AUnit5Birdwatchers英语教案.doc

8A Unit 5 BirdwatchersComic strip and Welcome to the unitTeaching aims and demands:1. To learn the common names of birds 2. To talk about birds on two aspects: characteristics and appearance. 3. To arouse the students interest in birds in the wild.Key points: To learn the common names of birdsDifficult points: To talk about birds on two aspects: characteristics and appearance.Teaching aids: recorder and picturesTeaching procedures:Step 1 Presentation1.Warm upPlay a piece of music called the seaside voice(There is sound by birds), then get the students to talk about it.e.g. Is it nice? (Yes) When hearing the music, what do you think of?（ Birds） Would you like to go and watch the birds ? (Yes) Lets go birdwatching. Lets be birdwatchers. ( Teach ：go birdwatching / birdwatcher) Ask the students to say the English names of some birds.2. Talking about birdsShow the pictures of different kinds of birds and talk about them focusing on whats special about the birds.Learn the new words (Revise some old words at the same time, like wing/ feather/ beak)Do Part A on Page75Step 2 Practice 1.Show the pictures together and then get the students to give their names. Make sure all the students can read the names correctly.2. Play a game : reading and guessing (guess what bird it is.) E.g. I live in wetland. I am very tall. I have long beak, long neck and long legs. I have black and white feathers. Who am I? (a crane)Step 3 Production Ask the students Which is your favorite bird? Why? Practice Part B on Page75 in pairs Make up new conversations using Part B as a model and act them out.Step 4 Presentation 1.Say: We love birds. Eddie loves birds, too. Listen to the tape and find the answers to the following questions.1.)What is Eddie going to do?2.)Does he really love birds?3.)What kind of birds does he like best?2.Practice reading in pairs and try to act it outStep 5 Production1. Choose a kind of birds and describe its appearance using the new words.2. Complete the conversation3. Translate into English. Step 6 Homework:1. Copy the new words and recite them.2. Look for more information about birds.3. Preview the new words in Reading (reading and reciting)8A Unit 5 BirdwatchersReading (1)Teaching aims and demands: 1. To learn the new words and some phrases in the text. 2. To read the text and get some information about Zhalong Nature Reserve. 3. To understand the text and answer some questions about it. 4. To let the students know the danger of wetlands and nature reserves and how to protect them. Key points: To learn the new words and understand the text.Difficult points: To master the new words and answer some detailed questions about the text.Teaching aids: recorder and picturesTeaching procedures:Step 1 Revision1.Have a dictation of the new words and phrases go birdwatching at the market learn more aboutencourage to do sth. Crane northern 2.Lets have a competition and see who can name the birds first.Step 2 Presentation Talk about a picture of red-crowned cranes E.g. What birds, do you think, are they?Where do they like to live?Learn the new words, like wetland/shelter/crane/rare Step 3 Fast-reading Go through the article1.Answer two questions 1)Where is Zhalong Nature Reserve?2)What kinds of animals live there?2.Guess the meanings of some new words.3.Do exercises: Help Sandy choose the right meaning for each word. (B1 on Page 78)Step 4 Further- reading1. Listen to the tape and practice reading the passage, then do T or F. (C1 on Page 79) 2. Check the answers3. Read the passage silently and focus on the questions:1. Why is it a great place for wildlife?2. Do lots of birds go there?3. Why is there less and less space for wildlife?4. Why are more and more birds in danger?5. What are the members of Birdwatching Club doing this year?6. What do they do once a year?Step 5 Production1.Talk about Zhalong and then do Part B2 on Page 78( Complete the conservation between Sandy and Daniel) 2.Retell the passage according to the keywords .Step 6 Activity1. Tell the story about “Xu xiujuan”2. Discuss “What should you do and what shouldnt you do in the reserve?”Step 7 Homework1. Search the Internet and write a report about Yancheng Nature Reserve.2. Recite the new words3. Find out useful words and phrases in Reading4. Do C2 on Page 79.8A Unit 5 BirdwatchersReading (2)Teaching aims and demands: 1. To get more detailed information about Zhalong Nature Reserve. 2. To analyze the sentences for the students to get a better understanding. 3. To make sure the students know the importance of wetlands and nature reserves Key points: To get more detailed information about Zhalong Nature Reserve.Difficult points: To analyze the sentences for the students to get a better understanding.Teaching aids: recorder and picturesTeaching procedures:Step 1 Revision 1.Ask some questions about the text in oral.1.Where is Zhalong?2.Where is Heilongjiang?3.Is Zhalong Nature Reserve a good place for wildlife? Why?4.Are there many red-crowned cranes in the world? Why?5.Why are more and more birds in danger?2.Translate some useful expressions: a nature reserve in north-east ChinaOne of the worlds most important wetlands providefor etc.3.Fill in the blanks with the right words.Step 2 Practice1.Read the whole passage and then match the main idea with the right paragraph.2.Work in pairs and then divide the passage into 4 parts with the following 4 topics.Try to ask and answer to give as much information of each part as possible. 3. Talk about the information of each part.Step 3 Language points.1. important (形容词）importance（名词）2. providefor 为提供3. make sb do sth使某人做某事4. Change（动词或名词）改变5. less and less与fewer and fewer越来越少6. 6.count n. v. Step 4 Practise1.Translate the following sentences.2.Match the first parts of the sentences at the top with the second parts at the bottom( Check the answers to Part C2 and then practice reading)Step 5 DiscussionAs a Grade 8 student, how can you help Zhalong and the wildlife there?Step 6 Homework.1. Recite the passage about red-crowned cranes.2. Write a report about Zhalong to attract more people to protect wildlife.3. Finish the relative exercises.4. Preview the new words in Vocabulary8A Unit 5 BirdwatchersVocabularyTeaching aims and demands: 1. To get to know prefixes 2. To use adjectives in the context of talking about nature reserves and wild birds by applying prefixes to indicate negative meaning. 3. To show the students an effective way to enlarge their vocabularyKey points: To use adjectives in the context of talking about nature reserves and wild birds by applying prefixes to indicate negative meaning.Difficult points:. To show the students an effective way to enlarge their vocabulary by adding prefixes to adjectivesTeaching aids: word-cards picturesTeaching procedures:Step 1 Revision1.Check the homework. 2. Using some pictures to revise some adjectives. 3.Get the students to read the words. Step 2 Presentation1.Compare some pictures, and show the opposite.2.Let the students read and think: What can you get?Say:With some adjectives,we can change the meaning by adding a prefix. Adding the prefixes “dis”, “im” “in” or “un” to an adjective will express the opposite meaning of the word. These prefixes mean “not” or “the opposite of”e.g. Trainers are comfortable to wear. Small shoes are uncomfortable.If someone shows good manners to others, he is a polite person.If someone does not show good manners to others, he is impolite.Step 3 PracticeA.Match the adjectives on the left with their opposite on the right.( Part A)Tell the students that un- is not the only prefix. There are more prefixes like this. Invite the students to open their book and ask them to match the words on the left with their opposites on the right. 1.necessaryunnecessary 2.importantunimportant 3.comfortableuncomfortable 4.honestdishonest 5.regularirregular 6.happyunhappy 7.wecomeunwelcome 8.correctincorrect 9.commonuncommon 10.friendlyunfriendly 11.possibleimpossible 12.ableunableB. Play a game. Show the word-cards for the students to say the opposite words by adding prefixes.C.Discuss in pairs and work out some of the rules.un-unfriendly, unhappy, uncomfortable, unsafe, unhealthydis-dishonestim-impolite, impatient, impossible (usually before p)in-incorrect, inexpensiveir-irregularStep 4 Production ( Part B )1.Have a tryComplete the following sentences and check the answers.2.Show some pictures and help the students fill in the blanks.3.Complete the sentences in PartB, check the answers in pairs. Then go through the sentences in class. Draw the students attention to the things they should or shouldnt do while going birdwatching.Step 5 Consolidation1.What did we learn?2. Lets read them loudly.3. ExerciseStep 6 Homework.1.Finish the relative exercises.2.Write out the opposite of the following adjectives3.Preview Grammar A and B. 8A Unit 5 Birdwatchers Grammar( A and B)Teaching Objectives:1. To get to know five kinds of sentence structures 2. To understand the functions of different parts of speech in a sentence.3. To develop an understanding about when to use simple present tense to talk about future.Key points:1.To get to know five kinds of sentence structures2. To develop an understanding about when to use simple present tense to talk about futureDifficult points: To understand the functions of different parts of speech in a sentence.Teaching preparations:Computer Teaching procedures:Step1 revision 1. Have a PK. Ask one student to speak out an adjective and another student speak out the opposite. Write the prefixes dis-, im-, ir-, in-, un-on the Bb.2. Ask Ss to change some sentences with the opposites of the adjectives.Step 2 Presentation 1. leading inShow the following sentences and analyze them. S+V+P The singer is unpopular. The boys bedroom is untidy. The young man is impolite.2. Explanation about sentence structures Ask students to open their books directly to Page81. Explain that each word or phrases plays a part in the sentence. Different combinations of the elements form different sentence structures.3. Show some more sentences, explain each sentence structure, and give Ss some exercises for each structure. Step 3 Practice 1. Ask Ss to make some sentences according to each structure.2. Show more sentences for Ss to practise.3. Finish the exercises on Page81, check the answer.Step 4 Presentation1. Have a free talk and elicit the use of simple present, review the use of simple present tense. 2. Talk about the schedule for tomorrow with simple present tense. Tell Ss we can use the simple present tense for definite future plans. We use it when we talk about programmes, timetables and calendarsStep 5 Practice1. Talk about the timetable on Page82 with “be going to” structure.2. Ask Ss to talk about the timetable again with the simple present tense.3. Complete the notes on Page 83 using the simple present tense of verbs in brackets. Read the passage together to check the answer. 4. Ss can write their own outing plans on Page82, then talk about the schedule using simple present tense.Step 6 SummarizeT: What have we learnt today?S: We have learned five kinds of sentence structures and how to use simple present tense to talk about future.Step 7 Homework1. Complete the relative exercises.2. Make five more sentences according to the sentence structures.3. Preview Grammar C8A Unit 5 Birdwatchers Grammar (C)Teaching Objectives:1. To learn to use adverbs of manner to give more information about the way things happen 2. To learn form adverbs of manner.Key points:1. To learn form adverbs of manner.2. To master the differences between adjectives and adverbs.Difficult points:To learn form adverbs of manner.Teaching preparations:Computer Teaching procedures:Step1 Presentation 1. Elicit the adjective and adverbTell the students that I have been to the Beijing Wildlife Park, too. But I didnt enjoy it because it rained. Show the following picture and elicit the adjective and adverb. e.g. : It rained heavily. The rain was very heavy.In the same way, show another picture and elicit another pair of adjective and adverb.e.g.: He is always very careful when he drives. He drives carefully. 2.We form adverbs of manner like this: 1) Most adjectives+ly quietquietly politepolitely 2)Adjectives ending in le e +y gentlegently 3)adjectives ending in y -y +ily easyeasily happyhappily4)some adjectives also can be adverbs early, fast5)some adjectives and their adverbs are different words goodwellStep 2 Practice 1.Form adverbs from the adjectives. Show the Ss some adjectives 2. Do Part C1 on Page84 and remember the words.3. Ask Ss to finish PartC3, use adverbs and rearrange the words to make sentences. 4. Get the students to work out the rules. Step 3 Practice1. Read the exercisesC2 on Page85 quickly to get the main idea.Ask Ss some questions to see if they can understand it.1) Where did the Class1, Grade8 students go?2)How did they travel there?3)How did they feel?4)Who greeted them when they arrived there?5)What did he tell them about?6)What did he tell them not to do?2. Complete the exerciseC2, check the answer.3. Do more additional exercises1)Ask Ss to make up five more sentences with some adverbs.e.g. We are talking excitedly. They ran very fast. He sings beautifully. They work hard. She speaks softly. 2)Make up a story with adverbs in your sentences.Step 4 SummarizeT: Today we have learn how to form adverbs and how to use adverbs of manner in sentences. When you want to give more information about the way things happen, you can use adverbs of manner instead of adjectives.Step 5 Homework1. Finish the related exercises2. Recite the article about the trip to Beijing Wildlife Park on Page85.3. Preview the words in Integrated Skills.4. Search for more information about Zhalong Nature Reserve. 8A Unit 5 Birdwatchers Integrated skills&speak upTeaching objectives1. To listen to tape for details in order to get useful information.2. To write a report with the information obtained from listening.3. To learn the expressions of inviting people to do sth. and how to give the response to others invitation. Key points:1.To listen to the tape for details in order to get factual information.2. To make up a dialogue of inviting people .Difficult points:To understand the information obtained from listening and know how to response to it bywriting a report.Teaching preparations:Computer tape Teaching procedures:Step 1 revisionRevise the uses of adjectives and adverbsStep 2 Presentation 1. Warming upT: Yesterday, I watched a TV program about endangered birds. They are facing a lot of problems.Farmers and workers change wetlands to make more space for farms and buildings. The government does businesses there to make money.There is less and less space for wildlife, more and more birds dont have enough living space.Four Ss make a group and discuss about what they can do to helpAsk some Ss to talk about their ideas.2. T: Say Luckily, there are some big nature reserves. One of them is Zhalong. Where is Zhalong? What is Zhalong famous for?Can you guess how big it is? (Teach the new word hectare).3. Look at the test about Zhalong in PartA on Page86, answer as many questions as you can, you may discuss with your classmates.4. Listen to the tape and choose the correct answers for the questions. Play the tape again if necessary. Put the information into the sentences and get the students to read the sentences loudly. Step 3 Practice1. Read PartA3, try to complete the passage to get the main idea.2. Play the tape for Ss to check the answers.3. Complete Sandys report on Zhalong. First let them check the answers in pairs. Then get several students to read out the passage loudly and check the answers together. And then go through the passage to find some important sentence patterns that we can use in our writings.e.g. 1. It has/ covers an area of more than 210,000 hectares. 2. Zhalong is a good place to go birdwatching. 3. Its a home of a lot of animals, including different kinds of birds. 4. Wetlands provide food and shelter for endangered birds. 5. They are important also because they prevent flood.Step 4 Speak up1. T: Sandy would like to invite Daniel to go birdwatching with her. Listen to their conversation and find out the date and the time.On which day do they plan to go birdwatching?What time does it start and finish?2. Ask Ss to read after the tape.3. Practice the conversation in pairs and then try to act it out.4. Find out the expressions of invitation: W