[教案]Unit4WildlifeProtection-(2).doc

Unit 4 Wildlife Protection
I. 单元教学目标
技能目标 Skill Goals
Talk about wildlife endangerment
Talk about the ways to protect wildlife
Review the Present Progressive Passive Voice
Write letters on how to protect rare wildlife and the environment
II. 目标语言
功能句式
Intention & purpose Refuse one’s proposal
I’m going to ... I’m so sorry that ...
I will ... I’m afraid that ...
I feel like doing ... Thank you very much but ...
I intend / mean/ plan to ... I have to say this but ...
I’d like to ... The problem is ...
I’m ready to ... It was very nice of you but ...
I would rather not to tell you ... It’s a shame that ...
Why didn’t you tell me that...?
Express one’s opinion Give reasons
In my opinion, ... … so that …
I believe ... … because …
I think that ... … so …
词汇
1. 四会词汇
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
2. 认读词汇
endanger Milu deer species Daisy antelope Zimbabwe rhino WWF millipede county habitat threaten Indonesia extinction unexpected Mauritius disappearance faithfully Colobus
3. 固定词组
die out in peace in danger of protect... from pay attention to come into being no longer in relief burst into laughter according to so that
4. 重点词汇
hunt contain affect die out in peace in danger (of) in relief burst into laughter protect … from … pay attention to appreciate succeed employ harm bite come into being inspect according to so that
结构
The Present Progressive Passive Voice
重点句子
1. As a result these endangered animals may even die out. P25
2. What other endangered animals do you know? P25
3. In relief Daisy burst into laughter. P26
4. Our fur is being used to make sweaters for people like you. P26
5. No rain forest, no animals and no drugs. P26
6. One day she drove her car into the local game reserve… P28
7. They lived on the earth tens of millions of years ago, long before humans came into being and their future seemed secure at that time. P30
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。练习2通过填空练习，学生分析课文结构，内容特点。为写作做好铺垫。练习3帮助学生综合运用、迁移所学知识。通过列举WWF所面临的一个棘手问题，要求学生小组讨论找出合理的解决方案。
1.5 Learning about Language分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习、在具体文章中的运用和相关词汇的分类与运用；Discovering useful structures 是以文章内容为载体的 “被动语态的现在进行时”的操练。由此可以看出本教材已明显地由以结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、结构相结合的特点。
1.6 Using Language是对所学知识的综合运用。
a. Reading and listening是课文的延伸，先读一段关于恐龙的说明文，简单介绍其种类及灭亡原因；然后听一段关于dodo的材料并根据所听材料做题，抓住细节且要顾及中心思想。
b. Speaking and writing 借dodo的故事引导学生选择他们知道的一种濒临灭绝的动物并分析这种结果的原因。在讨论的过程中练习打算，目的及意图的表达法。与其他小组交流自己所选的动物及拯救措施，选取较优的计划报告给全班同学。之后，根据讨论的内容，借助课本所提供的功能句式WWF写一封信，希望该组织能帮助学生实现这一保护措施。教材已为学生列出写作步骤，学生只需根据本单元内容组织语言，丰富内容。
总之，通过本单元的系统学习，让学生了解当今珍稀动物的境况，激发他们热爱自然，保护自然的热情；并能够丰富语言知识，提升用英语表达观点的能力。

2. 教材重组
2.1 从话题、内容和功能上分析Warming Up 与Workbook中的LISTENING & TALKING一致，旨在启发学生讨论、思考本单元话题，可以整和成一节任务型“听说课”。
2.2 可将Pre-reading、Reading、Comprehending三个活动整和成一节“阅读课”
2.3 将Using Language中的Reading与Workbook中的READING TASK整和成一节“泛读课”
2.4 将Learning about Language与Workbook中的USING WORDS & EXPRESSIONS, USING STRUCTURES结合在一起, 上一节“语法课”。
2.5 将Using Language中就已经灭绝的物种dodo展开的听说写上一节“语言学习课”。
2.6 将Workbook中的LISTENING TASK、SPEAKING TASK和 WRITING TASK上一节“语言实践课”。

III. 课型设计与课时分配 (经分析教材,本单元可以用六课时教完)
1st period Listening and Speaking
2nd period Intensive Reading
3rd period Extensive Reading
4th period Learning about Language
5th period Using Language
6th period Integrating Skills
IV. Teaching plans for each period 分课时教案

The First Period Listening and Speaking
Teaching goals 教学目标
1. Target language 目标语言
重点词汇和短语
die out loss reserve hunt zone in peace wild decrease hunting
2. Ability goal 能力目标
Enable the students to talk about endangered wildlife、the reasons for disappearing and the importance of protecting wildlife.
3. Learning ability goals 学能目标
Help the students learn to talk about endangered wildlife, the reasons for disappearing and the importance of protecting wildlife.
Teaching important points 教学重点
How to talk about endangered species of wildlife and environmental protection and how to express refusing and give reasons.
Teaching methods 教学方法
Elicitation, discussion, pair work, ask-and-answer activity.
Teaching aids 教具准备
The Multimedia Computer, a projector, a board and a tape recorder.
Teaching procedures & ways 教学过程与方法

Step I Lead-in
Get the students to talk about some endangered animals to lead them to this unit’s topic.
T: Morning, everyone! Look at the screen, please. I will show you pictures of some animals.
Show them the pictures of some endangered animals.
1 2 3
4 5 6
T: Talk about them in your own words.
The students may refer to the following aspects: 1. what the animal is; 2. Its appearance; 3. reasons why it becomes less and less; 4. what has been done to protect it; 5. other things you know about it: where it lives; what it feeds on…
S: The first one is Golden Monkey. It’s very beautiful and smart It is also known as Golden Snub-nosed Monkey (仰鼻猴)or Sichuan Golden Snub-nosed Monkey. It is endemic to China. It is threatened by habitat loss.
S: The second lovely animal is Giant Panda. It can only be found in China. It feed mostly on bamboo, a tall woody plant full of fiber. It lives in a few mountain ranges in central China, in Sichuan, Shaanxi, and Gansu provinces. It’s our national treasure. We should try our best to protect it.
S: The third one may be a deer.
S: No! It’s Tibetan Antelope. Tibetan antelopes coming from the family of Bovidae are mainly distributed over Qinghai Province, Tibetan Autonomous Region and Xinjiang Autonomous Region in China. It is in danger now because many of them have been killed.
T: Wonderful! Thank you. You know so much about wildlife. How about the fourth one?
S: I am sure it is a kind of leopard, but I don’t know what kind of leopard it is exactly.
T: Well, it is called Clouded Leopard (云豹), which are one of the first class protected animals. It is found in southern China, the eastern Himalayas, north-east India and south-east Asia. How about the fifth one?
S: Tiger!
T: What kind of tiger is it? … It’s South China Tiger. We’ll learn it today. OK, let’s go on.
S: In Picture 6, there are two Giant Salamanders (娃娃鱼), which can swim against the current and cry like babies.
T: Excellent work! Well, can you find anything common among them? What is it?
S: They are all in danger.
T: Well done! They are all endangered animals. If you want to know more about them, let’s come to Unit 4 Wildlife Protection.

Step II Warming up
Get the students to do Warming up.
Scanning
T: Next, read through the words in Warming up part, and then find out: Why did so many wild animals die out?
Get the students to look through this part. Later ask someone to give the answer.
T: Who’d like to say something about this question?
S: If their habitat is threatened or they cannot find enough food, their numbers may decrease. As a result these endangered animals may even die out.
T: That’s it!
Discussing
Get students to talk about the report in Warming up in pair.
T: Today, more and more people realize the importance of protecting endangered wildlife. Here is a report on some endangered wildlife in China. Next, read the report. Then discuss with your partner about these animals. You may refer to the following aspects: 1. What the endangered animals are; 2. What the problem is; 3. List one of their habitat in China; 4. How the animal is after concern
Four minutes for free talk, then ask some students to share their opinions with the whole class.
Sample conversation:
S1: What endangered animal do you know?
S2: Our National Treasure—Pandas.
S1: What’s the problem?
S2: They are in danger for lack of bamboo, but recently their number is increasing because more bamboo has been grown.
S1: It’s said that although China was the only home for Milu Deer, we brought them from England.
S2: Yes. They disappeared in China because of too much hunting. What a pity!
S1: So do South China Tiger. They are said to be fierce but some hunters are fiercer!
S2: I cannot agree with you any more.
T: Well done! Do you know any other endangered wildlife in China that is being protected? Think about that and then make a list.
Sample answer:

Crested Ibis/Brown Eared Pheasant/Red-crowned Crane/Wild Yak /Chinese Alligator

Step III Listening
Get the students to do LISTENING on page 62. Help them learn more about wildlife problems.
T: You know so much about wildlife. You must be very care about them. In fact, people around the world care about these endangered animals. They write to some experts and tell about their worry about the wildlife around them. Aunty Gladys is such a writer who usually answers these letters. Now, come to LISTENING on page 62. And find out what the problems people worry about.
First, get the students to look though the questions in Listening. Play the tape for the students and ask them to listen to the tape carefully. While listening, the students should grasp the key words and get the main idea. Then play the tape once more. After that, let the students answer the questions and check the answers together. Sum up the useful expressions in the material (about environmental protection). Later, play the tape a third time for them to write down the main idea of the passage. At last, check the answers with the whole class.

Step IV Talking
Get students to do TALKING on page 62. Help them discuss what people can do to help the endangered animals.
T: Next, let’s come to TALKING on page 62. In pairs discuss what advice you might give to one of these worried letter writers. You can write notes of your ideas in the boxes below.
Show the useful expressions on the screen. You can give a model. It’s up to the English level of your students.

Step V Discussing
Help the students discuss what they have learned today and encourage them to talk about the importance of wildlife protection.
T: What did we learn today?
S: Endangered wildlife.
S: What their problems are.
S: What have been done to them…
T: Animals are our friends. We live depend on each other. We should protect them. How do you think about this?
S: Animals are our friends. It’s a shame that man killed wildlife for their fur. We don’t have the right to kill them.
S: I’ll talk with people around me seriously. I’ll tell them that I’m so sorry that so many animals are in danger now. The problem is that if man doesn’t realize the dangerous situation, many of the animals will die out soon. We should try to protect endangered animals. I’ll collect some information about wildlife protection and shows the information to people around us.

Step VI Assignment
T: Boys and girls you did very well today. I hope you can listen to the listening material again after class to get familiar with it. And here is your homework: 1. Collect information of endangered wildlife, especially Tibetan Antelope, about why they are in danger of disappearing; 2. Preview the next part—Reading on page 26.

The Second Period Intensive Reading
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
fur rub protect ... from ... contain powerful affect pay attention to in danger of carpet respond in relief burst into laughter mercy harm certain importance mosquito insect appreciate succeed secure income employed
b. 重点句子
Daisy had always longed to help endangered species of wildlife.
In relief, Daisy burst into laughter.
I’m protecting myself form mosquitoes.
But what an experience!
2. Ability goal 能力目标
Enable the students to discuss and suggest solution to the wildlife problem WWF has to deal with.
3. Learning ability goal 学能目标
Help the students to get to know “how to help wildlife” by reading, discussing and suggesting.
Teaching important point 教学重点
How to improve the students’ ability of reading about wildlife protection.
Teaching methods 教学方法
Task-based learning and scanning.
Teaching aids 教具准备
The Multimedia Computer, a projector, a board and a tape recorder.
Teaching procedures & ways 教学过程与方法

Step I Lead-in
Lead the students to learn HOW DAISY LEARNED TO HELP WILDLIFE.
T: Everybody, look! What’s this?
Show the students the picture of FUWA of 2008 Beijing Olympic Games (Picture 1).
1 2
S: FUWA for 2008 Beijing Olympic Games.
T: Can you talk something about FUWA?
S: Beibei, passing the wish of flourish and harvest, it represents the blue ring and aquatic sports.
S: Jingjing is a lovely panda, it brings joy and happiness, Jingjing comes from the forest and symbolizes the harmonious coexistence between man and nature. It represents the black ring and strength sports.
S: Huanhuan is the eldest in the five, and it symbolized the Olympic sports spirit and the passion people have towards the Olympic Games. It symbolizes the red ring and ball games.
S: Yingying is an agile Tibetan antelope, it comes from the North-West of China and it is the rare and endangered species. Yingying represents the yellow ring and the athletics sports.
S: Nini comes from the sky, it is a swallow, and its image comes from the Chinese traditional kite and it is the symbolic image of Beijing. It represents the green ring and gymnastic sports.
T: Wonderful! I think most of us know much about our National Treasure—Panda. And can you tell me something about Yingying—Tibetan Antelope?
S: It comes from the North-West of China and it is the rare and endangered species.
S: The main threat to the species is the demand for shahtoosh. It is estimated that around 20,000 Tibetan antelope are poached each year, from a population of around 7