有关动物初中英语阅读课件

⑴ 求关于动物的语言的英语阅读（不要太难的）

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，看对你有没有用！呵呵

⑵ 保护动物英语课件

小学英语We love animals教学设计
教学年级：三年级
教材版本：PEP小学英语
册数：三年上册
课题名称：We love animals
授课时间：40分钟
一．学生分析
本节课的教学对象是小学三年级的学生。他们的年龄在九、十岁左右，生性活泼好动，喜欢直观形象思维，对游戏、竞赛、特别感兴趣。学生学英语不久，有可能说的不好，有的还不敢说，课堂上以表扬为主，注重培养学习英语的兴趣，鼓励他们大胆说、积极做、努力唱。他们已经学过一些简单、常见的动物单词，如dog、cat、monkey等。学生们喜新好奇，求知欲强，对于新鲜的事物有着浓厚的兴趣和探究欲望，动物本身就是学生喜闻乐见的事物，应抓住这一有利因素，让学生熟悉并喜爱这些动物和加强环保意识。
二．教材分析
1．Let’s learn
本部分是本册书Unit 4 We love animals的第二课时，课前学生已学习动物名称：rabbit, panda, monkey会说及表示赞美的词语Super! Cool! Great! 等。
2．Let’s do
本部分是为了巩固Let’s learn部分的内容，并培养学生学习英语的兴趣而设计的。学生可以在此项活动中尽情发挥表演才能，看谁模仿的动物形体特征最逼真，学的动物声音最像。
三．教学目标
能力目标：
1．能听说认读一些常见的动物单词cat，dog, monkey, ck, panda, rabbit, 并能用英语介绍这些小动物。
2．能听懂一些简单的指示语，并能按照指令模仿动物做出相应的动作。
情感目标：
培养学生爱护动物、保护动物的意识。
四．教学策略
1．本课采用的教学方法有：直观教学法 情景教学法
2．采用课件辅助教学。充分利用课件，为学生提供大量的与课本所学内容相关的图片、卡通动画、故事等素材，创设真实的情景，拓展课文内容，开拓学生视野，让学生的视觉及听觉产生全新的体验，从而激发学生说的欲望。
3．课前准备
教师准备可爱的动物玩具，并放于一个盒子中。准备多媒体课件、单词卡片、动物头饰、大红萝卜道具。学生准备玩具小动物或头饰若干个。
五．教学过程
1．Warm-up
（1）Free talk（1分钟）
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（要求学生边拍手边吟唱，营造一个欢乐活泼的英语气氛。）（1分钟）
（3）大小声游戏：rabbit, monkey, panda, zoo（1分钟）
教师轻声说一个单词，学生则需大声朗读。教师大声说，学生则轻声说。（设计思路：活跃气氛，融洽师生情感，激发学生参与课堂活动的热情，使学生进入英语学习的状态，并帮助学生巩固了上节课的单词。）
2．Presentation （18分钟）
教师课前在黑板上用彩色粉笔画一个动物园的背景，突出主题和引起学生强烈兴趣。
(1 )教学ck
a.教师画一个ck的简笔画，微笑着问学生： Hello, boys and girls. What’s this? Do you know? 你们认识它吗？它的叫声是怎样的呢？
b.课件出现ck的画面及叫声。
T: Look at my mouth. d-u-c-k, d-u-c-k ( 注意元音字母u的发音〔^〕) 然后把图片鸭子贴在黑板上。
（2）教学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?从此谜语中引出单词 rabbit（设计思路：悬念式激情导入，激发学生的好奇心和兴趣；不同的呈现方式不会使课堂枯燥，引起学生的注意力。让学生在听力方面得到锻炼。)
(3 )教学panda
出示课件CAI Ask : Look, it’s a lovely animal. What’s this?
引出 熊猫单词panda .出示卡片，领读，进行音标渗透。然后说：
Hello! My name is Panda. Nice to meet you.（Get the Ss greet to panda.）(引导学生用所学问候语向熊猫打招呼）
S1: Hello! Panda, How are you?
S2: Good morning, panda!
S3: Nice to meet you, panda!
(在熟知的语言中呈现单词，在真实的情境中交际，避免了枯燥无意义的机械重复，使课堂生动、鲜活、富有生活情趣。)
(4) 老师模仿声音Woof！Woof！引出单词 dog. I’m a dog. (做小狗的动作)
Dog ,dog, I’m a dog, woof woof woof.
声音woof 引出单词dog.
接着出示cat的图片，引导学生说出Cat ,cat ,I’m a cat, meow, meow, meow .同法教学monkey. (在展示单词的同时，配上相应的动物动作，小学生的自控力不是很强，很难长时间的让其保持注意力，所以动手，动脑，惟妙惟肖的滑稽动作，让学生体会到了英语学习的乐趣。)
（5）老师以故事形式引导说：我们将开一个动物party,有哪些小动物来到了我们party的现场呢？出现CAI，随着鼠标的点击，一只只动物从不同方位出现在画面上，它们来到了晚会现场。学生再次认读动物单词。
（设计意图：根据学生好表现的心理，一步一步循序渐进，层层深入，由易到难地从本课单词迁移到课外内容，既激发了学生的学习兴趣，又丰富了课堂内容。）
3．趣味操练 Practice （8分钟）
(1)让学生拿出准备的玩具或头饰，扮演自己喜爱的动物说：I am a bird, I am a bear. I am a rabbit. I am a dog. I am a panda. 等等。
（设计意图：小学生都非常喜爱小动物，且每位学生最喜爱的动物也不同，针对这一生活实际，通过学生戴上自己最喜爱的头饰，介绍自己，提高了学单词的趣味性，使每位学生都跃跃欲“说”，即能寓教于乐。）
（2）教师播放Let’s learn部分的课件，让学生跟着说，注意模仿语音正确。
（3）老师示范表演的内容，学生模仿。看谁表演的最逼真、最生动。
4. Consolidation （5分钟）
（1）教师让学生手拿自己的玩具，两至四人一组练习说 Look！I have a rabbit / dog …其他同学说上节课学过的感叹词：Cool! Super! Great! Wow!
（2）比一比，看谁模仿的动物叫声最逼真。
（3）赛一赛，看谁模仿的动物形体特征最生动。
5 扩展性活动(Add-activities) （5分钟） 第3页
a.教师将一只大萝卜放于台上，并戴上rabbit的头饰，并找若干名学生，师生同表演“拔萝卜”故事情节。
b. Let’s Chant（朗朗上口的节奏使课堂充满活力）
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分钟）
(1) 把你知道的动物单词说给家长听。
(2) 和同伴一起做模仿动物表演。
(3) 小组合作进行编对话或儿歌。
课后反思：
本课时教学设计具有以下几个特点：
1．教师先通过复习已学的动物单词入手，引导学生的学习积极性，激发他们想学习更多动物单词的学习欲望，教师运用生动可爱的动物图片和课件辅助动物单词的教学，可以达到更好的学习效果。Let's do 部分，教师先通过形体语言演示cat, ck, panda, monkey, rabbit, dog等动物的形体，帮助学生更好操练本部分的内容，有助于趣味活动的顺利进行。
2．本课时主要学习Let's learn的单词，其中复习Look！I have a ... 句型也是教学要点。另外还要求学生能在实际场合中得体运用感叹语 Wow!/ Cool! /Great! / Super! 等。在Let's do部分的教学中，看谁模仿动物的形体特征及叫声最逼真，使学生的模仿和表演才能得到尽情发挥；在演一演、玩一玩的活动中掌握了本课时的内容。
3．通过观看Let's learn 部分的课件，学生整体了解、学习、操练动物单词内容，使用了动物玩具小动物图片，增强了对话的真实性。趣味操练时，教师引导学生用已学的物品词汇和新句型，表演对话，达到举一反三、温故知新的学习效果，激发了学生的学习兴致，培养了同学之间团结友爱的感情。
不足的是，创设的情景比较多，由于小学生认知水平有限，学生有点目不暇接，能力差的学生有些应付不过来。

⑶ 初中英语阅读300篇第三版 动物与植物1~21

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⑷ 初中英语学过的动物有哪些

mouse 老鼠 parrot 鹦鹉 dog 狗 sheep 绵羊 fish 鱼 chicken 鸡 turkey 火鸡
cow 母牛 dolphin 海豚 panda 熊猫 lion 狮子 elephant 大象 monkey 猴子 tiger 老虎
deer 鹿 snake 蛇 rabbit 兔子 ck 鸭 fox 狐狸专 bear 熊 dinosaur 恐龙
就这么属多啦

⑸ 初一有关动物的英语文章

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 关于动植物的初中英语阅读理解练习题及答案.

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（苔藓）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（进化） recently and are thus considered higher on the evolutionary scale（进化树）. 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（绝缘物）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.

要答案就追问哟

⑺ 有关动物的英语资料

学校图书馆一般有全英的关于生物的读本呀

这里有个网站
一定够你用了
我以前也做过内关于动物的英容语手抄报

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