教案: Kids互動英語 No.5(點讀版)

Kids互動英語 No. 6

Interesting Beetles

(參考教案-以英文學齡三~四年以上學生為例)

Lesson Objectives:
• Students can recognize and name different beetles (e.g., stag beetle, rhinoceros beetle, ladybug).
• Students can understand and practice the patterns 'Don’t … / Don’t be …' and 'How … ?' questions.
• Students can read and role-play a short text about beetles.
• Students can use comparative language to describe beetles.
• Students can express their opinions about insects in simple English.
Suggested Teaching Procedure:

Stage	Content	Page	Time	Objectives
1. Warm up	Introduction (5 mins) Video (5 mins)	42–43	10 mins	Activate prior knowledge, arouse interest
2. Vocabulary (認識自然)	Vocabulary (8 mins) Game (7 mins)	42–43	15 mins	Learn insect vocabulary with pictures
3. Reading (生活小會話)	Read the story (5 mins) Life Cycle Wheel (5 mins)	44–47	10 mins	Practice reading and dialogue
4. Grammar lesson I (英語小課堂)	Grammar lesson (10 mins) Practice (10 mins)	48–49	20 mins	Learn 'Don’t … / Don’t be …'
5. Grammar lesson II (英語小課堂)	Grammar lesson (10 mins) Practice (10 mins)	50	20 mins	Practice 'How … ?' questions
6. Wrap up	Ask some questions Exit Ticket (Game)	—	5 mins	Review beetle facts & practice sentences
Total	90 mins (include 10 mins break)

1.Warm up: Introduction + Video Song (10 mins)

Steps:
(1) Show P. 42-43 and ask students:
- Have you ever seen a beetle?
- Are you afraid of insects? Why or why not?
- What kinds of insects do you know?
(2) Play a short beetle video

Beetle Battle Song | The King of Insects | Rhino vs. Stag | Animal Nursery Rhymes & Kids Songs

https://youtu.be/iyM3Zyjhr2M?si=dpllR2er1pLTihh3

(3) Discuss after watching:

Which beetle looks stronger?
Which beetle is your favorite?
What do you notice about their horns or size?

2. Vocabulary – P. 42-43 (15 mins)

Steps:
(1) Use Live Pen or scan the QR codes on pp.42–43.
(2) Go over the beetle vocabulary (stag beetle, rhinoceros beetle, Hercules beetle, Titan beetle, ladybug, dung beetle, etc.).
(3) Teacher shows pictures → students say names.
(4) Game (Guessing Game / Pictionary):
Teacher picks a beetle name. One student draws it on the board; others guess. The team that guesses first gets a point.

3. Reading – P. 44-47 (10 mins)

Steps:
(1) Ask leading questions before reading:
- What are the kids doing in the pictures?
- What do you think of beetles?
(2) Play the audio (pp.44–47).
(3) Guide students to read sentence by sentence. Explain the meaning and point out some important sentence patterns, grammar points…etc.
(4) Pair practice: Students role-play the dialogue.
(5) Craft Activity

(Life Cycle Wheel)

Make a paper plate wheel with 4 sections (egg, larva, pupa, adult).
Students draw and color each stage.

4. Grammar lesson I – P. 48-49 (20 mins)

Grammar lesson I – “Don’t …” / “Don’t be …” (20 mins)
Steps:
(1) Lead-in (3 mins)

Invite one student to the front and ask him/her to run around.
The teacher immediately says: “Don’t run! Please don’t run in the classroom.”
Ask the class: “What did I say? What does it mean?” → Introduce Don’t + verb.
Then invite another student to pretend to cry.
The teacher says: “Don’t be sad! Please don’t be sad.”
Ask the class: “What did I say? What does it mean?” → Introduce Don’t be + adjective.

(2) Explanation (4 mins)

Write two patterns on the board:
Don’t + verb → Don’t run. Don’t open the window.
Don’t be + adjective → Don’t be afraid. Don’t be shy.
Emphasize: After Don’t, you cannot use an adjective directly; you must use be.
Read the sentences together with actions.

(3) Guided Practice (5 mins)

Open the book to p.48 and read the sample sentences together.
Teacher gives situations and students respond with the correct form:
Teacher pretends to open a window → Students say “Don’t open the window!”
Teacher pretends to be shy → Students say “Don’t be shy!”

(4) Book Exercises A & B (5–6 mins)

Students complete p.49 Exercises A & B individually.
Then pair work: students read their answers to each other.
Teacher walks around, checking and correcting.

(5) Check & Extend (3–4 mins)

Go over the answers together.
Extension game: “Teacher Says” (Don’t version)
Teacher says: “Don’t clap your hands!” → Students must NOT clap.
Teacher says: “Don’t be noisy!” → Students stay quiet.
Use the game to reinforce the sentence patterns.

5. Grammar lesson II – “How … ?” Questions (20 mins)

Topic: “How … ?” Questions (p.50)

Steps:
(1) Lead-in (3 mins)

Teacher shows two beetle pictures: one small, one very large.
Ask: “How big is this beetle?” (point to picture).
Then compare: “This beetle is bigger. How big is it?”
Encourage students to guess numbers (e.g., “It’s 15 cm long!”).

(2) Explanation (4 mins)

Write examples on the board:

How long is this beetle? → It’s 10 cm long.
How heavy is the beetle? → It’s 30 grams.
How big is the universe? → Very big!

Explain structure: How + adj/adv + be/verb … ?
Highlight common question types: How old, How long, How tall, How heavy, How far, How big.

(3) Book Practice (5–6 mins)

Turn to p.50. Read the sample Q&A together as a class.
Choral reading, then pair reading (students ask and answer).
Teacher checks pronunciation and accuracy.

(4) Guided Pair Activity (4–5 mins)

Students make their own “How … ?” questions about beetles or classmates.

Example: “How strong is a rhinoceros beetle?”
Example: “How old are you?” / “How tall is your classmate?”

Teacher walks around to assist with grammar.

(5) Check & Extend (3–4 mins)

Invite a few pairs to share their Q&A with the class.
Play a quick quiz: teacher asks random “How … ?” questions, students answer quickly.
“How long is a school day?”
“How tall is the classroom door?”
Encourage creativity and fun guesses.

6. Wrap up (5 mins)

(1) Ask quick discussion questions:
- Which beetle do you like best? Why?
- Which one is the biggest?
- Which beetle looks the strangest?
(2) Optional Game:

Exit Ticket

Each student writes and draws on a small piece of paper:
One new word learned today (e.g., larva, stag beetle).
OR one sentence pattern (e.g., Don’t touch it! / How long…?).
Then, they come to the front, share it with the class, and hand it to the teacher before leaving.