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备课日期教学课题八上Unit 5 Wild animals课时安排1 Comic strip ＆Welcome to the unit7教学目标1。
To introduce the topic of the unit and help the students focus on ‘Wild animals’. 2。
To learn more about wild animals and express their preference.重点1. no way，have pity on，in fact2。
They may become dishes on the table any time。
3。
Could you please not eat them？4. I may die without them。
难点To talk about their favourite animals.教学过程设计集体备课二次备课Step 1 Lead in1. Show a picture of a tiger and ask:What's this animal? What does it often eat? Where does it live?It is the king of the forest. It looks like a cat but big than a cat。
It has yellow fur with black stripes。
2。
There are many wild animals in the world.（Bb: wild）3. Where do people usually see wild animals?What animals can we see there？Step 2 Presentation1. Show more pictures of wild animals.Ask the students to give the names of the animals and then encourage them tospeak out what they know about the animals, focusing on the appearance andsomething special about it.2。
8A Unit4 Wild animalsReading执教者：高娟Teaching aims:1. Knowledge objectives:To read the passage about giant pandas and get the main ideas of the whole text.To get students to learn some words and phrases, get to know the growth ofgiant pandas, the problems giant pandas are facing and how to protect them. 2. Emotion objectives:To encourage the students to do as much as they can to help the wild animals.To activate the students' awareness of protecting wild animals and the nature. 3. Ability objectives:To improve students' ability of communication.To develop students' comprehensive language competence.Teaching aid: A multi-media computer, a tape recorderTeaching approach: Communicative ApproachTask-based Language ApproachCooperative Language Learning ApproachTeaching procedures:Step1. Revision1. T says: Yesterday we learned something about wild animals. Do youremember them?(Students answer: Yes.)2. T says: OK, now let's play a guessing game. Read the descriptions of theseanimals and tell us what wild animals they are.a). I come from Australia. I jump with my babies in my pocket. Who am I ?b). I am the biggest animal on land, I have a long nose and eat grass. Who amI ?c). I am small and have a big tail. I like climbing trees and eating nuts. Whoam I ?d). I am large and heavy. I have thick fur. I like eating sweet food and fish.Who am I ?e). I have yellow fur and black stripes. I look like a cat, but much bigger thana cat. Who am I ?f). I live in the sea. I am very friendly and clever. I can do lots of tricks inwater. Who am I ?g). I walk in the desert. Each eye of mine has three eyelids. Who am I ?h). I am a beautiful black and white animal. I look like a bear. I live only inChina . My greatest hope is to take a colour photo. Who am I? (When the students say out the answers, show the pictures on the screen.)Step2. Presentation1. Ask : Do you like wild animals? (Yes/ No.)Which is your favourite wild animal?Why do you like it/them?Students answer the questions.Teacher says: Do you know Miss Gao's favourite wild animal?--Giant pandas.I think they are very lovely. They are friendly to people and won't hurt people.Show a picture of a giant panda. Do you know anything about giant pandas?2.Teach new words by asking some questions about giant pandas.a). Where do giant pandas live?In the wild / In the forest/ In giant panda reserves..b). What do giant pandas eat?They eat bamboo shoots and leaves.3. Ask: But when a giant panda was born , can they eat bamboo shoots orleaves?(No.)What do they eat when they are at birth? And what are baby pandas like atbirth?Tsays: Today we have a chance to learn more about a giant panda.Step3. Fast-ReadingPlease read the passage as quickly as you can to find out the name of thegiant panda.Step4. Listening and scanningListen to the tape and then try to complete the chart.Age The growth of Xi Wang1 day weigh 100g10 days look like a white mouse4 months weigh 10kg, start to go outside her home6 months start to eat bamboo shoots and leaves8 months not a small baby any more,grow into a healthy young giantpanda,weigh 35kg20 months have to look after herselfRead the paragraphs1-3 and then let the Ss make the sentences with the words to introduce the growth of Xi Wang.Have a look at the pictures of the growth of Xi Wang and complete Part on Page61. Let the students introduce the growth of Xi Wang with their own words.Step5. Presentation1. Tsays: Do you think giant pandas are lovely? (Yes). But they are in danger. It'svery difficult for them to live in the wild. What problems are they facing?2. Listen to the tape and find out the problems they are facing. Problems ActionsIf hunters__________, they ___________. make giant panda reserves biggerIf farmers__________,giant pandas__________.build more reservesIf people___________, they ____________. encourage farmers to leave the giant panda reserves3. Let the students read the three paragraphs again and then say out the problems giant pandas are facing without looking at the books.4. Tsays: We have known the problems giant pandas are facing. Can we do something to help? OK, read the rest part of the passage and complete the chart above.5. Students say out the actions with their own words.Step6. Whole-readigRead the whole passage by themselves.Step7. An interviewLet one student stand in front of the class to act as Xi Wang. Others are all interviewers. Ask "Xi Wang"the questions they are interested in.Step8. DiscussionHold a further discussion: Why do we call it Xi Wang? Can you find another name for her?Step9. ClassworkFinish an exercise paper.。
沪教版英语五年级上册《Wildanimals》教案一、教学目标1.通过本节课的学习，学生能够熟练掌握有关野生动物的单词和短语，例如lion, tiger, zebra等。
2.学生能够了解野生动物的生活习性及它们在自然界中的地位，培养学生保护野生动物的意识。
3.学生能够以简单的语言正确地描述野生动物的特征和生活习性，运用所学知识熟练作答涉及野生动物的问题。
二、教学准备1.音频设备及相关教学材料。
2.教师准备PPT或者教案。
三、教学过程1. Warm-up（热身）【T】Good morning, boys and girls! 【S】Good morning, teacher! 【T】How are you today? 【S】I’m fine, thank you. And you? 【T】I’m fine, too. Thank you. Do you like animals? 【S】Yes, I do. 【T】What’s your favorite animal? 【S】(Students answer)2. Presentation（呈现）【T】To day we’re going to learn about wild animals. Who can tell me what wild animals are? 【S】(Students answer) 【T】That’s right. Wild animals live in the wild, not in our homes or zoos. Let’s look at some wild animals on the screen. (Show pictures of animals on the screen) Can you tell me what they are? 【S】(Students answer) 【T】Very good. Now let’s learn some more words about wild animals. (Teach new words and phrases such as lion, tiger, zebra, etc. through the PPT or teaching materials.)3. Practice（练习）【T】Now le t’s practice what we’ve learned. Please look at the screen and match the animals with their names. (Students match the animals with their names on the screen.) 【T】Great job! Now let’s play a game. I’ll describe an animal and you tell me what it is. (Teacher describes an animal and students will answer with the correct animal name.)4. Production（输出）【T】Now it’s time for us to produce what we’ve learned. Let’s work on some questions related to wild animals. Please read the questions and write down the answers. (Students answer questions related to wild animals.) 【T】Good job! Now let’s make a group and discuss what we can do to protect wild animals. (Students discuss and share their ideas in groups.) 【T】Thank you for your participation. You all did a great job today. See you next time!四、作业1.熟记今天所学词汇。
牛津译林版英语八上Unit 5《Wild animals》（Reading1）教学设计一. 教材分析牛津译林版英语八上Unit 5《Wild animals》（Reading 1）主要介绍了野生动物的特点、生活习性和面临的威胁。
本节课的主要内容是阅读一篇关于非洲象的阅读材料，通过阅读让学生了解非洲象的生活习性和面临的困境。
教材还包括了词汇表、阅读理解题和写作任务，旨在提高学生的阅读理解能力和写作能力。
二. 学情分析学生在学习本节课之前已经学习了动物相关的词汇和表达方式，具备一定的阅读理解能力。
然而，部分学生对野生动物的生活习性和面临的威胁了解不多，可能对阅读材料的理解存在一定的困难。
因此，在教学过程中需要关注学生的个体差异，合理调整教学难度，引导学生在课堂上积极思考和参与。
三. 教学目标1.知识目标：–掌握课文中的关键词汇和表达方式。
–理解阅读材料的主旨大意，了解非洲象的生活习性和面临的威胁。
2.能力目标：–提高学生的阅读理解能力，能够通过阅读获取和处理信息。
–培养学生的写作能力，能够运用所学知识进行写作表达。
3.情感目标：–增强学生对野生动物保护的意识，培养学生的环保意识。
四. 教学重难点•课文的理解和阅读技巧的运用。
•词汇和表达方式的掌握。
•对阅读材料深层次含义的理解。
•写作任务的完成。
五. 教学方法1.任务型教学法：通过设定具有挑战性的任务，激发学生的学习兴趣，培养学生独立思考和合作交流的能力。
2.情境教学法：创设真实、生动的情境，使学生在实际情境中学习和运用英语。
3.交际法：通过师生互动、生生互动，提高学生的口头表达能力。
4.启发式教学法：引导学生主动探索，发现问题，培养学生的自主学习能力。
六. 教学准备1.教师准备：–熟悉教材，明确教学目标和要求。
–准备相关的教学资源和素材。
2.学生准备：–预习课文，提前了解课文内容。
–准备笔记本，记录课堂笔记。
七. 教学过程1.导入（5分钟）–教师通过提问方式引导学生回顾已学的动物相关知识，激发学生的学习兴趣。
牛津译林版八年级上册Unit 5《Wild animals》（Grammar 2）教学设计一. 教材分析本课选自牛津译林版八年级上册Unit 5《Wild animals》（Grammar 2），主要讨论了关于野生动物的保护问题。
本课主要让学生掌握一般现在时态的被动语态，并且能够运用本课的生词和句型进行讨论和表达。
通过本课的学习，学生能够提高自己的语言运用能力，增强对野生动物保护的意识。
二. 学情分析学生在之前的学习中已经掌握了一般现在时态，对本课的主题也有一定的了解。
但部分学生在语言运用上还存在一定的困难，特别是在被动语态的运用上。
因此，在教学过程中，需要关注学生的个体差异，因材施教，使每位学生都能在课堂上得到锻炼和提高。
三. 教学目标1.知识目标：–掌握一般现在时态的被动语态结构：am/is/are done；–掌握本课的生词和短语，并能熟练运用。
2.能力目标：–能够运用一般现在时态的被动语态进行讨论和表达；–提高学生的语言运用能力和团队合作能力。
3.情感目标：–增强学生对野生动物保护的意识；–培养学生热爱大自然，保护生态环境的情感。
四. 教学重难点•一般现在时态的被动语态结构；•本课的生词和短语。
•一般现在时态的被动语态在实际情境中的运用；•对本课主题的深入理解和讨论。
五. 教学方法1.情境教学法：通过设置各种情境，让学生在实际语境中运用所学知识；2.任务型教学法：通过完成各种任务，提高学生的语言运用能力；3.合作学习法：鼓励学生分组讨论，培养学生的团队合作精神。
六. 教学准备2.PPT；3.练习题。
七. 教学过程1.导入（5分钟）利用图片或视频引导学生谈论野生动物，激发学生的学习兴趣，导入本课主题。
2.呈现（10分钟）通过PPT展示本课的生词和短语，让学生进行认读和学习。
3.操练（10分钟）让学生进行小组活动，用所学的生词和短语编写对话，并进行表演。
4.巩固（10分钟）设计一些练习题，让学生进行抢答，巩固所学知识。
牛津译林版英语八上Unit 5《Wild animals》（Grammar）教学设计一. 教材分析牛津译林版英语八上Unit 5《Wild animals》主要介绍了一些野生动物，包括老虎、狮子、熊、大象等。
本单元主要让学生掌握一般现在时的被动语态和一般过去时的被动语态，以及如何运用这些时态描述野生动物的特点和习性。
此外，本单元还包括一些关于野生动物的保护和濒危问题，旨在提高学生的环保意识。
二. 学情分析学生在学习本单元前，已经掌握了动词的现在时态和过去时态，以及一些基本的野生动物知识。
但部分学生对英语语法的学习仍有一定难度，尤其是对被动语态的运用。
因此，在教学过程中，需要关注学生的个体差异，针对不同学生的学习需求进行引导和帮助。
三. 教学目标1.能熟练运用一般现在时和一般过去时的被动语态描述野生动物的特点和习性。
2.能听懂、会说、会读、会写与野生动物相关的词汇和句子。
3.提高学生的环保意识，增强对野生动物的保护意识。
4.培养学生的合作能力和观察能力。
四. 教学重难点1.一般现在时和一般过去时的被动语态的运用。
2.野生动物相关词汇的掌握和运用。
3.对文本内容的理解和运用。
五. 教学方法1.任务型教学法：通过设定各种任务，让学生在实践中学习和运用语言。
2.情境教学法：创设各种情境，让学生在真实的环境中学习和运用语言。
3.合作学习法：鼓励学生分组合作，共同完成任务，培养团队精神。
4.观察法：引导学生观察野生动物的特点和习性，提高观察能力。
六. 教学准备1.教材、课件和教学资源。
2.野生动物的图片、视频等素材。
3.练习题和测试题。
4.分组合作的任务单。
七. 教学过程1.导入（5分钟）利用图片、视频等素材，引导学生谈论他们所知道的野生动物，激发学生的学习兴趣。
2.呈现（10分钟）展示教材中的图片和文字，引导学生观察和描述野生动物的特点和习性。
同时，引入一般现在时和一般过去时的被动语态。
3.操练（15分钟）分组进行角色扮演，让学生运用所学的被动语态描述野生动物的特点和习性。
沪教版英语五年级上册《Wildanimals》教案_五年级英语教案上册一、教学目标：1、知识目标：1、掌握本单元的词汇：bird, rabbit, fox, kangaroo, elephant, giraffe, bear等；2、掌握本单元的句型：What’s this? It’s a/an ...等；3、能够进行听、说、读、写的综合运用。
2、能力目标：1、能够听懂简单的对话、指令和说明；2、能够简单地进行对话、介绍和描述动物；3、能够用英语来表达自己感受及态度。
3、情感目标：1、激发学生学习英语的兴趣；2、培养学生爱护动物和自然环境的意识；3、激发学生乐观、积极的思想和性格。
二、教学重点、难点1、教学重点：掌握本单元的词汇和句型，能够进行听、说、读、写的综合运用。
2、教学难点：能够用英语进行简单的对话、介绍和描述动物。
三、教学过程Step 1：Warm-up（5分钟）1、唱歌：Sing a song《Old MacDonald Had a Farm》。
2、出示图片：让学生说出这些动物的英文单词（bird, rabbit, fox, kangaroo, elephant, giraffe, bear）。
Step 2: Presentation（15分钟）1、出示图片，介绍并教授新词汇：bird, rabbit, fox, kangaroo, elephant, giraffe, bear。
让学生跟着老师一起读几遍。
2、逐一展示各动物的图片，对学生进行分类，以促使学生熟练记忆.3、对课文进行听力训练，边听边跟读，并对重要的词汇进行解释。
Step 3: Practice（20分钟）1、出示图片，让学生用所学的句型 What's this? It's a/an ... 来进行问答。
2、采用学生的自主发言的形式，让学生练习模仿老师进行口语练习。
3、学生在图片上的练习后，进行表演。
4、利用小组的形式，让学生互相间进行角色扮演的练习。
译林版八年级英语上册Unit 5 Wildanimals全章教案第1课时Comic strip and Welcome to the unit一、教学目标1. 95% students learn to master the new words and some sentence patterns;2. 90% students talk about wild animals from two aspects: characteristics and appearance;二、教学重点To let students talk about favourite animals and give reasons.三、教学难点To let students talk about favourite animals and give reasons.四、教学过程（一）Lead-in(W elcome to the unit)T: We know there are many lovely pets around us, such as dogs, cats, goldfish, rabbits, tortoises and so on. If you get one or two of them as pets, will you look after them well? I believe you can take good care of your pets. However, many other animals also need your care. They don’t live in our house. They are wild animals and some of them live in the wild. (Board-writing: wild) Would you like to go to the forest and visit them?S: Y es.T: We are strangers in the forest, so wild animals are shy and afraid to see us. Some of them hide（二）Presentation1. Present the names of wild animals(1) Show more pictures of wild animalsT: They are wild animals and they can’t speak like us. Can you help them introduce themselves? Y ou can make the self-introduction just like this. Hello! My name is … I am … I can …(2) Read the names of the wild animals after the teacherAsk the students to read these new words and phrases after the teacher for three times. Make sure all the students can read the names correctly. Then do Part A on page 57.(3) Finish Part A on page 57(4) Play a guessing gameT: Wild animals are our friends. It’s important to protect wild animals. Let’s check how much you know about wild animals. Let’s play a guessing game. Write the names on pieces of paper and then invite some students to choose and say something of the animals (To make it easier, ask the students to use the first person). The other students should listen carefully and guess what animal it is.Bear: I’m very big and strong. I like eating fish.Zebra: I look like a horse and can run fast. I have black-white stripes.Squirrel: I am small but lovely. I have a very big tail. I like eating nuts (坚果).Giant Panda: I am cute and I live in China. I hope that one day I can take a colour photo.Dolphin: I’m friendly and clever. I like playing balls and dancing in the sea. Who am I?Tiger: I’m the King of our forest. I’m dangerous. Don’t attack (攻击) me!2. Present the dialogue(1) Read the dialogue and answer the question.T: Millie and her classmates are talking about their favourite wild animals. Let’s listen to t heir conversation and then try to answer the question: What’s Simon’s favourite wild animal? (Play the recording of part B)S: He likes lions best.(2) Get the students to read the dialogue carefully and complete the table.(3) Get the students to read the dialogue together or in roles.(4)Get the students to make up dialogues.T: We have learned many kindsof wild animals. Can you tellme which wild animal you likebest and which one you likeleast? Then get the students totalk about their favourite wildanimals.（三）PracticeUse the following model tomake dialogue.A: Which animal do you like best?B: I like … best.A: Why?B: Because they are …A: Which animal do you like least?B: I like … least.A: Why?B: Because they are …（四）Lead-in(Comic strip)1. Look at the picture and answer the questionsT: Look at the picture. We all know him. He is our old friend Eddie. Is Eddie a wild animal?S: No. Because he doesn’t need to look for food in the wild.T: Well, Hobo and Eddie are talking about wild animals. Now let’s watch a short flash about their dialogue and try to answer the questions:(1) Will Eddie eat the wild animals? Why or why not?(2) Will Eddie eat the wild animal? Why or why not?2. Play the flash for them and then get some students to answer the question（五）Practice1. Play the tape again and get the students to read after it. Then ask them to fill in the blanks.T: Please listen to the tape again and repeat in groups, paying attention to the pronunciation and intonation.2.Work in pairs and read the dialogue in roles.（六）ConsolidationDivide the students into two groups: boy group and girl group. Boy group’s opinion: People can eat wild animals. Girl group’s opinion: People shouldn’t eat wild ani mals. They are given several minutes to prepare for the debate.（七）SummaryT: Wild animals are our friends. We shouldn’t eat or kill them. We should love and protect them. We should share the world with them!（八）Homework1. Finish some exercises of this period;2. Find more information about giant pandas;3. Preview Reading五、教学反思第2课时Reading（1）一、教学目标1. 95% students learn to get specific information by using the indicating words;2. 90% students to understand the understand the importance of protecting wild animals.二、教学重点To let students know the background of different wild animals in the world and talk about them 三、教学难点To let students know the background of different wild animals in the world and talk about them 四、教学过程（一）Lead-inEnjoy a video about Kungfu Panda II.T: Today, we’ll continue to learn about wild animals. First, let’s enjoy a video.T: As we can see, the panda in the film is very good at kungfu and it lives happily. But it is very difficult for real pandas to survive in the wild. They need our help, right? In fact, there are a lot of things that we can do to care about the pandas. We can join the WWF. We can design a leaflet to ask people to help the pandas. So, let’s think about how to design a leaflet. I am sure that you will know how to design it after learning this report on the baby panda Xi Wang.（二）Presentation1. Learn the new expressions(1) B rainstorm T: What do you know about giant pandas?(2) Present the new expressionsT: Most of you know that the giant pandas live mainly on bamboo. And you also know that the number of giant pandas is very small because they are facing serious problems. They are in danger. Shall we take action to protect them? (Show some pictures with the words: live mainly on, face serious problems, be in danger and take action right away.)T: In fact, there a re a lot of facts about giant pandas that you don’t know. In the arti cle, The Story of Xi Wang, you find them and think you will know how to protect them after reading it.2. Skim for the main idea of the whole text(1) Watch a video of the text and skim for the main idea of the articleT: First, let’s watch a video to get a general idea of the text.T: Can you find an easy way to get the main idea of the article quickly? (Group work)T: Sometimes, we can get the main idea of the whole article from the title, the pictures and the first and last paragraph.(2) Have a tryT: Let’s have a challenge to get the main idea of the text.3. Skim for the main idea of each paragraph(1) BrainstormT: The report is about the pandas, so let’s guess in what aspects we can introduce the pandas. We will use the mind map to help us. Here, I will give you a sample of the mind map.(2) Skim for the main ideas of paragraph 2 to 5T: All of you have thought of so many ideas. Now, let’s read paragraph 2-5 and find their main ideas to see whether you have made the right prediction.(3) Explain how to find out the main idea with the topic sentence.T: Here, I have a question for you. How did you find the main idea of paragraph 4? Can you circle the topic sentence?4. Understand the structure of the textT: So far, we have known how the report is organized. It is time for us to analyze the structure of the report. How many parts can the report be divided into? What are they? Please work in groups.5. Scanning for the specific information.(1) Finish the table.T: Boys and girls ,we have known the structure of this article and the main idea of each paragraph. Now, let’s get a close look at the article. First, let’s find out what the pandas eat and how much they weigh in different stages. Y ou can circle some useful words while looking for answers. Now, please listen to the tape and then finish the table.Information about Xiwang(2) DiscussionT: While looking for the answers, you may find some useful words that can help you quicklyfind the information you need. Can you circle them?(3) Scanning for the specific informationT: Next, let’s find out what problems the pandas face and what actions we can take. Y ou can circle some useful words while looking for answers.(4) Have a tryT: Let’s have a challenge to use the indicating words to find the answers.6.SummaryT: Now we have a better understanding of the text. Let’s review what we learnt.（三）Consolidation1. Retell the textT: Boys and girls, so far, we have learnt a lot of details about giant pandas. I think we can tell our friends or someone else about this lovely wild animal. Let’s retell the story. Here are some useful expressions for you.look like a white mouse weigh just 100 gramsat four months oldeightmonthslater not … any morein the beginninglook after herselfface serious problemsit is difficult for … to …live mainly on become smaller and smalleras a resultbe in danger take action2. Finish a leafletT: We need to take action to help them right now. Please design a leaflet to ask people to care about giant pandas. Here are some useful expressions.… be born in the beginning when … Sadly …for example …Also... in danger take action3.SummaryT: No buying, no killing!（五）Homework1. Search the internet to find out more ways to protect wild animals;2. Finish the paper.五、当堂检测The baby panda called Xi Wang weighed just 100 grams at______and looked______a white mouse.At four months old,she began to go outside for the ______time.Eight months later,she weighed______35kilograms.In the beginning, Xi Wang drank her mother’s milk.When she was six months old,she began to eat______.When she was 20 months old,she learnt to look after______.Sadly,giant pandas face serious problems in the________.For example,it is very difficult for pandas to have_______,and many baby pandas die when they are very young.Also,giant pandas live______on a special kind of bamboo.However,the bamboo_______are becoming smaller and smaller.As a result,pandas may not have a place to live or ______to eat.Giant pandas are now in _____.We should take action right away.We can help pandas have ______babies,build more panda reserves or make ______to protect pandas.There are now only about 1,600 pandas in the wild.If we do nothing,______there may be none left!Keys:1.birth 2.like 3.first 4.over 5.bamboo 6.herself 7.wild 8.babies9.mainly 10.forests 11.food 12.danger 13.more ws 15.soon六、教学反思第3课时Reading（2）一、教学目标1. 100% students can have a deeper understanding of the report;2. 90% student can use the new words and phrases properly;3. 85% students learn to rewrite the report in the perspective of Xi Wang.二、教学重点To let students have a deeper understanding of the report;三、教学难点To let students have a deeper understanding of the report;四、教学过程（一）Revision1. Have a revision of the basic information about giant pandasT: Hello, everyone! We have learnt a story about a baby panda called Xi Wang. In today’s lesson, we will have a revision of the story and learn something useful from the story. First, I want to know how much you know about Xi Wang. Please answer the following questions.(1) What did she look like when she was born?(2) What could she do when she was 4 months old?(3) What do pandas eat when they grow up?2. Have a revision of the problems that giant pandas face and the actions that we can take to protect them.（二）Practice1. ExercisesT: Now, let’s have a challenge to see whether you can use the new language points in exams.(1) Fill in the blanks with the correct forms of the words in the brackets.a. Although she _________ (bear) in America, she spent her childhood in China. (was bo rn)b. When the sun appeared in the east, the sky starts ________ (get) brighter and brighter. (toget)c. People in North China _________ (main) on wheat. (mainly)d. Sanjiangyuan is one of the biggest nature ________ (自然保护区) in the world. (reserves)e. We should not do something against the _________ (法律) in the protected areas. (laws)(2) Translate the following sentences into Englisha. 现在大多数野生动物都面临严重的问题。
Wild animals姓名：Mandy学院：外国语学院专业：英语师范Unit4 Wild animals[Teaching Objectives]:By the end of the unit, students should be able to1、Describe animals with correct vocabulary.2、Use conditional sentences to talk about possible situations.3、Give reasons with ‘because’& ‘because of’.4、Express opinions fluently and correctly.5、Use rising and falling voice when saying conditional sentences.6、Write a report.[Teaching methods]:Audio lingual, Presentation, Discussion, Question-answer.[Important/Difficult Points]:New words and expressions;Sentences which are difficult to understand.[Teaching Procedure]:Step1. Warming up (10 minutes)1) Work in pairs or groups, and discuss the wild animals you know.e.g. bear, dolphin, giant panda, kangaroo, squirrel, tiger2) Work in pairs, and talk about the animals you like best and least Step2. Listen and Read (20 minutes)1)Listen to a report on giant pandas. ”The story of Xi Wang”2)Show some pictures about giant pandas to the students.3)Ask the students to read the text with the radio.4)Ask the students to skim the text, and answer the followingquestions.* Work in pairs, and discuss the different growing periods of Xi Wang.1 day: She weighed 100 grams.10 days: She looked like a white mouse.4 months: She was about ten kilograms and started to go outside herhome.6 months: She began to eat bamboo shoots and leaves.12 months: She weighed 35 kilograms.20 months: She started to look after herself.* Introduce the main idea of the report.Step3. New words (30 minutes)1）outside prep. 在……外面.e.g. You can park your car outside our house.你可以把汽车停在我们家屋外。
2）bamboo n. 竹子.a bamboo grove 竹林a bamboo chair 竹笋bamboo shoots(=young bamboo plants that can be eaten) 竹笋3）leaf n. (树、菜)叶 pl.(leaves)e.g. The trees are just coming into leaf. 树木正好在长叶子。
the dead leaves of autumn/ the fall 秋天的枯叶4）sadly adv.① unfortunately 令人遗憾地；不幸地e.g. Sadly, after eight years of marriage they had grown apart.不幸的是，结婚八年后，他们的感情日渐淡漠了。
② in a sad way 悲伤地；伤心地e.g. She cried sadly. 她伤心地哭泣。
Add: adj. sad 悲伤的，难过的n. sadness 悲伤，难过5) survive vi. 活下来，继续存在，幸存e.g. She was the last surviving member of the family.她是这家人中仅存的一员。
Only two people survived in the traffic accident.这场交通事故中仅有两名幸存者。
Add: n. survivor 幸存者，生还者6）hunter n. 猎人 a person who hunts wild animals for foodAdd: verb. hunt 打猎，猎取，猎杀e.g. Lions sometimes hunt alone. 狮子有时单独猎食。
7）kill vt. 杀死，弄死，导致死亡e.g. Cancer kills thousands of people every year.每年数以万计的人死于癌症。
He tried to kill himself with sleeping pills.他试图服安眠药自杀。
8）farmer n. 农民；农场主 a person who owns or manages a farm Add: farm 农场farmhand 农场工人farmhouse 农场住宅，农舍farmland 农田，耕地farming 务农，农场经营9）forest n. 森林e.g. a forest fire 森林火灾Thousands of hectares of forest are destroyed each year.每年都有几千公顷的森林遭到破坏。
10）nowhere adv. 无处，没有地方e.g. There was nowhere for me to sit. 我无处可坐。
11）following adj.以下的，接着的 next in timee.g. the following afternoon/month/year/week第二天下午；第二月；第二年；第二周a following wind 顺风12）action n. 行动e.g. take action 采取行动course of action 行动方针plan of action 行动计划Add: act verb. 做事，行动active adj. 积极的，充满活力的activity n. 活动actor n. 演员 actress 女演员13）protect vt. 保护n. protectionprotect ( sb / sth ) ( against / from )sthe.g. They huddled together to protect themselves from the wind.他们挤在一起，免受风吹。
14）reserve n. 自然保护区e.g. a wildlife reserve 野生动植物保护区15）encourage vi.& vt. 劝告；鼓励encourage sb in sthe.g. My parents always encourages me in my choice of career.在我选择职业时，父母总是鼓励我。
Step4. Grammar & exercises: (40 minutes)1)conditional sentencesTip: * We put a comma after the ‘If’-clause when it is the first part of a sentence.* We do not use a comma if the main clause comes first.e.g. If I have time next weekend, I will go to the zoo.I will go to the zoo if I have time next weekend.Exercise: There will be a class visit to Beijing Zoo next week. Amy is writing a note to tell her parents why she wants to go. Help Amy complete her note. Use the correct forms of the verbs in bracket.Why do I want to go to Beijing Zoo?* If I go (go) to Beijing Zoo,I will learn (learn) a lot about animals.* If I arrive (arrive) at noon,I will see (see) the feeding of animals.* If I find (find) Monkey Hill,I will have (have) fun there.* If I have (have) some more time,I will watch (watch) the dolphin show.* If I watch (watch) the animals carefully,I will get (get) enough information for my report.* If I finish (finish) my report,I will be (be) very happy.2) give reasons with ‘because’Exercise: Daniel is asking Amy about her visit to zoo. Look at Amy’s notes and help her answer Daniel’s questions. Use ‘because’ to introduce the reasons.I wanted to see wild animals there.Wild animals are our friends.The dolphin show was long.We must not feed the animals in the zoo.1、Why did you go to Beijing Zoo?___________________________________________________________________ 2、Why did not you take any food for animals?___________________________________________________________________ 3、Why did you stay in the zoo for so much time?___________________________________________________________________ 4、Why must we protect wild animals?___________________________________________________________________3) give reasons with ‘because of’Exercise: Amy is talking about the dolphin show. Work out she is saying by making sentences using ‘because of’.1、All the people cheered / the wonderful show__________________________________________________________________ 2、Lots of people knew about the show / the advertisement on TV__________________________________________________________________ 3、The dolphin were really tired / the long performance__________________________________________________________________ 4、Some students could not go to the show / the exam next week__________________________________________________________________Step5. Speak up: express opinions (15 minutes)Your aunt likes wearing furs. You want her to stop.The students can work in pairs and make a dialogue to express opinions.Step6. Pronunciation1)Practice how to read conditional sentences with rising and fallingvoice.2)Listen to a report on wolves, and learn the pronunciation.Step7. WritingRead a report “giant pandas are in danger!” And then learn to write a report on wild animals which are in danger.[Homework]:1、Finish the rest exercises in the unit.2、Recite the new words.3、Prepare for the new lesson.。
