8A Unit 5 Birdwatchers教案

8A Unit 5 BirdwatchersComic strip & 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 birds.Difficult points: To talk about birds on two aspects: characteristics and appearance.Teaching aids: Recorder and picturesTeaching methods: Communication and descriptionTeaching procedures:Step 1 Presentation1. Warm- activities 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) Where is the man playing the piano? (Near the sea) Whats near the sea? (Birds) Would you like to go and watch the birds near the sea? (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)3.Ask the students Which is your favorite bird? Why? Practice Part B on Page75 in pairsStep 3. ProductionMake up new conversations using Part B as a model and act them out.Step 4. Presentation1.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 three times and recite them.2. Look for more information about birds.3. Write a short article about your favorite bird (characteristics and appearance)4. Preview the new words in Reading (reading and reciting)5. Read Birds in Zhalong twice and try to do Part C1 on Page 79.教学反思：8A Unit 5 BirdwatchersReading （1）Teaching aims and demands:1. To develop the ability to infer the general meaning from title and context. 2. To revise and expand vocabulary in the context wildlife and conservation.3. To reinforce students ability to skim text for overall meaning and scan for details.4. To encourage the students to join Birdwatching Club.Key points: To develop the ability to infer the general meaning from title and context.Difficult points: To reinforce students ability to skim text for overall meaning and scan for details.Teaching aids: Recorder and picturesTeaching methods: Reading and skimmingTeaching procedures:Step 1 Presentation1. Ask the students to talk about their favorite birds.：Which bird do you like best? B: I like best.A: Why? B: Because2. Have a dictation of the new words and phrases go birdwatching at the market learn more about encourage to do sth. Crane northern 3. Talk about a picture of Zhalong. E.g. What can you see in the picture? ( Birds, water and land with plants) Why are so many birds here? ( They can swim and find food here.) What birds, do you think, are they?4.Talk about a picture of red-crowned cranes and learn the new words, like wetland/shelter/crane/rareStep 2. Practice1. Listen to the tape and find the answers to the following questions:What and where is Zhalong?Is it a great place for wildlife? Why?2. Read the passage silently and focus on the questions:Why is Zhalong a special place?( special land / special birds)What dangers does the reserve have?( danger to Zhalong/ danger to wildlife)What actions can we take to protect birds?( government/ Birdwatching Club)3. Listen to the tape and practice reading the passage.4. Get the students to complete the following tableZHALONG-A SPECIAL PLACELOCATIONNorth-east ChinaLAND TYPEWetlandIMPORTANCEAn ideal home for wildlifeProvide food and shelter for wildlifeRARE BIRDSRare red-crowned cranesDANGERSLess and less space for wildlifeACTIONS PEOPLE TAKEMake reserves to protect birds. The birdwatchers do a bird count each year. They are studying the changes in birds numbersHOPEEveryone should do something to protect wildlifeStep3. Production1. Do C1 on Page 79 and check the answers to2. Retell the passage according to the keywords on the blackboard.(Location/ land type/ importance/ rare birds/ dangers/ actions people take)3. Talk about Zhalong and then do Part B2 on Page 78( Complete the conservation between Sandy and Daniel)4. Read and complete the passage about red-crowned cranes.Step 4. Homework1. Recite the new words2. Recite the passage about red-crowned cranes.3. Find out useful words and phrases in Reading4. Do B1 on Page 78 and 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 methods: Scanning and predictingTeaching procedures:Step 1 PresentationA. Revision Answer some questions about the text.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?Translate some useful expressions: a nature reserve in north-east ChinaOne of the worlds most important wetlands providefor etc.B.Language points.1. providefor 为提供The dining-room provides food for students every day. 2. endangered: in a dangerous state. Giant pandas are endangered animals.3. tourist:visitor There are many foreign tourists visiting the World Park in Beijing every year.4. stay n. v. He learned a lot during her stay in Japan. Please stay here till I come back.5. change n. v. Why did you make a change to the plan? Shall we change seats?6. 6.count n. v. Our school does a student count every term.Lets help him count the books.用 important, importance 填空 Its _ to learn English well. Do you know the _ of learning English?Step 2. Practice1. Read the whole passage .2. Part B1(Check the answers with the students )3. 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)4. Get the students to read the passage again. Say Now you know Zhalong well. Lets see if you can do this.If you are a tour guide, how do you introduce Zhalong to the tourists?a nature reserve / important wetlands / provides food and shelter / many birds -all year round / some birds- for a short stay / living area for red-crowned cranesStep 3. Production1. Talk about Birdwatching ClubSay if you are a member of the birdwatching club, can you tell us something about your club? Get the students to talk about the things Birdwatchibg Club does / is going to do.StudyingDo a bird countNeed more people to helpHope the information will help people2. Get the students to read the whole passage together loudly again.3. Complete the short passage about Zhalong. Step 4. Homework.1. Finish the relative exercises.2. Write a report about Zhalong to attract more people to protect wildlife.3. Preview the new words in Vocabulary4. Preview using prefixes to form adjectives with opposite.教学反思：8A 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 vocabulary.Key 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 methods: Communication and descriptionTeaching procedures:Step 1 Presentation1. Revision Check the homework and dictate new words on Page 80.2. Using some pictures to elicit some adjectives. Helpful / unhelpful grateful / ungrateful Kind / unkind lucky / unlucky Get the students to read the words and then direct their attention to the prefix un- .3. Presentation 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 2. 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.Help the students to categorize the words using the following table. And work out some of the rulesun-unhealthy, unsafe, untidy, unpopulardis-dishonestim-impolite, impatient, impossible (usually before p)in-Infamous, inexpensiveir-irregularilillegalStep 3. Production ( Part B )1. 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.2. Game: Prepare a list of adjectives with positive and negative meanings.Read the adjectives one at a time. Every time students hear a negative adjective, they should stand up and repeat it. If the adjective has a positive meaning, students should remain seated and keep silent.3. Complete the following sentences.Step 4. Homework.1. Finish the relative exercises.2. Write out the opposite of the following adjectives.3.Preview Grammar A and B.4. Read the passage in Reading and try to say out their sentence structures.教学反思：8A Unit 5 BirdwatchersGrammar A & B Teaching aims and demands: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 procedures:Step 1 Presentation1. Check the homework of the opposite of some adjectives Ask some students to write the opposites of some adjectives 2. Explanation about sentence structures Invite the 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. Write the following sentenceson the board and analyze it She eats breakfast. S V O3.Ask the students to read their sentences of each structureE.g. S+V The swan is swimming. S+V+DO Sandy is watching a bird. S+V+P Birdwatching is interesting. S+V+IO+DO Sandy gave the doves some food. S+V+DO+OC Sandy calls her parrot Chatty.Step2. Practice1. Complete the exercises on Page81Go through the sample sentences on Page81. explain how the elemente combined together. Pay special attention to the last two sentences.Sandy gave the doves some food.Sandy calls her parrot Chatty.2. Make some sentences according to the former part of the unit and getthem to analyze.3. Show another group of sentences and get the students to decide the sentence structure.Step 3. Presentation1. Have a free talk and elicit the use of simple present, talking about programmes, timetable, calendars .2. Talk about the schedule for tomorrow with simple present tense. Step 4. Production1. (Organizing a school trip)Talk about the timetable on Page82 Complete the notes on Page 83 using the simple present tense of verbs in brackets.2. Talk about the schedule using simple present tense.TIMEACTIVITIES6：30The first underground leaves8：0010：00Give lessons to Class1 and Class211：OOMeet my friends from Xiamen12：00Have lunch with my friends13：00Return to school13：30Have a meeting16：00Meet some parents in the office19：00Watch JixiaolanFill the blanks with proper forms of the given verbs according to the schedule.3. Make a summary to the use of simple present tense. Step 5. Homework1. Recite the note about organizing a school trip on Page83.2. Complete the relative exercises.3. Make five more sentences according to the sentence structures.4. Preview Grammar C.8A Unit 5 BirdwatchersGrammar C Teaching aims and demands: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 aids: pictures Teaching procedures:Step 1. Presentation1. 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. It rained heavily. The rain was very heavy. In the same way, show more pictures and elicit more pairs of adjectives and adverbs.e.g. She speak fluent French. She speaks French fluently. 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 happyhappilyStep 2. Practice1. Form adverbs from the adjectives below.Do Part C1 on Page84 and remember the words.2. Change the following adjectives into adverbs. Usual luckySudden gentle Quiet angry3. Make up five more sentences with some adverbs. We are talking excitedly. They ran so fast to catch the bus. He sings beautifully. They work hard. She speaks softly.4. Get the students to work out the rules. It is necessary to mention another special cases( e.g. true / truly) Step 3. Production1. Complete the exercises on Page85Get the students to complete them. And first get them to check the answers in pairs. Then check the answers together.2. Remind: There are many other words that can be both adjectives and adverbs. e.g. hard/ last/ deep/ fast/ long/ far/ well/ first/ pretty/ early/high/ wide/ late/ ugly3. Do more additional exercises. A adjectives and adverbs B Fill in the blanks with right form of given words. C Complete the following passageStep 4. Homework.1. Finish off the related exercises 2. Take some notes about birdwatching.3. Recite the article about the trip to Beijing Wildlife Park on Page85.4. Preview the words in Integrated Skills5. Search for more information about Zhalong Nature Reserve.教学反思：8A Unit 5 BirdwatchersIntegrated skillsTeaching aims and demands:1. To listen to tape for details in order to extract factual information.2. To do a quiz before listening may help the students to focus on the information they are trying to get.3. To understand the information obtained from listening and know how to response to it bywriting a report. Key points: To listen to tape for details in order to extract factual information.Difficult points:To understand the information obtained from listening and know how to response to it bywriting a report.Teaching aids: tapeTeaching methods: Listening, reading and writing.Teaching procedures:Step 1. Presentation1. Revise the uses of adjectives and adverbs2. Warming up: Say Yesterday, I watched a TV program about endangered