Unit 4 Wildlife Protection The first period Warming upKnowledge aims: a. help Ss to understand and master the words and expressions in warming up.b. Let the students know some basic information about the endangered animals and wildlife situation and protection.Ability aims: Encourage Ss to think and express their attitude towards the wildlife and the wildlife protection.Emotional aims: a. Help Ss understand the importance of the wildlife protection and make them be more active in the helping wildlife.b. Develop Ss sense of cooperative learning. Teaching Key Points: Enable the students to know some basic information about the endangered animals and wildlife protection.Encourage Ss to think and express their attitude towards the wildlife and the wildlife protection.Teaching Difficult Points: How to enable the students express themselves freely.Teaching Materials: Blackboard, multi-media, and other normal teaching tools.Teaching methods： Co-operative learningStudents-centered approach & Task-based teaching and learningTeaching Procedures: Step 1: Lead-in Lead in by explaining the title and predicting what will be learned in this lesson.Step 2: ExplorationTask: let the students explore the following question:What is the problem of wild animals commonly facing? 1. Show some pictures to the students. Students watch the pictures and say what the pictures tell us.References: food shortage, pollution, destruction of habitat, over-hunting.2. Show the students three more pictures and ask: what do people kill or hunt these animals for?From these pictures, students can conclude that people kill animals for food, for fur, for medicine and for works of art.3. Ask the students to give their answers to the question: What is the problem of wild animals commonly facing?Step 3: Discussion1. Let the students discuss the following question: why should we pay attention to wild animals and plants.Students discuss the question in groups and then give their opinions.2. After discussion, tell students what is wildlife protection about.Step 4: Group work1. Let the students read the report on some endangered wildlife in China at page 25, SB.2. Ask the students some questions about the report.3. Let the students describe the chart in small groups according to the sample.4. Discussion. More and more animals are killed by humans, as a student what should you do to protect the wild animals?Step 5: HomeworkWrite a composition according to the tips.假如你是一名記者，采訪某動(dòng)物園負(fù)責(zé)人有關(guān)國(guó)寶大熊貓的情況。下面是采訪要點(diǎn)，請(qǐng)根據(jù)談話要點(diǎn)為中國(guó)日?qǐng)?bào)寫(xiě)篇專題報(bào)道。內(nèi)容如下：1.熊貓是世界上的稀有（scarce)動(dòng)物，人們非常喜歡它。2.很久以前中國(guó)有很多熊貓，但由于生態(tài)遭到破壞，加上天氣變暖，熊貓?jiān)絹?lái)越少了。3.現(xiàn)在中國(guó)大熊貓的數(shù)量每年都在增加，其中一些已經(jīng)送到國(guó)外供人們觀賞。4.目前中國(guó)最大的熊貓自然公園在四川。這里有一個(gè)野生動(dòng)物研究中心，熊貓的生長(zhǎng)就是在這里研究的?？茖W(xué)家們希望有一天能夠有足夠的熊貓可以放出去，讓它們重新生活在曠野中。The second period Reading1.知識(shí)目標(biāo)1） Get the students to learn about some endangered animals and the knowledge of wildlife protection.2）Enable the students to use some key words and phrases to talk about wildlife protection. 2.能力目標(biāo)1）Get students to understand the passage by using different reading skills.2）Enable the students to talk about wildlife protection and know the importance of wildlife protection.3.情感目標(biāo)1）Enable the students to learn about the importance of the wildlife protection and learn what we should do to protect the wildlife from dying out.2）Develop the students sense of cooperative learning.Teaching important points:1. Get the students to learn about some endangered animals and the knowledge of wildlife protection.2. Enable the students to use some key words and phrases to talk about wildlife protection.Teaching difficult points:How to enable the students to grasp the main idea of the text quickly.Teaching methods:1. Co-operative learning2. Activity-based teaching (individual work; group work; class work)3. Students-centered approach & Task-based teaching and learningTeaching aids:Blackboard, multi-media, and other normal teaching tools.Teaching Procedures: （教學(xué)過(guò)程）Step 1: Pre-reading1. Lead in by a song.2. Warming-upShow the students some pictures of endangered animals.After the students watching the pictures, let them know that if we dont take measures to protect endangered animals, they will die out.Step 2: While-reading1. ScanningLet the students read the text quickly to learn something about Daisys journey and then fill in the blanks.Animals she metPlaces she went First visitantelopeTibetSecond visitelephantZimbabweThird visit monkeyrainforest2. Detailed reading. Let the students read the text carefully to find out more details about Daisys journey. Before reading each paragraph, show them tasks.Para 1: the antelope -TibetTask one: Skimming. Find out the answers to the following two questions from para 1 quickly.Q1: How does the antelope feel?Q2: What situation is it in?Para 2: the elephant - ZimbabweTask one: Skimming. Find out the answers to the following two questions from para 2 quickly.Q1: How does the elephant feel now?Q2: What situation is it in now?Para 3: the monkeyTask one: Skimming. Find out the answers to the following two questions from para 3 quickly.Q1: How does the monkey feel?Q2: What situation is it in?Step 3: Post-reading1. Self-explorationLet the students explore the following question by watching three pictures:Why are these animals endangered?2. DiscussionWhat should we do to protect the wildlife?Let the students discuss and a few minutes later, report the results.Step 4: Summary and homework1. Sum up the whole lesson by showing the warning:*Killing animals is killing ourselves !*Lets leave our children a living planet !2. Homework.What you have learned in this unit?1. useful verbs_.2. useful adjectives_.3. useful expressions_.小結(jié)_.The third period Vocabulary and Useful ExpressionsTeaching important pointsTo let students master the pronunciation of the new words and phrases.To let students know the main usages of them.Teaching difficult pointsHow to help students master the pronunciation within limited time.How to make the usages clear.Teaching ProcedureStep 1. GreetingStep 2. Daily reportStep 3. New words and phrases learning1. The whole class read the new words and phrases together following the teacher.2. Let students read them aloud by themselves for a while.3. Explain the usages of the words and expressions as follows: protection n. 保護(hù) protect vt. sth. from/against保護(hù)避免Hes wearing the sunglasses to protect his eyes from/against the strong sunshine. as a result 結(jié)果 A句.As a result, B句.I got up late this morning. As a result, I could catch the first bus.as a result of= because of 為介詞詞組，不能引導(dǎo)句子。He was late as a result of getting up late. die out滅亡；逐漸消失Milu deers are dying out. loss n. His sacrifice is a loss of our country.at a loss不知所措 without a loss毫無(wú)保留 make up a loss補(bǔ)償損失 reserve n. a forest reserve 保護(hù)林 reservation n. 預(yù)定；保留 hunt vt. They are hunting the proper person. vi. hunt for/after 追逐 The lion is hunting for the monkeys. go hunting 去打獵；a job hunting找工作 zone n. 地區(qū)；地帶；區(qū)域 time zone, a danger zone, the war zone peace n. peaceful adj. peacefully=in peace adv.The Chinese live in peace after liberation. in danger- out of danger The little girl is in danger because she has fallen into the river. However, she is out of danger now with the help of the army. 11. stomach n. I feel painful in my stomach.stomachache n. 胃痛； headache n. 頭疼； 12. apply vi. apply for 申請(qǐng)； I will apply for the job in the company.apply to sb. for sth.向某人申請(qǐng) I will apply to my boss for a better saraly. vt. apply oneself to 專心于 The diligent girl applies herself to study.13. thick thin14. contain vt. 包含 This book contains information that you need.容納 This room can contain 56 students.15. drug n. The drug is harmful to peoples health.the drug store 藥房；take the drug 吃藥16. affect vt. This movie deeply affects me.effect n. have an effect on; have a good/bad effect on The computer game has a bad effect on students study. side effect副作用 This kind of medicine has side effect.17. attention n. draw/get/attract/catch ones attention 吸引某人的注意力 That handsome boy attracts/catches/draws/gets her attention. fix/focus ones attention on sth. 講精神、注意力集中于They fix/focus my attention on that handsome guy.pay attention to sth. Please pay attention to what I said just now.18. come into being Do you know when the humans came into being?19. dust n. The ground is full of dust. dusty adj. 有塵的；多塵的20. recently adv. Recently, I havent seen the poor woman.21. fierce adj. Lion is fierce animal. 22. lazy adj. laziness n. (happy- happiness)Dont be so lazy since the exam is coming.Step 4. HomeworkReview the new words and expressions.小結(jié)：_. The fourth period GrammarTeaching aimsLet students get used to Passive Voice in different tensesTeaching difficult point How to help students master the usages of passive voice in different tensesTeaching ProcedureStep 1 . GreetingStep 2 . Daily ReportStep 3 . Introduce Passive Voice語(yǔ)法：被動(dòng)語(yǔ)態(tài)一、 主動(dòng)語(yǔ)態(tài)與被動(dòng)語(yǔ)態(tài)的概念：英語(yǔ)動(dòng)詞的語(yǔ)態(tài)有兩種：主動(dòng)語(yǔ)態(tài)：表示主語(yǔ)是動(dòng)作的執(zhí)行者被動(dòng)語(yǔ)態(tài)：表示主語(yǔ)是動(dòng)作的承受者(常常沒(méi)在有必要指出動(dòng)作的執(zhí)行者情況下使用)例：They speak English. （主動(dòng)語(yǔ)態(tài)） 主 謂 賓 English is spoken by them. （被動(dòng)語(yǔ)態(tài)） 主 謂 介詞短語(yǔ)注：及物動(dòng)詞有被動(dòng)語(yǔ)態(tài)，不及物動(dòng)詞必須帶有介詞才可以有被動(dòng)語(yǔ)態(tài)。例：We listen to the teacher carefully in class. 主 謂 賓The teacher is listened to by us carefully in class. 主 謂 介詞短語(yǔ) e laughed at him . He was laughed at by us.二、 被動(dòng)語(yǔ)態(tài)的結(jié)構(gòu)與用法：結(jié)構(gòu)：be +done (過(guò)去分詞)被動(dòng)語(yǔ)態(tài)中的be為助動(dòng)詞，無(wú)意義。be可能是am , is , are也可能是was ,were或原形be。注：被動(dòng)語(yǔ)態(tài)的時(shí)態(tài)是由be的時(shí)態(tài)決定的，be是什么時(shí)態(tài)，全句就是什么時(shí)態(tài)，be后面的過(guò)去分詞不變。用法：例：istory is made by the people. (一般現(xiàn)在時(shí)) he cars were made in Tianjing in 1995. (一般過(guò)去時(shí)) The tree will be cut down next year.(一般將來(lái)時(shí)) he room must be kept clean.（含有情態(tài)動(dòng)詞的被動(dòng)語(yǔ)態(tài)） The door is being opened.（現(xiàn)在進(jìn)行時(shí)） The film has been seen by me.（現(xiàn)在完成時(shí)）三、 被動(dòng)語(yǔ)態(tài)的各種句型：、 he song is liked by young people. (肯定句)、 he song isnt liked by young people（否定句）、 Is the song liked by young people ?（一般疑問(wèn)句）、 Who is the song liked by ?=By whom is the song liked?（特殊疑問(wèn)句）四、 主動(dòng)語(yǔ)態(tài)改被動(dòng)語(yǔ)態(tài)的方法：方法分為三步：把原句中的賓語(yǔ)改成主語(yǔ) 動(dòng)詞改為變動(dòng)形式be done(同時(shí)注意時(shí)態(tài)) 原來(lái)的主語(yǔ)如果需要的話放在介詞by后面，以指明做的 人或物，如果沒(méi)有必要?jiǎng)t省去例：The man killed a tiger. A tiger was killed by the man .(改的過(guò)程中要注意時(shí)態(tài)和語(yǔ)態(tài)兩個(gè)方面)五、 特殊句型的被動(dòng)語(yǔ)態(tài)：含有使役動(dòng)詞（make /let /have）或感官動(dòng)詞（hear ,see, listen to ,look at ,find ,watch, feel等）的句子，在主動(dòng)語(yǔ)態(tài)中這些詞后常跟不帶to的動(dòng)詞不定式，但是在改成被動(dòng)語(yǔ)態(tài)時(shí)，則一定要把省去的to再加上去，另外help這一個(gè)詞在主動(dòng)語(yǔ)態(tài)中后面的動(dòng)詞不定式可以帶to,也可不帶to, 但在被動(dòng)語(yǔ)態(tài)中也必須把to加上去。例：Mother often makes me do some housework. I am often made to do some housework by mother. We saw him run into the classroom. He was seen to run into the classroom by us.teach ,give ,pass ,show ,buy, tell等動(dòng)詞常常帶有兩個(gè)賓語(yǔ)（雙賓語(yǔ)：直接賓語(yǔ)和間接賓語(yǔ)），改為被動(dòng)語(yǔ)態(tài)時(shí)，兩個(gè)賓語(yǔ)可以選其中任一個(gè)作主語(yǔ)。如果直接賓語(yǔ)被提前作主語(yǔ)，那么間接賓語(yǔ)（一般是人）前要加相應(yīng)的介詞to/for。例：he gave me a pen.= She gave a pen to me. I was given a pen by her. A pen was given to me by her.My father bought me a new bike.= My father bought a new bike for me. I was bought a new bike by my father. A new bike was bought for me by my father.由不及物動(dòng)詞（vi）+介詞/副詞賓語(yǔ)的句子改成被動(dòng)語(yǔ)態(tài)時(shí)，介詞或副詞不能丟掉。(前面已舉過(guò)兩例)例：e should speak to old people politely. Old people should be spoken to politely ( by us). He took away the box. The box was taken away by him.含有賓語(yǔ)補(bǔ)足語(yǔ)的句子改為變動(dòng)語(yǔ)態(tài)。（賓補(bǔ)放在原來(lái)位置不變）例：We call him Xiao Ma. 主 謂 賓 賓補(bǔ)e is called Xiao Ma by us. He found the book very interesting. The book was found very interesting by him.六、沒(méi)有被動(dòng)語(yǔ)態(tài)的動(dòng)詞：1. 沒(méi)有被動(dòng)語(yǔ)態(tài)的詞， 表示狀態(tài)或特征的及物動(dòng)詞如 cost, fit, have, suit等沒(méi)有被動(dòng)形式，另外，諸如happen = take place, break out(爆發(fā))，break down(壞了) 等不及物動(dòng)詞或短語(yǔ)以及諸如result from(緣于)，belong to, consist of等只用主動(dòng)語(yǔ)態(tài)，而不用被動(dòng)語(yǔ)態(tài)不及物動(dòng)詞或動(dòng)詞短語(yǔ)無(wú)被動(dòng)語(yǔ)態(tài): appear,die ,disappear, end (vi. 結(jié)束), fail, last, lie, remain, sit, spread（傳播）, stand, come true, fall asleep, .大多數(shù)系動(dòng)詞：be , feel (摸起來(lái))，sound(聽(tīng)起來(lái))，look(看起來(lái))，smell(聞起來(lái)) taste（嘗起來(lái)）等詞無(wú)被動(dòng)語(yǔ)態(tài)，它們的主動(dòng)形式表示被動(dòng)意義。例：he skirt feels very soft. 這件裙子摸起來(lái)很柔軟。Many changes have happened in our hometown. The film lasted for 3 hours.Step 4. Practise.1. Ill be going to work on foot while my bicycle-.(a) is being repaired (b) is repaired (c) will repaired (d) has been repaired2. The radar sets-for a long time without any trouble. (a) have been running (b) have been run (c) have run (d) were running3. While the ice box-, a lot of defects were found. (a) was being examined (b) was examined (c) was examining (d) had been examined4. Do you remember-to Dr. Henry during your last visit? (a) to be introduced (b) being introduced （c）having introduced (d) to have introduced5. The book if worthy of-. (a) reading (b) read (c) having read (d) being read6. I dislike-while try to learn skiing. (a) being looked at (b) looking at (c) to look at (d) having looked at7. “Do you have any clothes-today?” my mother asked. (a) to wash (b)be washed (c) wash (d) to be washed8. Excuse me, but it is time to have your temperature-. (a) taking (b) to take (c) take (d) taken9. Let teachers words-. (a) being remembered (b) remembering (c) he remembered (d) remember10. He has come to-. (a) checked his blood pressure (b) having his blood pressure checked (c) have his blood pressure checked (d) have checked his blood pressureKeys:A A A B D A D D C CStep5 .HomeworkComplete the following sentences.1. The rhino _（study）by PeKing University.2. The African elephant _(protect) by WWF.3. The antelope _(hunt ) by people.4. The panda _(photograph) by Daisy.5. The whales _(kill) by the Japanese fishermen.6. The mice _(attack) by cats.小結(jié)：_. The fifth PeriodUseful StructuresTeaching important pointExplanation of the important sentences and difficult language points in the passage- How Daisy Learned to Help WildlifeTeaching difficult pointHow to make the students understand the language points better.How to help student master the usages of the language points.Teaching ProcedureStep 1 . GreetingStep 2 . Daily ReportStep 3 . Explanation.The whole class read the passage together and mark down the language points. And then explain the important sentences and difficult language points as follows:1. get dressed 穿上衣服 get+ p.p. get burnt/lost/ married/ hurt/broken2. in + some time表示在以后in two days 兩天后in a week 一周后3. show sb. sth. =show sth. to sb. 拿給某人看；對(duì)某人表示（友情等）She showed me her photos.= She showed her photos to me.4. prefer (prefer-preferred-preferred) vt. 更喜歡；寧愿選（而不選）A. prefer + sth. I prefer coffee. 我更喜歡咖啡。B. prefer + to do sth./ doing sth. I prefer to drink/drinking coffee. 我更喜歡喝咖啡。C. prefer + that clause (should do) She preferred that she stay at home this weekend. 她愿意本周末留在家。D. prefer (dong) A to (doing) B She prefers staying at home to going out. 他寧愿待在家里也不愿意出去。E. prefer to do A rather than do B She prefers to stay at home rather than go out. 她寧愿呆在家不出去。F. prefer sb. to do sth. We prefer you to go with me. 我們寧愿你和我一起去。5. no longer= not any longerHe no longer lives here.=He doesnt live here any longer.Step 4 . HomeworkChange the following sentences according to the example. Pay attention to the meaning of the Passive Voice.EXAMPLE: The wildlife here is under protection. The wildlife here is being protected.1. I am afraid that the road to Wolong Nature Reserve is under repair.2. How much money we should spend on endangered tigers is under discussion.3. The side effects of the new drug are under research.4. The request to buy a video for each classroom is under consideration.5. The project to make new home for pandas is under development.小結(jié)：_.The sixth Period Listening and speakingTeaching important points:Improve students ability of extensive reading.Improve students a skills of listening.Teaching