人教版高一英语教案第十单元.docx
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人教版高一英语教案第十单元
Unit10Theworldaroundus
Ｉ.单元教学目标
技能目标SkillGoals
Talkaboutwaystoprotecttheenvironment
Talkaboutwildlifeendangerment
ReviewDirectandIndirectSpeech
Writeaboutcausesandeffects
Makeaposter
Ⅱ.目标语言
Causesandeffects
Why?
功Becauseof...,I...
能Asaresultof...
句Iwilluse...
式Because/As/Since...
If...,then...
Itfollowsthat...
Itwillleadto...
1．四会词
fur,Tibetan,lead,jungle,wolf,giraffe,environmental,act,measure,original,battery,devote,common,valuable,reduce,respond,amount,package,
词packaging,harmful,flat,material,poster,attractive,topic,organize,brief2.认读词汇
antelope,endanger,hippo,kangaroo,SteveJones,Birmingham,species,endangerment,habitat,adapt,Jennifer,Stevenson,ecosystem,soda,graph
汇3.词组
indanger,dieout,asaresultof,leadto,takemeasure,adaptto,makeadifference,devote...to,atpresent,setfree,inthewild,throwaway,keep...from,firstofall,endupas,do...without...
4.重点词汇
lead,measure,devote,reduce,jungle,tour,environment,act,devote,common,amount,harmful,material,package,topic
ReviewDirectandIndirectSpeech
1.Reportingstatements
“Iamwritinganarticleaboutanimalsinzoos,”thereportersaid.
Thereportersaidthathewaswritinganarticleaboutanimalsinzoos.
2.Reportingyes-noquestions
“Doyoulikelivinginthezoo?
”thereporteraskedthekangaroo.
语Thereporteraskedthekangarooifhelikedlivinginthezoo.
3.Reportingwh-questions
法“Howlonghaveyoulivedinthezoo?
”thereporteraskedthehippo.
Thereporteraskedthehippohowlonghehadlivedinthezoo.
4.Reportingcommandsandrequests
“Pleasetellmemoreabouttheadvantagesanddisadvantagesoflivinginthe
zoo,”thereportersaidtothegiraffe.
Thereporteraskedthegiraffetotellhimmoreabouttheadvantagesand
disadvantagesoflivinginthezoo.
5.Reportinggeneraltruth
“Humansurvivalisdependentonthenaturalworld,”hesaid.
Hesaidthathumansurvivalisdependentonthenaturalworld.
1.Wehumanbeingscouldnotsurvivewithoutalltheplantsandanimalsaroundus.
重2.Manyoftheearth’splantsandanimalshavealreadydiedout...
点3.Ifweknowmoreaboutwhatcausesendangerment,wemaybeabletotake
句measuresbeforeitistoolate.
子4.Aspeciescanbecomeendangeredfordifferentreasons.
5.Whenthehabitofaspeciesischangedordestroyed,theanimalorplanthastoeitheradapttothechangeorfindanewhome.
6.ProfessorStevenson,whohasdevotedhimselftoprotectingthemiludeer...
III.教材分析与教材重组
1.教材分析
本单元以环境保护为中心话题，内容涉及“野生动物保护”、“污染的防止”、
“生活的环保”和“环保知识宣传”等。
语言知识和语言活动的设计是围绕“环
境保护”这一中心话题展开的。
1.1WARMINGUP部分通过三图幅片导入本单元,引出有关动物保护的话
题并使学生了解濒危动物，树立保护动物、保护环境的意识。
1.2LISTENING部分是有关“空气污染”、“水污染”和“环境污染”等的
话题。
学生在听的过程中，要捕获信息，以提高听力的水平。
另外，教材还设计
了讨论题作为“听后”活动，在形式上，把“听”与“说”相结合，力求训练学
生的综合语言运用能力。
1.3SPEAKING安排一组采访活动。
教材中提供了部分启发性的采访问题，
帮助学生展开口语活动，同时还要求学生自己设计问题，发展自主能力。
活动具
有趣味性，有助于学生亲近、关爱动物。
1.4PRE-READING部分以提问的形式导入课文，是阅读课文前的热身。
1.5READING分三部分叙述主题内容。
1、人与动物的关系。
2、动物灭绝
的原因。
3、补救措施。
文章语言简洁，条理清晰。
不仅有助于提高学生的阅读能力，而且在写作上也有所帮助。
1.6POST-READING部分由两部分组成。
第一部分通过回答问题的形式，
进一步加深对课文的理解。
第二部分围绕课文展开一些环保教育活动，要求学生
列表说明每天要做的对环保有益的事，以培养学生的环保的责任感，调动他们参
与环保行动的自觉性。
1.7LANGUAGESTUDY部分分为词汇和语法两项。
词汇学习涉及构词法和词组填空练习。
帮助学生扩大词汇量，同时也指导学生掌握通过语境记忆词汇的方法。
本单元的语法项目是复习直接引语和间接引语。
1.8INTEGRATINGSKILLS包括读写和写两部分。
第一部分体现了读是写
的基础，写是读的发挥。
第二部分写作的任务是学会制作一张宣传环保的海报。
上述设计的目的是使学生能够边学边做，做到学用结合。
1.9TIPS部分对怎样制作一幅成功的海报提出了一些建议，在语言方面具
体指导学生完成制作海报的任务。
1.10CHECKPOINT部分简要地总结了直接引语和间接引语的用法，并且通
过两个问题引导学生对本单元所学的词汇作一小结。
2.教材重组
2.1将WARMINGUP,SPEAKING和Workbook中的TALKING整合成一节
“口语课”。
2.2LISTENING和Workbook中的LISTENING整合在一起上一节“听力课”。
2.3将PRE-READING,READING和POST-READING整合成一节“阅读课”。
2.4将LANGUAGESTUDY,CHECKPOINT10和Workbook中的
PRACTISING整合成一节“语法课”。
2.5将课本INTEGRATINGSKILLS阅读部分及写作整合成一节综合阅读写
作课。
2.6将WorkbookINTEGRATINGSKILLS阅读部分及写作整合成一节综合阅
读写作课。
3.课型设计与课时分配
1stperiod
2ndperiod
3rdperiod
4thperiod
5thperiod
6thperiod
Speaking
Listening
Reading
Grammar
ExtensiveReadingandwriting
（1）
ExtensiveReadingandwriting
（2）
Ⅳ.
分课时教案
TheFirstPeriod
Speaking
Teachinggoals教学目标
1.TargetLanguage目标语言
a.词汇
fur,Tibetan,antelope,endanger,jungle,wolf,hippo,kangaroo,giraffe
b.短语
use...for/as/todo;makesure;indanger;dieout;taketurns
c.Usefulexpressions功能句式
Talkaboutanimalsendangered:
1）.When...becutdown,...cannolonger...
2）.Many...arekilledbypeoplewhowantto...
3）....arehuntedfor（their）wool.
4）.Therearefewareasleftwhere...canlive.
Talkaboutthereasons:
1）.Whydoyouthink...?
2）.Howcanyousay...?
3）.What’sthereasonfor...?
4）.Because/Becauseof...
5）.As...
6）.Thereasonis...
7）....,so...
8）....sothat...
2.Abilitygoals能力目标
Makethestudentsknowaboutanimalsandfactoroftheirendangering.Letthemknowimportanceandnecessityofprotectingwildanimals.Establishtheconsciousnessofenvironmentalprotection.
3.Learningabilitygoals学能目标
Letthestudentstalkabouttheanimalsandthereasonsofendangeringusingtheusefulexpressions,andtalkaboutthesuggestionofprotectinganimalfurther.
Teachingimportantpoints教学重点
Talkaboutwildlifeendangeredwiththetargetlanguageandusefulexpressions.
Teachingdifficultpoints教学难点
Usinganinterviewformatandtheusefulexpressionstopractisetalkingaboutanimalsandanimalprotection.
Teachingmethods教学方法
1.Groupworktodiscuss（cooperativelearning）;
2.Pairworktomakedialogues;
3.Performance:
actoutthedialoguestheymake.
Teachingaids教具准备
1.Aprojectorandsomeslides
2.Somepicturesofdifferentanimals
Teachingprocedure&&ways教学过程及方式
StepⅠGreetings&Lead-in
T:
Goodmorning,everybody!
Didyouhaveaniceweekend?
Iwenttothezoowithsomefriends.Isawalotofanimalsandbirdsthere.Ilikethemverymuch.Doyoulikeanimals?
（Yes!
）Whatkindofanimaldoyoulike
most?
S1:
Ilikethedogbest.
T:
Good!
Whataboutyou?
S2:
Ilikethemonkeymost.It’scleverandsmart.
T:
Welldone!
OK,todaywearegoingtotalkaboutanimals.
StepⅡWarmingup
T:
PleaselookatthepicturesonP.64.Thereare3kindsofanimals.Whocantelluswhattheyare?
S:
Theyaretigers,pandasandTibetanantelopes.
T:
Right.Frompicture1,wecansee2tigers.They’rerunninghappilyandlivingapeacefullifeinnature.Buttheyareindangernow.Whocantelluswhythetigerisindanger?
S1:
Theforeststheyliveinaredestroyed,theycannolongerhideandhunt.
S2:
Peoplekilltigerstoselltheirfurandusetheirbonesformedicine.
T:
Verygood!
Whataboutthepanda?
Thepandasinpictureareenjoyingtheirmeal.However,infact,thenumberofthepandaisgettingsmallerandsmaller.Whatarethereasons?
S:
Letmetry.Therearefewareasleftwherepandascanliveandsomepeoplekillthemfortheirfur.
T:
Right!
WhatdoyouknowabouttheTibetanantelopes?
S:
Theyarebeautiful.Butpeoplehuntthemfortheirfur.
T:
That’sright.
T:
Right.Weknownowadaysmanyoftheworld’sanimalsandplantsareindanger.Canyounamethemasmanyaspossible?
S:
Letmetry.theGoldenmonkey,theChinesealligator,thegorilla,thezebra,thepangolin,theelephant,thebluewhaleandsoon.
T:
Good.Now,let’sfinishthenexttwoquestions.Pleasediscussthequestionsonthescreeningroupsoffour.
（Showthefollowingquestionsonthescreen.）
1.Whyisitimportanttomakesurethatanimalsdonotdieout?
2.Whatcanwedotohelpendangeredanimals?
Possibleanswers:
2.Ifanimalsandplantsdieout,wewillnotbeabletosurvive.
Allanimalsandplantsarenecessaryifwewanthealthyecosystems.
They’reimportant.Weneedthemformedicalandcommercialpurposes.
3.Stoppeoplecuttingdowntoomanytreesandkillinganimals.Protecttheirhabitat.
Protecttheenvironmentfromnowon.
StepⅢSpeaking
Task1:
Wordsoftheanimals’names
T:
Weknowthatanimalsarefriendsofhumanbeings.LookatthepicturesonP.66.
Herearesomeofthem.
Whocanwritedowntheirnamesontheblackboard?
（Askoneortwostudentstowritethesenamesontheblackboard.）
Good!
Gobacktoyourseat,please.
Task2:
Interviewing
LettheSsreadtheinstructionscarefullyandmakesurethattheyknowwhattodo.
T:
Ithinkmostofyouhaveseentheanimalsinthezoo.
Doyouthinktheyarehappyinthezooortheyprefertoliveinthewild?
（There
maybetwokindsofanswersamongthestudents.）Now,let’splayagame.LookattheSpeakingpart.Readtheinstructionsandthenfinishthedialogue.Pleaseworkinpairs.Afewminuteslater,I’llasksomepairstoactoutyourdialogues.
（Whenpairshavefinished,askoneortwopairstorepeattheirinterviewsinfrontoftheclass.）
Sampledialogues:
Suggesteddialogue1
A:
areporterB:
atiger
A:
Wouldyoumindmyaskingyousomequestions?
B:
Ofcoursenot.
A:
Wheredidyoulivebeforetheybroughtyoutothezoo?
B:
Ilivedinaforestinthesouth.
A:
Howlonghaveyoulivedinthezoo?
B:
Aboutayear.
A:
Doyoulikelivinginthezoo?
B:
Yes,Ilikeit.
A:
Canyoutelluswhy?
B:
Yes.Ineedn’tworryaboutfood.Ialwayshaveenoughtoeat.Andit’ssaferhere.
A:
Doyoumeanthatyoupreferlivinginthezootolivinginthejungle?
B:
Youareright.
A:
Doyouhaveanythingtosaytoallhumans?
B:
Yes,Iwanttotellthemtobuildbiggerzoosforus.Thenwewillfeelmuchmorecomfortable.
Suggesteddialogue2
A:
areporterB:
anelephant
A:
Nicetomeetyou.
B:
Nicetomeetyou,too.
A:
MayIaskyousomequestions?
B:
Sure.Goahead.
A:
Wheredidyoulivebeforetheybroughtyouhere?
B:
IusedtoliveinagreatforestinSouthA
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