1、1课 题 8A Unit 5 Welcome to this unit 课型 New教学目标 1. To introduce the topic of the unit and help the students focus on Wild animals2. To learn more about wild animals and express their preference.教学重点 To learn how to say something about wild animals in English.教学难点 To talk about their favourite animals
2、.教学过程教 师 内 容 备 课 札 记Step1.Warm-up1.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 survi
3、ve. 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 (e.g., food, oxygen, water, etc.) and a list of how long everyone is able to survive. Ss have to decide whether they stay
4、 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.Step2. Presentation1). Open your books and turn t
5、o page 57 to look at part A. Finish the exercise. Can you name at least three other animals? What are they? Give the students more pictures of animals2).Now task! make a surveyHave a discussion in groups. Every member should say some names of animals.a. Each group choose a student as the group leade
6、r to write something your group get about the names of animals.b. Have a show. And talk about the result of each group.Step3. ListeningSo much for the new words. Now, lets listen to Hobo and Eddie twice. After you listen to them, please answer my questions, Is Eddie willing to share the food with Ho
7、bo? (No.)2Step4. ReadingI want to know Hobo and Eddie better. Please help me. Listen again, then read the article by yourselves. Do some True or False exercises. 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 an
8、d Eddie. (F)Now please pay more attention to these two sentences.If you eat my food, I wont talk to you. If I dont have food, I will die. Step5. DescribingIn the story Hobo and Eddie need enough food but there isnt, so they are poor. The word “poor” can describe an animal, can you find some other wo
9、rds to describe an animal? Now lets play a game “Bingo”!1).It is very clever. Its favorite food is banana.2).It has a long, soft tail and lives in the trees. It can climb trees quickly.3).It is the biggest animals on land. It can lift heavy things.4).It looks like a large fish in warm sea. You can w
10、atch them jump in the zoo.5).Its like a bear, but it has black and white fur.6).It looks like a cat and has yellow fur and black stripes.7).Its large and heavy with thick(厚)fur. It is very strong.8).It lives in Australia and it has a long strong tail and has strong legs. There is a useful bag for it
11、s baby Write the animal you like best and like least.Step6 WritingStep7 Homework1.To recite the dialogue.2. Finish the Workbook exercises and the exercise paper.板书设计教学反思3课 题 8A Unit 5 Reading (1) 课型 New教学目标1.To develop the ability to guess general meaning form context2.To get to know the problems th
12、at the giant pandas are facing and then start tothink of way to protect the pandas3.To remember and learn to use the new words.教学重点 1.To learn about all the information about giant pandas from the text.2.To get to know the importance of animal protecting教学难点 To describe the giant pandas.教学过程教 师 内 容
13、备 课 札 记STEP 1 Lead inGet 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 Presentationhunter, surv
14、ive and reserveAs 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
15、 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 PracticeTell 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
16、 them into the right order?Show them the following pictures and ask them to put them into the right orderSTEP 4 PresentationTell the students, Millie has found a report about giant pandas. Lets read it and learn more about the animal. But first lets listen to the first part of the passage and answer
17、 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.)4STEP 5 Getting to know about XiwangSay So its really amazing that the baby panda is
18、 so small. Do you want to know how it grows into a giant panda? Lets open your books and read the passage. Get the students to read the passage and fill in the following table. STEP 6 Finishing Part CGet the students to finish Part C: the growth of Xi Wang. Look at the pictures and get the students
19、to read the sentences here loudly. This will once again consolidate the students understanding of Xi Wangs growth. THE GROWTH OF XIWANG (PARA. 1-PARA.3)AGE WEIGHT FOODAt birth (1 day old) 100 grams (100g)10 days old like a little white mouse4 months 10 kilograms (10kg)her mothers milk8 months 35 kil
20、ograms (35kg)12 months /20 months /Bamboo leaves and shootsTIME WHAT HAPPENED TO XIWANGAt birth (1 day old) be born4 months Start to go outside her home for the first time6 months /8 months Grow into a healthy young giant pandas 12 months /20 months Have to look after her self板书设计教学反思5课 题 8A Unit 5
21、Reading (2) 课型 New教学目标1.To read the passage once again for more details2.To read the passage again and figure our how the writer organize the passage3.To read the passage and focus on the language points to improve the students fluency and accuracy talking about giant pandas教学重点 To develop students
22、responsibility towards the endangered animal教学难点 To develop students responsibility towards the endangered animal教学过程教 师 内 容 备 课 札 记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 l
23、ess 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 on
24、ce 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
25、 speak out what they think.)Part I: The growth of Xi Wang(Line 1- Line 14) (weight and food)Part II: Giant pandas are in danger?(Line 15- Line 29)A: Why are they in danger?(Line 15-21)B: How to protect them?(Line 22-Line 29)STEP 4 Finishing the following exercisesGet the student to talk about Part I
26、. 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. When she was only 10 days old, she l_ like a white mouse. When she was 4 months old, she w_ about 10 kilograms and s_ to go outside her home. When she was 6 months old
27、, she b_ to eat bamboo shoots and leaves. When she was 12 months old, she g_ into a healthy young giant panda and w_ 35 kilograms.When she was 20 months old, she s_ to look after herself. 6Then get the students to analyze the sentences: the when-clauses in each sentence give us a past time, so the m
28、ain 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 outDuring the growth of Xi Wang, Xi Wang had many first-times Can you find them out. Use the following exercises to help s
29、tudents. 1.She started _(go) outside her home for the first time. 2.She began _ (eat) bamboo shoots and leaves. 3.She started _(look) after herself. In this way, the teacher directs the students attention to the use of to-infinitives after start and begin. STEP 6 Rewriting sentencesSay Sadly, it is
30、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 pandas to live on in the wild. They are in danger.These are some very important sentence patterns in the passage. Also
31、 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 understand that we can use be dangerous or be in danger to talk about a similar situation. STEP 7Finding out that why they are in dangerGet the students to find out that
32、why they are in danger. To make the task easier, the teacher can show the following before hand. If hunters _(catch) a giant panda, they _ (kill) it for its fur.If the farmers _(cut) down trees and forests, giant pandas _ (have) nowhere to live. If people _ (find) baby pandas alone, they _(take) the
33、m away. 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 summary here. At least it may help the students to remember this p
34、henomenon.) Explain the phrases here killfor, cut down, have 7nowhere to live find sb. adj and takeaway.板书设计教学反思课 题 8A Unit 5 Grammar 课型 New教学目标 Using may for possibilityUsing verbs+to-infinitives教学重点 Using may for possibility, Using verbs+to-infinitives教学难点 Using may for possibility, Using verbs+to
35、-infinitives8教学过程教 师 内 容 备 课 札 记Grammar Part AUsing may for possibilitySTEP 1 Presentation1. Review information about reading to lead in grammar A.2. Show the picture of pandas and then the teacher says:Its difficult for giant pandas to live in the wild. They face serious problems.What do you think
36、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, youre right. Write the sentences including may on the blackboard.3. Teacher ask students：What will happen to giant pandas if
37、 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 Activities1. Present the following five sentences, encourage students to think what may
38、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.
39、Let students complete the exercises in 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 f
40、orests are becoming smaller and smaller .Asa result, pandas may not have a place to live or food to eat.STEP 4 Presentation9Grammar Part BUsing verbs to-infinitives1. 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）Wh
41、en 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 monthsold? (She learnt to look after herself )2. Write start to go outsidebegin to eat bamboo 、 learn to look after herself on the blackboard，present the structure of infinitive.STEP 5
42、Practice1. Teacher lead 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 w
43、rites 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.板书设计教学反思课 题 8A Unit 5 Integrated skills 课型 Ne
44、w10教学目标To identify specific characteristics, appearance, abilities, eating habits and danger in the context of animalsTo develop students ability to infer meaning from context and key wordsTo learn more about the endangered animals教学重点 To listen and develop the ability to extract information in orde
45、r to complete two fact sheets教学难点 To listen and develop the ability to extract information in order to complete two fact sheets教学过程教 师 内 容 备 课 札 记STEP 1 Showing the pictures of tigers and wolvesAs we have learned a lot about animals in the unit, in this part we can directly come to the two animals w
46、e 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 completingGet the students to listen and complete the fact sheets.Appearance: the largest living cat (look like a cat), big and strong,
47、bright eyes, yellow fur with black stripes. Ability: can run fast, good at hunting other animals for food, Character: usually they live alone, (if they have babies) live as a familyuntil baby tigers are 2-3 years old. Food: hunt other animal for foodDangers: Hunters hunt them for their fur (to make
48、clothes etc.) and bones(to make medicine)Appearance: dog-like, not very big, gray fur (about 5-6 cm long)Ability: very good eyesight, hearing and smellCharacter: be friendly toward/ to each other, work as a team to hunt, never attack people, do not kill for funFood: animal, insects, snails, vegetablesDanger: loss of living areas, no home (have nowhere to live) , no food(have nothing to eat)STEP 3 Explaining the bold-faced words and expressionExplain the bold-faced words and expressions above to the students. Pay special attention to: yellow fur with black strip