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

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等訊句而峋@

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

《普通高中英語課程標(biāo)準(zhǔn)》總目標(biāo)中指出，高中英語課程應(yīng)根據(jù)高中學(xué)生認(rèn)知能力發(fā)展的特

點(diǎn)和學(xué)業(yè)發(fā)展的需求，在進(jìn)一步發(fā)展學(xué)生綜合語言運(yùn)用能力的基礎(chǔ)上，著重提高學(xué)生用英語

獲取信息、處理信息、分析問題和解決問題的能力，形成健全的情感、態(tài)度、價(jià)值觀；同

時(shí)在語言技能目標(biāo)中對(duì)閱讀技能的目標(biāo)要求學(xué)生能從一般文字材料中獲取主要信息，利用

上下文和句子結(jié)構(gòu)猜測(cè)詞義，根據(jù)上下文線索預(yù)測(cè)故事情節(jié)的發(fā)展或進(jìn)行簡(jiǎn)單推理，根據(jù)閱

讀目的使用不同的閱讀策略，通過不同信息渠道查找所需信息。

依據(jù)以上要求，結(jié)合該文本文體特點(diǎn)和高一學(xué)生的實(shí)際，本課設(shè)計(jì)了以下的教學(xué)思路：以

Daisy的時(shí)空之旅的地點(diǎn)變換為抓手，通過questions-andanswers,填充圖表來實(shí)現(xiàn)對(duì)文本

的主題和文章結(jié)構(gòu)整體把握；以Daisy的所見所聞和所感為另一抓手通過回答問題完成流程

圖獲取細(xì)節(jié)信息，提升學(xué)生的思維能力，通過角色扮演對(duì)話進(jìn)行語言和情感體驗(yàn)，通過自我

評(píng)價(jià)反思，有助于閱讀者實(shí)現(xiàn)能力上的提升，從而實(shí)現(xiàn)提高英語核心素養(yǎng)的目的。

整堂課體現(xiàn)了學(xué)生為主體，依據(jù)文本特征和文體特點(diǎn)巧妙地運(yùn)用虛實(shí)相融，情感雙向體驗(yàn)的

教學(xué)方式。注意到了搭建語篇腳手架，注意對(duì)真實(shí)閱讀環(huán)境的創(chuàng)設(shè)，通過對(duì)學(xué)生已有知識(shí)

的充分估計(jì)，激活學(xué)生的已有圖式，通過搭建腳手架和拆腳手架，幫助學(xué)生將新知識(shí)同化,

充分體現(xiàn)知識(shí)的前后銜接，這一點(diǎn)在課堂的導(dǎo)入環(huán)節(jié)尤為明顯，從學(xué)生熟悉的寵物談起，激

發(fā)學(xué)生的憐愛之心，然后自然