外研版八年级英语上册 Module 6 Animals in danger单元整体教学设计

中小学教育资源及组卷应用平台
外研版八年级英语上册M6单元整体教学设计
教材分析(Analysis ofthe teachingmaterials) 单元整体分析(Unit integral analysis):单元主题： Animals in danger该主题属于“人与自然”的范畴，涉及“关爱濒危动物，保护环境，保护地球”。自觉秉承保护动物的理念并主动参与传播保护动物的重 要 性 。模块内容分析：本模块内容围绕"Animals in danger"这一主题展开，包括一组参观 动物园后的对话， 一篇介绍熊猫现状以及政府和WWF组织的一些保护措 施的说明文， 一篇课内外语篇重组说明文和多模态语篇，两个关于World Wildlife Day的视频与学生的濒危动物海报。引发学生对于保护熊猫和其 他濒危动物的了解和思考。语篇一是关于Betty和Lingling在参观完动物园后引发的关于保护动 物的讨论。整个对话围绕野生动物的生存现状，人类活动对动物及其生存 环境的影响以及人们对动物保护措施等内容展开，有助于推动学生践行保 护动物的理念。该语篇传递对于保护动物来说，再小的力量，也是一种支 持 。语篇二是一篇说明文。课文着重介绍了我国大熊猫的数量，生存现状， 生活习性以及政府为保护大熊猫采取的行动，号召人们关爱地球上的濒危 动物，保护环境，保护地球。该语篇还进一步向学生介绍了世界自然基金 会(WWF)及其存在的重要意义，拓展了学生的视野，丰富了其知识储 备 。有助于学生形成良好的保护环境，保护动物的意识。语篇三是三篇与课文类似的延伸说明文。介绍了包括华南虎，鲸鱼， 企鹅、骆驼等动物的现状以及其生存环境，最后提出了如何保护野生动物的方案 和建议。该语篇拓展了不同动物面临濒危的困境，突出了人类如何伸出援 手拯救动物这一主题内容，有助于进一步使学生感悟保护动物的必要性和 逼迫性，获得积极参与行动起来的情感体验，形成人与动物和平相处的价值追求。语篇四是学生设计濒危动物社团海报与一段不同学生对保护动物的 提议视频短片构成的多模态语篇。海报主要呈现濒危动物的名称，生活习 性，栖息地，生存现状，所遇到的困境，呼吁大家行动起来保护动物，保 护环境，与动物友好相处。短片的文案表达学生的真实想法，将如何保护 动物具体到“如何做”:从自我做起，保护动物，人人有责。本模块的四个语篇从不同视觉谈论保护濒危动物和保护环境，单元各语篇主题之间，以及个语篇之间相互关联，构成三个子主题，即“了解动 物的习性现状，清楚动物所面临的困局”,“介绍各方保护动物的措施，用 语言描述不同做法的目的",“掌握野生动物的生存现状，用行动参与保护 环境，保护动物的活动中”(见图2)。每课时围绕单元主题展开，各课之 间既相对独立，又相互相成。学习活动按照学习理解，应用实践和迁移创 造三个层次逐步展开，循序渐进，螺旋上升。学生将碎片化的知识内容有 意义的联系起来，构建基于主题的结构化知识，发展语言运用能力，形成 正确的观念和价值追求，实现语言学习和课程育人的有机融合。核心语言知识分析：本模块主要语法是动词不定式作宾语补足语和目 的的状语。要求学生不仅在口语练习中应用，还在unit3的语法总要求会 造句和用在模块任务的写出每个举措的目的，对于常用动词带不定式的用 法，Unit2的阅读文章在语境中有四个带不定式的句子，加强了学生的感 知和理解。
【what】 内容上本单元围绕animals in danger这个主题展开，Unit 1的对话是关于贝蒂和玲玲在参观完动物园后引发的关于保护动 物的讨论。第二课时描述了大熊猫的现状以及不同主体采取的保 护措施。第三课时主要选取了牛津版教材科普雪豹的说明文和动物如何传染病毒给人类的短文填空提升学生的语言知识，第四课时则通过选取21世纪报中两篇故事类文本忠犬bobby和猫咪Simon和他的主人拓展学生的课外知识。【why】 六个语篇都是围绕动物主题，属"人与自然"的主题语境， 描述了野生动物的生存现状、人类活动对动物及其生存环境的影 响以及人们对动物的保护措施等内容展开，并以大熊猫和雪豹举 例探讨，深入挖掘人类为何需要保护的两个原因，从生物学跨学 科的角度以及人类情感的角度采取不同文本进行探讨，有助于推 动学生践行保护动物的理念。提升学生的责任意识。使学生明白 人与自然是生命共同体，保护濒危动物是每个人的责任，树立保护动物的责任意识和环保意识。【how】unit1对话呈现了动词不定式作宾语补足语、目的状语的 语言现象，也复习了动词不定式作宾语的表达方式。Unit2作者用 了动词不定式"to do""in order to"在表达了不同主体科学家，政府， 基金会为解决熊猫保护问题进行达努力以及相关意愿。第三课则 聚焦本单元主题下相关内容的表达，从reasons,facts, situation, result,多方面进行训练。第四课时则侧重于学生能力提升以及学 生的课外知识拓展。本模块同时通过该话题还复习了一般现在时、现在进行时、 一般过去时、 一般将来时的用法。
学情分析(Analysis ofthe students) 知识储备：1.本模块的教学对象为八年级学生。学生对“濒危动物”话题并不陌生，主要清楚很多关于濒危动物的动向。本模块的语篇是谈论动物园里的动物现状以及熊猫等各种濒危动物的情况分析，学生在学习生物和进 行社会实践活动中也有类似的谈论话题，它是七年级visit the zoo的升级 版，所以学生很有兴趣去参与讨论和展示；2.学生在前一个模块对动词不定式“to do”的结构已有认识，能够在正确使用作为动词宾语的“to do”,并熟记常接“to do”的动词。因此学生对于文章中to do结构的理解难度不大。可能面临的问题：1.本模块出现的WWF世界自然基金会对学生来说有点陌生，语篇 所描述熊猫的现状缺乏时效性，因此信息获取，文化知识的内化对于学 生而言有一定的难度，所以对于阅读策略以及思维能力方面还有待提升。所以本模块课的教学着重训练学生这两方面的能力。2.在创造性使用不定式造句的时候，学生会有一些卡顿。 3.学生在思辨活动以及写作输出的能力有待提高。解决方案：1.引导学生深入研读语篇，构建结构化知识图，帮助学生内化 识 ，重组模块下的语篇，拓展报刊阅读材料，并与Revision Modu 接。通过多语篇学习，强化学生的阅读策略。2.引导学生通过深挖语篇细节，列出各方对保护熊猫所做的贡 而引导学生感知理解动词不定式作为定语表达目的的结构和用法。3.教师设计有梯度的问题链，加大学生思维品质的训练，达到新的输出。
并熟记常接"to do"的动词。因此学生对于文章中to do结构的理解难度不大 。
教学目标 教学评一致 性 第一课时目 标【听说实践】 第二课时目 标【阅读思考】 第三课时目 标【综合应用】 第四课时目 标【语言提升】
学习理解Learning and understanding 通过对动物 的听说材料 了解动物的 现状，以及学 生能做力所 能及的事情。 了解大熊猫 生产现状以 及不同主体 采取的保护 措 施 。 借助思维导 图复述大熊 猫濒危的原 因 。 借助课外阅 读材料理解 动物与人类 温情的小故 事，人类也需 要动物。
应用实践Apply and practice 思考一些物种濒临灭绝的基本 原因，如home,food,wa ter. 思考大熊猫 濒临灭绝的 其他原因，以 及更多保护 大熊猫的措 施 。 思考Animals need us."真正的含 义，找出更多 深层次的原因 。 思考We need animals.真正 的含义，找出 更多深层次 的 原 因 。
迁移创新Create and transfer 拓展其他更 多濒临灭 绝的动物和 学生能做的 其他的事情。 归纳介绍大 熊猫的思维 导图，并进行 大熊猫保护 的相关演讲。 结合课堂不同文本以及多模态手段的信息输入， 提炼出自己的观点，完成 脚本的撰写。 综合前面三 个单元所学 语言和背景 知识，结合本 课时视频和 阅读材料所 学完善最终 脚本，完成综 合四幕的视 频 。
教学重、难点(Keypoints and difficulties) 1 . 引导学生积累描述濒危动物的现状，原因及解决措施相关词汇 和表达 ， 并教会学生学会阅读的技巧 ； 提升保护动物的责任意识 。
2.学生通过思维导图，拓展发散思维，多角度思考出动物濒危的原因及解决措施，并掌握to do不定式的用法。
第一单元(Unit 1)听说实践(Listening& speaking practice) I.课题(Topic)What:第一单元的对话是关于Betty和Lingling在参观完动物园后引发的关于保护动物的讨论。在离开动物园的路上，Betty告诉Lingling终于看到了熊猫，并且对前往卧龙熊猫保护区看大熊猫更加感兴趣。由此， 引出了Lingling对于熊猫及其他濒危动物的担忧。二人谈到了野生动物的生存现状、人类活动对动物及其生存环境的影响，以及人们对动物的保 护措施，并约定一起寻找其他拯救动物的方法。Why:作者通过描述了Betty和Lingling参观完动物园后谈到熊猫及 濒危动物的濒危原因，探讨解决办法，唤起学生思考保护动物的意识和举措，践行保护动物的理念。How:该对话是关于动物主题的，学生在七年级已经学过"Visit the Zoo”所以并不陌生。本文涉及到一些与动物相关的主题词汇，如：Wolong Panda Reserve, be in danger,protect, in the wild, live in the forests, in the nature parks, lose one's home;本文涉及到的一些相关句型，如：Your money pays to look after the animals; Let's find out what else we can do to save as many animals as possible.两位同学在讨论动物的对话中，呈现了 动词不定式作宾语补足语、目的状语的语言现象，也复习了比较级的用法 以及动词不定式作宾语的表达方式。Ⅱ.教学目标(Teaching aims)通过本课时学习，学生能够：1.在看、听、说的活动中，获取、梳理对话中两位同学所谈论的熊猫及濒危动物的相关信息，还有一些保护动物的举措；(学习理解)2.基于对话是谈论保护动物，关注、提取、归纳并内化关于保护动物的语言表达方式，分析濒危原因，树立“保护动物”的意识，并落实到行动中；(应用实践)3.用已知的语言表达方式，结合保护动物这一主题，组内合作探究，并分享自己保护动物的计划，实现知识的迁移与创新。(迁移创新)Ⅲ.教学重、难点(Key points and difficulties)1.听懂对话的内容，了解主题意义2.转换所听信息并探讨原因3.如何使用所学知识采取行动，树立保护意识IV.教学方法交际法、游戏教学法、情景教学法、自上而下法
第二单元(Unit 2)阅读思考(Reading & thinking) 在本课学习结束时，学生能够：1.读懂关于这篇熊猫的文章，获取、梳理文章结构，概括每个段落的主旨 大意2.掌握基本的单词和句型，了解并使用动词不定式作目的状语的基本语法 3.提高保护濒危动物的意识，呼吁大家共同保护环境4.联系实际生活，谈谈你对其他濒危动物保护的做法，并积极参与到 WWF的活动当中去。IV.教学重、难点(Key points and difficulties)1.加深带有动词不定式的理解，掌握新的语言结构2.写出自己对保护其他濒危动物和爱护环境的做法V.教学方法(Teaching Methods)交际法(Communicative Approach)、任务教学法(Task-based Teaching Methods)、小组合作教学法(Group Cooperation Teaching Methods)
第三单元(Unit 3)语言运用(Language in use) Module 6 Unit3 Language in use.Ⅱ教材分析(Analysis of the teaching materials)What:本单元的三篇拓展短文的主题皆为濒危动物。其中有1篇选自选自 21世纪青少年报的时事新闻，其中描述了澳大利亚一个海岸上有很多搁浅 的领航，主要原因为自然陷阱，经过野生动物保护工作人员的救治，少数 活了下来。另外2篇选自本册书第三单元中的短文填空文本，这里将文本 的运用方式做了微调，从语法功能重点迁移到语篇的意义。其中一篇讲述 了在巴西的北部海岸有一群迷失了的企鹅，有可能是大自然的暖流将其带 过来，但是企鹅不能在这样温暖的天气中长久生存，因此工作人员用飞机 将他们送回北部海域近地，于是这群企鹅们就开始了他们的回家之旅。另 外一篇讲述了中国华南虎的存在数量越来越少，引起人们的反思，人们需要停止杀猎他们。Why:通过同主题阅读，拓宽学生的眼界，归类其中现状和原因的共性，使他们了解到更多的濒危动物以及保护他们的紧迫性和重要性。How:本单元以课外三篇同主题文章为载体，先分析文章结构，再到文章 内容，最后到文章语言赏析。阅读文章时，以第二单元分析的结构框架进 行拼图阅读，从what/why/how三个方面去分享各自的阅读成果，最后学生以这个框架去进行写作输出。1.基于写作目的、文体和要求，能通过群文阅读，了解更多濒危动物的形 势，构建内容支架，搭建结构支架，生成语言支架(不定式作为宾补和目的状语),为写作做铺垫；2.基于小组合作学习，能通过小组合作探究“以一种濒危动物的视角”撰 写写作提纲，学生再自主探索初稿，尝试独立写作，感悟了解人类应该与 濒危动物和谐相处的重要性。3.通过自评和互评，改进初稿的内容、结构和语言。IV教学重、难点(Key points and difficulties)1. 以一种濒危动物的视角写一篇文章；2.通过自评和互评，改进初稿的内容、结构和语言。V教学方法(Teaching Methods)交际法(Communicative Approach)、活动教学法(Activity-based Teaching Methods)、小组合作教学法(Group Cooperation Teaching Methods)
第四单元(Unit 4) 提升评价(Promotion &assessment) Ⅱ.教材分析((Analysis of the teaching materials)What:语篇四是学生设计濒危动物社团海报与一段不同学生对保护动物的 提议视频短片构成的多模态语篇。海报主要呈现濒危动物的名称，生活习 性，栖息地，生存现状，所遇到的困境，呼吁大家行动起来保护动物，保 护环境，与动物友好相处。短片的文案表达学生的真实想法，将如何保护 动物具体到“如何做”:从自我做起，保护动物，人人有责。How:语篇四中，我们可以看到学生自己设计的濒危动物社团海报和一段 学生自己拍摄的对保护动物的提议相关的vlog,社团海报将会被学生以自 己的方式展现出来，目的是让大家意识到保护濒危动物的刻不容缓以及理 智思考采取怎么样的方式才会更有利于动物的保护。Why:该语篇通过亲自参与的方式让学生切身体会到保护动物，与动物友 好相处的重要性。VI.教学目标(Teaching aims)1,通过看，展示相关海报，了解到描述濒危动物的基本信息，保护措施，有 效做法.并能借助评价量表对参演者做出评价.2,总结自己目前对于保护动物这一主题的了解与做法。VII.教学重、难点(Key points and difficulties)1,体验动词不定式“to do”作为宾语补足语和目的状语的语言现象；2,训练学生的阅读分析能力和创造性思维。VII.教学方法(Teaching Methods)多模态语篇教学法( Multimodal Discourse Teaching Methods )、任务教学 法(Task-based Teaching Methods)
教学过程：(Teaching procedures)(第一单元Unit 1)听说实践(Listening & speaking practice)
环节/时间(Step&Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Learning andUnderstanding学习和理解Lead in(4 min)World Animal Day Ss will be able to get ready forthe listening text. Watch the video of 2022 World Animal Day● Introduce World Animal Day and its theme of 2022:"A shared planet"● Briefly Introduce School Wildlife Club Observe ss' emotional state and elicit their answers to see whether they are interested and involved.
设计意图(Purpose):To arouse interest in the topic about animals in danger and know the background information.
环节/时间(Step &Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Learning andUnderstanding学习和理解1st listening(5 min)Wildlife Club Ss will be able to understand what School Wildlife Club isfor. Finish A8 in M6U3:Listen and complete theposter of Wildlife Club● Assign the task of M6(take a shoot about Elicit answers to check progress and commentson their completion.
Protect Animals")andUnit 1(Act One:“What”).
设计意图(Purpose):To help Ss better understand what School Wildlife Club is for and know what they are going to do in this unitand even this module.
环节/时间(Step &Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Learning andUnderstanding学习和理解Visiting the zoo (6min)A school study trip Ss will be able to talk aboutanimals and get Ss betterinvolved with the school trip Suppose Ss to go on a school study trip to thezoo to find out thesituation of animals. Guessing game: finishA1:Look at thepictures and do thequiz.Talk about the animals they "see in the trip" like the panda, bear, elephant, giraffe,lion,snake with thequestions:①What dothey look like ② What animal do youlike Why Elicit answers to check progress and comments ontheir completion.
设计意图(Purpose):To understand some detailed information about the animals.
环节/时间(Step &Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Learning andUnderstanding学习和理解2nd listening (4 min) Ss will be able to improve their listening skills and knowsome animals in danger. Finish A2:Listen andanswer the questions. Through answers, it isjudged whether students canget detailed information.
Talking about thisweek's Animal World
设计意图(Purpose):To know some animals are in danger.
环节/时间(Step&Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Learning andUnderstanding学习和理解3rd listening (6 min)Leaving the zoo Ss will be able to improve their listening skills and understand the main idea of the dialogue. Finish the exercise in handout: Listen and choose: what we have learnt from the trip Through answers, it isjudged whether students canget detailed information.
设计意图(Purpose):To understand the main idea of the dialogue.
环节/时间(Step &Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Learning andUnderstanding学习和理解Speaking & Thinking(7 min)why & what Ss will be able to betterunderstand the dialogue andfind out"what"and"why"from it. Watch the video, read aloud and think aboutthe questions in A3.Finish A3: check yourmemory and completethe table:① whymany animals are in danger ② what wecan do to help Through Ss'pronunciation,it is judged whether studentscan read the passage.Through Ss'answers, it is judged whether students canget all the correct detailedinformation.
设计意图(Purpose):To better understand the dialogue and know the main situation of animals.
环节/时间(Step &Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Apply and Practi ce应用与实践Brainstorming (6min)why else & what else Ss will be able to think deeplyand find out"why else"and"what else". Ask Ss a question: Why else are some animals in danger Guide Ss to thinkabout as many reasons Through Ss'answers, it is judged whether students canthink more and correctlywith the tips of pictures.And it is better to have more
as possible in differentaspects:① don'thave a safe place tolive (don't haveenough land andforests, clean water,clean water);②People kill them to eat,to make money (make clothes and medicine); ③Other reasons: otheranimals catch them forfood, sick,difficultto produce and raisebabies,accidents...Guide Ss to thinkabout what we can do with the structure"Tohelp animals have asafe place to live/Toprotect animals/Inorder to help animals live a better life, we can/ should/shouldn't/need to." ideas from Ss.
设计意图(Purpose):To transfer what students have learnt and better master the real situation of animals and think more about howwe can help them with the Infinitive structure.
环节/时间(Step&Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Transfer and create迁移与创新Debate (7 min)In the zoo or in thewild Ss will be able to think muchmore deeply about animals'situation and need. Lead Ss to think: is it a good idea for animalsto live in the zoo ● Group work: Debate:Do animals feel happy to live in the zoo or inthe wild Let ss evaluate theirpresentation Through Ss'grouppresentation, it is judgedwhether students can worktogether and use to structurecorrectly
设计意图(Purpose):To learn to think in a critical way.
环节/时间(Step &Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Summary &Homework(1 min) Students will be able tounderstand theassignment. Summarize what Sshave learnt.● Homework:①Make aposter about "I hopeanimals can live in the zoo/wild".②Make ashoot of Act One in"Protect Animals"about the situation ofanimals in danger. Guide students to say the key words of in the summary to see if they master it well.
设计意图(Purpose):To consolidate what Ss learn with enough practice.
教学过程：(Teaching procedures)(第二单元Unit 2)阅读思考(Reading & thinking)
环节/时间(Step&Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Step 1:Lead in(4min) Step 1:Lead in4min 1.Review and recallwhat they have learned about animals and make connectionsbetween old and newknowledge.2. Activate students; language schema before reading. (学习 理 解 ) 1.tell what they have already know about pandas2.play a guessing game about pandas and guessQ1:How long can pandas live in the wild A.10 years B. 30 yearsC.50 yearsQ2: How many babies can a panda produce once(熊猫一次 可以生产几个小熊猫) Q3: Q3:Which is the best place for pandas to live Q4:Which organization(机构) chooses pandas to be its symbol Encourage students to dare to express their ideas about pandas in interaction. Let students learn vocabulary in context.
设计意图(Purpose):To lead in the topic of pandas and the organization"WWF".
环节/时间(Step &Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
pre-reading(3min) 1.make students know moreabout the function of WWFand the unit task. 1.Learn about the WWF: fullname; Chinese name;guessing the function ofWWF while paying attention to the Title "The WWF is working hard to save themall.2.be clear about the general tasks of this unit: make aspeech to introduce thepandas and write a passage to introduce pandas for theworld. Observe whetherstudents understand theunit task.
设计意图(Purpose):To arouse students'reading interest
环节/时间(Step &Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
While-reading(18min) 1.understanding the mainidea and details about thepassage on pandasprotection and trainstudents' reading skill ofskimming and scanningthrough a serious activity. 1.Fast reading: match theheadings with theparagraphs and try tosummarize the skimmingskill.2.Careful readingAct 1: read the paral-2 tomake a fact file aboutpandas.Act 2: read the paral-2 again and underline the sentence toshow the reasons whypandas are in dangerAct 3:Think of other reasonswhy pandas in danger.Act 4: Read the whole passage and complete thetable Through answers, it is judged whether studentscan extract detailedinformation and sort out the logical structure ofthe article throughreading
设计意图(Purpose):To help students understand texts thoroughly and develop their reading skills and thinkingability.
环节/时间(Step &Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Post-reading(15min) Cultivate the ability of groupcooperative inquiry,internalize and export the knowledge learned in thislesson, and cultivate theability to transferinnovation. Actl: think of more ways ofprotecting pandas and usethe structure "to do" of"inorder to do" to make acomplete sentence.Act 2: try to summarize thestructure of the wholespeech.Act3: Group work: make awhole speech. Through the students'verbal output, judgewhether students have mastered the relevant expressions of what,why, and how.
G1/G1 :talk about FactsG3/G4: talk about reasons why pandas are in dangerG5/G6:talk about solutions
设计意图(Purpose):To ask students apply what they have learned in this lesson to real-world situations andcomplete unit tasks.
环节/时间(Step &Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Summary andhomework To summarize, emphasizethe importance of protectingendangered animals. Discuss the question aboutshould we have theresponsibility(责任) toprotect all those wildanimals Students are encouragedto express their personal thoughts on the topic ofprotecting endangeredanimals.
Purpose: To help students further understand that man and nature are the community of life, and the protectionof endangered animals is everyone's responsibility.
教学过程：(Teaching procedures)(第三单元Unit 3)语言运用(Language in use)
环节/时间(Step&Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Warm up(2mins) Make Students have a betterunderstanding about the"unit task".To makepreparation for the maintask today. √ Show the "Module task"to students√ Brainstorm how can wedo it better. Whether students canbrainstorm more waysto finish the task in abetter way.
设计意图(Purpose):Have a better understanding about the "unit task".
环节/时间(Step &Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Learning andUnderstanding学习和理解Step 1:Revision(3mins) Review the illustratedlanguage points. Be a careful reader√ Have the studentsread through themind-map of Unit 2,then put the studentsin groups to creattheir own sentences. Focus on"Why is thesituation so serious " Whether students cananswer"Why is thesituation so serious "clearly
设计意图(Purpose):设计意图(Purpose):To activate students'knowledge in different fields and to get morespecific information about "Why is the situation so serious ".
环节/时间(Step&Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Learning andUnderstanding学习和理解Step 2:GuessingGame(5mins) Combine the information of"Around the world"with thelanguage points to checkstudents'progress. Be an active thinker√ Turn this part into a game by readingthe informationand asking thestudents to guessthe animals. Elicit answers tocheck students'understanding and giveencouragement.
设计意图(Purpose):To help students understand the use of language points in context and put the targetgrammar in practice.
教学过程：(Teaching procedures)(第四单元Unit 4)提升评价(Promotion & assessment)
环节/时间(Step&Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Apply and Practice应用与实践Step 3:WWF isworking hard to savemore animals, such as"Snow leopards".(10mins) Provide more information about "WWF is workinghard to save more animals". Be a ski ll ful reader√ Read through thepassage with the class. √ Finish the mind-map.√ Talk about snowleopards with thestudents by an Monitor students and offer help if needed.
important question"Why should weprotect them ”
设计意图(Purpose):To help students have an in depth analysis of WWF and know that more animals areneeded to be saved.
环节/时间(Step &Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Trans fer and create迁移与创新Step 4:“Protectthem, protect us. ”(12mins) Students will be able to talk about the virus' influenceon them and find out thetrue meaning of"Protectthem, protect us ”,andencourage students to comeup with more ideas about"Human treats animalsbadly and vice versa."underthe guidance of the teacher. Be a Crit ica l thinker√ Ask the students todiscuss the news and the questions:"Why did the trainer lose her life " "Why did the elephantkill her trainer "√ Watch the video anddiscuss “virus”(BiologyClass)√ Finish the task. Whether students can find out more reasons about "Protect them,protect us. ”
设计意图(Purpose):To help students have a better understanding with different Wh-questions and cultivate their critical and creative thinking ability through discussion.And to improve teaching and learning by doingdifferent tasks.
环节/时间(Step&Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Trans fer and create 迁移与创新Step 5:Writing:"Act Three(第三幕)"Why should weprotect animals What's the truemeaning of “Protectanimals, protect us. ”(12mins) Work in groups to practise what students have learnt and guide students how to write about their ideas of"Why should we protectanimals ".with propercommunicative strategies. Be an active partic ipant√ Help students produce a writing about their ownideas of"Whyshould we protectanimals "byfollowingthe structure. Observe students'writing and givesupport.
设计意图(Purpose):To check and evaluate their learning based on the criteria.
环节/时间(Step &Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Sum up and assignhomework. (1min) Students will be able tounderstand theassignment. Do peer assessment andself-assessment√ Homework:Must-do:Collect more facts andcomments and write it onyour information sheet.Optional:Shoot a vlog on "Protectthem, protect us. ” Give encouragement tothe students for thelesson.
设计意图(Purpose):To transfer what students have learnt in a real-life situation and finish the final tasktogether.
教学过程：(Teaching procedures)(第四单元Unit 4)提升评价(Promotion & assessment)
环节/时间(Step &Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Step 1 Lead-in(5min) 1. Students can definethe learning objectives of this lesson;2. Students can watchvideos, improve theirinterest, and think about why animals are friends of human beings, so as toestablish new and oldknowledge connections with the previous three units.【学习理解】 1.Enjoy a video aboutAnimals are our friends.2.Think and offer more examples about animals and human beings. Activate students' knowledge of the topic by watching the video of animals as humanfriends. Encourage students to open their mouth actively,andunderstand their knowledge level through examples.
设 计 意 图 ( P u r p o s e ) :1.Import the learning tasks of this lesson to activate the students'background knowledge.2.By watching the video, stimulate students' interest in the topic of people and animals, and pave the way for the following reading and emotional formation.
环节/时间(Step &Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Step 2 Preparation(15min) 1. Based on the firstthree units of the text inthe textbook, learn tomaster reading skills, let students read the story of Greyfriars Bobby and hisowner John, and thestory of Simon Cat andhis owner Yosh, extract,summarize and thencomplete the cloze testand answer questionsbased on the questiontype setting of the highschool entranceexamination;【应用实践】2. Let studentsunderstand the strongemotion between peopleand animals in thereading process. 【应用实践 】 1. Further reading 1:ReadGreyfriars Bobby andcomplete the passage;2. Further reading 2:TheCat Loves Being Outside andanswer the questions:① When did Yoshadopt Simon ② Where does Simonsit if he gets tired outside ③ What does Yoshencourage other cat ownersto do Observe whetherstudents can answer andsummarize theinformation about thehollowed out place and Simon cat and his Yosh,and give positivefeedback evaluation toinspire students tosummarize the cloze testand answer thequestions.
设计意图(Purpose):1. Jump out of the textbooks, use extracurricular reading materials of the same kind, cultivate the emotionimperceptibly in reading, and consolidate and improve the question type by filling in the cloze at the same time.2.Summarize sentences that can reflect animals'strong feelings towards people in Greyfriars Bobby and The CatLoves Being Outside, and inspire students to extract summaries based on discourse.
环节/时间(Step & Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Step 3 Practice.(15min) 1. Students understand that a good promotionalvideo script elements,and show the evaluationcriteria.2. Students canunderstand theinformation related to endangered animals,understand theimportance of animalsand humancompanionship,understand why animalsare good friends ofhuman beings, and thenmake an English script ofanimal protectionpublicity video. 【迁移创新 】 1. Enjoy a video aboutAnimals save human beings.2. Each group needs to write a script(脚本) forshooting the video. After students watch thevideo of animals savinghuman beings, guidethem to say the keywords related to thetopic according to theiranswers about therelationship between animals and humanbeings, and give themencouraging comments;In the process ofstudents' cooperation in writing scripts, observestudents' cooperationability, and makeappropriate commentsaccording to students'personal characteristics.
设计意图(Purpose):1. In combination with what students learned in Unit1-3, show the requirements and structural framework of agood video script, students can have a clear goal in the production process;2. When writing video scripts, students have certain background knowledge and framework structure, which isconducive to improving the awareness of animal protection.
环节/时间(Step&Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Step 4 Production andassessment(5min) 1.Students can evaluatethe travel guides oftheir peers according to the evaluation criteriaand explain the reasons.【迁移创新】 Discuss in groups,evaluate each other and give scores, and explainthe reasons under theguidance of the teacher. Observe students' discussion,and give an open and inclusiveattitude to students' evaluation,and encourage students to conduct multi-dimensionalevaluation.
设计意图(Purpose):By guiding students to evaluate each other's works, we can cultivate students' critical thinking and language expression ability, and integrate and use relevant language expressions.
环节/时间(Step&Time) 教学目标(Objectives) 学习活动(Activities) 评价(Assessment)
Step 5 Summary(5min) 1.1. Students can think about and answer why humans need to live in harmony with animals;2.Students checkwhether they reach thetarget of the costmodule;3.Clarify the learningtasks after class. 1.Teachers guide students to summarize what they have learned in this module;2.Complete the self-assessment form of the whole module;3.Sublimate the theme again, and define the after-school task of shooting the script into a promotional video. Guide students to saythe key words of"animals are friends ofhuman beings", and therelevant answers canalso be positivelyevaluated.
设 计 意 图 ( P u r p o s e ) :1. Summarize and promote, and guide students to think about the significance of harmonious coexistencebetween human beings and animals;2. Students should clarify the learning tasks after class, sublimate moral education, consolidate and improve.
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