牛津初中英语8AUnit5全部教案

【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 it?Step2 Presentation1.Do you want to know what Simon’s favourite wild animal is? Let’s watch a video and find out.2. Read and sayRead Simon’s notes about bears on P66, ask and answer questions in pairs like this:A: What do bears look like?B: They are/look---. They have---.A: What do they often eat?B: They ---.A: What can they do?B: They---.A: What qualities do they have?B: They---.A: What problems do they face?B: ---.3.Ask students to help Simon complete his report using his notes in PartA, then ask students to read the whole sentences one by one.4.Guide students to make a conclusion on how to write a report. Present the strategies of writing on the screen.a. Collect some related information.b. Make an outline.c. Think about the sentence patterns, and write them down.d. Make a draft.e. Read through your report, and see if there are any mistakes.f. Decorate and copy.Step3 Writing1.Group workPresent the information about wild animals on the screen, and ask students to write a report in groups with the title“…are in danger”(Work in groups of five. Each student writes one paragraph)Paragraph 1: LooksParagraph 2: FoodParagraph 3: AbilitiesParagraph 4: QualitiesParagraph 5: Danger2.Present the students’ reports in class and make somecomments. (The more encouragement and praise, the better.) Assessment: A A A+ AStep4 MakingMake a poster (with pictures and words) on an animal in danger for school newsletter to call on people to protect eco-environment and wild animals. Discuss in groups before making.Step5 Homework1.Write a completed article about wild animals in danger.2.Continue to make the poster.3.Finish the relative exercises.Blackboard designTaskA report on an animal in danger Useful expressions: Main ideas: move around slowly para1: Looks:in the daytime para2: Food: sleep through the winter para3: Abilities: otherwise, para4: Qualities:para5: Danger:。

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。

牛津初中英语8A,Unit5Reading说课稿牛津初中英语8A, Unit5 Reading(1)说课稿Geetings and introduction:Good afteroon,everyone. I’m Yuan Xingchen. I’m an English teacher from Sihong No3 Middle School. I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is made of five parts. It includes Teaching material analysis, Teaching methods ,Study methods ,Teaching procedures and blackboard design..一．Teaching material analysis.1. Lesson type and contents.Today I’m going to talk about the reading part of Unit5, Oxford English 8A. I’ll finish the part in two lessons. This is the first period.2. Status and functionThis lesson is a reading passage. It plays a very important role in the English teaching of this unit. By studying this lesson, Ss can improve their readingability. The Ss should receive some moral education. At the same time, we should get the Ss to learn some words and some expressions about protecting wild animals.3. Teaching aims and demands.①Knowledge objects:a.) To get the students to understand the article.b.) Help the Ss remember the flowing new words and phrases. Eg:nature, wildlife,shelter,government, endangered, tourists, all year round,provide sth for sb, etc.②Ability objects:a). To develop the ability to infer the general meaning from title and context.b) To improve the students’ability to skim text for overall meaning and scanfor details③Moral objects:a) Arouse their interest in learning English.b) Enable the Ss the love our earth and the nature.c) Be aware of the importance of protecting our environment and take actions to protect wildlife.4．Teaching important points:①To understand the passage.②To enable the Ss to master the new word s and the phrases.③To develop the ability to infer the general meaning from title and context.5.Teaching difficult points.a) To use the words to express their ideas.b) To reinforce Ss’ability to skim text for overall meaning and scan for detail6. Teaching aidsIn this lesson, the multi-media will be used to make the class lively andimprove my teaching result.二.Teaching methodsAs we know, the main instructional aim of learning English in middle school isto cultivate Ss’s basic ability of listening, speaking, reading, writing andtheir good sense of the English language. So in this lesson, I’ll mainly useAudio-video method, the Communicative Method and Task-based Method. That is to say, I’ll let the Ss to get a better understanding of the key structu re of the text. I’ll give the Ss some tasks and arrange some activities三．Study methods①Teach the Ss how to be successful language learners.②Teach Ss how to develop the reading skills—skim and scan.③Get the Ss to form good learning habits.四．Teaching proceduresI’ll finish this lesson in seven steps.Step1. Listen to a songFirstly, I’ll ask the students to enjoy a beautiful song by Gan Ping, A RealStory. And then tell the students to talk about it. This step is used to arouseSs’interest and curiosity in the lesson.Step2. Look and discussIn this step, I’ll show the students some picures of many kinds of birds. Letthe Ss ask and answer with the learned expressions. Then I’ll present the map ofZha Long nature reserve and the pictures of red crowned cranes. Some of the new words in the passage will be presented. This step is used to review the learned knowledge and present new words. It’s also important to form a better English learning surrounding for the Ss.Step3. Fast and further reading.After pres enting the new words, I’ll present the article. FirstI’ll show the Sstwo questions and let them read the article and find the answers quickly.ThenI’ll present the Ss some more questions and get the Ss to read the text furtherto find the details.For th e rest of the new words, I’ll train the Ss to infer according to thecontext or the structrure of the words. This step is the most important. It’sused to train the students’ability to skim text for overall meaning and scanfor details. In this step, the rest of the new words should be taught.Step4. Read and match.I’ll show the Ss the next slide. On it there are paragraph orders on the rightand the main ideas on the left. I’ll ask the Ss to read the article again andmatch the paragraphs and the main ide as. In this step, I’ll train the studentsto summarize the main idea of each paragraph.Step5. Listen and fill.I’m going to get the Ss to listen to recording in this step. Remind them to pay attention to the pronunciation of the new words. Then I’ll show an exercise and let them fill in the blanks.In this step, I want to train the studentsprounounce and spell the new words correctly.Step 6. Retell the text.In the seventh step, I’ll give some hints in each paragraphand let the Ss prepare for a while. Then ask some students to retell the paraghrphs one by one. My design purpose is to check the production.Step7. Homework.I think revision is so important that Ss should speak English as much as they can in class or after class. It’s necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned. 五．Blackboard design.Unit5 ReadingZhanglongA special placecomfortable→comfortablyThis area provedes food and shelter for wildlifeeasy →easlilyprovide sth.for sb.to ur →touristThis area provides wildlife with food and shelter.active →activelyprovide sb with sth.important→importanceIt is one of the world’s most important wetlands.…………。

新版牛津初中英语 8A Unit5 Wild animalsGrammar 教学设计案一、教材简解1.本课时是第五单元的语法课。

语法A主要学习may表示可能性的用法，相比旧版的书，这部分内容作了很大的删减，难度减少了不少，学生再也不会被can/may/could 一起学搞得头昏脑涨了，这一点符合学生的认知规律，遵循了循序渐进的原则，值得提倡。

教师可以根据本班掌握情况，课后做练习时适当拓展may的其他用法。

2.语法B主要学习动词不定式作宾语的用法。

难度也不大，所列举的动词大部分学生都知晓它们的意思和用法。

也可以视学生掌握情况，在新课结束之后让学生思考，这些动词除了可以接to do 之外，是否还可以接其他形式。

3.本课最后一篇对话跟今天所学的语法无相关内容，可以放到integrated skills 课时。

课堂多与的时间教师可以多准备一些习题来巩固今天的2个语法知识点。

二、目标预设A.知识目标1.理解may 表示可能性的用法。

2.理解动词不定式的概念，并知道它在句中可以用作宾语。

B.能力目标1.正确使用may表达可能性2.正确使用动词不定式表达句意。

三、重点与难点1.may 表达可能性时，它的肯定、否定及在疑问句中的用法。

2.知道能接动词不定式的动词有哪些，并能正确使用于句中。

四、设计理念以学生为主体，面向全体学生，关注个体差异，优化课堂教学，提高教学效率，为学生的可持续性发展奠定基础。

五、教学思路1.由Reading部分的问题复习引出含有may的一些句子。

之后小组合作归纳may 的中文意思，老师点拨may的用法。

完成课本P61练习。

然后老师总结。

最后完成5分钟的课堂补充练习并核对答案。

通过reading部分的学习，学生们完全可以用英语提出一些可能性的保护措施，所以由复习过渡到新课非常自然。

学生们看到用不同颜色的笔标记出的may，很容易可以总结出它的意思。

老师稍加点拨may作为情态动词的用法，百分之80以上的学生都能很快完成课本习题。

牛津英语8A Unit5 Birdwatchers ( period 1)教学设计一设计思路：1.教学内容本课时是牛津英语8A的第五单元第一课时——Comic stripe & welcome to this unit 。

2.教材分析本单元围绕“观鸟”这一话题展开多种教学活动。

在单元内容上起到承上启下的作用。

由于学生在上一单元已学习了保护动物，关爱自然这一话题，在这一单元将从关爱自然，保护鸟类展开学习。

二、教学目标：1、知识目标：①、向学生介绍本单元话题“观鸟”，同时使学生准备好进入下一课时的学习——谈论鸟类的理想家园“Zhalong Nature Reserve”。

②、学习鸟类英文名称，并复习所学句型。

2、能力目标：①、运用所学句型和词汇谈论鸟类外貌和特性；②、谈论学生最喜爱的鸟类并模仿对话，谈论喜好的原因。

3、情感目标：使学生了解鸟类，培养关爱自然保护动物的意识，激发学生学生学习英语兴趣，培养小组合作精神。

三、教学重点：使学生了解鸟类名称，识别并掌握所学词汇。

四、教学难点：学会用所学词汇和句型谈论鸟类的特征，表达对不同鸟类的喜好。

五、教学背景：本教学设计面对的是初中八年级的学生，课时一课时。

教师准备：不同鸟类图片，网络资源，录音材料和多媒体教学设备。

学生准备：收集相关鸟类知识，了解鸟类特征，预习所学课文。

六、教学过程：Teaching ProceduresSTEP 1Playing a piece of musicPlaying a piece of music called “the seaside voice.”(there is sound by birds .) After the students listen to the music ,Get the students to talk about the music .STEP 2 Reading and guessingTell the students if they want to be a goodbirdwatcher ,first they should read and guess what bird it is. Show the riddle on the screen .Show the sentences one by one and get the students to guess .It is also very nessary for the teacher to revise the words , like “wings beak feather” . Get the students to read the words well .STEP 3 Talking about birdsAs it is illustrated in the following pictures ,show the pictures of different kinds of birds .And then talk about them focusing on what’s special about the birds .STEP 4 Giving namesShow the pictures together and then get the students to give their names . Make sure all the students can read the names correctly .STEP 5 Doing some riddlesGet the students to do some riddles .Make sure they know the birds well.STEP 6 Making up new dialoguesAsk the students :What bird is your favourite ?Which bird do you like best ? Why ?Ask the students to make up new dialogues using the dialogue in Part B as a model.-W hich bird do you like best ?-I like… best .-W hy ?-B ecause …STEP 7 ExercisesGet the students to fill in the blanks and help the students to organise their ideas again .My favourite birdsAmong all the birds ,I like the swallow best .They have long pointed wings .They have forked tails . They fly to northern countries in summer . They are both beautiful and clever .Golden eagles are almost the strongest birds in the world .They have brownish feathers and broad wings .Their beaks are hooked . I like them becausethey look cool .STEP 8 PresentationStudents book P74 Part A.Tell the students that Eddie loves birds,too.Ask them to listen to the tape and find the answers to the following questions .1.What is Eddie going to do ? (He’s going birdwatching. )2.Does he really love birds ? ( No.)3.What kind of birds does he like best ? (He likes Beijing Ducks and roast chickens .Then get the students to read and practise . Finally act the dialogue out .Help the students to the humour here .STEP 9 DiscussionGet the students to discuss the following questions .STEP 10 Homework1.Remember the new words .2.Look for more information about birds .Finish off the exercises.【过程摘要及设计策略】：１、新课导入为了激发学生的学习兴趣，引起注意，拉近师生距离，首先问学生这段时间以来学习如何？问他们对野生动物知道多少？对野生鸟类有了解吗？想知道它们的名称吗？这时，就是我切入主题的时候了！２、新课的讲解本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面，栩栩如生。

课程篇课题名称8A Unit5Reading教材版本牛津初中英语授课类型新授课授课时间40分钟一、教材分析本课为《牛津初中英语》8A第五单元Reading的教学，计划2课时。

本节课的教学内容为第一课时，让学生从了解一只名叫“希望”的大熊猫的成长过程过渡到对大熊猫现存状况的关注。

文章列出大熊猫面临的诸多危险，唤起学生保护大熊猫的意识。

二、学生分析本节课的教学对象是初二的学生。

经过一年多的学习，他们的英语学习能力有了一定的提高，已经适应了情景交际的模式。

本班学生常参加互帮互助活动以及爱心义卖活动，富有爱心。

但班级学生英语水平差异较大，学困生较多。

因此在教学设计时要兼顾到这些学生，使他们也能体会到上课的乐趣。

三、教学目标1.知识目标（1）掌握四会单词及四会短语。

（2）让学生初步了解大熊猫的生长过程及生存现状。

2.能力目标（1）能灵活运用四会单词及四会短语。

（2）能描述大熊猫的生长过程及生存现状。

（3）通过听磁带能准确找出所需答案。

3.情感目标（1）唤起学生保护大熊猫的意识。

（2）在日常生活中能保护身边的动物。

四、教学重难点听磁带找出准确答案。

五、案例描述首先，我向学生展示一张刚出生的熊猫宝宝的图片让他们猜是什么动物。

我通过这种猜图方式激发学生好奇心。

在告诉学生这是刚出生的熊猫宝宝“希望”之后，又让他们猜“希望”刚出生时多重。

这进一步激发了学生的好奇心。

接着让学生通过听录音分别找出“希望”在出生时、四个月时、八个月时的重量，完成表格。

Months Weightborn100gramsfour10kilogramseight35kilograms（考虑到班级一部分学困生，这张表格的设计比较简单，目的是想让他们不要对听力练习反感，让他们从简单的做起，树立自信心。

在此过程中教授单词weight和weigh，并给出例句加以区分。

）接着我让学生猜大熊猫出生后以什么为食。

大部分学生认为熊猫宝宝以竹笋为食，少部分人觉得熊猫宝宝会喝妈妈的奶。

牛津初中英语8AUnit5全部教案作者：未知英语教案来源：本站原创点击数：600 更新时间：2008-1-30Unit 5 BirdwatchersWelcome to the unit and Comic stripsTeaching goals:1. To learn common names of birds.2. To revise characteristics and appearance in the context of birds .3. To learn sth funny about Eddie.Focuses:To memorize the names of common birdsDifficulties:To express opinions about birdsStep 1 Introduction1. Write ‘birdwatcher and birdwatching’ on the Bb and elicit Ss’ comments from Ss about what it is. Prompt Ss by asking such questions: What do birdwatchers do? Why? Where?2. Sum up Ss’ answers on the Bb.Step 2 Presentation/ Practice1. T: Now Eddie is going to the market tomorrow. What is he going to do there?Is Eddie a birdwatcher? Why? Show the slides to Ss to arouse their interest.2. Play the tape for Ss to listen and give their answers according to the tape and the pictures.3. Get some pairs to act out the part according to the pictures on the slide show.Step 3 Activating1. T: Lazy Eddie doesn’t know what a birdwatcher does in fact. But now we all know what to do to protect birds. Birds are the spirit of the nature, all of us have the duty to love birds and protect them. You see your friends are coming. Show Ss the pictures of different birds and help them learn their appearance and characteristics together.2. Practice the names and their characteristics together.Step 4 Practice1. Ss describe the birds according to the pictures of each bird, help them at any time.2. Ask pair Ss to make up conversations like this:A：Which bird do you like best?B：I like ________ best.A : Why?B：Because it has__________.Step 5 Production1. Ask more able Ss to describe the appearance and characteristics in front of the class.2. Praise them at any time and encourage more and more Ss to give their opinions bravely.Step 6 Homework1. Go over Reading part after class.2. Practice giving the English for these sentences as written work.1. 丹顶鹤躯体高大，长喙，长脖子，长腿，身披黑色和白色的羽毛。

8Aunit 5 Reading (1)说课稿Good morning, honorable judges. Today I feel very happy to have the chance to communicate with you about the teaching plan of Unit5 Reading from Book 8A Fun With English. I will divide the instructions into seven parts. They are Teaching Material Analysis, Teaching Aims, Teaching Emphasis, Teaching Difficulties, Teaching Methods, Teaching Aids and Teaching Procedures.Part 1 Teaching Material AnalysisThis lesson is a reading material about birds in Zhalong. It is the second topic inmodule2 nature and environment . After learning unit 4 wild animals, students have some sense of protecting wild animals. It is the same topic. So it is easy for students to understand. This unit can help to cultivate students’ social consciousness. Therefore, this lesson is in the important position of the teaching material.Part 2.Teaching Aims1.Knowledge Aims：After the lesson, students should be able to(1)Master words and phrases about protecting wild animals.(2)Get information about Zhalong Nature Reserve.2.Ability Aims:(1)Improve their reading skills, especially the ability of guessing meanings ofwords from the context.(2) Be able to say something about Zhalong Nature Reserve.3. Emotional Aims:Cultivate students’ cons ciousness of protecting birds.Part3. Teaching Emphasis1Master the four-skilled words and phrases.2Get information about Zhalong Nature Reserve.Part4. Teaching DifficultiesUse the words and phrases to describe Zhalong Nature Reserve.Part5. Teaching MethodsIn this period I will adopt the Three-stage model, Task-based Language Teaching Method.The English Curriculum Standard advocates teachers to adopt the task-based language Teaching. TBLT can stimulate students’ initiative in learning and let students experience success in the process of completing tasks. By experiencing andpracticing, form students’ sufficient competence in using the language.Part 6. Teaching AidsMulti-media player, tape recorder, the blackboardPart7. Teaching ProceduresStep1. Pre-readingLead inRevise the birds learnt in the former period and ask:Qs: Where can we see so many kinds of birds?Show pictures of Zhalong Nature Reserve and say:Zhalong Nature Reserve is one of the most important wetlands. It is an ideal home for different kinds of plants, fish and birds.Use pictures to present new words: shelter, provide, protect, endangered. (purpose: By revising the knowledge in the former lesson, students will be able to build the linkage between the known knowledge and unknown knowledge and clear away the obstacles of new words.)Step2. While-reading1.Fast ReadingRead the passage quickly to answer the Qs:Where is the Zhalong Nature Reserve?What kinds of animals live there?(Purpose: To develop the skills of skimming and how to gain the main idea of the passage.)2.Detailed ReadingRead the passage carefully and answer more questions.(1)Why do we say Zhalong is a special place?(2)Why are wetlands so important for wildlife?(3)What kinds of birds live in Zhalong?(4)What will happen if people change the wetlands to make space for farmsand buildings?(5)What are the members of the Bird watching Club doing this year?(6)What does the Bird watching Club need people to do?(7)Do all the people understand the importance of the wetlands?(Purpose: To develop the skills of scanning and how to gain the details of thearticle.)Read the passage after the tape, then tell “T” or “F”.(1)Zhalong is a nature reserve in China.(2)Birds can find food easily in Zhalong.(3)Some birds go to Zhalong for a short stay.(4)The birds in Zhalong live in large cages.(5)There are a lot of red-crowned cranes in other parts of the world.(6)Many endangered birds live in Zhalong.(7)Zhalong needs more people to deed birds.(8)Studying Zhalong helps us learn about protecting wildlife.Step3. Post-reading1.Read each paragraph. Write down the key words on Bb. Try to retell thepassage.Many birds…, some…, There are… and the birds…(Purpose: To develop students’ ability of retelling the passage with the key words.) 2.Work in groups and discuss to finish the table.persons Different people’s actionsSome people want to change the wetlands to make more space for farmsand buildingsgovernment wants to protect these endangered birdstourist go to Zhalong to watch birdsMembers of Bird-watching Club study the different kinds of birds in Zhalong and the changes in their numbersMany people do not understand the importance of the wetlands (Purpose: To cultivate students’ ability of including information and working in groups can improve students’ communicative competence)Homework:1.Finish the task of completing the passage by filling the blanks.2.Read the passage until fluently.3.Try to retell something about Zhalong Nature Reserve for top students. Teaching Reflection:During my teaching, I’ll try my best to get students to take part in the activities. And I design tasks of different levels to make every student make progress. As it is a reading material, I paid more attention to the cultivation of students’ reading skills, especially the skills of skimming and scanning. This is very important to improvestudents’ autonomy and for their lifelong learning.。

课题Unit 5 wild animalsGrammar教学目标Using may for possibility Using verbs+to-infinitives重点Using may for possibility, Using verbs+to-infinitives难点Using may for possibility, nUsing verbs+to-infinitives教学过程设计具体环节教师行为学生行为STEP 1 Presentation Grammar Part AUsing may for possibility1. Review the 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 face serious problems. What do you think may happen to pandas? Lead students to guess：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 if we do nothing? Students answer：Soon there may be none left.write the answer on the blackboard, mark the underlined part with colorful chalk and tell students：We use may to say that something is possible.STEP 2 Activities 1. Present the following five sentences, encourage students to think what mayhappen in the situation in groups of four. Use may to make the second halfof 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, encourage students to askand answer in pairs. Check the answers.Describea picture of agiant pandaSTEP 3 朗读下面的句子,然后译成汉语,并试着说出may的用法。

《牛津初中英语》8A Unit5教学设计课题：Unit 5 Birdwatchers (第一课时).教材分析：第五单元的教学主题是阐述人与自然的关系，以介绍珍稀鸟类及中国扎龙自然保护区为教学中心话题。

动物是初中学生日常生活中的伙伴，也是一些同学的宠物。

鸟类作为自然界的精灵，很受学生们的喜欢，对珍稀鸟类的学习能够唤起学生的知识储备，也较容易聚集学生学习的兴趣和动力，这些都有利于教学活动的开展。

设计的背景和定位：班级的人数为50人，平时课堂纪律良好，大多数学生对英语课感兴趣，学习成绩和学习能力为正态分布。

学生的学习欲望强烈，思维活跃。

时间为45分钟的单节课。

教学方法：通过任务型语言教学法，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。

展开以教师为主导，以学生为主体的师生双边活动。

教学相关资源：教师参考书：1、《牛津初中英语——8A》教师教学用书，译林出版社；2、《怎样学好牛津英语8A》(八年级第一学期)，上海教育出版社。

准备设施：录音机，多媒体，投影仪教学目标：知识目标1．基础较好的学生能对新授词汇达到认读、拼写和正确运用的要求。

基础较弱的学生力求达到认读、了解的要求。

2．通过对Comic strip的学习，初步了解运用一般现在时讨论将来的事。

能力目标1．能运用所学的词汇来描述各种鸟类的外形特征。

2．能正确运用不同句型来表达自己对鸟类的喜好及原因。

情感目标通过对自然界鸟类的了解来关注人与自然的关系，养成正确对待自然界生灵的生活态度。

教学重点与难点：1．有关鸟类外形特征词汇的学习与掌握。

2．怎样描述不同的鸟类外形特征。

本课我以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新。

兴趣是最好的老师。

在本课教学设计过程中，我始终注意激发学生学习英语的兴趣，保持他们的注意力，顺利地完成了新知识的学习。

最后就是，学习英语，或学习任何科目，都是师生合作的过程。

8A Unit 5 Birdwatchers教案ReadingPresentation (Reading A)1 Before Ss look at this page, review vocabulary of wildlife and conversation previously taught.2 Write the title ‘Zhalong—A special place’ on the board. Ask Ss what they know about it. Ask where do you think it is? What kind of animals live there? Etc. . Encourage any contributions.3 Encourage Ss to visit some of the websites providing information about Zhalong before the lesson.4 Ask pairs of Ss to exchange information and opinions about the different materials they are studying.5 Ask more able Ss to look for names and descriptions of birds. Have a class feedback using Ss’ research skills.6 Read the title and explain the context. Ask questions about why Ss think that Zhalong is a special place.7 Ask Ss to skim the text quickly,focusing on key words and main points only. Set a strict time limit and tell them in advance that they only have 8 minutes, for example, to read the text. Then ask volunteers to each read a paragraph to the class.9 Ask Ss to write a caption for each paragraph.Presentation (Reading B)1 Ask students to do Part B1 as a quiz.2 Divide the class into groups of six. Choose a group to start the competition. Ask what does ‘endangered’ mean? Set a time limit for each group to answer.3 In pairs, Ss read and complete the conversation. Invite some of them to read it in front of the class.Presentation (Reading C)1 Divide the class into teams of 4-5 students. Do Part C1 as a quiz. Set a time limit.2 Ask students to correct the false sentences.3 Encourage discussions about why a sentence is wrong in order to develop Ss’ deductive skills.Language points (Part A)A nature reserve, in north-east China, one of the world’s most important wetlands, wildlife, provide sth. for sb. ,different kinds of, all year round, for a short stay, there are many fish, catch them for food, the rare red-crowned cranes, change the wetlands to make more space for farms, less and less space for wildlife, have enough space, the Chinese government, protect these endangered birds, a lot tourists, members of our Birdwatching Club, study the different kinds of birds, the changes in their numbers, a bird count, the importance of wetlands Language points (Part B)Areas of land with wet ground, areas of land for farming, a place to live or stay, in a dangerous state, a large number of, people who are traveling, be important forLanguage points (Part C)Find food easily, in other parts of the world, have enough space to live, the ideal home for many plants, fish and birdsHomework1 Learn the language points by heart.2 一课三练P.56-573 Preview the V ocabulary Part.。

8A Unit 5 Reading 1【Learning aims】By the end of the lesson, students should be able to:1. grasp the main idea of the whole text and each paragraph;2。

understand the structure of the text；3. get specific information by using the indicating words；4。

understand the importance of protecting wild animals。

【Learning process】I. Free presentationII. Pre—readingTask 1 Enjoy the video about Kungfu PandaⅢTask 2 Brainstorming and understanding some useful expressions What do you know about giant pandas？III.While—readingTask 1 Fast reading一、Answer the following questions。

1。

What does Xi Wang mean?2。

How many pandas are there in the wild now?3.What will happen to giant pandas二、Find out the main ideaPart 1（Para1-3)：Part 2(Para4）：Part 3 (5—6):Task 2 Careful reading一、Read Part 1 and complete the table.The growth of Xiwang二、Suppose you are Xi Wang and say something about yourself三、Read Part 2 and complete the short passage四、Read Part 3 and answer the following questionWhat can we do to save giant pandas？IV。

Unit 5 Wild animalsTeaching objectives 教学目标1. Catch the main features about the animals.2. Read out your report and share it with others.3. Write a report about the animals in danger.Language Focuswild, free, dish, no way, pity, have/take pity on, die, in fact, dolphin, giant panda, squirrel, zebra, mean, be born, beginning, in the beginning, sadly, face, live…on, mainly, result, as a result, danger, in danger, action, take action, right away, reserve, law, none, at birth, closed, bat, bee, lost, get lost, the same…as, save, stripe, quality, while, hunter, catch, wolf, thick, kill, human, yours sincerely, sorry, sell, pity, shame, act, illness, accept, report, tail, insect, slowly, daytime, otherwise, livingGrammarmay for possibilityverbs + to -infinitivesEmotional FocusAfter introducing some wild animals which are in danger in the world, arouse the feelings of students to help and protect the poor animals. Strategy FocusTelling a story according to the pictures.Using verbs + to –infinitives sentences.教学步骤Wele to the unitStep 1 Lead-in1. Play a gameGuess the name and features of the animals. What does it look like? What can it do? What does iteat? Where does itlive? What is it?tail---fan swim fish food in the waterlong ears run fast carrots in the hutchcolourfulfeathers sing, learn to saybird food in the cageblack and white climb trees bamboo in the bambooforests2. Look at the pictures. Give the animal names of the pictures. Let someSs give their answers.Step 2 PresentationWork on A.The Wild Animals Club is doing a quiz on wild animals. How much do youknowabout them? Write the correct names under the pictures.Dolphins live __ ___ __________, they can ______ fast. They can play tricksso they are very ______. And they are ________ to people. They eat _____.small, lovely, a long soft tail, red or black furlive in the trees, love climbing treeseat nuts (果仁）black and whitelovelylive in ChinaThey are big. They have brown fur, they can ______ in the water and ______ trees.an African wild horseblack and white stripesbig, strong, yellow fur with black stripes(条纹)run fast, hunt animalseat meatin the wild(野外)Step 3 Work on B.Listen and answer.1. Who likes monkeys best?2. What about Simon?3. Does Peter like pandas best?4. What wild animals does Millie like best?Step 4 ic strip1. Presentation. (flash)2. Listen and fill in the blanks.Would you like to ___ __ ___ ____, Eddie?No.Why not? Wild animals are _____ and ______.I don't think so. They may bee dishes ___ ___ ____ any time. So could you please not eat them?No way！Please ____ ____ ____ them, Eddie.I may die ________ them. __ ____, these are not wild animals, Hobo. Step 5 DiscussionWhat wild animals do you like best? Why?Step 6 ExercisePut the phrases into English.1. 野生动物2. 住在野外3. 任何时候4. 对它们有同情心5. 事实上Step 7 HomeworkWrite a passage about your favourite wild animals.Reading 1Step 1 Warming upDo you know how the baby panda grow up into a giant panda?Let’s look at the pictures about the growth of the panda.Step 2 Fast Reading1. Read and answer.1) Who is Xi Wang? What’s the meaning of Xi Wang?2) What do you think the writer wants us to do?2. Read again and try to make clear about each part.Part 1 (Paras 1--3) the growth of Xi WangPart 2 (Para 4) the problems giant pandas facePart 3 (Paras 5--6) what actions should be taken to protect giant pandasStep 3 Careful Reading1. Millie is making a growth chart for Xi Wang. Help her match the sentences with pictures. Use the information in the report on page 58 to help you. Write the correct letters in the boxes.a She learnt to look after herself.b She was about eight kilograms and started to go outside.c She looked like a white mouse.d She began to eat bamboo.e She weighted 100 grams.f She weighed over 35 kilograms.2. Millie is telling Amy about the serious problems that giant pandas arefacing. plete what she says with the words in the box.as a result in danger in the wildlive on take action very young We need to do something for giant pandas. They’re now _________. For example, giant pandas do not have many babies during their lives, and it’s easy for baby pandas to get sick and die when they’re ___________.Also, giant pandas mainly ___________ a special kind of bamboo, so the bamboo forests are very important to them.However, the bamboo forests are being smaller and smaller. __________, giant pandas may not have a place to live or food to eat. There are now only about 1,600 pandas ___________. We should ___________ to protect them right away.3. Millie’s classmates are asking her some questions about Xi Wang. HelpMillie answer their questions.Kitty: What did Xi Wang eat when she was born?Millie: She ______________________ in the beginning, but half a year later, she began to __________.Simon: Did Xi Wang grow very quickly after she was born?Millie: Yes. She weighed only _________ at birth, but she weighed over _____________ when she was one year old.Sandy: Is it easy for giant pandas to live in the wild?Millie: No, it isn’t. They face ________________.Daniel: So what should we do?Millie: We should help pandas ____________________, build more _______________ and _________ to protect them.Step 4 HomeworkRetell the story.Reading 2Step 1 Language points1. When Xi Wang was born, she weighed just 100 grams.1) was born 出生，出世e.g. She was born in America. 她出生于美国。

Teaching design――The story of Xi Wang This teaching design is made up of 6 parts, including analysis of teaching material, analysis of students, teaching objectives , teaching methods, teaching theories and procedures.Analysis of teaching materialThis article, the story of Xi Wang , is from the reading part of Unit 5, 8A, Fun with English. The topic, wild animals, accords with the cognitive ability and lives of students. This course requires that students read a passage about lives of giant pandas. By learning it, students can know the growing process of pandas and develop the awareness of protecting wild animals by exploring the dangers giant pandas face.Analysis of studentsThe target students are in level 4, they have certain reading ability. Their listening and speaking ability are enhanced in a certain degree. They have learning consciousness. With regard to the condition above, I will train their reading ability further and develop their comprehensive language skills by listening, reading, speaking and writing activities.Teaching objectivesStudents are able to(1) get to know some basic information of Xi Wang.(2) be familiar with and identify the new words and expressions: serious, none, mainly, be born, in the beginning, take action, look like, eat bamboo, live on, face serious problems, in the wild, in danger, right away.(3)improve reading ability by training skimming and scanning.(4) raise awareness of protecting wild animals by knowing the truth that many wild animals are in danger.Teaching methodsTask-based language teaching, communicative language teaching and the guided-discovery method.Teaching theories(1)Make students the real masters of the class and I act as a facilitator.(2)From easy to difficult, from shallow to deep, from simple to complicated. Teaching proceduresIt includes 4 steps: lead-in, pre-reading, while-reading, post-reading.Step 1 Lead-in (have a guess)Firstly, I will present students 3 sentences, they are the description of 3 animals. Then let students guess what animals they are.Secondly, ask students “What’s your favourite animals? Why?” I will ask some students to share their favourite animals with us.(Purpose: To lead in the topic and to arouse students’ interest by a guessing game) Step 2 Pre-readingActivity 1: important words and expressions learning1.In step1, students have shared their favourite animals, so I will ask them: “Do you know what’s my favourite animals” to arouse their interest. Then HaI will also give them a descriptive sentence to guess what it is――gaint panda.2.Show students a short paragraph of the reason why I like them and some basic information of gaint pandas. (These sentences contain important words and expressions)3.Have students finish B1 to consolidate the words and expressions.(Purpose: To deal with the difficult language points which may impede the understanding and to have students be prepared for the reading.)Activity 2: PredictingI’ll ask students “Can you predict the content of the article according to the title---The story of Xi Wang?” In this process, I’ll encourage students to think and speak out freely. (Purpose: To enable students to predict before reading and train the strategy of predicting)Step 3 While-readingListeningI will have students listen the article before reading. Before listening, I will ask them a question “How many pandas are there in the wild?”. Have them answer after listening. (To train their ability of listening with questions)Fast-reading (matching)I have divided the article into 4 parts and present the main idea of each part randomly.Have students read the article quickly and do the matching.( To improve ability of skimming)Careful-reading1.Fill-in-table activity. Have students read para1-3, discuss with partners to fill in the table.2.Have students read para4 to find the serious problems giant pandas face.3. Discussion:group workGive students a question “What can we do to protect wild animals?” Have them discuss in groups to put forward suggestions.(Purpose: To improve ability of scanning and to enhance their awareness of cooperation in pair and group work)Step 4 Post-reading1.Review: ask one students to lead the whole class to review what they have learned in this lesson.2.World Wildlife Protection DayHomework: have students surf in the internet to look for information of World Wildlife Protection Day. In the next lesson, share the information with the whole class.(Purpose: To train their ability of looking for information and have them aware the importance of wildlife protection in the process of surfing the Internet)。

Unit 5 Birdwatchers 教案Comic strip and Welcome to the unit教学目标：1.Know some birds through the pictures.2.Know some English names and basic feathers of some birds.教学重点和难点：1.Some long adjectives formed by noun+ed.2.Some long phrasesStep1 RevisionT: In the last unit, we talked about animals. What animals do you like best? Why?S: I like …best. Because….T: And I like birds best because most of them are very beautiful and are very friendly to us.And there are many different kinds of birds in the world. Here are some of their pictures. Can you tell me their names? Picture 1 T: What is it?S: It’s a sparrow.T: Can you say something about it ?S: …T: Teach the students the names of different parts Step2 Match the birds with the descriptions.Step3 Play a guessing game.Step4 Make a dialogueA: Do you like birds?B: Yes, I do.A: Which bird do you like best?B: I like the … best.A: Why?B: Because it… .Step5 Just now we talked about birds. Do you like watching birds? W here do you usually watch birds? What is the man in this picture doing? Yes, he is watching the birds. That means he is birding watching. And we call him a birdwatcher. Eddie is also a birdwatcher. He wants to go birdwatching tomorrow. Which birdsdo you think he likes? Can you guess?Listen to the tape and check the answers.Step 5 Listen again, and try to answer the question.Where is Eddie going to watch birds?Step6 Practice the dialogue between two students.Make a new dialogueA: Would you like to go birdwatching with us ?B: Yes, I would like to. Where shall we go?A: At the Hongmei Park.B: When is it?A: Tomorrow.B: What time does it start?A: It starts at 9:00a.m and finishes at 4:30p.m.B: Ok.By the way, which bird do you like?A:I like …B: Why do you like it?A: Because …Step Homework1.Remember all the animals they’ve learnt.2.Do some exercise.。

牛津初中英语8Aunit5 welcome to the unit and reading 讲学稿一、学习要点：1学习常见鸟的名称并用正确的语言描述它们的特征和外貌2阅读短文，了解扎龙自然保护区的情况并对课文内容作出正确的回答3词汇：birdwatch ，birdwatcher ，market ，roast ，yummy ，crane ，seagull，long-winged ，web-footed ，sparrow，swallow，pointed ，forked，northern，swan 。

golden eagle，brownish，broad ，hooked ，nature，north-east ，wetland，wildlife，provide ，shelter，stay，rare，red-crowned，farm。

4掌握课文中重点短语和句子：I am going birdwatching at the market .Beijing Ducks and roast chickens 等二、要点导学：1、I am going birdwatching at the market . 我要去市场观鸟go birdwatching 去观鸟go+doing 表示”去做…” at the market 在市场上2、Beijing Ducks and roast chickens 北京烤鸭和烤鸡3、brown and grey feathers long pointed wings forked tail fly to northern countries in summer long thin neck brownish feathers broad wings hooked beak4、Zhalong is a nature reserve in Heilongjiang in north-east China .扎龙是一个自然保护区, 它在中国东北部的黑龙江省.in north-east China 相当于in the northeast of China5 It is one of the world’s most important wetlands.这是世界上最重要的湿地之一one of +复数名词意为“……之一”，常与形容词的最高级连用。