Learning about Language优秀说课稿

Unit 4 Wildlife Protection I. 单元教学目标

本单元以保护动物为话题，旨在通过本单元的学习使学生了解很多动物已经灭绝或濒临灭绝，从而认识到保护动物的重要性和必要性；通过探讨保护动物的措施和建议，引导学生发表自己的见解和看法；通过进一步讨论提出有效的保护措施，唤起学生保护动植物、维护生态平衡、保护我们家园的责任感。并能写信表达自己保护动物的方法与建议，力求正确表达自己的意图并解释原因，并能正确使用被动语态的现在进行时。

1.1 Warming Up首先帮助学生明确保护野生动物的原因以及方向。旨在通过图片和表格引导学生讨论当今我国珍稀动物的现状。以panda、Milu Deer、South China Tiger 为例，通过对这些珍惜动物所面临的问题、在中国的栖息地以及采取措施其后对比所做的报告，学生能够用已有的知识和经验讨论在中国处于保护状态下的濒临灭绝动物。从而有效地引导学生关注本单元话题，关注动物生存现状。

1.2 Pre-reading是Reading的热身活动。通过回答两个问题引导学生讨论自己所知道的濒临灭绝的动物并思考灭亡的原因。同时要求学生通过阅读文中的图片和标题来猜测文章的内容。

1.3 Reading是一篇童话故事，讲述Daisy 乘坐飞毯跨越时空，在不同个国度、不同地区与生存状态不尽相同的和藏羚羊、大象、猴子对话的神奇经历，展示了Daisy逐渐认识保护动物重要性以及学习如何保护动物的经历。动物们讲述了各自的处境，唤起了Daisy对动物的热爱以及保护动物的责任心。从而号召人们热爱动物，保护动物，从我做起。

1.4 Comprehending考察学生对阅读内容的进一步理解与对所学知识的综合运用、迁移。练习1要求学生根据阅读文的内容回答问题。这四个问题设计到濒临物种生存现状，保护这些物种所取得成效的措施、保护动物栖息地的重要性以及决定保护成果能够的必要措施。练习2通过填空练习，学生分析课文结构，内容特点。为写作做好铺垫。练习3帮助学生综合运用、迁移所学知识。通过列举WWF所面临的一个棘手问题，要求学生小组讨论找出合理的解决方案。

1.5 Learning about Language分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习、在具体文章中的运用和相关

词汇的分类与运用；Discovering useful structures 是以文章内容为载体的

“被动语态的现在进行时”的操练。由此可以看出本教材已明显地由以结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、结构相结合的特点。

1.6 Using Language是对所学知识的综合运用。

a. Reading and listening是课文的延伸，先读一段关于恐龙的说明文，简单介绍其种类及灭亡原因；然后听一段关于dodo的材料并根据所听材料做题，抓住细节且要顾及中心思想。

b. Speaking and writing 借dodo的故事引导学生选择他们知道的一种濒临灭绝的动物并分析这种结果的原因。在讨论的过程中练习打算，目的及意图的表达法。与其他小组交流自己所选的动物及拯救措施，选取较优的计划报告给全班同学。之后，根据讨论的内容，借助课本所提供的功能句式WWF写一封信，希望该组织能帮助学生实现这一保护措施。教材已为学生列出写作步骤，学生只需根据本单元内容组织语言，丰富内容。

总之，通过本单元的系统学习，让学生了解当今珍稀动物的境况，激发他们热爱自然，保护自然的热情；并能够丰富语言知识，提升用英语表达观点的能力。

2. 教材重组

2.1 从话题、内容和功能上分析Warming Up 与Workbook中的LISTENING & TALKING一致，旨在启发学生讨论、思考本单元话题，可以整和成一节任务型“听说课”。

2.2 可将Pre-reading、Reading、Comprehending三个活动整和成一节“阅读课”

2.3 将Using Language中的Reading与Workbook中的READING TASK整和成一节“泛读课”

2.4 将Learning about Language与Workbook中的USING WORDS & EXPRESSIONS, USING STRUCTURES结合在一起, 上一节“语法课”。

2.5 将Using Language中就已经灭绝的物种dodo展开的听说写上一节“语言学习课”。

2.6 将Workbook中的LISTENING TASK、SPEAKING TASK和

WRITING TASK上一节“语言实践课”。

The Forth Period Learning about Language

Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇

bite bitten b. 语法

The present perfect passive voice. 2. Ability goal 能力目标

Enable the students to use the words and expressions of wildlife protection. Master the usage of the present progressive passive voice”.

3. Learning ability goal 学能目标

Help the students use the words and expressions of wildlife protection and the present continuous passive voice.

Teaching important points 教学重点

Enable the students use the important words of this unit correctly and properly. Master the usage of the present continuous passive voice. Teaching difficult point 教学难点

How to use the present continuous passive voice. Teaching methods 教学方法

Practicing, speaking and discussing.

Teaching aids 教具准备

The Multimedia Computer, a projector and a board. Teaching procedures & ways 教学过程与步骤

Step 1：Revision Get the students to recite the two passages learnt last period in their own words in order to help them review what they have learnt. T: Morning, boys and girls! Last period we read two passages about dinosaurs and the Milu deer. Now who’d like to describe them in your own words? Volunteers?

S: Dinosaurs lived on the earth long before humans came into being. There were many different species of them, of which a rare new one was able to run as well as climb. The reasons for their dying out are not sure. Maybe that is because of a large rock or due to the hot weather. S: The Milu deer used to be common in China. They lived together and lived on grass. But as a result of over-hunting, they disappeared from China. Luckily, some were taken to Britain before that. With the help of Britain government, Chinese government brought back some. Now there are more and more Milu deer in China. T: Well done! Step 2：

Words and expressions Get the students to do exercises in Dicovering useful words and expressions. a. Get the students to do exercises 1 & 2. T: Let’s come to language study of this unit. Turn to page 28 and do exercises 1&2. You are expected to complete them independently. 3 minutes for you. Give the students several minutes to do. Later check the answers together.

b. Get the students to do exercise 3. T: In this unit we have learnt many words and expressions about wildlife protection. Next, use what you have learnt to finish exercise 3. You can discuss with your partners.

Give the students some time to do this part and then check the answers together. Sample answers:

1. habitat

2. Tibet 3. Zimbabwe

4.Indonesia 5. Wolong Nature Reserve 6. Nanhaizi Milu Park 7. rainforest 8. Baishaozu National Natureal Protection Zone Endangered species

South China tiger antelope rhino Milu deer elephant monkey die out under protection threaten

decrease endangered loss Places

Wildlife protection Situation

1. The South China tiger which has been over-hunted has nearly died out. 2. The Tibetan Antelope which are being killed for the wool is now an endangered species. 3. Rhinos which lived in a wildlife park in Indonesia are now an endangered species. c. Get the students to do exercises in USING WORDS AND EXPRESSIONS on page 63 in their workbook. Later check the answers together. Step 3: Homework

1: Recite some key words and useful phrases of unit 4

2: Practice reading the whole passage loudly

Step 4: Blackboard Design

Unit 4 ：wildlife protection

Affect /

have an effect

/impact

/influence on

Reserve

endangered species