Unit5課時教案牛津譯林版英語八年級上冊

8AUnit5Weletotheunit課標(biāo)解讀能在教師的指導(dǎo)下進行簡單的角色表演，能在教師的指導(dǎo)下參與角色表演等活動，能根據(jù)話題進行情景對話。能聽懂接近正常語速的故事和敘述，理解故事的因果關(guān)系；能在聽的過程中用適當(dāng)?shù)姆绞阶鞒龇磻?yīng)。教材分析本課時是本單元的第一課時，主要是激發(fā)學(xué)生學(xué)習(xí)興趣，通過

Eddie和Hobo兩只小狗之間的對話，引出本單元的學(xué)習(xí)重點：掌握相關(guān)野生動物的重要詞匯和兩個重要的句式，Couldyoupleasenoteatthem和Imaydiewithoutthem。學(xué)生通過本課時的學(xué)習(xí)，學(xué)會表達對動物的喜好。學(xué)情分析Mostofthestudentsareeagertoknowmoreaboutwildanimals,butsometimestheydon’thaveenoughvocabularyandnordotheyknowhowtotalkabouttheirfavouriteanimalsfluentlyinEnglish.Soit’sveryimportanttoarousethestudents’interestbymakingsimilardialogues.TeachingaimsBytheendofthelesson,themajorityofthestudentswillhavebeenableto1.Revisesomewordsaboutwildanimals2.talkaboutsomeanimalslikedolphins,zebras,squirrels,giantpandas,bears,andtigers3.talkabouttheirfavouriteanimalsfluentlyinEnglish.Teachingkeyanddifficultpoints1.Keypoint:tomasterwords，phrasesandsentencepatternswild,free,wish,pity,dienoway,havepityon,infact,Theymaybeedishesonthetableanytime.Couldyoupleasenoteatthem?Imaydiewithoutthem.2.DifficultpointTalkabouttheirfavouriteanimalsusingthesentencepatternWhatwildanimaldoyoulikebest?Ilike...best.TeachingstepsStep1.BrainstormingPresentplentyofpicturesofanimals,thenaskstudentstonamethemquickly.Step2.PrelessonAnswerthequestion.Q:Howmuchdoyouknowaboutwildanimals?eg:Wheredotheylive?Whatdotheyeat?Aretheyfriendly?Whatdotheylooklike?etc.2.QuizaboutwildAnimalsWhichanimalisthekingintheforest?Whichanimalisthecleverestanimalinthesea?Theyareakindofhorseswithblackandwhitestripesontheirbodies.Whichanimalislarge,strongandheavywiththickfur(皮毛)?Whichanimalissmallandlovely,buthasaverybigtail?WhichanimallooksverycuteandlivesonlyinChina?Presentsixpicturesofwildanimals,readthenewwords.Learnsomemorewordsandphrases.Step3.Whilelesson1.PartAwritecorrectnamesunderthepictures.Thenreadthenamestogether.2PartB.Listenandfillintheform.Doasurvey:Putatick(√)undertheanimalsyoulikebestandacross(×)undertheanimalsyoulikeleast.beardolphinGiantpanda zebrasquirreltigermepartnerPairwork:MakeadialogueA:Whichanimaldoyoulikebest/least?B:Ilike…best/least.A:Why?B:Becausetheyare…A:Whatdoesiteat?B:…Whataboutyou?A:Ilike…because…3listentothedialoguebetweenEddieandHobo,answertwoquestions.DoesEddiewanttoliveinthewild?Whyorwhynot?WillEddieeatthewildanimals?Whyorwhynot?4Roleplay:Pleaseactthedialogueoutwiththepartner.Step4PostlessonPutthephrasesintoEnglishFillintheblanksStep5homeworkFinishtheexerciseintheworkbook.PreviewReadingandfindsomeinformationaboutgiantpandasBlackboarddesignWildanimalsCouldyoupleasedo...?Dolphintake\havepityon...SquirrelinfactImaydiewithoutthemWhatanimalsdoyoulikebest?Ilikemonkeysbest.Why?Becausetheyareclever...Teachingideas8AUnit5Reading1課標(biāo)解讀注重語言學(xué)習(xí)的過程，強調(diào)語言學(xué)習(xí)的實踐性，主張學(xué)生在語境中接觸、體驗和理解語言，并在此基礎(chǔ)上學(xué)習(xí)和運用語言。對不影響學(xué)生對文本的理解的生詞可以不教，對影響學(xué)生對文章理解的并無法根據(jù)上下文或根據(jù)其他線索無法猜出詞義的要幫助學(xué)生掃清障礙，有些詞匯可以留給學(xué)生自己處理，教師要教給學(xué)生猜詞悟義的方法。教材分析本課時是本單元的第一課時，學(xué)習(xí)一篇大熊貓“希望”的成長過程過渡到大熊貓現(xiàn)存狀況的關(guān)注。文章列出了大熊貓面臨的諸多危險，喚起學(xué)生保護大熊貓的意識，教育人類要保護生態(tài)環(huán)境，關(guān)愛瀕危野生動物。學(xué)情分析本節(jié)課的教學(xué)對象是初二的學(xué)生，經(jīng)過一年多的學(xué)習(xí)，他們的英語學(xué)習(xí)能力有了一定的提高，但是班級學(xué)生英語水平差異較大，學(xué)困生較多。因此在教學(xué)設(shè)計時要兼顧到這些學(xué)生，使他們能體會到上課的樂趣。TeachingaimsBytheendofthelesson,themajorityofthestudentswillhavebeenableto1.Knowthegrowthprocessofgiantpandasandthemeasurestoprotectgiantpandas2.cultivatethestudents’abilitytoguessthemeaningofthewords3.enhancethestudents’awarenessofwildlifeprotectionafterreadingthearticle.TeachingkeyanddifficultpointsTeachingkeypointmasterbasicwords,phrasesandsentencepatternsmean,face,however,action,beginning,serious,result,law,none,sadly,mainly,danger,beborn,looklike,not...anymore,liveon,asaresult,indanger,takeaction,rightaway,atbirth,inthebeginning.TeachingdifficultpointLearntotalkaboutthegrowthprocessofgiantpandasandmeasurestoprotectwildlifeinEnglishTeachingstepsStep1Leadin1.Brainstorming:Whatwordswouldyouthinkofwhenyouseepandas?Showpicturesofpandasdeadorinjured.Pandasareindanger!!Whatshouldwedoforthem?T:Todaywearegoingtolearnmoreaboutgiantpandas.Milliefoundareportongiantpandasinamagazine.Hereisthereport.Step2PrereadingWhat’sthemainideaofthereport?Askstudentstoreadthetextquicklyandtrytogettheinformationfromthetitle,thepicturesandthefirstorlastparagraphofthetext.Step3Whilereading1.Readpara1andanswer:(1)What’sthenameofthegiantpanda?(2)Whatdoesnamemean?Para1tellsusaboutHowoldwasXiWangwhenthewriterfirstsawher?2.Readpara2carefullyandfinishthetableAgeWeightLooks/Activity1day(wasborn)

4months

6months

12months

Para2tellsusabout3.Readpara3carefullyandfinishtherestofthetableAgeWeightLooks/ActivityFood1day(wasborn)

4months

6months

12months

20months

Para3tellsusabout4.Readpara2&3againandfinishPartB2onP59.5.Readpara4carefullyandfillintheblanks.(1)It’s__forpandastohave____.Manybabypandas____whentheyarevery___.(2)Giantpandasmainly____aspecialkindofbamboo.However,the____forestsarebeing____and____.Para4tellsusabout.6.Readpara5andfinishthetask.TakeactiontoprotectgiantpandasHelppandas.BuildMakelaws.Doyouhavemorewaystoprotectgiantpandas?Para5tellsusabout7.Readpara6andanswer:(1)Howmanypandasarethereinthewild?(2)Whatwillhappentogiantpandasifwedonothing?Doyoubelievewecanprotectthepandas?Why?Para6tellsusaboutConclusion:Thestructureofthereportandwhat’sthepurpose(目的)ofthisreport?Step4Postreading1.閱讀課文，完成表格，每空一詞。ThestoryofXiWangThenameofthepandaThepandawas1XiWang.The2ofthenameishope.The3ofXiWangWhenshewasborn,her4was100g.At4monthsold,sheweighed8kilosandstartedtogooutsideforthefirsttime.At12monthsold,sheweighed35kilos.ThefoodofXiWangInthebeginning,XiWangdrankhermother’smilk.At6monthsold,shebegantoeatbamboo.The5pandasfaceItisvery6forpandastohavebabies.Aspecialkindofbambooistheir7food.Butthebambooforestsarebeingsmallerandsmaller.The8wecantakeHelppandashavemorebabiesBuildmorepanda9MakelawstoprotectpandasThehopeforpandasThereareonly1600pandasleft.Ifwedon’tdo10,soontheremaybenoneleft.However,XiWangisourhope.2.HaveadiscussionNotonlypandasbutalsomanyotheranimalsareindanger.Homework:1.Readthetextfluentlyafterclass.2.FinishtheexercisesintheWorkbook.Teachingideas8AUnit5Reading2課標(biāo)解讀閱讀課時初中英語教學(xué)中一個重要環(huán)節(jié)，在英語教學(xué)過程中既是教學(xué)重點，又是教學(xué)難點。課標(biāo)對閱讀的要求是：能根據(jù)上下文和構(gòu)詞法推斷、理解生詞的含義；你能找出文章中的主題，理解故事的情節(jié)。教材分析本課時是Reading板塊的第二課時，繼續(xù)講述“希望”的故事，由她的出生、成長、到野生大熊貓的生存困境，最后談?wù)撊绾伪Ｗo這些瀕危的大熊貓。文章篇幅較長，生詞、短語較多，部分語言點偏難，如何處理不好，初二學(xué)生學(xué)起來會比較吃力。學(xué)情分析學(xué)生通過上節(jié)課的學(xué)習(xí)，初步了解“希望”的成長過程及面臨的生存困境，但是由于本班學(xué)生兩級分化較嚴(yán)重，因此在設(shè)計任務(wù)時應(yīng)由易到難，難易適中，教師在活動過程中要盡可能跟他們交流，給予幫助和鼓勵。TeachingaimsBytheendofthelesson,themajorityofthestudentswillhavebeenableto1.Toknowmoredetailsaboutgiantpandas.2.Tolearnthelanguagepointsthroughreading.3.Tolearntousethelanguagepointsincorrectsituations.TeachingkeyanddifficultpointsTeachingkeypointTounderstandthelanguagepointsinsituations.TeachingdifficultpointTousethelanguagepointsincorrectsituations.Teachingsteps1.Freetalk:WhatdoyouknowaboutXiWang?(Presentsomepicturestohelpthem.)2.Readthetextandfillinthetable.ThegrowthofXiWang★WecalledthepandaXiWang.This______hope.★WhenXiWangwas_______,she_________about100grams.★At4monthsold,the________ofherisabout8kg.★Eightmonthslater(at12monthsold),shewas____________asmallbaby.★Inthe__________,she________hermother’smilk.★At6monthsold,she_______toeatbamboo.★Attheageof20monthsold,she__tolookafter_____.The________problemsofgiantpandas★________,it’s________forpandastohavebabies.★Giantpandaslivemainlyonaspecialkindofbamboo._______,thebambooforestarebeingsmallerandsmaller.__________________,theymaynothaveaplacetoliveorfoodtoeat.★Soon,theremaybenone_______.Actionstoprotectgiantpandas★Helppandashavemorebabies★Buildmore_______★Make_______toprotectpandas3.Languagepoints1)Itmeanshope.=Itsmeaningishope.Itismeaninglesstodotoomuchhomework.Ifyoulistencarefullyinclass,itwillbemoremeaningful.meaninglessadj.無意義的meaningfuladj.有意義的Practice:2)weighv.重weightn.重量Guess:Howmuchdoesthemouseweigh?Itweighs.../Itsweightis...3)not…anymorenomoreShewasnotasmallbabyanymore.=Shewasnomoreasmallbaby.Teenagersoftensaytotheirparents“Iamnotachildanymore!/Iamnomoreachild.”Afterhegrowsup,hedoesn’tliketalkingtohisparentsanymore./henomorelikestalkingtohisparents.4)sadlyadv.Practice:suddenlyluckilyunluckily5)asaresultPractice:Putthefollowingsentencestogetherwith“asaresult”.1.MycousinthoughthealreadykneweverythingaboutDIY.Iattendedthelessonsmyself.2.Danieldidn’tlistencarefullyinclass.Danielcouldn’tdohishomeworkbyhimself.3.Ourbasketballteamwonbeautifullyinthematch.Allourclassmatesgaveusstrongsupport.leftleaveTrytofindoutmeaningsofthe“l(fā)eave”and“l(fā)eft”indifferentsituations.1.Don’tleavethelightsonwhenyouleavetheclassroom.2.IamsorrythatIleftmyhomeworkathome.3.Thereisnothingleftinthefridge.Let’sgoandbuysome！Practice:1.Afterhavingmylastcake,Ihavenoone_________.2.Please_______mealone.Idon’twanttotalktoanyone.3.Don’t__________keyathomeagain.4.Lastyear,ItookmanyphotosbeforeI_______Canada.4.Groupdiscussion:Whatcanwedotoprotectanimals?(Presentsomepicturestohelpthemthink.)1)Joinanimalsclubsandknowmoreaboutanimals.2)Don’tbuyclothesmadeofanimalfur.4)Makepostersaboutanimalsintheschooltomakemorestudentsknowaboutanimals5)Encouragethemtotakeactiontoprotectanimals.5.DosomeEnglishexercisesHomework1)Readthetextfor3times.2)Chooseanotherendangeredanimalandwriteaboutitfromthefollowingaspects:a.itsfeatures(looks,food,weight…)b.thedangersitfacesc.theactionspeopletaketoprotectitTeachingideas

8AUnit5Grammar課標(biāo)解讀語法教學(xué)不能過于強調(diào)語法規(guī)則的作用，不能忽視語法本身的表意功能。教師在語法教學(xué)時，要想方設(shè)法創(chuàng)設(shè)情境，引導(dǎo)學(xué)生在發(fā)現(xiàn)、體驗和歸納的過程中準(zhǔn)確、恰當(dāng)?shù)剡\用語言技能，以培養(yǎng)學(xué)生的綜合語言運用能力。教材分析

本節(jié)課是牛津英語八年級上冊第五單元的一節(jié)語法課。它旨在讓學(xué)生掌握并正確使用may和動詞不等式，是七年級相關(guān)語法的延伸。學(xué)好這節(jié)課不僅能加深學(xué)生對may以及動詞不定式的理解和運用，還能為九年級may和動詞不定式的全面學(xué)習(xí)打下基礎(chǔ)。學(xué)情分析學(xué)生對may和動詞不定式(not)

to

do已經(jīng)有了簡單的了解，但仍局限在基本意思的層面上，不能在語境中正確運用。學(xué)生普遍缺乏語言運用的主動性，尤其是在語法課上，他們習(xí)慣于背記語法知識，經(jīng)常感到乏味，這就忽略了語言學(xué)習(xí)的本質(zhì)。本節(jié)課將為學(xué)生提供真實的語境，讓學(xué)生在真實語境中探究、參與,感知。教學(xué)目標(biāo)1.掌握并正確運用may和verb+（not）todosth.2.在自主、合作和實踐過程中，掌握并熟練運用may和verb+(not)todosth;3.了解野生動物的信息，并培養(yǎng)關(guān)愛動物、保護環(huán)境的意識。Focusofthelessonandpredictedareaofdifficulty1.Howtouse“may”forpossibility.2.Howtouse“verbs+toinfinitives”.TeachingaimsStep1PresentationT:Thisismyplan.Iplantogooutwithmyfamily.Iwanttotakeacameraandsomefood.Idecidetogotherebybus.Ihopetotakesomephotosofwildanimals.Iwanttostaythereforaboutthreehours.2.Finishadialogue.Pleasetalkabouttheplanwithyourclassmatesusingthefollowingconversationasamodel,payingattentiontousingcorrectformoftheverbs.3.Explainhowtouse“toinfinitives”.T:Weoftenusetoinfinitivesaftertheseverbs.agree,choose,decide,hope,learn,plan,prepare,want,like,start,begin,fail,wish,try,remember,forget.4.Trytofind“verb+toinfinitives”inthepassageasquicklyaspossible.Step2Consolidation1.Using“may+verb”and“verb+toinfinitives”totalkabouttherulesinthezoo.T:Whilewewerevisitingthezoo,somevisitorsgavetreeleavestocamelstoeat.Thezookeeperstoppedthemandsaid:Lookatthesign“Don'tfeedtheanimals.”Iftheyeatsomethingbad,theymaygetill.Boysandgirls,doyouknowanythingelseweshouldn'tdointhezoo?Now,let'shaveadiscussion.Usemayandtoinfinitivestotalkabouttherulesinthezoowithyourclassmates.Canwegonearthetigers?(Remembernottofeedtheanimalsbecausetheymaygetsick.)Canwefeedtheanimals?(Don'tforgettostayawayfromdangerousanimalsliketigersbecausetheymayhurtyou.)Canwetakephotosofanimals?(Remembertoturnofftheflashlightwhileyouareusingacamerabecauseitmayfrightentheanimals.)Canwe…2.SummaryWeshouldfollowtherulesandnoticethesignsintheZoo.Enjoyyourselvesinthezoo.Homework1.Finishtheschoolbasedhomework.2.Makemoresentenceswithmayandverbs+toinfinitives.Blackboarddesign1.Verbs+toinfinitivestodododoing2.maycanTeachingideas8AUnit5Integratedskills課標(biāo)解讀新課程標(biāo)準(zhǔn)指出，教學(xué)是不斷生成的.教學(xué)過程是師生多向的交流過程。在課堂教學(xué)中,教師的教與學(xué)生的學(xué)是同時進行的，課堂已經(jīng)不再局限于教師課前所設(shè)定的小框框里，而是有著某種程度上的開放。在教師的引導(dǎo)下,學(xué)生通過觀察，發(fā)現(xiàn)和歸納等方式,掌握語言的規(guī)律，形成有效的學(xué)習(xí)策略?！墩n標(biāo)》對八年級學(xué)生在聽的方面做了具體要求：能聽懂接近自然語速、熟悉話題的簡單語段，識別主題，獲取主要信息。

教材分析

本節(jié)課的內(nèi)容是:Umt5的綜臺技能訓(xùn)練,將聽，說、讀寫糅合在一起進行綜合訓(xùn)練,以提高學(xué)生綜合應(yīng)用英語的能力。本課時以聽、說技能為主，兼顧讀、寫能力發(fā)展的綜合技能，既是單元前面各板塊的延續(xù)，也是對單元后面寫作教學(xué)的前期鋪墊。教材內(nèi)容分為聽力和對話兩個部分。內(nèi)容與單元話題“保護野生動物”緊密相關(guān)。學(xué)情分析

學(xué)生進入初二年級，兩極分化較嚴(yán)重.有些聽力材料有生詞，句子長，加上錄音中的連讀，對某背景知識不了解等因素，都給聽帶來了障礙，很多學(xué)生聽了兩遍錄音也未能完全聽出信息，這種聽力活動常常給很多學(xué)生的英語學(xué)習(xí)帶來挫折感，真正受益的只是班上的幾個優(yōu)等生。因此教師要在學(xué)生聽之前讓他們了解所聽內(nèi)容的相關(guān)背景知識，為下面的聽說教學(xué)活動提供足夠的語言支撐。

TeachingobjectivesThestudentsshouldbeableto1.graspthesentencesaboutspecificcharacteristic,appearance,abilities,eatinghabitsanddangerinthecontextofanimals;2.obtainthekeyinformationfromlistening;3,expressopinionsaboutprotectingwildanimals;4.bemoreawareoftheimportanceofprotectingthewildanimalsbylisteningandspeaking.Importantpointsanddifficultpoints1.Toobtainthekeyinformationfromlistening.2.Toexpressopinionsaboutprotectingwildanimals.TeachingproceduresStep1LeadinPleaseguesswhatkindofanimalitisaccordingtotheirlooksandqualities.Step2Presentation1.Let’ssayTellussomethingaboutyourfavouritewildanimals,youcansaylikethis.Myfavouritewildanimalsare…Theyare…Theycan/aregoodat…Theylike/often…Theylikeeating…2.Teachnewwords:stripe,human,hunter,kill3.Listening(1)Playtherecordingforthefirsttimeandgetstudentstoanswerthequestions.(2)Tipsforlistening.Step3Consolidation1.pletetheletter2.Checktheanswersandgetstudentstoreadthelettertogether3.AccordingtothefactsheetsfillintheblanksinthetableblowSpeakup:It’sagreatpity.Step1Presentation1.Listentotheconversationandanswerthequestions.Whyaresomewildanimalsindanger?Whatcanwedotoprotectwildanimals?2.Getstudentstoreadthedialoguetogetherandtheninroles.Step2Practice1.Asstudents,howcanweprotectwildanimals?PleasediscussthetopicI’mafraidit’swrong/notrighttodoso.2.Getsomepairstoshowtheirnewdialogue.3.SummaryHomeworkMakeaspeechabouthowtoprotectwildanimalsindanger.Unit5IntegratedskillsPandasTigersWolvesWeghtLooksFoodFoodProblemsProblemsActionActonTeachingideas8AUnit5Studyskills課標(biāo)解讀能根據(jù)上下文和構(gòu)詞法推斷、理解生詞的含義；理解和領(lǐng)悟詞語的基本含義以及在特定語境中的意義。教材分析Studyskills相比其他板塊較獨立，從七年級的語音策略、八年級的構(gòu)詞法寫作技能到九年級的閱讀和交際策略，都給學(xué)生提供了切實可行的學(xué)習(xí)，該部分內(nèi)容忽視不得。學(xué)情分析學(xué)生在前幾個單元已經(jīng)學(xué)過表示形容詞的后綴（ful,less）和構(gòu)成反義詞的前綴(im,in,un)，學(xué)生對派生詞已經(jīng)有初步的認知，但是學(xué)生對動詞轉(zhuǎn)換成名詞（ing,tion）、形容詞轉(zhuǎn)換成名詞（ness）比較陌生。因此，教師在設(shè)計任務(wù)時應(yīng)由易到難，難易適中，教師在活動過程中要不斷給予鼓勵。TeachingaimsBytheendoftheclass,thestudentsshouldbeableto1.Beabletolearntousethesuffix“ing”,“ness”and“ion”toformnouns；2.Beabletorealizetheimportanceofprotectingthewildanimals.ImportantpointsanddifficultpointsHowtoformnounsbyaddingsuffixestoverbsoradjectives.TeachingstepsStep1leadinLeadinReviseReading:Weallknowpandaslikeeatingbamboo.Butwhentheyareborn,whatdotheyeat?Ss:Inthebeginning,theydrinktheirmother’smilk.Atsixmonthsold,theybegintoeatbamboo.Bb:begin+ningbeginningStep2PresentationBrainstorm:LettheSssayoutwordslikethis:feel+ingfeeling,meet+ingmeeting,shop+pingshopping,camping,jogging,skating,reading,cleaning,skiing,sleepingYousee,wecanchangesomeverbsintonounsbyaddingthesuffix–ing.Sometimeswecanchangeadjectivesintonounsbyaddingthesuffix–nessorionill+nessillness,kind+nesskindness,nbusy+nessbusiness action,invitation,invention,Step3Practice1.DoExsP65A:Changethefollowingverbsandadjectivesintonouns.Changethefollowingverbsadjectivesintonounsbyaddingthesuffixes.Ifyoudon’tknowtheword,youmayuseadictionary.2.ChoosesomeSstoetothefrontoftheclassroomandwritetheiranswersontheboard.Ensurethatallthewordsarespelledcorrectly.AskSstochecktheirownwork.3.Checkanswersinthegroupsfirst.Step4PracticeExplainthecontextofPartB.RemindlessableSsthattheywillhavetochangesome,butnotall.WritetheanswersontheboardsoSscanchecktheirspelling.NowI’mgoingtoshowyousomeverbsandadjectives.Pleasesaytheirnouns,andthenspellthenouns.Step5Atest用所給單詞的適當(dāng)形式填空1.We’llneverforgetyour(kind)tous.2.IwanttotellmymomaboutChinese.NewYear’s(celebrate).3.Thefoodsmellsterrible.Ihavethesame(feel).4.Wewillhaveaparents’(meet)thisweekend.5.The(collect)ofthesestampstooktenyears.6.Ididn’tgotoschoolyesterdaybecauseofmy__________（ill）.BlackboarddesignswimmingactionillnessTeachingideas8AUnit5Task課標(biāo)解讀寫作是學(xué)生將語言知識內(nèi)化為語言表達能力的有效過程。學(xué)生對英語基礎(chǔ)知識的掌程度與運用能力也可以通過寫作表現(xiàn)出來，寫作能力需要通過長期的指導(dǎo)和訓(xùn)練才能形成?！墩n標(biāo)》要求，教師要鼓勵學(xué)生通過體驗、實踐、參與、合作和探究的方式，發(fā)展聽、說、讀、寫的綜合語言技能。教材分析本節(jié)課的內(nèi)容是8AUnit5Task。學(xué)生通過本節(jié)課的學(xué)生，能就調(diào)查獲取的信息描述野生動物的外貌，性格特點，能力和所面臨的危險。本課中所涉及的學(xué)生不熟悉的詞匯不多，學(xué)生對范文的理解基本沒有難度。學(xué)情分析在本單元的閱讀板塊學(xué)生已經(jīng)學(xué)習(xí)了大熊貓的成長過程與面臨的生存危機，在綜合技能部分學(xué)生學(xué)習(xí)了老虎和狼的生活習(xí)性，學(xué)生通過前面對野生動物的學(xué)習(xí)已經(jīng)初步了解要描述野生動物需要從哪些方面去寫，并已會用一些基本的句型去表達，但是在本課時中，學(xué)生對熊的外貌和習(xí)性還缺乏一定的認知，需要教師進一步的引導(dǎo)和幫助。TeachingaimsBytheendoftheclass,thestudentsshouldbeableto1.usetherealinformationfromthereporttoexpresstheirviews2.describewildanimals’looks,food,qualitiesanddangerusingtheinformation.3.usetheinformationobtainedfromsurveytowriteareportandexpresstheirviewsonwildliferisk.Importantpointsanddifficultpoints1.Tomasterthestepsofwritinganoutline；2.Toknowhowtowriteagoodintroductionandconclusion.TeachingproceduresStep1LeadinShowapictureofHongshanZoo.Askstudents:(1)Where