Learning about Language教学设计(第二课时)

Book 2 Unit 4

Wildlife protection

Learning goals 1.

Students will be able to use some words and expressions about wildlife protection in topic-related activities.(wildlife, in the wild, decrease, be in danger of dying out, endangered species, without mercy, in relief, feel relieved, habitat, nature reserves, protect from, live in peace) 2.

Students will analyze the structure of the passage and summarize what Daisy learned in her magic journey. 3.

Students will be able to share their knowledge about wildlife information. 4.

Students will be able to use certain critical reading skills .( comparing, analyzing, inferring, evaluating, summarizing, questioning) Teaching procedures: Step 1.

Lead in

Show students a group of pictures about the beauty of animals in the world.( several pandas are playing , two cranes are dancing, a bird is feeding her babies) From the pictures we can tell they feel relieved or they are in relief and enjoy their life. However, not all the animals are as lucky as they are. Now, please look at the pictures. Shocking, angry and do you want to cry? We know many wild animals are endangered for some reasons. Some of them even have died out. Luckily, we human beings have realized the importance of protecting the wildlife. For example, a girl named Daisy has always longed to help endangered animals. Let’s come to her story“How Daisy Learned to Help Wildlife”.

设计说明：通过两组图片的强烈对比，一是激发学生阅读本文的兴趣；二是通过图片上的一些注释文字，触动学生心灵，激发保护动物的强烈欲望，从而引出本节课的内容；三是在图片和总结时加入一些词汇（endangered, die out, wildlife, long to等），以便学生初步感知和理解本文的一些重点词汇。

Step 2. Fast reading Activity 1 1.

What happened to Daisy one day? 2.

What places did she travel to and what animals did she meet? 3.

Which animal is endangered? 4.

Which animal is being protected? 5.

Which animal is living happily in the rainforest? 设计说明：让学生通过快速阅读，寻找关键信息，理清文章的结构和事件发展的顺序。

Activity 2 Daisy’s stops Tibet(Para.1) animals an antelope her feelings sad Zimbabwe (Para. 2) an elephant happy/relieved(宽慰的)

A forest(Para.3) Back home(Para.4)

a monkey amazed confident 设计说明：一方面帮助学生再一次理清文章的结构和层次，熟悉文本内容；另一方面通过对文本信息的捕捉，引导学生对文本信息进行分析和推断，从中发现Daisy的情感变化，帮助学生更好地把握文本的主题。

Step 3. Careful reading (team work- in groups of four ) Let’s travel with Daisy to these three different places to get a better understanding of these three animals. Answer questions You will have time to exchange your ideas with your partners before reporting them to the whole class. (1)

The first stop : Tibet 1.

What is the first paragraph mainly about?( It’s about the present situation of some endangered species) 2.

Why is wildlife endangered? (2)

The second stop: Zimbabwe 1.

What can we inferred from elephant’s words?“Have you come to take my photo?”

2.

Can you think out other protective measures? (3)

The third stop: a rainforest Activity 1 1.

What was the monkey doing? 2.

What’s the purpose of doing so?(to protect itself from the mosquitoes.) 3.

With what?( A drug) 4.

Where was the drug taken from?(the drug was taken from an insect living in the rainforest.) 5.

What does“No rainforest, no animals, no drugs” mean? 6.

Why are wildlife’s habitats being destroyed? 设计说明：（1）对文本内容作深层次的解读以及通过分析文本表面的信息去理解作者要表达的意思，从而达到对文章语言的解读。（2）学会运用评判性阅读技能（comparing, analyzing, inferring）

Activity 2

role play ( Discuss in groups of four; two students(Daisy and monkey) act the dialogue out. 设计说明：（1）增强趣味性

（2）引深度挖掘，从而增强对文本内容的深层次理解。

Step 4

Further thinking (Discuss in groups of six，have a debate among these groups.)

1.

Why does the writer use the title“How Daisy Learned to Help Wildlife”？Do you have any other suggestions? Why? 2.

Why does the writer choose these three places and these three animals?( the present situation of the wildlife- the important of wildlife protection- the important of habitat protection) 设计说明：(1) 深层次理解文本

（2）开拓学生的思维能力，培养学生的批判性阅读技能（evaluating, summarizing, questioning）

（3）先组内讨论，再组与组之间展开辩论，调动课堂气氛，激发学生自主阅读的动力和能力，鼓励学生表达，交流阅读体验。

Step 5

Post- reading activity（discuss, write and read）

1.

What did we learn from the passage? 2.

What should we do to protect endangered animals? 设计说明：（1）小组讨论，组内不同层次的学生有不同的任务，做到人人有事做，不会挫伤弱科生的积极性，又能提高所有学生的能力。

（2）开放性的问题，通过阅读提高学生的写作水平以及口语表达能力。

Step 6

Assignment Retell one story, and add your ideas when you retell the new story. 设计说明：课后作业是课堂教学目标的延续，更好地体现本节课的教学目标。复述故事就要多读文章，这既是阅读技能的培养，同时又是阅读策略的培养。另外，注重语言的输出。