教案：Unit4_Wildlife_protection_Period5_Speaking_and_Writing

Unit 4 Wildlife Protection

Speaking and Writing(教案)

The General Idea of This Period：

This period aims at encouraging the Ss to think and talk creatively about the problems of the endangered animals and figure out some solutions. And help the Ss to organize their ideas into a composition.

Teaching Aims：

1.Get the Ss to learn to express “intention and purpose” and talk about solutions.

2.Help the Ss learn how to organize a letter to protect the wildlife.

Teaching Important Points：

1.Get the Ss to learn to expr ess “intention and purpose” and talk about solutions.

2.Enable the students to organize a letter in the proper and efficient way.

3.Key words and expressions: wildlife; zebra(斑马)；giraffe（长颈鹿）;antelope(藏羚羊);

be endangered = be in danger(处于危险中); protection; ivory; fur(皮毛);rare;

precious(珍贵); national treasures(国家宝藏).

Teaching Difficult Point：

To write a letter in the correct way.

Teaching Methods：

1. Create some situations for the Ss to talk actively in public.

2. Practice to improve the students’ writing ability.

Teaching Aid：

1. A multimedia computer.

2. A projector.

Teaching Procedures：

Step 1 warming up

Revise some information about some endangered animals by showing students some pictures.

T：During the last class, we learned something about an disappeared animal. Here I got a book of wildlife for you, let’s see whether we can name all of the following animals as quickly as possible?

Ss：(wolf, bear, horse, frog, zebra, elephant, lion, giraffe, rhino, milu deer, antelope, monkey, panda, polar beer, tiger)

T：Very good. What do you think of these animals?

Ss: They are rare, precious. They are national treasures.

T: What happened to them?They are dying out! They are in danger！

Step 2 Talking

T：So you know so many species of endangered animals. Why are they in danger? Now, I’d like to play a video for you. This is an advertisement on protecting wild animals, let us watch it together.

(Play a short video)

So, what are your feelings after you view this advertisement?

Ok, we shouldn’t kill animals. That’s unkind. It is cruel. Do you think so?

Ss：Of course/Sure.

T：Here, I have some more pictures for you.

Picture 1: People killed the endangered animals simply to satisfy their desire to eat.

Picture 2: elephant’s meat and ivory.

Picture 3: People killed animals for their fur, which can be made into beautiful and expensive fur coat.

Picture 4 and 5: animals have no food to eat.

Teacher leads students to make a conclusion on the Causes of Endangerment: Pollution, no food, disease, hunting, destroy their homes.

Step 3 Have a discussion

Have an interview and role play

1.Each group chooses one student as the reporter.

2.The rest members of the group should be appointed to act as the following roles: officers,

lawyers, consumers and students. When they get the role, they need think of ways to

protect the wildlife from their point of view. While they are talking, using the following

expressions on Page 31.

T: while you are discussing, please use the following expressions on Page 31 to express

your intentions and purposes.

Intention:

I'm going to...

I intend/plan to...

I will...

I'd like to...

I'd rather not...

I'm ready to...

I feel like..

Purpose:

To help/save

To protect...from…

So that ...

In order to

But do...

To teach them a lesson

3.Teacher assigns the task to the reporters. Each reporter get a paper and a pen, and then,

reporter 1 goes to interview group 2, reporter 2 goes to interview group 3, by parity of

reasoning(以此类推)，reporter N goes to interview group N-1. The reporters should take

down what those groups have said, and then write down the notes on the blackboard.

4.Check what protections they have brought out on the blackboard, and then give prizes to

the reporter who did the best.

5.Summarize and show the possible ways of protecting the wildlife.

Step 4 Writing

Write a letter to WWF （世界野生生物基金会）according to what we have reported, asking them to help us save our endangered animal!

1.How to write a letter: start and ending

2.Give a frame to the students, and then ask them to choose the ideas that they like best and

put them into those blanks. Write down the composition on their notebooks.

Dear WWF,

I'm writing to make some suggestions for protecting the wildlife.

First,____.

Second/Secondly,____.

Third/Thirdly/Last but not least,____.

These are my suggestions. I would be grateful if you can take my suggestions into consideration.

Yours sincerely,

…

3.After they finished，ask one of the students to share his or her ideas. Step 5

Homework

T：Time is running out. We have to stop here. Today we again talked about endangered animals and you gave solutions to their dilemmas. After class we should go on to care for wildlife protection and do our best for them，will you?

Ss：Yes/Sure/Of course.

Homework：

Check their compositions again and write one.

Sum up what we have learnt in this unit.

Step 5 The Design of the Writing on the Blackboard

Unit 4 Wildlife protection

Period 5 Intention Purpose

I mean/tend/intend to to help/save

I’m going to To protect...from..

I shall/will... so that … (in order to)

I would like to... but do...

I feel like... To teach them a lesson Step 6 Record after Teaching