Unit  4   Wildlife Protection

Reading     How Daisy Learned to Help Wildlife

 Learning ability goals

Enable the students to Talk about wildlife endangerment , discuss and suggest solution to the wildlife problem WWF has to deal with.

Help the students to get to know “how to help wildlife” by reading, discussing and suggesting.

Teaching important points

How to improve the students’ ability of reading about wildlife protection and get the students to get to know “how to help wildlife”.

Teaching methods

Task-based learning and scanning.

Teaching aids

The Multimedia Computer, a projector, a board and a tape recorder.

Teaching procedures & ways

Step I  Lead-in by a short vedio and a group of pictures of the endangered animals.

Step 2  Scanning

1. Is it a true story?

2. How many animals are  mentioned in the story?

3. How many places has Daisy been to?

Step3  Careful  reading for details.

Stop1—para.1     Stop2—para.2    Stop3—para.3-4

1  The first stop

Purpose: to see some ________________

Place: ______

Animal: ______________

Situation: being hunted for the wool  under its stomach 

Result: numbers are _________ rapidly

 How did the antelope feel?

  Why are people hunting and killing the Tibetan antelopes?

 2 The second stop

Purpose: to go to a place with wildlife  _________

Place: Zimbabwe

Animal: African ________

Situation: used t o be hunted with numbers decreasing rapidly

Result: now being protected by farmers making money from ______________

What was the situation about elephant ?

How did life improve for the farmers in  Zimbabwe?

3 The third stop

Purpose: to go to a place where the WWF is involved

Place: __________ 

Animal: ___________________

Situation:

Result:

Why did the monkey rub itself?

Why is the thick rainforest important for animals?

Step 4  POST READING   summary

One day, Daisy _________ a strange dream. She flew in a wonderful _______ to ______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______. 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 rain forest, no _______ and no ______.” though finally everything was ______, she had _______ so much.

Step 5．Discussion

What should we do to protect the endangered animals?We should… We shouldn’t …

Step 6．Homework

1.Review the passage on

   P26 and finish the exercises on P27.

2.Review the new words and phrases of this unit.

3.Write a short essay about wildlife protection.

 教 学 反 思

摘要：本文通过一节高中阅读课的实际案例，来探讨和反思野生动物灭绝的原因和野生动物保护的重要性和紧迫性由浅入深，从而逐渐提高学生学会分析语篇的能力。

1.教学内容：

本节课的阅读内容选自人民教育出版社出版的普通高中课程标准实验教科书《英语必修2》 Unit 4 Wildlife protection的阅读板块。文章标题为How Daisy Learned To Help Wildlife. 主要内容是讲述Daisy在梦中经历的一次奇妙的飞毯旅行。通过女孩和藏羚羊、非洲象、猴子的对话，了解到了当前野生物种所面临的艰难境况，从而想要通过有效途径来帮助野生动物的故事。

2.教学目标：

知识与技能：让学生掌握与野生动物保护有关的词汇和短语，如：protection,

decrease, endanger, die out, habitat, in danger of, hunt, fur, WWF等。

过程与方法：训练学生在教师指导下，于小组合作中学会把握文章基本结构，理解文章基本内容，明白作者写作意图。

情感、态度和价值观：让学生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动刻不容缓。

3.反思不足之处：

这节课在教授过程中的不足之处有以下几点：

（1）小组活动不够充分，可能由于问题设置的局限性，学生可以发挥的空间受到了限制，因此，为了避免这种情况，教师应该在以后的教学过程中，尽量设置开放性问题，来充分调动学生的积极性，让学生多思、多想、多做，从而使生成的知识更多元、更深化。

（2）对学生speaking训练的比重不大，speaking和reading可以说是相辅相成的关系，本节课由于时间限制，因此，在课文阅读方面的speaking训练没有进行强化。

（3）在课堂驾驭方面，本应该做到，尽量为学生营造一个更加轻松、和谐、融洽的学习氛围，这方面的能力还有待于进一步提高。

4.反思可取之处：

  这节课在教授过程中的可取之处主要有以下几点：

（1）课堂引入处理得较为成功，通过视频和图片中动物处境的反差，引发学生的思考，利于课堂教学内容的展开。

（2）在阅读过程中，基于分组教学的基础上，将问题设置得有梯度，且问题的形式设置得较为丰富，不再拘泥于传统的选择、填空等......使得学生更有动力去在文章中搜索答案，提高学生学习的积极性。从而达到让学生把握阅读结构，理解阅读内容，体会作者意图的目的。

（3）在能力提升阶段，能组织学生根据课文内容，在小组合作的基础上，表达自己的观点，既能锻炼学生的口语表达能力，还能促进学生敢于展现自我，增强其自信心。

（4）最后通过师生共同讨论来升华课堂，让教师和学生达到情感的共鸣，明确课堂主题。