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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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发表于 2010-8-17 21:31:00
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