中小学教育资源及组卷应用平台
课题（Topic） 八上M6 animals in danger 属于“人与自然”主题范围，涉及“自然生态” 主 题 群 中 的 “ 人 和 自 然 和 谐 共 生 ， 热 爱 和 敬 畏 自 然”。
教材分析(Analysis of the teaching materials) 单元大情境：顺峰中学参加动物保护研学系列活动，以参观动 物园——第一站：熊猫馆——第二站：雪豹馆——观看人类感 染病毒纪录片——阅读人与动物感人故事报道为主线，撰写相 关脚本，最终完成拍摄动物保护相关宣传片研学任务。 大单元教材整体分析及设计框架 【what】内容上本单元围绕 animals in danger 这个主题展开，Unit 1 的对话是关于贝蒂和玲玲在参观完动物园后引发的关于保护动 物的讨论。第二课时描述了大熊猫的现状以及不同主体采取的保 护措施。第三课时主要选取了牛津版教材科普雪豹的说明文和动 物如何传染病毒给人类的短文填空提升学生的语言知识，第四课时则通过选取 21 世纪报中两篇故事类文本忠犬 bobby 和猫咪 Simon 和他的主人拓展学生的课外知识。 【why】六个语篇都是围绕动物主题，属“人与自然”的主题语境， 描述了野生动物的生存现状、人类活动对动物及其生存环境的影 响以及人们对动物的保护措施等内容展开，并以大熊猫和雪豹举 例探讨，深入挖掘人类为何需要保护的两个原因，从生物学跨学 科的角度以及人类情感的角度采取不同文本进行探讨，有助于推 动学生践行保护动物的理念。提升学生的责任意识。使学生明白 人与自然是生命共同体，保护濒危动物是每个人的责任，树立保 护动物的责任意识和环保意识。 【how】unit1 对话呈现了动词不定式作宾语补足语、目的状语的 语言现象，也复习了动词不定式作宾语的表达方式。Unit2 作者用 了动词不定式“to do”、“in order to”在表达了不同主体科学家，政府， 基金会为解决熊猫保护问题进行达努力以及相关意愿。第三课则 聚焦本单元主题下相关内容的表达，从 reasons，facts，situation， result，多方面进行训练。第四课时则侧重于学生能力提升以及学 生的课外知识拓展。本模块同时通过该话题还复习了一般现在时、 现在进行时、一般过去时、一般将来时的用法。 单元主题内容关联框架图
学情分析(Analysis of the students) 学生对动物这个话题感兴趣，且在七年级上册 Module6 学过动 物该话题，对本课话题有一定了解，但学生在深挖文本及迁移 创新方面存在一定难度。除此外在前一个模块对动词不定式“to do”的结构已有认识，能够在正确使用作为动词宾语的“to do”， 并熟记常接“to do”的动词。因此学生对于文章中 to do 结构的 理解难度不大。
教学目标(Teaching aims) 单元大目标:撰写四幕脚本， 第一幕：动物的基本现状 第二幕：熊猫为例子，相关的现状原因保护措施分析。 第三幕：人类保护动物的意义：预防感染病毒 第四幕：动物是人类的朋友。 最终完成拍摄动物保护相关宣传片研学任务 教 学 评 一 致 性第 一 课 时 目 标 【听说实践】第 二 课 时 目 标 【阅读思考】第 三 课 时 目 标 【综合应用】第 四 课 时 目 标 【语言提升】学习理解 Learning and understanding通 过 对 动 物 的 听 说 材 料 了 解 动 物 的 现状，以及学 生 能 做 力 所 能及的事情。了 解 大 熊 猫 生 产 现 状 以 及 不 同 主 体 采 取 的 保 护 措施。借助思维导 图复述大熊 猫濒危的原 因。 借 助 课 外 阅 读 材 料 理 解 动 物 与 人 类 温 情 的 小 故借 助 课 外 阅 读 材 料 理 解 动 物 与 人 类 温 情 的 小 故 事，人类也需 要动物。应用实践 Apply and practice 思考大熊猫 灭绝的基本 原因，如 home, food, water.归 纳 介 绍 大 熊 猫 的 思 维 导图，并进行 大 熊 猫 保 护 的相关演讲。思考 Animals need us.”真正的含 义，找出更多 深 层 次 的 原 因。思考 We need animals. 真 正 的含义,找出 更 多 深 层 次 的原因。 迁移创新 Create and transfer拓 展 其 他 更 多 濒 临 你 灭 绝 的 动 物 和 学 生 能 做 的 其他的事情。归 纳 介 绍 大 熊 猫 的 思 维 导图，并进行 大 熊 猫 保 护 的相关演讲。结 合 课 堂 不 同 文 本 以 及 多 模 态 手 段 的信息输入， 提 炼 出 自 己 的观点，完成 脚本的撰写。综 合 前 面 三 个 单 元 所 学 语 言 和 背 景 知识，结合本 课 时 视 频 和 阅 读 材 料 所 学 完 善 最 终 脚本，完成综 合 四 幕 的 视 频。
教学重、难点(Key points and difficulties) 1.引导学生积累描述濒危动物的现状，原因及解决措施相关词汇 和表达，并教会学生学会阅读的技巧；提升保护动物的责任意 识。 2.学生通过思维导图，拓展发散思维，多角度思考出动物濒危的 原因及解决措施，并掌握 to do 不定式的用法。
第一单元(Unit 1) 听说实践 (Listening & speaking practice) Ⅰ.课题 (Topic) Unit 1 It allows people to get closer to them. II. 教学目标(Teaching aims) 1.To understand the conversation about animals in danger 2.To listen for specific information. 3.To talk about animals in danger using infinitive structures(as object complements and adverbials of purpose. 1.学习理解： (1) understand the dialogue and know about the difficult situation of animals in danger. (2) master the listening and speaking skills to specific information. (3) analyze the reason why animals are in danger. (4) figure out the actions students can do to help animals 2.应用实践： (1) master the key expressions and the Infinitive structure. (2) analyze more reasons why animals are in danger. (3) figure out what else people can/ should do to help animals 3.迁移创新： To debate on whether animals feel happy to live in the zoo or in the wild.
第二单元(Unit 2) 阅读思考 (Reading & thinking) Ⅰ.课题 (Topic) Unit 2 ：WWF is working hard to save them all. II. 教学目标(Teaching aims) 1.学习理解： (1) know about the information and difficult situation of pandas. (2) analyze the reason why pandas are in danger. (3) figure out the actions people do to help panda 2.应用实践： master the key expressions such as : research, scientist, produce, government etc.. and the Infinitive structure. master the reading skills to catch the main idea of each paragraph. 3.迁移创新： think broadly, deeply about the relationship between human and e up with some ways to protect animals and write a report to introduce another animal in danger.
第三单元(Unit 3) 语言运用 (Language in use) Ⅰ.课题 (Topic) Unit 3 ：Language in use Ⅱ.教学目标(Teaching aims) 1.学习理解： (1) Summarise and consolidate the use of infinitives as object complements and adverbials of purpose. (2) Consolidate the new vocabulary. (3) Review the reasons why pandas are in danger. 2.应用实践： (1) Master the key expressions and the Infinitive structure. (2) Get main information from the passages. 3.迁移创新： Collect more facts and comments of “Protect them, protect us”, come up more ideas and more reasons. Then write a passage to show the ideas.
第四单元(Unit 4) 提升评价 (Promotion & assessment) Ⅰ.课题 (Topic) Unit 4 ：Prepare a script for shooting a video about “protect animals”. II. 教学目标(Teaching aims) At the end of this lesson, students can: 1. Read the articles on animals and humans outside the classroom, and extract the key information for making scripts for shooting videos; 2. Specify the evaluation criteria for an excellent promotional video script; Learn to evaluate the promotional video scripts produced by peers; 3. Complete the writing of video script for animal protection publicity in class, and learn to evaluate the works made by peers. III. 教学重、难点(Key points and difficulties) 1. Prepare a video script for animal protection publicity according to the standard, and use the structure “to do” to improve the script from time to time; 2. Evaluate each other's writing of promotional video script and explain the reasons.
教学过程：(Teaching procedures) (第一单元 Unit 1) 听说实践 (Listening & speaking practice)
环节/时间（Step &Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Learning and Understanding 学习和理解 Lead in (4 min) World Animal Day Ss will be able to get ready for the listening text. 1.Watch the video of 2022 World Animal Day 2.Introduce World Animal Day and its theme of 2022: “A shared planet” 3.Briefly Introduce School Wildlife Club Observe ss' emotional state and elicit their answers to see whether they are interested and involved.
设计意图（Purpose）： To arouse interest in the topic about animals in danger and know the background information.
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Learning and Understanding 学习和理解 1 st listening (5 min) Wildlife Club Ss will be able to understand what School Wildlife Club is for. 1.Finish A8 in M6U3: Listen and complete the poster of Wildlife Club 2. Assign the task of M6 (take a shoot about “Protect Animals”) and Unit 1 (Act One: “What”). Elicit answers to check progress and comments on their completion.
设计意图（Purpose）： To help Ss better understand what School Wildlife Club is for and know what they are going to do in this unit and even this module.
环节/时间（Step &Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Learning and Understanding 学习和理解 Visiting the zoo (6 min) A school study trip Ss will be able to talk about animals and get Ss better involved with the school trip. 1. Suppose Ss to go on a school study trip to the zoo to find out the situation of animals. 2. Guessing game: finish A1: Look at the pictures and do the quiz. 3.Talk about the animals they “see in the trip” like the panda, bear, elephant, giraffe, lion, snake with the questions: ①What do they look like ② What animal do you like Why Elicit answers to check progress and comments on their completion.
设计意图（Purpose）： To understand some detailed information about the animals.
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Learning and Understanding 学习和理解 2 nd listening (4 min) Talking about this week’s Animal World Ss will be able to improve their listening skills and know some animals in danger. Finish A2: Listen and answer the questions. Through answers, it is judged whether students can get detailed information
设计意图（Purpose）： To know some animals are in danger.
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Learning and Understanding 学习和理解 3 rd listening (6 min) Leaving the zoo Ss will be able to improve their listening skills and understand the main idea of the dialogue. Finish the exercise in handout: Listen and choose: what we have learnt from the trip. Through answers, it is judged whether students can get detailed information.
设计意图（Purpose）： To understand the main idea of the dialogue.
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Learning and Understanding 学习和理解 Speaking & Thinking (7 min) why & what Ss will be able to better understand the dialogue and find out “what” and “why” from it. 1.Watch the video, read aloud and think about the questions in A3. 2. Finish A3: check your memory and complete the table: ① why many animals are in danger ② what we can do to help Through Ss’ pronunciation, it is judged whether students can read the passage. Through Ss’ answers, it is judged whether students can get all the correct detailed information.
设计意图（Purpose）： To better understand the dialogue and know the main situation of animals.
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Apply and Practice 应用与实践 Brainstorming (6 min) why else & what else Ss will be able to think deeply and find out “why else” and “what else”. 1.Ask Ss a question: Why else are some animals in danger 2.Guide Ss to think about as many reasons as possible in different aspects: ① don’t have a safe place to live (don’t have enough land and forests, clean water, clean water); ② People kill them to eat, to make money (make clothes and medicine); ③Other reasons: other animals catch them for food, sick, difficult to produce and raise babies, accidents… Guide Ss to think about what we can do with the structure “ To help animals have a safe place to live/ To protect animals/ In order to help animals live a better life, we can/ should/shouldn’t/ need to...” Through Ss’ answers, it is judged whether students can think more and correctly with the tips of pictures. And it is better to have more ideas from Ss.
设计意图（Purpose）： To transfer what students have learnt and better master the real situation of animals and think more about how we can help them with the Infinitive structure.
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Transfer and create 迁移与创新 Debate (7 min) In the zoo or in the wild Ss will be able to think much more deeply about animals’ situation and need. Lead Ss to think: is it a good idea for animals to live in the zoo Group work: Debate: Do animals feel happy to live in the zoo or in the wild Let ss evaluate their presentation. Through Ss’ group presentation, it is judged whether students can work together and use to structure correctly.
设计意图（Purpose）： To learn to think in a critical way.
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Summary & Homework (1 min) Students will be able to understand the assignment. Summarize what Ss have learnt. Homework: ①Make a poster about “I hope animals can live in the zoo/ wild”. ②Make a shoot of Act One in “Protect Animals” about the situation of animals in danger. Guide students to say the key words of in the summary to see if they master it well.
设计意图（Purpose）： To consolidate what Ss learn with enough practice.
Board Plan:
教学过程：(Teaching procedures) (第二单元 Unit 2)阅读思考(Reading & thinking
环节/时间（Step &Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 1: Lead in （4min） Step 1:Lead in 4min 1.Review and recall what they have learned about animals and make connections between old and new knowledge. 2. Activate students; language schema before reading. (学习 理解) 1.tell what they have already know about pandas 2. play a guessing game about pandas and guess Q1: How long can pandas live in the wild A. 10 years B. 30 years C. 50 years Q2: How many babies can a panda produce once(熊猫一次 可以生产几个小熊猫) Q3: Q3: Which is the best place for pandas to live Q4: Which organization(机构） chooses pandas to be its symbol Encourage students to dare to express their ideas about pandas in interaction. Let students learn vocabulary in context.
设计意图（Purpose）：To lead in the topic of pandas and the organization “WWF”.
环节/时间（Step &Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
pre-reading（3min） 1.make students know more about the function of WWF and the unit task. 1.Learn about the WWF: full name; Chinese name; guessing the function of WWF while paying attention to the Title “The WWF is working hard to save them all. 2. be clear about the general tasks of this unit: make a speech to introduce the pandas and write a passage to introduce pandas for the world. Observe whether students understand the unit task.
设计意图（Purpose）：To arouse students’ reading interest.
环节/时间（Step &Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
While-reading （18min） 1.understanding the main idea and details about the passage on pandas protection and train students’ reading skill of skimming and scanning through a serious activity. 1.Fast reading：match the headings with the paragraphs and try to summarize the skimming skill. 2. Careful reading Act 1: read the para1-2 to make a fact file about pandas. Act 2: read the para1-2 again and underline the sentence to show the reasons why pandas are in danger Act 3: Think of other reasons why pandas in danger. Act 4: Read the whole passage and complete the table. Through answers, it is judged whether students can extract detailed information and sort out the logical structure of the article through reading.
设计意图（Purpose）:To help students understand texts thoroughly and develop their reading skills and thinking ability.
环节/时间（Step &Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Post-reading （15min) Cultivate the ability of group cooperative inquiry, internalize and export the knowledge learned in this lesson, and cultivate the ability to transfer innovation. Act1: think of more ways of protecting pandas and use the structure“to do”of“in order to do” to make a complete sentence. Act 2: try to summarize the structure of the whole speech. Act3: Group work: make a whole speech. G1/G1 :talk about Facts G3/G4: talk about reasons why pandas are in danger G5/G6:talk about solutions Through the students' verbal output, judge whether students have mastered the relevant expressions of what, why, and how.
设计意图（Purpose）：To ask students apply what they have learned in this lesson to real-world situations and complete unit task.
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Summary and homework To summarize, emphasize the importance of protecting endangered animals. Discuss the question about should we have the responsibility（责任） to protect all those wild animals Students are encouraged to express their personal thoughts on the topic of protecting endangered animals.
Purpose: To help students further understand that man and nature are the community of life, and the protection of endangered animals is everyone's responsibility
Board Plan
教学过程：(Teaching procedures) (第三单元 Unit 3)语言运用(Language in use
环节/时间（Step &Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Warm up （2mins） Make Students have a better understanding about the “unit task”. To make preparation for the main task today. Show the “Module task” to students Brainstorm how can we do it better. Whether students can brainstorm more ways to finish the task in a better way.
设计意图（Purpose）：Have a better understanding about the “unit task” .
环节/时间（Step &Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Learning and Understanding 学习和理解 Step 1 : Revision (3mins) Review the illustrated language points. Be a careful reader Have the students read through the mind-map of Unit 2, then put the students in groups to creat their own sentences. Focus on “Why is the situation so serious ” Whether students can answer “Why is the situation so serious ” clearly.
设计意图（Purpose）：设计意图（Purpose）：To activate students’ knowledge in different fields and to get more specific information about “Why is the situation so serious ”
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Learning and Understanding 学习和理解 Step 2 : Guessing Game(5mins) Combine the information of “Around the world” with the language points to check students’ progress. Be an active thinker Turn this part into a game by reading the information and asking the students to guess the animals. Elicit answers to check students’ understanding and give encouragement.
设计意图（Purpose）：To help students understand the use of language points in context and put the target grammar in practice.
教学过程：(Teaching procedures) (第四单元Unit 4)提升评价(Promotion & assessment)
环节/时间（Step &Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Apply and Practice 应用与实践 Step 3 : WWF is working hard to save more animals, such as “Snow leopards”. (10mins) Provide more information about “WWF is working hard to save more animals. Be a skillful reader Read through the passage with the class. Finish the mind-map. Talk about snow leopards with the students by an important question “Why should we protect them Monitor students and offer help if needed.
设计意图（Purpose）：To help students have an in depth analysis of WWF and know that more animals are needed to be saved.
环节/时间（Step &Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Transfer and create 迁移与创新 Step 4 : “Protect them, protect us. ” (12mins) Students will be able to talk about the virus’ influence on them and find out the true meaning of“Protect them, protect us ”, and encourage students to come up with more ideas about “Human treats animals badly and vice versa.” under the guidance of the teacher. Be a Critical thinker Ask the students to discuss the news and the questions: “Why did the trainer lose her life ” “Why did the elephant kill her trainer ” Watch the video and discuss “virus”(Biology Class) Finish the task. Whether students can find out more reasons about “Protect them, protect us. ”
设计意图（Purpose）：To help students have a better understanding with different Wh-questions and cultivate their critical and creative thinking ability through discussion. And to improve teaching and learning by doing different tasks.
环节/时间（Step &Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Transfer and create 迁移与创新 Step 5 : Writing: “Act Three（第三幕）” Why should we protect animals What’s the true meaning of “Protect animals, protect us.” (12mins) Work in groups to practise what students have learnt and guide students how to write about their ideas of “Why should we protect animals ”. with proper communicative strategies. Be an active participant Help students produce a writing about their own ideas of “Why should we protect animals ” by following the structure. Observe students’ writing and give support.
设计意图（Purpose）：To check and evaluate their learning based on the criteria.
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Sum up and assign homework. (1min) Students will be able to understand the assignment. Do peer assessment and self-assessment Homework : Must-do: Collect more facts and comments and write it on your information sheet. Optional: Shoot a vlog on “Protect them, protect us. Give encouragement to the students for the lesson.
设计意图（Purpose）：To transfer what students have learnt in a real-life situation and finish the final task together.
Board Plan:
教学过程：(Teaching procedures) (第四单元 Unit 4)提升评价(Promotion &assessment)
环节/时间（Step &Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 1 Lead-in （5min） 1. Students can define the learning objectives of this lesson; 2. Students can watch videos, improve their interest, and think about why animals are friends of human beings, so as to establish new and old knowledge connections with the previous three units.【学习理解】 1.Enjoy a video about Animals are our friends. 2.Think and offer more examples about animals and human being. Activate students' knowledge of the topic by watching the video of animals as human friends. Encourage students to open their mouth actively, and understand their knowledge level through examples.
设计意图（Purpose）： 1.Import the learning tasks of this lesson to activate the students’ background knowledge. 2.By watching the video, stimulate students' interest in the topic of people and animals, and pave the way for the following reading and
环节/时间（Step &Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 2 Preparation （15min） 1. Based on the first three units of the text in the textbook, learn to master reading skills, let students read the story of Greyfriars Bobby and his owner John, and the story of Simon Cat and his owner Yosh, extract, summarize and then complete the cloze test and answer questions based on the question type setting of the high school entrance examination; ;【应用实践】 2. Let students understand the strong emotion between people and animals in the reading process.【应用实 践】 1. Further reading 1: Read Greyfriars Bobby and complete the passage; 2. Further reading 2:The Cat Loves Being Outside and answer the questions: 1 When did Yosh adopt Simon 2 Where does Simon sit if he gets tired outside 3 What does Yosh encourage other cat owners to do Observe whether students can answer and summarize the information about the hollowed out place and Simon cat and his Yosh, and give positive feedback evaluation to inspire students to summarize the cloze test and answer the questions.
设计意图（Purpose）： 1. Jump out of the textbooks, use extracurricular reading materials of the same kind, cultivate the emotion imperceptibly in reading, and consolidate and improve the question type by filling in the cloze at the same time. 2.Summarize sentences that can reflect animals’ strong feelings towards people in Greyfriars Bobby and The Cat Loves Being Outside, and inspire students to extract summaries based on discourse.
环节/时间（Step &Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 3 Practice. （15min） 1. Students understand that a good promotional video script elements, and show the evaluation criteria. 2. Students can understand the information related to endangered animals, understand the importance of animals and human companionship, understand why animals are good friends of human beings, and then make an English script of animal protection publicity video.【迁移创新】 1. Enjoy a video about Animals save human beings. 2. Each group needs to write a script(脚本) for shooting the video. After students watch the video of animals saving human beings, guide them to say the key words related to the topic according to their answers about the relationship between animals and human beings, and give them encouraging comments; In the process of students' cooperation in writing scripts, observe students' cooperation ability, and make appropriate comments according to students' personal characteristics.
设计意图（Purpose）： 1. In combination with what students learned in Unit1-3, show the requirements and structural framework of a good video script, students can have a clear goal in the production process; 2. When writing video scripts, students have certain background knowledge and framework structure, which is conducive to improving the awareness of animal protection.
环节/时间（Step &Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 4 Production and assessment （5min） 1.Students can evaluate the travel guides of their peers according to the evaluation criteria and explain the reasons. 【迁移创新】 Discuss in groups, evaluate each other and give scores, and explain the reasons under the guidance of the teacher. Observe students' discussion, and give an open and inclusive attitude to students' evaluation, and encourage students to conduct multi-dimensional evaluation.
设计意图（Purpose）： By guiding students to evaluate each other's works, we can cultivate students' critical thinking and language expression ability, and integrate and use relevant language expressions.
环节/时间（Step &Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 5 Summary （5min) 1. Students can think about and answer why humans need to live in harmony with animals; 2. Students check whether they reach the target of the cost module; 3. Clarify the learning tasks after class. 1.Teachers guide students to summarize what they have learned in this module; 2.Complete the self-assessment form of the whole module; 3.Sublimate the theme again, and define the after-school task of shooting the script into a promotional video. Guide students to say the key words of “animals are friends of human beings", and the relevant answers can also be positively evaluated.
设计意图（Purpose）： 1. Summarize and promote, and guide students to think about the significance of harmonious coexistence between human beings and animals; 2. Students should clarify the learning tasks after class, sublimate moral education, consolidate and improve.
Board Plan(共31张PPT)
Module 6 animals in danger
Unit3 Language in use
外研版 八年级上
Unit3 Language in use
Module 6 animals in danger
Be an active participant
Module task:
We plan to take a shoot about “Protect Animals”.
To make the shoot better, we need to write a script(脚本).
Director wanted
Be an active participant
Director wanted
Act One（第一幕） : “What”
Act Two（第二幕） : “How”
Act Three（第三幕） : “Why”
Act Four（第四幕） : “Why”
Be an active participant
Director wanted
Act Three（第三幕） : “Why”
Why should we protect animals What’s the true meaning of “Protect animals, protect us.”
Why is the situation so serious
Be a careful reader
Revision
of
Unit 2
一、Learning and Understanding
学习与理解
Do we only need to protect pandas
Be an active thinker
一、Learning and Understanding
学习与理解
2.(世界自然基金会).
WWF is working hard to save more animals.
一、Learning and Understanding
学习与理解
It lives in oceans around the world.
It is the largest animal in the world, but it feeds on one of the smallest animals.
the blue whale
Around the world
Be an active thinker
一、Learning and Understanding
学习与理解
Guessing game
It lives in the south of China.
It hunts animals such as wild boar, deer for food.
It is known as “China tiger”.
South China Tiger
Be an active thinker
一、Learning and Understanding
学习与理解
It lives in Mongolia and the northwest of China.
It is especially special for its two humps.
It is in danger now.
the wild Bactrian camel
Be an active thinker
一、Learning and Understanding
学习与理解
It lives in the mountains of Central Asia.
It has strong legs and long, strong tails.
It can run fast.
It hunt for large and smaller animals.
It is in danger now.
Snow leopard
Be an active thinker
一、Learning and Understanding
学习与理解
2.(世界自然基金会).
WWF is working hard to save more animals.
一、Learning and Understanding
学习与理解
第二站：雪豹馆
2.(世界自然基金会).
WWF is working hard to save more animals.
《牛津版》教材
Mind-map
二、Apply and Practice
应用与实践
Be a skillful reader
Read the fact file in 1 minute.
Using scanning strategy to fill in the mind map
Use scanning strategy to fill in the mind map according to fact file ( 2 minutes)
Snow
leopards
reasons
fact
_________: In the past, there _______ lots of animals for them ____________. Now, it’s hard for them ______ food.
Some people ______ and _______ snow leopards.
situation
Today there _____ only about ___________ of them ______ _.
were
to eat
to find
hunt
kill
Why should we protect them
are
in the wild
five thousand
home: They live in the _________ of Central Asia.
_______: Their fur is a light brown color.
mountains
color
food
Apply and Practice
应用与实践
Skimming
Why
三、Transfer and create
迁移与创新
Protect them, protect us.
Protect them, protect us.
Be a Critical thinker
Thinking:
1. Why did the trainer lose her life
2.Why did the elephant kill her trainer
Transfer and create
迁移与创新
Be a Critical thinker
Be a Critical thinker
Protect them, protect us.
Transfer and create
迁移与创新
Protect them, protect us.
Biology Class :
How much do you know about “virus”
Protect them, protect us.
Be a skillful reader
COVID-19 has transformed our world. It’s necessary for us ____________ (change) our ways, or another pandemic will happen again much sooner than we think. We know that we must ________ destroying, polluting and wasting our planet’s precious resources(珍贵的资源) __________ our earth. The vast majority(大部分) of these viruses from wild animals _______ infecting us. Many wild animals carry viruses to which they have developed immunity over___________ (thousand) of years. ____________, we do not have such protection(免疫力). A virus that can _________ in a healthy bat can infect and kill us by the million. What caused the COVID-19 heartbreak A bat, a pangolin No, it was __________(we), because of our treatment of nature.
to change
stop
to protect
before
thousands
However
live
us
Transfer and create
迁移与创新
Human's behaviors effect the wildlife animals greatly.
but at the same time, they have been infected virus from wild animals.
conclusion：Protecting animals is protecting ourselves!
wild animals
Covid-19
(新冠疫情）
and other virus
cruel actions of human beings
Be an active participant
Human treats animals badly and vice versa.
人类怎样对待动物，动物就会怎样对待人类。
Be an active participant
Director wanted
Act Three（第三幕） : “Why”
Why should we protect animals What’s the true meaning of “Protect animals, protect us.”
Transfer and create
迁移与创新
nred situation.
Be an active participant
撰写脚本要求：
reasons:
(1) 列出两点以上动物濒临危险的原因
human behavior/ baby/ home /water/ air and so on
(2) “Protect them, protect us”的真实含义
病毒以及其他方面
Director wanted
Summary
1. What
2. Why
Animals in danger
vircus
treatment
to save more animals
Why should we protect them
Protecting animals is protecting ourselves!
more
Homework
Protect them, protect us.
Must-do: Collect more facts and comments of “Protect them, protect us”and write it on your information sheet.
Optional: Shoot a vlog on “Protect them, protect us.”
Thank you !
Unit 3
谢谢
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