江苏省连云港市牛津版八年级英语上册教案Unit5WildanimalsReading1
牛津译林版八年级英语上册Unit5WildanimalsReading教案
Wildanimals教学重难点理解文章大意，掌握语言授课类型新授讲授方法Task-basedteachingmethord教具准备PPT学生提前互动准备动物特征纸条、学生对人类要说的话奖励物品（小熊猫）教学过程及时间主要教学内容教学方法应用PartOnePre-reading 1.Aguessing game2.Presentne wwordsPartTwo While-readi Goodmorning,boysandgirls.Nicetomeetyou.Lastclasswehavelearntmanynamesofanimals.Doyourememberthem?Good.Let’splayaguessinggame,ok? Iwillaskonestudenttosaysthabouthisfa vouriteanimal.Theotherspleaseguesswhatitis.(Good.Let’sclapourhandsforthem) (Congratulationstoyou)Youareveryclever.Doyouwanttoknowmyfa vouriteanimal?Myfavouriteanimalisverylovely.Itisbl学生回答Yes请四位学生描述他最喜欢的动物的特征，其他人猜动物名称。
学生回答Yes请一位学ng1.Presentth ephotosofJa ckyChen2TaskOne Listenandfi ndthemainid ea:3TaskTwo Line1-14The growthofXiW ang4.TaskThree Line15-22Th eproblemsgi antpandasma ymeet5.TaskFour Line23-30Th ackandwhite.ItusuallylivesinChina.It sfavouritefoodisbambooshootsand leaves.Whatisit?(congratulations)(跟学生握手以示祝贺)(显示大熊猫图片)Look.Whatarethey?Look.Itisababypanda.(显示熊猫宝宝图片)Whatdogiantpandaslikeeating?(引出竹子图片)Lookatthepicture.Theyarebamboos.They arebambooleaves.Bambooshoots.Bambooforest.Lookatthispicture.Whoishe?Look.Heiswithapanda.Heistheambassado roflovingpandas.Doyouthinkheisgreat? DoyouwanttobesuchamanlikeJackyChen?I fyouwant,youmustknowthegiantpandasverywell.So,let’slearnastoryofagiantp andacalledXiWang.Openyourbooksontopage60.Firstlet’sl生回答Giantpanda学生回答theyaregiantpandas学生跟读新单词3遍学生回答Jac kyChen学生听录音完成第一个任务学生自行阅读完成表格，请几位学生eactionswec antakePartThreeAf ter-reading 1.Discussi on2.Watchavi deoPartFourHom ework istentothetapewithyourbook.Trytoputt hestoryintothreeparts.Youdidagoodjob. Ifyouwanttobeanambassadoroflovingpandas,youmustknowthegrowthofpandas. SopleasereadPart1byyourselvesandtryt ofinishthetable. NowIthinkyoucanfinishPartCinyourbookeasily.Aregiantpandaslovely? Buttheyhaveproblemsnow.Let’slearnPa rtTwoandseewhatproblemstheyhave. Closeyourbooksandlisten.Trytofillint heblanks.Yes.Thesearetheproblems.Doyouknowany otherproblemsforgiantpandas。
江苏省连云港市牛津版八年级英语上册教案Unit5WildanimalsGrammar
课题教学目标Using may for possibilityUsing verbs+to-infinitives重点Using may for possibility, Using verbs+to-infinitives难点Using may for possibility, nUsing verbs+to-infinitives教学过程设计具体环节教师行为学生行为STEP 1 Presentation Grammar Part AUsing may for possibility1. Review the information about reading to lead in grammar A.2. Show the picture of pandas and then the teacher says:It’s difficult for giant pandas to live in the wild. They face serious problems.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, you’re 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 2Activities 1. Present the following five sentences, encourage students tothink what may happen in the situation in groups of four. Use mayDescribea picture ofto 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 in page 61, encouragestudents to ask and answer in pairs. Check the answers. a giant pandaSTEP 3 朗读下面的句子,然后译成汉语,并试着说出may的用法。
牛津译林版八年级上册Unit 5《Wild animals》(Reading 1)教学设计
牛津译林版八年级上册Unit 5《Wild animals》（Reading 1）教学设计一. 教材分析《牛津译林版八年级上册Unit 5 Wild animals》的Reading 1主要介绍了大熊猫的保护以及人们为了保护大熊猫所做出的努力。
文章以故事的形式展开，让学生在了解大熊猫的同时，也能感受到人与自然和谐共生的重要性。
通过本课的学习，学生可以提高自己的阅读理解能力，学会珍惜和保护动物。
二. 学情分析八年级的学生已经具备了一定的英语基础，对于故事性的文章兴趣较高。
但部分学生在阅读理解上还存在一定的困难，需要教师的引导和帮助。
此外，学生对于野生动物的保护意识有待提高。
三. 教学目标1.知识目标：学生能够掌握文章中的关键词汇和句型，理解文章的主旨大意。
2.能力目标：学生能够运用所学知识进行阅读理解和口语表达。
3.情感目标：学生能够增强对野生动物的保护意识，培养与自然和谐共生的观念。
四. 教学重难点1.重点：学生能够掌握文章中的关键词汇和句型，理解文章的主旨大意。
2.难点：学生能够运用所学知识进行阅读理解和口语表达，提高对野生动物的保护意识。
五. 教学方法1.任务型教学法：通过设置各种任务，引导学生积极参与课堂活动，提高学生的阅读理解和口语表达能力。
2.情境教学法：创设各种情境，让学生在真实的语境中学习和使用英语。
3.情感教学法：通过文章的学习，引导学生关注野生动物的保护，培养学生的环保意识。
六. 教学准备1.教师准备：提前熟悉教材，了解文章的内容和结构，准备相关的教学材料和课件。
2.学生准备：预习文章，了解文章的大致内容，查阅生词。
七. 教学过程1.导入（5分钟）教师通过展示一些关于野生动物的图片，引导学生谈论野生动物，激发学生的学习兴趣。
然后，教师简要介绍大熊猫的特点，引出本课的主题。
2.呈现（10分钟）教师快速呈现文章的标题和图片，让学生猜测文章的内容。
然后，教师朗读文章，学生跟读并注意生词的发音。
最新牛津译林初中八年级英语上册 Unit 5 Wild animals教案1
Unit 5 Wild animalsReading教学目标1阅读有关大熊猫的文章，了解大熊猫的成长过程及保护大熊猫的措施。
2培养学生根据上写文猜测词义的能力。
3通过文章学习来增强学生保护野生动物的意识。
教学内容四会内容：词汇： mean beginning sadlyface result dangeraction law none词组：be born look likeat four months old not… any morein the beginning look after herselfface serious problems live onas a result in dangertake action right awayat birth句型：When Xi Wang was born, she weighed just 100 grams and looked like a white mouse.Eight months later, she was not a small baby any more.Giant pandas live mainly on a special kind of bambooIf we do nothing, soon there may be none left.教学准备1有关熊猫成长过程的教学图片2配套磁带或关盘。
教学步骤Reading lStep I导人1通过一个猜动物名称的游戏，带领学生复习前一课时学习的野生动物的名称及其特征，如：(1) It has black and white lines and looks like a horse. (zebra)(1) It is a large wild animal of the cat family. It has orange fur with dark lines. (tiger)2 引导学生讨论他们最喜欢的野生动物，教师告诉学生：My favourite wild animal is very lovely. It looks like a bear. It likes eating bamboo. Most of them live in China. Can you guess what it is?Step II呈现1学生猜测教师所喜爱的野生动物，当学生回答出“大熊猫”的时候，就将大熊猫的图片用投影展示出来。
牛津译林版八年级上册Unit 5《Wild animals》(Grammar 1)教学设计
牛津译林版八年级上册Unit 5《Wild animals》（Grammar 1）教学设计一. 教材分析《牛津译林版八年级上册Unit 5（Grammar 1）》的主要内容是野生动物的介绍和一般现在时的运用。
本节课的主要目的是让学生掌握一般现在时的用法，并能够运用一般现在时描述野生动物的特点。
教材通过介绍野生动物，引发学生对动物保护的思考，培养学生的环保意识。
二. 学情分析八年级的学生已经掌握了基本的英语语法知识，对一般现在时有一定的了解。
但部分学生对一般现在时的运用还存在困难，需要通过大量的练习来巩固。
此外，学生对野生动物的了解有限，需要通过课堂学习来拓展知识。
三. 教学目标1.知识目标：让学生掌握一般现在时的用法，能够用一般现在时描述野生动物的特点。
2.能力目标：培养学生运用英语进行交流的能力，提高学生的口语表达能力。
3.情感目标：培养学生关爱野生动物，保护环境的意识。
四. 教学重难点1.教学重点：一般现在时的用法，能够用一般现在时描述野生动物的特点。
2.教学难点：一般现在时的句子结构，正确的时态运用。
五. 教学方法1.情境教学法：通过设定相关情境，让学生在实际语境中运用一般现在时。
2.任务型教学法：通过完成任务，让学生在实践中掌握一般现在时的用法。
3.小组合作学习：通过小组讨论，培养学生团队合作精神，提高口语表达能力。
六. 教学准备1.教学课件：制作相关的课件，辅助教学。
2.教学素材：收集一些关于野生动物的图片和视频，用于教学。
3.练习题：准备一些关于一般现在时的练习题，用于巩固所学知识。
七. 教学过程1.导入（5分钟）通过展示一些野生动物的图片，引导学生谈论自己喜欢的动物，从而引入本节课的主题。
2.呈现（10分钟）介绍一般现在时的概念和用法，用课件展示一般现在时的句子结构。
同时，通过举例说明一般现在时如何描述野生动物的特点。
3.操练（15分钟）让学生分组，每组选择一种野生动物，用一般现在时描述该动物的特点。
牛津译林版英语八上Unit 5《Wild animals》(Reading1)教学设计
牛津译林版英语八上Unit 5《Wild animals》（Reading1）教学设计一. 教材分析牛津译林版英语八上Unit 5《Wild animals》（Reading 1）主要介绍了野生动物的特点、生活习性和面临的威胁。
本节课的主要内容是阅读一篇关于非洲象的阅读材料，通过阅读让学生了解非洲象的生活习性和面临的困境。
教材还包括了词汇表、阅读理解题和写作任务，旨在提高学生的阅读理解能力和写作能力。
二. 学情分析学生在学习本节课之前已经学习了动物相关的词汇和表达方式，具备一定的阅读理解能力。
然而，部分学生对野生动物的生活习性和面临的威胁了解不多，可能对阅读材料的理解存在一定的困难。
因此，在教学过程中需要关注学生的个体差异，合理调整教学难度，引导学生在课堂上积极思考和参与。
三. 教学目标1.知识目标：–掌握课文中的关键词汇和表达方式。
–理解阅读材料的主旨大意，了解非洲象的生活习性和面临的威胁。
2.能力目标：–提高学生的阅读理解能力，能够通过阅读获取和处理信息。
–培养学生的写作能力，能够运用所学知识进行写作表达。
3.情感目标：–增强学生对野生动物保护的意识，培养学生的环保意识。
四. 教学重难点•课文的理解和阅读技巧的运用。
•词汇和表达方式的掌握。
•对阅读材料深层次含义的理解。
•写作任务的完成。
五. 教学方法1.任务型教学法：通过设定具有挑战性的任务，激发学生的学习兴趣，培养学生独立思考和合作交流的能力。
2.情境教学法：创设真实、生动的情境，使学生在实际情境中学习和运用英语。
3.交际法：通过师生互动、生生互动，提高学生的口头表达能力。
4.启发式教学法：引导学生主动探索，发现问题，培养学生的自主学习能力。
六. 教学准备1.教师准备：–熟悉教材，明确教学目标和要求。
–准备相关的教学资源和素材。
2.学生准备：–预习课文，提前了解课文内容。
–准备笔记本，记录课堂笔记。
七. 教学过程1.导入（5分钟）–教师通过提问方式引导学生回顾已学的动物相关知识，激发学生的学习兴趣。
八年级英语上册 Unit 5 Wild animals task教案 (新版)牛津版
Appearance
beautiful black and white;
look like a beara white mouse(be born)
Character
quiet and peaceful
Lifestyle
eat bamboo shoots and leaves; never eat meatdrink mum’s milk; have one or two babies at a time
STEP 3
Showingapicture of a giant panda
1.Show a picture of a giant panda. Get students to describe it.
Get the students to talk about baby giant pandas, too. Ask thestudents two questions:
pletingthe following table
Say ‘ Pandas are in danger. Let’s get to know more about them and try to Page 71 and try to complete the following table.
wild animals
课题
Unit 5 wild animals
Task
教学目标
Tolearn to organize and present factual information in a report
重点
Tolearn to expressone’sown opinion about animals in danger
牛津译林版英语八年级上册：Unit 5 Wild animals. 教案2
Unit 5 Wild animals Lesson 1Teacher:Wildanimals are our friends. It is important to protect wild animals.Let’s 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 don’t eat them. Who am I?2．Zebra: I’m 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 I’m bigger than a cat. Usually, I have yellow fur and black stripes. Who am I? Step 4 Practice Part B1．T: Millie and her classmates are talking about their favourite wild animals.Let’s listen to their conversation and find their favourite wild animals.Simon Kitty Peter & Millie2．Play the tape again and let Ss read.。
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课题
教学目标To develop the ability to guess general meaning form context
To get to know the problems that the giant pandas are facing and then start to think of way to protect the pandas
To remember and learn to use the new words.
重点
To learn about all the information about giant pandas from the text.
To get to know the importance of animal protecting
难点
To describe the giant pandas.
Students know that they should protect wild animals
教学过程设计
具体环节教师行为学生行为
STEP 1 Lead in Get 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.
Talking
about
the
animals
STEP 2 Presentatio n ‘hunter’, ‘survive’ and ‘reserve’
As 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’ a nd
‘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)
learning
the
words
STEP 3 Practice Tell 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
put them
into the
right
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
order
STEP 4
Presentatio
n
Tell the students, ‘Millie has f ound a report about giant pandas.
Let’s read it and learn more about the animal. But first let’s listen
to the first part of the passage an d 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.)
answer
the
followin
g
question
s
STEP 5
Getting to
know about
Xiwang
Say ‘So it’s really amazing that the baby panda is so small. Do you
want to know how it grows into a giant panda? Let’s 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)
AGE WEIGHT FOOD
At birth (1 day old) 100 grams (100g) her
mother’s
milk
10 days old like a little white mouse
4 months 10 kilograms (10kg)
8 months 35 kilograms (35kg) Bamboo
leaves and
shoots
12 months /
20 months /
Filling
in the
followin
g table
STEP 8
Finishing Part D Finishin g Part D
板书设计4 eight months later 八个月后
5 not…any more = no more 不再。
6 in / at the beginning 在一开始
7 as a result 结果
8 live mainly on…主要以食。
为生
9 in danger 处境危险
10 right away 立刻
11 at birth 出生时
12 face serious problems 面临严峻问题
13 smaller and smaller 越来越少/小
14 take action 采取行动
15 look after herself 照顾她自己
教学反思。