人教版高中英语教材必修2 Unit 4 Wildlife protection Reading 教案
东方市八所 钟艳艳
Three dimensional teaching aims
1. knowledge and skills
a. To encourage students to think and talk about rare animals and wildlife protection by using some phrases and structures:
The animal is an elephant/…
They are very cute /rare/…but they are in danger now.
b. To help students to learn to how to protect wildlife.
2. Process and strategies
To train students to get information from the story quickly through using a variety of reading skills.
3. Feeling and value
To get students realize the importance of wildlife protection.
Teaching important points
To develop students’ reading ability and let them learn how to protect wildlife.
Teaching difficult points
To make students discuss with partners to find out ways to protect wildlife.
Teaching process
Step 1 Pre-reading
The teacher talks with students about following questions:
1. Do you like animals? Can you speak out some wild animals?
2. Look at the pictures and tell me what they are.
3. How to protect wildlife?
Step two
Step 2 Reading
1. Fast reading.
Read the passage quickly and try to fill in the table below about Daisy’s journey
Places she went
Animal she met
First stop
Second stop
Third stop
1. Careful reading
Finish the blanks in each paragraph
The first stop
Purpose: to see some __________ Place: ______ Animal: ________
Situation: being hunted for the________beneath its stomach
Result: to be an endangered __________
The second stop
Purpose: to go to a place with wildlife _________
Place: Zimbabwe Animal: African ________
Situation: used to be hunted by farmers without ________
Result: now being protected by farmers making money from _______
The third stop
Purpose: to go to a place where the WWF is involved
Place: __________ Animal: _______
Situation: produces a drug naturally which can protect us from _______.
Result: Daisy plans to tell ______ about the drug.
Step3.Post-reading
1. Comprehending exercises (on paper)
True or false questions:
1). One day Daisy woke up and found a flying ship by her bed. （ ）
2). Daisy saw many antelopes in Tibet.（ ）
3). Daisy’s sweater was made of sheep wool. （ ）
4). The antelopes were killed for food. （ ）
5). The elephant is familiar with people now. （ ）
6). There is not any hunting in Zimbabwe any more. （ ）
7). Looking after the rain forest can help with wildlife protection. （ ）
8). The monkey rubbed itself to protect itself from mosquitoes. （ ）
9). WWF means the World Wildlife Fund. （ ）
2. Retelling
With the help of diagram, let students retell the story.
Step 5 homework
Review the text and try to find useful expressions.
教学反思
Unit 4 Wildlife protection
Reading
八所 钟艳艳
准备了将近一周的公开课，今天终于结束了。说实话，由于前段时间身体状况不佳，参赛的心思早已打消，可是周二时，大组长张文老师建议最好上。我硬着头皮就临时开始赶课件。可以说，由于时间方面问题及身体状况，这次的公开课我的准备做得不是很足，只能算是完成任务吧。我并不后悔参加这样的竞赛，它给了我极大的锻炼，唯一让我遗憾的是没有积极主动参赛，希望自己的上课不要太丢人。但是，在这里，我还是想借此机会感谢在研课过程中史素珠老师、郑华主任以及组内其他英语老师对我的帮助。
这堂课，上得不算成功。得从以下原因进行分析：
从选题来说，我选的是必修2教材第四单元内容，对于高一新生来说，本身难度就加大，当初处于想挑战下自己的原因，选了这个题。可是对于学生来说，这无疑也是一项重大挑战。对于学生的学情，我避而不理，这是公开课不好的原因之一。
从赶制课件来说，选了阅读课，它旨在训练学生的快速阅读能力，本身就容易冷场的课，不适宜上公开课。以后选课时，要么上听读课，要么上说读课，要么上写作课。另外，由于学校多媒体少，申请困难，打磨课时时间不足，就试课一节，就赶鸭子上架了。从课件上拉开看，长期不上多媒体，对于多媒体课件制作，已然生疏，课件做得不够美观漂亮，看自己的课件，有点厚重感，这样容易使人累。在以后的工作中，我应该多积极主动制作课件，申请多媒体上课。从教师比武来看，我的课堂，学生不活跃，举手回答问题的人不多，影响了课堂气氛。另外，我自身的教学语言还不够简练到位，以后我备课时得注意这方面的思考。
今天上完公开课，听了黄校长的点评后，我对她所说的话进行了反思：关于教师在课堂中的角色，我想我没有真正按照新课改的理念，学生的主动权我没有真正还给他们。关于怎样让课堂精彩：我想说的是不一定每堂课都能像公开课这样活跃，但我们能做到的是端正好教师态度，备好每一趟课，有备而来，上得课不会差到哪里去。
通过这次公开课，我用血的教训让自己明白了一个道理：公开课不同于真正的课堂，我们要学会变通。另外，永远都不要打无准备的仗。最后，我想对学校提出以下希望：希望学校能够给更多的教师多提供学习的机会，学习的形式也得多样，如果只是在八所范围内，或者只是在网上研修，我们的知识绝对会老化。另外，希望学校可以的话，多增设几间多媒体教室，平时多鼓励教师多媒体教学。别的地方都已经提倡互动式白板教学了，我们多媒体应用都没有普及起来，落后就只能挨打。在管理方面，希望学校的多媒体有专人统一管理，这样便于教师申请利用。当然，归根结底，还在于自己平时得多学习，注意拓展自己的知识面。
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