2019-2020年高一英語Unit4 Wildlife protection教案 人教版 必修2.doc

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2019-2020年高一英語Unit4 Wildlife protection教案 人教版 必修2 Ｉ. 單元教學目標 技能目標Skill Goals Talk about ways to protect the environment Talk about wildlife endangerment Review Direct and Indirect Speech Write about causes and effects Make a poster Ⅱ.目標語言 功能句式 Causes and effects Why? Because of ... , I... As a result of ... I will use ... Because/As/ Since ... If ... , then ... It follows that ... It will lead to ... 詞 匯 1．四會詞 fur, Tibetan, lead, jungle, wolf, giraffe, environmental, act, measure, original, battery, devote, mon, valuable, reduce, respond, amount, package, packaging, harmful, flat, material, poster, attractive, topic, organize, brief 2.認讀詞匯 antelope, endanger, hippo, kangaroo, Steve Jones, Birmingham, species, endangerment, habitat, adapt, Jennifer, Stevenson, ecosystem, soda, graph 3.詞組 in danger, die out, as a result of, lead to, take measure, adapt to, make a difference, devote ...to, at present, set free, in the wild, throw away, keep...from, first of all, end up as, do...without... 4.重點詞匯 lead, measure, devote, reduce, jungle, tour, environment, act, devote, mon, amount, harmful, material, package, topic 語 法 Review Direct and Indirect Speech 1. Reporting statements “I am writing an article about animals in zoos,” the reporter said. The reporter said that he was writing an article about animals in zoos. 2.Reporting yes-no questions “Do you like living in the zoo?” the reporter asked the kangaroo. The reporter asked the kangaroo if he liked living in the zoo. 3.Reporting wh-questions “How long have you lived in the zoo?”the reporter asked the hippo. The reporter asked the hippo how long he had lived in the zoo. 4.Reporting mands and requests “Please tell me more about the advantages and disadvantages of living in the zoo,” the reporter said to the giraffe. The reporter asked the giraffe to tell him more about the advantages and disadvantages of living in the zoo. 5.Reporting general truth “Human survival is dependent on the natural world,” he said. He said that human survival is dependent on the natural world. 重點句子 1. We human beings could not survive without all the plants and animals around us. 2. Many of the earth’s plants and animals have already died out... 3. If we know more about what causes endangerment, we may be able to take measures before it is too late. 4. A species can bee endangered for different reasons. 5. When the habit of a species is changed or destroyed, the animal or plant has to either adapt to the change or find a new home. 6. Professor Stevenson, who has devoted himself to protecting the milu deer... III. 教材分析與教材重組 1. 教材分析 本單元以環(huán)境保護為中心話題，內(nèi)容涉及“野生動物保護”、 “污染的防止”、“生活的環(huán)?！焙汀碍h(huán)保知識宣傳”等。 語言知識和語言活動的設計是圍繞“環(huán)境保護”這一中心話題展開的。 1.1 WARMING UP部分通過三圖幅片導入本單元, 引出有關動物保護的話題并使學生了解瀕危動物，樹立保護動物、保護環(huán)境的意識。 1.2 LISTENING部分是有關“空氣污染”、“水污染”和“環(huán)境污染”等的話題。學生在聽的過程中，要捕獲信息，以提高聽力的水平。另外，教材還設計了討論題作為“聽后”活動，在形式上，把“聽”與“說”相結合，力求訓練學生的綜合語言運用能力。 1.3 SPEAKING安排一組采訪活動。教材中提供了部分啟發(fā)性的采訪問題，幫助學生展開口語活動，同時還要求學生自己設計問題，發(fā)展自主能力?；顒泳哂腥の缎裕兄趯W生親近、關愛動物。 1.4 PRE-READING部分以提問的形式導入課文，是閱讀課文前的熱身。 1.5 READING分三部分敘述主題內(nèi)容。1、人與動物的關系。2、動物滅絕的原因。3、 補救措施。 文章語言簡潔，條理清晰。不僅有助于提高學生的閱讀能力，而且在寫作上也有所幫助。 1.6 POST-READING部分由兩部分組成。第一部分通過回答問題的形式，進一步加深對課文的理解。第二部分圍繞課文展開一些環(huán)保教育活動，要求學生列表說明每天要做的對環(huán)保有益的事，以培養(yǎng)學生的環(huán)保的責任感，調(diào)動他們參與環(huán)保行動的自覺性。 1.7 LANGUAGE STUDY部分分為詞匯和語法兩項。詞匯學習涉及構詞法和詞組填空練習。幫助學生擴大詞匯量，同時也指導學生掌握通過語境記憶詞匯的方法。本單元的語法項目是復習直接引語和間接引語。 1.8 INTEGRATING SKILLS包括讀寫和寫兩部分。第一部分體現(xiàn)了讀是寫的基礎，寫是讀的發(fā)揮。第二部分寫作的任務是學會制作一張宣傳環(huán)保的海報。上述設計的目的是使學生能夠邊學邊做，做到學用結合。 1.9 TIPS部分對怎樣制作一幅成功的海報提出了一些建議，在語言方面具體指導學生完成制作海報的任務。 1.10 CHECKPOINT部分簡要地總結了直接引語和間接引語的用法，并且通過兩個問題引導學生對本單元所學的詞匯作一小結。 2. 教材重組 2.1將WARMING UP, SPEAKING和Workbook中的TALKING整合成一節(jié)“口語課 ”。 2.2 LISTENING和Workbook中的LISTENING整合在一起上一節(jié)“聽力課”。 2.3 將PRE-READING, READING和POST-READING整合成一節(jié)“閱讀課”。 2.4 將LANGUAGE STUDY, CHECKPOINT 10和Workbook中的PRACTISING整合成一節(jié)“語法課”。 2.5 將課本INTEGRATING SKILLS閱讀部分及寫作整合成一節(jié)綜合閱讀寫作課。 2.6 將Workbook INTEGRATING SKILLS閱讀部分及寫作整合成一節(jié)綜合閱讀寫作課。 3. 課型設計與課時分配 1st period Speaking 2nd period Listening 3rd period Reading 4th period Grammar 5th period Extensive Reading and writing (1) 6th period Extensive Reading and writing (2) Ⅳ. 分課時教案 The First Period Speaking Teaching goals 教學目標 1.Target Language 目標語言 a. 詞匯 fur, Tibetan, antelope, endanger, jungle, wolf, hippo, kangaroo, giraffe b. 短語 use...for/ as/ to do; make sure; in danger; die out; take turns c. Useful expressions 功能句式 Talk about animals endangered: 1). When ... be cut down, ...can no longer ... 2). Many ... are killed by people who want to ... 3). ... are hunted for (their) wool. 4). There are few areas left where ... can live. Talk about the reasons: 1). Why do you think ... ? 2). How can you say ... ? 3). What’s the reason for ... ? 4). Because/ Because of ... 5). As ... 6). The reason is ... 7). ... , so ... 8). ... so that ... 2. Ability goals 能力目標 Make the students know about animals and factor of their endangering. Let them know importance and necessity of protecting wild animals. Establish the consciousness of environmental protection. 3. Learning ability goals 學能目標 Let the students talk about the animals and the reasons of endangering using the useful expressions, and talk about the suggestion of protecting animal further. Teaching important points 教學重點 Talk about wildlife endangered with the target language and useful expressions. Teaching difficult points 教學難點 Using an interview format and the useful expressions to practise talking about animals and animal protection. Teaching methods 教學方法 1.Group work to discuss (cooperative learning); 2.Pair work to make dialogues; 3.Performance: act out the dialogues they make. Teaching aids 教具準備 1.A projector and some slides 2.Some pictures of different animals Teaching procedure && ways 教學過程及方式 StepⅠ Greetings & Lead-in T: Good morning, everybody! Did you have a nice weekend? I went to the zoo with some friends. I saw a lot of animals and birds there. I like them very much. Do you like animals? (Yes!) What kind of animal do you like most? S1: I like the dog best. T: Good! What about you? S2: I like the monkey most. It’s clever and smart. T: Well done! OK, today we are going to talk about animals. StepⅡ Warming up T: Please look at the pictures on P.64. There are 3 kinds of animals. Who can tell us what they are? S: They are tigers, pandas and Tibetan antelopes. T: Right. From picture 1, we can see 2 tigers. They’re running happily and living a peaceful life in nature. But they are in danger now. Who can tell us why the tiger is in danger? S1: The forests they live in are destroyed, they can no longer hide and hunt. S2: People kill tigers to sell their fur and use their bones for medicine. T: Very good! What about the panda? The pandas in picture are enjoying their meal. However, in fact, the number of the panda is getting smaller and smaller. What are the reasons? S: Let me try. There are few areas left where pandas can live and some people kill them for their fur. T: Right! What do you know about the Tibetan antelopes? S: They are beautiful. But people hunt them for their fur. T: That’s right. T: Right. We know nowadays many of the world’s animals and plants are in danger. Can you name them as many as possible? S:Let me try. the Golden monkey, the Chinese alligator, the gorilla, the zebra, the pangolin, the elephant, the blue whale and so on. T:Good. Now, let’s finish the next two questions. Please discuss the questions on the screen in groups of four. (Show the following questions on the screen.) 1. Why is it important to make sure that animals do not die out? 2. What can we do to help endangered animals? Possible answers: 2. If animals and plants die out, we will not be able to survive. All animals and plants are necessary if we want healthy ecosystems. They’re important. We need them for medical and mercial purposes. 3. Stop people cutting down too many trees and killing animals. Protect their habitat. Protect the environment from now on. StepⅢ Speaking Task 1: Words of the animals’ names T: We know that animals are friends of human beings. Look at the pictures on P.66. Here are some of them. Who can write down their names on the blackboard? (Ask one or two students to write these names on the blackboard.) Good! Go back to your seat, please. Task 2: Interviewing Let the Ss read the instructions carefully and make sure that they know what to do. T: I think most of you have seen the animals in the zoo. Do you think they are happy in the zoo or they prefer to live in the wild? (There may be two kinds of answers among the students.) Now, let’s play a game. Look at the Speaking part. Read the instructions and then finish the dialogue. Please work in pairs. A few minutes later, I’ll ask some pairs to act out your dialogues. (When pairs have finished, ask one or two pairs to repeat their interviews in front of the class.) Sample dialogues: Suggested dialogue 1 A: a reporter B: a tiger A: Would you mind my asking you some questions? B: Of course not. A: Where did you live before they brought you to the zoo? B: I lived in a forest in the south. A: How long have you lived in the zoo? B: About a year. A: Do you like living in the zoo? B: Yes, I like it. A: Can you tell us why? B: Yes. I needn’t worry about food. I always have enough to eat. And it’s safer here. A: Do you mean that you prefer living in the zoo to living in the jungle? B: You are right. A: Do you have anything to say to all humans? B: Yes, I want to tell them to build bigger zoos for us. Then we will feel much more fortable. Suggested dialogue 2 A: a reporter B: an elephant A: Nice to meet you. B: Nice to meet you, too. A: May I ask you some questions? B: Sure. Go ahead. A: Where did you live before they brought you here? B: I used to live in a great forest in South Africa. A: How long have you lived in the zoo? B: About two years. A: Do you prefer living in the zoo or living in the jungle? B: I prefer living in the jungle. A: Can you tell us why? B: Yes. The zoo is too small for me. I can’t run, and I can’t see my friends. I miss them very much. And I think the climate is also a problem for me. It’s hard for me to get used to it. A: If you could say something to all humans, what would you tell them? B: I would tell them not to destroy forests, and not to kill too many of us any more in the future. I don’t think this is a good thing for them. A: Do you think you can go back to your home one day? B: I don’t know. I know that people are trying to let us go back to our home some day, but first of all, they must protect the environment. A: I know that human beings have already started to protect the environment. I think you can go back to your home some day. B: I hope so. StepⅣ Talking Page 139. Talking. Make sure that the students understand the situation and the task. Give them time to prepare the role cards and provide assistance or model as needed. When the students have pleted the cards, remind them of the ground rules for discussion and let them start the discussion. What’s more, let them pay attention to the useful phrases. Sample Dialogue 1 S1: Hello, Mr. Dolphin. I know you are a best friend of ours. Can you tell me the reason why you are regarded as man’s best friend? S2: All right. You know, I can help people do many things. For instance, I can help you learn more about swimming and I can also help you look for things in the ocean. I am a good friend also because I can make humans feel happy. I can even save people’s lives when they are in danger in the ocean. Sample Dialogue 2 S3: Hi, Miss Pigeon, I have heard a lot about you. And you have done many good deeds for us human beings. But you have never boasted yourself. Today I want to interview you and I’d like you to say something to us. S4: Hi, my dear friend. I’m very glad to tell you something about myself. I think I am man’s best friend. Everybody knows that pigeons are good at carrying letters and messages. I have taken many important letters all across the country and I don’t need electricity or petrol, I just fly wherever I need to go. Sample Dialogue 3 S5: Excuse me, but can I speak to you for a moment, Dr. Polly? S6: Sure. You can ask me whatever you like. S5: Dr. Polly, we have known you since we were in junior middle school. We have learned a lot from you. You know, you are the cleverest animals in the world and you can speak just as human beings do. S6: Yeah, as a matter of fact, I am one of the members in a family. I can enjoy happiness and sorrows with human beings. Sample Dialogue 4 S7: Can you spare me a few minutes, Mr. Deer? S8: Yes, I can. What would you like to talk today? S7: Someone often says to me that deer are the best friends of human beings and I’d like you to tell me why people have such kind of thinking. S8: That’s easy. I must say that all of you have mentioned many good animals except me. In my opinion I am your only true friend because I am free and gentle, so humans treat us like a friend—not like a machine or a toy. Step V Homework T: Today, we’ve talked about some endangered animals and ways to protect them. We know that we must try our best to protect animals and the environment. Do you think so? We’ve also learnt some new words and useful expressions. You should master them after class. Homework today: 1. Read about the Talking part on P.139, try to understand it and work in groups of four. Everybody should choose one animal and plete your role card. 2. Collect some information and pictures about pollution. OK! That’s all for today. See you tomorrow!