牛津译林版（2019）必修 第三册Unit 1 Nature in the balance Integrated skills 第一课时 教案（表格式）

Unit 1 Natural in balance
Integrated skills 第一课时 教案
教材分析：
本课时主要操练学生的综合语言能力。该部分教材内容介绍了人类活动对动物和自然的影响，设计阅读练习，操练学生的阅读理解能力。教学中注重语言的运用，采用任务型教学法，自主学习与合作学习相结合的学习法，扩大课堂的语言输入量及学生的语言输出量。通过观看视频，全方位立体引导学生感知保护自然的重要性，并找到解决方法。课上完成课本练习，提高学生获取信息能力。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，创设情境，引导学生完成相关任务，在活动中达成教学目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，掌握语篇的结构与内容，提高学生概括和分析语篇的能力，识别和提取语篇和视频中重点内容。
思维品质上，通过了解人类活动对自然及动物的影响，辩证思考人类活动与自然之间的关系。
文化意识上，感知和理解动物生存困难的原因，反思自身的不足，从世界观的角度，意识到保护自然和动物的紧迫性。
学习能力上，掌握语篇和视频的分析方法，善于利用导图将关键信息点进行总结和归纳。
教学重点：
对阅读能力的训练，在阅读文篇中查找、定位的能力；引导学生观看视频并全方位获取信息。
教学难点：
学生学会梳理文章的逻辑结构，建立思维导图帮助加深对文章的理解。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step-1 Lead-in: The teacher introduces the topic by asking students the following questions: What do you think of when seeing the pictures The teacher draws students’ attention to different kinds of rare animals and the current situation they face, and leads Ss to focus on the title of article below. 导入话题，通过自由发言，激发学生的学习兴趣，激活学生已有的相关知识和经验。让学生有话可说，有话能说。 5’ IW/CW
Step 2 Warm up for reading: T highlights “human activities are harming animals”. Students share their ideas in groups of four by asking what the activities are. Alternatively, T provides some ideas to help students. Then, Ss need to analyse the title of the article. T leads Ss to review what they’ve learnt about new report before by asking the question: What does the writer want to tell us through the title 通过小组讨论，让学生融入课堂，增强参与感，既达到让学生热身的效果，又能顺利切入主题，为实施后续活动打下基础。 5' CW/IW
Step 3 Reading: T gives 5-8 mins. Ss answer the two questions in Part A on Page 8. 1. What are the three main reasons why people hunt animals 2. How do human activities indirectly have an effect on animals [first, T give a definition for “indirectly”. Then, T uses structure map to link the main info and] Tips: T checks their answers and analyses the main ideas of para 2 and para 3. Then, T plays a video to conclude what human activities harm animals. 以阅读引导思考，旨在激发学生的思辨精神。提高信息获取和概括能力。 10’ CW/IW
Step 4 Discussion T asks two question for summing up the article and makes preparation for next task. What do you think of humans’ behaviour And why For solving the problems mentioned above, what should we do 让学生将所学知识转换为实际语言运用能力。为下一个任务做铺垫。 5’ CW
Step 5 Watching video Ss watch the video about protecting animals and answer the following questions in Part B1 on Page 9. 1. What happened to several whale species in the last century 2. What can protected areas ensure 3. What causes the loss of animal habitats in the Amazon rainforest 4. What will we be better able to do if we learn more about how human activities harm the environment Then, watch the video again. T leads Ss to read the note in advance, and guides them to predict the answers. Suggested answer: Beautiful and lively Food and medicine Maintaining the balance Against the law Animal habitats Using less paper 通过以视频为模态的语篇输入，让学生有针对性地获取所需要的相关信息，并通过回答问题，把握对话大意，形成整体理解。 10’ IW/CW
Step 6 Conclusion: T concludes the materials Ss have read and watched with a flow chart. Then T could ask a question: Do you agree with protecting animals is an urgent issue for expanding their ideas and developing their speaking and logistic skills. Then, T lists the all key info from the materials for the next lesson. 总结语篇，引导学生扩散思维，综合已知和新知，通过客观事实和举例表达主观判断。 10’ GW/CW
Step 7 Language points T analyses the difficult language points and helps Ss improves language skills. 分析语篇中出现的重难语言点，从语法点提高学生学习能力和语言表达能力。 15’ ICW
Step 8 Homework: Search more article about animal protection on the internet, and fill in the table in page 9. 让学生寻找感兴趣的文章，并操练提取信息能力。 2’ IW/CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
通过本课时学习，学生能否掌握感知动物生存现状
通过本课时学习，学生能否掌握借助思维导图和框架帮助学生理解文章的能力。