Unit 5 Wild animals
Comic strip and Welcome to the unit
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. master the new words and some sentence patterns;
2. talk about wild animals from two aspects: characteristics and appearance;
3. develop the ability of working in pairs.
II. Teaching contents
1. New words and phrases: wild, free, dish, pity, die, giant panda, no way, have/take pity on, in fact
2. New structure: They may become dishes on the table any time.
Could you please not eat them?
I may die without them.
III. Focus of the lesson and predicted area of difficulty
Master the new words and expressions and use the sentence patterns correctly.
Talk about favourite animals and give reasons.
IV. Teaching procedures
A Welcome to the unit
Step 1 Lead-in
Guess the names of the animals.
T: We know there are many lovely pets around us, such as dogs, cats, goldfish, rabbits, tortoises
and so on. If you get one or two of them as pets, will you look after them well? I believe you can take good care of your pets. However, many other animals also need your care. They don't live in our house. They are wild animals and some of them live in the wild. (Board-writing: wild) Would you like to go to the forest and visit them?
S: Yes
T: We are strangers in the forest, so wild animals are shy and afraid to see us. Some of them hide themselves behind the tree. According to my description, try to guess who is behind the tree.
【设计意图】通过学生们熟知的宠物引出野生动物的概念，使其对wild一词有较为直观的感受，同时也营造了学习氛围，使学生快速进入角色。
Step 2 Presentation
1. Present the names of wild animals
(1) Show more pictures of wild animals
T: They are wild animals and they can't speak like us. Can you help them introduce themselves? You can make the self-introduction just like this. Hello! My name is ... I am ... I can ...
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(2) Read the names of the wild animals after the teacher
Ask the students to read these new words and phrases after the teacher for three times. Make sure all the students can read the names correctly. Then do Part A on page 57.
(3) Finish Part A on page57
(4) Play a guessing game
T: Wild animals are our friends. It's important to protect wild animals. Let's check how
much you know about wild animals. Let's play a guessing game. Write the names on
pieces of paper and then invite some students to choose and say something of the animals (To make it easier, ask the students to use the first person). The other students should listen carefully and guess what animal it is.
Bear: I’m very big and strong. I like eating fish.
Zebra: I look like a horse and can run fast. I have black-white stripes..
Squirrel: I am small but lovely, I have a very big tail. I like eating nuts (坚果) ..
Giant Panda: I am very cute and I live in China. I hope that one day I can take a colour photo.
Dolphin: I’m friendly and clever . I like playing balls and dancing in the sea.. Who am I?
Tiger: I’m the King of our forest. I’m dangerous. Don’t attack (攻击)me!
2. Present the dialogue
(1) Read the dialogue and answer the question.
T: Millie and her classmates are talking about their favourite wild animals. Let's listen to their conversation and then try to answer the question: What's Simon's favourite wild animal?.(play the recording of part B)
S: He likes lions best.
(2) Get the students to read the dialogue carefully and complete the table.
(3) Get the students to read the dialogue together or in roles.
(4) Make up dialogues.
T: We have learned many kinds of wild animals. Can you tell me which wild animal you like best and which one you like least? Then get the students to talk about their favourite wild animals. Use the following model to make dialogue.
A: Which animal do you like best?
B: I like … best.
A: Why?
B: Because they are …
A: Which animal do you like least?
B: I like … least.
A: Why?
B: Because they are …
【设计意图】
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采用对话操练的环节，为学生创设交际的语境，让学生运用所学知识表达自己在野生动物方面的喜好，有利于锻炼学生口头表达的能力。
B Comic strip
Step 1 Lead-in
1. Look a picture and answer the questions
T: Look at the picture, we all know him. He is our old friend Eddie. Is Eddie a wild animal?
S: No. Because he doesn't need to look for food in the wild.
T: Well, Hobo and Eddie are talking about wild animals. Now let’s watch a short flash about
their dialogue and try to answer the questions:
Will Eddie eat the wild animals ? Why or why not ?
Will Eddie eat the wild animal? Why or why not ?
2. Play the flash for them and then get some students to answer the question
【设计意图】在看视频的前后均设置问题，有助于学生养成良好的思考习惯。
Step 2 Practice
1. Play the tape again and get the students to read after it. Then ask them to fill in the blanks.
T: Please listen to the tape again and repeat in groups, paying attention to the pronunciation and
intonation.
2. Work in pairs and read the dialogue in roles.
【设计意图】通过填空和角色扮演对漫画内容进行巩固。
Step3 Consolidation
Divide the students into two groups: boy group and girl group. Boy group’s opinion: People can eat wild animals. Girl group’s opinion: People shouldn’t eat wild animals. They are given several minutes to prepare for the debate.
【设计意图】通过辩论赛的形式培养学生的探究、合作精神，以此激发学生的发散性思维，在夯实基础知识的同时提高语言综合运用能力。
Step 4 Summary
T: Wild animals are our friends. We shouldn't eat or kill them. We should love and protect them. We should share the world with them!
【设计意图】学生辩论结束后教师加以总结，引导学生明白保护动物就是保护人类自己的道理，帮助学生形成保护自然，爱护动物的良好风尚。
V. Homework
1. Finish some exercises of this period.
2. Find more information about giant pandas.
3. Preview the Reading.
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