英语Unit 4 History and traditions教学设计及反思

这是一份英语Unit 4 History and traditions教学设计及反思，共4页。
Learning ability gals
Enable the students t Talk abut wildlife endangerment , discuss and suggest slutin t the wildlife prblem WWF has t deal with.
Help the students t get t knw “hw t help wildlife” by reading, discussing and suggesting.
Teaching imprtant pints
Hw t imprve the students’ ability f reading abut wildlife prtectin and get the students t get t knw “hw t help wildlife”.
Teaching methds
Task-based learning and scanning.
Teaching aids
The Multimedia Cmputer, a prjectr, a bard and a tape recrder.
Teaching prcedures & ways
Step I Lead-in by a shrt vedi and a grup f pictures f the endangered animals.
Step 2 Scanning
1. Is it a true stry?
2. Hw many animals are mentined in the stry?
3. Hw many places has Daisy been t?
Step3 Careful reading fr details.
Stp1—para.1 Stp2—para.2 Stp3—para.3-4
1 The first stp
Purpse: t see sme ________________
Place: ______
Animal: ______________
Situatin: being hunted fr the wl under its stmach
Result: numbers are _________ rapidly
Hw did the antelpe feel?
Why are peple hunting and killing the Tibetan antelpes?
2 The secnd stp
Purpse: t g t a place with wildlife _________
Place: Zimbabwe
Animal: African ________
Situatin: used t be hunted with numbers decreasing rapidly
Result: nw being prtected by farmers making mney frm ______________
What was the situatin abut elephant ?
Hw did life imprve fr the farmers in Zimbabwe?
3 The third stp
Purpse: t g t a place where the WWF is invlved
Place: __________
Animal: ___________________
Situatin:
Result:
Why did the mnkey rub itself?
Why is the thick rainfrest imprtant fr animals?
Step 4 POST READING summary
One day, Daisy _________ a strange dream. She flew in a wnderful _______ t ______with an__________ in Tibet. The antelpe tld her they were hunted because f their____ which can be used t make ________like hers. In three years they may all be______. Later, she ______t Zimbabwe where she talked with an ________ and gt t knw the farmers there n lnger ______ them. That’s because the ____________ decided t help and the farmers finally made a lt f _______. At last she _______ at the thick _______ where a mnkey tld her “N rain frest, n _______ and n ______.” thugh finally everything was ______, she had _______ s much.
Step 5．Discussin
What shuld we d t prtect the endangered animals?We shuld… We shuldn’t …
Step 6．Hmewrk
1.Review the passage n
P26 and finish the exercises n P27.
2.Review the new wrds and phrases f this unit.
3.Write a shrt essay abut wildlife prtectin.
教 学 反 思

摘要：本文通过一节高中阅读课的实际案例，来探讨和反思野生动物灭绝的原因和野生动物保护的重要性和紧迫性由浅入深，从而逐渐提高学生学会分析语篇的能力。
1.教学内容：
本节课的阅读内容选自人民教育出版社出版的普通高中课程标准实验教科书《英语必修2》 Unit 4 Wildlife prtectin的阅读板块。文章标题为Hw Daisy Learned T Help Wildlife. 主要内容是讲述Daisy在梦中经历的一次奇妙的飞毯旅行。通过女孩和藏羚羊、非洲象、猴子的对话，了解到了当前野生物种所面临的艰难境况，从而想要通过有效途径来帮助野生动物的故事。
2.教学目标：
知识与技能：让学生掌握与野生动物保护有关的词汇和短语，如：prtectin,
decrease, endanger, die ut, habitat, in danger f, hunt, fur, WWF等。
过程与方法：训练学生在教师指导下，于小组合作中学会把握文章基本结构，理解文章基本内容，明白作者写作意图。
情感、态度和价值观：让学生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.反思不足之处：
这节课在教授过程中的不足之处有以下几点：
（1）小组活动不够充分，可能由于问题设置的局限性，学生可以发挥的空间受到了限制，因此，为了避免这种情况，教师应该在以后的教学过程中，尽量设置开放性问题，来充分调动学生的积极性，让学生多思、多想、多做，从而使生成的知识更多元、更深化。
（2）对学生speaking训练的比重不大，speaking和reading可以说是相辅相成的关系，本节课由于时间限制，因此，在课文阅读方面的speaking训练没有进行强化。
（3）在课堂驾驭方面，本应该做到，尽量为学生营造一个更加轻松、和谐、融洽的学习氛围，这方面的能力还有待于进一步提高。
4.反思可取之处：
这节课在教授过程中的可取之处主要有以下几点：
（1）课堂引入处理得较为成功，通过视频和图片中动物处境的反差，引发学生的思考，利于课堂教学内容的展开。
（2）在阅读过程中，基于分组教学的基础上，将问题设置得有梯度，且问题的形式设置得较为丰富，不再拘泥于传统的选择、填空等使得学生更有动力去在文章中搜索答案，提高学生学习的积极性。从而达到让学生把握阅读结构，理解阅读内容，体会作者意图的目的。
（3）在能力提升阶段，能组织学生根据课文内容，在小组合作的基础上，表达自己的观点，既能锻炼学生的口语表达能力，还能促进学生敢于展现自我，增强其自信心。
（4）最后通过师生共同讨论来升华课堂，让教师和学生达到情感的共鸣，明确课堂主题。