Unit3《Whydoyoulikekoalabears》教案教学设计汇编(人教新目标初一下)unit3教案3doc初中英语

Why do you like koalas 教案一、教学目标：1. 知识目标：学生能够了解袋鼠的特点和生活习性。

学生能够用英语简单描述自己喜欢袋鼠的原因。

2. 技能目标：学生能够听懂并能够用英语进行简单的对话交流。

学生能够运用目标语言进行简单的表达和描述。

3. 情感目标：学生能够培养对动物的兴趣和保护意识。

二、教学重难点：1. 教学重点：学生能够用英语描述袋鼠的特点和生活习性。

学生能够用英语表达自己喜欢袋鼠的原因。

2. 教学难点：学生能够正确使用英语词汇和句型描述袋鼠的特点和生活习性。

学生能够运用英语进行流畅的对话交流。

三、教学准备：1. 教学材料：教学PPT或者黑板图片或者视频资料学生用书或者学习资料2. 教学环境：教室环境布置，可使用动物主题的装饰音响设备或者多媒体设备四、教学过程：Step 1: 引入话题教师通过展示袋鼠的图片或者视频资料，引导学生关注袋鼠。

教师询问学生对袋鼠的了解和印象，引导学生思考和表达。

Step 2: 教学新词汇教师引导学生学习与袋鼠相关的词汇，如：koala, marsupial, pouch, etc.教师通过图片或者实物展示，帮助学生理解和记忆词汇。

Step 3: 对话练习教师提供对话情境，引导学生进行角色扮演，练习对话。

教师鼓励学生用英语表达自己喜欢袋鼠的原因。

Step 4: 小组活动教师将学生分成小组，让学生在小组内进行讨论和交流。

教师提供问题引导学生在小组内讨论，如：Why do you like koalas? What do you think about koalas?Step 5: 展示和分享每个小组选择一名代表进行展示和分享。

教师鼓励其他学生对展示的学生进行评价和反馈。

五、作业布置：学生完成学生用书上的相关练习题。

学生通过绘画或者写作的方式，表达自己喜欢袋鼠的原因。

六、教学评估：1. 课堂观察：教师观察学生在课堂上的参与程度和表现，记录学生的学习情况。

一、教学目标1、知识与能力目标学会使用英语表达“老虎”等八种动物，几个形容词修饰这些动物以及描述这些动物的句子和对话，并且达到“听，说，读，写”四技能的目标2、过程与方法目标通过课件，形象生动地展现教学内容，遵循“听说领先，读写跟上”的方法进行教学3、情感态度与价值观目标通过使用英语学习这些可爱的动物，增强学生与动物的感情，进而使之达到热爱动物，热爱大自然，环保的价值观目标二、学生特征分析本地区是“老少边穷”山区，学生根本没有英语基础，如果按照现行教师教学参考书进行教学，困难重重，学生一时接收不了那么多东西，况且他们多数人对待学习的态度是无所谓的，英语教学尤其困难。

然而使用课件等多媒体手段，是可以激发学生的学习兴趣的，只不过还得从单词，句子或句型入手，进而可能说背句子或对话，仿造句子，仿编对话。

真正的交际法教学是行不通的。

三、本文教材与信息技术整合点分析本课教材的图片是通过漫画的方式体现的，具有一定的诙谐性和形象性。

但是本课件采用真实相片并配上动物的叫声，更加逼真和生动，教材的内容都通过课件有序地展现，激发学生的学习兴趣，加深了学习内容的印象。

四、教学方法和策略分析由于学生的英语基础几乎全无，教师的教学方法和策略必须适应学生，才可能取得更好的教学效果。

本课件基本上按照“听说领先，读写跟上”的模式组织教学，效果较好。

五、教学环境和教学资源准备由于地处农村，学生无英语基础可言，更谈不是英语环境，学生还没有充分认识到英语的重要性，教学资源相对缺乏，教学设备落后陈旧，但互联网还是有的。

本课件的教学资源基本上来自互联网。

六、教学过程Step I RevissionRevise last class’inportant vocabularies根据首字母提示补全单词1）Across from the hotel,there is a bank.2）Welcome to Fenghuang!3）When you see a library,then turn right4）Go straight,the park is on your left.5）There’s a post office next to the shop.6）This is an interesting book.7）Tom is a friendly boy.Step II New Lesson,Section A,Part 1a(P.13)1.Students don’t look at books,teach the new vocabularies.2.Match the words with the animals in 1a’s pictures,then check.3.Pairwork:Ask and answers in pairs withA:Let’s see the first.B:Why do you want(like)to see the ?A:Because they’re .Step III Parts 1a.2a and 2b,Listening(P13.14)1.Match the words with the animals in the picture.Listen and che ck the animals in 1a you hear.1).tiger _b____2).elephant _h___3).koala _d___4).dolphin __a__5).panda __e__6).lion __f___7).penguin __g___8).giraffe __c___2.Listen and write the animals you hear. Draw a line from the animals to the description words.Animals Description words1.__koalas_ a. interestingb. cute2.__dolphi ns_ c. fund. smart3.Listen again and complete the conversation with the words in the box.( You can use some words more than once.)very dolphins kind of koalasJulia: Let’s see the koalas .(1)Henry : Why do you like _koalas__?(2)Julia: Because they’re __very__ cute.(3)Henry : Well, I like _dolphins_.(4)Julia: Why do you like __dolphins ?(5)Henry: Because they’re _kind of_ interesting.(6)4.Check the answer s,then go through the conversation with students.5.Read after the tape,then practice the conversation in ter sh are some pairs` work in the class.Step IV Exercise.1.根据首字母提示补全单词The elephant with a long nose is very heavy.The giraffe with a long neck is very tall.There are many animals in the zoo.There are pandas only in China.2.给下列句子排序A.They are from Australia.B.Because they are kind of cute.C.Let’s see the koalas first.D.OK,but why do you like koalas?E.Where are they from?正确顺序为：C→D→B→E→A3.Practice this conversation as homeworkA:What’s your favorite animal?B:My favorite animal is .A:Why?B:Because it is .七、教学小结（Summary）Today,we learnt eight new words about animals,some adjectives and “Why do you like……?” “ Because they are ……”And we know people and animals are friends. We live together in the world. So let’s help each other,love each other.八、教学反思这堂课下来，学生非常地感兴趣，课堂气氛活跃。

unit3whydoyoulikekoalas教案3（人教新目标初一下）doc初中英语Language goalsIn this unit students learn to describe animals and express preferences and give reasons,New languageWhy do you like koala bears? Because they’re cute. They’re pretty interesting. They’re kind of shy, They’re very big.Names of animals such as tiger, elephant, koala bear, dolphinDescription words such as smart, cute, intelligentNames of countries: Australia, South Africa,Recycled languagebetween, across fromHe’s/She’s from ... He’s / She’s five years old.Names of countries; China, Japan, BrazilSection AAdditional materials to bring to class:coins or other markers for the Bingo game in 4.Ask students to name as many animals as they can in English. Write the list on the board,Ask students to describe each animal in some way. They may tell its color or tell if it is big or small.Say, Today we are going to learn the names of some more animals. Well also leam how to say which ones we like and tell why we like them.la This activity introduces the key vocabulary.Focus attention on the map of the zoo showing pictures of animals. Ask students to point to and name any animals they can.Point to the animals one by one and say the name of each. Ask students to repeal.Point out the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word with one of the pictures. Say, Write the letter of each animal in the blank by that animal's name. Point out the sample answer.Check the answers.1 b This activity gives students practice in understanding the target language in spoken conversation.Point to the animals in 1a- Ask students to point to and name the animals.Say, I'm going to play recordings of three conversations. Listen carefully as you look at the words in la. Put a checkmark in front of the name of each animal you hear.Play the recording the first time. Students only listen.Play the recording a second time. This time students check each animal name they hear.Correct the answers.1 c This activity provides guided oral practice using the target language.Call attention to the example conversation in the picture. Ask two students to read it to the class. Answer any questions they may have.Point out the four description words. Ask a student to read them aloud. Review the meaning of each word.Say, Now you can make conversations about animals. Your conversations can be like the example. Use these description words.Ask students to work in pairs. Have them take turns saying both parts.If students need help getting started, demonstrate another conversation with a student. For example:Teacher: let's see the elephant.Student: Why do you want to see the elephant?Teacher: Because it's very smart.Ask some students to present their conversations to the class.2a This activity provides listening practice using the target language.Call attention to the two blank lines on the left. Say, You will hear a recording of a conversation. Listen carefully. Then write the names of the two 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 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 you hear.Play the recording and have students match each animal with an adjective.Correct the answers.2b This activity provides listening and writing practice using the target language.Call attention to the conversation and the blank lines in it Say, You will hear the recording again. This time please write a word from the box on each blank line. Some words can be used more than one time.Ask a student to read the words in the box.Play the recording. Check to see that students are writing a word from the box on each line of the conversation.Go over the answers.2c This activity provides guided oral practice using the target language.Call attention to the conversation in the picture. Ask two students to read it to the class.Say, Now you can have conversations like this one. Use the words in Box 1, Box 2, and Box 3 in your 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.3a This activity provides reading practice using the target language.Point to and say the names of the three countries on the maps and ask students to repeatPoint to the three animals and ask a student to name them.Say, Now draw a line between each animal and the country it comes from.Correct the answers.3b This activity provides guided oral practice using the target language.Point to the conversation in the picture. Ask a pair of students to read it to the class.Ask students to work in pairs. Say, Now you can talk about where animals come from. Point to the map and animals students matched up in 3a-Say, Work with a partner. Take turns asking and answering questions about the countries and animals in 3a.After a few minutes, ask several pairs to say the conversation for the class.Section BAdditional materials to bring to class:Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1.This activity introduces more key vocabulary,Call attention to the animals in the picture and ask a student to say the name of each one.Point out the list of eight numbered adjectives at the top.Say, Now please match the adjectives at the top with the animals in the picture. Write the letter of the animal on the line after the adjective. Point out the sample answer.As students work, move around the room offering to answer questions as needed.Correct the answers-2a This activity provides listening practice with the target language.Say, 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.Play the recording again. Students circle the adjectives they hear. Then Correct the answers.2b This activity provides listening and writing practice using the target language.Call attention to the three headings. Animal, Maria's Words and Tony's Words, and the write-on lines under each.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 say.Play the first four lines of recording and stop the tape. Ask, What animal are they talking about? (the elephant) What words does Maria use to describe the elephant? (interesting, intelligent) Point out the write-on lines where students can write these words.Play the whole recording and have students write the words they hear on the chart.Check the answers.3 This activity provides guided oral practice using the target language.Call attention to the dialogue next to the picture. Ask two students to read it to the class.Say, Work in pairs. Use sentences like these to say what you think about different animals. Demonstrate the activity with one or two students. For example, say, I like dolphins. They're intelligent.Ask students to work in pairs. As they work, move around the room checking on progress.Ask some pairs to present their conversations to the class.3a This activity provides reading practice using the target language.Point out the three descriptions of animals. Ask students to take turns reading one aloud.Then draw attention to the pictures of animals below. Say, Write the letter of the animal in the blank lines above its description. There is one animal that is not described.Check the answers.3b This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.Call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat. Ask a student to explain each word or use it in a sentence to show he or she understands what it means. Teach the expression sleeps.Point out the description in 3b with blank lines where some words are missing. Read it to the class saying blank each time you come to a blank line.Point out the six words in the box. Say, You can write these words in the blanks. Use each word only once.As students work, move around the room checking progress and offering language support as needed.Check the answers.3c This activity provides reading and writing practice using the target language,Say, Now you can write a description like the one in 3b. You can use some of the same words. Write about any animal you like.You may wish to do a sample description with the class. Choose an animal's name and write it on the board. Then ask students to make statements about the animal. Repeat each statement and then write on the board. You can ask leading questions such as. Is it big? Is it lazy? Does it eat grass?Ask students to write their own descriptions. You may wish to have less fluent students work with a more fluent partner,Ask students to share their writing with others in the class.After you have reviewed the students' work, you may wish to have some students recopy their work so that you can post it on the classroom bulletin hoard.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，第一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 3 Why do you like koalas?Teaching designⅠ.Teaching goals:⒈Language goals:⑴、Learn the animals’name s and adjectives of describing animals.⑵、Master the target language：Let’s see the pandas first.Why do you like pandas? Because they are cute.Why does he like koalas? Because they are clever.Do you like lions? Yes, I do.＼No,Ｉdon’t.2. Ability goals:Train the students’ reading and speaking skills；3. Moral goals:Let the students understand loving animals is loving ourselves.Ⅱ.Teaching important and difficult points.1.Teaching important points：New words：zoo,animal,koala, tiger, elephant, dolphin, panda, lion,penguin, giraffe, cute, smart, ugly, friendly, shy, lazy,scary,Language structures：Why do you like pandas? Because they are cute.Why does he like koalas? Because they are interesting2.Teaching difficult pointsWhy do you want to see the lions? Because they are cute.Why does he like koalas? Because they’re interestingⅢ.Teaching methods:Task-based teaching and learning method; cooperation.Ⅳ.Teaching procedures:Step One: Leading in1. Greeting：Boys and girls,do you like animals? Do you have any pets at homes? How many animals do you know? Let’s guess what they are.(Guess animals’ names using pictures)2.Let’s talk about some more animals’name s and why we like them.Step Two: Learn animals’ name sStep Three:Make conversations：（your friends and you are in the zoo,now.）Let’s see the pandas fir st．Why do you want to see the pandas first?Because they are cute.Do you like lions?Yes, I do.Why do you like koalas?Because they’re clever.……Step Four: Match the description words with the animalsCheck the answers1a 2h 3g 4e 5d 6f 7c 8a(Other correct answers are possible) Step Five: PairworkWork in pairs,Practice the conversatios and talk about the other1.Read and spell the words correctly.2.Make a survey:What’s your best friend’s favorite animal？Why?。

Unit 3 Why do you like koala bears教案Unit 3 Why do you like koala bears教案Section B (一)教学内容Section B中的1 2a 2b, 2c和Selfcheck 中的3,4。

教学目标知识与能力1. Master vocabulary: ugly, clever, friendly shy, dog2. Master ail use: What (other) animals do you like?I like elephants. Because they are friendly.过程与方法通过身体语言和图片等学习描述性形容词，既直观形象，又能提高学生的学习兴趣。

再加以深化联系，学生自然会掌握这些词汇，对话练习可以先用图片引导学生整体操练，再进行分组练习。

情盛态度价值观拓展关系动物的词汇和相关句型。

教学重、难点及教学突破重点The new description words．难点Use the language to describe the animals freely．教学突破l、充分利用单词卡片和教学图片，以猜游戏的方式进行单词教学。

2、以从整体练习到分组练习的方式进行语言项目的教学。

教学准备教师准备录音机，磁带，教学图片．学生准备单词卡片教学步骤教学步骤、时间教师活动学生活动媒体应用Step 1Free talk 2’Greeting the students．Talk about the animals learnt before.Greetings. Talk about the animals learnt before．Step 2Revision 5’Revise the words by ask: What’s this?Where is it far? Do you like …? Why do you like …? ect.answer the teacher’s questions.PicturesStep 3Presentation16’1. Teach the new words by pictures. Write the new words on the black boardDo SB P10, Part 1 in pairs,Check the answers．2. Guessing game，Guess the words with the whole class.3. Listen to the tape and circle the description words in part 1．Listen again check the answersRead and Write thenew words．Guessing.listen and circle.PicturesRecorderStep 4Listening 5’Listen to the tape twice and fill in the chart．Listen again, check the answers.Listen to the tape twice and fill in the chart.RecorderStep 5Pair work 7’SB,P10, Part3First, get the students to read the dialogue, then in pairs.Finally, talk about some other animals the student, know．Practise the dialogue．Step 6Summary 2’Summarize the important words and language points with the class.PicturesStep 7Test 3’See exercise design.Step 8Homework1．Learn the new words by heart．2. Make up a dialogue with the word learnt is this lesson.本课小结：本节学习了4个形容词和两个句型，学生通过本节课的学习基本能用所学知识描述和表达个人喜欢的动物。

《新目标英语》七年级下第三单元教学设计Unit3 Why do you like koala bears?（Section B）一、教案背景1.面向学生：初中2.学科：英语3. 课时：1课时(45minutes)4. 学生课前准备: 搜集资料，让学生搜集或画出动物的图片，并标出动物的英文名，在课堂上展出。

二、教学课题1. 学习目标：语言知识目标1）.复习有关动物的名词：tiger elephant koala dolphin panda lion penguin giraffe 2）.复习并运用品质的形容词：cute smart shy ugly clever beautiful friendly quiet lazy来描述动物.3）.掌握下列句型Why do you like…？. Because they’re….使学生熟练表达喜好并陈述原因。

2. 语言能力目标1）.学生能熟练谈论自己喜爱的动物并给出理由。

2）.学生的口语和书面表达能力得到提高。

3）.培养学生主动参与语言实践活动的能力，在表演中培养学生乐于表达、勇于展示自我的能力，从而树立学习英语的信心，获取成功的喜悦。

3. 情感目标1）.通过学习要培养学生自觉保护动物的意识。

2）.培养学生积极参与，发扬团队合作的精神和竞争意识。

三、教材分析本教材每单元分为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，本次任务型活动课的主题为：why do you like koalas ? Section B。

教学重点是学生能熟练谈论自己喜爱的动物并给出理由，最后通过学习要培养学生自觉保护动物的意识。

四、教学方法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。

Why do you like koala bears教案一、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:语言目标学习策略与思维技巧重点词汇使用like的一般现在时句型使用like的一般现在时的疑问句,并做出肯定和否定的回答。

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?一．Teaching aims:animals：tiger elephant koala dolphin panda lion penguin giraffe Some adjectives about character：cute smart shy ugly clever beautiful friendly quiet lazycountries：Africa Japan Australiaothers：grass leaf meat sleep relax kind of二．Topic: Animals in a zoo三、Teaching guide:nguage goals: Talk about animals2.Functions: 1.Describe animals 2.Express preferences3.Target languages:Why do you like koalas?Why does she / he like koalas?Because they are cute.Where is/are …from ?It’s/They’re from….What animals do you like ?What other animals do you like4.Learning strategies:active, cooperation, studyUsing what you know Inferring content5.Recycling:small, quiet, scary, interesting, very, Australia, China,He is from…She is five years old.6.Emotion:1.Train the students to protect animals consciously.2.Love nature, parents, friends and life more。