江苏省连云港市牛津版八年级英语上册教案Unit5WildanimalsReading1

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。

课题教学目标Using may for possibilityUsing 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 2Activities 1. Present the following five sentences, encourage students tothink what may happen in the situation in groups of four. Use mayDescribea picture ofto make the second half of each sentence. Choose some students to report the results, accept any reasonable 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. a giant pandaSTEP 3 朗读下面的句子,然后译成汉语,并试着说出may的用法。

牛津译林版八年级上册Unit 5《Wild animals》（Reading 1）教学设计一. 教材分析《牛津译林版八年级上册Unit 5 Wild animals》的Reading 1主要介绍了大熊猫的保护以及人们为了保护大熊猫所做出的努力。

文章以故事的形式展开，让学生在了解大熊猫的同时，也能感受到人与自然和谐共生的重要性。

通过本课的学习，学生可以提高自己的阅读理解能力，学会珍惜和保护动物。

二. 学情分析八年级的学生已经具备了一定的英语基础，对于故事性的文章兴趣较高。

但部分学生在阅读理解上还存在一定的困难，需要教师的引导和帮助。

此外，学生对于野生动物的保护意识有待提高。

三. 教学目标1.知识目标：学生能够掌握文章中的关键词汇和句型，理解文章的主旨大意。

2.能力目标：学生能够运用所学知识进行阅读理解和口语表达。

3.情感目标：学生能够增强对野生动物的保护意识，培养与自然和谐共生的观念。

四. 教学重难点1.重点：学生能够掌握文章中的关键词汇和句型，理解文章的主旨大意。

2.难点：学生能够运用所学知识进行阅读理解和口语表达，提高对野生动物的保护意识。

五. 教学方法1.任务型教学法：通过设置各种任务，引导学生积极参与课堂活动，提高学生的阅读理解和口语表达能力。

2.情境教学法：创设各种情境，让学生在真实的语境中学习和使用英语。

3.情感教学法：通过文章的学习，引导学生关注野生动物的保护，培养学生的环保意识。

六. 教学准备1.教师准备：提前熟悉教材，了解文章的内容和结构，准备相关的教学材料和课件。

2.学生准备：预习文章，了解文章的大致内容，查阅生词。

七. 教学过程1.导入（5分钟）教师通过展示一些关于野生动物的图片，引导学生谈论野生动物，激发学生的学习兴趣。

然后，教师简要介绍大熊猫的特点，引出本课的主题。

2.呈现（10分钟）教师快速呈现文章的标题和图片，让学生猜测文章的内容。

然后，教师朗读文章，学生跟读并注意生词的发音。

Unit 5 Wild animalsReading教学目标1阅读有关大熊猫的文章，了解大熊猫的成长过程及保护大熊猫的措施。

2培养学生根据上写文猜测词义的能力。

3通过文章学习来增强学生保护野生动物的意识。

教学内容四会内容：词汇： mean beginning sadlyface result dangeraction law none词组：be born look likeat four months old not… any morein the beginning look after herselfface serious problems live onas a result in dangertake action right awayat birth句型：When Xi Wang was born, she weighed just 100 grams and looked like a white mouse.Eight months later, she was not a small baby any more.Giant pandas live mainly on a special kind of bambooIf we do nothing, soon there may be none left.教学准备1有关熊猫成长过程的教学图片2配套磁带或关盘。

教学步骤Reading lStep I导人1通过一个猜动物名称的游戏，带领学生复习前一课时学习的野生动物的名称及其特征，如：(1) It has black and white lines and looks like a horse. (zebra)(1) It is a large wild animal of the cat family. It has orange fur with dark lines. (tiger)2 引导学生讨论他们最喜欢的野生动物，教师告诉学生：My favourite wild animal is very lovely. It looks like a bear. It likes eating bamboo. Most of them live in China. Can you guess what it is?Step II呈现1学生猜测教师所喜爱的野生动物，当学生回答出“大熊猫”的时候，就将大熊猫的图片用投影展示出来。

牛津译林版八年级上册Unit 5《Wild animals》（Grammar 1）教学设计一. 教材分析《牛津译林版八年级上册Unit 5（Grammar 1）》的主要内容是野生动物的介绍和一般现在时的运用。

本节课的主要目的是让学生掌握一般现在时的用法，并能够运用一般现在时描述野生动物的特点。

教材通过介绍野生动物，引发学生对动物保护的思考，培养学生的环保意识。

二. 学情分析八年级的学生已经掌握了基本的英语语法知识，对一般现在时有一定的了解。

但部分学生对一般现在时的运用还存在困难，需要通过大量的练习来巩固。

此外，学生对野生动物的了解有限，需要通过课堂学习来拓展知识。

三. 教学目标1.知识目标：让学生掌握一般现在时的用法，能够用一般现在时描述野生动物的特点。

2.能力目标：培养学生运用英语进行交流的能力，提高学生的口语表达能力。

3.情感目标：培养学生关爱野生动物，保护环境的意识。

四. 教学重难点1.教学重点：一般现在时的用法，能够用一般现在时描述野生动物的特点。

2.教学难点：一般现在时的句子结构，正确的时态运用。

五. 教学方法1.情境教学法：通过设定相关情境，让学生在实际语境中运用一般现在时。

2.任务型教学法：通过完成任务，让学生在实践中掌握一般现在时的用法。

3.小组合作学习：通过小组讨论，培养学生团队合作精神，提高口语表达能力。

六. 教学准备1.教学课件：制作相关的课件，辅助教学。

2.教学素材：收集一些关于野生动物的图片和视频，用于教学。

3.练习题：准备一些关于一般现在时的练习题，用于巩固所学知识。

七. 教学过程1.导入（5分钟）通过展示一些野生动物的图片，引导学生谈论自己喜欢的动物，从而引入本节课的主题。

2.呈现（10分钟）介绍一般现在时的概念和用法，用课件展示一般现在时的句子结构。

同时，通过举例说明一般现在时如何描述野生动物的特点。

3.操练（15分钟）让学生分组，每组选择一种野生动物，用一般现在时描述该动物的特点。

牛津译林版英语八上Unit 5《Wild animals》（Reading1）教学设计一. 教材分析牛津译林版英语八上Unit 5《Wild animals》（Reading 1）主要介绍了野生动物的特点、生活习性和面临的威胁。

本节课的主要内容是阅读一篇关于非洲象的阅读材料，通过阅读让学生了解非洲象的生活习性和面临的困境。

教材还包括了词汇表、阅读理解题和写作任务，旨在提高学生的阅读理解能力和写作能力。

二. 学情分析学生在学习本节课之前已经学习了动物相关的词汇和表达方式，具备一定的阅读理解能力。

然而，部分学生对野生动物的生活习性和面临的威胁了解不多，可能对阅读材料的理解存在一定的困难。

因此，在教学过程中需要关注学生的个体差异，合理调整教学难度，引导学生在课堂上积极思考和参与。

三. 教学目标1.知识目标：–掌握课文中的关键词汇和表达方式。

–理解阅读材料的主旨大意，了解非洲象的生活习性和面临的威胁。

2.能力目标：–提高学生的阅读理解能力，能够通过阅读获取和处理信息。

–培养学生的写作能力，能够运用所学知识进行写作表达。

3.情感目标：–增强学生对野生动物保护的意识，培养学生的环保意识。

四. 教学重难点•课文的理解和阅读技巧的运用。

•词汇和表达方式的掌握。

•对阅读材料深层次含义的理解。

•写作任务的完成。

五. 教学方法1.任务型教学法：通过设定具有挑战性的任务，激发学生的学习兴趣，培养学生独立思考和合作交流的能力。

2.情境教学法：创设真实、生动的情境，使学生在实际情境中学习和运用英语。

3.交际法：通过师生互动、生生互动，提高学生的口头表达能力。

4.启发式教学法：引导学生主动探索，发现问题，培养学生的自主学习能力。

六. 教学准备1.教师准备：–熟悉教材，明确教学目标和要求。

–准备相关的教学资源和素材。

2.学生准备：–预习课文，提前了解课文内容。

–准备笔记本，记录课堂笔记。

七. 教学过程1.导入（5分钟）–教师通过提问方式引导学生回顾已学的动物相关知识，激发学生的学习兴趣。

Unit 5 Wild animals Lesson 1Teacher:Wildanimals are our friends. It is important to protect wild animals.Let’s check how much you know about wild animals. Do you know them?Play a guessing game.Write the names on pieces of papers and then invite some of the more able students to choose and say something of the animals (To make it easier, ask the students to use the first person). The other students should listen carefully and guess what animal it is.1．Bear: I am strong. Sometimes, I eat people. But if I find the people died, I don’t eat them. Who am I?2．Zebra: I’m like a horse, with black and white lines on my body. Who am I?3．Squirrel: I have a long and soft tail. I live in the tree. Who am I? 4．Giant Panda: I have black eyes and four black paws. I like eating bamboo shoots. I am very lovely. Who am I?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? Step 4 Practice Part B1．T: Millie and her classmates are talking about their favourite wild animals.Let’s listen to their conversation and find their favourite wild animals.Simon Kitty Peter & Millie2．Play the tape again and let Ss read.。

牛津译林版英语八上Unit 5《Wild animals》（Grammar）教学设计一. 教材分析牛津译林版英语八上Unit 5《Wild animals》主要介绍了一些野生动物，包括老虎、狮子、熊、大象等。

本单元主要让学生掌握一般现在时的被动语态和一般过去时的被动语态，以及如何运用这些时态描述野生动物的特点和习性。

此外，本单元还包括一些关于野生动物的保护和濒危问题，旨在提高学生的环保意识。

二. 学情分析学生在学习本单元前，已经掌握了动词的现在时态和过去时态，以及一些基本的野生动物知识。

但部分学生对英语语法的学习仍有一定难度，尤其是对被动语态的运用。

因此，在教学过程中，需要关注学生的个体差异，针对不同学生的学习需求进行引导和帮助。

三. 教学目标1.能熟练运用一般现在时和一般过去时的被动语态描述野生动物的特点和习性。

2.能听懂、会说、会读、会写与野生动物相关的词汇和句子。

3.提高学生的环保意识，增强对野生动物的保护意识。

4.培养学生的合作能力和观察能力。

四. 教学重难点1.一般现在时和一般过去时的被动语态的运用。

2.野生动物相关词汇的掌握和运用。

3.对文本内容的理解和运用。

五. 教学方法1.任务型教学法：通过设定各种任务，让学生在实践中学习和运用语言。

2.情境教学法：创设各种情境，让学生在真实的环境中学习和运用语言。

3.合作学习法：鼓励学生分组合作，共同完成任务，培养团队精神。

4.观察法：引导学生观察野生动物的特点和习性，提高观察能力。

六. 教学准备1.教材、课件和教学资源。

2.野生动物的图片、视频等素材。

3.练习题和测试题。

4.分组合作的任务单。

七. 教学过程1.导入（5分钟）利用图片、视频等素材，引导学生谈论他们所知道的野生动物，激发学生的学习兴趣。

2.呈现（10分钟）展示教材中的图片和文字，引导学生观察和描述野生动物的特点和习性。

同时，引入一般现在时和一般过去时的被动语态。

3.操练（15分钟）分组进行角色扮演，让学生运用所学的被动语态描述野生动物的特点和习性。

在While-reading环节，教师设置了Fast-reading和Detailed-reading两大部分。

快速阅读和细读任务的设置，要求学生灵活地采取不同的阅读方式，以此引导他们学会判断和猫？第二个任务是第一个任务的解答和提升。

根据这些问题，教师可请同学们进行小组讨论，写出可以采取的行动来保护熊猫，从而为同学们复述课文打好基础。

在第二个思考中，教师要要求学生通过小组合作，相互学习方法，快速有效地回顾课在课堂的导入环节，教师设计了Guessing game(猜一猜游图，特外居住地等)，请同张什。

作者简介：黄锦（1980.11—），女，上海，职称：中教通过这一次观察家燕的行为，让学生进一步理解了观察法在初中生物教学过程中的特殊作用。

这一次观察家燕的行为用时比较长，前后共计大约有两个月。

这次的观察属于动态观察，时间分散。

这种观察主要可以用于学生的课外学习。

学生利用课外活动时间组成学习小组来完成。

总结这次观察活动，教师要进行全过程的指导和监控。

首先，教师要指导学生组成学习小组，提出观察的课题，确定具多功能教室门上的摄像头 摄像头上的燕子窝生物兴趣小组选定四个同学，对他们进行课题培训，介绍习能力得到发展，思维能力和语言能力也得到锻炼。

第三个思考：为什么人们要给大熊猫取名希望”。

从而点题“Where there is Xi Wang，there is hope.”在“Group work”中，学生通过三个方面进行思考、讨论，从熊猫的生长过程(对课文内容的回顾和复习)，到进入如今熊猫和其他野生动物所面临的各种问题(对现实状态的思考)，在升华到如何保护熊猫和其他的野生动物(呼吁鼓励更。

牛津译林版英语八上Unit 5《Wild animals》（Welcome）教学设计一. 教材分析牛津译林版英语八上Unit 5的主题是“Wild animals”，本节课的主要内容是让学生掌握关于野生动物的词汇和表达方式，同时通过讨论和思考，提高学生对动物保护的意识。

教材中包含了丰富的图片、词汇和对话，为教学提供了很好的素材。

二. 学情分析学生在进入八年级时已经具备了一定的英语基础，能够进行简单的英语交流。

但是，对于一些较为复杂的野生动物的词汇和表达方式可能还比较陌生。

因此，在教学过程中，需要引导学生逐步掌握新词汇，并通过实际操作和练习，提高学生的语言运用能力。

三. 教学目标1.知识目标：让学生掌握关于野生动物的词汇和表达方式，了解动物保护的重要性。

2.能力目标：通过讨论和思考，提高学生对动物保护的意识，培养学生运用英语进行交流的能力。

3.情感目标：培养学生热爱大自然，关爱野生动物的情感。

四. 教学重难点1.重点：让学生掌握关于野生动物的词汇和表达方式。

2.难点：如何引导学生通过实际操作和练习，运用所学知识进行交流和讨论。

五. 教学方法1.任务型教学法：通过设定各种任务，让学生在实际操作中运用所学知识。

2.情境教学法：通过创设各种情境，让学生在真实的环境中学习和使用英语。

3.小组合作学习：通过小组讨论和交流，提高学生的参与度和合作能力。

六. 教学准备1.教学课件：制作包含野生动物图片、词汇和对话的教学课件。

2.教学材料：准备与野生动物相关的故事、文章等阅读材料。

3.教学设备：多媒体投影仪、音响设备等。

七. 教学过程1.导入（5分钟）利用多媒体展示一些野生动物的图片，引导学生谈论这些动物的特点和生活习性。

2.呈现（10分钟）通过课件展示本节课的主要词汇和表达方式，如：tiger, lion, panda, giraffe等，同时呈现相应的句子，让学生跟读并进行模仿。

3.操练（10分钟）将学生分成小组，每组选择一种野生动物，用英语介绍这种动物的特点和生活习性。

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:。

牛津译林版八年级上册Unit 5《Wild animals》（Study skills）教学设计一. 教材分析本单元的主题是关于野生动物的学习。

教材中包含了关于不同野生动物的介绍，以及与之相关的词汇和表达方式。

通过学习本单元，学生能够掌握关于野生动物的词汇，学会如何描述动物的特点和习性，同时提高听说读写的能力。

二. 学情分析八年级的学生已经具备了一定的英语基础，能够进行简单的听说读写活动。

但是，对于一些关于野生动物的特定词汇和表达方式可能比较陌生。

因此，在教学过程中，需要帮助学生建立起新旧知识之间的联系，并通过大量的练习和活动，使学生能够熟练掌握和运用所学的知识。

三. 教学目标1.知识目标：学生能够掌握关于野生动物的词汇，如tiger, lion, giraffe等，并能够正确运用这些词汇进行描述。

2.能力目标：学生能够通过听、说、读、写的方式，表达自己对野生动物的认识和看法。

3.情感目标：培养学生对野生动物的热爱和保护意识。

四. 教学重难点1.重点：学生能够掌握关于野生动物的词汇和表达方式。

2.难点：学生能够运用所学的知识，进行听说读写的活动，并能够表达自己的观点。

五. 教学方法1.任务型教学法：通过设置各种任务，让学生在完成任务的过程中，运用所学的知识，提高学生的实际运用能力。

2.情境教学法：通过创设各种情境，让学生在真实的语境中，进行听说读写的活动。

3.小组合作学习：通过小组合作的方式，培养学生的团队合作意识和沟通能力。

六. 教学准备1.教学PPT：制作相关的教学PPT，展示野生动物的图片和词汇。

2.野生动物的视频：准备一些关于野生动物的视频，用于课堂的展示和操练。

3.练习题：准备一些练习题，用于课堂的巩固和拓展环节。

七. 教学过程1.导入（5分钟）通过展示一些野生动物的图片，引导学生进行观察和描述，激发学生的学习兴趣。

2.呈现（10分钟）教师通过PPT呈现本节课的重点词汇和表达方式，如tiger, lion, giraffe等，并通过例句的方式，展示这些词汇和表达方式的用法。

课题教学目标To learn the suffixes “-ness, -ing, -ion”重点To learn the suffixes “-ness, -ing, -ion”难点To learn the suffixes “-ness, -ing, -ion”教学过程设计具体环节教师行为学生行为Step 1 lead in 1.Lead inRevise Reading: We all know pandas like eating bamboo. But whenthey are born, what do they eat?Ss: In the beginning, they drink their mother’s milk. At sixmonths old, they begin to eat bamboo.2.Bb: begin+ning-----beginningReviseReadingStep 2 Presentation 1.Brainstorm: Let the Ss say out words like this:Feel+ing---feeling, mee+ing---meeting, shop+ping---shopping,swim+ming---swimmingcamping, jogging, skating, reading, cleaning, skiing, sleeping2.You see, we can change some verbs into nouns by adding the suffix–ing.3.Sometimes we can change adjectives into nouns by adding thesuffix –ing. ill+ness---illness, kind+ness---kindness,busy+ness---businessHappiness,4.act---ion, invitation, invention, translation,organizationBrainstorm:Say outwordsby addingthe suffix.Step 3 Practice 1. Do Exs P65 A: Change the following verbs and adjectives intonouns.Change the following verbs adjectives into nouns by adding theDo Exs P65 AChecksuffixes.If you don’t know the word, you may use a dictionary.2. Choose some Ss to come to the front of the classroom and write their answers on the board. Ensure that all the words are spelled correctly. Ask Ss to check their own work.3.Check answers in the groups first. answers in the groups first.Step 4 Practice 1.Explain the context of Part B. Remind less able Ss that theywill have to change some, but not all.2.Write the answers on the board so Ss can check their spelling.Read aloud the passage.3. Now I’m going to show you some verbs and adjectives. Pleasesay their nouns, and then spell the nouns.Part BRead aloudthe passage.Step 5 A test用所给单词的适当形式填空1. We’ll never forget your (kind) to us.2. I want to tell my best friend about Chinese. New Year’s (celebrate).3. The food smells terrible. I have the same (feel).4. We will have a parents’ (meet) this weekend.5. The (collect) of these stamps took ten years.6. I didn’t go to school yesterday because of my __________（ill）.作业Make a story by using these words.板书设计教学反思。

课题教学目标To read the passage once again for more detailsTo read the passage again and figure our how the writer organize the passage To r ead the passage and focus on the language points to improve the students’ fluency and accuracy talking about giant pandas重点To d evelop students’ responsibility towards the endangered anima l难点To d evelop students’ responsibility towards the endangered anima l教学过程设计具体环节教师行为学生行为STEP 1 Reading the passage aloud together Reading the passage aloud togetherGet the students to read the passage aloud together. Invite themto finish the Part B, Check the answers. (This may offer the lessable students another time to consolidate the new words.)Reading thepassage aloudtogetherSTEP 2 Finishing off Part E 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 learned lasttime.Finishing offPart ESTEP 3 Working out the answers Get the students to read the passage together once again and thendivide the class into groups of 4-5. Ask them to work out the answerto the following question ‘How many parts are there in thepassage.’Give the students enough time to talk about it. And then inviteWorking outthe answerssome of them to express their personal opinions. (Students shouldbe encouraged to speak out what they think.)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 exercises Get 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 sgo outside her home.•When she was 6 months old, she b________ to eat bamboo shoots anWhen she was 12 months old, she g_________ into a healthy young gw__________ 35 kilograms.•When she was 20 months old, she s_________ to look after herselfThen get the students to analyze the sentences: the when-clausesin each sentence give us a past time, so the main clauses use SimplePast Tense. (Students may come to the conclusion throughobservation.) Then get the student to underline such sentences inthe passage.Finishing thefollowingexercisesSTEP 5 Finding them out Finding them outSTEP 6 Say ‘Sadly, it is very difficult for giant pandas to survive in Rewriting。

课题教学目标To identify specific characteristics, appearance, abilities, eating habits and danger in the context of animalsTo d evelop students’ ability to infer meaning from context and key wordsTo learn more about the endangered animals重点To listen and develop the ability to extract information in order to complete twofact sheets难点To listen and develop the ability to extract information in order to complete two fact sheets教学过程设计具体环节教师行为学生行为STEP 1Showing the pictures of tigers and wolves As we have learned a lot about animals in the unit, in this part wecan directly come to the two animals we are going to talk about. Showthe pictures of tigers and wolves one by one and encourage thestudents to speak out what they know about them.Speak outwhat theyknow abouttigers andwolves.STEP 2Listening and completing Get the students to listen and complete the fact sheets.Appearance: the largest living cat (look like a cat), big andstrong, bright eyes, yellow fur with black stripes.Ability: can run fast, good at hunting other animals for food,Character: usually they live alone, (if they have babies) live asuntil baby tigers are 2-3 years old.Food: hunt other animal for foodDangers: Hunters hunt them for their fur (to make clothes etc.) an(to make medicine)Appearance: dog-like, not very big, gray fur (about 5-6 cm long)listen andcomplete thefact sheetsAbility: very good eyesight, hearing and smellCharacter: be friendly toward/ to each other, work as a team to hunt,never attack people, do not kill for funFood: animal, insects, snails, vegetablesDanger: loss of living areas, no home (have nowhere to live) , no food(have nothing to eat)STEP 3Explaining thebold-faced words and expression Explain the bold-faced words and expressions above to the students. P ay special attention to: ‘yellow fur with black stripes’, ‘live alone’ ‘hunt…for…’ and ‘loss of the living areas’. It is important because students may need these to write or talk about tigers, wolves as well as other animals.STEP 4Talking about the two animals Get the students to talk about the two animals looking at the twofacts sheets. Encourage them students to start like this.Tigers are the largest living cat in the world…..Wolves are dog-like animals. They are not very big…..talk aboutthe twoanimalsSTEP 5Completing the letter in Part A2 . complete theletter inPart A2.STEP 6Underlining the important Invite the students to underline the important phrases by themselves. Explain some of the most important ones, like ’writeto sb. about doing sth.’ and ‘made sth from sth.’.Show the students some pictures of the animals we have leaned.Encourage them to talk about the animals. They can talk about theirtalk abouttheirappearance,ability,character,。