资源简介

Macquarie Island: from Chaos to Conservation
教学设计
By Bi Chunlei from Pingdu No.9
Macquarie Island: from Chaos to Conservation
课型 Reading
主题 语境 人与自然
授课 时长 一课时（45分钟）
文本 分析 本板块呈现了一篇反映单元主题的课文，语篇类型为记叙文，课文以时间为线索，介绍了麦夸里岛的近代生态被破环的历史和人类做出补救后的现存生态平衡状态。
学情 分析 本班学生英语基础不错，学习态度认真，学习热情高涨。部分学生思维活跃，开朗外向善于表达，但是整体在逻辑推理，整合信息，分析论证观点以及批判性评价方面还有所欠缺。学生对于如何保护生态方面理解的比较到位，但在日常生活中能否关注生态，关爱大自然，珍爱野生动植物，尊重动植物方面还有有待观望。
教学 目标 学生能够总结概括麦夸里岛的生态破坏及恢复。 学生能够复述麦夸里岛的近代生态破坏历史及现在恢复状态。
学生能够深入思考人类干预麦夸里岛并导致严重后果，并呼吁人们携手共同保护脆弱的生态系统和我们美丽的地球大家园。
教学 重点 引导学生准确理解文章大意，理清麦夸里岛的生态破坏和恢复历史。
教学 难点 引导学生关爱大自然，保护脆弱的生态环境，保护和尊重动植物，保护我们的美丽地球家园。
教学 资源 教材、多媒体课件、视频、黑板和粉笔
教学过程
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Pre-reading
Activity 1 Watch a video & and answer one question. T shows ss a video about the basic situation of the island. 2. T asks ss to watch carefully and answer the question. 1. Ss watch the short video carefully. 2. Ss try to answer the question. Prepare for the topic. Prepare Ss for reading.
While reading
Activity 2 Find out T asks Ss to read the whole Ss read the passage Train the reading
what happened to Macquarie Island
passage quickly and then answer the question. quickly and try to answer the question. skill of getting the main idea of the passage quickly.
Activity 3 Read for details of each paragraph. T asks Ss to read paragraph one and describe the present situation of the island from four aspects. Ss read paragraph one carefully and then try to answer the questions. Read for details of paragraph one.
T asks Ss to read paragraph two and three and then complete the mind map. Ss read paragraph two and three carefully and then try to complete the mind map. Read for details of paragraph two and three.
T asks Ss to read paragraph four and five answer the questions. Ss read paragraph four and five carefully and Read for details of paragraph four and
And then try to think over if humans’ measures effective. then try to answer the questions. five.
T asks Ss to read paragraph six and then complete the chart and then answer a question. Ss read paragraph six carefully and then try to complete the chart and answer the question. Read for details of paragraph six.
Activity 4 Retell what happened to Macquarie Island. T asks Ss to review the whole passage and then try to retell what happened to Macquarie Island with some useful expressions helping them. Ss read the whole passage again and then retell what happened to Macquarie Island. Review what happened to Macquarie Island and cultivate Ss’ ability to sum up the whole passage.
Post-reading
Activity 5 T asks Ss to read Ss discuss in 1. Express
Think and Share the final ending of Macquarie Island and think about the similar situations in our country. groups and then answer the questions. how to do the describe the similar situations Improve Ss’ speaking ability and cooperating ability.
Activity6 Presentation T asks Ss to work with their partners and design a poster to call for us humans to protect the natural ecosystem. Ss cooperate in groups and then make a poster to call on people to protect our delicate world. Improve Ss’ speaking ability and cooperating ability
Homework T asks Ss to prepare a short speech with the title “What we humans should do Ss try to make a short speech with the title “What we humans should Further explore the topic and the theme of this
to protect our natural ecosystem ” do to protect our natural ecosystem ” module.
备注：
Ss: students T: Teacher
Blackboard Design Macquarie Island: from Chaos to Conservation The present situation Before the 1970s After the 1970s After 2006
案例说明
本案例教师基于对文本和学情的细致分析，确定了本课的教学目标，并基于教学目标设计了六个教学活动。教学活动设计以目标为导向，紧密围绕麦夸里岛的近代历史，岛屿从原始生态平衡到人类踏上岛后导致生态被破坏，后来人类的多次干预解决都无果而终，最后作者来到此岛屿并采取两项措施，最终挽救了整个岛屿的生态展开。教学活动设计体现了学习理解、应用实践、迁移创新三类学习活动的关联与递进。教师首先创设情境，通过视频引入话题，激活已知；引导学生探究这个过程的事实性信息，进而梳理在争辩中如何说服别人，证明自己，并在情绪化时刻要适时作出调整的解决问题的策略。在此基础上，学生关注题材，
梳理结构；交流内化信息，最终明白麦夸里岛的生态遭到破坏是由于我们人类的介入，人类的过多干预，而且干预时不计后果，最终导致事态进一步恶化。最终人类认识到了自己的问题，并想办法弥补自己的过失。从而培养学生热爱大自然，保护我们脆弱的生态，保护我们的美丽地球家园，珍爱大自然，保护野生动植物，尊重野生动植物的思想价值观。在探索麦夸里岛的近代历史及现在状态的过程中，把语言知识学习、语言技能运用、思维品质发展和文化意识形成都有机融入课程内容和教学活动中，为培养学生的英语核心素养进行了有益的尝试和探索。

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