高一英语必修四教案
教学目标
知识与技能目标：
The students will be able to
1. identify the different festivals by comparing the information about celebrations.
2. explain the reason why the festivals come into being by finding out the similarities and differences.
3. describe their favorite festivals by using the language from the text.
教学重点和难点
1）为全体学生进行有效性阅读策略的指导，包括语篇分析、猜测词义，逻辑推理、归纳概括等技巧。
2）通过比较信息，归纳总结各国节日产生的原因，推理出人们到对节日的态度和节日的意义。
教学过程
教学步骤 教学活动 设计意图
Pre-reading: Step 1.Brainstorm:
Motivate the Ss by asking some questions.
Q1: Do you any festivals around the world?
Step 2. Match the celebration with the festivals.
Q2: Do you know how people celebrate these Festivals?
Do a quiz.
Step 2. Discussion
Ss discuss the following questions
Q1: How do they come into being?
Q2: What do they have in common? And what are there difference among them?
问题引发了学生的思考，调动学生的已知，将学生的思维活动引导到课文主题上来。
While-reading General reading
Ss get to know the main idea and the structure of the text.
Step 1.Students read the first paragraph and answer the following questions.
Q1：When do festivalsk: 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?
设计意图：学生明确了学习目标，从而激发了学生的阅读动机，探究性问题使学生在学习过程中处于主动认知的状态，开启了他们的思维之门，知识之窗。
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.
设计意图：学生比较课文标题和任务标题，发现相似之处，使学生明确了其制作网页的内容就是来源于课本内容，要想完成任务就要学好课文，课文为其任务的达成提供了依据和帮助。
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?
设计意图：学生了解文章主要内容，培养学生快速浏览阅读材料确定主要信息的
技巧。图文结合的形式增强了学生的感性认识，使学生意识到动物保护是全球范围的行动。加深了对文章内容的印象。
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
设计意图：学生获取细节信息，培养学生快速浏览阅读材料，确定具体信息的阅读技巧。
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?
设计意图：并且利用非语言信息帮助学生理解文字信息。
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: 利用动作的顺承关系
设计意图：学生掌握通过上下文猜词的技巧，提高处理生词和理解信息的能力。
III. Ss get to know more reasons why wildlife can be endangered.
1. Ss brainstorm the reasons
设计意图：学生通过头脑风暴进行发散性思维，激活学生的背景知识，积极主动地将自己已有的知识和经验，结合语篇中的信息产生新的思想。
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 __________________.
设计意图：利用本段信息谈论其它濒危动物的现状和原因是对知识的拓展与迁移，提高了学生语言应用的能力。
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
设计意图：学生对已获取的信息进行概括，培养学生总结归纳段落主题的`能力。
Para 2.
I. Ss read the passage and match the time with its situation
设计意图：学生获取细节信息，培养学生快速浏览阅读材料，确定具体信息的技巧。
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: 利用对比关系
设计意图：学生掌握通过上下文猜词的技巧，提高处理生词和理解信息的能力。
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.
设计意图：通过合作学习，集思广益，有助于增强自信心，提高合作意识，竞争意识，积极主动地将自己已有的知识和经验与他人交流，结合语篇中的信息产生新的思想。
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 measures.
设计意图：利用本段信息谈论对藏羚羊的保护是对本段知识的拓展与迁移，提高了学生语言应用的能力。
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
设计意图：学生对已获取的信息进行概括，培养学生总结归纳段落主题的能力。
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?
设计意图：学生获取细节信息，培养学生快速浏览阅读材料，确定具体信息的阅读技巧。
关系图的设计帮助学生理解信息。
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: 利用动宾关系
设计意图：学生掌握通过上下文猜词的技巧，提高处理生词和理解信息的能力。
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
设计意图：学生对已获取的信息进行概括，培养学生总结归纳段落主题的能力。
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
设计意图：利用本段信息谈论对藏羚羊的栖息地和特点是对本段知识的拓展与迁移，提高了学生语言应用的能力。
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?
设计意图：学生获取细节信息，培养学生快速浏览阅读材料，确定具体信息的阅读技巧。
关系图的设计帮助学生理解信息。
Post reading
I. Summary
1. Ss sum up the ways guessing new words.
利用顺承关系
利用对比关系
利用动宾关系
设计意图：掌握通过上下文猜词的技巧，学生就能够提高在阅读中处理生词的能力，提高逻辑思维能力，提高在语境中理解信息的能力，增强在阅读中克服生词障碍的信心。
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.
设计意图：学生能够运用阅读中已知的信息，再次经历信息的筛选，归纳，综合和概括的思维过程，使学生在信息的迁移过程中培养了灵活的思维方式。另外教学环节是学生完成任务的范例。
Homework:
1. Finish the web paper.
2. Give each group evaluation on their web paper.
Evaluation
Group Content Language Design Total
5 3 1 5 3 1 5 3 1
Group 1
Group 2
……
Notes:
Mark Content Language Design
5 完整充实 丰富，易懂，无误 合理新颖，可视性强
3 基本完整 易懂但有误 合理，有可视性
1 未完成 错误很多，很难读懂 不合理
设计意图：知识拓展以及资源策略的培养， 提高了自主学习的意识和能力。
板书设计：
Habitat and features
Learn to help wildlife Situation and reasons
Protection and solution
教学效果评价：
积极开发和合理利用课程资源是英语课程实施的重要组成部分，如何将各种形式的课程资源与英语教材有效的结合是教学过程实施的关键。本课力图将网络资源与教材内容合理地结合，并进行有效的利用和开发。主要体现在以下三点：
1．找到了课本内容与利用网络资源进行课题研究的共性和结合点，即以动物保护为话题的学习。
2．明确了学习课本内容与查找网络信息之间的关系， 即互补，互进，互通的关系。因此学生提高了利用课程资源对信息进行有效的筛选和收集的能力。
3．强调了英语教材是英语课程资源的核心部分。学生只有通过课本内容的学习， 之后才能确定其网页内容，而且教材为任务的完成提供了充足的语言支持，使学生明确了课本内容，课文阅读，课堂学习的重要性。
教学片段演示教案
Activity 1. Getting information
Step 1. Ss read the third passage and fill in the blanks to make the diagram complete.
Step 2. Ss show the diagram on the blackboard.
Step 3. Ss answer the questions to clarify the relationship among wildlife.
Q: What is the relationship among wildlife according the monkey?
Possible answer: In the rainforest, the monkey use the millipede insect to rub its body in order to protect itself from mosquitoes, because the millipede insect contains a drug which can affect mosquitoes.
Activity 2. Further understanding
Step 1. Ss read the question and think it over.
Q: What does the relationship suggest?
Step 2. Ss discuss the answer to the question in pairs
Step 3. Ss give the answer to the question.
Possible answer: Animals live together in harmony and benefit from each other.
Activity 3. Logical inference
Step 1. Ss recall the inquiry question asked at the beginning of the class.
Q: Why should we protectwildlife?
Step 2. Ss discuss the answer to the question in pairs
Step 3. Ss give their answers.
The possible answer: Protecting wildlife is protecting ourselves.
Blackboard design:
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