Unit 4 Creatures large and small课堂实录【1】

Teaching Plan

课题：How Daisy Learned to Help Wildlife

课型：阅读新授课

授课班级：高一（9）

授课教师：于禄（闵行中学）

教材分析：

本节课话题为野生动物保护，阅读材料为标题为How Daisy Learned to Help Wildlife的文章，文章体裁为童话故事，具有一定的趣味性和可读性。文本难度对于高一学生适中。野生动物保护不是学生日常生活中接触很多的内容，学生对于自然资源、自然环境和野生动物现状的了解主要是停留在理论层面。因此，在授课过程中，应引导学生从文本出发，在了解故事情节和某些野生动物现状的基础上，提升学生保护野生动物和动物栖息地的意识，并激发学生进一步思考，作为一名高中生，自己可以从哪些方面作出力所能及的改变或行动。

学情分析：

本单元话题以童话故事的形式呈现，使得整篇文章基调较为轻松，但又具备教育意义。通过学习本文，让学生能够进一步了解野生动物现状和世界自然基金会这一组织，并在授课过程中，锻炼学生以辩证发展的眼光看待人与动物及自然之间的关系。

教学重点与难点：

1.

学生需通过阅读文本，了解故事情节及文本提及的野生动物现状；

2.

学生需通过课堂练习，了解并对比世界自然基金会的及地方政府保护野生动物的举措；

3.

学生需结合日常生活经验，探索切实可行的保护野生动物和自然环境的途径。

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Teaching Aims: 1.

Students are to know about the plot of the story and various wildlife’s conditions; 2.

Students are to know about and compare the measures taken by Zimbabwean government and WWF;

3.

Students are to develop a dialectical view of the relationship between human and nature.

Teaching Aids: PowerPoint, worksheet, blackboard

Teaching Procedures:

Steps Pre-reading Teacher’s Activities Students’ Activities Interaction T—Ss Teaching Aims To lead in the topic and prepare students for further reading. To know about the endangered species and the reason behind it. To know about the measures taken by Zimbabwean government.

Show the Students a video clip Watch the video clip

of the great migration in Africa. While-reading Ask students to read the first Read the first part and find part of the text and figure out out the problem facing the threat to Tibetan antelopes. Tibetan antelopes. Ask students to read the second part of the text and fill in the table. Read the second part and fill in the table. T—Ss T—Ss

2

Ask students to read the supplementary material about WWF’s measures and fill in the second part of the table. Ask students to discuss with their partner and compare Zimbabwean government and WWF’s measures.

Ask students to focus on the last part of the passage and figure out the relationships among millipedes, monkeys and human. Post-reading Read the supplementary material and complete the second part of the table. Discuss with partners and compare Zimbabwean governments’ measures and WWF’s.

Read the last part of the passage and talk about the relationships among millipedes, monkeys and human. T—Ss To know about WWF’s concepts about wildlife protection. To think about the better way for protecting wildlife. To understand the importance of living in harmony with animals and protecting animal habitats. To consolidate what have been mentioned in the text and practicing using the language. Ss—Ss T—Ss/ Ss—Ss Ask students to paly a part of Retell the story from the the animals mentioned in the animals’ perspectives.

text and retell the story. T—Ss

3

Ask students to discuss with their classmates about what they can do to help save the wildlife and environment. Discuss with the classmates about things possible ways to help the endangered animals and protect the earth. T—Ss/ Ss—Ss To develop students’

dialectical views and inspire them to

think about practical ways to contribute to wildlife and nature protection. To consolidate what have been learnt in this period and help students put what they have learnt into practice. Assignment

Ask students to appeal to people around them to take action to protect wildlife and environment.

Write and article to persuade people to do something to make a difference. T—Ss

Blackboard Layout

Left section:

Right section: To save the elephants

highlights of students’ answers Allow farmers to kill some animals

…

Farmers and elephants are happy Sacrifice some animals

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