仁爱版初中英语八年级上册Unit 4 Topic 1Section C优质课教案.docx
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仁爱版初中英语八年级上册Unit4Topic1SectionC优质课教案
八年级上册教案设计
Unit4OurWorld
Topic1What’sthestrongestanimalonthefarm?
SectionC
Ⅰ.Materialanalysis
本节课的主要活动为1a和2。
本节课承接SectionA学习比较级和最高级的用法、SectionB谈论动植物，同时为SectionD学习并保护动物打下基础。
本节课通过一篇关于热带雨林的阅读文章，给学生传输有关森林的知识，唤起学生的环保意识。
最后通过第二部分的写作，要求学生加入到环保的斗争当中。
本篇阅读也为本话题的重点：
学习形容词的比较级和最高级，起到巩固作用。
Ⅱ.Teachingaims
Knowledgeaims：
1.能根据音标，正确朗读出单词表中的黑体单词：
thick,ground,wet,cover,forest,earth,surface,control,die,wood,protect
2.能正确拼读并运用黑体单词：
thick,ground,wet,cover,forest,rainforest,earth,surface,control,die,wood,protect
3.能正确使用“比较级and比较级”的形式。
Skillaims：
1.能基本听懂本课文本材料及简单的环保倡议书。
2.能正确地口头介绍森林带给我们的好处，并建议大家保护环境。
3.能正确朗读课本的文本材料，并能读懂相关的文本材料。
4.能写一份简单的有关环保的倡议书。
Emotionalaims：
通过对热带雨林的学习，加深学生对森林的认识，教育学生从小事做起，从自己做起，
保护环境。
Ⅲ.Thekeypointsanddifficultpoints
Keypoints：
1.复习形容词比较级、副词的用法。
2.学习热带雨林的相关知识。
3.学习有顺序、连贯的书写倡议书。
Difficultpoints：
熟练应用形容词的比较级和最高级。
Ⅳ.Learningstrategies
1.在写文章的时候，用上适当的连词如：
and,but,however,while等，可以让文章更加连贯。
2.阅读时上一段的最后一句很有可能会提示你下一段的主要内容。
Ⅴ.Teachingaids
Computermultimediaprojector,somepiecesofpaperorsomechopsticks
Ⅵ.Teachingprocedures
Step
Interactionpattern
Studentactivity
Teacheractivity
Introduction
（8minutes）
1.Thewhole
classwork
2.Thewhole
classwork
3.Thewhole
classwork
4.Groupwork
5.Thewhole
classwork
6.Thewhole
classwork
1.Studentsanswerthe
questions.Ofcourse,
allthestudentslike
thebeautifulone,
becauseitmakes
peoplecomfortable.
2.Trytowritewordsand
sentencescarefully.
3.Studentsknowit’s
madeofwood.
4.Discussingroupsand
givetheanswers:
desk,chopsticks,different
kindsofpaper...
5.Studentstakeinthe
knowledgeaboutit.
6.Readandremember
thespellingof“forest,rainforest”.
1.Showstudentssome
piecesofpaper.Thepaperisfromstudents’exercisebooks.Onepaperwith
beautifulhandwriting.
Thehandwritingin
anotherpaperisjust
so-so.Thelastpaperis
ugly.Askstudents
“Whichonedoyoulike
best?
Why?
”
2.Educatestudentsthat
beautifulhandwritingcanmakepeoplehappy.
3.Askstudents“Whatis
thepapermadeof?
”
4.Encouragestudentsto
speakoutmorethingswhicharemadeofwood.
5.Showamovietostudents.
Itisabouthowmanypiecesofwoodcanmakeapaperandpeoplecutdownmanywoodsforpapersandotherthings.
6.Leadinthenewwords
“forest,rainforest”
accordingtotheshortmovie.
Presentation
（10minutes）
1.Thewhole
classwork
andgroup
work
2.Thewhole
classwork
andindividualwork
3.Thewhole
classwork
4.Groupwork
5.Individual
work
6.Individual
workand
groupwork
7.Individual
workand
groupwork
8.Thewhole
classwork
1.Studentsdiscussin
groups.Handsupwhentheycan’texpressin
English.Theymay
findsomedifficultwordsorsentencesin1a.
2.Studentsexchange
theirinformation
aboutrainforests.
Studynewwordswiththehelpoftheteacher.
3.Readandremember
themeaningsofnewwords.
4.Studentslookatthe
screenanddiscussingroups.Choosethe
answersaccordingtotheprediction.
5.Readthroughthe
passageandchecktheiranswers.Underlinesomedifficultpointsandthesentencesthatcanprovetheirprediction.
6.Sharetheiranswers.
7.Studentsmayreferto
somenewwords:
protect,dieout,climate...difficultsentences:
Butnow,rainforestsarebecomingsmallerandsmaller.
8.Studythesenewwords
andsentences.
1.Askstudentstodiscuss
“Whatdoyouknowaboutrainforests?
”Walkaround
theclassroom.Many
studentsmayaskquestions.
2.Invitestudentstoshare
theirideasaboutrainforests.Writedownthenew
wordswhenstudentsreferintheiranswers.
3.Addsomenewwords
whicharenecessaryforstudentstoread1aontheblackboard.
4.Showthethreepictures
andthefivequestionsin1atostudents.
5.Givestudents1minutetoreadthroughthepassagequickly.Remindstudentstofindthekeywordsandsentences.
6.Invitestudentstoshare
theiranswersandpointouttheplaceswherethey
canfindthecorrect
answers.
7.Invitestudentstopoint
outthedifficultpoints.
8.Writedownthesenew
wordswhichstudentsreferredontheblackboard.Andteachthenewwordsbyexplanationandflash,givingthesamemeaningwords.
Consolidation
（10minutes）
1.Groupwork
andindividualwork
2.Thewhole
classwork
3.Groupwork
andindividualwork
4.Groupwork
andindividualwork
5.Groupwork
andindividualwork
6.Groupwork
7.Groupwork
1.Studentsreadthrough1a
andfillintheblanks.Checktheanswersingroups.
2.Readaftertheteacher
andread5%,60%bythemselves.
3.Retellfeaturesof
rainforests.Students
canaddtheirownideas.
4.Studentsread
through1aandfillintheblanks.Checkthe
answersingroups.
5.Volunteersretellthe
importanceof
rainforests.
6.Thereareninegroups
inclass.Twoorthreegroupschooseasamequestiontomakeacompetition.Thegroupwhichcananswerthequestionbettercangetasmilingface.
7.Talkaboutthe
questionsingroups.
1.Showthefirstpartof1bto
students.Askstudentstoreadparagraph1andfillintheblanks.
2.Checktheanswersandteach
thestudentshowtopronounce6%.Check
studentsbygivingsome
examples.
3.Encouragestudentstoretell
1aaccordingtothetable.
4.Showthesecondpartof1b.
Askstudentstoread
paragraph2andfillintheblanks.
5.Teachercheckstheanswers
andgivesstudentsseveral
minutestoretellparagraph2.Givevolunteerssmiling
faces.
6.Finish1c.Makeacompetition.Showthefollowingfourquestionstostudents:
（1）Whatdoestheword“cover”meaninparagraph1?
（2）Whyarerainforeststhe
lungsoftheearth?
（3）Whyshouldweprotect
rainforestswell?
（4）Canyouguesswhatthe
nextpartofthepassage
willtalkabout?
7.Remindstudents:
Thelastsentenceinaparagraphmaytellyouwhatcomesnext.Showthequestion:
Whatshouldwedotoprotectrainforests?
Practice
（10minutes）
1.Groupwork
2.Pairworkand
groupwork
3.Groupwork
4.Groupwork
1.Afterwatchingthe
shortmovie,studentsdiscuss:
Whatshouldwedofromnowontoprotecttherainforests?
Studentsmaygiveanswerslikethis:
Weshouldn’tcutdowntoomanywoods.Weshouldplantmoretrees.Weshouldreducethewaste.Wecandoanythingwecansuchas...
2.Studentsanswerthe
questionsactively.Trytofindmorefreshideas.
3.Studentswritedown
theirwaysonebyone.Andstickthemontheblackboard.
4.Studentslinktheir
pointsbyusinglinkingwords,suchasfirst,second,then,next...
Itisacomposition.
1.Showashortmovieto
students,likeapropaganda
film.
2.Invitestudentstosharetheirwaysofprotectingrainforests.Eachpointcangetasmilingface.Remembertogivemorechancestothegroupwithfewsmilingfaces.
3.Askstudentstowritedowntheirwaysofprotectingrainforestsonapieceofpaper.Andthenaskthemtostickthepaperontheblackboard.
4.Encouragestudentstoput
thesentencestogetherbyusinglinkingwords,suchasfirst,second,then,next...
Production
（7minutes）
1.Thewhole
classworkand
groupwork
2.Groupwork
3.Groupwork
4.Thewhole
classwork
5.Individual
work
1.Studentsmaketheir
posterstogether.Somestudentsdrawpictures.Somestudentswrite
downtheslogan.
Otherstudentscheck
thegrammar...
2.Studentssharetheir
posterstogether.
3.Allthestudentsinthis
groupcometothe
platform.Students
explaintheirworkand
tellotherstudentsthat
theyshouldprotect
rainforests.
4.Allthestudentsshouldknowthemeaningof
thesummaryand
knowhowtoprotect
rainforests,anddoit
fromnowon.
5.StudentswriteapassageafterschoolandreviewSectionsA-CtoprepareforSectionD.
1.Createasituation.
Ourschoolwilleducatestudentstoprotect
rainforests.Weneedsomevolunteerstomakeapostertopropagandizeit.“Canyoudesignaposterforschool?
Ifyourposterisgood,theschoolwilluseit.”
2.Givestudents1minutetoshowtheirposters.Callallthestudentstochoosethebestone.
3.Teacherinvitesthebest
grouptoexplaintheirpostertoothers.Andgivethemsmilingfaces.
4.Teachersummarizesthe
keypointsofthisclass:
（1）Showthesenewwordsonebyone:
forest,rain-forest,earth,surface,control,die,wood,protect,climate.AskstudentstospeakouttheChinesemeaningsquickly.
（2）Showsomewaystoprotecttherainforests.Thewaysshouldbeeasyforstudentstodo.
5.Homework:
Writeapassagetointroducetheimportanceofrainforeststoremindpeopleto
protectthem.Teacher
assignsthestudentstoreviewSectionsA-CtoprepareforSectionD.
TeachingReflection
Studentsarehappyinthisclassbecausetherearemanyactivitiestheycantakepartin.Theyhaveknownsomeinformationaboutrainforestsbeforeclass.Studentscanmasterthelinkingwordswell.Retellthewholepassageisnoteasyforstudents.Teachingstudentstochooserightkeywordsandsentencesisimportant.
Ⅶ.Blackboarddesign
Unit4OurWorld
Topic1What’sthestrongestanimalonthefarm?
SectionC
moreandmoresmallerandsmaller
6%sixpercent
playanimportantpartin
G1G2G3G4
Rainforests
Howtoprotecttherainforests?
Thispartleavesforstudents.
Thispartleavesforstudents.
Importanceofrainforests
Featuresof
rainforests
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