8A Unit 5 Wild animals教案

备课日期教学课题八上 Unit 5 Wild animals 课时安排1Comic strip & Welcome to the unit7教学目标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.重点1. no way, have pity on, in fact2. They may become dishes on the table any time.3. Could you please not eat them?4. I may die without them.难点To talk about their favourite animals.教学过程设计集 体 备 课二 次 备 课Step 1 Lead in1. Show a picture of a tiger and ask: Whats this animal? What does it often eat? Where does it live?It is the king of the forest. It looks like a cat but big than a cat. It has yellow fur with black stripes.2. There are many wild animals in the world. ( Bb: wild)3. Where do people usually see wild animals?What animals can we see there?Step 2 Presentation1. Show more pictures of wild animals.Ask the students to give the names of the animals and then encourage them to speak out what they know about the animals, focusing on the appearance and something special about it. 2. Finish P57 AStep 3 Guessing gameTeacher: Wild animals are our friends. It is important to protect wild animals. Lets check how much you know about wild animals. Do you know them?Play a guessing game. Write the names on pieces of papers and then invite some of the more able students to choose and say something of the animals (To make it easier, ask the students to use the first person). The other students should listen carefully and guess what animal it is. 1. Bear: I am strong. Sometimes, I eat people. But if I find the people died, I dont eat them. Who am I? 2. Zebra: Im like a horse, with black and white lines on my body. Who am I? 3. Squirrel: I have a long and soft tail. I live in the tree. Who am I? 4. Giant Panda: I have black eyes and four black paws. I like eating bamboo shoots. I am very lovely. Who am I？5. Dolphin: I like swimming. I can do different kinds of swimming shows. Many people bring their children to watch my shows. Who am I? 6. Tiger: I am the king of the animals. I look like a cat but Im bigger than a cat. Usually, I have yellow fur and black stripes. Who am I?Step 4 PracticeP57 B1. T: Millie and her classmates are talking about their favourite wild animals.Lets listen to their conversation and find their favourite wild animals. Simon Kitty Peter & Millie2. Play the tape again and let Ss read. 3. Get the students to read the dialogue together or in roles. 4. Ask the students to talk about their favourite (or they like best/least) wild animals. If possible, encourage them to mention some simple reasons.Step 5 Getting to know about wild animalsMan is now having the same problem too. Many animals share the same homeland with us. However, man has taken their food and their homes away. Ask, Do you think we should do something to help? (Yes.) Wild animals are our friends. It is important to protect wild animals.(Write the sentence on the board then get the students to read it aloud.)Lets check how much you know about wild animals. Do you know them? Show the pictures of the animals.Ask the students to give the names of the animals and then encourage them to speak out what they know about the animals, focusing on the appearance and something special about it.Step 6 Comic stripT: Is Hobo a wild animal? 1. Present the pictures of the comic and let Ss guess what they say.2. Listen to their conversation and answer the following questions.Would Eddie like to live in the wild? Why or why not?3. Get the students to focus on possible actions and possible results of the dialogue. Then get them to finish the following exercises.课后作业Find more information about wild animals and finish the exercises.Recite the two dialogues.教学反思单元第一课时简单，要激发学生的学习兴趣，多鼓励学生开口讲英语。备课日期教学课题八上 Unit 5 Wild animals 课时安排2 Reading I7教学目标1. To develop the ability to guess general meaning form context2. To get to know the problems that the giant pandas are facing and then start to think of way to protect the pandas3. To remember and learn to use the new words.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.难点1. To describe the giant pandas.2. Students know that they should protect wild animals.教学过程设计集 体 备 课二 次 备 课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 PresentationreserveAs 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 word 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 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 panda. 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 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.)Step 5 Getting to know about Xi WangSay So its really amazing that the 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. Step 6 Finishing Part B2THE GROWTH OF XIWANG (PARA. 1-PARA.3)AGEWEIGHTFOODAt birth (1 day old)100 grams (100g)her mothers milk10 days oldlook like a white mouse4 months8 kilograms (8kg)8 monthsover 35 kilograms (35kg)bamboo 12 months/20 months/Get the students to finish Part B2: 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. Step 7 Reading and finding out the problemSay Are pandas lovely? (Yes.) However, they are now in danger. They are facing serious problems. Can you find them out? Get the students to read and find out the problems and what people did to solve the problems. PROBLEMS AND ACTIONS (PARA.4 THE END)SOME OF THE PROBELMESSOME ACTIONSIt is very difficult for pandas to have babies.Help pandas have more babies.Many baby pandas die when they are very young.Build more panda reserves.Pandas may not have a place to live or food to eat.Make laws to protect pandas.Step 8 Finishing Part B3 Get the students to finish Part B3. Ask one student to read, the rest check the answers together.课后作业Recite the new words and phrases on Page128.Read the story after the tape several times.教学反思在本课时，要多教授学生一些阅读技巧和方法，比如一些关键词：For example, Also.另外，Reading课还是要多听、多读和多背，早自习一定多安排听录音。备课日期教学课题八上 Unit 5 Wild animals 课时安排3 Reading II7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.重点To develop students responsibility towards the endangered animal.难点To develop students responsibility towards the endangered animal.教学过程设计集 体 备 课二 次 备 课Step 1 Reading the passage aloud togetherGet the students to read the passage aloud together. Invite them to finish Part B1. Check the answers. (This may offer the less able students another time to consolidate the new words.) Step 2 Finishing off Part B4Ask the students to finish off Part B4 on Page 60. 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 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 11) (weight and food)Part II: The problems giant pandas face(Line 12-17)Part III: The action we should take to protect them(Line 18-Line 26)Step 4 Finishing the following exercisesGet 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 and l_ like a white mouse. When she was 4 months old, she w_ about 8 kilograms and s_ to go outside to go outside for the first time. When she was 6 months old, she b_ to eat bamboo. When she was 12 months old, she w_ over 35 kilograms.When she was 20 months old, she l_ 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 the conclusion through observation.) Then get the students 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 students. 1. She started _ (go) outside for the first time. 2. She began _ (eat) bamboo. 3. She learnt _ (look) after herself. In this way, the teacher directs the students attention to the use of to-infinitives after start, begin and learn. Step 6 Retelling the storyThe useful phrases:look like a white mouse weigh just 100 gramsat four months old eight months laternot any more in the beginninglook after herself face serious problemsit is difficult forto live mainly onbecome smaller and smaller as a resultbe in danger take actionStep 7 DiscussionDiscuss in groups of four: What can students do to protect wild animals?Step 8 More exercises about the language pointsDo more exercises about the language points to check. 1. She looks _(health).2. When Tom was born, he _(weigh) 6 jin. 3. Now many pandas are in _(dangerous)4. Two years _(late), he became a famous reporter. 课后作业Recite the important and useful phrases.Recite the story.教学反思Remember the phrases and some sentences. Do some exercises to grasp the article better.备课日期教学课题八上 Unit 5 Wild animals 课时安排4 Grammar7教学目标1. Using may for possibility.2. Using verbs + to-infinitives.重点Using may for possibility. Using verbs + to-infinitives.难点Using may for possibility. Using verbs + to-infinitives.教学过程设计集 体 备 课二 次 备 课Grammar Part AUsing may for possibilityStep 1 Presentation1. Review the information about reading to lead in grammar A.2. Show the picture of pandas and then the teacher says:Sadly, giant pandas face serious problems in the wild.What do you think may happen to pandas? Lead students to guess：Ss: They may not have a place to live or food to eat. They may disappear from the earth.Hunters may catch them.Teacher sums up：Yes, youre right. Write the sentences including may on the blackboard.3. Teacher ask students：What will happen to giant pandas if we do nothing? Students answer：Soon there may be none left.Write the answer on the blackboard, mark the underlined part with colorful chalk and tell students：We use may to say that something is possible.Step 2 Activities1. Present the following five sentences, encourage students to think what may happen in the situation in groups of four. Use may to make the second half of each sentence. Choose some students to report the results, accept any reasonable answer.(1) We need to protect pandas.(2) It is raining.(3) I will be very busy tomorrow.(4) Watch this DVD.(5) We will be happy to see you.2. Let students complete the exercises on Page 61, encourage students to ask and answer in pairs. Check the answers.Step 3 Practice朗读下面的句子,然后译成汉语,并试着说出may的用法。1. Wild animals may become dishes on the table any time.2. I may die without them.3. If we do nothing, soon there may be none left.4. The bamboo forests are becoming smaller and smaller. As a result, pandas may not have a place to live or food to eat.Grammar Part BUsing verbs + to-infinitivesStep 4 Presentation1. Lead in to-infinitives by asking some questions.(1) When did Xi Wang start to go outside for the first time?（At four months old）(2) When Xi Wang was six months old, what did she begin to eat?（Bamboo） (3)WhatdidXiWanglearntodowhenshewas20monthsold? (Shelearnttolookafterherself)2.Write starttogooutside, begintoeatbamboo, learntolookafterherself on the blackboard, present the structure of infinitive.Step 5 Practice1.Teacher leads students to discuss some questions that they may meet when they are planning to go out for a trip, such as: （1）Whodoyouplantogooutwith?（2）Wheredoyouwanttovisit?（3）Whatdoyouwanttotake?（4）Howdoyouplantogetthere?（5）Whatdoyouhopetodothere?2.Teacher writes the questions above on the blackboard. Let the students try to answer.（1）Iplan togooutwithmyfriendPeter.（2）IwanttovisittheUK.（3）Idecidetotakeacamera.（4）Ichoosetogettherebyplane.（5）Iwould liketovisitsomeplacesofinterest.课后作业Make five sentences by using may and the infinitive.Revise and consolidate the new words and phrases learned in this unit.教学反思情态动词的用法是重要，要多做一些练习来掌握它。动词不定式也很重要，要多背诵，并通过各种形式的练习来记住它们。它们都是中考的考点。备课日期教学课题八上 Unit 5 Wild animals 课时安排5 Integrated skills7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.重点To listen and develop the ability to extract information in order to complete two fact sheets.难点To listen and develop the ability to extract information in order to complete two fact sheets.教学过程设计集 体 备 课二 次 备 课Step 1 Showing the pictures of tigers and wolvesAs 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 completing1. Get the students to listen and complete the two fact sheets.2. Get the students to talk about the two animals looking at the two facts sheets. Encourage them students to start like this. Tigers are the largest living cat in the world.Wolves are not very big and they have thick fur.Step 3 Completing the letter in Part A2Get the students to complete the letter in Part A2.First, let the students complete the passage by themselves.Then, get the students to check the answers in pairs. Afterwards, check the answers in class. The teacher can get two students to read out the facts about tigers and wolves, while the others correcting their answers. Finally, get the students to read the passage aloud. Step 4 Talking about animalsShow the students some pictures of the animals we have leaned. Encourage them to talk about the animals. They can talk about their looks, abilities, qualities, food and danger. Encourage them to ask more people to help protect the animals. Step 5 Speak upWe should help wild animals. They are our best friends. Millie is talking to her mum about how to protect wild animals. Are you interested in it? Lets listen to their conversation and answer the questions. 1 Why are some wild animals in danger?They lose their lives because people hunt them. People sell their fur, bones or other parts of the body.2 What can we do to protect wild animals?We shouldnt buy fur coats any more.Make a dialogue about protecting wild animals with your partner. Use Millie and her mums conversation as a model.Sample conversationA: Jane, I think you should stop eating sharks fin soup.B: Why? It tastes delicious.A: Many sharks are killed because people eat sharks fin soup. I think its wrong to eat it. Sharks have a right to live.B: If I dont eat it, someone else will eat it.A: If everyone stops eating sharks fin soup, then hunters wont kill sharks any more.B: Maybe you are right. OK, Ill stop eating sharks fin soup.Step 6 DiscussionGroup work:1 Why are wild animals in danger?They cannot find enough food.The forest has been destroyed (被毁). Their habitat (栖息地) is being threatened (受到威胁的).They are killed by the environmental pollution (环境污染).Humans hunt them too much. 2 What do p