资源简介

Module Six Animals in danger
Unit Two The WWF is working hard to save them all.
一、教材分析
本模块以保护濒危动物为话题，分设三个课时进行学习。学生经过上个模块学习，已经了解了不定式作宾语的用法，并且进行了听说读写的综合训练，为本模块继续学习动词不定式作宾语补足语和目的状语做了语言知识和语言能力的准备。本节课是这个模块中的第二课时，是一节读写课型的新授课。第一单元中，学生通过保护动物的对话以及谈论濒危动物，开始感知和体验动词不定式作宾语补足语和目的状语的用法。在第二单元中，学生通过阅读濒危熊猫的文章, 进一步巩固动词不定式作宾语补足语和目的状语的用法。训练归纳段落主旨和理解文章谋篇布局的能力，并在此基础上写一篇介绍某种濒危动物现状的短文。第二单元的学习是达成第三单元的综合训练的重要一环。本单元中的内容既有意义，又容易激发学生的学习兴趣，是对学生进行环保教育的良好素材，语言实践活动也比较好开展。本单元的重点是能够运用不定式作宾语补足语和目的状语。难点是在适当语境下正确运用不定式作宾语补足语和目的状语，使语法知识的学习融入生活实践，培养用语言做事的能力，即了解并宣传如何保护动物。
二、教学目标
1．语言知识目标
(1) 能够正确使用以下词汇：
名词research, baby, situation, scientist, southwest, government, nature, symbol,
动词produce，set, develop, feed,
短语 in order to, set up, nature park,
(2) 语法：能在实际中理解并运用不定式作宾语补足语和目的状语。
(3) 语音：能够通过意群的划分来掌握句子的停顿。
2. 语言技能目标
(1) 能够读懂保护动物的文章，掌握获取文章段落大意的方法，理解文章的谋篇布局并获取细节信息。
(2) 能在教师的支架搭建下，模仿课文的写作形式，写一篇介绍某种濒危动物现状的文章。能够用所学知识来宣传保护动物。
3．学习策略目标
(1) 学会通过制作单词卡练习记忆单词和发音。
(2) 通过小组合作的方式，学会合作学习，积极参与讨论。
4. 情感与态度目标
增强环境保护意识，提高保护动物的自觉性。学生能够从自身做起，具有进行环保宣传的责任感。
5. 教学重难点
教学重点：理解有关濒危熊猫的文章, 进一步巩固动词不定式作宾语补足语和目的状语的用法。
教学难点：在适当语境下正确运用不定式作宾语补足语和目的状语。
三、教学设计
初二上学期的学生已经具备了一定的语言基础和词汇量，同时也掌握了一些读写的技巧并且具有独立思考问题和解决问题的能力。通过营造轻松活跃的课堂气氛，充分调动学生的多种感官进行认知和知识的内化，培养学生的综合运用英语的能力，使学生在学习中找到乐趣，找到自信，为今后的学习打下一个良好的基础。
本节课是一节以保护濒危动物为话题的读写课。学生对这个单元的话题非常感兴趣，尽可能使学生在阅读文章中，感受到保护动物的重要性和急迫性。创设支架，能够启发他们的思维，来表达自己的想法，从而加速了所学知识内化的过程，变语言知识为语言交际的工具。
在整个的教学设计中，主要采取的是“任务型教学法”，鼓励学生加入到WWF保护动物的活动中去。旨在让学生在“做中学，学中做”，用语言做事情。语言学习过程中学生能亲身体验语言并参与实践，从而提高其综合语用能力。
四、教学过程
1. Engage
Step 1
【操作方式】观看濒危动物的图片，用不定式谈论保护动物的做法。
T: It’s sad to think of these animals in danger because they are our friends. What can we do to save them
We can ask scientists to … in order to help….
(If students have difficulty in the new words, tell students to make cards in order to remember new words.)
We need government to … in order to help….
We can tell our friends to … in order to help….
S1: We can ask scientists to do a lot of research in order to help… .
S2: We need government to set up more nature parks in order to help ….
S3: We can tell our friends to raise money in order to help….
T: We can raise money right here. But you have no money. So in my class, if you answer my questions, you will get a card. Like this.
T: I also have good news because the WWF is working hard to save them all. Do you want to know more about WWF and the animals in danger Today we will learn M6 Animals in danger Unit 2 The WWF is working hard to save them all.
【设计意图】引起学生兴趣，激发学生保护动物和环境的热情。自然引出课题，进入到新课的学习。
Step 2
【操作方式】讨论熊猫，自然过渡到课文的学习。
T: Panda is the symbol of China. What do you know about pandas Let’s do a quiz.
T:
1. Is this baby panda
Pandas can only produce one baby.
Pandas feed on bamboo and like eating apples.
T: If you go to bed very late, next day your eyes may look like the pandas’ eyes. Do you want to know more about pandas Let’s read the passage.
【设计意图】 增添熊猫的背景知识，激发学生的学习热情。
2. Practice
Step 1
【操作方式】快速浏览文章，获取每段段意, 并说明理由。
T: Open your book and turn to Page 44. Read the passage and get the main idea of each paragraph. Finish Activity 2 and tell why.
Paragraph 1 An animal in danger
Clue: Pandas are in danger.
Paragraph 2 The panda’s home
Clue: Pandas live in the forests and mountains of southwest China
Paragraph 3 Nature parks for pandas
Clue: In order to protect pandas in the wild, the government is setting up nature parks.
Paragraph 4 WWF and animals in danger
Clue: The World Wide Fund for Nature(WWF) wants to protect all animals.
【设计意图】通过速读文章，整体感知课文，归纳段落大意，培养学生的阅读策略。
Step 2
【操作方式】出声朗读课文，完成表格。
T: Read the first paragraph aloud to get more information.
P1 An animal in danger number 1,600 pandas in the wild
340 pandas in the zoos and research centres
babies not many babies
often die
situation is getting difficult
research help pandas produce more babies and help baby pandas live
T: Pandas are in danger. How can scientists help pandas
Scientists do a lot of research to help pandas produce more babies and help baby pandas live.
T: Read this sentence and mark the pause.
P2
T: What do you know about the number of pandas So more pandas live in the wild. Where are they Do they have enough food
Read the the second paragraph to complete the table.
P2 The panda’s home place in the forests and mountains of southwest China
food bamboo
bamboo forests get smaller
T: Pandas love bamboo.
Pandas eat bamboo to live.
T: Read this sentence and mark the pause.
P3
T: So pandas are losing their home. Who will take care of these pandas in the wild and will they have new home Read in groups aloud.
(
big
) (
set up
nature parks
)
(
P3
Nature parks for
pandas
)
(
more bamboo to
feed
the pandas
)
(
develop plans
)
(
go back to live in the nature parks
)
The government is setting up nature parks in order to protect pandas in the wild.
P4
Are you happy to hear that The title of Unit 2 is the WWF is working hard to save them all. What is WWF
S: The World Wide Fund for Nature.
T: Here is the website of WWF. WWF is in Australia, France…. WWF is not in China. But we can do something.
T: Can you find an animal on this website
S: A panda.
T: So WWF chose the panda to be its symbol.
T: Read this sentence and mark the pause.
【设计意图】训练学生获取细节信息的能力，深度挖掘文章内涵和结构。
Step 3
【操作方式】 学生自行完成活动4，核对答案。
Complete the passage and check the answers with the partners. Then students give the answers individually.
【设计意图】检测词汇在语境下的运用。复习检测阅读内容的掌握情况，学生能否用到一些刚学过的短语和句子。
3. Express
Step 1
【操作方式】学生根据关键字，发现文章的写作模式。根据关键字提示，完成文章任一段落及全文的复述。
T: Who can tell the structure of this passage
T: Who can retell the first paragraph .
【设计意图】结合四个段落的标题，学生自己总结文章的谋篇布局。
Step 2
【操作方式】学生阅读活动6 的范文，讨论文章的谋篇布局。
T: Ask students to read the passage about pandas in Activity 6 individually. Write down some useful conjunctions on the board: First…, Second…, So…,
【设计意图】学生运用知识，自己分析文章的中心句和连接词的使用。
4. Use
Step 1
【操作方式】学生选择想保护的濒危动物，
T：Pair the students and ask them to choose an animal in danger and then answer the questions in Activity 5.
【设计意图】完成内容的迁移，促进知识的内化。
Step 2
【操作方式】学生用新材料，完成一篇短文，并关注文章的结构。
T: Ask students to use the answers in Activity 5 to write a passage following the passage in Activity 6.
【设计意图】使学生能够在新的语境下，运用所学的知识。给出作文的评价标准，文章进行个评，互评和展示。
Step 3
【操作方式】学生角色扮演，用所学的知识进行募捐活动。
One student plays the role of a scientist. One student plays the role of a panda.
One student plays the role of an officer in WWF.
One student plays the role of a superstar.
【设计意图】使学生明白爱护濒危动物，可以从自身做起。募捐多少不重要，关键是要有爱护动物和宣传保护动物的意识。
Step 4
【操作方式】布置作业。学生总结本节课的学习内容和自己的收获。
Homework： 《国家地理杂志》的动物专栏，征集一篇关于唤起人们保护濒危动物意识的文章。并号召人们从自身做起，积极捐款给WWF。
【设计意图】学生明确学习目标。作业是本节课的延续。

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