资源简介

教学设计
课程基本信息
学科 高中英语 年级 高一 学期 秋季
课题 Unit 2 Wildlife Protection Assessing Your Progress
教科书 书 名：普通高中英语教科书英语必修第二册 出版社：人民教育出版社
教学目标
By the end of the class, students will be able to: 1. Master the key words and phrases related to wildlife protection in this unit. 2. Consolidate the present continuous passive voice and use it properly when expressing opinions. 3. Enhance the awareness of wildlife protection.
教学内容
教学重点： 1. Review the topic-related phrases in Unit 2.
2. Review the target grammar – present continuous passive voice.
教学难点： 1. Reinforce the present continuous passive voice tense to help students enrich their expressions.
2. Help students organize words, phrases, and grammar in this unit.
教学过程
Step 1: Warming Up T uses the logo of the WWF to arouse Ss’ learning interest and naturally leads in the topic of this class. By raising a question – how much do you know about the WWF to encourage Ss take part in the class. T introduces wildlife protection to make a natural transition to the second activity, reviewing phrases related to the topic. Step 2: Presentation＆Practice Activity 1: Brainstorm Ss are encouraged to think about as many phrases as possible related to wildlife protection. T provides some possible answers and presents one tip: Some phrases can use different prepsitions giving slightly different meanings. While presenting the two sets of phrases: die out, die of; put up, put out, Ss are also asked to make sentences to enhance their understanding of these two sets of phrases. Activity 2: Read＆Complete Ss are asked to complete the short passage by using the phrases they’ve reviewed just now. after completing the passage, T raises some questions to help Ss better understand the WWF. Q1: What does the WWF do to protect wildlife Q2: Why does the WWF do such things A: They’ve realized that animals are being threatened. By presenting the above sentence to guide Ss to review the important grammar in this unit – present continuous passive voice. Firstly, review the structure of it. Then Ss are asked to do some practice to review and consolidate the use of grammar. Activity 3: Read＆Think From the grammar review to passage understanding, T raises a question to move on to a new activity. Ss are asked to complete the passage with the present continuous passive voice of the verbs. Q: Do you feel that protecting wildlife is closely related to your teenage life Step 3: Production Activity 1: Critical Thinking By thinking the question, the critical thinking can be trained and Ss can enhance the responsibility of protecting wildlife as a teenager. Q: What do you think of the invention (think from the perspective of the animals and researchers) Activity 2: Watch＆Share Ss are asked to watch a video calling for animal protection and talk about their views on animal protection. After sharing, T shares a sentence with Ss: Human love, hope and fear are no different from animals. They are like sunshine, coming from the same origin and landing on the same ground. -- John Moore Step 3: Self-reflection Ss are asked to think about the following questions to reflect their learning in unit 2. What touched you the most in this unit, and why Which part of this unit do you think is the most useful, and why Which part of this unit do you think is the most difficult, and why Overall, I thought this unit was ○wonderful ○good ○so-so ○too hard Step 4: Assignments 1. Search more information on the Internet about the conditions and problems faced by wildlife. 2. Write a short composition in 80 words sharing your thoughts or practical measures for wildlife protection.
备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。

展开更多......

收起↑