北京首师大大兴附中学案导学教学模式研讨会资料高中英语 Unit4 wild life protection 新人教版

学段及学科人教版高一年级英语模块2 Unit4 wildlife protection授课教师 所在学校授课类型阅读课本节教学特点 采用“启发式”教学法。 结合本单元主题，注重语言运用技能训练。 重实效，目标明确具体，依据学生水平搭建小台阶，开展多样的操练活动来实现目标。教学内容及说明内容：野生动植物的保护。说明：本单元的中心话题是“野生动植物的保护”。本课主要内容是阅读部分。本课的活动与练习设计由浅入深，目的在于使学生保持学习的愿望和兴趣。把学生的兴趣逐渐吸引到本单元的话题“野生动物的保护”上。让学生体会到野生动物保护的重要性和紧迫性。启发学生积极思考解决问题的办法。设计流程启发练习反馈学生情况学生的单词量比较少，对英语学习不是很感兴趣，英语基础比较薄弱，所以在对文章的理解和把握上不是很理想。教学目标 能够读懂本篇文章。 了解保护野生动物的方式。 能够用所学的词汇谈论濒危物种，野生动物和环境的保护。教学难点复述课文。谈论如何保护野生动物。教学步骤Part One: lead in时间课堂安排目的活动方式5mDo you know this singer?What can you see from the song? 使学生在听歌过程中熟悉本单元话题，同时导入本节课所要学习的内容保护野生动物。集体参与Part Two: Prereading 1mWhat do you think of the animals? What happened to them?以学生原有的知识为起点，让学生能够说出一些有关濒危动物的词汇。集体参与2mWhat other endangered species do you know?Why are they in danger of disappearing?学生能够说出一些濒危物种，并能说出这些动物面临消失危险的原因。集体参与Part three while-reading 5mSkimming: read the text and answer the questions:1 What three places did daisy go?2 What three animals did she meet?学生能过通过默读课文回答这两个问题，使学生初步了解课文内容。独立完成3mScanning: part one:1. How did the antelope feel?2. Why are people hunting and killing the Tibetan antelopes?通过回答这两个问题，使学生基本了解课文第一部分的基本内容。独立完成5mPart two:1. Whats the main idea of Paragraph 2?2. Whats the situation about elephant now?3. How did life improve for the farmers in Zimbabwe?通过回答这三个问题，使学生基本了解课文第二部分的基本内容。独立完成3m Part three:1.Why does the monkey rub itself?2.Why is the thick rainforest important for animals?通过回答这两个问题，使学生基本了解课文第三部分的基本内容。独立完成1mChoose the main idea of this passage.通过对前三部分的理解，使学生再次回忆课文内容，对整篇课文进行总结概括。锻炼其总结概括能力。集体参与5mRead the text again and choose the correct answer通过回答这两个问题，使学生进一步了解课文内容独立完成Part four：Post-reading 2mMiscellanea (其他)Fill in the blanks 检测学生对课文的理解集体参与6mRetell the story将所学知识内化。小组合作7mWhat should we do to protect wildlife？运用已有知识和新学词汇谈论如何保护野生动物小组合作Miscellanea (其他)板书Unit 4 wildlife protectionReadingKey words for retelling the storyPart 1: Tibet antelope kill furpart 2: Zimbabwe farmers elephant hunt protectPart 3: Rainforest monkey mosquitoes no animalsdrugs dream learn much呈现教学要点，供学生随时查看。附：Work-sheetUnit 4 Wildlife Protection学案I lead-in1 Do you know this singer?2 What can you see from the song?II Pre-reading1 What do you think of these animals?2 What happened to them?3 What other endangered species do you know?4 What caused these animals in danger?Causes of endangermentIII While-readingSkimming: questions:1 What three places did Daisy go?2 What three animals did she meet?Scanning:Part one:1. How did the antelope feel?2. Why are people hunting and killing the Tibetan antelopes?Part two:1 Whats the main idea of Paragraph 2?2 Whats the situation about elephant?3 How did life improve for the farmers in Zimbabwe?Part three:1 Why does the monkey rub itself?2 Why is the thick rainforest important for animals?Find out the main idea of the passage:3 Read the text again and choose the best answer.1. Why did elephants use to be an endangered species in Zimbabwe?A. Tourists hunted too many elephants.B. Farmers hunted them without mercy.C. The government encouraged farmers to hunt them.D. Their living environment was seriously polluted.2. What can be inferred from the elephants words, “Have you come to take my photo”?A. It thinks itself a beautiful animal.B. Elephants are friendly to human beings.C. Money from tourists went to the large tour companies.D. Now many more tourists come to take its photos rather than hunt it.Part 4 post-readingDaisyTibetZimbabweRain forest_is used to make sweater. Antelopes are killed for_. Every year a great number of _ are killed._used to hunt the elephant.Now farmers_them.A_insect affects mosquitoes.No_,no_and no_.1 Fill in the blanks:2 Retell the storyOne day, Daisy_a strange dream. She flew on a wonderful_to _with an_in Tibet.The antelope told her they were hunted because of their _ which can be used to make _ like hers.In three years they may all be _. Later, she _ to Zimbabwe where she talked with an_ and got to know the farmers there no longer _ them. Thats because the _ decided to help and the farmers finally made a lot of _. At last she _at the thick rain _ w