最新仁爱版初中英语八年级上册Unit 4 Topic 1Section D公开课教学设计.docx
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最新仁爱版初中英语八年级上册Unit4Topic1SectionD公开课教学设计
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