Unit5Bird-WatchersPARTONE:TEACHINGDESIGNUnitObjectives●Tolearnaboutdifferentkindsofbirdsandgettoknowtheirlivingconditions.●Toanalyzethesentencesstructurebyusingthefivekindsofsentencestructures.●Todevelopstudents’responsibilitytowardstheenvironmentandourfriends---animalsandbirds.LANGUAGEPOINTSANDFOCUSESVOCABULARYnorthern,nature,provide,shelter,wildlife,comfortably,while,easily,space,farm,tourist,importance,actively,wet,state,impolite,necessary,dishonest,unnecessary,correct,impossible,unfriendly,unwelcome,unable,incorrect,litter,return,quietly,angry,angrily,clear,loud,noisy,nicely,softly,frighten,drop,fact,snowstorm,flood,rest,kilometer,dollar,form,birth,address,hobby,simply(四会)roast,seagull,sparrow,swallow,broad,rare,government,endangered,manners,regular,irregular,common,uncommon,gentle,gently,greet,worm,including,prevent,centimeter,degree,equal,therefore,percent,application(三会)birdwatcher,birdwatching,yummy,crane,beak,long-winged,web-footed,long-pointed,forked,swan,goldeneagle,brownish,hooked,wetland,red-crowned,dove,zookeeper,hectare(二会)EXPRESSIONSprovide…for,makemorespacefor,lessandless,moreandmore,theimportanceof,beinterestedin,leavelitter,tellsb(not)todosth,makeanynoise,hasanareaof,preventflood,learn/knowmoreaboutUSEFULSENTENCEPATTERNSIt’soneoftheworld’smostimportantwetlands.Theareaprovidefoodandshelterforwildlife.Somepeoplewanttochangethewetlandstomakemorespaceforfarmsandbuildings.Wehopethisinformationwillhelpthemunderstandandmakethemactivelytakeactiontoprotectwildlife.Hetoldusnottomakeanynoiseandnottorun.Zhalongisthehomeofalotofplantsandanimals,includingdifferentkindsofbirds.PERIOD1:COMICSTRIPES&WELCOMETOTHEUNITTeachingObjectives●Tointroducethetopic‘birdwatchers’tostudentsandgetthemreadytotalkaboutbirdsinthecomingpartoftheunit●Tolearnaboutthecommonnamesofbirds.●Totalkabouttheirfavoritebirdsand,atthesametime,talkaboutwhattheylikeaboutthebirds.●Totalkaboutbirdsontwoaspects:characteristicsandappearance.TeachingProceduresSTEP1PlayingapieceofmusicPlayapieceofmusiccalled‘theseasidevoice’.(Thereissoundbybirds.)Afterstudentslistentothemusic,getthestudentstotalkaboutthemusic.Isitnice?(Yes.)Whereisthemanplayingthepiano?(Nearthesea.)What’stherenearthesea?(Birds.)Wouldyouliketogoandwatchthebirdsnearthesea?(Yes.)Let’sgobirdwatching.Let’sbebirdwatchers.(Teachthewords‘birdwatching’and‘birdwatcher’)STEP2Readingandguessing‘First,letmetestifyourcanbeagoodbirdwatcher.Readandguesswhatbirditis.’Iamabird.Ihavetwowingsandcanflyhighinthesky.WhenIamhungry,Ieatinsectswithmybeak.Ihaveblueandgreenfeathers.EveryonesaysIlookverybeautifulinthesun.Icanspeakifyouteachme.(Aparrot.)Showthesentencesonebyanotherandgetthestudentstoguess.Itisalsoverynecessaryfortheteachertorevisethewords,like‘wings’,‘beak’and‘feather’.Getthestudentstoreadthewordswell.STEP3TalkingaboutbirdsAsitisillustratedinthefollowingpictures,showthepicturesofdifferentkindsofbirds.Andthentalkaboutthemfocusingonwhat’sspecialaboutthebirds.Aftertheteacherhasfinishedintroducingthenewwords,invitethestudentstoorganizeitintoapassage.Aswallowhaslong-pointedwingsandforkedtail.Itfliestothenortherncountriesinsummer.STEP4GivingnamesShowthepicturestogetherandthengetthestudentstogivetheirnames.Makesureallthestudentscanreadthenamescorrectly.STEP5DoingsomeriddlesGetthestudentstodosomeriddlesandcheckiftheyknowthebirdswell.Iliveclosetothesea.Ihaveblackandgreyorblackfeathers.Iamlong-winged.Iamweb-footedandIcanswimverywell.WhoamI?(Aseagull.)Iliveinwetland.Iamverytall.Ihavelongbeak,longneckandlonglegs.Ihaveblackandwhitefeathers.WhoamI?(Acrane.)STEP6MakingupnewdialoguesAskthestudents‘Whatbirdisyourfavorite?/Whichbirddoyoulikebest?Why?’GetthestudentstomakeupnewdialoguesusingthedialogueinPartBasamodel.STEP7FillinginblanksGetthestudentstofillinblanksandhelpthestudentstoorganizetheirideasonceagain.MyfavouritebirdsAmongallthebirds,Iliketheswallowbest.Theyhavelongpointedwings.Theyhaveforkedtails.Theyflytonortherncountriesinsummer.Theyarebothbeautifulandclever.Goldeneaglesarealmostthestrongestbirdsintheworld.Theyhavebrownishfeathersandboardwings.Theirbeaksarehooked.Ilikethembecausetheylookcool.STEP8ListeningtothetapeTellthestudentsthatEddielovesbird,too.Getthestudentstolistentothetapeandfindtheanswerstothefollowingquestions.WhatisEddiegoingtodo?(Eddieisgoingbirdwatching.)Doeshereallylovebirds?(No.)Whatkindofbirdsdoeshelikebest?(HelikesBeijingDucksandroastchickens.)Getthestudentstoreadandpractice,andthenactthedialogueout.Helpthestudentstofeelthehumorhere.STEP9TalkingaboutthefollowingquestionsGetthestudentstotalkaboutthefollowingquestions.1.Whatdangermaythebirdshavenow?(pollution,lossoflivingareasetc.)2.Whatcanwedotohelpthem?(Askmorepeopletohelpbirds.Buildreserves.)STEP10HomeworkLookformoreinformationaboutbirds.FinishofftheExercisesinthebooks.
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