Section B教学设计实例

授课者

设计主题

季箐

学校

柯桥区实验中学

Unit5

Reading (2a-2c)

Let’s save the elephants

一、教学目标分析

1.

知识目标：学生能够掌握并熟练运用以下单词和词组：

“save, symbol, flag, forget, get lost, place, water, danger, be in great danger, cut down, tree, kill, ivory, over,(be) made of , Thailand, Thai”

2.

能力目标：

a. 学生能够通过略读清楚文章结构和段落大意。

b. 学生能够通过了解段落大意选择适合文章的最佳标题。

c. 学生能够通过寻读搜查细节信息。

d. 学生能够通过上下文猜测词义。

e. 学生能够运用思维导图理清文章主题结构。

f. 学生能够运用思维导图作提纲进行短文写作。

3. 文化目标：学生能够了解泰国的大象文化和中国的熊猫文化，以及保护野生动物的相关信息。

4．情感目标：学生能够更加热爱自然，更加坚定地保护野生动物。

二、教学重点、难点分析

教学重点：培养学生的阅读技能以及构建思维导图的阅读策略。

教学难点：让学生理解文章内容。文章篇幅较长，生词较多，这些会成为学生阅读中的障碍。笔者将处理好生词，给与学生足够的时间去读，让他们带着兴趣去读。

三、教学过程设计

Step 1 Warming-up --- Enjoy a short video about animals in danger (Before Class) Aim: Recall students’ memory of animals and motivate their emotions

Step 2

Lead-in ---Introduce an elephant from Thailand to lead in the topic. Aim: This helps Ss have a vivid impression about Thai elephants to understand the following article better. Step 3

While-reading

(1) Read and check the best title(标题) Aim: Tip1: The main idea of the article can help you choose the best title.

(2)

Read quickly and find the topic sentence of each paragraph Aim: Tip2: You can often find the topic sentence(中心句)

from the first sentence or the last sentence of each paragraph（每段的首句或末句）. (3) Read paragraph 1 and answer the following questions

1. Where are the students from?

2.What is on the Thailand’s flag?

3.The elephant is one of Thailand’s flag. Why ? Aim: By scanning the passage, it can help Ss understand the importance of elephants in Thailand. (4)

Read Paragraph 2 and fill in the blanks. Aim: By scanning the passage, it can help Ss understand what can elephants do.

(5)

Read Paragraph 3 and fill in the blanks. Aim: By scanning the passage, it can help Ss understand that elephants are in great danger and how can we save them.

(6)

Retell the article Give Ss some time to prepare and retell the article according the mind map.

Aim: Grasp the article overally. It’s a challenge for Ss which reveals different levels

Step 4

Post-reading --- Writing From the symbol of Thailand to the symbol of China—Pandas, we can use the same way to write an article. T help Ss demonstrate the article through the mind map first. Then ask Ss to imitate the article to create their own articles. 一、The importance of pandas (symbol; friendly; cute…)

二、What can the pandas do?

三、Why are they in great danger?

四、How to save them?

……

Aim: After reading, it promotes writing naturally. Besides, pandas are familiar to the Ss. It’s much easier to understand so as to write effectively.

Step 5

Affective Education

Animals are our friends!

Be friendly to the animals !! Let’s save them together!!!

Step 6

Homework

Level 1 : Retell the article(文章)according to the mind map. Level 2 : Make a poster about :Save the wild animals! 设计意图：

作业是课堂的延续。课堂上每位学生写了拯救熊猫的文章，而且在评价修改他人的文章时，又有所收获。趁热打铁，布置一个海报的作业，学生容易做，也乐意做。选做作业既考虑了学生的差异性，对一个集体中的学生进行分层教学；又能激发那些有兴趣的学生，让其使用所学的目标语言和阅读策略，从而提高综合运用语言的能力；再者，阅读关于动物保护之类的文章，从一定程度上也能进一步增强其保护动物的意识，使课堂情感教育延伸至课堂之外。

Blackboard design：

Unit 5 Section B (2a-2c) Reading Importance Why are they in danger？ What can they do? How to save them?