Book5 Module6 Reading and vocabulary
Saving the antelopes

Teaching goals:
1. Language knowledge goals:
1)Key words: endanger, antelope, poacher,illegal, confiscate,ideal
2)Key phrases: give one’s life to, on the spot, come into fashion, raid on, get tough with sb
3)Key sentence patterns:
Although surprised, the poachers had an advantage—there were more of them.
Often working at night, the poachers shoot whole herds of antelopes at a time, leaving only the babies,whose wool is not worth so much.
2. Language skill goals:
a. To know sth about the endangered antelopes.
b.To improve the students’ reading ability.
c. Enable the students talk about how to protect animals
3.Emotional attitude goals:
a.Cultivate the students’ awareness of loving animals and the nature as well as protecting the environment. Also encourage the students to take an active part in social practice and exploration.
b.Guide the students to learn how to cooperate with others
c.Help the students further enhance the ability of self-study
4. Learning Strategy goals:
Train students’ cognition strategy, regulation strategy, communication strategy, resource strategy, self-learning strategy, and cooperativelearning strategies through cooperative discussions, games, contests, and other forms of activities.
Teaching important points:
a. key sentence patterns: Although surprised(V-ed as adverbial), leaving only the babies(V-ing as adverbial of result)
b.key topics: How to protect animals in danger
Teaching difficult points:
a.Improve the students’reading ability ,simultaneously train the students to capture the key sentence and seize the key information.
b. Get students to talk about “What I have learnt from this passage” and “How can we protect the animals” through group cooperation.
Teaching methods:
Task-based teaching methods, reading, pair or group work, discussion.
Teaching aids:
A multi-media computer& a tape recorder& a blackboard
Teaching procedures:
Step1.Presentation
I. Four students in a group to list the animals they ever knew .Ask them to say sth about the animals' speciality.( have a competition to see which group can list the most words with the limited time)
II. Ask students which animals are in danger , then show some pictures of giant panda, siberian tiger, ibis, antelope, red wolf
III. Students talk about the reasons why many kinds of wild animals are in danger.(group work)
IV. Students work in pairs to make an interview (In this pair-work activity, students will use an interview format to practise talking about animals and animal protection.)
Questions:1. Have you ever read or heard of the Tibetan antelopes?
2. How much do you know about it?
Step2．New Words
Teacher shows the English definitions of new words and then asks them to guess the Chinese meanings of the words.
Step3. Listening
Listen to the tape and answer the questions. Books closed.
1.Who is Jiesang Suonandajie?
2.Why do the poachers kill the antelope?
3.What have made the things worse since the 1990s?
4.What do you think the future of the antelope will be?
Step4. Fast reading
I. Decide if these sentences are true (T) of false (F).
1.A large number of antelopes have been killed for their meat.
2.The business of antelope wool is illegal but it is easy to be stopped.
3.The Chinese government began to take an active part in protecting the antelopes.
4.Little progress has been made in protecting the antelopes.
II. Do activity2 on P52.Choose the best answer for each question.
Step5.Careful reading
I.Summarize the main idea for each paragraph.(pair work)
II. Find out the difficult sentences and language points by themselves, then put forward any questions if they have and solve them together.
III.
生词表: