1. Lesson 1 The One That Got Away
Unit 4 Animal Magic
Lesson 1 The One That Got Away

2. Class information Teaching reference:
New Horizons English Book 2, Unit 4 Text 1
Students information:
First year, intermediate level

3. Introduction of the Smart Design

4. ★Teaching methodology:
Sociocultural approach (Vygotsky, 1978) : learning through negotiating meanings; critical literacy
★Teaching method:
Task-based learning through a Top-down method (Ellis, 2002) of reading;

5. ★ Teaching Focus:
linking students social knowledge with the text by using authentic materials.

6. Demonstration class

7. ★Teaching and learning objectives:

8. Students will be able to：
1.read by skimming, scanning within time limitation, and find out the main idea of the passage.
2.understand the meaning of these expressions of animals: a little bird told me…, he eats like a horse, until the cows come home
3.perceive and negotiate meanings in the text critically by linking the text and your own social schema together.

9. I. Task one: pre-reading (warming up 10mins)
Can you think of any pets you had or known?
Do you think it’s easy to keep a pet?

10. Brainstorming
Now work in pairs and brainstorm words related to famous fictional animals .
(e.g., Winne the pooh, Garfield, Tom and Jerry)

11. Let’s do some guess… 1. a little bird told me it’s your birthday.
2. Sam is growing fast but I’m not surprised – he eats like a horse.
3. Wendy and her friends can talk until the cows come home.

12. What do you think of the idioms?
1. Do these descriptions reflect the different characters of animals?
2. if animals could talk, how would they describe human beings?

13. Lesson 1 The One That Got Away

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 talk and critical thinking development 15 mins)
Discuss:
1. What do you think of the Swiss laws which protect animals? Is it suitable for other countries?
2. Do some animals deserve to be protected more than others? If so, why?

16. Task 4: conclusion (5 mins)
what have you learnt today?

17. Task 5: homework
After the class, please prepare for a presentation in a group of 5, about animal idioms and animal tales.

18. Teaching and learning assessment

19. 1. What is the main idea of the passage?
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 the implementation 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!