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Book2--Unit4WildlifeProtectionReadingPart--LessonPlanTextbookanalysis:Thecentraltopicofthisunitis”wildlife”.Itisawidespreadconcern,studentsaremorefamiliarwiththistopic.ThereadingtextHOWDAISYLEARNEDTOHELPWILDLIFEisthecenterofthisunit.Itisafairytale,whichisaboutanamazingexperienceofalittlegirlDaisywhoridesinaflyingcarpetacrosstimeandspace,dialoguingwiththeantelope,elephants,andmonkeys.ItshowstheprocessthatDaisygraduallyrecognizestheimportanceandnecessityofwildlifeprotection.Thisisareadingclass,soithasanimportantrole.Studentscannotonlydeveloptheirreadingskillsjustlikecarefulreadingandcomprehensivegeneralizationthroughthereading,butmoreimportantlytheywillknowthatthelivingenvironmentofwildanimalshasbecomeworseningandtheprotectionofwildanimalisurgentlyneeded.Teachingobjectives:1.Learnandmasterthefollowingwordsandphrases:wildlife,decrease,reserve,mosquito,insect,contain,appreciate,indangerof,inrelief,burstintolaughter,payattentionto.2.Cultivatethestudent’sreadingskills:skimming,scanning.3.Throughgroupwork,cultivatethestudents’spiritofcooperationandmutualassistance.EncouragethemtosharetheexperienceoflearningEnglish.4.Learntounderstandtheimportanceofprotectingwildanimals,atthesametime,giveafurtherthinkingabouthowtotakemeasurestoprotectendangeredwildlife.
Teachingimportantanddifficultpoints:Importantpoints:1.Letstudentsknowsomewildlifeprotectioninpresentsituation,thinkoftheimportanceofprotectingwildanimals,understandtheimportanceofharmonybetweenmanandnatureatthesametime.2.Letstudentsreadthetextquickly,cultivatestudents’abilityofskimming.Trainingstudentshowtoprocessinformationandusetheinformationtoanalyzeproblems.Difficultpoints:1.LetstudentsintroducethesurvivalofwildlifeandwhatmeasuresshouldbetakeninEnglishmorefluently.2.Howtoletstudentsmakeaneffectivegroupdiscussionandhowtoimproveefficiencyofgroupdiscussion.Teachingmethod:1.Usingmultimediatoelicitthethemeofthisclass”WildlifeProtection”,improvethestudents’interestinlearningEnglish.2.Throughlistening,question,groupdiscussion,fromshallowtodeep,fromclassroomtotheirownreality,makestudentsunderstandthatthelivingenvironmentofwildanimalshasbecomeworseningandtheprotectionofwildanimalisurgentlyneeded.Teachingaids:Multimedia,ablackboardTeachingprocedures:Step1lead-in:
1.ShowthepicturesofsomeendangeredspeciesandletthestudentsnamethemandtalkabouttheminEnglish.2.Accordingtothepicturesaboutendangeredanimals,letthestudentstalkaboutthereasonswhytheseanimalsaredyingout.Step2pre-reading:Lookatthetwopicturesonthepage26andthetitleofthepassagethenguesswhatthepassageisaboutwithoutreadingit.Step3skimming:1.WheredidDaisygo?2.Whatanimalsdidshesee?Step4whilereading:1.FastreadingReadthetextfastandthenfinishthetrueorfalseexercises.⑴Antelopesarebeingkilledforthewoolbeneaththeirstomachs.(T)⑵Farmersusedtohunttheelephant,butthegovernmentdidn’thelp.(F)⑶Inathickforest,Daisysawamonkeyrubbingitselfwithamillipedeinsect.(T)⑷AnimalsinZimbabwefinditinterestingtotakephotoswithtourists.(F)2.CarefulreadingReadthepassagecarefullyandthenanswerthefollowingquestions:⑴WhyhastheantelopeinTibetbecomeanendangeredspecies?⑵WhyareelephantnumbersincreasinginZimbabwe?⑶HowdoesthegovernmentofZimbabwehelpprotectwildanimals?
⑷Whyisitimportanttoprotecttherainforest?⑸Whatmustbedoneifwildlifeprotectionistosucceed?3.RoleplayingDividethewholeclassinto3groupstomakeupadialoguetalkingabouttheproblemeachofwildlifemeets.Group1:makeupandpractisethedialoguebetweenDaisyandtheantelope.Group2:makeupandpractisethedialoguebetweenDaisyandtheelephant.Group3:makeupandpractisethedialoguebetweenDaisyandthemonkey.Step5discussion:LetthestudentsimaginetheyworkforWWF,discussingroupsoffourwhattheywouldsuggest.1.Shouldthepoorfarmersmovetoanotherplace?cantheybeemployedtoworkintheparkandnothurttheanimals?2.Howcantheanimalsbeprotectedfrommorepeoplecomingintothepark?whatshouldbedonetopunishpeoplewhodoharmtotheanimals?Step6post-reading:1.MoreknowledgeaboutWWF.2.Raisetheawarenessofwildlifeprotection.Step7homeworkLetthestudentsdesignaposterorwriteaproposalaboutwildlifeprotection.(Iwillchoosesomegoodpostersandproposalsputonthewallofourclassroom.)
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