《Module 6《Animals in Danger》-Reading and vocabulary教案1（外研版必修5）》由會員分享，可在線閱讀，更多相關(guān)《Module 6《Animals in Danger》-Reading and vocabulary教案1（外研版必修5）（4頁珍藏版）》請在裝配圖網(wǎng)上搜索。

111 Module 6 Animals in Danger Reading and vocabulary---教案 Teaching goals: 1. Language knowledge goals: 1) Key words: endanger, antelope, poacher, illegal, confiscate, ideal 2) Key phrases: give one’s life to, on the spot, come into fashion, raid on, get tough with sb 3) Key sentence patterns: Although surprised, the poachers had an advantage—there were more of them. Often working at night, the poachers shoot whole herds of antelopes at a time, leaving only the babies, whose wool is not worth so much. 2. Language skill goals: a. To know sth about the endangered antelopes. b.To improve the students’ reading ability. c. Enable the students talk about how to protect animals 3.Emotional attitude goals: a. Cultivate the students’ awareness of loving animals and the nature as well as protecting the environment. Also encourage the students to take an active part in social practice and exploration. b. Guide the students to learn how to cooperate with others c. Help the students further enhance the ability of self-study 4. Learning Strategy goals: Train students’ cognition strategy, regulation strategy, communication strategy, resource strategy, self-learning strategy, and cooperative learning strategies through cooperative discussions, games, contests, and other forms of activities. Teaching important points: a. key sentence patterns: Although surprised(V-ed as adverbial), leaving only the babies(V-ing as adverbial of result) b.key topics: How to protect animals in danger Teaching difficult points: a.Improve the students’reading ability ,simultaneously train the students to capture the key sentence and seize the key information. b. Get students to talk about “What I have learnt from this passage” and “How can we protect the animals” through group cooperation. Teaching methods: Task-based teaching methods, reading, pair or group work, discussion. Teaching aids: A multi-media computer& a tape recorder& a blackboard Teaching procedures: Step1.Presentation I. Four students in a group to list the animals they ever knew .Ask them to say sth about the animals' specialty.( have a competition to see which group can list the most words with the limited time) II. Ask students which animals are in danger , then show some pictures of giant panda, siberian tiger, ibis, antelope, red wolf III. Students talk about the reasons why many kinds of wild animals are in danger.(group work) IV. Students work in pairs to make an interview (In this pair-work activity, students will use an interview format to practise talking about animals and animal protection.) Questions:1. Have you ever read or heard of the Tibetan antelopes? 2. How much do you know about it? Step2．New Words Teacher shows the English definitions of new words and then asks them to guess the Chinese meanings of the words. Step3. Listening Listen to the tape and answer the questions. Books closed. 1.Who is Jiesang Suonandajie? 2.Why do the poachers kill the antelope? 3.What have made the things worse since the 1990s? 4.What do you think the future of the antelope will be? Step4. Fast reading I. Decide if these sentences are true (T) of false (F). 1.A large number of antelopes have been killed for their meat. 2.The business of antelope wool is illegal but it is easy to be stopped. 3.The Chinese government began to take an active part in protecting the antelopes. 4.Little progress has been made in protecting the antelopes. II. Do activity2 on P52.Choose the best answer for each question. Step5.Careful reading I. Summarize the main idea for each paragraph.(pair work) II. Find out the difficult sentences and language points by themselves, then put forward any questions if they have and solve them together. III. Ask students to make sentences and do some translation exercises using the sentences patterns or language points which they just dealt with.. IV. Retell the text according to the numbers below. 50,000 $ 5,000 1975 138 2% 3000 1997 Step 6. Consolidation: fill in the blanks. There used to be millions of antelopes on the Qinghai-Tibetan __________. But unfortunately many ________ killed them and skinned them on the spot for their wool, which is the ______ material for a coat. Now the government begins to take an active part in _________ the antelopes. Many poachers were caught and 300 vehicles _____________. Police are getting _______ with the dealers. As a result, the antelope population has slowly begun to grow again. The writer tells us the facts about the ___________ antelope to make us realize the importance of protecting animals. Step7.Discussion Discuss in groups to say what we students can do to help the animals. Ask one student from each group to present their ideas. 1. What do you feel after you read the passage? 2. What should we do to protect these animals? 3. Would you like to be a volunteer to protect the antelopes if possible? Step8.Homework Write a passage Write about one kind of animals in danger. 1. Where it lives 2. What the problem is 3. What you or government can do to protect it 111