8AU4Wildanimals教案

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8A Unit4 Wild animals教案

8A Unit4 Wild animalsReading执教者：高娟Teaching aims:1. Knowledge objectives:To read the passage about giant pandas and get the main ideas of the whole text.To get students to learn some words and phrases, get to know the growth ofgiant pandas, the problems giant pandas are facing and how to protect them. 2. Emotion objectives:To encourage the students to do as much as they can to help the wild animals.To activate the students' awareness of protecting wild animals and the nature. 3. Ability objectives:To improve students' ability of communication.To develop students' comprehensive language competence.Teaching aid: A multi-media computer, a tape recorderTeaching approach: Communicative ApproachTask-based Language ApproachCooperative Language Learning ApproachTeaching procedures:Step1. Revision1. T says: Yesterday we learned something about wild animals. Do youremember them?(Students answer: Yes.)2. T says: OK, now let's play a guessing game. Read the descriptions of theseanimals and tell us what wild animals they are.a). I come from Australia. I jump with my babies in my pocket. Who am I ?b). I am the biggest animal on land, I have a long nose and eat grass. Who amI ?c). I am small and have a big tail. I like climbing trees and eating nuts. Whoam I ?d). I am large and heavy. I have thick fur. I like eating sweet food and fish.Who am I ?e). I have yellow fur and black stripes. I look like a cat, but much bigger thana cat. Who am I ?f). I live in the sea. I am very friendly and clever. I can do lots of tricks inwater. Who am I ?g). I walk in the desert. Each eye of mine has three eyelids. Who am I ?h). I am a beautiful black and white animal. I look like a bear. I live only inChina . My greatest hope is to take a colour photo. Who am I? (When the students say out the answers, show the pictures on the screen.)Step2. Presentation1. Ask : Do you like wild animals? (Yes/ No.)Which is your favourite wild animal?Why do you like it/them?Students answer the questions.Teacher says: Do you know Miss Gao's favourite wild animal?--Giant pandas.I think they are very lovely. They are friendly to people and won't hurt people.Show a picture of a giant panda. Do you know anything about giant pandas?2.Teach new words by asking some questions about giant pandas.a). Where do giant pandas live?In the wild / In the forest/ In giant panda reserves..b). What do giant pandas eat?They eat bamboo shoots and leaves.3. Ask: But when a giant panda was born , can they eat bamboo shoots orleaves?(No.)What do they eat when they are at birth? And what are baby pandas like atbirth?Tsays: Today we have a chance to learn more about a giant panda.Step3. Fast-ReadingPlease read the passage as quickly as you can to find out the name of thegiant panda.Step4. Listening and scanningListen to the tape and then try to complete the chart.Age The growth of Xi Wang1 day weigh 100g10 days look like a white mouse4 months weigh 10kg, start to go outside her home6 months start to eat bamboo shoots and leaves8 months not a small baby any more,grow into a healthy young giantpanda,weigh 35kg20 months have to look after herselfRead the paragraphs1-3 and then let the Ss make the sentences with the words to introduce the growth of Xi Wang.Have a look at the pictures of the growth of Xi Wang and complete Part on Page61. Let the students introduce the growth of Xi Wang with their own words.Step5. Presentation1. Tsays: Do you think giant pandas are lovely? (Yes). But they are in danger. It'svery difficult for them to live in the wild. What problems are they facing?2. Listen to the tape and find out the problems they are facing. Problems ActionsIf hunters__________, they ___________. make giant panda reserves biggerIf farmers__________,giant pandas__________.build more reservesIf people___________, they ____________. encourage farmers to leave the giant panda reserves3. Let the students read the three paragraphs again and then say out the problems giant pandas are facing without looking at the books.4. Tsays: We have known the problems giant pandas are facing. Can we do something to help? OK, read the rest part of the passage and complete the chart above.5. Students say out the actions with their own words.Step6. Whole-readigRead the whole passage by themselves.Step7. An interviewLet one student stand in front of the class to act as Xi Wang. Others are all interviewers. Ask "Xi Wang"the questions they are interested in.Step8. DiscussionHold a further discussion: Why do we call it Xi Wang? Can you find another name for her?Step9. ClassworkFinish an exercise paper.。

八年级英语上册 Unit 4 Wild Animals教案牛津版

8A Unit4 Wild animals课案Teaching & Studying Plan8A Unit 4学案 (Checkout)【学习目标】语言知识：1. 掌握 because, because of的用法。

2. 掌握if引导的条件状语从句。

3. 掌握与野生动物有关的词汇和短语。

语言技能：能用所学结构谈论野生动物。

情感态度：懂得保护动物的重要性。

【学习重难点】1. if从句时态的使用。

2. because+句子， because of +a noun(a noun phrase)/a pronoun课前延伸课前导学练习一、根据中文、英语解释及句意写出单词。

1. If farmers keep taking the land, wild animals will have ________（no place）to live.2. Tigers are in danger because people like their fur and make _________ from their bones.3. Do you know the importance of __________（保护）wild animals?4. We can ___________ (support) the farmers to leave the reserve.5. If you ____________ (go on) to play games all day, you will fail in the exam.6. When Xi Wang was born, she just __________ 100 grams.Keys: 1.nowhere; 2.medicine; 3.protecting; 4.encourage; 5.continue; 6.weighed二、收集野生动物资料，并能通过声音、动作、文字、图片等进行描述。

牛津英语精美教学设计8A Unit 4 Wild Animals

b. Have a show. And talk about the result of each group.
So much for the new words. Now, let’s listen to Hobo and Eddie twice. After you listen to them, please answer my questions,
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.
If you eat my food, I won’t talk to you.
课前预习
1.Preview the new words.
2.Listen to the tape and read the dialogue.
教学过程
教学环节
教师活动
学生活动
备课札记
Step1.
Warm-up
1.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:
3 Ss study the pictures and read the conversation

8A Unit 4 Wild animals教学设计英文

8A Unit 4 Wild animals教学设计英文UNIT FUR PART NE: TEAHING DESIGN第一部分：教学设计Unit betives● T tal abut pssible situatins and pssible results● T enlarge the vabular abut ild anials● T use fatual infratin t supprt their pinins n ild anials● T learn t tae the respnsibilit t prtet ild anialsLANGUAGE PINTS AND FUSESV ABULARild, bear, giant panda, angar, utside, bab, bab sht, leaf, sadl, hunter, ill, farer, frest, nhere, danger, atin, prtet, enurage, thi, land, ntinue, riter, fx, lf, snae, nn, infratin, reprt, thirst, exa, until, ediine, sell, tards, lss, hairpersn, grup, farland, sell, train, peaeful, ie, sharp (四会) deliius, squirrel, gra, ilgra, flling, reserve, plar, inset, atta, ale, perfrane, hearing, sinerel, destr, suitable, feale (三会) dlphin, survive, rainfrest, stripe, snail, tus, upright, datie (二会)EXPRESSINSStart/begin t d, fr the first tie, gr int, at the (ver) beginning, n ne’s n, find… alne, tae… aa, (be) in danger, tae (the flling) atins, ae sth ad, enurage sb t d sth d sething/nthing, run the ther a, al thrugh, learn a lt abut, ell fur ith bla stripes, live as a fail, hunt…fr, ae ediine, lss f living areas, ntinue t d sth, lse ne’s life, quiet and peaeful, at a tie, eep ding, tr ne’s best t d sthUSEFUL SENTENE PATTERNSadl, it is ver diffiult fr giant pandas t survive in the ildIf peple find bab pandas alne, the ill tae the aalves n’t survive if e dn’t give the gd areas f frest t live inIf e ntinue t destr frests t build rads, the n’t have suitable hesBab giant pandas spend a lt f tie drining their u’s ilThe nuber is getting saller and saller beause an f their living areas are being farlandIf farers eep taing the land, giant pandas ill have nhere t live PERID 1: I STRIPES ≈ ELE T THE UNITTeahing betives● T intrdue the tpi and ain tas f the unit Help the students t fus n ‘ildanials’● T learn re abut ild anials and then express their preferene● T thin f as t help the endangered anialsTeahing preduresSTEP 1 Ansering the questinTell the students that I have gt a ver diffiult questin t anser And I uld lie t as u t anser the questin, t Sh the questin n the bard And get the students t disuss abut itB u and ur friend are n an island ith nthing t eat Hever u have nl ne haburgerIf u dn’t eat, u ill dieIf ur friend desn’t eat, he/she ill dieIf u share the haburger ith ur friends, u ill bth dieill u eat it b urself r give it t ur ther, r share it ith ur friend?Get the students t tal abut Questin A first (It a nt be ver diffiult fr the students t anser) Then sh the students Questin B Give the students a fe inutes t disuss abut the questin (Fr re able students, enurage the t spea ut their questins, t )STEP 2 Listening and anseringTell the students that Eddie is n faing suh a prble Get the students t listen t the tape and then anser the flling questins:1 h has fd? Eddie has fd2 Is he ging t share his fd ith his aster / e-dg?N, he isn’t ging t share his fd ith HbSTEP 3 Reading the dialgue tgether r in rlesGet the students t read the dialgue tgether r in rles As the students t pratie and reeber the dialgue and then at it utSTEP 4 Finishing the flling exerisesGet the students t fus n pssible atins and pssible results f the dialgue Then get the t finish the flling exerisesPssible Atins Pssible results1If I dn’t have fd, I ___ (die)2If I die, n ne _________ (l) after u3If u eat fd, I _________ (nt tal) t u4If Hb desn’t have fd, he ____ (die)If Eddie dies, n ne _________ (l) after Hb6If Hb eats Eddie’s fd, Eddie __________ (nt tal) t HbSTEP Getting t n abut ild anialsan is n having the sae prble, t an anials share the sae heland ith us Hever, an has taen their fd and their hes aa As, ‘D u thin e shuld d sething t help?’(es)ild anials are ur friends It is iprtant t prtet ild anials (rite the sentene n the bard then get the students t read it alud)‘Let’s he h uh u n abut ild anials D u n the?’Sh the pitures f the anials PITURESNAESSETHING ABUT ITangarIt nl lives in Australia It has strng ba legs, s it an up ver fast A ther angar has a pet in frnt fr its babbearIt usuall has bla r brn fur It is strng It lies eating fish and hne Hever, it desn’t eat dead thingsgiant pandaIt nl lives in hina It has bla and hite fur It eats bab shts and leaves e have ver fe f the in hinasquirrelIt is ver lvel It has a lng and sft tail It lives in the tree It lies eating nuts ver uhdlphinIt is a ind f friendl peple in the ater It an pla a lt f tris in ater Peple e t the z t see its siing shtigerIt is the ing f the frest It ls lie a at but big than a at It has ell fur ith bla stripesAs the students t give the naes f the anials and then enurage the t spea ut hat the n abut the anials, fusing n the appearane and sething speial abut itSTEP 6 Pla a guessing gaePla a guessing gae rite the naes n piees f papers and then invite se f the re able students t hse and sa sething f the anials (T ae it easier, as the students t use the first persn) The ther students shuld listen arefull and guess hat anial it isBear: I a strng Seties, I eat peple But if I find the peple died, I dn’t eat the h a I?angar I have a pet bab sleeps in pet h a I?Squirrel: I have a lng and sft tail I live in the tree h a I?Giant Panda: I have bla ees and fur bla pas I lie eating bab shts（竹笋）I a ver lvel h a I？Dlphin: I lie siing I an d different inds f siing shs an peple bring their hildren t ath shs h a I?Tiger: I a the ing f the anials I l lie a at but I’bigger than a at Usuall, I have ell fur and bla stripes h a I?STEP 7 Taling the anial the lie best/leastGet the students t tal the anial the lie best/least If pssible, enurage the t entin se siple reasnsSTEP 8 HerFind re infratin abut ild anials and finish the exerisesPERID 2: READING ITeahing Gals● T develp the abilit t guess general eaning fr ntext● T get t n the prbles that the giant pandas are faing and then start t thin fa t prtet the pandas● T get t n the iprtane f anial prtetingTeahing PreduresSTEP 1 Taling abut the anialsGet the students t tal abut the anials ne again Pla the guessing gae rite sething abut a ind f anial n piees f paper Invite se f the students t hse and read abut the anial and the thers tr t guess hat anial it isGuess hat the are?1 The are large and heav The have thi fur The lie eating seet fd and fish If the are hungr, the als eat an2The are lvel and lever anials in the sea The lie siing in grups The are ver friendl t peple3The e fr Australia The up ith their babies in their speial paets4 The have ell fur ith bla stripes The are the ings f the frestThe are the biggest anials n land The eat grass6 The are sall anials ith big tails The lie libing trees and eating nuts7 The live in hina The lie eating bab shts and leaves ver uhSTEP 2 Teahing the rds ‘hunter’, ‘survive’and ‘reserve’As students e t ‘giant pandas’, get the students t tal abut hatever the n abut giant pandas As the entin there are fe giant pandas n, teah the rds ‘hunter’, ‘survive’and ‘reserve’T aruse the students’interest, get the students t guess h heav giant pandas are at birth The teaher an als give the se hies t hse fr (eg 2 in, 00 gras, 100 gras and 1 ilgra)STEP 3 Telling the students the right anserTell the students the right anser (The a be aazed at the infratin)Sa ‘I have se pitures here The sh h the bab grs int a giant panda an u put the int the right rder?’Sh the the flling pitures and as the t put the int the right rderSTEP 4 Listening t the first part f the passageTell the students, ‘illie has fund a reprt abut giant pandas Let’s read itand learn re abut the anial But first let’s listen t the first part f the passage and anser the flling questins’h is Xi ang? (A bab panda)H ld as Xi ang hen the riter first sa her? (10 das ld)hat did Xi ang l lie? (A sall hite use)hat des “Xi ang” ean in English? (Hpe)STEP Filling in the flling tableSa ‘S it’s reall aazing that the bab panda is s sall D u ant t n h it grs int a giant panda? Let’s pen ur bs and read the passage’Get the students t read the passage and fill in the flling tableTHE GRTH F XIANG (PARA 1-PARA3) AGEEIGHTFDAt birth (1 da ld)100 gras (100g)her ther’s il10 das ldlie a little hite use 4 nths10 ilgras (10g)8 nths3 ilgras (3g)Bab leaves and shts12 nths/20 nths/As ‘hat did Xi ang at different tie?’Get the students t read and find utTIEHAT HAPPENED T XIANGAt birth (1 da ld)be brn4 nthsStart t g utside her he fr the first tie6 nths/8 nthsGr int a health ung giant pandas 12 nths/20 nthsHave t l after her selfSTEP 6 Finishing PartGet the students t finish Part : the grth f Xi ang L at the pitures and get the students t read the sentenes here ludl This ill ne again nslidate the students’understanding f Xi ang’s grthSTEP 7 Reading and finding ut the prbleSa ‘Are pandas lvel? (es) Hever, the are n in danger It is hard fr the t survive in the ild (rite the sentene n the bard)The are faing a lt f prbles an u find the ut?’Get the students t read and find ut the prble and hat peple did t slve the prblesPRBLES AND ATINS (PARA4 –THE END)SE F THE PRBELESSE ATINSIf hunters ath a giant panda, the ill ill it fr its furae giant pandas reserves biggerIf farers ut dn trees and frests, giant pandas ill have nhere t live Build re ne reservesIf peple find bab pandas, the ill ften tae the aaEnurage farers t leave the giant panda reservesSTEP 8 Finishing Part DHunters, farers and se peple did sething bad t giant pandas Get the students t sa sething t theHunters u shuldn’t ill giant pandas fr their fur AND S NGet the students t finish Part D, Page 62 he the ansersSTEP 9 DisussinDisussin: As a iddle shl student, an u thin f se gd ideas t prtet pandas?STEP 10 Her: Read the passage and finish ff the exerises in the bsPERID 3: READING IITeahing Gals● T read the passage ne again fr re details● T read the passage again and figure ur h the riter rganize the passage● T r ead the passage and fus n the language pints t iprve the students’fluen and aura taling abut giant pandas● T develp students’respnsibilit tards the endangered anialTeahing PreduresSTEP 1 Reading the passage alud tgetherGet the students t read the passage alud tgether Invite the t finish the Part B, he the ansers (This a ffer the less able students anther tie t nslidate the ne rds)STEP 2 Finishing ff Part EAs the students t finish ff Part E, Page 62 Use this as a revisin t help the students reall hat the have learned last tieSTEP 3 ring ut the ansersGet the students t read the passage tgether ne again and then divide the lass int grups f 4- As the t r ut the anser t the flling questin ‘H an parts are there in the passage’Give the students enugh tie t tal abut it And then invite se f the t express their persnal pinins (Students shuld be enuraged t spea ut hat the thin)Part I: The grth f Xi ang(Line 1- Line 14) (eight and fd)Part II: Giant pandas are in danger?(Line 1- Line 29)A: h are the in danger?(Line 1-21)B: H t prtet the?(Line 22-Line 29)STEP 4 Finishing the flling exerisesGet the student t tal abut Part I Invite the t tal abut the grth f Xi ang b finishing the flling exerises:•hen Xi ang as brn, she ________ ust 100 gras•hen she as nl 10 das ld, she l________ lie a hite use•hen she as 4 nths ld, she ________ abut 10 ilgras and s___________ t g utside her he•hen she as 6 nths ld, she b________ t eat bab shts and leaves hen she as 12 nths ld, she g_________ int a health ung giant panda and__________ 3 ilgras•hen she as 20 nths ld, she s_________ t l after herselfThen get the students t analze the sentenes: the hen-lauses in eah sentene give us a past tie, s the ain lauses use Siple Past Tense (Students a e t the nlusin thrugh bservatin) Then get the student t underline suh sentenes in the passageSTEP Finding the ut‘During the grth f Xi ang, Xi ang had an ‘first-ties’an u find the ut’Use the flling exerises t help students1She started _________(g) utside her he fr the first tie2She began _________ (eat) bab shts and leaves3She started _________(l) after herselfIn this a, the teaher direts the students attentin t the use f ‘t’-infinitives after ‘start’and ‘begin’STEP 6 Reriting sentenesSa ‘Sadl, it is ver diffiult fr giant pandas t survive in the ild’and rite the sentene n the bard Then tr t rerite the sentene int the flling sentenes ‘It is dangerus fr giant pandas t live n in the ild’‘The are in danger’These are se ver iprtant sentene patterns in the passage Als it is neessar fr the teaher t pint ut that ‘live n’has a siilar eaning ith ‘survive’This a als help the students t understand that e an use ‘be dangerus’r ‘be in danger’t tal abut a siilar situatinSTEP 7 Finding ut that h the are in dangerGet the students t find ut that h the are in danger T ae the tas easier, the teaher an sh the flling befre handIf hunters _________(ath) a giant panda, the _________ (ill) it fr its furIf the farers __________(ut) dn trees and frests, giant pandas _______ (have) nhere t liveIf peple __________ (find) bab pandas alne, the ________(tae) the aaAs a result, the students’attentin ill be easil dran t the use f ‘if’-lauses Guide the students t fus n the tense f the subrdinate- lauses and ain lauses (I thin it is fr se teahers t use ‘主将从现’t ae suar here At least it a help the students t reeber this phenenn)Explain the phrases here ‘ill…fr…’, ‘ut dn’, ‘have nhere t live’‘find sb ad’and ‘tae…aa’STEP 8 Taling abut the atins peple tae t prtet the pandasSa ‘If e d nthing, sn there ill be n giant pandas in the rld’and then get the t tal abut the atins peple tae t prtet the pandase ust tae the flling atins t prtet thee an ae giant panda reserves bigger• e an build re reserves• e an enurage farers t leave the giant panda reservesDiret students’attentin t the use f ‘ae sb ad’and ‘enurage sb t d sth’If tie perits, give re exaplesSTEP 9 Reading thugh the hle passage againGet the students t read thugh the hle passage again, fusing n the different language pintsSTEP 10 re exerises abut the language pintsD re exerises abut the language pints t he1She ls _____________(health)2hen T as brn, he ___________(eigh) 6 in3e shuld enurage hi ___________(help) his gd friend4e as the ___________(hunt) nt t hunt the anialsIf it sns trr, the priar shl students _______(sta) at he6N an pandas are in ________(dangerus)7T ears _____(late), he beae a faus reprter8The giant panda lies eating bab ____ (sht) and ____(leaf) ver uh STEP 11 D se translatin rLinda 五岁时第一次中国。

8a unit4 wild animals 英语教案

8A unit4 Wild animals—Vocabulary教学设计说课稿一、设计理念（Teaching Theory）：本节课的设计思想是从学生的学习兴趣、生活经验和认知水平出发，倡导体验、参与、合作与交流的学习方式，采用任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高人与自然的意识和形成自主学习能力的过程。

在教学过程中我采用了以学生为中心的教学方法，使学生在整个学习过程中一直处于一种积极的主动的学习状态，即：学生与学生之间、教师与学生之间始终处于互动、合作的状态，以期达到听中学；做中学；听懂了说出来；会做的写出来的境界。

二、教材分析本课选自[牛津英语]教材8A Unit4 Wild animals。

本教材在设计和编排上与“以人为本”的理念是一致的，能通过教学活动使学生的语言概念，语言实践能力和语言能力在原有的基础上得到拓展和加深。

内容丰富，融入了一些曰常生活中经常接触的单词和句型，通过学习能使学生掌握一定的听、说、读、写的技能。

它突出的特点是循序渐近，由易到难的知识结构非常符合学生的心理特征和认知规律。

本节课时的教学内容是第四单元的第四板块——词汇。

词汇部分在每个单元里是属于拓展性的，有助于我们将本单元话题有关的词汇、句型有机结合，同时将以前学过的相关内容归纳到一起。

因此，本节课试图解决三个问题：（1）对词汇的趣味教学作些尝试；（2）创设合适的语境使用所学词汇；（3）通过一些数字化资源介入让学生明白保护野生动物的重要性。

三、教学目标（Teaching Aims）：1、认知目标（Knowledge Aims）：（1）理解、掌握和运用野生动物的词汇。

（2）理解野生动物和他们最喜欢的食物。

2、技能目标（Skill Aims）：（1）能够描述野生动物的外表、能力、特点等。

（2）着重培养学生的口语表达能力；（3）帮助学生形成合适的学习词汇的策略（4）培养学生合作学习和探究学习的能力。

《牛津初中英语》8A__Unit_4_Wild_animals教案新部编本 (2)

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《牛津初中英语》8A Unit 4 Wild animalsComic strip& Welcome to the unit一、教学目标1 了解对话内容，掌握重点词组及初步了解if句型的用法2. 熟悉学习更多有关野生动物的词语二、教学重难点学生讨论表达对动物的喜好三、教学流程Step1 Comic stripHobo and Eddie have a new problem now. Listen to the tape and answer the following questions.1 What does Hobo want to do?2 Is Eddie willing to share his food?Language points:look delicioustalk to/with sblook after/ take care ofAsk students to pay attention to‘if’clausesStep2 VocabulariesAsk students to look at the pictures and learn new words about wild animals. bear dolphin giant panda kangaroo squirrel tigerStep3 Guessing gamesLet students paly a guessing gane to engage them.One student describes and th e other guess ‘What animal is it?’Step 4 Make a surveyAsk stuents to work in pairs. Complete the survey form on P59Step5 DiscussionA: Which animal do you like best?B: I like ……best.A: Why？B: Because they are …...A: Which animal do you like least?B: I like…… least.A: Why?B: Because they are …...Step 6 HomeworkRemember all the words about wild animals and try to describe them.《牛津初中英语》8A Unit 4 Wild animals Reading1一教学目标1.知识目标1.)知识并运用本课时的四会单词。

8Au4

8A Unit 4 Wild animals 第一课时教案一、教学目标：1、知识目标------话题功能：谈论喜欢的动物。

词汇：本课时的7个新单词+有关补充的词汇New words: wild, delicious, bear, dolphin, giant panda, kangaroo, squirrelIf you eat my food, I won’t talk to you.句型：If I don’t have food, I die.2、能力目标：培养学生就动物选择话题的口、笔头表达能力。

To describe different animals according to personal preferences3、策略目标：（1）词汇的图片联想记忆法（2）合作探究法二、教学策略1、词汇识记运用，重点句型的运用。

2、如何在不同的语言环境下正确运用所学词汇和句型谈论动物。

三﹑教学步骤：一预习作业与交流Step 1 read sentences and guess1 It has a long, soft tail and lives in the trees. It can climb trees quickly. Squirrel2It’s like a bear, but it has black and white fur.Giant panda3It looks like a large fish in warm sea. You can watch them jump in the zoo.Dolphin4It lives in Australia and it has a long strong tail and has strong legs. There isa useful bag for its baby kangaroo5It’s large and heavy with thick(厚)fur. It is very strong bear6It looks like a cat and has yellow fur and black stripes tiger7It’s a useful animal for people. When the stranger comes, it’ll bark. Dog8We can get meat from them. It likes sleeping very much pigStep 2: lead-inCreate 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…二教学展示与探究Step1 :listening:Play the tape for the Ss, ask them to listen carefully then try to answer the followingquestions:1. What will happen if they don’t eat food ?2. Is Eddie willing to share the food with Hobo?Read the article and do some True or False exercises.Check the answers.1.The food is very tasty. (T)2.Hobo can live without food. (F)3.Eddie often takes care of Hobo. (T)4.There is enough food for Hobo and Eddie. (F)Now please pay more attention to these two sentences.*If you eat my food, I won’t talk to you.*If I don’t have food, I die.step2 PracticeAsk two more able students to role-play the conversationstep3 Teacher groups the Ss into two teams , One team asks ,the other team guesses the names of the animals as quickly as they can.1. It has a long, soft tail and lives in the trees. It can climb trees quickly.2. It is the biggest animals on land. It can lift heavy things.3. It looks like a large fish in warm sea. You can watch them jump in the zoo.4. It’s like a bear, but it has black and white fur.5. It lives in Australia and it has a long strong tail and has strong legs. There is a useful bagfor its baby.6. It looks like a cat and has yellow fur and black stripes.7. It’s large and heavy with thick(厚)fur. It is very strong.8. It has no legs. Some of them are poisonous enough to kill people.9. We can get meat from them. It likes sleeping very much.10. It’s small. It is afraid of cats because cats like eating them for a nice meal.11. It is very clever. Its favorite food is banana.12. It’s a useful animal for people. When the stranger comes, it’ll bark.step 4: Do Part A.Ss complete Part A. Check answers orally with the whole class.step 5: Do Part BDivide Ss into groups and ask them to do the survey in Part B1 according to the conversation they just talked.Step 6: Pair-workEncourage them to discuss in pairs why they like or do not like the animals. Ask them to write down their ideas.T: Which is your favourite wild animal?S: I like… best.…My favourite wild animal is三，当堂检测一、词组翻译1看上去高兴2野生动物3和他们交谈4最喜欢5照顾你自己 6 in danger7giant panda8 no one二、根据所给中文，拼写单词1.I enjoy the food very much, because it is very __________(可口的).2.There are many animals in the zoo, such as ________(熊)__________(袋鼠)and ________(老虎).3.If you _______(死) ,no one will look after me.4.The number of the __________(野生的) foxes is becoming_______(更小的).三、你能翻译下列句子吗？1、这食物看上去美味。

《Unit4 Wild Animals》教学设计(八上)

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I knowhowto protect pandas.
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板书设计
Wild animals
black-and-white fur thick
bamboo shoot forest hunter
教学反思
在课堂中，教师创设了一个轻松愉快的接近生活的语言环境，创设一个学生没有心理压力，不受任何拘束，又能表现自我的课堂气氛，这就自然使他们放松，激发他们开口说英语的欲望。教师通过发挥自己的主导作用发挥学生的主体作用，通过丰富多彩的任务情景调动学生学习的积极性，主动投入学习。
(2).talk about students’favourite animal and give some reasons(Pair work)
B:Because..............
设计意图：通过挖掘学生脑海中的已有知识来引出本文，并且在此过程中学生得到了充分展现自我的机会.
教学活动2
Step 2 Lead-in/Warm-up
What will happen to giant pandas if we do nothing?
2. Scan and find the main ideas.（学生自主学习，合作学习，小组讨论）
Para1: something about XiWang
Para2-3: the growth of XiWang
Para4-6: the problems of pandas
Para7-8: take action to protect pandas
设计意图：使学生获取对文章内容的整体认知。
教学活动

八年级英语上册《8A Unit 4 Wild animals》Period 5 Grammar(2)教案牛津版

A. Ask students to complete the following sentences( Pattern 1)
1. Many wild animals died because they didn’t have enough food.
2. We must protect wild animals because they are our friends.
Aids:
课前准备（教具、活动准备等）
Blackboard; computer; OHP (overhead projector); some pictures
教学设计
课前延伸
（预习）
1. Preview the new words of this part and try to master the usage of them.
1. Many wild animals lost their homes because of the heavy rain
2. Many baby animals may die because of their mothers’ death.
C. Finish Part B and C on page67 and check them ingroups.
3. The number of giant pandas is getting smaller and smaller because hunters hunt them for their fun.
B. Ask students to complete the following sentences ( Pattern 2)
Key points and difficulties

八年级英语8A Unit4 Wild animals全英文教案牛津版

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. exercise1. 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 won’t talk to you.,no one, in danger, a report on giant pandasHomework1 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.RevisionReview key vocabulary according to the general ability of the class. Step2 Presentation1 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 pointsKeep 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 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.e 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----wolvest he 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, 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 todo, 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 repeatedand 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 Exercise1.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 PresentationGiving reasons with “because”Xi Wang had to look after herself because her mother had another baby.Why did you go to Beijng Zoo ?Why didn't 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 couldn't go to the show/the examStep 3 PracticeRewire the following sentences according to the model Model: 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 didn’t 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 answering1. 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 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 practiceGet the students to read the dialogue in pars. Then invite some pairs to act out.Step7SummeryLanguage 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 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.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?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 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 co rrect arrows5. Tell students to read them again, and answer the ‘Wh-’questions. Students work in pairs.Step3 SummaryLanguage pointspeaceful 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 SkimmingAsk students to skim through the report quickly and give each paragraph.Step4 exerciseGet Ss to complete Simon’s report in Part C on their own. Ask more able Ss to read it aloud to check the answers.Step5 SummarySome language pointsSpend 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 uprightHomework1. Do more exercise about this key point carefully.2. Write a report for any wild animal you are familiar with.Period Ten Checkout【Aims and demands】1. To assess students’ ability to use conditional sentences.2. To revise vocabulary related to wild animals.3. To raise Ss awareness of categorizing nouns into different word families.【Teaching method】Task-based approach.【Teaching aids】A small blackboard & a computer【Teaching steps】Step1.RevisionHave a revision of the unit.Step2. Presentation1. 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.Step3. Practice1. Ask students to Proceed to Part B after completing Part A.2. Ss complete Part B on their own and then compare answers in pairs. Step 4 SummaryLanguage points (Checkout）climbing, what about playing football?, a friend like Alan, answer questions correctlyStep5.ExerciseGet the students to do some supplementary exercises.Step6 A quiz (See a test paper)Homework:1. Finish off the workbook.2. Prepare for the new lesson.。

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8A Unit 4 wild animals王文平一、Teaching Content: Reading I二、Teaching goals:1、语言知识目标：1）掌握并能灵活运用本单元出现的重点词汇2）掌握if引导的条件状语从句的用法2、语言技能目标：通过本课的学习，培养学生良好的“听、说、读、写”的技能，使学生能运用所学知识解决相关情景中的一些类似问题，并能结合所给任务，综合运用新旧知识解决问题，在此基础上鼓励学生大胆根据自己的语言基础能力，就如何来保护我们的生存环境，保护野生动物提出独特的见解。

3、情感目标：1）激发并提高学生的学习兴趣，乐于接受新事物，勇于尝试体现课堂教学“主体者”的身份，积极主动参与教学各环节，成为学习的主人。

2）培养学生良好的环保意识，热爱大自然，热爱动物，拯救大熊猫，保护野生动物。

三、Teaching important points:教材重点：（1）重点词语：the baby panda look like be borngrow into at the very beginning bamboo shootin the future cut down in 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四、Teaching difficult points:（1）讨论如何采取措施保护我们的生态环境？（2）给有关部门写一封信，呼吁全社会保护自然生态环境，爱护野生动物，全社会一起来抓好。

五、Teaching methods:任务型教学法、小组合作六、Teaching aids:A tape recorder 、a computer and a projector.七、Teaching Procedures：StepⅠ Warming-upT: I’ve a wonderful song, would you like to share it with me ?（理念：课前播放一首欢快的英文歌曲，渲染课堂气氛，营造英语学习氛围，使学生很快进入角色）T: Boys and girls, shall we begin our class now? We know every one of us has manyfriends and we also have many animal friends. I think animals are usually very friendly to us , we should love them and protect them. If the animals live in the wild , we can call them wild animals. Now , look at the screen ,can you tell me what they are?（理念：用学生熟知的话题导入，能引起学生的共鸣，吸引学生主动参与，积极思索，学生纷纷举手说出了多媒体屏幕上展出的野生动物的名称）Step Ⅱ. Pre-readingT: Can you tell me which is your favourite wild animal?And can you tell me which is my favourite wild animal?（理念：学生说出了自己和老师所喜欢的野生动物名称，以及喜欢的原因，从而达到了人人动脑，积极表演，反复操练，复习以前所学过的动物名称，激起了学生的表现欲，活跃了课堂气氛）（学生在猜测老师所喜欢的野生动物的过程中，若有人提到了大熊猫，就将大熊猫的图片展示出来）T: Do you know why I like giant pandas best ? Because giant pandas are very lovely. They look like white mice when they were born. They look like bears when they grow up. They are friendly , too. They like eating bamboo leaves and shoots. They seldom eat meat or hurt other animals. But it’s a pity that there are not many giant pandas in the world . They’re in danger . Hunters catch them and kill them for their fur . And farmers cut down trees and forests. So they have nowhere to live. We should take actions to protect them.（理念：教师边讲，边显示出屏幕上的相关图片，并通过图片来进行单词、词组的教学，同时把这些词汇写在黑板上，带领学生朗读这些词汇）StepⅢ. While-readingT: Here is a story of Xi Wang, a very lovely giant panda. Would you like to read it with me? Now open your books, turn to P.60. Read it quickly and answer the following questions .1) What’s the story about?2)What will happen to giant pandas if we do nothing?（理念：用快速阅读来培养学生整体获取信息的能力）T: Now , listen to the tape and read after it and then answer the six questions on the screen . Then encourage the students to find the main ideas about this story.（理念：听录音并跟录音朗读，提高学生的模仿能力，培养学生精读的能力，符合循序渐进的原理，在精读的同时，鼓励学生将文章分成三部分，写出每一段落的主要意思。

）T: Now Let’s find the main ideas together and put them on the blackboard.T: Look at the screen . Finish the table of “The growth of Xi Wang”. Catch more details about XiWang.Step Ⅳ Post-readingT: Now please read the passage together . Then finish the exercises on P. 61 Part B And Part C.T: Now , We’ve known the giant pandas very well , They are very lovely and we love them very much . But there are fewer and fewer pandas in the world . They’re in danger . Do you know why? Now, work in groups and find out “What problems can a giant panda meet in its life?”（理念：学生以小组为单位，讨论目前大熊猫濒临危及的原因以及采取的措施，充分体现新课程自主探究、合作交流的学习方式，促使学生互相学习，互相帮助，发展合作精神。

）Then ask some able students of each group to talk in front of the class. After it . finish the Note-making 2 on the screen.T: Discuss with your partners: What other problems will the giant pandas have? What actions can we take ?And can you have a face to face interview about pandas?（理念：通过教师教学方式的转变引导学生学习方式的转变，突出学生主体，让学生主动思维，发展修改，拓展视野，畅所欲言。

）Step V. SummaryTeacher makes a summary that we should take actions to protect giant pandas. Step VI. HomeworkWrite an artide about “what’s the relationship between wild animals and human beings?”教学反思：在这节课中，学生兴趣浓厚，学得积极主动，反思整个教学过程，我认为成功的地方是：教师巧设问题，循序渐进，逐段理解课文，并让学生在自主学习的过程中激发灵感，畅所欲言，学生各方面的能力都获得了发展，具体体现在：1、创设情景，营造自由和谐的学习气氛。

实践证明，一个自由和谐的环境可以使人的智慧充分得到发挥，因此，教师必须让学生意识到自己和教师是平等的,并且鼓励学生积极探索，只有在这种氛围中，学生才会感到心理的安全和自由，才会积极主动，生动活泼地观察思考。

2、小组合作，激起了学生的创新能力小组合作是新课程背景下学生的一种有效的学习方式，让学生在小组里交流自己的意见，并把自己的成果展示给其他组，这种以学生为主进行的小组合作，能有利地激起学生的创新能力，有利于培养学生的创新思路。