Unit 14Zoology教学设计.docx
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Unit 14Zoology教学设计.docx
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Unit14Zoology教学设计
Unit14Zoology
I.单元教学目标
技能目标SkillGoals
▲Talkaboutanimalsandanimalbehaviour
▲Practicedebating
▲Integrativelanguagepractice
▲Writeanargumentativeessay
II.目标语言
功能句式
Expressingone’sopinionandmakingadebate
Inmyopinion,...
Wethinkthat...because...and...
Why...?
Because/As/Since...
If...,then...,itwillleadto...
词
汇
1.四会词汇
humorous,ant,bee,transparent,dot,surrounding,troop,assumption,semicircle,apparent,sideways,maximum,precise,adequate,clarify,fetch,upward,disgusting,psychology,changeable,adaptation,stripe,camel,primitive,missile,walnut,session
2.认读词汇
zoology,zoologist,cricket,hive,Australia,KarlVonFrisch,honeycomb,stop-watch,bee-line,downward,spectator,kid,primate,ape,opposable,notably,upright,gorilla,chimpanzee,lesser
3.词组
getholdof,tell...apart,overandoveragain,cometolight,asamatteroffact,differentvarietiesof,divide...into...
4.重点词汇
humorous,surrounding,troop,precise,adequate,clarify,fetch,adaptation,disgusting
语法
TheModalVerbs—Review
Possibility:
can/could,may/might
Certainty:
must,will,should
Ability:
can/could,beableto
Permission:
can/could,may/might
Requests:
can/could,will/would
Suggestions:
could/may/might,shall
Necessity:
must,haveto,havegotto,need
Advice:
should,oughtto,hadbetter
重点句子
1.Amongthedifferentkindsofbee,itisthehoney-beethathasinterestedscientistsmostbecauseofthe“language”theyusetocommunicatewitheachother.P120
2.Inordertotellthebeesapart,hepaintedsomebeeswithlittledotsofcolour.P121
3.Forhislifetime’sworkinstudyingthecommunicationofanimals,includinghoney-bees,ProfessorKarlvonFrischwasawardedaNobelPrizein1973,whichhesharedwithtwootherscientists.P122
4.Theytroopedbehindthefirstdancer,copyingitsmovement.P121
5.Afterdesigningmoreexperiments,theywereabletoclarifytheprocedurebywhichbeescommunicateinformationthattheyusetofindandfetchfood.P121
6.Likeallotherlivingcreatures,humanbeingsbelongtoagroupofotheranimalsthatsharecertaincharacteristics.P124
III.教材分析与教材重组
1.教材分析
本单元以Zoology为话题,旨在通过单元教学使学生了解有关动物学方面的一些知识,激发学生保护动物、维护生态平衡的意识。
1.1WARMINGUP提供了三幅幽默图片,并通过趣解动物名称,引出本单元的主题。
1.2LISTENING是对一个动物园工作人员的访谈。
要求学生根据所听内容,回答问题。
运用所给词汇答“记者”问。
第3题为情态动词填空,复习情态动词的用法。
1.3SPEAKING是一个任务型教学活动。
提供了四个topic,分别由TeamA和TeamB两组学生进行辩论,要求学生学会表达自己的观点并反驳对方观点。
1.4PRE-READING设计了四个开放型问题,要求学生以小组讨论形式找出问题的答案。
1.5READING介绍了ProfessorKarlVonFrisch对蜜蜂语言的实验研究及其研究成果。
1.6POST-READING部分共设计了三个小题。
第一小题提供了五幅蜜蜂舞蹈图,要求从文章中找出相关的表述。
第2小题考查学生对课文第四、五段细节的理解。
第3小题要求学生根据所给的方位示意图以及文字提示,解释实验过程及蜜蜂之间传递方向信息的方式。
1.7LANGUAGESTUDY分词汇和语法两部分,其中第1题为同义替换练习。
第2题为语言应用,要求学生运用所给词汇答“记者”问。
第3题为情态动词填空,复习情态动词的用法。
1.8INTEGRATINGSKILLS中的Reading部分要求学生通过阅读回答三个问题;Writing部分提供了两个话题,要求学生选择其一写一篇短文,陈述自己的观点和理由。
1.9TIPS介绍了几种应对考试的方法。
2.教材重组
2.1从话题内容上分析,WARMINGUP与SPEAKING相一致;而从训练目的上与练习册READINGANDSPEAKING中第一部分比较一致。
从教材分量来说,可以将WARMINGUP,SPEAKING和Workbook中的TALKING整合在一起,设计成一节任务型“口语课”。
2.2将LISTENING和Workbook中的LISTENING整合在一起,设计成一节“听力课”。
2.3将PRE-READING,READING和POST-READING三个活动整合在一起上一节“精读课”。
2.4将LANGUAGESTUDY与Workbook中的TESTINGYOURSKILLS部分的语法练习题整合在一起上一节“语法课”。
2.5将INTEGRATINGSKILLS中的Reading和Workbook中READINGANDSPEAKING部分的Reading整合起来上一节“泛读课”。
2.6将INTEGRATINGSKILLS中的Part2,3,4和Workbook中INTEGRATINGSKILLS的Writing整合成一节“写作课”。
3.课型设计与课时分配(根据学情,经教材分析,本单元分六课时完成。
)
1stPeriodSpeaking
2ndPeriodListening
3rdPeriodReading
4thPeriodLanguageStudy
5thPeriodExtensiveReading
6thPeriodWriting
IV.分课时教案
TheFirstPeriodSpeaking
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
humorous,getholdof,transparent,dot,surrounding,troop,assumption,apparent,precise,adequate,clarify,fetch,upward,disgusting,changeable,adaptation
b.交际用语
Howtomakeadebate
I(don’t)think...because...and...
Idon’tthinkso.
Idon’tagreewithyou.
If...,then...so...
2.Abilitygoals能力目标
Enablethestudentstolearntodebate.
3.Learningabilitygoals学能目标
Helpthestudentstolearntodebate.
Teachingimportantpoints教学重点
Enablethestudentstoknowhowtodebate.
Teachingdifficultpoints教学难点
Howtoorganizeasuccessfuldebatebetweenstudents.
Teachingmethods教学方法
Pairworkorgroupwork.
Teachingaids教具准备
1.Acomputer.2.Aprojector.
Teachingprocedures&ways教学过程与方式
StepIWarmingup
Askstudentstolookatsomepicturesfirst.
T:
TodayI’llintroducesomeanimalstoyou.Pleaselookatthescreen.Herearesomepicturesofanimals.Doyouknowthem?
(Showingthepictures.)
LionHorse
PandaTiger
MonkeyKangroo
Elephant
Giraffe
Ss:
Yes.TheyareLion,Horse,Panda,Tiger,Monkey,Kangaroo,ElephantandGiraffe.
T:
I’mverygladyouhaveagoodknowledgeofanimals,Doyoulikeanimals?
Andwhy?
S1:
Yes.Becauseanimalsareourgoodfriends.Theycansharemyjoyandsorrow.Besides,theynevergiveawaymysecrets.IcantellthemanythingthatIcan’ttelltheotherpeople.
S2:
Ilikeanimals,aswell.Theyareveryclever.Whenwehumanbeingsmeetwithsomedifficulties,theycanhelpusalotandtrytosmooththemaway.Ifwefeellonelysometimes,theyareourgoodcompanions.
T:
Good.Animalsarereallylovely,aren’tthey?
Nowhereareanotherthreepictures.WhatcanwelearnfromthepicturesinWarmingUp?
S:
Fromthegivenpictures,Icanlearnthatanimalsarejustlikeourhumanbeings.Theycan“speak”,“feel”andeven“do”somethingaswedo.
T:
Welldone.Thefollowingaresomewordsandhumorousdefinitions.(SeethegivenwordsonPage118.)Pleasematchthewordsandthedefinitions.I’llgiveyouthreeminutestoprepare.
Askthestudentstodothewarmingupexercises.
Checktheanswerswiththestudents.
T:
OK.Haveyoufinished?
I’dlikesomestudentstosharetheiranswerswithus.ThefirstoneisCan’t.
Sampleanswers:
catch,cricket,lions,monkey,sheep,mouse
StepIISpeaking
T:
Asweallknow,manyanimalsarebadlytreated.Someofthemarelockedincages.Somearekilledfortheirfur,meatorbone.Somearetaughttricksinordertomakemoney.Doyouthinkwhatwedotoanimalsisright?
Today,we’llholdadebateaboutthetopic.Therearefourtopicsinourtextbooks.Youcanchooseoneofthemtodiscusswithyourpartners.I’llgiveyou8to10minutestoprepare.
Sampledialogue1
Shouldanimalsbekeptinzoosornatureparks?
S1:
Wethinkthatanimalsshouldbekeptinzoosornatureparks.Becausetheenvironmentisbecomingworseandworse.Plantsarefewerandfewersothatanimalsinthewildwillnothaveenoughfoodandplaces.Second,someanimalsaredangeroustous.Theycanhurtpeople.Soit’sbettertokeeptheminthezoosornatureparks,wherewehavesomespecialworkersoranimal-keeperstotakegoodcareofthem.
S2:
Idon’tagreewithyou.Wethinkthatanimalsshouldnotbekeptinthezoosornatureparks.Becauseanimalsbelongtonature.Onlyinthewildcantheybecomestrongerandstronger.Ontheotherhand,keepinganimalsinthewildcankeepthebalanceoftheeco-system,whichdoestheworldgood.
S3:
Animalsliveinaforest.Theyhavetohuntfoodandfindhabitatsforthemselves.Butit’sreportedthatmoreandmoretreesarecutdown.Someanimalsnolongerhavetheirhomes.It’sbettertokeeptheminthezoos.
S4:
Ifwekeepanimalsinthezoos,theycannotbeusedtothelifethere.Theyarelockedinlargecagesorhouseswithoutfreedom.Andsomevisitorsmayhurtthem.That’sterrible.However,inthenaturetheycanliveafree,quietandhappylife.Ithinkit’sgoodforthemtoliveincomfort.
S1:
Butinthewildit’seasyforanimalstobeindanger.Somepoacherswanttokillthemformoney.
S2:
Whydon’twemakelawstoprotectanimals?
S3:
Ourgovernmenthasmadelaws.Butmanypeoplestillhuntorkillanimalsattheriskofbreakingthelawinordertogetenoughmoneytosatisfytheirso-calledhappylife.Soit’swisetokeepanimalsinzoosornatureparks.Onlyinthiswaycantheybeprotected.
S4:
Don’tyoufindthatanimalsinthezoosbecomelazierandlazier?
Theyneedn’trunforfood.Everydaytheyeat,thenstandorlietheretobewatchedbyvisitors.Whentheyseepeople,theyfeelunhappyevenfrightened.Soletthemoutinthewild.Sampledialogue2
Dohumanbeingshavetherighttokillanimals?
S1:
Wethinkthathumanbeingshavetherighttokillanimals.First,humanbeingsaresuperiortoanimals.Humanlifeismoreimportantthananimallife.Second,humanbeingsdominatetheworld.Animalsshouldbeatourservice.
S2:
Wethinkthathumanbeingshavenorighttokillanimals,inmyopinion.Asweknow,animalsareourfriends.Wecan’tlivewithoutthem.Second,animalshavefeelings.Theyalsoknowthehappinessandsadness.Ifyoudothemgood,theywilldoyouafavour.Forexample,adogcanprotectyoufromdangerwhenyoumeetwithsometrouble.Theyareequaltohumans.Wecan’tkillthemonlytomeetourappetites.
S3:
Weknowthathumansarehigheranimals.That’stosay,wearehigherthanotheranimals.Therefore,wehavetherighttokillotheranimalstosaveourselvesifnecessary.Forinstance,weneednewdrugstotreatdiseases,whichshouldbetestedonanimalsfirstsuchasratsandrabbits.Withouttestingonanimals,it’sdangeroustousenewdrugs.
S4:
Thoughhumansarehigherthananimals,howcanwelivewithouttheseso-calledinferioranimals?
Ican’tsimplyimaginewhattheworldwouldbelikeifallanimalswerekilledbycruelpeople.Atthattime,childrenwillnotknowwhatanimalsare.Lonelypeoplewillhavenoloyalfriend—apettotalkwith.Whenpeopleareindanger,nooneornoanimalsc
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