外研版必修五Module 6《Animals in Danger》word教案
必修5 MODULE 6 ANIMALS IN DANGER教学设计
示范课教案MODULE 6 ANIMALS IN DANGER一、课程分析本课是外研社新教材高二英语必修五第六模块READING AND VOCABULARY——saving the antelopes.这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1.知识与能力：掌握与动物灭绝有关的词汇。
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：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。
3. 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。
4.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普通高中。
班级的学生几乎都来自农村，普遍存在英语基础差，缺乏英语学习兴趣的问题。
作为这样高中，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。
外研版必修五 Module 6 animals in danger period 1 introduction教案2
Animals in danger1.Teaching materialThe topic of module6 is about Animals in danger. This is an important topic for students, all the activities in this module are helpful to know the importance of protecting animals and nature. I’ll finish this module in 6 periods. This lesson, I’ll teach period 1 Introduction . Next class, I’ll teach reading. In last lesson, they have learned some endangered animals. So they are eager to know what happened about the antelopes .2.Teaching AimsKnowledge aim:Know the endangered animals and deal with the words, phrases and sentences：rarest，reserve, habitat, endangered, species, extinct, conservation, wild, wildlife, struggle, survival Abilities aim :Improve the students’ communication ability.Emotion aim:Arouse students’ interest to love nature and wild animals.3.Teaching PointsKey point: Get the students to know the words and phrases about animals.Difficult point: Get the students to learn about the importance of protecting animals and find some solutions to deal with these endangered animals.4.Teaching AidsVideo, picture, game, PPT5.Teaching ProceduresStep 1 Lead-inFirst, show them some pictures about different kinds of animals, and ask them what are they. Then from these pictures, ask the students how many kinds of animals can be divided into? And what are they? (Animals can be divided into 4 species. Mammal, insect, bird, reptile)Step 2 IntroductionAnd then show some pictures about each species, and ask some students to guess it. (each group has two students , and student A should stand behind the screen, and student B should use his body language and some clues to remind students A.) This step is a game, in order to make students interested in the topic and equip students with some related words about the animals,to prepare them for the coming discussion in the end.After the game, I will lead them to revise these words’ pronunciation.Step 3 ReadingNow, please turn to page 51, and look activity 1. In this short passage, we’ll learn more about the endangered animals and answer the following questions:1)What kinds of animals are mentioned in this passage?(suggested answers: The Siberian tiger, giant panda.)2)What happened to them?(suggested answers:The Siberian tiger and giant panda are in danger)3)How many species are in danger now?(suggested answers:More than 12,000 animal species are now in danger.)You have known that Siberian tiger and giant panda are in danger, do you know some other endangered animals?golden monkey, crested ibis, Tibetan antelope, white-flag dolphinStep 4 DiscussionThis step is a discussion section, aims to demonstrate their own ability of using language to do things and what they have learned about this lesson.(1)Discuss the reason why animals become extinct①They are killed for body parts or food.②People want them for pets or entertainment.③People have moved into their natural habitat.④They are killed by pollution.⑤They are killed by climate change.(2)How to protect wildlife.We should make laws to ban hunting and poaching.We should help them with breeding programs.We should call on people to protect endangered animals.6.SummaryAfter discussion, I will show a short video about killing animals, and thenI give the conclusion：When the buying stops, the killing can too. Animals are our friends. Let’s li ve with each other in a friendly way. Do our best to protect our family ---- the EARTH!7.Homework(1) Review these new words and phrases(2) Preview the reading passage.。
高中英语 Module 6《Animals in Danger》教案-Reading and vocabulary 外研版必修5
Module 6 Animals in DangerReading and vocabulary---教案Teaching goals:1. Language knowledge goals:1) Key words: endanger, antelope, poacher, illegal, confiscate, ideal2) Key phrases: give one’s life to, on the spot, come into fashion, raid on, get tough with sb3) Key sentence patterns:Although surprised, the poachers had an advantage—there were more of them. Often working at night, the poachers shoot whole herds of antelopes at a time, leaving only the babies, whose wool is not worth so much.2. Language skill goals:a. To know sth about the endangered antelopes.b.To improve the students’ reading ability.c. Enable the students talk about how to protect animals3.Emotional attitude goals:a.Cultivate the students’ awareness of loving animals and the natu re as well as protecting the environment. Also encourage the students to take an active part in social practice and exploration.b.Guide the students to learn how to cooperate with othersc.Help the students further enhance the ability of self-study4. Learning Strategy goals:Train students’ cognition strategy, regulation strategy, communication strategy, resource strategy, self-learning strategy, and cooperative learning strategies through cooperative discussions, games, contests, and other forms of activities.Teaching important points:a. key sentence patterns: Although surprised(V-ed as adverbial), leaving only the babies(V-ing as adverbial of result)b.key topics: How to protect animals in dangerTeaching difficult points:a.Improve the students’reading a bility ,simultaneously train the students to capture the key sentence and seize the key information.b. Get students to talk about “What I have learnt from this passage” and “How can we protect the animals” through group cooperation.Teaching methods:Task-based teaching methods, reading, pair or group work, discussion. Teaching aids:A multi-media computer& a tape recorder& a blackboardTeaching procedures:Step1.PresentationI. Four students in a group to list the animals they ever knew .Ask them to say sth about the animals' specialty.( have a competition to see which group can list the most words with the limited time)II. Ask students which animals are in danger , then show some pictures of giant panda, siberian tiger, ibis, antelope, red wolfIII. Students talk about the reasons why many kinds of wild animals are in danger.(group work)IV. Students work in pairs to make an interview (In this pair-work activity, students will use an interview format to practise talking about animals and animal protection.)Questions:1. Have you ever read or heard of the Tibetan antelopes?2. How much do you know about it?Step2．New WordsTeacher shows the English definitions of new words and then asks them to guess the Chinese meanings of the words.Step3. ListeningListen to the tape and answer the questions. Books closed.1.Who is Jiesang Suonandajie?2.Why do the poachers kill the antelope?3.What have made the things worse since the 1990s?4.What do you think the future of the antelope will be?Step4. Fast readingI. Decide if these sentences are true (T) of false (F).1.A large number of antelopes have been killed for their meat.2.The business of antelope wool is illegal but it is easy to be stopped.3.The Chinese government began to take an active part in protecting the antelopes.4.Little progress has been made in protecting the antelopes.II. Do activity2 on P52.Choose the best answer for each question.Step5.Careful readingI. Summarize the main idea for each paragraph.(pair work)II. Find out the difficult sentences and language points by themselves, then put forward any questions if they have and solve them together.III. Ask students to make sentences and do some translation exercises using the sentences patterns or language points which they just dealt with.. IV. Retell the text according to the numbers below.50,000 $ 5,000 1975 138 2% 3000 1997Step 6. Consolidation: fill in the blanks.There used to be millions of antelopes on the Qinghai-Tibetan __________.But unfortunately many ________ killed them and skinned them on the spot for their wool, which is the ______ material for a coat. Now the government begins to take an active part in _________ the antelopes. Many poachers were caught and 300 vehicles _____________. Police are getting _______ with the dealers. As a result, the antelope population has slowly begun to grow again. The writer tells us the facts about the ___________ antelope to make us realize the importance of protecting animals.Step7.DiscussionDiscuss in groups to say what we students can do to help the animals. Ask one student from each group to present their ideas.1. What do you feel after you read the passage?2. What should we do to protect these animals?3. Would you like to be a volunteer to protect the antelopes if possible? Step8.HomeworkWrite a passageWrite about one kind of animals in danger.1. Where it lives2. What the problem is3. What you or government can do to protect it。
高中英语外研版高中必修5Module6AnimalsinDanger-M6教案
Book 5 Module 6 ReadingSaving the Antelopes一、学习目标理论依据：高中英语课程标准、社会主义核心价值观1. 语言知识目标（1）能够了解以及基本掌握课文中的重点单词与短语：plateau, shawl, profit, herd, skin, raid, confiscate, tough, give one’s life to, take an active part in, get tough with, be concerned about等；3. 语言能力目标（1）通过skimming, scanning的阅读技能提取，筛选和重组信息来理解文章主旨，了解藏羚羊濒临灭绝的原因、过程以及应对措施；（2）通过对文章进行段落的划分以及每段主旨大意的寻找培养对语篇的整体把握能力以及归纳总结能力；（3）通过对藏羚羊濒危情况的了解，讨论作为学生能做哪些力所能及的事来保护濒危动物、保护生态环境。
3. 情感态度目标（1）通过阅读，了解杰桑索南达杰的英勇事迹，以及许多野生动物濒临灭绝这一残酷事实，认识到藏羚羊濒临灭绝的原因以及残酷的藏羚羊毛皮商业，唤起对保护自然、保护野生动植物这一主题的共鸣，培养保护环境的意识。
（2）了解个人与祖国在环境生态环境和野生动物上所做出的努力和贡献，增强民族自信、民族自豪和爱国情怀，体现社会主义核心价值观。
1. Reading for details:(1). Read Para. 1 carefully and find out the clue of the storyWhen (did it happen?)Who (found the poachers?)What (happened to Jiesang?)Why (did he do like this)?(2). Why were antelopes killed?1）______ ______________________________________________2）______ ______________________________________________3）______ ______________________________________________(3). How is the antelope wool made into shawl? （process）(4). Read para 4-5 and fill in the chart.2. Group discussion:What should we do to protect the endangered animals and our environment?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________3. Mind map4. Homework(1). According to the discussion, write a passage about how to protect endangered animals and live in harmony with them.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(2). Teamwork: Surf the internet and find out more information about the endangered animals.Requirements:1). Every group search for information of one of the endangered animals;2). The leader organizes the activity;3). Present your information to the whole class.。
外研版必修五Module6Animalsindanger课件教程文件
antelopes.
Step Five :Language points:
1 …a group of poachers who were killing the endangered Tibetan antelope.
c He had an accident in his jeep
2 ( b )Why are Tibetan antelopes in danger ?
a They have lost their natural habitat b They are killed for their wool c They cannot survive at high altitude
8 take away officially __________
d tough
9 hard
10 working together
co_-_______ operation
___________
第十页，共31页。
Read the passage again .Say what the numbers and dates refer to .
wool. of antelope
wool
is
illegal
Para4 : but it is not easy to be stopped . The Chinese government began to take an
第十二页，共31页。
active part in protecting the antelopes.
(2) The poachers leave only the babies, whose wool is not worth much.
2019-2020年外研版高中英语必修5 Module 6《Animals in Danger》word教案
2019-2020年外研版高中英语必修5 Module 6《Animals in Danger》word教案Teaching aims and demands:1. Knowledge and Skills(1) Ss will learn some information about the present situation of the wild animals and the effort made to protect the wild animals.(2) Ss will learn to recognize the important reasons to protect the animals in dangerand help them to realize that saving the wild animals is saving human beings.(3) Help Ss to consolidate their reading skills like skimming and scanning for details.2. Process and methodology(1) Communicative approach(2) Task-based strategy(3) Cognitive strategy3. Emotion, attitude and value(1) Help Ss to sense the importance of saving the animals in danger and the necessity of protecting the earth.(2) Help Ss learn how to realize the dream, how to call on more people to realizethe importance of saving the animals in danger.Difficult points:1. Enable the Ss to talk about the current situation of wild animals.2. Guide the Ss to summarize the main idea of each paragraph as well as the main idea of the text.3. Help Ss learn what effort has been made to change the serious situation and what else should be done.Teaching methods:1. Task-based activities and fast reading skills for main ideas and details．2. Discussions to improve Ss' reading comprehension of the passage．3. Individual，pair or group work to make every student work in class.Teaching aids:Computer, tape recorder, and blackboard and papers．Teaching procedures:Step 1. Greetings. Greet the whole class as usual.Step 2. Warming up.Begin with several pictures of dinosaurs, which will help the Ss to realize the topic of this module. And talk about several pictures with 2 questions:1.What do the giant panda and Siberian tiger have in common?2.What can we do to help them in their struggle for survival?Step 3. PresentationWith the help of several pictures and a flash, let the students predict the text. Step 4. Reading.1. Fast reading: help the Ss get some general information of the passage.A. Who is Jiesang Suonandajie?B. Why do the poachers kill the antelopes?2. Careful reading: Summarize the general idea of the whole passage.Para. 1 Jiesang Suonandajie died when protecting antelopes.Para. 2 The reason for the trade.Para. 3 The process of the trade.Para. 4 The result of the battle.Para. 5 The present situation and the future of the battle.3. Listen to the tape to catch specific information of the passage and ask the Ss to fill in the blanks.The general idea of the text:The reading gives a brief description of the current situation of antelopes. Realize the importance and urgency of protecting the wild animals. The struggle of protecting antelopes will last a long time and will call on more and more people to take part in it.Step 5. Reading for details and comprehension.Complete the table2. Finish exercise2 on Page 52.Step 6. Discussions:let the Ss realize the purpose of learning this passage, the importance of saving antelopes and the necessity of taking immediate measures. (a flash 藏羚羊的心愿 will help the Ss fully understand the topic.)1. What do you learn from the text?2. Why do we have to prevent the animals from dying out?3. In your opinion, what should we Chinese people do to save the endangered Tibetan antelope?Step 7. Collecting answers and making a summaryStep 8. HomeworkRead the text and underline the difficult sentences.Finish exercise 4 on Page53.Period TwoStep 1. Language points in introduction：1. Thanks to scientists’ hard work, the number of the pandas living in the wildhas increased to about 1,590.thanks to 多亏，由于 because of， as a result of，e.g. Thanks to the firefighters， people were saved in the fire.2. Every year thousands of wild animals and plants become extinct.extinct adj. (生物等)已灭绝,已绝种的This kind of elephant has been extinct for a long time.3. …More than 12,000 animal species are now in danger.in danger 在危险中,濒危e.g. This kind of tiger is in danger.He is in great danger of failing the entrance examination.Step 2. Language points in reading:4. On a freezing cold day in January 1994,…freezing adj. 极冷的, 冷淡的frozen adj. 被冰冻的, 结冰的,冷漠的freezing point, a freezing machine,frozen food, in frozen silence5. Although surprised, the poachers had an advantage—they were more of them.although surprised—although they were surprised at the shout6. He had given his life to save the Tibetan antelope.give one’ life to…为……献身, 把一生献给……7. The animals are skinned on the spot and the wool taken to India…on the spot当场,在现场, 立刻e.g. Anyone breaking the rules will be asked to leave on the spot.When the fighting started, policemen and reporters were soon on the spot.8. But in the 1990s the shawls came into fashion among rich people.come into fashion 成为时尚9. The small group of officials who work in the reserve are helped by volunteers who come from all over the country, and who are ready for the difficult conditionsof life at 5,000 metres.此句包含了三个由who 引导的定语从句(让学生体会定语从句在高考中的考察)10. Meanwhile, in those countries where the shawls are sold, police are getting tough with the dealers.get/ be tough with sb. 对某人强硬起来, 对某人毫不妥协e.g. The government will get tough with the people who avoid paying taxes.11. be / feel concerned about/ for / over sth. 关心, 担心某事,对某事关注12. important phrases:keep an eye on 照看go for someone 向某人进攻on the brink of … 在……边缘stand for 代表have an effect on 对……有影响Step 3. Homework1. Review what we have learnt.2. Remember the new words and expressions.3. Finish exercises on P53.Period ThreeStep1. Grammar –1. Presentation.Look at the underlined clauses and find the function of the clauses.Step2. Grammar –2. Practice. (15m)Do exercises 2,3,4 and 5 in the textbook.Step3. Grammar –3. Conclusion (15m)Ask Ss to make a conclusion of the use of attributive clauses. Two kinds of the attributive clause:1. 限制性定语从句restrictive attributive clause(无逗号)2. 非限制性定语从句non- restrictive attributive clause(有逗号)He doesn’t like to wear clothes which/that made him very strange.He doesn’t like to wear clothes ,which made him very strange.Xi hua who I met across in the street a few days ago has gone abroad.Xi hua ,who I met across in the street a few days ago has gone abroad. Attributive clause:定语从句被修饰的词：先行词引导定语从句的词：关系词关系词分为关系代词和关系副词两类,指代被修饰的词（先行词）,并且在从句中充当成分. They have three houses. + The three houses are built of stone.===They have three houses which/that are built of stone.He is not a true man. + He doesn’t reach the Great Wall ====He who doesn’t reach the Great Wall is not a true man.Step 4. Function – 1. PresentationGive some facts and show your concern.✧Today there are only about 1,000 Siberian tigers left.✧It is reported that there are only 200-300 Northern bald ibises left.✧It is said that 12,000 animal species are now in danger.What do you feel when you read this?Step 5. Function – 2. PracticePoint out the expressions of concern.It is really upsetting.I’m very worried about…I’m concerned about…We really should do more for…Make more sentences to show your concern to the animals in danger.Step 6. Homework - Task of the lesson1.Have a revision of the grammar—the attributive clauses .2.Finish the exercises of workbook on page97Period FourTeaching aims:1. Target languagea. 重点词汇和短语 bird, insect, mammal, reptile, reserveb. 重点句子It’s a pity I didn’t have my camera! P562. Ability aimsGet the Ss to tell apart birds, insects, mammals and reptiles.3. Learning abilityGet the Ss to learn how to get the main information by writing down “key words”. Important & difficult points:Get the Ss to learn how to get the main inf ormation by writing down “key words”. Teaching methods:Practising, sorting and listening.Teaching aids:A computer, a projector and a tape-recorder.Teaching procedures:Step 1. Greeting and revisionT: There are more than ten English teachers a ttending to our class. Let’s welcome them. OK, class begins. Good morning!Ss: Good morning!Go through the teaching procedures, then make a revision by practicing the language focuses.T: Last lesson, we have practiced how to get main information by “key words”on reading. Here are four short passages at the bottom of page 55. Please read them as quickly as you can, then match the description with the photos.Half a minute later, check the answers and summary the means of getting main information by key words.Step 2. VocabularyGuide the Ss to do Activities 1 and 3. Get them to guess the animals on the screen and sort them.T: But who can tell us the differences between birds, insects, mammals and reptiles?Show the exercises of Activity 1 on the screen and ask individual to do the answers. S1: A bird has warm blood and lays eggs.S2: An insect is a small animal with six legs. Some have wings.S3: A reptiles has cold blood and lays eggs.S4: A mammal is an animal which drinks its mother’s mil k when it is young. T: You are completely right! Now, please turn to Page 56 and do Activity 3 according to the instruction. I will show you some photos of animals. You should tell me their names and fill in the table.Show some photos of animals on the screen and check whether the Ss tell their names rightly. Then, show one student’s answers on the screen to check with the whole class.Step 3. ListeningT: Now, please look at the picture on the screen. What is the continent?Ss: Africa.T: Yes. Pay attention to the south. There is a nature reserve. What’s its name? Ss: Tembe Elephant Reserve.T: Well, just now, we have talked about some animals. If you were a volunteer there, which animals would you talk about? Why?Ss: Elephant. Because the name of the reserve tells us. And the elephant is the most famous and useful animal in South Africa.T: You are quite right. Now go through the questions on the screen. Try you bestto get the useful information for listening, at the same time, you should focus on what information you have to get while listening. I’ll give you two minutes.1.What was William Norris?2.Where was he work in?3.How long was he there?4.How many elephants are there in the reserve?5.Which animals did he work with?6.How often did he see them?7.Does William think people can help animals in danger?Two minutes later, Get the Ss to listen to the tape carefully and try to write down the “key words” for answering the questions.T: Are you ready?Ss: Yes.T: Now, listen to the tape carefully and try to write down the “key words” for answering the questions.Ss: OK.T: Have you got the answers?Ss: Yes.T: Good! Who wants to tell us your answers?S1: He was a volunteer.S2: On the Theme Nature Reserve in South Africa.S3: Only three months.S4: About 250.S5: Lions.S6: Almost every night.S7: Yes, he does.T: Well d one! Now listen again and complete the page from William’s diary in Activity 6.Then check the answers and summery the skills of listening.Step 4. HomeworkDo pair works to describe an animal in Activity 3 after class. One describes an animal and the other tries to guess what it is. Then make a change.Period FiveStep 1. Read the form and find out what animals they are.Step 2. Read the form and ask and answer.Talk about these animals and find more information.Ss may do like this:A: What kind of animal is the Siberian tiger?B: It is the largest member of cat family.A: Where can Siberian tigers be found?B: It can be found in Siberia of Russia and parts of Northeast China.… …Step 3. Cultural Corner –Prediction Look at the title and the pictures and predict the answers.1. What does WWF stand for?2. What kind of work does WWF do?Step 4. Read the passage and answer the questions.1. What’s the aim of the WWF when it was founded?2. Does the organization always have the same focus of attention?3. When did the WWF set up an office in Beijing?Step 5. Read again and decide the following statements are True or False.1. The WWF was founded in Switzerland in the year 1961.2. Peter Scott was both a painter and a naturalist.3. At present the organization has branches in 130 countries.4. The WWF only pays attention to protecting wild animals in danger.5. It was Dr George Shaller who set up an office of WWF in Beijing.6. Saving the panda is one of the projects that the WWF is carrying out in China. (Answers: 1—6 FTFFFT)Step 6. Ask Ss to do the role-play and give an interview.Four Ss a group to have an interview, talking about how to save the endangered animals.A: an official working for the branch of the WWF in ChinaB: a volunteer working for the WWFC: a reporter from CRID: a reporter from CCTVStep 7. Language points in cultural cornerStep 8. HomeworkWrite a passage of a certain kind of endangered animal, its description, habitat, numbers left and the way to save it must be included.。
英语必修Ⅴ外研版module 6 animals in danger 教案
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Module6-Animalsin-Danger-外研版高中英语第五册
Module 6 Animals in Danger教学设计课时一 Introduction & Reading【教学分析】本模块以 Animals in Danger为话题，使学生了解一些濒临灭绝的动物及它们的现状，培养学生保护动物的意识，并使学生掌握一些动物名称及相关的词汇。
Introduction 部分复习和学习一些与野生动物有关的词汇，学会简要分析珍稀动物濒临灭绝的主要原因。
Reading 部分介绍了藏羚羊濒临灭绝的现状和原因，以及我国政府和世界自然保护组织为拯救藏羚羊所做的努力。
学生除了学习新词汇、训练阅读技巧外，对动物保护有了更深刻的认识。
【教学目标】1．语言目标1）重点词汇及短语1. reserve, habitat, endangered, extinct, wildlife, protect, in dang-er, thanks to2. poacher, antelope, battle, plateau, ideal, shawl, herd, worth, skin, spot, raid, confiscate, condition, meanwhile, dealer ,give one’s life to, at a time, be worth so much, on the spot, be made into, come into fashion, take an active part in doing, be ready for, get tough with2）重点句式1. Thanks to scientists’ hard work, the number of the panda s living in the wild has increased to about 1590.2. Although surprised, the poachers had an advantage --- there were more of them.3. A shawl made from the wool (known as “shahtoosh”, or “king of wools” in Persian) can sell for five thousand dollars.4. Often working at night, the poachers shoot whole herds of antelopes at a time, leaving only the babies, whose wool is not worth so much.5. But today the government seems to be winning the battle.2. 能力目标1. Learn some information about the present situation of the wild animals and the effort made to protect the wild animals.2. Enable students to use key words and some expressions correctly.3. Get students to catch the main information about numbers.4. Learn to predict before reading.5. Discuss the questions about the passage.3．教学重难点1. Guide students to summarize the main idea of each paragraph as well as the main idea of the text.2. Discuss the questions of comprehension.3. Get students to learn about the importance of protecting animals.4．教学方法1. Fast reading skills for main ideas and details.2. Discussions to improve students’ reading comprehension3. Individual, pair or group work to make every student work in class.【教学过程】I． Brainstorming (头脑风暴)以flash短片引入本节课的话题——拯救藏羚羊。
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Book 5 Module 6 Animals in danger(introduction ＆writing )教学设计设计教师：教学年级：高中二年级课题名称：Animals in danger教材版本：外语教学与研究出版社授课时间：40 分钟教材分析：这是外语教学与研究出版社出版的新标准英语第五册书中的第六模块的内容。
本模块的主题是濒危动物。
这节课是本模块中的导入部分和写作部分，导入部分旨在引出本模块的主题，让学生了解一些濒危动物的背景知识和相关的词汇，从而为写某一种濒危动物做好准备。
写作部分侧重介绍某种濒危动物的现状以唤醒人们对保护动物及保护环境的意识。
学情分析：本节课授课的班级是高二（10）班。
该班总共有学生65人，整体语言基础良好，活泼团结，上课能积极完成教学任务，部分学生有比较好的组织和领导能力。
教学目标：1. 语言技能：（1）帮助学生提高口语表达和写作技能；（2）指导学生模仿课本中的信息写一篇保护大熊猫的文章。
2. 学习策略：（1）帮助学生训练在阅读中整理和分析相关信息的能力并进行模仿写作的技巧；（2）帮助学生养成自主学习和合作学习相结合的高效的学习习惯。
3．情感态度价值观：（1）培养学生进行整理信息和模仿写作的能力；（2）引导学生在合作学习中培养合作学习的精神；（3）帮助学生深入分析动物濒危的原因并唤起学生保护濒危动物的意识。
教学设计原则：英语课堂教学是实施新《标准》的根本途径，应当全面考虑教学的目标、学生的特点、教材（包括教学设备）的特点，实现教学目标、教学方法、学法指导、情感态度价值观念的最佳优化。
因此，在进行教学设计时，我遵循了以下原则：第一，整合教材，明确目标、突出重点。
由于本课涉及到本模块第一课时的导入和最后一个课时的写作，跨度比较大。
其中包括新单词的教学，阅读短文获取信息，通过个人及小组合作的方式口头表达动物濒危的原因及人类应该采取的措施，最后通过模仿东北虎的信息写一篇保护大熊猫的文章。
这么多的环节，首先要确定重点突破的目标然后一一实现这一目标。
最应该突出的重点就在于学生要通过综合运用本课的知识写出属于自己的一篇文章。
那么其他的环节一直服务于这个目标。
第二，优化教学手段，层层铺垫，由浅入深。
本课包含了模块中的导入部分，旨在引出本模块的主题，让学生了解一些濒危动物的背景知识和相关的词汇，为后面阅读和听力等课时的学习做好准备。
本课还涉及到本模块的最后一个课时的写作，如果没有词汇、背景信息和范文，学生就会感觉无从下手。
于是我对每个语言目标的实现手段都尽量进行了优化。
首先是导入部分简明扼要，通过对比在自然环境下的动物和在动物园中的动物来引发同学们的思考：为什么这些动物会在动物园里？是因为它们濒危，那么接着来学一些关于濒危动物的词汇并在理解词汇的基础上阅读一篇关于濒危动物的短文来达到获取更多信息的目的。
了解了这些信息之后马上思考这些动物濒危的原因，根据常识和图片提示同学们能够用句子表达这些原因。
这时候老师向同学们展示了一篇老师自己写的但不完整的文章，并让他们来概括每段大意和并通过小组讨论的方式补充下文。
最后是跟老师一起学习关于大熊猫的基本信息然后仿写一篇完整的作文。
由于教学手段的优化，学生的输入才能循序渐进，为最后的输出做了知识和文本两方面的铺垫。
第三，在课堂中融入学习方法和情感价值观的培养。
这节课通过图片、数据等信息让学生了解的濒危动物的现状。
通过想象和小组讨论的方式开拓了思维，增强了环保的意识，最后通过分组仿写每一个自然段来增进学习上的合作。
最后达到每个人都能从现状、原因、措施等三方面整理成一篇完整的文章。
这个过程确实唤起了学生保护濒危动物的意识，甚至引发他们从自身做起的环保行动。
这是一种情感价值观的培养。
同时，在最后一个环节中，学生们合作短文，这可以培养学生的合作精神、发散性思维能力、以及互相鉴赏学习的能力。
教学方法：任务型教学教学辅助：多媒体、学案课前准备：将全班分为三个大组，每个大组完成一段落的写作，讨论是左中右三人一小组讨论。
教学过程：一、导入（2分钟）（一）对比野外动物和动物园中的动物图片(教学目的：启发学生思维，导入本课主题)预设情境：问题：T: Why are these animals in the zoos?S: They are in danger.（二）展示本课教学目标（设计意图：让学生明确本课学习目的）二、学习有关濒危动物的词汇（ 4 分钟）Match the words in the box with their meanings.根据词义把单词写到横线上。
conservation endangered extinct habitat reservespecies struggle survival wild wildlife1.a type of animal or plant n.____________2 the place where animals live naturally n.____________3 protection, especially of natural things n.____________4.in danger adj______________5.a fight which lasts a long time n.____________6.an area of land where animals are protected n.__________7.dead (for a species ,not a single animal) adj.____________8 continuing to live n._______________9.living in a natural state ,away from people adj.___________10.wild animals n.______________四、阅读课本中第51页第一小题的有关濒危动物的短文并说出动物濒危的原因。
（7分钟）1.How many Siberian tigers are left?2. What have the Chinese and Russian governments done to the Siberian tiger ?3.Where is the habitat of the giant panda?4．How many animal species are now in danger ?（教学目的：通过图片、数据等信息让学生了解的濒危动物的现状；通过检测信息检验学生的阅读理解）猜测（悬念）：说出动物濒危的原因。
给出一幅老虎被剥皮的图片作为提示。
Why are the animals in danger of extinction ? Give your reasons. For example 例如：1．They are killed for their body parts.2．…五、学习老师自己写的一篇关于保护“东北虎”的文章.（8分钟）the Siberian tigerThe Siberian tiger, the largest member of the cat family, is one of the most beautiful animals in the world. It can be found in forests in parts of Siberia Russia and Northeast China. It feeds mainly on medium sized animals such as deer and wild pigs. Today the species is in danger of extinction. Only about 1000 are left.任务二：分组完成写作，每组分别写一自然段（教学目的：分组完成写作任务，可以培养学生的合作精神、发散性思维能力、以及互相鉴赏学习的能力）Para 1 General introduction about pandas____________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ____Para 2 Why are the pandas in danger?____________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ____Para 3 What measures should we take to protect the wild life?____________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ____任务三：批改与评价每个大组选出一位同学到黑板上写出自己部分的作文，最后由老师和同学们一起批改并评出写得最好的小组代表。
七、布置作业：（1 分钟）把三段文章按照题目要进行整理，最后把一篇完整的文章写到学案上交上来。
教学反思：这节课实现了教学目标，由单词的教学，阅读短文获取信息到通过个人及小组合作的方式口头表达动物濒危的原因及人类应该采取的措施，最后通过模仿东北虎的信息写一篇保护大熊猫的文章。