U4 Wildlife Protection Reading
How Daisy learned to help wildlife
一． 教材分析
本单元的中心话题是“野生动物保护“。阅读课是本单元的重要环节，通过Daisy在西藏与藏羚羊的对话，在津巴布韦与大象的畅谈以及在热带雨林与猴子的交流，Daisy深刻了解到濒临灭绝的野生动物的生存现状，呼吁我们要学会如何保护野生动物以及要从已经灭绝的动物中吸取哪些经验教训从而促进我们保护野生动物的意识，让同学们体会到野生动物保护的重要性和紧迫性；并深刻意识到野生动物的生存环境日益恶化以及保护野生动物的行动刻不容缓。本节课始终贯穿“野生动物保护”这一主线，重点训练学生的阅读技巧 (Fast reading 和careful reading )； 同时又兼顾培养学生的听，说，写能力，让学生畅所欲言，大胆表达自己独特的见解，最终使学生对整篇文章有更好的感知能力。在听说读写的语言技能训练中，学生不仅学到语言知识，而且使学生的综合语言运用能力得到进一步加强。本课时，在词汇、功能与语法方面则比较简单，对学生听说读写不构成很大的障碍。
二． 学生分析
我们的学生是典型的90后，出生于98年或99年，十七八岁，而这一年龄段是人一生中的黄金时期。他们朝气蓬勃，积极乐观，对新鲜事物的求知欲非常强，思维活跃，善于独立思考，而且创新能力突出。
在课堂教学方面，学生能够听懂教师用英语语言发出的课堂指令，并对此作出积极响应。
在听说读写方面，学生有一些基础，能借助文字，图片，影像，等直观、形象的信息，看懂相关知识。
在信息筛选方面，学生的动手能力也不容小觑，他们对互联网以及搜索引擎了如指掌，能够查阅相关野生动物灭绝的原因、生存现状、亟需解决的问题。
在小组讨论方面，学生能够愉快地与小组成员合作，根据自己的日常生活体验和素材积累，积极表达自己的看法，集思广益，绽放思维的火花。
在价值观方面，学生积极社会主义核心价值观，有强烈的社会责任感，能够做到个人价值和社会价值的统一。青少年学生肩负着构建和谐生态社会的重大历史使命，学生积极从自己做起，自己先做好表率，愿意以身作则，呼吁身边的人保护野生动物，给它们创造一个美好的生存家园，共创和谐的生态社会。他们的力量是强大的，可以感染更多的人加入到保护野生动物的行列中来，并使人们反思捕杀野生动物，肆意穿戴皮草制品的社会问题如何解决。
三． 教学目标
教学目标既是教学活动的出发点，也是预先设定的可能达到的结果。目前的教学目标都是三维目标，它是指教育教学过程中应该达到的三个目标维度，即：知识与技能（knowledge & skills）；过程与方法(Process & steps )；情感态度与价值观（emotional attitude &
values）。“三维目标”是一个教学目标的三个方面，而不是三个独立的教学目标，它们是统一的不可分割的整体。
1.知识与技能目标：
1).Let the students master the words and phrases about wildlife protection.(wildlife, protection, die out, hunt, in peace, in danger of, in relief, burst into laughter, long to do, protect...from, contain, pay attention to, I would appreciate it if you could...)
2).Help the students to learn about some endangered animals and the knowledge of wildlife protection.
3).Let the students pay attention to reading skills(Fast reading and Careful reading).
2.过程与方法目标：
1).Enable the students to be the masters of study and let them study by themselves and discuss in groups.
2).Encourage the students to express their own ideas ,feelings and attitudes towards wildlife protection and share their ideas in front of the classroom.
3.情感态度与价值观目标：
1).Help the students know about the importance of wildlife protection and to improve the sense of wildlife protection.
2).Develop the students’ sense of cooperative learning.
四．教学重点：
1) .Let the students master the words and phrases about wildlife protection.
2).Let the students pay attention to reading skills(Fast reading and Careful reading).
3).Encourage the students to express their own ideas ,feelings and attitudes towards wildlife protection and share their ideas in front of the classroom.
五．教学难点：
1).How to help the students master the words and phrases about wildlife protection.
2).How to make the students retell the passage and understand this passage better.
3).How to encourage the students to express their own ideas ,feelings and attitudes towards wildlife protection and share their ideas in front of the classroom.
六．教学方法与教学手段
Self study, cooperative study, group work, pair work and role-play ,
七．教学工具
Multimedia, learning material,blackboard,book.
八． 教学步骤
Step I. Warming up
Task1: Have a free discussion with the students.
Do you love animals? What is your favorite animal? Why?
_______________________________________________________________________
设计目的：从学生熟悉的话题入手，激发起学生对本节课的兴趣和动物的热爱。
Task2:Show some pictures of wildlife animals to the students and let the students tell
me the name of these animals.Then answer:What do you think of these wildlife animals?
设计目的：展示给同学们一些野生动物的图片，让学生思考：What do you think of these wildlife animals?然后引导学生得出这样的结论：They are rare, cute and clever and they are our wonderful friends.
Task3: Watch a short video about“Jackie chan calls on to protect wildlife animals” and let the students answer“What happens to the animals?”
设计目的：在这个视频当中，好多人并不把动物看做是朋友，而是对珍稀野生动物杀戮，导致野生动物的数量急剧下降甚至有些物种已经濒临灭绝。引导学生做出回答：They are in danger/endangered/being killed/dying out.这个答案能够让学生意识到保护野生动物是一件迫在眉睫的事情，从而自然而然地引出本单元的话题“Wildlife protection”以及保护动物的国际组织“WWF”。接着，顺其自然地导入本节课的主人公和成龙一样，都呼吁保护野生动物。This class ,we will know a girl .Her name is Daisy. She told us how she learned to help wildlife.
Step 2 :Task1 pay attention to the learning aims and let one student read it.
1. To know about the importance of wildlife protection and to improve the sense of wildlife protection.
2. To master the words and phrases about wildlife protection.
3. To pay attention to reading skills.
设计目的：让学生铭记三个学习目标，这是本节课学习活动的出发点，也是预先设定可能达到的结果。
Task2 Explain reading skills:Fast reading and careful reading.
Reading skills----Fast reading and Careful reading
Fast reading：快速阅读，扫描全文，把握文章的主旨和总体框架，不求完全看懂每句或每词的意思。
Careful reading:带着问题仔细阅读文章，发现细节，最好把答案勾画出来。
设计目的:这是一篇阅读课，学习目标之一就是使用Fast reading技巧把握文章和段落大意 ；借助careful reading技巧筛选有用、可靠的细节。
Step3 Fast reading
Skimming the passage quickly and do the following exercises.
Task1. What is the main idea of the passage? ( )
A. Daisy had a real and wonderful travel and learned a lot from it.
B. Daisy realized the importance of wildlife protection by travelling in a flying carpet.
C. Daisy talked with three wild animals in a rainforest and learned a lot.
答案：C
设计目的:使用Fast reading技巧把握文章和段落大意，并使学生明白这个阅读技巧的重要作用。告知同学们解题思路：主旨大意一般是文章首段或末段的第一句话。但是，有时候由于文章体裁的原因，或是由于短文是节选的，这时就要靠应试者自己进行概括或归纳隐含的主题思想了。
Task2. Match each Para with the main idea.
Para1 A.What can we get from wildlife protection?
Para2 B.A good example of wildlife protection.
Para3 C.Why do we need wildlife protection?
答案：1-C 2-B 3-A
设计目的:找出每段的主旨句，能够帮助学生更好的理解本段的内容，更好地把握本段语言知识以及内涵。
Task3. Fill in the table.
What three places did Daisy go and what three animals did she meet?
Place
Animal
答案：Tibet Zimbabwe Rainforest antelope elephant monkey
设计目的:本篇文章的前三段，Daisy分别去过不同的国家以及见到不同的动物。设计此题的目的在于使学生清楚Daisy的巧妙经历的路线，为接下来的复述课文做好坚实的铺垫。
Step4 Careful reading
Read Para 1 and do the following exercises.
Task1. True or False.
1. Daisy saw many antelopes in Tibet. ( )
2. Daisy’s sweater was made of sheep wool. ( )
3. Daisy felt sad when she heard the antelope was endangered. ( )
4. Daisy was the character of the story. ( )
Task2. Fill in the blanks.
Not long ago，a girl called Daisy took a magic trip around the world，riding a flying
carpet. She __________ (回答) to it that she wanted to a _________ land. First，she came to Tibet in China to visit antelopes. An antelope told her that they were being ___________ (kill) in large numbers by humans. They are an _________ (endanger) species.
Read Para 2 and do the following exercises.
Task1. Choose the right answer.
1. Why did elephants use to be an endangered species in Zimbabwe? ( )
A. Tourists hunted too many elephants.
B. Farmers hunted them without mercy.
C. The government encouraged farmers to hunt them.
D. Their living environment was seriously polluted.
2. What can we infer from the words, “Have you come to take my photo”? ( )
A. The Elephant thinks itself a beautiful animal.
B. Elephants are friendly to human beings.
C. Money from tourists went to the large tour companies.
D. Now many more tourists come to take its photos rather than hunt it.
Task2. Find some phrases（短语）in Para 2 and fill in the blanks.
1. Hearing the news that his son was safe, he was_________________.
2. He_____________, but couldn’t see anything.
3. When I told the joke, everyone________________.
Read Para 3 and do the following exercises.
1. What is the monkey doing?(No more than 6 words)
______________________________________________________________________
2. Why does the monkey rub a millipede on to his body?(No more than 10 words)
______________________________________________________________________
3. Find out a sentence which tells the importance of rainforest.（No more than 6 words）
______________________________________________________________________
Read Para 4 and choose the right answer.
What was Daisy’s plan? ( )
A. To fly to another place to save the endangered animals
B. To tell WWF to produce the new drug.
C. To teach human beings a lesson.
答案：Para1 FFTT
responded distant killed endangered
Para2 B D
in relief turned around burst into laughter
Para3 1.It is protecting itself from mosquitoes.
2.Because it contains a powerful drug which affects mosquitoes.
3.No rainforest, no animals, no drugs
Para4 B
设计目的:本篇文章共分为4个段落。根据每个段落的特点设置不同类型的问题，既可以为学生阅读文章指出明确的导向，又可以通过不同的题型考察学生的灵活应变能力。
学习方法:
1. 六人一组讨论，小组长通报答案，组员认真用红笔记录，并大胆质疑。并重点讨论下列错题。
2.到黑板展示正确答案。
3.点评板书内容。要求如下：
1).黑板展示答案是否正确，若不正确，纠错。
2).满分10分。根据书写与内容，给出分数。
3).讲解到位，语言简练清晰，声音洪亮。
4).非展示同学认真倾听，用红笔做好笔记。
Step 5. Intensive reading
1. Please take me to a distant land where I can find the animals that gave fur to this sweater.
句子分析：此句中 where 引导_________从句，在句中作________成分; that引导________从句，在句中作___________成分。
2.The antelope said, “Our fur is being used to make sweaters for people like you.”
句子分析:在本句中，is being used 是现在进行时的________语态，表示动作正在被执行。现在进行时的被动结构为________________________________
翻译：现在这所医院正在建设之中。
________________________________________________________________
3. You should pay more attention to the rainforest where I live and appreciate how the animals live together.
句子分析:where引导_______从句，在从句中作______成分，先行词为______ ,
how引导_______从句。
4. Translate the following phrases into English.
1.渴望做某事____________________ 2.一定数目的_________________
3.保护…不受 ___________________ 4.注意_______________________
答案：.1.定语， 地点状语， 定语，主语
2.被动， am/is/are +being done
The hospital is being built now.
3.定语 ， 地点状语， the rainforest ,宾语
Long to do a certain number of
Protect…from pay attention to
设计目的:这三个长、难句以及短语涉及到本节课的重点词汇、短语、现在进行时的的被动语态、对定语从句的分析。我把这四个题单独列出来，能够引起学生对重点知识的高度重视，激发他们的求知欲。
学习方法：同Careful reading.
Step 6. Make a dialogue with your partners.
Suppose you are a tiger . Your name is David. Since you were born , you have been kept in the cages. As time goes by , you feel lonely and want to return to nature . So you make a dialogue with your keeper---Tony. Tell him the reason why you want to be set free.
对话模板：
D: Hello,Tony! May I have a favor to ask?
T: Of course,What can I do for you?
D: I long to return to nature.（陈述请求）
T: No way! You are always being watched over in the zoo. If you return to nature ,you will be killed by human beings.（反驳）
D:But I will pay attention to the danger around me and protect myself from hurt.（陈述原因）
T:Anyway, I am afraid that you may bite men.（反驳）
D:I promise.I will not harm them. I would appreciate it if you set me free.（陈述原因）
T:OK. I agree with you. And when in Rome ,do as Romans do.（同意）
设计目的:这个环节颠覆了话题讨论的老思路---选取话题，直接让学生分组讨论。我先给同学们展示四幅图画，前两幅分别是动物在大自然幸福地生活和动物被关在笼子里，启发学生思考：Do you think it is good or bad for animals to live in the cages?这个问题能够让学生意识到动物生活在笼子里等于没有了自由，所以它们渴望走出笼子。接着顺其自然地展示另外两幅图片。一幅是老虎David渴望回归大自然，另一幅是饲养员Tony同意了David的请求，把David从笼子里释放了出来。然后，我把录制的一段对话模板（我自己编制好对话，让往届毕业生帮忙，录制好对话），以听听力的形式放录给同学们听，既可以锻炼学生的听力，又可以为学生话题讨论指明方向。学生可以借鉴对话模板中的重点单词，短语以及句型。如：long to do ,pay attention to, protect...from ,I would appreciate it if...
要求：
1. 两人一组展开对话，运用对话模板中的句型以及词汇。
2. 陈述一至两条理由。
3.到讲台激情对话表演。
Step7. Listen to make a summary（课文回顾）
One day Daisy had a dream and went to see some endangered animals in a flying ___________. It flew away to Tibet in China first, where she saw an antelope. The antelope told her that they were being killed for the ________ .Then the carpet flew away to Zimbabwe, where Daisy saw an elephant. Farmers used to hunt them without __________. Now they allowed tourists to hunt only a __________ number of animals if they paid the farmers. Later, Daisy arrived in a thick rainforest. A _______was rubbing a millipede insect which contains a powerful drug. So Daisy decided to produce this new drug with the help of _____. The carpet rose and flew home.
设计目的：我任教班级学生的听力水平整体较差，用听听力的形式可以锻炼学生的听力，核对完听力答案后，在多媒体上展示关键词，鼓励学生借助关键词复述课文，以便于更好地理解本篇文章的主要内容。
Step8根据学生的年龄特点和本节课的主题“保护野生动物”，我特别设置了以下互动环节：
Task1:Play a game
游戏规则:任选一幅图片，在每幅图片后面隐藏着一个问题。若回答正确，你就可以得到图片相对应的奖品。
设计目的：这个小游戏设置的几个问题都是Intensive reading中的重点句子，既可以激发学生参与的热情，又可以更好地巩固本节课的重点单词，短语，句型以及语法。
Task2:Let’s vow together
.I swear(我宣誓)
Animals are our friends.
Protecting animals is protecting ourselves.
When the buying stops, the killing can too.
（没有买卖，就没有杀害）
设计目的：这是本篇文章的感情升华，让学生时刻牢记保护野生动物的重要性，让同学们体会到野生动物保护的重要性和紧迫性；并深刻意识到野生动物的生存环境日益恶化以及保护野生动物的行动刻不容缓。
Step9: The monitor make a summary.
设计目的:让学生更加清楚本节课所学的知识，以及对同学们的参与度做出客观的评价。
Step 10 Homework:
Write a short passage about how to protect endangered wildlife.
九． 板书设计
Book2 Unit4 Wildlife Protection
How Daisy learned to help wildlife
G1 G2
G3 G4
G5 G6
G7 G8
十． 课后反思
1. 本节课是一节阅读课，重点话题是“野生动物保护”。借助多媒体丰富而强大的功能，我导入了许多野生动物的图片，植入“成龙呼吁保护野生动物的公益广告”，插入两段音频，学生非常感兴趣。根据学生的反应情况、配合默契度以及所预设的三个教学目标来看，自我感觉这节课算是比较成功的，有一些亮点和创新之处以及自己独特的见解。助多媒体，导入精美的图片以及视频，非常自然、有效。阅读过程任务设置多样化，题型各样，长难句分析，话题提升，课文巩固。整个教学过程紧张有序，充实完整。
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