重庆大学版高中英语必修四 Unit 4. Animals教案设计
Unit 4 Animals Language Focus 教学设计-优质公开课-重大版必修4精品
Unit 4 Animals Language Focus The honey Guide教学设计Contents:1. V ocabularysource；beehive；wax；(noun)// expect；determine；share ；( verb) // unexpected；constant；curious；patient ；( adj.) // constantly；patiently ；( adv.)2. Structure3. Reading: Animal Kingdom: The honey GuideObjectives:1. Instructional aims (language knowledge and language skills)1) Learn and master the useful words and phrases2) Get to know some animals3) Learn some vocabulary strategies.4) Practice using noun clauses2. Educational aims1) Let the students know how to get along well with animals.2) Teach the students how to discover the mysteries of the animal kingdom.3) Sharpen the students’ skills to communicate efficiently with animals.Focal Points:1. Master the following words and phrases:bring about；get at；in revenge；lead to；look after；look for；set up；take care of；used to；wait for；attract one’s attention；be afraid of；be determined to；be grateful to somebody for something；be sure of ；become interested in；fly through；invite somebody to；take as；take one’s share.2. Enable the students to understand the text better.3. Improve the students’ predicting, skimming and summarizing abilities.Difficult points:1. How to make the students understand the text better.2. How to make the students grasp the connotations of the topic sentenceEvery animal knows more than you do.3. How to let the students make full use of the following useful expressions to express their ideas about animals:not only….but also….；I t is difficult for sb to do ….；not …but…；both… and…；Be grateful to somebody for something；be sure of；become interested in；fly through；invite somebody to；take as；take one’s share.Teaching procedures and Time AllotmentStage 1. Getting the student ready for learning. (3 mins)Step ⅠGreetings Greet the whole class as usual.Step II Routine taskAsk the student who is on duty today to give a prepared speech in one minute.Stage 2 Prevision: let the students rack their mind to speak out the names of animals as many as possible. (6 mins)Stage 3 Presentation: Ask 4 students to tell some interesting stories that have happened between them and animals. (7 mins).Stage 4 Drills: The whole class will be divided into four groups, and each group will compete with the other three to give as many adjectives as possible to describe an animal within a limited time.(4 mins)Stage 5 Practice: 1) Ask the students to make up sentences using the phrases and useful expressions they have learned in class. (10 mins)Stage 6 Consolidations (10 mins)1. Oral work: Ask the students to list the practical measures we can take to protect the animals from becoming extinct.2. Written work: The students should write a composition entitled “Developing a Passage Based on a Profi le”Stage 7 Assignment homework1. Conclusion: This class must have contributed to help the students learn more about the classifications of animals and their living habits. Besides, it also helps them to have a betterunderstanding of the relationship between human beings and animals.2. Homework: Finish the exercises on page 16 and 17.。
2024年《Animals》教学标准教案
2024年《Animals》教学标准教案一、教学内容Chapter 1: Introduction to Animals（动物概述）Section 1.1: Classification of Animals（动物分类）Section 1.2: Characteristics of Animals（动物特征）二、教学目标1. 了解动物的分类和基本特征。
2. 掌握动物名词及其相关形容词的用法。
3. 提高学生的听说读写能力，特别是描述动物的能力。
三、教学难点与重点1. 教学难点：动物分类和特征的理解。
2. 教学重点：动物名词和形容词的用法。
四、教具与学具准备1. 教具：PPT、图片、卡片、黑板。
2. 学具：笔记本、铅笔、彩色笔。
五、教学过程1. 引入（5分钟）利用PPT展示不同种类的动物图片，引导学生说出动物的名字。
提问：“Do you know how animals are classified?”（你知道动物是如何分类的吗？）2. 知识讲解（15分钟）讲解动物分类和特征，结合教材内容进行解释。
举例说明不同类别动物的特点。
3. 例题讲解（15分钟）出示范例，展示如何描述动物。
解释动物名词和形容词的用法。
4. 随堂练习（10分钟）学生两人一组，互相描述对方手中的动物图片。
教师巡回指导，纠正发音和用法错误。
5. 小组讨论（10分钟）每组汇报讨论成果，教师点评。
提问：“Can you think of any other animals that belong to the same category?”（你能想到其他属于同一类别的动物吗？）六、板书设计1. 《Animals》2. 内容：Chapter 1: Introduction to AnimalsSection 1.1: Classification of AnimalsSection 1.2: Characteristics of AnimalsAnimal名词和形容词列表七、作业设计1. 作业题目：描述你最喜欢的动物，包括它的分类和特征。
Animals 教学设计
Animals 教学设计一、教学目标：1．能够听、说、读、单词 cat,dog,duck,monkey,pig。
2．能够听、说、读句子Hello,Good morning,Good night,Goodbye,Nice to meet you。
.Which animal do you like?I like cats,dogs,ducks,monkeys,pigs.二、教学重难点：练习口语发音并能熟练运用，实现学生能力发展。
三、教学设计（一）Greetings:Hello,everyone.Let’s sing a song.Clap along with me!(二)New lesson:1．I have some animal friends.Guess what are they? Cat:Look at the vcr.Listen and say.Who can read it?Now,I’m Cat,Hello,everyone. Hello,Cat.Who want to try?2．同上引出 dog,Good morning.3．同上引出duck,Read it one by one. Let’s see what does duck say?Good night. There are 4 teams here.I’m Duck,I’m so sleepy.Good night,team1,2,3,4. Who wants to try?Just like me.4．同上引出monkey,Goodbye.5．The last animal is fat and lazy.Guess what’s this? Yes,pig.Nice to meet you.Nice to meet you,too.Pig.6．I like cats.Which animal do you like?I like .（cats,dogs,ducks,monkeys,pigs）7．I like playing games.Do you like playing games?Game1 ：We say the word together.I need 2 students to touch the card quickly.OK,Let’s start.Game2:Dog 蹲，dog 蹲，dog 蹲完 cat 蹲，team by team. (三)、Sum up:OK.Time is up.Goodbye,boys and girls.。
重庆大学版高中英语必修四 Unit 4. Animals学案设计 无答案
Unit 2 AnimalsContents:grammar—noun clauseObjectives:Instructional aims (language knowledge and language skills)1) to know about what is noun clause and judge which clause it belongs to.2) to identify noun clause in passage and the function of the clauses.3) to practice making sentences with noun clauses.Stage 1: Studying the rule ---- what is noun clauseStep 1．Read the following sentences, paying special attention to the colored parts.1) Scientists do not know how the honey guide digests the wax, but it is very determined in its efforts to get it.2) They believe that if they do not open a bees’ nest and leave some honeycomb for the guide, it will lead them to a snake or a leopard in revenge.3) The suggestion that students should learn something practical at school is worth considering.Step 2．Make a sentence with these words and get to know subject, object, predictive and appositive.Beibei, a beautiful city, and, is, is famous for, JinY un mountain, the sights.Beibei is a beautiful city and is famous for the sights, JinYun Mountain.(主语) （表语）（宾语）（同位语）Step 3．Read the three sentences again, and identify the function of the clauses.1) Scientists do not know how the honey guide digests the wax, but it is very determined in its efforts to get it. (宾语)2) They believe that if they do not open a bees’ nest and leave some honeycomb for the（宾语）guide,… it will lead them to a snake or a leopard in revenge.3) The suggestion that students should learn something practical at school is worth（同位语）considering.Stage 2: Finding the rule ---- to help students to identify what is noun clause.Step 1．Observe the example sentences and compare the differences between the two sentences.Subject:Her strange behavior is still unknown.Subject clause: Why she did this is still unknown.Object:The researchers interviewed many kids to find out their needs.Object clause:The researchers interviewed many kids to find out what they need．Predictive: This is my reason.Predictive clause: This is why I choose to teach poor children in the small village.Appositive: His only defect, laziness, made it difficult for him to pass the exam.Appositive clause:The fact that he was lazy made it difficult for him to pass the exam.Step 3．Discuss with desk mates and summary the rules of noun clause, then fill in the blanks.TIPS: A noun clause is a group of words that functions as a ______ in a sentence, which begins with a subordinating conjunction, conjunctive ________ or conjunctive _______, such as that, whether, who, what, which, when, where, how and why. The noun clause has _______ categories, that is, _______ clause, _______ clause, ________ clause and ________ clause.Stage 3: Applying the rule ---- to help students to practice noun clauseStep 1．Read the following letters sent to a literary magazine. Underline each noun clause and colour the word that introduces the clause.Dear Editor,I am extremely disappointed that you included an article about genre fiction in your magazine last month. That this inclusion is highly inappropriate is obvious to any serious readers.A literary magazine is supposed to be about literature----that is, written works of art. Literature sis fiction that is original and makes readers see the world in a new way.It is obvious that genre fiction is the opposite of literature. Genre fiction just follows formulas: for example, boy and girl fall in love and get married．Authors of genre fiction are like cooks who just follow recipes instead of inventing new dishes. It is not surprising that some of these authors turn out a hundred books I wouldn’t be surprised if they wrote those things in their sleep. Reading g enre fiction is like watching TV.To summarize, my position is that you should stick to literature from now on.Professor Harold Bert Dear editor,As a writer of genre fiction, I feel I must respond to Professor Bert. I was asked about whether I would try writing literature. My reply was that genre fiction is literature!First, I wonder whether the professor wants to ignore the fact that 90 percent of all new fiction published is genre fiction, which surveys tell us.Second, I wonder why the professor thinks all great works are fully original. Doesn’t he realize that even Shakespeare got most of his stories from other sources?Finally, I don’t understand why the professor thinks watching TV is so ba d．Perhaps he is a snob．It seems important that genre fiction can bring pleasure.RoslynMartyn-JonesStep 2．Fill in each blank with a noun clause based on the given information.1)Taiwan belongs to China．The fact _________________ is known to all over the world．2)What will our life be like in twenty years?The discussion topic for the conference is _________________________.3)Man can land on the moon.It is no longer a question now ______________________________.4)Children are so attracted to computer games.Many parents do not understand ________________________________.5)How can we develop economy without destroying environment?___________________________________ is still a problem.6)Where should they blind another amusement park?The local government hasn’t decided ___________________________________.Step 3．Try to make another sentence in each column by following the given example.Subject clause Whether we will visit Xi’an this summer has not be en decided yet.Your sentence: __________________________________________ Object clause Research shows that a baby’s early experiences influence his brain development.Your sentence: ___________________________________________ Predictive clause The discussion for today is what schools will be like in the future.Your sentence: ___________________________________________ Appositive clause We expressed the hope that we would come to Canada again.Your sentence: __________________________________________ Stage 4: Consolidation----to help students to practice using noun clauses into exercises1．____________man must fear when traveling in space is radiation form the sun.A．Which B．How C．What D．That2．I have not found my book yet; in fact, I am not sure ______________ I could have done with.A．whether B．where C．what D．when3．----- Do you know__________?----- Yes, he works in a hospital.A．where does Tom work B．where Tom worksC．what does Tom do D．what Tom does4．----- Are you firmly against any independence move by Taiwan?----- Of course. That is _________ our basic interest lies.A．why B．when C．where D．what5．__________makes the school famous is ___________ more than 90% of the students have been admitted to universities.A．What; what B．That; because C．That; what D．What; that6．Perseverance is a kind of quality and that’s ___________ it takes to do anything we ll.A．what B．that C．which D．why7．The way he did it was different __________ we were used to.A．in which B．in what C．from what D．from which8．I was surprised by her words, which made me recognize ___________ silly mistakes I had made.A．what B．that C．how D．which9．Some researchers believe that there is no doubt ____________ a cure for AIDS will be found．A．which B．that C．what D．whether10．The old lady’s hand shook frequently. She explained to her docto r ________ this shaking had begun half a year before, and ________, only because of this, she had been forced to give up her job．A．when; how B．how; when C．how; how D．why; why。
重大版高中英语必修4课件 Unit 4 Animals Reading 课件
Thank you!
Put the following sentences in the correct order.
1 3 The honey guide gives a loud cry that attracts the ____ attention of both animals and people. 2 The honey guide looks for someone to help it. ____ 4 The follower reaches in to get at the delicious honey ____
4. What does the honey guide do when it leads the animals or people to the nest? A. it flies without stopping. B. it constantly stops to wait for them. C. it flies impatiently.
• Guess the meaning of the new words in the sentences and then practise it. 1) By gathering the flower powder, the bees can produce honey. 2) Internet is the most important source for you to search for some information. 3) By constant hard working, he made great progress finally. 4) I have had unexpected accident in the classroom and broke my cup. 5)When I comb your hair, please stand still.
《Animals》教学设计
《Animals》教学设计一、教学目标1.学生能够听懂、会说、认读单词：cat,dog,bird,fish,rabbit。
2.学生能够运用句型“What's this?It's a...”询问和回答动物的名称。
3.培养学生爱护动物的意识。
二、教学重难点1.重点：掌握动物的单词和句型，询问和回答动物的名称。
2.难点：准确发音，尤其是“bird”“fish”的读音。
三、教学方法直观教学法、游戏教学法、歌曲教学法。
四、教学过程1.导入（1）教师播放一首关于动物的歌曲，让学生跟着音乐一起唱，引出本节课的主题。
（2）教师展示一些动物的图片，问学生：“What's this?”引导学生回答动物的名称。
2.新授（1）学习单词。
1.教师逐一展示猫、狗、鸟、鱼、兔子的图片，教学生认读单词。
2.教师可以通过模仿动物的叫声、动作等方式帮助学生记忆单词。
（2）学习句型。
3.教师拿着动物的图片，问学生：“What's this?”引导学生回答：“It'sa...”4.让学生两人一组，互相询问和回答动物的名称。
3.练习（1）游戏“动物蹲”。
教师把学生分成几个小组，每个小组代表一种动物。
教师说一种动物的名称，代表这种动物的小组要蹲下，然后说出另一种动物的名称，让代表另一种动物的小组蹲下。
以此类推，进行游戏。
（2）完成课本上的练习，听录音，圈出听到的动物。
4.巩固拓展（1）让学生画自己喜欢的动物，并用英语描述它的特征。
（2）教师可以引导学生讨论如何保护动物。
5.课堂总结（1）让学生回顾本节课所学的单词和句型。
（2）教师对学生的表现进行评价，鼓励学生爱护动物。
Unit 4 Animals Further Reading 教学设计-优质公开课-重大版必修4精品
Unit 4 Animals Further Reading教学设计Contents:1. V ocabulary: reserve, adventure, conduct, mistreat, branch, chimpanzee, continual, orphan, fascinating, set up, take...as, etc.2. Further reading: A TV Interview on Jane Goodall.Objectives:1. Instructional objectives1) Get to know some words related to animals, nature and environment.2) Develop the students’ skills of guessing the meaning of a word according to the word formation, the context or pictures.3) Develop the students’ reading skills of predicting, scanning, and skimming.4) Practice oral English in an interview.2. Educational objectives1) Get to know some information about a great zoologist Jane Goodall, Jane Goodall Institute and Roots and Shoots.2) Foster awareness of environmental protection.3. Personal objectives1) I will make my lesson more student-centered;2) I will reduce my TTT and try to use army languages.Focal points:1. Develop the students’ skills of guessing the meaning of a word according to the word formation, the context or pictures.2. Develop the students’ reading skills of predicting, scanning, and skimming.Difficult points:Develop the students’ reading skills of predicting, scanning, and skimming.Stage 1 Getting students ready for learning Greetings. (1 min)Stage 2 Revisions. Check the homework. (4 mins)Stage 3 Pre-reading. (10 mins)[to arouse the students’ interest; to get to know some blocking words before reading; to get prepared for reading by predicting.]Step 1. V ocabulary presentation and practice1. Read the following dialogue and fill in the blanks with the help of the context.S: Mr. Clever man, what is an interview?C: An _______ is a meeting at which a journalist asks someone questions in order to find out their opinions or a formal meeting at which a person is asked questions to see if they are suitable for a particular job.S: Who asks questions?C: An interviewer.S: Then what is an intern ewer?C: The person who asks questions is the S: And what do we call the person whoC: He/ She is the interviewee.(key: interview; interviewer, is interviewed)2. A word game. Guess what it is according to the following words: black and white, animal, slowly, lovely, protected bamboo. (Key: panda)3. Pictures related to some words in the coming passage: reserve, shoots, chimpanzee, and branch. Picture 1: a panda in Wolong Nature Reserve.Picture 2: bamboo shoots.Picture 3: a chimpanzee in a nature reserve, sitting on the branch of a tree.Step 2 Predictions.1. Guess what Jane is according to some pictures of chimpanzee and Jane Goodall. A tourist, a zoologist, a model or a zookeeper? (key: a zoologist) Scan the first paragraph to check your guess.2. Prediction.Discuss in pairs. (A successful TV interview depends greatly on the questions the interviewer asks or the topics talked about.) Suppose you are the host/hostess of a TV interview on Jane Goodall, which questions would you like to ask her?Stage 4 While-reading (20 mins)Step 1. Scanning.[to get to know the outline of the passage.]Check your prediction and fill in the table with some key words after the example.Step 2. Skimming.[to get to know the main idea of the passage；to get a better understanding of the passage；to guess some new words in the context.]Textbook P23, Ex. 1. Read the article and choose the best answer to each of the following questions. Ss check the answers with their desk mates first. (Meanwhile get to know some information about the Gombe National Park, Roots and Shoots, Jane Goodall Institute mentioned in this exercise.)Group work. Textbook P24, Ex. 2. Read the article and answer the following the questions. Discuss in groups of four. While checking the answers, guess the meanings of some words and expressions (continual, mistreat, orphan, set up) according to the context or word formation. Group work. Give as many words and expressions as you can to describe Jane Goodall. Share the work with the whole class, writing the words on the blackboard by the group leaders.(Key: kind, brave, patient, courageous, painstaking, merciful, kind-hearted, warm-hearted, humane, etc.)Stage 5 Post-reading. (10 mins)[to practice oral English in an interview; to get to know more information of Roots and Shoots；to practice talking about environmental protection.]1. Oral work. A TV Interview on Jane Goodall.Pair work, one is Jane, the other is the interviewer. Do it with the help of the table in scanning.2. Watch a video of the anthem of Roots and Shoots.3. Discussion. Group work. What can we do in our daily lives to protect animals and environment?Stage 6 Assigning homeworkWriting.Suppose you are the leader of the Roots and Shoots Group of your school. Make an introduction of Jane Goodall and Roots and Shoots to new group members...。
Unit 4 Animals Reading 教学设计-优质公开课-重大版必修4精品
Unit 4 Animals Reading The Honey Guide教学设计Objectives:1. Instructional objectives (language knowledge and language skills)1) To promote vocabulary development2) To enlarge general knowledge3) To improve the student’s reading ability, especially their skimming and scanning ability.4) To know the function of the conjunction words2. Educational objectives (affect, learning strategy and cultural awareness)Let the students know the mystery of the nature and know how to love and protect the animals Focal points:To improve the students reading ability, such as skimming and scanning.Difficult points:to guess the meaning of the new words by using different skillsProcedures and Time AllotmentStage 1 Getting students ready for learning (5 mins)Step 1. GreetingsStep 2. Ask some questions1. How many names of animals do you know? Show the students some pictures about the animals. And let them write down as many as they can and then share answers with partners.Animals living on land: leopard, ________________________.Animals flying in the sky: eagle, ________________________.Animals swimming in water: whale, _____________________.Others: frog, ________________________________________.2. Match the animals with their habits.1) snake A. lives in large groups and makes honey2) bee B. comes to northern countries in summer3) swallow C. sleeps through winter4) owl D. lives on bamboo5) panda E. hunts at nightStage 2 Pre-reading (7 mins)Step 1 V ocabulary presentation and practiceGuess the meaning of the new words in the sentences and then practise it.1. By gathering the flower powder, the bees can produce honey. (by context)2. Internet is the most important source for you to search for some information. (by context)3. By constant hard working, he made great progress finally. (by context)4. I have had unexpected accident in the classroom and broke my cup. (by context)5. When I comb your hair, please stand still. (by gesture)tips: Using the word missing game helps the students to practise the new words.Step 2 PredictionLook at the title and guess what the passage talks about.Stage 3 While-reading (20mins)Developing different skills through tasks1. Find the topic sentence of each paragraph.tips: You can find the topic sentence of each paragraph in the first, the second and the last sentence of each paragraph.2. Skim the article and put the following sentences in the correct order.How does the honey guide get beeswax?_____ The honey guide finds a suitable nest._____ The honey guide gives a loud cry that attracts the attention of both animals and people._____ The honey guide looks for someone to help it._____ The follower reaches in to get at the delicious honey as the honey guide patiently waits and watches.______ Some of the wax falls to the ground, and this is when the honey guide takes its share.3. Read the article carefully and choose the best answer to each question and then discuss with your partners.1) Who likes eating honey?A. Most people and many animals.B. All birdsC. Only bees.2) What does the honey guide like to eat?A. HoneyB. People and animals.C. The wax in bee’s honeycombs.3) How does the honey guide attract the attention of passing animals and people?A. It has a loud cry.B. It flies in front of them.C. It flies impatiently.4) What does the honey guide do when it leads the animals or people to the nest?A. It flies without stopping.B. It constantly stops to wait for them.C. It flies impatiently.5) When does the honey guide get its share of honeycomb?A. When it reaches into the bees’ nest.B. When some of the honeycomb falls to the ground.C. When it smells the beeswax.6) What is the passage mainly about?A. A bird that can help people and animals to find honey.B. A bird that likes eating honey.C. How to get honey in the forest.4. Read the article again and find the conjunctions and sentences to complete the following table.Stage 4 Post-reading (7 mins)People, especially tribesmen from Africa, are very ____to a small bird called the honey guide, because it is regarded as a (an) ________helper to find the _____of honey in the wilderness. When the honey guide finds a suitable bees’ nest, it cries loudly. Any passing animals or people may be _____about the sound and come closer to the nest. Then the honey guide waits _______and _____ for the falling of some honey and wax to the ground when the animals or people are trying to get them out from the nest. Scientists believe that the honey guide is ______to get a good_____ of the honeycomb, though it is hard for it to _____the wax. The tribesmen in Africa also believe that the honey guide would take_____ if the bird got nothing.Stage 6 Assigning homework (1 min)Write a passage about a pet in your family. The following words conjunctions may help you. source, unexpectedly, constant, unless, though, when, once, as, if, and.。
animals 教案
Unit4 We love animals教学目标：1、学习新的动物单词pig, elephant, bird, mouse, bear。
2、能够听懂Let’s do指示语并做出相应动作。
3、教育学生动物是人类的好朋友，大家应该保护小动物，保护我们的大自然。
教具准备：L、教师自备的pig，elephant，bird， mouse，bear的单词卡片，图片和课件。
2、A部分单词的词卡和图卡。
3、关于 Lets do部分的图卡和录音带。
教学过程：l.热身/复习(Warm-up/Revision)(1)日常口语会话活动。
(2)播放歌曲“Old MacDonald”，学生跟着音乐演唱三段歌词(包括增加的cats和dogs那两段)。
（3）复习以前学过的关于动物的词。
(3)学生表演B部分Lets talk的对话。
2.新课展示(Presentation)(1) 听一听，这是什么声音？（课件出示）通过播放动物的叫声，让学生猜一猜，调动他们的兴趣。
进而导入单词的学习。
（2）教师通过课件、动物的图片和词卡来配合教学本节课动物单词。
注意学生对mouth(嘴巴)和 mouse (老鼠) ，bird和bear 的书写和发音的区别。
(3)为了巩固本节课单词的学习，可以在这里加一个小游戏，请学生到前面指着动物说出英语单词(每人一词)，然后对比单词的发音。
发音对者，给予奖励，答错的，帮着纠正。
（4）再次加深学生对Lets learn部分单词的掌握，教师通过课件，再次向学生们展示单词的发音，学生跟读，并认读。
为了引出有趣，教师可以这样说：“动物马戏团现在正在表演，让我们看看有哪些动物演员正在演出？”(5)为了提高学生的认读和引起高度的注意力，在这里增加一个“炸弹游戏”。
在板书上某个单词（最好是最容易记住的）的旁边贴上一个画有“炸弹”的图，当老师习惯性地带领同学们读单词时，只要老师读到这个单词，有学生跟读，其余的同学就都向他发出“Pang”的一声。
《Animals》教学教案
《Animals》教学教案一、教学内容本节课选自《英语》教材第三册第五章《Animals》。
详细内容包括：认识并学习各种动物的英文名称，如“cat”，“dog”，“elephant”，“tiger”等；学习如何用英语描述动物的特征和习性；通过学习动物词汇，提高学生的听说读写能力。
二、教学目标1. 能够正确认读和拼写本章涉及的动物词汇；2. 能够用英语简单描述动物的特征和习性；3. 提高学生的听说读写能力，激发他们学习英语的兴趣。
三、教学难点与重点难点：如何用英语描述动物的特征和习性。
重点：动物词汇的学习和运用。
四、教具与学具准备教师准备：PPT课件、动物卡片、录音机、磁带。
学生准备：笔记本、铅笔、橡皮。
五、教学过程1. 导入（5分钟）实践情景引入：教师播放一段动物世界的视频，引导学生关注各种动物，激发学习兴趣。
2. 新课内容展示（10分钟）教师展示PPT课件，引导学生学习各种动物的英文名称，如“cat”，“dog”，“elephant”，“tiger”等。
3. 例题讲解（10分钟）教师挑选几个动物，用英语描述它们的外观和习性，引导学生模仿。
4. 随堂练习（10分钟）学生两人一组，互相用英语描述手中的动物卡片，巩固所学内容。
5. 小组活动（10分钟）教师将学生分成小组，每组选择一个动物，用英语制作一份关于该动物的介绍海报。
6. 成果展示（10分钟）各小组展示海报，其他同学认真倾听，互相学习。
教师对学生的表现进行点评，强调重点内容，解答疑问。
六、板书设计1. 动物词汇：cat, dog, elephant, tiger,2. 描述动物的特征和习性的句子：The cat is cute. It likes to sleep.七、作业设计1. 作业题目：用英语描述你最喜欢的动物，并说明原因。
答案示例：My favorite animal is the panda. It is very cute and I like its black and white fur.2. 课后练习：根据所学内容，编写一段关于动物的小对话。
Unit 4 Animals Writing 教学设计-优质公开课-重大版必修4精品
Unit 4 Animals Writing Lesson Planning教学设计Contents:1. V ocabulary: measure species degrade2. Structure: non-restrictive attributive clause and finite verbs3. Writing: Developing a Passage Based on a ProfileObjectives:1. Instructional objectives (language knowledge and language skills)1) Students manage to get key information from a text, then organize it for their writings.2) Students learn to write a report of animals by organizing and analyzing given information.2. Educational objectives (affect, learning strategy and cultural awareness)1) Students develop the habit of appreciating English articles and gain the confidence by writing a short passage describing Baijing.2) Students are aware of the importance of protecting animals, especially some rarest animals.3. Personal objectives1) To make students aware of the influence of pollution2) To make students express their ideas using some complex sentences to improve their writing ability.Focal points: Environmental ProtectingDifficult points:1) The ability to get the key words in a passage2) The ability of organizing a passage with a certain topic3) The ability of using some complex sentences freelyProcedures and Time Allotment:Stage 1 Imitation of the passage (10 mins) (arouse the interests of the Ss)Step 1. Read the details of the description of the animal, try to be familiar with the structure of the text.Step 2. Teacher provides another animal to set an example to students, ask students to write a briefdescription by imitating the text.Stage 2 Pair work: fulfill the task 2 and get deep understanding of the table while discussing it. (5 mins) (applying the reading ability )Stage 3 Writing (10 mins) (applying the writing ability)Step 1 Students write the short passage individuallyStep 2 Self-correcting to improve the passage using some advanced grammar and sentence patternsStage 4 Pear correcting (5 mins) (to strengthen group work )Stage 5 Teacher correcting (8 mins) (proper analysis and guidance)Stage 6 Assigning homework (2 mins) (consolidation)Step 1. Conclusion: the ability to get key information and organize it in a fluent passage.Step 2. Homework: Choose whatever animals you like to write a short passage.Reflection (Self-evaluation)Teaching logIn pair work part, teacher may assign more tasks to different groups or let them to choose whatever they like to make a short description, not a fixed one in order to make the classEvaluation Sheet。
Unit 4 Animals Listening and Speaking 教学设计-优质公开课-重大版必修4精品
Unit 4 Animals Listening and Speaking教学设计Contents:1. Talking about animals2. Vocabulary: feather, bob white, lark, show offObjectives:1. Instructional objectives (language knowledge and language skills)1) Predicting the style and what the passage is about.2) Retaining relevant points (note-taking)3) Giving comments2. Educational objectives (affect, learning strategy and cultural awareness)1) Have knowledge of Birds’ feathers and have a reasonable attitude to animals3. Personal objectivesFocal points:Listening for summary and specific information and developing speaking skillsDifficult points:Note-taking by grasping the passage structure and key wordsProcedures and Time AllotmentStage 1 Getting students ready for learning ( 1 min)Step 1. GreetingsStage 2 Warming-up (3mins) (Revision & presentation of the two birds’ names)T: In the reading material, we’ve known a special bird called honey guide.What do you think of honey guides? Are they clever? Do you like them?What other birds do you like?Do you know the following birds?eagle 鹰cock 公鸡turkey 火鸡peacock 孔雀duck 鸭hen 母鸡goose 鹅swan 天鹅dove 鸽pigeon 野鸽crow 乌鸦swallow燕子sparrow 麻雀lark 云雀seagull 海鸥nightingale 夜莺bobwhite 北美鹑Stage 3 Pre-listening (3mins)(presentation& practice of new words and prediction)Step 1 Guess the meaning of the underlined words and practice them.In the zoo, what I want to see most is that the peacocks show off the most beautiful feathers.1. Tom is always _____________ his knowledge before us, which makes us unhappy.2. Birds’ ________ have lots of colors.Step 2 PredictionPredict the style and what the passage talks about by the title.(focusing on the layout of a common exposition so that students will pay special attention to the topic sentence)1) What is the style of the passage?A. narrationB. argumentationC. exposition2) What will the passage talk about?Stage 4 While-listening (18mins)(Listening comprehending, paying attention to the main idea, the structure of the passage and detailed information)Step 11. Listen to the short passage and choose the best answer to each of the following questions.1) What is the main idea of the passage?A. Birds’ feathers help them to fly.B. What bird s’ feathers can help them to do?C. The different colors of birds’ feathers2) What do the colors of Birds’ feathers help them to do?The color of its feathers helps a bird to hide.The color of its feathers helps a bird to please other birds.The color of its feathers helps a bird to show off.Step 2 Listen to the passage and decide whether the following statements are true (T) or false (F). ( ) 1) A bobwhite is brightly colored.( ) 2) It’s easy to find a yellow lark on yellow leaves in autumn.( ) 3) A male’s bright colors seem to say, “See me! See me!”( ) 4) The blue bird mentioned is quiet and peace-loving.( ) 5) Birds’ feathers can only protect them from being caught by their enemiesStep 3 Listen to the passage again, note down the key words of the two birds’ features and find them among the pictures. (Applying the information after listening)A bobwhite: __________________________________________________________A lark: _____________________________ _________________________________Step 4 (6mins)(Learning about people’s attitude to pets and arousing the interest of students)T: Now we have learned what birds’ feathers can help them to do. If we want to know more about birds, can we feed some birds at home as pets? Do you think it a good idea to keep pets at home? First, let’s listen to four speakers talking about pets and complete the following sentences.1) Birds are good pets, they can wake you up ________________________2) Dogs make great pets, but don’t _______________with small children.3) I hate animals, they smell and ________________________.4) ____________________________for companionship.Stage 5 Post-listening (14 mins) (presenting the ways to express opinions and useful expressions to guide the students’ oral work.)Step 1. Oral workAfter listening, do you agree with the speakers above? Why or why not? Discuss with your partners by giving your opinions. The following expressions may help you.1. How to express opinions.Personally, I feel what he said is ….I can’t help thinking that…From my point of view… / To my knowledge,To be frank … / To be honest…I (don’t) think so. It is (not) a good idea.Seeing from another angle, 从另一个角度I share the same feeling. 我有同感Great minds think alike. 英雄所见略同。
英语animals教学设计
英语animals教学设计Animals教学设计Introduction:本次教学设计是为了帮助学生学习有关动物的英语词汇和句子。
通过活动、游戏和小组讨论的方式，学生将能够提高他们对动物的理解，扩大他们的词汇量，并在实际情景中使用所学知识。
Objectives:1. 学生能够认识和正确发音一些常见动物的英语词汇。
2. 学生能够用所学词汇描述动物的外貌特征、习性和食物。
3. 学生能够在小组讨论中共享关于动物的知识。
4. 学生能够在口语和书面表达中运用所学知识。
Materials:1. 图片：不同种类的动物图片卡片。
2. 幻灯片：介绍动物的外貌特征和习性的幻灯片。
3. 板书：动物词汇的板书。
Procedure:Step 1: Introduction (5 minutes)- 向学生介绍本节课的主题“Animals”，引发学生的兴趣。
可通过一个有趣的问题或小故事来激发学生学习动物的兴趣。
Step 2: Vocabulary Presentation (15 minutes)- 展示一些常见的动物图片，并帮助学生认识和正确发音这些动物的英语词汇。
- 通过幻灯片展示动物的外貌特征和习性，例如：狮子有长长的鬃毛和锋利的爪子，它喜欢生活在草原上。
Step 3: Vocabulary Practice (15 minutes)- 分发动物图片卡片给学生。
- 学生们将图片卡片分为几个小组，每个小组根据卡片上的动物名字来描述其外貌特征、习性和食物。
- 学生们在小组内互相讨论并准备他们的描述。
- 每个小组轮流汇报他们的发现，其他学生也可以提出问题和意见。
Step 4: Listening Activity (15 minutes)- 听录音，学生根据听到的信息将图片和对应的动物正确配对。
- 播放录音两次，学生们填写答案。
- 检查答案，并让学生互相核对。
Step 5: Speaking Activity (15 minutes)- 学生们在小组内进行角色扮演游戏。
Unit 4 Animals Grammar 教学设计-优质公开课-重大版必修4精品
Unit 4 Animals Grammar 1 Noun Class教学设计Contents:Grammar—noun clauseObjectives:Instructional aims (language knowledge and language skills)1) to know about what is noun clause and judge which clause it belongs to.2) to identify noun clause in passage and the function of the clauses.3) to practice making sentences with noun clauses.Focal points:to help students to know about what is noun clause and the function of the clauses.Difficult points:to help students to grasp and use noun clauses and choose the correct link words. Procedures and Time AllotmentStage 1: Studying the rule ---- to help students know what is noun clauseStep 1. Read the following sentences, paying special attention to the colored parts.1) Scientists do not know how the honey guide digests the wax, but it is very determined in its efforts to get it.2) They believe that if they do not open a bees’ nest and leave some honeycomb for the guide,… it will lead them to a snake or a leopard in revenge.3) The suggestion that students should learn something practical at school is worth considering. Step 2. Make a sentence with these words and get to know subject, object, predictive and appositive.Beibei, a beautiful city, and, is, is famous for, JinYun mountain, the sights,.Beibei is a beautiful city and is famous for the sights, JinYun mountain.(主语) (表语) (宾语) (同位语)Step 3. Read the three sentences again, and identify the function of the clauses.1) Scientists do not know how the honey guide digests the wax, but it is very determined in its efforts to get it. (宾语)2) They believe that if they do not open a bees’ nest and leave some honeycomb for the(宾语)guide… it will lead them to a snake or a leopard in revenge.3) The suggestion that students should learn something practical at school is worth(同位语)considering.Stage 2: Finding the rule ---- to help students to identify what is noun clause.Step 1.Observe the example sentences and compare the differences between the two sentences. Subject: Her strange behavior is still unknown.Subject clause: Why she did this is still unknown.Object: The researchers interviewed many kids to find out their needs.Object clause: The researchers interviewed many kids to find out what they need. Predictive: This is my reason.Predictive clause: This is why I choose to teach poor children in the small village.Appositive: His only defect, laziness, made it difficult for him to pass the exam. Appositive clause: The fact that he was lazy made it difficult for him to pass the exam.Step 2. What kind of clauses are they?Please don’t tell my mother when I will give her my gift. (宾t吾从句)What the driver of the yellow car did made me extremely angry. (主语从句）There is no doubt that it will rain tomorrow. (同位语从句JThe problem is that it’s difficult to catch your words. (表语从句）Step 3. Discuss with desk mates and summary the rules of noun clause then fill in the blanks. TIPS: A noun clause is a group of words that functions as a ______ in a sentence, which begins with a subordinating conjunction, conjunctive ________ or conjunctive _______, such as that, whether, who, what, which, when, where, how and why. The noun clause has _______ categories, that is, _______ clause, _______ clause, ________ clause and ________ clause.Stage 3: Applying the rule ---- to help students to practice noun clauseStep 1. Read the following letters sent to a literary magazine. Underline each noun clause andcolour the word that introduces the clause.Dear Editor,I am extremely disappointed that you included an article about genre fiction in your magazine last month. That this inclusion is highly inappropriate is obvious to any serious readers.A literary magazine is supposed to be about literature----that is, written works of art. Literature sis fiction that is original and makes readers see the world in a new way.It is obvious that genre fiction is the opposite of literature. Genre fiction just follows formulas: for example, boy and girl fall in love and get married. Authors of genre fiction are like cooks who just follow recipes instead of inventing new dishes. It is not surprising that some of these authors turn out a hundred books I wouldn’t be surprised if they wrote those things in their sleep. Reading genre fiction is like watching TV.To summarize, my position is that you should stick to literature from now on.Professor Harold Bert Dear editor,As a writer of genre fiction, I feel I must respond to Professor Bert. I was asked about whether I would try writing literature. My reply was that genre fiction is literature!First, I wonder whether the professor wants to ignore the fact that 90 percent of all new fiction published is genre fiction, which surveys tell us.Second, I wonder why the professor thinks all great works are fully original. Doesn’t he realize that even Shakespeare got most of his stories from other sources?Finally, I don’t understand why the professor thinks watching TV is so bad. Perhaps he is a snob. It seems important that genre fiction can bring pleasure.Roslyn Martyn-Jones Step 2. Fill in each blank with a noun clause based on the given information.1) Taiwan belongs to China.The fact _________________ is known to all over the world.2) What will our life be like in twenty years?The discussion topic for the conference is _________________________.3) Man can land on the moon.It is no longer a question now ______________________________.4) Children are so attracted to computer games.Many parents do not understand ________________________________.5) How can we develop economy without destroying environment?___________________________________ is still a problem.6) Where should they blind another amusement park?The local government hasn’t decided ___________________________________.Step 3. Try to make another sentence in each column by following the given example.Subject clause Whether we will visit Xi’an this summer has not been decided yet.Your sentence: __________________________________________Object clause Research shows that a baby’s early experiences influence h is brain development.Your sentence: ___________________________________________ Predictive clause The discussion for today is what schools will be like in the future.Your sentence: ___________________________________________ Appositive clause We expressed the hope that we would come to Canada again.Your sentence: __________________________________________Stage 4: Consolidation----to help students to practice using noun clauses into exercises1. ____________man must fear when traveling in space is radiation form the sun.A. WhichB. HowC. WhatD. That2. I have not found my book yet；in fact, I am not sure ______________ I could have done with.A. whetherB. whereC. whatD. when3. ----- Do you know__________?----- Yes, he works in a hospital.A. where does Tom workB. where Tom worksC. what does Tom doD. what Tom does4. ----- Are you firmly against any independence move by Taiwan?----- Of course. That is _________ our basic interest lies.A. whyB. whenC. whereD. what5. __________makes the school famous is ___________ more than 90% of the students have been admitted to universities.A. What；whatB. That；becauseC. That；whatD. What；that6. Perseverance is a kind of quality and that’s ___________ it takes to do anything well.A. whatB. thatC. whichD. why7. The way he did it was different __________ we were used to.A. in whichB. in whatC. from whatD. from which8. I was surprised by her words, which made me recognize ___________ silly mistakes I had made.A. whatB. thatC. howD. which9. Some researchers believe that there is no doubt ____________ a cure for AIDS will be found.A. whichB. thatC. whatD. whether10. The old lady’s hand shook frequently. She explained to her doctor ________ this shaking had begun half a year before, and ________, only because of this, she had been forced to give up her job.A. when；howB. how；whenC. how；howD. why；whyStage 5: Making notes— to help students arrange their notes mid find out some problemsStage 6: Homework — to examine students’ understandingwrite an article to describe your best friend. (Requirements: (1) use at least 5 noun clauses; (2) about 80 words)。
《Animals》教学教案
《Animals》教学教案一、教学内容二、教学目标1. 了解并掌握各类动物的英文名称及其特点。
2. 学会使用英语描述动物的外貌、习性和生活环境。
3. 培养学生的观察力、表达力和合作精神。
三、教学难点与重点1. 教学难点：动物名称及其特点的英文表达；描述动物时的语法和词汇运用。
2. 教学重点：动物名称和描述动物的表达方式。
四、教具与学具准备1. 教具：PPT、卡片、录音机、磁带。
2. 学具：笔记本、彩色笔。
五、教学过程1. 导入：通过展示各种动物的图片，引导学生用中文说出它们的名称和特点，激发学生的学习兴趣。
2. 新课内容展示：a. 教师播放录音，让学生跟读动物名称，学习章节5.15.3的内容。
b. 教师展示PPT，讲解动物特点，让学生学会用英语描述，学习章节5.45.6的内容。
3. 例题讲解：教师选取两个典型例题，讲解描述动物的方法和技巧。
4. 随堂练习：学生分成小组，用所学知识描述动物，教师给予指导。
六、板书设计1. 动物名称：cat, dog, elephant, lion, tiger, panda, giraffe等。
2. 描述动物的表达：It has; It can; It lives in等。
七、作业设计1. 作业题目：请用英语描述你最喜欢的动物，不少于50词。
2. 答案示例：My favorite animal is the giraffe. It has a long neck and legs. It can eat leaves from tall trees. Giraffes usually live in grasslands.八、课后反思及拓展延伸1. 反思：本节课学生对动物名称和描述动物的表达掌握较好，但部分学生在语法和词汇运用方面仍有困难，需要在课后加强练习。
2. 拓展延伸：鼓励学生课后观察周围的生活环境，用英语记录下其他动物的名称和特点，下节课与同学分享。
重点和难点解析1. 教学难点：动物名称及其特点的英文表达；描述动物时的语法和词汇运用。
重庆大学版高中英语必修四 Unit 4 Animals 学案设计
Unit 2 Animals2．Educational objectives (affect, learning strategy and cultural awareness)1) Have a knowledge of Birds’ feathers and have a reasonable attitude to animals3．Personal objectivesFocal points:listening for summary and specific information and developing speaking skills Difficult points:Note-taking by grasping the passage structure and key wordsProcedures and Time AllotmentStage 1 Warming-up (Revision & presentation of the two birds’ names)T: In the reading material, we’ve kn own a special bird called honey guide.What do you think of honey guides? Are they clever? Do you like them?What other birds do you like?Do you know the following birds?eagle 鹰cock 公鸡turkey 火鸡peacock 孔雀duck 鸭hen 母鸡goose 鹅swan 天鹅dove 鸽pigeon 野鸽crow 乌鸦swallow燕子sparrow 麻雀lark 云雀seagull 海鸥nightingale 夜莺bobwhite 北美鹑Stage 2 Pre-listening (presentation& practice of new words and prediction)Step 1 Guess the meaning of the underlined words and practice them.In the zoo, what I want to see most is that the peacocks show off the most beautiful feathers.1.Tom is always _____________ his knowledge before us, which makes us unhappy.2.Birds’ ________ have lots of colors.Step 2 PredictionPredict the style and what the passage talks about by the title.（focusing on the layout of a common exposition so that students will pay special attention to the topic sentence）1) What is the style of the passage?A．narration B．argumentation c．exposition2) What will the passage talk about?Stage 3 While-listening （18mins）(Listening comprehending, paying attention to the main idea, the structure of the passage and detailed information)Step 11．Listen to the short passage and choose the best answer to each of the following questions.Step 2 Listen to the passage and decide whether the following statements are true (T) or false (F).( ) 1) A bobwhite is brightly colored．( ) 2) It’s easy to find a yellow lark on yellow leaves in autumn.( ) 3) A male’s bright colors seem to say,“See me! See me!”( ) 4) The blue bird mentioned is quiet and peace-loving.( ) 5) Birds’ feathers can only protect them from being caught by their enemiesStep 3 Listen to the passage agai n, note down the key words of the two birds’ features and find them among the pictures. (Applying the information after listening)A bobwhite: __________________________________________________________A lark: ____________________________________________________ __________Step 4 (Learning about people’s attitude to pets and arousing the interest of students)T: Now we have learned what birds’ feathers can help them to do. If we want to know more about birds, can we feed some birds at home as pets? Do you think it a good idea to keep pets at home? First, let’s listen to four speakers talking about pets and complete the following sentences.1) Birds are good pets, they can wake you up ________________________2) Dogs make great pets, but don’t _______________with small children.3) I hate animals, they smell and ________________________.4) ____________________________for companionship.Stage 4 Post-listening (14 mins) (presenting the ways to express opinions and useful expressions to guide the students’ or al work.)Step 1．Oral workAfter listening, do you agree with the speakers above? Why or why not? Discuss with yourpartners by giving your opinions. The following expressions may help you.1．How to express opinions.Personally, I feel what he said is ….I can’t help thinking that…From my point of view, / to my knowledge,To be frank, /to be honest,I (don’t) think so. It is ( not) a good ide a．Seeing from another angle, 从另一个角度I share the same feeling. 我有同感Great minds think alike. 英雄所见略同。
Animals优秀教案
教师活动 1. Warm-up: ①Greeting ①Touch and say ①Let’s sing 2. Lead-in: ①展示图片 ①展示本单元句子 3. Presentation: ①I point you say:老师指图片 ①Look and guess：指导学生边看边猜 ①What’s missing： 通过展示所有动物的图片让学生猜 ①句型操练 T：What’s this? T：Let’s talk in pairs.
情感态度价值观：通过各种教学活动调动学生的学习积极性，进一步提高学生的学 习兴趣，养成敢于开口、乐于开口说英语的好习惯。
教学重点 听懂，会说五个动物的英文名称
教学难点
1. 能够听懂、会说询问和回答物品名称的功能句。 2. 能够在恰当情景中运用 What’s this? It’s a____.
教学准备 教学卡片，PPT
第（ 3 ）单元 第（ 1 ）课时
教学内容 Animals
备课人
张萍
知识与技能：1.通过学习使学生掌握有关动物的名称 2.能听懂他人的询问 What＇s this?并会用 It‘s____.回答 3.听懂会说 a dog,a tiger; a cat,a bird, a monkey.
教学目标
过程与方法：1.通过故事、唱歌、歌谣、做游戏等形式帮助学生掌握单词和句型. 2.能够根据指令做动作:Act like a .....
7. Ending: T:Animals are our friends.We love animals.
升华主旨，提醒同学 们热爱小动物。
板书设计
Animals
教学反思
dog
bird
tiger monkey cat
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Unit 2 Animals
Objectives:
1．Instructional objectives
1) Get to know some words related to animals, nature and environment.
2) Develop the students’ skills of guessing the meaning of a word according to the word formation, the context or pictures.
3) De velop the students’ reading skills of predicting, scanning, and skimming.
4) Practice oral English in an interview.
2．Educational objectives
1) Get to know some information about a great zoologist Jane Goodall, Jane Goodall Institute and Roots and Shoots.
2) Foster awareness of environmental protection.
3．Personal objectives
1) I will make my lesson more student-centered;
2) I will reduce my TTT and try to use army languages.
Focal points:
1．Develop the students’ skills of guessing the meaning of a word ac cording to the word formation, the context or pictures.
2．Develop the students’ reading skills of predicting, scanning, and skimming.
Difficult points:
Develop the students’ reading skills of predicting, scanning, and skimming.
Learning process
Stage 1 Getting students ready for learning. Greetings. (1 min)
Stage 2Revision. Check the homework.(4 mins)
Stage 3Pre-reading.(10 mins)
【to arouse the students’ interest; to get to know some blocking words befo re reading; to get prepared for reading by predicting.】
Step 1．V ocabulary presentation and practice
1.Read the following dialogue and fill in the blanks with the help of the context.
S: Mr. Cleverman, what is an interview?
C: An _______ is a meeting at which a journalist asks someone questions in order to find out their opinions or a formal meeting at which a person is asked questions to see if they are suitable for a particular job．
2. A word game. Guess what it is according to the following words: black and white, animal, slowly, lovely, protected, bamboo. (key: panda)
3.Pictures related to some words in the coming passage: reserve, shoots, chimpanzee, and branch.
Picture 1: a panda in Wolong Nature Reserve.
Picture 2: bamboo shoots.
Picture 3: a chimpanzee in a nature reserve, sitting on the branch of a tree.
Step 2 Prediction.
1.Guess what Jane is according to some pictures of chimpanzee and Jane Goodall. A tourist, a zoologist, a model or a zookeeper? (key: a zoologist) Scan the first paragraph to check your guess.
2.Prediction.
Discuss in pairs. (A successful TV interview depends greatly on the questions the interviewer asks or the topics talked about.) Suppose you are the host/hostess of a TV interview on Jane Goodall, which questions would you like to ask her?
Stage 4While-reading (20 mins)
Step 1．Scanning.
【to get to know the outline of the passage.】
Check your prediction and fill in the table with some key words after the example.
Question / Topic
1When… became interested in
2Where… went to study
3Whether…went alone
4Whether…accepted
5How…felt about
6Whether…still study
7Centers set up in Africa
8Jane Goodall Institute
Step 2．Skimming.
【to get to know the main idea of the passage; to get a better understanding of the passage; to guess some new words in the context.】
Stage 5 Post-reading. (10 mins)
【to practice oral English in an interview; to get to know more information of Roots and Shoots; to practice talking about environmental protection.】
1.Oral work. A TV Interview on Jane Goodall.
Pair work, one is Jane, and the other is the interviewer. Do it with the help of the table in scanning.
2.Watch a video of the anthem of Roots and Shoots.
3.Discussion. Group work. What can we do in our daily lives to protect animals and
environment?
Stage 6 Assigning homework
Writing.
Suppose you are the leader of the Roots and Shoots Group of your school. Make an introduction of Jane Goodall and Roots and Shoots to new group members...。