特級教師：李萬茹
外研版高中英語第五冊（必修5）教案設計 （B）
By No. 21 High School Zhang Nan
課時一 閱讀
（Introduction & Reading）
教學分析
本模塊以 Animals in Danger為話題，使學生了解一些瀕臨滅絕的動物及它們的現狀，培養學生保護動物的意識，并使學生掌握一些動物名稱及相關的詞匯。Introduction 部分復習和學習一些與野生動物有關的詞匯，學會簡要分析珍稀動物瀕臨滅絕的主要原因。Reading 部分介紹了藏羚羊瀕臨滅絕的現狀和原因，以及我國政府和世界自然保護組織為拯救藏羚羊所做的努力。學生除了學習新詞匯、訓練閱讀技巧外，對動物保護有了更深刻的認識。
教案內容
教學目標
1．語言目標
1）重點詞匯及短語
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）重點句式
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.
2. 能力目標
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．教學重難點
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．教學方法
1. Fast reading skills for main ideas and details.
2. Discussions to improve students reading comprehension of the passage.
3. Individual, pair or group work to make every student work in class.
教學過程
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?
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 century There were millions of antelopes on the Qinghai-Tibetan Plateau.
Since 1975 There has been a ban on the shawls trade.
In the 1990s The 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 years The antelope population has slowly begun to grow again.
Since 1997 About 3000 poachers were caught and 300 vehicles confiscated.
Today The 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
Workbook on P 98 Ex. 4 and 5.
課后反思：
珍稀動物瀕臨滅絕是學生比較感興趣的話題。教師在導入新課時，可以通過各種方式，充分激發學生的學習熱情，為整個模塊的學習熱身。Introduction部分將vocabulary和speaking有機地結合在一起。通過介紹西伯利亞老虎的現狀，從而引出本模塊的話題。要求學生就一幅老虎圖片進行討論，簡單列出動物瀕臨滅絕的原因。同時學習一些新詞匯，為后面閱讀等活動打基礎。在閱讀訓練中，著重對學生閱讀方法和閱讀技巧的滲透和培養，幫助學生快速獲取和篩選有用的信息。通過討論分析促使學生實現對文章的深刻理解。
教學點評：
如何提高學生英語閱讀理解能力是英語教學的重點。本節閱讀課，教師根據本校學生的實際情況，結合本節課的具體教學內容采用了多樣的方式，由淺入深，引導學生發現問題，解決問題，激發學生的學習興趣和參與意識。通過豐富的閱讀活動，可以讓學生逐漸地領悟到如何閱讀，經過循序漸進的積累，對學生的閱讀理解能力是非常有益的。詞匯的落實是令高中學生頭疼的問題，也是教師教學的難點，本節閱讀課教師采用靈活的方法教授詞匯，學生有興趣，有利于學生掌握落實詞匯。
特級教師：李萬茹
課時二 聽說
（Vocabulary and Listening & Function & Speaking & Everyday English）
教學分析
該部分聽力材料內容為瀕危動物的情況。Function學習表達“擔憂”的日常用語。Speaking談論某一種瀕臨滅絕的動物，討論采取何種措施進行拯救。Everyday English學習keep an eye on, a terrible din, go for someone, It is a pity等口語表達形式。
教案內容
教學目的
1．語言目標
（1）重點詞匯和短語
reptile, lay, bald, wonder, insect, mammal
be concerned about, keep an eye on, a terrible din, go for someone, It is a pity
（2）重點句式
1. It’s really upsetting.
2. I’m concerned about the future of wildlife in Africa.
3. I’m very worried about the elephants.
4. We really should do more for all endangered species.
2．能力目標
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．教學重難點
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．教學方法
Listening-and-answering activities, speaking, individual or pair work.
教學過程
Step 1 Listening閱讀Activity 2中描述四種物種的文字內容，根據文字內容與圖片提示猜測單詞insect, mammal, reptile的含義。完成Activity 1的單詞填空練習。按照活動要求做Activity 3，擴展詞匯量。
請學生看書上提供的兩幅地圖，猜測兩個問題的答案。
What is the name of the nature reserve in South Africa?
What animals will the volunteer talk about?
請學生聽第一遍錄音，找到上面兩個問題的答案，驗證自己的猜測是否正確。
要求學生先閱讀Activity 5中的六個問題，帶著任務聽錄音，然后再次播放錄音。要求學生一邊聽一邊用關鍵詞匯記下問題答案。
教師第三次播放錄音，要求學生先核對上一步的答案，然后完成Activity 6的填空練習。教師給出參考答案。
Step 2 Function學習表達“擔憂”的日常用語。按照活動要求完成Activity 1 and 2的練習。
Step 3 Speaking 用Function中表示擔憂的句型來造句，對瀕臨滅絕的動物表示擔憂。
Step 4 完成Everyday English習題，核對答案。
教學反思
本課是一堂聽說課，練習學生聽的技能和口語的交際能力。該段聽力的目的在于學習一些不同種類動物的名稱，并用所學詞匯對該動物種類進行描述。并且在聽力練習中著重培養學生聽前預測和聽中記錄關鍵詞的聽力技巧和方法。在口語方面，高二的學生在初中和高一的基礎上，對動物已有了更進一步的了解，知道了很多有關動物的名稱。因此，談論動物這個話題對學生來說容易上口。通過學習本課，讓學生更進一步了解動物和人類息息相關，自覺愛護和保護動物。
教學點評：
學習的過程是學生在新知識與已有知識之間建立聯系的過程。如果學生的頭腦中沒有與新知識相關的背景知識，就很難進行有意義的學習。本節聽說課的聽前環節為后面的聽力材料的理解做了很好的鋪墊，能幫助學生更好地理解聽力材料。教師在教學過程中通過分層次的活動，幫助學生逐步達到教學目標。教師運用比較有效的教學策略，指導學生逐步體驗并形成聽力理解能力和策略。
教師采用讓學生朗讀、模仿句型、對話練習等方式對學生進行“說”的訓練，鼓勵學生爭取機會創造條件大膽張口，將所學的句型用于表達中，在輕松愉快的心境下用英語與人交流。
特級教師：李萬茹
第三課時 語法
( Grammar→Revision of attributive clauses)
教學分析：
復習并歸納定語從句的用法，掌握關系代詞which, who, whom, whose, that，關系副詞when, where, why，以及介詞+關系代詞的用法。
教案內容
教學目標
1．語言目標：
1）重點詞匯和短語
aim, involve, live, illegally
2) 重點句式
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.
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．能力目標：掌握定語從句的用法。
3．教學重難點：掌握定語從句中關系代詞和關系副詞的意義和用法，并正確使用。
教學內容
Step 1 復習并總結限定性定語從句和非限定性定語從句。完成Activity 1的練習。
Step 2 復習并總結引導定語從句的關系代詞who, which, whose的用法，完成Activity 2的練習。
Step 3 復習并總結引導定語從句的關系副詞when, where, why的用法，完成Activity 3的練習。
Step 4 復習并總結“介詞+關系代詞”的用法，完成Activity 4的練習。
Step 5 綜合練習，完成Activity 5。
Step 6作業及反饋：Workbook on P97 Exx. 1, 2, 3.
教學反思
本堂語法課是關于定語從句用法的綜合復習。在引導學生學習定語從句時，要把握好尺度，既不能將其復雜化，又不能解釋的片面。而且從其兩個功能入手，即定義和描述，來幫助學生理解用法，并能讓學生感到能學有所用，真正體現英語語法的作用。同時，在學習中還要幫助學生排除掉僅以先行詞來判斷關系代詞或關系副詞的錯誤方法。通過練習，要讓學生形成通過先行詞在定語從句中所充當的成分來判斷關系代詞或關系副詞的正確方法。
教學點評
本節課主要是復習定語從句，是一節講解語法項目的綜合復習課。定語從句在語法項目中是學生比較難以把握的一項，如果只是從理論上講解，學生很難真正掌握用法。教師通過呈現大量的練習，給學生比較直觀的比較和辨別，體現出在實際運用中學習語言知識的特點，避免了學習語法枯燥無味的弊病。
教師在教授語言知識的同時，注重對學生語言技能和學習策略的培養。讓學生體驗實踐，自己探究他們感興趣的問題，發現錯誤，改正錯誤，在實踐中夯實基礎、梳理知識，最終達到掌握定語從句。
特級教師：李萬茹
第四課時 寫作
（Cultural Corner & Reading and Writing）
教學分析
Cultural Corner的閱讀材料介紹了世界自然基金會（WWF）這一組織以及同中國的合作情況，通過閱讀不僅使學生了解了WWF及其在保護動物方面所作的努力，而且豐富了學生的相關知識。Reading and Writing對四種瀕臨滅絕的動物做了介紹，要求在讀后參照例文進行寫作練習。
教案內容
教學目標：
1．語言目標
1）重點詞匯和短語
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) 重點句式
1. It feeds mainly on medium sized mammals such as deer or wild pigs, but is also known to eat fish.
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. 能力目標
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．教學重難點
Learn how to describe animals and its habitat and think of ways in which we can help animals.
教學過程
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?
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.
(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.
教學反思
本模塊的寫作任務是描寫動物，是一篇描寫文。在寫作中，學生往往是無法自己創造語言的，所以寫作在很大程度上是模仿的過程。因此教師在授課中，先讓學生收集信息，然后整理信息，再使用自己的語言寫作，完成了學習語言中模仿的過程，即“詞匯-短語-簡單句-復雜句-過度詞語-整合全文”的過程，幫助學生由淺到深地提高寫作能力。
教學點評
本節寫作課教師通過讓學生看圖回答問題、判斷正誤、角色表演以及學生之間的采訪，從而達到了學生收集信息的目的。語言學習很大程度上是模仿的過程，學生是無法自己創造語言的。教師通過讓學生收集信息，然后整理信息，再使用自己的語言寫作，完成了學習語言中模仿的過程。本節寫作課目標明確，過程流暢，教學內容生動有趣，能激發學生的學習熱情，寫作技巧的滲透體現了教師的良好意識。相信經過長期堅持這樣訓練，學生的寫作能力一定會有不同程度的提高。