Module 6 Unit 2 The WWF is working hard to save them all教案-外研版八年級(jí)英語上冊(cè)

TeachingPlanModule6AnimalsindangerUnit2TheWWFisworkinghardtosavethemall.Students50studentsinclass254inJuniorTwoMaterialNewStandardEnglishforJuniorHighSchool

(byFLTRP)

B3,M6U2TypeoflessonReadingLessonduration

40minsI.TeachingprinciplesTheEnglishNationalCurriculum(2011)advocatesdevelopingstudents’preliminarycomprehensivelinguisticcompetence.Besides,constructivismadvocatesthatlearnersconstructmeaningbasedontheirownexperienceinthelearningprocess.Hence,thetask-basedteachingshouldbeadoptedandtheactivitiesdesignedshouldobeytheprincipleofstudent–centeredness,interactionbetweenT&Ssandlearningincontext.II.AnalysisofteachingmaterialTheteachingcontentofthislessonistakenfromNewStandardEnglishGradeeight,Module6Unit2,TheWWFisworkinghardtosavethemall.What:Thethemeofthetextis"Human&Nature"andthetopicisanimalsindanger.Inthispassage,itmainlyintroducesthelivingsituationofpandas,thereasonswhypandasareendangered,andsomesolutionstakenbythegovernmentandWWFtosavepandas.Why:Afterreadingthispassage,Ssareexpectedtostrengthentheirawarenessoftheprotectionofanimals,whichishelpfulforaharmoniousrelationshipbetweenhumanandnature.How:Thisisanexpositoryessay.Therearetwolines:oneiswhypandasareendangered,andtheotherishowtohelppandas.Theauthorillustratesthescarcityofpandasbyusingsomedata.Someexpressions,suchassymbol,situation,produce,researchcentre,natureparksandsoon,areusedtodescribethelivingstatusofpandas.Inaddition,thegrammaticalfunctionofthisunitistheuseoftheinfinitiveverb“todo”asobjectcomplementandtargetadverbial.III.AnalysisofstudentsStrengths:ThetargetedstudentsareGrade2injuniorschool.Firstofall,studentsatthisstagehavesomereadingcomprehensionabilitysothattheycangetsomeinformationfrompassageandexpresstheirideasaboutanimalsindanger.Secondly,studentsarefamiliarwithandinterestedinthetopicofanimals,sotheycanactivelyparticipateinclass.Needimprovement:Studentsneedtolearnhowtousetheinfinitivestructuresasawayofexpressingthepurposeandneedtofurtherstudythesolutionstoprotecttheendangeredanimals.IV.Teachingobjectives(basedontheNewEnglishCurriculumTeachingStandards2017)Attheendofclass,studentswillbeableto:Describepandas’situationbyusingwordsandexpressioninthetext,suchasresearch,situation,produce,scientists,indangerandsoon.LanguageCompetenceUsetheinfinitivestoexpresspeople'sactionsandpurposesofprotectinganimals.LanguageCompetenceInferthemainideaofeachparagraphaccordingtokeywordsandthefirstsentence.LanguageCompetenceLearningAbilityAnalyzeandsummarizethereasonswhypandasareendangeredandproposepropersolutions.QualityofThinkingStrengthentheawarenessofprotectinganimalsandourenvironment.CulturalAwarenessV.TeachingFocusandDifficultyTeachingfocusDescribepandas’situationbyusingwordsandexpressioninthetext,suchasresearch,situation,produce,scientists,indangerandsoon.Usetheinfinitivestoexpresspeople'sactionsandpurposesofprotectinganimals.TeachingdifficultyAnalyzeandsummarizethereasonswhypandasandwildanimalsareendangeredandproposepropersolutions.VI.TeachingMethodsTeachingmethodsHowtouseTBLTTasksaredesignedtofulfillobjectivesTheInteractiveModelExchangeinformationbetweenTandSsVII.TeachingAidsMultimedia,blackboard&chalk.VIII.TeachingproceduresStagesTeachingactivitiesPurposesInteractiveModel&TimeDurationStep1Lean-inShowavideoaboutpandastoSs.Q:What’sthevideoabout?TgetsSstalkaboutthepandasandlearnsomenewwordsduringthetalk.TocreatearelaxingstudyatmosphereandarouseSs’interests.ToactivateSs’backgroundknowledgeaboutpandas;togetreadyforlaterreadingbyknowingmoreaboutpandasandlearningnewswords.5’IW&CWStep2ReadforgistReadthepassageandmatchtheheadingswiththeparagraphs.NatureparksforpandasWWFandanimalsindangerThepanda’shomeAnanimalindangerQ:Howdoyougetthemainideaofeachparagraph?(Tips:thefirstsentenceoftheparagraphorkeywords)TomakeSsknowhowtogetthemainideaofeachparagraphwithfirstsentenceorkeywordsandhavegeneralunderstandingofthestructureofthispassage.3’IWStep3ReadfordetailsTguidesSstoreadtheparas1&2carefullyandanalyzethereasonswhyarepandasendangered.Q:Whyarepandasindanger?Reason1:Reason2：Reason3:Ssreadthepassageagainandfindoutpeople’sactionstohelppandas.ThenSsanswerthequestionwith“todo”structure.(Ttakesscientistsasanexample.)Q:Howdopeoplehelpthem?Actions:1)Scientists2)Thegovernment3)TheWWFToguidestudentstoreconstructtheinformationbasedonthetextanddeepentheirunderstandingofthetext.ToletSsgetdetailedinformationbyscanning,whichstrengthentheirreadingskills;todeepenSs’understandingofthetargetedgrammarstructure:infinitives.5’IW&CW7’IW&CWStep4DiscussandthinkTshowssomegoodnewsaboutthepopulationsofpandasandgetsSstothinkaboutthechangeofsituationofpandas.Q:1.Doesthesituationofpandasgetbetter?Whyorwhynot?2.Asastudent,whatcanyoudotohelppandas?Tellthepurpose.(Remembertouse“todo”forpurpose)TodevelopSs’criticalthinkingandexpresstheirideaandfeelinglogically.6’CWStep5GroupworkMakeaWildlifeProtectionbrochure（宣傳冊(cè)）.(Giveanexample)(Tcreateacontext:IfyouareavolunteerofWWF,youneedtomakeaWildlifeProtectionbrochuretocallmorestudentstosaveanimalsindanger.)Thebrochureshouldbeincludedasthefollowingaspects:whatistheanimal?Wheredoesitlive?Whyisitindanger?Whatcanwedotosavethem?ToimproveSs’cooperativelearningability;todeepentheirunderstandingofthethemeinthistext;toimprovetheirabilityofcreativelysolvingnewproblemsinnewsituationsandcorrectlyexpresstheiridea,feelingsandattitudes.9’GWStep6Summary&HomeworkSummaryTsummarizesthereasonswhypandasareendangeredandactionstakenbythegovernmentandWWFtosavepandas.EncourageSstoprotectwildanimals.Writeapassageaboutananimalindanger.whatistheanimal?Wheredoesitlive?Whyisitindanger?Whatcanwedotosavethem?ToReturntothetheme,andfinallyreinforcetheconceptofwildlifeprotectiontostudents.ToconsolidatewhatSshavelearnedinthislessonandtocultivatetheirabilityofdescribingandsolvingproblems.4’CWIX.TeachingreflectionTheachievementofthelearningobjectives:Tdesignsdifferentlevelofactivitiestoachievetheteachingobjectives.Theachievementof