Uint4设计

英语UINT4--Let's-Learn--and--Le t's--Chant课件教案-(自动保存的)《UNIT 4 We Love Animals》----〈A Let’s Learn ＆Let’s Chant〉教案设计青山小学袁平一、教学背景1.学生：小学三年级学生2.学科：英语3.课时：1课时4.课前准备：1）网络搜索动物的知识，图片，声音，歌曲。

2）制作PPT课件。

二、教学课题新PEP版三年级上册Unit Four《 We Love Animals——A Let’s learn &Let’s chant》三、教材分析本课是新版PEP三年级上册第四单元的第二课时，学习关于动物的名称和特点。

孩子们在生活中已经认识很多动物，所以本课在学习新单词pig, bear, cat, duck, dog和句子what’s this? It’s a….时，重点要训练学生对单词和相关句子的应用能力，感受学习英语交流的乐趣和成功感，从而培养学生用英语进行交流的能力，提高英语水平。

（一）教学目标1. 能听懂、会说动物单词pig, bear , cat, duck, dog。

2. 学生能听懂、会说句型what’s this? It’s a….（二）教学重点、难点1.能听懂、会说动物单词pig, bear , cat, duck, dog。

2. 学生能听懂、会说句型what’s this?It’s a….3. 能用英语进行介绍小动物和自己玩具。

四、教学方法1. 多媒体教学2.听说教学3.情景教学法五、教学过程Ⅰ.Greetings:Ｔ:Good morning .Boys and Girls. Today I’m very happy，Because I will make many friends。

Would you like to make friends with me？Ss：Yes.T：Can you tell me your name?Ss: Yes.T:What’s you r name?S: My name is….T: Nice to meet you.(伸手与学生握手)S: Nice to meet you , too.T: What’s this? (教师拿出学生的文具)Ss: Pencil.T: G ood. It’s a pencil.What’s this?Ss: Ruler.T: It’s a ruler.Boys and Girls. Do you like songs?S: Yes.设计意图：因为是借班上课，与学生拉近关系的同时，复习前面学过的内容。

Unit 4 Scientists who changed the worldReading (II)◆内容分析：本单元的主题语境是“人与社会”，话题是“科学家、科学发现和科学精神”。

该单元的Reading板块以新闻报道的形式介绍了2015年诺贝尔生理或医学奖获得者屠呦呦及其团队发现青蒿素的过程，重点介绍了他们的不懈努力，以及从传统中医药学中所汲取的智慧，旨在让学生感受科学家身上体现出的可贵品质和精神，同时也让学生明白中国的传统中医药学是个巨大的宝库，可以对人类健康事业作出巨大的贡献。

◆教学目标：By the end of this section, students will be able to:1.understand the usage of the key words and expressions:e the words and expressions in new situations;3.have a better understanding of the outline and key information of the news report.◆教学重难点：1.Understand some new words and expressions.2.Be able to use the new words and expressions correctly.◆教学过程：Step 1 Lead-inRead and underline the following key words and expressions.◆deadly a broad knowledge of intend◆extract promising household postpone◆sufficient pay off through trial and error wisdomStep 2 Building vocabulary1.Word study: deadlyIntr oduce the meaning of “deadly” through different situations, first the context of the speech and then other situations.➢Collocations of deadly➢Exercises of deadly: Practice makes perfect.◆Without doubt, it turned out to be ________ deadly disease.◆We sat in deadly _____________(silent).◆They are __________(dead) enemies.2. Phrase study: a broad knowledge ofIntroduce the meaning of “a broad knowledge of” together with some similar expressions.◆ A similar expression: a wide knowledge of◆Translation:他在绘画上有渊博的知识。

uint4 I can paly basketball第三课时教案本资料为woRD文档，请点击下载地址下载全文下载地址课件www.5yk 第三时教学设计课时目标.能够读懂cartoontime部分内容，体会其中的趣味性。

2.理解会说句子：Quack,Quack!Icanswim.Tweet,tweet!Icanfly.Don’tbesad,Bobby.Ican’tflyeither.3.能完成checouttime部分内容。

教学重难点.能够读懂cartoontime部分内容，体会其中的趣味性。

2.能完成checouttime部分内容。

能够表演cartoontime部分内容。

能了解either与too的区别。

教学准备预读cartoontime部分内容，体会其中的幽默。

教学过程Step1warmupSingasong:IcanskateandIcanjump.Step2Revisionandfreetalk.FreetalkT:Hello,...Howareyoutoday?S:I’m....T:Goodmorning/afternoon.... whatcanyoudo?S:Ican....T:canyouplaytabletennis?S:yes,Ican./No,Ican’t.T:Hello,....canyousing?S:yes,Ican.T:canyousingwell?S:yes,Ican.T:S:Hecanswim.T:canheswimwell?S:yes,hecan.T:cantheboyskate?S:No,hecan’t.T:canheplaybasketball?S:No,hecan’t.T:whatelsecanhedo?S:Hecan....Trytosay（根据本部分内容）Ican...and....Ican’t...Ican’t...3.利用此模式，根据自己的实际情况来说一说。

可编辑修改精选全文完整版Unit 4 Scientists who changed the worldProjectMaking a fact file about a scientist◆内容分析：本板块围绕单元主题，要求学生结合所学语言知识和文化知识，以小组合作的形式，完成以为“改变世界的科学家”的生平介绍。

教学活动需要学生明确完成人物生平介绍所必须的关键信息及格式要求。

学生通过小组讨论，在明确具体任务要求的基础上，就选定的科学家的个人基本信息、突出成就、影响力、有趣的事实等方面收集信息、汇总信息、整理信息，最终完成任务。

最后以小组为单位，各组展示成品，并用英语进行介绍，并对其他组的展示作简要评价。

◆教学目标：By the end of this section, students will be able to:1.know what key information a fact file should include;2.collect and sort the key information needed for their fact file;plete their fact file with the help of the sample given;4.present the fact file and evaluate other groups’ fact files.◆教学重难点：plete their fact file with the help of the sample given;2.present the fact file and evaluate other groups’ fact files.◆教学过程：Step 1 Lead-inQ: What scientists all over the world do you know?Some famous scientists are listed, including home and abroad.Step 2 DiscussionIf you are going to introduce a scientist, who will you choose? Why?Possible answer:We want to introduce Tu Youyou.Firstly, we choose Tu Youyou because of her achievement-she was the first female scientist of the People's Republic of China to receive a Nobel Prize.Secondly, we admire her qualities as a scientist, such as her diligence, perseverance and dedication.Step 3 Procedures1.How to make a fact file?●Step 1: choose a scientist●Step 2: search for facts●Step 3: organize your facts and design your fact file2.Which word should you always keep in mind when you are making a fact file? The word “fact”. It is important that we collect only true information with supporting evidence.3.How can you tell the difference between fact and opinion?A fact is something that is known to be true while an opinion is what a person thinks or feels about something or someone.Step 4 ResearchWhat aspects of facts should you cover?●Personal information (name, date of birth/death, nationality, childhood, education,etc.)●Achievements (scientific research, published works, etc.)●Influence●Interesting facts●...Step 5 ExampleThe example of Charles Darwin is given to help students.。

Lesson23 What Do We Need for the Trip?一学习任务概述本节次选冀教版小学英语五年级下册第一课时第四单元uint4 lesson23 What do we need for the trip? 讲述李明Danny和Jenny为去北京旅行做准备的故事。

在三人一起讨论旅行所要带的东西，帮助李明选择自己喜欢的衣服装进旅行箱的过程。

选择自己需要的东西和喜欢的东西也是学习对话容易掌握的环节也是本课的一个难点。

本课对本单元知识的巩固和复习，起复习总结的作用。

二学情分析1.学习对象分析五年级学生的年龄在十一到十二岁左右，生性活泼好动，喜欢直观形象思维，对游戏、竞赛、肢体动作特别感兴趣。

学生学英语时，有可能说的不好，有的还不敢说，课堂上要以表扬为主，注重培养学习英语的兴趣，鼓励他们大胆说、积极做、努力参与到教学活动中！课上继续采取小组合作策略。

Pair work or group work练习，学生学习英语的积极性很高。

2.教材分析本单元中，李明和他的朋友Danny, Jenny在春节期间和李明家人一起过春节，讨论十二生肖和自己的属相，以及自己在春节喜欢吃什么和做什么，最后一起准备去北京旅游的装备。

本课是整个模块中的最后一课，重点学习选择旅行准备东西时的询问和回答，学生在四年级时学过食物和衣服，但没有接触过时间的学习，我设计了chant、游戏等活动让学生在玩中学，乐中记。

三教学目标知识目标：1.能听懂、会说、认读并书写词汇：those ,that2.学生能认读、理解并运用基本句型结构：I like this/ these …I don’t like that/those…3.能在情景中正确使用这两个句型进行交流。

4.学生能了解字母组合ow 和oa 在单词中的发音及规律。

能力目标：1. 在完成学习任务中培养学生听说，认读的能力。

2.培养学生口语交际的能力。

3.培养学生英语实际运用的能力。

Uint 4 My home Part A Let’s learn＆Let’s do一、教材分析在Let’s learn部分，呈现了Amy家的截面图，二楼的卧室，书房，一楼的客厅、厨房和浴室。

Amy的爸爸在问Amy在哪里。

Amy的妈妈告诉他，Amy 在书房里。

以此为背景呈现居室名称类词汇：bedroom, study, living room, kitchen, bathroom。

询问物品或人物在哪里的句型：Where is ...? Is she in the ...?Let’s do 是个与居室和活动相关的指令性活动。

包括：Go to the living room. Watch TV. Go to the kitchen. Have a snack等等内容。

学生首先要熟悉这些居室的名称，还要了解这些动词短语的意思和读音，并能将两者正确地匹配起来。

可以在教学中设计一些活动，让学生熟悉、操练这些内容。

本课时内容为重点话题的词汇支撑。

引导学生创设虚拟的情景来进行交流，在交流中掌握新学习的知识，提高自己的语言表达能力。

二、学情分析本课的教学对象是学过一年英语的四年级学生，此阶段学生天真活泼，好奇心强，有较强的模仿能力和求知欲望，而且富有一定的逻辑思维能力，对英语的喜欢已初步体现出个性。

但是本班学生的整体基础较差，在单词的学习过程中，容易出现发音不到位或发音不准确的语音错误，需要反复的朗读练习。

三、课时目标1. 能够听懂、会说、认读单词：bedroom, study, living room, kitchen, bathroom2. 能够在真实或虚拟的情景中听懂、会说、认读句式：Where is ....? Is she / he in the ...? Yes, she/ he is. / No, she/ he isn’t.3. 能够听懂会说Let’s do中的指令，并能做出正确的反应。

四、课时重难点1.重点：能够使用重点词汇来描述居室名称。

牛津深圳版英语七上Uint 4《seasons》教学设计一. 教材分析《牛津深圳版英语七上Unit 4 Seasons》主要介绍了四季的变化以及与季节相关的天气和活动。

本单元包括四个部分：Part A, Part B, Part C, 和 Part D。

每个部分都包含词汇、对话、阅读和写作等元素。

本单元的话题贴近学生的生活，易于引起学生的兴趣和参与。

二. 学情分析七年级的学生已经具备了一定的英语基础，能够听懂并运用基本的日常用语进行交流。

但是，对于四季的概念和相关词汇的理解可能还不够深入。

因此，在教学过程中，教师需要关注学生的个体差异，因材施教，确保每个学生都能理解和掌握所学内容。

三. 教学目标1.知识目标：学生能够掌握四季的英文表达，以及与季节相关的天气和活动词汇；2.能力目标：学生能够用英语简单描述四季的变化和特点；3.情感目标：学生能够培养对大自然的热爱，增强对生活的热情。

四. 教学重难点1.重点：四季的英文表达，与季节相关的天气和活动词汇；2.难点：如何用英语描述四季的变化和特点。

五. 教学方法采用任务型教学法，通过小组合作、互动交流的方式，引导学生主动参与学习，提高学生的口语表达能力和团队协作能力。

同时，运用情境教学法，创设生活情境，让学生在实际语境中学习和应用英语。

六. 教学准备1.教师准备：四季图片、视频等教学素材；2.学生准备：课本、笔记本、学习用品等。

七. 教学过程1.导入（5分钟）利用图片或视频展示四季的变化，引导学生谈论他们对四季的感受和喜好，激发学生的学习兴趣。

2.呈现（10分钟）教师展示四季的图片，引导学生用英语说出四季的名称，并介绍每个季节的特点。

同时，教授与季节相关的天气和活动词汇。

3.操练（15分钟）学生分成小组，用英语描述四季的变化和特点，以及与季节相关的天气和活动。

教师巡回指导，纠正学生的错误，并给予鼓励和表扬。

4.巩固（5分钟）教师设计一个季节主题的游戏，如四季猜谜、季节配对等，让学生在游戏中巩固所学知识。

深圳牛津英语九年级上Unit4Problems and advice讲解及练习Reading1.online adj.在线的；在网上/adv.在线；在网上This online article is very interesting.这篇在线文章很有趣。

2.model n.模特儿Sally is going to be a model because she thinks she isgood-looking.Sally自以为相貌出众，所以想当模特。

提示：model还有以下的含义：a.(依照实物按比例制成的）模型。

a model planeb.样式；设计；型。

The latest model will be on display at the car show.c.模范；典型a model student3.diet n.规定饮食（为健康或减肥等目的）I’ve only lost two pounds since I started this diet.从这次节食开始到现在我只减了2磅。

4.though conj.虽然；尽管Aunt Anna likes Tim though he often annoys her.提示：though和although常用于引导让步状语从句。

5.awful adj.很坏的；极讨厌的awfully adv.非常；极其The weather last summer was awful.去年夏季天气很糟糕。

There’s an awful smell in here.6.regret v.懊悔提示：regret的常见用法有：A.regret+名词/代词eg:She immediately regretted her decision.B.regret+that/wh-从句eg:I regret that I was unable to accept your kind invitation.deeply regret what I said.C.regret+动词不定式，表示“很遗憾地做某事”eg:I regret to say you failed the exam.D.regret+动名词，意为“后悔做了某事”，表示对已经发生的事情感到后悔。

uint 4 I can paly basketball第一课时（译林新教材）课题unit 4 i can play basketball备课内容教材简析本单元主要学习如何询问他人是否会做某项运动。

教学的重点句型是can you…？和答句yes, i can. no, i can’t. 在三年级下册教材的第二单元中，学生已学过eat, drink, sleep, run, talk 等动词，所以教学时可以适当运用这些词，以旧引新，帮学生把新旧知识融会贯通。

第一时教学设计课时目标 1. 能够理解story time部分内容，能够模仿朗读。

2. 能掌握单词basketball, football, jump, skate, swim。

3. 能听懂、会说、会读、会运用句型i can.... can you...? yes, i can. no, i can’t. can he/she/...? yes, he /she can. no, he/she can’t. 4. 能理解play basketball very well. have a try. 5. 能够运用nice! cool! great!赞美词。

教学重难点 1. 能够理解story time部分内容，能够模仿朗读。

2. 能掌握单词basketball, football, jump, skate, swim。

3. 能听懂、会说、会读、会运用句型i can.... can you...? yes, i can. no, i can’t. can he/she/...? yes, he /she can. no, he/she can’t. 4. 能理解play basketball very well. have a try.教学准备学生预读unit 4 story time 三遍。

教学过程 step 1 warm up and free talk greetings t: (做动作)i can run. can you run? s: yes, i can. t: (做动作) i can swim. ca n you swim? s: yes, i no, i can’t. t: i can skate. what can you do? s: i can... t: what about you? s: i can.... (老师在与学生对话的过程中，遇到学生说的已学的动作类的单词，可以请同学拼一拼，并板书，老师针对学生的回答，可以用nice! cool! great! wonderful!等语言来进行表达，同时也为本课的内容服务，老师可以出示准备好的这些单词的卡片，直接贴在黑板上。

Unit 4 Scientists who changed the worldExtended ReadingThe Value of Science◆内容分析：本板块的文章改编自一篇著名科学家的公开演讲，语篇的主题是科学的价值。

作者通过自问自答，条理清楚、由浅入深地从三个层面回答了“科学价值何在”这一问题。

阐明了科学家的责任所在，也鼓励了同学们争做社会栋梁。

◆教学目标：By the end of this section, students will be able to:1.understand the main idea of each paragraph;2.analyze the language and rhetorical devices used in the lecture;3.explain the value of science.◆教学重难点：1.To help students understand the structure of the whole passage;2.To help students analyze the language in a speech;3.To guide students to explain the value of science.◆教学过程：Step 1 Lead-in➢Do you think science is good or evil?➢What do you think are the value of science?Step 2 Figure out the structure of this lecture transcriptIntroduction: paras.1-2: Introducing the topicMain body: paras. 3-6: Three values of scienceConclusion: para. 7: Duty of scientists→Let’s see the details.Main body: paras. 3-6Para.3: Scientific knowledge enables us to do and make all kinds of things.Para.4: Science can provide us with intellectual enjoyment.Para.5-6: Scientists have the freedom to doubt.Step 3 Careful readingRead paras. 1 -2 and answer the questions.1.The author talked about his personal experience in paragraph 1 and2. Pleasesummarize his experience.When he was younger, he thought science would make good things for everybody.During the war he doubted that some evil may be involved in science. Later hethought long about the value of science and finally tried to answer this in this talk.2.What are the functions of these two paragraphs?To introduce the topic and arouse audience’s interest.Read para. 3 and answer the questions.1.How many times is the pronoun “it” used in this paragraph. What does “it” referto in each case?5 times. The first two (line 12) refer to “making good things” and the final three(line 14 and 16) refer to “scientific knowledge”.2. How do you understand the sentence “scientific knowledge enables us to do and make all kinds of things.”?The essence of science is all kinds of knowledge, with which we can do all kinds of things, including good and bad. Science itself is not good or bad. Instead, what we choose to do with it can be good or bad. Just as Fey nman said, “Scientific knowledge is an enabling power to do either good or bad—but it does not carry instructions on how to apply it.Read para. 4 and answer the question.Feyman said, “Thanks to the scientific effort, we have been led to imagine all sorts of things more fantastic than poets and dreamers of the past ever could.” Can you give some examples of those “fantastic imagined things” that have become reality because of science?→enjoy a video.Read para. 7 and answer the question.1.What are the duties of scientists?•To declare the value of the freedom to doubt.•To teach how doubt is not to be feared but to be welcomed and discussed.•To demand this freedom to all coming generations.Step 4 Rhetorical device1.What analogy is used here and what’s the function?“Never concerned that the answer may let us down, with pleasure and confidence we turn over each new stone to find unimagined strangeness leading on to more wonderful uestions and mysteries.”It is an analogy. Here Feyman compares the intellectual enjoyment of finding unimagined strangeness to the process of discovering what is hidden under a stone—just as underneath stones there could be an unknown treasure. Feyman uses this analogy to emphasize the curiosity and determination that scientists use to uncover mysteries and answer questions.2.Feyman used parallelism several times in his lecture. Please find them out andfigure out their functions.●When a scientist doesn’t know the answer to a problem, he is ignorant. Whenhe has an idea as to what the result is, he is uncertain. And when he is pretty sure of what the result is going to be, he is still in some doubt. (line 27)●Permit us to question—to doubt—to not be sure. (line 35)●It is our responsibility as scientists, knowing the great progress that is the fruitof freedom of thought, to declare the value of this freedom; to teach how doubt is not to be feared but to be welcomed and discussed; and to demand this freedom as our duty to all coming generations. (para. 37)The function of parallelism:Parallelism is the repetition of similar grammatical forms. It helps make an idea or argument clear and easy to remember. It also shows that each repeated structure is of equal importance. Parallelism is a powerful tool in public speaking and writing.Step 5 DiscussionFeyman believes that of all science’s many values, the greatest must be the freedom to doubt. How do you understand this?This belief expresses a similar meaning to this unit's opening quote "The scientist is motivated primarily by curiosity and a desire for truth." Only when scientists raise doubts can they open up the opportunity to explore the unknown, which is what leads to scientific achievements. Feynman further emphasizes this value when he says, "Permit us to question—to doubt—to not be sure." He points out that scientists must always be allowed to question and doubt things, because he knows t is the key to how science is able to progress.Step 6 Language points1. it represented the destruction of people and it put our future at risk. (Lines3-5)risk v. & n.冒生死之险v. risk one’s life/ lives冒险做... v. risk doingn. run/take the risk of sth/ doing常见短语搭配：处境危险，在危险中at risk自担风险，对发生的事情负责at one’s own risk冒...的危险at the risk of→practice makes perfect.2. Is there some evil involved in science? (Lines 4-5)involve sb/sth in sth/doingcause sb/sth to be part of, include in, mixed with, or deeply concerned in sth or doing sth使参与，陷入或牵扯到不要把我卷入你们的争吵当中。

Uint4 Using language 学案Teaching aims and requirements：1)To get some information about dinosaurs and their disappearance.2)To train students’ listening ability.【课内探究】Step1 Read the passage and decide whether they areTrue or False.1. ( ) Human came into being about 65 million years ago.2. ( ) People know something about dinosaurs from their eggs and bones.3. ( ) From their eggs scientists could tell that some dinosaurs could not onlyrun but also climb trees.4. ( ) Dinosaurs died out because the temperature of the earth changed a lot. Step 2 Read the passage again , answer the questions.1. when did the dinosaurs live?_______________________________________________________________ 2.Where were dinosaurs found in China?________________________________________________________________ 3. What are the possible reasons that are mentioned in the text?________________________________________________________________ ________________________________________________________________ Step3 Translation1. They learned this from the way the bones were joined together.________________________________________________________________我不喜欢他走路的方式。

牛津深圳版英语七上Uint 4《seasons》writing说课稿一. 教材分析《牛津深圳版英语七上Unit 4 Seasons》这篇课文主要介绍了四季的变化以及不同季节的特点。

通过描述春夏秋冬的景色、活动和天气，让学生了解和感受四季的魅力。

本文内容丰富，语言生动，贴近学生的生活实际，有利于激发学生的学习兴趣和积极性。

二. 学情分析针对七年级的学生，他们对四季的概念已经有所了解，但可能对四季的英文表达和描述还不够熟悉。

此外，学生可能对一些季节性的活动和文化背景知识知之甚少。

因此，在教学过程中，需要关注学生的认知水平，循序渐进地引导他们学习。

三. 说教学目标1.知识目标：让学生掌握四季的英文表达，学会用英语描述四季的特点和活动。

2.能力目标：培养学生运用英语进行交流和表达的能力，提高他们的写作技巧。

3.情感目标：激发学生对四季的热爱，增强他们对自然环境的感知和欣赏能力。

四. 说教学重难点1.重点：四季的英文表达和描述，以及运用英语进行交流和写作。

2.难点：对季节性活动和文化背景知识的理解，以及如何运用英语进行生动描绘。

五. 说教学方法与手段1.情境教学法：通过图片、视频等直观手段，营造四季的氛围，激发学生的学习兴趣。

2.任务型教学法：通过小组讨论、写作等实践活动，让学生在完成任务的过程中学习和运用英语。

3.交际式教学法：通过角色扮演、情景模拟等互动环节，提高学生的英语交际能力。

六. 说教学过程1.导入：展示四季变化的图片，引导学生谈论自己对四季的认知和喜好。

2.新课呈现：通过视频或图片，介绍四季的特点和活动，让学生学习四季的英文表达。

3.课堂活动：分组讨论，让学生用英语描述自己最喜欢的季节，并进行小组展示。

4.写作环节：以“My Favorite Season”为主题，让学生写一篇短文，描述自己喜欢的季节及原因。

5.展示与评价：学生互相展示自己的作品，评价他人的作品，教师进行点评和指导。

七. 说板书设计板书设计如下：1.四季的英文表达：Spring, Summer, Autumn, Winter2.四季特点的关键词：warm, hot, cool, cold3.四季活动的描述：blooming flowers, swimming, harvesting,snowboarding八. 说教学评价1.学生自评：评价自己在课堂活动、写作和展示中的表现。

初中八年级英语教学设计第二课时Uint 4 Reading（一）设计的基本理念：根据新课标，培养学生自主、合作、探究精神、突出语言运用能力培养的理念而设计。

课型：阅读课一、教材分析（一）教材的地位和作用1、单元背景分析：动物是我们人类的朋友，我们有责任和义务去保护它们，但随着现代工业的发展而导致的环境污染，人类对森林资源的乱砍乱伐，一些野生动物濒临着危及，它们生存的环境遭遇了破坏，有些野生动物甚至到了灭绝的地步。

大熊猫是中国的国宝，目前，它们也处于困境中，全世界大概还幸存2000多只大熊猫，所以保护野生动物，保护大熊猫是全世界的呼声，还野生动物一个自然生存的环境，给大熊猫一个安静、舒适的家刻不容缓。

2、教材内容分析这篇文章主要介绍了大熊猫幼仔的早期生活以及它的成长过程，由于人类对大自然环境的破坏导致了它濒临危及的困境，教育人类要保护自然生态环境，不要捕杀野生动物，并要采取一些保护大熊猫的措施，结合课文，让学生意识到生态环境对动物的重要性，联系实际，就我们这个地方目前生态环境说说自己的看法。

我们目前居住的环境其实也很不理想，一些污染影响着我们的生活质量，让学生明白保护我们的生存环境，于已于人都非常重要。

3、教材重点、难点教材重点：（1）重点词语：the baby panda look like be borngrow into at the very beginning bamboo shootin the future cut down in dangertake the actions encourage sb. to do sth.（2）重点句型：We called her XiWangWhen XiWang was born, she weighed just 100 grams.XiWang drank her mother’s milk for up to 14 hours a day.Sadly, it is very difficult for giant pandas to survive in the wild.（3）重点语法：if引导的条件状语从句教材难点：（1）讨论如何采取措施保护我们的生态环境？（2）给有关部门写一封信，呼吁全社会保护自然生态环境，爱护野生动物，全社会一起来抓好。