资源简介

高中英语单元学历案
单元名称 必修1 Unit 5 Into the Wild
所在年级 高中一年级
教材版本 外研版 必修1
及册次
高 中 英 语
【课题与课时】
课题：Unit 5 Starting out & Understanding ideas：Into the wild
—from Compulsory Textbook 1 of New edition of FLTRP New Standard English
课时量：One period
【课标要求】
能从课文中获取主要信息，能阅读主题为动物保护的一般性短文，并能与人就“尊重自然”话题进行一般性交流。
【学习目标】
1.主题意义：在人与自然的主题语境下，了解各种野生动物的习性与现状，思考人与动物的关系，形成关爱动物的观念，并最终树立人与动物和谐共处的理念。
2.语篇类型：学习科普类说明文的语言特点并概括文章结构。
3.语言知识：能在语篇中学习migrate,determine,crash,survive,find one’s way to, lead to,find out等生词和短语。
4.语言技能：
（1）通过课文的标题和教材中的图片，理解两者在语篇中的作用，并推测课文题材与内容；通过略读，感知说明文体裁文章的文体特征及语言特色；运用快读和细读技能，从课文中获取主要信息；
（2）并能用本课所学习语言就“动物保护”话题进行讨论；
（3）写课文概要。
5.策略与思维：能应用相关学习策略和思维方式，梳理文本内容并分析帝王蝶面临的困境及其原因，归纳保护帝王蝶的措施；并呼吁人们保护帝王蝶，为后面讨论人与动物关系做好铺垫；
【评价任务】
一、课堂嵌入式评价
1. 结合观看与话题相关视频、阅读课文标题和教材中的图片等多模态语篇的学习，完成Task 1（评价任务1）；
2.略读和细读课文，完成Task 2&3（评价任务2&3）；
3.应用学习策略和批判性思维，完成Task 4 （评价任务4）；
4.学习运用词汇，完成Task 5（评价任务5）。
二、课时形成性评价
1.总结本课所学，完成Task 6 （评价任务6）；
2.读后笔头输出（课后完成），完成Task 7 （评价任务7）。
【学习过程】
资源与建议
1.本单元的主题意义是“人与自然”，课文话题为动物迁徙。从英国人饲养宠物的情况开始，进而介绍了自然界中最神奇的迁徙之——帝王蝶的迁徙。科学家通过研究揭开了帝王蝶长途迁徙的奥秘：它们能分辨时间并且能通过太阳确定方向从而到达四千公里之外的目的地。而后介绍了帝王蝶的危险处境，并指出人类对自然环境的破坏是造成帝王蝶数量锐减的主要原因。最后作者呼吁读者关注帝王蝶的生存状况、了解其迁徙机制，这样才能更好地保护这一自然奇观，使其在自然界中得以永存。本篇课文的体裁为说明文，基本结构为Question–analysis–conclusion 模式，通过本篇课文的学习，能为后续阅读同一体裁和类似话题的文章奠定基础。
2.本文的主题学习大致按以下程序展开：通过多模态语篇（视频、图片和电影海报）的学习激活学生已有经验——预测文本内容——略读文本获取主旨大意——细读和理解文本内容——学习和运用主题词汇——运用批判性思维理解人与动物共生共存关系——概要写作。另外，将词汇学习融入有意义的语言活动中，并以语篇形式进行笔头输出，促进读写能力同步提升。
3.本课的学习重点是训练学生的基本阅读技能，包括：预测（predict）、略读（skim）、寻读（scan）、细读（detailed-Reading）等。难点有两个：一是运用主题词汇进行小组讨论，就动物保护话题进行交流；二是读写结合，运用所学语言进行概要写作训练（课外延伸）。
4.预习要求：9个词汇，以及通过词汇了解相关话题内容——动物保护。
Step 1 Warm up（5 minutes）
1. Lead in: Say to the Ss: watch the short video to find out how British keep pets and think about the relationship between humans and animals. 2.Look at the pictures: Say to the Ss:turn to P50, look at the pictures and choose the animals that migrate.
3. Discussion
Which of six animals will migrate And why （2 minutes）
Step 2 Prediction（2 minutes）
To ask Ss to read the title and ask questions by themselves they want to know about monarch butterflies basically from the aspects of 5W1H.
Step 3 Reading（25 minutes）
1. Read the text and check if what you have predicted is right. (评价任务1)
Summarize the main idea of the text and share it in class.
2. Say to the Ss: Read the passage quickly and find the answers to the questions.Examples: 1) What basic facts can we learn from the text about monarch butterfly’s migration
2) Can you find out how the butterflies manage to complete the long and difficult journey (评价任务2)
3. Say to the Ss: Let’s read the text : The Monarch’s Journey and find more information about butterflies.
(1) Skimming: Read the whole text quickly in 3 minutes to find out the author’s purpose in writing the article, and do Activity 3.(评价任务3)
(2) Reading and thinking:
Activity 1: Read the text again and try to answer the questions:
How did the butterflies manage to travel the long distance in such a short life span
b. Why are the butterflies disappearing What has been done to change the situation
Activity 2: Collect the Ss’ answers and allow them 3 more minutes to finish the chart (On P52) to compare Peter Benchley’s attitudes towards sharks. (评价任务4)
(3) Summarize the pattern of an expository writing：Question–analysis–conclusion
Step 4 Consolidation （5 minutes）
Complete the summary of the text by filling the blanks with proper words or phrases.
At certain times of the year, we can see many animals move from one place to 1.__________. This movement 2._________(call) migration. They migrate 3._________(find) food, a partner or to search for
4._________(warm) weather. Every fall, millions of beautiful monarch 5._________(butterfly) begin the journey. They manage to travel a long distance to the places 6._________ they will spend the winter.Scientists find the monarch is able to tell 7.__________ time of day. It then uses 8._________(it) eyes to measure the position of the sun. But the population of them 9._________(crash) in the last few years.The more we know 10._______them, the greater the chance they will survive.
(评价任务5)
Step 5 Discussion （5 minutes）
Put the Ss into groups of 4, discuss the following topic and share:
Can you think of some other animals which are in the similar situation What can people do to help protect the monarch butterfly (评价任务6)
Step7 Assignment（1 minute）
Write a short summary of the text within 120 words. (评价任务7)
高 中 英 语
【课题与课时】
课题：Unit5 Using language (1) ：Into the wild
----from Compulsory Textbook 1 of New edition of FLTRP New Standard English
课时量：One period
【课标要求】
在“人与自然”主题语境中，使学生能够理解与动物有关的话题和文章内容，读懂并使用本课所学语法知识写作邮 件，恰当使用含有关系副词的定语从句，在深入理解文本信息的同时联系自身实际，实 现知识与能力的迁移。在语法学习中概括、归纳信息； 激发学习兴趣，探究主题意义；巩固对定语从句关系副词的理解和恰当使用和动物相关的习语。
【学习目标】
1.主题意义：本单元的主题语境是 “人与自然”，涉及的主题语境内容是人与动物的关系。两个文本旨在引导学生总结定语从句中不同的关系副词所限定的先行词类型及其在从句中能充当的成分，并总结定语从句的表意功能，帮助学生熟悉 “人与动物”的相关话题内容，使学生能够深入理解主题信息，探究主题意义，并恰当地阐述信息
2.语篇类型：本课时第一个语篇为记叙文，介绍中国熊猫出访荷兰后的情况。 该语篇包含 where, when, why 所引导的定语从句，帮助学生在真实语境中归纳和总结关系副词的使用。第二个语篇为应用文， 学生按要求在介绍南非之行的邮件中填写关系副词补全语篇，引导学生在真实、具体的语境中运用定语从句关系副词，巩固对定语从句的理解。
3.语言知识：在“人与自然”的主题中学习含有关系副词的定语从句，通过两个文本帮助学生深度聚焦语言的意义和功能，通过真实语境下技能的综合训练，加深对单元主题的理解，提高综合语言运用能力。
4.语言技能：
学生能总结、归纳含有关系副词的定语从句的表意功能，能在具体情景中学会迁移和应用。
5.策略与思维：能够通过运用各种学习策略，在自主学习、合作学习与探究式学习的过程中，不断监控、评价、反思和调整自己的学习内容和过程，激发英语学习的兴趣，提高分析和解决问题的能力，提高自己的理解能力和表达能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
【评价任务】
一、课堂嵌入式评价
1.结合观看与话题相关视频、图片等多模态语篇的学习，完成Task 1（评价任
务1）；
2. Reading and discovering，完成Task 2（评价任务2）；
3. pick out more sentences using attributive clauses 完成Task 3（评
价任务3）；
How to use the attributive clauses correctly. 完成Task 4（评价任
务4）；
5. Have a competition to consolidate.完成Task 5（评价任务5）；
6.Underline the words and complete the email where, when and why
refer to in Ex.2 3完成Task 6（评价任务6）；
Finish the Ex.4 and Ex.5 on Page 54 about Animal idioms. 完成Task
7（评价任务7)
8.Thinking and discussing：. 完成Task 8（评价任务8)
二、课时形成性评价
总结本课所学，完成Task 9（评价任务9）；
【学习过程】
资源与建议
1. 本单元围绕“人与自然”这一话题，通过多模态的形式的展示云南野象迁徙偏离自然保护区，闯入城镇，最后被护送回到自然保护区引入定语从句，运用中国熊猫出访荷兰的文本和介绍南非之行的邮件引导学生通过语篇活动，复习和巩固语法知识，从不同方面拓宽学生的认知空间和文化视野，进一步理解单元主题，激发学生对未知事物的兴趣和好奇，引导学生积极探索未知，实现单元总目标。
2. 本课大致按以下程序展开：通过多模态语篇（图片、视频）的学习激活学生已有的经验----通过感知课文句子深化定语从句的应用----找出课文中其他的定语从句检测学生对语法部分的理解和基础认知----通过语法填空进行应用----通过比赛机制激发学生学习语法兴趣----通过语篇培养学生批判性思维，巩固定语从句的用法。
3. 本科的学习重难点是：在语篇中理解和使用定语，以及定语从句在语境中的应用。
4. 预习要求：阅读understanding ideas，找出含定语从句的句子并尝试分析出每个句子选用相应关系词的原因。
Step 1: Lead-in
观看云南野象迁移的短视频片段，感知以下句子，导入定语从句，完成Task1（评价任务1）。
The day, June 1,2021 saw the fifteen wild elephants that should live in the natural reserve migrated the wrong place during the migration. They destroyed the field where the farmers grew their plants, and they knocked the people’s door during the time when they felt tired. Experts couldn’t explain the specific reasons why the wild elephants missed the right migration.Our government paid close attention to the elephants and took measures to protect them and send them to the reserve where they should go to.
Step 2. Grammar learning
1.Reading and discovering: Look at the sentences from the reading passage and answer the questions and appreciate the usage of attributive clauses （on page 53）完成Task2（评价任务2）.
Suggested answers：
1"Where"refers to "the places"in sentence(a) "when"refers to "a time"in sentence (b)and "why"refers to "the main reason"in sentence (c).
2.Sentences (a),(b)and (c)contain a clause defining a noun or pronoun in the sentence.Sentences(d), (e)and (f)are constructed with a pair of simple sentences,with one defining a noun or pronoun in the other sentence in each pair.
3. Because there is a closer link and connection between the item and the clause defining it in sentences (a),(b)and (c).It will also make the passage clearer,and create an emphatic affection the location,time and reason being defined.
2. Ask students to turn back to page 50 to read through the passage, let them pick out more sentences using attribute clauses, read them aloud to identify these sentences. 完成Task3（评价任务3）.
Step 3. Further thinking
Activity 1: Show the following exercises on the screen. Let students finish them within three minutes to see if they have mastered the attributive clauses. Check the answers with the whole class. 完成Task 4（评价任务4）
I’m visiting the school ______ my mother taught English ten years ago.
Sometimes we have to face embarrassing moments ________ we can only keep silent.
3.They will run an after-class club __________ kids can have fun and learn how to protect themselves.
4.This was a time _________ the two countries were at war.
5.The reason _______ he was late was _______ he missed the bus.
6.Yesterday we went to visit the farm ____ my father used to work for nearly ten years.
7.The reason ________ I’m writing to you is to tell you about a party on Saturday.
Suggested answers：1.where 2. when 3. where 4. when 5. why 6.where 7. why
Activity 2: Competition to consolidate: Look at the pictures and make sentences. Let’s see which group performed the best. 完成Task 5（评价任务5）。
1.This is the place _______ I stayed for two days.
2.The factory _______ he worked has been pulled down.
3.There was a time _______ I was a very self-centered person.
4.The reason ________ I don't trust him is that he often tells lies.
5.I still remember the happy days ________ I lived in the countryside.
6.I still remember the happy days ________ I spent in the countryside.
Step 4: Practice
Activity1. Read the passage and underline the words that where, when and why refer to in Ex.2 on page 53. 3 minutes later, check the answers with the whole class. Give some explanation if necessary. 完成Task 6（评价任务6）
Suggested answers：
where-the Chinese-style compound
when-the day
where-the only place in the country
why-the main reason
Activity2. Complete the email with where ,when or why in EX.3. Check the answers after most of them finish. 完成Task 6（评价任务6）；
Suggested answers：
1.where 2. when 3. why 4. where
Activity3 Finish the Ex.4 and Ex.5 on Page 54 about Animal idioms. 完成Task 7（评价任务7）；
Activity4 Thinking and discussing：Work in pairs. Find more animal idioms.Choose an idiom and describe a situation with it.完成Task8（评价任务8）.
Step 5: Summing up: when ,why ,where 的使用 完成Task 9（评价任务9）；
Step 6: Assignment
1. （For all）Finish off the following exercises.
2. （For all）Preview the developing ideas on page 56, find the sentences in which attributive clauses and see if you can identify the use of each attributive clause.
【学后反思】
What improvements have you made in understand and use different types of attributive clauses.
what an improvement have you made in using learning strategies and exploring effective ways of learning grammar.
what improvements have you made in analyzing and solving problems.
【检测与作业】
We’re having an amazing time here in South Africa. Our accommodation is perfect. It is in a location _______ we can watch animals wandering past on their way to the waterhole. Sunset is the time of day ________ we sit on the balcony and count how many giraffes or antelopes we can see.I guess this is the reason ________ this place is so popular. Next week, we are going to fly up to Zambia. That’s one of the countries _______ you can visit the famous Victoria Falls. （）
高 中 英 语
【课题与课时】
课题：Unit 5 Using language (2)：Into the wild
—from Compulsory Textbook 1 of New edition of FLTRP New Standard English
课时量：One period
【课标要求】
让学生了解与动物相关的英文习语，了解英语文化，进而激发学生英语学习的兴趣，提升学生听懂与动物有关的一般性话题的能力，病能够恰当地运用功能表达展开辩论。
【学习目标】
1.主题意义：理解听力材料的主题：通过展开“是否应将动物圈养在动物园”的辩论，引导学生辩证地思考人与动物的关系。
2.语篇类型：通过对话学会一些表达同意或不同意观点的表达。
3.语言知识：能在听力材料中学习die out, in danger of, live on, killing two birds with one stone, observe, on the whole, do one’s best 等生词和短语。
4.语言技能：
（1）通过本节课的学习了解一些与动物相关的习语；
（2）能用本课所学习语言就“动物是否应圈养在动物园”的话题进行辩论；
（3）恰当使用辩论策略和术语表达个人观点。
5.策略与思维：在学习中概括、归纳信息；在深入理解文本信息的同时联系自身实际表述观点，实现知识与能力的迁移。
【评价任务】
一、课堂嵌入式评价
1.听前，通过图片了解一些有关动物的习语，了解东西方文化，进而激发学生学习英语的兴趣，完成课本54页的4,5两个题目（评价任务1）；
2.听中，完成activity 2&3（评价任务2&3）；
3.听后，完成activity 4 （评价任务4）；
4.小组展示 （评价任务5）。
二、课时形成性评价
总结本课所学，完成Task 6 （评价任务6）；
资源与建议
1.本单元的主题语境是“人与自然”，本课时涉及的主题语境内容是人与动物的关系。本课时包含两个语篇，展现了与动物相关的习语和关于动物园圈养动物的辩论，旨在引导学生深入思考人与动物 的关系，进而探索如何更好地保护动物，形成关爱动物、与动物和谐相处的可持续发展的理念，使学生能够深入理解主题信息，探究主题意义，并恰当地阐述信息。
2.本文的主题学习大致按以下程序展开：看图找出动物对应的英语习语——借助图片推测、讨论习语的意思——提升学生听懂与动物有关的一般性话题的能力——进一步展开与动物相关话题的辩论——能够运用所学表达自己的观点。
3.本课的学习重点是训练学生的听力与语言表达的能力。难点有两个：一听懂并把握听力教材的核心思想和细节信息，二是读说结合，让学生能够深入理解主题信息，探究主题意义，并恰当地阐述信息。
4.预习要求：掌握课本54，55页词汇以及通过上网了解相关话题内容。
Unit 5 Into the wild
Period 3 Using language (2)
-Animal idioms and Debating about animals
学案设计
Learning objectives:
1.Master the idioms related t animals and learn to know what a debate is.
2.Listen and get the detailed information and key points of the debate.
3.Learn to express your ideas in a debate.
课堂探究
Step 1:Warm-up （5 minutes）
1.Lead-in: Look at the pictures and complete the idioms with animal names and complete the paragraph with the animal idioms in part 5 page 54. (评价任务1)
2.Let the students watch a video about painful scene in which a woman was bitten by a tiger in a Beijing zoo.
设计说明：通过观看发生在北京动物园的老虎攻击人类的视频激发学生对于人与动物关系的讨论。
Step 2. Listening（25 minutes）
1.Before-listening
Activity 1:Read “Did you know ” part and get some information about human and animals through numbers.
Dogs were first domesticated over 14,000 years ago.
Sheep, cows and pigs have been kept at home as sources of food for around 7,000 years.
The oldest zoo in the world is opened in 1752.
The oldest zoo in China is Beijing Zoo, founded in 1906.
2.While-listening
Activity 2:Listen to the tape for the first time and choose the correct topic in part 7 on page 55. (泛听选main idea。)(评价任务2)
Learning to learn:
In a debate, first listen out for the main topic. This is usually a statement or question at the very start of the debate.
Activity 3:Listen again carefully and complete the mind map. (评价任务3)
(精听完成mind map.)
3.After-listening
Activity 4:Discussion.
How do the speakers express agreement and disagreement Try to find related expressions in the listening material (评价任务4)
Agreement Disagreement
Step 3: Speaking（6 minutes）
Group work:Divide students into several pairs and hold a debate on whether we should keep animals as pets.
2.Presentation.(评价任务5)
Student A:In favor of keeping animals as pets.
Student B:Against keeping animals as pets.
Step 4:Self-reflection.(评价任务6)（2 minutes）
Evaluate yourself by “√”
I can get the correct topic and detailed information of a debate.
I can use correct words and expressions to act out a debate.
I can actively participate and give ideas.
Step 5:Assignment.（5 minutes）
Write an argumentative essay about keeping animals as pets .
高 中 英 语
【课题与课时】
课题：Unit 5 Developing ideas: Into the wild
—from Compulsory Textbook 1 of New edition of FLTRP New Standard English
课时量：One period
【课标要求】
能从课文中获取主要信息，能阅读主题为人与动物关系的短文，并能就人与动物关系的话题进行一般性交流。
【学习目标】
1.主题意义：理解课文主体，通过一名自然摄影师在美国黄石国家公园的一次惊心动魄的拍摄经历，使学生进一步理解人与动物的关系，最终形成爱护动物、尊重动物、尊重自然、保护生态的正确价值观。
2.语篇类型：熟悉记叙文的写作要素及手法，特别是景物、人物内心及动作等细节描写；
3.语言知识：掌握encounter, concentrate,reaction, after all,brave the elements等重点单词和短语；能在语篇中理解despite的含义及功能，并掌握句型It is/was... who/that...的强调功能。
4.语言技能：
（1）学生能够使用阅读技巧，如skimming, scanning等快速阅读课文获取文章的中心思想和主要观点，了解如何介绍一种动物，学习动物介绍类文章的写作特点;
（2）深入理解课文内容并联系自身实际，展开说的活动，加强对课文中摄影师经历的理解和思考，引导学生关爱动物、善待动物；
5.策略与思维：能应用相关学习策略和思维方式，梳理文本内容，感知人与动物的和谐相处，帮助学生树立关爱动物、尊重动物的意识。
【评价任务】
一、课堂嵌入式评价
1.结合观看与话题相关的标题和教材中的图片等多模态语篇的学习，完成Task 1（评价任务1）；
2.略读和细读课文，完成Task 2&3（评价任务2&3）；
3.应用学习策略和批判性思维，完成Task 4（评价任务4）；
4.学习运用词汇，完成Task5（评价任务5）。
二、课时形成性评价
1.总结本课所学，完成Task 6 （评价任务6）；
2.读后笔头输出（课后完成），完成Task7(评价任务7)。
【学习过程】
资源与建议
1.本语篇题为 An Encounter with Nature，其主题语境为人与自然中的人与动物。本文主要记叙了一名野外自然摄影师在美国黄石国家公园拍摄时与一只棕熊惊心动魄的邂逅。从主题角度来看，文本主要阐述了人与动物之间的关系，从而突出爱护动物、尊重动物、尊重自然、人与自然和谐共处的主题意义。
2.本文的主题学习大致按以下程序展开：通过多模态语篇（图片和PPT）的学习激活学生已有经验导入课文主题——预测文本内容——略读文本获取主旨大意——细读和理解文本内容——学习和运用主题词汇——运用批判性思维理解人与动物的关系，并就本文主题进行拓展写作。另外，将词汇学习融入有意义的语言活动中，并以语篇形式进行笔头输出，促进表达能力同步提升。
3.本课的学习重点是训练学生的基本阅读技能，包括：预测（predict）、略读（skim）、寻读（scan）、细读（detailed-Reading）等。难点有两个：一是运用主题词汇进行小组讨论，就人与动物的关系话题进行交流；二是读写结合，运用所学语言进行动物描写的写作训练（课外延伸）。
4.预习要求：课后生词表中P56-59的单词及短语，以及通过词汇了解相关话题内容——人与动物。
Step 1 Warm up（5 minutes）
1.Lead in: Say to the Ss: Watch a short video about《Planet Earth》
(《地球脉动》) and try to answer the following questions:
（1).What animals do you see in the video
（2).What are your responses when you see them
2.Discussion:
Say to the Ss:Work in groups of four to share what we can do to show our respect for animals.
Step 2 Prediction（2 minutes）
Say to the Ss: According to the word cloud and the picture, can you predict what happens in the story.（评价任务1）
Step 3 While-Reading（20 minutes）
Fast-reading
1.Say to the Ss: Let’s check if what you have predicted is right. Read the passage quickly to finish the following two tasks.
Task1: Read the passage and check your prediction. (评价任务2)
Task2: Choose the main idea of each paragraph.
Para 1 A.An unforgettable experience.
Para 2 B.Appeal for respect to all animals.
Para 3 C.Enjoyment of a natural photographer.
Para 4 D.Reasons for loving Yellowstone National Park.
2.Then say to the Ss: Summarize the main idea of the passage.
Careful-reading
Say to the Ss: Now, Let’s read the passage carefully to finish the two tasks.
Task1: Number the events in the correct order.(评价任务3)
I felt I was being watched.
I admired the landscape.
I took a photo of the bear.
The bear ran away.
I walked through a forest.
I saw a bear.
Key:3/2/5/6/1/4
Task2: Read and guess the meaning of the underlined words.(评价任务4)
1. When I finally stepped out of the trees, the view was breathtaking.
2. An eagle flew over the snow-capped mountains, which were reflected in the still lake below.
3. My most frightening but magical experience was now captured forever in a single image.
Step 4 Post-reading （5 minutes）
Complete the summary of the text by filling the blanks with proper words or phrases without referring to your text.
As a nature photographer, I can observe animals in their 1. ______ (nature) environment. Yellowstone is the world's first national park, 2. ________is known for the 3. ________(vary) of wildlife. I like 4. _______(take) photos in Yellowstone. Last spring, when I 5. __________________ (concentrate) on photographing the breathtaking view, I suddenly had a feeling of 6. _______________(watch). I turned back slowly and 7.___________(freeze) because a bear was only meters away from me. 8. _____________ (fortunate), the bear ran back into the forest but I captured a magical image of this huge, strong animal.
From time to time I look at the photo 9. ________ a reminder to show respect to all animals. It is after all we who are the 10.___________ (visit) to their world.(评价任务5)
Keys:1.natural 2.which 3.variety 4.taking 5. was concentrating
6. being watched 7.froze 8.Fortunately 9. as 10.visitors
Step 5 Discussion（10 minutes）
Activity 1:Put the Ss into 4 groups , and lead Ss to apply the situation to themselves with the following questions:(评价任务6)
1.How would you react if you were in the same situation as the photographer
2.What can we do to show our respect for animals
3.Why should we show our respect for animals
Activity 2:Say to the Ss:According to what we have learned this class, can you think of some other animals in the wild Can you describe them in your own words
Then the teacher presents pictures of red-crowned cranes to lead in the topic and asks Ss to brainstorm any possible information about this animal.
Activity 3:The teacher leads Ss to read the passage and answer the following questions:
1.What does the red-crowned crane look like
2.Where can you find it
3.Where does it migrate to
4.What does it eat
5.What symbolic meaning does the red-crowned crane have in Chinese culture
Step 6 Writing（2 minutes）
Summarize the different aspects and the logic order of introducing a wild animal by following the instructions learned in the text:
1.It is ....tall.
2.It gets its name from....
3.Its unique feature is....
4.Its food includes....
5.It is a symbol of....
Step 7 Assignment（1 minute）
Write a short description of an animal, using the notes in Activity 7 within 100 words. (评价任务7)
【学后反思】
1.List at least 10 words or phrases about the description of animals from the text;
2.Can you draw a mind map of the text
3. What reading skills can you acquire through the process of learning of this period
4. Can you write a short passage to describe an animal with the aid of the text
5. What help would you like to get from your teacher

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