1、高一英語教案人教版本單元圍繞“野生動物保護”這一中心話題進行聽說 讀寫的訓練，其中閱讀部分“ How Daisy Learned to Help Wildlife ”描述了一個名叫Daisy的女孩以特殊的方式從瀕危動物那里學到了野生動物保護的知識。Daisy的學習方式，方法和過程非常奇幻，她乘著飛毯周游世界，首先來到 了，同藏羚羊的對話中了解到了瀕危野生動物的現狀和原 因。然后飛到了津巴布韋通過大象的介紹，明白了動物保護 的重要性和措施，最后來到了熱帶雨林，從猴子口中懂得了 保護野生動物還應該關注他們生活的環境，了解他們的習 性。最后Daisy在奇幻之旅結束時提高了保護野生動物的意 識，表達了

2、她的感受和決心。文章立意新穎，近似于童話， 活潑有趣，行文結構清晰，層次分明。學生閱讀的過程就是隨著Daisy學習動物保護的過程。學生是以聽說讀寫的方式從課本，網絡等課程資源中獲取關 于動物保護的信息。基于課文的形式和內容特點，我挖掘由 了課文內容與學習方式的結合點，學習內容與實際應用的共 性，因此采取了任務型教學的模式，制定由班級總任務是制 作以保護各種瀕危野生動物為主題的，題為“Let' s HelpWild Life ”的英文網站。這個網站是由若干網頁組成，網 頁內容是以一種瀕危動物的保護為主題，因此把全班以四人 為一組分成若干組，小組任務是制作這張網頁。要完成任務，學生必須確定

3、瀕危動物是什么，內容和語 言，以及設計制作，具體步驟是課前分組查找瀕危動物有哪 些，自主選擇他們最關注的一種動物，課上學習與主題相關 的內容，進行語言聚集，課后收集，整理，合成信息，完成 網頁的制作，這樣，從課前準備到課中學習到課后延展，達 成了知識的系統性，提高了學生用英語解決實際問題，綜合 運用語言的能力，提高了自主學習的意識和能力。所授課學生為我校高一學生，經過第一模塊的學習，學 生了解并學會了運用以小組合作的方式進行合作學習，學生 具備基本的閱讀能力，閱讀技巧和方法。但尚未掌握有效的 方法克服閱讀中的生詞障礙。瀕危野生動物保護是學生熟悉 和關心的話題，但用以表達話題的語言積累不足。此外

4、，雖 然學生的學習資源豐富，但未能恰當的利用資源進行語言學 習。因此設計好學習任務，方法和步驟是提高閱讀能力，進 一步鞏固和加強英語學習策略的關鍵。知識與技能目標：1 .學生通過回答問題，填寫圖表，連線，等方式獲取并 理解有關Daisy如何學到的關于野生動物保護知識的信息,2 .能夠運用所獲取的信息簡單描述關于瀕危動物，藏羚羊的保護情況。3 .利用資源策略，完成以保護野生動物為主題的網頁制作。情感與態度目標：1. 通過獲取野生動物保護知識，提高保護野生動物的意識。2. 通過小組合作，學生提升了合作意識；學生增強了自信，維持并提高了對英語學習的興趣。教學重點和難點：獲取并理解關于Daisy學到關

5、于瀕危動物保護的知識的相關信息，并遷移運用到談論關于對藏羚羊的保護。Pre-readingI. Task presentation:Class task: Build up a website about wildlife protection, called " Let ' s Help Wildlife ”Team task: Produce a web page about protecting one kind animal that you are concerned about.II. Names collection:Collect the names of e

6、ndangered animals that theydecide to protect.III. Inquiry question:Show the Ss two questions to think over and ask them to answer by the end of theclass.Q1. Why should we protect wildlife?Q2. What do you learn from the text to help wildlife?設計意圖：學生明確了學習目標，從而激發了學生的閱 讀動機，探究性問題使學生在學習過程中處于主動認知的狀 態，開啟了他們

7、的思維之門，知識之窗。IV. Prediction.1. Ss read the title and predict what the text talks about.2. Ss compare the title of the text with their task.設計意圖：學生比較課文標題和任務標題，發現相似之 處，使學生明確了其制作網頁的內容就是來源于課本內容， 要想完成任務就要學好課文，課文為其任務的達成提供了依 據和幫助。While reading- Fast readingSs skim the text and answer the following questions:

8、Q1. Where did Daisy go?Q2. How did she go there?Q3. What animals did she meet?設計意圖：學生了解文章主要內容，培養學生快速瀏覽閱讀材料確定主要信息的技巧。圖文結合的形式增強了學生的感性認識，使學生 意識到動物保護是全球范圍的行動。加深了對文章內容的印 象。While reading- Detailed readingPara 1.I. Ss read the first paragraph and answer the following questions.Q1. What is the situation of

9、antelope in Tibet?Q2. Why has the antelope become endangered?Q3. Is there any protection provided?Possible answers:Situation: decreaseReason:be killed for the fur beneath its stomachno protection設計意圖：學生獲取細節信息，培養學生快速瀏覽閱讀 材料，確定具體信息的閱讀技巧。II. Language understanding.1. Ss understand the sentence by looki

10、ng at the picture and choosing correct answer. "We re being killed for the wool beneath our stomachs. Our fur is being used to make sweaters for people like you.Q: Which part of an antelope is used to make wool sweater?設計意圖：并且利用非語言信息幫助學生理解文字信息。2. Ss paraphrase the word “respond" andtalk ab

11、out the method of guessing the new word.“ Where do you？” it asked. Daisy responded immediately. “I' d like to ”Method:利用動作的順承關系設計意圖：學生掌握通過上下文猜詞的技巧，提高處理 生詞和理解信息的能力。III. Ss get to know more reasons why wildlife canbe endangered.1. Ss brainstorm the reasons設計意圖：學生通過頭腦風暴進行發散性思維，激活學 生的背景知識，積極主動地將自己已有

12、的知識和經驗，結合 語篇中的信息產生新的思想。2. Ss describe the pictures and talk about the reason why the animal is endangered.The tiger becomes because people.People . As a result, the panda The weather , so the pole bear設計意圖：利用本段信息談論其它瀕危動物的現狀和原 因是對知識的拓展與遷移，提高了學生語言應用的能力。IV. Deep understandingSs discuss and answer the q

13、uestion.Q: What did Daisy learn from her trip in Tibet?Possible answer: Situation and reasons ofendangered animals設計意圖：學生對已獲取的信息進行概括，培養學生總結歸納段落主題的能力。Para 2.I. Ss read the passage and match the time with itssituation設計意圖：學生獲取細節信息，培養學生快速瀏覽閱讀材料，確定具體信息的技巧。II. Language understanding.Ss get the meaning of

14、 the word “used to" and talk about the method of guessing the new word.“The elephant used to be an endangered species. ”Method:利用對比關系設計意圖：學生掌握通過上下文猜詞的技巧，提高處理生詞和理解信息的能力III.Ss get to know more practicalmeasures ofprotection.Ss do group work to collect the measures of protection1. Ss list the meas

15、ures individually.2. Ss discuss and collect the measures in a group of work.3. Ss show the measures on the blackboard.設計意圖：通過合作學習，集思廣益，有助于增強自信 心，提高合作意識，競爭意識，積極主動地將自己已有的知 識和經驗與他人交流，結合語篇中的信息產生新的思想。IV. Ss discuss the measures of antelopes ' protection.1. Ss tick out the measures of protection from

16、which that the student collected.2. Ss talk about the practical measures.設計意圖：利用本段信息談論對藏羚羊的保護是對本段 知識的拓展與遷移，提高了學生語言應用的能力。V. Deep understandingSs discuss and answer the question.Q: What did Daisy learn from her trip in Zimbabwe?Possibleanswer:Protectionand solutionofendangered animals設計意圖：學生對已獲取的信息進行概

17、括，培養學生總 結歸納段落主題的能力。Para 3.I. Ss read the passage and find out the answer to the questions.Q1. What is the relationship among wildlife according to the monkey?設計意圖：學生獲取細節信息，培養學生快速瀏覽閱讀 材料，確定具體信息的閱讀技巧。關系圖的設計幫助學生理解信息。Q2. What does the relationship suggest?II. Ss discuss the inquiry question asked at the

18、 beginning of the class.Q: Why should we protect wildlife?III. Language understanding.Ss get the meaning of the wordaappreciate ” bychoosing correct answer and talk about the method of guessing the new word.and appreciatehow the animals livetogether.A. admireB. understandC. thankMethod:利用動賓關系設計意圖：學生

19、掌握通過上下文猜詞的技巧，提高處理 生詞和理解信息的能力。IV. Deep understandingSs discuss and answer the question.Q:What did Daisy learn from her trip in therainforest?Possible answer: Habitat and features of endangered animals設計意圖：學生對已獲取的信息進行概括，培養學生總 結歸納段落主題的能力。V. Ss will talk about the antelope' s habitat andfeathers acc

20、ording to the information given by the teachers.Height 75cmWeight 40kgHabitat Only on cold desert, high mountains in Qinghai-Tibet plateauLifeAppearance Brown, like sheep, long and sharp horns, a little bag in the nose to help to breathe,8 years設計意圖：利用本段信息談論對藏羚羊的棲息地和特點是對本段知識的拓展與遷移，提高了學生語言應用的能力。Para.

21、 4Ss read the fourth paragraph and answer the following questions.Q1. What did Daisy plan to do after going back home?Q2. What did Daisy think of the experience?設計意圖：學生獲取細節信息，培養學生快速瀏覽閱讀材料，確定具體信息的閱讀技巧。關系圖的設計幫助學生理解信息。Post readingI. Summary1. Ss sum up the ways guessing new words.利用順承關系利用對比關系利用動賓關系設計意圖

22、：掌握通過上下文猜詞的技巧，學生就能夠提 高在閱讀中處理生詞的能力，提高邏輯思維能力，提高在語 境中理解信息的能力，增強在閱讀中克服生詞障礙的信心。2. Ss sum up the information about wildlife protection.Ss recall the inquiry question asked at the beginning of the class.Q: What do you learn from the text to help wildlife?Situation and reasonsProtection and solutionHabitat

23、and featuresII. DiscussionSs talk about the antelope' s protection.Habitat and featuresAn adult antelope is about 40kg weigh and 75cmhigh.They are like brown sheep with long and sharp horns.There is a little bag in the nose to help to breathe.and their fur beneath the body is quite soft. They on

24、ly live on cold desert, high mountains in Qinghai-Tibet Plateau. The life is no more than eight years.Situation and reasonsThe number of antelopes is decreasing rapidly. Most of them are being killed for the fur beneath its stomach to make sweater for people. There is not any protection, so thy are

25、dying out.Protection and solutionThe government is establishing Antelope Reserve to prevent people from killing them. And there are somelaws that has been passed to punish those people whohunt them or destroy their environment. Besides, people had better not buy any sweaters made of wool from antelopes. It is more important that people shoul