【人教版】高中英语必修二：Unit 4 Wildlife Protection 教案

中

的

LISTENING

TASK

、

SPEAKING

TASK

和

WRITING

TASK

上一节

“

语言实践课

”

。

III.

课型设计与课时分配

(

经分析教材

,

本单元可以用六课时教完

)

1st period

Listening and Speaking

2nd period

Intensive Reading

3rd period

Extensive Reading

4

4th period

Learning about Language

5th period

Using Language

6th period

Integrating Skills

IV. Teaching plans for each period

分课时教案

The First Period Listening and Speaking

Teaching goals

教学目标

1. Target language

目标语言

重点词汇和短语

die out

loss

reserve

hunt

zone

in peace

wild

decrease

hunting

2. Ability goal

能力目标

Enable the students to talk about endangered wildlife

、

the reasons for disappearing

and the importance of protecting wildlife.

3. Learning ability goals

学能目标

Help the students learn to talk about endangered wildlife, the reasons for disappearing

and the importance of protecting wildlife.

Teaching important points

教学重点

How to talk about endangered species of wildlife and environmental protection and how

to express refusing and give reasons.

Teaching methods

教学方法

Elicitation, discussion, pair work, ask-and-answer activity.

Teaching aids

教具准备

The Multimedia Computer, a projector, a board and a tape recorder.

Teaching procedures & ways

教学过程与方法

Step I Lead-in

Get the students to talk about some endangered animals to lead them to this unit’s topic.

T:

Morning,

everyone!

Look

at

the

screen,

please.

I

will

show

you

pictures

of

some

animals.

Show them the pictures of some

endangered

animals.

5

1

2

3

4

5

6

T: Talk about them in your own words.

The students may refer to the following aspects: 1. what the animal is; 2. Its appearance;

3. reasons why it becomes less and less; 4.

what has been done to protect it; 5. other

things you know about it: where it lives

; what it feeds on…

S: The first one is

G

olden Monkey

.

It’s very beautiful and smart

It is

also

known as

Golden

Snub-nosed

Monkey

(

仰鼻猴

)or

Sichuan

Golden

Snub-nosed

Monkey.

It

is

endemic to China. It is threatened by habitat loss.

S:

The

second

lovely

animal

is

Giant

Panda.

It

can

only

be

found

in

China.

It

feed

mostly on bamboo, a tall woody plant full of fiber. It lives in a few mountain ranges

in

central

China,

in

Sichuan,

Shaanxi,

and

Gansu

provinces.

It’s

our

national

treasure. We should try our best to protect it.

S: The third one may be a deer.

S

: No! It’s

Tibetan

Antelope.

Tibetan antelopes coming from the family of Bovidae are

mainly distributed over Qinghai Province, Tibetan Autonomous Region and Xinjiang

Autonomous Region in China. It is in danger now because many of them have been

killed.

T:

Wonderful!

Thank

you.

You

know

so

much

about

wildlife.

How

about

the

fourth

one?

S: I am sure it is

a kind of leopard, but I don’t kno

w what kind of leopard it is exactly.

T: Well, it is called

Clouded Leopard

(

云豹

), which are one of the first class protected

animals.

It

is

found

in

southern

China,

the

eastern

Himalayas,

north-east

India

and

south-east Asia. How about the fifth one?

S: Tiger!

T: What kind of tiger is it? … It’s South China Tiger. We’ll learn it today. OK, let’s go

6

on.

S: In Picture 6, there are two

Giant Salamanders

(

娃娃鱼

), which can swim against the

current and cry like babies.

T: Excellent work! Well, can you find anything common among them? What is it?

S: They are all in danger.

T: Well done! They are all endangered animals. If you want to know more about them,

l

et’s come to

Unit 4 Wildlife Protection.

Step II Warming up

Get the students to do Warming up.

Scanning

T:

Next,

read

through

the

words

in

Warming

up

part,

and

then

find

out:

Why

did

so

many wild animals die out?

Get the students to look through this part. Later ask someone to give the answer.

T: Who’d like to say something about this question?

S:

If

their

habitat

is

threatened

or

they

cannot

find

enough

food,

their

numbers

may

decrease. As a result these endangered animals may even die out.

T: That’s it!

Discussing

Get students to talk about the report in Warming up in pair.

T:

Today,

more

and

more

people

realize

the

importance

of

protecting

endangered

wildlife. Here is a report on some endangered wildlife in China. Next, read the report.

Then discuss with your partner about these animals. You may refer to the following

aspects: 1. What the endangered animals are; 2. What the problem is; 3. List one of

their habitat in China; 4. How the animal is after concern

Four minutes for free talk, then ask some students to share their opinions with the whole

class.

Sample conversation:

S

1

: What endangered animal do you know?

S

2

: Our National Treasure

—

Pandas.

S

1

: What’s the problem?

7

S

2

:

They

are

in

danger

for

lack

of

bamboo,

but

recently

their

number

is

increasing

because more bamboo has been grown.

S

1

:

It’s said

that although China was

the only home for Milu Deer,

we

brought

them

from England.

S

2

: Yes. They disappeared in China because of too much hunting. What a pity!

S

1

: So do South China Tiger. They are said to be fierce but some hunters are fiercer!

S

2

: I cannot agree with you any more.

T:

Well

done!

Do

you

know

any

other

endangered

wildlife

in

China

that

is

being

protected? Think about that and then make a list.

Sample answer:

Crested Ibis/Brown Eared Pheasant/Red- crowned Crane/Wild Yak /Chinese Alligator

Step III Listening

Get the students to do

LISTENING on page 62. Help them learn more about wildlife

problems.

T: You know so much about wildlife. You must be very care about them. In fact, people

around the world care about these endangered animals.

They write to some experts

and

tell

about

their

worry

about

the

wildlife

around

them.

Aunty

Gladys

is

such

a

writer

who

usually

answers

these

letters.

Now,

come

to

LISTENING

on

page

62.

And find out what the problems people worry about.

First,

get the students to look though the questions in

Listening. Play the tape for the

students and ask them to listen to the tape carefully. While listening, the students should

grasp the key words and get the main idea. Then play the tape once more. After that, let

the students

answer the

questions

and

check the answers

together.

Sum

up the useful

expressions in the material (about environmental protection). Later, play the tape a third

time for them to write down the main idea of the passage. At last, check the answers

with the whole class.

Step IV Talking

8

Get students to do TALKING on page 62. Help them discuss what people can do to help

the endangered animals.

T:

Next, let’s come to TALKING on page 62. In pairs discuss what advice you might

give to one of these worried letter writers. You can write notes of your ideas in the

boxes below.

Show the useful

expressions on the screen. You can give a model. It’s up to the English

level of your students.

Step V Discussing

Help

the

students

discuss

what

they

have

learned

today

and

encourage

them

to

talk

about the importance of wildlife protection.

T: What did we learn today?

S: Endangered wildlife.

S: What their problems are.

S:

What have been done to them…

T:

Animals

are

our

friends.

We

live

depend

on

each

other.

We

should

protect

them.

How do you think about this?

S: Animals are our friends. It

’s a shame that man killed wildlife for their fur. We don’t

have the right to kill them.

S

: I’ll talk with people around me seriously. I’ll tell them that I’m so sorry that

so many

animals are

in danger now. The problem is that if man doesn’t realize the

dangerous

situation, many of the animals will die out soon. We should try to protect endangered

animals.

I’ll

collect

some

information

about

wildlife

protection

and

shows

the

information to people around us.

Step VI Assignment

T: Boys and girls you did very well today. I hope you can listen to the listening material

again

after

class

to

get

familiar

with

it.

And

here

is

your

homework:

1.

Collect

information of endangered wildlife, especially Tibetan Antelope, about why they are

in danger of disappearing; 2. Preview the next part

—

Reading on page 26.

9

The Second Period Intensive Reading

Teaching goals

教学目标

1. Target language

目标语言

a.

重点词汇和短语

fur

rub

protect

...

from

...

contain

powerful

affect

pay

attention

to

in

danger of

carpet

respond

in relief

burst into laughter

mercy

harm

certain

importance

mosquito

insect

appreciate

succeed

secure income

employed

b.

重点句子

Daisy had always longed to help endangered species of wildlife.

In relief, Daisy burst into laughter.

I’m protecting myself form mosquitoes.

But what an experience!

2. Ability goal

能力目标

Enable the students to discuss and suggest solution to the wildlife problem WWF has

to deal with.

3. Learning ability goal

学能目标

Help the students to get to know “how to help wildlife” by reading

, discussing and

suggesting.

Teaching important point

教学重点

How to improve the students’

ability of reading about wildlife protection.

Teaching methods

教学方法

Task-based learning and scanning.

Teaching aids

教具准备

The Multimedia Computer, a projector, a board and a tape recorder.

Teaching procedures & ways

教学过程与方法

Step I Lead

-

in

Lead the students to learn HOW DAISY LEARNED TO HELP WILDLIFE.

Step II Pre-reading

Get the students come to Pre-reading.

T: You must have done your homework very carefully. What have you done to prepare

10

your homework?

S: Consult books. Collect information on the Internet. Go to the library.

T:

Wonderful!

And

you

have

learnt

a

lot

about

the

endangered

animals.

Have

you

previewed the passage? … What’

s it about?

S: But Daisy learnt about how to protecting wildlife by a special way.

S: I

t’s

about how Daisy learned to help wildlife by a wonderful experience with some

animals.

T: That’s right.

We talked about endangered wildlife yesterday. Would you please name

some?

S: Panda, Milu Deer, South China Tiger, Chinese Alligator, Tibet Antelope and so on.

T: OK! Now look at the screen, please. Discuss the two questions in pairs. I’ll give you

three minutes and then I’ll ask some of you to report your work.

1. Why are they in danger of disappearing?

2. What do you think we should do to protect wildlife?

Three minutes later:

T: Now, who’d like to talk about the first question?

Volunteers?

S: They are lack of food.

S: Some of them are over-hunted.

S: Their habitat is in danger.

T: Well done! How about the second questions?

S: I’d like to try. Wildlife

is human friends. They can keep the balance of nature and

make the whole world colorful. I think to protect wildlife is to protect ourselves.

S: I think we should treat plants and animals the same as our friends. We shouldn’t cut

or

kill

them

freely.

We

also

should

protect

the

environment

around

us

to

let

them

have enough food and good living conditions.

S: We should collect money to help protect the endangered animals, too. They are dying

out!

Step III Reading

Get

the

students

to

learn

about

the

passage

—

HOW

DAISY

LEARNED

TO

HELP

WILDLIFE.

11

a.

Get

students

to

look

through

the

passage

and

answer

the

questions

in

part

1

in

Comprehending

T:

Next, let’s learn how Daisy learned to help wildlife.

Turn to page 26. Read the text

quickly and answer the following questions:

Show the students the questions on page 27.

1. Why has the antelope in Tibet become an endangered species?

2. Why are elephant numbers increasing in Zimbabwe?

3. How does the government of Zimbabwe help protect wild animals?

4. Why is it important to protect the rainforest?

5. What must be done if wildlife protection to succeed?

Sample answers:

1. They’re being killed for the wool beneath their stomachs. Their fur is being used to

make sweaters. As a result, they are now an endangered species.

2. The government helped to protect elephant.

3.

They

allowed

tourists

to

hunt

only

a

certain

number

of

animals

if

they

paid

the

farmers. Now the farmers are happy and the numbers of elephant are increasing.

4. Animals live together. No rainforest, no animals, no drugs.

5.

T

o protect wildlife, we

shouldn’t

kill animals and use their fur to make sweater; only

hunt animals that are allowed; protect rainforests where animals live.

b.

Get

students

to

read

the

passage

carefully

and

fill

in

the

chart

in

part

2

in

Comprehending.

Sample answer:

Paragraph

Main idea

Supporting details

1. Animal: Tibetan Antelope

1

Why we need wildlife

2. Situation:

being hunted for the fur under its

protection

stomach

3. Result: numbers are decreasing rapidly

2

What need to be done

1. Animal: elephant in Zimbabwe

to wildlife protection

2.

Situation:

Farmers

hunted

them

without

12

mercy

3. Result: The farmers are happy and numbers

are increasing

3

and

4

The

importance

of

wildlife protection

1. Animal: monkey in rainforest

2. Situation: live together with other animals

3. Result: no reinforest, no animals, no drug

Step IV Language points

T: Now let’s deal with some language points. Turn to page 26 and look at the sentence.

1. Daisy had always longed to help endangered species of wildlife.

long

to:

to

want

to

do

something

very

much,

especially

when

it

seems

unlikely

to

happen soon

e.g.

Kyoto is a city I have always longed to visit.

2. Our fur is being used to make sweaters like yours.

is being used

是被动语态的现在进行时：

am / is /are being done

be used to do

是动词

use…to do…

的被动语态

be / get used to doing

表示

“

习惯于

……”

used to do “

过去常常做

……”

3. In relief, Daisy burst into laughter.

relief:

a

feeling of

comfort

or happiness when something

frightening, worrying, or

painful has ended or has not happened

burst into laughter:

suddenly started laughing

4.

I’m protecting myself form mosquitoes.

这种药保护我免受蚊子的叮咬。

protect ... from ...

保护

……

免受

……

e.g.

The hat can protect you from the strong sunlight.

5. You should pay more attention to the rainforest where I live and appreciate how the

animals live together.

appreciate:

to

understand

or

enjoy

the

good

qualities

or

value

of

someone

or

something

6. The Carpet rose again and almost at once they were in a

thick

rainforest.

13

thick:

it is used to describe trees / bushes etc.: growing very close together, or having

a lot of leaves, so there is not mush space in between

7.

“When I find a millipede insect, I

rub it over

my body. It contains a powerful drug

which

affect

s mosq

uitoes…”

rub +on / into / over etc.:

to put a substance into or onto the surface of something by

pressing it and moving it around with your hand, a cloth

etc.

Step V Discussing

Get students to do part 3 in Comprehending.

We can not force the poor farmers to move to another place. They may lose their secure

income and become angry. So the best way is to protect the animal and help the poor

farmers have a secure income.

The

poor

farmers

can

be

employed

to

work

in

the

park.

They

should

be

taught

the

importance of wildlife protection and how to treat these wildlife animals. They can live

together harmoniously and without harm.

As to these who do harm to the animals, they should be punished. They should be fined

or sentences to jails. However, that may not change the situation totally. People should

be taught the importance of wildlife protection.

For

it

’

s

a

wildlife

park,

people

coming

into

the

park

may

hurt

the

animals.

So

rules

protecting wildlife are necessary.

First, prohibit people taking tools may hurt animals, such as knife, fire, gun

…

Second, ask people not to throw away their rubbish randomly.

Third, encourage people not to disturb these animals.

Fourth, people should learn about the wild animals, such as how fierce they are, what

they

’

d like to eat, what they

’

d like to do

…

Step VI Listening

T: Now I will play the tape for you. You can just listen or look at your books or read in

a low voice together with tape. It’s up to you.

Step VII Homework

1. Write a summary of the text.

14

2. Try to recite the text.

3. Find more information about dinosaur.

The Third Period Extensive Reading

Teaching goals

教学目标

1. Target language

目标语言

a.

重点词汇和短语

come into being

dinosaurs inspect

incident

dust

according to

fierce

b.

重点句子

They lived on the earth tens of millions of years ago, long before humans came into

being and their future seemed secure at that time.

What is even better is when countries help each other and build a good relationship.

There are now so many of them that a new park has been opened for them in Hubei

Province.

2. Ability goal

能力目标

Enable

the

students

to

talk

about

the

possible

reasons

for

the

disappearance

of

dinosaurs.

Enable the students to read and talk about the Milu deer.

3. Learning ability goals

学能目标

Help

the

students

learn

to

talk

about

the

possible

reasons

for

the

disappearance

of

dinosaurs. And read and talk about the Milu deer.

Teaching important points

教学重点

Read the passages about dinosaur and the Milu deer and find out information requested.

Teaching methods

教学方法

Ask- and-answer activity to check the

students’

understanding of the text.

Individual, pair or group work to finish the task.

Teaching aids

教具准备

The Multimedia Computer, a projector and a board.

Teaching procedures & ways

教学步骤与方法

Step I Revision

15

Ask the students

to

complete

the summary of the text to

help

them review what

they

have learnt last period.

Show the following summary to the students:

1

____ a strange dream. She flew in a wonderful

②

One day, Daisy

○

○

____ to

③

○

____

with an

④

○

____ in Tibet. The antelope told her they were hunted because of their

⑤

○

___ which can be used to make

⑥

○

___like hers. In three years they may all be

⑦

○

____

Later, she

⑧

○

____to Zimbabwe where she talked with an

⑨

○

___and got to know the

farmers

there

no

longer

⑩

○

< br>____

them.

That’s

because

the

11

○

____decided

to

help

and

the

farmers

finally

made

a

lot

of

12

○

____.

At

last

she

13

○

___

at

the

thick

rain

14

○

____where

a

monkey

told

her

“No

rain

forest,

no

15

○

____and

no

16

○

___.”

Although

finally everything was

17

○

____, she had

18

○

____so much!

Suggested answers:

①

dreamed a strange dream. She flew in a wonderful

○

②

chair to

○

③

talk

One day, Daisy

○

④

antelope in Tibet. The antelope told her they were hunted because of their

with an

○

⑤

fur which can be used to make

○

⑥

sweaters like hers. In three years they may all be

○

⑦

gone. Later, she

○

⑧

flew to Zimbabwe where she talked with an

○

⑨

elephant and got

○

⑩

hunted

them. That’s because the

○

11

government

to know the farmers there no longer

○

12

money. At last she

○

13

arrived at

decided to help and the farmers finally made a lot of

○

14

forest

where a monkey told her “No rain forest, no

○

15

animals and no

the thick rain

○

1 6

drugs

.”

Although finally everything was

○

17

gone, she had

○

18

learned so much!

○

Step II Lead

-

in

T:

Before our class, I’d like to share a beautiful picture with you.

Show students picture 1.

1.

T: Do you know what it is?

S: Comet.

2.

16

T: No. Actually, it is a dying star. On Thursday, August 16, 2007, dying star, Mira, is

discovered with vast tail. Mira was born billions of years ago as a star similar to our

sun but is now a slowly dying

animals disappeared from the earth for ever. Can you show me an example?

S: Dinosaurs. They lived on the earth millions of years ago.

T: Yes. If human do

n’

t protect animals, most of them will disappear. And at that time,

people will feel regret.

Step III Reading 1

Get the students to read the passage ANIMAL EXTINCTION on page 30.

Reading

T:

Next, l

et’s read a short passage on page 30. After reading,

you should find out

its

main idea. You may talk about it with your partner.

Give the students two minutes to read. Two minutes later:

T: Now report your work.

S: It mainly talks about the possible reasons for disappearance of dinosaurs.

T:

That’s

right.

Now

read

the

text

for

a

second

time.

Find

out

answers

to

these

questions.

Show the following questions to the students.

1. When did the dinosaurs live on the earth?

2.

What

did

the

scientists

find

about

the

rare

new

species

of

dinosaur

discovered

in

Chaoyang County, Liaoning Province?

3. When and why did the dinosaur die out?

Sample answer:

1. Tens of millions of years ago, long before humans came into being.

2. They found that it could not only run but also climb trees.

3. Dinosaur died out suddenly about 65 million years age. Some scientists think it came

after an unexpected incident when a huge rock from space hit the earth and put too

much dust into the air. Others think the earth got too hot for the dinosaurs to live any

more. Nobody knows for sure why and how dinosaurs disappeared from the earth in

such a short time.

17

Discussing

Get the students to discuss the possible reasons for the disappearance of dinosaurs.

1.

Some scientists

think it

came after an

unexpected incident

when a huge

rock

from

space hit the earth and put too much dust into the air.

2. Others think the earth got too hot for the dinosaurs to live any more.

3.

The

structure

of

Earth

has

changed

where

continents

had

moved,

major

ridge

expansion took place, and land has sunken under sea or risen above water.

4. The birth rate fails to keep up with the death rate.

5. Volcanoes were active during this time and could have also killed the dinosaurs.

Step IV Reading 2

Get the students to do READING TASK

—

THE RETURN OF THE MILU DEER on

page 65.

T: Many animals have disappeared during the long history of the earth. Dinosaur is the

most famous animal. And here is another animal. Once they disappeared from China.

And in 1985, our government reintroduced this animal. Guess what animal is it?

S: Milu deer.

T:

Q

uite right.

Today we’ll read

a passage about

the Milu

deer. Read the passage on

page 65 and fill in the following chart.

Show the following chart to the students.

Appearance of the Milu deer

Features of the Milu deer

Reasons for disappearance

The life of the the Milu deer in Britain

How they returned

Present situation

Value of the cooperation

Four minutes later, ask the students to discuss their answer with their partner and then

check the answer together.

Suggested answers:

18

Appearance of the Milu deer

Features of the Milu deer

A species with large horns.

They lived together and ate grass and soft part of trees

such as small branches.

Milu

deer

were

often

hunted

for

food

or

sport

in

the

Reasons for disappearance

past. The Ming and Qing dynasties did not protect them

and

many

were

killed.

That

is

how

the

Milu

deer

disappeared in China.

The

life

of

the

Milu

deer

in

They liked the cool, wet weather in England and their

Britain

number increased year by year.

When

in

1985

the

government

of

China

wanted

to

How they returned

reintroduce

the

Milu

deer,

the

Duke

of

Bedford

was

happy to help.

There

are

now

so

many

of

them

that

a

new

park

has

Present situation

been opened for them in Hubei Provice. At the moment

the Milu deer live in centers where they are being well

protected and cared for.

Value of the cooperation

This

is

a

good

example

to

show

the

friendship

and

understanding between two countries.

T: Now read the text for a second time and tell me what the author really wants to tell

us?

Get the students to look through the passage and then give the answer.

T: Tell me your idea.

S: By telling us the story of Milu Deer, the author wants to tell us that

it’s e

ven better

when countries help each other and build a good friendship.

Step V Language points

1. They lived in the earth tens of millions of years ago, long before humans came into

being.

恐龙生活在几千万年前，远远早于人类的起源。

come into being = begin to exist

表示

“

开始存在；发生；产生

”

19