牛津译林版八年级英语上册unit5第6课时教案
新译林版八年级上册英语 Unit 5 课时6 教案(教学设计)
Unit 5 Wild animalsStudy skills1. Be able to learn to use the suffix “-ing”, “-ness” and “-ion” to form nouns；2. Be able to realize the importance of protecting the wild animals.How to form nouns by adding suffixes to verbs or adjectives.Step 1 Lead-in1. Ask and answerT: Today, we’ll continue to learn about wild animals. Do you remember her? Yes, it’s Xi Wang,a lovely giant panda. We’ve learnt a story about her, also some informationabout giant pandas. Now, let’s have a revision. You n eed to answer some questions. Are you ready?Why is it called “Xi Wang”?What problems do they face?What should we do to help?2. Explain the learning aimsExplain the suffixes “-ing”, “-ness” and “ion” in “meaning”, “illness” and “action”. T: As we see, we can form new words by adding suffixes. That’s what we’ll learn. Step 2 Presentation1. Work out the ruleT: Can you work out how to form the words “meaning”, “illness” and “action”?Please work in group and find out the way by yourselves. (Group work)2. BrainstormTry to think of more nouns with the suffixes “ing”, “ness” and “ion”.T: Do you know more nouns with the 3 suffixes? Let’s work in groups to think of more.3. Fill in the blanks (Using the first one as a model)T: Can you fill in the blanks to complete the sentences below? By the way, before filling, make sure of the correct speech of the word you need. For example, look at the first one. Because of “have a”, the answer must be a noun. The answer is “meeting”. Let’s finish the rest.4. Offer some tips(1) Explain the tipT: Please pay attention to the last four answers. Can you find somethingdifferent? Yes. Sometimes we need to change the ending of the verb oradjective when we add the suffix.(2) Get more words in these waysT: Can you think of more words?Well, work in groups and find out more words in these ways.5. Change them into nouns by adding suffixes (Part A)T: Now, let’s complete the exercises in Part A. Then we will go through the answers together.Step 3 Practice1. Complete a proposal(1) Watch a video and have a discussionT: As we know, many wild animals are in danger now. Let’s watch a video andthink about the question “As a student, what action can we take to protectwild animals?” . (Group work)(2) Finish Part B on P65T: Yes. We should stand up and call on more people to join in protecting wildanimals. Here’s a proposal from a member of Wild Animals Club. Let’s helpto complete it. Please pay attention to the spellings and the plural form. (3) Read the passage aloud together.2. Translate the sentencesT: What else can we do to protect wild animals? The students in Class One arehaving a discussion about it. Let’s help to take some notes according to the Chinese statements. Please pay attention to the words in red and try to use the nouns with suffixes “ing”, “ness”, “ion” or more.3. Rewrite the sentencesT: Now let’s have another test. Try to change the sentences below. You need to use the nounforms of the words in red. For example, look at the first one.“Kindness” is the noun form of “kind”. Can you change the sentence with “kindness”?Step 4 Extension1. Discussion: Form nouns in other waysT: As we see, besides suffixes, we can also form nouns in other ways. Now let’s have a discussion. In which other ways can we form nouns? If it’s difficult, here’re some exercises for you.2. SummaryT: Boys and girls, what have we learnt today?Yes. We’ve learnt how to make new words. Exactly, we’ve been learning how to make new words from Unit 2to Un it 5. Let’s have a fast conclusion. Boys and girls, that’s all for ourlesson today. Here’s some homework for you. Thank you!Write a proposal about protecting wild animals with the words mentioned in the period.。
牛津译林版八年级英语上册Unit5WildanimalsReading教案
Wildanimals教学重难点理解文章大意，掌握语言授课类型新授讲授方法Task-basedteachingmethord教具准备PPT学生提前互动准备动物特征纸条、学生对人类要说的话奖励物品（小熊猫）教学过程及时间主要教学内容教学方法应用PartOnePre-reading 1.Aguessing game2.Presentne wwordsPartTwo While-readi Goodmorning,boysandgirls.Nicetomeetyou.Lastclasswehavelearntmanynamesofanimals.Doyourememberthem?Good.Let’splayaguessinggame,ok? Iwillaskonestudenttosaysthabouthisfa vouriteanimal.Theotherspleaseguesswhatitis.(Good.Let’sclapourhandsforthem) (Congratulationstoyou)Youareveryclever.Doyouwanttoknowmyfa vouriteanimal?Myfavouriteanimalisverylovely.Itisbl学生回答Yes请四位学生描述他最喜欢的动物的特征，其他人猜动物名称。
学生回答Yes请一位学ng1.Presentth ephotosofJa ckyChen2TaskOne Listenandfi ndthemainid ea:3TaskTwo Line1-14The growthofXiW ang4.TaskThree Line15-22Th eproblemsgi antpandasma ymeet5.TaskFour Line23-30Th ackandwhite.ItusuallylivesinChina.It sfavouritefoodisbambooshootsand leaves.Whatisit?(congratulations)(跟学生握手以示祝贺)(显示大熊猫图片)Look.Whatarethey?Look.Itisababypanda.(显示熊猫宝宝图片)Whatdogiantpandaslikeeating?(引出竹子图片)Lookatthepicture.Theyarebamboos.They arebambooleaves.Bambooshoots.Bambooforest.Lookatthispicture.Whoishe?Look.Heiswithapanda.Heistheambassado roflovingpandas.Doyouthinkheisgreat? DoyouwanttobesuchamanlikeJackyChen?I fyouwant,youmustknowthegiantpandasverywell.So,let’slearnastoryofagiantp andacalledXiWang.Openyourbooksontopage60.Firstlet’sl生回答Giantpanda学生回答theyaregiantpandas学生跟读新单词3遍学生回答Jac kyChen学生听录音完成第一个任务学生自行阅读完成表格，请几位学生eactionswec antakePartThreeAf ter-reading 1.Discussi on2.Watchavi deoPartFourHom ework istentothetapewithyourbook.Trytoputt hestoryintothreeparts.Youdidagoodjob. Ifyouwanttobeanambassadoroflovingpandas,youmustknowthegrowthofpandas. SopleasereadPart1byyourselvesandtryt ofinishthetable. NowIthinkyoucanfinishPartCinyourbookeasily.Aregiantpandaslovely? Buttheyhaveproblemsnow.Let’slearnPa rtTwoandseewhatproblemstheyhave. Closeyourbooksandlisten.Trytofillint heblanks.Yes.Thesearetheproblems.Doyouknowany otherproblemsforgiantpandas。
牛津译林版八年级英语上册8A Unit5第6课时导学案(无答案)
课题8A Unit 5 Wild animals Grammar B
学习目标知识目标学习并掌握‘because’, ‘because of’ 的用法及区别。
能力目标能运用‘because’和‘because of’ 。
学习重点掌握运用‘because’, ‘because of’ 的用法
学习难点掌握运用‘because’, ‘because of’ 的用法
课前自学
一，看图写下他们的名称。
________ _________ _________ _________ _________
_________ _________ _________ _________ _________ 二．小组对话练习，可以用下面的句子作为范例。
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 …
三．将下面的句子组合成一句话，用线连接。
The dolphin show was long. I stayed in the zoo for so much time.
Wild animals are our friends. We must protect wild animals.
课堂交流展示
一．小组合作展示预习二的内容。
二．根据预习，展示67页B部分内容。
1.___________________________________________________。
译林版英语八年级上册Unit5教案
3. It looks like a large fish in warm sea. You can watch them jump in the zoo.
4. It’s like a bear, but it has black and white fur.
初二英 语(8A Unit5 )
课 题
8AUnit5Welcome to the unit
课型
New
教学目标
1、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.
2.Is Eddie willing to share the food with Hobo?
Task 2Practice
Ask two more able students to role-play the conversation.
Task 3Talking
Talk about their favourite wild animals,just like:
A: Which is your favourite wild animal?
B:I like… best./My favourite wild animal is … .
(At this time teacher can write the names of the animals onBb)
初中英语八年级上册(牛津译林版)Unit5Reading教学设计
（一）教学重难点
1.词汇和语法：本节课的重点词汇和语法结构是学生在理解和运用上的难点，如：adventure, explore, danger, risk等词汇的正确使用，以及文章中涉及的复杂语法结构。
2.阅读理解：学生对文章深层含义的理解，尤其是对探险过程中人物情感变化的把握，是教学的难点。
2.教师要关注学生的个体差异，适量布置作业，避免加重学生负担。
3.鼓励学生互相讨论、交流，共同完成作业，培养合作精神。
4.教师要及时批改作业，给予反馈，指导学生改进学习方法，提高作业质量。
五、作业布置
为了巩固本节课所学知识，提高学生的英语综合素质，特布置以下作业：
1.写作练习：请学生运用本节课所学的词汇和语法，编写一篇关于探险的小短文，要求内容丰富、结构清晰，不少于80词。
2.阅读理解练习：完成课后阅读理解练习题，要求学生运用所学阅读策略，准确理解文章内容，提高阅读能力。
3.口语练习：学生分组，每组选择一个探险话题，进行角色扮演，模拟探险过程中的对话。每组录制一段不少于2分钟的口语视频，要求发音准确、表达流畅。
4.教师针对文章内容提出问题，引导学生深入思考，提高阅读理解能力。
（三）学生小组讨论
1.学生分成小组，针对文章内容进行讨论，分享彼此的观点和心得。
2.教师设计小组讨论话题，如：“What is the most impressive part of the article?”，引导学生从不同角度分析文章，提高他们的思维品质。
7.情感教育：结合文章内容，引导学生认识到勇敢面对困难、关爱他人等价值观的重要性。
在教学过程中，教师要关注学生的个体差异，因材施教，使每个学生都能在原有基础上得到提高。同时，教师要善于运用多种教学方法和手段，激发学生的学习兴趣，帮助他们克服教学重难点，提高英语综合素质。
译林版英语八年级上册unit5教案
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。
牛津译林版-英语-八上-：5单元第六课时教案
课题主备人 吴雯瑾课型New课时安排第六课时教学 目标 To learn to express one ’s own ideas clearly and response to others’ op inion about animals protecting To learn to use fac tual information to support their own opi nions and make their opinion morepersuasive重点难点分析To learn to identify the intonation patterns in conditional sentences 教学流程安排集体智慧（以知识体系为主）个性设计 （二次备课）教学后记 Teaching procedures :STEP 1 Showing students some pictures of animal products Show students some pictures of animal products, for example hats madeof fur, scarves made of fur, coats made of fur or skin, things made ofelephants’ tusks.Why do hunters hunt the animals? Because they want to make money.Why can they make money?Because people are buying a lot of things made of animal fur or other thing Get the students to think that what will the world be like if no one buy the fur.Do you think it is right to buy things made of animal fur? We should ask more people not to buy things made of animal fur.STEP 2 Playing the tapeMillie is doing so, she is asking her mum not to buy clothes made of animal fur. Play the tape for the students to listen and answer the following question. What does Millie’s mum think about it?If I don’t buy them, someone else will buy them. Invite the students to open their books and read the dialogue and then find out the answer to the questions:What does Millie think about it?Many animals lose their lives because people buy furs. I don’t think本课以读和说为主For easy se ntences, Ss can use them freely.that’s right. People should protect animals. If no one buys furs, then people won’t kill wild animals any more.Get the students to read the dialogue fluently. For stronger classes, the teacher can give the students some time to practice and remember the dialogue. Then get them to act the dialogue. For weaker classes, play the tape and pause one sentence by another for the students to repeat. Explain carefully some of the key points here.1.They (The coats) look lovely on me. VS She looks lovely in the coat.2.Many animals lose their lives because people buy furs.3.Someone else will buy them.4.If no one buy s furs, then people wo n’t kill wild animals any more. STEP 3 A cting dialogues outSay ‘Animals lose their lives, because people buy animal furs. Animals lose their lives, because people eat their meat, too. For example, some people eat snakes in restaurants and others may drink wine with tiger bones inside. Do you think it is right? Make up a new dialogue to talk about it. Work in pairs, one student tries to ask the other not to eat animals/ do other things bad to animals.’Give the students 4-5 minutes to prepare, then get some pair to act their dialogues out.STEP 4 Reading aloud sentencesAfter th e students finish their dialogues write the following sentences on the board and get them to read it paying attention to the intonation patterns.If people don’t buy animal furs any more, no animal s will lose their lives. If people don’t kill wild animals for food, no animals will die any mor e. Get the students to focus on the intonations. The teacher reads the sentences and gets the students to repeat. While reading the sentences, draw rising and falling arrows to show the intonation patterns.Get the students to read the sentences for more times until most of the students can read them in a appropriate intonation patterns.STEP 5 Listening to Simon’s reportGet the students to open their books to Page 70. Play the tape for the students to listen to Simon’s report on wolves. Pause the tape for the students to repeat focusing on the intonations patterns.Do chain work and get the students to read the sentences one by one. STEP 6 Explaining some of the sentencesAs this is a passage about wolves, we can collect more information here.It is necessary to explain some of the sentences:1. Wolves wo n’t survive if we don’t give them good areas of forests to live in.2. If we continue to destroy forests to build roads, they won’t have suitable homes. Ss are interested in playing the games.3. If farmers continue to make new farmland from forest, wild animals won’t get enough food.STEP 7 Getting the students to fill in the blanksWolves are dog-like animals. They are not very big. Usually they have g centimeters long.Wolves have very good eyesight, hearing and smell. In the wild, they live hunt together. They work well as a team and n ever kill for fun. They are other and never attack people.They have a very healthy eating, too. They eat animals, insects, snail and ve However, wolves are now in danger. People continue to destroy forests to continue to make farmland from forests. If this continues, wolves will soon and can’t get enough food.Wolves won’t survive if we don’t give them good areas of forest to live in. S protect them.STEP 8 Talking about the animalsShow a picture of an elephant and get the students to talk about the animals. (They have learned about elephants in Book 7B.) Encourage them to talk about h e f ive aspects: Appearance, Ability, Character, Food and Danger.STEP 9 Reading Millie’s reportGet the students to read Millie’s report and pay special attention to the intonation patterns. Play the tape for the students to follow and repeat. Explain some of the sentences to them.1. Hunters will make a lot of money if they sell elephants’ tusks.2. Elephants will help farmers do lots of things if people train them.STEP 6 Homeworka. Write a short passage about the biggest animal on land.b. Finish off the exercises in the Evaluation Handbook and Learning English.练习安排The same as above.板书设计八上Unit5 study skillsWords: Phrases。
新译林版八年级上册英语 Unit 6 课时5 教案(教学设计)
Unit 6 BirdwatchingIntegrated skills1. Be able to know some useful expressions；2. Be able to ask for advice on an activity；3. Be able to master some listening skills.1. To learn how to use some useful expressions.2. To learn to use some listening skills.A Yancheng Nature ReserveStep 1 Lead-inT: Can you guess where Yancheng Nature Reserve is?S: It is in Jiangsu Province in East China.T: Can you imagine what it looks like?S: Perhaps there are trees, flowers, grass, rivers, animals and so on. Step 2 Presentation1. Finish a quizYancheng Nature Reserve is in _____ Province in ______ China.a Heilongjiang, North-eastb Hainan, Southc Jiangsu, EastYancheng Nature Reserve is a perfect place to _____.a buy the birdsb hunt the birdsc watch the birdsThe reserve covers an area of over ______ square kilometers.a 453b 4,530c 45,300Yancheng is the ______ home to red-crowned cranes in China.a largestb second largestc third largestAbout ____ red-crowned cranes fly to Yancheng Nature Reserve every year to spend the winter.a 100 to 300b 300 to 1,000c 1,000 to 3,000In _____, Yancheng Nature Reserve became one of the world’s most important wetlands.a 1997b 2002c 19922. Offer some tips before listeningGuessing before listening can help us understand better.Before listening, finding the differences between the choices is necessary.3. Listen and finish the exercise(1) Listen to the first part of the radio programme and check the answers in the quiz(2) Listen to the whole radio programme and complete the report on P764. Offer some tips while listeningWhile listening, paying attention to some key words can help us find the answers quickly.While listening, we can write in shorthand. Then after listening, we can write down the complete forms of the words. (E.g. red-crowned cranes—rc cranes)5. Listen again and check(1) Listen the whole radio programme again and check the answers.(2) Listen to some difficult sentences and repeat them.There are many wetlands in China. One of them is Yancheng National Rare Birds Nature Reserve.It covers an area of more than 4,530 square kilometers.(3) Offer some tips for listening comprehensionWhen the first word ends in –r or –re and the next word begins with a vowel sound, the speaker joins them together with a /r/ sound between them.The speaker usually links a consonant sound with a vowel sound.When two consonant sounds of two words meet, the speaker sometimes does not pronounce the first consonant sound.than重读[ðæn], 一般轻读作[ðən]。
牛津译林版八年级上册Unit 5 Wild animals Task教案
牛津译林版八年级上册Unit 5 Wild animalsTask教案【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 itStep2 Presentation1.Do you want to know what Simon’s favourite wild animal is Let’swatch 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 likeB: They are/look---. They have---.A: What do they often eatB: They ---.A: What can they doB: They---.A: What qualities do they haveB: They---.A: What problems do they faceB: ---.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 dangerUseful expressions: Main ideas: move around slowly para1: Looks:in the daytime para2: Food: sleep through the winter para3: Abilities: otherwise, para4: Qualities: para5: Danger:。
译林版八年级英语上册Unit 5 Wild animals 第6课时 Study Skills教案
译林版八年级英语上册Unit 5 Wild animals 教案第6课时Study Skills一、教学目标1、能听懂并掌握一些关于名词后缀的词汇。
2、能灵活运用后缀-ing、-ness、-ion构成名词并完成书后练习。
3、熟练运用后缀-ing、-ness、-ion来构成名词。
二、教学重点How to form nouns by adding suffixes to verbs or adjectives三、教学难点灵活运用后缀-ing、-ness、-ion来构词。
四、教学过程（一）Lead-in（师）1. Ask students to describe the panda Xi Wang and the danger pandas face.2.Encourage students to describe other wild animals with simple sentences（生）1. Say a lot about Xi Wang and the danger pandas face.2.answer some questionse.g. Why is it called “xi Wang”?What should we do to help?What problems do they face?（二）Presentation（师）1.Ask students to work out the rule about how to form the words “meaning” “action” “illness”.2.Brainstorming:encourage students to think of more no uns with the suffixes “-ing” “-ness” “-ion”（生）1.Work in groups of four and find out the rule by themselves.2.Think of more nouns with the three suffixes and write them down.3.Exchange their ideas with their partners.（三）Practice（师）1.Ask students to complete part A.2.Offer some tips: guide students to pay attention to some special words, we need to change the ending of the verb/adjective when necessary.（生）plete Part A2. Check answers in pairs then in class3.Learn some special words.eg :shop-shoppinghappy-happinessdecide –decisioninvite-invitation（四）Extension（师）1.Watch a video and have a discussion about the question: As a student, what action can we take to protect wild animals?plete Part B on page 653.Guide students to pay attention to the words in red and change each word into a noun by adding a suffix.（生）1.Watch the video and talk about the question.plete Part B3.Check answers in pairs then in class4..Read the passage together.（五）Discussion（师）1.Encourage students to work in groups of four and make up a new story.2.Guide students to use the suffixes we learned today in the story.（生）1. work in groups offour and make up a new story.2. Ask students to share the story with us.（六）Conclusion（师）The teacher make a conclusion: How to form nouns by adding suffixes to verbs or adjectives. And everybody should act to protect wild animals.（生）Each group choose a student to share the story with us to stand in the front.五、教学反思。
牛津译林版八年级英语上册unit5 Reading课时 教案
牛津译林版八年级英语上册教案教案背景 1.面向学生：中学 2.学科：英语3.课时：14.学生课前准备：1）学习生词，预习课文，了解文章大意2）提出预习中出现的问题教学课题8A Unit5 Wild animals Reading教材分析本课来自牛津初中英语8A第5单元。
这一单元主要围绕野生动物开展多种教学任务，材料内容符合学生生活实际，符合学生对野生动物的认知能力，具有很强的教育意义。
本节课是本单元的Reading部分，主要围绕大熊猫的成长过程展开话题讨论。
通过学习，让学生了解大熊猫的成长过程以及目前他们可能遇到的危机，让学生了解动物是人类的朋友，保护动物也就是保护人类自己，最后讨论保护野生动物的措施，为后面的学习打下伏笔。
教学目标 1.知识目标理解并运用本课时的四会单词理解并掌握描述大熊猫外貌特征、它们所面临的危险以及采取保护措施的词组和句型2.能力目标能根据上下文猜测词汇在上下文中的意思，从而理解文章内容能通过阅读了解名叫“希望”的大熊猫的成长过程、面临的危险以及所采取的保护措施3．情感目标通过了解大熊猫的信息，我们要善待大熊猫。
动物是我们的朋友，我们要尽力保护它们。
教学重难点理解文章大意，掌握语言授课类型新授讲授方法Task-based teaching methord教具准备PPT 学生提前互动准备动物特征纸条、学生对人类要说的话奖励物品（小熊猫）教学过程及时间主要教学内容教学方法应用Part OnePre-reading1. A guessing game Good morning, boys and girls. Nice to meet you.Last class we have learnt many names of animals.Do you remember them?Good. Let’s play a guessing game,ok?I will ask one student to say sth about his favouriteanimal. The others please guess what it is.(Good. Let’s clap our hands for them)(Congratulations to you )学生回答Yes请四位学生描述他最喜欢的动物的特征，其他人猜动物名称。
牛津译林英语八年级上册学案：Unit5 第6课时
8A Unit 5 Wild animals 第六课时导学案Speak up and Study skills使用日期_________班级_________姓名_________ 组别_________评价_________ 【学习目标】1.知识目标: 通过阅读，理解文章大意和文中语言点。
2.技能目标：掌握动词、形容词加后缀ing、ness、ion变名词的用法。
3.情感目标：学会表达保护野生动物的方法。
【学习重点】掌握动词、形容词加后缀ing、ness、ion变名词的用法。
【基础引航】一、写出下列单词1.危险______________________2. 遗憾_____________________3.卖______________________4.羞愧_____________________5.表演______________________6. 疾病_____________________7.接受______________________ 8.难过的____________________二、译出并记住下列短语。
（在文中用双色笔划出）1. 不再……___________________________________2. 身体的其它部分___________________________________3. 一本关于野生动物的书___________________________________4. 采取行动保护野生动物____________ ________________三、仔细阅读课本P64、65的内容，翻译下列句子。
1. 许多动物由于人类的捕杀而丧失了生命。
___________________________________________________________2. 我们期待你们会接受我们的邀请参加到我们的行动中来。
____________________________________________________________【要点探究】1. 听speak up,回答问题：(1) Why do many animals lose their lives?__________________________________(2) Why do people hunt animals?__________________________________(3) What should we do to protect wild animals?__________________________________2. Pair work: 朗读并表演对话，3. 小组合作，讨论名词后缀-ing, -ness, -ion.4. 讨论核对答案，集体朗读。
牛津译林版八年级英语上册 Unit 5 Wild animals第6课时教案
牛津译林版八年级英语上册Unit 5 Wild animalsGrammar2一、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。
译林版英语八年级上册Unit5教案
Step2Lead in
1.Get the students to talk abouttheir favourite animals.
2.Tell the studentsIlike the giant panda best and present some pictures .
Would Eddie like to live in the wild? Why or why not?
3. Get the students to focus on possible actions and possible results of the dialogue. Then get them to finish the following exercises.
5. Dolphin: I like swimming. I can do different kinds of swimming shows. Many people bring their children to watch my shows. Who am I?
6. Tiger: I am the king of the animals. I look like a cat but I’m bigger than a cat. Usually, I have yellow fur and black stripes. Who am I?
3. Where do people usually see wild animals?
What animals can we see there?
Step 2 Presentation
1. Show more pictures of wild animals.
牛津译林版八年级英语上册Unit-5 第6课时导学案(无答案)
()2.A.happilyB.happyC.to be happyD.to be happily
()3.A.forB.ofC.asD.from
()4.A.tellB.hearC.lookD.talk
()5.A.ownB.elseC.anotherD.other
预习完成情况评价：_________日期：_______
【知识要点】
1.reportn.报告:
a weather report天气预报a school report成绩报告单a report on/about sth一个关于…的报告Mr Smith will give us a report on how to protect our environment.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
牛津译林版英语八年级上册：Unit 5 Wild animals. 教案6
重点难点
To listen and develop the ability to extract information in order to complete two fact sheets.
教学过程设计
集体备课
Unit 5 Wild animals
Lesson5
教学目标
1．To identify specific characteristics, appearance, abilities, eating habits and danger in the context of animals.
2．To develop students’ ability to infer meaning from context and key words.
We shouldn’t buy fur coats any more.
Make a dialogue about protectinner. Use Millie and her mum’s conversation as a model.
二次备课
Step 1 Showing the pictures of tigers and wolves
As we have learned a lot about animals in the unit, in this part we can directly come to the two animals we are going to talk about. Show the pictures of tigers and wolves one by one and encourage the students to speak out what they know about them.
牛津译林版八年级英语上册：Unit 5 Wild Animals Integrated skills教案
1. Now, many people like to wear clothes made of animal fur. They think they look smart and modern on clothes like this. And they think they can keep warm on these clothes. Millie’s Mum like clothes made of anmal fur, too. What about Millie? Please listen to the dialogue between Millie and her mum, try to answer the following questions.
Play the tape for the third time for Ss to check the answers.
1. 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 68. Then ask them to look at the fact sheets to check the answers and make corrections if necessary.
* What is Millie’s favourite animal?
2.Play the tape. Students listen carefully for keywords to answer the questions.
Unit6Birdwatching教学设计2024-2025学年牛津译林版英语八年级上册
教学方法/手段/资源：
-讲授法：通过详细讲解，帮助学生理解关于鸟类观察的英语知识点。
-实践活动法：设计实践活动，让学生在实践中掌握鸟类观察的英语表达。
-合作学习法：通过小组讨论等活动，培养学生的团队合作意识和沟通能力。
作用与目的：
-帮助学生深入理解关于鸟类观察的英语知识点，掌握鸟类观察的英语表达。
-学习被动语态的用法，如"The birds were watched by the students."
-掌握定语从句的用法，如"The birds that we saw were interesting."
3.功能知识点：
-学习如何描述鸟类的外貌特征、生活习性和观察经历。
-练习如何询问和回答关于鸟类观察的问题。
Unit6Birdwatching教学设计2024-2025学年牛津译林版英语八年级上册
科目
授课时间节次
--年—月—日（星期——）第—节
指导教师
授课班级、授课课时
授课题目
（包括教材及章节名称）
Unit6Birdwatching教学设计2024-2025学年牛津译林dwatching教学设计
4.完形填空题
题目：阅读下面的短文，选择正确的选项。
Last weekend, I _______ (go) to the forest to watch birds. I _______ (see) many different kinds of birds. Some of them _______ (fly) high in the sky, and others _______ (swim) in the river. I _______ (take) my camera with me, so I _______ (take) many photos of the birds. It was a great experience, and I _______ (learn) a lot about birds.
八年级英语上册 Unit 5 Wild animals(第6课时)Study s
Help the students learn the suffixes -ing, -ness and -ion.
Step4:Show"Guide Two"to the students.
Guide Two
Do the exercise about changing the following verbs and adjectives into nouns by adding the correct suffixes.
Step5:Show"Guide Three"to the students.
Guide Three
Fill in the blanks with the words in brackets.
Step6:Class Exercise (一）
给方框中的动词或形容词加上后缀，并按要求将它们分类。（课课练P53）
Unit 5 Wild animals
课题及内容
Study skills
总课时数
7
第6课时
主备教师
参备教师
教学
目标
1.进一步了解单词的后缀。
2.学习用后缀-ing\-ness和-ion来构词名词。
教学
重、难
点
1.进一步了解单词的后缀。
2.学习用后缀-ing\-necedures:
Class Exercise (二）
用括号中所给单词的适当形式填空。（课课练P53二）
板书设计
Study skills
课后反思
T:Today we will learn Unit 5 Study skills.Please look at our"Learning aim"(Then I read it slowly.)
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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)
Pleae have a discussion like this:
A: Which animal do you like best? /Which animal do you like least?
B: I like … best. /I like … least.
A: Why?
B: Because I think …
We use a noun,
a noun phrase or a pronoun after ‘because of’.
Main clause
‘because of’
Noun (phrase) / pronoun
Giant pandas are in danger
because of
people.
1 Learn the language points by heart.
教学Байду номын сангаас点
To tell the differences between ‘because’ and ‘because of’。
课前预习
Preview the new words and phrases.
教学方法
情景教学法、归纳法
教学过程
教学环节
教师活动
学生活动
备课札记
Step1.
Revision
Step2 Presentation
We 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.
These photos belonged to Amy, she took them in Beijing Zoo yesterday. Look, Daniel is asking her about the visit to the zoo. Let’s go and listen to them. Students book on page 67.Giving reasons with “because”
Step 3 Practice
Step 4 Rule out
Step5 Homework:
Review the ‘If’-cause by asking the questions in the story of Xi Wang.
Now we know giant pandas are lovely, so we must keep them safe from danger. Here are some more animals we should protect them. Look at these pictures, what are they? Yes. Kangaroo, bear, dolphin, tiger, squirrel.
能力目标
To use adverbial clause of “because” and “because of” correctly
情感目标
Try to describe things in proper ways.
教学重点
To tell the differences between ‘because’ and ‘because of’。
牛津译林版八年级英语上册
总课题
8A Unit5
总课时
第6课时
课题
Grammar B
课型
New
教学目标
知识目标
1.To recognize and use “because, because of”
2.To use adverbial clause of “because” and “because of” correctly
2.Do the exercises on the Paper carefully.
3.Make up some sentences which contain “because” or “because of”
板书设计
Unit6Grammar B
教学反思
All the people cheered because of the wonderful show.
Rewire the following sentences according to the model
Model: Why is the ground all wet? (flood)
The ground was all wet because of the flood.
Main clause
‘because’
Clause of reason
Xi Wang had to look after herself
because
her mother had another baby.
We can also use ‘because of’ to give the reason(s) for something.
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.
Giving reasons with “because of”