Unit 2 Why do you like koala bears?

　　一．教學目標：

　　談論自己的喜好；

　　詢問他人的喜好；

　　能夠談論喜愛某種動物的理由；

　　做出自己的行動計劃。

　　二．教學向導

　　語言目標 學習策略與思維技巧 　　重點詞匯

使用like的一般現在時句型

使用like的一般現在時的疑問句，并做出肯定和否定的回答。

使用what 和like的特殊疑問句

名詞的單復數的使用 通過討論，做出推理與判斷，培養綜合分析能力 tiger, elephant, koala bear, dolphin, panda, lion, penguin, giraffe,

smart, cute, ugly, intelligent, friendly, beautiful, shy, kind of, very, Africa, China

　　語言結構 　　語言功能 　　跨學科學習

Present tense to like

Yes/No questions and short answers

And/but

Adjectives of quality

Why do you like koala bears? 　　討論喜好

　　陳述理由 文學：鼓勵學生創作，根據自己調查的資料和感受寫出對保護動物的理解

　　三．重點句型

　　Why do you want to see the pandas?

　　Because they’re cute.

　　Why does he like the koala bears?

　　Because they are kind of interesting.

　　What animals do you like?

　　I like penguins. They are cute.

　　What other animals do you like?

　　I like dogs, too.

　　Where are lions from?

　　They are from Africa.

　　四．教學步驟：

　　Step 1: Lead-in

　　Show parts of animal’s bodies by slide show, let students guess what animals they are.

　　Then students show the pictures of all kinds of animals they found before class, and do a brief introduction of the pictures.

　　Step 2: Task one: make a survey: what animals do your group mates want to see?

　　Listen to the tape and finish Section A, 2a and 2b;

　　Ask group mates what animals they want to see in a zoo, fill in the chart as below:

Name Favorite animals Why

Lucy Pandas, monkeys cute and friendly; smart and naughty

　　Presentation: show their pair work

　　report: Lucy wants to see pandas. She thinks pandas are very cute and friendly…

　　Step 3: Task two: make decision what animals your group wants to see in a zoo.

　　1. choose the most popular three animals in one’s group;

　　2. listen to the tape, finish Section B, 2a and 2b;

　　3. make a plan when you go to a zoo with your group mates.

　　Give a dialogue sample:

　　Boy: Where do you want to go now?

　　Girl: Let’s see the elephants.

　　B: The elephants? Why do you like elephants?

　　G: Oh, they’re interesting. And they are really intelligent.

　　B: Yes, but they are ugly, too.

　　G: Oh, Tony! So, where do you want to go?

　　B: Let’s see the pandas. They are kind of cute.

　　G: Oh, yeah. I love pandas. They’re beautiful. But they are also kind of shy. Where are they?

　　B: They’re over there on the left, just across from the koala bears.

　　Step 4: Task three: We are going to the Beijing zoo for Autumn Outing, draw the order your group see animals at the zoo and state your reasons.

　　Group work:

　　1. draw a map of the zoo like the picture on P7; (according to the map of Beijing zoo)

　　2. mark the order your group see animals;

　　3. state the reasons like: Lucy, Mary and I like pandas best because they are lovely and beautiful, so we go to see pandas first. Then…

　　Step 5: Homework: Task:

　　If you have a wild animal zoo, what animals do you want to put in your zoo?

　　Draw a map of your zoo and state why you have these wild animals.

　　教學點評及反思：

　　一．環節設計思路：

　　本課以游戲形式的猜動物名稱引入，首先讓學生通過游戲中的練習，盡快熟悉各種動物的英文名稱。然后導入到三個鏈狀承接的任務上。第一個任務通過聽力引入本課的第一組重點句型，即詢問喜歡何種動物及其原因。然后在同學中做一個調查，看看大家都喜歡些什么動物以及喜歡的原因，為第二個任務積累資料。任務二是真實任務前的模擬，讓學生從大家喜歡的動物中挑選兩至三種安排小組去動物園的參觀路線。真實任務是來源于對秋游的設想，打算組織學生去北京動物園，分小組活動，要求各小組有自己的參觀計劃，必須明確列出參觀各種動物的順序以及原因，并根據地圖說出大致的方位。課堂完成任務后，課后任務對課堂的延伸和鞏固，因此選擇了學生較感興趣的野生動物問題，同時兼有美術和生物學科的學習，一舉多得。

　　二．課后反思：

　　本課設計上思路非常明晰，由潛入深，教師帶領著學生一步一個腳印，漸漸進入任務，讓學生非常自然的領會本課的知識點。任務的設計貼近學生生活，有趣又實用，學生的參與非常熱烈。教師對課堂的把握非常到位，收放自如。不足之處在于野生動物的話題過于廣泛，教師可給與適當的指導，提供方向性的資料利于學生課下任務的完成。

　　教案點評：

　　本課以游戲形式的猜動物名稱引入，讓學生熟悉各種動物的英文名稱。然后導入到三個鏈狀承接的任務上。課堂完成任務后，選擇了學生較感興趣的野生動物問題，對課堂進行延伸和鞏固，同時兼有美術和生物學科的學習，一舉多得。本課設計上思路非常明晰，由潛入深，讓學生非常自然的領會本課的知識點。任務的設計貼近學生生活，有趣又實用。