资源简介

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(单元内容分析）
◆ 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(学情分析）
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.
第一课时　Section A【(1a—1d)& Pronunciation 1—3】
第二课时　Section A(2a—2f)
第三课时　Section A(Grammar Focus 3a—3d)
第四课时　Section B(1a—1d)
第五课时　Section B(2a—Reflecting)第一课时　Section A【(1a—1d)& Pronunciation 1—3】
Activity 1 Warming up and revision(感知与注意)
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
设计意图：通过展示单元标题和图片，引导学生观察并思考，激发学生对本单元话题 “动物朋友” 的兴趣。
Activity 2 Presentation(获取与梳理)
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.)
设计意图：通过图片识别，帮助学生巩固动物名称的词汇。猜测活动能为学生提供目标语言输出的机会，培养学生的口头表达能力，发展他们的思维。
Activity 3 Listening(获取与梳理)
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!
设计意图：通过听力练习，训练学生获取关键信息的能力，提高学生的听力理解水平。问题的设置与学生的日常生活相关，增强学生对听力内容的理解，激发学生的学习兴趣。
Activity 4 Listening(获取与梳理)
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.
设计意图：进一步提升学生的听力理解能力，让学生学会在听力中判断信息的正误。加深学生对对话内容的理解，同时培养学生的细心和逻辑思维能力。
Activity 5 Practice(概括与整合)
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.
设计意图：让学生运用所学知识，介绍自己最喜欢的动物，实现从输入到输出的转换，提高学生的口语表达能力。通过与同伴交流，增强学生的合作意识和互动能力，同时让学生了解不同人的喜好。
Activity 6 Pronunciation(归纳与应用)
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.
设计意图：通过听读练习，帮助学生归纳元音字母的发音规则，培养学生的语音意识。此外，学生通过添加单词能加深对发音规则的理解和运用，提高发音准确性。
Activity 7 Be a smart reader(归纳与应用)
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.
设计意图：引导学生注意名词复数形式中 (e)s的发音规则，提高学生的发音准确性。通过反复听读练习，让学生熟练掌握该发音规则。
Activity 8 Listen and repeat (归纳与应用)
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.
设计意图：帮助学生注意句子中不重读单词的发音特点，使学生的口语表达更加自然流畅，培养学生的语感，提高学生的口语水平。
Activity 9 Homework(分层作业)
必做题：Write the names of five animals and describe their appearance in one sentence each.
选做题：Find out three interesting facts about an animal of your choice and write them down in English.
第一课时　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.第四课时　Section B(1a—1d)
Activity 1 Warming up and revision(感知与注意)
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.
设计意图：这项活动旨在激活学生已有的知识，并让他们思考动物在我们生活中的作用。同时，它也作为引入新课关于大象的平滑过渡。
Activity 2 Presentation(获取与梳理)
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.
设计意图：本活动旨在激活学生关于大象的背景知识，同时通过两人小组方式的微型输出，提高口头表达能力。
Activity 3 Practice(概括与整合)
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.
设计意图：通过让学生选择文章标题，考查学生对文章主旨的理解能力，培养学生的阅读理解和归纳总结能力，同时引导学生深入理解文章内容。
Activity 4 Practice(概括与整合)
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!
设计意图：通过回答问题，让学生进一步理解文章细节，巩固所学知识，提高学生的阅读理解和信息提取能力，同时增强学生保护动物的意识。
Activity 5 Practice(概括与整合)
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.
设计意图：引导学生梳理文章内容，构建知识框架，培养学生的归纳总结和逻辑思维能力，帮助学生更好地理解和记忆大象的相关信息。
Activity 6 Homework(分层作业)
必做题：Write about your favourite animal.Use the questions we discussed in 1d to help you.
选做题：Write a short essay about an animal that is important to you and explain why.You can use Malee's post as a model.
第四课时　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.第五课时　Section B(2a—Reflecting)
Activity 1 Warming up and revision(感知与注意)
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？”
设计意图：通过复习旧知识，激活学生已有的动物词汇和相关知识储备，为新课的学习做好铺垫。引导学生思考动物与人类生活的关系，激发学生的兴趣和好奇心。
Activity 2 Presentation(获取与梳理)
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.)
设计意图：通过填空练习，帮助学生巩固和拓展词汇，提高语言运用能力。引导学生理解人与动物之间的深厚情感，特别是动物对人类的帮助和陪伴。
Activity 3 Practice(概括与整合)
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.)
设计意图：通过写作练习，提高学生的写作能力和语言组织能力。加深学生对动物的了解和喜爱，培养他们的观察能力和描述能力。引导学生思考动物与人类的关系，培养他们的环保意识和责任感。
Activity 4 Project(概括与整合)
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.
…
设计意图：通过小组合作和互动猜谜，学生可以练习沟通技巧并加深对动物特征的了解，强化他们运用形容词描述动物的能力。
Activity 5 Design your own zoo(描述与阐释)
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.
…
设计意图：这个活动鼓励学生通过为他们设计的动物园选择动物并证明他们的选择来锻炼他们的批判性思维技能。它还加强了他们对动物特征和行为的理解。
Activity 6 Show the design of your own zoo(内化与运用)
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.
设计意图：通过小组合作和互相投票评价，学生练习沟通技巧并加深对动物特征的了解，提高欣赏判断能力。根据投票选出最佳小组，激发学生的学习兴趣，提高学生参与课堂的积极性。
Activity 7 Reflecting(分析与评价)
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.
设计意图：通过量表，学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。这样能帮助学生养成反思习惯，提升思维品质，有利于学习能力和策略的培养。
Activity 8 Homework(分层作业)
必做题：Describe your favourite animal(at least five sentences).
选做题：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.
第五课时　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.第二课时　Section A(2a—2f)
Activity 1 Warming up and revision(感知与注意)
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.
设计意图：通过复习上节课元音的发音，巩固学生的语音知识，为后续听力和口语练习中的准确发音做准备。展示动物图片并引导学生猜测本节课话题，激发学生的学习兴趣，自然地导入新课内容。
Activity 2 Listening(获取与梳理)
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.
设计意图：通过听力训练，培养学生的听力理解能力，同时加深对动物词汇的记忆。基于对话文本的讨论帮助学生初步了解对话内容，提高学生对关键信息的获取能力。
Activity 3 Reading(获取与梳理)
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…
设计意图：通过阅读理解活动，培养学生的信息提取和整理能力，同时加深对企鹅特征的了解。
Activity 4 Language practice(概括与整合)
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.)
设计意图：引导学生注意句子中的不重读单词，提高口语表达的准确性和自然度。通过角色扮演，让学生在实践中运用所学的词汇、句型和语音知识，增强口语交际能力。
Activity 5 Be a clever doer(概括与整合)
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.
设计意图：通过匹配活动，帮助学生巩固所学词汇和句型，提高语言运用能力。
Activity 6 Fill in the card(内化与运用)
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…)
设计意图：通过填写卡片活动，帮助学生构建描述动物的知识框架。鼓励学生进行口头汇报，引导学生运用所学词汇和句型描述自己最喜欢的动物，提高语言组织能力和口头表达能力。
Activity 7 Pair work(想象与创造)
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.
…
设计意图：通过口语表达活动，培养学生的口语交际能力，提升目标语言输出能力。
Activity 8 Homework(分层作业)
必做题：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.
选做题：Research an animal that you are not very familiar with and write a short report about its characteristics，habitat，and interesting facts.
第二课时　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.第三课时　Section A(Grammar Focus 3a—3d)
Activity 1 Warming up and revision(感知与注意)
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.
设计意图：通过复习旧知识，为新课内容做铺垫，激发学生的兴趣。
Activity 2 Presentation(获取与梳理)
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.)
设计意图：让学生在具体语境中识别引导原因的单词，培养学生的观察和分析能力，加深对特殊疑问词 “why” 用法的理解。引导学生总结语法规则，为后续的语法运用做准备。
Activity 3 Practice(概括与整合)
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.)
设计意图：通过完成对话练习，让学生在情境中运用所学的语法知识和词汇，巩固对特殊疑问词和动物名词的用法。
Activity 4 Practice(概括与整合)
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.)
设计意图：让学生掌握名词复数的变化规则，并运用复数名词完成句子，提高学生对名词单复数形式的运用能力，培养学生的想象力和创造力，同时加深对动物特点的理解。
Activity 5 Pair work(概括与整合)
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.
设计意图：通过小组活动和问答游戏，让学生在实践中运用所学的动物知识和句型，提高学生的口语表达能力和逻辑思维能力。培养学生的合作精神和竞争意识，增加学习的趣味性。
Activity 6 Homework(分层作业)
必做题：Write five sentences using the question words “what”“where” and “why” to ask about animals.
选做题：Interview two classmates about their favourite animals and then write a short paragraph using the grammar we learned today.
第三课时　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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