高中英语阅读课型任务型教学课例

        一、教材分析
        该部分是本模块的阅读部分，课文重点描述了Daisy在梦中的一次奇妙的飞毯旅行。通过女孩和藏羚羊、非洲象、猴子的对话，使学生了解野生动物的生存环境日益恶化，保护野生动物刻不容缓。
       
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二、学情分析
        学生英语基础个体差异较大，但是大部分学生思维活跃、英语学习热情高、课堂表现欲望强、合作精神好。我根据这些特点，不仅精心设计提问的难易程度，努力做到面对实际、讲究实效，既照顾到优等生、中等生，也照顾到学困生，“让全体学生跳一跳都能摘到桃子”，鼓励每个学生参与到课堂活动中来，而且通过小组竞赛激发学生学习英语的兴趣，培养他们的合作能力。
        三、教学目标
        [知识与技能](Knowledge and skills)
        1. Learn the words and expressions about wildlife protection.
        2. Make us know how to use the Present Progressive Passive Voice.
        3. Learn how to express our intentions and purposes.
        [过程与方法](Processes and methods)
        1. Through the report on some endangered wildlife in China, let us realize the necessities of protecting wildlife.
        2. By reading Daisy’s wonderful dream, we know how to protect wildlife by using some teaching software, pictures, flashcards or objects.
        3. Get us to know how to express out intentions and purposes using some sentences.
        [情感、态度与价值观] (Emotion, attitudes and values)
        1. By learning this unit we can know the living conditions of wildlife at present, at the same time we also understand the necessities of protecting wildlife.
        2. The content makes us learn something about nature environment, the meaning of protecting wildlife, it can benefit harmonious development between animals and humans.
        四、教学重点、难点
        1. Learn the words and expressions in this unit: die out, long (v.), respond, burst into laughter, certain, suggest, protect… from, contain, affect, pay attention to , come into being, according to .
        2. Learn how to express our intentions and purposes using the following phrases:
        Intention Purpose
        I’m going to … to help/save…
        I intend/mean/plan to to protect… from…
        I will… so that…
        I’d like to … in order to …
        I’d rather not … but to …
        I’m ready to  to teach them a lesson…
        I feel like… to punish those who do harm to wildlife
        3. Help the student understand the passage better and learn something about wildlife protection.
        4. How to help the students improve their reading ability.
        五、设计理念
        《课程标准》明确指出高中英语教学要“侧重提高阅读能力，特别注重开发和利用课程资源，创造机会，使学生积极、主动地用英语去思维，去交流”。在高中英语教学中，阅读课占的课时最多，但效果并不是很理想。本学期我进行了让学生主动合作学习与自主探究的尝试，从学生的学习兴趣和认知水平出发，倡导让学生体验、参与、合作、交流的学习方式和“任务型”的教学模式，引导学生利用所学语言来完成学习任务，培养学生用英语来思维、交流，让学生真切而又深刻地体会到“学中用，用中学”的乐趣。这节课就是我对英语新课标理念下的合作学习、自主探究的一次尝试。
        六、教学方法
        1. 演示法：把制作好的课件等适时地展示给学生看，使学生能更直观地认识保护野生动物。
        2.任务驱动教学法：将所要学习的新知识隐含在一个或几个问题之中，学生通过对所提的问题进行分析、讨论，并在老师的指导和帮助下找出解决问题的方法，最后通过问题的解决而实现对所学知识的巩固和提高。
        七、教学过程
        Step ⅠLead-in
        Show the pictures of some endangered animals and let the students name them in English.
        Discuss the following questions in groups:
        1)  Why should we be concerned about wildlife ?
        2)  What is the relation between wildlife and people?
        3)  What should we do to protect wildlife?
        Wildlife is important to people. Plants provide animals and people with food. Trees produce oxygen and improve the air. If trees are destroyed, more land will become deserts and there will be more natural disasters. Wild animals will have no places to live. If one kind of animal disappears, other animals will be affected and nature will be out of order. In the end, all of us will be in danger. So we must protect wildlife. We can ask the government to do something to protect wildlife, get other people to protect wildlife, learn more about wildlife and join organizations for wildlife and take part in activities for wildlife protection.
        [设计说明]通过濒危动物图片，引出“濒危”这一关键词，让学生感知、理解与濒危动物有关的部分词汇，帮助学生探索濒危动物濒临灭绝的原因及人类要保护濒危动物的原因，同时引入话题，根据题目和图片启发学生预测课文内容，使学生及时认识本节课的任务并培养预测能力。 
        Step ⅡSkimming
        T: Today we are going to learn a story about the experience of a little girl called Daisy who had always longed to help endangered species of wildlife. She has been to three places and met three different kinds of animals. Read the passage and find out the answers to these questions:
        1. Where did Daisy go? What are the three endangered animals she met ?
        待学生回答后用课件展示以下答案：
        In Tibet she met an antelope.
        In Zimbabwe she met an elephant.
        In the rain forest she met a monkey.
        2. What is the main idea of the passage?
        A. It is about the protection of wildlife.
        B. It is about a journey of a flying carpet.
        C. It is about Daisy’s wonderful experience with some animals.
        3. Have students read the passage and decide how many parts the passage can be divided into and what the main idea of each part is .
        Part 1(Paragraph 1): With the help of the flying chair, Daisy came to Tibet and learned what was happening to antelopes there from an antelope.
        Part 2 (Paragraphs2～3): Daisy flew to Zimbabwe, where she knew what was being done to protect elephants and rhinoceros.
        Part 3(Paragraphs 4～5) In the rain forest Daisy understood how animals lived together in the rain forest.
        [设计说明]通过问题检测学生对文章的表层理解，侧重检查学生对课文中的事实、情节是否清楚。

　　[8]电大学习网.免费论文网[EB/OL]. /d/file/p/2024/0425/fontbr />       StepⅢ Scanning
        Ask students to complete the test.
        One day a girl called Daisy dreamed a strange dream. She flew to Tibet in a wonderful chair and talked with an antelope. The sad antelope told her that they were hunted because their fur can be used to make sweaters like hers. In three years they may all be gone. Later, Daisy was taken to Zimbabwe where she talked with an elephant and learned happily that the farmers there no longer hunted them. That’s because the government decided to help and asked the tour companies to bring tourists to the area to take photos or to hunt. And they set the number of animals to be hunted. As a result, farmers made a lot of money. At last, Daisy arrived at the thick rain forest where a monkey told her that he had found a millipede insect and rubbed it over his body to prevent mosquitoes. The monkey told her “No rain forest, no animals, and no drugs.” Though it was only a dream, Daisy had learned so much.
        2. Get the students to discuss the questions in groups first and then ask and answer the questions in pairs.
        ①The best way to help wildlife accordingly is to         .
        A. give money to the people who hunt animals, farmers included
        B. put the endangered animals in some areas to protect
        C. cut the using amount of the materials, wool, for example, from animals 
        D. educate people to learn the relationships between humans and animals — no animals, no humans
        ②     may be the direct result if the wildlife protection is to succeed.
        A. That the number of the animals will grow rapidly
        B. That more animals will be well protected by the WWF
        C. That animals and humans will live more harmoniously than before
        D . Daisy will continue to help protect wildlife by working with the WWF
        ③From the end of the story we can conclude that       .
        A. the WWF will help Daisy to make the powerful drug
        B. the WWF has done little to protect wildlife
        C. people will stop killing animals with the help of the WWF
        D. Daisy will continue to help protect wildlife by working with the WWF
         [设计说明]练习1相对较容易，要求学生处理加工主要信息、要点。而选择题涉及对文章的深层理解，要求学生从字里行间分析情节和作者观点，培养学生根据上下文猜测句意、推理判断、分析作者意图等能力。
        Step Ⅳ Acting
        Ask students to make dialogues between Daisy and the antelope, elephant and monkey in groups and then have students act them.
        [设计说明]采用开放性活动鼓励学生独立思考，阐述不同的看法，使他们进一步认识到野生动物的保护刻不容缓。
        Step V Homework
        1. Try to retell the whole story.
        2. Learn more information about endangered wildlife in rain forest /in the sea /on the land /in the river.
        [设计说明]作业2要求学生利用书籍或上网查资料了解其他濒危物种的知识。
        八、教学反思
        这单元的Reading通过一篇童话故事，讲述Daisy对动物的热爱和保护动物的责任心，唤起人们要热爱动物、保护动物、从自身做起的意识。
        通过这个单元的Reading学习，学生们了解了应该如何与生活在同一个地球上的动物和植物相处，也知道了保护野生动物的重要性。在语法上，通过初中阶段的学习，已经掌握了基本的被动语态的用法，本单元融入一系列的交际功能的语法训练，使学生能够熟练地使用被动语态，也可以熟练大胆地运用英语来表达自己的意愿和目的。
　　[8]电大学习网.免费论文网[EB/OL]. /d/file/p/2024/0425/fontbr />