外研版八年级上册Module6Unit2教学设计

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第二课时外研版英语八年级上册Module6Unit2教学设计

4.背景知识介绍：简要介绍本节课将要学习的环保主题，以及与环保相关的词汇和语法知识。
（二）讲授新知，500字
在导入新课之后，我将系统地讲授以下新知识：
1.词汇教学：通过PPT展示新词汇，如“concern”, “decrease”, “waste”, “reuse”, “recycle”等，并配以例句和图片，帮助学生理解和记忆。
四、教学内容与过程
（一）导入新课，500字
在本节课开始时，我将通过以下方式导入新课：
1.展示图片：呈现一系列与环保相关的图片，如污染的河流、垃圾分类等，引导学生观察并思考这些图片所传达的信息。
2.视频引入：播放一段关于环保的宣传视频，让学生了解环保的重要性，激发他们的学习兴趣。
3.问题引导：提出问题，如“Do you think it's important to protect the environment?”和“What can we do to save energy and reduce waste?”让学生思考并展开简短讨论。
4.自主学习法：鼓励学生在课后进行自主学习，通过查阅资料、观看视频等途径，拓宽知识面。
（三）情感态度与价值观
在本章节的学习过程中，学生将形成以下情感态度与价值观：
1.意识到环保的重要性，树立环保意识，自觉承担起保护环境的责任。
2.关注社会问题，关心人类生存环境，培养关爱自然、关爱他人的情感。
3.增强团队合作意识，学会倾听他人意见，尊重不同观点。
1.词汇巩固：请学生将本节课学习的新词汇整理成词汇表，并尝试用这些词汇造句，加深对词汇意义的理解。
-提示：可以结合日常生活中的环保行为，如“Reducing paper usage at school is an effective way to save trees.”

外研版八年级英语上册Module 6 Unit 2教学设计

T: But pandas are losing their home, because the bamboo forests are getting smaller. How to savethe bamboo forest andpandas?（过渡到下一段）
Task 3.Read the Paragraph 3.
2. The World Wide Fund for Nature (WWF) wants to protect all animals.
3. And it chose the panda to be its symbol.
8、watch a video that some stars suggest we should protect animals, to educate the students to protect and love animals, to love the environment and the world.
4、Intensive reading.
Task 1.Read the Paragraph 1 and answer the questions.
T: Why is it that pandas are in danger?
Ask the students to answer the questions, andCombined coursewareto retell this paragraph.
设计意图：播放有关熊猫的视频，吸引学生注意力，提高学生学习积极性并导入新课。
Ⅲ、Presentation
1、Show the objectives.
T: Look at the objectives,Read them together.

【外研版八年级英语上册】Module 6 Unit 2教案

Module 6 Animals in dangerUnit 2 The WWF is working hard to save them.教学目标【知识目标】1、能够正确使用下列单词和词组：research, baby, scientist, produce, southwest, in order to , government, set up, nature, feed, symbol2、能正确使用动词不定式。

【能力目标】1、能够读懂有关濒危动物现状的文章，明白文章的主旨大意和谋篇布局。

2、能够模仿课文的写作形式，写一篇介绍某一濒危动物现状的短文。

【情感态度目标】通过学习，加深对熊猫保护和其他濒危动物的认知，帮助学生树立保护濒危动物的意识。

教学重难点【教学重点】能够读懂有关濒危动物现状的文章，明白文章的主旨大意和谋篇布局。

【教学难点】能够模仿课文的写作形式，写一篇介绍某一濒危动物现状的短文。

教学过程Step 1 Lead-in1.Look at the pictures and guess what the animal is.2.Look at the pictures and answer the questions about the panda.Step 2 Consolidate new wordsLook and say. The teachers shows the pictures of new words and let the students to say as quickly as possible.Step 3 Say what you know about pandasWork in pairs. Look at the pictures and say something about pandas.Step 4 Listen and answer the questions1.How many pandas are there in the wild today?2.What’s the symbol of the WWF?Step 5 Read the passage and match the headings with the paragraphsRead the passage and match the headings with the paragraphs.Step 6 Read the passage and answer the questions1. What are scientists studying?2. Are there many of pandas left?3. What is the government doing to protect pandas in the wild?4. Is the panda the symbol of all animals in danger?Step 7 Read the passage and complete the sentences1. Scientists do a lot of research _______________________________________.2. The government is setting up nature parks ____________________.3. The WWF chose the panda _________________.4. The WWF is working hard __________________.Step 8 Complete the sentences with the words in the boxRead the passage carefully and get the main idea and choose the words from the box, then use the correct form to fill in the blanks.Step 9 Language points1. Scientists are doing a lot of research to help pandas produce more babies…do a lot of research表示“做大量研究”。

外研版八年级英语上册《Module6AnimalsindangerUnit2》说课稿1

外研版八年级英语上册《Module 6 Animals in danger Unit 2》说课稿1一. 教材分析《Module 6 Animals in danger Unit 2》是人教版八年级英语上册的一篇课文，本节课的话题是关于动物保护。

本节课的主要内容是让学生们通过阅读和听力练习，了解一些濒临灭绝的动物以及它们所面临的问题。

同时，本节课还要求学生们能够运用所学的知识，就动物保护问题进行讨论和交流。

二. 学情分析根据我对学生的了解，他们已经具备了一定的英语基础知识，能够进行简单的阅读和听力理解。

但是，他们的英语口语表达能力还有待提高，同时对于一些动物的名称和特点可能不是很熟悉。

因此，在教学过程中，我需要帮助学生们克服这些困难，提高他们的阅读和听力理解能力，同时也要提高他们的口语表达能力。

三. 说教学目标1.知识目标：让学生们掌握本节课的生词和短语，能够正确地朗读和拼写。

让学生们能够理解课文内容，掌握课文的结构和主旨。

2.能力目标：通过阅读和听力练习，提高学生们的故事梗概提炼能力；通过小组讨论，提高学生们的口语表达能力；通过课后作业，提高学生们运用所学知识进行写作的能力。

3.情感目标：让学生们认识到保护动物的重要性，增强他们的环保意识。

四. 说教学重难点1.教学重点：让学生们掌握课文中的生词和短语，能够正确地朗读和拼写；让学生们理解课文内容，掌握课文的结构和主旨。

2.教学难点：让学生们能够运用所学知识，就动物保护问题进行讨论和交流；让学生们能够正确地使用一般现在时进行叙述。

五. 说教学方法与手段在本节课的教学过程中，我将采用任务型教学法和交际法进行教学。

通过设计各种任务，让学生们在完成任务的过程中，自然地学习和使用英语。

同时，我还会运用多媒体教学手段，如课件、视频等，来帮助学生们更好地理解和掌握课文内容。

六. 说教学过程1.导入：通过展示一些濒临灭绝的动物的图片，引起学生们的兴趣，导入新课。

外研版英语八年级上Module6Unit2教案

外研英语八年级上Module 6 A famous story全模块教案Period 2 Reading and writingLanguage goals 语言目标1.Key vocabulary重点词汇tired, nothing, twice, conversation, suddenly, pink, by, pocket, across, field2. Key structures重点句式Were/was doingAbility goals能力目标Enable students to read and write about fairy tales.Teaching methods教学方法Communicative approach.Teaching aids 教具准备A tape recorder, some pictures and handouts.Teaching procedures and ways教学过程与方式Step I Revision and lead-inReview past on-goings through asking and answering questions; encourage them to recall the characters in the story Alice’s adventures in wonderland and lead in new lesson.T: Hello, boys and girls. What were you doing this time yesterday?S: We were having an English lesson.T: What did we learn yesterday?S: We learned to use past on-goings.T: Which story were we talking about?S: Alice’s adventure in Wonderland.T: Good. Do you remember the characters in the story?S: Yes. The mad hatter and the march hare, the white rabbit, the red king, the red queen and AliceT: Great. Now let’s look at the picture on page 44 please. Who’s in the picture?S: It’s a rabbitT: Do you think it is strange?S: Yes. It’s wearing clothes.T: Yes, t hat’s the point. Usually rabbits don’t wear clothes. Is there anything else strange?S: It is carrying a stick. It is standing on its back legs. It’s looking at a watch.T: Good. Why is it so strange? Today let’s learn more about Alice’s adventures in wonderland.Step II ReadingIn this procedure, students will read the start of Alice’s adventure in Wonderland and answer the questions to learn more about the details of the story: what, who, when, where and why.Learn the following new words.tired, nothing, twice, conversation, suddenly, across, pocketAnd then ask students to read individually and discuss the questions with a partner.Check the answers. Ask them to read again and decide whether the following sentences are true or false.1.Alice was reading a book.2.The book had a lot of pictures in it.3.Alice wanted to make daisy chain.4. A white rabbit ran past Alice and her sister.5.The rabbit was wearing clothes.6.The rabbit went into a hole under a big tree.7.Alice entered the hole after the rabbit.Check the answers.Step III WritingIn this step, students will do the match work first to know something about Lewis Carroll. Introduce more about Lewis Carroll to them and then ask them to write the story of Lewis Carroll and Alice LiddellT: Last period, I asked you to find some information about the writer of the story, have you finished?S: Yes.T: Can you tell me who the writer is?S: Lewis Carroll.T: Good. Today let’s learn more about the writer. Let’s learn why and how he wrote this story? Ask students to read the questions and answers fast, make sure they understand each one, and then let them do the match work.After a few minutes, call back the answers from the whole class, having one student ask a question and another answer. Explain when necessary.If possible, introduce more about the writer. (See Teaching resources: I)Then ask students to make a list of the information of Lewis Carroll and Alice Liddell and then join the sentences with “one day…, then…, and finally…”to write the story.When they have finished, ask some of them to read their story to the class.Sample version:Lewis Carroll’s real name was Charles Dodgson. He was tea ching math at the University of Oxford, England. One day he saw Alice in a garden. She was playing with her sisters. Carroll went to meet the girls and they asked him to take their photos. He became good friends with the Liddell children. One day they were having a picnic by the river, and Carroll was telling the girls lots of stories. Alice asked him to wri te down the stories. Then Carroll wrote Alice’s Adventures in Wonderland. Finally Alice’s Adventures with Lewis Carroll ended when she grew up.When they have finished, ask some of them to read their story to the class.Step IV HomeworkAsk students to1.make sentences with the phrases: Once or twice, look into, what…for…, b e doing…when…,think of, grow up, have a picnic.2.do activities 5-6 in the workbook.。

外研版八年级英语上册Module6 Unit2 教案

课题Module6 Unit2 The WWF is working hard to save them all教学目标1.语言知识目标1) 功能:学生能够谈论我国大熊猫的现状和保护措施2) 词汇:掌握与本节课话题有关的词汇和短语，并能够在语境中准确运用。

如scientist, government, wild, nature park, symbol，southwest, produce, feed, enough, in order to, set up 等3) 语法:正确运用不定式作目的状语及宾语补足语(scientists are doing a lot of research to help…/The WWF chose the panda to be...) 2.语言技能目标1) 读：能读懂有关濒危动物现状的文章，明白文章的主旨大意并获取细节信息2) 写：能模仿课文的写作形式，写一篇介绍某种濒危动物现状及如何保护动物的短文3）说：能说出濒危动物的现状及保护动物的措施3.情感目标提高保护动物的意识，呼吁身边的人保护动物，并用自身行动去保护动物。

重点掌握文章的主旨大意及各段主题，并借助思维导图说出熊猫濒危的原因及保护熊猫的措施难点模仿课文结构写出一种濒危动物的现状，呼吁人们保护动物教法和学法教法：情景教学法、交际法、任务型教学法学法：小组合作法、模仿法学情分析在授课班级中，大多数学生对英语学习较感兴趣,课堂氛围比较活跃, 部分学生基础较弱，在教师引导下能够完成学习任务。

但由于多数学生来自农村，英语口头表达能力较差。

到了八年级后，班内逐渐出现了两极分化现象，因此班级以小组划分，每组平均分配好、中、差学生，从而发挥师生间、生生间的交流协作功能，培养学生的合作意识。

本课的话题——保护动物为热点话题,加之学生课前已预习课文，因此对本模块的内容已有一定的背景知识。

教学过程设计问题与情景师生活动设计意图时间分配「新课导入」1．看图猜动物1.1)运用白板幕布功能，教师展示熊猫幼崽照片，遮挡熊猫长大后的照片，学生猜测是哪种动物T: Firstly, let’s play a guessing game. Look at the picture, guess what animals they are.2)拉开幕布，揭晓答案通过游戏导入本课主题，使学生进入活跃的思维状态，激发学习兴趣观看熊猫趣味视频回答有关熊猫的信息2.教师放映有关熊猫的趣味视频T: Let’s enjoy a video about pandas.3.教师询问学生有关熊猫基本信息的问题，并运用白板激光笔功能，划出问题中的关键词T: I think the video is really interesting, and do you like pandas? So do you know where they live in?T: ... T: The last question, Are pandas in danger or in peace? so today we’ll learn a passage about pandas and what people do to save pandas. 观看趣味性的视频，营造轻松的学习氛围，可爱的熊猫与后文熊猫处于濒危现状的事实作对比，唤起学生保护熊猫的决心为课文中有关熊猫的学习做铺垫，有助于学生更好及更深入地理解课文内容1min 2min「课文处理」匹配每段主题填写熊猫信息 3. 找出熊猫易危的原因 4. 归纳保护熊猫的措施1.1）快速略读课文，连接各段主题T: Firstly, read the passage as quickly as you can, then match the headings with paragraphs. Only10 seconds, go.2）找一个学生运用白板软笔功能，连接各段主题，并分享阅读技巧2.细读课文，通过填写表格的形式，找出课文中有关熊猫的基本信息及现状T: Nextly, let’s read it carefully and complete the table.3.1）学生再读课文，找到熊猫易危的原因T: But why are pandas in danger? Now let’s read the passage again, and find out all the reasons for pandas in danger. 2）教师引导学生说出所有关于熊猫易危原因的句子，并进行分类4.1）学生通过回答问题得到保护熊猫的措施T: As we know, panda is the treasure of our country, so many people are saving them. Who are they?学生略读课文，快速找出每段的主题，培养学生整体把握文章和理解语篇的能力。

外研版八年级英语上册 Module 6 Unit 2-教案

Unit 2 The WWF is working hard to save them all.【Teaching aims 】1. Students will be able to understand the material about pandas.2. Students will be able to grasp the main idea of each paragraph of the passage by skimming.3. Students will be able to help and save animals in danger.【Teaching procedures 】Step 1 Pre-reading Unit 1 Alice was sitting with her sister by the river1. Play a guessing gamePanda: Panda is the symbol for WWF. WWF stands for World Wide Fund for nature. Do you know anything more about pandas?2. BrainstormingPresent the new words: mainly, live on, research, southwest, situationStep 2 While-reading1. Skim and matchFirst let students do with Paragraph 1 as a model.Reading skill: Skim the text, get key words and topic sentences for main idea. You can find information quickly without reading the whole text.3. Read again and do Activity 3.4.Read with the tape.Step 3 Post-reading1.Task: A letter to WWFSuppose you are a panda, What do you want to say to the WWF.(1)Students write individually.(2)Share in pairs.(3)Check some in class.2. Enjoy a movie3. Discuss in groupsJackie Chan says: When buying stops, killing can too. If we want to help them, I think the most important thing to do is to call everybody in the world to protect animals.Try our best to make all the animals live in peace with us. So please write one slogan(口号)to call all the people to protect animals. Please try to use the infinitives. (使用动词不定式) eg. It is… to do sth. Try to do, need to do, To do sth is to do sth. etc.Step 4 Homework1. Design a poster (Choose one of your favorite animals and make a poster)2.To search the Internet for more information about endangered animals and discuss how to protect them better.。

Module 6 Unit 2 示范课教学设计(外研版八年级上册)

Module 6 Animals in dangerUnit 2 The WWF is working hard to save them all.教学设计一、教学目标1. 能够掌握下列词汇和短语：research, baby, situation, scientist, produce, southwest, government, set, nature, develop, feed, symbol, in order to, set up, nature park2. 能掌握以下重点句型：Scientists are doing a lot of research to help pandas produce more babies and help baby pandas live. In order to protect pandas in the wild, the government is setting up nature parks and developing other plans.The nature parks will be big and there will be more bamboo to feed the pandas.3. 能够读懂有关濒危动物现状的文章，明白文章的主旨大意和谋篇布局并获取细节信息。

4. 能够模仿课文的写作形式，写一篇介绍某种濒危动物的现状的短文。

5. 能够意识到环境保护的重要性，增强进行环保宣传的责任感，关爱地球上的濒危动物。

二、教学重点及难点重点：1. 掌握本课重点单词、短语和句型。

2. 读懂有关濒危动物现状的文章，明白文章的主旨大意和谋篇布局并获取细节信息。

难点：模仿课文的写作形式，写一篇介绍某种濒危动物的现状的短文。

三、教学准备1. 多媒体设备和课件；2. 设计课后巩固练习；3. 教学图片。

四、教学过程Step 1 Warming-up1. T describes the animal and lets Ss guess what it is.2. T asks Ss to say what they know about pandas.【设计意图】通过猜谜游戏和自由讨论活动，让学生了解熊猫的相关知识，充分调动起学生的学习兴趣，自然导入本课话题。

外研版八年级上册Module 6 Unit 2教学设计

外研版八年级上册Module 6 Unit 2教学设计G8Module 6 A famouUnit2The white rabbit was looking at its watch.教材内容：本模块主要讲的是爱丽丝漫游奇境的故事。

这是学生比较喜欢的童话故事，利用这种体裁的文章进行教学有助于激发学生的参与意识和学习动机。

故事是教授过去进行时的比较合适的体裁，既可学习语法，又可培养叙述能力。

教学目标：一、.知识与能力目标：1、知识目标：（1）熟练掌握并运用下列重点词汇：tiredgabald ，under, bver， nothing to do ，， a white rabbit w，take …out of …， ald ，go down ，see sb do(2) 理解并运用下列重点句式:The white rabbit was looking at its wawag of making a daisy chain when suddenly a white rabbit wan bWhat wadoing?2、能力目标：能够读懂包含过去进行时的童话故事，掌握文章的细节，并能用过去进行时描述过去正在发生的事情。

二、教学方法与策略：情景交际法，小组合作互助.三、情感目标：通过童话故事以及中英文名著介绍，了解西方国家的文化。

能够与故事中的人物共同感受，在欣赏故事的同时培养移情能力。

教学过程一、Warming-upTeacher’s activ(1)Review the words about Uuddenly, rabbit, party, fall, hole, strange,ca(2)All us “What do you know abouvel Alice’s adventures in wonderland ?”T(讲故事大赛)(3)Showure of Activity 1,adal place. Get the answer togudents ’activ(1)Ss read andwork ingroua(2)Ss can accord the dialogue of Unit 1 ,ulf words to tellabout it. They also can discuss with ea(3)Ss look at it carefulldange place and guess what the white rabbit will do next.二、In putTeacher’s activ)Aguess , what will hawhat happened to Alice?(2)When ad , lad the texd the questions’answ(3)ALape , pay adingant and useful words ,the difficult words’ pronunciation . (此处老师列出需要标出的单词或表达,使学生明确要完成什么任务.)xkb(4)Teacher readxt , lad axplain the Past Progressive, let Ss summary the grammar.(5)Aansw2 quart2, teacher guidganswudents’ activ(1)Ss wairs . Wget the answers blves, answ(2)Ss read the text , find the new words and difficult pronunciation , wad the answ(3)Ss listen carefully. Circle the words and(4) Ss read after teacher （the tape）ad blves. Pgroups. learn the gramma(5) Ss answW 三、PraTeacher’s activ(1)Ad the new words then ld the meaning blv(2)Ado the matching andanswla(3)Aad aloud, then waaunt il they can telllvudents’activ(1)Readaloud, find the difficulad them flu.(2)Ss do the matching(3)Ss read loudly. Wa四、Out putTeacher’s activ(1)AwLewis Carroll and Alice Liddle.(2)Accord the matching ,ad the ordlearn to use “first……then……finally”.(3) Design a true activity ,all us his daily life activity. let Ss use “first……then……finally”. Ta)Awassages, find the budents’ activ（1)Readaloud,find the difficulad them flu.(2)Ss find the matching orduse “first……then……finally” to answ(3)Ss tell uuse “first……then……finally” .Then work ingroua(4)Show the passages in cla五、Feedback(见达标题)六、Summing-u过去进行时：表示过去某一时刻正在发生的动作或事情。

外研版八年级英语上册 Module 6 Unit 2 教案设计

I. Analysis of the teaching material:Module 6 Animals in danger Unit 2 The WWF is working hard to save them all, taken from New Standard English textbook for eighth-grade students published by Foreign Language Teaching and Research Press. In this version of textbook, there are always 3 units. The first unit focuses on listening and speaking which usually comes in a conversation. The second unit concentrates on reading and writing with a passage. Unit Three drills the language in diversified context. Today’s lesson is based on the topic of animals’protection, especially introduces the pandas’ present condition as well as the scientists, the government and the WWF have done for the pandas. This topic can greatly arouse the students’interest, it’s also an excellent source of environmental education.II. Analysis of the students:The object of the teaching is the students in Grade Eight. The topic of this class is about animals, which is very familiar to thestudents. According to children's psychological characteristics, they are interested in pandas. So in the teaching process, the students have a strong desire to perform. In the course of training reading ability, the teacher should give the students appropriate performance opportunities.III. Teaching aims:By the end of this class, students will be able toKnowledge aims1. Master key words and phrases: research, baby, situation, scientist, southwest, nature park, develop, government.2. Get to know key sentence patterns: infinitive structure.Ability aims1. Know something about the endangered pandas.2. Learn to use different reading skills like skimming, scanning.3. Talk about how to protect animals.Moral aims1. Know the importance of protecting animals and our environment.2. Develop their sense of duty to love and protect animals.IV. Teaching difficult and important points1.Important points① Get information from the reading material about pandas.② Understand key sentence patterns: infinitive structure.③ Get familiar with key topic: How to protect animals in danger?2.Difficult pointUse the information to talk about how to protect animals indanger.V. Teaching methodsTask-based teaching approachAudio-visual approachSituational teaching approachVI. Teaching aidsA blackboard, the multi-media, some pictures and colorful paper.VIII. Teaching proceduresBlackboard DesignUnit 2 The WWF is working hard to save them all.Teaching ReflectionQuestions of thinking:How to embody emotional attitude and values in text teaching?This is a text about how to protect endangered animals. Before class, I made courseware carefully in order to awake students' awareness of caring for animals and protecting them. In this class, I paid great attention to the emotional penetration. A picture of the panda was showed for students, and then I brought them into the scene step by step. Gradually, students’ atte ntion focused on my class and their awareness was also increasingly awakened, which made me realize that every student had a precious love for animals, but they usually did not have a proper opportunity to express. In the meantime, I was deeply aware of this kind of opportunity should be much created in the following and future classes, not just in this class. English is a kind of curriculum which is filled with learning and thinking. It is a kind of curriculum which can present people's thoughts, feelings and spread scientific and cultural knowledge. And it is also a kind of curriculum which can reflect the differences between Chinese and Western cultures. Therefore, English teaching should give full attention to the educational role in students’ thinking a nd emotion, and expound ideological education factors of the textbooks so that students are able to receive good education in their values. I made good use of themain role of students so that they were willing to open their mouth and practice. Students at all levels could learn something and I finally achieved the purpose of quality education.。

外研社八年级上Module 6 Unit 2教案

Unit 2 The white rabbit was looking at its watch.一．学习目标1.知识目标：掌握下列重点单词和词组的意思及用法：suddenly, rabbit, fall(fell, fallen), strange, hole, tired, nothing, once, chain, pink, pocket, by, across, field, under, get tired, by the river, have nothing to do, once or twice, what…for, think of, run by, nothing strange, hear sb. do, see sb. do, take…out of, go down, be late2.能力目标：be able to retell the story.3.情感目标：培养学生阅读兴趣，养成热爱读书的好习惯。

二．重点难点1.重点：Past continuous过去进行时,及一般过去时。

2.难点：Writing a story, joining sentences with One day, Then and Finally.三．课堂学习课前朗读：strange, hole, tired, nothing, once, daisy,chain, pink, pocket, by, across, field, under,hedge.检查词汇：结对检查词汇背诵情况。

(一)情景导入：look at the picture and saywhat you think is strange.（二）分层阅读一层读：Read the passage and fill in the blanks.1.Alice _____ ________ with her sister by the river and her sister____ ______ a book.2.She was thinking of ______a daisy chain when suddenly a whiterabbit ______ _______ ______ ran by her.3.There was _______ ________about that. And she didn’t it was strangewhen she _______ the rabbit_______, “Oh dear! Oh dear! I’ll ______ __________!”4.She saw the rabbit _____ ________a large rabbit hole under thehedge.二层读: Choose the true sentences.1. Alice like her sister’s book very much. ( )2. Alice thought it was strange when the rabbit took a watch out of his pocket and looked at it. ( )3. Alice didn’t run after the rabbit. ( )4. Alice went down the rabbit hole, and she has already thought about how she was going to get out again. ( )三层读：Activity 2四．理解意思小组合作解决Activity2 中不懂的地方，教师适时点拨。

外研版英语八年级上册Module 6 Unit 2《The WWF is working hard

外研版英语八年级上册Module 6 Unit 2《The WWF is working hard to save themall》教学设计一. 教材分析外研版英语八年级上册Module 6 Unit 2《The WWF is working hard to save them all》主要介绍了世界自然基金会（WWF）致力于保护濒危动物的故事。

本节课主要围绕濒危动物的保护展开，通过学习本节课，学生能够掌握有关濒危动物的词汇和表达方式，提高他们的阅读理解和口语表达能力。

二. 学情分析八年级的学生已经具备了一定的英语基础，能够进行简单的英语交流。

但是，他们在阅读理解和口语表达能力方面还有待提高。

此外，学生可能对濒危动物保护这个话题比较感兴趣，但可能对一些专业术语和表达方式不太熟悉。

三. 教学目标1.知识目标：学生能够掌握本节课的生词和短语，理解文章的主旨大意，掌握文章中的关键信息。

2.能力目标：学生能够运用所学的词汇和表达方式进行口语交流，提高他们的阅读理解和口语表达能力。

3.情感目标：学生能够培养对濒危动物保护的意识，提高他们的环保意识。

四. 教学重难点1.重点：学生能够掌握本节课的生词和短语，理解文章的主旨大意，掌握文章中的关键信息。

2.难点：学生能够运用所学的词汇和表达方式进行口语交流，提高他们的阅读理解和口语表达能力。

五. 教学方法1.任务型教学法：通过设定各种任务，激发学生的学习兴趣，提高他们的参与度。

2.情境教学法：通过创设各种情境，让学生在实际情境中运用所学知识，提高他们的实际应用能力。

3.合作学习法：通过小组合作，培养学生的团队合作精神，提高他们的交流和表达能力。

六. 教学准备1.教师准备：提前准备好本节课的教学材料，包括PPT、课文文本、单词卡片等。

2.学生准备：学生提前预习课文，了解课文的大致内容，预习生词和短语。

七. 教学过程1.导入（5分钟）教师通过向学生展示一些濒危动物的图片，引导学生谈论濒危动物保护的话题。

外研版八年级上册Module 6 Unit 2教学设计

外研版八年级上册 Module 6 Unit 2 教学设计一、教学目标•知识目标：学生能够掌握并运用本单元所学的词汇和句型，能够运用一般过去时态来描述过去发生的事情。

•技能目标：学生能够听懂、说出和书写单元中人物的描述，学习运用一般过去时表达过去的经历。

•情感目标：培养学生的观察力和表达能力，同时培养学生对过去事情的回忆和故事串联的能力。

二、教学重点与难点•重点：学习并运用本单元的词汇和句型，理解并运用一般过去时来描述过去的经历。

•难点：学生运用一般过去时表达经历和事情，理解过去时态对动词形态的影响。

三、教学准备•教材：外研版八年级上册教材•多媒体设备：投影仪、音频设备•教学素材：图片、实物四、教学过程Step 1 导入新课1.导入问题：What did you do last weekend?（上节课所学的内容）2.学生回答问题，引导学生使用一般过去时表达。

Step 2 观察图片1.出示带有人物描述的图片，让学生观察。

2.让学生小组讨论并回答问题：What did the people in the pictures do last weekend?3.学生回答问题并进行整体展示，掌握新词汇和句型。

Step 3 听力训练1.播放录音，学生跟读。

2.播放录音，学生按要求回答问题：–Who went shopping last weekend?–Who played basketball?–Who cooked dinner?–Who went to the park?–Who watched a movie?3.学生回答问题并进行整体展示，加深对句型和词汇的理解。

Step 4 语言点讲解1.教师用板书形式呈现一般过去时态的构成规律。

2.同学们跟读和复述所学的句型和动词过去式，教师进行纠正和澄清。

Step 5 对话练习1.学生分成小组，分角色进行对话练习。

2.学生根据提示的人物和时间内容编写对话，进行模拟对话练习。

外研版英语八年级上册Module 6《Animals in danger》(Unit 2)教学设计

外研版英语八年级上册Module 6《Animals in danger》（Unit 2）教学设计一. 教材分析《Animals in danger》是人教版英语八年级上册Module 6的第二单元，本节课主要讨论动物保护的问题。

教材通过介绍濒危动物，让学生学会谈论动物的特点以及保护动物的重要性。

内容主要包括对话和阅读材料，对话内容是围绕两个学生在讨论他们最喜欢的动物，并讨论了动物濒危的原因。

阅读材料是一篇关于大熊猫的文章，介绍了大熊猫的生活习性和保护现状。

二. 学情分析八年级的学生已经具备了一定的英语基础，能够进行简单的英语交流。

但他们在阅读和写作方面还存在一定的困难，因此需要教师耐心引导，逐步提高他们的阅读和写作能力。

此外，学生对于动物保护这个话题可能比较感兴趣，因此教师可以利用学生的兴趣，激发他们的学习积极性。

三. 教学目标1.知识目标：学生能够掌握有关动物的词汇和表达方式，如endangered, habitat, protection等；学生能够理解对话和阅读材料的内容，并能够进行简单的交流和讨论。

2.能力目标：学生能够运用所学的词汇和句型进行阅读和写作，提高阅读和写作能力。

3.情感目标：学生能够认识到保护动物的重要性，增强环保意识。

四. 教学重难点1.重点：学生能够掌握有关动物的词汇和表达方式，理解对话和阅读材料的内容。

2.难点：学生能够运用所学的词汇和句型进行阅读和写作，提高阅读和写作能力。

五. 教学方法1.任务型教学法：通过设置各种任务，让学生在完成任务的过程中学习和运用英语。

2.情境教学法：通过创设情境，让学生在真实的环境中学习和运用英语。

3.小组合作学习：通过小组讨论和合作，提高学生的参与度和合作能力。

六. 教学准备1.教师准备教材、教案、课件等教学材料。

2.学生准备课本、笔记本等学习用品。

七. 教学过程1.导入（5分钟）教师通过向学生展示一些濒危动物的图片，引导学生谈论动物保护的话题。

外研版英语八年级上册(教学设计)Module 6 Unit 2

Module 6 Animals in danger Unit 2 The WWF is working hardto save them all.教材分析本课为Module 6的第二单元，课文着重介绍了我国现有大熊猫的数量、生存现状、生活习性以及政府为保护大熊猫采取的行动，号召人们多多关爱地球上的濒危动物，保护环境，保护地球。

教学目标●Knowledge objectiveKey vocabulary—research, baby, situation, scientist, produce, feed, government, nature, develop, symbolKey structures—nature park●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.教学重难点教学重点：1. To get information from the reading material about pandas.2. To learn some new words.教学难点：To understand the main idea of each paragraph of the article.课前准备A tape recorder, multimedia and some pictures教学过程Step 1 Lead-in1.Look at the pictures and guess what the animal is.2.Look at the pictures and answer the questions about the panda.Step 2 Say what you know about pandas.1.Work in pairs. Look at the pictures and say something about pandas.2.Elicit their ideas and put them under the headings on the board. Then use the facts theycome up with to pre-teach the key vocabulary.【设计意图】本活动是热身活动，旨在导入主题，引起学生兴趣。

Module 6 Unit 2 教案-外研版八年级上册英语

c) The panda’s home
d) An animal in danger
分层阅读，学法指导。指导学生通过图片、标题、主题句来获取文章大意。
2.Careful reading
1)ReadPara 1 and fill in the blanks.
1. About ______ pandas are living in the wild today.
Tip3：use context and pay attention to the logical relationships between sentences.
联系上下文，注意句子间的逻辑关系。
II. The functions of the infinitives(不定式的作用)
1.不定式作目的状语
1)what is the animal?
2)Where does it live?
3)What does it feed on?
4)Why is it in danger?
5)How difficult is the situation?
6)What can we do to save it?
3.Finally, let’s end our class with a video.
1.为下节写作写作做好准备。
2.视频结课升华。
Blackboard design：
Module 6 Animalsin danger
Unit 2The WWF is working hardtosave them all.
动词不定式的作用：
1.动词不定式作目的状语；
2.动词不定式作宾语补足语。
课后反思：
2. Zoos and research centres are looking after about _____pandas.

外研版八年级英语上Module 6 Unit 2教案与反思

Module 6 Animals in danger工欲善其事，必先利其器。

《论语·卫灵公》翰皓学校陈阵语一、教学内容：Unit 2 The WWF is working hard to save them all.二、课型：Listening and speaking三、教学目标：1、能够正确使用下列单词和词组：research, baby, scientist, produce, southwest,in order to , government, set up, nature, feed, symbol2、能正确使用动词不定式。

3、能够读懂有关濒危动物现状的文章，明白文章的主旨大意和谋篇布局。

4、能够模仿课文的写作形式，写一篇介绍某一濒危动物现状的短文。

四、教学重难点：1、能够读懂有关濒危动物现状的文章，明白文章的主旨大意和谋篇布局。

（重点）2、能够模仿课文的写作形式，写一篇介绍某一濒危动物现状的短文。

（难点）五、教学准备：课堂整体运用任务型教学模式，培养学生独立自主的学习能力。

本课指导学生通过听说获取信息，培养学生的听说技能。

在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。

因此，本节课需准备：PPT课件、挂图、课堂练习表格、奖品六、教学过程：七、板书设计：Module 6 Animals in danger.Unit 2 The WWF is working hard to save them all.in the wild have many babiesin order to… set up = buildnature park feed the pandasdo a lot of research in order to…set up = build nature parkfeed the pandas达标训练题一．完成下列句子：1、为了保护大熊猫，政府正在建立自然公园。

外研版八年级英语上Module 6 Unit 2教学设计

Module 6 Animals in dangerModule task: Making a plan to set up a wildlife clubUnit 2 The WFF are working hard to save them all.教学目标：1 学生能够写一篇介绍某一濒危动物动物现状的短文。

①通过完成熊猫档案的表格，学生能够理解教材中所提供的文本的写作框架与脉络。

②根据表格中的要点，能够在口头上用句子的形式进行表达。

③根据所提供的华南虎的档案资料，小组内分工完成，然后组成一个篇章。

④学生确定要介绍的某一濒危动物，然后罗列要写的内容，即列提纲，根据提纲组织成文。

教学重点和难点重点：能够理清文章框架并根据要点，写出正确的句子。

难点：濒危动物面临的阐述用动词不定式阐述人们为保护他们所做的事情。

学习策略：积极参与小组活动，学习通过多种途径获取信息。

文化意识：增强环境保护意识，提高保护动物、环境的自觉性情感态度:增强环境保护和进行环保宣传的责任感。

教学方法：过程写作教学辅助：PPT 点读笔Pre-writing1 Get Ss to read the article in A22. Show Ss the form of the panda. Get Ss to complete the information orally. Then Ss try to retell it according to the notes.While –reading1.T: When we introduce an animal in danger, what kind of information do we usually introduce?Get Ss to tell the following:Name place food situation the danger they are facing the work people are doing2.Show the table of blue whale. Get Ss to write a short passage in group of four. Each of themwrites one or two parts of them. Then put them together. Get two groups of them to write on theAfter-writingSs read the passage on the Bb. First, let Ss to decide if it includes all the key points. Then, encourage other groups to tell their expression if they are different from those on the Bb. At the same time, encourage Ss to correct the mistakes if there is any.Homework1.朗读课文3次。

外研版八年级英语上册教案 Module6 Unit2 (1)

6. Allan said to Xiao Yu, “Please________ and leave me alone.”
III. 用括号内所给单词的适当形式填空。
1. The movie is _________ (excite). I’ve seen it twice.
2. Look! The children are playing ________(happy) over there.
A. his parents’love B. his parents’orders
C. his parents’management D. his parents’relations
（）2. How long did his parents go away on business?
A. a few days B. a few weeks
2. Everybody, you need to _________ your examination papers now.
3. —Rose looks _______. What happened?
—She lost her gloves on her way to the bus stop.
导学案
主备人：审核人：授课人：学案编号：
学生姓名：年级班小组
课题：Module 4 Home alone Unit 2 I became so bored with their orders that I wished they would leave me alone.
课型：Reading and writing
任务，工作_________.（使）烧焦，（使）烤糊______ --_______--_____