Learning about Language优秀教学设计

盈江县民族完全中学

高一年级

英语学科

教学设计

Teaching Guider 整体设计意图：

1、本着让学生自主学习，自我探究，归纳总结的思想，以简单开放的原则

设计教学过程；

2、用问题引导学生由易到难去探究、发现、总结规律及运用；

3、设计重点突出了教学过程中学生的学习活动过程，做到“全员、全程、

全力”参与学习活动，通过学习活动达到教学目的；

4、以学定教，根据学生的实际决定教学难度，看课堂情况决定学生学习

几个自然段的知识点，教学设计高于教材和学生实际水平让学生够得着；

Unit4 Wildlife Protection

---Learning about language

I.Teaching content and analysis:

Learning about language

The emphasis in this period will be placed on the important new words, expressions and sentence patterns in the first paragraph of Reading. 设计意图：词不离句，句不离篇，词在句中，让学生借助文章来体会词、短语、句型的意思，高考常考的是根据语境猜测单词的意思，以两种形式出现：阅读和完形填空的语篇中也会出现。

II. Teaching Goals and analysis:

1.Get students to learn and grasp the important new words and expressions as long,

danger, respond, distant etc.

2.Get the students to learn and use language points

in groups.

3.Learn to do teamwork, independent study and exploration.

根据不同层次学生的实际情况，要求掌握一词在不同语境中的单词2-3个意思，大部分学生掌握高考常见的2种意思即可; 教学过程采用合作探究方式，以小组活动的形式达到学习目的; 有意识的运用与动物保护有关的词汇来描述野生动物濒临灭绝的的图片和给视频配音, 同时激发学生对野生动物保护的关爱情怀。

III. Teaching important points

Get the students to have a better understanding of some key words，phrases and sentence patterns.( endanger ，long to do sth，where和that引导的句型

etc.)

IV. Teaching difficult points

Enable the students to discover and summarize the usage of the important words, expressions and sentence patterns(the differences between

attributive clause.led by that and where)

V. Teaching aids

Computer, learning guider and PPT VI. Teaching procedures 1. Basic flow chart of teaching

Learning goal →→Lead-in

→→Cooperation and inquiry →→ Test for goals

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盈江县民族完全中学

高一年级

英语学科

教学设计

→→Summary

2.

Teaching procedures

I. Work before class

前置作业

设计意图：让学生带着问题去预习，重点词组、短语、长难句，学习一词多意的基本用法，让学生能在实际阅读、作文、完型和听力中找到成就感和自信感。

Task1:

小组大声对学互翻第一自然段的5个句子，教师用PPT呈现答案。

1.Daisy had always longed to help endangered species of wildlife.

戴茜一直以来都渴望帮助那些灭绝的野生动植物。

2.One day she woke up and found a flying carpet by her bed.

一天她醒来，发现床边有一块飞毯。

3.Please take me to a distant land where I can find the animal that gave fur to make this sweater.

请带我到遥远的地方，那里我可以发现为制作这件毛衣而提供毛绒的那种动物。

4.Our fur is being used to make sweaters for people like you.

我们的毛被用来为像你一样的人们制作毛衣。

5.Flying carpet, please show me a place where there’s some wildlife protection.

飞毯啊，请把我带到一个有野生动植物保护的地方去。

Task2: Find the useful expressions in the first paragraph and then write them down.

(Para.1:教师用PPT呈现答案) longed to help期望得到帮助; endangered species 濒临灭绝的生物;species of wildlife野生动物的种类; woke up唤醒

;flying carpet 飞毯; want to go 想去;responded immediately立刻回答; would like to see想干某事; take me to a distant land把我带到远方; At once立刻、马上; flew away飞走; saw antelope looking sad看见某物正在干嘛，看起来怎么样; As a result结果; show sb a place;向某人指路

II. Cooperation and inquiry 合作与探究

Step 1

Lead in (some pictures and a video) 设计意图：让学生感受一些濒临灭绝的野生动物图片和给视频配音，从而引出野生动物保护这篇文章中的第一段的第一个画面。

What happened in the pictures and video (show PPT)

Step 2

Team-work and Show 合作学习与展示

设计意图：让学生探究，并展示合作学习成果，锻炼学习及表达能力，提升自信心。在展示过程中学生自觉完善课前没能掌握的内容，教师根据学生的展示情况引导学生探究、思考、完善学习内容，让学生在课堂活动过程中发现并解决个人

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盈江县民族完全中学

高一年级

英语学科

教学设计

的余留问题。

·Prepare to show your work before class together with your group members.

·Each group show one or two sentences.

·Try to use the present the present progressive passive voice.

与小组成员一起合作学习，

探讨前置作业，准备展示1-2个句子，注意使用现在进行时的被动语态。

1.【原句展示】Daisy had always longed to help endangered species of wildlife.(line 1) Translation:

戴茜一直以来都渴望帮助那些灭绝的野生动植物。

Task1: Read and compare long in different sentences.

①The cultural relic has survived for a long time.

词义：长久的

② I am long to see my father.

词义：期望、看见

【小结】long既可以做形容词(长久的)，又可以做动词（期望、看见）

Exercise: Translate the following sentences into Chinese. 1）I’m longing to see you again.

我期待再次见到你

2）She longed to have a holiday to go home and see her family again.

她期待有一个假期可以回家和家人聚聚

Task2: Brainstorm. endanger（v.）意思是濒临灭绝的、濒危的

1.写出与danger 有关的短语,至少3个，越多越好。

in danger

out of danger

danger to

danger money

danger in 2.用与danger 有关的短语造句,至少3个，越多越好。

1)Her life was in danger.她生命垂危。

2) The doctor says he is out of danger now.医生说他现在已脱离危险。

3)He is a danger to the public.他对于大众是个危险人物。

2.【原句展示】One day she woke up and found a flying carpet by her bed. (line 2) Translation: 一天她醒来，发现床边有一块飞毯。

Task3: Read and

summarize. ①I found his dog at home yesterday.

词义：发现

②He founded a book store for the school yesterday.

词义：建立

【小结】found是发现，找到，find→found→found （句①）。found是建立→

founded

→founded（句②）。

Exercise: Judge and correct.

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盈江县民族完全中学

高一年级

英语学科

教学设计

1)He finds his lost money yesterday. (find改为found) 2)The Republic of China was found in 1949 (found改为founded)

3.【原句展示】Daisy responded immediately.（line4）

Translation: 黛西立刻做出回应。

Task4：Read and summarize ①She didn't respond to my answer.

词义：对....做出反应

②Daisy left away immediately .

词义：立刻地

【小结】respond to 对....作出反应；immediately (adv.)立刻地

→

immediate（adj.）

修饰动词用

adv

，

修饰名词用

adj

Exercise: fill in the blanks in the proper words 1)Immediately(immediate)，the plan take off. 2)Immediate (immediate) decision is good,if something will happen in the next days

4.【原句展示】

Please take me to a distant land where I can find the animal that gave fur to make this sweater.(line5) Translation:请把我带到一个有野生动植物保护的地方去，好吗？

Task5: Observe and

summarize.

This is the place where I was born. (that/where) This is the place that

I visited last year. (that/where) 【小结】引导词用where还是that有两个判定方法：

1.看被定语从句所修饰的先行词（名词/代词）能不能直接和从句相连.如果可以直接和从句其他成分相连,无须补上介词,则用that/which；如果需要额外补上介词才能放在定语从句中。

2.看定语从句是缺少地点状语还是缺少主语/宾语/表语.如果缺少地点状语,用where；如果只缺少主语/宾语/表语,则用which/that. Exercise:

1.This is the city that I visited last year. 2.This is the city where I lived last year

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盈江县民族完全中学

高一年级

英语学科

教学设计

5.【原句展示】We are being killed for the wool beneath our stomachs.(line 9 ) Translation:为了取得我们肚皮底下的羊毛，我们正在被屠杀。

Task6:Observe and

summarize.

 Look! The baby is being taken（take）care of by her aunt. I wonder what is being done (do) to help you. 【小结】am/is/are + being done是现在进行时(时态)的被动语态: 表示说话时正在进行的一个被动动作，强调主语是动作的承受者。

Exercise: 请找出这篇文章中类似这样结构的句子？请列举2个，并翻译。

1)Our fur is being used to make sweaters for people like you. 我们的毛被用来为像你一样的人们制作毛衣。

2)So good things are being done here to save local wildlife. 因此，为了拯救当地的野生动植物，他们也在做一些好事。

Step 3

Test for goals 设计意图：让学生感受真实的语景，从而引出各个词汇的灵活使用。

Make up 1 or 2 exercises to test the other group.(e.g. to fill in the blanks or to correct the mistakes) e.g.

1.Fill in the blanks 1)She has longed to help (help) the endangered（danger）animals. 2)As we know,some wildlife is being protected (protect)now. 2.Correct the mistakes. 1)Lucy left immediate.

immediate→immediately 2)The antelope is been protected.

been→being Step 4

Summary 设计意图：小结本段学到的词组、短语和句型，现在进行时的被动语态的结构、用法及考点。Task2根据学生的能力去完成。

在第一段中，你学到了那些有用的单词、短语和句子，请列出4-5个？

1.Useful words and expressions: longed to help期望得到帮助; endangered species 濒临灭绝的生物;species of wildlife野生动物的种类; woke up唤醒

;flying carpet 飞毯; want to go 想去;responded immediately立刻回答; would like to see想干某事; take me to a distant land把我带到远方; At once立刻、马上; flew away飞走; saw antelope looking sad看见某物正在干嘛，看起来怎么样; As a result结果; show sb a place;向某人指路

2.Useful sentence patterns: 1.Daisy had always longed to help endangered species of wildlife.

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盈江县民族完全中学

高一年级

英语学科

教学设计

2.One day she woke up and found a flying carpet by her bed.

3.Daisy responded immediately. 4.Please take me to a distant land where I can find the animal that gave fur to make this sweater. 5.We are being killed for the wool beneath our stomachs. III. Work after class 设计意图：结合高考特点巩固本节课学到的词组、短语和语法，设题分A、B、C三个层次，以适应不同层次的学生选做。

Grade A

Make up a short play with your group members by using the words,phrase and useful sentences.

Grade B a.Fill in the blanks. 1.She longed ______(go) to a famous university. 2.This is the school______my father works.(that / where) 3.This is the place_______we spent together.(that / where) Keys:1. to go

2. that

3.where b.Correct the mistakes: 1. The Olympic Games is been held in my city now. 2. Many animals are hunted immediate . 3. These animals were danger in this area. Keys: 1. been 改为

being

2. immediate 改为immediately

3.were后加in

Grade C语法填空

Daisy had always longed

1

(help) endangered species of wildlife. One day she woke up and

2

(find)a flying carpet by

3

(she) bed. “Where do you want to go?” it asked. Daisy responded

4

(immediate) “I’d like

5

(see) some endangered wildlife,” she said. “Please take me

6

a distant land

7

I can find the animal that gave fur to make this sweater.” At once the carpet flew away and took her to Tibet. There Daisy saw and antelope

8

(look) sad. It said, “We’re being killed for the wool beneath our stomachs. Our fur

9

(use)to make sweaters for people like you now. As a result, we are now an endangered species.” At that Daisy cried, “I’m sorry I didn’t know that. I wonder what is being done to help you. Please show me a place

10

there’s some wildlife protection.”

Keys: 1.to help 2.found 3.her 4.immediately 5.to see 6.to 7.where 8.looking 9.is being used 10.where

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