Unit 4 Wildlife Protection
● Teaching Aims: (教學目標)
Knowledge aims: （知識目標）
a. help Ss to understand and master the words and expressions
b. Let the students know some basic information about the endangered animals and wildlife situation and protection.
Ability aims: （能力目標 ）
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: （情感目標 ）
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: （教學重點）
a. To train the reading comprehension to the whole passage
b. To improve Ss’ ability of listening, speaking, reading and writing.
● Teaching Difficult Points: （教學難點）
a. Enhance the students reading skills in the passage.
● Teaching Materials: （教學材料）
blackboard, books, and other normal teaching tools.
● Teaching methods：（教學方法）
Co-operative learning
Activity-based teaching (individual work; group work; class work)
Students-centered approach & Task-based teaching and learning
● Teaching Procedures: （教學過程）
Step 1: Review the new words and expressions.(2m)
Step2 Lead-in (3m)
Task: Group Work
Show some familiar pictures to draw the students’ attentions to the wildlife(fox, elephant, kangaroo, tiger, panda, bear, whales, golden monkey, Asian elephant, famingo 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 talking: 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 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 China B. rain forest
C. WWF D. Zimbabwe
2. How many animals did she meet? What are they?
A. antelope B. elephant
C. monkey D. mosquitoes
3. What helps Daisy meet the wildlife?
A. By a flying chair
B. By a flying broom(掃把)
C. By a flying carpet
Suggested answers: 1. ABD 2. ABC 3. C
Step 5 reading (26m)
Task1 Fast reading :
Read the passage quickly and try to fill in the table below about Daisy’s journey
Animal she met Places she went
First visit
Second visit
Third visit
Suggested answers：antelope，Tibet ； elephant，Zimbabwe ；monkey，Rainforest 。
Task 2 Careful Reading
Task 1: Read the passage and draw lines under phrases or sentences which you don’t understand.
Task 2: Finish the true( T ) or false ( F ) questions, and try to correct the false.
1. Daisy saw many antelopes in Tibet.
2. Daisy’s sweater was made of sheep wool.
3. The elephant used to be well protected in Zimbabwe.
4. The farmers in Zimbabwe get much money from the elephants and rhinos now.
5. This is a real story in Daisy’s life.
6. There are no animals or no drugs in rain forests.
Suggested answers: F F F T F F
Task 3 Find out the main idea
Read the passage again and try to find out the main idea of each part.
Part 1(Para 1): Daisy flew in a wonderful chair to ____ and found that ________ were in danger. They were _____ for the fur to make sweater.(Tibet, antelopes, killed)
Part 2 :(Para 2-3) Daisy flew to _________ and found that the wild animals were well ________ by paying farmers to visit animals. (Zimbabwe, protected)
Part 3: (Para 4-5) Daisy flew to the rain forest. Talking with a _______, she got to know that rain forests should be protected, for they are the source of many _________ and drugs.( monkey, medicines)
Task 4 analysis each part
Paragraph 1
1. How did the antelope feel?
The antelope felt sad.
2. Why are people hunting and killing the Tibetan antelopes?
In order to get the wool which is used to make sweaters.
3. What will happen to Tibetan antelopes in three years?
They may all be gone.
Paragraph 2&3
1.How did the elephant feel?
The elephant felt excited.
2. How did life improve for the elephants?
Farmers like them and no longer hunt them
3. How did life improve for the farmers?
The tour companies had to pay for visiting and hunting. Farmers made a lot of money from it.
Paragraph 4
Why does looking after the rain forest help with wildlife protection?
Because no rain forest, no animals and no drugs.
Task5 : Retelling
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, drugs, gone, learned)
Step6: Homework Assignment (2m)
In this class, we have learned the great urgency of the wildlife protection. As a student, what should we do to protect the wild animals? List your own opinions and organize your words to write a short passage about your solutions.
Step7： Reflection after Class:
,