Unit5《Fun with English》优秀教案

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Title Welcome to the unit
Teaching objectives:
1. To introduce common names of birds
2. To revise characteristics and appearance in the context of birds
3. To exchange information about birds
4. To practice speaking, listening, reading and writing
Teaching difficulties:
1. New words and phrases
2. How to describe the characteristic and appearance of birds
3. To exchange information about birds
4. Speaking and writing
Teaching methods: Guessing game, Group work, Discussion
Teaching assistance： Tape, Tape-recorder,
Teaching procedure:
Step1. Daily report
Ask one students to give us daily report. It is about a puzzle of a kind of animal. ( elephant / starfish)
Step2. Revision
Ask students to say something about the parrot by using the phrases given on the screen. ( Appearance, Ability, Character, Food, )
Step3. Presentation
T: We have learned many kinds of animals on land. For example: wolf, fox, bear, panda and so on. Are there any animals that can fly in the sky?
Ss: Birds.
T: Good. There are many kinds of birds in the world. Do you know them? For example: Parrot.
Ss: crane, swan, sparrow
T: Let’s enjoy some pictures.
T: Can you tell me what the name of the bird is?
Can you describe it?
New words and phrases: crane, seagull (long-winged, web-footed), sparrow, swallow (long pointed wings, forked tail), swan (thin), golden eagle (brownish, broad wings, hooked beak)
Ask students to read these new words and phrases after me for three times.
Step4. Pair work
Ask students to use the phrases to say something about the birds we have learned just now. They can work in pairs. They also can think out more about these birds. For example: What do they eat? Where do they live? Invite several students to say something about them.
Step5. Making up new dialogue
T: We have learned many kinds of birds. Can you tell me which bird you like best and which one do you like least?
T: Which bird do you like best?
S1: I like the parrot best.
T: Why?
S1: Because it has colourful feathers.
T: Which bird do you like lease?
S1: I like sparrow least.
T: why?
S1: Because it isn’t beautiful.
Have students work in pairs and make up a new dialogue. Invite several pairs to show us their dialogues.
Step6. Guessing Game
Have students try to describe one of their favourite birds and let the other students guess.
For example : They are very beautiful. They have white feathers and long thin necks. (swan)
Step7. Listening
T: There are many kinds of birds in the world. Do you want to know more?
Ss: Yes.
T: So we can go birdwatching. Today Hobo and Eddie also want to go birdwatching.
Now let’s listen to their conversation. While you are listening, you should think about these three questions.
1. Does Eddie really know what birdwatching means?
2. Where does he think is the best place to watch birds?
3. What can he see in that place?
Answer: 1. No, he doesn’t.
2. At the market.
3. Beijing Ducks and roast chickens.
Step8. Reading
Have students read after the tape. They can practise reading with their deskmates.
Step9. Interview
T: Many people like going birdwatching. We call them birdwatchers. Birdwatchers know a lot about birds. Suppose one of you is the birdwatcher. The other students are reporters and they want to know more about birds. Please think out as many questions as possible to ask the birdwatcher. One star for one good question. There are four groups in class. Group 1,2,3,4
For example: Is it interesting to go birdwatching?
Can you tell me more about the seagull?
What’s your favourite kind of birds?
Homework:
1. Read and recite the new words and phrases
2. Write an article about one of your favourite birds.
Unit5 Birdwatcher
Title Reading
Teaching objectives:
1. To infer general meaning from title and context
2. To guess the meanings of new words from context
3. To revise and expand vocabulary in the context of wildlife and conservation
Teaching difficulties: 1. The understanding of the whole article.
2. To guess the meanings of new words from context.
Teaching methods:
Teaching assistance Tape, Tape-recorder
Teaching procedure:
Step1. Daily report
Ask one of the students to introduce one kind of birds.
Step2. Revision
1. Have several pairs of students to act out the dialogue between Eddie and Hobo.
2. Have students to say something about the birds we have learned yesterday.
Step3. Presentation
T: We know many animals are in danger. For example: Giant panda.
Do you remember they have three problems?
Ss: Yes.
S1: If hunters catch a giant panda, they will kill it for its fur.
S2: If farmers cut down trees and forests, giant pandas will have nowhere to live.
S3: If people find baby pandas alone, they will often take them away.
T: Wonderful. Are there any birds that are in danger?
Ss: Yes. Red-crowned cranes.
T: Since they are in danger. What can we do for them?
Ss: We can build reserves.
T: There is a special place in Heilongjiang in north-east China. Do you know it?
Ss: It’s Zhalong.
T: Good. Today we will learn something about Zhalong.
Step4. Skimming
Ask students to skim the text quickly, focusing on the new words and try to explain them by using PartB1 on page 74. Later ask them to write down the new words on the blackboard. Students can act as little teachers. If they know how to read the new word and the English meaning of them, they can teach the other students.
Step5.Scanning
Have students to scan the article with the following questions.
1. Is Zhalong a nature reserve in Chian?
2. Why is it a great place for wildlife?
3. What kind of place is it?
4. Do all birds live there all year round?
5. Are there a lot of red-crowned cranes in other parts of the world?
6. Why are these birds in danger?
7. What does Zhalong need?
8. Why does the writer write this article?
After the students look through the whole article, have them answer these questions.
Step6. Reading

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Ask students to read the text after the tape. Give them 2 minutes to practise reading with their deskmates. Invite several students to read one paragraph by one paragraph.
Step7. Write captions
Have students write captions in groups of four students.
Paragraph1: An ideal home of a lot of plants, fishes and birds
Paragraph2: Natural homes for red-crowned cranes and visiting birds.
Paragraph3: Don’t use wetlands for farms and building.
Paragraph4: More and more birds are in danger.
Paragraph5: Making records of birds in Zhalong.
Paragaph6: Zhalong needs help.
Step8. Homework
1. Read the article fluently
2. Finish the exercise from P74-P75.
Title Vocabulary
Teaching objectives:
1. To develop an understanding of prefixs
2. To use adjectives in the context by applying prefixes to indicate negative meaning .
3. To expand vocabulary by adding prefixes to adjectives.
Teaching difficulties:
1. New words and phrases
2. How to use adjectives by applying prefixes to indicate negative meaning
Teaching methods: Guessing game, Group work,
Teaching assistance： Tape, Tape-recorder,
Teaching procedure:
Step1. Daily report
Ask one students to give us daily report. It is about a puzzle of a kind of animal. ( elephant / starfish)
Step2. Revision
Ask students to say something about Zhalong nature reserve.
Step3. Presentation
1. Elicit some adjectives with negative meaning ,e.g. untidy ,unhappy, incorrect, irregular, impossible , display the words on the screen and underline the prefixes.
Explain that these prefixes change the meaning of an adjective from positive to negative .Explain that learning prefixes is a very useful strategy and increases one’s vocabulary base .Students will be able to recognize the meanings of words more easily once they know the meanings of prefixes.
2. Before starting on Part A ,revise the meanings of all the positive adjectives .Ask more able students to use the words to make sentences to check comprehension ,e. g. ,Birds are important to use .It is very necessary to protect birds.
3. Alternatively ,divide the class into groups .Ask each group to write sentences using three positive adjectives .Write the sentences on the board and invite the rest of the class to copy them in their notebooks.
4. Explain the context of Part B .For weaker students ,go through the incomplete sentences and revise difficult words ,e.g., protected ,hunt, birdwatching, litter and wetlands.
5.In pairs, students select suitable adjectives from Part A. Then ask each pair to compare answers with another pair ..Check answers with the class as a whole .Ask students to read the sentences alouds.
Extension activities
1. For weaker classes,write some adjectives on the board and ask students to change their meanings by adding the correct prefixes .You can use the adjectives in Part A and the additional words below:
(im-)polite
(in-)famous
(un-)clean clear easy fit helpful kind lucky pleasant popular safe sure tidy tiring usual
Check understanding of the negative meaning of the adjectives by asking students
to make sentences of their own, e.g., Simon didn’t know that climbing the rock was dangerous..(He didn’t know that climbing the rock was unsafe .)A bus often comes every 10 minutes,15 minutes or 20 minutes.(The timetable is quite irregular .)etc
2. For stronger classes, write the prefixes in columns on the board.Ask students to find more negative adjectives in the units studied so far of in any other books and magazines ,and write them in the correct column.
Game
Prepare a list of adjectives with positive and negative meanings .Read the adjectives one at a time. Every time students hear a negative adjective has a positive meaning, students should remain seated and keep silent.
Ask students to read these new words and phrases after me for three times.
Step4. Pair work
Ask students to use the phrases to say something about the birds we have learned just now. They can work in pairs. They also can think out more about these birds. For example: What do they eat? Where do they live? Invite several students to say something about them.
Step5. Making up new dialogue
T: We have learned many kinds of birds. Can you tell me which bird you like best and which one do you like least?
T: Which bird do you like best?
S1: I like the parrot best.
T: Why?
S1: Because it has colourful feathers.
T: Which bird do you like lease?
S1: I like sparrow least.
T: why?
S1: Because it isn’t beautiful.
Have students work in pairs and make up a new dialogue. Invite several pairs to show us their dialogues.
Step6. Guessing Game
Have students try to describe one of their favourite birds and let the other students guess.
For example : They are very beautiful. They have white feathers and long thin necks. (swan)
Step7. Listening
T: There are many kinds of birds in the world. Do you want to know more?
Ss: Yes.
T: So we can go birdwatching. Today Hobo and Eddie also want to go birdwatching.
Now let’s listen to their conversation. While you are listening, you should think about these three questions.
Does Eddie really know what birdwatching means?
Where does he think is the best place to watch birds?
What can he see in that place?
Answer: 1. No, he doesn’t.
2. At the market.
3. Beijing Ducks and roast chickens.
Step8. Reading
Have students read after the tape. They can practise reading with their deskmates.
Step9. Interview
T: Many people like going birdwatching. We call them birdwatchers. Birdwatchers know a lot about birds. Suppose one of you is the birdwatcher. The other students are reporters and they want to know more about birds. Please think out as many questions as possible to ask the birdwatcher. One star for one good question. There are four groups in class. Group 1,2,3,4
For example: Is it interesting to go birdwatching?
Can you tell me more about the seagull?
What’s your favourite kind of birds?
Homework:
1.Read and recite the new words and phrases
2.Write an article about one of your favourite birds.