资源简介

Unit 5 Into the wild
单元主题 本单元的主题语境是“人与自然”，涉及的主题语境内容是人与动物的关系。本单元从介绍英国人饲养宠物的情况开始，展现了黑脉金斑蝶的迁徙、中国熊猫出访荷兰、与动物有关的英文习语、关于动物园圈养动物的辩论、一次惊心动魄的拍摄经历、丹顶鹤的基本信息等语篇类型丰富的文章内容，帮助学生了解动物习性、特征等相关知识，引导学生深入思考人与动物的关系，最终形成关爱动物、与动物和谐相处的正确的、可持续发展的观念。
单元目标 语言能力目标 能够理解与动物有关的文章内容，听懂并谈论与动物有关的话题，使用新学语言简单谈论动物、围绕话题展开辩论，恰当使用定语从句描述自然界中的动物，并能够给动物创建档案。 文化意识目标 通过了解黑脉金斑蝶、熊猫、丹顶鹤等动物的习性，感知人与动物的和谐相处，形成关爱动物、保护生态的正确价值观；通过阅读熊猫租借的相关信息，了解动物在文化交流方面的作用，坚定文化自信。 思维品质目标 能够有逻辑、有条理地在辩论中概括信息、构建概念、分析原因和逻辑关系；能够创造性地表达关于人与动物关系的观点；能够在深入理解文本的同时联系自身实际，思考如何处理好人与动物的关系，实现知识与思维能力的迁移。 学习能力目标 能够通过了解人与动物关系的相关内容，激发英语学习的兴趣；能够多渠道获取英语学习资源；能够选择恰当的策略与方法，监控、评价、反思和调整自己的学习内容和进程。
Period 1 Starting Out & Animal idioms 教学设计
Starting out 教学设计
课型 Listening + Viewing + Speaking
主题语境 人与自然——人与动物的关系
内容分析 活动1通过呈现一段与动物主题相关的视频，帮助学生了解英国人饲养宠物的情况。视频首先介绍了英国人饲养宠物的比例、花费，以及最受欢迎的宠物是什么。然后有两位宠物主人简单分享了饲养宠物的心得。此外，视频还介绍了英国的克鲁弗兹狗展（Crufts Dog Show）以及在英国其他受欢迎的宠物。最后，视频介绍了英国皇家防止虐待动物协会（Royal Society for the Prevention of Cruelty to Animals）的相关情况。 活动2呈现了四幅图片，要求学生看图片，了解生活中人与动物的关系，并结合自身经历讲述自己与动物有哪些关系，使学生初步了解人与动物应该如何和谐相处。
教学目标 本板块学习完成后，学生能够： 1. 能够看懂视频，了解英国人饲养宠物的情况，初步感知人与动物之间的关系； 2. 能够通过视频内容，初步了解英国的克鲁弗兹狗展（Crufts Dog Show）和英国皇家防止虐待动物协会（Royal Society for the Prevention of Cruelty to Animals）； 3. 能够结合视频内容和图片，同时联系自身经历讲述自己是如何和动物相处的，并思考人与动物应该如何和谐相处。
教学重点 看懂视频，获取英国人饲养宠物的情况和相关背景知识，感知人与动物之间的和谐相处。
教学难点 基于自身经历，简单描述、谈论、评价人与动物之间的关系。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T plays the video and instructs Ss to get some key information about pets in the UK. 2. T plays the video again to ask Ss to answer the two questions in the book. 1. Ss watch the video and get familiar with the topic. 2. Ss watch the video again and answer the questions. 1. To introduce the topic of humans and animals and stimulate Ss’ interest in the topic. 2. To practise Ss’ ability to get key information while watching and listening. 3. To help Ss learn about pets in the UK and get to know how humans get along with animals.
Activity 2 1. T asks Ss to look at the pictures in the book and describe them respectively. Then asks Ss to think about and answer the questions in the book. 2. T divides Ss into several groups and asks Ss to share their opinions about the two questions in the group. T walks around in the classroom to offer necessary help when Ss are discussing. 3. T invites some Ss to share their answers in the class. Others can add what they want. 4. T asks Ss to think about other relationships between humans and animals if Ss have better ability. 1. Ss look at the pictures and describe them. Then think about and answer the questions in the book. 2. Ss work in groups, discussing their answers to the questions. 3. Ss share their opinions with the class. 4. Ss think more deeply about the relationships between humans and animals. 1. To go on deepening Ss’ understanding of how humans get along with animals. 2. To encourage Ss to discuss with others. 3. To encourage Ss to share their opinions with the class. 4. To help Ss have a further understanding of the relationships between humans and animals.
Activity3 1. T divides Ss into several groups and asks them to describe the pictures. 2. T asks Ss to work in groups to complete the idioms with animal names and discuss the meaning of the idioms with the help of the pictures and the context. 3. T asks representatives of each group to share their answers with the class. Others can add what they want. 1. Ss work in groups and describe the pictures. 2. Ss work in groups to complete the idioms with animal names and discuss the meaning of the idioms with the help of the pictures and the context. 3. Representatives of each group share their answers with the class. Others add what they want. 1. To help Ss combine the learning of language with culture. 2. To enable Ss to enjoy the leaning of language.
Activity4 1. T asks Ss to read the short passage independently to get the main idea and have an idea of what they need to do. 2. T divides Ss into several groups and asks Ss to work in groups to complete the short passage with the animal idioms in Activity 4 based on the context. 3. T asks representatives of each group to share their answers with the class by reading out the short passage. Others check the answers. 4. T encourages Ss to think of some Chinese animal idioms and compare them with the English ones they have just learnt if Ss have better ability. 1. Ss read the short passage independently to get the main idea and have an idea of what they need to do. 2. Ss work in groups to complete the short passage with the animal idioms in Activity 4 based on the context. 3. Some Ss share their answers with the class, others check their answers. 4. Ss think of some Chinese animal idioms and compare them with the English ones they have just learnt. 1. To enable Ss to apply what they have learnt. 2. To help Ss learn from cooperative learning. 3. To cultivate Ss’ cross-cultural awareness. 4. To develop Ss’ critical thinking skills.
Activity5 1. T asks Ss to work in pairs to brainstorm more animal idioms. 2. T asks Ss to choose an idiom and describe a situation with it in pairs. 3. T asks some pairs of Ss to describe the situation with the animal idiom they choose and encourages other Ss to comment on the situation they’ve heard. 1. Ss work in pairs to brainstorm more animal idioms. 2. Ss choose an idiom and describe a situation with it in pairs. 3. Some pairs of Ss describe the situation with the animal idiom they choose and other Ss comment on the situation they’ve heard. To encourage Ss to share and present what they have learnt with each other confidently.

展开更多......

收起↑