Learning about Language第二课时教学实录

Teaching

Plan

New Senior English for China Students’ Book 2

(People’s Education Press)

Unit 4 Wildlife Protection

Unit4 Wildlife Protection Ⅰ.Background Information:

Students: 47 high school students, Grade 1

Lesson duration: 45 minutes Ⅱ.Teaching objectives: a). objectives of knowledge

1 help students to understand and master the words and expressions.

2 let the students know some basic information about the endangered animals and wildlife situation and protection.

3 understand the center meaning of the text.

4 help students to know the importance to protect wildlife. b).objectives of ability 1 to improve their ability of summary by summarizing main ideas according to key words. 2 to encourage students to think and express their attitude towards the wildlife and the wildlife protection. 3 to enhance students’ reading ability and develop students’ ability and skills of guessing words and reading comprehension. c) objectives of affection 1 to help students understand the importance of the wildlife

protection and make them be more active in the helping wildlife. 2 to develop students’ sense of comprehensive learning. Ⅲ. Teaching key points and difficulties. a).Summarizing the main idea of each paragraph. b).Memorizing and using the new words and phrases. Ⅳ. Teaching aids.

Tapes, blackboard, chalk, PPT, pictures. Ⅴ. Teaching procedure

Step 1: Warming up

Tasks(Teachers) Tasks(Students) Interaction Purpose 1)T .gives a brief Ss name some

T

Arose their introduction about types wildlife, and ask Ss wildlife about animals. endangered animals know. Ss Enable them know they of Ss interest today’s learning

in 2).T lists types of Ss listen and T wildlife animals on discuss the PPT (see reasons , they the

Ss

to why Ss are what kind of

wildlife Appendix)

showing some types endangered of endangered animals animals are endangered and why animals and asks which they are some kinds of wildlife animals are endangered. familiar with, then explains the reasons about why they are endangered animals. 3).T lists the new Ss words during discussion.

Step 2: Pre—reading

Tasks(Teachers) mentioned discuss the answer.

listen, T and

Ss Let Ss learn new words from that. Tasks(Students) Interaction Purpose Ss Pave the T asks Ss about Ss talk about T wildlife animals

some

way for Ss to know the they know well, then endangered shows pictures of the animals wildlife animals. know.

they endangered wildlife

animals in the text. T explains the new Ss look at the T words while mentioned PPT and think

introducing about reasons cause the that the Ss Let Ss learn new words effectively. wildlife animals. wildlife animals endangered.

Step 3: Reading

Tasks(Teachers) Tasks(Students) Interaction Purpose T

Ss Make them Before reading, T Ss listen. tells Ss to pay attention to the key words reading. while know what to focus during reading. Ss Let Ss get key words to pave the way to get the main idea on T asks Ss to read Ss read and look T the text paragraph for key words in

by paragraph, and each paragraph. tell them to

underline some key words they can catch. T asks Ss and lists Ss listen and use T key words on the the new phrases

blackboard, explains phrases mentioned .（see Appendix）

T leads Ss to Ss try to make T summarize the them out.

Ss then

to some sentences. make Ss later. Direct Ss to learn by heart the phrases new by using them. Ask Ss to summarize the main idea to improve main idea of each Then check them paragraph with those given T (see and according to the by key words. their ability of summary. Appendix) Then T gives a take notes. brief summary.

Step 4: Homework

a). Read the text in details.

b). As a student, what should you do to protect the wildlife animals? List your own opinions and organize your words to write a short passage about your solutions.

Appendix I

1 Endangered animals: 十大濒临灭绝的动物

1.Panda 2 golden monkey

3.White –flag dolphin 4.south China tiger 5.Crested Ibis

6.brown-eared pheasant 7.Chinese alligator 8.black-necked crane

9.Tibetan antelope

10.Elaphurus davidianus

2 Show some familiar pictures to draw Ss’ attentions to the

wildlife. (fox, elephant, kangaroo, tiger, panda, bear, golden monkey and so on), and bring the question: What do you think wildlife are? Encourage Ss to discuss with each other and then solve the question together. Teacher’s idea: the term wildlife refers to living organisms that are not in any way artificial or domesticated and which exist in nature habitats. Wildlife can refer to plants but more commonly refers to animals. Wildlife is a very general term for life in various ecosystems. Deserts, rainforests, plains, and other areas-including the most built-up urban-sites all have distinct forms of wildlife. 3 Make the Ss have a talking: Why are those animals

endangered? Teacher’s answers:

(1) People kill the endangered animals simply to satisfy their desire to eat. (2) People kill animals for their fur, which can be made into beautiful and expensive fur coat. (3) People don’t protect the nature. They destroy it willfully. 4 Who is the most dangerous enemy of wildlife animals? Answer: Human beings. 5 What relationship between people and wildlife should be?

Answer :wildlife animals are human being’s friends, They can keep the balance of nature and make the whole world colorful. To protect wildlife is to protect ourselves.

Appendix II 1 Let Ss guess the content about the passage after reading the title. 2 Ss read the passage and then finish the chart. Animal

1

2 elephant Problem

hunted for its fur

Solution

not given farmers paid to promote tourism, not kill elephants 3 monkey rainforest being destroyed

Answers: 1 antelope

2 killed for its habitat

3 find useful drugs to protect rainforest 2

Find out the main ideas Paragraph1: Daisy flew in a wonderful carpet to Tibet and found that antelopes were in danger. They were killed for the fur to make sweater. Paragraph2: Daisy found that the elephants were protected by the Zimbabwe. Paragraph3: Daisy flew to the rainforest and learned that the rainforest should be protected, for they are the source

of many dugs. Paragraph4: Daisy returned home and knew the importance of wildlife protection 3 General analysis: Paragraph1: a: How did the antelope feel? Answer: The antelope felt sad. b: Why are people hunting and killing the Tibetan antelopes? Answers: In order to get the wool which is used to make sweaters. Paragraph2 : a: How did the elephant feel? Answer: The elephant felt excited. b: How did life improve for the elephants? Answer: Farmers like them and no longer hunt them. c: How did life improve for the farmers? Answer: The tour companies had to pay for visiting and hunting. Farmers made a lot of money from it. Paragraph3: Why dose looking after the rainforest help with wildlife protection? Answer: Because no rainforest, no animals, no dugs.

4. Let Ss read the text and

underline all the collocations at the same time. long to do …, wake up, find…by one’s bed, a flying carpet, fly away, be killed for…, turn around, in relief, burst into laughter, become endangered, destroy the farm, take photos, hunt…for…, make money for…, as a result, in thick rainforest, protect…from…, rub…over…, a powerful drug, pay attention to…, take…home

Appendix III 1. WWF

World Wildlife Fund 2. protection

n 保护

protect

vt

protect sth from/against… 保护……不受…..的危害，避免……

He is wearing the sunglasses to protect his eyes from /against the strong sunshine. 3.

burst into laughter

burst out laughing

burst into tears

burst out crying 4. come into being Do you know when the humans came into being?