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LessonPlan
WildlifeProtection
HowDaisyLearnedToHelpWildlife
沈阳市回民中学
周迎春
Lesson
plan
HowDaisyLearnedToHelpWildlife
Teacher:
ZhouYingChun
Period:Period2
Type:Reading
Duration:40minutes
Ⅰ.Teaching
ideology
The
current
theory
view
reading
as
a
interactive
process
which
involves
not
only
the
printed
page
but
also
the
reader’s
old
knowledge
of
the
language
in
general,
the
world
and
the
text
types.
In
the
reading
process,
these
factors
interact
with
each
other
and
compensate
for
each
other.
Based
on
theunderstanding
of
reading
as
an
interactive
process,
teaching
reading
in
the
classroom
is
divided
into
three
stages
in
which
the
top-down
and
bottom-up
techniques
integrated
to
develop
the
students
language
efficiency
in
general
and
reading
strategies.
They
are
pre-reading,
while-reading
and
post-reading.
Ⅱ.Teaching
material
and
learning
condition
The
analysis
of
teaching
material
The
teaching
material
is
the
reading
part
from
Unit4,Book2Itisthesecondperiodofthisunit.The
topic
of
this
unit
is
WildlifeProtection.This
passage
mainly
introduceshowDaisylearntohelpthewildlife.The
passage
consists
of
4paragraphs.
The
topic
is
not
new
to
the
Students.
The
analysis
of
learning
condition
The
students
are
from
grade1
in
senior
high
school.
As
high
school
students,
they
have
achieved
certain
English
level
and
they
have
the
ability
to
get
the
basic
idea
of
the
reading.
Theywant
to
show
their
own
opinions
on
the
topic.
They
are
familiar
with
the
topic
of
wildlifeprotectionand
know
whatweshoulddoto
helpprotectendangeredanimals.But
they
may
not
befamiliarwithtypeofquestionsofreadingcomprehension.
Moreover,
their
vocabulary
is
limited
so
they
may
have
difficulties
in
understanding
some
sentences.
Ⅲ.Learning
objectives
1.
Language
skills
At
the
beginning
of
the
class,
Ss
can
predict
the
content
of
the
passage
based
on
the
title.
Students
can
scan
the
passage
and
find
out
the
specific
informationrelatedtothetext.
Studentscangraspthemainideaofthetext.
2.
Language
knowledge
Studentscan
master
the
typeofthequestionsinreadingcomprehension.
3.
Affects
Ss
will
realize
that
therearemanyanimalsthatareendangeredand
they
will
concern
themselves
with
the
issue
of
wildlifeprotection.
4.
Cultural
awareness
Students
will
broaden
their
minds
by
knowing
something
about
theendangeredanimals.Thentheywillraisetheirawarenessofwildlifeprotection.
5.
Learning
strategies
Studentswill
cultivate
their
ability
individual
learning
and
cooperative
learning
by
doing
some
activities
independently
and
some
in
groups.
Students
will
communicate
with
each
other
in
English
while
doing
the
group
work.
Ⅳ.Language
focuses
and
Anticipated
difficulties
1.Language
focuses
This
is
a
reading
period
so
the
focus
is
to
cultivate
the
students’
reading
skills.
Activities
are
designed
tohelp
students
to
train
their
reading
is
also
important
for
students
to
master
the
words
and
phrases.
2.Anticipated
difficulties
As
the
Ss
have
a
limited
vocabulary,
so
they
may
have
some
difficulties
in
understanding
the
passage.
So
the
teacher
will
help
them
learn
the
new
words
and
phrases.
Ⅴ.Teaching
method
Individualwork:tofinishtheunderstandingofthetext;tofindtheanswersofthequestions.
Groupwork:tochecktheanswers;tomakeaconclusionaboutthetypesofthequestions;thewaywecan
usetohelpthewildlife.
Ⅵ.Teaching
aids
Multimedia
devices
and
PPT
documents:
In
order
to
help
Ss
to
fully
understand
the
whole
passage,
I
adopt
Multimedia
devices
and
PPT
documents
inmyclass.
Ⅶ.Teaching
procedures
StepⅠ.
Lead-in
Activity:
Greetings
and
Showsomepictures.
Showsomepicturesthatareharmoniousandcrueltostudentsarousetheirinterestandleadinthetopicofwildlifeprotection.
[Aims]Throughshowingsomepictures,leadinthetopicofwildlifeprotectionandalsoarousestudents’
interestinthetext.
StepⅡ.Reading
Activity1:
Readthetext.
Letstudentsreadtextandthengetthemainideaofthetext.
[Aims]
Togetthemainideasofthetextandmeanwhilepracticetheirabilityofspeakingandlistening.
Activity2:Dealwiththequestions.
Letstudentsanswersixquestionsaccordingtotthetextindividuallyandthendiscusstheanswerswithpartnersingroup.
[Aims]Toarousestudents’attentiontotheinformationinthetextandthenhaveageneralideaofthetypesofthequestionsinreadingcomprehension.
Activity3:Groupwork
Discussion:Matchthequestionswiththetypes.
StepⅢTypeofthequestions.
Activity1:Conclusion
Makeaconclusionaboutthetypicalwords,expressionsorsentencesthatweoftenuseinreading
comprehension.
[Aims]Tolinkthetypesofquestionsinreadingcomprehensiontopracticallearning.Letstudentsgraspthetypicalwords,expressionsandsentencesbetterandthenimprovetheirabilityofdealingwiththequestions.
Activity2:Conclusion.
Makeaconclusionandthengivethespecificinformation.
[Aims]Helpstudentshaveaclearunderstandingofthetypesofthequestionsandthenhelpthemdeveloptheirabilityindealingwiththequestions.
Activity3:AgameBINGO
Letstudentsfinishthequestionsandthenfinishthegame.
[Aims]Toarousestudents’interestindealingwiththequestions.Developstudents’abilityinfindingdetailinformation.
StepⅣClassactivity
Activity1:Letstudentsappreciateoneshortvideo.
[Aims]Toarousestudents’attentiontothebadsituationthattheenvironment,theanimalsandourhumanbeingsarefacing.
Activity2:Discussion
Whatcanwedotohelpprotectthewildlife?
[Aims]Togivethemoraleducation
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