必修2 Unit4 Wildlife Protection Reading 教学设计

必修 2 Unit4 Wildlife Protection Reading 教学设计 作业要求 作业要求 根据课程中关于高中英语输入活动设计与实施的理论基础与实践的专题讲座以及布鲁姆教育目 标分类法 任意选择你现任教模块的任何一阅读文本尝试进行阅读活动分层设计实践 在教学实践中不需 要严格遵循六个层次 主要根据文本特征和布鲁姆目标分类法给我们关于认知活动多层次特点的启发来进 行多层次 多维度解读文本 例如可以参考下面的分层设计 literal 表层信息 inferential 推断信息 Critical 批判性思维 或 Creative 创造性活动 您也可以从其它角度和层次进行设计 提交一 份阅读活动分层设计 提交人 胡莉提交时间 2016 03 17 编辑 学段 高中学科 英语教材版本 人教版年级 册 必修 2 目录 Unit 4 Wildlife protection 本 次研修的重难点题目 知识点 结合布鲁姆目标分类法进行阅读教学设计 所在省级工作坊名称2015 福建省高中英语工作坊 所在小组名称2015 福建省高中英语 11 组 读前 教师活动 Warming up and pre reading Activity1 A guessing game 为了引起学生对濒危动物的关注 教师可用猜谜语 的方式 让学生猜出濒危动物的名称 如 I m thinking of an animal and I want to see if you can guess what it is It is a huge beast with black stripe s all over its body It belongs to the cat family and lives in the forest It is called the King of All Beasts Continue until students have guesse d the right answer 依次让学生猜出其它濒危动物 熊猫 麋鹿 藏羚羊 Activity2 Lead students to discuss the causes of endangerment Activity3 Ask students to look at the pictures and the title of the read ing passage and predict the content 学生活动 Activity1 Guess the names of endangered animals according to the tea cher s description South China tiger Milu deer Panda Activity2 Discuss the causes of endangered animals in pairs Causes lack of food habitats destroyed pollution killed by human Activity3 Make a prediction of the content 设计目的 通过谜语的方式让学生猜出一些濒危动物的名称 一是为了激发学生的兴趣 同时引 起学生关注这些濒危动物 讨论思考这些动物灭绝的原因 从而让学生体会到野生 动物保护的重要性和紧迫性 而且很自然地将学生从 热身 部分的讨论过渡到 阅读 部分的学习 读中 教师活动 Activity1 Ask students go through the passage and write down the m ain idea 可用填空的方式来降低难度 基础好的学生可自己归纳 Tips for summing up the main idea of a story Who What happened What s the meaning of the story Activity2 Get students to find out three places Daisy has visited and t hree animals she has seen there Activity3 Get students to divide the passage into three parts and write the main idea of each part 此活动要求学生写出每部分的大意 同时引导学生 写出支持的细节 帮助学生梳理文章篇章结构 建构写作框架 有助于学生写作能力 的提高 Activity4 help students analyse how Daisy s feelings changed 引导学生在各段落中找出 Daisy 情感变化的词 cried burst into laughter sm iled amazed Activity5 Get students to understand the following sentences 1 In relief Daisy burst into laughter 2 No rainforest no animals no drugs 3 And there was always WWF 学生活动 Activity1 Students read the passage quickly and fill in the missing wor ds Daisy took a flying carpet to travel and talked with some animals which made her know the importance of wildlife protection Activity2 Students find out three places Daisy has visited and three animals she has seen there Tibet an antelope Zimbabwe an elephant a thick rainforest a monkey Activity3 Students divide the passage into three parts and write the m ain idea of each part Part1 Why we need wildlife protection Part2 A good example of wildlife protection Part3 What we can get from wildlife protection Activity4 Students discuss in pairs and understand how Daisy s feelings changed Daisy cried 是因为藏羚羊被猎杀 导致数量急剧减少 Daisy burst into laughter 是明白大象要和她合影 而不是伤害她 Daisy smiled 是因为看到野生动物在这里得到极好的保护 Daisy amazed 是因为她明白了 No rainforest no animals no drugs 热带雨林中动 植物是相互依存的 设计目的 阅读活动的设计宗旨 先意义 后形式 阅读理解首先要从整体上把握文章的大 意及篇章结构 给学生建构一个理解的思维框架 然后再注意语言形式 去理解 词汇 短语及复杂的句式 同时也要培养学生的思辨能力 所以我设计的活动开 始是理解文章大意 理清文章脉络 同时注意英语语言的人文性 所以就设计了 让学生分析黛西情感变化及原因 使学生对文章的理解得到了升华 最后让学生 理解几个重要的句子 读后 教师活动 Activity1 get students to make dialogues a dialogue between Daisy and the Antelope a dialogue between Daisy and the Elephant a dialogue between Daisy and the Monkey Activity2 get students to discuss What has Daisy learned 学生活动 Activity1 Role play a dialogue between Daisy and the Antelope a dialogue between Daisy and the Elephant a dialogue between Daisy and the Monkey Activity2 Discuss What has Daisy learned She has learned that wild animals are being killed or hunted She knows how the animals in the rainforest live harmoniously She also learns it urgent and neces