最新-高中英语 Unit 4 Wildlife protection教案(2) 新人教版必修2 精品

人教高中英语必修二Unit 4 Wildlife protectionReading: How Daisy learned to help wildlifeTeaching aims and demands:1.Enable students to know about the situation of endangered wildlife and thereasons why they are in danger of disappearing.2.Enable students to realize the importance of protecting wildlife.3.Enable students to think out solution to protect them.Teaching important points:1.Situation of endangered animals2.The importance of protecting wildlife and environment.3.Solutions to the present situation.Teaching difficult points:1.Reasons why some animals are in danger of disappearing.2.The relationship between humans and wildlife3.How to find proper ways to protect endangered wildlife.Teaching aids:PPT,; video; music.Teaching methods:Watching movie；skimming; careful reading; discussion; performanceTeaching proceduresStep 1: Lead-inT: Do you like animals? Do you like to watch a movie where main characters are animals?(Task: to find what animals appeared in the movie)Step 2 pre-reading1. Pictures of other endangered animals , introduction of their situation2. DiscussionWhy are these animals in danger of disappearing?(some pictures for help)So, wildlife protection is seriously in need!Step 3 Reading1.SkimmingTask 1: to find the main ideaA. It is about some protection of wildlife.B. It is about a journey of a flying carpet.C. It is about Daisy’s wonderful experience with some animals, from which shelearned how to help wildlife.Task 2: to find where Daisy went and what animals she saw there.First place: Tibet; antelopeSecond place: Zimbabwe; elephantThird place：Rainforest; monkey2.Division of the passagePart one: paragraph 1Part two: paragraph 2Part three: paragraph 3-43.Careful readingPart one (paragraph 1)1. What is the situation of Tibetan antelopes?They are hunted for their fur under their stomach.2. What is the result?They are now an endangered species.3.How do they feel?They feel sadPart two (paragraph 2)Part three (paragraph 3-4)Daisy went to a rainforest and met a monkey . It was rubbing itself with a millipede insect that contains a powerful drug , which prevents mosquitoes. The monkey suggested we should pay more attention to the rainforest and appreciate how animals live together: No rainforest. No animals; No drugs!THINKING: What should the relationship between humans and wildlife be? Step 4 Post-reading1.Discussion: What can we do to protect wildlife?2.PerformanceSupposing you are a volunteer to protect wildlife, you are working in a forest with a scientist from WWF to find out the change of situation of endangered animals after you worked together to protect them, then you two meet two endangered animals. A talk among you four start s…Step 5 SummaryAll hope is not lost only if we work together to protect them.Step 6 HomeworkStudents are asked to make a poster to appeal to more people to help to protect wildlife.。

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。

《Unit4 Wildlife protection period 2 Words and Expressions》高三英语一轮复习教学设计一、三维目标：1、知识与技能：理解、识记、正确运用及掌握本单元的核心单词及重点短语并直触高考考点。

2、过程与方法：独立思考、合作与探究、学生质疑、老师答疑、生生合作、师生互动、动静交替、讲练结合。

3、情感、态度与价值观：（1）、培养学生良好的团队精神；（2）、培养学生踏踏实实学习的良好习惯。

二、教学重点、难点：1、学习重点：通过学习基础知识，掌握重点、难点知识、连接高考热点考点。

2、学习难点：如何正确运用及掌握重点、难点知识；如何运用已学知识增强学习能力、学习更多新知识，即实现学以致用、能力的迁移过程。

三、教学过程：（一）、课前学习任务：1、熟记基础词汇、提分句型；2、认真查阅以及填写核心单词、重点短语部分的内容并大声朗读。

（注意其词性、词音、词义）3、找出其中的重点、难点。

（二）、课堂学习任务：1、导入。

---展示长城的图片。

设计意图：让学生明白宏伟、壮观的万里长城也是有一块一块砖砌成的。

从而引入今天要学内容。

----词汇对学习英语的重要性。

2、同学们以学习小组为单位，交流预习时发现的重点、难点，并在小组内讨论解决。

设计意图：培养学生积极、主动学习、合作探究解决问题的能力。

3、各小组派小组科代表发言，提出组内无法解决的问题。

老师引领大家共同解决存在的问题。

设计意图：培养学生团结协作的团队精神。

4、请班级英语科代表张杰带领给同学们大声朗读本部分单词、词组。

老师做好必要的正音辅导工作。

设计意图：充分发挥班干部的带头作用、培养学生独立学习的好习惯。

5、给同学们3分钟时间快速记忆该部分核心单词，然后从各小组中请部分水平相当的同学上黑板听写单词及词组。

（针对该活动老师要有奖励机制，即要评分。

从参与者写的速度、正确率、板书等方面进行评判，班上学生是大众评委，老师做好把关工作。

Unit4 Wildlife ProtectionGood morning, everyone, it’s my great pleasure to be here sharing my lessons with you. The content of my lesson is about How Daisy learned to help wild life taken from New Senior English for China Student’s Book 2 Unit 4 Wildlife Protection. I’ll begin the lesson from the following five parts: the teaching material, the teaching methods, the learning methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.Part 1 Teaching materialFirstly，let me introduce the teaching material. This 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.Secondly, I want to tell something about the students. Although 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 abilityThirdly, I’d like to talk about teaching aims and demands.1 Knowledge 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.2 Ability aims:(1)To improve the students’ organizing and using skills of English as thesecond languageTo understand the main idea, to scan for the neededinformation and to grasp the details3 Emotional aims:(1) Help students understand the importance of the wildlife protection and makethem be more active in the helping wildlife.(2) Develop students’ sense of cooperative learni ngFourthly, teaching key points is1. To help the students get a general idea of the whole passage, and some detailedinformation and language points as well.2.To understand the importance of wildlife protection and then do something for wildlifeTeaching difficult points is1.The students use their own words to express their own ideas.2.the usage of present progressive passive voicePart 2 Teaching methodsAccording to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director. a. municative Language TeachingLanguage is used for munication. It’s learner-centered and emphasizes munication 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. puter Assisted Language TeachingLanguage learning needs a context, which can help the learners to understand the language and then can product prehensible output, so puter has the advantages to make the materials attractive.Part 3 Learning MethodsTask-based, self-dependent and cooperative learningPart 4 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 wildlife protection”I’ll show them some beautiful pictures of wild animal s, 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 2Step 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 they 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 prehensionThe 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 e 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 e 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 municating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities1Role 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 5 Blackboard designUnit 4 Wildlife protectionTopic Sentences:1. Why we need wildlife protection2. A good example of wildlife protection3. What we can get from wildlife protection。

Unit 4 Wildlife Protection Period 2 reading 教案教学设计(人教版英语高二)整理Unit 4 Wildlife ProtectionPeriod 2 readingI. Teaching aims:A. Knowledge goals:Get to know the present situations and the reasons for the endangered wildlife.B. Ability goals:Practice students’ ability of getting key information and organizing language.Practice students’ ability of oral English.Improve students’ consciousness of co-operation.C. Moral goal:Students can realize the importance of protecting wildlife and nature by getting to know the present situation of wildlife and the reasons for the endangered wildlife. Meanwhile, let students thank nature, love nature, and also, we, human beings, have the responsibility to protect nature and live with nature in harmony.II. Teaching important and difficult pointsA. How to get or find out the key information from the passages.B. Co-operation of students and how to express their ideas in English.III. Analysis of teaching and learning materials:A. Sentences about wildlife by studentsb. MV of MJ’s song, Earth Song . It shows some terrible scene about the environment and wildlife. It is used to be a lead-in.IV. Teaching and learning proceduresStep 1. Lead-in1. Students watch a MV of MJ’s song,.2. Three to four students talk about their feelings after watching it. (2min)Step 2 Skimming1. Find out the main idea of the passage2. Fast reading to answer the questions on the screen.Step 3 Careful readingPara 11. How did the antelope feel?2. Why are people hunting and killing the Tibetan antelopes?3. How many antelopes are being killed every year?True or falseDaisy traveled by a flying carpet.Antelopes are killed for the wool that is taken from under their. Para 2What the situation about elephant and rhino?How did life improve for the farmers in Zimbabwe?Para 3 4Why the monkey rub itself?Why is the thick rain forest important for animals?Step 4Read the text again and choose the best answer.Read the text again and choose the best answer.1. Why did elephants use to be an endangered species in Zimbabwe?A. Tourists hunted too many elephants.B. Farmers hunted them without mercy.C. The government encouraged farmers to hunt them.D. Their living environment was seriously polluted.2. What can be inferred from the elephant’s words, “Have you come to take my photo”?A. It thinks itself a beautiful animal.B. Elephants are friendly to human beings.C. Money from tourists went to the large tour companies.D. Now many more tourists come to take its photos rather than hunt it.3.Fill in the blanks:Step 5 Show pictures of Prince William and ask students work in groups to find the ways of wildlife protection.Step 6. Homework文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。

Teaching DesignTeaching background analysis:1. Teaching contents: Reading, How Daisy Learned to Help Wildlife, Unit4 Wildlife Protection, Book2This topic is familiar to the students and they've got their word to say. This text is a narration, which tells the story of Daisy's journey. In most cases, we tend to understand story well because it tells us the time, place, who, and what happens.2. Teaching targets: students of Senior oneStudents have almost get used to high school learning, but they need to practice their reading skills and learn more vocabulary, which is also difficult for them. So it's necessary to find some interesting methods to teach. Teaching aim analysis:1. To develop students reading skills. Students will improve their skills of predicting, skimming and scanning, guessing word meaning. They will gradually find out some details, form the outline of the passage, and analyze the main idea of each part.2. To lean some important expressions in the text. Students will enhance their vocabulary and some sentence structure.3. To encourage students make use of what they've learned. Students will learn to put what they learn into use by talking out their understand of wildlife protection, making up dialogues, and write a composition about Daisy's journey. In this way, they 'll not only understand the text better, but build up their confidence through speaking and writing.4. To lead students to understand the importance of environmental protection. Through the learning of the text, talking about environmental protection and role-play, students will get to know the present threaten wild animals and plants are faced with. They will get to know more about rare animals and the way to protect them.Difficult and important points:1. Guessing word meaning according the context. This is a very important method in reading, which will be quiet helpful and essential for students to read articles with new words.2. Understand "how" Daisy learned to protect wildlife. This is the topic of this text. In the process or reading, students travel together with Daisy, thus get to know the reason why she learned the importance of wildlife protection.Teaching procedures:Ⅰ. Pre-reading(5 minutes)1. Look at the pictures, watch the videos and think what species do you know are endangered? What do you think can be done to protect them?2.What do you predict this article will deal with according the title How Daisy Learned to Help Wildlife?Ⅱ. While reading(28 minutes)1.Skimming and scanning(8 minutes)1) Find out where Daisy went and what did she met?2) True or false activitiesStudents judge whether the statements I give are correct or not, and then they work in pairs to do True or False activity, in which student1 says a statement and student2 answers it.3) Form the outline of this passage2. Reading for details(14 minutes)1) Read it carefully for the 2nd time and discuss with your partner:What was happening to the animal she met?What could she have learned on each occasion?2) Get to know what Daisy met and what is becoming of the animals(antelope, elephant, monkey) she met.3) Understand why Daisy learned to help wildlife. What might she be thinking about after communicating with the animals?4) Guessing workStudents will guess the meaning of some words and other expressions according the context and common knowledge.5) Fill in blanksThis small paragraph is the main idea of the text, by doing fill-in, I can check whether the students understand the passage or not. They will also learned to make use of what they've learned.3. Words and expressions(6 minutes)Students find out the difficult and important expression first, they will work in pairs to get to understand them. And then we'll deal with some difficulty ones together.Ⅲ. After reading(12 minutes)1) Lead students to understand the personification in this passage.2) Form groups of 4, and each group makes a dialogue between Daisy and the antelope & the elephant & the monkey, and then one pair of each group will act out their dialogue.Ⅳ. HomeworkIf you were Daisy, what would you do after this journey? Please write a composition(about 100 words) to cover what you feel and learn from the journey.Blackboard designThe PPT is the most important "blackboard", and i will still write some words on the blackboard.Evaluation:1. Three videos about the topic is used to give students some background information and make the class smooth.2. In the class, we'll have activities such as Q-A activity, discussing, True or False activity, fill in blanks, word-guessing, Role-play and so on. Through all kinds of activities, the class will become more interesting to encourage students learn more relaxed and efficiently.3. The reading part is divided into skimming and detail-reading, which follows the recognition principle of senior high school students. Students will read in my guidance and read with a purpose.4. This class is focused on practicing reading skills, so it spends most time dealing with the outline and main idea of the passage. To the contrary, only a few words will be covered in this class. After this class, there would be another class focused on the language points.1. Warming up2. ReadingSkimming and scanningWhat Antelope Panda Monkey WhereRead for details3. Practice: Role-playDaisy Antelope/ panda/ monkey 4. HomeworkTurn in next MondayVocabulary:Antelope Respond Zimbabwe In reliefBurst into laughter……。

Unit 4 Wildlife protectionPart One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(HOW DAISY LEARNED TO HELP WILDLIFE)AimsTo 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 the bear family, Ursidae,that is native to central China.The Giant Panda lives in mountainous regions, like Sichuan and Tibet. TheGiant Panda is the symbol of the World Wildlife Fund (WWF), a conservationorganization. Toward the latter half of the 20th century, the panda also became somewhat of a national emblem 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. Another Chinese name for it is“four unlikes,.”because the animals were seen as having the horns of a stag, the neckof a camel, the foot of a cow, and the tail of an ass.These animals were first made known to Western science in the 19th century, by FatherArm and David, a French missionary working in China. At the time, the only surviving herd was in a preserve belonging to the Chinese 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 orange striped with black.Tigers live in Asia and are becoming very rare. This is due to people hunting them for their fur and destroying the forests 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.4.Reading and underliningNext you are to read the text and underline all the collocations at the same time.III. Closing up by matching animals to five risk categoriesDifferent 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.Now in groups of four try to group all the unlucky animals found in China.Period 2: A sample lesson plan for Learning about Language(The Present Progressive Passive Voice)AimsTo learn about The Present Progressive Passive V oiceTo discover useful words and expressionsTo 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, that is, to act out our story. Now the class acting team with their text play of HOW DAISY LEARNED TO HELP WILDLIFE!II. Discovering useful words and expressions1. Doing vocabulary exercisesTurn to page 28 and do the vocabulary exercises 1, 2 and 3. You can simply write your answers in the blanks on the very page of 28.2. Playing a gameLet’s go on to play the game described on the top of the page 29. The following sentences are to be passed on.▲Plant native plants in your backyard.▲Do not dump weeds in the bush.▲Build a frog pond in your backyard.▲Put your rubbish in the bin.▲Leave your pets at home.▲Do not take anything out of the park.▲Encourage your friends to keep patches of bush as wildlife habitats.▲Join a community group and offer to do voluntary work.▲Find out about conservation activities happening in your local area.▲Participate in local clean-up, tree planting and weed control activities.▲Learn About Threatened Species▲Look out for wildlife▲Refuse to buy any rare or endangered plant or animal product.▲Be alert and drive slowly at dawn and dusk in rural areas where wildlife may be active.III. Studying The Present progressive Passive Voice1. Passive VoiceThe passive voice is used when focusing on the person or thing affected by an action.The Passive is formed: Passive Subject + To Be + Past ParticipleIt is often used in business and in other areas where the object of the action is more important than those who perform the action. For Example: We have produced over 20 different models in the past two years. Changes to: Over 20 different models have been produced in the past two years.If the agent (the performer of the action) is important, use “by.” For Example:Tim Wilson wrote The Flight to Brunnswick in 1987.The Flight to Brunnswick was written in 1987 by Tim Wilson.Only verbs that take an object can be used in the passive.The following chart includes sentences changed from the active to the passive in the principal tenses.2. Passive Verb FormationThe passive forms of a ver b are created by combining a form of the “to be verb.” with the past participle of the main verb. Other helping verbs are also sometimes present: “The measure could have been killed in committee.” The passive can be used, also, in various tenses. Let’s take a look at the passive forms of “design.”IV. Reading and identifyingSince you are clear about Passive Verb Formation, go back to page 26 and scan the text for all the examples of The Present Progressive Passive V oice.Now try to put the following sentences into The Present Progressive Passive Voice.▲They are producing this new drug.▲Antelope is looking at her.▲They are killing us for the wool.▲They are destroying the farm.V. Discovering useful structuresTo consolidate your learning of The Present Progressive Passive Voice, turn to page 29 and do the grammarexercises 1, 2 and 3, also on the very page of 29.VI. Closing down by playing a gameTo end this period go to page 29 and play the game called “Tell me what is happening?” Ask questions containing The Present Progressive Passive V oice.Period 3: A sample lesson plan for Using Language(ABOUT DINOSAURS)AimsTo read and listen about dinosaursTo speak about helping the dodoTo write to the dodoProceduresI. Warming up by reading to the tapeLet’s warm up by reading aloud to the recording of the textABOUT DINOSAURS on page 30.II. Listening about DINOSAURSNow I’d lik e to tell you something about DINOSAURS■In formation about DinosaurDinosaur means terrible lizard in Latin. They were called that because people used to think dinosaurs were lizards, but they were not. Dinosaurs first appeared about 200 million years ago. 65 million years ago, many kinds of dinosaurs became extinct. Birds are a special type of dinosaur and they were the only kind to live until today.There were many kinds of dinosaurs. Some ate plants and some ate meat. Thelargest dinosaurs were plant-eaters like apatosaurus and brachiosaurus. They were the largest animals to ever walk on dry land.Other plant-eaters had special weapons to help them fight off the meat-eaters. For example, triceratops had three horns on its face, ankylosaurus was covered in boney plates, and stegosaurus had spikes on its tail.The meat-eaters all ran around on their back legs like people do. Some were very large, like tyrannosaurus, andsome were small, like compsognathus. It was the smaller sized meat-eaters thatevolved into birds. One of the first birds was archaeopteryx, but it looked half like a dinosaur.There were large flying reptiles that lived at the same time as dinosaurs called pterosaurs, but they were not closely related to dinosaurs. There were also many kinds of large reptiles that could swim, like ichthyosaurs and pleisiosaurs, but they weren’t closely related to dinosaurs either.III. Reading and copyingNext we shall go back to the text ABOUT DINOSAURS on page 30 again to read it and copy down all the expressions into your notebook.IV. Reading to answer questionsRead the questions in the table below and scan the text to answer them.V. Listening about the dodoHave you ever heard of the dodo, an animal that has also disappeared from the earth?The Mauritius Dodo (Raphus cucullatus, called Didus ineptus by Linnaeus), morecommonly just Dodo, was a metre-high flightless bird of the island of Mauritius.The Dodo, which is now extinct, lived on fruit and nested on the ground.Next we are going to listen to the tape and do exercises 1 and 2 on page 30 on dodo.VI. Speaking in pairs about helping the dodoZhao Yannan:The Dodo was driven to extinction by sailors when they discovered theisland of Maritius in the 17th century. It is one of the first documented human induced extinctions.Zhao Yanfei: What a pity that we can not find any dodo now. Imagine we are with the dodo, Yannan, what could we do to help it?Zhao Yannan: Then I would intend to hide it in a cave, so that sailors could not find it.Zhao Yanfei: If I were there, I would try to trap them as they were catching and killing the dodo. Putting man who is harmful to the dodo in a cage and attacking him is the best way to protect and save the dodo.Zhao Yannan:I’d like to and I’m ready to, teach man how to be friends with animals, including the dodo. Th e man and the dodo can be living side by side on the earth. They can be happy together.ZhaoYanfei: I would rather not tell you what I think of man. He is selfish and cruel. He cares only for himself and that is why so many animals have disappeared from this earth. Putting the bad men in a cage is the only way out, I am sure.VII. Closing down by writing to the dodoAll right now, boys and girls, to end this period next you are to write a letter or an email to the dodo telling him what you are going to do to save him.Part Two: Teaching Resources (第二部分：教学资源)Section 1: A text structure analysis of HOW DAISY LEARNED TO HELP WILDLIFEI. Type of writing and summary of the ideaII. A text play（课本剧）of HOW DAISY LEARNED TO HELP WILDLIFEDaisy: (waking) Who are you? Why are you here in my bedroom?Chair: Excuse me. I am the famous Flying Chair.Daisy: What are you here for?Chair: I am here to take you on a trip. Where would you go?Daisy:I’d like to see animals that gave furs to make this sweater of mine.Chair: During the history of the earth there have lived on the earth many, many kinds of animals. But many have disappeared because of various reasons.Daisy: Yes, you are right. I learned from books that tens of millions of years ago, a rare new species of dinosaur, a bird-like dinosaur, came into being. It could climb trees and was very lovely. Then it died out because something hit the earth suddenly, putting much dust into the air. So the earth got too hot for the animal to live on.Chair: But no one knows for sure what caused all those ancient animals to die out, disappearing from the earthfor ever.Daisy:I shall get dressed and put on my jeans and sweater soon. Then let’s fly away to TibetChina to see the antelopes.Chair: Here we are in Tibet! T urn around. There is a antelope there with a sad face. Antelope: Hello, friends. Welcome to my home. You two look so friendly, unlike those who came to kill us to useour furs make sweaters.Daisy: Sweaters like the one I am wearing?Oh, I am terribly sorry.Antelope: The bad men came in groups to kill my family members for the wool. Theytook it from under our stomach.Chair: I shall take a picture of you and the antelope, to be shown to all the world people.Daisy:Come Antelope! Let’s have a picture tak en together. We shall be off to Zimbabwe too see elephants there. Chair: Here we are. This is a national park for animals. People came to see them and help with them.Daisy: Look, there comes an excited elephant. Hello, dear Elephant! Why are you so excited?Elephant: We are all excited because things have changed a lot here.Chair: Why? What happened?Elephant: We became endangered years ago. People came to destroy the farm and kill us for trunks. They are actually our long teeth.Daisy: I have heard of that. They take your teeth and make them into art work.Chair:Man is really selfish and disgusting. But Daisy is a nice girl. Now let’s have a picture taken together. Elephant: Those bad men used to come and kill us. But now are well protected by the government and the goodpeople. We are happy now.Daisy: Good- bye, Elephant!Chair: Take care, Daisy. We shall hurry to our last stop, the thick rain forest in SouthAmerica.Daisy: Wow! Look to the right. A lovely mother monkey is there. She seems to be rubbing herself. Hi, Monkey Mother! What are you doing?Monkey: I am rubbing a millipede insect over my body to protect myself from the mosquitoes.Daisy: How intelligent you are!Monkey: It contains a powerful drug which affects mosquitoes. There are lots of plants and little animals in the rain forest here which can be helpful to man.Daisy: Is that so? I am going to take photos of all those useful plants and animals. I will show the photos to my classmates so that they understand you lovely animals and the forest better. I will apply to be allowed to work here to help you get a better living in the forest.Monkey: Thank you so much! Some unfriendly people came to catch us, to put us in the zoo in the city. We monkeys prefer living in the forest.Daisy: Good- bye, Monkey! I will report what I learned on this trip to WWF. I will invite all my schoolmates to join us in the protecting project. The future is to be bright for both you the animals and us the human beings. See you!Section 2: Background information on wildlife protectionI. 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Muntyacus crinifrons4.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Capricornis sumatraensis2.豺Cuon alpinus3.金猫Felis temmincki4.短尾猴Macaca arctoides5.猕猴Macaca mulatta6.穿山甲Manis pentadactyla7.黄喉貂Martes flavigula8.斑羚Naemorhedus goral 9.大灵猫Viverra zibetha10.小灵猫Viverricula indica 11.雀鹰Accipiter nisus12.赤腹鹰Accipiter soloensis 13.苍鹰Accipiter gentilis14.鸳鸯Aix galericulata 15.乌雕Aquila clanga16.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Buteo hemilasius22.毛脚鵟Buteo lagopus 23.普通鵟Buteo buteo24.红脚隼Falco vespertinus 25.灰背隼Falco columbarius26.游隼Falco peregrinus 27.燕隼Falco subbuteo28.红隼Falco tinnunculus 29.领鸺鹠Glaucidium brodiei30.斑头鸺鹠Glaucidium cuculoides 31.白鹇Lophura nycthemera32.小隼Mrcrohierax caerulescens 33.鸢Milvus migrans34.鹰鸮Ninox scutulata 35.小杓鹬Numenius borealis36.领角鸮Otus bakkamoena 37.红角鸮Otus scops38.勺鸡Pucrasia macrolopla 39.蛇雕Spilornis cheela40.鹰雕Spizaetus nipalensis 41.褐林鸮Strix leptogrammica42.草鸮Tyto capensis 43.大鲵Andrias davidianus44.虎纹蛙Rana tigrina 45.拉步甲Carabus lafossaeiII. What is WWF?WWF, the global conservation organization was originally known as World Wildlife Fund.In 1986, it changed its name to World Wide Fund For Nature (except in the US and Canada) to better represent the spread of its work. It was founded on September 11, 1961 by, among others, the biologist Sir Julian Huxley, Prince Bernhard of the Netherlands, Max Nicholson and the naturalist and painter Sir Peter Scott who designed the original black and white panda logo. It is one of the world’s largest environmental organizations, with a network of offices in nearly 60 countries and a secretariat in Gland, Switzerland.Probably the most famous name associated with WWF is HRH The Duke of Edinburgh. The Duke was the firstPresident of WWF-UK from its foundation in 1961 to 1982, International President ofWWF (1981-1996), and is now President Emeritus.WWF is dedicated to stopping the degradation of the planet’s natural environment andbuilding a future in which humans live in harmony with nature, by: ▲conserving the world’s biological diversity,▲ensuring that the use of renewable natural resources is sustainable,▲promoting the reduction of pollution and wasteful consumption.WWF has a factual, science-based approach to conservation, which focuses on six priority issues of global concern: forests, oceans and coasts, fresh water, endangered species, and the insidious threats of toxic chemicals and climate change. For each of these issues, WWF has developed measurable targets and runs more than 1,200 field projects around the world in any year.III. AntelopeThe antelope are a group of herbivorous African animals of the family Bovidae, distinguished by a pair of hollowhorns on their heads. These animals are spread relatively evenly throughout the varioussubfamilies of Bovidae and many are more closely related to cows or goats than eachother. There are many different species of antelope, ranging in size from tiny to very big.They typically have a light and elegant figure, slender, graceful limbs, small cloven hoofs, and a short tail. Antelope have powerful hindquarters and when startled they run with a peculiar bounding stride that makes them look as though they are bouncing over the terrain like a giant rabbit. Some species of antelopecan reach speeds of 60 miles per hour (100 kilometers per hour), making them among the fastest of land animals. IV. ElephantElephantidae (the elephants) is the only extant family in the order Proboscidea. Elephantidae has three living species: the Savannah Elephant and Forest Elephant (which were collectively known as the African Elephant) and the Asian Elephant (formerly known as the Indian Elephant). During the period of the ice age there were morespecies, which are now extinct.Elephants are the largest living land mammals. At birth it is common for anelephant calf to weigh 100 kg (225 pounds). It takes 20 to 22 months for ababy elephant to mature to birth, the longest gestation period of any land animal. An elephant may live as long as 60 to 70 years. The largest elephant ever recorded was a male shot in Angola in 1974, weighing 12000 kilograms or 26400 pounds.Prehistoric human beings have been known to eat elephants, as recent findings of animal remains in central China show. The elephant is now a protected animal, and consumption is prohibited around the world.V. MonkeyA monkey is any member of two of the three groupings of simian primates. These two groupings are the New World and Old World monkeys. Because of their similarity to monkeys, apes such as chimpanzees and gibbons are sometimes incorrectly called monkeys. Also, a few monkey species have the word “ape.” in their common name. Because they are not a single coherent group, monkeys do not have any important characteristics that they all share and are not shared with the remaining group of simians, the apes.Monkeys range in size from the Pygmy Marmoset, at 10 cm (4 inch) long (plus tail)and 120 g (4 oz) in weight to the male Mandrill, almost 1 metre (3 ft) long andweighing 35 kg (75 lb). Some are arboreal (living in trees), some live on the savanna;some eat fruit, some eat leaves, and some eat insects; although most have tails(sometimes prehensile), others do not; some have trichromatic colour vision like thatof humans, others are dichromats or monochromats. Although both the new and oldworld monkeys, like the apes, have forward facing eyes, the faces of Old World and New World monkeys look very different. To understand the monkeys, therefore, it is necessary to study the characteristics of the different groups individually.Section 3: Words and expressions from Unit 4 Wildlife protectionenemyn.1. any hostile group of people: He viewed lawyers as the real enemy.2. an opposing military force : The enemy attacked at dawn.reservev.1. arrange for and reserve (something for someone else) in advance: Reserve me a seat on a flight.2. obtain or arrange (for oneself) in advance: We managed to reserve a table at Maxim’s.3. give or assign a share of money or time to a particular person or causehuntn.an instance of searching for something: the hunt for submarines.v. chase away, with as with force: They hunted the unwanted immigrants out of the neighborhood.v. 1. pursue for food or sport (as of wild animals): Goering often hunted wild boars in Poland.2. search (an area) for prey: The King used to hunt these forests.3. seek, search for: She hunted for her reading glasses but was unable to locate them.4. oscillate about a desired speed, position, or state to an undesirable extent: The oscillator hunts about the correct frequency.5. pursue or chase relentlessly: The hunters traced the deer into the woods.wildn. a wild primitive state untouched by civilization: He lived in the wild.adj. 1. in a state of extreme emotion: wild with anger. 2. produced without being planted or without human labor: wild strawberries. 3. in a natural state; not tamed or domesticated or cultivated: wild geese. 4. marked by extreme lack of restraint or control: wild ideas.5. not subjected to control or restraint: A piano played with a wild exuberance- Louis Bromfield.6. deviating widely from an intended course: a wild bullet.7. (of colors or sounds) intensely vivid or loud: wild colors.8. talking or behaving irrationally9. located in a dismal or remote area; desolate: a godforsaken wilderness crossroads.10. without civilizing influences: wild tribes.adv.in a wild or undomesticated manner: growing wild.protectionn. 1.payment extorted by gangsters on threat of violence: Every store in the neighborhood had to pay him protection.2. the activity of protecting someone or something: The witnesses demanded police protection.3. the imposition of duties or quotas on imports in order to protect domestic industry against foreign competition: He made trade protection a plank in the party platform.4.the condition of being protected: They were huddled together for protection.5. defense against financial failure; financial independence: Insurance provided protection against loss of wages due to illness.6. a covering that is intend to protect from damage or injury: They had no protection from the fallout.peacen. 1. a treaty to cease hostilities: Peace came on November 11th.2. harmonious relations; freedom from disputes: The roommates lived in peace together. 3. the general security of public places: He was arrested for disturbing the peace.applyv. 1. apply oneself to: Please apply yourself to your homework.2. be pertinent or relevant or applicable: The same laws apply to you!3. ask (for something): Apply for a job.4. refer (a word or name) to a person or thing 5. give or convey physically 6. avail oneself to: Apply a principle.7. ensure observance of laws and rules: Apply the rules to everyone.8. put into service; make work or employ (something) for a particular purpose or for its inherent or natural purpose: Apply a magnetic field here.suggestv.imply as a possibility: The evidence suggests a need for more clarification.rubn.the act of rubbing or wiping: He gave the hood a quick rub.v.move over something with pressure: Rubmy hands.containv.1. be capable of holding or containing 2.be divisible by: 24 contains 6.3.include or contain; have as a component: The record contains many old songs from the 1930’s.4.contain or hold; have within: This can contains water.5. hold back, as of a danger or an enemy; check the expansion or influence of: Contain the rebel movement.affectv.1. have an effect upon: Will the new rules affect me?2. connect closely and often incriminatingly: This new ruling affects your business. 3. make believe with the intent to deceive。

Unit 4Wildlife protection教学目标Teaching objectives:After 45 minutes of teaching, students should be able to:1. retell the story and have a better understanding of the structure of the text；2. learn the present progressive passive voice and ask questions using the present progressive passive voice；3. learn vocabulary related to the wildlife protection and tell in English the current situation of some endangered wildlife and the progress that has been made on wildlife protection.教学重点Important points of teaching:1. To enable students to build up the sense of protecting wildlife and nature；2. To help students understand the text well and make students be able to retell the story；学时难点Difficult points of teaching:1. To help students to learn the present progressive passive voice in the text and enable them to use this grammar item；2. How to help students improve their reading skills and understand thepassage fully.3. To enable students to tell in English the current situation of some endangered wildlife and the progress that has been made on wildlife protection.教学活动【讲授】readingTeaching procedures:1. Students read the whole text to get its general idea；2. Students comb through the text by answering questions to know the structure of the text；Students read the questions to help them learn the structure of the text: a. What three places has Daisy been under the guidance of the flying carpet?b. What animals has Daisy seen?c. What problems do these animals face?d. How does the government of Zimbabwe help protect wild animals? Based on the questions, ask students how many parts this text can be into:Altogether, this text can be divided into two parts:Ⅰ.Daisy’s journey with the help of the flying carpet: Paragraph 1-3 Ⅱ. Journey’s over: Paragraph 43.Teacher leads students to the detailed study of three paragraphsParagraph 1: Daisy had a talk with an antelope in Tibet and learnt antelopes were being killed for their wool；Paragraph 2: Daisy conversed with an elephant in Zimbabwe and elephants had been protected by the efforts of local government；Paragraph 3: Daisy came to the rainforest and learnt the importance of the rainforest.Paragraph 4: Daisy finished her fantastic journey and was back to reality 4. Teacher leads students to analyze Daisy’s emotion hidden in the text by detailed study.Teacher: This text is about a girl who learnt the importance of wildlife protection through a fantastic journey. In her journey, when she met different animals, she must feel different, thus there must be emotional changes involved in her journey. Let’s try to find how Daisy’s emotion varied.During the study of Chinese literary works, we also analyze how characters' feelings change. In what possible way do we used to analyze the emotions of characters?Students think for 1 minute.Conclusion:Teacher: We have a close look of the verbs and adjectives used for character building. Now let’s find out those verbs and adjectives in this piece of writing.。

Book2-- Unit4 Wildlife ProtectionReading Part --Lesson PlanTextbook analysis:The central topic of this unit is”wildlife”.It is a widespread concern, students are more familiar with this topic.The reading text HOW DAISY LEARNED TO HELP WILDLIFE is the center of this unit. It is a fairy tale, which is about an amazing experience of a little girl Daisy who rides in a flying carpet across time and space ,dialoguing with theantelope ,elephants,and monkeys.It shows the process that Daisy gradually recognizes the importance and necessity of wildlife protection.This is a reading class,so it has an important role.Students can not only develop their reading skills just like careful reading and comprehensive generalization through the reading ,but more importantly they will know that the living environment of wild animals has become worsening and the protection of wild animal is urgently needed.Teaching objectives:1.Learn and master the following words and phrases:wildlife, decrease, reserve, mosquito, insect, contain, appreciate, in danger of, in relief, burst into laughter, pay attention to.2.Cultivate the student’s reading skills:skimming,scanning.3. Through group work,cultivate the students’spirit of cooperation and mutual assistance.Encourage them to share the experience of learning English.4.Learn to understand the importance of protecting wild animals,at the same time, give a further thinking about how to take measures to protect endangered wildlife.Teaching important and difficult points:Important points:1.Let students know some wildlife protection in present situation, think of the importance of protecting wild animals,understand the importance of harmony between man and nature at the same time.2.Let students read the text quickly,cultivate student s’ability of skimming .Training students how to process information and use the information to analyze problems.Difficult points:1.Let students introduce the survival of wildlife and what measures should be taken in English more fluently.2.How to let students make an effective group discussion and how to improve efficiency of group discussion.Teaching method:ing multimedia to elicit the theme of this class”Wildlife Protection”,improve the students’ interest in learning English.2.Through listening ,question,group discussion,from shallow to deep,from classroom to their own reality,make students understand that the living environment of wild animals has become worsening and the protection of wild animal is urgently needed.Teaching aids:Multimedia, a blackboardTeaching procedures:Step1 lead-in:1.Show the pictures of some endangered species and let the students name them and talk about them in English.2.According to the pictures about endangered animals, let the students talk about the reasons why these animals are dying out.Step 2 pre-reading:Look at the two pictures on the page26 and the title of the passage then guess what the passage is about without reading it.Step3 skimming:1.Where did Daisy go?2.What animals did she see?Step 4 while reading:1.Fast readingRead the text fast and then finish the true or false exercises.⑴ Antelopes are being killed for the wool beneath their stomachs. ( T )⑵ Farmers used to hunt the elephant, but the government didn’t help. ( F )⑶ In a thick forest, Daisy saw a monkey rubbing itself with a millipede insect. ( T )⑷ Animals in Zimbabwe find it interesting to take photos with tourists. ( F)2. Careful readingRead the passage carefully and then answer the following questions:⑴ Why has the antelope in Tibet become an endangered species?⑵ Why are elephant numbers increasing in Zimbabwe?⑶ How does the government of Zimbabwe help protect wild animals?⑷ Why is it important to protect the rainforest?⑸ What must be done if wildlife protection is to succeed?3. Role playingDivide the whole class into 3 groups to make up a dialogue talking about the problem each of wildlife meets .Group 1: make up and practise the dialogue between Daisy and the antelope.Group 2: make up and practise the dialogue between Daisy and the elephant.Group 3: make up and practise the dialogue between Daisy and the monkey.Step5discussion:Let the students imagine they work for WWF,discuss in groups of four what they would suggest.1.Should the poor farmers move to another place? can they be employed to work in the park and not hurt the animals?2.How can the animals be protected from more people coming into the park? what should be done to punish people who do harm to the animals?Step6 post-reading:1.More knowledge about WWF.2.Raise the awareness of wildlife protection.Step7 homeworkLet the students design a poster or write a proposal about wildlife protection.(I will choose some good posters and proposals put on the wall of our classroom.)。