仁愛版精品英語資料（精校版）八年級上冊教案設(shè)計Unit 4 Our WorldTopic 1 Whats the strongest animal on the farm?Section D. Material analysis 本節(jié)課是本話題的最后一節(jié)課，主要通過Grammar 、Functions 來復(fù)習(xí)本話題的語法重點：形容詞的比較級和最高級。通過Section A、B對形容詞比較級和最高級的講解及練習(xí)，學(xué)生在理論上明白形容詞比較級和最高級的用法以及變化規(guī)則，但是在實際應(yīng)用的時候還存在困難。在本課的語法復(fù)習(xí)過程中要盡量多給機(jī)會讓學(xué)生自己總結(jié)和歸納，在學(xué)生做的過程中發(fā)現(xiàn)問題及時點撥。本課也通過對大熊貓、藍(lán)鯨、華南虎等珍稀動物的介紹，引導(dǎo)學(xué)生學(xué)會愛護(hù)環(huán)境、保護(hù)動物。. Teaching aimsKnowledge aims：1. 能根據(jù)音標(biāo)正確拼讀并運(yùn)用如下詞匯：southwest, feed, bamboo, less, land, whale等。2. 能正確拼寫本課新單詞如：southwest, feed, bamboo, less, land, whale等。3. 能正確運(yùn)用重點語法：形容詞的比較級和最高級。4. 能運(yùn)用比較級談?wù)撌挛锏淖兓?，正確談?wù)摫Ｗo(hù)動物的話題。Skill aims：1. 能聽懂談?wù)摫Ｗo(hù)環(huán)境的話題及事物之間比較的話題。2. 能夠?qū)⒈締卧鶎W(xué)內(nèi)容和以前所學(xué)知識相結(jié)合，在日常生活中談?wù)撚嘘P(guān)環(huán)境保護(hù)、愛護(hù)動物話題，能夠用口頭表達(dá)的方式來比較事物之間的不同。3. 能夠讀懂環(huán)保方面的雜志、期刊，能讀懂描繪事物與事物之間相比較的文章。4. 根據(jù)所學(xué)內(nèi)容寫出海報，倡議書等呼吁大家愛護(hù)環(huán)境、保護(hù)大自然。Emotional aims： 通過本課學(xué)習(xí)，培養(yǎng)學(xué)生的環(huán)保意識，愛護(hù)動物，從不使用珍稀動物身上的任何東西 開始。在本課的學(xué)習(xí)中學(xué)生能體會到很多大事都是從小事積累起來的。. The key points and difficult points Key points： 1. 強(qiáng)化形容詞比較級和最高級用法的練習(xí)。2. 了解珍稀動物瀕臨滅絕的原因，能用英文發(fā)出號召：保護(hù)動物。 Difficult points：形容詞的比較級和最高級。. Learning strategies1. 在課前看看1中的三幅圖片，腦袋中回憶一下自己對它們的了解有多少，可以幫助你快速的記憶文章。2. 根據(jù)自己已有的有關(guān)大熊貓、藍(lán)鯨和華南虎的知識，聯(lián)系課本上的新知識可以讓你在課堂上更加集中在你不明白的問題上。. Teaching aids Computer multimedia projector，some photos in the zoo. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction(8 minutes)1. The whole class work2. Group work3. Group work and the whole class work4. The whole class work5. The whole class work6. Individual work7. The whole class work1. Read through Sections A-C. Write down some sentences on the paper. They may write down some words, phrases or some sentences, especially comparative and superlative degrees of adjectives.2. Put the six notebooks together, and number all the words, phrases and some sentences.3. Each group choose one student to write down their notes. Other students can add more words.4. Look at the blackboard and erase the same part.5. Read and remember all the key points, making sure they can master them.6. Students should fill in the blanks without looking them up in the textbook. 7. Read and remember “Grammar and Functions”.1. Give students 3 minutes to read through Sections A-C. Ask them to underline or write down the key points they think.2. Provide 1 minute for students to classify their notes.3. Make a competition.Which group can sum up more words, phrases and sentences? Divide students into three parts. One part writes down the new words, another part writes down the new sentences, and the last part aims to write down the phrases. There are three groups in each part.4. Choose the best three groups. One group did best in new words. One group did best in phrases. The last group is the best in sentences.5. Ask students to look at the blackboard and check whether they can remember all of these on the blackboard.6. Show “Grammar and Functions” to students, and check the answers.7. Organize students to read “Grammar and Functions”.Presentation(12 minutes)1. The whole class work2. Group work3. The whole class work4. Individual work5. Individual work and group work6. Group work1. Students study the word “whale” and answer the questions with comparative and superlative degrees of adjectives. E.g. The panda and the tiger, I like tiger better because. I like the panda best of all.2. Students discuss this question in groups. Students can give many different answers according to their background knowledge,for example, panda like eating bamboo. People kill tiger for their bones and fur. 3. Students study new words easily in the content.4. Find answers quickly. Pictures and the table can help students a lot.5. Retell the passage. One student retells a paragraph. Group members can help him/her if he/she cant finish it.6. Students find the rules and usage in groups.1. Finish 1. Show three pictures to students which are taken from zoos, a panda, a blue whale, and a Chinese tiger. Teach “whale” here and ask “Which do you like better?”, “Which do you like best?”2. Show a question: How much do you know about them?3. Teacher writes down the new words in students answers and teaches the new words at this time.4. Show the table on Page 88 to students. Remind students to look at the table carefully. In fact, with the help of the table, students can find the correct answers quickly.5. Check the answers and guide students to retell the passage with the help of the table. (Give students 2 minutes to prepare.) 6. Write down “more and more/less and less/fewer and fewer/better and better” on the blackboard. Consolidation(8 minutes)1. Group work2. Group work and the whole class work3. Group work4. Individual work5. The whole class work1. Students discuss in groups. Students should find out animals in danger at first, then answer the 4 questions in the table. Students can still talk about panda, blue whale and Chinese tiger in their own words.2. Some students present their information while others add more information from others presentation.3. Students discuss in groups. Students can get some ideas like: We shouldnt pour dirty water into the river directly. We should plant more trees, because they can provide animals with beautiful home.4. Students report their results with the help of the paper in the class.5. Students know saving is very important and save paper from now on.1. Show the question “Do you know any other animals in danger?”Show the table in Project to students. Ask students to collect information in groups. Students may know some animals in danger such as golden monkey and Yangtse alligator, but they dont know how to express it in English. Teacher can show the pictures and words to help students.2. Invite each group to present their information.3. Ask students to talk about how to protect these animals and list them on a piece of paper.4. Invite students to report their results to the class.5. Teacher emphasizes the importance of saving animals. Remind students not to waste paper and the paper on which they listed the ways to protect animals can be used to do other things.Practice(6 minutes)1. The whole class work and pair work2. Group work3. Group workand individualwork1. Students write their favorite animals. They may write it better with the help of the following questions:(1) Whats the animal?(2) Where does it like?(3) What does it feed on?(4) What are the features of it?(5) Why do you like it?Hands up when necessary.2. Students exchange their writing works. Read their partners passages carefully. When reading others, they can find some mistakes in the passages. Students should revise it.3. Two volunteers share their passages. The other students listen to them carefully and find the mistakes.1. Finish 2.“Just now we studied different kinds of animals in danger. We all know we should protect them. There are many other animals that are not in danger. They are cute and friendly. Can you write a passage about your favorite animal? Try to compare your favorite animal with other animals, then we will know why you like it best.”2. Teacher asks students to check their writing work in groups.3. Invite two volunteers to share their passages, and check the mistakes in class.Production(10 minutes)1. Group work2. The whole class work and individualwork3. The whole class work4. Individual work1. Students discuss in groups. Everyone gives their own idea according to what we learned. Students make notes and read them quickly.2. Volunteers come to the platform one by one. All the students give their scores. In order to make it easy, students write down A, B, C and D according to their performances.3. Writing for the smiling faces.4. Write a short passage and record it in a recorder. Students should pay attention to the pronunciation. Use all the skills in pronunciation studied before.Preview Topic 2 of Section A and search some information about earthquake on the Internet.1. A talk show. Tomorrow our school will select a student to the elementary school. The students task is to give a report about how to protect forests or animals. Each volunteer has 1 minute to give the report. The best one can go to the elementary school. Provide students several minutes to prepare. 2. Teacher invites volunteers to come to the platform and record the time.3. Teacher classifies and gives smiling faces.4. Homework:(1) Assign the students to write a passage about how to save the animals in danger and record it in your cellphone or recorder. Bring it to the next class. Pay attention to the pronunciation and intonation.(2) Assign the students to search some information about earthquake.Teaching Reflection This class is related to students life very much. Many students like animals. Some pictures, especially photos taken in the zoo, can arouse students interest. Students can take an active part in the discussing about saving the animals in danger. But writing a short passage about an animal with comparative or superlative degrees is a problem. Discussing in groups about the passage before writing can help students a lot. Blackboard designUnit 4 Our WorldTopic 1 Whats the strongest animal on the farm?Section D G1 G2 G3 G4 Grammar more and more/less and less/fewer and fewer/better and betterStudents summaryFunctionsWhich do you like better, plants or animals?That must be fun!Students summary