LessonPlan

WildlifeProtection

HowDaisyLearnedToHelpWildlife

沈陽市回民中學(xué)

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