Learning about Language教案2

年级

复备人

课时题目

高一

赵梦娜

高一英语核心备课组

Book2 Unit4 Wildlife 教材版本

新人教版

单

元

protection Reading: How Daisy learned to help wildlife 单元课标解读及教学设计

学科

璧山中学校教学案

英语

主备人

设计思想：

《课标》语言技能八级目标关于“读”的方面要求能通过分析句子结构，理解难句和长句，能理解阅读材料中不同的观点和态度，根据学习任务的需要，从多种媒体中获取信息，并进行加工处理；语言知识八级目标关于“话题”要求熟悉有关风俗习惯，科学文化和文学艺术等方面的话题；情感态度八级目标要求能用英语恰当地表达自己的情感态度和价值观，在用英语交流的过程中，能理解语言隐含的情感态度和价值观。

根据以上课标要求，本节课将通过Skim, Scan, Predict, Guess, Summarize等阅读策略来训练学生从文本中、获取信息、分析信息、猜测词义、总结大意的能力，帮助和指导学生通过分析文中的难句长句，了解句子的结构，以达到理解句子的目的。在语言输出阶段，通过合作学习和探究的形式，让学生能够运用本节课所获取的相关信息和话题语言自由地表达对保护野生动物的思想和看法。

教情分析: 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”部分通过图文的形式展现了中国在野生动物保护上所作出的努力以及所取得的显著成效，从而让学生体会到野生动物保护的重要性和紧迫性。

“Pre-reading”部分实际上包含两项任务。一是通过两个问题引导学生列举出除熊猫麋鹿和华南虎以外的其他濒危动物，思考这些动物灭绝的原因，从而很自然地将学生从“Warming-up”部分的讨论，过渡到“Reading”部分的学习。二是通过看图和读标题预测正文部分的内容大意，然后迅速浏览全文来检验自己的预测是否正确。

“Reading” 部分描述了Daisy自己在梦中经历了一次奇妙的飞毯旅行，通过女孩儿和藏羚羊，非洲象，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为刻不容缓。

“Comprehending”部分设计了三个练习。练习1通过问答题检测学生对文章细节的把握，练习2通过填表题训练学生提取段落大意的能力，练习3是拓展性任务。虽与阅读文章没有直接关联，实际上是一个应用性很强的思考题，引导学生讨论野生动物保护和地方经济发展之间的矛盾，并提出解决问题的方法。

学情分析: 本阶段AB层次的学生已经初步具备略读、扫读获取信息以及根据上下文猜测词义的阅读技能，而CD层次的学生基础薄弱，词汇量匮乏，以上所提到的相关阅读技能掌握较差。现阶段的学生对于保护动物的话题有所了解，但并不熟知，缺乏深入的了解和进一步的思考。

Teaching Goals: After this period, Ss will be able to: 1

1.Know about the current situations of wildlife and the importance of protecting wildlife.（ABCD）

2.Predict the main idea of the text by the pictures and the title, acquire useful information quickly by skimming and scanning and analyze the information they get. （ABC）

3.Guess the meaning of new words according to the context. (loss, hunting, distant, affect, appreciate, powerful, certain) （ABCD）

4.Learn methods to summarize the main idea of a story. （ABCD）

5.Voice their opinions on how to protect wildlife using the related information they get from the text.（AB）

Teaching key points: 1.Get Ss. to improve reading skills of skimming, scanning, predicting to get information. 2.Get Ss. to better understand the importance of protecting wild animals.

Teaching difficult points: Get students to analyze the information they get and voice their opinions on how to protect wildlife

Teaching Methods: Skimming, Scanning, Predicting, Guessing, Summarizing. Task-based teaching; Cooperation and research

Teaching Aids: Multi-media

Teaching Procedures Steps Step1 Warming-up

Activities 1.Show Ss. some pictures of wild animals.

Q: Why are these wild animals endangered? Ask some Ss to voice their opinions and then supplement and make a summary about the reasons why the wild animals are endangered. A: Ss. should use complete sentences to express their opinions. B: Ss. can use easy sentences to express their opinions. CD: Ss. can give some key words to express their opinions with the help of Chinese when necessary.

2.Get Ss to read the report on some endangered wildlife in China on P25 to understand the current situation of wildlife in China. (AB)

2 时间

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复备记录

Step2 Pre-reading

Step3 While-reading

3. Help Ss to guess the meaning of new words in the report according to the context. (ABCD) Give English definitions of the words “loss” and “hunting” and get Ss to find the two words in the text.

Get Ss to discuss the questions below in pairs and show their answers. 1.What other endangered animals do you know of?(AB)

Group work: 2. What is being done to protect them?(AB)

3. Look at the title and the pictures of the reading passage. Predict what it is about. (ABCD)

1.Fast-reading 1).Get Ss to Skim the text and answer the following questions(ABCD) •

Who is the main character in the story?

•

What animals has she seen and talked with?

•

What has she learned?

2).Get Ss to read the passage quickly and write down its main idea. AB:_____________________________________________. CD: Daisy took ______________ to travel and talked with ______________, which made her know ________________ of the wildlife protection.

3).Offer Ss. some tips for summing up the main idea of a story.（ABCD）

•

Who? •

What happened? •

What’s the meaning of the story?

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4). Get Ss to read the passage quickly and put these

sentences in the right order.（AB）

(

)Daisy found her being watched by an elephant.

(

)Daisy woke up and found a flying carpet.

(

)As Daisy landed, things began to disappear

including the monkey.

(

)Daisy and her flying carpet were in a thick

rainforest.

(

)Daisy looked at an antelope which was

looking sad.

2.Careful-reading 14”

1).New words:（ABCD）

A).Help Ss. guess the meaning of some new words in

the text according to the context.

B).Ask Ss. to Look at the words in the form. Each

has two meanings listed, but only one is used in the

reading passage. Get them to choose the meaning that

has been used.

word used

meanings

1. far away in space or time

distant 1

2. unfriendly

1. to do something to make a

change

affect 1

2. to make believe you have

a particular feeling

1. to thank someone

appreciate 2. to understand how serious 2

something is

1. important

powerful 2. having a strong effect (影1

响) on

1. confident and sure without

any doubt certain 2

2. some, enough or to a

degree

2）Get students to read the text carefully and try to

4

Step4 Post-reading

Assignment answer the five questions in Ex1 on page27 through discussion ,, then show their answers. (ABCD)

3）Get students to read each paragraph carefully and fill in the blanks with the information they get from the text and try to summarize the main idea of each paragraph .(Ex2 on Page27)(AB)

1.Introduce more about WWF. 2.Discuss about the problem which WWF has to deal with and give suggestions. (EX3 on Page27) (AB) 3.Role play. Make up a short conversation between Daisy and Antelope/Elephant/Monkey according to Daisy’s experiences in Tibet/Zimbabwe/rainforest. (CD)

1. Choose one story from the reading passage and retell it. You can add your own ideas while retelling your new story. （AB）

2. Read the reading passage carefully and try to find

the new grammatical structure in it. （ABCD）

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教学反思

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