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高一英语下册《Unit 4 Wildlife protection》教案

来源:101教育网整理 2015-05-14 字体大小: 分享到:

一、课型:新授课
二、教学内容:Unit 4 Wildlife Protection
三、教学内容分析:本课主要学习第四单元的单词及引入Wildlife Protection这一话题,让学生了解有关野生动物的一些生活现状/保护方法,以及一些常识。
四、教材分析:
随着经济的发展,环境问题越来越突出。现今,野生动物的灭绝问题越来越受到人类的关注,本课主要围绕Wildlife Protection这一话题展开学习。
五、学生主体分析:学生为高二学生,具有较好的英语水平,感知能力较强。本课具有较强的自住性,因为Wildlife Protection这一话题对学生来说有较强的吸引力,而且学生有较强的表现欲。
六、教学方法:任务型教学法,交际法。
七、教学目标:
1)了解更多野生动物的生存现状及保护野生动物的方法
2)锻炼学生的口语能力,提高口语水平
3)帮助学生树立保护野生动物重要性的意识
知识目标:学习并掌握本课单词,把所学知识运用于实际情景中。
能力目标:能用自己的观点表达对野生动物保护的看法,锻炼学生的交际能力和与他人合作的能力。
情感目标:培养学生学习英语的兴趣和热情,树立一种保护野生动物的意识。
道德目标:培养学生爱护动物的习惯
学习策略目标:改变传统的死记硬背的学习模式,倡导自主合作学习。
八、教学重难点:
重点:1)帮助学生深入了解保护野生动物的重要性,思考动物保护的多种方式。
2)锻炼学生的口语交际能力
难点:提高学生的口语交际能力
九、教具准备:crocodile, koala, dolphin, kangaroo, giraffe, leopard, zebra等的图片,多媒体课件一套。
十、教学过程:
Step 1 Warming-up and Oral Exercise 10'
1. Greeting the students as usual
2. Learn the New Words of Unit 4 and do the Oral Exercise
3. Students read the words again and teacher correct the pronunciation.
Step 2 Revision 5'
1. Ask students to close their books and show them some English words of this unit. Then students give the Chinese meaning.
2. Show some Chinese words and students give the English words.
Step 3:Lead-in
1. Show pictures of Beijing Olympics mascots
T: Do you know them?
S: Yeah! They are “Fu Wa”.
T: Very lovely, right?. And we have met them in Unit 2 the Olympic Games. Can you tell me who are they?
Ss: Yes! They are Bei bei, Jing jing, Huan huan, Ying ying and Nini.
T: And what are they?
Ss: Panda, swallow, fish, flame and Tibetan antelope.
T: Great! As we know, all of them except Huan huan belong to wildlife.
2.Introduce the definition of “wildlife”.
T: And do you know what does “wildlife” mean?
(Ss Discuss and show their opinions.)
(T gives a completed definition of “wildlife”: wildlife means animals and plants living in natural conditions)
3. Show the topic of Unit 4 Wildlife Protection.
T: And, today, we are going to learn something about Wildlife protection, which is also the topic of Unit 4.
Step 4: Presentation
1. Game “Who am I?”
T: If we want to understand “Wildlife protection”. Well, it is necessary for us to know some basic information of the wildlife, such as the situation they facing. First, look at these pictures about the wild animals and tell me what are they.
(T shows the pictures one by one, including these of crocodile, koala, dolphin, kangaroo, giraffe, leopard, zebra and so on. Students compete in telling their names.)
2. Game “Pick me out”
T: So, you do know something about the wild animals. And can you tell me the difference between the wild animals and the poultry? Yeah, the poultry are kept by human beings. Now, we are going to play a game called “Pick me out”. I’ll show you 5 lines words. There are 6 words in every line, one of which doesn’t belong to “wild animals” and you should pick it up. Understand?
(Ss can also compete in doing this game. )
Step 5: Speaking
Task One
1. Presentation
1) Show some pictures of the dying-out wild animals appearing in the Games “Who am I?” and “Pick me out.” And ask students to discuss " What other kinds of wild animals are dying out?” and “why are they facing such a situation?”
2) Students discuss with their partners.
3) Teacher shows more pictures and concludes the reasons, such as too much hunting, lacking of food and so on.
4) Warming-up in Page 26 of Book II
Match up the information about pandas, tigers and Milu deers. Then, teacher gives students some useful expressions. Introduce the WWF and ask students to imagine that they are scientists of it and make short reports, which should tell people the situations of them, the numbers of them before and after protections having been taken. And what are the protections.
5)Students prepare for the speaking by themselves and make reports in class.
Step 6:Expending
Give students the words: horse, pig, bee, donkey,swan and so on. Ask them to complete some usage expressions of English. And tell students some different opinions of animals between Chinese people and some Western people. Introduce some cultural information.
eg: T: Do you know as happy as a what? Horse? No! Bee? Oh, no! Swan? Also no! Yeah! It is pig! As happy as a pig! Wonderful!
Step 7: Conclusion
Show a picture, in which the human being live in harmony with the doves. And draw the conclusion that “We human beings can and should live in harmony with wildlife, which means enjoying our lives.”
十一、课堂小结:本节课通过对野生动物的生存处境以及保护方法的学习,提高了学生的情感认知能力,并培养了学生保护野生动物的意识。
十二、教学反思:
十三、板书设计:

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