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Module 6Animals in dangerUnit 2The WWF is working hard to save them all.学习目标1. 学习并掌握本单元新单词及短语：research，baby，situation，scientist，produce，southwest，government，set，nature，develop，feed，symbol，in order to，set up，nature park。
2. 学习并掌握本单元重点句型：①In order to protect pandas in the wild, the government is setting up nature parks and developing other plans.②The nature parks will be big and there will be more bamboo to feed the pandas.③The World Wide Fund for Nature (WWF) wants to protect all animals.④And it chose the panda to be its symbol.⑤We do not want to lose tigers, elephants or any other animals, so the WWF is working hard to save them all.3. 能读懂有关濒危动物现状的文章，明白文章的主旨大意和谋篇布局。
4. 能正确运用动词不定式作宾语补足语和目的状语。
5. 能模仿课文的写作形式，写一篇介绍某种濒危动物现状的短文。
自主学习学习任务一：学习本单元新单词及短语1. 翻译下列单词，并在组内朗读。
research n. baby n. situation n.scientist n. produce v. southwest n．adj. government n. set v. nature n.develop v. feed v. symbol n.2. 把下列短语翻译成汉语，并在组内朗读。
外研版八年级上册Module 6Animals in danger Unit 1 It allows people to get closer to them【第一学时】【学习目标】1.掌握新单词以及表达。
2.提高听和说的能力。
3.了解面临灭绝的动物有哪些。
【学习过程】I. Listening.1.What is this week’s Animal World about?A pandasB snakesC lions2．Animals such as pandas, elephants and are in danger.1.Where did Ling and Betty go?A.Panda Reserve B．the zoo C．the museum2.What kind of animal did Betty see at last?A PandasB tigersC monkeys3.Do many animals have a safe place to live?A．Yes, they do. B No, they don’t.4．Is there enough clean water?A.Y es, there is. B．No, there isn’t.5．We can give ______ to help protect the animals.A. Water B． money C． forestⅡ. Reading: Read and answer the questions.1．Why did Betty like the panda in the Panda Reserve?A.B ecause it was interestingB.B ecause the pandas there are in dangerC.B ecause it allows people to get closer to them.2．It is sad to pandas and other animals3．Many animals are in danger because______.A.They have no safe place to live. B．There isn’t enough clean water.B.Both A and B．4.What will they do to protect animals next?Ⅲ.Use the correct form of the words and expressions to complete the passage.I went to the zoo yesterday. I saw many animals, and I saw the pandas. But I hope to see pandas in the Panda Reserve, because it ____People get closer to them. It is pity that many animals, such as panda, are . Because villages and farms are their lands and forests, and they don’t have a safe place to live. Besides, there isn’t clean water. I think we need to help animals live . So I plan to at school to save these animals. 【学习拓展】一、从方框中选择适当的选项，完成对话。
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.。
初中英语八年级上（外研版）Module 6 unit 2课例分析本课是我于10月27日下午第六节课带领着八年四班的学生们在课改大课堂上实授的。
这节课型为外研版教科书英语八年级上册第六模块第二单元的阅读课，课文承接了第一单元对话中提到的Alice adventures in wonderland和a famous story的话题，主要讲述了爱丽丝梦游仙境开头部分的故事，这是学生比较喜欢的童话故事，利用这种题材的文章进行教学有助于激发学生的参与意识和学习动机。
故事是教授过去进行时比较适合的题材，即可学习语法，又可培养叙述能力。
本课本模块以童话故事为主题，通过对故事内容的叙述，介绍过去进行时的结构和用法，使学生在无意识的情况下学习，掌握语法，真正做到了语法与故事相结合。
一、对于教学内容的分析与反思本模块以童话故事为主题，把语法与故事结合起来，采用隐性教育的方式让学生在了解故事的同时掌握过去进行时的结构和用法。
Unit 2通过讨论图片导入故事，以激发学生兴趣，并熟悉相关词汇，为阅读提供词汇、句法及背景知识的准备（1）。
2是节选自Alice’s Adventures in Wonderland的一段小故事，要求学生读后回答问题。
3要求将问句和答语进行匹配，通过问答匹配了解故事的创作背景，为活动4的写作任务做准备。
这一活动训练的是阅读理解能力，可帮助学生更好地理解课文。
4是写作活动。
要求根据活动3中内容写一则关于Lewis Carroll and Alice Liddell的小故事。
本活动不仅仅训练过去进行时的用法，还要求掌握叙述故事的时间顺序以及时间衔接词的用法，如：One day … Then … and Finally。
教师的重点应该放在故事叙述过程中的相关的词汇及词组的运用掌握以及如何运用过去进行时进行事件故事的描述上。
二、对教学过程和效果的反思本课以素质教育为目的，结合教材重点、难点及英语学科的特点，利用多媒体辅助教学，使学生听、说、读、写的能力得到全面提高。
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.。
八年级上册Module 6 Unit 2 The WWF is working hard to save them all.（开场）同学们，大家好！我是来自的老师。
（P1）今天由我带领大家一起学习八年级上册第6模块第2单元。
本模块的标题是Animals in danger，我们通过Unit 2 The WWF is working hard to save them all.来进行阅读和写作的练习。
（P2）（点）首先要和大家分享的是本节课的内容分析和学习目标。
（P3）（点）本课为一节读写课，着重介绍了我国现有大熊猫的数量、生存现状、生活习性以及政府为保护大熊猫采取的行动，号召人们多多关爱地球上的濒危动物，保护环境，保护地球。
在本单元中，同学们有两个学习目标：一是阅读方面，能够读懂关于濒危动物现状的文章,明白文章的主旨大意和谋篇布局并获取细节信息；二是写作方面，能够模仿课文的写作形式，写一篇介绍某种濒危动物现状的短文。
最后，希望同学们通过本课的学习，意识到环境保护的重要性，增强进行环保宣传的责任感。
（P4）（点）下面我们就开始新课的学习。
首先，请同学们看图中憨态可掬的大熊猫，大家对它了解多少呢？两人一组讨论一下吧。
（P5）（点）大家可以从home、food和problem三个方面来分析。
你能想到什么呢？之前班里的同学们讨论过这个问题，我们一起来看一下他们的答案和你的一样吗？（点）首先，关于熊猫的家,有的同学说：They live in zoos，panda reserves or forests and mountains.（点）How about their food? Of course. They eat bamboo.（点）The problem is (that) they are in danger. People should protect them.（P6）（点）那么大家知道WWF选择大熊猫作为这个组织的标志吗？the World Wide Fund for Nature中文名为“世界自然基金会”，缩写形式为WWF，是全球最大的独立性非政府环境保护组织之一。
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 objective
Key vocabulary—research, baby, situation, scientist, produce, feed,
government, nature, develop, symbol
Key structures—nature park
●Moral objective
1. To help students know the importance of protecting animals and our
environment.
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-in
1.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 words
Look 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 pandas
Work in pairs. Look at the pictures and say something about pandas.
Step 4 Listen and answer the questions
1.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 paragraphs
Read the passage and match the headings with the paragraphs.
Step 6 Read the passage and answer the questions
1. 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 sentences
1. 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 box
Read 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 points
1. 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”。
research是不可数名词。
produce表示“生育，繁殖”。
e.g. produce more babies
2. Each pandas needs to eat a lot of bamboo every day.
every 和each的区别。
•every “每”“各”，指三者或三者以上的整体，含有全体之意。
e.g. Every boy is here. 所有男孩都在这儿。
•each “每一”“每个”，指两个或两个以上的每一个，着重于个别，如团
体中一个的人或物。
e.g. He spoke to each member of the team.
他和队里的每个队员都说了话。
3. In order to protect pandas in the wild, the government is setting up nature parks …
•set up 创建，创办
e.g. He wants to set up a school for the poor children. 他想为贫困地区的孩子
创办一所学校。
•In order (not) to do sth. 为了（不）做……
e.g. In order to be a doctor, you have to study for five years in a college. 要当一
名医生，你需要在大学学习五年。
They need to raise 5,000,000 US dollars in order to pay for the repairs. 为了支付修理费用，他们需要筹集500万美元。
Step 10 Choose an animals in danger and answer the questions
1. What is the animal?
2. Where does it live?
3. What does it feed on?
4. Why is it in danger?
5. How difficult is the situation?
6. How could we save it?
Step 11 Write a passage about an animal in danger. Use your answers in Activity 5 and the following example to help you
Pandas live the southwest of China. They are in danger and the situation is getting very difficult. First, pandas don’t have many babies and baby pandas often die. Second, pandas eat bamboo and the bamboo forests are getting smaller. But the government is creating nature parks with a lot of bamboo to help protect pandas.
Step 12 Summary
Let Ss talk about what they have learnt in class.
Step 13 Exercises
Let the students practice the main points in Unit 2.
Step 14 中考链接
Do some exercises from the entrance exam to senior high schools.
Step 15 Homework
Make a poster about protecting animals in danger.
【课后反思】。
