2018年秋牛津译林版八年级英语上册Unit5 Task学案(英语教案)
牛津译林版-英语-八上-5单元 Wild animals task教案
Paragraph5----Danger
2.Then I’ll go on saying：I think everyone must be interested in bears . Before you begin to write the wild animals in danger, you should master the frame/freim / n.框架and when you begin to write , you may use the useful expressions on page 66 . Let’s write the draft/dra: ft / (草稿) first.
4）Show student’s works
Step IV Sample writing (写作样品) / model essay/‘esei / (文章)
Step V Homework
作业设计
1.Rember all the new words , phrases and sentence patterns in this period .
教学设计详案
二次备课内容
Step I Lead-in
I’ll say : In this unit We’ve learnt about wild animals . Now we know a lot about their looks , food ,abilities, qualities and the danger they face .Today we’ll learn how to write a report, First , Who can tell me something about giant panda？Please complete the following table
译林版8年级英语上册教案课件-第5课-U5Task
Encourage students to generate ideas and share their knowledge about the topic through group discussion or individual reflection.
Multimedia integration
teaching method
CATALOGUE
03
Preview the lesson content
Ask students to review the relevant content in previous lessons to help them better understand the current lesson.
Role-playing
Encourage students to act out scenarios related to the lesson content, enhancing their language expression and communication skills.
Summarizing and analyzing
Homework assignments should include opportunities for feedback. This can be done through written comments, oral feedback, or peer assessment. Feedback should focus on areas where students need improvement and provide specific suggestions for improvement.
译林牛津版八年级英语上Unit 5 Task教案-优质教学设计
【课题】：牛津初中英语8A Unit5 Wild animalsTask[Teaching aims and demands]：1.To learn to organize and factual information in a report2.To learn to express one’s own opinion about animals in danger3.To write a report on an animal in danger4.To do something for the animals in danger[Teaching main and difficult points]:1.To learn to organize and factual information in a report2.To learn to express one’s own opinion about animals in danger3.To write a report on an animal in danger[Teaching aids]: multi-media[teaching procedures]:Step1 Lead-inShow a video on the screen by multi-media. Then ask the students what wild animals can you see in the video? What’s your favourite wild animal? Why do you like it?Step2 Presentation1.Do you want to know what Simon’s favourite wild animal is? Let’s watch a video and find out.2. Read and sayRead Simon’s notes about bears on P66, ask and answer questions in pairs like this:A: What do bears look like?B: They are/look---. They have---.A: What do they often eat?B: They ---.A: What can they do?B: They---.A: What qualities do they have?B: They---.A: What problems do they face?B: ---.3.Ask students to help Simon complete his report using his notes in PartA, then ask students to read the whole sentences one by one.4.Guide students to make a conclusion on how to write a report. Present the strategies of writing on the screen.a. Collect some related information.b. Make an outline.c. Think about the sentence patterns, and write them down.d. Make a draft.e. Read through your report, and see if there are any mistakes.f. Decorate and copy.Step3 Writing1.Group workPresent the information about wild animals on the screen, and ask students to write a report in groups with the title“…are in danger”(Work in groups of five. Each student writes one paragraph)Paragraph 1: LooksParagraph 2: FoodParagraph 3: AbilitiesParagraph 4: QualitiesParagraph 5: Danger2.Present the students’ reports in class and make somecomments. (The more encouragement and praise, the better.) Assessment: A A A+ AStep4 MakingMake a poster (with pictures and words) on an animal in danger for school newsletter to call on people to protect eco-environment and wild animals. Discuss in groups before making.Step5 Homework1.Write a completed article about wild animals in danger.2.Continue to make the poster.3.Finish the relative exercises.Blackboard designTaskA report on an animal in danger Useful expressions: Main ideas: move around slowly para1: Looks:in the daytime para2: Food: sleep through the winter para3: Abilities: otherwise, para4: Qualities:para5: Danger:。
译林版英语八年级上册unit5教案
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。
最新牛津译林版初二英语上册Unit 5 全单元教案
课题8A Unit 5 Welcome to this unit 课型New教学目标1. To introduce the topic of the unit and h elp the students focus on ‘Wild animals’2. To learn more about wild animals and express their preference.教学重点To learn how to say something about wild animals in English.教学难点To talk about their favourite animals.教学过程教师内容备课札记Step1.Warm-up1.Create an interest in the issue of sharing the limitednatural resources. Depending on the general interest of theclass, choose one of the following situations:A group of students are stranded on an island. There is notenough food available for everyone to survive.Astronauts are stranded in space. They do not have enoughoxygen for everyone to survive.2 Make a list of people involved in the situation, a list of theresources available (e.g., food, oxygen, water, etc.) and alist of how long everyone is able to survive. Ss have todecide whether they stay alive together sharing what theyhave or they are going to occupy all the resources for theirown survival.3 Ss study the pictures and read the conversation first ontheir own, then in pairs. Ask two more able students torole-play the conversation.Step2. Presentation1). Open your books and turn to page 57 to look at part A.Finish the exercise. Can you name at least three otheranimals? What are they? Give the students more pictures ofanimals2).Now task! make a surveyHave a discussion in groups. Every member should saysome names of animals.a. Each group choose a student as the group leader to writesomething your group get about the names of animals.b. Have a show. And talk about the result of each group.Step3. ListeningSo much for the new words. Now, let’s listen to Hobo andEddie twice. After you listen to them, please answer myquestions,Is Eddie willing to share the food with Hobo? (No.)Step4. ReadingI want to know Hobo and Eddie better. Please help me. Listen again, then read the article by yourselves. Do some True or False exercises.1).The food is very tasty. (T)2).Hobo can live without food. (F)3).Eddie often takes care of Hobo. (T)4).There is enough food for Hobo and Eddie. (F)Now please pay more attention to these two sentences.If you eat my food, I won’t talk to you.If I don’t have food, I will die.Step5. DescribingIn the story Hobo and Eddie need enough food but there isn’t, so they are poor. The word “poor” can describe an animal, can you find some other words to describe an animal? Now let’s play a game “Bingo”!1).It is very clever. Its favorite food is banana.2).It has a long, soft tail and lives in the trees. It can climb trees quickly.3).It is the biggest animals on land. It can lift heavy things.4).It looks like a large fish in warm sea. You can watch them jump in the zoo.5).It’s like a bear, but it has black and white fur.6).It looks like a cat and has yellow fur and black stripes.7).It’s large and heavy with thick(厚)fur. It is very strong.8).It lives in Australia and it has a long strong tail and has strong legs. There is a useful bag for its babyWrite the animal you like best and like least.Step6 WritingStep7 Homework1.To recite the dialogue.2. Finish the Workbook exercises and the exercise paper.板书设计教学反思课题8A Unit 5 Reading (1) 课型New教学目标1.To develop the ability to guess general meaning form context2.To get to know the problems that the giant pandas are facing and then start to think of way to protect the pandas3.To remember and learn to use the new words.教学重点1.To learn about all the information about giant pandas from the text.2.To get to know the importance of animal protecting教学难点To describe the giant pandas.教学过程教师内容备课札记STEP 1 Lead inGet the students to talk about the animals once again. Playthe guessing game. Write something about a kind of animalon pieces of paper. Invite some of the students to chooseand read about the animal and the others try to guess whatanimal it is.STEP 2 Presentation‘hunter’, ‘survive’ and ‘reserve’As students come to ‘giant pandas’, get the students to talkabout whatever they know about giant pandas. As theymention there are few giant pandas now, teach the words‘hunter’, ‘survive’ and ‘reserve’.To arouse the students’ interest, get the students to guesshow heavy giant pandas are at birth. The teacher can alsogive them some choices to choose from. (e.g. 2 jin, 500grams, 100 grams and 1 kilogram)STEP 3 PracticeTell the students the right answer. (They may be amazed atthe information.)Say ‘I have some pictures here. They show how the babygrows into a giant panda. Can you put them into the rightorder?’Show them the following pictures and ask them to put theminto the right orderSTEP 4 PresentationTell the students, ‘Millie has f ound a report about giantpandas. Let’s read it and learn more about the animal. Butfirst let’s listen to the first part of the passage and answerthe following questions.’Who is Xi Wang? (A baby panda.)How old was Xi Wang when the writer first saw her?(10 days old.)What did Xi Wang look like? (A small white mouse.)What does “Xi Wang” mean in English? (Hope.)STEP 5 Getting to know about XiwangSay ‘So it’s really amazing that the baby panda is so small. Do you want to know how it grows into a giant panda? Let’s open your books and read the passage.’ Get the students to read the passage and fill in the following table.STEP 6 Finishing Part CGet the students to finish Part C: the growth of Xi Wang. Look at the pictures and get the students to read the sentences here loudly. This will once again consolidate the students’ understanding of Xi Wang’s growth.THE GROWTH OF XIW ANG (PARA. 1-PARA.3) AGEWEIGHT FOOD At birth (1 day old) 100 grams (100g) her mother’s milk10 days old like a little white mouse 4 months 10 kilograms (10kg) 8 months 35 kilograms (35kg) Bamboo leaves and shoots12 months / 20 months /TIMEWHAT HAPPENED TO XIW ANG At birth (1 day old) be born4 months Start to go outside her home for the first time 6 months /8 months Grow into a healthy young giant pandas 12 months /20 monthsHave to look after her self板书设计教学反思课题8A Unit 5 Reading (2) 课型New教学目标1.To read the passage once again for more details2.To read the passage again and figure our how the writer organize the passage3.To r ead the passage and focus on the language points to improve the students’ fluency and accuracy talking about giant pandas教学重点To d evelop students’ responsibility towards the endangered anima l教学难点To d evelop students’ responsibility towards the endangered anima l教学过程教师内容备课札记STEP 1 Reading the passage aloud togetherGet the students to read the passage aloud together. Invitethem to finish the Part B, Check the answers. (This mayoffer the less able students another time to consolidate thenew words.)STEP 2 Finishing off Part EAsk the students to finish off Part E, Page 62. Use this as arevision to help the students recall what they have learnedlast time.STEP 3 Working out the answersGet the students to read the passage together once again andthen divide the class into groups of 4-5. Ask them to workout the answer to the following question ‘How many partsare there in the passage.’Give the students enough time to talk about it. And theninvite some of them to express their personal opinions.(Students should be encouraged to speak out what theythink.)Part I: The growth of Xi Wang(Line 1- Line 14) (weight and food)Part II: Giant pandas are in danger?(Line 15- Line 29)A: Why are they in danger?(Line 15-21)B: How to protect them?(Line 22-Line 29)STEP 4 Finishing the following exercisesGet the student to talk about Part I. Invite them to talk aboutthe growth of Xi Wang by finishing the following exercises:•When Xi Wang was born, she w________ just 100 grams.•When she was only 10 days old, she l________ like a white mouse.•When she was 4 months old, she w________ about 10 kilograms and s__•When she was 6 months old, sh e b________ to eat bamboo shoots and leWhen she was 12 months old, she g_________ into a healthy young giant•When she was 20 months old, she s_________ to look afte r herself.Then get the students to analyze the sentences: thewhen-clauses in each sentence give us a past time, so themain clauses use Simple Past Tense. (Students may come tothe conclusion through observation.) Then get the student tounderline such sentences in the passage.STEP 5 Finding them out‘During the growth of Xi Wang, Xi Wang had many ‘first-times’ Can you find them out.’ Use the following exercises to help students.1.She started _________(go) outside her home for the first time.2.She began _________ (eat) bamboo shoots and leaves.3.She started _________(look) after herself.In this way, the teacher directs the students attention to the use of ‘to’-infinitives after ‘start’ and ‘begin’.STEP 6 Rewriting sentencesSay ‘Sadly, it is very difficult for giant pandas to survive in the wild.’ and write the sentence on the board. Then try to rewrite the sentence into the following sentences.‘It is dangerous for giant pandas to live on in the wild.’ ‘They arein danger.’These are some very important sentence patterns in the passage. Also it is necessary for the teacher to point out that ‘live on’ has a similar meaning with ‘survive’. This may also help the students to understand that we can use ‘be dangerous’ or ‘be in danger’ to talk about a similar situation.STEP 7Finding out that why they are in dangerGet the students to find out that why they are in danger. To make the task easier, the teacher can show the following before hand.If hunters ______(catch) a giant panda, they _________ (kill) it for its fu If the farmers ______(cut) down trees and forests, giant pandas _____ (hIf people _____ (find) baby pandas alone, they _____(take)them aw ay. As a result, the students’ attention will be easily drawn to the use of ‘if’-clauses. Guide the students to focus on the tense of the subordinate- clauses and main clauses. (I thinkit is OK for some teachers to use ‘主将从现’ to make summary here. At least it may help the students to remember this phenomenon.)Explain the phrases here ‘kill…for…’, ‘cut down’, ‘haven owhere to live’ ‘find sb. adj’ and ‘take…away’.板书设计教学反思课题8A Unit 5 Grammar 课型New教学目标Using may for possibility Using verbs+to-infinitives教学重点Using may for possibility, Using verbs+to-infinitives教学难点Using may for possibility, Using verbs+to-infinitives教学过程教师内容备课札记Grammar Part AUsing may for possibilitySTEP 1 Presentation1. Review information about reading to lead in grammar A.2. Show the picture of pandas and then the teacher says:It’s difficult for giant pandas to live in the wild. They faceserious problems.What do you think may happen to pandas? Lead students toguess：Ss: they may not have a place to live or food to eat.They may disappear from the earth.Hunters may catch them.Teacher sums up：Yes, you’re right.Write the sentences including may on the blackboard.3. Teacher ask students：What will happen to giant pandas ifwe do nothing?Students answer：Soon there may be none left.write theanswer on the blackboard, mark the underlined part withcolorful chalk and tell students：We use may to say thatsomething is possible.STEP 2 Activities1. Present the following five sentences, encourage studentsto think what may happen in the situation in groups offour. Use may to make the second half of each sentence.Choose some students to report the results, accept anyreasonable answer.（1）We need to protect pandas.(2) It is raining.(3) I will be very busy tomorrow.(4) Watch this DVD.(5) We will be happy to see you.2. Let students complete the exercises in page 61, encouragestudents to ask and answer in pairs. Check the answers.STEP 3 Practice朗读下面的句子,然后译成汉语,并试着说出may的用法。
2018年秋牛津译林版八年级英语上册Unit5Task学案
八年级上册Unit5 Task学案学校________ 班级____________ 姓名__________ 家长签字__________【板块要点】一、教学目标1.在报告中呈现真实信息并发表自己的观点。
2.用调查获取的信息描述野生动物的外貌、主要食物、习性和所面临的危险。
教学重点、难点1. 根据所给的报告，完成对野生动物外貌、主要食物、习性和所面临困难危险的描述。
三、句型（语法）1.猎人们抓住他们是为了得到他们的猫和爪子。
Hunters catch them for their fur and paws.2. 我们应该采取行动去阻止这个事情。
We should take action to stop this.3. 否则世界上将没有熊剩下。
Otherwise, there may be no bears left in the world.八年级上册Unit5 Task学案主备：华阳中学袁传月审核：日期：2018-08-01学校________ 班级____________ 姓名__________ 家长签字__________【课前导学】一、翻译下列词组:1. 大的身体______________________2. 短的尾巴__________________________3. 大多吃鱼和肉__________________4. 吃植物和昆虫_____________________5. 跑得很快_______________________6. 擅长攀爬__________________________7. 移动很慢_______________________ 8. 在白天_________________________9. 冬眠___________________________ 10.伤害人____________________________【课堂学习】【教学过程】Step1. Free talk and guessing gameStep2. PresentationPresent some animals in danger in order to appeal humans to protect wild animals.Step3. Pre-writing1. Read the report and answer some questions.(1) What do bears look like?(2) What do most bears eat?(3) What are bears good at doing?(4) What danger are bears facing?2. Help Simon complete the report.3. Introduce the structure of this report.4. Ask Ss to talk about their ideas about protecting animals.Step4. While-writingHave the Ss write a report about wild animals.Step5. Post-writingCorrect some articles in class.Step6. HomeworkFinish off the exercises.【课堂巩固】一、词汇运用。
牛津译林版英语八年级上册Unit5Task教学设计
3.学生在口语表达方面，已具备一定的表达能力，但在运用所学知识进行讨论和发表观点时，可能存在词汇和语法方面的困难。
4.在写作方面，学生能够完成简单的短文写作，但在组织文章结构、运用恰当的句型和词汇方面，仍有待提高。
5.情感态度方面，学生对环境保护有一定的认识，但可能对实际问题的严重性和解决方法了解不足，需要通过本章节的学习，进一步提高他们的环保意识和责任感。
因此，在教学过程中，教师应关注学生的个体差异，因材施教，充分调动学生的积极性，引导他们运用所学知识解决实际问题，提高他们的英语综合运用能力。同时，注重培养学生的环保意识，使其在学习过程中形成正确的价值观。
4.教学方法：采用师生互动、学生自我总结、教师点评等方式，对本节课的学习进行收尾。
五、作业布置
1.书面作业：
a.根据本节课所学的词汇和句型，编写一段关于环境保护的对话，要求内容丰富、逻辑清晰，体现环保意识。
b.完成课后练习册中与本节课相关的阅读理解题和写作题，巩固所学知识，提高阅读和写作能力。
c.挑选一篇关于环境保护的文章，进行深度阅读，并撰写一篇不少于100词的摘要，锻炼学生的阅读理解和概括能力。
3.教学目的：帮助学生掌握新知识，提高他们的阅读理解能力和语言表达能力。
4.教学方法：采用讲解、示范、问答、小组合作等方式，让学生在互动中学习新知。
（三）学生小组讨论
1.教学内容：针对环境保护问题，进行小组讨论。
2.教学活动：教师提出讨论话题，如“How can we protect the environment?”，学生分组讨论，并提出解决方案。
牛津译林版英语8Bunit5Task教学设计
在本章节的教学中，学生将培养以下情感态度与价值观：
1.培养学生对世界各国传统文化的兴趣和尊重，提高跨文化交际能力。
2.培养学生积极参与课堂活动，主动与同学交流合作的意识。
3.培养学生热爱祖国，弘扬中华民族优秀传统文化，增强民族自豪感。
4.培养学生具有全球意识，关注世界和平与发展，树立正确的人生观和价值观。
5.视听作业：
观看一部与节日相关的英文电影或纪录片，例如《舌尖上的中国》英文版中的春节特辑，关注其中与节日相关的英语表达，并尝试模仿影片中的发音和语调。
2.能够运用一般现在时和一般过去时描述节日的活动及习俗，提高英语语法运用能力。
3.能够通过阅读和理解相关文本，获取关键信息，提高阅读理解能力。
4.能够运用所学知识编写一段关于传统节日的对话或短文，提高写作能力。
5.能够通过小组合作，进行信息交流和分享，提高口语表达能力。
（二）过程与方法
在本章节的教学过程中，学生将采用以下方法学习：
（5）注重写作过程的指导，从选词、造句到篇章结构，逐一突破写作难点。
2.教学过程设想：
（1）导入：利用图片、视频等多媒体资源，引导学生谈论自己了解的传统节日，激发学习兴趣。
（2）新知呈现：通过文本阅读，让学生了解世界各地的传统节日及习俗，学习本节课的重点词汇和句型。
（3）实践练习：设计不同类型的练习题，让学生在完成练习的过程中，巩固所学知识。
c.教师总结：Today, we have learned about different traditional festivals and customs around the world. We should respect and appreciate the cultural diversity. In the process, we have improved our English language skills.（今天，我们了解了世界各地的传统节日和习俗，我们应该尊重并欣赏文化的多样性。在这个过程中，我们提高了英语语言能力。）
牛津译林版英语八年级上册Unit5Task优秀教学案例
三、教学策略
（一）情景创设
1.生活情境：通过展示图片、视频等，引导学生了解不同场景下的日常生活，如家庭、学校、旅游等，激发学生的学习兴趣。
4.学生能够通过听、说、读、写的实践，提高自己的英语语言能力。
（二）过程与方法
1.学生能够在小组合作中，共同完成任务，提高团队合作能力。
2.学生能够在教师引导下，通过观察、分析、实践等方法，发现语言规律，提高学习效果。
3.学生能够运用任务型教学法，将所学知识运用到实际情境中，提高语言运用能力。
4.学生能够通过自主学习、合作学习、探究学习等方法，提高自己的学习能力。
3.小组合作的互动性：我将学生分成小组，并为他们分配了具体的任务，如讨论并回答旅游相关问题。在小组合作过程中，学生积极参与，互相交流和分享，培养了他们的团队合作能力和口语表达能力。通过小组合作，学生能够更好地运用所学知识，提高自己的语言运用能力。
4.反思与评价的及时性：在课堂的最后阶段，我引导学生进行自主反思，回顾和总结所学知识，并给出建设性的意见和建议。同时，我也对学生的学习成果进行了评价，给予了积极的反馈。通过及时的反思与评价，学生能够更好地发现自己的优点和不足，从而不断进步和提高。
2.明确任务：为每个小组设定具体的合作任务，如讨论、调查、表演等，确保小组成员在合作中，有明确的分工和目标。
3.监控与指导：在小组合作过程中，教师要时刻关注学生的进展，及时给予指导和帮助，确保每个学生都能在合作中，提高自己的英语水平。
2018年秋牛津译林版八年级上Unit5IntegratedSkills学案(英语教案)
八年级上册Unit 5 Integrated skills 教案学校 ________班级____________姓名__________家长署名_______ 【板块重点】一教课目的1.可以辨别不一样野生动物的相貌、习惯、主要食品以及各自面对的危险。
2.可以综合所听、所读的信息，将一封对于野生动物的信息增补完好。
3.经过话题议论，认识保护野生动物的重要性，并懂得怎样保护野生动物。
教课重点、难点能从听力资猜中获得相关相貌、习惯、主要食品以所面对的危险等方面的信息。
二、词汇、短语1.stripe n.条纹2. while n. 一会儿，一段时间for a short while conj.当时候；但是3. 特征、才能n. quality 复数 qualities the qualities of a good friend4 hunter n.猎人 hunt vt.&vi. 狩猎5 catch vt.捕获、捉住catching caught catches6 狼 n. wolf 复数 wolves7 厚的、密的adj. thick 反义词 thin8 lose vt.失掉lose-lost-lost adj. lost 丢掉的，迷路的9 human n. 人复数 humans10 act vt.行动，表演action n.act to do sth.=take action to do sth.11团队合作 work as a team12pity n. 遗憾，惋惜What a pity! 多惋惜啊！13 shame n.憾事；惭愧vt.使丢人，使惭愧14 illness n. 疾病ill adj. 患病的15 because of 由于比较： because与 because of16 accept vt.&vi. 接受，收受acceptance n.采取，赞成比较： accept 和 receive三、句型（语法）1.Hunters hunt tigers for their fur, bones or other parts of body.2.We are writing to tell you about3.What a shame!4.I think everybody should act to protect wild animals.5.I ’m sorry to hear that.八年级上册Unit5 Integrated Skills 教案主备：华阳中学袁传月审查 : 日期 : 2018--08--01学校 ________ 班级 ________ 姓名 __________ 家长署名 ________【课前导学】翻译以下短语1.带有深色条纹的橙色的皮毛___________2. 单独生活 ______________________3.为了而抓捕 _____________________4.为了而杀戮 ______________5.对很危险 _________________________6. 失掉居住地 ______________________7.嗅到远处的东西_____________________8. 团队协作 ________________________ 【讲堂学习】Step 1. One-minute talk.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.Step 2. Speak upShowing the pictures of tigers and wolves one by one and encourage the students to speak out what they know about them.Step 3. Pre-listening.Get the students to go through the fact sheets as quickly as they can and underline the wordsthey don’tknow Discuss any problems they havestripe,/a short while= a short moment/ hunter /catch for /lose living areas / bedangerous to humansStep 4. While-listening1.Play the tape for the students to listen and write(three times, first time, listen; the second time, listen and write; the third time, listen and check)2.Check the answers together.Step 5. Post-listening1.Get the students to complete the letter with the information they got in Part A12.Check the answers by asking two students to read a paragraph each.3.Get the students to read the letter togetherStep 6. Key language points.write to do sth 写信来做某事work as a team 团队协作 kill for fun 为了取乐而杀戮【讲堂稳固】一、词汇1. Wolves have (厚的 ) fur. It can keep them warm in winter.2. Waste is a (可耻 ). We should learn to save anything. [根源ZXXK]3. Animals are important to (人类 ).4. Last week, he (失掉 ) his life in the accident.5. After a (一会儿 ), we stopped to have a rest.6. How many (狼 ) did they catch?7. We should (节俭 ) water to protect the earth.8. Most of the (hunt) stop catching animals to make money.9. The students need our teachers ’(protect).10. The famous artist Xu Beihong had wonderful (paint) of horses.11. Wild animals also have (feel) of (happy) and (sad).12. We hope you can accept my (invite) and come to my party.13. Thank you for your (kind).14. It was dark at night. We could find nowhere (live).15. Look! There are some boys (climb) the hill.二、选择填空( ) 1. In some parts of London, missing a bus means for another hour.A. waitingB. to waitC. waitD. to be waiting( ) 2. — May I smoke here? — No, you . This is a no-smoking room.A. needn ’tB. mustn ’tC. couldn ’tD. wouldn ’t( ) 3. The children decide their school yard this Friday afternoon.A. cleanB. to cleanC. cleaningD. cleaned( ) 4. My parents asked me computer games.A. not playingB. not to playC. not playD. play( ) 5. — It snowed heavily last night. Is everyone in our class here today?— Yes, and of us was late for school this morning.A. noneB. neitherC. allD. either( ) 6. The water in the river is becoming .A. more cleanerB. much more cleanC. more and more cleanD. cleaner and cleaner( ) 7. Don ’ t buythe clothes of animal fur.It doesn ’ t look lovely you.A. make; inB. made; onC. made; inD. make; on( ) 8. Jim, are the shoes under the chair yours? You ’ d .betterA. put away themB. put them awayC. take them offD. take off them( ) 9. There is a giraffe in the zoo.A. six-month-oldB. six-months-oldC. six-months oldD. six-month old( ) 10. My father wrote me a letter harder.A. encouraging me studyB. encouraging me to studyC. to encourage me studyingD. to encourage me to study( ) 11. The shirt is not mine. It . ’ sA. else someoneB. someone else ’C.sother someoneD. some other ’s( ) 12. — Excuse me, do you know about wild animals? — Only a little.A. how manyB. how muchC. how longD. how far( ) 13. I ’doll it better if the teacher me another chance.A. giveB. givesC. gaveD. will give( ) 14. He stopped playing basketball in 1998 his illness. [根源学#科#网]A. because ofB. at the end ofC. next toD. instead of( ) 15. Because it is very cold, he put on a coat before he went out.A. soB. andC. butD. /【课后拓展】一、句型变换1. I feel sick for most of the trip. (改为否认句)2.How do you like the trip? ( 改为同义句 )3.He often flies to New York. ( 改为同义句 )4. It is half an hour’ s fromwalk the school to the park. (对画线部分发问)二、句子翻译1.令人悲伤的是 , 狼的生计地区愈来愈少了 .,have and.2.人们捕杀狼 , 由于他们以为狼对人类组成威迫.People because they think.3.很多野生动物失掉了生命 , 由于人们捕杀它们 .Many wild animals because people .4. 多么愧疚啊 ! 我们不该当再买皮毛制成的衣服了.! We shouldn ’ t buy .5. 我以为每一个人应当行动起来保护野生动物.I think everybody should .三、任务型阅读。
牛津译林版八年级英语上册Unit 5 Task 示范公开课教学课件
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
初中英语八年级上册(牛津译林版)Unit5Studyskills教学设计
在总结归纳环节，教师引导学生回顾本节课所学的内容，包括新的词汇、语法、学习技巧等。教师强调学习策略在实际学习中的重要性，并鼓励学生在课后积极尝试运用所学技巧，提高学习效果。此外，教师对本节课学生的表现进行评价，肯定他们的努力和进步，同时指出需要改进的地方。最后，教师布置课后作业，巩固所学知识，并要求学生进行自我反思，为下一节课的学习做好准备。
针对这种情况，教师在教学过程中应关注以下几点：
1.注重个体差异，针对不同学生的学习需求，提供有针对性的指导，帮助他们找到适合自己的学习方法。
2.创设丰富的教学情境，激发学生的学习兴趣，提高他们的学习积极性。
3.引导学生养成良好的学习习惯，培养他们的自主学习能力和团队合作精神。
4.加强学习策略的指导，让学生在实践中掌握并运用学习技巧，提高学习效率。
-自我评价：鼓励学生进行自我评价，反思学习过程中的进步和不足，促进自我管理和自我激励。
四、教学内容与过程
（一）导入新课（500字）
在导入新课环节，教师首先通过提问方式引导学生回顾以往的学习经验，例如：“Can you tell me about your study habits?”或“What do you usually do when you encounter difficulties in studying?”通过学生的回答，教师可以了解到他们对学习技巧的认识和运用情况。接着，教师展示一些关于学习技巧的图片或短视频，引发学生对本节课主题的兴趣。然后，教师明确本节课的学习目标，即帮助学生掌握有效的学习技巧，提高学习效率。
3.写一篇不少于80词的英语短文，介绍自己的学习方法和经验。要求文章中使用一般现在时和一般过去时描述学习习惯，并尽量运用本节课所学的重点词汇和短语。
八年级英语上册 Unit5精品教学案(Word版共10课时) 牛津译林版
8A Unit 5and long legs. I have black and white feathers. Who am I? (acrane)(3）请各小组选一名代表在全班前表述一种鸟。
（即展示学案的第5项）(4)Ask the students ‘Which is your favorite bird? Why?Practice Part B on Page75 in pairs6. Production（展示学案的第七项）Make up new conversations using Part B as a model and act them out. 7. Presentation1.Say: We love birds. Eddie loves birds, too. Listen to the tape andfind then answers to the following questions.(见学案第三项) （1)What is Eddie going to do? （2)Does he really love birds? （3)What kind of birds does he like best?2.Practice reading in pairs and try to act it out课堂达标检测一、请写出下列鸟类的英文名称。
1.__________2.______________3.________________4. ____________5.________________6._________________二、Complete the conversationHobo: What are you going to ___________ tomorrow?Eddie: I am _________ _____________ at the _____________ .Hobo: At the ___________ ?Eddie: I like the ________ at the market. Beijing _______ and roast __________. Yummy.Hobo: But I think birds are our friends, so we should _________ them.Eddie: Maybe you are right.三、根据句意或首字母提示完成单词。
2018年秋牛津译林版八年级英语上册Unit5 Reading2学案(英语教案)
八年级上册Unit5 Reading2 学案学校________ 班级____________ 姓名__________ 家长签字__________ 【板块要点】一、教学目标1．熟悉课文, 巩固掌握本课词汇和句型。
2．能运用所学句型描述大熊猫的成长过程及保护大熊猫的保护措施。
3．通过文章学习增强学生保护野生动物的意识教学重点、难点1.能运用所学句型描述大熊猫的成长过程及保护大熊猫的保护措施。
2.培养学生根据上下文猜测词义的能力。
三、句型（语法）1.we called her Xi Wang. call sb sth call sb.=give sb. a call 给某人打电话2.When Xi Wang was born, she weighed just 100 grams.3.At four months, she started to go outside her home for the first time.4.In the beginning, Xi Wang drank her mother’s milk .in the beginning=at first 其反义词组为in the end=at last=finallyat the beginning of …在…一开始的时候。
5.The bamboo forests are becoming smaller and smaller.“短形容词比较级+and +短形容词比较级”结构，表示“越来越…..”“more and more +长形容词”结构，也表示“越来越…..”6 As a result, pandas may not have a place to live or food to eat.as a result因此，所以，结果是,一般放于句首并用逗号隔开,也可以放于句尾。
a place to live, food to eat中的动词不定式均作定语，修饰其前面的名词。
译林版英语八年级上册Unit5task学案
8A Unit 5 Wild animals第七课时Task学案【本课目标】：1. 在报告中呈现真实信息并发表自己的观点。
2. 用调查获取的信息描述野生动物的外貌、食物、习性和所面临的危险。
3. 利用调查所得信息写一份报告，并对处于危险中的野生动物发表自己的观点。
【本课重难点】：学会围绕本单元话题，写一篇调查报告。
【课前预习】：I. 听读P66-67的单词。
II. 英汉互译。
1.报告___________2.尾巴______________3.活动、移动______________4.insect___________5.slowly ____________6.daytime__________7. otherwise_____________III. 朗读P66的A部分,并回答下列问题：1）What do bears look like?2）What do they eat?3）Can they run very fast?4）What are they good at?5）What do they do in the daytime?6）Why are they in danger?IV. 填单词，完成句子：1.H ere are some __________（报告）on bears.2.S ome animals may not come out in the __________（白天）.3.I don’t know which animals have long ___________（尾巴）.4.P lease walk ____________（慢慢地）in the snow, or you may fall over.5.H e looked ____________(sad) at the broken toy plane.6.A t the ______(begin) of the 21st century, many young people liked wearing jeans.7.I will plan __________(play) volleyball this Saturday.8.D on’t forget ____________(close) the door when you leave here.【教学步骤】：Step I. 导入学生试着用自己的话分别描述大熊猫的外貌、主要食物、习性及所面临的危险等情况。
牛津译林版-英语-八上-英语八上5单元 Task 教学设计
第36-44分钟
Assessment
1.Show students the writing points and the writing criteria.
2.Have the studentsexchange their reports in the group and give the assessment according to the
语言技能
能仿照课文写一篇呼吁人们保护野生动物的报告，在报告中呈现真实信息并发表自己的观点
语言运用
能利用调查所得信息写一份报告，并对处于危险中的野生动物发表自己的观点
情感态度
理解动物所面临的危险，增强爱护野生动物意识
学习策略
在写作之前积极构思准备
教学重点
仿照课文写一篇报告
教学难点
在nit 5教学设计
教学内容分析
教学内容
《英语》（译林出版社）八年级上册Unit 5 Task
教学对象
初二学生
教学项目
语词
report tail move slowly daytime
结构
a report
教学方法
任务教学法，学生中心教学法，多媒体教学
教学目标
语言知识
能掌握一些描述野生动物外貌、主要食物、习性和所面临的危险的相关词汇
书写干净整洁，尽量没有涂改
格式完整无误
3分
扣分项
Spelling mistakes\ Wrong tense
Grammar mistakes\Punctuation mistake
每小错扣0.5分
加分项
Good sentences and good ideas
牛津译林版八年级英语上册Unit 5 Integrated skills 示范课教学设计
教学活动
12.Students have a discussion.
13. Students talk and make fact sheets.
14. Students share their ideas.
活动层次
应用实践之内化与运用、分析与判断
迁移创新之想象与创造
效果评价
通过聆听学生的对话，了解学生内化语言知识及迁移应用的情况。
环境中创造性地使用知识，学会用所学知识做事。
作业与拓展
1. Share your opinions about how to protect wild animals with your parents.
应用实践之描述与阐述
效果评价
通过倾听和巡视学生的答案，了解他们获取听力文本中细节信息的情况。
通过聆听学生的对话，了解学生对听力文本内容的掌握情况。
环节设计意图：引导学生获取听力本文的关键信息。并通过对文本信息进行问答，锻炼学生的口语表达能力，同时加深对文本信息的理解。
环节五：分组讨论，并在新的语境中迁移运用本课语言知识。（15 mins）
五、教学活动设计
环节一：创设情境，导入话题，激活已知（3mins）
教师引导学生观看视频，并回答相关问题，感知人类的不当行为给野生动物带来的影响，点明本课主题。
教学活动
1. Students watch a video and answerthequestions.
活动层次
学习理解之感知与注意
效果评价
通过观察学生的作答情况，了解学生对听力文本的已知程度。
环节设计意图：通过听前准备及听前预测活动，为听力任务做准备，降低听力难度。
译林版英语八年级上册_Unit5_Task同步导学案
8A Unit5 task学习目标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，在报告中呈现真实信息并发表自己的观点。
2.用调查获取的信息描述野生动物的外貌、性格特点、能力和所面临的危险。
3.利用调查所得信息写一份报告，并对处于危险中的野生动物发表自己的观点。
学习重点、难点写一个关于最喜欢的动物的报告【课前预学】1.预习并划出文中的生词，根据读音规则试着拼读、理解和记忆，把不会读的单词写下来：_______________________________________________________________________________2.在课文中划出下列短语，并翻译：（1）一份关于…的报告______________________（2）短而强壮的腿_____________________(3 ) 擅长爬______________________（4）在白天四处慢慢地转_______________________(5) 整个冬天谁睡觉_______________________（6）很少伤害人_______________________(7) 为了他们的皮毛和爪子抓他们________________________________________________(8) 采取行动做某事______________________(9) 世界上没有熊剩下___________________3. 我们可以在_________和________后加上________, _________ 或_________来构成名词。
如：mean + ing = meaning, ill + ness = illness, act + ion = action.《尝试练习》(1). As friends, we can share our ___________ (happy) and sadness with each other.(2). Amy is going to write an _________________(invite) letter this evening.(3). We have a class _______________(meet) once a week.4. 参照课本A、B两个部分的内容，完成P67 B.【课堂导学】一．小组讨论各种动物的特征，为写作做好准备。
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主备：华阳中学袁传月审核：日期：2018-08-01 学校________ 班级____________ 姓名__________ 家长签字__________【板块要点】一、教学目标1.在报告中呈现真实信息并发表自己的观点。
2.用调查获取的信息描述野生动物的外貌、主要食物、习性和所面临的危险。
教学重点、难点1. 根据所给的报告，完成对野生动物外貌、主要食物、习性和所面临困难危险的描述。
二、词汇、短语三、句型（语法）1.猎人们抓住他们是为了得到他们的猫和爪子。
Hunters catch them for their fur and paws.2. 我们应该采取行动去阻止这个事情。
We should take action to stop this.3. 否则世界上将没有熊剩下。
Otherwise, there may be no bears left in the world.主备：华阳中学袁传月审核：日期：2018-08-01学校________ 班级____________ 姓名__________ 家长签字__________【课前导学】一、翻译下列词组:1. 大的身体______________________2. 短的尾巴__________________________3. 大多吃鱼和肉__________________4. 吃植物和昆虫_____________________5. 跑得很快_______________________6. 擅长攀爬__________________________7. 移动很慢_______________________ 8. 在白天_________________________9. 冬眠___________________________ 10.伤害人____________________________【课堂学习】【教学过程】Step1. Free talk and guessing gameStep2. PresentationPresent some animals in danger in order to appeal humans to protect wild animals.Step3. Pre-writing1. Read the report and answer some questions.(1) What do bears look like?(2) What do most bears eat?(3) What are bears good at doing?(4) What danger are bears facing?2. Help Simon complete the report.3. Introduce the structure of this report.4. Ask Ss to talk about their ideas about protecting animals.Step4. While-writingHave the Ss write a report about wild animals.Step5. Post-writingCorrect some articles in class.Step6. HomeworkFinish off the exercises.【课堂巩固】一、词汇运用。
1. The__________ says that wild animals are in danger and we should protect them.（报告）2. The rabbits’__________ are shorter than the dogs’.（尾巴）3. Be careful! The bus is towards us. (移动)4. ---Can we see stars in the ? (白天) ---No, we can’t.5. Lily, I can’t catch up with you. Can you walk a little ? (slow)6. Don’t keep me for a long time. I will have a meeting to attend one hour later. (wait)7. Sandy didn’t go to school because of ______________. (sick)8. In the (begin), we don’t know the real (mean) of (happy).二、单项选择。
( ) 1. Giant pandas are in danger. We should take actions to protect them. __________, there may be no giant pandas ___________ in the world.A. Or; leaveB. And; leftC. Otherwise; leftD. Otherwise; leave ( ) 2.The sunshine shines __________ the window, and makes the room bright.A. asB. acrossC. throughD. with( ) 3. People hunt elephants _________ their tusks.A. withB. fromC. forD. on( ) 4. She didn’t come on time ___________the bad weather.A. becauseB. because ofC. howeverD. as a result. ( ) 5. ---___________exciting news report it is. You must read it.---Oh, yes. It says our school won the football final.A. What anB. WhatC. How anD. How ( ) 6. My parents lent me the money. ___________, I couldn’t pay for the trip.A. AndB. ButC. OtherwiseD. However三、书面表达。
Elephants are in danger_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 【课后拓展】一、词汇运用。
1. When he was only a child, he found himself in math. (interest)2. With the help of the binoculars , I can see the bird much .( clear )3. An hour ago my Mum her purse with a lot of money in it.(lose)4. We often see the tiger_____________ around in the zoo. (move)5. We should take actions _______________ animals at once. (protect)二、单项选择。
( ) 1. The old man lives __________, but he doesn’t feel______________.A. alone; aloneB. lonely; aloneC. alone; lonelyD. lonely; lonely ( ) 2. ---Have you decided where to go for your summer vacation.?---Not yet. We go to Qingdao. It’s a good place vacation.A. need; inB. may; forC. must; forD. have to; on( ) 3. ---Shall we go to spend the winter holiday in Sanya?---_______ There must be too many people there.A. I agree with you.B. I hope we can go there together.C. What a pity!D. I’m afraid that’s not a good idea.( ) 4. Some wild animals are . We should do something them.A. in danger; to protectB. in danger; protectingC. in dangerous; protectingD. out of danger; to protect( ) 5. Don’t buy the clothes ____________ of animal fur. It doesn’t look lovely ________ you.A. make; inB. made; onC. made; inD. make; on三、句子翻译。