高中英語(yǔ)-wildlife protection教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

TheanalysisofCurriculumstandardThetopicofthisunitiswildlifeprotection.ThisunitFocusonallstudentsandtheall-rounddevelopmentofstudents,andpromotethedevelopmentofstudents'personality;Itrespectsforthestudents,fullymobilizestudents'learninginitiativeandenthusiasm;optimizesstudents'Englishlearningmethods,sothattheycanformtheeffectivelearningstrategies,improvetheirabilityofautonomouslearning;Encouragestudentstoimplementationindependent,cooperativeandinquirylearning,payattentiontothecultivationofstudents'independentthinkingabilityandpracticeability;focusontheevaluationprocess,topromotethedevelopmentofstudents,inspirestudents'learningenthusiasmandconfidence.Theanalysisofstudents’situationAlthoughthestudentshavethebasicabilitiesoflistening,speaking,reading,andwriting,theystillneedmanyopportunitiestopracticewhattheyhavelearned,toexpresstheirideas,feelings,andexperienceandtodeveloptheirautonomouslearningabilityandcooperativelearningability.Thisunitistointroducetoustheimportanceofwildlifeprotection.Itrelateslifeclosely.Andstudentsofthisageareinterestedinthetopic.Learningthisunitcancultivatestudentslovefornatureespeciallywildlifeandarousestudentsawarenessofwildlifeprotection.Unit4wildlifeprotectionreading:Howdaisylearnedtohelpwildlife=1\*ROMANI.Learninggoals：1.Understandthereadingpassageandlearnsomereadingskills.2.Knowsomebasicinformationabouttheendangeredanimalsandwildlifesituationandprotection.3.Enablethestudentstousesomekeywordsandphrasestotalkaboutwildlifeprotection.=2\*ROMANII.Learningprocedure:Step1.LeadinginWhydidsomanywildanimalsdisappearordieout?Step2.Reading1.Fastreading1.What’sthestoryabout?Daisy’swonderfulexperiencewithsome______inherdream.2.Finishthefollowingchart.HomeTibet()Zimbabwe()______(monkey)WWFstandfor__________________________3.Howmanypartscanyoudividethepassageinto?2.CarefulreadingFillintheblanks.paragraphMainideaSupportingdetails1Whyweneedwildlifeprotection____ofantelopesisusedtomakesweater.Peoplekilledantelopesfor_______.Antelopesbecomean___________.2Agoodexampleofwildlifeprotection________usedtohuntelephantswithout________.Nowwiththehelpof_________,farmersare_____andtheirnumbersare________.3&4Whatwecangetfromwildlifeprotection_________insectaffectsMosquitoes.No__________,no________andno_______.Thinking:Whatshouldwedotoprotectthewildlife?Step3.SummaryOneday,Daisy_________astrangedream.Sheflewinawonderful_______to______withan__________inTibet.Theantelopetoldhertheywerehuntedbecauseoftheir____whichcanbeusedtomake________likehers.Asaresult,theyarenowan_______species.Later,she______toZimbabwewhereshetalkedwithan______andgottoknowthefarmerstherenolonger______them.That’sbecausethe__________decidedtohelpandthefarmersfinallymadealotof_______.Atlastshe______atthethickrain_______whereamonkeytoldher“Norainforest,no_______andno______.”Althoughfinallyeverythingwas_____,shehad_______somuch.Ⅲ.RoleplayAccordingtothelastsentence,thestorywasnotended.Justmakefulluseofyourimaginationandmakeupmorestoriesbyyourgroups.Let’sseewhoisthemostexcellentstoryteller&actor=4\*ROMANIVHomeworkLevel1:1.Makeaposter“WildlifeProtection”ingroups.Level2:Writeacompositionaboutwildlifeprotection.Level3:Youanvisitthefollowingwebsitetofindoutmoreinformationaboutwildlifeprotection//http://www.wildlife.pedge.org/TheanalysisofteachingmaterialThisunitistointroducetoustheimportanceofwildlifeprotection.Thereadingpassageisthecenterofthisunit.Itismadeupof3paragraphs,thatis,whyweneedwildlifeprotection,agoodexampleofwildlifeprotectionandwhatwecangetfromwildlifeprotection.Thetextisthemostimportantteachingmaterialinthislesson,whichextendsthemaintopic“wildlifeprotection”andcontainsmostofthevocabularyandgrammarpointsthatstudentsshouldlearninthisunit.Thisunitwillhelpstudentsunderstandtheimportanceofthewildlifeprotectionandmakethembemoreactiveinthehelpingwildlife.Developstudents’senseofcooperativelearning.Itaimstoimprovethestudents’organizingandusingskillsofEnglishasthesecondlanguageandtounderstandthemainidea,toscanfortheneededinformationandtograspthedetails.Theimportantpointsarethathelpthestudentsgetageneralideaofthewholepassage,andsomedetailedinformationandlanguagepointsaswellandunderstandtheimportanceofwildlifeprotectionandthendosomethingforwildlifeThedifficultpointsarethatstudentsusetheirownwordstoexpresstheirownideas.andmastertheusageofpresentprogressivepassivevoice.Wildlifeprotection教學(xué)設(shè)計(jì)執(zhí)教者指導(dǎo)教師課題Wildlifeprotection解讀理念Focusonallstudentsandtheall-rounddevelopmentofstudents,andpromotethedevelopmentofstudents'personality;Itrespectsforthestudents,fullymobilizestudents'learninginitiativeandenthusiasm;optimizesstudents'Englishlearningmethods,sothattheycanformtheeffectivelearningstrategies,improvetheirabilityofautonomouslearning;Encouragestudentstoimplementationindependent,cooperativeandinquirylearning,payattentiontothecultivationofstudents'independentthinkingabilityandpracticeability;focusontheevaluationprocess,topromotethedevelopmentofstudents,inspirestudents'learningenthusiasmandconfidence.學(xué)情分析Althoughthestudentshavethebasicabilitiesoflistening,speaking,reading,andwriting,theystillneedmanyopportunitiestopracticewhattheyhavelearned,toexpresstheirideas,feelings,andexperienceandtodeveloptheirautonomouslearningabilityandcooperativelearningability.教材分析內(nèi)容標(biāo)準(zhǔn)Thisunitistointroducetoustheimportanceofwildlifeprotection.Thereadingpassageisthecenterofthisunit.Itismadeupof3paragraphs,thatis,whyweneedwildlifeprotection,agoodexampleofwildlifeprotectionandwhatwecangetfromwildlifeprotection.Thetextisthemostimportantteachingmaterialinthislesson,whichextendsthemaintopic“wildlifeprotection”andcontainsmostofthevocabularyandgrammarpointsthatstudentsshouldlearninthisunit.教學(xué)目標(biāo)Emotionalaims:Helpstudentsunderstandtheimportanceofthewildlifeprotectionandmakethembemoreactiveinthehelpingwildlife.Developstudents’senseofcooperativelearningAbilityaims:Toimprovethestudents’organizingandusingskillsofEnglishasthesecondlanguage(2)Tounderstandthemainidea,toscanfortheneededinformationandtograspthedetailsKnowledgeaims:（1）tohelpstudentstounderstandandmasterthewords,phrasesandsentencepatterns.（2）toknowsomebasicinformationabouttheendangeredanimalsandwildlifesituationandprotection.Teachingresources:1.PEPhighschoolEnglishtextbookscompulsory2

2.pptCourseware

3.PapersforstudyTeachingKeyPoints:1.Tohelpthestudentsgetageneralideaofthewholepassage,andsomedetailedinformationandlanguagepointsaswell.2.TounderstandtheimportanceofwildlifeprotectionandthendosomethingforwildlifeTeachingdifficultpoints:1.Thestudentsusetheirownwordstoexpresstheirownideas.2.theusageofpresentprogressivepassivevoice.方法解讀TeachingMethods:CommunicativeLanguageTeachingb.Task-basedLanguageTeachingc.ComputerAssistedLanguageTeachingTeachingpreparation:1.understandteachingmaterials,collectrelevantinformation,pictures,andnews.2.arrangedassignmentinadvanced,askstudentstopreviewtherelevantvocabularyandreadingmaterials.

3.Teacherscollectrelevantinformation,makemultimediacourseware,editpapersforstudents.教學(xué)過(guò)程教學(xué)環(huán)節(jié)教學(xué)內(nèi)容教師活動(dòng)學(xué)生活動(dòng)Lead-in“Interestisthebestteacher.”Therefore,attheverybeginningoftheclass,Ishouldsparkthestudents’mindtofocusonthecentretopic“theimportanceofwildlifeprotection”I’llshowthemashortmovieandsomebeautifulpicturesofwildanimals,suchaslions,Tibetantelopes,monkeysandsoon.Askthemwhattheyknowaboutthoseanimals.Theanswersmustrelatetotheirpresentsituation,suchasdieout,dangerous,decreaseandsoon.Enjoythevideoandthosepictures.Andfigureoutwhatthespecialday“Dec.4th”.Anddiscussthequestion”whythosewildlifeareindangerofdisappearing?”Self-regulated,CooperatedandInquirylearningstyleSTEP1.Thetaskistodevelopthestudents’readingskillbymakingpredictionandtoencouragethestudentstoexpresstheirthoughtsinEnglishandcooperatewitheachother.IuseTask-basedLanguageTeachingmethod,whichcangivestudentsaclearandspecificpurposewhileskimmingandscanningthecontext.STEP2Thepurposeofreadingistogetthecorrectandusefulinformation.Studentsshouldnotonlyhaveahighspeedofreadingbutalsohaveacorrectunderstandingofdetails.ThereforethefollowingpracticesonPage27canhelpcheckthesituation.Thestudentswillbeaskedtojustglanceatthetitleandthepicturesofthepassage,andthenguesswhattheywillreadinthetext.Cooperativelearningcanraisethestudents’interestandcreateanatmosphereofachievement.Basedonthistheory,Idividethewholeclassinto3groupstoskimthewholetextandgetthemainideaofeachparagraph.STEP2.ShowPPTandhelpstudentunderstandthepassage.Askingquestions:fillintheblanks.They’llbedividedintogroupsoffourtohaveadiscussion.Thepurposeistoinspirethestudentstoreadactively,notpassively.Inaddition,STEP2.Studentsgetinformationfromthepassage.Andfillintheblanks.DiscussionByaskingthought-provokingquestion:whatshouldwedotohelpthosewildlife?Tostimulatestudentsthinking.Question:whatshouldwedotoprotectthosewildlife?Brain-storming.Answerquestions.SummaryMakeupwhatwehavelearnedthisclassandAskstudentstofinishtheshortarticlebyreviewwhatwehavelearned.Studentdotheexercise.RoleplayToimprovethestudents’organizingandusingskillsofEnglishasthesecondlanguage.PracticetheiroralEnglish.Accordingtothelastsentence,thestorywasnotended.Justmakefulluseofyourimaginationandmakeupmorestoriesbyyourgroups.Let’sseewhoisthemostexcellentstoryteller&actor!Therearesixgroups.Eachgroupchoseapictureofanimalastheirlogo(tiger,antelope,rhino,elephant,panda,crocodile)AndeachgroupshouldPKeachother.板書(shū)設(shè)計(jì)Unit4wildlifeprotectionwords&phrasesendangered4th.Dec.Wildlifeprotection教學(xué)效果預(yù)測(cè)Thisunitisfortheseniorhighschool.Throughthepreviousstudy,studentshavethebasicreadingskills,suchasskimming,scanning,carefulreadingandhavemasteredthevocabulary.Theycanusewhattheyhavelearneddosomeoutputs.Thislessoncloselylinkedtoreallife,Iselectedtypicalexamplesandreallifeexperience.Thisclasswasdesignedtoarousestudents'interestsinanimalandhelpstudentslearntohelpwildanimals.Cultivatestudentsreadingandspeakingability.Atthesametime,trainstudents'activecooperation,self-independen