Wildlife Protection (the vocabulary part)

杨影

课型 新授课（单词部分）

课时1课时

一、学情分析

认知基础：在初中学习的基础上，高一学生已经掌握了一些基本的词汇学习方法并具备一定的词汇量，而且能简单用英语地表达个人观点，但是就高中阶段对阅读的要求，他们的词汇量非常有限。此外，他们对新词的理解和运用上存在一定的问题。

二、教学内容分析

词汇在高中英语乃至整个英语学习中都起着举足轻重的作用，桥梁和纽带。但是在实际的日常学习中，学生对单词的记忆和运用都存在很大的问题，导致英语学习的低效性。本节课是这单元的第一课时，学生要学习25个新单词及7个重点短语的读音，拼写，意义和运用并探索有效的词汇学习方法，任务比较重。

三、教学目标

依据新课程标准的要求和学生已有的知识结构与认知水平，确定本节课的教学目标如下：

1、知识与技能：学习与野生动物保护有关的词汇；能根据图片以及上下文语境猜测生词词义并能用英语释义解释基本单词；能灵活使用所学词汇进行表达；探索有效的词汇学习方法。

2、过程与方法。通过生动的图片和典型的例句创设恰当的语言情境，来呈现新的词汇，使之简单明了，便于理解和掌握。并采用诱导式的教学方法，引导学生主动探究，总结概括，辨析相似的词汇。合作、讨论、竞赛、写作等活动培养学生自学、探究、想象、合作的意识与能力。

3、情感态度与价值观。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，最终目的是使学生理解：保护动植物，就是保护我们人类自己。

四、教学重点与教学难点

重点：掌握一些基本词汇的发音和拼写，能灵活应用重点词汇，提高对自然保护的意识。

难点：探索有效的词汇学习方式和简单的构词法 ，提高学生的自学能力。

教学过程设计

Step1.Leading in

Predict the content of the unit

预设师生活动：

T： 1.Present the title of this unit and some pictures of rare animals.

2.Question ： Can you predict the content of the unit？

Ss： Express themselves freely

设计意图：I can stimulate students to learn some new words of the unit.

Step2.Pronunciation competition

预设师生活动：

T： 1. Encourage students to practice reading by themselves.

2. Give students four minutes to prepare and divide them into four groups.

Ss： The competition begins. If ones pronunciation is right he can get one mark for his group otherwise the students in another group can get one mark.

设计意图： Arouse students` interest and enthusiasm to involve in it and cultivate their cooperative and competitive abilities.

Step3：Important vocabulary study

1、T：Present some pictures and then use a sentence to describe them.

If pandas` habitat is threatened， their numbers may decrease.

Ss： Try to guess the meanings of the new words.

设计意图： Improve their abilities of guessing and self-learning.

2、T： As to the key word——threaten， I give more explanation in detail. Through two interesting pictures， I show students two sentences.

（1） The orange threaten the apple to bite it.

（2）The boy threatened to kill the thief with his knife.

Ss： Try to draw a conclusion of how to use the word ---threaten.

設计意图：Encourage them to learn how to draw a conclusion

3、T： Present one more picture in which a lot of tigers` fur are collected by people and then comes one sentence.

People kill tigers for fur， as a result the species are dying out.endprint

Ss： They can guess the three new words` meaning.

设计意图：Cultivate their abilities of imagining， understanding and guessing.

4、T： Present two pictures. One represents a lovely bird and the other shows a strong man is shooting at it. Then follow three sentences ：

The bird is in danger. The man is dangerous.

Ss： Try to distinguish the similar words：danger and dangerous and learn how to use the phrases of protect from.

设计意图：Encourage students to think on their own and learn to compare.

Step4.Practice

1、Who is my root？

T： Ask students to look at the table and ask： can you match the words with their roots as quickly as you can？

Ss： Try to match the words with their roots and think how to build up a new word.

protection endanger rubber loss laughter powerful importance

rubber protect danger power lose laugh important

设计意图Help students remember the new words.

2、Who is my friend？

T： Ask students to match the proper words to make up phrases.

Ss： Match the words

（练习词语搭配）endangered a nature a flying wildlife a new a millipede drug insect carpet protection reserve animals

设计意图：Help students to use words properly.

3.Who am l？

T： Presenting some English explanations and the pictures concerned， I ask students to try to guess what the words are.

Ss：They think carefully and quickly and then volunteer to answer actively.

1.to go after animals to catch them or kill them （hunt）

2.able to control events （powerful）

3.do something to have a change（affect）

设计意图：Some experts said foreign language learners should try to think in the foreign language. So the exercise indicates a good method of learning words.

Step5.Games

T： Give students some words in limited time and organize them to have a game of expressing and guessing just like the program hosted by Li Yong. And encourage a few pairs to do it.

Ss： One student tries to explain them in English or by body language but he cant refer to the words. Another student cant see the words and try to guess.

设计意图：Students can improve their ability of expressing， analyzing and judging and grasp what they have learned better.

Step6.Summary and evaluation

T： Evaluate the whole class， especially the special groups or individuals.

Ss： The students evaluate themselves and evaluate each other.

設计意图：Through evaluation， students can find out the problems in learning and consolidate what they have learnt.

Step7. Homework

Write a composition. They must use the new words as many as they can.

设计意图：By doing it students can practice using the new vocabulary correctly and improve their writing skill.

Step8.Blackboard design

1. Find the root. 2. Find the proper word to match.

3. Guess words. 4. Have a game.endprint