精品資料八年級(jí)上冊(cè)教案設(shè)計(jì)Unit 4 Our WorldTopic 1 Which do you like better, plants or animals?Section C. Material analysis本節(jié)課主要活動(dòng)為1a和2。本節(jié)課承接Section A 學(xué)習(xí)比較級(jí)和最高級(jí)的用法、Section B談?wù)搫?dòng)植物，同時(shí)為Section D學(xué)習(xí)并保護(hù)動(dòng)物打下基礎(chǔ)。本節(jié)課通過一篇關(guān)于熱帶雨林的閱讀文章，給學(xué)生傳輸有關(guān)森林的知識(shí)，喚起學(xué)生的環(huán)保意識(shí)。最后通過第二部分的寫作，要求學(xué)生加入到環(huán)保的斗爭當(dāng)中。本篇閱讀也為本話題的重點(diǎn)：學(xué)習(xí)形容詞的比較級(jí)和最高級(jí)，起到鞏固作用。. Teaching aimsKnowledge aims：1. 能根據(jù)音標(biāo)，正確朗讀出單詞表中的黑體單詞： thick, ground, wet, cover, forest, earth, surface, control, die, wood, protect 2. 能正確拼讀并運(yùn)用黑體單詞： thick, ground, wet, cover, forest, rainforest, earth, surface, control, die, wood, protect3. 能正確使用“比較級(jí)and比較級(jí)”的形式。Skill aims：1. 能基本聽懂本課文本材料及簡單的環(huán)保倡議書。2. 能正確地口頭介紹森林帶給我們的好處，并建議大家保護(hù)環(huán)境。3. 能正確朗讀課本的文本材料，并能讀懂相關(guān)的文本材料。4. 能寫一份簡單的有關(guān)環(huán)保的倡議書。Emotional aims：通過對(duì)熱帶雨林的學(xué)習(xí)，加深學(xué)生對(duì)森林的認(rèn)識(shí)，教育學(xué)生從小事做起，從自己做起，保護(hù)環(huán)境。. The key points and difficult points Key points： 1. 復(fù)習(xí)形容詞比較級(jí)、副詞的用法。 2. 學(xué)習(xí)熱帶雨林的相關(guān)知識(shí)。 3. 學(xué)習(xí)有順序、連貫的書寫倡議書。 Difficult points：熟練應(yīng)用形容詞的比較級(jí)和最高級(jí)。 . Learning strategies1. 在寫文章的時(shí)候，用上適當(dāng)?shù)倪B詞如：and, but, however, while等，可以讓文章更加連貫。2. 閱讀時(shí)上一段的最后一句很有可能會(huì)提示你下一段的主要內(nèi)容。. Teaching aids Computer multimedia projector, some pieces of paper or some chopsticks . Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction(8 minutes)1. The whole class work2. The whole class work3. The whole class work4. Group work5. The whole class work6. The whole class work1. Students answer the questions. Of course, all the students like the beautiful one, because it makes people comfortable.2. Try to write words and sentences carefully.3. Students know its made of wood.4. Discuss in groups and give the answers: desk, chopsticks, different kinds of paper.5. Students take in the knowledge about it.6. Read and remember the spelling of “forest, rainforest”. 1. Show students some pieces of paper. The paper is from students exercise books. One paper with beautiful handwriting. The handwriting in another paper is just so-so. The last paper is ugly. Ask students “Which one do you like best? Why?” 2. Educate students that beautiful handwriting can make people happy.3. Ask students “What is the paper made of?”4. Encourage students to speak out more things which are made of wood.5. Show a movie to students. It is about how many pieces of wood can make a paper and people cut down many woods for papers and other things.6. Lead in the new words “forest, rainforest” according to the short movie.Presentation(10 minutes)1. The whole class work and group work2. The whole class work and individual work3. The whole class work4. Group work5. Individual work6. Individual work and group work7. Individual work and group work8. The whole class work1. Students discuss in groups. Hands up when they cant express in English. They may find some difficult words or sentences in 1a.2. Students exchange their information about rainforests. Study new words with the help of the teacher.3. Read and remember the meanings of new words.4. Students look at the screen and discuss in groups. Choose the answers according to the prediction.5. Read through thepassage and check their answers. Underline some difficult points and the sentences that can prove their prediction.6. Share their answers.7. Students may refer tosome new words: protect, die out, climate. difficult sentences: But now, rainforests are becoming smaller and smaller.8. Study these new words and sentences.1. Ask students to discuss “What do you know about rainforests?” Walk around the classroom. Many students may ask questions.2. Invite students to share their ideas about rainforests. Write down the new words when students refer in their answers.3. Add some new words which are necessary for students to read 1a on the blackboard.4. Show the three pictures and the five questions in 1a to students. 5. Give students 1 minute to read through the passage quickly. Remind students to find the key words and sentences.6. Invite students to share their answers and point out the places where they can find the correct answers.7. Invite students to point out the difficult points.8. Write down these new words which students referred on the blackboard. And teach the new words by explanation and flash, giving the same meaning words. Consolidation(10 minutes)1. Group work and individual work2. The whole class work3. Group work and individual work4. Group work and individual work5. Group work and individual work6. Group work7. Group work1. Students read through 1a and fill in the blanks. Check the answers in groups.2. Read after the teacher and read 5%, 60% by themselves.3. Retell features of rainforests. Students can add their own ideas.4. Students read through 1a and fill in the blanks. Check the answers in groups.5. Volunteers retell the importance of rainforests. 6. There are nine groups in class. Two or three groups choose a same question to make a competition. The group which can answer the question better can get a smiling face.7. Talk about the questions in groups. 1. Show the first part of 1b to students. Ask students to read paragraph 1 and fill in the blanks.2. Check the answers and teach the students how to pronounce 6%. Check students by giving some examples.3. Encourage students to retell 1a according to the table.4. Show the second part of 1b. Ask students to read Paragraph 2 and fill in the blanks.5. Teacher checks the answers and gives students several minutes to retell paragraph 2. Give volunteers smiling faces.6. Finish 1c. Make a competition. Show the following four questions to students :(1) What does the word “cover” mean in Paragraph 1?(2) Why are rainforests the lungs of the earth?(3) Why should we protect rainforests well?(4) Can you guess what the next part of the passage will talk about?7. Remind students: The last sentence in a paragraph may tell you what comes next. Show the question: What should we do to protect rainforests?Practice(10 minutes)1. Group work2. Pair work and group work3. Group work4. Group work1. After watching the short movie, students discuss: What should we do from now on to protect the rainforests?Students may give answers like this: We shouldnt cut down too many woods. We should plant more trees. We should reduce the waste. We can do anything we can such as.2. Students answer the questions actively. Try to find more fresh ideas. 3. Students write down their ways one by one. And stick them on the blackboard.4. Students link their points by using linking words, such as first, second, then, next.It is a composition.1. Show a short movie to students, like a propaganda film.2. Invite students to share their ways of protecting rainforests. Each point can get a smiling face. Remember to give more chances to the group with few smiling faces.3. Ask students to write down their ways of protecting rainforests on a piece of paper. And then ask them to stick the paper on the blackboard.4. Encourage students to put the sentences together by using linking words, such as first, second, then, next.Production(7 minutes)1. The whole class work and group work2.Group work3. Group work4. The whole class work5. Individualwork1. Students make their posters together. Some students draw pictures. Some students write down the slogan. Other students check the grammar.2. Students share their posters together.3. All the students in this group come to the platform. Students explain their work and tell other students that they should protect rainforests. 4. All the students should know the meaning of the summary and know how to protect rainforests, and do it from now on.5. Students write a passage after school and review Sections A-C to prepare for Section D.1. Create a situation.Our school will educate students to protect rainforests. We need some volunteers to make a poster to propagandize it. “Can you design a poster for school? If your poster is good, the school will use it.”2. Give students 1 minute to show their posters. Call all the students to choose the best one.3. Teacher invites the best group to explain their poster to others. And give them smiling faces.4. Teacher summarizes the key points of this class:(1)Show these new words one by one: forest, rain- forest, earth, surface, control, die, wood, protect, climate. Ask students to speak out the Chinese meanings quickly.(2)Show some ways to protect the rainforests. The ways should be easy for students to do.5. Homework:Write a passage to introduce the importance of rainforests to remind people to protect them. Teacher assigns the students to review Sections A-C to prepare for Section D. Teaching ReflectionStudents are happy in this class because there are many activities they can take part in. They have known some information about rainforests before class. Students can master the linking words well. Retell the whole passage is not easy for students. Teaching students to choose right key words and sentences is important. Blackboard designUnit 4 Our WorldTopic 1 Which do you like better, plants or animals?Section Cmore and more smaller and smaller6% six percentplay an important part in G1 G2 G3 G4 Rainforests How to protect the rainforests?This part leave for students.This part leave for students.Importance of rainforestsFeatures of rainforests最新精品英語資料