Unit 3 Language in use
教学设计
学生年级:八年级
教学内容:
一、教学内容分析
本模块以保护濒危动物为话题展开,介绍了濒危动物的生存现状以及人们是如何帮助保护他们。以我国特有物种大熊猫为例,进行了详细的介绍。
八年级的学生对濒危动物话题很感兴趣,而且通过学习,学生已经基本具备了一些与话题相关的背景知识和语言知识。他们渴望了解更多,希望自己能帮助保护动物。他们思维角度丰富多样,想法多样,因此在基于这些前提下设计任务让学生表达自己的想法和主张,活动可以顺利开展。
本课是该模块的综合语言运用课,学生通过复习相关的词汇,语法及阅读,听力等训练,可以逐步达到用英语做事情的能力,即完成一张英文宣传海报/布告等任务。重点是总结提炼语法,帮助学生掌握动词不定式作宾语补足语和作目的状语的功能,设计情境让学生在较真实的情景下综合运用所学完成任务,达到从知识到能力的过渡和提升。
2、教学目标
1.语言知识目标:
语法: 能够运用不定式作宾语补足语,目的状语。
词汇: protect, government, in danger, allow, raise, produce, scientist, in order to,
set up etc.
2.语言技能目标:
听:能够听懂有关动物保护的对话,并获取对话中的细节信息。
说:能够谈论濒危动物的现状并谈论如何保护濒危动物。
读:能够读懂有关濒危动物现状的文章,并思考解决办法。
写:能够模仿海报/布告等的写作形式,制作一张校园保护动物的布告或俱乐部的海报等,介绍某种濒危动物的现状和帮助他们的活动,号召更多人加入校园保护动物俱乐部。
3. 学习策略目标:
积极参与讨论,学习通过多种途径获取信息。
4. 情感态度目标:
提高保护濒危动物的自觉性,增强环保意识和保护濒危动物的责任感。
5. 文化意识目标:
增强环境保护意识,提高保护动物、保护环境的自觉性。
三、教学重点和难点
1.教学重点:
通过各种练习,学生掌握动词不定式的用法;运用本模块的语言知识谈论濒危动物的现状;并运用语言知识制作一张校园保护动物的布告或俱乐部的海报等来宣传保护动物的意识。
2.教学难点:
学生能够用动词不定式和本模块的语言知识进行交流。
四、教学资源与工具设计
师生共用的学案,幻灯片,微课。
五、教学过程设计
Step 1: Revision conversation
【操作方式】学生复述对话,回答问题,回顾对话内容和带不定式的句子。
1. First, let’s review the conversation between Lingling and Betty.
Who can say something about the conversation
Then let’s answer the questions according to the conversation.
Answer the questions:
(1)What is the conversation mainly about
The conversation is mainly about why many animals are in danger and what we can do to help them
(2)Why is Betty interested to see pandas in Wolong Panda Reserve
Because it allows people to get closer to them. (做宾补)
(3)What can we do to help them
We can raise money at school. Let’s find out what else we can do to save as many animals as possible. (做目的状语)
设计意图:
开篇直接引入复习内容,通过复述对话,复习对话的主要内容;有针对性的回答问题,通过回答自然说出含有不定式的句子,感知不定式的用法。对话中提到了学生们应该做什么来保护动物。为下面的文章复习奠定了基础。
Step 2: Revision Passage
【操作方式】学生浏览全文,回答问题,回顾保护熊猫的方法和带不定式的句子。
From the conversation, we know what we can do to help the animals. What other ways can we do to protect them Let’s come to the passage. Open your books, turn to Page 44. Go through the passage as quickly as you can and then find out how to protect pandas
Find out what else we can do to help pandas
To help pandas:
1.Scientists are doing a lot of research to help pandas produce more babies and help baby pandas live. (目的状语)
2.The government is setting up nature parks and developing plans to protect pandas in the wild. (目的状语)
3.The WWF is working hard to save all the animals. (目的状语)
设计意图:
通过教师语言衔接,自然过渡到要复习的第二单元课文的内容,学生快速浏览回顾课文,找出保护熊猫的方法。通过设计问题,让学生自然使用动词不定式回答,再次感知不定式的用法。
Step 3: Grammar : The Infinite
【操作方式】学生朗读带有不定式的句子,学习不定式的用法。
1. Now, let’s look at these key sentences. Read together.
(1) It allows people to get closer to them. (做宾补)
(2) Let’s find out what else we can do to save as many animals as possible.(做目的状语)
(3) Scientists are doing a lot of research to help pandas produce more babies and help baby pandas live. (目的状语) (做宾补)
(4) The government is setting up nature parks and developing plans to protect pandas in the wild. (目的状语)
(5) The WWF is working hard to save all the animals. (目的状语)
2. Pay attention to the red words. What are they They are the infinites: (to) do (板书) What’s the function of the infinite in the sentences
Let’s watch a video to learn it. (the function of the infinite)
After watching the video, what have we learnt
Then please tell us the function of the infinite in these key sentences.
设计意图:
先朗读句子感知动词不定式,然后再通过观看微课让学生学习动词不定式作宾语补足语和作目的状语的用法。最后学生逐一讲解本文重点的含有不定式的句子,达到理解掌握的目的。
Step 4: Exercises
【操作方式】学生通过不同的练习,巩固不定式作宾语补足语和目的状语的用法。
Ok! Good! Let’s do some exercises to check if you understand the infinites better.
Activity One: Match the two parts of the sentences.
Check answers together. Then read the sentences and explain the
function of the infinites.
Activity Two: Complete the sentences with the correct form of the words in the box. Check answers together.
Activity Three: Work in pairs. Make up your own sentences as many as you can. Students share the sentences together.
设计意图:
总结后,做练习再次体会不定式的用法,通过连线、填词和造句子的练习,既让学生巩固明确动词不定式作宾语补足语和作目的状语的用法,也给学生机会用所学表达自己的想法。
Step 5:Reading practice
【操作方式】学生填空,理解语篇,思考,回答所提问题。
As we know, pandas are in danger, so are the tigers. Let’s read a passage to know something about tigers. Check answers together (PPT). Then answer my question: In the passage, what should we do to protect tigers
Answers: We should protect their home in the wild.
We should work hard to stop people killing tigers.
设计意图:
语篇填空是对不定式的练习,同时语篇也是很好的输入材料,学生可以在后续活动中回想刚才做的语篇结构,并通过小组交流,模仿,完成任务。
Step 6: Free talk (Making conversations)
【操作方式】学生继续练习巩固,小组合作,自编对话谈论濒危动物的现状严峻。
Before protecting tigers, What does the writer tell us first
Situation. (板书)
In our school, the student union(学生会) is calling on our students to protect animals in danger.
Look, Our monitor, Shi Xiaolin, a reporter of the school magazine, did a lot of research about it by interviewing a teacher. Let’s watch the video together. Ask: What information can you get from the video (What do you know from the video )
We know Pandas are in danger. And the situation is getting very difficult. (板书)What about other animals Look at the form in your study plan. Here are four animals. They are the Yangtze River dolphin, the Siberian tiger, the blue whale and the wild Bactrian camel.
First, read the passage about the blue whale and the Bactrian camel quickly and fill in the form.
In the form, we know the number of these animals is getting smaller and smaller, and the situation of them is getting worse and worse.
Then, let’s have a group work. Each group can choose one animal. Make a conversation to talk about the situation of this animal. Try to use the key phrases and key structures in this module as many as possible.
Four pairs (四个动物) act it out. Well done.
设计意图:
课本上介绍了濒危动物之一熊猫,通过阅读材料补充其他的濒危动物信息,唤起学生保护动物的情感。材料内容取自Unit3 Around the world 通过加工变为文本材料,一是扩大学生背景知识,二是通过学习微课,学生小组合作自编对话来讨论濒危动物生存的现状。这样就给学生创造了使用目标语言表达的机会,增强学生的环保意识和保护动物的意识。
Step 7: Free talk (Setting up a club, making a poster / notice ...)
【操作方式】学生阅读思考如何写海报、写布告等方式,小组分析讨论,并制定自己小组的保护动物的解决方法。
From your conversations, we know the situation is getting worse and worse. I feel sad. What’s your feeling We feel sad / unhappy / angry / worried ... What should we do Solve the problem. Yes, we must find out the solution.(板书)
In this module, who can solve this problem (scientists, government, the WWF...) especially / of course we, (students) ourselves.
As students, what can we do to protect animals in danger
set up a club , make a notice, make a poster,
write a letter on the Internet / to the government,
raise pocket money ...
Now, students work in groups to find your own way to help save this animal. Try to use the key sentences in this module.
T: Each group did very well. All the students performed actively.
I think we have learned a lot in this lesson.
In this lesson, we talked about animals in danger.
结束语:We know the situation. We know the solution.
(sum up) Let’s help save animals together.
Animals are our friends. Animals are members of our family.
We should protect them and get on well with them.
So, let’s read together.
We need to save animals in danger.
Ss We all need to help animals live in peace.
To protect animals is to protect ourselves.
设计意图:
作为学生,我们只能做力所能及的事去唤起更多人对动物的关注,让更多人参与到保护动物的行动中。在学生获得新的思路之后,发起活动。综合使用语言,小组活动,群策群力,提出解决问题的方法,共同参与,完成活动。通过观察引导,将目标语言使用在其中。在活动的过程,也增强学生保护环境和保护动物的意识。学生完成活动,并展示,让更多的学生了解濒危动物,吸引更多的学生参与到保护动物的行动中。