2018届外研版必修5一轮复习：Module6AnimalsinDanger单元教案（40页）

2018届外研版必修5一轮复习：Module6AnimalsinDanger单元教案（40页）

Module 6 Animals in Danger I.‎‎ 模块教学目标 技能目标Skill Goals ‎ ‎▲ Talk about endangered animals ‎▲ Practice expressing concern ‎▲ Review attributive clauses ‎▲ Make a survey of endangered species in China II. 目标语言 功 能 句 式 Expressing concern It’s really upsetting.‎ I’m concerned about ...‎ I’m very worried ...‎ I think we should do more ...‎ 词 汇 ‎1.四会词汇 antelope, attention, base, bald, branch, butterfly, deer, eagle, focus, illegal, insect, mammal, panda, primary, reptile, sensitive, skin, spot, tough, union, wolf, wool ‎2. 认读词汇 ‎ protect, battle, herd, worth, raid, condition, meanwhile, dealer, aim, involve, live, lay, wonder, brink, extinction, initial, continent, energy, waste, monitor ‎3. 词组 ‎ be concerned about, feed on, stand for, set up ‎4. 重点词汇 conservation, endangered, extinct, habitat, profit, reserve, species, struggle, survival, wild, wildlife 语 法 Review attributive clauses The poachers leave only the babies, whose wool is not worth much.‎ The wool is taken to India, where it is made into the shawls.‎ Sometimes there are gunfights, like the one in which Jiesang Suonandajie was killed.‎ It is soft, light, and warm — the ideal coat for an animal which has to survive at high altitudes.‎ Officials who work in the reserve are helped by volunteers who come from all over the country.‎ 重 点 句 子 ‎1. Although surprised, the poachers had an advantage — there are more of them. ‎ ‎2. 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. ‎ ‎3. The animals are skinned on the spot and the wool taken to India, where it is made into the shawls. ‎ ‎4. The business is completely illegal — there has been a ban on the trade in 1975. ‎ ‎5. But in the 1990s the shawls came into fashion among rich people. ‎ ‎6. Meanwhile, in those countries where the shawls are sold, police are getting tough with the dealers. ‎ ‎7. The WWF believes that our world has a future only if people learn to conserve nature and not waste energy. ‎ ‎8. For fifteen years WWF China staff had been based in Switzerland but came to China to monitor the project. ‎ III. 教材分析与教材重组 ‎ 1. 教材分析 ‎ 本模块以Animals in Danger为话题，使学生了解一些濒临灭绝的动物及它们的现状，培养学生保护动物的意识，并使学生掌握一些动物名称及相关的词汇，学会谈论、描述濒临灭绝的动物，学会写调查报告。‎ ‎ 1.1 INTRODUCTION部分，介绍了西伯利亚老虎的现状，从而引出本模块的话题。要求学生就一幅老虎图片进行讨论，简单列出动物濒临灭绝的原因。同时学习一些新词汇，为阅读、写作等活动打基础。‎ ‎ 1.2 READING部分介绍了藏羚羊濒临灭绝的原因以及采取的一些保护措施。学生除了学习新词汇、训练阅读技巧外，对动物保护有了更深刻的认识。‎ ‎ 1.3 GRAMMER设置了5个练习，让学生学习定语从句以及关系代词、关系副词的用法。‎ ‎ 1.4 VOCABULARY AND LISTENING是让学生学习一些不同种类动物的名称，并用所学词汇对该动物种类进行描述。通过有关中心话题的材料训练学生的听力，要求学生听懂材料的主要意思。‎ ‎ 1.5 FUNCTION学习一些表达担心、忧虑的句式。‎ ‎ 1.6 SPEAKING是让学生就本模块的中心话题展开讨论，并练习使用所学词汇与句式。‎ ‎ 1.7 EVERYDAY ENGLISH的内容是通过设置的选择题让学生练习、掌握一些短语的用法。‎ ‎ 1.8 READING AND WRITING对四种濒临灭绝的动物作了简介，要求在读后参照例文进行写作练习。‎ ‎ 1.9 CULTURAL CORNER介绍了WWF这一组织以及同中国的合作情况，通过阅读不仅使学生了解了WWF及其在保护动物方面所做的努力，而且丰富了学生的相关知识。‎ ‎1.10 TASK 要求学生在网上查询中国濒临灭绝物种的情况，并选择一种写出调查报告。这一部分不仅使学生了解了中国濒临灭绝的物种，而且学会写调查报告。‎ ‎2. 教材重组 ‎ 2.1 从训练目的上看INTRODUCTION，FUNCTION，SPEAKING和EVERYDAY ENGLISH 相一致，可将这几部分整合在一起上一节“口语课”。‎ ‎ 2.2 将READING部分设计成一节“精读课”。‎ ‎ 2.3 将READING AND WRITING 和TASK 整合在一起上一节“写作课”。‎ ‎ 2.4 将CULTURAL CORNER和WORKBOOK中的Reading整合在一起上一节“泛读课”。‎ ‎ 2.5 将VOCABULARY AND LISTENING中的词汇部分、GRAMMAR以及WORKBOOK中的Vocabulary，Grammar整合在一起上一节“语言学习课”。‎ ‎ 2.6 将VOCABULARY AND LISTENING中的听力部分和WORKBOOK中的Listening and speaking以及Speaking and writing整合在一起上一节“综合课”。‎ ‎ 3. 课型设计和课时分配（根据对教材和学情的分析，本单元可分六课时。）‎ ‎ 1st Period Speaking ‎ 2nd Period ‎Reading ‎ 3rd Period Writing ‎ 4th Period Extensive ‎Reading ‎ 5th Period Language Study ‎ 6th Period Integrating Skills IV. 分课时教案 The First Period Speaking Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇和短语 conservation, endangered, extinct, habitat, profit, reserve, species, struggle, survival, wild, wildlife, go for someone, keep an eye on, a terrible din b. 交际用语 It’s really upsetting...‎ I’m concerned about...‎ I think we should do more...‎ I’m very worried...‎ ‎2. Ability goals 能力目标 Get the students to talk about endangered animals and express their concern.‎ ‎3. Learning ability goals 学能目标 Help the students to learn how to talk about endangered animals and express their concern.‎ Teaching important points教学重点 Get the students to talk about Siberian Tiger and the reasons why animals are ‎ endangered.‎ Teaching difficult points教学难点 Get the students to learn to express their concern about the endangered animals with the useful expressions.‎ Teaching methods 教学方法 Talking and discussion.‎ Teaching aids 教具准备 A computer and a projector.‎ Teaching procedures & ways 教学过程与方式 Step I Introduction Show different pictures of tigers to arouse the students’ interest, and then get the students to talk about tigers and do the activities.‎ T: Girls and boys, look! What are on the screen?‎ ‎ ‎ Ss: Tigers. ‎ T: What do you think of them?‎ Ss: They are beautiful and lovely.‎ T: Who volunteers to tell us something about this kind of animal in our country?‎ S1: There are mainly three kinds of tigers native to China. They are the Siberian tiger, the South China tiger and the Bengalese tiger.‎ S2: And do they belong to the cat family.‎ T: You are quite right. But which kind of the tigers is the largest?‎ S3: The Siberian tiger is the largest living cat in the world.‎ T: Why did you say so?‎ S3: Because Siberian tigers can be 9 to 12 feet long (from head to the tip of their tail) and are about 3 and 1/2 feet tall. Female tigers are somewhat smaller than the male tigers, and they can weigh between 400 to 650 pounds.‎ S4: It is said that they need to eat about 20 pounds of meat a day to stay alive in the cold climates. It can consume up to 200 pounds of meat a day. ‎ S5: In the harsh Siberian winter the tiger’s coat will lose some of its color. The winter coat doesn’t have the red stripes of tigers from warmer climates. The white coat also helps to camouflage it in the snow. It also grows a longer and thicker coat than other tigers to help it survive the cold weather. ‎ S6: Siberian tigers mostly live in eastern Russia and some are found in north eastern China and North Korea. Even though there have been many wars, the Siberia tigers are still alive.‎ S7: The Siberian tiger is endangered and almost extinct now. At the beginning of the century, there were about one hundred thousand wild tigers. But at present there are only (estimated) three hundred and sixty to four hundred and six in the wild; four hundred ninety are held in zoo conservation programs. ‎ S8: They are in danger because people hunt them. People in China use different parts of their body for medicine to cure diseases. They use weird parts of their body like their brains, eyes and tails. They are also being killed because they sell their bones, whiskers and other parts for money.‎ S9: Another threat is the habitat loss. They are losing their habitat because people keep cutting down trees and there isn’t enough land for them. People also kill tigers to protect themselves and their livestock.‎ T: Very good! You know much more than I. But who can explain “animals in danger” to the class?‎ S10: I think animals’ extinction is natural according to Darwin’s theory. But if the speed of the animals’ extinction is too fast, we can say they are in danger. ‎ T: You’ve got it. Do you know the reasons why many animals are in danger?‎ S11: Most of the reasons are related to human activities.‎ T: You are quite right. Man is really playing an important part. Can you list some of them?‎ Ss: 1. They are killed for body parts or food.‎ ‎2. People want them for pets.‎ ‎3. People have moved into their habitat.‎ ‎4. They are killed by pollution.‎ ‎5. They are also killed by climate change.‎ T: Very good! Now work in groups to discuss what the most important reason is according to the list on the screen.‎ A few minutes later.‎ T: What’s your opinion?‎ Ss: We think No. 1 is the most important reason.‎ T: Maybe you are right. But who can give us some examples?‎ S12: African elephants have been hunted for their tusks for a long time. The so-called “ivory” was used as a source of all kinds of ornaments.‎ S13: Here I have another example. The snow leopard is one of the most beautiful of the big cats and for many years the main threat to the species is hunting for its fur.‎ T: OK. Read the passage on page 51 and discuss the question: What can we do to help the animals in their struggle for survival?‎ After reading and discussing.‎ T: Who volunteers to tell us your opinions?‎ S14: We can save them by writing a letter to the government, starting a petition to make laws or take some other measures to save the animals.‎ S15: We can join some Animal Conservation Organizations to help to protect them.‎ S16: I can do little now but in the future I can save them by adopting an animal from a zoo or making a donation to an Animal Conservation Organization.‎ T: Good! Everybody can make a difference if we have a try. Now read the passage again to find the words to match the meanings in the form on the screen. After a few minutes, check the answers together.‎ Sample answers:‎ Meanings Words a type of animal or plant species the place where animal lives naturally habitat protection, especially natural things conservation in danger endangered a fight which lasts a long time struggle an area of land where animals are protected reserve dead (for a species, not a single animal)‎ extinct continue to live survival living in a natural state, away from people wild wild animal wildlife Step II Practice Get the students to learn the useful expressions by practice.‎ T: Turn to page 57 and do Activity ‎1 in FUNCTION. Which one did you choose?‎ Ss: No 3.‎ T: Yes, You are quite right. Which are more or less formal than the example?‎ Ss: No 1 and No 3.‎ T: Now do Activity 2. Who’d like to read yours?‎ S1: I’m concerned about the milu deer.‎ S2: I’m concerned about the South China tigers.‎ S3: I’m worried about the fishes in the East‎ ‎Sea.‎ S4: We really should do more to the bird species.‎ S5: I think we really should do more to Asian bears.‎ S6: I’m worried about the wild horses in Inner Mongolia.‎ T: Well done! Now you’ve learnt some useful structures to express concern. Let’s do more practice.‎ Step III Speaking Get the students to talk about animals in danger with the useful expressions on page 57.‎ T: Work in groups. Follow the steps in Activity 1 of SPEAKING and talk about an ‎ animal in danger. ‎ A sample discussion:‎ S1: We are concerned about the future of the snow leopard. The snow leopard is one of the most beautiful big cats and for many years the main threat to the species was hunting for its fur. The fur trade has decreased internationally in recent years, but other threats have manifested themselves and the species is still threatened.‎ S2: I’m worried about the threats to them. One threat is that herders are increasingly moving their flocks into snow leopard territory and exhausting the local grazing. This affects the snow leopard in two ways. First, domestic livestock compete with wild sheep and goats for scarce grazing. This pushes the wild prey away to other areas. Snow leopards are territorial and if their natural prey is replaced by domestic livestock they will kill them instead. This leads to the second consequence: herders will kill snow leopards in retaliation for killing their animals.‎ S3: It’s really upsetting. Another threat is large-scale poisoning of small mammal populations. This has not only affected snow leopards, but also the other predators which feed on them.‎ S4: Recent reports indicate that the snow leopard has been killed for its bones. These are used in Traditional Chinese Medicine (TCM) as substitutes for tiger bones. The plight of the tiger is well-known and its bones are banned from international trade. The trade in snow leopard and clouded leopard bones has flourished while the spotlight of publicity has focused on the higher-profile tigers. ‎ S5: I think we should do more to protect snow leopards. First WWF should have projects in the countries where snow leopards can be found in order to help fund anti-poaching patrols (as WWF has so successfully pioneered for Siberian tigers) in Mongolia, education program and a field study manual in Nepal, and surveys and a public awareness program in Pakistan.‎ S6: I think the local government should be involved in implementing the Snow Leopard Survival Strategy. This will guide snow leopard conservation for years to come and relies upon integrating the needs of local people with those of snow leopards. Activities within the strategy include anti-poaching patrols, compensation ‎ schemes (in which the whole village pays into a fund and any money accrued after a period of time is paid back to each villager as a “dividend”) and repair of corrals. These are stone shelters in which livestock are kept at night. By making them “predator-proof”, snow leopards will not be able to get in and kill the livestock.‎ S7: My opinion is that the snow leopard, in common with all the big cats, should be listed on Appendix 1 of the Convention on International Trade in Endangered Species (CITES), which is the highest international protection currently available. ‎ S8: It can also be protected by laws. I hope more laws should be made in the countries involved according to their different threats such as punishing the poachers seriously, banning on poisoning small mammals .We believe that only by involving local communities in conservation strategies can we hope to secure a long-term future for this most beautiful of big cats.‎ Step IV Everyday English Get the students to do the activity of EVERYDAY ENGLISH and remember the phrases. ‎ T: Please choose the correct meanings in EVERYDAY ENGLISH. Then make sentences with the phrases. Who volunteers to report your sentences?‎ S: I will have a try.‎ ‎1. She worked and kept an eye on the sick child at the same time.‎ ‎2. I could not hear her above the terrible din of the crowd.‎ ‎3. He went for me with a dagger.‎ ‎4. It is a pity to spoil their fun.‎ Step V Homework ‎1. Read Learning to learn on page 57 and think of more sentences with time adverbials and practice changing their position.‎ ‎2. Preview the reading.‎ The Second Period ‎Reading 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. ‎ 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. ‎ The animals are skinned on the spot and the wool taken to India, where it is made into the shawls. ‎ Meanwhile, in those countries where the shawls are sold, police are getting tough with the dealers. ‎ ‎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, discussion.‎ Teaching aids 教具准备 A computer and a projector.‎ Teaching procedures & ways 教学过程与方式 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 Activities 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 and dates What they refer to ‎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 ― 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 Words high ground altitude a piece of cloth people wear on their shoulders shawl money you make when you sell something.‎ profit a group of animals who live or move together herd to cut the skin off an animal skin an order not to do something ban a surprising visit (especially by police)‎ raid taken away confiscate hard tough working together co-operation 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.‎ The Third Period Writing Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇和短语 Blue Whale, North Bald Ibis, African Elephant, on the brink of b. 重点句子 ‎ It is the world’s biggest land animal. ‎ It can be found in parts of Siberia and the northeast of China.‎ They feed mostly on insects and small reptiles, but also eat fish and frogs.‎ ‎2. Ability goals 能力目标 Enable the students to learn to describe animals and think of ways to protect the endangered ones.‎ ‎3. Learning ability goals 学能目标 Help the students to learn how to describe animals and how to protect the endangered ones.‎ Teaching important points教学重点 Enable the students to learn how to describe animals and its habitat.‎ Teaching difficult points教学难点 Enable the students to think of ways in which we can help animals.‎ Teaching methods 教学方法 Reading‎, writing and presenting.‎ Teaching aids 教具准备 ‎ A computer and a projector.‎ Teaching procedures & ways 教学过程与方式 Step I Revision ‎ Check the students’ homework.‎ T: Who wants to retell the text?‎ Some students will do it.‎ T: Good. Have you got some information about endangered animals?‎ Ss: Yes. ‎ T: OK. Now fill the form on the screen using your information.‎ Possible answers:‎ Animals Why in danger Ibex being hunted for food; their habitat being destroyed Yangtze alligator Over-killed；environment pollution China‎ goral their habitat destroyed; over-killed for food Clouded leopard hunted for trade, medicine and food; their habitat destroyed Malayan pangolin hunted for trade, medicine and food; their habitat destroyed Stump-tail macaque their habitat destroyed; over-killed Red wolf over-killed; their habitat destroyed South China‎ tiger over-killed; their habitat destroyed Step II Reading and Writing Get the students to match the sentences with the animals according to the table and then describe the other animals after the example.‎ T: Now Turn to page 58, read the table and match the sentences with the animals. Have you finished it?‎ Ss: Yes.‎ T: What is your answer in a complete sentence?‎ Ss: ‎ ‎1. African Elephant is the world’s biggest land animal; a fully grown adult can weigh five tons.‎ ‎2. Siberian Tiger can be found in parts of Siberia and northeast China.‎ ‎3. Northern Bald Ibis feed mostly on insects and small reptiles, but also eat fish and frogs.‎ ‎4. The population of Blue Whale is supposed to be less than 5,000; some experts believe the figure could be nearer 2,000. ‎ T: You are quite right. Let’s read the description of the Siberian Tiger and then write a similar description of another animal in the table. ‎ Sample answers:‎ S1: Blue Whale is the biggest animal in the world. It weighs more than 100 tons. It can be only found in oceans, especially in the Arctic and the Antarctic Waters. It preys on plankton, a kind of small micro-organism. The main threat to it is hunting for its oil and meat. Today the animal is almost extinct. It is said less than 5,000 are still alive. Maybe the total population is no more than 2,000.‎ S2: African Elephant is the world’s biggest land animal, which weighs about 5 tons. Its habitats are mainly in forests, river valleys and semi-desert south of Sahara ‎Desert ‎ in Africa. It feeds on plants such as grass, leaves, fruit and so on. African elephants have been hunted for their tusks for a long time. The so called “ivory” was used as a source of all kinds of ornaments. There were about 1.3 million of them in 1980, but now it has fallen to 400,000. ‎ S3: Northern Bald Ibis is a large black bird which is famous for its long red peak. It mainly lives in Morocco and some other coastal areas. Many kinds of animals such as insects, small reptiles, even frogs and fishes fall prey to it. What has made it on the brink of extinction is still a puzzle. Some experts believe it’s owing to the nature itself. Only 200 — 300 can be found now. People in Middle East are said to have seen the birds recently.‎ T: You’ve done very well!‎ Step III Task ‎ Get the students to choose an animal to describe it according to the instructions.‎ T: From your homework I can see that you’ve got much information about endangered species in China. Now choose one of them to describe it and its habitat, explain why it is in danger, tell how many are left and say what we can do to help them.‎ T: Have you finished it?‎ Ss: Yes.‎ T: OK. Present yours to the rest of your group. Who volunteers to read yours?‎ S1: My title is Saving Hainan Gibbon Hainan gibbon is a member of primate, which is one of the world four gibbons. It is the smallest ape and looks like a monkey with long arms. It can be found in the thick forest in tropical and subtropical areas and lives in trees all year around no matter when it is resting or eating something. It can jump from tree to tree on its long arms and its hooked hands swiftly. Occasionally he walks on the ground with its body half standing and its two arms lifted above its head or bend on its sides. The way it walks is rather funny. It lives in groups and can cry for a long time at a time. Twigs and tender leaves are its main prey. But with the over-development of the local economy around its habitat, many trees have been cut down and its habitat has been greatly reduced. This has made it an endangered ‎ animal. Its total number was only ‎20 in 1998. In order to prevent it from extinction we should stop over-developing and cutting down too many trees. We can build Gibbon reserves, plant more trees, and make laws to protect it.‎ S2: I’ m going to talk about Saiga. Saiga is a member of Bovidae family. It is a type of graceful animal whose nose is rather large. Its coat is yellow brown but white on its stomach and turns grey in winter. The adult male Saiga has horns and can run very fast. It lives in deserts and semi-deserts mainly in small groups but sometimes in large groups and feeds on grass. It is native to the Zhungeer‎ ‎Basin but has been hunted for its horn for a long time, which is used as rare and expensive traditional Chinese medicine. So Saiga in the wild is almost extinct now. According to a recent survey from WWF, its number in Inner Mongolia has fallen down to 750 from 5,200 four years ago. I think we should make laws to prohibit trading its horns, and build reserves and national parks to protect it, call on volunteers and supporters to help and ask WWF for help.‎ T: Well done! Have you heard of WWF?‎ Ss: Yes / No.‎ Step IV Homework Describe more animals with your partners.‎ T: Get more information about WWF after class.‎ The Fourth Period Extensive ‎Reading Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇和短语 initial, focus, panda, Switzerland, tough, wild, wildlife, stand for, as well as b. 重点句子 ‎ The initials WWF, stands for World Wide Fun for nature. ‎ The WWF believes that our world has a future only if people learn to conserve nature and not waste energy.‎ For fifteen years WWF China staff had been based in Switzerland but came to China to monitor the project.‎ ‎2. Ability goals 能力目标 Enable the students to learn about WWF.‎ ‎3. Learning ability goals 学能目标 Enable the students to know how to learn about WWF and how to grasp the main idea of Hungry Brown Bears Teaching important & difficult points教学重难点 Get the students to learn about WWF.‎ Teaching methods 教学方法 Skimming, scanning and discussion.‎ Teaching aids 教具准备 A computer and a projector.‎ Teaching procedures& ways 教学过程与方式 Step I Revision ‎ Check the students’ homework.‎ T: Have you got some information about WWF?‎ Ss: Yes. ‎ T: Good! Can you explain it?‎ S1: The WWF is the largest environmental protection organization in the world.‎ S2: It is an independent non-governmental organization.‎ S3: It began to co-operate with the Chinese government more than 20 years ago.‎ T: Do you want to know more about it?‎ Ss: Yes.‎ Step II Reading Get the students to talk about the pictures and then read the passage to answer some questions.‎ T: Look at the picture at the bottom of the passage and tell me what they are.‎ Ss: They are wind power generator, forest and a panda logo.‎ T: Why does the writer put them together?‎ Ss: Because energy, forests and animals are all what we should protect and may be WWF involves all these aspects.‎ T: Got it! Now read the passage and find out what the letters WWF stand for and what it is doing in China. Have you found the answers?‎ Ss: Yes. They stand for World Wide Fund for Nature.‎ T: What is it doing in China?‎ Ss: It is working on 20 projects all over our country. They include work in forests, energy, and environmental education for China’s primary and secondary schools as well as saving the animals like pandas.‎ T: Good! Please go through the questions on the screen and then read the passage again to find the answers.‎ ‎1. When and where was it founded?‎ ‎2. How many branches does it have?‎ ‎3. How many volunteers and supporters does it have?‎ ‎4. How many money has it spent?‎ ‎5. What does it do now?‎ ‎6. What happened in 1995?‎ T: Have you found the answers?‎ Ss: Yes.‎ T: Good! Who wants to tell us your answers?‎ S1: It was founded in the UK in 1960.‎ S2: It has branches in 90 countries in all five continents.‎ S3: It has thousands of volunteers and five million supporters.‎ S4: Since 1985 it has spent more than $1,000 million on 11,000 projects in 130 countries.‎ S5: Now its focus of attention is on all activities which have an effect on the environment.‎ S6: The organization set up an office in Beijing in 1995.‎ T: Well done!‎ Step III Reading (WORKBOOK)‎ Get the students to talk about the pictures and then read the passage to answer the questions and do the activities.‎ T: Look at the pictures and guess what the pictures are about.‎ Ss: They are about bears.‎ T: You are quite right. Now read the passage quickly to answer the three questions on the top of the passage. Have you got the answers?‎ Ss: Yes. ‎ T: Who volunteers to tell us your answers?‎ S1: The bears come to the villages to look for food.‎ S2: People like the bears.‎ S3: I think the bears will be protected and their number will increase.‎ T: OK. You’ve got it. Now do Activity 8 according to the passage. Have you finished it?‎ Ss: Yes.‎ T: Good! Please do Activity 9. Have you finished it?‎ Ss: Yes.‎ T: OK. Who’d like to tell us your opinions?‎ S1: 1. I think they shouldn’t kill the bears. If they continue to kill the bears, bears will become extinct some day, which will break the balance of nature. And human beings will get affected too.‎ S2: The tourists are good for the bears. They will learn much about the bears and can promote the relationship between human and animals like bears.‎ S3: The tourists are good for the villagers. With more and more tourists coming to the village, the villager’s tourism will be promoted, therefore its economy will be accelerated and the villagers can get more income and become richer and richer.‎ S4: The villagers can build a bear reserve, so the tourists have to pay for seeing the bears; the villagers can make some souvenirs to sell to the tourists; the villagers can sell some local food to the tourists; the villager can be guides or commentators to the tourist.‎ S5: The Romanian government can invest to build a bear reserve or conservation area to protect the bears; they can make laws to prohibit killing the bears; they can encourage the villagers to protect the bears by compensating them in economy; They ‎ can encourage some volunteers to take part in protecting the bears; they can introduce environmental education into schools; they can ask WWF or other organizations for help.‎ T: A wonderful job!‎ Step IV Homework ‎1. Listen to the two passages paying attention to your pronunciation and intonation.‎ ‎2. Think about how many types of animals there are in the world.‎ The Fifth Period Language Study Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇和短语 ‎ bird, insect, mammal, reptile, live, involve, sensitive, survival b. 重点句子 Sometimes there are gunfights, like the one in which Jiesang Suonandajie was killed. ‎ But the trade also involves live animals. ‎ ‎2. Ability goals 能力目标 Get the students to tell apart birds, insects, mammals and reptiles.‎ ‎3. Learning ability goals 学能目标 ‎ Get the students to learn how to tell apart birds, insects, mammals and reptiles.‎ Teaching important points教学重点 Get the students to learn about the difference between the relative pronouns and adverbs.‎ Teaching difficult points教学难点 Get the students to describe different kinds of animals.‎ Teaching methods 教学方法 Describing and practicing. ‎ Teaching aids 教具准备 A computer and a projector.‎ Teaching procedures & ways 教学过程与方式 Step I Revision ‎ Check the students’ homework.‎ T: Who can tell me how many types of animals there are in the world?‎ Ss: There are thousands and thousands of animals in the world but according to biology we can classify them into four types.‎ T: What are they?‎ Ss: They are birds, insects, mammals and reptiles.‎ T: You are completely right!‎ Step II Vocabulary ‎ Guide the students to do Activities 1, 2 and ‎3 in VOCABULARY AND LISTENING and then get them to describe and guess the animals on the screen.‎ T: But who can tell us the differences between birds, insects, mammals and reptiles?‎ S1: A bird has wings and feathers that has warm blood and can lay eggs and can usually fly.‎ S2: A reptile is the animal whose blood changes according to the temperature around it and that usually lays eggs.‎ S3: An insect is a small animal with six legs. Some have wings.‎ S4: A mammal is an animal which drinks its mother’s milk when it is young.‎ T: Good! So please finish the Activity 1. Please match the descriptions with the pictures. ‎ A few minutes later.‎ T: Turn to page 56 and do Activity 3 according to the instruction. Now describe an animal on your list and ask the other members to guess what it is. After this, please look at the animals on the screen, who volunteers to describe an animal and let us match it.‎ ‎ ‎ ‎ 1 2 3 4‎ ‎ ‎ ‎ 5 6 7 8‎ S1: A small bird with a V-shaped tail and long pointed wings that flies quickly and gracefully.‎ Ss: Picture 5. Swallow.‎ S2: A common gray and white bird that lives near the ocean.‎ Ss: Picture 8. Seagull.‎ S3: A type of insect that makes sweet honey, lives in groups, can sting painfully, and is supposed very busy.‎ Ss: Picture1. Bee.‎ S4: A type of insect of Asia and Africa which flies from place to place in large groups, often destroy almost all crops.‎ Ss: Picture 3. Locust.‎ S5: A large desert animal with a long neck and or two humps and it can used for riding or carrying goods in desert countries.‎ Ss: Picture 7. Camel.‎ S6: A type of large yellow 4-footed animal of the cat family which hunts and eats meat, mainly live in Africa, the male having a thick growth of hair over the head and shoulders.‎ Ss: Picture 2. Lion.‎ S7: A small hairless tailless brownish-green blood animal, that lives in water or on land, have long back legs for swimming and jumping, and make a deep rough sound.‎ Ss: Picture 4. Frog.‎ S8: A type of large blood animal that lives on land or in lakes and rivers in the hot part of the world and has a long hard skinned body and a long mouth with many strong teeth.‎ Ss: Picture 6. Crocodile.‎ T: A very wonderful job! Then please turn to page 98 and do Activities 4, 5 and ‎6 in Vocabulary.‎ Step III Grammar Get the students to do the five activities first and then ask them to conclude the differences between “that” and “which”. Do some practice.‎ T: Another task today is to review the attributive clauses. Let’s do the five activities in the GRAMMAR. ‎ After they finish the practice, check the answers together with them.‎ T: As to relative pronouns we must tell apart “that” and “which”. Who can tell us when we can only use “that”?‎ S1: When the antecedent refers to people.‎ S2: When the antecedent refers to both people and things.‎ S3: When the antecedent is all, much, many, little, anything, everything, nothing, none or other indefinite pronouns.‎ S4: When the antecedent is modified by very, only, one of, any, all, no, little, few and so on.‎ S5: When the antecedent is the superlative degree or modified by superlative.‎ S6: When the antecedent is an ordinal number or modified by an ordinal number.‎ T: Good! But when can we only use “which”?‎ S7: When there is a preposition before the relative pronoun.‎ S8: When the relative pronoun is used in the infinitive attributive clause.‎ T: Terrific! Those are the main differences between “that” and “which”. Now fill in the blanks on the screen with “that” and “which”.‎ ‎1. The man ____ lived here ten years ago was a scientist.‎ ‎2. The headmaster talked about the teachers and the schools ____ they had visited.‎ ‎3. We should do all ____ is useful to people.‎ ‎4. The smallest living things ____ can be seen under a microscope is bacteria.‎ ‎5. I’ve lost the last ticket ____ you gave me.‎ ‎6. Nearby were two canoes ____ they came to the island.‎ ‎7. All the books there, ____ have beautiful pictures in them were written by him.‎ ‎8. The only film ____ Mary wants to see won’t be shown this month.‎ ‎9. The best jewel ____ I have got is a diamond necklace.‎ ‎10. The pens ____ he was writing broke.‎ T: Have you finished it?‎ Ss: Yes.‎ T: Good. Check your answers first. Who’d like to tell me your answers?‎ Ss: 1. that 2. that 3. that 4. that 5. that. 6. in which ‎7. which 8. that 9. that 10. with which T: You’ve got it!‎ Step IV Grammar (WORKBOOK P97)‎ Get the students to do the activities in Grammar and then do more practice.‎ T: Now let’s turn to page 97 and do the activities. ‎ After they finish the practice, then check the answers together with them.‎ Step V Homework ‎1. Be sure you master the usage of the relative pronouns and adverbs.‎ ‎2. List something that can be good about zoos and something that can be bad.‎ The Sixth Period Integrating Skills Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇和短语 attack, hurt, scientific, Komodo dragon, mirror, drown, ‎ b. 重点句子 P101‎ Why do you think people kill so many animals?‎ What have you learnt from the conversation?‎ Without these, it would have been impossible to lift the very large animals like elephants.‎ ‎2. Ability goals 能力目标 Enable the students to learn to write a report and a postcard according to their lists or notes. ‎ ‎3. Learning ability goals 学能目标 Enable the students to learn how to make a list or make some notes before they write something.‎ Teaching important & difficult points教学重难点 Get the students to learn to make lists or notes before they write something.‎ Teaching aids 教具准备 A tape-recorder.‎ Teaching methods 教学方法 Listening, discussion and writing.‎ Teaching procedures and ways 教学过程与方式 Step I Revision Check the students’ homework.‎ T: Have you finished the homework?‎ Ss: Yes.‎ T: Good! Present yours to the other students please. Who’d like to tell us something that can be good about zoos?‎ S1: Let me have a try. As most of the zoos are located in the centre of the cities, it is very convenient for people to visit them. And it is also a good place to children love and understand the importance of animals and nature. ‎ S2: The animals in zoos are taken good care of. They don’t have to worry about their food. When they fall ill, they can get timely treatment. The animals are relatively safe there and some endangered animals can get artificial breeding.‎ S3: Some animals are on the list of endangered species. Their number is decreasing day by day. If they are kept in the zoos, which can help them avoid being killed. Besides, the environment in which they live is becoming worse; they can be guarded in the zoos.‎ T: Very good! Who can tell us something that is bad about zoos?‎ S4: The animals in the zoos are used to being fed, so they will lose their ability to live in the wild. Some of their enemies will not compete with them for food, so they will lose their vigour.‎ S5: Most zoos are too small for the animals to run freely and they have no chance to hunt anything or do other things as in the wild, so their living ability in the wild has decreased, especially their resisting ability against diseases is dropping day by day. ‎ S6: As most of the zoos are located in the center of the cities, they easily cause traffic jam or accidents. And maybe the animals in zoos can cause air pollution. Animals’ attacking on visitors or the workers there is also a problem.‎ T: A great job!‎ Step II Listening ‎ Get the students to do the listening (Activities 4, 5 and 6) in vocabulary and listening.‎ T: Today we are going to do some listening practice. Now turn to page 56 and do Activity 4. In the Activity a volunteer may talk about many different kinds of animals. But it is the elephant that they are most likely to talk about. Do you know the reason?‎ Ss: Because the elephant is the most famous and useful animal in South Africa.‎ T: You’re quite right. Now listen to the tape and find out what William Norris’ job is. And you should catch the main idea of the passage.‎ Then check the answers.‎ T: Now we will listen to the tape once again and finish Activities 5 and 6.‎ Then check the answers.‎ Step III Listening and speaking (WORKBOOK P100-101)‎ Get the students to do the activities in Listening and speaking.‎ T: Now turn to page 100. I’ll play the tape for you to listen and do Activities 10, 11 and 12, but you should go through the activities first. ‎ Then play the tape and after a while check the answers.‎ T: Look at Activity 13. Now write a report using the list you made in your homework. Have you finished your report?‎ Ss: Yes.‎ A sample version:‎ ‎ Zoos have some advantages and some disadvantages. As most of the zoos are located in the centre of the cities, it is very convenient for people to visit them. And it is also a good place to cultivate the children’s love for life and promote their ‎ understanding of animals and nature. The animals in zoos are taken good care of. They don’t have to worry about their food and they can get enough nutrients. When they fall ill, they can get timely treatment. The animals are relatively safe there and some endangered animals can get artificial breeding. Besides, some endangered animals are kept in zoos, which can help them avoid being killed. But on the other hand, zoos’ locating in the center of cities can cause traffic jam or accidents. Owing to the lack of friends, some animals feel lonely. Some can’t get used to the climate there in zoos. Most zoos are too small for the animals to run freely and they have no chance to hunt anything or do other things as in the wild, so their living ability in the wild has decreased especially their hunting ability and their resisting ability are dropping from generation to generation. Besides, animals in zoos may cause air pollution.‎ Step IV Speaking and writing (WORKBOOK P101-102)‎ Get the students to do the exercises in Speaking and writing.‎ T: Now go through the headings in Activity 14 and then read the passage to match them with the paragraphs.‎ A few minutes later.‎ T: OK. Now do Activity 15. Who’d like to tell us your answers?‎ S1: An elephant called Kadir.‎ S2: It was difficult to save the animals.‎ S3: One of the seals, Gaston, swam 120 kilometers.‎ S4: Four hundred animals were saved.‎ T: Good! Now do Activity 16 and make your notes. Then write a postcard to a friend at home about what happened according to your notes in Activity 16.‎ A sample version:‎ When the terrible flood struck Prague Zoo, I happened to be standing at a platform watching some lovely monkeys jumping and playing on some pillow trees. Suddenly the cages of some animals were swept open by the rough water and the animals were washed away before they knew what had happened. I could hear the crying and roaring from some animals and see some reptiles struggling in the water. Some luck birds were also singing anxiously on trees. At the moment I saw a pillow tree before ‎ me was falling down, on which a few monkeys were hanging, so I tried to support it with my back. A couple of people saw this and they joined me. At last the tree didn’t fall over and the monkeys were saved.‎ Step V Homework ‎1. Exchange your postcard with the other students.‎ ‎2. Preview the new words and expressions in the next unit.‎ 附 件 ‎1. 课文注释与疑难解析 ‎1） 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.‎ 本句中 “whole herds of antelopes” can’t be substituted for “all herds of antelopes”.‎ all 与whole 在修饰复数时，意思不同。Whole 的意思是“全部”， 而all 的意思近于“每一个”。试比较：‎ All Indian tribes suffered from white settlement in America. 所有印第安人部落都因白人移居美洲而遭殃。‎ Whole Indian tribes were killed off. 有些印第安人部落整个被杀光了。‎ 此外，whole 一般不与不可数名词连用，可以说all the money, 或 all the wine 但不能说 the whole money或 the whole wine。‎ the whole of 可以代替whole 与单数名词连用，如：‎ all the time = the whole of the time all my life = the whole of my life all this confusion = the whole of the confusion 如没有限定词，whole 不能与单数名词连用。‎ 可以说 The whole city was burning. 不能说 Whole London was burning ‎2） Meanwhile, in those countries where the shawls are sold, police are getting tough with the dealers.‎ 本句中 “get tough with” 意思为“对……采取强硬手段”‎ eg: We should get tough with those who break the law.‎ The local government is getting tough with those who don’t want to move out of the developing area.‎ ‎2. 文化背景知识 Animals in Danger ‎ Three billion years after life began, the earth is now the home to many different kinds of living things ― perhaps five to ten million kinds. However, many of these are dying out. It is thought that between the years 1550 and 1950 an average of one kind of living thing died out each year. By 1985 this had risen to one per day. Between 1980 and 2000 we may lose another half a million different kinds of living things. ‎ ‎ There are many reasons for animals dying out, but the most important one is the part that humans have played. First, many animals have been killed for food. Second, many of the places where these animals used to live have been destroyed. Dry lands have been watered. Wet lands have been turned into fields. Forests have been cleared. Much land has either been changed to farmland or used for building. Polluted rivers and lakes have also been a cause of death.‎ ‎ One example of an animal in danger is the tiger. There are three types of tiger living in China: the South China, the Northeastern, and the Bengal. In all there are probably no more than a total of 400 tigers left in China. Many of the forests where they lived were destroyed. Also, tigers were hunted and killed until in many areas the entire population had disappeared.‎ In 1900, there were about 100,000 tigers in Asia. In 1970 when the shooting of tigers was stopped there were just 5,000 left. In India, however the population of tigers has increased, from ‎2,000 in 1972 to about ‎5,000 in 1989. Perhaps the same progress can be made in China.‎ The South China Tiger is China’s pride ‎ The tiger is native only to China and has been listed as one of the 10 most endangered animals on the earth by the United Nations Educational, Scientific a nd Cultural Organization (UNESCO) ‎ ‎ “So far, only 57 South China tigers are alive in captivity in the world, and fewer than 20 are living in the forests in southern China,” Huang said. “They are even fewer than the Giant Panda.” he added.‎ ‎ Huang began to artificially breed the species in 1983. “The tigers are facing the fate of extinction, largely because of humans. We must save them!” Huang said.‎ ‎ With Huang’s efforts, the Suzhou Zoo where he worked as the chief veterinarian introduced South China tigers for breeding from zoos in Nanchang, Chongqing and Guangzhou to explore ways of reviving the species.‎ ‎ Huang is a keen observer of the tigers. He has kept close contact with the tigers he has bred, taking care of their illnesses, mating, pregnancy, delivery and cub-breeding. The tigers also regard Huang as their best friend and greet him by wagging their tails when he comes close to the animals.‎ ‎ Huang once stayed for over 20 days caring for a mother tiger’s delivery, even missing the Spring Festival, the Chinese Lunar New Year.‎ ‎ After giving birth, the mother tiger became reluctant to breed the cubs. Huang took back the cubs home and fed the little animals himself, which Huang’s neighbors thought were kittens.‎ ‎ The South China tiger is an antisocial animal and likes to stay alone. Huang performed lots of experiments and tried to promote successful mating between the animals. Having failed many times, he found that the best mating time was at night, hereby increasing the rate of pregnancy.‎ ‎ On the basis of research, Huang delayed the tigers’ mating age till they were four years old so they were stronger than they were at three, the natural maturity time for mating.‎ ‎ During a cold winter a female tiger, frightened in her delivery, refused to suckle the four newborn tigers. Huang had to borrow an incubator from the hospital and ‎ bought an electric radiator to help breed the cub tigers. Because the cubs had no milk, Huang brought back an after-delivery dog to breed the cubs.‎ ‎ Later Huang’s wife suffered micro-encephalon atrophy. Huang had to rush about between the zoo and his home to look after his wife and as well as his tigers, until his wife died. Although Huang should have retired in terms of his age, he continued his efforts to save the tigers. At his suggestion and supported by the local government, the four-ha Suzhou Shihu South China Tiger-Breeding Base, the largest of its kind in the country, was founded in 1999. The base currently has 13 South China tigers, the largest breeding community of the animal in the world. “I hope more and more people will care about South China tigers, making the next generations able to see the tigers in the future.” Huang said.‎ The endangered Chinese Tigers now have a new home.‎ ‎ After two years of extensive research and location scouting, Zixi County in Jiangxi Province and Liuyang City of Hunan‎ ‎Province were selected by the International Federation to Salvage Chinese Tigers as experimental habitats for the rare animal. Quan Li, a British-born-Chinese and founder of SCT, said the government has taken a crucial step in saving Chinese Tigers.‎ ‎ The Chinese tiger, from which other sub-species such as the Siberian Tiger evolved, is near extinction in southern China. Fewer than 30 remain in the wild while about 60 are kept in zoos. There are less Chinese tigers than pandas, and it is listed as one of the world’s 10 most endangered animals. “Chinese tigers prefer to live on flat grasslands, yet they are forced to migrate into forests when their habitats were taken for industrial or agricultural use. That is why they are on the verge of extinction now.” Quan said. She said the two reserves in Zixi and Liuyang would try to rebuild the animal’s natural environment with large grasslands, gentle slopes, bushes and streams. Natural vegetation and other animal groups would be restored within the reserves to complete the food chain so that Chinese tigers, at the top of the chain, can fend for themselves.‎ ‎ In order to find ideal habitats for Chinese tigers, both Chinese and foreign experts spent two years making in-depth inspections and researched nine regions in four ‎ provinces and municipalities.‎ ‎ “The Chinese government has been working hard to save the species,” Quan said, “but there has not been an obvious improvement due to limited funds and technical support.” She said the cooperation between SCT and the State Forestry Administration China is the first time that China has tried to preserve its endangered wild animals through international collaboration.‎ ‎ The Chinese tigers which will inhabit the new reserves are bound to be the offspring of those receiving wilderness survival skills in South Africa, Quan said. Two cubs were sent to South Africa as part of the agreement between SFA and SCT. An increasing number of Chinese tigers will receive such training and their wild nature is expected to be fully restored by the third or fourth generation, Quan said.‎ African elephant: Popular and disputed like no other animal ‎ Looking at an African elephant the first thing that becomes obvious is its huge size: African elephants are the largest mammals living on solid ground. They reach lengths up to ‎7.5 m and weights up to ‎7,500 kg. Other characteristics are their large ears, the strong legs resembling columns, the tusks, worn by males as well as females, and the trunk, of course. The trunk is kind of a multi-purpose tool. It is used to carry food and water to the mouth, to scent, to grope for things and as a tool to move things. It can also be used as a weapon. ‎ ‎ African elephants inhabit different parts of Africa south of the Sahara. But nowadays their distribution range is just one third of the area they inhabited in former times. They can be found in savannas as well as in forests, in semi-deserts and in mountain regions up to ‎5,000 m in height.‎ ‎ A group of African elephants consists of several females and their young. In most groups the females are closely related. Males form groups of their own. They join the females during the mating season. Old males sometimes lead a solitary life. The young are born after a pregnancy of about two years. While giving birth the mother is ‎ supported by other females. These females help the mother caring for her young during the early time of its life. The young elephant is weaned after two years. When it is seven up to twelve years old it becomes sexually mature. African elephants reach an age of up to 70 years.‎ ‎ African elephants are vegetarians: the dominant part of their diet consists of grass, but also branches, leaves, fruits, buds and tubers are taken. Since elephants are not able to digest their food very efficiently, they spend lots of time searching for food and feeding. Since African elephants are the largest mammals living on solid ground, they don’t have many predators. But there are some animals which might be dangerous to young elephants. Those are Hyaenas, Crocodiles, African hunting dogs and lions. for a long time. The so called “ivory” was used as a source of all kinds of ornaments. The 1989 international laws against “ivory-trading” were enacted, helping the stocks of African elephants to recover again — at least partly. Another problem is the overdevelopment of the areas inhabited by African elephants. In order to find enough food, elephants have to migrate and if they meet human settlements, conflicts will surely arise, because they destroy fields while searching for food. This conflict has become the most important issue in elephant-conservation nowadays.‎ ‎ Unfortunately, some of the states in Southern Africa pursue a policy of loosening the laws against “ivory-trading”. They want to allow controlled hunting on African elephants. This became obvious during the conference on species conservation in Nairobi in April 2000. But they forget that loosening the laws will also encourage illegal hunting, because selling ivory would be lucrative again. Perhaps this would mean the irreversible end of the African Elephant.‎ ‎ According to Harvard biologist Edward O. Wilson, 20 percent of the world’s species will be extinct by 2030.‎ ‎ ‎