M2U4. Wildlife protection 教学设计

左婷婷

1. 材料说明

   本单元的中心话题是野生动植物保护。本篇文章故事性较强，故事发展脉络两条主线：一是地点的迁移，与三种动物相遇的不同情景；二是主人公感情线的微妙变化，从最开始的失望悲伤到后文所体现出的使命感和责任感。通过这两条线索，一明一暗，帮助学生理解文本，并上升到个人情感的部分，以达到情感迁移的目的

   二、学情分析

   本课授课对象为高一（9）班传媒班的学生，英语基础薄弱。从语言层面来看，虽然文本生词通过学生预习后可以做到一定程度的理解。但学生学习的难点在于如何将获取的信息输出，并能就相关话题表达自己的观点。提高综合语言运用能力和高阶思维的能力还是需要在教师的引导和同学合作下，通过深层次的文本解读来细细体会和感悟，达到意义语言输出的效果。

   三、教学目标

   根据英语学科核心素养的要求，从语言学习、阅读策略、思维训练三方面对该阅读文本的教学目标进行设计，力求在有所侧重的情况下达成平衡。

   1.语言学习：学生能够通过对文本的学习，掌握与主题相关的核心词汇并运用核心词汇。

   2.阅读策略：

   （1）学生能够通过略读，把握文本的框架结构；

   （2）学生能够通过精读，把握文本感情的变化及升华；

   3.思维训练：

   批判性思维能力：让学生认识到野生动植物保护的重要性以及个人在此的职责感。

    

   四、教学步骤和说明：

   Teaching procedures:

   Step 1:Lead-in and free-talking

   Lead in the topic by playing a video

   Q1: What is happening to them?

   Q2: What can we do?

   【设计意图】利用视频，激起学生兴趣，通过讨论，引起共鸣，为下面教学任务的展开做好铺垫，同时培养了学生的预测能力。

    

   Step 2: Fast Reading

   1) Have Ss read the passage quickly to get the main idea and answer the following questions:

   How many places did Daisy fly to?

    (Three. Tibet, Zimbabwe and Brazilian rain forest.)    

   Who took her there?     

     (A flying carpet. )

     What kind of animal did she meet in each place?

   （An antelope, an elephant and a monkey.）

   Summaries the main idea by filling the blanks

     Daisy took           to travel and talked with           , which made her know           of the wildlife protection.

   【设计意图】培养学生快速阅读能力，渗透篇章意识，养成学生先把握文章结构再理细节的习惯。

   Step 3: Careful reading

   Read Para.1, fill in the blanks

   ★ Daisy had always _______ to help _________ of _______.

   ★ One day, a flying _______ took her to a _______ land, Tibet, to find the animal that gave _______ to make sweaters.

   ★ Daisy saw an antelope looking _______. It said “we  ___________________ for the _______ beneath our _________, we are now an endangered species.”

   ★ Then the flying carpet took Daisy to a place _______ there is some wildlife __________.

    

   Read through Para. 2 carefully and then do the T/F :

   1. Farmers hunted the elephants only because they destroyed their farms.(     )

   2. The elephant used to be well protected in Zimbabwe. (       )

   3. In Zimbabwe, tourists love to see the elephants. (        )

   4. The farmers in Zimbabwe get nothing from the elephants now. (       )

   5. Farmers think that elephants contributed a lot to the local economy. (      )

    

   Read through Para. 3-4 carefully and answer the question.

1. The monkey in the thick rainforest advised Daisy (     )

   A. to make friends with animals living in the rainforest

       B. to produce a new drug against mosquitoes

       C. to pay more attention to the rainforest

       D. to be careful with insects

   2. What do the words "No rainforest, no animals, no drugs” mean? (    )

   A. Rainforests have disappeared. So have animals and drugs.

   B. Rainforests are important for the existence of animals and drugs.

   C. Animals should live in peace in the rainforest, or they won’t get drugs.

   D. Human beings have done much damage to the rainforests.

   3. During Daisy’s trip, ___ was her final stop.

1. Tibet

2. her home

3. the rainforest

4. Zimbabwe

   4. It can be inferred from the text that Daisy would ___.

1. produce the new drug with WWF

2. work with WWF to help wildlife

3. fly to other places to save the endangered animals

4. call on people to protect the rainforests

    

   Bring out the second clue of the passage --- Feeling change

   Sad --- relief --- amazed and inspired

   【设计说明】本环节旨在以问题链，逐段破译，帮助学生更细致的理解文章发展线。通过填空，判断对错，单项选择的活动，来培养学生获取细节信息和欣赏语言的能力。

   Step 4: Post reading

   In this part, students will discuss about how to protect wildlife in groups first.

   ▪ reduce hunting

   ▪ protect environment

   ▪ to set up nature reserve/ protection zone

   ▪ make laws to prevent them from being caught and killed

   ▪ raise money to help them

   ▪…

   【设计说明】通过小组讨论，引发学生思考。从自身出发，能为保护动植物做些什么？进而意识到动植物保护的重要性，引起学生对此感情上的共鸣。

    

   Step 5: Consolidation

   Task: Role-play activity

   Students will choose one and make dialogue with their partner, and there will be presentation at last.

   The first one:

      Daisy and the antelope

   The second one:

      Daisy and the elephant

   The third one:

      Daisy and the monkey

    

   Example:

   D: Nice to see you, I’m Daisy from… Can I ask you any questions?

   E: Of course, you can.

   D: Are you living a happy life?

   E: Yes. Now…,but in the past… …

   D: How can we make the situation better?

   E: First…Second…

   D: I see. I will tell the people to do as you have said. See you next time.

   【设计意图】让学生参与并与别人合作，有效实现输入到输出的衔接,既加强了对课堂知识的巩固，又能让学生意识到人类与动物的和谐共存，这也是本文学习的德育体现。积极的思考有助于学生树立学习英语的自信心，促进学生大面积参与到英语课堂教学活动中，最后达成英语语言能力的提升

    

   Step 6: Extension（homework）

   As an extension study of this lesson, homework assignment of this lesson will be collecting information of one kind of rare species in Jiangxi Province, and write a passage to introduce it.

   【设计意图】鼓励课外搜集材料，组织材料，并结合江西具体情况，进行写作，从而提高学生的综合语言运用能力。