资源描述
Period 3 Vocabulary and listening
Target language 目标语言
Words and expressions重点词汇和短语
spider, mouse, hamster, turtle, child
Ability goals 能力目标
Enable Ss to learn about some pets, and to make comments on them.
Learning ability goals 学能目标
Help Ss learn how to make comments on pets.
Teaching important and difficult points 教学重难点
Make comments on pets.
Teaching aids 教具准备
Pictures, tape recording.
Teaching procedures and ways 教学过程与方式
Step I Revision
T: Let’s have a review of the words we’ve learned in this unit. What words do we use to describe gifts?
Ss: expensive, cheap, interesting, boring, special, creative, personal.
Write the words they will use in the following activity on the Bb.
T: Well done. Yesterday I asked you to finish Self check 1. Have you done that?
Correct the answers.
T: Can you make your own sentences with these words?
Then call some Ss to read their sentences.
Sample sentences:
1. I want a computer. But my mom says it is too expensive.
2. My little cousin’s birthday is coming. I’m going to send a special gift to make her happy.
3. Though it’s very cheap, I like it very much.
4. Harry Potter is so interesting that most kids want to watch it.
5. I want to sleep when I learn history. It’s so boring.
Step II Presentation of new vocabulary
T: Have you ever received a pet as a gift?
S: Yes, I have received a pet dog.
T: I’ve got some pictures of pet animals here, look at them. Do you like them?
Show the pictures one by one.
dog horse cat hamster
rabbit lizard turtle goldfish
parrot spider snake mouse
Read some new words for the Ss to follow.
T: Do you keep pets in your house? What pets do you keep?
S: Yes. I keep a pet dog in my house.
T: Is it good to keep a pet dog?
S: Yes, I think so. It can make you happy. But sometimes it’s too noisy. And it makes the room dirty.
T: What about keeping a snake as a pet? Is it good pet or bad pet?
S: I think it’s very dangerous. So it’s bad pet.
Step III Practice (1a, 1b, P63)
Enable Ss to know about some pet animals and make comment on them.
T: Now look at the picture in 1a on page 63. There are some animals in it. What are they?
Ss read the names of the animals.
T: Okay. Which of these animals would be good pets? Which would be bad pets? Write them in the diagram. If you don’t know it’s good or bad, you can write it in the “not sure” part.
Check the answers.
T: What pets do you have? What’s the most popular pet? What’s the most unusual pet? Write them down and tell us.
After one minute.
T: Finished? Then tell us like this.
Call two Ss to read the sample sentences.
T: Who can say your answers? Volunteers?
S1: Dogs are the most popular pets.
S2: Birds are the most popular pets.
S3: Spiders and lizards are the most unusual pets.
Step IV Listening (2a, 2b, P63)
In this step, Ss will do some listening practice with the target language.
T: Let’s listen to some girls talking about pets. What are they talking about? There is a list of the pets. Read them please.
Ss read the words together.
T: Listen and number the pets in the order you hear them. Write the numbers on the lines in the chart. Number 1 is goldfish.
Play the recording.
Check the answers.
T: These girls made some comments on these pets. Read the comments in the chart please.
Ss read the comments.
T: Listen to the recording again and draw lines to match the pets with the comments.
Play the recording.
Correct the answers.
Step V Groupwork
T: Suppose you are in an animal market. You are going to buy an animal to keep it as a pet in your house. Make a conversation to talk about the animals and then decide what you will keep.
Sample conversation:
A: What kind of pet do you want to keep?
B: How about a dog? Dogs are easy to take care of.
C: They’re not special. How about a turtle? They’re interesting.
A: Turtle? They’re boring. Why don’t we keep a snake?
B: Wow! Snakes are too scary!
C: Let’s get a nice pet like a cat.
A: I don’t like cats. They’re sometimes so noisy.
B: Well then, how about a goldfish? Fish make great pets.
C: Yeah. But I hate cleaning the fishbowl.
A: Hey, that hamster over there looks nice. He seems funny and cute.
B: Yes, he’s perfect.
C: Let’s get him.
Step VI Pairwork (2c, P63)
This activity provides another oral practice with the target language.
T: Now suppose you will send a pet as a gift to these people: a 6-year-old child, an 80-year-old grandmother, and a 16-year-old boy. What do you think is the best pet for them? Why? Fill in the chart and then talk about your own choices like this.
Call a pair of Ss to read the sample conversation. Then call some pairs to say their conversations.
Sample conversation 1:
A: I think a dog is a good pet for a 6-year-old child.
B: Really? I don’t agree. Dogs are too difficult to take care of.
A: How about a goldfish?
B: Sounds good. They’re easy to take care of.
Sample conversation 2:
A: I think a turtle is a good pet for an 80-year-old grandmother.
B: I don’t think so. Turtles are too quiet.
A: How about a parrot?
B: Sounds interesting. She won’t feel lonely with a parrot.
Step VII Homework
T: Is it good to keep pets in a house? Find some information about keeping pets in a house and get ready for a debate. You can read some books or ask your parents for advice.
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