8AUnit 5 Speak up

牛津译林版8AUnit5-8知识点Unit5-8 （知识点）【划线的是易考知识点】【必考】Unit 2 前缀-ly: badly（副词）friendly（形容词）【clearly 】Unit 3 后缀-ful（+）;-less （—）【特殊：单个：endless;noiseless;sleepless;cheerfu】Unit 4 前缀（表否定）：un- ;in- ;im-【impossible】Unit 5 后缀（转化为名词）:-ing; -ness;-ion【频率高：illness;meaningless;beginning;helpless;losing;discussion 】Unit 6 后缀（表示人）:-er;-or;ist【tourist（s）】Unit 7后缀（名词变形容词）：-y【表示天气的词语变形】【频率高：foggy;rainy】【少数副词和形容词同形：fast, early, long】【注意：good—well, n ear—n early , hard -- hardly 】Unit 5单词词组Welcome to the unit1. would like to do sth. 想要做某事would like sb. to do sth.想要某人做某事2. could sb. please do sth.? could sb. please not do sth.?3. wild野生的【会在单词填空出现，live in the wild 生存在野外】4. have /take pity on sb. 同情某人It's a pity!真遗憾！5. die【非选择题中易考时态变形，die <动词〉死亡过去式：died 现在分词：dying （也可作形容词：垂死的）形容词：dead 名词：death 】eg. His father died ten years ago.His father's death makes him feel sad.His father was dead.The doctor saved a dying boy.6.In fact事实上7. 动物的词汇：dolphi n squirrel zebra sparrow swallow 等Read ing1. da nger < 名词> 危险adj. dan gerous 危险的be indan ger 处境危险be out of dan ger 脱离危险2. —开始in the begi nning◊at the beginning 常与of 连用, 表示“在... 之初”。

8 A unit 5 Wild animals Integrated skills B-Study skills主备：季芳教学目标：知识目标：学习四会单词和重要短语能力目标：1.能用已经掌握的信息使相关文章意思表达完整2.学习构词法，掌握加后缀 ing/ness/ion 构成的名词情感目标：教学重点：学习构词法，掌握加后缀 ing/ness/ion 构成的名词教学难点：能用已经掌握的信息使相关文章意思表达完整教学环节：一、“15分钟温故、自学、群学”环节预习作业&预习交流：A.检查学生预习单词情况（个别读且纠正---- 集体读---- 巩固重点单词）illness, acceptB.重要短语（小组核对答案--- 教师提示重点词组注意点---读背词）read a book about wild animals, lose their lives, other parts of the body, act to protect wild animals, have their own families, for any more, accept our invitation, join usC 重点句型I’m sorry to hear that.It’s a great pity!What a shame!We shouldn’t buy fur coats any more.I think everybody should act to protect wild animals.D 预习作业交流（小组核对----集体校对--- 质疑交流）见导学案83页的预习导学部分内容。

将下列词加上合适的后缀构成名词1sad 2.read3. protect4. warn5. act6. decide _______7. begin 8. ill9. happy 10. busy根据提示写出单词的正确形式1. We should use ( shop ) bags instead of plastic ones.2. Li Lei fell off the bike and hurt his legs because of (careless ).3.Thank you very much for your ( kind ).4. If farmers keep ( take ) lands,giant pandas will have nowhere (live).5.We should take ( act ) to protect wild animals6. The bears spend a lot of time ( sleep ) every day.二、“20分钟展示交流质疑、训练点拨提高”环节A.Speak upStep 1 Presentation1.T：Wild animals are our friends. We should help them. How can we protect them?2.T：Millie and her mother are discussing how to protect wild animals. What do they suggest?教师播放录音。

Unit 5 Zhalong A special place于红亮Good afternoon, ladies and gentlemen. Today, I feel honored to have the chance to share my ideas about how to teach reading.In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.My teaching plan will include 8 sections. They’re analysis of the reading material, talking something about students, identifying the teaching aims ,teaching importance&difficulties, teaching strategies, teaching aids, teaching procedures and blackboard design.Section 1 Analysis of the teaching materialThis Unit is the 6th unit in 8上published by Oxford University Press (China) Limited . This English textbook for junior school learners was compiled of different topics, which touches almost every aspect of life. It lays stress on the communicative and language abilities. The topic birds is very close to students’ daily life. So the topic fits them very well. Its level of complexity lies within the learners’ ZPD. On the other hand, among all the six books there are three units talking about animals. They are 7B Unit 6, 8A Unit 4 and 8A Unit 5. In 7B Unit6, we mainly talk about the animals’ appearance, qualities, food, home, likes and likes. In 8A Unit 4 we add to ability, character and dangers. In this unit we add to how to protect animals and the environment. Section 2 talking something about studentsNeed: not only protecting the environment but also English plays a very important role in their later career, the course also offers some goals that learners must achieve.Interests: most students are young, active and energetic. They like pets very much. Many of them are bird fans; they are very interested in watching birds.Previous knowledge: Students have learned some information about animals from 7B Unit 6 and 8A Unit 4.Motivation: extrinsic motivation is that they have to pass the English exam. The intrinsic motivation is the fun of learning. It should be produced by some activities. According to linguist Stevens, the more the lessons focus on things with real-life relevance the more they appeal to the Learners, and the better chance of having learners wanting to learn.So the ZPD of learners is that they have some basic knowledge about animals, but at present it is not easy for them to talk about how to protect them in English fluently, and their birds vocabulary is limited.Section 3 Indentifying the teaching aimsBased on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:The 1st aim: students can understand the vocabulary related to birds, meanwhile they can get the expressions about how to ask about sports and give responses. Of course, at the end, they can improve their listening and speaking abilities.The 2nd aim: Students learn the reading skills and strategies.The process and method used in this section are pair-work and discussion.The 3rd aim: by the discussion students can form the awareness of protecting the animals andnature reserves.Section 4 teaching importance & difficulties1. According to the demands of new syllabus, this section mainly focuses on the following: Students should master the vocabulary related to birds, they can also understand and consolidate the expressions about wildlife, what’ more, they should catch the details while listening to the material.2. According to studen ts’ cognitive background, the difficulties in this section are as follows: students must express their ideas about birds and they should talk about their attitudes towards environment with their friends.Section 5 teaching strategiesSince the teaching objectives and focuses and difficulties have been specified, the following teaching strategies are mainly used in this section: Situational approach, communicative approach and interactive approachesAs to the learning strategies, meta-cognitive strategy, cognitive strategy and social/affective strategy are mainly used. The meta-cognitive strategy includes self-management, self-monitoring and self-evaluation; the cognitive strategy includes auditory-representation, contextualization and elaboration, meanwhile cooperation is used as one of the social/affective strategies. Section 6 teaching aids : a recorder, a computer, a projector and a blackboardSection 7 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures include 4 parts.They’re pre-reading, while-reading, post-reading and homework.Part 1. Getting ready （pre-reading）Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part consists of two tasks:Task 1: In this step I will play a video named a true story. It is about a college student Who lost her life in the wetland for saving a red-crowned crane. Then ask the students which bird the song is about. Students should answer “the red-crowned crane”.(With the task, I arouse the students’ curio sities and fire their imagination draw their attention to the theme of the reading material and get them ready for the following reading.)Task 2: Another question is where red-crowned cranes live in China.Ask students to listen to the tape and then answ er this question. They should answer “zhalong”. (With the task, I draw their attention to the theme of the reading material and get them ready for the following reading.)Part 2. Focusing on main facts （while-reading）First ReadingSkimming for main ideaReading Skills---Skimming(阅读技巧-略读)Run over the text quickly. Do not read every word. Try to understand the main ideas.迅速浏览课文。

8A Friends教案总课题8A Friends教案总课时第课时课题课型New教学目标知识目标1.To describe people from the knowledgelearnt so far能力目标2.To understand the context and get therelated information from it情感目标3.To sum up the adjectives about one’sfriends’important qualities and learnabout what qualities are important in goodfriends.教学重点To understand the context and get the related information from it.教学难点To sum up the adjectives about one’s friends’ important qualities and learn about what qualities are important in good friends.课前预习Preview the new words.教学过程教学环节教师活动学生活动备课札记Step1 DiscussionStep2 Listening PracticeStep3 Practice Divide the class into groups of four, talkabout one of the group members’ appearance,personality and future plan.1. Play the tape and answer the following questions:( 1 ) Who is the boy on the left?( 2 ) What is he like?( 3 ) Who is the girl next to Peter?( 4 ) What kind of hairstyle does she have?( 5 ) What is she like?2. Play the tape again, Ss listen and repeat.3. Read the conversation in roles.4. Make a similar dialogue.一、选词填空, 每词限用一次。