三维教学
目标1. To identify specific characteristics in descriptions of animals.
2. To listen for gist and detail to obtain general information
重点、
难点To extract speck information from listening to a conversation to-complete a letter.
To use information presented in text and pictures to infer general meaning and context
教 学 过 程
（教学环节、教师活动、学生活动）集体讨
论记录个人修改记录
Step 1 Revise
Create an interest in the situation. Tell students that lots of people are afraid of animals. Revise the different adjectives to describe fear using a visual representation: ‘afraid and frightened’.
Step Two: Presentation:
1.Tell students that they are going to listen to conversation about fears of animals between a teacher and a student. First， ask students to study the pictures of the different animals in Part A1.Students match the names to the pictures.
2. Check answers as a class activity-
3. Ask students to read the notes in Part A2. Ask some general questions to check understandingly e.g.， Do you know how many bones there are in a giraffe’s neck? Only focus on the word ‘bones’ Do not give them the answer at this stage. Pretend that you do not know either. Create a situation where you are all learning together. Ask what do you know about tortoises7Have you seen one Where do they lively Where do camels lively （elicit the ideas of sand， wind， desert， etc.） What do you know about ants， （elicit insects）do you know of any other insects how do you full about insects
4.Play the recording. Ask students to listen to specific words to complete the notes. Make it clear that they are listening for real information to the questions you asked them earlier
1.Ask students to compare there note with a partner and identify any differences. If most students were not able to identify the correct words play the recording again.
2.Ask students tread Suzy’s letter in Part A3. Ask them tottery to complete the letter from the information they have already identified in the previous listening and the notes they have made.
教 学 过 程
（教学环节、教师活动、学生活动）集体讨
论记录个人修改记录
3. Play the recording again and ask students to check their answers.
9.Divide the class into pairs and ten students to read the letter teach other taking turns to read one sentence at a time. Students compare and check each other’s choice of nouns. Encourage students to work out whether their choice of nouns makes sense.
4.Then check student’s understanding. Ask several students to each read one sentence aloud to the class， paying attention to nuance and pronunciation. Then check answers as a class. Encourage all students to
Step3 Practice
5. For stronger classes， tell students to close their books and listen to you. For weaker classes， allow students to follow the conversation in the book.
6. Present the conversation line by line focusing on intonation and linking of words. Ask students to repeat complete phrases as they hear them. Make sure that they donor sound monotonous OE mechanical. If they have problems pronouncing particular words， practice the word separately and then integrate it into the complete phrase again.
7. Ask students to practice the conversation in pairs and then change roles. Then ask students to construct their own conversations based on the model. For less able students， allow them to write down their conversations before the role-play. Vehicle students are practicing the conversations. move around the classroom providing help with pronunciation intonation and fluency. Students should be able to produce this conversation model with nuncio eye contact and appropriate 1ntonation-
8.Ask some pairs to present their conversation to the class.
Step 4 Homework
1.写下所编对话
2.完成相关练习
板书设计Unit 4 Integrated skills
It’s +adj. to do sth
It says that 据说
Sth. happen to sb.某人出了某事
教学反思
