Book 2 Unit 4 Wildlife protection
人教版必修2高中英语Unit4TeachingPlanofWildlifeProtection教案
1 / 7Book 2 Unit 4 Teaching Plan of Wildlife ProtectionGrammar Exploration一、教材分析本单元是人教版必修2的第四单元，是以保护动物为话题，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。
本节内容Discovering useful structures 为“现在进行时的被动语态”，以课文内容为载体，要求学生能够使用该语法结构表达自己的观点。
二、学情分析1. 本单元的语法内容并不复杂，学生在初中阶段就已学过现在进行时和句子的被动语态，只是未学习将两者合二为一所表达的语法现象，因此学生在其结构的理解上容易混淆。
在本单元的前两个单元学生已经学习了现在完成时的被动语态和一般将来时的被动语态，因此之前所学知识可以正迁移到新知识上来；2. 本班是一个中等水平的文科实验班，学生的学习习惯较好，课堂参与度较高，因此，学生能够通过小组探究学习的方式，探讨出要求掌握的语法结构，并且通过小组协作的方式，运用所学的语法结构编出短剧，以达到学以致用的目的与保护野生动物的情感共鸣。
三、教学思路本堂课共分为三个板块：热身，发现规则和运用规则三个板块，以一只藏羚羊的遭遇与诉求将这三个部分串联起来。
热身部分，通过呈现两组图片（每组图片间都相关联）和关键词，让学生描述图片所表达的现象，达到初步感知语法结构的目的；发现规则部分，首先，要求学生找出课文中所有含有“现在进行时的被动语态”结构的句子，并分析其基本结构（be being done），其次，阅读一封来自藏羚羊莹莹写给人类的信，让学生深入到语境中进一步探讨现在进行时的被动语态的各种结构，如：肯、否定句，一般、特殊疑问句及其用法和意义；运用规则部分，让学生以藏羚羊莹莹的身份编一个短剧（运用现在进行时的被动语态，现在完成时的被动语态和一般将来时的被动语态），以求达到学以致用、复习和保护野生动物的情感目标。
Book 2Unit 4Wildlife Protection
Learning aims •To master the useful words , expressions and sentence structures. •To use the topic words and expressions correctly in the context. •To learn something about the present progressive passive voice. Learning important and difficult points •How to gain the ability to use the key words and expressions from the context. •How to grasp and apply the present progressive passive voice.
Task2. Words of the topic. 1.write the words for each of these meanings. 1.The main subject of a talk, book, film or something else. ________________ theme 2.Several different types of ____________________ various 3.to or at any place, position or situation _____________________ wherever 4.something that is pleasant to think about but is not real fantasy ___________________ 5.action, usually a very great one or a very bad one ___________________ deed 6.the measurement of something from one end to the other ________________ length 7.being the only one of its kind; unlike anything else ___________________ unique central 8.in the middle of an area or an object ________________ 9.a person whose job is translating writing or speech from one language to another ________________ translator
Book2Unit4WildlifeProtection阅读课
Unit 4 Wildlife ProtectionTeaching aims:Knowledge aims:1.Get students to read the passage How Daisy Learned to Help Wildlife.2.Let students learn about the important of wildlife protection.Ability aims:1.Develop students’ great interest in wildlife protection.2.Develop students’ sense of cooperative learning.Moral aims:1.Arouse students’ great interest in wildlife protection.2.Develop students’ sense of cooperative learning.Teaching importance:1.Let students read the passage How Daisy Learned to Help Wildlife and learnsomething about wildlife protection.2.Get students to learn different reading skills.Teaching difficulties:1.Develop students’ reading ability.2.Enable students to learn to talk about wildlife protection.Teaching methods:1.Task-based teaching and learning.2.Cooperative learning3.Discussion and competitionTeaching procedures:Ⅰ. Lead inWhat made the world around us so wonderful?Ⅱ. Pre-readingWhat other endangered animals do you know of?What do you think of these animals?What happened to them?Why are they in danger of disappearing?Ⅲ. ReadingStep 1. Fast readingRead the passage quickly and write down the main idea of the passage.Daisy took _______________ to travel and talked with ____________in her dream, which made her know _____________of the wildlife protection.Step 2 Detailed reading1. Read the passage carefully, then discuss with your partners and prepare wh- questions as many as possible for your opposite group.2 Ask and answer CompetitionCompetition rulesYou are divided into 2 groups.Members of each group take turns to ask the opposite group.Similar questions are not welcome.One question\right answer, one point.If the opposite group can’t answer within 4 seconds, members from the same group can take the chance to answer and get one point.3. Decide whether each of the following statements is true of false.1). Daisy’s sweater is made of sheep fur.2). The second animal Daisy met was an excited elephant.3). The elephants in Zimbabwe used to be protected well by the farmers in the past.4). Mosquitoes protect the monkey from a millipede insect.5). There are no animals or no drugs in rainforests.6). WWF means the World Wildlife Fund.Step 3 Post-reading Role playRead the text and make dialogues between Daisy and the antelope, the elephant and the monkey.Ⅳ. HomeworkMore and more animals are killed by humans, as a student what should you do to protect the wild animals? Write a composition about 100 words in your exercise books.2008-2009学年度第一学期英语校性公开课教学设计授课班级：高一（13）班授课教师：黄少冰。
Book 2 Unit 4 Wildlife protection
9.employ vt.雇用；利用(时间、精力等) →employer n.雇主 →employee n.雇员；雇工 →employment n.雇用；就业；职业；工作 10.harm n.& vt.损害；危害 →harmful adj.有害的 →harmless adj.无害的 11.ending n.结局；结尾 →end v.结束
5.mercy n.仁慈；宽恕；怜悯 →merciful adj.仁慈的；怜悯的 6.appreciate vt.鉴赏；感激；意识到 →appreciation n.感激；感谢 7.succeed vi.成功 vt.接替；继任 →success n.成功 →successful adj.成功的 →successfully adv.成功地 8.secure adj.安全的；可靠的 →security n.安全
n.栖息地；(动植物的)自然环境
3.threaten
vt.& vi.恐吓；威胁
4.endanger
vt.危害；使受到危险
5.zone
n.地域；地带；地区
6.species
n.种类；物种
7.carpet 8.fur 9.certain 10.mosquito 11.extinction 12.dinosaur 13.unexpected 14.disappearance 15.faithfully
12.hunt vt.& vi.打猎；猎取；搜寻 →hunter n.猎人；猎手 13.importance n.重要(性) →important adj.重要的
Ⅳ.核心短语
1.die out灭亡；逐渐消失 2.in peace和平地；和睦地；安详地 3.in danger (of)在危险中；垂危 4.in relief如释重负；松了口气 5.burst into laughter突然笑起来；大声笑了出来 6.protect...from保护……不受……(危害) 7.pay attention to注意 8.do harm to对……有害；损害…… e into being/existence形成；产生 10.according to按照；根据……所说
高考英语人教版讲义：Book 2 Unit 4 Wildlife protection Word版含解析
Book 2Unit 4Wildlife protection(主题语境:人与自然——环境保护)1 contain vt.包含;容纳;克制(强烈的感情等);抑制◆赏句猜义①Along with the items mentioned above, the wallet contains a family photo, my precious memory.②The stadium is large enough to contain 100 thousand people.③Hearing the disappointing news, he was too sad to containhimself.◆用contain和include的适当形式填空My friend offered me a container ④many kinds of fruits, bananas⑤. But I refused to accept it. He was so angry that he couldn’t⑥himself and threw it away. What he did surprised all the people present, ⑦me.答案①包含②容纳③克制;抑制④containing⑤included⑥contain⑦including(1)contain表示所含之物的全部或一部分;侧重所含的数量或成分,不用于进行时。
(2)include指作为整体中的一部分而被包括进去,通常指同类。
常使用“including+被包括部分”或“被包括部分+included”的结构。
助记2 affect vt.影响;感动;侵袭◆单句填空①With the aid of the government, those people (affect) by the earthquake have moved to the new settlements.②If a basketball star is, for example, trying to gain a high personal point total, he may take a shot himself when it would be better to pass the ball to a teammate,(affect) the team’s performance.(2019北京)③They are extremely important in the safe and (effect) running of our programmes. (2019北京)◆赏句猜义④The researchers call the effect“enclothed cognition”, suggesting that all manner of different clothes probably affect our cognition in many differentways.⑤No area was spared or unaffected, from the foggy northern coast to the Sierra Nevada Mountains to the San Gabriels above Los Angeles.(2019浙江阅读理解)◆句型升级Many young people were affected by his story and began to pay attention to wildlife protection.→⑥, many young people began to pay attention to wildlife protection. (分词作状语)答案①affected②affecting③effective④影响;影响⑤未受影响的⑥Affected by his story(1)be deeply affected by被……深深打动be affected by the heat/the cold中暑/着凉(2)effect n.作用;影响have an effect/influence on对……产生影响(3)effective adj.有效的;起作用的联想表“影响”的其他动词短语:have an impacton。
Book2 unit4 wildlife protection
Book2 unit4 wildlife protectionPeriod 1: warming up & readingAimsTo talk about endangered speciesTo read about wildlife protectionProceduresI. Warming up by learning about animalsLook at the photos below and listen to me telling you about the animals, the endangered animals.The Giant Panda is a mammal now usually classified in thebear family, Ursidae, that is native to central China.The Giant Panda lives in mountainous regions, like Sichuanand Tibet. The Giant Panda is the symbol of the World WildlifeFund (WWF), a conservation organization. Toward the latter half ofthe 20th century, the panda also became somewhat of a nationalemblem for China, and is now used in Chinese gold coins.Giant Pandas are an endangered species, threatened by continued loss of habitat and by a very low birthrate, both in the wild and in captivity. About 1,600 are believed to survive in the wild.Milu deer is a Chinese deer. It has a long tail, wide hooves, and branched antlers. AnotherChinese name for it is “four unlikes,.” because the animals were seen ashaving the horns of a stag, the neck of a camel, the foot of a cow, and the tailof an ass.These animals were first made known to Western science in the 19thcentury, by Father Arm and David, a French missionary working in China.At the time, the only surviving herd was in a preserve belonging to theChinese emperor. The last herd of Milu deers that remained in China were eaten by Western and Japanese troops that were present at the time of the Boxer Rebellion.These deer are now found in zoos around the world, and a herd of Milu deer was reintroduced to Dafeng Reserve, China in the late 1980s. They are classified as “critically endangered.” in the wild, but do not appear to have suffered from a genetic bottleneck because of small population size.A tiger is a large cat famous for its beautiful fur of orangestriped with black. Tigers live in Asia and are becoming very rare.This is due to people hunting them for their fur and destroying theforests they live in.II. Pre-reading1.Defining wildlifeWhat does the world wildlife mean?The term wildlife refers to living organisms that are not in any way artificial or domesticated and which exist in natural habitats. Wildlife can refer to flora (plants) but more commonly refers to fauna (animals). Needless to say, wildlife is a very general term for life in various ecosystems. Deserts, rainforests, plains, and other areas—including the most built-up urban sites—all have distinct forms of wildlife.Humankind has historically tended to separate civilization from wildlife in a number of ways; besides the obvious difference in vocabulary, there are differing expectations in the legal, social, and moral sense. This has been reason for debate throughout recorded history. Religions have often declared certain animals to be sacred, and in modern times concern for the environment has provoked activists to protest the exploitation of wildlife for human benefit or entertainment.2.Reading to the recordingNow turn to page 26, listening and reading to the recording of the text. Try to keep pace with the native reader, making your reading resemble that of the reader, in speed, in intonation and in pronunciation.3.Reading and transformingNow you are to read the text for information to fill in the form.Different endangered species appear on different endangered species lists. And people who are trying to protecting animal use the following five risk categories to group the unlucky animal.。
Unit 4 Wildlife Protection 说课
Unit 4 Wildlife Protection 说课(NSEFC Book 2 Unit 4 Wildlife Protection)大家好，今天我要介绍的课是普通高中课程标准实验教科书英语必修2第4单元Wildlife Protection的阅读部分。
下面我将从以下四个方面阐述我的课：教材分析、学情分析、教学方法、教学步骤和板书设计。
一、教材分析：(教材内容分析，教学目标, 教学重点和难点)首先，我来讲下我的教材分析。
这主要包括教材内容分析,学情分析，教学目标和教学重点和难点四个方面。
1. 教材内容分析这篇阅读材料紧扣本单元的中心话题“野生动物保护的重要性”，讲述了一个叫戴西的小女孩在梦里和一些野生濒临灭绝的动物交谈，知道了保护野生动物的重要性，既是对前面热身部分的升华，也是这单元的主题内容和词汇学习的重点。
这篇文章结构十分清晰，是按戴西在梦中的的三次飞毯经历来分段的，但段落大意不是很明确。
此外，在这篇文章中出现的生词不是很多。
（下面，我来讲下对学生学情的分析）2. 学情分析学生对本单元的主题“野生动物保护”的话题是十分的熟悉，而且学生们对各种各样的动物也十分的感兴趣。
高一现阶段的学生也已经掌握了基本的像寻读，略读，概括等阅读技能，他们也能就一些问题进行英语对话讨论。
但是，学生对文中出现的组织WWF并不清楚，对有些句子所隐含的话外之音也不是很清楚，也对独立解决一些现实的问题感到困难。
3. 教学目标本节课的教学目标包括知识目标、语言技能目标、情感目标、文化意识和学习策略目标。
语言技能：1）学生能够应用不同的阅读技能得到所需的信息；2）在略读后，学生能概括各段段落大意；3）学生能够分析作者某些句子的写作意图，像“No rainforest, no animals, no drugs” and “And there are always WWF.”语言知识：1）学生能知道更多的关于为什么一些动物濒临灭绝以及如何保护它们；2）通过学习大部分学生能够掌握并运用重要词汇: mercy, importance, contain 等等；情感态度：学生能够认识到保护野生动物的重要性；文化意识：学生能对WWF组织有一定的了解。
高中英语_人民教育出版社高一英语必修2 Unit 4 Wildlife Protection教学设计学情分析教材分析课后反思
Book2 Unit4 Wildlife Protection教学设计Reading 1 How Daisy Learned to Help Wildlife一教材分析(analysis of teaching material)本课选自人民教育出版社高一英语必修2 Unit 4 Wildlife Protection Reading How Daisy learned to help wildlife本单元的中心话题是”野生动物保护”涉及的内容包括濒临灭绝的野生动物的现状;我们要学会如何保护野生动以及要从已经灭绝的动物中吸取哪些经验教训从而促进我们保护野生动物的意识.”阅读”(reading)部分描述了Daisy在梦中经历一次奇妙的飞毯旅行。
通过女孩和藏羚羊、非洲象、猴子的对话，学生进一步意识到野生动物的生存环境日益恶化以及保护野生动物的行动刻不容缓。
通过本节阅读课的训练，锻炼学生听说读写的各种技能，掌握和描述此话题相关的一些词汇，并能熟练运用所学词汇用英语描述发表自己的看法。
二学情分析(analysis of students)学生为高一学生，具有一定的英语水平，感知能力较强。
因为Wildlife Protection这一话题对学生来说有较强的吸引力，而且学生有较强的表现欲。
但学生缺乏根据要点词（key words）和(key sentences)快速阅读把握文章主要信息（main idea）和细节信息（detailed information）的能力，并且需要培养他们英语思维的习惯和用英语表达自己观点的能力，以及和他人合作交流的能力。
三教学目标(teaching aims)1）知识目标：学习并掌握本课单词和短语，把所学知识运用于实际情景中。
long to do …, wake up, find…by one’s bed, a flying carpet, fly away, be killed for…, turn around, in relief, burst into laughter,become endangered, destroy the farm, take photos, hunt…for…, make money for…, as a result, in thick rain forest, protect…from…, rub…over…, a powerful drug, pay attention to…, take…homeGrammar：现在进行时的被动语态。
(完整word版)Book2Unit4WildlifeProtection语言知识点
一、重点单词1.affect:vt.影响，感动，侵袭，感染affect impact influence sb./sth.be greatly/deeply affected/touched/moved by...be affected with high fevereffect:n.影响，效果，作用have an effect/impact/influence on sb/sth.take effect生效affection:n.喜爱，感情 affectionate:adj.深情的，充满爱的effective:adj.有效的 efficient:adj.有效率的 efficiency:n.效率2.contain:vt.里面有;包含vitamin/information；容纳;克制（强烈的感情等）；控制，阻止contain oneself克制自己include:整体里的一部分；把......变成整体的一部分We will learn a variety of subjects including English. We will learn a variety of subjects English included.container:n.容器集装箱3.appreciate:vt.感激，欣赏，意识到，重视，理解appreciate n./代词/doing sth.重视/感激......I would appreciate it if...=I would be grateful if...如果......我将不胜感激。
加Ving做宾语的动词：avoid escape practice dislike enjoy admit acknowledge deny mind risk consider fancy imagine suggest feel likeappreciation:n.感激，欣赏，意识到，重视，理解gratitude thank:n.感激 show gratitude/ thanks to sb. for sth.gratefulthankful:adj.感激的be grateful/thankful to sb. for sth.thank:v.感谢thank sb. for doing sth/sth.4.succeed:vi成功；vt.接替，继任，继......之后succeed in (doing) sth=manage to do sth成功做某事succeed sb. as...接替某人成为be succeeded by=be followed by...继.....之后（被）successful:adj.成功的be successful in (doing) sth.success:n.【u】成功；【c】成功的人或事物successive:adj.连续的，继承的three successive rejectionssuccessively:adv.相继地，接连着地1.employ:vt.雇佣；利用（时间，精力等）；忙于，从事于employ sb. as...雇佣某人为...employ sb. to do sth.雇佣某人做某事employ oneself in doing sth=be employed in doing sth.忙于做某事忙于做某事，从事于：be busy with be busy (in) doing sth be engaged in be occupied in occupy oneself in doing sth.专心致志于：apply oneself to... devote oneself to keep one’s mind on put one’s heart into focus on concentrate on be lost in pay attention to dedicate oneself to focus on concentrate on be buried in be involved in fix one’s mind onemployer雇主employee雇员employment:n.工作，雇佣，利用6.harm:vt. 伤害harm sb./sth.n.伤害do/cause harm/damage to sb./sthThere is no harm in doing sth.做某事无害处It does no harm to do sth.做某事没有坏处harmful:adj.有害的，造成伤害的be harmful to...:对......有害7.loss:n.损失，遗失，丧失make up for the loss弥补损失at a loss=at sea blank不知所措的，困惑，茫然的suffer a loss of...蒙受(......的）损失/pain/illnesslose:vt.失去heart/the game/keys/confidence lose lost lostlost:adj.迷路的，丢失的 missing gone:adj.be lost in全神贯注；沉浸于；埋头于 be lost in thought deep in thought沉浸于：be absorbed in be immersed in abandon oneself to be addicted to indulge in be crazy about8.respond:vi做出回答/回应respond to... reply to...response:n.回答，回应make a response to...对......做出回答/回应；in response to...对......做出反应9.mercy:n.仁慈，怜悯，宽容show mercy to sb=show sb. mercy同情/怜悯某人 have mercy on sb怜悯某人take pity on; feel pity/sympathy/sorry for sb.; sympathize with sb.without mercy毫不留情地，残忍地 at the mercy of...任......支配merciful仁慈的，宽容的 merciless残忍的，无慈悲心的二、重点短语1.die out:灭亡，逐渐消失die away:减弱，消失，渐熄，(风/声音）减弱，渐熄息，（树木）渐渐凋零-----（尾端，消失）die down:逐渐消失，逐渐变弱（过程）die of死于（内因，疾病，衰老）heart trouble/cancer/a fever/hunger/starvation/colddie from死于（外因，外部环境）earthquake/a traffic accidentdie: v.死亡 death:n.死 dead:adj.死的dying: adj.快死的，渴望的 by dying to do sth. ; be dying for sth.渴望的渴望的adj:be eager/anxious/dying/hungry/thirsty/staving/desperate for sth./to do sth.be keen on sth.渴望的，喜爱的，热衷的，敏锐的渴望v：long to do sth; long for sth.desire sb.; desire to do sth.can’t wait for sth.; can’t wait to do sth.渴望n.: have a strong desire for sth/ to do sth.2.protect...from (doing) sth.保护......不受.......protect...against sth.保护......以防范...defend...from(the attack).../against(the enemy)...stop/prevent... (from) doing sth.keep...from doing sth.阻住.....做某事......keep...doing sth.使.....一直做某事protection:n.保护 protective:adj.保护的environment-friendly environmentally-friendly友好的3.pay attention to (doing) sth.注意，留意做某事draw/attract/catch one’s attention吸引某人的注意力turn one’s attention to...把注意力转移到.......devote one’s attention to...把注意力放在......fix/focus/concentrate one’s attention on...把注意力集中在......4.hunt:vt打猎 vi. hunt for...寻找search for in search of in one’s search for5.in peace平安地，安静地，和睦地at peace处于和平状态 at war处于交战状态6.in danger处于危险中 in danger of (doing) sh. 面临......的危险，out of danger摆脱危险7.relief:n.安心，宽心，轻松；缓解，减轻；救济金in relief松了口气 what a relief！终于放心的to one’s relief让某人宽心的 with relief放心，欣慰地It’s a relief to do sth/ that...relief from pain1.burst into laughter/tears burst out laughing/ cryinge into being（vi无被动）:形成，产生三、重点句型1.as的用法：作为（介词），像.....一样（介词）；当......时候（时间），因为，既然，尽管，按照，像......一样；定语从句。
高中英语必修二《Unit 4 wildlife_protection》优秀说课稿
《Unit 4 wildlife_protection》优秀说课稿Wildlife ProtectionGood morning, respected professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 4 Wildlife protection. I’ll begin the lesson from the following six parts, the teaching material, teaching goals and important and difficult points,the teaching and studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.Part1 the Teaching MaterialThis unit is to introduce to us the importance of wildlife protection. The reading passage is the center of this unit. It is made up of 3 paragraphs, that is, why we need wildlife protection, a good example of wildlife protection and what we can get from wildlife protection. The text is the most important teaching material in this lesson, which extends the main topic “wildlife protection” and contains most of the vocabulary and grammar points that students should learn in this unit.Part2 Teaching Aims and important and difficult pointsKnowledge aims:（1）to help students to understand and master the words, phrases and sentence patterns.（2）to know some basic information about the endangered animals and wildlife situation and protection.Ability aims:(1)To improve the students’ organizing and usi ng skills of English as the second language(2) To understand the main idea, to scan for the needed information and to grasp the detailsEmotional aims:(1)Help students understand the importance of the wildlife protection and make them be more active in the helping wildlife.(2)Develop students’ sense of cooperative learningTeaching Key Points And Difficult Points:Teaching Key Points:1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.2. To understand the importance of wildlife protection and then do something for wildlifeTeaching difficult points :1. The students use their own words to express their own ideas.2. the usage of present progressive passive voice.Part3Analysis of the StudentsAlthough the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability.Part4 Teaching and Learning MethodsTeaching Methods:municative Language TeachingLanguage is used for communication.It’s learner-centered and emphasizes communication and real-life situations.b. Task-based Language TeachingA task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.c. Computer Assisted Language TeachingLanguage learning needs a context, which can help the learners to understand thelanguage and then can product comprehensible output, so computer has the advantages to make the materials attractiveLearning Methods:Task-based, self-dependent and cooperative learning.Part 5 Teaching ProcedureStep 1 Lead-in“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the importance of w ildlife protection”I’ll show them some beautiful pictures of wild animals, such as lions, Tibet antelopes, monkeys and so on. Ask them what they know about those animals. The answers must relate to their present situation, such as die out, dangerous, decrease and so on.After this, the students will be eager to something about the endangered wildlife and this is the very time to naturally lead the class into Step 2.Step 2 Reading for information: skimming and scanningIn this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.Task 1 General ideaThe students will be asked to just glance at the title and the pictures of the passage, and then guess what t hey will read in the text. And they’ll be divided into groups of four to have a discussion. The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.Task 2 Main idea of each paragraphCooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 3 groups to skim the whole text and get the main idea of each paragraph.Step 3 Reading for comprehensionThe purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 27 can help check the situation.Step 4 Solving difficult language problems through readingIt’s important for language learners to learn important rules of grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.Step 5 ConsolidationLanguage is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities1 Role readThe text is concentrated on the conversation between Daisy and Tibet antelope, elephant and monkey. Role read is a good chance to practice English in a cooperative learning atmosphere.2 DiscussionDuring making discussion, the students will deepen their understanding of the severe situation of wildlife and the importance of wildlife protection.1. Why is it important to protect wildlife?2. What must be done if wildlife protection is to succeed?Step 6 HomeworkAsk the students to write down their opinions about what they should do to protect the wild animals. The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.Part 6Blackboard design。
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• Wildlife protection is increasingly important, as the habitat of wild animals has been threatened, and their numbers are decreasing. One day some endangered animals may die out.
恐龙早在人类诞生之前许久就灭绝了。科学家认为， 一场意外事件造成了这种动物的消灭。
• At last she came to a rainforest, where she saw a monkey rubbing itself with a millipede insect. The monkey told her it was protecting itself from bites of mosquitoes, as the insect contains a powerful drug which affects mosquitoes.
根据世界野生动物保护基金会的数据， 数百种野生动物即将从地球上消失。所以， 任何形式的野生动物保护都受到鼓励和赞 赏。他们相信，如果农民有工作和固定收 入，而且对这些动物不再伤害，那么动物 保护一定会成功。
• Daisy arrived in Zimbabwe. In relief, she burst into laughter at what she had seen, because the local people knew the importance of wildlife protection and paid more attention to it.
黛茜让她的飞毯带她到一个遥远的地方，去寻找能提供 皮毛制作像她穿的那样的毛皮的动物。在西藏她碰到了 一只看起来伤心的藏羚羊。它告诉他，有相当数量的藏 羚羊被无情地猎杀。听了它的故事后，他对此做出强烈 的反应并感到难过，但是她相信她的旅程会有个快乐 的结局。
• The extinction of the dinosaurs happened long before humans came into being. Scientists believe that an unexpected incident led to the disappearance of the animal.
Байду номын сангаас
现在我们已经意识到，极度的狩猎造成濒危动物的损失， 于是它们有消失的危险，它们必须在自然保护区 内平静地生活。
• Daisy asked her flying carpet to take her to a distant place to look for the animal that could give fur to make sweaters like hers. In Tibet she found an antelope looking sad. It told her that a certain number of them had been hunted without mercy. She responded strongly to this and felt sorry after hearing its story, but she believed in a happy ending of her journey.
保护野生动物越来越重要，因为野生动物的栖息地已 受到威胁，而且它们的数量也正在减少。 将来某一天，有些濒危动物可能会灭绝。
• Now we already realize that too much hunting has caused the loss of the endangered animals, so that they are in danger of disappearing. They must be left in peace in natural protection zones • (nature reserves).
黛茜来到了津巴布韦。对所看到得情景，她如释重负地 大笑起来，因为当地人知道保护野生动植物的重要性， 并对其重视有加。
最后她来到一个热带雨林，在那里她看见一只猴子正在 用一只千足虫摩擦身体。猴子告诉她这是它在保护自己 免受蚊子的叮咬，因为此昆虫含有一种 强效的药物可以防止蚊子叮咬。
• According to WWF, hundreds of species of wildlife will disappear from the earth. So any form of wildlife protection is encouraged and appreciated. They believe that the protection will surely succeed if the farmers are employed to work with a secure income and no more harm will be done to the animals.