Section Appt配套教案板书设计

Lesson Plan Description of students

Teaching contents

Junior 1 (47 students) Section 2a—2d of unit 5 Why do you like pandas?

Read a website article involved animals in danger, help students to get the idea about saving endangered animals. Choose the best title for an article. Description words involved with adverbs(very,kind of) Students may have difficulties in remembering words and using the new points. Teaching objectives

Teaching key points

Teaching difficult points Teaching and learning methods Top-down teaching method, collaborative learning method chalks, blackboard, reading pen, a projector, and a multi- media computer system(PPT, Teaching aids pictures)

Type of the lesson Lesson duration Listening ＆

Reading 40 mins Teaching procedure

Steps/Time Lead-in (listening part) Interaction patterns Teacher activities Whole class work

1.

Brief greeting 2.

To create a situation (take students to the zoo) and show a short video of the zoo to students.

3.

To ask students some questions. (What animals can you see? Do you like them? Do you like pandas? But where are they from? )

Student activities 1.

Greeting the teacher. 2.

To watch the video 1.

To get students and observe. 3.

To answer teacher’s focused on the class. 2.

To arouse the questions. interests of the students

and lead them into the topic of the this lesson.

OHP

Purpose Teaching resources Pre-listening

Whole class work

1.

To show students a map 1.

Look at the map of the of world and introduce them world, learn about the some country names and new country names and where the animals are where the animals from.

2.

To give the conversation from. 2.

Learn about the 1.

To make students know some basic about students information 2.

To get PPT, Chalk, Blackboard, animals and countries.

to students and ask them to conversation about how to ask

where...be from? do some practice.

and do some practice.

(--Where are the pandas 3.

Listen to the questions from? --They’re from carefully and learn about the new words.

China.) 3.

To ask students to turn to

page 26 and look at 2a. Separate the questions, and explain the demands and some new words for students.

While-listening

Individual work

1.

To play the audio file for the first time, ask students to finish the first task teacher asks them to do.

2.

To play

it again and ask students to complete the two tasks of 2a. 3.

To play the audio file for the third time and ask students to fill the blanks in activity 2b.

Listen to the

the audio and finish the chart and complete the conversation.

familiar with the new sentence patterns. 3.

To make students understand questions.

the Textbook

OHP, Textbook To train students’

skills of

listening information

listening to detailed Post-listening

Whole class work & Group work

1.

To play the audio for the 1.

Read the listening fourth time and ask students material after tape. to look at the listening 2.

Take notes of key material at page 91 and read points. 3.

Look at the rearranged it after tape. chart, learn about the tip 2.

To explain some key teacher gave. points in the listening 4.

Look at the mind map and follow the teacher to material to students revise what learned. 3.

Show students a 5.

Work in pairs and do rearranged chart and tell the practice, then two them the tip of how to make pairs to show in front of the information clear. the whole class. 4.

Give a mind map of

Reading pen, 1.

To make students have a clear and Chalks, organized understanding of the Blackboard, material. 2.

To make students Textbook aware of mastering learning strategy.

3.

To make students better master the

sentence structure.

animals to students.

5.

To ask students to do pair work to practice the conversation, and pick two pairs of students to show their conversations.

Lead-in (reading part) Whole 1.

To ask students what To answer the questions

class work

about animals in daily life?

2.

To ask students does your family have a dog or cat? Then we can call them “pet”. 3.

Let’s come to 2d.

1. To get students OHP cheered up and focused Textbook on the class. 2. To arouse students’ interest and to lead them into the topic of the text--Jenny and peter are talking about their pets.

Pre-reading Individual work 1. Ask students to read the 1. Read the passage. 1. To make students get OHP the gist of the whole passage silently. 2. Skim the text to find text

Textbook 2. Ask students to finish the answers.

2. To develop students’

three questions and check if reading skill. their answers are right. .

While-reading Group work To divide the whole class Read the text after the into 2 groups, boys are Peter tape according to while girls are Jenny. To ask different roles.

students to read the text after the tape according to their roles.

Whole class work 1.

To ask students to read

1.

Fill in the chart. again and fill in the chart. 2.

To ask students to look at 3.

Look at the text and the text and play the tape listen to the tape.

sentence by sentence.

Reading pen, 1. To make students’ more familiar with the Textbook text.

2. To train students’ oral English.

3.

To give students the new points.

Post-reading Pair work Take notes of

the new points.

1. To ask students to work in 1. work in pairs to pairs to practice the practice the conversation. 2. Watch a video about 2. To show students a video the guide dog.

about the guide dog and tell them friends, animals we are should our be conversation. 1. To develop students’

speaking skill. 2. To make students love animals and be friendly.

OHP, Video, Textbook

friendly to them.