牛津初二英语8A第4单元辅导教案
【范文】《牛津初中英语》8A Unit 4 Wild animals 教案
《牛津初中英语》8A Unit 4 Wildanimals 教案《牛津初中英语》8AUnit4wildanimals教案comicstrip&welcometotheunit一、教学目标了解对话内容，掌握重点词组及初步了解if句型的用法2.熟悉学习更多有关野生动物的词语二、教学重难点学生讨论表达对动物的喜好三、教学流程Step1comicstripHoboandEddiehaveanewproblemnow.Listentothetapeandan swerthefollowingquestions.whatdoesHobowanttodo?2IsEddiewillingtosharehisfood?Languagepoints:lookdelicioustalkto/withsblookafter/takecareofAskstudentstopayattentionto‘if’clausesStep2VocabulariesAskstudentstolookatthepicturesandlearnnewwordsabout wildanimals.beardolphingiantpandakangaroosquirreltigerStep3GuessinggamesLetstudentsplayaguessinggame.onestudentdescribesand theotherguess‘whatanimalisit?’Step4makeasurveypletethesurveyformonP59 Step5DiscussionA:whichanimaldoyoulikebest?B:Ilike……best.A:why？B:Becausetheyare…...A:whichanimaldoyoulikeleast?B:Ilike……least.A:why?B:Becausetheyare…...Step6HomeworkRememberallthewordsaboutwildanimalsandtrytodescribe them.教后记：《牛津初中英语》8AUnit4wildanimalsReading1一教学目标.知识目标.)知识并运用本课时的四会单词。
牛津英语8AUnit4教案
8A Unit 4全部教案Warm-up activities1 Create an interest in the issue of sharing the limited natural resources. Depending on the general interest of the class, choose one of the following situations:* A group of students are stranded on an island. There is not enough food available for everyoneto survive.* Astronauts are stranded in space. They do not have enough oxygen for everyone to survive.2 Make a list of people involved in the situation, a list of the resources available (e.g., food, oxygen, water, etc.) and a list of how long everyone is able to survive. Ss have to decide whether they stay alive together sharing what they have or they are going to occupy all the resources for their own survival.3 Ss study the pictures and read the conversation first on their own, then in pairs. Ask two more able students to role-play the conversation.Presentation1 Ss complete Part A. Encourage them to do the task without any pre-teaching of keywords. Check answers orally with the whole class.2 Divide Ss into pairs and ask them to do the survey in Part B13 Encourage them to discuss in pairs why they like or do not like the animals. Ask them to write down their ideas.Language pointsLook delicious, If you eat my food, I won’t talk to you., no one, in danger, a report on giant pandasHomework1 Learn the language points by heart.2 一课三练P.433 Preview the Reading Part.Revision1 Review key vocabulary according to the general ability of the class. Presentation (Reading A)1 On the Bb, write the following list of sentences on the Bb:* Xi Wang is the name of a baby giant panda.* Baby giant panda s are very small when they were born.* They grow very quickly.* Xi Wang has to find her own food when she is 20 months old.* Hunters kill giant pandas and sell their fur.2 Divide the class into three groups and allocate one part to each group. While students skim the text on their own, ask them to underline the words they do not know. Then go through the words students have underlined. Ask students to explain briefly how they know that the sentences on the Bb are true by identifying and listing key facts in the text.Presentation (Reading B& C)1 Ask Ss to draw a parallel between the growth of the baby giant panda and a human baby. Askif they know what happens to people while they grow up. Write the following words/phrases onthe Bb.Adult old person teenager baby middle-aged personYoung adult child toddlerDraw a timeline and encourage Ss to come forward and write each word at the correct point onthe timeline. Ask them to draw a more creative growth chart.2 Ask students to do a birth chart of themselves. Tell them to add their photos to the chart.Presentation (Reading D)1 Revise the words listed in the box in Part D.2 Ask students to complete Part D. Then ask some Ss to read the sentences aloud to check theirchoice of words.3 If they show interest, ask them to practice the text for a presentation for 2-3 minutes.Presentation (Reading E)1 Ask Ss to read the conversation in Part E in pairs to check if there are any words they do notknow. Then ask Ss to complete the sentences individually.2 Ask six Ss to read the conversation while the rest of the class check their answers.Language points (Part A)The story of Xi Wang, only 10 days old, it means…, was born, weigh just 100 grams, at fourmonths, for the first time, eight months later, not…any more, grow into, at the very beginnin up to 14 hours a day, bamboo shoots, have to look after herself, have another baby, It is adj. (forsb.) to do, some of the problems, kill it for its fur, nowhere to live, on their own, need help, indanger, take the following actions to do, protect giant pandas, make giant panda reserves bigger,encourage sb. to do, there will beLanguage points (Part B& C)Keep sb./sth. Safe from danger, large areas of land with trees, special areas for wild animals, stayaliveHomework1 Learn the language points by heart.2 一课三练P.44-453 Preview the V ocabulary Part.Presentation （Vocabulary）1 Creat an interest in animals. Try to extend the context by asking Ss if they would like to adoptan animal and , if they do, which one they would choose.2Use the task to check Ss’knowledge of name of animals. Ask Ss to guess the namesindividually first and then compare with a partner.3 Check answers with the whole class. Read all the words under the pictures and ask Ss to givedefinitions.Language points。
牛津英语8A Unit4教案
8A Unit 4全部教案Warm-up activities1 Create an interest in the issue of sharing the limited natural resources. Depending on the general interest of the class, choose one of the following situations:* A group of students are stranded on an island. There is not enough food available for everyone to survive.* Astronauts are stranded in space. They do not have enough oxygen for everyone to survive.2 Make a list of people involved in the situation, a list of the resources available ., food, oxygen, water, etc.) and a list of how long everyone is able to survive. Ss have to decide whether they stay alive together sharing what they have or they are going to occupy all the resources for their own survival.3 Ss study the pictures and read the conversation first on their own, then in pairs. Ask two more able students to role-play the conversation.Presentation1 Ss complete Part A. Encourage them to do the task without any pre-teaching of keywords. Check answers orally with thewhole class.2 Divide Ss into pairs and ask them to do the survey in Part B13 Encourage them to discuss in pairs why they like or do not like the animals. Ask them to write down their ideas. Language pointsLook delicious, If you eat my food, I won’t talk to you., no one, in danger, a report on giant pandasHomework1 Learn the language points by heart.2 一课三练3 Preview the Reading Part.?Revision1 Review key vocabulary according to the general ability of the class. Presentation (Reading A)1 On the Bb, write the following list of sentences on the Bb: * Xi Wang is the name of a baby giant panda.* Baby giant panda s are very small when they were born.* They grow very quickly.* Xi Wang has to find her own food when she is 20 months old. * Hunters kill giant pandas and sell their fur.2 Divide the class into three groups and allocate one part to each group. While students skim the text on their own, ask them to underline the words they do not know. Then go through the words students have underlined. Ask students to explain briefly how they know that the sentences on the Bb are true by identifying and listing key facts in the text. Presentation (Reading B& C)1 Ask Ss to draw a parallel between the growth of the baby giant panda and a human baby. Ask if they know what happens to people while they grow up. Write the following words/phrases on the Bb.Adult old person teenager baby middle-aged personYoung adult child toddlerDraw a timeline and encourage Ss to come forward and write each word at the correct point on the timeline. Ask them to drawa more creative growth chart.2 Ask students to do a birth chart of themselves. Tell them to add their photos to the chart.Presentation (Reading D)1 Revise the words listed in the box in Part D.2 Ask students to complete Part D. Then ask some Ss to read the sentences aloud to check their choice of words.3 If they show interest, ask them to practice the text for a presentation for 2-3 minutes.Presentation (Reading E)1 Ask Ss to read the conversation in Part E in pairs to check if there are any words they do not know. Then ask Ss to complete the sentences individually.2 Ask six Ss to read the conversation while the rest of the class check their answers.Language points (Part A)The story of Xi Wang, only 10 days old, it me ans…, was born, weigh just 100 grams, at four months, for the first time, eight months later, not…any more, grow into, at the very beginning, up to 14 hours a day, bamboo shoots, have to look after herself, have another baby, It is adj. (for sb.) to do, some of the problems, kill it for its fur, nowhere to live, on their own, need help, in danger, take the following actions to do, protectgiant pandas, make giant panda reserves bigger, encourage sb. to do, there will beLanguage points (Part B& C)Keep sb./sth. Safe from danger, large areas of land with trees, special areas for wild animals, stay aliveHomework1 Learn the language points by heart.2 一课三练3 Preview the Vocabulary Part.?Presentation （Vocabulary）1 Creat an interest in animals. Try to extend the context by asking Ss if they would like to adopt an animal and , if they do, which one they would choose.2Use the task to check Ss’ knowledge of name of animals. Ask Ss to guess the names individually first and then compare witha partner.3 Check answers with the whole class. Read all the words under the pictures and ask Ss to give definitions.Language pointsPolar bear---North Pole, wolf----wolvesHomework1 Learn the language points by heart.2 一课三练3 Preview the Grammar Part.?Presentation （Grammar Part A）1 Try to elicit the conditional structure by asking questions such as What will happen if you come to school lats What will happen if you break your favourite toy Try to think of sentences which reflect Ss’ own experience. Wr ite the most interesting answers on the Bb. Ask Ss to include the “If”-clause as well. Read all the sentences again and ask more able Ss to elicit the rule.2 Write some more open “If”-clauses on the Bb and ask Ss to finish the sentences with their own ideas. Help Ss reformulate their ideas into correct sentences and write them on the Bb.3 Ask Ss to match the sentences on their own and then compare answers with a partner. Invite a more able student to read the sentences aloud for the rest of the class to check answers.4 For Part A2, Ask Ss to complete the sentences on their own and then compare answers with a partner. Check answers with the whole class.5 Ask Ss to complete “Work out the rule” at the bottom of page 61.Presentation （Grammar Part B）1 Ask Ss to read through the rules and the sample sentences on their own. Then check understanding by asking them to think of other examples.2 Write several “If”-clauses on the Bb and ask more able Ss to complete them with their own ideas. Remind them to write about repeated and predictable situations instead of possible results.3 Explain the context of Part B1. Revise the words in the box.4 Ask students to complete the sentences individually.5 Ask Ss to read the conversation with a partner checking the accuracy of their sentences. Then check answers with the class.Presentation （Grammar Part B2）1 Try to creat interest in learning interesting things aboutwild animals. Tell them that Amy’s report introduces new information about tigers and wolves.2 Explain the context of writing a report. Revise the structure of conditional sentences.3 Ask Ss to read the report on their own to make sure that there are no unfamiliar words. Then Ss complete the sentences individually and compare them with a partner. Check answers with the whole class.Language pointsGrow more bamboo, run the other way, go to North Africa, walk through a rainforest, learn a lot about wild animals, arrive at noon, see the feeding of animals, get enough information for my class report, attack people, spit poison, step on them, male wolvesHomework1 Learn the language points by heart.2 一课三练3 Preview the Integrated skills Part.?Presentation （Integrated skills A）1 Invite students to talk about what they like about tigers and wolves. Brainstorm any information and general knowledge about the two animals.2 Ask Ss to study the two fact files in pairs. Check the meaning of some of the words.3 Help Ss focus on the general context by asking general questions they may be able to answer while listening for the first time. Write them on the Bb:* What is the name of the largest living cat* What is Millie’s favourite animalPlay the recording. Students listen carefully for keywords to answer the questions.4 Play the recording for again and ask students to find out the missing facts in the fact sheets. Play the tape for the third time for Ss to check the answers.5 Ask Ss to read the letter in pairs and discuss any words they do not understand. Complete the letter without looking at the fact sheetson page 64. Then ask them to look at the fact sheets to check the answers and make corrections if necessary.6 Ask more able Ss to read aloud the letter.Presentation （Integrated skills B）1 Ask students to practice the conversation in pairs and then change roles. Identify any words or phrases they do not know.2 Ask students to create their own conversation using information from the fact sheets.Language pointsLive as a family, good at hunting other animals, make medicine, friendly towards each other, loss of living areas, make medicine from their bones, buy clothes made of animal fur, look lovely on me, lose one’s life, someone else, Homework1 Learn the language points by heart.2 一课三练3 Preview the Pronunciation, Main task & Check out Part. ?Presentation （Pronunciation）1 Remind Ss of communicative purpose of conditional sentences.2 Play the recording for Part A and ask Ss to listen carefully.Ss imitating the rising and falling voice patterns.3 Ask students to read Simon’s pres entation with correct the rising and falling voices.4 Ask students to read Millie’s presentation in Part B quietly on their own. Play the recording . Ask Ss to listen carefully and mark where Millie’s voice rises and falls with the correct arrows.5 Tell students to read them again, and answer the ‘Wh-‘questions. Students work in pairs.Language points （Pronunciation）Peaceful animals, live in family groups, continue to build roads, have suitable homes, make new farmland, make a lot of money, sell eleph ants’ tusks, train them,Presentation（Main task）1 Talk to Ss about the purpose of writing reports. Elicit from the different reports. Explain that in reports, we do not normally say ‘I feel…’ or ‘I like…’ and do not include personal comments.2 Read the title of the report in Part A. Create an interest in the topic by asking what they have learnt about giant pandain this unit.3 Ask students to skim through the report quickly and give each paragraph.4 Ss complete Simon’s report in Part C on their own. A sk more able Ss to read it aloud to check the answers.Language points （Main task）Spend a lot of time drinking their mums’ milk, at a time, get smaller and smaller, become farmlands, keep taking the land, what action can the club take Sharp paws, walk upright Presentation （Checkout）1 Set a time limit for reading the sentences in Part A and for filling the blanks. Ask Ss to complete the task on their own.2 Ask students to Proceed to Part B after completing Part A.3 Ss complete Part B on their own and then compare answers in pairs.Language points （Checkout）Climbing, what about playing football, a friend like Alan, answer questions correctlyHomework1 Learn the language points by heart.2 一课三练3 Preview the Unit 5。
牛津8AUnit4教案(完整资料).doc
Step two- Presentation
1.Show them some tools and introduce thewords.
2.Finish the exercise in the text book and check answers.
nguage points.
7.Listen to a dialogue again and answer the three questions.
8.Let the students read and give some explanations.
9.Make a similar dialogue and act it out.
Teaching focus
To describe some tools and how to use them correctly.
Difficult points
Some difficult language points such as, instead& instead of, you’d better (not) do and so on.
((2)look at the picture again, and discuss:
Do you think Suzy’s cousin is good at DIY?
S: No, he isn’t. He caused a lot of problems when he did things himself.
I’ll show you a form to help you.Discuss with your partners.
英语牛津译林八上Unit4教案(全单元教案)
英语牛津译林八上Unit 4：教案（全单元教案）《牛津初中英语》8A Unit 4 Wild animalsComic strip& Welcome to the unit一、教学目标1 了解对话内容，掌握重点词组及初步了解if句型的用法2. 熟悉学习更多有关野生动物的词语二、教学重难点学生讨论表达对动物的喜好三、教学流程Step1 Comic stripHobo and Eddie have a new problem now. Listen to the tape and answer the following questions.1 What does Hobo want to do?2 Is Eddie willing to share his food?Language points:look delicioustalk to/with sblook after/ take care ofAsk students to pay attention to‘if’clauses Step2 VocabulariesAsk students to look at the pictures and learn new words about wild animals.bear dolphin giant panda kangaroo squirrel tigerStep3 Guessing gamesLet students paly a guessing gane to engage them.One student describes and the other guess ‘What animal is it?’Step 4 Make a surveyAsk stuents to work in pairs. Complete the survey form on P59Step5 DiscussionA: Which animal do you like best?B: I like ……best.A: Why？B: Because they are …...A: Which animal do you like least?B: I like…… least.A: Why?B: Because they are …...Step 6 HomeworkRemember all the words about wild animals and try to describe them.《牛津初中英语》8A Unit 4 Wild animalsReading1一教学目标1.知识目标1.)知识并运用本课时的四会单词。
牛津译林版8AUnit4(1-4课时)教学案
Unit 4 Do it yourselfPeriod 1 Welcome to the unit【学习目标】1. 学会常用工具的名称2. 学会用英语DIY的话题展开对话【学习重、难点】1. 学会常用的工具名并掌握本课时的重点句型【课前预习】1. 这里有清楚的说明_____________________2. 先读它们__________________________3. 下一步是什么？_______________________4. 你最好拿一些工具__________________5. 上面写着：“自己动手做” _____________6. 在年轻人当中很流行________________7. 准确地讲，DIY是什么？ _______________________8. 代表_____________________9. 自己装饰事物而不要付钱让别人来做_______________________10. 做一些纸玫瑰________________________ 11. 听起来很可爱____________________ 12. 一副剪刀____________________________ 13. 喜欢做一些新的东西_____________ 【课堂导学】Step 1: Lead- inThere’s something wrong with my computer. I am going to fix it today. I’m going to do some DIY work. Do you know what DIY stands for?Step 2: ListeningLook at the pictures. Hobo has some work to do today. Do you think Eddie will help him?Listen to the tape and answer the questions1.What’s Hobo going to do?2.What should Hobo do first?3.What does Hobo probably need?Step 3: Activities1.repeat the dialogue2.read in pairs and act out the dialogueStep 4: presentation1. Hobo has to build his new house on his own. He needs some tools. What tools do you think he needs?2. Put the words in the correct boxes.3. Do you know what these tools are used for?Step 5: activities1. listen to them and tell me what Suzy is going to do today.2. practise the dialogue in groupsStep 6: Homework1. recite the dialogue2. finish the exercises【课堂检测】一、根据句意，首字母或汉语提示完成单词。
《牛津初中英语》8A__Unit_4_Wild_animals教案新部编本(2)
精选教课教课设计设计| Excellent teaching plan教师学科教课设计[ 20–20学年度第__学期]任教课科： _____________任教年级： _____________任教老师： _____________xx市实验学校《牛津初中英》 8A Unit 4 Wild animalsComic strip& Welcome to the unit一、教课目1 认识内容，掌握要点及初步认识if 句型的用法2.熟习学更多相关野生物的二、教课重点学生表达物的爱好三、教课流程Step1 Comic stripHobo and Eddie have a new problem now. Listen to the tape and answer the following questions.1 What does Hobo want to do?2 Is Eddie willing to share his food?Language points:look delicioustalk to/with sblook after/ take care ofAsk students to pay attention to ‘ if ’ clausesStep2 VocabulariesAsk students to look at the pictures and learn new words about wild animals. bear dolphin giant panda kangaroo squirrel tigerStep3 Guessing gamesLet students paly a guessing gane to engage them.One student describes and th e other guess ‘ Whatanimal is it? ’Step 4 Make a surveyAsk stuents to work in pairs. Complete the survey form on P59Step5 DiscussionA:Which animal do you like best?B:I like ⋯⋯best.A:Why？B:Because they are ⋯ ...A:Which animal do you like least?B:I like ⋯⋯ least.A: Why?B:Because they are ⋯ ...Step 6 HomeworkRemember all the words about wild animals and try to describe them.《牛津初中英》 8A Unit 4 Wild animals Reading1 一教课目1.知目1.)知并运用本的四会。
牛津译林版8A unit4 integrated skills 教案
集 体 备 课
二 次 备 课
Step 1 New words
Show pictures to teach new words.
What fruit do you know?
What other food do you know?
What cooking tools do you often use to make food?
Step 7 Homework
Try tomake a kind offood.
Rememberall the things we need to make food.
根据句意及提示完成单词
1.I can’t tell you. It’s a s.
2.Pupils should know how to scommonly used words.
3.There is a s________in a salad bowl.
4.I bought some fruits. Please wash them c__________.
5.Cut the fruits into small p_________.
6.Can you help me blow up these(气球)?
2.addsth to sth
3.cut…into…
4.get sth ready
5.tipsfor sth/ doing sth
6.make sure
7.for example
Step 6 Speak up
Ask two questions,
Read the dialogue
Language points
At the end of the lesson, thestudentsimprove their listening skills and should learn how to make things.
牛津初中英语 8A Unit Four 教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校8A Unit4 Wild animalsPeriod OneTeaching content: Comic strips & Welcome to the unitTeaching goals:1.To introduce the topic and main task of th e unit. Help the students to focus on ‘Wild animals’2.To learn more about wild animals and then express their preference3.To think of ways to help the endangered animalsTeaching important & difficult points:1．Help the students to learn more about important words and phrases2．Help the students to learn more about wild animals and then express their preference 3．Help the students to think of ways to help the endangered animalsTeaching procedures:Step 1: Answering the questionTell the students that I have got a very difficult question to answer. And I would like to ask you to answer the question, too. Show the question on the board. And get the students to discuss about it.Get the students to talk about Question A first. (It may not be very difficult for the students to answer.) Then show the students Question B. Give the students a few minutes to discuss about the question. (For more able students, encourage them to speak out their questions, too. )Step 2: Listening and answeringTell the students that Eddie is now facing such a problem. Get the students to listen to the tape and then answer the following questions:1. Who has food? Eddie has food.2. Is he going to share his food with his master / e-dog?No, he isn’t going to share his food with Hobo.Step 3: Reading the dialogue together or in rolesGet the students to read the dialogue together or in roles. Ask the students to practice and remember the dialogue and then act it out.Step 4: Finishing the following exercisesGet the students to focus on possible actions and possible results of the dialogue. Then get them to finish the following exercises.Possible Actions Possible results1.If I don’t have food, I ___ (die).2.If I die, no one _________ (look) after you.3.If you eat my food, I _________ (not talk) to you.4.If Hobo doesn’t have food, he ____ (die).5.If Eddie dies, no one _________ (look) after Hobo.6.If Hobo eats Eddie’s food, Eddie __________ (not talk) to Hobo.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. As k, ‘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.PICTURES NAMES SOMETHING ABOUT ITkangaroo It only lives in Australia. It has strong back legs, so it can jump very fast. A mother kangaroo has a pocket in front for its baby.bear It usually has black or brown fur. It is strong. It likes eating fish and honey. However, it doesn’t eat dead things.giant panda It only lives in China. It has black and white fur. It eats bamboo shoots and leaves. We have very few of them in China.squirrelIt is very lovely. It has a long and soft tail. Itlives in the tree. It likes eating nut very much.dolphin It is a kind of friendly people in the water. It can play a lot of tricks in water. People come to the zoo to see its swimming show.tiger It is the king of the forest. It looks like a cat but big than a cat. It has yellow fur with black stripes.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: Play a guessing gamePlay 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 (To make it easier, ask the students to use the first person). The other students should listen carefully and guess what animal it is.Bear:I am strong. Sometimes, I eat people. But if I find the people died, I don’t eat them.Who am I?Kangaroo:I have a pocket. My baby sleeps in my pocket. Who am I?Squirrel: I have a long and soft tail. I live in the tree. Who am I?Giant Panda: I have black eyes and four black paws. I like eating bamboo shoots（竹笋）.Step 7: Talking the animal they like best/leastGet the students to talk the animal they like best/least. If possible, encourage them to mention some simple reasons.Step 8: HomeworkFind more information about wild animals and finish the exercises.8A Unit4 Wild animalsPeriod TwoTeaching content: Reading (I)Teaching goals: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 get to know the importance of animal protectingTeaching important & difficult points:1. Help the students to develop the ability to guess general meaning form context2. Help the students to get to know the problems that the giant pandas are facing and then start to think of way to protect the pandas3. Help the students to get to know the importance of animal protectingTeaching Procedures:STEP 1 Talking about the animalsGet 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 to choose and read about the animal and the others try to guess what animal it is.Guess what they are?1. They are large and heavy. They have thick fur. They like eating sweet food and fish If they are hungry, they also eat man.2.They are lovely and clever animals in the sea. They like swimming in groups. They are very friendly to people.3.They come from Australia. They jump with their babies in their special packets.4. They have yellow fur with black stripes. They are the kings of the forest.5. They are the biggest animals on land. They eat grass.6. They are small animals with big tails. They like climbing trees and eating nuts.7. They live in China. They like eating bamboo shoots and leaves very much.STEP 2 Teaching the words ‘hunter’, ‘survive’ and ‘reserve’As students come to ‘giant pandas’, get the students to talk about whatever they know about giant pandas. As they mention there are few giant pandas now, teach the words ‘hunter’, ‘survive’ and ‘reserve’.To arouse the students’ interest, get the students to guess how heavy giant pandas are at birth. The teacher can also give them some choices to choose from. (e.g. 2 jin, 500 grams, 100 grams and 1 kilogram)STEP 3 Telling the students the right answerTell 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 order.→→→→STEP 4 Listening to the first part of the passageTell the students, ‘Millie has f ou nd a report about giant pandas. Let’s read it and learn mor e aboutthe animal. But first let’s listen to the first part of the passage and answer the following questions.’STEP 5 Filling in the following tableSay ‘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.Ask ‘What did Xi Wang at different time?’ Get the students to read and find out.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.STEP 7 Reading and finding out the problemSay ‘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.STEP 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 giant pandas for their fur. AND SO ON.Get the students to finish Part D, Page 62. Check the answers.STEP 9 DiscussionDiscussion:A s a m i d d l e s c h o o l s t u d e n t,c a n y o u t h i n k o f s o m e g o o d i d e a s t o p r o t e c t p a n d a s? STEP 10 Homework:Read the passage and finish off the exercises in the books.8A Unit4 Wild animalsPeriod ThreeTeaching content: Reading (II)Teaching goals:1.To read the passage once again for more details2.To read the passage again and figure out how the writer organize the passage3.To r ead the passage and focus on the language points to improve the students’ fluency andaccuracy talking about giant pandas4.To d evelop students’ responsibilit y towards the endangered animalTeaching important & difficult points:1.Help the students to figure out how the writer organize the passage2.Help the students to learn the language points of the text3.To d evelop students’ responsibilit y towards the endangered animalTeaching Procedures:STEP 1 Reading the passage aloud togetherGet the students to read the passage aloud together. Invite them to finish the Part B, Check the answers. (This may offer the less able students another time to consolidate the new words.) STEP 2 Finishing off Part EAsk the students to finish off Part E, Page 62. Use this as a revision to help the students recall what they have learned last time.STEP 3 Working out the answersGet the students to read the passage together once again and then divide the class into groups of 4-5. Ask them to work out the an swer to the following question ‘How many parts are there in the passage.’Give the students enough time to talk about it. And then invite some of them to express their personal opinions. (Students should be encouraged to speak out what they think.)STEP 4 Finishing the following exercisesGet the student to talk about Part I. Invite them to talk about the growth of Xi Wang by finishing the following exercises:Then get the students to analyze the sentences: the when-clauses in each sentence give us a past time, so the main clauses use Simple Past Tense. (Students may come to the conclusion through observation.) Then get the student to underline 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.In this way, the teacher directs the students attention to the use of ‘to’-infinitives afte r ‘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 pa ndas to live on in the wild.’ ‘They are in 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 un derstand that we can use ‘be dangerous’ or ‘be in danger’ to talk about a similar situation.STEP 7 Finding 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 canshow the following before hand.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 think it is OK for some teachers to use ‘主将从现’ to make su mmary here. At least it may help the students to remember this phenomenon.)Explain the phrases here ‘kill…for…’, ‘cut down’, ‘have nowhere to live’ ‘find sb. adj’ and ‘take…away’.STEP 8 Talking about the actions people take to protect the pandasSay ‘If we do nothing, soon there will be no giant pandas in the world.’ and then get them to talk about the actions people take to protect the pandas. We must take the following actions to protect them. We can make giant panda reserves bigger. • We can build more reserves . • We can encourage farmers to leave the giant panda reservesDirect students’ attention to the use of ‘make sb. adj.’ and ‘encourage sb. to do sth.’ . If time permits, give more examples.STEP 9 Reading though the whole passage againGet the students to read though the whole passage again, focusing on the different language points.STEP 10 More exercises about the language pointsDo more exercises about the language points to check.1.She looks _____________(health).2.When Tom was born, he ___________(weigh) 6 jin.3.We should encourage him ___________(help) his good friend.4.We ask the ___________(hunt) not to hunt the animals.5.If it snows tomorrow, the primary school students _______(stay) at home.6.Now many pandas are in ________(dangerous)7.Two years _____(late), he became a famous reporter.8.The giant panda likes eating bamboo ____ (shoot) and ____(leaf) very much.STEP 11 Do some translation workSTEP 12 Homeworka. Try to retell the growth of Xi Wang.b. Discuss how to protect the giant pandas.c. Finish off the exercises in the Handbook (period three).8A Unit4 Wild animalsPeriod FourTeaching content: Grammar(I)Teaching goals:1.To understand the use of if-clauses and use conditional sentences to talk about possible situations2.To make a summary of the if –clauses3.To collect more information about different kinds of animalsTeaching important & difficult points:1.Help the students to understand the use of if-clauses and use conditional sentences to talk about possible situations2. Help the students to make a summary of the if –clauses3. Help the students to collect more information about different kinds of animalsTeaching Procedures:STEP 1 Telling what animal to seeIn the former part of this unit, we have already learned about a lot of animals. Get the students to tell me what animal we will see if we go into the forest. Ask the students to use the following sentence pattern.If we go into a forest, we will see___________.As students are taking about the animals we will see in a forest. The teacher may go on personalize the questions.In this way, the teachers may get the students to use conditional sentences fluently and accurately before come to any rules. It will help the students to understand the rules of conditional sentences better. Write some of the sentences on the board and get the student to read them. Direct students’ attention to the tense used in the clauses.They may find that people use simple present tense with if-clauses, while simple future tense with the other clause. (It is Ok for teachers to use ‘主将从现’ to give a summary to this. )STEP 2 Reading the sample sentencesGet the students to read the sample sentences on page 64. Tell the students that Amy is thinking about wild animals, too. Ask the students to do part A1. Check the answer in pairs and then check it in class.Help the students to focus on some of the sentences and explain the phrases here.STEP 3 Reading the last sentences in Part A1Read the last sentences in Part A1. If I have time next weekend, I will go to the zoo. Say ‘If I have time, I wil l go to the zoo(, too).’ Try to put the if-clause at the end of the sentence. ‘I will go to the zoo if I have time. ’ Write the two sentences on the board.Students may easily work out the rule: We need a comma after the ‘if’-clause when it is the first part of a sentence.STEP 4 Talking about what will happenGet the students to talk about ‘what will happen if you go to the zoo.’ Ask the students to use the following sentence structures:If I go to the zoo, I _________________ __.I will _________________ if I go to the zoo.Encourage the students to make as many sentences as possible.STEP 5 Completing the Part A2Tell the students that Amy wants to go to Beijing Zoo. She is writing some sentences to tell her parents why she wants to go.Students complete the Part A2, Page 65. Afterwards, get students to check in pairs. Read the sentence one by one to students and stop to explain the language points:‘learn a lot about’, ‘see the feeding of animals’, ‘have fun’ and ‘enough + n’.enoughSTEP 6 Finishing off the exercises in Part A3Say ‘Amy learned a lot about the animals in Beijing Zoo. Let’s see what she learned. Get the students to finish off the exercises in Part A3. Check the answers in pairs first and then check it in class.Get students to read the dialogue in roles. Help them to get more information about animals.Get students to guess the meaning of ‘attack’ a nd then get them to read and remember it.STEP 7 HomeworkFinish off the exercise in the books.8A Unit Four Wild animalsPeriod FiveTeaching content: Grammar C & V ocabularyTeaching goals:1. To give reasons with because and because of.2. To learn the new words about different animals.3.To talk about what each animal eats.Teaching important & difficult points:1.To grasp the new words about different animals.2. Giving reasons with because and because ofTeaching Procedures:Step 1. Revision1.Conditional sentences. We use them to talk about possible situationsIf____________,____________= _____________if_________2.practice: Let’s begin a speaking chain like the following:A: If he gets up late ,he will miss the bus.B:If he misses the bus ,he will be late for school.C:If he is late for school,his teacher will be angry.D:If his teacher is angry,she will ask his mum to come to school.E: If……, That’s terrible!Step 2 Presentation1.To give reasons with because and because of.2 .Finish the exercises on P672.Discuss---Write ‘because of’ sentences as many as possible on the board.(competition)3.Find the differences between ‘because’and ‘because of’ ,then try to use ‘because’ instead of ‘because of’Step 3 ConsolidationIf tigers live in the wild, they____ ( hunt ) for their own food. they live as a family if they ____ ( have ) babies . Baby tigers _____ ( learn ) how to catch other animals if they watch their mothers.Wolves live in family groups if they _____( be ) in the wild. They hunt together if they _____ ( be ) hungry.Step 4 Presentation1. Show some pictures of different animals and ask Ss to talk about them.2. Do Part A on Page 63 and check the answersStep 5 Practice1. Do Part B on Page 63, ask and answer in pairs.Step 6 Homework1. Revise the grammar.2. Finish off the exercises and review the new words about animals.8A Unit Four Wild animalsPeriod SixTeaching content: Integrated skills & Study skillsTeaching goals:1.To identify specific characteristics, appearance, abilities, eating habits and danger in thecontext of animals.2. To develop students’ability to infer meaning from context and key words.3. To listen and develop the ability to extract information in order to complete two fact sheets.4. To learn more about the endangered animals.5. To identify intonation patterns in conditional sentences.6. To read the conditional sentences in correct Pronunciation.Teaching important & difficult points:1. To learn more about the endangered animals2. To read the conditional sentences in correct Pronunciation.Teaching Procedures:Step1. Revision1. As we have learned a lot about animals in the unit, in this part we can directly come to thetwo animals we are going to talk about.2. Show the pictures of tigers and wolves one by one and encourage the students to speak outwhat they know about them.Step2. PresentationGet the students to listen and complete the fact sheets.Step3.ExplanationExplain the bold-faced words and expressions above to the students. Pay special attention to: ‘yellow fur with black stripes’, ‘live alone’ ‘hunt…for…’ and ‘loss of the living areas’. It is important because students may need these to write or talk about tigers, wolves as well as other animals.Step4. Practice1.Get the students to talk about the two animals looking at the two facts sheets. Encourage them students to start like this.Tigers are the largest living cat in the world…..Wolves are dog-like animals. They are not very big…..2.Get the students to complete the letter in Part A2, Page 69.First, let the students complete the passage by themselves.Then, get the students to check the answers in pairs.Afterwards, check the answers in class. The teacher can get two students to read out the facts about tigers and wolves, while the others correcting their answers.Finally, get the students to read the passage aloud.3.Invite the students to underline the important phrases by themselves. Explain some of themost important ones, like ’write to sb. about doing sth.’ and ‘made sth from sth.’.4.Show the students some pictures of the animals we have leaned. Encourage them to talk about the animals. They can talk about their appearance, ability, character, food and danger. Encourage them to ask more people to help protect the animals.Step5.RevisionWrite the following sentences on the blackboard and invite the students to read them.1. If tigers are hungry, they will attack people.2. If giant panda have no food, they will die.3. If polar bear id hungry, it catches fish from the water.4. What do male wolves do if there is danger?Step6. Presentation1. Remind Ss of communicative purpose of conditional sentences.2. Play the recording for Part A and ask Ss to listen carefully. Ss imitating the rising and falling voice patterns.3. Ask students to read Simon’s presentation with correct the rising and falling voices.4. Ask students to read Millie’s presentation in Part B quietly on their own. Play the recording. Ask Ss to listen carefully and mark where Millie’s voice rises and falls with the correct arrows5. Tell students to read them again, and answer the ‘Wh-’questions. Students work in pairs.Step7.SummaryStep8. Homework1. Organize the information in the two fact sheets into two passages about tigers and wolves.2. Find another endangered animal and write about it.3. Finish off the exercises and review the whole key points in this unit.8A Unit Four Wild animalsPeriod SevenTeaching content: Main taskTeaching goals:1.To grasp the new words: peaceful, female, mice, upright, daytime.2.To express something about animals.3. To write a report for the Wild Animals Club.Teaching important & difficult points:1.To grasp the new words: peaceful, female, mice, upright, daytime.2. To write a report on an animal in danger for the Wild Animals Club.Teaching Procedures:Step 1. Revision1 How many __________(baby) can a female giant panda have at a time?2 It is getting _________and ________(hot). We must put all the food into the fridge.3 Don’t keep me ________(wait) for you every time.4 They are good at ________(run) and ___________(jump).5 _________(monkey) like eating bananas and apples.6 Giant pandas are very _________(quietly) and ____________(peace).7 Don’t spend so much ti me _________(watch) TV.8 Yesterday Xiao Ming fell down from the bike and _________(hurt) his leg.1.他们很安静和平2雌性熊猫一次生一到两个婴3数量越来越少4他们的许多生存地正变成农场5如果农民们继续占用土地，大熊猫将没有地方生存6如果这个再继续下去，世界上将没有大熊猫了7给报纸和杂志写信8如果更多的人知道这些问题，可能他们会做些什么。
八年级英语上册 8A Unit Four 教案 牛津版
牛津英语8A Unit Four 教案Sentence For YouAction speaks louder than words. 行动胜于言语！学习目标：1. 了解一些动物的生活习惯和习性2. 掌握文中的重点词汇和句型3. 掌握条件状语从句和原因状语从句的用法知识重点：1.条件状语从句和原因状语从句的运用3. 课文中的重点短语和句型的运用知识难点：条件状语从句和原因状语从句准确运用检查落实及知识回顾：1. 听写上节课布置的单词，词组。
2.抽读上节课要求的课文3.检查上节课布置笔头作业4.对上节课知识点进行提问单项选择:1) The boy made a model plane all by .A. heB. himC. hisD. himself2) He sat there in class his heart was left.A. andB. orC. butD. yet3) He told the boys football in the street.A. not playB. don’t playC. not to playD. to not play4) The bridge stone.A. is made ofB. is made fromC. is made toD. is made by5) We can go to the Summer Palace .A. by a coachB. by coachC. on coachD. on his coach Keys: D; C; C; A; B授课内容：·Phrases1.look delicious 看起来好吃2.talk to 和…说话3.look after 照顾4.the baby panda 小熊猫5.look like 看起来像6.at four months old 四个月大7.grow into 长成8.at the very beginning 在最初的时候9.bamboo shoot竹笋10.in the future 在将来11.cut down 砍伐12.in danger 在危险中13.take the following actions 采取以下措施14.encourage … to … 鼓励…做…15.walk through穿过16.get enough information for my report 为我的报告找到足够的信息17.live alone独居18.work as a team 团队合作19.the loss of living areas 居住地的丧失20.have very good eyesight, hearing and smell 有不错的视力，听力和嗅觉21.look lovely on me穿在我身上和可爱22.lose their lives 丧命23.give them good areas of forest 给它们森林里的好地方24.have suitable homes 有合适的家园25.make a lot of money 挣很多钱26.sell elephants’ tusks 出售象牙27.at a time 一次28.look like little white mice 看起来像小白鼠29.keep taking the land 不断侵占土地30.have nowhere to live 没地方住31.move around in the daytime 白天出来活动32.see a dolphin show 看一场海豚表演Important sentences:1.Can I have some food?Can I have…eg. Can I have some more bread?2.We called her Xi Wang.call sb. sth sth 为宾语补足语补充:判断xi wang 是否为宾语补足语时,在xi wang前加be 动词is,将宾语和后面的成分连成一句话, 即: she is xi wang. 从逻辑关系角度看,这句话是成立的.所以xi wang为宾语补语eg. We call the baby panda Xiwang.3.Sadly, it is very difficult for giant pandas to survive in the wild.It is+ adj. for sb. to do sthEg. It is important for us to learn English well.4.If hunters catch a giant panda, they will kill it for its fur.kill sth for sth .Eg. Hunters kill tigers for their furs and bones.5.I will learn a lot about animals.learn about sth.eg. I like learning more about foreign countries.6.I don’t think that’s right.谓语动词是 think, believe, suppose 等词时, 宾语从句中的否定式要前移到这些谓语动词前.Eg. I don’t think he will fail in this exam.7.Baby giant pandas spend a lot of time drinking their mum’s milk..spend some time/some monbey (in) doing sth.. spend some time/some monbey on sthEg. Every morning, I spend an hour reading English.How much did you spend on the book?8.The number is getting smaller and smaller.get smaller and smallereg. The ball is getting smaller and smaller.9.What action can the club take?take action to do stheg. We should take action to protect the environment.10.If we don’t protect giant pandas, they will die.If 引导的是从句,后面的句子是主句.if 翻译成“如果”, 即引导的条件状语从句.如果主句是将来时, if 引导的条件状语从句中谓语动词的时态则是一般现在时. (主将从现)eg. If it rains tomorrow, we will not go hiking.11.The wild animals cannot find enough food because of the heavy snow. because of +名词或名词性短语eg I was late for the school this morning because of the heavy traffic.enough : enough 位于名词前,形容词和副词后面.(名前幸福后)enough修饰形容词和副词时,其后接动词不定式,此时可用so…that 结构来互换. Eg. I walk fast enough to keep up with him.= I walk so fast that I can keep up with him.12.Many wild animals are in danger.be in dangereg. The giant pandas are in danger.13.She had to look after herself because her mother had another baby.have to do sth look aftereg. She can’t go with us because she has to look after her younger sisther. 14.How much do you know about wild animals?How much 可以用来问价钱的多少.也可以用来问数量的多少.(后接名词时,应为不可数名词)eg. How much water have you got? 你有多少水?How much are these apples? 这些苹果是多少钱?15．We can encourage farmers to leave the giant panda reserves.encourage sb. to do stheg. My parents encouraged me to face difficulties by myself when I was young. 16.Because wild animals are our friends on Earth , we are trying our best to protectthem.on Earth=in the worldon earth 意为“究竟”.位于 how, why, where, who 等词后.eg. Who on earth is the man? 那个人究竟是谁?try one’s best to do = do one’s best to doeg. I will try my best to catch up with my classmates.= I will do my best to catch up with my classmates.Grammar:1．条件状语从句:我们可以用条件句来谈论一个可能的行为的结果. If 翻译成“如果”结构: if+从句, 主句.主句+if从句注意: 如果主句中谓语动词是将来时, 从句中谓语动词的时态用一般现在时表示将来. Eg. If hunters catch a giant panda, they will kill it for its fur.=They will kill it for its fur if hunters catch a giant panda.Exercises:1) If you with us, you will be happy.A. goB. will goC. shall goD. went2) If it tomorrow, we will stay at home. We won’t go to the museum.A. rainB. rainsC. will rainD. rainedKeys: A; B2． because/ because of 的用法我们可以用because/ because of 给出事情的原因.because 后接句子, 为原因状语从句, because 常位于句子中间. because of 后接名词或名词性短语.eg. Xi Wang had to look after herself because her mother had another baby.It is very difficult for giant pandas to survive in the wild because of people. ·辨一辨1.die of / die fromdie of 因（病、饿、冻等）而死。
八年级英语8A Unit4 Wild animals全英文教案牛津版
Unit 4 Wild animalsPeriod One Wele to the unit【Aims and demands】1. Use correct vocabulary to describe animals2. Identify vocabulary for describing animals.3. Designing activities offer opportunities for students to consider. 【Teaching method】Task-based approach.【Teaching aids】Some posters and a tape recorder.【Teaching steps】Revise vocabulary for animals.StepIntroduce the new words in Part A, using some pictures or flashcards. Step3. exercise1.Get the students to plete Part A.2.Then check answers orally with the class.Step4. Discuss1. Divide Ss into pairs and ask them to do the survey in Part B12.Get the students to work in pairs and tell why they like or do not like the animals. Ask them to write down their ideas on their exercise books. Step5. A guessing gamePlay the puter and show the sentences to the students. Then ask them to guess what animal it is.Some language pointsLook delicious, If you eat my food, I won’t talk to you.,no one, in danger, a report on giant pandasHomework1 Learn the language points by heart.2. Preview the Reading Part.Period Two Reading A【Aims and demands】1.To guess general meaning from context.2.To infer meaning from students’ own background and knowledge.3.To identify specific meaning by scanning the text.【Teaching method】Task-based approach.【Teaching aids】Some pictures and a tape recorder.【Teaching steps】Review key vocabulary according to the general ability of the class. Step2 Presentation1 On the Bb, write the following list of sentences on the Bb:* Xi Wang is the name of a baby giant panda.* Baby giant pandas are very small when they were born.* They grow very quickly.* Xi Wang has to find her own food when she is 20 months old.* Hunters kill giant pandas and sell their fur.2 Divide the class into three groups and allocate one part to each group. While students skimthe text on their own, ask them to underline the words they do not know. Then go through the words students have underlined. Ask students to explain briefly how they know that the sentences on the Bb are true by identifying and listing key facts in the text.Step3 Practice & Discuss1.Ask the students to read the text after the recorder.2.Get the students to skim the text quickly on their own. Then divide the class in pairs and ask students to explain briefly how they know that the sentences on the board are true by identifying and listing the key facts in the text.Step4 ConsolidationGet the students do the exercise that is showed on the screen. Homework.1.Recite the text.2.Finish off the workbook exercise.Period Three Reading B、C、D&E【Aims and demands】1. Use correct vocabulary to describe animals2. Identify vocabulary for describing animals.3. Designing activities offer opportunities for students to consider. 【Teaching method】Task-based approach.【Teaching aids】Some posters and a tape recorder.【Teaching steps】1.Ask students to retell something about giant pandas.2.Ask some general questions about the report in Part Reading.3.Have a dictation of the new words the students learned last class. Step2 Part BIn part B, students focus on specific meanings of words.Step3. Part CGet students do part C in pairs. Then check the answers with the whole class.Step4 Part D1.Revise the words listed in the box in Part D.2.Ask students to plete Part D. Then ask some students to read the sentences aloud to check their choice of words.Step5 ConsolidationLanguage pointsKeep sb./sth. Safe from danger, large areas of land with trees, special areas for wild animals, stay aliveHomework1 Learn the language points by heart.2 Preview the Vocabulary Part.Period Four Vocabulary【Aims and demands】1. To recognize the names of different animals.2.To consolidate the words that learnt.【Teaching method】Task-based approach.【Teaching aids】Some pictures and a tape recorder.【Teaching steps】1.Ask students to retell something about giant pandas.2.Ask some general questions about the report in P art Reading.3.Have a dictation of the new words ss learned yesterday.Step2 A guessing game1 Create an interest in animals. Try to extend the context by asking Ss if they would like to adopt an animal and, if they do, which one they would choose.e the task to check Ss’ knowledge of name of animals. Ask Ss to guess the names individually first and then pare with a partner.Step3 ReadingGet the students to read all the words under the pictures and ask them to give definitions.Step4 consolidationLanguage pointsPolar bear---North Pole, wolf----wolvesthe story of Xi Wang, only 10 days old, it means…, was born, weigh just 100 grams, at four months, for the first time, eight months later, not…any more, grow into, at the very beginning, up to 14 hours a day, bamboo shoots, have to look after herself, have another baby, It is adj. (for sb.) to do, some of the problems, kill it for its fur, nowhere to live, on their own, need help, in danger, take the following actions to do, protect giant pandas, make giant panda reserves bigger, encourage sb. to do, there will beHomework1. Learn the language points by heart.2.Do the exercise in the exercise book after class.3.Preview the Grammar Part.Period Five Grammar A【Aims and demands】1. To recognize and use conditional sentences to talk about possiblesituation.2. To recognize and use conditional sentences to talk about repeatedand predictable situation and events.3. To use conditional sentences in a report about conversation issues. 【Teaching method】Task-based approach.【Teaching aids】A small blackboard & a puter【Teaching steps】Get the students to make some sentences with the phrases they learnt last class.Step2. Presentation （Grammar Part A）Try to elicit the conditional structure by asking questions such as What will happen if you e to school late? What will happen if you break your favourite toy? Try to think of sentences which reflect Ss’ own experience.Write the most interesting answers on the Bb.Step3 PracticeWrite some more open “If”-clauses on the Bb and ask Ss to finish the sentences with their own ideas. Help Ss reformulate their ideas into correct sentences and write them on the BbStep3 Exercise1.Ask Ss to match the sentences on their own and then pare answers witha partner. Invite a more able student to read the sentences aloud for the rest of the class to check answers.2.For Part A2, Ask Ss to plete the sentences on their own and then pare answers with a partner. Check answers with the whole class.3.Ask Ss to plete “Work out the rule” at the bottom of page 61. Homework1. Learn the language points by heart.2.Do more exercise about this key point carefully.Period Six Grammar B【Aims and demands】1. To recognize and use adverbial clause of cause.2. To recognize and use “because of”【Teaching method】Task-based approach.【Teaching aids】A small blackboard & a puter【Teaching steps】1 Ask Ss to read through the rules and the sample sentences on their own. Then check understanding by asking them to think of other examples.2 Write several “If”-clauses on the Bb and ask more able Ss to plete them with their own ideas. Remind them to write about repeated andpredictable situations instead of possible results.3 Explain the context of Part B1. Revise the words in the box.Step2 PresentationGiving reasons with “because”Xi Wang had to look after herself because her mother had another baby.Why did you go to Beijng Zoo ?Why didn't you take any food for animals?Why did you stay in the zoo for so much time ?Why must we protect wild animals ?Giving reasons with “because of”Main clause n./pron./phraseIt is very difficult for giant pandas to survive in the wild because of many reasons.All the people cheered / the wonderful showLots of people know about the show/the ads.The dolphins were really tired/the performanceThe Some students couldn't go to the show/the examStep3 PracticeRewire the following sentencesaccording to the modelModel: Why is the ground all wet? (flood)The ground was all wet because of the flood.1. Why is he so happy? (got an A for English)2. Why is she so sad? (lost her pen)3. Why is the baby crying? (hunger)4. Why didn’t you go to the show? (the maths exam)Step4 CheckoutAsk Ss to read the report on their own to make sure that there are no unfamiliar words. Then Ss plete the sentences individually and pare them with a partner. Check answers with the whole class.Homework:1 Learn the language points by heart.2.Do more exercise about this key point carefully.3.Make up some sentences which contain “because” or “because of”Period Seven Integrated skills【Aims and demands】1. To identify specific characteristics, appearance, abilities, eating habits and danger in the context of animals.2. To identify vocabulary for describing animals.3.To infer general meaning from context and keywords.【Teaching method】Task-based approach.【Teaching aids】A small blackboard & a puter【Teaching steps】Get the students talk about some characteristics of tigers and wolves.(If they have any difficulties, they can say that in Chinese)Step2 presentation1. Invite students to talk about what they like about tigers and wolves. Brainstorm any information and general knowledge about the two animals.2 Ask Ss to study the two fact files in pairs. Check the meaning of some of the words.Step3.Listening and answering1. Help Ss focus on the general context by asking general questions they may be able to answer while listening for the first time. Write them on the Bb:* What is the name of the largest living cat?* What is Millie’s favourite animal?2.Play the tape. Students listen carefully for keywords to answer the questions.3. Play the tape again and ask students to find out the missing facts in the fact sheets.Play the tape for the third time for Ss to check the answers.Step4: consolidation1.Ask Ss to read the letter in pairs and discuss any words they do not understand. plete the letter without looking at the fact sheetson page 64. Then ask them to look at the fact sheets to check the answers and make corrections if necessary.2. Ask more able Ss to read aloud the letter.Step5 Presentation （Integrated skills B）1 Ask students to practice the conversation in pairs and then change roles. Identify any words or phrases they do not know.2.Ask students to create their own conversation using information from the fact sheets.Step6 practiceGet the students to read the dialogue in pars. Then invite some pairs to act out.Step7SummeryLanguage pointsLive as a family, good at hunting other animals, make medicine, friendly towards each other, loss of living areas, make medicine from their bones, buy clothes made of animal fur, look lovely on me, lose one’s life, someone else,Homework1 Learn the language points by heart.2 Preview the Pronunciation, Main task & Check out Part.Period eight pronunciation【Aims and demands】1.To identify intonation patterns in conditional sentences.2.To read the conditional sentences in correct Pronunciation. 【Teaching method】Task-based approach.【Teaching aids】A small blackboard & a puter【Teaching steps】Write the following sentences on the blackboard and invite the students to read them.1.If tigers are hungry, they will attack people.2.If giant panda have no food, they will die.3.If polar bear id hungry, it catches fish from the water.4.What do male wolves do if there is danger?Step2 Presentation1. Remind Ss of municative purpose of conditional sentences.2. Play the recording for Part A and ask Ss to listen carefully. Ss imitating the rising and falling voice patterns.3.Ask students to read Simon’s presentation with correct the rising and falling voices.4. Ask students to read Millie’s presentation in Part B quietly on their own. Play the recording. Ask Ss to listen carefully and mark where Millie’s voice rises and falls with the correct arrows5.Tell students to read them again, and answer the ‘Wh-’questions. Students work in pairs.Step3 SummaryLanguage pointspeaceful animals,live in family groups, continue to build roads, have suitable homes,make new farmland, make a lot of money, sell elephants’ tusks, train them,Homework1 Learn the language points by heart.2 Review the whole key points in this unit.Period nine Main Task【Aims and demands】1.To present factual information in a report2.To express opinions about animals in danger.3.To produce a particular text-type for an audience using a given model.【Teaching method】Task-based approach.【Teaching aids】A small blackboard & a puter【Teaching steps】1.Invite students to talk about what they like about giant pandas.2.Brainstorm any information and general knowledge about the animals. Step2. Presentation1 Talk to Ss about the purpose of writing reports. Elicit from the different reports. Explain that in reports, we do not normally say ‘I feel…’ or ‘I like…’ and do not include personal ments.2 Read the title of the report in Part A. Create an interest in the topic by asking what they have learnt about giant panda in this unit. Step3 SkimmingAsk students to skim through the report quickly and give each paragraph.Step4 exerciseGet Ss to plete Simon’s report in Part C on their own. Ask more able Ss to read it aloud to check the answers.Step5 SummarySome language pointsSpend a lot of time drinking their mums’ milk, at a time,get smaller and smaller,bee farmlands,keep taking the land,what action can the club take?Sharp paws,walk uprightHomework1. Do more exercise about this key point carefully.2. Write a report for any wild animal you are familiar with.Period Ten Checkout【Aims and demands】1. To assess students’ ability to use conditional sentences.2.To revise vocabulary related to wild animals.3. To raise Ss awareness of categorizing nouns into different word families.【Teaching method】Task-based approach.【Teaching aids】A small blackboard & a puter【Teaching steps】Have a revision of the unit.Step2. Presentation1. Set a time limit for reading the sentences in Part A and for filling the blanks. Ask Ss to plete the task on their own.Step3. Practice1.Ask students to Proceed to Part B after pleting Part A.2.Ss plete Part B on their own and then pare answers in pairs.Step4 SummaryLanguage points (Checkout）climbing, what about playing football?, a friend like Alan, answer questions correctlyStep5.ExerciseGet the students to do some supplementaryexercises. Step6 A quiz (See a test paper)Homework:1.Finish off the workbook.2. Prepare for the new lesson.。
推荐八年级英语下学期期末复习8AUnit4教案牛津版
8A Unit 4教案Period：10－1Teaching aims and demands:a. Knowledge Aims:1. Vocabulary:wild,delicious,bear,dolphon,gaintpanada,kangaroo,squirrel2. Speaking: use conditional sentences to talk about repeated and predictable situations and events.b. Competence Aims:1. Learn the new words in these two parts.2. Be able to master the vocabulary of wild animals.c. Moral Aims:How to use the limited natural resources.Key points and difficult points:To master the new words and expressions.To learn and prac tice the sentence structure”if”Teaching aids:Pictures and a recorderTeaching methods:Situational approach teachingTeaching procedures:Step 1: Free-talk1. T: Who’s on duty today?S1: I am.2.T: What’s the weather like today ? .etc.Step 2: lead-inCreate an interest in the issue of sharing the limited natural resources.Depending on the general interest of the class, use the following situation:* If there is not enough food for you to survive.T: Suppose you are facing the problem now, what will you do ?Ss: If I’m facing the problem, I will… .Step 3: Presentation:Task 1 :listening:Play the tape for the Ss, ask them to listen carefully then try to answer the following question:1. What will happen if they don’t eat food ?2. Is Eddie willing to share the food with Hobo?Task 2 PracticeAsk two more able students to role-play the conversation.Task 3 TalkingTalk 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)Task 4 : Do a game:Teacher groups the Ss into two teams , One team asks ,the other team guesses the names of the animals as quickly as they can.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.Task 5: Do Part A.Ss complete Part A. Check answers orally with the whole class.Task 6 : Do Part BDivide Ss into groups and ask them to do the survey in Part B1 according to the conversation they just talked.Step 4: Pair-workEncourage them to discuss in pairs why they like or do not like the animals. Ask them to write down their ideas.Step 5: ProductionDo the Exercises(见达标检测) and check itOn Blackboard:Unit 4 Wild animalsComic strip & welcome to the unitNew words: T: Which is your favourite wild animal?S:I like… best.My favourite wild animal is … .Homework:1. Revise the new words(or points) and practice the sentence str ucture”if”;2. Finish the exercises on workbook（学生手中的练习册）3. Write sth about your favourite wild animals and preview the next Part(Reading). 复备栏目ReadingIPeriod：10－2Teaching aims and demands:1.To get the general idea of passage according to the time2.To master the story of Xi Wang3.To skim the passage to get the general idea.Key points and difficult points:To get the general idea of passage according to the timeTeaching aids:Pictures & recorderTeaching methods:Task-based language teaching.Present some pictures of animals to Ss.Teaching procedures:。
牛津译林版-英语-八上-英语八上4单元 task教学设计
Read and find out the structure of the diary entry.
Read and find out useful expressions.
Prese ntatio n Practi ce Exerci se
Help students write their own diary entry.
complete paint furniture 等
DIY 工具名 brush tape glue rope scissors 等
称
课文
一篇关于 DIY 的文章
学生中心教学法，多媒体教学
语言知识 w
关于 DIY 方面的词汇和句型 t
语言技能 h
仿写
语言运用 Y 如何运用关于 DIY 方面的词汇和句型来谈论自
Students write their own diary entry.
Correct their own diary entries. Complete the exercise.
日记 听力练
习
阅读并 回答问
题
再读并 找出制 作卡片 的步骤 通读并 找出日 记结构
通读并 找出有 用的表 达方式 写作练
Have a talk.
教学目 的4
复习前 缀A
激活学 生已有 知识
导入 Suzy 的
3 minutes
3 minute
3 minutes
3 minutes
3 minutes
15 minute 5 minutes 5 minutes
n Practi ce
Practi ce
Practi ce
Play the tape. Help students find out the answers to these questions: What did Suzy decide to make?128357 Why didn’t she make it at home? What mistakes did Suzy keep making when working on it? Help students read and find out the answers to these questions: 1.Did Sandy help? 2.How long did Suzy and Sandy spend making it? 3.What colour did she use for the roses? 4.Did they make a mess in the house? Help students read and find out how to make a card.
最新牛津译林初中八年级英语上册《8A Unit 4 Do it yourself Integrated skills》教学案
《8A Unit 4 Do it yourself Integrated skills》教学案教学目标：教学重、难点：从听力材料中准确捕获相关有用的信息。
课前预习词组翻译教学过程Step 1 RevisionGet the students talk about some characteristics of and wolves.(If they have any difficulties, they can say that in Chinese.)Step 2 Presentation （Integrated skills A）1 Invite students to talk about what they like about tigers and wolves. Brainstorm any information and general knowledge about the two animals.2 Ask Ss to study the two fact files in pairs. Check the meaning of some of the words. Step3 Listening and Answering1 Help Ss focus on the general context by asking general questions they may be able to answer while listening for the first time. Write them on the Bb:* What is the name of the largest living cat?* What is Millie’s favorite animal?Play the recording. Students listen carefully for keywords to answer the questions.2 Play the recording for again and ask students to find out the missing facts in the fact sheets. Play the ta pe for the third time for Ss to check the answers.Step 4 Consolidation1 Ask Ss to read the letter in pairs and discuss any words they do not understand. Complete the letter without looking at the fact sheetson page2 Then ask them to look at the fact sheets to check the answers and make corrections if necessary.3 Ask more able Ss to read aloud the letter.Step 5 Presentation （Integrated skills B）1 Ask students to practice the conversation in pairs and then change roles. Identify any words or phrases they do not know.2 Ask students to create their own conversation using information from the fact sheets. Step 6 Pr acticeGet the students to read the dialogue in pairs. Then invite some pairs to act out.知识梳理1 Live as a family until baby tigers are 2-3 years old.在小老虎两到三岁前以家庭形式居住。
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学生教师吴老师日期年级初二学科英语时段学情分析英语第四单元相关知识点在中考中有一定比例课题牛津初中英语8A第4单元学习目标与考点分析熟练掌握英语8A第4 单元知识点学习重点难点绿色通道：这里稍微总结一下关于动物的英语词汇：tiger 老虎；giraffe 长颈鹿；lion 狮子；deer 鹿；leopard 豹；monkey 猴子；elephant 大象；chimpanzees黑猩猩；horse 马；bear 熊；donkey 驴；kangaroo 袋鼠；ox 牛；hedgehog 刺猬；sheep 绵羊；rhinoceros 犀牛；dog 狗；camel 骆驼；cat 猫；hippopotamus 河马；pig 猪；crocodile 鳄鱼；chicken 小鸡；snake 蛇；rabbit 兔子；frog 青蛙；duck 鸭子；tortoise 乌龟；goose 鹅；fox 狐狸；panda 熊猫；squirrel 松鼠；zebra 斑马；mouse 老鼠；wolf 狼；peacock（雄）孔雀；owl 猫头鹰；sparrow 麻雀；shrimp 虾；dragofly 蜻蜓；fly 苍蝇、飞虫教学方法讲练结合、互动启发三点剖析单词·巧记·典句·考点【巧记提示】danger(危险)→hanger(挂钩)【经典例句】Smoking is a danger to health.吸烟有害健康。
A danger foreseen is half avoided.预见隐患等于防范一半。
【考点聚焦】学习与danger相关的词组，如full of danger;in danger of;out of danger。
请看 例句： In war,life is full of danger for everyone.在战争中，每个人的生活都充满了危险。
The bridge is in danger of collapse.桥要塌了。
He is now out of danger.他现在已经脱离危险了。
濠知教育学科导学案【活学活用】1.根据所给单词释义和首字母提示，写出这个单词s—make or keep safe from danger答案：save【经典例句】These brave soldiers will protect our country.这些勇敢的士兵会保卫我们的国家的。
【考点聚焦】常用的用来表达“保护……不受破坏”这一意思的词组有：protect...from...；protect...against...。
请看例句：He raised his arm to protect his child from hurt.他伸出手去，保护他的孩子免受伤害。
You need warm clothes to protect you against the cold.你需要穿暖些以免着凉。
【活学活用】2.根据汉语提示，在空格中填上适当的词汇，使句子意义完整如果你对动物的生活进行研究，你就会发现色彩的主要用途在于保护自身。
If you study the animal life,you'll find the main use of colouring is.答案：to protect themselves【巧记提示】en-(使处于……状态)+courage(勇气,精神)【经典例句】Her parents encouraged her in her studies.她的父母鼓励她好好学习。
【考点聚焦】与encourage相关的最常用的搭配就是encourage sb.to do sth.，请看例句：Her success encouraged me to try the same thing.她的成功鼓励我试做同样的事。
【巧记提示】step(踏上)→stop（停止）【经典例句】He stepped over the dog.他踩到了这只狗。
【考点聚焦】step作名词，意为“脚步，步伐，步骤，措施”。
take steps to do sth. 意为“采取措施做某事”，是常用的句式。
We should take steps to prevent war.我们应当采取措施制止战争。
【经典例句】One man's meat is another man's poison.一个人的佳肴常为另一人的毒药。
【考点聚焦】poison也可作动词，表示“毒杀；毒害；污染”。
比如：Someone tried to poison our dog.有人想毒杀我们的狗。
Gases from cars are poisoning the air of our cities.汽车放出的废气在污染我们城市的空气。
【巧记提示】hunt(打猎)→Hunt亨特【经典例句】Wolves hunt in packs.狼是成群猎食的。
【考点聚焦】1）hunt与for，after连用，表示“搜索，追寻”。
We've been hunting for the lost boy all over.我们一直在到处找那个失踪的男孩。
2）hunt也可以作名词，与作动词时的意思相同。
例如：He found it after a long hunt.他找了很长时间才把它找到。
【活学活用】4.把下面的句子翻译成英语三月份以来，他一直在忙着找工作。
答案：He has been busy hunting for a job since March.【经典例句】A good character is better than a good fortune.好的品格胜过丰厚的财富。
【巧记提示】smell(嗅觉)→small（小的）【经典例句】These dogs have a marvelous sense of smell.这些狗有非常敏锐的嗅觉。
【考点聚焦】smell作动词的用法参见第2单元tasty一词的\部分。
【活学活用】5.单句改错His voice sounds nervously.答案：nervously→nervous【巧记提示】loss(丧失)→boss(老板)【经典例句】Do not seek dishonest gains,dishonest gains are losses.莫贪不义之财，它本身就是损失。
【考点聚焦】常用短语at a loss表示在“不知所措”，请看例句：I'm at a loss what to do next.我不知道下一步怎么做。
【巧记提示】sell(卖)→tell(告诉)【经典例句】If you sell the cow,you sell her milk too.皮之不存，毛将焉附。
【考点聚焦】其名词形式是sale。
【巧记提示】train(训练)→train(火车）【经典例句】I've trained my dog to fetch my slippers.我把狗训练得能给我叼拖鞋。
【考点聚焦】train作名词可以表示“一连串；一系列”，a series of events=a train of events 一连串的事件。
【巧记提示】鲨鱼(shark)的牙齿很锋利(sharp)。
【经典例句】I cut my finger on a sharp stone.我的手指被一块锋利的石头划破了。
【考点聚焦】sharp作副词可以表示“正点地；准时地；准确地”。
例如：He came at three o'clock sharp.他正好三点到。
句子·剖析·拓展Sadly,it is very difficult for giant pandas to survive in the wild.让人难过的是，大熊猫在野外生存非常困难。
【剖析】这句话中，it只是一个形式主语，真正的主语是后边的不定式to survive in the wild。
【拓展】It is/was+形容词+for+sb.+to do sth.是一个常用的句型。
例如：In fact,it is unhealthy for them to spend all of time on their study.实际上，把所有的时间都拿来学习也是一种不健康的方式。
If hunters catch a giant panda,they will kill it for its fur.如果猎人捉到大熊猫，他们就会为得到皮而杀掉它。
【剖析】这句话中出现了本单元的重点语法现象——条件句。
在if引导的条件句中，表示对将来的假设，条件句通常用一般现在时即可表示将来，而主句则用will来表示将来。
这句话的意思是：“如果猎人捉到大熊猫，他们就会为得到皮而杀掉它。
”典题精讲经典题型例1—Which animal lives only in China?—The .A.tigerB.monkeyC.pandaD.elephant思路解析：此题是要考查学生关于动物的词汇的掌握情况。
tiger的意思是“老虎”；monkey的意思是“猴子”；panda的意思是“熊猫”；elephant的意思是是“大象”。
此题答案：C例2 If he early tomorrow,he won't miss the first bus.A.doesn't leaveB.leavesC.will leaveD.leave思路解析：由后面的话“他将不会错过第一班车”，可知前面的句子应该表达的是“离开的早”是肯定形式，所以A不可以选。
有因为主语是he，所以D也不可以选。
在if引导的条件句中主句如果用的是将来时，从句应该用一般现在时代替将来时，所以选择B。
黑色陷阱：本题容易误选A。
看到后面出现了won't，很容易就认为要选C。
例3 The children won't have the picnic if it next Sunday.A.rainB.rainedC.rainsD.will rain思路解析：句子的意思应该是“如果下周下雨，孩子将不会去野餐”。
在条件状语从句中主句用的是将来时，从句应该用一般现在时代替将来时，所以排除B、D两项。
又因为主语是it，所以选择C。
例4 —Do you know if we will go to the cinema tomorrow?—I think we'll go if we too much homework.A.will haveB.hadC.won't haveD.don't have思路解析：由前面的we'll go 可推断后面应该是“我们没有太多的家庭作业”，所以应该用否定形式，所以排除A、B两项。