Unit4 Wildlife Protection--period1 教案

Part 1 Teaching Design第一部分教学设计Period 1 A sample lesson plan for reading (HOW DAISY LEARNED TO HELP WILDLIFE) IntroductionIn this period, after the warming up, students will first be guided to talk about wildlife preservation. Then they will be helped to read a narration about a girl called Daisy learning to help wildlife. Three “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning.Objectives■To help students learn express intentions andpurposes■To help students learn express apologies■To help students learn read a narrative passageabout wildlife protection■To help students better understand animals■To help students learn use some important words and expressions■To help students identify examples of “The Present Perfect Passive Voice”in the text FocusWords hunt, affect, appreciate, succeed, employ, harm, bite, inspectExpressions die out, in peace, in danger of, in relief, burst into laughter, protect…from, pay attention to, come into being, according to, so thatPatterns Our fur is being used to make sweaters for people like you.Flying carpet, please show me a place where there’s some wildlife protection.But I’d like to help as the WWF suggests.A monkey watched them as it rubbed itself.AidsMultimedia facilities, tape-recorder, photos, diagramsProceduresProcedures1．Warming up（1）Warming up by learning about wildlifeWildlife is all non-domesticated plants, animals, and other living things. Domesticated wildlife are plants, animals, and other living things that have been removed from nature and raised in an environment that is more or less controlled. Domestication, act of taming, or controlling, wild plant and animal species and producing them for human benefit, is performed often and has an impact on the environment, both positive and negative.Wildlife is a very general term for life in ecosystems. Deserts, rainforests, plains, and other areas—including the most built-up urban sites—all have distinct forms of wildlife.Humans have 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 a 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. Literature has also made use of the traditional human separation from wildlife.⑵Warming up by talking about key threats to wildlifeMany animals are threatened by human actions. But what are the key threats to them?⑶Warming up by learning about the giant pandaLook 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. The Giant Panda is the symbol of the World Wildlife Fund (WWF), a conservation organization. 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.2. Pre-reading by talking about wildlife preservationIn some countries, protected areas, wildlife preserves or national parks have been set up to protect wildlife and their natural habitat. The most prominent of these are listed as World Heritage Sites or Biosphere Reserves by the UNESCO. The establishment of parks has been motivated by a mixture of environmentalism, tourism, and other factors. Some of these parks merely prevent development of the land, while still allowing limited hunting and fishing as a population control measure. Others forbid hunting or fishing and some may also limit the number or type of tourist excursions. Wildlife crossings have been installed at some roads to reverse habitat fragmentation3.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.4.Reading to complete the chartNow you are to read the text for information to fill in the form.5.Reading and underliningNext you are to read the text and underline all the collocations at the same time.6. Arriving at a summary of the main idea for each paragraph and each partType of writing and summary of the idea7. Doing exercises8. 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 (危难范畴五种) to group the unlucky animal.Now in groups of four try to group all the unlucky animals found in China. You may do it in Chinese.。