高中英语-Wildlife protection教学设计学情分析教材分析课后反思

brainstorm

-„background

Pre_reading___________

LIDetailedreading

________________

Readforspecific

information

---------------------------Textexploration

Readforuse

Roleplay

Post-reading

Self-assessment

Module2

Unit4wildlifeprotection

HowDaisylearnedtohelpwildlife

Level:senior1

Agegroup:17

Classtimeavailable：40minutes

Analysisofthetext:

ThetextdealswithavividdescriptionofhowDaisyexperiencedaspectacular

journeyinherdream.Theauthorattachedgreatimportanttowildlifeprotection

throughwhatDaisywitnessed,herfeelingsandwhatshelearned.Wholly,thetextis

orientedforeducatingandputtheabstractintodetails.

Textfeatures

Thetitle“HowDaisylearnedtohelpwildlife“ispresentedinbold,which

intendedtocausepeople'sattentiontotheimportanceofwildlifeprotection.

1.Characteristicsofthetext

1)Intermsoflanguage,thetextcoversdiversefactorsoftheevents,whichistime

-consuming.

Forinstance,intheconcludingpart,onestatement"Norainforest,noanimals,no

drugs“isdelivered,whichisdemandingincomprehending,especiallyforstudents

ofintermediateandlowlevel.

Theliterarystyleofthetextisnarration,whichisvividanddetailedin

words.Thereby;itistheteacher9stasktohaveanin-depthexplorationofthetext,

whichwillguidethestudentstocultivatetheirsenseofwildlifeprotection.Whenit

comestothestructureofthetext,thewriterstructureshistextsothatsomeimportant

ideasarehighlighted.Theentirestructurehasindicatedthefollowingparts:

Thepresentsituationofwildlife;Para1

Theimportantofanimalprotection;Para2

TheimportanceofhabitatprotectionPara3Para4

3)Astothecontents,thetextemploystheorderofplaceandchangesinfeelings,

whichcanserveastwocluesforboththeteacherandthestudentstofollow.

2.Readingstrategies:Predicting,analyzing,inferring,evaluating,summarizingand

questioning.

Thetextislengthy,whichrequirestheteachertosetcertainactivitiestohavearough

ideaofthetext;meanwhile,theteacherhelpsthestudentsreadbetweenandbeyond

lines.

Analysisofthestudents

1)Thestudentshavepriorknowledgeaboutthenaturedisaster,forexamplein

moduleoneunitfourwhichisthemedbynature.Whenitcomestothesubtopic

ofwildlifeprotection,itisfarfromthestudentsespeciallyfortheurbanones,

althoughitisaheatedsubject.Theliterarystyleisafictionalstory,whichis

appealing.

2)Thestudentshavemasteredsomeofthekeyreadingtechniquessuchas,howto

getthegistofthemainideaandhowtoreadforthespecificinformation;inthis

case,thestudentswillhavethepotentialtoelicitthestructureandlearntoread

beyondlines.

3.Keyfocusanddifficulties

Thekeyfocusistoacquirethespecificinformationabouttheshiftinlocationand

whatDaisywitnessed.Bysynthesizinginformationandrole-playthestudentsare

expectedtooutlinewhatshefeltandlearnedandtheawarenessofwildlife

protectionsiscultivated

Howtoengagethemoralfactorintotheteachingandattractstudentstoenrollin

classroomactivitiesisakeyissue.Theteacherisexpectedtoapplysomeeffective

toolsinarousingthestudents9emotionalinvolvementinthistext,suchasinthe

lead-inpart,intheactivatingofthebackgroundknowledge,intheestablishingofthe

emotionalbondwithingroups,inthesituationsettingandevenintheprocessof

readingbetweenlines.

Teachingaimsandrequirements:

1.Thestudentsareguidedtolearnsomewordsandexpressionsaboutwildlife

protectionandusetheminthetopic-relatedactivities.

2.Enablethestudentstoanalyzethestructureofthepassageandmastera

frameworkforanimaginaryinterviewonatopic-centeredsituationinagreement

withthesubtopicsofthereading.

3.Helpthestudentstodevelopabetterunderstandingofsomesentencesbyreading

betweenlines.

4.Thestudentswillbeabletousecertaincriticalreadingskillssuchaspredicting,

analyzing,inferring,evaluating,summarizingandquestioning.

5.Tohelpthestudentsunderstandtheimportanceofwildlifeprotection

Teachingmethods

Task-basedapproachcommunicativeapproachcooperativelearningapproach

Learningmethods

Independentandpairworkgroupworkinteractivework

Teachingproceduresandlearningactivities

Stepone

Warmingup/pre-readingstage(5minutes)

ActivityonePicturetalk:

First,Invitestudentstotalkaboutthebenefitspetsbringtous

Meanwhilethestudentsareguidedtomastersometargetlanguagesuchaskey

phrases:infaceofdyingout,endangeredanimalsetc.

Second,Readthetitleofthepassageandpredictwhatwillbediscussed.

Question:Ifyouweretheauthor,whatwouldyoucoverinyourpassage?

Purpose:Toarousethestudents'interest,activatetheirbackgroundknowledge,

stimulatethestudents/senseofwildlifeprotectionandpavethewayforfurther

reading.

ActivitytwoReadfortheframework

Theteacherwillgiveabriefintroductionofthemajorcharacter,thestyleand

backgroundofthestory.

Skimthewholetextandfigureoutthekeyinformationaboutdaisy'strip:herstop,

theanimalsshewitnessedandhercomplicatedfeelings

Daisy'stopsanimalsherfeeling

Tibetan

Para.1antelopesad

Zimbabwe

anrelieved/happy

Para.2elephant

Rainforest

aamazed

Para.3monkey

Backhomeconfident

Para.4

Herethegraphispresentedtoexplainthestructureandtwomajorcluesand

somecorewordsarepresentedalso.Thegraphcanprovidevisualreinforcement

ofthetext.

Whilereading(20minutes)

Purpose:Toachieveabetterunderstandingofthepassageandtodevelopstudents/

abilitytosearchforspecificinformationandsortitout

ActivitythreeReadforthespecificinformation.

GiveouttheActivitysheetandaskthestudentstoreadthroughthepassageto

answerthefollowingquestion:

Detailedreading-J^etanantelope

Part1

feMflg

Theyarebeingjkijledforthewool

beneaththeirstomachs.

Theirfurisbeingusedtomake

sweatersforpeople.

They5renowanej^ngeredspecies.

Whyweneetfa笳d目昆protection.

AnZimbabwe

Part2elephaart^

situation

Anerid^hQ.Numbersare

specie、rfe^Vtgtfncreasing

Bothfarmb5sandWiththe^lpofthe

touristshuntedthem.Qovernment,farmers

earnsmoneyfrom

.thetourism...tourists..

Agoodexamplerr0flwi(hQHifeprotection.

“Daisyfoundshewasbeingwatched

byanelephant”

“Haveyoucometotakemyphoto?”

Howimportantitistotake

measure]toprotectanimals.

Part3ete@liKAmhoBkey

Ru附i他i等讯句而峋@

millipedeinsect

Apowerfulvdh^gwhichcan

protectitfrommosquitoes

PaymoreattentiQ^ofherainforest.

Norainforest,noanimals,nodrugs.

TellWWFtopr^dfcucethisnewdrug.

Whatwecanget印州酮能protection.

Norainforest,noanimals,nodrugs.

Therainforestisthehabitatofanimals.

Para4

Whatanexperience!Doyouthinkitisawonderfulone?Andwhy?

WhatdidDaisylearninherfantasticjourney?

Thepassageendswiththedottedlineandcouldyoucompletethepassage?

Post-readingStage(10minutes)

Role-play(Intakeresponseactivities)

Situationsetting:

Oneday,Daisymettheantelopeagain.Butheisneithersadnoralone.Instead,he

hasabigfamily

SupposeyouareDaisy,areporterforWWF.Makeaninterviewwiththeantelope.

Yourinterviewmightcover:

Hispastsituationandcauses;

Measurestakenbythegovernment;

Hiscurrentsituation.

Herethestudentsaresupposedtoreconstructthepreviouslyacquiredinformation

andextenditintotheirinterview.Thenonegroupisexpectedtogivefeedbackand

makecomments.Thestudentscanlearntheirpeers'strongpoints,duringwhicha

harmoniousrelationshipisestablished.Theactivitiescreatetheneedfor

communication,interactionandnegotiationwithinthegroup.Meanwhile,the

teacheractsasparttutor.

Self-assessment

Tickthestatementsaccordingtowhatyoudoorthinkandwritesomethingin

detail.

Ihaveabetterunderstandingofwhywildlifeprotectionisimportant.

Ihaveknownsomeanimalsandtheirhabitatsareindanger.

Ihavelearnedaboutsomeofthereasonswhytheyareendangered.

Icanlistsomemeasurestoprotectthewildlife.

Homework:

DaisyisinvitedtomakeaspeechattheconferenceorganizedbyWWF.Pleasewrite

aspeechforDaisy.Thespeechshouldcover:

Daisy'sbriefintroduction；

HerexperienceinTibet,Zimbabweandtherainforest.

Daisy'ownideaaboutwildlifeprotection

Module2

Unit4wildlifeprotection

HowDaisylearnedtohelpwildlife

Analysisofthestudents

3)Thestudentshavepriorknowledgeaboutthenaturedisaster,forexamplein

moduleoneunitfourwhichisthemedbynature.Whenitcomestothesubtopic

ofwildlifeprotection,itisfarfromthestudentsespeciallyfortheurbanones,

althoughitisaheatedsubject.Theliterarystyleisafictionalstory,whichis

appealing.

4)Thestudentshavemasteredsomeofthekeyreadingtechniquessuchas,howto

getthegistofthemainideaandhowtoreadforthespecificinformation;inthis

case,thestudentswillhavethepotentialtoelicitthestructureandlearntoread

beyondlines.

Module2

Unit4wildlifeprotection

HowDaisylearnedtohelpwildlife

Thethree-dimensionteachingobjectivesareachievableandmeasurable.Inthepre

readingstage,thestudentsareactivatedthepriorknowledgebywordassociationtask.

Inthetermofthetitle,thestudentsareofferedthechancetoinvolvethemselvesin

activeinteractionwiththetext.Inthestageofreadingfortheframework,thestudents

areenabledtogetthegistofthestructureandmainideathroughthequestionand

answer,andfillingthechart.Byquestionandanswerandfollowingtheflowingchart

thestudentsgetthespecificinformation;byinferring,summarizingandinterviewthe

studentshaveacquiredtheexperiencebothinlanguageandemotion.Inthe

post-readingstage,herethestudentsaresupposedtoreconstructthepreviously

acquiredinformationandextenditintotheirinterview.Thenonegroupisexpectedto

givefeedbackandmakecomments.Thestudentscanlearntheirpeers9strongpoints,

duringwhichaharmoniousrelationshipisestablished.Theactivitiescreatetheneed

forcommunication,interactionandnegotiationwithinthegroup.

Module2Unit4wildlifeprotection

HowDaisylearnedtohelpwildlife

Analysisofthetext:

ThetextdealswithavividdescriptionofhowDaisyexperiencedaspectacular

journeyinherdream.Theauthorattachedgreatimportancetowildlifeprotection

throughwhatDaisywitnessed,herfeelingsandwhatshelearned.Wholly,thetextis

orientedfbreducatingandputtheabstractintodetails.

Textfeatures

Thetitle“HowDaisylearnedtohelpwildlife“ispresentedinbold,which

intendedtocausepeople'sattentiontotheimportanceofwildlifeprotection.

1.Characteristicsofthetext

1)Intermsoflanguage,thetextcoversdiversefactorsoftheevents,whichistime

-consuming.

Forinstance,intheconcludingpart,onestatement“Norainforest,noanimals,no

drugs“isdelivered,whichisdemandingincomprehending,especiallyforstudents

ofintermediateandlowlevel.

Theliterarystyleofthetextisnarration,whichisvividanddetailedin

words.Thereby,itistheteacher'stasktohaveanin-depthexplorationofthetext,

whichwillguidethestudentstocultivatetheirsenseofwildlifeprotection.Whenit

comestothestructureofthetext,thewriterstructureshistextsothatsomeimportant

ideasarehighlighted.Theentirestructurehasindicatedthefollowingparts:

Thepresentsituationofwildlife;Para1

Theimportantofanimalprotection;Para2

TheimportanceofhabitatprotectionPara3Para4

3)Astothecontents,thetextemploystheorderofplaceandchangesinfeelings,

whichcanserveastwocluesforboththeteacherandthestudentstofollow.

2.Readingstrategies:Predicting,analyzing,inferring,evaluating,summarizingand

questioning.

Thetextislengthy,whichrequirestheteachertosetcertainactivitiestohavearough

ideaofthetext;meanwhile,theteacherhelpsthestudentsreadbetweenandbeyond

lines.

Unit4wildlifeprotection

Intensivereading

Name:---------Class:-----------

HowDaisylearnedtohelpwildlife?

Activityone

Drawthestructureofthetext.

Centralpoint=CP

Paragraph=P

Activitytwo:FillupthefollowingcharttoseewhereDaisywent,what

Activitythree：Whichsentenceimpressedyoumost?

Self-assessment

Ticktheboxesaccordingtowhatyoudoorthinkandwritesomethingindetail

Ihaveabetterunderstandingofwhywildlifeprotectionisimportant.

Ihaveknownsomeanimalsandtheirhabitatareindanger.

Ihavelearnedaboutsomeofthereasonswhytheyareendangered.

Icanlistsomemeasurestoprotectthewildlife.

Homework:

DaisyisinvitedtomakeaspeechattheconferenceorganizedbyWWEPleasewritea

speechforDaisy.Thespeechshouldcontain:

Daisy'sbriefintroduction；

HerexperienceinTibet,Zimbabweandtherainforest.

Daisy'ownopinionaboutwildlifeprotection.

odule2Unit4wildlifeprotection

HowDaisylearnedtohelpwildlife

《普通高中英语课程标准》总目标中指出，高中英语课程应根据高中学生认知能力发展的特

点和学业发展的需求，在进一步发展学生综合语言运用能力的基础上，着重提高学生用英语

获取信息、处理信息、分析问题和解决问题的能力，形成健全的情感、态度、价值观；同

时在语言技能目标中对阅读技能的目标要求学生能从一般文字材料中获取主要信息，利用

上下文和句子结构猜测词义，根据上下文线索预测故事情节的发展或进行简单推理，根据阅

读目的使用不同的阅读策略，通过不同信息渠道查找所需信息。

依据以上要求，结合该文本文体特点和高一学生的实际，本课设计了以下的教学思路：以

Daisy的时空之旅的地点变换为抓手，通过questions-andanswers,填充图表来实现对文本

的主题和文章结构整体把握；以Daisy的所见所闻和所感为另一抓手通过回答问题完成流程

图获取细节信息，提升学生的思维能力，通过角色扮演对话进行语言和情感体验，通过自我

评价反思，有助于阅读者实现能力上的提升，从而实现提高英语核心素养的目的。

整堂课体现了学生为主体，依据文本特征和文体特点巧妙地运用虚实相融，情感双向体验的

教学方式。注意到了搭建语篇脚手架，注意对真实阅读环境的创设，通过对学生已有知识

的充分估计，激活学生的已有图式，通过搭建脚手架和拆脚手架，帮助学生将新知识同化,

充分体现知识的前后衔接，这一点在课堂的导入环节尤为明显，从学生熟悉的宠物谈起，激

发学生的怜爱之心，然后自然