八年級(jí)英語(yǔ)上冊(cè) Module 9 Animals in danger課件 外研版

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1、一教材內(nèi)容分析一教材內(nèi)容分析 本模塊以保護(hù)動(dòng)物為話題，讓學(xué)生在了解世界本模塊以保護(hù)動(dòng)物為話題，讓學(xué)生在了解世界上很多動(dòng)物面臨滅絕的基礎(chǔ)上，通過(guò)活動(dòng)，想上很多動(dòng)物面臨滅絕的基礎(chǔ)上，通過(guò)活動(dòng)，想出我們社會(huì)應(yīng)怎樣采取措施來(lái)保護(hù)動(dòng)物。通過(guò)出我們社會(huì)應(yīng)怎樣采取措施來(lái)保護(hù)動(dòng)物。通過(guò)活動(dòng)，培養(yǎng)學(xué)生的主人翁意識(shí)和憂患意識(shí)。教活動(dòng)，培養(yǎng)學(xué)生的主人翁意識(shí)和憂患意識(shí)。教學(xué)中應(yīng)結(jié)合學(xué)生實(shí)際情況，靈活調(diào)整教學(xué)內(nèi)容學(xué)中應(yīng)結(jié)合學(xué)生實(shí)際情況，靈活調(diào)整教學(xué)內(nèi)容（或增加，或刪除，或前后調(diào)整），合理設(shè)置（或增加，或刪除，或前后調(diào)整），合理設(shè)置課時(shí)。適當(dāng)進(jìn)行拓展，以豐富學(xué)生知識(shí)，拓展課時(shí)。適當(dāng)進(jìn)行拓展，以豐富學(xué)生知識(shí)，拓展學(xué)生視野，

2、進(jìn)行理想、責(zé)任的教育。學(xué)生視野，進(jìn)行理想、責(zé)任的教育。二學(xué)情分析二學(xué)情分析通過(guò)一年多的學(xué)習(xí)，學(xué)生已能用英語(yǔ)熟練地表達(dá)自己的看法通過(guò)一年多的學(xué)習(xí)，學(xué)生已能用英語(yǔ)熟練地表達(dá)自己的看法和意見。本模塊的話題是動(dòng)物，這是學(xué)生很熟悉也是較感興趣和意見。本模塊的話題是動(dòng)物，這是學(xué)生很熟悉也是較感興趣的話題。但同時(shí)對(duì)學(xué)生的知識(shí)儲(chǔ)備要求較高。首先要求學(xué)生的話題。但同時(shí)對(duì)學(xué)生的知識(shí)儲(chǔ)備要求較高。首先要求學(xué)生通過(guò)多種途徑了解動(dòng)物的特點(diǎn)及生存的現(xiàn)狀。其次在教師預(yù)設(shè)通過(guò)多種途徑了解動(dòng)物的特點(diǎn)及生存的現(xiàn)狀。其次在教師預(yù)設(shè)的任務(wù)中，要使學(xué)生有話可說(shuō)，但是這個(gè)話題涉及較多的知識(shí)的任務(wù)中，要使學(xué)生有話可說(shuō)，但是這個(gè)話題涉及較多

3、的知識(shí)，學(xué)生掌握的難度較大。所以如果材料處理不當(dāng)，會(huì)導(dǎo)致學(xué)生，學(xué)生掌握的難度較大。所以如果材料處理不當(dāng)，會(huì)導(dǎo)致學(xué)生有話想說(shuō)，卻無(wú)法用英語(yǔ)表達(dá)的尷尬場(chǎng)面。因此在具體安排有話想說(shuō)，卻無(wú)法用英語(yǔ)表達(dá)的尷尬場(chǎng)面。因此在具體安排教學(xué)活動(dòng)時(shí)，要注意適當(dāng)降低難度，通過(guò)開展生動(dòng)有趣的活動(dòng)教學(xué)活動(dòng)時(shí)，要注意適當(dāng)降低難度，通過(guò)開展生動(dòng)有趣的活動(dòng)達(dá)到提高綜合運(yùn)用語(yǔ)言能力的目的。達(dá)到提高綜合運(yùn)用語(yǔ)言能力的目的。三教學(xué)目標(biāo)三教學(xué)目標(biāo) 詞匯詞匯danger 、protect 、mad、 kill 、away、 awful 、peace 、nature research 、mainly 、reason、situation、

4、 symbol 、cause 、provide 詞組句型詞組句型be excited to do sth in danger need to do sth take away decide (not) to do sth on earth there be/have sth to do work hard to do make sure as well as try to do sthbe + adj + to do sth 語(yǔ)法語(yǔ)法動(dòng)詞不定式的用法動(dòng)詞不定式的用法1.做主語(yǔ)做主語(yǔ) 2做賓語(yǔ)做賓語(yǔ) 3.做表語(yǔ)做表語(yǔ)功能功能表達(dá)如何保護(hù)動(dòng)物表達(dá)如何保護(hù)動(dòng)物話題話題以了解動(dòng)物生存現(xiàn)狀為基礎(chǔ)以了解動(dòng)

5、物生存現(xiàn)狀為基礎(chǔ),討論如何保護(hù)動(dòng)物為話題討論如何保護(hù)動(dòng)物為話題。1語(yǔ)言知識(shí)目標(biāo)語(yǔ)言知識(shí)目標(biāo) 三教學(xué)目標(biāo)三教學(xué)目標(biāo)聽聽聽懂有關(guān)不同特點(diǎn)的動(dòng)物和動(dòng)物的不同特點(diǎn)的對(duì)話，聽懂有關(guān)不同特點(diǎn)的動(dòng)物和動(dòng)物的不同特點(diǎn)的對(duì)話，提高學(xué)生實(shí)際應(yīng)用能力。提高學(xué)生實(shí)際應(yīng)用能力。說(shuō)說(shuō)能利用能利用to do sth 知識(shí)點(diǎn)知識(shí)點(diǎn) ,熟練的運(yùn)用及掌握熟練的運(yùn)用及掌握讀讀了解動(dòng)物生存的現(xiàn)狀了解動(dòng)物生存的現(xiàn)狀.通過(guò)閱讀通過(guò)閱讀,(1)掌握和鞏固動(dòng)詞掌握和鞏固動(dòng)詞不定式的用法不定式的用法(2)掌握閱讀訓(xùn)練技巧和方法掌握閱讀訓(xùn)練技巧和方法 。寫寫1能用能用動(dòng)詞不定式的不同句式正確表達(dá)觀點(diǎn)動(dòng)詞不定式的不同句式正確表達(dá)觀點(diǎn)2能寫出其他動(dòng)

6、物的特點(diǎn)和生存現(xiàn)狀和保護(hù)措施能寫出其他動(dòng)物的特點(diǎn)和生存現(xiàn)狀和保護(hù)措施.演示與表達(dá)演示與表達(dá)能向全班做有關(guān)資料收集及學(xué)生作品的匯報(bào)。能向全班做有關(guān)資料收集及學(xué)生作品的匯報(bào)。2語(yǔ)言技能目標(biāo)語(yǔ)言技能目標(biāo)通過(guò)合作討論、游戲、競(jìng)賽等多種活動(dòng)形式，實(shí)現(xiàn)在用中學(xué)，學(xué)而能用的原則。通過(guò)合作討論、游戲、競(jìng)賽等多種活動(dòng)形式，實(shí)現(xiàn)在用中學(xué)，學(xué)而能用的原則。認(rèn)知認(rèn)知策略策略聯(lián)系，歸納，推測(cè)等技能。培養(yǎng)學(xué)生的閱讀能力技巧聯(lián)系，歸納，推測(cè)等技能。培養(yǎng)學(xué)生的閱讀能力技巧.調(diào)控調(diào)控策略策略從同伴處得到反饋，對(duì)自己在敘述及作文中的錯(cuò)誤進(jìn)行修改。從同伴處得到反饋，對(duì)自己在敘述及作文中的錯(cuò)誤進(jìn)行修改。交際交際策略策略學(xué)習(xí)運(yùn)用恰當(dāng)句

7、子表達(dá)自己的觀點(diǎn)。學(xué)習(xí)運(yùn)用恰當(dāng)句子表達(dá)自己的觀點(diǎn)。資源資源策略策略能利用多種途徑及學(xué)習(xí)資源查找信息，用所學(xué)內(nèi)容進(jìn)行真實(shí)交際。能利用多種途徑及學(xué)習(xí)資源查找信息，用所學(xué)內(nèi)容進(jìn)行真實(shí)交際。自學(xué)策略自學(xué)策略能借助詞匯圖掌握單詞，形成話題聯(lián)想的習(xí)慣。能借助詞匯圖掌握單詞，形成話題聯(lián)想的習(xí)慣。合作學(xué)習(xí)策合作學(xué)習(xí)策略略關(guān)心周圍的動(dòng)物生存關(guān)心周圍的動(dòng)物生存,交流并分享各自的觀點(diǎn)并形成最終觀點(diǎn)交流并分享各自的觀點(diǎn)并形成最終觀點(diǎn).三教學(xué)目標(biāo)三教學(xué)目標(biāo) 3學(xué)習(xí)策略目標(biāo)學(xué)習(xí)策略目標(biāo)三教學(xué)目標(biāo)三教學(xué)目標(biāo) （1 1） 通過(guò)開展生動(dòng)活潑的教學(xué)活通過(guò)開展生動(dòng)活潑的教學(xué)活 動(dòng)，激發(fā)動(dòng)，激發(fā) 學(xué)生的學(xué)生的興趣。興趣。 （2）培養(yǎng)

8、學(xué)生熱愛動(dòng)物和自然，保護(hù)環(huán)境的意識(shí)。同）培養(yǎng)學(xué)生熱愛動(dòng)物和自然，保護(hù)環(huán)境的意識(shí)。同時(shí)也積極鼓勵(lì)學(xué)生參與社會(huì)實(shí)踐探索中去。時(shí)也積極鼓勵(lì)學(xué)生參與社會(huì)實(shí)踐探索中去。 （3 3）引導(dǎo)學(xué)生與他人合作，相互幫助，共同完成學(xué)習(xí)）引導(dǎo)學(xué)生與他人合作，相互幫助，共同完成學(xué)習(xí)任務(wù)，盡情享受學(xué)習(xí)的樂趣。任務(wù)，盡情享受學(xué)習(xí)的樂趣。4情感態(tài)度目標(biāo)情感態(tài)度目標(biāo)四重點(diǎn)難點(diǎn)四重點(diǎn)難點(diǎn) 1. 教學(xué)重點(diǎn)教學(xué)重點(diǎn) 1 重點(diǎn)句型：重點(diǎn)句型：It is adj +to do sth 2 重點(diǎn)話題：重點(diǎn)話題：How to protect animals in danger 2. 教學(xué)難點(diǎn)教學(xué)難點(diǎn) 1 動(dòng)詞不定式的正確運(yùn)用。動(dòng)詞不定式的正

9、確運(yùn)用。 2 掌握掌握It is adj +to do sth句型。句型。 3 能用恰當(dāng)?shù)氐赖挠⒄Z(yǔ)表達(dá)對(duì)保護(hù)動(dòng)物的看法。能用恰當(dāng)?shù)氐赖挠⒄Z(yǔ)表達(dá)對(duì)保護(hù)動(dòng)物的看法。3. 突破途徑突破途徑 以話題為核心，通過(guò)個(gè)人思考、小組及班級(jí)活動(dòng)等不同途徑，在聽、說(shuō)、讀、以話題為核心，通過(guò)個(gè)人思考、小組及班級(jí)活動(dòng)等不同途徑，在聽、說(shuō)、讀、寫中使單詞及句型以不同的形式反復(fù)出現(xiàn)，在足夠的輸入中，達(dá)成有效的寫中使單詞及句型以不同的形式反復(fù)出現(xiàn)，在足夠的輸入中，達(dá)成有效的語(yǔ)言輸出。語(yǔ)言輸出。五教材處理五教材處理 1、任務(wù)、任務(wù) 核心任務(wù)：能夠運(yùn)用所學(xué)句型結(jié)構(gòu)向不同的朋友交流自己關(guān)于保護(hù)動(dòng)物核心任務(wù)：能夠運(yùn)用所學(xué)句型結(jié)構(gòu)向

10、不同的朋友交流自己關(guān)于保護(hù)動(dòng)物的看法。三個(gè)環(huán)節(jié)如下：的看法。三個(gè)環(huán)節(jié)如下： pre-task：學(xué)生通過(guò)多種途徑了解有關(guān)動(dòng)物的知識(shí)，激活背景知識(shí)。學(xué)生通過(guò)多種途徑了解有關(guān)動(dòng)物的知識(shí)，激活背景知識(shí)。 Task-cycle：通過(guò)整個(gè)模塊的聽說(shuō)讀寫的訓(xùn)練，強(qiáng)化通過(guò)整個(gè)模塊的聽說(shuō)讀寫的訓(xùn)練，強(qiáng)化“動(dòng)物生存的現(xiàn)狀動(dòng)物生存的現(xiàn)狀和保護(hù)動(dòng)物的途徑和保護(hù)動(dòng)物的途徑”的表達(dá)能力，為完成核心任務(wù)做好鋪墊。的表達(dá)能力，為完成核心任務(wù)做好鋪墊。 post-task：達(dá)成任務(wù)，展示成果，自我評(píng)價(jià)，反饋學(xué)習(xí)情況。達(dá)成任務(wù)，展示成果，自我評(píng)價(jià)，反饋學(xué)習(xí)情況。2、課時(shí)安排、課時(shí)安排第一課時(shí)：第一課時(shí)：Speaking、Voca

11、bulary and listening 第二課時(shí)：第二課時(shí)：Vocabulary and reading第三課時(shí)：第三課時(shí)：Speaking and Writing. Language in use 1, 2第四課時(shí)：第四課時(shí)：Language in use 3, Around the world, Module task六教學(xué)設(shè)計(jì)六教學(xué)設(shè)計(jì) Teaching Aims and Demands: 1. Language Knowledge Key vocabulary: the names of the animals 、 danger、 protect 、 mad 、awful、peace

12、 Key structure: It is adj +to do sth 2. Listening skill: To understand conversations involving the surviving of animals in listening. Improve the students listening ability. Teaching Aids: Multi-Media (or Tape recorder) 第一課時(shí)：第一課時(shí)：Vocabulary and listening (Unit 1 Activity 18)TEACHING PROCEDURES:Step

13、1 Listing and listening 1. According to the sound of the animals,let ss say out what animals are.then Ss list the animals they ever knew but not mentioned above.Ask them to say sth about the animals speciality. animals 設(shè)計(jì)意圖：設(shè)計(jì)意圖：從學(xué)生所熟悉的環(huán)境入手，利用學(xué)生已有的認(rèn)知水平進(jìn)行頭腦風(fēng)暴，從學(xué)生所熟悉的環(huán)境入手，利用學(xué)生已有的認(rèn)知水平進(jìn)行頭腦風(fēng)暴， 并引入新單詞，主要為

14、下一步動(dòng)物的匯總做準(zhǔn)備工作。并引入新單詞，主要為下一步動(dòng)物的匯總做準(zhǔn)備工作。2. CONSOLIDATE THE NAMES AND SPECIALITY OF ANIMALS AND ASK SS WHICH ANIMALS ARE IN DANGER .THEN COMPLETE A1 設(shè)計(jì)意圖：設(shè)計(jì)意圖：從動(dòng)物的特征引入到哪些動(dòng)物日趨減少，為下面部分做鋪墊。從動(dòng)物的特征引入到哪些動(dòng)物日趨減少，為下面部分做鋪墊。3. LISTEN TO THE TAPE AND FINISH A2 Step 2 Listen and read 1.Show the panda picture again

15、and ask questions below a.which panda reserve is famous in China? b.What can we do when we know pandas become less and less? (Discuss in fours) 2.Ask ss read the conversation while listening to the tape.and find out the sentences of to do sth 設(shè)計(jì)意圖：設(shè)計(jì)意圖：通過(guò)學(xué)生個(gè)人思考、小組交流，激發(fā)學(xué)生的保護(hù)動(dòng)物意識(shí)通過(guò)學(xué)生個(gè)人思考、小組交流，激發(fā)學(xué)生的保護(hù)動(dòng)

16、物意識(shí)The sentences are: A: 1.Its sad to think about all those animals in danger. 2.It isnt right to kill whales or elephants for their meat. 3.It s hard to stop the killing. 4.Their water isnt good to drink- 5.Iwas so excited to see- 6.It was interesting to learn about the -Let ss find the structure o

17、f to do sth above.Help ss overcome the point: be +adj +to do sthB: 1. need to do sth 2.decide (not)to do sth 3. make sb do sthmake up the sentenses in groups to Consolidate the structure.then show some to see if right or wrong. Listen to the tape of A6.設(shè)計(jì)意圖設(shè)計(jì)意圖: 通過(guò)學(xué)生觀察通過(guò)學(xué)生觀察-發(fā)現(xiàn)發(fā)現(xiàn)-討論討論-歸納歸納-鞏固鞏固-運(yùn)用的模

18、式，掌握知識(shí)點(diǎn)的規(guī)律運(yùn)用的模式，掌握知識(shí)點(diǎn)的規(guī)律。STEP 3 READ AND PRACTICE THE LANGUAGE POINT 1.Listen to the tape again and read it seveal times,and then keep books closed,answer questions of A4 in pairs.2.Look at the picture and talk about in pairs.Find out the main reasons why many animals are in danger.(the picture is o

19、n next page)3.Complete the sentenses of A5.設(shè)計(jì)意圖設(shè)計(jì)意圖: 通過(guò)自我體驗(yàn)，獲取知識(shí)，通過(guò)練習(xí)鞏固所學(xué)知識(shí)點(diǎn)。通過(guò)自我體驗(yàn)，獲取知識(shí)，通過(guò)練習(xí)鞏固所學(xué)知識(shí)點(diǎn)。 Step 4 Imagination and writing 1.suppose half of ss are animals.the other ss just interview them what they would tell all humans. The answers may be: 1. Tell human beings to stop being so selfish. 2

20、. We need each other and we should try to be friends. 3. Dont cut down trees and destroy our home. 4. The zoo is too small for me. I cant run. 5. I cant see my friends. I miss them very much. 6. THE CLIMATE IS ALSO A PROBLEM FOR ME. ITS HARD FOR ME TO GET USED TO IT. 7. WE SHOULD GET ALONG WELL WITH

21、 EACH OTHER. 8. WE WANT FREEDOM AND WANT TO GO BACK TO OUR HABITAT. PLEASE SET US FREE. 2. WRITE DOWN WHAT YOUR FAVOURITE ANIMAL/PEL IS.AND WHY? 設(shè)計(jì)意圖：設(shè)計(jì)意圖：設(shè)計(jì)任務(wù)，換位思考問(wèn)題，學(xué)生通過(guò)任務(wù)分享各自的智慧火花，設(shè)計(jì)任務(wù)，換位思考問(wèn)題，學(xué)生通過(guò)任務(wù)分享各自的智慧火花，使口語(yǔ)能使口語(yǔ)能得到提高，通過(guò)筆頭任務(wù)使本課的知識(shí)點(diǎn)貫徹到實(shí)處，減少得到提高，通過(guò)筆頭任務(wù)使本課的知識(shí)點(diǎn)貫徹到實(shí)處，減少學(xué)生的語(yǔ)法錯(cuò)誤學(xué)生的語(yǔ)法錯(cuò)誤,。Step 4 Homewo

22、rk Finish off Exercise 1.2.3 to consolidate the grammer exercise 設(shè)計(jì)意圖：設(shè)計(jì)意圖：在較為真實(shí)地運(yùn)用中，學(xué)會(huì)使用語(yǔ)言。即引導(dǎo)學(xué)生在用中學(xué)。在較為真實(shí)地運(yùn)用中，學(xué)會(huì)使用語(yǔ)言。即引導(dǎo)學(xué)生在用中學(xué)。第二課時(shí)：第二課時(shí)：Vocabulary and readingTeaching Aims and Demands:1. Language Knowledge Key vocabulary: research 、mainly 、 live on 、 reason 、 less and less、 situation、 symbol Key

23、structure: to do sth 2. Reading skill: To know sth about the pandassurviving.Help the students to know that we must do what we can to protect the animals。 To improve the students reading ability. Teaching Aids: Multi-Media (or Tape recorder)3. FOLLOW THE TAPE AND READ AGAIN.PAY ATTENTION TO THE INTE

24、NATION AND TUNEFIND OUT THE SENTENCES WITHTO DO STH ASK SS TALKING IN GROUPS ABOUTHOW TO DEAL WITH THE TO DO STH4.DISCUSS IN GROUP TO SAY WHAT WE STUDENTS CAN DO TO HELP THE ANIMALS.ASK ONE STUDENT FROM EACH GROUP TO PRESENT THEIR IDEAS. 設(shè)計(jì)意圖：設(shè)計(jì)意圖：通過(guò)慢速和快速閱讀正確培養(yǎng)閱讀方法，提高閱讀能力。同時(shí)通過(guò)慢速和快速閱讀正確培養(yǎng)閱讀方法，提高閱讀能力。

25、同時(shí)通過(guò)學(xué)生自己的閱讀，主動(dòng)去發(fā)現(xiàn)問(wèn)題，提出問(wèn)題，并通過(guò)不同途徑解決通過(guò)學(xué)生自己的閱讀，主動(dòng)去發(fā)現(xiàn)問(wèn)題，提出問(wèn)題，并通過(guò)不同途徑解決問(wèn)題。通過(guò)閱讀，培養(yǎng)了學(xué)生保護(hù)動(dòng)物意識(shí)。使學(xué)生自我感覺有成功感。問(wèn)題。通過(guò)閱讀，培養(yǎng)了學(xué)生保護(hù)動(dòng)物意識(shí)。使學(xué)生自我感覺有成功感。 (In this pair-work activity, students will use an interview format to practise talking about animals and animal protection.) T: First of all, enjoy a short piece of the

26、film 可可西里可可西里.Its about Tibetan antelope being killed by some illegal hunters. (After the film) Ask ss so many antelopes have been cruelly killed by the hunters. What do they think of these illegal hunters? Step 3 SpeakingSS: THE ANSWERS MAY BE: SO CRUEL THESE HUNTERS SHOULD BE PUNISHED. FEEL SORRY

27、FOR THESE LOVELY TIBETAN ANTELOPES. - TEACHER JUST COMES TO THE CONCLUSION: THESE TIBETAN ANTELOPES HAVE LOST THEIR LIVES. IN FACT, ALOT OF ANIMALS ARE IN DANGER AND THEIR HABITATS HAVE BEEN DESTROYED. HOWEVER, ANIMALS ARE OUR FRIENDS. WE SHOULD TRY OUR BEST TO HELP ENDANGERED ANIMALS-.Step 4 Practi

28、ce and consolidate Finish off A4.A5 and A6 to considelate the language points. First ss finish them by themselves.And then check them in fours,put forward any questions if they have and solve them together. 設(shè)計(jì)意圖設(shè)計(jì)意圖:通過(guò)說(shuō)、寫等針對(duì)性練習(xí)來(lái)鞏固知識(shí)點(diǎn)。通過(guò)說(shuō)、寫等針對(duì)性練習(xí)來(lái)鞏固知識(shí)點(diǎn)。STEP 5 WRITING IN OUR LIFE, MANY PEOPLE KEEP ANM

29、ALS AS PETS.PETS CAN BRING US A LOT OF PLEASURE ,BUT ALSO THEY BRING A LOT OF PROBLEMS.AND WHAT DO YOU THINK OF PETS?WRITE DOWNWHAT YOU THINK .設(shè)計(jì)意圖設(shè)計(jì)意圖:給出話題作文，讓學(xué)生從給出話題作文，讓學(xué)生從自身的感受和生活的經(jīng)驗(yàn)自身的感受和生活的經(jīng)驗(yàn)來(lái)處理事情。來(lái)處理事情。STEP 6 LISTENING WB PAGE 146. LISTEN TO THE TAPE AND FINISH OFF EXERCISE 789設(shè)計(jì)意圖設(shè)計(jì)意圖:通過(guò)專項(xiàng)聽力訓(xùn)

30、練，提高對(duì)專題知識(shí)的鞏固。通過(guò)專項(xiàng)聽力訓(xùn)練，提高對(duì)專題知識(shí)的鞏固。Step 7 Homework Finish off Exercise 456 第三課時(shí)：第三課時(shí)：LANGUAGE IN USETEACHING AIMS AND DEMANDS:1.LANGUAGE KNOWLEDGE: KEY STRUCTURE: TO DO STH2. READING SKILL: (1). GET INFORMATION ABOUT THE THE ANIMALS IN DANGER AROUND THE WORLD.(2). IMPROVE THE STUDENTS READING ABILITY.

31、 TEACHING AIDS: MULTI-MEDIA (OR TAPE RECORDER, OHP) TEACHING PROCEDURES:STEP 1 WARMING-UP FREE TALK .ONE QUESTION FOR ALL THE STUDENTS: WHAT DO YOU THINK THE RELATIONSHIP BETWEEN HUMAN BEINGS AND ANIMALS SHOULD BE? BE FRIENDS OR ENEMIES? BE HARMONY OR OPPOSITE?2. LET SS IN GROUPS HAVE A MAKING- UP S

32、ENTENCE COMPETITION ABOUTTO DO STH.SEE WHICH GROUP CAN MAKE THE MOST SENTENCES WITH THE LIMITED TIME.1.BE +ADJ +TO DO STH2 NEED TODO STH 3.WANT TO DO STH4. TRY (NOT) TO DO STH 5.ASK SB (NOT)TO STHSUM UP THE USING OF THE INFINITIVE STRUCTURE: VERB (SB)(NOT)+TO DO STH設(shè)計(jì)意圖：設(shè)計(jì)意圖：通過(guò)交流看法，造句競(jìng)賽和總結(jié)，調(diào)動(dòng)學(xué)生的參與性，

33、鞏固不定通過(guò)交流看法，造句競(jìng)賽和總結(jié)，調(diào)動(dòng)學(xué)生的參與性，鞏固不定式的使用。式的使用。STEP 2 LANGUAGE IN USE1.READ THE SENTENCES AND FIND OUT THE INFINITIVE STRUCTURE2.ASK SOME SS TO WRITE DOWN THE SENTENCES OF A1AND A6ON THE BB.LET OTHER SS CHECK THEM.3.FINISH OFF A4 AND A5 INDIVIDUAL AND CHECK ANSWERS IN GROUPS.PUT FORWARD ANY QUESTIONS IF

34、THEY HAVE.4.LISTEN TO THE TAPE AND ANSWER THE QUESTIONS.BOOKS CLOSED. A:WHERE ARE THET SPEAKING? B:WHAT ARE THEY GOING TO DO TONIGHT? C:WHEN ARE THEY GOING TO MEET?CHECK THE ANSWERS IN PAIRS AND LET SOME SS SHOW THE ANSWERS FINALLY AGAIN.5.READ THE CONVERSATION AGAIN AND CHOOSE THE RIGHT ANSWERS6.HA

35、VE SS MAKE UP THE SAME CONVERSATION IN PAIRS.7.LOOK AT THE QUESTIONS OF A8 FIRST AND LISTEN TO THE TAPE.Step 3 Reading 1. Read the passage in Activity 9 . 2. Complete the passage with the correct form.3. Let ss put forward some questions about this passageand others anwer them.4.Read the passage abo

36、ut Around the world。設(shè)計(jì)意圖：設(shè)計(jì)意圖：本部分通過(guò)聽、說(shuō)、讀、寫等競(jìng)賽活動(dòng)，多角度，多元化促進(jìn)本部分通過(guò)聽、說(shuō)、讀、寫等競(jìng)賽活動(dòng)，多角度，多元化促進(jìn)學(xué)生對(duì)知識(shí)點(diǎn)的掌握學(xué)生對(duì)知識(shí)點(diǎn)的掌握 。調(diào)動(dòng)了他們各方面的情緒，鞏固了他們已有的知識(shí)。調(diào)動(dòng)了他們各方面的情緒，鞏固了他們已有的知識(shí)水平。水平。5. ASK SS TO RETELL THE THREE ANIMALS IN DANGER IN PAIRS.設(shè)計(jì)意圖：設(shè)計(jì)意圖：在使用好課程的核心資源在使用好課程的核心資源教材的同時(shí)，充分教材的同時(shí)，充分挖掘?qū)W生自身的資源，使課堂教學(xué)充滿活力挖掘?qū)W生自身的資源，使課堂教學(xué)充滿活力St

37、ep 4 Modual task Write about one kind of animals in danger, Find out about the animal. and these things.1. Where it lives2. What the problem is3.How many there were and how many there are now4. What you or goverment can do about it設(shè)計(jì)意圖：設(shè)計(jì)意圖：從聽、說(shuō)過(guò)渡到寫，由口頭輸出的流暢性過(guò)渡到筆頭輸出的精確性。從聽、說(shuō)過(guò)渡到寫，由口頭輸出的流暢性過(guò)渡到筆頭輸出的精確性。STEP 5 HOMEWORK 1. WRITE DOWN THE DESIGNATION IN STEP 3. 2. WORKBOOK EX 14. (WRITE STH ABOUT YOUR SCHOOL OR YOUR CLASS)