Unit3《Whydoyoulikekoalabears》教案教学设计汇编(人教新目标初一下)unit3教案2doc初中英语
人教版七年级下册英语Unit3《Why do you like koalas》教案
人教版七年级下册英语Unit3《Why d o you like koalas》教案Lesson plan of unit 3 why do you like koalas人教版七年级下册英语Unit3《Why do you like koalas》教案前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文档下载后内容可按需编辑修改及打印。
教学目标1.知识目标a. 学习本课的词汇和短语：high, high school, ago, India, tent, put up, moon, each other, surprise, get a surprise, snake, scared, move, shout to, start, jump, up and down, wake, wake up, into, forest, earb. 掌握句型：see sb. doing sth.2.能力目标能够运用过去时态及所学词汇和句型复述Lisa’s last weekend.3.情感态度目标通过讲述过去发生的事，表达心情，体验生活，学会与人分享生活经历。
教学重难点教学重点1.本课词汇和短语2.句型：see sb. doing sth.3.复述短文教学难点复述短文教学过程教学过程Step 1.Warming up1.A guessing game.（Show covered pictures, students guesswhat did the people do ）2.Talking.a.Teacher talks about her last weekend.b.Students talk about their weekend.How was your last weekend?What did you do?Step 2 Before reading1.Learn the new words.2.A guessing game again about the new words.went camping/ took a bus/ put up a tent/ made a fire andcooked/ sat under the moon and told stories/ slept near a fire/ shouted3.Talk about animals.T: What kind of animals are people sometimes afraid of?Why?4.An experience to remember.（Teacher tells a story ）Step 3.While reading1.Fast reading.a. Put the three sentence in order.b. Tick the right pictures .2.Careful readinga. Read the passage carefully and answer the questions in2b.b. Give answers.（Teacher writes down the key words on theblackboard while students are answering the questions.）3.Put the phrases in 2c in orderStep 4.After readingRetell Lisa’s last weekend.（Give some pictures andphrases to help retell.）Step.5 Language pointsthree week ago, put up, see sb. doingsth. wake up Step 6.Exercises选词填空。
七年级英语下册Unit3《Whydoyoulikekoalas？》教案
一、教学目标1、知识与能力目标学会使用英语表达“老虎”等八种动物，几个形容词修饰这些动物以及描述这些动物的句子和对话，并且达到“听，说，读，写”四技能的目标2、过程与方法目标通过课件，形象生动地展现教学内容，遵循“听说领先，读写跟上”的方法进行教学3、情感态度与价值观目标通过使用英语学习这些可爱的动物，增强学生与动物的感情，进而使之达到热爱动物，热爱大自然，环保的价值观目标二、学生特征分析本地区是“老少边穷”山区，学生根本没有英语基础，如果按照现行教师教学参考书进行教学，困难重重，学生一时接收不了那么多东西，况且他们多数人对待学习的态度是无所谓的，英语教学尤其困难。
然而使用课件等多媒体手段，是可以激发学生的学习兴趣的，只不过还得从单词，句子或句型入手，进而可能说背句子或对话，仿造句子，仿编对话。
真正的交际法教学是行不通的。
三、本文教材与信息技术整合点分析本课教材的图片是通过漫画的方式体现的，具有一定的诙谐性和形象性。
但是本课件采用真实相片并配上动物的叫声，更加逼真和生动，教材的内容都通过课件有序地展现，激发学生的学习兴趣，加深了学习内容的印象。
四、教学方法和策略分析由于学生的英语基础几乎全无，教师的教学方法和策略必须适应学生，才可能取得更好的教学效果。
本课件基本上按照“听说领先，读写跟上”的模式组织教学，效果较好。
五、教学环境和教学资源准备由于地处农村，学生无英语基础可言，更谈不是英语环境，学生还没有充分认识到英语的重要性，教学资源相对缺乏，教学设备落后陈旧，但互联网还是有的。
本课件的教学资源基本上来自互联网。
六、教学过程Step I RevissionRevise last class’inportant vocabularies根据首字母提示补全单词1）Across from the hotel,there is a bank.2）Welcome to Fenghuang!3）When you see a library,then turn right4）Go straight,the park is on your left.5）There’s a post office next to the shop.6）This is an interesting book.7）Tom is a friendly boy.Step II New Lesson,Section A,Part 1a(P.13)1.Students don’t look at books,teach the new vocabularies.2.Match the words with the animals in 1a’s pictures,then check.3.Pairwork:Ask and answers in pairs withA:Let’s see the first.B:Why do you want(like)to see the ?A:Because they’re .Step III Parts 1a.2a and 2b,Listening(P13.14)1.Match the words with the animals in the picture.Listen and che ck the animals in 1a you hear.1).tiger _b____2).elephant _h___3).koala _d___4).dolphin __a__5).panda __e__6).lion __f___7).penguin __g___8).giraffe __c___2.Listen and write the animals you hear. Draw a line from the animals to the description words.Animals Description words1.__koalas_ a. interestingb. cute2.__dolphi ns_ c. fund. smart3.Listen again and complete the conversation with the words in the box.( You can use some words more than once.)very dolphins kind of koalasJulia: Let’s see the koalas .(1)Henry : Why do you like _koalas__?(2)Julia: Because they’re __very__ cute.(3)Henry : Well, I like _dolphins_.(4)Julia: Why do you like __dolphins ?(5)Henry: Because they’re _kind of_ interesting.(6)4.Check the answer s,then go through the conversation with students.5.Read after the tape,then practice the conversation in ter sh are some pairs` work in the class.Step IV Exercise.1.根据首字母提示补全单词The elephant with a long nose is very heavy.The giraffe with a long neck is very tall.There are many animals in the zoo.There are pandas only in China.2.给下列句子排序A.They are from Australia.B.Because they are kind of cute.C.Let’s see the koalas first.D.OK,but why do you like koalas?E.Where are they from?正确顺序为：C→D→B→E→A3.Practice this conversation as homeworkA:What’s your favorite animal?B:My favorite animal is .A:Why?B:Because it is .七、教学小结（Summary）Today,we learnt eight new words about animals,some adjectives and “Why do you like……?” “ Because they are ……”And we know people and animals are friends. We live together in the world. So let’s help each other,love each other.八、教学反思这堂课下来，学生非常地感兴趣，课堂气氛活跃。
unit3whydoyoulikekoalas教案3(人教新目标初一下)doc初中英语
unit3whydoyoulikekoalas教案3（人教新目标初一下）doc初中英语Language goalsIn this unit students learn to describe animals and express preferences and give reasons,New languageWhy 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, dolphinDescription words such as smart, cute, intelligentNames of countries: Australia, South Africa,Recycled languagebetween, across fromHe’s/She’s from ... He’s / She’s five years old.Names of countries; China, Japan, BrazilSection AAdditional 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 repeatPoint 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.Section BAdditional materials to bring to class:Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 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. Then 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 in 3a, 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.教学点评及反思：一．环节设计思路：本课以游戏形式的猜动物名称引入，第一让学生通过游戏中的练习，尽快熟悉各种动物的英文名称。
Unit 3 Why do you like koalas教学设计
Unit 3 Why do you like koalas?Teaching designⅠ.Teaching goals:⒈Language goals:⑴、Learn the animals’name s and adjectives of describing animals.⑵、Master the target language：Let’s see the pandas first.Why do you like pandas? Because they are cute.Why does he like koalas? Because they are clever.Do you like lions? Yes, I do.＼No,Ｉdon’t.2. Ability goals:Train the students’ reading and speaking skills；3. Moral goals:Let the students understand loving animals is loving ourselves.Ⅱ.Teaching important and difficult points.1.Teaching important points：New words：zoo,animal,koala, tiger, elephant, dolphin, panda, lion,penguin, giraffe, cute, smart, ugly, friendly, shy, lazy,scary,Language structures：Why do you like pandas? Because they are cute.Why does he like koalas? Because they are interesting2.Teaching difficult pointsWhy do you want to see the lions? Because they are cute.Why does he like koalas? Because they’re interestingⅢ.Teaching methods:Task-based teaching and learning method; cooperation.Ⅳ.Teaching procedures:Step One: Leading in1. Greeting：Boys and girls,do you like animals? Do you have any pets at homes? How many animals do you know? Let’s guess what they are.(Guess animals’ names using pictures)2.Let’s talk about some more animals’name s and why we like them.Step Two: Learn animals’ name sStep Three:Make conversations：（your friends and you are in the zoo,now.）Let’s see the pandas fir st．Why do you want to see the pandas first?Because they are cute.Do you like lions?Yes, I do.Why do you like koalas?Because they’re clever.……Step Four: Match the description words with the animalsCheck the answers1a 2h 3g 4e 5d 6f 7c 8a(Other correct answers are possible) Step Five: PairworkWork in pairs,Practice the conversatios and talk about the other1.Read and spell the words correctly.2.Make a survey:What’s your best friend’s favorite animal？Why?。
七年级下册Unit 3《Why do you like koalas》教案
七年级下册Unit 3《Why do you likekoalas》教案七年级下册Unit3《whydoyoulikekoalas》教案LanguagegoalsInthisunitstudentslearntodescribeanimalsandexpressp referencesandgivereasons,Newlanguagewhydoyoulikekoalabears?.Becausethey'recute,They'rep rettyinteresting,They'rekindofshy,They'reverybig.namesofanimalssuchastiger,elephant,koalabear,dolphi ndescriptionwordssuchassmart,cute,intelligentnamesofcountries:Australia,SouthAfrica,Recycledlanguagebetween,acrossfromHe's/She'sfrom...He's/She'sfiveyearsold.nameofcountries;china,japan,BrazilSectionAAdditionalmaterialstobringtoclass:coinsorothermarkersfortheBingogamein4.AskstudentstonameasmanyanimalsastheycaninEnglish.wr itethelistontheboard,Askstudentstodescribeeachanimalinsomeway.Theymaytel litscolorortellifitisbigorsmall.Say,Todaywearegoingtolearnthenamesofsomemoreanimals .wellalsoleamhowtosaywhichoneswelikeandtellwhywelik ethem.laThisactivityintroducesthekeyvocabulary.Focusattentiononthemapofthezooshowingpicturesofanim als.Askstudentstopointtoandnameanyanimalstheycan.Pointtotheanimalsonebyoneandsaythenameofeach.Askstu dentstorepeal.Pointoutthenumberedlistofwords.Sayeachoneandaskstud entstorepeat.Thenaskstudentstomatcheachwordwithoneofthepictures. Say,writetheletterofeachanimalintheblankbythatanimal'sname.Pointoutthesampleanswer.checktheanswers.1bThisactivitygivesstudentspracticeinunderstandingthe targetlanguageinspokenconversation.Pointtotheanimalsin1a-Askstudentstopointtoandnameth eanimals.Say,I'mgoingtoplayrecordingsofthreeconversations.Li stencarefullyasyoulookatthewordsinla.Putacheckmarki nfrontofthenameofeachanimalyouhear.Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.Thistimestudentscheckea chanimalnametheyhear.correcttheanswers.1cThisactivityprovidesguidedoralpracticeusingthetarge tlanguage.callattentiontotheexampleconversationinthepicture.A sktwostudentstoreadittotheclass.Answeranyquestionst heymayhave.Pointoutthefourdescriptionwords.Askastudenttoreadth emaloud.Reviewthemeaningofeachword.Say,Nowyoucanmakeconversationsaboutanimals.yourconv ethesedescriptionwor ds.Askstudentstoworkinpairs.Havethemtaketurnssayingbot hparts.Ifstudentsneedhelpgettingstarted,demonstrateanother conversationwithastudent.Forexample:Teacher:let'sseetheelephant.Student:whydoyouwanttoseetheelephant?Teacher:Becauseit'sverysmart.Asksomestudentstopresenttheirconversationstotheclas s.2aThisactivityprovideslisteningpracticeusingthetarget language.callattentiontothetwoblanklinesontheleft.Say,youwil lheararecordingofaconversation.Listencarefully.Then writethenamesofthetwoanimalsyouhearontheselines.Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.Thistimestudentswritein thenamesoftheanimals.checktheanswers.Pointouttheadjectiveslistedontheright.Askastudentto saythewords.Say,NowIwillplaytherecordingagain.Thistimedrawalinebetweeneachanimalandtheadjectiveyouhear.Playtherecordingandhavestudentsmatcheachanimalwitha nadjective.correcttheanswers.2bThisactivityprovideslisteningandwritingpracticeusin gthetargetlanguage.callattentiontotheconversationandtheblanklinesinitS ay,youwillheartherecordingagain.Thistimepleasewrite awordfromtheboxoneachblankline.Somewordscanbeusedmo rethanonetime.Askastudenttoreadthewordsinthebox.Playtherecording.checktoseethatstudentsarewritingaw ordfromtheboxoneachlineoftheconversation.Goovertheanswers.2c Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.callattentiontotheconversationinthepicture.Asktwost udentstoreadittotheclass.Say,ethewor dsinBox1,Box2,andBox3inyourconversations.Demonstrateaconversationwithastudent.Forexample: Student:Doyoulikepenguins?Teacher:yes,Ido.Student:why?Teacher:Becausethey'reverycute.3aThisactivityprovidesreadingpracticeusingthetargetla nguage.Pointtoandsaythenamesofthethreecountriesonthemapsan daskstudentstorepeatPointtothethreeanimalsandaskastudenttonamethem.Say,Nowdrawalinebetweeneachanimalandthecountryitcomesfrom.correcttheanswers.3bThisactivityprovidesguidedoralpracticeusingthetarge tlanguage.Pointtotheconversationinthepicture.Askapairofstuden tstoreadittotheclass.Askstudentstoworkinpairs.Say,Nowyoucantalkaboutwher eanimalscomefrom.Pointtothemapandanimalsstudentsmat chedupin3a-Say,workwithapartner.Taketurnsaskingandansweringque stionsaboutthecountriesandanimalsin3a.Afterafewminutes,askseveralpairstosaytheconversatio nfortheclass.SectionBAdditionalmaterialstobringtoclass:Picturesofhouseholdpetsandzooanimalscutoutofmagazin esforFollow-upactivity1.1Thisactivityintroducesmorekeyvocabulary,callattentiontotheanimalsinthepictureandaskastudent tosaythenameofeachone.Pointoutthelistofeightnumberedadjectivesatthetop.Say,Nowpleasematchtheadjectivesatthetopwiththeanima lsinthepicture.writetheletteroftheanimalonthelineaf tertheadjective.Pointoutthesampleanswer.Asstudentswork,movearoundtheroomofferingtoanswerque stionsasneeded.correcttheanswers-2aThisactivityprovideslisteningpracticewiththetargetl anguage.Say,NowIwillplayarecordingofaconversationbetweenTon yandmaria.Thistimecircletheadjectivesyoubearontheli stforla.Playtherecordingagain.Studentscircletheadjectivesth eyhear.correcttheanswers.2bThisactivityprovideslisteningandwritingpracticeusin gthetargetlanguage.callattentiontothethreeheadings.Animal,maria'swords andTony'swords,andthewrite-onlinesundereach.Say,NowIwillplaytherecordingagain.Thistimepleasewri tethenameoftheanimalseachpersontalksaboutandtheword stheysay.Playthefirstfourlinesofrecordingandstopthetape.Ask, whatanimalaretheytalkingabout?whatwordsdoesmariause todescribetheelephant?Pointoutthewrite-onlineswherestudentscanwritethesew ords.Playthewholerecordingandhavestudentswritethewordsth eyhearonthechart.checktheanswers.3Thisactivityprovidesguidedoralpracticeusingthetarge tlanguage.callattentiontothedialoguenexttothepicture.Asktwost udentstoreadittotheclass.Say,esentenceslikethesetosaywhatyouth inkaboutdifferentanimals.Demonstratetheactivitywithoneortwostudents.Forexamp le,say,Ilikedolphins.They'reintelligent.Askstudentstoworkinpairs.Astheywork,movearoundtheroomcheckingonprogress.Asksomepairstopresenttheirconversationstotheclass.3aThisactivityprovidesreadingpracticeusingthetargetla nguage.Pointoutthethreedescriptionsofanimals.Askstudentsto taketurnsreadingonealoud.Thendrawattentiontothepicturesofanimalsbelow.Say,wr itetheletteroftheanimalintheblanklinesaboveitsdescr iption.Thereisoneanimalthatisnotdescribed.checktheanswers.3bThisactivityintroducessomenewvocabularywordsandprov idesreadingandwritingpracticeusingthetargetvocabula ry.callattentiontothepicturesofanimalsin3a,anddrawattentiontothegrass,leaves,andmeat.Askastudenttoexplain eachwordoruseitinasentencetoshowheorsheunderstandsw hatitmeans.Teachtheexpressionsleeps.Pointoutthedescriptionin3bwithblanklineswheresomewo rdsaremissing.Readittotheclasssayingblankeachtimeyo ucometoablankline.Pointoutthesixwordsinthebox.Say,youcanwritethesewor eeachwordonlyonce.Asstudentswork,movearoundtheroomcheckingprogressand offeringlanguagesupportasneeded.checktheanswers.3cThisactivityprovidesreadingandwritingpracticeusingt hetargetlanguage,Say,Nowyoucanwriteadescriptionliketheonein3b.youcan usesomeofthesamewords.writeaboutanyanimalyoulike.youmaywishtodoasampledescriptionwiththeclass.choose ananimal'snameandwriteitontheboard.Thenaskstudentst omakestatementsabouttheanimal.Repeateachstatementan dthenwriteontheboard.youcanaskleadingquestionssucha s.Isitbig?Isitlazy?Doesiteatgrass?Askstudentstowritetheirowndescriptions.youmaywishto havelessfluentstudentsworkwithamorefluentpartner,Askstudentstosharetheirwritingwithothersintheclass.Afteryouhavereviewedthestudents'work,youmaywishtoha vesomestudentsrecopytheirworksothatyoucanpostitonth eclassroombulletinhoard.。
Unit 3 Why do you like koala bears教案
Unit 3 Why do you like koala bears教案Unit 3 Why do you like koala bears教案Section B (一)教学内容Section B中的1 2a 2b, 2c和Selfcheck 中的3,4。
教学目标知识与能力1. Master vocabulary: ugly, clever, friendly shy, dog2. Master ail use: What (other) animals do you like?I like elephants. Because they are friendly.过程与方法通过身体语言和图片等学习描述性形容词，既直观形象，又能提高学生的学习兴趣。
再加以深化联系，学生自然会掌握这些词汇，对话练习可以先用图片引导学生整体操练，再进行分组练习。
情盛态度价值观拓展关系动物的词汇和相关句型。
教学重、难点及教学突破重点The new description words．难点Use the language to describe the animals freely．教学突破l、充分利用单词卡片和教学图片，以猜游戏的方式进行单词教学。
2、以从整体练习到分组练习的方式进行语言项目的教学。
教学准备教师准备录音机，磁带，教学图片．学生准备单词卡片教学步骤教学步骤、时间教师活动学生活动媒体应用Step 1Free talk 2’Greeting the students．Talk about the animals learnt before.Greetings. Talk about the animals learnt before．Step 2Revision 5’Revise the words by ask: What’s this?Where is it far? Do you like …? Why do you like …? ect.answer the teacher’s questions.PicturesStep 3Presentation16’1. Teach the new words by pictures. Write the new words on the black boardDo SB P10, Part 1 in pairs,Check the answers．2. Guessing game，Guess the words with the whole class.3. Listen to the tape and circle the description words in part 1．Listen again check the answersRead and Write thenew words．Guessing.listen and circle.PicturesRecorderStep 4Listening 5’Listen to the tape twice and fill in the chart．Listen again, check the answers.Listen to the tape twice and fill in the chart.RecorderStep 5Pair work 7’SB,P10, Part3First, get the students to read the dialogue, then in pairs.Finally, talk about some other animals the student, know．Practise the dialogue．Step 6Summary 2’Summarize the important words and language points with the class.PicturesStep 7Test 3’See exercise design.Step 8Homework1．Learn the new words by heart．2. Make up a dialogue with the word learnt is this lesson.本课小结：本节学习了4个形容词和两个句型，学生通过本节课的学习基本能用所学知识描述和表达个人喜欢的动物。
unit3whydoyoulikekoalabears教案5人教新目标七年级下
Unit 3 Why do you like koalas?一．Teaching aims:animals：tiger elephant koala dolphin panda lion penguin giraffe Some adjectives about character：cute smart shy ugly clever beautiful friendly quiet lazycountries：Africa Japan Australiaothers：grass leaf meat sleep relax kind of二．Topic: Animals in a zoo三、Teaching guide:nguage goals: Talk about animals2.Functions: 1.Describe animals 2.Express preferences3.Target languages:Why do you like koalas?Why does she / he like koalas?Because they are cute.Where is/are …from ?It’s/They’re from….What animals do you like ?What other animals do you like4.Learning strategies:active, cooperation, studyUsing what you know Inferring content5.Recycling:small, quiet, scary, interesting, very, Australia, China,He is from…She is five years old.6.Emotion:1.Train the students to protect animals consciously.2.Love nature, parents, friends and life more。
UnitWhydoyoulikekoalas教案(00001)
Unit 3 Why do you like koalas?一．T eaching aims:animals：tiger elephant koala dolphin panda lion penguin giraffeSome adjectives about character：cute smart shy ugly clever beautiful friendly quiet lazycountries：Africa Japan Australiaothers：grass leaf meat sleep relax kind of二．Topic: Animals in a zoo三、Teaching guide:nguage goals: Talk about animals2.Functions:1.Describe animals 2.Express preferences3.Target languages:Why do you like koalas?Why does she / he like koalas?Because they are cute.Where is/are …from ?It’s/They’re from….What animals do you like ?What other animals do you like4.Learning strategies:active, cooperation, studyUsing what you know Inferring content5.Recycling:small, quiet, scary, interesting, very, Australia, China,He is from…She is five years old.6.Emotion:1.Train the students to protect animals consciously.2.Love nature, parents, friends and life more。
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Unit3《Whydoyoulikekoalabears》教案教学设计汇编（人教新目标初一下）unit3教案2doc初中英语PERIOD ONELanguage Goal1.VOCABULARYanimal, koala，tiger，elephant，dolphin，panda，lion, penguin，giraffe, zoo, map, first, cute, fun, smart, kind2.SENTENCESLet’s see the lions.Why do you want to see the lions?Because they are cute.3.Describe animals. Express preferences and the reasons. Know something about theanimals in the world.Teaching Important & difficult pointse English to describe animals.e the language to express preferences and give reasons.Teaching AidsMultimediaTeaching ProcedureStep One Warm-up1.Greeting: Ask students some questions about their favorite things and reasons.2.Brainstorm: Ask students to write down as many words about animals as they can.Step Two PresentationShow a map of zoo and some pictures of animals. Then ask the Ss some questions about them.--Do you like…? --Yes. / No.--Why do/don’t you like…?--Because they are…Step Three MatchMatch some words with the animals in some pictures.Step Four Listening1. Ask students to listen to a conversation and write the animals they hear. Then draw a linefrom the animals to the description words (match the animals and the description words).2. Ask students to listen again and complete a conversation with the words in a box.Step Five Pair work.Show a map of a zoo and ask the Ss to talk about it by using the following conversation:A: Let’s see the ...B: Why do you want to see th e …?A: Because they’re ...B: What does Maria like?B: She likes ...A: Why does she like the …?B: Because they are...Step Six ReadingAsk Ss to read a passage about animals and answer some questions.Step Seven SummarySome words about animals and some sentences.Step Eight HomeworkWrite a passage about their family members’ favorite animals and give reasons.板书设计Unit 3 Why do you like koalas?1. Why do you like pandas?Because they're very cute.2. Why does he like koalas?Because they're kind of interesting.TEACHING PLAN FOR UNIT ThreePERIOD TWOLanguage Goal1.VOCABULARYAustralia, South Africa, bingo.2.SENTENCESWhere are you /they from?Where is he /she/it from?3.Revise the knowledge of the last class.4.Know something about friends/parents.Teaching Important & difficult points1. The revision.2. Use the language freely.Teaching AidsMultimediaTeaching ProcedureStep One Warming up1.Revision.2.Guessing game: Show some pictures with something covering part of them. Then ask Ssto guess what kind of animals they are.Step Two Presentation1. Show a world map and ask Ss to name the countries they know.2. Introduce new words and new sentences by asking students some questions about animals.E.g. Do you like…?Why do you like…?--Where are …from?--They are from…Step Three.Oral practice1. Show some pictures of animals and ask Ss to practice the two questions.--Where are …from?--They are from…2. Show a world map and some pictures of animals. Then ask students to put the animals in the map.Step Four Pair workShow some pictures of animals and let the Ss make conversations about animals according to the example.A: Let’s see the…(animals)B: Why do you like… (animals)?A: Because they’re…(description word)B: Where are… (animals) from?… (animals) are from …(place)Step Five PracticeFinish Section A 3a in student’s book..1. Point to and say the names of the three countries on the maps and ask students to repeat.2. Point to the three animals and ask a student to name them.3. Ask Ss to draw a line between each animal and the country it comes from.4. Correct the answers..Step Six Game: Bingo1. Show twelve words and ask students to write nine of the worlds in a squares.2. Demonstrate how to play the game.3. Play the recording. Ss listen and cross out the words the hear. Say Bingo when they get a row of Xs. The first person to get a row of Xs in any direction is the winner.Step Seven Summary. Some words about animals and some sentences.Step Eight HomeworkTEACHING PLAN FOR UNIT ThreePERIOD THREELanguage Goal1.VOCABULARYugly friendly shy clever2.SENTENCESWhat animals do you like?What other animals do you like?I like elephants.Because they are friendly.Teaching Important & difficult points1. The new description words．2. Use the language to describe the animals freely．Teaching AidsMultimediaTeaching ProcedureStep One Warm up1. Greetings.2. Duty report.Step Two Presentation1.Ask students to introduce their favorite animals.2.Ask them some questions and present some pictures to introduce the new words.--Why do you like…?--Because they are …Step Three Match1. Show some pictures of animals and ask Ss to say the name of each one.2. Show eight adjectives and ask Ss to read.3. Match the description words with the animals.4. Correct the answers.Step Four Guessing gameGuess the words with the whole class.Step Five Listening1. Listen to the tape and circle the description words in Section B part 1．Then listen again and check the answers.2. Listen to the tape twice and fill in the chart(write down the description words that the two people describe elephants and pandas)．Listen again, check the answers.Step Six Pair work.Talk about the animals you know.A：What animals do you like？B: I like elephants. They are cute.A: What other animals do you like?B: I like dogs, too.A: Why?B: Because they’re friendly and clever.Step Seven Survey1. Make a survey and make a report. Ask the group members their favorite animals and the reasons.2. Some students report their results..NamesFavorite animalsWhyStep Eight SummaryHelp students to sum up the lesson.Step Nine Homework1．Learn the new words by heart．2. Make up a dialogue with the word learnt is this lesson.板书设计Unit 3 Why do you like koalas?ugly dog What (other)animals do you like?clever I like dolphins.friendly Why do you like them?shy Because they’re cute.TEACHING PLAN FOR UNIT ThreePERIOD FOURLanguage Goal1. VOCABULARYgrass, sleep, during, at night, leaf, him, give, guess, meat, relax, lazy3.SENTENCESWhere are … from?They are from …4.How to describe an animal.Teaching Important & difficult points1. The new description words．2. Describe the animals freely.Teaching AidsMultimediaTeaching ProcedureStep One Warm up1. Greetings.2. Duty report.3. Revise the names of the animals and the phrases learnt before．Step Two Presentation1. Ask Ss: Where are pandas/ elephants/ koalas/… from?What do pandas/ elephants/ koalas/… like to do?2. Present how to describe a kind of animal.Step Three Reading1.Read some descriptions. Match them with some animals and answer some questions.2. Correct the answers.Step Four Practice: Section B 3b1. Get the Ss to fill in the blanks with the words in the box in pairs.2. Then check the answers.Step Five Group work: Can you guess the animal?Ask Ss to get into groups of four and exchange the description with other students.Step Six Writing1. Ask Ss to write a description like the one in 3b. They can use some of the same words. Write about any animal they like.2. Ask students to share their writing with others in the class.3. Get several students to read their descriptions for the class．Step Seven Summary. Summarize the important words and language points with the class.Step Eight HomeworkPractice describing animals．。