UNIT4WildlifeprotectionMiludeerSouthChinatigerSouthChinatigerTeachingAims：a.Vocabularyinthisunit:thewordsandexpressionslistedonthestudent’sbook.b.Improvethelanguageskills:listening,speaking,reading,writingc.Learntousesomeusefulstructuresandcanexpressintentions&purposesandmakeapologiesd.Grammar:ThePresentProgressivePassiveVoiceTeachingplan:PeriodOneReading()ⅠPeriodTwoReading()ⅡPeriodThreeLanguageStudyandGrammarPeriodFourUsinglanguagePeriodFiveSpeakingandWritingPeriodSixExercisesandtestPeriodOneReading()ⅠTeachingaim:Improvetheirreadingskills,learnsomenewwordsandexpressionsaboutthetext.Theimportanceofthisperiod:Somenewwordsandsentencestructures.Thedifficultyofthisperiod:ReadingcomprehensionTeachingaid:SlidprojectorTeachingmethod:task-basedlearningTeachingsteps:Stepone:Warmingup.Steptwo:Fast-readingStepthree:ListentothetapeStepfour:ReadthetextaloudStepfive:HomeworkStepone:Warmingup.Readthereportandanswerthequestions:1.whatproblemsaresomewildanimalsinChinafacing?2.WhathasChinadonetosolvetheproblem?3.HowhavethingschangedsinceChinatookactiontoprotectwildanimals?1.TheproblemthepandasfaceinChinaisthattheydonothaveenoughfoodbecauseofthelossofbamboogrowingareas.2.Tosolvethisproblem,ChinahassetupaprotectionzoneinSichuanProvinceforthepandas.ItiscalledWoLongNatureReserve.3.Thenumberofpandashasrisenfromveryfewtoaround70afterthegrowthofbambooareasforthepandas.Reserve1.保留Theseseatsarereservedforspicialguests2.预定，保留reservetickets,rooms,couchettes3。Inreserve储备，留以备用FundskeptinreserveSteptwo:Fast-readingReadthetextquicklyandsilentlyandgetthemainideaofthetext.andtelluswhateachparagraphmainlytalkabout.paragraph1DaisyvisitedTibetwhereantelopeshavebeenover-hunted.paragraph2-3DaisyvisitedZimbabwewhereelephantshavebeenover-huntedparagraph4-5Daisyvisitedarainforestwhichneedstobeprotected.Stepthree:ListentothetapeListentothetape,andpayattentiontothepronunciationandintonation.andanswerthequestions:1.WhoishuntingandkillingtheTibetanantelope?2.Whyarewehumanspartoftheproblem?3.HowdidlifeimproveforthefarmersinZimbabwe?4.Howdiditimprovefortheanimals?Stepfour:ReadthetextaloudAskthestudentstoreadthetextaloudtounderstandthepassagefurther.Stepfive:HomeworkTorecitepartofthepassage.PeriodTwoReading()ⅡTeachingaim:Tolearnusefulwordsandexpressionsaboutthetext.Theimportanceofthisperiod:Somenewwordsandsentencestructures.Thedifficultyofthisperiod:ReadingcomprehensionTeachingaid:SlidprojectorTeachingmethod:task-basedlearningTeachingsteps:Stepone:HaveadictationSteptwo:LanguagepointsStepthree:ConsolidationStepfour:ExercisesStepfive:HomeworkStepone:Haveadictationstomachapplysuggestrubprotect…from…mosquitoaffectpayattentiontopowerfulcontainSteptwo:LanguagepointsReadthetextagainandpickoutthewordstheyareunsureof.1.Stomach1.haveastomachfor2.haveaweak/strongstomachOnone’sstomachTurnsb’stomachHaveastomachache/headache/toothache/throatache2.Apply1.applytosbforsth2.apply---to3.applyto4appliedAppliedchemistry3.Suggest1.suggeststh/sthtoab/doing/sb’sdoing/thatsb(should)doSuggestionSugeststhtosb/explainsthtosb4.Contain1.Hisclassmates,includingTom2.Hisclassmates,Tomincluded3.Thebottlecontainswater4.holdConsistofUKconsistofGreatBritainandNorhternIrelandStepthree:ConsolidationAllowthestudentssometimetoconsolidatewhatwelearned.Stepfour:ExercisesDosomeexercisestopractisethelanguagepoints.Stepfive:HomeworkFinish...
