Unit5-Using-language-板块教学设计

2/2Unit5Usinglanguage板块教学设计Usinglanguage板块教学设计（建议时长60–70分钟，教师可根据教学实际酌情调整。）课型Grammar+Vocabulary+Listening+Speaking主题语境人与自然——人与动物的关系内容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，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；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。教学策略情景式教学策略启发式教学策略探索发现式教学策略TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstoobservethesentencesindividuallyandanswerthequestions.2.TdividesSsintoseveralgroupsandasksthemtodiscussthedifferencesbetweenthetwogroupsofsentencesandsummarisetherulesoftherelativeadverbsintheattributiveclause.3.TasksSstosharetheiranswersandtherulestheysummarised.Tcanfurtherextendtherulesifnecessary.4.TasksSstolookformoresentenceswithattributiveclausesinthereadingpassage.1.Ssobservethesentencesandanswerthequestions.2.Ssworkingroups,discussthedifferencesbetweenthetwogroupsofsentencesandsummarisetherulesoftherelativeadverbsintheattributiveclause.3.Ssreadthepassageagainandlookformoresentenceswithattributiveclausesinthereadingpassage.ToinstructSstosummarisetherulesoftherelativeadverbsintheattributiveclausebydiscovery-basedlearning.Activity21.TasksSstoreadtheshortpassageindependentlyandgetthemainidea.2.TdividesSsintoseveralgroupsandaskthemtodiscusswhatthewords“where”,“when”and“why”referto.3.TaskssomeSstosharetheiranswerswiththeclass.1.Ssreadtheshortpassageindependentlyandgetthemainidea.2.Ssworkingroupsanddiscusswhatthewords“where”,“when”and“why”referto.3.Sssharetheiranswerswiththeclass.ToenableSstoapplywhattheyhavelearnt.Activity31.TasksSstoreadtheemailindependentlyandgetthemainidea.2.TdividesSsintoseveralgroupsandasksthemtocompletetheemailwith“where”,“when”or“why”,andpayattentiontothestructureoftheemail.3.TaskssomeSstoreadtheemailtosharetheiranswerswiththeclass.1.Ssreadtheemailindependentlyandgetthemainidea.2.Ssdiscussingroupsandcompletetheemailwith“where”,“when”or“why”,andpayattentiontothestructureoftheemail.3.Sssharetheiranswerswiththeclass.1.ToletSshaveageneralunderstandingoftheemail.2.TohelpSslearnfromcooperativelearning.Activity41.TdividesSsintoseveralgroupsandasksthemtodescribethepictures.2.TasksSstoworkingroupstocompletetheidiomswithanimalnamesanddiscussthemeaningoftheidiomswiththehelpofthepicturesandthecontext.3.Tasksrepresentativesofeachgrouptosharetheiranswerswiththeclass.Otherscanaddwhattheywant.1.Ssworkingroupsanddescribethepictures.2.Ssworkingroupstocompletetheidiomswithanimalnamesanddiscussthemeaningoftheidiomswiththehelpofthepicturesandthecontext.3.Representativesofeachgroupsharetheiranswerswiththeclass.Othersaddwhattheywant.1.TohelpSscombinethelearningoflanguagewithculture.2.ToenableSstoenjoytheleaningoflanguage.Activity51.TasksSstoreadtheshortpassageindependentlytogetthemainideaandhaveanideaofwhattheyneedtodo.2.TdividesSsintoseveralgroupsandasksSstoworkingroupstocompletetheshortpassagewiththeanimalidiomsinActivity4basedonthecontext.3.Tasksrepresentativesofeachgrouptosharetheiranswerswiththeclassbyreadingouttheshortpassage.Otherschecktheanswers.4.TencouragesSstothinkofsomeChineseanimalidiomsandcomparethemwiththeEnglishonestheyhavejustlearntifSshavebetterability.1.Ssreadtheshortpassageindependentlytogetthemainideaandhaveanideaofwhattheyneedtodo.2.SsworkingroupstocompletetheshortpassagewiththeanimalidiomsinActivity4basedonthecontext.3.SomeSssharetheiranswerswiththeclass,otherschecktheiranswers.4.SsthinkofsomeChineseanimalidiomsandcomparethemwiththeEnglishonestheyhavejustlearnt.1.ToenableSstoapplywhattheyhavelearnt.2.TohelpSslearnfromcooperativelearning.3.TocultivateSs’cross-culturalawareness.4.TodevelopSs’criticalthinkingskills.Activity61.TasksSstoworkinpairstobrainstormmoreanimalidioms.2.TasksSstochooseanidiomanddescribeasituationwithitinpairs.3.TaskssomepairsofSstodescribethesituationwiththeanimalidiomtheychooseandencouragesotherSstocommentonthesituationthey’veheard.1.Ssworkinpairstobrainstormmoreanimalidioms.2.Sschooseanidiomanddescribeasituationwithitinpairs.3.SomepairsofSsdescribethesituationwiththeanimalidiomtheychooseandotherSscommentonthesituationthey’veheard.ToencourageSstoshareandpresentwhattheyhavelearntwitheachotherconfidently.Activity71.TasksSstolistentotheTVdebateandgetthemainideaandchoosethecorrecttopic.TasksSstolistenagainifnecessary.2.Tcheckstheanswerswiththewholeclass.1.SslistentotheTVdebateandgetthemainideaandchoosethecorrecttopic.2.Sschecktheanswers.ToinstructSstolistenoutforthemaintopic.Activity81.TasksSstolookatthemindmapindependentlytofigureoutthepositionsofbothsidesandtheirmainarguments,andtherequirementsoftheactivity.2.TasksSstolistentotheTVdebateandcompletethemindmapbysummarisingtheargumentsofbothsides.3.TaskssomeSstosharetheiranswerswiththewholeclass.4.TasksSstolistentotheTVdebateagainandrecordhowthespeakersexpressagreementanddisagreement.5.TdividesSsintoseveralgroupsandasksthemtoworkingroupstodiscusshowtogivesuggestionsinaconversation.6.Taskssomegroupstosharetheiropinions.1.Sslookatthemindmapindependentlytofigureoutthepositionsofbothsidesandtheirmainarguments,andtherequirementsoftheactivity.2.SslistentotheTVdebateandcompletethemindmapbysummarisingtheargumentsofbothsides.3.Sssharetheiranswerswiththewholeclass.4.SslistentotheTVdebateagainandrecordhowthespeakersexpressagreementanddisagreement.5.Ssworkingroupstodiscusshowtogivesuggestionsinaconversation.6.Sssharetheiropinionswiththewholeclass.1.ToinstructSstolistenoutforsomedetailedinformationandsummarisetheskillsinacquiringnecessaryinformation.2.TohelpSslearnfromcooperativelearning.3.ToencourageSstoshareandpresentwhattheyhavelearntwitheachotherconfidently.Activity91.TasksSstoworkinpairsandchoosetheirroles,andthenreadtheassignedmaterialsindependentlyandmakepreparationsforthedebate.2.TasksSstodebateonwhetherpeopleshouldkeepanimalsaspetswiththehelpofthewordsandexpressionstheyhavelearnt.3.Taskssomepairstopresenttheirdebatetothewholeclass.4.IfSshavebetterability,Tcandividetheclassintotwogroupsandholdthedebate,andTencouragesSstopreparewhattheywouldsayaccordingtothedifferentrolesofadebatingteam.1.Ssworkinpairsandchoosetheirroles,andthenreadtheassignedmaterialsindependentlyandmakepre