wild animals 教案

《牛津初中英语》8A__Unit_5_Wild_animals教案_第一篇：《牛津初中英语》8A__Unit_5_Wild_animals教案_ 8A Unit 4 Wild animalsComic strip& Welcome to the unit一、教学目标了解对话内容，掌握重点词组及初步了解if句型的用法 2.熟悉学习更多有关野生动物的词语二、教学重难点学生讨论表达对动物的喜好三、教学流程 Step1 Comic stripHobo and Eddie have a new problem now.Listen to the tape and answer the following questions.1 What does Hobo want to do? 2 Is Eddie willing to share his food? Step2 Vocabularies Ask students to look at the pictures and learn new words about wild animals.bear dolphin giant panda kangaroo squirrel tiger Step3 Guessing games Let students paly a guessing gane to engage them.One student describes and the other guess …What animal is it?‟Step5 Discussion A: Which animal do you like best? B: I like ……best.A: Why？B: Because they are …...A: Which animal do you like least? B: I like…… least.A: Why?B: Because they are …...Step 6 Homework Remember all the words about wild animals and try to describe them.8A Unit 4 Wild animals Reading1一教学目标 1.知识目标1.)知识并运用本课时的四会单词。

牛津译林版英语八上Unit 5《Wild animals》（Reading1）说课稿一. 教材分析《牛津译林版英语八上Unit 5 Wild animals》（Reading 1）讲述了关于野生动物的保护问题。

通过阅读一篇关于非洲象的文章，让学生了解非洲象的生活习性以及面临的生存困境，从而引发学生对野生动物保护的思考。

教材内容丰富，插图生动，旨在提高学生对野生动物保护的意识，培养学生关爱地球生态的责任感。

二. 学情分析八年级的学生已具备一定的英语阅读能力，对野生动物有较高的兴趣。

但在阅读长篇文章时，部分学生可能会遇到生词、长句等困难，影响阅读理解。

此外，学生对野生动物保护的认识有限，需要通过课堂引导深化其环保意识。

三. 说教学目标1.知识目标：学生能理解文章主要内容，掌握的生词和短语；2.能力目标：学生能运用所学知识进行阅读理解，提高阅读技巧；3.情感目标：学生能增强对野生动物保护的意识，培养关爱地球生态的责任感。

四. 说教学重难点1.重点：学生能理解文章主要内容，掌握的生词和短语；2.难点：学生能运用所学知识进行阅读理解，提高阅读技巧。

五. 说教学方法与手段1.教学方法：采用任务型教学法，分组合作，讨论交流；2.教学手段：多媒体辅助教学，图片、视频等资料引导学生深入理解课文。

六. 说教学过程1.导入：展示非洲象的图片，引导学生谈论对野生动物的印象，引出本课主题；2.读前预测：学生浏览文章标题和图片，预测文章内容；3.快速阅读：学生快速阅读文章，回答简单问题；4.仔细阅读：学生分组讨论，深入理解文章内容，回答较难问题；5.小组活动：学生分组进行角色扮演，模拟文章中的场景，加深对文章的理解；6.总结提升：教师引导学生总结文章主题，谈论野生动物保护的重要性；7.作业布置：学生课后写一篇关于我国野生动物保护的文章。

七. 说板书设计板书设计如下：1.课题：Unit 5 Wild animals2.阅读文章：African Elephants3.生词短语：–wildlife protection–survival–conservation–poaching–habitat destruction4.文章主题：关爱野生动物，保护地球生态八. 说教学评价1.课堂参与度：观察学生在课堂上的发言和讨论情况；2.阅读理解：检查学生回答问题的准确性；3.作业完成情况：评估学生课后作业的质量。

沪教版英语五年级上册《Wildanimals》教案一、教学目标1.通过本节课的学习，学生能够熟练掌握有关野生动物的单词和短语，例如lion, tiger, zebra等。

2.学生能够了解野生动物的生活习性及它们在自然界中的地位，培养学生保护野生动物的意识。

3.学生能够以简单的语言正确地描述野生动物的特征和生活习性，运用所学知识熟练作答涉及野生动物的问题。

二、教学准备1.音频设备及相关教学材料。

2.教师准备PPT或者教案。

三、教学过程1. Warm-up（热身）【T】Good morning, boys and girls! 【S】Good morning, teacher! 【T】How are you today? 【S】I’m fine, thank you. And you? 【T】I’m fine, too. Thank you. Do you like animals? 【S】Yes, I do. 【T】What’s your favorite animal? 【S】(Students answer)2. Presentation（呈现）【T】To day we’re going to learn about wild animals. Who can tell me what wild animals are? 【S】(Students answer) 【T】That’s right. Wild animals live in the wild, not in our homes or zoos. Let’s look at some wild animals on the screen. (Show pictures of animals on the screen) Can you tell me what they are? 【S】(Students answer) 【T】Very good. Now let’s learn some more words about wild animals. (Teach new words and phrases such as lion, tiger, zebra, etc. through the PPT or teaching materials.)3. Practice（练习）【T】Now le t’s practice what we’ve learned. Please look at the screen and match the animals with their names. (Students match the animals with their names on the screen.) 【T】Great job! Now let’s play a game. I’ll describe an animal and you tell me what it is. (Teacher describes an animal and students will answer with the correct animal name.)4. Production（输出）【T】Now it’s time for us to produce what we’ve learned. Let’s work on some questions related to wild animals. Please read the questions and write down the answers. (Students answer questions related to wild animals.) 【T】Good job! Now let’s make a group and discuss what we can do to protect wild animals. (Students discuss and share their ideas in groups.) 【T】Thank you for your participation. You all did a great job today. See you next time!四、作业1.熟记今天所学词汇。

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 4 Wild animalsPeriod One Welcome to the unit【Aims and demands】1. Use correct vocabulary to describe animals2. Identify vocabulary for describing animals.3. Designing activities offer opportunities for students to consider.【Teaching method】Task-based approach.【Teaching aids】Some posters and a tape recorder.【Teaching steps】Step1.RevisionRevise vocabulary for animals.Step 2.presentationIntroduce the new words in Part A, using some pictures or flashcards.Step3. exercise1. Get the students to complete Part A.2. Then check answers orally with the class.Step4. Discuss1. Divide Ss into pairs and ask them to do the survey in Part B12. Get the students to work in pairs and tell why they like or do not like the animals. Ask them to write down their ideas on their exercise books.Step5. A guessing gamePlay the computer and show the sentences to the students. Then ask them to guess what animal it is.Step6.ConsolidationSome language pointsLook delicious, If you eat my food, I won’t talk to you.,no one, in danger, a report on giant pandasHomework1 Learn the language points by heart.2. Preview the Reading Part.Period Two Reading A【Aims and demands】1. To guess general meaning from context.2. To infer meaning from students’ own background and knowledge.3. To identify specific meaning by scanning the text.【Teaching method】Task-based approach.【Teaching aids】Some pictures and a tape recorder.【Teaching steps】Step1.RevisionReview key vocabulary according to the general ability of the class.Step2 Presentation1 On the Bb, write the following list of sentences on the Bb:* Xi Wang is the name of a baby giant panda.Step2.presentation* Baby giant pandas are very small when they were born.* They grow very quickly.* Xi Wang has to find her own food when she is 20 months old.* Hunters kill giant pandas and sell their fur.2 Divide the class into three groups and allocate one part to each group. While students skimthe text on their own, ask them to underline the words they do not know. Then go through the words students have underlined. Ask students to explain briefly how they know that the sentences on the Bb are true by identifying and listing key facts in the text.Step3 Practice & Discuss1. Ask the students to read the text after the recorder.2. Get the students to skim the text quickly on their own. Then divide the class in pairs and ask students to explain briefly how they know that the sentences on the board are true by identifying and listing the key facts in the text.Step4 ConsolidationGet the students do the exercise that is showed on the screen.Homework.1. Recite the text.2. Finish off the workbook exercise.Period Three Reading B、C、D&E【Aims and demands】1. Use correct vocabulary to describe animals2. Identify vocabulary for describing animals.3. Designing activities offer opportunities for students to consider.【Teaching method】Task-based approach.【Teaching aids】Some posters and a tape recorder.【Teaching steps】Step1.Revision1. Ask students to retell something about giant pandas.2. Ask some general questions about the report in Part Reading.3. Have a dictation of the new words the students learned last class.Step2 Part BIn part B, students focus on specific meanings of words.Step3. Part CGet students do part C in pairs. Then check the answers with the whole class.Step4 Part D1. Revise the words listed in the box in Part D.2. Ask students to complete Part D. Then ask some students to read the sentences aloud to check their choice of words.Step5 ConsolidationLanguage pointsKeep sb ./ sth. Safe from danger, large areas of land with trees,special areas for wild animals, stay aliveHomework1 Learn the language points by heart.2 Preview the V ocabulary Part.Period Four Vocabulary【Aims and demands】1. To recognize the names of different animals.2.To consolidate the words that learnt.【Teaching method】Task-based approach.【Teaching aids】Some pictures and a tape recorder.【Teaching steps】Step1.Revision1.Ask students to retell something about giant pandas.2.Ask some general questions about the report in P art Reading.3.Have a dictation of the new words ss learned yesterday.Step2 A guessing game1 Create an interest in animals. Try to extend the context by asking Ss if they would like to adopt an animal and, if they do, which one they would choose.e the task to check Ss’ knowledge of name of animals. Ask Ss to guess the names individually first and then compare with a partner.Step3 ReadingGet the students to read all the words under the pictures and ask them to give definitions.Step4 consolidationLanguage pointsPolar bear---North Pole, wolf----wolvest he story of Xi Wang, only 10 days old, it means…, was born, weigh just 100 grams, at four months, for the first time, eight months later, not…any more, grow into, at the very beginning, up to 14 hours a day, bamboo shoots, have to look after herself, have another baby, It is adj. (for sb.) to do, some of the problems, kill it for its fur, nowhere to live, on their own, need help, in danger, take the following actions to do, protect giant pandas, make giant panda reserves bigger, encourage sb. to do, there will be Homework1. Learn the language points by heart.2. Do the exercise in the exercise book after class.3.Preview the Grammar Part.Period Five Grammar A【Aims and demands】1. To recognize and use conditional sentences to talk about possible situation.2. To recognize and use conditional sentences to talk about repeated and predictablesituation and events.3. To use conditional sentences in a report about conversation issues.【Teaching method】Task-based approach.【Teaching aids】A small blackboard & a computer【Teaching steps】Step1.RevisionGet the students to make some sentences with the phrases they learnt last class.Step2. Presentation （Grammar Part A）Try to elicit the conditional structure by asking questions such as What will happen if you come to school late? What will happen if you break your favourite toy? Try to think of sentences which reflect Ss’ own experience.Write the most interesting answers on the Bb.Step3 PracticeWrite some more open “If”-clauses on the Bb and ask Ss to finish the sentences with their own ideas. Help Ss reformulate their ideas into correct sentences and write them on the BbStep3 Exercise1.Ask Ss to match the sentences on their own and then compare answers with a partner. Invite a more able student to read the sentences aloud for the rest of the class to check answers.2.For Part A2, Ask Ss to complete the sentences on their own and then compare answers with a partner. Check answers with the whole class.3.Ask Ss to complete “Work out the rule” at the bottom of page 61.Homework1. Learn the language points by heart.2.Do more exercise about this key point carefully.Period Six Grammar B【Aims and demands】1. To recognize and use adverbial clause of cause.2. To recognize and use “because of”【Teaching method】Task-based approach.【Teaching aids】A small blackboard & a computer【Teaching steps】Step1.Revision1 Ask Ss to read through the rules and the sample sentences on their own. Then check understanding by asking them to think of other examples.2 Write several “If”-clauses on the Bb and ask more able Ss to complete them with their own ideas. Remind them to write about repeated and predictable situations instead of possible results.3 Explain the context of Part B1. Revise the words in the box.Step2 PresentationGiving reasons with “because”Xi Wang had to look after herself because her mother had another baby.Why did you go to Beijng Zoo ?Why didn't you take any food for animals?Why did you stay in the zoo for so much time ?Why must we protect wild animals ?Giving reasons with “because of”Main clause n./ pron. /phraseIt is very difficult for giant pandas to survive in the wild because of many reasons.All the people cheered / the wonderful showLots of people know about the show/the ads.The dolphins were really tired/the performanceThe Some students couldn't go to the show/the examStep 3 PracticeRewire the following sentences according to the modelModel: Why is the ground all wet? (flood)The ground was all wet because of the flood.1. Why is he so happy? (got an A for English)2. Why is she so sad? (lost her pen)3. Why is the baby crying? (hunger)4. Why didn’t you go to the show? (the maths exam)Step 4 CheckoutAsk Ss to read the report on their own to make sure that there are no unfamiliar words. Then Ss complete the sentences individually and compare them with a partner. Check answers with the whole class.Homework:1 Learn the language points by heart.2.Do more exercise about this key point carefully.3.Make up some sentences which contain “because” or “because of”Period Seven Integrated skills【Aims and demands】1. To identify specific characteristics, appearance, abilities, eating habits and danger in the context of animals.2. To identify vocabulary for describing animals.3.To infer general meaning from context and keywords.【Teaching method】Task-based approach.【Teaching aids】A small blackboard & a computer【Teaching steps】Step1.RevisionGet the students talk about some characteristics of tigers and wolves. (If they have any difficulties, they can say that in Chinese)Step2 presentation1. Invite students to talk about what they like about tigers and wolves. Brainstorm any information and general knowledge about the two animals.2 Ask Ss to study the two fact files in pairs. Check the meaning of some of the words. Step 3. Listening and answering1. Help Ss focus on the general context by asking general questions they may be able to answer while listening for the first time. Write them on the Bb:* What is the name of the largest living cat?* What is Millie’s favourite animal?2.Play the tape. Students listen carefully for keywords to answer the questions.3. Play the tape again and ask students to find out the missing facts in the fact sheets. Play the tape for the third time for Ss to check the answers.Step4: consolidation1. Ask Ss to read the letter in pairs and discuss any words they do not understand. Complete the letter without looking at the fact sheets on page 64. Then ask them to look at the fact sheets to check the answers and make corrections if necessary.2. Ask more able Ss to read aloud the letter.Step5 Presentation （Integrated skills B）1 Ask students to practice the conversation in pairs and then change roles. Identify any words or phrases they do not know.2.Ask students to create their own conversation using information from the fact sheets.Step6 practiceGet the students to read the dialogue in pars. Then invite some pairs to act out.Step7SummeryLanguage pointsLive as a family, good at hunting other animals, make medicine, friendly towards each other, loss of living areas, make medicine from their bones, buy clothes made of animal fur, look lovely on me, lose one’s life, someone else,Homework1 Learn the language points by heart.2 Preview the Pronunciation, Main task & Check out Part.Period eight pronunciation【Aims and demands】1. To identify intonation patterns in conditional sentences.2. To read the conditional sentences in correct Pronunciation.【Teaching method】Task-based approach.【Teaching aids】A small blackboard & a computer【Teaching steps】Step1.RevisionWrite the following sentences on the blackboard and invite the students to read them.1. If tigers are hungry, they will attack people.2. If giant panda have no food, they will die.3. If polar bear id hungry, it catches fish from the water.4. What do male wolves do if there is danger?Step2 Presentation1. Remind Ss of communicative purpose of conditional sentences.2. Play the recording for Part A and ask Ss to listen carefully. Ss imitating the rising and falling voice patterns.3. Ask students to read Simon’s presentation with correct the rising and falling voices.4. Ask students to read Millie’s presentation in Part B quietly on their own. Play the recording. Ask Ss to listen carefully and mark where Millie’s voice rises and falls with the correct arrows5. Tell students to read them again, and answer the ‘Wh-’questions. Students work in pairs.Step3 SummaryLanguage pointspeaceful animals, live in family groups, continue to build roads, have suitable homes,make new farmland, make a lot of money, sell elephants’ tusks, train them, Homework1 Learn the language points by heart.2 Review the whole key points in this unit.Period nine Main Task【Aims and demands】1. To present factual information in a report2. To express opinions about animals in danger.3. To produce a particular text-type for an audience using a given model. 【Teaching method】Task-based approach.【Teaching aids】A small blackboard & a computer【Teaching steps】Step1.Revision1. Invite students to talk about what they like about giant pandas.2. Brainstorm any information and general knowledge about the animals.Step2. Presentation1 Talk to Ss about the purpose of writing reports. Elicit from the different reports. Explain that in reports, we do not normally say ‘I feel…’or ‘I like…’ and do not include personal comments.2 Read the title of the report in Part A. Create an interest in the topic by asking what they have learnt about giant panda in this unit.Step3 SkimmingAsk students to skim through the report quickly and give each paragraph.Step4 exerciseGet Ss to complete Simon’s report in Part C on their own. Ask more able Ss to read it aloud to check the answers.Step5 SummarySome language pointsSpend a lot of time drinking their mums’ milk, at a time,get smaller and smaller,become farmlands,keep taking the land,what action can the club take?Sharp paws,walk uprightHomework1. Do more exercise about this key point carefully.2. Write a report for any wild animal you are familiar with.Period Ten Checkout【Aims and demands】1. To assess students’ ability to use conditional sentences.2. To revise vocabulary related to wild animals.3. To raise Ss awareness of categorizing nouns into different word families.【Teaching method】Task-based approach.【Teaching aids】A small blackboard & a computer【Teaching steps】Step1.RevisionHave a revision of the unit.Step2. Presentation1. Set a time limit for reading the sentences in Part A and for filling the blanks. Ask Ss to complete the task on their own.Step3. Practice1. Ask students to Proceed to Part B after completing Part A.2. Ss complete Part B on their own and then compare answers in pairs.Step 4 SummaryLanguage points (Checkout）climbing, what about playing football?, a friend like Alan, answer questions correctly Step5.ExerciseGet the students to do some supplementary exercises.Step6 A quiz (See a test paper)Homework:1. Finish off the workbook.2. Prepare for the new lesson.。

牛津译林版英语八上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。

牛津译林版八年级上册Unit 5《Wild animals》（Grammar 2）教学设计一. 教材分析本课选自牛津译林版八年级上册Unit 5《Wild animals》（Grammar 2），主要讨论了关于野生动物的保护问题。

本课主要让学生掌握一般现在时态的被动语态，并且能够运用本课的生词和句型进行讨论和表达。

通过本课的学习，学生能够提高自己的语言运用能力，增强对野生动物保护的意识。

二. 学情分析学生在之前的学习中已经掌握了一般现在时态，对本课的主题也有一定的了解。

但部分学生在语言运用上还存在一定的困难，特别是在被动语态的运用上。

因此，在教学过程中，需要关注学生的个体差异，因材施教，使每位学生都能在课堂上得到锻炼和提高。

三. 教学目标1.知识目标：–掌握一般现在时态的被动语态结构：am/is/are done；–掌握本课的生词和短语，并能熟练运用。

2.能力目标：–能够运用一般现在时态的被动语态进行讨论和表达；–提高学生的语言运用能力和团队合作能力。

3.情感目标：–增强学生对野生动物保护的意识；–培养学生热爱大自然，保护生态环境的情感。

四. 教学重难点•一般现在时态的被动语态结构；•本课的生词和短语。

•一般现在时态的被动语态在实际情境中的运用；•对本课主题的深入理解和讨论。

五. 教学方法1.情境教学法：通过设置各种情境，让学生在实际语境中运用所学知识；2.任务型教学法：通过完成各种任务，提高学生的语言运用能力；3.合作学习法：鼓励学生分组讨论，培养学生的团队合作精神。

六. 教学准备2.PPT；3.练习题。

七. 教学过程1.导入（5分钟）利用图片或视频引导学生谈论野生动物，激发学生的学习兴趣，导入本课主题。

2.呈现（10分钟）通过PPT展示本课的生词和短语，让学生进行认读和学习。

3.操练（10分钟）让学生进行小组活动，用所学的生词和短语编写对话，并进行表演。

4.巩固（10分钟）设计一些练习题，让学生进行抢答，巩固所学知识。

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。

沪教版英语五年级上册《Wildanimals》教案_五年级英语教案上册一、教学目标：1、知识目标：1、掌握本单元的词汇：bird, rabbit, fox, kangaroo, elephant, giraffe, bear等；2、掌握本单元的句型：What’s this? It’s a/an ...等；3、能够进行听、说、读、写的综合运用。

2、能力目标：1、能够听懂简单的对话、指令和说明；2、能够简单地进行对话、介绍和描述动物；3、能够用英语来表达自己感受及态度。

3、情感目标：1、激发学生学习英语的兴趣；2、培养学生爱护动物和自然环境的意识；3、激发学生乐观、积极的思想和性格。

二、教学重点、难点1、教学重点：掌握本单元的词汇和句型，能够进行听、说、读、写的综合运用。

2、教学难点：能够用英语进行简单的对话、介绍和描述动物。

三、教学过程Step 1：Warm-up（5分钟）1、唱歌：Sing a song《Old MacDonald Had a Farm》。

2、出示图片：让学生说出这些动物的英文单词（bird, rabbit, fox, kangaroo, elephant, giraffe, bear）。

Step 2: Presentation（15分钟）1、出示图片，介绍并教授新词汇：bird, rabbit, fox, kangaroo, elephant, giraffe, bear。

让学生跟着老师一起读几遍。

2、逐一展示各动物的图片，对学生进行分类，以促使学生熟练记忆.3、对课文进行听力训练，边听边跟读，并对重要的词汇进行解释。

Step 3: Practice（20分钟）1、出示图片，让学生用所学的句型 What's this? It's a/an ... 来进行问答。

2、采用学生的自主发言的形式，让学生练习模仿老师进行口语练习。

3、学生在图片上的练习后，进行表演。

4、利用小组的形式，让学生互相间进行角色扮演的练习。

牛津译林版英语八上Unit 5《Wild animals》（integrated skills）教学设计一. 教材分析牛津译林版英语八上Unit 5《Wild animals》（integrated skills）以野生动物为主题，通过介绍非洲、亚洲和北极地区的动物，让学生了解不同动物的生活习性和保护状况。

本单元包括阅读、听力、口语、写作和语法等多个方面的内容，旨在提高学生综合运用英语的能力。

二. 学情分析八年级的学生已经具备一定的英语基础，能够运用英语进行简单的交流。

但他们在口语表达、听力理解、阅读分析和写作技巧方面仍有待提高。

此外，学生对野生动物保护的认识有待加强。

三. 教学目标1.知识目标：学生能够掌握有关野生动物的词汇和表达方式，了解不同动物的生活习性和保护状况。

2.能力目标：学生能够运用英语进行听力、口语、阅读和写作练习，提高综合运用英语的能力。

3.情感目标：学生能够认识到保护野生动物的重要性，增强环保意识。

四. 教学重难点1.重点：野生动物相关词汇和表达方式的掌握，阅读和听力理解的提高。

2.难点：口语表达和写作技巧的运用，对野生动物保护意义的深入理解。

五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度。

2.情境教学法：创设真实的语境，让学生在实践中学习和运用英语。

3.合作学习法：鼓励学生分组讨论，培养学生的团队精神和沟通能力。

六. 教学准备1.教师准备：教材、教学课件、野生动物图片和视频、相关阅读材料。

2.学生准备：完成预习任务，了解野生动物的基本知识。

七. 教学过程1.导入（5分钟）利用图片和视频展示不同野生动物，引导学生谈论自己喜欢的动物，激发学生的学习兴趣。

2.呈现（10分钟）教师展示课文标题《Wild animals》，引导学生预测文章内容。

然后逐段呈现课文，让学生注意生词和短语。

3.操练（15分钟）学生分组进行角色扮演，模拟课文中的对话，巩固所学词汇和表达方式。