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单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,人教版高中英语,Book2 Unit4,说课稿,Wildlife Protection,How Daisy learned to help wildlife,人教版高中英语Book2 Unit4,一、说教材,1,、教材的地位及作用,本单元以保护动物为话题，旨在通过本单元的学习使学生了解很多动物已经灭绝或濒临灭绝，从而认识到保护动物的重要性和必要性。并且通过探讨保护动物的措施和建议，引导学生发表自己的见解和看法，唤起学生保护动植物、维护生态平衡、保护我们家园的责任感。,一、说教材1、教材的地位及作用本单元以保护动物为话题，旨在,一、说教材,1,、教材的地位及作用,本课,Reading,讲述的是一篇童话故事,Daisy,乘坐飞毯跨越时空和藏羚羊、大象、猴子对话的神奇经历。通过故事，帮助学生逐渐认识到保护野生动物的重要性，并了解该如何保护野生动物，号召人们热爱动物，保护动物，从我做起。,一、说教材1、教材的地位及作用本课Reading讲述的是一,2,、教学目标,（,1,）认知目标,a,、重点词汇和短语：,wild,wildlife,protection,decrease,loss,reserve,hunt,zone,peace,respond,distant,mercy,importance,powerful,affect,attention,appreciate,secure,die out,in peace,in danger of,in relief,burst into laughter,protectfrom,pay attention to,2、教学目标（1）认知目标 a、重点词汇和短语：,b,、重点句式：,Daisy had always longed to help endangered species of wildlife.(L.1),Im protecting myself from mosquitoes.(L.28),No rainforest,no animals,no drugs.(L.31),But what an experience!(L.35),b、重点句式：Daisy had always long,（,2,）技能目标,通过阅读，训练学生获取语篇信息、分析、处理、利用信息的能力；,掌握猜测、略读、扫读的阅读技巧；,掌握如何保护野生动物的知识；,培养学生口头表达能力。,（2）技能目标通过阅读，训练学生获取语篇信息、分析、处理、利,（,3,）情感目标,让学生学会如何保护野生动物，进一步意识到野生动物的生存环境日益恶化以及保护野生动物的行动刻不容缓。,（3）情感目标 让学生学会如何保护野生动物，进一步意识到野生,3,、教学重、难点,让学生了解野生动物保护的知识；,提高学生的阅读能力。,3、教学重、难点 让学生了解野生动物保护的知识；,二、说学情,作为高中阶段的学生对周围的事物较为敏感，有自己的观点和看法，想获得更多的信息。在英语学习上，他们更希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。但是他们的词汇量是有限的，并且缺乏阅读技巧。且从学生学习语言的规律来看，高一年级是学生的阅读能力提高的重要阶段。,二、说学情作为高中阶段的学生对周围的事物较为敏感，有自己的观,三、说教法,根据学生学习的实际情况确定教学活动的难度，即因材施教，是新课程理念下对英语教学最基本的要求。为突出重难点，以达到预定的教学目标，我采用了“导、读、练、说”的整体课文阅读教学法，即在老师的引导下，学生的自主阅读和训练。从而激发学生兴趣，主动学习，学有所获。,三、说教法 根据学生学习的实际情况确定教学活动的难度，即因材,1,、任务型教学法,我给学生设计了读前任务：为什么现在越来越多的野生动物濒临灭绝的边缘？而作为学生，面对这种情况，我们应该采取什么措施？从而让学生明白保护野生动物的重要性。读后任务：角色扮演。根据阅读中所出现的角色,Daisy,，,Carpet,，,Antelope/Elephant/Money,，分组扮演，进行对话。课后任务：让学生通过多种渠道获取更多关于濒危动物及如何保护野生动物的信息。,1、任务型教学法我给学生设计了读前任务：为什么现在越来越多的,2,、图片导入法,在教学过程中，教师的基本任务是“导”，即起组织和引导的作用。本课采用图片导入。利用一些关于濒危动物的图片，引出本课的主题，并用提问、启发、分析、归纳相结合的教学方法。,2、图片导入法在教学过程中，教师的基本任务是“导”，即起组织,四、说学法,我采取以下方法指导学生学习。首先是自主学习法。引导学生课前预习单词，并思考有关问题，从而达到学生自主参与学习的目的。其次是猜测法。通过文章题目，预测文章主题。最后是合作法。讨论及角色扮演活动以小组活动的形式进行，帮助学生提高他们的合作能力及合作精神，从而激发学生的学习兴趣。,四、说学法我采取以下方法指导学生学习。首先是自主学习法。引导,五、说教学过程,本课的教学过程主要分为四个步骤,Warming-up,；,Pre-reading,；,While-reading,；,Post-reading,。共计教学时间为,45,分钟。,五、说教学过程本课的教学过程主要分为四个步骤Warming-,Step I Warming up(6mins),1.Show some pictures to students.(panda,Milu deer,South China tiger,rhino,antelope,elephant,gold monkey and so on.),2.Ask students some questions:,3.Discussion:,Nowadays,more and more animals are dying out.As a student,what should we do to protect wild animals?,Step I Warming up(6mins)1.S,Step II Pre-reading(2mins),Prediction:Look at the title to predict what the passage is about.,Step II Pre-reading(2mins)Pred,Step III While-reading(25mins),Task 1 Skimming for the general idea What is this passage about?,Daisy took,a flying carpet,to travel and talked with,some animals,in her,dream,which made her know the,importance,of the wildlife protection.,Step III While-reading(25mins,Task 2 Scanning for detailed information,1)Fill in the chart.,(What three places did Daisy go?What three animals did she meet?How Daisy felt?),Places Animals Feelings,Tibet Antelope Sad,Zimbabwe Elephant Happy,Rainforest Monkey Amazed,Task 2 Scanning for detailed i,2)True or false,1)Daisy saw many antelopes in Tibet.(F),2)Daisys sweater was made of sheep wool.(F),3)The elephant used to be well protected in Zimbabwe.(F),4)In Zimbabwe,tourists love to see elephants.(T),5)The farmers in Zimbabwe get nothing from the elephants now.(F),2)True or false1)Daisy saw,Task 3 Careful reading,Answer the following questions:Para.1:Why has the antelope in Tibet become an endangered species?,Para2:Why are elephant numbers increasing in Zimbabwe?How does the government of Zimbabwe help protect wild animals?,Para3:Why is it important to protect the rainforest?,Task 3 Careful reading Answer,Para.PlacesAnimalsSituationsFeelings,1TibetAntelopeThey are killed for wool and their fur is used to make sweater.Sad,2ZimbabweElephantFarmers used to hunt them but now the government helps and the farmers who make money from tourism protect them.Happy,3RainforestMonkeyNo rainforest,no animals and no drugs.Amazed,Para.PlacesAnimalsSituationsFe,StepIV Post-reading (11mins),Making up dialogues1.Divide students into 3 groups.,Group 1:Students in threes make up a dialogue between Daisy,Carpet and Antelope.Group 2:Students in threes make up a dialogue between Daisy,Carpet and Elephant.,Group 3:Students in threes make up a dialogue between Daisy,Carpet and Monkey.2.Let students practice their dialogues in threes.,StepIV Post-reading (11mins),StepV Homework(1min),Collect as much information about endangered wildlife in rain forest/in the sea/on the high lands/in the river and how to protect wildlife as possible.,StepV Homework(1min)Collect,六、说板书设计,板书内容包括了,While-reading,中每一任务的问题答案。通过图表式的板书，让学生对文章内容一目了然，最终实现学生对信息的梳理，归纳和总结，使其的知识得到强化和巩固。,六、说板书设计 板书内容包括了While-reading中每,How Daisy learned to help wildlife,Main idea,Daisy took,a flying carpet,to travel and talked with,some animals,in her,dream,which made her know the,importance,of the wildlife protection.,Para.Places Animals Situations Feelings,1 Tibet Antelope They are killed for wool and their fur is used to make sweater.Sad,2 Zimbabwe Elephant Farmers used to hunt them but now the government helps and the farmers who make money from tourism protect them.Happy,3 Rainforest Monkey No rainforest,no animals and no drugs.Amazed,4 Daisy returned home.,How Daisy learned to help wild,THANK YOU!,THANK YOU!,
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