译林版英语八年级上册Unit5 教案

这是一份译林版英语八年级上册Unit5 教案，共15页。

备课
日期
年
教学
课题
八上 Unit 5 Wild animals
课时
安排
1
11月
18日
Comic strip & Welcome to the unit
7
教
学
目
标
1. To introduce the topic of the unit and help the students focus on ‘Wild animals’.
2. To learn more about wild animals and express their preference.
重点
1. no way, have pity on, in fact
2. They may become dishes on the table any time.
3. Could you please not eat them?
4. I may die without them.
难点
To talk about their favourite animals.
教学过程设计
集 体 备 课
二 次 备 课
Step 1 Lead in
1. Show a picture of a tiger and ask:
What’s this animal? What does it often eat? Where does it live?
It is the king of the forest. It looks like a cat but big than a cat. It has yellow fur with black stripes.
2. There are many wild animals in the world.
( Bb: wild)
3. Where do people usually see wild animals?
What animals can we see there?
Step 2 Presentation
1. Show more pictures of wild animals.
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.
2. Finish P57 A
Step 3 Guessing game
Teacher: Wild animals 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
P57 B
1. 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 & Millie
2. Play the tape again and let Ss read.
3. Get the students to read the dialogue together or in roles.
4. Ask the students to talk about their favourite (or they like best/least) wild animals. If possible, encourage them to mention some simple reasons.
Step 5 Getting to know about wild animals
Man 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. Ask, ‘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.
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 Comic strip
T: Is Hobo a wild animal?
1. Present the pictures of the comic and let Ss guess what they say.
2. Listen to their conversation and answer the following questions.
Would Eddie like to live in the wild? Why or why not?
3. Get the students to focus on possible actions and possible results of the dialogue. Then get them to finish the following exercises.




Look at the pictures and
talk about some wild animals.





Speak out what they know about the animals.
Finish P57 A





Play a guessing game.
In the course of the game, teach the students some methods and skills, such as the key words or phrases.


















Play the tape again and let Ss read.





Talk about how to protect wild animals.









Listen to their conversation and answer the questions.



课后
作业
Find more information about wild animals and finish the exercises.
Recite the two dialogues.
教学
反思
单元第一课时简单，要激发学生的学习兴趣，多鼓励学生开口讲英语。
备课
日期
年
教学
课题
八上 Unit 5 Wild animals
课时
安排
2
11月
19日
Reading I
7
教
学
目
标
1. To develop the ability to guess general meaning form context
2. To get to know the problems that the giant pandas are facing and then start to think of way to protect the pandas
3. To remember and learn to use the new words.
重点
1. To learn about all the information about giant pandas from the text.
2. To get to know the importance of animal protecting.
难点
1. To describe the giant pandas.
2. Students know that they should protect wild animals.
教学过程设计
集 体 备 课
二 次 备 课
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.
Step 2 Presentation
‘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 word ‘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 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 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 Presentation
Tell the students, ‘Millie has found 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 and 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.)
Step 5 Getting to know about Xi Wang
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.
Step 6 Finishing Part B2
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
look like a white mouse
4 months
8 kilograms (8kg)
8 months
over 35 kilograms (35kg)
bamboo
12 months
/
20 months
/
Get the students to finish Part B2: 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 problem
Say ‘Are pandas lovely? (Yes.) However, they are now in danger. They are facing serious problems. Can you find them out?’ Get the students to read and find out the problems and what people did to solve the problems.
PROBLEMS AND ACTIONS (PARA.4 –THE END)
SOME OF THE PROBELMES
SOME ACTIONS
It is very difficult for pandas to have babies.
Help pandas have more babies.
Many baby pandas die when they are very young.
Build more panda reserves.
Pandas may not have a place to live or food to eat.
Make laws to protect pandas.

Step 8 Finishing Part B3
Get the students to finish Part B3. Ask one student to read, the rest check the answers together.






Talk about the animals.




Learn the words, such as ‘reserve’.
Set up certain situation. In this way, the students can understand better and learn better.




Put them into the right order. So the students can remember them quickly.







Answer the following questions.
Pair work: ask and answer in pairs.
Encourage the students to speak English more in class.



Fill in the table.






Finish Part B2.
Get the students to read the sentences with the right pictures.




Read and find out the problems and think about the action we should take to protect giant pandas.




Fish Part B3.
Discuss: How to protect some wild animals in danger?



课后
作业
Recite the new words and phrases on Page128.
Read the story after the tape several times.
教学
反思
在本课时，要多教授学生一些阅读技巧和方法，比如一些关键词：For example, Also.
另外，Reading课还是要多听、多读和多背，早自习一定多安排听录音。
备课
日期
年
教学
课题
八上 Unit 5 Wild animals
课时
安排
3
11月
20日
Reading II
7
教
学
目
标
1. To read the passage once again for more details.
2. To read the passage again and figure our how the writer organize the passage.
3. To read the passage and focus on the language points to improve the students’ fluency and accuracy talking about giant pandas.
重点
To develop students’ responsibility towards the endangered animal.
难点
To develop students’ responsibility towards the endangered animal.
教学过程设计
集 体 备 课
二 次 备 课
Step 1 Reading the passage aloud together
Get the students to read the passage aloud together. Invite them to finish Part B1. Check the answers. (This may offer the less able students another time to consolidate the new words.)
Step 2 Finishing off Part B4
Ask the students to finish off Part B4 on Page 60. Use this as a revision to help the students recall what they have learned last time.
Step 3 Working out the answers
Get 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 answer 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.)
Part I: The growth of Xi Wang(Line 1- Line 11) (weight and food)
Part II: The problems giant pandas face(Line 12-17)
Part III: The action we should take to protect them(Line 18-Line 26)
Step 4 Finishing the following exercises
Get the student to talk about Part I. Invite them to talk about the growth of Xi Wang by finishing the following exercises:
•When Xi Wang was born, she w________ just 100 grams and l________ like
a white mouse.
•When she was 4 months old, she w________ about 8 kilograms and s___________ to go outside to go outside for the first time.
•When she was 6 months old, she b________ to eat bamboo.
When she was 12 months old, she w__________ over 35 kilograms.
•When she was 20 months old, she l_________ to look after herself.
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 students 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.
1. She started _________ (go) outside for the first time.
2. She began _________ (eat) bamboo.
3. She learnt _________ (look) after herself.

In this way, the teacher directs the students’ attention to the use of ‘to’-infinitives after ‘start’, ‘begin’ and ‘learn’.
Step 6 Retelling the story
The useful phrases:
look like a white mouse weigh just 100 grams
at four months old eight months later
not… any more in the beginning
look after herself face serious problems
it is difficult for…to… live mainly on
become smaller and smaller as a result
be in danger take action
Step 7 Discussion
Discuss in groups of four: What can students do to protect wild animals?
Step 8 More exercises about the language points
Do more exercises about the language points to check.
1. She looks _____________(health).
2. When Tom was born, he ___________(weigh) 6 jin.
3. Now many pandas are in ________(dangerous)
4. Two years _____(late), he became a famous reporter.











Read the passage aloud together.
Finish Part B1.

Finish off Part B4.




Work out the answers.



Divide the story into three parts and get the main idea of each part.






Finish the exercises.









Find them out.




Introduce the use of
‘to’-infinitives.
Get the students to remember the phrases.

Retell the story using the phrases or structures.







More exercises about the language points.


课后
作业
Recite the important and useful phrases.
Recite the story.
教学
反思
Remember the phrases and some sentences. Do some exercises to grasp the article better.
备课
日期
年
教学
课题
八上 Unit 5 Wild animals
课时
安排
4
11月
21日
Grammar
7
教
学
目
标
1. Using may for possibility.
2. Using verbs + to-infinitives.
重点
Using may for possibility. Using verbs + to-infinitives.
难点
Using may for possibility. Using verbs + to-infinitives.
教学过程设计
集 体 备 课
二 次 备 课
Grammar Part A
Using may for possibility
Step 1 Presentation
1. Review the information about reading to lead in grammar A.
2. Show the picture of pandas and then the teacher says:
Sadly, giant pandas face serious problems in the wild.
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 2 Activities
1. Present the following five sentences, encourage students to think what may happen in the situation in groups of four. Use may to 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 on Page 61, encourage students to ask and answer in pairs. Check the answers.
Step 3 Practice
朗读下面的句子,然后译成汉语,并试着说出may的用法。
1. Wild animals may become dishes on the table any time.
2. I may die without them.
3. If we do nothing, soon there may be none left.
4. The bamboo forests are becoming smaller and smaller. As a result, pandas may not have a place to live or food to eat.
Grammar Part B
Using verbs + to-infinitives
Step 4 Presentation
1. Lead in to-infinitives by asking some questions.
(1) When did Xi Wang start to go outside for the first time?（At four months old）
(2) When Xi Wang was six months old, what did she begin to eat?（Bamboo）
(3)What did Xi Wang learn to do when she was 20 months old? (She learnt to look after herself )
2. Write start to go outside, begin to eat bamboo, learn to look after herself on the blackboard, present the structure of infinitive.
Step 5 Practice
1. Teacher leads students to discuss some questions that they may meet when they are planning to go out for a trip, such as:
（1）Who do you plan to go out with?
（2）Where do you want to visit?
（3）What do you want to take?
（4）How do you plan to get there?
（5）What do you hope to do there?
2. Teacher writes the questions above on the blackboard. Let the students try to answer.
（1）I plan to go out with my friend Peter.
（2）I want to visit the UK.
（3）I decide to take a camera.
（4）I choose to get there by plane.
（5）I would like to visit some places of interest.











Set up some situation to present ‘may’. Use the sentences the students have learnt in this unit.





Read the sentences together.


Describe a picture of a giant panda.







Finish the exercise on page 61. Pair work.











Check for general understanding by asking some questions.




Discuss some questions.






Practice the structure verbs + to-infinitives by asking and answering.


课后
作业
Make five sentences by using may and the infinitive.
Revise and consolidate the new words and phrases learned in this unit.
教学
反思
情态动词的用法是重要，要多做一些练习来掌握它。动词不定式也很重要，要多背诵，并通过各种形式的练习来记住它们。它们都是中考的考点。
备课
日期
年
教学
课题
八上 Unit 5 Wild animals
课时
安排
5
11月
25日
Integrated skills
7
教
学
目
标
To identify specific characteristics, appearance, abilities, eating habits and danger in the context of animals.
To develop students’ ability to infer meaning from context and key words.
To learn more about the endangered animals.
重点
To listen and develop the ability to extract information in order to complete two fact sheets.
难点
To listen and develop the ability to extract information in order to complete two fact sheets.
教学过程设计
集 体 备 课
二 次 备 课
Step 1 Showing the pictures of tigers and wolves
As we have learned a lot about animals in the unit, in this part we can directly come to the two animals we are going to talk about. Show the pictures of tigers and wolves one by one and encourage the students to speak out what they know about them.
Step 2 Listening and completing
1. Get the students to listen and complete the two fact sheets.
2. 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 not very big and they have thick fur…..
Step 3 Completing the letter in Part A2
Get the students to complete the letter in Part A2.
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.
Step 4 Talking about animals
Show the students some pictures of the animals we have leaned. Encourage them to talk about the animals. They can talk about their looks, abilities, qualities, food and danger.
Encourage them to ask more people to help protect the animals.
Step 5 Speak up
We should help wild animals. They are our best friends. Millie is talking to her mum about how to protect wild animals. Are you interested in it? Let’s listen to their conversation and answer the questions.
1 Why are some wild animals in danger?
They lose their lives because people hunt them. People sell their fur, bones or other parts of the body.
2 What can we do to protect wild animals?
We shouldn’t buy fur coats any more.
Make a dialogue about protecting wild animals with your partner. Use Millie and her mum’s conversation as a model.
Sample conversation
A: Jane, I think you should stop eating shark’s fin soup.
B: Why? It tastes delicious.
A: Many sharks are killed because people eat shark’s fin soup. I think it’s wrong
to eat it. Sharks have a right to live.
B: If I don’t eat it, someone else will eat it.
A: If everyone stops eating shark’s fin soup, then hunters won’t kill sharks any more.
B: Maybe you are right. OK, I’ll stop eating shark’s fin soup.
Step 6 Discussion
Group work:
1 Why are wild animals in danger?
They cannot find enough food.
The forest has been destroyed (被毁). Their habitat (栖息地) is being threatened (受到威胁的).
They are killed by the environmental pollution (环境污染).
Humans hunt them too much.
2 What do people kill them for?
fur & skin, tusk (象牙), meat
3 What should we do to protect wild animals?
Not to over kill them.
Not to pollute our environment.
Not to over cut forest.
To collect money to help them.
To build nature reserves.
…
Step 7 Summary
Wildlife (野生动物) is our friends. They can keep the balance of nature and make the whole world colorful. To protect wildlife is to protect ourselves.





Speak out what they know about tigers and wolves.




Listen and complete the fact sheets.



Complete the letter in Part A2.





Talk about their looks, abilities, qualities, food and danger.






Listen and answer the questions.


Make a dialogue.











Discuss the three questions. Give the students more time to discuss in groups.













Tell the students to take action to protect the wild animals.
课后
作业
Organize the information in the two fact sheets into two passages about tigers and wolves.
Find another endangered animal and write about it.
教学
反思
先猜后听，也是一种听力策略。继续情感教育：没有买卖就没有杀害。
备课
日期
年
教学
课题
八上 Unit 5 Wild animals
课时
安排
6
11月
26日
Study skills
7
教
学
目
标
To learn the suffixes “-ness, -ing, -ion”.
重点
To learn the suffixes “-ness, -ing, -ion”.
难点
To learn the suffixes “-ness, -ing, -ion”.
教学过程设计
集 体 备 课
二 次 备 课
Step 1 Lead in
1. Revise Reading: We all know pandas like eating bamboo. But when they are born, what do they eat?
Ss: In the beginning, they drink their mother’s milk. At six months old, they begin to eat bamboo.
2. Bb: begin+ning-----beginning

Step 2 Presentation
1. Brainstorm: Let the Ss say out words like this:
feel+ing---feeling, mee+ing---meeting, shop+ping---shopping, swim+ming---swimming
camping, jogging, skating, reading, cleaning, skiing, sleeping
2. You see, we can change some verbs into nouns by adding the suffix –ing.
3. Sometimes we can change adjectives into nouns by adding the suffix –ness. ill+ness---illness, kind+ness---kindness,
busy+ness---business, happy+ness---happiness
4. act---ion, invitation, invention, translation, organization

Step 3 Practice
1. Do Exercises P65 A: Change the following verbs and adjectives into nouns.
Change the following verbs adjectives into nouns by adding the suffixes.
If you don’t know the word, you may use a dictionary.
2. Choose some Ss to come to the front of the classroom and write their answers on the board. Ensure that all the words are spelled correctly. Ask Ss to check their own work.
3. Check the answers in groups first.

Step 4 Practice
1. Explain the context of Part B. Remind less able Ss that they will have to change some, but not all.
2. Write the answers on the board so Ss can check their spelling. Read aloud the passage.
3. Now I’m going to show you some verbs and adjectives. Please say their nouns, and then spell the nouns.

Step 5 A test
用所给单词的适当形式填空。
1. We’ll never forget your (kind) to us.
2. I want to tell my best friend about Chinese New Year’s (celebrate).
3. The food smells terrible. I have the same (feel).
4. We will have a parents’ (meet) this weekend.
5. The (collect) of these stamps took ten years.
6. I didn’t go to school yesterday because of my __________(ill).

Step 6 Exercises
Do some exercises in《课课练》。





















Revise Reading.







Brainstorm: Say out words
by adding the suffix.









Do P65 A

Check the answers
in groups first.






Part B
Read aloud the passage.






Have a test.








Do some exercises.
课后
作业
Make a story by using these words.

教学
反思
多花时间记忆这些后缀和单词。通过练习更多地掌握这些单词，并注意单词的用法。
备课
日期
年
教学
课题
八上 Unit 5 Wild animals
课时
安排
7
11月
27日
Task
7
教
学
目
标
To learn to organize and present factual information in a report.
重点
To learn to express one’s own opinion about animals in danger.
难点
To learn to express one’s own opinion about animals in danger.
教学过程设计
集 体 备 课
二 次 备 课
Step 1 Introducing our animals
Introduce our friends---animals.
Get 2-3 students to introduce the animals we have already learned.

Step 2 Describing the animals
Describing the animals. Show more pictures of different kinds of animals and invite the students to describe them (Mainly about appearance, encourage the students to include as much information as possible.).
tigers
dolphins
kangaroos
polar bear bbearbears
elephanttttttttttts
camels
giraffes
zebras











Step 3 Showing a picture of a bear
1. Get the students to describe it, before they open their books to read about it. Encourage the students to talk as much as possible about it (appearance, ability, character, food and danger).
2. Show the students the following table. And ask them to complete it by reading the table.
BEARS ARE IN DAGER
Appearance
big and strong; small eyes/black or brown, fur/sharp paws
Character
like to move around in the daytime; seldom hurt people
Ability
can walk upright; good at swimming and climbing trees
Danger
hunters hunt them for their fur and paws; no bears in the world

Step 4 Completing the report
Invite the students to complete the report about the bears. Then get the students to check the answers in pairs. Then check it in class.
Get the students to read aloud the passage.

Step 5 Figuring out the way of writing an article
Divide the students into groups of 4-5. Get the students to figure out the way of writing such an article.
First, get the students to work out the notes.
Then, get the students to report orally in class.
Remind the students to think of more way to help the animals in danger.

Step 6 Writing a report
Write about a kind of endangered animals.

Step 7 Summary
Making a summary. Tell the students that wild animals are our friends. We must do something to protect them.


















Introduce the animals we have already learned.


Describe the animals.














Describe a picture of a bear.



Talk about the animal.
Complete it by reading the table.




Complete the report about the bears.



Figure out the way of writing such an article.




Write a report on a wild animal. The students can choose any animal they like.





课后
作业
Finish writing about a kind of endangered animals.
Finish off the exercises.
教学
反思
文章结构很清晰，Integrated skills有很好的素材，学生写起来难度不是很大。