教材分析：
本單元圍繞“野生動(dòng)物保護(hù)”這一中心話題進(jìn)行聽說讀寫的訓(xùn)練，其中閱讀部分“How Daisy Learned to Help Wildlife” 描述了一個(gè)名叫Daisy 的女孩以特殊的方式從瀕危動(dòng)物那里學(xué)到了野生動(dòng)物保護(hù)的知識(shí)。Daisy 的學(xué)習(xí)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(duì)話中了解到了瀕危野生動(dòng)物的現(xiàn)狀和原因。然后飛到了津巴布韋通過大象的介紹，明白了動(dòng)物保護(hù)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(hù)野生動(dòng)物還應(yīng)該關(guān)注他們生活的環(huán)境，了解他們的習(xí)性。最后Daisy 在奇幻之旅結(jié)束時(shí)提高了保護(hù)野生動(dòng)物的意識(shí)，表達(dá)了她的感受和決心。文章立意新穎，近似于童話，活潑有趣，行文結(jié)構(gòu)清晰，層次分明。
設(shè)計(jì)思路：
學(xué)生閱讀的過程就是隨著Daisy學(xué)習(xí)動(dòng)物保護(hù)的過程。學(xué)生是以聽說讀寫的方式從課本，網(wǎng)絡(luò)等課程資源中獲取關(guān)于動(dòng)物保護(hù)的信息。基于課文的形式和內(nèi)容特點(diǎn)，我挖掘出了課文內(nèi)容與學(xué)習(xí)方式的結(jié)合點(diǎn)，學(xué)習(xí)內(nèi)容與實(shí)際應(yīng)用的共性，因此采取了任務(wù)型教學(xué)的模式，制定出班級(jí)總?cè)蝿?wù)是制作以保護(hù)各種瀕危野生動(dòng)物為主題的，題為 “Let’s Help Wild Life”的英文網(wǎng)站。這個(gè)網(wǎng)站是由若干網(wǎng)頁組成，網(wǎng)頁內(nèi)容是以一種瀕危動(dòng)物的保護(hù)為主題，因此把全班以四人為一組分成若干組，小組任務(wù)是制作這張網(wǎng)頁。
要完成任務(wù)，學(xué)生必須確定瀕危動(dòng)物是什么，內(nèi)容和語言，以及設(shè)計(jì)制作，具體步驟是課前分組查找瀕危動(dòng)物有哪些，自主選擇他們最關(guān)注的一種動(dòng)物，課上學(xué)習(xí)與主題相關(guān)的內(nèi)容，進(jìn)行語言聚集，課后收集，整理，合成信息，完成網(wǎng)頁的制作，這樣，從課前準(zhǔn)備到課中學(xué)習(xí)到課后延展，達(dá)成了知識(shí)的系統(tǒng)性，提高了學(xué)生用英語解決實(shí)際問題，綜合運(yùn)用語言的能力, 提高了自主學(xué)習(xí)的意識(shí)和能力。
學(xué)情分析：
所授課學(xué)生為我校高一學(xué)生，經(jīng)過第一模塊的學(xué)習(xí)，學(xué)生了解并學(xué)會(huì)了運(yùn)用以小組合作的方式進(jìn)行合作學(xué)習(xí)，學(xué)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(dòng)物保護(hù)是學(xué)生熟悉和關(guān)心的話題，但用以表達(dá)話題的語言積累不足。此外，雖然學(xué)生的學(xué)習(xí)資源豐富，但未能恰當(dāng)?shù)睦觅Y源進(jìn)行語言學(xué)習(xí)。因此設(shè)計(jì)好學(xué)習(xí)任務(wù)，方法和步驟是提高閱讀能力，進(jìn)一步鞏固和加強(qiáng)英 語學(xué)習(xí)策略的關(guān)鍵。
教學(xué)目標(biāo)：
知識(shí)與技能目標(biāo)：
1.學(xué)生通過回答問題，填寫圖表，連線，等方式獲取并理解有關(guān)Daisy 如何學(xué)到的關(guān)于野生動(dòng)物保護(hù)知識(shí)的信息。
2. 能夠運(yùn)用所獲取的信息簡(jiǎn)單描述關(guān)于瀕危動(dòng)物，藏羚羊的保護(hù)情況。
3．利用資源策略，完成以保護(hù)野生動(dòng)物為主題的網(wǎng)頁制作。
情感與態(tài)度目標(biāo)：
1. 通過獲取野生動(dòng)物保護(hù)知識(shí)，提高保護(hù)野生動(dòng)物的意識(shí)。
2. 通過小組合作，學(xué)生提升了合作意識(shí)；學(xué)生增強(qiáng)了自信，維持并提高了對(duì)英語學(xué)習(xí)的興趣。
教學(xué)重點(diǎn)和難點(diǎn)：
獲取并理解關(guān)于Daisy 學(xué)到關(guān)于瀕危動(dòng)物保護(hù)的知識(shí)的相關(guān)信息，并遷移運(yùn)用到談?wù)撽P(guān)于對(duì)藏羚羊的保護(hù)。
教學(xué)過程：
Pre-reading
I. 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 endangered animals that they decide to protect.
III. Inquiry question:
Show the Ss two questions to think over and ask them to answer by the end of the
class.
Q1. Why should we protect wildlife?
Q2. What do you learn from the text to help wildlife?
設(shè)計(jì)意圖：學(xué)生明確了學(xué)習(xí)目標(biāo)，從而激發(fā)了學(xué)生的閱讀動(dòng)機(jī)，探究性問題使學(xué)生在學(xué)習(xí)過程中處于主動(dòng)認(rèn)知的狀態(tài)，開啟了他們的思維之門，知識(shí)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(shè)計(jì)意圖：學(xué)生比較課文標(biāo)題和任務(wù)標(biāo)題，發(fā)現(xiàn)相似之處，使學(xué)生明確了其制作網(wǎng)頁的內(nèi)容就是來源于課本內(nèi)容，要想完成任務(wù)就要學(xué)好課文，課文為其任務(wù)的達(dá)成提供了依據(jù)和幫助。
While reading--- Fast reading
Ss skim the text and answer the following questions:
Q1. Where did Daisy go?
Q2. How did she go there?
Q3. What animals did she meet?
設(shè)計(jì)意圖：學(xué)生了解文章主要內(nèi)容，培養(yǎng)學(xué)生快速瀏覽閱讀材料確定主要信息的
技巧。圖文結(jié)合的形式增強(qiáng)了學(xué)生的感性認(rèn)識(shí)，使學(xué)生意識(shí)到動(dòng)物保護(hù)是全球范圍的行動(dòng)。加深了對(duì)文章內(nèi)容的印象。
While reading--- Detailed reading
Para 1.
I. Ss read the first paragraph and answer the following questions.
Q1. What is the situation of antelope in Tibet?
Q2. Why has the antelope become endangered?
Q3. Is there any protection provided?
Possible answers:
Situation: decrease
Reason: be killed for the fur beneath its stomach
no protection
設(shè)計(jì)意圖：學(xué)生獲取細(xì)節(jié)信息，培養(yǎng)學(xué)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 looking 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(shè)計(jì)意圖：并且利用非語言信息幫助學(xué)生理解文字信息。
2. Ss paraphrase the word “respond” andtalk about the method of guessing the new word.
“ Where do you…?”it asked. Daisy responded immediately. “I’d like to…”
Method: 利用動(dòng)作的順承關(guān)系
設(shè)計(jì)意圖：學(xué)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 can be endangered.
1. Ss brainstorm the reasons
設(shè)計(jì)意圖：學(xué)生通過頭腦風(fēng)暴進(jìn)行發(fā)散性思維，激活學(xué)生的背景知識(shí)，積極主動(dòng)地將自己已有的知識(shí)和經(jīng)驗(yàn)，結(jié)合語篇中的信息產(chǎn)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(shè)計(jì)意圖：利用本段信息談?wù)撈渌鼮l危動(dòng)物的現(xiàn)狀和原因是對(duì)知識(shí)的拓展與遷移，提高了學(xué)生語言應(yīng)用的能力。
IV. Deep understanding
Ss discuss and answer the question.
Q: What did Daisy learn from her trip in Tibet?
Possible answer: Situation and reasons of endangered animals
設(shè)計(jì)意圖：學(xué)生對(duì)已獲取的信息進(jìn)行概括，培養(yǎng)學(xué)生總結(jié)歸納段落主題的能力。
Para 2.
I. Ss read the passage and match the time with its situation
設(shè)計(jì)意圖：學(xué)生獲取細(xì)節(jié)信息，培養(yǎng)學(xué)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 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(duì)比關(guān)系
設(shè)計(jì)意圖：學(xué)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 practical measures of protection.
Ss do group work to collect the measures of protection
1. Ss list the measures individually.
2. Ss discuss and collect the measures in a group of work.
3. Ss show the measures on the blackboard.
設(shè)計(jì)意圖：通過合作學(xué)習(xí)，集思廣益，有助于增強(qiáng)自信心，提高合作意識(shí)，競(jìng)爭(zhēng)意識(shí)，積極主動(dòng)地將自己已有的知識(shí)和經(jīng)驗(yàn)與他人交流，結(jié)合語篇中的信息產(chǎn)生新的思想。
IV. Ss discuss the measures of antelopes’ protection.
1. Ss tick out the measures of protection from which that the student collected.
2. Ss talk about the practical measu
res.
設(shè)計(jì)意圖：利用本段信息談?wù)搶?duì)藏羚羊的保護(hù)是對(duì)本段知識(shí)的拓展與遷移，提高了學(xué)生語言應(yīng)用的能力。
V. Deep understanding
Ss discuss and answer the question.
Q: What did Daisy learn from her trip in Zimbabwe?
Possible answer: Protection and solution of endangered animals
設(shè)計(jì)意圖：學(xué)生對(duì)已獲取的信息進(jìn)行概括，培養(yǎng)學(xué)生總結(jié)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(shè)計(jì)意圖：學(xué)生獲取細(xì)節(jié)信息，培養(yǎng)學(xué)生快速瀏覽閱讀材料，確定具體信息的閱讀技巧。
關(guān)系圖的設(shè)計(jì)幫助學(xué)生理解信息。
Q2. What does the relationship suggest?
II. Ss discuss the inquiry question asked at the beginning of the class.
Q: Why should we protect wildlife?
III. Language understanding.
Ss get the meaning of the word “appreciate” by choosing correct answer and talk about the method of guessing the new word.
“… and appreciate how the animals live together.”
A. admire B. understand C. thank
Method: 利用動(dòng)賓關(guān)系
設(shè)計(jì)意圖：學(xué)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。
IV. Deep understanding
Ss discuss and answer the question.
Q: What did Daisy learn from her trip in the rainforest?
Possible answer: Habitat and features of endangered animals
設(shè)計(jì)意圖：學(xué)生對(duì)已獲取的信息進(jìn)行概括，培養(yǎng)學(xué)生總結(jié)歸納段落主題的能力。
V. Ss will talk about the antelope’s habitat and feathers according to the information given by the teachers.
Height 75cm
Weight 40kg
Habitat Only on cold desert, high mountains in Qinghai-Tibet plateau
Appearance Brown, like sheep, long and sharp horns, a little bag in the nose to help to breathe,
Life 8 years
設(shè)計(jì)意圖：利用本段信息談?wù)搶?duì)藏羚羊的棲息地和特點(diǎn)是對(duì)本段知識(shí)的拓展與遷移，提高了學(xué)生語言應(yīng)用的能力。
Para. 4
Ss 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(shè)計(jì)意圖：學(xué)生獲取細(xì)節(jié)信息，培養(yǎng)學(xué)生快速瀏覽閱讀材料，確定具體信息的閱讀技巧。
關(guān)系圖的設(shè)計(jì)幫助學(xué)生理解信息。
Post reading
I. Summary
1. Ss sum up the ways guessing new words.
利用順承關(guān)系
利用對(duì)比關(guān)系
利用動(dòng)賓關(guān)系
設(shè)計(jì)意圖：掌握通過上下文猜詞的技巧，學(xué)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(qiáng)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 reasons
Protection and solution
Habitat and features
II. Discussion
Ss talk about the antelope’s protection.
Habitat and features
An adult antelope is about 40kg weigh and 75cm high. 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 only live on cold desert, high mountains in Qinghai-Tibet Plateau. The life is no more than eight years.
Situation and reasons
The 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 dying out.
Protection and solution
The government is establishing Antelope Reserve to prevent people from killing them. And there are some laws that has been passed to punish those people who hunt them or destroy their environment. Besides, people had better not buy any sweaters made of wool from antelopes. It is more important that people should know protecting wildlife is protecting themselves.
設(shè)計(jì)意圖：學(xué)生能夠運(yùn)用閱讀中已知的信息，再次經(jīng)歷信息的篩選，歸納，綜合和概括的思維過程，使學(xué)生在信息的遷移過程中培養(yǎng)了靈活的思維方式。另外教學(xué)環(huán)節(jié)是學(xué)生完成任務(wù)的范例。
Homework:
1. Finish the web paper.
2. Give each group evaluation on their web paper.
Evaluation
Group Content Language Desi
gn Total
5 3 1 5 3 1 5 3 1
Group 1
Group 2
……
Notes:
Mark Content Language Design
5 完整充實(shí) 豐富，易懂，無誤 合理新穎，可視性強(qiáng)
3 基本完整 易懂但有誤 合理，有可視性
1 未完成 錯(cuò)誤很多，很難讀懂 不合理
設(shè)計(jì)意圖：知識(shí)拓展以及資源策略的培養(yǎng)， 提高了自主學(xué)習(xí)的意識(shí)和能力。
板書設(shè)計(jì)：
Habitat and features
Learn to help wildlife Situation and reasons
Protection and solution
教學(xué)效果評(píng)價(jià)：
積極開發(fā)和合理利用課程資源是英語課程實(shí)施的重要組成部分，如何將各種形式的課程資源與英語教材有效的結(jié)合是教學(xué)過程實(shí)施的關(guān)鍵。本課力圖將網(wǎng)絡(luò)資源與教材內(nèi)容合理地結(jié)合，并進(jìn)行有效的利用和開發(fā)。主要體現(xiàn)在以下三點(diǎn)：
1．找到了課本內(nèi)容與利用網(wǎng)絡(luò)資源進(jìn)行課題研究的共性和結(jié)合點(diǎn)，即以動(dòng)物保護(hù)為話題的學(xué)習(xí)。
2．明確了學(xué)習(xí)課本內(nèi)容與查找網(wǎng)絡(luò)信息之間的關(guān)系， 即互補(bǔ)，互進(jìn)，互通的關(guān)系。因此學(xué)生提高了利用課程資源對(duì)信息進(jìn)行有效的篩選和收集的能力。
3．強(qiáng)調(diào)了英語教材是英語課程資源的核心部分。學(xué)生只有通過課本內(nèi)容的學(xué)習(xí)， 之后才能確定其網(wǎng)頁內(nèi)容，而且教材為任務(wù)的完成提供了充足的語言支持，使學(xué)生明確了課本內(nèi)容，課文閱讀，課堂學(xué)習(xí)的重要性。
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