人教版 (新课标)必修1&2Unit 4 Wildlife Protection教学设计

Period 1  Reading

The General Idea of This Period：

This period includes Warming up，Pre-reading，Reading and Comprehending of Unit 4.It introduces the wildlife situation in Tibet，Zimbabwe and a rain forest.Students will realize the importance of wildlife protection by experiencing what Daisy has gone through.Meanwhile students can learn some reading strategies such as skimming and scanning.

Teaching Aims：

1.Train the students’ reading ability.

2.Learn some useful words and expressions.

3.Learn more about the endangered animals and wildlife protection.

Teaching Important Points：

1.Help the students to understand the passage better.

2.Learn and master some important words and phrases in this period.

Teaching Difficult Points：

1.How to help the students improve their reading ability and understand the passage better.

2.How to master the important language points in this passage.

Teaching Methods：

1.Fast reading to get the general idea of the text.

2.Careful reading to understand the passage better.

3.Explanation to help the students master some language points.

4.Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.

Teaching Aids：

1.A tape recorder

2.A multimedia.

Teaching Procedures：

Step 1 Lead-in

1.Greet the students as usual.

2.Introduce the topic of wildlife protection.

Show the pictures of some endangered animals and let the students name them in English.（Through this task，students can have a general idea about what they are going to learn.Besides，students are expected to classify the animals and find out which are endangered animals.Then，teacher gives the definition of endangered.Students are expected to say out the problems that face these animals as well.）

T：Boys and girls，today I am going to introduce some friends to you.Now let’s see whether you can name them in English correctly.

Suggested answers：

polar bear，milu deer，rhino，tiger，crocodile，tropic fish，leopard，koala，giraffe，turtle，whale，dolphin，panda，gorilla.

（Teacher shows a picture of an animal and students give the answers at once.Then teacher checks whether the answer is correct and asks the students to read after her/him.）

T：Well，you all give the correct answers.You are really smart.OK，so can you be smart enough to find out their common?You see，there is bear，deer，tiger，fish，turtle and so on，different kinds of animals.Then，what species are they?Can you use an adjective to describe them?

S1：Endangered.

T：Good.They are all endangered species.Endangered means “faced with the danger of extinction” or “dying out”.Now，let’s take whale for example.What problem makes the whale endangered?

S2：They are being hunted and killed.

T：Well done.What else animals have the same problem?

S3：Milu deer，rhino，tiger，crocodile，leopard，gorilla.

T：Right，then what problem faces the panda?

S4：They don’t have enough food.

T：What else animals have the same problem?

S5：Koala，giraffe.

T：Good.Then what problem faces the polar bear?

S6：Their living environment is being destroyed and the animals are dying out.

T：Good job!Then what else animals have the same problem?

S7：Tiger，tropic fish，turtle，dolphin，gorilla.

T：Excellent!

Step 2 Skimming

T：OK，you have got the general knowledge of endangered animals.Now today we are going to learn a story about the experience of a little girl called Daisy.She has been to three places，and met three different kinds of animals.Which three places has she been to?What endangered animals are they?What problems face them?Now，I will give you a few minutes to skim the text to find out the three kinds of endangered animals in three different places and put them in the right blank of the form.

T：OK，time’s up.The whole class，which three places have Daisy been to?

Ss：Tibet，Zimbabwe and a rain forest.

T：What are the three kinds of endangered animals?

S1：Antelopes in Tibet，elephants in Zimbabwe，and monkeys in the rain forest.

T：Among these three kinds of animals，which are being hunted and killed?

S2：Antelopes.

T：Which have not enough food?

S3：Elephants.

T：Whose living environment is being destroyed and they are dying out?

S4：Monkeys.

T：Excellent.

Step 3 Scanning

T：OK，class，you now have a general idea about the text.This text is mainly about Daisy’s experience.She has been to Tibet，Zimbabwe and the rain forest.She has talked with antelopes，elephants and monkeys separately.Now let’s go in detail and find more information about these three places and animals.

T：I’ll give you 5 minutes to scan the text and fill in the blank.

T：Time’s up.Who has got the answers?Any volunteers?

S1：In Tibet，antelopes’ fur is used to make sweater.Antelopes are killed for wool.Every year，over 29000 antelopes are killed.

S2：In Zimbabwe，farmers used to hunt the elephants but now farmers like them.

S3：In Rain forest，a millipede insect affects mosquitoes.No rain forest，no animals and no drugs.

Step 4 Intensive Reading

Ask the students to look through the questions on Page 27 and read the text silently.Students are expected to sum up the main ideas by themselves.

T：OK，boys and girls.Now let’s read the text in detail and answer the questions on Page 27.

Suggested answers：

1.Who is hunting and killing the Tibetan antelope?

People are hunting and killing the Tibetan antelope.

2.Why are we humans part of this problem?

People who buy sweaters made with Tibetan wool are encouraging more people to go out and kill the animals.

3.How did life improve for the farmers in Zimbabwe?

The farmers got money when the government made sure that the tour companies had to pay them to visit and hunt the animals.

4.How did it improve for the animals?

The animals were no longer killed by the farmers for destroying the crops.

5.In what ways does looking after the rain forest help with wildlife protection?

Looking after the rain forest helps wildlife protection because it contains many medicines and drugs.

6.Why do you think the animals have to speak for themselves?

Answers may vary.Because the animals have no human to speak for them.If they speak for themselves，they can put their case more effectively and they can win more sympathy.

7.What must happen if wildlife protection is to succeed?

Answers may vary.If wildlife protection is to succeed，people must not kill animals but try to live in harmony with them.What’s more，people must stop destroying the habitat of animals and using animals to make luxury goods.

Step 5 Retell the Story

T：Since you have read the text for three times，I guess you have totally understand the text.Now let’s check whether you have comprehended the text.On the blackboard，it’s the summary of our reading text.But it’s not complete.You have to think out a proper word to fill in each blank without reading your textbook.After filling the missing words，you will have a complete summary of the text.Now，I will give you 5 minutes to do this task.

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；animals；drugs；gone；learned

Step 6 Language Points Focus

Teacher explains the important words and expressions from the reading.Try to use as many examples as possible to illustrate the point.After illustration，teacher can give students some exercise to consolidate their understanding.

1.Daisy hurried to get dressed and put on her jeans and sweater.

戴西急忙穿衣服，穿上牛仔裤和毛衣。

get dressed 穿上衣服

“get+过去分词”相当于“be+过去分词”，表达被动的意味。但是“get+过去分词”更着重强调动作，动作不能延续，因此不能和表示一段时间的状语连用。而“be+过去分词”着重强调状态，动作可以延续，因此可以和表示一段时间的状语连用。如：

They have been married for twenty years.

他们结婚20年了。

Her blouse got caught on the nail and a button went off.

她的衬衣被钩在钉子上，一个纽扣掉了下来。

2.We are killed for the wool that is taken from under our stomachs.

人们杀死我们以获取我们肚子底下的羊毛。

from under our stomachs是“介词from+介词短语”结构。如：

He jumped out from behind the door.

他从门后跳出来。

Bamboo shoots grow from around the roots.

从根部周围生长出竹子嫩芽。

A man came out from under the bed.

一个人从床底下（爬）出来。

3.The tour companies applied to be allowed to hunt some for a fee，which made a lot of money for the farmers.

旅游公司可以申请交费猎捕，这为农民赚取了许多钱。

apply v.

（1）make a formal request 请求，申请。如：

I want to apply for the job.

我想申请这项工作。

（2）make a practical use of sth.运用，应用。如：

Scientific discoveries are often applied to industrial production methods.

科学的发明时常应用到工业生产的方法上。

（3）bring into nearness or contact with something；put on，upon，or to 敷，涂

A nurse is applying some medicine to his wound.

有个护士正在给他的伤口敷药。

（4）devote （oneself or one’s efforts）to something 专心于、致力于某物。如：

The new comer applied his mind to the job.

新来的职员工作专心致志。

Students should apply themselves to their study.

学生们应该专心致志地学习。

4.As a result，farmers like us and no longer hunt us.

因此，农民们喜欢我们就不再猎杀我们了。

as a result 结果是；作为结果。如：

He had an accident and broke his leg.As a result，he had to stay in bed for three months.

他出了一次事故，断了腿，结果不得不在床上躺了三个月。

no longer 不再，再也不

no longer 表示“（时间）不再”时，一般修饰延续性或状态动词，通常位于第一个助动词、系动词、情态动词后，其他动词前。no longer 置于句首，句子使用倒装语序。如：

He no longer lives here.

他不再住在这里。

Mr Smith no longer works in our company.

史密斯先生不再在我们公司上班。

No longer is he studying with us.

他不再和我们一起学习。

5.This protects me from mosquitoes.

这保护我防蚊虫叮咬。

protect...from...保护……免受……的伤害。如：

The sunglasses can protect your eyes from the strong sunlight.

太阳镜能够保护你的眼睛免受强烈太阳光线的伤害。

A new material was painted to protect the roof from rain.

涂上一种新材料以保护房屋防雨。

Step 7 Discussion

After the explanation of the language points，students have got the total understanding of the reading text.Then teacher draws students’ attention back to the text and put forward a topic for them to discuss.Divide the students into the fourperson groups and give them five minutes to think about the topic “What should we do to protect wildlife?”.After the discussion，let the students have a competition to see which group can think out the most pieces of advice to protect wildlife.

The possible advice：

1.We should treat the wildlife plants and animals the same as our friends and relatives.

2.We shouldn’t cut or kill them freely.

3.We should protect the environment around us to let them have enough food and good living conditions.

4.We should not buy the luxury such as fur，etc to support the protection campaign.

5.We should collect money to protect the endangered animals.

6.We can join the WWF to protect the endangered animals with the other protectors all over the world.

Step 8 Summary and Homework

T：Today we’ve learned a text about Daisy’s experience in Tibet，Zimbabwe and the rain forest.She has met three animals，the antelope，the elephant and the monkey.Through Daisy’s talk with them，we know the serious problems are facing them.They need help badly.They are our humans’ friends.We are living in the same planet.Now it’s time for us to take action of a better living planet.We have to try our best to protect their living environment，their food supply and them.Every one of us is obliged to stop hunting and killing them.Let’s live in harmony with them.

T：So much for today.Here is the homework for you to do so that your knowledge can be consolidated.

1.Recite the key sentences on the text.

2.Finish the word exercise.Ex.1，2，3 on Page 28.

Step 9 The Design of the Writing on the Blackboard

Step 10 Record after Teaching