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Animal Tales: Exploring Idioms & Perspectives

Engage students in task-based learning to link social knowledge with text, analyzing meanings of animal expressions. Teach pre, while, and post-reading skills using famous fictional animals. Stimulate critical thinking on animal protection laws. Prepare students for a group presentation on animal idioms. This lesson fosters reading skills and sociocultural understanding through authentic materials.

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Animal Tales: Exploring Idioms & Perspectives

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  1. Unit 4 AnimalMagic Lesson 1 The One That Got Away

  2. Class information • Teachingreference: • NewHorizonsEnglishBook2,Unit4Text1 • Studentsinformation: • Firstyear,intermediatelevel

  3. IntroductionoftheSmartDesign

  4. ★Teaching methodology: • Socioculturalapproach (Vygotsky, 1978):learningthroughnegotiatingmeanings;criticalliteracy • ★Teaching method: • Task-based learning through aTop-down method(Ellis,2002) of reading;

  5. ★TeachingFocus: • linkingstudentssocialknowledgewiththetextbyusingauthenticmaterials.

  6. Demonstrationclass

  7. ★Teaching andlearning objectives:

  8. Students will be able to： • 1.read by skimming, scanning within time limitation, andfind out the main idea of the passage. • 2.understand the meaning of these expressionsofanimals: alittlebirdtoldme…,heeatslikeahorse,untilthecowscomehome • 3.perceiveandnegotiatemeaningsinthetextcriticallybylinkingthetextandyourownsocialschematogether.

  9. I. Task one: pre-reading (warming up 10mins) • Canyouthinkofanypetsyouhadorknown? • Do you think it’s easy to keep a pet?

  10. Brainstorming • Nowwork in pairs andbrainstormwordsrelatedtofamousfictionalanimals. • (e.g.,Winnethepooh,Garfield,TomandJerry)

  11. Let’sdosomeguess… • 1.alittlebirdtoldmeit’syourbirthday. • 2.SamisgrowingfastbutI’mnotsurprised–heeatslikeahorse. • 3.Wendyandherfriendscantalkuntilthecowscomehome.

  12. Whatdoyouthinkoftheidioms? • 1.Do these descriptions reflect the different characters of animals? • 2.ifanimalscouldtalk,howwouldtheydescribehumanbeings?

  13. Lesson1TheOneThatGotAway

  14. II. Task two: while reading (skimming, scanning, and reading for gist 15 mins) • browse/skim the passage and get a rough idea about it. • scan for the topic sentence of each paragraph. • work in pairs to conclude the main idea of this passage.

  15. III. Task 3: post-reading (group talkandcriticalthinkingdevelopment15 mins) • Discuss: • 1.WhatdoyouthinkoftheSwisslawswhichprotectanimals?Isitsuitableforothercountries? • 2.Dosomeanimalsdeservetobeprotectedmorethanothers?Ifso,why?

  16. Task 4: conclusion (5 mins) • whathaveyoulearnttoday?

  17. Task 5: homework • Aftertheclass,pleaseprepareforapresentationinagroupof5,aboutanimalidioms andanimaltales.

  18. Teaching and learning assessment

  19. 1.What is the main idea of the passage? A.Animals are interesting and cute, so they should be our friends. B.Governments are holding conservative ideas towards theimplementation of animal-protection laws. C.The passage uses a legal case to describe the legal status of animals in Switzerland. D.The passage tells us that the author supports the law entirely.

  20. 2. What dose he eats like a horse mean? A. He looks like a horse. B. He eats the same food like horses do. C. He likes eating with horses. D. He eats a lot. 

  21. 3. By thinking critically, what do you think of the Swiss laws that protect animals? (2 correct answers) A. Completely reasonable B. Entirely ridiculous C. It may suit Swiss, not necessarily other countries. D. It might suit for a small wealthy country like Swiss, but large developing countries need to pay much attention to other social problems.

  22. Thanks for listening!

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