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Teaching Plan of Book 2 Unit 2 WildlifeprotectionPeriod 1 ReadingThe General Idea of This Period：This period includes Warming up, Pre-reading, Reading and Comprehending of Unit 4.About the teaching material:It introduces the wildlife situation in Tibet, Zimbabwe and a rain forest. The reading passage is the center of this unit. It is made up of three paragraphs, that is, why we need wildlife protection, a good example of wildlife protection and what we can get from wildlife protection. The text is the most important teaching material in this lesson. Students will realize the importance of wildlife protection by experiencing what Daisy has gone through. Meanwhile students can learn some reading strategies such as skimming and scanning.About the students:Although the students have the basic abilities of listening, speaking, reading, and writhing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability.Teaching Aims：Knowledge aims:1. Help Ss to understand and master the words and expressions2. Let the Ss know some basic information about the endangered animals andwildlife situation and protection.Ability aims:1. Encourage Ss to think and express their attitude towards the wildlife and the wildlife protection.2. Enhance Ss’reading ability and develop Ss’ability and skills of guessing words and reading comprehension.Emotional aims:1. Help Ss understand the importance of the wildlife protection and make them be more active in the helping wildlife.2. Develop Ss’ sense of cooperative learning.Teaching Important Points：1. To train the reading comprehension to the whole passage.2. Help the Ss to realize the importance of wildlife protection and to protect the nature.Teaching Difficult Points：1. How to help the Ss improve their reading skills and understand the passage fully.2. Enable the Ss to know something about the endangered animals and wildlife situation and protection.Teaching Methods：1. Task-based Language Teaching MethodA task resembles activities which our students or other people carry out in everyday life; Learners should be given opportunities to reflect on what they havelearned and how well they are doing.2. Communicative Language TeachingLanguage is used for communication. It’s learner-centered and emphasizes communication and real-life situations.3. Activity-based Teaching (individual work; group work; class work)4. Co-operative Learning5. Students-centered ApproachTeaching Aids：1. A tape recorder2. A multimedia.3. Books4. Blackboard5. Other normal teaching toolsTeaching Procedures：Step 1 Lead-in (5 minutes)Introduce the topic of wildlife protection.Show some familiar pictures to draw the students’ attentions to the wildlife, and let students name them in English. Then, I give the definition of endangered.1 2 34 5 6Suggested answers：1. Giant Panda;2.Tiger;3. Elephant;4.Polar beer5.Tibetan Antelope6. Golden Monkey(I will show a picture of an animal and students give the answers at once. Then I check whether the answer is correct and asks the students to read after her/him.) Purpose: Through this task, students can have a general idea about what they are going to learn. Besides, students are expected to classify the animals and find out which are endangered animals. Then, teacher gives the definition of endangered. Students are expected to say out the problems that face these animals as well.Step 2 Skimming (6 minutes)Now, the students have got the general knowledge of endangered animals. So, I tell the students: They are going to learn a story about the experience of a little girl called Daisy. She has been to three places, and met three different kinds of animals. The class will be divided into three groups to have a competition. I will give them a few minutes to finish the question on the board and find out the three kinds of endangered animals in three different places and put them in the right blank of the form.Purpose: 1.To train Ss to go through the passage quickly to get some special information and neglect other information.2. Develop Ss’ sense of cooperative learning.Step 3 Scanning (7 minutes)During this step, the class will be asked to scanning the text and complete the summary on the board. They will go in detail and fine more information about these three places and animals.Purpose: 1. To train Students the ability of combining the skimming with scanning together.2. Enhance Ss’reading ability and develop Ss’ability and skills ofguessing words and reading comprehension.Step 4 Intensive Reading (10 minutes)Ask the students to look through the questions on Page 27 and read the text silently. Students are expected to sum up the main ideas by themselves.Purpose: 1.The purpose of this step is to get correct and useful information.Students should not only have a high speed of reading but also have acorrect understanding of details.2. Help Ss understand the importance of the wildlife protection andmake them be more active in the helping wildlife.Special situation: If the student cannot say anything about this question, I will instruct him/she step by step.For example: The first question is “Why has the antelope in Tibet become an endangered species?”The student may have no idea to talk about this question. She/he may keep in silence.Firstly, I will encourage him/she to say something even though it is not related to this question.Secondly, according to his/her answer, I can tell what kinds of situation he/she is encountering. She/he may be too nervous; she/he may not understand the whole passage fully; or the question is too difficult for him/her to understand;Then, I will give them some tips such as “please look at the 10th line of the first paragraph, or can you see the words under the first picture?” Especially, I will tell the student that the key words of this question are “why”, “antelope”, “endangered species”. The answer should begin with because…Finally, I will speak in praise of their answers in case they become very upset.Step 5 Retell the Story (5 minutes)Through this step, I will check whether the students have comprehended the text or not. On the blackboard, there will be the summary of the reading text. But it’s not complete. They have to think out a proper word to fill in each blank without reading the text book. After filling the missing words, they will have a complete summary of the text. It will take 5 minutes to finish this task.One day，Daisy ______ a strange dream. She flew in a wonderful _____ to ______ with an ______ in Tibet. The antelope told her they were hunted because oftheir ______ 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 rain ______ where a monkey told her “No rain forest，no ______ and no ______.”Although finally everything was ______, she had ______ so much!Suggested answers:Dreamed; chair; talk; antelope; fur; sweaters; gone; flew; elephant; hunted; government; money; arrived; forest; animals; drugs; gone; learnedPurpose: 1. To train the students’ability to extract the key information to reorganize and summaries the story.2. Beside, to make sure the students understand the topic of whole passage fully.Step 6 Discussion (8 minutes)I will divide the students into the four person groups and give them four minutes to think about the topic “What should we do to protect wildlife?” After the discussion, let the students have a competition to see which group can think out the most pieces of advice to protect wildlife.The possible advice:1. We should treat the wildlife plants and animals the same as our friends and relatives.2. We shouldn’t cut or kill them freely.3. We should protect the environment around us to let them have enough foodand good living conditions.4. We should not buy the luxury such as fur, etc to support the protection campaign.5. We can join the WWF to protect the endangered animals with the other protectors all over the world.Purpose: 1. To train the students ’ability of express their opinions in English.2. Enable the students talk about the topic of wildlife protection.3. Meanwhile, encourage Students to think and express their attitudetowards the wildlife and the wildlife protection.Step 7 Summary and Homework (4minutes)T：Today we’ve learned a text about Daisy’s experience in Tibet, Zimbabwe and the rain forest. She has met three animals, the antelope, the elephant and the monkey. Through Daisy’s talk with them, we know the serious problems are facing them. They need help badly. They are our humans’ friends. We are living in the same planet. Now it’s time for us to take action of a better living planet. We have to try our best to protect their living environment, their food supply and them. Every one of us is obliged to stop hunting and killing them. Let’s live in harmony with them.T：So much for today. Here is the homework for you to do so that your knowledge can be consolidated.Homework: Finish the word exercise.Ex.1, 2, and 3 on Page 28.Purpose: 1. To consolidate students’ knowledge of wildlife protection.2. Do some preparation for the next period.Step 8 The Design of the Writing on the BlackboardUnit 4 Wildlife protectionPeriod 1Step 9 Reflections after Teaching说课人：蔡耀佳 2013.10.21。