江苏牛津译林版八年级上Unit5 task导学案

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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.。

初中英语八年级上册(牛津译林版)Unit5Reading教学设计

三、教学重难点和教学设想
（一）教学重难点
1.词汇和语法：本节课的重点词汇和语法结构是学生在理解和运用上的难点，如：adventure, explore, danger, risk等词汇的正确使用，以及文章中涉及的复杂语法结构。
2.阅读理解：学生对文章深层含义的理解，尤其是对探险过程中人物情感变化的把握，是教学的难点。
2.教师要关注学生的个体差异，适量布置作业，避免加重学生负担。
3.鼓励学生互相讨论、交流，共同完成作业，培养合作精神。
4.教师要及时批改作业，给予反馈，指导学生改进学习方法，提高作业质量。
五、作业布置
为了巩固本节课所学知识，提高学生的英语综合素质，特布置以下作业：
1.写作练习：请学生运用本节课所学的词汇和语法，编写一篇关于探险的小短文，要求内容丰富、结构清晰，不少于80词。
2.阅读理解练习：完成课后阅读理解练习题，要求学生运用所学阅读策略，准确理解文章内容，提高阅读能力。
3.口语练习：学生分组，每组选择一个探险话题，进行角色扮演，模拟探险过程中的对话。每组录制一段不少于2分钟的口语视频，要求发音准确、表达流畅。
4.教师针对文章内容提出问题，引导学生深入思考，提高阅读理解能力。
（三）学生小组讨论
1.学生分成小组，针对文章内容进行讨论，分享彼此的观点和心得。
2.教师设计小组讨论话题，如：“What is the most impressive part of the article?”，引导学生从不同角度分析文章，提高他们的思维品质。
7.情感教育：结合文章内容，引导学生认识到勇敢面对困难、关爱他人等价值观的重要性。
在教学过程中，教师要关注学生的个体差异，因材施教，使每个学生都能在原有基础上得到提高。同时，教师要善于运用多种教学方法和手段，激发学生的学习兴趣，帮助他们克服教学重难点，提高英语综合素质。

译林版英语八年级上册unit5教案

What is it?
tail
swim
fish food
in the water
run fast
in the hutch
colourful feathers
bird food
look like a bear, black and white
live only in China
2)Look at the pictures. Give the animal names of the pictures.Let some Ss give their answers
学生活动
旁注
Step 1 Lead-in
1)Play a game
Guess the name and features of the animals.
What does it look like?
What can it do?
What does it eat?
Where does it live?
Have a guessing game
Complete the table
Look at the pictures and name
them
教师活动内容、方式
学生活动
旁注
2)A squirrel is ______________. It has a long soft ______ . It has red or black fur.
beginningn.开始，起初（动词begin的名词）
in the beginning等于at first，意思是“开始，起初”，与later（后来）相对。短语at the beginning (of)指开始的时间或地点。

2018年秋牛津译林版八年级上Unit5集体备课教案(表格式)

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。

牛津译林英语八年级上册unit5Task(共28张PPT)

Because they like to move around slowly in the daytime.
4. Do bears always hurt people?
No, they seldom hurt people.
5. What danger are bears facing?
Many hunters catch bears for their fur and paws.
All I wanna be, Ohhh all I wanna be Ohhh all I wanna be Is everything Everything I want Everything I want Ohh oh everything I want
8A Unit 5
Wild animals
As warm as the sun, as silly as fun As cool as a tree, as scary as the sea As hot as fire, cold as ice Sweet as sugar and everything nice As old as time, as straight as a line As royal as a queen, as buzzed as a bee Stealth as a tiger, smooth as a glide Pure as a melody, pure as I wanna be
Enjoy an English song, “Everything at once”
As sly as a fox, as strong as an ox As fast as a hare, as brave as a bear As free as a bird, as neat as a word As quiet as a mouse, as big as a house All I wanna be, All I wanna be, Ohhh all I wanna be Is everything As mean as a wolf, as sharp as a tooth As deep as a bite, as dark as the night As sweet as a song, as right as a wrong As long as a road, as ugly as a toad As pretty as a picture hanging from a fixture Strong like a family, strong as I wanna be Bright as day, as light as play As hard as nails, as grand as a whale

八年级英语上册 Unit 5 Wild animals Task教案 (新版)牛津版

Ability
can walk upright; good at swimming and climbing trees
Danger
hunters hunt them for their fur and paws; no bears in8
Summary
Making a summary. Tell the students that wild animals are our friends. We must do something to protect them.
作业
a. Write about a kind of endangered animals.
难点
To learn to express one’s own opinion about animals in danger
具体环节
教学活动
二次备课
STEP 1 Introducing our animals
Introduce our friends---animals.
Get 2-3 students to introduce the animals we have already learned.
STEP 2 Describing the animals
Describing the animals. Show more pictures of different kinds of animals and invite the students to describe them (Mainly about appearance, encourage the students to include as much information as possible.).

江苏新教材牛津英语八年级上 Unit 5 Wild animalsTask

Elephants are very friendly towards each
other and towards their neighbors. Normally,
they live in a group called a herd for many
years. Each herd is led by an old female
Sample Writing
Elephants are very big and strong. They are
grey and have long trunks and tusks.
Elephants have poor eyesight, but very good hearing and smell. They can lift heavy things and break down branches with their trunks.
Fill in the blanks.
Appearance Big and heavy, large body, /looks _________________ legs, large short and strong _____ , short _____ paws tail Food Most eat meat and fish, some _________________ Abilities also eat plants and insects Can ________________, good run very fast climbing and swimming at _______________________
Can you understand Simon’s report? In which paragraph can you find the following contents ?

牛津译林版英语八上8aunit5task

Danger fur and paws
活取熊胆，最早由朝鲜发明，上世纪80年代传入中国，目前中国还有近万只熊每天生产胆汁，这些熊被终身囚禁在铁笼中，腹部留着永不愈合的伤口。伤口上面长期插着一根金属管，方便随时抽取胆汁，黑熊因为伤口裸露在外，永不痊愈，所以经常感染。每头熊都被套上铁马夹，一天被抽取2-4次，最少30毫升，最多200毫升，为了增加胆汁的流出量，熊场会用特制的针管抽扎进胆囊取胆汁，每到这个时候，被抽取胆汁的熊都会疼得惨嚎，把自己的腹部抓得血肉模糊。有些熊因为无法忍受抽胆的痛苦，精神错乱，还有熊还会作出自杀行为，把自己的肝肠内脏都拉扯出来！为了防止这样的行为发生，就发明了铁马甲，不让它们自杀！其实熊胆并不是什么神丹妙药，它的药用价值也是被所谓的"专家"夸大了！致使误导广大消费者去大量使用熊胆制品！熊胆汁对于人体只能起到很普通的清热解毒的功效，这是很多中草药都可以代替得到的！
Tigers are big and strong. They have bright eyes and orange fur with dark stripes.
1 老虎既大又强壮，他们有明亮的眼睛，有深色条纹的橙色皮毛。 2 他们能跑很快但是只能持续一会。
They can run fast but only for a short while.
Abilities
can run very fast, good at climbing and swimming
move around slowly in the Qualities daytime, sleep through the winter, seldom hurt people
hunters catch them for their

译林版英语八年级上册Unit5教案

备课日期2021 年教学课题八上Unit 5 Wild animals课时安排1 11月18日Comic strip & Welcome to the unit7教学目标1. To introduce the topic of the unit and help the students focus on ‘Wild animals’.2. To learn more about wild animals and express their preference.重点1. no way, have pity on, in fact2. They may become dishes on the table any time.3. Could you please not eat them?4. I may die without them.难点To talk about their favourite animals.教学过程设计集体备课二次备课Step 1 Lead in1. Show a picture of a tiger and ask:What’s this animal? What does it often eat? Where does it live?It is the king of the forest. It looks like a cat but big than a cat.It has yellow fur with black stripes.2. There are many wild animals in the world.( Bb: wild)3. Where do people usually see wild animals?What animals can we see there?Step 2 Presentation1. Show more pictures of wild animals.Ask the students to give the names of the animals and then encourage them to speak out what they know about the animals, focusing on the appearance and something special about it.2. Finish P57 AStep 3 Guessing gameTeacher: Wild animals are our friends. It is important to protect wild animals. Let’s check how much you know about wild animals. Do you know them?Play a guessing game.Write the names on pieces of papers and then invite some of the more able students to choose and say something of the animals The other students should listen carefully and guess what animal it is.1. Bear: I am strong. Sometimes, I eat people. But if I find the people died, I don’t eat them. Who am I?2. Zebra: I’m like a horse, with black and white lines on my body. Who am I?3. Squirrel: I have a long and soft tail. I live in the tree. Who am I? To make it easier, ask the students to use the firstperson.4. Giant Panda: I have black eyes and four black paws. I like eating bamboo shoots. I am very lovely. Who am I？5. Dolphin: I like swimming. I can do different kinds of swimming shows. Many people bring their children to watch my shows. Who am I?6. Tiger: I am the king of the animals. I look like a cat but I’m bigger than a ca t. Usually, I have yellow fur and black stripes. Who am I?Step 4 PracticeP57 B1. T: Millie and her classmates are talking about their favourite wild animals. Let’s listen to their conversation and find their favourite wild animals.Simon Kitty Peter & Millie2. Play the tape again and let Ss read.3. Get the students to read the dialogue together or in roles.4. Ask the students to talk about their favourite (or they like best/least) wild animals. If possible, encourage them to mention some simple reasons.Step 5 Getting to know about wild animalsMan is now having the same problem too. Many animals share the same homeland with us. However, man has taken their food and their homes away. Ask, ‘Do you think we should do something to help?’ (Yes.)Wild animals are our friends. It is important to protect wild animals.(Write the sentence on the board then get the students to read it aloud.)‘Let’s check how much you know about wild animals. Do you know them?’ Show the pictures of the animals.Ask the students to give the names of the animals and then encourage them to speak out what they know about the animals, focusing on the appearance and something special about it.Step 6 Comic stripT: Is Hobo a wild animal?1. Present the pictures of the comic and let Ss guess what they say.2. Listen to their conversation and answer the following questions.Would Eddie like to live in the wild? Why or why not?3. Get the students to focus on possible actions and possible results of the dialogue. Then get them to finish the following exercises. Ask the students to talk about their favourite (or they like best/least) wildanimals课后作业Find more information about wild animals and finish the exercises. Recite the two dialogues.教学反思唤起学生以往学过的动物名称的回忆，复习一下，适当可以扩大一下范围。

牛津译林英语八年级上册unit5 Task

Introduction
Main Paragraph 1 Main Paragraph 2
Conclusion
Rewriting
Problems
Sadly, bears are facing some serious problems. Hunters like to catch them for fur and paws. That’s because not only some expensive clothes are made of their fur but also their paws can be made into a dish.
Main body Problems
Action Conclusion Conclusion?
Rewriting
Bears are in danger
Bears are very lovely wild animals. But they are not as happy as before and they are facing many problems. we need to help them.
Food
Most bears eat meat and fish, but some also eat plants and insects.
Abilities
Bears caInsruint vaerypfeasrtf. Tehcety arreepgooordta?t climbing and
swimming.
They have a big and heavy body, short and strong legs, sharp paws and a short tail.

牛津译林版英语八年级上册 8A Unit5 Task

are (3) shor. t
Looks
Most bears eat meat and (4) fish , but some also eat
plants and Bears can (6)
(5) insects . run very fast
Food
. They are good at
(7) climbing and (8) swimming . Abilities
big fire. 固定搭配：a weather report 天气报告
an accident report 事故报告
(v.)报告，通报；(n.)reporter 记者我要把你的情况报告给老师。 I'll_r_e_p_o_r_tyou to the teacher.
2.Bears move around slowly in the daytime. move (vi.&vt.) 移动，活动，搬迁不要在房间走来走去。你父亲在睡觉。 Don't_m_o_v_e _a_ro_u_n_d_the room. Your father is sleeping. 固定搭配：move to sp.搬往某地
Learning aims
揭标引学
1. 学习并掌握能用来描写动物外貌、能力、性格、所面临的危险以及如何保护动物的词组和句子。
2. 能从五个方面写一篇关于 ‘Animals are in danger’的文章。 3. 通过讨论有关野生动物所处困境及其濒临灭绝等问题，人类应该保护自然，保护动物。
错题回顾
most eat meat and fish, some also eat plants and insects can run very fast; good at climbing and swimming

译林版八年级英语上册：Unit 5 Wild Animals Main task教案

3____
drinkmum’s milk
eat bamboo shoots and leaves
4____
There are only about a thousand giant pandas in the
world because their living பைடு நூலகம்reas are becoming
farmland.
3.To produce a particular text-type for an audience using a given model.
能力目标
To produce a particular text-type for an audience using a given model.
情感目标
How can we write a report on an animal in danger?
Paragraph 1 — Appearance Paragraph 2 — Ability
Paragraph 3 — Character Paragraph 4 — Food
Paragraph 5 — Danger
To present an article about an animal
教学重点
Express opinions about animals in danger and how to write a report correctly
教学难点
Express opinions about animals in danger and how to write a report correctly
Spend a lot of time d rinking their mums’ milk, at a time,

牛津译林版八年级英语上册Unit 5 Task 示范公开课教学课件

Para. 4
Are bears dangerous to humans? Why?
What do bears do in the daytime?
What do bears do in winter?
Do all bears sleep through the winter?
While-writing
Para. 3
Which one do you prefer? Why?Do you know other ways to express abilities?
Bears can run very fast. They are good at climbing and swimming.
Bears can run very fast. They can climb and swim well.
Warming-up
Pre-writing
While-writing
Post-writing
Summary
Watch and answer
How many wild animals does the video talk about? What are they?
Five. They are a tiger, an elephant, a giraffe,a spider and a hippo.
Write
While-writing
Post-writing
Summary
Pre-writing
Write your own report about an animal in danger.
… in danger!
Revision
Warming-up

牛津译林版八年级英语上册Unit5 task课件(共17张PPT)

Bears
Looks big and heavy; large body; short and strong legs; large paws ;short tail
Food
most eat meat and fish; some also eat plants and insects
Abilities
and _p__a_w_s_. We should take action to stop this.
Otherwise ,there may be no bears left in the world. ______________________ ___________.
How can we write a report on an animal in danger? Paragraph 1 — looks
pandas _d_i_e_ when they are very y__o_u_n_g_.Also, giant
• Most bears eat meat and _f_is_h__, but some also eat plants and _i_n_s_e_c_ts_
• Bears can r_u__n_v__e_r_y_f_a_s_t_.They are good at _c_l_im__b__in_g___ and _s_w__im__m__i_n_g_
Most bears eat meat and fish, but some also eat plants and insects. 12.我们应该采取行动阻止这个行动。 We should take action to stop this. 13.否则，世界上将没有熊剩下了。 Otherwise, there may be no bears left in the world.

牛津英语 Unit5 Let's celebrate!导学案task

People inChinacelebrate it
Enjoy the full moon
Tell the story of Chang’e
Dear Wendy
_________________________________________________________________
__________________________________________________________________
二、Wendy想了解中国人是如何过中秋节的，根据下列写作提纲，请你帮Millie写封信告诉她，不少于5句。
How do people celebrate it
What is Mid-Autumn Festival?
Have a big dinner
In September or October
Eat moon cakes
__________________________________________________________________
__________________________________________________________________
Would you like to come here for the next Mid-Autumn Festival? Please write to me soon!
课题
Unit 5 Let’s celebrate Task
学习目标
知识目标
掌握一些生词和重点短语
能力目标
1.能写作有关节日及其庆祝方式的短文。
2.学习制作写作计划
情感目标
学习重点
写出自己喜欢的节日。

牛津译林版八年级英语上册unit5reading教学设计

八年级学生经过前两年的英语学习，已经具备了一定的英语基础，但在阅读方面，仍存在一些问题。大部分学生能够理解简单的故事和文章，但在处理较长、难度较大的文章时，往往出现阅读速度慢、理解不准确的现象。此外，学生在词汇量、语法知识、阅读策略等方面也存在一定的不足。
针对这些问题，本节课将从以下几个方面进行教学设计：
3.鼓励学生在完成作业的过程中，积极与家长、同学交流，分享学习心得。
4.教师在批改作业时，要关注学生的个体差异，给予针对性的评价和建议，帮助学生不断提高。
2.分阶段教学：将阅读教学分为阅读前、阅读中和阅读后三个阶段，循序渐进地引导学生学习。
-阅读前：引导学生预测文章内容，培养阅读兴趣；
-阅读中：指导学生运用不同的阅读策略，提高阅读理解能力；
-阅读后：组织学生进行讨论和实践活动，巩固所学知识。
3.任务型教学：设计多样化的课堂活动，如小组讨论、角色扮演等，让学生在实践中运用所学知识。
3.培养学生热爱家乡、热爱祖国的情感，增强民族自豪感。
4.培养学生尊重不同文化，树立跨文化交际意识。
教学设计具体内容：
1.导入：通过展示世界各地的名胜古迹图片，引导学生预测本节课将要学习的内容。
2.阅读前：引导学生运用预测策略，预测文章内容。
3.阅读中：引导学生扫读文章，验证预测结果；然后进行细读，理解文章细节。
7.关注个体差异：针对不同学生的学习需求，提供个性化的指导，使每个学生都能在课堂上获得成长。
四、教学内容与过程
（一）导入新课
1.教学活动设计
-展示世界各地的名胜古迹图片，引导学生关注并预测本节课将要学习的内容。
-提问：“Do you know any famous places in the world?”，鼓励学生分享自己了解的名胜古迹。

牛津译林版英语八上练习：unit5前置性学习指导及课堂检测

8A Unit5 Wild animals（Comic strip and Welcome to the unit）二、学习目标：1. 能够掌握一些野生动物的词汇。

2. 培养爱护野生动物的情感。

三、教材导学：（一）、认真预习Eddie和Hobo的对话及第57页内容，翻译下列短语1.in the wild ________________2. become dishes on the table _______________________3. No way4. have pity on them ___________5.die without them6. in fact7. wild animals 8.最喜欢猴子9. 给野生动物做个测试10.动物世界之王(二)、预习漫画，思考问题1. Would Eddie like to live in the wild? Why or why not?2. Will Eddie eat the wild animals ? Why or why not?(三)、猜一猜是哪一种动物1. It has a long, soft tail and lives in the trees. It can climb trees quickly. ___________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.____________5. It lives in Australia and it has a long strong tail and has strong legs. There is a useful bag for its baby. ______________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 has no legs. Some of them are poisonous enough to kill people. ______________9. We can get meat from them. It likes sleeping very much. ____________10. It’s small. It is afraid of cats because cats like eating them for a nice meal._____________11. It is very clever. Its favorite food is banana. _____________12. It’s a useful animal for people. When the stranger comes, it’ll bark._____________课堂检测一、根据提示，写出单词。

牛津译林版八年级英语上册-Unit-5-Wild-animals-Grammar教案

Teaching Procedures
Designing aims
Step1: Lead in
Show some pictures of giant pandas and ask students the questions below:
Why do people call the panda “Xi Wang”
3. Explain how to use“to-infinitives”.
T:We often use to-infinitives after these verbs.agree,choose,decide,hope,learn,plan,prepare,want,like,start,begin,fail,wish,try,remember,forget.
Step3: Presentation(Part B)
1.T: Boys and girls, do you think the zoo is an interesting place Do you want to visit it If you want to go on a trip to the zoo, it's necessary for you to think about these things before the trip.
2. Finish a dialogue.
Please talk about Mr Yang’s plan with your classmates usingthe following conversation as a model, paying attention to using correct form of the verbs.
ing “may + verb” and “verb + to-infinitives” to talk about the rules in the zoo.

牛津译林版八年级上册Unit5Wildanimals

Unit5 Wild animals Grammar导学案1.Bees always come back the same way as the went.解析：the same as“与···同样”，中间可加不同的名词以表示各个方面的词。

the same size asthe same age asthe same color asthe same area asWe repaired the machine in the same way as he did.John is about the same age as Tom.拓展：be different from2.They always save some food before winter comes.解析：save v.“储存”，save food; save money拓展：1. save v.“救，拯救”，save one’s lifeHe risks his life to save the child.2. save v.“节约，节省”，save water3.用may表示可能性解析：may是情态动词，在句中不能单独作谓语，后面需接动词原型。

Mary may know the answer to the question.拓展：A. must, can 和could也表示可能性B. may也可以表示“请求”，但比can更正式，更客气和更恭敬。

提醒：表示可能性的单词，语气由强到弱：Must-can-could-may-might练习：1. —How nice the building is! What is it for?—It a hotel. But I am not sure.A.m ust beB. have to beC. may beD. can be2. —I ask you a question? —sureA. MayB. WouldC. DoD. Must4.动词不定式的用法解析：1. to+动词原型；not to+动词原型2. 用法：A. 作主语B．作宾语：want, like, help, try, start, begin, forget, remember, learn, decide, agree, plan, choose, tell, prepareC. 作定语：I have many things to do.She had no paper to write on.D. 作表语。