牛津译林2011课标版《Integrated skills》集体备课教案下载-曲靖市优质课

stripe, for a short while, catch/hunt…for…, work as a team, kill for fun, …be dangerous to…, …are writing to…, fewer and fewer living areas, yours sincerely, It’s a great pity!, act to...

3. The form of a letter

Teaching Important Point

Help students get some information about wild animals by listening.

Teaching difficult Point:

Help students come up with different ways to protect wild animals from danger.

Teaching Aids:

Multimedia & Blackboard

Teaching Procedures:

Step1 Warm-up

A short video chip is displayed to arouse the students’ feelings that what a wonderful world it is when humans and wild animals live in harmony!

Step2 Lead-in

1. Five riddles about wild animals are given, each emphasizing different aspects (looks, abilities, qualities, food and danger) and students are going to work out the riddles.

2. Students are asked to make their own riddles about wild animals with the help of useful expressions from the above aspects.

【设计意图】：用猜谜的形式激起学生对描述野生动物的兴趣；每个谜语侧重不同的方面（外观、本领、特质、食物和面临的危险），并让学生在教师所给的短语句型表达的帮助下创造性地使用语言，从不同层面描述动物，从而提升语言的组织和描述能力。谜语侧重的不同层面又为下一阶段的听打下基础。

Step3 Listen (A1) & Learn about facts about wolves and tigers

1. Students listen to the audio about the facts of wolves and tigers, catch key information and complete the fact sheets on the book; then pair check and whole-class check.

2. After checking the facts of wolves, students are encouraged to play the role of wolves, making a speech to humans entitled “I’m not a dangerous wolf.” (Individual work)

【设计意图】承接上一阶段，学生通过听从五个层面输入描述狼和虎这两种具有代表性的野生动物的语言知识，并且通过个体独白活动进行对输入的巩固并将重点引导到野生动物所面临的危险上。

Step4 Speak UP (B) & learn about danger and how to protect

1. The teacher presents pictures about people’s hunting wild animals for different purposes. Then, students listen to Millie and her mother’s dialogue and answer questions: What danger do wild animals face? What idea does Millie’s mother come up with to protect wild animals?

2. Watch a short video chip about a foreign little girl’s poem calling on people to protect wild animals. Afterwards, students are urged to do a role-play in pairs: one acts a tiger appealing for help (feelings, problems, results, hopes); the other acts a human friend trying to help (feelings, solutions). Useful expressions are offered to students. (Pair-work)

【设计意图】承接上一阶段，教师通过呈现图片强化这些危险，然后再用听对话的活动输入对危险的表达和如何应对危险，帮助野生动物免遭危险的语言表达，也是抛砖引玉之意。接下来用一个外国小女孩呼吁保护野生动物的视频为下一步学生活动作好情感铺垫。布置二人对话活动，通过情景对话巩固学生对野生动物面临危险的语言表达并激发学生思考和表达保护动物的措施和方法。教师提供语言支架辅助学生进行表达。

Step5 Information Consolidation (A2)

1. Students complete the letter telling why it is important to protect wolves and tigers by filling in the blanks.

2. Students follow the audio and check their answers.

【设计意图】对之前输入的语言知识的再总结巩固，更为下一阶段的语言表达的提升奠定基础。

Step6 Group Discussion and further writing

Students discuss in groups how to protect wild animals from danger: leaders take down ideas offered by group members on the task sheet and complete a letter writing to Suzhou Daily about how to protect wild animals; then report to the class.

Useful sentence patterns: