Learning about Language教学设计思路

B2U4 Wildlife Protection

Reading How Daisy learned to help wildlife教学设计

一．教材分析

本单元的中心话题是“野生动物保护“。阅读课是本单元的重要环节，通过Daisy在西藏与藏羚羊的对话，在津巴布韦与大象的畅谈以及在热带雨林与猴子的交流，Daisy深刻了解到濒临灭绝的野生动物的生存现状，呼吁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，让同学们体会到野生动物保护的重要性和紧迫性；并深刻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动刻不容缓。本节课始终贯穿“野生动物保护”这一主线，重点训练学生的阅读技巧 (Fast reading 和careful reading )；

同时又兼顾培养学生的听，说，写能力，让学生畅所欲言，大胆表达自己的见解，最终使学生对整篇文章有更好的感知能力。在听说读写的语言技能训练中，学生不仅学到语言知识，而且使学生的综合语言运用能力得到进一步加强。本课时，在词汇、功能与语法方面则比较简单，对学生听说读写不构成很大的障碍。

二．学生分析

学生是十七八岁，这一年龄段是人一生中的黄金时期。他们朝气蓬勃，积极乐观，对新鲜事物的求知欲非常强，思维活跃，善于独立思考，而且创新能力突出。

在课堂教学方面，学生能够听懂教师用英语语言发出的课堂指令，并对此作出积极响应。

在听说读写方面，学生有一些基础，能借助文字，图片，等直观、形象的信息，看懂相关知识。

在价值观方面，学生有强烈的社会责任感，能够做到个人价值和社会价值的统一。青少年肩负着构建和谐生态社会的重大历史使命，学生积极从自己做起，做好表率，以身作则，呼吁身边的人保护野生动物，给它们创造一个美好的生存家园，共创和谐的生态社会。他们的力量是强大的，可以感染更多的人加入到保护野生动物的行列中来，并使人们反思捕杀野生动物，肆意穿戴皮草制品的社会问题如何解决。

三．教学目标

教学目标既是教学活动的出发点，也是预先设定的可能达到的结果。目前的教学目标都是三维目标，它是指教育教学过程中应该达到的三个目标维度，即：知识与技能（knowledge & skills）；过程与方法(Process & steps )；情感态度与价值观（emotional attitude & values）。“三维目标”是一个教学目标的三个方面，而不是三个独立的教学目标，它们是统一的不可分割的整体。

1.知识与技能目标：

1).Let the students master the words and phrases about wildlife protection.(wildlife, protection, die out, hunt, in peace, in danger of, in relief, burst into laughter, long

to do, protect...from, contain, pay attention to, I would appreciate it if you could...) 2).Help the students to learn about some endangered animals and the knowledge of wildlife protection. 3).Let the students pay attention to reading skills(Fast reading and Careful reading). 2.过程与方法目标：

1).Enable the students to be the masters of study and let them study by themselves and discuss in groups. 2).Encourage the students to express their own ideas ,feelings and attitudes towards wildlife protection and share their ideas in front of the classroom. 3.情感态度与价值观目标：

1).Help the students know about the importance of wildlife protection and to improve the sense of wildlife protection. 2).Develop the students’ sense of cooperative learning. 四．教学重点：

1).Let the students master the words and phrases about wildlife protection. 2).Let the students pay attention to reading skills(Fast reading and Careful reading). 3).Encourage the students to express their own ideas ,feelings and attitudes towards wildlife protection and share their ideas in front of the classroom. 五．教学难点：

1).How to help the students master the words and phrases about wildlife protection. 2).How to make the students retell the passage and understand this passage better. 3).How to encourage the students to express their own ideas ,feelings and attitudes towards wildlife protection . 六．教学方法与教学手段

Self study, cooperative study, group work, and pair work , 七．教学工具

Multimedia, learning material,blackboard,book. 八．教学步骤

Step 1.Revision

Review the words and phrases about wildlife protection.

Step 2.Warming up Task1: Have a free discussion with the students.

Do you love animals? 设计目的：从学生熟悉的话题入手，激发起学生对本节课的兴趣和动物的热爱。

Task2:Show some pictures of wildlife animals to the students and let the students tell the name of these animals.Then answer:What do you think of these wildlife animals? 设计目的：展示给同学们一些野生动物的图片，让学生思考：What is the relationships between humans and animals ?然后引导学生得出这样的结论：They are our wonderful friends. Task3: Show some pictures of wildlife animals to call on protecting wildlife animals and let the students answer“What happens to the animals?”

设计目的：在这个视频当中，好多人并不把动物看做是朋友，而是对珍稀野生动物杀戮，导致野生动物的数量急剧下降甚至有些物种已经濒临灭绝。引导学生做出回答：They are in danger/endangered/being killed/dying out.这个答案能够让学生意识到保护野生动物是一件迫在眉睫的事情，从而自然而然地引出本单元的话题“Wildlife protection”以及保护动物的国际组织“WWF”。接着，顺其自然地导入本节课的主人公和成龙一样，都呼吁保护野生动物。This class ,we will know a girl .Her name is Daisy. She told us how she learned to help wildlife. Step 3.Reading

: Reading skills----Fast reading and Careful reading Fast reading：快速阅读，扫描全文，把握文章的主旨和总体框架，不求完全看懂每句或每词的意思。

Careful reading:带着问题仔细阅读文章，发现细节，最好把答案勾画出来。

设计目的:这是一篇阅读课，学习目标之一就是使用Fast reading技巧把握文章和段落大意

；借助careful reading技巧筛选有用、可靠的细节。

A. Fast reading Skimming the passage quickly and do the following exercises. Task1. What is the main idea of the passage?

(

)

A. Daisy had a real and wonderful travel and learned a lot from it.

B. Daisy realized the importance of wildlife protection by travelling in a flying carpet.

C. Daisy talked with three wild animals in a rainforest and learned a lot. 答案：B 设计目的:使用Fast reading技巧把握文章和段落大意，并使学生明白这个阅读技巧的重要作用。告知同学们解题思路：主旨大意一般是文章首段或末段的第一句话。但是，有时候由于文章体裁的原因，或是由于短文是节选的，这时就要靠应试者自己进行概括或归纳隐含的主题思想了。

Task2. Match each Para with the main idea.

Para1

A.What can we get from wildlife protection? Para2

B.A good example of wildlife protection. Para3

C.Why do we need wildlife protection? 答案：1-C

2-B

3-A 设计目的:找出每段的主旨句，能够帮助学生更好的理解本段的内容，更好地把握本段语言知识以及内涵。

Task3. Fill in the table. What three places did Daisy go and what three animals did she meet? Place Animal

设计目的:本篇文章的前三段，Daisy分别去过不同的国家以及见到不同的动物。设计此题的目的在于使学生清楚Daisy的巧妙经历的路线，为接下来的复述课文做好坚实的铺垫。

答案：Tibet Zimbabwe Rainforest antelope elephant monkey B

Careful reading how each animal feels.

what situation(状况) each animal is in. Read Para 1 and do the following exercises. How does the antelope feel? What situation is it in? Read Para 2 and do the following exercises. How does the elephant feel now? What situation is it in now? Read Para 3--4 and do the following exercises. How does the monkey feel? What situation is it in? Fill in the blanks. 1.In a thick rainforest, a monkey _______itself to __________ himself _______ mosquitoes.

2. A millipede insect __________ a powerful drug which _______mosquitoes. 3.

We should ________________________ the rainforest where animals live and _________ how the animals live together. What things had Daisy learned ? 1)She learned that some wild animals were being ______ or _______. And they were ____________ species. 2) She knew how the animals in the _________ lived together.

3)She also learned it was necessary to protect the ______________. 语篇理解

A.Choose the best answer according to the passage. 1．How many places did the flying carpet take Daisy to? A．2.

B．3.

C．4.

D．5. 2．What did Daisy learn from her experience? A．Some animals were becoming endangered as a result of humans' hunting. B．Wildlife should be helped and protected by us humans. C．Humans and wildlife can benefit each other in many ways. D．All of the above. 3．The sentence “No rainforest, no animals, and no drugs.”

means ________. A．there was no drug in the rainforest B．animals in the rainforest didn't need drugs C．rainforest, animals and drugs were resulted in and from each other D．drugs were important for animals and the rainforest 4．The best way to help wildlife accordingly is to ________. A．give money to the people who hunt animals, farmers included B．put the endangered animals in some areas to protect C．cut the using amount of the materials, wool, for example, from animals D．educate people to learn the relationships between humans and animals—no animals, no humans 5．________ may be the direct result if the wildlife protection is to succeed. A．That the number of the animals will grow rapidly B．That more animals will be well protected by the WWF C．That animals and humans will live more harmoniously than before D．That more and more people will realize the 设计目的:本篇文章共分为4个段落。根据每个段落的特点设置不同类型的问题，既可以为学生阅读文章指出明确的导向，又可以通过不同的题型考察学生的灵活应变能力。

Step 5.

Listen to make a summary（课文回顾）

Fill in the following blank.

Daisy had always longed 1. ________(help) endangered species of wildlife. One day a flying carpet took her to a 2. ________ (distance) land in Tibet where Daisy saw an antelope looking sad. It told Daisy that they were being killed for the wool 3. ________ their stomachs. As a result, they are now an endangered species. Then the flying carpet took Daisy to Zimbabwe, 4. ________ Daisy burst into laughter 5. ________ relief.

There an elephant told her that they used to be an endangered species, 6. ________ that their numbers were increasing with the government's help. Daisy smiled when she heard that so many things 7. _______________ (do) there to save local wildlife, which showed the 8. ____________ (important) of wildlife protection.

Finally the flying carpet and Daisy were in a thick rainforest, where a monkey was protecting 9. ________from mosquitoes by rubbing an insect over its body. The monkey also told Daisy to pay more attention to the rainforest and appreciate 10. ________ the animals live together.

设计目的：用听听力的形式可以锻炼学生的听力，核对完听力答案后，在多媒体上展示关键词，鼓励学生借助关键词复述课文，以便于更好地理解本篇文章的主要内容。

Step6

Discussion What should we do to protect the wildlife?

Animals are our friends. Protecting animals is protecting ourselves. When the buying stops, the killing can too.（没有买卖，就没有杀害）

设计目的：这是本篇文章的感情升华，让学生时刻牢记保护野生动物的重要性，让同学们体会到野生动物保护的重要性和紧迫性；并深刻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动刻不容缓。

Step 7

Homework:

Write a short passage about how to protect endangered wildlife. 九．课后反思

1. 本节课是一节阅读课，重点话题是“野生动物保护”。借助多媒体丰富而强大的功能，导入了许多野生动物的图片，植入“成龙呼吁保护野生动物的公益广告”，学生非常感兴趣。根据学生的反应情况、配合默契度以及所预设的三个教学目标来看，自我感觉这节课算是比较成功的，有一些亮点和创新之处以及自己独特的见解。助多媒体，导入精美的图片，非常自然、有效。阅读过程任务设置多样化，题型各样，话题提升，课文巩固。整个教学过程紧张有序，充实完整。