高中英语-Unit 4 Wlidlife Protection教学设计学情分析教材分析课后反思

Book2Unit4WildlifeProtection教学设计TeachingObjectives：StudentsareabletoEnrichthevocabularyofwildlifeprotectionStrengthenthereadingskillsandstrategiesRaisetheawarenessofwildlifeprotectionKeypoints：Studentscanlearnimportantvocabulariesaboutwildlifeprotectioninunderstandingthetext.Studentscanmatersomeimportantdetailstodoexercisesproperly.DifficultPoints:Enablestudentstoapplyreadingskillsproperlytoexercisesandtodiscusshowtoprotectwildlife.TeachingMethods:Task-basedTeachingandSituationalTeachingLearningprocedures:Step=1\*ROMANI.Warming-up:watchashortvideoandanswerquestionsWhathaveyoulearnedfromthevideo?Howshouldweprotectthewildlife?Step=2\*ROMANII.Fast-readingFindoutthemainideaaboutwho,when,where,howandwhat.Step=3\*ROMANIII.Careful-readingTask1——Destination1Tibet:Choosetherightpictureforthedialogueandfillintheblank.Task2——Destination2Zimbabwe:ClassifyfivesentencesintotwogroupsabouttheelephantTask3——Destination3Rainforest:DescribeapictureaboutwhatamonkeyisdoingandwhyTask4——Destination4Home:PredictwhatDaisyisgoingtodoaftergoinghomeingroupsStep=4\*ROMANIV.Summary:RetellwhatDaisyhadexperiencedandwhatshelearnedbyfillinginachartStepV.Consolidation:PlaydifferentrolesinanAnimalcourtJudge(theteacher);Wildlife(somestudents):tocomplainaboutwhathumanhaddoneHumanbeings(others):totakemeasurestoprotectthewildlifeStep=5\*ROMANVI.Assignment:ContinuationWritealettertotellWWFwhatDaisyhaveexperiencedandlearnedfromwildlife.StepVII.Assessment:FinishtheexercisesafterclassBlackboardDesign:WildlifeEndangeredHarmonyProtectionHumanHow:person;government;WWF(habitat)学情分析参加本节课的学生为济南市莱芜第十七中学的高三某班学生。一方面，他们经过两年的知识沉淀已具备一定范围的英语词汇基础，可以理解本节课的阅读内容。其次，他们具备一定的信息定位能力，可以在阅读练习中一定程度地运用阅读技巧和策略。再者，高三学生涉猎较广，对人与自然的主题求知欲强烈，对保护野生动物兴趣浓厚，而且乐于表达自己的个人主见。另一方面，由于他们英语基础较为薄弱，关于野生动物保护方面的词汇仍有漏洞。而且，大部分学生尚未养成良好的阅读习惯和娴熟的阅读技巧与策略，尤其是信息总结概括、批判判断和逻辑推理能力欠缺，亟需加以训练和强化。最后，学生层次差别较大，对知识的需求度和难易程度也存在分层。但普遍存在不敢开口、不愿开口说英语的情绪，因而在语言表达，尤其口语和写作方面，还需要进一步鼓励和激励。教学效果本节课教学效果整体较佳，不仅顺利完成了教学任务，实现了教学目标，而且达到了寓教于乐、学以致用的良好效果，学生在语言能力、学习能力、文化意识和思维品质等方面都有一定提高。具体而言：动画视频导入加大量图片展示，充分调动了学生学习的求知欲和好奇心，在每项教学活动中踊跃举手，积极参与。图片描述与动物法庭环节学生自主探索、合作交流，惟妙惟肖地演绎了人类与动物的审判案。轻松愉悦的同时又将所学成功输出，熟练应用于法庭申诉，而且学生自主呼吁保护动物，责任感大大提升。问答、分组、填表等教学活动中学生信息定位精准，概括到位，还分享了“看时态即可得答案”的阅读技巧。课后评估练习词汇全部掌握，阅读学生理解透彻，练习正确。教材分析教材版本：人教版模块：必修2第4单元教学设计时段：本单元第2课时ReadingandVocabulary蔡教学课型：阅读课蔡教材重点：学习关于野生动物保护的相关词汇，并可以应用于表达；抓取文章信息，理解文章内容。教材难点：在阅读中训练阅读技巧和策略，并探究如何保护野生动物。教材分析：本单元以保护野生动物（WildlifeProtection）为话题，旨在通过一系列野生动物受迫害甚至濒危、灭绝的画面使学生了解野生动物的艰难处境，进而意识到保护野生动物的重要性和必要性，唤起学生保护野生动物的意识和责任感。本节阅读课以童话体裁讲述了小女孩Daisy乘坐飞毯与藏羚羊、大象、猴子对话的魔幻之旅。通过阅读和练习，帮助学生近距离感知野生动物的濒危现状，深入了解如何保护野生动物，并呼吁大家努力创造人与自然和谐共生的美好前景。课后阅读练习词汇识记wildlifen._______濒危的adj._______speciesn._______mosquiton._______antelopen._______WWFn._______在增长___________withoutmercy___________阅读理解(2020·长春质量监测)Pangolins(穿山甲)arestrange­lookingcreatures,coveredwithhardscales(鳞).Theycanrollupintoaballtoprotectthemselvesfromenemiesandhavetonguesthatarelongerthantheirbodies.PangolinshaverecentlybecomethefocusofChinesepeople.Ascreenshotofamicroblogpostshowedsomepeopleeatingpangolinsatafeastspread.Afewdayslater,peoplewereangeredagainbypicturesshowingpeopleeatingprotectedanimals,includingpangolins.Yetthisisonlythetipoftheiceberg.Manymorepangolinshavebeenhuntedorkilled.AccordingtotheInternationalUnionforConservationofNature(IUCN),morethan1millionofthemhavebeenkilledorsoldinthelast10years.Italsosaidthattheyarethemostillegallytradedmammalsintheworld.InSeptember2016,theIUCNaddedthepangolintotheworld’s“endangeredanimalslist”.Theyarenowmoreendangeredthanpandas.Agrowingtradeoftheirscalesandmeatisthemainreasonfortheirdeclineinnumber.ManypeopleinAsiaandAfricaconsiderpangolinmeatisdelicious.Somepeopleeventhinkpangolinscaleshavemedicalqualities.However,theirscalesaremadeofkeratin(角蛋白),thesamematerialhumanfingernailsaremadeof.Luckily,thesituationisgettingbetter.WorldPangolinDayisonthethirdSaturdayofFebruaryeachyear.It’sadaytohelppeopleknowmoreaboutpangolins.ThegovernmentnowstopsanyonefrombuyingandeatingpangolinsinChina.Breakingthislawisregardedasacrime,andthetradeofpangolinsacrosstheworldisalsonotallowed,accordingtotheConventiononTradeinEndangeredSpeciesofWildFaunaandFlora.1．Pangolinshavecaughtpeople’sattentiontheseyearsbecause________．A．theylookstrangeB．theyappearinsomemoviesC．theyarekilledandeatenbypeopleD．theyhavesomethingtodowithpandas2．Whatcanwelearnfromthepassage?A．Pangolinscanrollupintoaballtoattackenemies.B．Morethan1millionpangolinswerekilledorsoldlastyear.C．Pangolinswerenamedthemostendangeredanimalin2016.D．Thepangolinisakindofmammals.3．TherealaimofWorldPangolinDaymaybeto________．A．attractpeopletothezootowatchpangolinsB．liftpeople’sawarenessofprotectingpangolinsC．remindpeopleofpangolins’medicalvalueD．explainthelawtopeople4．Whatmightbetheauthor’sattitudetowardsthemeasurestakentoprotectpangolins？A．Positive.B．Negative.C．Disappointed.D．Unconcerned.课后反思本节阅读课既有可取之处，也有需要改进的地方。具体如下：本节课很好地实现了教学目标，顺利完成了教学活动与教学任务作为阅读课，课堂上教学活动和形式多样化，视频导入、图片引导、问答式、演讲式、小组合作、角色扮演等充分调动了学生学习的积极性和主动性，学习氛围高涨。进而在欢快的氛围中锻炼了阅读技巧，有利于提升阅读能力。在教学的同时不忘对学生进行思维品质和文化素养的教育。运用多媒体手段，生动形象地展现野生动物的遭遇，唤起学生保护动物的意识和责任感。同时，对学生的表现给予多样化的评价也增添了学生表达的自信心和荣誉感。然而，也存