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视频课题：高中英语人教版必修二Module 2 Unit 4 Wildlife protection浙江
教学设计、课堂实录及教案：高中英语人教版必修二Module 2 Unit 4 Wildlife protection
Module 2 Unit 4 Wildlife protection
Period 5 Using language speaking and writing
I. 教材分析： 这一部分的教学内容源于必修二第四单元Wildlife protection的using language，该部分糅合了两种语言技能的训练，即说与写。教材要求学生以小组为单位讨论野生动物灭绝的原因，然后以口头报告的形式在班上展示，最后将小组讨论结果写入提交给世界野生动物保护基金会的求助信。通过这样的语言技能训练，学生不仅可以学到相应的语言知识、提升语言运用的能力，还能培养小组合作的能力和提高保护野生动物的意识。学科核心素养要求下的语言能力、思维品质、学习能力和文化品格也可以得到进一步的加强。
II. 学生分析： 来自省一级重点中学的高一学生，通过必修一的学习，已逐渐进入高中英语学习状态且适应了高中英语学习的强度，在课堂上的表现也越来越积极主动活跃。而且同学之间已非常熟悉，应该能较为积极地参与小组讨论活动。本单元前面的内容学习已为这堂课做了很多铺垫，所以学生讨论起濒危动物的面临灭绝的原因和解决对策来也是得心应手。
III. 教学整体设计及意图： 教师通过角色代入，以Daisy（本单元阅读课的女主人公）的名义带领学生阅读野生动物基金会官方网站的新闻，一起探寻书信的写作内容与结构，接着通过Daisy自己的写作尝试让学生总结出写作时的关注点，然后鼓励学生讨论亚洲象濒危的原因和对策，最后要求学生就小组讨论内容写一封给野生动物基金会的求助信。这样的设计就使得写作要求的出现不显得那么得生硬突然，话题引出显得更加自然，每一步骤的衔接也更为直接顺畅。整堂课融合了听说读写四种技能的训练，在乐趣中学习，在学习中培养思维品质和文化品格。
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.
教学流程图
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.
教学过程
Lead-in 情景导入 Read the news 情景创设、引入主题 Pre-writing 写前活动 While-writing 写中活动 Post-writing 写后活动 Read for the content of the letter 寻找书信写作内容 Structure, language, coherence 总结写作三大要求 Discussion 讨论原因和对策
Writing 写信给WWF Exchange and correct 互换作文并修改 Homework & closing remarks 作业与结束语
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.
设计意图：角色代入Daisy，使学生对老师更有一种亲近感，营造了朋友间的交流氛围和沟通模式，增加了师生间的互动。Daisy个人对此新闻的兴趣也会引起学生的好奇，急于知道新闻内容。一起齐声朗读可以培养学生之间的默契与协作，锻炼学生口语，营造课堂活跃氛围。这样的导入方式也使得写作任务出现得自然、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”) 设计意图：文本更直观地表明了写作的内容和要求，相对教师直接指出书信写作的内容而言，让学生通过阅读文本进而有针对性地找出书信的内容更具有说服力。这一步骤充分体现了读写结合的特点，而且从文本自然地过渡到了书信的内容和结构，环环相扣。
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 设计意图：这一环节有助于让学生明确书信与其他作文一个很大的不同点就是结构，书信的基本结构包括了开头的称呼语以及末尾的结束语和署名。并再次强调本次写作的结构和内容。
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)
设计意图：通过寻找Daisy的信所存在的问题并加以修改，可以进一步巩固之前所了解的书信的结构和内容，帮助学生树立写作后修改润色作文的意识，检测学生以往的写作水平，提醒学生写作时该关注的要求和细节，比如拼写、语法、语气、连贯性等。
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…)
设计意图：上个环节的修改的特点是细致化与碎片化，对于学生而言，要把这么多要点一下子记住相对困难，而通过总结写作注意点，可以把本次写作该关注的三大方面，即结构、语言、连贯，清楚明晰地展现在学生面前，方便他们自行写作时牢牢紧扣这三大要求。
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
设计意图：先通过修改Daisy的第一篇作文总结出写作的三大要求，现在又通过这三大方面去验证Daisy修改润色后的第二篇作文是否是一篇合格的作文，这样不仅强调了这三方面对
于一篇好作文的决定性作用，又加深了学生对这三大要求的印象，同时也给学生展示了本次写作的范本，帮助学生理清了写作思路。
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?” 设计意图：Daisy的这番话可以激起学生保护野生动物的兴趣和热情，有种跃跃一试的冲动。 同时这样一个对话也可以很自然而然地衔接到下一个学生讨论写作的环节。亚洲象图片的展现更加激发学生对野生动物的保护欲。
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).
设计意图：小组讨论降低了问题难度，丰富了答案内容，锻炼了学生之间团队协作的能力，激发了深度思考的活力，同时也活跃了课堂氛围。小组讨论也是提高师生互动、生生互动的一种有效方式，而且说的能力也在其中得到了进一步的锻炼。并且在讨论中，学生对濒危野生动物的保护意识也进一步加强。
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 …
设计意图：通过让每一小组的负责人呈现每组的最终讨论结果，不仅可以相互分享观点，引发学生思考，丰富写作内容，同时也锻炼了其他学生听的能力。以小组为单位讨论并展示观点，可以提升团队荣誉感。
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 …)
设计意图：让学生运用本课所学所了解到的书信的结构、内容、三个要求进行写作，锻炼独立思考、独立写作的能力。基于之前都已做好的教学铺垫，学生写起来就比较顺手。Ppt上的电子邮件画面给学生营造了一种切身实地在写信的感觉，使学生更加认真地对待写作。课堂上给出一定时间让学生写作可以培养学生限时写作的能力。提供一些可参考的表达方式可以在一定程度上降低写作难度。
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? 设计意图：同伴之间交换欣阅读并修改作文可以培养学生写作后修改的习惯，也可以借鉴他人优秀之处。再次重申写作需关注的几大要点及细节，加深学生对写作要求的印象。这同时也是一种促进同伴之间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
设计意图：邀请个别学生上来分享并朗读自己的作文，可以提升他们的勇气和自信。他们的作文不仅可以给他人一些借鉴，也可以引发一些思考。
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.
设计意图：通过网上查资料可以锻炼学生课后独立搜索信息、处理信息、分析信息、运用信息的能力，通过作文修改润色可以巩固本课所学内容、培养修改作文的习惯。最后一个任务的设置，即寄信并等回信，使得整堂课的情境创设更加真实可信，引起学生对作业的重视。
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.
设计意图：最后这一环节的设置，可以进一步激发他们保护濒危野生动物的意识，让学生意识到写作课的目的不仅仅是锻炼写作能力，同时也是培养他们人文意识和文化品格的一个重要途径。
视频来源：优质课网 www.youzhik.com
