3.　　　 To be able to describe some wild animals.

2.　　　 To understand the wild animals and their favourite food.

1.　　　 To be able to know the names of the wild animals.

2.It is hard to imagine what our world would be like without animals. We must do something to protect them. What actions can we take to protect the wild animals? ( phrases to helps) 　

　　 Protecting their living areas 　Mustn’t cut down trees, keep taking the land……？

　　 Protecting their lives

　 　　　Mustn’t hunt(猎杀)the wild animals, eat them, wear clothes made of fur……？

　　 　　 Let more people know that wild animals are in danger.

　We know fish can’t live without water. Human beings can’t live without animals. So we must heal the wild animals, heal the human beings and heal the world!

[设计意图及信息技术运用]：通过对“地球之歌”的观赏以及问题的设计，为学生提供丰富的感性材料，满足了学生听觉、视觉等需求，唤起了学生情感的共鸣。让学生了解目前野生动物濒临灭绝的原因，唤起学生们的责任意识。同时通过事实的展现，让学生进行讨论如何保护野生动物，巧妙地运用合作学习法，培养了学生探究问题、解决问题的能力，增强了学生保护野生动物的意识。运用“播放-讨论-总结” 展示事实，开阔视野,

Step 7 　Homework 　　　Write an article.

The reflections of the lesson:

The students can grasp the words of some wild animals. They can use some adjectives and some given information to describe wild animals’ appearance, abilities and characters. After listening to the English song 《Earth song》, they were anxious for the danger of the wild animals .I think they can try their best to protect the wild animals in the future.

1.Some animals are lovely, some of them are clever. We like them, they are our friends, but our favourite animals are getting fewer and fewer. The wild animals are in danger now. watch an English song《Earth song》. And try to find the answer of the question.

What happened to the trees and animals?

4.Play a game

[设计意图及信息技术运用]：让学生将所学的知识进行信息输出，加强听说的训练。在学生对动物有一定的语言文字理解之后，让学生进行听力的训练，将语言的学得运用到交际中。游戏的介入不仅能激发学生的兴趣而且能唤醒学生所学的新知识以及原有知识，既达到巩固的目的有起到培养综合运用能力的作用。

Step5 　Watch and try to find the answer.

3. The animals and their favourite food

2. Fill in the blanks about animals which eat meat.

1. Listen and guess what animal it is 　

2. Teacher asks some questions and Ss try to say something about animals

[设计意图及信息技术运用]：为了调动学生的积极性,采用了大量的图片,形象直观;学生从

图片提示就能猜测单词的词义和动物的居住、饮食等，为学生由词--句-篇奠定基础，提高

了教学效果，学生能积极参与，培养学生语用能力。通过“播放-提问-练习”的媒体使用

方式从而达到“提供事实，启发思维，建立经验”的多媒体教学作用。

Step 3 Thinking and discussing

[教学思路]：通过前面的图片以及学生的训练，将动物进行分类(肉类动物和食草动物)并用表格形式呈现，让学生就以下几方面进行归纳(What does it look like? What can it do? What does it eat? Where does it live?)接着让学生自由谈论动物，可以选择某一自己喜欢的动物谈论，也可与同伴进行会话交流, 生生协作，完成情境对话练习. 这样对本单元的词汇进行归纳和拓展，激活学生的思维，培养学生团结协作的精神。

1). We know the fox, the wolf and the polar bear all eat meat, right?　 Do you know other animals eating meat?....　 There are some other animals eating grass. Now, I’ll show some of them to you.　 Can you think and discuss them according the form.

2). Group work or say something about the animal(Talk about your favorite animals)

[设计意图及信息技术运用]：通过设疑法，调动学生的积极性，学生的学习目的明确，为听力做好了准备。利用多媒体呈现图片及不同动物的习性，并采用表格的形式教学归纳，让学生在小组合作下共同完成任务，从而使学生对不同的动物形成一个整体性的理解，同时培养了学生能否运用所学知识进行交际的能力，体现了“活中学，学中用”，并为下文的综合应用提供语言积累。运用 “设疑-播放-讨论；边播放、边讲解”的媒体使用方式，真正体现多媒体在教学中“设难置疑，引起思维；归纳总结，形成能力”的作用。

Step 4　 Testing & Game (Brain Storm)