Section A教学设计模板

Unit 3: Why do you like koalas? 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.

Names 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 This activity 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 in 1a- 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, and Box 3 in 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 in 3a- Say, Work with a partner. Take turns asking and answering questions about the countries and animals in 3a. After a few minutes, ask several pairs to say the conversation for the class.