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Unit 4 Wildlife protection Contents Analysis of teaching material Teaching and learning methods Teaching aids Teaching procedure Designing principles 一. Analysis of teaching material 1. Status and function

The theme topic of this module is wildlife protection, including the present situation of endangered species, learning to protect wildlife and trying to promote our awareness of wildlife protection. After the revision, Ss will be better at solving problems involved in such topic. 2. Key points and difficulties

Key points ：(1) Revise the useful words and phrases.

(2) Revise the sentence structures.

(3) Revise grammar: the Present Progressive

Passive Voice

(4) Write a letter about environment protection. Difficulties

(1) Ss can use the words and patterns appropriately in certain situations.

(2) Write a letter with the correct format and expressions. 3. Teaching aims and demands

(1) Knowledge objectives

Ss can use the words and expressions in new situations.

Ss can grasp the Present Progressive Passive Voice. Ss can write a short article for a report. (2) Ability objectives

To develop the Ss’

abilities of listening, speaking, reading and writing.

To improve the Ss’ability to communicate and cooperate. To train the Ss’ability to deal with various situations by learning and using English.

(3) Moral objectives

To enable Ss to realize they have the responsibility for our wildlife, our nature and our future . To enable the Ss to love life and enjoy the pleasure of participation.

二. Teaching and learning methods 3 Teaching methods

Audio-visual teaching method

Task-based teaching method

Collaborative teaching method

2 Learnig methods

Try to take an active part in the class activities. Try to obtain the knowledge actively by exploratory study and cooperative study. 三. Teaching aids

A computer, a tape recorder, powerpoint and so on.

四．Purpose of my design: 1. While revising the key points in this unit, I just try to cultivate Ss’

ability of autonomous study and using knowledge flexibly. 2. Through this step, I enable Ss to learn to summarize principles from linguistic phenomena on their own rather than wait to be taught by teachters. 3. This part is designed as a connecting link, not only a preparation for writing, but also the practice of grammar and vocabulary. 五. Teaching Procedure Step 1 Daily report (About 2 minutes)

Step 2 Listening (About 5 minutes)

Ss listen to the text and fill in the blanks, paying attention to the key words. Step 3 Revision of vocabulary and expressions

(About 16 minutes) 1. Ask Ss themselves to make a list of some

important words and phrases. They just stand up and say one or two. Words:

decrease

vi.&vt. 减少；（使）变小

appreciate

vt.

鉴赏；感激；意识到

respond vi.

回答；作出反应

contain vt.

包含；容纳

Phrases: die out

灭亡，逐渐消失

hunt for

搜索

in danger (of)

在危险中，垂危

in peace

和平地，和睦地

in relief

如释重负

burst into laughter 突然笑起来

protect…

from

保护…不受…（危害）

affect

vt.

影响；感动；侵袭

employ vt.

雇用；利用

inspect vt.

检查；视察

do harm to

对……有害

pay attention to

注意

come into being

形成，产生

according to

按照；根据……（所说）

so that

以致于，结果

Practise the sentence structures by doing sentence completion.

There Daisy saw an antelope looking sad. 在那里, 戴茜看到一只藏羚羊面带忧郁的神色。(BII P26) 句型:see sb. doing sth.看到某人在做某事

Step 4 Writing (About 18 minutes) Task:

Write a letter to WWF introducing our present environment based on what the Ss have revised, including vocabulary, structures and grammar.

（

Writing is the important and difficult part in the teaching process. Ss should cooperate to write a letter based on what they have revised combined with real situations. Through this activity, I greatly help Ss to develop integrated skills in learning and using English.）

Step 5 Home work

1. Finish off all the exercises in their reference books. 2. Finish reading another passage about wildlife protection.