Module4Unit11inthezooTeachingplanTasksinthisunitBeginaninteractionbyintroducingthenamesofanimalsBeginaninteractionbyguessingthenamesoftheanimalsLanguagefocus:Usingnounstoidentifyanimals.e.g.bear,panda,tiger,monkeyUsingadjectivestodescribeanimalse.g.It’sfat.Askyes/noquestionstoelicitsimpleresponsese.g.Isthis/thatabear?Usingformulaicexpressionstoconfirmordeny.e.g.Yes./No.It’sapanda.Teachingplanforthe1stperiodofUnitelevenBook1AModule4Unit2Period1Aims:Words:bear,tiger,monkey,pandaStructures:Whatisthis/that?Itisa…Itis…Languagefocus:Usingnounstoidentifyanimalse.g.bearUsingadjectivestodescribethingse.g.Itisfat.Materials:Student’sbook1A,page42,45Aids:wordcards,CDTeachingdate:PROCEDURESCONTENTSMETHODSPURPOSEPre-taskAnimalsofzoo1.Listentothesong‘Inthezoo’.Thenask:Whatcanyouseeinthezoo?歌曲激发学生兴趣。While-task1.Whatisthat?Itisabear.Itisfat.Itisamonkey.Itisthin.Itisatiger.Itisbig.Itisapanda.Itislovely.2.Saytherhyme3.Practice4.Workbookpage42partA1.Showthepictureofatiger/monkey….e.g.T:Look,Whatisthat?S1:Itisabear.T:Yes,itisabear.Itisfat.Show:Itisabear.Itisfat.Followtheteacher.2.Havethestudentssaytherhyme.e.g.What’sthis?What’sthis?It’sabear.Itisfat.What’sthat?What’sthat?Itisamonkey.Itisthin.Thebearandthemonkey.Themonkeyandthebear.Icansee..3.Showthestudentssomepicturesoftheanimals.Havethemaskandanswerinturn.e.g.通过图片，引出单词和形容词。儿歌让学生在欢快中记忆单词。这一活动考验学生掌握知识的熟练程度。形容词作定语的练习。S1:Whatisthis?S2:Itisapanda.Itisfat.What’sthat?S3:Itisatiger.Itisbig.Whatisthis?S4:…4.S1:Whatisthat?S2:Itisapanda.Itisfat(lovely).S1:Yes,itisafat(lovely)panda.Post-task1.Makeashortdialogue.2.introducetheanimaltheylikeingroup.1.S1:Whatisthis?S2:(Showthepictureofananimaltohimorher)Itisapanda.Itisblackandwhite.2.S:Look!Thisisamonkey.Itisthin.Itislovely.Itcan…语言的拓展，培养学生语言运用能力。Assignment:随笔:由于学生的词汇量非常有限,因此原本打算让学生在描写动物时能用不同的形容词,但是由于没有基础,因此诸如strong,lovely,clever,等单词，虽然上课时进行了教学，但学生的掌握较差，当堂还有些反馈，但是第二天，反馈效果较差。Teachingplanforthe2ndperiodofUnitelevenBook1AModule4UnitelevenPeriod2Aims:Words:Structures:Isthis/that…?Yes./No.Languagefocus:Askingyes/noquestionstoobtainsimpleresponsese.g.Isthisabear?Usingformulaicexpressionstoconfirmordenye.g.Yes./No.Itisapanda.Materials:Student’sbook1A,p43,44,45Aids:wordcards,CDTeachingdate:PROCEDURESCONTENTSMETHODSPURPOSEPre-taskReviewthewords1.Readthewordcards.2.Lookandsay:Look!Thisisamonkey.Itisthin.Itislovely.Itcan…复习单词，训练语言。While-taskIsthis/thata…?Yes,itisa….No.itisa…1.e.g.Showapictureofapanda:Whatisthis?Isthisapanda?Yes,itisapanda.1)Showthesentence:Yes,itisapanda.(Repeataftertheteacher)Showsomepictures,askandanswerwiththestudents.2)Showapicture.Canyouaskme?Elicit:Isthisapanda?Showthesentenceonthe通过图片和对话引出句型。操练肯定回答。熟练语言。操练否定回答。board.Showsomepicturesandaskthequestions.Askandanswerinpairs.2.1)elicittheanswer:No,itisa…T:(Showapictureofapanda)Isthisamonkey?No,itisapanda.2)Showsomepictures,askandanswer.3)Practicesinpairs.Post-taskMorepractice1.Workbookpage43.2.Pairwork:e.g.S1:Isthisapanda?S2:Yes,itisapanda.S1:Isthisamonkey?S2:No.S1:Whatisthis?S2：Itisatiger.3.e.g.S1:What’sthis?S2:Isthisamonkey？S1:Yes.Look!Itisthin.S2:Oh,itisathinmonkey.综合操练，培养学生的整体语言能力和灵活运用语言的能力。Assignment:随笔：学生的语言能力较弱，因此句型Isthis/that…?学生不能一下子就上口，需要较多的时间进行机械训练。
