牛津初中英语 8A Unit Four 教案.doc

8A Unit4 Wild animals Period OneTeaching content: Comic strips & Welcome to the unitTeaching goals:1. To introduce the topic and main task of the unit. Help the students to focus on Wild animals2. To learn more about wild animals and then express their preference3. To think of ways to help the endangered animalsTeaching important & difficult points:1Help the students to learn more about important words and phrases2Help the students to learn more about wild animals and then express their preference3Help the students to think of ways to help the endangered animalsTeaching procedures:Step 1: Answering the questionTell the students that I have got a very difficult question to answer. And I would like to ask you to answer the question, too. Show the question on the board. And get the students to discuss about it. A. You are with a best friend of yours. You know that he/ she likes hamburgers best. Your mother bought you a hamburger. However, there is only one. Will you eat the hamburger by yourself or give the hamburger to your friend or share it with your mother? B. You and your friend are on an island with nothing to eat. However you have only one hamburger. If you dont eat, you will die.If your mother doesnt eat, he/she will dieIf you share the hamburger with your friends, you will both die. Will you eat it by yourself or give it to your mother, or share it with your friend? Get the students to talk about Question A first. (It may not be very difficult for the students to answer.) Then show the students Question B. Give the students a few minutes to discuss about the question. (For more able students, encourage them to speak out their questions, too. )Step 2: Listening and answeringTell the students that Eddie is now facing such a problem. Get the students to listen to the tape and then answer the following questions:1. Who has food? Eddie has food.2. Is he going to share his food with his master / e-dog? No, he isnt going to share his food with Hobo.Step 3: Reading the dialogue together or in rolesGet the students to read the dialogue together or in roles. Ask the students to practice and remember the dialogue and then act it out. Step 4: Finishing the following exercisesGet the students to focus on possible actions and possible results of the dialogue. Then get them to finish the following exercises. Possible Actions Possible results1.If I dont have food, I _ (die).2.If I die, no one _ (look) after you.3.If you eat my food, I _ (not talk) to you.4.If Hobo doesnt have food, he _ (die).5.If Eddie dies, no one _ (look) after Hobo.6.If Hobo eats Eddies food, Eddie _ (not talk) to Hobo.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.PICTURESNAMESSOMETHING ABOUT ITkangarooIt only lives in Australia. It has strong back legs, so it can jump very fast. A mother kangaroo has a pocket in front for its baby. bearIt usually has black or brown fur. It is strong. It likes eating fish and honey. However, it doesnt eat dead things.giant pandaIt only lives in China. It has black and white fur. It eats bamboo shoots and leaves. We have very few of them in China. squirrelIt is very lovely. It has a long and soft tail. It lives in the tree. It likes eating nut very much. dolphinIt is a kind of friendly people in the water. It can play a lot of tricks in water. People come to the zoo to see its swimming show. tigerIt is the king of the forest. It looks like a cat but big than a cat. It has yellow fur with black stripes.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: Play a guessing gamePlay 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. Bear: I am strong. Sometimes, I eat people. But if I find the people died, I dont eat them. Who am I? Kangaroo: I have a pocket. My baby sleeps in my pocket. Who am I? Squirrel: I have a long and soft tail. I live in the tree. Who am I? Giant Panda: I have black eyes and four black paws. I like eating bamboo shoots（竹笋）. I am very lovely. Who am I？ Dolphin: I like swimming. I can do different kinds of swimming shows. Many people bring their children to watch my shows. Who am I? 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 7: Talking the animal they like best/leastGet the students to talk the animal they like best/least. If possible, encourage them to mention some simple reasons.Step 8: HomeworkFind more information about wild animals and finish the exercises.8A Unit4 Wild animals Period TwoTeaching content: Reading (I)Teaching goals: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 get to know the importance of animal protectingTeaching important & difficult points:1. Help the students to develop the ability to guess general meaning form context2. Help the students to get to know the problems that the giant pandas are facing and then start to think of way to protect the pandas3. Help the students to get to know the importance of animal protectingTeaching Procedures:STEP 1 Talking about the animalsGet 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. Guess what they are?1. They are large and heavy. They have thick fur. They like eating sweet food and fish If they are hungry, they also eat man.2.They are lovely and clever animals in the sea. They like swimming in groups. They are very friendly to people.3.They come from Australia. They jump with their babies in their special packets.4. They have yellow fur with black stripes. They are the kings of the forest. 5. They are the biggest animals on land. They eat grass. 6. They are small animals with big tails. They like climbing trees and eating nuts. 7. They live in China. They like eating bamboo shoots and leaves very much. STEP 2 Teaching the words hunter, 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 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 Telling the students the right answerTell 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 Listening to the first part of the passageTell 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 Filling in the following tableSay 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. THE GROWTH OF XIWANG (PARA. 1-PARA.3)AGEWEIGHTFOODAt birth (1 day old)100 grams (100g)her mothers milk10 days oldlike a little white mouse4 months10 kilograms (10kg)8 months35 kilograms (35kg)Bamboo leaves and shoots12 months/20 months/ Ask What did Xi Wang at different time? Get the students to read and find out. 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 months/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. STEP 7 Reading and finding out the problemSay Are pandas lovely? (Yes.) However, they are now in danger. It is hard for them to survive in the wild. (Write the sentence on the board.)They are facing a lot of problems. Can you find them out? Get the students to read and find out the problem and what people did to solve the problems. PROBLEMS AND ACTIONS (PARA.4 THE END)SOME OF THE PROBELMESSOME ACTIONSIf hunters catch a giant panda, they will kill it for its fur.Make giant pandas reserves bigger.If farmers cut down trees and forests, giant pandas will have nowhere to live.Build more new reserves.If people find baby pandas, they will often take them away.Encourage farmers to leave the giant panda reserves.STEP 8 Finishing Part D Hunters, farmers and some people did something bad to giant pandas. Get the students to say something to them. Hunters you shouldnt kill giant pandas for their fur. AND SO ON. Get the students to finish Part D, Page 62. Check the answers.STEP 9 DiscussionDiscussion: As a middle school student, can you think of some good ideas to protect pandas? STEP 10 Homework: Read the passage and finish off the exercises in the books. 8A Unit4 Wild animalsPeriod ThreeTeaching content: Reading (II)Teaching goals:1. To read the passage once again for more details2. To read the passage again and figure out 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 4. To develop students responsibility towards the endangered animalTeaching important & difficult points:1. Help the students to figure out how the writer organize the passage2. Help the students to learn the language points of the text3. To develop students responsibility towards the endangered animalTeaching Procedures: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 able 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 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 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. 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, she 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 clauses 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 students. 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 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 is 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 7 Finding 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 _ (kill) it for its fur.If the farmers _(cut) down trees and forests, giant pandas _ (have) nowhere to live. If people _ (find) baby pandas alone, they _(take) them away. As a result, the students attention will be easily drawn to the use of if-clauses. Guide the students to focus on the tense of the subordinate- clauses and main clauses. (I think it is OK for some teachers to use 主将从现 to make summary here. At least it may help the students to remember this phenomenon.) Explain the phrases here killfor, cut down, have nowhere to live find sb. adj and takeaway.STEP 8 Talking about the actions people take to protect the pandasSay If we do nothing, soon there will be no giant pandas in the world. and then get them to talk about the actions people take to protect the pandas. We must take the following actions to protect them. We can make giant panda reserves bigger. We can build more reserves . We can encourage farmers to leave the giant panda reservesDirect students attention to the use of make sb. adj. and encourage sb. to do sth. . If time permits, give more examples. STEP 9 Reading though the whole passage againGet the students to read though the whole passage again, focusing on the different language points.STEP 10 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.We should encourage him _(help) his good friend. 4.We ask the _(hunt) not to hunt the animals.5.If it snows tomorrow, the primary school students _(stay) at home. 6.Now many pandas are in _(dangerous)7.Two years _(late), he became a famous reporter. 8.The giant panda likes eating bamboo _ (shoot) and _(leaf) very much.STEP 11 Do some translation workLinda 五岁时第一次来中国。When Linda was 5, she _ to China _ _ _ _.如果明天天不下雨，他们将到玄武湖作旅行。If it _ _，they _ _ _ _ _ Xu Wu lake. 对于教师来说,鼓励学生努力学习是很重要的。_ _ important for teachers _ _ students _ _ hard. 很久以前猎手捕捉老虎只为了他们的肉.Long, long ago, hunters _ tigers just _ _ _. 如果你发现落单的小熊猫，你不应该把她们带走。If you _ baby pandas _, you should not _ _ _. 许多动物都面临灭绝的危险，我们应该行动起来保护它们。Many animals are _ _. we should _ _ _ _ them. STEP 12 Homeworka. Try to retell the growth of Xi Wang. b. Discuss how to protect the giant pandas. c. Finish off the exercises in the Handbook (period three). 8A Unit4 Wild animals Period FourTeaching content: Grammar(I)Teaching goals:1.To understand the use of if-clauses and use conditional sentences to talk about possible situations2.To make a summary of the if clauses3.To collect more information about different kinds of animalsTeaching important & difficult points:1.Help the students to understand the use of if-clauses and use conditional sentences to talk about possible situations2. Help the students to make a summary of the if clauses3. Help the students to collect more information about different kinds of animalsTeaching Procedur