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Teaching Plan

Unit 2 Wildlife Protection

Reading

How Daisy Learned to Help Wildlife

一教材分析

本单元的话题是野生动物保护，Reading是整个单元的核心部分，是上一课时Warming up的延续和升华，另外，大部分的重要词汇和语法也在这个课时中呈现出来。文章介绍了一个叫Daisy的小女孩在梦中乘飞毯看望野生濒危动物的奇妙经历。通过女孩和藏羚羊、非洲象、猴子的对话，学生进一步意识到野生动物的生存环境日益恶化以及保护野生动物的行动刻不容缓。

1. 教学目标

①知识目标

读准、掌握重点词汇、短语及句型。熟练运用英语来表达野生动物所面临的问题和解决方案。

②技能目标

让学生进一步熟悉和掌握一些阅读技巧，比如快速寻找文章信息，归纳和总结

②情感目标

能意识到野生动物保护和环境保护对人类生存和发展的非凡意义，产生保护动物，保护大自然的使命感，热爱生命，关注自然，关注人与自然的和谐。

2. 教学重点

本课的教学重点是帮助学生深入了解保护野生动物的重要性，思考动物保护的多种方式。

3. 教学难点

教学难点是训练学生获取信息、处理信息、分析思考和解决问题的能力，培养学生带着问题去阅读文章的习惯。

二学情分析

通过对上一课时Warming up的学习，学生对于熊猫、华南虎等一些比较熟悉的濒危野生动物的现状已经有一定了解，也能举出许多濒危动物的名称，但是还缺乏对相关词汇的学习和对国外濒危野生动物面临问题的了解。另外，学生对于动物保护这个话题讨论的热情度不够，引导他们积极主动思考显得尤为重要。因此在处理这一堂课时，我会在指导学生快速阅读的同时引导学生相互合作，自己发现本单元重点语言结构，让学生自己发现并感悟相关的语言规律，培养他们的语感。

三教法学法分析

1 教法

新的课程标准强调了以学生为主体，教师作为引导者和参与者的角色。因此，就本课的学习，我采用了多种教学方法，例如问答法，快速阅读法，讨论法和合作学习法。鉴于本文内容会涉及大量的图片信息，我将在多媒体教室上课，借助多媒体的直观教学手段和传统教学方式相结合，上一堂趣味性、知识性融为一体的阅读课。整个教学过程安排紧凑，把课堂的主动权交给学生，教师只充当提问、引导、总结的角色。

2 学法

课前预习，可以充分发挥学生的自学能力，标记不懂的知识点，便于课堂集中精神听课。

精读材料，深入理解教材，有利于深入理解课文的重点和难点，提高学习效率。

课后练习，有助于学生回忆课堂知识点，巩固所学要点，查漏补缺。

四教学设计

第一：导入：让学生欣赏一段事先剪辑好的有关野生动物的视频，如藏羚羊，非洲象，给出大量野生动物图片，提出有关野生动物现状的问题，学生可能会给出许多描述性形容词，会提到灭亡，数量减少之类的信息。最后播放一段破坏动物生存环境和猎杀动物的视频，找出野生动物处于危险现状的原因。在回答问题时，学生可以运用所新学词汇，在导入新课的同时起到复习上课内容的作用。

第二：快速阅读：在屏幕上给出学生几组由浅入深的问题，问题包含文章的主题、主要线索和主要细节，目的是培养学生捕捉信息的能力。

第三：深层阅读：播放课文录音，同时让学生细读全文，根据上下文猜测黑体字部分词义，要求尽量用英语表达，并完成课本练习，然后详细讲解文章中的词汇和语法难点。旨在加强学生的语言基础知识，为以后的学习打基础。

第四：角色扮演朗读：三个大组每组推选两名同学扮演Daisy和与其对话的野生动物，朗读对话内容，本组其他同学朗读旁白，旨在熟悉课文，培养语感。朗读结束后教师纠正学生的语音语调错误。

第五：课后作业。写一篇有关保护濒危野生动物措施的文章。

五板书设计

工整清晰的展现本课时的重点，便于学生做好笔记。

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