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Unit 4 Wild animals
Comic strip&welcome to the unit
Period：10－1
Teaching aims and demands:
a. Knowledge Aims:
1. Vocabulary:wild,delicious,bear,dolphon,gaintpanada,kangaroo,squirrel
2. Speaking: use conditional sentences to talk about repeated and predictable situations and events.
b. Competence Aims:
1. Learn the new words in these two parts.
2. Be able to master the vocabulary of wild animals.
c. Moral Aims:
How to use the limited natural resources.
Key points and difficult points:
To master the new words and expressions.
To learn and practice the sentence structure”if”
Teaching aids:
Pictures and a recorder
Teaching methods:
Situational approach teaching
Teaching procedures:
Step 1: Free-talk
1. T: Who’s on duty today?
S1: I am.
2.T: What’s the weather like today ? .etc.
Step 2: lead-in
Create an interest in the issue of sharing the limited natural resources.
Depending on the general interest of the class, use the following situation:
* If there is not enough food for you to survive.
T: Suppose you are facing the problem now, what will you do ?
Ss: If I’m facing the problem, I will… .
Step 3: Presentation:
Task 1 :listening:
Play the tape for the Ss, ask them to listen carefully then try to answer the following question:
1. What will happen if they don’t eat food ?
2. Is Eddie willing to share the food with Hobo?
Task 2 Practice
Ask two more able students to role-play the conversation.
Task 3 Talking
Talk about their favourite wild animals, just like:
A: Which is your favourite wild animal?
B: I like… best./ My favourite wild animal is … .
(At this time teacher can write the names of the animals onBb)
Task 4 : Do a game:
Teacher groups the Ss into two teams , One team asks ,the other team guesses the names of the animals as quickly as they can.
1. It has a long, soft tail and lives in the trees. It can climb trees quickly.
2. It is the biggest animals on land. It can lift heavy things.
3. It looks like a large fish in warm sea. You can watch them jump in the zoo.
4. It’s like a bear, but it has black and white fur.
5. It lives in Australia and it has a long strong tail and has strong legs. There is a useful bag for its baby.
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 has no legs. Some of them are poisonous enough to kill people.
9. We can get meat from them. It likes sleeping very much.
10. It’s small. It is afraid of cats because cats like eating them for a nice meal.
11. It is very clever. Its favorite food is banana.
12. It’s a useful animal for people. When the stranger comes, it’ll bark.
Task 5: Do Part A.
Ss complete Part A. Check answers orally with the whole class.
Task 6 : Do Part B
Divide Ss into groups and ask them to do the survey in Part B1 according to the conversation they just talked.
Step 4: Pair-work
Encourage them to discuss in pairs why they like or do not like the animals. Ask them to write down their ideas.
Step 5: Production
Do the Exercises(见达标检测) and check it
On Blackboard:
Unit 4 Wild animals
Comic strip & welcome to the unit
New words: T: Which is your favourite wild animal?
S:I like… best.
My favourite wild animal is … .
Homework:
1. Revise the new words(or points) and practice the sentence structure”if”;
2. Finish the exercises on workbook（学生手中的练习册）
3. Write sth about your favourite wild animals and preview the next Part(Reading). 复备栏目
ReadingI
Period：10－2
Teaching aims and demands:
1.To get the general idea of passage according to the time
2.To master the story of Xi Wang
3.To skim the passage to get the general idea.
Key points and difficult points:
To get the general idea of passage according to the time
Teaching aids:
Pictures & recorder
Teaching methods:
Task-based language teaching.
Present some pictures of animals to Ss.
Teaching procedures:
Step 1:Check the homework .
Step 2:Free-talk
Step 3: Revision:
Show Ss some pictures and ask :
T:What’s the name of it?
Do you like it ? Why?
Which is your favourite(animal)?
Which animal do you like best?
Step 4 :lead-in:
Show some pictures of the panda(XingWang), ask:
Do you like it? Do you want to know sth more about it?
Step 5: Presentation:
Task 1 skimming:
Let the Ss skim the context quickly and identify if the sentences are ture or false.(T or F) then check the answers.（具体问题见达标检测）
(1) Xi Wang is the name of a baby giant panda. ( T )
(2)Baby giant pandas are very small when they were born.( T )
(3)They grow very quickly.( T )
(4)At 3 months , she was 10 kilos. ( F )
(5)Xi Wang had to look after herself when she was 10 months old. ( F )
(6) Hunters kill giant pandas and sell their fur. ( T )
Task 2 Reading: re-read the story and pay more attention to the details of XiWang. And fill in the blanks.
The story of XiWang
Year Some details about her
1 day
she looked like a white mouse.
4 months
6 months
12 months
She started to look after herself
Task 3 Do Part C .
Step 6: Practice(have a try).
Divide the Ss in to four groups , encourage them to retell the story of Xi Wang.
Each of the group choose one or two Ss to have a match.（可以利用task 2 的图表）
Step 7:Listening:
Play the tape for the Ss, ask them to listen carefully then try to answer the following question:
*If giant pandas are in danger, what should we do to protect them?
Step 8 Production
Do exercises (达标检测) and check it.
Unit 4 Wild animals
Reading (I) The story of Xi Wang
Some pictures on the Bb
New words:
On Blackboard:
Homework:
1. To master the story and can retell it and finish the exercises on workbook;
2.Write a story of your favourite animal.
3. Preview Part B,D,E and underline the phrases in the context. 复备栏目
ReadingII
Period：10－3
Teaching aims and demands:
To master the knowledge in this part.
Learn the new words and phrases in this part.
To scan the passage to get the important centences and phrases.
Key points and difficult points:
To master the important sentences and phrases.
To master the story and can retell it .
Teaching aids:
Pictures and a recorder
Teaching methods:
Task-based language teaching.
Present some pictures of animals to Ss
Teaching procedures:
Step 1 check the homework
Step 2: Free-talk:
Step 3: Revision:
Task 1: Show Ss the six pictures of Xi Wang in PartC, and check the homework :
T: Yesterday we learn the story of a giant panda. Can you say something about Xi Wang according to these pictures?
Ss:… .
(**In this section ,we can have a team match and we can give them something as the prize.)
Task 2 : Reading:
Let the Ss read the context carefully and then answer the QS.
Qs: 1. How old was Xi Wang when the writer first saw her?
2. What did Xi wang look like?
3. What did she eat when she wan six months old?
4. When did she start to look after herself?
5. What will hunters do if they catch a giant panda?
Task 3 : Do Part E.
Step 4 : Presentation (Reading D)
1. Revise the words listed in the box in Part D.
2.Ask students to complete Part D. Then ask some Ss to read the sentences aloud to check their choice of words.
3.If they show interest, ask them to practice the text for a presentation for 2-3 minutes..
Step 5 : Explain language points:
(** In the section , T can ask some abled Ss to make some sentences themselves.)
(Part A)
the story of Xi Wang, only 10 days old, it means…,
was born, weigh just 100 grams, at four months,
for the first time, eight months later,
not…any more, grow into, at the very beginning,
up to 14 hours a day, bamboo shoots, have to
look after herself, have another baby,
It is adj. (for sb.) to do, some of the problems,
kill it for its fur, nowhere to live, on their own
need help, in danger, take the following actions to do,
protect giant pandas, make giant panda reserves bigger,
encourage sb. to do, there will be
(Part B& C)
keep sb./sth. Safe from danger, large areas of land with trees,
special areas for wild animals, stay alive
Step 6 : Do Part B
Step 7 :Production:
**What actions should we students take to protect the wild animals?()
Step 8:Do exercises(达标检测)and check it.
On Blackboard:
Reading (II) The story of Xi Wang
Diffcult points and phrases:
It is adj. (for sb.) to do sth.
not…any more,
special areas for wild animals,
Homework:
1. Learn the language points by heart and finish the exercises on workbook;
2. Write the actions we should take to protect the wild animals?
3. Preview the Vocabulary Part and do exercises (教师可以根据自己班情况选择部分习题).
Vocabulary
Period：10－4
Teaching aims and demands:
To recognize names of different aniamals
Be able to master the vocabulary of wild animals
Key points and difficult points:
Vocabulary of different aniamals.
To master the knowledge in these part
Teaching aids:
pictures
Teaching methods:
Situational approach teaching
Teaching procedures:
Step 1 Check the homework.
Step 2 :Free-talk:
What’s the weather like today ? .etc.
Step 3: Revision:
Talk about something of the giant panda Xi Wang.
(Teacher can ask two or three Ss to come to the front of the classroom to have a speech.)
Step 4: Brainstorming.
Group the whole class into some group to brainstorm the vocabulary of wild animals. Then teacher writes them on the Bb.
Step 5 :Practice(Team-work)
Give them limited time .Ask the more able students try to describe the appearance of the animals. And the other students guess what the animal is.
Step 6 : Finish Part A.
Check answers orally with the whole class.
Read all the words under the pictures and ask Ss to give definitions.
Step 7 :
Task 1:Show the nine pictures of this lesson.
Task 2: Ask some Ss come to the Bb write down the names of the animals as quickly as the teacher shows it.
Task 3:Count how many new words they have mastered.
Step 8: Practice do Part B.
e.g A :What food do tigers eat?
B :They eat…. etc.
Then check the answers with the whole class together.
Step 9 :If time permits, do some extra exercises.(可以选用学生手中的练习)
On Blackboard:
Unit 4 Wild animals
Vocabulary Different animals
names appearance
camel
polar bear
etc.
Homework:
1. Learn the language points by heart.
2. Finish the exercises on workbook.
3. Preview the Grammar Part.
4. Choose three animals and write a short article about them.
Grammar A
Period：10－5
Teaching aims and demands:
a. Knowledge Aims:
1. Vocabulary:snake, rainforest, noon, information, report, attack, thirsty, male.
2. Grammar: use conditional sentences to talk about repeated and predictable situations and events. And to use conditional sentences in a report about conservation issues.
b. Competence Aims:
1. Learn the new words in these two parts.
2. Be able to master the conditional sentences to talk about possible situations.
Key points and difficult points:
learn and practise the sentence structure”if”.
To master the conditional sentences.
Teaching aids:
Pictures
Teaching methods:
Situational approach teaching
Task-based language teaching
Teaching procedures:
Step 1 Free-talk:
What’s the weather like today ? .etc.
Step 2: Revision:
Revise what we have learned in Vocabulary and check the homework..
Step 3 :lead-in:
T:** In reading ,we learned something about the giant panda-Xi Wang
Can you still remember :
** If hunters catch a panda, what will they do?
** If people find pandas alone what will they do?
(T writes the two sentences on Bb)
Ss:… .
Step 4 : Presentation:
Task 1: Ask and answer: Write some more open “If”-clauses on the Bb and ask Ss to finish the sentences with their own ideas.
T: what will happen if you go to school late?
If you don’t prepare for the exam, what will happen? etc.
Ss: … if I go to school late.
If I don’t prepare for the exam, … . etc.
(*Help Ss reformulate their ideas into correct sentences and write them on the Bb*. )
Task 2 : Do PartA1:
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.
Task 3 :Identify
“if” clause Main clause
Task 1 :Let the Ss to identify all the sentences in part A1.
Task 2 :Read all the sentences again and ask more able Ss to elicit the rule.(主将从现)
Step 6 :Practice
Task 1 : Part A2: Ask Ss to complete the sentences on their own and then compare answers with a partner. Check answers with the whole class.
Task 2 : Ask Ss to complete “Work out the rule” at the bottom of page 65.
Task3 : Part A3: Ask Ss to complete the sentences on their own and then compare answers with a partner. Check answers with the whole class.
(** If time permits , do some extra exercises.**)
Step 7 : Translation:
（教师可根据班级学生掌握的实际情况举例。）
1如果狼饿了，它会干什么？
2如果老虎有了虎仔， 他们将会群居在一起。
3如果大象渴了他们将会寻找水源。
4如过你中午来的话， 你将会看到我喂猫。
5如果看见你眼前我条蛇，你一定会害怕。
Step 8 : Production
Encourage them to practice the dialogue of Part A3 together.
On Blackboard:
Unit 4 Wild animals
Grammar A
** If hunters catch a panda, what will they do?
** If people find pandas alone what will they do?
“if” clause Main clause
Homework:
1. Revise the sentence structure”if”;
2. Finish the exercises on workbook;
3. preview the next Part (GrammarB&C).
Grammar B&C
Period：10－6
Teaching aims and demands:
a. Knowledge Aims:
1. Vocabulary:snake, rainforest, noon, information, report, attack, thirsty, male,performance,exam.
2. Grammar: Giving reasons with “because” and ”because of ”.
b. Competence Aims:
1. Learn the new words in these two parts.
2. Be able to master “because” and ”because of ”.
Key points and difficult points:
1. Key Points: learn and practise “because” and ”because of ”.
2. Difficult Points:To master “because” and ”because of ”.
Teaching aids:
Real objects
Teaching methods:
1. Situational approach teaching
2. Task-based language teaching
Teaching procedures:
Step 1Free-talk:
What’s the weather like today ? .etc.
Step 2: Revision:
Revise what we have learned last class and check the homework..
Teacher asks some students to say some sentences using conditional sentences
Step 3
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