【省公开课教案】必修二Unit4 Wildlife Protection (Warming up and reading)(教学设计)

Unit4 Wildlife Protection (Warming up and reading) Teaching Design
1.Analysis of teaching materials
Reading skills are essential parts in English learning, so this class mainly practices reading skills by reading the passage “How daisy Learned to Help Wildlife”, which is to offer students the opportunity to think creatively and read in depth, thus improving their reading abilities.
2.Analysis of students
This lesson is prepared for 42 students from key class in Senior One, whose English abilities is above the average students. They are experiencing a critical period of forming their own way of learning, and tend to think creatively and independently. Therefore, higher requirements are adopted in class. Considering that some students are not active in class, a friendly and relaxing atmosphere is needed to make students the masters of the class. It will help students to be successful readers, to think deeper and form positive attitudes towards their daily life.
3. Teaching aims
Knowledge aims:
(1) Students will learn more about the endangered animals and wildlife protection.
(2) Students will learn and grasp useful words and phrases in the text through reading.
Ability aims:
(1)Improve reading skills such as finding the main idea, skimming and
careful reading.
(2)Learn to talk about the endangered wild animals and the reasons of
endangering by using the useful expressions, and give suggestions of protecting wild animals.
(3)Students will develop their sense of cooperation through discussion.
(4)Students will develop their imagination and autonomous learning
through designing the choices in reading comprehension.
Emotional aims:
(1)To have the awareness of protecting the endangered wildlife by
experiencing what the little girl Daisy has gone through.
(2)To arouse the awareness of wildlife protection by discussion.
4. Teaching important points:
(1)Students will learn and understand the reading text.
(2)Students’ reading skills and speaking abilities will be trained.
(3)Students will be able to express their opinions about wildlife
protection.
5. Teaching difficult points:
(1)How to guide students to find out the main idea of the whole
passage and each paragraph.
(2)How to arouse students’ imagination and design the proper choices
in reading comprehension.
6. Teaching Methods：
(1) Task-based teaching approach
(2) Student-centered teaching method
(3) Situational teaching technique
(4) Discussion
7. Learning Strategies：
(1) Cooperative learning strategy
(2) Autonomous learning strategy
8. Teaching aids：
The multi-media and other normal teaching tools
9. Teaching procedures：
StepⅠ Lead-in
T: We live in a world where there are all kinds of animals around us. Are you familiar with the following wild animals? (Show some pictures of wild animals.) What do they have in common?
Ss: These animals are all in danger.
T: Good! They become endangered.
StepⅡ Warming up
T: Now let’s have a look about what people do with them. (Show some pictures of wild animals’ dangerous situation.) Why are they endangered? (Ask students to talk freely.)
Ss: Maybe it’s because of too much hunting, the loss of food and their living areas being destroyed.
T: Well done. Let’s come to our reading passage.
Step Ⅲ Reading
Part 1: Skimmimg
T: First, I’d like you to skim the text quickly and find out the main idea of the passage.
Second, go through the passage again and figure out the structure of the passage. How many parts can you divide this passage into? What’s the main idea of each paragraph?
(1)Main idea of the passage:_____ took a ___________ to
visit______, ________ and ________ and talked with some ________there, which made her know the importance of the________________.
(2)Part1(para1) Animal? Feeling? Why? Result? Main idea:W___
we need wildlife protection.
(3)Part2(para2) Animal? Situation? Why? Main idea:A good
________ of wildlife protection.
(4)Part3(para3-4)：Animal? What is it doing? Why? Result? Main
idea: _____ we can get from wildlife protection.
(While dealing with the main idea of the passage and each paragraph, the teacher explains reading skills and key points of a narrative essay. ) Part2: Detailed reading
Choose the best answer:
1. What can be inferred from the elephant’s words “Have you come to take my photo”?
A. It thinks itself a beautiful animal.
B. Elephants are friendly to human beings.
C. Money from tourists went to the large tour companies.
D. Now many more tourists come to take its photos rather than hunt it.
2. What did Daisy learn from her experience?
A. Some animals were becoming endangered as a result of human’s hunting.
B. Wildlife should be helped and protected by us.
C. Humans and wildlife can benefit each other in many ways.
D. All of the above.
3. From the end of the story we can conclude that ______.
A. the WWF will help Daisy to make the powerful drug
B. the WWF has done little to protect wildlife
C. people will stop killing animals with the help of the WWF
D. Daisy will continue to help protect wildlife by working with the WWF
4. Which is the most probable reason why the monkeys in the rainforest are dying out? (For this question, ask the students to design the choices by themselves.)
Part3: Further reading
1.What writing skill does the writer use in paragraph two?
2.Daisy’s emotional development.
Step Ⅳ Discussion
T: More and more animals are killed by humans. As a student what should we do to protect the wild animals?Discuss the question in groups and make a poster to voice your opinions.(Ask students to discuss the topic and invite some groups to share their opinion.)
Step Ⅵ Homework
1.Write an essay entitled “What should we do to protect wild animals?”
2. Retell the story.。