初中英语牛津译林版八年级上册Self-assessment教学设计

这是一份初中英语牛津译林版八年级上册Self-assessment教学设计
课堂教学设计 课堂教学设计课堂教学设计 课堂教学设计 课堂教学设计 课堂教学设计 课题Unit 5 Wild animals Comic strip and welcome to the unit 集体备课和个人修改意见教时1课型新授主备人备课时间2021,12,20教学三维目标语言知识1.Talking about the animals2.To enable the Ss to love animals and love life.3.To train the Ss’ ability of working in pairs.语言技能1.To describe different animals according to personal preferences.2.How to say something about wild animals in English. 3.How to arouse the feeling of loving the animals.情感态度To enable the Ss to love animals and love life.教学四点纲要教学重点1.How to say something about wild animals in English. 2.How to arouse the feeling of loving the animals.教学难点Learn the proper and easy ways to write something, Identify keywords.课标点1.How to say something about wild animals in English. 2.How to arouse the feeling of loving the animals.中考点1.How to say something about wild animals in English. 2.How to arouse the feeling of loving the animals.教学五点设想教师呈现一副学生比较熟悉的野生动物的图片，问学生问题，并告诉学生，引入话题；教师巡视，并对学生开展问答时出现的问题给予正确指导，并一一板书；先让学生听对话，再次播放录音，让学生跟读；就学生喜欢的野生动物做一个简单的汇报，并说明理由；指导学生带着问题听录音并理解相关内容。教学过程及内容教师活动学生活动集体备课和个人修改意见 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 survive. 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 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 to 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 leader 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, let’s listen to Hobo and Eddie twice. After you listen to them, please answer my questions, Is Eddie willing to share the food with Hobo? (No.)Step4. 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 and Eddie. (F)Now please pay more attention to these two sentences.If you eat my food, I won’t talk to you. If I don’t have food, I will die. Step5. DescribingIn the story Hobo and Eddie need enough food but there isn’t, so they are poor. The word “poor” can describe an animal, can you find some other words to describe an animal? Now let’s 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 watch them jump in the zoo.5).It’s like a bear, but it has black and white fur.6).It looks like a cat and has yellow fur and black stripes.7).It’s 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 its baby Write the animal you like best and like least.Step6 Do more exercises导入新课，激发学生热爱动物，热爱生命。研究图片，并展开讨论，进行回话表演。进行调查，小组讨论，尽可能多的讲出自己知道的动物名称。 并让学生进行表演。听Eddie和Hobo之间的对话，并回答问题。练习巩固对话，并完成T/F问题。教师指导学生进行游戏。组织学生谈论自己最喜爱的动物是什么？为什么喜爱它？There are many wild animals in the wordWhere do people usually see wild animals ? What wild animals can we see there ?Giant pandas are very lovely .They are white and black .Now repeat after the tape. Pay attention to your pronunciation and intonation.Now let’s listen to Eddie and Hobo’s dialogue and answer the questions. Would you like to live in the wild ?Please listen to the tape and repeat in groups.Work in pairs and read the dialogue between Eddie and Hobo. You can add your own ideas.作业设计板书设计Unit 5 Wild animals No way . have/take pity on in fact They may become dishes on the table any time.Could you please not eat them ?I may die without them . 教学反思课题 Unit5 Wild animals Reading 集体备课和个人修改意见教时2课型新授主备人备课时间2021年 10月 24日教学三维目标基础知识1.Be able to understand and use the words and phrases to describe the giant pandas’ appearance and take actions to protect them.2.To to realize we must try our best to protect pandas.3.To know the growth of Xiwang and how to protect them.基本技能1.To understand the main idea of the article. 2.To understand the main idea of the article. 3.To learn how to take actions to protect the wild animals and how to take actions to protect the wild animals情感态度Through the posts to enhance students' learning protect wildlife consciousness.教学四点纲要教学重点1.Learing and using the language points 2.To develop the Ss’ abilities of using English3.To train the Ss’ ability of learning by doing.教学难点To learn how to take actions to protect the wild animals中考点Retell the reading and use the language points correctly教学五点设想通过一个猜动物名称的游戏，带领学生复习前一课时学习的野生动物的名称及其特征；学生猜测老师所喜爱的野生动物，当学生回答出“大熊猫”的时候，就将大熊猫图片展示出来要求学生仔细听录音，然后用自己的语言表达希望的成长过程；要求学生跟读然后回答问题，让学生试着在课文中找到答案；5. 鼓励学生发挥想象，想一想还可能有什么问题会危及到大熊猫的生存。教学过程及内容教师活动学生活动集体备课和个人修改意见Step 1. Warming up1.To check the preposition2.To talk about some wild animals.T: Can you tell me which is your favourite wild animal?And can you tell me which is my favourite wild animal?T: Do you know why I like giant pandas best ? Because giant pandas are very lovely. They look like white mice when they were born. They look like bears when they grow up. They are friendly , too. They like eating bamboo leaves and shoots. They seldom eat meat or hurt other animals. But it’s a pity that there are not many giant pandas in the world. They’re in danger. Hunters catch them and kill them for their fur . And farmers cut down trees and forests. So they have nowhere to live. We should take actions to protect them.(let Ss read the words after the teacher)T: Here is a story of Xi Wang, a very lovely giant panda. Would you like to read it with me? Step 2. Pre-readingNow open your books, turn to P.60. Read it quickly and answer the following questions . 1) What’s the story about? 2)What will happen to giant pandas if we do nothing?T: Now , listen to the tape and read after it and then answer the six questions on the screen . Then encourage the students to find the main ideas about this story.T: Now Let’s find the main ideas together and put them on the blackboard. T: Look at the screen . Finish the table of “The growth of Xi Wang”. Catch more details about XiWang.T: Now please read the passage together . Then finish the exercises on P. 61 Part B And Part C.T: Now , We’ve known the giant pandas very well , They are very lovely and we love them very much . But there are fewer and fewer pandas in the world . They’re in danger . Do you know why? Now, work in groups and find out “What problems can a giant panda meet in its life?”Then ask some able students of each group to talk in front of the class. After that, finish the Note-making 2 on the screen.T: Discuss with your partners: What other problems will the giant pandas have? What actions can we take ?And can you have a face to face interview about pandas?Step3. While-readingTeacher makes a summary that we should take actions to protect giant pandas.1 Say something about giant pandas2 Finish the table about the growth of Xiwang3 Review what danger giant pandas meet and what actions we can take4. Fill in blanks with proper forms.Explain the following language points to studentsOn one’s own 意为“独自，独立”，相当于alone， by oneself, without help。take actions to do sth.意为“采取措施/行动干某事。”They should take actions to protect children.It’s time for us to take actions to protect nature.. keep sb./sth. safe from danger意为“使某人/某物安全不受威胁，”其中safe为形容词作宾语补足语. safe的动词形式 save，意为“挽救，节约”。.encourage farmers to leave the giant panda reserves。鼓励农民离开大熊猫保护区。Ask students to do some additional translation.1.猎手捕杀老虎为取它们的皮和骨。2.公共汽车挤满了人。我们没地方坐。3.我们应当采取措施保护大熊猫4.大熊猫在野外生存是很困难的。Step4 Post-reading1.Write an artide about “what’s the relationship between wild animals and human beings?”2.Finish the exercises of reading复习并导入新课，讨论他们最喜欢的野生动物。教师告诉学生，让学生听录音的同时获取信息填表。教师将上述段落大意呈现在黑板上，让学生进行配对通过提问激发学生的好奇心和求知欲。播放录音展示短文，进一步巩固文鼓励学生用表格中的词汇和短语描述Linda当天的感受。进一步激发学生爱护大熊猫，保护自然的意识。回答关于野生动物的一些问题快速阅读课文，对不理解的生词做好记号跟着录音齐声朗读全文，讨论下列问题再次仔细阅读，判断正误分组竞赛，小组合作展开两人小组活动做题巩固重要语言点作业设计板书设计 Unit 5 Wild animalsbe born face serious problems live on a special kind of bamboo as a result have a place to live take action right away Where there is Xi Wang , there is hope . 教学反思教学随笔课题Unit 3 Grammar集体备课和个人修改意见教时1课型新授主备人备课时间2021.10.22教学三维目标语言知识1、能正确拼读本课重点词及短语，如：closed , lost, save, get lost , the same… as…bat, bee2、To know more information about wild animals 语言技能To master how to use may to say something that is possible .To use verbs and to- infinitives together.情感态度To let students love wild animals more and learn how to take good care of wildlife To make students know the importance of protecting the environment 教学四点纲要教学重点Use may for possibility and use verbs+ to-infinitives教学难点Use may for possibility and use verbs+ to-infinitives课标点Use may for possibility and use verbs+ to-infinitives中考点Use may for possibility and use verbs+ to-infinitives教学五点设想通过复习Reading部分的内容，引出本课时内容。教师出示大熊猫的图片，引导学生猜测可能性；鼓励学生四人一组，思考在每句话设定的情境下发生什么情况，用may 接龙，写出后半句。让学生独立完成课本第61页的练习，两人一组互相检查，鼓励学生相互问答；教师指导学生完成第62页得动词不定式的练习；提醒学生以动词的正确形式填空，填好后请一组学生分角色朗读。教学过程及内容教师活动学生活动集体备课和个人修改意见Step 1： Grammar A :Using may for possibility1.It’s difficult for giant pandas to live in the wild. They face serious problems .For examples, the bamboo forests are becoming smaller and smaller . What do you think may happen to pandas ? They may not have a palce to live or food to eat . Yes, you’re right. 2. What will happen to giant pandas if we do nothing ?Soon there may be none left . We use may to say that something is possible.Step 2: Activities We need to protect pandas. I t is raining.I will be very busy tomorrow.Watch this DVD.We will be very happy to see you .Use may to make sentences .Step 3：Grammar B: Using ve rbs + ‘to’-inifinitives(动词不定式)朗读下列句子，说出动词不定式 “to do” 在句中所充当的句子成份。Kitty is preparing to go out next Sunday.Kitty plans to take Linda out.Linda wanted to visit the park.Sandy agrees to go with them.Millie decided to stay at home.归纳：“to do” 用在动词后做 动词宾语 。可以作以下动词的宾语prepare, hope, want, need, help, learn, decide, agree, plan, fail, ... to do sth.I hope to hear from you (收到你的来信)soon.。I learned/learnt to ride（学会骑自行车）at the age of 10. 2. 完成P48练习，核对讲解。Step 4：Grammar B “to do”用法延伸。1．动词不定式可以作以下动词的宾语补足语want, agree, need, tell, ask，invite，advise，wish，teach，would like sb. to do sth. 例如：My parents ask me to listen to the teachers at shool. 我的父母叫我在学校要听老师的话。I need you to help me. 我需要你帮助我。My mother wants me to be a doctor（想要我当医生）in the future.2．动词不定式作主语: a) To do sth. is adj. = It is adj. to do sth. (adj.: ready, glad, able, excited, sorry, surprised…)例如：It’s great to sing for people. 给人们唱歌是很好的。 It’s excited to see each other again (彼此再见面).b) It takes sb. some time to do sth. (it是形式主语，to do sth.为真正的宾语)例如：It took me 15 minutes to work out the maths problem. 解答这道数学题花了我15分钟。 It takes my mother 3 hours to do housework (做家务) every day.3．否定式：not to do sth. 例如：My father tells me not to tell lies. 爸爸叫我不要撒谎。I decide not to go to the supermarket（决定不去超市了）.4．特殊疑问式：how/when/where + to do sth., what to do例如：Can you tell me how to get to the cinema? 你能告诉我怎样到达电影院吗？ I don’t know what to do（该干什么）next.5．不带to的动词不定式：make/ let + sb. + do sth. 使某人干某事see/watch/hear/listen to + sb. + do sth. 看见/听见某人干某事(see/watch/hear/listen to +sb. +doing sth.) 看见/听见某人正在干某事help sb. do /to do sth.帮助某人干某事例如：He often tells jokes and makes us laugh.他经常讲笑话使我们发笑。I often hear him sing in the next room. 我经常听见他在隔壁唱歌。I see Jack run to school（跑步上学）every day.6．固定短语和句式 be able to do sth./be ready to sth./try one’s best to do sth./be willing to do sth./have to do sth./It’s time to do sth. Homework:完成课后练习通过提问，复习课文导入新课列举更多的例句，让学生熟悉句型通过已学课文的提问，鼓励学生用已学句型来回答问题展示答句通过复习reading部分的内容，引出本课时内容。教师出示大熊猫胡图片，对学生说：教师总结：将may的句子写在黑板上，并将划线部分用彩色粉笔标出。教师通过对课文提问，引出动词不定式。教师引导学生讨论准备准备外出旅行时可能会考虑的一些问题；教师将以上几个问题呈现在黑板上，让学生试着完整回答。教师要求学生两人一组练习动词不定式，自行设计问题并相互提问，教师指导学生正确回答。学生回答，并用may猜测可能性学生四人一组，思考在每句话设定的情形下可能发生什么情况，用may 接龙。写出后半句。学生小组讨论，接受任何合理回答。学生自由讨论，并写下动词不定式中的疑问点。学生自主讨论，并造句，告诉对方自己是如何使用动词不定式的。学生两人一组用动词不定式进行回话，分角色朗读。动词不定式的否定形式如何使用。并造句。学生练习。学生将本节课内容自行做个总结，同学之间相互补充。进行巩固练习，用may和动词不定式分别造5个句子。作业设计板书设计 Unit 5 、Grammar 用动词的适当形式填空。1. I’d like to make (make) a home page.2. All of us hoped to see (see) the sunset.3. They agreed_to have (have) a Chinese lesson every week.4. He decided to leave (leave) this city tomorrow.5. I hope not to meet (not meet) the man again. 教学反思课题8A Unit 5 Wild animals Integrated skills 集体备课和个人修改意见教时1课型新授主备人备课时间2021. 10. 13教学三维目标语言知识1To get the useful information from the leaning text.2.To know we should protect wild animals.语言技能 To use information presented in text and pictures to infer general meaning and context.情感态度 To learn how to say conditional sentence.To learn the useful words and phrases in this part教学四点纲要教学重点To extract speck information from listening to a conversation to-complete a letter教学难点To use adjectives to describe feelings and opinions课标点To arouse students’ emotion of protecting the wild animals中考点1 Listen to the tape and read the text 2.To summarize key points of a story by sequencing statements 教学五点设想要求学生使用已学的词汇、词组和句型来描述该动物，包括外貌、食物、习性等多方面内容。教师可设置一个竞猜比赛请学生自己收集的野生动物资料，并用简单的英语来描绘；教师一边陈述，一边将上述关键词呈现在黑板上让学生在听录音之前先熟悉第63页上的内容，并试着猜测、填写部分答案；用自己的话完整地介绍老虎和狼。然后选择一位同学介绍自己喜欢的动物。教学过程及内容教师活动学生活动集体备课和个人修改意见Step1 Lead-in. 1.Please have a free talk about giant pandas. Try to say something about their appearance, ability, character, food and the danger they meet.2.Get the students talk about some characteristics of tigers and wolves. (If they have any difficulties, they can say that in Chinese)1.Show a picture of a tiger. Do you know anything about tigers? (教学生词stripe, medicine)3.Show a picture of a wolf. (wolf的复数wolves)Can you say something about wolves? They have good eyesight, hearing and smell.They eat insects, snails and vegetables. They are in danger because they have nowhere to live. Because of the loss of living areas, their number is getting smaller and smaller. (教生词 hearing, smell, snails, loss)Step2 Presentation1. Ask Ss to study the two fact files on page 68 in pairs. Check the meaning of some of the words.2. Help Ss focus on the general context by asking general questions they may be able to answer while listening for the first time. Write them on the Bb: * What is the name of the largest living cat?* What is Millie’s favourite animal?Step3 Practise1.Play the tape. Students listen carefully for keywords to answer the questions.2. Play the tape again and ask students to find out the missing facts in the fact sheets. Play the tape for the third time for Ss to check the answers.Step4 Practise1. Ask Ss to read the letter in pairs and discuss any words they do not understand. Complete the letter without looking at the fact sheets on page 68. Then ask them to look at the fact sheets to check the answers and make corrections if necessary.2. Ask more able Ss to read aloud the letter or read the letter togetherStep5 Discussion1. 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 anmal 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). What is Millie’s opinion? 3). Does Mum agree with Millie at last?2. Ask students to practice the conversation in pairs and then change roles. Identify any words or phrases they do not know.Step6 Speak upGet the students to read the dialogue in pairs. Then invite some pairs to act out 2 Ask students to create their own conversation using information from the fact sheets.Step7 Deal with language pointslive as a family, be good at hunting other animals, make medicine, friendly towards each other, loss of living areas, Ask students questions and write the following sentences on the blackboard, then invite the students to read them.Remind Ss of communicative purpose of conditional sentences.Play the recording for Part A on page 63 and ask Ss to listen carefully. Ss imitating the rising and falling voice patterns.What will tigers do if they are hungry? ………Tell students to read them again, and answer the ‘Wh-’questions. Students work in pairs.live in family groups, continue to build roads, have suitable homes, make new farmland, make a lot of money, sell elephants’ tusks, train them,Ask students to read Simon’s presentation with correct the rising and falling voices. Practicelanguage points: make medicine from their bones, buy clothes made of animal fur, look lovely on me, lose one’s life, someone else, not……any more s:作业设计1 To complete the exercises on the Paper.2 Preview the Pronunciation, Main task & Check out板书设计Unit 5 Wild animalsPeople kill wolves because they think wolves are dangerous to humans.Tigers run very fast, and wolves can smell things far away.Many elephants in Africa lost their lives .When They grow up, tigers like to live alone. 教学反思课题Unit 5 Wild animals Task集体备课和个人修改意见教时1课型新授主备人备课时间2021/10/9教学三维目标基础知识了解1.To present factual information in a report2.To express opinions about animals in danger.3.To produce a particular text-type for an audience using a given model.掌握To produce a particular text-type for an audience using a given model.能力训练过程方法听说To present an article about an animal读Express opinions about animals in danger and how to write a report correctly写Express opinions about animals in danger and how to write a report correctly情感态度价值观To arouse students’ emotion of protecting the wild animalsTo arouse students’ emotion of protecting the wild animals教学四点纲要教学重点To summarize key points of a story by sequencing statements教学难点To extract speck information from listening to a conversation to-complete a letter课标点To use information presented in text and pictures to infer general meaning and context.中考点1.To get the useful information from the leaning text.2.To know we should protect wild animals.教学五点设想引导学生观察两者词形上的变化，并总结：begin+ning=beginning;教师采用“头脑风暴法”让学生说出已学单词中有这种词形变化的单词；让学生朗读黑板上所有动词或形容词相对应的名词；要求学生以自然组为单位，每组推选一名代表站到讲台前；学生四人一组活动，每个小组编一个故事。教学过程及内容教师活动学生活动集体备课和个人修改意见 Step1. RevisionWe’ve learned a lot about wild animals. We knew their appearance, ability, character, and danger they meet. After learning, we should know how to write a report. First, say something about giant pandas.1. Invite students to talk about what they like about giant pandas.2. Brainstorm any information and general knowledge about the animals.Step2. Presentation1.Many wild animals are in danger. For example, the giant pandas. So the Wild Animal Club is asking its members to write about this problem for the club newsletter. Here is Millie’s report on giant pandas. Please open your book, turn to page 71, please read it as quickly as you can. Try to fill in the blanks.Ask students to read the model report on their own to identify the paragraphs describing factual details about giant pandas.Paragarph 1 – Appearance Paragraph 2—FoodParagraph3—Babies Paragraph 4—Problems Paragraph 5—How to protect 2. Read the report in Part A. After reading Millie’s report, we know that if we want to write a report, we need to collect the information. If Daniel also wants to write a report on bears for the Wild Animal Club, first he needs to collect some information. What kind of information does he need?How can we write a report on an animal in danger? Step3 Outline and WritingParagraph 1 — Appearance Paragraph 2 — AbilityParagraph 3 — Character Paragraph 4 — Food Paragraph 5 — Danger After reading the notes about bears. Please open your books, turn to page 72, help Simon complete the report with the notes in Part B. I think it’s very easy for you to finish it. Now let’s check the answers. Spend a lot of time drinking their mums’ milk, at a time, get smaller and smaller, become farmlands, keep taking the land, what action can the club take? Sharp paws, walk uprightHave a dictation of phrases in the unit.1 Set a time limit for reading the sentences in Part A and for filling the blanks. Ask Ss to complete the task on their own. 2 Ask students to Proceed to Part B after completing Part A. 3 Ss complete Part B on their own and then compare answers in pairs. It is hard to imagine what our world would be like without animals. We must do something to protect them. What actions can we take to protect the wild animals?Let more people know that wild animals are in danger.T: You did a good job today. We know fish can’t live without water. Human beings can’t live without animals. So we must heal the wild animals, heal the human beings and heal the world!We know there are many wild animals in the world. I’d like to show you more pictures about animals. Let’s go and see them,We know the fox, the wolf and the polar bear all eat meat, right? Do you know other animals eating meat?.... There are some other animals eating grass. Think and discuss them according the form.Group workTalk about your favorite animals and their favourite food.作业设计 板书设计Unit 5 Wild animalsfeel-feeling shop-shopping swim-swimmingjog-jogging act-action happy-happinessinvite—invitation celebrate--celebration 教学随笔课题Unit 5 Wild animals Revision集体备课和个人修改意见教时1课型新授主备人备课时间2021.9.17教学三维目标语言知识1学习表示动物名称的名词bear, dolphin, giant panda, kangaroo(kangaroos), 2谈论自己最喜爱和最不喜爱的动物及理由：Which animals do you like best/least?语言技能学会表达自己的观点：I don’t think you should do…I don’t think that’s right根据听力材料获取相关信息,从多方位了解野生动物：Appearance, Character, Ability, Food, DangerIt is + adj. + for sb. + to do sth. 对于某人而言做某事怎么样。情感态度To let students love wild animals more and learn how to take good care of wildlife To make students know the importance of protecting the environment教学四点纲要教学重点掌握从Appearance, Character, Ability, Food, Danger，Actions等方面介绍野生动物的写作方法。教学难点To let students love wild animals more and learn how to take good care of wildlife课标点To make students know the importance of protecting the environment中考点In the beginning, Xi Wang drank her mother’s milk.解析：in the beginning“一开始”，in the end/ at last拓展：at the beginning of “在···开始的时候” in the middle of “在···的中间” at the end of “在···的末尾”教学五点设想将学生分成五组，根据表格试着用自己的话分别描述大熊猫胡外貌、主要食物、习性及所面临的危险等情况；挑选几名代表就各自的部分作一个汇报；引导学生讨论，组织语言并列好提纲，并按照课本的基本框架，进行写作训练；教师用投影仪展示学生的报告，并让学生读范文，也可采取海报的形式进行展示；进行适当的巩固练习，并整理错题本，复习所有考点。教学过程及内容教师活动学生活动集体备课和个人修改意见Step I Revision of readingRetell the story of Xiwang1 day：weighed just 100 grams10 days: looked like a white mouse4 months：weighed about 10 kilograms, started to go outside her home 6 months：started to eat bamboo shoots and leaves 12 months：was not a small baby any more, grew into a healthy young giant panda, weighed about 35 kilograms20 months：had to look after herselfStep 2 Language points1……的故事 the story of…2开始外出start to go outside (start to do=begin to do)3首次for the first time4长成grow into5一天长达14小时 up to 14 hours a day 6照顾自己look after oneself=take care of oneself7在野外in the wild8将来 in the future9砍伐树木和森林cut down trees and forests 10为了皮毛而屠杀它 kill it for its fur (its 它的，it’s 它是)11无处可住have nowhere to live 12两整天for 2 whole days13独自on one's own=by oneself=alone14拿走……take … away15在危险之中be in danger16采取行动take action(s)------ 采取行动来保护大熊猫take action(s) to protect giant pandas 17鼓励某人做某事encourage sb. to do sth18不做任何事情do nothing19在世界上in the world20 看起来像一只小白鼠look like a white mouse ------看起来像小白鼠 look like white mice21 不再not…any more=no more22 不得不have to23 因为because of24 一开始 at the very beginning25 四个月大时 at four months oldStep 3 Sentence revision 1 She looked like a white mouse.look like……看起来像…… sound like…… 听起来像……taste like……品尝起来像…… smell like……闻起来像…… e.g. 1）这首歌听起来像流行歌曲。The song _____sound like_______ a pop song. 2）那些食物尝起来像月饼。The food _____taste like_____ mooncakes.2. Sadly, it is very difficult for giant pandas to survive in the wild, usually because of people.It is + adj. + for sb. + to do sth. 对于某人而言做某事怎么样。 e.g. 1) 对于他们来说单独完成这项工作是困难的。 It is ___difficult____ for them __to_ _____do_____ the work by themselves. 2）对于学生而言每天按时完成作业是必要的。 It is ____necessary____ __for_ ____students_____ __to_ ___finish____ ____homework___on time every day. 3. Mothers often leave baby pandas for two whole days on their own.on one’s own = alone =by oneself e.g. 我们不得不独自回家。 We have to go home _on our own/by ourselves/_4. When Xi Wang was born，she weighed just 100 grams． 5. Xi Wang drank her mother’s milk for up to 14 hours a day． 6. If hunters catch a giant panda，they will kill it for its fur.Step 4 : Writing 近几年,人们越来越喜欢穿毛皮服装.请以Protecting Wild Animals为题,给时尚(Fashion)杂志写一篇文章,呼吁人们停止穿这种衣服,给动物一个生存的空间,并用行动来保护动物.教师给学生几幅希望的图片，让学生自由会话并口头复述课文。将本单元的语言点全部罗列出来让，带学生朗读3遍，课文中的重点句子，列举出来，让学生仿造这些句子进行造句，并能灵活使用这些句子。让学生真正学会学以致用，把本单元所有的语言点小结一下，然后让他们写作。如：一个学生说correct，另一学生快速说出反义词incorrect 学生根据提示用带否定前缀的形容词造句。学生根据图片自由进行交流，并复述课文。学生灵活使用这些语言点，进行造句或会话。让学生小组讨论，本单元有哪些重要句型，然后以小组呈现的方式，一组一组上来讲解。通过小组讨论之后，每组派1-2名代表上来进行复习小结。让学生自己来讲解语言点的用法并相互提问。学生写作完毕后，通过自评，互评，最后展示成果。作业设计板书设计Unit 5 Wild animals 用适当形式完成句子。1. Some ____hunters____ kill bears for their paws. (hunt)2. An elephant has poor eyesight but good ____hearing____ and smell. (hear)3. Can you find any mistakes in the ____following____ sentences? (follow)4. He came to China in 1998, two years ___later____ (late) , he became ___interested____ in Chinese history. (interest)5.The teacher encourages us ____to speak____ English as often as possible. (speak) 教学反思