1、Unit 3 Amazing Animals Lesson 17Class openingFor ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teachers guide.step1: Introduce the concept of pet to the class in both E nglish and Chinese . Can anyone tell you what a pet is? Then ask the class; “ Do you have pets
2、 in your home? Ask students to give the names of peoples homes?”Ask students to give the names of whatever animals they know. Students may refer to the upper part of the page for inspiration . Write the names of the animals on the blackboard.Step2: Have the students read the text silently. Ask if th
3、ey have any questions. Encourage other students to try to answer the questionsSpet3: Note the difference between the words real and imaginary. If you find it difficult to explain the meanings to the class in English, you may do so in Chinese.Spet4: Play the audiotape. Ha ve the class follow the audi
4、otape while looking at the text. After the reading, ask the question:What animal would Brian like to have for pet? Ask individual students questions . The students give natural answers.Does Jenny have a pet?Does Brian have a pet?Where will he keep it at first?Danny will call his duck Donuts, wont he
5、?Where will Brian keep his pet?Why will he need to plant a tree in his room?Step5: Act out the text. Divide the class into groups of three. The three members of each group can choose to character says in the reading. Encourage students to practice reading until they can say their lines without l ook
6、ing at their books. Let the students know that its okay if they cant recite their lines but do encourage them to try!Step6: Come to Project 1. Let the students talk about the pictures.Do any animals live with your family?Whats our favorite animal?Do you have any pets or imaginary pets?Describe your
7、pet or imaginary pet?Begin unit pro ject1. This project can cover two lessons. Students work individually. Instruct students to write a paragraph about a pet they have or would like to have. Have them draw a picture to go with theirparagraph. Students should finish their paragraphs in this lesson.Di
8、vide the class into small groups. Within their groups, students will talk about their paragraphs and pictures.If the project cannot be finished in tone lesson, it can be continued in the next lesson.Class closingThe first reading in the readerThe remaining activities in the activity bookThe next rea
9、ding in the student bookLesson 18Class openingFor ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teachers guide.Step1: Come to “think about It”.Step 2:Have the students read the read ing silently. Ask the students to answer this questionWhy does Mike take Brandy f
10、or a walk every day?Step3: Play the tape or read the readings again, pause after every line, and ask the students to repeat in chorus.(b) in small groups. (c) individually.Step4: Ask individual students questions. Let the students give natural answers.Who is Brandy?What color is it?What did he eat o
11、ne time?What was his father doing?What did they have for supper that night?Where does he ask him to go?What kind of a nimal does Brandy like to play with?Brandy isnt a fierce dog, is it?They had a cat named Amy, didnt they?What do they do with the cat? Why?Step5: If you have time, discuss the readin
12、g with the students. Use as much English as possible. Ask questins to make it easier for students to part icipate. Ask questions such as:What does Mike do to look after his dog?Lots of people in North American have pets. In this way, are people in North America the same as: or different from. Pe opl
13、e in Chi na?Can anyone name a kind of fruit? A kind of clothing? A kind of pet?Step 6: Divide the class into seven groups. Ask each group to choose one of the seven paragraphs of the text and rewrite it in the past tense. Before they get started, tell the class that some sentences cannot be changed
14、form the present tense into the past tense. Ask the students to think about an discuss this point within their groups .Can they think of any examples? Note that the following sentences cannot be changed into the past tense:Im Mike .Dog food is special food for dogs. I cant rememberPets need lots of
15、love. Please also note that the tense used in the fourth paragraph should not be changes! You may need to discuss with the class the reasons why the above sentences should not be changed.Step7: Have a representative from each group read their rewritten paragraph aloud to the class.Class closingThe s
16、econd reading in the readerThe remaining activities in the activity bookThe next reading in the student bookLesson 19Class openingFor ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teachers guide.Step1: Che ck to see if the students have previewed the text as requ
17、ired. Ask three students to read the text aloud. You should be able to tell whether they understand what they are reading from the way that they read aloud.Step2: Play the tape or read the passage. Ask this que stion: Wh y do zoos protect animals?Step3: Play the tape or read the readings again, paus
18、e after every line, and ask the students to repeat (a) chorus,(b) in small groups, (c) individually.Step4: After listening to the audio tape, you may wish to spend little time on the vocabulary. Select one or two words for discussion. For example, the word kind can be used as an adjective. The word
19、open can be used as a verb and an adjective. Can students think of other examples?You may want to compare zoo with school, Remind the students that while we say “go to school”, we usually say “go to the zoo”Step5: Ask individual students questions. The students give natural answers.Questions for the
20、 first reading:What day is today?What do they want to do?What will they need to protect them from the s un?What will they need to take, too?Questions for the second readingWhere did zoos keep all kinds of animals years ago?Is it good for all kinds of animals to live?What do the todays cages look lik
21、e?Zoos protect animals , dont they ?Why?Why should we protect animals wild habitats?What are zoos doing now?Step6: Divide the class into groups of three. Ask each group member to be one of the three roles. First they play out the text by reading aloud the actual lines. Practice until students know t
22、he lines without looking at the text. Ask one or two groups to demonstrate or act out the dialogue in front of the class. If time permits, go on with the role-play. This time, the students can improvise their own lines.Step7: Come to “project 2”Begin unit project2. This project can cover three lesso
23、ns. Instruct students to write a story about a trip to the zoo they have taken or would like to take, the story can be real or imaginary. They should illustrate their stories with in pictures or photographs. Students may continue working on their stories during the next two lessons.Allow students to
24、 continue work ing on their stories. Remind them that they will have one more lesson to complete their stories.Divide the class into small groups . Within the groups, have students take turns presentingtheir stories to each other. If the project cannot be finished in one lesson, it can be continued
25、in the next lesson.Class closingThe third reading in the readerThe remaining activities in the activity bookThe next reading in the student bookLesson 20Class openingFor ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teachers guide.Step1: Check to see if the stude
26、nts have previewed the text as required Ask if they have any questions. Encourage other students to try to answer the quest ions. Have one or two groups of students role-play the speech bubblesStep2: Spend a little time on the vocabulary for this lesson. Do not explain the vocabulary independently f
27、rom the text. Rather, help the class understand the meanings and uses of the vocabulary from the context in which they appear in the song. This will in turn help the cl ass understand t he meaning of the song.Step3: Then have the class read the lyrics aloud as a poem. Since the lines are long, s tud
28、ents need to read the lines well before they are able to sing themStep4: Play t he audiotape. Ask the students to read the lines silently while listening to the audiotape. Play th e audiotape again. This time have the class sing along. Step5: Make sure everybody can sing confidently. If time permits, you may have a volunteer sing alone.Step6: Come to “Lets Do It”Class closingThe remaining activities in the activity bookThe next reading in the student bookDepending on how much time you have, you may wish to end class by singing the song “stand so still”.
