1、Unit 4 Wildlife ProtectionWarming Up, Pre-reading and Reading1. Teaching important points:A. Help students understand the passage better.B. Train students reading skills.C. Learn more about the wildlife protection.2. Teaching difficult points:A. How to help students improve their reading skills and
2、understand the passage fully.B. How to let students learn the importance ways of protecting wildlife.3. ProcedureStep 1. GreetingStep 2. Daily ReportStep 3. Warming up1. Show a video about WWF.2. Ask students what animals are they can see in the video and find out the endangered animals.3. Ask stude
3、nts why the animals are endangered.4. Lets listen to some animals news:A. Dolphin: Last night, a little dolphins dead body was found on one coast in Hongkong. People think it died from hunger because it could not find any food in the dirty seaB. Antelopes: The Canadian government announced last week
4、 that more and more antelopes in the wildlife park died in Road-kills.5. Ask students why the animals mentioned above are endangered.6. Give them 3 to 5 minutes to discuss in pair and then invite some of them to give their opinions. And show some of my own opinion below:killed by the enemies in the
5、naturenot enough foodnot enough place to live inthe living environment is worse and worsehunted by human beingsaten by people7. Talk about the wildlife Protection Panda: Problem: No enough food; loss of bamboo growing areasImprovement: There are about 70 after bamboo areas set up to help them growHo
6、me in China: Wolong Nature Reserve, Sichuan Province Milu deer:Problem: Disappeared in ChinaImprovement: About 500 after being brought back from UK.Home in China: Nanhaizi Milu Park in Beijing South China tiger:Problem: too much hunting in the 1950sImprovement: About 30 60 after being left in peace
7、with no huntingHome in China: Baishanzu National Natural Protection Zone, in Zhejiang ProvinceStep 4. Reading How Daisy Learned to Protect Wildlife1. Show some pictures of the things appear in the text, and ask students to read aloud them. (Daisy, sweater, mosquito, rhino, antelope, money, monkey, e
8、lephant, flying chair)2. Listen to the tape paragraph by paragraph, and find out the answers to the questions below:Paragraph 1: Which place did Daisy arrive in? (Tibet)Who did Daisy talk to?(Tibetan antelopes)What did they talk about? (Tibetan antelopes were killed for wool.)Paragraph2: Which place
9、 did Daisy arrive in? (Zimbabwe)Who did Daisy talk to? (An African elephant)What did they talk about? (Elephants and rhinos were becoming endangered.) Paragraph3: Which place did Daisy arrive in? (Thick rain forest)Who did Daisy talk to?(A monkey)What did they talk about?(A powerful drug affects mos
10、quitoes.)3. Read the passage silently again, and the try to finish the True or False exercises that are showed on the screen. Daisy saw an antelope as well as mountains and people in Tibet. (T) The antelope felt very sad and happy when he saw Daisy. (T) Antelopes were killed for the skin that is tak
11、en from under their stomachs. (F) The elephants and rhinos in Zimbabwe used to be protected well by the farmers in the past. (F) Mosquitoes protect the monkey from a millipede insect. (F)4. Put the following sentences in the right order: In the dream, she flew in a wonderful chair to talk with an an
12、telope in Tibet. (2) Later, she flew to Zimbabwe and talked with an elephant and knew the farmers no longer hunted them. (4) Although finally everything was gone, she had learned so much about the wildlife! (7) The antelope told her they were hunted because their fur could be used to make sweaters.
13、(3) At last she arrived at the thick rain forest (6) One day, Daisy dreamed a strange dream. (1) Thats because the government decided to help and the farmers made a lot of money at last. (5)Step 5. Homework1. Finish the translation exercise on p642. Finish Ex 21-35 on English Weekly 15th 小结：本节课将 warming up 和阅读理解整合在一起。Warming up 里片断和图片活跃了课堂气氛，迅速激发了学生的积极参与。看片断和图片的同时，也给学生灌输了保护野生动物的概念。由于本课篇幅比较长，所以将其层次来逐段理解，使学生更容易掌握。TRUE OR FLASE 和课文排序的练习，进一步帮助学生理解课文，与此同时也可以提高学生的阅读能力。总而言之，本节课上得蛮成功，达到了预期的良好效果。今后阅读理解可以采取这种阅读方式。
