3. Show some group of words and ask the students to circle the word which does not belong to its group, then explain why.

2. Tongue twister. Pay attention to the difference between /iз/ and /eз/.

1.Revise the names of the animals, adding up some new words.

5. Make a poster of their favourite animal. Improve the students’ writing ability.

Affection and attitudes: We should love and protect animals.

Teaching Aids: Multi-Media (or Tape recorder, OHP)

Teaching Procedures:

Step 1　 Vocabulary revision

4. Talk about their favourite animals. Improve the students’ speaking ability.

3. Pay attention to the different sound between / iз/ and /eз/

2. Get some information about animals in the world.

1.To summarize and consolidate the language covered in this module.

第二课时：vocabulary, reading and writing

Teaching Aims and Demands:

1. Language Knowledge

Key  vocabulary: Australia, Australian, European, Asia, Africa, African,America,American,Oceania,Oceanian,desert,forest,jungle, grass,grassland,India,leaf,leaves　　　　

　　 Key structure: 1) Does the camel eat fruit? Yes, it does./No, it doesn’t.　 　　　　　　　　　

2)　 Is the camel African? Yes, it is./No, it isn’t.

2. Reading skill: Get more information about the animals through reading. Improve the students’ reading ability.

3. Writing skill: Write down the information about the animals. Improve the students’ reading ability.

Teaching Aids: Multi-Media (or Tape recorder, OHP)

Teaching Procedures:

Step 1　 Revision and Leading in

1. Say in the last lesson we have been to Beijing Zoo. Can you describe the animals and let the others guess what animals they are. Play a game: You describe, I guess.

设计意图：复习不是简单的机械重复，利用“你描述，我猜测”的游戏，把动物词汇的复习放在语言的运用中，而不是把它单纯的作为一项词汇来复习，培养学生的学习兴趣和自我把握语言功能的能力。

Step 2　 New words learning

1. Ask the students where the animals live and lead to learn the places where the animals live: forest, grassland, desert and jungle

2. Show the animals’ living places and learn the new words: desert, forest, grassland and jungle.

eg. T: Where does the camel live?　　　　　 　　Ss: It lives in the desert.

　 2. Then show the places where the animals come: Europe, Africa, Asia, Oceania, North America and South America. Help the Students to say like this: The desert is in Africa. The camel lives in the desert.

3. Show the pictures of animals and get the students to practise in pairs.

　　 eg. The panda comes from China. It’s Chinese.

4. Finish off Activity2 and Activity3

设计意图：教学中重视利用有效的情景来激活学生的学习心智，如：兴趣、态度、情绪等。将多媒体教学手段适时适宜地运用到课堂上教学中。

Step 3　 Listening and reading

1. Listen and answer the following question: How many animals are mentioned in the passage?

2. Skim the passage in Activity 4 and finish some exercises.(见课件)

3. Read the passage more carefully and choose the correct answers in Activity 4.

4. Fill in the blanks according what you read.

5. Read aloud the whole class.

设计意图：听读两方面入手，由易到难，层层推进，重视对学生学习能力和技巧的培养。

Step 4　 Practice

1. Talk about your favourite animal in pairs.

1) What’s your favourite animal?

2) Where does it come from?　 It comes from…

3) Where does it live?　　 　　It lives..(in the forest, water, at home…)

4) What does it often eat?　　　 It often eats…

5) What does it like doing?　　 It likes…

　(climbing trees, jumping, swimming, running, sleeping, eating

　　　 food…)

设计意图：设计意图：设计的任务要求学生通过个人思考并以两人小组合作的方式来完成。力求培养他们乐于与他人合作的精神。也为下文的笔头输出作了准备。

Step 5　 Interviewing and reporting

1.Interview some of your friends, ask him/ her what his /her favourite animal is and write down the information about the animal in the form.

Language support: 1) What’s your favourite animal?

　 2) Where does it come from?　　　　　　 3) Where does it live?

4) What does it often eat?　　　　　　　 5) What does it like doing? (climbing trees, jumping, swimming, running, sleeping, eating food…)

2. Ask some of the students to make a report in front of the class.

设计意图：贯彻以话题为纲，以任务为主线，以合作交际为方式，培养学生用英语交流信息，获取信息和处理信息的能力。在较为真实地运用中，学会使用语言。即引导学生在用中学。

Step 6　 A　 game

　1. Suppose the teacher’s favourite animal is an antelope. Get the students ask questions and guess what their English teacher’s favourite animal is.

2. When they know the answer, the teacher show them the picture and let them discuss :

1) Can we see these lovely　 animals in the future if we don’t protect(保护)them?

2) What’s your idea after you see the pictures?

Help them to say: There is only one earth　 (地球) in the　 world. Animals are our friends. We should (应该) protect(保护) them.

设计意图：联系学生生活实际，引导学生关注生活环境。适当渗透情感教育，教育学生保护环境、爱护动物、珍惜动物，使我们的家园更美丽和谐。

Step 7 　Doing exercises

1. Fill in the blanks.(见课件)

2. Complete the sentences.

3. Choose the proper words and complete the passage about my favourite animal.

设计意图：通过适量的练习，起到了巩固强化的作用。也为后续的Homework　 奠定了基础。

Step 8　 Homework

　 Write a short passage about your favourite animal.

设计意图：从听、说过渡到写，由口头输出的流畅性过渡到笔头输出的精确性。

第三课时：Pronunciation and Language in use

Teaching Aims and Demands:

第一课时：Vocabulary, listening and speaking

Teaching Aims and Demands:

1. Language Knowledge

　　 Key vocabulary: trip, zoo, tiger, camel, elephant, lion, giraffe, monkey kangaroo, panda, snake, wolf, polar, guide, thousand, visit, every, animal, zebra, more, Australia, Arctic, Europe, Asia, here, bamboo.

　　 Key structure: Does the panda eat bamboo?　　　　　 Yes, it does.

　　　　　　　　 Does the tiger come from Europe?　　　 No, it doesn’t.

2. Listening skill: To understand conversations about asking and answering questions about animals. Improve the students’ listening ability.

3. Speaking skill: Ask and answer questions about animals. Improve the students’ speaking ability

4．Teaching Aids: Multi-Media (or Tape recorder, OHP)

Teaching Procedures:

Step 1　 Warming up

1. Ss watch a clip of the video about animals: Tom and Jerry.

2. Have a brainstorming: Do you like animals?

　　　　　　　　　　 Which animals do you know?

设计意图：看一段录像引出：Do you like animals? Which animals do you know?通过谈论自己喜欢的动物, 引入今天要学习的新词汇。此步激发了学生对动物的兴趣, 为引入新课做好了铺垫。

Step 2　 New words learning

　 1. Play a guessing game. Show the Ss the pictures of animals one by one, by covering a part of each one. Ask them to guess what it is and try to describe it.

　 eg. 1)T: It’s the king of the forest. It’s scared.

　　　 Ss: It’s a tiger.

　　 2)T: Yes, it’s a panda. Can you describe it?

　　　 Ss: Yes, it’s black and white. It has two black eyes. It looks like a bear.

　 2. Have a memory challenge: Which is missing?

设计意图：根据出示的动物身上一小部分及句子的提示，让学生猜是什么动物，并引导他们用英语描述此动物。可以使学生自己已有的认知水平和实际应用结合起来，这会给他们带来成就感。然后通过记忆游戏：让学生在学完新单词后，记忆哪只动物不见了,既巩固了所学单词，又调动了学生的参与性和主动性，使学习兴奋点持续下去。

Step 3　 Looking and learning

1.Show a picture of a polar bear and a picture of a penguin and ask the Ss:

　 1) What are they?

　 2) Where do they live? Do you know?

2. Then show the picture of the North pole and the South pole. Help the Ss to ask:

　　 Does the　 polar bear live in the North Pole ?　　　 Yes, it does.

　　 Does the penguin live in the North pole?　　　　　 No, it doesn’t.

设计意图：出示两种动物 (polar bear & penguin)与地球的北极 (the north pole)与南极(the south pole)，直观地把两动物的居住地用今天将要学习的语法:一般现在时单数第三人称作主语的一般疑问句引出。比较直观形象，降低了学习难度，拓宽了学生的思维。

　 3. Show a picture of a panda which is eating bamboo. Get the students to work in pairs and have a conversation.

　 eg. Does the panda come from China? /England?

　　　　　　　　　　　 … eat bamboo? /meat?

　　　 Yes, it does./No, it doesn’t.

设计意图：句式练习: Does the panda come from China? –Yes, it does./No, it doesn’t. 此法通过教师给的相关内容，让学生自己动脑去发现重点词汇和句型，然后再灵活运用。为下文的真实交际奠定了基础。

Step 4　 Discussion

　 1. Show a group of animals in America, Australia and Canada. Have the students discuss in pairs.

Does … come/eat…?-Yes.../No…

设计意图：通过一组美国、澳大利亚与加拿大的代表动物问答与讨论,加强练习，适当进行拓展，以丰富学生知识，扩展学生视野。

Step 5　 Listening and reading

　 1.The teacher ask questions to lead to the dialogue in Activity 3.

　　 1) Do you like animals?

　　 2)Where can you find the animals?

　　 3)Which zoo have you been to?

　　 4)Have you been to Beijing Zoo?

2. Show the picture of Beijing Zoo and say Daming and Lingling are visiting the zoo. Listen and answer: What’s the name of the panda?

3. Read through the sentences in Activity 4. Listen again and check the true sentences.

4. Check the answers.

5. Listen and read after the tape.

设计意图：通过四个问题引入听力话题; 听之前先给出一个简单的问题，让学生带着问题去听: What’s the name of the panda?　 听第二遍时，让学生做Activity 4中的判断正误的练习。带有目的去看、去听进一步提高学生听的能力。充足的输入，更有利于学生进行目标语言的输出。

Step 6　 Summing up and acting

　 1. Ask the Ss to find at least two sentences with third person verb endings –s in the dialogue.

　　 eg. 1)The kangaroo comes from Australia.

　　　　 2)The zoo has five thousand animals.

2. Let the students sum up the structure: 主单三人称 + V 单三式

3. Find the present simple questions in the same way: Does + 主单三人称 + V原?

设计意图：先让学生找出课文中关于动词的单数第三人称的用法的两个句子以及两句一般现在时的一般疑问句,让学生自己找规律归纳出两种句式的结构。这一过程中培养了学生独立思考的能力。而且学生自己总结出来的规律就会记牢，不会犯错。

　 4.A competition: Let’s choose and do some exercises

设计意图：针对同学们容易错的地方，以小组竞赛的形式进行专项练习。学生的学习兴趣和积极性被充分调动了起来。以上几步语法学习，主要是让学生自主探究性地学习，把枯燥无味的学语法过程趣味化。

　 5. Free talk. Work in pairs and make up a similar dialogue: Let’s go to the zoo.

设计意图：话题由课文知识向实际生活延伸，体现了语言的语用原则。

Step 7　 Let’s learn

　 1. Show the students some proverbs about animals and ask them about their meanings.

　 1) Love me, love my dog.　　 爱屋及乌

　 　2) When the cat is away, the mice will play.山中无老虎，猴子称霸王

　 3) Beat(打) the dog before the lion.　　 杀一儆百

2.Resources: If you want to know more information about animals,

　 you can surf these internets:

　 北京动物园网： 　

　 中国网上动物园:　

设计意图：扩展一些有关动物的谚语，以增长学生的知识; 介绍两个网站，让学生课后有时间去更多地了解世界各地的动物。这是课内向课外的延伸与拓展。

Step 8　 Homework

　 1. Revise the phrases and grammar in Unit 1.

2. Learn more information about animals on line.

设计意图：让学生学会一切可利用的资源来获取更多的学习信息。学习活动由课堂向课外延伸。