外研版英语Book 5 Module 6　Animals in Danger 阅读课 教学设计

Module
6
Book
V
The
Great
Sports
Personality
一、课程分析
本课是外研版新教材高二英语Book
Five
Module
Six
的阅读课Saving
the
Antelopes。这一课主要介绍藏羚羊正濒临灭绝的严峻现实，让学生了解我国政府和世界自然保护组织为拯救藏羚羊所作的努力，帮助学生增强“拯救野生动物，保护自然环境”的意识。
1.学习内容
1）学习词汇
2）阅读拯救藏羚羊的文章，了解藏羚羊濒临灭绝的现状，以及我国政府和世界自然保护组织为拯救藏羚羊所作的努力。
3）认识导致动物濒危的原因；寻求解决办法。
4）将交流内容组织成一篇开放性短文。
2.学习重点
1）使学生了解藏羚羊濒临灭绝的现状，以及我国政府和世界自然保护组织为拯救藏羚羊所作的努力。
2）培养学生阅读理解的能力。
3）提高学生的口语表达能力。
4）加强学生的书面表达水平。
3.学习难点
深入了解导致珍稀动物灭绝的原因，探讨拯救野生动物的措施，口头表达并组织成短文。
二、学情分析
我们学校是农村重点高中。班级中2/3的学生来自全区的前1000名，其中大多数英语书面表达能力较好，但也有一部分学生英语基础差。作为农村高中，因环境限制大多数学生的口头表达能力低且羞于开口，逻辑思维能力不强，需要教师及时引导其将所学内容进行归纳、总结。但许多同学学习热情高，表现欲望强，有强烈的责任感，善于与他人合作探究。
三、设计理念
1、设计的基本理念
《英语课程标准》要求高中英语课程的设计与实施要有利于优化英语学习方式，使学生通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力；并有利于学生学会运用多媒体和信息资源，拓宽学习渠道，形成具有个性的学习方法和风格。“和谐高效、思维对话”课堂符合《英语课程标准》对高中英语教学的设计和实施的理念要求。在这一理念的指导下，笔者根据学生学情和教学内容设计了相应的教学策略。
2、教学与活动策略
本课主要运用了“任务型教学”贯穿整个课堂。在具体的操作中又采用了“探究活动”、“合作学习活动”、“即兴发言与讨论”、“反思活动”等教学活动类型。并利用现代教育技术，将与课文内容有关的影视资料制作成多媒体教学软件激发学生的学习兴趣，拓展学生的视野。在教学过程中还为学生印发讲义让学生更加明确本节课的教学任务。
四、学习目标
1、掌握与动物灭绝有关的词汇。
2、阅读拯救藏羚羊的文章，完成根据文章内容设计的各项任务。
3、了解藏羚羊濒临灭绝的现状，导致这一现状的原因，以及人们为拯救藏羚羊所作的努力。
4、将口头表达的内容整合成一篇短文，培养和提高学生学以致用的能力。
5、让学生增强“拯救野生动物，保护自然环境”的意识。
五、教学流程
1、课前准备：
本部分要求学生在课下自主学习，采用“任务型”策略。
任务：1）尽可能多地查询并记忆动物的英文名称。
2）了解一些濒危动物的现状，如：栖息地、生活习性、存活数目，濒危原因，拯救措施等。
方法：学生的自主学习和探究
2.
新课导入：
1）让学生自由发言，介绍在课前任务中所了解的动物和目前的状况。（之前教师要提醒其他同学认真倾听，理解）
2）播放一段视频资料（从电影《可可西里》中节选的片段：美丽的可可西里草原上成群的藏羚羊在悠闲地漫步、嬉戏。突然刺耳的枪声打破了草原的美丽与宁静，捕猎者肆虐地捕杀藏羚羊并当场剥皮，一张张藏羚羊羊皮和一颗颗头颅被铺散在美丽的草原上，远处一只死里逃生的藏羚羊跪卧在地，眼角挂着晶莹的泪珠，视频定格在最后一只流泪祈祷的藏羚羊的画面上。）在播放视频前对学生提出任务,让学生根据视频内容回答下面的问题：
What
animals
did
you
see
in
the
video
What
happened
to
them
What
should
we
do
Answers:
The
antelopes;
They
were
killed
and
skinned
on
the
spot
by
the
poachers;
Save
the
antelopes
点评：
首先这是一个“课堂导入”环节，目的是想激发学生对主题或任务的关注和兴趣，使学生一开始就处于一种主动、积极的任务情景氛围中。这一环节所选的Video
不但响应了新课程标准（在英语教学中要积极利用其他课程资源如多媒体教学、影视节目及录像资料），而且内容真实生动又直观，设计的问题既贴近视频资料又紧贴课本所涉及的主题(Saving
the
Antelopes),即强调导入与任务的相关性。在实际的教学效果中，由于真实生动又直观，深深地引起了学生的共鸣，观看时全神贯注深刻理解，看后又热烈主动地完成了老师布置的任务，并顺利地承接到下个环节，引出阅读文章的题目“Saving
the
Antelopes”。
这也是一个“参与任务”环节。任务呈现，这是任务型课堂教学所特有的教学环节。任务型教学都要让学生从一开始就明确要完成的任务，然后在任务的驱动下（task-driven）去参与活动，学习语言技能。如教师在让学生看Video前呈现任务，让学生明确任务后参与观看，看后又让学生总结所看内容，培养了学生的概括能力，让学生自始自终置于需要完成的任务情景的氛围中，这样有利于强化学习兴趣和动力，让学生处于一种主动、积极的能力状态，触发学生完成任务的迫切需要。
3．新课呈现
Task1:
Fast-reading
Let
the
students
finish
reading
the
passage
in
5
minutes
and
choose
the
best
answers
to
the
following
questions.
Question1.It
can
be
learned
from
the
first
paragraph
that_____.
A.
Jiesang
was
chasing
those
poachers
then.
B.
the
poachers
were
caught
at
last.
C.
Jiesang
had
no
gun
with
him
then.
D.
one
of
the
poachers
was
shot
and
killed.
Question2.The
main
reason
that
the
antelopes
are
in
danger
of
extinction
is
that_____.
A.
there
is
no
nature
reserve
for
them
B.
they
can’t
survive
at
high
altitude
C.
their
living
environment
is
destroyed
D.
they
are
killed
for
their
wool
Question
3.
What
does
Paragraph
4
mainly
talk
about
A.
Why
the
population
of
antelopes
falls.
B.
How
the
trade
of
antelope
wool
spreads
in
the
world.
C.
Why
the
government
takes
an
active
part
in
protecting
the
antelopes.
D.
The
Chinese
government
took
active
measures
and
has
made
great
achievements.
Question
4.
We
can
know
from
the
last
paragraph
that______.
A.
in
the
1990s
the
shawls
came
into
fashion.
B.
International
cooperation
makes
the
antelope
population
increase.
C.
The
officials
working
in
the
reserve
get
lots
of
help
from
the
volunteers
of
the
whole
world.
D.
Poachers
often
work
at
night
and
the
antelope
trade
has
affected
the
whole
world.
Question
5.
According
to
the
passage,
which
of
the
following
is
not
true
A.
The
antelopes
are
skinned
after
they
are
taken
to
India
by
the
poachers.
B.
The
shawls
came
into
fashion
among
the
rich
in
the
1990s.
C.
Over
3,000
poachers
have
been
caught
over
the
next
ten
years.
D.
Sometimes
there
were
gunfights
between
the
officials
and
poachers.
Answers:
A
D
D
B
A
说明：1）在学生自主完成选择之后进行小组讨论，互对答案，并各自陈述选择的理由。
2）接下来由教师组织在班级共同订正答案。对错误答案要求其他学生主动讲解错误原因。
Task2:
Careful-reading
Branch
task
1:
Let
the
students
read
the
passage
again
carefully
and
judge
the
statements
True
(T)
or
False
(F)
according
to
the
passage.
1.
Jiesang
Suonandajie
gave
his
life
to
save
the
antelope.
(
)
2.
It
is
in
North
America
and
Europe
that
the
shawls
are
made.
(
)
3.
The
number
of
the
antelopes
has
been
falling.
(
)
4.
The
poachers
often
kill
the
antelopes
at
night.
(
)
5.
Volunteers
who
come
from
all
over
the
country
also
give
help
in
the
reserve.
(
)
6.
The
business
of
antelope
wool
is
legal
now.
(
)
Answers:
T
F
F
T
T
F
Branch
task
2:
Say
what
the
numbers
and
dates
refer
to
according
to
the
passage.
Example:
1994---Jiesang
Suonandajie
was
killed
in
1994.
1.
50,000
2.
2%
3.
$5,000
4.
1975
5.
138
6.
3,000
7.
5,000
meters
8.
1997
Answers:
1.
50,000---
the
number
of
antelopes
left
by
the
1990s.
2.
2%------
the
percentage
of
the
antelope
population
those
shawls
represented
3.
$5,000----the
price
of
a
shawl
made
from
“shatoosh”
4.
1975------the
year
when
the
trade
ban
on
“shatoosh”
shawls
was
started
5.
138
------the
number
of
“shatoosh”
shawls
found
in
a
London
shop
6.
3,000-----the
number
of
poachers
caught
in
ten
years
7.
5,000
meters
–
the
height
of
the
Qinghai—Tibetan
Plateau
8.
1997
-----the
year
when
the
antelope
population
started
to
grow
again
说明：1）在学生自主完成任务之后，进行小组讨论，互对答案，并各自陈述判断的理由。
2）接下来由教师组织在班级共同订正答案。对错误答案要求其他学生主动讲解原因。
点评：在导入部分，学生的兴趣被激发后，就可直接进入今天的主题或任务，即快速阅读文章，整体上把握脉络，回答有关课文的综合性问题。接下来就是对文章细节的理解和掌握，在这一环节上教师设计了两个任务，目的是让学生彻底地了解藏羚羊濒临灭绝的现状，以及我国政府和世界自然保护组织为拯救藏羚羊所作的努力。最大限度的调动了学生学习的主动性。
4．练习巩固
1）Task
1:
Ask
and
answer.(Group
work)
Ask
the
students
whether
they
have
any
difficulty
in
understanding
the
passage.
If
so
,they
can
put
it
forward
and
turn
to
others
for
help
in
their
group.
Example:
If
one
student
can’t
understand
the
part
“from
there”
in
the
third
paragraph,
he
will
ask
the
others
in
his
group
for
help
and
another
student
will
help
him
solve
it
.
2)
Task
2:
Paraphrase
Sentence1.
Although
surprised,
the
poachers
had
an
advantage----there
were
more
of
them.
=
Although
the
poachers
were
surprised
,they
had
an
advantage
of
more
people
.
Sentence
2.
Often
working
at
night,
the
poachers
shoot
whole
herds
of
antelopes
at
a
time,
leaving
only
the
babies,
whose
wool
is
not
worth
so
much.
=
The
poachers
often
work
at
night.
They
shoot
whole
herds
of
antelopes
at
a
time
and
only
leave
the
babies,
because
their
wool
is
not
worth
so
much.
Sentence3.
Meanwhile,
in
those
countries
where
the
shawls
are
sold,
police
are
getting
tough
with
the
dealers.
=
At
the
same
time,
in
the
countries
where
the
shawls
are
sold,
police
are
hard
on
the
dealers.
Task
3:
Summary
(Close-text)
（
Complete
the
summary
of
the
passage
without
referring
to
the
passage.）
The
Tibetan
antelope
has
the
most
expensive
wool
in
the
world,
which
is
1
2
,
and__3__.
A
shawl
__4__
_5__the
wool
can
sell
_6__five
thousand
dollars.
In
the
1990s
the
shawls
__7__
__8__
_9__
among
rich
countries.
For
poachers
the_10__can
be
huge.
They
often
shoot
whole
11
12
antelopes
__13__
_14__
15
.The
animals
are
skinned
_16_
_17_
__18__and
the
wool
is
_19__
_20___rich
countries.
By
the
1990s
the
number
of
the
antelopes
had
fallen
from
millions
to
about_21_.
Since
1975
there
has
been
a
ban
_22_the
trade.
In
the
1990s
the
Chinese
government
began
to_23_
_24___
_25_
_26__in
protecting
the
antelopes.
The
small
group
of
officials
are
helped
by
the
_27__from
all
over
the
world.
Jiesang
Suonandajie_28_
__29_
_30_to
save
the
Tibetan
Antelopes.
Since
1997
the
number
of
poachers__31__
__32_
and
the
antelope
has
slowly
began
to
grow
again.
Answers:
1.light
2.
soft
3.
warm
4.
made
5.from
6.for
7.
came
8.
into
9.fashion
10.profits
11.herds
12.
of
13.
at
14.
a
15.time
16.
on
17.
the
18.
spot19.exported
20.to
21.50,000
22.on
23.take
24.
an
25.active
26.
part
27.volunteers
28.
gave
29.his
30.life
31.has
32.
fallen
说明：任务1主要是依靠学生合作完成，但是对于学生无法解决的问题也需要教师的帮助。
任务2是在任务1的基础上的升华，目的是让学生进一步了解这些句子的结构和意义，为任务3做准备。在完成任务3时要求学生脱离课本，目的在于检验学生对文章内容整体的掌握情况，练习和巩固了文中的重点知识。
点评：本环节中的三个任务都属于练习和巩固新知环节。任务之间环环相扣，循序渐进，符合认知规律。
5．能力迁移
Task
1:
Discussion
(Group
work)
1)Why
are
some
animals
becoming
extinct
2)What
should
we
do
to
save
the
endangered
animals
Answers:Open
(but
these
are
examples)
1):
①
They
are
killed
for
body
parts
or
food.
②
People
want
them
for
pets
③
People
have
moved
into
their
natural
habitat.
④
They
are
killed
by
pollution.
⑤
They
are
killed
by
climate
change.2):
①
Laws
should
be
made
to
ban
the
hunting
for
animals.
②
The
government
takes
measures
to
protect
the
environment.
③
Everyone
should
be
aware
of
the
importance
to
protect
the
endangered
animals.
④
More
volunteers
help
to
protect
the
animals.
说明：让学生参考课前准备中的任务。小组交流后，教师挑选部分学生在班级交流，其他学生可以补充。在这一过程中教师要鼓励学生多说以训练他们的口头表达能力。
Task
2:
Writing
Ask
the
students
to
organize
a
short
passage
according
to
what
they
talked
about.
Task
3:
Homework
Read
their
short
passages
to
other
students
and
help
each
other
to
correct
the
mistakes
in
the
passage.
说明：学生完成任务1，2后，分别挑选部分学生进行交流。教师引导学生总结这类半开放性文章的写作结构以及与文章主题相关的常用词，帮助学生提高写作能力。
点评：这一环节遵循了启发性和渗透性的原则。设计的任务在学生掌握文章内容的基础上提高了难度，并将能力训练迁移到了口语表达和书面表达的训练上。
六、课后反思
笔者认为本节课的任务设计体现了“和谐高效、思维对话”课堂的理念，设计的任务符合学生的学情，有特色、有时效。在实践教学中，较好地完成了设计内容，并在实践中自始自终贯彻“任务型教学”模式，以学生为中心进行各种各样的活动，切实训练了学生多方面的能力，注重学生情感的培养，增强了学生“拯救野生动物，保护自然环境”的意识。
七、总体点评
整个教学设计符合“任务型教学模式”的要求，即先对学生提出任务要求，任务内容的安排采用了循序渐进、梯度分明、由简到繁的教学策略，并在学生学习新知的过程中依赖于学生的自主探究和合作探究，最大限度的调动了学生学习的主动性。
在完成任务过程中充分体现了以学生为中心，注重学生合作学习的教学理念。教师在教学中不仅是知识的传授者，更是学生学习的促进者、指导者、组织者、帮助者、参与者和合作者，注重学生的中心和主体地位。在训练的过程中也牢记了循序渐进的教学策略，而且始终贯彻了以学生为中心的教学理念。