Module 6 Unit 2 The WWF is working hard to save them all阅读课教学设计(表格式)2023-2024学年外研版八年级英语下册

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Module 6 Unit 2 The WWF is working hard to save them all阅读课教学设计(表格式)2023-2024学年外研版八年级英语下册

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【教学设计】
Teaching design for Module 6 Unit 2 The WWF is working hard to save them all.
Foreign Language School
The title:Module 6 Animals in danger Unit 2 The WWF is working hard to save them all.
Lesson type: Reading (the first period)
Textbook edition: Foreign Language Teaching and Research Press
Grade: Grade 8 volume 3
I.Guiding Theories
The teaching design is guided by the Theory of English Learning Activities and Transfer Theory. Transfer can be defined broadly as the influence of prior knowledge, skills, strategies, or principles on new learning. Low-road transfer involves the “spontaneous, automatic transfer of highly practiced skills, with little need for reflective thinking”.
High-road transfer involves an individual purposely and consciously applying general knowledge, a strategy, or a principle learned in one situation to a different situation (Salomon & Perkins, 1989).II. Analysis of the Teaching Material
The topic of this module is the protection of endangered animals. This lesson is the first period of the second unit. It calls on people to take more care of the endangered animals, protect the environment and the earth.
[What] The theme of the text is "Man and Nature," involving "Natural Ecology." It focuses on the internal and external reasons why pandas are endangered, the measures taken by the Chinese government to save pandas, and the efforts made by WWF to protect animals.
[Why] By introducing the serious challenges faced by wild animals, students are guided to establish the awareness of harmonious coexistence between human and nature, put an end to behaviors that harm wild animals, love wild animals, and devote themselves to the protection of animals.
[How] This is an expository text, which involves in danger; in the wild; situation; nature park; symbol and other topic words. The author lists specific numbers several times, and relevant expressions of "to do" are used as adverbials of purpose.
The extra reading material is from Unit 5 Section B of the second volume of Grade Seven published by People's Education Press. This article allows students to understand the relevant culture
of elephants in Thailand and the situation of elephants, arouse the students' awareness of cherishing and protecting endangered animals, cultivate their positive emotion of loving nature and life, and improve their environmental awareness. It is a meaningful and interesting topic for students.
Analysis of Target Students
The target students are learners in Grade Eight. They are active, imaginative, and more cognitive. From the perspective of their background knowledge, present difficulty, and breakthrough methods, SWOT analysis is used to analyze the learners.
Strength: They can get the basic idea of the reading and are familiar with the topic of animals.
Weakness: They rarely think synthetically about the material they cover or consider the article in some depth.
Opportunities: They can learn to use the fish-bone diagram to analyze the passage and talk about animals in danger.
Threats: It could be challenging for them to talk about animals in danger with the fish-bone diagram.
Teaching Objectives
By the end of this class, students will be able to:
Understand and remember new words and get key information from the text and talk about endangered animals with causes and solutions.
Rationally analyze the causes based on integrated information and their prior knowledge, give solutions to protect endangered animals, improve their logical, critical and innovative thinking ability.
Improve their awareness of protecting animals and the environment so that they can actively participate in social activities, have the spirit of teamwork, and the courage to take responsibility.
Transfer the fish-bone analysis method to analyze and solve practical problems in life.
Key and Difficult Points
Key point: Help students understand the article about the situation of endangered pandas and elephants and introduce endangered animals.
Difficult point: Guide students to analyze the article with the fish-bone diagram, find the causes and solutions, and solve difficult thinking problems.
Teaching approach
PWP approach and vision-based teaching method
Teaching aids
CAI (Computer-Aided Instruction), blackboard, and learning sheets
Teaching procedure
Teacher’s Activity Students’ Activity Aims
Step1: Lead in (5 mins)
Lead the students read the title (The WWF is working hard to save them all.) Ask these questions:What is the WWF doing What does it usually do What does it usually save Tell the students the panda is its symbol. Then ask “Why did the WWF choose the panda to be its’ symbol to arouse the students’ interest and learn the new words The students answer the questions abased on their understanding. The students answer the questions and learn the new words. Lead in the topic and lead the students to know more about the WWF. Learn new words. Stimulating students' prior knowledge helps them understand the relevance of the topic and integrate old and new knowledge to promote transfer.
Step 2: Pre-reading(8 mins)
3.To know their prior knowledge, ask the students some questions. ①Have you seen pandas before ②Where did you see them ③What do you know about pandas etc. Ask a series of questions to activate the students’ background knowledge. And write down the key words according to the students’ answers. Invite students to give an introduction of pandas with the mind-map (key words) on the blackboard. 3.The students answer the questions and try to give an introduction of pandas with the key words on the blackboard. 3.Generalization is the premise of high-road transfer. Hopefully students can transfer this mind map to introduce other animals. Make an overall introduction of pandas and enable students to transfer this mind map to introduce other animals.
Step 3: While-reading(15 mins)
4.Tell the students that pandas are in danger now, and ask them what happened to pandas. And then ask them to read the article to find out the causes for the difficult situation with the fish bone diagram. 4.Read the passage and find out the causes for the difficult situation and complete the fish bone diagram. 4. Enable students to get more information about pandas in danger and develop students’ logical thinking ability.
5.To help them think deeper, ask more questions “ Why do the baby pandas die Why are the bamboo forests getting smaller What are other possible causes etc. 5.Think over the questions and give some possible answers. 5.Give students the opportunity to think deeply
6.Let the students read the passage again and find out the solutions given in the article. 6.Read the passage carefully and find out the solutions mentioned in the passage, and give other effective solutions based on the causes. 6.Develop students’ critical and creative thinking ability.
7.Discuss and report The students talk about other solutions based on the causes listed in the fish-bone diagram and give a report. 7.Have a discussion to provide more effective solutions to solve the problem and give a report. 7.Develop students’ critical and creative thinking ability. Using the principle of low-road transfer, students can repeat what they have learned in different contexts.
8.There are many animals on earth in danger, such as elephants. Ask them the question: “What do you know about elephants ” Let them read to get more information. Ask some students to introduce elephants with the mind map on the blackboard which was used to introduce pandas. 8.Read the passage for more information and introduce the elephants with the mind map which was used to introduce pandas. 8.Learning materials have the same and similar components, using the learned knowledge and strategies to solve new problems. Using the principle of high-road transfer, we consciously apply the abstract knowledge to the introduction of elephants.
9.Read and draw Let students find out the causes that lead elephants in danger and solutions in the passage with the fish-bone diagram. 9. read the passage about elephants and draw a fish-bone diagram to find the causes of elephants in danger of extinction and the solutions. 9. Consolidate, by high-road transfer, the fish-bone analysis is used to analyze the causes and solutions. It is a backward transfer. The newly learned knowledge can have a positive impact on the mastered knowledge and skills.
Step 4: Post-reading (7 mins)
10.Group work Ask the students to list more causes and solutions based on their own knowledge. 10.Talk about more causes and solutions and give a report. 10.Identify the situation for transfer and use the summarized knowledge in introductions of different endangered animals.
Step 5:Extension (5 mins)
11.Ask the students to compare the similarities and differences between pandas and elephants by using Venn diagrams. 11.Compare the pandas with elephant to tell the differences and similarities. Deepen their understanding, consolidate what they have learned, and enable them to apply the knowledge. Inspire students to know more about animals so as to protect them better
Step 6: Homework
1.Required homework. Introduce pandas or elephants based on the analysis of a fishbone diagram Use a fishbone diagram to analyze the causes of endangerment for an endangered animal, and provide solutions. 2.Optional homework: Do a survey and make a poster to raise awareness and support the conservation of an endangered animal. (include: introduction, causes and solutions) Reinforce what they have learned. The homework is designed under the guidance of the principle of low-road transfer, using acquired knowledge and strategies to reinforce learning in similar or related contextual situation
Blackboard Design

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