上交的教案陶

Teaching plan:

(Module 2 ) Unit 4 Wildlife protection

The first period Warming up and Reading

龙门中学陶新佳

I. Teaching aims:

1..Enable students to learn about the knowledge of wildlife protection and learn to talk about

endangered species.

2. Develop students reading ability and let them learn different reading skills.

3. Arouse students’ interest in wildlife protection.

4.Develop students’ sense of cooperative learning.

II. Teaching important points:

1.Let students read the passage How Daisy learned to help Wildlife and learn something

about wildlife protection.

2.Get students to learn different reading skills.

III. Teaching difficult points:

1.Develop students’ reading ability.

2.Enable students to learn to talk about wildlife protection.

IV. Teaching methods:

1.Task-based teaching and learning

2.Cooperative learning

3.Discussion

V. Teaching aids: multimedia

VI. Teaching procedures:

Step1. leading in (3 minutes)

1. Greet the whole class.

2. Show some pictures of some endangered animals and let the students name them and talk about them in English.(look at the slides)(polar bear, milu deer, rhino, tiger, crocodile, leopard, koala, panda, dolphin, giraffe…)

Step2. Warming up (2minutes)

Ask student to turn to page 25 and the passage. Then discussion the following questions in pairs:

Why are the animals in danger?

(1.Don’t have enough food; 2. Being hunted and killed; 3. The bad

environment; )

Step3. Showing the learning aims of this lesson (1 minute)

1.Get to know the importance of wildlife protection.

2.Try to understand the text and find out some information to finish the

exercises.

3.After reading the text, try to give your advice on protecting wildlife.

Step4. Reading (27minutes)

Task 1 Fast reading

Read the passage quickly and answer the following questions.

1.Where did Daisy go? Who took her there?

2.What kind of animal did she meet in each place?

Task2 Careful reading.

1. Fill in the blank according to the passage.

2. Sum up the main idea of the passage.

Daisy went by flying ______to Tibet, ________ and a certain thick ______ ______to visit _______animals, which made her know a lot about destructive as well as _______ behaviors that people had done to wildlife

3.Retell the whole passage according to the chart.

One day Daisy went to see the animals that gave fur to make her sweater in a flying carpet. It flew away to 1._____ in China first, where she saw an antelope. The antelope told her that they were killed for the2. ________ that was taken from their stomachs. Then the carpet flew away to3.________, where Daisy saw an elephant. The elephant said they were endangered in Zimbabwe. 4._______ used to hunt them without 5._______. Now they allowed tourists to hunt only a 6._______ number of animals if they paid the farmers. The flying carpet rose again and almost at once they were in thick rain7. _______. A 8._______ was rubbing a millipede9. _______ which contains a powerful drug over his body because it could protect him from10.__________. So Daisy decided to produce this new drug with the help of WWF. The carpet rose and flew home.

Step 5 Discussion

How should we protect our wildlife?

Step 6: Home work:(choose one to do)

1.Write a composition on how to protect our wildlife.

2.Guess the ending of the passage that Daisy will do in the future.

3.Finish the Exercise1 and 2 on Page 28.

反思：

本单元的中心话题是“野生动物保护”。涉及的内容包括濒临灭绝的野生动物的生存现状；我们要学会如何保护野生动物以及要从已经灭绝的动物中吸取哪些经验教训从而促进我们保护野生动物的意识。

warming-up第一部分只有三幅图。第一幅图是两只老虎，第二幅图是两只大熊猫，第三幅图是两只藏羚羊。首先简单介绍了图片的内容。第二部分是以下三个问题：

1、Do you know any of the other endangered animals? Why are they endangered?

2、Why is it important to make sure that animals do not die out?

3、What can we do to help endangered animals?

这三个问题的大意是：

1、你知道还有哪些是濒危动物吗？他们为什么濒临灭绝？

2、为什么确保动物不灭绝是非常重要的？

3、我们能做点什么来帮助濒危动物？

第一步：教师向学生提了以下几个问题：

1、Do you like animals?（你喜欢动物吗？）

2、What kind of animals do you like best? Why?（你最喜欢什么动物？为什么？）针对以上几个问题，学生的反应都很积极，因为这几个话题都是他们很感兴趣的。第二步：谈论课本中的三幅图。

谈论后让学生得出一个结论：这些都是濒危动物。接着又根据warming-up第二部分所设置的三个问题让学生进行讨论。教师在黑板上板书：

一、Endangered animals(濒危动物)：

tigers（老虎）, wolves（狼）, elephants（大象）, gorillas（大猩猩）, alligator（鳄鱼）,blue whale（蓝鲸）, the snow leopard（雪豹）, the black rhino（犀牛）

二、Reasons for being endangered（濒危的原因）:

1. people’s activities(人的活动)：kill them for food, hunt for their fur, cut down trees,

2. pollution（污染）: air pollution（空气污染）, water pollution（水污染）, waste pollution（垃圾污染）

3. environment destroyed or changed（环境的破坏和改变）；

4. new species imported (新的物种的引进)

5. lack of food（食物的缺乏）;

6. diseases（疾病）

7. population growth（人口的增长）

“阅读”（reading）部分描述了Daisy 在梦中经历的一次奇妙的飞毯旅行。通过女孩和藏羚羊，非洲象和猴子的对话，学生进一步意识到野生动物的生存环境日益恶化以及保护野生动物的行动刻不容缓。通过各种阅读能力的训练让学生达到理解课文内容，了解保护野生动物的重要性，同时提高学生的阅读能力以及自主学习和小组合作学习的能力。

整个过程以“预习及展示----质疑兼探究----引导并练习---总结再提升”为设计线索。首先是快速阅读，老师问了以下几个问题：

Where did Daisy go? Who took her there?

What kind of animal did she meet in each place?

通过着两个问题同学应把文章的主要人物和事件已弄清楚了，为接下来的细读做好了铺垫。

然后根据段落做表格题，通过此题，同学对文章的细节把握一目了然。通过再次细读文章，想让学生独立思考，小组交流，然后老师指正。老师设疑，学生质疑，通过师生共同探究，达到释疑。最后在根据学生对整篇文章的理解和记忆，做一个总结的练习。

最后根据文章的主题做一个讨论题：

How should we protect our wildlife?

1. to make laws to stop people from killing endangered animals;

2. to educate people to protect animals;

3. to set up nature reserves;

4. to improve the environment;

5. to reduce pollution;

6. to stop farmers from cutting down trees;

7. to learn more about animals;

8. to offer food to wild animals;

9. not to eat any wild animals;

10. to plant more trees;

11. to build more zoos and send wild animals to the zoos

另外，作业的布置也是教学设计的重要环节，是对课堂教学的巩固和延伸。第二个作业是自主探究式作业，很好的锻炼了学生的自主学习能力，提高了学生的探究意识，同时课外知识的补充可以拓宽视野和英语文化背景知识。

由于课堂教学本身的生成性、情境性、即时性和不可预测性，课堂进行中难免会出现问题、矛盾、冲突，就格外具有研究和总结的价值。正如教育家叶澜所言: “一个老师写一辈子教案难以成为名师，但如果写三年教学反思则有可能成为名师。”高一英语教学是高二“提升”和高三“腾飞”的基石，我们一定要让学生养成良好的学习习惯，这样才能促进高二的“提升”，进而实现高三的“腾飞”。还是引用著名教育家叶圣陶先生的话“什么是教育，简单一句话，就是要培养良好的习惯”。高一年级是培养学生学习兴趣、习惯和意识的关键时期，也是学生英语分化的一个主要时期，学生只有在高一年级养成良好的英语学习习惯，才能保证在三年后的高考中取得理想的成绩。

最后我认为这堂课的成功之处是引导学生一步接一步从阅读文章表层意思，到探讨深层意思，使学生明白野生动植物的重要性及要做好保护。例如，先带着问题读课文，回答问题，接着概括段意，然后分析句子，（这是表层理解），最后总结全文，通过字面理解使学生达成共识――保护动植物，升华到深层理解。引入部分达到预期效果，自己准备了录音和图片作为引入，时间短且能引起学生兴趣及渴望了解更多的求知欲。不足之处时间未分配好，导致讨论的问题草草结尾。