UNIT FOUR  PART ONE: TEACHING DESIGN
第一部分：教学设计
Unit Objectives
● To talk about possible situations and possible results
● To enlarge the vocabulary about wild animals
● To use factual information to support their opinions on wild animals
● To learn to take the responsibility to protect wild animals
LANGUAGE POINTS AND FOCUSES
VOCABULARY Wild, bear, giant panda, kangaroo, outside, bamboo, bamboo shoot, leaf, sadly, hunter, kill, farmer, forest, nowhere, danger, action, protect, encourage, thick, land, continue, writer, fox, wolf, snake, noon, information, report, thirsty, exam, until, medicine, smell, towards, loss, chairperson, group, farmland, sell, train, peaceful, mice, sharp (四会) delicious, squirrel, gram, kilogram, following, reserve, polar, insect, attack, male, performance, hearing, sincerely, destroy, suitable, female (三会) dolphin, survive, rainforest, stripe, snail, tusk, upright, daytime (二会)
EXPRESSIONS Start/begin to do, for the first time, grow into, at the (very) beginning, on one’s own, find… alone, take… away, (be) in danger, take (the following) actions, make sth. adj., encourage sb. to do sth. do something/nothing, run the other way, walk through, learn a lot about, yellow fur with black stripes, live as a family, hunt…for, make medicine, loss of living areas, continue to do sth., lose one’s life, quiet and peaceful, at a time, keep doing, try one’s best to do sth.
USEFUL SENTENCE PATTERN Sadly, it is very difficult for giant pandas to survive in the wild.
If people find baby pandas alone, they will take them away.
Wolves won’t survive if we don’t give them good areas of forest to live in.
If we continue to destroy forests to build roads, they won’t have suitable homes.
Baby giant pandas spend a lot of time drinking their mum’s milk.
The number is getting smaller and smaller because many of their living areas are becoming farmland.
If farmers keep taking the land, giant pandas will have nowhere to live.
PERIOD 1: COMIC STRIPES & WELCOME TO THE UNIT
Teaching Objectives
● To introduce the topic and main task of the unit. Help the students to focus on ‘Wild animals’
● To learn more about wild animals and then express their preference
● To think of ways to help the endangered animals
Teaching procedures
STEP 1 Answering the question
Tell the students that I have got a very difficult question to answer. And I would like to ask you to answer the question, too. Show the question on the board. And get the students to discuss about it.
B. You and your friend are on an island with nothing to eat. However you have only one hamburger. 
If you don’t eat, you will die.
If your friend doesn’t eat, he/she will die
If you share the hamburger with your friends, you will both die.
Will you eat it by yourself or give it to your mother, or share it with your friend?
Get the students to talk about Question A first. (It may not be very difficult for the students to answer.) Then show the students Question B. Give the students a few minutes to discuss about the question. (For more able students, encourage them to speak out their questions, too. )
STEP 2 Listening and answering
Tell the students that Eddie is now facing such a problem. Get the students to listen to the tape and then answer the following questions: 新 课标 第 一网
1. Who has food?     Eddie has food.
2. Is he going to share his food with his master / e-dog?
No, he isn’t going to share his food with Hobo.
STEP 3 Reading the dialogue together or in roles
Get the students to read the dialogue together or in roles. Ask the students to practice and remember the dialogue and then act it out.
STEP 4 Finishing the following exercises
Get the students to focus on possible actions and possible results of the dialogue. Then get them to finish 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.
STEP 5 Getting to know about wild animals
Man is now having the same problem, too. Many animals share the same homeland with us. However, man has taken their food and their homes away. Ask, ‘Do you think we should do something to help?’ (Yes.)
Wild animals are our friends. It is important to protect wild animals. (Write the sentence on the board then get the students to read it aloud.)
‘Let’s check how much you know about wild animals. Do you know them?’ Show the pictures of the animals.

PICTURES NAMES SOMETHING ABOUT IT
 kangaroo It only lives in Australia. It has strong back legs, so it can jump very fast. A mother kangaroo has a pocket in front for its baby. 
 bear It usually has black or brown fur. It is strong. It likes eating fish and honey. However, it doesn’t eat dead things.
 giant panda It only lives in China. It has black and white fur. It eats bamboo shoots and leaves. We have very few of them in China.
 squirrel It is very lovely. It has a long and soft tail. It lives in the tree. It likes eating nuts very much.
 dolphin It is a kind of friendly people in the water. It can play a lot of tricks in water. People come to the zoo to see its swimming show.
 tiger It is the king of the forest. It looks like a cat but big than a cat. It has yellow fur with black stripes.
Ask the students to give the names of the animals and then encourage them to speak out what they know about the animals, focusing on the appearance and something special about it.
STEP 6 Play a guessing game
Play a guessing game. Write the names on pieces of papers and then invite some of the more able students to choose and say something of the animals (To make it easier, ask the students to use the first person). The other students should listen carefully and guess what animal it is.
Bear: I am strong.  Sometimes, I eat people.  But if I find the people died, I don’t eat them.  Who am I?
Kangaroo: I have a pocket.  My baby sleeps in my pocket.  Who am I?      
Squirrel: I have a long and soft tail.  I live in the tree.  Who am I?
Giant Panda: I have black eyes and four black paws.  I like eating bamboo shoots（竹笋）. I am very lovely. Who am I？    
Dolphin: I like swimming.  I can do different kinds of swimming shows.  Many people bring their children to watch my shows.  Who am I? 
Tiger:  I am the king of the animals.  I look like a cat but I’m bigger than a cat. Usually, I have yellow fur and black stripes.  Who am I?
STEP 7 Talking the animal they like best/least
Get the students to talk the animal they like best/least. If possible, encourage them to mention some simple reasons.
STEP 8 Homework
Find more information about wild animals and finish the exercises.