saving the antelope
savingtheantelopes
1.By the 1990s the number had fallen to about 50,000.
2.A shawl made from the wool can sell for $5,000.
3.The business is completely illegal----there has been a ban on the trade since 1975.
protect it
3 What has the Chinese government done to help the antelopes?
a It is protecting the antelope in a nature reserve.
b It has sent police to countries where “shahtoosh”is sold.
giraffe
elk / Mi-lu
antelope
Rare animals---
BUT
IN DANGER!
Ashes of millions of antelopes
Poachers
Two poachers are killing an antelope!
Policemen are keeping an eye on those poachers and will catch them !
Module 6 Animals in Danger Reading：Saving the Antelopes
Earth Song
Words Review
使…处于险境；危及vt. 保护区；保护圈n. 栖息地n. 灭绝的；绝种的adj. 挣扎；斗争n. 野生动物n 保护vt. 盗猎者；偷猎者n.
高中英语Saving the Antelopes 教学设计
B5M6 Reading and V ocabulary —Saving the Antelopes 教学设计省新津彭艳一、教材分析本节课的内容是必修5 Module6 的Period 2 Reading and Vocabulary 局部。
本模块以Animals in Danger 为话题，讲述濒危动物。
学生通过本模块的学习，可以增加对濒危动物的了解，唤起学生保护濒危动物的意识。
文章分为5个自然段。
第一段描述了杰桑索那达杰为了保护藏羚羊，与盗猎者发生打斗并牺牲的场景，引出保护藏羚羊的话题。
第二、三自然段讲述了藏羚羊被大量捕杀的原因以及盗猎者们的非法买卖。
第四、五自然段讲述了包括中国政府在内的保护者们为保护藏羚羊所采取的措施。
学生通过对文章的学习，可以知道藏羚羊被大量捕杀的原因并进一步提高保护濒危动物的意识。
二、学情分析本节课的授课对象是华润高二年级的学生，该班的英语根底中等偏上。
课前了解到学生面临的主要问题是词汇量小，对学生的阅读能力容易造成影响。
所以在教学设计时，考虑通过课前预习，视频，图片、语境这些方式帮助学生更好地阅读这篇文章。
三、学习目标1.To develop the skill of guessing words according to the context.2.To output some useful expressions from the text by writing.3.To cultivate the sense of animal protection and living in harmony with nature.四、教学重难点1.教学重点（1）通过关键词了解段落大意和分段。
（2）通过构词法和语境进行猜词。
〔3〕在听录音过程中抓住关键词：“who〞和“what measures〞，来获取细节。
〔4〕从文章到的有用短语和人们已经采取的措施延伸到书面表达：“How to protect the endangered animals〞积极参加take an active part in 自然保护区nature reserve抓捕盗猎者catch poachers没收交通工具confiscate one's vehicles来自全国from all over the country 严厉打击get tough with2、教学难点运用本节课所学的有用短语，过渡词，主题句进行书面表达。
saving the antelopes
Para 5
True or false F 1. There are only small group of officials working in the reserve T 2. The life conditions at high altitudes are really difficult. F 3. In those countries where the shawls are sold, police allow the dealers to sell the shawls. F 4. The number of antelopes is still falling now.
A shawl can sell for five thousand dollars. ____________________________________
A woolen shawl is worth five thousand dollars.
Para 3
Translate the following sentences
2 The animals are skinned on the spot and the wool taken to India,( where it is made ) into the shawls.
这些动物被就在剥皮, 羊毛被运送到印度,在那 里被织成披肩.
Para 4
1. Can you guess the meaning of the phrase “take an active part in protecting the antelopes”? 积极参与保护藏羚羊 2. What has the Chinese government done to help the antelopes? A. It is protecting the antelope in a nature reserve. B. It has sent police to countries where “shahtoosh” is sold. C. It has closed the border with India.
外研版高中英语Saving the Antelopes教学设计
Saving the Antelopes教学设计一、教学分析（一）教学内容分析本课是外研版高中英语顺序必修5模块6的内容。
本模块以动物保护为话题。
针对模块整体教学安排，对教材内容进行了重组，包括introduction和reading两部分。
本节课是阅读课，通过阅读课文，可以让学生了解英藏羚羊濒临灭绝的现状，以及我国政府和世界自然保护组织等为拯救藏羚羊所作的努力。
通过课文阅读，既可以让学生在学习与动物保护有关的词汇等语言知识的同时，了解濒危动物的现状，培养学生的阅读、听说等技能，为本模块后面内容的学习提供话题和语境。
在学习中了解珍稀动物正濒临灭绝这一严峻现实，增强学生拯救野生动物，保护自然环境的意识，是一个非常贴近学生生活、具有可挖掘性的教学主题。
（二）教学对象分析对于本课动物保护这一话题，能够引起学生的兴趣，激发学生对学习内容的探究心理。
但是由于我校的区域和教学特点，同一班级中学生在英语学科上的能力差距较大，而且学生个人也存在英语不同能力上的水平差异，语言知识能力强，语言运用能力弱的现象普遍存在。
因此，在本课的教学中，通过设计阅读、听读、讨论、角色扮演等互动，促进学生的参与和体验，形成积极的学习态度，同时针对学生的不同学习需求和特点，设计不同层次和内容的学习活动，调动学生的学习主动性，促进学生的语言实践能力和创新思维能力的发展。
（三）教学策略与教学手段1．情境激趣策略创设多种学习情境，激发学生的兴趣，调动他们的学习积极性，发展他们的英语应用能力和创新思维。
2．任务活动策略布置不同的学习任务，让学生通过自主探究和合作学习完成任务，掌握不同的知识，培养多方面的能力，以学生的体验为基础，立足于在做中学，强调学生的全员参与和全程参与。
3．多媒体辅助教学（四）学习策略指导课前通过学案布置预习任务，为课堂学习提供有关背景知识；在学习过程中，让学生通过自主探究和合作学习，鼓励学生大胆创新，培养创新精神和实践能力。
savingtheantelopes课文原文
Saving the AntelopesOn a freezing cold day in January 1994 ,Jiesang Suonandajie found what he was looking for—a group of poachers who were killing the endangered3Tibet an antelope.Jiesang knew he had to move quickly. He shouted to the poacher s to put down their guns.1 Although surprised，the poachers had an advanta ge—there were more of them. In the battle which followed Jiesang was shot and killed. When his frozen body was found hours later ,he was still holding his gun.He had given his life to save the Tibetan antelope.At the beginning of the twentieth century there were millions of antelopes on the Qinghai-Tibetan Plateau. By the 1990s the number had fallen to about 5 0 , 000.The reason is simple: the wool of the Tibetan antelope is the most ex pensive in the world.Itis soft, light,and warm-the ideal.coat for an animal which has to survive at hi gh altitudes. A shawI made from the wool.(known as “shahtoosh”，or“king of wools”in Persian) can sellfor five thousand dollars.For poachers the profits can be huge.Often working at night，the poachers shoot whole herds of antelopes at a ti me，leaving only the babies，whose wool is not worth so much. The animals are skinned on the spot and the wool taken to India , where it is made into the shawls.From there,it is exported to rich countries in North America and E urope.The business is completely illegal—there has been a ban on the trade s ince 1975.But in the 1990s the shawls came into fashion among rich people.A police raid Ron a shop in London found 138shawls.About 1,o00 antelopes —or 2 per cent of the world's population-—had been killed to make them. In the 1990s the Chinese government began to take an active part in protecti ng the antelopes in the Hoh Xil Nature Re-serve—the huge national park on the Qinghai-Tibetan Plateau，which is the main habitat3of the antelopes.Over the next ten years about 3,000 poachers were caught and 300 vehicles confis cated. Sometimes there were gunfights ,like the one in which Jiesang Suonan dajie was killed.But today the government seems to be winning the battle.The number of po achers has fallen.The small group of officials who work in the reserve are hel ped by volunteers who come from all over the country , and who are ready f or the difficult conditions of life at 5, 000 metres.Meanwhile@, in those count ries where the shawls are sold , police are getting tough with the dealers. Int ernational co-operation seems to be working.Since 1997the antelope populati on has slowly begun to grow again.。
高中英语《Saving-the-antelopes》优质课教案、教学设计
Saving the antelopes 教学设计一、课程分析本课时外研社新教材高二英语必修五第六模块READING AND VOCABULARY—— saving the antelopes.这一课通过介绍藏羚羊正面临灭绝的严峻形势, 让学生了解我国政府和世界自然保护组织为拯救藏羚羊所做出的努力, 帮助学生增强“拯救野生动物, 保护自然环境”的意识。
（一）学习目标知识与能力:掌握与动物灭绝有关的词汇。
1.了解藏羚羊濒临灭绝的现状, 及导致这一现状的原因, 以及人们为拯救藏羚羊所做出的努力。
2.过程与方法:3.阅读拯救藏羚羊的文章, 完成根据文章内容涉及的各项任务的任务型教学法。
采取小组合作探究的学习方法。
情感态度与价值观:帮助学生增强“拯救野生动物, 保护自然环境”的意识。
（二）学习内容1.复习词汇。
2.阅读拯救藏羚羊的文章, 了解藏羚羊濒临灭绝的现状, 及我国政府和世界自然保护组织为拯救藏羚羊所做出的努力。
3.认识导致动物濒危的原因；寻求解决方案。
小组合作, 搜集一个濒危物种濒临灭绝的原因及解决的措施。
（三）学习重点1.使学生了解藏羚羊濒临灭绝的现状, 及我国政府和世界自然保护组织为拯救藏羚羊所做出的努力。
2.培养学生的阅读理解能力。
3.提高学生的口语表达能力。
4.加强学生的书面表达能力。
（四）学习难点深入认识导致动物濒危的原因, 探讨寻求解决方案, 组织成文。
（五）教学方法本科课要运用了任务型教学法。
在具体操作中又采取了探究活动, 小组讨论, 合作学习等教学活动类型。
二、学情分析我们学校是农村普通高中。
班级的学生普遍存在英语基础差, 缺乏英语学习兴趣的问题。
作为农村高中, 因环境限制大多数学生的口头表达能力低且羞于开口, 需要教师的积极引导和归纳总结。
三、设计理念《英语课程标准》要求高中英语课程的设计与实施要有利于学生优化英语学习方式, 使他们通过观察、体验、探究等积极主动的学习方法, 充分发挥自己的学习潜能, 形成有效的学习策略, 提高自主学习的能力；要有利于学生学会运用各种信息资源, 拓宽学习渠道, 并形成具有个性的学习方法和风格。
Saving_the_antelope__拯救藏羚羊
Para 1 Para 2 Para 3
Para4
Para5
A. the reason why the number of the antelopes is falling B. the way the poachers deal with the antelopes C. the role the government played in protecting the antelopes D. volunteers and international cooperation E Jiesang Suonandajie gave his life to save the Tibetan antelope
Jiesang Suonandajie
What (happened Suonandajie was killed in a battle to him) Why (did he do like this)
Because he wanted to stop the poachers.
Para 2. 1.What was the reason that the number of the
Q2.Why was the man killed ?
Because he is one of the protectors of the antelopes.
Step 2. Reading Comprehension （阅读理解） Part 1. Fast reading (4mins) Read the text and try to match each para with its main idea.
Homework
Finish the exercises on page52&53.
高中英语《Saving the Antelopes》优质课教案、教学设计
教学设计一、教材依据外语教学与研究出版社, 英语, 第五册第六模块Saving the Antelopes 二、设计思想本课的主题为藏羚羊，根据课程标准要求，在课堂教学中，必须以学生为主题，为中心进行教学，教师在教学中起主导作用。
因此我们采用任务型教学方式，每一部分都设有一定的任务，引导学生自主或者合作完成。
教学过程由图片和影片开始，引入本课阅读文章，进行所设计快速阅读和仔细阅读活动，对文章进行相应要求的理解。
阅读活动由整体入手，由易到难，步步推进，层层深入。
接着进行听力活动，让学生进一步巩固课文内容。
整个教学活动以教材为载体，以学生为中心。
学生参与活动贯穿始终。
学生既有个人活动，又有小组活动和班级活动。
在课堂教学中，学生应该跟老师学学习方法，提高阅读速度和阅读技巧，查找、分析、处理信息的能力以及写作能力。
积极参与小组的各项活动，展现自己和小组的能力，并培养团队协作能力。
在整个教学活动中，学生充分调动其各个感官进行听、说、读、写，积极主动的学习。
三、教学目标1.知识与能力（1）掌握文中的词汇和语言点poacher confiscateantelope come into fashionsurvive at a timeshawls be made intohabitat get tough with话题Describe the favorite city,（2）理解文章大意并能完成相应阅读任务（3）提高运用英语的综合能力2.能力目标在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。
3.情感目标利用多媒体手段营造积极和谐教学氛围，使学生不自觉的进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。
本部分旨在培养学生通过阅读手段，获取如何保护动物的常识，提高他们的素质，提高阅读能力，强化文化意识，激发他们热爱动物和保护动物热情。
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Questionnaire
Sentence 4（1分）
（ Problems: “work”在这句话中是什么意思？）
International co-operation seems to be working.
起作用
10:58:41
Questionnaire (group work) Sentence1: The animals are skinned on the spot and the wool taken to India, where it is made into the shawls. （2分） Problems: “where” 引导的是什么从句？为什么？ Sentence 2: By the 1990s, the number had fallen to about 50,000. Sentence 3: In the 1990s, the Chinese government began to take an active part in protecting antelopes … （2分） Problems: 这两句话by和in都接1990s，时态为什么不一样？ Sentence 4: International co-operation seems to be working. （1分） Problems: “work”在这个句子中是什么意思？ Sentence 5: The small group of officials who work in the reserve are helped by volunteers who come from all over the country, and who are ready for the difficult conditions of life at 5,000 metres. （3分） Problems: 在这句子中有几个从句，分别是什么？
10:58:41
Questionnaire
Sentence 5 （3分）
（Problems: 在这个句子中有几个从句，分别是什么？）
The small group of officials who work in the reserve
are helped by volunteers who come from all over the
No.32 Middle School Tian Yunan
Words in Syllabus (考纲词汇)
battle n.
战斗
准确地点；现场 商人
spot n.
dealer n.
worth adj.
condition n. meanwhile adv. skin vt.
值……钱
环境；情况
同时
剥皮；去皮
10:58:40
Questionnaire
Sentence1 （2分）
（Problems: “where” 引导的是什么从句？为什么？ ）
The animals are skinned on the spot and the wool
taken to India, where it is made into the shawls.
Sentence 2: ______________________________________
Problems: _______________________________________ Sentence 3: ______________________________________
4. …leaving only the babies, whose wool is not worth so much. be worth + 钱数 值……钱
10:58:40
Questionnaire
(调查问卷)
班级： 姓名：
请你写出本篇课文中你不懂的句子，并指出你的问题。
Sentence1: _______________________________________ Problems: _______________________________________
country, and who are ready for the difficult conditions
of life at 5,000 metres.
定语从句ቤተ መጻሕፍቲ ባይዱ
10:58:41
1. The animals are skinned on the spot and the wool taken to India, where it is made into the shawls. (定语从句)
2. By the 1990s, the number had fallen to about 50,000. (过去完成时) 截止到20世纪90年代
3. International co-operation seems to be working. 起作用 4. The small group of officials who work in the reserve are helped by volunteers who come from all over the country, and who are ready for the difficult conditions of life at 5,000 metres. (定语从句)
In the 1990s, the Chinese government began to take an active part in protecting antelopes … (一般过去时)
在20世纪90年代
(过去)
10:58:41
Questionnaire (group work) Sentence1: The animals are skinned on the spot and the wool taken to India, where it is made into the shawls. （2分） Problems: “where” 引导的是什么从句？为什么？ Sentence 2: By the 1990s, the number had fallen to about 50,000. Sentence 3: In the 1990s, the Chinese government began to take an active part in protecting antelopes … （2分） Problems: 这两句话by和in都接1990s，时态为什么不一样？ Sentence 4: International co-operation seems to be working. （1分） Problems: “work”在这个句子中是什么意思？ Sentence 5: The small group of officials who work in the reserve are helped by volunteers who come from all over the country, and who are ready for the difficult conditions of life at 5,000 metres. （3分） Problems: 在这句子中有几个从句，分别是什么？
(定语从句)
10:58:40
Questionnaire (group work) Sentence1: The animals are skinned on the spot and the wool taken to India, where it is made into the shawls. （2分） Problems: “where” 引导的是什么从句？为什么？ Sentence 2: By the 1990s, the number had fallen to about 50,000. Sentence 3: In the 1990s, the Chinese government began to take an active part in protecting antelopes … （2分） Problems: 这两句话by和in都接1990s，时态为什么不一样？ Sentence 4: International co-operation seems to be working. （1分） Problems: “work”在这个句子中是什么意思？ Sentence 5: The small group of officials who work in the reserve are helped by volunteers who come from all over the country, and who are ready for the difficult conditions of life at 5,000 metres. （3分） Problems: 在这句子中有几个从句，分别是什么？
Problems: _______________________________________ …
10:58:40
Questionnaire (group work) Sentence1: The animals are skinned on the spot and the wool taken to India, where it is made into the shawls. （2分） Problems: “where” 引导的是什么从句？为什么？ Sentence 2: By the 1990s, the number had fallen to about 50,000. Sentence 3: In the 1990s, the Chinese government began to take an active part in protecting antelopes … （2分） Problems: 这两句话by和in都接1990s，时态为什么不一样？ Sentence 4: International co-operation seems to be working. （1分） Problems: “work”在这个句子中是什么意思？ Sentence 5: The small group of officials who work in the reserve are helped by volunteers who come from all over the country, and who are ready for the difficult conditions of life at 5,000 metres. （3分） Problems: 在这句子中有几个从句，分别是什么？