Unit 4 Creatures large and small教学目标

School:

Minhang High School

Students:

Class 5, Senior One

Teacher:

Angel, Zhu

Date:

May 9, 2018 ____________________________________________________________________________________________________________________________________

Teaching PlanTeaching Material:

‘How Daisy learned to help wildlife’

Additional reading Material Analysis

The text is a fictional story. As the students have already read another fictional story in the text book of Oxford English, i.e. ‘the Phantom of the Opera’, they are quite familiar with this type of writing and the basic elements of a story: setting, characters and plot. The topic of wildlife protection is not strange to students. Therefore, the students won’t have too much difficulty in understanding the text. Because the WWF plays a very import part in the story and the students know little about it, some background information is added to help the students better understand the text.

Learner analysis The targeted learners are senior one students from Minhang High school with medium language proficiency. They desire to participate in the class actively, but their oral English may prevent them from doing so. Therefore, during the teaching process, the teacher should encourage students to get involved in the lesson and provide the students with some scaffolding activities to support the students. What is more, some students may have difficulty in pronouncing the new words correctly, due attention should be paid to leading students to read the new words.

Teaching objectives:

By the end of the lesson, the students are expected to

1.

understand the storyline of the fairy tale by skimming and scanning

2.

have a clear picture of how to protect wildlife

3.

realize the importance of wildlife protection and have the awareness of doing his bit to protect wildlife

Teaching focuses 1. leading the students to realize the importance of wildlife protection 2. guiding the students to think over what can be done to protect wildlife Teaching difficulties How to guide the students to think over the measures that can be taken to protect wild animals

Stages Learning Activities Teaching Purposes Interaction

Pre-reading Looking at the some pictures of the endangered species.

Scanning the passage to find out the three destination of Daisy’s journey and the animals they see.

To arouse the students’ interest and introduce the topic of caring for plants.

To help the students have a whole picture of the story.

T—Ss T—Ss Reading paragraph one to find detailed information about why the antelope To help students sort out the detailed information about was sad and Daisy’s feeling about this. the antelope.

T—Ss Reading Para 2 to locate detailed information about the change in the To help the students sort out the detailed information and While- reading

insect and the mosquito. Interpreting the sentence ‘No rainforests, no animals, no drugs.’

status of elephants and the measures taken by the government. Discussing in pairs what else the government can do to protect wildlife. realize the importance of wildlife protection. To guide the students to discuss with their partner and find out more measures for wildlife conservation. T—Ss T—Ss S—Ss T—Ss T—Ss

T—Ss T—Ss S—Ss Reading Para 3 and tell the relationship between the monkey, the millipede To lead the students to understand the interconnection between the animals. To help the students better understand the sentence.

Learning more information about the WWF. To introduce the WWF to the students. Post-reading Having a discussion in groups three on what individuals, the government To lead the students to find out all that can be done to and the conservation groups can do to protect wildlife protect wildlife.

Assignments 1. Suppose you are Daisy, write a letter to your friend working in the WWF to tell her your experience.

2. Do research into the WWF and write a report on what it has done to protect wildlife.