Animals（精选10篇）
Animals（精选10篇）
1.Animals 篇一
小学英语第一册《Animals》教案设计
教学内容：小学英语第一册第四单元Part A 中的 Let`s learn .（单词：rabbit、duck、dog、panda、bird、bee、monkey ) ，句子：I have a …… 。
教学重点、难点：听说、认读三会单词。
教具：有关六种小动物的头饰、玩具，相关单词卡片。
多媒体制作要点：创设情境引入新课、出示六种小动物的动态图片、小队比赛成绩表、根据书上练习制作小动物相应的动作（突破句子这个难点，帮助学生理解，同时调动课堂学习气氛）
教学方法：小组合作学习
教学设计：
一、组织教学：
师：看谁坐得最精神！（学生整顿坐资）
师：（手指多媒体）同学们，这节课我们要乘坐Welcome 列车到动物王国里游玩一番，你们愿意吗？（生：愿意！）
OK!Are you ready ？(生：Yes.) Now ,class begin ！
师生问好：Good morning ,class. (S:Good morning , Miss Lin .) OK,sit down ,please .
二、导入 新课：
师：（多媒体展示）同学们看，动物王国的小动物可真淘气，有的露出一只小耳朵，有的露出了一只半截小尾巴，还有的露出了一只小手。那么你们能猜出它们是谁吗？（学生纷纷举手发言）——猜，是小学生的一大嗜好。一石激起千层浪，学生的热情被点燃。
师：那让我们来看个究竟吧！（多媒体展示各种小动物的动态图片）——生动有趣的动画效果，激起学生的学习兴趣
师：第一个出场的是谁……（在多媒体展示的过程中，学生说出各种小动物，老师借此板贴单词卡片）——结合个别学生课外参加补习班的情况，而这一课的单词又比较常见，很多同学能直接说出这些小动物用英语怎么说。因此，借此导课。
三、教学单词：
1、了解学生知识水平
①、师：刚才老师听到有些同学知道这些小动物用英语怎么说，老师可真佩服你。那么，你能站起来再说一遍吗？——及时鼓励！能说几个就说几个！——让每个学生知道自己很棒，感受成功的喜悦！
（生说单词。师：你真棒！老师要奖励你一个小粘贴，希望你继续努力。同学们给他鼓掌。）
②、师：有没有7个单词全会读的同学？（生举手）请你们站起来给同学们大声读一遍好吗？——教读一遍单词，在给好学生表现机会的同时，老师了解学生的知识水平。
2、小组合作学习
①、提出学习要求：我们同学可真棒！那么，如果让你把自己知道的知识教给你小组的同学，一会儿我们小组之间比一比，你们愿意吗？（生：愿意！）请你拿出单词卡片，我们比一比哪位同学最乐于助人，哪个小组学到的单词最多。开始！
②、同学们互教互学，老师巡视指导，督促性格内向或者知识基础较差的学生。——基于学生知识两极分化严重的问题，在掌握学生现有知识水平的基础上（根据情况可将基础好的学生分散到各个小组当中），通过以好带差，在好学生“吃好”的同时，让差生“吃的饱”！保证全体学生的参与，促进全体学习的积极性和主动性！
③、汇报学习结果：
师：看哪一组胸有成竹，准备好了？（巡视）
（分组考单词，并预于奖励。根据时间，最后剩下的小组可采用集体考的方式，保证所有同学参与到学习中来。）
师：（鼓励）同学们可真棒，我们一起为自己鼓鼓掌！
④、根据学生汇报，有针对性地教读单词。——结合实际情况，注意读的方式：领读、指名读、男女生读、开火车读、高低音读等等。
3、教学Let`s do 。
在教读单词的过程中，师领读，并模仿相应的动作。
四、练习、巩固单词
师：同学们，这七个单词中，你还有不会的吗？（巡视）好了，现在我们分小队比一比，看看哪个小队是我们今天最后的胜利者。（多媒体出示成绩表）
小队比赛：①、高低音比赛；②、中英对换练习；③、选代表背对黑板，师指单词，生读，小组代表做相应动作，比谁最快。最慢的将接受背诵七个单词的考验，单词过关才能为小队赢得商标；④、利用问答的形式练读句子：I have a……（对上一节课知识的巩固，也是本节课的一个知识点）（师：What`s your name ? 生：根据头饰回答自己的名字：My name is …。然后举起手中的手偶：I have a……）——结合实际，温顾知新 、培养学生的竞争意识、激起学习兴趣
五、在游戏中巩固知识
1、师：同学们我们来放松一下好吗？请同学们站起来，跟老师一起说，随大屏幕一起做（Let`s do）。
——多媒体配上各种小动物的叫声，演示各种小动物的动作。学生兴趣高涨。
2、练读Let`s do 。师：请同学们这样做：老师说Jump like a rabbit 。同学们说 rabbit、rabbit、rabbit 。并完成相应的动作。OK？谁愿意到前面来领做？——愉快教学
3、练习Let`s do 。师说生做；生说生做。
六、知识反馈
师：同学们，这节课我们学了七个单词，你们都会了吗？（生：会了。）那你们有胆量让在座的各位领导、老师考考你们吗？（生：有！）请同学们开始行动！（学生各自找老师考单词）——培养学生的交际能力、更全面地检测学生的知识掌握情况
七、作业 ，扩展练习
师：同学们，除了这七个单词你还知道其他的英语单词吗？（指名说）好了，铃声已经响了。由于时间的关系我们只能说到这里。同学们看这样好不好。课后我们将自己知道的单词进行搜集整理，下节课我们来比一比看谁知道的单词最多，看谁是我们班的英语小博士，OK？——利用学生高涨的情绪，将知识自然地扩展到课外，同时让每个同学都乐于完成作业 。
师：OK!Class is over 。 Good bye ！
生：Bye--bye 。 Miss Lin 。
2.Animals 篇二
unit 4 wild animals
warm-up activities
1 create an interest in the issue of sharing the limited natural resources. depending on the general interest of the class, choose one of the following situations:
* a group of students are stranded on an island. there is not enough food available for everyone to survive.
* astronauts are stranded in space. they do not have enough oxygen for everyone to survive.
2 make a list of people involved in the situation, a list of the resources available (e.g., food, oxygen, water, etc.) and a list of how long everyone is able to survive. ss have to decide whether they stay alive together sharing what they have or they are going to occupy all the resources for their own survival.
3 ss study the pictures and read the conversation first on their own, then in pairs. ask two more able students to role-play the conversation.
presentation
1 ss complete part a. encourage them to do the task without any pre-teaching of keywords. check answers orally with the whole class.
2 divide ss into pairs and ask them to do the survey in part b1
3 encourage them to discuss in pairs why they like or do not like the animals. ask them to write down their ideas.
language points
look delicious, if you eat my food, i won’t talk to you., no one, in danger, a report on giant pandas
homework
1 learn the language points by heart.
2 一课三练 p.43
3 preview the reading part.
revision
review key vocabulary according to the general ability of the class. presentation (reading a)
1 on the bb, write the following list of sentences on the bb:
* xi wang is the name of a baby giant panda.
* baby giant panda s are very small when they were born.
* they grow very quickly.
* xi wang has to find her own food when she is 20 months old.
* hunters kill giant pandas and sell their fur.
2 divide the class into three groups and allocate one part to each group. while students skim the text on their own, ask them to underline the words they do not know. then go through the words students have underlined. ask students to explain briefly how they know that the sentences on the bb are true by identifying and listing key facts in the text.
presentation (reading b& c)
1 ask ss to draw a parallel between the growth of the baby giant panda and a human baby. ask if they know what happens to people while they grow up. write the following words/phrases on the bb.
adult old person teenager baby middle-aged person
young adult child toddler
draw a timeline and encourage ss to come forward and write each word at the correct point on the timeline. ask them to draw a more creative growth chart.
2 ask students to do a birth chart of themselves. tell them to add their photos to the chart.
presentation (reading d)
1 revise the words listed in the box in part d.
2 ask students to complete part d. then ask some ss to read the sentences aloud to check their choice of words.
3 if they show interest, ask them to practice the text for a presentation for 2-3 minutes.
presentation (reading e)
1 ask ss to read the conversation in part e in pairs to check if there are any words they do not know. then ask ss to complete the sentences individually.
2 ask six ss to read the conversation while the rest of the class check their answers.
language points (part a)
the story of xi wang, only 10 days old, it means…, was born, weigh just 100 grams, at four months, for the first time, eight months later, not…any more, grow into, at the very beginning, up to 14 hours a day, bamboo shoots, have to look after herself, have another baby, it is adj. (for sb.) to do, some of the problems, kill it for its fur, nowhere to live, on their own, need help, in danger, take the following actions to do, protect giant pandas, make giant panda reserves bigger, encourage sb. to do, there will be
language points (part b& c)
keep sb./sth. safe from danger, large areas of land with trees, special areas for wild animals, stay alive
homework
1 learn the language points by heart.
2 一课三练 p.44-45
3 preview the vocabulary part.
presentation （vocabulary）
1 creat an interest in animals. try to extend the context by asking ss if they would like to adopt an animal and , if they do, which one they would choose.
2use the task to check ss’ knowledge of name of animals. ask ss to guess the names individually first and then compare with a partner.
3 check answers with the whole class. read all the words under the pictures and ask ss to give definitions.
language points
polar bear---north pole, wolf----wolves
homework
1 learn the language points by heart.
2 一课三练 p.46
3 preview the grammar part.
presentation （grammar part a）
1 try to elicit the conditional structure by asking questions such as what will happen if you come to school lats? what will happen if you break your favourite toy? try to think of sentences which reflect ss’ own experience. write the most interesting answers on the bb. ask ss to include the “if”-clause as well. read all the sentences again and ask more able ss to elicit the rule.
2 write some more open “if”-clauses on the bb and ask ss to finish the sentences with their own ideas. help ss reformulate their ideas into correct sentences and write them on the bb.
3 ask ss to match the sentences on their own and then compare answers with a partner. invite a more able student to read the sentences aloud for the rest of the class to check answers.
4 for part a2, ask ss to complete the sentences on their own and then compare answers with a partner. check answers with the whole class.
5 ask ss to complete “work out the rule” at the bottom of page 61.
presentation （grammar part b）
1 ask ss to read through the rules and the sample sentences on their own. then check understanding by asking them to think of other examples.
2 write several “if”-clauses on the bb and ask more able ss to complete them with their own ideas. remind them to write about repeated and predictable situations instead of possible results.
3 explain the context of part b1. revise the words in the box.
4 ask students to complete the sentences individually.
5 ask ss to read the conversation with a partner checking the accuracy of their sentences. then check answers with the class.
presentation （grammar part b2）
1try to creat interest in learning interesting things about wild animals. tell them that amy’s report introduces new information about tigers and wolves.
2 explain the context of writing a report. revise the structure of conditional sentences.
3 ask ss to read the report on their own to make sure that there are no unfamiliar words. then ss complete the sentences individually and compare them with a partner. check answers with the whole class.
language points
grow more bamboo, run the other way, go to north africa, walk through a rainforest, learn a lot about wild animals, arrive at noon, see the feeding of animals, get enough information for my class report, attack people, spit poison, step on them, male wolves
homework
1 learn the language points by heart.
2 一课三练 p.47-48
3 preview the integrated skills part.
presentation （integrated skills a）
1 invite students to talk about what they like about tigers and wolves. brainstorm any information and general knowledge about the two animals.
2 ask ss to study the two fact files in pairs. check the meaning of some of the words.
3 help ss focus on the general context by asking general questions they may be able to answer while listening for the first time. write them on the bb:
* what is the name of the largest living cat?
* what is millie’s favourite animal?
play the recording. students listen carefully for keywords to answer the questions.
4 play the recording for again and ask students to find out the missing facts in the fact sheets. play the tape for the third time for ss to check the answers.
5 ask ss to read the letter in pairs and discuss any words they do not understand. complete the letter without looking at the fact sheetson page 64. then ask them to look at the fact sheets to check the answers and make corrections if necessary.
6 ask more able ss to read aloud the letter.
presentation （integrated skills b）
1 ask students to practice the conversation in pairs and then change roles. identify any words or phrases they do not know.
2 ask students to create their own conversation using information from the fact sheets.
language points
live as a family, good at hunting other animals, make medicine, friendly towards each other, loss of living areas, make medicine from their bones, buy clothes made of animal fur, look lovely on me, lose one’s life, someone else,
homework
1 learn the language points by heart.
2 一课三练 p.49
3 preview the pronunciation, main task & check out part.
presentation （pronunciation）
1 remind ss of communicative purpose of conditional sentences.
2 play the recording for part a and ask ss to listen carefully. ss imitating the rising and falling voice patterns.
3 ask students to read simon’s presentation with correct the rising and falling voices.
4 ask students to read millie’s presentation in part b quietly on their own. play the recording . ask ss to listen carefully and mark where millie’s voice rises and falls with the correct arrows.
5 tell students to read them again, and answer the ‘wh-‘questions. students work in pairs.
language points （pronunciation）
peaceful animals, live in family groups, continue to build roads, have suitable homes, make new farmland, make a lot of money, sell elephants’ tusks, train them,
presentation（main task）
1 talk to ss about the purpose of writing reports. elicit from the different reports. explain that in reports, we do not normally say ‘i feel…’ or ‘i like…’ and do not include personal comments.
2 read the title of the report in part a. create an interest in the topic by asking what they have learnt about giant panda in this unit.
3 ask students to skim through the report quickly and give each paragraph.
4 ss complete simon’s report in part c on their own. ask more able ss to read it aloud to check the answers.
language points （main task）
spend a lot of time drinking their mums’ milk, at a time, get smaller and smaller, become farmlands, keep taking the land, what action can the club take? sharp paws, walk upright
presentation （checkout）
1 set a time limit for reading the sentences in part a and for filling the blanks. ask ss to complete the task on their own.
2 ask students to proceed to part b after completing part a.
3 ss complete part b on their own and then compare answers in pairs.
language points （checkout）
climbing, what about playing football?, a friend like alan, answer questions correctly
homework
1 learn the language points by heart.
2 一课三练 p.50-52
3 preview the unit 5
3.Animals 篇三
人教新版五年级英语下册教案
unit 1 do you like young animals?周次2课时1课题lesson 3教材分析学习目标learn the new words: sheep, lamb ,goat and kidlearn the new dialogue:学习重、难点grasp the new words and the dialogue与本课有联系的新旧知识点what’s this in english? it’s a goat.知识点的延展make up new sentences according to the dialogue.策略安排突出重点突破难点的方法（所述方法应与重、难点一一对应）show some teaching aids to read and practice课前准备教具准备a tape-recorder, some cards and pictures学生准备（①知识的准备：要体现预习内容。②学具的准备。）listen to the tape recorder before class.draw some animals’ cards教学方案的构建教学环节学习内容师生活动我的修改revision presentation practice act out the dialogues in groups1. look and answer:where is it?who is the boy? what are they doing?2. learn the new words: lamb kid nearby3. learn the new dialogue：what do you call it? we call it a kid.a baby sheep is a lamb.a baby goat is a kid.read and act out the dialogue in groupsask some pupils to come to the front and act out the dialogue.work in groupslook at the picture and talk about it in chineseanswer the questions: what’s this in english? is that a sheep over there?what’s that in english then?what do you call it?read the sentences in groups listen to the tape-recorder and repeat ask and answer in pairsread the text correctly. make up the new dialogues. look at the pictures and read the phrase one by onelearn the new words: then nearly little 板书设计lesson threewhat’s this in english? it’s a goat.sheep—lamb goat---kid教学后记本课亮点 情境教学使学生联系实际，加深记忆美中不足 大小动物混淆
4.Animals 篇四
Unit 5 We love animals第六课时
教学重点：复习本单元知识，做听力练习; 歌谣-有节奏、有韵律的歌谣.
教学难点 ：听力练习, 歌谣学习。
教具准备：
1.教师准备本单元所学动物的动物玩具（玩具也可以从学生处借用）。
2.本单元所学词汇的图卡和词卡。
3.Let's check部分的听力磁带和Let's chant部分的歌谣录音带。
教学过程 ：
l.热身/复习（Warm-up/Revision）
（1）日常口语会话活动。
（2）通过词卡和图卡以及看本单元的课件复习所学的动物词汇。
（3）游戏：速认速记。教师每次从词卡中挑出3张，让学生快速认记。
教师说：one，two，three！便拿掉卡片，让学生说出是哪几个单词。最快举手说对这3个词的同学可以为本组加一分。（教师在说One，two，three！时要快慢适度，给学生记忆时间；也不要过慢，要让学生有一定的紧迫感，训练瞬时记忆。）
（4）游戏：把手放在你的背后。
教师拿出准备好的玩具放在讲台上，请一个学生站到前面，面对全班同学并把双手放在背后。教师将一个小动物玩具放在他的手里。教师问他：What's in your hand？这个学生用手摸完，用It's a….回答。如果他答对了，就拿出来给全班同学看，并可以为本组加分。如果给三次机会，学生都答错了，就要换其他同学来继续这个游戏。
（5）游戏：找卡片
教师将同样数量的A, B两组卡片正面朝下贴在黑板上，学生一从A组中翻一张卡片并读出单词，再从B组中翻看一张卡片，如果两张卡片相同则给该学生以奖励。若不同则将卡片放回原处，换另外一名学生作此练习。
2.趣味操练（Practice）
（1）听力练习：Let's check
学生看图，说出图中的单词。教师播放录音, 学生作练习。根据听到的内容圈出相应的图A或B。教师播放动画，学生边看边做，一起核对答案。教师奖励表扬做得好的学生。学生跟着动画逐句跟读。
听力内容： l.Look at the panda.
2.I have a squirrel.
3.Jump like a rabbit.
4.Fly like a bird.
答案：1.A 2.B 3.B 4.A
（2）学习Let's chant
a.先让学生认真看两遍动画。
b.教师再次播放动画，每两句停下来，让学生跟读，并伴有手势。教师板书每句的最后一个单词，两个词为一组（cat，fat；pig，big；monkey，funny；mouse，house）。朗读每组单词，让学生找出读音中的共同点，并再给出一些生词来认读。如：cat，fat 这组，给出bat，mat，hat，sat，rat等单词让学生读。从而逐渐使学生掌握拼读规则记忆单词的方法。
c.让学生分组有表情地并且有节奏地朗读歌谣。
d.请学生上讲台朗读或表演，设最佳表演奖，教师进行适当奖励。
E.最后请有能力的学生将歌谣背诵下来，教师封其为班级“记忆王”。
3.课堂评价（Assessment）
做活动手册本单元第六部分的练习。
² 教师将学生分成几个小组, 合作找出图中的动物。看看图中藏有多少动物。用比赛的形式可进一步激发学生的积极性和学习热情。
² 教师引导学生用Look! This is a …或Look at the …! 表达出自己所找到的动物。
² 比一比看哪个小组找得多找得快!
² 教师奖励优胜组。
答案：cat，dog，monkey，panda，rabbit，squirrel，duck，pig，bird，bear，elephant，mouse.
4.扩展性活动（Add-activities）
（1）听录音，读A、B两部分Let's do的内容，边读边做动作。
（2）和同学一起看第38－39页的主情景图，用手指着主画面上的人和动物，用英语把他们说出来，看谁说得多。
板书设计 ：
Unit Four We Love Animals
黑板上贴有本单元所学动物的图片，图片下是相应的单词卡片。
5.Animals 篇五
unit5 animals-grammar学案
一》 快捷识记
动词不定式进行时：表示动作与句中谓语动词的动作同时发生，强调动作正在进行。 they seem to be working hard.
他们好像在努力工作。
at the moment over one million people are said to be learning english.
they are reported to be learning.
he is said to be studying in new york.
the number of people using chinese on the internet is said to be increasing at the moment.
millions of people said to be learning english from pop music now.
the number of english learners is said to be increasing throughout the world every day.
approximately two billion people said to be speaking english as a foreign language.
动词不定式完成时： 表示动作在句中谓语动词的动作之前发生。
we are sorry to have kept you waiting so long. 对不起，我们让你久等了。
they seems to have known the answers.
他们好像知道了答案。
二.随堂练习
1. the teacher told them ________ make so much noise.
a. don’t b. not c. will not d. not to
2. our master often told us _______ things for granted.
a. not to have b. not to take
c. didn’t take d. not to make
3. tell him _______ the window.
a. to shut not b. not to shut
c. to not shut d. not shut
4. the boy wanted to ride his bicycle in the street, but his mother told him ______.
a. not to b. not to do c. not do it d. do not to
5. mrs smith warned her daughter ________ after drinking.
a. never to drive b. to never drive
c. never driving d. never drive
6. the patient was warned _______ oily food after the operation.
a. to eat not b. eating not c. not to eat d. not eating
7. the workers want us ________ together with them.
a. work b. working c. to work d. worked
8. they would not allow him ________ across the enemy line.
a. to risk going b. risking to go
c. for risk to go d. risk going
9. i saw him _______ out of the room.
a. go b. had gone c. has gone d. goes
10. they knew her very well. they had seen her _______ up from childhood.
a. grow b. grew c. was growing d. to grow
11. i’ve heard him _______ about you often.
a. spoke b. speaks c. speak
12. though he had often made his little sister _______, today he was made ______by his little sister.
a. cry；to cry b. crying；crying
c. cry；cry d. to cry；cry
13. he was made _________.
a. go b. gone c. going d. to go
14. john was made _______ the truck for a week as a punishment.
a. to wash b. washing c. wash d. to be washing
15. paul doesn’t have to be made _______. he always works hard.
a. learn b. to learn c. learned d. learning
16. there’re so many kinds of tape-recorders on sale that i can’t make up my mind _______ to buy.
a. what b. which c. how d. where
17. there isn’t any difference between the two. i really don’t know _________.
a. where to choose b. which to choose
c. to choose what d. to choose which
18. “ have you decided when ________?”
“ yes, tomorrow morning.”
a. to leave b. to be leaving
c. will you leave d. are you leaving
19. last summer i took a course on ________.
a. how to make dresses b. how dresses be made
c. how to be made dresses d. how dresses to be made
20. he doesn’t know ______ to stay or not.
a. whether b. if c. either d. if he will
21. she pretended _______ me when i passed by.
a. not to see b. not seeing
c. to not see d. having not seen
22. --- the light in the office is still on.
--- oh, i forgot _______.
a. turning it off b. turn it off
c. to turn it off d. having turned it off
23. we agreed _________ here but so far she hasn’t turned up yet.
a. having met b. meeting c. to meet d. to have met
24. little jim should love _______ to the theatre this evening.
a. to be taken b. to take c. being taken d. taking
25. i would love ______ to the party last night but i had to work extra hours to finish a report.
a. to go b. to have gone c. going d. having gone
26. frank is the kind of person who people like to ________.
a. make friend with b. make friends of
c. make friends d. make friends with
27. go on ________ the other exercise after you have finished this one.
a. to do b. doing c. with d. to be doing
28. she reached the top of the hill and stopped _______ on a big rock by the side of the path.
a. to have rested b. resting c. to rest d. rest
29. tom kept quiet about the accident ________ lose his job.
a. so not as to b. so as not to
c. so as to not d. not so as to
30. i need a day or two ________.
a. to think it over b. to think over c. of thinking
31. he was too excited _________.
a. speak b. to speak c. not to speak d. speaking
32. charles babbage is generally considered ________ the first computer.
a. to invent b. inventing
c. to have invented d. having invented
33. he said he would rather not _______ it right now.
a. doing b. to do c. do d. to be doing
34. rather than _______ on a crowded bus, he always prefers _______ a bicycle.
a. ride； ride b. riding； ride
c. ride； to ride d. to ride； riding
35. it’s freezing outside. you _______ put on your overcoat.
a. had better to b. had better
c. would better d. would better to
36. the chair looks rather hard, but in fact it is very comfortable to _______.
a. sit b. sit on c. be sit d. be sat on
37. i’m hungry. get me something _________.
a. eat b. to eat c. eating d. for eating
38. --- i usually go there by train.
--- why not _______ by boat for a change?
a. to try going b. trying to go
c. to try and go d. try going
39. she did nothing _______ at the photo.
a. except look b. but to look
c. except to look d. but looking
40. i asked him to _______ me a few minutes so that we could go over all the problems.
a. spend b. spare c. save d. share
41. they won’t let their teacher _______ in that way.
a. to be treated b. being treated
c. treated d. be treated
42. john, you must get your room ________ after breakfast.
a. to be cleaned b. to clean
c. cleaning d. cleaned
43. the problem _______ at tomorrow’s meeting is a very difficult one.
a. being discussed b. discussed
c. to be discussed d. to discuss
44. he reached the station _____ only _____ that the train had just left.
a. tired； learned b. tiring； learning
c. to tire； to learn d. tired； to learn
45. --- did that book give the information you needed?
--- yes, but ______, we had to read it almost entirely.
a. for finding it b. to find it
c. finding it d. by finding it
46. i’m sorry i forgot ______your dictionary. let’s borrow one from li ming.
a. to take b. taking c. to bring d. bringing
47. she couldn’t decide which restaurant _______.
a. to have lunch b. to eat
c. to eat at d. eating at
48. this problem is said _____ three times.
a. to have been talked b. to have discussed
c. having been discussed d. to have been talked about
49. everybody believed the man ______ away the diamond ring.
a. be taken b. taking c. to take d. to have taken
50. i prefer ____ rather than ______.
a. read； watch b. to read； watch
c. reading； to watch d. to read； to watch
答案：
1-5 dbbaa 6-10 ccaaa 11-15 cadab 16-20 bbaaa 21-25 accab 26-30 dacba 31-35 bcccb 36-40 bbdab 41-45 ddcdb 46-50 ccddb
6.Animals 篇六
教学重点：复习本单元知识，做听力练习; 歌谣-有节奏、有韵律的歌谣.
教学难点：听力练习, 歌谣学习。
教具准备：
1.教师准备本单元所学动物的动物玩具（玩具也可以从学生处借用）。
2.本单元所学词汇的图卡和词卡。
3.Let's check部分的听力磁带和Let's chant部分的歌谣录音带。
教学过程：
l.热身/复习（Warm-up/Revision）
（1）日常口语会话活动。
（2）通过词卡和图卡以及看本单元的课件复习所学的动物词汇。
（3）游戏：速认速记。教师每次从词卡中挑出3张，让学生快速认记。
教师说：one，two，three！便拿掉卡片，让学生说出是哪几个单词。最快举手说对这3个词的同学可以为本组加一分。（教师在说One，two，three！时要快慢适度，给学生记忆时间；也不要过慢，要让学生有一定的紧迫感，训练瞬时记忆。）
（4）游戏：把手放在你的背后。
教师拿出准备好的玩具放在讲台上，请一个学生站到前面，面对全班同学并把双手放在背后。教师将一个小动物玩具放在他的手里。教师问他：What's in your hand？这个学生用手摸完，用It's a….回答。如果他答对了，就拿出来给全班同学看，并可以为本组加分。如果给三次机会，学生都答错了，就要换其他同学来继续这个游戏。
（5）游戏：找卡片
教师将同样数量的A, B两组卡片正面朝下贴在黑板上，学生一从A组中翻一张卡片并读出单词，再从B组中翻看一张卡片，如果两张卡片相同则给该学生以奖励。若不同则将卡片放回原处，换另外一名学生作此练习。
2.趣味操练（Practice）
（1）听力练习：Let's check
学生看图，说出图中的单词。教师播放录音, 学生作练习。根据听到的内容圈出相应的图A或B。教师播放动画，学生边看边做，一起核对答案。教师奖励表扬做得好的学生。学生跟着动画逐句跟读。
听力内容： l.Look at the panda.
2.I have a squirrel.
3.Jump like a rabbit.
4.Fly like a bird.
答案：1.A 2.B 3.B 4.A
（2）学习Let's chant
a.先让学生认真看两遍动画。
b.教师再次播放动画，每两句停下来，让学生跟读，并伴有手势。教师板书每句的最后一个单词，两个词为一组（cat，fat；pig，big；monkey，funny；mouse，house）。朗读每组单词，让学生找出读音中的共同点，并再给出一些生词来认读。如：cat，fat 这组，给出bat，mat，hat，sat，rat等单词让学生读。从而逐渐使学生掌握拼读规则记忆单词的方法。
c.让学生分组有表情地并且有节奏地朗读歌谣。
d.请学生上讲台朗读或表演，设最佳表演奖，教师进行适当奖励。
E.最后请有能力的学生将歌谣背诵下来，教师封其为班级“记忆王”。
3.课堂评价（Assessment）
做活动手册本单元第六部分的练习。
² 教师将学生分成几个小组, 合作找出图中的动物。看看图中藏有多少动物。用比赛的形式可进一步激发学生的积极性和学习热情。
² 教师引导学生用Look! This is a …或Look at the …! 表达出自己所找到的动物。
² 比一比看哪个小组找得多找得快!
² 教师奖励优胜组。
答案：cat，dog，monkey，panda，rabbit，squirrel，duck，pig，bird，bear，elephant，mouse.
4.扩展性活动（Add-activities）
（1）听录音，读A、B两部分Let's do的内容，边读边做动作。
（2）和同学一起看第38－39页的主情景图，用手指着主画面上的人和动物，用英语把他们说出来，看谁说得多。
板书设计：
Unit Four We Love Animals
黑板上贴有本单元所学动物的图片，图片下是相应的单词卡片。
教案点评：
Let's check部分的听力练习是检查学生对本单元所学内容掌握的情况。Let's chant部分的歌谣，让学生反复练习运用所学的词汇。总体来说，本课时主要是以复习本单元知识为主。所以，热身/复习环节的游戏和活动设计有助于学生在做Let's check部分的听力练习时取得较好的效果。学习歌谣的目的是活跃学习气氛，感受语音语调，服务语言的学习。学习歌谣前，教师略讲歌谣词意，然后学生逐步跟唱，以自然习得的形式进行处理歌谣的教学。歌谣的学习采取了灵活多样的教学方式，如：请学生上讲台朗读或表演，设最佳表演奖，请有能力的学生将歌谣背诵下来，封其为班级“记忆王”，照顾和满足不同层次学生的要求，激发了孩子的学习积极性，取得更好的学习效果。
7.Animals 篇七
教学重点：学习新的动物单词pig, elephant, bird, squirrel, mouse, bear。
教学难点 ：单词squirrel, elephant, mouth and mouse, bird and bear 的发音。
教具准备：
l.教师自备的pig，elephant，bird，squirrel，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 Let's 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）学生表演B部分Let's talk的对话。
2.新课展示（Presentation）
（1）教师通过复习A部分的动物单词来导入 本课的几个新动物名称。可以使用动物的图片和词卡来介绍。注意学生对squirrel一词的发音，mouth（嘴巴）和 mouse (老鼠) ，bird和bear 的书写和发音的区别，
（2）出示Let's learn部分的课件，教师可对学生说：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。请学生到前面指着动物说出英语单词（每人一词）。
（3）听Let's learn部分的录音，跟读新单词。
（4）用TPR教学法教Let's do中的动作hunt，walk，climb，fly，jump。对于“hunt”的动作，教师可用汉语加以解释，即“搜寻，寻找（猎物或食物）”的意思。
（5）让学生站起来，一边听Let's do的录音，一边做动作。
（6）让学生自愿上台表演，大家评出模仿最神似的，教师给予奖励。
3.趣味操练（Practice）
（1）游戏：向它那儿跑去（Run to it！）
首先，用图片和词卡练习本课的6个新单词。学生边读老师边把卡片贴在黑板上。将全班分成两队。给学生下一个Run to the bird.这样的指令。每队的第一个学生向带有鸟的图卡和词卡的地方跑，并且用手摸一下这两张卡片。哪组学生先摸到卡片就给他们队得一分。教师也可以用本课刚学的指令：Walk to….Jump to ….Fly to….等指令学生用相同的动作走（跳，飞）到卡片前。
（2）教师将Let's do的图片打乱顺序，让学生听指令，选出正确的图片。
（3）游戏：照我说的做（Do as I say）
教师发指令，全班同学起立做动作。做错的同学随时坐下。最后，哪组站着的同学多，哪组获胜。
教师参考指令： Climb like a monkey/bear.
Jump like a squirrel/rabbit.
Walk like an elephant/duck.
Hunt like a mouse/pig.
Act like a cat/dog.
Fly like a bird.
为了增加游戏的难度和趣味性，教师可逐渐加快指令的速度。
4.课堂评价（Assessment）
做活动手册本单元第5部分的练习。方法和步骤参考第一单元。
5. 扩展性活动（Add-activities）
（l）听录音，仿读本课学习的单词和句子，边说边表演。
（2）去动物园或在书上找找你会用英语说的动物，说给家长听。
板书设计 ：
教案点评：
本课时Let's learn部分学习另外6个动物单词：pig，elephant，bird，squirrel，mouse，bear。Let's do 部分学生通过模仿动物的形体动作，进一步巩固所学单词。教师先通过复习已学的动物单词入手，引导学生的学习积极性，激发他们想学习更多动物单词的学习欲望，教师运用生动可爱的动物图片和课件辅助动物单词的教学，可以达到更好的学习效果。Let's do 部分，教师先通过形体语言解释指令语中hunt, walk, climb, fly, jump等动词的含义，帮助学生更好的理解和操练本部分的内容，有助于趣味操练环节活动的顺利进行。
探究活动
比一比 说单词
活动目的：进一步调动学生巩固动物类单词的兴趣，扩展词汇量。
活动方式：讨论、游戏、展示
探究过程：
（1）师生讨论
教师说：动物是人类的伙伴，你都认识哪种动物？
学生可用中、英文说动物类的单词。
（2）游戏
教师说：今天老师带你们做个拼图游戏，拼图中有我们熟悉的小动物，比一比、看一看谁记的单词多，谁了解动物的身体构造？
找一些动物的图片如：monkey, crocodile, duck, elephant, panda 等，将它们制成拼图式的教学课件，师生合作，将分解的拼图完成还好，最后认读这些单词。
（3）分小组展示
教师将学生分为5-6组，让学生把自己会用英语说的动物类单词在小组中说一说，学生间相互教，互相学，使每个学生尽情展示自己的英语学习水平，相互促进。
8.Animals 篇八
Unit 15 A doctor for animals
一、本单元知识目标
1.掌握以下单词及用法：
grateful, tail, lonely, success, mostly, pig, education, countryside, treat, regard, exactly, keep, experience, painful, rock, story, grab, crash, mobile, least
2.理解以下单词：
rewarding, wag, vet, heal, injection, earthquake
3.掌握以下词组及用法：
make up one's mind, regard... as..., at all, at least
4.灵活运用以下句式进行交际：
表示肯定和不肯定 Expressing certainty and uncertainty
We can find ….我们能找到……
喜好和厌恶 Like and dislikes
I like …. 我喜欢……
I really love …. 我真的喜欢……
I like to work with …. 我喜欢和……工作
Do you like being …? 你愿意成为……吗？
请求允许和应答 Asking for permission and responses
- Can I ask you some questions? 我能问您一些问题吗？
- Sure. 当然可以。
5.语法
The Infinitive 动词不定式
二、本单元课文难点讲解 第57课重点例句及相关知识的分析
1. Do you like being a doctor for animals? 您喜欢当兽医吗？
句中的being 可以用to be 的形式表示。如：
I like to be an English teacher. 我喜欢当一名英语教师。
句中a doctor for an animals 可以用an animal doctor 的形式表示。如：
He is a famous animal doctor from England. 他是来自英国的著名兽医。
2. To be a doctor for animals is very rewarding. 当兽医很值得。
句中rewarding是形容词，意思是"有报酬的；有用的；有益的"。如：
You will find this book very rewarding. 你将发现这本书是非常有益的。
3. I'd like to work with animals better.
相比人类而言我更喜欢为动物服务。
work (hard) at: 努力学习，work on：继续工作；work out：想出计算出，制订；at work (on ): (人)在工作，从事于……，忙于……，比如：
① English is so important that we must work hard at it.
② It was very late , but he was still working on without supper.
③ He has already worked out these maths problems , so he feels very happy.
4. To help animals is helping people. 帮助动物就是帮助人类。
句中helping是现在分词作定语，修饰people。
分词有两种，一种是现在分词，一种是过去分词。这两种分词在句子中能担任的成分大体相同，主要是在意思上有主动和被动之分。现在分词一般有主动的意思，过去分词一般有被动的意思，有时表示的时间也不相同。试看两种分词的主要差别。如：
He is a promising young man. 他是一个很有培养前途的青年。
This is a pressing problem. 这是个紧急问题。
He is an interesting man. 他是个有趣的人。
He's very interested in the man. 他对那个男人非常感兴趣。
The news is exciting. 这消息很激动人心。
We were excited to hear it. 听了这事我们很激动。
第58课重点例句及相关知识的分析
1. There is a famous animal doctor from England who wrote many books about animals. 一位英国著名兽医，他写了许多关于动物方面的书。
句中from England 介词短语做定语，和who wrote many books about animals 从句做定语同时修饰doctor。
2. He grew up with a pet dog named Don. 他与被叫Don 的爱犬一起长大。
句中named 是过去分词做定语，修饰dog。
named 相当于called 或with the name，意思是"被叫做……"
The boy called John is my classmate. =
The boy named John is my classmate. =
The boy with the name John is my classmate. 叫约翰的那个男孩是我的同学。
3. He made up his mind to be a vet.他下定决心要成为一名兽医。
make up one's mind是"下定决心"的意思，其后常接不定式。one's必须和其相应的主语保持一致。如果主语为复数，mind也要用复数形式。如：
（1）I've made up my mind.我已决定了。
（2）He needs someone to make up his mind for him.他需要别人替他作决定。
（3）The students in Class 1 all made their minds to study hard.一班的全体同学都下定了决心要努力学习。
4. They regarded their pets as members of their families. 他们把宠物视为家庭成员。
句中regard … as意思是"将……视为"。如：
I regard him as my brother. 我将他当成我的兄弟。
He is regarded as the best doctor in town. 他被视为是城内最好的医生了。
5. Later in his life, James Herriot wrote a lot about his experience as a country vet in Yorkshine, England. 在赫瑞尔的晚年，他根据在英国约克郡当乡村兽医时的经验写下许多著作。
句中的as 是介词，意思是"作为，当作"。如：
I have come here as a journalist. 我是以记者身份到这里来的。
As a student, you must study hard for the people. 作为一名学生，你必须努力为人民而学习。
6. No matter how much he loved all kinds of animals, he loved dogs the best. 不管他多么喜欢各种各样的动物，他还是最喜欢狗的。
句中no matter作连词用，意思是"不管"。如：
No matter how hot it is! 不管多么热。
Don't trust him, no matter what he says or does. 他不管说什么，做什么，都不要信任他。
Don't trust him, no matter what he says. 不管他说什么，你都不要信任他。
Don't believe the rumour, no matter who repeats it. 不论是谁说的，都不要相信这谣言。
No matter where she is, I must find her. 不论她在哪儿，我都要找到她。
第60课重点例句及相关知识的分析
1. Mrs Parley said she felt as if they were in a storm at sea. 帕利太太说她觉得好象是在海上乘船遇到了风暴似的。
句中as if 相当于as though "仿佛……似",注意：当主句是一般现在时，as if从句用一般过去时；当主句是一般过去时，as if从句用表示过去的相应时态。如：
He speaks English as if he were an Englishman. 他说起英语来好像一个英国人似的。
He acted as if （as though） nothing had happened. 他表现得似乎没有发生什么事。
She loves the child as if he were here own. 她爱这孩子如同爱自己的孩子一样。
此外，as if （as though）后可以跟动词不定式。如：
She raised her hand as though （as if） to hang the picture on the wall. 她举手象要把这幅画挂在墙上。
He raised his hand as though to take off his hat. 他举起手来，像要脱帽似的。
2. She tried hard to reach the baby's room… but the house broke in two, dropping her to the first floor and leaving the baby's bed hanging in the edge of the two-story house. 他尽力地到达婴儿房间，但是房子裂成了两半，把她摔到了楼下，而婴儿的小床留在上面，搭在这座二层楼的边缘上，摇摇欲坠。
由dropping 和leaving 组成的两个-ing形式短语在句中作伴随情况状语。如：
They came into the room laughing and talking. 他们说说笑笑地走进屋来。
Taking a dictionary, she began to prepare her lessons. 她拿了本词典，开始准备功课。
3. …… just as the bed crashed to the first floor ……与此同时床坠落到了一楼。
4. It is true to say a dog is man's best friend or at least Roberts best friend. 事实上说狗是人类最好的朋友，起码是罗特的最好的朋友。
* 句中it是形式主语，to say a dog动词不定式是真实主语。
句中it作先行代词用。It在句中充当形式主语或形式宾语，而将真正的和逻辑上的主语或宾语（通常用不定式短语、动名词短语或从句表示）移到后面去。如：
It is very important for us to learn English. （it代替不定式to learn English做形式主语）我们学习英语是十分重要的。
It takes much time to carry out a test. （it 代替不定式to carry out a test作形式主语）进行试验是要花费许多时间的。
it 作形式宾语：在具有宾语补语的句子里，it在动词后作直接宾语的先行代词，在宾语补语后面再出现真正的直接宾语（一般以不定式短语、动名词短语表示，但也有用that引出一个宾语从句）。如：
I found it a bit difficult to work in class because I kept on thinking about, the match in the afternoon. 我发现在课堂上学习有点儿难，因为我一直在想着下午的比赛。
We think it useful to learn the computer well. 我们认为学好计算机是有用的。
* at least 意思是"至少，起码"。如：
At least I can give you ten dollars. 最少我能给你十美元。
at least 的反义词是at most 意思是"至多"。
I can pay only fifty dollars at most. 我最多只能付五十美元。
三、本单元词语辨析
1.alone和lonely
lonely 与alone的意思比较接近，但在使用时有所区别：
lonely用作形容词，意思是"孤单的；寂寞的"。可指心灵上的寂寞，也可指偏僻的地点。在句中既可作表语，也可作定语。alone 可作形容词和副词，意思是"单独；独自"，不指心理上寂寞的感觉。
例：feel lonely（√）；a lonely traveller（√）
be alone（√）；a alone house（×）
She was taken to a lonely island, lived alone, but she never felt lonely.
她被带到一个荒岛上，自己居住，但她从不感到寂寞。
2. before long和 long before
before long 作"不久以后"讲，切不要按字面译为"长时间以前"或"好久以前"。如：
We hope to finish our experiment before long. 我们希望不久（以后）就把实验做完。
long before 作"很久以前"讲。原意为"……以前很久"，故也可译为"老早"。long before 跟before long 不同，前者在其后面可以接名词或一个从句；当上下文明确时，名词或从句还可以省略。Before long 则没有上述搭配用法。
They began the test yesterday, but we had made experiment long before. 我们昨天开始做实验，但我们在那以前很久就已经做准备了。
3. as, when, while
as 是连词，意思是"当……的时候，一面……一面"，（强调同时，一般连续时间不长），如：
As we were talking about Titanic, our teacher came in. 正当我们谈论"泰坦尼克号"这部电影时，教师进来了。
The students sing as they go along. 学生们边走边唱。
When和as一样都是连词，注意它们的不同。如when"当……的时候"（一般表示动作紧接着发生）；"那时"（等立连词，前有逗号分开）
I stayed till sunset, when it began to rain. 我一直呆到太阳下山，那时天开始下雨了。
while是"当……时候；和……同时"（强调同时发生，一般连续时间较长）
While I was watching TV, he was reading. 当我在看电视的时候，他正在看书。
While there is life, there is hope. 有生命就有希望。
四、本单元语法重点
The Infinitive （3）动词不定式（三）
用作主语
动词不定式的基本形式是to+动词原形。动词不定式(或不定式短语)没有人称和数的变化，在句子中不作谓语，动词不定式具有名词的特征，因此它在句子中可以作主语。比如：
① To learn a foreign language is not easy. 学好一门外语不容易。
② To play in the street is dangerous. 在街上玩很危险。
③ To grow plants is very important. 种些植物很重要。
注意，作主语用的动词不定式常常为it替代放在句子开头，动词不定式(或短语)通常放在谓语后面，但翻译时可不必将it译出来，上面几个句子还可表述为：
① It is not easy to learn a foreign language.
② It is dangerous to play in the street.
③ It is important to grow plants.
如果要说明不定式表示的动作是谁做的，可以在不定式前加一个for引起的短语。
It's important for us to learn a foreign language.
对我们来说学好一门外语很重要。
It's a little painful to get an injection. 注射有一点疼。
It's not interesting to work in a hospital. 在医院工作不是很有趣。
五、同步练习
用括号内所给动词的适当形式填空。
1. I don't know when ______(have) a picnic.
2. She is very busy today. She has a lot of work ______(do).
3. It's impossible for us ______(finish) the work in such a short time.
4. teacher asked us ______(be) careful when we crossed the road.
5. Last week they went to the farm ______(help) the farmers with their work.
6. She wants ______(be) a doctor when she grows up.
7. How long does it take you ______(get) to the factory by bus?
8. My mother never lets me ______(play) football after lunch.
六、同步练习答案及讲解
1. to have（这是带有疑问词的动词不定式，在句中做宾语。）
2. to do（不定式做定语，修饰work。）
3. to finish（动词不定式做主语。）
4. to be（不定式做宾语补足语。）
5. to help（不定式做状语。）
6. to be（不定式做宾语。）
7. to get（不定式做主语。）
8. play（不定式做宾语补足语。有些动词如：let，make，feel，have，hear，see，watch等后面的动词不定式做宾语补足语时，动词不定式省掉to。）
9.Animals 篇九
c部分 教学建议
本部分属于本单元的选用部分， 是在a、b部分的教学基础上，适当扩展语言。story time 部分通过活泼、有趣、幽默的故事，让学生在理解故事的大意基础上，扩展并运用语言。本课的文化部分为认识中国和三个以英语为主要语言的国家——美国、加拿大、澳大利亚，以及这四个国家的有代表性的动物。
一. 教学内容与分析
story time 部分
1. 本部分讲的是zoom 和zip分别要带小动物们去玩，zoom带小动物们去动物园，zip要带他们去森林，最终大自然的吸引力更大，它们和zip一起去了森林的小故事。
2. 学生要能听懂用follow ..., please. 和don't follow.... 来发出的指令，并在日常生活中学会使用。
culture 部分
本部分为认识中国、美国、加拿大、澳大利亚，以及这四个国家的象征物 —— panda, eagle（鹰）, beaver（海狸）和 kangaroo（袋鼠）.
二.教学方法
story time 部分
（1） 学生听录音了解故事内容。
（2） 请几个学生戴着zoom, zip和小动物的头饰,边听录音边进行故事表演。
（3） 用follow ....和 don't follow ....的指令给全班分组。例如：教师选出一名同学出来做组长，由他自己选4名组员。 于是他站在前面对一位同学说：hello,peter! follow me. 叫 peter的学生就走到他的后面。然后他再对一位同学，说：hello, john! follow peter. follow me. 这样，john 就走到peter的后面排成一队。当这个组选好人以后，再由下一组来挑选。 culture 部分
（1） 教师找来地图教给学生认读china, usa, canada, australia, 还可以让学生从世界地球仪上去找这些国家。他们可以指着中国说：look, china is here.
（2） 用图片来教panda, eagle, beaver和 kangaroo并告诉学生它们是这些国家的象征。
let's sing 部分
（1）用单脚跳的动作教学生hop 一词。
（2）先放一遍录音，学生听，老师随录音边做动作边唱。然后让学生起立，随录音唱。
10.Animals 篇十
教学重点：学习新句型：Oh, really? May I have a look? Here you are. Thank you. Oh, it’s nice! I like it.
教学难点：对Let’s talk内容的整体把握；
表示同意、肯定和把东西递给他人时的用语“Sure. Here you are。”的发音要到位，语气要诚恳。
教具准备
1. 教师准备好Chen Jie, Sarah, Bai Ling 的头饰。
2. 本课时教学内容的录音带及《Hello》, 《Color song》，《Teddy Bear》歌曲录音带。
3. 单词卡片really, may, sure, like, it。
4. 教师课前准备的文具用品，玩具Teddy Bear 和其他的动物图片。
教学过程：
一、热身 / 复习（Warm-up/Revision ）
1. 复习所学的学习用品的单词。
1) 教师拿出事先准备好的漂亮文具（如一个文具盒）说：“ Look, I have a pencil-case。”然后问一位学生：“What do you have? May I have a look?”并告诉学生“May I have a look?”表示想看一看别人的东西。
2) 让学生说：“I have …”并把自己的某样文具给老师看时，教师随时运用：“Oh, it’s nice! I like it.”
2. 复习所学唱的歌曲
教师播放歌曲《Hello》, 《Color song》，学生跟唱。
3. 教师播放A部分的动物单词课件，点击单词或动物图片让学生逐词听、看、跟读，或让学生看动物图片，说出相应的动物单词，复习和巩固所学的单词。
二、呈现新课（Presentation ）
1. 播放第二单元的歌曲《Teddy Bear》, 学生边跟唱边做动作。
2 教师拿出Teddy Bear说：Look, I have a Teddy Bear. I like it very much. 学生会表现出好奇和惊喜，教师乘机问：你们想仔细瞧瞧吗? 学生一定会说：想！这样自然导入 新句May I have a look?
3. 教师将Teddy Bear 递给一名学生，并用手势和动作暗示他说：I have a Teddy Bear. 接着, 教师说：Oh, really? May I have a look? 强调突出 “ really ”, 并出示相应的单词卡片，带读几遍。然后再找几位学生和教师进行同样的对话。
4. 教师拿着Teddy Bear走到一名英语较好的学生A(简称Sa)前，示范对话如下：
T: I have a Teddy Bear.
Sa: Oh, really? May I have a look?
T: Sure, Here you are. （ 边说边Teddy Bear给Sa ）
Sa: Thank you. Oh, it’s nice! I like it.
教师告诉学生Sure. Here you are.是“可以。给你。”的意思，并带读该句。由于该句发音较难到位，教师应多带读几遍，学生的操练要特别加强。
5. 教师播放《Teddy Bear》歌曲，师生共唱歌曲，学生边唱边做动作，调节气氛。
6. 教师播放B部分Let’s talk课件, 学生边看边思考问题：
1) Who has a Teddy Bear?
2) Does Sarah like the Teddy Bear? What does she say?
(如学生不理解，教师可用中文解释这些问题)
7. 学生回答问题，检查学生对该对话的掌握情况，如果发现学生没有完全理解，教师可一句一句点击对话框或人物嘴部，学生跟读模仿。
8. 人机对话。教师操作课件，学生扮演对话中的人物之一， 和课件中的Chen Jie或Sarah对话。
9. 学生分组练习对话，然后两人一组自愿上台，戴上Chen Jie , Sarah 的人物头饰，用Teddy Bear作道具表演对话。
表演好的，教师带领其余学生对他们竖起大拇指一起说：“One, two, wonderful!”或一起有节奏的鼓掌祝贺(也可采取别的方式来鼓励)，使学生获得初步用英语交流成功后的情感体验，提高学习英语的兴趣，增强其自信。同时，教师应适时纠正某些学生错误的读音。
三、趣味操练（ Practice ）
1. 让学生自己先看Let’s play 部分的活动，小组讨论、练习。
2. 教师拿出Sarah, Bai Ling的头饰，请几位学生上台表演。
3. 学生用自己的玩具和自画的动物图片，可以下位找伙伴一起做游戏。教师和学生一起做游戏。重点运用到下列句型：
I have a…
Really? May I have a look?
Sure. Here you are.
Wow!/ Cool!/ Super!
4. 教师告诉学生可以用别的东西比如学习用具或其他小动物替换Teddy Bear 进行对话，这样对话的内容更丰富，学生的学习兴趣就更浓了。
5. 课堂评价（Assessment）
做活动手册本单元第四部分的练习。
四、扩展性活动（Add-activities）
1. 以小组为单位，利用教科书第四单元开始的双面彩图进行对话表演比赛，看谁对话最多最好。由全班学生自己当评委，选出前三名，教师及时给予奖励。
2. 仿照本课时的对话，学生将自己喜欢的东西（可以是一种，也可以是好几种）介绍给大家看。
板书设计：
Unit 4 We Love Animals
] I have a …
] Oh, really? May I have a look?
] Sure. Here you are.（注意发音）
] Thank you. Oh, it’s nice! I like it.
] Thanks.
教案点评：
本课时分Let's talk和Let's play两部分教学。本着“学中用，用中学”的原则，教师在学生熟悉A部分句型“Look! I have a...”的基础上，运用所学的词汇，歌曲，通过和学生真实的情景交流，自然渗透和导入 “Oh, really? May I have a look? Sure. Here you are.Oh, it's nice! I like it. Thanks.”等日常用语。通过观看Let's talk 部分的课件，学生整体了解、学习、操练对话内容，在基本掌握和理解该部分的会话后，教师建议学生拿出自带的动物玩具或自画的小动物图片，和其他同学进行对话，增强了对话的真实性。趣味操练时，教师引导学生用已学的物品词汇和新句型，表演对话，达到举一反三、温故知新的学习效果，激发了学生的学习兴致，培养了同学之间团结友爱的感情。
探究活动
找玩具
探究内容：学生们把自己的动物玩具集合放在讲台上。教师说中文：我有一个...玩具，学生跑到讲台上去找相应的玩具，并用英语说“Look, I have a...”
探究目的：复习巩固本单元的单词和句型。
活动形式：全班参与
活动过程 ：
1. 教师将学生带来的所有的动物玩具放在讲台上。把全班分成两组，每组每一轮派一个选手。
2. 教师说一句中文，选手就快步跑上讲台选择相应的玩具，并对大家说Look, I have a...，谁既选对又说对了即为优胜者。
3. 请学生来代替教师发指令。
4. 游戏依此进行，直到讲台上的所有玩具拿完为止。