Unit 5 Why do you like pandas
New words and phrases
Learning Goals：
一、语言知识和语言功能:
1.能争取学会使用下列词汇造句子。
panda , zoo , tiger , elephant , lion , giraffe , animal , kind , Australia , south , Africa , pet , leg , cat , flag , place , water , danger , tree , sleep , save , forget , cut , kill , cute , lazy , smart , beautiful , friendly, shy , down , over
2. 能争取学会使用下列常用短语造句子。
kind of , South Africa , get lost , be in (great ) danger , cut down , ( be ) made of
3. 能认读下列词汇
koala , scary , Thailand , symbol , ivory , Thai
4. 理解、翻译并复述运用本节课的新词汇所编写的故事，利用故事记忆单词。
二、学习策略：
1. 依据图片理解和记忆词汇。（Understand and remember the words and phrases with the help of the pictures.）
2. 在语境中理解和记忆词汇。（Understand and remember the words and phrases in the context.）
3. 依据读音规则、构词规律理解和记忆词汇。（Understand and remember the words and phrases according to phonetic rules, the structures of the words and phrases.）
4. 基于同伴互助的方式学习词汇，并运用新学词汇与同伴交流。（Learn and express with the new words in groups.）
三、情感态度:
了解世界各地的典型动物，引起人们对“濒危动物”的关注，从而培养学生的动物保护意识和人文素养。
Teaching and learning steps:
Step I. Learn how to read the new words
1. Lead-in
1. Read the new words in Unit 5 by themselves according to their pronunciations and mark the words difficult to read. Read the marked words to your partner.
2. Ask the Ss to listen to the tape. Then ask them to follow and correct pronunciation.
3. Let the Ss work in groups to help each other to correct the pronunciation.
4. Ask the groups to show their pronunciation to the class. Other groups can help correct. The teacher walks around the groups to give necessary help.
【设计意图】首先让学生自己根据音标读出单词，然后读给全班听，由老师纠正。再跟读磁带，以获取纯正读音。最后，利用小组互助的形式让每一个学生都能读出单词。等大家熟读后，再让小组中最差的学生读，其他小组予以纠正，老师予以辅助。以保证所有学生都能熟练读出单词。
Step II. Learn how to memorize the new words and phrases
1. Remember the words and phrases according to the pictures.
【设计意图】先创造情景，让学生理解生词的意义，再使用图片帮助学生形象地记忆词汇。
2. Remember the words according to their similar pronunciation.
/ /
/ /
/ / scary cat flag
/ e / pet leg forget elephant
/ eI / lazy Australia save place
/ ju: / cute beautiful
/ i: / sleep tree
/ aI / lion tiger ivory kind
/ / koala over
3. Remember the words and phrases by conversion（转换），comparison (对比) and derivative（派生）
(1) Conversion（转换）：一个单词（或短语）由一种词类用作另一种词类
① The farmer carried lots of water to water the vegetables . （名词——动词）
n.. 水 v. 浇水
② He gets a enough sleep because he sleeps all day . （名词——动词）
n. 睡觉 v. 睡觉
③ He is a south man . His home is in the south of China . （形容词——动词）
adj. 南方的 n. 南方
(2) comparison (对比) 两个单词的意思截然相反，也叫反义词。
forget (忘记) ------- remember (记住)
scary (吓人的) ------- cute (可爱的)
(3) Derivative（派生）: 在词根上加前缀或后缀构成另一个与原意略有变化或截然相反的词
名词→形容词
friend n. 朋友 → friendly adj. 友好的
scare n. 恐怖 → scary adj. 吓人的；恐怖的
danger n. 危险 →dangerous adj. 危险的
south n. 南方 → southern adj. 南方的
Australia n. 澳大利亚 → Australian adj. 澳大利亚的
【设计意图】依据读音规则、词的转换，词的派生、对比等构词规则识词，可以帮助学生学会系统的记忆单词。）
4. Remember the words and phrases by matching their meanings.
a) Say out the new words according to their Chinese meanings.
羞怯的；腼腆的_______ 地点；位置_______ 可爱的 _______
忘记_______ 象征_______ 睡觉_______
懒惰的 ______ 美丽的_______ 聪明的______
杀死；弄死_______ 动物_______ 忘记 ________
吓人的_______ 友好的______ 救助_______
宠物________ 水________ 超过；多于__________
（操作说明：在课件中运用快速显现、快速消失功能，让学生快速说出单词，以检测学生对单词的熟练程度）
b) Match the phrases according to their Chinese meanings.
be in danger 稍微，有点儿
cut down 迷路
be made of 处在危险之中
get lost 砍倒
kind of 由…制成的
【设计意图】运用快闪单词及语义连线既有趣又节省时间，并能够促使学生将英语单词和汉语意思整合为一体。）
5. Remember the words by guessing the meanings of the following underlined words according to the context.
(1) She sleeps all day , and her name is lazy .
v. 睡觉 adj. 懒惰的；懒散的
(2) I like dogs because they’re friendly and smart .
adj.友好的 adj.聪明的
(3) Elephants can walk for a long time and never get lost .
迷路
(4) Elephants can also remember places with food and water .
n.地点；位置 n. 水
(5) People cut down many trees so elephants are losing their homes .
砍到
(6) People also kill elephants for their ivory .
v. 杀死；弄死 n. 象牙
【设计意图】这些句子都是选自课本，为学生即将学习新的内容奠定了基础。让学生在情景中记忆单词，克服枯燥性，同时也在情景中体会单词运用的技巧。）
Step III. Consolidate the words and phrases
Give the students several minutes to memorize these words first.
1. Read the words by looking at the Chinese. Then look at the Chinese and say English.
2. Get them to practice in pairs to spell the words or write down the words with the Chinese given in the guide book. Underline the words they haven’t grasped.
3. Get the students to have a short dictation contest about the important words and phrases.
【设计意图】本环节为巩固单词。通过朗读和使用助学默写来对单词加以巩固。这一环节有少部分的学生不能当堂达标，需要利用自习课或课余的时间让小组长跟踪检查，达到人人过关。
Step IV. Learn how to use the new words and phrases in a story
1. Get the students to read the two short stories, and underline the new words.
2. Translate the stories into Chinese in groups orally.
3. Read the stories fluently by themselves.
Story One
There is a beautiful zoo in Zaozhuang. Jenny often goes there on weekends, there are many animals in it. Look! The tiger is sleeping under the tree. She doesn’t like him because it is scary. She likes pandas, they are cute and lazy. Her mother likes giraffes very much. They are kind of friendly and smart. There are two lions, they are from South Africa. And the small koala is from Australia. It looks like a big family.
Remember the words by looking at semantic map.
1. Get the students to read the semantic map and fill in the semantic map according to the story, they can discuss in groups if necessary.
2. Get the students to retell the story using the following semantic map.
Story Two
Read the story and translate it orally.
An elephant is our good friend. It is a symbol of good luck, and it is one of the symbols in Thailand, Their first flag had an elephant on it. An elephant never forgets, Elephant never gets lost, too. They can remember places with food and water. But now elephants are in great danger, People cut down trees and kill them for their ivory. We must do something to save them and not buy things made of ivory.
参考：
大象是我们的好朋友，他也是好运气的象征。作为泰国象征标志之一，他曾出现在泰国第一面旗帜上。大象从不会忘记也从不迷路。他们能记得有食物和有水的地方。但是现在，大象濒临灭绝，人们砍伐树木，为获得象牙而屠杀大象。我们必须采取措施拯救他们，不买象牙制品。
Retell the story according to the following mind map
【设计意图】本部分意在引导学生在具体的语境(适当的教材内容)中加强对词汇的理解，提高学生的运用能力即提前涉入教材。有助于学生学习理解和使用.避免了学生孤立记忆单词，同时引导学生学会在思维导图的帮助下复述故事，从而强化对新词汇的记忆。
Step V. Exercises: the end-of- class test（当堂检测）
根据英语意思写出动物名称。
1. A very large, grey animal with big ears and a very long nose: _______
2. An Australia animal like a small bear with grey fur which lives in trees and eats leaves: ______
3. A large, black and white animal that lives in the southwest of China:_______
4. A large African animal with a very long neck and long, thin, legs:________
按要求完成单词
1.zoo(复数)_________ 2.forget(反义词) _________ 3.friend(形容词)__________ 4.south(形容词)________ 5. cute(反义词)________ 6. danger(形容词)______
7. beautiful(副词) __________
三、词组互译
1. made of ________________ 2.South Africa________________
3. cut down ____________ 4.kind of _____________
5. 处在（极大）危险之中________________ 6. 迷路 ________________
7. 忘记去做某事________________ 8. 对某人友好
四、用所给单词适当形式填空。
1. Our English teacher is (friend) to us.
2. Don’t forget (practice) playing the guitar.
3. We can’t buy things (make) of ivory.
4. The cat usually (sleep) all day.
5. It has four (leg).
【设计意图】设计不同形式的练习题，进一步巩固所学单词，同时检测学生的学习情况，有助于以学定教。
Step VI. Homework
1. Ask the Ss to review the words and phrases, especially the words and phrases they haven’t grasped on their notebook. ( ★ )
2. Ask the Ss to make sentences with the following words and phrases: ( ★★ )
cute , lazy , smart , beautiful , scary , friendly , shy
kind of , get lost , be in great danger , cut down , be made of
3. Retell the story with the help of the mind map. ( ★★★ )
4. Preview Section A (1a—2d ).
亮点：
本单元重点学习动物名称的单词以及它们的描述性形容词，本着涵盖本单元的单词为原则，有效使用图片教学、构词法教学、英语释义教学等教学形式，尤其是编写的故事，让学生在故事中对单词有了整体理解。利用思维树，更能很好的帮助学生高效、有趣记忆单词，发挥了很大的作用。
家庭作业分层布置，让学习能力强的同学做更能体现他们高水平的作业。
在单词教学过程中不失时机地融入情感教育即保护环境、保护动物的教育，如对濒临灭绝的大象的描述。
不足之处：
本课容量较大，在记单词和巩固单词的课堂设计中，通过课上的学习和操练，学生能做到熟练拼读，但是达到准确默写并掌握，还需多加理解和记忆。
使用建议：
1. 本节课容量大，词汇较多，为保证教学目标的顺利达成，需要提前安排学生进行充分的预习，至少通读词汇，能根据音标认读单词。
2. 教师课前要准备充分的图片，利用一体机把单词和图画有效结合起来，有利于学生熟练掌握本单元教学why questions 及where questions，单词教学要为下一节课过渡做好铺垫。
并且要注意评价手段的运用，对学习小组及时评价，以保证学生旺盛的积极性。
当堂检测参考答案：
一、 1. elephant 2. koala 3. panda 4. giraffe
二、 1. zoos 2. remember 3. friendly 4.southern
5. scary 6.dangerous 7. beautifully
三、1. 由…制成 2. 南非 3. 砍到 4. 有点儿
5. be in (great )danger 6. get lost
7. forget to do sth. 8.be friendly to sb.
四、1.friendly
2. to practice
3. made
4. sleeps
5. legs
T: Do you know this animal
Ss: Yes , it’s a cat .
T: Do you know that animal
Ss: Yes , it’s a dog .
T: Do you like them
Ss: Yes .
T: Why do you like them
Ss: Because they are very cute / interesting / fun / …
T: Very good ! Most animals are very friendly to
us . We like them , they like us , too . OK
Ss: OK !
T: Do you want to know more about the animals
in the world
Ss: Yes .
T: Before you want to know more about them , you
must learn some new words . Open your books
to Page124 . Look at the new words in this unit .
cat n.猫
lazy adj.懒散的；懒惰的
The cat is very lazy . It sleeps (睡觉)all day .
flag n.旗；旗帜
Look! These flags come from different countries .
panda Africa
made of
kill
place, water
ivory
symbol, Thailand
get lost
forget
in great danger
Let’s save the elephants
cut downUnit 5 Why do you like pandas
Section A (1a—2d ) Period Two 听说课
Learning goals:
一、语言知识(常用词汇和短语)
panda , zoo , tiger , elephant , lion , giraffe , animal , cute , lazy , smart , beautiful , Australia , south , Africa , pet , leg , cat , sleep , kind of , South Africa
二、语言功能
1.能描述各种常见动物( Describe animals )
2.能表达自己对动物的喜好( Express preferences )
3.学会运用why, what, where引导的问句，了解动物的外形、生活习性及主要产地。
What animals do you want to see Why do you like the animals Because they’re …
Where are they from They’re from …
三、学习策略
1.在听力活动中，每完成一个听力任务之前，先呈现该听力的语境及听的技巧，为接下来的听做好准备。注重学生的听力和表演技能的培养。
2.在听后活动中，通过让学生表演对话、改写对话、复述改写后的对话等活动来培养学生的口头表达能力，注重内化和输出相结合。
3. 通过2d对话再现促使学生能通过模仿进行角色扮演，转语言输入为语言输出。
四、情感态度
学生通过谈论动物的各种特点,了解有关动物的谚语，促使学生喜爱动物，对动物感兴趣，
从而关爱野生动物并珍爱大自然。
五、文化意识
了解各种动物的特性及它们的分布点。
【设计意图】目标引领,表述了本节课的知识、能力和情感目标以及文化意识。
Teaching and learning steps:
Step I. Preview
一、Look at P25--26, put the following into English orally, then write them down without looking at the text.
1.欢迎光临动物园__________________ 2.我最喜爱的动物___________________
3.想要做某事 ___________________ 4.让某人做某事 ____________________
5.来自澳大利亚__________________ 6.用两条腿走路 ____________________
7.一整天________________________ 8.有点厌烦_________________________
二．Read the book and put the Chinese into English orally, then write them down without looking at your book .
1.让我们先去看看熊吧。_______________________________________
2.—你为什么想看它们？—因为他们有趣。
___________________________________________________________
3.—这些狮子从哪儿来的？—它们从南非来。
___________________________________________________________
4.—这只狗能干什么？ —他能两条腿走路。
____________________________________________________________
5.—你为什么不喜欢猫呢？—因为她有点儿烦人。
____________________________________________________________
6.她整天睡觉。________________________________________________
【设计意图】这些短语和句型都来自课本，通过预习检测教师可以更有针对性地教，学生可以更有针对性地学。
StepII. Warming up and leading in
T: Do you usually go to the zoo on weekends
S1: Yes .
T: What animals do you want to see
S1: I want to see many animals , such as pandas , elephants , tigers …
T: Do you know the animals in the picture （引导学生说出一些动物的名称，为降低难度，图片一幅幅展示,为下文描述动物的特性做准备）
Ss: Yes .
S1: That very large, grey animal with big ears and a very long nose is an elephant .
S2: Its color is white and black and it likes to eat bamboo(竹子). is a panda .
S3: They live in the cold place—South Pole(南极) and they walk like a duck(鸭子). They are penguins (企鹅).
S4: It’s smart and looks like a person . It’s a monkey .
S5: …
T: Today we’ll learn more about animals. Let’s go to the zoo. Here is Beijing Zoo. There are many animals here. Can you name them
T: Open your book and turn to Page 25. .Let’s come to 1a.
Ss: 1—a ; 2—f ; 3—c ; 4—e ; 5—d ; 6--b
【设计意图】大多数孩子喜欢去动物园看动物，依据这一特点，老师出示图画先问同学们是否认识这一动物，同学们通过看动物的外貌特征竞相说出自己认识的动物。但是要了解更多的动物，还要亲自去动物园看一看，这为学习1a做了很好的铺垫。
StepIII. Presentation
Look at the picture above , ask and answer :
T: What’s the girl’s favorite animal
Ss: Her favorite animals are pandas.
T: Why
Ss: Because they’re very cute .
T: What’s your favorite animal
S1: My favorite animal is ______.
T: Why do you like ______
S1: Because they’re _______.
引出目标语言Why do you like------ Because they’re-----.
Then the teacher asks S2.
T: What’s S1’s favorite animal
S2: His/Her favorite animal is _______.
T: Why does he/she like ______
S2: Because they’re________.
引出目标语言Why does he/she like------ Because they’re-----.
【设计意图】用课本插图呈现上面的内容，引出目标语言Why do you like------ Because they’re-----. 和Why does he/she like------ Because they’re-----. 为1b的听力做好准备。
StepIV. Listening I
While-listening activities
1.Listening for the general idea of the conversations.听取大意
Listen and choose the main idea of the three conversations.
The main idea of the three conversations is about
The two students are talking about how to get to the zoo .
The two students are introducing the animals to the people .
The two students are talking about what animals they want to see and their reasons .
2. Listening for the specific ideas听取细节
(1) 1b Listen and check (√) the animals you hear in 1a.
(2) Ask Ss to listen again and complete the conversations according to the tape.
Conversation 1
Girl: Let’s see the pandas first. They’re my favorite ____________.
Boy: Why
Girl: Because they’re very _________.
Conversation 2
Boy: Let’s see the ______.
Girl: _______ do you want to see them
Boy: Because they’re ______.
Conversation 3
Girl: Let’s see the koalas now. I like _______.
Boy: Why
Girl: Because they’re ________.
Post-listening activities
1. Listen and repeat.
2. Pair work
Ask Ss to make their own conversations with their partners using the words in 1c.
For example:
S1: Let’s see ________.
S2: ______ do you want to see them
S1: Because they’re ___________.
【设计意图】听取环节属于知识的输入。在听的细节上首先要注意学生对所听的内容有个大致的了解，第二次听或第三次听都是听取细节，因此要设计好听所需回答的问题。再次听是让学生听音跟读，旨在调动眼视听众感官深刻体会文章内容，更主要的是让学生通过跟读培养学生的语音语调，学着读出真正的地道的英语。并对学生掌握不准的词汇的读音进行学习或纠正。只有输入得好才有下一步的输出即听后的说。
StepV. Presentation
Use “EN” to show Ss some pictures , ask and answer:
T: Do you think the pandas are cute
Ss: Yes .
T: Do you think the giraffes are beautiful
Ss: Yes , we think so .
T: Koalas are interesting , aren’t they
Ss: Yes , they are .
T: But where are they from Do you know
Ss: Yes , we do . They’re from … ./ No , we don’t .
引出目标语言where are they from They’re from … .为了让同学们听好2a，老师展示一幅地图，让同学们进一步巩固这一目标语言。
T: Where are the pandas from
S1: They’re from China .
T: Where are the koalas from
S2: They’re from Australia .
Then Ss work in pairs to practice the language goals .
StepVI. Listening II
While-listening activities
1. Listening for the general idea of 2a.
Listen carefully and find out the main idea of the conversation.
The general idea of the conversation is __________
A: Why do you like these animals and where are they from
B: When do you want to see them
C: Where do you want to go
2. Listening for the specific ideas
(1)2a Ask Ss to listen and write the animals they hear. Then draw a line from the animals to the description words and the countries they are from.
(2)2b Listen again and complete the conversation with the words in 2a.
Julie: Let’s see the ___________.
John: Why do you like them
Julie: Because they’re __________ interesting.
John: Where are they from
Julie: They’re from ___________.
(3) Check the Ss’ answers.
【设计意图】在处理2a听力之前，老师就要提示学生掌握边听边记录的技巧，比如当听到动物名称时，可只记录其单词首字母，如把pandas的p , koalas的k , lions的l , 等所有内容听完后再补写完整的单词。这样既不耽误听力的顺延，又能正确完成单词的拼读。听2b听力之前，可提醒学生参照2a提供的信息，然后播放录音，学生填写对话，核对答案。
Post-listening activities
1. Listen and repeat.
2. Let Ss fill in the blanks in the rewriting passage. Then they can discuss in groups.
The pandas are from______. Julie _____ them. Because they’re _________. The lions are from ______. Julie _________ them. Because they’re ______________. John likes ________. Because they’re _______ and they’re from ________.
3. 2c Let Ss talk about the other two animals in 2a with a partner. Do John and Julie like them Do you like them Why or Why not
For example:
S1: Let’s see the koalas and lions. Do John and Julie like them
S2: __________________________
S1: Why____________________
S2: Because ___________________.
S1: Do you like them
S2:________________________________
S1: Why____________________
S2: Because ___________________.
S1: Where are they from
S2: They’re from_______________
4. Ask Ss to read the conversation in 2d in silence with the following questions.
1) Does Peter have a pet What’s the name What can he do
2) Does Jenny’s mother have a pet What’s the name What can she do
After reading , Ss finish the following chart .
Animal Name Description Can do
Peter’s pet
Jenny’s mom’s pet
3) Listen and repeat .
4) Ask Ss to practice it for 2 minutes and then ask some pairs to role-play the conversation.
5) Let Ss fill in the blanks in the rewriting passage.
Dingding is peter’s _____________. He’s ___________. He can ______________. Jenny’s mom has a __________, but Jenny _____________ the cat. Because she ________________. She _______________, and her name is ______________.
【设计意图】本部分的内容重在培养学生们口头表达的能力，同时通过复述、回答问题、完成表格、编对话、表演对话等多种训练方式，引导学生更好地内化语言知识。）
StepVII. Moral education （情感教育）
Look at the pictures and guess the Chinese meanings of the old sayings about the animals .
It’s raining cats and dogs . (倾盆大雨) Love me , love my dog . （爱屋及乌）
as busy as a bee(蜜蜂) . （忙得团团转） Every dog is a lion at home .
（狗在门口就成了狮子）
INCLUDEPICTURE "http://down.tutu001.com/d/file/20111226/0cd593dd855b88b77268d6a7df_560.jpg"
【设计意图】让同学们看图画猜有关动物谚语的汉语意思，我们会感受到动物是可爱、有趣的，自古以来就蕴藏着丰富的文化意识。我们应该对动物友好并保护它们。
StepVIII. Inquiry into knowledge by translation
一、—Why do you want to see them _____________________________
—Because they’re interesting. ________________________________
why引导的________疑问句询问__________，其答语常用__________引导。because是连词，表示直接的理由。此外，“Why don’t you + 动词原形 + ……？”是向别人提出_______。如：
你为什么不去那儿呢？ ____________________
I don’t like math because it’s very difficult.___________________________________
二、—Why don’t you like the cat __________________________
—Well, because she’s kind of boring. ______________________________
1. Why don’t you do sth. =____________，意为“_______________ ”表示提________________ ,两者的主要区别就是要不要加___________语。如：Why don’t you try it =_______________
2. kind of 相当于副词，修饰形容词或副词，意为“_______”，与___________的意思相同。如：这只猴子有点聪明。__________________________________________.
三、Where are lions from __________________________
1. lions是__________的___________数形式。名词的__________数形式可以表示名词的一类。“不定冠词（a/an）+___________数可数名词”也可以表示名词的一类。
如：狗是我们的好朋友。_______________________________
或_____________________________________
2.be from=____________，意为“____________”。
如：我的英语老师来自美国。______________________________
【设计意图】“翻译探究”的主要目的是变老师讲解语言知识为学生自学语言知识。学生使用“翻译探究”时可以和答案同时使用，帮助自学、探究、发现和归纳，学生个人学不懂时可以以小组形式互助,若还不会,老师再讲解,这就是先学后教,以学定教。
StepIX. The end-of class test
一、Finish the words according to the sentences and the first letters.
1. He likes koalas , because they are c ______ .
2. P _______ only live in China .
3. Linda can’t do it herself , b _______ she is too young .
4. We find English is very i _________ and we like it .
5. Koalas s _______ during the day and eat leaves at night .
二、Fill in the blanks with the words from the box.
A: _______________ are lions from
B: _______________ from South Africa. Do you _________ lions
A: No, I don’t.
B: Why ________ you like lions
A: Because they’re really scary. But I like giraffes.
B: Really ________ do you like giraffes
A: Well, _______ they’re kind of interesting. Do you like panda
B: Yes, I do. But I like tigers a lot.
A: Tigers Why ________ you like tigers
B: They’re really __________!
三、Fill in the blanks with the given words in their proper forms .
1. Let’s go to the park _______( one ) .
2. The boys want ________ ( play ) soccer now .
3. Let’s ________ ( take ) a bus to the zoo .
4. My pet cat can ______ ( walk ) on two legs .
5. Where are _______ ( tiger ) from
【设计意图】通过检测学生的学习情况，有助于以学定教。
StepX. Homework
You must:
1. Recite the dialogue in 2d of Section A.
2. Preview Section A ( Grammar Focus –3c )
If you can:
Make a survey about your friends’favorite animals and the reasons.
Use the target language “Why do you like them Why don’t you like--- Because they’re---.
Where are they from ” to fill in the chart and write a report.
Name Animal Reason Where
亮点：
本课的导入。利用学生喜爱的动物图片导入既能激发学生的兴趣又能顺利的进入新课。
2.本课时是听说课。每完成一个听力任务之前，老师都先呈现该听力的语境及听的技巧，为接下来的听做好准备。所以注重了学生的听力和表演技能的培养，少部分的内容训练了他们的笔头能力。
3.在听后活动中，通过让学生表演对话、改写对话、复述改写后的对话等活动来培养学生的口头表达能力，注重内化和输出相结合。在最后通过让学生看图画猜谚语，感受到动物的可爱、有趣，蕴藏着丰富的文化意识，我们应该对动物友好并保护它们，从而很自然得融入了情感教育。
4. 家庭作业分层布置，让学习能力强的同学做更能体现他们高水平的作业。
不足之处：
.本节课容量大，个别环节学生用时不充足。如翻译探究环节，小组讨论不充分，教师点拨不够精细。
使用建议：
1.教师提前让学生做好充分的预习，包括对听力材料的预习和2d的背诵。教师课前要准备充分的图片，对本节课语言目标的教学起到很好的辅助作用。
2.学生使用“翻译探究”时可以和答案同时使用，帮助自学、探究、发现和归纳，学生个人学不懂时可以以小组形式互助,若还不会,老师再讲解,这是先学后教,以学定教。“翻译探究”的题目数量因学情而定。
答案：
Step I. Preview
一、1. welcome to the zoo 2. my favorite animals 3. want to do sth. 4. let sb. do sth.
5. be from / come from Australia 6. walk on two legs 7. all day 8. kind of boring
二、1. Let’s to see the pandas first. 2. Why do you want to see them Because they’re interesting. 3. Where are the lions from They’re from South Africa. 4. –What can the dog do – He can walk on two legs . 5. Why don’t you like the cat Because she’s kind of boring. 6. She sleeps all day .
StepVIII. Inquiry into knowledge by translation
一、—你为什么想去看他们？—因为他们有趣。特殊；原因；because；建议；①Why don’t you go there ②我不喜欢数学，因为它很难。二、—你为什么不喜欢这只猫呢？—哦，因为她有点儿烦人。1. Why not do sth. ；为什么不……；建议；主；Why not try it 2. 稍微，有点儿；a little/a bit; The monkey is kind of smart. 三、狮子来自哪里？1. lion；复；复；单；Dogs are our good friends. / A dog is our good is our good friend. 2. come from; 来自; My English teacher is/comes from America.
StepIX. The end-of-class test
一、1. cute 2. Pandas 3. because 4. interesting 5. sleep
二、Where, They’re, like, don’t, Why, because, do, cool
三、1. first 2. to play 3. take 4. walk 5. tigers
1.tiger___ 2. elephant___
3. koala ____ 4. panda ____
5. lion___ 6. giraffe___
Every dog has it’s day .
（人人皆有得意时）
Because, they’re, do, don’t, cool, like, why, whereUnit5 Why do you like pandas
第三课时 Grammar Focus-3c
Teaching and Learning Goals:
一、语言知识
复习Section A 所学词汇。
掌握why及where构成的疑问方式及回答, because引导的句子表原因。
二、语言功能
通过学习会运用why及where引导的特殊疑问句及它的形式、提问和回答。
三、学习策略
在运用why及where引导的特殊疑问句基础上总结它的结构规律。
四、情感态度
谈论的话题是：学生喜欢的动物、喜欢原因及来自于哪里。学会用友好的心态去面动物----人类朋友，建立之间的友谊。树立环保意识，培养同学们热爱学习、爱护动物、保护动物。
Language points（语言点）
Grammar(语法)：熟练掌握why及where构成方式和回答
Difficulties: (难点): 通过不同的形式熟练掌握why及where引导的特殊疑问句提问、形式及回答。
Teaching Steps:
Step I: Review
一、Pair work:
Ask students to use the learned words to talk about their favorite animals freely.
1. --- What animals do you want to see
--- Pandas
--- Why do you want to see them
--- Because they’re cute.
2．---What animals do you want to see
---Tigers
--- Why do you want to see them
--- Because they’re cute.
3．--- What animals do you want to see
--- Koalas
---Why do you want to see them
--- Because they’re cute.
4．---What animals do you want to see
--- Elephants.
--- Why do you want to see them
--- Because they’re cute.
5．---What animals do you like
--- Giraffes.
--- Why do you like them
--- Because they’re cute.
6．--- What animals do you like
--- Lions.
--- Why do you like them
--- Because they’re cute.
（设计意图：通过动物插图并以对话的形式复习上节课学习的内容。这样既巩固了有关动物的单词，又引导学生谈论自己喜欢的动物并描述动物。紧扣本课的话题。）
Review 2d in section A
Ask Ss to fill in the blanks in the dialogue. Then go to the front of the classroom and perform it
the whole class.
Jenny: Your dog is really ______, Peter!
Peter: He’s my new pet, Dingding. He’s very ______.
Jenny: Really What can he do
Peter: He can walk on two ______. He can dance, too.
Jenny: Wow!
Peter: Does your family have a ______
Jenny: My mom has a big ______, but I don’t like her.
Peter: Why don’t you like the cat
Jenny: Well, because she’s ______ ______ boring. She sleeps all day, and her name is ______.
Peter: Haha, then that’s a good name for her!
（设计意图：通过填空对话的语用情景进一步呈现本节课的目标语言。引导学生们在实际用中学会运用语言。）
Step II. Lead in
T: (Lead-in the new language point.) First, let’s read section A 2b 中的句子。
思考：特殊疑问句结构：____＋____＋主语＋____ +其他？
1）询问：来自哪里用________; 询问：为什么用___________; 回答：原因用___________
2) 你会完成下面的句子
我不喜欢狮子因为它们懒。I ______ like ___________ they’re lazy.
你为什么喜欢老虎？ __________ do you like ________
（设计意图：导入时设计疑问句小填空，进一步强化结果，为以后的句型做好准备。）
Then look at the following pictures and ask some of the students: what’s your favorite animal Why do you like ... Because…
.
— What’s your favorite animal
— My favorite animal is …
— Why do you like …
— Because it’s….
Students ask and answer in pairs and pay attention to the red words.
Then Let’s come to Grammar Focus
（设计意图：结合图片再一次操练，熟悉结构进入新知。）
Step III. Grammar Focus
Let Students look at Grammar Focus P27 and read the sentences loudly.
1. Ask students to look up the usage of why, where and because. Then find out the sentences with
“wh” in Grammar Focus. Then let students discuss in groups and choose one student to report..
2. Teacher guides students to understand how to use why and because, how to answer the
question including where.
3. Then teacher writes them on the blackboard. (板书：why and because及where特殊疑问词)
Look at the following pictures and practice the usage of why, where and because.
Complete the following pictures and use the questions above(扩展练习，老师点拨回答)
（设计意图：图文并茂，语言知识目标操练，并在熟知语言的基础上扩展练习。）
Step IV. Grammar exercises (语法再现）
1According to the following charts, let students fill in the blanks.
Why do/don’t you like… Why do you like pandas Because they’re ____ interesting.(有点)
Why don’t you like tigers Because they’re ___ scary.（真地）
Why does John like koalas Because they’re ___ cute..（非常）
Where + be + 主语+from 主语是人，“某人来自哪里？” Where __ Zhu Zhiwen ____ 朱之文来自哪里？He __ ___ from Shandong. 他来自山东。
主语是物，“某物产自哪里？” Where__ these maps ___m 这些地图产自哪里？They __ __ Shandong. 他们产自山东。
2. Let students master using of grammars .Try to fill in the blanks with the words form the box.
Then practice the conversation.
Task I: (3a)
Task II：填入恰当的特殊疑问词（组），完成对话。
1. — ______ ( 为什么)do you like koalas
—________ (因为) they are interesting.
2. — _____ do you like purple
— Because it makes (使) me relaxing.
3. The two lions _____ ______ (来自) South Africa.
4. — _______ are the pandas
— They’re China
5. Where are _____ (tiger) form
（设计意图：填空练习巩固了单词拼写和结构内容， 呈现了语言目标结构，同时训练了学生动手写的能力。）
Step V. Writing practice
Task I: Write names of animals in the blank..
Task II: put the Chinese into English orally, then write them down without looking at your book.
1. 让我们先去看看熊吧。
______________________________________
2. —你为什么想看它们？—因为他们有趣。
______________________________________
3. —这些狮子从哪儿来的？—它们从南非来。
_________________________________________
4. —你为什么不喜欢猫呢？—因为她有点儿烦人。
__________________________________________
（设计意图：此环节主要练习学生书写能力，培养学生灵活自如的运用所学语言目标再次句型运用。）
Step VI. Guess animals
Task I: 思维训练
Think of an animal. Ask and answer questions with your partner to guess each other’s animal.
Task II:大脑风暴
(设计意图：本部分通过猜测游戏和图片的结合，引导学生说出动物的名称，复习本节课知
识点的运用，并引出一些描述性形容词。)
Step VII Inquiry into knowledge by translation
一、-- Why do you like pandas
--Because they’re kind of interesting.
_____________________________ ________________________________
1.why引导的________疑问句询问__________，其答语常用__________引导。because是连词，表示直接的理由。此外，“Why don’t you + 动词原形 + ……？”是向别人提出_______。如：
①你为什么不去那儿呢？ ②I don’t like math because it’s very difficult.
____________________ ___________________________________
2. kind of 相当于副词，修饰形容词或副词，意为“_______”，与___________
的意思相同。如：这只长颈鹿有点聪明。________________
二、Where are lions from __________________________
1. lions是__________的___________数形式。名词的__________数形式可以表示名词的一类。“不定冠词（a/an）+___________数可数名词”也可以表示名词的一类。如：狗是我们的好朋友。_______________________________
或_____________________________________
2.be from=____________，意为“____________”。如：
我的英语老师来自美国。_____________________________
（设计意图：学生小组合作学习，加强了学生之间知识的交流，并获取新知识的自学能力和相互配合取长补短的技能。以此来培养学生观察、发现、归纳、总结和应用英语的能力。）
Step VIII. The end-of class test(能力提升)：
一、单项选择
1. --What animals are from Australia -- _____
A. Lions B. Pandas C. Koalas D. Dolphins
2. --Are ____ from China --Yes, they are.
A. lions B. pandas C. koalas D. dolphins
3. --Do you like giraffe -- _____ .
A. Yes, I am B. Yes, I do C. Yes, I can D. Yes, I will
4. --Why do you like pandas
--Because they’re ____.
A. sorry B. tired C. quiet D. cute
5. --Where are the lions from --_____.
A. China B. Australia C. South Africa D. USA
6. Let’s _____ during the day.
A. sleeps B. to sleep C. sleeping D. sleep
7. --What other animals do you like
--I like ______.
A. dogs B. books C. bikes D. red
8. She likes _____ during the day.
A. to sleeping B. sleeping C. sleep D. to sleeps
9. There are ______ hours in a day.
A. seven B. twelve C. twenty-four
D. forty– eight
二．连词成句。
1. lions, the, let, first, see, us
_______________________________________________________.
2. pandas, why, want, see, to, do, the, you
_______________________________________________________
3. they, are, friendly, because
_______________________________________________________.
4. South Africa, lions, from, are, those
_______________________________________________________.
Step IX. Summary
Lead the Ss to think about what they have learned this class.
Grammar Focus
(1) why questions
①---Why do you like pandas
---Because they’re kind of interesting.
②---Why does John like koalas
-- Because they’re very cute
③—Why don’t you like tigers
--Because they’re really scary.
(2)Where question
--Where are lions from
--They’re from South Africa.
kind of , very , really的用法
名词单数注意does 形式。Eg: Why does Bob like pandas
Step X. Homework
1. Students must rewrite 3a on P27
2. Students may write a report about animals in your school, and talk about how to protect the animals.
本课亮点：
本单元的主题是通过谈论动物来熟练运用“why—because”句型提出疑问，解决问题。并以游戏形式的猜动物名称引入， 设计上思路非常明晰，由潜入深，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。中间穿插游戏，通过游戏中的练习，尽快熟悉各种动物的英文名称。对课堂的把握非常到位，收放自如。课堂完成任务后，选择了学生较感兴趣的野生动物问题，对课堂进行延伸和巩固，同时兼有美术和生物学科的学习，一举多得。学生能够对动物的性格及自己对动物的喜好的原因进行交流表达，并能够熟练运用“why—because”句型来询问他人的爱好，解释原因。通过对动物的描述，让学生从从潜意识意识到动物的重要性，让学生自觉的爱护动物，保护动物，进而激发学生对大自然的保护意识。
不足：
不足之处在于补充的其它动物的话题过于广泛，教师可给与适当的指导，提供方向性的资料利于学生课下任务的完成。
鼓励学生的方法：
对于没有回答正确问题的同学，老师应及时纠正并加以鼓励，让学生在犯错的过程中成长。殊不知，学习就是个从犯错误到少犯错误，最终达到不犯错误的过程。
教学辅助：
在教学辅助上，老师可以运用比较熟练的多媒体辅助教学，把图片、音频和视频都用课件的形式展现出来，有助于把学生引入到身临其境当中，激发学生兴趣，活跃课堂气氛。Unit 5 why do you like pandas
Section B (2a—2c) 阅读课 第五课时
Teaching and Learning goals
一、语言知识：
1) 能掌握以下单词：friendly, shy, save, symbol, flag, forget, place, water, danger, cut, down, cut down, tree, kill, ivory, over
2) 能掌握以下句型：
① —What animals do you like —I like elephants.
② The elephants is one of Thailand's symbols.
③ Let's save the Elephants.
④通过阅读训练来让学生们逐步提高英语阅读能力。
二、语言功能：
Talk about animals and describe their likes. They practice the reading ability. By reading, they can catch the general idea of the passage, and get the specific information about elephants. After learning, they can write a description of an animal with their own ideas by using the target language.
三、学习策略：阅读策略
1. 依据所给图片，谈论动物及对动物喜欢和不喜欢进行描述。
2.学生快速阅读文章的能力，并从中获取有效信息。
3. 细读文章并解决问题、细读后写下问题的答案，训练了学生的动手能力。
4. 在阅读中尝试概括段落大意,加强篇章的整体理解。
四、情感态度：
动物和人类都生活在同一地球上，动物是我们的朋友。我们人类应该与动物和谐相处，共同生存。我们应当学会关爱动物，保护动物。
Step1 预习检测
Get the students to read the book and put the Chinese into English orally, then write them down without looking at books.
让我们救助大象吧。
大象是泰国的标志之一。
大象可以走很长时间并且从不迷路。
大象处于极大危险当中。
人们砍了很多树，所以大象正在失去它们的家园。
我们必须救助树木并且也不要买象牙制品。
Check the answers on the screen.
Step2 Warm up and lead in热身导入
Show a picture :
T: What are they
Ss: They are pandas.
T: How many pandas are there in China, do you know
If the students don’t know, tell them the answer: about three hundred.
T: So, are pandas in great danger
Ss: Yes.
T: What animals do you think are in great danger
Show the six pictures (in step 1) again. Students’ answers may vary.
T: Elephants are also in great danger. Let’s learn something about elephants today.
（设计意图：用可爱的大熊猫的图片激发学生对本课的兴趣，并引出濒危动物----大象，自然地过渡到本课要阅读的文章。）
Complete 1a
Step3 读前预测
. Look at the pictures and answer some questions. 看图片，回答问题。
1. What can you see in the picture
2. What can it do
3. What do you think of it
(设计意图：出示图片让学生回答以上问题，让学生先从视觉感知然后动口，跟有效地进行目标语言练习。)
Step4 Show some pictures and let the Ss talk about them.
出示一些图片，并让学生讨论这些图片，并跟读部分新单词。
This is Thailand’s flag. There is a white elephant on it. This is a symbol of good luck. But people kill them for ivory. I don’t think it’s a good idea to buy things made of ivory. At the same time, people cut down many trees and the elephants are losing their home. So the elephants are in great danger. Now, people want to save them.
Read the new words following the tape. Then choose the words from the box and
complete the sentences.
跟着录音机读29、30页的新单词。并选择恰当的单词，完成下列句子。
forget kill danger cut symbol
1. We should help the people in great _________.
2. Don’t _________ to close the windows after school.
3. The elephant is one of Thailand’s ________
4. Don’t ________ down trees. Many animals are losing their homes.
5. People _________ elephants for their ivory.
(设计意图：让生在短文中学习新单词培养学生的阅读技巧。并从中掌握单词的使用语境。)
Step5
1. Fast reading
Look through 2b and choose the right answer. 浏览2b，选择最佳答案。
(1) What does this passage talk about
A. What is an Elephant B. Come to Thailand.
C. Elephants. D. Elephants are good pets. (2) Check(√) the best title for it.
What is an elephant
Come to Thailand
Let’s Save the Elephants
Elephants Are Good Pets
（设计意图：训练学生快速阅读文章的能力，并从中获取有效信息。）
2. Careful reading
Read 2b and match the headings with the paragraphs. 阅读2b，连线每段段落大意。
Paragraph 1 A. Elephants are in great danger (Facts and figures; How to save them).
Paragraph 2 B. Elephants are smart animals (Abilities).
Paragraph 3 C. We want to save the elephants (Importance in Thailand).
(When you look for the main idea, the first sentence in each paragraph can help you. 当你找寻大意时，每段的首句可以帮助你。)
Read the passage again, and complete the mind map.
Ⅰ. Read Paragraph 1 in 2b and answer these questions. 阅读2b第一段，回答问题。
1. Where are the students from
__________________________________________________
2. What is on the Thailand’s first flag
__________________________________________________
3. What’s the one of Thailand’s symbols
___________ is one of Thailand’s symbols.
Ⅱ. Read Paragraph 2 in 2b and fill in the blanks. 阅读2b第二段，填空。
Ⅲ. Read Paragraph 3 in 2b and finish the chart. 阅读2b第三段，完成下面的表格。
Elephants are in great danger.
Reasons Solutions (解决办法)
Reason 1 People (1) _____ _____many trees. So they are (2) ____their homes. We must (3) _________ the trees.
Reason2 People (4)________ elephantsfor their(5)______. We don’t (6) _______things made of ivory.
阅读指导：
1) 认真看一遍2c这四个表格，明确每个表格是关于大象的那个方面的情况。
2）然后，再读短文一遍，找到相关的内容的依据。仔细读相关内容，分析空格处应当填写的单词。比如：第一个方框中讲大象在泰国的重要性，通过读短文可知依据应是短文的第一段。由最后两句话“我们的第一国旗上面有一只白色的大象，这是好运的象征。”可知第一个空格处应填写elephant；第二个空格处应填luck。其他与此类似。
3）最后，再读自己所填写的空格及依据，看是否有错误。
3. Ss read the article and fill in the blanks in the map.
4. Check the answers with the Ss.
（设计意图：细读文章完成思维导图不仅培养了学生的阅读能力而且还练习巩固了单词拼写和课文内容，训练了学生动手写的能力。）
5. Underline the prepositions in the passage. 画出课文中的介词。
Fill in the blanks and complete the sentences. Do not refer to the passage until you finish the exercise. 用介词填空，完成下列句子。完成练习后再对照课文核对答案。
We are students _________ Thailand.
The elephant is one _______ Thailand’s symbols. Our first flag had a white elephant ______ it. This is a symbol ______ good luck.
Elephants can walk _______ a long time and never get lost. They can also remember places ________ food and water.
But elephants are ______ in great danger.
People also kill elephants _______ their ivory.
We must not buy things made _________ ivory.
（设计意图：让生在短文中画出介词，然后不看课本完成以上填空练习。锻炼了学生的阅读理解能力。）
Step6 Inquiry：文化精髓： When we are building the mind map, the teacher explains questions:
1. Show the first flag of Thailand, and then show the national flag of Thailand now.
Past Now
Discuss: Why the white elephant has disappeared in the national flag of Thailand
2. Why do people kill elephants for their ivory
live happily kill them for ivory made of ivory
(1) The elephants live happily in the wild. However, people want to get the ivory, so they kill many elephants for ivory. Now the number of elephants has decreased largely. They are in great danger. No trade, no murder! Do you want to buy the things made of ivory Why or why not
(2) What should we do
3. Introduce: Thai Elephant Day
Step7 Post reading
1. Listen to the tape and read after the tape one sentence after another.
2. Read the article by themselves. If they have questions, they may ask.
3. Try to retell the article according to the mind map (step5).
SHAPE \* MERGEFORMAT
Get the students to prepare for retelling in groups. Then ask several
groups to show their retelling work, one group one paragraph, and
one student just one or two sentences. Then get one or two students to
retell the whole article.
（设计意图：听磁带录音，边听边跟读，矫正语音语调。根据3c的思维导图试着去复述课文，降低了难度，并且巩固了课堂效果。）
Step8 Summary
Language learning. Read, think and practice. 读一读，想一想，练一练。（注意斜体词）
1. The elephant is one of Thailand’s symbols.
用法：one of
练习：The Great Wall is one of the most famous (sight) in China.
2. This is a symbol of good luck.
英译汉：a symbol of
3. They can also remember places with food and water.
用法：with
练习：(1) 他们拥有一座带花园的大房子。 They have a big house a garden.
(2) There is a house. It has a small garden. (改为同义句)
There is a house a small garden.
4. But elephants are in great danger.
英译汉：be in great danger
用法：be in great danger =
5. We must save the trees and not buy things made of ivory.
用法：made of ivory
拓展：be made of
be made from
练习：The table is made the wood.
The wine is made the wheat.
6. People cut down many trees so elephants are losing their homes.
英译汉：are losing their homes
7. People also kill elephants for their ivory.
英译汉：kill … for …
8. We are students from Thailand. March 13th is Thai Elephant Day.
用法：Thailand Thai
练习：They are . They are students from . (Thailand / Thais填空)
Step9 Educational function
T: Do you like animals
Ss: Yes.
T: But some animals are in great danger now. Many people want to kill
them to make a lot of money. How do we deal with this problem
Ss: We should protect them and tell people not to kill them.
T: You are right. We should love animals and protect them. No trading, no killing!
（设计意图：把学习的知识运用到生活中，教育学生要爱护并保护动物。）
Step10 End -of -class test
1. The cat usually (sleep) during the day and works at night.
2. Elephants are in great________ (dangerous).
3. We can’t buy things (make) of ivory.
4. One of the students ______ (be) Lily’s sister.
5. We mustn’t buy things _______ (make) of ivory.
1. 老虎正处于极大的危险当中。
_________________________________________________.
2. 大象能走很长时间并且从不迷路。
_________________________________________________.
3.李明喜欢什么动物？
________________________________________________.
4. 熊猫来自中国。
____________________________________________.
Homework
1. Remember the new words and expressions learned in this period.
2. Ask Ss to retell the article according to the map in 2c.
亮点：本节课由国宝熊猫引出泰国的濒危动物大象，最后在情感教育中把学习的知识运用到生活中，教育学生要爱护并保护动物，既巩固了知识，又激发了学生保护动物的热情。在阅读环节中一段一段利用问题和表格来激发学生的阅读激情，在读后环节中划出短文中的所有介词，让生体会介词的使用语境。最后在找同学复述整个段落时，一段一段的由易到难，学生不会产生畏惧心理。
使用建议：事先给学生分成若干个小组，便于课堂教学活动的开展。在核对答案的时候，学生说出或写完答案后，要用课件或投影仪呈现出来，让学生切实把自己出现的错误订正过来。当堂检测的练习题设计的都是主观性题目，没有客观选择题，这样能更有效地检查学生单词短语句型的掌握情况，建议学生不看书完成题目。
课后反思：本课内容设计环节较多，容量大，建议课前让学生做好预习工作，充分发挥学生的主观能动性。
Answers:
Step1 预习检测
1.Let’s save the elephants.
2. The elephant is one of Thailand’s symbols.
3.The elephants can walk for a long time and never get lost.
4. The elephants are in great danger.
5.We must save trees and not buy things made of ivory.
6.People cut many trees , so the elephants are losing their homes.
Step3 读前预测
1. I can see an elephant.
2. It can draw very well.
Step4 Show some pictures and let the Ss talk about them.
danger 2. forger 3. symbol 4. cut 5. kill
Step5
1. Fast reading
(1) C. (2) √ Let’s Save the Elephants
2. Careful reading
1. They are from Thailand.
2. A white elephant is on the flag.
3. The elephant
5. Underline the prepositions in the passage. 画出课文中的介词。
1. from 2. of, on, of 3. for, with 4. in 5. for 6. of
Step8 Summary：
…symbols sights….的标志 有、带有 with with处于极大的危险之中 象牙制品由….造成 （物理变化）由….造成 （化学变化）of from 正失去他们的家园
为…而杀 泰国 泰国人Thailand Thais
Step10 End -of -class test
一、用所给单词的适当形式填空。
1.sleeps 2. danger 3. made 4. is 5. made
二、Translate.
Tigers are in great danger.
The elephants can walk for a long time and never get lost.
What animals does Li Ming like
Pandas are from China.
While reading
Elephants are 1._____.
They can
4.______very well.
2._____soccer or music.
5._______ places with food and water.
3.____ for a long time and never _____ lost.
This helps them to 6.______.
Importance in Thailand
·first flag had 1.________
·symbol of 2.__________
ELEPHANTS
Facts and figures
·People 3.______ many trees
·People kill them for 4._____
·today there are 5._________
(over 6. ___________before)
Abilities
·can play 7._________
·can also 8.__________well
·can remember 9.__________
How to save them
·don’t cut down so many 10. _________
·don’t 11._______ things made of ivory
·12._______ is Thai Elephant DayUnit 5
Why do you like pandas
第六课时写作课Section B 3a-Self Check P30
Teaching and Learning Goals:
一、话题：Animals
二、功能：1. Describe animals
2. Express preferences
三、语法：1. Review What, Why and Where questions and answer.
2. Be able to use the adjectives of quality correctly.
四、词汇和常用表达: kind of, friendly, cute, beautiful…
Why do you like... Because…
五、学习策略：Guide the students to master the writing skill of imitating.
六、文化：Know about all kinds of animals all over the world. Guide the students to protect the animals.
Teaching and Learning Steps:
Pre-writing activities写前活动
StepⅠ: Teaching Aims
Tell the students the learning aims: Talk about animals and learn how to write animal reviews.
StepⅡ: Lead in：Talk about animals
(设计意图：思维导图的使用更加清楚明了的总结了本单元的重点。)
Review 单元话题复习
爸爸去哪儿电影版DVDscr片源 01_21_49-01_22_54.wmv ( H:\\新建文件夹\\教案\\爸爸去哪儿电影版DVDscr片源 01_21_49-01_22_54.wmv )
T: Is the acrobatic performance excellent
Ss: Yes.
T: Do you know them
Ss: Yes. They are Stone, Angela, Cindy, Tiantian and Kimi.
T: Well, do you know where they are now
Ss: No.
T: They’re in Xiang Jiang wild animal world. Welcome to the zoo.
The animals of performance are from here. There will be a live recruitment.
The zoo is recruiting some English interpreters now. Do you want to try
Ss: Yes.
T: Wow! All of you want to try. Ok, let’s have an exciting PK to select the interpreters.
（设计意图：本环节通过观看一场“爸爸去哪儿”的动物表演展开话题，极大的吸引了学生的注意力。通过一场现场招聘会贯穿整堂课，使整堂课更具统一性和完整性）
Round1: Interview
First, tell us the animals you know as many as possible.
Ss: lion, elephant, tiger, giraffe, panda… (抢答)
T: Woo, you know too many animals.
Next, let’s have a look how much do you know about animals.
Guess who they are according to the description.
Ss: It’s an elephant. / It’s a panda. / It’s a koala.
It’s a lion. / It’s a tiger. / It’s a monkey.
T: You are really clever. How do you guess them
Ss: I guess tiger according to its appearance
I guess monkey according to its hobby.
I guess koala because of its personality… (允许学生使用汉语)
T: Great! I must give you the thumbs up.
As you know, we can know about the animals according to their features.
Then, let’s think about the description words you know.
Ss: scary, dangerous, shy, kind of beautiful, really smart, clever, very big, small, quiet…
T: I’ll show you some word cards. You must perform the word to the other students.
If other students can guess the word, you can go to the second grade.
Some students perform the words and choose who can go to the second grade. Other students can help the person they think he or she can win the game.（divide into five groups）
(设计意图：学生通过猜谜语的形式总结出如何描述动物并在头脑中激活了写作话题animal相关的词汇，语段等，为接下来形成一篇文章做好铺垫。通过表演词汇来分组为下面学困生的写作提供了团队支持。)
2. Warming up and leading in热身导入
Round2: Written examination
T: She is famous star in the zoo. This is her profile.
You must finish the profile first.
(Answers: beautiful, Africa, years, like, because, lives) Check the answers in your group.
T: Some visitors are interested in her. They ask some questions.
Can you answer their questions
Ss: She is Becky.
She is twelve years old.
She is beautiful, smart and friendly.
She is from Africa.
(设计意图：通过游客提问的形式针对细节对例文进行分析。引导学生形成文章意识，然后再鼓励他们去朗读，进行语言的输入，为输出做好积累，为接下来的写作练习做好准备。)
While-writing activities写中活动
Step III. Imitated writing
可爱的大熊猫 00_00_11-00_00_55.wmv ( H:\\新建文件夹\\教案\\可爱的大熊猫 00_00_11-00_00_55.wmv )
T: Do you know him
Ss: panda.
T: Do you like him
Ss: Yes.
T: Do you want to see him.
Ss: Yes.
T: He will move here. Can you help him write a piece of profile (Discuss in groups)
Who want to introduce this panda
Ss: …
(Have some students read their writing and correct the wrong points)
（设计意图：这一环节主要是对3a的仿写，比较简单。程度较差的学生可以有针对性的练习。）
Step IV. Practice: Write the Ss’ own favorite animals. (Creative Writing)
T: There are many publicity columns. You must write an article for them to introduce the animals you like.
1.Write an outline拟定提纲
Help the Ss make sure the composition must include the following things before they start to write their own favorite animals.
(设计意图：一起学习写作要求和注意事项，引导学生关注篇章结构和语篇标记词汇，帮助学生整理写作信息。程度差点的同学可以根据提纲直接补充内容。同时鼓励有能力的学生创新思维，丰富写作内涵。)
2.Write the first draft起草初稿
T: I will give you several minutes to write your own favorite animals down.
Choose one student to write his/her favorite animal on the blackboard.
3. Revise the first draft修改初稿
After all the students finish writing, first check the composition on the blackboard with all the students according to the following evaluation scale.
Is there the name of animal
Is there the age of animal
Does he/she mention what the animal is like
Does he/she mention where the animal is from
Does he/she mention the animal’s characters
Does he/she mention the animal’s hobbies
Are there any grammatical mistakes
Choose several students to evaluate the composition item by item in the evaluation scale.
4. Ask the Ss to check their own compositions according to the above evaluation scale.
T: Do you think who are better
Ss: I think …and… are better.
T: Other candidates come on.
（设计意图：提供具体评价标准，引导学生对照写作要求反思自己的作品，发现问题解决问题，有助于学生提高书面表达中的语言准确性，培养了学生通过自己独立思考，来解决问题的能力。）
Post-writing activities写后活动
Step V Make comments on the Ss’ writing.
1.Presentationand evaluation典型展示,师生评价
T: Let’s see two articles of you together.
(利用投影仪展示学生作文)
Students listen carefully and prepare for answering the teacher’s questions later on.
（设计意图：通过投影展示，点评两篇学生习作，选自一位基础较好的同学和一位基础一般的同学的作文。教师根据上述提供的写作标准，详细点评两篇习作的篇章结构和句法功能。目的是使学生尽力领会教师对文章的点评，培养学生选词和用词的能力，指导学生多模仿好文章的优点，纠正共同的缺点。）
T: What do you think of your classmates’ articles Why
(要求学生对两篇作文进行评论)
2.Students mutual evaluation 生生互评
T: Now let’s check your partner’s composition according to the above evaluation scale.
(设计意图：采用生生互评的方式，既可发现问题，提出改进意见，也可在学生间建立真诚友情。有利于学生提高对学习状况的自我反思能力提高学生学习的积极性和主动性。)
Step VII I am a reporter
Round3 Improvised speech
T: When the tourists ended their visit, we must do a survey to know their feelings.
There is some information you can use. (Work in groups)
What animals don’t you like
Why or why not
Can you describe your favorite animals
S1: What animals do you like
S2: I like lions.
S1: Why do you like them
S2: Because they are very big and beautiful.
S1: Can you describe your favorite animals
S2: I know they are from Africa. They are strong and they run very quickly. They like to eat meat. Sometimes they are a little scary…
S1: What about you What animal don’t you like
S3: I don’t like…
S1: Why not
S3: Because they are…
……
Report: … likes…because…He knows that…
… doesn’t like…because she thinks…
(设计意图：本环节的设计主要是训练学生的实际运用语言的能力。通过采访的形式更能考察学生的应变能力和创新能力。)
T: Through three rounds of selection, who do you think is the most competent
Ss: I think… is the best.
T: Congratulation!
Step VIII Summary
天天向上101008濒临灭绝的动物至人类的信（汪涵）.mp4 ( 天天向上101008濒临灭绝的动物至人类的信（汪涵）.mp4 )
T: Animals are our best friends. We can’t just say love. We must learn how to protect them.
What do you think how to protect them
Ss: We can’t kill them.
We don’t eat them.
We can write some articles to appeal to everyone.
……
T: Only truly understand the animals, we can protect them. Now let’s use our pens to write the animals you know to warn people to help them.
(利用动物致人类的一封信作为整节课的结尾启发学生热爱动物，了解动物，用自己的最大的力量帮助动物, 成功地完成了感情升华。)
Step Ⅹ Homework
1. Retell 3a.
2. Search the internet to know about an endangered animal. Write an article about it to help him.
Blackboard Design
亮点：
1.利用本单元基本句型对不同动物展开讨论，帮助学生收集写作信息，为写的技能提升做充分的铺垫性工作。
2.利用视频和图片让学生对动物的特点从最直观的层面进行了解，把抽象的形容词具象化，更能激发学生的写作欲望。
3.引导学生仿写以此来帮助学生理清文章脉络，为学生自己创作打下了基础。
4.活动设计考虑学生水平不同，分别设计了两部分的写作内容。第一部分是简单仿写，主要针对的是中下等的学生。拟订的提纲比较详细，让程度较好的学生能够依据自己的知识积累写出相对较复杂的作文。
5.写作情境设计独特，由一场招聘会展开并贯穿始终，使整堂课都围绕着一个中心，更具完整性。通过说的技能培养促进写的能力提升。由说到写，引导学生结合自己感兴趣的话题，将输入的语言知识在较为熟悉的语用环境中自然输出。
6.本节课从3a填词补全范文，到3b写句子或语段，再到3b列提纲整理信息，完整地输出语篇。采用写前,写中，写后的过程性写作模式，帮助学生用英语构思，遵循了由易到难、循序渐进的原则，符合学生的认知规律。
不足之处：学生的词汇量的欠缺，不能很好的展开讨论和描述。写作内容不够丰富。
使用建议:
1.课前要求学生上网查询相关动物的信息为本节课学习做好准备。教师走进学生，调查了解学生所熟悉的动物，恰当使用多媒体教学，提供学生感兴趣的写作话题。
2.典型展示环节如果投影仪使用不方便也可要求学生朗读作文。
3.如果时间上太紧张，可以把视频换成图片。学校 ： 枣庄十三中 七年级 2014年 4月12日
第 周 星期 5 新授课：
主讲人 ：李红梅 个人手机： 18769212585
邮箱： lhmbwy@
Unit 5 Why do you like pandas
Section B 1a-2e Period4
Teaching and learning Goals:
一.功能：
1.能够描述各种常见动物,做简单的对话。（Describe animals）
-Pandas are kind of interesting .
--The dog is really cute .
--Lions are scary .
2.能够表达自己对动物的喜好：（Express preferences）
A:Why do you like tigers B:Because they are really cool.
3.初步尝试在听力中抓关键信息。
二．常用词汇短语和表达：
1.争取能够掌握以下词汇，短语（useful expressions）：
friendly shy kind of
2.能运用句型：
- A:Why do you like tigers B: Because they are really cool.
- A:What animals do you like B: I like elephants
3.争取能够正确使用why ,what, 和 where引导的特殊疑问句。
三．学习策略:（Strategies）
1.能听懂有关动物描述话题的听力材料，并能获得相关信息。
2.能会使用形容词描述一些动物。
四．情感态度(Emotional education)
1. 了解世界各地的典型动物，了解一些珍稀动物。
2. 唤起学生保护动物的意识，倡导学生做自己力所能及的事情来关爱动物、关爱自然。
Teaching and learning steps:
Step I. Pre-listening activities
1. Preview
Translate the phrases and the sentences
1.一个有趣的动物 ______________ 2. 一只友好的熊猫______________
3. 有点可爱 _______________ 4.他们很懒 _________________
5.你喜欢什么动物？我喜欢大象。____________________________________
6.你为什么喜欢狗？ ____________________________________
7.我喜欢狗因为他们友好而且聪明。__________________________________
8.你想去哪里？ ________________________________________
（设计说明：本部分词组和句子单词为学生的预习作业，词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的听。为下一步听扫除障碍，降低听力难度，同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。）
2. Lead in
Play a guessing game
1. It’s big and fat.
It’s shy and cute.
It’s black and white.
What is it ？
2. It’s quiet and gentle.
It’s tall.
It has a very long neck.
What is it ？
3. It’s strong and big.
It looks like a cat.
It eats meat and runs fast.
It’s the king（国王） of the forest.
What is it ？
4. It has a long nose.
Its two big ears look like fans（扇子）.
It is the biggest animal on land.
What is it ？
After the guessing game, ask the Ss:“The animals are lovely, what animals do you like”
The Ss would answer “I like …”
Then ask “Why do you like … ”
(1)Show some pictures of animals, give a model first then let them ask and answer in pairs：
A: What animals do you like？
B: I like tigers.
A: Why do you like them
B: Because they are strong.
A:_______________________________
B:________________________________
A:________________________________
B:________________________________
A:_______________________________
B:________________________________
A:________________________________
B:________________________________
A:_______________________________
B:________________________________
A:________________________________
B:________________________________
A:_______________________________
B:________________________________
A:________________________________
B:________________________________
AA:________________________________
B:________________________________
A:________________________________
B:________________________________
（设计意图： 因为是复习上节课所学，句子不必写出来，让学生根据图片自由做对话。）
Please write them down
1. smart ______ 2. friendly _____
3. beautiful ______ 4. cute _____
5. lazy _____ 6. scary____
7. small _____ 8. shy _____
The teacher points out the sample answer. As students work, the teacher moves around the classroom offering to answer questions as needed.
Then check answers.
（设计说明：先给学生们创设易于理解和表达的语境，利用图片，设置语境，呈现生词及短语，既复习了上节课所学内容，又引入了对本节课的学习，有利于学生准确地理解和记忆。并逐步引导学生们在实际运用中练习所学，从而引入要学的新内容，以及教学生怎样新旧结合。）
Step II. While-listening activities
T: Now I will play a recording of a conversation between Tony and Mary.
1.Listening for the general idea of the conversation.
The general idea of the conversation is about _______.
A. the animals B. the places C. the students.
2. Listening for 1b.
3. Listen to the conversation more carefully and find the specific ideas in 1c.
(1)Call attention to the three headings: Animals, Mary’s words and Tony’s words
(2) Play the same recording again. Ask students to listen and fill in the chart with the animals Mary and Tony talk about and the adjectives they use to describe the animals
Animals Mary’s words Tony’s words
elephants
pandas
Then check the answers.
4.Listen again and have students fill blanks with the words they hear.
Tony: Where do you want to go now
Mary: Let’s see the___________.
Tony: The elephants Why do you like elephants
Mary: Oh, they’re __________.And they’re really__________.
Tony: Yes, but they’re _________,too.
Mary: Oh, Tony! So where do you want to go
Tony: Let’s see the ________.They’re ______ ______ _______.
Mary: Oh, yeah. I love pandas. They’re______. But they’re also_____ _____ _____.Where are they
Tony: They’re over there, not far from the koalas.
Then check the answers.
5. Listen to the conversation more carefully and read after the tape.
1).Read after the tape then ask and answer in pairs .
2).Choose some groups of them to talk about it in front of the class.
( 设计意图：通过本项训练，旨在培养学生获取重要信息的能力，并能通过上下文来猜测，核对信息。本环节所设计的空格正好用来检测前面所学过的单词和本单元生词课所学的形容动物的一些词。通过授课，一些形容词很容易听出来。建议在听听力之前给予提醒，本段听力所涉及的形容词是重点。）
Step III. Post-listening activities
1.Ask students to read the conversation in 1c by following the tape.Then make a short report according to the conversation.
For example:
Mary likes_______ because she thinks they’re________ and really ________, but Tony thinks they’re _________,so he doesn’t like them very much. Both Mary and Tony like _______because they think the pandas are __________ , ________ and even kind of _______.
(设计意图：本部分的内容重在培养学生们跟读磁带复述的能力，同时通过对所听内容的改写引导学生更好地内化语言知识。)
Pairwork and groupwork
(1) Pairwork
Ask students to talk about the animals they know with their partners.
Before talking, the teacher can make a sample with one of the students.
For example:
T: Do you like animals
S1:Yes, I do.
T: What animals do you like
S1: I like elephants.
T: Why do you like elephants
S1:Because they’re cute . What animals do you like
T: I like dogs because they’re friendly and smart.
Ask students to work in pairs to make their own conversations. As they work, the teacher can move around the classroom checking on progress.
Then ask some pairs to act out their conversations to the class.
（设计意图：此部分重在引领学生根据听力部分，通过模仿对话，来恰当的运用本节课的重点单词和句型。）
(2) Make a survey in groups.
Get the students to survey what animals their classmates in their groups like and dislike and give the reasons. Then fill in the chart below :
What animals do (don’t) you like Why
Names Animals he/she likes Reasons Animals he/she dislikes Reasons
I koalas cute lions ugly
Report: In my group, I like koalas because they’re cute.But I don’t like lions because they’re ugly. xxx likes…because they’re…,but she/he doesn’t like…because they’re ….
(设计说明：通过问卷调查的形式让学生感兴趣，愿意参与，同时为学生们创设较为真实的语用环境，使学生们体会所学的语言是真实可用的，本部分的内容重在培养学生们口头表达的能力，同时通过复述做对话引导学生更好地内化语言知识。)
StepIV. Emotional education
The teacher shows students a short video about animals.
Then the teacher can ask students “What can we do？What should we do ”Students say something about the video if they like.
Finally, the teacher can conclude like this: People and animals live together in the world. Animals are our friends. We should love them and protect them.
(设计意图：情感教育是教育的一部分，贯穿和渗透于教育的各部分及始终。这里借用一个有关濒危动物的视频，引导学生感受现在一些动物的现状，唤起学生保护动物的意识，倡导学生做自己力所能及的事情来关爱动物、关爱自然，并为下一节课做情感和常识等方面的铺垫
Step V. Summary：Inquiry into knowledge by translation
1.Why do you like elephants _______________________
Because they’re cute. _________________________
第一句是why引导的______疑问句，其构成是“Why+do/does+主语+动词原形+其他？”why为疑问副词，意为“_______”，用来询问_________，其答语常用_______引导。此
“Why don’t you +动词原形+其他？”是向别人提出______,意为“_______”。第二句中 because 是连词，意为“_______”，用来陈述_______，回答______引导的特殊疑问句。
(2)请翻译下面的句子。
(a)你为什么英语说得如此好？________________________
(b)因为我每天和我的搭档练习它。 ________________________
(c)你为什么不去那儿呢？________________________
(d)I don’t like math because it’s kind of difficult. _______________________
2. I like dogs because they’re friendly and smart. _______________________
(1) friendly是形容词，意为“_______”，它是由名词_______加后缀ly 转化而来的，其反义词为unfriendly，意为“_______”。be friendly to sb意为“_______”,指对别人的态度好、热情，相当于_______。
(2) 请翻译下面的句子。
(a)她的脸上露出亲切的微笑。There is a _________ smile on her face.
(b)商店里的那个人很不友好。The person in the shop is _________.
(c)我的同学都对我很友好。_______________________
Step VI. Homework
1. Make your own conversations using some pictures of animals . ( ★★ )
2. Preview next period.( ★ )
本节课亮点：
1. 预习部分的内容是帮助学生更好地了解听力活动的内容，为听听力降低些难度，该部分预习内容可以帮助学生更有目的性的听。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。为更好掌握本课时的知识提供便利。
2.导入部分，引用猜谜游戏和展示一些彩色图片从视觉上吸引学生，让学生更容易感兴趣，也更容易在语境中去理解句型。先给学生们创设易于理解的语用情景，并逐步引导学生们在实际运用中运用所学句型。根据图片或学生自己的实际做对话，效果很好。
3. 听后活动为学生们创设了较为真实的语用环境，其中的问卷调查使学生们体会到所学的语言是真实可用的。
使用注意事项：
1.听后活动是听力的输出部分，教师可以根据时间再具体调控量的多少。翻译探究部分要先让学生自己动脑思考，不会可与小组成员讨论解决，教师只可起点拨作用。
2．预习内容一定要提前布置给学生，便于学生更有目的性的去预习，提高课上做题速度。
Keys:
1. Preview
Step I. Pre-listening activities
（1--d; 2--b/e/f; 3--b/d; 4--e/f; 5--c/f; 6--a/c; 7--f; 8--e)
Step II. While-listening activities
1.A 2. smart, beautiful,cute, lazy, shy
3.
Animals Mary’s words Tony’s words
elephants interesting and smart lazy
pandas beautiful and kind of shy kind of cute
4. elephants, interesting, smart, lazy, pandas, kind of cute, beautiful, kind of shy
Step III. Post-listening activities
1. elephants, interesting, smart, lazy, pandas, beautiful, kind of cute, kind of shy
Step Ⅳ.Inquiry into knowledge by translation
答案：1.你为什么喜欢大象？ 因为它们很可爱。
(1)特殊 为什么 原因 because 建议 为什么不 因为 原因或理由 why
(2) (a) Why do you speak English so well
(b) Because I practice it with my partner every day.
(c)Why don’t you go there
(d)我不喜欢数学，因为它有点儿难。
2.(1)友好，和蔼可亲的 friend 不友好的 对某人友好be kind to sb
(2) (a) friendly
(b) unfriendly
(c) My classmates are all friendly to me.
