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Module6教学设计全英语

发布时间:2014-03-08 13:03:07  

Module 6 Animals in Danger教学设计

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Module 6 Animals in Danger

Period One

Teaching aims and demands:

1. Knowledge and Skills

(1) Ss will learn some information about the present situation of the wild animals and the effort made to protect the wild animals.

(2) Ss will learn to recognize the important reasons to protect the animals in danger and help them to realize that saving the wild animals is saving human beings.

(3) Help Ss to consolidate their reading skills like skimming and scanning for details.

2. Process and methodology

(1) Communicative approach

(2) Task-based strategy

(3) Cognitive strategy

3. Emotion, attitude and value

(1) Help Ss to sense the importance of saving the animals in danger and the necessity of protecting the earth.

(2) Help Ss learn how to realize the dream, how to call on more people to realize the importance of saving the animals in danger.

Difficult points:

1. Enable the Ss to talk about the current situation of wild animals.

2. Guide the Ss to summarize the main idea of each paragraph as well as the main idea of the text.

3. Help Ss learn what effort has been made to change the serious situation and what else should be done.

Teaching methods:

1. Task-based activities and fast reading skills for main ideas and details.

2. Discussions to improve Ss' reading comprehension of the passage.

3. Individual,pair or group work to make every student work in class. Teaching aids:

Computer, tape recorder, and blackboard and papers.

Teaching procedures:

Step 1. Greetings. Greet the whole class as usual.

Step 2. Warming up.

Begin with several pictures of dinosaurs, which will help the Ss to realize the topic of this module. And talk about several pictures with 2 questions:

1. What do the giant panda and Siberian tiger have in common?

2. What can we do to help them in their struggle for survival?

Step 3. Presentation

With the help of several pictures and a flash, let the students predict the text. Step 4. Reading.

1. Fast reading: help the Ss get some general information of the passage.

A. Who is Jiesang Suonandajie?

B. Why do the poachers kill the antelopes?

2. Careful reading: Summarize the general idea of the whole passage.

Para. 1 Jiesang Suonandajie died when protecting antelopes.

Para. 2 The reason for the trade.

Para. 3 The process of the trade.

Para. 4 The result of the battle.

Para. 5 The present situation and the future of the battle.

3. Listen to the tape to catch specific information of the passage and ask the Ss to fill in the blanks.

The general idea of the text:

The reading gives a brief description of the current situation of antelopes. Realize the importance and urgency of protecting the wild animals. The struggle of

protecting antelopes will last a long time and will call on more and more people to take part in it.

Step 5. Reading for details and comprehension.

Complete the table

2. Finish exercise2 on Page 52.

Step 6. Discussions: let the Ss realize the purpose of learning this passage, the importance of saving antelopes and the necessity of taking immediate measures. (a flash 藏羚羊的心愿 will help the Ss fully understand the topic.)

1. What do you learn from the text?

2. Why do we have to prevent the animals from dying out?

3. In your opinion, what should we Chinese people do to save the endangered Tibetan antelope?

Step 7. Collecting answers and making a summary

Step 8. Homework

Read the text and underline the difficult sentences.

Finish exercise 4 on Page53.

Period Two

Step 1. Language points in introduction:

1. Thanks to scientists’ hard work, the number of the pandas living in the wild has increased to about 1,590.

thanks to 多亏,由于 because of, as a result of,

e.g. Thanks to the firefighters, people were saved in the fire.

2. Every year thousands of wild animals and plants become extinct.

extinct adj. (生物等)已灭绝,已绝种的

This kind of elephant has been extinct for a long time.

3. …More than 12,000 animal species are now in danger.

in danger 在危险中,濒危

e.g. This kind of tiger is in danger.

He is in great danger of failing the entrance examination.

Step 2. Language points in reading:

4. On a freezing cold day in January 1994,…

freezing adj. 极冷的, 冷淡的

frozen adj. 被冰冻的, 结冰的,冷漠的

freezing point, a freezing machine,

frozen food, in frozen silence

5. Although surprised, the poachers had an advantage—they were more of them. although surprised—although they were surprised at the shout

6. He had given his life to save the Tibetan antelope.

give one’ life to…为……献身, 把一生献给……

7. The animals are skinned on the spot and the wool taken to India…

on the spot当场,在现场, 立刻

e.g. Anyone breaking the rules will be asked to leave on the spot.

When the fighting started, policemen and reporters were soon on the spot.

8. But in the 1990s the shawls came into fashion among rich people.

come into fashion 成为时尚

9. The small group of officials who work in the reserve are helped by volunteers who come from all over the country, and who are ready for the difficult conditions of life at 5,000 metres.

此句包含了三个由who 引导的定语从句(让学生体会定语从句在高考中的考察)

10. Meanwhile, in those countries where the shawls are sold, police are getting tough with the dealers.

get/ be tough with sb. 对某人强硬起来, 对某人毫不妥协

e.g. The government will get tough with the people who avoid paying taxes.

11. be / feel concerned about/ for / over sth. 关心, 担心某事,对某事关注

12. important phrases:

keep an eye on 照看 go for someone 向某人进攻

on the brink of … 在……边缘 stand for 代表

have an effect on 对……有影响

Step 3. Homework

1. Review what we have learnt.

2. Remember the new words and expressions.

3. Finish exercises on P53.

Period Three

Step1. Grammar –1. Presentation.

Look at the underlined clauses and find the function of the clauses. Step2. Grammar –2. Practice. (15m)

Do exercises 2,3,4 and 5 in the textbook.

Step3. Grammar –3. Conclusion (15m)

Ask Ss to make a conclusion of the use of attributive clauses. Two kinds of the attributive clause:

1. 限制性定语从句restrictive attributive clause(无逗号)

2. 非限制性定语从句non- restrictive attributive clause(有逗号)

He doesn’t like to wear clothes which/that made him very strange.

He doesn’t like to wear clothes ,which made him very strange.

Xi hua who I met across in the street a few days ago has gone abroad. Xi hua ,who I met across in the street a few days ago has gone abroad. Attributive clause:定语从句

被修饰的词:先行词

引导定语从句的词:关系词

关系词分为关系代词和关系副词两类,指代被修饰的词(先行词),并且在从句中充当成分. They have three houses. + The three houses are built of stone.===They have three houses which/that are built of stone.

He is not a true man. + He doesn’t reach the Great Wall ====He who doesn’t reach the Great Wall is not a true man.

Step 4. Function – 1. Presentation

Give some facts and show your concern.

2 Today there are only about 1,000 Siberian tigers left.

2 It is reported that there are only 200-300 Northern bald ibises left. 2 It is said that 12,000 animal species are now in danger.

What do you feel when you read this?

Step 5. Function – 2. Practice

Point out the expressions of concern.

It is really upsetting.

I’m very worried about…

I’m concerned about…

We really should do more for…

Make more sentences to show your concern to the animals in danger.

Step 6. Homework - Task of the lesson

1. Have a revision of the grammar—the attributive clauses .

2. Finish the exercises of workbook on page97

Period Four

Teaching aims:

1. Target language

a. 重点词汇和短语 bird, insect, mammal, reptile, reserve

b. 重点句子 It’s a pity I didn’t have my camera! P56

2. Ability aims

Get the Ss to tell apart birds, insects, mammals and reptiles.

3. Learning ability

Get the Ss to learn how to get the main information by writing down ―key words‖.

Important & difficult points:

Get the Ss to learn how to get the main information by writing down ―key words‖.

Teaching methods:

Practising, sorting and listening.

Teaching aids:

A computer, a projector and a tape-recorder.

Teaching procedures:

Step 1. Greeting and revision

T: There are more than ten English teachers attending to our class. Let’s welcome them. OK, class begins. Good morning!

Ss: Good morning!

Go through the teaching procedures, then make a revision by practicing the language focuses.

T: Last lesson, we have practiced how to get main information by ―key words‖ on reading. Here are four short passages at the bottom of page 55. Please read them as quickly as you can, then match the description with the photos.

Half a minute later, check the answers and summary the means of getting main information by key words.

Step 2. Vocabulary

Guide the Ss to do Activities 1 and 3. Get them to guess the animals on the screen and sort them.

T: But who can tell us the differences between birds, insects, mammals and reptiles?

Show the exercises of Activity 1 on the screen and ask individual to do the answers.

S1: A bird has warm blood and lays eggs.

S2: An insect is a small animal with six legs. Some have wings.

S3: A reptiles has cold blood and lays eggs.

S4: A mammal is an animal which drinks its mother’s milk when it is young. T: You are completely right! Now, please turn to Page 56 and do Activity 3

according to the instruction. I will show you some photos of animals. You should tell me their names and fill in the table.

T: You are quite right. Now go through the questions on the screen. Try you best to get the useful information for listening, at the same time, you should focus on what information you have to get while listening. I’ll give you two minutes.

1. What was William Norris?

2. Where was he work in?

3. How long was he there?

4. How many elephants are there in the reserve?

5. Which animals did he work with?

6. How often did he see them?

7. Does William think people can help animals in danger?

Two minutes later, Get the Ss to listen to the tape carefully and try to write down the ―key words‖ for answering the questions.

T: Are you ready?

Ss: Yes.

T: Now, listen to the tape carefully and try to write down the ―key words‖ for answering the questions.

Ss: OK.

T: Have you got the answers?

Ss: Yes.

T: Good! Who wants to tell us your answers?

S1: He was a volunteer.

S2: On the Theme Nature Reserve in South Africa.

S3: Only three months.

S4: About 250.

S5: Lions.

S6: Almost every night.

S7: Yes, he does.

T: Well done! Now listen again and complete the page from William’s diary in Activity 6.

Then check the answers and summery the skills of listening.

Step 4. Homework

Do pair works to describe an animal in Activity 3 after class. One describes an animal and the other tries to guess what it is. Then make a change.

Period Five

Step 1. Read the form and find out what animals they are.

Step 2. Read the form and ask and answer.

Talk about these animals and find more information.

Ss may do like this:

A: What kind of animal is the Siberian tiger?

B: It is the largest member of cat family.

A: Where can Siberian tigers be found?

B: It can be found in Siberia of Russia and parts of Northeast China.

Step 3. Cultural Corner – Prediction Look at the title and the pictures and predict the answers.

1. What does WWF stand for?

2. What kind of work does WWF do?

Step 4. Read the passage and answer the questions.

1. What’s the aim of the WWF when it was founded?

2. Does the organization always have the same focus of attention?

3. When did the WWF set up an office in Beijing?

Step 5. Read again and decide the following statements are True or False.

1. The WWF was founded in Switzerland in the year 1961.

2. Peter Scott was both a painter and a naturalist.

3. At present the organization has branches in 130 countries.

4. The WWF only pays attention to protecting wild animals in danger.

5. It was Dr George Shaller who set up an office of WWF in Beijing.

6. Saving the panda is one of the projects that the WWF is carrying out in China. (Answers: 1—6 FTFFFT)

Step 6. Ask Ss to do the role-play and give an interview.

Four Ss a group to have an interview, talking about how to save the endangered animals.

A: an official working for the branch of the WWF in China

B: a volunteer working for the WWF

C: a reporter from CRI

D: a reporter from CCTV

Step 7. Language points in cultural corner

Step 8. Homework

Write a passage of a certain kind of endangered animal, its description, habitat, numbers left and the way to save it must be included.

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