外研版高中英语第五册（必修5）
教案设计 （B）
Module 6 Animals in Danger
By No. 21 High School Zhang Nan
课时一阅读
（Introduction & Reading）
教学分析
本模块以Animals in Danger为话题，使学生了解一些濒临灭绝的动物及它们的现状，培养学生保护动物的意识，并使学生掌握一些动物名称及相关的词汇。Introduction 部分复习和学习一些与野生动物有关的词汇，学会简要分析珍稀动物濒临灭绝的主要原因。Reading 部分介绍了藏羚羊濒临灭绝的现状和原因，以及我国政府和世界自然保护组织为拯救藏羚羊所做的努力。学生除了学习新词汇、训练阅读技巧外，对动物保护有了更深刻的认识。
教案内容
教学目标
1．语言目标
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1）重点词汇及短语
1. reserve, habitat, endangered, extinct, wildlife, protect, in danger, thanks to
2. poacher, antelope, battle, plateau, ideal, shawl, herd, worth, skin, spot, raid, confiscate, condition, meanwhile, dealer
give one’s life to, at a time, be worth so much, on the spot, be made into, come into fashion, take an active part in doing, be ready for, get tough with
2）重点句式
1. Thanks to scientists’ hard work, the number of the pandas living in the wild has increased to about 1590.
2. Although surprised, the poachers had an advantage --- there were more of them.
3. A shawl made from the wool (known as “shahtoosh”, or “king of wools” in Persian) can sell for five thousand dollars.
4. Often working at night, the poachers shoot whole herds of antelopes at a time, leaving only the babies, whose wool is not worth so much.
5. But today the government seems to be winning the battle.
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2. 能力目标
1. Learn some information about the present situation of the wild animals and the effort made to protect the wild animals.
2. Enable students to use some key words and some expressions correctly.
3. Get students to catch the main information about numbers.
4. Learn to predict before reading.
5. Discuss the questions about the passage.
3．教学重难点
1. Guide students to summarize the main idea of each paragraph as well as the main idea of the text.
2. Discuss the questions of comprehension.
3. Get students to learn about the importance of protecting animals.
4．教学方法
1. Fast reading skills for main ideas and details.
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2. Discussions to improve students reading comprehension of the passage.
3. Individual, pair or group work to make every student work in class.
教学过程
Step 1 Lead-in: Show different pictures of tigers to arouse the students’ interest, and then get the students to talk about tigers and do Activity 1.
Step 2 Vocabulary: Learn some important words about animal’s protection and do Activity 2.
Step 3 Discussion: Work in groups and discuss the reasons why some animals are becoming extinct.
Step 4 Prediction: Get the students to look at the picture on the top and guess what the passage is about.
1. What is this species of animals in the picture?
2. Where is this happening?
3. What are these people in the picture?
4. What is the passage about?
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Step 5 Main ideas
The general idea of the text: The reading gives a brief description of the current situation of antelopes. Realize the importance and urgency of protecting the wild animals. The struggle of protecting antelopes will last a long time and will call on more and more people to take part in it.
Paragraph 1: Jiesang Suonandajie gave his life to save the Tibetan antelope.
Paragraph 2: A large number of antelopes have been killed for their wool.
Paragraph 3: The business of antelope wool is illegal but it is not easy to be stopped.
Paragraph 4: The Chinese government began to take an active part in protecting the antelopes.
Paragraph 5: Progress has been made in protecting the antelopes.
Step 6 Scanning: Get the students to read the passage carefully to do Activities 2, 3 and 4.
Step 7 While-reading: Read the text carefully and fill in the blanks with the information in the text.
At the beginning of the 20th centuryThere were millions of antelopes on the
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Qinghai-Tibetan Plateau.
Since 1975There has been a ban on the shawls trade.
In the 1990sThe shawls came into fashion among rich people.
The Chinese government began to take an active part in protecting the antelopes in the Hoh Xil Nature Reserve.
Over the next ten yearsThe antelope population has slowly begun to grow again.
Since 1997About 3000 poachers were caught and 300 vehicles confiscated.
TodayThe government seems to be winning the battle and the number of poachers has fallen.
Step 8 Post-reading: discussion
1. What do we learn from the text?
2. Why do we have to prevent the animals from dying out?
3. What can we do to help the animals?
Step 9 Homework
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Workbook on P 98 Ex. 4 and 5.
课后反思：
珍稀动物濒临灭绝是学生比较感兴趣的话题。教师在导入新课时，可以通过各种方式，充分激发学生的学习热情，为整个模块的学习热身。Introduction部分将vocabulary和speaking有机地结合在一起。通过介绍西伯利亚老虎的现状，从而引出本模块的话题。要求学生就一幅老虎图片进行讨论，简单列出动物濒临灭绝的原因。同时学习一些新词汇，为后面阅读等活动打基础。在阅读训练中，着重对学生阅读方法和阅读技巧的渗透和培养，帮助学生快速获取和筛选有用的信息。通过讨论分析促使学生实现对文章的深刻理解。
教学点评：
如何提高学生英语阅读理解能力是英语教学的重点。本节阅读课，教师根据本校学生的实际情况，结合本节课的具体教学内容采用了多样的方式，由浅入深，引导学生发现问题，解决问题，激发学生的学习兴趣和参与意识。通过丰富的阅读活动，可以让学生逐渐地领悟到如何阅读，经过循序渐进的积累，对学生的阅读理解能力是非常有益的。词汇的落实是令高中学生头疼的问题，也是教师教学的难点，本节阅读课教师采用灵活的方法教授词汇，学生有兴趣，有利于学生掌握落实词汇。
特级教师：李万茹
课时二听说
（Vocabulary and Listening & Function & Speaking & Everyday English）
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教学分析
该部分听力材料内容为濒危动物的情况。Function学习表达“担忧”的日常用语。Speaking谈论某一种濒临灭绝的动物，讨论采取何种措施进行拯救。Everyday English学习keep an eye on, a terrible din, go for someone, It is a pity等口语表达形式。
教案内容
教学目的
1．语言目标
（1）重点词汇和短语
reptile, lay, bald, wonder, insect, mammal
be concerned about, keep an eye on, a terrible din, go for someone, It is a pity
（2）重点句式
1. It’s really upsetting.
2. I’m concerned about the future of wildlife in Africa.
3. I’m very worried about the elephants.
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4. We really should do more for all endangered species.
2．能力目标
1. Get students to tell apart birds, insects, mammals and reptiles.
2. Learn to predict before listening.
3. Get students to talk about endangered animals.
4. Enable students to express concern.
3．教学重难点
1. Get students to learn how to get the main information by writing down “key words”.
2. Get students to learn to express their concern about the endangered animals with the useful expressions.
3. Help students to learn what effort has been made to change the serious situation and what else should be done.
4．教学方法
Listening-and-answering activities, speaking, individual or pair work.
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教学过程
Step 1 Listening阅读Activity 2中描述四种物种的文字内容，根据文字内容与图片提示猜测单词insect, mammal, reptile的含义。完成Activity 1的单词填空练习。按照活动要求做Activity 3，扩展词汇量。
请学生看书上提供的两幅地图，猜测两个问题的答案。
What is the name of the nature reserve in South Africa?
What animals will the volunteer talk about?
请学生听第一遍录音，找到上面两个问题的答案，验证自己的猜测是否正确。
要求学生先阅读Activity 5中的六个问题，带着任务听录音，然后再次播放录音。要求学生一边听一边用关键词汇记下问题答案。
教师第三次播放录音，要求学生先核对上一步的答案，然后完成Activity 6的填空练习。教师给出参考答案。
Step 2 Function学习表达“担忧”的日常用语。按照活动要求完成Activity 1 and 2的练习。
Step 3 Speaking 用Function中表示担忧的句型来造句，对濒临灭绝的动物表示担忧。
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Step 4 完成Everyday English习题，核对答案。
教学反思
本课是一堂听说课，练习学生听的技能和口语的交际能力。该段听力的目的在于学习一些不同种类动物的名称，并用所学词汇对该动物种类进行描述。并且在听力练习中着重培养学生听前预测和听中记录关键词的听力技巧和方法。在口语方面，高二的学生在初中和高一的基础上，对动物已有了更进一步的了解，知道了很多有关动物的名称。因此，谈论动物这个话题对学生来说容易上口。通过学习本课，让学生更进一步了解动物和人类息息相关，自觉爱护和保护动物。
教学点评：
学习的过程是学生在新知识与已有知识之间建立联系的过程。如果学生的头脑中没有与新知识相关的背景知识，就很难进行有意义的学习。本节听说课的听前环节为后面的听力材料的理解做了很好的铺垫，能帮助学生更好地理解听力材料。教师在教学过程中通过分层次的活动，帮助学生逐步达到教学目标。教师运用比较有效的教学策略，指导学生逐步体验并形成听力理解能力和策略。
教师采用让学生朗读、模仿句型、对话练习等方式对学生进行“说”的训练，鼓励学生争取机会创造条件大胆张口，将所学的句型用于表达中，在轻松愉快的心境下用英语与人交流。
特级教师：李万茹
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第三课时语法
( Grammar→Revision of attributive clauses)
教学分析：
复习并归纳定语从句的用法，掌握关系代词which, who, whom, whose, that，关系副词when, where, why，以及介词+关系代词的用法。
教案内容
教学目标
1．语言目标：
1）重点词汇和短语
aim, involve, live, illegally
2) 重点句式
1. It is soft, light, and warm --- the ideal coat for an animal which has to survive at high altitudes.
2. The poachers leave only the babies, whose wool is not worth much.
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3. The wool is taken to India, where it is made into the shawls.
4. Sometimes there were gunfights, like the one in which Jiesang Suonandajie was killed.
5. Officials who work in the reserve are helped by volunteers who come from all over the country.
2．能力目标：掌握定语从句的用法。
3．教学重难点：掌握定语从句中关系代词和关系副词的意义和用法，并正确使用。
教学内容
Step 1 复习并总结限定性定语从句和非限定性定语从句。完成Activity 1的练习。
Step 2 复习并总结引导定语从句的关系代词who, which, whose的用法，完成Activity 2的练习。
Step 3 复习并总结引导定语从句的关系副词when, where, why的用法，完成Activity 3的练习。
Step 4 复习并总结“介词+关系代词”的用法，完成Activity 4的练习。
Step 5 综合练习，完成Activity 5。
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Step 6作业及反馈：Workbook on P97 Exx. 1, 2, 3.
教学反思
本堂语法课是关于定语从句用法的综合复习。在引导学生学习定语从句时，要把握好尺度，既不能将其复杂化，又不能解释的片面。而且从其两个功能入手，即定义和描述，来帮助学生理解用法，并能让学生感到能学有所用，真正体现英语语法的作用。同时，在学习中还要帮助学生排除掉仅以先行词来判断关系代词或关系副词的错误方法。通过练习，要让学生形成通过先行词在定语从句中所充当的成分来判断关系代词或关系副词的正确方法。
教学点评
本节课主要是复习定语从句，是一节讲解语法项目的综合复习课。定语从句在语法项目中是学生比较难以把握的一项，如果只是从理论上讲解，学生很难真正掌握用法。教师通过呈现大量的练习，给学生比较直观的比较和辨别，体现出在实际运用中学习语言知识的特点，避免了学习语法枯燥无味的弊病。
教师在教授语言知识的同时，注重对学生语言技能和学习策略的培养。让学生体验实践，自己探究他们感兴趣的问题，发现错误，改正错误，在实践中夯实基础、梳理知识，最终达到掌握定语从句。
特级教师：李万茹
第四课时 写作
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（Cultural Corner & Reading and Writing）
教学分析
Cultural Corner的阅读材料介绍了世界自然基金会（WWF）这一组织以及同中国的合作情况，通过阅读不仅使学生了解了WWF及其在保护动物方面所作的努力，而且丰富了学生的相关知识。Reading and Writing对四种濒临灭绝的动物做了介绍，要求在读后参照例文进行写作练习。
教案内容
教学目标：
1．语言目标
1）重点词汇和短语
1. whale, ibis, extinction, feed on, on the brink of
2. initial, branch, continent, focus, energy, waste, monitor, extinction, in danger of, stand for, have an effect on, as a result, set up, as well as
2) 重点句式
1. It feeds mainly on medium sized mammals such as deer or wild pigs, but is also known to eat fish.
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2. The initials, WWF, stand for World Wide Fund for Nature.
3. In the 1980s the WWF became interested in all activities which have an effect on the environment, such as pollution and the why we use energy.
2. 能力目标
1. Learn about WWF and its effort made to protect animals.
2. Learn to describe animals and think of ways to protect the endangered animals.
3．教学重难点
Learn how to describe animals and its habitat and think of ways in which we can help animals.
教学过程
Step 1 Get the students to talk about the pictures on P59.
Wind power generator, forest and a panda logo.
Step 2 Read the passage to answer some questions.
1. What is the WWF?
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2. When and where was the WWF founded?
3. How many branches does the WWF have?
4. How many volunteers and supports does the WWF have?
5. How much money has the WWF spent?
6. What does the WWF do now?
7. What is the WWF doing in China?
Step 3 Read again and decide the following statements are True or False.
1. The WWF was founded in Switzerland in the year 1961.
2. Peter Scott was both a painter and a naturalist.
3. At present the organization has branches in 130 countries.
4. The WWF only pays attention to protecting wild animals in danger.
5. It was Dr George Shaller who set up an office of WWF in Beijing.
6. Saving the panda is one of the projects that the WWF is carrying out in China.
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(Answers: 1—6 FTFFFT)
Step 4 Ask students to do the role-play and give an interview.
Four students a group to have an interview, talking about how to save the endangered animals.
A: an official working for the branch of the WWF in China
B: a volunteer working for the WWF
C: a reporter from CRI
D: a reporter from CCTV
Step 5 Get the students to match the sentences with the animals according to the table and then describe the other animals after the example.
Step 6 Write a passage of a certain kind of endangered animal, its description, habitat, numbers left and the way to save it must be included.
教学反思
本模块的写作任务是描写动物，是一篇描写文。在写作中，学生往往是无法自己创造语言的，所以写作在很大程度上是模仿的过程。因此教师在授课中，先让学生收集信息，然后整理信息，再使用自己的语言写作，完成了学习语言中模仿的过程，即“词汇—短语
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—简单句—复杂句—过度词语—整合全文”的过程，帮助学生由浅到深地提高写作能力。
教学点评
本节写作课教师通过让学生看图回答问题、判断正误、角色表演以及学生之间的采访，从而达到了学生收集信息的目的。语言学习很大程度上是模仿的过程，学生是无法自己创造语言的。教师通过让学生收集信息，然后整理信息，再使用自己的语言写作，完成了学习语言中模仿的过程。本节写作课目标明确，过程流畅，教学内容生动有趣，能激发学生的学习热情，写作技巧的渗透体现了教师的良好意识。相信经过长期坚持这样训练，学生的写作能力一定会有不同程度的提高。
特级教师：李万茹
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