Lesson 17 Save the Tigers 教学设计

Lesson 17 Save the Tigers
教学目标：
1.知道单词:courage,brave,reason,century,kill,cut;短语:at the beginning of,drop to,food chain,in balance,cut down,as well
2.知道和运用一些介绍保护动物的句型:
For this reason,tigers are important to the environment.Some people hunt and kill tigers for money.…we must do something about it.
3.通过听力训练,两人一组合作角色扮演的方式,还有小组合作的方式,大家一起交流,通过实物或图片提供的场景练习目标语言,提高英语听说能力。
教学内容：
1.理解运用本课重点单词或短语:courage,brave,reason,century,kill,cut,at the beginning of,drop to,food chain,in balance,cut down,as well
2.理解一些保护动物的口语和句型:For this reason,tigers are important to the environment.Some people hunt and kill tigers for money.…we must do something about it.
3.进一步知道不定代词的用法。
重点难点：
1.正确知道与保护动物有关的词:volunteer,important,danger,disappear,wild
2.了解保护动物的方法:For this reason,tigers are important to the environment.Some people hunt and kill tigers for money.…we must do something about it.
3.知道和运用以下重点句式:
These volunteers hope to save the tigers of the world.At the beginning of the 20th century,the number of the tigers in the world was around 100 000.The tiger is at the top of the food chain.As forests disappear,tigers lose their homes.
教学思路：
本课时的教学内容是冀教版八年级下册英语第三单元的第五课时,主要涉及如何保护动物的情况。在授课之前先让学生通过上网调查及其他途径了解介绍有关动物保护的情况。课上可以通过让学生小组合作的形式进行相互交流;同时,教师通过幻灯片、图片、照片等向学生展示一些动物保护行动,并让学生用英语进行简单介绍,保护动物,热爱动物,热爱大自然。
教学准备：
设计教学PPT,录音机,多媒体,图片和单词卡片。
教学过程:
StepⅠ.Lead in
Leading in 【情景1】
Show some pictures about some tigers.Then discuss the following questions:
T:Hello,boys and girls.Do you like tigers?
S1:Yes/No.
T:What do you think of the tigers?
S2:They are dangerous.
S3:They are in danger.
Discuss the questions in groups.Ask the students to talk for three minutes.Then let them present their talk in class.
[设计意图]　利用学生学过的内容,从询问老虎的情况开始,学生乐于接受,能够轻松进入语境,进而介绍生词,图片的使用使学习更加形象直观,自然地进入谈论保护动物的新话题。
Leading in 【情景2】
Greet the class.
T:Hello! Boys and girls!
Ss:Hello! Mr./Ms.XX.
Ask the students to introduce the animals in danger in class.
S1:There are many animals in danger.
S2:Pandas,tigers.
S3:I think we should protect animals.
Show the new word “save” and show the picture of some tigers in danger to the students.
T:What should we do about tigers?
S4:Plant more trees.
S5:Don’t kill tigers.
…
[设计意图]　运用学生所学的知识,从谈论熟悉的入手进入新内容的学习,运用实物或图片帮助学生学习生词,直观、感性、形象。
StepⅡ.Presentation
If some students feel the passage is too long,the teacher can divide it into two or three parts.Then ask them to read them in groups.After a while,ask them to read one by one.
(1)But today that number has dropped to a few thousand.
(2)These volunteers hope to save the tigers of the world.
(3)At the beginning of the 20th century,the number of tigers in the wild was around 100 000.
(4)People have cut down a lot of trees as well.
Please pay attention to the long words:thousand,volunteer,beginning.
[设计意图]　小组合作训练阅读,利用多媒体,展示一些老虎的生活场景,创设情景,使同学们身临其境,激发说的欲望。在练习中巩固本课需要知道的句型。
StepⅢ.Listening
T:Listen to the tape with your book closed and fill in the blanks.
1.The number of the tigers has dropped to a few 　　　　.?
2.Tigers are important to the 　　　　.?
3.In recent years,tigers have been in danger of 　　　　.?
【Keys】　1.thousand　2.environment　3.disappearing
[设计意图]　加深同学们对课文的知道,学生们带着问题有目的地倾听,容易把握内容完成填空。
StepⅣ.Post-listening Activities
After listening to the passage,get the class to read it aloud.
Ss read aloud.Then practice the passage.Focus on the stressed words,pronunciation and intonation.
[设计意图]　学生训练听力之后,朗读巩固,训练学生的语音语调,培养学生运用目标语言进行交际的能力。
StepⅤ.Reading
1.Read the text and decide whether the statements are true or false.
(1)The tiger is at the top of the food chain. (　　)
(2)The number of tigers is quickly decreasing now. (　　)
2.Then ask some volunteers to read the passage.
3.Read the text again and finish the exercises in No.1 and No.2 in Let’s Do It!
【Keys】　1.(1)T　(2)T　3.(1)Paragraph 1:B Paragraph 2:C　Paragraph 3:A 　
(2)Paragraph 1:“Save the tigers” is a group of volunteers. 　These volunteers hope to save the tigers of the world. 　Paragraph 2: The tiger is at the top of the food chain. 　It helps keep the number of other wild animals in balance. 　Paragraph 3: The number of tigers in the wild is quickly decreasing and we must do something about it.
☆教材解读☆
1.These volunteers hope to save the tigers of the world.?
hope to do sth意思是“希望做某事”,在这用动词不定式作宾语。
My sister hopes to have a trip to Beijing.
我妹妹希望去北京旅行。
【拓展】　在下列动词后面一般都接动词不定式作宾语:want,hope,wish,like,
begin,start,try, agree,learn等。
The baby is learning to walk.
宝宝正在学走路。
2.At the beginning of the 20th century,the number of tigers in the wild was around 100 000.?
at the beginning of意思是“在……一开始,最初”,一般后面接名词,表示事情或者事件的最初,而且一般放在句首。
At the beginning of the race,she ran very fast.比赛最初,她跑得非常快。
3.But today that number has dropped to a few thousand.?
drop作动词,意思是“下降;下跌”。drop to 意思是“下降到”。
The price of the skirt dropped to 100 yuan.这件裙子的价格下降到了100元。
【拓展】　(1)drop 作动词时,还可以当“落下,停止,放弃等”讲。
She dropped the flowers on the street.
她把花落在了街上。
(2)drop 作名词时当“滴,水珠”讲。
There are some drops of water on her head.她头上有几滴水珠。
4.Tigers are symbols of strength and courage.?
courage 是不可数名词,意思是“勇气”。
Everyone should have courage to face the difficulties.每个人都应该有勇气面对困难。
5.In many stories,they are brave.?
brave作形容词,意思是“勇敢的,无畏的”,在句中作表语或者定语。
This policeman is very brave.
这个警察非常勇敢。
【拓展】　brave的副词形式就是bravely。
Everyone should face the difficulties bravely.每个人都应该勇敢地面对困难。
　　6.For this reason,tigers are important to the envionment.?
reason是可数名词,意思是“原因,理由”,其复数形式为reasons。
She doesn’t have any reasons to do this.
她没有任何理由去做这个。
7.People have cut down a lot of trees as well.?
◆cut down意思是“砍倒”,指的是从根基部分砍倒某物。
The zoo keeper cut down some bamboo to feed the pandas.动物园饲养员砍些竹子去喂熊猫。
【拓展】　(1)cut down 还可以表示“(尺寸上或者数量上)削减,缩小”,也可以与to或者on连用。
She wants to cut the pocket money down to 50 yuan.她想把零花钱降到50元。
(2)与cut 有关的常用词组有:
①cut in插嘴,打断说话。
It is impolite for children to cut in when their seniors are talking.孩子们在他们的长辈谈话时插嘴是不礼貌的。
②cut off切掉,切断。
The village is cut off by the flood.
村子被洪水隔绝。
③cut out割掉,剪下。
I cut out the paragraph in this article.
我删除了这篇文章的一个段落。
④cut up切开,切成小块。
Please cut up the vegetables very fine.
请把蔬菜切成碎末。
⑤cut back削减,缩减。
Rose bushes shoot again after being cut back.玫瑰丛修剪后还能再长出新枝。
⑥cut into切成,插入。
A loud voice cut into their discussion.一个很响的嗓音突然插进到他们的讨论中去。
◆as well 意思是“还,也”,一般用于口语之中,和too意义一致。
I finished my homework.Lucy finished her homework as well.我完成了作业。露西也做完了。
【拓展】　(1)as well一般用于英语口语之中,它前面不用加逗号,而且只能用于肯定句中。
(2)too一般用于口语之中,也可以用于肯定句和一般疑问句中,一般放在句尾,它前面可用逗号隔开,也可不用。有时也可以放在句中,前后均加逗号。
　　(3)either意思是“也”时,只能用在否定句中,且要放在句尾,它前面通常要用逗号隔开。
(4)also一般用于肯定句中,放在be动词、助动词、情态动词之后、实义动词之前,不能放在句尾。
[设计意图]　学生通过阅读课文,了解重点内容,并且通过判断对错来巩固对课文的理解和知道;朗读课文并完成课后题1、2,了解课文重点内容。
StepⅥ.Complete Let’s Do It!
Ask the students to read the passage and match the paragraphs in No.1.Then read the passage again and find some sentences to support the main idea of each paragraph in No.2.
[设计意图]　Let’s Do It! 部分中的No.1、No.2考查对课文的知道,读懂课文就可以回答。考查对文章总体大意及每一段的重点句的了解和知道,练习题的形式使学生又一次巩固了文中重点内容。
StepⅦ.Task
GROUP WORK:Let’s Do It! No.3
Ask some students to come to the front of the classroom in groups and finish No.3.
[设计意图]　No.3的重点是阅读训练。同学们通过小组合作来完成。以谈论动物保护为话题,提供了一个语境完整、内容丰富的话题,自然呈现本单元的核心句型,为学生进一步知道课文做了巩固。小组合作的形式,训练学生的合作意识,小组之间的竞争,激发学生的积极性。
Step Ⅷ.Exercises
T:Now,look at the sentences with some missing words.Please use proper words to fill them.
1.The old people can’t keep themselves 　　　　(保持平衡).?
2.The price of the eggs has　　　　(下降到) 4 yuan.?
3.Lily can sing,and she can dance　　　　(也).?
4.　　　　(最初) the month,my sister went to Beijing.?
5.Many animals 　　　　(正在消失) slowly.?
【Keys】　1.in balance　2.dropped to　3.as well　4.At the beginning of　5.are disappearing
[设计意图]　以学评教、强化落实。当堂检测主要是由本节内容组成的形成性评价,利用已知的信息,让学生补充,让他们得到充分的训练。
StepⅨ.Homework
1.Practice the passage with your group members after class.
2.Copy the new words twice.
[设计意图]　口头练习和单词记忆相结合,复习、归纳,注重语言知识的操练与积累。
Lesson 17　Save the Tigers
courage,brave,reason,century,kill,cut
at the beginning of,drop to,food chain,in balance,cut down,as well
For this reason,tigers are important to the environment.
Some people hunt and kill tigers for money.
…we must do something about it.
These volunteers hope to save the tigers of the world.
The tiger is at the top of the food chain.
As forests disappear,tigers lose their homes.
教材习题解答
【Lesson 17】
1.Paragraph 1:B　Paragraph 2:C　Paragraph 3:A