牛津译林版八年级上册英语unit5wildanimalsstudyskills课件

Unit 5Teaching Objectives1. To learn to express one’s own ideas clearly and response to others’ opinion abouta nimals protecting2. To learn to use factual information to support their own opinions and make thei r opinionmore persuasive3. To learn to identify the intonation patterns in conditional sentencesTeaching key points1. To express opinions about protecting wild animals.2. To learn to identify the intonation patterns in conditional sentences3. Grasp important words the phrasesTeaching difficult pointsRead the conditional sentences in correct PronunciationTeaching aidsA recorder pictures etc..Teaching P rocedures预习交流Step1.Free talk and check the preparation out1.Show some pictures to the students. They are tigers, giant pandas, polar bears, wolvesand have a talk between the teacher and the students.e.g T: What will tigers do if they are hungry?S: They will attack people.2. Write the following sentences on the blackboard, then invite the students to read them.1). If tigers are hungry, they will attack people.2). If giant pandas ha ve no food, they will die.3). If a polar bear is hungry, it catches fish from the water.4). What do male wolves do if there is danger? Male wolves will protect their fami lies if there is danger.3. Check out the prepared work..一、词组翻译1.以家庭生存 6.卖象牙2.动物毛皮做的衣服 7.不再3.保护野生动物 8.合适的栖息地4. 开垦新农田 9.穿在我身上很漂亮5.破坏森林建造道路 10.帮助农民做许多事二、用所给中文和句意完成下列各句子1. A g______ of children are go ing to the cinema this evening.2.Many people will lose their_________(生命) because of the flood.3. The zoo wasn't s_______ for animals to live in.4. The farmer t______ his horse to do farm work.5. People build more and more buildings on the f_______.Work in groups to check out the prepared work..Let the students ask some questions.Solve the problems together.展示探究Step2. PresentationShow students some pictures of animal products, for example hats made of fur, scarves made of fur, coats made of fur or skin, things made of elephants’ tusks.1. T: Now, many people like to wear clothes made of animal fur. They think they look smart and modern on clothes like this. And they think they can keep warm on these clothes. Millie’s Mum like clothes made of animal fur, too. What about Millie? Please listen to the dialogue between Millie and her mum, try to answer the following questions.1). Why does Millie’s Mum like to wear clothes made of animal fur?2). Do you think it is right to buy things made of animal fur?3). What does Millie’s mum think about it?4). What does Millie think about it?5). Does Mum agree with Millie at last?Step3 practice1.Ask students to practice the convers ation in pairs and then change roles. Identifyany words or phrases they do not know .2.Then invite some pairs to act out.3. Explain carefully some of the key points here.1. They (The co ats) look lovely on me. VS She looks lovely in the coat.2. Many animals lose th eir lives because people buy furs.(lose one’s lif e)3. Someone else will buy them.(else ＋疑问代词或疑问副词；else ＋不定代词)4. If no one buy s furs, then people wo n’t kill wild animals any more.(not…any more)4. Do exercises1. You look nice in the coat.(同义句)The coat _____ ______ ______ you.2. I think it is right.(否定句)I _____ ______ it is right.3. Maybe Tom is at home. (同义句)Tom _____ _____ at home.4. We no more buy clothes made of animal fur. (同义句)We ______ buy clothes made of animal fur ______ _______.5. Many people died because of the fire(同义句).Many people ____ ____ ____ because of the fire.Step4 .ProductionMake a dialogue and act it outT: Animals lose their lives, because people buy animal furs. Animals lose their lives, because people eat their meat, too. For example, some people eat snakes in restaurants and others may drink wine with tiger bones inside. Do you think it is right? Make up a new dialogue to talk about it. Work in pairs, one student tries to ask the other not to eat animals or do other bad things to animals.Give the students 4-5 minutes to prepare, then get some pairs to act their dialogues out. Step５. Presentation１.Reading aloud sentencesAfter the students finish their dialogues write the following sentences on the board and get them to read it paying attention to the intonation patterns.If people don’t buy animal furs any more, no animals wil l lose their lives.If people don’t kill wild animals for food, no animals will die any more.Get the students to focus on the intonations. The teacher reads the sentences and gets the students to repeat. While reading the sentences, draw rising and falling arrows to show the intonation patterns.Get the students to read the sentences for more times until most of the students can read them in a appropriate intonation patterns.2. PracticeListen to Simon’s report on wolves. Pause the tape for the students to repeat focusing on the intonations patterns.Listen to Simon’s report again and ask students to read it with the correct intonation.3.Explaining some of the sentences1. Wolves won’t survive if we don’t give them good areas of forests to live in.2. They will live in family groups and hunt together if they live in the wild.3. If we continue to destroy forests to build roads, they won’t have suitable homes.4. If farmers continue to make new farmland from forest,wild animals won’t get enough food.Step6. PracticePlay the recording of Millie’s report.Ask students to follow and repeat it. Pay special attention to the intonation.Ask Ss to mark where Millie’s voice rises and falls with the correct arrowsCorrect the answers.Explain some of the sentences to them.1. Hunters will make a lot of money if they sell elephants’ tusks. ( make a lot of money; se ll sb.sth./sell sth. to sb.)2. Elephants will help farmers do lots of things if people train them. ( train sb./sth. to do sth.)Tell students to read Millie’s report with the correct intonation.Read the sentences with the correct intonation and read them one by one1. Dogs can help people, if we train them.2. If I go to Beijing zoo, I will learn a lot about animals.3. They live as a family if they have babies.4. I will tell you some stories if I have time.5. If lions are hungry, they will attack people.检测反馈一．句子翻译1.他穿这裤子很好看吗？2. 因为我们买虎骨酒，许多老虎丢了性命.3.昨天你打扫教室的吗？我没有。

牛津译林版英语八上Unit 5《Wild animals》（integrated skills）教学设计一. 教材分析牛津译林版英语八上Unit 5《Wild animals》（integrated skills）以野生动物为主题，通过介绍非洲、亚洲和北极地区的动物，让学生了解不同动物的生活习性和保护状况。

本单元包括阅读、听力、口语、写作和语法等多个方面的内容，旨在提高学生综合运用英语的能力。

二. 学情分析八年级的学生已经具备一定的英语基础，能够运用英语进行简单的交流。

但他们在口语表达、听力理解、阅读分析和写作技巧方面仍有待提高。

此外，学生对野生动物保护的认识有待加强。

三. 教学目标1.知识目标：学生能够掌握有关野生动物的词汇和表达方式，了解不同动物的生活习性和保护状况。

2.能力目标：学生能够运用英语进行听力、口语、阅读和写作练习，提高综合运用英语的能力。

3.情感目标：学生能够认识到保护野生动物的重要性，增强环保意识。

四. 教学重难点1.重点：野生动物相关词汇和表达方式的掌握，阅读和听力理解的提高。

2.难点：口语表达和写作技巧的运用，对野生动物保护意义的深入理解。

五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度。

2.情境教学法：创设真实的语境，让学生在实践中学习和运用英语。

3.合作学习法：鼓励学生分组讨论，培养学生的团队精神和沟通能力。

六. 教学准备1.教师准备：教材、教学课件、野生动物图片和视频、相关阅读材料。

2.学生准备：完成预习任务，了解野生动物的基本知识。

七. 教学过程1.导入（5分钟）利用图片和视频展示不同野生动物，引导学生谈论自己喜欢的动物，激发学生的学习兴趣。

2.呈现（10分钟）教师展示课文标题《Wild animals》，引导学生预测文章内容。

然后逐段呈现课文，让学生注意生词和短语。

3.操练（15分钟）学生分组进行角色扮演，模拟课文中的对话，巩固所学词汇和表达方式。

译林版八年级英语上册Unit 5 Wild animals 教案第6课时Study Skills一、教学目标1、能听懂并掌握一些关于名词后缀的词汇。

2、能灵活运用后缀-ing、-ness、-ion构成名词并完成书后练习。

3、熟练运用后缀-ing、-ness、-ion来构成名词。

二、教学重点How to form nouns by adding suffixes to verbs or adjectives三、教学难点灵活运用后缀-ing、-ness、-ion来构词。

四、教学过程（一）Lead-in（师）1. Ask students to describe the panda Xi Wang and the danger pandas face.2.Encourage students to describe other wild animals with simple sentences（生）1. Say a lot about Xi Wang and the danger pandas face.2.answer some questionse.g. Why is it called “xi Wang”?What should we do to help?What problems do they face?（二）Presentation（师）1.Ask students to work out the rule about how to form the words “meaning” “action” “illness”.2.Brainstorming:encourage students to think of more no uns with the suffixes “-ing” “-ness” “-ion”（生）1.Work in groups of four and find out the rule by themselves.2.Think of more nouns with the three suffixes and write them down.3.Exchange their ideas with their partners.（三）Practice（师）1.Ask students to complete part A.2.Offer some tips: guide students to pay attention to some special words, we need to change the ending of the verb/adjective when necessary.（生）plete Part A2. Check answers in pairs then in class3.Learn some special words.eg :shop-shoppinghappy-happinessdecide –decisioninvite-invitation（四）Extension（师）1.Watch a video and have a discussion about the question: As a student, what action can we take to protect wild animals?plete Part B on page 653.Guide students to pay attention to the words in red and change each word into a noun by adding a suffix.（生）1.Watch the video and talk about the question.plete Part B3.Check answers in pairs then in class4..Read the passage together.（五）Discussion（师）1.Encourage students to work in groups of four and make up a new story.2.Guide students to use the suffixes we learned today in the story.（生）1. work in groups offour and make up a new story.2. Ask students to share the story with us.（六）Conclusion（师）The teacher make a conclusion: How to form nouns by adding suffixes to verbs or adjectives. And everybody should act to protect wild animals.（生）Each group choose a student to share the story with us to stand in the front.五、教学反思。

牛津译林版八年级英语上册Unit5 Wild animals Integratedskills牛津译林版八年级英语上册unit5wildanimalsintegratedskills8野生动物综合技能班级_________姓名_________一、 [学习目标]1.识别不同野生动物的外貌、习性、主要食物以及各自面临的危险。

2.能够从听力材料中获得有用的信息。

3.能够综合听到和阅读的信息，完成一封野生动物信函。

4.学会用英语谈论如何保护野生动物。

2、【学习重点和难点】1.如何从听力材料中获取有用信息。

2.如何用英语谈论保护野生动物。

3、自主学习下列短语和句子1.帮助野生动物______________________2.大声说：_______________3.真遗憾_____________________4.听到这个我很难受______________________________5.whatashame!____________________6.losinglivinga reas_______________________7.oftenworkasateam__________________________8.处于危险中_________________________9.it’sagreatpity__________________10.我很抱歉/没有权利这么做_____________________________11.老虎成年后喜欢独居______________________________________________四、【合作探索】a.帮助野生动物第1步介绍告诉学生：todaywe’regoingtolearnmoreaboutwildanimals.we’lltalkabouttheirlooks,abilitie s,qualities,foodandthedangertheyface.stepii听力1.让学生听一遍录音，掌握录音大意。

牛津译林版八年级上册Unit 5《Wild animals》（Study skills）教学设计一. 教材分析本单元的主题是关于野生动物的学习。

教材中包含了关于不同野生动物的介绍，以及与之相关的词汇和表达方式。

通过学习本单元，学生能够掌握关于野生动物的词汇，学会如何描述动物的特点和习性，同时提高听说读写的能力。

二. 学情分析八年级的学生已经具备了一定的英语基础，能够进行简单的听说读写活动。

但是，对于一些关于野生动物的特定词汇和表达方式可能比较陌生。

因此，在教学过程中，需要帮助学生建立起新旧知识之间的联系，并通过大量的练习和活动，使学生能够熟练掌握和运用所学的知识。

三. 教学目标1.知识目标：学生能够掌握关于野生动物的词汇，如tiger, lion, giraffe等，并能够正确运用这些词汇进行描述。

2.能力目标：学生能够通过听、说、读、写的方式，表达自己对野生动物的认识和看法。

3.情感目标：培养学生对野生动物的热爱和保护意识。

四. 教学重难点1.重点：学生能够掌握关于野生动物的词汇和表达方式。

2.难点：学生能够运用所学的知识，进行听说读写的活动，并能够表达自己的观点。

五. 教学方法1.任务型教学法：通过设置各种任务，让学生在完成任务的过程中，运用所学的知识，提高学生的实际运用能力。

2.情境教学法：通过创设各种情境，让学生在真实的语境中，进行听说读写的活动。

3.小组合作学习：通过小组合作的方式，培养学生的团队合作意识和沟通能力。

六. 教学准备1.教学PPT：制作相关的教学PPT，展示野生动物的图片和词汇。

2.野生动物的视频：准备一些关于野生动物的视频，用于课堂的展示和操练。

3.练习题：准备一些练习题，用于课堂的巩固和拓展环节。

七. 教学过程1.导入（5分钟）通过展示一些野生动物的图片，引导学生进行观察和描述，激发学生的学习兴趣。

2.呈现（10分钟）教师通过PPT呈现本节课的重点词汇和表达方式，如tiger, lion, giraffe等，并通过例句的方式，展示这些词汇和表达方式的用法。

Unit5 重要知识点【welcome】1.wild 不可数名词“自然坏境,野生状态” in the wild 在野外,处于野生状态adj.“野生的” wild animals 野生动物2.free adj.自由的,不受束缚的( → freer→freest) be free/feel free to do sth随意做某事 adj.免费的；空闲的→freely adv.无拘无束地；自由自在地3.dish 可数名词“一道菜”可数名词“盘,碟” do the dishes清洗餐具4.--So could you please not eat them? --No way![ Could/Would you please (not) do sth? ] 一种表示请求的巨型,语气比较委婉、客气。

肯定回答：Sure./Of course./No problem.否定回答：Sorry,but I....[ no way ] “不可能”常用在口语中,表示不同意或拒绝。

还可以表示不相信或惊讶“不会吧”5.pity 不可数名词“同情,怜悯” have /take pity on... 同情 ....可数名词“可惜,遗憾”常用单数形式 what a pity! 真可惜！6.die vi.死现在分词dying 过去式、过去分词dieddeath n.死亡 dead adj.死的die of...死于...（疾病,年老,劳累等内部原因）die from... 死于...（事故,地震,饥饿等外部原因）7.in fact事实上,实际上=actually(用于强调与实际情况恰恰相反)8.--What...do you like best? = What is/are your favourite...?--I like...best. =My favourite...is/are...【reading】1.mean vt.意思是,意味着过去式meant→meaning n.意义,意思→meaningful adj.有意义的→meaningless adj.无意义的●mean意为“意思是...”时,后接that引导的宾语从句。