Learning about Language精品学案

Ⅲ. 教材分析和教材重组

1. 教材分析

本单元以大自然中的海底世界为话题, 以谈论海底世界的动植物为切入点，让学生在交流中发现和了解大自然的奇妙和美丽；通过阅读奇闻故事，使学生从一个侧面了解人类与动物的关系；一篇与海底动植物相处的感受的日记，把学生带入人与自然和谐相处的美好境界。

本单元用梯次递进的方式让学生运用已有的自然知识、亲身体验、所掌握的语言知识和技能，在阅读、听新闻和专家评述、讨论、写故事、编剧本、排练演出等多项语言功能运用的过程中，深入学习、了解海洋动植物和大自然，并学习用英语表达对它们的感受、关切和热爱，从而在学习和运用语言的同时，强化对海洋生物和大自然的保护意识。本单元实现了语言学习和传播先进思想的完美统一。

1.5 Learning about Language分为词汇和语法两项。词汇部分帮助学生学习用适当的形式和意义使用词汇和短语，旨在培养学生运用英语词汇和短语的能力。语法项目是复习动词-ing形式的被动语态。要求学生用正确的-ing形式完成单句填空和补全句子来操练这一语法项目。-ing形式的被动语态在语法学习中是个难点，教师可以在此基础上做些拓展性和巩固性的练习设计。

2.2 Learning about Language 中的两项活动(词汇和语法)和Workbook 中的USING WORDS AND EXPRESSIONS

以及USING STRUCTURES内容一致，整合起来设计成一节“语言学习课”。

The Second Period Language study Teaching goals教学目标

1. Target language 目标语言

a. 重点词汇和短语

depth, shore, accommodation, in the meantime, park, snorkel, rent, seaside, net, be aware of, reflect on, pure, upside down, scare to death b. 重点句子

James was afraid of being attacked by sharks. P23 The children enjoyed being taken to the aquarium. P23

2. Ability goals能力目标

Revise the Passive Voice of the -ing form. Learn to use some new words and phrases. 3. Learning ability goals学能目标

Help the Ss to learn how to use the Passive Voice especially “being done” form by practicing and summarizing.

Teaching important points 教学重点

The Passive Voice and “being done” used as object, attribute and so on.

Teaching difficult points教学难点

Help the Ss to master the usage of the Passive Voice and “being done” structure.

Teaching methods 教学方法

Concluding, summarizing and practicing.

Teaching aids 教具准备

A projector and a computer. Teaching procedures & ways 教学过程与方式

Period Two & Three

[Reading and Learning about language] Step one Review & Speaking practice Lead in

Ask students to look at the pictures on screen, and ask them questions. What do you think is happening in the picture?... Step two Pre-reading

1. Work in pairs Ask students to look at the questions before reading the text. 1. Do you know about whales?

2. What’s the difference between the killer whales and the baleen whales?

2. Fast reading First, read the pre-reading of the passage, Old Tom the Killer Whale, and find the answer to the form on screen. Then, go through the reading passage quickly, and discuss with your partner,

3. Fill in the blanks on screen

Look at the screen, fill in the blanks with names of the characters in the text. Step three Intensive reading

1. Put the following sentences into a right order. 2. Read the passage again and answer the questions 1. Who is Old Tom?

2. Who is the writer?

3. What’s the first part mainly about?

4. What did Old Tom do? 5. What is the first anecdote about? 6. What is the second one about?

Look at the screen and answer the questions

according to the text. 2. Reading

Let’s read the passage again and choose the best answer on screen. 3. Discussion Look at the screen and discuss with partners and discuss in class. 4. Ask students to check the answers on screen. Step four Post reading 1. Comprehending. 2. Ask students to discuss. 3. Check the answers in class according to the screen. Step five Finish the exercises 1. Answer the questions. 2. Work in pairs, then check the answers. 3. Group work 1. Please describe the relationship between Old Tom and the whalers. 2. What other animals help humans out in hunting?

3. If I had not seen it with my own eyes, I would not have believed it. 4. Look at the sample answers on screen. Step six Summary This text is two __________ written by an old man called Clancy , who was a ______ and hunted whales on the south-eastern coast of Australia at the beginning of the 20th century, when the ____________ helped the whalers catch the ______________ that were on their _________ migration. The key: anecdotes;

whaler;

killer whale;

baleen whale;

annual Step seven Language points 1. Learn and discussion. 2. Finish the exercises 1 and 2 on page 22. Homework

1. Discuss the reason for and against banning whaling with your partner. 2. Rewrite the story you learned today. 3. Exchange your writing with your partner.

[Grammar: The passive of V-ing form] Step one Presentation 1. Lead in 当动词V-ing form 的逻辑主语与其是被动关系时，V-ing form 要用被动语态。V-ing 形式由

“do＋ing” 构成；否定形式是“not doing”；V-ing 可以带宾语或状语构成

V-ing 短语；没有人称和数的变化；有时态和语态的变化。

其构成形式：

(not) being done (not) having been done 2. Review V-ing form we learned.

Look at the chart on screen.

Step two Learning and discussion

1. Review and learn. 2. Practice while discussing. Step three Look at the screen and choose the best answer.

1. Work in pairs, and choose the best answer. 2. Fill in the blanks. 3. Check the answer in class. Step five Homework 1. Review the grammar. 2. Finish all of the Grammar exercises on your books. 3. Prepare the passage, A New Dimension of Life.