初中英语《Animalsindanger》主题单元教学设计以及思维导图
初中英语《Animals in danger》主题单元教学设计以及思维导图Animals in danger八年级上册(六三制) 适用年级课内共用5课时;课外共用1课时。
所需时间主题单元学习概述本模块以“Animals in danger”为话题，以学习动词不定式的用法为主线，介绍了当前濒临灭绝,需要人类保护的动物的情况,并重点介绍了大熊猫的保护情况。
在此基础上，学生可以根据自己的建议制定更合理的动物保护措施;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。
Unit 1 通过听、读、说训练，初步学习动词不定式。
其中活动1要求将所给动物词汇与对其特征的描述相匹配。
活动2要求根据录音判断所谈论的动物及濒临灭绝的动物。
活动3—5听读包含谈论动物的对话并完成回答问题、填空及造句等任务。
活动6学习英语中句子的意群;活动7根据提示进行问答练习。
活动8要求学生讨论活动1图片中的动物，自己判断哪种动物最需保护。
Unit 2 通过读、写训练，学会使用动词不定式介绍需要保护的动物及其保护的情况。
其中活动1—5要求学生首先自己谈论大熊猫的情况，然后阅读文章并找出各段主题句, 最后练习运用不定式造句。
活动4—5要求学生根据文章回答问题和填空。
活动6要求学生根据一段介绍大熊猫目前生活状况的短文及问题提示,写一篇关于另一种濒临灭绝动物的情况。
Unit 3 对“动词不定式”的功能项目进行综合训练，并在此基础上学写关于濒临灭绝的动物的情况。
其中活动1、2 要求学写不定式的句子并根据情况正确使用不定式。
活动3 要求根据活动2 进行对话练习。
活动4-7利用填空、造句、游戏等形式进一步练习动词不定式的用法。
活动8要求学生听录音并回答问题。
活动9要求用所给词汇完成短文，以进一步巩固课本内容。
Around the world给学生介绍了几种濒临灭绝的动物，同时也提供了写作范文。
Module task要求学生写一篇关于濒危动物的短文并做出了写作方法及步骤。
主题单元规划思维导图:主题单元学习目标知识与技能:1. 熟练掌握并运用下列单词: danger , protect , orange , cousin ,brown , reserve , mad , surprising , kill, absolutely, hard, away, dirty, peace, example, nature, surprised 2.理解并运用动词不定式的用法: 做主语做宾语做表语。
3.能够运用本单元所学知识熟练跟同学谈论动物的生存现状。
技能目标:以话题为核心，通过个人思考、小组讨论及班内展示等活动使单词及句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出。
情感态度与价值观:1.通过开展生动活泼的教学活动，激发学生的学习兴趣。
2.培养学生热爱动物、热爱自然界，培养保护环境的意识，同时也积极鼓励学生参与社会实践活动。
对应课标1. 对英语学习表现出积极性和初步的自信心。
2. ? 能听懂相关熟悉话题(保护动物)的对话和简短的故事。
?能读懂相关话题的小故事(保护动物)及其他文体的简单书面材料。
? 能说出保护濒危动物的重要性，并提出一些保护动物的具体措施。
3. 能尝试使用适当的学习方法，克服学习中遇到的困难。
4. 能培养学生热爱动物、热爱自然界，培养保护环境的意识。
为什么越来越多的动物濒临灭绝,大熊猫的生存现状如何, 主题单元问题设计我们应该怎么做才能保护濒危动物,专题一:学习与表达---为什么越来越多的动物濒临灭绝,(2课时) 专题划分专题二:表达与运用---如何运用所学与他人交流有关“濒危动物”的话题, (3课时)其中，专题一研究性学习为什么越来越多的动物濒临灭绝, 专题一课内2课时所需课时专题学习目标1、能够听懂有关不同特点的动物和动物的不同特点的对话，提高学生实际应用能力。
2、通过大量的口头训练，对新的话题功能句进行内化，初步形成语感，尝试仿编对话。
3、了解动物生存的现状，通过阅读掌握和巩固动词不定式的用法，掌握阅读技巧和方法。
4、能通过多种渠道学习资源，查找信息，用所学内容进行真实交际。
1.听力对话中运用了哪些新词汇和话题句,在不同的对话情景中，它们分别表达了什么意义,2.要准确地跟读和模仿录音,需要注意哪些词汇和话题功能句,专题问题设计3.文段情景中复现了哪些话题功能句,运用了哪些新词汇和话题功能句,它们分别表达了什么意义?4.在完成相关语言知识训练和巩固练习过程中，你存在哪些问题?所需教学环境和教学资源1.教材及教案。
2. 各种图片—包括濒危动物的图片，以及人类滥捕滥杀、破坏动物生存环境的图片。
3.文字拓展材料:1) 课外阅读语篇。
2)视野拓展:近些年来，除了人为的捕猎以外，加上草场的退化，雪灾的频繁发生，致使藏羚羊的数量急剧下降，已到了濒临灭绝的边缘，如果不加以保护，一个美丽的青藏高原，将因为藏羚羊的绝迹，而失去它独有的魅力。
自然界已向我们敲响了世纪的警钟。
藏羚羊是青藏高原上特有而珍贵的野生动物物种，在藏北分布很广。
它的数量是野牦牛和野驴数量的总和。
1985年据公布的统计资料显示，分布在青海、新疆、西藏所有藏羚羊的数量大约在5万只左右，由于乱捕乱猎和自然灾害等原因，到现在为止，这三地的藏羚羊数量的总和已不足1万只，由于它的数量急剧下降，致使原来被定为二类保护动物的藏羚羊，现已划归为国家一类珍贵保护动物。
藏羚羊浑身是宝。
它那佩刀似的长角被视为精美的艺术品，它的皮可制革，毛可用来制作妇女化妆用的刷子，因此，长期以来，对藏羚羊的偷猎非常严重，致使这一珍贵动物已到了濒临灭绝的边缘。
过去在青藏线公路两侧，藏羚羊随处可见，可如今这独特的自然景观早已不复存在。
藏羚羊一年四季毛色变化很大，春季，它的毛色发红，到了夏季渐渐发白，而到了冬季，它的颜色又成了棕色。
每年的9月底10月初是藏羚羊的交配季节，羚羊的交配很特殊，从交配期来看，几乎可以说它是动物交配中最长的一种动物了。
它要在二十一天之内才能完成交配。
在交配前藏羚羊公母先分开七天，这便是第一个七天，在第二个七天中，公羊千方百计阻拦，不让母羊喝水，母羊由于喝不到水，不再到处跑动，这时公羊开始交配，交配期亦为七天，这样就有了三七二十一天的说法。
雄性的藏羚羊，体魄健壮，犹如公鹿一般大小，在交配之前雄性藏羚羊之间的角斗自然是少不了，胜利者妻妾成群，一般一只公羊要负责七至八只母羊的交配。
交配期过后，公母藏羚羊在一起混居一段时间以后，待第二天春天，开始渐渐分群，公羊大部分留在原地，与此同时，母羊开始向北方遥远的产仔地迁移。
目前已发现的藏羚羊产仔地有两处比较确切;一处在双湖镜内的绒马北部的色务岗根与藏斯岗根两座雪山之间的草场上;另一处是近来来科学家经过多年对藏羚羊跟踪考察得证的在可可西里。
这两处人烟稀少，常人难以到达，而到可可西里产仔的藏羚羊群规模宏大，藏羚羊的队伍浩浩荡荡。
数千只藏羚羊产仔时，彼此交换着由卧到立，汇成一幅波浪起伏的壮美画卷。
如果此时你骑马经过这里，产仔的藏羚羊还会波浪般给你让出一条通道。
这时你会看到羚羊产仔的红色胎盘城蓝天白云的辉映下，一片红光灿烂。
你会深深地为这奇妙的自然景观而倾倒。
刚刚降生的幼小羚羊，具有顽强的生命力。
虽然是刚刚落地，就能摇摇晃晃地站立起来，几分钟后，就能活蹦乱跳了。
在全部藏羚羊产仔结束后，藏羚羊便开始浩浩荡荡地向南方迁返，去寻找吐出新芽的草场。
返回途中，藏羚羊的处境真可谓危机四伏，它不但要摆脱狼群的跟踪追击，带着幼羚的藏羚羊队伍，最容易受到狼群的攻击，一旦受到攻击，受惊的羚羊群顿时大乱，一些老弱掉队的羚羊，多为野狼果腹。
由于藏羚羊产仔返回的季节，正为藏北的雨季，大小河流，洪水爆满，过河时尽管有大羚羊的保护，而小羚羊缺乏经验，受惊后乱跑，很多会被洪水卷走，丧失生命。
摆脱了狼群的追击，挣脱了洪水淹没的羚羊，这时又迎来了人类大规模的捕杀，藏羚羊的一生，真是多灾多难的一生，它没有固定家园，过着四处漂泊的生活。
千百年来，它一直保持传统的迁移路线，猎人们精确地计算着藏羚羊返回迁移的时间，在途中耐心地等待着，当它们浩浩荡荡到来时，一场大规模的猎杀也就开始了。
学习活动设计1. 由情景导入。
借多媒体和图片资源(如:大熊猫、藏羚羊、东北虎等图片)、影音资源(藏羚羊遭到捕杀的视频)进行导入工作。
学生通过该活动，学习理解主要话题功能句“Which animals are they talking about?” 和”Which animals are in danger?”,需要掌握的主要词汇包括:danger,protect,brown,reserve,surprsing等等。
在学习词汇的过程中，进一步实践感知回忆、联想、想象等识记策略。
这一活动任务难度较低，所以应尽量多给学困生机会，充分发挥评价的激励作用，对他们好的表现及时给予肯定和鼓励，激发他们的参与热情和学习的积极性。
2. 活动中感知。
学生通过参与头脑风暴活动，扩展更多的话题功能句和词汇，在活动中感知、理解所学词汇和句式。
通过看一看、猜一猜，听一听，做一做、听一听、说一说等活动，学生在一系列对话情景活动中感知、理解所学主要话题功能句及生词的意义。
听录音前，通过观看PPT呈现的图片及浏览相关文字信息，体验、训练“预测听力相关内容”的听力学习策略。
同时，进一步训练在泛听、精听过程中抓关键句的听力学习策略。
在一系列的感知和理解活动中，充分利用生生间学习水平差异这一资源，注意发挥优等生的引领作用，通过让他们说完成任务的思路，向其他学生展示他们学习过程中运用的有效学习方法和策略，逐步引导学生在学习过程中相互借鉴，相互学习，从而实现学会学习。
3. 训练中巩固。
通过看一看，说一说、想一想、编一编等训练，学生在一系列对话情景和训练中进一步感知、理解、内化、巩固所学新的语言知识。
对新知形成语感，达到熟练掌握。
4. 运用中提高。
创设情景，让学生自编对话。
如:加入你参加了保护动物协会，参加宣传保护大熊猫知识的工作。
让学生做好准备工作，小组合作，准备工具以及发言稿。
学生可借助对话中的句型进行问答，在合作学习中达成关于“说”的技能目标。
在进一步训练和运用活动中，个人学习、独立思考先行。
在此基础上，积极开展有效的小组合作学习，通过生帮生，师帮生等方式，帮助学困生解决学习中存在的问题及困难，真正体现生帮生、生带生、生强生，实现学生的共同进步和成长。
阅读课的主要学习活动:5、生生对话:(1)小组合作阅读Vocabulary and listening中第三部分的对话。
此活动比较简单，活动中尽量多地给学困生表现的机会，激发他们的学习热情和积极性，真正实现面向“全体学生”。
(2)运用skimming, scanning等阅读学习策略，实现对文本的意义理解。
教学设计2：AnimalsinDanger(市一等奖)
Module 6 Animals in Danger教学设计（第3课时）课标技能要求重点词汇的理解与语法的掌握。
教学目标(1)熟记学案中所列出的单词和短语。
(2)通过学案中所给出的重点单词和重点短语的学习，让学生能够正确理解和使用这些单词和短语，能够运用这些词语造句。
(3)通过对语法的教学让学生能够理解并能够运用这些语法知识，能够准确运用定语从句。
教学地位语法是学生感到比较难以掌握的东西。
让学生正确理解和掌握语法知识是让学生学好英语的关键，所以应给学生创设一个语境，让学生理解该语法的应用，而不要让学生死记硬背语法条文，应从理解的基础上去运用这些语法。
教学流程设计Step1 Grammar –1. Presentation.Look at the underlined clauses and find the function of the clauses.Step2 Grammar –2. Practice. (15m)Do exercises 2, 3, 4 and 5 in the textbook.Step3 Grammar –3. Conclusion (15m)Ask Ss to make a conclusion of the use of attributive clauses. Two kinds of the attributive clause:1. 限制性定语从句restrictive attributive clause(无逗号)2. 非限制性定语从句non- restrictive attributive clause(有逗号)He doesn’t like to wear clothes which/that made him very strange.He doesn’t like to wear clothes, which made him very strange.Xi hua who I met across in the street a few days ago has gone abroad.Xi hua, who I met across in the street a few days ago, has gone abroad. Attributive clause:定语从句被修饰的词：先行词引导定语从句的词：关系词关系词分为关系代词和关系副词两类，指代被修饰的词（先行词），并且在从句中充当成分。
教学设计：Animals in Danger
Module 6 Animals in Danger教学设计（第5课时）Teaching aims and demands:1. Knowledge and Skills(1) Ss will learn some information about the present situation of the wild animals and the effort made to protect the wild animals.(2) Ss will learn to recognize the important reasons to protect the animals in dangerand help them to realize that saving the wild animals is saving human beings. (3) Help Ss to consolidate their reading skills like skimming and scanning for details.2. Process and methodology(1) Communicative approach(2) Task-based strategy(3) Cognitive strategy3. Emotion, attitude and value(1) Help Ss to sense the importance of saving the animals in danger and the necessity of protecting the earth.(2) Help Ss learn how to realize the dream, how to call on more people to realize theimportance of saving the animals in danger.Difficult points:1. Enable the Ss to talk about the current situation of wild animals.2. Guide the Ss to summarize the main idea of each paragraph as well as the main idea of the text.3. Help Ss learn what effort has been made to change the serious situation and what else should be done.Teaching methods:1. Task-based activities and fast reading skills for main ideas and details.2. Discussions to improve Ss’ reading comprehension of the passage.3. Individual, pair or group work to make every student work in class.Teaching aids:Computer, tape recorder, and blackboard and papers.Teaching procedures:Step 1 Read the form and find out what animals they are.Step 2 Read the form and ask and answer.Talk about these animals and find more information.Ss may do like this:A: What kind of animal is the Siberian tiger?B: It is the largest member of cat family.A: Where can Siberian tigers be found?B: It can be found in Siberia of Russia and parts of Northeast China.…Step 3 Cultural Corner –Prediction Look at the title and the pictures and predict the answers.1. What does WWF stand for?2. What kind of work does WWF do?Step 4 Read the passage and answer the questions.1. What’s the aim of the WWF when it was founded?2. Does the organization always have the same focus of attention?3. When did the WWF set up an office in Beijing?Step 5 Read again and decide the following statements are True or False.1. The WWF was founded in Switzerland in the year 1961.2. Peter Scott was both a painter and a naturalist.3. At present the organization has branches in 130 countries.4. The WWF only pays attention to protecting wild animals in danger.5. It was Dr. George Shaller who set up an office of WWF in Beijing.6. Saving the panda is one of the projects that the WWF is carrying out in China. (Answers: 1—6 FTFFFT)Step 6 Ask Ss to do the role-play and give an interview.Four Ss a group to have an interview, talking about how to save the endangered animals.A: an official working for the branch of the WWF in ChinaB: a volunteer working for the WWFC: a reporter from CRID: a reporter from CCTVStep 7 Language points in cultural cornerStep 8 HomeworkWrite a passage of a certain kind of endangered animal, its description, habitat, and numbers left and the way to save it must be included.。
Module6Animalsindanger教案
Module 6 Animals in danger【教材分析】本模块以“Animals in danger”为话题，以学习动词不定式的用法为主线，介绍了当前濒临灭绝,需要人类保护的动物的情况, 并重点介绍了大熊猫的保护情况。
在此基础上，学生可以根据自己的建议制定更合理的动物保护措施。
Unit 1 It allows people to get closer to them.【教学目标】●Knowledge objectiveTo master the useful words and sentences.Words: snake, thin, danger, interested, allows, wild, protect, grow, enough, dirty, peace, earth, raiseExpressions: in danger, at last, be interested in, think of, take away, in peace, on earth, in order to, look after●Ability objective1. To help students to improve their ability of listening and speaking.2. Enable students to understand conversations about animals in danger.●Moral objective1. To help students know the importance of protecting animals and our environment.2. Improve their sense of duty to love and protect animals.【教学重点】New words and expressions.To learn the grammar knowledge of infinitive.【教学难点】Cultivating the ability of expressing opinions.【教学方法】PWP method, task-based method and interactive approach【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 Lead-inSs look the pictures and guess what the animal is.Step 2 Consolidate new wordsLook and say. The teachers shows the pictures of new words and let the students to say the new words as quickly as possible.Step 3 Say the meaning of the phrases.Work in pairs. Let Ss say the meaning of the phrases as quickly as possible.Step 4 ListeningListen and answer the questions.1. What’s this week’s Animal World about?2. Which animals are in danger?Step 5 Listen to Activity 3 and answer the following questions.1. Is Betty more interested in Wolong Panda Reserve?2. Do many animals have a safe place to live?Step 6 Find out the sentence of infinitive.Work in pairs. Let Ss find out the sentences of infinitive as many as possible. Give the prize to the first group.Step 7 Read Activity 3 and answer the questions.1. Did Betty see the pandas at the zoo?2. Is Betty interested in the pandas?3. What does Lingling think of the pandas and other animals in danger?4. Why do many animals not have a safe place to live?Step 8 Now complete the table.Why animals are in danger What we can do to helpStep 9 Complete the passage with the correct form of the words and expressions in the box.Let Ss read the passage first and choose the words and expressions from the box. Step 10 Everyday English…at least!Help!What can we do?Step 11 Language points1. But I am more interested to see the pandas in the Wolong Panda Reserve.be interested to do sth. 对做……感兴趣be interested in sth. 对……感兴趣be more interested in 对……更感兴趣e.g. The boy is interested in the film.2. …because it allows people to get closer to them.to get closer to them在句中作宾语补足语，类似的结构有很多，例如：ask sb. to do sth. 请求某人做某事need sb. to do sth. 需要某人做某事want sb. to do sth. 想要某人做某事allow sb. to do sth. 允许某人去做某事e.g. His father doesn’t allow him to play before finishing his homework.3. It’s sad to think of pandas and other animals in danger.think of 想到，想出e.g. What do you think of the zoo?in danger 处于险境，处于危险之中e.g. The girl is very ill and her life is in danger. 女孩病的很重，生命垂危。
Unit 5 Animals in danger 教案
Module 2 RelationshipsUnit 5 Animals in danger教案一、教学目标1.认知目标：学习掌握新词汇：thousand，hundred，wild，way，die，learn，send，掌握句型：In the past, there were…, but now there are….，以及过去式与现在时的区别。
2.能力目标：能运用所学句型与同学谈论濒临灭绝的野生动物。
3.情感目标：让学生通过对课文内容的学习掌握，增强学习的信心，调动学生的学习兴趣。
二、教学重难点1.重点能运用所学句型与同学谈论濒临灭绝的野生动物。
2.难点句型：In the past, there were…, but now there are….，以及过去式与现在时的区别的理解掌握。
三、教学用具多媒体教学设备、单词卡片、图片。
四、教学设计Step 1 warming1.师生互相问好，教师询问大家喜欢去动物园吗？最喜欢的动物是什么呢？是否了解这些动物呢？2.教师向学生们说说自己最喜欢的动物以及此种动物的一些特点与现状。
Step 2 Revision and Presentation1.教师告诉学生我们这节课就要学学如何用英语表达一些动物的生存现状，了解一些濒临灭绝动物的现状。
2.教师请学生谈谈自己最喜欢的动物。
3.教师出示单词卡片进行新单词教学，带读并配合肢体动作让同学们印象深刻。
4.教师播放课文内容录音，请同学们认真听一遍，争取做到理解内容。
Step 3 Practice1.分小组讨论练习，两人一组，相互介绍一些动物的生存现状。
A:Myfavouriteanimalispanda,inthepast,thereweremanypandas,butnowthereareonlya bout one thousand six hundred pandas in the wild.B: My favourite animal is blue whale, in the past, there were many blue whales, but now there areonly about ten thousand in the wild.2. Let’s learn and sing a song: All animals bright and beautiful.Step 4 Summary教师根据本课时所学内容进行回忆总结，并请同学们谈谈本节课印象最深刻的环节。
初中英语外研八年级上册Module 6 Animals in dangerM6 u1教案
Module 6 Animals in dangerUnit 1 It allows people to getcloser to them( 武胜中学校徐维 )Teaching aims:1. Practise listening and speaking abilities about animals.2. Learn and talk about why animals are in danger and how to protect them.3. Learn useful words and expressions about animals in danger.4. Teach students to love and protect animals.5. Learn about infinitive structures as object complements and adverbials of purposeTeaching difficulties:1. Improve students’listening and speaking abilities about animals in danger.2. The use of infinitive structures as object complements and adverbials of purposeTeaching methods: Speaking, listening, discussingTeaching aids: MultimediaTeaching procedures:in1. Show students a video and lead to the topic.2. Show the sounds and pictures of animals to guess the animals.Step 2 listeningto the tape A to finish exercise 1.What’s this week’s Animal World about?What animals are in danger?2. Listen to the tape B to finish exercise 2.The Wolong Panda Reserve doesn’t allow people to get closer to animals. The two girls would like animals to live in peace.We can give money to help protect the animals.The two girls will try to find out what else they can do to protect environment.to it again to finish exercise3.Step 3 Speaking1.Students try to find the other reasons and solutions by matching thepictures and phrases.2.Students chant to practise the way of protecting.3.Students play a role-play game to practise the dialogue.Step 4 Homework1. Role-play the dialogue with partners after class.2. Make a report to introduce the ways of protecting animals.。
外研版Module 6 Animals in danger教学设计
Module 6 Animals in danger教学设计Unit 1 It allows people to get closer to themⅠ. Teaching moduleListening and speakingⅡ. Teaching aims(一). Knowledge aims1. Key vocabulary:snake, neck, thin, danger, in danger, at last ,interested, allow, think of, protect, wild, grow, take away, enough, look after, raise2. Key structures:…because it allows people to get closer to them.Let’s find out what else we can do to save as many a s animals as possible.To protect… we should…We need to… to protect…（二）Ability aims1. To understand the conversation about animals in danger.2. To listen for specific information.3. To talk about animals in danger, using infinitive (as object complements and adverbials of purpose.)（三）Moral aimsTo help students to enhance students’ awareness of protecting animals.Ⅲ. Teaching focus1. To learn the new words and phrases of this unit.2. To understand the conversation about animals in danger.3. To listen for specific information.Ⅳ. Teaching difficultiesTo talk about animals in danger, using infinitive (as object complements and adverbials of purpose.)Ⅴ. Teaching methodsCommunicative approach and task-based approachⅥ. Teaching aidsTape recorder, video, OHP, multimediaⅦ. Teaching stepsStep 1 Lead-inWatch a video about animals in danger and talk about it.Step 2 Do a guessing game (Activity 1)Show some pictures and guess the animals in Activity 1 and learn new words.Step 3 Pre-listeningListen to Activity 2 and answer two questions.1. What is this week’s Animal World about?2. What animals are in danger?Step 4 While –listening1. Listen to Activity 3 and check the true sentences .( ) 1.people can’t get closer to the panda s in the Wolong panda Reserve. ( ) 2. There isn’t enough clean water for animals.( ) 3. The notice wants students to help save animals.2. Listen to Activity 3 and answer the following questions.(1). Do many animals have a safe place to live?(2). What does Lingling think of the pandas and other animals in danger?(3). Why many animals don’t have a safe place to live?3. Complete the passage with the words and expression in the box in Activity4.4. Listen to the tape and read after it.5. Ask some students to act out Activity 3.Step 4 After-listeningWork in groups and choose an animal to help.(1)What animals does your group want to help?(2) What can you do to help the animals?Step 5 Summary some important expressions in this unit.Step 6 Homework1. Remember the new words and expressions in this unit2. Recite the dialogue.Step 7 Blackboard designModule 6 Animals in dangerUnit 1 It allows people to get closer to themTo protect…we should…We need … to protect…。
Unit5.Animals in danger 教学设计及反思
Unit5.Animals in danger 教学设计及反思一、教学目标:（1）能力目标：能在情景中学会描述动物，能在真实的语言环境中运用。
培养学生的听力和口语表达能力。
（2）情感目标：了解动物的生活习性和生存状态，体验爱护动物的情感。
（3）知识目标：1.词汇:zoo, South China Tiger, panda,fur,bamboo,in danger,save2.语言结构：It has got....It eats....It lives....It can ...It is (they are)in great danger.Don’t…Let's help ! / Save !3.能听懂、读懂有关 panda 和 the South China Tiger 的海报，并学会自己做一份动物海报。
二、教学重点：能听懂、读懂有关 panda 和 the South China Tiger 的海报，能在情景中学会描述动物。
三、教学难点：能在情景中学会描述动物，并学会自己做一份动物海报。
四、学生分析：本课教学的对象是六年级的学生。
经过几年的学习积累，已经有一定的词汇量，有一定的听、说、读、写能力，能阅读一些相关的短文，能听懂一些简单的英语介绍。
五、教学内容分析：本课是以动物为题材展开的。
虽然我们在前几册 Join in 课本中已接触了如何用英语进行描述喜欢的动物的方法，但本课也渗透了较多的新知识，较好地培养学生灵活地运用所学的英语进行的交流的目标。
因此如何用英语展开讨论，描述动物特点、动物的生活习性和生存状态便成为本节课的主要任务。
六、教学媒体与资源的选择与应用：希沃白板、智慧课堂、微课、一起作业网、慧话宝、投屏功能等七、学习策略及思维技巧：调动已有知识和情景推测句子含义。
采用了“自主，互动，探究”的教学方式，辅助以多媒体课件来完成。
八、教学过程：Step1.激趣导入1.用希沃白板展示一组沙画视频，让学生边欣赏视频边说出看到的动物名称，让学生在轻松愉悦的环境中进入课堂，继而复习所学的动物单词。
外研社必修5Module6animalsindanger全单元教案
外研社必修5Module6animalsindanger全单元教案Module 6 Animals in DangerI. 教学内容分析本模块的话题是处境危险的动物，介绍了许多珍稀动物正濒临灭绝的严峻现实，并分析了珍稀动物濒临灭绝的主要原因。
同时展⽰了⽬前政府和志愿者们所采取的措施和做法，号召⼈们要保护环境。
通过本模块的学习，要培养学⽣保护动物和⼤⾃然的意识。
本模块复习了⼀些关于动物的词汇，要求学⽣学会描述正濒临灭绝珍稀动物，探讨⼀些拯救野⽣动物的办法和措施。
Introduction 通过介绍西伯利亚虎的现状，复习和学习⼀些与野⽣动物有关的词汇，简要列出珍稀动物濒临灭绝的原因。
Reading是⼀篇关于拯救藏羚⽺的⽂章，⽂中介绍⽬前藏羚⽺濒临灭绝的严峻现实以及我国政府及世界野⽣动物保护组织为拯救藏羚⽺所做出的巨⼤贡献。
通过学习，培养学⽣保护动物、保护⼤⾃然的意识。
Grammar部分主要复习定语从句这⼀语法项⽬。
Vocabulary and Listening部分主要分为两部分。
第⼀部分通过阅读关于稀有动物的描述学习关于动物种类的单词——bird, insect, mammal and reptile和通过练习复习动物名称。
第⼆部分听⼒是关于南⾮Tamble ⾃然保护区的⼀名志愿者⼯作经历的介绍。
Function介绍⼀些表达“忧虑”和“担⼼”的功能⽤语。
Speaking探讨寻求⼀些拯救野⽣动物的办法和措施Everyday English通过学习Vocabulary and Listening中的句⼦学会⼀些⾮常有⽤的⽇常⽣活⽤语：keep an eye on, a terrible din, go for someone和It’s a pity。
Learning to learn是介绍时间状语的位置既可放句⾸⼜可放句末的现象，建议学⽣发现更多的例句，对于提⾼学习策略⽔平有很⼤的帮助。
Reading and Writing第⼀部分利⽤表格的形式对西伯利亚虎，蓝鲸，⾮洲象和秃鹳四种珍稀动物进⾏介绍；第⼆部分通过⽰范对西伯利亚虎的简介要求学⽣仿写另外⼀种动物的描述。
初中英语外研八年级上册Module Animals in danger教案
课题：外研社版八年级上册Module 6 Animals in danger课型：群文阅读指导课教师：夹江县第二中学校韩茜设计理念：本节课是外研社版八年级上册英语Module 6群文阅读指导课。
本节课以Animals in danger 为中心话题选择了三篇关于熊猫、东北虎和金丝猴三种濒危动物的文章。
由于教材中本模块第二单元的课文是关于熊猫的，学生学了课文以后，对熊猫的话题比较熟悉，所以第一篇文章就是关于熊猫的，目的在于复习课文中的内容和新单词。
三篇文章都是让学生以先阅读，再画思维导图，最后做阅读后的训练题为模式，来训练学生的群文阅读能力。
最后揭示整节课的主题一Love animals. Protect animals.教学重点：1、激发学生对动物的喜爱和产生对濒危动物的保护意识。
2、进一步熟悉课文中的新单词，能读懂关于动物的文章，并在读懂文章的基础上，学会抓住文章中的重点词并画出思维导图。
3、训练学生的英语群文阅读能力。
Teaching procedures ：Step I Warming-upa video about pandas in the Wolong Panda Reserve.the students some questions.1)What does this video make you think of?2)What do you think of them?3)Do you want to know more about pandas?Step II1.Ask the students to read the first passage. While reading, draw a mind map according to the passage.the students some questions to check their understanding and check the answers.the students to choose the best answers. Then check the answers.StepⅢ1.Show the students more pictures of endangered animals. Tell them: All of them need protecting!2.Introduce another endangered animal---The northeast tiger. Ask them to read a passage about the northeast reading, fill in tblanks according to the passage.3.Ask a student to read what he writes.4.Ask the students to choose the best answers to check their understanging. Then check the answers.StepⅣ1.Show the students a picture of the golden monkey.2.Ask them to read a passage about the golden reading, write down something important about the golden monkey accordingthe passage.3.Have a discussion:Ask the students to work in groups of four and check the understanding with each other.4.Ask a group of students to share their writing with the whole class.5.Answer the questions and then check the answers.Step Ⅴ1.Show the students more pictures of endanger animals.2.Tell the students:We love animls because they are our friends.3. Show the main idea of the lesson:Love animals,protect animals!后附三篇文章：八年级上Module6群文阅读训练Passage1：Do you know how many giant pandas are there in the world? The WWF has spent four years counting pandas in the wild. It says there are now . There were only 1, 100 in the 1980s.So we may say pandas are lucky because people around the world love them and are trying to help them. However, pandas are also unlucky since they are facing a lot of difficulties now.Pandas are not good at making babies. Even in the wild, scientists have found that female pandas give birth only every 28 months. That‘s why panda’s number goes up so slowly.Pandas need bamboo for food. But bamboo grows slower and dies every 10 to 100 years. It can take up to 20 years to provide food for pandas. When bamboo dies, pandas have to move to other areas. In the past, this was easy. But the population is increasing(增长), and people have cut more forests and they have built more villages. It‘s more difficult for pandas to find bamboo and homes.So The WWF has made great efforts to protect build more nature reserves,plant more bamboo,and stop people cutting more some Chinese scientists are also trying to find ways to help pandas.( )1. According to the WWF, how many pandas are there now in the world?,100 ,590( )2. Which is NOT the difficulty pandas are facing?A.Pandas are not good at making babies.B. It takes a long time for bamboo to grow.C. People in the world are not caring for them.( )3. How often do female（雌性）pandas give birth?A. Once a year. B Once every 2 years. C .Once every 28 months.( )4. Why do people cut down forests?A .They want to find enough room to live in. B. They want to kill pandas.C. They want to set up companies there.( )5. The passage is mainly about ______A.the growing number of pandas.B. the difficulties that pandas are facing.C . how to plant more bamboo.Passage 2：There are many kinds of tigers all over the world, and the largest tiger is Northeast Tigers. Most Northeast Tigers live in the northeast of China, like Heilongjiang Province and Jilin Province. Because there are many forests and mountains, the tigers usually like living there. In the forests and mountains, there are fewer people getting out and coming in. So the tigers are very free. They can run after each other, catch and eat some small animals, like rabbits and deer.The Northeast Tigers are different from the ordinary tigers. For example, the Northeast Tigers can swim very well, but can't climb trees. The Northeast Tigers' hearing is the best, and no matter how low the sound is, they can hear it.As the number of the tigers becomes smaller and smaller, we should protect the tigers as well as we can from now on.( ) Northeast Tigers enjoy living_____the grass fields and by the rivers the forests and mountainsthe deserts and on the hills zoo( )2. The underlined phrase“ run after” means ____A.尾随B.追逐C.追求D.伺候( )3. Which of the following about Northeast Tigers isTRUE?A.They are good at swimming and climbing trees.B. They can only hear loud voice.C. They can't climb trees but have the best hearing.D. We protect tigers because they become more and more.( )4. What do you think we should do to protect Northeast Tigers?A .Cut down more trees all of them in the zoo.C. Protect their living placeD. Make friends With them.( )5. The best title of this passage is ______A .Kinds of TigersB .Tigers in ChinaC. How to Protect Northeast TigersD. Northeast TigersPassage 3：The golden monkey is the First-grade State Protection animal in China. It is as rare(稀有的)as the panda. Until now, there are five kinds of them in the world. The last kind was found in Yunnan in2023. Among them, only one kind has the golden fur.The golden monkey is 70 cm long. It likes eating leaves, flowers and birds. It likes living in the forest. It has special appearance(外貌)and gentle character, so it is welcomed by people in the world . Because people destroyed(毁坏) more and more forests, the golden monkey is becoming fewer and fewer. But the number of golden monkeys in Yun-nan is getting over 3,000 because of people's protection.However, it is still a hard task to protect them in the future. In order to protect them, the government has set up more than 7 natural reserves.many kinds of the golden monkeys are there in the world until now?2. How long is the golden monkey?3. What does the golden monkey like eating?4. Why is the golden monkey welcomed by people in the world?5. What's the number of golden monkeys in Yunnan?。
外研版英语八年级上册Module 6《Animals in danger》(Unit 3)教学设计1
外研版英语八年级上册Module 6《Animals in danger》（Unit 3）教学设计1一. 教材分析本课是外研版英语八年级上册Module 6《Animals in danger》（Unit 3），主要讲述了四种濒危动物：大熊猫、金丝猴、朱鹮和扬子鳄。
教材通过介绍这些动物的生活习性、保护现状，引导学生关注动物保护，提高环保意识。
本课包括听、说、读、写等多个方面的内容，旨在全面提高学生的英语能力。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够进行简单的听、说、读、写。
但学生在动物保护方面的知识相对较弱，需要通过本课的学习，提高他们的环保意识。
同时，学生对于新知识的接受能力不同，部分学生可能需要更多的引导和鼓励。
三. 教学目标1.知识目标：学生能够掌握有关濒危动物的词汇和表达方式，如endangered, habitat, protection等。
2.能力目标：学生能够听懂、会说、会读、会写关于四种濒危动物的介绍，提高他们的英语综合运用能力。
3.情感目标：学生能够认识到动物保护的重要性，提高环保意识。
四. 教学重难点1.重点：学生能够掌握有关濒危动物的词汇和表达方式，能够用英语简单介绍四种濒危动物。
2.难点：学生能够正确使用一般现在时态描述动物的生活习性和保护现状。
五. 教学方法1.任务型教学法：通过设置各种任务，激发学生的学习兴趣，提高他们的参与度。
2.情境教学法：创设情境，让学生在真实的语境中学习英语，提高他们的语言运用能力。
3.合作学习法：鼓励学生相互合作，共同完成学习任务，培养他们的团队精神。
六. 教学准备1.准备有关濒危动物的图片、视频等教学素材。
2.设计各种任务，如填空、选择、问答等，以便在课堂上进行操练。
3.准备听力材料，让学生听懂四种濒危动物的介绍。
七. 教学过程1.导入（5分钟）利用图片、视频等素材，引导学生关注四种濒危动物，激发他们的学习兴趣。
2.呈现（10分钟）呈现教材中的听力材料，让学生听懂四种濒危动物的介绍。