unit4wildlifeprotection全套教案
人教英语新课标必修2全册教案 Unit 4 Wildlife protection
人教英语新课标必修2全册精品教案( Unit 4 Wildlife protection) Part One: Teaching Design (第一部分：教学设计) Period 1: A sample lesson plaading(HOW DAISY LEARNED TO HELP WILDLIFE)AimsTo talk about endangeredTo read about wildlProceduresI. Warming up by learning about animalsLook abelow and llling you about the animaldangered animals.. The Giant PandabolWorld Wildlife Fund (WWF), a conservation organization. Toward the latterhal20th centuanda also became somewhat of a national emblem for , and is now usedgoldGiant Pandas are an endangeredatened bued labitat and by a very low birthrate, bwild and in captivity. About 1,600 are believed to survivwild.Milu deer is adeer. It has a long tail, wide hooves, and branc hed antlers. Aa“four unlikes,.” because the animals was havinga staga camela cow, and the tail of an ass.These animals wade known to Wury, by Father Arm and David, a Fary working in were eaten by Western and Japaat waBoxer Rebellion.These deer are now foundaround the world, and a herd of Milu deer waduced to Humankind haally tended to separate civilizawildlife in a number of ways; besidbvious dvocabulaare differing expectalegal, social, and moralThis has been readebate throughout recordedReligions havdeclared certain animals to be sacred, and in modvas provoked activxploitawildluman ba2. and tragNow you aad the texall and underliningNext you aad the text and underline all the collocations at the saHOW DAISY LEARNED TO HELP WILDLIFEnot long ago, wake u p, find…by one’s side, a flying chair, get dressed, pu’s jeans, fly away to…, turn around, with a sad face, use…to make…, kill…for…, take…from under…, take one’s picture, bdangered, darm, taapply to, hunt…for…, ma…, as a resula…from…, rub…over…, a powerful drug, pay a…, take…homeIII. Closing up by matching animals to fivategories Ddangeredappear on ddangeredlists. And people who agg animal ullowing fivateggroup the unlucky animal. Now in grouugroup all the unlucky animals found in 中国不幸动物分类名录EXTINCT(灭绝动物)-Aly indigenous to Canada that no longer exists anywXTIRPATED（根绝动物）-Alonger existingwild in Canada but occurring elsewNDANGERED （濒危动物）-Aatened wxxtirpaughout all or a significaanadian range.THREATENED（危急动物）-Alikely to bdangered in Canadaactors affecting its vulnerability aversed. VULNERABLE（弱势动物）-Aarticularly at risk because of low or declining numbers, small rangason, but not a threatenedPeriod 2: A sample lesson plan for Learning about Language(The Present Progressive Passive Voice)AimsTo learn about The Present Progressive Passive Voice To discover useful words and exTo discover useful structures.ProceduresI. Warming up by acting a text playGood morning class. To begin with we shall put our text HOW DAISY LEARNED TO HELP WILDLIFE on stage, thaact out ouNow the class acting team wxt play of HOW DAISY LEARNED TO HELP WILDLIFE!II. Discovering useful words and exDoing vocabulary exTurn to page 28 and do the vocabulary ex2 and 3. You can simply write your answblavery page of 28.2. Playing a gameLet’s gl ay the game describedage 29. The followingare to be passed on.▲ Plant native plaur backyard.▲ Do not dump weedbush.▲ Build a frog pond in your backyard.▲ Put your rubbbin.▲ Leave your pets a▲ Do not take anything ouark.▲ Encourage your friendabush as wildlife habitats. ▲ Join a community group anddo voluntary work.▲ Find out abouvation activities happening in your local area.▲ Participate in local clean-ulanting and weedcontrol activ▲ Learn About Threatened▲ Look out for wildlife▲ Refuse to buy an y radangered plant or animal product.▲ Be alert and drive slowly at dawn and dusk in rural areas where wildlife may be active.III. Studying The Pgressive Passive VPassive Voice The passive vused when focusingg affected by an aThe Passivd: Passive Subject + To Be + Past Participle Iused in business andareas wbaant thawaction. For Example: We have produced over 20 ddelast two years. Changes t Over 20 ddels have been producedast two years.If the agent (action)ant, use “by.” For Example: Tim Wilson wrote The Flight to BrunnswThe Flight to Brunnswick was wby Tim Willy verbs that take an object can be usedassive.The following chart includangedactivassivalActive PassiveTime RThey make Fords in To read and listen about dinosaursTo speak about helping the dodoTo wdodoProceduresI. Warming up by readingapeLet’s warm up by reading alouddingxtABOUT DINOSAURS on page 30.II. Listening about DINOSAURSNow I’d lll youg about DINOSAURS■In formation about DinosaurDinosaur meable lizard in Latin. They were called that because people useddinosaurs were lizards, but they wDinosauappeared about 200 million years agllion years ago, many kinds of dinosaurs became extinct. Birds are a specialdinosaur and they wly kind to live until today.There were many kinds of dinosauate plants and some ate meat. The largest dinosaurs were plant-eaters like apatosaurus and brachiosaurus. They wlargest animals to ever walk on dry landlant-eaters had special wealgat-eaters. For examplatops hadace, ankylosaurus was covered in boney plates, and stegosaurus hadail.The meat-eaters all ran aroundback legs lle dwerevery large, like tyrannosaurus, and some were small, lgnathus. It waaller sized meat-eaters that evolved into birdbirds was archaeopteryx, but it looked half like a dinosaur.There were large flying reptiles that lived at the saas dinosaurs called pterosaurs, but they wlosely related to dinosaurs. There were also many kinds of large reptiles that could swim, laurs and pleisiosaurs, but they weren’t closely related to dinosauIII. Reading and copyingNext we shall go baxt ABOUT DINOSAURS on page 30 agaad it and copy down all the exur notebook.Useful phraABOUT DINOSAURSDuringarth, livallars ago, cabeing, eggs of fiva rare newa bird-like dinosaur, climbll…from…, die ouarth, put…air, glivw for suame way, labout…, disappear from…IV. Reading to answer quRead the quable below and scaxt to answWhen did dinosaurs live on earth? When did dinosaurs die out?How did dinosaurs die out?V. Listening about the dodoHave you ever hearddodo, an animal that has also disappearedarth?The Mauritius Dodo (Raphus cucullatus, called Didus ineptus by Linnaeus)ly just Dodo, was a metre-high flightless bird. The Dodo, ww extinct, lived on fruit and nestedground.Next we are going to lape and do exand 2 on page 30 on dodo.VI. Speaking in pairs about helping the dodo Daisy: (waking) Who are you? Why are youbedroom? Chair: Excuse me. I am the famous Flying Chair. Daisy: What are you?Chair: I aake you on a trip. Where would you go? Daisy: I’d lanimals that gave f urs to maweaair: Duringaave livedarth many, many kinds of animals. But many have disappeared because of various reasons. Daisy:u are right. I learned from books thallars ago, a rare newdinosaur, a bird-like dinosaur, cabeing. It could climb trees and was very lovely. Then it died out becaugarth suddenly, putting much duaarth ganimal to live on.Chair: Buws for sure what caused all those ancientanimals to die out, disappearingaver.Daisy: I shall get dressed and puans and sweaThen let’s fly away to Tibet Ch inaantelair: Here we are in ! Turn around. Ta antelwith a sad face. Antelope: Hellds. Welu two ldly, unlwho call us to use our furs make sweaters.Daisy: Sweaters lI am wearing? Oh, I am terriblAntelope: The bad men came in groull my family membwool. Tunder our stomach.Chair: I shall take a pictuu and the antelbe shown to all the world people.Daisy: Come Antelope! Let’s have a picture taken together. We shall bElephant: Those bad men usedand kill us. But now are welld by the govand the good people. We are happy now.Daisy: Good- bye, Elephant!Chair: Take care, Daisy. We shall huur laa. Daisy: Wow! Lght. A lovelbe rubbing herself. H! What are you doing?Monkey: I am rubbing a millipedver my bodlquitoes. Daisy: How intelligent you are!: It contains a powerful drug which aquitoes. There are llants andlittle animalawhich can be helpful to man. Daisy: Is that so? I am going to taall those useful plants and animals. I will showlassmaat they understand you lovely animals andbetter. I will apply to be allowed to wlp you get a better living: Thank you so much! Some unfriendly people came to catch us, to put uWlivingDaisy: Good- b! I willwhat I learnedWWF. I will invite alllmaugThe futube bright for both you the animals and us the human beingu!2: Background informawildl 中国国家重点保护动物名录■ 国家一级保护动物最凶猛的雕：金雕1.金雕 Aquila chrysaetos2.白鹳 Ciconia ciconia3.黑麂 Muntyacu云豹 Neofelis nebulosa5.华南虎 Panthera tigris6.豹 Panthera pardusfusca7.白颈长尾雉 Syrmaticus ellioti8.黄腹角雉Tragopan caboti■ 国家二级保护动物鬣羚：真兽下纲，反刍亚目，有角下目，牛科1.鬣羚 Caumatraensis2.豺 Cuon alpinus3.金猫 Fel短尾猴 Macaca arctoides5. 猕猴 Macaca mulatta6.穿山甲 Maadactyla7.黄喉貂 Martes flavigula8.斑羚 Naemorhedus goral 9.大灵猫 Viverra zibetha 10.小灵猫 Viverricula indica 11.雀鹰 Aus12.赤腹鹰 Al苍鹰 Agentilis14.鸳鸯 Aix galericulata 15.乌雕 Aquila clanga 16.白腹山雕 Aquila fasciata 17.短耳鸮 Asio flammeus18.长耳鸮 Asio otus 19.雕鸮 Bubo bubo20.灰脸鹰 Butastur indicus 21.大鵟 Bulasius22.毛脚鵟 Buteo lagopus 23.普通鵟 Buteo buteo 24.红脚隼 Falco vus 25.灰背隼 Falco columbarius 26.游隼 Falco peregrinus 27.燕隼 Falco subbuteo 28.红隼 Falco tinnunculus 29.领鸺鹠 Glaucidium brodiei30.斑头鸺鹠 Glaucidium cuculoides 31.白鹇 Lophuraa 32.小隼ax caerul鸢 Milvus migrans34.鹰鸮 Ninox scutulata 35.小杓鹬 Numenius borealis36.领角鸮 Otus bakkamoena 37.红角鸮 Otu勺鸡Pucrasia macrolopla 39.蛇雕 Spilla40.鹰雕 Spizaetus nipal褐林鸮 Strix leptogrammica 42.草鸮 Tyto ca大鲵 Andrias davidianus44.虎纹蛙 Rana tigrina 45.拉步甲 Carabus lafossaei II. What is WWF?WWF, the global conservation organization was originally known as World Wildlife Fund.Ianged its name to World Wide Fund For Nature (ex by, among, .Probablamous name associated with WWF is HRH The Duke of Edinburgh. The Duke waPresident of WWF-Uunda2, International President of WWF (1981-1996), and is now Presidus.WWF is dedicatedg the degradalanet’s natural envand building a future in which humans live in harmony with nature, by:▲ conserving the world’s biological div▲ ensuring that the uwable natural resouustainable,▲g the redullution and wasteful consuWWF has a factual-based approavation, wuxues of global:ans and coawater, endangeredanddious threaxals and climate change. For eaues, WWF has developed measurable targets and ruan 1,200 fieldaround theworld in any year.III. AntelopeThe antelope are a groubivorous African animalamily Bovidae, distinguished by a pallowads. These animals are spread relatively evenly throughout the various subfamilies of Bovidae and many alosely related to cows or goats than eaThere are many dantelope, rangingvery big. Tally have a light and elegant figure, slender, graceful limbs, small clovand aail. Antelope have powerful hindquarters and when startled they run with a peculiar bounding stride that malook as though they are bouncing ovain like a giant rabbantelope can reach speeds of 60 milur (100 kilur), making them among the faland animals. IV. ElephantElephantidae (the elephants)ly extant familder Proboscidea. Elephantidae haliving: the Savannah Elephant and Forest Elephant (which were collectively known as the African Elephant) and the Asian Elephant (formerly known as the Indian Elephant). Duringdagwwhich are now extinct. Elephants are the largest living land mammals. At banelephant calf to weigh 100 kg (225 pounds). It takes 20 to 22a baby elephant to mature to blongest gestad of any land animal. An elephant may live as long as 60 to 70 years. The largest elephant evded was a malOld World</st1:plaBecaulaapes such as chimpanzees and gibbons aly calledAlso, a fewave the word “ape.”ame. Becauare not a singlgroudo not have aant charaat they all share and aared waining grouaapes.</v:shaangPygmy Maat 10 cm (4 inch) long (plus tail) and 120 g (4 oz) in weigale Mandrill, al(3 ft) long and weighing 35 kg (75 lb). Some are arboreal (living), some livavanna; some eat fruat leaves, and some ea; althougave tails (le)do not; some havatic colour vision like that of humaare dichromaats. Although bw and old worldlapes, have forward facingald World and New World</st1:plalook very dTo understandaudaradgroups individuall: Words and exUnit 4 Wildlale groule: He viewed lawyers aal2. ag milita: Tattacked at dawvev.1. arrange for and reserve (glse) in advance: Reserve me a seat on a flight. 2. obtain or arrange(lf) in advance: We managedve a table at Maxim’s.3. give or assign a shaa particulaausehuntn. an instaarchingg: the huubmarines. v.chase away, with as w: They hunted the unwanted immigrants oughborhood. v. 1. pursud(as of wild animals): Goeringunted wild boars in . 2. search (an area): The King used to huarch for: She huntedading glasses but was unable to locallate about a desired speedate to an undesirable extent: The oscillator hunts abouquursue or chase relentlessly: The huaced the dwoods.wildn. a wildve state untouched by civilization: He livedwild. ada state of ex: wild with anger. 2. produced without being planted or without human labor: wild strawba natural state; not tamed or domesticated or cultivated: wild garked by extreme laal: wild ideaubjectedlaint: A piano played with a wild exuberance- Louis Bromfield. 6. deviating widely from an intended course: a wild bullet. 7. (of colunds)ly vivid or loud: wild colalking or behavingirrationally 9. located in a dismalarea; desolate: a godforsaken wildads. 10. without civilizing influences: wild tribes. adv. in a wild or undomesticated manner: growing wildayment extorted by gangat of violence: Evghborhood had to pa2. the activgg: The wdemanded polduquotadddustry agag: He made trada plaarty pladbeingd: They were huddled togdefense agaancial failure; financial independence: Insurance providedagainst loss of wages due to illa covering thaddamagury: They hadallout.peaa treaalities: Peace came on Novemb2. harmonious relations; freeddisputes: Tates lived in peace toggeneral secuublic places: He was arrested for disturbing the peace.applyv. 1. apply oneself t Please apply yourself to your homework. 2. blevant or applicable: The same laws apply to you! 3. ask (g): Apply for a job(a word or name) to ag 5. givvally 6. avail oneself t Apply alure observance of laws and rules: Apply the rules to evuvice; make wloy (g) for a particular puaturalpurpose: Apply a maglduggestv. imply as a possibility: The evidence suggests a needlarificaubact of rubbing or wiping: He gavd a quick rub. v. move ovg wure: Rub my handainv.1. be capable of holdingaining 2. be divisible by: 24 contaludain; have as a: Td contains many old song0’ald; have within: This can contains wald back, as of a danger or an enemy;xpaluence of: Contabel movement.affectv.1. have aupon: Will the new rules a? 2losely andatingly: This new ruling aur buake believe wdeceive。
人教版高中英语必修二Unit 4 Wildlife protection 教案
Unit 4 Wildlife ProtectionI. Teaching goalsKnowledge goals: Get the students to know the present situations and the reasons for the endangered wildlife; Learn some important words and phrases of this unit: die out, hunt, in danger and so on.Ability goal: Enable the students to grasp the main idea of each part and the whole passage and to pick out the detailed information from each part to improve their reading ability.Moral goal: Enable the students to re alize the importance of protecting wildlife and do something actual to love nature and live with nature in harmony.II. Teaching important and difficult pointsA. How to summarize the main idea by picking out key words and to locate detailed information in the passage.B. How to make students cooperate with others and how to express their ideas in English.III. Teaching methods: Cooperative learning, task-based approach, discussing and summarizing.IV. Teaching proceduresStep 1 Lead-in. (3 mins)Teaching aim: Enable students to observe what happened to animals byenjoying a song.Greet students as usual.Firstly let’s enjoy a MV (Earth Song by Michael). Pay attention to animals in this music video. (What happened to animals? )T: Boys and girls, does animals live a happy life in this music video?Ss: No!T: Ok, now let’s look at some pictures.Step 2 Warming-up. (3 mins)Teaching aim: Enable students to realize that too much hunting by people is the most important reason for animals’ dying out through some pictures and a question.Picture 1: This is an Tibetan antelope which is very rare. People kill them for their fur, skin and meat.Picture 2: South China Tiger. They are searching for food which means they don’t have a good habitat.Picture 3: Elephant. People kill elephants for their ivories, which are very dear. The ivory has been traded among foreign countries.T: Here we must think about a question: why are these a nimals dying out?Ss: Hungry, hunting......T: More pictures......Therefore, the most important reason for their dying out is too much hunting, by whom?Ss: By people.T: Right. Good!Step 3 Pre-reading. (2 mins)Teaching aim: Import students into the passage--How Daisy Learned to Help Wildlife quickly.T: Then as middle students, certainly we should protect these miserable animals. What should you do?Ss: Plant trees; eat less animals;......T: You are so good. Now everyone, please open your books and turn to P.26. This class we will discuss how Daisy, a little girl, learned to help wildlife.Step 4 Reading. (19 mins)Teaching aim: Enable the students to grasp the main idea of each part and the whole passage and to pick out the detailed information from each part to retell the passage.1)Analyzing pictures. (2 mins)T: How many pictures are there in this passage?Ss: Two.T: Picture 1 is an Tibetan antelope. Picture 2 is about elephants. 2)Listening. (4 mins)Teaching aim: Enable students to listen to the passage based on two questions.According to the two questions, listen to the whole passage and try to underline these answers in the passage.a. Is there any other animal in this passage? If there is, what is it?b. How many places did Daisy travel? What are they?......T: Check answers on the blackboard. (Animals: antelope, elephant and monkey; Places: Tibet, Zimbabwe, and rainforest) But how did Daisy go to these places and see these animals?Ss: A flying carpet.T: Good, she took a flying carpet to these places. Based on these clues, we can divide the passage into 3 parts. (para.1/para.2/para.3-4)3)Skimming. (5 mins)Teaching aim: Enable students to match the main idea of each part by skimming.T: This passage is a story, so we can’t pick out the topic sentence in each part. Then we need to summarize the main idea of each part, but how? Depend on what?Ss: ......T: Key words. Do you still remember? Look at these three sentences in the screen and pick out key words in each sentence. (S1: antelopes; why. S2: get a lot. S3: elephant; good example.) Now finish the task. Three minutes for you.......Check answers. (Ask some student to show his or her ideas.)Para 1: The story of antelopes tells us why we need wildlife protection.Para. 2: The story of elephants is a good example of wildlife protection.Para. 3-4: We can get a lot from wildlife protection.T: All of you did a good job. So here we can summarize the main idea of the whole passage. Look at the screen and fill in the blanks. Together, ok?Ss: In Daisy’s dream, she took a flying carpet to travel and met different animals, which made her realize the importance of protecting wildlife.T: Well done!4)Detailed reading. (8 mins)Teaching aim: Enable students to make a detailed reading about the passage to improve their reading ability.T: Now let’s do something interesting. A competition for you--detailed reading. But how to make detailed reading?Ss: Find information in the passage......T: Right, but imperfect. Look at the screen and read these together. One, two, go.Ss: Locate the key words into the concrete position in the passage, and then look ahead and behind until you find the answers.T: Two points. “Locate”and “look ahead and behind”. Now use this method to read the passage in detail. Three charts for you, about 6 minutes. You are to discuss in groups of six and I will ask some groups to share their answers. Now, begin!Chart 1(para.1):Ask some representatives to check answers. Then read the three sentences together to briefly summarize para.1.Chart 2(para.2):Ask some representatives to check answers. Then read the three sentences together to briefly summarize para.2.Chart 3(para.3-4)powerfuAnswer these questions together and all the boys read these sentences.Evaluate students: Most of you did a good job in this task. So congratulations, my dear boys and girls (clap hands). Pay attention to the method especially when you meet so many new words.Step 5 Summarize. (3 mins)Teaching aim: Enable students to make a brief summary of the passage based on the blackboard design.Make a summary of the whole passage based on the blackboarddesign from the left to the right (the title, animals, places, how to go, main idea of each part and of the whole passage).Step 6 Retell the passage. (5 mins)Teaching aim: Make students retell the passage to examine whether they have grasped this passage.Fill in the blanks. One passage by one. Then ask some volunteers to share their answers.(One day Daisy went to see the animals that gave fur to make her sweater in a flying carpet. It flew away to Tibet in China first, where she saw an antelop e. The antelope told her that they were killed (kill) for the wool.Then they went to Zimbabwe, where Daisy saw an elephant. Farmers used to hunt them without mercy. Now they allowed tourists to hunt only a certain number of animals if they paid the farmers. The problem was solved.In the thick rainforest, a monkey was rubbing a millipede insect which contains a powerful drug to protect (protect)him from mosquitoes. So Daisy decided to produce this new drug with the help of WWF. The carpet rose and flew home.)Step 7 Write a letter. (10 mins)Teaching aim: Enable students to understand how to write a proposal letter so that they can provide some actual advice to protect wildlife topractice their writing ability.1). 假设你是小明，学习本课后，对于中学生如何保护野生动植物有自己的看法，现请你向WWF写一封信，提出几点关于野生动植物保护的建议，并期待他们的回复。
【人教版】高中英语必修二：Unit 4 Wildlife Protection 教案
Unit 4 Wildlife Protection I. 单元教学目标II. 目标语言II. 教材分析与教材重组1. 教材分析本单元以保护动物为话题，旨在通过本单元的学习使学生了解很多动物已经灭绝或濒临灭绝，从而认识到保护动物的重要性和必要性；通过探讨保护动物的措施和建议，引导学生发表自己的见解和看法；通过进一步讨论提出有效的保护措施，唤起学生保护动植物、维护生态平衡、保护我们家园的责任感。
并能写信表达自己保护动物的方法与建议，力求正确表达自己的意图并解释原因，并能正确使用被动语态的现在进行时。
1.1 Warming Up首先帮助学生明确保护野生动物的原因以及方向。
旨在通过图片和表格引导学生讨论当今我国珍稀动物的现状。
以panda、Milu Deer、South China Tiger 为例，通过对这些珍惜动物所面临的问题、在中国的栖息地以及采取措施其后对比所做的报告，学生能够用已有的知识和经验讨论在中国处于保护状态下的濒临灭绝动物。
从而有效地引导学生关注本单元话题，关注动物生存现状。
1.2 Pre-reading是Reading的热身活动。
通过回答两个问题引导学生讨论自己所知道的濒临灭绝的动物并思考灭亡的原因。
同时要求学生通过阅读文中的图片和标题来猜测文章的内容。
1.3 Reading是一篇童话故事，讲述Daisy 乘坐飞毯跨越时空，在不同个国度、不同地区与生存状态不尽相同的和藏羚羊、大象、猴子对话的神奇经历，展示了Daisy逐渐认识保护动物重要性以及学习如何保护动物的经历。
动物们讲述了各自的处境，唤起了Daisy对动物的热爱以及保护动物的责任心。
从而号召人们热爱动物，保护动物，从我做起。
1.4 Comprehending考察学生对阅读内容的进一步理解与对所学知识的综合运用、迁移。
练习1要求学生根据阅读文的内容回答问题。
这四个问题设计到濒临物种生存现状，保护这些物种所取得成效的措施、保护动物栖息地的重要性以及决定保护成果能够的必要措施。
高一英语Unit4WildlifeProtection教案
高一英语Unit4WildlifeProtection教案unit 4 wildlife protectionwarming up, pre-reading and reading1.teaching important points:a.help students understand the passage better.b.train students’reading skills.c.learn more about the wildlife protection.2.teaching difficult points:a.how to help students improve their reading skills and understand the passage fully.b.how to let students learn the importance ways of protecting wildlife.3.procedurestep 1. greetingstep 2. daily reportstep 3. warming up1.show a video about wwf.2.ask students what animals are they can see in the video and find outthe endangered animals.3.ask students why the animals are endangered.4.let’s listen to some animals news:a.dolphin: last night, a little dolphin’s dead body was found on one coast in hongkong. people think it died from hunger because it could not find any food in the dirty sea…b.antelopes: the canadian government announced last week that more and more antelopes in the wildlife park died in road-kills.5.ask students why the animals mentioned above are endangered.6.give them 3 to 5 minutes to discuss in pair and then invite some of them to give their opinions. and show some of my own opinion below: killed by the enemies in the naturenot enough foodnot enough place to live inthe living environment is worse and worsehunted by human beingsaten by people7.talk about the wildlife protection①panda:problem: no enough food; loss of bamboo growing areas improvement: there are about 70 after bamboo areas set up to help them growhome in china: wolong nature reserve, sichuan province②milu deer:problem: disappeared in chinaimprovement: about 500 after being brought back from uk.home in china: nanhaizi milu park in beijing③south china tiger:problem: too much hunting in the 1950simprovement: about 30 –60 after being left in peace with no hunting home in china: baishanzu national natural protection zone, in zhejiang provincestep 4. reading –how daisy learned to protect wildlife1.show some pictures of the things appear in the text, and ask students to read aloud them. (daisy, sweater, mosquito, rhino, antelope, money, monkey, elephant, flying chair)2.listen to the tape paragraph by paragraph, and find out the answers to the questions below:paragraph 1:which place did daisy arrive in?(tibet)who did daisy talk to?(tibetan antelopes)what did they talk about?(tibetan antelopes were killed for wool.)共2页，当前第1页12 paragraph2:which place did daisy arrive in?(zimbabwe)who did daisy talk to?(an african elephant)what did they talk about?(elephants and rhinos were becoming endangered.)paragraph3:which place did daisy arrive in?(thick rain forest)who did daisy talk to?(a monkey)what did they talk about?(a powerful drug affects mosquitoes.)3.read the passage silently again, and the try to finish the true or false exercises that are showed on the screen.①daisy saw an antelope as well as mountains and people in tibet. (t)②the antelope felt very sad and happy when he saw daisy. (t)③antelopes were killed for the skin that is taken from under their stomachs. (f)④the elephants and rhinos in zimbabwe used to be protected well by the farmers in the past. (f)⑤mosquitoes protect the monkey from a millipede insect. (f)4.put the following sentences in the right order:①in the dream, she flew in a wonderful chair to talk with an antelope in tibet. (2)②later, she flew to zimbabwe and talked with an elephant and knew thefarmers no longer hunted them. (4)③although finally everything was gone, she had learned so much about the wildlife! (7)④the antelope told her they were hunted because their fur could be used to make sweaters. (3)⑤at last she arrived at the thick rain forest (6)⑥one day, daisy dreamed a strange dream. (1)⑦that’s because the government decided to help and the farmers madea lot of money at last. (5)step 5. homework1.finish the translation exercise on p642.finish ex 21-35 on english weekly 15th小结：本节课将warming up和阅读理解整合在一起。
Unit 4 wildlife protection 教案
Unit 4 Wildlife Protection●Teaching Aims:Knowledge aims:a. help Ss to understand and master the words and expressionsb. Let the students know some basic information about the endangered animals and wildlife situation and protection.Ability aims:a. Encourage Ss to think and express their attitude towards the wildlife and the wildlife protection.b. Enhance Ss’reading ability and develop Ss’ability and skills of guessing words and reading comprehension.Emotional aims:a. Help Ss understand the importance of the wildlife protection and make them be more active in the helping wildlife.b. Develop Ss’sense of cooperative learning.●Teaching Key Points:a. To train the reading comprehension to the whole passageb. To improve Ss’ability of listening, speaking, reading and writing.●Teaching Difficult Points:a. Enhance the students reading skills in the passage.●Teaching Materials:blackboard, books and other normal teaching tools.●Teaching methods：Co-operative learningActivity-based teaching (individual work; group work; class work) Students-centered approach & Task-based teaching and learning●Teaching Procedures:Step 1: Review the new words and expressions.(2m)Step 2：Lead-in (3m)Task: Group WorkShow some familiar pictures to draw the students’attentions to the wildlife(fox, elephant, kangaroo, tiger, panda, bear, whales, golden monkey, Asian elephant and so on), and bring the question: Do you think what wildlife are? Encourage Ss to discuss with each other and then solve the question together.Step3: Warming up & pre-reading (6m)Task 1:Show the pictures again and ask Ss to guess which animals are in danger. If the student answer is right, give the beautiful pictures as reward. And then make the Ss have a talk: Why are they endangered?Suggested answers:(1) People killed the endangered animals simply to satisfy their desire to eat.(2) People kill animals for their fur, which can be made into beautiful and expensive fur coat.(3) People didn’t protect the nature. They destroyed it willfully.Task 2:(1) Who is the most dangerous enemy of animals?suggested answer: Human beings.(2) What relationship between people and wildlife should be? suggested answer：Wildlife is human’s friends. They can keep the balance of nature and make the whole world colorful. To protect wildlife is to protect ourselves.Step 4: Listening Task (6m)Play the tape of the reading passage, and ask Ss to finish the following questions, and tick all the mentioned words out while listening:1. What places did Daisy go?A. Tibet ChinaB. rain forestC. WWFD. Zimbabwe2. How many animals did she meet? What are they?A. antelopeB. elephantC. monkeyD. mosquitoes3. What helps Daisy meet the wildlife?A. By a flying chairB. By a flying broom(扫把)C. By a flying carpetSuggested answers: 1. ABD 2. ABC 3. CStep 5 reading (26m)Task1 Fast reading :Read the passage quickly and try to fill in the table below about Daisy’s journeyAnimal she met Places she wentFirst visitSecond visitThird visitSuggested answers：antelope，Tibet ；elephant，Zimbabwe ；monkey，Rainforest 。
《Unit4Wildlifeprotection》教案高中必修2英语
《Unit4Wildlifeprotection》教案高中必修2英语高中阶段英语的学习与其它科目的学习，既有共通之处又有其特殊性，关键是要有好的学习方法。
下面是小偏整理的《Unit4Wildlifeprotection》教案高中必修2英语，感谢您的每一次阅读。
《Unit4Wildlifeprotection》教案高中必修2英语教学准备教学目标TeachingObjectives:Attheendofthislesson,studentsshouldmasterthekeywordsandexpressionsthroughthecompetition;practicetheirreadingskillssuchasskimmingandscanning;enhancetheircooperationabilitiesthroughgroupwork;realizetheimportanceandemergencyofprotectingwildlife;教学重难点TeachingImportantPoints:Studentscandothecompetitionactivelyandmasterthewordsa ndexpressions;Studentscanfinishthosereadingexercisesbythemselvesbyusin greadingskills;Studentscandothegrouptasksuccessfully.TeachingDifficultPoints:Studentscanunderstandthecontentofthepassageanddothegr oupdiscussionsuccessfully.教学过程TeachingProcedures:Part1.Pre-reading(11’)1.Avideoof“THELIONKING”andsomepicturesofthemiserableanimals;2.Wordsandexpressionscompetition.Part2.While-reading(20’)1.Skimthewholepassageandfinishthechartbelow.2.ReadtheParagraph1andfindouttheanswerstothefollowingq uestions.1).Howdidtheantelopefeel?2).WhyarepeoplehuntingandkillingtheTibetanantelopes?3.Readparagraph2andchoosethebestansweraccordingtothet ext.1).WhyisthenumberofelephantsincreasinginZimbabwe?A.BecausemoreelephantshavecometoZimbabwe.B.Becausefarmersarehappyandnolongerkillthem;C,Becausethoseelephantsdon’tdestroyfarmsanymore.2).HowdoesthegovernmentofZimbabwehelpprotectwildani mals?A.Itallowedtouriststohuntasmallnumberofanimalsiftheypaidt hefarmers;B.Itforcedfarmerstoprotecttheanimals.C.ItputmorewildanimalsintoZimbabwe.4.Readparagraph3andfillintheblanks.WhenthecarpetandDaisycameto____________,theysawa_______ rubbingitselfwithamillipede_______,whichcan______mosquitoesbe causeit______apowerfuldrug.ThemoneytoldDaisytopaymore_____ ___totherainforestand_____howtheanimalslivetogether.Noforest,n oanimals,no_____.5.TrueorFalsestatements.1.DaisysawmanyantelopesinTibet.2.Daisy’ssweaterwasmadeofsheepwool.3.TheelephantusedtobewellprotectedinZimbabwe.4.InZimbabwe,touristslovetoseetheelephants.5.ThefarmersinZimbabwegetnothingfromtheelephantsnow.6.ThisisarealstoryinDaisy’slife.Part3.Post-reading(8’)1.Ask“Daisy”totalkaboutherfeeling;2.Discussion:Whatshouldwedotoprotectwildlife?3.SeeashortvideoofJackieChan.Part4.SummaryandWriting(1’)Writeashortpassagebasedonthediscussion.课后习题PleasewritealettertoWWFandprovidesomesuggestionsonho wtoprotectwildlife.人教版高中英语必修2《Unit4Wildlifeprotection》教案【二】教学准备教学目标Improvestudents’abilityofextensivereading.Improvestudents’askillsoflistening.教学重难点1.Teachingimportantpoints:A.Improvestudents’abilityofextensivereading.B.Improvestudents’askillsoflistening.2.Teachingdifficultpoints:A.Howtofinishthetaskinlimitedtime.B.Howtogettheaccurateinformationwhilelistening.教学工具课件教学过程Step1.GreetingStep2.DailyreportStep3.RevisionChecktheanswerstotheexercisesdoneyesterday.Step4.Extensivereading1.Askstudentstwoquestionsbeforelisteningtothetape,andthe nlistentotherecordingofthetext:A.Whendiddinosaursliveontheearth?B.Whydidtheydieout?2.Explainthefollowinglanguagepoints:①longbefore很久以前beforelong不久之后Dinosaursdoliveontheearthlongbefore.Beforelongdinosaursdieoutfromtheearth.②ontheearth-intheworldonearth究竟Whatonearthdoyouwant?Step5.Listening1.Explainthefollowingdifficultwordstothestudentsbeforeliste ning:①onceuponatime曾经;很久以前②curiousadj.好奇的③wingn.翅膀④trapn.陷阱⑤spearn.矛2.ListentotherecordingofDodo’sStory.3.FinishEx1onp30.4.Checktheanswers(CDBC)5.Listentothetapeagainandfinishex2onP30Step6Homework1.FinishEx.21-55onEnglishWeekly15th2.Reviewthelanguagepointsinthisunit.课后小结学了这节课，你有什么收获?课后习题完成课后习题。
人教版英语必修二Unit4Wildlifeprotection教案5
Unit 4 Wildlife protection课时安排建议：1st---2nd : 讲解新单词的用法。
作业：熟读背诵新单词；理解记忆单词用法；完成SB p28 Ex 1-3.3rd: 复习新单词, 完成SB p28 Ex1-3；由warming up引入课文, 利用Pre-reading & Comprehending的问题完成课文的整体理解和把握作业：熟读课文; 预习课文语言点，自学归纳。
4th : 讲解warming up 和课文的语言点。
作业：完成JJ单元练习；预习语法课，自学总结归纳学过的时态。
5th : 复习语法：现在进行时的被动语态，完成SB p29 Ex 1-3；阅读SB p30课文作业：完成WB p63-64练习。
6th : 综合技能课：完成WB p62& 66的听力练习；完成WB p65的阅读课文（部分讲解）7th : 练习课：评讲WB p 63-64练习；及JJ单元练习。
作业：完成同步《英语周报》练习8th : 说写作课：根据本单元SB p31& WB p67的写作要求，设置写作训练，尤其强调写信的格式。
9th : 单元小结。
报纸作业及讲评。
Language Points(Warming Up)1.look after = take care of = care for 照顾2.There has been some progress in saving endangered wildlife in China.(P25, L6)(1) “there has been some progress in sth./ doing sth.”在某方面取得进展* progress “进展，进步” (u.n.)e.g. There has been great progress in protecting human rights in China. * progress 的常用短语是make (great/little/no/some) progress in …e.g. My sister made great progress in English.(2) endangered wildlife 濒临绝种的动物* endangered是过去分词做定语e.g. The giant panda is an endangered species.3.set up 成立，建立(组织，机构等)e.g. A big hospital will be set up in our town.区别：build “修建，建筑，建造（房屋等建筑物）”found(founded---founded) “创建，创立，创始”e.g. When was the university founded?They built a bridge over the river.4.too much hunting in the 1950s(1) too much + u.n. 太多的…much too + adj. 太过于…(2) hunting (u.n.) 狩猎，搜索，追求a hunting dog 猎犬a hunting ground 狩猎场(3) in the 1950s = in the 1950’s 在20世纪50年代5.其它黑体部分单词用法详见new words study(Pre-reading)6.be concerned about 关心，关注e.g. The government is very seriously concerned about the livingconditions of the people.The novelist is not concerned about people’s attitude to him.7.What do you think we should do to protect wildlife?这是个疑问句，原来的语序应该为：What should we do to protect wildlife?但do you think是插入语。
高一英语必修2之Unit 4 Wildlife protection教案
Unit 4 Wildlife protection1. 教材分析本单元以环境保护为中心话题，内容涉及“野生动物保护”、“污染的防止”、“生活的环保”和“环保知识宣传”等。
语言知识和语言活动的设计是围绕“环境保护”这一中心话题展开的。
1.1 WARMING UP部分通过三图幅片导入本单元, 引出有关动物保护的话题并使学生了解濒危动物，树立保护动物、保护环境的意识。
1.2 LISTENING部分是有关“空气污染”、“水污染”和“环境污染”等的话题。
学生在听的过程中，要捕获信息，以提高听力的水平。
另外，教材还设计了讨论题作为“听后”活动，在形式上，把“听”与“说”相结合，力求训练学生的综合语言运用能力。
1.3 SPEAKING安排一组采访活动。
教材中提供了部分启发性的采访问题，帮助学生展开口语活动，同时还要求学生自己设计问题，发展自主能力。
活动具有趣味性，有助于学生亲近、关爱动物。
1.4 PRE-READING部分以提问的形式导入课文，是阅读课文前的热身。
1.5 READING分三部分叙述主题内容。
1、人与动物的关系。
2、动物灭绝的原因。
3、补救措施。
文章语言简洁，条理清晰。
不仅有助于提高学生的阅读能力，而且在写作上也有所帮助。
1.6 POST-READING部分由两部分组成。
第一部分通过回答问题的形式，进一步加深对课文的理解。
第二部分围绕课文展开一些环保教育活动，要求学生列表说明每天要做的对环保有益的事，以培养学生的环保的责任感，调动他们参与环保行动的自觉性。
1.7 LANGUAGE STUDY部分分为词汇和语法两项。
词汇学习涉及构词法和词组填空练习。
帮助学生扩大词汇量，同时也指导学生掌握通过语境记忆词汇的方法。
本单元的语法项目是复习直接引语和间接引语。
1.8 INTEGRATING SKILLS包括读写和写两部分。
第一部分体现了读是写的基础，写是读的发挥。
第二部分写作的任务是学会制作一张宣传环保的海报。
Unit 4 Wildlife protection 教学设计.doc
Unit 4 Wildlife protection杨萍高一英语组Period 1 Warming up and Reading The General Idea of This Period：This period includes Warming up，Pre-reading，Reading and Comprehending of Unit 4.It introduces the wildlife situation in Tibet，Zimbabwe and a rain forest.Students will realize the importance of wildlife protection by experiencing what Daisy has gone through.Meanwhile students can learn some reading strategies such as skimming and scanning.Teaching Aims：1.Train the students’ reading ability.2.Learn some useful words and expressions.3.Learn more about the endangered animals and wildlife protection.Teaching Important Points：1.Help the students to understand the passage better.2.Learn and master some important words and phrases in this period.Teaching Difficult Points：1.How to help the students improve their reading ability and understand the passage better.2.How to master the important language points in this passage.Teaching Methods：1.Fast reading to get the general idea of the text.2.Careful reading to understand the passage better.3.Explanation to help the students master some language points.4.Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.Teaching Aids：1.A tape recorder2.A multimedia.Teaching Procedures：Step 1 Lead-in1.Greet the students as usual.2.Introduce the topic of wildlife protection.Show the pictures of some endangered animals and let the students name them in English.（Through this task，students can have a general idea about what they are going to learn.Besides，students are expected to classify the animals and find out which are endangered animals.Then，teacher gives the definition of endangered.Students are expected to say out the problems that face these animals as well.）Step 2 SkimmingT：OK，you have got the general knowledge of endangered animals.Now today we are going to learn a story about the experience of a little girl called Daisy.She has been to three places，and met three different kinds of animals.Which three places has she been to?What endangered animals are they?What problems face them?Now，I will give you a few minutes to skim the text to find out the three kinds of endangeredT：OK，class，you now have a general idea about the text.This text is mainly about Daisy’s experience.She has been to Tibet，Zimbabwe and the rain forest.She has talked with antelopes，elephants and monkeys separately.Now let’s go in detail and find more information about these three places and animals.T：I’ll give you 5 minutes to scan the text and fill in the blank.T：Time’s up.Who has got the answers?Any volunteers?S1：In Tibet，antelopes’ fur is used to make sweater.Antelopes are killed for wool.Every year，over 29000 antelopes are killed.S2：In Zimbabwe，farmers used to hunt the elephants but now farmers like them.S3：In Rain forest，a millipede insect affects mosquitoes.No rain forest，no animals and no drugs.Step 4 Intensive ReadingAsk the students to look through the questions on Page 27 and read the text silently.Students are expected to sum up the main ideas by themselves.T：OK，boys and girls.Now let’s read the text in detail and answer the questions on Page 27.Suggested answers：1.Who is hunting and killing the Tibetan antelope?People are hunting and killing the Tibetan antelope.2.Why are we humans part of this problem?People who buy sweaters made with Tibetan wool are encouraging more people to go out and kill the animals.3.How did life improve for the farmers in Zimbabwe?The farmers got money when the government made sure that the tour companies had to pay them to visit and hunt the animals.4.How did it improve for the animals?The animals were no longer killed by the farmers for destroying the crops.5.In what ways does looking after the rain forest help with wildlife protection?Looking after the rain forest helps wildlife protection because it contains many medicines and drugs.6.Why do you think the animals have to speak for themselves?Answers may vary.Because the animals have no human to speak for them.If they speak for themselves，they can put their case more effectively and they can win more sympathy.7.What must happen if wildlife protection is to succeed?Answers may vary.If wildlife protection is to succeed，people must not killanimals but try to live in harmony with them.What’s more，people must stop destroying the habitat of animals and using animals to make luxury goods.Step 5 Retell the StoryT：Since you have read the text for three times，I guess you have totally understand the text.Now let’s check whether you have comprehended the text.On the blackboard，it’s the summary of our reading text.But it’s not complete.You have to think out a proper word to fill in each blank without reading your textbook.After filling the missing words，you will have a complete summary of thetext.Now，I will give you 5 minutes to do this task.One day，Daisy ______ a strange dream.She flew in a wonderful ______ to ______ with an ______ in Tibet.The antelope told her they were hunted because of their ______ which can be used to make ______ like hers.In three years they may all be ______.Later，she ______ to Zimbabwe where she talked with an ______ and got to know the farmers there no longer ______ them.That’s because the ______ decided to help and the farmers finally made a lot of ______.At last she ______ at the thick rain ______ where a monkey told her “No rain forest，no______ and no ______.” Although finally everything was ______，she had ______ so much!Suggested answers：dreamed；chair；talk；antelope；fur；sweaters；gone；flew；elephant；hunted；government；money；arrived；forest；animals；drugs；gone；learned Step 6 Language Points FocusTeacher explains the important words and expressions from the reading.Try to use as many examples as possible to illustrate the point.After illustration，teacher can give students some exercise to consolidate their understanding.Step 7 DiscussionAfter the explanation of the language points，students have got the totalunderstanding of the reading text.Then teacher draws students’ attention back to the text and put forward a topic for them to discuss.Divide the students into the four person groups and give them five minutes to think about the topic “Whatshould we do to protect wildlife?”.After the discussion，let the students have acompetition to see which group can think out the most pieces of advice to protect wildlife.The possible advice：1.We should treat the wildlife plants and animals the same as our friends and relatives.2.We shouldn’t cut or kill them freely.3.We should protect the environment around us to let them have enough food and good living conditions.4.We should not buy the luxury such as fur，etc to support the protectioncampaign.5.We should collect money to protect the endangered animals.6.We can join the WWF to protect the endangered animals with the other protectors all over the world.Step 8 Summary and Homework1.Recite the key sentences on the text.2.Finish the word exercise.Ex.1，2，3 on Page 28.Step 9 The Design of the Writing on BlackboardUnit 4 Wildlife protectionPeriod 1。
广东省高一英语必修二第四单元《Wildlife Protection》全套教案
广东省高一英语必修二第四单元《Wildlife Protection》全套教案本单元以Wildlife Protection为主题，旨在通过本单元的学习使学生了解很多动物已经灭绝或濒临灭绝，从而认识到保护动物的重要性和必要性；通过探讨保护动物的措施和建议，引导学生发表自己的见解和看法；通过进一步讨论提出有效的保护措施，唤起学生保护动植物、维护生态平衡、保护我们家园的责任感。
并能写信表达自己保护动物的方法与建议，力求正确表达自己的意图并解释原因，并能正确使用被动语态的现在进行时。
一、学前准备：准备录音机、电脑和PPT课件，学生需要预习课后单词和词组。
二、学习目标/重点：1、Talk about wildlife endangerment；2、Talk about the ways to protect wildlife；3、Review the Present Progressive Passive V oice；4、Write letters on how to protect rare wildlife and the environment；5、重点词汇。
wildlife protection loss reserve zone peace fur rub mosquito insect powerful attention fierce wild decrease carpet respond distant relief laughter mercy certain importance secure income dinosaur incident dust ending。
6、重点词组。
die out in peace in danger of protect... from pay attention to come into being no longer in relief burst into laughteraccording to so that 。
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Unit 4 Wildlife ProtectionThe first periodWarming upKnowledge aims:a. help Ss to understand and master the words and expressions in warming up.b. Let the students know some basic information about the endangered animals and wildlife situation and protection.Ability aims:Encourage Ss to think and express their attitude towards the wildlife and the wildlife protection.Emotional aims:[a. Help Ss understand the importance of the wildlife protection and make them be more active in the helping wildlife.b. Develop Ss’ sense of cooperative learning.Teaching Key Points:Enable the students to know some basic information about the endangered animals and wildlife protection.Encourage Ss to think and express their attitude towards the wildlife and the wildlife protection.Teaching Difficult Points:How to enable the students express themselves freely.Teaching Materials:Blackboard, multi-media, and other normal teaching tools.Teaching methods：>Co-operative learningStudents-centered approach & Task-based teaching and learningTeaching Procedures:Step 1: Lead-inLead in by explaining the title and predicting what will be learned in this lesson. Step 2: ExplorationTask: let the students explore the following question:What is the problem of wild animals commonly facing1. Show some pictures to the students. Students watch the pictures and say what the pictures tell us.References: food shortage, pollution, destruction of habitat, over-hunting.》2. Show the students three more pictures and ask: what do people kill or hunt these animals forFrom these pictures, students can conclude that people kill animals for food, for fur, for medicine and for works of art.3. Ask the students to give their answers to the question: What is the problem of wild animals commonly facingStep 3: Discussion1. Let the students discuss the following question: why should we pay attention to wild animals and plants.Students discuss the question in groups and then give their opinions.2. After discussion, tell students what is wildlife protection about.Step 4: Group work1. Let the students read the report on some endangered wildlife in China at page 25, SB.2. Ask the students some questions about the report.￥3. Let the students describe the chart in small groups according to the sample.4. Discussion. More and more animals are killed by humans, as a student what should you do to protect the wild animalsStep 5: HomeworkWrite a composition according to the tips.假如你是一名记者，采访某动物园负责人有关国宝大熊猫的情况。
下面是采访要点，请根据谈话要点为《中国日报》写篇专题报道。
内容如下：1.熊猫是世界上的稀有（scarce)动物，人们非常喜欢它。
2.很久以前中国有很多熊猫，但由于生态遭到破坏，加上天气变暖，熊猫越来越少了。
3.现在中国大熊猫的数量每年都在增加，其中一些已经送到国外供人们观赏。
4.目前中国最大的熊猫自然公园在四川。
这里有一个野生动物研究中心，熊猫的生长就是在这里研究的。
科学家们希望有一天能够有足够的熊猫可以放出去，让它们重新生活在旷野中。
The second period Reading{1.知识目标1）Get the students to learn about some endangered animals and the knowledge of wildlife protection.2）Enable the students to use some key words and phrases to talk about wildlife protection.2.能力目标1）Get students to understand the passage by using different reading skills.2）Enable the students to talk about wildlife protection and know the importance of wildlife protection.3.情感目标1）Enable the students to learn about the importance of the wildlife protection and learn what we should do to protect the wildlife from dying out.2）Develop the students’ sense of cooperative learning.Teaching important points:【1. Get the students to learn about some endangered animals and the knowledge of wildlife protection.2. Enable the students to use some key words and phrases to talk about wildlife protection.Teaching difficult points:How to enable the students to grasp the main idea of the text quickly. Teaching methods:1. Co-operative learning2. Activity-based teaching (individual work; group work; class work)3. Students-centered approach & Task-based teaching and learningTea c h i n g ai d s:Blackboard, multi-media, and other normal teaching tools."Teaching Procedures: （教学过程）Step 1: Pre-reading1. Lead in by a song.2. Warming-upShow the students some pictures of endangered animals.After the students watching the pictures, let them know that if we don’t take measures to protect endangered animals, they will die out.Step 2: While-reading1. ScanningLet the students read the text quickly to learn something about Daisy’s journ ey2. Detailed reading.Let the students read the text carefully to find out more details about Daisy’s journey. Before reading each paragraph, show them tasks. Para 1: the antelope--TibetTask one: Skimming. Find out the answers to the following two questions from para 1 quickly.Q1: How does the antelope feelQ2: What situation is it inPara 2: the elephant-- ZimbabweTask one: Skimming. Find out the answers to the following two questions from para 2 quickly.Q1: How does the elephant feel nowQ2: What situation is it in now}Para 3: the monkeyTask one:Skimming. Find out the answers to the following two questions from para 3 quickly.Q1: How does the monkey feelQ2: What situation is it inStep 3: Post-reading1. Self-explorationLet the students explore the following question by watching three pictures:Why are these animals endangered2. DiscussionWhat should we do to protect the wildlife^Let the students discuss and a few minutes later, report the results.S t ep4:Summary and homework1. Sum up the whole lesson by showing the warning:*Killing animals is killing ourselves !*Let’s le ave our children a living planet !2. Homework.What you have learned in this uniteful verbs_____________________________________________________.eful adjectives________________________________________________.eful expressions_______________________________________________.、小结__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.The third periodVocabulary and Useful ExpressionsTeaching important pointsTo let students master the pronunciation of the new words and phrases.To let students know the main usages of them.Teaching difficult points—How to help students master the pronunciation within limited time.How to make the usages clear.Teaching ProcedureStep 1. GreetingStep 2. Daily reportStep 3. New words and phrases learning1.The whole class read the new words and phrases together following theteacher.2.Let students read them aloud by themselves for a while.3.Explain the usages of the words and expressions as follows:①protection n. 保护②[③protect vt. ~sth. from/against…保护……避免……He’s wearing the sunglasses to protect his eyes from/against the strong sunshine.④as a result 结果A句.As a result, B句.I got up late this morning. As a result, I could catch the first bus.as a result of= because of 为介词词组，不能引导句子。