高一英語必修四教案
教學(xué)目標(biāo)
知識與技能目標(biāo)：
The students will be able to
1. identify the different festivals by comparing the information about celebrations.
2. explain the reason why the festivals come into being by finding out the similarities and differences.
3. describe their favorite festivals by using the language from the text.
教學(xué)重點和難點
1）為全體學(xué)生進行有效性閱讀策略的指導(dǎo)，包括語篇分析、猜測詞義，邏輯推理、歸納概括等技巧。
2）通過比較信息，歸納總結(jié)各國節(jié)日產(chǎn)生的原因，推理出人們到對節(jié)日的態(tài)度和節(jié)日的意義。
教學(xué)過程
教學(xué)步驟 教學(xué)活動 設(shè)計意圖
Pre-reading: Step 1.Brainstorm:
Motivate the Ss by asking some questions.
Q1: Do you any festivals around the world?
Step 2. Match the celebration with the festivals.
Q2: Do you know how people celebrate these Festivals?
Do a quiz.
Step 2. Discussion
Ss discuss the following questions
Q1: How do they come into being?
Q2: What do they have in common? And what are there difference among them?
問題引發(fā)了學(xué)生的思考，調(diào)動學(xué)生的已知，將學(xué)生的思維活動引導(dǎo)到課文主題上來。
While-reading General reading
Ss get to know the main idea and the structure of the text.
Step 1.Students read the first paragraph and answer the following questions.
Q1：When do festivalsk: 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)生的閱讀動機，探究性問題使學(xué)生在學(xué)習(xí)過程中處于主動認知的狀態(tài)，開啟了他們的思維之門，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(shè)計意圖：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)合的形式增強了學(xué)生的感性認識，使學(xué)生意識到動物保護是全球范圍的行動。加深了對文章內(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)計意圖：學(xué)生獲取細節(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: 利用動作的順承關(guān)系
設(shè)計意圖：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)計意圖：學(xué)生通過頭腦風(fēng)暴進行發(fā)散性思維，激活學(xué)生的背景知識，積極主動地將自己已有的知識和經(jīng)驗，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)計意圖：利用本段信息談?wù)撈渌鼮l危動物的現(xiàn)狀和原因是對知識的拓展與遷移，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)計意圖：學(xué)生對已獲取的信息進行概括，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)計意圖：學(xué)生獲取細節(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: 利用對比關(guān)系
設(shè)計意圖：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)計意圖：通過合作學(xué)習(xí)，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(jīng)驗與他人交流，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 measures.
設(shè)計意圖：利用本段信息談?wù)搶Σ亓缪虻谋Ｗo是對本段知識的拓展與遷移，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)計意圖：學(xué)生對已獲取的信息進行概括，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)計意圖：學(xué)生獲取細節(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: 利用動賓關(guān)系
設(shè)計意圖：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)計意圖：學(xué)生對已獲取的信息進行概括，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)計意圖：利用本段信息談?wù)搶Σ亓缪虻臈⒌睾吞攸c是對本段知識的拓展與遷移，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)計意圖：學(xué)生獲取細節(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
利用對比關(guān)系
利用動賓關(guān)系
設(shè)計意圖：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)計意圖：學(xué)生能夠運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 Design Total
5 3 1 5 3 1 5 3 1
Group 1
Group 2
……
Notes:
Mark Content Language Design
5 完整充實 豐富，易懂，無誤 合理新穎，可視性強
3 基本完整 易懂但有誤 合理，有可視性
1 未完成 錯誤很多，很難讀懂 不合理
設(shè)計意圖：知識拓展以及資源策略的培養(yǎng)， 提高了自主學(xué)習(xí)的意識和能力。
板書設(shè)計：
Habitat and features
Learn to help wildlife Situation and reasons
Protection and solution
教學(xué)效果評價：
積極開發(fā)和合理利用課程資源是英語課程實施的重要組成部分，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，并進行有效的利用和開發(fā)。主要體現(xiàn)在以下三點：
1．找到了課本內(nèi)容與利用網(wǎng)絡(luò)資源進行課題研究的共性和結(jié)合點，即以動物保護為話題的學(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，互進，互通的關(guān)系。因此學(xué)生提高了利用課程資源對信息進行有效的篩選和收集的能力。
3．強調(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。
教學(xué)片段演示教案
Activity 1. Getting information
Step 1. Ss read the third passage and fill in the blanks to make the diagram complete.
Step 2. Ss show the diagram on the blackboard.
Step 3. Ss answer the questions to clarify the relationship among wildlife.
Q: What is the relationship among wildlife according the monkey?
Possible answer: In the rainforest, the monkey use the millipede insect to rub its body in order to protect itself from mosquitoes, because the millipede insect contains a drug which can affect mosquitoes.
Activity 2. Further understanding
Step 1. Ss read the question and think it over.
Q: What does the relationship suggest?
Step 2. Ss discuss the answer to the question in pairs
Step 3. Ss give the answer to the question.
Possible answer: Animals live together in harmony and benefit from each other.
Activity 3. Logical inference
Step 1. Ss recall the inquiry question asked at the beginning of the class.
Q: Why should we protectwildlife?
Step 2. Ss discuss the answer to the question in pairs
Step 3. Ss give their answers.
The possible answer: Protecting wildlife is protecting ourselves.
Blackboard design:
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