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外研版高中英语必修五教案:Module 6 The Second Period Reading


The Second Period Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语


altitude, profit, shawl, herd, skin, ban, raid, confiscate, tough, cooperation, come into fashion, get tough with b. 重点句子 Although surprised, the poachers had an advantage — there are more of them. P52 Often working at night, the poachers shoot whole herds of antelope at a time, leaving only the babies, whose wool is not worth so much. P53 The animals are skinned on the spot and the wool taken to India, where it is made into the shawls. P53 Meanwhile, in those countries where the shawls are sold, police are getting tough with the dealers. P53 2. Ability goals 能力目标 Get the students to learn about the endangered antelope and learn to predict before reading. 3. Learning ability goals 学能目标 Help the students learn how to talk about the endangered antelope and learn how to predict before reading. Teaching important points 教学重点 Get the students to grasp the main idea of the passage. Teaching difficult points 教学难点 Get the students to learn about the importance of protecting animals. Teaching methods 教学方法 Skimming, scanning, discusson. Teaching aids 教具准备 A computer and a projector. Teaching procedures & ways Step I Revision



Check the students’ homework. T: Have you think of more sentences with time adverbials? Ss: Yes. T: OK. Who volunteers to read your sentences? S1: Next week we’ll take an exam. S2: I couldn’t get through with you yesterday. S3: Last August a rainstorm hit the city. S4: Jack has turned doctor last month. T: Good! You’ve got it. Step II Pre-reading Get the students to talk about the picture on the screen to arouse their reading interest.

T: Look at the picture on the screen and tell me what it is. Ss: It ’s an antelope. T: What do you think of it? Ss: It ’s lovely and beautiful. T: Do you know anything about it? S1: It lives in the Qinghai-Tibetan plateau. S2: It is an endangered animal. S3: A couple of weeks ago I read a passage. “Tibetan antelope to be put forward as Olympic mascot” from Internet. I think as a nimble animal on the cold Qinghai-Tibet Plateau, the Tibetan antelope can symbolize the Games’ athletic spirit of competition and perseverance. Moreover “Tibetan antelope as mascot of 2008 Beijing Olympic Games” symbolizes that multitude nationalities, including 56 nationalities, live


happily in a big family. I back up Tibetan antelope as mascot of 2008 Beijing Olympic Games. S4: I’ve also read a piece of news recently. Themed “Tibetan Antelope in Hoh Xil ,Outlook for 2008”, a scientific inspection tour has concluded recently and all its members have return Golmud in safe condition. This scientific inspection was organized by the Qinghai Provincial Government. Before the work in Hoh Xil Nature Reserve, the scientific inspection team set off on June 22 and arrived at Tibetan Antelope Protection Station through Golmud for a short adaptation to the local weather. Many media organizations accompanied the inspection tour. I think this scientific inspection plays an important role in the protection of Tibetan antelope as well as in the application of Tibetan antelope bidding for the 2008 Olympics mascot. T: Do you agree with them? Ss: Yes. T: Thank you. Step III While-reading 1. Skimming Get the students to look at the picture on the top and guess what the passage is about. T: Let ’s turn to page 52 and look at the picture and guess what the passage is about. Who wants to tell us your opinions? S1: Maybe it will talk about how the poachers kill the animal. S2: It ’s likely to tell us the reasons why antelopes have been killed. S3: I think it will tell us something about how to protect the animal. S4: It is expected to talk about the conditions of antelopes in the past and at present. T: Now read the passage quickly and see if you’ve guessed it. 2. Scanning Get the students to read the passage carefully to answer the questions on the screen and then do Actitities 2, 3 and 4. T: Now go through the questions on the screen and read the passage again to find


the answers. Questions: 1. Who is Jiesang Suonandajie? 2. Why do the poachers kill the antelope? 3. What have made the things worse since the 1990s? 4. Is it still easy to trade “shahtoosh”? 5. What do you think the future of the antelope will be? T: Have you found out the answers? Ss: Yes. T: Who volunteers to answer the questions? S1: He is the nature reserve official who gave his life for the antelope. S2: Because the wool of the Tibetan antelope is the most expensive in the world. S3: In the 1990s the shawls came into fashion among rich people and Western market for shahtoosh caused a dramatic increase in antelope poaching. S5: No, it isn’t. S5: It will be protected in more effective ways and its number will continue to increase. T: You’ve got it. Now fill the form on the screen according to the numbers and dates in pairs. Sample answers: Numbers dates 1994 In 1994 Jiesang Suonandajie was killed by the cruel pochers. 50,000 By the 1990s the number of antelope has fallen to about 50,000. $5,000 A shawl from the wool can sell for $5000. 1975 The business is completely illegal ― and What they refer to



there has been a ban on the trade since 1975. 138 A police raid on a shop in London found 138 shawls. 2% About 1000 antelopes ― or 2% percent of the world population ― had been killed to make them. 3,000 Over the next ten years about 3,000 poachers were caught and 300

vehicles confiscated. 5,000 meters The volunteers are ready for the difficult conditions of life at 5,000 meters. 1997 Since 1997 the antelope population has slowly began to grow again. T: Now find the words to match the meanings on the screen. Meanings high ground Words altitude

a piece of cloth people wear on their shawl shoulders money you make when you sell profit

something. a group of animals who live or move herd together to cut the skin off an animal an order not to do something a surprising visit (especially by police) taken away hard

skin ban raid confiscate tough


working together


T: OK! Let ’s deal with some language problems. Do you have any difficulties? S1: In the sentence “Although surprised, the poachers had an advantage―there are more of them.” What structure “although surprised” belongs to? T: This structure belongs to ellipsis in adverbial clauses. It means “although the poachers were surprised”. Please complete the adverbial clauses in the following sentences. 1. If invited, I will attend her birthday party. 2. When seen from the top of the tower, the city looks more beautiful. T: Read yours please. Ss: If I’m invited... When the city is seen from the top of the tower... T: Good! Go through more sentences on the screen and complete the adverbial clauses. 1. Though frightened, he tried to keep calm. 2. Although tired of the kind of job, he had to continue to do it for money. 3. While walking along the beach, we met an old friend. 4. When questioned, he told the police everything. 5. If possible, I will try my best to help you. 6. If necessary, leave a massage to him. T: Have you finished it? Ss: Yes. T: OK. Check your answers. Read your sentences please. Ss: 1. Though he was frightened... 2. Although he was tired of the kind of job... 3. While we were walking along the beach... 4. When he was questioned... 5. If it is possible...



6. If it is necessary... T: Now examine the sentences carefully and discuss when ellipsis is used in adverbial clauses in groups. Have you drawn a conclusion? Ss: Yes. T: Good! Who volunteers to tell us yours? S1: When the subject in the clause is the same as in the main cause and “be” is included in predicate we will omit the subject and “be” like 1, 2, 3 and 4. S2: And when the subject in the clause is “it” which has no meaning and “be” is included in predicate we will omit the subject and “be” like 5 and 6. T: You are quite right. Any other questions? S3: I have another problem. In the sentence “Often working at night, the poacher shoot whole herds of antelopes at a time, leaving only the babies”, there is no subordinating conjunction in the adverbial. Does this structure also belong to ellipsis? T: No. It doesn’t belong to ellipsis. In this sentence the participle is used as an adverbial. They are two kinds of structures, but they are of the same effect. If we use a participle as an adverbial we don’t use subordinating conjunction. Clear? Ss: Yes. T: Can you give some examples? Ss: Asked to answer the question, he became very nervous. Hearing the news, he jumped with joy. T: Good! You’ve got it. 3. Passage Analyzing Use some questions to guide the students to do some passage analyzing. T: Now discuss the questions on the screen with your partner. 1. What ’s the writing style of the passage? What do you think of it? 2. How many paragraphs can we divide the passage into? 3. What’s the characteristic of the passage? 4. What ’s the main idea of the passage? 5. What ’s the writing purpose of the passage? T: Have you finished your discussion?


Ss: Yes. T: What style do you think the text belongs to? Ss: Flashback. T: What do you think of the writing style? S1: It can attract the readers’ attention by narrating something important first. T: How many paragraphs can we divide it into? S2: I think each natural paragraph is a separate paragraph, so it can be divided into five paragraphs. In paragraph 1, the writer first relates why Jiesang Suonandajie died to arouse the readers’ interest in reading the passage. As to Paragraph 2, 3, 4 and 5 the writer relates why the number of the antelope was reduced, why and how the poachers killed the animal, and how the Chinese government helped to protect the animal and the improvement of the present situation by quoting many numbers and dates which make its presentation quite convincing. T: I agree with you. But who volunteers to tell me the characteristics of the passage? S3: And its arrangement is proper and its presentation is clear. T: Good. What ’s the main idea of the passage? S4: The writer tells us some facts about the endangered antelope to make us realize the importance of protecting animals. T: What ’s the writing purpose? S5: By telling us some facts about the endangered antelope, the writer wants to promote the readers’ awareness of protecting the antelope and other animals. T: You’ve done a very great job! Step IV Post-reading Get the students to discuss and answer the questions on the screen. T: Go through the questions on the screen and discuss them in groups. 1. What do we learn from the text? 2. Why do we have to prevent the animals from dying out? 3. What can we do to help the animals? A few minutes later. T: Who’d like to answer the questions?


S1: Everybody should try to protect the animals and other species so that we can live a better life and have a bright future. S2: Because all living things are living together in an ecosystem where each species has a specific function. Some plants provide a good environment for animals, and the animals may in turn help the plants by adding nutrients. That is to say, animals eat the plants and animals help the plants reproduce. We human-beings mainly live on plants and animals. They are our food, medicine and so on. If a species die out, it will break the balance of nature and affect the other living things including human beings. So we have to prevent the animals from dying out. In other words, to protect animals and other species is to protect ourselves. S3: We can help the animals in many different ways. a) Plant more trees instead of cutting down them. b) Don’t kill too many animals. c) Protect their habitat. d) Build fewer new roads. e) Build more animal reserves. f) Open more national parks. g) Cut pollution. h) Repair the damage we have done. i) Protect animals in danger by law. T: Terrific! Step V Homework 1. Retell the text. You may refer to the numbers, dates and the information in the form on the screen. 2. Find out more endangered animals in China in your school library or on the Internet. Get as much information as you can.



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