高中英语BOOK2Unit4WildlifeProtection教学设计.docVIP

Unit 4 Wildlife Protection(Book 2) 教学目标: 1、本节课为知识点讲授课。在具体情境中灵活运用语言知识，根据学生对语言材料的深层理解和推断能力,拓宽学生关于野生动植物保护知识,体会野生动植物保护的重要性和紧迫性并提高学生在此方面的意识，抒发个人对保护动植物的独特思想。（知识与技能目标） 2、运用绿色校园短片激发学生兴趣，引领学生进入环保天地；创设不同语言情境呈现语言知识，使之简单明了，给人深刻印象；合作、探究、讨论、写作等活动培养学生自学、探究、想象、合作意识与能力和创造性思维。（过程与方法） 3、培养学生对保护野生动植物的意识，激发学生保护稀有动植物的热情，使学生树立“把自己培养成科学与人文精神相融合的创造型人才”的意识。最终目的是从文章中挖掘出内涵的深意：保护，就是保护我们人类自己。: Hello,everyone! First, please appreciate a short film and then tell me what you saw in the film. （Show a short film about our school whose people and career are developing harmoniously with the environment.）“Wildlife Protection”. 分析：短片中展示了美丽、绿色的校园环境，师生们在美丽的校园中努力工作学习，同学们放飞小鸟回归自然。通过短片激发了学生学习兴趣，体验身处和谐校园的幸福，引出本单元话题，同时唤起学生保护有益动植物的意识。 Step 2、巧设语言情境 探究知识精髓 情境 1 language point1：long vi. 用课件展示图片“一只关在笼子里的小鸟”（老师给取了一个 好听的名字Mary） T: Next, I will tell you a story about a bird whose name is Mary.(At the same time, present Mary’s picture.) T: Where is Mary living? Ss: In the cage. T: Is Mary free? Ss: No. T: If you were Mary, what would you want to do? S1: I want to be set free. S2: I will escape from the cage. S3: I am eager for freedom. T: Can you find a new similar word in Unit 4 to express your feeling? S3: I long for freedom. T: Wonderful! Just now someone says “Mary is eager for freedom.”How can we use “eager”?(此处复习了eager的用法) We can also use “long” in the same way . long to do, long sb to do, long for. T: Please use “long”to describe Mary’s feelings.(Ss make up sentences.) for freedom. The bird is longing to be set free. for someone to set it free. 情境2 language point 2 :be in danger 用课件展示另一幅图片：小鸟在天空中飞翔，一个人正在举枪瞄准。 T: Let’s go on with our story.Mary goes on flying. At this time Mary sees a man. What is the man doing? （present the picture） Ss: The man is shooting at Mary with his gun. T: Is Mary safe? Ss: No. T: Mary cries out “Help,help!” Please complete the sentences with proper words and expressions.(Present