Module 6《Animals in Danger》cultural corner教案3（外研版必修5）

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111 必修5 Module 6 Animals in Danger 教學內(nèi)容：高中《英語》（外研版）必修5 Module 6 Animals in Danger 教學對象：高二學生 教材分析：本模塊介紹珍稀動物正瀕臨滅絕這一嚴峻現(xiàn)實，幫助學生增強“拯救野生動物，保護自然環(huán)境”的意識。 單元的課時劃分計劃： Period 1 Introduction & Reading （閱讀課） Task：復習和學習一些與野生動物保護有關的詞匯，學會簡要分析珍稀動物瀕臨滅絕的主要原因。學習詞匯，閱讀拯救藏羚羊的文章，了解藏羚羊瀕臨滅絕的現(xiàn)狀，以及我國政府的世界自然保護組織為拯救藏羚羊所作的努力。 Period 2 Grammar & Function （語法課） Task: 復習定語從句，完成有關定語從句的鞏固練習。學習表達“擔憂”的日常用語。 Period 3 Vocabulary and Listening, Everyday English and Speaking （聽說課） Task: 學習詞匯，進一步了解瀕危動物的情況。學習幾個口語表達形式。談論某一種瀕危滅絕的動物，討論采取何種措施進行拯救。 Period 4 Cultural Corner & Reading and Writing （閱讀與寫作課） Task: 閱讀短文，了解世界自然基金會（WWF）。讀表格，獲取信息，根據(jù)范文寫短文。 Period 5 Task and Module File （復習課） Task: 調(diào)查一種瀕臨滅絕的動物，寫一份報告。對本模塊學習內(nèi)容進行歸納，幫助學生進行反思和檢驗，幫助老師獲得反饋信息。 第一課時教案 Teaching aims and demands: a. Get Ss to learn some words and information about the protection of the wild animals b. Read a passage about the Tibetan antelope and learn some information about the present situation of the Tibetan antelope and the effort made to protect them. c. Help Ss to consolidate their reading skills . Teaching important points: a.Get Ss to realize the importance of saving the animals in danger and protecting the nature. b. Get Ss to learn how to call on more people to realize the importance of saving the animals in danger and take measures to protect them. Teaching difficult points: a. Enable the Ss to talk about the current situation of wild animals. b. Guide the Ss to summarize the main idea of the text Teaching methods: Discussion, cooperative learning and oral practice. a. Task-based activities and fast reading skills for main ideas and details． b. Discussions to improve Ss' reading skills c. Individual，pair or group work to make every student work in class. Teaching aids: Powerpoint , computer, tape recorder, and blackboard Teaching procedures: Step I. Lead in Show the class some pictures about animals , and ask them “What is the English for them ?” Show a picture of the Siberian tiger and the giant panda. Ask:How much do you know about the Siberian tiger and the giant panda ? 設計意圖：通過展示動物圖片，吸引學生的注意力，提高學習興趣。同時還能復習所學有關動物的詞匯，為下一環(huán)節(jié)做鋪墊。 Step II. Introduction 1. Read the short passage on P51 to get more information about them , 2. Match the words in the box with their meanings. 設計意圖：通過這段文章，了解瀕危動物的現(xiàn)狀。 Step III. Reading Have you ever heard of the Tibetan antelope ? How much do you know about it ? To get further information, let’s read the passage on P52. 1. Fast reading: help the Ss get some general information of the passage. 1. Who is Jiesang Suonandajie? 2. Why do the poachers kill the antelopes? 設計意圖：通過快速閱讀，了解文章大意，有利于提高學生閱讀能力。 2. Careful reading: Summarize the general idea of the whole passage (pair work). 　Para. 1 Jiesang Suonandajie died when protecting antelopes. 　Para. 2 The reason for the trade. 　Para. 3 The process of the trade. 　Para. 4 The result of the battle. Para. 5 The present situation and the future of the battle. 設計意圖: 通過精讀，概括段落大意，進一步提高學生的閱讀歸納能力。 3. Listen to the tape and ask the Ss to fill in the blanks. There used to be millions of antelopes on the Qinghai-Tibetan __________. But unfortunately many ________ killed them and skinned them on the spot for their wool, which is the ______ material for a coat. Now the government begin to take an active part in _________ the antelopes. Many poachers were caught and 300 vehicles _____________. Police are getting _______ with the dealers. As a result, the antelope population has slowly begun to grow again.The writer tells us the facts about the ___________ antelope to make us realize the importance of protecting animals. 設計意圖：通過聽錄音完成填空，訓練學生聽細節(jié)的能力。 Step IV. Discussion (group work) What measures should we take to protect animals in danger? 設計意圖：通過小組討論引導學生分析問題及解決問題，激發(fā)學生熱愛動物的感情，增強保護動物的意識。 Step V. Homework According to the result of discussion, write a short passage. 設計意圖：引導學生學會使用語言表達自己的觀點，即學以致用。 教學反思：這節(jié)課通過使用多媒體進行教學，使學生形象直觀地了解了瀕臨滅絕的珍稀動物的現(xiàn)狀，并增強了學生“拯救野生動物，保護自然環(huán)境”的意識。同時通過多媒體和板書，讓學生更好地理解掌握教學重點和難點。在學習過程中，通過學生個人思考、小組交流，激發(fā)學生愛護自然，保護自然的意識，通過學生討論--歸納--鞏固--運用的模式，讓學生更好地掌握和運用所學知識。 111