1、牛津译林版秋八上Unit5集体备课单元教案Word表格版课 题8A Unit 5 Welcome to this unit课型New教学目标1. To introduce the topic of the unit and help the students focus on Wild animals2. 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 th
2、eir 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 limited natural resources. Depending on the general interest of the class, choose one of the following situations: A group of students are stranded on an island. There is not enough food available
3、for everyone to survive. Astronauts are stranded in space. They do not have enough oxygen for everyone to survive. 2 Make a list of people involved in the situation, a list of the resources available (e.g., food, oxygen, water, etc.) and a list of how long everyone is able to survive. Ss have to dec
4、ide whether they stay alive together sharing what they have or they are going to occupy all the resources for their own survival. 3 Ss study the pictures and read the conversation first on their own, then in pairs. Ask two more able students to role-play the conversation.Step2. Presentation1). Open
5、your books and turn to page 57 to look at part A. Finish the exercise. Can you name at least three other animals? What are they? Give the students more pictures of animals2).Now task! make a surveyHave a discussion in groups. Every member should say some names of animals.a. Each group choose a stude
6、nt as the group leader to write something 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, lets listen to Hobo and Eddie twice. After you listen to them, please answer my questions, Is Eddie willing to s
7、hare 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 eno
8、ugh food for Hobo and Eddie. (F)Now please pay more attention to these two sentences.If you eat my food, I wont talk to you. If I dont have food, I will die. Step5. DescribingIn the story Hobo and Eddie need enough food but there isnt, so they are poor. The word “poor” can describe an animal, can yo
9、u find some other words to describe an animal? Now lets 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
10、 warm sea. You can watch them jump in the zoo.5).Its like a bear, but it has black and white fur.6).It looks like a cat and has yellow fur and black stripes.7).Its 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
11、 a useful bag for its baby Write 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 kno
12、w the problems that the giant pandas are facing and then start tothink 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 pand
13、as.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. Play the guessing game. Write something about a kind of animal on pieces of paper. Invite some of the students to choose and read about the animal and the others try to guess what animal it is.STEP 2 Presentat
14、ionhunter, survive and reserveAs students come to giant pandas, get the students to talk about whatever they know about giant pandas. As they mention there are few giant pandas now, teach the words hunter, survive and reserve. To arouse the students interest, get the students to guess how heavy gian
15、t pandas are at birth. The teacher can also give them some choices to choose from. (e.g. 2 jin, 500 grams, 100 grams and 1 kilogram)STEP 3 PracticeTell the students the right answer. (They may be amazed at the information.) Say I have some pictures here. They show how the baby grows into a giant pan
16、da. Can you put them into the right order?Show them the following pictures and ask them to put them into the right orderSTEP 4 PresentationTell the students, Millie has found a report about giant pandas. Lets read it and learn more about the animal. But first lets listen to the first part of the pas
17、sage and answer the 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 its really amazing that the
18、 baby panda is so small. Do you want to know how it grows into a giant panda? Lets open your books and read the passage. Get the students to read the passage and fill in the following table. THE GROWTH OF XIWANG (PARA. 1-PARA.3)AGEWEIGHTFOODAt birth (1 day old)100 grams (100g)her mothers milk10 days
19、 oldlike a little white mouse4 months10 kilograms (10kg)8 months35 kilograms (35kg)Bamboo leaves and shoots12 months/20 months/TIME WHAT HAPPENED TO XIWANGAt birth (1 day old)be born4 monthsStart to go outside her home for the first time6 months/8 monthsGrow into a healthy young giant pandas 12 mont
20、hs/20 monthsHave to look after her selfSTEP 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 Wangs growth. 板书设计教学反思课 题8A Unit 5 Re
21、ading (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 read the passage and focus on the language points to improve the students fluency and accuracy talking about giant pandas教学重点To develop students respo
22、nsibility towards the endangered animal教学难点To develop students responsibility towards the endangered animal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. Invite them to finish the Part B, Check the answers. (This may offer the less ab
23、le students another time to consolidate the new words.) STEP 2 Finishing off Part EAsk the students to finish off Part E, Page 62. Use this as a revision to help the students recall what they have learned last time. STEP 3 Working out the answersGet the students to read the passage together once aga
24、in and then divide the class into groups of 4-5. Ask them to work out the answer to the following question How many parts are there in the passage. Give the students enough time to talk about it. And then invite some of them to express their personal opinions. (Students should be encouraged to speak
25、 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 exercisesGet the student to talk about Part I. In
26、vite them to talk about the 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_ to go outside her home. When she was 6 months old, sh
27、e b_ to eat bamboo shoots and leaves. When she was 12 months old, she g_ into a healthy young giant panda and w_ 35 kilograms.When she was 20 months old, she s_ to look after herself. Then get the students to analyze the sentences: the when-clauses in each sentence give us a past time, so the main c
28、lauses use Simple Past Tense. (Students may come to the conclusion through observation.) Then get the student to underline such sentences in the passage.STEP 5 Finding them outDuring the growth of Xi Wang, Xi Wang had many first-times Can you find them out. Use the following exercises to help studen
29、ts. 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
30、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 are in danger.These are some very important sentence patterns in the passage. Also it i
31、s 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 _
