资源简介

Unit 5 Saving animals in danger：Listening＆Speaking教学设计
教学内容 Listening (p. 72), Speaking (p. 75)
主要语篇 Saving giant pandas
教学目标 通过本课的学习，学生能够： 1. 巩固捕捉听力材料主旨及关键信息的技能。 2. 了解中国在大熊猫的保护方面采取的措施及取得的成效。 3. 使用We must / should / mustn’t等句型，谈论如何保护濒危动物。
教学重点 使用We must/ should/ mustn’t 等句型，谈论人类应如何保护濒危动物。
教学难点 在听的过程中捕捉主旨及关键信息。
【教学过程】
Step 1 听前活动
头脑风暴：向学生展示大熊猫的视频 (视频：大熊猫的价值 )，激活学生已有认知。教师使用问题链：(1) What do you know about giant pandas？(2) What do they eat and where do they live (3)Look at the title. What do you think the podcast might be about 引导学生分享大熊猫的背景知识，并对听力材料的主要内容进行预测。
词汇预热：结合视频内容和学生的回答，教师在黑板上记录关键词，帮助学生扫清听力中的词汇障碍（如panda reserves等）。
Step 2 听中活动
初听获取主旨：通过问题 “What is the podcast probably about ” 引导学生关注听力材料的主旨，提醒学生关注听力材料的首尾段落，强化学生对文章的主要信息的把握能力。
精听填充细节：
（1）带领学生观察课本第72页活动3的笔记，预测所缺词汇的词性和内容。
The giant panda is loved around the world. For example, the logo of the WWF and the official mascot of (1) n. (proper noun) are both giant pandas.
The number of giant pandas in China was about (2) number (cardinal number) in 1980. Now, there are about (3) number (cardinal number) in the country.
There are three main ways of saving the giant panda:
(4) verb phrase of the giant panda (The Giant Panda National Park was founded in the year (5) number )
bring pandas to breeding centres to make sure that (6) clause, and then
(7) clause .
(8) verb phrase
分组核对答案，小组内讨论不确定的地方。教师再次播放音频，学生反复精听，直至确定正确答案。教师讲解较难的表达，如bring pandas to breeding centres, set them free，帮助学生精准把握听力材料中保护大熊猫的具体细节。
教师把大熊猫面临的危险和人们采取的保护措施以表格的形式写在黑板上。
Animals Dangers they face Ways to protect them
Giant panda climate change, habitat loss, Protect the home of the giant panda. Bring pandas to breeding centres. Make laws to protect pandas.
Step 3 听后活动
思考文章体裁：学生回答问题 What type of text is it
Narrative（记叙文）. B.Expository（说明文）. C.Argumentative（议论文）.
*分析说明方法：学生将听力材料中的内容与说明方法进行配对，详细活动设计请参考教学课件。
绘制思维导图：引导学生分组绘制思维导图。学生根据思维导图，使用完整的句子来复述与大熊猫相关的内容。教师鼓励学生思考并表达其他保护大熊猫的方法。
播放介绍大熊猫的视频：教师通过视频向学生展示中国保护大熊猫所取得的成就。由于我国的努力，现在大熊猫种群数量持续增长，这说明我们的保护措施是卓有成效的。同时也呼吁学生继续努力保护国宝大熊猫。教师通过引导学生初步了解濒危物种和易危物种的差别，为本单元Cross-curricular connection 做铺垫。
表达观点：学生合作完成活动4。教师鼓励学生搜集资料，具体描述大熊猫的外貌、食物、现状等，为本单元的写作做好铺垫。
教师以问题链的形式引导学生深度思考保护濒危动物的意义。如：
(1) What economic benefits do you think giant pandas bring to the areas where they live
What does the giant panda symbolize in China
How do giant pandas help China share its culture with the world
Step 4 口语活动：回答问题
学生两人一组大声朗读课本第75活动1的对话，思考并回答以下问题。
(1) What mustn’t we do when we are on the beach
We mustn’t throw rubbish into the sea.
(2)What should we do to protect the sea animals in danger
We must keep the oceans clean. We should write to factories and ask them to stop polluting the sea.
(3)What else should we do to protect sea animals
We must make laws to stop illegal fishing. We should also call on our family and friends to join in.
教师引导学生从内容（人类的哪些行为使得海洋动物陷入危险，我们应该怎样保护海洋动物）和形式（谈论责任与义务的时候常用的句型）两个角度分析教材提供的文本。
带领学生回顾情态动词内容。
Affirmative 肯定 Negative 否定 Difference 区别 Examples 例句
should 应该 should not/shouldn’t 不应该 在表示义务或责任时，should比must语气略轻一些。 You should be quiet in the library. You shouldn’t get up so late.
must 必须 must not/mustn’t禁止 They must finish the work today. You mustn’t play with fire.
补充教材第75页Tip的内容, 并请学生选择不同句型，来表达如何保护海洋动物。
You must do something.→It is necessary/ important for you to do something.
You mustn’t do something.→It is wrong of you to do something.
You should do something.→It is right for you to do something.
We must keep the oceans clean.
→It is important for us to keep the oceans clean.
We mustn’t throw rubbish into the sea when we are on the beach.
→It is wrong of us to throw rubbish into the sea when we are on the beach.
We should write to factories and ask them to stop polluting the sea.
→It is right for us to write to factories and ask them to stop polluting the sea.
Step 5 头脑风暴
学生分成小组，结合课本第68页Reading板块读前活动1所给的濒危动物图片，每组选择其中一种动物讨论应该如何保护他们。完成活动2。
每组代表上台补充表格中的内容。
Animals Dangers they face Ways to protect them
Giant panda climate change, habitat loss Protect the home of the giant panda. Bring pandas to breeding centres. Make laws to protect pandas.
African lion
Asian elephant
Polar bear
Red-crowned crane
South China tiger
引导学生根据表格内容，口头描述所选濒危动物所面临的风险以及我们可以采取的保护措施。如果学生程度较好，教师可建议学生模仿主阅读语篇，以第一人称的口吻进行表达。如学生程度一般，教师可为学生提供语言支架，帮助他们把零碎信息组织起来，进行连贯表达。
例如：
I want to talk about...
They are in danger because ...
We should/must/mustn’t ...
示例：
I want to talk about giant pandas. This species is in danger because of climate change.
First, we must do our best to protect their home. We should also try to bring more pandas to breeding centres to make sure they have babies. Finally, the government should make laws to protect the giant panda and its habitat.
我是动物代言人：如果学生程度较好，教师可在活动3 的基础上，要求学生模仿主阅读语篇，选择一种濒危动物，用第一人称写一个简短的演讲稿（6句话左右），内容要包括其生活习性、栖息地、面临的威胁、人类的保护措施等。通过这个活动，学生能够全面深入地了解一种濒危动物，并用英语进行表达，同时为Writing和Project板块的学习做好内容上的铺垫。
示例：
I am a South China tiger. My family and I live in the forests of southern China. I usually go hunt alone at night, and I catch animals like deer and wild pigs.
South China tigers can usually live for about 10 to 15 years in the wild. However, we are facing a lot of problems in our lives. Our biggest problem is that we are losing our home. People cut down trees to build farms and cities. In the past, many tigers were also hunted illegally.
Luckily, the government has now built nature reserves and made laws to protect us. I hope people can do more to help keep us safe.
Step 6 总结句型
教师在黑板上总结表达义务和责任时可以使用的句型：
What should/must we do to ...
We should/ought to /must ...
We shouldn’t/oughtn’t to /mustn’t ...
We need to /have to...
通过分析例句We need to help each other.（我们应该互相帮助——主观判断）和We have to pay taxes.（我们不得不交税——法律要求），引导学生理解不同表达方式的不同含义。
【评价】
课后指导学生填写以下学习评价表：
评价内容 评分（1–5）
1. 我能了解中国对于大熊猫的保护采取的措施及其取得的成效。 1 2 3 4 5
2. 我能理解说明类语篇的体裁特征，掌握其运用的说明方法。 1 2 3 4 5
3. 我能通过有重点地听和快速记录，获取特定信息。 1 2 3 4 5
4. 我能用已学知识谈论如何保护濒危动物。 1 2 3 4 5
【课后作业】
基础作业：
1. 大声朗读课本75页活动1的对话。模仿例子，另选一种濒危动物，与同学进行问答。
2. 根据本节课的思维导图，写一篇50–80词左右的文章介绍大熊猫。
拓展作业：
选择一种濒危动物，录制1–2分钟的视频，阐述其面临的危险以及保护方法，呼吁大家保护濒危动物。
35

展开更多......

收起↑