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視頻標簽：Wildlife,protection
所屬欄目：高中英語優質課視頻
視頻課題：高中英語人教版必修二Module 2 Unit 4 Wildlife protection浙江
教學設計、課堂實錄及教案：高中英語人教版必修二Module 2 Unit 4 Wildlife protection
Module 2 Unit 4 Wildlife protection
Period 5 Using language speaking and writing
I. 教材分析： 這一部分的教學內容源于必修二第四單元Wildlife protection的using language，該部分糅合了兩種語言技能的訓練，即說與寫。教材要求學生以小組為單位討論野生動物滅絕的原因，然后以口頭報告的形式在班上展示，最后將小組討論結果寫入提交給世界野生動物保護基金會的求助信。通過這樣的語言技能訓練，學生不僅可以學到相應的語言知識、提升語言運用的能力，還能培養小組合作的能力和提高保護野生動物的意識。學科核心素養要求下的語言能力、思維品質、學習能力和文化品格也可以得到進一步的加強。
II. 學生分析： 來自省一級重點中學的高一學生，通過必修一的學習，已逐漸進入高中英語學習狀態且適應了高中英語學習的強度，在課堂上的表現也越來越積極主動活躍。而且同學之間已非常熟悉，應該能較為積極地參與小組討論活動。本單元前面的內容學習已為這堂課做了很多鋪墊，所以學生討論起瀕危動物的面臨滅絕的原因和解決對策來也是得心應手。
III. 教學整體設計及意圖： 教師通過角色代入，以Daisy（本單元閱讀課的女主人公）的名義帶領學生閱讀野生動物基金會官方網站的新聞，一起探尋書信的寫作內容與結構，接著通過Daisy自己的寫作嘗試讓學生總結出寫作時的關注點，然后鼓勵學生討論亞洲象瀕危的原因和對策，最后要求學生就小組討論內容寫一封給野生動物基金會的求助信。這樣的設計就使得寫作要求的出現不顯得那么得生硬突然，話題引出顯得更加自然，每一步驟的銜接也更為直接順暢。整堂課融合了聽說讀寫四種技能的訓練，在樂趣中學習，在學習中培養思維品質和文化品格。
IV. Teaching aims
1. Students are able to learn the basic structure and the content of a letter.
2. Students are able to train their speaking ability and thinking ability through discussion in groups.
3. Students are able to train their writing ability through independent writing, correcting others’ and polishing.
4. Students are able to raise their awareness of wildlife protection.
V. Important points and difficult points
1. It’s important to help the students learn the structure and content of a letter and also important to train their speaking and writing ability.
2. It’s difficult for students to get the entire content of the letter, especially appropriate reasons and solutions.
教學流程圖
VI. Teaching procedures Step 1: lead-in
1. Daisy’s self-introduction:
“Hello, I’m Daisy! Still remember me? I’m the girl who is really concerned about endangered species.”
2. Daisy’s good news:
“Yesterday, I searched the official website of WWF and I saw the good news Learn about us and get fund. Wow! I’m interested in it. I’m eager to get involved! Let’s read the news together.”
Learn about us and get fund!
For more than 50 years, WWF has been protecting the future of nature. The world's leading conservation organization, WWF works in 100 countries and is supported by almost five million members worldwide.
教學過程
Lead-in 情景導入 Read the news 情景創設、引入主題 Pre-writing 寫前活動 While-writing 寫中活動 Post-writing 寫后活動 Read for the content of the letter 尋找書信寫作內容 Structure, language, coherence 總結寫作三大要求 Discussion 討論原因和對策
Writing 寫信給WWF Exchange and correct 互換作文并修改 Homework & closing remarks 作業與結束語
Now good news comes. We are going to offer 10% of our donation to some programs of worldwide conservation activities. If you want to help save some rare animals, please share with us their endangered situations and what you can do to protect them. Later we will estimate whether we should support them or not. Now take action and contact us via worldwildlifefund@wwf.org.
設計意圖：角色代入Daisy，使學生對老師更有一種親近感，營造了朋友間的交流氛圍和溝通模式，增加了師生間的互動。Daisy個人對此新聞的興趣也會引起學生的好奇，急于知道新聞內容。一起齊聲朗讀可以培養學生之間的默契與協作，鍛煉學生口語，營造課堂活躍氛圍。這樣的導入方式也使得寫作任務出現得自然、不刻意。
Step 2: pre-writing 1. Daisy’s request:
“It seems that writing a letter is a must, but what should I write and how to write it? Can anyone help me?”
(suggested answers:
writing purpose –“If you want to help save some rare animals”,
reasons and solutions – “share with us the reasons for their endangered situations and what you can do to protect them”,
request or hope –“whether we should support them or not”) 設計意圖：文本更直觀地表明了寫作的內容和要求，相對教師直接指出書信寫作的內容而言，讓學生通過閱讀文本進而有針對性地找出書信的內容更具有說服力。這一步驟充分體現了讀寫結合的特點，而且從文本自然地過渡到了書信的內容和結構，環環相扣。
2. Daisy’s puzzle:
“With your help, now I know I should write writing purpose, reasons, solutions, and request or hope in my letter. But are they enough for a complete letter? If not, then what else should be included in the letter?”
(suggested answers: a start “Dear xxx” and an ending “Yours sincerely, signature”) Start + Body + Ending = letter 設計意圖：這一環節有助于讓學生明確書信與其他作文一個很大的不同點就是結構，書信的基本結構包括了開頭的稱呼語以及末尾的結束語和署名。并再次強調本次寫作的結構和內容。
Step 3: while-writing 1. Daisy’s first try:
“Thanks for your help. Thus immediately I wrote a letter about the endangered species Yangtze finless porpoise. But is it a good one? So could you help me again to check it?”
Daisy’s first draft
Hi, I'm a student from China. Because of the water pollution, human hunting and some other human activities, the number of Yangtze finless porpoises are decreasing sharply and now they are faced with extinction.
Now let me tell you some measures. I suggest that government should help ban the deliberate killing, restrict fishing, and establish nature reserves. I think we should make attempts to call on residents along the Yangtze River to reduce water pollution to preserve their habbitat. I think you should also provide us with some valuable suggestions, give us relevant training and necessary fund in protecting them.
Looking forward to your reply.
Yours, Daisy
(suggested answers: informal start and ending, a lack of writing purpose and request or hope, grammar mistake, a lack of linking words, spelling mistake, improper tone)
設計意圖：通過尋找Daisy的信所存在的問題并加以修改，可以進一步鞏固之前所了解的書信的結構和內容，幫助學生樹立寫作后修改潤色作文的意識，檢測學生以往的寫作水平，提醒學生寫作時該關注的要求和細節，比如拼寫、語法、語氣、連貫性等。
2. Daisy’s request:
“Wow, good job! You’ve found out so many mistakes for me. So to make it easier for me to write, could you help me summarize the tips on writing and tell me what I should pay attention to in writing?”
Tips on writing
Structure: start, body (intention, reasons, solutions, request or hope), ending
Language: formal language, proper tone (modest, polite, concerned …), correct grammar and spelling
Coherence: linking words (therefore, however, firstly, secondly…)
設計意圖：上個環節的修改的特點是細致化與碎片化，對于學生而言，要把這么多要點一下子記住相對困難，而通過總結寫作注意點，可以把本次寫作該關注的三大方面，即結構、語言、連貫，清楚明晰地展現在學生面前，方便他們自行寫作時牢牢緊扣這三大要求。
3. Daisy’s second try:
“I polished my letter immediately under your guidance, and this is my second draft. Could you now read it and tell me whether it is a good letter or not?”
Daisy’s second draft
Dear Sir or Madam,
I'm a student from China. I am writing for the purpose of asking you for assistance with Yangtze finless porpoises. Because of the water pollution, human hunting and some other human activities, the number of them is decreasing sharply and now they are faced with extinction.
It is high time that we should take some effective measures. Firstly, I firmly suggest that government should help ban the deliberate killing, restrict fishing, and establish nature reserves to protect finless porpoises. Secondly, I think we should make attempts to call on residents along the Yangtze River to reduce water pollution so that their habitat can be preserved. Besides, I do hope you can help us by providing some valuable suggestions, give us relevant training and necessary fund in protecting them.
We would appreciate it if you can give us a hand. We believe we can improve the endangered situations of finless porpoise with your help. Looking forward to your reply.
Yours sincerely,
Daisy
設計意圖：先通過修改Daisy的第一篇作文總結出寫作的三大要求，現在又通過這三大方面去驗證Daisy修改潤色后的第二篇作文是否是一篇合格的作文，這樣不僅強調了這三方面對
于一篇好作文的決定性作用，又加深了學生對這三大要求的印象，同時也給學生展示了本次寫作的范本，幫助學生理清了寫作思路。
4. Daisy’s proposal:
“I really appreciate your help. But do you want to join me and help some other endangered animals?”
“I find that Asian elephants are also facing extinction, so could you help them and write a letter to WWF?” 設計意圖：Daisy的這番話可以激起學生保護野生動物的興趣和熱情，有種躍躍一試的沖動。 同時這樣一個對話也可以很自然而然地銜接到下一個學生討論寫作的環節。亞洲象圖片的展現更加激發學生對野生動物的保護欲。
5. students’ discussion:
(1)What are the reasons for their endangered situations? (2)What are the solutions?
(Students are divided into four groups. Group 1 and group 2 discuss about the reasons; group 3 and group 4 discuss about the solutions. Each group chooses a leader to write down their thoughts on the paper).
設計意圖：小組討論降低了問題難度，豐富了答案內容，鍛煉了學生之間團隊協作的能力，激發了深度思考的活力，同時也活躍了課堂氛圍。小組討論也是提高師生互動、生生互動的一種有效方式，而且說的能力也在其中得到了進一步的鍛煉。并且在討論中，學生對瀕危野生動物的保護意識也進一步加強。
6. students’ sharing opinions
The leader of each group puts the paper on the blackboard and shares the reasons and solutions with the whole class.
Group 1: loss of habitat because of deforestation;
be hunted for ivory
conflicts between humans and elephants for living space; trades of elephants for use in tourism. be hunted for fun
killed for eating people’s food …
Group 2: lose habitat because of forest cutting;
less food because of forest cutting
habitat loss because of economy development increasing population took up their land be hunted for ivory and meat many elephants used for tourism …
Group 3: protect their habitat;
ban ivory and meat trade
ban the making and sale of ivory products make the law to prohibit killing
use public ads to educate to protect; raise people’s awareness of preservation set up nature reserves
control the use of elephants in tourism
employ professional people or experts to help protect establish some non-government organizations to help …
Group 4: make the law to protect them
control ivory trade
protect their living place
establish some nature reserves to protect plant more food for them
ban illegal hunting for elephants not use elephants in tourism
educate people in communities and schools to protect ask volunteers to help
ask for suggestions and relevant training from WWF …
設計意圖：通過讓每一小組的負責人呈現每組的最終討論結果，不僅可以相互分享觀點，引發學生思考，豐富寫作內容，同時也鍛煉了其他學生聽的能力。以小組為單位討論并展示觀點，可以提升團隊榮譽感。
7. students’ writing
Students write a letter to WWF based on what they have discussed. (Useful expressions for reference
in desperate situation, be at the edge of, die out, extinction, … attach great importance to …, arouse people’s awareness of …, bring … under control, take measures/steps/action, … call on / appeal to sb. to do sth. We would appreciate it if …)
設計意圖：讓學生運用本課所學所了解到的書信的結構、內容、三個要求進行寫作，鍛煉獨立思考、獨立寫作的能力。基于之前都已做好的教學鋪墊，學生寫起來就比較順手。Ppt上的電子郵件畫面給學生營造了一種切身實地在寫信的感覺，使學生更加認真地對待寫作。課堂上給出一定時間讓學生寫作可以培養學生限時寫作的能力。提供一些可參考的表達方式可以在一定程度上降低寫作難度。
Step 4: post-writing 1. exchange and correct:
Students exchange their writings with their partners and try to correct the mistakes they find in the writings. While correcting, they should pay attention to these five points: (1) Does the letter have complete structure? (2) Is the letter free from mistakes?
Spelling mistakes? Grammar mistakes?
(3) Does the letter use formal language? (4) Are appropriate linking words used?
(5) Is the tone modest, polite and concerned? 設計意圖：同伴之間交換欣閱讀并修改作文可以培養學生寫作后修改的習慣，也可以借鑒他人優秀之處。再次重申寫作需關注的幾大要點及細節，加深學生對寫作要求的印象。這同時也是一種促進同伴之間相互交流的有效方式。
2. show time:
Two volunteers share their writing with the classmates. Volunteer 1: Dear WWF, I’m a student from China. I’m writing the letter with the aim of asking for aids to save Asian elephants. Because of our human beings’ overcutting, excessive farming and occupying lands in urbanization, they are faced with the desperate situation. We ought to wrap our mind around the fact. Since humans have done so much, it’s up to us to try to put matters right. Firstly we can set laws to ban the illegal trades in ivory and meat. Secondly, establishing reserves makes a great difference. Moreover, we can educate people in schools to protect. Last but not least, I do hope you can assist us with necessary fund and training. We would appreciate it if you can help. Looking forward to your reply.
Yours sincerely,
XXX
Volunteer 2:
Dear Sir or Madam, I’m a student from China. I’d like to tell you that Asian elephants are threatened with extinction due to human beings. Some hunt them for fun or for ivory. Elephants are also faced with the loss of habitat because of deforestation. Here I would like to share with you some measure. Firstly, government should take action to raise people’ awareness of preservation. Secondly, I’d suggest you banning the illegal hunting for elephants. Last but not least, establishing some nature reserves is an effective way to save them. I sincerely hope that you can support us and believe things can work out with your help. Looking forward to your reply.
Your sincerely,
XX
設計意圖：邀請個別學生上來分享并朗讀自己的作文，可以提升他們的勇氣和自信。他們的作文不僅可以給他人一些借鑒，也可以引發一些思考。
Step 5: homework
1. Search on the Internet and add more details or information to the letter. 2. Polish the letter and make it a better on.
3. Send the letter to WWF and wait for their reply.
設計意圖：通過網上查資料可以鍛煉學生課后獨立搜索信息、處理信息、分析信息、運用信息的能力，通過作文修改潤色可以鞏固本課所學內容、培養修改作文的習慣。最后一個任務的設置，即寄信并等回信，使得整堂課的情境創設更加真實可信，引起學生對作業的重視。
Step 6: closing remarks
Read the expressions of wildlife protection and keep them in mind. Always remember to be ready to help endangered animals.
(1) Wildlife need food, a good environment and safety. More importantly, they need help. This is (2) what wildlife protection about.
(3) Everybody is responsible for wildlife protection.
(4) To protect wildlife is to maintain the ecological balance and to protect ourselves.
(5) Only by working together and helping each other can we build a more harmonious world.
設計意圖：最后這一環節的設置，可以進一步激發他們保護瀕危野生動物的意識，讓學生意識到寫作課的目的不僅僅是鍛煉寫作能力，同時也是培養他們人文意識和文化品格的一個重要途徑。
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