Learning about Language名师课堂实录

Unit 4 Wildlife protection 教材分析

本单元的中心话题是“野生动物保护”。

I 教学内容分析

Warming Up 部分通过图文的形式展现了中国在野生动物保护上所作出的努力以及所取得的显著成效，从而让学生体会到野生动物保护的重要性和紧迫性。

Pre-reading 部分实际上包括两项任务。一是通过两个问题引导学生列举出除熊猫、麋鹿和华南虎以外的其它濒危动物，思考这些动物灭绝的原因，从而很自然地将学生从“热身”部分的讨论过渡到“阅读”部分的学习。二是通过看图和读标题预测正文部分的内容大意，然后迅速浏览全文来检验自己的预测是否准确。

Reading 部分通过讲述一个女孩的梦中经历，向读者介绍了三种野生动物在西藏、津巴布韦和热带雨林的境遇，引起学生保护野生动物的责任感。

Comprehending旨在通过对文中要点的设问和表格，使学生充分理解课文，进一步意识到野生动物的困境和加强对野生动物保护的重要性的认识。

Using Language 部分通过恐龙的灭绝使学生进一步意识到野生动物保护的重要性和紧迫性。通过听渡渡鸟的录音进一步加强学生保护野生动物的责任感。

Learning Tip部分向学生提供了词汇学习方面的建议——根据上下文推测词义，根据拼写猜测读音，最后通过查字典检查读音和意思的正确与否。

II 教学重点与难点

1. 教学重点

：

（1）本单元的生词和短语；

（2）要求学生能表述野生动物保护的重要性；

（3）要求学生掌握并能正确运用现在进行时的被动语态结构；

（4）熟练运用英语来表达自己的意志和目的，并能恰当的表示歉意。

2. 教学难点：

（1）指导学生按类别归纳整理词汇，让学生学会有效的记忆词汇的方法；

（2）引导学生发现本单元重点语言结构，让学生自己发现并感悟相关的语言规律，

培养他们的语感。

III 教学计划

本单元分五课时：

第一、二课时

Warming Up, Pre-reading, Reading, Comprehending

第三

课时

Learning about Language

第四课时

Using Language

第五课时

Speaking and Writing IV 教学步骤

Period 1 &2

Warming Up, Pre-reading, Reading, Comprehending

Teaching Goals:

1. To talk about endangered species

2. To read about and understand wildlife protection Teaching Procedures:

Step 1. Warming Up

Purpose: To activate Ss and arouse them to talk about endangered species.

1.

Leading-in The title of this unit is wildlife protection and we all know that there are many endangered species

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in the world.

Now class, which animals are in danger? Name as many wild animals as you can. 2. Introduction Look at the animals on page 25.We are very familiar with the giant panda，milu deer and south China tiger. The giant panda lives in mountainous regions, like Sichuan and Tibet. The giant panda is a symbol of the World Wildlife Fund, a conservation organization. Toward the latter half of the 20th century, the panda also became women what a national emblem for China, and is now used in Chinese gold coins. Milu deer has a long tail, wide hooves and branched antlers. Another Chinese name for it is "four unlikes" because the animals we seen as having the horns of a stag, the neck of a camel, the foot of a cow, and the tail of an ass. A tiger is a large cat famous for its beautiful fur of orange striped with black. Tigers lives in Asia and are becoming very rare. This is due to people hunting them for their fur and destroying the forests they live in. Step 2. Pre-reading Purpose: Activate Ss’ interest about wildlife protection. 1. From the form on Page 25, we can see their problems. Answer the following questions. (1)Why are they in danger, class? Suggested Answer:

Some wild animals are dying out because of the loss of food, their habitats being destroyed or over hunting. (2)What measures have been taken to protect these endangered species and what achievements

have we achieved? Suggested Answer:

China has set up some National Natural Protection Zones, such as Wolong Nature Reserve, Sichuan for pandas, Nanhaizi Milu Park for Milu deer, and Baishanzu National Natural Protection Zone, Zhejiang for South China tigers. Things have changed greatly. The number of the wild animals in the protection zones has increased. The number of pandas, which nearly disappeared years ago, has now risen to about 70, the number of milu deer to about 500, and the number of South China tigers about 60. (3)Why should we protect wildlife? Suggested Answer:

Wildlife is our friends. They can keep the balance of nature and make the whole world colorful. To protect wildlife is to protect ourselves. （4）What do you think we should do to protect wildlife? Suggested Answer: We should treat plants and animals the same as our friends and relatives. We shouldn’t cut or kill them freely. We should protect the environment around us to let them have enough food and good living conditions. We should collect money to protect the endangered animals, too. 2. Let Ss talk as much about wildlife protection as possible. Step 3. Reading Purpose: To lead Ss to the topic of this unit and understand more about wildlife protection.

1. Listening

Purpose: To get a brief understanding of the text.

To train Ss’ listening ability.

(1)

Listen to the tape and try to keep pace with the native speaker in speed, in intonation and in pronunciation.

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(2)

Ask Ss to find the writing type and the main idea of the text

Suggested Answers:

The writing type: a piece of narrative writing. The main idea: Daisy went by a flying chair to Tibet, Zimbabwe and a certain thick rain forest to visit endangered animals, which made her know a lot about some destructive as well as protection behaviors that people had done to wildlife. 2. Scanning purpose: To get Ss to have some details in the text. ⑴

Leading-in Since we know the importance of the wildlife protection, we should try our best to protect wildlife. Ok, let's see how a girl named Daisy learned to protect wildlife. Let's turn to page 26.Our reading part: How Daisy learned to help wildlife.

(2) Read the text and answer the following questions. ①

Which animal is being protected?

(the elephant in Zimbabwe)

②

Which animal is likely to disappear altogether?(the antelope in Tibet)

③

Which animal is unhappy with the way humans are dealing with environmental problems?(the monkey in thick rain forest) (3) Read the text again and answer the questions on Page 27. Suggested Answers:

①

Its fur is being used to make sweaters. As the sweaters become popular, more and more animals are killed. So very few antelopes are left. ②

The farmers stopped killing the elephants, so the numbers increased. ③

The government helps the farmers. It makes sure that the tour companies pay the farmers when tourists come to visit and hunt a few animals. ④

Looking after the rainforest helps protect plants and animals we know nothing about. They may make it possible for us to produce medicines and drugs that we don’t yet know about. ⑤

Students’ answers vary. (4) Further reading Purpose: To get Ss to get more details about the text. 1. Read paragraph one and answer the question. Why are we humans part of this problem?

Suggested Answer:

People who buy sweaters made with Tibetan wool are encouraging more people to go out and kill the animals. 2. Read paragraph two, three and answer the question How did life improve for the farmers in Zimbabwe and how did it improve for the animals? Suggested Answer:

The farmers got money when the government made sure that the tour companies had to pay them to visit and hunt the animals. And the animals were no longer killed by the farmers for destroying the crops.) 3. Read paragraph four, five and answer the question In what ways does looking after the rain forest help with wildlife protection? Suggested Answer:

Looking after the rain forest helps wildlife protection because it is where wildlife lives. It also

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contains many medicines and drugs may yet save lives. Step 4. Reading and underlining Purpose: To train Ss’ language capacity.

1. Ss are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook. 2. List the collocations from How Daisy learned to help wildlife. Not long ago, wake up, find…by one’s side, a flying chair, get dressed, put on one’s jeans, fly away to, turn around, with a sad face, use …to make…, kill …for…, take…from under…, take one’s picture, become endangered, destroy the farm, take photos, apply to, hunt …for…, make money for…, as a result, in thick rain forest, protect…from…, rub…over…, a powerful drug, pay attention to, take…home. Step 5. Summary Purpose: To train Ss’ summarizing ability. 1. Let Ss read the text again and divide the text into three parts. Suggested Answer:

The first part: paragraph 1. The second part: paragraph 2 and 3. The third part: paragraph 4 and 5. 2.

Let Ss find the main idea for each part. Suggested Answer:

Part 1: Daisy flew in a wonderful chair to Tibet and found that antelopes were in danger. They were killed for the fur to make sweater. Part 2: Daisy flew to Zimbabwe and found that the wild animals were well protected by paying farmers to visit animals. Part 3: Daisy flew to the rain forest. Talking with a monkey, she got to know that rain forests should be protected, for they are the source of many medicines and drugs.

Step 6. Closing down 1. The teacher summarize the text. One day, Daisy dreamed a strange dream. She flew in a wonderful chair to talk with an antelop in Tibet. The antelope told her they were hunted because of their fur, which can be used to make sweater like hers. In three years they may all be gone. Later, she flew to Zimbabwe where she talked with an elephant and got to know the farmers there no longer hunted them. That’s because the government decided to help and the farmers finally made a lot of money. At last she arrived at the thick rain forest where a monkey told her “No rain forest, no animals and no drugs.” Although finally everything was gone, she had learned so much. 2. Homework (1)

Let Ss listen to the tape and follow in a low voice. (2)

Ask Ss to preview Learning about Language. Period 3 Learning about language

Teaching Goals: 1.To learn about The Present Progressive Passive voice

2. To discover useful words and expressions

3. To discover useful structures Teaching Procedures:

Step 1. Practice

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Turn to Page 28 and do Ex1, Ex2 and Ex3. You can simply write your answers in the blanks on the book. Suggested Answers: Ex1:

(1)distant

(2) decrease (3) powerful (4) affect (5) appreciate (6) hunt

(7) protect… from (8) respond (9)relief Ex2: wild, reserve, hunt, species, powerful, appreciated, relief, protecting…from Ex3:

Places: habitat

protection zone

reserve

animal park

nature park

safari park

Endangered species: South China tiger

panda

tropical rainforest wildlife

Milu deer

Tibetan antelope

African elephants

Situation:

die out

extinct

extinction

appreciate the importance

Pay attention to

wildlife protection

punish the hunters

in relief

In peace

decrease

decline

threaten

protect…from

Protection

increase

loss

endanger

hunted

killed

Threatened

do harm to …

affect Step 2. Grammar 1. The introduction about the passive voice and the present progressive passive voice The passive voice is used when focusing on the person or thing affected by an action. The passive voice is formed: passive subject +to be + past participle. It is often used in business and in other areas where the object of the action is more important than those who perform the action. For example, We have produced over 20 different models in the past two years.→Over20 different models have been produced in the past two years. If the agent (the performer of the action) is important, use “by”.

For example, Tim Wilson wrote The Flight To Brunswick in 1987.→The Flight To Brunswick was written in 1987 by Tim Wilson. Only verbs that take an object can be used in the passive. The present progressive passive voice is formed: is/are/am +being done.

2. Let Ss find some sentences of the above kind in the text and do some exercises. Purpose: To make Ss further understand the structure of the sentence pattern. (1) Suggested sentences Our fur is being used to make sweaters like yours. Daisy turned round and saw she was being watched by an excited elephant. (2) Exercise ①

The Tibetan antelope ____________(hunt)

by people who wish to take the fur from under their stomachs. ②

The rhino __________________(study)Beijing University students. ③

The African elephant _________________(protect)by the WWF. ④

The panda ____________________(photograph)

by Daisy. ⑤

The whales _________________ (kill)by Japanese fishermen. ⑥

The mice ___________________(attack)by the cat. Suggested Answers: ①

is being hunted ②

is being studied by ③

is being protected ④

is being photographed ⑤

are being killed ⑥

are being attacked.

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3. Consolidation The following chart includes sentences changed from the active voice to the passive voice. Ask Ss to read the chart carefully and ask if they have any questions.

Active They make Fords in Cologne Susan is cooking dinner James Joy wrote Dubliners. Passive Fords are made in Cologne. Time Reference Present Simple Dinner is being cooked by Present Continuous Susan. Dubliners was written by James Past Simple Joyces. They were painting the house The house was being painted Past Continuous when I arrived. when I arrived. They have produced over 20 Over 20 models have been Present Perfect models in the past two years. produced in the past two years. They are going to build a new A new factory is being built in Future Intention with Going to factory in Portland. Portland. I will finish it tomorrow. It will be finished tomorrow. Future Simple Step 3. Passive Verb Formation Purpose: To make Ss further understand the passive forms of a verb in various tenses 1. Introduction The passive forms of a verb are created by combining a form of the “to be verb” with the past participle of the main verb. Other helping verbs are also sometimes present: “The measure could have been killed in committee.” The passive can be used, also, in various tenses.

2. Consolidation Ask Ss to take a look at the passive forms of “design”. Tense

Present Present perfect Past Past perfect Future Future perfect Present Progressive

The car/cars The car/cars The car/cars The car/cars The car/cars The car/cars The car/cars Subject Singular is has been was had been will be will have been is being was being Auxiliary Plural are have been were had been will be will have been are being were being Past Participle designed. designed.

designed.

designed.

designed.

designed.

designed.

designed.

designed.

Past progressive The car/cars

3. Exercise Try to put the following sentences into the present progressive passive voice. (1)

They are producing this new drug. (2)

Antelope is looking at her. (3)

They are killing us for the wool. (4)

They are destroying the farm.

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Suggested Answers: (1)

This new drug is being produced. (2)

She is being looked by the antelope. (3)

We are being killed for the wool. (4)

The farm is being destroyed by them.

Period 4

Reading and Listening (Using Language) Teaching Goals:

1. To read and listen about dinosaurs.

2. To talk about helping the dodo.

3. To write to the dodo. Teaching Procedures Step 1. Warming Up

Purpose: To get a brief understanding of the text.

To improve Ss’ listening ability.

1. Listening

Let’s warm up by reading the text about dinosaurs on page 30 and find the main idea of the text.

Suggested Answer: Main idea: The development of dinosaurs. 2. Group work Divide Ss into 4 groups and ask each group to talk about what they know about dinosaurs. 3. In formation about Dinosaur

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Dinosaur means terrible lizard in Latin. They were called that because people used to think dinosaurs were lizards, but they were not. Dinosaurs first appeared about 200 million years ago. 65 million years ago, many kinds of dinosaurs became extinct. Birds are a special type of dinosaur and they were the only kind to live until today. There were many kinds of dinosaurs. Some ate plants and some ate meat. The largest dinosaurs were plant-eaters like apatosaurus and brachiosaurus. They were the largest animals to ever walk on dry land. Other plant-eaters had special weapons to help them fight off the meat-eaters. For example, triceratops had three horns on its face, ankylosaurus was covered in boney plates, and stegosaurus had spikes on its tail. The meat-eaters all ran around on their back legs like people do. Some were very large, like tyrannosaurus, and some were small, like compsognathus. It was the smaller sized meat-eaters that evolved into birds. One of the first birds was archaeopteryx, but it looked half like a dinosaur. There were large flying reptiles that lived at the same time as dinosaurs called pterosaurs, but they were not closely related to dinosaurs. There were also many kinds of large reptiles that could swim, like ichthyosaurs and pleisiosaurs, but they weren’t closely related to dinosaurs either.

Step 2. Reading

Purpose: To increase students’ vocabulary and expressions

To help Ss get a further understanding about the whole story.

1. Read the questions in the table below and scan the text to answer them.

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When did dinosaurs live on earth? When did dinosaurs die out? How did dinosaurs die out?

2. Read the text again

and copy the useful words and expressions into your notebook. Useful words and expressions

During the history of the earth, live on the earth, tens of millions of years ago, came into being, eggs of five species, a rare new species, a bird-like dinosaur, climb tree, tell…from…, die out, hit the earth, put…into the air, get hot, live on, know for sure, in the same way, listen to the story about…, disappear from…

3. Ask Ss to read the text again and repeat the text.

Step 3. Listening

Purpose: To comprehend the details of the text

To strengthen students’ sense of wildlife protection

1. Information about the dodo

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The Mauritius Dodo (Raphus cucullatus, called Didus ineptus by Linnaeus), more commonly just Dodo, is one-metre-high flightless bird of the island of Mauritius. The Dodo, which is now extinct, lives on fruit and nests on the ground. 2. Ask Ss to listen to the tape and do Ex3 and Ex4on page 30. Ex3: No 2 is correct. No 1 is wrong. It is not fair to blame the dodo for his disappearance. No 3 only explain half the story. The dodo and man did become friends but only because man wanted to kill all the dodos as easily as possible. No 4 is wrong because the other animals and birds did not do much to save the dodo. They warned him but did not help him. Ex 4：

Read the whole text silently and carefully and finish the following questions: (1)

The dodo is _________. A. fierce

B. unkind

C. friendly

D. foolish (2)

He wants to believe that Man is telling the truth because___________. A. Man is friendly

B. he thinks Man is friendly

C. he thinks the bears and monkeys lie

D. Man is his best friend (3)

He didn’t realize who had killed many of his friends until ________. A. man told him the truth

B. the other birds told him

C. he saw how his friend was being killed by man

D. the monkeys told him Suggested Answers: (1) C (2) B (3) C

Period 5

Speaking and Writing (Using Language) Teaching Goals: 1. To learn more about wildlife protection.

2. To practise expressing opinions and willingness. Teaching Procedures: Step 1. Speaking

Purpose: To lead Ss into protecting wildlife

To train Ss to solve problems by themselves and strengthen their sense of responsibility.

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1. Ask Ss to read the chart in the Speaking part (P31) and try to keep the phrases in mind. 2. Let Ss talk in pairs about how to help the animal which they plan to save. Remind them to use as many phrases in the chart as possible. Step 2. Writing

Purpose: To improve Ss’ writing ability

To lead Ss into making friends with animals

1. Ask students to work in pairs and brainstorm with their partner to get ideas. Make it clear that no idea is too mad or too weird at this stage. For example, take the dodo to the moon, attack man , ask the dodo to hide, teach the dodo to swim to another island, etc.. 2. Ask Ss to choose the ideas that they like best and put them under the headings. Make a plan. 3. Ask students to work on their first draft. When they finish, ask them to swap with their partner and get some advice from him/her. 4. Ask them to write a second draft which includes their partner’s suggestions. 5. Ask as many students as possible to read their writings to the class. One possible version: Dear WWF,

My friend, Chen Ting, and I have been doing some research on endangered animals. We found that the habitat of polar bears is disappearing because the ice at the North Pole is getting warmer. I worry that when it disappears altogether, there will be nowhere for the polar bears to live.

First, I suggest we are very careful with the energy we use. Global warming happens because we are putting too much carbon dioxide into the air. One of the ways we do this is by driving everywhere by car. So I suggest we think carefully before using our cars unnecessarily.

Second, instead of using our cars we should think about traveling by bus or by train. These forms of transport are more environmentally friendly and do not put so much carbon dioxide into the atmosphere.

Third, we can join WWF which is fighting to save the habitat of the polar bear. We can raise money to help them by making and selling cakes, selling crafts or giving talent shows and charging money for our parents to watch.

I hope you will support us in our fight to save the home of the Polar Bears.

Yours sincerely,

Wu Xiaoxin Step 3. Homework Ask Ss to finish the exercises in the Workbook.

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