(新目标七下)Unit 2: Why do you like koala bears?

Unit 2: Why do you like koala bears? Language goals In this unit students learn to describe animals and express preferences and give reasons, New language Why do you like koala bears?. Because they're cute,They're pretty interesting, They're kind of shy, They're very big. names of animals such as tiger, elephant, koala bear, dolphin description words such as smart, cute, intelligent names of countries: Australia,South Africa, Recycled language between, across from He's/She's from ... He's / She's five years old.  name of countries;China,Japan,Brazil Section A Additional materials to bring to class: coins or other markers for the Bingo game in 4. Ask students to name as many animals as they can in English. Write the list on the board, Ask students to describe each animal in some way.They may tell its color or tell if it is big or small. Say, Today we are going to learn the names of some more animals. Well also leam how to say which ones we like and tell why we like them. la   Thisactivity introduces the key vocabulary. Focus attention on the map of the zoo showing pictures of animals. Ask students to point to and name any animals they can. Point to the animals one by one and say the name of each. Ask students to repeal. Point out the numbered list of words. Say each one and ask students to repeat. Then ask students to match each word with one of the pictures. Say, Write the letter of each animal in the blank by that animal's name. Point out the sample answer. Check the answers. 1 b   This activity gives students practice in understanding the target language in spoken conversation. Point to the animals in1a- Ask students to point to and name the animals. Say, I'm going to play recordings of three conversations. Listen carefully as you look at the words in la.Put a checkmark in front of the name of each animal you hear. Play the recording the first time. Students only listen. Play the recording a second time. This time students check each animal name they hear. Correct the answers. 1 c   This activity provides guided oral practice using the target language. Call attention to the example conversation in the picture. Ask two students to read it to the class. Answer any questions they may have. Point out the four description words. Ask a student to read them aloud. Review the meaning of each word. Say, Now you can make conversations about animals.Your conversations can be like the example. Use these description words. Ask students to work in pairs. Have them take turns saying both parts. If students need help getting started, demonstrate another conversation with a student. For example: Teacher: let's see the elephant. Student: Why do you want to see the elephant? Teacher: Because it's very smart. Ask some students to present their conversations to the class. 2a  This activity provides listening practice using the target language. Call attention to the two blank lines on the left. Say,You will hear a recording of a conversation. Listen carefully. Then write the names of the two 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 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 you hear. Play the recording and have students match each animal with an adjective. Correct the answers. 2b   This activity provides listening and writing practice using the target language. Call attention to the conversation and the blank lines in it Say, You will hear the recording again. This time please write a word from the box on each blank line. Some words can be used more than one time. Ask a student to read the words in the box. Play the recording. Check to see that students are writing a word from the box on each line of the conversation. Go over the answers. 2c   This activity provides guided oral practice using the target language. Call attention to the conversation in the picture. Ask two students to read it to the class. Say, Now you can have conversations like this one.Use the words in Box 1, Box 2, andBox3in your conversations. Demonstrate a conversation with a student. For example: Student: Do you like penguins? Teacher: Yes, I do. Student: Why? Teacher: Because they're very cute. 3a   This activity provides reading practice using the target language. Point to and say the names of the three countries on the maps and ask students to repeat Point to the three animals and ask a student to name them. Say, Now draw a line between each animal and the country it comes from. Correct the answers. 3b   This activity provides guided oral practice using the target language. Point to the conversation in the picture. Ask a pair of students to read it to the class. Ask students to work in pairs. Say, Now you can talk about where animals come from. Point to the map and animals students matched up in3a- Say, Work with a partner. Take turns asking and answering questions about the countries and animals in3a. After a few minutes, ask several pairs to say the conversation for the class. Section B Additional materials to bring to class: Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1. 1   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- 2a    This activity provides listening practice with the target language. Say, 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. Play the recording again. Students circle the adjectives they hear. Correct the answers. 2b   This activity provides listening and writing practice using the target language. Call attention to the three headings. Animal, Maria's Words and Tony's Words, and the write-on lines under each. 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. Play the first four lines of recording and stop the tape. Ask, What animal are they talking about? (the elephant) What words does Maria use to describe the elephant? (interesting, intelligent) Point out the write-on lines where students can write these words. Play the whole recording and have students write the words they hear on the chart. Check the answers. 3   This activity provides guided oral practice using the target language. Call attention to the dialogue next to the picture. Ask two students to read it to the class. Say, Work in pairs. Use sentences like these to say what you think about different animals. Demonstrate the activity with one or two students. For example, say, I like dolphins. They're intelligent. Ask students to work in pairs. As they work, move around the room checking on progress. Ask some pairs to present their conversations to the class. 3a   This activity provides reading practice using the target language. Point out the three descriptions of animals. Ask students to take turns reading one aloud. Then draw attention to the pictures of animals below.Say, Write the letter of the animal in the blank lines above its description. There is one animal that is not described. Check the answers. 3b   This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary. Call attention to the pictures of animals in3a, 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. 3c   This activity provides reading and writing practice using the target language, Say, Now you can write a description like the one in 3b. You can use some of the same words. Write about any animal you like. You may wish to do a sample description with the class. Choose an animal's name and write it on the board. Then ask students to make statements about the animal.Repeat each statement and then write on the board. You can ask leading questions such as. Is it big? Is it lazy? Does it eat grass? Ask students to write their own descriptions. You may wish to have less fluent students work with a more fluent partner, Ask students to share their writing with others in the class. After you have reviewed the students' work, you may wish to have some students recopy their work so that you can post it on the classroom bulletin hoard.