2020-2021学年Unit 2 Animals教学设计及反思

这是一份2020-2021学年Unit 2 Animals教学设计及反思，共10页。

Perid 4 Listening & Viewing教学设计
课题
Listening and Viewing
单元
Unit 2
学科
English
年级
Senir Grade 1
教材
分析
Listening is designed fr students t practise listening skills with cntent n what a typical animal lver des;
Viewing is fr students t watch the animal heres that are man’s real friends.
教学目标与核心素养
1. Knwledge bjectives: animals are a gd help t peple;
what a real animal lver wuld d;
Skill bjectives: listening strategies and using a table t list the infrmatin yu
see r hear;
3. Emtinal bjectives: lve f animals and prtecting animals;
supprting animal cnservatin prjects;
Thinking quality bjectives: What can we d fr animals?
What can animals d fr us?
What is the relatinship between man and animals?
重点
Listening t a stry f a real animal lver;
Watching tw vide clips presenting the heric deeds f animals;
难点
catching key wrds in an audi dcument r in a vide clip; taking ntes in shrthand;
教学过程
教学环节
教师活动
学生活动
设计意图
导入
1. bradcasting the wrds and expressins f Perid 4;
2. listing what a typical animal lvers wuld d befre listening;
3. encuraging students t add mre infrmatin t the list abve;
1. listening t the wrds and expressins and read alud;
2. making their wn list f what a typical animal lvers wuld d;
3. exchanging ideas between students;
1. clearing the vcabulary blck;
2. list-making is t prepare fr the listening task;
3. encuraging students t get invlved in the tpic;
讲授新课
PPT 4, “Let’s listen”:
The material is suppsed t be bradcasting fr tw times befre students cmplete the task.
II. Listen t the radi prgram. While yu listen, match the speaker's activities with his particular perid f life. Nte that there is ne extra chice.
when he was a child,
E. visiting the z
H. watching z animals
C. reading bks n animals
when he was lder,
G. ging n a safari
B. bserving wild animals
3. nw
F. ging t the museum
D. watching animal dcumentaries
PPT 5, “Let’s listen”:
III. Listen again and cmplete the answers t the questins.
1. What are the speaker's cncern abut animals?
The speaker is wrried abut the future f many animals. Sme f his favrite animals are in danger f dying ut.
2. Accrding t the speaker, what shuld we d t slve the prblem?
We need t change ur life style s the future generatin can have the chance t see animals in the wild.
Teacher may remind students t fcus n the end part f the speech, which cntains the infrmatin missing n lines.
PPT 6, “Discussin”:
IV. What d yu think we can d t slve the prblem mentined by the speaker? Discuss with yur partner(s).
A mind map is presented f “glbal warming” and its pssible effects n animals’ life.
Teachers may invites students t talk abut the listed pssible effects n animals’ life.
PPT 7, “Pre-Viewing”
Make a list f reasns why an animal can be called a her. Cmpare yur list with yur partner's.
Here, teachers shall d a brainstrming n the tpic f animal heres, inviting students t list any pssible heric deeds f animals they have ever heard, seen r watched.
PPT 8-12, “Vide Time”:
II Salty the Her
PPT 8,
Step One: Watch the vide fr the first time.
PPT 9,
Step Tw: Fill in the first part f the table after watching the vide.
Wh: (1)A New Yrk guide dg
named Salty
What des the her lk like：
Salty is a tall blnde-haired
Labradr.
PPT 10,
Step Three: Fill in the secnd part f the table.
When: 11 Sept. 2001
Where: (3) n the seventy first flr
in Twer One f the Wrld
Trade Center
PPT 11,
Step Fur: Fill in the last part f the table.
What happened:
As Twer One f the Wrld Trade Center began cllapsing arund them, Salty (4) led Oma and a friend dwn 70 flights f stairs t safety. Later, Salty and her wner received (5) the Partner and Curage Award and she was als given (6) the Dickin Medal.
PPT 12,
What is Dickin Medal?
Time: Wrld War II
Funder: Maria Dickin
Award: Peple's Dispensary fr
Sick Animals (PDSA)
Value: the animal equivalent f
the Victria Crss
Purpse: acknwledging
extrardinary valr
T hnr: any animal in military
cnflict
Nw: plice dgs, hrses and
guide dgs f exceptinal
Devtins; awarded
Dickin medals bearing
the wrds “We Als
Serve”.
PPT 13-15, II Winnie the Cat
PPT 13,
Step One: Watch the vide fr the first time
PPT 14,
Step Tw: Fill in the first part f the table.
Wh: a cat named (7) Winnie
What des the her lk like:
Winnie is a cat with black and gray stripes.
PPT 15,
Step Tw: Fill in the secnd part f the table.
Where: her wner's hme
What happened:
the cat was (9)asleep when her wner's huse began filling up with carbn mnxide (CO). She started mewing ludly and scratching bjects t get her wner t (10) wake up. Finally, her actins saved her wner's life.
PPT 16-19: “Pair Wrk”
III Each student retells ne f the stries based n their ntes.
PPT 16-18,
Salty, a guide dg
Mr. Oma, a blind man
a guide dg, prtect wner ut f
danger
Salty, mre than bravery
n 11 September, 2001
n the 71st flr in Twer One f
the Wrld Trade Center
the twer began cllapsing
Salty led Oma and a friend dwn
70 flights f stairs t safety
PPT 19, Winnie the Cat
1. Winnie, a cat with black and gray stripes;
2. Winnie, asleep, the huse filled up with CO;
3. Winnie, mewed ludly, scratched bjects, wke up her wner;
4. Winnie, saved her wner's life frm being pisned by CO;
PPT 20-23, “Grup Wrk”
IV Share with yur classmates stries yu knw abut animal heres. Bth the stries are frm the internet
(
uk)
PPT 20-21, Stry One:
Time: 2017
Place: Lndn
Wh: three dgs frm Lndn Fire
Brigade
What: helped assist the fire
investigatrs pinpint
where the fire started
within the twer blck;
Details:
attending an average f between 180 and 230 incidents a year;
highly trained animals; able t identify ten ignitable substances (易燃物质); able t determine whether an accelerant (催化剂) was used and whether a blaze (大火) was started deliberately (故意地);
PPT 22-23, Stry Tw:
Time: 2018
Place: Syria
Wh: Barrie
What: helped Sean, bmb dispsal
expert in the Ryal
Engineers, with PTSD
Details:
Sean fund Barrie, a tiny Asian Shepherd crss puppy, frm beneath the rubble in a bmbed-ut schl;
The tw became inseparable ver three mnths;
“Barrie kept my mind away frm all the things I was seeing and ding ut there.” Sean said.
PPT 24, What is PTSD?
Pst-traumatic stress disrder (PTSD) (创伤后应激障碍) and the military are cmmnly linked. PTSD, as a term, came t be in 1980s.
Histrically, peple have recgnized that expsure t cmbat situatins can have a prfund negative impact n the minds and bdies f thse invlved in these situatins.
PPT 25-26, “Culture Link”:
Views Abut Animals in Different Culture
PPT 25,
In mst places in the wrld, dgs are lved - they are lvely, friendly, helpful and lyal.
PPT 26,
In India, cws are greatly respected -
they representing hly, gd luck, nt t be killed, nt t be eaten, and happiness;
PPT 27-28, Summary:
√ a real animal lver
√√visiting zs, watching
animals in the z
√√reading bks n animals
√√ging t the natural histry
museum
√√bserving animals in the wild
√√ thinking abut the relatinship
f man and animals in future
√ Animal heres
√√ Salty the guide dg
√√ leading her wner dwn 70
flights f stairs befre the
twer cllapsed
√ √ Winnie the cat
√√ saving her wner's life frm
being pisned by CO
PPT 29, Hmewrk,
Research n the fllwing tpic:
What are peple's attitudes t dgs in China?


(1) Let’s listen;
(2) Discussin;
(3) Vide Time
(4) Pair Wrk
(5) Grup Wrk
(6) Culture Link
All these activities in perid 4 fcuses n students’ listening and predicting skills, as well as critical thinking.
PPT 4, bradcasting a mnlgue f an animal lver.
Task II is a bit easy fr students.
Students may listen t the material twice; fr the first time, lcate the key pints accrding t the time line;
fr the secnd time, check the pints;

PPT 5,
Befre listening, students shall have a quick lk-thrugh f the questins and the underlined blanks t be filled up, fixing up the key wrds like “be wrried abut, need t , ...”, after which the infrmatin wanted shall appear.
Task III is a bit hard fr students.
PPT 6,
Students may discuss abut what they hear, read r watch n the tpic f glbal warming and its pssible effects n animals besides the listed pints.
PPT 7,
Students may refer t bks r search nline fr animal her stries.
PPT 8-12,
Task II is divided int 4 steps;
fr each step, students may listen t the clip twice.
Blanks (1) - (4) are easier cmpared with blanks (5) and (6).
Students may nt ask fr any help befre the keys are shwn.
PPT12, a backgrund knwledge f “Dickin Medal”;
Students may search
“Dickin Medal” and get sme infrmatin;
PPT 13-15,
Task II Winnie the Cat is divided int 2 steps;
fr each step, students may listen t the clip twice.
Blanks (7) - (10) are easier cmpared with blanks (5) and (6) in the stry f Salty the Her.
Students may nt ask fr any help befre the keys are shwn.
PPT 16-19,
Students shall retell Salty’s stry accrding t the ntes.
PPT 19,
Students shall retell Winnie’s stry accrding t the ntes.
Again, in Task IV f “Grup Wrk”, students shall tell the stries accrding t the ntes given;
Fr mre stries f animal heres, students may cme t the website www.animalher

Students may refer t the internet and find mre infrmatin f PTSD.
In “Culture Link”, students are invited t talk n the tpic f views abut animals in different culture.
In “Summary”,
Students shall review what we have learnt tday, especially
(1) thinking ver what we can d fr animals;
(2) thinking ver what animals can d fr man;
(3) practising listening;
(4) taking ntes in shrthand;
(5) retelling stries accrding t ntes;
“Let’s listen” is designed fr students t practising their listening.
In the prcess f listening t the mnlgue, questins ranging frm new wrds t the cntent f the speech are pen t discussin in class.
Task III is designed fr students t practising listening strategies and skills;
Lcate the signals after which the key infrmatin may appear, and grasp the wrds and phrases befre they flash away.
Task IV is designed fr students t be engaged mre in animal prtectin.
Task I n PPT 7 is designed fr students t understand what animals can d fr man.
“Vide Time”:
II Salty the Her is divided int 4 steps, each f which cntain sme missing infrmatin fr students t fill in.
Task II Salty the Her is designed t practise students’ watching, listening, and memrizing skills in terms f the specific details.
Task II Winnie the Cat is again designed t practise students’ watching, listening, and memrizing skills in terms f the specific details.
Task III f “Pair Wrk” is designed t practising students’ speaking.
Based n the ntes given, stries f Salty and Winnie are retld.
Task IV f “Grup Wrk” is designed fr students t learn mre abut animal her stries t see what animals can d fr man.
“Culture Link” is designed fr students t knw mre abut animals and views abut animals in different culture.
Here, critical thinking may get imprved during
discussins.
Summary is designed fr the cnvenience f reviewing what we have learnt tday as well as fr students t d checklist.
课堂小结
guiding students t d sme
preparatin wrk befre listening;
2. asking students t cmplete Task II;
3. guiding students t take ntes in
shrthand;
4. guiding students t cmplete Task III;
5. guiding students t have discussin n the tpic - what we can d t help animals;
6. guiding students t d sme preparatin wrk befre watching the vide clips;
7. guiding students t take ntes and cmplete Task II and III;
8. elabrating n the tpic f what animals can d fr man by sharing mre animal her stries;
9. Culture Link
1. learning abut what a real animal lver d;
2. learning t take ntes in shrthand;
3. learning t use sme listening strategies t carry ut the listening task;
4. learning abut what we can d fr animals in future;
5. learning abut sme animal her stries;
6. thinking mre abut what animals can d fr man;
7. learning mre abut peple’s views n animals in different parts f the wrld;
1. practising students’ critical thinking ver the relatinship f man and animals;
2. prmting students’ listening skills;
3. training students’ viewing strategies;
4. inviting students t ask mre questins n sme new terms;
5. encuraging interactins and discussins;
板书
New wrds and phrases: