| 標(biāo)題：Book2Unit 4 《wildlife protection》Reading: Teaching Design |
| Book2Unit 4 《wildlife protection》Reading: Teaching Design The content of the lesson is Senior English for Book 2 Unit 4 Wildlife protection-reading. Here are the following eight parts, the most important of which is the teaching procedure. The analysis of the teaching material: This unit is to introduce the importance of wildlife protection. The reading passage is the center of this unit. It is made up of 3 parts, that is, why we need wildlife protection, a good e*ample of wildlife protection and what we can get from wildlife protection. The te*t is the most important teaching material in this lesson, which e*tends the main topic “wildlife protection” and contains most of the vocabulary that students should learn in this unit. Something about the students: New high school students are more active in learning and willing to actively participate in the class. Students have a certai ……（快文網(wǎng)http://www.hancun.net省略1498字，正式會(huì)員可完整閱讀）…… “Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the center topic “the importance of wildlife protection” I’ll ask them what they know about endangered animals. The answers can be some animals’ names or something related to those animals present situation and so on according to their materials that they collected in the library by referring to the books、literature and computers . Then, we will enjoy a propaganda video about wildlife which is selected by the students in the library. After this, the students will be eager to something about the endangered wildlife and this is the very time to naturally lead the class into Step 2. Step 2 Reading for information: fast reading（7minutes） In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while doing fast reading. Before finishing the tasks, I will introduce some reading skills about fast reading. Task 1 Prediction According to the title, which one do you predict may be the main idea of the passage ( ) A. It is about some protection of wildlife. B. It is about a journey of a flying carpet. C. It is about Daisy’s wonderful e*perience with some animals. The students will be asked to just glance at the title and the pictures of the passage, and then guess what the main idea of the passage is. The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction. Task 2 Structure of the passage and main idea of each paragraph Part 1(para 1) ______we need wildlife protection. Part 2(para____) A good e*ample of wildlife protection. Part 3(para ____) ______we can get from wildlife protection. The students are asked to skim the whole te*t to find out the structure of the passage and to get the main idea of each paragraph. Task 3 Read the passage quickly and find out Daisy’s journey. They need to know the three places she visited and three animals she met. Step 3 Reading for comprehension :careful reading (19minutes） Task 1.The students are required to focus on ……（未完，全文共10785字，當(dāng)前只顯示3894字，請(qǐng)閱讀下面提示信息。收藏Book2Unit 4 《wildlife protection》Reading: Teaching Design） 上一篇：“不忘初心、牢記使命”主題教育專題民主生活會(huì)主持詞 下一篇：觀看《榜樣4》有感 相關(guān)欄目：五一和五四節(jié)日專題 |