资源简介

Unit 5 Into the wild
Using language教学设计
Using language 教学设计
课型 Grammar + Vocabulary + Listening + Speaking
主题语境 人与自然——人与动物的关系
内容分析 本板块分为语法，词汇和听说三部分。语法部分包括两个语篇，第一个语篇展现了中国大熊猫到达荷兰后的情况，第二个语篇是一封介绍南非之行的邮件；词汇部分介绍了与动物相关的英文习语，帮助学生了解英语文化；听说部分的材料是动物园饲养员和动物保护组织成员间就“是否应将动物圈养在动物园”展开的辩论，引导学生辩证地思考人与动物的关系。通过真实语境下技能的综合训练，学生能够加深对单元主题的理解，提高语言应用能力。
教学目标 本板块学习完成后，学生能够： 1.语言能力目标 了解关系副词词在定语从句中的功能； 会根据实际情况灵活正确选用相应的关系副词。 思维品质目标： 通过观察、分析、举例等方式，了解定语从句的相关基础知识，从而加深对定语从句的认识。 文化意识目标： 通过学习定语从句，进一步加深对英语的理解，培养起对英语学习的兴趣。 在学习过程中养成善观察，善钻研，善自学，不畏困难迎头而上的优秀学习品质。 学习能力目标： 能够借助老师提供给自己的资源，通过自主学习和合作学习等方式，探究定语从句的相关知识，学会正确使用关系副词。
教学重点 1. 发现、总结定语从句中关系副词的使用规律； 2. 理解习语的运用语境，实现语言知识的迁移； 3. 在听力训练中找到获取有效信息的听力策略。
教学难点 1. 通过发现法总结、归纳关系副词why, when, where在定语从句中的运用规律； 2. 对所学知识形成迁移能力，在真实语境中使用定语从句； 3. 通过听力训练形成有效的听力策略。
教学策略 情景式教学策略 启发式教学策略 探索发现式教学策略
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to observe the sentences individually and answer the questions. 2. T divides Ss into several groups and asks them to discuss the differences between the two groups of sentences and summarise the rules of the relative adverbs in the attributive clause. 3. T asks Ss to share their answers and the rules they summarised. T can further extend the rules if necessary. 4. T asks Ss to look for more sentences with attributive clauses in the reading passage. 1. Ss observe the sentences and answer the questions. 2. Ss work in groups, discuss the differences between the two groups of sentences and summarise the rules of the relative adverbs in the attributive clause. 3. Ss read the passage again and look for more sentences with attributive clauses in the reading passage. To instruct Ss to summarise the rules of the relative adverbs in the attributive clause by discovery-based learning.
Activity 2 1. T asks Ss to read the short passage independently and get the main idea. 2. T divides Ss into several groups and ask them to discuss what the words “where”, “when” and “why” refer to. 3. T asks some Ss to share their answers with the class. 1. Ss read the short passage independently and get the main idea. 2. Ss work in groups and discuss what the words “where”, “when” and “why” refer to. 3. Ss share their answers with the class. To enable Ss to apply what they have learnt.
Activity 3 1. T asks Ss to read the email independently and get the main idea. 2. T divides Ss into several groups and asks them to complete the email with “where”, “when” or “why”, and pay attention to the structure of the email. 3. T asks some Ss to read the email to share their answers with the class. 1. Ss read the email independently and get the main idea. 2. Ss discuss in groups and complete the email with “where”, “when” or “why”, and pay attention to the structure of the email. 3. Ss share their answers with the class. 1. To let Ss have a general understanding of the email. 2. To help Ss learn from cooperative learning.
Activity 4 1. T asks Ss to listen to the TV debate and get the main idea and choose the correct topic. T asks Ss to listen again if necessary. 2. T checks the answers with the whole class. 1. Ss listen to the TV debate and get the main idea and choose the correct topic. 2. Ss check the answers. To instruct Ss to listen out for the main topic.
Activity 5 1. T asks Ss to look at the mind map independently to figure out the positions of both sides and their main arguments, and the requirements of the activity. 2. T asks Ss to listen to the TV debate and complete the mind map by summarising the arguments of both sides. 3. T asks some Ss to share their answers with the whole class. 4. T asks Ss to listen to the TV debate again and record how the speakers express agreement and disagreement. 5. T divides Ss into several groups and asks them to work in groups to discuss how to give suggestions in a conversation. 6. T asks some groups to share their opinions. 1. Ss look at the mind map independently to figure out the positions of both sides and their main arguments, and the requirements of the activity. 2. Ss listen to the TV debate and complete the mind map by summarising the arguments of both sides. 3. Ss share their answers with the whole class. 4. Ss listen to the TV debate again and record how the speakers express agreement and disagreement. 5. Ss work in groups to discuss how to give suggestions in a conversation. 6. Ss share their opinions with the whole class. 1. To instruct Ss to listen out for some detailed information and summarise the skills in acquiring necessary information. 2. To help Ss learn from cooperative learning. 3. To encourage Ss to share and present what they have learnt with each other confidently.
Activity 6 1. T asks Ss to work in pairs and choose their roles, and then read the assigned materials independently and make preparations for the debate. 2. T asks Ss to debate on whether people should keep animals as pets with the help of the words and expressions they have learnt. 3. T asks some pairs to present their debate to the whole class. 4. If Ss have better ability, T can divide the class into two groups and hold the debate, and T encourages Ss to prepare what they would say according to the different roles of a debating team. 1. Ss work in pairs and choose their roles, and then read the assigned materials independently and make preparations for the debate. 2. Ss debate on whether people should keep animals as pets with the help of the words and expressions they have learnt. 3. Ss present their debate to the whole class. 4. Ss take a stand and prepare what they would say according to the different roles of a debating team, and then hold a debate in class. 1. To help Ss learn from cooperative learning. 2. To help Ss develop critical thinking skills. 3. To encourage Ss to share what they have learnt with each other confidently.
Activity 7 1. T asks Ss to work in pairs and choose another topic that is related to animals and hold a debate. 2. T asks some pairs to present their debate to the whole class. 1. Ss work in pairs and choose another topic that is related to animals and hold a debate. 2. Ss present their debate to the whole class. To enable Ss to apply what they have learnt.

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