优质课教案 第三弹
Unit 3 Why do you like koalas? By Xie Shangjiao 一、Analysis of the teaching materials 1. The lesson demands students to go on kinds of activities according to the topic about animals. Students need to remember names of animals and describe animals with the adjectives of quality, trying to express their preference. Of course they should use sentence patterns to talk about reasons, “Why do you like…? Because …” According to the discussion about animals, students could know the nature, widen their knowledge about areas, and strengthen the emotion to the nature. Teachers hope to improve students’ knowledge abilities and thinking abilities. It’s helpful for students to know the locations where animals are living. And it’s very important for them to extend new knowledge. 2. Students have learnt “Go for it” for one term, and most of them can use daily English fluently, as they could give questions with “why/ where/ what”. Through the content about animals from this unit, they will develop more passion. It’s good to raise students’ interests. 二、Teaching aims and demands 1. Language skills a. Enable Ss to remember the following new words and phrases: Names of animals: koala, panda, tiger, elephant, dolphin, lion, penguin, giraffe, dog Adjectives of quality: cute, smart, ugly, friendly, shy, clever, beautiful, lazy Others: zoo, map, animal, box, Africa, bingo, other, grass, so, sleep, during, meat, leaf, relax, she’s=she is, kind of b. Get Ss to be familiar with sentence patterns to widen their accumulation of the language: Let’s see the lions. Why do you like lions? Because they are very cute./ Because they’re kind of shy. What animals do you like? What other animals do you like? Where are lions from? 2. Learning strategies a. Activate Ss to think about the topic of animals and help Ss to know more about animals’ habits and habitats. Make Ss have a discussion after class. b. Develop their competence of thinking independently. c. Encourage Ss to do self-learning by using dictionary to know more kinds of animals, such as their names, habits, locations, etc. 3. Sensibility and Attitude a. Arouse their interests in learning English. b. Help them to understand some information about animals, for example, animals’ habits, locations, and different culture about animals in different countries. c. Enable the students to love animals and the nature. d. Be aware of the importance of protecting animals’ environment. e. Know the relationships between animals and human beings. Encourage Ss to protect them from being hunt or killed. 三、. Main teaching points and teaching difficult points 1. Main teaching points In this lesson, there are two main points to be solved: a. Help Ss understand the text by practicing the usages of words and sentences. b. Help Ss to improve their oral skills by describing animals, expressing preference and giving reasons. 2. Teaching difficult points a. Master the usages of adjective and adverb to describe animals. b. Let students to ask questions with “why/what/where…” eg: Why do you like koalas? Because they’re very cute./ Because they’re kind of shy. What animals do you like? Where are lions from? c. Develop students’ communicative ability. Act out conversations or reports. 四、 Teaching aids (multi-media computer, software) The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English. 五、Teaching Procedures Step1 Lead in Play a short cartoon called Teenie Weenie. While enjoying the cartoon, students should think and try to organize languages. They are asked to illustrate names of animals in this movie, learn to describe and express their own preferences, including simple reasons. Maybe it’s a little difficult to students, but it doesn’t matter. The teacher just wants to check students’ ability before new class. Step2 Presentation 1. T provides the phonetic symbols, and asks Ss to read the words together. Pay attention to the pronunciation, stress and intonation. T Checks their pronunciation and corrects mistakes. 2. T asks students where we could see some animals in Wenzhou. The answer is obviously, in the zoo. Therefore T presents pictures in the zoo, asking Ss to say the names of animals (koala, panda, tiger, elephant, dolphin, lion, penguin, dog, giraffe). 3. Students express their likes or dislikes according to pictures of animals with different expression on the screen. T could ask for the reasons, meanwhile teaching the adj. words. T: What animals do you like? Why do you like them? (fun, interesting, beautiful, small, smart, clever, cute, quiet, shy, friendly, lazy, ugly) Students should use right adj. words to express. Step3 Practice 1. Let students to make up conversations. Recycle the description words and sentence patterns they have learnt. There is an example shown on the screen: A: What do you like to see in the zoo? B: Lions. A: Why do you want to see the lions? B: Because they’re cute. 2. When students act out, T deletes the example. Make sure language is for communication, not for reading. 3. Ss give their answers: Because they’re very cute. Because they’re kind of interesting. (Tell Ss the difference between “very” and “kind of”.) Step4 Listening practice 1. T: Different people like different animals. What about our friends’ opinions when they visit the zoo? Let’s listen to 2a. Students complete 2b firstly, then read their answers. 2. T should develop students’ listening skills. Ask students to close the textbook, try to write 2b on their own paper through listening to the tape. Students may not write down completely, but they get a chance to think about organizing sentences. They will know their listening ability while checking answers. Step5 Games 1. Look at the picture of 2b, T guides students to describe elephants, they are so large, and have long noses….( T gives questions: Animals have their own characters, can you make differences among them?) 2. Next, T shows a part of animals, asking students to guess what animals they are. Of course students must tell reasons, or the game isn’t necessary. Students practice spoken language in this process. Step6 Interview 1. Suppose you were a reporter, and make up a survey to a group of people, interviewing animal keepers or tourists. The Ss are encouraged to use the sentence patterns, such as: A: Good morning, I know you’re a good animal keeper. Could I ask you some questions? B: Yes, please. A: Do you like your job?/ What kind of animals do you keep? How could we judge what is their favorite food? Why should you do that… 2. After interviewing, students should write the report. Both speaking skills and writing skills are very important. Step7 Extension 1. T asks other students if they agree with the animal keepers’ opinions, and we should think the relationships between animals and human beings. Encourage Ss to protect them from being hunt or killed. 2. Students need more time to have a discussion and find information, but it’s useful for learning English. Step8 Homework 1. Read and write a short passage of describing animals, including characters, habitats, and their own ideas about protecting them. 2. Be able to talk preferences of other things, such as food, movie stars, sports etc. Go for it: Book II: Unit 3 Why do you like koalas (Section A) Yang Yinhua Objective: By the end of the lesson, Ss should be able to: 1. Say in English the name of animals. 2. Ask and answer the likes and dislikes. 3. Use interview strategies to find out information and take notes. 4. Use what you know to inferring content. Culture awareness: After this class, Ss shoul【优质课教案 第三弹】相关文章：
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