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八年级英语上册《8A Unit 4 Wild animals》Period 2 Reading(1)教案 牛津版

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1 《8A Unit 4 Wild animals》Period 2 Reading（1）

Title

(课题) Reading (1) Type

(课型) New

新授课 Period

(课时) 2

Supporting

theories

(理论支撑) 建构主义学习理论强调教学必须以学生为中心，强调学生对知识的主动探索、主动发现和对所学知识在原有经验基础上的意义生成，要求教师由知识的传授者、灌输者转变成为学生主动建构知识的帮助者、促进者，学生学习的合作者。教师有以下新要求：（1）教师必须改变以前单向控制教学活动的角色观念；（2）教师要鼓励学生探究客观世界中复杂和真实的问题；（3）教师必须创建一个令学生舒适的学习环境；（4）教师必须调整课程，以便使可能费时很多的建构活动能与一定年级所要求的课程内容保持均衡。

布卢姆该理论充分利用反馈—矫正程序，经常利用形成性测验提供反馈信息，发现学生学习上的难点或没有掌握的内容，然后给学生第二次学习机会并辅之于小组活动、个别辅导等多种矫正手段，最终使绝大多数学生达到对学习内容懂得掌握。在实施反馈策略上，要求进行形成性测验、提供反馈信息、为学习定向、加强质量监控；在矫正策略上，要求有小组活动、个别指导帮助、为学生提供学习材料等环节。

Aims and

demands

(教学目标) A: Knowledge (语言知识)

1. To recognize and understand vocabulary for Reading.

2. To guess general meaning from the context

3. To grasp the main idea of the story.

C: Feeling (情感态度)

1. To encourage students to take actions to protect wild animals.

2. To strengthen the students’ sense of protecting environment.

Key points

and

difficulties

(教学重、 1. Learn some new words, useful phrases and sentence patterns.

2. Train the students’ ability of listening, speaking and

reading.

3. Use the students’ own language to express their ideas. 2 难点)

Teaching

Methods

(教学方法) Task-based approach

Situational approach

Whole language approach

Communicative approach

Aids

课前准备（教具、活动准备等） 1. Get some information about pandas from the Internet.

2. Get some pictures about pandas and other wild animals ready.

3. Pre-reading and learn about the main ideas.

教 学 设 计

课前延伸

1. 预习单词outside — writer, 对照音标，拼读单词，认知词义。

2. 预习Reading, 了解大熊猫的生长过程和生存处境。

3. 查阅资料，了解人类为解决野生动物的生存危机而采取了怎样的措施？

4. 阅读Reading, 找出下列短语。

1) 看起来像小白鼠 2)在四个月大时

3)第一次 4)不再

5)在最初的时候 6)照料她自己

7)生活在野外 8)砍倒树木

9)拿走，带走 10)处在危险中 养成自学习惯，培养自学能力

Teaching Plan

(授课计划) Studying Plan

(学习计划) Aims

(设计意图)

课

内

拓

展

学 StepⅠ

Warming up 1. A riddle

We are beautiful black and white

animals. We look like bears. We live

only in China. Our favourite food

is bamboo shoots and leaves. Our

greatest hope is to take a colour 以“熊猫”的谜语激发学生学习的兴趣，吸引学生主动参与，积极思3 photo. Who are we?

( Giant pandas.) 索，引起他们的求知欲。

Step II

Presentation

(Pre-reading) 1. Teach the new words:

1) Deal with the following new words

by talking about the profile of

giant pandas.

thick---thick fur, bamboo shoots,

bamboo leaves, forest---in the

forests, survive---survive in the

wild, ---take actions,

reserve---build more giant panda

reserves, protect---protect giant

pandas

2. Read the new words and finish

Part B on p61. 运用多媒体展现熊猫档案及熊猫面临危险的图片，通过师生间的交际、互动来进行单词、词组的教学，既活跃了课堂气氛，又复习、巩固、拓展了词汇。 4

导 Step III

Practice

( While-

reading) Ⅰ.

Skimming 1. Read the text quickly and answer

the following questions:

1) What’s the story about? (It’s

about a giant panda named Xi Wang.)

2) What will to giant pandas if we

do nothing? (There’ll be no giant

pandas in the world.)

2. Listen to the tape, answer the

following questions

1). Was she very small when she was

born?

(Yes, she was.)

2). How she was 4 months old?

(10 kilograms.)

3). Why do for their fur.)

4). Do people do anything for giant

pandas?

(Yes, they do.) 通过对学生的听读训练，培养其搜索有用信息的能力，巧妙设计问题，由浅入深，环环相扣，学生在教师的帮助和指导下不仅掌握了课本上的知识，培养了良好的阅读策略。

II.

Scanning 1. Read after the tape and judge the

following statements. Write a

“T” if it is true; write an

“F” if it is false.

1). ( F )When the writer saw Xi Wang,

she weighed only 10 kilograms.

2). ( F )When she went outside for

the first time, she started to

eat bamboo shoots and leaves.

3). ( T )Eight months later, she

weighed 35 kilograms. 听录音并跟录音朗读，提高学生的模仿能力，培养学生精读的能力，提高学生对文章细节的理解和推断能力，符合循序渐进的原理。 5 4). ( T )Xi Wang drank .

练 Step IV

Production

(Post-reading)

Ⅰ.

Further

understan-ding 1. Encourage the students to divide

the whole passage into 4 parts.

Paragraph 1: introduction of Xi

Wang

Paragraph 2-3: the growth of Xi Wang

Paragraph 4-6: the problems of

pandas

Paragraph 7-8: take actions to

protect pandas

2. Read through Paragraph 2-3 and

finish Part C on p61: The growth of

Xi Wang.

3. Read through Paragraph 4-6 and

finish Part D: Protecting giant

pandas

4. Read through Paragraph 7-8 and

fill in blanks.

 We should take the following

_________ to protect giant

pandas.

 We should make giant panda

bigger and build more reserves.

 We should encourage farmers to 鼓励学生将文章分成四部分，并写出每一段落的主要意思，用练习来进行进一步的理解，通过这种综合性、创造性的训练，来培养学生运用知识的能力，思维能力和口语表达能力。

合集下载

Unit4《Wildanimals》同步练习1(牛津译林八年级上)

Unit4《Wildanimals》同步练习1(牛津译林八年级上)

8A Unit4 单元测试A卷

I．根据句意及首字母补全下列单词，使句子完整(10分)

1．The food s good but tastes terrible．

2．Look !Many f are still working in the field though(虽然)it is raining．

3．I like travelling by train，it’s s and cheap．

4．After you finish the trip to Beijing，write an English r ．

5．Protecting f means giving wild animals lots of place to live in．

6．When autumn is coming, 1 turn yellow and fall down．

7．Some s are poisonous so we had better not be close to them．

8．If you often t dogs，they can do many things for you．

9．The Chinese government is taking many actions to p all kinds of wild animals．

10．When we have trouble in learning English，our teacher always e us to do it well．

Ⅱ．单项选择(15分)

( )1．一Who is Lily over there?

一Her English teacher．

牛津译林版英语8AUnit6BirdwatchingReading1教学设计.doc

牛津译林版英语8AUnit6BirdwatchingReading1教学设计.doc

8A Unit 6 Birdwatching

Reading I

----- Yu Jia from Suzhou No. 1 Junior Middle School

Teaching aims:

1. to understand the basic information about Zhalong Nature Reserve;

2. to be able to guess the meanings of the new words from the context;

3. to develop the ability of skimming for overall meaning and scanning for details;

4. to review and broaden the vocabulary and expressions about wild animals;

5. to realize the importance of protecting birds and the nature, and to know some ways

to protect them.

Analysis of students5 situation:

In the last unit, students have acquired a lot about wild animals as well as the danger

they are facing in the wild. This is the second period of this unit. In the previous part of

this unit, students have learnt much about different kinds of birds and how to describe

them briefly, especially cranes. Therefore, all of these have laid a very good basis for

江苏省南京师范大学第二附属初级中学八年级英语上册Unit5WildanimalsIntegratedskills教案(新版)牛津版

江苏省南京师范大学第二附属初级中学八年级英语上册Unit5WildanimalsIntegratedskills教案(新版)牛津版

Wild animals

教学目标 To identify specific characteristics, appearance, abilities,

eating habits and danger in the context of animals

To develop students’ ability to infer meaning from context and

key words

To learn more about the endangered animals

教学重难点

To listen and develop the ability to extract information in

order to complete two fact sheets

课前准备

完成前置性学习指导

教师活动内容、方式 学生活动 旁注

Step 1 Lead-in

As we have learned a lot about animals in the

unit, in this part we can directly come to the

two animals we are going to talk about. Show the

pictures of tigers and wolves one by one and

encourage the students to speak out what they

know about them.

Step 2 Listening and completing

Appearance: the largest living cat (look like a

cat), big and

strong, bright eyes, yellow fur with black

stripes.

Ability: can run fast, good at hunting other

译林牛津版8A Unit 5 Wild animals课时作业(包含答案)

译林牛津版8A Unit 5 Wild animals课时作业(包含答案)

译林牛津版8A Unit 5 Wild animals课时作业（包含答案）

1 / 15 8A Unit 5 Wild animals

Period 1 Welcome to the unit

班级_____________ 姓名_____________

【目标自测】

1. 你能写出下面的单词短语及句子吗？

自由的(a.) __________________死(v.) ___________ (n.) ___________(adj.)______________

生存在野外 __________________________ 事实上 ________________________________

同情，怜悯___________________________ 大熊猫_________________________________

我不这么认为__________________________ 动物之王______________________________

他们随时可能成为餐桌上的美味。________________________________________________

请你不要吃他们好吗？_________________________________________________________

没有他们我可能会死的。________________________________________________________

--你最喜欢的野生动物是什么？--我最喜欢猴子。

_____________________________________________________________________________

2. 列举你所知道的野生动物的名称。