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1、Unit 2 Wildlife ProtectionUnit 2 Wildlife ProtectionPeriod 2 Reading and ThinkingPeriod 2 Reading and ThinkingA Day in the CloudsA Day in the CloudsPresenter:Wang LanhePresenter:Wang Lanhe1.Analysis of Teaching Materials2.Analysis of students3.Aims and DemandsContents5.Teaching and Learning Approach
2、es6.Teaching Procedure7.Blackboard Design4.Key Points and DifficultiesPart One Part OneAnalysis of Materials Analysis of Materials 01Journal Points out Facts and reasonsCentre of unit,7para.First,place&purpose from 2-7,show elegance,beauty,point out sufferingExpress concernPart Two Part TwoAnalysis
3、of Students Analysis of Students 02 due to limited vocabulary.find it hard to express.Certain abilities of listeningexpress what.not active in class for fear of.Need opportunity to develop autonomous learning ability,cooperative learning abilitySenior OneSenior One Students StudentsPart Three Part T
4、hreeAims and Demands Aims and Demands 03Knowledge aims:(1)help students understand&master words&phrases&sentence patterns.(2)get basic information about endangered animals&wildlife situation and protection.Ability aims:(1)Improve skills of organizing&using English as a second language,(2)Enable stud
5、ents to understand main idea,scan for needed information&grasp detailsEmotional aims:Help students realize the importance of the wildlife protection and love wildlife and love nature living in harmony with nature.Part Four Part FourKey Points&Difficulties Key Points&Difficulties 04B.understand impor
6、tance of wildlife protection&dosomething for wildlifeAKeyPointsA.help students get general idea of passage,&detailed information as well.BB.express views on the relationship between man and nature in proper English.ADifficultiesA.obtain information of endangered antelopes,&measures to protect them,&
7、discuss Tibetan antelopes in EnglishBPart Five Part FiveTeaching&Learning Approaches Teaching&Learning Approaches 05Teaching ApproachA.Communicative approachB.Task-based approach C.Situational Teaching approach D.Visual and Audial approach Language is used for communication.Its learner-centered and
8、emphasizes communication and real-life situations.A task resembles activities which our students or other people carry out in everyday life,Learners should be given opportunities to reflect on what they have learned and how well they are doing.So,in each step,Ill set a few tasks to test how well the
9、y understand and master the teaching contents.For situational teaching method,Ill get them to join in a role play and create a real life situation for language communication.Learning ApproachA.Task-based learning ApproachB.self-dependent Learning approach C.cooperative learning ApproachFor learning
10、methods The learning methods of this lesson are individual work,pair work、group work、and teamwork.Each task requires students to use autonomous and cooperative learning approaches In this class,on one hand,Ill allow students plenty of time for scanning,skimming and intensive reading for information
11、with self-exploration method.One the other hand,I set a few tasks which take teamwork.Students have to discuss and cooperate with each other to complete the task.Part Six Part SixTeaching Procedure Teaching Procedure06Lovely friendly harmoniousSad angry terrible illegal A.Show picturesLovely friendl
12、y harmoniousB.Play short videoShowing antelopes being killed Watching the video can be a good way to spark the students mind to focus on the center topic:importance of wildlife protection.By watching the video and series of pictures,students generally form a basic understanding of teaching materials
13、 and the main character of this lesson,Tibetan antelope.The students will be eager to know something about the endangered wildlife and this is the very time to naturally lead the class into Step 2Step OnePurpose of design1.Scan the title and pictures below.What do you think the text is about?The tex
14、t must be about antelopes and wildlife protection.By scanning the title and pictures,students can quickly find specific information they need,for example,Tibetan antelopes,endangered wildlife.The purpose is to inspire the students to read actively,not passively.In addition,the task is aimed to devel
15、op the students reading skill by making prediction and to encourage them to express their thoughts in English.Step TwoPurpose of designMatch the main idea with each paragraphPara.1 Para.2 Para.3 Para.4 Para.5 Para.6 Para.7 Writer visited Changtang in order to observe Tibetan antelopes.Tibetan antelo
16、pes are in danger.His guide thinks land is sacred and protecting wildlife is a way of life.Bad times for Tibetan antelopesChinese government&volunteers took effective measures to protect Tibetan antelopesEffective measures have helped population of Tibetan antelopes recover.Human beings must change
17、way of life in order to save planet.Step ThreePurpose of designSkimming is very fast reading,and a very useful skill of reading.It will allow readers to get information quickly from anything they read.Knowing how to skim will make them better readers.In skimming,the students should attempt to get th
18、e main idea of every paragraph plus a few facts.They cannot hope to pick up all the facts in the story but pick up some facts,names or numbers.In order to get the main ideas and a few of the details,students must begin to leave out material,reading only key sentences and phrases.Read the passage car
19、efully while listening and answer the following questions(3min.)1.Complete the form with proper words or phrasesThings the author sees mountains disappearing into.u The antelopes moving across the green grassThings the author hearsu Changtang National Nature.u for the Tibetan antelopeu Measures to t
20、he Tibetan antelopeu achieved after years of protectionHow the author feels or thinksu by their beautyu Changing our way of.u Existing in with natureSnow-covered cloudsslowlyReserveBad timesprotectEffects StrucklifeharmonyIn the teaching of English reading,Blank-filling problems is just one of vario
21、us types of quizzes which test how well students understand reading materials and obtain detailed information.It evaluates students ability of intensive reading comprehension.Students must pay attention to some specific words or phrases indicating“who,what,where,when,why,etc.”Step FourPurpose of des
22、ignwhyHow whatProtecting the Tibetan AnteloperesultsMore to do2.Read the passage again and complete the mindmap belowOrganise the structure of the text.Protecting the Tibetan AntelopeWhyResultWhatMore to doTibetan antelopes live on the plains of.They re graceful.They have valuable fur.Hunters make p
23、rofits.Their habitats were getting smaller.National protection Bridges and gates Volunteers Population has recovered.In June 2015,they were removed from.We must change.Learn to exist in.How Mind map has been widely recognized as an effective teaching and learning tool in all levels of education.The
24、application of mind map in the teaching of English reading can make the difficult and complex contents clear and easy,and it will help students understand the text and knowledge deeply and memorize materials easily.The application of mind map like tree diagrams will promote students to use outline o
25、f contents and forms to understand the text effectively and to improve their reading abilities,and develop the ability of speaking and writing.Lets suppose this mindmap to be a tree diagram,the“trunk”,that is,the main goal is“protecting the Tibetan antelope”，and the branches are the various tasks th
26、at need to be accomplished to achieve the given objective.The only requirement,however,is that each task should be completed step by step.Step FourPurpose of design3.Think over and answer this question.Step FourIntensive Reading l The author intends to tell us that although the Tibetan antelope has
27、been removed from the endangered species list,the threats to them have not yet disappeared.,we must change our way of life and learn to exist in harmony with nature.Whats the purpose of this arcticle?Step FourPurpose of designThis question is actually the summary of the passage which emphasizes the
28、intention of the author writing the article.Its also what the passage teaches about emotional value.This step of Intensive Reading is the most important part of reading process.It allows students to read every sentence or word to get detailed information such as exact time,place,person,event,cause a
29、nd effect.Whats more,they can grasp logical relationship between sentences and paragraphs through meditation,analyzation,and summarizationStep FourAdditional illustrations Read the sentences below,and decide if each idea is the literal meaning of the text or only implied by the textIdentify literal
30、and implied meaning Literal meaning is the usual,basic meaning of the words,i.e.exactly what the words say.Implied meaning is suggested but not directly expressed,i.e.you guess the meaning based on what you know._The Tibetan antelope lives high above sea level.(This is implied by“The air is thin”)_W
31、hen they first saw the antelopes,they were very far away._We should not buy goods made from endangered animals._Human activities are threatening animals and plants._The Tibetan antelope is not an endangered species nowILIIICritical thinking is the ability to think clearly about what to do or what to
32、 believe.It includes the ability to engage in independent thinking.Someone with critical thinking skills is able to understand the logical connections between ideas,detect common mistakes in reasoning,and reflect on the judgement of ones own beliefs and values,especially they should distinguish“lite
33、ral meaning”and“implied meaning”.Step FiveCritical Reading illustrations The literal meaning is the most obvious sense of words.In some cases,when the speaker says a sentence and means exactly and literally what he says,it shows his literal meaning.For example,If a person says,“I keep a lovely bird
34、in the cage”,in fact,there is a bird in the cage.Thats his literal meaning.But there are all sorts of cases where speakers say sentences and mean something different from or even inconsistent with the literal meaning of the sentence.For example,if a person says his father is an early bird,he doesnt
35、really mean his father is a bird but a person who works hard by getting up early.Thats his implied meaning.Step FiveCritical Reading illustrations Implied meaning is not stated directly but can be understood to be what the speaker means in a disguised way.It conveys more than what is said.When you a
36、re communicating with non-native speakers of English,you should be able to judge and distinguish the literal meaning from the implied meaning in case that it might cause confusion and misunderstanding.Step FiveCritical Reading illustrations Complete the passage with the correct forms of the wordsHer
37、ds of elephants used to live on the _ of Africa and in the forests of Asia.But today,they face a serious _ from _.These large animals are being killed _for their body parts that are considered valuable.In order to save them,some countries have created _where they can live in peace and safety.However
38、,the _on them will continue as long as interest in buying elephant products_.To achieve _ between humans and animals,the world must protect these beautiful creatures.hunter illegally reserve attack exist plain harmony threat plainthreathuntersillegallyreservesattacksexistsharmonyA good type of quiz
39、which is aimed not only to test how well students grasp the new words in this lesson but also to help them obtain additional information about other endangered species like elephants.Lets suppose you were a visitor in Changtang Natural Reserve.You meet a Tibetan antelope which can speak English.Make
40、 a conversation with the antelope learning about its past and present situation.Your desk mate can play the part of the antelope.Help!Mum,Someone is killing me.Dont be afraid,Dear,Ill protect you.Guess,whats in my hands?Something good to eat(2min.s)Role-play is an effective technique to animate the
41、teaching and learning atmosphere,arouse the interests of learners,and make the language teaching more impressive.Knowing how to apply it successfully and take the most advantage of it in English class contributes a great deal to the consolidation of what students have learnt.Purpose of my design:“ta
42、sk-based teaching method”is used here to develop SS ability of communicating with each other.And also their ability of co-operation will be trained.The text is concentrated on what to do for Tibetan antelopes to live in harmony with nature.Role-play is a good chance to practice English in a cooperat
43、ive learning atmosphere.Step SevenRole-Play illustrations Animals are our friends,without which the world would be extremely boring.They should have equal rights to share the earth with us,We humans should take the responsibility to protect wildlife.We should not kill them and prevent them from bein
44、g killed.We should refuse to buy any products made from endangered animals.Above all,we should develop awareness of wildlife protection.Only when we change the way of life can we live in harmony with nature.Please remember:No buying,No killing.Besides accomplishing the reading task,another main task
45、 of the lesson is moral learning or moral education,which is the soul of the lesson.As one of the 3-D designed teaching goals,I place it at the back of this class in order to stress its important and significant value.Moving words,pictures,and gentle music are mixed together to arouse students deep
46、thought on the cause of animal extinction and develop ss deep love for nature.Step EightMoral Learning illustrations Write a short passage about what we should do to protect wildlife.Homework is a good means of test which helps students to practice language items and consolidates learnt knowledge an
47、d skills at their home.For homework in this class,I ask the students to write a short passage about what they should do to protect the wild animals.The assignment requires them to search for various information resources,which can widen their view and continue to inspire their enthusiasm of learning
48、.Illustrations for homeworkStep NinePart Seven Part SevenBlackboard Design Blackboard Design07Unit 2 Wildlife ProtectionReading and thinking A Day in the CloudsBlackboard DesignMain idea of each para.Para.1 _Para.2 _Para.3 _Para.5 _Para.7 _Para.4 _Para.6 _ Boardwritingisthemostuniversalandbasicpiece
49、ofclassroomequipment.Knowing how to design the board effectively and efficiently can reflect the teachers ability of teaching.Materialswritten on the board should be well-organized so as to avoidscrawlinginarandomstyle.In this class,I place the main theme of this lesson on the left of the blackboard
50、,and the main idea of each paragraph on the right to highlight whats important of the teaching contents.In order to make the board designing instructive and artistic,I try to write as neatly as I can and keep my handwriting brief and clear.Illustrations for Blackboard Design Designing principles Thi
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