仁爱版初中英语八年级上册Unit 4 Topic 1Section B优质课教案.docx

仁爱版初中英语八年级上册Unit 4 Topic 1Section B优质课教案.docx

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仁爱版初中英语八年级上册Unit4Topic1SectionB优质课教案

八年级上册教案设计

Unit4OurWorld

Topic1What’sthestrongestanimalonthefarm?

SectionB

Ⅰ.Materialanalysis

SectionB的主要教学活动为1a和3。

本节课通过WangWei,Michael,Jane,Kangkang之间的对话，引出谈论动植物的话题。

在这部分学习中，教师可以借助图片对比的方式好好培养学生爱护动植物的意识。

也通过动物、植物更喜欢哪个的表述的句子，继续学习形容词比较级和最高级。

形容词比较级和最高级是本话题的重点也是难点，所以老师们在设计课堂的时候应该通过游戏、竞赛、小组合作等方式激发学生的参与热情，通过身边的例子吸引学生的注意力。

Ⅱ.Teachingaims

Knowledgeaims：

1.通过本课学习，在口语表达的时候能根据意群或逗号适当地停顿。

2.能在老师的引导下，听出/r//l/之间的区别。

3.能正确拼读并运用单词表中的黑体单词如：

rose,以及一些形容词的比较级、最高级形式。

4.能掌握形容词的比较级和最高级的用法。

5.能运用本课所学语言，对某些事物进行比较。

Skillaims：

1.能听懂有关通过比较级、最高级来评价某个事物的话题，能根据停顿听出句子的意群。

2.能正确地口头表达有关通过比较级、最高级来评价某个事物的话题，能在读句子和

口头表达的时候，通过停顿，重音的方式引起别人注意。

3.能正确朗读课本的文本材料，准确把握语音、语调及停顿。

4.能正确地运用书面表达写出有关比较级和最高级的文章。

Emotionalaims：

通过对SectionB的学习，要求学生明白动植物能带给我们欢乐、使我们的世界更美丽，保护动植物，让我们和花鸟鱼虫和谐生存。

Ⅲ.Thekeypointsanddifficultpoints

Keypoints：

1.复习比较级和最高级的用法。

2.从重音、停顿等方面培养自己的口语。

3.复习/r//l/之间的发音区别。

Difficultpoints：

1.比较级和最高级在句子当中的正确使用。

2.根据音标写单词的时候容易漏掉不发音的字母。

Ⅳ.Learningstrategies:

比较级这一语法比较难，在学习的时候多想想自己和朋友的变化，试着多用英语夸夸同

学的进步，不仅能增进感情，还能练习语法点。

Ⅴ.Teachingaids

Computermultimediaprojector,pictures,cardswithtable

Ⅵ.Teachingprocedures

Step

Interactionpattern

Studentactivity

Teacheractivity

Introduction

（5minutes）

1.Thewhole

classwork

2.Thewhole

classwork

andindividualwork

3.Thewhole

classwork

4.Thewhole

classwork

5.Groupwork

6.Individual

work

1.Focustheirattention

ontheteacher.

2.Studentslookatthe

beautifulpictureshappily.

Whentheyseetheuglypicture,theymayfeelbad.Allofthestudentslikethebeautifulone.

3.Listentotheteacher.

4.Studentsstudythe

pronunciationand

spellingof“rose”.

5.Studentsanswerthe

questionswith

comparativeand

superlativedegrees.

Theanswermaybe“Ilike...better,becauseitiscute/beautiful...”

6.Answerquestionsandreviewcomparative

andsuperlativedegrees.

1.Getstudentsreadyfor

learning.

2.Show2picturestostudents.

Oneisbeautiful.Thereare

manyanimalsandflowers

init.Peopleplaywiththeir

petshappily.Teachercan

choosethepictureslike

garden,park...Theotherone

isveryugly,likepollution.

Askstudents,“Whichonedo

youlikebetter?

”

3.Educatestudentstoprotect

environmenttogivetheanimalsandflowersanicer“home”.

4.Showthe4picturesof1a

tostudents.Teachthenewword“rose”here.

5.Askstudents,“Whichdo

youlikebetter,plantsoranimals?

Why?

”

6.Invitestudentstoanswer

thisquestion.

Presentation

（10minutes）

1.Individualwork

2.Individualwork

3.Individualwork

4.Thewhole

classwork

5.Groupwork

6.Individualwork

andgroup

work

7.Pairwork

1.Studentslistento1a

andwritedownthe

answers.Theycan

hear“Ilikeanimals

better./Ilikeplants

better.”

2.Listento1aagainand

finish1b.

3.Studentssharetheir

answersafterthe

examples.

4.Readafterthetape

sentencebysentence.

Marksomepauseif

necessary.

5.Studentsreadthe

passageingroups.

Groupleaderscheck

whetherallthe

memberscanreadthepassageandhelpthosewhocan’tread.

6.Studentsread1a

carefullyandfillintheblanks.Studentshadbetterfillintheblanksaccordingtotheirmemories.Thensharetheanswersingroups.

7.Reportthepassageto

theirpartners.

Finish1a.

1.Play1a.Showtwo

questionstostudents,

“WhichdoesMichaellike

better,plantsoranimals?

”

“WhichdoesWangWei

likebetter,plantsor

animals?

”

2.Checktheanswersand

play1aagain.Askstudentstofinish1b.

3.Invitestudentstoshare

theiranswerswithawholesentence.E.g.WangWeilikesrosesbetter.Hethinksrosesarethenicestofalltheflowers.

4.Play1asentencebysentence.Askstudentstopay

attentiontothe

pronunciationandthe

pause.

5.Givestudentsseveral

minutestoreadthe

passage.

6.Show1ctostudents.Ask

studentstoread1acarefullyandfillintheblanks.

7.Organizethestudentsto

sharetheanswers.

Consolidation

（10minutes）

1.Thewhole

classwork

andgroup

work

2.Pairwork

3.Individual

work

1.Eachstudentshould

surveyfourstudentsasquicklyaspossible.Theycanusethesentencesin1a.

A:

Whichdoyoulike

better,plantsor

animals?

B:

Ilike...better.

A:

Why?

B:

Becauseitisthe...

Inthispartstudents

shouldlearntheteamwork.Byinterviewing

eachother,students

shouldlearnthe

cooperationandthe

competition.

2.Studentsputtheir

handshigh.Maketheconversations.

3.Volunteersreporttheir

resultslikethis:

Jack

likesanimalsbetter,

becausehethinks

animalsareverycute.

Peterlikes…best,

because...Annlikes

bothplantsand

animalsbecause...

Finish2.

1.Playagame.Whichgroupisthefastest?

Handoutstudentsatablelikethis:

Name

like

reason

Tellstudentsthegamerules:

Eachstudentshouldinterviewfourstudents.Studentsshoulddoitquickly.Ifyoufinished,youcanhelpyourgroupmembers.Afterallofthegroupmembersfinished,itisreallyfinished.Makesureeveryoneknowstherules.

2.Invitestudentstopracticetheconversations.Giveeach

studentasmilingfaceafter

theirperformances.

3.Invitestudentstoreportthe

resultstheysurveyedaccordingtothetable.Giveeachstudent2smilingfacesthistime.

Practice

（10minutes）

1.Thewhole

classwork

andindividualwork

2.Individualwork

3.Thewhole

classwork

4.Thewhole

classwork

andindividualwork

5.Groupwork

andindividualwork

6.Groupwork

andindividualwork

7.Groupwork

8.Thewhole

classwork

9.Thewhole

classworkandindividualwork

1.Studentsspellthe

wordstogether.

2.Writedownthewordsindividually.Payattentiontothealphabetwhichisn’tpronouncedinthewords,suchassnake,goose.

3.Readandremember

thesewordsaccording

tothepronunciation.

4.Readthesewordsafter

thetape.

5.Read4aingroups.

Listenandcheckeachother.

6.Readthesewords,

payingattentiontothekeypoints.

7.Readthesentences,

payingattentiontothepauses.

8.Readafterthetape,

imitatingthe

pronunciationandthepauses.

9.Studentslistentothe

Student,andfindoutthemistakes.Imitateifthestudentreadverywell.

1.Practice3,4a,4b.

Showthepicturesin3tostudentsandaskthemtospellthewordsaccordingtothepictures.

2.Askstudentstowritedown

thewordsindividually

accordingtothe

pronunciation.

3.Play3.Remindstudentstocheckthevowelsandstress.

4.Show4atostudents.Play4a.Askstudentstoreadafterthetape.

5.Givestudents1minutetoread4abythemselves.Askstudentstofindsomewaystopronounce/r/and/l/

well.

6.Teacherteachesthekey

pointswhenstudents

pronounce/r/and/l/.

7.Show4btostudents,

encouragingthemtoreadthesentencesingroups.

8.Play4bandremind

students,“Youoftenpausewhenyouseeacommaorfinishasensegroup.”

9.Invitestudentstoreadin

theclass.

Production

（7minutes）

1.Thewhole

classwork

andgroup

work

2.Thewhole

classwork

3.Thewhole

classwork

4.Thewhole

classwork

1.Studentsstandupquicklyandpraisetheir

classmateslikethis:

IthinkLisaistallerthanlastyear.IthinkJohnismorehandsomethanbefore.IthinkJordanisthefunniestinourclass.

2.Atthistime,studentsareveryhappy.Summarizetherulesofcomparativeandsuperlativedegrees.

3.Studentsreadthe

summaries.Theycanworkinpairstopracticelikeadialogue.

4.Studentsfinishtheir

homeworkafterclass.

Reviewwhatthey

learnedbeforeand

previewSectionC.

1.Playagame.

Encouragestudentsto

praisetheirclassmateswithcomparativeorsuperlativedegrees.

2.Givesmilingfacesto

studentsandsumup:

I

thinkyouaresmarterthan

lastyear.Youaretheclevereststudentsintheworld.

3.Teachersumsupthekey

points:

T:

Whichdoyoulike

better,plantsoranimals?

S:

Ilike...better.

T:

Why?

S:

Becausetheyarecuter

thanotheranimals.

Ithink...arethenicestofalltheflowers.

4.Homework:

（1）Takethetablehomewhichtheteachergavethemjustnow.Writeapassagetointroducetheirfriends’likesandreasons.

（2）PrepareforthelearningofSectionC.

TeachingReflection

Afterthisclass,studentscanusecomparativeandsuperlativedegreeseasily.Theycanmasterthetargetlanguage:

Whichdoyoulikebetter,plantsoranimals?

Ilike...better.Why?

Because...However,therearemanymistakesingrammar.Ifteacherdesignsmorerealsituationsforstudentstopracticethegrammar,itcanbebetter.

Ⅶ.Blackboarddesign

Unit4OurWorld

Topic1What’sthestrongestanimalonthefarm?

G1G2G3G4

SectionB

Whichdoyoulikebetter,plantsoranimals?

Plantsandanimalsareimportanttous.

Ilike...better.

Why?

Because...

Animals

cute

clever

friendly

Plants

beautiful

nice