Section B优秀教学设计

Unit 3

Why do you like koalas? Section B Reading

教学目标：

一、

知识目标：

1、

重要单词：save, flag, forget, place, water, danger, cut, down, tree,

kill, over, Thailand, Thai. 2、

重要短语：get lost, be in danger, cut down. 3、

重要句子：

The elephant is one of the symbols of Thailand. Elephants can walk for a long time and never get lost. They can also remember places with food and water. Elephants are in great danger. People cut down many trees. We mustn`t (must not) buy things made of ivory. 二、

能力目标：

通过掌握阅读策略获取主题大意、为文章划分结构，并找到支撑各个结构的信息；

模仿目标文章，能够从四个方面描述其他动物。

三、情感目标：关爱动物、善待动物，善待大自然就是善待人类自己，人与自然和谐相处。

四、教学重难点：如何从文章中找到支撑每个结构的信息并总结各个结构的大意；让学生仿写一篇文章。

教学准备：图片、几种珍惜动物的现状的数据和资料、音频、多媒体设备

教学流程设计及教学意图说明

（Teaching Procedures and Purposes） Step 1 Lead-in 1.

Review some animals,and talk about green peacock in Yunnan.

Lead in the new word: in great danger; a symble of; 2.

Then listen to an English song “Earth Song” sung by Michel Jackson. Lead in today’s topic “save the elephants”. 利用云南濒危动物绿孔雀来导入，通过调查学生熟悉的濒危动物，紧紧抓住学生喜欢听英文歌的特点，以一首关于保护大象的歌曲自然引出本课的主题，调动学生本堂课英语学习的积极性。 Step 2 Pre-reading Look at the pictures and lead in today’s new words:save, symbol, flag, place, cut down many trees, kill, things made of ivory. 利用各种图片呈现新词汇，不仅能吸引学生的注意力，又可节约时间，让学生多种感官参与学习，能使学生的记忆更加牢固、准确，还有助于培养学生的观察力、想象力和创造力。 Step 3 While-reading 1. Fast Reading. Tell the class what the fast reading is. Ask them to read the article quickly and find the topic sentences in each paragraph, then check the answers. Read the website article and find the best title for it. 2. Scanning. Tell the class what the scanning is. Read Paragraph 1. Answer the questions.

Where are the students from? What do they want to do? Why are elephants important in Thailand? 2. Answer the questions. 1) Are elephants in great danger? And why? 2) How can they save elephants? 通过相关训练，使学生掌握了两种有效的阅读策略，快速获得文章大意的方法和获取细节信息的方法，并把它们用在不同的教学任务中，加深了学生对两种策略的理解，有效地输入了大量有用信息，为后期口语输出活动做好了铺垫和准备。根据上下文内容猜测新单词的含义，是词汇学习的一种有效策略。 3. Mind Map. Read the article again and complete the mind map. Then check their answers in small groups. Tell the class to write with simple words but read with complete sentences. 4. Pronouns. Read the article again. Pay attention to the pronouns. Then work in groups of four to discuss what these pronouns refer to, check the answers in whole class. 通过培养构建思维导图的阅读策略，帮助学生将抽象的零碎信息分类整理成与主体密切相关、又相对独立的块状知识。有助于增强学生的思维能力，提升注意力与记忆力、启发联想力和创造力。引导学生理解指代关系词，理清逻辑关系，有利于培养学生深入理解语篇的能力。

Step 4 Post-Reading

Team-work (Let`s save the……)

Oral Practice. Use the words the expressions that have learned today to describe other animals. Work in groups of four and try to describe pandas.

1、

提供给学生藏羚羊、黑熊、熊猫、绿孔雀几种动物的相关资料和数据

2、学生按照事先分好的5人一组讨论，选定本组要描写的动物，组长分配任务，3、各组员分别负责重要性、能力、处于危险当中的一些数据。怎样挽救4个部分，组长进行指导和总结。

1、

挑选几组组长上台，假设你是动物世界的播音员，要向大家呼吁挽救这种动物，请你用英文做这份报告。（在动物世界的背景音乐中展示小组合作写好的报告）。

Step seven: Summary Animals are the same important as people in the nature. People should save and protect animals.