牛津譯林Book3Unit1 Book3 Unit1 第7課時

Book3Unit1NatureinthebalanceIntegratedskills（PeriodII）Callingfortheprotectionofanimals第2課時教學設計設計人：安徽省歙縣中學孫福英單元第7課時Integratedskills—callingfortheprotectionofanimals(PeriodII)1.教材分析ThisistheseventhperiodofUnit1,Book3—Natureinthebalance.Inthisperiod,studentsfirstwillbeguidedtoreviewthemainpointsoflastclassingroups,andthentalkinpairstoexchangetheirthoughtsaboutanimalprotection.Finally,studentswillbeguidedtoplan,write,evaluateandimprovetheirarticlesinclass.Duringthewritingprocess,studentsareexpectedtomainlyemploytheinformationandusefulexpressionsacquiredinthelastclassandtheirownideastowriteanarticlecallingforanimalprotection.WhatInthissection,thereisanewsreportabouthowhumanactivitiesareharminganimals,andavideoaboutprotectinganimals.Finally,somewritingguidanceisofferedonhowtowriteanarticlefortheschoolnewspapercallingforeveryonetoprotectanimals.WhyNowadays,animalsgetbadlyharmedandsomeofthemhavegoneextinctbecauseofhumanactivities.Itisnecessarythatpeopleshouldrealizetheseriousnessoftheproblemanddosomethingpracticaltohelpprotectanimals.Thissectionaimstoraisestudents’awarenessofprotectinganimalsbymakingthemhaveagoodknowledgeoftheimportanceofanimals,theharmtoanimalsdonebyhumanactivitiesandsomeeffectivewaystoprotectthem.Ultimately,studentsareexpectedtowriteapowerfularticletocallonpeopletoprotectanimals.HowByreadingthenewsreport,studentswillknowhowhumanactivitiesareharminganimals.Bywatchingthevideo,studentswillknowhowimportantanimalsareandwhatwayscouldbeusedtoprotectthemeffectively.Withtheteacher’sguidanceonthearticlewriting,studentswillknowhowtoplantheirwritingandfinallybeabletoemploytheacquiredinformation,expressionsandtheirownideastowriteanarticlecallingforanimalprotection.2.學情分析Whatstudentshaveknown:Fromthefirstperiodofclass,studentshaveacquiredagoodknowledgeofharmtoanimalscausedbyhumanactivities,theimportanceofanimalsandwaystoprotectanimals.Itlaysafoundationforthearticlewriting.Apartfromthat,studentsareinterestedinanimalsandfamiliarwiththetopicofanimalprotection,sotheywillhavesomeideastoexpressinclassactivities.Whatstudentsneedtolearn:Studentshavelittleideaofhowtoplanthewritingandhowtoorganizetheirideas,sotheyneedtheteacher’swritingguidance.Besides,theirknowledgeaboutanimalsandanimalprotectionislimited,sotheyneedtoacquiremoreinthisclass.Possibledifficulties:Theymayfinditalittledifficulttowritethearticleinthelimitedtimeinclass,andevaluatetheirarticlescomprehensively.3.教學目標Bytheendofthisperiod,studentswillbeableto:11.employtheideasandusefulexpressionsmainlyacquiredfromthefirstclasstowriteanarticletocallforanimalprotection.2.furtherreflectonwhyandhowtoprotectanimals,knowhowtoplantheirwritingandevaluatetheirarticles.3.learnhowtoplantheirarticlewritingandhowtoimprovetheirarticleviaself-evaluationandpeer-evaluation.4.developstrongawarenessofprotectinganimals.4.教學重點1.Studentswillbecheckedtoreviewtheimportanceofprotectinganimals,harmtoanimalsdonebyhumanactivitiesandthewaystoprotectanimals.2.Studentswillbeguidedtofigureouttheplanningofthewriting,dothewritinginclassandimprovetheirwritingbycheckingandevaluatingit.3.Studentswillbeguidedtoraiseawarenessofprotectinganimalsandlivinginharmonywiththem.5.教學難點Studentsareexpectedtofinishthewritinginclassandimprovetheirwritingthroughcheckingandevaluation.6.教學過程教學目標教學活動與步驟評價要點時間與

互動模式獲取學生注意力，激發(fā)學生興趣，切入本節(jié)課話題，同時，使學生意識到動物所處的危險境地，初步培養(yǎng)學生動物保護意識。StepILead-inHavestudentswatchashortvideoclipaboutanimals,andthenanswerthequestiongivenbeforewatchingWhathappenstoanimals?Studentsareinterestedandfocusedonthevideo.Theycaneasilygettheanswer.CW/IW3’設計意圖：任務驅動，讓學生觀看視頻，激發(fā)學生興趣和對動物的情感，引出本節(jié)課話題—動物保護。復習鞏固動物對人類的重要性，人類活動對動物造成的傷害以及如何有效保護動物。StepIIReviewingroupsGuidestudentstoreviewthemainpointsofthelastclassingroups.Moststudentscanstatethekeypointsorallyandquicklyinclass.GW/IW5’設計意圖:將學生分組，指導學生以小組方式復習和鞏固上節(jié)課中的重點信息，提升動物保護意識，為接下來的談論活動作準備，同時也為寫作獲得必備信息。運用所給的問題和表達方式交流動物保護想法，反思為什么及如何保護動物。StepIIITalkinpairs●Havestudentstalkaboutanimalprotectioninpairstoexchangetheirthoughtsbyreferringtothegivenquestionsandproperlyusingsomeoftheprovidedexpressionsbelow.Questions1.Whyshouldweprotectanimals?2.Howareanimalsharmedbyhumanactivities?3.Whatactionshouldbetakentoprotectanimals?ExpressionsAnimalsareindanger/atriskwhenwe...Wecantakecareof/protectanimalswiththesemeasures.Protectinganimalhabitatsisofgreatimportancebecause...Wecantakemeasuresto/makeeffortsto...Weshouldcallonpeopleto...●Invitetwopairstopresenttheirtalktothewholeclass.●Assessthetwopairs’worksimply.Withthegivenquestionsandexpressions,studentscanexchangetheirthoughtseasilyandgetinvolvedintheirtalkactively.PW6’設計意圖：基于前面復習的重點信息，結合學生個體的思考和觀點，讓學生參考所給的問題和使用提供的表達方式，圍繞動物保護話題展開談論，表達和交流動物保護的看法，為寫作奠定語言和思想基礎。StepIVWritingStudentscanfigureouttheplanningofthearticleundertheteacher’sguidance.CW/IW6’學習如何規(guī)劃文章寫作?！馚efore-writing:1.Introducethewritingpart—writeanarticlefortheschoolnewspapercallingforeveryonetoprotectanimals.2.Planthewritingbyguidingstudentstodealwiththethreequestionsbelow.＊Whatcontentcouldbeincludedinthearticle?＊Whatkindoflanguageshouldbeusedinthearticle?＊Inwhatpersoncouldthearticlebewritten?參照文章寫作規(guī)劃和運用前面環(huán)節(jié)中所習得的表達方式和有效信息當堂完成呼吁動物保護的校報文章寫作?！馱hile-writingHavestudentswritethearticleonthewritingsheetbyreferringtotheplanninginBefore-writingandtheinformationinpartsA,BandConpages（8-10）.MoststudentscanfinishtheirarticleinthelimitedtimeIW7’開展學生自評、同伴互評以及帶領全班學生評價作品，以評促學，實現教-學-評價一體化?！馪ost-writing1.Doself-review:Havestudentsevaluatetheirownarticleaccordingtothefollowingevaluationscale.2.Dopeerreview:Havestudentscirclethepowerfulandemotivewordsandphrasesintheirpartner’sarticle.3.Shareandevaluatetheirarticles:Guidestudentstoshareandevaluatetwooftheirarticlestogether.Intheprocess,studentsareguidedtoevaluatethearticlesandexpresstheiropinionsfreely,andtheteacheroffersguidanceproperly.4.Thinkandanswer:Howwillyouimprovethearticle?Pleasegivesomeadvice.Studentscanevaluatetheirarticlestepbystepandknowhowtoimproveitviaevaluation.IW/PW/CW16’設計意圖：Before-writing旨在引導學生從內容、語言、結構及寫作人稱方面做寫作規(guī)劃和指導，為寫作環(huán)節(jié)做充分準備。While-writing旨在讓學生運用已知信息，為校報寫一篇號召人們保護動物的文章。Post-writing旨在通過學生自評、同伴互評以及帶領全班評價作品，讓學生成為評價活動的主體，從結構內容和語言兩個層面反思并改進文章中的不足之處，以評促寫，實現教-學-評一體化，也體現了生生和師生合作學習。增強學生動物保護的文化意識StepVConclusion&Appeal●Offeratiptostudents:Trytoimproveyourarticleintheaspectsyoumentionedintheevaluationprocesssothatitwillbepowerfulenoughtomakeastrongimpactonotherstoprotectanimals.●Stresstostudents:Animalsareapartoftheplanet！Animalsneedourprotection！Protectinganimalsisultimatelyprotectingourselves!●AppealforanimalprotectionShowapictureofanimalstostudentsandappealemotivelybysayingHowlovelytheyare!Let’smakeanimalssmile!Let’sliveinharmonywithanimals!Studentsagreeanddeeplyrealizethesignificanc