2018年秋牛津译林版八年级英语上册Unit5Task学案

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牛津译林版-英语-八上-5单元 Wild animals task教案

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

译林版8年级英语上册教案课件-第5课-U5Task

Brainstorming
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.

2018年牛津译林版八年级上册英语Unit5 Task课件

They can … They are good at … They seldom / often… People catch / hunt … for … We should take action to …
B. Help Simon complete his report using his notes in Part A. Bear are in danger! heavy They have Bears are big and _______. strong legs and large body, short and ______ large paws. Their tails are _____. short Most bears eat meat and ____, fish but some also eat plants and ______. insects
Bears can run ____________. very fast They are good at climbing and _________. swimming ________ Bears move around slowly in the daytime. the winter They They sleep through ___________. ______ seldom hurt people. Sadly, many hunters catch bears for their paws We should take action to _____ fur and _____. stop this. Otherwise, there may be no bears left in the world.
A. Simon wants to write a report on

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。

2018年秋牛津译林版八年级上Unit5集体备课教案(表格式)

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

牛津译林版英语八年级上册Unit5Task教学设计

2.在听力方面，学生对日常生活中的对话和故事类听力材料较容易理解，但对于涉及环境保护等专业领域的听力内容，可能需要更多的训练和指导。
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。

牛津译林版八年级上册(新)英语教案8AUnit5Task

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

牛津译林版英语8Bunit5Task教学设计

（三）情感态度与价值观
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。）

牛津译林版八年级英语上册Unit 5 Task 示范课教学设计

2.正确使用所学结构和表达写一篇有关处于危境中的动物的专题报道。
【难点】
1.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；
2.正确使用所学结构和表达写一篇有关处于危境中的动物的专题报道。
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问题。
Unit 5Wildanimals
Period7Task
一、教学内容分析
该板块的活动主题是写一篇有关“处于危境中的动物”的专题报道。以Simon为野生动物俱乐部撰写专题报道为背景，呈现了Simon的笔记和一篇题为“熊处境危险！”的专题报道。
二、学情分析
学生学习本课时已经完成了本单元前面几个板块内容的学习，不但对描述野生动物的外貌、食物、习性、危险及保护措施等的词汇有了一定的储备，还懂得了保护野生动物的重要性。但是对于野生动物的详细描写及专题报道的撰写缺乏认识。
活动层次
迁移创新之想过评估学生的作文，了解学生对知识的掌握情况，并在适当的时候提供指导和帮助。
环节设计意图:通过写作和互评的活动，锻炼学生在新情境中运用所学知识的能力，并培养其用所学知识做事的习惯和意识。
作业与拓展
1. Improve your report.
2. Exchange your report with your friends. Try to figureout more solutions to help protect animals in danger!
6. Students read the notes and answer.
7. Students read and complete the report.

苏教牛津译林版初中英语八年级上册 Unit 5《Wild animals》Task and导学案

苏教牛津译林初中英语重点知识精选掌握英语语法知识，巩固词汇量和各种语态，学好英语基础一定要扎实，大家一起练习吧！牛津译林初中英语和你一起共同进步学业有成！Wild animals活动一、课前预习导学（1）学习目标: 1.知识目标: 学习并掌握能用来描写动物外貌、能力、饮食、性格、所面临的危险以及如何保护动物的词组和句子。

2.能力目标 1)能通过 ‘A report on bears’的阅读了解写熊的五个方面。

2)能从五个方面写一篇关于 ‘Report: Animals are in danger’的文章。

3.情感目标通过讨论有关野生动物所处困境及其濒临灭绝等问题，人类应该保护自然，保护动物。

4.掌握词汇:report tail insect move slowly daytime otherwise词组:write a report on move around slowly sleep through the winter句型: They eat meat/fish/plants/insects.They can run very fast.Otherwise, there may be no bears left in the world.We should take action to stop this.（2）课前预习Task1根据课文内容填空。

Bears are big and _______.They have large body, short and _______ legs and _______ paws. Their tails are _________. Most bears eat meat and ________, but some also eat plants and ______.Bears can ______ very fast. They are good at _______ and ________. Bears move around ______ in the ________. They sleep through the ________. They seldom _____ people. ______, many _______ catch bears for their ____ and _________.We should take _________ to ________ this. Otherwise, there ______ be no bears ______ in the world.活动二、课堂合作探究1.report报告、报道（名词），向…作报告/汇报（动词）e.g. I want to write a report on wild animals.（名词）The two men are reporting to the policeman.（动词）2.move v.移动，搬动;搬家；行动；进展；（机器等）开动提议；使感动；摇动；变化n.改变；迁移e.g. The earth moves around the sun.(v.)The doctor made a move towards the door.(n.)3. otherwiseadv.否则；另外；别的方式 e.g. I'm lucky that I'm interested in schoolwork, otherwise I'd go mad.adj.别的，另外的；不同的e.g. The outcome was otherwise.conj.否则，不然 e.g. We should study hard. Otherwise , we’ll fail the exam.活动三、课内练习巩固Task2翻译下列词组。

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。

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。

牛津译林版英语八年级上册Unit5Task优秀教学案例

作为一名特级教师，我深知教学目标的重要性，因此在教学过程中，我会时刻关注学生的学习进度，根据学生的实际情况，调整教学策略，确保每个学生都能达到预期的教学目标。同时，我会注重培养学生的学习兴趣，激发他们的学习潜能，让他们在轻松愉快的氛围中，提高自己的英语水平。
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。

牛津译林版-英语-八上-英语八上5单元 Task 教学设计

根据前文所提的开头、段落及结尾写作要求等写作技巧进行仿写。
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

英语：Unit 5 Birdwatchers Main Task教案(译林牛津八年级上)

Unit 5 Birdwatchers第一部分简要提示一、年级：八年级二、教学内容: 8A Unit 5 Birdwatchers三、课型: Main Task四、教学目标1．知识目标：理解并运用本单元的四会单词, 词汇及句型。

2．能力目标掌握两种写作文体－－申请表和申请信。

用正确的词汇，句型及结构完成申请信。

3．情感目标通过学写加入观鸟俱乐部的申请表和申请信，进一步激发学生对野生动物与自然的热爱和责任感。

五、教学重难点帮助学生掌握申请表和申请信的写作文体以及正确理解信正文部分的结构。

第二部分教学流程Step 1 lead-inT: In this unit, we know many people want to protect the birds and Zhalong, just like the members of Birdwatching Club. Do you remember what things the members of the Birdwatching Club do?S1: They study the different kinds of birds in Zhalong and hanges in their numbers. Do a bird count once a year.T: That’s right. And I think the members of the birdwatching club do many things for these endangered birds and they need our help. Why not join the Birdwatching Club? Do you want to join it?Ss: Yes.T: Good. If we want to be a member of the Birdwatching Club, we have to fill in the application form first. Do you what information will be included in this form? Here is an application form. Let’s look at it and then work in group of four discuss what information we have to fill in? (Show the application and ask Ss to read it and discuss)T: Time is up. Let’s find what information we should fill in? (见ppt)Ss&T: speak the answers together.Step 2 . writing structureTask one: finishing the application formT: Well. We have known what information we should fill in. Now Amy also wants to join the club too. Please listen to the tape and help her complete the application form on p89.T: Have you finished? Let’s check th e answers.T: now it’s your time to complete the fomr on page 89.Ss: Students finish the application form according to their own information.Task Two: writing structure of application letter.T: well, besides completing the application form, what else should we do?S1 write a letter to apply for it.T: yes. We have to write an application letter. First read Amy’s letter and revise the structure of the letter.Ss: Students revise the structure of an English letter.T: Good. Now please tell me how to write the message? Let’s listen to the tape about Amy’s application letter and discuss in groups of four and tell me what we should write the message. Ss Students read the letter again and discuss in groups of four.T: Let’s do it together. First please tell me how many paragraphs in this part?S2: FourT: Right. What about main idea of each paragraph?Ss Students’ answers (见ppt)T: Good. Now we can find the writing structure of the message. In the first para. We can write the writer’s purpose of writing the letter. In the second para. We can write the writer’s self-introudction. In the third para. We can write the writer’s reasons to join the club. In the last para. We show the writer’s contact way.Step 3 outlineT: Now can you tell me what we can do if we want to join the Birdwatching Club?S1: completing the application form and writing a letter.T: Yes. But when we write letter, what things should we notice?S2: the structure of the letter and how to write the message.T: Good. How to write the message?S3: we can write our purpose of writing the letter in para 1, self-introudce in para. 2, write reasons to join the club in para. 3 and show our contact way in the last para.Step 4 practiceT: Good job! Now we know much about how to join the Birdwatching Club. It’s your time to write the letter.T: You can use the following sentence structures in each para.T: when you finish your letter, please read it to your partner and check the writin for mistakes.小结这节课我们学习了如何填写申请表格以及申请信。

2018年秋牛津译林版八年级上Unit5 Task课件

C. You also want to write a report
on an animal in danger. Discuss your ideas with your partner.
Then write the report. Use
Simon’s notes and report as a model.
A. Simon wants to write a report on bears for the Wild Animals Club.
Read his notes below.
Looks big and heavy, large body,
short and strong legs, large
( 2 ) Then give the report in class orally.
Write a report on a wild animal in
danger.
Their … are … They eat meat / fish / plants /
They can … They are good at …
They seldom / often…
People catch / hunt … for …
B. Help Simon complete his report using his notes in Part A.
Qualities
daytime, sleep through the winter, seldom hurt people
hunters catch them for their
Danger
fur and paws
… are big and heavy / strong /