新外研版高中英语必修第一册Unit 5 教学设计
（建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型
Reading
主题语境
人与自然——人与动物的关系
内容分析
本板块呈现了一篇反映单元主题的课文，语篇类型为科普类说明文，以科学家的观察和研究为依据介绍了黑脉金斑蝶的迁徙。读前的导入活动列举了有迁徙行为的动物，请学生谈论对动物迁徙行为的认识，帮助学生提前熟悉课文话题，为课文学习做铺垫。读中活动考查学生对课文话题的理解。读后活动则是通过文章出处和主旨大意、细节理解和开放性问答等活动，启发学生深入思考，运用所学知识创造性地探究主题意义。
Book1Unit5Intothe wild教案设计
单元主题
本单元的主题语境是“人与自然”，涉及的主题语境内容是人与动物的关系。本单元从介绍英国人饲养宠物的情况开始，展现了黑脉金斑蝶的迁徙、中国熊猫出访荷兰、与动物有关的英文习语、关于动物园圈养动物的辩论、一次惊心动魄的拍摄经历、丹顶鹤的基本信息等语篇类型丰富的文章内容，帮助学生了解动物习性、特征等相关知识，引导学生深入思考人与动物的关系，最终形成关爱动物、与动物和谐相处的正确的、可持续发展的观念。
2. T divides Ss into several groups and asksSs to share their opinions about the two questionsin the group. T walks around in the classroom to offer necessary help when Ss are discussing.
Starting out板块教学设计
（建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型
Listening +Viewing+ Speaking
主题语境
人与自然——人与动物的关系
内容分析
活动1通过呈现一段与动物主题相关的视频，帮助学生了解英国人饲养宠物的情况。视频首先介绍了英国人饲养宠物的比例、花费，以及最受欢迎的宠物是什么。然后有两位宠物主人简单分享了饲养宠物的心得。此外，视频还介绍了英国的克鲁弗兹狗展（Crufts Dog Show）以及在英国其他受欢迎的宠物。最后，视频介绍了英国皇家防止虐待动物协会（Royal Society for the Prevention of Cruelty to Animals）的相关情况。
2. To encourage Ss to discuss with others.
3.To encourageSs to share their opinions with the class.
4. Tohelp Ss have a further understanding of the relationships between humans andanimals.
教学策略
情景式教学策略启发式教学策略探索发现式教学策略
Teaching contents
Procedures
Purposes
Teacher’s activity
Students’activity
Activity 1
1. T introduces the topic by sharing some pictures about
单元目标
1.语言能力目标
能够理解与动物有关的文章内容，听懂并谈论与动物有关的话题，使用新学语言简单谈论动物、围绕话题展开辩论，恰当使用定语从句描述自然界中的动物，并能够给动物创建档案。
2.文化意识目标
通过了解黑脉金斑蝶、熊猫、丹顶鹤等动物的习性，感知人与动物的和谐相处，形成关爱动物、保护生态的正确价值观；通过阅读熊猫租借的相关信息，了解动物在文化交流方面的作用，坚定文化自信。
1. To introducethe topic of humans and animalsand stimulate Ss’ interest in the topic.
2. To practise Ss’ ability to get key information while watching and listening.
教学目标
本板块学习完成后，学生能够：
1.能够通过略读锁定关键词，获取文章大意，辨别文章体裁，猜测文章出处；
2.能够通过精读，迅速找出主要细节在文中的位置，理清文中的因果Biblioteka 辑关系，并初步了解说明文的语篇结构；
3.能够了解黑脉金斑蝶迁徙的背景、目的和方式，了解人类行为对其生存的影响，加深对课文和单元主题的认识；
4.能够通过自主学习与小组合作学习，进一步梳理和整合语篇信息，深度思考人类应该如何保护好黑脉金斑蝶。
教学重点
1.通过略读和精读，梳理和整合语篇信息；
2.通过阅读语篇，梳理、归纳说明文的篇章结构。
教学难点
1.通过语篇学习，提高阅读微技能，形成有效的阅读策略；
2.辩证看待黑脉金斑蝶的迁徙现象，从多个角度思考人与动物的关系。
3. To help Ss learn about pets in the UK and get to know how humans get along with animals.
Activity 2
1. T asks Ss to look at the pictures in the book and describe them respectively. Then asks Ss to thinkaboutand answer the questions in the book.
Procedures
Purposes
Teacher’s activity
Students’activity
Activity 1
1. T plays the video and instructs Ss to get some key information about pets in the UK.
Activity 2
1. T asks Ss to read the rubric independently and figure out what information they should pay attention to when reading the passage.
2. Tasks Ss to read the passage quickly and find out what mystery the scientists have solved.
3.思维品质目标
能够有逻辑、有条理地在辩论中概括信息、构建概念、分析原因和逻辑关系；能够创造性地表达关于人与动物关系的观点；能够在深入理解文本的同时联系自身实际，思考如何处理好人与动物的关系，实现知识与思维能力的迁移。
4.学习能力目标
能够通过了解人与动物关系的相关内容，激发英语学习的兴趣；能够多渠道获取英语学习资源；能够选择恰当的策略与方法，监控、评价、反思和调整自己的学习内容和进程。
活动2呈现了四幅图片，要求学生看图片，了解生活中人与动物的关系，并结合自身经历讲述自己与动物有哪些关系，使学生初步了解人与动物应该如何和谐相处。
教学目标
本板块学习完成后，学生能够：
1.能够看懂视频，了解英国人饲养宠物的情况，初步感知人与动物之间的关系；
2.能够通过视频内容，初步了解英国的克鲁弗兹狗展（Crufts Dog Show）和英国皇家防止虐待动物协会（Royal Society for the Prevention of Cruelty to Animals）；
2. T plays the video again to askSs to answer the two questions in the book.
1. Ss watch the video and get familiar with the topic.
2. Ss watch the video again and answer the questions.
1. Ss enjoy the pictures and think about which animals immigrate.
2. Ss choose the animals that migrateand share their answers with the class.
To introduce the topic of the reading passage.
3.能够结合视频内容和图片，同时联系自身经历讲述自己是如何和动物相处的，并思考人与动物应该如何和谐相处。
教学重点
看懂视频，获取英国人饲养宠物的情况和相关背景知识，感知人与动物之间的和谐相处。
教学难点
基于自身经历，简单描述、谈论、评价人与动物之间的关系。
教学策略
听说法
Teaching contents
3. T invites some Ss to share their answers in the class. Others can add what they want.
4. T asks Ss to thinkaboutother relationships between humans and animals if Ss havebetter ability.
monarch butterfly, Siberian crane, Atlantic salmon, red panda, killer whale and African lion.
2. Tasks Ss to look at the pictures and choose the animals that migrate.
2. To develop Ss’ abilityto think independently.
外研社高中英语选择性必修一Unit5RevealingnaturePresentingIdeas教案
新外研社版高中英语选择性必修一Unit5 Revealing naturePresenting Ideas教学设计教学目标：By the end of this period, students will be able to:1.Understand the nature from a variety of perspectives;2.Recommend an excellent documentary related to the theme of the unit;3.Have a deeper understanding of the relationship between human and nature.教学重难点：1.Think deeply about the way of protecting nature through the completion of the comprehensive activity.2.Deepen students’ understanding of the theme of “nature”, and cultivate students’ correct outlook on life and values.教学方法：Task-based teaching method教学资源：教材、教具、多媒体课件、学案、黑板和粉笔。
教学设计：Step ⅠLead-inLook at the information about the nature documentaries and answer the questions.Questions:1.Can you guess what secrets of nature are revealed in these documentaries?2.What other nature documentaries have you watched? Which one do you likemost?Give your reasons.Suggested answers:Students’ own answers.Step ⅠThink and definitionActivity1Take notesChoose one nature documentary you like and complete the notes.Title:_____________________Main theme:______________________Reasons you recommend it:___________________Activity2Group discussionWork in groups.Talk about one nature documentary you like.Use the mind map to express yourselves with logic and finally choose “the best candidate” based on the evaluation table.Step ⅠPresentationPrepare a short presentation.Consider the following:1.the structure of your presentationeful words,expressions and structuresGive your presentation to the class.V ote for the best presentation.Step ⅠReflectionWrite a reflection after completing this unit.Consider the following:教学反思：本节课让学生介绍一部揭示自然奥秘的纪录片，回顾纪录片的主要内容并说出推荐理由。
高中英语 外研版高一必修一Unit5 教学设计
To help Ss ratetheirperformance, review the unit, anmprove.
3.T asksSsto votefor the best story.
1. Ss make criteria for a good story.
2. Ss present their stories to the class.
3. Ss vote for the best story.
To encourage Ss to present their stories and assess other Ss’ presentation.
To help Ss make full preparationsfor their presentation.
Activity 3
1. T guides Ss to make criteria for a good story.
2. T asks Ss to tell the storiesto the class.
Part 2
Procedures
Purposes
Teacher’s activity
Students’ activity
Investigate
1. T asks Ss to look at the pictures and think about other endangered animals and choose an animal to make a poster.
2. Tasks Ss to complete the notes.
新外研版高一英语必修1：Unit5 Into the wild Period4 Developing ideas 教案
教学设计课题Unit5 Into the wild--Developing ideas学科英语班级Class授课教师教学目标1 引导学生读懂课文内容，准确把握课文结构，理清故事发展的脉络；2 引导学生通过完成阅读任务，了解如何介绍一种动物，能够理解与动物有关的文章内容的写作特点；3 引导学生联系自身实际，进一步理解人与动物之间的关系，认识到爱护动物、尊重动物、尊重自然的重要性，树立人与动物和谐相处的价值观。
重点掌握动物介绍类文章的写作特点和常见的阅读方法。
难点能够运用所学内容用写文章的形式向别人介绍一种动物，并能够给动物创建档案。
教学方法Task-based Approach.Group Work.教学内容与过程Step1 Leading-in: predicting看图片，描述图片内容，并基于图片与词云预测课文的内容。
Look at the word cloud and the pictures. Predict what happens in the story.Step2 Fast-reading学生带着问题快速阅读课文，把握记叙文的内容和结构特点，并检验自己的预测是否准确。
Read the passage and check your prediction.备注a surprising way.2 “Reflected”means that images can be seen on the surface of the mirror, glass or water.3 “Frightening”means that something is making people feel afraid, anxious or nervous.Step4 Group Work教师利用此活动，结合文本内容，引导学生了解其他与动物相关的职业，感知人与动物的和谐相处，帮助学生树立关爱动物、尊重动物的意识。
外研版必修一unit5整体单元设计
外研版必修一unit5整体单元设计一、教学目标本单元的教学目标主要包括以下几个方面：1. 知识目标：学生能够掌握和运用关于文化和交际的相关词汇和语法知识，理解相关课文内容；2. 能力目标：培养学生的阅读理解、口语表达和写作能力，提高学生的跨文化交际能力；3. 情感目标：培养学生对多元文化的尊重和包容，提高学生的国际交往和合作意识。
二、教材分析本单元的教材主要包括以下几个部分：1. 课文阅读：学生将会学习并理解与多元文化有关的课文内容，包括文化差异和交际技巧等方面的内容；2. 语法知识：学生将学习相关的语法知识，如虚拟语气、情态动词的用法等；3. 词汇积累：学生将学习相关的文化和交际词汇，了解其用法和搭配；4. 阅读素材：学生将接触与多元文化相关的阅读素材，拓展对不同文化的了解。
三、教学重点和难点1. 教学重点：重点在于教授和理解关于文化和交际的相关词汇和语法知识，以及通过课文和阅读素材拓展对多元文化的认识；2. 教学难点：难点在于学生如何理解和运用季刊文化和交际的相关知识，并且如何进行对比和交际实践。
四、教学策略1. 任务型教学：通过多种任务型教学活动，培养学生的合作精神和实际应用能力；2. 多媒体辅助教学：利用多媒体设备，向学生展示不同国家和地区的文化风情，激发学生的学习兴趣；3. 体验式教学：通过实地走访或互联网搜索，使学生更好地了解和体验不同文化；4. 交际式教学：鼓励学生参与课堂交流，增加语言表达机会，提高交际能力。
五、教学内容安排1. 第一课时：导入多元文化概念，介绍不同国家和地区的文化特点，培养学生对多元文化的兴趣；2. 第二课时：教授文化和交际的相关词汇，包括礼仪、传统节日、日常用语等；3. 第三课时：讲解并练习相关的语法知识，如虚拟语气和情态动词的用法；4. 第四课时：阅读相关的素材，包括文化差异的案例和多元文化交际技巧；5. 第五课时：组织学生展示和交流，让学生运用所学知识进行对比和交际实践。
新外研社(19)高中英语必修一Unit5Into the wild-Using Language教案
新外研社（19）高中英语必修一Unit 5 Into the wild-Using Language教案Teaching objectives:1.Enable the students to learn more about the structures and functions of the attributive clauses and master the usage of relative adverbs as well as their applications in real contexts.2.Guide the students to deepen the understanding of English and stimulate their interest in learning English.Meanwhile,they will learn to observe,research and summarize in English thinking models.3.Lead the students to learn more about the attributive clauses by observing,analyzing and illustrating.Thus,they will deepen their own understanding of the attributive clauses.4.Help the students to explore more usage of the attributive clauses,especially that of the relative adverbs through self-study and cooperation.Evaluation objectives：1.Ask the students whether they could recognize the attributive clauses and whether they have mastered the usage of relative adverbs as well as their applications in real contexts.2.Ask the students whether they could properly use the idioms related to animals and whether they know some other common idioms.3.Check students’ ability to understand the conversations about animals and let them debate on the topics about protecting animals and express their opinions.Teaching key and difficult points:1.Enable the students learn more about the structures and functions of the attributive clauses and master the usage of relative adverbs as well as their applications in real contexts.2.Help the students master and properly use the idioms related to animals, and learn the meanings of some common idioms.3.Improve students’ ability to understand the conversations about animalsand encourage them to debate on the topics and express their agreements and disagreements.4.Lead the students to think about the relationship between human beings and animals, realize the importance of harmony between us and set up the ecological view of sustainable development.Teaching methods:Task-based Approach; Cooperative Teaching MethodTeaching procedures:Step1: Lead-inThe teacher leads the students to review the reading passage on Page50-51 and underline all the attributive clauses in the passage. Then, the teacher will introduce the main topic of this class.（Intention:Introduce the grammar item of this class; the attributive clauses introduced by relative adverbs）Step2: Teach a new class1.Autonomic LearningThe teacher requires the students to discuss the similarities of the underlined attributive clauses in the passage and then summarize the law of the application of their conjunctions, such as where, when and why.（Intention:Summarize the usage of the relative adverbs in the attributive clauses）2.Achievement displayWhen the relative words function as adverbials of time, place and reason in the attributive clauses, we should use relative adverbs, such as when, where and why.（Intention:It will be much more effective to let the students summarize the law of application of the relative adverbs on their own.）3.Cooperative researchStudents are required to discuss why the author uses the attributive clauses rather than two simple sentences in the passage and then they should complete the Activities 1,2 and 3 on Page 53.（Intention:Let students realize the importance of the attributive clauses in the composition and lead the students to try to use the attributive clauses in their following writing.）4.Break through the difficulties（1）Students are required to analyze the usage of relative adverbs again and compare their usage with those of relative pronouns.①The usage of the relative adverb:whenWhen the antecedents are nouns representing time, such as time, day, year, month, week etc. And the relative words function as an adverb of time in the attributive clauses, we will use“when”to introduce the attributive clauses.Eg. I still remember the time when I was in college.I have forgotten the exact date when this country became independent.②The usage of the relative adverb:whereWhen the antecedents are nouns representing place, such as place, room, mountain, airport, etc. and the relative words function as an adverb of place in the attributive clauses, we will use“where”to introduce the attributive clause.Eg. This is the hotel where they stayed.When the antecedents are nouns, such as situation, case, stage, point etc. And meanwhile the relative words function as an adverb of place in the attributive clauses, we will use“where”to introduce the attributive clauses, too.Eg. They have reached the point where they have to separate with each other.③The usage of the relative adverb：whyWhen the antecedent are nouns representing reason, such as reason, and the relative words function as an adverb of reason in the attributive clauses, we will use“why”to introduce the attributive clauses.Eg. This is the reason why he left in a hurry.（Intention:Let the students learn more about the usage of relative adverbs by showing them some typical sentences.）Step3:Explanation当关系词在定语从句中作时间、地点、原因状语时,应使用关系副词,,。
外研版(2019)必修第一册Unit5IntotheWildUsinglanguage教学设计
教师提问学生关于课文内容的问题，如“What is the main idea of the text?”, “What is the author's attitude towards survival in the wild?”等，检查学生对课文内Байду номын сангаас的理解和分析能力。
学生回答问题，教师给予评价和反馈，鼓励学生积极参与课堂讨论。
4.听力作业：要求学生观看一部关于野外生存的电影或纪录片，并完成相关的听力练习。电影或纪录片可以选择《荒野求生》、《荒野挑战》等。
5.实践作业：要求学生结合本节课所学内容，与家人或朋友共同设计一个野外生存的短途旅行计划。计划中应包括目的地选择、食物准备、水源获取、住宿安排等方面的考虑。学生可以将计划实施并记录下实际生存过程中的经验和感受，以便在课堂上与同学分享。
本节课的教学重点为：1.掌握本单元的生词和短语；2.理解课文内容，概括文章大意；3.运用所学知识进行口语交流和写作训练。教学难点为：1.正确运用本单元的语法知识；2.在实际情境中运用所学词汇和短语。
教学过程中，教师应注重启发式教学，引导学生主动探究、积极参与，通过小组合作、讨论等方式，提高学生的语言运用能力。同时，注重情感教育，培养学生的环保意识和团队合作精神。
（三）改进措施
1.关注学生个体差异：针对不同学生的特点，制定个性化的教学计划和辅导措施，鼓励内向学生积极参与课堂活动，提高他们的自信心和口语表达能力。
2.加强实践环节：增加户外实践活动，如野外生存体验营、实地考察等，让学生在实际环境中运用所学知识，提高他们的实际应用能力。
3.丰富教学资源：充分利用网络资源和校内外资源，引入更多的文化背景知识，拓展学生的知识视野，提高他们的文化意识和跨文化交际能力。
高中-英语-外研版-必修 第一册-5.2 Using language 教学设计
Unit 5 Into the wildPeriod 2 Using language教学设计本节课是高中英语第一册Unit 5 Into the wild的语法部分：定语从句之关系副词。
在上一单元，学生已经学习了定语从句的相关概念，对关系代词及其选用也有了初步的了解，所以本单元语法的学习相对来讲就简单一些。
关系代词与关系副词是一脉相承的，学生完全可以借助关系代词帮助自己理解和学习关系副词，这个学习最主要的就是如何选择关系副词。
在学习完本单元的知识之后，定语从句的内容将逐渐深入并且系统化，教师应该注意结合前面所学，将关系代词与关系副词融会贯通，帮助学生进一步理解定语从句。
1.语言能力目标（1）了解关系副词词在定语从句中的功能；（2）会根据实际情况灵活正确选用相应的关系副词。
2.思维品质目标：通过观察、分析、举例等方式，了解定语从句的相关基础知识，从而加深对定语从句的认识。
3.文化意识目标：（1）通过学习定语从句，进一步加深对英语的理解，培养起对英语学习的兴趣。
（2）在学习过程中养成善观察，善钻研，善自学，不畏困难迎头而上的优秀学习品质。
4.学习能力目标：能够借助老师提供给自己的资源，通过自主学习和合作学习等方式，探究定语从句的相关知识，学会正确使用关系副词。
1.重点了解关系副词在定于从句中的功能；会根据实际情况灵活正确选用相应的关系副词。
2.难点正确使用关系副词。
Step 1 课前复习观察以下句子，按要求完成任务。
1.The man who talked to you just now is an engineer.2.This kind of book is for children whose native language is Chinese.3.I enjoyed the evening that we spent together by the sea.4.Who is the lady that is standing over there with Ann?5.That is the place which they just now talked about.任务一：划出先行词。
外研版必修第一册第五单元作文教案
外研版必修第一册第五单元作文教案英文回答：In Unit 5 of the Foreign Language Teaching and Research Press (FLTRP) textbook, we are required to write a teaching plan for a composition. The aim of this plan is to help students improve their writing skills and develop their ability to express ideas in both English and Chinese. In order to achieve this, I will provide clear instructionsand examples, as well as encourage students to actively participate in the writing process.To begin with, I will introduce the topic of the composition and provide some background information. For example, if the topic is "My Favorite Hobby," I willexplain what a hobby is and why it is important to have one.I will also give some examples of popular hobbies, such as reading, playing sports, or playing a musical instrument.By doing so, I hope to engage students and make the topic more relatable to their own lives.Next, I will guide students through the process of brainstorming ideas and organizing their thoughts. I will encourage them to think about why their chosen hobby istheir favorite and what they enjoy about it. I will alsoask them to consider any challenges or difficulties they may have encountered and how they have overcome them. By guiding students to think deeply about their hobby, theywill be able to write a more detailed and interesting composition.After brainstorming, I will provide a model composition as an example for students to refer to. The model composition will demonstrate how to effectively structurethe composition and use appropriate language and vocabulary.I will also highlight any key grammar points or idiomatic expressions that can be used to enhance the composition. By providing a model composition, students can see a clear example of what is expected and can use it as a guide for their own writing.Once students have a clear understanding of the topicand structure, I will give them time to write their own compositions. I will encourage them to use the vocabulary and expressions they have learned in class and to be creative in their writing. I will also provide individual feedback and suggestions for improvement to each student, so that they can learn from their mistakes and make progress in their writing skills.In conclusion, the teaching plan for the composition in Unit 5 of the FLTRP textbook aims to help students improve their writing skills in both English and Chinese. By providing clear instructions, examples, and individual feedback, students will be able to develop their ability to express ideas effectively and creatively. I believe that with the proper guidance and practice, students can become confident and proficient writers in both languages.中文回答：在《外研版》第一册第五单元的作文教案中，我们需要为一篇作文写一个教学计划。
新外研版英语必修一_Unit5 Listening and Speaking 名师教学设计
3.Pre-listeing
Makestudents get the purpose of listening, arouse their interest, get familiar with the topic, predict the main idea and help them clear the obstacles of some difficult words and long sentences.
Class, GradeSchool
SeniorGrade1
Type
Listeningandspeaking
Objectives:By the end of the lesson, thestudentswill …
get the main idea of the TV debate and choose the correct topic;
TeachingPlan
Date
February20,2022
Name
Liang Zehui
Shenzhen Experimental School Guangming Department
Unit
Unit5, Book1
Title
Listeningandspeaking-Debating about animals
2.warm-up
Arouse students’ interest and get them prepared for the class.
T asks Ss to read “Did you know” to answer two questions:
新外研社(19)高中英语必修一Unit 5 Into the wild-Startng out教案
新外研社（19）高中英语必修一Unit 5 Into the wild --Starting out教案Teaching objectives:1.Enable the students to fully grasp the key words and phrases in this class.2.Let the students understand the diversity of animals, and develop a sense of love for nature.3.Make the students realize the impact of human behavior on nature, and establish the awareness of protecting nature and harmonious coexistence between human beings and nature.Evaluation objectives:Ask the students to talk about their understanding of the relationships between the people and the animals to find out if they can use some relevant expressions correctly.Teaching key and difficult points:1.Enable the students to watch the video, understand the situation of pets raised by British people, and initially introduce the theme.2.Lead the students to discuss the relationships between the people and the animals in daily life.3.Guide the students to learn the ability to quickly record key information in the video.4.Lead the students to talk about how people and animals should get along harmoniously with each other.Teaching methods:Task-based Approach; Cooperative LearningTeaching procedures:Step1: Watch the video and introduce the themeThe teacher leads the students to watch the British pet video and answer the following questions.1.What are the most popular pets in the UK?Suggested answer:Cats, dogs, parrots and rats.2.What is the most important animal charity in the UK?Suggested answer:Fluidiam. Fluidiam protects animals and endangered species by providing them with shelter and food. The leading animal conservation group learn how to help the animals.3.Do you have a pet in your own home? What is it?Suggested answer: Yes, I have a pet dog in my home.Step2:Look at the pictures and answer the questions1.Autonomous learningLet’s look at the pictures and talk about what are the best relationships between the people and the animals. Why?Suggested answer:Close friends. Because pets are our soul mates, they can reduce our pressure to some extent.（Purpose:Activate the students’ existing language and background knowledge, and stimulate their interest in the topic.）2.Show resultsThe pictures show different kinds of relationships between the people and the animals, namely the pet owner and the pet, blind people and the guide dog（life assistant）, horsemen and horses（competition companion）, the owner and livestock （from top left to bottom right）（Purpose:Combine the text with students’ real life to arouse their interest in this topic）3.What do you think is the most unusual pet?Suggested answer：Wolf, tiger, eagle, the monarch butterfly...4.What do you think are the best relationships between the people and the unusual animals? Why?Suggested answer:We should let them go back to nature, because they belong to nature. Animals and plants are created to have a good relationship with each other to make a better and beautiful life.Especially, we should not catch so many monarch butterflies as a collection, because they are so rare, and we should protect them.Step3:Important words and expressions1.measure vt.测量n.措施【知识链接】take (effective)to do sth.采取(有效的)措施去做某事【实战演练】翻译句子我们应该采取措施去提高我们的英语成绩。