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1、Book 3 Module 6 Animals in danger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
2、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：教学步骤教师活动学生活动设计意图Step OneWarming-up (3)Lead in1. Free talk: Do y
3、ou like animals? Whats your favourite animal?2T: Do you think the animals you like is still live in peace?Show some pictures about people killing animal.1. Have students talk about their favourite animals.2. Students watch and think.以旧引新，先引导学生进入本模块的主题。引起学生的注意和深思。Step TwoPre-task(5)Show students some
4、 pictures about our “Chinese Treasure”- panda and show the title of the lesson and lecture the new words as well.eg: research, baby, scientist, produce, southwest, in order to , government, set up, nature, feed, symbolWatch pictures learn some new words.引导学生谈论图片,训练学生描述事情的能力。在描述的同时学习新单词和句型，做到词不离句，为学生
5、扫清读的障碍。Step ThreeWhile -task (24)1. Scanning(1)Ask students to scanthe passage.T: Make the students read the passage and match the headings with the paragraphs.2. SkimmingAsk students to skim the passage and complete the sentences of Activity3 on Page 45 .3.Careful reading.(1)Paragraph 1: Get the Ss
6、 to read Paragraph 1 and answer: What does “situation” mean? T: Now, lets check the answers.Ask a volunteer to read Paragraph 1 in class and the other students find out difficulties.Solve difficulties:1) in the wild2) have many babies3) do a lot of research T: Zoos and research centres are trying to
7、 look after the pandas well, but do you know where do pandas live and whats their food?Lets go to the next paragraph.(2)Paragraph 2: Lets read together and find out these questions:1) Where do pandas live?2) Whats their food?3) Why are pandas losing their home?Ask a student to be “a little teacher”
8、to check the answers. Read by yourself and point out important points.Solve difficulties.T: Pandas eat too much every day, so they are losing home, do we do anything to help? Now , lets look at the third paragraph.(3)Paragraph 3: Let the students answer these two questions after reading Paragrap3 1)
9、 What do government do in order to protect pandas in the wild?2)What will the nature park be? Students read this paragraph and find out difficult points:1) in order to2) set up = build3) nature park4) feed the pandasAsk a group of six students to read paragraph 3. (4) Paragraph 4:Lets read the last
10、paragraph together and find out：Are the pandas the only animal in danger?What does WWF want to protect?T: Lets read the passage together. (4)Ask the studentsread the passagetogether make sure they understand it well.1. Scanning(1)Ask students to scanthe passage.T: Make the students read the passage
11、and match the headings with the paragraphs.2. SkimmingAsk students to skim the passage and finish Activity 3.3.Careful reading.(1)Paragraph 1:Read Paragraph 1 and answer: What does “situation” mean?A volunteer to read Paragraph 1 in class and the other students find out difficulties.Solve difficulti
12、es: (2)Paragraph 2:Read and find out the answers to the questions.1) Where do pandas live?2） Whats their food?3） Why are pandas losing their home?Ask a student to be “a little teacher” to check the answers. Read by yourself and point out important points.Solve difficulties.(3)Paragraph 3: Let the st
13、udents answer these two questions after reading Paragrap3 1) What do government do in order to protect pandas in the wild?2)What will the nature park be?Students read this paragraph and find out difficult points:1) in order to2) set up = build3) nature park4) feed the pandasAsk a group of six studen
14、ts to read paragraph 3. (4) Paragraph 4:Lets read the last paragraph together and find out：Are the pandas the only animal in danger?What does WWF want to protect?T: Lets read the passage together. (4)Ask the studentsread the passagetogether make sure they understand it well.要求学生快速阅读文章，把标题和文段相匹配。通过学生快速阅读，培养学生获取主旨的能力，突出本模块的重点句式。并且从整体把握文章的内容， 为进一步学习做好铺垫。让学生带着任务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。学生通过分层次阅读文章，获取具体信息，把知识点和课文理解在分段学习得以突破。而小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。Step FourPost-task(10)1.Retelling.Le
