课 题 教学目标 教学重点 教学难点 8A Unit 5 Welcome to this unit 课型 New 1. To introduce the topic of the unit and help the students focus on ‘Wild animals’ 2. To learn more about wild animals and express their preference. To learn how to say something about wild animals in English. To talk about their favourite animals. 教学过程 教 师 内 容 备 课 札 记 Step1.Warm-up 1.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 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 decide 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. Presentation 1). Open 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 animals 2).Now task! make a survey Have a discussion in groups. Every member should say some names of animals. a. Each group choose a student 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. Listening So much for the new words. Now, let’s listen to Hobo and Eddie twice. After you listen to them, please answer my questions, Is Eddie willing to share the food with Hobo? (No.)
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Step4. Reading I 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 enough food for Hobo and Eddie. (F) Now please pay more attention to these two sentences. If you eat my food, I won’t talk to you. If I don’t have food, I will die. Step5. Describing In the story Hobo and Eddie need enough food but there isn’t, so they are poor. The word “poor” can describe an animal, can you find some other words to describe an animal? Now let’s 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 warm sea. You can watch them jump in the zoo. 5).It’s like a bear, but it has black and white fur. 6).It looks like a cat and has yellow fur and black stripes. 7).It’s 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 a useful bag for its baby Write the animal you like best and like least. Step6 Writing Step7 Homework 1.To recite the dialogue. 2. Finish the Workbook exercises and the exercise paper. 板书设计 教学反思
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课 题 8A Unit 5 Reading (1) 课型 New 教学目标 1.To develop the ability to guess general meaning form context 2.To get to know the problems that the giant pandas are facing and then start to think of way to protect the pandas 3.To remember and learn to use the new words. 1.To learn about all the information about giant pandas from the text. 2.To get to know the importance of animal protecting To describe the giant pandas. 教学过程 教 师 内 容 备 课 札 记 教学重点 教学难点 STEP 1 Lead in Get 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 Presentation ‘hunter’, ‘survive’ and ‘reserve’ As 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 giant 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 Practice Tell 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 panda. Can you put them into the right order?’ Show them the following pictures and ask them to put them into the right order STEP 4 Presentation Tell the students, ‘Millie has found a report about giant pandas. Let’s read it and learn more about the animal. But first let’s listen to the first part of the passage 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.)
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STEP 5 Getting to know about Xiwang Say ‘So it’s really amazing that the baby panda is so small. Do you want to know how it grows into a giant panda? Let’s 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) AGE At birth (1 day old) 10 days old 4 months 8 months 12 months 20 months TIME At birth (1 day old) 4 months 6 months 8 months 12 months 20 months WEIGHT 100 grams (100g) like a little white mouse 10 kilograms (10kg) 35 kilograms (35kg) / / FOOD her mother’s milk Bamboo leaves and shoots WHAT HAPPENED TO XIWANG be born Start to go outside her home for the first time / Grow into a healthy young giant pandas / Have to look after her self STEP 6 Finishing Part C Get 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 Wang’s growth. 板书设计 教学反思 4
课 题 8A Unit 5 Reading (2) 课型 New 教学目标 1.To read the passage once again for more details 2.To read the passage again and figure our how the writer organize the passage 3.To read the passage and focus on the language points to improve the students’ fluency and accuracy talking about giant pandas To develop students’ responsibility towards the endangered animal To develop students’ responsibility towards the endangered animal 教学过程 教 师 内 容 备 课 札 记 教学重点 教学难点 STEP 1 Reading the passage aloud together Get the students to read the passage aloud together. Invite them to finish the Part B, Check the answers. (This may offer the less able students another time to consolidate the new words.) STEP 2 Finishing off Part E Ask 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 answers Get the students to read the passage together once again 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 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 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__?When she was 6 months old, she b________ to eat bamboo shoots and leWhen she was 12 months old, she g_________ into a healthy young giant?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 clauses use Simple Past Tense. (Students may come to
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新译林牛津英语八年级上册8AUnit 5 全单元教案
