Wildlife-protection教学设计——高某某

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Book2 Unit 4 Wildlife Protection

Reading :How Daisy learned to help wildlife

（*_**学 高某某）

教材分析：本单元的中心话题是“野生动物保护”。Reading 是本单元的核心部分，描述了Daisy 在梦中经历的一次奇妙的飞毯旅行。通过女孩和藏羚羊等动物的对话，学生进一步意识到野生动物的生存环境日益恶化以及保护野生动物的行为刻不容缓。同时课文包含了本单元学生应掌握的大部分词汇和语法知识。

学情分析：尽管目前学生已掌握了基本的听、说、读、写能力，但仍需要较多的机会来运用已学知识来表达自己的思想、情感、体验，同时来培养他们的自主学习及合作学习的能力。

Teaching Aims: (教学目标)

1. Knowledge aims:（知识目标）

a. help Ss to understand and master the words and expressions

b. Let the students know some basic information about the endangered animals and wildlife situation and protection.

2. Ability aims:（能力目标 ）

a. Encourage Ss to think and express their attitude towards the wildlife and the wildlife protection.

b. Enhance Ss’ reading ability and develop Ss’ ability and skills of guessing words and reading comprehension.

3. Emotional aims:（情感目标 ）

a. Help Ss understand the importance of the wildlife protection and make them be more active in the helping wildlife.

b. Develop Ss’ sense of cooperative learning.

Teaching Key Points:（教学重点）

a. To train the reading comprehension to the whole passage

b. To improve Ss’ ability of listening, speaking, reading and writing.

Teaching Difficult Points:（教学难点）

Enhance the students reading skills in the passage.

Teaching Materials:（教学材料）

Blackboard, books, ppt and other normal teaching tools.

Teaching methods：（教学方法）

Co-operative learning

Activity-based teaching (individual work; group work; class work)

Students-centered approach & Task-based teaching and learning

Teaching Procedures:（教学过程）

Step 1. Lead-in

Task 1: Group Work

Show some familiar pictures to draw the students’ attentions to the wildlife, and bring the question: Do you think what wildlife are? Encourage Ss to discuss with each other and then solve the question together.

Purpose：To enliven the atmosphere of the class and to enhance the cooperation.



Task 2. Class Work

Set up some related questions to make the whole class conclude what on earth mainly cause these wild animals in danger of disappearing. After discussing, Ss should mention the following reasons: Food shortage, pollution, destruction of habitats, and over-hunting. Meanwhile, teacher brings up the conception of “wildlife protection” in time.

Purpose: To help Ss get as much background knowledge about wildlife as possible.



Step 2. Warming up

Cooperative learning. Discuss the questions with the partners.

1. Why are the animals in danger?

(1. Don’t have enough food; 2. Being hunted and killed; 3. The bad environment; )

2. What measures should be taken to protect the endangered animals?

((1) Treat the animals as our friends; (2) We shouldn’t kill them freely. (3) We should protect the environment around us. (4) We should collect money to protect animals.)

Step 3. Listening Task（听力）

Play the tape of the reading passage, and ask Ss to finish the following questions, and tick all the mentioned words out while listening:

1. What places did Daisy go?

A. Tibet China B. rain forest C. WWF D. Zimbabwe

2. How many animals did she meet? What are they?

A. antelope B. elephant C. monkey D. mosquitoes

3. What helps Daisy meet the wildlife?

A. By a flying chair B. By a flying broom(扫把) C. By a flying carpet

Suggested answers: 1. ABD 2. ABC 3. C

Purpose: To strengthen Ss’ listening ability and the ability of catching some sensitive information.



Step 4. Reading

Fast Reading

Task 1:

Read the passage quickly and silently. try to find out the main idea. Then answer the following question:

The passage is mainly about ______.

A. some protection of wildlife

B. a journey of a flying carpet

C. Daisy’s wonderful experience with some animals

Suggested answer: C

Task 2:

Read the passage again and fill in the table within given time.



Animal she met



Places she went





First visit









Second visit









Third visit







Suggested answers：antelope，Tibet ； elephant，Zimbabwe ；monkey，Rain-forest 。







Purpose: To train Ss to go through the passage quickly to get some special information neglect other information.



II. Careful Reading

Task 1: Read the passage and draw lines under phrases or sentences which you don’t understand.

Task 2: Finish the true( T ) or false ( F ) questions, and try to correct the false.

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. The farmers in Zimbabwe get much money from the elephants and rhinos now.

5. This is a real story in Daisy’s life.

Suggested answers: F F F T F

Task 3: Answer the following questions on the screen.

1. Antelope in Tibet become endangered because:

A. they are killed by other animals for food.

B. The environment is badly polluted.

C. People kill them to use their fur.

D. their food chain(食物链) is cut off.

2. The farmers hunted the Zimbabwe elephants without mercy because

A. they wanted to sell the elephants for money

B. their families were attacked with no compensations received.

C. the number of elephants was so large that they eat too much food.

D. Their farm were destroyed but they didn’t get any money from tourists.

3. It can be learned from the text that

A. the Zimbabwe government did a good job in saving the elephants.

B. the rain-forest produces drugs that are good for millipede insects

C. the farmers also got some money from tourists after the WWF helped.

D. Mosquitoes help protect moneys from millipede insects.

4. It can be inferred from the text that next Daisy would

A. go and buy a flying carpet

B. work with WWF to help wildlife

C. laugh over what she had experienced

D. cry because she could not make her new drug.

Suggested answers: C D A B

Purpose: To train Ss the ability of combining the skimming with scanning together.



Step5. Retell the story

One day , She flew in a wonderful_____ to talk with an_________in Tibet.The antelope told her they were hunted because of their _____which can be used to make ________like hers.In three years they may all be gone. Later, she ______to Zimbabwe where she talked with an_________and got to know the farmers there no longer ______them.That’s because the_________ decided to help and the farmers finally made a lot of ______.At last she _______at the thick _________where a monkey told her “No rainforest, no_______and no_____.”Although finally everything had _____,she had________so much!

Step6. Discussion

What should we do to protect wildlife?

What can we do to help endangered animals?

Measures to protect the endangered animals:

1.Protect the environment

2.Build protection zones (reserves)

3.Stop people from killing endangered animals

4.Collect money to protect them.

Step 7. Homework Assignment

In this class, we have learned the great urgency of the wildlife protection. As a student, what should we do to protect the wild animals? List your own opinions and organize your words to write a short passage about your solutions.

Purpose: To cultivate Ss to write down their own opinions and help train their writing abilities.





Reflection after teaching (教学反思)

本节课在多媒体的辅助下，一方面以直观的图片激发学生学习的兴趣，另一方面以课件形式展示，节约了书写的时间，一节课的时间虽紧凑但却能借助于多媒体安排更多的内容，能更加顺利地完成不同的任务设置，培养学生的阅读技巧，教会学生更快更准的找到问题的答案和有效的信息。

在活动中主要让学生独立完成各项任务，达到了英语阅读的训练目的。

但是，本堂课也还存在一些不足，需要加以改进：

1.由于本堂课任务多，容量大，导致完成任务时间较紧，任务间过渡不够自然，今后应注意教学步骤间的紧密衔接。

2.本节课注重学生阅读技巧的训练，在一定程度上培养了他们的阅读能力，但课文知识内容拓展不够。

3. 多媒体的使用虽然带来了诸多方便，但同时呈现的内容过多，能让学生记住的东西却反而少。

组内点评：英语阅读课最重要的是培养学生的阅读理解能力，用英语去完成任务，这节课达到了这样的目的。教学设计挖掘了文章的内涵和主旨，使各种有用信息渗透到英语教学之中；整个过程始终贯穿着培养学生的各方面能力，全方位开发学生的潜能。这种教学设计克服传统的教师讲、学生记的弊病，学生在教师引导下学会思考、学会分析、学会发现，学会表达，真正发挥了学生的主体作用和教师主导作用。课堂上能做到全面提高学生的英语能力，通过师生，生生的交流，合作，探究，取得很好的教学效果。

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