsorothermarkersfortheBingogamein4.AskstudentstonameasmanyanimalsastheycaninEnglish.wr itethelistontheboard,Askstudentstodescribeeachanimalinsomeway.Theymaytel litscolorortellifitisbigorsmall.Say,Todaywearegoingtolearnthenamesofsomemoreanimals .wellalsoleamhowtosaywhichoneswelikeandtellwhywelik ethem.laThisactivityintroducesthekeyvocabulary.Focusattentiononthemapofthezooshowingpicturesofanim als.Askstudentstopointtoandnameanyanimalstheycan.Pointtotheanimalsonebyoneandsaythenameofeach.Askstu dentstorepeal.Pointoutthenumberedlistofwords.Sayeachoneandaskstud entstorepeat.Thenaskstudentstomatcheachwordwithoneofthepictures. Say,writetheletterofeachanimalintheblankbythatanimal'sname.Pointoutthesampleanswer.checktheanswers.1bThisactivitygivesstudentspracticeinunderstandingthe targetlanguageinspokenconversation.Pointtotheanimalsin1a-Askstudentstopointtoandnameth eanimals.Say,I'mgoingtoplayrecordingsofthreeconversations.Li stencarefullyasyoulookatthewordsinla.Putacheckmarki nfrontofthenameofeachanimalyouhear.Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.Thistimestudentscheckea chanimalnametheyhear.correcttheanswers.1cThisactivityprovidesguidedoralpracticeusingthetarge tlanguage.callattentiontotheexampleconversationinthepicture.A sktwostudentstoreadittotheclass.Answeranyquestionst heymayhave.Pointoutthefourdescriptionwords.Askastudenttoreadth emaloud.Reviewthemeaningofeachword.Say,Nowyoucanmakeconversationsaboutanimals.yourconv ethesedescriptionwor ds.Askstudentstoworkinpairs.Havethemtaketurnssayingbot hparts.Ifstudentsneedhelpgettingstarted,demonstrateanother conversationwithastudent.Forexample:Teacher:let'sseetheelephant.Student:whydoyouwanttoseetheelephant?Teacher:Becauseit'sverysmart.Asksomestudentstopresenttheirconversationstotheclas s.2aThisactivityprovideslisteningpracticeusingthetarget language.callattentiontothetwoblanklinesontheleft.Say,youwil lheararecordingofaconversation.Listencarefully.Then writethenamesofthetwoanimalsyouhearontheselines.Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.Thistimestudentswritein thenamesoftheanimals.checktheanswers.Pointouttheadjectiveslistedontheright.Askastudentto saythewords.Say,NowIwillplaytherecordingagain.Thistimedrawalinebetweeneachanimalandtheadjectiveyouhear.Playtherecordingandhavestudentsmatcheachanimalwitha nadjective.correcttheanswers.2bThisactivityprovideslisteningandwritingpracticeusin gthetargetlanguage.callattentiontotheconversationandtheblanklinesinitS ay,youwillheartherecordingagain.Thistimepleasewrite awordfromtheboxoneachblankline.Somewordscanbeusedmo rethanonetime.Askastudenttoreadthewordsinthebox.Playtherecording.checktoseethatstudentsarewritingaw ordfromtheboxoneachlineoftheconversation.Goovertheanswers.2c Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.callattentiontotheconversationinthepicture.Asktwost udentstoreadittotheclass.Say,ethewor dsinBox1,Box2,andBox3inyourconversations.Demonstrateaconversationwithastudent.Forexample: Student:Doyoulikepenguins?Teacher:yes,Ido.Student:why?Teacher:Becausethey'reverycute.3aThisactivityprovidesreadingpracticeusingthetargetla nguage.Pointtoandsaythenamesofthethreecountriesonthemapsan daskstudentstorepeatPointtothethreeanimalsandaskastudenttonamethem.Say,Nowdrawalinebetweeneachanimalandthecountryitcomesfrom.correcttheanswers.3bThisactivityprovidesguidedoralpracticeusingthetarge tlanguage.Pointtotheconversationinthepicture.Askapairofstuden tstoreadittotheclass.Askstudentstoworkinpairs.Say,Nowyoucantalkaboutwher eanimalscomefrom.Pointtothemapandanimalsstudentsmat chedupin3a-Say,workwithapartner.Taketurnsaskingandansweringque stionsaboutthecountriesandanimalsin3a.Afterafewminutes,askseveralpairstosaytheconversatio nfortheclass.SectionBAdditionalmaterialstobringtoclass:Picturesofhouseholdpetsandzooanimalscutoutofmagazin esforFollow-upactivity1.1Thisactivityintroducesmorekeyvocabulary,callattentiontotheanimalsinthepictureandaskastudent tosaythenameofeachone.Pointoutthelistofeightnumberedadjectivesatthetop.Say,Nowpleasematchtheadjectivesatthetopwiththeanima lsinthepicture.writetheletteroftheanimalonthelineaf tertheadjective.Pointoutthesampleanswer.Asstudentswork,movearoundtheroomofferingtoanswerque stionsasneeded.correcttheanswers-2aThisactivityprovideslisteningpracticewiththetargetl anguage.Say,NowIwillplayarecordingofaconversationbetweenTon yandmaria.Thistimecircletheadjectivesyoubearontheli stforla.Playtherecordingagain.Studentscircletheadjectivesth eyhear.correcttheanswers.2bThisactivityprovideslisteningandwritingpracticeusin gthetargetlanguage.callattentiontothethreeheadings.Animal,maria'swords andTony'swords,andthewrite-onlinesundereach.Say,NowIwillplaytherecordingagain.Thistimepleasewri tethenameoftheanimalseachpersontalksaboutandtheword stheysay.Playthefirstfourlinesofrecordingandstopthetape.Ask, whatanimalaretheytalkingabout?whatwordsdoesmariause todescribetheelephant?Pointoutthewrite-onlineswherestudentscanwritethesew ords.Playthewholerecordingandhavestudentswritethewordsth eyhearonthechart.checktheanswers.3Thisactivityprovidesguidedoralpracticeusingthetarge tlanguage.callattentiontothedialoguenexttothepicture.Asktwost udentstoreadittotheclass.Say,esentenceslikethesetosaywhatyouth inkaboutdifferentanimals.Demonstratetheactivitywithoneortwostudents.Forexamp le,say,Ilikedolphins.They'reintelligent.Askstudentstoworkinpairs.Astheywork,movearoundtheroomcheckingonprogress.Asksomepairstopresenttheirconversationstotheclass.3aThisactivityprovidesreadingpracticeusingthetargetla nguage.Pointoutthethreedescriptionsofanimals.Askstudentsto taketurnsreadingonealoud.Thendrawattentiontothepicturesofanimalsbelow.Say,wr itetheletteroftheanimalintheblanklinesaboveitsdescr iption.Thereisoneanimalthatisnotdescribed.checktheanswers.3bThisactivityintroducessomenewvocabularywordsandprov idesreadingandwritingpracticeusingthetargetvocabula ry.callattentiontothepicturesofanimalsin3a,anddrawattentiontothegrass,leaves,andmeat.Askastudenttoexplain eachwordoruseitinasentencetoshowheorsheunderstandsw hatitmeans.Teachtheexpressionsleeps.Pointoutthedescriptionin3bwithblanklineswheresomewo rdsaremissing.Readittotheclasssayingblankeachtimeyo ucometoablankline.Pointoutthesixwordsinthebox.Say,youcanwritethesewor eeachwordonlyonce.Asstudentswork,movearoundtheroomcheckingprogressand offeringlanguagesupportasneeded.checktheanswers.3cThisactivityprovidesreadingandwritingpracticeusingt hetargetlanguage,Say,Nowyoucanwriteadescriptionliketheonein3b.youcan usesomeofthesamewords.writeaboutanyanimalyoulike.youmaywishtodoasampledescriptionwiththeclass.choose ananimal'snameandwriteitontheboard.Thenaskstudentst omakestatementsabouttheanimal.Repeateachstatementan dthenwriteontheboard.youcanaskleadingquestionssucha s.Isitbig?Isitlazy?Doesiteatgrass?Askstudentstowritetheirowndescriptions.youmaywishto havelessfluentstudentsworkwithamorefluentpartner,Askstudentstosharetheirwritingwithothersintheclass.Afteryouhavereviewedthestudents'work,youmaywishtoha vesomestudentsrecopytheirworksothatyoucanpostitonth eclassroombulletinhoard.。

Unit 3 Why do you like koalas?目标认知重点词汇和短语：panda lion giraffe smart cute ugly intelligent friendly beautiful shyplay with sb. kind of want to do be quiet重点句型：1. Why do you want to see the lions?你为什么想要去看狮子呢？2. He’s kind of big.他有点大。

3. What other animals do you like?你还喜欢其他的动物吗？4. Isn’t he cute?难道他不可爱吗？5. She is twelve years old.她十二岁。

语法：1. 形容词的用法2. why引导的特殊疑问句日常用语：1. Let’s see the pandas first.咱们先看看熊猫吧。

2. Because they are very cute.因为它们很可爱。

3. Where are the lions from?狮子来自哪里？精讲巧练1. Let’s see the pandas first.咱们先去看熊猫吧。

let’s是let us的缩写，后面用动词原形，但两者也是有差别的。

Let’s 强调包括说话者和对方在内，用来提出建议；而Let us 不包括对方，用来表示请求和允许。

例如：Let’s go to school by bike. 让我们骑自行车去上学吧。

（提出建议，全体参与）Let us go first, Mr. Wang. 王老师，让我们先走吧。

（请求允许，不包括王老师在内）随时练【考例】Let’s________ the cooking for your mother, OK? －No problem!A. doB. doesC. to doD. doing【答案与解析】A。

Unit 3 Why do you like koalas?一、教学内容：Unit 3 Why do you like koalas?（一）语言功能：Describe animals; Express preferences描述动物；表达好恶（二）目标语言：1. What animals do you like? I like elephants.2. Why do you like pandas? Because they’re very cute/interesting/s mart.3. Where are lions from? Lions are from South Africa.4. She is very beautiful but she is very shy.（三）重点单词和词组1. first num.第一This class we are going to learn the first lesson. 今天我们学习第一课。

adv. 首先，最初。

用作状语，修饰动词或句子。

Let the old man go first. 让老人先走。

adj. 最初的，首先的The first thing to us is to learn English well.对我们来说首要的事是学好英语。

2.（1）kind 常用作名词，表示“种，类”表示一个种类的用kind of +名词，名词一般用单数，名词前不加冠词.—What kind of movie do you like? —I like action movies.—你喜欢哪种电影？—动作片。

What kind of fruit do you want? 你想要哪种水果？a kind of 一种all kinds of 各种各样的many kinds of 很多种类的different kinds of 不同种类的（2）kind 用作形容词，表示亲切的，和蔼的The teacher is very kind to us. 老师对我们很好。

澳洲的动物：考拉熊在澳大利亚的所有动物中，有一种非常讨人喜欢的动物──树熊，又称考拉（ＫＯＡＬＡ）。

我知道中国的许多人都喜欢考拉，网上有不少人自己起名为考拉的。

BLOGCN的博友曾经给我提过不少问题，建议我写点什么关于考拉的东西。

好吧，写就写啦，不过也许有的人读完以后就觉得考拉不是那么可爱了。

在澳洲土著语言中“考拉”是不饮水的意思。

考拉身体所需的水份,90%是从它的食物-桉树叶中获得,所以饮水对它并不重要。

“考拉”平均体重约有9公斤,是属于有袋的小动物。

它长着一张胖胖的孩儿脸，一只黑油油的大鼻子，一双滴溜儿转的圆眼睛和两只毛茸茸的短耳朵，加上一身又厚又密的灰色皮毛，动作笨拙，显得憨态可掬，滑稽得很。

“考拉”虽冠以熊名，但实际上与熊并无多少干系，只是身体臃肿，又无尾巴，长得与熊相似罢了。

“考拉”生性温良，不易发怒，一时被激火，便会发出婴儿似的哭啼，煞是令人爱怜。

“考拉”的生活习惯非常特别：它一生只吃一种食物-小叶桉的叶子。

每天它们大约要吃6个小时，其余的18个小时基本上都在睡觉。

所以它的一生大约80%的时间都在睡觉（人类是30%）；20%是吃；找女（男）朋友，旅游的时间加起来也不到 1% ，非常的不潇洒浪漫。

有人研究过，说这是因为桉树叶里含有微量毒素，使“考拉”终日处于半睡眠的迷糊状态。

通常我们野外看到的考拉都是坐在树丫上睡大觉，要不就是啃树叶。

在澳洲多年，树上睡的考拉见过不少了，只是在最近才第一次拍到过野生考拉‘搬家’的照片。

右图是6个月的考拉BABY躲在妈妈的袋里。

一只母考拉的平均寿命是12年，公的稍短一些。

母考拉从3，4岁起就成熟并可能怀孕，每次只有一胎，约35天后小考拉（JOEY）就出生了。

小考拉刚出生时只有2公分/1克重，眼睛也没打开，通体半透明，没毛，象一条小虫，难看死了。

小考拉只能一直‘住在’妈妈的口袋里，靠母奶为生，一直呆7个月左右才出来。

不过它一旦出来就回不去了，只好‘自力更生’，开始吃桉树叶。

Unit 3: Why do you like koalas ?(新目标七下)Unit 3: Why do you like koalas ?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:country-regAAdditional 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 also leam how to say wwe like and tell why we lactivduvocabulary.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 answanswb 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 lPlading a second time. Tudach animal naaanswers.This activity provides guided oral practice using the target language.Call axample conversaure. Ask two studadlass. Answer any quay have.Point ouur dwords. Ask a studad them aloud. Reviewthe 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 lPlading a second time. Tudents waanimalanswers.Point out the adjectives listedght. Ask a studay the words.Say, Now I will plading again. Tdraw a line between each animal and the adjective you hear.Plading and have students match each animal with anadjectivanswers.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 conversaDemonstrate 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 quas neededanswers-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 wwordaaanswThis 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.[1][2]下一页。

七年级英语下册unit3whydoyoulikekoalasUnit 3 Why do you like koalas?一学习目标1 学习一些动物名称和形容词。

2 学习表达你为什么喜欢。

3 学习做你为什么喜欢。

，为什么不喜欢。

的对话练习。

4 学会爱护动物，保护动物。

二重点导学：(一）重点单词1 zoo 动物园复数 zoos2 leaf 叶子复数 leaves3 meat 肉同音词 meet 遇见遇到4 first 最先反义词 last 最后5 cute 可爱的，聪明的同义词beautiful 漂亮的反义词ugly 难看的，丑陋的6 fun 有趣的同义词 interesting 有趣的7 smart 聪明的同义词 clever 聪明的(二)词汇积累动物 animal：狮子 lion 海豚 dolphin 树袋熊，考拉 koala老虎 tiger 企鹅 penguin 大象 elephant长颈鹿 giraffe 狗 dog 熊猫 panda绵羊 sheep 猫 cat 马 horse鸭子 duck 狐狸 fox 老鼠 mouse蜜蜂 bee 鱼 fish 鹿 deer熊 bear 猪 pig 猴子 monkey(三) 重点短语1.want sth 想要某物 eg : I want a new sweater .我想要一件新毛衣。

2.want to do sth 想要做某事 eg: He wants to watch TV. 他想看电视。

3.want sb to do sth 想要某人做某事 eg: I want Tom to help me.我想要汤姆帮助我。

4.let sb do sth 让某人做某事 eg : Let Linda do her homework. 让琳达做她的作业。

5.kind of 有点儿 eg: Han Mei is kind of shy. 韩梅有点害羞。

6. a kind of 一种…eg : This is a kind of pen. 这是一种钢笔。