初中英语_Module6 Animals in danger The WWF is working hard to save them all.教学设计学情分析教材分析课后反思.doc

教学设计 Module 6 Animals in danger Unit2 The WWF is working hard to save them all. 一、教学目标: 1. 语言知识目标: 引导学生能够谈论我国大熊猫的现状和保护措施;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;正确理解不定式作目的状语及宾语补足语。2. 语言技能目标: 引导学生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;能运用思维导图归纳文章大意，理清逻辑思维。3. 情感目标: 提高学生保护动物的意识，呼吁身边的人保护动物，并用自身行动去保护动物。 二、教学重难点 1. 引导学生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. 引导学生说出濒危动物的现状及保护动物的措施。 三、教学过程 Ⅰ. Lead in Watch a video about an animal and guess what it is. Free- talk. What do you know about pandas? What do you want to know about pandas? Ⅱ.Teaching procedures 1. Fast-reading Read the passage quickly and match the headings with the paragraphs. Para1 a) Nature parks for pandas Para2 b) WWF and animals in danger Para3 c) The panda’s home Para4 d) An animal in danger 2. Careful-reading ① Read Paragraphs12 and finish the mindmap. ② Read Paragraphs12 again and finish the mindmap. If you were a panda now,what is your feeling? ③ Read Paragraph 34 and finish the mindmap. Who are helping the pandas? What do they do? 3. Extensive reading Read and have a discussion with your partners, then answer questions. During the past ten years, people have been working hard to protect giant pandas. Nature parks have grown bigger, making more space for pandas to live. By the end of 2015, there are 1,864 adult pandas living in the wild. Zoos and research centers are taking care of 375 pandas. Three of them were sent back to live in the wild. Now, the number of pandas has been increased to 2,239. 1. How is the situation now? 2. How do you know that? If you were a panda now, what is your feeling? 4. Summary What we know; What we want to know; What we learn. 5. Writing WWF is going to show the voice of endangered animals. Here is the pandas. Would you like to write down the voice of other endangered animals? Work in groups. Help=Hope+enjoy+love+protect Have more information about the animals. Enjoy living in peace with them. Love the animals as our friends. Protect their home and food. Ⅲ. Home