1、课题：课题：Module 6 Unit2 The WWF is working hard to savethem all.教材教材: :外研版八上外研版八上课型课型: : Reading and Writing教学对象：八教学对象：八 2 2 班班执教教师：执教教师：I.Analysis of the teaching material:Module 6 Animals in danger Unit 2 The WWF is working hard tosave them all, taken from New Standard English textbook foreighth-grad
2、e students published by Foreign Language Teaching andResearch Press. In this version of textbook, there are always 3 units.The first unit focuses on listening and speaking which usually comesin a conversation. The second unit concentrates on reading andwriting with a passage. Unit Three drills the l
3、anguage in diversifiedcontext. Todays lesson is based on the topic of animals protection,especially introduces the pandas present condition as well as thescientists, the government and the WWF have done for the pandas.This topic can greatly arouse the students interest, its also anexcellent source o
4、f environmental education.II. Analysis of the students:The object of the teaching is the students in Grade Eight. Thetopic of this class is about animals, which is very familiar to thestudents. According to childrens psychological characteristics, theyare interested in pandas. So in the teaching pro
5、cess, the students havea strong desire to perform. In the course of training reading ability,the teacher should give the students appropriate performanceopportunities.III. Teaching aims:By the end of this class, students will be able toKnowledge aims1. Master key words and phrases: research, baby, s
6、ituation, scientist,southwest, nature park, develop, government.2. Get to know key sentence patterns: infinitive structure.Ability aims1. Know something about the endangered pandas.2. Learn to use different reading skills like skimming, scanning.3. Talk about how to protect animals.Moral aims1. Know
7、 the importance of protecting animals and our environment.2. Develop their sense of duty to love and protect animals.IV. Teaching difficult and important points1. Important points Get information from the reading material about pandas. Understand key sentence patterns: infinitive structure. Get fami
8、liar with key topic: How to protect animals in danger?2. Difficult pointUse the information to talk about how to protect animals indanger.V. Teaching methodsTask-based teaching approachAudio-visual approachSituational teaching approachVI. Teaching aidsA blackboard, the multi-media, some pictures and
9、 colorful paper.VIII. Teaching proceduresProceduresTeachersactivitiesStudentsactivitiesPurposesI.Pre-readingStep1. Lead in1. Ask students to watch avideo about animalsprotection made byWWF.2. Let the students knowsome information aboutWWF.Step2. Brainstorm1. Ask the students to saysome simple facts
10、ofpandas.2. Show the students someinteresting questionsabout pandas and askthe students to choosethe correct answersabout pandas.1. Watch a video andanswer twoquestions: Whats the videoabout? Whats yourfeeling?2.Look through theinformation aboutWWF bythemselves.1.Say some simplefacts of pandas.2.Cho
11、ose the correctanswersaboutpandas.Tointroducethetopic of the lessonandraisethestudents interestsinlearningthelesson.To activatebackgroundknowledge aboutpandas.To supplementmore facts aboutpandas and checkif the students arefamiliar withpandas.II.While-readingStep3. Reading1. Fast readingAsk the stud
12、ents to read thepassage quickly and matchtheheadingswiththeparagraphs.2. Careful reading Let the students readparagraphs 1&2 andRead and match.Read and find.To develop thestudents readingskill of skimming.find the basicinformation aboutpandas. (e.g. number,food, habitat) Ask the students to read
13、paragraphs 1&2 againand answer:Why are the pandas indanger? (situation) Have the students readparagraphs 3&4 andcomplete the sentences.(protect)3. Read and thinkAsk the students to read ashortpassageandthinkabout if the situation ofpandas is getting better.Read and answer.Read and fill in th
14、eblanks.Read and think.To train thestudents readingskill of scanningand encourage thestudents tounderstand thepassage deeply.To help thestudentsunderstand thesituation ofpandas now.III.Post-readingStep4. DiscussionAsk the students to choose akind of endangered animalto make a dialogue with theinform
15、ation.Step5. Make a posterAsk the students to imaginethey were a member of WWFand make a poster tointroduce an endangeredanimal.Make a dialogue ingroup of three,according to theinformation of theanimal that theychoose and then actout the dialogue.1. Work in groups ofsix.2. Each group leaderselects a
16、n enveloprandomly from theeight envelops anddiscusseswiththeir groups aboutthisendangeredanimal.3. Make a poster andgive a speech.To let the studentsget familiar withsome importantsentence patternsof protecting theanimals.To develop thestudents speakingand writingabilities in targetlanguage byinvolv
17、ing all thestudents in thisactivity anddevelop thestudents ability toshare resources inthe way ofStep6. Enjoy a videoPlay a video about “TheEndangered Animals”.Step7. Summary andhomework1. Revise what we havelearnt today togetherwith the students.2. Assign homework.Watch a video.1. Students look att
18、he blackboard andlearn how to talkabout or write aboutan endangeredanimal.2.Do the homeworkafter class.“learning bydoing”.To arouse thesense of caring foranimals andcontribute toprotectinganimals.To review thewhole lesson andencourage thestudents to speakEnglish and useEnglish both inclass and at ho
19、me.Blackboard DesignUnit 2 The WWF is working hard to save them all.Teaching ReflectionQuestions of thinking:How to embody emotional attitude and values in text teaching?This is a text about how to protect endangered animals. Before class, Imade courseware carefully in order to awake students awaren
20、ess ofcaring for animals and protecting them. In this class, I paid greatattention to the emotional penetration. A picture of the panda wasshowed for students, and then I brought them into the scene step bystep. Gradually, students attention focused on my class and theirawareness was also increasing
21、ly awakened, which made me realizethat every student had a precious love for animals, but they usuallydid not have a proper opportunity to express. In the meantime, I wasdeeply aware of this kind of opportunity should be much created inthe following and future classes, not just in this class. Englis
22、h is a kindof curriculum which is filled with learning and thinking. It is a kind ofcurriculum which can present peoples thoughts, feelings and spreadscientific and cultural knowledge. And it is also a kind of curriculumwhich can reflect the differences between Chinese and Westerncultures. Therefore
23、, English teaching should give full attention to theeducational role in students thinking and emotion, and expoundideological education factors of the textbooks so that students areable to receive good education in their values. I made good use of themain role of students so that they were willing to open their mouthand practice. Students at all levels could learn something and I finallyachieved the purpose of quality education.
