Saving the Antelopes (4)
英语课件Saving the Antelopes
One-sentence Summary
4. What has been done to protect antelopes? And the
result?
ernment 1. at home
2.volunteers 2. abroad
•
Test Your Memory
•
• On a _f_r_e_e_z_in__g_ cold day Jiesang found a group of poachers __k_il_li_n_g__ the endangered Tibetan antelope. He tried to stop them but was unfortunately killed.
B. the way the poachers deal with the antelopes
C. the role the government played in protecting the antelopes
D. sth. about Jiesang Suonandajie E. volunteers and international cooperation
volunteers also come to help. International _c_o_-_o_p_e_r_a_t_io__n__ seems to be working, too. Since 1997 the antelope population
saving the antelopes
Para 5
True or false F 1. There are only small group of officials working in the reserve T 2. The life conditions at high altitudes are really difficult. F 3. In those countries where the shawls are sold, police allow the dealers to sell the shawls. F 4. The number of antelopes is still falling now.
A shawl can sell for five thousand dollars. ____________________________________
A woolen shawl is worth five thousand dollars.
Para 3
Translate the following sentences
2 The animals are skinned on the spot and the wool taken to India,( where it is made ) into the shawls.
这些动物被就在剥皮, 羊毛被运送到印度,在那 里被织成披肩.
Para 4
1. Can you guess the meaning of the phrase “take an active part in protecting the antelopes”? 积极参与保护藏羚羊 2. What has the Chinese government done to help the antelopes? A. It is protecting the antelope in a nature reserve. B. It has sent police to countries where “shahtoosh” is sold. C. It has closed the border with India.
外研版必修五saving-the-antelopes
poacher antelope plateau shawl herd raid confiscate
藏羚羊 高原 披肩 牧群 突击检查 没收 偷猎者
Fast Reading What’s the main idea?
Which can be the best main idea?
A. Why the Tibetan antelopes are killed.
2. What’s the function of the first Para?
LOGO
A Part1
(para1)
Part 2
Part 3
B
Part1
(para1)
Part 2
Part 3
para2 para3 para4 para5 para2 para3 para4 para5
To introduce the topic.
chart(图Resu表lts ）.
Volunteers : ■ help the officials
Police : ■ get tough with dealers
— Results of Measures —
Group discussion:
Saving the antelopes
1. What’s the structure of the passage?
知识回顾 Knowledge Review
祝您成功！
Presented By Zhang Xifa Liaocheng No.3 Senior High
New words
poacher antelope plateau shawl herd raid confiscate
savingtheantelopes课文原文
Saving the AntelopesOn a freezing cold day in January 1994 ,Jiesang Suonandajie found what he was looking for—a group of poachers who were killing the endangered3Tibet an antelope.Jiesang knew he had to move quickly. He shouted to the poacher s to put down their guns.1 Although surprised，the poachers had an advanta ge—there were more of them. In the battle which followed Jiesang was shot and killed. When his frozen body was found hours later ,he was still holding his gun.He had given his life to save the Tibetan antelope.At the beginning of the twentieth century there were millions of antelopes on the Qinghai-Tibetan Plateau. By the 1990s the number had fallen to about 5 0 , 000.The reason is simple: the wool of the Tibetan antelope is the most ex pensive in the world.Itis soft, light,and warm-the ideal.coat for an animal which has to survive at hi gh altitudes. A shawI made from the wool.(known as “shahtoosh”，or“king of wools”in Persian) can sellfor five thousand dollars.For poachers the profits can be huge.Often working at night，the poachers shoot whole herds of antelopes at a ti me，leaving only the babies，whose wool is not worth so much. The animals are skinned on the spot and the wool taken to India , where it is made into the shawls.From there,it is exported to rich countries in North America and E urope.The business is completely illegal—there has been a ban on the trade s ince 1975.But in the 1990s the shawls came into fashion among rich people.A police raid Ron a shop in London found 138shawls.About 1,o00 antelopes —or 2 per cent of the world's population-—had been killed to make them. In the 1990s the Chinese government began to take an active part in protecti ng the antelopes in the Hoh Xil Nature Re-serve—the huge national park on the Qinghai-Tibetan Plateau，which is the main habitat3of the antelopes.Over the next ten years about 3,000 poachers were caught and 300 vehicles confis cated. Sometimes there were gunfights ,like the one in which Jiesang Suonan dajie was killed.But today the government seems to be winning the battle.The number of po achers has fallen.The small group of officials who work in the reserve are hel ped by volunteers who come from all over the country , and who are ready f or the difficult conditions of life at 5, 000 metres.Meanwhile@, in those count ries where the shawls are sold , police are getting tough with the dealers. Int ernational co-operation seems to be working.Since 1997the antelope populati on has slowly begun to grow again.。
高中英语《Saving-the-antelopes》优质课教案、教学设计
Saving the antelopes 教学设计一、课程分析本课时外研社新教材高二英语必修五第六模块READING AND VOCABULARY—— saving the antelopes.这一课通过介绍藏羚羊正面临灭绝的严峻形势, 让学生了解我国政府和世界自然保护组织为拯救藏羚羊所做出的努力, 帮助学生增强“拯救野生动物, 保护自然环境”的意识。
（一）学习目标知识与能力:掌握与动物灭绝有关的词汇。
1.了解藏羚羊濒临灭绝的现状, 及导致这一现状的原因, 以及人们为拯救藏羚羊所做出的努力。
2.过程与方法:3.阅读拯救藏羚羊的文章, 完成根据文章内容涉及的各项任务的任务型教学法。
采取小组合作探究的学习方法。
情感态度与价值观:帮助学生增强“拯救野生动物, 保护自然环境”的意识。
（二）学习内容1.复习词汇。
2.阅读拯救藏羚羊的文章, 了解藏羚羊濒临灭绝的现状, 及我国政府和世界自然保护组织为拯救藏羚羊所做出的努力。
3.认识导致动物濒危的原因；寻求解决方案。
小组合作, 搜集一个濒危物种濒临灭绝的原因及解决的措施。
（三）学习重点1.使学生了解藏羚羊濒临灭绝的现状, 及我国政府和世界自然保护组织为拯救藏羚羊所做出的努力。
2.培养学生的阅读理解能力。
3.提高学生的口语表达能力。
4.加强学生的书面表达能力。
（四）学习难点深入认识导致动物濒危的原因, 探讨寻求解决方案, 组织成文。
（五）教学方法本科课要运用了任务型教学法。
在具体操作中又采取了探究活动, 小组讨论, 合作学习等教学活动类型。
二、学情分析我们学校是农村普通高中。
班级的学生普遍存在英语基础差, 缺乏英语学习兴趣的问题。
作为农村高中, 因环境限制大多数学生的口头表达能力低且羞于开口, 需要教师的积极引导和归纳总结。
三、设计理念《英语课程标准》要求高中英语课程的设计与实施要有利于学生优化英语学习方式, 使他们通过观察、体验、探究等积极主动的学习方法, 充分发挥自己的学习潜能, 形成有效的学习策略, 提高自主学习的能力；要有利于学生学会运用各种信息资源, 拓宽学习渠道, 并形成具有个性的学习方法和风格。
Saving_the_antelope__拯救藏羚羊
Para 1 Para 2 Para 3
Para4
Para5
A. the reason why the number of the antelopes is falling B. the way the poachers deal with the antelopes C. the role the government played in protecting the antelopes D. volunteers and international cooperation E Jiesang Suonandajie gave his life to save the Tibetan antelope
Jiesang Suonandajie
What (happened Suonandajie was killed in a battle to him) Why (did he do like this)
Because he wanted to stop the poachers.
Para 2. 1.What was the reason that the number of the
Q2.Why was the man killed ?
Because he is one of the protectors of the antelopes.
Step 2. Reading Comprehension （阅读理解） Part 1. Fast reading (4mins) Read the text and try to match each para with its main idea.
Homework
Finish the exercises on page52&53.
高中英语《Saving the Antelopes》优质课教案、教学设计
教学设计一、教材依据外语教学与研究出版社, 英语, 第五册第六模块Saving the Antelopes 二、设计思想本课的主题为藏羚羊，根据课程标准要求，在课堂教学中，必须以学生为主题，为中心进行教学，教师在教学中起主导作用。
因此我们采用任务型教学方式，每一部分都设有一定的任务，引导学生自主或者合作完成。
教学过程由图片和影片开始，引入本课阅读文章，进行所设计快速阅读和仔细阅读活动，对文章进行相应要求的理解。
阅读活动由整体入手，由易到难，步步推进，层层深入。
接着进行听力活动，让学生进一步巩固课文内容。
整个教学活动以教材为载体，以学生为中心。
学生参与活动贯穿始终。
学生既有个人活动，又有小组活动和班级活动。
在课堂教学中，学生应该跟老师学学习方法，提高阅读速度和阅读技巧，查找、分析、处理信息的能力以及写作能力。
积极参与小组的各项活动，展现自己和小组的能力，并培养团队协作能力。
在整个教学活动中，学生充分调动其各个感官进行听、说、读、写，积极主动的学习。
三、教学目标1.知识与能力（1）掌握文中的词汇和语言点poacher confiscateantelope come into fashionsurvive at a timeshawls be made intohabitat get tough with话题Describe the favorite city,（2）理解文章大意并能完成相应阅读任务（3）提高运用英语的综合能力2.能力目标在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。
3.情感目标利用多媒体手段营造积极和谐教学氛围，使学生不自觉的进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。
本部分旨在培养学生通过阅读手段，获取如何保护动物的常识，提高他们的素质，提高阅读能力，强化文化意识，激发他们热爱动物和保护动物热情。
savingtheantelope教案
Saving the Antelopes 教学设计三维学习目标知识与技能了解藏羚羊濒危的现状，讨论如何保护动物。
在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。
过程与方法体验，感悟，合作，探究A学生可以灵活运用学过的单词，词组或者句子来表达陌生词汇B．学生能够根据题目或者图片猜测文章要写的内容C．学生可以用正确的句子来描述世界濒危动物所处情况及采取的措施情感态度价值观利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。
旨在培养学生通过阅读手段，获取如何保护动物的常识，提高他们的素质，提高阅读能力，强化文化意识，激发他们热爱动物和保护动物热情。
教学重难点重点使学生了解藏羚羊濒临灭绝的现状，以及我国政府和世界自然保护组织为拯救藏羚羊所作的努力。
难点深入了解导致珍稀动物灭绝的原因，探讨拯救野生动物的措施，口头表达并组织成短文。
教学方法 1.Task-based method to make students interested in what they will learn.(任务型教学法)2.Group cooperation(小组合作探究学习法)教学手段 1. A blackboard (黑板)2. A computer for multimedia (多媒体)3、非测试性评价：教学过程设计Step 1Warming up ：Hold an competition about showing students’homework. They need to collect some information about the endangered animals before this competition. Each group chooses one student to show their opinions。
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Teaching Plan
School: No. 1 Senior High School of Jiexiu
Teacher: Yacui Wang
Students: 52 senior high school students, Class 478, Grade 2.
Materials: Reading Saving the Antelopes, Module 6, Book5, FLTRP (Foreign Language Teaching and Research Press)
Type of lesson: Reading and V ocabulary
Lesson duration: 40 minutes
Date: Jan., 2018
Aids: Blackboard, chalks, computer, projector, PPT, video, pictures, etc. Contents: 1. V ocabulary
1)words and expressions about the description of the endangered animal,
such as antelope, wildlife, endangered, extinctive, on the brink of
extinction, habitat, feed on, struggle, herd, condition;
2)words and expressions about how to protect endangered animals: get tough
with the poachers, confiscate, raid, set up the natural reserve, protect the
natural habitat, volunteers, take action to do, take an active part in…
2. reading skills like predicting, skimming, scanning
3. Reading（Saving the Antelopes）
Objectives:
1. Instructional objectives (language knowledge and language skills)
At the end of the class, students will be able to
1)know the related words about topic of the animals in danger, such as antelope,
wildlife, endangered, extinctive, on the brink of extinction, habitat, feed on,
struggle, herd, condition, as well as the expressions about how to protect
endangered animals: get tough with the poachers, confiscate, raid, set up the
natural reserve, protect the natural habitat, volunteers, take action to do, take
an active part in;
2)get the main idea of each paragraph and the whole passage with effective
reading techniques;
3)understand the detailed information through the analysis of the complex
sentences, combining the related reading skills;
4)improve the proficiency of using the reading skills like predicting, skimming,
scanning, etc.
5)get a further understanding of the text by analyzing the structure of the text.
2. Educational objectives (affect, learning strategy and cultural awareness)
1) enlarge their knowledge of endangered animals
2) realise the importance of protecting the endangered animals and know some common measures to protect the endangered animals
3) improve their cooperation ability within groups
4) develop the self-learning awareness by consulting related materials after class
3. Personal objectives
1) promote my ability of class management as a new teacher
2) build up my confidence and make myself give more effective instructions Focal points:
1. get the main idea of each paragraph and the whole passage with effective reading techniques;
2.understand the detailed information through the analysis of the complex sentences, combining the related reading skills;
3. improve the proficiency of using the reading skills like predicting, skimming, scanning,
Difficult points:
1. understand the structure of the passage
2. use his or her own knowledge to present some basic measures about how to save antelopes。