牛津英语8A Unit 4 Wild animals 单元分析及课时教案

八年级牛津英语第四单元分析、教案
八年级牛津英语 Unit 4 Wild animals 单元分析及课时教案
【教材分析】
本单元的主要话题是野生动物的保护。开篇部分通过Eddie和Hobo这两个卡通人物的对话，向我们暗示了野生动物们面临挨饿的境地，从而导入保护它们这一主题；接着展示了一些珍稀野生动物的图片。阅读部分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。词汇部分介绍了一些野生动物的名称以及有关动物的生活习性。语法部分仍然以保护野生动物为载体，讲解条件状语从句的两种情形，一是可能性的结局；二是对可预测性的结局，以及运用because 和because of 表示原因。综合技能部分通过听老虎和狼的情况，学习并运用描写野生动物外貌、性格、能力、食物以及面临危险的词汇和句型。语音部分着力培养学生对句子中升降调的理解。Main task 部分是先给学生阅读一篇有关国宝熊猫生存状况的文章，然后要求学生模仿写出类似的有关熊的文章，训练学生听、说、读、写的能力。本单元的check out主要进一步帮助学生掌握if 条件句，和because引导的原因状语从句以及表示野生动物的名词。
【单元目标】
情感目标：
本单元通过对野生动物濒临的危险、灭绝等问题和保护措施的讨论，唤起人类应该保护自然，保护动物。意识到动物是人类的朋友。
知识目标：
学习有关动物的名词，学习并掌握条件状语从句和原因状语从句的有关知识，认识句子中常见的升降调，并能正确的语音语调读句子。
能力目标：
学会用正确的词语表达对动物的喜好，能运用阅读技能掌握文章内容，并能进行复述等。
知道写一篇关于动物处于危险的调查报告应从哪几个方面入手。
【教学重难点】
教学重点是掌握各种野生动物的名称以及相关的词汇和短语；正确识别并能运用条件状语从句谈论可能出现的情况；区别并能运用 “because” 和“because of “表示原因。教学难点是对大熊猫的成长过程及一些保护措施的了解和掌握，以及完成一篇有关介绍大熊猫的报告。
【学情分析和教学建议】
本单元的话题-保护野生动物是学生熟悉而感兴趣的话题，一些珍稀动物的名称学生也基本上学过，不过对于野生动物所面临的危险，学生还缺乏这个意识，或者是这方面认识还不全面、不深刻。因此教师在教学设计与课堂教学过程中要准备充分的材料，从而让学生提高保护野生动物的思想意识。
在教学方法上，教师可以采用Role-playing; Cooperating; Pre-reading; While-reading; Post-reading; brainstorming; listening for special information等教学、学习策略，正确利用好教学图片以及多媒体课件展开课堂教学体现教学过程中学生的参与活动work alone, Pair work, Group work, Discussion. 词汇教学可以通过图片或多媒体进行，以原有知识带动新知识，并在教学词汇是，进行必要的句子教学或小篇段教学，使词汇教学不孤立。Integrated skills这一部分在教学前要为听力活动做一些铺垫教学，明确听的目的,激发兴趣和欲望,熟悉话题,处理关键词，强调对主要信息的获取（input）和输出（output）。阅读教学主要强调整体教学，把握文章结构，复述、模仿描述为主。写作教学是这一单元的综合运用，可以先给学生理清一个提纲，再让学生进行口头表述，或填空造句，模仿写作等。语法教学要创设情景，模仿操练，在运用中总结规律。
【课时安排】
本单元攻击安排十个课时。具体安排如下：
Comic strip and Welcome to the unit: one period; Reading: two periods;
Vocabulary: one period; Grammar: two periods;
Integrated skills: one period; Study Skills: one period;
Main task: one period; Checkout: one period.
【课时教案】
8A Unit 4 Wild animals---Comic strip& Welcome to the unit
【Aims and demands】
Knowledge objects：
1.Talking about the animals。
2.New words: wild, delicious, bear, dolphin, giant panda, kangaroo, squirrel
3.Sentences: If you eat my food, I won’t talk to you.
If I don’t have food, I will die.
Ability objects:
1.To develop the Ss’ abilities of listening, speaking about the animals
2.To train the Ss’ ability of working in pairs.
3.To develop the Ss’ abilities of communication
Emotion objects:
1.To enable the Ss to love animals and love life.
2.To enable the Ss to know animals well.
【TEACHING KEY AND DIFFICULT POINTS】
Key points:
1.To help the Ss to know the names of animals.
2.To enable the Ss to love animals.
Difficult points:
1.How to say something about wild animals in English.
2.How to arouse the feeling of loving the animals.
【Teaching method】 Task-based approach.
【Teaching aids】 CAI, A tape recorder.
【Teaching steps】
Step1. Warm-up
Enjoy the beautiful song：Old Macdonald(多媒体呈现)
Step2. Presentation
1).Do you like the beautiful song Its name is Old Macdonald. Can you hear some animals Please say their names. Now open your books and turn to page 59 to look at part A. Finish the exercise. Can you name at least three other animals What are they Give the students more pictures of animals.
2).Now task! make a survey
Have a discussion in groups. Every member should say some names of animals.
a. Each group choose a student as the group leader to write something your group get about the names of animals.
b. Have a show. And talk about the result of each group.
Step3. Listening
So much for the new words. Now, let’s listen to Hobo and Eddie twice. After you listen to them, please answer my questions,
Is Eddie willing to share the food with Hobo (No.)
Step4. Reading
I want to know Hobo and Eddie better. Please help me. Listen again, then read the article by yourselves. Do some True or False exercises.
1).The food is very tasty. (T)
2).Hobo can live without food. (F)
3).Eddie often takes care of Hobo. (T)
4).There is enough food for Hobo and Eddie. (F)
Now please pay more attention to these two sentences.
If you eat my food, I won’t talk to you.
If I don’t have food, I will die.
Step5. Describing
In the story Hobo and Eddie need enough food but there isn’t, so they are poor. The word “poor” can describe an animal, can you find some other words to describe an animal Now let’s play a game “Bingo”!
1).It is very clever. Its favorite food is banana.
2).It has a long, soft tail and lives in the trees. It can climb trees quickly.
3).It is the biggest animals on land. It can lift heavy things.
4).It looks like a large fish in warm sea. You can watch them jump in the zoo.
5).It’s like a bear, but it has black and white fur.
6).It looks like a cat and has yellow fur and black stripes.
7).It’s large and heavy with thick(厚)fur. It is very strong.
8).It lives in Australia and it has a long strong tail and has strong legs. There is a useful bag for its baby
Step6. Write the animal you like best and like least.
Step7.Homework Learn the language points by heart;Preview the Reading
8A Uint 4 Wild animals--Reading（一）
【Aims and demands】
Knowledge objects：
1.Be able to understand and use the words and phrases to describe the giant pandas’ appearance and take actions to protect them。
2.Be able to use new words and Sentences
Ability objects:
1.To develop the Ss’ abilities of reading
2.To train the Ss’ability of guessing the meanings of the words in the text.
3.To know the growth of Xiwang and how to protect them.
Emotion objects:
1.To enable the Ss to treat the giant pandas as our friends by learning more information about them.
2.To enable the Ss to realize we must try our best to protect pandas.
【TEACHING KEY AND DIFFICULT POINTS】
Key points:
1.New words and phrases：
Outside, bamboo, leaf, sadly, action, protect, encourage, survive,
the baby panda, look like, be born, grow into, at the very beginning
bamboo shoot, in the future, cut down, in danger, take the actions,
encourage sb. to do sth.
2.Sentences：
We called her XiWang
When 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.
Difficult points:
1.To understand the main idea of the article.
2.To learn how to take actions to protect the wild animals.
【Teaching method】 Task-based approach; Reading method
【Teaching aids】 CAI, A tape recorder.
【Teaching steps】
Step1 Warming-up
T: I’ve a wonderful song, would you like to share it with me
T: Boys and girls, shall we begin our class now We know every one of us has many friends and we also have many animal friends. I think animals are usually very friendly to us , we should love them and protect them. If the animals live in the wild , we can call them wild animals. Now , look at the screen ,can you tell me what they are
Step 2. Pre-reading
T: Can you tell me which is your favourite wild animal
And can you tell me which is my favourite wild animal
T: Do you know why I like giant pandas best Because giant pandas are very lovely. They look like white mice when they were born. They look like bears when they grow up. They are friendly , too. They like eating bamboo leaves and shoots. They seldom eat meat or hurt other animals. But it’s a pity that there are not many giant pandas in the world . They’re in danger . Hunters catch them and kill them for their fur . And farmers cut down trees and forests. So they have nowhere to live. We should take actions to protect them.(let Ss read the words after the teacher)
Step3. While-reading
T: Here is a story of Xi Wang, a very lovely giant panda. Would you like to read it with me Now open your books, turn to P.60. Read it quickly and answer the following questions .
1) What’s the story about
2)What will happen to giant pandas if we do nothing
T: Now , listen to the tape and read after it and then answer the six questions on the screen . Then encourage the students to find the main ideas about this story.
T: Now Let’s find the main ideas together and put them on the blackboard.
T: Look at the screen . Finish the table of “The growth of Xi Wang”. Catch more details about XiWang.
Step 4 Post-reading
T: Now please read the passage together . Then finish the exercises on P. 61 Part B And Part C.
T: Now , We’ve known the giant pandas very well , They are very lovely and we love them very much . But there are fewer and fewer pandas in the world . They’re in danger . Do you know why Now, work in groups and find out “What problems can a giant panda meet in its life ”
Then ask some able students of each group to talk in front of the class. After that,finish the Note-making 2 on the screen.
T: Discuss with your partners: What other problems will the giant pandas have What actions can we take And can you have a face to face interview about pandas
Step 5 Summary
Teacher makes a summary that we should take actions to protect giant pandas.
Step 6. Homework
1.Write an artide about “what’s the relationship between wild animals and human beings ”
2.Finish the exercises of reading
8A Unit 4 Wild animals --Reading (2)
【Aims and demands】
Knowledge objects：
1.Consolidating what the students have learnt in Reading (1).
2.Learing and using the language points
Ability objects:
1.To develop the Ss’ abilities of using English
2.To train the Ss’ ability of learning by doing.
Emotion objects:
To enable the Ss to enjoy English.
【TEACHING KEY AND DIFFICULT POINTS】
Retell the reading and use the language points correctly.
【Teaching method】 Explaining and practising
【Teaching aids】 pictures, exercise paper
【Teaching steps】
Step 1 Revision
1 Say something about giant pandas
2 Finish the table about the growth of Xiwang
3 Review what danger giant pandas meet and what actions we can take
4. Fill in blanks with proper forms.
Step two language points
Explain the following language points to students
1. be in danger. Many wild animals are in danger.
2. She grew into a healthy young giant panda and weighed 35 kilograms. grow into意为“长成----”“发展成----”，其中 grow作行为动词；
weigh v.称重 weighed weight n. 重
3.encourage sb to do sth.
The English teacher always encourages me to speak more in class.
4. following adj.
We must take the following actions to learn English well.
5. have nowhere to live
If farmers cut down trees and forests, giant pandas will have nowhere to live.
6. At the very beginning, XiWang drank her mother’s milk for up to 14 hours a day.
at the very beginning 在开始时
At the very beginning, I didn’t like maths.
Up to意为“高达，达到，一直到”。
Tortoises can live up to 150 years。
Up to now I always thought John was honest.
7.Sadly, it is very difficult for giant pandas to survive in the wild, usually because of people.
句型It is difficult for sb.to do sth. 意为某人难以干某事，其中it作形式主语，真正的主语是动词不定式的复合结构，Sb作 to 的逻辑主语，difficult作表语。 如，It is not difficult for me to find his house.
8. for the first time第一次
She borrowed some books from the school library for the first time.
9.Here are some of the problems that XiWang may have in the future if she lives in the wild.
这是一个到装句，主语是Some of the problems， are是连系动词
如，Here is a bag for you. Here are some tickets for them.
10.Mothers often leave baby pandas for two whole days on their own.
On one’s own 意为“独自，独立”，相当于alone， by oneself, without help。如，These children will live in foreign countries on their own in the future
11.We can take the following actions to protect giant pandas.
take actions to do sth. 意为“采取措施/行动干某事。”
They should take actions to protect children.
It’s time for us to take actions to protect nature.
12. keep sb./sth. safe from danger意为“使某人/某物安全不受威胁，”其中safe为形容词，作宾语补足语.
safe的动词形式 save，意为“挽救，节约”。
Step 3 exercises Ask students to do some additional translation.
1.猎手捕杀老虎为取它们的皮和骨。猎手捕杀大象为取它们的牙。
猎手捕杀兔子为取它们的皮和肉。
2.公共汽车挤满了人。我们没地方坐。他们没地方开会（可去、举行运动会、…）。
3.我们应当采取措施保护大熊猫（扩大自然保护区、鼓励学生说英语、保持教室清洁）。
4.大熊猫在野外生存（使他们的数学老师笑、十分钟内解出这道数学题、两小时内做玩家庭作业……）是很困难的。
8A Unit 4 wild animals----Vocabulary
【Aims and demands】
Knowledge objects：
1. learning about some wild animals’ names.
2. learning about these wild animals’ appearance , food and living
areas.
Ability objects:
1. To be able to make short dialogues about wild animals with their partners.
2. To be able to describe some wild animals.
3.To develop the Ss’ abilities of communication
Emotion objects:
1.To know the importance of protecting wild animals.
2.To be able to realize the relationship between human beings and animals.
【TEACHING KEY AND DIFFICULT POINTS】
1.Some wild animals’ names, food and living areas.
2.How to describe the wild animals about their appearances and abilities.
3.According to what they learnt in the class, make short dialogues and introduce the wild animals.
【Teaching method】 Task-based approach.
【Teaching aids】 CAI, A tape recorder.
【Teaching steps】
Step1 Warming-up
T: I’m very glad to stand here to teach you English. I know you are all bright. Let’s be friends, OK Now I will show you a video about wild animals. Watch it and try to answer my question. Ok (Watching the video ) Now I’ll ask you some questions.
What animals can you see Students give answers,….
T: Do you like animals S: Yes, I do.
T：What’s your favourite animal S: My favourite animal is …
Guess a riddle.
T: I think most of us like animals. I have a riddle about an animal. Can you guess what animal it is
I am a little fat but I am lovely. I have black and white fur. I only live in China. My favourite food is bamboo shoots and leaves. Who am I (Giant panda)
Step2 Learning some vocabulary about wild animals
1. T: We know there are many wild animals in the world. I’d like to show you more pictures about animals. Let’s go and see them, Ok
Show three animals: dolphin giraffe monkey
A:Where does …live B: It …
A: What does it eat B: It….
A: Do you like it B: …
A: why B: …
2. Teach and learn now words
Teacher asks some questions and Ss try to say something about animals
Fox: The fox has beautiful_____fur. It is_____ and cunning(狡猾). It eats______, smaller______.
Wolf: It _____a dog. The wolf is not____, it has ____fur.It eats ______.
It has good ______,hearing and smell. The wolves work as a______.
Polar bear: _____lives in the North Pole. it has___ fur. It eats___.It is good at____
Step 3 Thinking and discussing
T: We know the fox, the wolf and the polar bear all eat meat, right Do you know other animals eating meat .... There are some other animals eating grass. Now, I’ll show some of them to you.
Can you think and discuss them according the form.
Ss: Read the form and discuss them with partners
Step 4 Testing
You are very clever. Now let’s have a test about animals, OK
1. Listen and guess what animal it is
2. Fill in the blanks about animals which eat meat.
3. The animals and their favourite food
Step 5 Brain Storm
T: Now let’s have a rest and play a game, Ok
In this game, you can see some numbers on the blooms,
You can choose one of them. Then you can see a picture of the animal; try you best to say something about it. If you choose the number and there is no picture, you are lucky, you will not do anything.
Step6 Group work
Talk about your favorite animals and their favourite food.
A: What’s your favorite animal B: My favourite animal is …….
A: What’s it like B: ……
A: What’s its favorite food B: Its favourite food is…….
A: Why do you like it B: ……
Ask several groups to act it out.
Step 7 Watch and try to find the answer.
1. T: some animals are lovely, some of them are clever. We like them, they are our friends, but our favourite animals are getting fewer and fewer. The wild animals are in danger now. Listen to an English song《Earth song》. And try to find the answer of the question.
What happened to the trees and animals
2. T: How terrible!
It is hard to imagine what our world would be like without animals. We must do something to protect them. What actions can we take to protect the wild animals
Show the Ss some phrases to help them.
Protecting their living areas
cut down trees, keep taking the land……？
Protecting their lives
hunt（猎杀）the wild animals, eat them, wear clothes made of fur……？
Let more people know that wild animals are in danger.
T: You did a good job today.
We know fish can’t live without water. Human beings can’t live without animals. So we must heal the wild animals, heal the human beings and heal the world!
Step 8 Homework
8A Unit 4 Wild animals--- Grammar 1
【Aims and demands】
Knowledge objects：
1．To recognize and use conditional sentences to talk about possible situation.
2. To recognize and use conditional sentences to talk about repeated and predictable situation and events.
Ability objects:
To use conditional sentences in a report about protecting animals
Emotion objects:
To enable the Ss to realize the importance of protecting animals by using if the ‘if’—clause.
【TEACHING KEY AND DIFFICULT POINTS】
How to use the ‘if’—cause correctly
(‘if’引导的条件状语从句中，用一般现在时表示将来，主句用一般将来时。)
【Teaching method】 Task-based approach.
【Teaching aids】 A small blackboard & a computer
【Teaching steps】
Step1.Revision
We’ve learned a report about giant pandas. We know they are very lovely. But they are in danger. They may have many problems in the future.
If hunters catch a giant panda, they will kill it for its fur.
If farmers cut down trees and forests, giant pandas will have nowhere to live.
If people find baby pandas alone, they will often take them away.
If we do nothing, there will be no giant pandas in the world.
There will be no giant pandas in the world if we do nothing.
Step2. Presentation （Grammar Part A）
Try to elicit the conditional structure by asking questions such as What will happen if you come to school late What will happen if you break your favourite toy Try to think of sentences which reflect Ss’ own experience.
Write the most interesting answers on the Bb.
Step3 Practice
Write some more open “If”-clauses on the Bb and ask Ss to finish the sentences with their own ideas. Help Ss reformulate their ideas into correct sentences and write them on the Bb
Step3 Exercise
1.Ask Ss to match the sentences on their own and then compare answers with a partner. Invite a more able student to read the sentences aloud for the rest of the class to check answers.
2.For Part A2, Ask Ss to complete the sentences on their own and then compare answers with a partner. Check answers with the whole class.
3.Ask Ss to complete “Work out the rule” at the bottom of page 65.
Well, let’s work out the rule together!
‘if’引导的条件状语从句中用一般现在时表示将来，主句中用一般将来时。
Conditional sentences (条件状语从句)
‘If’-clause(Simple present tense) Main clause(Simple future tense)
If hunters catch a giant panda, they will kill it for its fur.
当我们把 ‘if’引导的条件状语从句放在句子开头时，我们需要在条件状语从句后用逗号。假如主句在开头，则没有必要加逗号。
We need a _______(comma, full stop) after the ‘if’-clause when it is the first part of a sentence.
e.g. If I go to Beijing Zoo, I will learn a lot about animals.
I will learn a lot about animals if I go to Beijing Zoo.
Step4 Practice
Amy returned home from Beijing Zoo. Her father is asking her some questions about wild animals. Open your books, turn to page 66, finish Part A3.
Let’s check the answers. Then practice in pairs.
Step5.Homework
1. Learn the language points by heart.
2.Do more exercise about this key point carefully.
8A Unit 4 Wild animals---Grammar 2
【Aims and demands】
Knowledge objects：
1. To recognize and use adverbial clause of cause.
2. To recognize and use “because of”
Ability objects:
To use adverbial clause of cause and “because of” correctly
【TEACHING KEY AND DIFFICULT POINTS】
To tell the differences between ‘because’ and ‘because of’。
【Teaching method】 Task-based approach.
【Teaching aids】 A blackboard & a computer, pictures
【Teaching steps】
Step1.Revision
Review the ‘If’-cause by asking the questions in the story of Xi Wang.
Step2 Presentation
Now we know giant pandas are lovely, so we must keep them safe from danger. Here are some more animals we should protect them. Look at these pictures, what are they Yes. Kangaroo, bear, dolphin, tiger, squirrel.
Pleae have a discussion like this:
A: Which animal do you like best /Which animal do you like least
B: I like … best. /I like … least.
A: Why B: Because I think …
These photos belonged to Amy, she took them in Beijing Zoo yesterday. Look, Daniel is asking her about the visit to the zoo. Let’s go and listen to them. Students book on page 67.Giving reasons with “because”
We must protect wild animals because wild animals are our friends.
I stayed in the zoo for so much time because the dolphin show was long.
Giving reasons with “because of”
All the people cheered because of the wonderful show
Step 3 Practice
Rewire the following sentences according to the model
Model: Why is the ground all wet (flood)
The ground was all wet because of the flood.
1. Why is he so happy (got an A for English)
2. Why is she so sad (lost her pen)
3. Why is the baby crying (hunger)
4. Why didn’t you go to the show (the maths exam)
Step 4 Rule out
We can use ‘because’ to give the reason(s) for something. The word ‘because’ introduces the clause of reason and we usually put it in the middle of a sentence.
Main clause ‘because’ Clause of reason
Xi Wang had to look after herself because her mother had another baby.
We can also use ‘because of’ to give the reason(s) for something. We use a noun, a noun phrase or a pronoun after ‘because of’.
Main clause ‘because of’ Noun (phrase) / pronoun
Giant pandas are in danger because of people.
Step5 Homework:
1 Learn the language points by heart.
2.Do more exercise about this key point carefully.
3.Make up some sentences which contain “because” or “because of”
Unit 4 Wild animals-- Integrated skills
【Aims and demands】
Knowledge objects：
1.To grasp the sentences about specific characteristics, appearance, abilities, eating habits and danger in the context of animals
2.To learn the new words and phrases for describing animals in the context.
Ability objects:
1.To develop the Ss’ abilities of listening, speaking about the animals
2.To train the Ss’ ability of inferring general meaning from context and keywords.
3.To develop the Ss’ abilities of communication
Emotion objects:
To arouse students’ emotion of protecting the wild animals by listening and speaking
【TEACHING KEY AND DIFFICULT POINTS】
1. To learn specific characteristics, appearance, abilities, eating habits and danger of animals
2.To express opinions about protecting wild animals
【Teaching method】Task-based approach.
【Teaching aids】 A record tape & a computer
【Teaching steps】
Step1.Revision
1.We learned a lot about wild animals. Please look at this picture. We know it very well. It’s a giant panda. Please have a free talk about giant pandas. Try to say something about their appearance, ability, character, food and the danger they meet.
2.Get the students talk about some characteristics of tigers and wolves. (If they have any difficulties, they can say that in Chinese)
Step2 Pre-listening
1.Show a picture of a tiger. Do you know anything about tigers
They have black stripes. Hunters hunt them for their fur and bones. Because they want to make medicine. (教学生词stripe, medicine)
Show a picture of a wolf. (wolf的复数wolves)
Can you say something about wolves They have good eyesight, hearing and smell.They eat insects, snails and vegetables. They are in danger because they have nowhere to live. Because of the loss of living areas, their number is getting smaller and smaller. (教生词 hearing, smell, snails, loss)
2.Invite students to talk about what they like about tigers and wolves. Brainstorm any information and general knowledge about the two animals.
3 Ask Ss to study the two fact files on page 68 in pairs. Check the meaning of some of the words.
Step 3. While-listening
1. Help Ss focus on the general context by asking general questions they may be able to answer while listening for the first time. Write them on the Bb: * What is the name of the largest living cat
* What is Millie’s favourite animal
2.Play the tape. Students listen carefully for keywords to answer the questions.
3. Play the tape again and ask students to find out the missing facts in the fact sheets.
Play the tape for the third time for Ss to check the answers.
Step4: Post-listening
1. Ask Ss to read the letter in pairs and discuss any words they do not plete the letter without looking at the fact sheets on page 68. Then ask them to look at the fact sheets to check the answers and make corrections if necessary.
2. Ask more able Ss to read aloud the letter or read the letter together
Step5 Speaking up （Integrated skills B）
1. Now, many people like to wear clothes made of animal fur. They think they look smart and modern on clothes like this. And they think they can keep warm on these clothes. Millie’s Mum like clothes made of anmal fur, too. What about Millie Please listen to the dialogue between Millie and her mum, try to answer the following questions.
1). Why does Millie’s Mum like to wear clothes made of animal fur
2). What is Millie’s opinion
3). Does Mum agree with Millie at last
2. Ask students to practice the conversation in pairs and then change roles. Identify any words or phrases they do not know.
3.Ask students to create their own conversation using information from the fact sheets.
Step6 practice
Get the students to read the dialogue in pars. Then invite some pairs to act out.
Step7 Summery Language points
live as a family, be good at hunting other animals, make medicine, friendly towards each other, loss of living areas, make medicine from their bones, buy clothes made of animal fur, look lovely on me, lose one’s life, someone else, not……any more
Step8 Homework 1 Learn the language points by heart.
2 Preview the Pronunciation, Main task & Check out.
Unit 4 Wild animals-- pronunciation
【Aims and demands】
Knowledge objects：
1.To learn how to say conditional sentence.
2. To learn the useful words and phrases in this part
Ability objects:
1.To identify intonation patterns in conditional sentences.
2.To read the conditional sentences in correct Pronunciation
Emotion objects:
To arouse students’ emotion of protecting the wild animals
【TEACHING KEY AND DIFFICULT POINTS】
Read the conditional sentences in correct Pronunciation and grasp the phrases
【Teaching method】 Task-based approach.
【Teaching aids】 A record & a computer
【Teaching steps】
Step1.Revision
Ask students questions and write the following sentences on the blackboard, then invite the students to read them.
What will tigers do if they are hungry ………
1. If tigers are hungry, they will attack people.
2. If giant panda have no food, they will die.
3. If polar bear id hungry, it catches fish from the water.
4. What do male wolves do if there is danger
Step2 Presentation
1.Remind Ss of communicative purpose of conditional sentences.
2.Play the recording for Part A on page 70 and ask Ss to listen carefully. Ss imitating the rising and falling voice patterns.
3. Ask students to read Simon’s presentation with correct the rising and falling voices.
4. Ask students to read Millie’s presentation in Part B quietly on their own. Play the recording. Ask Ss to listen carefully and mark where Millie’s voice rises and falls with the correct arrows
5. Tell students to read them again, and answer the ‘Wh-’questions. Students work in pairs.
Step3 Summary Language points
live in family groups, continue to build roads, have suitable homes,
make new farmland, make a lot of money, sell elephants’ tusks, train them,
Step4 Homework
1 Learn the language points by heart.
2 Review the whole key points in this unit.
Unit 4 Wild animals-- Main Task
【Aims and demands】
Knowledge objects：
To learn and grasp the phrases and sentences to describe the appearance, characteristics, abilities, eating habits and danger of animals
Ability objects:
1. To present factual information in a report
2. To express opinions about animals in danger.
3. To produce a particular text-type for an audience using a given model.
Emotion objects:
Discussing the danger and problems that some wild animals meet, let people realize that we should protect the natural and animals. Animals are our friends.
【TEACHING KEY AND DIFFICULT POINTS】
Express opinions about animals in danger and how to write a report correctly
【Teaching method】 Task-based approach.
【Teaching aids】 A record & a computer, pictures
【Teaching steps】
Step1.Revision
We’ve learned a lot about wild animals. We knew their appearance, ability, character, and danger they meet. After learning, we should know how to write a report. First, say something about giant pandas.
1. Invite students to talk about what they like about giant pandas.
2. Brainstorm any information and general knowledge about the animals.
Step2. Presentation
1.Many wild animals are in danger. For example, the giant pandas. So the Wild Animal Club is asking its members to write about this problem for the club newsletter. Here is Millie’s report on giant pandas. Please open your book, turn to page 71, please read it as quickly as you can.
Try to fill in the blanks.
Baby pandas Giant pandas
1 ____________ look like white mice beautiful black and white animalslook like bears
2 ____________ quiet and peaceful animals
3 ____________ drinkmum’s milk eat bamboo shoots and leaves
4 ____________ There are only about a thousand giant pandas in the world because their living areas are becoming farmland. If farmers keep taking the land, they will have nowhere to live. If people hunt them for their fur, then there will be no giant pandas.
5 ____________ Write to newspapers and magazines about the giant pandas in China.Tell people about the problems.
Ask students to read the model report on their own to identify the paragraphs describing factual details about giant pandas.
Paragarph 1 – Appearance of giant pandas Paragraph 2—Food
Paragraph 3—Babies Paragraph 4—Problems to giant pandas
Paragraph 5—How to protect giant pandas
2. Read the report in Part A.
Step3 Outline and Writing
After reading Millie’s report, we know that if we want to write a report, we need to collect the information. If Daniel also wants to write a report on bears for the Wild Animal Club, first he needs to collect some information. What kind of information does he need
How can we write a report on an animal in danger
Paragraph 1 — Appearance Paragraph 2 — Ability
Paragraph 3 — Character Paragraph 4 — Food
Paragraph 5 — Danger
By the way, Do you know something about bears. I know that they have sharp paws. And they can walk upright. (教学生词 paw, upright) I think you are interested in bears, let’s know more about bears. Open your books, turn to page 72. please read the notes about bears carefully.
After reading the notes about bears. Please open your books, turn to page 72, help Simon complete the report with the notes in Part B. I think it’s very easy for you to finish it. Now let’s check the answers.
Step4 Summary Some language points
Spend a lot of time drinking their mums’ milk, at a time,
get smaller and smaller, become farmlands, keep taking the land,
what action can the club take Sharp paws, walk upright
Step5 Homework
1. Do more exercise about this key point carefully.
2. Write a report for any wild animal you are familiar with.
Unit 4 Wild animals-- Checkout
【Aims and demands】
1. To assess students’ ability to use conditional sentences.
2. To revise vocabulary related to wild animals.
3. To raise Ss awareness of categorizing nouns into different word families.
【TEACHING KEY AND DIFFICULT POINTS】
The useful words, phrases and sentences in this unit and the grammar in this unit
【Teaching method】 Task-based approach, Exercises
【Teaching steps】
Step1.Revision
Have a revision of the unit.
Step2. Presentation
Set a time limit for reading the sentences in Part A and for filling the blanks. Ask Ss to complete the task on their own.
Step3. Practice
1. Ask students to Proceed to Part B after completing Part A.
2. Ss complete Part B on their own and then compare answers in pairs.
Step 4 Summary
Language points (Checkout）
climbing, what about playing football , a friend like Alan,
answer questions correctly
Step5.Exercise
Get the students to do some supplementary exercises.
Step5 Homework:
1. Finish off the workbook.
2. Prepare for the new lesson.
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