集体备课教案：备课人：高三英语组Unit14Zoology单元教学设计The1stPeriodWarming-upandSpeakingTeachinggoals:1、Getthestudentstoknowpartoftheexpressionscontaininganimals.2、Enablethestudenttoknowhowtomakelifebetterfortheanimals.3、Enablethestudenttoknowhowtoprotecttheanimals.TeachingProceduresStep1Lead-in1、Showagroupofpicturesofanimalsonthescreen.Askthestudentstospeakoutthenamesoftheanimals.(Thepicturesflashonthescreenatacertainspeedtodrawthestudents’attention.)2、Askthestudentstosayasmanyproverbsorsayingscontainingthenameofananimalaspossible.Itdoesn’tmatterwhethertousetheanimalsonthescreenornot.eg.Itrainscatsanddogs.Barkingdogsdonotbite.Tokilltwobirdswithonestone.Task1ExpressionsofanimalsNow,let’sseemoreexpressionsofanimals.Trytofilltheblankswiththenamesofanimals,andguesstheChinesemeaning.1、Toteacha_______howtoswim.(fish,班门弄斧)2、A_______intheway.(lion,拦路虎)3、One_______doesn’tmakeasummer.(swallow,一燕不成夏)4、Youcan’tmakea_______walkstraight.(crab,江山易改，本性难移)5、A_______insheep’sclothing.(wolf,披着羊皮的狼)6、Don’tcountyour_______beforetheyhatch.(chickens,不要过早打如意算盘)7、aspoorasachurch_______.(mouse,穷的一文不名；一贫如洗)8、Allhisgeeseare_______.(swans,言过其实)9、I’msohungry,Icouldeata_______.(horse,饥肠辘辘)10、Separatethesheepfromthe_______.(goats,把好人与坏人分开)11、asstupidasa_______.(goose,蠢得像头猪)Step2Warming-upInstructions:Asweknow,animalsplayaveryimportantpartinourlanguage.Nowlet’sseesomethingmore.Askthestudentstodotheexercisesinthebooks.Checktheanswerswiththestudents.Task：DiscussionShouldanimalsbekeptinzoosornaturepark?Step3HomeworkAskthestudentstocollectasmanyexpressionsoftheanimalsaspossible.The2nd/3rd/4thPeriodReadingandlanguagestudyTeachinggoals:1、Enablethestudentstoknowthecommunicatingwaysofbees.4、EnablethestudentstounderstandhowProfessorKarlVonFrisch’sexperimentisdone.5、EnablethestudentstouseModelVerbsproperly.Teachingprocedures:Step1RevisionCheckthehomework..Step2Pre-readingQuestions:Howdopeoplecommunicate?(Mainlyinlanguagesandbodylanguages.)Howaboutanimals?Doanimalshavelanguagesaswell?Ifso,whataretheirlanguages?Showafewpicturesofanimalsonthescreenforthestudents’reference.Askthestudentstofinishthechart.Step3ScanningInstruction:Sowethinktheanimalshavelanguagesincludingbees.What’sthelanguageofhoney-bees?Whatinformationdotheycommunicate?Whomadethegreatestachievementamongthescientistswhostudiedthecommunicationofhoney-bees?Step4CarefulreadingProfessorKarlvonFrischisdevotedtostudyingthecommunicationofhoney-bees.Pleasereadthepassagecarefully.Task1Howdidtheprofessordiscoverit?Hisscientificstudycanbedividedinto4mainsteps.1、Readtherelatedparagraphtofillinthechart.2、Theprocedurefrompart1topart2standsfortheprofessordiscoveredthesecretofthecommunicationbetweenthehoney-bees.Intheprocedure,part3playsaveryimportantpart.Whatdoesitreferto?(doexperiments/improvetheequipment/others).Trytocollecttherelatedwordsandphrases.Part1Part2Assumptionsofpart3thewaysofcommunicationtheinformationtheprofessorofhoney-beescarriedbythebeesPart1Assumptions:1)“Itseemedthatonebeewasabletocommunicatethenewsoffoodtootherbeesinitshive.Howwasthispossible?”2)_______________________________.3)__________________________________.4)__________________________________.Part2Waysofcommunication.Information1)thecircledance1)thenewsoffood2)_______________2)_______...
