有關動物初中英語閱讀課件

⑴ 求關於動物的語言的英語閱讀（不要太難的）

Rats can use the rhythm of human language to tell the difference between Dutch and Japanese, researchers in Spain reported.
Their study suggests that animals, especially mammals, evolved some of the skills underlying the use and development of language long before language itself ever evolved, the researchers said.
It is the first time an animal other than a human or monkey has been shown to have this skill.For their study neuroscientists Juan Toro and colleagues at Barcelona's Scientific Park tested 64 alt male rats.They used Dutch and Japanese because these languages were used in earlier, similar tests, and because they are very different from one another in use of words, rhythm and structure.The rats were trained to respond to either Dutch or Japanese using food as a reward.Then they were separated into four groups -- one that heard each language spoken by a native, one that heard synthesized speech, one that heard sentences read in either language by different speakers and a fourth that heard the languages played backwards。Rats rewarded for responding to Japanese did not respond to Dutch and rats trained to recognize Dutch did not respond the spoken JapaneseThe rats could not tell apart Japanese or Dutch played backwards。Results showed that rats could discriminate natural sentences when uttered by a single speaker and not when uttered by different ones, nor could they distinguish the languages when spoken by different people; the researchers wrote Human newborns have the same problem, although tamarins can easily tell languages apart even when spoken by different people, the researchers saidThe study shows which abilities that humans use for language are shared with other animals, and which are uniquely human. It also suggests what sort of evolutionary precursor's language might have.我找到了一小段，看對你有沒有用！呵呵

⑵ 保護動物英語課件

小學英語We love animals教學設計
教學年級：三年級
教材版本：PEP小學英語
冊數：三年上冊
課題名稱：We love animals
授課時間：40分鍾
一．學生分析
本節課的教學對象是小學三年級的學生。他們的年齡在九、十歲左右，生性活潑好動，喜歡直觀形象思維，對游戲、競賽、特別感興趣。學生學英語不久，有可能說的不好，有的還不敢說，課堂上以表揚為主，注重培養學習英語的興趣，鼓勵他們大膽說、積極做、努力唱。他們已經學過一些簡單、常見的動物單詞，如dog、cat、monkey等。學生們喜新好奇，求知慾強，對於新鮮的事物有著濃厚的興趣和探究慾望，動物本身就是學生喜聞樂見的事物，應抓住這一有利因素，讓學生熟悉並喜愛這些動物和加強環保意識。
二．教材分析
1．Let』s learn
本部分是本冊書Unit 4 We love animals的第二課時，課前學生已學習動物名稱：rabbit, panda, monkey會說及表示贊美的詞語Super! Cool! Great! 等。
2．Let』s do
本部分是為了鞏固Let』s learn部分的內容，並培養學生學習英語的興趣而設計的。學生可以在此項活動中盡情發揮表演才能，看誰模仿的動物形體特徵最逼真，學的動物聲音最像。
三．教學目標
能力目標：
1．能聽說認讀一些常見的動物單詞cat，dog, monkey, ck, panda, rabbit, 並能用英語介紹這些小動物。
2．能聽懂一些簡單的指示語，並能按照指令模仿動物做出相應的動作。
情感目標：
培養學生愛護動物、保護動物的意識。
四．教學策略
1．本課採用的教學方法有：直觀教學法 情景教學法
2．採用課件輔助教學。充分利用課件，為學生提供大量的與課本所學內容相關的圖片、卡通動畫、故事等素材，創設真實的情景，拓展課文內容，開拓學生視野，讓學生的視覺及聽覺產生全新的體驗，從而激發學生說的慾望。
3．課前准備
教師准備可愛的動物玩具，並放於一個盒子中。准備多媒體課件、單詞卡片、動物頭飾、大紅蘿卜道具。學生准備玩具小動物或頭飾若干個。
五．教學過程
1．Warm-up
（1）Free talk（1分鍾）
a. ----Good afternoon, Fangfang.
----Good afternoon, Lanlan.
b. ----Hello, Xiaoling. How are you?
---- Hi, I』m fine, thank you. And you?
----Very well, thank you.
（2）播放歌曲 Teddy Bear（要求學生邊拍手邊吟唱，營造一個歡樂活潑的英語氣氛。）（1分鍾）
（3）大小聲游戲：rabbit, monkey, panda, zoo（1分鍾）
教師輕聲說一個單詞，學生則需大聲朗讀。教師大聲說，學生則輕聲說。（設計思路：活躍氣氛，融洽師生情感，激發學生參與課堂活動的熱情，使學生進入英語學習的狀態，並幫助學生鞏固了上節課的單詞。）
2．Presentation （18分鍾）
教師課前在黑板上用彩色粉筆畫一個動物園的背景，突出主題和引起學生強烈興趣。
(1 )教學ck
a.教師畫一個ck的簡筆畫，微笑著問學生： Hello, boys and girls. What』s this? Do you know? 你們認識它嗎？它的叫聲是怎樣的呢？
b.課件出現ck的畫面及叫聲。
T: Look at my mouth. d-u-c-k, d-u-c-k ( 注意母音字母u的發音〔^〕) 然後把圖片鴨子貼在黑板上。
（2）教學rabbit
T: Hello. I』m an animal. I have two long ears, and I have a white body, too. And, I have two red eyes. Do you know? What am I?從此謎語中引出單詞 rabbit（設計思路：懸念式激情導入，激發學生的好奇心和興趣；不同的呈現方式不會使課堂枯燥，引起學生的注意力。讓學生在聽力方面得到鍛煉。)
(3 )教學panda
出示課件CAI Ask : Look, it』s a lovely animal. What』s this?
引出 熊貓單詞panda .出示卡片，領讀，進行音標滲透。然後說：
Hello! My name is Panda. Nice to meet you.（Get the Ss greet to panda.）(引導學生用所學問候語向熊貓打招呼）
S1: Hello! Panda, How are you?
S2: Good morning, panda!
S3: Nice to meet you, panda!
(在熟知的語言中呈現單詞，在真實的情境中交際，避免了枯燥無意義的機械重復，使課堂生動、鮮活、富有生活情趣。)
(4) 老師模仿聲音Woof！Woof！引出單詞 dog. I』m a dog. (做小狗的動作)
Dog ,dog, I』m a dog, woof woof woof.
聲音woof 引出單詞dog.
接著出示cat的圖片，引導學生說出Cat ,cat ,I』m a cat, meow, meow, meow .同法教學monkey. (在展示單詞的同時，配上相應的動物動作，小學生的自控力不是很強，很難長時間的讓其保持注意力，所以動手，動腦，惟妙惟肖的滑稽動作，讓學生體會到了英語學習的樂趣。)
（5）老師以故事形式引導說：我們將開一個動物party,有哪些小動物來到了我們party的現場呢？出現CAI，隨著滑鼠的點擊，一隻只動物從不同方位出現在畫面上，它們來到了晚會現場。學生再次認讀動物單詞。
（設計意圖：根據學生好表現的心理，一步一步循序漸進，層層深入，由易到難地從本課單詞遷移到課外內容，既激發了學生的學習興趣，又豐富了課堂內容。）
3．趣味操練 Practice （8分鍾）
(1)讓學生拿出准備的玩具或頭飾，扮演自己喜愛的動物說：I am a bird, I am a bear. I am a rabbit. I am a dog. I am a panda. 等等。
（設計意圖：小學生都非常喜愛小動物，且每位學生最喜愛的動物也不同，針對這一生活實際，通過學生戴上自己最喜愛的頭飾，介紹自己，提高了學單詞的趣味性，使每位學生都躍躍欲「說」，即能寓教於樂。）
（2）教師播放Let』s learn部分的課件，讓學生跟著說，注意模仿語音正確。
（3）老師示範表演的內容，學生模仿。看誰表演的最逼真、最生動。
4. Consolidation （5分鍾）
（1）教師讓學生手拿自己的玩具，兩至四人一組練習說 Look！I have a rabbit / dog …其他同學說上節課學過的感嘆詞：Cool! Super! Great! Wow!
（2）比一比，看誰模仿的動物叫聲最逼真。
（3）賽一賽，看誰模仿的動物形體特徵最生動。
5 擴展性活動(Add-activities) （5分鍾） 第3頁
a.教師將一隻大蘿卜放於台上，並戴上rabbit的頭飾，並找若干名學生，師生同表演「拔蘿卜」故事情節。
b. Let』s Chant（朗朗上口的節奏使課堂充滿活力）
Cat, cat, I』m a cat, meow, meow, meow.
Dog, dog, I』m a dog, woof, woof, woof.
Duck, ck, I』m a ck, quack, quack, quack.
Monkey, monkey, I』m a monkey, hei, hei, hei.
Rabbit, rabbit, I』m a rabbit, jump, jump, jump.
Panda, panda, I』m a panda, ha, ha, ha.
6. Homework （1分鍾）
(1) 把你知道的動物單詞說給家長聽。
(2) 和同伴一起做模仿動物表演。
(3) 小組合作進行編對話或兒歌。
課後反思：
本課時教學設計具有以下幾個特點：
1．教師先通過復習已學的動物單詞入手，引導學生的學習積極性，激發他們想學習更多動物單詞的學習慾望，教師運用生動可愛的動物圖片和課件輔助動物單詞的教學，可以達到更好的學習效果。Let's do 部分，教師先通過形體語言演示cat, ck, panda, monkey, rabbit, dog等動物的形體，幫助學生更好操練本部分的內容，有助於趣味活動的順利進行。
2．本課時主要學習Let's learn的單詞，其中復習Look！I have a ... 句型也是教學要點。另外還要求學生能在實際場合中得體運用感嘆語 Wow!/ Cool! /Great! / Super! 等。在Let's do部分的教學中，看誰模仿動物的形體特徵及叫聲最逼真，使學生的模仿和表演才能得到盡情發揮；在演一演、玩一玩的活動中掌握了本課時的內容。
3．通過觀看Let's learn 部分的課件，學生整體了解、學習、操練動物單詞內容，使用了動物玩具小動物圖片，增強了對話的真實性。趣味操練時，教師引導學生用已學的物品詞彙和新句型，表演對話，達到舉一反三、溫故知新的學習效果，激發了學生的學習興致，培養了同學之間團結友愛的感情。
不足的是，創設的情景比較多，由於小學生認知水平有限，學生有點目不暇接，能力差的學生有些應付不過來。

⑶ 初中英語閱讀300篇第三版 動物與植物1~21

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⑷ 初中英語學過的動物有哪些

mouse 老鼠 parrot 鸚鵡 dog 狗 sheep 綿羊 fish 魚 chicken 雞 turkey 火雞
cow 母牛 dolphin 海豚 panda 熊貓 lion 獅子 elephant 大象 monkey 猴子 tiger 老虎
deer 鹿 snake 蛇 rabbit 兔子 ck 鴨 fox 狐狸專 bear 熊 dinosaur 恐龍
就這么屬多啦

⑸ 初一有關動物的英語文章

1.Rabbit is an cute kind of amimals.It has two long ears.They can make rabbits hear carefully.It also has a short tail.They make rabbits so lovely.Rabbits likes carrots.If you are lonely.You can keep a rabbit.It can be your friends.
2.The little Rabbit has a coat of white hair.The two ears are long and prick up on its head.It is furry,soft and white with two red eyes glaring above the chin.Its eyes are like a pair of small red hulbs.Exposed to sunlight,they become little pieces of red thread.Its ears are straight and long and they can turn and move slightly.How cute it is!

⑹ 關於動植物的初中英語閱讀理解練習題及答案.

All plant cells are capable of taking up water. Even dead ones do to a certain degree. Absorption of water by dead cell walls makes wood become larger. In common land plants, the living cells of roots take up most of the water. Land plants without roots do exist, however. Those greenish-yellow lichens（苔蘚）you seen on rocks in the high mountains have no roots. Half a billion years ago, when water plants started to enter the land, the first land plants did not have roots.
Even among the flowering plants, one finds rootless forms. These flowering plants are "the higher plants" because they evolved（進化） recently and are thus considered higher on the evolutionary scale（進化樹）. In the Peruvian desert, there grows one of these rootless higher plants, a bromeliad. It is a relative of the pineapple. Even if this plant had roots, they would be of no use, because the place where the plant grows never rains. The plant gets its water only from the dew（露水）it collects at night, when its leaves cool off. Such rootless plants, of course, can be moved with ease, but they will only grow when they are placed out in the open. If they are placed too near a house, the radiation from the heat of the house prevents the leaves from cooling and prevents dew from forming, then the plant dies. In the southern United States and in Puerto Rico, one sees bromeliads growing high above the streets on the insulation（絕緣物）of electric wires. These plants get their water from rain, and the only soil they ever come in contact with is the st that may blow on their leaves.

1. Wood becomes larger because of _____.
A. dead cell walls B. water entering dead cells
C. the growth of cells D. the death of cells

2. From the passage we know that the evolutionary scale is graded according to _______.
A. evolutionary cycles B. heights and depths C. time D. kinds

3. The most suitable title for this passage is "__________".
A. Absorption of water by plants B. Rootless plants
C. Plants in the desert D. Higher plants

4. All plant cells are capable of ______.

5. These flowering plants are ______ because they evolved recently and are thus considered higher on the evolutionary scale.

要答案就追問喲

⑺ 有關動物的英語資料

學校圖書館一般有全英的關於生物的讀本呀

這里有個網站
一定夠你用了
我以前也做過內關於動物的英容語手抄報

http://www.ywhc.net/article/class_23.asp