高一必修2 Unit4 Wildlife Protection教案分析
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?
設計意圖：學生獲取細節信息，培養學生快速瀏覽閱讀材料，確定具體信息的閱讀技巧。
關系圖的設計幫助學生理解信息。
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: 利用動賓關系
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。
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
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。
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
設計意圖：利用本段信息談論對藏羚羊的棲息地和特點是對本段知識的拓展與遷移，提高了學生語言應用的能力。
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?
設計意圖：學生獲取細節信息，培養學生快速瀏覽閱讀材料，確定具體信息的閱讀技巧。
關系圖的設計幫助學生理解信息。
post reading
i. summary
1. ss sum up the ways guessing new words.
利用順承關系
利用對比關系
利用動賓關系
設計意圖：掌握通過上下文猜詞的技巧，學生就能夠提高在閱讀中處理生詞的能力，提高邏輯思維能力，提高在語境中理解信息的能力，增強在閱讀中克服生詞障礙的信心。
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