1、1 / 8 Unit 5 Into the wild Using language 课型课型 Grammar + Vocabulary + Listening + Speaking 主题语境主题语境 人与自然人与动物的关系 内容内容分析分析 本板块分为语法，词汇和听说三部分。语法部分包括两个 语篇，第一个语篇展现了中国大熊猫到达荷兰后的情况，第二 个语篇是一封介绍南非之行的邮件；词汇部分介绍了与动物相 关的英文习语，帮助学生了解英语文化；听说部分的材料是动 物园饲养员和动物保护组织成员间就“是否应将动物圈养在动 物园”展开的辩论，引导学生辩证地思考人与动物的关系。通 过真实语境下技能的综合训练
2、，学生能够加深对单元主题的理 解，提高语言应用能力。 教学目标教学目标 本板块学习完成后，学生能够： 1能够发现、总结定语从句中关系副词的使用规律，并正确选 用关系副词； 2能够理解生活中常用动物习语的含义，收集、掌握并恰当地 使用习语； 3能够在听力训练中找到获取有效信息的听力策略； 4能够用已学语言展开辩论，表达同意或不同意的观点。 教学重点教学重点 1发现、总结定语从句中关系副词的使用规律； 2理解习语的运用语境，实现语言知识的迁移； 3在听力训练中找到获取有效信息的听力策略。 教学难点教学难点 1通过发现法总结、归纳关系副词 why, when, where 在定语从 句中的运用规律；
3、 2对所学知识形成迁移能力，在真实语境中使用定语从句； 3通过听力训练形成有效的听力策略。 教学策略教学策略 情景式教学策略、启发式教学策略、探索发现式教学策略 2 / 8 Teaching contents Procedures Purposes Teachers activity Students activity Activity 1 1. T asks Ss to observe the sentences individually and answer the questions. 2. T divides Ss into several groups and asks them t
4、o discuss the differences between the two groups of sentences and summarise the rules of the relative adverbs in the attributive clause. 3. T asks Ss to share their answers and the rules they summarised. T can further extend the rules if necessary. 4. T asks Ss to look for more sentences with attrib
5、utive clauses in the reading passage. 1. Ss observe the sentences and answer the questions. 2. Ss work in groups, discuss the differences between the two groups of sentences and summarise the rules of the relative adverbs in the attributive clause. 3. Ss read the passage again and look for more sent
6、ences with attributive clauses in the reading passage. To instruct Ss to summarise the rules of the relative adverbs in the attributive clause by discovery-based learning. Activity 2 1. T asks Ss to read 1. Ss read the short To enable Ss to 3 / 8 the short passage independently and get the main idea
7、. 2. T divides Ss into several groups and ask them to discuss what the words “where”, “when” and “why” refer to. 3. T asks some Ss to share their answers with the class. passage independently and get the main idea. 2. Ss work in groups and discuss what the words “where”, “when” and “why” refer to. 3
8、. Ss share their answers with the class. apply what they have learnt. Activity 3 1. T asks Ss to read the email independently and get the main idea. 2. T divides Ss into several groups and asks them to complete the email with “where”, “when” or “why”, and pay attention to the structure of the email.
9、 3. T asks some Ss to read the email to share their answers with the class. 1. Ss read the email independently and get the main idea. 2. Ss discuss in groups and complete the email with “where”, “when” or “why”, and pay attention to the structure of the email. 3. Ss share their answers with the clas
10、s. 1. To let Ss have a general understanding of the email. 2. To help Ss learn from cooperative learning. Activity 4 1. T divides Ss into several groups and 1. Ss work in groups and describe the 1. To help Ss combine the 4 / 8 asks them to describe the pictures. 2. T asks Ss to work in groups to com
11、plete the idioms with animal names and discuss the meaning of the idioms with the help of the pictures and the context. 3. T asks representatives of each group to share their answers with the class. Others can add what they want. pictures. 2. Ss work in groups to complete the idioms with animal name
12、s and discuss the meaning of the idioms with the help of the pictures and the context. 3. Representatives of each group share their answers with the class. Others add what they want. learning of language with culture. 2. To enable Ss to enjoy the leaning of language. Activity 5 1. T asks Ss to read
13、the short passage independently to get the main idea and have an idea of what they need to do. 2. T divides Ss into several groups and asks Ss to work in groups to complete the short passage with the animal idioms in Activity 4 based on the context. 1. Ss read the short passage independently to get
14、the main idea and have an idea of what they need to do. 2. Ss work in groups to complete the short passage with the animal idioms in Activity 4 based on the context. 3. Some Ss share their answers with 1. To enable Ss to apply what they have learnt. 2. To help Ss learn from cooperative learning. 3.
15、To cultivate Ss cross-cultural awareness. 4. To develop Ss critical thinking skills. 5 / 8 3. T asks representatives of each group to share their answers with the class by reading out the short passage. Others check the answers. 4. T encourages Ss to think of some Chinese animal idioms and compare t
16、hem with the English ones they have just learnt if Ss have better ability. the class, others check their answers. 4. Ss think of some Chinese animal idioms and compare them with the English ones they have just learnt. Activity 6 1. T asks Ss to work in pairs to brainstorm more animal idioms. 2. T as
17、ks Ss to choose an idiom and describe a situation with it in pairs. 3. T asks some pairs of Ss to describe the situation with the animal idiom they choose and encourages other Ss to comment on the 1. Ss work in pairs to brainstorm more animal idioms. 2. Ss choose an idiom and describe a situation wi
18、th it in pairs. 3. Some pairs of Ss describe the situation with the animal idiom they choose and other Ss comment on the situation theyve heard. To encourage Ss to share and present what they have learnt with each other confidently. 6 / 8 situation theyve heard. Activity 7 1. T asks Ss to listen to
19、the TV debate and get the main idea and choose the correct topic. T asks Ss to listen again if necessary. 2. T checks the answers with the whole class. 1. Ss listen to the TV debate and get the main idea and choose the correct topic. 2. Ss check the answers. To instruct Ss to listen out for the main
20、 topic. Activity 8 1. T asks Ss to look at the mind map independently to figure out the positions of both sides and their main arguments, and the requirements of the activity. 2. T asks Ss to listen to the TV debate and complete the mind map by summarising the arguments of both sides. 3. T asks some
21、 Ss to share their answers with the whole class. 4. T asks Ss to listen 1. Ss look at the mind map independently to figure out the positions of both sides and their main arguments, and the requirements of the activity. 2. Ss listen to the TV debate and complete the mind map by summarising the argume
22、nts of both sides. 3. Ss share their answers with the whole class. 4. Ss listen to the TV 1. To instruct Ss to listen out for some detailed information and summarise the skills in acquiring necessary information. 2. To help Ss learn from cooperative learning. 3. To encourage Ss to share and present
23、what they have learnt with each other confidently. 7 / 8 to the TV debate again and record how the speakers express agreement and disagreement. 5. T divides Ss into several groups and asks them to work in groups to discuss how to give suggestions in a conversation. 6. T asks some groups to share the
24、ir opinions. debate again and record how the speakers express agreement and disagreement. 5. Ss work in groups to discuss how to give suggestions in a conversation. 6. Ss share their opinions with the whole class. Activity 9 1. T asks Ss to work in pairs and choose their roles, and then read the ass
25、igned materials independently and make preparations for the debate. 2. T asks Ss to debate on whether people should keep animals as pets with the help of the words and expressions they have learnt. 3. T asks some pairs 1. Ss work in pairs and choose their roles, and then read the assigned materials
26、independently and make preparations for the debate. 2. Ss debate on whether people should keep animals as pets with the help of the words and expressions they have learnt. 3. Ss present their 1. To help Ss learn from cooperative learning. 2. To help Ss develop critical thinking skills. 3. To encoura
27、ge Ss to share what they have learnt with each other confidently. 8 / 8 to present their debate to the whole class. 4. If Ss have better ability, T can divide the class into two groups and hold the debate, and T encourages Ss to prepare what they would say according to the different roles of a debat
28、ing team. debate to the whole class. 4. Ss take a stand and prepare what they would say according to the different roles of a debating team, and then hold a debate in class. Activity 10 1. T asks Ss to work in pairs and choose another topic that is related to animals and hold a debate. 2. T asks some pairs to present their debate to the whole class. 1. Ss work in pairs and choose another topic that is related to animals and hold a debate. 2. Ss present their debate to the whole class. To enable Ss to apply what they have learnt.
