Unit 3 Why do you like koalas? Period FourSection B 1- 3c[下学期]

Unit 3 Why do you like koalas
Period Four Section B 1, 3, 3a,3b, 3c
陈艳
教学目标（知识技能、过程方法、情感态度）
1. Master the main vocabulary: ugly, clever, friendly shy, cute, scary, small, beautiful grass, sleep, during, at night, leaf, him, guess, meat, relax, lazy ect.
2. Master the sentence structure: What (other) animals do you like Where are __ from They are from_____.
3. Cultivate the feeling of love nature, love animals and be friendly with the animals.
重点
1. The ability to understand fully and imate a sample short instruction passage and write a simlar one.
2. The new description words．
难点
1. Understand and write a short passagw about an animal.
2. Use the language to describe the animals freely．
教学过程
Step1 Free talk ( Section B 1 )
Greeting the students．Say today we are going to have a trip to the zoo. Would you like go with me At the first, we should know some friends in the zoo. Then talk about the animals learnt before. Show the students some funny pictures of all kinds of the animals them have already learnt and ask them to describe the anlmals. By doing this we can lead to the new description words which is included in activity 1 in Section B. This activity introduces more key vocabulary,
Call attention to the animals in the picture and ask a student to say the name of each one.Point out the list of eight numbered adjectives at the top.Say, Now please match the adjectives at the top with the animals in the picture. Write the letter of the animal on the line after the adjective. Point out the sample answer.As students work, move around the room offering to answer questions as needed.
Correct the answers.
Step 2 Dialogue making ( Section B 3 )
This activity provides guided oral practice using the target language.
Say to the students there are so many animals, which animal do you like Ask one single students to answer this question. Then ask he/she why do you like it What other animal do you like Why Thus the teacher and the student form a sample dialogue. Next ask all the students to make a similar dialogue like this. As they work, move around the room checking on progress and give necessary help and guide.Ask some pairs to present their conversations to the class.
When the pairs are presenting their dialogues ask the rest students to listen carefully they have a chance to comment on the performers’ pronouncation, intonation, stress, facial expression, eye contact, the creativity of the dialogue. They can say anything aboout the dialogue.
Step 3 ( Section B 3a )
This activity provides reading practice using the target language.
Show a picture of the leader of the zoo. And say to the students that the leader come across with some difficulties, can you help him Then lead to “ Let’s help. (1)”. Say that the three animal instrctions and the animal names are in wrong order because of the heavy rain. Can you help putting them in right order Then ask the students to resd the three instruction by themsekves and match the instruction with the animals.
Check the answers.
Say in order to let the visitors fully understand the three animals, let’s make a table to compare the three animals. But the table haven't finished would you please finish it
Give the students some minutes to finish the table then check the answers.
Step 4 ( Section B 3b )
This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.
Say the instruction of the lions is destoried by the heavy rain. Would you please help filling the blanks of the instruction so that the other visitors could know the lions more.
Call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat. Ask a student to explain each word or use it in a sentence to show he or she understands what it means. Teach the expression sleeps.Point out the description in 3b with blank lines where some words are missing. Read it to the class saying blank each time you come to a blank line.Point out the six words in the box. Say, You can write these words in the blanks. Use each word only once.As students work, move around the room checking progress and offering language support as needed.Check the answers.
Step 5 ( Section B 3c )
This activity provides reading and writing practice using the target language.
Say the leader of the zoo have another problem. The zoo decided to bring in a new kind of animal that is penguins. But the instruction haven’t been written. Would you please help writing a instruction of the penguins for the zoo. The main features of the penguins are on the screen for you. Then give the students several minutes to write the short passage. While the students are writing, move around the classroom and give necessary help. Ask students to share their writing with others in the class. The other students should comment on the short passage written by one specific student. They can comment on the grammar, the vocabulary, and the structure of the short passage.
Step 6 ( Words from the leader )
Say the animal are so lovely, right But ther are some ones always want to hurt the lovely animals in order to make money. Then show the students a picture of a dead elephant whose teeth are taken by someone. Is it brutal So out leader have words for you. Let’s love animals and be friends with them and love nature. Wuold like to do it
Step 7 ( Homework )
1. Finish the exercise book part 5 and 6.
2. Copy the new words on page 16 and 17 three times and remember them by heart.
3. Find some proverbs concering the animals.
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