外研八下Module Unit 教學(xué)設(shè)計(jì)及反思王晶

1、情感態(tài)度課時(shí)教學(xué)設(shè)計(jì)與反思Module 9 Animals in dangerUnit 2 The government is working hard to save the panda.課題Module 9 Animals in dangerUnit 2 The government is working hard to save the panda.課型Reading and writing教材分析Through the introduction of the pandas present condition,students can develop the skill of getti

2、ng the main idea by reading the beginning and ending sentences and the key words in a paragraph. Then they can understand the whole structure of the text. Students can also write similar passages about animals in danger. Besides, teachers can cultivate students responsibility of environmental protec

3、tion.三維教學(xué)目標(biāo)知識(shí)與能力1.Key words and phrases to learn- live on feed research southwest reason situation symbol mainly less and less2. Key structure -Infinitive structures as a noun,an adjective,an adverb3 Writing - A paragraph about an animal in danger過程與方法Teaching method: InteractiveLearning srategies:

4、Individual work,pair work and group work.情感態(tài)度價(jià)值觀To gain the sense of caring for animals and environment andcontribute to protecting animals教學(xué)重點(diǎn)1. Key words and phrases to learn- live on feed research reason situation symbol mainly less and less2. Key structure -Infinitive教學(xué)難點(diǎn)Enable the students to r

5、ealize the importance of caring for animals and environment.教學(xué)過程教學(xué)步驟教師活動(dòng)學(xué)生活動(dòng)設(shè)計(jì)意圖Step I Lead-inThe teacher shows some pictures of pandas and play the song Panda and ask students to discuss :1.What do pandas look like?2.What is pandas favourite food?3.Why dont they have enough food?1.Discuss and answe

6、r the two questions2.Brainstormand give the possible reasons 1. Arouse students interests through the song 2. Lead them to think about the problems t hepandas faced in the textStep2 PredictionAsk students to predict and guess:What will you read about in the passage according to the title?Answer the

7、questions with:1. I think the passage will tell us .2. Maybe it will also tell us .To develop their ability to predict based on their original knowledgeStep3Read-ingFast reading1. Ask students to read the passage and finish Activity22.Guide students to use reading strategy of skimming3. Check the an

8、swers1.Skim the text and finish Activity22.Read the first and the last sentences in each paragraph to get the main ideaDevelop students reading strategy of skimmimg Carefull reading (Para. 1)1. Ask students to read Paragraph1 and answer the three questions. 2.Work in individual and then in pairsRead

9、 and exchange their ideas1.Encourage students to learn by themselves 2.Reading in detail helps themunderstandthe main idea betterCarefull reading (Para. 2)1. Ask students to read Paragraph2,answer the question.2.Work in individual and then in pairsRead and exchange their ideasCultivate students to s

10、ummerise the informationCarefull reading (Para.3)1. Ask students to read Paragraph3,answer the question.2.Work in individualFind out the answers and the relation between the twoparagraphs The questions help them under the relation between the two paragraphsCarefull reading (Para.4)1. Ask students to

11、 read Paragraph4 ,answer the question.2.Check the answers togetherRead and answerBy introducing WWF, widen their knowledge of protecting animals Step4Post-reading1. Ask students to listen and read to understand the whole structure3.Explain the key and difficult points4. Ask students to retell1.Liste

12、n and read.2.To understand the whole structure3.Master the language points4.Retell the textTo help them deepen their understanding of the text andmaster the language pointsStep5 Writing Ask students to work in groups and write a poster and present in classWork in groups and write a poster and presen

13、t in classTo train them to write paragraphs including writing topic sentencesStep6Summmayandextention1.Ask students to discuss: what can you do for the animals? 2.Give advice to help animals Work in groupsTo lead them to do something for animals板書設(shè)計(jì)Infinitive： 1. As a noun: He often helps to do the

14、housework. 2. As an adjective: The bear is looking for something to eat. 3. As an adverb: He works hard to realise his dream. 4. To dropped: He helped finish the program. 作業(yè)布置1.Orally Try to retell the passage. 2. Writing: Design a poster to protect endangered animals and send to me.教學(xué)反思我在備課的過程中充分考慮學(xué)生的實(shí)際水平，根據(jù)學(xué)生的能力設(shè)計(jì)有效的教學(xué)手法和活動(dòng)，使教學(xué)效果達(dá)到最優(yōu)。    一、利用早讀的時(shí)間“消化”新的單詞，掃除學(xué)