the return of the milu deer(reading)

The Return of The Milu deer (reading)
Good morning, ladies and gentlemen！I‘m crystal from foreign language department English teaching class one. Today, My topic is “The return of Milu deer”taken from reading of Unit4 My presentation consists of 4 parts.
The first part is the analysis of the teaching material. This part belongs to reading task about Mimu. By knowing more about this animal, students can realize the importance of protecting the wildlife. They can review some new words, structures and know more information about the theme. I’ll emphasize the reading skills. Meanwhile learn how to cooperate and give suggestions. At last, they can know something about writing. During my procedure, it’s a little difficult to get the students to give suggestions and express themselves naturally. My second part is the analysis of students: they have learned English for 3 years. They know how to get and deal with information. Because of the age, they are good at learning and thinking. Many students have pets; they can show their great interest and sympathy. Part three is my teaching methods: in order to teach the students how to learn, in this lesson I’ll mainly use “heuristic teaching”to let the they search for the skills; at the same time, PPT, brainstorm and TBLT can be useful.
The last part is my procedure; I divided this into six steps. First: lead-in. It’s important to let students know more beyond the book. So I’ll show them some pictures about animals like panda. One of them is the logo of WWF (world wildlife fund). I’ll ask them what WWF mean. They may discuss and guess the meaning. In this way, I want them to know more. Then, I’ll ask them what wildlife they know. They may mention the milu. If not, I’ll show milu to them and go to this passage to know more about it. Step2 is skimming. I’ll give them 2 chances. First, read for the answers. They should fill in the blanks about the main idea of this passage. So I’ll tell them that they must read this passage as quickly as them can. If they find the answers, just hands up no matter whether they finish reading. I want to emphasis the title and first paragraph. In fact, the main idea is just in the first paragraph and the title. They can fill in the blanks in 15secends. Second time, they should finish reading in 2 ms to find the main idea of each paragraph, it’s hard for them to summarize in a short time, so they’ll do matching exercise on my PPT. It’s easy for them; they can be confident. I’ll remind of the time during the 2ms so that they can hurry. Step3: scanning. I’ll ask them to read p1 and p2 carefully and give us a brief introduction about milu. I’ll write their points on the blackboard. After this, I’ll ask: we know they disappeared from P2, but now they are still in china. Why? Read p3 to find the process like what I write on the blackboard (first, what happened, then, what happened…). Answer my questions without book, just look at their notes. In this way, they can know how to take notes about complicated history. They may be interested in milu now. So I’ll give some questions like: do you want to visit them or where can we find them. They can get some information from the last paragraph. This paragraph is very easy, so I just mention it. Next, brainstorm. I’ll say: the milu deer are so lucky. But some other animals are still in danger. Here, I’ll show them a radio about some animals were being eaten and killed and invite someone to tell us what he saw. Emphasis again: the WWF is very important. Then group work to find more methods to protect these animals. What should we or government do? I’ll write some good ideas in the letter. Next step is retelling and writing: I’ll give them 1m to go over this passage to remember some details. Fill in the blanks on PPT by memory. The retelling on the PPT is a letter from milu to human. (My name is Milu, I have big___!)After finishing this, I’ll also analysis the writing about this letter: the p1 is about whom; the p2 is about what happened; the p3 is about the hope for human. The last step: homework: I need them to search on the IT, choose one endangered animal they like best and write a letter to human or government like the letter of milu deer. P1: who; p2: what happened to me; p3: my suggestions. They should learn to write this kind of composition. At last, I’ll summarize what we have learned today like: the reading skills, such as: emphasis on the P1 and title; take notes; read for answers. Also, we should protect the wildlife. I believe they are also familiar with this letter now. So much about my interpretation. Thank you!。