仁爱版初中英语八年级上册Unit 4 Topic 1Section B优质课教案.docx
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仁爱版初中英语八年级上册Unit4Topic1SectionB优质课教案
八年级上册教案设计
Unit4OurWorld
Topic1What’sthestrongestanimalonthefarm?
SectionB
Ⅰ.Materialanalysis
SectionB的主要教学活动为1a和3。
本节课通过WangWei,Michael,Jane,Kangkang之间的对话，引出谈论动植物的话题。
在这部分学习中，教师可以借助图片对比的方式好好培养学生爱护动植物的意识。
也通过动物、植物更喜欢哪个的表述的句子，继续学习形容词比较级和最高级。
形容词比较级和最高级是本话题的重点也是难点，所以老师们在设计课堂的时候应该通过游戏、竞赛、小组合作等方式激发学生的参与热情，通过身边的例子吸引学生的注意力。
Ⅱ.Teachingaims
Knowledgeaims：
1.通过本课学习，在口语表达的时候能根据意群或逗号适当地停顿。
2.能在老师的引导下，听出/r//l/之间的区别。
3.能正确拼读并运用单词表中的黑体单词如：
rose,以及一些形容词的比较级、最高级形式。
4.能掌握形容词的比较级和最高级的用法。
5.能运用本课所学语言，对某些事物进行比较。
Skillaims：
1.能听懂有关通过比较级、最高级来评价某个事物的话题，能根据停顿听出句子的意群。
2.能正确地口头表达有关通过比较级、最高级来评价某个事物的话题，能在读句子和
口头表达的时候，通过停顿，重音的方式引起别人注意。
3.能正确朗读课本的文本材料，准确把握语音、语调及停顿。
4.能正确地运用书面表达写出有关比较级和最高级的文章。
Emotionalaims：
通过对SectionB的学习，要求学生明白动植物能带给我们欢乐、使我们的世界更美丽，保护动植物，让我们和花鸟鱼虫和谐生存。
Ⅲ.Thekeypointsanddifficultpoints
Keypoints：
1.复习比较级和最高级的用法。
2.从重音、停顿等方面培养自己的口语。
3.复习/r//l/之间的发音区别。
Difficultpoints：
1.比较级和最高级在句子当中的正确使用。
2.根据音标写单词的时候容易漏掉不发音的字母。
Ⅳ.Learningstrategies:
比较级这一语法比较难，在学习的时候多想想自己和朋友的变化，试着多用英语夸夸同
学的进步，不仅能增进感情，还能练习语法点。
Ⅴ.Teachingaids
Computermultimediaprojector,pictures,cardswithtable
Ⅵ.Teachingprocedures
Step
Interactionpattern
Studentactivity
Teacheractivity
Introduction
（5minutes）
1.Thewhole
classwork
2.Thewhole
classwork
andindividualwork
3.Thewhole
classwork
4.Thewhole
classwork
5.Groupwork
6.Individual
work
1.Focustheirattention
ontheteacher.
2.Studentslookatthe
beautifulpictureshappily.
Whentheyseetheuglypicture,theymayfeelbad.Allofthestudentslikethebeautifulone.
3.Listentotheteacher.
4.Studentsstudythe
pronunciationand
spellingof“rose”.
5.Studentsanswerthe
questionswith
comparativeand
superlativedegrees.
Theanswermaybe“Ilike...better,becauseitiscute/beautiful...”
6.Answerquestionsandreviewcomparative
andsuperlativedegrees.
1.Getstudentsreadyfor
learning.
2.Show2picturestostudents.
Oneisbeautiful.Thereare
manyanimalsandflowers
init.Peopleplaywiththeir
petshappily.Teachercan
choosethepictureslike
garden,park...Theotherone
isveryugly,likepollution.
Askstudents,“Whichonedo
youlikebetter?
”
3.Educatestudentstoprotect
environmenttogivetheanimalsandflowersanicer“home”.
4.Showthe4picturesof1a
tostudents.Teachthenewword“rose”here.
5.Askstudents,“Whichdo
youlikebetter,plantsoranimals?
Why?
”
6.Invitestudentstoanswer
thisquestion.
Presentation
（10minutes）
1.Individualwork
2.Individualwork
3.Individualwork
4.Thewhole
classwork
5.Groupwork
6.Individualwork
andgroup
work
7.Pairwork
1.Studentslistento1a
andwritedownthe
answers.Theycan
hear“Ilikeanimals
better./Ilikeplants
better.”
2.Listento1aagainand
finish1b.
3.Studentssharetheir
answersafterthe
examples.
4.Readafterthetape
sentencebysentence.
Marksomepauseif
necessary.
5.Studentsreadthe
passageingroups.
Groupleaderscheck
whetherallthe
memberscanreadthepassageandhelpthosewhocan’tread.
6.Studentsread1a
carefullyandfillintheblanks.Studentshadbetterfillintheblanksaccordingtotheirmemories.Thensharetheanswersingroups.
7.Reportthepassageto
theirpartners.
Finish1a.
1.Play1a.Showtwo
questionstostudents,
“WhichdoesMichaellike
better,plantsoranimals?
”
“WhichdoesWangWei
likebetter,plantsor
animals?
”
2.Checktheanswersand
play1aagain.Askstudentstofinish1b.
3.Invitestudentstoshare
theiranswerswithawholesentence.E.g.WangWeilikesrosesbetter.Hethinksrosesarethenicestofalltheflowers.
4.Play1asentencebysentence.Askstudentstopay
attentiontothe
pronunciationandthe
pause.
5.Givestudentsseveral
minutestoreadthe
passage.
6.Show1ctostudents.Ask
studentstoread1acarefullyandfillintheblanks.
7.Organizethestudentsto
sharetheanswers.
Consolidation
（10minutes）
1.Thewhole
classwork
andgroup
work
2.Pairwork
3.Individual
work
1.Eachstudentshould
surveyfourstudentsasquicklyaspossible.Theycanusethesentencesin1a.
A:
Whichdoyoulike
better,plantsor
animals?
B:
Ilike...better.
A:
Why?
B:
Becauseitisthe...
Inthispartstudents
shouldlearntheteamwork.Byinterviewing
eachother,students
shouldlearnthe
cooperationandthe
competition.
2.Studentsputtheir
handshigh.Maketheconversations.
3.Volunteersreporttheir
resultslikethis:
Jack
likesanimalsbetter,
becausehethinks
animalsareverycute.
Peterlikes…best,
because...Annlikes
bothplantsand
animalsbecause...
Finish2.
1.Playagame.Whichgroupisthefastest?
Handoutstudentsatablelikethis:
Name
like
reason
Tellstudentsthegamerules:
Eachstudentshouldinterviewfourstudents.Studentsshoulddoitquickly.Ifyoufinished,youcanhelpyourgroupmembers.Afterallofthegroupmembersfinished,itisreallyfinished.Makesureeveryoneknowstherules.
2.Invitestudentstopracticetheconversations.Giveeach
studentasmilingfaceafter
theirperformances.
3.Invitestudentstoreportthe
resultstheysurveyedaccordingtothetable.Giveeachstudent2smilingfacesthistime.
Practice
（10minutes）
1.Thewhole
classwork
andindividualwork
2.Individualwork
3.Thewhole
classwork
4.Thewhole
classwork
andindividualwork
5.Groupwork
andindividualwork
6.Groupwork
andindividualwork
7.Groupwork
8.Thewhole
classwork
9.Thewhole
classworkandindividualwork
1.Studentsspellthe
wordstogether.
2.Writedownthewordsindividually.Payattentiontothealphabetwhichisn’tpronouncedinthewords,suchassnake,goose.
3.Readandremember
thesewordsaccording
tothepronunciation.
4.Readthesewordsafter
thetape.
5.Read4aingroups.
Listenandcheckeachother.
6.Readthesewords,
payingattentiontothekeypoints.
7.Readthesentences,
payingattentiontothepauses.
8.Readafterthetape,
imitatingthe
pronunciationandthepauses.
9.Studentslistentothe
Student,andfindoutthemistakes.Imitateifthestudentreadverywell.
1.Practice3,4a,4b.
Showthepicturesin3tostudentsandaskthemtospellthewordsaccordingtothepictures.
2.Askstudentstowritedown
thewordsindividually
accordingtothe
pronunciation.
3.Play3.Remindstudentstocheckthevowelsandstress.
4.Show4atostudents.Play4a.Askstudentstoreadafterthetape.
5.Givestudents1minutetoread4abythemselves.Askstudentstofindsomewaystopronounce/r/and/l/
well.
6.Teacherteachesthekey
pointswhenstudents
pronounce/r/and/l/.
7.Show4btostudents,
encouragingthemtoreadthesentencesingroups.
8.Play4bandremind
students,“Youoftenpausewhenyouseeacommaorfinishasensegroup.”
9.Invitestudentstoreadin
theclass.
Production
（7minutes）
1.Thewhole
classwork
andgroup
work
2.Thewhole
classwork
3.Thewhole
classwork
4.Thewhole
classwork
1.Studentsstandupquicklyandpraisetheir
classmateslikethis:
IthinkLisaistallerthanlastyear.IthinkJohnismorehandsomethanbefore.IthinkJordanisthefunniestinourclass.
2.Atthistime,studentsareveryhappy.Summarizetherulesofcomparativeandsuperlativedegrees.
3.Studentsreadthe
summaries.Theycanworkinpairstopracticelikeadialogue.
4.Studentsfinishtheir
homeworkafterclass.
Reviewwhatthey
learnedbeforeand
previewSectionC.
1.Playagame.
Encouragestudentsto
praisetheirclassmateswithcomparativeorsuperlativedegrees.
2.Givesmilingfacesto
studentsandsumup:
I
thinkyouaresmarterthan
lastyear.Youaretheclevereststudentsintheworld.
3.Teachersumsupthekey
points:
T:
Whichdoyoulike
better,plantsoranimals?
S:
Ilike...better.
T:
Why?
S:
Becausetheyarecuter
thanotheranimals.
Ithink...arethenicestofalltheflowers.
4.Homework:
（1）Takethetablehomewhichtheteachergavethemjustnow.Writeapassagetointroducetheirfriends’likesandreasons.
（2）PrepareforthelearningofSectionC.
TeachingReflection
Afterthisclass,studentscanusecomparativeandsuperlativedegreeseasily.Theycanmasterthetargetlanguage:
Whichdoyoulikebetter,plantsoranimals?
Ilike...better.Why?
Because...However,therearemanymistakesingrammar.Ifteacherdesignsmorerealsituationsforstudentstopracticethegrammar,itcanbebetter.
Ⅶ.Blackboarddesign
Unit4OurWorld
Topic1What’sthestrongestanimalonthefarm?
G1G2G3G4
SectionB
Whichdoyoulikebetter,plantsoranimals?
Plantsandanimalsareimportanttous.
Ilike...better.
Why?
Because...
Animals
cute
clever
friendly
Plants
beautiful
nice
升级会员 