Learning about Language评课稿

Module 2 Unit 4

How Daisy learned to help wildlife 教学设计

课题：Module 2 Unit 4

How Daisy learned to help wildlife 课型：阅读课

设计人：广州市越秀外国语学校

高一级

叶丽莎

授课时间：2015年12月21日

I．教学内容分析

本单元的话题是Wildlife protection保护野生动植物，课文引发学生对自然界濒临绝种的动植物的关心，也引起学生们的思考：为什么野生动植物有濒临绝种的危险？我们能做些什么事情去保护它们？本课题目是How Daisy learned to help wildlife , 课文以叙事的形式描述了Daisy一次梦中乘坐飞毯探寻野生动植物的神奇的经历，包括看到了野生动植物的现状、针对现状而采取的措施、自然界中动物之间的相互依存、以及Daisy从中得到的感悟和启发。故事以保护野生动植物为主线，根据地点的转换而分成了四段Tibet——Zimbabwe——Rainforest——Home，文章脉络十分清晰。同时，课文文段内容围绕“发现问题——分析问题——解决问题——反思感悟”这种逻辑思维方式去展开，学生通过对本课文的学习和总结，能提高critical thinking逻辑思维能力、语篇阅读能力和语篇写作能力，从而加强英语学习的核心素养。

II．学情分析：

本班学生英语基础较好，口头表达能力较强，在课文阅读中能读懂课文，并能掌握细节信息。为使他们能在原有基础上更上一个台阶，教师坚持在授课时采取语篇教学的方式，让学生从文体入手，分析文章结构，欣赏作者的写作手法和方式，掌握文章发展的脉络，并培养评判性逻辑思维能力，提高语言运用能力。

III．

教学目标分析：

（1）

知识目标：To know the situation of wildlife, the importance of wildlife protection and the solutions for saving endangered wildlife. （2）

能力目标：To learn the way of developing a narration according to different places. To learn a reading skill: Thinking-map. To learn one kind of critical thinking : Discover the problem ——Analyze the problem——Solve the problem ——

Reflection. （3）

情感目标：To learn we should protect wildlife and more effective solutions should be made to save them.

IV．教学重、难点分析：

教学重点：

1.

Finish a Thinking-map to understand the development of the story and find more details about Daisy’s journey. 2. Find the answers to the logical and inference questions, such as, “Why is it 第

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important to protect the rainforest?”, “What must be done if wildlife protection is to succeed?”

教学难点：

To find out the clue in the text : Discover the problem ——Analyze the problem——Solve the problem ——

Reflection.

V. 教学步骤

步骤

学生活动

教师活动

设计意图

Step 1 1.

Look at some pictures of 1.

Show some Leading-in endangered wildlife

and pictures of （3 minutes）

some advertisements about endangered protecting wildlife. wildlife

and 2. Talk about the reasons of some wildlife extinction and what advertisements can be done to help wildlife about protecting protection. wildlife. 2.

Help students think about the reasons of wildlife extinction and what can be done to help wildlife protection. Step 2 Look at the pictures and the title Ask the students to Pre-reading

of the reading passage and predict what will be (3 minutes) predict the content. talked about in the Students’ possible prediction: Reading How Daisy 1.

How did Daisy learn to help Learned To Help wildlife? Wildlife. 2.

When and where did Daisy see the wildlife? 3.

How many wildlife did Daisy see? 4.

What happened to the wildlife? 5.

What have been done to help wildlife? 6.

What else can be done to help protect wildlife? 7.

What did Daisy learn about helping wildlife? 第

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通过图片的展示和广告的视觉冲击，引发学生对保护野生生物的重视和思考。

通过学生对课文内容的预测，使学生带着问题去阅读课文，加强他们阅读的效度。

Step 3 While Reading (20 minutes) 1. Fast reading.

让学生学习用快速阅读各段主题句的技巧迅速抓住每段课文和整篇文章的主要内容，Possible version: 并学习用Stop 1 Tibet→Stop 2 Zimbabwe思路图的→Stop 3 Rainforest →Stop 4 方式把文Home 章结构呈现出来。

2. Careful Part 1. 1. Ask the students 1.让学生通reading.

Get the main ideas of each to get the main idea 过查找文Paragraph

and find out the of each paragraph 章细节扩

supporting details to it , and find more 充思路图including the purpose,

supporting

details 和回答逻animal,

situation and result. to it and enrich

辑推理问Paragraph Main Supporting the Thinking-map 题等练习，idea details to understand the 深入了解Para.1 _______Purpose:___ development of the 课文内容，Tibet _______Animal:____ story.

并且提高

↓

_______Situation:_

阅读的技______ Result:____ 2. Then, let the 巧。

Para.2 _______Purpose:___ students think about

Zimbabwe _______Animal:____ the logical and 2.除以地点 ↓

_______Situation:_ inference questions 转换的顺______ Result:____ to get

further 序叙述文Para.3 _______Purpose:___ comprehension of 章外，引导学生思考Rainforest _______Animal:____ the passage. 并总结出 ↓

_______Situation:_

整篇课文______ Result:____ 3. Encourage to 运用“发现Para. 4 _______Purpose:___ students 问题——Home _______Result:____ summarize 分析问题

_______Reflection: another clue in ——解决_______ ___________ the text and understand

问题——

the 反思感悟”Part 2. 这条主线Logical and inference development of the whole 展开叙述questions: 的篇章特1.

Why has the antelope in passage: 点，使学生Tibet become an endangered Discover the 第

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Fast reading: Get the main idea Ask the students to read the topic of the whole passage, then sentence of each complete a Thinking-map to paragraph to get the main idea and find understand the structure of the the key words about places to complete passage. the Thinking-map.

2.

3.

4.

5.

species? Why are elephant numbers increasing in Zimbabwe? How does the government of Zimbabwe help protect wild animals? Why is it important to protect the rainforest? What must be done if wildlife protection is to succeed? problemAnalyze problemSolve problem Reflection

→the →the →在日后的阅读和写作中能运用这个特点理解和铺排文章。

Part 3. Summarize to find out another clue in the text : Discover the problem : 1.

Tibetan antelopes are now an endangered species. 2.

Elephants in Zimbabwe used to be endangered species. 3. Monkey in rainforest rubbed millipede insect over its body.

Analyze the problem: 1.

Tibetan antelopes are being killed for the wool beneath their stomachs. 2.

Farmers hunted elephants in Zimbabwe without mercy because elephants destroyed their farms and money from tourists only went to the large tour companies. 3.

The millipede which contains a powerful drug protects monkey from mosquitoes.

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Solve the problem : The government decided to help. They allowed tourists to hunt only a certain number of animals if they paid the farmers. Now the farmers are happy and animals’

numbers are increasing.

Reflection: 1.

What can be done to help wildlife protection? 2.

Good things are being done here to save local wildlife in Zimbabwe. 3.

No rainforest, no animals, no drugs. 4. I’d like to help as the WWF suggests.

Step 4 1. Use the Thinking-map and the 1. Encourage Post-reading students to clue to retell the story. (10 minutes) retell the story

according to

the

Thinking-map

and the clue

and find out

the best one.

2. Encourage

students to 2. Discussion: What else think about can be done to save more more solutions endangered animals? to save endangered animals. 1.运用思路图来回顾课文内容，要求学生使用连接词把各段大意联系起来，以此训练学生的逻辑思维能力和语言表达能力。

2. 以讨论的方式引发学生思考更多拯救野生动物的办法，引导学生从政府、社会、个人等多层面去考虑。

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Step 5 Summary (3 minutes)

Step 6 Homework (1 minute)

Go over what have been learnt in Summarize what the lesson. have been learnt in

this class.

1. Retell the story according to the Thinking-map and the clue and write it down on the Exercise Book. 2. Find out and underline the sentences with the present progressing tense of passive voice. 3.

Recite the Paragraph 1. Show the assignment to the students and make sure they understand what to do.

让学生回顾这节课的内容，系统地掌握知识。

让学生通过思维图复述课文，进一步掌握课文内容，并找寻课文中含有现在进行时的被动语态的句子，为下一节的语法课做好准备，背诵文段能训练学生的口语，并加深理解单词短语在句子中的运用。

VI．教学反思

本课教师运用语篇教学方式，重视课文文体和语篇结构，引导学生建立“思路图”（Thinking-map）找出文章的脉络：以保护野生动植物为主线，根据地点的转换而分成了四个自然段Stop 1 Tibet→Stop 2 Zimbabwe→Stop 3 Rainforest →Stop 4 Home。让学生认识和了解思路图的学习方法，并从中发展阅读的技巧和能力，体验到自主学习的乐趣和成功感。同时，教师引导学生挖出文章中深层次的逻辑关系：课文文段内容围绕“发现问题——分析问题——解决问题——反思感悟”这种逻辑思维方式去展开。学生通过对语篇内容的分析和提炼，能提高critical thinking逻辑思维能力、语篇阅读能力和语篇写作能力，从而加强英语学习的核心素养。

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