八年级上册（2013年6月第2版）《Task： A report on an animal in danger》精品教案下载-台州市优质课

Step 2. Lead-in(导入) Task 1: T：We have learned something about the giant panda called “Xi Wang” in Unit 4. Now, can you describe the two lovely giant pandas called “团团”and “圆圆”…… （展示多媒体课件熊猫图片一） [设计说明] 本节课的教学技能目标是让学生学会用所学的知识来描述对象。从对学生们所熟知的赠台大熊猫“团团”和“圆圆”的描述上，让学生理解和掌握描述动物应从以下几点进行：Appearance, Ability, Character, Food, Danger。本任务的设计是为后面运用语言来描述珍稀鸟类作好铺垫。

Step 3. Presentation(呈现) T: We have learned many kinds of animals on land. For example: wolf, fox, panda and so on. Are there any animals that can fly in the sky? Ss: Birds. T: Good. There are many kinds of birds in the world. Do you know them? Let’s enjoy some pictures. (展示多媒体课件鸟类图片二) ◆ Can you tell me what the names of the birds are? ◆ Can you describe them? Help them to describe the birds on the screen and meanwhile teach the new words and phrases one by one: crane, seagull (long-winged, web-footed), sparrow, swallow (long pointed wings, forked tail), swan (thin), golden eagle (brownish, broad wings, hooked beak) [设计说明] 这一环节是学生首次接触课本新授内容，以鸟类名称和外形特征词汇的学习为主。以多媒体课件鸟类图片的形式教学，形象具体，能从直观上让学生养成由总体感觉到细节描述。从学生不同的认知角度出发，教学时要求基础弱的学生首先掌握好鸟类名称的拼读，基础较好的学生则要求基本掌握鸟类名称和外形特征词汇。为下一步教学活动的顺利开展做好准备。

Step 4. Playing games(游戏) （1）课前学生需要制作好本课教学内容中的鸟类和其外形特征词汇卡片。在本节活动中指导学生分成鸟类词汇卡片和外形特征词汇卡片两大组，以快速准确集中同一方阵，归于同类的小组为得分依据，进行小组比赛游戏。（2）以学生个体完成教材75页Part A部分的选择图画为第二个比赛游戏，表扬奖励最先完成的同学。 [设计说明] 游戏和比赛永远是学生课堂上的最爱，在词汇新授之后不失时机地以游戏方式加强学生对词汇表意和内容的记忆，是一种有效的教学尝试。也能更好的激起认知水平较差的学生学习热情。

Step 5. Activities(活动) Task 2: Divide the students into groups of four. One of them describes the appearance and character of the birds. Let the others guess what the name of the bird is. Do it like this: S1: I am a tall bird. I have a long beak and long legs. My neck is quite long, too. S2: I guess you are a crane. S3: I guess … Task 3: Do the word puzzle about the birds ‘Tell the name of the birds’. (展示多媒体课件猜测鸟类名称图片三) [设计说明] 两个小任务的设计是为了加深和巩固学生对上一个教学环节学习内容的掌握。两种不同层次的学生都能从这两个任务中获得运用语言进行表达的机会。

Step 6. Making a dialogue(对话) Task 4: Let students make and practice the following dialogue. Talking about their favourite birds. （展示多媒体课件对话图片四） S1: Which bird do you like best? S2: I like the parrot best. S1: Why ? S2: Because it has colourful feathers. What about you? S1: I like … [设计说明] 本对话是对教材中的内容进行了适当拓展，目的是为了培养和强化学生的语言实践能力和自我表达能力，同时又在对话中进一步巩固对所学词汇的理解和运用。设计的第四个任务是学生最有可能出现教师预设不了的对话内容，要求原则上不离题即可。

?Stpe 7. Listening(听力) T: Our friend Eddie is going birdwatching tomorrow. Do you know where he is going to watch birds? Listen to Hobo and Eddie’s conversation and find out the answer to the question : Does Eddie like real birds? (No, he doesn’t.) (1): Play the tape for students to listen and understand. Check the answer orally. (2): Play the tape again for them to repeat and explain the main sentence “I am going birdwatching at the market.” (3): Let students practice the conversation in pairs. Task 5: (4): Ask some pairs to act it out in front of the class. [设计说明] 教学环节应该有紧有松。Comic strip的内容放在这一步处理原因有二：学生通过前面几个由浅入深、层层递进的环节学习，在基本掌握了本节课的知识目标后，学习的劲头和注意力已经有所下降，这时由学生自己的对话转入到Hobo和Eddie的趣味对话可以产生调节的作用，而更为重要的是听力的提高依赖于平时点滴的训练。另外对话中的重点句子包含有下节课时的学习要点，学生通过听、读、操练和教师的适当点拔能对语言知识加深印象，为下一课时的学习起到了承上启下的作用。

Step 8. Interview(采访) Task 6: T: Many people like going birdwatching. We call them birdwatchers. Suppose one of you is the birdwatcher. The other students are reporters and they want to know more about birds. Please think out as many questions as possible to ask the birdwatcher. One star for one good question. For example: ★ Is it interesting to go birdwatching? ★ Can you tell me more about the seagull? ★ Are birds our friends? ★ What can we do to protect the birds? … [设计说明] 最后的采访设计再现了本课所提出的全部教学目标，加深了学生对Go birdwatching这一主题的印象。通过这一活动的完成，学生在溶入本单元学习主题的前提下，培养了自己思考问题和创新思维能力，展示了个人的观点和才能。也体现了语言为生活服务以及语言交际性的主旨。

Step 9: Homework(作业) 1. Read and recite the new words and phrases 2. Write an article about one of your favourite birds. [设计说明] 布置写作作业旨在把本节课的听说训练落实到写，使学生的综合语言运用能力得到锻炼和提高。 总之, 这节课设计在音乐声中开始，在采访中结束，学生的语言习得过程应是心情愉悦，情绪高涨。整体设计着重体现“学以致用”和快乐中学习英语的理念，展现英语课的多姿多彩！

板书设计： Unit 5 Welcome to the unit I believe I can fly! Appearance, Ability, small/tall Character, Food, Danger long legs/beak/neck/thin neck Which bird do you like best/least? long-winged/web-footed I am going birdwatching at the market. white/grey/black/brown feather (come,go,begin, leave start…) forked tail/hooked beak

8A unit 5 Main task 教学设计

设计题目

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? 《牛津初中英语》8A Unit5 Birdwatchers Main Task

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教学内容

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1. This part mainly introduces the two writing styles: an application form and an application letter.

For the application form, it is based on the topic-joining the Birdwatching Club, and introduces what information is included in and how to write the information in the correct form. Students may use this kind of form again in daily life so this part is very useful.

For the application letter, students need to use the information in the application form to finish their own letter, and use the correct sentence patterns and the proper letter format.

2.Important and difficult points:

1. How to understand and use the proper information in the correct form in an application form

2. How to write down an application letter by using the information in the application form properly and logically

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教学对象

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1. Students are familiar with the information in the application form but they need to know what information is mainly included in this form, and they have to know how to write down these information in the correct form clearly.