8A unit4,已修改教案

8A unit4,已修改教案 UNIT FOURPART ONE:TEACHING DESIGNUnit Objectives1.To talk about possible situations and possible results2.To enlargethe vocabularyabout wild animals3.To usefactual informationto supporttheir opinionson wild animals4.To learnto take the responsibilityto protect wild animalsLANGUAGE POINTSAND FOCUSESVocabulary wild,bear,giant panda,kangaroo,outside,bamboo,bamboo shoot,leaf,sadly,hunter,kill,farmer,forest,nowhere,danger,action,protect,encourage,thick,land,continue,writer,fox,wolf,snake,noon,information,report,thirsty,exam,until,medicine,smell,towards,loss,chairperson,group,farmland,sell,train,peaceful,mice,sharp delicious,squirrel,gram,kilogram,following,reserve,polar,insect,attack,male,performance,hearing,sincerely,destroy,suitable,female(dolphin,survive,rainforest,stripe,snail,tusk,upright,daytime ExpressionsStart/begin to do,for the first time,grow into,at the(very)beginning,on one?s own,findalone,takeaway,(be)in danger,take(the following)actions,make sth.adj.,encourage sb.to do sth.do something/nothing,run the other way,walk through,learn a lot about,yellow furwith blackstripes,live as a family,huntfor,make medicine,loss ofliving areas,continue to do sth.,lose one?s life,quiet andpeaceful,at atime,keep doing,try one?s bestto dosth.Useful Sadly,it is very difficultfor giant pandas tosurvive in the wild.sentence Iifpeople find baby pandasalone,they willtake them away.pattern Wolveswon?t surviveif we don?t give them goodareas offorest to live in.I If we continueto destroyforests tobuild roads,they won?t havesuitable homes.Baby giant pandas spenda lot of timedrinking theirmum?s milk.The numberis gettingsmaller andsmaller becausemany of their livingaareas arebeing farmland.IIf farmerskeep takingthe land,giant pandaswill have nowhere to live.1PERIOD1:IC STRIPES&WELE TOTHE UNITTeaching Objectives:1.To introducethe topicand maintask of the unit.Help the students tofocus on?Wild animals?2.To learn more about wildanimalsand thenexpress theirpreference3.To think of waysto help the endangeredanimals Teaching procedures:STEP1:Answering thequestion Tell the students that I have gota very difficult questionto answer.And Iwould liketo askyou toanswer thequestion,too.Show thequestion on the board.And get the students to discussabout it.A.You arewith abest friendof yours.You knowthat he/she likeshamburgers best.Your motherbought youa hamburger.However,there isonly one.Will youeat the hamburger by yourself or give thehamburger to your friendor shareit with your mother?B.You andyour friendare onan island with nothingto eat.However youhave onlyone hamburger.If you don?t eat,you willdie.If your mother doesn?t eat,he/she willdie If you share thehamburgerwithyour friends,you willboth die.Will youeat itbyyourselforgiveit toyourmother,or shareit withyourfriend?Get the students to talk aboutQuestion Afirst.(It maynot bevery difficultfor the students toanswer.)Then show the studentsQuestion B.Give the students afew minutesto discussabout thequestion.(For moreable students,encourage them to speakout theirquestions,too.)STEP2Listening and answering Tell the students that Eddieis nowfacing sucha problem.Get the students tolisten to the tape and thenanswer the following questions:1.Who has food?Eddie hasfood.2.Is hegoing to share his food withhis master/e-dog?No,he isn?t going tosharehisfoodwith Hobo.STEP3:Reading the dialogue together or in roles read the dialoguetogetherorin roles.practice and remember andact itout.STEP4:Finishing the following exercisesGet the students tofocus onpossible actionsandpossibleresults of the dialogue.Then get them to finish the following exercises.Possible ActionsPossible results21.If I don?t havefood,I_(die).2.If Idie,no one_(look)after you.3.If youeat myfood,I_(not talk)toyou.4.If Hobodoesn?t havefood,he_(die).5.If Eddiedies,no one_(look)after Hobo.6.If Hoboeats Eddie?sfood,Eddie_(not talk)to Hobo.STEP5:Getting to know about wildanimalsMan isnow havingthe sameproblem,too.Many animalssharethesame homelandwith us.However,man hastaken theirfood and their homesaway.Ask,?Do youthink we should do something to help?(Yes.)Wild animals are our friends.It isimportant to protectwildanimals.(Write the sentence on the boardthen getthe students to readit aloud.)?Let?s checkhow muchyou know aboutwildanimals.Do youknow them?Show the pictures of the animals.NAMES kangaroobear giant panda squirreldolphin tigerSOMETHING ABOUTIT It only lives in Australia.It hasstrong backlegs,so it can jumpvery fast.A motherkangaroo has a pocketin frontfor itsbaby.It usuallyhas blackor brownfur.It isstrong.It likeseating fishand honey.However,it doesnt eatdead things.Itonlylivesin China.It hasblack andwhite fur.It eatsbamboo shoots and leaves.We havevery fewof themin China.It is very lovely.It hasa longand softtail.It livesin the tree.It likeseating nutvery much.It is a kind of friendlypeople in the water.It canplay a lot oftricks inwater.People e to the zoo tosee itsswimming show.It isthe kingof theforest.It lookslike a cat butbig than acat.It hasyellow furwith blackstripes.Ask the students to givethe names of the animalsand thenencourage them to speakout what they knowabout the animals,focusing on the appearanceand somethingspecial aboutit.STEP6:Play aguessing gamePlay aguessing game.Write thenames onpieces ofpapers and then invite some of the moreable students to choose and say something of the animals(To makeit easier,ask the students to use the first person).The otherstudents shouldlisten carefullyand guess what animalit is.Bear:I amstrong.Sometimes,I eatpeople.But if I findthe peopledied,I dont eat them.Who amI?Kangaroo:I have a pocket.My babysleeps in my pocket.Who amI?Squirrel:I have a longand softtail.I live in the tree.Who amI?Giant Panda:I haveblack eyesand fourblack paws.I likeeating bamboo shoots（竹笋）.I3am verylovely.Who amI？Dolphin:I likeswimming.I cando differentkinds ofswimming shows.Many peoplebring theirchildren towatch myshows.Who amI?Tiger:I amthe kingof the animals.I look like acat butIm biggerthanacat.Usually,I haveyellow furand blackstripes.Who amI?STEP7:Talkingm about the animalthey likebest/least talkthe animalthey likebest/least.If possible,encourage them to mentionsome simplereasons.STEP8:Homework PERIOD2:READING ITeaching Goals:1.To developthe ability to guessgeneral meaningform context2.To getto knowthe problemsthat the giant pandas are facing and thenstart to think ofway to protect the pandas3.To gettoknowthe importanceof animalprotecting Teaching Procedures:STEP1:Talking about the animalsGet the students to talk about the animals once again.Play theguessing game.Write somethingabout a kind ofanimal onpieces ofpaper.Invite some of the students to chooseand read about theanimalandtheothers tryto guesswhat animalit is.Guess what they are?1.They arelarge andheavy.They havethick fur.They likeeating sweetfood andfish If they arehungry,they alsoeat man.2.They arelovely and clever animals in thesea.They likeswimming in groups.They arevery friendlyto people.3.They efrom Australia.They jumpwith theirbabies in their specialpackets.4.They haveyellow furwith blackstripes.They arethe kingsof theforest.5.They arethe biggestanimalsonland.They eatgrass.6.They aresmall animalswith bigtails.They likeclimbing trees and eatingnuts.7.They liveinChina.They likeeating bamboo shootsand leaves STEP2:Teaching thewords?hunter?,?survive?and?reserve?As studentse to?giant pandas?,getthe students to talk about whatever they knowabout giant pandas.As theymention thereare fewgiant pandas4now,teach thewords?hunter?,?survive?and?reserve?.To arouse the students?interest,getthe students to guess howheavy giant pandas areat birth.The teachercan alsogive themsome choicestochoosefrom.(e.g.2jin,500grams,100grams and1kilogram)STEP3:Telling the students the right answerTell the students theright answer.(They may be amazedattheinformation.)Say?I havesome pictureshere.They showhow the baby growsinto a giant panda.Can youput them into theright order?Show themthe followingpictures and ask themto put theminto therightorder.STEP4:Listening to the first part of the passageTell the students,?Millie hasfound areport aboutgiant pandas.Let?s readit andlearn moreabout theanimal.But firstlet?s listento the firstpart of the passage andanswer the following questions.?Who isXi Wang?(A babypanda.)How oldwas Xi Wang whenthe writerfirst sawher?(10days old.)What didXi Wanglooklike?(A smallwhite mouse.)What does“Xi Wang”mean inEnglish?(Hope.)STEP5:Filling in the followingtable Say?So it?s reallyamazing thatthebabypanda isso small.Do you want toknow howit growsinto agiant panda?Let?s openyour booksandread the passage.?Get the students to read the passage andfill in the followingtable.THE GROWTHOF XIWANG(PARA.1-PARA.3)AGE WEIGHTFOOD Atbirth(1day old)100grams(100g)like alittle white10days oldher mother?s milkmouse4months10kilograms(10kg)8months35kilograms(35kg)Bamboo leavesand12months/shoots20months/Ask?What didXi Wangat differenttime?Get students to read and find out.TIME Atbirth(1day old)4months6months WHATHAPPENED TOXIWANG beborn Startto gooutside herhome for thefirsttime/58months12months20months/Grow into a healthy young giant pandas Haveto lookafter herself STEP6:Finishing Part C Get the students to finish PartC:the growth of Xi Wang.Look atthe picturesand getthe students to readthe sentenceshere loudly.This willonce againconsolidate the students?understanding of Xi Wang?s growth.STEP7:Reading and finding out the problemSay?Are pandaslovely?(Yes.)However,they arenow in danger.It ishard for themtosurvive in the wild.(Write the sentence on the board.)They arefacinga lot ofproblems.Can youfind themout?Get the students to readandfind out the problem and whatpeople didto solvethe problems.PROBLEMS ANDACTIONS(PARA.4THE END)SOME OFTHE PROBELMESSOME ACTIONSIf hunterscatch agiantpanda,they Makegiant pandasreserves willkill it for its fur.bigger.If farmerscut down trees and forests,giant pandaswill haveBuild morenew reserves.nowhere tolive.If peoplefindbaby pandas,they willEncourage farmersto leavethe oftentake themaway.giantpanda reserves.STEP8:Finishing PartD Hunters,farmers andsome peopledid somethingbad togiant pandas.Get thestudents tosaysomethingto them.Hunters you shouldn?t killgiant pandasfor their fur.AND SOON.Get thestudents to finishPartD,Page62.Check the answers.STEP9:Discussion Discussion:As amiddle schoolstudent,can youthinkofsome goodideas to protect pandas?STEP10:Homework:6PERIOD3:READING IITeaching Goals:1.To readthe passageonce againfor moredetails2.To readthe passage again andfigure ourhowthewriter organizethe passage3.To readthe passageand focus on the language points to improvethestudents?fluency andauracy talking aboutgiantpandas4.To developstudents?responsibility towardsthe endangeredanimal TeachingProcedures:STEP1:Reading the passage aloud together Get thestudents to readthe passagealoudtogether.Invite themtofinish the Part B,Check theanswers.(This mayoffer theless ablestudents anothertime toconsolidate thenew words.)STEP2:Finishing offPart EAsk thestudents tofinish offPart E,Page62.Use thisasarevision to help thestudents recallwhat they have learnedlast time.STEP3:Working outtheanswersGet thestudents to readthepassage togetheronce again and thendivide theclass intogroups of4-5.Ask themto workouttheanswer to thefollowingquestion?How manyparts arethere in thepassage.?Give thestudents enoughtime to talk aboutit.And theninvitesomeof themto expresstheir personalopinions.(Students shouldbe encouragedto speakoutwhatthey think.)Part I:The growthof XiWang(Line1-Line14)(weight andfood)Part II:Giant pandasare in danger?(Line15-Line29)A:Why arethey in danger?(Line15-21)B:How toprotect them?(Line22-Line29)STEP4:Finishing thefollowing exercisesGet studentthe growthofXiWang byfinishing thefollowing exercises:When XiWang was born,she w_just100grams.When she was only10days old,she l_like a white mouse.When shewas4months old,shew_about10kilograms ands_to gooutside herhome.When shewas6months old,she b_to eatbambooshootsand leaves.When shewas12months old,she g_intoahealthyyounggiantpandaandw_35kilograms.When shewas20months old,she s_to lookafter herself.7Then getthestudents to analyze the sentences:the when-clauses ineach sentencegive usa pasttime,so themain clausesuse SimplePast Tense.(Students maye to the conclusionthrough observation.)Then getthestudentto underlinesuch sentencesin thepassage.STEP5:Finding themout?During thegrowthofXiWang,XiWanghad many?first-times?Can youfind themout.?Use thefollowing exercisesto helpstudents.1.She started_(go)outside herhome forthefirsttime.2.She began_(eat)bambooshootsandleaves.3.She started_(look)after herself.In thisway,the teacherdirects thestudents attention to the use of?to?-infinitives after?start?and?begin?.STEP6:Rewriting sentencesSay?Sadly,it is verydifficultfor giantpandas tosurvive in the wild.?and write thesentenceon the board.Then tryto rewritethesentenceinto thefollowing sentences.?It is dangerous forgiantpandastolive on inthe wild.?They are in danger.?These are some very important sentence patterns inthepassage.Also it is necessaryforthe teacher topoint outthat?liveon?hasa s imilarmeaning with?survive?.This mayalso help thestudents to understandthat wecan use?be dangerous?or?be in danger?totalk about asimilar situation.STEP7:Finding outthat whythey arein dangerGet thestudents to findoutthat whythey arein danger.To makethe taskeasier,the teachercan show thefollowingbefore hand.If hunters_(catch)agiantpanda,they_(kill)itfor itsfurIfthefarmers_(cut)downtreesandforests,giantpandas_(have)nowhere tolive.If people_(find)baby pandasalone,they_(take)themaway.As aresult,thestudents?attention will be easilydrawn to the use of?if?-clauses.Guide thestudents tofocus onthe tenseof thesubordinate-clauses andmain clauses.(I thinkit isOK forsome teachers to use?主将从现?to makesummary here.At leastit mayhelpthestudents toremember thisphenomenon.)Explain the phrases here?killfor?,?cut down?,?havenowhere tolive?find sb.adj?and?takeaway?.STEP8:Talking about the actionspeople taketoprotectthe pandasSay?If wedo nothing,soon therewillbeno giantpandas inthe world.?and8then get themtotalk about the actionspeople taketoprotectthepandas.We musttakethefollowing actionstoprotectthem.We canmake giantpanda reservesbigger.We canbuild morereserves.We canencourage farmersto leavethegiantpandareservesDirect students?attention to the useof?make sb.adj.?and?encourage sb.todosth.?.If timepermits,give moreexamples.STEP9:Reading thoughthe wholepassage againGet thestudents to read thoughthe wholepassageagain,focusing onthe differentlanguage points.STEP10:More exercises about the language pointsDo moreexercisesabout thelanguagepointsto check.1.She looks_(health).2.When Tomwasborn,he_(weigh)6jin.3.We shouldencourage him_(help)his goodfriend.4.We ask the_(hunt)not tohunt the animals.5.If itsnows tomorrow,the primaryschool students_(stay)at home.6.Now manypandasarein_(dangerous)7.Two years_(late),he becamea famousreporter.8.The giantpanda likeseating bamboo_(shoot)and_(leaf)very much.STEP11:Do sometranslation workLinda五岁时第一次来中国。 When Lindawas5,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 Wulake.对于教师来说,鼓励学生努力学习是很重要的。 _important forteachers_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。 Ifyou_babypandas_,youshouldnot_.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_.weshould_them.STEP12:Homework9PERIOD4:VOCABULARY Teaching Goals:1:To enlargestudents?animal vocabularyand help themtoknow moreabout animals2:To elicitthe topicthat thereare manykinds of animals areindangernow3:To getthestudents totalk about animals Teachingprocedures:STEP1:Learning aboutmore animals Show studentssome picturesof animalsthey have already eacross.And thentell themwe are going tolearn aboutmore animals.Show picturesandaskthestudents to givethenamesof the animals.Encourage themto speakout whatevertheyknowaboutthe animals.NAMES zebraSOMETHING ABOUTIT It isakind ofhorse.However,it hasblack andwhite stripesall overits body.We havegotzebra crossingsonthe roads.It isthe kingof thebeasts(兽).It killssmall animalsfor food.It livesin avery coldplace.Usually,it hassnow-white furall over.It canswim anddive verywell.It catchesfish for food inicy water.It alwayscarries aheavy shell,so itwalks veryslowly.However,itcanlive upto150years.It isthe tallestanimal inthe worldbecause ofits long neck.It can easily eatthetreeleaves.However,therere only7bones init longneck.It lookslike adog butsmaller.It isvery clever.Its furlooks beautiful,so hunters kill itforitsfur.They useit tomake clothesand scarves.It livesinthe desserts.It iscalledBoat of the camelDessert.They canstay inthedessertfor along time because ithas one/two humps.It isakindof lovelyandcleveranimal.It likeseating fruit.It livesinthetreesandcaneasilyjump forone treeto another.It iscovered withgrey fur.It lookslike adog.wolf(wolves)They liveingroupsand hunt forfoodtogether.lion polar bear tortoisegiraffe fox(foxes)monkey Thestudents maytalkaboutthe animalsusing onlyone sentence.However,10when weput allthey ideastogether,we willget prettymuch.So itis alsoveryimportantto showthestudentshow toorganize theirideas.What doesit looklike?Describe theirappearance(size,eyes,colour).What canit do?/What doesit eat?Where doesit live?By followingthe questions,it maybe easierforthestudents tocollect moreideas.STEP2:Completing PartB Get thestudents to pletePartB,Page63.Ask thestudents todo itby themselves.If studentsget someprob