1、 1 Unit5Unit5 Wild animalsWild animals 教案教案 课题： Comic strip let the students try to answer. （1）I plan to go out wit h 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 s ome places of interest. Step 6: Consolidation
2、Step 7: Classwork Step 8: Homework 教学反思： 八(上）Unit5 Wild animals 教案 课题：Integrated skills Teaching aims: 1. To identify specific characteristics, appearance, abilities, eating habits and danger in the context of animals来源:学科网 ZXXK 2.To develop students ability to infer meaning from context and key wor
3、ds 3.To learn more about the endangered animals Important points : To listen and develop the ability to extract information in order to complete two fact sheets Difficult points: To listen and develop the ability to extract information in order to complete two fact sheets Teaching process： Step 1 Sh
4、owing 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 Lis
5、tening and completing Get the students to listen and complete the fact sheets.来源:学科网 ZXXK Appearance: the largest living cat (look like a cat), big and 来源:学科网 strong, bright eyes, yellow fur with black stripes. Ability: can run fast, good at hunting other animals for food, Character: usually they li
6、ve alone, (if they have babies) live as a family until baby tigers are 2-3 years old. Food: hunt other animal for food Dangers: Hunters hunt them for their fur (to make clothes etc.) and bones (to make medicine) Appearance: dog-like, not very big, gray fur (about 5-6 cm long) Ability: very good eyes
7、ight, hearing and smell Character: be friendly toward/ to each other, work as a team to hunt, never attack people, do not kill for fun Food: animal, insects, snails, vegetables Danger: loss of living areas, no home (have nowhere to live) , no food (have nothing to eat) Step 3 Explaining the bold-fac
8、ed words and expression 7 Explain the bold-faced words and expressions above to the students. Pay special attention to: yellow fur with black stripes, live alone huntfor and loss of the living areas. It is important because students may need these to write or talk about tigers, wolves as well as oth
9、er animals. Step 4 Talking about the two animals 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. Step 5 Completing the lette
10、r 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, w
11、hile the others correcting their answers. Finally, get the students to read the passage aloud. Step 6 Underlining the important phrases Invite the students to underline the important phrases by themselves. Explain some of the most important ones, like write to sb. about doing sth. and made sth from
12、sth. 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. Step 7: Consolidation Step 8: Classwork Step 9: Home
13、work 教学反思： 八(上）Unit5 Wild animals 教案 课题：Study skills Teaching aims: To learn the suffixes “-ness, -ing, -ion” Important points : To learn the suffixes “-ness, -ing, -ion” Difficult points: To learn the suffixes “-ness, -ing, -ion” Teaching process： Step 1 Lead-in 1. Lead in Revise Reading: We all kn
14、ow pandas like eating bamboo. But when they are born, what do they eat? Ss: In the beginning, they drink their mothers 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-meeti
15、ng, 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 ing. ill+ness-illness, 8 kind+ness-kindness, busy+
16、ness-business happiness, 4. act-ion, invitation, invention, translation, organization Step 3 Practice 1. Do Exs P65 A: Change the following verbs andadjectives into nouns. Change the following verbs adjectives into nouns by adding the suffixes. If you dont know the word, you may use a dictionary. 2.
17、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 ownwork. 3.Check answers in the groups first. Step 4 Practice 1. Explain the context of Part B. Remind less able Ss that they will have to
18、 change some, but not all. 2. Write the answers on the board so Ss can check their spelling. Read aloud the passage. 3. Now Im going to show you some verbs and adjectives. Please say their nouns, and then spell the nouns. Step 5 Exercises 用所给单词的适当形式填空来源:学科网 ZXXK 1. Well never forget your (kind) to u
19、s. 2. I want to tell my best friend about Chinese. New Years (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 didnt go to school yesterday because of my _（ill） Step 6: Consolidation
20、Step 7: Classwork Step 8: Homework 教学反思： 八(上）Unit5 Wild animals 教案 编写：陈静 审核：夏正芳 课题：Task Teaching aims: To learn to organize and present factual information in a report Important points : To learn to express ones own opinion about animals in danger Difficult points: To learn to express ones own opini
21、on about animals in danger Teaching process： 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
22、 to describe them (Mainly about appearance, encourage the students to include as much information as possible.). Step 3 Showing a picture of a giant panda 1. Show a picture of a giant panda. Get students to describe it. Get the students to talk about baby giant pandas, too. Ask the students two ques
23、tions: 1. How many babies do mother giant pandas have at a time? 2. How many giant pandas are there in the world now?Get the students to guess and at the same time write their guesses on the board. 2. Play the tape for the students to find the answers to the two questions. Check the answers. Praise
24、the students 9 who get the closer answer. 3. Completing the following table Say Pandas are in danger. Lets get to know more about them and try to help. Invite the students to read the report on Page 71 and try to complete the following table. Step 4 Practice the students to use the first person to t
25、alk about the animals. Tell them to talk about the five aspects: appearance, ability, character, food and danger. ) Step 5 Discussion 1. Show the students a picture of a bear Get the students to describe it, before they open their books to read about it. Encourage the students to talk as much as pos
26、sible 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 D AGER Appearance big and strong; small eyes/black or brown, fur/sharp paws Character like to move around in the daytime; seldom
27、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 6 Completing the report 1. 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. 2. Get the students to read aloud the passage. Step 7: Consolidation Step 8: Classwork Step 9: Homework 教学反思：
