資源簡介

世界
Section B　How are animals part of our lives
第一課時(1a-1d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson is the fourth period of Unit 1. 1a lets students talk about what they know about elephants. The exercises in 1b-1d are based on the text of 1b. 1b asks students to read an introduction to elephants and choose a title for the article. 1c allows students to answer detailed questions based on the text. 1d asks students to sort out the article and complete the mind map.
Why: The text is Malee's introduction to her favourite animal, the elephant. It calls on people to protect elephants. Students will learn and sort out key information through reading, and accumulate vocabulary and sentence patterns about introducing animals in preparation for the next writing session.
How: The text introduces the author's favourite animal in terms of appearance, abilities, and reasons. The paragraphs are clear, the logic is clear, and the structure, vocabulary and grammar are simple, in line with the average level of students. They are easy for students to learn and imitate. Students should pay attention to the structure of the text and the expression in the third person.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1. learn about elephants through reading;
2.sort out the details about the reading;
3.realize that we need to protect animals.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn about elephants through reading. Step 1 Pre-reading 1.Greetings. 2.Free talk(work on 1a): What do you know about elephants Do you know that elephants are in danger Use pictures or videos to show more information about elephants. Step 2 While-reading (work on 1b-1c) 1.Fast reading. Finish 1b. Read Malee's post and choose the best title for it. ◎Key: B 2.Careful reading. Read Paragraph 2 and answer. —When do Thai people celebrate Thai Elephant Day —On 13 March. Tip: Find keywords to answer the question. 3.Read Paragraph 3 and answer. —What do elephants use to carry things —They can pick up and carry heavy things with their trunks. Observe students' performance and learn about their vocabulary and sentence patterns about introducing elephants. Observe whether the students complete the exercise correctly, and understand the students' comprehension of the reading material and the skill of finding details. Teach students how to scan for keywords.
4.Read Paragraph 4 and answer. —Are elephants clever Give your reasons. —Yes, they are. They can remember one another and places with food and water after many years. 5.Read Paragraph 5 and answer. —Why are elephants in danger now —They live in forests, but people cut down too many trees. People also kill elephants for their ivory. —How can we help save elephants —We can save the forests and not buy things made of ivory.
Purpose To introduce the topic so that students can link their existing knowledge and have something to say. To broaden their cultural horizons so that they can know more about endangered animals.
2.To sort out the details about the reading. Step 3 Post-reading 1.Work on plete the mind map with the information from the post. ◎Key: national; good luck; large; long; heavy; swim;　remember; clever; cut down; buy　 2.Group work. Try to introduce elephants in your own words based on the mind map. Use mind maps and retelling exercises to understand students' mastery of the text.
Purpose To guide students to further understand and sort out the content of the text, to prepare for the writing.
3.To realize that we need to protect animals. Step 4 Summary 1.Summary:We should try our best to protect our animal friends and nature. Save animals and save our planet. Don't let them disappear.Love animals and protect their habitats. 2.Language points. e.g. symbol, in danger, one another, made of… 3.Exercise. Dig deep into the text and guide students to summarize the author's purpose of writing.
Purpose To provide students with moral education, raise their awareness of caring for nature and protecting animals.
Homework Required: 1.Read the passage fluently.　 2.Use your own words to introduce elephants to your partner. Optional: 1.Make a poster of your favourite animal. 2.Write a short passage about your favourite animal.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Five Ways to Protect Animals
It's easy to help animals, no matter how old you are.
1. Going vegan
Going vegan means that you don't eat, wear, or use anything that comes from an animal, such as meat, milk, eggs, leather. Just by going vegan, you will save the lives of more than 100 animals every year!
2. Volunteer at your local animal shelter
Animal shelters are always in need of more help! Whether you are helping by walking dogs, cleaning out water bowls, or hanging up signs, they have a job for you. You could make a big difference in the lives of homeless dogs, cats, and other animals!
3. Don't support animals in entertainment
Animals are alive for their own reasons, not to entertain us. Refuse to support this cruelty by never going to a marine park or circus that uses animals.
4. Pledge to be fur-free!
Even just “a little bit” of fur trims on mittens, boots, and collars caused tremendous suffering for an animal who was abused and killed on a fur farm or trapped and killed in the wild. Help protect animals by refusing to buy or wear any fur.
5. Tell your friends!
Share with your friends why you have decided to stick up for animals and encourage them to get involved too.
第二課時 [ (2a-2b) Writing & Project ]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson is the fifth lesson of Unit 1. 2a requires students to fill in the blanks with correct words to complete the passage about a dog. 2b lets students use what they have learned to write a post about their favourite animals. 3a asks students to come up with a variety of animals, classify them, fill in the forms, and describe the animals so that others can guess them. 3b asks students to choose some animals in order to design their own zoo and explain why. 3c requires students to integrate the content of 3a and 3b, draw their ideal zoos, and use the sentence patterns in the box and what they have learned to write a paragraph to introduce their zoos.
Why: 2a is the author's introduction to his pet dog. Students design their own zoos, 3a-3c are to draw the map, and write a paragraph about different animals in the zoo through independent thinking and group activities. A range of activities help students develop their thinking, collaboration and expression skills, and inspire their love for animals.
How: This activity is close to daily life and stimulates students' interest. Students work in groups to come up with some animals, design their own zoos, and draw pictures. When writing the introduction to the zoo, students can use some sentence patterns in Section B. The words and grammar in the writing are relatively simple, and students should pay attention to the correct use of the There be sentence pattern and compound sentences containing the word because.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.master English vocabularies and expressions related to animals and zoos.
2.understand the elements and layout of the zoo, and learn the basic elements and steps in making a map.
3.improve students' aesthetic ability and innovative thinking by drawing maps and improve students' oral presentation skills by presenting the zoo maps.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To master English vocabularies and expressions related to animals and zoos. Step 1 Lead-in 1.Greetings. 2.Create a situation: Let's go to the zoo! Imagine you are in a zoo. What would you see there e.g. eagles, giraffes, lions, penguins, snakes, elephants… Step 2 Work on 2a-2b 1.2a Complete the passage with the words in the box. Judge students' mastery of the target language of the unit based on the animal words they mention and the relevant questions and answers they express.
◎Key: big; beautiful; friendly; great; close 2.2b ①Write your own answers to the following questions. —What does it look like —What is it like —What can it do —Why do you like it so much ②Write your own post about your favourite animal. Step 3 Work on 3a Choose an animal. Describe it. Guess one another's animals and write them down in the table. Tips: How to describe your animals 1.looks: colour, size, shape… 2.Living habits: living environment, food, social behaviors… 3.Feature: patterns of action, skills…
Purpose To introduce the topic and create situations. The content is close to students' daily life so they have something to say.
2.To understand the elements and layout of the zoo, and learn the basic elem-ents and steps in making a map. Step 4 Work on 3b You're going to design a zoo. Choose some of the animals from 3a for your zoo. Give your reasons. e.g. I like…because they are… Know about the animals selected by students and the reason, and judge their understanding of designing a zoo and their mastery of the key expressions in this unit.
Purpose To let students use what they have learned to do real things and consolidate the key expressions in this unit.
3.To improve students' aesthetic ability and innovative thinking by drawing maps and improve students' oral presentation skills by presenting the zoo maps. Step 5 Work on 3c 1.Draw a map of your zoo. 2.Present your zoo to the class. Use the map and the expressions in the box to help you. Useful expressions: Welcome to our zoo! This is…/These are… Here you can see… There is/are… These animals are… We like…because they are… 3.Vote for the zoo you like. 4.Reflect on this unit. Observe students' drawings to understand their artistic ability and creative thinking, encourage students to express themselves, and give appropriate help. Observe students' expression skills, and give help and encouragement.
Purpose To improve students' expression skills and self-confidence, and stimulate students' love for English and animals.
Homework Required: 1.Finish your zoo map. 2.Introduce the animals in your zoo in English. Optional: Write a short essay about the zoo introduction and show it to others.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　


世界
Section A　Why do you like animals
第一課時 [(1a-1d)& Pronunciation]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson is the first lesson of Unit 1. It's the listening and speaking part. 1a shows the names of some common animals through pictures. 1b-1c create context through listening exercises and introduce the topic of this unit. The monologue is the teacher's introduction to the purpose and meeting time of the zoo trip. The conversation is a discussion about students' preference for different animals. The pronunciation part requires students to understand the different pronunciations of the letter a, the letter combinations ai, ay, and the letter combinations al, aw, and master the pronunciation of -(e)s in different words.
Why:Two listening materials introduce the information about the zoo and animals, requiring students to answer questions and identify whether the statements are true or false. The first one is a monologue by the teacher, introducing the purpose and meeting time of the zoo trip. The second one is a conversation among Yaming, Emma and Chen Jie, introducing different students' preference for monkeys and wolves. In this part, students will learn to understand the event notification, and express their preference for animals and the reasons, and briefly describe animals.
How:The two listening materials lead to the expression of a zoo trip and personal preference for animals, which are close to daily life. Core sentence structures include What's your favourite animal Why do you like… Because they're…and so on. In terms of pronunciation, students should pay attention to the pronunciation of unstressed words in sentences and the coherence of spoken English.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.know the names of some common animals;
2.understand an event notification;
3.express personal preference for animals and the reasons;
4.recognize / / /e / / :/ in different words and pronounce them correctly; pronounce “-(e)s” correctly.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To know the names of some common animals. Step 1 Lead-in 1.Greetings. 2.Create a situation: Today we're going to visit a zoo. Let's see some pictures first. What animals can you see in the pictures What other animals do you know What's your favourite animal Why Step 2 Work on 1a 1.Write the animals in the box under the pictures. ◎Key: A:lion　B:penguin　C:tiger　D:eagle　E:wolf　F:monkey　G:fox　H:giraffe 2.Read the words aloud. Observe how well students match the words with the pictures and under-stand their vocabulary reserves for animals and sentence patterns for expressions of personal preference.
Purpose To introduce themes, create situations, stimulate students' expectations of new texts through pictures, arouse students' interest in talking about animals, and activate students' vocabulary and sentence patterns to express their personal preference.
2.To understand an event notification. Step 3 Listening (1b&1c) 1.1b: Listen to the teacher's instructions. Answer the questions. ◎Key: 1.At the zoo. 2.To learn about different animals. 3.Before 12 o'clock. Listening tip:聽時間和地點等關鍵詞。 2.1c: Listen to the conversation. Circle T for true or F for false. ◎Key: T; F; T; F According to whether students can grab key words during the listening process, judge students' under-standing of the main idea of the listening material. Observe whether students can catch the details of the infor-mation and judge whether the state-ments are true or false, to know about the comprehensiveness and accuracy of the information they obtain.
Purpose To guide students to learn key sentence patterns and expressions to prepare them for further application in real-life situations. To help students perceive the content of the conversation as a whole, and develop students' ability to accurately obtain, sort out and record key information.
3.To express per-sonal preference for animals and the reasons. Step 4 Discussion Work on 1d: Talk about your favourite animal with your partner. e.g. —What's your favourite animal —It's the monkey. —Why do you like monkeys —Because they're clever and funny. Step 5 Group work 1.Work in groups of four people to ask and answer questions about your favourite animals. Each group should choose a reporter to do a report. e.g. There are four people in my group. They are A, B, C and D. A likes…very much, because they're… B's favourite animals are … because he/she thinks they're… C likes… because he/she thinks they're…D… 2.Show time. EvaluationStarsLanguagePronunciationPerformanceConfidenceExcellent ★ ★ ★ Great ★ ★ Good ★
Observe students' con-versational performance to see if they can find relevant sentence pat-terns and summarize more relevant express-ions from the listening material. Help students correct their grammar mis-takes, such as the use of the third-person singular and supple-ment vocabulary. Self-evaluation and mutual evaluation are carried out from various aspects such as language, pro-nunciation, performance and confidence.
Purpose To guide students to connect with real life and use the language they have learned. To integrate the use of relevant language expressions, correct errors and supplement in time, help students complete communicative tasks and the report, cultivate students' ability to use the language and cultural knowledge they have learned to solve practical problems in real situations, and promote transfer and innovation.
4.recognize / / /e / / :/ in different words and pronounce them correctly; pronounce “-(e)s” correctly.　 Step 6 Pronunciation 1.Work on 1.Listen and repeat. Add one more word to each group. ◎Possible Key: tape; sat; pain; lay; talk; paw 2.Summarize the letters and letter combinations that pronounce / / /e / / :/.(詳見課件資源)　 3.Work on 2. Listen and repeat. Notice the pronunciation of “-(e)s”. Summarize the rules. 4.Work on 3. Listen and repeat. Notice how the unstressed words are pronounced. Step 7 Language points Observe whether stu-dents can recognize and pronounce letters and letter combinations with the pronunciation of / / /e / / :/ correctly. Observe whether stu-dents can accurately pronounce -(e)s in different words and give guidance and feedback as needed.
Purpose To guide students to pay attention to the learning of phonetic knowledge, clarify the letters and letter combinations pronouncing / / /e / / :/ and the pronunciation rules of -(e)s, and help students master the above content and the processing of stressed and unstressed words in spoken language through listening and repeating.
Homework Required: Listen to and repeat the conversations in Pronunciation 3. Optional: Interview and survey other students about their favourite animals and the reasons.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二課時 (2a-2f)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson is the second lesson of Unit 1. In the conversation in 2a, students discuss why they like penguins and some information about them. 2a asks students to listen to the conversation and circle the coloured words they hear. 2b is a 2a-based reading exercise that asks students to write down basic information about penguins in the table. 2c asks students to listen to the conversation again and pay attention to the unstressed words, and then role-play it. 2d asks students to find the questions that fit the information in 2b. 2e asks students to make an information card for their favourite animal. 2f requires students to ask their partner basic information about their favourite animal using the questions in 2d.
Why:The listening exercise, reading exercise, and role-play in 2a-2c are all based on the conversation in 2a. Through the above exercises, students can improve their listening and speaking skills in giving information about their favourite animals, increase their awareness of unstressed words, and strengthen their reading skills in finding details. 2d-2f allow students to be familiar with questions and answers about information on animals, ask them to make information cards about their own favourite animals, and apply what they have learned to ask others about their favourite animals.
How: The background of the conversation is the zoo, and the content is discussing why people like penguins and some basic information about penguins. The conversation is close to everyday life, and is more contextual and colloquial. The core sentence patterns include Why do you like them Where are they from What do they eat and so on. Students should pay attention to the Wh- questions and their answers.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.get information about the penguin through listening;
2.learn some useful expressions to describe animals;
3.introduce their favourite animals to others;
4.explore the relationship between animals and humans.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To get informa-tion about the penguin through listening. Step 1 Lead-in 1.Greetings. 2.Create a situation: Welcome to the animal fair(動物展覽會)! Have you ever seen such cold places in your daily life On the earth, there is such a place. Its name is Antarctica. A special bird lives in Antarctica.Can you guess what it is Yes, it's the penguin. What do you know about penguins Observe how well stu-dents answer questions and understand their vocabulary and sentence pattern reserves about penguins.
Step 2 Listening 1.Listen to the conversation and circle the coloured words you hear. ◎Key: cute; lovely; funny; smart 2.Listen again and imitate. Pay attention to the pronunciation of “a”. e.g. favourite, animal, can, small, Antarctica, sandwich　 Observe whether stu-dents can choose the right words and judge the comprehensiveness and accuracy of the information they have obtained.
Purpose To introduce themes, create situations, stimulate students' expectations of new texts through pictures, arouse students' interest in talking about animals, activate students' vocabulary and sentence patterns to express their personal preference and develop students' ability to accurately obtain the key information.
2.To learn some useful express-ions to describe animals. Step 3 Reading 1. Read the conversation and answer the questions. (1)What's Peter's favourite animal (2)Why does Peter like them so much What are they like (3)Where are they from (4)What do they eat ◎Key: (1)The penguin. (2)Because they're very cute. They can't fly like other birds, but they can swim fast. (3)Antarctica. (4)Fish and small sea animals. 2.2b: Read the conversation and take notes. Tip: Pay attention to the headers in the table. ◎Key: the penguin; cute/lovely; Antarctica; fish and small sea animals; swim fast 3. 2c: Listen to the conversation again and pay attention to the unstressed words. Then role-play it. 4. 2d: Match the headers (1-5) in 2b with the questions (A-E). Tip: Find out the key words both in the questions and headers. ◎Key: 2 A; 1 B; 5 C; 3 D; 4 E Observe whether stu-dents can answer the questions, fill out the form and do the matching exercise correctly so as to judge whether they understand the reading material and sort out the key information and help strengthen their logical thinking.Check students' fluency and accuracy in reading aloud and give them appropriate guidance.
Purpose To develop students' ability to accurately obtain, sort out and record key information. To guide students to learn and internalize key sentence patterns and expressions to prepare them for further application in real-life situations.
3.To introduce their favourite animals to others. Step 4 Practice 1.2e: Complete the card about your favourite animal. Describe your favourite animal without saying its name and let your class-mates guess.　 2.Use the questions in 2d to ask about your partner's favourite animal. e.g. Useful expressions: A.What does it look like /How does it look B.What's your favourite animal C.What can it do D.Where does it usually live /Where is it from E.What does it usually eat Observe students' performance to see if they can properly use what they have learned to ask about and answer each item of information in the table in a complete way.　
Purpose To guide students to use the language they have learned and strengthen their communication skills. To integrate the use of relevant language expressions, correct errors and supplement in time.
4.To explore the relationship between animals and humans. Step 5 Language points 1.What does it look like 2.Where is it from be from=come from Step 6 Summary Animals are our friends. We should care about and protect them. We should save endangered animals. Chat with students to find out whether they have the awareness of protecting the environ-ment and caring for animals, and cultivate and strengthen relevant awareness.　
Purpose To expand relevant knowledge. To guide students to pay attention to animals and nature, cultivate environmental protection awareness, and carry out moral education to improve the relationship between humans and animals.
Homework Required: 1.Read the conversation in 2a fluently. 2.Pay attention to the pronunciation of the letter a in the word, and look up words containing /e /, / / and / /. Optional: Work in pairs and role-play to personify your favourite animals. One student plays the role of animals and the other asks questions.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



聰明的猴子
There is an old tiger in the forest. He doesn't want to look for food now. He often asks other animals to get him something to eat. The animals in the forest are all afraid of him, so they always do as he says. One day he sees a monkey and says, “I am hungry, Monkey. Go to the village and get me something to eat.” “I can't do that now, Tiger,” the monkey says. “There is another tiger over there. He will not let me get anything for you to eat. I am afraid of him.” “What ” cries the old tiger. “Take me to that tiger. I will talk to him.” The monkey and the tiger get to the bridge over the river. “Now look down at the water,” says the monkey. “Do you see the tiger ” “Yes, I do,” cries the old tiger. “I will eat him.” With these words the tiger jumps into the river.
第三課時 (Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The content is the grammar part. 3a presents questions and answers about basic information of animals and personal preference, with an emphasis on special interrogative sentences. 3b asks students to fill in the blanks with correct words to complete the dialogue. 3c asks students to write plural forms of some nouns about animal names and express their preference. 3d asks students to use what they have learned to ask questions and guess the animals that their partners have in mind.
Why: Students can summarize the usage and answers to special interrogative sentences guided by what, where, and why by reading the sentences in the table, and learn to express personal preference and ask for basic information about animals. Written exercises allow students to consolidate the use of special and general interrogative sentences, as well as singular and plural forms of nouns. Speaking practice allows students to become more proficient in using special and general interrogative sentences to talk about animals and related personal preference.
How:The text in this lesson is in the forms of sentences and dialogue. The content is simple and close to daily life. The core sentences include What's your favourite animal Where be… from Why do/don't you like… Because… and so on. To complete 3b, students need to understand the context and identify the special interrogative words. They have to pay attention to the special rules when turning singular forms to plural forms in 3c. 3d allows students to practise speaking in a comprehensive way.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.grasp the grammar by reading and doing related exercises;
2.use Wh-words, Wh-questions and plural nouns correctly;
3.talk about their animal friends by using the model.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To grasp the grammar by read-ing and doing related exercises. Step 1 Lead-in Review what we have learned with partners. Ask and answer questions according to the pictures. e.g. —What's your favourite animal —It's the monkey. —Where are penguins from —They're from Antarctica. —Why do you like penguins so much —Because they're very cute! —Why don't you like snakes —Because they're really scary. Judge whether students have grasped the target language according to their performance in reviewing and help them enhance what they have learned.
Step 2 Work on 3a Read the sentences. Circle the word that introduces a reason. ◎Key: Because Summary: What: ask for things, events, actions, concepts Where: ask for places —Why… [ask for reasons] —Because+reason.
Purpose To use pictures to activate students' knowledge, and allow them to review what they have learned.
2.To use Wh-words, Wh-questions and plural nouns correctly. Step 3 Work on 3b 1.Complete the conversation with the words in the box. Underline the animal nouns. ◎Key: where; They're; do; because; What's; don't　 Animal nouns: giraffes, sharks 2.Watch a video about plural forms of nouns. Summary: —general situation: add s to turn a singular noun into a plural noun —singular nouns that end with -s, -x, -ch and -sh: add -es after -s, -x, -ch and -sh —singular nouns that end with a consonant letter+-y: change -y to -i and then add -es Step 4 Work on 3c Make the nouns in the box plural. Then use the plural nouns to complete the sentences. ◎Key: eagles; foxes; giraffes; mice; penguins; sharks; sheep; snakes; whales; bears e.g. —I like 　　　because they're cute/smart/interesting/funny/huge/… —I don't like 　　　because they're dangerous/scary/… Observe whether stu-dents can use the gram-mar rules correctly and apply them to finish the exercise, and guide students to choose correct words according to the context and its logic.
Purpose To improve students' comprehension skills and their skill in using grammar correctly in written exercises.
3.To talk about their animal friends by using the model. Step 5 Exercises 1.Work on 3d. Think of an animal. Ask and answer questions with a partner to guess each other's animal. e.g. A: Is the animal's tail long B: No, it isn't. A: Is it black and white B: Yes, it is. A: Where's it from B: It's from China. A: It's a panda! B: Yes, you're right! 2.Choose some pairs to show in the front of the classroom. 3.Summary: Love animals, and protect our animal friends. Observe students' participation and the content of discussions and instruct students to use the grammar they have learned in this class correctly. Observe whether stu-dents can use general and special interroga-tive sentences correctly.
Purpose In practical application, students can internalize what they have learned and lay the foundation for real-life communication in the future.
Homework Required: 1.Read the texts in 3a and 3b. 2.Complete the grammar exercises in the exercise book. Optional: Write a short article to introduce an animal friend by using the grammar of this unit.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

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