A Teaching Design for Book 2 Unit 4 Wildlife protection
Reading HOW DAISY LEARNED TO HELP WILDLIFE
YanXiaomei
【教学设计】：
Teaching aims(教学目标)
Knowledge aims:（知识目标）
1) Get students to learn the useful words and expressions in this part 2) Get the students to read the passage：How Daisy Learned to Help Wildlife and improve students’ language comprehending ability. Ability aims:（能力目标）
1) Develop students’ reading ability and let them learn different reading skills (skimming, scanning, careful reading)
2) Enable students to learn about the knowledge of wildlife protection and learn to talk about endangered species. Emotional aims:（情感目标）
1) Arouse students’ great interest in wildlife protection 2) Develop students’ sense of cooperative learning Teaching Important Point：（教学重点） Help the students to understand the passage better. Teaching Difficult Point：（教学难点）
How to help the students improve their reading ability and understand the
passage better.
Teaching Procedures：（教学过程） Step 1. Pre-reading
Show students some pictures of endangered animals to stimulate the students’ interest in helping these endangered animals and lead in the reading. Purpose:（设计目的）Stimulate Ss’ interest about wildlife protection. Step 2. Reading. Activity 1: Fast reading Task 1. Skimming(略读)
Purpose: （设计目的）To get a brief understanding of the text and train Ss’ skimming ability.
Read the passage quickly for the 3 questions. 1. Who took her there? _____________ 2. Where did Daisy go?
3. What kind of animals did she meet in each place? Animals she met Places she went Paragraph Task2. Scanning (跳读)
Purpose: （设计目的）To get Ss to learn some details in the text. Read the passage again to finish the task T or F
1. Daisy saw many antelopes in Tibet.( ) 2. Daisy’s sweater was made of sheep wool. ( )
3. The elephant used to be well protected in Zimbabwe. ( ) 4. In Zimbabwe, tourists love to see the elephants. ( )
5. The farmers in Zimbabwe get nothing from the elephants now. ( ) 6. This is a real story in Daisy’s life. ( ) Task 3. Read for the main idea of each paragraph.
Purpose:（设计目的）To get Ss to get more details about the text Paragraph1 A. Daisy decided to be the voice of the wild animals Paragraph 2 B. Elephants are being protected by the Zimbabwe
government .
Paragraph 3 C. Antelopes are likely to disappear altogether . Paragraph 4 D. The monkey is unhappy with the way humans are
dealing with environment problems .
Activity 2: Careful reading
Read the text carefully and fill in the blanks Animals she met her feeling the reason of her feeling an antelope Every year many antelopes ________for the fur to make sweaters an elephant Farmers no longer ______ them, they _____________by the government. a monkey The monkey rubbed________ over his body to protect himself from __________ Step 3. Summary
Purpose: （设计目的） Make the students understand the passage more clearly. One day Daisy flew in a flying ____ and met a sad _______ They were hunted for their ___ to make _______ like hers. Later, she ____ to Zimbabwe and met an _______ and got to know the farmers no longer ______ them. Because the __________ decided to help . At last she ______at the rain _____ where a ______ told her “No rain forest , no _____ and no ____ ”. Though finally everything was _____, she had ______ so much about protecting wildlife! Step4. Discussion
Ask the students to talk about the topic: What should we do to protect the wildlife?
Purpose: （设计目的） To make the students know what to do to help the wildlife protection. Suggested answers: 1. Protect the environment 2. Help animals return to nature. 3. Never kill endangered animals.
4. Limit hunting
5. To collect money to help them
6. Never buy endangered animals’ products and tell our friends not to do so too!
Step5 . Homework
Purpose:（设计目的）Finish the homework to help students understand the reading again.
1. Read the passage carefully and finish the comprehending 1 on page 27. 2. Please underline the words and expressions that you can’t understand.
教学反思：
本节课设计了pre-reading，reading，discussion, homework四个步骤。课前设计时对阅读文章深入研究，尤其是对Daisy在神奇之旅中情感变化这条暗线的挖掘，是这堂阅读课最大的亮点。三遍阅读要求学生运用不同的阅读策略，采用不同的阅读方式，带着不同的阅读目的，利用文章信息分析和解决不同层次的问题；问题设计由浅入深，层层推进；“野生动物保护”这一话题本身就涉及到人类美好情感的投入，也符合新课标所倡导的，通过语言学习，培养、塑造学生“情感、态度、价值观”这一理念。但是本节课也有不足的地方，语速过快，没有使听课者身心愉悦。以后在教学过程中尽量放慢语速，使学生能够享受到英语学习的快乐、舒心。