Unit 1 It allows people to get closer to them.
Teaching background | |||||
Unit 1 It allows people to get closer to them. | |||||
主备人 | 沈臻锐 | 参备人 | 刘利杰，胡洁， 陈雅丽，关静 | ||
使用年级 | 八年级 | 集体备课时间：2024.10.15 | 使用时间：2024.10.22 | ||
Analysis of the Teaching Material
| What: Students are able to grasp the key vocabulary and the key sentences of the conversation; To master infinitive:to do ①. I am more interested to see the panda… ②. …because it allows people to get closer to them. ③. Many wild animals don’t have safe places to live. Why: To understand the reasons why animals are in danger; help students know the importance of protecting animals and our environment; give the proper solutions towards animal protection through thinking. How: To improve students’ confidence in English； To raise the students’ awareness of protecting animals. | ||||
Analysis of the Target Students
| Knowledge base: After more than a year of learning English, junior high school students have been able to express their views and opinions in English. Prior to this, they had already learned some basic vocabulary and grammatical structures that would form the basis for this module. Points of interest: Animals are a topic that students are familiar with and interested in. By taking advantage of students’ love for animals, they can be motivated to participate in related activities. | ||||
Teaching objectives | 1. To get the information about animals in danger by listening and reading skills. 2. To develop the listening skills and cultivate the ability of expressing opinions. 3. To master the useful words and sentences: snake, interested, danger，allow... | ||||
Teaching key points and difficult points
| Key points: 1. Master the key words and the expressions. 2. Learn the usage of the infinitive: to do. | ||||
1. Master the function and the usage of the infinitive. 2. Think out the ways to protect the animal in danger. | |||||
Teaching and learning methods | Teaching methods: Role Playing language, Task-based language approach | ||||
Learning methods: 1. Individual learning; 2. Pair work | |||||
Teaching procedures:
Step1. Lead-in
1. Brainstorming.
ask the students:
What animals do you know?
2. Look at the pictures and do the quiz.
1. I am tall and I have a long neck. ________
2. I am the tiger’s cousin.__________
3. I am long and thin._________
4. I am big and I have a very long nose._________
5. I am brown and I live in the forest. ______
StepⅡ. Pre-listening
1. listen and answer.
①. What is this week’s Animal World about?
②. Which animals are in danger?
2. Ask two students to share their answers.
StepⅢ. While-listening
1. Activity 1
(1) Let the students listen to a conversation, and choose the correct answer.
1. What did Betty see at last?
A. lions B. snakes C. pandas
2. Can people get closer to pandas in the Wolong Panda Reserve?
A. Yes, they can. B. No, they can’t.
3. How does Lingling feel about animals in danger?
A. excited B. pleased C. sad
4. What are they going to do at school?
A. look after the animals
B. raise money
C. save animals in danger
2. Activity 2
Now complete the table.
Why many animals are in danger | What we can do to help |
1.Many wild animals don’t have a safe place to live, because villages and farms are growing bigger and are taking away their land and forests. 2. There isn’t enough clean water. | People can give money to help protect them.
|
StepⅣ. Post-listening
1. Deep thinking.
(1). Why are many animals in danger?
(2). How should we protect animals?
2. Complete the passage with the words and expression in the box.
allows danger enough in peace protect raise
Many wild animals, such as pandas, are in (1) _________ . We need to (2) _________ them! Often there is not (3) _________ land or forests, so the animals do not have a safe place to live.
The Wolong Panda Reserve (4) _________ people to get closer to pandas. And the pandas live (5) _________ there. We can help (6) _________ money to protect pandas and other wild animals.
StepⅤ. Summary
T：Let’s do a summary together.
Blackboard Design:
Modue6 Unit1 It allows people to get closer to them. Brainstorming Listening: Why animals are in danger lion activity 1 hunting for their fur/to get their fur zebra activity 2 hunting for their meat whale activiey 3 hunting for their meat/to eat their meat ... ... ... |
当堂练习&达标测试：
一、根据句意及汉语或首字母提示写单词。
1. Look at the _____(布告)! You can’t play on the grass.
2. I’m afraid of _____(蛇).I think they are unfriendly.
3. There are many beautiful _____(野生的) flowers on this mountain.
4. It’s cold outside. How can you wear such a t_____ coat?
5. Wild animals are our friends. It’s our duty to p_____ them, for we can’t live without them.
6. Can you stay at home and look a_____ your little sister?
7. Many parents are very worried a_____ their children’s health.
二、用方框中所给短语的适当形式填空。
at last look after in peace in danger get close to |
1. Don’t __________ the tiger, Jack. It’s too dangerous.
2. Sally worked very hard. She won first place __________．
3. Mark is a difficult boy. We can’t live __________ with him.
4. When we are __________, we should call the police for help.
5. Sam has to __________ his little sister while his mum is away.
三、根据语境及所给汉语提示语写出所缺内容，每空一词。
1. I can’t _______ _______(想出) a better idea at the moment.
2. Jeff _______ _______(照顾) my cat when I was on holiday.
3. The police _______ _______(查明) the man’s real name last night.
4. They don’t have to worry about their future _______ _______(终于).
5. They save hundreds of animals _______ _______(处于危险中) every year.
6. Larry _______ _______(拿走) my favourite book without telling me yesterday.
Reflection --- 培优辅弱方法
培优 八1班 吴宜桐
吴宜桐同学的英语成绩在班级里一直相对较好。对于该同学的英语采用培优的策略，有三个方面。
一、拓展知识面与阅读量：
1.在课堂上引入更多与课本相关的拓展知识，如英语国家的文化背景、风俗习惯等，拓宽学生的国际视野。
2.推荐适合吴同学水平的英语阅读材料，如英文小说、科普文章、新闻报道等，提高她的阅读能力和语言感知力。
二、强化基础知识与交际能力：
1.加强对英语基础知识，如语法、词汇、句型的讲解和练习，确保吴同学能够熟练掌握并运用。
2.通过模拟对话、角色扮演等活动，提高吴同学的英语口语表达能力和交际能力。
三、培养自主学习能力：
1.鼓励吴同学制定个人学习计划，合理安排学习时间，培养自主学习的习惯。
2.教授吴同学有效的学习方法和技巧，如记忆法、阅读技巧、写作技巧等，帮助她提高学习效率。
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