Module 6 Animals in Danger教案

Module 6 Animals in Danger模块教学目标I.技能目Skill GoalsTalk about endangered animalsPractice expressing concern▲Review attributive clausesIII. 教材分析与教材重组1. 教材分析本模块以Animals in Danger为话题，使学生了解一些濒临灭绝的动物及它们的现状，培养学生保护动物的意识，并使学生掌握一些动物名称及相关的词汇，学会谈论、描述濒临灭绝的动物，学会写调查报告。

．1.1 INTRODUCTION部分，介绍了西伯利亚老虎的现状，从而引出本模块的话题。

要求学生就一幅老虎图片进行讨论，简单列出动物濒临灭绝的原因。

同时学习一些新词汇，为阅读、写作等活动打基础。

1.2 READING部分介绍了藏羚羊濒临灭绝的原因以及采取的一些保护措施。

学生除了学习新词汇、训练阅读技巧外，对动物保护有了更深刻的认识。

1.3 GRAMMER设置了5个练习，让学生学习定语从句以及关系代词、关系副词的用法。

1.4 VOCABULARY AND LISTENING是让学生学习一些不同种类动物的名称，并用所学词汇对该动物种类进行描述。

通过有关中心话题的材料训练学生的听力，要求学生听懂材料的主要意思。

1.5 FUNCTION学习一些表达担心、忧虑的句式。

1.6 SPEAKING是让学生就本模块的中心话题展开讨论，并练习使用所学词汇与句式。

1.7 EVERYDAY ENGLISH的内容是通过设置的选择题让学生练习、掌握一些短语的用法。

1.8 READING AND WRITING对四种濒临灭绝的动物作了简介，要求在读后参照例文进行写作练习。

1.9 CULTURAL CORNER介绍了WWF这一组织以及同中国的合作情况，通过阅读不仅使学生了解了WWF及其在保护动物方面所做的努力，而且丰富了学生的相关知识。

1.10 TASK 要求学生在网上查询中国濒临灭绝物种的情况，并选择一种写出调查报告。

这一部分不仅使学生了解了中国濒临灭绝的物种，而且学会写调查报告。

2. 教材重组2.1 从训练目的上看INTRODUCTION，FUNCTION，SPEAKING和EVERYDAY ENGLISH 相一致，可将这几部分整合在一起上一节“口语课”。

2.2 将READING部分设计成一节“精读课”。

2.3 将READING AND WRITING 和TASK 整合在一起上一节“写作课”。

2.4 将CULTURAL CORNER和WORKBOOK中的Reading整合在一起上一。

节“泛读课”2.5 将VOCABULARY AND LISTENING中的词汇部分、GRAMMAR以及WORKBOOK中的V ocabulary，Grammar整合在一起上一节“语言学习课”。

2.6 将VOCABULARY AND LISTENING中的听力部分和WORKBOOK中的Listening and speaking以及Speaking and writing整合在一起上一节“综合课”。

3. 课型设计和课时分配（根据对教材和学情的分析，本单元可分六课时。

）1st Period SpeakingReading 2nd PeriodWritingPeriod 3rdExtensive Reading 4th PeriodLanguage Study Period 5thIntegrating SkillsPeriod 6th.分课时教案IVSpeakingThe First Period教学目标Teaching goals目标语言1. Target languagea. 重点词汇和短语conservation, endangered, extinct, habitat, profit, reserve, species, struggle, survival,wild, wildlife, go for someone, keep an eye on, a terrible dinb. 交际用语s really upsetting... 'Itm concerned about... I'I think we should do more...m very worried... 'I 2. Ability goals能力目标Get the students to talk about endangered animals and express their concern.学能目标3. Learning ability goals their about endangered animals express and talk how to the Help students learn toconcern.教学重点Teaching important points areanimals why reasons the and Tiger Siberian about talk to students the Get endangered.Teaching difficult points教学难点Get the students to learn to express their concern about the endangered animals withthe useful expressions.Teaching methods教学方法Talking and discussion.Teaching aids教具准备A computer and a projector.Teaching procedures & ways教学过程与方式Step I IntroductionShow different pictures of tigers to arouse the students' interest, and then get the students to talk about tigers and do the activities.T: Girls and boys, look! What are on the screen?Ss: Tigers.T: What do you think of them?Ss: They are beautiful and lovely.T: Who volunteers to tell us something about this kind of animal in our country?S1: There are mainly three kinds of tigers native to China. They are the Siberian tiger, the South China tiger and the Bengalese tiger.S2: And do they belong to the cat family.T: You are quite right. But which kind of the tigers is the largest?S3: The Siberian tiger is the largest living cat in the world.T: Why did you say so?S3: Because Siberian tigers can be 9 to 12 feet long (from head to the tip of their tail) and are about 3 and 1/2 feet tall. Female tigers are somewhat smaller than the male tigers, and they can weigh between 400 to 650 pounds.S4: It is said that they need to eat about 20 pounds of meat a day to stay alive in the cold climates. It can consume up to 200 pounds of meat a day.S5: In the harsh Siberian winter the tiger's coat will lose some of its color. The winter coat doesn't have the red stripes of tigers from warmer climates. The white coat also helps to camouflage it in the snow. It also grows a longer and thicker coat than other tigers to help it survive the cold weather.S6: Siberian tigers mostly live in eastern Russia and some are found in north eastern China and North Korea. Even though there have been many wars, the Siberia tigers are still alive.S7: The Siberian tiger is endangered and almost extinct now. At the beginning of the century, there were about one hundred thousand wild tigers. But at present there are only (estimated) three hundred and sixty to four hundred and six in the wild; four hundred ninety are held in zoo conservation programs.S8: They are in danger because people hunt them. People in China use different parts of their body for medicine to cure diseases. They use weird parts of their body like their brains, eyes and tails. They are also being killed because they sell their bones, whiskers and other parts for money.S9: Another threat is the habitat loss. They are losing their habitat because peoplekeep cutting down trees and there isn't enough land for them. People also kill tigers to protect themselves and their livestock.T: Very good! You know much more than I. But who can explain “animals in danger”to the class?S10: I think animals' extinction is natural according to Darwin's theory. But if the speed of the animals' extinction is too fast, we can say they are in danger.T: You've got it. Do you know the reasons why many animals are in danger?S11: Most of the reasons are related to human activities.T: You are quite right. Man is really playing an important part. Can you list some of them?Ss: 1. They are killed for body parts or food.2. People want them for pets.3. People have moved into their habitat.4. They are killed by pollution.5. They are also killed by climate change.T: Very good! Now work in groups to discuss what the most important reason is according to the list on the screen.A few minutes later.T: What's your opinion?Ss: We think No. 1 is the most important reason.T: Maybe you are right. But who can give us some examples?S12: African elephants have been hunted for their tusks for a long time. The so-called “”ivorywas used as a source of all kinds of ornaments.S13: Here I have another example. The snow leopard is one of the most beautiful of the big cats and for many years the main threat to the species is hunting for its fur.T: OK. Read the passage on page 51 and discuss the question: What can we do to help the animals in their struggle for survival?After reading and discussing.T: Who volunteers to tell us your opinions?S14: We can save them by writing a letter to the government, starting a petition to make laws or take some other measures to save the animals.S15: We can join some Animal Conservation Organizations to help to protect them.S16: I can do little now but in the future I can save them by adopting an animal from a zoo or making a donation to an Animal Conservation Organization.T: Good! Everybody can make a difference if we have a try. Now read the passage again to find the words to match the meanings in the form on the screen. After a few minutes, check the answers together.Sample answers:MeaningsWordsspecies a type of animal or planthabitatthe place where animal lives naturallyStep II PracticeGet the students to learn the useful expressions by practice.T: Turn to page 57 and do Activity 1 in FUNCTION. Which one did you choose? Ss: No 3.T: Yes, You are quite right. Which are more or less formal than the example?Ss: No 1 and No 3.d like to read yours? T: Now do Activity 2. Who'm concerned about the milu deer. S1: I'm concerned about the South China tigers. 'S2: Im worried about the fishes in the East Sea. 'S3: IS4: We really should do more to the bird species.S5: I think we really should do more to Asian bears.'m worried about the wild horses in Inner Mongolia.S6: I s do ve learnt some useful structures to express concern. Let''T: Well done! Now youmore practice.Step III SpeakingGet the students to talk about animals in danger with the useful expressions on page 57.T: Work in groups. Follow the steps in Activity 1 of SPEAKING and talk about an animal in danger.A sample discussion:S1: We are concerned about the future of the snow leopard. The snow leopard is one of the most beautiful big cats and for many years the main threat to the species was hunting for its fur. The fur trade has decreased internationally in recent years, but other threats have manifested themselves and the species is still threatened.S2: I'm worried about the threats to them. One threat is that herders are increasingly moving their flocks into snow leopard territory and exhausting the local grazing. This affects the snow leopard in two ways. First, domestic livestock compete with wild sheep and goats for scarce grazing. This pushes the wild prey away to other areas. Snow leopards are territorial and if their natural prey is replaced by domestic livestock they will kill them instead. This leads to the second consequence: herders will kill snow leopards in retaliation for killing their animals.S3: It's really upsetting. Another threat is large-scale poisoning of small mammal populations. This has not only affected snow leopards, but also the other predators which feed on them.S4: Recent reports indicate that the snow leopard has been killed for its bones. These are used in Traditional Chinese Medicine (TCM) as substitutes for tiger bones. The plight of the tiger is well-known and its bones are banned from international trade. The trade in snow leopard and clouded leopard bones has flourished while the spotlight of publicity has focused on the higher-profile tigers.S5: I think we should do more to protect snow leopards. First WWF should have projects in the countries where snow leopards can be found in order to help fundanti-poaching patrols (as WWF has so successfully pioneered for Siberian tigers) in Mongolia, education program and a field study manual in Nepal, and surveys and a public awareness program in Pakistan.S6: I think the local government should be involved in implementing the SnowLeopard Survival Strategy. This will guide snow leopard conservation for years to come and relies upon integrating the needs of local people with those of snow compensationpatrols, anti-poaching include strategy the within Activities leopards.schemes (in which the whole village pays into a fund and any money accrued after a “”) and repair of corrals. dividendperiod of time is paid back to each villager as a These are stone shelters in which livestock are kept at night. By making them“”, snow leopards will not be able to get in and kill the livestock. predator-proofS7: My opinion is that the snow leopard, in common with all the big cats, should be listed on Appendix 1 of the Convention on International Trade in Endangered Species (CITES), which is the highest international protection currently available.S8: It can also be protected by laws. I hope more laws should be made in the countries involved according to their different threats such as punishing the poachers seriously, banning on poisoning small mammals .We believe that only by involving local communities in conservation strategies can we hope to secure a long-term future for this most beautiful of big cats.Step IV Everyday EnglishGet the students to do the activity of EVERYDAY ENGLISH and remember the phrases.T: Please choose the correct meanings in EVERYDAY ENGLISH. Then make sentences with the phrases. Who volunteers to report your sentences?S: I will have a try.1. She worked and kept an eye on the sick child at the same time.2. I could not hear her above the terrible din of the crowd.3. He went for me with a dagger.4. It is a pity to spoil their fun.Step V Homework1. Read Learning to learn on page 57 and think of more sentences with time adverbials and practice changing their position.2. Preview the reading.The Second Period ReadingTeaching goals教学目标目标语言1. Target languagea. 重点词汇和短语altitude, profit, shawl, herd, skin, ban, raid, confiscate, tough, cooperation, come into fashion, get tough withb. 重点句子Although surprised, the poachers had an advantage —there are more of them. Often working at night, the poachers shoot whole herds of antelope at a time, leaving only the babies, whose wool is not worth so much.The animals are skinned on the spot and the wool taken to India, where it is made into the shawls.Meanwhile, in those countries where the shawls are sold, police are getting tough with the dealers.2. Ability goals能力目标Get the students to learn about the endangered antelope and learn to predict before reading.3. Learning ability goals学能目标Help the students learn how to talk about the endangered antelope and learn how to predict before reading.Teaching important points教学重点Get the students to grasp the main idea of the passage.Teaching difficult points教学难点Get the students to learn about the importance of protecting animals.Teaching methods教学方法Skimming, scanning, discussion.Teaching aids教具准备A computer and a projector.Teaching procedures & ways教学过程与方式Step I RevisionCheck the students' homework.T: Have you think of more sentences with time adverbials?Ss: Yes.T: OK. Who volunteers to read your sentences?S1: Next week we'll take an exam.S2: I couldn't get through with you yesterday.S3: Last August a rainstorm hit the city.S4: Jack has turned doctor last month.T: Good! You've got it.Step II Pre-readingGet the students to talk about the picture on the screen to arouse their reading interest. T: Look at the picture on the screen and tell me what it is.Ss: It's an antelope.T: What do you think of it?Ss: It's lovely and beautiful.T: Do you know anything about it?S1: It lives in the Qinghai-Tibetan plateau.S2: It is an endangered animal.“Tibetan antelope to be put forward as S3: A couple of weeks ago I read a passage. ”from Internet. I think as a nimble animal on the cold Qinghai-Tibet Olympic mascotPlateau, the Tibetan antelope can symbolize the Games' athletic spirit of competitionand perseverance. Moreover “Tibetan antelope as mascot of 2008 Beijing Olympic Games”symbolizes that multitude nationalities, including 56 nationalities, live happily in a big family. I back up Tibetan antelope as mascot of 2008 Beijing OlympicGames.S4: I've also read a piece of news recently.Themed “Tibetan Antelope in Hoh Xil ,Outlook for 2008”, a scientific inspection tourhas concluded recently and all its members have return Golmud in safe condition. This scientific inspection was organized by the Qinghai Provincial Government. Before the work in Hoh Xil Nature Reserve, the scientific inspection team set off on June 22 and arrived at Tibetan Antelope Protection Station through Golmud for a short adaptation to the local weather. Many media organizations accompanied the inspection tour. I think this scientific inspection plays an important role in the protection of Tibetan antelope as well as in the application of Tibetan antelope bidding for the 2008 Olympics mascot.T: Do you agree with them?Ss: Yes.T: Thank you.Step III While-reading1. SkimmingGet the students to look at the picture on the top and guess what the passage is about. T: Let's turn to page 52 and look at the picture and guess what the passage is about. Who wants to tell us your opinions?S1: Maybe it will talk about how the poachers kill the animal.S2: It's likely to tell us the reasons why antelopes have been killed.S3: I think it will tell us something about how to protect the animal.S4: It is expected to talk about the conditions of antelopes in the past and at present. T: Now read the passage quickly and see if you've guessed it.2. ScanningGet the students to read the passage carefully to answer the questions on the screen and then do Activities 2, 3 and 4.T: Now go through the questions on the screen and read the passage again to find the answers.Questions:1. Who is Jiesang Suonandajie?2. Why do the poachers kill the antelope?3. What have made the things worse since the 1990s?4. Is it still easy to trade “shahtoosh”?5. What do you think the future of the antelope will be?T: Have you found out the answers?Ss: Yes.T: Who volunteers to answer the questions?S1: He is the nature reserve official who gave his life for the antelope.S2: Because the wool of the Tibetan antelope is the most expensive in the world.S3: In the 1990s the shawls came into fashion among rich people and Western market for shahtoosh caused a dramatic increase in antelope poaching.S5: No, it isn't.S5: It will be protected in more effective ways and its number will continue to increase.T: You've got it. Now fill the form on the screen according to the numbers and dates in pairs.Sample answers:Numbers and dates What they refer toIn 1994 Jiesang 1994Suonandajie waskilled by the cruel pochers.50,000By the 1990s the number of antelopehas fallen to about 50,000.$5,000A shawl from the wool can sell for$5000.1975The business is completely illegal ―there has been a ban on the trade since1975.138A police raid on a shop in Londonfound 138 shawls.2%About 1000 antelopes ―or 2%percent of the world population ―hadT: Now find the words to match the meanings on the screen.money you make when you sell profitsomething.a group of animals who live or move herdtogetherto cut the skin off an animal skinban an order not to do somethingraid a surprising visit (especially by police)confiscate taken awaytough hardco-operationworking togetherT: OK! Let's deal with some language problems. Do you have any difficulties?S1: In the sentence “Although surprised, the poachers had an advantage―there are more of them.”What structure “although surprised”belongs to?T: This structure belongs to ellipsis in adverbial clauses. It means “although thefollowingthe in clauses adverbialthe complete Please surprised”. were poachers sentences.1. If invited, I will attend her birthday party.2. When seen from the top of the tower, the city looks more beautiful.T: Read yours please.Ss: If I'm invited...When the city is seen from the top of the tower...T: Good! Go through more sentences on the screen and complete the adverbial clauses.1. Though frightened, he tried to keep calm.2. Although tired of the kind of job, he had to continue to do it for money.3. While walking along the beach, we met an old friend.4. When questioned, he told the police everything.5. If possible, I will try my best to help you.6. If necessary, leave a massage to him.T: Have you finished it?Ss: Yes.T: OK. Check your answers. Read your sentences please.Ss:1. Though he was frightened...2. Although he was tired of the kind of job...3. While we were walking along the beach...4. When he was questioned...5. If it is possible...6. If it is necessary...T: Now examine the sentences carefully and discuss when ellipsis is used in adverbial clauses in groups. Have you drawn a conclusion?Ss: Yes.T: Good! Who volunteers to tell us yours?S1: When the subject in the clause is the same as in the main cause and “be”is, 2, 3 and 4.included in predicate we will omit the subject and “be”like 1．S2: And when the subject in the clause is “it”which has no meaning and “be”is included in predicate we will omit the subject and “be”like 5 and 6.T: You are quite right. Any other questions?S3: I have another problem. In the sentence “Often working at night, the poacher shoot whole herds of antelopes at a time, leaving only the babies”, there is no subordinating conjunction in the adverbial. Does this structure also belong to ellipsis?T: No. It doesn't belong to ellipsis. In this sentence the participle is used as an adverbial. They are two kinds of structures, but they are of the same effect. If we use a participle as an adverbial we don't use subordinating conjunction. Clear?Ss: Yes.T: Can you give some examples?Ss: Asked to answer the question, he became very nervous.Hearing the news, he jumped with joy.T: Good! You've got it.3. Passage AnalyzingUse some questions to guide the students to do some passage analyzing.T: Now discuss the questions on the screen with your partner.1. What's the writing style of the passage? What do you think of it?2. How many paragraphs can we divide the passage into?3. What's the characteristic of the passage?4. What's the main idea of the passage?5. What's the writing purpose of the passage?T: Have you finished your discussion?Ss: Yes.T: What style do you think the text belongs to?Ss: Flashback.T: What do you think of the writing style?S1: It can attract the readers' attention by narrating something important first.T: How many paragraphs can we divide it into?S2: I think each natural paragraph is a separate paragraph, so it can be divided into five paragraphs. In paragraph 1, the writer first relates why Jiesang Suonandajie died to arouse the readers' interest in reading the passage. As to Paragraph 2, 3, 4 and 5 the writer relates why the number of the antelope was reduced, why and how the poachers killed the animal, and how the Chinese government helped to protect the animal and the improvement of the present situation by quoting many numbers and dates which make its presentation quite convincing.T: I agree with you. But who volunteers to tell me the characteristics of the passage? S3: And its arrangement is proper and its presentation is clear.T: Good. What's the main idea of the passage?S4: The writer tells us some facts about the endangered antelope to make us realize the importance of protecting animals.T: What's the writing purpose?S5: By telling us some facts about the endangered antelope, the writer wants to promote the readers' awareness of protecting the antelope and other animals.T: You've done a very great job!Step IV Post-readingGet the students to discuss and answer the questions on the screen.T: Go through the questions on the screen and discuss them in groups.1. What do we learn from the text?2. Why do we have to prevent the animals from dying out?3. What can we do to help the animals?A few minutes later.T: Who'd like to answer the questions?S1: Everybody should try to protect the animals and other species so that we can livea better life and have a bright future.S2: Because all living things are living together in an ecosystem where each species has a specific function. Some plants provide a good environment for animals, and the animals may in turn help the plants by adding nutrients. That is to say, animals eat the plants and animals help the plants reproduce. We human-beings mainly live on plants and animals. They are our food, medicine and so on. If a species die out, it will break the balance of nature and affect the other living things including human beings. So we have to prevent the animals from dying out. In other words, to protect animals and other species is to protect ourselves.S3: We can help the animals in many different ways.a) Plant more trees instead of cutting down them.b) Don't kill too many animals.c) Protect their habitat.d) Build fewer new roads.e) Build more animal reserves.f) Open more national parks.g) Cut pollution.h) Repair the damage we have done.i) Protect animals in danger by law.T: Terrific!Step V Homework1. Retell the text. You may refer to the numbers, dates and the information in the form on the screen.2. Find out more endangered animals in China in your school library or on the Internet.Get as much information as you can.The Third Period WritingTeaching goals教学目标1. Target language目标语言a. 重点词汇和短语Blue Whale, North Bald Ibis, African Elephant, on the brink ofb. 重点句子It is the world's biggest land animal.It can be found in parts of Siberia and the northeast of China.They feed mostly on insects and small reptiles, but also eat fish and frogs.2. Ability goals能力目标Enable the students to learn to describe animals and think of ways to protect the endangered ones.3. Learning ability goals学能目标Help the students to learn how to describe animals and how to protect the endangered ones.Teaching important points教学重点Enable the students to learn how to describe animals and its habitat.Teaching difficult points教学难点Enable the students to think of ways in which we can help animals.Teaching methods教学方法Reading, writing and presenting.Teaching aids教具准备A computer and a projector.Teaching procedures & ways教学过程与方式Step I RevisionCheck the students' homework.T: Who wants to retell the text?Some students will do it.T: Good. Have you got some information about endangered animals?Ss: Yes.T: OK. Now fill the form on the screen using your information.Possible answers:Animals Why in dangerbeing hunted for food; their habitat being destroyed IbexYangtze alligator Over-killed；environment pollutiontheir habitat destroyed; over-killed for foodChina goralhunted for trade, medicine and food; their habitat destroyed Clouded leopard hunted for trade, medicine and food; their habitat destroyedMalayan pangolinStep II Reading and WritingGet the students to match the sentences with the animals according to the table and then describe the other animals after the example.T: Now Turn to page 58, read the table and match the sentences with the animals. Have you finished it?Ss: Yes.T: What is your answer in a complete sentence?Ss:1. African Elephant is the world's biggest land animal; a fully grown adult can weigh five tons.2. Siberian Tiger can be found in parts of Siberia and northeast China.3. Northern Bald Ibis feed mostly on insects and small reptiles, but also eat fish and frogs.4. The population of Blue Whale is supposed to be less than 5,000; some experts believe the figure could be nearer 2,000.T: You are quite right. Let's read the description of the Siberian Tiger and then write a similar description of another animal in the table.Sample answers:S1: Blue Whale is the biggest animal in the world. It weighs more than 100 tons. It can be only found in oceans, especially in the Arctic and the Antarctic Waters. It preyson plankton, a kind of small micro-organism. The main threat to it is hunting for its oiland meat. Today the animal is almost extinct. It is said less than 5,000 are still alive. Maybe the total population is no more than 2,000.S2: African Elephant is the world's biggest land animal, which weighs about 5 tons. Its habitats are mainly in forests, river valleys and semi-desert south of Sahara Desert in Africa. It feeds on plants such as grass, leaves, fruit and so on. African elephants have been hunted for their tusks for a long time. The so called “ivory”was used as asource of all kinds of ornaments. There were about 1.3 million of them in 1980, but now it has fallen to 400,000.S3: Northern Bald Ibis is a large black bird which is famous for its long red peak. It mainly lives in Morocco and some other coastal areas. Many kinds of animals such as insects, small reptiles, even frogs and fishes fall prey to it. What has made it on the brink of extinction is still a puzzle. Some experts believe it's owing to the nature itself. —300 can be found now. People in Middle East are said to have seen the Only 200 birds recently.T: You've done very well!Step III TaskGet the students to choose an animal to describe it according to the instructions.T: From your homework I can see that you've got much information about endangered species in China. Now choose one of them to describe it and its habitat, explain why it is in danger, tell how many are left and say what we can do to help them.T: Have you finished it?Ss: Yes.T: OK. Present yours to the rest of your group. Who volunteers to read yours?S1: My title is Saving Hainan Gibbon Hainan gibbon is a member of primate, which is one of the world four gibbons. It is the smallest ape and looks like a monkey with long arms. It can be found in the thick forest in tropical and subtropical areas and lives in trees all year around no matter when it is resting or eating something. It can jump from tree to tree on its long arms and its hooked hands swiftly. Occasionally he walks on the ground with its body half standing and its two arms lifted above its head or bend on its sides. The way it walks is rather funny. It lives in groups and can cry for a long time at a time. Twigs and tender leaves are its main prey. But with theover-development of the local economy around its habitat, many trees have been cut endangeredan it made has This reduced. greatly been has habitat its and downanimal. Its total number was only 20 in 1998. In order to prevent it from extinction we should stop over-developing and cutting down too many trees. We can build Gibbon reserves, plant more trees, and make laws to protect it.S2: I' m going to talk about Saiga. Saiga is a member of Bovidae family. It is a type of graceful animal whose nose is rather large. Its coat is yellow brown but white on its stomach and turns grey in winter. The adult male Saiga has horns and can run very。