資源簡介

Unit 1　Animal Friends
The theme of this unit is “Animal Friends”．Through a series of activities and tasks，it aims to guide students to recognize and understand different types of animals，cultivate their observation and description skills，and at the same time stimulate their love for animals and raise their awareness of animal protection.By exploring the appearance，habits，living environment of animals，and their relationship with humans，this unit aims to help students establish emotional connections with animals and recognize the importance of animals in the ecosystem.
Unit Content Analysis(單元內容分析）
◆ Vocabulary and Sentence Patterns
Vocabulary：It involves the names of various animals as well as adjectives describing the appearance and habits of animals.
Sentence Patterns：Use “What's your favourite animal？” to ask others about their favourite animals，and “Because…” to explain reasons；use “Where are they from？” to inquire about the origin of animals，and “What can they do？” to ask about the abilities of animals.
◆ Listening and Speaking
Listening activities include answering questions to dialogues，judging right or wrong，paying attention to the unstressed words after listening to dialogues，etc.，aiming to improve students' listening comprehension and information extraction abilities.
Speaking activities include talking about one's favourite animal，describing the appearance and habits of animals，role playing，etc.，aiming to cultivate students' speaking expression ability and language organization ability.
◆ Reading and Writing
Reading materials include introductions about elephants，aiming to improve students' reading comprehension and information acquisition abilities.
Writing activities include filling in cards about one's favourite animal，writing posts about one's favourite animal，etc.，aiming to cultivate students' writing ability and creativity.
◆ Grammar and Pronunciation
Grammar Focus includes wh questions(use the simple present tense to describe the appearance，habits，and abilities of animals and use “because” to express the reasons)，adjectives and plurals.
Pronunciation exercises include vowel and consonant pronunciation，word stress and sentence stress training，as well as learning of phonetic phenomena such as linking and weak reading.
Key Points 1.Master the animal names and adjectives involved in this unit. 2．Be able to talk about one's favourite animal in English，and describe its appearance，habits，and abilities. 3．Cultivate students' speaking expression ability and language organization ability.
Key Difficulties 1.Learn to use “because” to express the reasons. 2．Learn to accurately describe the appearance，habits，and abilities of animals，and express them in English. 3．Cultivate students' writing ability and creativity by writing posts about one's favourite animal in English.
1．Master the animal names，adjectives，and sentence patterns involved in this unit.
2．Be able to listen to and understand conversations and articles about animals in English.
3．Be able to talk about one's favourite animal in English，describe the appearance，habits，and abilities of animals.
4．Be able to write posts about one's favourite animal in English.
1．Encourage students to learn about typical animals from around the world and stimulate students' love for animals and raise their awareness of animal protection.
2．Guide students to recognize the importance of animals in the ecosystem and think about how to protect them.
Learn to discuss，communicate with others about animals and express one's own views and opinions，make reasonable speculation，and express personal views logically，dialectically and innovatively.
1．Stimulate students' interest in learning English by talking about animals.
2．Learn to collect the information about animals.
3．Through the comprehension and experience of listening，speaking，reading，writing，and other skills or strategies，students can form good learning habits and improve learning efficiency.
Learning Situation Analysis(學情分析）
1．Students may have certain understanding and interest in animals，but their ability to describe animals in English is limited.
2．Students may have difficulty in pronunciation and grammar，and require targeted guidance and training from teachers.
3．Students may lack writing experience，and require guidance on writing skills and methods from teachers.
1．Utilize multimedia resources(such as pictures，videos，etc.) to assist teaching，stimulating students' interest in learning.
2．Adopt situational teaching method and task driven method，allowing students to learn and apply English in real contexts.
3．Encourage students to write more and practise more，and provide writing templates and model essays，guiding students to imitate writing and create.
4．Pay attention to individual differences among students，adopting tiered teaching.
第一課時　Section A【(1a—1d)& Pronunciation 1—3】
第二課時　Section A(2a—2f)
第三課時　Section A(Grammar Focus 3a—3d)
第四課時　Section B(1a—1d)
第五課時　Section B(2a—Reflecting)第一課時　Section A【(1a—1d)& Pronunciation 1—3】
Activity 1 Warming up and revision(感知與注意)
T：Today we are going to learn Unit 1.First，let's look at the title and the picture.What are we going to learn in this unit
Ss：We are going to learn something about animals.
T：Yes，you're right.We are going to learn about different animals and their friends.Look at the picture and share the three questions with me：
Can you name the animals in the photo
What do you know about these animals
Do you know any other special animals in China
設計意圖：通過展示單元標題和圖片，引導學生觀察并思考，激發學生對本單元話題 “動物朋友” 的興趣。
Activity 2 Presentation(獲取與梳理)
T：We are going to learn Section A．Why do you like animals？Write the animals in the box under the pictures.(Show the words and pictures on the screen.)
(Students write the animals under the pictures.)
T：Now，who can tell me which animal you like and why
S1：I like the fox because it looks very smart.
T：Good.The fox is indeed a clever animal.Anyone else
S2：I like the penguin.It's so cute and can swim very well.
T：Penguins are very interesting.Well done!
(Then，play a guessing game.The teacher makes a model first.)
T：It is black and white.It eats the leaves of bamboo.It only lives in China.What's it
S：Is it a panda
T：Yes.
(Ask students to practise in pairs.)
設計意圖：通過圖片識別，幫助學生鞏固動物名稱的詞匯。猜測活動能為學生提供目標語言輸出的機會，培養學生的口頭表達能力，發展他們的思維。
Activity 3 Listening(獲取與梳理)
T：Now，let's work on 1b.Listen to my instructions.Answer the questions.
(Students listen carefully.)
T：Who can tell me where the students are
S1：I think the students are at the zoo.
T：Good！Why do you think they are at the zoo
S2：Because they want to learn about animals.
T：That makes sense.And when should they be back
S3：I didn't hear clearly.
T：It's okay.Let's listen again.(Play the recording again.)
S4：Oh，they should be back before 12 o'clock.
T：Very good!
設計意圖：通過聽力練習，訓練學生獲取關鍵信息的能力，提高學生的聽力理解水平。問題的設置與學生的日常生活相關，增強學生對聽力內容的理解，激發學生的學習興趣。
Activity 4 Listening(獲取與梳理)
T：Now，let's listen to the conversation and circle T for true or F for false on 1c.(Play the recording，asking students to complete the judgment questions.)
(Students listen and circle the answers.)
T：Let's check the answers.For the first one，is it true or false
S1：I think it's true.Three students like monkeys.
T：Very good！Keep going.
設計意圖：進一步提升學生的聽力理解能力，讓學生學會在聽力中判斷信息的正誤。加深學生對對話內容的理解，同時培養學生的細心和邏輯思維能力。
Activity 5 Practice(概括與整合)
T：Now let's work on 1d.Talk about your favourite animal.First，please look at the following example.Now you can start discussing with your partner.
(Students talk with partners.)
S1：My favourite animal is the elephant.It's very big and strong.
S2：I like the tiger.It looks very cool and powerful.
T：Great！Let's hear from some other pairs.
S3：I love the panda because it's so cute and it's a symbol of China.
S4：I like the eagle.It can fly very high and has good eyesight.
T：Excellent！You all have great choices.
設計意圖：讓學生運用所學知識，介紹自己最喜歡的動物，實現從輸入到輸出的轉換，提高學生的口語表達能力。通過與同伴交流，增強學生的合作意識和互動能力，同時讓學生了解不同人的喜好。
Activity 6 Pronunciation(歸納與應用)
T：Let's work on 1.We're going to learn about vowel sounds.Let's listen and repeat.Please pay attention to the sounds.Add one more word to each group.(Play the recording.)
(Students listen and repeat the words，and then add one word to each group.)
T：For example，in the /e / group，we can add “day”．Now，let's check each group.Who has an answer for the / / group
S1：We can add “hat”．
T：Very good！Keep going.
設計意圖：通過聽讀練習，幫助學生歸納元音字母的發音規則，培養學生的語音意識。此外，學生通過添加單詞能加深對發音規則的理解和運用，提高發音準確性。
Activity 7 Be a smart reader(歸納與應用)
T：Let's work on 2.Listen and repeat.Notice the pronunciation of (e)s.(Play the recording.)
(Students listen and repeat，noticing the pronunciation.)
T：Notice how the pronunciation changes in different words.For example，“sharks” ends with /s/ and “lions” ends with /z/.Can you feel the difference
S1：Yes，it's a bit different.
T：Good！Now，let's listen and repeat again.
設計意圖：引導學生注意名詞復數形式中 (e)s的發音規則，提高學生的發音準確性。通過反復聽讀練習，讓學生熟練掌握該發音規則。
Activity 8 Listen and repeat (歸納與應用)
T：Let's work on 3.Listen and repeat.Notice how the unstressed words are pronounced.(Play the recording.)
(Students listen and repeat，noticing the pronunciation of unstressed words.)
T：In the sentence “Let's go and see the monkeys.They're my favourite animals.”，the words “and”“the” and “They're my” are unstressed.Notice how they are pronounced.
S：They are pronounced more quickly and softly.
T：Exactly.Now，let's practise reading the sentences with the correct pronunciation of unstressed words.
設計意圖：幫助學生注意句子中不重讀單詞的發音特點，使學生的口語表達更加自然流暢，培養學生的語感，提高學生的口語水平。
Activity 9 Homework(分層作業)
必做題：Write the names of five animals and describe their appearance in one sentence each.
選做題：Find out three interesting facts about an animal of your choice and write them down in English.
第一課時　Section A【(1a—1d)& Pronunciation 1—3】 Key words：fox，lion，tiger，giraffe，monkey，eagle，wolf，penguin Key sentence patterns： 1．—What's your favourite animal —It's the… 2．—Why do you like…？ —Because they're… Vowel sounds：/e /(e.g.game)，/ /(e.g.cat)，etc. Pronunciation of (e)s：/s/(e.g.sharks)，/z/(e.g.lions)，/ z/(e.g.boxes)
During the teaching process，it is necessary to observe students' reactions and participation degree，and adjust teaching strategies and methods in time.Through the study of this lesson，students should be able to master the names of animals，use adjectives to describe animals，and introduce their favourite animal by sentence patterns.At the same time，it is also important to cultivate students' cultural awareness and consciousness of protecting animals.第四課時　Section B(1a—1d)
Activity 1 Warming up and revision(感知與注意)
T：Good morning，class！Today we are diving into Section B of our lesson，which is titled “How are animals part of our lives？” Before we begin，let's take a quick look at some of the animals we've learned about in previous lessons.Can anyone name a few animals and tell me how they are important to us
S1：Dogs are important because they can be our close friends and protectors.
T：That's a great point！Dogs are indeed very special.How about you
S2：Cats are important too，because they can keep our homes free of pests like mice.
T：Absolutely！Cats have their own unique way of contributing to our lives.Now，let's see how elephants fit into this picture.
設計意圖：這項活動旨在激活學生已有的知識，并讓他們思考動物在我們生活中的作用。同時，它也作為引入新課關于大象的平滑過渡。
Activity 2 Presentation(獲取與梳理)
T：Now let's work on 1a.I want you to work with your partner and share what you know about elephants.You can talk about their looks，habits，and how they interact with humans.
(Students engage in partner discussion.)
T：Alright，let's hear some of your ideas.Who can tell me something interesting about elephants
S：Elephants have very big ears and trunks，and they use their trunks to pick up food and water.
T：That's right！Elephants are also known for their intelligence and social skills.Let's see how Malee describes elephants in her post.
設計意圖：本活動旨在激活學生關于大象的背景知識，同時通過兩人小組方式的微型輸出，提高口頭表達能力。
Activity 3 Practice(概括與整合)
T：Now，it's time to work on 1b.I want you to read Malee's post carefully and choose the best title for it.Remember to underline key information that supports your choice.
T：Alright，who can tell me what title you chose and why
S1：I think the best title is B because the whole post is about Malee's love for elephants.
S2：But I think A is also possible，because it also talks about the characteristics of elephants.
T：You both have good points.But if we look closely，Malee not only describes what elephants are like，but also shows her love for elephants and the importance of elephants in Thailand.So B is a more comprehensive title.
設計意圖：通過讓學生選擇文章標題，考查學生對文章主旨的理解能力，培養學生的閱讀理解和歸納總結能力，同時引導學生深入理解文章內容。
Activity 4 Practice(概括與整合)
T：Now，let's move on to 1c.I want you to read Malee's post again and answer the questions on the board.Use the information you underlined earlier to help you.
T：Alright，let's go over the answers together.When do Thai people celebrate Thai Elephant Day
S1：On 13 March.
T：Correct！What do elephants use to carry things
…
T：Great job，everyone!
設計意圖：通過回答問題，讓學生進一步理解文章細節，鞏固所學知識，提高學生的閱讀理解和信息提取能力，同時增強學生保護動物的意識。
Activity 5 Practice(概括與整合)
T：Now，it's time to work on 1d.Let's complete the mind map on the board with the information from Malee's post.This will help us organize our thoughts and see how everything fits together.
T：Let's start with what elephants are.What can you fill in here
S1：Thailand's national animal and a symbol of good luck.
T：Good！What about what they look like
S2：They are huge，have large ears and long trunks.
T：Right！And what they can do
…
T：Great！Let's take a look at your mind maps.They look great！It's clear that elephants play a very important role in Malee's life and in Thai culture.
設計意圖：引導學生梳理文章內容，構建知識框架，培養學生的歸納總結和邏輯思維能力，幫助學生更好地理解和記憶大象的相關信息。
Activity 6 Homework(分層作業)
必做題：Write about your favourite animal.Use the questions we discussed in 1d to help you.
選做題：Write a short essay about an animal that is important to you and explain why.You can use Malee's post as a model.
第四課時　Section B(1a—1d) Elephants What they are：Thailand's national animal，a symbol of good luck What they look like：huge，large ears，long trunks What they can do：pick up and carry heavy things，play and swim in the water，remember places and other elephants well What they are like：playful，kind，clever How to save them：don't cut down too many trees，don't buy things made of ivory
In this lesson，the teacher aimed to engage students in a meaningful exploration of how animals，especially elephants，are an important part of our lives.Through a variety of activities，including partner discussion，reading comprehension and mind mapping，students were able to deepen their understanding of elephants and their cultural significance.However，in future lessons，the teacher could incorporate more diverse perspectives on animals and their roles in different cultures to broaden students' horizons.Additionally，the teacher could provide more guidance on how to effectively use mind maps as a tool for organizing information.第五課時　Section B(2a—Reflecting)
Activity 1 Warming up and revision(感知與注意)
T：Good morning，everyone！Today we are going to dive deeper into Unit 1：Animal Friends.Before we start，let's do a quick review of what we've learned so far.
T：Can you name some animals we've talked about in previous lessons
S1：I remember we talked about monkeys，lions and tigers.
S2：We also learned about penguins and elephants.
T：Great！Now，let's move on to Section B 2a，which asks “How are animals part of our lives？”
設計意圖：通過復習舊知識，激活學生已有的動物詞匯和相關知識儲備，為新課的學習做好鋪墊。引導學生思考動物與人類生活的關系，激發學生的興趣和好奇心。
Activity 2 Presentation(獲取與梳理)
T：Now，let's work on 2a.You'll need to complete the passage with the words in the box.The passage is about a blind person and his dog.
T：Now，it's your turn.Please complete the passage with the words：close，friendly，big，great，beautiful.
(Students complete the fill in the blank task independently or in small groups.The teacher circulates to provide guidance and corrects errors promptly.After that，the teacher reads the short passage and asks students to follow him or her.Pay attention to the unstressed words.)
設計意圖：通過填空練習，幫助學生鞏固和拓展詞匯，提高語言運用能力。引導學生理解人與動物之間的深厚情感，特別是動物對人類的幫助和陪伴。
Activity 3 Practice(概括與整合)
T：Now，let's move on to 2b.You'll need to write your own post about your favourite animal.Use the questions to help you：What does it look like？What can it do？What is it like？Why do you like it so much
T：Let's start with a brainstorm.Think about your favourite animal and share some ideas with your partner.
(Students discuss in groups and share ideas.)
T：Now，it's time to write your post.Remember to use the questions as a guide and include all the important information.
(Students independently write a post about their favourite animal.The teacher supervises and provides guidance，encouraging students to be creative while paying attention to the accuracy of their language expression.)
設計意圖：通過寫作練習，提高學生的寫作能力和語言組織能力。加深學生對動物的了解和喜愛，培養他們的觀察能力和描述能力。引導學生思考動物與人類的關系，培養他們的環保意識和責任感。
Activity 4 Project(概括與整合)
T：Class，now let's dive into 3a and design a zoo.We'll work in groups.Each group member will take turns to think of an animal，describe it in details，and then we'll guess what animal it is.Write down your guesses in the table.Remember to use the adjectives and descriptions we've learned in this unit to make your descriptions vivid.
S1(Group 1)：It's a big animal with gray fur，a long trunk and big ears.It loves to play in the water and is very clever.It can remember the place with water and food.
S2(Group 1)：I think it's an elephant!
T：Great job，Group 1！You've used good descriptions and guessed correctly.
…
設計意圖：通過小組合作和互動猜謎，學生可以練習溝通技巧并加深對動物特征的了解，強化他們運用形容詞描述動物的能力。
Activity 5 Design your own zoo(描述與闡釋)
T：Now，let's move on to 3b.Based on the animals you've described and guessed in 3a，choose some of them for your zoo design.Think about why you've chosen these animals and what makes them special.Share your reasons with the class.
S1(Group 1)：We've chosen the elephant because it's strong and clever.We think it will attract a lot of visitors.
S2(Group 1)：We've also chosen penguins because they're cute and funny.They can't fly，but they swim really fast.
T：Good choices，Group 1！You've considered both the attractiveness and the unique characteristics of the animals.
…
設計意圖：這個活動鼓勵學生通過為他們設計的動物園選擇動物并證明他們的選擇來鍛煉他們的批判性思維技能。它還加強了他們對動物特征和行為的理解。
Activity 6 Show the design of your own zoo(內化與運用)
T：Now let's work on 3c.Alright，now it's time to put your zoo design on paper.Draw a map of your zoo，including the animals you've chosen and their habitats.Use the expressions in the box to help you describe your zoo.After you've finished，present your zoo to the class，and we'll vote for the best one.
(Group presenting)
S1(Group 1)：Welcome to our zoo！Here you can see the majestic lions lounging in their sunny habitat.These animals are known for their strength and leadership.
S2(Group 1)：Over here，you'll find the clever elephants，who use their trunks to pick up food and play with their young.They're a symbol of good luck in Thailand.
T：Wow，your zoo looks amazing，Group 1！You've done a great job of incorporating both animal descriptions and the zoo layout.
(Voting process)
T：Alright，it's time to vote for your favourite zoo design.Please raise your hand for the group you think has done the best job.
(Class vote.)
T：Congratulations to Group 2！You've received the most votes，and your zoo design is truly impressive.Great job to all the groups for their creative and thoughtful designs.
設計意圖：通過小組合作和互相投票評價，學生練習溝通技巧并加深對動物特征的了解，提高欣賞判斷能力。根據投票選出最佳小組，激發學生的學習興趣，提高學生參與課堂的積極性。
Activity 7 Reflecting(分析與評價)
After group work，encourage students to evaluate their performances in the group.They can describe themselves how well they did just now according to the evaluation scale.For example，I can talk about different animals very well.I can explain what I like or dislike about animals.In this way，I can do well.I can't think of ways to care for animals.I think I need to ask my teacher and classmates for help.
設計意圖：通過量表，學生可以清楚地知道自己在哪些方面做得好，哪些方面存在不足。這樣能幫助學生養成反思習慣，提升思維品質，有利于學習能力和策略的培養。
Activity 8 Homework(分層作業)
必做題：Describe your favourite animal(at least five sentences).
選做題：Please have students write a short essay based on the zoo they designed in today's class，and describe their favourite area of the zoo，including the animals in that area，environmental design，visitor experience，and why this area is particularly attractive to them.
第五課時　Section B(2a—Reflecting) Key words： Animals：fox，lion，tiger，giraffe，monkey，eagle，wolf，penguin Adjectives：clever，funny，strong，huge，playful，kind Key sentence patterns： 1．—What's your favourite animal？　—It's the monkey. 2．—Why do you like monkeys？　—Because they're clever and funny. 3．—Where are penguins from？　—They're from Antarctica. Grammar focus： Introducing reasons：Why，Because… Zoo design： Land animals：lions，giraffes，elephants Water animals：sharks，penguins Sky animals：eagles
The students actively participated in the discussion in class and showed a strong interest in the topic of animals.Through the activity of designing a zoo，the students not only consolidated the vocabulary and sentence patterns learned in class but also exercised their creativity.In the next class，we will share and review the short essays written by students，encouraging them to learn from each other.We will continue to explore more topics and activities related to animals to stimulate students' interest in learning and creativity.第二課時　Section A(2a—2f)
Activity 1 Warming up and revision(感知與注意)
T：Boys and girls，let's review the vowel sounds we learned last class.I'll say a word，and you tell me which vowel sound it has.For example，“game”．What vowel sound is in it
S1：/e /.
T：Very good！Now，how about “cat”？
S2：/ /.
T：Great！This will help us with our pronunciation today.Now，let's look at some pictures of animals.(Show pictures of various animals.) What do you think we are going to talk about today
S3：Maybe we will talk more about different animals and their characteristics.
T：Excellent！Today we will continue to learn about our animal friends.
設計意圖：通過復習上節課元音的發音，鞏固學生的語音知識，為后續聽力和口語練習中的準確發音做準備。展示動物圖片并引導學生猜測本節課話題，激發學生的學習興趣，自然地導入新課內容。
Activity 2 Listening(獲取與梳理)
T：Now let's work on 2a.Listen to the conversation and circle the coloured words you hear.(Play the recording.)
(Students circle the words as they listen.)
T：Now，who can tell me which words you circled
S4：I circled “cute”“lovely”“funny” and “smart”．
T：Very good！Did anyone else circle different words
…
T：Well done！These words are all related to the description of penguins.
設計意圖：通過聽力訓練，培養學生的聽力理解能力，同時加深對動物詞匯的記憶。基于對話文本的討論幫助學生初步了解對話內容，提高學生對關鍵信息的獲取能力。
Activity 3 Reading(獲取與梳理)
T：Now let's work on 2b.Read the conversation and take plete the table about penguins.(Provide a table with headers：Name，Looks，Home，Food，Ability.)
(Students read the conversation and fill in the table.)
T：Can you tell me what penguins look like？Where do they live？What do they eat？What abilities do they have
S：They look short and fat，but they are lovely.They live in Antarctica.They eat fish and small sea animals…
設計意圖：通過閱讀理解活動，培養學生的信息提取和整理能力，同時加深對企鵝特征的了解。
Activity 4 Language practice(概括與整合)
T：Now let's work on 2c.Listen again and try to repeat after the tape.Pay attention to the pronunciation and intonation.
(Students repeat the recording and try to imitate the pronunciation and intonation.The teacher guides students to pay attention to the pronunciation of unstressed syllables.The words “and”“the”“do” and “them” are not stressed；all others should be stressed.)
設計意圖：引導學生注意句子中的不重讀單詞，提高口語表達的準確性和自然度。通過角色扮演，讓學生在實踐中運用所學的詞匯、句型和語音知識，增強口語交際能力。
Activity 5 Be a clever doer(概括與整合)
T：Work on 2d.Match the headers(1—5) in 2b with the questions(A—E).(Show the headers and questions on the screen.)
(Students match the headers with the questions.)
T：Let's check the answers.For header 1 “Name”，which question does it match
S1：It matches question B “What's your favourite animal？”
T：Correct！And for header 2 “Looks”？
S2：It matches question A “What does it look like？/ How does it look？”
T：Excellent！Keep going.
設計意圖：通過匹配活動，幫助學生鞏固所學詞匯和句型，提高語言運用能力。
Activity 6 Fill in the card(內化與運用)
T：Now let's work on 2e.Fill in a card about your favourite animal using the information you have learned.
(After students finish filling in the card，the teacher asks students to give a report themselves.The teacher walks around and offers some help to the students who have difficulties.Then invite several students to share their reports.The students can do like this：My favourite animal is the panda.It is black and white with a round face and two big eyes…)
設計意圖：通過填寫卡片活動，幫助學生構建描述動物的知識框架。鼓勵學生進行口頭匯報，引導學生運用所學詞匯和句型描述自己最喜歡的動物，提高語言組織能力和口頭表達能力。
Activity 7 Pair work(想象與創造)
T：Work on 2f.Use the questions in 2d to ask about your partner's favourite animal.Then let's try to role play the conversation and show yourselves in front of the class.
(Students ask and answer questions with partners.)
S1：What's your favourite animal
S2：My favourite animal is the panda.
S1：What does it look like
S2：It has black and white fur and looks very cute.
S1：Where does it usually live
S2：It lives in bamboo forests in China.
…
T：Very good！You are doing very well in using the questions to learn about each other's favourite animal.Now，let's see some other pairs role play the conversation.
…
設計意圖：通過口語表達活動，培養學生的口語交際能力，提升目標語言輸出能力。
Activity 8 Homework(分層作業)
必做題：Write a short paragraph about the animal you filled in the card in 2e，including at least three sentences using the words and phrases from the conversation in 2b.
選做題：Research an animal that you are not very familiar with and write a short report about its characteristics，habitat，and interesting facts.
第二課時　Section A(2a—2f) Key words： Animals：fox，lion，tiger，giraffe，monkey，eagle，wolf，penguin Adjectives：clever，funny，cute，cool，lovely，amazing，strong，kind，scary Key sentence patterns： 1．—What's your favourite animal —It's the… 2．—Why do you like…？ —Because… 3．—Where is…from —It's from… 4．What does it look like 5．What can it do 6．Where does it usually live 7．What does it usually eat？
In this lesson，students actively participated in various teaching activities，showing high learning interest and enthusiasm.Through role playing and group discussions，students' oral expression and language application skills were effectively enhanced.During the process of designing posters and writing essays，students' creativity and writing skills were exercised，and their environmental awareness was cultivated.In future teaching，further diversity and fun can be added to interactive activities to better stimulate students' interest and enthusiasm.Attention should also be paid to individual differences among students，providing them with more guidance and help.第三課時　Section A(Grammar Focus 3a—3d)
Activity 1 Warming up and revision(感知與注意)
T：Good morning，class.Before we start today's lesson，let's review what we learned yesterday.Can anyone tell me some adjectives we used to describe animals
The teacher guides students to recall and use adjectives to describe animals，such as “cute” “smart” “scary” etc.
設計意圖：通過復習舊知識，為新課內容做鋪墊，激發學生的興趣。
Activity 2 Presentation(獲取與梳理)
T：Work on 3a.Read the grammar focus part.Circle the word that introduces a reason.(Show the grammar focus sentences.)
T：OK，let's check.In the sentence “Why do you like penguins so much？”，which word did you circle
S1：I circled “Why”．
…
T：Good！Now，let's summarize the function of “Why” in these sentences.
(The teacher explains how to identify words that introduce reasons，such as “because”，and asks students to find and circle these words in sentences.)
設計意圖：讓學生在具體語境中識別引導原因的單詞，培養學生的觀察和分析能力，加深對特殊疑問詞 “why” 用法的理解。引導學生總結語法規則，為后續的語法運用做準備。
Activity 3 Practice(概括與整合)
T：Let's work on plete the conversation with the words in the box.Underline the animal nouns.
(Students read and complete the conversation.)
T：Let's look at the first blank.Jane：Sam，______ are giraffes from？What should be filled in here
S1：I think it should be “Where”．
T：Very good！Now，for the second blank.
…
T：Excellent！Keep going.And don't forget to underline the animal nouns.
(The teacher guides students to complete the dialogue fill in exercise，emphasizing the singular and plural forms of nouns.Then ask students to practise in pairs.One plays Jane and the other plays Sam.)
設計意圖：通過完成對話練習，讓學生在情境中運用所學的語法知識和詞匯，鞏固對特殊疑問詞和動物名詞的用法。
Activity 4 Practice(概括與整合)
T：Work on 3c.Make the nouns in the box plural.Then use the plural nouns to complete the sentences.
T：Let's check the plurals first.For “eagle”，what's the plural
S1：Eagles.
T：Good！And for “fox”？
S2：Foxes.
…
T：Correct！Now，let's see how you completed the sentences.Who wants to share your answer
S3：I like eagles because they're huge and can fly very high.
T：Very good！Any other answers
(Get students to read their sentences.They can add some more information.Encourage students to express their own opinions.)
設計意圖：讓學生掌握名詞復數的變化規則，并運用復數名詞完成句子，提高學生對名詞單復數形式的運用能力，培養學生的想象力和創造力，同時加深對動物特點的理解。
Activity 5 Pair work(概括與整合)
T：Work on 3d.Let's work in groups and think of an animal.Ask and answer questions with a partner to guess each other's animal.
S1：Is the animal's fur black and white
S2：No，it isn't.
S1：Does it live in the forest
S2：Yes，it does.
S1：Is it a bear
S2：No.
T：Good questions and answers.Keep going.Let's see if you can guess the animal soon.
設計意圖：通過小組活動和問答游戲，讓學生在實踐中運用所學的動物知識和句型，提高學生的口語表達能力和邏輯思維能力。培養學生的合作精神和競爭意識，增加學習的趣味性。
Activity 6 Homework(分層作業)
必做題：Write five sentences using the question words “what”“where” and “why” to ask about animals.
選做題：Interview two classmates about their favourite animals and then write a short paragraph using the grammar we learned today.
第三課時　Section A(Grammar Focus 3a—3d) What's your favourite animal？　　　　　　　　　　　It's the giraffe. Where are giraffes from They're from Africa. Why do you like giraffes Because they're very cool. Why don't you like wolves Because they're really scary.
During this lesson，students actively participated in various activities but still faced difficulties using grammatical structures in real conversations.In future teaching，I will increase more practical dialogue practice to help students better master and apply these grammatical structures.Also，I will pay attention to individual differences among students and provide more personalized guidance.

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