1、Unit 5 Wild animals 教學(xué)目標(biāo)重點(diǎn)難點(diǎn)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教學(xué)流程安排集體智慧（以知識體系為主）個性設(shè)計（二次備課）教學(xué)后記Teaching procedures:STEP 1 Reading the passage a

2、loud togetherGet 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 EAsk the students to finish off Part E, Page 62. Use this as a revision t

3、o help the students recall what they have learned last time. STEP 3 Working out the answersGet 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 th

4、e 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 the

5、y in danger?(Line 15-21) B: How to protect them?(Line 22-Line 29)STEP 4 Finishing the following exercisesGet 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

6、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, s

7、he 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. S

8、TEP 5 Finding them outDuring 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 wa

9、y, the teacher directs the students attention to the use of to-infinitives after start and begin. STEP 6 Rewriting sentencesSay 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

10、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

11、 dangerous or be in danger to talk about a similar situation. STEP 7 Finding out that why they are in dangerGet 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 f

12、ur.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- clause

13、s and main clauses. (I think it is OK for some teachers to use 主將從現(xiàn) to make summary here. At least it may help the students to remember this phenomenon.) Explain the phrases here killfor, cut down, have nowhere to live find sb. adj and takeaway.STEP 8 Talking about the actions people take to protect

14、 the pandasSay 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

15、farmers to leave the giant panda reservesDirect 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 againGet the students to read though the whole passage again, focusing on the different language

16、points.STEP 10 More exercises about the language pointsDo 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 prima

17、ry 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 workLinda 五歲時第一次來中國。When Linda was 5, she _ to China _ _ _ _.如果明天天不下雨，他們將到玄武湖作旅

18、行。If it _ _，they _ _ _ _ _ Xu Wu lake. 對于教師來說,鼓勵學(xué)生努力學(xué)習(xí)是很重要的。_ _ important for teachers _ _ students _ _ hard. 很久以前獵手捕捉老虎只為了他們的肉.Long, long ago, hunters _ tigers just _ _ _. 如果你發(fā)現(xiàn)落單的小熊貓，你不應(yīng)該把她們帶走。If you _ baby pandas _, you should not _ _ _. 許多動物都面臨滅絕的危險，我們應(yīng)該行動起來保護(hù)它們。Many animals are _ _. we should _ _ _ _ them. STEP 12 Homeworka. Try to r