高中英语人教版 (新课标)必修1&2Unit 4 Wildlife Protection教案
展开Period 6 Assessment
The General Idea of This Period：
This period is to help the Ss to elevate their acquisition about wildlife protection and their ability of using the expressions and grammar learned in this unit.
Teaching Aims：
1.Elevate efficiently the students’ knowledge about wildlife protection.
2.Elevate the Ss ability of using the expressions and grammar learned.
Teaching Important and Difficult Point：
Help the Ss learn to assess whether their knowledge about this topic has increased.
Teaching Methods：
Question-and-answer activity
Pair work and group work to make the students work in class.
Teaching and Learning Aids：
1.A multimedia.
2.A blackboard.
Teaching Procedures：
Step 1 Greetings
Step 2 Revision
T：So far we have finished this unit which is about wildlife protection.
Ss：It’s about the endangered wildlife and how to protect them from dying out from the earth.
S1：I have learned tremendous about the poor wildlife and I’ve made up my mind to try every effort to protect them.
T：Terrific.
Step 3 Assessment
T：Today we are going to see how hard you worked and how much more you know about wildlife.
非测试性评价
A quiz about wildlife protection.
Tick the statements according to what you do or think.
1.I can easily name 10 kinds of animals which live in my neighborhood.
2.I am very friendly to wildlife and never hurt any animals；for example，insects and birds.
3.I have kept little pets at home./I keep a little pet at home now.
4.I have donated some pocket money to wildlife protection organizations.
5.I believe human beings and animals can live happily together.
6.I think the wildlife crisis is mainly caused by humans.
测试性评价
Ⅰ.单词拼写
1.Smoking a your health.
2.We were b to death by mosquitoes while camping.
3.You should pay full a to what is going on around you.
4.There is a f dog to guard the house.Please don’t enter without asking for its owner.
5.Whisky c a large percentage of alcohol.
6.The tour companies ______ （申请）to be allowed to hunt some for a fee，which made a lot of money for the farmers.
7.One can’t work with an empty ______（肚子）.
8.He took the poor children under ______（保护）.
9.It’s ______（建议）that we put on a short play at the party.
10.We offer an excellent after-sale s （服务）.
Keys：
1.affects 2.bitten 3.attention 4.faithful 5.contains 6.applied 7.stomach 8.protection 9.suggested 10.service
Ⅱ.句型转换
1.A：The worker is showing us how to operate the machine.
B：We ______ ______ ______ how to operate the machine.
2.A：It amazed her that he was still alive.
B：She ______ ______ that he was still ______.
3.A：People are collecting money for a wildlife project in the world.
B：______ ______ ______ ______ for a wildlife project in the world.
4.A：There was a small beautiful garden in our school，but now it has disappeared.
B：There ______ ______ ______ a small beautiful garden in our school.
5.A：People hope that milu deer will be common in China.
B：______ ______ ______ that milu deer will be common in China.
6.A：Milu deer has disappeared from China.
B：Milu deer has ______ ______ in China.
7.A：Please show me some place in which there is some wildlife protection.
B：Please show me some place ______ there is some wildlife protection.
8.A：Although tourists love to see us，they didn’t want to protect us.
B：They didn’t want to protect us ______ ______ tourists love to see us.
9.A：The boy did not go school because of illness.
B：The boy did not go school ______ he was ______.
10.A：Every word from the teacher will affect the pupils greatly.
B：Every word from the teacher will ______ a great ______ ______the pupils.
Keys：1.are being shown 2.was amazed...living 3.Money is being collected 4.used to be
5.It is hoped 6.died out 7.where 8.even though/if 9.because...ill 10.have...effect on
Ⅲ.完成句子
1.由于下雪，很多同学迟到了。
It snowed.______ ______ ______，many students were late.
2.我听说杰克曾经差点丢了工作。
I hear Jack once was ______ ______ of losing his life.
3.许多风俗渐渐都没有了。
Many customs are slowly ______ ______.
4.你知道新中国是什么时候成立的吗？
Do you know when New China ______ ______ ______？
5.每个人都要注意环境保护。
Everyone should ______ ______ ______environment protection.
Keys:1.As a result 2.in danger 3.dying out 4.came into being 5.pay attention to
Step 4 A Formative Assessment Chart
Read the following chart carefully and then work together with your partners to complete the assessment.
Goals | No. | Rating items and its standards | Self-rating | He-rating |
Interactive response | 1 | Acceptance of the materials of the unit. A.Enjoy all the materials. B.Enjoy more than three kinds of it. C.Only accept 1-2 kinds of it. D.Don’t accept any of them. |
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2 | Acceptance of the activities in this unit. A.All are accepted. B.Willing to take part in three kinds or so. C.Not willing to take part in 1 or 2. D.Not willing to take part in any. |
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3 | Number of web sites referred to in order to get related information on this topic. A.More than 5. B.About 3. C.1 or 2. D.None. |
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4 | Number of webs or other resources related to the topic. A.More than 5. B.3 to 4. C.1 to 2. D.Zero. |
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Efficient Preparation before Class | 1 | Number of words looked up in the unit. A.All. B.80%. C.50 %. D.20% or less. |
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2 | Percentage of passages read before class. A.All. B.80%. C.50 %. D.20% or less. |
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3 | Percentage of difficult sentences underlined before class. A.All. B.80%. C.50 %. D.20% or less. |
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4 | Number of questions raised about the understanding of passages or the usage of words. A.More than 10. B.6-8. C.3-5. D.Less than 2. |
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Attention & Cooperation in Class | 1 | Frequency of being absent-minded A.Never. B.Seldom. C.Often. D.All the time. |
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2 | Frequency of raising hands to answer questions A.Always. B.Often. C.Seldom. D.Never. |
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3 | Amount of notes taken down. A.All. B.About 80%. C.About 50%. D.Less than 20%. |
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4 | Cooperation with partners in activities. A.Always. B.Often. C.Seldom. D.Never. |
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Full Understanding and Enjoyment after Class | 1 | Amount of knowledge and skills covered and digested. A.All. B.About 80%. C.About 50%. D.Less than 20%. |
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2 | Frequency of practicing the learned materials in this unit A.Everyday. B.Every other day. C.Every 3-4 days. D.Every 5 days or more. |
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3 | After learning this unit，you find your ability in listening，speaking，reading and writing have been ______ improved. A.fully B.partially C.slightly D.not |
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Summary of the Whole Unit |
| Useful words |
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| Useful phrases |
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| Useful patterns & structures |
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| Grammar |
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Aspects to Be Improved |
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Step 4 The Design of the writing on the Blackboard
Unit 4 Wildlife protection
Period 6
A quiz about wildlife protection
Tick the statements according to what you do or think.
Step 5 Record after Teaching
Activity and Research：
Book of Wild Life Protection
This activity is intended for the group cooperation.Students have to assign themselves the work.Suppose your class is going to publish a book about wild life protection.Each group will introduce one kind of endangered species.As the same time，students can enlarge their knowledge of endangered animals by surfing the Internet or reading the related books.In addition，students are encouraged to think creatively to find out the solutions of the problems facing the endangered species.
1.Assign each group to find out the information of one kind endangered species.
2.Make a list of the information they have to find out about the endangered species.They have to find out the features，habitats，problems and solutions of these endangered species.Students can search the Internet or read some books to get the information.
3.In class，the students introduce the information to the whole class，and their classmates are expected to guess what animals they are and what problems they have.
4.The group presents their materials and what they have got to the class，such as the pictures，their habitats and problem，as well as their situations.
5.The rest of the class are free to ask any questions they want to know about this endangered species.
6.Students are expected to work hard together to find out the solutions to these problems.They are encouraged to think creatively as many solutions as possible.
7.Teacher asks them to sort out their information and form a book about wildlife protection so that students can read if they like.
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