Module 2 Unit 5 Animals in danger 教案

Module 2 Relationships 5 Animals in danger 教学设计
Teaching aims:
Knowledge aims:
Students can read and use the words “antelope, endanger, poacher, worth, protect”.
Students will be able to understand the passage and grasp the reading strategies of skimming and scanning.
Ability aims:
Students will express their opinions in wildlife protection under the teacher’s guidance.
Students can use different reading strategies to get specific information in a limited time through repeated practice.
Emotional aims:
Students will enhance their wildlife protection awareness and cultivate their social responsibilities.
Students will increase their interest and confidence in English learning.
Teaching key points and difficult points:
Key points:
Words: the meaning and the usage of the words such as "endanger" and "poacher".
Reading strategies: making prediction, skimming and scanning.
Difficult Points:
How to arouse students’ awareness of wildlife protection and how to enable the students to use different strategies proficiently.
Teaching procedures:
Step I Warming-up (1: P72) Talk about animals.
T: Animals are our friends. We should learn to live together with animals. Many families now have pets at home. That is, human beings are living with animals. They are pet animals. What pet animals do you know
S: Cats, dogs, rabbits, etc.
T: Do any family keep tiger, lion, elephant, etc as pet animals
S: No. T: Do you know why
S: Because they are dangerous.
S: Because they are too difficult to keep. …
T: Good. Just think about this: Where do these animals live What do they eat What’s their situation like Do you know Encourage students to speak out what they have in mind.
S: We can only see them in the zoo.
S: People kill them to make money.
S: We must protect them. …
T: Quite true. From now on, we are going to talk about animals in danger. (emphasize the phrase “in danger”). Now please look at activity 1 on page 72.
Ask students to complete the quiz with the words in the box, check the answers and then read each word twice loudly.
Step II Listening and reading (2—5: P72—73)
Listening
First ask students to read the questions in activity 2 and get them to take notes while listening. Then listen and check the answers. Then ask them to listen to the conversation between Lingling and Sally carefully with their books closed. And then answer the questions in activity 4.
Reading
Ask students to read after the tape first. Work in pairs and read the conversation repeatedly and then ask some pairs to act out the conversation.
Ask students to find out the infinitive structures in the conversation and read them together.
Sample sentences:
I was so excited to see the pandas … at last! It was interesting to learn about the Wolong Panda Reserve. But it’s sad to think about all those animals in danger. The surprising thing was to hear how many animals are in danger. We need to protect them better. Absolutely, but its’ hard to stop the killing. And many animals have no place to live in.
Also, often their water isn’t good to drink because we’ve made it dirty. We need to help the animals live in peace. Let’s find out what we can do to save them … Then ask students to finish activity 5 on P73.
Step IV Speaking (7: P73) Pronunciation T: In English, a sentence can be divided into several parts or groups. When we read these sentences, we can often pause between these groups. Now listen to and repeat the sentences in activity 6.
Speaking Ask students to work in pairs. Ask and answer the questions in activity 7. T: Whales are large animals in the sea. Some whales can weigh 160 ton. They are really frightening. But are you surprised to find out that whales are in danger Why do some animals have no place to live in … Now work in pairs and discuss the questions in activity 7.
Sample conversation:
S: I learned about whales when I was very young. They are very large animals. I thought human beings are afraid of such animals.
S: But now whales are in danger too. It’s surprising!
S: Whales are hunted for meat and skin. They have no place to live in.
S: I think it’s because human beings destroyed or polluted their living places.
S: I agree. I think it’s cruel for human beings to kill animals for their meat.
S: I don’t think so. If we don’t eat animals, what to eat
S: We can eat vegetables and fruits. Most people do so now.
S: I can’t agree. I think some animals are for eating.
S: Till now, many animals have become endangered or extinct. Most people want to help animals in danger. And I would like to find out more about animals in danger.
S: Me, too. Let’s try to do something to protect these animals.
Then ask them to work with a partner and talk about the animals in Activity 1 and then report the discussion results.
Sample version: The elephant is the most important animal to protect. There are many elephants work for people, but many people kill the elephants for their teeth. There aren’t many elephants left in the world. …
Step V Homework
Ask students to
1. read the conversation in activity 3 repeatedly.
2. finish activities 1-4 on page 112 in Workbook.