外研版高二英语Module 6 Animals in danger教学设计附反思
Module 6 Animals in danger 教学设计教授时间：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五模块的内容。
本模块的主题是濒危动物。
这节课是本模块中的阅读课文，被安排在本模块的第二课时。
本模块的第一课时是整个模块的导入课时，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，从而为本节阅读课做好准备。
学情分析：本节课授课的班级是高二（25）班。
该班总共有学生50人左右，整体语言基础较好，性格活泼，积极主动，乐于创新，还有部分学生极其善于表现，有比较好的组织和领导能力。
教学目标：1. 语言技能：（1）帮助学生提高略读和查读的技能；（2）指导学生给海报写标语。
2. 学习策略：（1）帮助学生训练在阅读过程中查找、理解、整理和分析相关信息的技巧；（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）引导学生在合作学习中培养合作创新精神；（2）培养学生进行分析和鉴赏的能力；（3）唤起学生保护濒危动物的意识。
教学设计原则：新课程改革对英语教学应有新的特色。
因此，在进行教学设计时，我遵循以下原则：第一，重视教材资源的整合，统筹规划，突出Animals in danger 这一模块中Reading 这一课时的主题和重心。
在备课时，我没有孤立地去设计这节课，而是首先纵览整个模块，把握着保护濒危动物这一主题，层层铺垫，由浅入深，将整个模块分为六个课时。
第一课时是该模块的导入环节，主要是让学生熟悉一些濒危动物的物种。
本堂课是该模块的第二课时，是导入课时的延伸，在整个单元中起到“承上启下”的作用。
这节课主要是借助于这篇阅读文章，让学生深入了解藏羚羊的生存状况和拯救藏羚羊的进展，目的在于唤起学生们保护濒危动物的意识，主要是为下面的几个课时中分析濒危动物身处险境的原因以及应该采取的措施进行相关背景知识和思想意识上的铺垫。
在学习技能的训练上，本堂课主要在贯穿“听”、“说”、“读”、“写”四项基本技能的同时，侧重于“读”，这样一来就能既保证阅读进行得深入透彻的基础上渗透学法指导，又将有限的课时留给了接下来的几节课中“听”“说”和“写”针对性的训练。
第二，优化整合教材资源，敢于取舍，突出重点，深入主题。
在有限的课时里要想面面俱到往往会使得整节课，无主题，无中心，无亮点，淡而无味。
因此，我在这节课里以挖出保护濒危动物这一主题为根本目的，设置了一系列的阅读理解题目，其中包括通过归纳段意来理清文章结构，通过判断正误、回答问题和填表来找出文章的重要细节信息，一步步导出主题。
最后，我在设置了一个读后汇报的环节，让学生通过写标语、制作海报的方式来表达自己对濒危动物的爱惜之情，同时也唤起自身和他人保护濒危动物的意识。
在这一过程中，“看”、“听”、“说”、“读”和“写”所有活动都是围绕主题设计的，学生们在通过完成一个个活动，一步步挖出主题的同时，扫读和查读两项基本的阅读技能在潜移默化中得到训练。
第三，重视学生情感态度价值观的引导。
这节课的通过视频、图片等血淋淋的事实唤起学生保护濒危动物的意识，甚至引发他们呼吁全人类参与进来。
这是一种责任意识的培养。
同时，在最后一个环节中，学生们合作写标语，做海报，并推选出最好的海报，这可以培养学生的合作精神、发散性思维能力、创作性工作的能力以及鉴赏能力。
此外，兴趣是激发学生内驱动力的重要因素。
这节课的设计可以说是环环仅扣，步步设疑，引导在学生一步步解开迷惑的同时，慢慢揭示主题。
教学方法：任务型教学教学辅助：多媒体、濒危动物的图片、白纸、水彩笔课前准备：将全班分为四个大组，每个大组再分成三个小组，每个小组都有一个小组长。
教学过程：一、热身（1分钟）（一）播放濒危动物的图片(教学目的：回顾上节课的内容，强调本课主题)预设情境：问题：T: What did you see on the screen just now?S: Animals 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、看视频，回答问题（3 分钟）（教学目的：用故事激发学生对濒危动物的怜悯之情从而引发对文章的兴趣）预设情境：（边播放视频边提问）（暂停播放视频）T: What can you see in the video?S: Antelopes、poachers（继续播放视频）T: What happens to the antelopes?S: They are skinned on the spot.猜测（悬念）：T: Why was the man on the ground killed?S: Because he wants to protect the antelopes.三、阅读（20 分钟）（一），阅读第一段完成以下任务（教学目的：揭开悬念，让学生抓住本段中的主要信息并总结在记叙段落中抓住关键信息的技巧）任务一：完成以下表格任务二：将第一段的副标题补充完整Jiesang Suonandajie’s D______________（二）阅读其余段落，完成以下任务任务一：快速阅读，为各段选择适当的小标题。
（教学目的：帮助学生提高快速阅读的技巧，并对文章的整体结构和各段的主题有个清晰的概念。
）Para. 1 Jiesang Suonandajie’s DeathMeasures (措施) Reasons for killingsProgress(进展) in protecting The business of antelope woolPara.2 __________________ Para. 3________________Para. 4 ___________________ Para. 5________________任务二：阅读相关段落，完成以下练习（设计意图：训练学生查找、分析和整理归纳信息并作出推理和判断的能力，并懂得在说明文中抓住数字掌握主要信息）活动一：判断正误：(1). (Para ___) Tibetan antelopes are in danger because they have lost their natural habitat. ( )(2). (Para ___) The number of the Tibetan antelopes will increase. ( )活动二：回答问题：What have been done to save the Tibetan antelopes home and abroad?活动三：完成以下表格:（三）根据提示归纳文章大意（设计意图：让学生清晰地了解文章的整体大意）Many poachers shoot the Tibetan antelopes for …. As a res ult, the number of antelopes fall. Thanks to …, the antelope’s population be on the increase.四、读后活动（15 分钟）（设计意图：唤起学生保护濒危动物的意识。
）（一）（老师）展示（老师）展示濒危动物遭受残害的图片和老师自己制作的保护濒危动物的公益海报（图片和标语）（二）（学生）为海报写标语（学生）选择其中的一张已展示过的图片贴到所发的白纸上，并根据图片写一句标语。
（三）（学生）展示邀请两到三个小组展示他们的海报（四）（老师）展示（老师）展示濒危动物遭受残害的图片和老师自己制作的保护濒危动物的公益海报（添加呼吁保护濒危动物的句子）（五）（学生）拓展在海报上加上三到五句话来呼吁人们增强保护濒危动物的意识（六）（师生）鉴赏与评价每个大组选出一张海报向全班展示，最后全体师生投票评选一张最受欢迎的海报（提议将评选出的海报寄往海口的保护动物协会，其它海报可交给校学生会在校园内展示）五、布置作业：（1 分钟）以小组为单位，进行一次关于某一种濒危动物的调查，并写一篇介绍这种濒危动物的文章。
（要求：120字提示：模仿本文的篇章结构）教学反思：这节课基本实现了教学目标，生生互动、师生互动的课堂活动切实有效，但仍有不足。
在进行阅读活动前，我让学生观看了一段视频材料，是偷猎者猎杀藏羚羊并当场将它们剥皮的场面。
这是一个另人触目惊心的血腥的场面，学生们在观看时都忍不住发出叹息。
可惜的是，我只想到了要利用影片中主人公的死抓住学生的兴趣，引出文中的故事，没有及时让学生表达自己的感受，否则，就能在内容上、主题上以及情感上切入要害，达到更好的教学效果。
因此，在以后的教学中，我要善于激发学生的情感因素，抓住学生在课堂上情绪的变化，使教学活动更具有感染力、震撼力、深入学生的内心。
评课老师点评：（1）课程资源丰富，课件制作精美，用心。
尤其是电影《可可西里》片段的到位剪接，足见其用心程度。
（2）教师语言功底十分扎实，语音、语调流利，自然。
教态大方得体。
（3）课程设置紧扣主旨思想：“拯救藏羚羊”，巧妙安排各种阅读技巧。
在快速阅读环节，从时间，地点，人物，事件等宏观方面，培养学生快速浏览课文，寻找重要信息的能力。
在细节阅读环节，结合分段阅读，设置了问答题，正误判断题，以及填空题。
问题的设置层层深入，环环相扣。
（4）在小组活动上，教师灵活地采用一种新的方式：制作卡片，集体设计一些保护藏羚羊等相关的濒危动物的口号，号召人类保护藏羚羊等濒危动物。
这个活动既是对文章内容的升华，又带动了学生小组活动的积极性，十分灵活，值得借鉴。
高中英语 Module6精品教案(2)外研版必修5-外研版高二必修5英语教案
英语必修5外研版Module 6精品教案〔2〕Module 6Animals in DangerPeriod－2 Introduction & Reading(教师用书独具)●课标技能要求重点词汇的理解与应用。
●教学目标(1)熟记学案中所列出的单词和短语。
(2)通过学案中所给出的重点单词和重点短语的学习，让学生能够正确理解和使用这些单词和短语，能够运用这些词语造句。
(3)通过对这些词汇的理解能够更深层次的理解课文，并通过课文加深对这些词汇的理解，更加熟练的运用这些词汇。
(4)通过对本课文的理解，让学生学会用含有定语从句的句子和段落完成有关语言的区别表达，提高学生的书面表达能力。
[教学地位分析]单词和短语是构成句子的最小单位，在语言学习中起至关重要的作用，所以理解和正确使用英语单词和短语是英语学习的重点所在(教师用书独具)●新课导入建议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 mon?2．What can we do to help them in their struggle for survival?With the help of several pictures and a flash, let the students predict the text.(通过电影短片或学生非常熟悉的两种稀有动物发问，引出本课的主题——拯救藏羚羊。
)●教学流程设计导入新课。
→老师检查上堂课所布置的作业，检查学生对学案预习的情况。
→错误!→错误!→老师针对难点和重点词汇进行讲解，并补充学案中所遗漏的重点词汇，补充一些必要的练习。
Module6Animalsindanger教案
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与濒危动物相关的实际问题，如“如何在我们社区宣传动物保护？”
c.话题讨论：围绕濒危动物的保护进行讨论，表达个人观点和建议。
-举例：学生能够参与到小组讨论中，提出保护濒危动物的方法和策略。
2.教学难点
a.词汇理解与应用：学生对词汇的深层含义和用法的理解，如“habitat”不仅是“栖息地”的意思，还包括对动物生存环境的具体描述。
-举例：学生能够解释为什么某个动物会因为失去habitat而变得endangered。
c.掌握与动物保护相关的词汇，如：endangered, protect, habitat等。
d.培养学生关爱动物、保护环境的意识。
e.通过小组合作，完成关于濒危动物的海报制作及介绍。
二、核心素养目标
1.语言能力：培养学生运用英语进行关于濒危动物话题的交流，提高听说读写综合语言运用能力。
a.能够听懂并准确说出与濒危动物相关词汇和句型。
同学们，今天我们将要学习的是Module 6 Animals in danger这一章节。在开始之前，我想先问大家一个问题：“你们在日常生活中有没有听说过哪些动物正面临灭绝的危险？”这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索濒危动物的奥秘。
（二）新课讲授（用时10分钟）
Module 6 Animals in danger教案
一、教学内容
Module 6 Animals in danger教案
高二英语必修5animalsindanger教案教学设计（外研版英语高二）
高二英语必修5 animals in danger 教案教学设计(外研版英语高二)Teaching contents: Reading and Vocabulary of Module 6Teaching goals:1. Learn some new words about animals in danger.2. Train the skills of reading for information and have a rough idea of text.3. Develop the sense of protecting the endangered animals.Teaching keys:1. New words and their use.2. The rough idea of the passage.Teaching difficulties:1. Training of the reading skills.2. Cultivation of the sense of protecting the endangered animals.Teaching methods:1. Cooperative learning.2. Task-based learning.Teaching procedures:Step1. Lead-in (4’)● Ask Ss to say the animals in danger as many as possible.● Give some pictures of some endangered animals Ss may not know, and teach the new words by the way.● Question: Do you know any other words related to endangered animals?Step2. Presentation Ⅰ---WORDS (5’)● Read the words together on P51, Textbook.● Do the exercise: Match the meani ngs with the words.● Group work：Fill the following blanks with the words.1. The Chinese government has created the _______ to help save the Siberian tiger’s ________.2. Many _________ _________ are becoming less and less, and some are even _______.3. We need to do something to help the endangered animals in their _______for _______.Step3. Presentation Ⅱ--- READING (29’)● Pre-reading: (5’)1. Show a video and the picture of ANTELOPE, and give some basic information about it.2. Have a look at the picture on P52, and lead the Ss to makea prediction about what the passage is about. The questions can be:◆ What can you see in the picture?◆ What are these people?◆ Where is the story happening?◆ What’s going to talk about in this text? (A story about antelopes? Why people kill them? Does the government take any measures？)● While-reading: (5’+5’+7’+5’)1. Fast reading: to find out the main idea of each paragraph, underline the words you don’t know, and then read the main idea together.Paragraph1. Jieshang Suonandajie gave his life to save the Tibetan antelope.Paragraph2. A large number of antelopes have been killed for their wool.Paragraph3. The business of antelope wool is illegal but it is not easy to be stopped.Paragraph4. The Chinese government began to take activepart in protecting the antelopes.Paragraph5. Progress has been made in protecting the antelopes.2. Listen and follow to read, correcting your pronunciation.3. Group work: Detailed-reading and find out the following numbers, and then discuss.◆ The number of antelopes left by the 1990s.◆ The price of a shawl made from ‘shatoosh’.◆ The year when the trade ban on ‘shatoosh’ shawls were started.◆ The number of ‘shatoosh’ shawls found in a London shop.◆ The percentage of the antelope population those shawls represented.◆ The number of poachers caught in ten years.◆ The height of the Qinghai-Tibetan Plateau.◆ The year when the antelope population started to grow again.4. Read again and do activity 2 on P52.● Post-reading: (2’)1. Question: What can we do to help antelopes, or other endangered animals?Step4. Homework (1’)● Read the passage by yourself.● Do part 4 on P53, textbook.。
高中英语：Module 6 Animals in Danger 教案(13页)
We ought to be doing our best to save ____________ species. 2 extinct a. 灭绝的,熄灭的 1) Dinosaurs have been extinct for millions of years. 灭绝的 2) An extinct volcano. 一座死火山
A. concerning; concerning about
B. concerning; concerned about
C. concerned; concerning about
7 The animals are skinned on the sport, and the wool taken to India, where it is made into the shawls. 当场
课时计划
课时 1
课题 教学目标
重点
难点 学情分析 教具课件 教法 教学程序
Step 1
Module 6 Animals in danger New words
课型 New
1. Enable the students to describe the scenery of the Three Gorges Dam with the target language. 2. Enable the students to find the clues about the writer’s journey. 3. Enable the students to know the definitions of the words, such as cave, cliff etc. 1. Get the students to describe the scenery of the Three Gorges Dam with the target language. 2. Discuss the questions of prehension. Enable the students to find the clues about the writer’s journey.
高二英语必修5 animals in danger 教案教学设计(外研版英语高二)整理
高二英语必修5 animals in danger 教案教学设计(外研版英语高二)整理Teaching contents: Reading and V ocabulary of Module 6Teaching goals:1. Learn some new words about animals in danger.2. Train the skills of reading for information and have a rough idea of text.3. Develop the sense of protecting the endangered animals.Teaching keys:1. New words and their use.2. The rough idea of the passage.Teaching difficulties:1. Training of the reading skills.2. Cultivation of the sense of protecting the endangered animals.Teaching methods:1. Cooperative learning.2. Task-based learning.Teaching procedures:Step1. Lead-in (4’)● Ask Ss to say the animals in danger as many as possible.● Give some pictures of some endangered animals Ss may not know, and teach the new words by the way.● Question: Do you know any other words related to endangered animals?Step2. Presentation Ⅰ---WORDS (5’)● Read the words together on P51, Textbook.● Do the exercise: Match the meanings with the words.● Group work：Fill the following blanks with the words.1. The Chinese government has created the _______ to help save the Siberian tiger’s ________.2. Many _________ _________ are becoming less and less, and some are even _______.3. We need to do something to help the endangered animals in their _______for _______.Step3. Presentation Ⅰ--- READING (29’)● Pre-reading: (5’)1. Show a video and the picture of ANTELOPE, and give some basic information about it.2. Have a look at the picture on P52, and lead the Ss to make a prediction about what the passage is about. The questions can be:Ⅰ What can you see in the picture?Ⅰ What are these people?Ⅰ Where is the story happening?Ⅰ What’s going to talk about in this text? (A story about antelopes? Why people kill them? Does the government take any measures？)● While-reading: (5’+5’+7’+5’)1. Fast reading: to find out the main idea of each paragraph, underline the words you don’t know, and then read the main idea together.Paragraph1. Jieshang Suonandajie gave his life to save the Tibetan antelope.Paragraph2. A large number of antelopes have been killed for their wool.Paragraph3. The business of antelope wool is illegal but it is noteasy to be stopped.Paragraph4. The Chinese government began to take active part in protecting the antelopes.Paragraph5. Progress has been made in protecting the antelopes.2. Listen and follow to read, correcting your pronunciation.3. Group work: Detailed-reading and find out the following numbers, and then discuss.Ⅰ The number of antelopes left by the 1990s.Ⅰ The price of a shawl made from ‘shatoosh’.Ⅰ The year when the trade ban on ‘shatoosh’ shawls were started.Ⅰ The number of ‘shatoosh’ shawls found in a London shop.Ⅰ The percentage of the antelope population those shawls represented.Ⅰ The number of poachers caught in ten years.Ⅰ The height of the Qinghai-Tibetan Plateau.Ⅰ The year when the antelope population started to grow again.4. Read again and do activity 2 on P52.● Post-reading: (2’)1. Question: What can we do to help antelopes, or other endangered animals?Step4. Homework (1’)● Read the passage by yourself.● Do part 4 on P53, textbook.文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。
高中英语Module 6 Animals in Danger优秀教案
Module 1 Speaking and cultural cornerTeaching goals1. Target languagea. key words and phrasessecondary, semester, system, teenager, , cover, diplomago to college , be divided into ,take part inb. important sentencesIs the school similar to your school?What similarities or differences do you know about...?2. Ability goalsGet the students to know the similarities and differences about American and Chinese school systems.3. Learning ability goalsEnable the Ss to learn how to find out the similarities and differences about American and Chinese school systems.Teaching important and difficult pointsLearn about the differences and similarities between American and Chinese school systems.Teaching methodsSpeaking, discussingTeaching proceduresStep Ⅰlead-inHave the students listen to a song named the beautiful campus and then encourage theme to talk about their school life in senior high. For example: what do you think of your new school /your new teachers? What do your usually do after school?Step ⅡSpeakingHave the students turn to page 7 and talk about what the students usually do after school in America according to the pictures.Step ⅢCultural CornerAsk the Ss to read the letter from a Senior High student in the US on page 9.While reading, ask them to underline the words or phrases they don’t understand. And then deal with these difficulties for them. Then ask them to read the passage again and decide the main idea of each paragraph. After that, have the students fill in the chart below in pairs and check it up together. At last, the teacher asks some students to talk about it.Chinese and American School SystemsStep ⅤHomeworkLook more information about the similarities and differences between Chinese and American school systems from the website or magazines.。
高中英语Module6AnimalsinDanger教案外研版必修5
Module 6 Animals in DangerPeriod OneTeaching aims and demands:1. Knowledge and Skills(1) Ss will learn some information about the present situation of the wild animals and theeffort made to protect the wild animals.(2) Ss will learn to recognize the important reasons to protect the animals in danger andhelp 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) municative 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 ofprotecting the earth.(2) Help Ss learn how to realize the dream, how to call on more people to realize theimportance 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 prehension of the passage．3. Individual，pair or group work to make every student work in class.Teaching aids:puter, 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 mon?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 fillin 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 prehension.plete 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 wild has increasedto 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 bee 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.e into fashion 成为时尚9. The small group of officials who work in the reserve are helped by volunteers who e fromall over the country, and who are ready for the difficult conditions of 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)2. 非限制性定语从句non- restrictive attributive clause(有逗)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 information by writing down “key words”. Teaching methods:Practising, sorting and listening.Teaching aids:A puter, a projector and a tape-recorder.Teaching procedures:Step 1. Greeting and revisionT: There are more than ten English teachers attending to our class. Let’s wele 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 milk when it is young.T: You are pletely right! Now, please turn to Page 56 and do Activity 3 according to theinstruction. 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 best to 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 done! Now listen again and plete the page fro m 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.。
高中英语_【课堂实录】Animasl in Danger教学设计学情分析教材分析课后反思
Book 5 MOUDULE 6 Animals in Danger 阅读部分Saving the antelopes教学设计一、设计反思：新课改要求高中英语阅读要实施“任务型”的教学模式，侧重培养学生的阅读能力，引导学生理清说明文的篇章组织脉络，学会概括主题的阅读技巧和形成根据主题理解文章细节的能力；通过体验、实践、讨论、合作和探究等学习方式，提高学生用英语分析问题和解决问题的能力，笔者依照此要求结合本堂课内容和学生的实际水平以及现有条件，设计了Saving the antelopes 的阅读教学。
二、Teaching goals:1.knowledge:To learn about the endangered animal--- antelopes and to know more about wild animals2. abilities :To improve the students reading skills and communication ability.3. emotion:To raise the students’ awareness of protecting wild animals and enhance students’ responsibility.三、教学过程设计：课前活动设计：1.Ask students to search for the information about endangered animals, including the species, the reason and possible measures. They can get the materials from the Internet or newspapers, magazines, and books in the school library.2. collect vocabulary about animals方法：学生的自主学习和探究【设计目的】学生受环境和地域的限制，知识范围有限，提前收集资料，既能为下一步的阅读做好准备，也能训练学生的自主学习能力。
英语必修Ⅴ外研版module 6 animals in danger 教案
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外研版高中英语必修五教案：Module-6-Animals-in-Danger
Moduｌe ６Ａniｍａls in Ｄａｎgｅr I.模块教学目标ＩI. 目标语言IIＩ. 教材分析与教材重组1．教材分析本模块以Aｎｉｍalｓin 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,学会谈论、描述濒临灭绝的动物，学会写调查报告。
1.１INＴRODUＣTION部分,介绍了西伯利亚老虎的现状,从而引出本模块的话题。
要求学生就一幅老虎图片进行讨论，简单列出动物濒临灭绝的原因。
同时学习一些新词汇，为阅读、写作等活动打基础。
1.2 REＡDIＮＧ部分介绍了藏羚羊濒临灭绝的原因以及采取的一些保护措施。
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。
1．3 ＧRAMＭＥR设置了5个练习,让学生学习定语从句以及关系代词、关系副词的用法。
1．4 VＯCABULARＹANＤＬISTＥNＩNG是让学生学习一些不同种类动物的名称,并用所学词汇对该动物种类进行描述。
通过有关中心话题的材料训练学生的听力,要求学生听懂材料的主要意思。
1.５FＵNCTＩON学习一些表达担心、忧虑的句式。
1.6ＳＰEAKING是让学生就本模块的中心话题展开讨论,并练习使用所学词汇与句式。
1.７EVERYDＡＹEＮGLISＨ的内容是通过设置的选择题让学生练习、掌握一些短语的用法。
1.８REAＤING ANＤWRIＴIＮG对四种濒临灭绝的动物作了简介,要求在读后参照例文进行写作练习。
１.9 CULTURＡL CＯＲNER介绍了WＷF这一组织以及同中国的合作情况，通过阅读不仅使学生了解了WWF及其在保护动物方面所做的努力，而且丰富了学生的相关知识。
1.10 TAＳK 要求学生在网上查询中国濒临灭绝物种的情况，并选择一种写出调查报告。
这一部分不仅使学生了解了中国濒临灭绝的物种,而且学会写调查报告。
２．教材重组2.1 从训练目的上看INTRODUＣTIＯN，ＦUNCTＩＯN，ＳPEAKING和EＶERＹDAY ＥNＧＬＩSH 相一致,可将这几部分整合在一起上一节“口语课”。