At the end of class, students will be able to:

1. know some basic information about the endangered animals, wildlife situation and protection.

2. catch the main idea of the passage.

3. understand the importance of the wildlife protection and be more active in helping wildlife. 4、教学重点、难点分析 Teaching Key Points:

1. Enhance students' reading skills in the passage.

2. Encourage students to voice their opinions.

Teaching Difficult Points:

1. How to understand the passage better.

2. How to express opinions in English. 5、教学过程设计 Step 1 Lead-in ( 5min)

1. Play the video Dream, which is related to wildlife protection and know something about living situation of wildlife.

2. Brainstorming: Do you know any other endangered animals?

【设计意图】 通过播放与野生动植物保护的视频，让学生从中了解到野生动植物的生存现状，唤醒其保护野生动植物的意识。后再通过头脑风暴的形式，活跃思维，以便于接下来的课文阅读和理解。

T：From the video, we know that lots of animals are being killed, then, they become

S: Milu Deer./ South China Tiger./ Lion./ antelope./ Rhino./ Panda./ Golden Monkey...

T: Good job! All of them are endangered animals, and do you think what we should do when we talk about them?

S: We should protect them!

T: That's right.

Step 2 Reading ( 26min)

Task 1: Catch the basic messages.

【设计意图】 通过课前预习，让学生回答本篇记叙文中的所涉及的基本信息，在检查预习情况的同时，也使学生对文章形成初步印象。

T: You have previewed the passage before, now please tell me some basic message in it.

S: Daisy!

T: Good! And what does she do?

S: She tried her best to help wildlife.

T: Well, and we know that Daisy went to three different places, what are they?

S: Tibet, Zimbabwe and rainforest.

Task 2: Read the passage again and match the main idea of each part.

【设计意图】 阅读课文，通过连线题弄清课文的框架结构和每部分的课文大意，使学生对文章的主体内容有所把握，为接下来的精读课文做好铺垫。

T: Excellent! After reading, we can divide the whole passage into three parts. Part 1 is the 1st

paragraph, Part 2 is the 2nd paragraph and Part 3 is paragraph 3 and 4. Now I hope you read

the passage again, then match the main idea of each part. Try your best and just do it!

T: Let's check the answers together.

S1: Part 1 is about why we need wildlife protection.

S2: Part 2 is about a good example of wildlife protection.

S3: Part 3 is about what we can get from wildlife protection.

Task 3: Read each part and finish the mind map.

【设计意图】 通过小组合作和独立作业的方式，借助思维导图（学生可参考书本27页的表格），让学生对文章的各部分进行精读并按要求找出有关信息。此环节旨在训练学生的自主思维，培养学生的合作意识，老师将以文章第一部分做示范，带领学生进行精读，后由学生及其小组自行完成。

T: We know that Daisy went to three different stops. The first stop is Tibet. What' s her

purpose to go there?

S: To see some endangered animals.

T: Well, and what animal did she meet?

S: Antelope.

T: From the antelope, what did Daisy know about the situation and result?

S: Antelope is being killed for the wool under its stomach and their numbers are decreasing rapidly.

T: Pretty good! Now work in groups to find out the related messages in the second and third stop.

Task 4: Make a summary about the whole passage.

【设计意图】 通过图表的形式对文章进行总结，同时为课后讨论进行铺垫。

T: Now, we have learned the whole passage, any volunteer to make a summary?

S: Daisy went to three places, they are Tibet, Zimbabwe and the rainforest. In Tibet, she

met an antelope, it told her something about the problem that endangered animals

and Daisy decided to help them. Then, Daisy went to Zimbabwe, she found some good

ways to protect wildlife. The last stop, Daisy went to the rainforest, there, she realized

some different or special ways to protect them.

T: Great! So we know that the first part of the passage is about the problem, and the second

part is about some ways, the last part is the development. That's the structure of the whole

passage.

Step 3 Post reading ( 12min)

The teacher asks the students to have a discussion in groups about the following topic.

Topic: As a student, what can we do to protect the wildlife?

The students compete to list the measures on the blackboard.

【设计意图】 让学生对 "What can we do to protect the wildlife"进行讨论并以动词短语呈现，老师通过PPT给予一定提示。后通过竞赛的形式，锻炼学生的小组合作和综合语言运用能力，同时也为课后的写作搭建支架。

T: After reading, we got some ways to protect wildlife from the passage, besides that, what

else can we do to protect them? Discuss with your teammates and then we will have a

competition. Here are some words and pictures for you. Look at the screen, there's an

example for you.

Step 4 Homework ( 2min)

　　Write down the letter to WWF, talks about "what can we do to protect the wildlife"

【设计意图】 结合课后讨论的话题进行写作，促使学生对课堂所学知识进行复习并完成输出步骤，训练学生的写作能力。