Listening and vocabularyppt课件课堂实录

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学科

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英语外研版必修五第六模块

13898356795 10号黑山一高中

：辽宁省锦州市黑山县第一高级中学

：赵昆

：

：黑山县黑山街道龙兴路

：英语

：教学设计

必修五

Unit 6

Saving the Antelopes

教案

黑山一高中

赵昆

【教材版本】

外研版高中英语Book5 Unit 6 Animals in danger 【主题】

人与自然——人类与野生动物

【语篇类型】

介绍类文章

【授课时长】

一课时

【语篇分析】

【What】

本课是一篇保护藏羚羊文章，介绍了藏羚羊为什么濒临灭绝和人们如何保护它们。

【How】

本文按照杰桑索南达杰为保护藏羚羊和偷猎者进行斗争，藏羚羊被非法猎杀的原因，中国政府所采取的的措施及目前的现状的顺序展开。重点词汇主要涉及偷猎者

没收,幸存等，如

：poacher ,confiscate, survive, shawls，habitat, come into fashion, at a time, be made into 等，句式涉及有关描写事情的发展所用到的时间状语从句和非限定性定语从句等。

【Why】

学生通过本篇文章的学习可以了解到我国当前的野生动物濒临灭绝的原因，并体会到杰桑索南达杰为保护藏羚羊的过程中所表现出来的勇敢和牺牲精神。从而思考如何才能采取有效的措施去保护野生动物

【学情分析】濒临灭绝的动物是学生们比较感兴趣的话题，本课时作为本模块的第二个课时，之前对东北虎，大熊猫已有初步的了解，所

以导入要简洁，开门见山，很快带学生们关注藏羚羊。并在开头根据标题猜测怎么去解救藏羚羊，及谁去解救等来激发学生们对阅读内容的渴望。

同时根据学生学情，问题的设计难易适中，达标检测及作业的布置，都设计了可供选择的有梯度的问题，旨在让不同程度的学生都能学有所获。

【教学目标】

1.

梳理文中有关杰桑索南达杰本人以及他为保护藏羚羊而做出牺牲的事实性信息。

2.

在此基础上学生就需要去概括，整合藏羚羊被猎杀的原因以及中国政府所采取的措施。

3.

通过这些事实进一步总结杰桑在拯救藏羚羊的过程中所表现出来的勇敢和牺牲精神。

4.

以杰桑为保护藏羚羊而牺牲的事件和他的优秀品质作为依据，来模拟答记者问，让学生把本课所学的内容通过答记者问的方式进一步内化，并且能够进行初步的语言输出和运用。

注意：这三个教学目标都具有可操作性，同时也具有可检测性而且都是通过学生的学习活动来呈现的，体现了对学科核心素养的培养。

【教学重点】

1.

对全文大意作整体理解

2.

掌握本课的重点单词与词组

【教学难点】同桌间分别扮演记者与偷猎者，以对话形式教育偷猎者保护野生动物。

【学科素养】让学生通过听、说、读、写等实践活动去发展英语语言能力，培养良好的心理品质和思想道德品质。通过采访等活动让学生形成以交际能力为核心的英语语言运用素质。调动学生的非智力因素，并充分利用现有的教学手段，帮助学生构建自主学习的模式。

【教学过程】

步骤

教学活动

设计意图

学习活动核心素养提观类型

升点

Pre-reading Step 1 Ask the Ss if they know some endangered 创设情境,引学习理解

animals. Ask the Ss to watch a flash about 出主题,理解类活动

animals in danger

关键词汇。

Step 2

T direct the Ss’

attention from the 利用

图片,创学习理解

endangered animals to antelopes by 设语境，导入showing a picture of them. And invite the

主

题,激活学类活动

Ss to think “Why is the antelope sad ?”

生已有的关“what should we do to help them?”

于解决问题

的认知和经验。

While reading Step 3 1st reading

Ss read the title “saving the antelope” and predict what might be talked about in the text.

T invite Ss to read the first part of the text and answer the three question? 1.

Who is Jiesang ? 2.

Why did Jiesang die?

After the feedback, Ss continue reading and find out what Jiesang did. Ss are encouraged to find the key words about his deed.

提取有关杰学习理解语言能力；桑索南达杰牺牲的基本类活动

获取、概括事实性信息

信息

思维品质；逻辑信息梳理

Step 4 2nd reading

T asks each student to read the text carefully again and use a flow chart to note down the reasons why

the number of antelopes had fallen. How did the poachers kill and export the wool? What measures did the government take ? Then share and revise their flow charts in groups. Ss are encouraged to use a dictionary if they come across any new words. T invites two groups to draw their flow charts on the board and then describe the process to the whole class.

Based on the information from the text, T ask Ss to answer the following questions. 1.

Why is antelope’s wool so popular? 2.

Can

government’s measures stop the poacher’s deed? 3.

Will

the situation be improved? What should we do to help the endangered animals and our earth?

进一步梳理应用实践语言能力；细节信息,概括、整合藏羚类活动

提取概括信羊被猎杀的息；描述阐原因,偷猎者释意义

如何猎杀和贩卖藏羚羊

的皮毛以及学习能力；中国政府所采取的措施。

自主学习，在描述阐释合作学习

的过程中实现语言和知

识的内化。

思维品质；引导学生发分析论证；现并深入理解

推理判断

Step 5 3rd reading

引导学生概应用实践学习能力；Ss read through the text again, identify 括总结所学类活动

梳理所学内what it is trying to tell the readers, and 内容。

容

summarise the main idea in one sentence. Ss share their summaries first in groups and then with the whole class. Step 6 4th reading

Ss read the text again and then in groups discuss the qualities of Jiesang based on what he did, giving evidence to support their conclusions. For example: Jiesang is courageous and kind because he choose to risk his own life to fight with the poachers.

T provides a mind map on the board and 帮助学生深应用实践思维品质；入理解杰桑为拯救藏羚类活动

利用结构图羊而牺牲的分析、概括英雄品质。

并整合信息

invites all the groups to add more words describing Jiesang's qualities.

Different groups are invited to explain their choice of words with evidence found from the text. Post-reading Step 7 Ss work in groups to prepare an interview where the student play the role of a reporter and a poacher . The questions are as followed.

Reporters’

possible questions:

1)

What’ your name?

2)

Where are you from?

3)

Why did you kill the antelopes?

4)

Don’t you know it is illegal?

5)

Have you realized your mistakes?

6)

If you were free now, what would you do?

Poach

give answers by using the information from the text as well as one’s own understanding and interpretation,

Ss and T together reflect and summarize what has been learned. Homework As a reporter, write a new article on "How to protect the endangered animals? “

Make a poster（海报）

to raise public awareness of wildlife protection

Blackboard Design 见后页

巩固并整合迁移创新所学语言和内容,学生通类活动

过得答记者问的小组展示环节进一步加深对偷猎者的违法行为的认识和我们应该做什么来保护濒危动物。

师生共同探讨，体现迁移创新

思维品质；思考正直

善良勇敢的精神

环境意识；联系实际,思考如何做才能保护藏羚羊，野生动物和我们的地球。

Saving the antelope

Who

Why 1 the wool is soft and warm 2.

Ideal coat for animals at high altitude 3.

profits can be huge 4.

shawls came into fashion in 1990s

what A police raid

3000 poachers caught JJiesang

Suonandajie

1.

a volunteer 2.

found the poachers 3.

try to stop the poachers

4.

died in the battle

Volunteers came to help

International cooperation the antelope population grew

respectable

courageous

Drew a conclusion