牛津译林版英语八年级上册 Unit5 Wild animals 教案（6课时，表格式）

Title
8AUnit
5
Welcome
to
the
unit
Teaching
objectives:
Knowledge
objectives:
(1)
To
master
the
important
words,
phrases
and
sentences
in
the
text.
(2)
To
learn
the
feathers
of
animals.
Ability
objectives:
(1)
To
learn
to
use
the
useful
words
and
phrases
to
describe
his/her
favourite
animal.
3.
Value
objectives：
(1)
To
learn
more
about
wild
animals
and
show
interest
in
them.
Teaching
key
points
and
difficult
points:
1.
Phrases:
be
free
and
happy,have
pity
on
them,in
fact,become
dishes
on
the
table,wild
animals
2.
Structures:
(1)Would
you
like
to
live
in
the
wild?
(2)I
don’t
think
so.
(3)Could
you
please
not
eat
them?
(4)
What
wild
animal
do
you
like
best?
(5)
No
way.
Teaching
methods:
Communicative
Teaching
Teaching
Procedures
Designing
aims
Step1:
Lead-in
1.I
will
show
you
some
pictures
of
animals.
Can
you
tell
their
names?
2.Play
a
game.
How
much
do
you
know
about
wild
animals?
Here
are
6
questions.
Can
you
give
me
your
answers?
通过常见动物图片展示激起学生的兴趣，营造轻松的学习氛围。6个问题体现了6种动物的特征，通过学生回答问题的表现可以判断他们对野生动物有多少了解。
Step2:Presentation
Look
at
the
pictures
of
different
animals.
Can
you
describe
them
with
the
words
or
phrases
given
on
the
screen?
For
example:
Dolphins
are
lovely
and
clever.
They
live
in
the
sea.
They
can
swim
fast.
They
are
friendly
to
people.
They
can
play
wonderful
tricks...
给出适当的提示帮助学生用英语描述相应的动物。既了解了每种动物的特征，又锻炼了口语。在表达规程中可以按需加入自己的想法和感受。这个练习的目的是鼓励学生开口说话，增强自信，克服恐惧心理。
Step3:Practice
We
have
learnt
so
many
wild
animals.
I
want
to
know
what
your
favourite
animal
is.
Please
make
a
dialogue
with
your
partner
to
find
out
what
animal
you
like
best.
A:
What
animal
do
you
like
best?
Why?
B:
I
like
...best.
They
…
What
about
you?
A:
I
like
...best.
They...
延续上一个步骤，加深难度。还是以口语练习为目的，同时学习用恰当的词汇句子来描述某种动物。这个步骤学生可以自由发挥。
Step4:Listen
and
answer
Millie
and
her
classmates
are
talking
about
their
favourite
wild
animals.
Listen
to
the
conversation
and
answer
the
following
questions.
1.
Who
likes
monkeys
best?
Why?
2.
What
animal
does
Simon
like
best?
Why?
3.
Does
Peter
like
pandas
best?
Why
4.
What
wild
animal
does
Millie
like
best?
通过上一步的对话练习，学生熟悉了重点句型的使用。这个步骤可以看作是一个很好的听力练习。
Step5:
Listen
and
act
Listen
to
Eddie
and
Hobo’s
dialogue
and
answer
two
questions:
1.
Would
Eddie
like
to
live
in
the
wild?
Why?
2.
Will
Eddie
stop
eating
wild
animals?
Why?
Ask
students
to
practice
reading
and
act
out
the
dialogue.
听对话回答问题，设置情境表演对话，活跃课堂气氛。
Step6:Exercises
Do
some
exercises
about
animals.
巩固所学，利用课堂所学知识来解决实际问题。
Step7:Discussion
What
wild
animal
do
you
like
best/least?
Why?
复习各种动物特征，用恰当的字词句描述，提高口语表达能力。
Step8:
Homework
1.
Practise
reading
the
dialogues.
2.
Write
a
short
passage
about
your
favourite
wild
animals.
通过听说训练，最后落实在笔头上，提高写作能力。
Title
8AUnit
5
Reading
1
Teaching
objectives:
1.Knowledge
objectives:
(1)
To
master
the
important
words,
phrases
and
sentences
in
the
text.
(2)
To
learn
about
the
growth
of
a
giant
panda.
2.Ability
objectives:
(1)
To
retell
the
passage.
3.Value
objectives：
(1)
To
help
students
understand
the
importance
of
protecting
wild
animals.
(2)
To
learn
how
to
protect
wild
animals.
Teaching
key
points
and
difficult
points:
1.
Phrases:
look
like
a
white
mouse,at
four
months
old,for
the
first
time,weigh
over
35
kilograms,in
the
beginning,drink
her
mother’s
milk,learn
to
look
after
herself,for
example,as
a
result,live
mainly
on...,be
in
danger,take
action
right
away
2.
Structures:
(1)
She
was
not
a
small
baby
any
more.
(2)It’s
very
difficult
for
pandas
to
have
babies.
(3)The
bamboo
forests
are
becoming
smaller
and
smaller.
(4)
If
we
do
nothing,soon
there
may
be
none
left.
Teaching
methods:
Task-Based?Language?Teaching
Teaching
Procedures
Designing
aims
Step1:
Warming-up
1.Last
time,
we
talked
about
your
favourite
wild
animals.
(Ask
several
students
to
talk
about
their
favourite
wild
animals.)
2.Look!
This
is
my
favourite
wild
animal.(Show
the
pictures
of
pandas.)
How
much
do
you
know
about
them?(Ask
the
students
to
describe
giant
pandas.)
3.Enjoy
some
pictures
to
learn
about
the
growth
of
a
giant
panda.
熟悉的话题可以消除学生的紧张感，同时也自然而然的引出本课的主题。让学生感觉想说，有东西可说，营造轻松活泼的课堂氛围。
Step2:Fast-
reading
Read
and
answer:
What’s
the
story
about?
What
will
happen
if
we
do
nothing?
朗读文章帮助学生了解文章内容，让学生从整体上认识和把握文章结构，降低了文章的难度，使原本复杂的文章一目了然。文章结构脉络清晰，既便于学生理解、记忆，提高了课堂学习的效率，又提升了他们的语言组织能力和创造能力。
Step3:
Careful-reading
Read
again
and
try
to
make
clear
about
each
part
Part1(Paras1-3)
The
growth
of
pandas.
Part2(Para
4)
Pandas
are
in
danger.
?Part3(Paras5-6)
What
can
we
do
to
help
pandas?
2.
Part
1
finish
the
table
and
make
a
growth
chart
for
Xi
Wang
Part
2
Problems
that
Xiwang
may
have
in
the
future
Part
3
Discussion:
what
can
we
do
to
protect
giant
pandas
再次朗读文章，找到时间线索记录熊猫的生长过程。既便于学生记忆，同时又活跃气氛，让学生“活动”起来以保持学习。
Step4:
Group
Work:
What
can
we
do
to
protect
wild
animals?
Today
we
learned
a
lot
about
giant
pandas.
They
are
in
danger,
and
many
other
wild
animals
are
in
danger,
too.
Keeping
the
balance
of
nature
is
very
important.
Helping
animals
is
helping
ourselves.
What
can
we
do
protect
wild
animals?
(Students
talk
freely.)
小组讨论，团结合作
，群策群力。话题由“希望”拓展至人，动物和自然的和谐。这也是本课要达成的情感教育目标。
Step5:Summary
What’s
the
purpose
of
the
passage?
让学生揣摩作者的写作意图，通过这个步骤对文章内容进行巩固，对文章的理解进一步加深。
Step6:
Homework
Review
what
we’ve
learned
today.
Retell
the
story.
巩固课堂所学知识。
Title
8A
Unit5
Reading
2
Teaching
objectives:
1.
have
a
deeper
understanding
of
the
report;
2.
use
the
new
words
and
phrases
properly;
3.
rewrite
the
report
in
the
perspective
of
Xi
Wang.
Teaching
key
points
and
difficult
points:
1.
Phrases:
as
a
result,
danger,
in
danger,
action,
take
action,
right
away
2.
Structures:
This
means
“hope”.
When
Xi
Wang
was
born,
she
weighed
about
100
grams.
At
four
months
old,
she
started
to
go
outside
for
the
first
time.
Sadly,
giant
pandas
face
serious
problems
in
the
wild.
Also,
giant
pandas
live
mainly
on
a
special
kind
of
bamboo.
Giant
pandas
are
now
in
danger.
We
should
take
action
right
away.
Teaching
methods:Task-based
approach，Scene
pedagogy
Teaching
Procedures
Designing
aims
Step1:
presentation
1.
Have
a
revision
of
the
basic
information
about
giant
pandas
T:
Hello,
everyone!
We
have
learnt
a
story
about
a
baby
panda
called
Xi
Wang.
First,
I
want
to
know
how
much
you
know
about
Xi
Wang.
Please
answer
the
following
questions.
What
did
she
look
like
when
she
was
born?
(Here,
“born”
is
the
past
participle
of
the
verb
“bear”.)
What
could
she
do
when
she
was
4
months
old?
(Pay
attention
to
the
structure
“verbs+to-infinitives”.
Can
you
think
of
more
such
words?)
What
do
pandas
eat
when
they
grow
up?
(Can
you
think
of
another
way
to
express
the
same
meaning?)
T:
Let’s
have
a
test
to
see
whether
you
can
use
these
new
words.
2.
Have
a
revision
of
the
problems
that
giant
pandas
face
and
the
actions
that
we
can
take
to
protect
them
T:
Can
giant
pandas
live
happily
in
the
wild?
Yes,
they
can’t
live
happily
in
the
wild
now.
Giant
pandas
are
in
danger
now.
Why?
They
are
facing
many
serious
problems
in
the
wild.
T:
Let’s
have
a
close
at
the
problems
they
are
facing.
We
need
to
take
action
right
away.
T:
What
actions
can
we
take?
Let’s
have
a
discussion.
The
most
important
things
that
we
need
to
do
are
to
build
more
reserves
and
make
strict
laws
to
protect
giant
pandas.
If
we
do
nothing,
there
will
be
none
left.
“None”
is
a
very
important
word.
Let’s
see
how
it
can
be
used
correctly.
T:
Can
you
make
a
difference
between
the
words
no
one,
nothing
and
none?
通过提问，帮助学生回忆大熊猫的基本信息，与学生讨论大熊猫的困境与解决方法，在这个过程中穿插讲解语言点，学习be
born、at
birth、start
to、live
mainly
on及动词不定式的用法并加以操练。
Step2:
Practise
1.
Exercises
T:
Now,
let’s
havea
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.
(2)
Translate
the
following
sentences
into
English
2.
Have
an
interview
T:
It
is
time
for
us
to
put
what
we
have
learned
into
practical
use.
Let’s
have
an
interview
between
yourselves
to
see
whether
you
can
use
these
phrases
to
talk
about
pandas.
通过创设真实的情景，学生同伴之间的采访，在问与答中操练精选的七个重点短语，内化本节课的新语言点。
Step3:
Writing
1.
Explain
the
linking
words
and
phrases.
T:
Until
now,
we
have
known
how
to
use
the
language
points
in
this
period.
What
about
trying
somethingmore
challenging
to
see
whether
you
have
really
mastered
them?
Let’s
try
to
rewrite
the
story
in
the
perspective
of
Xi
Wang
to
ask
people
to
care
about
them.
I
think
there
are
a
few
words
that
can
help
you
make
your
story
more
convincing.
Here
they
are.
2.
Fill
in
the
blanks
with
the
linking
words
and
phrases.
T:
Now,
let’s
fill
in
the
blanks
to
see
how
these
linking
words
work.
3.
Rewrite
the
sentences.
4.
Rewrite
the
sentences
from
the
perspective
of
Xi
Wang.
通过换角度改写课文，讲授了过渡词汇的用法并让学生在使用过程中加深印象。
Step4:Consolidation
T:
I
think
we
are
ready
to
rewrite
the
story
now.
You
must
use
the
useful
expressions
and
the
linking
words
I
provide
here.
Let’s
try
our
best
to
persuade
people
to
care
about
giant
pandas
now.
T:
Let’s
look
at
a
sample.
Can
you
read
it?
经过前几个教学环节的铺垫，学生掌握了七个核心短语以及部分连接词，通过改写故事让学生将所学内容灵活运用，也可以在此环节评价学生对课文的掌握情况。
Step5:
Homework
1.
Revise
your
rewritten
story
with
the
help
of
your
classmates
or
teacher.
2.
Use
your
short
story
to
ask
people
to
care
about
giant
pandas.
巩固所学，利用课堂所学知识（包括语言知识及写作技巧等）来解决实际问题，提高其语言运用能力。
Title
8A
Unit5
　Period
4
Grammar
Teaching
objectives:
1.
use
“may”
to
say
that
something
is
possible;
2.
use
“verbs
+
to-infinitives”
correctly;
3.
understand
the
rules
in
the
zoo.
Teaching
key
points
and
difficult
points:
How
to
use
“may”
for
possibility.
How
to
use
“verbs
+
to-infinitives”.
Teaching
methods:Task-based
approach，Scene
pedagogy
Teaching
Procedures
Designing
aims
Step1:
Lead
in
Show
some
pictures
of
giant
pandas
and
ask
students
the
questions
below:
Why
do
people
call
the
panda
“Xi
Wang”?
What
may
happen
to
the
pandas
if
the
bamboo
forests
disappear?
What
may
happen
to
giant
pandas
if
we
do
nothing?
激活学生的思维，营造轻松的学习氛围,融入了学生自己的思想，从而有利于开阔学生思路，激发学生的创造性思维。
Step2:
Presentation
(Part
A)
1.
T:
Luckily,
the
Chinese
government
is
trying
their
best
to
take
action
to
protect
giant
pandas
and
many
other
wild
animals.
More
reserves
and
zoos
are
built
for
them,
so
they
can
live
a
happy
life
there.
(Show
a
picture
of
a
zoo)
Now,
many
people
like
to
go
to
the
zoo
to
see
giant
pandas
and
other
animals.
Last
week,
I
went
to
the
zoo
with
my
family.
My
son
was
very
excited
to
see
so
many
wild
animals
that
he
kept
chatting
with
me
about
wild
animals.
Show
some
pictures
of
animals
in
the
zoo.
Show
a
dialogue
between
“I”
and
“my
son”
2.
Chat
with
my
son
using
“may”
T:
My
five-year-old
son
is
curious
about
everything
in
the
zoo.
Sometimes,
I
don't
know
how
to
reply
to
him.
Would
you
have
a
chat
with
my
son?
Don't
forget
to
use
“may”.
Show
some
pictures
of
wild
animals
and
get
students
to
practise
the
dialogue.
创设让学生帮助我来回答儿子问题的情境，激发学生的学习热情和活动兴趣，在语言产出中对语法现象从感性认识上升到理性认识，增强对目标语法项目的理解。
Step3:
Presentation
(Part
B)
1.
T:
Boys
and
girls,
do
you
think
the
zoo
is
an
interesting
place?
Do
you
want
to
visit
it?
If
you
want
to
go
on
a
trip
to
the
zoo,
it's
necessary
for
you
to
think
about
these
things
before
the
trip.
The
person
you
plan
to
go
there
with.
The
things
you
want
to
take
with.
The
way
you
decide
to
get
there.
The
activities
you
hope
to
do
there.
The
time
you
want
to
spend
there.
(Show
the
teacher's
plan)
T:
This
is
my
plan.
I
plan
to
go
out
with
my
family.I
want
to
take
a
camera
and
some
food.I
decide
to
go
there
by
bus.I
hope
to
take
some
photos
of
wild
animals.I
want
to
stay
there
for
about
three
hours.
2.
Finish
a
dialogue.
Please
talk
about
Mr
Yang’s
plan
with
your
classmates
using
the
following
conversation
as
a
model,
paying
attention
to
using
correct
form
of
the
verbs.
3.
Explain
how
to
use
“to-infinitives”.
T:
We
often
use
to-infinitives
after
these
verbs.agree,
choose,
decide,
hope,
learn,
plan,
prepare,
want,
like,
start,
begin,
fail,
wish,
try,
remember,
forget.
4.
Try
to
find
“verb+to-infinitives”
in
the
passage
as
quickly
as
possible.
(show
a
passage
on
PPT)
由老师的计划来导入不定式的用法讲解，更加的生动，富有吸引力，能激发学生的参与热情，使其更愿意参与。
Step4:
Consolidation
1.
Using
“may
+
verb”
and
“verb
+
to-infinitives”
to
talk
about
the
rules
in
the
zoo.
T:
While
we
were
visiting
the
zoo,
some
visitors
gave
tree
leaves
to
camels
to
eat.
The
zookeeper
stopped
them
and
said:
Look
at
the
sign
“Don't
feed
the
animals.
”
If
they
eat
something
bad,
they
may
get
ill.
Boys
and
girls,
do
you
know
anything
else
we
shouldn't
do
in
the
zoo?
Now,
let's
have
a
discussion.
Use
may
and
to-infinitives
to
talk
about
the
rules
in
the
zoo
with
your
classmates.
2.
Summary
We
should
follow
the
rules
and
notice
the
signs
in
the
Zoo.
Enjoy
yourselves
in
the
zoo.
通过就动物园游园规范话题开讨论，强化学生语法点的运用练习，让学生学以致用。并渗透情感教育。
Step6:
Homework
1.
Make
more
sentences
with
may
and
verbs
+
to-infinitives.
2.
Finish
the
exercises
in
the
workbook.
巩固所学，利用课堂所学知识（包括语言知识及写作技巧等）来解决实际问题，提高其语言运用能力。
Title
8A
Unit5
　Period
5
Integrated
skills
Teaching
objectives:
Knowledge
objectives:
(1)
To
master
the
important
words,
phrases
and
sentences
in
the
text.
(2)
To
learn
to
describe
a
wild
animal.
Ability
objectives:
(1)
To
learn
to
get
useful
information
from
listening
material.
(2)
To
learn
to
use
the
useful
words
and
phrases
to
describe
an
animal.
Value
objectives：
(1)
To
learn
how
to
protect
wild
animals.
Teaching
key
points
and
difficult
points:
1.
Phrases:
orange
fur
with
dark
stripes,be
able
to
swim,run
for
hours
without
stopping,lose
living
areas,live
alone,work
as
a
team,be
dangerous
to
humans,lose
their
lives
2.
Structures:
(1)
We
shouldn’t
buy
fur
coats
any
more.
(2)Sadly,they
have
fewerand
fewer
living
areas.
(3)
They
are
now
in
danger.
(4)
I
think
everybody
should
act
to
protect
wild
animals.
Teaching
methods:Task-based
approach，Scene
pedagogy
and
Teaching
with
humor
Teaching
Procedures
Designing
aims
Step1:
Lead-in
As
we
have
learned
a
lot
about
animals
in
the
unit,
in
this
part
we
can
directly
come
to
the
two
animals
we
are
going
to
talk
about.
Show
the
pictures
of
tigers
and
wolves
one
by
one
and
encourage
the
students
to
speak
out
what
they
know
about
them.
激活学生的思维，营造轻松的学习氛围。为学生设置一个解决任务的情境，使教学环节在统一的情境下完成，激发学生的兴趣。
Step2:
Listening
and
completing
Get
the
students
to
listen
and
complete
the
fact
sheets.
Check
the
answers
3.
Practise
reading
and
try
to
remember
the
information
在听力前位学生扫清听力中将遇到的障碍，为学生搭建学习支架，教会学生如何做简要笔记，并进行整合。
Step3:
Explaining
the
bold-faced
words
and
expression
Explain
the
bold-faced
words
and
expressions
above
to
the
students.
Pay
special
attention
to:
‘yellow
fur
with
black
stripes’,
‘live
alone’
‘hunt…for…’
and
‘loss
of
the
living
areas’.
It
is
important
because
students
may
need
these
to
write
or
talk
about
tigers,
wolves
as
well
as
other
animals.
对文章作简单了解,为接下来的步骤做好铺垫。
Step4
Talking
about
the
two
animals
Get
the
students
to
talk
about
the
two
animals
looking
at
the
two
facts
sheets.
Encourage
them
students
to
start
like
this.
Tigers
are
the
largest
living
cat
in
the
world…..
Wolves
are
dog-like
animals.
They
are
not
very
big…..
对文章中的动物进一步了解，并进行口头操练。
Step5:Completing
the
letter
in
Part
A2
1.
Get
the
students
to
complete
the
letter
in
Part
A2by
themselves.
2.
Ask
the
students
to
check
the
answers
in
pairs.
3.
Check
the
answers
in
class.
The
teacher
can
get
two
students
to
read
out
the
facts
about
tigers
and
wolves,
while
the
others
correcting
their
answers.
4.
Get
the
students
to
read
the
passage
aloud.
对所学知识进行拓展与延伸，培养学生解决问题的能力，总结本课时，达成情感目标。
Step6:Speak-up
1.T:
Millie
is
talking
to
her
mum
about
how
to
protect
wild
animals.Listen
and
answer:(1).Why
are
some
wild
animals
in
danger?
(2.)What
will
her
mum
do
to
protect
wild
animals?
2.Make
a
dialogue
about
protecting
wild
animals
with
your
partner.
有了前面的内容作基础，同学们在自己编写对话的时候就有话可说。这个练习可以激发学生的思维，把所学知识更好地运用于实践并渗透情感教育。
Step7:
Homework
1.Organize
the
information
in
the
two
fact
sheets
into
two
passages
about
tigers
and
wolves.
2.Find
another
endangered
animal
and
write
about
it.
巩固所学，利用课堂所学知识（包括语言知识及写作技巧等）来解决实际问题，提高其语用能力。
Title
8AUnit
5
Task
Teaching
objectives:
Knowledge
objectives:
(1)
To
master
the
important
words,
phrases
and
sentences
in
the
text.
(2)
To
learn
to
write
a
report
on
an
wild
animal.
2.
Ability
objectives:
(1)
To
learn
to
make
notes
before
writing.
(2)
To
learn
to
use
the
useful
words
and
phrases
to
describe
an
animal.
Value
objectives：
(1)
To
learn
to
love
animals.
Teaching
key
points
and
difficult
points:
1.
Phrases:a
report
on
bears,be
good
at,sleep
through
the
winter,move
around
slowly,run
very
fast
2.
Structures:
(1)
Hunters
catch
bears
for
their
fur
and
paws.
(2)We
should
take
action
to
stop
this.
(3)Otherwise,there
may
be
no
bears
left
in
the
world.
Teaching
methods:
Task-Based?Language?Teaching
Teaching
Procedures
Designing
aims
Step1:
Lead-in
Play
a
guessing
game
Try
to
describe
your
favorite
wild
animal
and
let
the
others
guess.
以游戏开始新课，一方面复习了前面所学的关于动物的知识，另一方面吸引学生的兴趣，促使他们更积极的参与。
Step2:Presentation
Describe
my
favourite
animal:
Bears
(looks,
food,
ability,
qualities,
danger)
引导学生从5个方面对动物进行分析，理清思路，为写作做好铺垫。
Step3:How
to
make
your
report
better
1.
Help
Simon
complete
his
report
using
the
notes
in
PartA
Students
finish
the
exercise
alone
then
check
the
answers.
2.
Give
the
students
some
useful
expressions.
Help
them
organize
sentences
and
describe
an
animal
properly.
适当的帮助可以让学生表达的时候更加自信。重要句型的展示也能让学生在描述熊的特征时能掌握基本框架，然后在此基础上适当发挥。
Step4:Writing
1.
One
student
in
your
group
writes,
the
others
give
ideas.
Looks:Food:Abilities:Qualities:Danger:
2.
Write
the
report
on
your
paper,
you
can
use
some
useful
expressions
on
Page66
3.
Exchange
and
check
the
report
in
your
group.
模仿课文写一篇关于熊猫的报告。写之前让学生讨论并列出大纲来帮助他们理清思路。把所学知识真正运用于实践。小组合作，分步骤依次完成报告的写作，以第一步作为支架，可以给学习有困难的学生更多的帮助。
Step5:
Checking
Symbol
MeaningExample
errorS
A
spelling
error
(拼写错误）The
anser
is
right.WOA
mistake
in
word
order
（词序错误）I
like
very
much
it.G
A
grammar
mistake
（语法错误）I
am
going
to
buy
some
furnitures.T
Wrong
verb
tense
（时态错误）I
see
him
yesterday.WWWrong
word
(用词错误)I
am
interested
on
Jazz
musicP
A
punctuation
mistake
（标点错误)Do
you
like
London.Something
is
not
necessary.
(多余之处）He
was
not
too
strong
enough.
学生写作时不容易发现自己的错误，在这一环节老师给出一份检查列表，让学生之间的自查和互查不再盲目，可以依据各个项目，逐条检查。
Step6:
Conclusion
T:
So
far,
we’ve
talked
a
lot
about
how
to
write
a
report
on
a
wild
animal.
First,
you
should
know
it
very
well.
You
should
collect
as
much
information
as
possible.
It
includes
looks,
food,
abilities,
qualities
and
the
danger
it
is
facing.
So,
before
writing,
you
should
make
some
notes
to
help
you.
T：We
also
learn
that
wild
animals
are
our
friends.
Protecting
animals
is
protecting
ourselves.
写是语言输出的又一种形式。它能全面检验和衡量学生的英语运用能力。而利用课文教学进行写作训练效果十分明显。训练的形式多种多样，可以指导学生仿写、缩写、续写、改编等。在台前展示，总结本课时，达成情感目标。
Step7:
Homework
Search
for
more
information
about
giant
pandas
on
the
Internet
and
write
a
report
on
it.
Ask
other
people
around
us
to
protect
wild
animals
巩固所学，利用课堂所学知识（包括语言知识及写作技巧等）来解决实际问题，提高其语用能力。