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B2 U4 The 2nd Period 教学设计
15-04-16 09:50:01   来源:    点击:
Book 2 Unit 4 Wildlife Protection
The 2nd period: Pre-reading&Reading&Comprehending
设计教师:梅州市曾宪梓中学   邹俊芳
   课题名称:Book 2 Unit 4 Wildlife Protection
课型:Intensive reading
教材版本:普通高中课程标准试验教科书 (选修2)
规划课题----英语单元(模块)教学整体设计研究,本节课的课型是Intensive reading, 把Pre-reading,Reading和Comprehending的三部分内容整合成一节“精读课”,从而整体训练学生的阅读能力。这种整体训练法与高考的英语阅读能力的考查相结合,帮助学生从课内联系到高考的要求,体现课堂教学的整体性。
本节课教学内容是Intensive reading,分为Pre-reading、Reading及Comprehending三部分,旨在通过教学帮助学生了解如何帮助和保护野生动物,明确保护野生动物的重要性,从而有效地、整体地引导学生继续关注本单元的话题,关注动物生存现状,为下节课的学习做好整体的准备。
Three Dimensional Teaching Aims三维教学目标
1.     Knowledge and skill语言技能
1)     Guide the students to learn some important words and phrases:
fur  rub  protect ... from ...  contain  powerful  affect  pay attention to  in danger of  carpet  respond  in relief  burst into laughter  mercy  harm  certain  importance  mosquito  insect  appreciate  succeed  secure income  employed
2)     Guide the students to learn some important sentences:
Daisy had always longed to help endangered species of wildlife.
In relief, Daisy burst into laughter.
I’m protecting myself form mosquitoes.
But what an experience!
3) Enable the students to discuss and suggest solution to the wildlife problem WWF has to deal with.
4) Help the students to get to know “how to help wildlife” by reading, discussing and suggesting.
2. Process and Strategies学习策略
1)     Group work or individual work to involve the students in a heated discussion.
2)     Careful reading to acquire what the students need to know.
3.     Feelings and Value情感态度
By reading and comprehending the students may have a better understanding of what
we will learn in this unit and what we can do to help wildlife.
Teaching important point教学重点
How to improve the students’ ability of reading about wildlife protection
Teaching Difficult Points教学难点
How to summarize the main idea of the whole passage and each of its parts’ main idea and the supporting details
Teaching methods教学方法
Task-based learning and reading
Teaching aids 教具准备
The Multimedia Computer, a projector and a board.
Teaching procedures & ways  教学过程与方式
Step I Check up homework: Using words and expressions (P63&P64)
Step II Pre-reading
Get the students to come to Pre-reading.
T: You must have done your homework very carefully. What have you done to prepare your homework?
S: Consult books. Collect information on the Internet. Go to the library.
T: Wonderful! And you have learnt a lot about the endangered animals. Have you previewed the passage? … What’s it about?
S: But Daisy learnt about how to protect wildlife in a special way.
S: It’s about how Daisy learned to help wildlife through a wonderful experience with some animals.
T: That’s right. We talked about endangered wildlife yesterday. Would you please name some?
S: Panda, Milu Deer, South China Tiger, Chinese Alligator, Tibet Antelope and so on.
T: OK! Now look at the screen, please. Discuss the two questions in pairs. I’ll give you three minutes and then I’ll ask some of you to report your work.
1. Why are they in danger of disappearing?
2. What do you think we should do to protect wildlife?
Three minutes later:
T: Now, who’d like to talk about the first question? Volunteers?
S: They are lack of food.
S: Some of them are over-hunted.
S: Their habitat is in danger.
T: Well done! How about the second questions?
S: I’d like to try. Wildlife is human friends. They can keep the balance of nature and make the whole world colorful. I think to protect wildlife is to protect ourselves.
S: I think we should treat plants and animals the same as our friends. We shouldn’t cut or kill them freely. We also should protect the environment around us to let them have enough food and good living conditions.
S: We should collect money to help protect the endangered animals, too. They are dying out!
Step III Reading and Comprehending
Get the students to learn about the passage—HOW DAISY LEARNED TO HELP WILDLIFE. (展示幻灯片)
T: Now please look at three pictures and try to explain them in your own words. Listen to the tape and try to get some ideas of the text.
   Fast reading and do True or False.
   Skimming and fill in the form.
a. Get students to look through the passage and answer the questions in Part 1 in Comprehending.
T: Next, let’s learn how Daisy learned to help wildlife. Turn to Page 26. Read the text
quickly and answer the following questions:
Show the students the questions on Page 27.
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 to succeed?
Sample answers:
1. They’re being killed for the wool beneath their stomachs. Their fur is being used to make sweaters. As a result, they are now an endangered species.
2. The government helped to protect elephant.
3. They allowed tourists to hunt only a certain number of animals if they paid the farmers. Now the farmers are happy and the numbers of elephant are increasing.
4. Animals live together. No rainforest, no animals, no drugs.
5. To protect wildlife, we shouldn’t kill animals and use their fur to make sweater; only hunt animals that are allowed; protect rainforests where animals live.
b. Get students to read the passage carefully and fill in the chart in Part 2 in Comprehending.
Sample answer:
Paragraph Main idea Supporting details
1 Why we need wildlife
1. Animal: Tibetan Antelope
2. Situation: being hunted for the fur under its stomach
3. Result: numbers are decreasing rapidly
2 What need to be done to wildlife protection 1. Animal: elephant in Zimbabwe
2. Situation: Farmers hunted them without mercy
3. Result: The farmers are happy and numbers are increasing
The importance of wildlife protection 1. Animal: monkey in rainforest
2. Situation: live together with other animals
3. Result: no rainforest, no animals, no drugs
Step IV Language points
T: Now let’s deal with some language points. Turn to Page 26 and look at the sentences.
1. Daisy had always longed to help endangered species of wildlife.
  long to: to want to do something very much, especially when it seems unlikely to happen soon
  e.g. 1) Kyoto is a city I have always longed to visit.
     2) Kyoto is a city I have always longed for a visit.
2. Our fur is being used to make sweaters like yours.
is being used  是被动语态的现在进行时:am / is /are being done
区分:be used to do 是动词 use…to do… 的被动语态
be / get used to doing 表示“习惯于……”
used to do “过去常常做……”
3. In relief, Daisy burst into laughter.
  relief: a feeling of comfort or happiness when something frightening, worrying, or painful has ended or has not happened
  burst into laughter(=burst out laughing): suddenly started laughing
4. The Carpet rose again and almost at once they were in a thick rainforest.
  thick: it is used to describe trees / bushes etc.: growing very close together, or having a lot of leaves, so there is not mush space in between
5. I’m protecting myself form mosquitoes. 这种药保护我免受蚊子的叮咬。
protect ... from ... 保护……免受……的伤害
e.g. The hat can protect you from the strong sunlight.
6. “When I find a millipede insect, I rub it over my body. It contains a powerful drug which affects mosquitoes…”
  rub +on / into / over etc.: to put a substance into or onto the surface of something by pressing it and moving it around with your hand, a cloth etc.
  affect: to produce a change in sb./sth.
7. You should pay more attention to the rainforest where I live and appreciate how the animals live together.
appreciate: to understand or enjoy the good qualities or value of someone or something
Step V Listening
T: Now I will play the tape for you. You can just listen or look at your books or read in a low voice together with tape. It’s up to you.
Step VI Homework
1. Write a summary of the text.
2. Try to recite the text.
3. Find more information about dinosaur.
1.     虽然课堂容量大,但教师能完成预计的教学目的,从学生的反应来看他们能掌握本节课三个教学目标,实现了三个部分内容的整体阅读教学的效果。
2.     课堂气氛较活跃,尤其是在Comprehending Part 1的问答环节,学生们能主动进行课堂讨论,自主探究得出老师所提问题的答案。另外,从课前检查及学生的课堂表现来看,他们的课前复习和预习工作做得认真。
3.Comprehending两个部分的内容对于学生来说有难度,尤其是Part 2, 部分学生不会用自己的话来概括篇章和段落的主要意思,只会读出原文中的句子。这与学生还没学习写“读写任务”有关,有必要在今后的阅读课堂上引导学生。
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