八年级英语上册 Module 9 Animals in danger全模块教案 外研版.doc

外研英语八年级上Module 9 Animals in danger
全模块教案
I. Teaching goals 模块教学目标
技
能
目
标
听
Match pictures with descriptions about animals
说
Ask and answer questions about protecting animals
读
Read articles about animals
写
Write about animals in danger

语

言

目

标

功

能

句

式

Talk about animals in danger
A: Did you like the zoo?
B: Yes, I was so excited to see the pandas … at last! It was interesting to learn about the
Wolong Panda Reserve.
A: But it’s sad to think about all those animals in danger. It makes me sad.
B: The surprising thing was to hear how many animals are in danger. We need to protect
them better.
A: And it just isn’t right to kill whales or elephants for their meat.
B: Absolutely, but it’s hard to stop the killing.
Talk about how to protect animals
WWF works to protect all animals in danger, so the panda has become the
symbol of all animals in danger.
There is still a long way to go to save the panda.

词

汇
1． 1. 重点词汇
2． danger, protect, orange, cousin, brown, mad, kill, hard, away, dirty, awful, peace,
3． example, nature, research, mainly, reason, situation, symbol, cause, feed, provide,
4． clean
5． 2. 认读词汇
6． reserve, surprising, absolutely, rare, surprised, southwest, turtle, design, jewellery,
7． difficulty, pollute
8． 3. 短语
9． find out, natural reserve, live on, less and less, for example

语
法
Infinitive structures
1. And many animals have no place to live in.
2 We need to help the animals live in peace.
3. But many people decide not to think about it.
4. But it’s sad to think about all those animals in danger.

重
点
句
子
1. It was interesting to learn about the Wolong Panda Reserve.
2. But it’s sad to think about all those animals in danger.
3 And many animals have no place to live in.
4. We need to help the animals live in peace.
The WWF works to protect all animals in danger.

II. Teaching material analyzing 教材分析
本模块以“Animals in danger”为话题，以学习动词不定式的用法为主线，介绍了当前濒临灭绝,需要人类保护的动物的情况,并重点介绍了大熊猫的保护情况。在此基础上，学生可以根据自己的建议制定更合理的动物保护措施；模块同时通过该话题还复习了一般现在时、现在进行时、一般过去时、一般将来时的用法。
Unit 1 通过听、读、说训练，初步学习动词不定式。其中活动1要求将所给动物词汇与对其特征的描述相匹配。活动2要求根据录音判断所谈论的动物及濒临灭绝的动物。活动3—5听读包含谈论动物的对话并完成回答问题、填空及造句等任务。活动6学习英语中句子的意群；活动7根据提示进行问答练习。活动8要求学生讨论活动1图片中的动物，自己判断哪种动物最需保护。
Unit 2 通过读、写训练，学会使用动词不定式介绍需要保护的动物及其保护的情况。其中活动1—5要求学生首先自己谈论大熊猫的情况，然后阅读文章并找出各段主题句, 最后练习运用不定式造句。活动4—5要求学生根据文章回答问题和填空。活动6要求学生根据一段介绍大熊猫目前生活状况的短文及问题提示,写一篇关于另一种濒临灭绝动物的情况。
Unit 3 对“动词不定式”的功能项目进行综合训练，并在此基础上学写关于濒临灭绝的动物的情况。其中活动1、2 要求学写不定式的句子并根据情况正确使用不定式。活动3 要求根据活动2 进行对话练习。活动4-7利用填空、造句、游戏等形式进一步练习动词不定式的用法。活动8要求学生听录音并回答问题。活动9要求用所给词汇完成短文，以进一步巩固课本内容。Around the world给学生介绍了几种濒临灭绝的动物，同时也提供了写作范文。Module task要求学生写一篇关于濒危动物的短文并做出了写作方法及步骤。

III．Class types and periods 课型设计与课时分配
Period 1 Listening and speaking
Period 2 Grammar
Period 3 Reading and writing
Period 4 Integrating skills
Period 5 Vocabulary and task

IV. Teaching plans for each period分课时教案
Period 1 Listening and speaking
Language goals 语言目标
1. Key vocabulary 重点词汇
danger, protect, orange, cousin, brown, reserve, mad, surprising, kill, absolutely, hard, away, dirty, awful, peace, find out, rare, example, nature, nature reserve, surprised, at last, on earth
2. Key structures 重点句式
I was so excited to see the pandas at last.
It was (not) interesting / sad/ right/ hard to do sth.
need/ decide(not) to do sth.
The surprising thing was to hear how many animals are in danger.
Ability goals 能力目标
Enable students to talk about animals in danger.
Teaching methods 教学方法
Listening and speaking.
Teaching aids 教具准备
Tape recorder.
Teaching procedures and ways 教学过程与方式

Step I Warming-up (1: P72)
Talk about animals.
T: Animals are our friends. We should learn to live together with animals. Many families now have
pets at home. That is, human beings are living with animals. They are pet animals. What pet animals do you know?
S: Cats, dogs, rabbits, etc.
T: Do any family keep tiger, lion, elephant, etc as pet animals?
S: No.
T: Do you know why?
S: Because they are dangerous.
S: Because they are too difficult to keep.
…
T: Good. Just think about this: Where do these animals live? What do they eat? What’s their situation like? Do you know?
Encourage students to speak out what they have in mind.
S: We can only see them in the zoo.
S: People kill them to make money.
S: We must protect them.
…
T: Quite true. From now on, we are going to talk about animals in danger. (emphasize the phrase “in danger”). Now please look at activity 1 on page 72.
Ask students to complete the quiz with the words in the box, check the answers and then read each word twice loudly.

Step II Listening and reading (2—5: P72—73)
Listening
First ask students to read the questions in activity 2 and get them to take notes while listening. Then listen and check the answers.
Then ask them to listen to the conversation between Lingling and Sally carefully with their books closed. And then answer the questions in activity 4.
Reading
Ask students to read after the tape first. Work in pairs and read the conversation repeatedly and then ask some pairs to act out the conversation.
Ask students to find out the infinitive structures in the conversation and read them together.
Sample sentences:
I was so excited to see the pandas … at last!
It was interesting to learn about the Wolong Panda Reserve.
But it’s sad to think about all those animals in danger.
The surprising thing was to hear how many animals are in danger.
We need to protect them better.
Absolutely, but its’ hard to stop the killing.
And many animals have no place to live in.
Also, often their water isn’t good to drink because we’ve made it dirty.
We need to help the animals live in peace.
Let’s find out what we can do to save them …
Then ask students to finish activity 5 on P73.

Step IV Speaking (7: P73)
Pronunciation
T: In English, a sentence can be divided into several parts or groups. When we read these sentences, we can often pause between these groups. Now listen to and repeat the sentences in activity 6.
Speaking
Ask students to work in pairs. Ask and answer the questions in activity 7.
T: Whales are large animals in the sea. Some whales can weigh 160 ton. They are really frightening. But are you surprised to find out that whales are in danger? Why do some animals have no place to live in? … Now work in pairs and discuss the questions in activity 7.
Sample conversation:
S: I learned about whales when I was very young. They are very large animals. I thought human beings are afraid of such animals.
S: But now whales are in danger too. It’s surprising!
S: Whales are hunted for meat and skin. They have no place to live in.
S: I think it’s because human beings destroyed or polluted their living places.
S: I agree. I think it’s cruel for human beings to kill animals for their meat.
S: I don’t think so. If we don’t eat animals, what to eat?
S: We can eat vegetables and fruits. Most people do so now.
S: I can’t agree. I think some animals are for eating.
S: Till now, many animals have become endangered or extinct. Most people want to help animals in danger. And I would like to find out more about animals in danger.
S: Me, too. Let’s try to do something to protect these animals.
Then ask them to work with a partner and talk about the animals in Activity 1 and then report the discussion results.
Sample version:
The elephant is the most important animal to protect. There are many elephants work for people, but many people kill the elephants for their teeth. There aren’t many elephants left in the world.
…

Step V Homework
Ask students to
1. read the conversation in activity 3 repeatedly.
2. finish activities 1-4 on page 112 in Workbook.
Period 2 Grammar
Language goals 语言目标
1. Key vocabulary 重点词汇
interesting, sad, surprising, surprised, need, hard, place, good, decide, right, to do, hear
2. Key structures 重点句式
It’s (not) + adj. + to do sth.
I was surprised to do sth.
decide to do sth.
need to do sth.
a good place to buy things
The surprising thing was to hear that bad news.
Ability goals 能力目标
Enable students to use infinitive correctly.
Teaching methods 教学方法
Explanation and practising.
Teaching aids 教具准备
Handout.
Teaching procedures and ways 教学过程与方式

Step I Lead-in
Grammar
T: Good morning, boys and girls! Today we’re going to learn a new grammar. Now I’ll write down 5 sentences on the blackboard, and please write them down on your notebook, too. Then tell me the similarity between them.
S: OK.
Show the following.
1. It’s interesting to watch a movie.
2. It’s not hard to learn English.
3. I am surprised to see you here.
4. We need to finish our homework every day.
5. HongKong is a good place to buy things.
6. The surprising thing was to hear that bad news.

Step II Explanation
First encourage students to tell the similarity between the sentences.
Show the following.
1. to + v. 2. It’s + adj. + to do 3. need to do sth. 4. be to do sth.
T: We can see that the above sentences all include “to + v”. In fact they are in the same family, and they are called “infinitive”. (Write “infinitive” down and ask students to use a red pen to emphasize the infinitives). Now look at the first sentence. Can you give me more examples?
S: It’s good to eat vegetables.
S: It’s sad to hear the accident.
S: It’s nice to see you here. It’s easy to learn math. It’s right to tell the truth.
T: Excellent! Now I want to change these sentences. Look carefully, please.
Show the following.
1. To watch a movie is interesting.
2. To eat vegetables is good.
3. To hear the accident is sad.
T: Maybe you have found something different. What’s the function of “to do”?
S: As the subject of the whole sentence.
T: Great! That’s it. We can use the infinitive to work as the subject of the whole sentence. But how come these sentences “It’s + adj. + to do”? Well, do you want to have a big, long head and short legs? Maybe that will look uncomfortable. So we need our old friend “it” to help us. Thus we have all these sentences.

Then ask students to read the following aloud.
1. It is interesting to watch a movie.
2. It’s good to eat vegetables.
3. It’s sad to hear the accident.
T: OK. Now let’s go on with the next sentence “It’s not hard to learn English.” Clearly it’s the negative form of the infinitive. How is it formed?
S: To add “not” before the infinitives.
T: Yes, so change the sentences above into negative ones.
S: 1. It’s not interesting to watch a movie.
2. It’s not good to eat vegetables.
3. It’s not sad to hear the accident.
T: Well, the next type. Look at sentence3 “I was surprised to see you here.” And it’s just easy for you to give other examples.
S: He was afraid to tell his mother the matter. I’m glad to hear you.
T: This time the infinitive functions as adverbial in the whole sentence.
Then give the students some examples.
1. She was ready to go.
2. You’re right to do it.
3 The water is not good to drink.
Ask students to read these sentences together. And then go on to the next type.
T: “We need to finish our homework every day.” The infinitive is used as the object of the main verb. Many verbs can be followed by infinitives. Such as: learn, tell, forget, remember decide, ask, try, like, need, etc.
Show the following.
eg: We learn to speak English every day.
Mary forgot to give me my book.
Helen decided to have a holiday.
We’ll learn the usage of the verbs and you should pay attention to the usage. OK, next type, as attribute. I think you’re familiar with it.
S: There is a house to live in.
We have something to discuss.
Would you like something to drink?
T: Well, the last type, infinitives as predicatives. For example:
1. My only wish is to be a good teacher.
2. The important thing is to finish it on time.
3. The first thing was to open the door.
T:　Well, we have went through five main usages of infinitives, and they are “subject, adverbial, 　　　
　　object, attribute and predictive”. Now let’s read all the examples again.

Step III Ｐｒａｃｔｉｃｅ　
I．单项填空
1.Tell him ____ the window.
　A. to close B. not close C. close
2. It’s important ____ the truth.
　A. know B. to know C. knowing
3. I was excited ____ from you.
　A. hearing B. hear C. to hear
4. Is there anyone ____ to?
　A. talk to B. to talk to C. talking
5. It’s wrong ____ others.
　A. to laugh at B. laugh at C. laughing at
6. The thing now is ____ the right people.
　A. find out B. to find out C. find
II． 用动词的适当形式填空
1. Do you remember ____ (return) the book tomorrow?
2. It’s impossible ____ (live) without water.
3. It’s hard ____ (talk) with him.
4. We have a good book ____(read).
5. I’m happy ____ (have) a nice present.
6. The problem is ____ make) a right chance.
III．翻译句子
1. 她决定周末回家.
2. 学习英语是一种乐趣.
3. 课前预习很重要吗?
4. 这是一个娱乐的好地方.
5. 听到妈妈病了,他很伤心.
6. 他的目标是当科学家.

Step IV Homework
Ask students to
1. review the grammar carefully, and make up three sentences for each type.
2. learn the words on pages 186—189.
Period 3 Reading and writing
Language goals 语言目标
1. Key vocabulary 重点词汇
southwest, mainly, live on, reason, less and less, situation, symbol, turtle, cause, feed
2. Key structures 重点句式
Pandas have less and less land to live in.
Then the pandas will have enough food to eat and enough places to live in.
Need / work to do sth.
Ability goals 能力目标
Enable students to read and write about animals in danger.
Teaching methods 教学方法
Reading and writing.
Teaching aids 教具准备
A tape recorder.
Teaching procedures and ways 教学过程与方式

Step I Warming-up
In this procedure, get students to do Activity 1 on P74, and say what they know about pandas.
T: Hello, everyone. In the first period, we talked about animals in danger. Today, we will learn something about our lovely “panda”. First I’d like you to say something about it.
S: I know that pandas only live in China.
S: There aren’t many pandas living in the world. And our government has made many reserves to protect them.
S: The most important point is that everyone should love pandas and protect them.
…
T: Yes, sure. So now let’s look at the situation of pandas now.

Step II Reading (2: P74)
In this procedure, students will read the passage on P74 and finish Activity 2.
Check the answer.
Reading strategies
T: When we read a passage, we often first find its topic sentence in each paragraph. All of the topic sentences work for the main idea of the passage in a reasonable order to form a nice passage. Usually the topic sentence in a paragraph is the first or the last sentence. Sometimes, it is in the middle. And rarely, we need to summarize it by ourselves. For example: In this passage, the first three paragraphs’ topic sentences are the first sentences of each paragraph. And in the last paragraph, we can find the topic sent