Unit1Animal Friends（6个课时）整个单元教学设计- 2024-2025学年人教版英语七年级下册

2025年春基于英语核心素养的教学设计 Unit 1 Animal Friends（Section A 1a-3） Period 1教 学 设 计 课题 Section A 1a-3 Period 1 单元 Unit 1 Animal Friends 课型 Listening and Pronunciation 使用 教材 2025年春人教版英语 年级 七年 级下 备课人 复备人 学习 内容 分析 本课以一次生动的动物园实地考察为背景，教师精心策划了一场寓教于乐的学习之旅。在启程之初，教师不仅概述了此次动物园之行的精彩行程，还细腻描绘了即将探访的动物世界，旨在激发学生的好奇心与探索欲。随后，教师巧妙布置了一项任务：在亲身游历的过程中，学生们需围绕自己喜爱与不喜的动物及其背后的缘由展开深入的交流与探讨。 听力环节一分为二，首段听力以教师的旁白形式呈现，她满怀激情地预告了今日的动物园探险计划，并巧妙设问，鼓励学生带着疑问去观察、去思考，让每一次驻足都成为一次心灵的触动与智慧的碰撞。紧接着的听力材料，则是捕捉了Yaming、Emma与Chen Jie三位小伙伴在动物园中的真实对话瞬间，他们面对形态各异的动物，纷纷表达着自己的偏好与理由，分享着那份纯真而直接的情感体验。 至于语音训练部分，本课着重于培养学生的音素敏感度与发音准确性。学生们需细致聆听并准确识别含有元音字母a及其多种组合（如a发/eɪ/、/æ/音；ai发/eɪ/音；ay亦发/eɪ/音；al则呈现为/ɔ:/音；aw同样为/ɔ:/音）的音标，以及这些音素在单词中的具体运用，从而逐步建立起坚实的音素意识。此外，学生们还需掌握单词的弱读技巧与名词复数的正确发音规律，力求在口语表达中，每个单词都能发音清晰、准确无误，每一句话都能朗读得流畅自然，展现出良好的语言风貌。 学情 分析 小学生们经过小学阶段的系统学习，已经打下了坚实的听说读写根基。他们在此前的课程中，已掌握了一些基础的动物名词，并学会了如何回答一般疑问句以及使用what和why开头的特殊疑问句。对于本课涉及的许多基础词汇和句型，学生们其实并不陌生，他们在以往的学习中已多有涉猎，故而能够轻松理解单元内容，并顺利完成相关学习任务。同时，他们也能巧妙运用已学知识，搭建起新旧知识的桥梁。 然而，尽管学生们已有一定的英语基础，但对于企鹅、老鹰、狐狸等小学课程中未涉及的动物及其相关形容词的英文表达，他们仍感到陌生。在句型运用上，他们的选择也相对有限，往往只能进行简单的一至两轮对话。此外，在语言准确性方面，他们仍有提升空间。部分学生在信息获取和主动表达方面尚显笨拙，无法迅速而准确地捕捉信息，也无法流畅而精确地进行自我表达。 针对这一情况，教师在课堂上应多给予鼓励和引导，通过多样化的练习形式，帮助学生们更好地掌握不同动物单词的发音、拼写和含义。 学习 目标 语言能力：精准运用词汇句型讨论动物、描述特点、介绍喜爱动物，交流中灵活运用知识。 学习能力：掌握听力策略，提升听力理解，探索自学方法。 思维品质：条理表达观点，对比分析动物，培养多种思维。 文化意识：了解动物文化，增强跨文化意识，树立关爱保护动物及尊重生命自然的价值观。 学习 重点 Use the words and sentences to talk about various animals and introduce your favorite animal. 学习 难点 To recognize /æ/ /eɪ/ /ɔ:/ in different words and pronounce them correctly; pronounce"-(e)s" correctly. 教学 方法 Task-based method, cooperation method 教学 工具 PPT. textbook, blackboard, smart whiteboard 教学过程 教学环节 教师活动 学生活动 Step 1 Lead in 1. Let Ss see the cover page of this unit and answer the questions: ①Can you name the animals in the photo? ②What do you know about these animals? ③ Do you know any other special animals in China? 2. Let Ss watch a video about animals and ask Ss what animals they can see. l. Look at the picture and answer the teacher's questions. 2. Watch the video and write the animals on the paper. 3. A student say the animals he/she can see. Others add the names of the animals. Step 2 Pre-listening 1.Show the pictures in la and ask Ss to write the animals’names under the pictures. 2.Lead Ss to read the questions in 1b and translate the sentences. 1. Match the animals’ names with the pictures in la. 2. Read the sentences in lb and understand the meaning. Step 3 While-listening 1. Play the tape of 1b and let Ss answer the questions. 2. Lead Ss to read the sentences in 1b. 3. Let Ss listen to the conversations in lc and circle T or F and also correct the mistakes. 4. Let Ss listen again and fill in the blanks. 1. Listen to the tape and do the listening tasks. 2. Fill in the blanks and read the listening material together. Step 4 Post-listening 1. Let Ss talk about their favorite animals with partners. 2. Invite some Ss to show their conversations in class and then give some comments. （show some key adjectives) Work with partners to talk about favorite animals and the reasons according to the sentences in 1d. Step 5 Pronunciation 1. Ask Ss to listen to the words in 1 and repeat. 2. Ask Ss to write down more words in 1 . 3. Let Ss listen and repeat the words in 2 and try to summarize the rules . 4. Play the tape and let Ss listen and repeat and notice the unstressed words are pronounced. 1.Read the words and sentences after the tape. 2.Try to summarize the rules. Step 6 Summary&Practice 1. Lead Ss to sum up the important knowledge. 2. Finish the exercises in the workbook. Try to sum up the knowledge and finish the exercises. 家庭作业 1.Continue to finish the exercises. 2.Recite the conversations in lb. 板书设计 Unit 1 Animal Friends (Section A la-3) -What's your favorite animal? -It's the... -Why do you like...? -Because they’re... 教学反思 Unit 1 Animal Friends（Section A 2a-2f ） Period 2教 学 设 计 课题 Section A 2a-2f Period 2 单元 Unit 1 Animal Friends 课型 Listening and Speaking 使用 教材 2025年春人教版英语 年级 七年 级下 备课人 复备人 学习 内容 分析 本次课程的语篇是一段关于动物喜好的趣味交流。在一个阳光明媚的周末，彼得、腾飞和福星相约来到动物园。刚入园，彼得就兴奋地指着企鹅展区，分享自己对企鹅的喜爱，还好奇地询问福星最喜欢的动物。福星目光也被企鹅吸引，回应自己同样喜欢企鹅，并追问彼得喜欢的原因。这时，腾飞快步走来，赞同他们的看法，提议一起去近距离观赏企鹅。 观赏时，三人围绕企鹅展开热烈讨论。腾飞提到企鹅虽不能飞，但游泳速度极快；彼得补充企鹅有独特的保暖方式；福星则分享了企鹅的食物来源知识。就在这时，福星拿出手中的鱼三明治，引发了一场关于不能随意给动物喂食的讨论。大家一致认为，虽喜爱动物，但随意喂食会影响它们的健康和生活习性，要用正确的方式爱护动物。 学情 分析 在上一课时，学生已经掌握了运用特殊疑问句来询问和回答最喜欢的动物及其原因的方法，并且能够依据自然拼读规则准确读出相关单词。他们对具有预测性的学习活动充满热情，乐于通过小组合作的方式，猜测图片中的对话内容。当前，学生渴望进一步拓展关于动物的词汇量，以便能更准确地描述自己心仪的动物。同时，他们还希望学会从多个深层次的角度，如动物独特的本领、对人类的帮助以及带来的情感慰藉等，多样化地表达喜欢动物的原因，从而让交流更具深度和个性。 学习 目标 语言能力：借助听力获取企鹅相关信息，学会运用实用表达描述动物，能向他人介绍自己喜爱的动物。 学习能力：在学习过程中，自主探索有效的听力技巧，积极积累描述动物的词汇和表达，提升自主学习能力。 思维品质：通过思考动物与人类的关系，分析动物独特本领、对人类的帮助等，培养逻辑思维和批判性思维。 文化意识：了解不同文化中动物的象征意义，感受动物在人类生活中的价值，增强对多元文化的理解和包容。 学习 重点 To get information about the penguin through listening. 学习 难点 To introduce their favourite animals to others. 教学 方法 Task-based teaching method, situational teaching method 教学 工具 PPT. textbook, blackboard, smart whiteboard 教学过程 教学环节 教师活动 学生活动 Step 1 Lead in 1.Guide Ss to play the "Quickly eyes" game. 2.Display part of Fu Xing's animal photos and ask Ss to guess what the animals are. 3.Direct Ss to share what they know about penguins. 1. Play a game to say the names of animals. 2. Guess the animals. 3. To describe the things they know about penguins. Step 2 Pre-listening Look at the pictures in 2a and ask Ss to predict the answers to the questions: ①What animals can you see? ②Where are the people and the animals? ③What are they doing? Look at the picture and answer the teacher 's questions. Step 3 While-listening 1. Play the tape and let Ss circle the coloured words they hear. 2. Play the recording again and let Ss follow to read and think: ①Why does Peter like penguins best? ②How do penguins go through the winter? ③Can they eat fish sandwich? Why? Follow the tape and finish the listening tasks. Step 4 Post-listening 1.Have Ss read the conversation and complete the chart in 2b. 2.Guide Ss to summarize ways to describe an animal (name, reason, look, ability, home, food). 3.Get Ss to match the headers in 2b with the questions in 2d. 4.Let Ss work in pairs and ask and answer based on the information in 2b. 5.Have Ss complete a card about their favorite animal and then use the questions in 2d to inquire about their partner's favorite animal (2e). 6.Invite some groups to present their conversations and provide comments. 1.Read the conversation and complete the table. 2. Work with partner to make up a conversation about asking favorite animal. Step 5 Summary 1. Learn to protect animals. 2. How to ask other's favorite animal. 家庭作业 1. Finish the exercises. 2.. Recite 2a. 板书设计 Unit 1 Animal friends (Section A 2a-2f) Name: penguin( What's your favorite animal?) Look: lovely(What doe it look like?/How does it look?) Home: Antarctic(Where does it usually live?) Food: fish and small sea animals(What does it usually eat?) Ability: can swim fast(What can it do?) 教学反思 Unit 1 Animal Friends（Grammar Focus ） Period 3教 学 设 计 课题 Section A Grammar Focus Period 3 单元 Unit 1 Animal Friends 课型 Grammar Focus 使用 教材 2025年春人教版英语 年级 七年 级下 备课人 复备人 学习 内容 分析 本课时以对话活动为依托，创设真实语言情境，助力学生掌握特殊疑问句和一般疑问句的用法，学会在语境中恰当询问和表达个人喜好及缘由。通过对话交流与情感互动，提高学生的语言实践能力，增强口语表达的流利性与准确性。此外，引导学生树立动物保护意识，培养对自然和生命的尊重与关爱。 学情 分析 经过两节课的学习积累，学生已初步懂得用形容词或短语描述喜爱动物的原因，对用特殊疑问句及回答谈论动物相关信息也有了初步认识。在语法运用上，学生期望深入掌握一般现在时不同人称形式，准确描述动物习性；对于表达喜好原因时涉及的从句语法知识充满兴趣，希望学习更复杂的从句结构，以便在介绍多种动物时能凸显自己最爱动物的独特之处。 学习 目标 语言能力：掌握用 “Because...” 回答 “Why...” 问题的方式，运用复数名词规则和形容词描述名词，提升语言表达的准确性与逻辑性。 学习能力：主动探索并熟练掌握复数名词规则及形容词修饰名词的用法，学会总结归纳语言规律，增强自主学习能力。 思维品质：凭借对 “Because...” 回答 “Why...” 问题方式的掌握，以及对复数名词和形容词运用的熟练，培养举一反三、推理判断的思维能力。 文化意识：在使用英语描述事物、回答问题的过程中，了解不同文化背景下人们表达因果关系和描述事物的习惯，拓宽文化视野。 学习 重点 1. To master the way “Because…”to answer the question “Why...”. 2. To grasp the rules of plural nouns and use adjectives to describe nouns. 学习 难点 To grasp the rules of plural nouns and use adjectives to describe nouns. 教学 方法 Task-based teaching method, situational teaching method 教学 工具 PPT. textbook, blackboard, smart whiteboard 教学过程 教学环节 教师活动 学生活动 Step 1 Lead in 1. Let Ss look at the pictures and have a free talk about animals. -Where are …from? -They are from.. -Do you like ..? -Yes,/No,.. -Why do/don't you like...? -Because they are... Look at the pictures and ask and answer the questions. Step 2 Presentation 1.Have Ss read the sentences and identify the question words. Ensure they understand the meaning. 2.Get Ss to work in groups and figure out how to introduce a reason. 3.Offer some exercises for Ss to practice. To summarize the wh-words and wh-questions. Step 3 Practice 1.Have Ss complete activity 3b and then check the answers. 2.Let Ss finish activity 3c. 3.Encourage Ss to work in groups and summarize the rules of changing countable nouns into plural forms. 4.Give Ss some exercises to practice the rules. To practice the wh-questions and plural forms of nouns. Step 4 Production Invite one student to think of an animal and other Ss ask questions to guess the animal To produce the target language by playing a game. Step 5 Summary 1. Wh-questions 2. The plural forms of nouns. 家庭作业 Read the sentences in Grammar Focus 板书设计 Unit 1 Animal friends (Section A Grammar) 特殊疑问句=特殊疑问词+一般疑问句？ When/Why/What/Where+is/are+主语+...? When/What/Why/Where+does/do+主语+V.原？ 名词复数变化规则： 1. 直接+s 2.单复同行（sheep, deer, fish…) 3.以四大金刚（s, x, sh, ch)结尾，+es 教学反思 Unit 1 Animal Friends（Section B 1a-1d ） Period 4教 学 设 计 课题 Section B 1a-1d Period 4 单元 Unit 1 Animal Friends 课型 Reading 使用 教材 2025年春人教版英语 年级 七年 级下 备课人 复备人 学习 内容 分析 本课时以阅读文本为依托，创设真实语言情境，着力让学生通过略读和扫读高效阅读并理解文章，能够与伙伴合作交流完成任务，能用简单英语表达对大象及保护它们的想法与观点。通过在文本中寻找答案以及回答问题与，提高学生的阅读能力和语言实践能力。此外，引导学生学习大象在泰国文化中的重要意义，增强其保护野生动物及其栖息地的意识，培养学生对自然和生命的尊重与关爱。 学情 分析 经过三节课的学习积累，学生已初步懂得用形容词或短语描述喜爱动物的原因，对用特殊疑问句及回答谈论动物相关信息也有了初步认识，对大象的相关知识也有一定的认识，通过进一步学习文本中大象的相关信息，能批判性思考大象濒危的原因并提出可能的解决办法，并能准确地回答相关问题。 学习 目标 语言能力：学生能够理解并运用与大象相关的关键词汇，如 “trunk”“ivory”“celebrate” 等，通过理解大象相关文本提升读写和听力理解能力，能用简单英语表达对大象及保护它们的想法与观点。 学习能力：学生学会通过略读和扫读高效阅读并理解文章，能够与伙伴合作交流完成任务。 思维品质：学生能从文本中分析总结大象的相关信息，批判性思考大象濒危的原因并提出可能的解决办法。 文化意识：学生了解大象在泰国文化中的重要意义，增强保护野生动物及其栖息地的意识。 学习 重点 1. Enable students to understand the main idea and details of the text about elephants. 2. Help students master the key vocabulary and sentence structures related to elephants. 学习 难点 1.Help students express their thoughts and opinions on elephant protection fluently and accurately. 2.Lead students to think critically about the problems elephants face and put forward feasible solutions. 教学 方法 Task-based method,Communicative Teaching Method,Contextual Teaching Method 教学 工具 PPT. textbook, blackboard, smart whiteboard 教学过程 教学环节 教师活动 学生活动 Step 1 Warm-up 1. Show some pictures of different animals and ask students to name them. 2. Play a short video about elephants and ask students what they think about elephants. Look at the pictures and answer the questions. Step 2 Pre-reading 1. Ask students to work in pairs and discuss what they know about elephants. 2. Invite several pairs to share their ideas with the class. Discuss in pairs. Step 3 While-reading 1. Ask students to read Malee's post quickly and choose the best title for it. 2. Check the answers and explain the reasons. 3. Ask students to read the post again carefully and answer the following questions: -When do Thai people celebrate Thai Elephant Day? -What do elephants use to carry things? - Are elephants clever? Give your reasons. -Why are elephants in danger now? -How can we help save elephants? 4.Have students work in pairs to discuss the answers. 5. Invite some students to share their answers and correct if necessary. 1.Read the passage twice, and finish the tasks with their partners. 2.Share the answers. Step 4 Post-reading 1. Ask students to complete the mind map with the information from the post. 2. Check the answers and have students explain the content of the mind map. 3. Divide students into groups of four and ask them to discuss the following questions: -What else can we do to protect elephants? -How can we raise people's awareness of protecting wild animals? 4.Each group selects a representative to present their group's ideas to the class. 1. Finish the mind map. 2.Discuss the questions in groups, and present the ideas. Step 5 Summary 1. the characteristics and importance of elephants, and the measures to protect them 2.Emphasize the importance of protecting wild animals and encourage students to take action in their daily lives. 家庭作业 Finish the exercise. 板书设计 Unit 1 Animal friends (Section B Reading) -When do Thai people celebrate Thai Elephant Day? -What do elephants use to carry things? - Are elephants clever? Give your reasons. -Why are elephants in danger now? -How can we help save elephants? 教学反思 Unit 1 Animal Friends（Section B 2a-2b ） Period 5教 学 设 计 课题 Section B 2a-2b Period 5 单元 Unit 1 Animal Friends 课型 Reading&Writing 使用 教材 2025年春人教版英语 年级 七年 级下 备课人 复备人 学习 内容 分析 本课时主要是以读促写的写作课，通过阅读练习宠物狗帮助主人的短文，并模仿写一篇关于自己喜爱的动物的短文。 学情 分析 经过前几节课的学习积累，学生已能够正确使用描述动物外貌、性格和能力的形容词和动词短语，通过阅读范文，分析其框架和重要词句，学生能进一步学会如何写一篇自己喜爱的动物的短文。 学习 目标 1. 语言能力： 学生能够正确使用描述动物外貌、性格和能力的形容词和动词短语，如“scary”“friendly”“play with”“have good hearing”等。 学生能够读懂关于宠物狗帮助主人的短文，并获取关键信息。 学生能够模仿范文，写一篇关于自己喜爱的动物的短文。 2. 学习能力：通过阅读和写作练习，培养学生的阅读理解和书面表达能力。 3. 思维品质： 鼓励学生思考人与动物的关系，培养学生的批判性思维和创新思维。 通过分析范文的结构和语言特点，培养学生的逻辑思维能力。 4. 文化意识： 让学生了解不同文化中人们对宠物的态度和关爱方式。 培养学生关爱动物、尊重生命的意识。 学习 重点 1.Master the vocabulary and sentence patterns for describing animals. 2.Understand the content of the passage in 2a and master reading skills. 3.Be able to write a short passage about one's favorite animal following the writing requirements in 2b. 学习 难点 1.How to guide students to use the learned vocabulary and sentence patterns to describe animals accurately and vividly. 2.How to help students clearly express their love for animals in writing and make the article logically coherent. 教学 方法 Task-based method， cooperation method 教学 工具 PPT. textbook, blackboard, smart whiteboard 教学过程 教学环节 教师活动 学生活动 Step 1 Warm-up Play a short video about different kinds of animals and ask students some questions: -What animals can you see in the video? -Do you have a pet? What is it? Watch the video and answer the questions. Step 2 Pre-reading 1. Show some pictures of animals and ask students to describe them using adjectives. For example: This dog is cute and friendly. That cat is lazy but lovely. 2. Ask students to do the exercise in 2a: Let them work in pairs and have a short conversation. 1.Describe the animals using adjectives. 2.Discuss in pairs. Step 3 While-reading 1. Fast reading Ask students to read the passage in 2a quickly and answer the question. Check the answers and guide students to summarize the main idea of the passage. 2. Careful reading Ask students to read the passage carefully and answer the following questions: -What kind of dog is Xiaohua? -How does Xiaohua help the writer? -Why does the writer love Xiaohua so much? Have students work in groups to discuss the answers and then share them with the class. Explain some key words and phrases. 1.Read the passage twice, and finish the tasks in groups. 2.Share the answers. Step 4 Post-reading 1. Group discussion Ask students to discuss in groups: What do you think of the relationship between the writer and Xiaohua? How can we take good care of our pets? Invite some groups to share their opinions and have a class discussion. 2. Summary Summarize the main points of the passage and emphasize the importance of animals as our friends and how we should treat them kindly. 1. Finish the mind map. 2.Discuss the questions in groups, and present the ideas. Step 5 Writing 1. Ask students to read the questions in 2b and think about their favorite animals. 2. Guide students to make an outline for their writing. They can start with the appearance of the animal, then describe its abilities and personality, and finally explain why they like it. 3. Let students write their own posts for the website. Encourage them to use the words and sentence patterns they have learned. 4. Ask some students to share their writings with the class and give feedback and comments. Imitate the passage and write a posts about their favorite animals. 家庭作业 1. Ask students to revise their writings based on the feedback and comments. 2. Ask students to search for more information about animals and share it with the class next time. 板书设计 Unit 1 Animal friends (Section B Reading&Writing) -What kind of dog is Xiaohua? -How does Xiaohua help the writer? -Why does the writer love Xiaohua so much? 教学反思 Unit 1 Animal Friends（Section B 3a-3c ） Period 6教 学 设 计 课题 Section B 3a-3c Period 6 单元 Unit 1 Animal Friends 课型 Project 使用 教材 2025年春人教版英语 年级 七年 级下 备课人 复备人 学习 内容 分析 本课开展项目式学习，通过设计动物园的活动，让学生既学习动物知识，又培养对自然的尊重爱护和社会责任感。 实践活动包含三个核心环节。首先是动物认知与猜测，学生分组轮流描述一种陆地、水中或空中生活的动物，其他组根据描述猜测并记录答案。这一环节能激发学生对动物的兴趣，提升观察力、描述能力以及团队协作与沟通能力。其次是动物园动物选择与规划，学生依据之前猜测的动物，挑选部分作为动物园的展出动物，并阐述选择理由，如生态习性、观赏价值、教育意义或保护需求等，以此培养决策能力和环保意识，让学生认识到动物园在保护动物和教育公众方面的重要性。最后是动物园地图绘制与展示，学生用提供的工具绘制地图，涵盖动物展区、游客设施、指示标志等内容，完成后向全班展示并接受提问和建议，随后全班投票选出最受欢迎的设计，这一环节有助于锻炼学生的设计、空间规划、表达能力以及自信心。 学情 分析 学生均去过动物园，并且能够识别地图。但对于一些动物的英文名称和一些地标的英文可能比较陌生，需要老师给予帮助。 学习 目标 语言能力：复习从外貌、食物、栖息地和本领等方面描述动物的方式，并用英语协同设计心仪动物园并向同学介绍。 学习能力：在小组合作设计动物园的过程中，学会高效收集、整合动物相关知识，提升自主及合作学习能力。 思维品质：深入探讨动物的重要性，思考关爱动物的方法，锻炼逻辑思维与问题解决能力。 文化意识：通过对动物的研究和讨论，理解动物在不同文化中的角色，增强保护动物的文化认同感。 学习 重点 1.To review how to describe animals from looks,food, home and abilities; 2.To work together to design a zoo you like and introduce it to your classmates. 学习 难点 To work together to design a zoo you like and introduce it to your classmates. 教学 方法 Task-based teaching method, situational teaching method 教学 工具 PPT. textbook, blackboard, smart whiteboard 教学过程 教学环节 教师活动 学生活动 Step 1 Lead in 1.Display pictures of various animals on the screen and have students name them in English. 2.Play a zoo short video to spark students' interest and introduce the topic. To name the animals’ names in English. Step 2 Group discussion Ask Ss work in group to take turns to think of an animal and describe it. The others in the group try to guess the animal and write it down in the table. To work in group to describe and guess the animal. Step 3 Zoo design 1.Have each group select some animals from the previous discussion for their zoo. 2.Get students to give reasons for their choices and discuss animal arrangement in the zoo. To choose the animals in the zoo and give some reasons. Step 4 Map drawing 1.Students draw a zoo map on paper. 2.Encourage them to be creative and add details like paths, signs and food stalls. To draw the map of your own zoo, and add some details. Step 5 Presentation 1.Each group presents their designed zoo to the class in turn. 2,Other groups can ask questions or give comments. To introduce your zoo and give some comment to others’ painting. 家庭作业 1. Revise your map and finish the introduction. 2. Finish the exercises. 板书设计 Unit 1 Animal Friends Section B Project Land Water Sky snakes foxes wolves tigers giraffes monkeys lions zebras elephants bears pandas deer snakes penguins sharks hippos turtles eagles 教学反思 学科网（北京）股份有限公司 $$