外研版八年級英語上冊Module 6 unit2 The WWF is working hard to save them all教案

Module6Animalsindanger

Unit2TheWWFisworkinghardtosavethemall.

TeachingPlan

外研版八年級上冊

1.Analysisoftheteachingmaterial

*Sourceandtype:

TheteachingmaterialistakenfromthebookModule6,Unit2inGrade8publishedbyForeignLanguageTeachingandResearchPress.Itisareadingandwritinglesson.

*Contentsandfunction:

Thereadingmaterialisrelatedtostudents’reallives.InUnitOne,somebasicinformationabouttheendangeredanimalshasbeenlearned.Inthisunit,itisafour-paragraphpassageaboutpandasindanger.Thepassagecomesupwithfurtherinternalandexternalreasonswhypandasareindangerandsolutionstotheproblems.Thestructureisclearandlogical.Thelanguageisspecific.Thecontextcontainsthepositiveattitudesthatstudentsshouldhavetowardstheendangeredanimals.Thestudentswillalsobeabletodevelopcomprehensiveabilityofusingthelanguage.

2.Analysisoftargetstudents

Therearethreeaspectsaboutthestudents.

*Abilityofusingthelanguage

Tosomeextent,theyhavedevelopedthecomprehensiveabilityofusingthelanguage.Buttheyarenotabletounderstandcertaininfinitivestructuresasawayofexpressingthepurpose.

*Thinkingandattitudes

Thecreativethinkinginsavingthepandaandloveforthoseanimalsareveryimportantforstudentsinthisunit,soitwillbecrucialtoimprovethoseinthelearning.

*Readingskills

Studentsunderstandsomereadingskillstosomeextent,andtheywillpracticeusingthereadingskillstogetthemainideaandthedetailedinformation.

3.Teachingobjectives

Basedontheunderstandingofthenewcurriculumamendment,Iwillsummarizemyteachingobjectivesasfollows,

Bytheendoftheclass,studentswillbeableto:

*Cognizesomekeyvocabularies,phrasesandtheinfinitivestructureinthepassage(situaition,scientist,nature,setupandinorderto...).

*Usetheirreadingskills(skimmingandscanning)tograspthemainideaandgetthedetailsfromthepassage.

*Learntowriteashortpassageaboutonekindofendangeredanimal.

*Realisetheirownlovefortheanimalsanddesiretoprotectthem.

4.Teachingkeyanddifficultpoints

*Thekeypoints:

(1)Understandthemainideaandstructureofthepassage.

(2)Writeashortpassageabouttheendangeredanimals.

*Thedifficultpoint:

Writeashortpassageabouttheendangeredanimals.

5.Teachingandlearningmethods

Consideringthefeaturesofthereadingmaterial,IwillusePWPandinteractiveteachingapproach.Theteachingcoursewillbefromthemainideatodetailedinformation,thenbacktotheprotectionofendangeredanimals.

Guidedbythelearning-centeredactivities,studentswilllearnbyindividualwork,pairwork,groupworkandreport.

6.Teachingprocedures

Toachievetheteachingobjectiveseffectively,I’llintroducemygeneralideaofmydesignbeforethepresentationoftheteachingprocedures.Idividethemintothreeparts.(pre-reading,whilereadingandpostreading).Herearetheteachingprocedures:

*Pre-reading

Toleadinthelesson,IpresentashortSichuanpropagandavideoaboutpandas.Thevideointroducesthelivingsituationaboutthepandaandthenumbersofthepandaleft..Accordingtothevideo,theteacherasksstudentsthreebasicquestionsaboutthepanda.Forexample,“Wheredoesitlive?Whatfooddoesitfeedon?Howmanypandasareleft?”andgetintothetopic.Andtheteacherpresentssomenewwordsinthevideoandpicturestopavethewayforreading(southwest,situation,nature,develop,symbol).

Purpose:Intheprocess,thestudentscangetsomebasicinformationaboutthepandaandactivatetheirownbackgroundknowledge.Anditcanalsoarousetheirinterestinthistopic.

*While-reading.

(1)Predict

Afterlead-in,thestudentsreadtheheadingstogetherandpredicttheordersoftheheadings.

a.Natureparksforpandaspara1

b.WWFandanimalsindangerpara2

c.Thepanda’shomepara3

d.Ananimalindangerpara4

Purpose:Thestrcutureofthepassageisoneofthemainobjectivesinthislesson.Thestudentspredictthestructureofthepassage,sothattheycanreadthepassagewithinterestandcuriousity.

(2)Skimming

Studentsskimthepassageandcheckiftheirpredictionsaretrue.Andthentheteacherhelpsthemtosummarizeareadingtip.

Purpose:Studentsusethereadingskillstogettheinformationfromthekeysentencesandthekeywords,sothattheycangetthemainideaandthestructurefromfourparagraphsandgetanoverallunderstandingoftexts.

(3)Scanning(carefulreading)

Aftergettingthemainidea,studentsfindthekeydetailsinthepassageaccordingtothewritingstructure.

(a)Inparagraph1,thestudentsanswertwoquestions.

Q1:Whyispandaindanger?Q2:Whatarescientistsdoing?

Purpose:Duringtheprocess,studentscangetsomedetailedkeyinformationabouttheinternalreasonsandthecorrespondingwaystosolvethem.

(b)Inparagraph2and3,Igiveamindmaptohelpstudentsfillintheblanksabouttheexternalcauses,thewaysandthepurposes.

Purpose:Throughthispart,studentscannotonlygetfurtherinformationaboutthearticle,thatis,externalreasonsandmeasurestakenbythegovernment,butalsotheycangetabetterunderstandingofthewritingstructure.whenstudentsarereading,theycanguessthemeaningsofnewwordsfromthecontext.(government,setup,develop,inorderto).

(c)Inparagraph4,thestudentsansweraquestionaboutWWF.WhatisWWFfor？

Purpose:Inthisway,studentscanknowtheimportanceoftheWWFandtheroleitisplayinginprotectingtheanimals.

*Postreading

(1)Languagefocus(pairwork)

Asforthelanguageuse,basedonthestructureofthepassage,itisimportantforthestudentstogetafurtherunderstandingofthepassageafterreading,sothereisa“sayandshare”forthemtodo.Thestudentscombinethreeparts(causes,wayspurposes),andtrytogetafullsentencewiththreepartsandsharethesentenceswiththeclassmates.

Purpose:Throughthepairwork,studentscandeveloptheircomprehensiveabilityofusingthelanguagewiththeinfinitivestructureastheadverbialpurpose,andthestudentscangetabetterunderstandingofthewritingstructureandcontents.

(2)Discussion(Groupwork)

Afterthat,thestudentsdiscussanopendiscussion.Ifthereisawildlifeclubinyourschool,youareamemberofit,thinkupmorewaystoprotecttheeangeredanimals.Ishowthemtwoendangeredanimalsasexamples(thewildBactrianandbluewhale).Iencouragethemtogivemorewaysbesidethoseinthebook.

Purpose:Inthisprocess,thestudentscanimprovetheirsenseofprotectingtheanimals.Thiscanalsodeveloptheircreativethinking.

(3)Groupwork

Inthispart,fourstudentsinagroupwillneedtodiscussanendangeredanimalabouttheirbasicinformation,thelivingsituation,whytheyareindanger,thewaystoprotectthem.Beforereporting,Ishowthemthestructureofwriting,andthengivethemasampleforthemtofollow.Thestudentsdiscussinagroup,andthenthegroupleaderwillbechosentoreportforeachgroup.

Purpose:Afterdiscussion,thestudentsrealizeanimalsareourfriends.Thisreportingcanconsolidatetheirattitudes.AndStudentscandeveloptheircomprehensiveabilityofusingthelanguage.Inall,thisisanextensionofthepairwork.

7.Homework

(1).Logonto

/

tofindoutmoreinformationabouttheendangeredanimalsandsharewithyourclassmates.

(2).Writeashortpassageaboutoneendageredanimal.

8.Evaluation

ThestudentswillevaluatetheirlessonsbyfillingtheStudents’Self-evaluationandtheteacherwillalsoreflectthelessonfromtheTeacher’sEvaluationofStudentsandmakeadjustmentsnexttime.

a,Students’Self-evaluation

TeachingProcedures

Contents

Evaluation

（good/average/bad）

Lead-in

I’minterestedinthetopic；

Pre-reading

Icananswerthequestionandmakeproperprediction；

While-reading

Icanskimtogetthemainidea；

Icanunderstandthedetails；

Icanunderstandthestructureandlanguage；

Post-reading

Icanactivelycommunicatewithmypartner；

Icantakeanact