1、 教学重点1） 现在进行时的用法教学难点现在分词的构成预习要求学法指导 自主、探究、合作、交流。教学方法任务型教学、分级评价法、直观教学法、模仿示范法、情景教学和合作学习法教具准备教学课时Five periods第 一 课 时第1课时 Section A 1a-2c一、知识与技能1. 掌握基本词汇：food、banana、hamburger、tomato、broccoli、French fries、strawberry、orange、ice cream、salad。2. 掌握句型：Do you like bananas? Yes, I do./No, I dont.基本单词、词汇和句型。1.
2、认识并掌握重点词汇。2. 能流利地与对方开展关于食物喜好的对话。教 学 过 程教师活动学生活动Step One .Lead-inTo create an English environment, the teacher shows the class some pictures of a zoo. And ask some questions about animals:Do you like to go to the zoo?Do you like animals?Then have them to recall the animals they had learned and write
3、them on the blackboard as he/she can.（ e.g. animals-sheep, monkey, cat, dog, mouse, cow, duck ）Step Two. Presentation1. Ask them to talk with their partners about the animals they like using the words they know （Four students a group）.What animals do you like?Why do you likeBecause theyre 2. Then sh
4、ow the class some pictures of animals and present other animals. And ask them:Whats this in English?Its 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 m
5、atch the pictures with the words on the cards. Other students turn to page 25 and finish 1a.4. Check the answers with the class. Step Three.: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. Step Four:
6、 Listening Work on 1b. Tell Ss to listen to the tape and check the animals they hear in 1a. Play the recording again and check the answers with the class. Step Five: 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 mode
7、l with you: Lets see the lions first. Why? （why do you /does she /does he like lions?） Because they are interesting. 2. Ss work with their partners practice the conversation using the animal in 1a. Ss learn the key structures.Practice.Ss listen to the tape.Ss work in pairs to practice asking and ans
8、wer about Lisa, Bob and Mary.作 业Step Five.Homework1.Role-play the conversation after class. 2. Write the animals names as many as possible in the exercises book. 板书设计 现在进行时用法：构成：课后反思第二课 时Period 2 （Section A 2a-2d）To know the implied meaning of some animals.学会表达喜欢某类动物及说明喜欢的原因。名词的复数形式表示一类事物；第三人称单数形式。1
9、. Greet the Ss as usual. 2. Check the homework Step Two. Listening Listening 1. Work on 2a; Listen to the conversation carefully. Then write the names of the animals you hear on these lines.Play the recording the first time. Students only listen.Play the recording a second time. This time students w
10、rite in the names of the animals.Check the answers.Point out the adjectives and countries 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 and countries you hear.Play the recording and have stude
11、nts 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. Play the recording for the Ss to listen and write the answers. Check the answers with the class. 3. Check the answers:Step Three. Pair work 1. A
12、sk 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. Role-play 1. Ask Ss to look at the picture in 2d. Then Ss re
13、ad the conversation in 2d and find the answers to the questions: Does Peter have a pet? What can Dingding do? What pet does Jennys mom have? 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.
14、 He can dance, too.She has a cat. No, she doesnt. Because its very lazy. 3. Ss work in pairs and practice the conversation.4. Let some pairs role-play the conversation. Ss answer the teachers questions.Role-play.Finish the exercises.Finish the exercisesPracticeGroup workDo some more exercisess names
15、 as many as possible in the exercises book Does Peter have a pet?第三课 时Period 3 （Section A grammar focus-3c）1） 继续练习运用如何做描述动物及表述自己对动物的喜好。 能掌握以下句型：Why do you like ? Because theyre2） 继续学习谈论动物来自哪里，掌握以下句型： Where are lions from? Theyre from South Africa.1） 总结学习描述动物的句型。2） 总结学习表述喜好及动物来自哪里的句型。1） 运用所学的目标语言描述相关
16、动物表达自己的喜好；2） 根据对动物的相关描述能猜出是什么动物。1. Have a dictation of the new words learned in Period 2. 2. Let some pairs role-play the conversation in 2d. Step Two. Grammar Focus. 1.学生阅读Grammar Focus中的句子，然后做填空练习。 你为什么喜欢熊猫？ _ 因为它们有趣。 约翰为什么喜欢考拉？_ 因为它们很可爱。 _ 为什么你不喜欢老虎？_ 因为它们真得很吓人。_2. Ss finish off the sentences and
17、 check the answers by themselves.3. Give Ss eight more minutes to remember them. Step Three. Practice1. Look at 3a. Tell Ss to fill in the blanks with the words from the box. Then practice the conversation. 2. 阅读指导： 首先，应通读对话的全文，理解大意。可知此对方是在谈论一些动物来自哪里；以及双方所喜欢的动物及原因。其次，应重点阅读每个问答句的意思，根据问句来确定答语中空格的意思或根据
18、答语来确定问句中的意思。再次，还要分析句子的结构看空格处在句子中是什么成份。比如：第一句是一个问句且lions是句子的主语，空格处应是本句的状语，再介词from，可知空格处应填where来对地点提问。3. 学生们根据上述阅读指导方法，自己认真阅读对话，并将对话内容补全完整。4. Check the answers. Practice 1. Work on 3b. Tell Ss to write the names of animals in the blanks to make sentences that are true for you. e.g.I like cats because
19、they are interesting.I like dogs because they are smart.I dont 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.Step Five. Game 1. T: Lets play a game: Ill describe one animal to you. Listen carefully and think
20、 about what animal it is.2. Teacher makes a model to the Ss. Ss try to guess what animal it is. 3. T: Its 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. Learn the new points.Act and show your
21、 classmates your talent.Listen and number the words 1-4 in the order of the sounds you hear in 1a. Group work talk about what Bill, Cindy and Frank can and cant do. Ss read aloud what Cindy and Frank can do.Step Six.Homework1. Read the sentences in Grammar Focus. 2. Think and describe an animal afte
22、r class. Then write your sentences on the exercise book. Unit 5 Why do you like pandas?（1） What do you like for breakfast?（2） be healthy（3） want to do sth.（4） be fat第 四课 时Period 4 （Section B 1a-1d）教学目标通过听力训练来掌握提高学生们综合听说能力。让学生们进行听、说的训练来掌握更多动物的名称及描述特性的形容词。进行听力训练，提高学生们听对话获取相关信息的能力。Step One .Lead-in 2.
23、Check the homework. Let some Ss read out their descriptions and let other Ss guess what animal it is. 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 shes shy. 2. Let Ss read aloud the words and expressions. 3. Give Ss some time and
24、read aloud the words. Step Three. Listening1. 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. Now please match the adjectives with the animals in the picture. Write the letter of the animal on t
25、he 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. ListeningWork on 1b: Now I will play a recording of a conversation between Tony and Maria. This time circle the adjectives you bear on the
26、 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. Call attention to the three headings. Animal, Marias Words and Tonys Words, and the write-on lines under each.2. Say, Now I will play the recording again. Thi
27、s 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.Step F
