仁愛版精品英語資料（精校版）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 B. Material analysisSection B的主要教學(xué)活動(dòng)為1a和3。本節(jié)課通過Wang Wei, Michael, Jane, Kangkang之間的對(duì)話，引出談?wù)搫?dòng)植物的話題。在這部分學(xué)習(xí)中，教師可以借助圖片對(duì)比的方式好好培養(yǎng)學(xué)生愛護(hù)動(dòng)植物的意識(shí)。也通過動(dòng)物、植物更喜歡哪個(gè)的表述的句子，繼續(xù)學(xué)習(xí)形容詞比較級(jí)和最高級(jí)。形容詞比較級(jí)和最高級(jí)是本話題的重點(diǎn)也是難點(diǎn)，所以老師們?cè)谠O(shè)計(jì)課堂的時(shí)候應(yīng)該通過游戲、競賽、小組合作等方式激發(fā)學(xué)生的參與熱情，通過身邊的例子吸引學(xué)生的注意力。. Teaching aimsKnowledge aims： 1. 通過本課學(xué)習(xí)，在口語表達(dá)的時(shí)候能根據(jù)意群或逗號(hào)適當(dāng)?shù)赝ｎD。 2. 能在老師的引導(dǎo)下，聽出 /r/ /l/ 之間的區(qū)別。 3. 能正確拼讀并運(yùn)用單詞表中的黑體單詞如：rose, 以及一些形容詞的比較級(jí)、最高級(jí)形式。 4. 能掌握形容詞的比較級(jí)和最高級(jí)的用法。 5. 能運(yùn)用本課所學(xué)語言，對(duì)某些事物進(jìn)行比較。Skill aims：1. 能聽懂有關(guān)通過比較級(jí)、最高級(jí)來評(píng)價(jià)某個(gè)事物的話題，能根據(jù)停頓聽出句子的意群。2. 能正確地口頭表達(dá)有關(guān)通過比較級(jí)、最高級(jí)來評(píng)價(jià)某個(gè)事物的話題，能在讀句子和口頭表達(dá)的時(shí)候，通過停頓，重音的方式引起別人注意。3. 能正確朗讀課本的文本材料，準(zhǔn)確把握語音、語調(diào)及停頓。4. 能正確地運(yùn)用書面表達(dá)寫出有關(guān)比較級(jí)和最高級(jí)的文章。Emotional aims：通過對(duì)Section B的學(xué)習(xí)，要求學(xué)生明白動(dòng)植物能帶給我們歡樂、使我們的世界更美麗，保護(hù)動(dòng)植物，讓我們和花鳥魚蟲和諧生存。. The key points and difficult points Key points： 1. 復(fù)習(xí)比較級(jí)和最高級(jí)的用法。 2. 從重音、停頓等方面培養(yǎng)自己的口語。 3. 復(fù)習(xí)/r/ /l/之間的發(fā)音區(qū)別。 Difficult points：1. 比較級(jí)和最高級(jí)在句子當(dāng)中的正確使用。 2. 根據(jù)音標(biāo)寫單詞的時(shí)候容易漏掉不發(fā)音的字母。. Learning strategies: 比較級(jí)這一語法比較難，在學(xué)習(xí)的時(shí)候多想想自己和朋友的變化，試著多用英語夸夸同學(xué)的進(jìn)步，不僅能增進(jìn)感情，還能練習(xí)語法點(diǎn)。. Teaching aids Computer multimedia projector, pictures, cards with table. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction(5 minutes)1. The whole class work2. The whole class work and individual work3. The whole class work4. The whole class work5. Group work6. Individual work1. Focus their attention on the teacher.2. Students look at the beautiful pictures happily. When they see the ugly picture, they may feel bad. All of the students like the beautiful one.3. Listen to the teacher.4. Students study the pronunciation and spelling of “rose”.5. Students answer the questions with comparative and superlative degrees. The answer may be “I like . better, because it is cute/beautiful.”6. Answer questions and review comparative and superlative degrees.1. Greet students ready for learning.2. Show 2 pictures to students. One is beautiful. There are many animals and flowers in it. People play with their pets happily. Teacher can choose the pictures like garden, park . The other one is very ugly, like pollution. Ask students, “Which one do you like better?”3. Educate students to protect environment to give the animals and flowers a nicer “home”. 4. Show the 4 pictures of 1a to students. Teach the new word “rose” here.5. Ask students, “Which do you like better, plants or animals? Why?”6. Invite students to answer this question.Presentation(10 minutes)1. Individual work2. Individual work3. Individual work4. The whole class work5. Group work6. Individual work and group work7. Pair work1. Students listen to 1a and write down the answers. They can hear “I like animals better. /I like plants better.”2. Listen to 1a again and finish 1b.3. Students share their answers after the examples.4. Read after the tape sentence by sentence. Mark some pause if necessary.5. Students read the passage in groups. Group leaders check whether all the members can read the passage and help those who cant read.6. Students read 1a carefully and fill in the blanks. Students had better fill in the blanks according to their memories. Then share the answers in groups .7. Report the passage to their partners.Finish1a.1. Play 1a. Show two questions to students, “Which does Michael like better, plants or animals?” “Which does Wang Wei like better, plants or animals?”2. Check the answers and play 1a again. Ask students to finish 1b.3. Invite students to share their answers with a whole sentence. E.g. Wang Wei likes roses better. He thinks roses are the nicest of all the flowers.4. Play 1a sentence by sentence. Ask students to pay attention to the pronunciation and the pause.5. Give students several minutes to read the passage. 6. Show 1c to students. Ask students to read 1a carefully and fill in the blanks.7. Organize the students to share the answers.Consolidation(10 minutes)1. The whole class work and group work2. Pair work3. Individual work1. Each student should survey four students as quickly as possible. They can use the sentences in 1a.A: Which do you like better, plants or animals?B: I like . better.A: Why?B: Because it is the.In this part students should learn the team work. By interviewing each other, students should learn the cooperation and the competition.2. Students put their hands high. Make the conversations.3. Volunteers report their results like this: Jack likes animals better, because he thinks animals are very cute. Peter likes best, because . Ann likes both plants and animals because.Finish 2.1. Play a game. Which group is the fastest?Hand out students a table like this:NamelikereasonTell students the game rules:Each student should interview four students. Students should do it quickly. If you finished, you can help your group members. After all of the group members finished, it is really finished. Make sure everyone knows the rules.2. Invite students to practice the conversations. Give each student a smiling face after their performances.3. Invite students to report the results they surveyed according to the table. Give each student 2 smiling faces this time.Practice(10 minutes)1. The whole class work and individual work2. Individual work3. The whole class work4. The whole class workand individual work5. Group work and individual work6. Group work and individual work7. Group work8. The whole class work9. The whole class work and individual work1. Students spell the words together.2. Write down the words individually. Pay attention to the alphabet which isnt pronounced in the words, such as snake, goose.3. Read and remember these words according to the pronunciation.4. Read these words after the tape.5. Read 4a in groups. Listen and check each other.6. Read these words, paying attention to the key points.7. Read the sentences, aying attention to the pauses.8. Read after the tape, imitating the pronunciation and the pauses.9. Students listen to the Student, and find out the mistakes. Imitate if the student read very well.1. Practice 3, 4a, 4b. Show the pictures in 3 to students and ask them to spell the words according to the pictures.2. Ask students to write down the words individually according to the pronunciation.3. Play 3. Remind students to check the vowels and stress.4. Show 4a to students. Play 4a. Ask students to read after the tape.5. Give students 1 minute to read 4a by themselves. Ask students to find some ways to pronounce /r/ and /l/ well.6. Teacher teaches the key points when students pronounce /r/ and /l/.7. Show 4b to students, encouraging them to read the sentences in groups.8. Play 4b and remind students, “You often pause when you see a comma or finish a sense group.”9. Invite students to read in the class.Production(7 minutes)1. The whole class work and group work2. The whole class work3. The whole class work4. The whole class work1. Students stand up quickly and praise their classmates like this: I think Lisa is taller than last year. I think John is more handsome than before. I think Jordan is the funnest in our class. 2. At this time, students are very happy. Summarize the rules of comparative and superlative degrees.3. Students read the summaries. They can work in pairs to practice like a dialogue.4. Students finish their homework after class. Review what they learned before and preview Section C.1. Play a game. Encourage students to praise their classmates with comparative or superlative degrees.2. Give smiling faces to students and sum up: I think you are smarter than last year. You are the cleverest students in the world. 3. Teacher sums up the key points:T: Which do you like better, plants or animals?S: I like . better.T: Why? S: Because they are cuter than other animals.I think.are the nicest of all the flowers.4. Homework:(1)Take the table home which the teacher gave them just now. Write a passage to introduce their friends likes and reasons.(2) Prepare for the learning of Section C.Teaching ReflectionAfter this class, students can use comparative and superlative degrees easily. They can master the target language: Which do you like better, plants or animals? I like.better. Why? Because. However, there are many mistakes in grammar. If teacher designs more real situations for students to practice the grammar, it can be better. Blackboard design Unit 4 Our WorldTopic 1 Which do you like better, plants or animals?G1 G2 G3 G4Section B Which do you like better, plants or animals?Plants and animals are important to us. I like. better. Why? Because.Animalscute cleverfriendlyPlantsbeautifulnice