Module 9 教案(2).doc

MODULE 9 TEACHING PLAN一、 题材内容本模块以濒危动物为话题,介绍一些濒危动物的现状，特别是国宝大熊猫的生存情况及保护措施。利用学生比较喜欢的动物进行教学有助于激发学生的参与意识和学习动机。要求同学们听懂、读懂相关的对话和描述，明白文章的主旨大意及段落大意；准确理解并运用动词不定式的表达方式语法重点是动词不定式作主语、定语、状语及不定式的否定形式。教学中教师应随时随地以可爱动物吸引学生，灵活利用各种素材组织教学过程和内容。充分调动学生的积极性。教学目标1） 语言知识：语音能够朗掌握句子的断句。词汇 danger, protect, orange, cousin, brown, reserve, mad, surprising, kill, absolutely, hard, away, dirty, awful, peace, rare, example, nature, surprised, research, southwest, mainly, reason, situation, symbol, turtle, cause, feed, design, jewellery, provide, difficulty, clean, pollute.词组find out, nature reserve, live on, less and less, for example.语法能够运用动词不定式作主语、定语、状语及不定式的否定形式。功能能够谈论问题及解决方法。话题以“濒危动物”为话题。2） 语言技能：听能听懂谈论动物的对话，获取对话的主要信息。说能谈论濒危动物的情况和动物保护。读能读懂有关濒危动物的文章，明白文章的主旨大意；强化理解文章段落大意和文章结构的技能。进行简单的阅读技能训练。写能够模仿课文的写作形式，简单叙述濒危动物的情况。演示与表达 能根据自己了解的情况介绍某些濒危动物的情况。3)学习策略学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。认知联系，归纳，推测等技能。观察并归纳现在进行时的用法,提高自学能力。调控从同伴处得到反馈，对自己在叙述及作文中的错误进行修改交际学习运用恰当词语介绍有关濒危动物。资源通过其他资源获取更多有关濒危动物的信息。自学策略学会将谈论的话题继续下去，进行深入的讨论。能注意发现语言现象背后的规律,并能运用规律举一反三。合作学习策略积极参与讨论，互相学习，取长补短，注意从他人的演示中汲取经验,注意学习策略共享. 4)文化意识：中外对比通过了解世界濒危动物的一些情况，增强保护环境的意识。5)情感态度:增强保护环境和进行环保宣传的责任感。参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。6)任务:能够运用所学相关语言知识讨论濒危动物。教学重点和难点 重点：1通过介绍濒危动物培养学生的听、说、读、写能力，掌握动词不定式作主语、定语、状语及不定式的否定形式的用法。难点：运用恰当词语介绍濒危动物的有关情况。教学方法基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“PTP”自主学习立体模式：pre-tasktask-cyclepost-task。二、 教材处理核心任务：能够收集濒危动物的信息、运用所学句型结构、运用恰当词语谈论濒危动物。三个环节如下：pre-task：学生联系生活实际，激活背景知识，。task cycle：通过整个模块的听说读写的训练，强化运用恰当词语讨论濒危动物的表达能力，为完成任务做好铺垫post-task：达成任务，展示成果，反馈学习情况三、 教材安排根据学生学习英语的特点和规律，我们把本模块划分为4课时：Period 1: Vocabulary and Listening &Pronunciation and SpeakingPeriod 2: Reading and Vocabulary & Learning to learnPeriod 3: Writing& Around the world &Module Task & infinitivePeriod 4: Language in use注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。教学设计Title: Module 9 Animals in dangerPeriod 1: Vocabulary and Listening &Pronunciation and SpeakingTeaching Content: Vocabulary and Listening and Pronunciation and Speaking Teaching Aims and Demands:1. Language Knowledge Key vocabulary and phrases: danger, protect, orange, cousin, brown, reserve, mad, surprising, kill, absolutely, hard, away, dirty, awful, peace, rare, example, nature, surprised，find out, nature reserveKey structure: I was so excited to see the pandasIt was interesting to learnWe need to protect them better.Many animals have no place to live in.Many people decide not to thinkLets find out what we can do to save them (重点) 2, Listening skill: To listen for specific words and understand conversations about animals in danger. (难点) 3 Attitudes: To take active part in the action of protecting animals.Learning strategies:Bottom up approach and listening to the tape and do some exercises.Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)Teaching Procedures:Part I: Revision Task: Recall what we have learned in the last Module. Directions: Step one: Label the pictures with the phrases.(1). Read through the phrases in the box and have the Ss. Repeat them after you. (2).Ask them to label them in the pictures on the screen. (3).Make some sentences with the phrases. Ask students to speak out as many as they can.Step two: Talk about giving directions using the following structures: How do I get to? Can you tell me the way to?Go straight ahead.Go along/ acrossTurn left intooppositeon the corner ofbetween and Ask students to speak out as many as they can. Part II: Lead in: Task: Introduce to them the new words.Directions:Step one: Introduce the new words of this unit. And list them on the board.Step two: Read after the teacher.Step three: Practise reading the words.Step four: Ask the students to look at the pictures about animals. Elicit what they can see. If there are any new words, add them to the list on the board.Step five: Complete the quiz with the words in the box in Activity 1 on page 72.Part III: Listening1. Task: Listen and answer the questions in activity 2 on page 72. Directions:Step one: Read through the questions in Activity 2 on page 72.Step two: Play the recording and have them listen to the answer the questions recording and focus on the main idea first time through. Then listen again and answer the questions.Step three: Then Call back the answer from the whole class.Step four: Play the recording again for the Ss to check and consolidate.2. Task: To understand conversations .Directions:Step one: Ask the Ss to look at the the questions in Activity 4 on page 73.Step two: Play the recording and have them listen.Step three: Play the recording again and have them answer the questions individually.Step four: Call back the answer from the whole class, having one student ask a question and another answer.3. Task: Activity 5on page 73. Directions:Step one: Have them read the passage and complete the sentences with the correct form of the words and expressions individually in Activity 5. Step two: Have them check their answers with a partner Step three: Call back the answer in a whole- class setting.Step four: Play the recording again and have them check.4. Task: Listen and read: Directions:Step one: Play the recording and ask the Ss. to listen and read the conversation.Step two: Play the recording again and pause after each phrase, asking the Ss. to repeat chorally and individually.Step three: Put the Ss. into groups of 2 to practise the dialogue. Step four: They should repeat it several times, changing the roles each time.Part IV: Pronunciation Task: Listen and repeat in Activity 6 Directions:Step one: Play the recording and ask the Ss. to listen and repeat in Activity 6.Step two: Ask the Ss to practise.Step three: Play it once more for the Ss to repeat chorally and individually. Part V: SpeakingTask: Talk about animals with a partner Directions:Step one: Ask and answer the questions with each other in Activity 7. Step two: Talk about the animals in Activity 1.Step three: Circulate and monitor production.Step four: Let some pairs come to the front to act it out. Step five: Pair the Ss for further practice. Decide which one is the most important to protect. Part VI: A test Ask the Ss to do Ex 2 on page 144 and hand in immediately .Part VI: Homework: Recite the short dialogue as fluently as possible.Period 2 Reading and Vocabulary Teaching Content: Reading and Vocabulary Teaching Aims and Demands:1. Language knowledge:New words: research, southwest, mainly, reason, situation, symbol, turtle, cause, feed, live on, less and lessKey structures: infinitive (重点)2. To get information from the reading material about pandas. (难点)3. To understand the main idea of each paragraph of the article.4. Attitudes: To take active part in the action of protecting animals. Learning strategies: Communicative approach.Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)Teaching Procedures:Part I: Revision1. Help students to revise what is learnt in Period one of this module.Show them some pictures about the new words in last period. Have the Ss. spell them chorally and individually.2. Act out the dialogue. Part II : PreparationTask 1 : Learn the new words.Directions: Label the pictures with the words.(1). Read through the words on the screen. Have the Ss. Repeat them after you. (2).Read the words separately and have them remember them. (3).Make some sentences with the words. (4) Call back the answers from the whole class.Task 2: Talk about pandas, saying what you know about pandas.Directions:(1). Let the Ss look at the pictures of panda and then say what you know about pandas. Elicit some information from the Ss, and note them on the board. Accept anything they give.(2). Pair the Ss to talk about pandas.Part III: Scanning and Skimming1.Task: Read the passage and match the headings with the paragraphs. Directions:Step one: The teacher read the headings in Activity 2 with the Ss and ask the Ss to read the passage.Step two: Ss read the passage and match the headings with the paragraphs individually.Step three: Call back the answers from the whole class.2. Task: Read the passage and answer the questions in activity 4. Directions:Step one: First make sure the Ss understand what they should do. Ss read the passage and do activity 4 on page 75 individually and check with a partner.Step two: Call back the answers from the whole class, having one student ask and another answer.3. Task: Match the beginnings with the endings to make sentences. Directions:Step one: First make sure the Ss understand what they should do. Ss read the passage and do activity 3 on page 75 individually and check with a partner.Step two: Call back the answers from the whole class.Part IV : Dealing with expressions:1.There are about 1,000 pandas living in nature reserves today. ( Unit 2, P74)living in nature reserves是伴随状语。例如：The teacher came in holding a book in his hand.2. Scientists are studying how they live and more baby pandas are born in the zoos. ( Unit 2, P74)how they live and more baby pandas are born in the zoos 作study的宾语此句，注意宾语此句的语序：疑问词陈述式的语序。例如：I dont know what he did yesterday.3.They mainly live on bamboo, and each panda needs to eat a lot of bamboo every day. ( Unit 2, P74)(1).它们主要以竹子为食，每天每只熊猫要吃很多的竹子。( Unit 2, P74)live on “以.为主食, 靠.生活”Sheep live on grass.羊以草为生。 (2). Need即可以当实义动词，也可以是情态动词。当实义动词时，need to do sth./ dont need to do sth.疑问句用助动词do帮助完成。当情态动词时，need do sth. / neednt do sth. 疑问句直接把need提前。例如：Does he need any help?他需要帮忙吗?( 实义动词)You dont need to be told twice.不必告诉你两遍。( 实义动词)-Need we make the test?我们需要做这个试验吗? (情态动词)-Yes, we must.是的, 需要。(否定回答: No, we neednt. 不, 不需要。)We neednt make the test. (情态动词)We need make the test. (情态动词)4. So pandas have less and less land to live on. ( Unit 2, P74) less and less 表示“越来越少，（程度上）越来越低”。比较级and +比较级表示“越来越”如：His songs become less and less popular.Our country is getting stronger and stronger.5. There is still a long way to go to save the panda.拯救大熊猫的道路依旧十分漫长。( Unit 2, P74)a long way to go 表示：“路还很长，还需要努力”例如：To got the first prize, I know Ive got a long way to go.要得一等奖，我知道自己还需要努力。Part V: Language use1.Activity 5 on page 75 in the TB.Direction: Ss do it by themselves .Lets see who can finish it as soon as possible. Then share their answers with the class. Then ask the students to read it out.2.Give the students some time to recall what theyve learned in this class.Part VI: Homework: Retell the text. Part VII: A test: Exercise 11 on page 146 in the WB.Period 3: Writing & Module Task & Around the world & infinitiveTeaching Content: Writing & Around the world &Module Task & infinitiveTeaching Aims and Demands:1.Writing skill: To write a paragraph about a kind of animals in danger. Improve the students writing ability (难点).2. To learn about some animals in danger in the world.3. To summarize and consolidate the use of infinitive . (重点)4. Attitudes: To take active part in the action of protecting animals.Learning strategiesTop-down and Interactive approach and do some exercises.Teaching Aids: Multi-Media (Tape recorder , video, OHP, handout)Teaching Procedures:Part I: Revision Task: Help students to revise what was learnt in last module. Directions:(1). Revise the words and phrases. (2).Let the Ss. retell the text. Part II: Writing and Module Task1. Task: Ask and answer the questions about animals in danger in Activity 6. Directions Step One: Give them an example and make sure that they know what to do.Step two: Ask the Ss to ask and answer the questions about animals in danger. Step three: Call back a few examples from the whole class.Step four: Then summarize2. Task: Write a paragraph about a kind of animals in danger. DirectionsStep One: Run through the paragraph with the Ss. in Activity 6 and make sure that they understand them.Step two: Ask the Ss to write a paragraph about a kind of animals in danger individually .Step three: Call back some answers from the whole class.Step four: Read them loudly.3. Task: Write 2 or 3 paragraphs about it.DirectionsStep One: Put the students into groups of 4 or 5 to choose an animal to write about.Step two: They need to do the research after class.Step three: Circulate and monitor their production.Step four: Let the Ss read their passages to the classmates or put them up on the wall.Note: Let the Ss look at it when they have a spare moment. Part III: Around the worldTask: Learn something about some animals in danger in the world.DirectionsStep One: Ask the Ss. to look at the different pictures about some animals in danger in the worldTell the Ss. some knowledge about them.Step two: Read the text and answer any questions the Ss have.Step three: Discuss what we should do to protect them.Part IV: InfinitiveExplain the following to the students:一、动词不定式是由“to+动词原形”构成(有时可以不带to)。动词不定式的否定形式是“not+动词不定式”(not不与助动词连用)。在句子中不能充当谓语，没有人称和数的变化。 二、动词不定式短语具有名词、形容词和副词等的功能，可在句中用做多种句子成分 1、主语：常置于句末，而用it代替其做形式主语。例： To learn a foreign language is not easy. 2、表语：例： My job is to teach English. His wish is to become a scientist. 3、动词宾语：有的及物动词要求跟复合宾语(即宾语+宾语补足语)。如果其中的宾语是不定式短语,则必须将形式宾语it放在宾语的位置上,而将不定式短语(真正的宾语)放在宾语补足语之前。例如: I find it useful to learn English well.我发现学好英语很有用。 We thought it wrong not to tell her.我们认为不告诉她是错误的 4、宾语补足语： (1)在多数复合宾语及物动词后要带to：例： He asked me to talk about English study.他请我谈谈英语学习。 Iaskedafriendtoreadittome. (2)在表示感觉、致使等意义的动词 see，watch，hear，feel，notice，observe，make，let，have，等后不带to。help的宾语补足语时,动词不定式符号to可以带,也可以不带。例： Theyheardhimsingapopsonginthemeetingroom. The teacher made him say the word like this.老师让他像这样说这个单词。 Could you help me (to) carry the heavy box。你能帮我搬这个重箱子吗。 5、定语：不定式作定语,要放在它所修饰的名词或代词的后面。例如: I have nothing to say on this question.对这个问题我无可奉告。 6、形容词补足语：在表示心理、感情、评价等的形容词后，对其进行补充说明。例：Weareverygladtomeetyouagain. 7、状语：动词不定式及其短语具有副词的特性,可在句中用作状语。表示目的、原因、程度等。 （1）.放在句首也可以放在句尾表示目的等。例如: He stopped to have a rest.他停下来休息。 （2）.跟在作表语的形容词或过去分词的后面。例如: Im sorry to hear that.听到这事我感到很难过。 （3）.用在too. to.结构中。例如: He is too young to understand all that.他太年轻了,不能理解这件事。 8、“疑问词不定式”用法：不定式前可带what，who，which，where，when，how等疑问词，这种不定式短语在句中多用做宾语。例： Hedidnttellmewheretogo. Part V: RecallingRecall what we have learned today.Part VII: A testDo Ex.3 on page 144 and hand in immediately.Part VIII: Homework: Do the Self-assessment on page 147. Period 4. Language in use Teaching Content: Language in use Key structure: infinitive. (重点)Teaching Aims and Demands:1. To summarize and consolidate the use of infinitive2. To summarize and consolidate expressions and vocabulary.3.Affection and attitudes: We should protect animals and our environment.Learning strategies: Formal instruction and task-based approach and interactive practice.Teaching Aids: Multi-Media (video, OHP, handout)Teaching Procedures:Part I RevisionHelp students to revise what is learnt in 3 periods of this module.Part II Language practiceTask1: To summarize and consolidate the usage of infinitive.Directions(1).Run through the examples with the Ss. and make sure that they are familiar with the use of infinitive.(2). Ask the Ss. to repeat the sentences in the box.(3). Ask“Can you make other similar examples?”(4).Focus the Sss attent