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设计思路运用“任务型”教学法的设计理念，本课以听取“老虎和狼的情况”的录音来寻找答案为主线来进行听力训练，整节课从导入、主体教学到任务的完成都密切关注学生的兴趣和生活体验；并且设计阶梯成任务环，由易到难，由浅入深，使教学呈阶梯式层层推进；力争各个微型任务的过渡自然得体，使学生始终通过完成任务学习语言，交流合作，享受成功的喜悦，来实现轻松导学——点拨——任务——评价的教学策略。?教 学 过 程 设 计Teaching steps教师活动学生活动Step1 Lead in
1、Show more pictures of different kinds of animals and invite the students to say what they are.
2、We also have two animals, listen to the computer and guess what they are.
【设计意图】
通过图片展示，让学生直观去回忆已经学过的野生动物的名称。为下面学习新课做好铺垫。通过听老虎和狼的叫声激发学生学习英语的兴趣。
Say the animals they have learned and guess
the last two animals by listening to the computer
Step 2
Pre-listening
1.Show a picture of a tiger. Do you know anything about tigers?
They have dark stripes and orange fur.They can run for a short while. Hunters catch and kill them for their bones. (板书生词stripe, while,hunter,kill,)
2.Show a picture of a wolf. (wolf的复数wolves)
Can you say something about wolves? They have thick fur. They are in danger because they have nowhere to live. Because they lose living areas. People think they are dangerous to human. (教生词 thick, lose, living, human和它的复数humans)
3.Read the new words.
【设计意图】
通过图片和创设的情境让学生更好的学习掌握生词，并对老虎和狼的基本信息有一个大概的了解，为接下来的听力做好准备。
Read the new words after teacher and to know the information about tigers and wolves in general.
Step 3. While-listening
Open books to page63,help Ss focus on the general context.Tell them if we want to describe a kind of animals we can talk about their looks,abilities,qualities,food and danger.
Tell them some useful listening tips before listening.
Play the tape. Students listen carefully for keywords.
Play the tape again and ask students to find out the missing facts in the fact sheets. (由于我们班学生学习英语的能力比较弱我在放第二遍的时候适当给予停顿让他们有充足的时间书写)
Check the answer together.
【设计意图】
通过对学生听力方法的指导来提高学生的听力水平，并降低听力的难度来消除他们对听力的畏惧和反感。让他们通过听来完成63页fact sheets部分使学生感受到学习的成就感。书上具体直观的fact sheets让学生初步了解在描述野生动物时可以通过外貌、食物、习性、品格和所面临的危险等方面来描写，为之后的task 部分做好铺垫。
Completing the fact sheets by listening to the computer, and correct their answers.Step4: Post-listening
Let students work in pairs to talk about tigers by using the following model:
A: How do the tigers look?
B: They are… / They have… / They look…
A: What do they eat?