高中学科教学设计模版.docx

我的教学设计

课题：Unit 4 Wildlife protection
科目
英语
教学对象
高一学生
课时
1
提供者
蒲京媛
单位
沁源县第一中学
一、教学目标
Help the students achieve these aims:
1. Knowledge objective: understand the meaning of some new words and expressions: wildlife, protection, carpet, antelope, millipede, insect, mosquito, respond, distant, mercy, contain, fur, certain, importance, affect, appreciate, relief, laughter, rub, powerful, attention, die out, in danger of, burst into laughter, in relief, protect…from, pay attention to
2. Skill objective: get a general understanding of the reading passage by using such reading strategies as predicting, skimming, scanning and summarizing and talk about wildlife protection
3. Emotion objective : .have a right attitude towards wildlife protection and know how to protect wildlife
二、教学内容及模块整体分析
The reading material is taken from NSEFC Module 2 Unit 4.The title of the reading is: “How Daisy Learned To Help Wildlife” . This if the first period of this unit. The text focuses on wildlife protection. A girl named Daisy travelled on a flying carpet. In her dream. From her dialogue with the antelope, elephant and monkey, the student find it urgent to protect wildlife. Among the four skills, this period focuses on reading and speaking. First , the students talk about vocabulary, phrases and sentences about wildlife . Next, they read the lines, read between the lines and read beyond the lines until in the end grasp the whole text.
三、学情分析
The students are from Grade 1 in a key Senior High School. They have achieved certain ability in English comprehension. Besides, they like to air their opinions, so discussion in groups is supposed to be carried out effectively.
However, students may not be so familiar with endangered animals and they may know little about wildlife protection, so the teacher should well present the background information to lessen students’ comprehending difficulty.
四、教学策略选择与设计
Communicative ( In Pre-reading stage, I’ ll stimulate students to communicate in English.)
Situational teaching ( In post-reading stage, a situation will be created for students to improve their real communicative ability.)
Task-based language teaching, cooperative and autonomous learning ( Through the whole period, students will be offered with various tasks to work cooperatively and autonomously.
五、教学重点及难点
1.To encourage students to apply what has been learned to practice.
2. To get the gist of the reading passage and express themselves focusing on the topic.
六、教学过程
教师活动
学生活动
设计意图
Step 1: Warming-up
Ask the students questions and have a short discussion about endangered wildlife.

Students answer the questions and have a group discussion. They know more about endangered animals and thing about how to take measures to protect them.
Students can practice their listening, know more about wildlife protection and have a teamwork.
Step 2: Pre-task: the teacher asks some questions on the topic to lead in, and then teaches some new words and phrases.
The students answer the questions and learn.
In order to introduce the topic of the text and some new words
Step 3: While—task:
1. the teacher organizes skimming activity
2. the teacher analyses the text, presents the key words and phrases on the screen
3. the teacher asks the students to read the text and then do blank filling exercises according to the text.
4. the teacher encourages the students to ask some questions according to the text and some other students to answer them.
1.the students skim the whole text and then match the main idea with each paragraph.
2.the students listen and then retell the first paragraph
3.the students do blank filling exercises according to the text.
4.the students ask and answer the questions
1. To practice the students’ reading skills and help students get the main idea of each paragraph,
2. To help the students retell the first paragraph and practice speaking,
3. To help the students get the detailed information about the second paragraph,
In order for the students to realize the situation of the endangered species
Step 4: post-task:
1. the teacher guides the students and organizes them to make up their own dialogues and then motivate them to speak in public.
2. the teacher makes a summary

1. the students make up their own dialogues, using what they have learned and then act out their dialogues.
2.the students read and think of the topic of the text.
1. To help the students have a better understanding of the text and encourage them to participate, cooperate and practice in the classroom activities,
2. to help the students have a deeper understanding of the text,
Step 5: assignment:
the teacher assigns the students the following to do:
1.Please surf the Internet at www.redlist.Org. to find out more about endangered species.
2. Review the text by listening and reading it after class.

the students will do the assignment after class.

the students will be able to know more about the endangered animals and reinforce what they have learned in this unit,

Step 6: Summary

If everyone gives their bit of love to wildlife protection,
the world will become a wonderful Eden.

This step is an review of the whole class. Improve their summary ability.

七、教学评价设计
评价项

所占分数百分比
（%）

个人评价
（学生个人完成）
能利用交通网查交通工具的相关数据
5
能对查到的数据进行单位转换
5
会正确计算结果
5
小组内的表现
5
小组评价
（所在小组其他成员完成）
组内表现
30

教师评价
（由教师完成）
小组作品（见学生作品评价表）
25
10
10
组内任务
5
课后个人作业

八、板书设计
 Unit 4 Wildlife protection
• Respond: to answer
• Burst into laughter: she laughs suddenly and loudly, because she feels relieved, feeling more relaxed.
• Distant: far away
• Certain: some
• Without mercy: not showing forgiveness