高一必修2 Unit4 Wildlife Protection教案分析
method: 利用動作的順承關系
設計意圖：學生掌握通過上下文猜詞的技巧，提高處理生詞和理解信息的能力。
iii. ss get to know more reasons why wildlife can be endangered.
1. ss brainstorm the reasons
設計意圖：學生通過頭腦風暴進行發散性思維，激活學生的背景知識，積極主動地將自己已有的知識和經驗，結合語篇中的信息產生新的思想。
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 __________________.
設計意圖：利用本段信息談論其它瀕危動物的現狀和原因是對知識的拓展與遷移，提高了學生語言應用的能力。
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
設計意圖：學生對已獲取的信息進行概括，培養學生總結歸納段落主題的能力。
para 2.
i. ss read the passage and match the time with its situation
設計意圖：學生獲取細節信息，培養學生快速瀏覽閱讀材料，確定具體信息的技巧。
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: 利用對比關系
設計意圖：學生掌握通過上下文猜詞的技巧，提高處理生詞和理解信息的能力。
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.
設計意圖：通過合作學習，集思廣益，有助于增強自信心，提高合作意識，競爭意識，積極主動地將自己已有的知識和經驗與他人交流，結合語篇中的信息產生新的思想。
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.
設計意圖：利用本段信息談論對藏羚羊的保護是對本段知識的拓展與遷移，提高了學生語言應用的能力。
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
設計意圖：學生對已獲取的信息進行概括，培養學生總結歸納段落主題的能力。