Teaching aims and demands

●The students can read and spell the new words correctly.

●The students can learn more about wild animals and know more animals.

●The students will be aware of the importance of protecting wild animals and think of more ways to help the endangered animals.

Teaching main anddifficult points

●To identify different wild animals.

●To use“if” clause correctly.

Teaching aids pictures radio

Teaching procedures Further preparation

Step1 Brain storm

The students have two minutes to remember the new words and revise the names of wild animals , then show us the English names of wild animals as many as they can.

Step2 Listening and answering.

Let’s listen to the conversation between Eddie and Hobo and try to find out the answers to the following questions.

●Who has food? Eddie has food.

●Is Eddie willing to share his food?

No, he isn’t going to share his food with Hobo.

Step3 Reading

1.Get the students to read the conversation after the tape.

2.Make them read aloud，boys--Eddie, girls--Hobo.

3.Work in pairs and read the dialogue.

4.Ask several pairs to act it out.

5.To find out the main and difficult points in the conversation. Then encourage the students to discuss and find out the answers ,if necessary, explain the following:

●look delicious

●die-died-died

die of因 (病，饑餓，凍)而死

die from因（工作，負傷等）而死

●no one+單數(shù)謂語動詞，不與of連用

none of+人/物+謂語動詞，其謂語動詞的單復(fù)數(shù)形式與of后的人或物的單復(fù)數(shù)形式保持一致.

●“if”引導(dǎo)的條件狀語從句，主句用將來時，從句用一般現(xiàn)在時表示將來。

Step4 Getting to know about wild animals

Teacher: Wild animals are our friends, but how much do you know about them.Show some pictures of some animals, then ask the students to describe them.

Step5 Guessing game

Divide the class into three groups,guess what animal it is. See,who are the winners.

●I am strong. Sometimes, I eat people.But if I find the people dead, I don’t eat them. Who am I?

●I have a pocket. My baby sleeps in the pocket. Who am I?

●I have a long and soft tail. I live in the tree. Who am I?

●I have black eyes and four black paws.I like eating bamboo shoots and leaves. Who am I?

●I like swimming. I can do different kinds of swimming shows.Many people bring their children to watch my shows. Who am I?

●I am the king of the animals. I look like a cat but I am bigger than a cat.Usually,I have yellow fur and black stripes. Who am I?

Step6 Speak up

Talk about the wild animal you like best and least and complete PartB1 on P59.

Model: A: Which animal do you like best /least?

B: I like giant pandas best/least.

A: Why？

B: Because they are lovely/ dangerous.

Add the followings for them:

monkeys_____ clever mosquitoes____ dangerous

dogs_____ friendly snakes_____ poisonous

bears_____ lazy polar bears_____ interesting

Ask more students to make up their own dialogues and act them out.

Step7 Writing

Encourage the students to make a report about the animals they like best and write them down.

Step8 Discussion

Discuss with your partner --Many wild animals are in danger. Some wild animals are becoming fewer and fewer! Why? What can we do with the problems?

Step8 Consolidation

Get the students to focus on possible actions and possible results ,and do the following exercises:

Possible Actions Possible Results

1.If I don’t have food, I__________(die).

2.If I die, no one ____________(look) after you.

3.If you eat my food, I____________(not talk) to you.

4.If Hobo doesn’t have food, he ________(die).

5.If Eddie dies, no one ___________(look) after Hobo.

6.If Hobo eats Eddie’s food, Eddie __________(not talk) to Hobo.

Step8 Homework

1.Learn the new words by hearts.

2.Make up their own dialogues about wild animals.

Starting the class with Brain storm can make the class interesting and active. And the students can easily lay their emphasis on their study