仁爱版初中英语八年级上册Unit 4 Topic 1Section D优质课教案.docx
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仁爱版初中英语八年级上册Unit4Topic1SectionD优质课教案
八年级上册教案设计
Unit4OurWorld
Topic1What’sthestrongestanimalonthefarm?
SectionD
Ⅰ.Materialanalysis
本节课是本话题的最后一节课，主要通过Grammar、Functions来复习本话题的语法重点：
形容词的比较级和最高级。
通过SectionA、B对形容词比较级和最高级的讲解及练习，学生在理论上明白形容词比较级和最高级的用法以及变化规则，但是在实际应用的时候还存在困难。
在本课的语法复习过程中要尽量多给机会让学生自己总结和归纳，在学生做的过程中发现问题及时点拨。
本课也通过对大熊猫、蓝鲸、华南虎等珍稀动物的介绍，引导学生学会爱护环境、保护动物。
Ⅱ.Teachingaims
Knowledgeaims：
1.能根据音标正确拼读并运用如下词汇：
southwest,feed,bamboo,less,land,whale等。
2.能正确拼写本课新单词如：
southwest,feed,bamboo,less,land,whale等。
3.能正确运用重点语法：
形容词的比较级和最高级。
4.能运用比较级谈论事物的变化，正确谈论保护动物的话题。
Skillaims：
1.能听懂谈论保护环境的话题及事物之间比较的话题。
2.能够将本单元所学内容和以前所学知识相结合，在日常生活中谈论有关环境保护、爱护动物话题，能够用口头表达的方式来比较事物之间的不同。
3.能够读懂环保方面的杂志、期刊，能读懂描绘事物与事物之间相比较的文章。
4.根据所学内容写出海报，倡议书等呼吁大家爱护环境、保护大自然。
Emotionalaims：
通过本课学习，培养学生的环保意识，爱护动物，从不使用珍稀动物身上的任何东西
开始。
在本课的学习中学生能体会到很多大事都是从小事积累起来的。
Ⅲ.Thekeypointsanddifficultpoints
Keypoints：
1.强化形容词比较级和最高级用法的练习。
2.了解珍稀动物濒临灭绝的原因，能用英文发出号召：
保护动物。
Difficultpoints：
形容词的比较级和最高级。
Ⅳ.Learningstrategies
1.在课前看看1中的三幅图片，脑袋中回忆一下自己对它们的了解有多少，可以帮助
你快速的记忆文章。
2.根据自己已有的有关大熊猫、蓝鲸和华南虎的知识，联系课本上的新知识可以让你
在课堂上更加集中在你不明白的问题上。
Ⅴ.Teachingaids
Computermultimediaprojector，somephotosinthezoo
Ⅵ.Teachingprocedures
Step
Interactionpattern
Studentactivity
Teacheractivity
Introduction
（8minutes）
1.Thewhole
classwork
2.Groupwork
3.Groupwork
andthewholeclasswork
4.Thewhole
classwork
5.Thewhole
classwork
6.Individual
work
7.Thewhole
classwork
1.ReadthroughSections
A-C.Writedownsomesentencesonthepaper.Theymaywritedownsomewords,phrasesorsomesentences,
especiallycomparativeandsuperlative
degreesofadjectives.
2.Putthesixnotebooks
together,andnumberallthewords,phrasesandsomesentences.
3.Eachgroupchooseonestudenttowritedowntheirnotes.Otherstudentscanaddmorewords.
4.Lookattheblackboardanderasethesamepart.
5.Readandremember
allthekeypoints,makingsuretheycanmasterthem.
6.Studentsshouldfillin
theblankswithoutlookingthemupinthetextbook.
7.Readandremember
“Grammarand
Functions”.
1.Givestudents3minutes
toreadthroughSectionsA-C.Askthemto
underlineorwritedownthekeypointstheythink.
2.Provide1minutefor
studentstoclassifytheirnotes.
3.Makeacompetition.
Whichgroupcansumupmorewords,phrasesandsentences?
Dividestudentsintothreeparts.Onepartwritesdownthenewwords,anotherpartwritesdownthenewsentences,andthelastpartaimstowritedownthephrases.Therearethreegroupsineachpart.
4.Choosethebestthree
groups.Onegroupdidbestinnewwords.Onegroupdidbestinphrases.Thelastgroupisthebestinsentences.
5.Askstudentstolookat
theblackboardandcheckwhethertheycanrememberalloftheseontheblackboard.
6.Show“Grammarand
Functions”tostudents,andchecktheanswers.
7.Organizestudentstoread
“GrammarandFunctions”.
Presentation
（12minutes）
1.Thewhole
classwork
2.Groupwork
3.Thewhole
classwork
4.Individualwork
5.Individualworkandgroupwork
6.Groupwork
1.Studentsstudythe
word“whale”andanswerthequestionswithcomparativeandsuperlativedegreesofadjectives.E.g.Thepandaandthetiger,Iliketigerbetterbecause...Ilikethepandabestofall.
2.Studentsdiscussthis
questioningroups.
Studentscangive
manydifferentanswers
accordingtotheir
backgroundknowledge,
forexample,panda
likeeatingbamboo.
Peoplekilltigerfor
theirbonesandfur.
3.Studentsstudynew
wordseasilyinthecontent.
4.Findanswersquickly.
Picturesandthetablecanhelpstudentsalot.
5.Retellthepassage.
Onestudentretellsaparagraph.Group
memberscanhelp
him/herifhe/shecan’tfinishit.
6.Studentsfindtherules
andusageingroups.
1.Finish1.
Showthreepicturestostudentswhicharetakenfromzoos,apanda,abluewhale,andaChinesetiger.Teach“whale”hereandask“Whichdoyoulikebetter?
”,“Whichdoyoulikebest?
”
2.Showaquestion:
How
muchdoyouknowaboutthem?
3.Teacherwritesdownthe
newwordsinstudents’answersandteachesthenewwordsatthistime.
4.ShowthetableonPage88tostudents.Remindstudentstolookatthetablecarefully.Infact,withthehelpofthetable,studentscanfindthecorrectanswersquickly.
5.Checktheanswersand
guidestudentstoretellthepassagewiththehelpofthetable.（Givestudents2minutestoprepare.）
6.Writedown“moreand
more/lessandless/fewerandfewer/betterand
better”ontheblackboard.
Consolidation
（8minutes）
1.Groupwork
2.Groupwork
andthewholeclasswork
3.Groupwork
4.Individualwork
5.Thewhole
classwork
1.Studentsdiscussin
groups.Studentsshould
findoutanimalsin
dangeratfirst,then
answerthe4questions
inthetable.Students
canstilltalkabout
panda,bluewhaleand
Chinesetigerintheir
ownwords.
2.Somestudentspresent
theirinformationwhileothersaddmore
informationfromothers’presentation.
3.Studentsdiscussin
groups.Studentscan
getsomeideaslike:
Weshouldn’tpour
dirtywaterintothe
riverdirectly.We
shouldplantmore
trees,becausetheycanprovideanimalswithbeautifulhome.
4.Studentsreporttheir
resultswiththehelpofthepaperintheclass.
5.Studentsknowsaving
isveryimportantandsavepaperfromnowon.
1.Showthequestion“Doyouknowanyotheranimalsindanger?
”
ShowthetableinProjecttostudents.Askstudentsto
collectinformationingroups.
Studentsmayknowsome
animalsindangersuchas
goldenmonkeyandYangtse
alligator,buttheydon’tknow
howtoexpressitinEnglish.Teachercanshowthepicturesandwordstohelpstudents.
2.Inviteeachgrouptopresenttheirinformation.
3.Askstudentstotalkabouthowtoprotecttheseanimalsandlistthemonapieceofpaper.
4.Invitestudentstoreporttheir
resultstotheclass.
5.Teacheremphasizesthe
importanceofsavinganimals.Remindstudentsnottowastepaperandthepaperonwhichtheylistedthewaystoprotectanimalscanbeusedtodootherthings.
Practice
（6minutes）
1.Thewhole
classworkand
pairwork
2.Groupwork
3.Groupwork
andindividual
work
1.Studentswritetheir
favoriteanimals.Theymaywriteitbetterwiththehelpofthefollowingquestions:
（1）What’stheanimal?
（2）Wheredoesitlike?
（3）Whatdoesitfeedon?
（4）Whatarethefeaturesofit?
（5）Whydoyoulikeit?
Handsupwhen
necessary.
2.Studentsexchangetheir
writingworks.Readtheirpartners’passages
carefully.Whenreading
others’,theycanfind
somemistakesinthe
passages.Students
shouldreviseit.
3.Twovolunteerssharetheirpassages.Theotherstudentslistentothemcarefullyandfindthemistakes.
1.Finish2.
“Justnowwestudieddifferentkindsofanimalsindanger.Weallknowweshouldprotectthem.Therearemanyotheranimalsthatarenotindanger.Theyarecuteandfriendly.Canyouwriteapassageaboutyour
favoriteanimal?
Tryto
compareyourfavorite
animalwithotheranimals,thenwewillknowwhyyoulikeitbest.”
2.Teacherasksstudentsto
checktheirwritingworkingroups.
3.Invitetwovolunteersto
sharetheirpassages,andcheckthemistakesinclass.
Production
（10minutes）
1.Groupwork
2.Thewhole
classwork
andindividual
work
3.Thewhole
classwork
4.Individualwork
1.Studentsdiscussin
groups.Everyonegivestheirownideaaccordingtowhatwelearned.Studentsmakenotesandreadthemquickly.
2.Volunteerscometothe
platformonebyone.Allthestudentsgivetheirscores.Inordertomakeiteasy,studentswritedownA,B,CandDaccordingtotheirperformances.
3.Writingforthesmiling
faces.
4.Writeashortpassage
andrecorditinarecorder.Studentsshouldpayattentiontothepronunciation.Usealltheskillsin
pronunciationstudied
before.
PreviewTopic2of
SectionAandsearch
someinformation
aboutearthquakeon
theInternet.
1.Atalkshow.
Tomorrowourschoolwill
selectastudenttotheelementaryschool.Thestudent’staskistogiveareportabouthowtoprotectforestsoranimals.Eachvolunteerhas1minutetogivethereport.Thebestonecangototheelementaryschool.Providestudentsseveralminutestoprepare.
2.Teacherinvitesvolunteers
tocometotheplatformandrecordthetime.
3.Teacherclassifiesandgivessmilingfaces.
4.Homework:
（1）Assignthestudentstowriteapassageabout
howtosavethe
animalsindangerand
recorditinyour
cellphoneorrecorder.
Bringittothenextclass.Payattentiontothepronunciationand
intonation.
（2）Assignthestudentstosearchsome
informationabout
earthquake.
TeachingReflection
Thisclassisrelatedtostudents’lifeverymuch.Manystudentslikeanimals.Somepictures,especiallyphotostakeninthezoo,canarousestudents’interest.Studentscantakeanactivepartinthediscussingaboutsavingtheanimalsindanger.Butwritingashortpassageaboutananimalwithcomparativeorsuperlativedegreesisaproblem.Discussingingroupsaboutthepassagebeforewritingcanhelpstudentsalot.
Ⅶ.Blackboarddesign
Unit4OurWorld
Topic1What’sthestrongestanimalonthefarm?
SectionD
G1G2G3G4
Grammar
moreandmore/lessandless/fewerandfewer/betterandbetter
Students’summary
Functions
Whichdoyoulikebetter,plantsoranimals?
Thatmustbefun!
Students’summary
升级会员 