1、Contents1.Teaching theories2.Analysis of teaching content3.Analysis of students4.Teaching objectives5.Focal and difficult points6.Teaching methods and aids7.Teaching procedure1.Teaching theoriesStudent-centeredness;Activity theory of English learning2.Teaching content analysis2.Teaching content anal
2、ysisWhat：The theme context of this unit is“Human and Nature”,which is about wildlife protection.This passage mainly talks about“a day in the clouds,that is a story about Tibetan antelope protection.：The aim of the passage is to convey the viewpoint that we should live in harmony with nature.And each
3、 of us can do something to save our planet.：The genre of the passage is journal,which can be divided into three parts:what we see(para.1-2),what we learn(para.3-6),and what we think(para.7).3.Analysis of studentslSenior 1-some are active and energeticlThey may be interested in wildlife and they have
4、 acquired some measures about wildlife protection.lBut they may not be familiar with the Tibetan antelope.4.Teaching objectivesLanguage competence:After this class,Ss will be able to better use the reading skills,such as how to get the main idea of the passage,how to organize the structure with the
5、help of topic sentence.Besides,Ss will be able to write a journal by imitating the passage.Culture awareness:After this class,Ss will be able to understand the importance of living in harmony with nature.By group works,Ss will be able to know the meaning of team work and cultivate a sense of respons
6、ibility.4.Teaching objectivesThinking disposition:After this class,Ss will be able to think critically about wildlife protection and think about how we can change our way of life and live in harmony with nature.Learning ability:After this class,Ss will be able to improve their learning strategies,su
7、ch as learning by themselves,learning by teamwork,and learning by exploring.5.Focal and difficult pointsFocal points:1.How to use new words and phrases to understand the main idea of the text and form structural knowledge about what happened to the Tibetan antelopes.2.How to use the reading strategi
8、es of identifying literal and implied meaning to infer the authors opinion or attitude.5.Focal and difficult pointsDifficult points:1.How Ss will be able to fully understand the passage and improve their reading skills.2.How Ss can reflect on and use what they have learned to express their own opini
9、ons about protecting endangered animals,and then make a poster calling for wildlife protection.6.Teaching methods and aidsTeaching methods:nSituational teaching methodnQuestion-driven methodTeaching aids:uProjector slidesuMulti-media deviceublackboard7.Teaching ProceduresBPre-readingCWhile-readingDP
10、ost-readingEDiscussionAWarming-upFAssignmentA.Warming-upA.Warming-upThese photos are also sent by Li Hua,who spent a day in clouds.B.Pre-readingC.While-readingC.While-readingR e a d t h e p a s s a g e c a r e f u l l y,l o c a t e t h e t o p i c s e n t e n c e s o r c o n c l u d e i t w i t h y
11、o u r o w n w o r d s.C.While-readingRead the title and Para.1,what does“in the clouds”refer to?In the snow-covered mountains with a high altitude.(implied meaning)C.While-readingWhat do we know about Zhaxi?(Locate details by finding“Zhaxi”-scanning)my guidea villagerprotectorvolunteersC.While-readi
12、ngWhat do we see in the clouds?(para.1-2)a herd of graceful animalsmove slowly across the green grassIm struck by their beauty.Im also reminded of their danger.They are being hunted illegally,for their valuable fur.C.While-readingpara.4:What happened to the Tibetan antelope in the 1980s and 1990s?Wh
13、at do we learn?(para.3-6)populationbad timeshabitats50%smallerreasonsroads and railwayshuntersC.While-readingpara.5:What did we do to save the Tibetan antelopes from extinction?the Chinese government:placed it under national protectionZhaxi and other volunteers:watched over the antelopesBridges and
14、gates:were addedWhat do we learn?(para.3-6)C.While-readingWhat do we learn?(para.3-6)para.6:What was the effect?The antelope population:has recoveredIn June 2015:the Tibetan antelope was removed from the endangered species list.C.While-readingWhat do we think?(para.7)We must change our way of life.W
15、e learn to exist in harmony with nature.C.While-readingWhat did he experience during the day in the clouds?What we seeWhat we learnWhat we thinklsnow covered mountainsla herd of graceful animalslZhaxi and Changtang National Nature Reserve lBad times for the Tibetan antelopeslMeasures to save the ant
16、elopes from extinctionlThe effect of the measureslWe must change our way of life and learn to exist in harmony with natureD.Post-readingTask 1:What is Zhaxis attitude according to the text?How does Li Hua feel about modern life?How do you know?D.Post-readingTask 2:Find different tenses from para.4-6
17、,and think about why.E.Discussion(work in groups)1.Why do we need to live in harmony with the wildlife/nature?(biology knowledge)E.Discussion(work in groups)2.How can we live in harmony with the wildlife/nature?F.Assignment(group work)Make a poster about wildlife protection,and send it to Li Hua(e-mail address:)in three days.Below are examples:
