Learning about Language公开课教案（教学设计）

Book2 Unit4 Wildlife and protection words and expressions (一)

Basic information: School:

Chongqing Dazu No.1 Senior High School Students:

Grade 1

Teacher:

Chen Yupei

Teaching material: Book2 Unit4 Words and expressions Type of lesson:

Vocabulary teaching

Teaching aids:

Blackboard, Multimedia

Lesson duration:

40 minutes

Date:

2017/11/24

(二)

The analysis of students The students of this class have learned English for at least 3 years, so they must have acquired some basic words and expressions. However, their English isn’t very good, so some words’ meanings have been given to make it easier for them to understand new words’ context, and some exercises will be finished in groups.

(三)

Teaching method In this class, Presentation, Practice and Production(PPP) model of teaching will be applied in order to help students master the usage of the new words and expressions. At the same time, many exercises will be done by students to consolidate what they’ve learned and check if they can use the words and expressions grammatically correctly.

(四)

The analysis of teaching material:

This is the first lesson of unit4, whose topic is wildlife protection, a popular topic of today and the type of this lesson is vocabulary teaching. To make students prepared for the following learning of this unit, I choose the following words for students to learn: wild, hunt, decrease, in danger (of), die out, protect.

(五)

Teaching objectives: After the class, students should be able to: 1.

use the following words correctly: wild, hunt, decrease, in danger (of), die out, protect; 2.

know the affix “en” and “er”; 3.

realize the importance and urgency of protecting wildlife; 4.

know how to protect wild animals.

(六)

Focal points:

1.

Students should be able to use the following words correctly: decrease, in danger (of), die out;

2.

realize the importance and urgency of protecting wildlife; (七)

Difficult points: 1.

Students should be able to use the following words correctly: decrease, in danger (of), die out

2.

Students should be able to know the affix “en”.

(八)

Procedures and Time allotment

Stage 1 Getting students ready for learning < to make students prepared for the coming learning> 1.

Greetings 2.

Leading-in a video clip of wildlife protection

Stage 2 Presentation and Practice 1.

wild /waɪld/ the presentation of it 1)

wild flowers

2)

The island is a wild and lonely place.

3)

He went to Africa to see lions, giraffes, and elephants in the wild.

4)

wildlife

2.

hunt /hʌnt/ the presentation of it 1)

Wild elephants are hunted because of their ivories.

2)

We call the people who hunt animals hunters.

3)

The former hunter is hunting for a new job. the practices of hunt (cloze)

1)

If ______ (hunt) are not given new jobs, they will hunt wild animals again to make a living. 2)

The police are still hunting ____the poacher. 3.

decrease /dɪˈkri:s/ the presentation of it and its phrases 1)

There has been a steady decrease in the number of elephants due to hunting.

2)

The number of golden monkeys has decreased because of loss of habitats.

3)

We have decreased our demand for paper to protect the forests. 4)

The number of elephants has decreased from 1,000 to 300 in the last 30 years.

5)

The number of elephants has decreased by 70 percent in the last 30 years. the practices of it (proof-reading) 1)

There is steady decrease in the number of antelopes. 2)

With more bamboo areas, I believe the number of giant pandas will decrease. 3)

It’s our job to call on hunters to stop hunt.

4.

in danger of

the presentation of it

known and know the meaning of endanger and endangered by context>

1)

The turtle is in danger. 2)

Sharks may be in danger of dying out because of massive killing 3)

Wild tigers are very dangerous, so be careful. 4)

Keeping too close to wild tigers will endanger yourself. 5)

South China Tigers are endangered animals. the presentation of “en”

The teacher and students compare danger with endanger, courage with encourage, rich with

enrich, fright with frighten, threat with threaten, get the conclusion that “en” can make a noun or an adjective into a verb, and then guess the meaning of entitle, enlarge, widen together. the practice of it (cloze) 1)

Oil leaks are______ (danger) the poor bird now. 2)

Water pollution has made Chinese river dolphins ___danger of dying out. 5.

die out the review of all of die’s forms

the practice of all of its forms (cloze) 1)

Plastic products in his stomach may make the whale starve to _____. 2)

He has _________(die) for 3 years. 3)

Tom is suffering from a ______(die) disease, which means he will die ___it. 4)

Antelopes are in danger of ____(die) out. the presentation of its phrases < to help students guess the meaning of a new phrase by context> 1)

Dinosaurs died out millions of years ago. 2)

She died from a car accident last year. 3)

Tom died of cancer in 2009. 4)

The sound of laughter died away . 5)

The flame finally died down. 6)

As time goes by, the survivors of the terrible earthquake are dying off. 6.

protect the presentation of it < to make students get its meaning and usage by context> 1)

Sunglasses can protect your eyes from/ against the sun.

2)

Human beings should protect wildlife from/ against being hunted.

the presentation of its noun and adjective < to enlarge students’ vocabulary> protect +ion = protection

protect +ive = protective

the practice of it ( cloze and translation) < to consolidate what students have learned about protect> 1)

野生动植物保护

2)

Something must be done____(protect) wild elephants from being hunted.

3)

Using less plastic bags is protecting fishes and turtles ___plastic rubbishes. Stage 3

Production < to make students apply what they’ve learned into examination and know a way to protect wildlife> 1.

Students will finish the following cloze in group. Good morning, everyone! I'm honored to give a speech about the_______(protect) of

elephants. According to a report, the number of elephants has decreased____70 percent. In 25 years, elephants will die ____ if _______(protect )measures are not taken immediately. That’s to say, elephants are ____danger. There's no much time left for us humans to protect them. What can we do to protect elephants ____being hunted? we all know elephants _____(hunt) mainly because of their ivories and it's our demand of ivories that causes the hunting and killing. I believe when buying stops, killing can too. Ivory is no longer a symbol of wealth, but a reminder of a _____(die) elephant. We should try our best not to make elephants ________(endanger) animals. Let's be ivory-free now! That’s all. Thank you! 2.

Make a speech < to make students apply what they’ve learned into practice in groups> Students will discuss what animal they want to protect in groups, and each group will give a speech using the words and expressions they’ve learned in this class. Stage 4 Assigning homework < to make students review what they’ve learned, apply them into use and prepare for the following learning of this unit>

After the class, students will be asked the collected the information about the endangered animals they are concerned with and prepare a speech about the animals.

(九)

The layout of blackboard