外研版八年级英语上册module6unit2教案1

Module6 Animals in dangerUnit1 It allows people to get closer to them.Key vocabulary:Snake, neck, thin, in danger, at last, interested, allow, think of,protect, wild, grow,take away, enough, in peace, notice, look after, raiseKey structures:be interested/sad to do allow sb to do need to do do sth to a safe place to liveAbility goals:To talk about animals in danger. ConversationTo listen for special information.To understand the conversation about animals in danger.Teaching methods:Communicative approach, bottom-up approachTeaching aids: Tape recorder. MultimediaTeaching procedures:Step I Warming-upTalk about animals by playing guessing games.Step II ListeningAsk the Ss to read through the questions and play the tape for them to answer the questions.Step III Listen and read1.Play the for the Ss to answer the questions about the conversation.2.Ask the Ss to read the conversation carefully to complete the table in Activity3.3.Ask the Ss to work in pairs to think of more reasons why animals are in danger and more ways toprotect animals.4.Note some key sentences.5.Revise the vocabulary and ask the Ss to complete the passage in Activity4.Step IV DiscussionAsk the Ss to work in pairs to talk about what we can do to protect animals in danger.Ask some Ss to report their ideas.Step V SummaryHomework1.Revise the conversation and vocabulary.2.Write down their ideas about what we can do to protect animals in danger.教学反思：一、运用拟人手法创设教学情景我在教学过程中使用第一人称“我”代表大熊猫，运用拟人的手法设置了理解文章的情景，解决了阅读教材难教的问题，这个大胆创新的设计为我的教学带来了成功。

外研英语八年级上Module 6 A famous story全模块教案Period 2 Reading and writingLanguage goals 语言目标1.Key vocabulary重点词汇tired, nothing, twice, conversation, suddenly, pink, by, pocket, across, field2. Key structures重点句式Were/was doingAbility goals能力目标Enable students to read and write about fairy tales.Teaching methods教学方法Communicative approach.Teaching aids 教具准备A tape recorder, some pictures and handouts.Teaching procedures and ways教学过程与方式Step I Revision and lead-inReview past on-goings through asking and answering questions; encourage them to recall the characters in the story Alice’s adventures in wonderland and lead in new lesson.T: Hello, boys and girls. What were you doing this time yesterday?S: We were having an English lesson.T: What did we learn yesterday?S: We learned to use past on-goings.T: Which story were we talking about?S: Alice’s adventure in Wonderland.T: Good. Do you remember the characters in the story?S: Yes. The mad hatter and the march hare, the white rabbit, the red king, the red queen and AliceT: Great. Now let’s look at the picture on page 44 please. Who’s in the picture?S: It’s a rabbitT: Do you think it is strange?S: Yes. It’s wearing clothes.T: Yes, t hat’s the point. Usually rabbits don’t wear clothes. Is there anything else strange?S: It is carrying a stick. It is standing on its back legs. It’s looking at a watch.T: Good. Why is it so strange? Today let’s learn more about Alice’s adventures in wonderland.Step II ReadingIn this procedure, students will read the start of Alice’s adventure in Wonderland and answer the questions to learn more about the details of the story: what, who, when, where and why.Learn the following new words.tired, nothing, twice, conversation, suddenly, across, pocketAnd then ask students to read individually and discuss the questions with a partner.Check the answers. Ask them to read again and decide whether the following sentences are true or false.1.Alice was reading a book.2.The book had a lot of pictures in it.3.Alice wanted to make daisy chain.4. A white rabbit ran past Alice and her sister.5.The rabbit was wearing clothes.6.The rabbit went into a hole under a big tree.7.Alice entered the hole after the rabbit.Check the answers.Step III WritingIn this step, students will do the match work first to know something about Lewis Carroll. Introduce more about Lewis Carroll to them and then ask them to write the story of Lewis Carroll and Alice LiddellT: Last period, I asked you to find some information about the writer of the story, have you finished?S: Yes.T: Can you tell me who the writer is?S: Lewis Carroll.T: Good. Today let’s learn more about the writer. Let’s learn why and how he wrote this story? Ask students to read the questions and answers fast, make sure they understand each one, and then let them do the match work.After a few minutes, call back the answers from the whole class, having one student ask a question and another answer. Explain when necessary.If possible, introduce more about the writer. (See Teaching resources: I)Then ask students to make a list of the information of Lewis Carroll and Alice Liddell and then join the sentences with “one day…, then…, and finally…”to write the story.When they have finished, ask some of them to read their story to the class.Sample version:Lewis Carroll’s real name was Charles Dodgson. He was tea ching math at the University of Oxford, England. One day he saw Alice in a garden. She was playing with her sisters. Carroll went to meet the girls and they asked him to take their photos. He became good friends with the Liddell children. One day they were having a picnic by the river, and Carroll was telling the girls lots of stories. Alice asked him to wri te down the stories. Then Carroll wrote Alice’s Adventures in Wonderland. Finally Alice’s Adventures with Lewis Carroll ended when she grew up.When they have finished, ask some of them to read their story to the class.Step IV HomeworkAsk students to1.make sentences with the phrases: Once or twice, look into, what…for…, b e doing…when…,think of, grow up, have a picnic.2.do activities 5-6 in the workbook.。

外研版八年级英语上册Module6Unit2教案Module 6 Animals in danger【教材分析】本模块以“Animals in danger”为话题，以学习动词不定式的用法为主线，介绍了当前濒临灭绝,需要人类保护的动物的情况, 并重点介绍了大熊猫的保护情况。

在此基础上，学生可以根据自己的建议制定更合理的动物保护措施。

Unit 2 The WWF is working hard to save them all.【教学目标】●Knowledge objectiveKey vocabulary—research, baby, situation, scientist, produce, feed,government, nature, develop, symbolKey structures—nature park●Moral objective1. To help students know the importance of protecting animals and ourenvironment.2. Improve their sense of duty to love and protect animals.【教学重点】1. To get information from the reading material about pandas.2. To learn some new words.【教学难点】To understand the main idea of each paragraph of the article.【教学方法】PWP method, task-based method【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 Lead-in1.Look at the pictures and guess what the animal is.2.Look at the pictures and answer the questions about the panda.Step 2 Consolidate new wordsLook and say. The teachers shows the pictures of new words and let the students to say as quickly as possible.Step 3 Say what you know about pandasWork in pairs. Look at the pictures and say something about pandas.Step 4 Listen and answer the questions1.How many pandas are there in the wild today?2.What’s the symbol of the WWF?Step 5 Read the passage and match the headings with the paragraphsRead the passage and match the headings with the paragraphs.Step 6 Read the passage and answer the questions1. What are scientists studying?2. Are there many of pandas left?3. What is the government doing to protect pandas in the wild?4. Is the panda the symbol of all animals in danger?Step 7 Read the passage and complete the sentences1. Scientists do a lot of research _______________________________________.2. The government is setting up nature parks ____________________.3. The WWF chose the panda _________________.4. The WWF is working hard __________________.Step 8 Complete the sentences with the words in the boxRead the passage carefully and get the main idea and choose the words from the box, then use the correct form to fill in the blanks.Step 9 Language points1. Scientists are doing a lot of research to help pandas produce more babies…do a lot of research表示“做大量研究”。

课题Module6 Unit2 The WWF is working hard to save them all教学目标1.语言知识目标1) 功能:学生能够谈论我国大熊猫的现状和保护措施2) 词汇:掌握与本节课话题有关的词汇和短语，并能够在语境中准确运用。

如scientist, government, wild, nature park, symbol，southwest, produce, feed, enough, in order to, set up 等3) 语法:正确运用不定式作目的状语及宾语补足语(scientists are doing a lot of research to help…/The WWF chose the panda to be...) 2.语言技能目标1) 读：能读懂有关濒危动物现状的文章，明白文章的主旨大意并获取细节信息2) 写：能模仿课文的写作形式，写一篇介绍某种濒危动物现状及如何保护动物的短文3）说：能说出濒危动物的现状及保护动物的措施3.情感目标提高保护动物的意识，呼吁身边的人保护动物，并用自身行动去保护动物。

重点掌握文章的主旨大意及各段主题，并借助思维导图说出熊猫濒危的原因及保护熊猫的措施难点模仿课文结构写出一种濒危动物的现状，呼吁人们保护动物教法和学法教法：情景教学法、交际法、任务型教学法学法：小组合作法、模仿法学情分析在授课班级中，大多数学生对英语学习较感兴趣,课堂氛围比较活跃, 部分学生基础较弱，在教师引导下能够完成学习任务。

但由于多数学生来自农村，英语口头表达能力较差。

到了八年级后，班内逐渐出现了两极分化现象，因此班级以小组划分，每组平均分配好、中、差学生，从而发挥师生间、生生间的交流协作功能，培养学生的合作意识。

本课的话题——保护动物为热点话题,加之学生课前已预习课文，因此对本模块的内容已有一定的背景知识。

教学过程设计问题与情景师生活动设计意图时间分配「新课导入」1．看图猜动物1.1)运用白板幕布功能，教师展示熊猫幼崽照片，遮挡熊猫长大后的照片，学生猜测是哪种动物T: Firstly, let’s play a guessing game. Look at the picture, guess what animals they are.2)拉开幕布，揭晓答案通过游戏导入本课主题，使学生进入活跃的思维状态，激发学习兴趣观看熊猫趣味视频回答有关熊猫的信息2.教师放映有关熊猫的趣味视频T: Let’s enjoy a video about pandas.3.教师询问学生有关熊猫基本信息的问题，并运用白板激光笔功能，划出问题中的关键词T: I think the video is really interesting, and do you like pandas? So do you know where they live in?T: ... T: The last question, Are pandas in danger or in peace? so today we’ll learn a passage about pandas and what people do to save pandas. 观看趣味性的视频，营造轻松的学习氛围，可爱的熊猫与后文熊猫处于濒危现状的事实作对比，唤起学生保护熊猫的决心为课文中有关熊猫的学习做铺垫，有助于学生更好及更深入地理解课文内容1min 2min「课文处理」匹配每段主题填写熊猫信息 3. 找出熊猫易危的原因 4. 归纳保护熊猫的措施1.1）快速略读课文，连接各段主题T: Firstly, read the passage as quickly as you can, then match the headings with paragraphs. Only10 seconds, go.2）找一个学生运用白板软笔功能，连接各段主题，并分享阅读技巧2.细读课文，通过填写表格的形式，找出课文中有关熊猫的基本信息及现状T: Nextly, let’s read it carefully and complete the table.3.1）学生再读课文，找到熊猫易危的原因T: But why are pandas in danger? Now let’s read the passage again, and find out all the reasons for pandas in danger. 2）教师引导学生说出所有关于熊猫易危原因的句子，并进行分类4.1）学生通过回答问题得到保护熊猫的措施T: As we know, panda is the treasure of our country, so many people are saving them. Who are they?学生略读课文，快速找出每段的主题，培养学生整体把握文章和理解语篇的能力。

Unit 2 The WWF is working hard to save them all.【Teaching aims 】1. Students will be able to understand the material about pandas.2. Students will be able to grasp the main idea of each paragraph of the passage by skimming.3. Students will be able to help and save animals in danger.【Teaching procedures 】Step 1 Pre-reading Unit 1 Alice was sitting with her sister by the river1. Play a guessing gamePanda: Panda is the symbol for WWF. WWF stands for World Wide Fund for nature. Do you know anything more about pandas?2. BrainstormingPresent the new words: mainly, live on, research, southwest, situationStep 2 While-reading1. Skim and matchFirst let students do with Paragraph 1 as a model.Reading skill: Skim the text, get key words and topic sentences for main idea. You can find information quickly without reading the whole text.3. Read again and do Activity 3.4.Read with the tape.Step 3 Post-reading1.Task: A letter to WWFSuppose you are a panda, What do you want to say to the WWF.(1)Students write individually.(2)Share in pairs.(3)Check some in class.2. Enjoy a movie3. Discuss in groupsJackie Chan says: When buying stops, killing can too. If we want to help them, I think the most important thing to do is to call everybody in the world to protect animals.Try our best to make all the animals live in peace with us. So please write one slogan(口号)to call all the people to protect animals. Please try to use the infinitives. (使用动词不定式) eg. It is… to do sth. Try to do, need to do, To do sth is to do sth. etc.Step 4 Homework1. Design a poster (Choose one of your favorite animals and make a poster)2.To search the Internet for more information about endangered animals and discuss how to protect them better.。

Module6 Animals in dangerUnit2 The WWF is working hard to save them all.一、Teaching aims:Knowledge objects : To skim the text on animals in danger and understand its main idea.To master and memorize the new words and key phrases.Ability objects : To be able to describe an animal in danger and try to use Infinitive structures.Moral objects : To know the importance of protecting animals in danger.二、Teaching important and diffidult pointsTeaching important points : Understand the main idea of the text and master and memorize the new words.Difficulty point ：Try to use the knowledge we’ve learnt to write a passage about an animal in danger.Teaching method : 1. Communicative teaching method 2.Audio-visual teaching method 3. Task-based teaching method 三、Teaching procedure（一）Warm upT: Do you like animals ?S: Yes.T: Do you know today more and more animals are in danger?S: Yes. / No.T: Let see a video about animals in danger.Play the vedio.T: Do you think these animals are poor ?S: Yes.T: Do you want to protect them ?S: Yes.T: So all the students stand up and read the oaths after me.One world, one dream. No buying, no killing.S: Stand up and say.One world, one dream. No buying, no killing.（二）、Lead inT: Do you know WWF?S: No.T: It’s short for World Wide Fund For Nature.Show the Chinese meaning about WWF to the students and ask someone to read the Chinese to other students.S: Read the Chinese.T: From this, we know the WWF’s duty is to protect animals in danger. And do you a Chinese famous animal is in danger? Do you know? Show the panda’s picture to the students.What do you know about pandas?S: It’s so lovely. ……T:I’ll tell you some information about pandas.Their food is bamboo.It’s in the southwest （西南）of China.The situation （形势；情况）is getting very difficult.T: Let’s watch a viedo about out text. It can help you understand the text. （三）、Fast ReadingT: You have five minutes to read the whole passage and match the headings with the paragraphs.Paragraph 1 a). Nature parks （自然公园）for pandas Paragraph 2 b). WWF and animals in danger Paragraph 3 c). The panda’s homeParagraph 4 d). An animal in dangerS: Match the headings with the paragraphs and show the answers. （四）、Careful ReadingParagraph 11、How many pandas are there in the wild today?2.、What are scientists doing?Paragraph 2Read Para.2 and complete the sentences.1、Pandas live in the f and mountains of S China.2、Each panda needs (eat) a lot of b every day.3、The bamboo forests are getting s , so pandas arel their home.Paragraph 3Read Para.3 and choose the correct answer.1、protect pandas, the government is setting up so many nature parks.A. BecauseB. SoC. In order toD. In order2、The will be big and there will be more bamboo to feed the pandas.A. nature parksB. forestsC. mountainsD. zoos3、Pandas born in zoos may go back the nature parks.A. to live onB. to live inC. living onD. living in Paragraph 4True or false.1、The panda is the symbol for the World Wide Fund for Nature.2、The WWF works to protect pandas only.3、The WWF is working hard to save tigers, elephants and any other animals in danger.（五）、WritingLook at the picture and answer the questions.1、What is the animal?2、Where does it live?3、What does it feed on ?You can just answer the questions on your paper, or you can write it as a passage.六、HomeworkWrite a passage about an animal in danger.七、Blackboard WritingPandas are in dangerThe situation is difficultBabies : not many Home: smallerOften die losingResearch: a lot of Government: Nature parks live plans。