Learning about Language教学活动设计方案

Unit 4 Wildlife protection

Ｉ. 单元教学目标

技能目标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.目标语言

Causes and effects

Why? 功Because of ... , I... 能As a result of ... 句I will use ... 式

Because/As/ Since ... If ... , then ... It follows that ... It will lead to ...

1．四会词

fur, Tibetan, lead, jungle, wolf, giraffe, environmental, act, measure, original,

battery, devote, common, valuable, reduce, respond, amount, package, 词

packaging, harmful, flat, material, poster, attractive, topic, organize, brief

2.认读词汇

antelope, endanger, hippo, kangaroo, Steve Jones, Birmingham, species,

endangerment, habitat, adapt, Jennifer, Stevenson, ecosystem, soda, graph 汇

3.词组

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.重点词汇

lead, measure, devote, reduce, jungle, tour, environment, act, devote, common, amount, harmful, material, package, topic

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.

语

The reporter asked the kangaroo if he liked living in the zoo.

3.Reporting wh-questions 法

“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 commands 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.

1. We human beings could not survive without all the plants and animals around

us. 重2. Many of the earth’s plants and animals have already died out... 点3. If we know more about what causes endangerment, we may be able to take 句measures before it is too late. 子

4. A species can become 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. 教材分析与教材重组

1. 教材分析

本单元以环境保护为中心话题，内容涉及“野生动物保护”、

“污染的防止”、“生活的环保”和“环保知识宣传”等。

语言知识和语言活动的设计是围绕“环境保护”这一中心话题展开的。

1.1

WARMING UP部分通过三图幅片导入本单元, 引出有关动物保护的话题并使学生了解濒危动物，树立保护动物、保护环境的意识。

1.2

LISTENING部分是有关“空气污染”、“水污染”和“环境污染”等的话题。学生在听的过程中，要捕获信息，以提高听力的水平。另外，教材还设计了讨论题作为“听后”活动，在形式上，把“听”与“说”相结合，力求训练学生的综合语言运用能力。

1.3

SPEAKING安排一组采访活动。教材中提供了部分启发性的采访问题，帮助学生展开口语活动，同时还要求学生自己设计问题，发展自主能力。活动具有趣味性，有助于学生亲近、关爱动物。

1.4

PRE-READING部分以提问的形式导入课文，是阅读课文前的热身。

1.5

READING分三部分叙述主题内容。1、人与动物的关系。2、动物灭绝的原因。3、

补救措施。

文章语言简洁，条理清晰。不仅有助于提高学生的阅读能力，而且在写作上也有所帮助。

1.6

POST-READING部分由两部分组成。第一部分通过回答问题的形式，进一步加深对课文的理解。第二部分围绕课文展开一些环保教育活动，要求学生列表说明每天要做的对环保有益的事，以培养学生的环保的责任感，调动他们参与环保行动的自觉性。

1.7

LANGUAGE STUDY部分分为词汇和语法两项。词汇学习涉及构词法和词组填空练习。帮助学生扩大词汇量，同时也指导学生掌握通过语境记忆词汇的方法。本单元的语法项目是复习直接引语和间接引语。

1.8

INTEGRATING SKILLS包括读写和写两部分。第一部分体现了读是写

的基础，写是读的发挥。第二部分写作的任务是学会制作一张宣传环保的海报。上述设计的目的是使学生能够边学边做，做到学用结合。

1.9

TIPS部分对怎样制作一幅成功的海报提出了一些建议，在语言方面具体指导学生完成制作海报的任务。

1.10 CHECKPOINT部分简要地总结了直接引语和间接引语的用法，并且通过两个问题引导学生对本单元所学的词汇作一小结。

2. 教材重组

2.1将WARMING UP, SPEAKING和Workbook中的TALKING整合成一节“口语课

”。

2.2 LISTENING和Workbook中的LISTENING整合在一起上一节“听力课”。

2.3 将PRE-READING, READING和POST-READING整合成一节“阅读课”。

2.4 将LANGUAGE STUDY, CHECKPOINT 10和Workbook中的PRACTISING整合成一节“语法课”。

2.5 将课本INTEGRATING SKILLS阅读部分及写作整合成一节综合阅读写作课。

2.6 将Workbook INTEGRATING SKILLS阅读部分及写作整合成一节综合阅读写作课。

3. 课型设计与课时分配

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. 分课时教案

The First Period

Speaking Teaching goals 教学目标

1.Target Language 目标语言

a. 词汇

fur, Tibetan,

antelope,

endanger,

jungle,

wolf,

hippo,

kangaroo,

giraffe b. 短语

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 能力目标

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 学能目标

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 教学重点

Talk about wildlife endangered with the target language and useful expressions. Teaching difficult points 教学难点

Using an interview format and the useful expressions to practise talking about animals and animal protection. Teaching methods 教学方法

1. Group work to discuss (cooperative learning);

2. Pair work to make dialogues;

3. Performance: act out the dialogues they make. Teaching aids 教具准备

1. A projector and some slides

2. Some pictures of different animals Teaching procedure && ways 教学过程及方式

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 kinds 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.25. There are 3 kinds of animals. Who can tell us what they are? S: They are tigers, pandas and Milu deer. 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 commercial 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 comfortable.

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 completed 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 complete your role card. 2. Collect some information and pictures about pollution. OK! That’s all for today. See you tomorrow! 巩固练习

Ⅰ单词拼写

1.

This kind of drug can p_________ children from mosquitoes.

2.

The noise outside a__________ our study. 3.

The farm covers an a_________ of 30 mu. 4.

I have a pain in my s__________ as I ate a green grape just now. 5.

The little baby should stay away from i__________. 6.

Sea water __________ (含有) salt. 7.

The road is covered with thick __________ (泥土). 8.

I have not heard from my brother ___________（最近）．

9.

The tiger is a __________ (凶猛的)animal. 10.

The little girl loves collecting __________ (蝴蝶).

Ⅱ句型转换

1.

Milu deer has disappeared from China. Milu deer has ______ ________ from China. 2.

People hope that Taiwan will return our motherland as soon as possible. _______ __________ __________ that Taiwan will return our mother land as soon as possible. 3.

The old lady is sleeping peacefully. The old lady is sleeping _________ ____________. 4.

I got up so late that I was late for school. I got up late. ________ ________ __________, I was late for school. 5. Although tourists like to watch us, they didn’t want to protect us.

They didn’t want to protect us ________ ________ tourists like to watch us.

Ⅲ

翻译句子

1.

他认识到自己处境困难。

2.

我每天早上必须在七点以前穿好衣服。

3.

我明天会去那间公司申请工作。

4.

他已经不住在这里了。

5.

那问题如今得到政府的关注。

KEYS：

Ⅰ

prevent

affects

area

stomach

insects

Contains

dust

recently

fierce

butterflies

Ⅱ

died out

It is hoped

in peace

As a result

even if/though

Ⅲ

1.

She has realized that she was in danger. 2.

I have to get dressed before 7:00 o’clock every morning. 3.

I will apply to that company for a job tomorrow. 4.

He no longer lives here. 5.

The issue is being paid attention to by the government now.

被动语态注意问题

⑴含有使役动词（make /let /have）或感官动词（hear ,see, listen to ,look at ,find ,watch, feel等）的句子，在主动语态中这些词后常跟不带to的动词不定式，但是在改成被动语态时，则一定要把省去的to再加上去，另外help这一个词在主动语态中后面的动词不定式可以带to,也可不带to, 但在被动语态中也必须把to加上去。

例：①Mother often makes me do homework.

→I am often made to do homework by mother. ⑵teach ,give ,pass ,show ,buy, tell等动词常常带有两个宾语（双宾语：直接宾语和间接宾语），改为被动语态时，两个宾语可以选其中任一个作主语。如果直接宾语被提前作主语，那么间接宾语（一般是人）前要加相应的介词to/for。

例：

①She gave me a book.= She gave a pen to book.

→I was given a book by her.

→A book was given to me by her. ②My father bought me a MP3.= My father bought a MP3 for me.

→I was bought a MP3 by my father.

→A MP3 was bought for me by my father. [3]含有宾语补足语的句子改为变动语态。（宾补放在原来位置不变）

例：①We

call

him

Xiao Ming.

主

谓

宾

宾补

→Ｈe

is called

Xiao Ming

by us.

②He found the novel very interesting. →The novel was found very interesting by him. [4] 没有被动语态的动词：

1. 没有被动语态的词，

表示状态或特征的及物动词如

cost, fit, have, suit等没有被动形式，另外，像happen = take place, break out(爆发)，break down(坏了) result from(缘于)，belong to, consist of等只用主动语态，而不用被动语态

2. 不及物动词或动词短语无被动语态: appear,

die ,disappear, end (vi. 结束), fail, last, lie, remain, sit, spread（传播）, stand, come true, fall asleep, ...

3. 大多数系动词：be , feel (摸起来)，sound(听起来)，smell(闻起来)，taste（尝起来），look(看起来)，等词无被动语态，它们的主动形式表示被动意义。

例：①The shirt feels very soft. 这件衬衣摸起来很柔软。

②Many changes have taken place in our country.