Module 6 Unit 2 The WWF is working hard to save them all 教案

课题：Module 6 Unit2 The WWF is working hard to save them all.
教材:外研版八上 课型: Reading and Writing 教学对象：
I. Analysis of the teaching material:
Module 6 Animals in danger Unit 2 The WWF is working hard to save them all, taken from New Standard English textbook for eighth-grade students published by Foreign Language Teaching and Research Press. In this version of textbook, there are always 3 units. The first unit focuses on listening and speaking which usually comes in a conversation. The second unit concentrates on reading and writing with a passage. Unit Three drills the language in diversified context. Today’s lesson is based on the topic of animals’ protection, especially introduces the pandas’ present condition as well as the scientists, the government and the WWF have done for the pandas. This topic can greatly arouse the students’ interest, it’s also an excellent source of environmental education.
II. Analysis of the students:
The object of the teaching is the students in Grade Eight. The topic of this class is about animals, which is very familiar to the students. According to children's psychological characteristics, they are interested in pandas. So in the teaching process, the students have a strong desire to perform. In the course of training reading ability, the teacher should give the students appropriate performance opportunities.
III. Teaching aims:
By the end of this class, students will be able to
Knowledge aims
1. Master key words and phrases: research, baby, situation, scientist, southwest, nature park, develop, government.
2. Get to know key sentence patterns: infinitive structure.
Ability aims
1. Know something about the endangered pandas.
2. Learn to use different reading skills like skimming, scanning.
3. Talk about how to protect animals.
Moral aims
1. Know the importance of protecting animals and our environment.
2. Develop their sense of duty to love and protect animals.
IV. Teaching difficult and important points
1. Important points
① Get information from the reading material about pandas.
② Understand key sentence patterns: infinitive structure.
③ Get familiar with key topic: How to protect animals in danger
2. Difficult point
Use the information to talk about how to protect animals in danger.
V. Teaching methods
Task-based teaching approach
Audio-visual approach
Situational teaching approach
VI. Teaching aids
A blackboard, the multi-media, some pictures and colorful paper.
VIII. Teaching procedures
Procedures Teacher’sactivities Students’ activities Purposes
I. Pre-reading Step1. Lead in1. Ask students to watch a video about animals’ protection made by WWF.2. Let the students know some information about WWF.Step2. BrainstormAsk the students to say some simple facts of pandas.Show the students some interesting questions about pandas and ask the students to choose the correct answers about pandas. 1. Watch a video and answer two questions:① What’s the video about ② What’s your feeling 2.Look through the information about WWF by themselves.1.Say some simple facts of pandas.2.Choose the correct answers about pandas. To introduce the topic of the lesson and raise the students’ interests in learning the lesson.To activate background knowledge about pandas.To supplement more facts about pandas and check if the students are familiar with pandas.
II.While-reading Step3. ReadingFast readingAsk the students to read the passage quickly and match the headings with the paragraphs.Careful reading① Let the students read paragraphs 1&2 and find the basic information about pandas. (e.g. number, food, habitat)② Ask the students to read paragraphs 1&2 again and answer: Why are the pandas in danger (situation) ③ Have the students read paragraphs 3&4 and complete the sentences. (protect)Read and thinkAsk the students to read a short passage and think about if the situation of pandas is getting better. Read and match. Read and find.Read and answer.Read and fill in the blanks.Read and think. To develop the students’ reading skill of skimming. To train the students’ reading skill of scanning and encourage the students to understand the passage deeply.To help the students understand the situation of pandas now.
III. Post-reading Step4. DiscussionAsk the students to choose a kind of endangered animal to make a dialogue with the information. Step5. Make a posterAsk the students to imagine they were a member of WWF and make a poster to introduce an endangered animal.Step6. Enjoy a videoPlay a video about “The Endangered Animals”.Step7. Summary and homeworkRevise what we have learnt today together with the students.Assign homework. Make a dialogue in group of three, according to the information of the animal that they choose and then act out the dialogue.1. Work in groups of six.2. Each group leader selects an envelop randomly from the eight envelops and discusses with their groups about this endangered animal.3. Make a poster and give a speech.Watch a video.1. Students look at the blackboard and learn how to talk about or write about an endangered animal.2.Do the homework after class. To let the students get familiar with some important sentence patterns of protecting the animals.To develop the students’ speaking and writing abilities in target language by involving all the students in this activity and develop the students’ ability to share resources in the way of “learning by doing”.To arouse the sense of caring for animals and contribute to protecting animals.To review the whole lesson and encourage the students to speak English and use English both in class and at home.
Blackboard Design
Unit 2 The WWF is working hard to save them all.
Teaching Reflection Questions of thinking:
How to embody emotional attitude and values in text teaching
This is a text about how to protect endangered animals. Before class, I made courseware carefully in order to awake students' awareness of caring for animals and protecting them. In this class, I paid great attention to the emotional penetration. A picture of the panda was showed for students, and then I brought them into the scene step by step. Gradually, students’ attention focused on my class and their awareness was also increasingly awakened, which made me realize that every student had a precious love for animals, but they usually did not have a proper opportunity to express. In the meantime, I was deeply aware of this kind of opportunity should be much created in the following and future classes, not just in this class. English is a kind of curriculum which is filled with learning and thinking. It is a kind of curriculum which can present people's thoughts, feelings and spread scientific and cultural knowledge. And it is also a kind of curriculum which can reflect the differences between Chinese and Western cultures. Therefore, English teaching should give full attention to the educational role in students’ thinking and emotion, and expound ideological education factors of the textbooks so that students are able to receive good education in their values. I made good use of the main role of students so that they were willing to open their mouth and practice. Students at all levels could learn something and I finally achieved the purpose of quality education.