Unit 5 Why do you like pandas?
单元整体分析
◆重点词句梳理
Section A
单词卡片
名词： panda, zoo, tiger, elephant, koala, lion, giraffe, animal, kind, Australia, south, Africa, pet, leg, cat, sleep
动词： sleep
形容词： cute, lazy, smart, beautiful, scary, south
短语归纳
名词短语： South Africa,
形容词性短语： kind of
句型再现
1. Let's see the pandas first.
2. Why do you want to see lions？
3. Where are lions from？
4. They are from South Africa.
5. They are kind of interesting.
SectionＢ
单词卡片
名词：symbol, flag, place, water, danger, tree, ivory
动词: save, forget, cut, kill
形容词：friendly, shy
介词： down, over
副词： down
短语归纳
动词短语： get lost, be in (great) danger, cut down, be made of
句型再现
1. This is a symbol of good luck.
2. Elephants are in great danger.
3. We must save the trees and not buy things made of ivory.
4. I like dogs because they are friendly and smart.
5. The elephant is one of Thailand's symbols.
◆教材内容解读
本单元以“动物园里的动物”为话题，用why, where引导的特殊疑问句及表示性质和品质的形容词谈论自己喜欢的动物以及它们生长的地方和习性。Section A部分通过设置参观动物园的情景，谈论动物及对动物的喜好，然后通过听、读、说活动学习谈论动物、喜好及产地。Section B部分通过对濒危动物的调查，引出保护濒危动物“大象”的语篇阅读，培养学生的保护动物的意识和人文素养，同时培养学生归纳中心与分析结构的阅读策略。
◆功能话题应用
What animals do you like?
I like koalas.
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Why do you like koalas?
Because they’re very cute.
Where are kpalas from?
They’re from Australia.
◆语法结构点击
1. why引导的特殊疑问句的问与答。
2. 表示性质和品质的形容词的用法。
背景知识链接
◆采用新教案P89 话题相关链接。
Section A
新课备课素材
◆ 素材一 新课导入设计
导入一 图片导入： show some pictures about different kinds of animals; show the new words with the pictures ; then lead to the new lesson.
导入二 游戏导入（Guessing game）：Let a student describe a kind of animals，other Ss guess what it is, like pandas, lion, elephant and so on; then lead to the new lesson
导入三 音乐导入：“Enjoy the music”， listen to Old Macdonald had a farm, and then lead to the new lesson.
◆ 素材二 新课活动案例
活动 1 采用新教案P89活动设计：活动一和活动二。
活动 2 Role-play（分角色表演，强化巩固以动物为话题的情景对话。）
Step 1 Teacher shows some key words and phrases; Ss use them to make their own conversations with partners.
Dogs, pandas, lions, elephants, cute, smart, lazy, beautiful, interesting, Australia, China, South Africa
Step 2学生自己提供有关单词，让其他小组进行现场对话练习。
◆ 素材三 听说强化训练
采用P90 听说训练。
◆ 素材四 语法突破建议：
（一）【观察】1. Why don’t you like her?
【探究】Why don’t you + 动词原形，还 是 一种提建议的句型。 意为“为什么 不……呢？”
e.g Why don’t you take a walk with me?
你为什么不去散步呢？
（二）【观察】Well, because she’s kind of boring.
【探究】1. kind of 有几分…… 相当于一个副词，后面多跟形容词 。
e.g They’re kind of scary. 他们有点可怕。
The pandas are kind of cute. 熊猫有点可爱。
2. kind 作名词意为“种类”
a kind of … 一种……
kind还可构成短语all kinds of ...，意为“各种各样的”。
e.g. I want to buy a kind of dress like yours. 我想买一条你那样的裙子。
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This bookshop has all kinds of books. 这家书店有各种各样的书。
（三）【观察】Let’s see the pandas first.
【探究】let sb do sth “让某人做某事”，可用来提出建议，也可表示“允许某人做某事”。
Let’s go to school！ 让我们上学去吧！
新课教学典案
Section A Period1 (1a-1c)
Step1. Warming-up and lead in
Shows the class some pictures of a zoo. And ask some questions about animals:
T: Do you like to go to the zoo?
Do you like animals?
Then have them to recall the animals they know and write them on the blackboard as he/she can.
( e.g. animals---monkey, cat, dog, cow, duck… )
Step2. Presentation
1. Ask them to talk with their partners about the animals they like using the words they know
—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.
Step3. Game (Guessing game.)
T Show some pictures on the big screen. Let Ss guess what animal it is.
Ss try to guess and remember the names of the animals.
Step4. Listening
Work on 1b.
1. Listen to the tape and check the animals they hear in 1a.
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Play the recording again and check the answers with the class.
1. Listen and choose the right answer.
(1). What are the girl’s favorite animals?
A. The pandas B. The tigers C. The lions
(2). Why does the boy want to see giraffes.
A: Because they are cute.
B: Because they are beautiful.
C: Because they are interesting.
Step5. Pair work
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 like lions?)
—Because they are interesting.
2. Ss work with their partners practice the conversation using the animal in 1a. Then act out.
Step6. Summary and homework.
Section A Period 2 (2a-2d)
Step1. Warming-up and lead in.
1. Enjoy the music: listen to Old Macdonald had a farm.
2. Review the words learned last class.
Step2. Listening
1. Work on 2a;
(1). Listen to the conversation carefully. Then write the names of the animals you hear on these lines.
Check the answers.
(2). Point out the adjectives and countries listed on the right. Ask a student to say the words.
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.
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Play the recording for the Ss to listen and write the answers.
Check the answers with the class.
Step3. 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.
Step4. 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.
Step5. Language points.
Step6. Homework:
1. Remember the new words and expressions in this period.
2. Role-play the conversation after class.
Section A Period 3 (Grammar Focus-3c)
Step1. Warming- up and revision
1. Have a dictation of the new words learned in Period 1.
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2. Let some pairs role-play the conversation in 2d.
Step2. Grammar Focus.
1. Read Grammar Focus and understand the meanings of the sentences.
2. Reading tasks: 学生们合作学习讨论并总结why和because的用法。
The teacher explain “why”and “because” clearly. (见PPT)
3. Give eight or more minutes for the Ss to remember the sentences.
Step3. Practice
Work on 3a
1. Look at 3a. Fill in the blanks with the words from the box.
2. Check the answers.
3. Practice the conversation.
Work on 3b.
1. Tell Ss to write the names of animals in the blanks to make sentences that are true for you.
e.g.
I like pandas because they are interesting.
I like elephants 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.
Step4. 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.
Step5. Exercises
If time is enough do some more exercises on the screen.
Step6. Homework
1. Read the sentences in Grammar Focus.
2. Think and describe an animal after class. Then write your sentences on the workbook.
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Section B
新课备课素材
◆ 素材一 新课导入方式参考
导入一 图片导入： Show some animal pictures，and lead Ss to describe these animals. Then lead to the new lesson. (见PPT)
导入二 复习导入： 创设场景,学生分角色表演，强化巩固以动物为话题的情景对话。
导入三 视频导入：通过看有关大象的视频，引入新课，调动课堂气氛，培养学生学习英语的兴趣。(见PPT)
导入四 Free talk: Talk about the animals you know .
◆ 素材二 新课活动设计参考
采用新教案P96 活动设计
◆ 素材三 听说强化训练资料
采用P96 听说训练。
◆ 素材四 阅读突破建议
突破一任务教学 2b Fast reading: Read this website article and check the best title for it.
突破一任务教学2b Careful reading: Read the article again and complete the mind map.
◆ 素材五 语法突破建议：
（一）【观察】The elephant is one of Thailand’s symbols.
【探究】 “one of +名词复数”表示“……之一”。当其作主语时，谓语动词使用第三人称单数形式。
e.g.: One of the boys walks to school every day.
（二）【观察】 They can also remember places with food and water.
【探究】with作介词，意为“有；具有；带有”，其反义词为without，意为 “无；没有”
e.g. I know the boy with a large box. 我认识那个提着大箱子的男孩。
【拓展】1. with 意为 “和……在一起； 和；同”
e.g. I go to the park with my parents every weekend. 每个周末我都和父母去公园。
2. with 意为 “使用；以”
e.g. Please cut the apple with a knife.
(三) 【观察】 Isn’t she beautiful?
【探究】词句为否定疑问句，表示反问： “难道……不……吗？”。回答时，根据事实用Yes或No回答。
e.g. –Doesn’t he have a brother? “难道他没有一个兄弟吗？”
--Yes, he does./ No, he doesn’t. “不，他有。”/ “是的，他没有。”
Section B Period 1 (1a-1d)
Step1. Warming- up and revision
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Check the homework. Let some Ss read out their descriptions and let other Ss guess what animal it is.
Step2. Presentation
1. Show some pictures on the big screen and teach Ss the new words.
e.g. Show a picture of a shy girl, let Ss know she's shy.
2. Let Ss read aloud the words and expressions.
3. Give Ss some time and read aloud the words.
4. (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.
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.
Step3. 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. Pay attention to the three headings. Animal, Maria's Words and Tony's Words, and the write-on lines under each.
2. 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.
Step4. Pair work
1. Call attention to the dialogue next to the picture. Ask two students to read it to the class.
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2. Work in pairs. Use sentences like these to say what you think about different animals.
3. Ss work in pairs to make their own conversations. As they work, move around the room checking on progress.
4. Ask some pairs to present their conversations to the class.
Step5. Homework.
Remember the new words in 1a.
Section B Period 2 (2a-2c)
Step1. Warming- up and revision
1. Check the homework: Have a dictation about the words in 1a.
2. Show some pictures or play a video about elephants. (PPT)
Step2. Thinking
1. There are many animals are in danger in the world. Why? One reason is that men 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.
Step3. Presentation
1. Show some picture on the big screen. Teach Ss some main words and expressions in the passage in 2b.
e.g. save, symbol, flag, forget, place, water, be in great danger, cut down, tree, kill, ivory…
2. Ss read and understand the new words and expressions.
Step4. Reading
1. Fast reading
Read the passage quickly and find the answer to these questions:
(1) When is Thai Elephant Day?
(March 13th.)
(2). Work on 2b: Check the best title for the article.
Ss read the passage quickly and try to find the answer to this question.
Check the answers.
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Careful reading.
Work on 2c
1. Look at the map in 2c. There are four box 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.
2. Ss read the article and fill in the blanks in the map.
3. Check the answers with the Ss.
5. Language points
Step5. Homework
1. Remember the new words and expressions learned in this class.
2. Ask Ss to retell the article according to the map in 2c.
Section B Period 3 (3a-Self Check)
Step1. Warming- up and revision
1. Have a dictation of the words and expressions learned in period 3.
2. Let some Ss retell the article in 2b (according to the map in 2c)
Step2. Presentation
1. Show some picture on the big screen. Learn the new sentence structure.
(a beautiful butterfly) Isn't it beautiful?
(a tall tree) Is it tall?
…
2. Ss try to understand the use of the sentence structure. Then try to make their own sentences.
Step3. Practice
1. T: Becky is Jill's favorite animal. Fill in the blanks with the words in the box.
2. Ss read and fill in the blanks.
3. Check the answers.
4. Explain "Isn’t she beautiful? "
Step4. Writing
1. Write a description of a panda using the words in the box, or write about your favorite animal using your own ideas. You can use the words and expressions below. (five years old, China, cute,
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Beijing Zoo)
2. Ss try to write a short article about your favorite animal.
3. Let some Ss read their article to the class.
4. Present a possible version on the big screen and let Ss correct their article.
Step5. 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.
Step6. 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.
Step6. Homework
Review the conversations and passages in Section B.
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