1通过学习，让学生养成自觉保护动物的习惯。

　2在学习中逐渐使学生养成团体精神。

　3让学生带着一个好的心态上课，从而更好的接受所学能容。

　4让每个学生都有事可做，使他们真正融入课堂。从而做到自主学习。

Step1 Revision

Play a game.

操作建议：

　让一个学生到讲台上模仿动物的叫声或动物的习惯性动作，让其他同学猜一猜是什么动物，而后再用英语说出它的名称。

　(这样，即使成绩稍微差的学生，也会积极地观看并猜测到讲台前表演的同学所模仿的动物。从而既复习了原来学习的有关动物的英语单词同时也调动了几乎所有同学的积极性)。

Step2 Presentation

1 多媒体示图，初学生词

　多媒体教室的屏幕上呈现Section A中1a的图片和生词，请学生根据实物，在教师的提示下，找出相应的生词(African elephant,chimpanzee,kangaroos,manatees cheetahs, polar bears )。然后，小组讨论这些动物的习性。

2猜一猜

　操作建议：

　每个同学都想好一种和你在某些方面有类似特点的动物，然后，在笔记本上写一段话，描述该动物与你类似的特征，相互读给伙伴听，猜猜看。两人结对活动后，可以让每组选出一段比较精彩的描述读给大家听，全班共同猜出描述的动物，看看谁是第一个猜出来的人。

　完成任务所需要的语言结构：

1) I am like this animal because I am strong and intelligent.

2)I like water and I like to eat vegetables.

3) You are like an elephant

4) You are like a manatee

5) Yes, you are right.

(这个游戏，同学们不仅进一步了解了动物，而且同时也进行了英语交际。更重要的是同学们学习英语的积极性大大提高了。)

3、播放一段“动物世界”的节选(主要是稀有动物如：熊猫、海牛等)，让同学们了解到哪些动物濒临灭绝。他们喜欢住在什么样的环境里？为什么会濒临灭绝?是自然原因还是人为原因？(给同学们留出思考和讨论的时间)。

Step3 Listen

2a 听录音2a。同学们通过听录音了解海牛长的什么样子，海牛的生活习性以及海牛为什么会濒临灭绝。然后，小组讨论应该怎样来保护海牛。(列出几条，让小组选一人说出自己的观点，这样既加强了小组的凝聚力，也练习了学生的口语交际)。

2b Listen again and complete the chart

2c Pairwork

Use the facts in the chart above to role play a conversation between a student and a zoo attendant.

Step4 Read

3a Read 3a ,point out the reason why the writer is opposed to zoos

(两人一组讨论作者反对动物在动物园生活的理由)

Read 3b,then write a letter to the editor and give you opinion

Step5 Debate(小小辩论会)

这是个全班参与的活动。学生围绕本市是否有必要修建一座新动物园展开辩论。通过辩论，学生学习和掌握了目标语言；培养了发表个人见解，表达思想的能力。

建议：

1 老师布置任务，让学生明确辩论会的开展方式

2 老师讲述辩论会规则，注意语言文明等

3 将学生分为两队，抽签决定正反方。

4 正反方各有三人，由于时间关系，每人限时发言，每人一分钟。双方总结陈词各一分钟。

5　　　　 辩论结束后，由老师总结，选出本次辩论会的最佳辩手。

完成任务所需语言结构：

I think that…,I believe that…,I feel that…,I agree that…,I disagree that…,I think that animals should not live in zoos, Zoos are terrible places for animals to live.

　　因为本节课目标是讨论人们对动物在动物园还是在野外生活好，所以设计情景时要围绕动物展开。课前学生搜集有关本土和其它国家濒临灭绝的动物及珍稀动物的英文介绍和相关图片等。动物对人类的重要性每个同学都知道，因此，在设计情景时，对大部分同学来说都会很积极的投入。

　通过设计情景让学生更容易的了解世界上的动物，尤其了解世界上濒临灭绝的动物。讨论动物应该在动物园生活还是在野外生活好，从而让学生更进一步明确自己应该怎样保护动物，进而更加积极的投入到保护动物的行列中来。

5． The buildings that are dangerous must be pulled down．

Step Ⅲ Part 2

This activity provides speaking and listening practice using the target language．

Go through the instructions with the class．

Invite a pair of students to model part of the sample dialogue adding their own answers． Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class．

S_A: What are three things you are supposed to do?

S_B: I’m supposed to go to school on time, do my homework and clean my room．

Get students to finish the conversations in pairs． As there are more parts for the

A partner to answer, partners should switch roles and practice a second time．

Review the task． Invite a few students to share their conversations with the class．

Answers will vary．

Sample conversations

Conversation 1

S_A: What are three things you are supposed to do?

S_B: I’m supposed to go home after school, finish my homework and go to bed at ten．

S_A: What are you supposed to do when you meet your teacher?

S_B: I’m supposed to greet my teacher．

Conversation 2

S_A: What happened yesterday?

S_B: I missed the bus． I was late for school．

S_A: Why did you miss the bus?

S_B: I got up late．

Conversation 3

S_A: Give me that book,

S_B: Please ask politely．

S_A: I’m sorry． Could you please give me that book?

S_B: Of course． Here you are．

Conversation 4

S_A: How do you feel about soft music?

S_B: It makes me relaxed．

S_A: How about loud music?

S_B: It makes me want to dance．

Conversation 5

S_A: Do you need some help?

S_B: Yes, I’m looking for your a bus stop．

S_A: Walk along the street and turn left at the first turning． You will find it．

S_B: Thank you for your help．

S_A: You’re welcome．

Conversation 6

S_A: Have you ever won anything?

S_B: I won the best new singer last year．

S_a: That’s great． Have you had your own concert?

S_b: No, not yet．

Step Ⅳ Just for Fun!

This activity provides reading and speaking practice with the target language．

Invite a pair of students to read the conversation aloud to the class．

S_A: What are they doing?

S_B: They are trying to help the environment．

Ask all the students to read the conversation again． Then let students look at the picture． Ask, Who is happy that the pond is being cleaned up? (The toads．) How do the toads show their thanks? (They line up and bow their thanks．)

Ask some pairs of students to present this conversation to the rest of the class．

Step Ⅴ Summary and Homework

In this class, we’ve done a lot of writing practice using the key vocabulary words and the target language presented in this unit． After class, please make sentences using the words in Activity 1 in your exercise books． Then finish off the exercises on pages 62-64 of the workbook．

Step Ⅵ Blackboard Design

4． What do you like to wear?

3． Recycling paper is very important and necessary．

2． It is more than 30 years since manatees were endangered．

1． I hope to have your support．

4． It’s important to recycle paper to save the trees．

5, That apartment block is old and dangerous． It should be pulled down．

Have students make their own sentences with the words, preferably sentences that are meaningful． Walk around the classroom． Collect a few students’ answers with mistakes on the blackboard． Then help students correct the mistakes．

Sample answers