新译林牛津英语八年级上册8AUnit 5 全单元教案

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牛津译林版-英语-八上-5单元 Wild animals task教案

Paragraph3-----AbilitiesParagraph4----Qualities
Paragraph5----Danger
2.Then I’ll go on saying：I think everyone must be interested in bears . Before you begin to write the wild animals in danger, you should master the frame/freim / n.框架and when you begin to write , you may use the useful expressions on page 66 . Let’s write the draft/dra: ft / (草稿) first.
4）Show student’s works
Step IV Sample writing (写作样品) / model essay/‘esei / (文章)
Step V Homework
作业设计
1.Rember all the new words , phrases and sentence patterns in this period .
教学设计详案
二次备课内容
Step I Lead-in
I’ll say : In this unit We’ve learnt about wild animals . Now we know a lot about their looks , food ,abilities, qualities and the danger they face .Today we’ll learn how to write a report, First , Who can tell me something about giant panda？Please complete the following table

牛津译林版八年级英语上册 unit5 task教案

牛津译林版八年级英语上册8A Unit 5 Wild animalsTask江阴市新桥中学Teaching Targets:1．Learn more about giant pandas and other wild animals.2．Present some real information in the reports and encourage the students to express their own opinions on wild animals by their cooperation in pairs or groups.3. Figure out the strategies on how to write a report about wild animals. Important points:To get useful information from the text and learn how to write a report on animals step by step .Teaching methods:Task-basic Teaching MethodTeaching procedures:Step1: Warming-upWatch a MV ‘Earth Song’before the classStep2: Lead-in1. Greetings and introduction2. Present main taskStep 3: RevisionDo some judgements to see how much the students know about wild animals Step4 : Enjoy Millie’s report.1.Listen to Millie’s report and find the main idea of each paragraph.2.Read the report carefully and find more information about each part.3.Read the report again and try to work out the structure of the report.Step 5: How to write a report.1.Read Simon’s notes about bears.2.Help Simon complete his report.Step6: Write a report.1.Take some notes2.Work together to write a reportStep7: Share the reports.Present the students’ reports in class and make some comments.Step8: SummaryStep9: Homework1. Write your own report and share it with your friends2. Make a poster using your report for the club.。

牛津译林版八年级英语上册Unit5WildanimalsReading教案

Wildanimals教学重难点理解文章大意，掌握语言授课类型新授讲授方法Task-basedteachingmethord教具准备PPT学生提前互动准备动物特征纸条、学生对人类要说的话奖励物品（小熊猫）教学过程及时间主要教学内容教学方法应用PartOnePre-reading 1.Aguessing game2.Presentne wwordsPartTwo While-readi Goodmorning,boysandgirls.Nicetomeetyou.Lastclasswehavelearntmanynamesofanimals.Doyourememberthem?Good.Let’splayaguessinggame,ok? Iwillaskonestudenttosaysthabouthisfa vouriteanimal.Theotherspleaseguesswhatitis.(Good.Let’sclapourhandsforthem) (Congratulationstoyou)Youareveryclever.Doyouwanttoknowmyfa vouriteanimal?Myfavouriteanimalisverylovely.Itisbl学生回答Yes请四位学生描述他最喜欢的动物的特征，其他人猜动物名称。

学生回答Yes请一位学ng1.Presentth ephotosofJa ckyChen2TaskOne Listenandfi ndthemainid ea:3TaskTwo Line1-14The growthofXiW ang4.TaskThree Line15-22Th eproblemsgi antpandasma ymeet5.TaskFour Line23-30Th ackandwhite.ItusuallylivesinChina.It sfavouritefoodisbambooshootsand leaves.Whatisit?(congratulations)(跟学生握手以示祝贺)(显示大熊猫图片)Look.Whatarethey?Look.Itisababypanda.(显示熊猫宝宝图片)Whatdogiantpandaslikeeating?(引出竹子图片)Lookatthepicture.Theyarebamboos.They arebambooleaves.Bambooshoots.Bambooforest.Lookatthispicture.Whoishe?Look.Heiswithapanda.Heistheambassado roflovingpandas.Doyouthinkheisgreat? DoyouwanttobesuchamanlikeJackyChen?I fyouwant,youmustknowthegiantpandasverywell.So,let’slearnastoryofagiantp andacalledXiWang.Openyourbooksontopage60.Firstlet’sl生回答Giantpanda学生回答theyaregiantpandas学生跟读新单词3遍学生回答Jac kyChen学生听录音完成第一个任务学生自行阅读完成表格，请几位学生eactionswec antakePartThreeAf ter-reading 1.Discussi on2.Watchavi deoPartFourHom ework istentothetapewithyourbook.Trytoputt hestoryintothreeparts.Youdidagoodjob. Ifyouwanttobeanambassadoroflovingpandas,youmustknowthegrowthofpandas. SopleasereadPart1byyourselvesandtryt ofinishthetable. NowIthinkyoucanfinishPartCinyourbookeasily.Aregiantpandaslovely? Buttheyhaveproblemsnow.Let’slearnPa rtTwoandseewhatproblemstheyhave. Closeyourbooksandlisten.Trytofillint heblanks.Yes.Thesearetheproblems.Doyouknowany otherproblemsforgiantpandas。

译林牛津版八年级英语上Unit 5 Task教案-优质教学设计

【课题】：牛津初中英语8A Unit5 Wild animalsTask[Teaching aims and demands]：1.To learn to organize and factual information in a report2.To learn to express one’s own opinion about animals in danger3.To write a report on an animal in danger4.To do something for the animals in danger[Teaching main and difficult points]:1.To learn to organize and factual information in a report2.To learn to express one’s own opinion about animals in danger3.To write a report on an animal in danger[Teaching aids]: multi-media[teaching procedures]:Step1 Lead-inShow a video on the screen by multi-media. Then ask the students what wild animals can you see in the video? What’s your favourite wild animal? Why do you like it?Step2 Presentation1.Do you want to know what Simon’s favourite wild animal is? Let’s watch a video and find out.2. Read and sayRead Simon’s notes about bears on P66, ask and answer questions in pairs like this:A: What do bears look like?B: They are/look---. They have---.A: What do they often eat?B: They ---.A: What can they do?B: They---.A: What qualities do they have?B: They---.A: What problems do they face?B: ---.3.Ask students to help Simon complete his report using his notes in PartA, then ask students to read the whole sentences one by one.4.Guide students to make a conclusion on how to write a report. Present the strategies of writing on the screen.a. Collect some related information.b. Make an outline.c. Think about the sentence patterns, and write them down.d. Make a draft.e. Read through your report, and see if there are any mistakes.f. Decorate and copy.Step3 Writing1.Group workPresent the information about wild animals on the screen, and ask students to write a report in groups with the title“…are in danger”(Work in groups of five. Each student writes one paragraph)Paragraph 1: LooksParagraph 2: FoodParagraph 3: AbilitiesParagraph 4: QualitiesParagraph 5: Danger2.Present the students’ reports in class and make somecomments. (The more encouragement and praise, the better.) Assessment: A A A+ AStep4 MakingMake a poster (with pictures and words) on an animal in danger for school newsletter to call on people to protect eco-environment and wild animals. Discuss in groups before making.Step5 Homework1.Write a completed article about wild animals in danger.2.Continue to make the poster.3.Finish the relative exercises.Blackboard designTaskA report on an animal in danger Useful expressions: Main ideas: move around slowly para1: Looks:in the daytime para2: Food: sleep through the winter para3: Abilities: otherwise, para4: Qualities:para5: Danger:。

译林版英语八年级上册Unit5教案

2. It is the biggest animals on land. It can lift heavy things.
3. It looks like a large fish in warm sea. You can watch them jump in the zoo.
4. It’s like a bear, but it has black and white fur.
初二英语(8A Unit5 )
课题
8AUnit5Welcome to the unit
课型
New
教学目标
1、知识目标：1.Talking about the animals
2.To enable the Ss to love animals and love life.
3.To train the Ss’ ability of working in pairs.
2.Is Eddie willing to share the food with Hobo?
Task 2Practice
Ask two more able students to role-play the conversation.
Task 3Talking
Talk about their favourite wild animals,just like:
A: Which is your favourite wild animal?
B:I like… best./My favourite wild animal is … .
(At this time teacher can write the names of the animals onBb)

8AUnit5Birdwatchers教案（10课时）（译林牛津版八年级英语上册教案教学设计）

8A Unit 5 Birdwatchers教案(10课时)(译林牛津版八年级英语上册教案教学设计)8A Unit 5 Birdwatchers 执笔：仲慧梅蔡君札记Welcome to the UnitWarm-up activities1 Read the conversation between Eddie and Hobo. Check understanding of ‘birdwatching’.2 Elicit from Ss what opinions are expressed by Eddie and Hobo.Ask two more able students to role-play the conversation.3 Ask more able Ss to name some birds in English.4 Introduce the overall context of the unit and the main task.Presentation1 The purpose of Part A & B is to activate Ss’ideas and generate an interest in birds in the wild. Ask Ss to read the descriptions in Part A and identify the birds.2 Ask several students which bird they like best and why. Then tell Ss to ask their partners. Encourage Ss to include not only factual details but as many as ideas as possible.Language pointsWhat are you doing tomorrow?, go birdwatching, at the market, Beijing Ducks, roast chickens, long-winged, web-footed, long pointed wings, fly to northern countries, have colorful feathersHomework1 Learn the language points by heart2 一课三练 P.553 Preview the Reading Part.Presentation (Reading A)1 Before Ss look at this page, review vocabulary of wildlife and conversation previously taught.2 Write the title ‘Zhalong-A special place’ on the board. Ask Ss what they know about it. Ask where do you think it is? What kind of animals live there? Etc. . Encourage any contributions.3 Encourage Ss to visit some of the websites providing information about Zhalong before the lesson.4 Ask pairs of Ss to exchange information and opinions about the different materials they are studying.5 Ask more able Ss to look for names and descriptions of birds. Have a class feedback using Ss’ rese arch skills.6 Read the title and explain the context. Ask questions about why Ss think that Zhalong is a special place.7 Ask Ss to skim the text quickly,focusing on key words and main points only. Set a strict time limit and tell them in advance that they only have 8 minutes, for example, to read the text. Then ask volunteers to each read a paragraph to the class.9 Ask Ss to write a caption for each paragraph.Presentation (Reading B)1 Ask students to do Part B1 as a quiz.2 Divide the class into groups of six. Choose a group to start the competition. Ask what does ‘endangered’ mean? Set a time limit for each group to answer.3 In pairs, Ss read and complete the conversation. Invite some of them to read it in front of the class.Presentation (Reading C)1 Divide the class into teams of 4-5 students. Do Part C1 asa quiz. Set a time limit.2 Ask students to correct the false sentences.3 Encourage discussions about why a sentence is wrong in order to develop Ss’ deductive skills.Language points (Part A)A nature reserve, in north-east China, one of the world’s most important wetlands, wildlife, provide sth. for sb. ,different kinds of, all year round, for a short stay, there are many fish, catch them for food, the rare red-crowned cranes, change the wetlands to make more space for farms, less and less space for wildlife, have enough space, the Chinese government, protect these endangered birds, a lot tourists, members of our Birdwatching Club, study the different kinds of birds, the changes in their numbers, a bird count, the importance of wetlandsLanguage points (Part B)Areas of land with wet ground, areas of land for farming, a place to live or stay, in a dangerous state, a large number of, people who are traveling, be important forLanguage points (Part C)Find food easily, in other parts of the world, have enough space to live, the ideal home for many plants, fish and birds Homework1 Learn the language points by heart.2 一课三练 P.56-573 Preview the Vocabulary Part.Presentation （Vocabulary）1 Elicit some adj. with negative meaning, e.g., ‘unhappy’, ‘uncomfortable’. Write the word on the Bb and underline the prefixes. Explain that these prefixes change the meaning of an adj. from positive to negative.2 Before starting on Part A, revise the meaning of all the positive adj. Ask more able Ss to use the words to makesentences to check comprehension.3 Explain the context of Part B.4 In pairs, Ss select suitable adj. from Part A. Then ask each pair to compare answers with another pair. Check answers with the class as awhole.Language pointsA protected area, leave litterHomework1 Learn the language points by heart.2 一课三练 P.583 Preview the Grammar Part.Presentation （Grammar Part A）1 Talk to Ss about organizing a school trip.2 Ask Ss to think of a school trip they would like to join in the future. Try to find some ads to help them to choose an event.Write some questions on the Bb:* When does the walk/competition start/finish?* What time does the coach leave?* Where/When do we meet?3 Point out the u se of the time expression ‘tomorrow’.4 Elicit the use of the simple present tense to talk about future events.5 Explain the context of Mr Wu planning a school trip to Beijing Wildlife Park. Point to the timetable and ask questions.Presentation （Grammar Part B）1 Ask Ss What are you doing tonight? to elicit sentences with the present continuous tense.2 Elicit from Ss the use of the present continuous tense. Point out that when using the present continuous tense to talk about the future, we normally talk about future events which arescheduled for the immediate future.3 Carefully explain the context of Part B.4 Ask students to read the conversation on their own, trying to make sense of it without focusing on the tense. Then ask them to fill in the blanks.4 Ss read the conversation in pairs, checking the correct use of the verb forms.Presentation （Grammar Part C）1 Elicit from Ss some sentences with adverbs.2Write the adv. From the table on the Bb, ask more able Ss to underline the suffix ‘-ly’ in the examples and formulate the rule.3 Ask Ss to add more examples to each group of adj. in the table.4 Check answers with the whole class.5 Ask Ss to Complete ‘Work out the rule’.6 Ask Ss to read the article in Part C2 silently on their own first. Ask Ss to complete the article using the correct adv. From Part C1.7 Ask Ss to work in pairs and rearrange the words to complete sentences in Part C3.Language pointsReturn to school, at the entrance, sandwiches, greet us politelyHomework1 Learn the language points by heart.2 一课三练 P.59-603 Preview the Integrated skills Part.Presentation （Integrated skills A）1 Try to maintain Ss’ interest in birdwatching and Zhalong.2 Remind Ss of the article about Zhalong which they read in the reading section. Ask Ss if they remember any facts about Zhalong.3 Ask Ss to read the quiz and try to answer the questions from the memory and general knowledge.4 Explain that Ss will listen to a radio program about Zhalong. Play the recording. Students listen carefully and tick the second column of boxes as they hear it.4 Check the correct answers with the whole class.5 Ask students to read the report in Part A3 in pairs. Go through the words in the bracket.Presentation （Integrated skills B）1 Close the books and listen to me while I read the conversation. Ask students to repeat the sentences as they hear them.2 Ask students to practice the conversation in pairs and then change roles.3 Ask students to work in pairs and create another conversation by replacing the underlined words.Language pointsincludingHomework1 Learn the language points by heart.2 一课三练 P.613 Preview the Study Skills, Main task & CPresentation （Study skills）1 Brainstorm from Ss when people need to take notes. Read 2-3 sentences and ask Ss to take notes as a warm-up activity.2 Ask Ss what kind of notes are considered good.3 Explain the context of Part A. Ask students to do the taskon their own and then compare their answers with a partner.4 Elicit from Ss other short forms widely used in dictionaries or other written texts.5 Tell students to read them again.Language points （Study skills）For example, per centPresentation （Main task）1 Introduce the topic of joining an organization. If possible, find out about similar writing.2 Introduce the idea that people need to apply formally before they are accepted to join a club..3 Explain the context of Part A. Go through the application form and explain any unfamiliar or difficult vocabulary.4 Ask Ss to discuss their own details with a partner.Language points （Main task）Application form, date of birth,Presentation （Checkout）1 Ss do Part A on their own and compare their answers witha partner. Ask them to practice reading the conversation in pairs.Language points （Checkout）simplyHomework1 Learn the language points by heart.2 一课三练 P.62-643 Preview the Unit 6。

(牛津译林版)八年级上册教案：u5Gramar

电子备课教案模板教学内容8A,Unit5Grammar主备人授课人集体备课成员教学目标To figure out the usage of ‘may ‘ and “to’-infinitives 教学重点To use ‘to’-infinitives correctly教学难点The usage of ‘to’-infinitives突破难点主要策略Group work, pair work 课前准备PowerPoint, pictures, etc.集体研讨课文内容主备初稿集体讨论意见个性化内容Step1 Lead inRemind the students of the topic ‘wildanimals’. Then lead in the grammar itemthrough revising.Growth of Xiwang:At four months old, she started to visit (visdo)When she was six months old, she began to see (sfrom all over the world.(begin to do)STEP 2 Doing the following exercises(Book Closed) Get the students to do thefollowing exercises. Help the students to getmore ideas of ‘to’-infinitives.Kitty plans to take (take) Linda out. (plan tLinda wanted to visit (visit) the park.(wanteLinda agrees to go (go) with them.(agree to dMillie decided to stay (stay) at home.(decideSTEP 3 Giving a summaryIn fact, students have learned a lot of，‘to’-infinitive structures. So here comes the chance to give a summary to it. A completion can be hold here. Ask each groupto name as many structures as they can. The group who names the most wins the game. agree to dosth.同意做某事like to dobegin to dosth.开始做某事love to dochoose to do sth. 选择做某事prefer tsth.can’t wait to do sth. 迫不及待做某事preparesthcontinue to do sth. 继续做某事plan tosth..decide to do sth. 决定做某事remembersth.fail to do sth. 失败做某事start tsth.forget to dosth.忘记去做某事stop to dohate to dosth.痛恨做某事seem to dolearn to dosth学习做某事Invite the students to write the words in their books. And then get them to read the structures one by one.STEP 4 Completing the dialogueAsk the students to complete the dialogue on Page 48. Then do some additional exercises to help check if they have grasp it or not. arrive / buy / let / stay / travel / be / go A: Please tell Jose that my parents agree to I hope to see him at the airport.B: Thank you for allowing Jose to stay with yo arrive in Beijing on18th Dec.He seems to be very excited about the trip. He places but you don’t have to take him everyw travel by himself.A. I want to go to some places, too.B. Don’t forget to take Jose to W. F. J. Str buy some presents for his friends.STEP 5 Verbs followed by ‘to’Tell the students that we don’t use‘to’-infinitives all the time. We don’tuse ‘to’ after these verbs. If time permitsinvite the student to think of more verbs likethese.1.enjoy:Kitty enjoys dancing.2.let: The teacher lets him read loudly.3.practise: You should practice speaking ofte4.make: The joke makes me laugh and laugh.5.help: She often helps me (to) carry water.STEP 6 HomeworkMake summaries about the grammar items inyour own ways.Finish off the exercises教学后反思。

牛津译林版八年级上册(新)英语教案8AUnit5Task

Say ‘ Pandas are in danger. Let’s get to know more about them and try to help.’ Invite the students to read the report on Page 71 and try to complete the following table.
2. Show the students the following table. And ask them to complete it by reading the table.
BEARS ARE IN DAGER
Appearance
big and strong; small eyes/black or brown, fur/sharp paws
PANDAS ARE IN DANGER!
Appearance
beautiful black and white;
look like a bear/a white mouse(be born)
Character
quiet and peaceful
Lifestyle
eat bamboo shoots and leaves; never eat meat/drink mum’s milk; have one or two babies at a time
1. How many babies do mother giant pandas have at a time?
2. How many giant pandas are there in the world now?
Get the students to guess and at the same time write their guesses on the board.

英语牛津译林版八年级上Unit5《Birdwatchers》教案

8A Unit 5 Welcome to the unitTeaching plan(定稿) 常州外国语学校徐楠Teaching aims:1. Make students able to guess the birds’ names according to the pictures, sounds or related videos.2. Learn some phrases to describe the appearance of different birds.3. Talk about different birds fluently.4. Encourage the students to know the importance of protecting different wild birds.5. Make the students know some ways of protecting wild birds. Teaching steps:Step 1 Warming up1. Free talk about many birds in the picture with the students.2. Show students around Zhalong Nature Reserve.3. Discuss what we can do and can not do before going to the reserve. Step 2 Presentation1. Show students some pictures, sounds or videos of many different kinds of birds and learn some phrases about how to describe them.2. Read together to consolidate the useful phases.3. Match up.Step 3 Guessing gameAsk students to choose their favourite bird in Zhalong Nature Reserveand try to describe it on the paper (at least 5 sentences), and then let others guess what bird it is.Step 4 Pair-workSuppose your old friend Hobo is calling you now. He is asking you something about your visit to Zhalong Nature Reserve. Try to make a dialogue with him about what you see here.Step 5 Comic strips—Listen and answer1. Does Eddie really like birdwatching?2. Where does Eddie think is the best place to watch birds?3. Why does Eddie think so?Step 6 DiscussionCan we eat different kinds of wild birds at the restaurant in Zhalong Nature Reserve? If not, what can we eat there?Is it right or wrong for people to eat different kinds of wild birds? Why? Step 7 Pair-workA red-crowned crane and a golden eagle are talking about their unlucky experiences outside the reserve before and the pleasant life in the reserve now. Try to make a dialogue to encourage people not to hunt wild birds. ( food, living areas, danger, people’s actions…)Step 8 Group discussion How can we protect wild birds?Step 9 HomeworkWrite a short dairy about your visit to Zhalong Nature Reserve.学╝优%中∽考╗，网。

牛津译林版8上 UNIT 5 Reading 教学设计

8A unit5 Wild animals Reading(1)教学设计一、教学背景分析1.教学课型：阅读课2.教材分析：本单元是译林版牛津初中英语(八年级上)的第五单元中的Reading 部分。

主要话题是野生动物，单元的主要任务是写一篇关于野生动物的报道。

本节课是该单元的第二课时。

主要是了解大熊猫的成长过程及保护大熊猫的一些措施。

3.教学目标(1)阅读有关大熊猫的文章，了解大熊猫的成长过程及保护大熊猫的措施；(2)培养学生根据上下文猜测词义的能力；(3)通过文章学习来增强学生保护野生动物的意识。

4.教学重难点(1)本课时的四会内容(2)利用合理的阅读技巧寻找目标信息，理解文章内容。

5.学情分析大熊猫是学生很熟悉、很喜爱的动物，而且通过本单元第一课时的学习，学生对于大熊猫的外貌体征有了进一步的了解，所以学生应当对本节课中即将出现的话题很感兴趣，也有相关知识的积累，能进行一定的讨论。

本班学生学习能力参差不齐，但大部分学生的接受能力较强，能积极参与课堂活动。

二、教学设计㈠.指导思想根据《新课程标准》的理念，阅读设计应当注重指导学生运用阅读技巧解读文本，采用任务型教学模式，融合话题、交际功能，让学生在语言实践中获得阅读体验，从而培养学生综合运用语言的能力。

㈡.教学过程Step I Lead in and presentation1、Revision利用课件复习上一课时中出现的6种野生动物。

以猜谜的形式，描述某一动物，鼓励学生说出它的名称并进行拼写。

将giantpanda放在最后一个，顺势导入新课。

【设计说明】以猜谜活动回顾所学的知识，能较好的集中学生的注意力，激发学生的兴趣，营造轻松活跃的课堂气氛。

以复习的形式导入新课，过渡自然，易于接受。

2、Brainstorming(1)展示大熊猫的图片，教师提问：Can you say something about it? 鼓励学生对它进行描述和介绍，可提示学生可以从他们的外貌，饮食等来描述。

牛津译林版-英语-八上-8A-教案设计-5单元 Grammar

8上Unit 5 Gramma rGrammar Part AUsing may f or possibilitySTEP 1 Presentation1. Review information about reading to lead in grammar A.2. Show the picture of pandas and then the teacher says:It’s difficult for giant pandas to live in the wild. They face serious problems.What do you think may happen to pandas? Lead students to gue ss：Ss: they may n ot have a place to live or food to eat.They may disappear from the earth.Hunters may catch them.Te acher sums up：Yes, you’re right.Write the sentences including may on the blackboard.3. Teacher ask students：What will happen to giant pandas if we do nothing?Students answer：Soon there may be none left.write the answer on the blackboard, mark the underlined part with colorful chalk and tell students：We use may to say that something is possible.STEP 2 Activities1. Present the following five sentences, encourage studentsto think what may happen in the situation in groups of four. Use may to make the second half of each sentence. Choos e some students to report the results, accept any reasonable answer.（1）We need to protect pandas.(2) It is raining.(3) I will be very busy tomorrow.(4) Watch this DVD.(5) We will be happy to see you.2. Let students complete the exercises in page 61, encourage students to ask and answer in pairs. Check the answers. STEP 3 Practice朗读下面的句子,然后译成汉语,并试着说出may的用法。

新译林版英语八年级上册unit5单元教案

Squirrel: I am small but lovely. I have a very big tail. I like eating nuts (坚果). Giant Panda: I am cute and I live in China. I hope that one day I can take a colour photo. Dolphin: I’m friendly and clever. I like playing balls and dancing in the sea. Who am I? Tiger: I’m the King of our forest. I’m dangerous. Don’t attack (攻击) me! 2. Present the dialogue (1) Read the dialogue and answer the question. T: Millie and her classmates are talking about their favourite wild animals. Let’s listen to their conversation and then try to answer the question: What’s Simon’s favourite wild animal? (Play the recording of part B) S: He likes lions best. (2) Get the students to read the dialogue carefully and complete the table. (3) Get the students to read the dialogue together or in roles. (4) Make up dialogues. T: We have learned many kinds of wild animals. Can you tell me

八年级英语上册 Unit5精品教学案(Word版共10课时) 牛津译林版

8A Unit 5and long legs. I have black and white feathers. Who am I? (acrane)(3）请各小组选一名代表在全班前表述一种鸟。

（即展示学案的第5项）(4)Ask the students ‘Which is your favorite bird? Why?Practice Part B on Page75 in pairs6. Production（展示学案的第七项）Make up new conversations using Part B as a model and act them out. 7. Presentation1.Say: We love birds. Eddie loves birds, too. Listen to the tape andfind then answers to the following questions.(见学案第三项) （1)What is Eddie going to do? （2)Does he really love birds? （3)What kind of birds does he like best?2.Practice reading in pairs and try to act it out课堂达标检测一、请写出下列鸟类的英文名称。

1.__________2.______________3.________________4. ____________5.________________6._________________二、Complete the conversationHobo: What are you going to ___________ tomorrow?Eddie: I am _________ _____________ at the _____________ .Hobo: At the ___________ ?Eddie: I like the ________ at the market. Beijing _______ and roast __________. Yummy.Hobo: But I think birds are our friends, so we should _________ them.Eddie: Maybe you are right.三、根据句意或首字母提示完成单词。

牛津译林版八年级上册(新)英语教案：8A Unit5 Wild animals Reading 1

课题Unit 5 wild animalsReading 1教学目标To develop the ability to guess general meaning form contextTo get to know the problems that the giant pandas are facing and then start to think of way to protect the pandasTo remember and learn to use the new words.重点To learn about all the information about giant pandas from the text. To get to know the importance of animal protecting难点To describe the giant pandas.Students know that they should protect wild animals教学过程设计具体环节教师行为学生行为STEP 1 Lead in Get the students to talk about the animals once again. Play the guessing game. Write something about a kind of animal on pieces of paper. Invite some of the students tochoose and read about the animal and the others try to guess what animal it is.Talkingabout theanimalsSTEP 2 Presentation ‘hunter’, ‘survive’ and ‘reserve’As students come to ‘giant pandas’, get the students to talk about whatever theyknow about giant pandas. As they mention there are few giant pandas now, teachthe w ords ‘hunter’, ‘survive’ and ‘reserve’.To arouse the students’ interest, get the students to guess how heavy giant pandasare at birth. The teacher can also give them some choices to choose from. (e.g. 2 jin,500 grams, 100 grams and 1 kilogram)learningthe wordsSTEP 3 Practice Tell the students the right answer. (They may be amazed at the information.)Say ‘I have some pictures here. They show how the baby grows into a giant panda.Can you put them into the right order?’Show them the following pictures and ask them to put them into the right orderput theminto therightorderSTEP 4 Presentation Tell the students, ‘Millie has f ou nd a report about giant pandas. Let’s read it andlearn more about the animal. But first let’s listen to the first p art of the passage andanswer the following questions.’Who is Xi Wang? (A baby panda.)How old was Xi Wang when the writer first saw her? (10 days old.)What did Xi Wang look like? (A small white mouse.)What does “Xi Wang” mean in English? (Hope.)answerthefollowingquestionsSTEP 5 Getting to know about Xiwang Say ‘So it’s really amazing that the baby panda is so small. Do you want to knowhow it grows into a giant panda? Let’s open your books and read the passage.’ Getthe students to read the passage and fill in the following table.Filling inthefollowingtableTHE GROWTH OF XIW ANG (PARA. 1-PARA.3) AGEWEIGHT FOOD At birth (1 day old) 100 grams (100g) her mother’s milk 10 days old like a little white mouse 4 months 10 kilograms (10kg) 8 months 35 kilograms (35kg) Bamboo leaves and shoots12 months / 20 months /TIMEWHAT HAPPENED TO XIWANG At birth (1 day old) be born4 months Start to go outside her home for the first time 6 months /8 months Grow into a healthy young giant pandas 12 months /20 months Have to look after her selfSTEP 6 Finishing Part C Get the students to finish Part C: the growth of Xi Wang. Look at the pictures and get the students to read the sentences here loudly. This will once again consolidate the students’ understanding of Xi Wang’s growth.finish Part C STEP 7Reading andfinding out theproblemSay ‘Are pandas lovely? (Yes.) However, they are now in danger. It is hard for them to survive in the wild. (Write the sentence on the board.)They are facing a lot of problems. Can you find them out?’ Get the students to read and find out the problem and what people did to solve the problems. PROBLEMS AND ACTIONS (PARA.4 –THE END) SOME OF THE PROBELMESSOME ACTIONSIf hunters catch a giant panda, they will killit for its fur.Make giant pandas reserves bigger.If farmers cut down trees and forests, giantpandas will have nowhere to live.Build more new reserves.If people find baby pandas, they will often take them away. Encourage farmers to leave the giant panda reserves.Readand find out the problemSTEP 8 Finishing Part DHunters, farmers and some people did something bad to giant pandas. Get the students to say something to them. Hunters you shouldn’t kill g iant pandas for their fur. AND SO ON. Get the students to finish Part D, Page 62. Check the answers.Finishing Part D 板书设计4 eight months later 八个月后5 not …any more = no more 不再。

最新牛津译林版初二英语上册Unit 5 全单元教案

课题8A Unit 5 Welcome to this unit 课型New教学目标1. To introduce the topic of the unit and h elp the students focus on ‘Wild animals’2. To learn more about wild animals and express their preference.教学重点To learn how to say something about wild animals in English.教学难点To talk about their favourite animals.教学过程教师内容备课札记Step1.Warm-up1.Create an interest in the issue of sharing the limitednatural resources. Depending on the general interest of theclass, choose one of the following situations:A group of students are stranded on an island. There is notenough food available for everyone to survive.Astronauts are stranded in space. They do not have enoughoxygen for everyone to survive.2 Make a list of people involved in the situation, a list of theresources available (e.g., food, oxygen, water, etc.) and alist of how long everyone is able to survive. Ss have todecide whether they stay alive together sharing what theyhave or they are going to occupy all the resources for theirown survival.3 Ss study the pictures and read the conversation first ontheir own, then in pairs. Ask two more able students torole-play the conversation.Step2. Presentation1). Open your books and turn to page 57 to look at part A.Finish the exercise. Can you name at least three otheranimals? What are they? Give the students more pictures ofanimals2).Now task! make a surveyHave a discussion in groups. Every member should saysome names of animals.a. Each group choose a student as the group leader to writesomething your group get about the names of animals.b. Have a show. And talk about the result of each group.Step3. ListeningSo much for the new words. Now, let’s listen to Hobo andEddie twice. After you listen to them, please answer myquestions,Is Eddie willing to share the food with Hobo? (No.)Step4. ReadingI want to know Hobo and Eddie better. Please help me. Listen again, then read the article by yourselves. Do some True or False exercises.1).The food is very tasty. (T)2).Hobo can live without food. (F)3).Eddie often takes care of Hobo. (T)4).There is enough food for Hobo and Eddie. (F)Now please pay more attention to these two sentences.If you eat my food, I won’t talk to you.If I don’t have food, I will die.Step5. DescribingIn the story Hobo and Eddie need enough food but there isn’t, so they are poor. The word “poor” can describe an animal, can you find some other words to describe an animal? Now let’s play a game “Bingo”!1).It is very clever. Its favorite food is banana.2).It has a long, soft tail and lives in the trees. It can climb trees quickly.3).It is the biggest animals on land. It can lift heavy things.4).It looks like a large fish in warm sea. You can watch them jump in the zoo.5).It’s like a bear, but it has black and white fur.6).It looks like a cat and has yellow fur and black stripes.7).It’s large and heavy with thick(厚)fur. It is very strong.8).It lives in Australia and it has a long strong tail and has strong legs. There is a useful bag for its babyWrite the animal you like best and like least.Step6 WritingStep7 Homework1.To recite the dialogue.2. Finish the Workbook exercises and the exercise paper.板书设计教学反思课题8A Unit 5 Reading (1) 课型New教学目标1.To develop the ability to guess general meaning form context2.To get to know the problems that the giant pandas are facing and then start to think of way to protect the pandas3.To remember and learn to use the new words.教学重点1.To learn about all the information about giant pandas from the text.2.To get to know the importance of animal protecting教学难点To describe the giant pandas.教学过程教师内容备课札记STEP 1 Lead inGet the students to talk about the animals once again. Playthe guessing game. Write something about a kind of animalon pieces of paper. Invite some of the students to chooseand read about the animal and the others try to guess whatanimal it is.STEP 2 Presentation‘hunter’, ‘survive’ and ‘reserve’As students come to ‘giant pandas’, get the students to talkabout whatever they know about giant pandas. As theymention there are few giant pandas now, teach the words‘hunter’, ‘survive’ and ‘reserve’.To arouse the students’ interest, get the students to guesshow heavy giant pandas are at birth. The teacher can alsogive them some choices to choose from. (e.g. 2 jin, 500grams, 100 grams and 1 kilogram)STEP 3 PracticeTell the students the right answer. (They may be amazed atthe information.)Say ‘I have some pictures here. They show how the babygrows into a giant panda. Can you put them into the rightorder?’Show them the following pictures and ask them to put theminto the right orderSTEP 4 PresentationTell the students, ‘Millie has f ound a report about giantpandas. Let’s read it and learn more about the animal. Butfirst let’s listen to the first part of the passage and answerthe following questions.’Who is Xi Wang? (A baby panda.)How old was Xi Wang when the writer first saw her?(10 days old.)What did Xi Wang look like? (A small white mouse.)What does “Xi Wang” mean in English? (Hope.)STEP 5 Getting to know about XiwangSay ‘So it’s really amazing that the baby panda is so small. Do you want to know how it grows into a giant panda? Let’s open your books and read the passage.’ Get the students to read the passage and fill in the following table.STEP 6 Finishing Part CGet the students to finish Part C: the growth of Xi Wang. Look at the pictures and get the students to read the sentences here loudly. This will once again consolidate the students’ understanding of Xi Wang’s growth.THE GROWTH OF XIW ANG (PARA. 1-PARA.3) AGEWEIGHT FOOD At birth (1 day old) 100 grams (100g) her mother’s milk10 days old like a little white mouse 4 months 10 kilograms (10kg) 8 months 35 kilograms (35kg) Bamboo leaves and shoots12 months / 20 months /TIMEWHAT HAPPENED TO XIW ANG At birth (1 day old) be born4 months Start to go outside her home for the first time 6 months /8 months Grow into a healthy young giant pandas 12 months /20 monthsHave to look after her self板书设计教学反思课题8A Unit 5 Reading (2) 课型New教学目标1.To read the passage once again for more details2.To read the passage again and figure our how the writer organize the passage3.To r ead the passage and focus on the language points to improve the students’ fluency and accuracy talking about giant pandas教学重点To d evelop students’ responsibility towards the endangered anima l教学难点To d evelop students’ responsibility towards the endangered anima l教学过程教师内容备课札记STEP 1 Reading the passage aloud togetherGet the students to read the passage aloud together. Invitethem to finish the Part B, Check the answers. (This mayoffer the less able students another time to consolidate thenew words.)STEP 2 Finishing off Part EAsk the students to finish off Part E, Page 62. Use this as arevision to help the students recall what they have learnedlast time.STEP 3 Working out the answersGet the students to read the passage together once again andthen divide the class into groups of 4-5. Ask them to workout the answer to the following question ‘How many partsare there in the passage.’Give the students enough time to talk about it. And theninvite some of them to express their personal opinions.(Students should be encouraged to speak out what theythink.)Part I: The growth of Xi Wang(Line 1- Line 14) (weight and food)Part II: Giant pandas are in danger?(Line 15- Line 29)A: Why are they in danger?(Line 15-21)B: How to protect them?(Line 22-Line 29)STEP 4 Finishing the following exercisesGet the student to talk about Part I. Invite them to talk aboutthe growth of Xi Wang by finishing the following exercises:•When Xi Wang was born, she w________ just 100 grams.•When she was only 10 days old, she l________ like a white mouse.•When she was 4 months old, she w________ about 10 kilograms and s__•When she was 6 months old, sh e b________ to eat bamboo shoots and leWhen she was 12 months old, she g_________ into a healthy young giant•When she was 20 months old, she s_________ to look afte r herself.Then get the students to analyze the sentences: thewhen-clauses in each sentence give us a past time, so themain clauses use Simple Past Tense. (Students may come tothe conclusion through observation.) Then get the student tounderline such sentences in the passage.STEP 5 Finding them out‘During the growth of Xi Wang, Xi Wang had many ‘first-times’ Can you find them out.’ Use the following exercises to help students.1.She started _________(go) outside her home for the first time.2.She began _________ (eat) bamboo shoots and leaves.3.She started _________(look) after herself.In this way, the teacher directs the students attention to the use of ‘to’-infinitives after ‘start’ and ‘begin’.STEP 6 Rewriting sentencesSay ‘Sadly, it is very difficult for giant pandas to survive in the wild.’ and write the sentence on the board. Then try to rewrite the sentence into the following sentences.‘It is dangerous for giant pandas to live on in the wild.’ ‘They arein danger.’These are some very important sentence patterns in the passage. Also it is necessary for the teacher to point out that ‘live on’ has a similar meaning with ‘survive’. This may also help the students to understand that we can use ‘be dangerous’ or ‘be in danger’ to talk about a similar situation.STEP 7Finding out that why they are in dangerGet the students to find out that why they are in danger. To make the task easier, the teacher can show the following before hand.If hunters ______(catch) a giant panda, they _________ (kill) it for its fu If the farmers ______(cut) down trees and forests, giant pandas _____ (hIf people _____ (find) baby pandas alone, they _____(take)them aw ay. As a result, the students’ attention will be easily drawn to the use of ‘if’-clauses. Guide the students to focus on the tense of the subordinate- clauses and main clauses. (I thinkit is OK for some teachers to use ‘主将从现’ to make summary here. At least it may help the students to remember this phenomenon.)Explain the phrases here ‘kill…for…’, ‘cut down’, ‘haven owhere to live’ ‘find sb. adj’ and ‘take…away’.板书设计教学反思课题8A Unit 5 Grammar 课型New教学目标Using may for possibility Using verbs+to-infinitives教学重点Using may for possibility, Using verbs+to-infinitives教学难点Using may for possibility, Using verbs+to-infinitives教学过程教师内容备课札记Grammar Part AUsing may for possibilitySTEP 1 Presentation1. Review information about reading to lead in grammar A.2. Show the picture of pandas and then the teacher says:It’s difficult for giant pandas to live in the wild. They faceserious problems.What do you think may happen to pandas? Lead students toguess：Ss: they may not have a place to live or food to eat.They may disappear from the earth.Hunters may catch them.Teacher sums up：Yes, you’re right.Write the sentences including may on the blackboard.3. Teacher ask students：What will happen to giant pandas ifwe do nothing?Students answer：Soon there may be none left.write theanswer on the blackboard, mark the underlined part withcolorful chalk and tell students：We use may to say thatsomething is possible.STEP 2 Activities1. Present the following five sentences, encourage studentsto think what may happen in the situation in groups offour. Use may to make the second half of each sentence.Choose some students to report the results, accept anyreasonable answer.（1）We need to protect pandas.(2) It is raining.(3) I will be very busy tomorrow.(4) Watch this DVD.(5) We will be happy to see you.2. Let students complete the exercises in page 61, encouragestudents to ask and answer in pairs. Check the answers.STEP 3 Practice朗读下面的句子,然后译成汉语,并试着说出may的用法。

牛津译林版八年级上册(新)英语教案：8A Unit5 Wild animals Grammar

课题Unit 5 wild animalsGrammar教学目标Using may for possibility Using verbs+to-infinitives重点Using may for possibility, Using verbs+to-infinitives难点Using may for possibility, nUsing verbs+to-infinitives教学过程设计具体环节教师行为学生行为STEP 1 Presentation Grammar Part AUsing may for possibility1. Review the information about reading to lead in grammar A.2. Show the picture of pandas and then the teacher says:It’s difficult for giant pandas to live in the wild. They face serious problems. What do you think may happen to pandas? Lead students to guess：Ss: they may not have a place to live or food to eat.They may disappear from the earth.Hunters may catch them.Teacher sums up：Yes, you’re right.Write the sentences including may on the blackboard.3. Teacher ask students：What will happen to giant pandas if we do nothing? Students answer：Soon there may be none left.write the answer on the blackboard, mark the underlined part with colorful chalk and tell students：We use may to say that something is possible.STEP 2 Activities 1. Present the following five sentences, encourage students to think what mayhappen in the situation in groups of four. Use may to make the second halfof each sentence. Choose some students to report the results, accept anyreasonable answer.（1）We need to protect pandas.(2) It is raining.(3) I will be very busy tomorrow.(4) Watch this DVD.(5) We will be happy to see you.2. Let students complete the exercises in page 61, encourage students to askand answer in pairs. Check the answers.Describea picture of agiant pandaSTEP 3 朗读下面的句子,然后译成汉语,并试着说出may的用法。

牛津译林版-英语-八上-8A-教案设计-5单元 Study skills

To le arn the suffixes “-ness,-ing, -ion”Step 1 Lead-in1.Lead inRevise Reading: We all know pandas like eatingbamboo. But when they are born, what do they eat?Ss: In the beginning, they drink their mother’s milk. At six months old, they begin to eat bamboo.2.Bb: begin+ning-----beginningStep 2 Prese ntation1.Brainstorm: Let the Ss say out words like this:Feel+ing---feeling, mee+ing---meeting,shop+ping---shopping, swim+ming---swimmingcamping, jogging, skating, reading, cleaning, skiing, sleeping2.You see, we can change some verbs into nouns byadding the suffix –ing.3.Sometimes we can change adjectives into nouns byadding the suffix –ing. ill+ness---illness,kind+ness---kindness, busy+ness---businessHappiness,4.act---ion, invitation, invention, translation,organizationStep 3 Practice1. Do Exs P65 A: Change the following verbs andadjectives into nouns.Change the following ve rbs adjectives into nouns by adding the suffixes.If you don’t know the word, you may use a dictionary.2.Choose some Ss to come to the front of the classroomand write their answers on the board. Ensure that all the words are spelled correctly. Ask Ss to check their ownwork.3.Check answers in the groups first.Step 4 Practice1.Explain the context of Part B. Remind less able Ss thatthey will have to change some, but not all.2.Write the answers on the board so Ss can check theirspelling. Read aloud the passage.3. Now I’m going to show you some verbs and adjectives. Please s ay their nouns, and then spell the nouns.Step 5 Exer cises用所给单词的适当形式填空1. We’ll never forget your (kind) to us.2. I want to tell my best friend about Chi nese. New Year’s (celebrate).3. The food smells terrible. I have the same (feel).4. We wil l have a parents’ (meet) this weekend.5. The (collect) of these stamps took ten years.6. I didn’t go to school yeste rday because of my _____（ill）板书设计。