【wildlife|wildlife-protection教学设计】1、w i IdI i fe-protect i on教学设计-CAL-FENGHAI-(2020YEAR-YICAI) JINGBIANBook2 Unit 4 Wildlife Protection 教学设计Reading :How Daisy learned to help wildlife设计人:长垣一中郭晓黎教材分析：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 。

2、语法知 识 。
学情分析：尽管忖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 expressionsb. Let the students know some basic information about the endangered animals and wildlife situation and pr 。

3、otection.2. Ability aims:（能力目标）a. Encourage Ss to think and express their attitude towards the wildlife and the wildlife protection.b. Enhanee 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 importanee 。

4、 of the wildlife protection and make them be more active in the helping wildlifeb. Develop Ss* sense of cooperative learning.Teaching Key Points:（教学重点）a. To train the reading comprehension to the whole passageb. To improve Ss ability of listening, speaking, reading and writing.Teaching Difficult Poi 。

5、nts:（教学难点）Enhanee the students reading skills in the passageTeaching Materials:（教学材料）Blackboard, books, ppt and other n ormal teachi ng tools Teaching methods：（教学方法）Co-operative learningActivity-based teachi ng （individual work;
group work;
class work）Studentscentered approach & Task-based teaching。

6、and learningTeaching Procedures:（教学过程）Step 1. Lead-inTask 1: Group WorkShow some familiar pictures to draw the students attentions to the wildlife, and bring the question: Do you think what wildlife areEncourage Ss to discuss with each other and then solve the question together. Purpose： To enliven。

7、the atmosphere of the class and to enhanee the cooperatio n.Task 2. Class WorkSet up some related questions to make the whole class con elude what on earth mainly cause these wild animals in danger of disappearing. After discussing, Ss should mention the following reasons: Food shortage, pollution,。

8、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 possibleStep 2. Warming upCooperative learning. Discuss the questions with the partners1. Why are the animals i 。

9、n danger?(1. Dont 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 shouldnt kill them freely. (3) We should protect the environment around us. (4) We should collect mo 。

10、ney 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. Zimbabwe2. How many animals did she meet What 。

11、 are theyA. an telope B. elepha ntC mon key D mosquitoes3. What helps Daisy meet the wildlife?A. By a flying chair B. By a flying broom(扫把)C. By a flying carpetSuggested answers: 1. ABD 2. ABC 3. CPurpose: To strengthe n Ss? listening ability and the ability of catchi ng some sensitive inf ormatio n 。

12、.Step 4. ReadingI. Fast ReadingTask 1:Read the passage quickly and silently. try to find out the main idea Then answer the following question:The passage is mainly aboutA. some protection of wild I ifeB a journey of a flying carpetC. Daisys wonderful experience with some animalsSuggested answer: CTa 。

13、sk 2:Read the passage again and fill in the table within given time.Animal she metPlaces she wentFirst visitSecond visitThird visitSuggested answers： an telope, Tibet ； elephant, Zimbabwe : mon key, Rainforest oPurpose: To train Ss to go through the passage quickly to get some special information ne 。

14、glect other information.II. Careful ReadingTask 1: Read the passage and draw lines under phrases or sentences which you dor/t un dersta nd.Task 2: Finish the true( T ) or false ( F ) question and try to correct the false1. Daisy saw many antelopes in Tibet2. Dais/s sweater was made of sheep wool.3.。

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标题：wildlife|wildlife-protection教学设计