(共24张PPT)
welcome
to
the
wildlife
world
Elephant
大象
Panda
熊猫
Chinese
tiger华南虎
antelope
Qinghai-Tibetan
Plateau
But
People
kill
them
for
their
wool,
which
can
bemade
into
beautiful
shawls.
People
kill
animals
for
their
fur,
which
can
be
made
into
beautiful
and
expensive
fur
coat.
How
Daisy
Learned
to
Help
Wildlife
Reading
What
kind
of
animal
did
she
meet
in
each
place?
place
animal
part
Para.1
Para.2
Para.3-4
Tibet
Zimbabwe
Rainforest
an
antelope
an
elephant
a
monkey
the
main
ideas
of
paragraphs
para1????
?
?
para2???????
Para
3-4?????
???
A.
What
we
can
get
from
wildlife
protection.
B.
A
good
example
of
wildlife
protection.
C.
Why
we
need
wildlife
protection.
They
are
being
killed
for
the
wool
beneath
their
stomachs.
Their
fur
is
being
used
to
make
sweaters
for
people
They’re
now
an
endangered
species.
Para
3-4
What
did
Daisy
decide
to
do
after
she
heard
the
monkey’s
words?
2.
Why
should
pay
more
attention
to
the
rainforest?
3.
She
decided
to
tell
WWF
and
produce
the
new
drug.
No
rainforest,
no
animals,
no
drugs.
3.
What’s
the
meaning
of
the
underlined
word
in
the
sentence:
“
You
should
pay
more
attention
to
the
rainforest
where
I
live
and
appreciate
how
animals
live
together”?
A
show
thanks
to
somebody
B
understand
or
realize
C
like
sb
or
sth
summary
Tibet
_______is
used
to
make
sweater.
Antelopes
are
killed
for
wool.
As
a
result,
they
are
now
an
_________
species
Zimbabwe
_______used
to
hunt
the
elephant.
No
farmers______
them,even
if
______
love
to
see
them
because
they
were
considered
to
have
destroyed
the
farms.
Thanks
to
the
___________
help,
farmers
were
paid
,so
they
felt_________
and
the
elephants’
numbers
were
_________.
Rainforest
Daisy
______at
the
thick
rain
_______where
a
monkey
told
her
“
No
rain
forest,
no
_______and
no______.”
although
finally
everything
was_____,
she
had
_______so
much.
Antelopes’
fur
endangered
Farmers
protect
tourists
government’s
happy
increasing
arrived
forest
animals
drugs
gone
learned
1.Which
animal
among
the
three
do
you
like
most?
Why?
2.Act
out
this
animal.
Design
a
slogan
for
wildlife
protection.
For
example:
When
the
buying
stops,
the
killing
can
too.
Have
a
try
Write
an
article
on
how
we
and
wildlife
live
together
harmoniously.
HomeworkUnit
4
Wildlife
protection
教材分析
本单元的中心话题是“野生动物保护”，涉及濒临灭绝的野生动物的生存现状，我们要学会如何保护野生动物以及要从已经灭绝的动物这一事实中吸取教训从而促进我们保护野生动物的意识。让学生体会到野生动物保护的重要性和紧迫性；引发学生思考动物灭绝的原因，谁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及其生存环境的行动刻不容缓。
学情分析:
高二年级的学生，朝气蓬勃，求知欲强，在思维上较高一学生具有很强的独立性。在阅读方面，学生能从一般的文字资料中获取主要信息，能根据阅读目的运用适当的阅读策略，针对问题表达自己的见解。同时他们也具备很强的社会责任感和使命感，他们乐于针对此问题进行讨论发表自己的见解，并提出相应的解决措施。
学习目标:
能熟练用英语表达自己对野生动植物保护的看法和观点。通过思考、探究与合作等方式，完成对本篇课文由浅至深的整体理解。并结合本文所学内容，用英语完成一篇人与动物和谐共处的习作。表达我们人类关爱和保护野生动物的信心和决心，烘托本文主题。
How
Daisy
Learned
to
Help
Wildlife
Teaching
aims:
Learn
some
useful
words
and
expressions.
Train
students’
reading
ability.
Raise
students’
awareness
of
protecting
endangered
animals.
Important
points:
Help
students
to
understand
the
necessity
of
protecting
animals.
Master
some
important
words
and
expressions
to
talk
about
how
to
protect
endangered
wildlife.
Difficult
points:
How
to
let
the
students
master
the
new
words
and
expressions.
Try
to
improve
the
students’
reading
ability.
Teaching
methods:
Skimming
to
get
the
main
idea
of
each
paragraph.
Careful
reading
to
get
the
detailed
information
of
the
text.
Discussion
and
presentation
in
groups
to
understand
the
importance
of
protecting
endangered
animals
and
nature.
Teaching
procedures:
Teaching
procedures
passage
structure
animal
Saving
the
Antelops
situation
discussion
results
summary
Step
Ⅰ
Lead
in
Show
some
interesting
pictures
and
a
video
where
poachers
are
killing
antelopes
without
mercy
on
the
spot.
【设计意图】以过着幸福生活的野生动物的图片与触目惊心的视频内容是学生很快意识到保护野生动物的必要性。
Step
Ⅱ
Fast-reading
【阅读技巧指导】迅速浏览，掌握全文的主旨大意，了解作者的写作意图。
i
What
kind
of
animal
did
she
meet
in
each
place?
place
?
?
animal
part
Para.1
Para.2
Para.3-4
ii
Match
the
mains
ideas
with
the
paragraphs.
Para.1
what
we
can
get
from
wildlife
protection.
Para.2
A
good
example
of
wildlife
protection.
Para.3-4
Why
we
need
wildlife
protection.
【设计意图】指导学生掌握如何获取文章或段落的主旨大意，培养其快速阅读的能力。
Step
Ⅲ
Careful-reading
【阅读技巧指导】要善于抓住每段的主题句，阅读时，要有较强的针对性。对于捕获到的信息，要做好笔记。
Para
1
Read
para
1
carefully.
Answer
the
two
questions.
Why
did
the
antelope
look
sad?
what’s
the
result
now?
Para
2
Read
para
2
carefully.
Make
up
a
dialogue
between
Daisy
and
the
elephant
she
met
in
groups.
Para
3-4
Read
para
3-4
carefully
and
finish
the
following
exercise:
What
did
Daisy
decide
to
do
after
she
heard
the
monkey’s
words?
Why
should
pay
more
attention
to
the
rainforest
?
What’s
the
meaning
of
the
underlined
word
in
the
sentence:
“
You
should
pay
more
attention
to
the
rainforest
where
I
live
and
appreciate
how
animals
live
together”?
A
show
thanks
to
somebody
B
understand
or
realize
C
like
sb.
or
sth.
【设计意图】
让学生进一步有目的地阅读课文，指导他们对文中信息进行逻辑推理和分析判断，让学生更好地了解文章细节，形成一定的阅读技能，培养学生捕捉细节的阅读能力。并通过阅读了解如何帮助野生动物。
Step
IV
Summary
i
Read
the
text
again
and
fill
the
following
form.
Tibet
______
is
used
to
make
sweater.
Antelopes
are
killed
for
wool.
As
a
result,
they
are
now
an
________
species.
Zimbawe
_______
used
to
hunt
the
elephant.
No
farmers
_______
them,
even
if
they
_____
love
to
see
them
because
they
were
considered
to
have
destroyed
the
farms.
Thanks
to
the
________
help,
farmers
were
paid,
so
they
felt
_______
and
the
elephants’
numbers
were________
Rainforest
Daisy
___________
at
the
thick
rain
_______
where
a
monkey
told
her
“No
_______
and
no
________”
although
finally
everything
was
_________,
she
had
______
so
much.
ii
Which
animal
among
the
three
animals
do
you
like
most?
Suppose
you
are
one
of
them
and
make
a
speech
to
human
beings.
【设计意图】
进一步提高学生的综合理解能力，并增加对野生动物保护的认识。在这一环节更注重生生之间的合作学习。
Step
V
Design
a
slogan
Design
a
slogan
for
wildlife
protection
according
to
what
you
have
learned.
For
example:
When
the
buying
stops,
the
killing
can
too.
【设计意图】
学以致用，充分调动学生学习的积极性，提高学生的综合运用知识的技能，让学生充分发挥想象力和创造力。让学生之间与师生之间达到互动交际的目的，提高学生运用语言、掌握语言的能力。
Homework
Write
an
article
on
how
we
and
wildlife
live
together
harmoniously.
教学反思：
在上课之前我想：像这样的录像课，现场没有专家和老师听课，应该是一堂较轻松的课。但是当摄像机正对着我时，我却比后面有人听课时还紧张，所以在导入时并不如我原本设计的好，随着课堂内容的展开，我才逐渐的进入了状态，应该说在整个教学过程中学生的学的表现胜过老师教的表现，让学生学不正是教学的目的吗，也算是歪打正着吧。
现在回忆一下我的整个教学过程，我采用的是任务型教学方法，每一部分都设有一定的任务，引导学生自主或者合作完成。在整个教学过程中，合作、探究和独立思考相结合，最大程度地优化学生的学习方式，提高课堂学习的效果。教学过程由优美的野生动物图片以及偷猎者残酷的捕杀藏羚羊的视频导入课文主题开始，阅读活动涉及了快读、细读，在这两个活动中对文章进行相应要求的理解。并且在这一过程中，还注意引导学生动手、动脑、动口参与各个活动，比如在细读第三部分时，有一个单词appreciate
学生并不太熟悉，同时这个词也很难拼写，所以当学生理解了它的含义时，让学生在笔记本上写下来便于记忆和再次理解其含义。阅读活动由整体入手，由易到难，步步推进，层层深入。诱导学生多动脑、多活动，让学生在参与、合作和交流中练习了口语。在这个过程中极大地激发了学生的积极性，尤其让我感动的是王曦与陈占东的对话。因为陈占东这个孩子有轻微的自闭症，平时回答问题都很困难，可是今天他竟然走上了讲台，并且与他的搭档的对话基本上是流畅的。这让我很意外也很开心。还有，选中自己喜欢的动物来表演并向人类发表一个简短的演说这一活动中，张萌萌能把Animals
in
Danger与本篇文章相结合，而惠娇则以非常幽默的口吻说出自己的心声，更能让我震撼的是王青青与张素素两位同学以对话的方式，引入了自己的演讲，并最后以一首奥运主题歌中的一部分呼吁人类保护野生动物，引起学生们的共鸣，太震撼人心了（其实，她两个平时的学习成绩并不怎么样，今天能有如此的表现，足见她们有多投入地去思考，我认为，这是我这堂课的最大的成功之处）。这一活动极大地激起了学生保护野生动物的决心和信心。学生此时此刻热血沸腾、心潮澎湃恨不得现在就立刻走向呼吁人类保护野生动物的现场，这为下一个活动做了很好的铺垫。最后一个环节，学生踊跃上台写下自己的slogan,有很多标语让我看了能真正的感受到学生的超强的创造力与想象力，真是太棒了！激动的我都不知用什么语言来赞扬他们了。
最后布置的作业是：在阅读和讨论的基础上，就野生动物保护这个话题写出一篇作文。我相信，学生根据这节课所学的知识一定能写出一篇佳作的，我很期待哦！
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