Unit 5 Why do you like pandas？教案

一、教学目标： 1.知识与技能

1) 能掌握以下单词：tiger, elephant, panda, lion, koala, giraffe, cute, lazy, smart,beautiful, scary, kind, kind of, Australia, south, Africa, South Africa, pet, leg, cat, sleep 2) 能掌握以下句型：

3) ① What animals do you/does she/ does he like? ② Let’s see the ...?

③ Why do you/does she/ does he want to see …? ④ Because they are ….

2.方法与过程 ① To observe and describe animals. ② To talk about their preferences

③ To know the implied meaning of some animals

3. 情感态度与价值观：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。

二、学情分析：Animals could motivate the curious about learning words, so it is an interesting unit.

三、教学方法：1.Situation-based teaching method

2.Task-based teaching method

四、教具：Chalk,blackboard,and some cards 五、教学重难点 1. 教学重点：

1) 学会描述动物的性格及特点。

2) 学会表达喜欢某类动物及说明喜欢的原因。 2. 教学难点：

名词的复数形式表示一类事物；第三人称单数形式 六、教学过程 Ⅰ. Warming up

To create an English environment, the teacher shows the class some pictures of a zoo. And ask some questions about animals:

What is your favourite animal? Do you like pandas?

Then have them to recall the animals they had learned and write them on the blackboard as he/she can.

(e.g. animals---sheep, monkey, cat, dog, mouse, cow, duck… ) Ⅱ. Presentation

1. Ask them to talk with their partners about the animals they like using the words they know (Four students a group).

—What animals do you like? —Why do you like… —Because they’re…

2. Then show the class some pictures of animals and present other animals. And ask them: What’s this in English?

It's a tiger. (Then lion, panda, elephant, koala, giraffe)

Ss look at the picture and try to remember the new words of the animals.

3. Next, glue the pictures on the blackboard and ask one student to match the pictures with the words on the cards. Other students turn to page 25 and finish 1a. 4. Check the answers with the class. Ⅲ. Listening Work on 1b.

Tell Ss to listen to the tape and check the animals they hear in 1a. Play the recording again and fill in the blanks.

1. Pandas are my favorite animals because they’re _______. 2. Giraffes are _________. 3. Koalas are ___________. Work in pairs and learn the description words. Ⅳ. Pair work

Watch the video and work in pairs. What animals do you like? Why? What animals don’t you like? Why? Ⅴ. Work on 1c.

1. Ask the students to imagine “We are in the zoo, there are many kinds of animals here.” Then ask a student to do the model with you:

— Let’s see the lions first.

—Why? (why do you /does she /does he like lions?) —Because they are interesting.

2. Ss work with their partners practice the conversation using the animal in 1a. Ⅵ. Listening 1. Work on 2a;

T: Listen to the conversation carefully. Then write the names of the animals you hear on these lines. Play the recording the first time. Students only listen.

Play the recording a second time. This time students write in the names of the animals. Check the answers.

Point out the adjectives and countries listed on the right. Ask a student to say the words. Say, Now I will play the recording again. This time draw a line between each animal and the adjective and countries you hear.

Play the recording and have students match each animal with an adjective and a country. Correct the answers. 2. Work on 2b

T: Listen again and complete the conversation with the words in 2a. Play the recording for the Ss to listen and write the answers. Check the answers with the class. Ⅶ. Pair work

1. Ask two students to read the conversation in 2b to the class. 2. Ss practice the conversation in pairs.

3. Then show the transcription on the big screen and practice the other two conversations in 2a. 4. Ss practice the conversations in pairs. Ⅷ. Role-play

1. Ask Ss to look at the picture in 2d. Then Ss read the conversation in 2d and find the answers to the questions:

① Does Peter have a pet? ② What can Dingding do?

③ What pet does Jenny’s mom have? ④ Does Jenny like the cat? Why?

2. Ss read the conversations and try to find the answers to the questions.

Check the answers: Yes, he does.

He can walk on two legs. He can dance, too. She has a cat.

No, she doesn’t. Because it’s very lazy. 3. Ss work in pairs and practice the conversation. 4. Let some pairs role-play the conversation. Ⅹ. Summary Phrases:

welcome to the zoo kind of South Africa all day be from walk on two legs Sentences:

—Why do you like pandas?

—Because they’re kind of interesting. —Why does John like koalas? —Because they’re very cute. —Why don’t you like tigers? —Because they’re really scary. Ⅺ. Homework

1. Learn the new words by heart and write about your favorite animals. 2. Preview the new words and expressions. 3. Preview Grammar focus on page 27. 板书设计：

Unit 5 Why do you like pandas? 1. Why do you like pandas? Because they\\'re very cute. 2. Why does he like koalas? Because they\\'re kind of interesting.

教学反思：本节课通过反复训练，学生熟练地掌握了所学单词，这和灵活的教学方式密不可分。对所学知识兴致很高。

Period 2 Section A 2 (Grammar focus-3c)

一、教学目标： 知识与技能：

1) 继续练习运用如何做描述动物及表述自己对动物的喜好。 能掌握以下句型： —Why do you like …? —Because they're…

2) 继续学习谈论动物来自哪里，掌握以下句型： —Where are lions from? —They're from South Africa.

过程与方法：在上一节课的学习中学生们已有了相当的基础，因此能轻松完成本课的学习任务，通过测试引入教学，利用多种练习方式从听、说、读、写四个方面入手进行教学活动。 情感态度与价值观： 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。 二、教学重难点 1. 教学重点：

1) 总结学习描述动物的句型。

2) 总结学习表述喜好及动物来自哪里的句型。 2. 教学难点：

1) 运用所学的目标语言描述相关动物表达自己的喜好； 2) 根据对动物的相关描述能猜出是什么动物。

三、学情分析：Animals could motivate the curious about learning words, so it is an interesting unit.

四、教学方法：Use word card to practice 五、教具：slides, exercises 六、教学过程 Ⅰ. Grammar Focus

1.学生阅读Grammar Focus中的句子，然后做填空练习。 ① 你为什么喜欢熊猫？ _____________________ ② 因为它们有趣。 _____________________ ③ 约翰为什么喜欢考拉？___________________

④ 因为它们很可爱。 ____________________ ⑤ 为什么你不喜欢老虎？_____________________ ⑥ 因为它们真得很吓人。___________________ ⑦ 狮子来自哪里？ _________________________ ⑧ 他们来自南非。_________________________

2. Ss finish off the sentences and check the answers by themselves. 3. Give Ss eight more minutes to remember them. 4. 探究乐园 Ⅱ. Grammar

why引导的特殊疑问句

◆ why是疑问副词，常用来询问具体的、直接的原因，意为“为什么” Why do you like dogs?

◆ why引导的特殊疑问句的基本结构是：

“Why + 一般疑问句(肯定 / 否定一般疑问句)?”，其答语一般用because引导的句子来回答。

—Why are you late for class? —Because the bus is late. where引导的特殊疑问句

◆ where疑问副词，用于询问地点，意为“哪里；什么地方” Where are lions from? Where is she from?

◆ 回答：用be from回答，意为“来自于……” They are from South Africa. She is from China. Ⅲ . Practice

1. Look at 3a. Tell Ss to fill in the blanks with the words from the box. Then practice the conversation.

2. 阅读指导： 首先，应通读对话的全文，理解大意。可知此对方是在谈论一些动物来自哪里；以及双方所喜欢的动物及原因。其次，应重点阅读每个问答句的意思，根据问句来确定答语中空格的意思或根据答语来确定问句中的意思。再次，还要分析句子的结构看空格处在句子中是什么成份。比如：第一句是一个问句且lions是句子的主语，空格处应是本句的状

语，再介词from，可知空格处应填where来对地点提问。

3. 学生们根据上述阅读指导方法，自己认真阅读对话，并将对话内容补全完整。 4. Check the answers. Ⅳ. Practice

1. Work on 3b. Tell Ss to write the names of animals in the blanks to make sentences that are true for you. e.g.

I like cats because they are interesting. I like dogs because they are smart. I don't like lions because they are scary.

2. Ss work in groups. Discuss and write their sentences. 3. Let some Ss report their likes and dislikes. Ⅴ. Game (Guessing Game)

1. T: Let's play a game: I'll describe one animal to you. Listen carefully and think about what animal it is.

2. Teacher makes a model to the Ss. Ss try to guess what animal it is.

3. T: It's your turn now. Please describe one animal to your group members. Let them guess what animal it is.

4. Ss work in groups. Describe animals and guess animals. Ⅵ. Summary

A: Why do you like pandas?

B: Because they’re kind of interesting. A: Why does John like koalas? B: Because they’re very cute. A: Why don’t you like tigers? B: Because they’re really scary. A: Where are lions from? B: They’re from South Africa. Ⅶ. Homework

1. Remember the sentences in the Grammar Focus.

2. Write five sentences about your favorite animal using very, kind of, really, so, quite, too to describe them. 板书设计：

Unit 5 Why do you like pandas? A: Why do you like pandas? B: Because they’re kind of interesting.

A: Why does John like koalas? B: Because they’re very cute. A: Why don’t you like tigers? B: Because they’re really scary. A: Where are lions from? B: They’re from South Africa.

教学反思：

1、游戏激趣可以推广

2、要经常反复检查学生的知识掌握情况，以便巩固、提高。

Period3 Section B 1 (1a-1d)

一、教学目标： 知识与技能：

1) 能掌握以下单词：friendly, shy 2) 能掌握以下句型：

—What animal do you like? —I like elephants.

3) 通过听力训练来掌握提高学生们综合听说能力。

过程与方法：通过身体语言和图片等学习描述性形容词，既直观形象，又能提高学生的学习兴趣。再加以深化联系，学生自然会掌握这些词汇，对话练习可以先用图片引导学生整体操练，再进行分组练习。

情感态度与价值观： 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。 二、教学重难点

1. 教学重点：

让学生们进行听、说的训练来掌握更多动物的名称及描述特性的形容词。 2. 教学难点

进行听力训练，提高学生们听对话获取相关信息的能力。 三、学情分析：

Animals could motivate the curious about learning words, so it is an interesting unit. 四、教学方法：Pictures-practice-role playing 五、教具：Video tape ，pictures 六、教学过程 I. Presentation

1. Show some pictures on the big screen and let Ss describe the animals. 2. Let Ss read aloud the words and expressions. II. Learning

1. Pay attention to the animals in the picture in 1a and ask a student to say the name of each one. 2. Point out the list of eight numbered adjectives below.

T: Now please match the adjectives with the animals in the picture. Write the letter of the animal on the line after the adjective. Point out the sample answer.

3. As students work, move around the room offering to answer questions as needed. 4. Correct the answers.

5. Work in pairs to describe your favorite animals. III. Listening Work on 1b:

1. T: Now I will play a recording of a conversation between Tony and Maria. This time circle the adjectives you bear on the list for la.

2. Ss listen and try to circle the adjectives in 1a.

3. Play the recording again for the Ss to check the answers. Work on 1c:

1. Call attention to the three headings. Animal, Maria's Words and Tony's Words, and the write on lines under each blank.

2. Say, Now I will play the recording again. This time please write the name of the animals each person talks about and the words they say.

3. Play the first four lines of recording and stop the tape. Ask, what animal are they talking about? What words does Mary use to describe the elephant?

Point out the write on lines where students can write these words.

4. Play the whole recording and have students write the words they hear on the chart. 5. Check the answers.

6. Listen to the text again and answer the questions. 1) Does Mary like elephants? Why? 2) Does Tony like pandas? Why? Ⅴ. Pair work Work on 1d

1. Call attention to the dialogue next to the picture. Ask two students to read it to the class. 2. Use sentences like these to say what you think about different animals. 3. Ss work in pairs to make their own conversations. 4. Ask some pairs to present their conversations to the class. Ⅵ.Summary

want to go, see the elephants, like elephants, really clever, see the pandas, kind of cute, love pandas, kind of shy,

over there, not far from… Ⅶ. Homework

1. What animals do your parents like? Write a conversation. 2. Preview the new words and expressions. 3. Preview the website article in 2b. 板书设计：

Unit 5 Why do you like pandas?

What’s this? Do you like …? Why do you like …?

Because it’s cute.

教学反思：通过教学图片和多媒体课件的使用，增大了课堂练习的密度，便学生很好地掌握了所学生词和句式。由整体到分组进行练习，降低了练习的难度，使学生敢于参与，敢于开口，有利于学生信心的提高。

Period 4 Section B (2a-2c)

一、教学目标：

知识与技能 1) 能掌握以下单词：save, symbol, flag, forget, place, water, danger, cut, down, cut

down, tree, kill, ivory, over

2) 能掌握以下句型：

① The elephants is one of Thailand's symbols. ② Let's save the Elephants.

3) 通过阅读训练来让学生们逐步提高英语阅读能力。

过程与方法：学生学习有关动物的知识，已具备了相当的情感基础，且学生已有了一定的英语知识，有能力学习本课内容。通过What’s your favourite animal? 引入教学充分利用教学图片和多媒体，创设情景让学生由参与学习的欲望，引导他们主动学习。

情感态度与价值观： 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。 二、教学重难点 1. 教学重点：

通过阅读短文来了解世界各地一些其他动物的情况，让学生们眼界更宽阔。 2. 教学难点

进行阅读训练，来培养学生们的综合阅读能力。

三、学情分析：Animals could motivate the curious about learning words, so it is an interesting unit.

四、教学方法：Pictures-practice-role playing 五、教具 Computer pictures 六、教学过程 Ⅰ. Presentation

1. Show some picture on the big screen. Present some main words and expressions in the passage in 2b.

2. Ss read the new words and expression. Ⅱ. Warming up

Watch the video and think about the question:

Do you know pandas and elephants are in great danger (濒临灭绝)?

Ⅲ. Thinking

1. T: Now there are many animals are in danger in the world. Why? One reason is that man cuts down too many trees so animal are losing their homes.

2. Look at the chart below. What animals do you think are in great danger? Discuss with your group members and check the animals. 3. Let some Ss read their answers. Ⅳ. Reading

1. Listen to the passage and read after the tape. 2. Fast reading

T: Now, read the passage quickly and find the answer to this question: Read this website article and check (√) the best title for it. What Is an Elephant? Come to Thailand Let’s Save the Elephants Elephants Are Good Pets

Read the article and find the main idea of each paragraph. 3. Careful reading

① What does “them” in the sentence “This helps them to live.” refer to (指的是)? Elephants.

② How can we save elephants?

We must save the trees and not buy things made of ivory.

4. Tell the students to look at the map in 2c. There are four boxes around the word \"Elephant\". The first box is about the importance of the elephants in Thailand. The second box is about the abilities of the elephants. The third box is about the facts and figures of the elephants. The last box is about how to save the elephants. Let's read the passage again and fill in the blanks. (1) 阅读指导：

1) 认真看一遍这四个表格，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。 (2) Ss read the article and fill in the blanks in the map. (3) Check the answers with the Ss. Ⅴ.Summary one of ... good luck a long time get lost food and water be in (great) danger cut down lose one’s home (be) made of

Ⅵ. Homework

1. Design(设计)an animal mascot (吉祥物) for our school and tell the reason. 2. Preview the new words and expressions. 3. Preview how to talk about what people are doing. 板书设计：

Unit5 Why do you like pandas?

one of ... good luck a long time get lost

教学反思：本课较好地练习了学生的阅读，激发了学生的学习兴趣，但笔头练习应加强，提高学生的书面表达能力。

Period 5 Section B (3a-Self check)

一、教学目标：

知识与技能 1) 能掌握以下单词：save, symbol, flag, forget, place, water, danger, cut, down, cut

down, tree, kill, ivory, over

2) 能掌握以下句型：

① The elephants is one of Thailand's symbols. ② Let's save the Elephants.

3) 通过阅读训练来让学生们逐步提高英语阅读能力。

过程与方法：学生学习有关动物的知识，已具备了相当的情感基础，且学生已有了一定的英语知识，有能力学习本课内容。通过What’s your favourite animal? 引入教学充分利用教学图片和多媒体，创设情景让学生由参与学习的欲望，引导他们主动学习。

情感态度与价值观： 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。 二、教学重难点 1. 教学重点：

通过阅读短文来了解世界各地一些其他动物的情况，让学生们眼界更宽阔。 2. 教学难点

进行阅读训练，来培养学生们的综合阅读能力。

三、学情分析：Animals could motivate the curious about learning words, so it is an interesting unit.

四、教学方法：Pictures-practice-role playing 五、教具 Computer pictures 六、教学过程 Ⅰ. Exercise 3a

1. T: Becky is Jill's favorite animal. Fill in the blanks with the words in the box.

2. 阅读指导：首先，通读小短文，看短文中描述或介绍了Becky的那些方面；其次，读方框中的选项，明白每个单词的意思。然后，认真读短文，分析每个空格所在句子的意思，确定每个空格的意思，然后补全空格。最后，通读一遍短文，看短文是否通顺，确定所填空的单词是否正确。

3. Ss read and fill in the blanks. 4. Check the answers. 5. Explain \"Isn’t she beautiful? \" Ⅱ. Writing

1. T: Do you like pandas? Now look at a picture of Beibei. Do you like her? Can you write a short article to introduce her? You can use the words and expressions below. (five years old, China, cute, Beijing Zoo)

2. 写作指导：

1. 这是一篇介绍动物的短文，主要用系表结构的句子和一般现在时态来表达。 2. 介绍名字及年龄和它来自哪里。

3. 用系表结构的句子描写Beibei特征。 写明喜欢它的原因：I like … because she’s … 4. 最后，写明它现在居住在哪里，通读短文，检查句子。 3. Ss try to write a short article about Beibei. 4. Let some Ss read their article to the class.

5. Present a possible version on the big screen and let Ss correct their article. Ⅲ. Self Check 1

1. We learned many animals and descriptions in this unit. Let's have a review of the animals and descriptions. Now work in groups and write more words in the chart below. 2. Ss work in groups and add more words in the chart.

3. Let some Ss write the answers on the blackboard. Let other Ss add more words. 4. OK. Now let's make sentences with the animals and descriptions. I like…because…

I don't like… because they are… I think … are really… …are very…

5. Ss work in groups try to make five sentences each group. 6. Let some groups read out their sentences. Ⅳ. Self Check 2

1. There are some questions and some answers in the chart. Please read the sentences below and match the questions and answers to make a conversation. 2. Check the answers with the Ss.

3. Now, you can make your own conversations with your partner. 4. Ss make their own conversations and act out the conversation. Ⅴ.Summary be in (great) danger cut down lose one’s home (be) made of

Ⅻ. Homework

1. Design(设计)an animal mascot (吉祥物) for our school and tell the reason. 2. Preview the new words and expressions. 3. Preview how to talk about what people are doing. 板书设计：

Unit5 Why do you like pandas?

be in (great) danger

cut down lose one’s home (be) made of

教学反思：本节课通过反复训练，学生熟练地掌握了所学单词，这和灵活的教学方式密不可分。对所学知识兴致很高。