七年级英语上学期unit3 Why do you like koalas

人教版初一英语上册教案15篇人教版初一英语上册教案【篇1】教学年级：七年级课程名称：Unit 3 Why do you like koalas?教材版本：人民教育出版社授课时间：40分钟（一）学生分析：1.本班学生对学习英语较感兴趣，能积极参加各种调查、采访、表演等实践活动。

2.学生学习动机明确，学习态度积极主动，能主动与他人合作，相互帮助，共同完成学习任务，遇到问题敢于主动向老师和同学请教，能大胆用英语交流。

（二）教材分析：本课时的内容是义务教育课程标准实验教科书英语新目标“Go for it!”七年级的《Unit 3 Why do you like koalas?》第一课时，主要话题是学习动物名称，并讨论喜好某种动物的原因。

通过话题的讨论喜欢动物的原因，增强了动物名称的词汇量，还增强课堂学习趣味性。

（三）教学目标语言知识目标1.学习有关动物的名词：tiger elephant koala dolphin panda lion penguin giraffe2.学习并运用品质的.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。

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，在游戏和小组竞赛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。

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。

（四）教学策略1、教学方法Task-based, Language Teaching,途径：Guesing game, group work, pair work, survey, Internet teaching.2、教学辅助手段采用多媒体电脑投影图片，充分利用网络教材资源，扩大学生的知识面，激发学生的兴趣和求知欲。

Unit 3 Why do you like koalas?ⅠBackground InformationSchool: No. 1 Middle School Class: Two Grade: OneSize: 60 Time: 2 periods Date: Apr. 15th, 2010 Material: Section A, Book B, Grade One Type of lesson:Aids: Multi-media facilitiesAnimal’s picturesⅡObjectives:1.Instructional Objectives:1）Students will be able to express some animals’names in English and their plural form: tiger(s),elephant(s), koala(s), dolphin(s), panda(s), lion(s),penguin(s), giraffe(s).2）Students will be able to use the structure “Why do you like tigers/elephants/koalas/dolphins/pandas/lions/penguins/giraffes”“Because they’re/it’scute/smart/interesting/fun” appropriately.3）Students will be able to express the animal’s belonging with the structure “An animal is/comesfrom a country”.cational Objectives:1)Students will know that animals are our friends, andform the sense of loving animals, protectinganimals.2)Students will know some influential countries’English names.3.Personal Objectives:The teacher can manage and instruct students effectively.ⅢFocal Points1: Students will master all the vocabulary (tiger, elephant, koala, dolphin, panda, lion, penguin, and giraffe).2: Students can use the structure “Why do you like tigers/elephants/koalas/dolphins/pandas/lions/penguins/giraffes”“Because they’re/it’s cute/smart/interesting/fun” appropriately. ⅣDifficult Points:Students can use the structure to express preference and give out reasons for it.ⅤTeaching steps:Step 1: GreetingsTeacher: Class begins.Monitor: Stand up. (Students stand up.)Teacher: Good morning, students!Students: Good morning, teacher!Step 2: Lead-inTeacher: Yesterday I went to the zoo with my son to see animals there. We saw tigers, elephants, monkeys, lions, and most important we saw a panda there. Have you ever been to a zoo?Students: Yes, yes, yes…Teacher:Let’s see how many of you have been to a zoo? Put up your hands if you have been to a zoo.Students: (Some students put up their hands.)Teacher: Oh, 23 of you have been to a zoo. Ah, then today we’ll go to the “zoo” (Pointing to the screen).Step 3: Introduce key vocabularyTeacher: I will give you some animal pictures with their English names on the back of pictures. First look at the picture, and think about their English name, and then check if you are right. Exchange pictures with classmates around you when you finish it. (Give each student an animal picture.)Students: (Looking at pictures, thinking about animals names, checking their answers.)Two minutes later…Teacher: Lucy, would you please tell us what’s in your picture?Lucy: It’s a tiger.Teacher: Good, sit down, please！Jim, what about you?Jim: It’s a panda.Teacher: Very good, sit down, please! Bill?Bill: It’s a dolphin.Teacher: Yeah, thank you! Have your sit!Collect animal picturesTeacher: What’s this in English? (Present one of the animal pictures.) Students: Tiger.Teacher: Read after me. Tiger. It’s a tiger.Students: Tiger. It’s a tiger.(Teach tiger, elephant, koala, dolphin, panda, lion, penguin, and giraffe in this way.)Teacher:Mike, what’s this in English? (Present one of the animal pictures.)Mike: It’s a panda.Teacher: then you do this kind of practice like me and Mike. One asks “What’s this in English?” and the other answers “It’s a panda.” Change the role when you finish it.(Two minutes later…)Teacher: Since most of you have been to a zoo. Think about names of animals you have seen in the zoo. Then I will choose some of you to name some animals.(30 seconds later.)Teacher: Tom, will you please give some names of animals?Tom: Tiger, lion, elephant.Teacher: Lily, what about you?Lily: dolphinStep 4: Express preferences and give reasonsWhen I and my son went to the zoo, my son wanted to see monkeys first, because he think they’re smart.Teacher: Li Lei, read the dialogue on Page 13 for us, will you?Li Lei: Yeah. (Then he reads the dialogue fluently.)Teacher: Fluent English. Come on!(Present some cute koalas pictures，interesting dolphins pictures and many other animals’pictures which show animals outstanding features on the screen)Teacher: You see that some of them are very cute, some are kind of interesting, and some are very funny. Animals are our friends. Le t’s take an active part in protecting animals. And begin with loving our pets, dogs, cats, fishes and etc.Teacher: Let’s first look at monkeys. I like them because they’re smart. Teacher: Li Hua, which one do you like?Li Hua: Dophins.Teacher: Why do you like dophins?Li Hua: Because they’re interesting.Teacher: Try to use the expressions in the column.Li Hua: Because they’re kind of interesting.Teacher: Excellent! Have your sit！Mary, which animal do you want to see?Mary: I want to see dolphins.Teacher: Why do you want to see dolphins?Mary: Because they’re interesting.Teacher: Practice this dialogue with your deskmate as me and Mary do. Begin!Students: (Practice the dialogue with his/her deskmate actively.)(Two minutes later…)Teacher: Lily and Lucy，you two come to the platform and practice the dialogue in front of us.Lily and Lucy come to the platform and practice the dialogue. Teacher: Wonderful! Thank you!Jim and Tom, how about you?Jim and Tom then come to the platform and practice the dialogue. Teacher: Now listen to the radio, fulfill the blank in 2b.(Turn on the radio.)Teacher: Jim，will you please share your answers with us?Jim：koalas, very, dolphins, dolphins, kind of.Teacher: All right! Good, sit down, please! Koalas, very, dolphins,dolphins, kind of.Teacher: As we have practice so much about preferences. Let’s practice the dialogue in 2c after class. Ok?Students: Ok!Step 5: Matching the animals with the countries.Teacher presents a big world map on the screen. And highlight some very influential countries in the world.Teacher: This is China, Australia, South Africa, America, England, Japan, and Russia…Read after me: China, Australia, South Africa, America, Europe, Japan, Russia…Teacher: Now use you own knowledge from Geometry class. Match the animals with the countries. I will give you two minutes.Two minutes later…Teacher: Li Ming, give us your answer!Li Ming: Panda, China; Lion, South Africa; Koala, Australia. Teacher:Good, all right! Have your sit! When we express an animals belongs to a country, we use “An animal is from a country”or “An animal comes from a country. ”.Teacher: Let’s see 3b. “Where are lions from?” “Lions are from South Africa.”Now practice this structure with your deskmate. And I will choose some pairs to stand up and practice the dialogue for us.One minutes later…Teacher: Kate and Mary, will you please?Kate and Mary perform the dialogue.Teacher: Well done! Another group. Lily and Lucy?Lily and Lucy perform the dialogue.Teacher：Wonderful! Sit down, please!Step 6: ConclusionTeacher: Today we have learned some expressions of animals’English names, and the structure of “Why do you like…”“Because they’re…”. And then we learned some countries’ English names and their positions on the world map. And how to express which animal belongs to which country. Let’s see our homework, after class, First: please practice the structure “why do you like…”“because they are…”with classmates around you; second, find these countries(China, America, Japan, Australia, South Africa, England, Russia.) on the map and remember their English names..…Bells ringing…Teacher: Ok, bye! See you next class!Students: See you, teacher!ⅥHomework1.Practice the structure “Why do you liketigers/elephants/koalas/dolphins/pandas/lions/penguins/giraffes”“Because they’re/it’s cute/smart/interesting/fun” with classmates around you after class.2.Find these countries on the map and remember their Englishnames. (China, America, Japan, Australia, South Africa,England, Russia.)ⅦSelf-evaluation。

Unit 3 Why do you like koalas?〖单元必背〗1. P14—2b ;2. P17—3b〖重要句型〗1.Why do you like pandas? 你为什么喜欢熊猫？Because they’re very cute. 因为他们很可爱。

Why does he like koalas? 他为什么喜欢树袋熊？Becaus e they’re kind of interesting. 因为他们有点有趣。

2.①What animals do you like? 你喜欢哪种动物？I like elephants. 我喜欢大象。

②What other animals do you like? 你还喜欢其他什么动物？3. She likes to play with her friends and eat grass.她喜欢与她的朋友一起玩耍和吃草。

4.Isn’t he cute?难道他不可爱吗？〖短语〗1. Let’s do... 咱们做…2. want to do...想要做…3. kind of = a little 有几分，一点儿a kind of 一种all kind s of 各种各样的4. one...the other一个…另一个5. be friendly to sb 对某人友好6. play with与…一起玩；玩耍…7. be quiet= keep quiet 保持安静8. at night 在夜里9. ...years/months old …岁/个月大了10. 20 hours every / a day 每天20小时〖知识要点〗1. Let’s + 动原：咱们做…eg. Let’s ____ basketball after school.A. playB. to playC. playsD. playing注意区别：Let’s 咱们（包括听话人在内）Let us 让我们（不包括听话人在内）Let’s的反意疑问句为shall we; Let us的反意疑问句为will you eg. ①Let’s go home, shall we? 咱们回家，好吗？②Let us go home, will you? 让我们回家，好吗？2. 对because句型提问用why.eg. I like pandas because they’re very cute.Why do you like pandas?3. other的用法：①作形容词“其他的，另外的”，即：other+名词②作代词“另一个人/物”，其复数形式为others. 在某范围中“剩下的全部”则用the others. 如果两个中的“另一个”用the other.常用短语：one...the other 一个…另一个some...others 一些…另一些4 . leaf 复数leaves giraffe 复数giraffes5. grass 草（不可数名词）6.Isn’t he cute? 难道他不可爱吗？Yes, he is. 不，他可爱。

Unit 3 Why do you like koalas?Topic: Animals in a zooFunctions:Describe animalsExpress preferencesStructures:Why, What, Where questionsBecause …Adjectives of qualityTarget language:Why do you like koalas?Because they are cute.They’re kind of shy.They’re very big.Teaching StepsPeriod 1Good morning everyone! Last week, we finished Unit 2. Today we are going to learn a new unit—Unit 3.Step 1: Lead inAsk and answera. Can you tell me what the title of Unit 3 is? Yes, it’s Why do you like koalas？What do you think the unit is about?b. Yes. In this unit we are going to talk about animals.Step 2: Section A 1aFirst, please open your books on Page 13 and look at activity 1a.1. Look and findLet’s look at activity 1a and find what the words mean.2. MatchYou know what the words mean. Please match the words with the animals in the picture.3. Check the answersHave you finished? Let’s check the answers one by one.Answers: 1. b 2. h 3. d 4. a 5. e 6. f7. g8. c4. Reada. Please read the words after me. Tiger …b. Let’s read them together.c. Would you please read them one by one?Step 3: Section A 1b1. Listen and checka. Listen to the tape for the first time.b. Let’s check the animals you hear in 1a.2. Check the answersLet’s check the answers.Answers:Checked items: panda, giraffe, penguin3. Reada. I would like you to read the conversations together.b. Would you please read them by yourselves three times?c. This time I would like you to read them twice with your partner.d. Who would like to read in class?Step 4: Section A 1c1. ReadWould you please read the conversation in 1c with your partner?2. Practicea. Would you please ask and answer questions about the animals in the picture? Please practice the conversations with the description words given.b. Who would like to have a try in class?Step 5: Section A 2a1. ListenNow class, let’s move to activity 2a now. Please listen to the tape for the first time.2. Write and matchPlease write the animals you hear on the blanks. And then match the animals with the description words when you listen to it for the second and third time.3. Check the answersHave you finished? Please check your answers with your partner and see whether your answers are the same.Let’s check them together.Answers: 1. koalas—cute2. dolphins—interestingStep 6: Section A 2b1. Listen and completea. Listen to the conversation for the first time.b. Please complete the conversation with the words in the box.2. Check the answersHave you finished? Let’s check them.Answers: 1. koalas 2. koalas 3. very 4. dolphins 5. dolphins 6. kind of3. Reada. Let’s read the conversation together.b. I would like you to read it by yourselves.c. Who would like to have a try to read it in class?Step 7: Section A 2c1. ReadWould you please read the conversation in 2c?2. Pairworka. Let’s talk about the animals. Do you like these animals? Why or why not? Please work in pairs, and ask and answer questions with the words given in the boxes. You may follow the example in 2c.b. Who would like to have a try to do the pairwork in class?Step 8: Grammar Focus1. ReadRead the sentences in the grammar box.2. Point out the notesWhy …? Because …Step 9: SummarizeLet’s summarize what we learnt in this period.Step 10: Homework1. Copy the words in activity 1a and the sentences in the grammar box.2. Practice activity 2a and 2b.Period 2Step 1: Lead inWhat did we learn in the last period? Who can tell us? Yes. In Period 1 we got to know how to ask others what animals they like and why or why not. Besides them, we learnt the names of some animals. Do you still remember how to say them? OK. Let’s review them first.Step 2: Revision1. Ask and answera. Would you please translate my Chinese into English? 考拉熊、老虎……b. Please practice in pairs. Student A says in Chinese and student B translates it into English.2. DictationPlease take out your dictation exercise books and let’s have a dictation.Step 3: Section A 3a1. Look and matcha. Today, let’s move to a new part of Unit 3. Would you please look at activity 3a on Page 15? There are three maps of countries and three animals. Do you know where the animals are from?b. Please match the animals and the countries.2. Check the answersI think all of you did well because they are quite easy.Answers: China—panda Australia—koalas South Africa—lionStep 4: Section A 3bPairworka. Just now, we did activity 3a. OK, class, would you please make conversations to ask where the animals are from according to the information in 3a?b. Who would like to have a try to practice in class?Step 5: Section A 4Game—Bingo!Let’s play a game now. There are twelve words in the box. Please write nine of these words in the squares below. Then listen and cross out (×) the words you hear. When you get a row of ×s, please say BINGO! The first person to get a row of ×s in any direction is the winner.Step 6: SummarizeLet’s summarize what we learnt in this period.Step 7: HomeworkCopy and try to describe three animals you like and tell the reasons.Period 3Step 1: Lead inGood morning, boys and girls. Shall we continue our lessons? Could you please tell me what we learnt in Section A? Yes. We learnt to ask others why they like such animals.Step 2: RevisionReviewa. I will show you a chart, and please introduce the animals you like and tell the reasons.b. Would you please tell us where pandas, lions and koalas are from?Step 3: Section B 11. Looka. In Section A, we learnt some names of animals and some description words. Now let’s try to learn more.b. Open your books at Page 16. Would you please look at activity 1?c. There are some description words and some animals below.2. MatchPlease match the words with the animals.3. Check the answersHave you finished, everyone? Let’s check them together.Answers: 1. b 2. h 3. g 4. e 5. d 6. f7. c8. aOther correct answers are possible.4. Make sentencesa. Would you please describe the animals with the description words? For example: The tiger is scary.b. Would you please describe the animals to your partner?c. Who would like to have a try?Step 4: Section B 2a1. Listen and circlea. Let’s move to activity 2a now. It is a listening exercise. For the first time, I would like you to listen only.b. Now, for the second time, please listen to it again and circle the description words you hear in 1.2. Check the answersI think most of you have finished it. Let’s check them together.Answers:Circled items: clever, ugly, cute, beautiful, shyStep 5: Section B 2b1. ListenListen to the conversation for the first time.2. Listen and writea. Listen to the conversation again and fill in the chart.b. Listen to the conversation again and check them by yourselves.3. Check the answersLet’s check the answers together.4. Read the tapescripta. Let’s read the tapescript together.b. Would you please read the tapescript in pairs?c. Please translate the conversation into Chinese in pairs.d. Who would like to read in class?Step 6: Section B 31. Reada. Let’s move to activity 3 now. I would like you to read the conversation with your partner.b. Let’s read it together. Boys read as A and girls read as B. Ready? Go!2. Pairworka. Can you talk about the animals you know with your partner?b. I would like to invite some of you to talk about the animals you know in class. And who would like to have a try?Step 7: SummarizeLet’s summarize what we learnt in this period.Step 8: HomeworkCopy the tapescript of activity 2a and 2b in Section B.Period 4Step 1: Lead inWe have finished the most part of Unit 3. And in this period, we will continue to finish Section B. But before that, I would like you to review what we learnt before.Step 2: Revision1. Make a speechCan you make a speech to introduce the animals that Mary likes or dislikes?2. DictationLet’s have a dictation.Step 3: Section B 3a1. Reada. Let’s go into activity 3a on Page 17. Read the articles after the tape.b. Please read them by yourselves.c. Who would like to read them in class?2. MatchPlease match the articles with the animals in the picture.3. Check the answersI think most of you have finished. Please check your answers with your partner.Answers: 1. elephant (b) 2. panda (d) 3. koalas (c)4. ExplainThere are some important words and phrases. Let me explain them to you.is from like to do sth. play with be shy so be quiet Isn’t …? during the day at night get up谓语动词的第三人称单数形式Step 4: Section B 3b1. Look and fillLook at the lion in 3a. Would you please fill in the blanks with the words given in the box?2. Check the answersI think most of you have finished it. Let’s check them.Answers: 1. This 2. Africa 3. years 4. eats 5. lazy 6. sleeps3. Reada. Let’s read the article together.b. Please read it by yourselves this time.c. Who would like to have a try to read it in class?Step 5: Section B 3cTask—My favorite animal.a. Let’s perform a task now. Just now, we read some descriptions about some animals. Do you like such animals? Would you please write an article to describe the animal you like? You may follow the examples in 3a and 3b.b. Please share your article with your friends.c. I would like to invite some of you to read the article you write.Step 6: Section B 4GroupworkGame—Guess what my favorite animal is.Just now you wrote an article about your favorite animal. This time, let’s play a game. Please exchange your articles with other students and please have a guess what it is. Let’s see who can guess the most animals.Step 7: SummarizeLet’s summarize what we did in this period.Step 8: HomeworkTry to recite the articles in 3a.Period 5Step 1: Lead inWe have spent four periods on Unit 3. This is the last period of Unit 3. In this period, we will do some exercises and make sure you learn this unit well.Step 2: Self-check-11. Check the words and the phrases you knowOpen your books and look at Self-check-1. If you know the words and the phrases well, please check them.2. ReadI would like all of you to read the words and the phrases together.Step 3: Self-check-21. Do you have any other words you don’t know? Please write them in your exercise books.2. Please ask your friends for help.3. Looking up the dictionary is also a good way to study English. I hope you can get more from dictionaries.Step 4: Self-check-3Look and writea. Let’s look at Self-check-3. There are two animals. What are they? Can you say something about them? Please write about them on the blanks.b. Please share your descriptions with your partner.Step 5: Self-check-41. DrawPlease draw two animals you know in the frames.2. Writea. Please try to describe them.b. Would you please share your animals and the descriptions with your friends?Step 6: SummarizeLet’s summarize what we did in this period.Step 7: Homework1. Do the exercises on the Students’ Book and the textbook.2. Review Unit3.3. Watch the pictures in Just for fun on Page 18.11。

Unit 3 Why do you like koalas?第一课时教师学科英语年级、班初一3班课题Unit 3 Why do you like koalas? 时间第四周教学目标The names of animalsWhy do you like koalas? Because they are cute.教学重点Why do you like koalas? Because they are cute. 教学难点Why do you like koalas? Because they are cute. 教具准备tape, recorder,multiple media教学步骤（体现预习、导入、教学问题设计、内容安排、小结、作业布置等）教学方法教学手段学法指导Lead-inShow students a short film of an animal on the screen and ask: Do you know this animal? Is it smart? Then describe it simply. Say: If you want to know more animals, please follow me to the zoo. Let’s start Unit 3.(The aim of this part is to arouse the students’ interest and get ready for the new learning material.)Task1. Get familiar with the animalsStep1. Let the students say as many animals they’ve learnt as they can quickly. Step2. Look at the animals on the screen. What is this? It is a panda. It’s very cute. Repeat with other animals, such as tiger, elephant, lion and so on.Step3. 1a. Match the words with the animals in the picture.S t e p4.1b.L i s t e n a n d c h e c k t h e a n i m a l s y o u h e a r.(T h e a i m o f t h i s t a s k i s t o h e l p t h e s t u d e n t s g e t f a m i l i a r w i t h t h e a n i m a l s a n dd e v e l o p t h e i r l i s t e n i n g a b i l i t y.)Task2. Talk about your favorite animals with some adjectives:Step1.Show a video of some dancing penguins on the screen and ask the students:Do you like penguins?Then ask students to ask and answer which animals they like in teams.--Do you like penguins?--Yes, I do. / No, I don’t.教学步骤（体现预习、导入、教学问题设计、内容安排、小结、作业布置等）教学方法教学手段学法指导Check which team can do it most quickly.Step2. PairworkAsk about your partners’ favorite animals and reasons in groups.Eg. A: Do you like penguins?B: Yes, I do.A: Why?B: Because they’re cute.Ask some pairs to act out their conversations.(The aim of this task is to develop the students’communicative and cooperation competence)Task 3.Visit the zooStep1. Know what animals Julia and Henry want to see.2a Listen. Write the animals you hear. Draw a line from the animals tothe description words.2b.Listen and complete the conversation with the words in the box. Step2. Suppose you and your friends are in the zoo. Ask your friends the following questions:What animals do you want to see first?Why do you like them?Make conversations in groups.(The aim of this task is to develop the students’ abilities of collecting and using information.)Task4. Play games (Challenge extreme limit)Do some challenges.Divide the class into groups and see which group can be the winners. Challenge1. Use the pictures to test the students’ memories.Challenge2. Let the students use correct adjectives to describe different animals.Challenge3. Answer the questions quickly.(The aim of this task is to let the students practice using the target language and give them an emotional education.)小结：动物的名称，对动物的喜好及原因。

Unit3 why do you like koalas?I.语言知识目标1.掌握下列单词关动有物的名词：tiger elephant koala dolphin panda lion penguingiraffe2.有关品质的形容词：cute smart shy ugly clever beautiful friendly quietlazy3.有关国家的名词：Africa Japan Australia4.其他词类：grass leaf meat sleep relax kind of5.下列表达法6.掌握下列句型使学生熟练谈论自己喜爱的动物并给出理由。

使学生学谈论自己喜爱的其他东西并给出理由。

使学生了解动物的生存情况。

II.语言能力目标1. 使学生熟练谈论自己喜爱的动物并给出理由。

2.使学生学谈论自己喜爱的其他东西并给出理由。

3.使学生了解动物的生存情况。

情感目标1.通过学习要培养学生自觉保护动物的意识。

2.通过学习可以使学生更加热爱生活。

热爱父母、热爱朋友，热爱自然。

能在小组活动中积极与他人合作，相互帮助。

IV.教学重点难点1.重点掌握动物单词的表达法，及谈论自己最喜欢的动物的表达法。

掌握动物特点的形容词，并能谈论喜欢某一种动物的原因。

掌握介绍来历的表达法。

2.难点表达动物的的意义和读音。

Kind of 用法。

如何用所学句型进行综合运用。

V.任务特点1、学生学会如何谈论自己所喜欢的动物及原因，具有实际交际能力，符合中学生交往的原则，2、由喜欢动物到喜欢各种各样的东西，学生能激发内心的爱心，更加热爱生活，保护自然。

3、了解父母朋友同学的各种爱好，更能激发学生的友谊、亲情，更多地去关心身边的每一个人。

VI.教学步骤Period 11.topic Why do you like …?2.structionWhy do you like koalas?Because they are very /kind of cute.3.taskTalk about your favorite animal.4.cultureKnow something about the animals in the world.5.vocabularyanimal, koala, elephant, dolphin, lion, tiger, panda, dog, penguin, very, kind of, cute.6.grammarWhy do you like koalas?B ecause they are very/kind of cute.能力目标：通过学习句型，学生能谈论，询问所喜欢的动物和原因。

七年级英语Unit 3 Why do you like koalas?【本讲主要内容】Unit 3 Why do you like koalas?通过本课的学习，我们应该能做下面的事：1.掌握一定量的动物名词及其名词的单复数的使用。

2.学会like的一般现在时的疑问句及肯定和否定的回答。

3. 能使用目标语言与伙伴谈论彼此的喜好。

4. 能够谈论喜爱某种动物的理由。

5、能够完成一篇有关描写动物的文章。

【知识掌握】【文化背景】由于利益的驱使，人们大量猎杀野生动物，造成许多物种濒临灭绝。

目前，各个国家及政府都在积极宣传保护动物，希望大家通过本单元的学习，能积极参与进来。

保护生物，保护生态平衡，维护我们的生存环境。

【词汇用法】动物名称：基础：在zoo（动物园）里面，我们会看到许多动物，例如，tiger— tigers （虎） elephant—elephants（大象）koala—koalas （考拉）dolphin—dolphins（海豚） panda—pandas（熊猫）lion—lions （狮子）penguin—penguins（企鹅） giraffe—giraffes（长颈鹿）animal—animals（动物）以上是一些动物名词及其复数形式。

名词的复数形式前面已经讲过，这里不再赘述，但有一点同学们应该注意的就是有一种名词是将词中的oo变成ee。

例：foot—feet（脚） goose—geese（鹅）同学们可根据所学知识，将下面的名词试着变成复数形式。

补充：kangaroo（袋鼠）, chameleon（变色龙）, goose（鹅）, rabbit（兔子）,snail（蜗牛）, swan（天鹅）, turtle（龟）, wolf（狼）, polar bear（北极熊）,mosquito（蚊子）, horse（马）, camel（骆驼）, bee（蜜蜂）, snake（蛇）,hen（母鸡）, cow（奶牛）, monkey（猴子）, ladybug（瓢虫）, fly（苍蝇）形容词：本单元形容词的用法基础：smart（漂亮的）, cute（可爱的）, ugly（丑陋的）,friendly（友好的）,beautiful（美丽的） , shy（害羞的） , clever（聪明的） , lazy（懒惰的）,other（其他的）补充：small（小的） large（大的） powerful（强大的）strong（强壮的）colorful（多彩的） lovely（可爱的） cool（酷的）loyal（忠诚的）tall（高的） funny（滑稽的） lazy（懒的）gentle（温和的）brave（勇敢的） sly（狡猾的）silly（愚蠢的）英语学习中，词汇的积累非常重要，希望大家在平时的学习中，注意积累，为学好英语打下坚实基础。