The First Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
manatee, cheetah, chimpanzee, kangaroo, polar-bear, gentle, furry, enormous, playful, noisy, aggressive, spotted
（2） Target Language
I am like this animal because I am strong and intelligent． I like water, and I like to eat vegetables．
You’re like an elephant．
No．
You’re like a manatee．
Yes．
2． Ability Objects
（1） Train students’ listening ability．
（2） Train students’ communicative competence．
3． Moral Object
Love all kinds of animals because they are our friends．
Ⅱ． Teaching Key Point
Target Language
Ⅲ． Teaching Difficult Points
1． How to train students’ listening ability．
2． How to train students’ communicative competence．
Ⅳ． Teaching Methods
1． Didactic to learn the new vocabulary．
2． Listening-and-answering activity to help
students go through with the listening material．
3． Groupwork to make every student work in class,
Ⅴ． Teaching Aids
1． A tape recorder
2． The blackboard
3． A projector
Ⅵ． Teaching Procedures
Step I Revision
Now let’s review five different verb tenses． Can you name the five tenses? Please look at the screen．
Show the names of the five tenses on the screen by a projector along with a sample sentence for
each．
present progressive: You’re reading these sentences．
present: We use our books every day．
past with used to: He used to live in the countryside．
passive voice: Our classroom is found at the end of the hall．
present perfect: We have already finished Unit 14． We haven’t finished Unit15 yet．
Invite a student to read the verbs in these sentences． Then get other students to briefly explain
what each tense is used for．
Present progressive describes things that are happening right now．
Present describes things that happen all the time or usually happen．
The past with used to describes things that were a certain way in the past, but have changed now．
The passive voice describes things that we don’t know who did, or we don’t care who performed the action．
The present perfect describes recent events．
Get students to think of two or three more sample sentences using each type of verb． Have several
students read their sentences．
Step Ⅱ 1a
This activity introduces the key vocabulary．
Look at the signs on each animal’s picture and read the words to the class． Get students to repeat the name of each animal．
African elephants, chimpanzees, kangaroos, manatees, cheetahs, polar bears． If necessary, read the
words and ask students to repeat them again． Then have students read the words by themselves．
Make sure students can read the words correctly and fluently．
Read the directions to the class． Point to the list of words in the box． Read the words and let
students repeat them． Then get different students to explain what they think each word means in
their own words． For example, A gentle animal is quiet and not dangerous． A fury animal is
covered with soft hair． Ask some students to explain any words students may not understand．
An enormous animal is very great．
A playful animal is full of fun．
An aggressive animal is fond of quarrels and quick-tempered．
A spotted animal is marked with spots．
Let students begin filling in the answers on their own． When they work, walk around the classroom
checking their progress and answering any questions they may have． After students have finished
using all the words from the box, let the students write some other words in the blanks below some
of the pictures．
Check the answers with the whole class．
Let students say the words they wrote under each heading．
