Module 6 Animals in danger-Unit 3 Language in use-教案、教学设计-市级公开课-外研版八年级上册英语(配套课件编号：d01c0).doc

1、Animals in dangerM6 U3 Language in useAnalyses of the teaching material:M6 Animals in danger U3 Language in use is chosen from the EnglishBook (one) for the eighth Graders published by Foreign LanguageTeaching and Research Press. U3 as a unit for review, it plays a great rolein consolidating and che

2、cking the students understanding of this module,esp. for those who are not so good at English learning. This unit isneither like U1, which focuses on listening and speaking skills ,nor like U2,which stresses reading and writing; however, various ways of activitiesfor review are inevitable. Besides,

3、different activities are designed todeal with the major part, that is to say, the usage of infinitives for objects,object complements and adverbial of purposes.Analyses of the students:The students in my class consist of 24 students from another school inHefei, who are very new to me and likewise to

4、 them. A majority of themare tired of grammar learning but meanwhile they are curiousjoin inmy teaching activities vigorously. However, most of my students likeEnglish.Teaching Objectives:Knowledge goals:1. The students can have a deep understanding of the new words andphrases learned in U1and U2 of

5、 this module, like “snake,neck,thin, protect, wild, grow, enough, raise, research, baby, scientist,produce, southwest, government, nature, feed, symbol, peace,notice, situation, develop; in danger, in order to, in peace, in thewild, at last, think of, take away, look after, set up, nature park,think

6、 of” ;2. The students can properly use the infinitive structures: infinitivesas object, object complements and adverbials of purposes;3. The students can talk about how to protect animals in English;Ability Goals:1) The students can hear and understand some easy topics aboutprotecting animals and ca

7、n get some detailed information;2) The students can talk about protecting animals in danger;3) The students can read and understand short passages about thesituation of animals in danger;4) The students can write short articles about protecting animalsin danger and finally cooperate to create a post

8、er about wildlifein danger;Emotional Goals:1)The students can be aware of the importance of protectinganimals;2)The students will be increasingly environmentally consciousand willingly propagate environmental protection;Teaching Important Points:1) Help the stuaboutdents master the usage of infiniti

9、ve structures:object complements and adverbials of purpose;2)The students will be more environmentally protection esp. forprotecting animals in danger.Teaching Difficult Points:1) How to keep the students interested in reviewing lessons, like U3 inthis module;2) How to make this teaching period abou

10、t infinitive structures easier forstudents to understand;Teaching Aids:1) OHP/ smart board;2) Sheets;3) Touch and talk pen;Teaching Period: First (one in total)Teaching Procedures:Step 1: A video about “happy wildlife” to warm up.Purpose: Help the students to “FIND Beauty”from the harmoniouswildlife

11、.Step 2: Lead in:1)Ask the students questions about the video above “Do you want meto play the video again?”2)I offer to answer the questions like “Sorry, to save the time , I cantplay it again. However, I can play another video (a Micro-course videoabout INFINITIVEs )for you.”*: The reason why I ch

12、oose to make the micro-course video in Chinese isthat I think it is difficult for my students to learn Unit 3, which is mostlyabout the infinitives.Step 3: Help students to “Observe and Find” the rules of“to do” , whichworks as Adverbials of Purposes and Object Complements :1) Ask the students to re

13、call the titles for Unit 1 and Unit 2 in Module 6with the help of another video about “Endangered Wildlife”.2) Ask the students to retell the following sentence:eg. Sorry, to save the time, I cant play the video for you again.3)Ask the students to answer“Who plays the video?YOUor MEin the following

14、sentence? ”eg.Do you want me to play the video again?Step 4: “Discuss” and “induct “some rules by themselves:1) “Do you want me to play the video again?”It allows people to get closer to them.2) “Sorry, to save the time, I cant play the video again.”“Sorry, because I want to save the time, I cant pl

15、ay the videoagain.”Which of the sentence among the two sentences abovewill be better or more Beautiful?*: Help the students to FIND Beauty.The WWF is working hard to save them all.The WWF is working hard because it wants to save them all.Step 5: Consolidate and practice:Activity 1: Match the two par

16、ts of the sentences.1.Theylettheelephantsa) to help.2.Wewanttheanimalsb)tobecomedangerous.3.We should not allowthe situationsc)plantmorebamboo.4.Help usd)live in the naturepark.5.They came heree)to be safe.Activity 2:Complete the sentences with correct form of thewords in the box.feedsavetell1). He

17、sent an emailpeople what was happening.2).In order topandas, people will grow more bamboo inthe mountains.3).The zoo asks us notthe animals.Activity 3. Among the following eight sentences, whichsentenceorsentencescanweuse“becausesbwants/want/wanted to do” to retell? Which can not?eg. 5) They came he

18、re to help.=They came here because they want to help.1).They let the elephants live in the nature park.2).We want the animals to be safe.3). We should not allow the situation to become dangerous.4).Help us plant more bamboo.5). They came here to help.6). He sent an email to tell people what was happ

19、ening.7). In order to save pandas, people will grow more bamboo in themountains.8). The zoo asks us not to feed the animals.Wecanuse“becausesbwants/wanted/want to do” toretell the following sentences:Wecannotuse“becausesbwants/wanted/wanttodo”toretell the following sentences:Question: which sentence

20、 above do you think will be better or moreBeautiful? And why?Suggested answer:.Activity 4. Complete the passage with the correct form of thewords in the box.1). Tigers arebeautifulanimals, but they are in danger. It is hard1that there are only about one hundred South China tigers left onearth-and fe

21、w live in the wild. Why is the situation so serious? Whatshould we do2the tigers?People need3about thesequestions carefully.4it easier for the tigers to live, we should protect their homein the wild. We should work hard5people killing tigers. If wecan do these things well, there will be more tigers

22、on earth.believemakeprotectstopthink2). What do you think of tigers?Beautiful?Can you use oneadjective to describe them?3) From the word “beautiful” above, we can know that differentpeople have different ideas about“ B” .(only oneword)Activity 5.Read the following email and answer the following ques

23、tionsbelow.From: SallyTo: Ms JonesSUBJETECT: My summer holiday in EnglandDear Ms Jones,How are you? I hope you are having a good summer. I am having a greattime here in the south of England.Yesterday, we visited Marwell Wildlife-a zoo near the south coast. Thezoo helps wild animals in danger. We saw

24、 many kinds of animals there.There are giraffes and elephants. They even have penguins.There are lots of scientists working at the zoo. They do importantresearch to find out the best ways so that they can protect animals. Theyalso develop plans to help animals in danger.I will tell you more about it

25、 when I see you after the holiday.Yours,Sally1）Can you rewrite the two underlined sentences in the emailabove？2) From the e-mail, what can we learn from Sally?Step 5: Homework:Make a poster about our wildlife club.Step 6: Blackboard Design:Module 6 Unit 3 Language in useto do:1)purpose: to doBecause

26、 sbwants/want/wanted todoBeauty2)v.+ sb to doStep 7: Teaching Reflection:To start with, the highlight of this design is that I combine thegrammar teaching with “Beauty Teaching” naturally and skillfully.Moreover, as a unit grammar teaching, I designed the teachingaccording to the rule of“observe-find-discuss-induce-consolidate-apply”.Last but notleast, the design of the activities is from easy to hard, which helps thestudents to get involved in my grammar teaching.