最新牛津译林版初中英语8A全套教案Unit 4 Wild Animals
英语：Unit 4《Wild animals》Reading1教案(译林牛津版八年级上)
英语：Unit 4《Wild animals》Reading1教案（译林牛津版八年级上）一教学目标1.知识目标1.)知识并运用本课时的四会单词。
2) 理解并掌握描述熊猫外貌特性、它们所面临的危险以及采取保护措施的词组和句型。
2.能力目标1)能根据上下文猜测词汇在文中的含义。
2)能通过阅读了解名叫“希望”的大熊猫的成长过程、面临的危险以及采取的保护措施。
3.情感目标通过了解大熊猫的信息，我们意识到要善待大熊猫，它们是我们的朋友，我们应该尽力保护它们。
二、教学重难点理解文章的大意，掌握语言知识三、教学流程Part One Pre-readingStep 1 Guessing gameToday we are going to learn Unit 4 Wild animals Reading.We learned many wild animals, such as tigers, bears, kangaroos…First, let’s paly a game called ‘guessing game’I’ll describe one kind of animals, please tell me what it is at once.It is a sea animal and looks like a large fish. It is very clever and often plays some games for us in the zoo. Yes, it’s a dolphin.It’s a heavy wild animal with thick fur and sharp paws. It can walk upright.Yes, it’s a bear.It’s the king of the animal world. It has yellow fur and black stripes on its body.Yes, it’s a tige r.It jumps with its baby in its pocket. You can see it in Australia.Yes, it’s a kangaroo.It lives in China. It is black and white. Its favorite food is bamboo shoots and leaves.Yes, it’s a giant panda.Step 2 PracticeNow, let’s have a discussion.Which aniaml do you like best? Why?Which animal do you like least? Why?Part Two While-readingStep 1 PresentationI like giant pandas best. Because I think they are beautiful black and white animals. They are very lovely, quiet and peaceful.Today I will show you a passage about a giant panda called ‘Xi Wang.Step 2 ReadingWe can divide the passage into three parts.。
牛津译林版-英语-八上-4单元 Wild animalsReading教案)
Reading
ⅠTeaching objectives:
Knowledge objects:
1. Students can grasp the new words.
2. Students can understand the passage by listening, speaking and discussing.
1.Play a period of video of Hung Fu Panda.
2.Show some pictures of animals.
3.Show a picture of baby pandas.
Step 2 Presentation
1.Play the tape.
2.Show the new words and play the tape of the wordlist.
Step 8 Sum up
We have learnt a story of a giant panda—Xi Wang. It tells us the growth of Xi Wang , the problems that pandas may meet if they live in the wild, and what we should do to protect the giant pandas. We should read it more to remember the key phrases and recite the passage.
1.Students word in pairs and make dialogues using the dialogues on Page 62 as a model.
8a unit4 wild animals 英语 教案
8A unit4 Wild animals—Vocabulary教学设计说课稿一、设计理念（Teaching Theory）：本节课的设计思想是从学生的学习兴趣、生活经验和认知水平出发，倡导体验、参与、合作与交流的学习方式，采用任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高人与自然的意识和形成自主学习能力的过程。
在教学过程中我采用了以学生为中心的教学方法，使学生在整个学习过程中一直处于一种积极的主动的学习状态，即：学生与学生之间、教师与学生之间始终处于互动、合作的状态，以期达到听中学；做中学；听懂了说出来；会做的写出来的境界。
二、教材分析本课选自[牛津英语]教材8A Unit4 Wild animals。
本教材在设计和编排上与“以人为本”的理念是一致的，能通过教学活动使学生的语言概念，语言实践能力和语言能力在原有的基础上得到拓展和加深。
内容丰富，融入了一些曰常生活中经常接触的单词和句型，通过学习能使学生掌握一定的听、说、读、写的技能。
它突出的特点是循序渐近，由易到难的知识结构非常符合学生的心理特征和认知规律。
本节课时的教学内容是第四单元的第四板块——词汇。
词汇部分在每个单元里是属于拓展性的，有助于我们将本单元话题有关的词汇、句型有机结合，同时将以前学过的相关内容归纳到一起。
因此，本节课试图解决三个问题：（1）对词汇的趣味教学作些尝试；（2）创设合适的语境使用所学词汇；（3）通过一些数字化资源介入让学生明白保护野生动物的重要性。
三、教学目标（Teaching Aims）：1、认知目标（Knowledge Aims）：（1）理解、掌握和运用野生动物的词汇。
（2）理解野生动物和他们最喜欢的食物。
2、技能目标（Skill Aims）：（1）能够描述野生动物的外表、能力、特点等。
（2）着重培养学生的口语表达能力；（3）帮助学生形成合适的学习词汇的策略（4）培养学生合作学习和探究学习的能力。
【K12学习】《牛津初中英语》8AUnit4Wildanimals教案
《牛津初中英语》8AUnit4Wildanimals教案《牛津初中英语》8AUnit4ildanials教案icstrip&eletotheunit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Step1icstripHoboandEddiehaveaneprobleno.Listentothetapeandanser thefolloingquestions.hatdoesHoboanttodo?IsEddieillingtosharehisfood?Languagepoints:loodelicioustalto/ithsblooafter/taecareofAsstudentstopayattentionto‘if’clausesStep2VocabulariesAsstudentstolooatthepicturesandlearnneordsaboutilda nials.beardolphingiantpandaangaroosquirreltigerStep3GuessinggaesLetstudentsplayaguessinggae.onestudentdescribesandt heotherguess‘hatanialisit?’Step4aeasurveAsstuentstoorinpairs.pletethesurveyforonP59Step5DiscussionA:hichanialdoyouliebest?B:Ilie……best.A:hy？B:Becausetheyare…...A:hichanialdoyoulieleast?B:Ilie……least.A:hy?B:Becausetheyare…...Step6HoeorReeberalltheordsaboutildanialsandtrytodescribethe.教后记：《牛津初中英语》8AUnit4ildanialsReading1一教学目标知识目标)知识并运用本课时的四会单词。
牛津译林版八上《Unit 4 Wild animals》word教案3
8AUnit 4 Wild AnimalsPeriod 4 Grammar班级：________ 姓名：________学习目标1. If条件句的使用2. because,because of 的区别和使用3．文中出现的重点词组预习导航（P64-66）一、If从句基本用法：If引导的条件句可以表示将来可能发生的情况，即主句事态的发生有赖于条件分句事态的发生。
if引导的条件句由两部分组成：if从句和主句，二者先后次序可以调换。
如：If he runs，he’ll get there in time．=He will get there in time if he runs．如果if从句在句首，则从句句末须用逗号与主句隔开。
如果主句在句首，主句和从句之间则无需用逗号隔开。
If Amy ________ (go) to Beijing Zoo, She _________ (learn) a lot about animals.Kitty _____(get) enough information for my report if she ________ (watch) the animals carefully,通常，if从句表达的动作发生在将来，但其谓语动词用一般现在时而不用将来时。
称为主将从现。
二、主句的谓语动词除了使用将来时还有以下几种，一般有以下几种情形表示将来含义：1．主句用will／shall／be going to构成一般将来时。
如：We’ll go hiking if it doesn’t rain tomorrow．2．主句的谓语动词为want，hope, wish等。
如：She wants to travel around the world if she has enough time．3．主句的谓语由may，must，can等情态动词构成。
如：He may go fishing if he finishes your homework on time．4. 如果表示客观事实，主句谓语动词可以使用现在时。
8A_Unit_4_Wild_animals教学案及答案(1)
8A Unit4参考答案8A Unit4 Wild animals Comic strip & Welcome to the unit一1.look happy 2. wild animals 3.talk with them 4.favourite 5.look after yourself 6.处于危险中7.大熊猫8. 没有人二1.delicious 2.bear kangaroo tiger 3.die 4. wild smaller三1.The food looks delicious.2. No one is waiting for me at school gate.3.How much do you know about wild animals?4. If it rains tomorrow, I won’t go to Beijing zoo.5. If I die, no one will look after you.Unit 4 Wild animals Reading（1）一1. for the first time 2.eight years later 3.not any more 4.encourage sb.to do sth.5.grow into 6.look after oneself 7.have nowhere to live 8.have baby 9.oneself10 In the future二1. sad 2. weighed 3. shoots leaves 4.called 5. encourage to brave6. danger7. will stay8.not to kill三.1.on his own 2. There will not be any bears soon if we do not protect them.3.How much did weigh4.wolves protect their baby.8A Unit4 Wild animals Reading （2）一1. start 2. looks like 3. weighed 4. beginning二1.when was old 2. for the first time 3.How much weigh4.no more 5.for 6. on his own 三．1.If we do nothing , soon there will be no giant pandas in the world.2.At the beginning ,Xiwang drank her mother’s milk for up to 14 hours a day .3.If people find baby pandas alone, they will often take them away.8A Unit4 Wild animals V ocabulary(略)8A Unit 4 Wild animals Grammar A一1. will be 改成am 2.去掉，3.去掉a 4. will be二1.w ill attack 2. passes will feel 3. hunted 4.made 5. male三.1. If the wolf is hungry, what will it do?2. If the tiger has a baby, they will live in groups together.3. If the elephants are thirsty ，they will find water.4.If you arrive at noon，you will see me .5.If I see a snake in front of me , I will run the other way.8A Unit 4 Wild animals Grammar B一.1. because 2. so 3. because 4. because of 5. because二.1. I hate it so I never eat fish .2. Why did all the people cheer?3. because of her4. The girl ran away quickly because she felt frightened.三. 1.Xiwang had to look after herself because her mother had another baby.2. I went to Beijing Zoo because I wanted to watch the wild animals.3. We must protect small animals because we are friends!4. If there is no water and air , there will be no life on the earth . So we should protect the environment8A Unit 4 Wild animals Integrated skills A一.1.liveas a family 2. loss of living areas 3. make medicine from … 4.the clothes made of animals fur 5. make a lot of money 6. elep hants’tusks 7.suitable homes 8.look lovely on me二.1. leaves 2.sadly 3. elephants’ 4.feeding 5.ninth 6.following 7.peaceful8 mice 9. loss三 1.sad for forests 2.don’t protect will have nowhere to live 3.following actions to4.dolphin zebra show5. character take action6. snake be frightened8A Unit 4 Wild animals Integrated skills B & Pronunciation一1.train 2.sold 3. farmland 4.loss 5. smell 6.characters 7.insect 8.peaceful 9.suitable 10 medicine三.1.The clothe looks lovely on me .2.I f I don’t buy it, someone else will buy it.3.People won’t kill wild animals any more .4.Maybe you are right .5.If we continue to cut down the forests, many animals will have nowhere to live.8A Unit 4 Wild animals Main task一1. are becoming farmlands 2. spends up to 12 hours 3.keep taking the land have nowhere to live 4 looks like 5.for their fur and bones二1.去掉前will 2. That – it 3.look after herself 4. uprightly—upright5.are – is三略8A Unit 4 Wild animals Checkout一.bbbbcba二.1.at birth 2.don’t anywhere 3 How weight 4.What do 5.no more。
关于译林版《牛津初中英语》8A Unit 4 Wild animals Giant pandas的教
关于译林版《牛津初中英语》8A Unit 4 Wild animals Giantpandas的教学设计摘要：本文介绍了译林版《牛津初中英语》8A Unit 4 Wild animals Giant pandas 的教学设计，以达到为教师在进行这一类型的教学时起指导作用的目的。
关键词：译林版《牛津初中英语》；教学设计；反思一、教学背景分析1.教学课型：阅读课2.教材分析：本单元是译林版《牛津初中英语》(八年级上)的第四单元。
主要话题是野生动物，单元的主要任务是写一篇关于野生动物的报道。
本节课是该单元的第二课时。
主要通过介绍大熊猫“希望”的成长历程来阐述大熊猫在野外生活中可能遇到的危险，以及我们应该采取哪些措施来保护大熊猫。
3.教学目标(1)能通过阅读了解大熊猫的生活习性和面临的危险；(2)能通过使用跳读、寻读等阅读技巧，找到目标信息；(3)能在讨论保护大熊猫的措施中，深化动物保护意识。
4.教学重难点利用合理的阅读技巧寻找目标信息，理解文章内容。
5.学情分析大熊猫是学生很熟悉、很喜爱的动物，而且通过本单元第一课时的学习，学生对于大熊猫的外貌体征有了进一步的了解，所以学生应当对本节课中即将出现的话题很感兴趣，也有相关知识的积累，能进行一定的讨论。
本班学生学习能力参差不齐，但大部分学生的接受能力较强，能积极参与课堂活动。
二、教学设计1.指导思想根据《新课程标准》的理念，阅读设计应当注重指导学生运用阅读技巧解读文本，采用任务型教学模式，融合话题、交际功能，让学生在语言实践中获得阅读体验，从而培养学生综合运用语言的能力。
2.教学过程Step One Lead in and presentationTask 1 Revision利用课件复习上一课时中出现的6种野生动物。
以猜谜的形式，描述某一动物，鼓励学生说出它的名称并进行拼写。
将giant panda放在最后一个，顺势导入新课。
【设计说明】以猜谜活动回顾所学的知识，能较好的集中学生的注意力，激发学生的兴趣，营造轻松活跃的课堂气氛。
牛津译林版-英语-八上-4单元 Wild animalsVocabulary教案)
Vocabulary
ⅠTeaching objectivities:
Knowledge objects:
1. Students can name different wild animals.
2. Students can match different wild animals with the food they like to ea improve students’ abilities of listening, speaking, reading and writing.
Emotional objects:
Have students care more about wild animals.
Unit 4 Wild animals
Vocabulary
fox---foxes insect What do foxes often eat?
wolf---wolves They often eat insects.
polar bear
ⅥReference materials:
The teaching book for teachers
Step 10 Homework
1.Have students remember the new words.
2.Search the Internet to find more about wild animals and choose one they are interested in to write an article about it.
Step 5 Speaking up
Show students a model ofdialogue to talk about what wild animals eat.
《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）初二Unit4WildAnimals
（牛津译林版）初二Unit 4 Wild Animals一. 本周教学内容：Unit 4 Wild AnimalsWelcome to the unit Reading Vocabulary Grammar二. 需要掌握的词汇wild delicious bear dolphin giant panda kangaroo squirrel bamboo shootsadly survive hunter fur farmer forest nowhere danger following actionprotect reserve encourage safe thick alive writer camel fox giraffepolar bear tortoise wolf zebra bamboo rainforest report attack spit step poison male hunt三. 重点与难点1. wild 野生的；疯狂的There are many wild animals on the earth.in the wild 在野外be wild with joy欣喜若狂They were wild with joy at the news.2. danger n. 危险 dangerous adj.He found that there could be danger ahead.in/ out of danger处于/脱离危险With his help , he got out of the danger.The children are in danger.3. grow into…长成…，发展成…The village has grown into a big modern city.The boy has grown into a handsome young man.grow out of…出自于…，产生于…The mistake grew out of his carelessness.grow 种；作连系动词，“变得”We grow some roses in the garden.It is growing dark and they are hurrying home.4. up to 高到，多达，接近The water is only up to his knees.Up to now I always thought Billy was honest.5. for…为…What did he come for? He came for his pay.People kill tigers for their fur and bones.6. on one’s own =alone, by oneself 独立，独自The man is too old to live on his own.She can drive on her own.of one’s own 某人自己的My brother has a car of his own.7. take away拿走The desk is broken, please take it away.throw away wash away fly away run away8. action n. 行动 act v.Actions speak louder than words.You should put your words into actions.take actions to do sth.采取行动/措施做…It’s time for us to take actions to protect nature.9. protect 保护We should try our best to protect wild animals.protect …from…保护…免受…You’d better protect the plants from the cold.Parents should protect their children from any harm.He wears sunglasses to protect his eyes from the sunlight.10. encourage v. encouragement n.encourage sb. to do sth.When he fails, his father always encourages him to try again.11. alive 是表语形容词，不能作前置定语，可作后置定语。
牛津译林版英语八上《Unit 4 Wild animals》word教案
Unit 4 Wild animalsPeriod One Welcome 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】Step1.RevisionRevise vocabulary for animals.Step 2.presentationIntroduce the new words in Part A, using some pictures or flashcards.Step3. exercise1. Get the students to complete 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 computer and show the sentences to the students. Then ask them to guess what animal it is.Step6.ConsolidationSome 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】Step1.RevisionReview 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.Step2.presentation* 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】Step1.Revision1. 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 complete 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 V ocabulary 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】Step1.Revision1.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 compare 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----wolvest he 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 be Homework1. 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 possible situation.2. To recognize and use conditional sentences to talk about repeated and predictablesituation and events.3. To use conditional sentences in a report about conversation issues.【Teaching method】Task-based approach.【Teaching aids】A small blackboard & a computer【Teaching steps】Step1.RevisionGet 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 come 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 compare answers with a 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 complete the sentences on their own and then compare answers with a partner. Check answers with the whole class.3.Ask Ss to complete “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 computer【Teaching steps】Step1.Revision1 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.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 examStep 3 PracticeRewire the following sentences according 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)Step 4 CheckoutAsk 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.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 computer【Teaching steps】Step1.RevisionGet 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. Step 3. 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. Complete the letter without looking at the fact sheets on 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 computer【Teaching steps】Step1.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?Step2 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.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 computer【Teaching steps】Step1.Revision1. 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 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 panda in this unit.Step3 SkimmingAsk students to skim through the report quickly and give each paragraph.Step4 exerciseGet Ss to complete 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,become 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 computer【Teaching steps】Step1.RevisionHave 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 complete the task on their own.Step3. Practice1. Ask students to Proceed to Part B after completing Part A.2. Ss complete Part B on their own and then compare answers in pairs.Step 4 SummaryLanguage points (Checkout）climbing, what about playing football?, a friend like Alan, answer questions correctly Step5.ExerciseGet the students to do some supplementary exercises.Step6 A quiz (See a test paper)Homework:1. Finish off the workbook.2. Prepare for the new lesson.。
牛津译林版-英语-八上-4单元 Wild animalsGrammar教案)
Unit 4 Wild animalsGrammar简要提示一、年级：八年级二、教学内容：8A Unit 4 Wild animals三、课型：Grammar四、教学目标1.知识目标1)学习并掌握‘if’引导的条件状语从句。
2)学习并掌握‘because’, ‘because of’ 的用法及区别。
2.能力目标1)能运用‘if’引导的条件状语从句。
2)能运用‘because’和‘because of’ 。
五、教学重难点‘if’引导的条件状语从句中，用一般现在时表示将来，主句用一般将来时。
教学流程Grammar APart One Lead-inIn this unit, we learned a report about giant pandas. We know they are very lovely. But they are in danger. They may have many problems in the future.Do you remember ‘the story of Xi Wang’.Do you remember what problems they may have in the future?Yes. If hunters catch a giant panda, they will kill it for its fur.If farmers cut down trees and forests, giant pandas will have nowhere to live.If people find baby pandas alone, they will often take them away.Please remember:If we do nothing, there will be no giant pandas in the world.We can also say:There will be no giant pandas in the world if we do nothing.Part Two learning for useStep 1 PresentationWe really need to do something to protect wild animals. Amy also knew a lot about wild animals. Now she is thinking about wild animals. What will Amy do if she sees a snake?Let’s use coditional sentences to talk about the possible result of a possible action.阿梅正在考虑有关野生动物的事情。
牛津8A Unit 4 Wild Animals 第一课时教案
牛津8A Unit 4 Wild Animals第一课时教案By Shi Qinfen from Shajiabang Secondary School一、设计的基本理念构建以人为本，以学生的学、练、测为主线的优化课堂教学模式，通过实施任务型、活动性教学，夯实学生语言基础，提高语言运用能力，培养学生参与、合作、探究的创新精神。
二、教学内容：《牛津初中英语》8A unit 4 Comic strip & Welcome to the Unit三、教学目标：1、知识目标------话题功能：谈论喜欢的动物。
词汇：本课时的7个新单词+有关补充的词汇New words: wild, delicious, bear, dolphin, giant panda, kangaroo,squirrel补充的词汇: poor; polite; shy; beautiful; dangerous; brave; strong; careful;clever; poisonous; like doing…;can do…If you eat my food, I won’t talk to you.句型：If I don’t have food, I die.2、能力目标：培养学生就动物选择话题的口、笔头表达能力。
To describe different animals according to personal preferences3、策略目标：（1）词汇的图片联想记忆法（2）合作探究法四、教学重、难点：to use words and expressions to describe animals1、词汇识记运用，重点句型的运用。
2、如何在不同的语言环境下正确运用所学词汇和句型谈论动物。
五、教学方法与策略 (Teaching methods: task-based approach )Teaching task:1. Make a survey------Find the name of animals2. Bingo------understand animals through the game3. Writing------write something to the chairperson of the AnimalsClub about the animal you like best or least and why六、教学流程(Teaching steps & ways)Step 1: (6 minutes) Warm-up and learn new words on the pictures( sing →look →say →ask & answer →recite ) (T-S S-S) Step 2: (15 minutes) Make a survey Topic: find the names of animals1. Pre-task activities1）内容2）要求3）方法2. While-task activities指导学生选择恰当的词汇、句型进行表达。
英语：Unit 4《Wild animals》Grammar2教案(译林牛津版八年级上)
英语：Unit 4《Wild animals》Grammar2教案（译林牛津版八年级上）一、教学目标1.知识目标学习并掌握‘because’, ‘because of’ 的用法及区别。
2能力目标能区分并运用‘because’和‘because of’ 。
二、教学重难点‘because’和‘because of’ 的区分。
三、教学流程Grammar BPart One Lead-inNow we know the number of giant pandas is getting smaller and smaller. Now let’s learn Grammar B.Look at these pictures, what are they? Yes. Kangaroo, giant panda, bear, dolphin, tiger, squirrel.Pleae have a discussion:Which animal do you like best?I like … best.Why?Because I think …Which animal do you like least?I like … least.Why?Because I think …Part Two learning for useStep 1 PresentationWe knew that Amy went to Beijing Zoo. Now Daniel is asking her about the visit to the zoo.You can see four sentences here.The dolphin show was long. We must protect wild animals.Wild animals are our friends. I stayed in the zoo for so much time.We must protect wild animals because wild animals are our friends.I stayed in the zoo for so much time because the dolphin show was long.Step 2 PracticeOpen your books, turn to page 67. Use ‘because’ to help Amy answer Daniel’s questions. Let’s check the answer. Amy saw a dolphin show in the zoo. Now she is talking about it. Turn to page 67,Please work out what she is saying by making sentences using ‘because of’. Let’s check the answer.Part Three Rule outWe can use ‘because’ to give the reason(s) for something. The word ‘because’ introduces the clause of reason and we usually put it in the middle of a sentence.我们可以用‘because’ 来引导原因状语从句，一般放在句子的中间。
【初中英语】Wildanimals教案1译林牛津版
【初中英语】Wildanimals教案1译林牛津版《牛津初中英语》8A Unit 4 Wild animals Integrated skills简要提示一、年级：八年级二、教学内容：8A Unit 4 Wild animals三、课型：Integrated skills四、教学目标1.知识目标1)掌握并运用描写野生动物外貌、性格、能力、食物以及面临危险的词汇和句型。
2)掌握表达观点的句型。
2.能力目标1)能从听力材料中获取不同野生动物的外貌特征、性格特点、能力长处、主要食物以及各自所面临的危险。
2)能综合所听、所读的信息将一封关于野生动物信的空缺内容补充完整。
3.情感目标通过了解野生动物面临的危险，激发学生保护、爱护野生动物的情感。
五、教学重难点从听力材料中准确捕获相关有用的信息。
教学流程Part One Pre-listening (用时：5分钟)Step 1 Revision (用时：2分钟)In this unit, we learned a lot about wild animals. 在这一单元中，我们学习了许多有关野生动物的知识。
Please look at this picture. We are very familiar with it. It’s a giant panda.. 请同学们看这张图片。
我们很熟悉。
这是一只大熊猫。
Please have a free talk about giant pandas. Try to say something about their appearance, ability, character, food and the danger they meet.Step 2 Presentation (用时：3分钟)Look at this picture. It’s a tiger. Do you know anything about tigers?Yes. They have black stripes. Hunters hunt them for their fur ans bones. Because they want to make medicine. (教学生词stripe, medicine)This is a wolf. 请同学们注意wolf的复数wolves。
英语：Unit 4《Wild animals》Vocabulary教案(译林牛津版八年级上)
英语：Unit 4《Wild animals》Vocabulary教案（译林牛津版八年级上）一、教学目标1. To learn about some wild animals’ names.2. To learn about these wild animals’ appearance , food and living areas.3. To be able to make short dialogues about wild animals with their partners.4. To know the importance of protecting wild animals.二、教学重点难点1. Some wild animals’ names, food and living areas.2. How to describe the wild animals about their appearances and abilities.3. According to what they learnt in the class, make short dialogues and introduce the wild animals.三、教学过程Teaching procedures:Step One : Leading-inWarm-up 1.Leading-in by the theme song of animal world.2. T: When hearing the music, what do you think of? S. Wild animals.T: Today we’ll go into the world of wild animals.Step Two: RevisionRevise the wild animals they have learnt in this unit by a guessing game. (Teach the word: stripe.)Step Three: Learning the names of some wild animals.1. T: In the forest , there will be a big party. Many wild animals are coming. Do you know them?Show the pictures of the wild animals and teach the students how to read them.2. Ask the students try to remember the places of the pictures and the names of the wild animals. Then play another guessing games about these.3. T: You know the names of these wild animals. Can you say anything special about them?Teacher describe one wild animal as an example. Help the students try to describe these wild animals’ special abilities and appearances. (Teach: turtle shell, smell, hearing, foxy, hump, eyelid)Step Four : Learning about food and living areas of these wild animals.1.T: Do you want to learn more about these wild animals? Do you know their food and living areas? Forexample, what do foxes eat?Show some pictures of insects and teach insect.2.Books open. Make students talk about part B animals’ food in page63 in pairs. Then check the answers inpairs in this way: Ask: What do camels feed on? Answer: Camels feed on grass and tree leaves.3.Show some pictures about wild animals’ living areas. (Teach: desert, wetland, grassland, North Pole)Step Five : Task 11.Tell the students the wild animals are having the party and some reporter are coming, too. Ask them to make adialogue between the reporter and the wild animals. Ask them to use the information and words teacher taught.Make the students work in pairs, in three and in four. ( Give them headgears of three animals: a tortoise, a zebra and a wolf)2.Several minutes later, ask four groups to act out the dialogues.Step Seven : Task 21. T: Audience like the programs very much. They want to learn more about the wild animals. Can you introducethe other wild animals like Zhao Zhongxiang? Then teacher should introduce one animal as an example.Ask the students to begin it like this: Hello, everyone. This is Animal World. I’m … Today I’ll introduce you a wild animal---…2. Give the students several minutes. And ask them to come to the front and talk about the last five wild animals. Step Eight : Ending the class.1.T: After watching the program, more people are interested in wild animals.Show some pictures of some ferocity animals: a tiger, a lion, a bear and a crocodile..T: How do you feel when you see these pictures? Look at their sharp teeth and paws. ( Teach: dangerous, endangered, in danger)2.Show some pictures about people killing wild animals. Make the students think about two questions afterclass:1)What problems do wild animals have?2)How can we protect wild animals?。
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To describe different animals according to personal preferences.
情感目标
To enable the Ss to love animals and love life.
教学重点
1.How to say something about wild animals in English.
课前预习
1.Preview the new words.
2.Listen to the tape and read t环节
教师活动
学生活动
备课札记
Step1.
Warm-up
1.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:
3 Ss study the pictures and read the conversation
Step2.
Presentation
Step3. Listening
Step4. Reading
Step5. Describing
Step6
Writing
Step7Homework
first on their own, then in pairs. Ask two more able students to role-play the conversation.
Is Eddie willing to share the food with Hobo? (No.)
I want to know Hobo and Eddie better. Please help me. Listen again, then read the article by yourselves. Do some True or False exercises.
If you eat my food, I won’t talk to you.
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.
总课题
8A Unit 4 Wild Animals
总课时
10
第1课时
课题
Welcome to the unit
课型
New
教学目标
知识目标
1.Talking about the animals
2.To enable the Ss to love animals and love life.
3.To train the Ss’ ability of working in pairs.
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.
b. Have a show. And talk about the result of each group.
So much for the new words. Now, let’s listen to Hobo and Eddie twice. After you listen to them, please answer my questions,
2).Now task! make a survey
Have a discussion in groups. Every member should say some names of animals.
a. Each group choose a student as the group leader to write something your group get about the names of animals.
1). Open your books and turn to page 59 to look at part A. Finish the exercise. Can you name at least three other animals? What are they? Give the students more pictures of animals.
2.How to arouse the feeling of loving the animals.
教学难点
1.How to say something about wild animals in English.
2.How to arouse the feeling of loving the animals.
1).The food is very tasty. (T)
2).Hobo can live without food. (F)
3).Eddie often takescareof Hobo. (T)
4).There is enough food for Hobo and Eddie. (F)
Now please pay more attention to these two sentences.