Using LanguageⅡ教案（名师）

Unit 4 The wildlife protection Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

fur

rub

protect ... from ...

contain

powerful

affect

pay attention to

in danger of

carpet

respond

in relief

burst into laughter

mercy

harm

certain

importance

mosquito

insect

appreciate

succeed

secure income

employed b. 重点句子

Daisy had always longed to help endangered species of wildlife. In relief, Daisy burst into laughter. I’m protecting myself form mosquitoes.

But what an experience! 2. Ability goal 能力目标

Enable the students to discuss and suggest solution to the wildlife problem WWF has to deal with. 3. Learning ability goal 学能目标

Help the students to get to know “how to help wildlife” by reading, discussing and suggesting. Teaching important point 教学重点

How to improve the students’ ability of reading about wildlife protection.

Teaching methods 教学方法

Task-based learning and scanning. Teaching aids 教具准备

The Multimedia Computer, a projector, a board and a tape recorder. Teaching procedures & ways 教学过程与方法

Step I Lead-in Lead the students to learn HOW DAISY LEARNED TO HELP WILDLIFE. T: Everybody, look! What’s this?

Show the students the picture of FUWA of 2008 Beijing Olympic Games (Picture 1). 1 S: FUWA for 2008 Beijing Olympic Games. T: Can you talk something about FUWA?

2

S: Beibei, passing the wish of flourish and harvest, it represents the blue ring and aquatic sports. S: Jingjing is a lovely panda, it brings joy and happiness, Jingjing comes from the forest and symbolizes the harmonious coexistence between man and nature. It represents the black ring and strength sports. S: Huanhuan is the eldest in the five, and it symbolized the Olympic sports spirit and the passion people have towards the Olympic Games. It symbolizes the red ring and ball games. S: Yingying is an agile Tibetan antelope, it comes from the North-West of China and it is the rare and endangered species. Yingying represents the yellow ring and the athletics sports. S: Nini comes from the sky, it is a swallow, and its image comes from the Chinese traditional kite and it is the symbolic image of Beijing. It represents the green ring and gymnastic sports. T: Wonderful! I think most of us know much about our National Treasure—Panda. And can you tell me something about Yingying—Tibetan Antelope?

S: It comes from the North-West of China and it is the rare and endangered species. S: The main threat to the species is the demand for shahtoosh. It is estimated that around 20,000 Tibetan antelope are poached each year, from a population of around 75,000. Between 3 and 5 Tibetan antelope die to provide the 300-600 grams of raw wool that are needed to produce a single shahtoosh shawl. S: The Tibetan Antelope decrease rapidly. Earlier this century, herds of 20,000 animals were common—today, a group of 2,000 is a rare sight.

S:

China has given the Tibetan antelope the highest level of protection under its national laws and trade is also prohibited in India, with the exception of the state of Jammu and Kashmir.

Step II Pre-reading Get the students come to Pre-reading. T: You must have done your homework very carefully. What have you done to prepare 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 1. Animal: elephant in Zimbabwe What need to be done to wildlife protection 2. Situation: Farmers hunted them without mercy 3. Result: The farmers are happy and numbers are increasing

2 3 and 4 1. Animal: monkey in rainforest

The importance of 2. Situation: live together with other animals wildlife protection 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.