外研社八年级上册M9U2教学设计
3.Walk around and give their stars to the best suggestion.
3. 启发学生思考对城市问 题的看法和建议，意识自己 作为公民所承担的责任和 应尽的义务。
4. Ask group leaders from each group to take the handout back and report the best suggestion. Ask other students to listen and guess the problem.
like Arnwick? How？
questions and give their
2. Ask Ss to watch a short video about how answers.
Beijing expanded over the years.
3. Ask Ss to think about
What problems will these changes bring to
3. 通过快速阅读，让学生 清楚五个段落的大致内容 和文章结构。
4.通过细读文章，了解 Arnwick 的具体的变化、问 题和需要，培养学生获取细 节信息的能力。
2
1. Ask Ss to think about
5. Watch the short video,
Does Beijing have the same situation（情形） think deeply about the
1. Learn the basic information about Jo.
2. Guess why Jo looks unhappy.
1. Read quickly and choose the right reason.
2. Learn the new words and answer the questions for each word.
1. Guess what the teacher’s hometown and the reason why she came here.
从教师自己的“北漂”经历 引入本课话题，激发学生兴 趣。
their parents from. 3. Ask Ss to discuss why do people come to
2. Answer their hometown and their
为学生预测课文内容及阅 读课文做铺垫。
Beijing.
parents’ hometown
3. Discuss and list
reasons.
Ⅱ.Pre-reading (2 minutes) 1.Introduce some basic information about Jo. （provide context） 2. Ask Ss to look at the picture and guess why Jo looks unhappy? (prediction) Ⅲ While-reading ( 20 minutes) ➢ Gist Reading (3min) 1. Ask Ss to read quickly and choose the reason why Jo is unhappy. 2. Class check. ➢ Pre-teach new vocabulary (5min) Teach the following new words through pics. pupil ; rubbish; pollution; solve; public service (M-P-F) ➢ Fast Reading (3min) 1. Ask students to read the five paragraphs quickly and match them with the subtitles on the work sheet. 2. Do peer check and then class check. ➢ Careful Reading (5min) 1. Ask Ss to read the story again carefully and choose T/F and correct the false ones. 2. Do peer check and then class check. ➢ Deeper thinking(5min)
3
Blackboard Design
Students’ answer about reasons why do people come to Beijing
Students’ answer about problems in Beijing
课后反思：
附 1：students’ handout
2. Pass the handout to the next group and give suggestions to the new questions.
2. 通过让学生自己选出最 好的建议能够突出以学生 为中心。
3. Ask Ss to students to work as groups. Walk around and give their stars to the best suggestion for each problem. Ask a few ICQs to check their understanding about the activity.
in the form of bus stop.
their suggestions.
Ask a few ICQs to check their understanding
about the activity.
5.启发学生独立思考，深度 分析文本的能力。给机会让 学生与文本产生互动，比较 北京与 Arnwick，总结北京 的问题并提出粗略的建议。 同时锻炼学生口头表达能 力。
小组合作给建议时提供 word bank 给学生一定的思路和词汇帮助。
【教学用具】 Handout，Computer 【教学方法】 PWP
【教学过程】
Teacher’s Activities
Students’ Active
I. Lead-in (3min) 1. Ask Ss to guess the teacher’s hometown and the reason why she came here. 2. Ask Ss where are they from and where are
教学重点和难点 【教学重点】 通过阅读活动，获取文章的主要内容以及关于 Arnwick 存在的一些问题和变化，引导学生给出建议。 突破途径：通过设置悬念，把阅读任务由易到难一步步搭建，引导学生完成略读和细读任务。
1
【教学难点】
针对自己家乡的问题小组讨论并写出自己的建议。
突破途径：通过给一定的补充材料如北京如何在交通方面逐年扩张及上下班人口流动的数据以及在
学情分析 本节授课的对象为八年级学生，学生在本册书第 2 模块中已接触“人口”这个话题，而且也掌 握了部分相关词汇，如 population, million 和其它表达数字的相关词汇。但文中仍有一些生词如 public service 需要在细读前教授以扫清基础较弱同学的阅读障碍。文中涉及的语法知识点是冠词的使用， 对于学生文本理解应该不会造成太大障碍，在细读的任务中也有所涉及。 该话题的内容主要突出城市生活中的问题，和学生的日常生活紧密联系，因此，理解起来会相 对容易。但文中除了在最后提到“money”作为一项解决措施外，并没有提到其它解决城市问题的 建议，所以学生在讨论解决问题的建议时可能不能很快地产生想法，也有可能不知道如何用英文表 达相关词汇。因此，老师需要给一定的支撑和指引。 大部分学生能听懂老师英语指令，并掌握了一些基本的阅读策略。但对于一些基础较弱的同学 仍需培养快速阅读和细读的策略。对于基础较好的同学，需要培养深度分析文本的能力。
4. Group leaders report the best suggestion while the others guess the problem.
5. Summarize what we can do to solve city problems.
5. Answer the teacher’s questions and summarize
Ⅴ. Homework （1 minute） Ask students to write a letter to Jo and give her some suggestions.
Finish the homework after class.
让学生通过写信的方式提 建议，从而帮助 Jo 解决她 的问题。
Beijing?
Can money help solve all these problems?
Ⅳ. Post-reading（14minutes）
1. Ask Ss to work in groups and give
1. Work in groups.
suggestions to the top 5 questions in Beijing Discuss and write down
研究重点 本节课的研究重点是：文本分析与活动设计。这节课中，我着重培养学生分析文本的意识， 帮助学生梳理文本信息，进行信息归类，最终与文本产生互动，分析、对比和总结自己的家乡的问 题并提出建设性的建议，引导学生培养思维能力。
教学目标 在本节课结束后，学生能够： 1. 理清文章结构。 2. 通过阅读活动，获取文章的主要内容以及关于 Arnwick 存在的一些问题和变化。 3. 对比北京与 Arnwick 的不同于相似之处 4. 提出一些改善城市问题的建议。 5. 形成一定的环保意识、全球意识、社会责任意识、合作意识和积极面对问题的态度。
初二上册M9u2教案
课题：外研版八年级上册英语Module 9 Animals in dangerUnit 2 The government is working hard to save the panda. 一、教材分析本模块以濒危动物为话题，向学生介绍了一些濒危动物的现状。
其中本单元通过介绍国宝大熊猫这种濒危动物的生活、濒危的原因、政府对其的保护措施及以熊猫为代表号召人们保护其他所有的濒危动物。
要求学生明白文章的主旨大意及段落大意，更进一步提高学生的阅读能力。
同时，学生了解濒危动物是贴近人们生活的一个永恒的话题，培养对生命的热爱和人与自然和谐发展也是教育的目标之一，增强学生的环境保护意识，提高保护动物，保护环境的自觉性和进行环保宣传的责任感。
二、教学对象分析这一课的教学对象是初二学生，他们已具备一定的语言积累，有一定的阅读能力，理解能力和表达能力。
同时已经有了一定的人生观，价值观，对待事物有自己的想法，有独立思考的能力，对感兴趣的话题积极性较高。
然而学生对于学习也存在一定的问题：1、学生对于快读与精读的技巧还没有熟练掌握；2、对于写作学生有时不知从何起笔，不知写些什么内容，因此需要加强写作指导；3、学生对所学语言不能灵活运用于生活实际。
为此，在本节课里，将会通过对与阅读的处理与操练来突破这些难点。
三、教学目标设计1. 语言知识: 能理解并正确运用下列单词和短语：research，live on，less andless， symbol，cause，以及动词不定式2. 语言技能: 能够读懂有关濒危动物大熊猫现状的文章，明白文章的主旨大意，强化理解文章段落大意和文章的结构，能够通过阅读获取信息，培养学生的阅读技能，与此同时了解阅读材料中作者的观点和态度，从根本上去理解文章。
课后能够通过各种途径获取信息并模仿课文的写作形式，简单叙述濒危动物的情况。
3. 学习策略：学会将谈论的话题继续下去，进行较深入的讨论,并且积极参与小组讨论。
外研版初中英语八年级上册《Module_9 Population,Unit_2 》教学设计
外研版初中英语八年级上册《Module_9 Population,Unit_2 》教学设计一. 教材分析外研版初中英语八年级上册《Module 9 Population, Unit 2》主要讨论了世界上不同国家的人口问题。
通过本模块的学习，学生能够掌握有关人口统计数据、人口增长、人口密度等词汇和表达方式，同时提高他们的阅读理解和口语表达能力。
本节课的主要内容是阅读一篇关于中国人口增长的文章，并讨论如何解决人口问题。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的词汇和句型。
但是，对于一些专业术语和复杂的句子结构，他们可能还需要进一步的引导和帮助。
此外，学生可能对人口问题有一定的了解，但可能没有深入思考过如何解决这些问题。
因此，在教学过程中，教师需要关注学生的认知水平，引导学生深入思考，提高他们的阅读理解和口语表达能力。
三. 教学目标1.知识目标：学生能够掌握本节课的主要词汇和表达方式，如人口统计数据、人口增长、人口密度等。
2.能力目标：学生能够阅读并理解关于人口问题的文章，提高他们的阅读理解能力。
3.情感目标：学生能够认识到人口问题的重要性，并思考如何解决这些问题。
四. 教学重难点1.重点：学生能够理解和运用本节课的主要词汇和表达方式。
2.难点：学生能够阅读并理解关于人口问题的文章，以及如何解决这些问题。
五. 教学方法1.任务型教学法：通过完成各种任务，引导学生主动参与课堂，提高他们的阅读理解和口语表达能力。
2.讨论法：引导学生就人口问题展开讨论，培养他们的思维能力和合作精神。
六. 教学准备1.教师准备：提前准备好关于人口问题的文章，以及相关的词汇和表达方式。
2.学生准备：学生提前预习课文，了解基本的人口概念。
七. 教学过程1.导入（5分钟）教师通过向学生展示一些关于人口增长的数据和图片，引起学生的兴趣，并引导他们思考人口问题的重要性。
2.呈现（10分钟）教师向学生呈现本节课的主要词汇和表达方式，如人口统计数据、人口增长、人口密度等，并通过例句帮助学生理解和运用这些词汇和表达方式。
外研版 八年级上Module 9 Unit 2教案
Module 9 Animals in dangerPart 1: Teaching design第一部分教学设计Unit 2 The government is working hard to save the panda.■Warming upHello, class. What is this? Yes, it is. It is the panda.By the way what is the panda saying?He says that “You come to China. But you can’t find me. What apity?”He is right to say that. Pandas are in danger. To know more aboutthe panda let’s go to page 74.■Reading and vocabulary2 Read the passage and match the headings with the paragraphs.On page 74 is a passage about The Giant Panda.Now listen to the its recording first, paying attention to the pronunciation, stress, and the intonation of the native speakers.For the second listening, try to read aloud the passage to the recording while listening.Now let’s go over the passage for the third time. This time we shall read the passage. While reading try to cut(断句)/ the sentences into parts, blacken（涂黑）the predicates, shade（加影）the connectives and underline （划线）the expressions.4 Answer the questions.You have read the passage about pandas. Now in pairs try to answer the four questions on6 Look at this paragraph about the panda.On page 75 you see a short paragraph about the panda. Read it in pairs. While reading try to cut(断句)/ the sentences into parts, blacken（涂黑）the predicates, shade（加影）the connectives and underline （划线）the expressions.Now choose another animal in danger such as a bear, camel, elephant, lion, tiger, turtle, snake or whale.Answer these questions and write a paragraph about it.·What is the animal and why is it in danger?·What is the problem?·Give an example of the cause of the problem and if possible, show how serious it is.。
2022外研版英语八上Module9Unit2教学设计
2022-2022外研版英语八上Module 9：Unit2教学设计（金品）Module 9 Animals in dangerUnit 2 The government is working hard to save theanimals.Teaching objectives：1. The students will be able to learn and use new words and phrases:research,southwest,mainly,reason,situation,symbol,liveon,less and less, well-known, think of ,such as.students will be able to improve the reading skills.3. The students will be able to learn to use the infinitive.Teaching skills:1.Listening:listen to the passage2.Speaking:ask the students express how to save the animals in danger.3.Reading:read the passage.4.Writing: choose an animal and write a passage about the situation of the animaland what we can do for it.Feeling and attitude:Discuss the situation of the animals in danger ,and talk about how to protect them. Culture consciousness:the situation of the animals in danger.of some ways how to protect them.the animals and protect the animals.Teaching points：1. Main pointsThe students will be able to learn the key structures:①… pandas needs to eat a lot of bamboo.②… so pandas have less and less land to live on.③The government has made a new plan to help pandas.2. Difficult pointsIt’s easy for students to make mistakes when the students use the infinitive. Teaching aids:some flashcards, tape recorder, chalkTeaching procedures：Step 1. RevisionRevise the names of animals, and get the students to know them.Step 2. Presentation1.Talk about what the animals live example,we man live on the rice,meatand so panda lives on the people cut down the trees and the theanimals face the problems of dying .2.Tell the numbers of some wild animals in China and talk about the animalsthat are in danger, talk about how to protect example,the Chinesegovernment has set up many nature World Wild Fund for Nature protectall animals in danger. Help them to collect more information about how toprotect the animals. Ask them to write what they said on their exercisebooks. Share it with all the students.Step 3. Listening and reading1. Listen to the passage, then choose the main idea and try to match them.A. Help for pandas Paragraph 3B. Pandas help other animals Paragraph 4C. The pandas’ home Paragraph2D. An animal in danger Paragraph 1the beginnings with the endings to make sentences. (Activity3)(1).Pandas eat bamboo to live.(2).The government has made a new plan to protect pandas better.(3).They will make bigger reserves to make bigger forests and plant morebamboo.(4).The Chinese government is working hard to save pandas and animals.3. Read the passage, and answer the following questions:(1). Why do pandas have less and less land to live on?(2). What do pandas need to eat?(3). How is the government trying to save the panda?(4). Why do you think there is still a long way to go to help the panda?4. Talk about the passage with all the students. Choose one or more studentsto try to say more about the animals. Get them to say and repeat it. Then ask the next student to show his discuss the ideas together..Step 4. Practice1. Complete the sentences with the words in the box.Get the students to finish it by themselves. Check their answers and talkabout them. Try to teach the students how to finish this kind of exercise.2. Work in pairs. Ask and answer questions about a kind of animal . (Activity6).Get the students to write down all the information.Step 5. WritingUse the answers and write a passage about the animal which is in danger.Tell the students:people and animals can be ’s love and protect animals is protecting ourselves.Homework:off the exercise in this unit.the infinitive.Blackboad designresearch live on … pandas needs to eat a lot of bamboo.作宾语southwest less and less … so pandas have less and less land to live on.作定语mainly think ofsituation such as Our government is working hard to save pandas.作状语symbolto do 动词不定式Teaching reflection1.Context awareness of students2.Great efforts to improve students reading skills. The improvement of readingability, in addition to the speed of training, but also pay attention to cultivate students reading skills.3.To have the awareness of animal protection。
Module9Unit2教案2021-2022学年外研版八年级英语上册
五、教学反思
在今天的教学过程中，我发现学生们对于描述地点的词汇和句型掌握得还不错，他们能够积极地参与到课堂活动中来。但在教学过程中，我也注意到了一些问题。
在教学过程中，教师应针对以上重点和难点进行详细讲解和示范，设计丰富的课堂活动，帮助学生理解并掌握本节课的核心知识。同时，注重个体差异，对学生在学习过程中遇到的问题进行个别指导，确保学生能够透彻理解并运用所学知识。
四、教学流程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是《Module 9 Unit 2》这一章节。在开始之前，我想先问大家一个问题：“你们在日常生活中是否遇到过需要描述一个地方给朋友或家人听的情况？”比如，你去了一个新的公园，想要告诉你的朋友那里的景色。这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索如何用英语描述地点的奥秘。
举例：区分并正确使用“busy street”和“quiet park”等词汇搭配。
（2）句型结构：学生在使用There is/There are句型时，可能会出现主谓一致、名词单复数等错误。这是本节课的一个难点，需要教师进行针对性的指导。
举例：正确使用单数或复数形式，如“There is a bridge over the river”和“There are many people in the square”。
7.课后练习：完成课本P40-42的练习题，巩固所学知识。
本节课将围绕上述内容展开，通过听说读写等多种教学活动，帮助学生掌握描述地点的词汇和句型，提高英语表达能力。
外研版八上M9U2教案
1)Listen to the passage and answer the questions.
2)Read the passage fast and quietly and answer the questions.
3)Read loudly and check the true sentences then correct the mistakes.
C.Translation
(Group-work) translate the whole passage.
D.After-reading
plete the passage with the correct form of the words in the box.
b.Writctice( problem-solving and suggestions).
二、教学重难点
1、Master new words and phrases.
2、Let students understand the main idea of the passage and write a short passage.
2)Read the words twice together without seeing the meaning.
Step 3
Presentation
A.Before reading:
Think over and answer:
a.Why do people move to cities?
b.What are the problems of big cities?
b.Discuss the sentences and check the true sentences.
外研版英语八年级上册(教学设计)Module 9 Unit 2
Module 9 PopulationUnit 2 Arnwick was a city with 200,000people.教材分析本课为Module9的第二单元，课文介绍了未来的城市生活。
课文以Jo为主人公，介绍了Parkville和Arnwick的概况，并通过Jo的经历反映了城市及其周边地区的开展变化。
教学目标●Knowledge objective1. To get information from the reading passage in relation to city problem.2. To write about city problems.●Ability objectiveTo write about city problems.●Moral objectiveTo make Ss do something for the environment protection.教学重难点教学重点：1. To get information from the reading material about city problems.2. To learn the grammar: article.教学难点：To understand the main idea of each paragraph of the article.课前准备A tape recorder, multimedia and some pictures.教学过程Step1 Ask and answer the questions.1. Work in pairs. First read the words in the box. Then use the words to answer the questions.2. Elicit ideas from the whole class with the students asking and answering the questions in pairs.3. Write their ideas up on the board.【设计意图】本活动为读前预热局部，目的是激活学生已有的背景知识，增强学生的话题意识，使学生能够围绕主题发表自己的看法。
Module 9 Unit 2示范课教学设计(外研版八年级上册)
Module 9 PopulationUnit 2 Arnwick was a city with 200,000 people.教学设计一、教学目标1. 能够掌握新的词汇和短语：flat, rubbish, quiet, local, close down, pupil, pollution, public, service, solve2. 能够掌握重点句型：(1) People from Parkville moved to Arnwick to find jobs, and they need places to live.(2) The small local school in Parkville closed down five years ago...(3) There is a lot of traffic and pollution.(4) It needs fresh air, clean water and better public services.(5) It also needs more police to protect its people.3. 掌握冠词和大数字的运用。
4. 能够读懂介绍未来城市生活的文章。
5. 能够就家乡存在的问题提出改进建议并写出建议。
二、教学重点及难点重点：1. 掌握本单元的新单词。
2. 掌握冠词和大数字的用法。
难点：1. 掌握本单元的新单词和重要句型。
2. 理解短文所表述的重要信息，并能就人口问题进行写作。
三、教学准备1. 多媒体设备和课件；2. 设计课后巩固练习；3. 教学图片。
四、教学过程Step 1 Warming-upT plays the video and asks Ss to talk about the question: Why do people move to cities?T: Hello, everyone. Before class, let’s watch the video firstly, and tell me why people want to move to cities?S1: They want to find jobs.S2: Earn more money....T: OK, well done. Today we will learn a new unit.【设计意图】通过图片，引出学生对城市问题的思考，并作为这堂课的热身。
外研社八年级上册M9U2教学设计
教学目标 在本节课结束后，学生能够： 1. 理清文章结构。 2。 通过阅读活动，获取文章的主要内容以及关于 Arnwick 存在的一些问题和变化。 3。 对比北京与 Arnwick 的不同于相似之处 4。 提出一些改善城市问题的建议。 5。 形成一定的环保意识、全球意识、社会责任意识、合作意识和积极面对问题的态度。
4。 Group leaders report the best suggestion while the others guess the problem.
5。 Summarize what we can do to solve city 5. Answer the teacher’s
problems.
小组合作给建议时提供 word bank 给学生一定的思路和词汇帮助。
【教学用具】 Handout，Computer 【教学方法】 PWP
【教学过程】
Teacher’s Activities
Students’ Activities
Designing Purpose
I. Lead-in （3min) 1. Ask Ss to guess the teacher's hometown and the reason why she came here。 2. Ask Ss where are they from and where are
3
Blackboard Design
Students’ answer about reasons why do people come to Beijing
外研版八年级上M9U2教学设计
Unit2 Arnwick was a city with 200,000 people.By Sun Yunxia from NO.6 Middle School Teaching styles:Reading and writingTeaching objectives:After this lesson, students should be able to1．Knowledge objectives:（1）master some useful vocabulary and expressions, such as rubbish, quiet, close to, close down, local, pupil, pollution, solve.（2）understand and master the usage of article.2. Skill objectives:（1）understand the whole passage. (2)talk about their own hometown and find out the problems exist in their hometown as well as possible solutions.3．Emotional objectives: pay attention to the development of their hometown and care about it.Teaching key and difficult points:1.New vocabulary and the usage of article.2. Understand and describe thedevelopment of cities.Teaching approach:Task-based approach and communicative approach.Teaching tools:PPT and tape recorder.Teaching procedures:一. Warming-upActivity 1 (Free-talking)The teacher will guide students talk about their hometown and then show some pictures about the development of their hometown. During this process, lead students to think and answer the following two questions and help them get familiar of new vocabulary.1)Why do people move to cities?2)What are the problems of big cities?二. Reading1. SkimmingActivity 2 (Individual work)Move to Jo’s hometown (Arnwick). Invite students to read the passage quickly then describe their first impression of Arnwick. The teacher can provide some possible answers.2. ScanningActivity3 (Individual work)Ask students to read the passage again; try to find out some detailed information to do the True or False.If it is not true, guide students to find out the correct expression.Activity4 (Work in whole)Move to A4 to test students understanding and memory. Ask them to use the correct form of words in A4 to complete the short passage.3. PronunciationActivity5 (Work in whole)The teacher will play the tape recorder and invite students to read after it.三. WritingActivity6 (Work in team)Back to stude nts’ own hometown. Guide them work in team and talk about the problems exist in their hometown and then write down the possible solutions.四. Homework•Design a poster: list out the problems exist in your city and your suggestions to solve them. (Work in pairs.)•Master the useful expressions and structures of the passage. (Try your own best.)。