8aunit4单元教案.doc

Unit 4 Wild animalsPeriod One Welcome to the unit【Aims and demands】 1. Use correct vocabulary to describe animals2. Identify vocabulary for describing animals. 3. Designing activities offer opportunities for students to consider.【Teaching method】Task-based approach.【Teaching aids】 Some posters and a tape recorder.【Teaching steps】Step1.RevisionRevise vocabulary for animals.Step 2.presentationIntroduce the new words in Part A, using some pictures or flashcards.Step3. exercise 1. Get the students to complete Part A.2. Then check answers orally with the class.Step4. Discuss1. Divide Ss into pairs and ask them to do the survey in Part B12. Get the students to work in pairs and tell why they like or do not like the animals. Ask them to write down their ideas on their exercise books.Step5. A guessing gamePlay the computer and show the sentences to the students. Then ask them to guess what animal it is.Step6.ConsolidationSome language pointsLook delicious, If you eat my food, I wont talk to you., no one, in danger, a report on giant pandas Homework1 Learn the language points by heart.2. Preview the Reading Part.Period Two Reading A【Aims and demands】 1. To guess general meaning from context. 2. To infer meaning from students own background and knowledge. 3. To identify specific meaning by scanning the text.【Teaching method】Task-based approach.【Teaching aids】 Some pictures and a tape recorder.【Teaching steps】Step1.Revision Review key vocabulary according to the general ability of the class. Step2 Presentation 1 On the Bb, write the following list of sentences on the Bb:* Xi Wang is the name of a baby giant panda.Step2.presentation* Baby giant pandas are very small when they were born.* They grow very quickly.* Xi Wang has to find her own food when she is 20 months old.* Hunters kill giant pandas and sell their fur.2 Divide the class into three groups and allocate one part to each group. While students skimthe text on their own, ask them to underline the words they do not know. Then go through the words students have underlined. Ask students to explain briefly how they know that the sentences on the Bb are true by identifying and listing key facts in the text.Step3 Practice & Discuss1. Ask the students to read the text after the recorder.2. Get the students to skim the text quickly on their own. Then divide the class in pairs and ask students to explain briefly how they know that the sentences on the board are true by identifying and listing the key facts in the text.Step4 ConsolidationGet the students do the exercise that is showed on the screen.Homework. 1. Recite the text. 2. Finish off the workbook exercise.Period Three Reading B、C、D&E【Aims and demands】 1. Use correct vocabulary to describe animals2. Identify vocabulary for describing animals. 3. Designing activities offer opportunities for students to consider.【Teaching method】Task-based approach.【Teaching aids】 Some posters and a tape recorder.【Teaching steps】Step1.Revision1. Ask students to retell something about giant pandas.2. Ask some general questions about the report in Part Reading.3. Have a dictation of the new words the students learned last class.Step2 Part BIn part B, students focus on specific meanings of words. Step3. Part CGet students do part C in pairs. Then check the answers with the whole class.Step4 Part D1. Revise the words listed in the box in Part D.2. Ask students to complete Part D. Then ask some students to read the sentences aloud to check their choice of words.Step5 ConsolidationLanguage points Keep sb ./ sth. Safe from danger, large areas of land with trees, special areas for wild animals, stay alive Homework1 Learn the language points by heart.2 Preview the Vocabulary Part.Period Four Vocabulary【Aims and demands】 1. To recognize the names of different animals.2.To consolidate the words that learnt.【Teaching method】Task-based approach.【Teaching aids】 Some pictures and a tape recorder.【Teaching steps】Step1.Revision1.Ask students to retell something about giant pandas.2.Ask some general questions about the report in P art Reading.3.Have a dictation of the new words ss learned yesterday.Step2 A guessing game1 Create an interest in animals. Try to extend the context by asking Ss if they would like to adopt an animal and, if they do, which one they would choose.2.Use the task to check Ss knowledge of name of animals. Ask Ss to guess the names individually first and then compare with a partner.Step3 ReadingGet the students to read all the words under the pictures and ask them to give definitions. Step4 consolidationLanguage pointsPolar bear-North Pole, wolf-wolvesthe story of Xi Wang, only 10 days old, it means, was born, weigh just 100 grams, at four months, for the first time, eight months later, notany more, grow into, at the very beginning, up to 14 hours a day, bamboo shoots, have to look after herself, have another baby, It is adj. (for sb.) to do, some of the problems, kill it for its fur, nowhere to live, on their own, need help, in danger, take the following actions to do, protect giant pandas, make giant panda reserves bigger, encourage sb. to do, there will beHomework1. Learn the language points by heart.2. Do the exercise in the exercise book after class.3.Preview the Grammar Part.Period Five Grammar A【Aims and demands】 1. To recognize and use conditional sentences to talk about possible situation.2. To recognize and use conditional sentences to talk about repeated and predictable situation and events.3. To use conditional sentences in a report about conversation issues.【Teaching method】Task-based approach.【Teaching aids】 A small blackboard & a computer【Teaching steps】Step1.RevisionGet the students to make some sentences with the phrases they learnt last class.Step2. Presentation （Grammar Part A）Try to elicit the conditional structure by asking questions such as What will happen if you come to school late? What will happen if you break your favourite toy? Try to think of sentences which reflect Ss own experience.Write the most interesting answers on the Bb.Step3 PracticeWrite some more open “If”-clauses on the Bb and ask Ss to finish the sentences with their own ideas. Help Ss reformulate their ideas into correct sentences and write them on the BbStep3 Exercise 1.Ask Ss to match the sentences on their own and then compare answers with a partner. Invite a more able student to read the sentences aloud for the rest of the class to check answers.2.For Part A2, Ask Ss to complete the sentences on their own and then compare answers with a partner. Check answers with the whole class.3.Ask Ss to complete “Work out the rule” at the bottom of page 61.Homework1. Learn the language points by heart.2.Do more exercise about this key point carefully.Period Six Grammar B【Aims and demands】 1. To recognize and use adverbial clause of cause.2. To recognize and use “because of”【Teaching method】Task-based approach.【Teaching aids】 A small blackboard & a computer【Teaching steps】Step1.Revision1 Ask Ss to read through the rules and the sample sentences on their own. Then check understanding by asking them to think of other examples.2 Write several “If”-clauses on the Bb and ask more able Ss to complete them with their own ideas. Remind them to write about repeated and predictable situations instead of possible results.3 Explain the context of Part B1. Revise the words in the box. Step2 Presentation Giving reasons with “because”Xi Wang had to look after herself because her mother had another baby.Why did you go to Beijng Zoo ?Why didnt you take any food for animals?Why did you stay in the zoo for so much time ?Why must we protect wild animals ?Giving reasons with “because of”Main clause n./ pron. /phraseIt is very difficult for giant pandas to survive in the wild because of many reasons.All the people cheered / the wonderful showLots of people know about the show/the ads.The dolphins were really tired/the performanceThe Some students couldnt go to the show/the examStep 3 PracticeRewire the following sentences according to the modelModel: Why is the ground all wet? (flood) The ground was all wet because of the flood.1. Why is he so happy? (got an A for English) 2. Why is she so sad? (lost her pen) 3. Why is the baby crying? (hunger) 4. Why didnt you go to the show? (the maths exam)Step 4 CheckoutAsk Ss to read the report on their own to make sure that there are no unfamiliar words. Then Ss complete the sentences individually and compare them with a partner. Check answers with the whole class.Homework:1 Learn the language points by heart.2.Do more exercise about this key point carefully.3.Make up some sentences which contain “because” or “because of”Period Seven Integrated skills【Aims and demands】 1. To identify specific characteristics, appearance, abilities, eating habits and danger in the context of animals.2. To identify vocabulary for describing animals.3.To infer general meaning from context and keywords.【Teaching method】Task-based approach.【Teaching aids】 A small blackboard & a computer【Teaching steps】Step1.RevisionGet the students talk about some characteristics of tigers and wolves. (If they have any difficulties, they can say that in Chinese)Step2 presentation1. Invite students to talk about what they like about tigers and wolves. Brainstorm any information and general knowledge about the two animals.2 Ask Ss to study the two fact files in pairs. Check the meaning of some of the words.Step 3. Listening and answering 1. Help Ss focus on the general context by asking general questions they may be able to answer while listening for the first time. Write them on the Bb:* What is the name of the largest living cat?* What is Millies favourite animal?2.Play the tape. Students listen carefully for keywords to answer the questions.3. Play the tape again and ask students to find out the missing facts in the fact sheets. Play the tape for the third time for Ss to check the answers.Step4: consolidation1. Ask Ss to read the letter in pairs and discuss any words they do not understand. Complete the letter without looking at the fact sheets on page 64. Then ask them to look at the fact sheets to check the answers and make corrections if necessary.2. Ask more able Ss to read aloud the letter.Step5 Presentation （Integrated skills B）1 Ask students to practice the conversation in pairs and then change roles. Identify any words or phrases they do not know.2.Ask students to create their own conversation using information from the fact sheets.Step6 practice Get the students to read the dialogue in pars. Then invite some pairs to act out.Step7Summery Language pointsLive as a family, good at hunting other animals, make medicine, friendly towards each other, loss of living areas, make medicine from their bones, buy clothes made of animal fur, look lovely on me, lose ones life, someone else, Homework1 Learn the language points by heart.2 Preview the Pronunciation, Main task & Check out Part.Period eight pronunciation【Aims and demands】1. To identify intonation patterns in conditional sentences.2. To read the conditional sentences in correct Pronunciation.【Teaching method】Task-based approach.【Teaching aids】 A small blackboard & a computer【Teaching steps】Step1.Revision Write the following sentences on the blackboard and invite the students to read them.1. If tigers are hungry, they will attack people.2. If giant panda have no food, they will die.3. If polar bear id hungry, it catches fish from the water.4. What do male wolves do if there is danger?Step2 Presentation1. Remind Ss of communicative purpose of conditional sentences.2. Play the recording for Part A and ask Ss to listen carefully. Ss imitating the rising and falling voice patterns.3. Ask students to read Simons presentation with correct the rising and falling voices.4. Ask students to read Millies presentation in Part B quietly on their own. Play the recording. Ask Ss to listen carefully and mark where Millies voice rises and falls with the correct arrows5. Tell students to read them again, and answer the Wh-questions. Students work in pairs.Step3 SummaryLanguage points peaceful animals, live in family groups, continue to build roads, have suitable homes, make new farmland, make a lot of money, sell elephants tusks, train them, Homework1 Learn the language points by heart.2 Review the whole key points in this unit.Period nine Main Task【Aims and demands】1. To present factual information in a report2. To express opinions about animals in danger.3. To produce a particular text-type for an audience using a given model.【Teaching method】Task-based approach.【Teaching aids】 A small blackboard & a computer【Teaching steps】Step1.Revision1. Invite students to talk about what they like about giant pandas.2. Brainstorm any information and general knowledge about the animals.Step2. Presentation1 Talk to Ss about the purpose of writing reports. Elicit from the different reports. Explain that in reports, we do not normally say I feel or I like and do not include personal comments.2 Read the title of the report in Part A. Create an interest in the topic by asking what they have learnt about giant panda in this unit.Step3 Skimming Ask stude