教材分析：
本單元圍繞“野生動物保護”這一中心話題進行聽說讀寫的訓練，其中閱讀部分“How Daisy Learned to Help Wildlife” 描述了一個名叫Daisy 的女孩以特殊的方式從瀕危動物那里學到了野生動物保護的知識。Daisy 的學習方式，方法和過程非常奇幻，她乘著飛毯周游世界，首先來到了，同藏羚羊的對話中了解到了瀕危野生動物的現(xiàn)狀和原因。然后飛到了津巴布韋通過大象的介紹，明白了動物保護的重要性和措施，最后來到了熱帶雨林，從猴子口中懂得了保護野生動物還應該關(guān)注他們生活的環(huán)境，了解他們的習性。最后Daisy 在奇幻之旅結(jié)束時提高了保護野生動物的意識，表達了她的感受和決心。文章立意新穎，近似于童話，活潑有趣，行文結(jié)構(gòu)清晰，層次分明。
設(shè)計思路：
學生閱讀的過程就是隨著Daisy學習動物保護的過程。學生是以聽說讀寫的方式從課本，網(wǎng)絡(luò)等課程資源中獲取關(guān)于動物保護的信息�；谡n文的形式和內(nèi)容特點，我挖掘出了課文內(nèi)容與學習方式的結(jié)合點，學習內(nèi)容與實際應用的共性，因此采取了任務(wù)型教學的模式，制定出班級總?cè)蝿?wù)是制作以保護各種瀕危野生動物為主題的，題為 “Let’s Help Wild Life”的英文網(wǎng)站。這個網(wǎng)站是由若干網(wǎng)頁組成，網(wǎng)頁內(nèi)容是以一種瀕危動物的保護為主題，因此把全班以四人為一組分成若干組，小組任務(wù)是制作這張網(wǎng)頁。
要完成任務(wù)，學生必須確定瀕危動物是什么，內(nèi)容和語言，以及設(shè)計制作，具體步驟是課前分組查找瀕危動物有哪些，自主選擇他們最關(guān)注的一種動物，課上學習與主題相關(guān)的內(nèi)容，進行語言聚集，課后收集，整理，合成信息，完成網(wǎng)頁的制作，這樣，從課前準備到課中學習到課后延展，達成了知識的系統(tǒng)性，提高了學生用英語解決實際問題，綜合運用語言的能力, 提高了自主學習的意識和能力。
學情分析：
所授課學生為我校高一學生，經(jīng)過第一模塊的學習，學生了解并學會了運用以小組合作的方式進行合作學習，學生具備基本的閱讀能力，閱讀技巧和方法。但尚未掌握有效的方法克服閱讀中的生詞障礙。瀕危野生動物保護是學生熟悉和關(guān)心的話題，但用以表達話題的語言積累不足。此外，雖然學生的學習資源豐富，但未能恰當?shù)睦觅Y源進行語言學習。因此設(shè)計好學習任務(wù)，方法和步驟是提高閱讀能力，進一步鞏固和加強英 語學習策略的關(guān)鍵。
教學目標：
知識與技能目標：
1.學生通過回答問題，填寫圖表，連線，等方式獲取并理解有關(guān)Daisy 如何學到的關(guān)于野生動物保護知識的信息。
2. 能夠運用所獲取的信息簡單描述關(guān)于瀕危動物，藏羚羊的保護情況。
3．利用資源策略，完成以保護野生動物為主題的網(wǎng)頁制作。
情感與態(tài)度目標：
1. 通過獲取野生動物保護知識，提高保護野生動物的意識。
2. 通過小組合作，學生提升了合作意識；學生增強了自信，維持并提高了對英語學習的興趣。
教學重點和難點：
獲取并理解關(guān)于Daisy 學到關(guān)于瀕危動物保護的知識的相關(guān)信息，并遷移運用到談?wù)撽P(guān)于對藏羚羊的保護。
教學過程：
Pre-reading
I. Task presentation:
Class task: Build up a website about wildlife protection, called “ Let’s Help Wildlife”
Team task: Produce a web page about protecting one kind animal that you are concerned about.
II. Names collection:
Collect the names of endangered animals that they decide to protect.
III. Inquiry question:
Show the Ss two questions to think over and ask them to answer by the end of the
class.
Q1. Why should we protect wildlife?
Q2. What do you learn from the text to help wildlife?
設(shè)計意圖：學生明確了學習目標，從而激發(fā)了學生的閱讀動機，探究性問題使學生在學習過程中處于主動認知的狀態(tài)，開啟了他們的思維之門，知識之窗。
IV. Prediction.
1. Ss read the title and predict what the text talks about.
2. Ss compare the title of the text with their task.
設(shè)計意圖：學生比較課文標題和任務(wù)標題，發(fā)現(xiàn)相似之處，使學生明確了其制作網(wǎng)頁的內(nèi)容就是來源于課本內(nèi)容，要想完成任務(wù)就要學好課文，課文為其任務(wù)的達成提供了依據(jù)和幫助。
While reading--- Fast reading
Ss skim the text and answer the following questions:
Q1. Where did Daisy go?
Q2. How did she go there?
Q3. What animals did she meet?
設(shè)計意圖：學生了解文章主要內(nèi)容，培養(yǎng)學生快速瀏覽閱讀材料確定主要信息的
技巧。圖文結(jié)合的形式增強了學生的感性認識，使學生意識到動物保護是全球范圍的行動。加深了對文章內(nèi)容的印象。
While reading--- Detailed reading
Para 1.
I. Ss read the first paragraph and answer the following questions.
Q1. What is the situation of antelope in Tibet?
Q2. Why has the antelope become endangered?
Q3. Is there any protection provided?
Possible answers:
Situation: decrease
Reason: be killed for the fur beneath its stomach
no protection
設(shè)計意圖：學生獲取細節(jié)信息，培養(yǎng)學生快速瀏覽閱讀材料，確定具體信息的閱讀技巧。
II. Language understanding.
1. Ss understand the sentence by looking at the picture and choosing correct answer. “We’re being killed for the wool beneath our stomachs. Our fur is being used to make sweaters for people like you.
Q: Which part of an antelope is used to make wool sweater?
設(shè)計意圖：并且利用非語言信息幫助學生理解文字信息。
2. Ss paraphrase the word “respond” andtalk about the method of guessing the new word.
“ Where do you…?”it asked. Daisy responded immediately. “I’d like to…”
Method: 利用動作的順承關(guān)系
設(shè)計意圖：學生掌握通過上下文猜詞的技巧，提高處理生詞和理解信息的能力。
III. Ss get to know more reasons why wildlife can be endangered.
1. Ss brainstorm the reasons
設(shè)計意圖：學生通過頭腦風暴進行發(fā)散性思維，激活學生的背景知識，積極主動地將自己已有的知識和經(jīng)驗，結(jié)合語篇中的信息產(chǎn)生新的思想。
2. Ss describe the pictures and talk about the reason why the animal is endangered.
The tiger becomes ______ because people ________.
People _____. As a result, the panda _____________
The weather ____________ , so the pole bear __________________.
設(shè)計意圖：利用本段信息談?wù)撈渌鼮l危動物的現(xiàn)狀和原因是對知識的拓展與遷移，提高了學生語言應用的能力。
IV. Deep understanding
Ss discuss and answer the question.
Q: What did Daisy learn from her trip in Tibet?
Possible answer: Situation and reasons of endangered animals
設(shè)計意圖：學生對已獲取的信息進行概括，培養(yǎng)學生總結(jié)歸納段落主題的能力。
Para 2.
I. Ss read the passage and match the time with its situation
設(shè)計意圖：學生獲取細節(jié)信息，培養(yǎng)學生快速瀏覽閱讀材料，確定具體信息的技巧。
II. Language understanding.
Ss get the meaning of the word “used to” and talk about the method of guessing the new word.
“The elephant used to be an endangered species.”
Method: 利用對比關(guān)系
設(shè)計意圖：學生掌握通過上下文猜詞的技巧，提高處理生詞和理解信息的能力。
III. Ss get to know more practical measures of protection.
Ss do group work to collect the measures of protection
1. Ss list the measures individually.
2. Ss discuss and collect the measures in a group of work.
3. Ss show the measures on the blackboard.
設(shè)計意圖：通過合作學習，集思廣益，有助于增強自信心，提高合作意識，競爭意識，積極主動地將自己已有的知識和經(jīng)驗與他人交流，結(jié)合語篇中的信息產(chǎn)生新的思想。
IV. Ss discuss the measures of antelopes’ protection.
1. Ss tick out the measures of protection from which that the student collected.
2. Ss talk about the practical measu
res.
設(shè)計意圖：利用本段信息談?wù)搶Σ亓缪虻谋Ｗo是對本段知識的拓展與遷移，提高了學生語言應用的能力。
V. Deep understanding
Ss discuss and answer the question.
Q: What did Daisy learn from her trip in Zimbabwe?
Possible answer: Protection and solution of endangered animals
設(shè)計意圖：學生對已獲取的信息進行概括，培養(yǎng)學生總結(jié)歸納段落主題的能力。
Para 3.
I. Ss read the passage and find out the answer to the questions.
Q1. What is the relationship among wildlife according to the monkey?
設(shè)計意圖：學生獲取細節(jié)信息，培養(yǎng)學生快速瀏覽閱讀材料，確定具體信息的閱讀技巧。
關(guān)系圖的設(shè)計幫助學生理解信息。
Q2. What does the relationship suggest?
II. Ss discuss the inquiry question asked at the beginning of the class.
Q: Why should we protect wildlife?
III. Language understanding.
Ss get the meaning of the word “appreciate” by choosing correct answer and talk about the method of guessing the new word.
“… and appreciate how the animals live together.”
A. admire B. understand C. thank
Method: 利用動賓關(guān)系
設(shè)計意圖：學生掌握通過上下文猜詞的技巧，提高處理生詞和理解信息的能力。
IV. Deep understanding
Ss discuss and answer the question.
Q: What did Daisy learn from her trip in the rainforest?
Possible answer: Habitat and features of endangered animals
設(shè)計意圖：學生對已獲取的信息進行概括，培養(yǎng)學生總結(jié)歸納段落主題的能力。
V. Ss will talk about the antelope’s habitat and feathers according to the information given by the teachers.
Height 75cm
Weight 40kg
Habitat Only on cold desert, high mountains in Qinghai-Tibet plateau
Appearance Brown, like sheep, long and sharp horns, a little bag in the nose to help to breathe,
Life 8 years
設(shè)計意圖：利用本段信息談?wù)搶Σ亓缪虻臈⒌睾吞攸c是對本段知識的拓展與遷移，提高了學生語言應用的能力。
Para. 4
Ss read the fourth paragraph and answer the following questions.
Q1. What did Daisy plan to do after going back home?
Q2. What did Daisy think of the experience?
設(shè)計意圖：學生獲取細節(jié)信息，培養(yǎng)學生快速瀏覽閱讀材料，確定具體信息的閱讀技巧。
關(guān)系圖的設(shè)計幫助學生理解信息。
Post reading
I. Summary
1. Ss sum up the ways guessing new words.
利用順承關(guān)系
利用對比關(guān)系
利用動賓關(guān)系
設(shè)計意圖：掌握通過上下文猜詞的技巧，學生就能夠提高在閱讀中處理生詞的能力，提高邏輯思維能力，提高在語境中理解信息的能力，增強在閱讀中克服生詞障礙的信心。
2. Ss sum up the information about wildlife protection.
Ss recall the inquiry question asked at the beginning of the class.
Q: What do you learn from the text to help wildlife?
Situation and reasons
Protection and solution
Habitat and features
II. Discussion
Ss talk about the antelope’s protection.
Habitat and features
An adult antelope is about 40kg weigh and 75cm high. They are like brown sheep with long and sharp horns. There is a little bag in the nose to help to breathe. and their fur beneath the body is quite soft. They only live on cold desert, high mountains in Qinghai-Tibet Plateau. The life is no more than eight years.
Situation and reasons
The number of antelopes is decreasing rapidly. Most of them are being killed for the fur beneath its stomach to make sweater for people. There is not any protection, so thy are dying out.
Protection and solution
The government is establishing Antelope Reserve to prevent people from killing them. And there are some laws that has been passed to punish those people who hunt them or destroy their environment. Besides, people had better not buy any sweaters made of wool from antelopes. It is more important that people should know protecting wildlife is protecting themselves.
設(shè)計意圖：學生能夠運用閱讀中已知的信息，再次經(jīng)歷信息的篩選，歸納，綜合和概括的思維過程，使學生在信息的遷移過程中培養(yǎng)了靈活的思維方式。另外教學環(huán)節(jié)是學生完成任務(wù)的范例。
Homework:
1. Finish the web paper.
2. Give each group evaluation on their web paper.
Evaluation
Group Content Language Desi
gn Total
5 3 1 5 3 1 5 3 1
Group 1
Group 2
……
Notes:
Mark Content Language Design
5 完整充實 豐富，易懂，無誤 合理新穎，可視性強
3 基本完整 易懂但有誤 合理，有可視性
1 未完成 錯誤很多，很難讀懂 不合理
設(shè)計意圖：知識拓展以及資源策略的培養(yǎng)， 提高了自主學習的意識和能力。
板書設(shè)計：
Habitat and features
Learn to help wildlife Situation and reasons
Protection and solution
教學效果評價：
積極開發(fā)和合理利用課程資源是英語課程實施的重要組成部分，如何將各種形式的課程資源與英語教材有效的結(jié)合是教學過程實施的關(guān)鍵。本課力圖將網(wǎng)絡(luò)資源與教材內(nèi)容合理地結(jié)合，并進行有效的利用和開發(fā)。主要體現(xiàn)在以下三點：
1．找到了課本內(nèi)容與利用網(wǎng)絡(luò)資源進行課題研究的共性和結(jié)合點，即以動物保護為話題的學習。
2．明確了學習課本內(nèi)容與查找網(wǎng)絡(luò)信息之間的關(guān)系， 即互補，互進，互通的關(guān)系。因此學生提高了利用課程資源對信息進行有效的篩選和收集的能力。
3．強調(diào)了英語教材是英語課程資源的核心部分。學生只有通過課本內(nèi)容的學習， 之后才能確定其網(wǎng)頁內(nèi)容，而且教材為任務(wù)的完成提供了充足的語言支持，使學生明確了課本內(nèi)容，課文閱讀，課堂學習的重要性。
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