Unit 4 Wildlife Protection 教案(3)

your homework?

S: Consult books. Collect information on the Internet. Go to the library.

T: Wonderful! And you have learnt a lot about the endangered animals. Have you previewed the passage? … What’s it about?

S: But Daisy learnt about how to protecting wildlife by a special way.

S: It’s about how Daisy learned to help wildlife by a wonderful experience with some animals.

T: That’s right. We talked about endangered wildlife yesterday. Would you please name some?

S: Panda, Milu Deer, South China Tiger, Chinese Alligator, Tibet Antelope and so on. T: OK! Now look at the screen, please. Discuss the two questions in pairs. I’ll give you three minutes and then I’ll ask some of you to report your work. 1. Why are they in danger of disappearing?

2. What do you think we should do to protect wildlife? Three minutes later:

T: Now, who’d like to talk about the first question? Volunteers? S: They are lack of food. S: Some of them are over-hunted. S: Their habitat is in danger.

T: Well done! How about the second questions?

S: I’d like to try. Wildlife is human friends. They can keep the balance of nature and make the whole world colorful. I think to protect wildlife is to protect ourselves. S: I think we should treat plants and animals the same as our friends. We shouldn’t cut or kill them freely. We also should protect the environment around us to let them have enough food and good living conditions.

S: We should collect money to help protect the endangered animals, too. They are dying out!

Step III Reading

Get the students to learn about the passage—HOW DAISY LEARNED TO HELP WILDLIFE.

a. Get students to look through the passage and answer the questions in part 1 in Comprehending

T: Next, let’s learn how Daisy learned to help wildlife. Turn to page 26. Read the text quickly and answer the following questions: Show the students the questions on page 27.

1. Why has the antelope in Tibet become an endangered species? 2. Why are elephant numbers increasing in Zimbabwe?

3. How does the government of Zimbabwe help protect wild animals? 4. Why is it important to protect the rainforest? 5. What must be done if wildlife protection to succeed? Sample answers:

1. They’re being killed for the wool beneath their stomachs. Their fur is being used to make sweaters. As a result, they are now an endangered species. 2. The government helped to protect elephant.

3. They allowed tourists to hunt only a certain number of animals if they paid the farmers. Now the farmers are happy and the numbers of elephant are increasing. 4. Animals live together. No rainforest, no animals, no drugs.

5. To protect wildlife, we shouldn’t kill animals and use their fur to make sweater; only hunt animals that are allowed; protect rainforests where animals live.

b. Get students to read the passage carefully and fill in the chart in part 2 in Comprehending. Sample answer: Paragraph Main idea Supporting details 1. Animal: Tibetan Antelope 1 Why we need wildlife 2. Situation: being hunted for the fur under its protection stomach 3. Result: numbers are decreasing rapidly 2 What need to be done 1. Animal: elephant in Zimbabwe to wildlife protection 2. Situation: Farmers hunted them without mercy 3. Result: The farmers are happy and numbers are increasing 3 and 4 The importance of wildlife protection 1. Animal: monkey in rainforest 2. Situation: live together with other animals 3. Result: no reinforest, no animals, no drug Step IV Language points

T: Now let’s deal with some language points. Turn to page 26 and look at the sentence. 1. Daisy had always longed to help endangered species of wildlife.

long to: to want to do something very much, especially when it seems unlikely to

happen soon

e.g. Kyoto is a city I have always longed to visit. 2. Our fur is being used to make sweaters like yours.

is being used 是被动语态的现在进行时：am / is /are being done be used to do 是动词 use…to do… 的被动语态 be / get used to doing 表示“习惯于……” used to do “过去常常做……” 3. In relief, Daisy burst into laughter.

relief: a feeling of comfort or happiness when something frightening, worrying, or

painful has ended or has not happened

burst into laughter: suddenly started laughing

4. I’m protecting myself form mosquitoes.这种药保护我免受蚊子的叮咬。 protect ... from ... 保护……免受……的伤害 e.g. The hat can protect you from the strong sunlight.

5. You should pay more attention to the rainforest where I live and appreciate how the animals live together.

appreciate: to understand or enjoy the good qualities or value of someone or something

6. The Carpet rose again and almost at once they were in a thick rainforest.

thick: it is used to describe trees / bushes etc.: growing very close together, or having a lot of leaves, so there is not mush space in between

7. “When I find a millipede insect, I rub it over my body. It contains a powerful drug which affects mosquitoes…”

rub +on / into / over etc.: to put a substance into or onto the surface of something by

pressing it and moving it around with your hand, a cloth etc.

Step V Discussing

Get students to do part 3 in Comprehending.

We can not force the poor farmers to move to another place. They may lose their secure income and become angry. So the best way is to protect the animal and help the poor farmers have a secure income.

The poor farmers can be employed to work in the park. They should be taught the importance of wildlife protection and how to treat these wildlife animals. They can live together harmoniously and without harm.

As to these who do harm to the animals, they should be punished. They should be fined or sentences to jails. However, that may not change the situation totally. People should be taught the importance of wildlife protection.

For it’s a wildlife park, people coming into the park may hurt the animals. So rules protecting wildlife are necessary.

First, prohibit people taking tools may hurt animals, such as knife, fire, gun… Second, ask people not to throw away their rubbish randomly. Third, encourage people not to disturb these animals.

Fourth, people should learn about the wild animals, such as how fierce they are, what they’d like to eat, what they’d like to do… Step VI Listening

T: Now I will play the tape for you. You can just listen or look at your books or read in a low voice together with tape. It’s up to you. Step VII Homework 1. Write a summary of the text.

2. Try to recite the text.

3. Find more information about dinosaur.

The Third Period Extensive Reading

Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语

come into being dinosaurs inspect incident dust according to fierce b. 重点句子

They lived on the earth tens of millions of years ago, long before humans came into being and their future seemed secure at that time.

What is even better is when countries help each other and build a good relationship. There are now so many of them that a new park has been opened for them in Hubei Province.

2. Ability goal 能力目标

Enable the students to talk about the possible reasons for the disappearance of dinosaurs.

Enable the students to read and talk about the Milu deer. 3. Learning ability goals 学能目标

Help the students learn to talk about the possible reasons for the disappearance of dinosaurs. And read and talk about the Milu deer. Teaching important points 教学重点

Read the passages about dinosaur and the Milu deer and find out information requested. Teaching methods 教学方法

Ask-and-answer activity to check the students’ understanding of the text. Individual, pair or group work to finish the task. Teaching aids 教具准备

The Multimedia Computer, a projector and a board. Teaching procedures & ways 教学步骤与方法 Step I Revision

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