【最新】仁爱版八年级上英语Unit 4 Topic 1 Section D教学设计

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1、最新版英语学习资料八年级上册教案设计Unit 4 Our WorldTopic 1 Whats the strongest animal on the farm?Section D. Material analysis 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Section A、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

2、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。. Teaching aimsKnowledge aims：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。Skill aims：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

3、，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。Emotional aims： 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。. The key points and difficult points Key points： 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

4、。 Difficult points：形容词的比较级和最高级。. Learning strategies1. 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。. Teaching aids Computer multimedia projector，some photos in the zoo. Teaching proceduresStepInteraction patternStudent activityTeacher activit

5、yIntroduction(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 so

6、me 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 sam

7、e 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 th

8、e 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

9、 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 blac

10、kboard.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

11、 “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 knowle

12、dge,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

13、/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

14、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 an

15、swers 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.

16、 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 o

17、thers 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 o

18、f 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 m

19、onkey 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

20、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 wor

21、kand 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 thei

22、r 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 ki

23、nds 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. Teache

24、r 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

25、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. Wr

26、ite 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

27、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 an

28、d 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 stu

29、dents 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 ani

30、mals 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