8A Unit 5 Birdwatchers教案

Unit 5 Birdwatchers 教案Comic strip and Welcome to the unitStep1 T: In the last unit, we talked about animals. What animals do you like best WhyS: I like …best. Because….T: And I like birds best because most of them are very beautiful and are very friendly to us.And there are many different kinds of birds in theworld. Here are some of their pictures. Can you tellme their namesPicture 1 T: What is itS: It’s a sparrow.T: Can you say something about itS: …T: Teach the students the names of different partsStep2 Match the birds with the descriptions.Step3 Play a guessing game.Step4 Make a dialogueA: Do you like birdsB: Yes, I do.A: Which bird do you like bestB: I like the … best.A: WhyB: Because it… .Step5 Just now we talked about birds. Do you like watching birds Where do you usually watch birds What is the manin this picture doing Yes, he is watching the birds.That means he is birding watching. And we call him abirdwatcher. Eddie is also a birdwatcher. He wants togo birdwatching tomorrow. Which birds do you think helikes Can you guessListen to the tape and check the answers.Step 5 Listen again, and try to answer the question.Where is Eddie going to watch birdsStep6 Practice the dialogue between two students.Make a new dialogueA: Would you like to go birdwatching with usB: Yes, I would like to. Where shall we goA: At the Hongmei Park.B: When is itA: Tomorrow.B: What time does it startA: It starts at 9: and finishes at 4:.B: the way, which bird do you like A:I like …B: Why do you like it A: Because …。

8A Unit 5 Birdwatchers教案(10课时)(译林牛津版八年级英语上册教案教学设计)8A Unit 5 Birdwatchers 执笔：仲慧梅蔡君札记Welcome to the UnitWarm-up activities1 Read the conversation between Eddie and Hobo. Check understanding of ‘birdwatching’.2 Elicit from Ss what opinions are expressed by Eddie and Hobo.Ask two more able students to role-play the conversation.3 Ask more able Ss to name some birds in English.4 Introduce the overall context of the unit and the main task.Presentation1 The purpose of Part A & B is to activate Ss’ideas and generate an interest in birds in the wild. Ask Ss to read the descriptions in Part A and identify the birds.2 Ask several students which bird they like best and why. Then tell Ss to ask their partners. Encourage Ss to include not only factual details but as many as ideas as possible.Language pointsWhat are you doing tomorrow?, go birdwatching, at the market, Beijing Ducks, roast chickens, long-winged, web-footed, long pointed wings, fly to northern countries, have colorful feathersHomework1 Learn the language points by heart2 一课三练 P.553 Preview the Reading Part.Presentation (Reading A)1 Before Ss look at this page, review vocabulary of wildlife and conversation previously taught.2 Write the title ‘Zhalong-A special place’ on the board. Ask Ss what they know about it. Ask where do you think it is? What kind of animals live there? Etc. . Encourage any contributions.3 Encourage Ss to visit some of the websites providing information about Zhalong before the lesson.4 Ask pairs of Ss to exchange information and opinions about the different materials they are studying.5 Ask more able Ss to look for names and descriptions of birds. Have a class feedback using Ss’ rese arch skills.6 Read the title and explain the context. Ask questions about why Ss think that Zhalong is a special place.7 Ask Ss to skim the text quickly,focusing on key words and main points only. Set a strict time limit and tell them in advance that they only have 8 minutes, for example, to read the text. Then ask volunteers to each read a paragraph to the class.9 Ask Ss to write a caption for each paragraph.Presentation (Reading B)1 Ask students to do Part B1 as a quiz.2 Divide the class into groups of six. Choose a group to start the competition. Ask what does ‘endangered’ mean? Set a time limit for each group to answer.3 In pairs, Ss read and complete the conversation. Invite some of them to read it in front of the class.Presentation (Reading C)1 Divide the class into teams of 4-5 students. Do Part C1 asa quiz. Set a time limit.2 Ask students to correct the false sentences.3 Encourage discussions about why a sentence is wrong in order to develop Ss’ deductive skills.Language points (Part A)A nature reserve, in north-east China, one of the world’s most important wetlands, wildlife, provide sth. for sb. ,different kinds of, all year round, for a short stay, there are many fish, catch them for food, the rare red-crowned cranes, change the wetlands to make more space for farms, less and less space for wildlife, have enough space, the Chinese government, protect these endangered birds, a lot tourists, members of our Birdwatching Club, study the different kinds of birds, the changes in their numbers, a bird count, the importance of wetlandsLanguage points (Part B)Areas of land with wet ground, areas of land for farming, a place to live or stay, in a dangerous state, a large number of, people who are traveling, be important forLanguage points (Part C)Find food easily, in other parts of the world, have enough space to live, the ideal home for many plants, fish and birds Homework1 Learn the language points by heart.2 一课三练 P.56-573 Preview the Vocabulary Part.Presentation （Vocabulary）1 Elicit some adj. with negative meaning, e.g., ‘unhappy’, ‘uncomfortable’. Write the word on the Bb and underline the prefixes. Explain that these prefixes change the meaning of an adj. from positive to negative.2 Before starting on Part A, revise the meaning of all the positive adj. Ask more able Ss to use the words to makesentences to check comprehension.3 Explain the context of Part B.4 In pairs, Ss select suitable adj. from Part A. Then ask each pair to compare answers with another pair. Check answers with the class as awhole.Language pointsA protected area, leave litterHomework1 Learn the language points by heart.2 一课三练 P.583 Preview the Grammar Part.Presentation （Grammar Part A）1 Talk to Ss about organizing a school trip.2 Ask Ss to think of a school trip they would like to join in the future. Try to find some ads to help them to choose an event.Write some questions on the Bb:* When does the walk/competition start/finish?* What time does the coach leave?* Where/When do we meet?3 Point out the u se of the time expression ‘tomorrow’.4 Elicit the use of the simple present tense to talk about future events.5 Explain the context of Mr Wu planning a school trip to Beijing Wildlife Park. Point to the timetable and ask questions.Presentation （Grammar Part B）1 Ask Ss What are you doing tonight? to elicit sentences with the present continuous tense.2 Elicit from Ss the use of the present continuous tense. Point out that when using the present continuous tense to talk about the future, we normally talk about future events which arescheduled for the immediate future.3 Carefully explain the context of Part B.4 Ask students to read the conversation on their own, trying to make sense of it without focusing on the tense. Then ask them to fill in the blanks.4 Ss read the conversation in pairs, checking the correct use of the verb forms.Presentation （Grammar Part C）1 Elicit from Ss some sentences with adverbs.2Write the adv. From the table on the Bb, ask more able Ss to underline the suffix ‘-ly’ in the examples and formulate the rule.3 Ask Ss to add more examples to each group of adj. in the table.4 Check answers with the whole class.5 Ask Ss to Complete ‘Work out the rule’.6 Ask Ss to read the article in Part C2 silently on their own first. Ask Ss to complete the article using the correct adv. From Part C1.7 Ask Ss to work in pairs and rearrange the words to complete sentences in Part C3.Language pointsReturn to school, at the entrance, sandwiches, greet us politelyHomework1 Learn the language points by heart.2 一课三练 P.59-603 Preview the Integrated skills Part.Presentation （Integrated skills A）1 Try to maintain Ss’ interest in birdwatching and Zhalong.2 Remind Ss of the article about Zhalong which they read in the reading section. Ask Ss if they remember any facts about Zhalong.3 Ask Ss to read the quiz and try to answer the questions from the memory and general knowledge.4 Explain that Ss will listen to a radio program about Zhalong. Play the recording. Students listen carefully and tick the second column of boxes as they hear it.4 Check the correct answers with the whole class.5 Ask students to read the report in Part A3 in pairs. Go through the words in the bracket.Presentation （Integrated skills B）1 Close the books and listen to me while I read the conversation. Ask students to repeat the sentences as they hear them.2 Ask students to practice the conversation in pairs and then change roles.3 Ask students to work in pairs and create another conversation by replacing the underlined words.Language pointsincludingHomework1 Learn the language points by heart.2 一课三练 P.613 Preview the Study Skills, Main task & CPresentation （Study skills）1 Brainstorm from Ss when people need to take notes. Read 2-3 sentences and ask Ss to take notes as a warm-up activity.2 Ask Ss what kind of notes are considered good.3 Explain the context of Part A. Ask students to do the taskon their own and then compare their answers with a partner.4 Elicit from Ss other short forms widely used in dictionaries or other written texts.5 Tell students to read them again.Language points （Study skills）For example, per centPresentation （Main task）1 Introduce the topic of joining an organization. If possible, find out about similar writing.2 Introduce the idea that people need to apply formally before they are accepted to join a club..3 Explain the context of Part A. Go through the application form and explain any unfamiliar or difficult vocabulary.4 Ask Ss to discuss their own details with a partner.Language points （Main task）Application form, date of birth,Presentation （Checkout）1 Ss do Part A on their own and compare their answers witha partner. Ask them to practice reading the conversation in pairs.Language points （Checkout）simplyHomework1 Learn the language points by heart.2 一课三练 P.62-643 Preview the Unit 6。

牛津英语8A Unit5 Birdwatchers( period 2)教学设计一．教学背景本教学设计面对的是初中的学生。

课时一课时。

教师准备：不同自然保护区的图片，网络资源，录音材料和多媒体教学设备。

学生准备：收集相关保护区知识，了解扎龙保护区得相关内容，预习所学课文。

二．设计思路：1.教学内容：本课时是牛津英语8A的第五单元Birdwatchers第二课时——Reading (1)。

2教学内容分析:本单元围绕“观鸟”这一话题展开多种教学活动。

本课时是围绕自然保护区展开话题。

由于学生在上一课时已学习了多种鸟类的名称，知道鸟是一种可爱的动物，我们应该保护鸟类，自然引出怎样保护鸟类这一话题，那就是建立自然保护区，在这一课时将从鸟类自然保护区来展开学习。

第一课时主要是通过阅读来了解文章意思，通过听力来获取信息，在读、听文章的过程中学习词汇.理解文章三 .教学设计理念根据新课程理念，只有树立以学生发展为本的思想，全方位、多角度地设计阅读教学过程，调动学生参与阅读教学的积极性，英语阅读课教学才能焕发生命的活力。

本课以鸟类自然保护区为主要内容，为了能充分发挥学生的学习兴趣，我精心设计了导入，在课前我播放一个女大学生为救一只丹顶鹤而失去生命的故事改编的歌曲，调动了学生阅读的欲望，从而积极主动地参与到阅读学习中来。

在本课结尾，我播放了赵传的《小小鸟》及动画，引导学生讨论怎样来保护鸟类。

本节课课堂教学设计由易到难，由浅入深，听读结合。

有助于学生课堂上集中精力，积极思考，主动参与课堂活动，培养学习策略，提高学习效率。

四、教学目标：1．知识目标：学生能认读并理解本课词汇；重点句型。

All year round;make more space for farms ; in danger ;understand the importance of the wetlands ;take action to protect wildlife The area provides food and shelter for wildlife .This means there will be less and less space for wildlife W e need more people to help us count and do something to help the birds .2．能力目标：（1）能听懂本课文的语段，识别主题，获取主要信息(2 )学生能够通过阅读故事，了解扎龙自然保护区的基本情况，获取所需信息；3.情感目标：使学生了解自然保护区，培养关爱自然、保护鸟类的意识，激发学生学生学习英语兴趣，培养小组合作精神。

Unit 5 Birdwatchers第一部分简要提示一、年级：八年级二、教学内容: 8A Unit 5 Birdwatchers三、课型: Study skills四、教学目标1．知识目标辩认并牢记本课时的缩略词与符号。

2．能力目标通过学习缩略词和符号，培养学生快速记录信息的能力。

五、教学重难点如何正确运用缩略词和符号来快速记录信息。

第二部分教学流程Part One Part AStep 1 PresentationT: For these days’ study about Zhalong, most of us are interested in birds and wetlands. And there is so much information about them. But how to take notes quickly? Today we will learn two good ways. First let’s watch some photos about another beautiful nature reserve.(show the photos to Ss)T: Do you like this nature reserve? It is called Wolong Nature Reserve. It’s for protecting “Giant pandas. If you are interested in this place and giant pandas, you can get more information from this website. It’s T: But there is so much information. How can we take notes quickly?S1: short forms and symbols.T: Yes. They are the good ways to help us take notes faster. But what are short forms and symbols?T: Let’s look at his website. We can find short forms a nd a symbol from it. (见ppt)T: Good. We can find more symbols and short forms in our daily life.(show Ss pictures and ask them to recognize the short forms and symbols.Step 2 Finishing Part AT: Here are more short forms. Do you know them? Let’s open the book on p88 and finish A.T: Have you finished? Let’s check the answers.T: Good. Let’ read them and remember them.Part Two Part BStep 1 presentationT: besides short forms, we can also use another way to take notes quickly. Do you remember?Ss: symbols.T: Right. But do you understand the symbols? Let’s look at more pictures and find these symbols.(Show Ss the pictures and ask them to recognize the symbols.)Step 2 Finishing Part BT: Now we have known many symbols. Please open the book on p88 to help Sandy to write down correct symbols.T: Time is up. Have you finished? Let’s check the answers.Part Three PracticeStep 1 finishing C on p88T: Today we learned so many short forms and symbols. Let’s do some exercise to check whether you know them. First, please finish C on p88. rewrite the sentences with correct symbols and short forms.(ask one student to write the answer on the blackboard.)T: It’s not difficult, isn’t it? Here are more sentences to rewrite. Please. Ss: Students rewrite the sentences.T: Let’s check the answers.T: Good job! The last task I will give you is taking notes about Wolong Nature Reserve. Please listen to my description and write the information correctly with correct short forms and symbols.(description: Giant pandas are lovely animals. Giant pandas are about 45 kilograms when they grow up. They love bamboo leaves best. But now,more and more giant pandas are in danger. There are more 1500 giant pandas in the world. Therefore Chinese government built Wolong Nature Reserve in 1963 for pandas, where living 40% the wild pandas. And there are more 4500 people working for Wolong and giant pandas. They do many things. For example, counting the number of pandas, looking after litter pandas and the rest. With their help, giant pandas can live happily in Wolong.小结通过今天的学习，我们学会了通过运用缩略词和符号的方法来提高记录材料的方法。

8A Unit5 Birdwatchers教学设计一、教学理念1．课堂教学坚持以学生为中心，以任务性活动为主的教学原则(Learner-centered, task-b ased learning)； 2．创造使用英语的机会，“学以致用”，体现英语学习的交际性原则(C ommunicative-learning)。

二、教材分析本课是第五单元的导入课，第五单元的教学主题是阐述人与自然的关系，以介绍珍稀鸟类及中国扎龙自然保护区为教学中心话题。

笔者把教材中的词汇新授通过热身(Warming-up)、口语(Speaking)和听力(Listening)三部分内容整合为本单元第一课时的教学内容，并对课本提供的材料进行了适当的次序调整。

三、学情分析动物是初中学生日常生活中的伙伴，也是一些同学的宠物。

鸟类作为自然界的精灵，很受学生们的喜欢，对珍稀鸟类的学习能够唤起学生的知识储备，也较容易聚集学生学习的兴趣和动力，这些都有利于教学活动的开展。

由于本课时要新授的词汇达到19个，这样对于基础较弱的学生来说很难在本课时完成对全部生词的识记，所以词汇处理上对不同基础的同学也有不同的层次要求。

四、教学目标A．知识目标 1．基础较好的学生能对新授词汇达到认读、拼写和正确运用的要求。

基础较弱的学生力求达到认读、了解的要求。

2．通过对Comic strip的学习，初步了解运用一般现在时讨论将来的事。

B．技能目标 1．能运用所学的词汇来描述各种鸟类的外形特征。

2．能正确运用不同句型来表达自己对鸟类的喜好及原因。

C．情感目标通过对自然界鸟类的了解来关注人与自然的关系，养成正确对待自然界生灵的生活态度。

D．教学重点与难点 1．有关鸟类外形特征词汇的学习与掌握。

2．怎样描述不同的鸟类外形特征。

五、教学方法与教具教学方法：任务任教学(Task-based Approach) 交际法(Communicat ive Approach) 教具：多媒体课堂教学六、教学过程Step 1. Warming up(热身) (1). Listenand sing the song “I believe I can fly”. (2). Gr eeting each other. [设计说明] 通过欢快而富有感染力的歌曲和对学生的问候，可以快速稳定学生的情绪，引导他们进入学习英语的氛围和状态。

unit5《birdwatchers》教案（牛津英语初二上）doc初中英语8A Unit5 BirdwatchersReading(Ⅰ) Zhalong – A special place一、教学课型阅读课二、教材内容分析通过阅读使学生了解扎龙自然爱护区的地理位置、地貌、现状，扎龙自然爱护区对鸟类专门是珍稀的丹顶鹤专门的重要性，以及不同社会群体和政府对扎龙自然爱护区所采取的行动，教育学生加入到爱护鸟类、爱护自然的行列中。

三、学情分析通过前一课时Welcome to the unit 的学习，学生了解到一些鸟类〔包括〝鹤〞〕的体貌特点，而布置的家庭作业〔查找信息：1、鹤之最①2、丹顶鹤的外形特点与生活习性②及不称〝仙鹤、长寿鹤〞的因由3、扎龙〕，使得学生对本课时的教学内容在思想上有一定的预备。

约三分之一的学习能力较强的学生能够自觉预习课文，但由于一部分学生缺少主动学习的自觉性且同意能力欠强，教师有必要预先悄悄地指定几个学生充分预备好一些必用信息。

在设计具体教学时，要兼顾好中差三个层次的学生。

四、教具图片、收录机、打印好的练习、多媒体五、教学设计1、设计思路本节课分为五个步骤〔复习、阅读、巩固、讨论、家庭作业〕，反复围绕阅读材料，通过每个具体的教学活动〔提咨询、语言重难点的分析、配对、判定正误、填空、词组翻译以及讨论等〕，加深学生对阅读材料内容的明白得，增强学生热爱大自然的情感，从而使学生认识到地球是人类和鸟类共同的家园，进而去积极主动地关怀鸟类的生存环境，为爱护鸟类做出一定的奉献。

2、教学过程Teaching objectives:1. To infer general meaning from title and context2. To guess the meanings of words from context3. To skim text for overall meaning and scan for details①最闻名的是丹顶鹤，数量最多分布最广的是灰鹤，个体最大的是黑颈鹤，最小的是蓑羽鹤，最少见的是沙丘鹤。

Unit 5 Birdwatchers 教案Comic strip and Welcome to the unitStep1 T: In the last unit, we talked about animals. What animals do you like best? Why?S: I like …best. Because….T: And I like birds best because most of them are very beautifuland are very friendly to us.And there are many different kinds of birds in the world. Hereare some of their pictures. Can you tell me their names?Picture 1 T: What is it?S: It’s a sparrow.T: Can you say something about it ?S: …T: Teach the students the names of different partsStep2 Match the birds with the descriptions.Step3 Play a guessing game.Step4 Make a dialogueA: Do you like birds?B: Yes, I do.A: Which bird do you like best?B: I like the … best.A: Why?B: Because it… .Step5 Just now we talked about birds. Do you like watching birds?Where do you usually watch birds? What is the man in thispicture doing? Yes, he is watching the birds. That means he isbirding watching. And we call him a birdwatcher. Eddie is alsoa birdwatcher. He wants to go birdwatching tomorrow. Whichbirds do you think he likes? Can you guess?Listen to the tape and check the answers.Step 5 Listen again, and try to answer the question.Where is Eddie going to watch birds?Step6 Practice the dialogue between two students.Make a new dialogueA: Would you like to go birdwatching with us ?B: Yes, I would like to. Where shall we go?A: At the Hongmei Park.B: When is it?A: Tomorrow.B: What time does it start?A: It starts at 9:00a.m and finishes at 4:30p.m.B: Ok.By the way, which bird do you like?A:I like …B: Why do you like it?A: Because …。

苏州市第二十六中学备课纸
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Unit 5 Birdwatchers第一部分简要提示一、年级：八年级二、教学内容: 8A Unit 5 Birdwatchers三、课型: Main Task四、教学目标1．知识目标：理解并运用本单元的四会单词, 词汇及句型。

2．能力目标掌握两种写作文体－－申请表和申请信。

用正确的词汇，句型及结构完成申请信。

3．情感目标通过学写加入观鸟俱乐部的申请表和申请信，进一步激发学生对野生动物与自然的热爱和责任感。

五、教学重难点帮助学生掌握申请表和申请信的写作文体以及正确理解信正文部分的结构。

第二部分教学流程Step 1 lead-inT: In this unit, we know many people want to protect the birds and Zhalong, just like the members of Birdwatching Club. Do you remember what things the members of the Birdwatching Club do?S1: They study the different kinds of birds in Zhalong and hanges in their numbers. Do a bird count once a year.T: That’s right. And I think the members of the birdwatching club do many things for these endangered birds and they need our help. Why not join the Birdwatching Club? Do you want to join it?Ss: Yes.T: Good. If we want to be a member of the Birdwatching Club, we have to fill in the application form first. Do you what information will be included in this form? Here is an application form. Let’s look at it and then work in group of four discuss what information we have to fill in? (Show the application and ask Ss to read it and discuss)T: Time is up. Let’s find what information we should fill in? (见ppt)Ss&T: speak the answers together.Step 2 . writing structureTask one: finishing the application formT: Well. We have known what information we should fill in. Now Amy also wants to join the club too. Please listen to the tape and help her complete the application form on p89.T: Have you finished? Let’s check th e answers.T: now it’s your time to complete the fomr on page 89.Ss: Students finish the application form according to their own information.Task Two: writing structure of application letter.T: well, besides completing the application form, what else should we do?S1 write a letter to apply for it.T: yes. We have to write an application letter. First read Amy’s letter and revise the structure of the letter.Ss: Students revise the structure of an English letter.T: Good. Now please tell me how to write the message? Let’s listen to the tape about Amy’s application letter and discuss in groups of four and tell me what we should write the message. Ss Students read the letter again and discuss in groups of four.T: Let’s do it together. First please tell me how many paragraphs in this part?S2: FourT: Right. What about main idea of each paragraph?Ss Students’ answers (见ppt)T: Good. Now we can find the writing structure of the message. In the first para. We can write the writer’s purpose of writing the letter. In the second para. We can write the writer’s self-introudction. In the third para. We can write the writer’s reasons to join the club. In the last para. We show the writer’s contact way.Step 3 outlineT: Now can you tell me what we can do if we want to join the Birdwatching Club?S1: completing the application form and writing a letter.T: Yes. But when we write letter, what things should we notice?S2: the structure of the letter and how to write the message.T: Good. How to write the message?S3: we can write our purpose of writing the letter in para 1, self-introudce in para. 2, write reasons to join the club in para. 3 and show our contact way in the last para.Step 4 practiceT: Good job! Now we know much about how to join the Birdwatching Club. It’s your time to write the letter.T: You can use the following sentence structures in each para.T: when you finish your letter, please read it to your partner and check the writin for mistakes.小结这节课我们学习了如何填写申请表格以及申请信。

Birdwatchersunit 5第一部分简要提示一、年级：八年级二、教学内容: 8a unit 5 birdwatchers三、课型: reading四、教学目标1．知识目标：正确理解并掌握本课时的四会单词，词组及句型。

2．能力目标：能够运用所学词汇和句型描述野生动物和自然保护区3．情感目标：能够运用所学词汇和句型描述野生动物和自然保护区五、教学重难点1.培养学生的阅读能力。

2.难句1)this year, members of our birdwatching club are going to study the different kinds of birds in zhalong and the changes in their numbers.2) we hope this information will help them understand and make them actively take actions to protect wildlife.第二部分教学流程step 1pre-readingthe teacher shows panda’s photos to students and lead in zhalong nature reserve t: look at this photo. it’s a lovely panda. but now it died.(show another photo) do you know why?s1: someone killed it.t: yes, some bad people killed the giant panda for it’s fur. and they are in danger. please read after me, be in danger.ss: be in danger.t: good. we can also use another word to say: they are endangered animals. please read it.ss: endangered.t: although some bad people killed pandas, most people want to protect these endangered animals, just like the girl in a song. let’s listen to the song and tell me what happened? (let ss listen to the song.)s1: the girl died.t: yes, do you why?s2: she wanted to save a red-crowned carne.t: good. please read after me. red-crowned crane.t: the are rare birds in the world. please read it, rare.t: and there is a good place for red-crowned cranes. it is called zhalong nature reserve. here is an movie about it. please watch it and think about what it is like? (let students watch the movie.)t: now, please tell me what zhalong nature reserve is like.s1: it is a place with water.t: yes. zhalong nature reserve is a land with much water. and we call it wetland. please read after me. wetlandt: from these pictures, we can find birds can catch food and build nests with sticks. so what zhalong can give to birds?s2: zhalong can give food and shelter to the birds.t: good. and we can also say zhalong provides food and shelter for the birds.t: it is an ideal place for wildlife. and people who like birds and travelling like to go there. and we call these people tourists.t: do you want to know more things about zhalong?ss: yes.t: well. today we will read an article about it. but first, please finish exercise on page 78 about new words. actually, we have discussed them.。

Unit 5 Birdwatchers教学案本资料为woRD文档，请点击下载地址下载全文下载地址8AUnit5课题8AUnit5Birdwatcherscomicstripandwelcometotheunit学习目标知识目标了解几种鸟类的英文名称和基本特点。

能力目标能用所学的知识谈论鸟类的外形特征及性格特征。

情感目标对野生鸟类产生兴趣。

学习重点了解几种鸟类的英文名称和基本特点。

学习难点能用所学的相关鸟类的知识进行对话。

课前自学一、通过学习课本和用你手中的工具书，翻译下列词组并熟读这些词组。

.去观鸟2.在市场上3.鼓励某人做某事4.参加观鸟俱乐部5.飞往北方的国家6.在夏天7.彩色的尾巴二、熟读本课中的新学词汇。

尤其下列几种鸟你会拼读吗？麻雀鹤_______海鸥________燕子天鹅____金雕三、请同学们阅读漫画部分，回答下列问题。

（要求注意语音语调）.)whatisEddiegoingtodo?2.)Doeshereallylovebirds?3.)whatkindofbirdsdoeshelikebest?四、Talkaboutsomebirdsyouknow谈论你们组内收集的鸟类图片。

A:whatbirdisthis?B:A:whatdowecallitinchinese?B:A:what’sthis?B:It’sabeak.A:Isitlong?B:…五、根据图片，个人描述图片中的鸟。

以下几个问题可以帮助你描述（由总体感觉到细节描述。

）以麻雀为例。

whatdoesasparrowlooklike?Isitbigorsmall?Doesithaveb eautifulfeathers?whatcolourarethefeathers?whatabout thebeak?Isitshortorlong?Asparrowissmall,itdoesn’thavecolourfulfeathers, Acraneisatallbird.Aseagull Aswallow Aswan Agoldeneagle注：有能力的同学可以直接口头表述。

Unit 5 Birdwatchers教学案A U题8A Unit 5 Birdwaand Welunit学习目标知识目标了解几种鸟类的英文名称和基本特点。

能力目标能用所学的知识谈论鸟类的外形特征及性格特征。

情感目标对野生鸟类产生兴趣。

学习重点了解几种鸟类的英文名称和基本特点。

学习难点能用所学的相关鸟类的知识进行对话。

课前自学一、通过学习课本和用你手中的工具书，翻译下列词组并熟读这些词组。

1.去观鸟2.在市场上鼓励某人做某事 4.参加观鸟俱乐部飞往北方的国家 6.在夏天彩色的尾巴二、熟读本课中的新学词汇。

尤其下列几种鸟你会拼读吗？麻雀鹤_______ 海鸥________燕子天鹅____ 金雕三、请同学们阅读漫画部分，回答下列问题。

（要求注意语音语调）1.)What is Eddie going to do?2.)Dally love birds?)What kind of birds does he like best?四、 Talk about some birds you know (收集鸟类图片或画一些你知道的鸟。

个人或小组都可以。

)谈论你们组内收集的鸟类图片。

A : What bird?B :A : What do we call?B :A : What’s this? (指鸟的各个部位进行描述。

)B : It’s a beak .(neck, wing , tail , leg)A : Is it long ?B :…五、根据图片，个人描述图片中的鸟。

以下几个问题可以帮助你描述（由总体感觉到细节描述。

）以麻雀为例。

What does a sparrow look like? Is it big or small? Dave beautiful feathers? What colour aathers?What about the beak? Ilong?A sparrow is small, it doesn’t have colourful feaA crane is a tall bird.A seagullA swallowA swanA golden eagle(有用的词组black feathers ，fluntries ，longbroad wings，long beak , long-winged , web-footed ,long-pointed ,forked tailBrownish fead beak , colourful feathers ) 注：有能力的同学可以直接口头表述。