Unit 5 Why do you like pandas?（Section A 1a-3c）

Unit 5 Why do you like pandas?
The First Period (Section A 1a—Grammar Focus)
Teaching Aims
1. Knowledge Objects
(1) Function: ① Know new words of animals and describe animals.
② Learn the usage of “why” questions.
(2) Key Vocabulary: tiger, elephant, koalas, panda, lion, giraffe, cute, lazy, smart, beautiful, scary, kind, kind of, Australia, south, Africa, pet, leg, cat, sleep, zoo, animal
(3) Target Language: ① –Let’s see the lions.
--Why do you like them?
--Because they’re interesting.
② –Why don’t you like the cat?
--Well, because she’s kind of boring. She sleeps all day, and her name is lazy.
--Haha, then that’s a good name for her.
(4) Structure: Why/What/Where questions.
Because…
Adjectives of quality.
2. Ability Objects
To train students’ listening and speaking skills.
3. Moral Objects
To raise interest of knowing about different kinds of animals and love and protect them.
Teaching Key Points
1. Key vocabulary in this period.
2. Target language in this period.
Teaching Difficult Points
1. How to improve students’ listening ability.
2. Make conversations using the key structures.
3. How to remember words well.
Teaching Methods
Make conversations freely using the target language.
Teaching Aids
1. A tape recorder.
2. A computer for multimedia use.
Teaching Procedures
Step 1 Leading in (about 3 minutes)
1. Leading in by asking questions about zoo.
2. Have students give some answers.
3. Write them on the board.
4. Start the class.
T: Do you often visit zoos on holiday or weekends?
S: Yes, we do.
T: OK, do you like animals and what is your favorite animal?
S: I love cat/dog.
T: Good! But if I want to know the reason, what should I say? It’s our class. Let’s learn the patterns.
5. Write the patterns on the blackboard.
Object: Raise students’ interest.
Attention: Teacher can ask more than one student to answer the question. In order to create active classroom atmosphere.
Step 2 Presentation (about 9 minutes)
1. Have students look at the picture and read the words on the left.
2. Then ask a pair of students to read the dialogue in the picture.
T: OK. Let’s get started and see how to use the patterns. Please turn to P25 and look at the picture of 1a. First I will read the words on the left hand. Please read after me. Tiger, elephant, koala, panda, lion, giraffe.
S: Tiger, elephant, koala, panda, lion, giraffe.
T: Then, I want some of you to read the dialogue. Who wants to be the volunteer?
S1: Let’s see the pandas first. They are my favorite animals.
S2: Why?
S1: Because they’re very cute.
T: Good! Thank you. Can anyone make a dialogue like this?
S3: Let’s see the giraffe first. They are my favorite animals.
S4: Why?
S3: Because they are beautiful.
T: Pretty good!
Object: Get students familiar with the patterns and try to use the new pattern into their sentences.
Attention: If the students have trouble in making sentence. Teacher can give students some minutes to discuss with their classmates. After making a sentence, teacher can give some suggestions or give an example before their own sentences.
Step 3 1a (about 5 minutes)
1. Read each of the words and phrases.
2. Read the instructions.
3. Do a quick check to see where students would like most to visit.
T: After making sentences, let’s finish the activity 1a together.
T: Do you like going to the zoo?
S: Yes, I do.
T: Good! Please look at the picture of 1a and the words on the left. Match the words with the animals in the picture. I will give you several minutes to finish this activity.
4. After finishing the activity, ask someone to share the answers.
5.And then, check the answers.
Object: Make students be more familiar with the words by relating to pictures.
Attention: Control the time properly.
Step 4 Listening 1b (about 5 minutes)
1. Read the instructions.
2. Play the recording. Ask students to answer the questions.
3. Correct the answers.
T: Let’s do 1b together.
Please listen to the recording and check the animals you hear on the recording.
4. Play the recording the first time. This time students only listen. When play it a second time, say, this time check the box.
5. After finishing the activity, ask someone to share the answers. And then, check the answers.
Objects: Training students’ listening skills.
Attention: If students have trouble in listening, the teacher can play it again.
Step 5 1c (about 5 minutes)
1. Review the words above.
2. Let students make dialogues using the above words.
T: Let’s do the pairwork together.
First I want one of you to read the dialogue of 1c.
S1: Let’s see the lions.
S2: Why do you want to see them?
S1: Because they’re very interesting.
T: Good! Then I will let some of you to read the words on the left. Who wants to be the volunteer?
S: Cute, interesting, fun, smart, lazy, beautiful.
T: Good! Please form into pairs and make your own conversations using these words and phrases.
3. The teacher should walk around the room checking the progress.
T: OK, stop here. Who wants to share your conversations with all of us?
S1: Let’s see the pandas first. I love them very much.
S2: Why do you love them?
S1: Because they are fun.
T: Good job!
Object: Improving the oral skills of students.
Attention: If students have trouble in pronunciation, teacher should give some directions.
Step 6 2a and 2b (about 5 minutes)
1. T: OK, turn to Page 26. Let’s do 2a and 2b together. First I will give you several minutes to read the instruction.
2. Let students read.
3. T: Finished? OK, let’s read the words below together. Please read after me. Really, scary, kind of interesting, very cute, Australia, South Africa, China.
Students repeat.
T: Good! Now I’ll play the recorder. Listen and try to finish the 2a activity.
4. Play the recording twice.
5. After finishing the activity, ask someone to share the answer. And then, check the answers.
Objects: Training students’ listening skills.
Attention: If students have trouble in listening, the teacher can play it again.
Step 7 2d (about 5 minutes)
1. Have students role-play the conversation.
T: Let’s do the pairwork together. First form into groups and I will give you several minutes to prepare for the performance.
2. Give students a few minutes to work in pairs. When they work, walk around the room checking the progress.
At the end ask several pairs of students to role-play the conversation.
Object: Improving the oral skills of students.
Attention: If students have trouble in pronunciation, teacher should give some directions.
Step 8 Grammar Focus (about 3 minutes)
1. Read the grammar box first. Divide the class into two groups. One group read the statements and the other read the responses.
2. Help students understand the usage of “why” question by giving detail directions.
Attention: This process may be a little tiring. Please be patient.
Step 9 Practice (about 3 minutes)
Do some exercises.
T: Now you have learned so many examples. Try to make your own dialogues again. I’ll give you several minutes. If you have any question, you can ask me at any times.
Attention: Teacher can walk around in order to help the students who have grammatical and pronunciation trouble.
Step 10 Homework ＆ Summary (about 2 minutes)
T: Today we have learned many new words of animals and describing animals. And we also learned the basic usage of “why” question. Then remember your homework: Make conversations with your partner. Write a short conversation. I believe you guys can finish it well.
The Second Period (Section A 3a-3c)
Teaching Aims
1. Knowledge Objects
(1) Function: ① Know the usage of the “why” question.
② Improving student’s reading and comprehension abilities.
③ Know how to express their reason for things.
④ Knowing how to describe an animal.
(2) Key Vocabulary: animal
(3) Target Language: ① Is the animal big?
② Where’s the animal from?
③ They’re from South Africa.
④ Why don’t you like lions?
(4) Structure: ① Why/Where questions.
② Because…
③ Edjectives of quality.
2. Ability Objects
To train students’ oral ability and integrated skills by task-based activities.
3. Moral Objects
To enable students to express their feelings by telling others the reason.
Teaching Key Points
1. Key vocabulary in this period.
2. Target language in this period.
3. Speaking skills.
Teaching Difficult Points
1. Key vocabulary in this period.
2. Make conversations freely.
Teaching Methods
1. Listening method.
2. Speaking methods.
3. Communicative approach.
Teaching Aids
1. A computer for multimedia use.
2. A picture.
Teaching Procedures
Step 1 Greeting and Revision. (about 5 minutes)
1. Greeting Students.
2. Check the homework.
3. T: Do you still remember the patterns we learned last class? Who can tell me?
S: We learned the patterns “--Why do you do sth… __Because…”to explain the reason to others.
T: Pretty Good! Let’s get started.
Object: To remind students of the grammar and patterns learned last class and start the new class.
Attention: If there are some students who didn’t finish the homework, ask them to finish it before next class.
Step 2 Dictation (about 5 minutes)
1. T: Let’s get started. Before the new class, let’s have a dictation.
Put out a piece of paper and write your name on it.
2. Make a dictation of the vocabulary learned last class.
3. Collect the papers and check it after class.
Object: Let students remember the words.
Attention: Please check the dictation carefully.
Step 3 3a (about 13 minutes)
1. Fill in the blanks with the words from the box. Then practice the conversation.
T: OK, now, turn to Page 27.
Let’s do 3a together.
Now I will give you several minutes to finish filling in the blanks with in the ? Words from the box.
You can form into pairs to discuss the question.
Any volunteers who wants to share your answer with all of us?
S: Where, They’re, like, don’t, Why, because, do, cool.
T: Great! Then I’ll repeat the answers. I want two of you to read the conversation.
2. Students read the conversation. Teacher gives directions.
Object: Improve the ability of reading and comprehension.
Attention: It may take much time to finish this process. The teacher should be patient.
Step 4 3b (about 7 minutes)
Ask students to discuss the question and write their own answers.
2. Ask one or two students to share their opinion.
T: Survey time! First please form into groups and I will give you minutes to discuss the questions.
After that I will ask one or two students share your opinions.
Finished? OK now who wants to share?
S1: I like koalas because they’re cute.
S2: I like dogs because they’re smart.
S3: I don’t like cats because they’re lazy.
S4: I like pandas because they’re interesting.
T: Good! Please check your answer with more other classmates.
Object: To make students more familiar with the patterns describing an animal.
Attention: If there is enough time, teacher can ask more students to share their opinions.
Step 5 3c (about 5 minutes)
1. Let a student read the conversation on the right.
2. Give students some directions of the game.
3. Ask students to play the game after class.
T: Look at the game together. It’s really a good game that we all know. There should be two students to play the game. For one, think of an animal and answer your partner’s question by using “Yes/No” or other simple answers. For another, you should ask questions to guess the animal. OK, you know the instruction now?
S: Yes, we do.
T: Good! Now read the conversation on the right.
Students role-play.
T: Pretty good. Now that you know the instructions we will do it after class.
Object: Raise students’ interests.
Attention: If there is enough time. Teacher can let students play the game in class.
Step 6 Practice (about 8 minutes)
Do some exercise.
T: Now you have learned so many examples. Try to make your own dialogues again. I’ll give you several minutes. If you have any question, you can ask me at any time.
Object: Get more familiar with the patterns.
Attention: Teacher can walk around in order to help the students who have grammatical and pronunciation trouble.
Step 7 Summary and Homework (about 2 minutes)
T: Today we have a further study about “why” question and do some exercise. I believe you’ve improved your speaking and comprehension abilities in this class. You did really well this class and I appreciate it very much. Don’t forget to finish the activity 3c in Page 27 after class. Have a nice day and I’ll see you next class.