资源描述
Unit 5 Wild animals
教学
目标
重点难点分析
To read the passage and focus on the language points to improve the students’ fluency and accuracy talking about giant pandas
To develop students’ responsibility towards the endangered animal
教学流程安排
集体智慧
（以知识体系为主）
个性设计
（二次备课）
教学后记
Teaching procedures:
STEP 1 Reading the passage aloud together
Get the studentsto read the passage aloud together. Invite them to finish the Part B, Check the answers. (This may offer the less able students another time to consolidate the new words.)
STEP 2 Finishing off Part E
Ask the students to finish off Part E, Page 62. Use this as a revision to help the students recall what they have learned last time.
STEP 3 Working out the answers
Get the students to read the passage together once again and then divide the class into groups of 4-5. Ask them to work out the answer to the following question ‘How many parts are there in the passage.’
Give the students enough time to talk about it. And then invite some of them to express their personal opinions. (Students should be encouraged to speak out what they think.)
Part I: The growth of Xi Wang(Line 1- Line 14) (weight and food)
Part II: Giant pandas are in danger?(Line 15- Line 29)
A: Why are they in danger?(Line 15-21)
B: How to protect them?(Line 22-Line 29)
STEP 4 Finishing the following exercises
Get the student to talk about Part I. Invite them to talk about the growth of Xi Wang by finishing the following exercises:
•When Xi Wang was born, she w________ just 100 grams.
•When she was only 10 days old, she l________ like a white mouse.
•When she was 4 months old, she w________ about 10 kilograms and s___________ to go outside her home.
•When she was 6 months old, she b________ to eat bamboo shoots and leaves.
When she was 12 months old, she g_________ into a healthy young giant panda and w__________ 35 kilograms.
•When she was 20 months old, she s_________ to look after herself.
Then get the students to analyze the sentences: the when-clauses in each sentence give us a past time, so the main clauses use Simple Past Tense. (Students may come to the conclusion through observation.) Then get the student to underline such sentences in the passage.
STEP 5 Finding them out
‘During the growth of Xi Wang, Xi Wang had many ‘first-times’ Can you find them out.’ Use the following exercises to help students.
1.She started _________(go) outside her home for the first time.
2.She began _________ (eat) bamboo shoots and leaves.
3.She started _________(look) after herself.
In this way, the teacher directs the students attention to the use of ‘to’-infinitives after ‘start’ and ‘begin’.
STEP 6 Rewriting sentences
Say ‘Sadly, it is very difficult for giant pandas to survive in the wild.’ and write the sentence on the board. Then try to rewrite the sentence into the following sentences. ‘It is dangerous for giant pandas to live on in the wild.’ ‘They are in danger.’
These are some very important sentence patterns in the passage. Also it is necessary for the teacher to point out that ‘live on’ has a similar meaning with ‘survive’. This may also help the students to understand that we can use ‘be dangerous’ or ‘be in danger’ to talk about a similar situation.
STEP 7 Finding out that why they are in danger
Get the students to find out that why they are in danger. To make the task easier, the teacher can show the following before hand.
If hunters _________(catch) a giant panda, they _________ (kill) it for its fur.
If the farmers __________(cut) down trees and forests, giant pandas _______ (have) nowhere to live.
If people __________ (find) baby pandas alone, they ________(take) them away.
As a result, the students’ attention will be easily drawn to the use of ‘if’-clauses. Guide the students to focus on the tense of the subordinate- clauses and main clauses. (I think it is OK for some teachers to use ‘主将从现’ to make summary here. At least it may help the students to remember this phenomenon.)
Explain the phrases here ‘kill…for…’, ‘cut down’, ‘have nowhere to live’ ‘find sb. adj’ and ‘take…away’.
STEP 8 Talking about the actions people take to protect the pandas
Say ‘If we do nothing, soon there will be no giant pandas in the world.’ and then get them to talk about the actions people take to protect the pandas.
We must take the following actions to protect them.
We can make giant panda reserves bigger.
• We can build more reserves .
• We can encourage farmers to leave the giant panda reserves
Direct students’ attention to the use of ‘make sb. adj.’ and ‘encourage sb. to do sth.’ . If time permits, give more examples.
STEP 9 Reading though the whole passage again
Get the students to read though the whole passage again, focusing on the different language points.
STEP 10 More exercises about the language points
Do more exercises about the language points to check.
1.She looks _____________(health).
2.When Tom was born, he ___________(weigh) 6 jin.
3.We should encourage him ___________(help) his good friend.
4.We ask the ___________(hunt) not to hunt the animals.
5.If it snows tomorrow, the primary school students _______(stay) at home.
6.Now many pandas are in ________(dangerous)
7.Two years _____(late), he became a famous reporter.
8.The giant panda likes eating bamboo ____ (shoot) and ____(leaf) very much.
STEP 11 Do some translation work
Linda 五岁时第一次来中国。
When Linda was 5, she ________ to China ______ ______ _______ _______.
•如果明天天不下雨，他们将到玄武湖作旅行。
If it _______ ______，they ______ ______ ______ ______ ______ Xu Wu lake.
对于教师来说,鼓励学生努力学习是很重要的。
________ _______ important for teachers ________ ________ students _______ ________ hard.
很久以前猎手捕捉老虎只为了他们的肉.
Long, long ago, hunters ________ tigers just _______ ________ ________.
如果你发现落单的小熊猫，你不应该把她们带走。
If you ________ baby pandas _______, you should not ______ ______ ______.
许多动物都面临灭绝的危险，我们应该行动起来保护它们。
Many animals are _________ _________. we should ________ ________ ________ ________ them.
STEP 12 Homework
a. Try to retell the growth of Xi Wang.
本课以读和说为主
For easy sentences, Ss can use them freely.
Ss are interested in playing the games.
练习安排
Discuss how to protect the giant pandas.
Finish off the exercises in the Handbook (period three).
板书设计
Unit5 wild animals Reading 2
Words: Phrases
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