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熱門關(guān)鍵詞： 小學(xué)四年級(jí)語文 三角形 三角形 八年級(jí)歷史 搖籃曲 端午節(jié)的由來
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視頻標(biāo)簽：Wildlife,protection
所屬欄目：高中英語優(yōu)質(zhì)課視頻
視頻課題：人教版高中英語必修二Wildlife protection How Daisy learned to help wildlife山東
教學(xué)設(shè)計(jì)、課堂實(shí)錄及教案：人教版高中英語必修二Wildlife protection How Daisy learned to help wildlife 山東省濟(jì)南第一中學(xué)
Module 2
Unit 4 wildlife protection
Level: senior 1 Age group: 17
Class time available：40 minutes Analysis of the text:
The text deals with a vivid description of how Daisy experienced a spectacular journey in her dream .The author attached great important to wildlife protection through what Daisy witnessed ,her feelings and what she learned . Wholly, the text is oriented for educating and put the abstract into details. Text features
The title “How Daisy learned to help wildlife “is presented in bold, which intended to cause people‘s attention to the importance of wildlife protection. 1. Characteristics of the text
1) In terms of language, the text covers diverse factors of the events, which is time –consuming.
For instance, in the concluding part, one statement “No rainforest, no animals, no drugs “is delivered, which is demanding in comprehending, especially for students of intermediate and low level.
The literary style of the text is narration, which is vivid and detailed in
words .Thereby; it is the teacher’s task to have an in-depth exploration of the text, which will guide the students to cultivate their sense of wildlife protection. When it comes to the structure of the text, the writer structures his text so that some important ideas are highlighted. The entire structure has indicated the following parts: The present situation of wildlife; Para 1 The important of animal protection; Para 2
The importance of habitat protection Para 3 Para 4
3) As to the contents, the text employs the order of place and changes in feelings, which can serve as two clues for both the teacher and the students to follow.
2. Reading strategies: Predicting, analyzing, inferring, evaluating, summarizing and questioning.
The text is lengthy, which requires the teacher to set certain activities to have a rough idea of the text; meanwhile, the teacher helps the students read between and beyond lines.
Analysis of the students
1) The students have prior knowledge about the nature disaster, for example in module one unit four which is themed by nature. When it comes to the sub topic of wildlife protection, it is far from the students especially for the urban ones, although it is a heated subject. The literary style is a fictional story, which is appealing.
2) The students have mastered some of the key reading techniques such as , how to get the gist of the main idea and how to read for the specific information in this case ,the students will have the potential to elicit the structure and learn to read beyond lines.
3. Key focus and difficulties
The key focus is to acquire the specific information about the shift in location and what Daisy witnessed .By synthesizing information and role-play the students are expected to outline what she felt and learned and the awareness of wildlife protections is cultivated
How to engage the moral factor into the teaching and attract students to enroll in classroom activities is a key issue. The teacher is expected to apply some effective tools in arousing the students’ emotional involvement in this text, such as in the lead-in part, in the activating of the background knowledge, in the establishing of the emotional bond within groups, in the situation setting and even in the process of reading between lines.
Teaching aims and requirements:
1. The students are guided to learn some words and expressions about wildlife
protection and use them in the topic-related activities.
2. Enable the students to analyze the structure of the passage and master a
framework for an imaginary interview on a topic-centered situation in agreementwith the subtopics of the reading.
3. Help the students to develop a better understanding of some sentences by reading
between lines.
4. The students will be able to use certain critical reading skills such as predicting,
analyzing, inferring, evaluating, summarizing and questioning.
5. To help the students understand the importance of wildlife protection Teaching methods
Task-based approach communicative approach cooperative learning approach Learning methods
Independent and pair work group work interactive work Teaching procedures and learning activities Step one
Warming up / pre-reading stage (5 minutes) Activity one Picture talk:
First, Invite students to talk about the benefits pets bring to us
Meanwhile the students are guided to master some target language such as key phrases: in face of dying out, endangered animals etc.
Second,Read the title of the passage and predict what will be discussed. Question: If you were the author, what would you cover in your passage?
Purpose: To arouse the students ‘interest, activate their background knowledge, stimulate the students’ sense of wildlife protection and pave the way for further reading.
Activity two Read for the framework
The teacher will give a brief introduction of the major character, the style and background of the story.
Skim the whole text and figure out the key information about daisy’s trip: her stop, the animals she witnessed and her complicated feelings
Here the graph is presented to explain the structure and two major clues and some core words are presented also. The graph can provide visual reinforcement of the text.
While reading (20minutes)
Purpose: To achieve a better understanding of the passage and to develop students’ ability to search for specific information and sort it out Activity three Read for the specific information.
Give out the Activity sheet and ask the students to read through the passage to answer the following question:
“Daisy found she was being watched
by an elephant”
“Have you come to take my photo?”
How important it is to take measures to protect animals .
Part 3
animal
A monkeyWhat is it doing?Rubbing itself with a millipede insect
why
A powerful drug which can protect it from mosquitoes
result
Pay more attention to the rainforest.No rainforest, no animals, no drugs.Main idea
_____ we can get from wildlife protection. No rainforest, no animals, no drugs.
The rainforest is the habitat of animals.
Para 4
What an experience! Do you think it is a wonderful one? And why? What did Daisy learn in her fantastic journey?
The passage ends with the dotted line and could you complete the passage?
Post –reading Stage (10 minutes) Role-play (Intake response activities) Situation setting:
One day, Daisy met the antelope again. But he is neither sad nor alone. Instead, he has a big family
Suppose you are Daisy, a reporter for WWF. Make an interview with the antelope. Your interview might cover: His past situation and causes; Measures taken by the government; His current situation.
Here the students are supposed to reconstruct the previously acquired information and extend it into their interview. Then one group is expected to give feedback and make comments .The students can learn their peers’ strong points, during which a harmonious relationship is established .The activities create the need for communication, interaction and negotiation within the group .Meanwhile, the teacher acts as part tutor.
Self –assessment
Tick the statements according to what you do or think and write something in detail.
I have a better understanding of why wildlife protection is important. I have known some animals and their habitats are in danger.
I have learned about some of the reasons why they are endangered.
I can list some measures to protect the wildlife.
Homework:
Daisy is invited to make a speech at the conference organized by WWF. Please write a speech for Daisy .The speech should cover: Daisy’s brief introduction ；
Her experience in Tibet, Zimbabwe and the rainforest. Daisy 'own idea about wildlife protection
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