人教版高一英语必修二Unit4 Reading 课程教学设计
人教版必修二unit4教案
人教版必修二unit4教案 1 / 8 Teaching plan for unit 4 wildlife book 2 How Daisy Learned to Help Wildlife （ reading ）
Teaching aims 1.Enable students to learn how to protect the wildlife and endangered animals by reading the passage and discussion. 2.Enable students to know how to analyze the problems and solve the problems by the structure of the text. 3.Students can master some unfamiliar words and expressions by understand the pictures and the words. Teaching important point to lead students to protect the wildlife and endangered animals 。 2. Learn the new words or expressions by answering questions. Teaching difficult points
How to stimulate Ss ’ abilities to analyze and solve problems. Teaching methods Task-based learning and teaching method Cooperation learning Teaching aids: PPT Teaching procedures: Step1: Greeting (self -introduction) T:Hello! Girls and boys! My name is Hu Xiaoye. I ’ m glad to have a chance to make friends with you. Excuse me, the pretty girl, what ’ s your name 人教版必修二unit4教案 2 / 8 S1: ⋯ T:Thank you! Today, I ’ ll invite all of you to visit some animal friends in the forest. Can you come with me
高一英语必修二Unit 4 history and traditions writing教学设计教案
新人教（2019）英语必修二Unit 4 History and TraditionsPeriod 4 Reading for Writing教学设计（一）The theme of the part is “Describe a place that you like”.This lesson aims at imitating describing a place after reading the text. It is known that Ireland is famous for its beautiful countryside scenery and its history. During the text, the author describes the beauty and traditions from a perspective of a traveler. The author describes the countryside scenery of Ireland like the landscape, the roar of the ocean waves and the cries of seabirds, the sun and a sweet scent of fresh flowers from the sight, smell, taste, hearing and touch, which gives the readers a direct image. The author describes the beautiful scenery with a rich and sensitive writing method which makes the scenery lively. Most importantly, the author expresses the love for the countryside scenery of Ireland.Therefore, students should be guided to describe a place with the rich and sensitive writing method and express their love for the places they are familiar with or interested in.1.Read the article and experience the beauty as the author .2.Develop the writing skills by describing the beauty from sight, smell, taste, hearing and touch.3.Learn to organise an essay with “Introduction---Body---Ending”.4.Learn to judge and correct other essays.1.Develop the writing skills by describing the beauty from sight, smell, taste, hearing and touch.2.Learn to organise an essay with “Introduction---Body---Ending”Step 1 Lead inThere are many interest of places in the UK. What do you know ?The Big Ben the London Tower the Thames RiverStep 2 Before reading ---analyze the titleBeautiful Ireland and its traditionWe know that the article mainly tells about the beauty and traditions of Ireland. Step 3 While reading ---Task 1Read the text and answer the following questions.Q1: What makes the Irish countryside exciting and inspiring?Its beauty and how it offers something for all the scenes.Q2: What are the best ways to experience some Irish traditions and cultures?By stopping by a village pub and relaxing with a drink and traditional meal while listening tomusic and watching dancingQ3: What is the meaning of “breathe in the sweet scent of fresh flowers while birds greet the new day with their morning song ?”It means to not just smell but also breathe in the smell of fresh flowers early in the morning asthe birds sing their first song of the new day.Q4: What are the best ways to experience Chinese traditions and customs ?By travelling to different places and using all your senses to experience everything and by interacting with local people.Step 4 While reading ---Task 2 Analyze the descriptive paragraph1. Identify and underline the paragraph’s introductory sentence and the ending sentence.Introductory sentence: Ireland’s beautiful countryside has always had a great influence on its people and traditions.Ending sentence: And if you introduce yourself to a friendly face, you are more than likely to experience local culture and customs first -hand.2. The paragraph talks about different senses in different places. Write the senses and places in the order that they appear. Senses: Places:3. What words does the writer use to describe sensory details ? sight: feast for the eyessmell: sweet scent1. sight2. hearing3. touch4. smell1.in the green countries and hills2. by the sea3. in the mountains4. in the mountainstaste: delicious hearing: roar, cries, music of the coast, morning songtouch: feel the sun on your skinStep 5 Writing---Choose the titleWork in pairs.Choose one of your favorite places and tell a partner why do you think it is interesting, exciting or surprising.My villageStep 6 Writing---Describe the place1.What can you see? The sunrise, red, the mountains, children, adults, gold haze, stars,2.How does the place feel? Beautiful, quiet, peaceful3.What can you taste there ? delicious and daily food4.What can you hear ? the call/shout, the sound of birds5.What can you smell?The sound of roosters, loud cries, laughter, the smell of hot oil and fragrant spices,6.What does the place make you think or feel ? everything is good and niceStep 7 Writing---Organize the essayTransitionsHelp the reader follow your ideaDetails and examples Use sensory details Do not use general wordsGive examples In the morning/afternoon/evening First, second, etc.In the north... In the east...What can you see, hear, smell, etc ?I learnt a lot What did you learn ? There were many things... What ? Some people... Who ?Step 8 WritingIn my village, every day starts with a “fire”! The houses turn red as the sun rises above the mountains.Seeing the flames, the roosters sound the alarm. They wake everyone in the village with their loud cries, chasing the children to school and rushing the adults to work. In the evening, a gold haze settles over everything. This is my favorite time of the day, when all work for the day has been completed. When the smell of hot oil and fragrant spices float through the air, I know that it will soon be time for dinner. My neighbours begin to call to their children to come home. The birds begin their nightly quarrel over their favorite places to rest.At night, the stars come out to tell us that all is well and my village grows quiet. For now we’ll sleep, and tomorrow the sun will set us on fire again for a new day! Step 9 Pair workExchange drafts with a partner and use the checklist to help you evaluate his/her draft. 1. Does the writer start with an image, quote, or question ? 2. Is the description well -organised and easy to read ? 3. Has the writer included sensory details ?4. Does the writer use specific words and give examples ?5. Is the ending effective ?6. Can you find any grammar or spelling mistakes ? Step 6 HomeworkPut up your passage in your classroom or in a public place.EndingLet reader know that the passage endsHelp reader remember your writingAt night, the stars come out to tell us that all is well and my village grows quiet. For now we’ll sleep, and tomorrow the sun will set us on fire again for a new day !Period 4 Reading for Writing教学设计（二）【教学目标】1. 理解并熟练掌握本课的重要词汇与句式；2. 引导学生通过课内阅读，了解爱尔兰的历史传统和美丽风光，引导学生在情境中体会单词的词性、构成方法、用法，提高学生的美文欣赏能力和词汇运用能力。
高中英语人教版必修二Unit4 Warming up、Pre-reading、Reading、Com
基本信息
名称Wildlife protection 第一课时
执教者课时1课时所属教材目录
人教版高中英语必修二第四单元
教材分析这篇文章通过一条飞毯为引线，介绍了当前野生动物保护的现状以及存在的问题，并提出了一些解决方法。
学情分析学生对野生动物保护的现状和方法了解并不多，对于保护野生动物的重要性也没有深刻的认识，再加上学生基础相对薄弱，内容有一定的难度，可以加上一些感官教具的辅助，帮助学生增强阅读兴趣。
教学目标知识与能力
目标
学生能够理解文章内容并掌握课文中的重点短语，句
型和语法及其应用。
过程与方法
目标
提高学生的阅读技能，使学生能够针对不同的阅读材
料运用不同的阅读方法。
情感态度与
价值观目标
通过这篇文章的学习，让学生懂得保护野生动物的重
要性，并学会热爱和保护动物。
教学重难点重点
提高学生的英语读说技能并让学生掌握重要的知识
点。
难点
学生能够学会运用精读和快速阅读的一些技巧进行
阅读并能够就野生动物的保护展开讨论。
教学策略与设计说明本课主要通过导入、快速阅读、精读、重点知识点讲解、合作讨论几个环节展开，并借助一些形象直观的教具，提高学生的学习积极性。
1.通过一些有爱的动物图片和相关的小故事导入，拉近学生与小动物的距离，做好情感铺垫，增强学生的阅读兴趣。
2.通过快速阅读、精读等环节，提高学生阅读和提取信息的能力，掌握阅读技巧。
3.通过对文章中一些重点知识点的讲解，使学生掌握并学会运用知识。
4.最后提出开放性的问题，让学生分组讨论，学会大胆表达自己的想法并升华文章主题。
高中英语人教版新课标公开课必修二unit4 reading课件
3.What happened to
them?
T__h_e_y_a_r_e_b_e_i_n_g_____
h__u_n_te_d__fo__r _th__e_f_u_r__
u__n_d_e_r_it_s__s_to_m__a_c_h_._
4.Result: their
numbers are
decreasing rapidly.
Tibet antelope at first: hunted; now, being protected, and their numbers are increasing.
Zimbabwe elephant
Protecting himself from mosquitoes by rubbing millipede on to his body rainforest monkey
Step Ⅱ Skimming Skim through the passage and find out the main idea of this passage. What is the main idea of this passage? A.Daisy had a real and wonderful travel and learnt a lot from it. B.Daisy realized the importance of wildlife protection by travelling in a flying carpet. C.Daisy talked with three wild animals in a rainforest and learned a lot.
antelope
panda
Milu deer
高一英语必修2第四单元教案
Unit 4 Wildlife Protection●Teaching Aims: (教学目标)Knowledge aims: （知识目标）a.hel.S.t.understan.an.maste.th.word.an.expression.rmatio.abou.th.endangere.animal.an.wildlif.sit uatio.an.protection.Ability aims: （能力目标）a.Encourag.S.t.thin.an.expres.thei.attitud.toward.th.wildlif.an.th.wildlif.protection.b.Enhanc.Ss.readin.abilit.an.develo.Ss.abilit.an.skill.o.guessin.word.an.readin.comprehension.Emotional aims: （情感目标）a.Hel.S.understan.th.importanc.o.th.wildlif.protectio.an.mak.the.b.mor.activ.i.th .helpin.wildlife.b.Develo.Ss.sens.o.cooperativ.learning.●Teaching Key Points:（教学重点）prehensio.t.th.whol.passageb.T.improv.Ss.abilit.o.listening.speaking.readin.an.writing.●Teaching Difficult Points: （教学难点）a.Enhanc.th.student.readin.skill.i.th.passage.●Teaching Materials: （教学材料）blackboard, books, and other normal teaching tools.●Teaching methods: （教学方法）Co-operative learningActivity-based teaching (individual work; group work; class work)Students-centered approach & Task-based teaching and learning●Teaching Procedures: （教学过程）Step 1: Review the new words and expressions.(2m)Step2 Lead-in (3m)Task: Group WorkSho.som.familia.picture.t.dra.th.students.attention.t.th.wildlife(fox.elephant.kangaro .elephant.faming.an.s.on).an.brin.th.question.D.yo.thin.wha.wildlif.are.Encourag.S.t. discus.wit.eac.othe.an.the.solv.th.questio.together.Step3: Warming up & pre-reading (6m)Task 1:Sho.th.picture.agai.an.as.S.t.gues.whic.animal.ar.i.danger.I.th.studen.answe.i.right.gi v.th.beautifu.picture.a.reward.An.the.mak.th.S.hav..talking.Wh.ar.the.endangered? Suggested answers:(1) People killed the endangered animals simply to satisfy their desire to eat.(2.Peopl.kil.animal.fo.thei.fur.whic.ca.b.mad.int.beautifu.an.expensiv.fu.coat.(3.Peopl.didn’.protec.th.nature.The.destroye.i.willfully.Task 2:(1) Who is the most dangerous enemy of animals?suggested answer: Human beings.(2) What relationship between people and wildlife should be?....suggeste.answe.Wildlif.i.huma.friends.The.ca.kee.th.balanc.o.natur.an.mak.th.whol. worl.colorful.T.protec.wildlif.i.t.protec.ourselvesStep 4: Listening Task (6m)Play the tape of the reading passage, and ask Ss to finish the following questions, and tick all the mentioned words out while listening:1.Wha.place.di.Dais.go?A.Tibe.Chin....B.rai.forestC.WW......D.Zimbabwe2.Ho.man.animal.di.sh.meet. Wha.ar.they.A.antelop.....B.elephantC.monke.....D.mosquitoes3.Wha.help.Dais.mee.th.wildlife?A.B..flyin.chai.....B.B..flyin.broom(扫把)C.B..flyin.carpetSuggeste.answers. 1.AB..2.AB..3.CStep 5 reading (26m)Task1 Fast reading :Task 2 Careful ReadingTas.1.Rea.th.passag.an.dra.line.unde.phrase.o.sentence.whic.yo.don’.understand. Task 2: Finish the true( T ) or false ( F ) questions, and try to correct the false.1.Dais.sa.man.antelope.i.Tibet.2.Daisy’.sweate.wa.mad.o.shee.wool.e.t.b.wel.protecte.i.Zimbabwe.4.Th.farmer.i.Zimbabw.ge.muc.mone.fro.th.elephant.an.rhino.now.5.Thi.i..rea.stor.i.Daisy’.life.6.Ther.ar.n.animal.o.n.drug.i.rai.forests.Suggested answers: F F F T F FTask 3 Find out the main ideaRea.th.passag.agai.an.tr.t.fin.ou.th.mai.ide.o.eac.part.Par.1(Par.1).Dais.fle.i..wonderfu.chai.t.___.an.foun.tha._______.wer.i.danger.The.w er.____.fo.th.fu.t.mak.sweater.(Tibet.antelopes.killed)Par..:(Par.2-3.Dais.fle.t.________.an.foun.tha.th.wil.animal.wer.wel._______.b.payi n.farmer.t.visi.animals.(Zimbabwe.protected)Par.3.(Par.4-5.Dais.fle.t.th.rai.forest.Talkin.wit.._______.sh.go.t.kno.tha.rai.forest.sh oul.b.protected.fo.the.ar.th.sourc.o.man.________.an.drugs..monkey.medicines) Task 4 analysis each partParagraph 11.Ho.di.th.antelop.feel...Th.antelop.fel.sad.2.Wh.ar.peopl.huntin.an.killin.th.Tibeta.antelopes.In order to get the wool which is used to make sweaters.3.Wha.wil.happe.t.Tibeta.antelope.i.thre.years?They may all be gone.Paragraph 2&31.How did the elephant feel?Th.elephan.fel.excited.2.Ho.di.lif.improv.fo.th.elephants.Farmers like them and no longer hunt them3.Ho.di.lif.improv.fo.th.farmers.panie.ha.t.pa.fo.visitin.an.hunting............ Farmer.mad..lo.o.mone.fro.it. Paragraph 4Why does looking after the rain forest help with wildlife protection?Because no rain forest, no animals and no drugs.Task5 : Retelling•On.day.Dais._________.strang.dream.Sh.fle.i..wonderfu._______t.______w it.a.__________i.Tibet.Th.antelop.tol.he.the.wer.hunte.becaus.o.thei.____wh e.t.mak.________lik.hers.I.thre.year.the.ma.al.be______.Later.sh.______t.Zimbabw.wher.sh.talke.wit.a._____.an.go.t.kno.th.farmer.ther.n.longe.______them.That’.becaus.th.______decide.t.hel.an.th.farmer.finall.mad..lo.of_______s.sh.______a.th.thic.rai.____ ___wher..monke.tol.he..N.rai.forest.n._______an.no______..Althoug.finall.everythi n.was_____.sh.ha._______s.much.(suggeste.answers.dreamed.chair.talk.antelope.fu ernment.money.arrived.forest.drugs.gone.l earned)Step6: Homework Assignment (2m)I.thi.class.w.hav.learne.th.grea.urgenc.o.th.wildlif.protection.A..student.wha.shoul.w aniz.you.word.t.writ..shor.passa g.abou.you.solutions.Step7: Reflection after Class:,。
高中英语_Unit 4 How Daisy learned to help wildlife教学设计学情分析教材分析课后反思
Unit 4 Wildlife ProtectionReading: How Daisy learned to help wildlifeTeaching PlanTeaching Aims:Knowledge aims:a.Help Students understand and master the words and expressions,eg: protection, endangered, reserve and so on.b.Let students grasp the main idea of the passage and get somedetailed information about endangered wildlife.Ability aims:a.Encourage Students to think and express their attitude towards thewildlife and the wildlife protection.b.Enhance Students’ reading ability and develop their skills ofguessing words and reading comprehension.Emotional aims:a. Help Students understand the importance of the wildlife protectionand make them be more active in the helping wildlife.b. Develop Students’ sense of cooperative learning.Teaching key & difficult Points:a.To help the students understand why we need wildlife protection and the importance of wildlife protection and the ways of wildlife protection.b.To improve students’ reading skills, such as speaking, reading, listening and writing.c.To help students use their own words to express their ideas. Teaching Materials:Blackboard, books, computer and other normal teaching tools. Teaching methods：Co-operative learning methodActivity-based teaching (eg: individual work; group work)Students-centered approach & Task-based teaching method Teaching Procedures:Step I. Lead-inWatch a short video and think what happened to these animals.Step II. Fast-readingTask1: Read the whole passage quickly and then fill in the following chart.(each line 1 point)Task2: Divide the passage into three parts and match the main idea of each part.Part 1 (para.1) A. A good example of wildlife protection. Part 2 (para.2) B. What we can get from wildlife protection. Part 3 (para.3&4) C. Why we need wildlife protection.Step III. Careful-ReadingPart 1 (para.1) Why we need wildlife protectionTask: Read this part loudly and answer the following questions. (each question 1 point)1.How did the antelope feel?_______________________________________________.2.Why do people kill them?__________________________________________________________.3.What is the result of being killed?_________________________________________________________. Deep thinking: If you were Daisy, what can you learn from Part 1 ?_____________________________________________________________________________. Part 2 (para.2) A good example of wildlife protectionTask: Listen to this part carefully and answer the following questions.What’s the situation of elephants?In the past: _________________________________________________. At present: _________________________________________________. Deep thinking: If you were Daisy, what can you learn from Part 2?______________________________________________________________________________.Part 3 (para.3&4) What we can get from wildlife protectionTask 1: Read the last two paragraphs carefully and work in groups to make a dialogue between Daisy and monkey. (3 points)Example:D: Hello, what are you doing?M: I’m ........... .D: How do you do that?M: When I find .........D: What does it contain?M: It contains........D: Oh it’s so useful. By the way, what should I pay attention to ?M: You should.......D: Oh, I see. I’ll tell .... and begin ..... Monkey, would you come and help?M: OK. Let’s go together.Task 2: What does “No rainforest, no animals, no drugs” mean?_____________________________________________________________________________. Deep thinking: If you were Daisy, what can you learn from Part 3?_____________________________________________________________________________.Step IV. ConsolidationWhat did Daisy learn from each part?Part 1 ________________________________________.Part 2 ________________________________________.Part 3 ________________________________________.Step V. Discussion: Discuss the following questions with your group members.Task1: What makes wildlife endangered according to the passage ?__________________________________________________________________________________________________________________________________________________________. Task2: What can we do to protect the wildlife? (3 points)______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Let’s swear together:More protecting, less huntingMore helping, less destroyingHelp wildlife, help ourselvesLet’s share the same world together!Step VI. Homework1. 读后续写：If you were Daisy, write a letter to WWF according to whatyou have learned (about 100 words).2. Make dialogues between Daisy and antelope, elephant.Step VII. Reflection After ClassWhat have you learned from this class？Unit 4 Wildlife ProtectionReading ( I ) How Daisy learned to help wildlife学情分析高一学生目前还处于高中英语学习的适应和转变阶段，大多数知识和表达还都依赖于之前的初中英语水平，高中英语知识的习得还稍有难度，但对英语学习还充满着热情和好奇。
人教版高中英语必修二Unit 4教学设计
人教版高中英语必修二Unit 4教学设计人教版高中英语必修二UadingHow Daisy learned to help wildlife教学设计一、教学课型及概况：阅读课（45分钟）本节阅读课紧紧围绕单元中心话题 Wildl，以飞毯带Daisy去的三个不同地方所遇见的濒危动物的不同境遇为线索展开，从最开始去到西藏遇到快要濒危的藏羚羊开始，让Daisy意识到为什么需要野生动植物的保护，然后飞毯将她带到津巴布韦看到大象良好的生活状况，最后他们去往雨林，在那里让Daisy知道从野生动植物保护中我们可以得到什么，通过这一个个的小场景故事，引导学生通过阅读，提取文章信息，了解野生动植物保护的重要性。
二、教材，学情分析：教材分析：根据 Wildl的单元标题，本单元涉及野生动植物保护的相关知识，让学生了解其重要性的同时，也让学生学会爱护我们生活的环境，为我们自己所生活的环境做出自己应有的贡献。
学情分析：学生高一刚过半学期，学习了必修一的知识后，他们已经知道如何总体把握文章，熟悉略读，寻读等阅读技巧，能在老师的指导下总结文章的主旨大意，但如何在阅读中使用这些方法以及针对不同文体如何选择恰当的阅读方法对很多学生老说仍然比较困难，除此，我们这属于农村普通高中，学生整体英语水平偏低，口语表达能力相对薄弱，所以课堂需要中英结合，帮助他们能更快的融入学习氛围。
他们也不能用丰富而准确的语言表达出相关信息。
但是他们仍然充满激情，勇于尝试新的教学活动，因此，授课者根据文章内容和特点，整合信息，帮助学生发展其自主，探究合作的学习能力。
然而，学生水平参差不齐，在教学过程中，设置的阅读任务需兼顾各个层次的学生，使他们都有所收获。
三、教学目标：（1）语言知识：认识并理解文章中相关野生动植物保护的词汇。
（2）文化知识：在语言学习活动中理解野生动植物保护的重要性，获取、梳理和概括Daisy和飞毯所到的三个地方的所见所闻及所思，通过对文章各段大意的概括及细节内容的把握，引导学生思考作为学生他们可以做哪些事情来保护野生动植物。
【公开课】Unit4Reading+for+Writing课件高一英语人教版必修第二册
On the ______________, feel the ______ on your ____ and breathe in the sweet scent of the ______________.
hearing
At the
On the
On the
In the
greenway grassland playground canteen
At the greenway—sight/ hearing
Original sentence: The peaceful landscape of the “Emerald Isle” and its many green counties is a ttrruuee ffeeaasstt for the eyes, with its rolling green hills ddootttteedd wwitihth sheep and cattle.
Beautiful Ireland and Its Traditions
Reading for Writing
Lead in-How can you feel about our school?
• Emerald trees • Sight
• The soft book pages • Touch
On the ________D_e_s_c_r_i_b,efeoeulrtshceh_o_o_l___ on your ____ and bIrnteroadtuhctieonin the sweet scent of the ______________.
Unit4 History and Traditions教学设计高中英语人教版(2019)必修第二册
人教统编版必修二Unit4 History and Traditions period 5 Reading for writing一、教学文本分析本单元的话题以历史和传统为主题展开，涉及中国、英国、俄罗斯、爱尔兰、巴西、希腊、埃及等多个国家的悠久历史和传统文化等内容，这些国家在悠久的历史文化长河中，孕育了一些独特的文化传统和风俗习惯。
了解这些历史和传统对学生理解英语语言，世界重要文明的内涵及其蕴含的思维方式，具有重要意义。
本节课选取的则是有关爱尔兰这个国家文章。
本文是一篇景物描写，作者从旅行者的角度将爱尔兰乡村的景致、自身感受与当地风土人情融为一体，内容丰富，语言优美，短小精悍。
作者生动地描述了乡村美景和风土人情在视觉、嗅觉、味觉、听觉和触觉等方面给人们带来的直观感受。
如“The peaceful landscape of the Emerald Isle and its many green counties is atrue feast for eyes, with its rolling green hills dotted with sheep and cattle.” “And down by the sea, the roar of the ocean waves and cries of the seabirds make up the music of the coast.” “On a quiet morning in the mountains, feel the sun on the skin, and breathe in a sweet scent of fresh flowers...”,分别从视觉、听觉、触觉和嗅觉的角度，对丘陵、大海、群山进行了惟妙惟肖地描写。
作者运用这些丰富细腻的手法，将爱尔兰乡村清新浓郁的文化气息描绘得栩栩如生。
同时，字里行间流露出对爱尔兰乡村的喜爱之情。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
教学目的一、课标内容英语课程目标语言技能
语言知识
Unit4Rea ding名师教学设计（一）
设计主题：人教版高中英语必修二Unit4
Wildlife protection第一课时
姓名：陈婉香__________
学校：漳州市长泰第二中学
教学目标三维目标领域
通读了解有关中国及世界濒知识与技能领域
危动物的信息资料；提高保
英语课程目标教学目标
三维目标领域语言技能
How Daisy learned t o help
wildlife?这篇课文，并进行全
面整体理解，积极思考，达
到强化语言意识、积累语言
经验的目的，全面提升综合
语言运用能力。
学习本课新单词、短语
学习策略
情感态度
文化意识二、教学要求交际策略、资源策略
理解保护野生动物的重要性
了解有关中国及世界濒危动
物的信息资料；提高保护野
生动物的意识；思考人类该
如何采取措施保护濒危的野
生动物，并与之和睦相处。
过程与方法领域
基本要求 1.了解保护野生动物的一些现状；对保
护野生动物的重要性进行思考；理解人
与自然和谐相处的重要性。
2.初步掌握本单元出现的词汇用法。
发展要求 1.思考野生动物生存现状的变化对大
自然的影响；学会用英语讲述人类该如
何去保护野生动物的话题。
2.通过进行语言运用能力的训练培养
自己分析日常生活中保护野生动物方
面出现的问题，并讨论可采取的措施。
三、学情分析
（一）学生的知识水平
一方面，学生进入高一英语的学习，逐渐适应高中英语的学习方式，积累了一定的词汇量，并可以用英语简单表达自己的一些思想。
另一方面，学生在生物学科中已经学了关于生态环境的一些知识，对野生动物的生存状态和产生原因有一定的了解，这都为本节课的进行奠定了良好的基础。
（二）学生的情感态度价值观
学生处在好动、善良、富有同情心的青少年时期，对动物具有比较强烈的兴趣，也可能对濒危的野生动物的遭遇给予极大的同情，并会热心地想办法来解决这个问题。
但同时，学生可能也会有意无意地伤害一些动物，通过这堂课的学习，可以让学生意识到这种行为的错误。
因此，这堂课可以让他们提高野生动物保护的意识，学会与大自然和睦相处，可以帮助他们形成正确的价值观，使未来的社会更加关注大自然。
（三）学生在学习过程中可能存在的问题
1.学生虽然知道濒危野生动物的中文名称，但不知道大部分野生动物的英文名称。
2.学生运用英语的能力可能会影响他们表达野生动物灭绝或减少的原因以及可以采取的措施。
（四）相应的策略
1.加强表示野生动物的单词的复现率
2.用图片、视频等方式为学生做好铺垫，帮助学生用英语表达。
四、教材分析
（一）、教学重点
通过阅读，提高学生保护野生动物的意识，培养学生的英语阅读能力和表达能力。
（二）、教学难点
让学生围绕着这个思维导图，用英语比较流利地介绍野生动物的生存状态和保护野生动物应该采取的措施。
五、教学方法
1.采用自主、合作、探究的学习方法，利用多媒体的优势激发学生的学习兴趣和积极性。
2.根据“做中学”的学习理念，采用任务型教学法，实现师生，生生间的多维互动。
六、教学媒体
多媒体展示濒危野生动物的文本，图片和视频
七、教学过程表
教学目标教学内容教学步骤时间教学意教
设置图学
媒
体吸引学生的注Enjoy some pictures of the介绍影片背1m用直观图
意力，激发学Disney movie Zootopia 习兴趣，导入景，引起学生
对Zootopia
的手段片
唤起学
课文内容这个动物乌
托邦的思考。
培养学生资料Play a game of fast r esponse让学生快速2m 生对和
谐动物
世界的
憧憬
通过图课
搜索能力并学t o name the wild animals 会和同学分享反应，说出野
生动物的名
称
片复件
现，让上
学生记的
住常见图
的野生片
动物。
通过视频图片W atch a video and some让学生观看5m 材料，培养学pictures a bo u t the surviving完视频后再
生用英语看图conditions of some wild看图描述野
说话的能力animals生动物面临
的问题为何
濒危
让学生快速阅Find o u t the main idea of给学生2分2m 借助生录动直观像，的视频图和图片片让学生
尝试用
英语描
述野生
动物濒
危的原
因
培养学课
读课文，培养each paragraph 学生略读和查and
读的能钟时间快速
选出每段的
主旨
生查读件，
能力的课
同时，文
力Find o u t the places Daisy给学生2分2m
went t o and the animals she钟时间快速
saw in different阅读全文，然理清课文的主要内
places.后完成PPT容。
上的表格
学生在读课R ead each paragraph and给学生10分14m进入深录
文，培养学生finish different 吸收信息及利tasks
用信息来分析
问题和解决问
题的
能力钟时间再次
阅读并抓住
重点词、句来
复述文章梗
概。
层次的音、
阅读，课
让学生本，
学会加课
工信息件
运用所学知Retell the p assage by filling给学生3分3m让学生课
识，进行语言in the blanks 输出，复述文
章的大意。
钟时间再次
阅读并抓住
重点词、句来
复述文章梗
概。
运用所本，
学课文课
知识，件
进行有
效的语
言
输
出。
培养学生解决Summary and小结话题主10m从了解录
问题的能力discussion:the importance线，并让学生
of wildlife protection and观看名人号
how t o protect wildlife召保护野生
动物的录像，
让学生重点
讨论保护野
生动物的重
问题，像，
到分析课
问题，件
最后的
落脚点
在于解
决问题
要性和如何
保护野生动
物
作业布置Write a proposal a bo u t让学生写一1m培养学PP
wildlife protection份保护野生
动物的倡议
书。
生的写T 作能力文
本
八、教学评价设计
评价内容：本节课是一节阅读课，因此从快速准确获取信息分析问题、解决问题、积级主动地参与课堂活动及小组活动多个维度进行评价。
评价方法：
本节课的评价方式也相应地采用自评、师评相结合的形成性评价方式。
1.自评：学生对自己在本节课的表现和学习效果进行评价。
内容如下：
在本课中我学会了有关______种野生动物的生存现状及如何保护野生动物的措施_____________________________。
上完这节课后，我的反思是______________________________。
3.师评：课前把全班分为4个小组，评价表于课前板书在黑板的左下角侧。
教师对各小组成员参与课堂的积极程度以得分制进行评价（例如组员1次准确回答，小组获得1分）。
九、板书设计
十、教学反思：
本节课我主要采用任务型教学策略，以“what,why,how”为话题主线，让学生主要通过略读和查读等方式通读How Daisy learned t o help wildlife?这篇课文，并进行全面整体理解，积极思考思考野生动物生存现状的变化对大自然的影响；学会
用英语讲述人类该如何去保护野生动物的话题，并讨论可采取的措施。
本节课通过图片和视频让学生对野生动物的现状有了明确的认识，即数量不断减少。
之后引发学生的讨论——为什么野生动物的数量会逐年减少？讨论结束后我播放了一段视频，表现了人类对野生动物的残杀。
学生的心灵受到了极大地冲击，谈论感受时自然提出了要保护野生动物的话题。
这样就顺理成章的导出了另一个讨论的话题——怎样来保护野生动物？此时的学生已经渐入佳境，一个个都有了自己的想法和观点，再加上小组合作讨论，就可以让大部分的学生参与展示。
在课堂中，教师通过创设课堂情境，使学生在言语习得过程中产生心灵的共鸣——要保护野生动物。
另外，本节课也存在一些有待改进的地方。
一、对语言的关注不够，在阅读文本之后要关怀学生的语言使用，这是我们外语课堂中万不能回避的问题。
另外这堂课中，缺失了学生对话的参与度。
假如能鼓励学生熟练运用对话进行讨论，不仅是创设良好的情境，也能培养学生遣词造句和语言运用的能力。
说到底还是语言的关注度不够所造成了，再加上农村校，大部分学生的英语表达能力不足，也给本节课的讨论带来了一定的障碍。