外研版八年級英語上冊Module

外研英語八年級上Module 9 Animals in danger全模塊教案 I. Teaching goals 模塊教學(xué)目標(biāo) 技 能 目 標(biāo) 聽 Match pictures with descriptions about animals 說 Ask and answer questions about protecting animals 讀 Read articles about animals 寫 Write about animals in danger 語 言 目 標(biāo) 功 能 句 式 Talk about animals in danger A: Did you like the zoo? B: Yes, I was so excited to see the pandas … at last! It was interesting to learn about the Wolong Panda Reserve. A: But it’s sad to think about all those animals in danger. It makes me sad. B: The surprising thing was to hear how many animals are in danger. We need to protect them better. A: And it just isn’t right to kill whales or elephants for their meat. B: Absolutely, but it’s hard to stop the killing. Talk about how to protect animals WWF works to protect all animals in danger, so the panda has become the symbol of all animals in danger. There is still a long way to go to save the panda. 詞 匯 1． 1. 重點詞匯 2． danger, protect, orange, cousin, brown, mad, kill, hard, away, dirty, awful, peace, 3． example, nature, research, mainly, reason, situation, symbol, cause, feed, provide, 4． clean 5． 2. 認(rèn)讀詞匯 6． reserve, surprising, absolutely, rare, surprised, southwest, turtle, design, jewellery, 7． difficulty, pollute 8． 3. 短語 9． find out, natural reserve, live on, less and less, for example 語 法 Infinitive structures 1. And many animals have no place to live in. 2. We need to help the animals live in peace. 3. But many people decide not to think about it. 4. But it’s sad to think about all those animals in danger. 重 點 句 子 1. It was interesting to learn about the Wolong Panda Reserve. 2. But it’s sad to think about all those animals in danger. 3. And many animals have no place to live in. 4. We need to help the animals live in peace. The WWF works to protect all animals in danger. II. Teaching material analyzing 教材分析 本模塊以“Animals in danger”為話題，以學(xué)習(xí)動詞不定式的用法為主線，介紹了當(dāng)前瀕臨滅絕,需要人類保護(hù)的動物的情況,并重點介紹了大熊貓的保護(hù)情況。在此基礎(chǔ)上，學(xué)生可以根據(jù)自己的建議制定更合理的動物保護(hù)措施；模塊同時通過該話題還復(fù)習(xí)了一般現(xiàn)在時、現(xiàn)在進(jìn)行時、一般過去時、一般將來時的用法。 Unit 1 通過聽、讀、說訓(xùn)練，初步學(xué)習(xí)動詞不定式。其中活動1要求將所給動物詞匯與對其特征的描述相匹配?；顒?要求根據(jù)錄音判斷所談?wù)摰膭游锛盀l臨滅絕的動物?；顒?—5聽讀包含談?wù)搫游锏膶υ挷⑼瓿苫卮饐栴}、填空及造句等任務(wù)?；顒?學(xué)習(xí)英語中句子的意群；活動7根據(jù)提示進(jìn)行問答練習(xí)?；顒?要求學(xué)生討論活動1圖片中的動物，自己判斷哪種動物最需保護(hù)。 Unit 2 通過讀、寫訓(xùn)練，學(xué)會使用動詞不定式介紹需要保護(hù)的動物及其保護(hù)的情況。其中活動1—5要求學(xué)生首先自己談?wù)摯笮茇埖那闆r，然后閱讀文章并找出各段主題句, 最后練習(xí)運用不定式造句?；顒?—5要求學(xué)生根據(jù)文章回答問題和填空?；顒?要求學(xué)生根據(jù)一段介紹大熊貓目前生活狀況的短文及問題提示,寫一篇關(guān)于另一種瀕臨滅絕動物的情況。 Unit 3 對“動詞不定式”的功能項目進(jìn)行綜合訓(xùn)練，并在此基礎(chǔ)上學(xué)寫關(guān)于瀕臨滅絕的動物的情況。其中活動1、2 要求學(xué)寫不定式的句子并根據(jù)情況正確使用不定式?；顒? 要求根據(jù)活動2 進(jìn)行對話練習(xí)?；顒?-7利用填空、造句、游戲等形式進(jìn)一步練習(xí)動詞不定式的用法?；顒?要求學(xué)生聽錄音并回答問題。活動9要求用所給詞匯完成短文，以進(jìn)一步鞏固課本內(nèi)容。Around the world給學(xué)生介紹了幾種瀕臨滅絕的動物，同時也提供了寫作范文。Module task要求學(xué)生寫一篇關(guān)于瀕危動物的短文并做出了寫作方法及步驟。 III．Class types and periods 課型設(shè)計與課時分配 Period 1 Listening and speaking Period 2 Grammar Period 3 Reading and writing Period 4 Integrating skills Period 5 Vocabulary and task IV. Teaching plans for each period分課時教案 Period 1 Listening and speaking Language goals 語言目標(biāo) 1. Key vocabulary 重點詞匯 danger, protect, orange, cousin, brown, reserve, mad, surprising, kill, absolutely, hard, away, dirty, awful, peace, find out, rare, example, nature, nature reserve, surprised, at last, on earth 2. Key structures 重點句式 I was so excited to see the pandas at last. It was (not) interesting / sad/ right/ hard to do sth. need/ decide(not) to do sth. The surprising thing was to hear how many animals are in danger. Ability goals 能力目標(biāo) Enable students to talk about animals in danger. Teaching methods 教學(xué)方法 Listening and speaking. Teaching aids 教具準(zhǔn)備 Tape recorder. Teaching procedures and ways 教學(xué)過程與方式 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. Period 2 Grammar Language goals 語言目標(biāo) 1. Key vocabulary 重點詞匯 interesting, sad, surprising, surprised, need, hard, place, good, decide, right, to do, hear 2. Key structures 重點句式 It’s (not) + adj. + to do sth. I was surprised to do sth. decide to do sth. need to do sth. a good place to buy things The surprising thing was to hear that bad news. Ability goals 能力目標(biāo) Enable students to use infinitive correctly. Teaching methods 教學(xué)方法 Explanation and practising. Teaching aids 教具準(zhǔn)備 Handout. Teaching procedures and ways 教學(xué)過程與方式 Step I Lead-in Grammar T: Good morning, boys and girls! Today we’re going to learn a new grammar. Now I’ll write down 5 sentences on the blackboard, and please write them down on your notebook, too. Then tell me the similarity between them. S: OK. Show the following. 1. It’s interesting to watch a movie. 2. It’s not hard to learn English. 3. I am surprised to see you here. 4. We need to finish our homework every day. 5. HongKong is a good place to buy things. 6. The surprising thing was to hear that bad news. Step II Explanation First encourage students to tell the similarity between the sentences. Show the following. 1. to + v. 2. It’s + adj. + to do 3. need to do sth. 4. be to do sth. T: We can see that the above sentences all include “to + v”. In fact they are in the same family, and they are called “infinitive”. (Write “infinitive” down and ask students to use a red pen to emphasize the infinitives). Now look at the first sentence. Can you give me more examples? S: It’s good to eat vegetables. S: It’s sad to hear the accident. S: It’s nice to see you here. It’s easy to learn math. It’s right to tell the truth. T: Excellent! Now I want to change these sentences. Look carefully, please. Show the following. 1. To watch a movie is interesting. 2. To eat vegetables is good. 3. To hear the accident is sad. T: Maybe you have found something different. What’s the function of “to do”? S: As the subject of the whole sentence. T: Great! That’s it. We can use the infinitive to work as the subject of the whole sentence. But how come these sentences “It’s + adj. + to do”? Well, do you want to have a big, long head and short legs? Maybe that will look uncomfortable. So we need our old friend “it” to help us. Thus we have all these sentences. Then ask students to read the following aloud. 1. It is interesting to watch a movie. 2. It’s good to eat vegetables. 3. It’s sad to hear the accident. T: OK. Now let’s go on with the next sentence “It’s not hard to learn English.” Clearly it’s the negative form of the infinitive. How is it formed? S: To add “not” before the infinitives. T: Yes, so change the sentences above into negative ones. S: 1. It’s not interesting to watch a movie. 2. It’s not good to eat vegetables. 3. It’s not sad to hear the accident. T: Well, the next type. Look at sentence3 “I was surprised to see you here.” And it’s just easy for you to give other examples. S: He was afraid to tell his mother the matter. I’m glad to hear you. T: This time the infinitive functions as adverbial in the whole sentence. Then give the students some examples. 1. She was ready to go. 2. You’re right to do it. 3. The water is not good to drink. Ask students to read these sentences together. And then go on to the next type. T: “We need to finish our homework every day.” The infinitive is used as the object of the main verb. Many verbs can be followed by infinitives. Such as: learn, tell, forget, remember, decide, ask, try, like, need, etc. Show the following. eg: We learn to speak English every day. Mary forgot to give me my book. Helen decided to have a holiday. We’ll learn the usage of the verbs and you should pay attention to the usage. OK, next type, as attribute. I think you’re familiar with it. S: There is a house to live in. We have something to discuss. Would you like something to drink? T: Well, the last type, infinitives as predicatives. For example: 1. My only wish is to be a good teacher. 2. The important thing is to finish it on time. 3. The first thing was to open the door. T:　Well, we have went through five main usages of infinitives, and they are “subject, adverbial, 　　　 　　object, attribute and predictive”. Now let’s read all the examples again. Step III Ｐｒａｃｔｉｃｅ　 I．單項填空 1.Tell him ____ the window. 　A. to close B. not close C. close 2. It’s important ____ the truth. 　A. know B. to know C. knowing 3. I was excited ____ from you. 　A. hearing B. hear C. to hear 4. Is there anyone ____ to? 　A. talk to B. to talk to C. talking 5. It’s wrong ____ others. 　A. to laugh at B. laugh at C. laughing at 6. The thing now is ____ the right people. 　A. find out B. to find out C. find II． 用動詞的適當(dāng)形式填空 1. Do you remember ____ (return) the book tomorrow? 2. It’s impossible ____ (live) without water. 3. It’s hard ____ (talk) with him. 4. We have a good book ____(read). 5. I’m happy ____ (have) a nice present. 6. The problem is ____ (make) a right chance. III．翻譯句子 1. 她決定周末回家. 2. 學(xué)習(xí)英語是一種樂趣. 3. 課前預(yù)習(xí)很重要嗎? 4. 這是一個娛樂的好地方. 5. 聽到媽媽病了,他很傷心. 6. 他的目標(biāo)是當(dāng)科學(xué)家. Step IV Homework Ask students to 1. review the grammar carefully, and make up three sentences for each type. 2. learn the words on pages 186—189. Period 3 Reading and writing Language goals 語言目標(biāo) 1. Key vocabulary 重點詞匯 southwest, mainly, live on, reason, less and less, situation, symbol, turtle, cause, feed 2. Key structures 重點句式 Pandas have less and less land to live in. Then the pandas will have enough food to eat and enough places to live in. Need / work to do sth. Ability goals 能力目標(biāo) Enable students to read and write about animals in danger. Teaching methods 教學(xué)方法 Reading and writing. Teaching aids 教具準(zhǔn)備 A tape recorder. Teaching procedures and ways 教學(xué)過程與方式 Step I Warming-up In this procedure, get students to do Activity 1 on P74, and say what they know about pandas. T: Hello, everyone. In the first period, we talked about animals in danger. Today, we will learn something about our lovely “panda”. First I’d like you to say something about it. S: I know that pandas only live in China. S: There aren’t many pandas living in the world. And our government has made many reserves to protect them. S: The most important point is that everyone should love pandas and protect them. … T: Yes, sure. So now let’s look at the situation of pandas now. Step II Reading (2: P74) In this procedure, students will read the passage on P74 and finish Activity 2. Check the answer. Reading strategies T: When we read a passage, we often first find its topic sentence in each paragraph. All of the topic sentences work for the main idea of the passage in a reasonable order to form a nice passage. Usually the topic sentence in a paragraph is the first or the last sentence. Sometimes, it is in the middle. And rarely, we need to summarize it by ourselves. For example: In this passage, the first three paragraphs’ topic sentences are the first sentences of each paragraph. And in the last paragraph, we can find the topic sentence by reading its main idea and summarize. Find the clues: 1. The panda is one of the animals most in danger. (An animal in danger.) 2. Pandas live in the forests and mountains of Southwest China. (The panda’s home.) 3. Our government is working hard to save pandas. (Help for pandas.) 4. The WWF works to protect all animals in danger, so the panda has become the symbol of all animals in danger. Post-reading Ask students to read the passage and try to answer the questions in Activity 4 on P75. Sample answers: 1. Because the area of bamboo is becoming smaller for many different reasons. 2. Bamboo. 3. The government has made a new plan to help pandas. The nature reserves will be bigger and the bamboo will grow better. 4. Because the area of bamboo is becoming smaller for many different reasons, so pandas have less and less land to live on. And pandas don’t have many babies, and baby pandas often die. The situation is serious. Then ask students to read the passage paragraph by paragraph again and explain some of the grammar points in it. 1. one of … eg: He is one of my good friends. Sally is one of the girls who study hard. 2. There be …doing… eg: There is a boy crying in the corner. There are many people playing on the beach. 3. less and less eg: Students have less and less time for playing. People have less and less time to relax themselves. 4. need to do sth. eg: We need to do exercises. Bob needs to walk home. Go through the passage by yourself and try to digest the passage, then do Activity 3 on P75 and then after checking the answer, read the sentences together. Word study Ask students to do activity 5on P75 and then ask them to read the short passage repeatedly. Step III Writing (6: P75) Ask students to read the short passage about panda first and then choose another animal in danger and answer the questions in Activity 6 and write a passage about it. Sample answers: 1. The wild Bactrian camel. There are perhaps 950 left in the wild for different reasons. 2. There are perhaps 950 left in the wild. But it still works for people to carry many things. And many people sell its skin for money. So it is in danger now. 3. We need to protect it. 4. We should stop using it as a servant, and give it a nice environment to live. We can also have natural reserves for the camel. And we can do something to tell people the importance of protecting it. Sample version: The wild Bactrian camel lives in Northwest China Mongolia. It is a large camel and the only species in the world with two humps. There are perhaps 950 left in the wild. But it still works for people to carry many things. And many people sell its skin for money. So it is in danger now. We need to protect it. We should stop using it as a servant, and give it a nice environment to live. For example: We can also have natural reserves for the camel. And we can do something to tell people the importance of protecting it. Step IV Homework Ask students to 1. write a passage about an animal in danger in their exercise-books. 2. finish activities 5-10 on pages 145-146 in Workbook. Period 4 Integrating skills Language goals 語言目標(biāo) 1. Key vocabulary 重點詞匯 design, jewellery, for example, provide, difficulty, clean, pollute 2. Key structures 重點句式 It is + adj. + to do sth. The surprising thing was to … Ability goals 能力目標(biāo) Enable students to use infinitive correctly. Teaching methods 教學(xué)方法 Cooperative learning. Teaching aids 教具準(zhǔn)備 A tape recorder. Teaching procedures and ways 教學(xué)過程與方式 Step I Revision (1, 4-9: P76-78) Review the infinitive and the text. And then do some exercises. Get students to finish the exercises about infinitive and check the answers. Ask students to read the sentences together or in groups after checking. Step II Listening and speaking (2: P76; 8: P78) Listening Ask students to choose the correct words and then listen and check and pay attention to the different usages of set phrases. Then read the conversation together. Show the following. 1. want to do sth. 2. It’s + adj. of sb. to do sth. 3. Let’s do sth. Then check the answers. Speaking T: Work in pairs and role-play the conversation between Katy and Samantha in Activity 2. Then try to make a similar one by yourselves. Sample conversation: S1: Hi, Bob speaking. S2: Hi, Bob. It’s Jim. Do you want to see a football match tonight? S1: Oh, it’s very nice of you to invite me. What are the two teams? S2: England and France. The exciting thing is to guess who will be the winner. S1: Oh, that sounds good. What time does it start? S2: At four o’clock. Let’s meet at half past three. S1: OK. See you then. S2: OK. Listening Then go on with activity 8. First ask students to guess what will be talked about. Then play the tape and get the students to listen and answer the questions. Check the answers with the class. Step III Reading and writing (Around the world: P76; 10-12: P79) Around