Learning about Language公开课教案

Unit 4 Wildlife Protection I. 单元教学目标

技能目标

Skill Goals

Talk about wildlife endangerment Talk about the ways to protect wildlife Review the Present Progressive Passive Voice Write letters on how to protect rare wildlife and the environment II. 目标语言

Intention & purpose

Refuse one’s proposal

I’m going to ...

I’m so sorry that ...

I will ...

I’m afraid that ...

I feel like doing ...

Thank you very much but ... I intend / mean/ plan to ...

I have to say this but ... 功I’d like to ...

The problem is ...

能I’m ready to ...

It was very nice of you but ...

句式I would rather not to tell you ...

It’s a shame that ...

Why didn’t you tell me that...?

Express one’s opinion

Give reasons

In my opinion, ...

… so that …

I believe ...

… because …

I think that ...

… so …

1. 四会词汇

wildlife

protection

loss

reserve

zone

peace

fur

rub

mosquito

insect

powerful

attention

fierce

wild

decrease

carpet

respond

distant

relief

laughter

mercy

certain

importance

secure

income

dinosaur

incident

dust

ending 2. 认读词汇

endanger

Milu deer

species

Daisy

antelope

Zimbabwe

rhino

WWF

词汇millipede county

habitat

threaten

Indonesia

extinction

unexpected

Mauritius

disappearance

faithfully

Colobus 3. 固定词组

die out

in peace

in danger of

protect... from

pay attention to

come into being

no longer

in relief

burst into laughter

according to

so that 4. 重点词汇

hunt

contain

affect

die out

in peace

in danger (of)

in relief

burst into laughter

protect … from …

pay attention to

appreciate

succeed

employ

harm

bite

come into being

inspect

according to

so that II. 教材分析与教材重组

1. 教材分析

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

结The Present Progressive Passive Voice 构1. As a result these endangered animals may even die out.

P25 2. What other endangered animals do you know?

P25 3. In relief Daisy burst into laughter. P26 重4. Our fur is being used to make sweaters for people like you.

P26 点句5. No rain forest, no animals and no drugs.

P26 子6. One day she drove her car into the local game reserve… P28

7. They lived on the earth tens of millions of years ago, long before humans came into being and their future seemed secure at that time.

P30

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”。

III. 课型设计与课时分配

(经分析教材,本单元可以用六课时教完)

1st period

Listening and Speaking 2nd period

Intensive Reading 3rd period

Extensive Reading

4th period

Learning about Language 5th period

Using Language

6th period

Integrating Skills IV. Teaching plans for each period 分课时教案

The Second Period Intensive Reading

Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

fur

rub

protect ... from ...

contain

powerful

affect

pay attention to

in danger of

carpet

respond

in relief

burst into laughter

mercy

harm

certain

importance

mosquito

insect

appreciate

succeed

secure income

employed b. 重点句子

Daisy had always longed to help endangered species of wildlife. In relief, Daisy burst into laughter. I’m protecting myself form mosquitoes.

But what an experience! 2. Ability goal 能力目标

Enable the students to discuss and suggest solution to the wildlife problem WWF has to deal with. 3. Learning ability goal 学能目标

Help the students to get to know “how to help wildlife” by reading, discussing and suggesting. Teaching important point 教学重点

How to improve the students’ ability of reading about wildlife protection.

Teaching methods 教学方法

Task-based learning and scanning. Teaching aids 教具准备

The Multimedia Computer, a projector, a board and a tape recorder.

Teaching procedures & ways 教学过程与方法

Step I Lead-in Lead the students to learn HOW DAISY LEARNED TO HELP WILDLIFE. Step II Pre-reading Get the students come to Pre-reading. T: You must have done your homework very carefully. What have you done to prepare your homework? S: Consult books. Collect information on the Internet. Go to the library. T: Wonderful! And you have learnt a lot about the endangered animals. Have you previewed the passage? … What’s it about?

S: But Daisy learnt about how to protecting wildlife by a special way.

S: It’s about how Daisy learned to help wildlife by a wonderful experience with some animals. T: That’s right. We talked about endangered wildlife yesterday. Would you please name some?

S: Panda, Milu Deer, South China Tiger, Chinese Alligator, Tibet Antelope and so on. T: OK! Now look at the screen, please. Discuss the two questions in pairs. I’ll give you three minutes and then I’ll ask some of you to report your work.

1. Why are they in danger of disappearing? 2. What do you think we should do to protect wildlife? Three minutes later: T: Now, who’d like to talk about the first question? Volunteers? S: They are lack of food. S: Some of them are over-hunted. S: Their habitat is in danger. T: Well done! How about the second questions? S: I’d like to try. Wildlife is human friends. They can keep the balance of nature and make the whole world colorful. I think to protect wildlife is to protect ourselves.

S: I think we should treat plants and animals the same as our friends. We shouldn’t cut or kill them freely. We also should protect the environment around us to let them

have enough food and good living conditions. S: We should collect money to help protect the endangered animals, too. They are dying out! Step III Reading Get the students to learn about the passage—HOW DAISY LEARNED TO HELP WILDLIFE. a. Get students to look through the passage and answer the questions in part 1 in Comprehending

T: Next, let’s learn how Daisy learned to help wildlife. Turn to page 26. Read the text quickly and answer the following questions:

Show the students the questions on page 27. 1. Why has the antelope in Tibet become an endangered species? 2. Why are elephant numbers increasing in Zimbabwe? 3. How does the government of Zimbabwe help protect wild animals? 4. Why is it important to protect the rainforest? 5. What must be done if wildlife protection to succeed? Sample answers: 1. They’re being killed for the wool beneath their stomachs. Their fur is being used to make sweaters. As a result, they are now an endangered species. 2. The government helped to protect elephant. 3. They allowed tourists to hunt only a certain number of animals if they paid the farmers. Now the farmers are happy and the numbers of elephant are increasing. 4. Animals live together. No rainforest, no animals, no drugs. 5.

To protect wildlife, we shouldn’t kill animals and use their fur to make sweater; only hunt animals that are allowed; protect rainforests where animals live.

b. Get students to read the passage carefully and fill in the chart in part 2 in Comprehending.

Sample answer: Paragraph Main idea Supporting details

1. Animal: Tibetan Antelope 1 Why we need wildlife

2. Situation: being hunted for the fur under its protection stomach 3. Result: numbers are decreasing rapidly 1. Animal: elephant in Zimbabwe What need to be done to wildlife protection 2. Situation: Farmers hunted them without mercy 3. Result: The farmers are happy and numbers are increasing

3 and 4 The importance of wildlife protection 1. Animal: monkey in rainforest

2. Situation: live together with other animals 3. Result: no reinforest, no animals, no drug

2 Step IV Language points T: Now let’s deal with some language points. Turn to page 26 and look at the sentence.

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

long to:

to want to do something very much, especially when it seems unlikely to happen soon

e.g. Kyoto is a city I have always longed to visit. 2. Our fur is being used to make sweaters like yours. is being used

是被动语态的现在进行时：am / is /are being done be used to do 是动词

use…to do… 的被动语态

be / get used to doing 表示“习惯于……”

used to do “过去常常做……”

3. In relief, Daisy burst into laughter.

relief: a feeling of comfort or happiness when something frightening, worrying, or painful has ended or has not happened

burst into laughter: suddenly started laughing 4. I’m protecting myself form mosquitoes.这种药保护我免受蚊子的叮咬。

protect ... from ...

保护……免受……的伤害

e.g. The hat can protect you from the strong sunlight. 5. You should pay more attention to the rainforest where I live and appreciate how the animals live together.

appreciate: to understand or enjoy the good qualities or value of someone or something 6. The Carpet rose again and almost at once they were in a thick rainforest.

thick: it is used to describe trees / bushes etc.: growing very close together, or having a lot of leaves, so there is not mush space in between 7. “When I find a millipede insect, I rub it over my body. It contains a powerful drug which affects mosquitoes…”

rub +on / into / over etc.: to put a substance into or onto the surface of something by pressing it and moving it around with your hand, a cloth etc. Step V Discussing Get students to do part 3 in Comprehending. We can not force the poor farmers to move to another place. They may lose their secure income and become angry. So the best way is to protect the animal and help the poor farmers have a secure income. The poor farmers can be employed to work in the park. They should be taught the importance of wildlife protection and how to treat these wildlife animals. They can live together harmoniously and without harm. As to these who do harm to the animals, they should be punished. They should be fined or sentences to jails. However, that may not change the situation totally. People should be taught the importance of wildlife protection. For it’s a wildlife park, people coming into the park may hurt the animals. So rules protecting wildlife are necessary. First, prohibit people taking tools may hurt animals, such as knife, fire, gun…

Second, ask people not to throw away their rubbish randomly. Third, encourage people not to disturb these animals. Fourth, people should learn about the wild animals, such as how fierce they are, what

they’d like to eat, what they’d like to do…

Step VI Listening T: Now I will play the tape for you. You can just listen or look at your books or read in a low voice together with tape. It’s up to you.

Step VII Homework 1. Write a summary of the text. 2. Try to recite the text.

3. Find more information about dinosaur.

The Third Period Extensive Reading

Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

come into being

dinosaurs inspect

incident

dust

according to

fierce

b. 重点句子

They lived on the earth tens of millions of years ago, long before humans came into being and their future seemed secure at that time. What is even better is when countries help each other and build a good relationship. There are now so many of them that a new park has been opened for them in Hubei Province. 2. Ability goal 能力目标

Enable the students to talk about the possible reasons for the disappearance of dinosaurs. Enable the students to read and talk about the Milu deer. 3. Learning ability goals 学能目标

Help the students learn to talk about the possible reasons for the disappearance of dinosaurs. And read and talk about the Milu deer. Teaching important points 教学重点

Read the passages about dinosaur and the Milu deer and find out information requested.

Teaching methods 教学方法

Ask-and-answer activity to check the students’ understanding of the text.

Individual, pair or group work to finish the task. Teaching aids 教具准备

The Multimedia Computer, a projector and a board. Teaching procedures & ways 教学步骤与方法

Step I Revision Ask the students to complete the summary of the text to help them review what they have learnt last period. Show the following summary to the students: 1

____ a strange dream. She flew in a wonderful ②One day, Daisy ○○____ to ③○

____ with an ④○

____ in Tibet. The antelope told her they were hunted because of their ⑤○

___ which can be used to make ⑥○___like hers. In three years they may all be ⑦○

____ Later, she⑧○

____to Zimbabwe where she talked with an ⑨○

___and got to know the farmers there no longer ⑩○____them. That’s because the11○

____decided to help and the farmers finally made a lot of 12○

____. At last she 13○___ at the thick rain 14○

____where a monkey told her “No rain forest, no 15○

____and no 16○___.” Although finally everything was17○

____, she had 18○

____so much! Suggested answers: ①dreamed a strange dream. She flew in a wonderful ○②chair to ○③talk One day, Daisy ○④antelope in Tibet. The antelope told her they were hunted because of their with an ○⑤fur which can be used to make ○⑥sweaters like hers. In three years they may all be ○⑦gone. Later, she ○⑧flew to Zimbabwe where she talked with an ○⑨elephant and got ○⑩hunted them. That’s because the ○11government to know the farmers there no longer ○12money. At last she○13

arrived at decided to help and the farmers finally made a lot of○14forest where a monkey told her “No rain forest, no ○15animals and no the thick rain ○16drugs.” Although finally everything was ○17gone, she had ○18learned so much! ○Step II Lead-in

T: Before our class, I’d like to share a beautiful picture with you. Show students picture 1.

1. T: Do you know what it is? S: Comet.

2.

T: No. Actually, it is a dying star. On Thursday, August 16, 2007, dying star, Mira, is discovered with vast tail. Mira was born billions of years ago as a star similar to our sun but is now a slowly dying "red giant". And we may never see it again. Also many animals disappeared from the earth for ever. Can you show me an example? S: Dinosaurs. They lived on the earth millions of years ago.

T: Yes. If human don’t protect animals, most of them will disappear. And at that time, people will feel regret. Step III Reading 1 Get the students to read the passage ANIMAL EXTINCTION on page 30. Reading T: Next, let’s read a short passage on page 30. After reading, you should find out its main idea. You may talk about it with your partner. Give the students two minutes to read. Two minutes later: T: Now report your work. S: It mainly talks about the possible reasons for disappearance of dinosaurs. T: That’s right. Now

read the text for a second time. Find out answers to these questions. Show the following questions to the students. 1. When did the dinosaurs live on the earth? 2. What did the scientists find about the rare new species of dinosaur discovered in Chaoyang County, Liaoning Province? 3. When and why did the dinosaur die out? Sample answer:

1. Tens of millions of years ago, long before humans came into being. 2. They found that it could not only run but also climb trees. 3. Dinosaur died out suddenly about 65 million years age. Some scientists think it came after an unexpected incident when a huge rock from space hit the earth and put too much dust into the air. Others think the earth got too hot for the dinosaurs to live any more. Nobody knows for sure why and how dinosaurs disappeared from the earth in such a short time. Discussing Get the students to discuss the possible reasons for the disappearance of dinosaurs. 1. Some scientists think it came after an unexpected incident when a huge rock from space hit the earth and put too much dust into the air.

2. Others think the earth got too hot for the dinosaurs to live any more. 3. The structure of Earth has changed where continents had moved, major ridge expansion took place, and land has sunken under sea or risen above water. 4. The birth rate fails to keep up with the death rate. 5. Volcanoes were active during this time and could have also killed the dinosaurs. Step IV Reading 2 Get the students to do READING TASK—THE RETURN OF THE MILU DEER on page 65. T: Many animals have disappeared during the long history of the earth. Dinosaur is the most famous animal. And here is another animal. Once they disappeared from China. And in 1985, our government reintroduced this animal. Guess what animal is it? S: Milu deer.

T: Quite right. Today we’ll read a passage about the Milu deer. Read the passage on page 65 and fill in the following chart. Show the following chart to the students. Appearance of the Milu deer Features of the Milu deer Reasons for disappearance

The life of the the Milu deer in Britain How they returned Present situation Value of the cooperation

Four minutes later, ask the students to discuss their answer with their partner and then check the answer together.

Suggested answers: Appearance of the Milu deer Features of the Milu deer A species with large horns. They lived together and ate grass and soft part of trees such as small branches. Milu deer were often hunted for food or sport in the Reasons for disappearance past. The Ming and Qing dynasties did not protect them and many were killed. That is how the Milu deer disappeared in China. The life of the Milu deer in They liked the cool, wet weather in England and their Britain number increased year by year. When in 1985 the government of China wanted to How they returned reintroduce the Milu deer, the Duke of Bedford was happy to help. There are now so many of them that a new park has Present situation been opened for them in Hubei Provice. At the moment the Milu deer live in centers where they are being well protected and cared for. Value of the cooperation This is a good example to show the friendship and understanding between two countries. T: Now read the text for a second time and tell me what the author really wants to tell us? Get the students to look through the passage and then give the answer. T: Tell me your idea.

S: By telling us the story of Milu Deer, the author wants to tell us that it’s even better when countries help each other and build a good friendship. Step V Language points 1. They lived in the earth tens of millions of years ago, long before humans came into being.

恐龙生活在几千万年前，远远早于人类的起源。

come into being = begin to exist 表示“开始存在；发生；产生”

e.g.

We don’t know when the world came into being.

2. Nobody knows for sure...

for sure: 通常用在口语中，表示“的确；确实地（certainly）”

Step VI Assignment

Recite the two passages about dinosaurs and Milu deer in their own words.