Learning about Language教学设计(第一课时)

Unit4 book 2 wildlife protection教学设计

1.整体设计思路、指导依据说明

设计思路：为了深入贯彻新课程标准，改变英语教学中普遍存在的只重视知识点的讲解而忽视学生的言语技能的发展和语言交际能力的培养，为学生提供可行的实践活动，让学生参与语言教学，在交流中学习语言,运用语言，训练学生的各项语言技能。

指导依据：语言技能是语言运用能力的重要组成部分。语言技能包括听、说、读、写四个方面的技能以及这四种技能的综合运用能力。听和读是理解技能，说和写是表达技能。本节课通过对整篇课文的阅读，来提高学生从文章中获取处理信息的能力，理解文章主旨的能力。

2.教学背景分析

教学内容分析：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及从已经灭亡的野生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。这篇阅读课文How Daisy Learned To Protect Wildlife 是本单元的核心，它是一篇童话故事，讲述一个小女孩Daisy乘坐a flying carpet 跨越时空和藏羚羊、大象、猴子对话的神奇经历，展示了Daisy逐渐认识保护动物的重要性和必要性的过程。文中动物们讲述了各自的处境，唤起了Daisy对动物的热爱以及保护动物的责任心。通过阅读课，使学生更加热爱动物、保护动物，学会从我做起、从现在做起。

学生情况分析：本课面向全体学生，学生们对于“保护野生动物”的话题很感兴趣。能列举出好多稀有野生动物及灭绝的野生动物，但在阅读中单词量较大，部分学生感到吃力

3.教学目标分析

三维目标

知识与技能目标

1). Get students to learn some useful new words and expressions in this part. 2). Get students to read the text. 3). Let students learn some expressions and grammar. 过程与方法目标

1). Develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials. 2). Have students learn how to use the expressions and grammar. 情感态度与价值观目标

1). Let the students know the importance of wildlife protection and learn to protect them. 2). Develop students’ sense of group cooperation and teamwork.

4.教学重点、难点分析

教学重点

1). Develop students’ reading and speaking skills.

2). Let students learn some important language points 教学难点

1). Enable students to learn to use reading strategies such as skimming, scanning, and so on. 2). Have students make a discussion about wildlife protection.

5.教学方法

1)．自主学习：让学生课前预习，自主查找与本课时相关的内容。

2)．合作探究：小组合作从网络上查找关于野生动植物的图片和资料，帮助他们熟悉话题以便于他们在学习过程中积极参与和主动探索。

3)．结合多媒体技术，采用资源式、探究式的教学方法；注重交际活动，实施开放性讨论

6.教学过程设计

Step 1 warming up

1.

Greetings

2.

Ask and answer:

Do you know Top 10 most endangered animals in China? And what are they? Show some pictures to the students and the students can brainstorm some ideas. Step 2 Leading-in 1.Show a shot move about Wildlife Protection(没有买卖就没有杀害) 2. Have them in pairs discuss why they are endangered

Step 3 Pre-reading Show students some information about wildlife protection from the Internet and ask students to discuss the following questions in pairs,

1. What is wildlife protection about? 2. What endangered species do you know? 3. Why are they in danger of disappearing? Step 4 Fast reading

1. Read the passage quickly, and finish the main idea.

Daisy took _____________to travel and talked with ____________ in her dream, which made her know _____________ of the wildlife protection. 2. Read quickly and silently, finish the true or false questions.

1).Daisy saw many antelopes in Tibet. 2).The elephant used to be well protected in Zimbabwe. 3).In Zimbabwe, tourists love to see the elephants. 4).This is a real story in Daisy’s life.

Step 5 Careful reading 1．Read aloud, and then match the main idea with each paragraph.

Paragraph1

A Daisy decided to be the voice of the wild animals Paragraph2

B Elephants are being protected by the Zimbabwe government. Paragraph3

C Antelopes are likely to disappear altogether. Paragraph4

D The monkey is unhappy with the way humans are dealing with environment problems

2. Read the passage again and answer these questions.

1).Why has the antelope in Tibet become an endangered species?

2).Why are elephant numbers increasing in Zimbabwe?

3).How does the government of Zimbabwe help protect wild animals

4).Why is it important to protect the rainforest?

5).What must be done if wildlife protection is to succeed? Step 6 Discussion （Group work）

1.

What relationship between people and wildlife should be? 2.

what can we do to protect endangered animals?

Step 7 Fill in the retelling

One day, Daisy _______ a strange dream. She flew in a flying _____ to

____ with an _______ in Tibet. The antelope told her they were hunted because of their _____ which can be used to make _______ like hers. They may all be ____ soon. Later, she ____ to Zimbabwe where she talked with an _______ and got to know the farmers there no longer ______ them. That’s because

the _________ decided to help and the farmers finally made a lot of _____. At last, she _______ at the thick rain _____ where a monkey told her “No rain forest, no ______ and no ______.” Although finally everything was ______, she had ______ so much! Step8.Homework:

1) Make a poster to educate people to protect the wildlife.

2) Preview the reading text. How Daisy learned to help Wildlife

3) For further information:

http://www.worldwildlife.org