Unit4WildlifeProtectionWarmingUp,Pre-readingandReading1.Teachingimportantpoints:A.Helpstudentsunderstandthepassagebetter.B.Trainstudents’readingskills.C.Learnmoreaboutthewildlifeprotection.2.Teachingdifficultpoints:A.Howtohelpstudentsimprovetheirreadingskillsandunderstandthepassagefully.B.Howtoletstudentslearntheimportancewaysofprotectingwildlife.3.ProcedureStep1.GreetingStep2.DailyReportStep3.Warmingup1.ShowavideoaboutWWF.2.Askstudentswhatanimalsaretheycanseeinthevideoandfindouttheendangeredanimals.3.Askstudentswhytheanimalsareendangered.4.Let’slistentosomeanimalsnews:A.Dolphin:Lastnight,alittledolphin’sdeadbodywasfoundononecoastinHongkong.Peoplethinkitdiedfromhungerbecauseitcouldnotfindanyfoodinthedirtysea…B.Antelopes:TheCanadiangovernmentannouncedlastweekthatmoreandmoreantelopesinthewildlifeparkdiedinRoad-kills.5.Askstudentswhytheanimalsmentionedaboveareendangered.6.Givethem3to5minutestodiscussinpairandtheninvitesomeofthemtogivetheiropinions.Andshowsomeofmyownopinionbelow:killedbytheenemiesinthenaturenotenoughfoodnotenoughplacetoliveinthelivingenvironmentisworseandworsehuntedbyhumanbeingsatenbypeople7.TalkaboutthewildlifeProtection①Panda:Problem:Noenoughfood;lossofbamboogrowingareasImprovement:Thereareabout70afterbambooareassetuptohelpthemgrowHomeinChina:WolongNatureReserve,SichuanProvince②Miludeer:Problem:DisappearedinChinaImprovement:About500afterbeingbroughtbackfromUK.HomeinChina:NanhaiziMiluParkinBeijing③SouthChinatiger:Problem:toomuchhuntinginthe1950sImprovement:About30–60afterbeingleftinpeacewithnohuntingHomeinChina:BaishanzuNationalNaturalProtectionZone,inZhejiangProvinceStep4.Reading–HowDaisyLearnedtoProtectWildlife1.Showsomepicturesofthethingsappearinthetext,andaskstudentstoreadaloudthem.(Daisy,sweater,mosquito,rhino,antelope,money,monkey,elephant,flyingchair)2.Listentothetapeparagraphbyparagraph,andfindouttheanswerstothequestionsbelow:Paragraph1:WhichplacedidDaisyarrivein?(Tibet)WhodidDaisytalkto?(Tibetanantelopes)Whatdidtheytalkabout?(Tibetanantelopeswerekilledforwool.)Paragraph2:WhichplacedidDaisyarrivein?(Zimbabwe)WhodidDaisytalkto?(AnAfricanelephant)Whatdidtheytalkabout?(Elephantsandrhinoswerebecomingendangered.)Paragraph3:WhichplacedidDaisyarrivein?(Thickrainforest)WhodidDaisytalkto?(Amonkey)Whatdidtheytalkabout?(Apowerfuldrugaffectsmosquitoes.)3.Readthepassagesilentlyagain,andthetrytofinishtheTrueorFalseexercisesthatareshowedonthescreen.①DaisysawanantelopeaswellasmountainsandpeopleinTibet.(T)②TheantelopefeltverysadandhappywhenhesawDaisy.(T)③Antelopeswerekilledfortheskinthatistakenfromundertheirstomachs.(F)④TheelephantsandrhinosinZimbabweusedtobeprotectedwellbythefarmersinthepast.(F)⑤Mosquitoesprotectthemonkeyfromamillipedeinsect.(F)4.Putthefollowingsentencesintherightorder:①Inthedream,sheflewinawonderfulchairtotalkwithanantelopeinTibet.(2)②Later,sheflewtoZimbabweandtalkedwithanelephantandknewthefarmersnolongerhuntedthem.(4)③Althoughfinallyeverythingwasgone,shehadlearnedsomuchaboutthewildlife!(7)④Theantelopetoldhertheywerehuntedbecausetheirfurcouldbeusedtomakesweaters.(3)⑤Atlastshearrivedatthethickrainforest(6)⑥Oneday,Daisydreamedastrangedream.(1)⑦That’sbecausethegovernmentdecidedtohelpandthefarmersmadealotofmoneyatlast.(5)Step5.Homework1.Finishthetranslationexerciseonp642.FinishEx21-35onEnglishWeekly15th小结：本节课将warmingup和阅读理解整合在一起。Warmingup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。TRUEORFLASE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。
