外研版八年级上册：Module 6 Animals in danger单元精美教案

精品文档，仅供学习与交流，如有侵权请联系网站删除教学课题：Module 6 Animals in dangerUnit 1 It allows people to get closer to them.课题MODULE 6 Animals in dangerUnit 1 It allows people to get closer to them.教学目标1. 知识与技能： 2. 1、Key vocabulary 重点词汇 danger, protect, interested, allow, grow, enough, raise, in danger, think of, take away, in peace, in order to, look after3. 2、Key structures 重点句式 I saw the pandas at last.I am (not) interested / sad/ right/ hard to do sth.need/ decide(not) to do sth.Its sad to think of the pandas and other animals in danger. 过程与方法： Listening and speaking情感价值观： To talk about animals in danger, using infinitive structures.重点Key vocabulary and structures难点Using infinitive structures教学方法communicative approach; bottom-up approach需用器材Tape recorder, video, OHP, handouts, multimedia教学环节设计教师活动设计学生活动设计设计意图Step I Warming-up Step 2 Activity 1Step 3Activity 2Step 4Activity 3.T: Animals are our friends. We should learn to livetogether with animals. Many families now havepets at home. That is, human beings are living with animals. They are pet animals. What pet animals doyou know?T: Do any family keep tiger, lion, elephant, etc as pet animals?T: Do you know why?T: Good. Just think about this: Where do these animals live? What do they eat? Whats their situation like? Do you know? Encourage students to speak out what they have in mind. T: Quite true. From now on, we are going to talk about animals in danger. (Emphasize the phrase “in danger”). Now please look at activity 1 on page 42. Show some pictures to the students and ask them to look at the pictures. Tell them try and describe the animals in the pictures by asking and answering.T: What does it look like? Where does it live? What does it eat?.Elicit some of the students ideas and then tell themthey are going to do a quiz to see if they were right.Repeat the words in the box.Read the quiz, and decide what the animals are andcomplete the quiz.Check the answers.Ask students to read the questions in activity 2.T: There are two children talking about Animal World. Whats happening next?Play the recording.Play again for the students for checking the answers. Listen & read First ask students to read the conversation in activity 3. Then ask them to listen to the conversation betweenLingling and Betty carefully with their books closed.Work in pairs and read the conversation repeatedly and then ask some pairs to act out the conversation. Ask students to find out the infinitive structures inThe conversation and read them together. Ask students complete the table individually, and then check with partner.Call back the answers from the whole class.S: Cats, dogs, rabbits, etc. S: No.S: Because they are dangerous. S: Because they are too difficult to keep.S: In the zoo.S；plants and meat.S: People kill them to make money. We must protect them.S: Large and brown.S: Maybe in the forest.S: plants or meat.1) giraffe; 2) lion; 3)snake; 4) elephant;5) bear1） About snake.2） Such as pandas,lions, elephants, bears.ReadListenRead and act in pairs.The infinitive structuresis: (For example) interested to see; sad to get closer to them; sad to think of pandas;need to protect them betterWhy? 1).Many animalsdont have a safe place to live, because village and farms are growing bigger and taking away their land and forest; 2) Often there isnt enough clean water.联系实际生活，导入课题。通过观察利于完成字谜。读题，让学生明白对话的主要所在。读、听、读学生更能掌握对话主题，为完成后面的table铺垫。教学环节设计教师活动设计学生活动设计设计意图Step 5 Activity 4Step 6Activity 5Step 7 Activity 6Pair the students to discuss the two problems in the table. Offer some ideas to help them broaden their minds.Dealing with the key words and expressions.1. interested adj. “关心的，感兴趣的”，其主语一般指人。常构成短语： be interested in 对.感兴趣。如：辨析 interesting, interestedinteresting和interested都作形容词, interesting意思是“有趣的、令人感兴趣的”, 常作表语或定语, 指人或事物本身具有趣味。interested主语通常是人, 常见的词组: be interested in sth.(对感兴趣)。There is an interesting program on television tonight. 今天晚上的电视有一个有趣的节目。 This book is interesting. 这本书很有趣。 The little girl is interested in basketball. 这个小女孩对篮球感兴趣。2. in dangerin danger 处于危险中，在危险之中 Man should protect animal in danger by law.His life was in danger.out of danger 脱离危险dangerous adj. 危险的;反义词: safety n.安全 safe adj. 安全的3. allowallow 允许; 许可, 具体用法：(1) allow (doing) sth 允许(做)某事。如： The facts allow no other explanation. 事实不允许有其他的解释。 We dont allow eating in the classrooms. (我们)不允许在教室吃饭。 注：有时用于被动语态。如： Dogs are not allowed. 狗不得入内。 Smoking is not allowed here. 此处不准吸烟。(2) allow sb to do sth 允许某人做某事。如： My parents dont allow me to go out at night. 我父母不允许我晚上出去。 Her boss doesnt allow her to use the telephone. 她的老板不允许她使用电话。 注：有时用于被动语态。如： Passengers are not allowed to smoke. 乘客不准吸烟。(3) allow sb sth 给予某人某物(尤指钱或时间)；让某人有(拥用或带有)某物。如： He allows his son too much money. 他给他儿子的钱太多。 Well allow you time to answer. 我们将给回答的时间。We allow passengers one item of hand luggage each. 我们允许每个乘客带一件手提行李。 注：有时用于被动语态。如： Im not allowed visitors. 我不准有访客。4. take awaytake away意为“把(东西)拿走；把(某人)带走”,可分开用。与take有关的词组有: take off 脱掉(衣服);(飞机)起飞 take on 承担(工作,责任) take out 拿出；除去 take care 小心 take care of 照料5. enoughenough adj. 足够的adv.充分地；足够地 I haven't enough time for reading. 我没有足够的时间读书。 He runs fast enough. 他跑得够快了。注： enough作形容词时一般修饰名词，可放在名词前，也可放在其后；作副词时，常用来修饰形容词和副词，放在被修饰词的后面。Practice(2011哈尔滨市) The young man is _ carry that heavy bag. A. strong enough to B. enough strong to C. not strong enough D. strong enough 答案：A6. look afterlook after 照料 My friend looked after my cat while I was on holiday. 在我去度假的时候，我的朋友照料我的猫。 Robert's old enough to look after himself. 罗伯特这么大了,已经能照顾自己了。拓展look back （与 on, to 连用）回想，记起 look down on 轻视，看不起 look forward to 盼望；期待 look in 顺便看望；短暂访问 look out 注意；当心! look at 看, 查看 考虑 look for 寻找 期望 look forward to 盼望, 期待 look like 看起来象 看来要 look round 观光, 游览 look through 浏览 look up and down 仔细打量(某人); 到处寻找Tell the students to look at the words and expression in the box and predict what the passage is about.Ask them to complete the passage and check whether their prediction was correct.Ask them to complete the passage individually and check the answers in pairs.Elicit answers from the whole class.Ask the students to read the sentences individually.Play the recording for them to listen for the pronunciation and pauses.Play again and pause at the end of each sentence for the students to decide where the speaker pauses.Check the pauses together.Play the recording one more and ask them to repeat chorally and individually after each sentence.Nominate some students to read out the sentences. Remind them to attention to the pauses.Ask the students to read the question individually.Put them in pairs to ask and answer. Encourage them to say what they really think and tell them they can disagree with each other.Tell them to pick up any errors and encourage them to correct themselves when they ask and answer.What? 1）Raise some money at school.2) Find out what else we do to save as many animals as possible.(For example):Why? 1) People kill them for sport or for food.2) They dont have enough food to eat.What? 1) Support a charity for animals.2) Dont buy products made with anything from an animal in danger.1.danger; 2.protect; 3.enough; 4.allows; 5.in peace;6.raiseMark the pauses.Repeat.Sample version:1) In the zoo;2) No.3) In the forest;4) Give money to protect the animals.拓展学生视野。要点讲解练句子的停顿，以矫正学生的说法。PandaslionsnakewhalebeartigerelephantIn danger! No safe and enough place to live; No enough clean water. Need to protect: Protect environment; Raise money toprotect the animals A big harmonious(和谐的) world板书设计It allows people to get closer to them. 练习设计1. 托尼刚刚拿走了我的字典。Tony _ _ my dictionary just now.2. 我有许多家务活要做。I have got lots of housework _ _.3. 这位老人没地方住。The old man has _ _ _ _ _.4. 老师已查明原因了。The teacher has _ _ the reasons.5.Retell the text and choose a kind of animal to describe课后反思教学课题：Module 6 Animals in dangerUnit2 The WWF is working hard to save them all.课题Unit2 The WWF is working hard to save them all.教学目标知识与技能： Enable students to read and write about animals in danger过程与方法： Reading and writing.情感价值观：To learn to help and safe animals in danger.重点Key (new) vocabulary: research; scientist; produce; government; set up; 难点In order to protect We do not want to lose tigers教学方法Interactive approach, top-down approach需用器材Tape-recorder, video, OHP, multimedia教学环节设计教师活动设计学生活动设计设计意图Step 1Warm-upActivity 1Step 2Activity 2&3. Step 3 Activity 4Step 4KeyWords and Expressions.Step 5Activity 5Step 6Activity 6In this procedure, get students to do Activity 1, and say what they know about pandas.T: Hello, everyone. In the first period, we talkedabout animals in danger. Today, we will learn something about our lovely “panda”. First Id likeyou to say something about it.T: Yes, sure. So now lets look at the situation of pandas now.(show them some pictures of pandas.) In this procedure, students will read the passage and finish Activity 2. Check the answer. Reading strategies T: When we read a passage, we often first find its topic sentence in each paragraph. All of the topic sentences work for the main idea of thepassage in a reasonable order to form a nice passage. Usually the topic sentence in aparagraph is the first or the last sentence.Sometimes, it is in the middle. And rarely, we need to summarize it by ourselves. For example: In this passage, the first three paragraphs topic sentences are the firstsentences of each paragraph. And in the last paragraph, we can find the topic sentence by reading its main idea and summarize.Ask them to read again and complete the sentences individually, and then check with the partner.Go through the passage and try to digest the passage, then do Activity 3 and then after checkingthe answer, read the sentences together.Read through the word and expressions in the box with the whole class and have them repeat them chorally and individually.Ask students complete the passage individually, and then check with partner.Call back the answers from the whole class and read the passage again.1 produceproduce vt.& vi.生产；生育；繁殖链接produce n.产品；农产品辨析produce, product 与 production 用法区别三者均可表示“产品”，其区别是：1) produce 主要指农产品，是一个不可数的集合名词 。如：We need some fresh produce. 我们需要一些新鲜的农产品。2) product 主要指工业产品，也可指农产品，是可数名词 。如：Our car is a product of that factory. 我们的车是那个工厂生产的。注：有时用于引申义。如：He saw man as the product of society. 他把人看作是社会的产物。3) production 通常不表示具体的产品，它主要指生产这一动作或过程，也可指“产量”, 是不可数名词。如：The company is famous for the production of small cars. 这家公司以生产小型汽车闻名。注：production 除表示“生产”外，还可指艺术作品，此时为可数名词。如：The theme of his late prodcutions was life and death. 他晚期作品的主题是生与死。Practice. 农产品通过水路运往邻近各个城市。The field _ is transported by water to the neighboring cities. 机械、汽车、船只等都是工业产品。 Machinery, cars, ships are all industrial _. . 要改善人们的生活条件，我们必须首先增加生产。 To improve the people's living conditions we must first of all increase _.(produce, products, production) develop2.develop v. 研制，制定The company develops and markets new software. 这个公司开发并销售新软件。develop的基本意思是“发展”, 还有“发达,进步,开发”等意思。He developed into a strong leader. 他成长为一名坚强的领导人。 Trade helps industry to develop. 贸易促进工业发展。 I want develop my English. 我想提高我的英语.3. feedfeed v. 喂养；饲养, 基本用法：(1) 表示“给某人或动物喂食物”或“用食物喂某人或动物”，通常用 feed sth to sb 或 feed sbon sth。如：Please feed some grass to the cow. 请给牛喂点草。She feeds the baby on milk. 她用牛奶喂婴儿。What do you feed your dog on? 你用什么喂狗?有时也用 feed sb sth 或 feed sb with sth 这样的结构，但不很常用。.(2) feed (up) on 意为“吃”“用喂”，主要用于动物。如：Sheep feed mostly on grass. 羊主要吃草。Owls feed on mice and other small animals.猫头鹰吃老鼠和其他的小动物。 有时用于引申义。如  Hatred feeds on envy. 因妒生恨。The public feeds on these periodicals. 公众以这些期刊为精神粮食。4.There are only about 1, 600 pandas living in the wild today.如今只有大约1 600只熊猫生活在野外。 There besb./sthdoing sth. 意为“有某人/物在做某事”。doing sth.作前面名词的后置定语，动词和前面的名词之间是逻辑上的主谓关系，且该动作正在发生。如： There is a girl singing in the classroom.教室里面有一个正在唱歌的女孩。There is a dog lying on the floor.地板上正躺着一只狗。5.is developing other plans to help them. 正在开发其他的计划来帮助它们。 句中的plan是名词，make a plan 是“制订计划”。 plan 还可作动词用，plan to do sth.“计划做某事”。Pair the the student. Ask them to make a list of Endangered animals.Ask them to read the question first and then choosean animal they like and want to save from their list.Tell them to answer he question about the animal they ve chosen and make notes. Tell them to use their imagination too.Nominate some pair to ask and answer the questions.Ask students to read the short passage about panda individually.Write down some useful conjunctions on the board:First, Second,SoAsk them to write their answers the questions in activity 5 in full sentences individually. Remind them they Can use their notes to help them.Ask them to write a passage following the model passage. Remind them they may use the full sentences theyve written and the notes theyve made for Activity 7 in Unit 1 to help them. Tell them to try to use the conjunctions.Ask them to exchange and read theirpassage, and correct any errors.S: I know that pandas only live in China. S: There arent many pandas living in the world. And our government has mademany reserves to protectthem.S: The most important point is that everyone should love pandas and protect them.Read and find the clues:1. The panda is one of the animals most in danger. (An animal in danger.)2. Pandas live in the forests and mountains of Southwest China. (The pandas home.)3.Our government is working hard to save pandas. (Nature parks for pandas.)4.The WWF works toprotect all animals in danger, so the panda has become the symbol of all animals in danger. (WWF and animals in danger)1) d; 2)c; 3)a; 4)b1) to help pandas produce more babies and help baby pandas live2) to protect pandas in the wild3) to be in symbol4) to save them allRepeat1. Scientists2 produce3 baby4 situation5 government6 save7.nature8 symbol make a list of endangered animals. Answer their questions in pairs.Possible answer:The tiger is an animal in danger. First, there are very few in the wild now. Second, the forests where tigers live are disappearing.Third, people are killing tigers. So tigers need forest to live in, and people need to stop killing them. 介绍阅读策略，便于在阅读课文运用和掌握。检验阅读策略的运用和掌握。检验对文章要点的归纳能力。要点解析为写作做铺垫。板书设计The WWF is working hard to save them all.Safe pandas: (1,600 in the wild; 340 in the zoo; baby often die.) An animal in danger (The situation of pandas.) The pandas home (The forests and mountains of Southeast China.) Nature parks for pandas (The government sets up.) WWF and animals in danger (Protect all animals. )练习设计。用所给单词的适当形式填空。1There is a kite _ (fly) in the sky.2. Hell come _ (visit) his uncle next week.3. Please tell the children _ (hand) in their homework on time.4. A panda is one of the _ (animal) I like best.5. People must stop _ (kill) pandas.。Please write a passage about the animal you like.课后反思教学课题：Module 6 Animals in dangerUnit3 Language in use.课题 Unit Language in use.教学目标知识与技能： Enable students to use infinitive correctly.过程与方法： Cooperative learning.情感价值观：To summaries and consolidate the use of infinitives as object complements and adverbials of purpose.重点Allow to do; need to do; in order to do. ,key structures难点To consolidate the new vocabulary.教学方法Revision and application.需用器材Tape recording, OHP, handouts, multimedia教学环节设计教师活动设计学生活动设计设计意图Step 1Revisionactivity1,2,3,4,6&7Step 2.Listening and speaking reading.Activity5,8,9.Step 3Around the worldStep 4Activity 10,11,12Review the infinitive and the text. And thendo some exercises. (activity 1,2,3,7)Get students to finish the exercises about infinitiveand check the answers. Ask students to read the sentences together or ingroups after checking.Speaking : (activity 5) Ask the students to practise the conversation in Activity 4 in pairs and the change roles.Ask different pairs to