高中英语Unit4WildlifeprotectionSectionⅡWarmingup (2)

Unit 4 Wildlife protectionThe Second and Third Period ( Reading and Comprehending) Teaching Procedure:Step One: RevisionComplete the following sentences:1. 他有生命危险。

He is _____ _______ of ______ _____ ______.2. 这种动物几个世纪之前就灭绝了。

This kind of animal _______ _______ several centuries ago.3. 因为下雨，他迟到了。

He was late _____ _____ _____ ____ the rain.(Answers: 1. in danger, losing his life; 2. died out; 3. as a result of ) Step Two: Pre-reading1.Pair work: ask Ss to discuss the two questions for several minutes.1)I believe that you are concerned about animals and plantsdisappearing. Why should you worry about this?2)What do you think we should do to protect wildlife?2.Ask some of the Ss to report their discussion.Some tips:1) Wildlife is human friends. They can keep the balance of nature andmake the whole world colorful. To protect wildlife is to protect ourselves.2)We should treat plants and animals the same as our friends andrelatives. We shouldn’t cut or kill them freely. We also should protect the environment around us to let them have enough food and good living conditions.Step Three: Reading1. Scanning1) Have Ss read the passage quickly to get the main idea and answer thefollowing questions:How many places did Daisy fly to? (Three. Tibet, Zimbabwe and Brazilian rain forest.)What’s the passage about? (Daisy’s wonderful experience with some animals.)2) Complete the table on P27.2.1.Intensive readingRead the text again carefully to obtain some details and answer the questions in Ex 1, Comprehending (P27).Step Four: DiscussionWhat must happen if wildlife protection is to succeed?Step Five: Listen and comprehend the passage.Step Six: Language points1. get dressed 穿戴起来；穿上衣服eg. She quickly got dressed and went out for breakfast.她赶快穿上衣服到外面吃早餐△dress sb. / oneself 给某人/自己穿衣服eg. Tom is not old enough to dress himself. 汤姆年纪太小，还不会自己穿衣服。

《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。

高中英语必修2说课稿 Unit 4 WildlifeProtection高中英语必修2说课稿 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^p 、学情分析^p 、教学方法、教学步骤和板书设计。

一、教材分析^p ：(教材内容分析^p ，教学目的,教学重点和难点)首先，我来讲下我的教材分析^p 。

这主要包括教材内容分析^p ,学情分析^p ，教学目的和教学重点和难点四个方面。

1.教材内容分析^p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。

这篇文章构造非常明晰，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^p 〕2.学情分析^p学生对本单元的主题“野生动物保护”的话题是非常的熟悉，而且学生们对各种各样的动物也非常的感兴趣。

高一现阶段的学生也已经掌握了根本的像寻读，略读，概括等阅读技能，他们也能就一些问题进展英语对话讨论。

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.教学目的本节课的教学目的包括知识目的、语言技能目的、情感目的、文化意识和学习策略目的。

语言技能：1〕学生可以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〕学生可以分析^p 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可以掌握并运用重要词汇: mercy, importance, contain等等；情感态度：学生可以认识到保护野生动物的重要性；文化意识：学生能对WWF组织有一定的理解。

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 realize 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 animals 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)Answer 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 antelope. 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。

新课标高中英语Unit4WildlifeprotectionSectionⅡLearningaboutLanguage讲义新人教版必修2Section ⅡLearning about LanguageⅠ.单词拼写根据汉语或首字母提示，写出下列单词1．The boss employed (雇用) about 20 people to work for him yesterday.2．A certain(某一)person called on you yesterday.3．The disease failed to respond (反应) to the new drugs the doctor applied.4．The Internet and television make it possible for us to see a distant (遥远的) scene.5．We really appreciate (感激) everything you've done for our daughter.6．This book contains all the information you need.7．The final exam was over and the students went home in relief．8．Their opinions will not affect my decision at all.9．The number of traffic accidents has decreased by ten percent.10．The report shows that eating too much meat will harm our health.Ⅱ.拓展词汇根据词性或汉语提示，写出下列单词1．protect v．保护→protection n．保护2．power n．力量→powerful adj.强大的；有力的3．distant adj.远的；远处的→distance n．远方；距离4．loss n．损失；遗失→lose v．失去5．mercy n．仁慈；宽恕；怜悯→merciful adj.仁慈的；慈悲的；宽容的6．succeed vi.成功vt.接替；继任→success n．成功→successful adj.成功的[寻规律、巧记忆]v.＋­ion→n. n.＋­ful→adj.根据提示补全下列短语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(……的)危险中；垂危 4．in relief如释重负 5．burst into laughter突然大笑起来 6．protect...from...保护……不受……(危害) 7．pay attention to注意 8．long to do sth.渴望做某事 9．without mercy毫不怜悯地 10．do harm to对……有害 Ⅳ.选词填空选用上述短语的适当形式填空1．Reading in bed does harm to our eyes.2．Leave him in peace ；he's trying to work.3．Many species of animals are in danger of dying out ．4．In the past ，people in Africa hunted elephants without mercy ．5．We shouldpay attention to protecting the animals which have nearly died out.[寻规律、巧记忆]in action在活动中，在进行中，在运转中in advance 在前头，事先，预先in charge 主管，掌管，看管make...from... 由……制造borrow...from... 从……借……learn...from... 向……学习……1．Please take me to a distant land where I can find the animal that gave fur to make this sweater.请带我到一个遥远的地方，在那里我可以找到为制作这种毛衣而提供皮毛的动物。

《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。

〖Unit 4 Wildlife protection〗之小船创作ReadingWang JunTeaching Aims:1. Train the Ss’ reading and speaking ability.2. Enable the Ss to know something about the endangeredanimals and wildlife situation and protection.3. Help the Ss to realize the importance of wildlifeprotection and to protect the nature.Teaching key points and teaching difficulties:1. Enable the Ss to know something about the endangeredanimals and wildlifesituation and protection.2. Help the Ss to realize the importance of wildlifeprotection and to protect the nature.3. Help students to improve their reading skills and understand the passage fully.Teaching Procedures:Step1: Warming up1.Greeting.2.Draw the students’ attention to the topic today------ wildlife protection. Ask the students to name some wild animals they know.3.Show the students some pictures of wild animals andhelp them to learn the English names of some animals.4.By the last picture, show the students a picture ofpanda. And ask the students: “Is it cute?”, “Do you w ant him to live long?” Then tell the students, “but they are dying out.”5.Show the students some pictures of the bad situationof some animals. Ask them how they feel in seeing these pictures. Then the teacher makes a conclusion that no one feels happy to see the wild animals dying out and that we should do something to protect the wildlife.Step 2: pre-readingConnected warming-up, the teacher tells the students “Daisy thinks the same as us.” Then the teacher introduces Daisy briefly to the studnets. “She i s a girl who is always concerned with wildlife protection and one day she got a flying carpet which can take her to anywhere she liked.”Ask : Where will Daisy go and what will she see?Let’s go with Daisy and see what will happen..Step3: While-reading1.Listen to the tape and find out the main idea of thispassage.2.SkimmingSkim through the passage on Page 26 and answer the following questions.◆What places did Daisy go?A.Tibet ChinaB. rain forestC. WWFD. Zimbabwe◆ 2.How many animals did she meet? What are they?A. antelopeB. elephantC. mosquitoesD. monkey◆ 3.What helps Daisy meet the wildlife?A.By a flying chairB.By a flying broom(扫把)C.By a flying carpet3. ScanningScan through the passage and do the following true or false questions.1).Daisy saw many antelopes in Tibet.2).Daisy’s sweater was made of sheep wool.3).Daisy felt sad when she heard the antelope was endangered.4).The elephant used to be well protected in Zimbabwe.5).In Zimbabwe, tourists love to see elephants.6).The farmers in Zimbabwe get nothing from the elephants now.7).This is a real story in Daisy’s life.4. Intensive readingRead the passage paragraph by paragraph and do some relative exercises.Step4: ConsolidationAsk the students the following questions:(1) What places did Daisy go?(2) What animals did she see?(3) What happened to these animals/Then draw an outline of this passage.Step5: Discussion:Ss discusss in groups of four and make up a dialogue about wildlife protection,then ask 2 or 3 groups to report.These questions will help you:1.What kind of endangered animals are you mostconcerned about?2.Why are they dying out?3.What should we do to protect them?4.What can we do to help the endangered animals?Step7: Homework1.Review the passage on P26.2.Finish the exercises on P27.3.Review the new words and phrases of this unit, and we will have a dictation tomorrow.。