牛津英语8AUnit4教案

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八年级英语牛津版8A Unit4 Grammar 教学设计

Unit 4 Wild animalsGrammarStep 1 Free TalkTalk about wild animals.Step 2 presentationWhat will happen if you come to school late ?I will miss some classes.If I come to school late.用if合并成一句I will miss some classes if I come to school late.What will happen tomorrow ?It will be sunny tomorrow.We will have a trip tomorrow.We will have a trip if it is sunny tomorrow.If在此引导一个条件状语从句。

当主句是一般将来时时，if引导的从句必须用现在时来表示将来可能发生的动作或存在的状态。

Step 3 Excercises用if合并成一句It is going to rain tomorrow.I will stay in bed.If it rains tomorrow, I will stay in bed.I will stay in bed If it rains tomorrow.Section A 1. Match.1.If I see a snake in front of me, ____ a I will see a lot of camels.2.Giant pandas will survive _____ b I will go to the zoo.3.I will see some beautiful birds ______ c If we protect them.4.If I go to North Africa, _____ d I will run the other way.5.If I have time next weekend, _____ e if I walk through a rainforest. Section A 2Why do I want to go to Beijing Zoo?Talk about it.Complete and check.2.You will have a good time if ____________.练习：思考并完成下面的句子.1.If it doesn‟t rain tomorrow, we will______.3.Look at picture and Make up sentences using “if”.If tigers are hungry.用if合并成一句If tigers are hungry, they attack people.If在此引导一个真实条件状语从句。

牛津英语8aunit4reading(1)教案

牛津英语8A U n i t4R e a d i n g(1)教案 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN牛津英语8A Unit4 Reading (1)教案江苏无锡宜兴丁蜀二中刘琳琼一、教案背景动物是我们人类的朋友，我们有责任和义务去保护它们，但随着现代工业的发展而导致的环境污染，人类对森林资源的乱砍乱伐，一些野生动物濒临着危险，它们生存的环境遭遇了破坏，有些野生动物甚至到了灭绝的地步。

大熊猫是中国的国宝，目前，它们也处于困境中，全世界大概还幸存2000多只大熊猫，所以保护野生动物，保护大熊猫是全世界的呼声，还野生动物一个自然生存的环境，给大熊猫一个安静、舒适的家刻不容缓。

二、教学课题牛津英语8A Unit4 Reading (1)三、教材分析本单元是8A第四单元第二模块“Reading”的第一个课时，话题是关于野生动物的一些知识，阅读部分是这个单元的核心内容，它的任务不仅仅是训练和提高阅读技能，也涵盖了语法、词汇和知识点等内容，同时它还承担着培养正确的情感态度、价值观等更为抽象的深层意义。

所以，根据八年级学生的理解水平和知识结构，本篇阅读课我安排2课时，初读和深读为第一课时，理解运用为第二课时，我的教案为第一课时。

四、教学方法本单元的主题是谈论大熊猫的成长过程以及保护大熊猫生存环境的措施，教学内容能激起学生的兴趣，通过多媒体课件为学生创设更多的语言环境，激发学生主动参与的欲望。

因而在课堂教学中巧妙运用教学艺术，适当安排猜谜及小组讨论，使学生在轻松愉快的环境中实现更多的信息交流，让学生在做中学，在做中练，在做中巩固，从而有效地提高课堂教学效益，达到事半功倍的效果。

阅读设计思路：快读(Fast Reading)——精读(Intensive Reading)——操练(Practising)——巩固(Consolidation)。

五、教材重点、难点教材重点：（1）重点词语：the baby panda look likebe borngrow into at the very beginning bamboo shootin the future cut downin dangertake the actions encourage sb. to do sth.（2）重点句型：We called her XiWangWhen XiWang was born, she weighed just 100 grams.XiWang drank her mother’s milk for up to 14 hours a day.Sadly, it is very difficult for giant pandas to survive in the wild.（3）重点语法：if引导的条件状语从句教材难点：（1）讨论如何采取措施保护我们的生态环境？（2）呼吁全社会保护自然生态环境，爱护野生动物。

牛津译林版8A Unit4 Reading 教案

课题 Unit4主班级姓名学号【教学目的】1. To know some vocabulary about DIY.2. To understand the meaning of the article.3. To lead the students to DIY.【教学重难点】重点：language points难点：【学时安排】一课时【教学方法】reading/ exercises【教学过程】第一段自主学习1.导入新课1. Do you like DIY?2. Have you ever tried DIY? What is it?3. Do you want to take a course in DIY?2.学生自学3.自学检测第 1 页4.反应纠错第二段问题探究5.问题探究问题〔一〕1. Skim the article, then answer the question: What’s the article mainly about?2. Divide the article into three parts.问题〔二〕1. Read the article carefully, and underline the difficult words and phrases.问题〔三〕Read the article again, then tell whether the statements are true or false.6.课堂质疑7.课堂小结第三段当堂检测8.课堂检测一、根据中文或首字母提示写出单词。

1. Builders spent several weeks (to fix something that is damaged,第 2 页broken)the roof and pipe.2.A large bouquet of r arrived on her desk.3.I know this idea sounds (狂热的),but it may be worth a try.4.I (建议) you to think very carefully before making any decision.5.I’m taking a 〔课程〕 in graphic design.6.Is it 〔已经〕 5 o’clock?7.Mr.Black is ill ,so he is taking his class i .8.Only 12 people a the meeting.9.I remember (曾经)it snowed on my birthday, and I was so excited.10.There is a light hanging form the (天花板).11.He’s poor at spelling. He made a lot of spelling m in his writing.12.He is a c man. He spends all his money on stamps.13.They makes (管子) for the oil factory.14.I want to take a c in DIY.15.There are some books on the 〔架子〕.二、用所给词的适当形式填空。

牛津英语8A Unit4教案

8A Unit 4全部教案Warm-up activities1 Create an interest in the issue of sharing the limited natural resources. Depending on the general interest of the class, choose one of the following situations:* A group of students are stranded on an island. There is not enough food available for everyone to survive.* Astronauts are stranded in space. They do not have enough oxygen for everyone to survive.2 Make a list of people involved in the situation, a list of the resources available ., food, oxygen, water, etc.) and a list of how long everyone is able to survive. Ss have to decide whether they stay alive together sharing what they have or they are going to occupy all the resources for their own survival.3 Ss study the pictures and read the conversation first on their own, then in pairs. Ask two more able students to role-play the conversation.Presentation1 Ss complete Part A. Encourage them to do the task without any pre-teaching of keywords. Check answers orally with thewhole class.2 Divide Ss into pairs and ask them to do the survey in Part B13 Encourage them to discuss in pairs why they like or do not like the animals. Ask them to write down their ideas. Language pointsLook delicious, If you eat my food, I won’t talk to you., no one, in danger, a report on giant pandasHomework1 Learn the language points by heart.2 一课三练3 Preview the Reading Part.?Revision1 Review key vocabulary according to the general ability of the class. Presentation (Reading A)1 On the Bb, write the following list of sentences on the Bb: * Xi Wang is the name of a baby giant panda.* Baby giant panda s 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 skim the 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. Presentation (Reading B& C)1 Ask Ss to draw a parallel between the growth of the baby giant panda and a human baby. Ask if they know what happens to people while they grow up. Write the following words/phrases on the Bb.Adult old person teenager baby middle-aged personYoung adult child toddlerDraw a timeline and encourage Ss to come forward and write each word at the correct point on the timeline. Ask them to drawa more creative growth chart.2 Ask students to do a birth chart of themselves. Tell them to add their photos to the chart.Presentation (Reading D)1 Revise the words listed in the box in Part D.2 Ask students to complete Part D. Then ask some Ss to read the sentences aloud to check their choice of words.3 If they show interest, ask them to practice the text for a presentation for 2-3 minutes.Presentation (Reading E)1 Ask Ss to read the conversation in Part E in pairs to check if there are any words they do not know. Then ask Ss to complete the sentences individually.2 Ask six Ss to read the conversation while the rest of the class check their answers.Language points (Part A)The story of Xi Wang, only 10 days old, it me ans…, was born, weigh just 100 grams, at four months, for the first time, eight months later, not…any 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, protectgiant pandas, make giant panda reserves bigger, encourage sb. to do, there will beLanguage points (Part B& C)Keep sb./sth. Safe from danger, large areas of land with trees, special areas for wild animals, stay aliveHomework1 Learn the language points by heart.2 一课三练3 Preview the Vocabulary Part.?Presentation （Vocabulary）1 Creat 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.2Use the task to check Ss’ knowledge of name of animals. Ask Ss to guess the names individually first and then compare witha partner.3 Check answers with the whole class. Read all the words under the pictures and ask Ss to give definitions.Language pointsPolar bear---North Pole, wolf----wolvesHomework1 Learn the language points by heart.2 一课三练3 Preview the Grammar Part.?Presentation （Grammar Part A）1 Try to elicit the conditional structure by asking questions such as What will happen if you come to school lats What will happen if you break your favourite toy Try to think of sentences which reflect Ss’ own experience. Wr ite the most interesting answers on the Bb. Ask Ss to include the “If”-clause as well. Read all the sentences again and ask more able Ss to elicit the rule.2 Write 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 Bb.3 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.4 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.5 Ask Ss to complete “Work out the rule” at the bottom of page 61.Presentation （Grammar Part B）1 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.4 Ask students to complete the sentences individually.5 Ask Ss to read the conversation with a partner checking the accuracy of their sentences. Then check answers with the class.Presentation （Grammar Part B2）1 Try to creat interest in learning interesting things aboutwild animals. Tell them that Amy’s report introduces new information about tigers and wolves.2 Explain the context of writing a report. Revise the structure of conditional sentences.3 Ask 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.Language pointsGrow more bamboo, run the other way, go to North Africa, walk through a rainforest, learn a lot about wild animals, arrive at noon, see the feeding of animals, get enough information for my class report, attack people, spit poison, step on them, male wolvesHomework1 Learn the language points by heart.2 一课三练3 Preview the Integrated skills Part.?Presentation （Integrated skills A）1 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.3 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 Millie’s favourite animalPlay the recording. Students listen carefully for keywords to answer the questions.4 Play the recording for 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.5 Ask Ss to read the letter in pairs and discuss any words they do not understand. Complete the letter without looking at the fact sheetson page 64. Then ask them to look at the fact sheets to check the answers and make corrections if necessary.6 Ask more able Ss to read aloud the letter.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.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 one’s life, someone else, Homework1 Learn the language points by heart.2 一课三练3 Preview the Pronunciation, Main task & Check out Part. ?Presentation （Pronunciation）1 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 Simon’s pres entation with correct the rising and falling voices.4 Ask students to read Millie’s presentation in Part B quietly on their own. Play the recording . Ask Ss to listen carefully and mark where Millie’s voice rises and falls with the correct arrows.5 Tell students to read them again, and answer the ‘Wh-‘questions. Students work in pairs.Language points （Pronunciation）Peaceful animals, live in family groups, continue to build roads, have suitable homes, make new farmland, make a lot of money, sell eleph ants’ tusks, train them,Presentation（Main task）1 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 pandain this unit.3 Ask students to skim through the report quickly and give each paragraph.4 Ss complete Simon’s report in Part C on their own. A sk more able Ss to read it aloud to check the answers.Language points （Main task）Spend a lot of time drinking their mums’ milk, at a time, get smaller and smaller, become farmlands, keep taking the land, what action can the club take Sharp paws, walk upright Presentation （Checkout）1 Set a time limit for reading the sentences in Part A and for filling the blanks. Ask Ss to complete the task on their own.2 Ask students to Proceed to Part B after completing Part A.3 Ss complete Part B on their own and then compare answers in pairs.Language points （Checkout）Climbing, what about playing football, a friend like Alan, answer questions correctlyHomework1 Learn the language points by heart.2 一课三练3 Preview the Unit 5。

牛津英语8AUnit4(10课时)教案表格式

时 5分间钟要求
方法
听录音，自学单词及对话
1．会读会写 2。自己划出重点词组和句子过程学生活动
教
学
教师活动
Step 1: Free-talk Free-talk 1. T: Who‟s on duty today? S1: I am. I am 2.T: What‟s the weather like today ? .etc. Step 2: lead-in Create an interest in the issue of sharing the limited natural resources. Depending on the general interest of the class, use the following situation: * If there is not enough food for you to survive. T: Suppose you are facing the problem now, what will you do ? Ss: If I‟m facing the problem, I will… . Step 3: Presentation: Task 1 :listening: Play the tape for the Ss, ask them to listen carefully then try to Listen and practise
课前预习
时间要求
Listen ,read and understand 程学生活动
教
学
过
教师活动
Step 1:Check the homework . Step 2:Free-talk Step 3: Revision: Show Ss some pictures and ask : T: What‟s the name of it? Do you like it ? Why? Which is your favourite(animal)? Which animal do you like best? Step 4 :lead-in: Show some pictures of the panda(Xi Wang), ask: Do you like it? Do you want to know sth more about it? Step 5: Presentation: Task 1 skimming: Let the Ss skim the context quickly and identify if the sentences are true or false.(T or F) then check the answers.（具体问题见达标检测） (1) Xi Wang is the name of a baby giant panda. ( T ) (2)Baby giant pandas are very small when they were born.( T ) (3)They grow very quickly.( T ) (4)At 3 months , she was 10 kilos. ( F ) (5)Xi Wang had to look after herself when she was 10 months old. ( F ) (6) Hunters kill giant pandas and sell their fur. ( T ) Task 2 Reading: re-read the story and pay more attention to the details of Xi Wang. And fill in the blanks.

牛津8AUnit4教案(完整资料).doc

2.Show them some pictures and introduce DIY in English.
Step two- Presentation
1.Show them some tools and introduce thewords.
2.Finish the exercise in the text book and check answers.
nguage points.
7.Listen to a dialogue again and answer the three questions.
8.Let the students read and give some explanations.
9.Make a similar dialogue and act it out.
Teaching focus
To describe some tools and how to use them correctly.
Difficult points
Some difficult language points such as, instead& instead of, you’d better (not) do and so on.
((2)look at the picture again, and discuss:
Do you think Suzy’s cousin is good at DIY?
S: No, he isn’t. He caused a lot of problems when he did things himself.
I’ll show you a form to help you.Discuss with your partners.

牛津初中英语 8A Unit Four 教案新部编本

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校8A Unit4 Wild animalsPeriod OneTeaching content: Comic strips & Welcome to the unitTeaching goals:1.To introduce the topic and main task of th e unit. Help the students to focus on ‘Wild animals’2.To learn more about wild animals and then express their preference3.To think of ways to help the endangered animalsTeaching important & difficult points:1．Help the students to learn more about important words and phrases2．Help the students to learn more about wild animals and then express their preference 3．Help 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.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 isn’t 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 don’t 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 doesn’t have food, he ____ (die).5.If Eddie dies, no one _________ (look) after Hobo.6.If Hobo eats Eddie’s 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. As k, ‘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.)‘Let’s check how much you know about wild animals. Do you know them?’ Show the pictures of the animals.PICTURES NAMES SOMETHING ABOUT ITkangaroo It 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.bear It usually has black or brown fur. It is strong. It likes eating fish and honey. However, it doesn’t eat dead things.giant panda It 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. Itlives in the tree. It likes eating nut very much.dolphin It 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.tiger It 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 don’t 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）.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 animalsPeriod 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 ‘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’ 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 f ou nd a report about giant pandas. Let’s read it and learn mor e aboutthe animal. But first let’s listen to the first part of the passage and answer the following questions.’STEP 5 Filling in the following tableSay ‘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.Ask ‘What did Xi Wang at different time?’ Get the students to read and find out.STEP 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 Wang’s 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.STEP 8 Finishing Part DHunters, farmers and some people did something bad to giant pandas. Get the students to say something to them.Hunters you shouldn’t kill giant pandas for their fur. AND SO ON.Get the students to finish Part D, Page 62. Check the answers.STEP 9 DiscussionDiscussion:A s a m i d d l e s c h o o l s t u d e n t,c a n y o u t h i n k o f s o m e g o o d i d e a s t o p r o t e c t p a n d a s? 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 r ead the passage and focus on the language points to improve the students’ fluency andaccuracy talking about giant pandas4.To d evelop students’ responsibilit y 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 d evelop students’ responsibilit y 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 an swer 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.)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: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 out‘During the growth of Xi Wang, Xi Wang had many ‘first-times’ Can you find them out.’ Use the following exercises to help students.In this way, the teacher directs the students attention to the use of ‘to’-infinitives afte r ‘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 pa ndas 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 un derstand 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 canshow the following before hand.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 su mmary here. At least it may help the students to remember this phenomenon.)Explain the phrases here ‘kill…for…’, ‘cut down’, ‘have nowhere to live’ ‘find sb. adj’ and ‘take…away’.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 workSTEP 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 animalsPeriod 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 Procedures:STEP 1 Telling what animal to seeIn the former part of this unit, we have already learned about a lot of animals. Get the students to tell me what animal we will see if we go into the forest. Ask the students to use the following sentence pattern.If we go into a forest, we will see___________.As students are taking about the animals we will see in a forest. The teacher may go on personalize the questions.In this way, the teachers may get the students to use conditional sentences fluently and accurately before come to any rules. It will help the students to understand the rules of conditional sentences better. Write some of the sentences on the board and get the student to read them. Direct students’ attention to the tense used in the clauses.They may find that people use simple present tense with if-clauses, while simple future tense with the other clause. (It is Ok for teachers to use ‘主将从现’ to give a summary to this. )STEP 2 Reading the sample sentencesGet the students to read the sample sentences on page 64. Tell the students that Amy is thinking about wild animals, too. Ask the students to do part A1. Check the answer in pairs and then check it in class.Help the students to focus on some of the sentences and explain the phrases here.STEP 3 Reading the last sentences in Part A1Read the last sentences in Part A1. If I have time next weekend, I will go to the zoo. Say ‘If I have time, I wil l go to the zoo(, too).’ Try to put the if-clause at the end of the sentence. ‘I will go to the zoo if I have time. ’ Write the two sentences on the board.Students may easily work out the rule: We need a comma after the ‘if’-clause when it is the first part of a sentence.STEP 4 Talking about what will happenGet the students to talk about ‘what will happen if you go to the zoo.’ Ask the students to use the following sentence structures:If I go to the zoo, I _________________ __.I will _________________ if I go to the zoo.Encourage the students to make as many sentences as possible.STEP 5 Completing the Part A2Tell the students that Amy wants to go to Beijing Zoo. She is writing some sentences to tell her parents why she wants to go.Students complete the Part A2, Page 65. Afterwards, get students to check in pairs. Read the sentence one by one to students and stop to explain the language points:‘learn a lot about’, ‘see the feeding of animals’, ‘have fun’ and ‘enough + n’.enoughSTEP 6 Finishing off the exercises in Part A3Say ‘Amy learned a lot about the animals in Beijing Zoo. Let’s see what she learned. Get the students to finish off the exercises in Part A3. Check the answers in pairs first and then check it in class.Get students to read the dialogue in roles. Help them to get more information about animals.Get students to guess the meaning of ‘attack’ a nd then get them to read and remember it.STEP 7 HomeworkFinish off the exercise in the books.8A Unit Four Wild animalsPeriod FiveTeaching content: Grammar C & V ocabularyTeaching goals:1. To give reasons with because and because of.2. To learn the new words about different animals.3.To talk about what each animal eats.Teaching important & difficult points:1.To grasp the new words about different animals.2. Giving reasons with because and because ofTeaching Procedures:Step 1. Revision1.Conditional sentences. We use them to talk about possible situationsIf____________,____________= _____________if_________2.practice: Let’s begin a speaking chain like the following:A: If he gets up late ,he will miss the bus.B:If he misses the bus ,he will be late for school.C:If he is late for school,his teacher will be angry.D:If his teacher is angry,she will ask his mum to come to school.E: If……, That’s terrible!Step 2 Presentation1.To give reasons with because and because of.2 .Finish the exercises on P672.Discuss---Write ‘because of’ sentences as many as possible on the board.(competition)3.Find the differences between ‘because’and ‘because of’ ,then try to use ‘because’ instead of ‘because of’Step 3 ConsolidationIf tigers live in the wild, they____ ( hunt ) for their own food. they live as a family if they ____ ( have ) babies . Baby tigers _____ ( learn ) how to catch other animals if they watch their mothers.Wolves live in family groups if they _____( be ) in the wild. They hunt together if they _____ ( be ) hungry.Step 4 Presentation1. Show some pictures of different animals and ask Ss to talk about them.2. Do Part A on Page 63 and check the answersStep 5 Practice1. Do Part B on Page 63, ask and answer in pairs.Step 6 Homework1. Revise the grammar.2. Finish off the exercises and review the new words about animals.8A Unit Four Wild animalsPeriod SixTeaching content: Integrated skills & Study skillsTeaching goals:1.To identify specific characteristics, appearance, abilities, eating habits and danger in thecontext of animals.2. To develop students’ability to infer meaning from context and key words.3. To listen and develop the ability to extract information in order to complete two fact sheets.4. To learn more about the endangered animals.5. To identify intonation patterns in conditional sentences.6. To read the conditional sentences in correct Pronunciation.Teaching important & difficult points:1. To learn more about the endangered animals2. To read the conditional sentences in correct Pronunciation.Teaching Procedures:Step1. Revision1. As we have learned a lot about animals in the unit, in this part we can directly come to thetwo animals we are going to talk about.2. Show the pictures of tigers and wolves one by one and encourage the students to speak outwhat they know about them.Step2. PresentationGet the students to listen and complete the fact sheets.Step3.ExplanationExplain the bold-faced words and expressions above to the students. Pay special attention to: ‘yellow fur with black stripes’, ‘live alone’ ‘hunt…for…’ and ‘loss of the living areas’. It is important because students may need these to write or talk about tigers, wolves as well as other animals.Step4. Practice1.Get the students to talk about the two animals looking at the two facts sheets. Encourage them students to start like this.Tigers are the largest living cat in the world…..Wolves are dog-like animals. They are not very big…..2.Get the students to complete the letter in Part A2, Page 69.First, let the students complete the passage by themselves.Then, get the students to check the answers in pairs.Afterwards, check the answers in class. The teacher can get two students to read out the facts about tigers and wolves, while the others correcting their answers.Finally, get the students to read the passage aloud.3.Invite the students to underline the important phrases by themselves. Explain some of themost important ones, like ’write to sb. about doing sth.’ and ‘made sth from sth.’.4.Show the students some pictures of the animals we have leaned. Encourage them to talk about the animals. They can talk about their appearance, ability, character, food and danger. Encourage them to ask more people to help protect the animals.Step5.RevisionWrite 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?Step6. 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 Simon’s presentation with correct the rising and falling voices.4. Ask students to read Millie’s presentation in Part B quietly on their own. Play the recording. Ask Ss to listen carefully and mark where Millie’s voice rises and falls with the correct arrows5. Tell students to read them again, and answer the ‘Wh-’questions. Students work in pairs.Step7.SummaryStep8. Homework1. Organize the information in the two fact sheets into two passages about tigers and wolves.2. Find another endangered animal and write about it.3. Finish off the exercises and review the whole key points in this unit.8A Unit Four Wild animalsPeriod SevenTeaching content: Main taskTeaching goals:1.To grasp the new words: peaceful, female, mice, upright, daytime.2.To express something about animals.3. To write a report for the Wild Animals Club.Teaching important & difficult points:1.To grasp the new words: peaceful, female, mice, upright, daytime.2. To write a report on an animal in danger for the Wild Animals Club.Teaching Procedures:Step 1. Revision1 How many __________(baby) can a female giant panda have at a time?2 It is getting _________and ________(hot). We must put all the food into the fridge.3 Don’t keep me ________(wait) for you every time.4 They are good at ________(run) and ___________(jump).5 _________(monkey) like eating bananas and apples.6 Giant pandas are very _________(quietly) and ____________(peace).7 Don’t spend so much ti me _________(watch) TV.8 Yesterday Xiao Ming fell down from the bike and _________(hurt) his leg.1.他们很安静和平2雌性熊猫一次生一到两个婴3数量越来越少4他们的许多生存地正变成农场5如果农民们继续占用土地，大熊猫将没有地方生存6如果这个再继续下去，世界上将没有大熊猫了7给报纸和杂志写信8如果更多的人知道这些问题，可能他们会做些什么。

牛津译林版 8A Unit 4 Grammar 教案

本文由一线教师精心整理/word可编辑8AUnit4 GrammarTeaching aims:1. To master the new words.2. To use imperative sentences to give instructions.3. To use should/had better to give advice.Teaching difficulties:1. To use imperative sentences to give instructions in correct context.2. To use should/had better to give advice in correct context.Teaching periods:Step 1: Revision:When Andrew painted the living room, what did his mum say?She gave instructions.Eg. Put up a picture on the wall. Don’t hit the pipe.Paint the walls blue. Don’t paint the cat.Step 2: Instructions in daily life1. Show some signs in daily life and have a guessing game.2. Write these sentences on Bb and ask students to discuss the structure.Step 3: Sum up the structureWe start a sentence with the base form of a verb when we want to tell people what to do. We add do not/don’t in front of the verb when we want to tell people not to do something. We often add please in a sentence if we want to give instructions politely.Step 4: Practice1. Do some exercises2. Finish the exercise on Page 47.Have students watch the pictures and finish the exercise.3. T: Let’s read the sentences together.Check answers together.Step5: To learn should/had better to give adviceWe use should and had better when giving advice and telling people what we think is the best or right thing to do. The tone of had better is strong than should.Step 6: Practice1. T: Suzy is giving DIY advice to her classmates. Can you help her make sentences with should (not) and had better (not)?Have students do exercise on page 48, and then read and check answers together.2. Instructions or Advice?Give some suggestions in correct context.Homework1. Preview Grammar2. Finish the relative exercise.1 / 1。

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