A-student-of-wildlife-protection教案(网上下载).doc

邓燕的人教版高中英语必修四第一单元教案及反思Reading: A Student Of African WildlifeEmily一、教学设计思路本课设计以A Student Of African Wildlife为课堂教学材料，以保护野生动物和实现女性的自我和有成就的女性为出发点和归宿点，以我国标准指导教学目标制定，以“5C”外语学习思想指导教学环节设计，旨在发展学生的语言实际运用能力。本设计以学生中心，运用了图示理论，采用了pair work, group work, class work等活动形式，串联成环，前后环环相扣，帮助学生理解课文，用自己的英语重新诠释课文，并初步具备知识迁移能力。英语教学是一种生活教学，所以它也是活动教学，教学过程也是交际活动过程。只有从组织教学活动入手，结合生活实际，大量地进行语言实践，使英语课堂生活化，交际化，才能有效地培养学生运用英语进行交际的能力。新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。”和“发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力，”，在结合本班学生的实际，对教材进行了适当处理。这篇教案是根据新的课程标准的要求加上现在倡导教学改革和高效课堂的要求，整合信息技术与英语课堂教学的新理念而进行创新设计的一堂尝试型的研究课。尝试着采用了新课标教学理念，努力地创造性地使用教材，对课文内容进行创造性拓展与补充，试着改变传统教学过于注重传授知识的倾向，采用“任务型”教学模式，进行了一次实验和探究。二、学习任务分析本单元的中心话题是“有成就的女性”，内容涉及通过介绍Jane Goodall等几位杰出的有成就的女性的奋斗过程和取得的成就，让我们了解女性在各行各业都也能和男性一样取得很好的成就，哪怕是在野外研究野生动物，从而了解并保护大猩猩；或者像林巧稚在女性没办法接受教育时也能和男性一样做医生，以及她们为了自己的事业牺牲了个人的家庭、城市生活、及至有人牺牲了自己的生命。不过，整个单元多以第一篇写Jane Goodall 为主，同时涉及到女性要取得和男性一样的成就要作出更大的牺牲，也涉及到她是第一个在野外大猩猩自己的生活环境下研究它们的生活习性，以及如何阅读此类以写人物为主的阅读人要用的阅读方法。三、学习者分析我带的东莞市第八高级中学这个理科班虽然为普通平行班，学生的英语基础虽然比较差，但是大部分学生的思维活动、学习热情、表现欲望和合作精神还是可以在平时的教学中不断提高和培养的。根据这些特点，我采用与新课标要求相一致的新的教学方式，即活动式的教学法，这样面向全体学生便于调动全班学生的积极性，在师生互动、生生互动中实现教学任务和目标。经过一段时间的高中英语阅读技巧的系统学习，学生已经掌握了略读、跳读等一定的阅读技所以能够分析读懂此文，但大部分运用英语进行交际活动的能力较差，因而要加强此方面的训练。他们学习比较认真，求知欲旺盛，思维比较活跃，同时表现欲也很强。部分学生的基础较好，能主动配合老师，愿意开口讲。他们有着高中生独立、爱表现，张扬个性的特点。因此，一旦因材施教，设置他们感兴趣的活动，就能让他们投入到课堂活动中来。目前，学生上课以interpersonal的交流为主，而interpretative和presentational形式比重不够。由于文化教学不够重视，学生的跨文化意识不高。此外，学生跨学科学习的意识不够，语言和信息的双向促进关系的认识不够。对于比较策略主要运用在英汉汉英互译的语言层面，未进入文化比较和思维比较。学生的课外语言活动环境不够丰富和重视程度不够，通常以词汇、语法和写作练习为主，缺乏真实的语言运用。The General Idea of This Period:This period includes Reading and Comprehending of the Reading. After reading the passage the students can know about Jane Goodalls way of studying chimps, her difficulties, her discoveries and her great achievements and her attitudes towards wild animals. Reading the passage, the students can also learn some reading strategies such as fast reading, careful reading and summarizing.Three Dimensional Teaching Aims:Knowledge and Skills:1. Enable the students to comprehend the story of Jane Goodalls protecting the African wildlife.2. Enable the students to learn from Jane Goodall to treat animals in a human way and come to the idea that great personality is of importance to ones success.3. Learn some useful words, expressions and some sentence patterns.Process and Strategies:Group work to encourage the students to participate in class activities.Fast reading to make the students get the main idea of the whole passage.Feelings and Value:Help students to know that Jane Goodall has been helping the rest of the world understand and respect the life of these animals for forty years. Our world will become a more beautiful one if we all treat the animals equally and show our love to them. We will succeed in overcoming any difficulties and achieving our goals if we can be as strong-willed as her.Teaching Important Points: 1. To help the students to comprehend the story of Jane Goodalls protecting the African wildlife.2. And to get the students to learn from Jane Goodalls story and come to the idea that great personality is of importance to ones success.Teaching Difficult Points:1. Get the students to comprehend the story and understand what Jane Goodall has done to gain the achievements.2. Get the students to believe that ones personality as well as luck and ability is important to ones success.Teaching Procedures:Step 1. Lead-inWatch a videoStep 2. Read the passage quickly to find out the topic sentence of each paragraph and match the main idea.Para 1: Following Janes way of studying chimps, our group are all going to visit them in the forest.Para 2: Nobody before Jane fully understood chimp behaviour.Para 3: For forty years Jane Goodall has been outspoken about making the rest of the world understand and respect the life of these animals.Para 4: She has achieved everything she wanted to do.Match the main idea of each paragraph.Paragraph 1: A. How Jane tries to protect the lives of chimps in their natural habitatParagraph 2: B. Janes achievementsParagraph 3: C. How the group followed Janes way of studying chimps in the wildParagraph 4: D. What Jane discovered about chimpsStep 3. Read the passage carefully paragraph by paragraph and complete some tasks.Para 1: Find out Janes way of studying chimps in the wild.Para 2. What did Jane discover about chimps? (her discoveries)Nobody before Jane fully understood chimp _. She spent years observing and recording their daily _. She wanted to work with animals in their own _, but it was not easy. It was unusual for a _ to live in the forest. She began her project with the help of her mother. One _ thing she discovered was that chimps hunt and eat _.She also discovered how chimps _ with each other, and her study of their _ _ helped her work out their social system.Para 3. How does Jane try to protect the lives of chimps in their natural habitat?Para 4. What has Jane achieved?Step 4. Decide whether the following statements are true or false and explain why.1. When she was a little girl, Jane always wanted to study plants in their own environment.2. She was allowed to begin her work in Gombe before her mother came to help her.3. She spent months in the forest observing chimps daily activities.4. Chimps ate only fruit and nuts and they couldnt communicate with each other.5. It is right to use wild animals for entertainments or advertisements.6. Because of Janes hard work, people began to change their opinions about chimps.7. She has achieved everything she wanted to do.Step 5: Retelling & Summary (gap-filling exercise)Jane Goodall is a great woman who works to protect chimps. When she was a little girl, Jane always wanted to study animals in 1_ own environment. It was not easy for a woman to study chimps in the forest, 2_ Jane Goodall never gave up her dream. She 3_(allow) to begin her work in Gombe 4_ the help of her mother. She spent years in the forest 5_(observe) chimps daily activities. She discovered that chimps hunt and eat meat and discovered 6_ chimps communicate with each other. Jane has argued that wild animals should be left in the wild and not used 7_ entertainment advertisements. She has set up some special places 8_ they can live safely. Because 9_ Janes hard work, people began to change their opinions about chimps. She has achieved everything she wanted to do. Her 10_(achieve) inspire people, especially women all over the world.Step 6: DiscussionWhat have you learned from Jane Goodall? What qualities do you admire in her most?Assignment:1. Writing: your suggestions on how to protect wildlife.2. Surf the internet and find out more information about Jane Goodall.PS: self-assessment 1. Do you know any other nouns like group which can be used as singular(单数) or plural（复数）?2. Which of the tasks in this period is the hardest? Why do you think so?3. From this period you have learned:a) useful verbs: _b) useful nouns: _c) useful expressions: _d) a new grammar item: _Reflection after teaching（教学反思）高中阶段是个体探索自我、发现自我、表现自我、塑造自我、完善自我的重要时期，高中生的认识能力比初中普遍提高，自我意识进一步发展，独立意识等均有明显提高，通过活动课、小组讨论等具体形式，特别是创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课我主要采用以下几种教学方法： 1.情境教学法 情境（ situation）主要指进行言语交际外部的具体场合。因此，在交际中构成语境(context)的依据是话语或文句意义所处的外部世界的特征，所谓教学中的情境都是模拟的。而是指教师根据学生的年龄特点和心理特征，遵循反映论的认知规律，结合教学内容，充分利用形象，创设具体生动的场境，使抽象的语言形式变成生动具体的可视语言，创设尽可能多的英语语言环境，让学生更多地接触感受英语(feel English)说英语(speak English)、用英语进行思维(thinking English)、用英语的方式主导行为（behave in English）。该教学法的特点是：将言、行、情境融为一体，有较强的直观性、科学性和趣味性，学生仿佛置身其境。情境教学可以激发学生学习激情，培养学生浓厚的学习兴趣，促成学生智力因素和非智力因素的发展，从而从整体上正确理解和运用语言，即整体语言教学法（Whole Language）。 2.活动教学法： “活动教学法”早在二十世纪七十年代末就已风靡澳大利亚、英、美等国家。根据1998年澳大利亚ALLGuidelines(ScarinoAngela,etal,1998)一书所述，宏观的活动教学法认为“活动”是联结教学大纲与课堂教学的纽带，教师必须把活动作为教学大纲的指导思想有计划、有步骤地实施。微观的活动教学法即指课堂教学活动中，将活动作为教与学的中心单位以促进语言习得者用目的语言(Targetlanguage)进行交际。它认为活动包含积极的有目的的语言使用环境，习得者必须使用已有的语言资源以满足在设定的语境中进行交际的需要。活动教学法（Activity Approach）是交际法家族的后起之秀。它一出现，就引起了外语界的高度重视，迄今已成为较为普遍采用的教学模式。活动的内涵可理解为：“活”即活化、激活（activate）；“动”即行动（act）。 3.任务型教学法： 任务型教学法是让学生在课堂活动中获得知识。任务完成的过程，就是一个知识转化的过程。它应具备以下特点：（1）以任务为中心，而不是以操练语言形式为目的。（2）任务的设计焦点应该是解决某一具体的贴近学生生活的交际问题。在任务型语言教学中，教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标，并构成一个有梯度的连续活动。在教师精心设计的各种“任务”中，学生能够不断地获得知识或得出结论，从注重语言本身转变为注重语言习得。从而获得语言运用的能力而不是仅仅掌握现成的语言知识点。随着“任务”的不断深化，整个语言学习的过程会越来越自动化和自主化。 4.交际法： 交际法起源于功能法(FunctionalApproach)，是70年代在西欧兴起的外语教学法科学的一个学派。它主张在教学内容上以“功能项目为纲”，力求使教学过程交际化，以培养外语交际的真本领。从心理语言学的角度来考察，语言同交际或交流始终紧密相联，语言功能首先就是交际功能。功能法把交际或交流作为全部教学的出发点，因此又叫交际法或交流法(CommunicativeApproach)。美国人类学家海姆斯1997年在论交际能力一书中认为交际能力包括：形式上是否可能，即语法要正确；实际是否可行，人们是否这样说；语言是否得体，这包含语境、对话者的身份、性别等因素；语言的可接受性如何、结果怎样。本课将结合活动教学法和任务型教学法，在教学中将学生分成四人一组的学习小组。让学生们在小组中通过合作和探究来完成他们的任务。 合作学习（cooperative learning）是指促进学生在异质小组中彼此互助，共同完成学习任务，并以小组总体表现为奖励依据的教学理论与策略体系。合作学习起源于60年代社会心理学家对学生集体动力作用的研究。在70年代中期，合作学习兴起，80年代中期逐步发展为一种课堂教学的策略。这一策略目前已广泛的用于50多个国家的中小学课堂。各个国家的合作学习的理论与实践有较大的差异，有的侧重相对结构化的方案，着眼于技能、概念、信息的掌握，有的注重非结构性的讨论或小组设计，着眼于社会化、高水平的思维或问题解决的技能。合作学习在形式上是学生座位排列由过去的秧田式变成合围而坐，但其实质是学生间建立起积极的相互依存关系，每一个组员不仅自己要主动学习，还有责任帮助其他同学学习，以全组每一个同学都学好为目标。教师根据小组的总体表现进行小组奖励，学生是同自己过去比较而获奖励。合作学习不仅有利于提高学生的学业成绩，而且能满足学生心理需要，提高学生自尊，促进学生情感发展与同学间互爱及学生社交能力的提高。通过这种形式的教学，学生可以较好地适应将来在校外可能遇到的各种能力差异，使个别差异在集体教学中发挥积极作用。1.多媒体辅助：将本课所需要的的导入部分用了一段描写Jane Goodall生平介绍的影片，上课