八年級上冊教案設(shè)計Unit4OurWorldTopic1Whatsthestrongestanimalonthefarm

八年級上冊教學(xué)設(shè)計設(shè)計Unit4OurWorldTopic1What’sthestrongestanimalonthefarm?SectionCⅠ.Materialanalysis本節(jié)課的主要活動為1a和2。本節(jié)課承接SectionA學(xué)習(xí)比較級和最高等的用法、

SectionB討論動植物，同時為SectionD學(xué)習(xí)并保護動物打下基礎(chǔ)。本節(jié)課經(jīng)過一篇對于熱帶雨林的閱讀文章，給學(xué)生傳輸有關(guān)叢林的知識，喚起學(xué)生的環(huán)保意識。最后經(jīng)過第二部分的寫作，要修業(yè)生加入到環(huán)保的斗爭中間。本篇閱讀也為本話題的要點：學(xué)習(xí)形容詞的比較級和最高等，起到穩(wěn)固作用。.TeachingaimsKnowledgeaims：能依據(jù)音標，正確朗誦出單詞表中的黑體單詞：thick,ground,wet,cover,forest,earth,surface,control,die,wood,protect能正確拼讀并運用黑體單詞：thick,ground,wet,cover,forest,rainforest,earth,surface,control,die,wood,protect能正確使用“比較級and比較級”的形式。Skillaims：能基本聽懂本課文本資料及簡單的環(huán)保提議書。能正確地口頭介紹叢林帶給我們的利處，并建議大家保護環(huán)境。能正確朗誦課本的文本資料，并能讀懂有關(guān)的文本資料。能寫一份簡單的有關(guān)環(huán)保的提議書。Emotionalaims：經(jīng)過對熱帶雨林的學(xué)習(xí)，加深學(xué)生對叢林的認識，教育學(xué)生從小事做起，從自己做起，保護環(huán)境。.ThekeypointsanddifficultpointsKeypoints：復(fù)習(xí)形容詞比較級、副詞的用法。學(xué)習(xí)熱帶雨林的有關(guān)知識。學(xué)習(xí)有次序、連接的書寫提議書。Difficultpoints：嫻熟應(yīng)用形容詞的比較級和最高等。.Learningstrategies在寫文章的時候，用上適合的連詞如：and,but,however,while等，能夠讓文章更為連接。閱讀時上一段的最后一句很有可能會提示你下一段的主要內(nèi)容。.TeachingaidsComputermultimediaprojector,somepiecesofpaperorsomechopsticks.TeachingproceduresInteractionStudentactivitySteppattern1.Thewhole1.Studentsanswertheclassworkquestions.Ofcourse,allthestudentslikethebeautifulone,becauseitmakespeoplecomfortable.2.Thewhole2.Trytowritewordsandclassworksentencescarefully.Introduction3.Thewhole3.Studentsknowit’s(8minutes)classworkmadeofwood.4.Groupwork4.Discussingroupsandgivetheanswers:desk,chopsticks,differentkindsofpaper...5.Thewhole5.Studentstakeintheclassworkknowledgeaboutit.6.Thewhole6.Readandrememberclassworkthespellingof“forest,rainforest”.

TeacheractivityShowstudentssomepiecesofpaper.Thepaperisfromstudents’exercisebooks.Onepaperwithbeautifulhandwriting.Thehandwritinginanotherpaperisjust“Whichonedoyoulikebest?Why?”Educatestudentsthatbeautifulhandwritingcanmakepeoplehappy.Askstudents“Whatisthepapermadeof?”Encouragestudentstospeakoutmorethingswhicharemadeofwood.Showamovietostudents.Itisabouthowmanypiecesofwoodcanmakeapaperandpeoplecutdownmanywoodsforpapersandotherthings.Leadinthenewwords“forest,rainforest”accordingtotheshortmovie.1.Thewhole1.Studentsdiscussinclassworkgroups.Handsupwhenandgrouptheycan’texpressinworkEnglish.Theymayfindsomedifficultwordsorsentencesin1a.2.Thewhole2.Studentsexchangeclassworktheirinformationandindividualaboutrainforests.workStudynewwordswiththehelpoftheteacher.3.Thewhole3.Readandrememberclassworkthemeaningsofnewwords.4.Groupwork4.Studentslookatthescreenanddiscussingroups.ChoosetheanswersaccordingtoPresentationtheprediction.(10minutes)5.Individual5.Readthroughtheworkpassageandchecktheiranswers.Underlinesomedifficultpointsandthesentencesthatcanprovetheirprediction.6.Individual6.Sharetheiranswers.workandgroupwork7.Individual7.Studentsmayrefertoworkandsomenewwords:groupworkprotect,dieout,climate...difficultsentences:Butnow,rainforestsarebecomingsmallerandsmaller.8.Thewhole8.Studythesenewwordsclassworkandsentences.

Askstudentstodiscuss“Whatdoyouknowaboutrainforests?”Walkaroundtheclassroom.Manystudentsmayaskquestions.Invitestudentstosharetheirideasaboutrainforests.Writedownthenewwordswhenstudentsreferintheiranswers.Addsomenewwordswhicharenecessaryforstudentstoread1aontheblackboard.Showthethreepicturesandthefivequestionsin1atostudents.Givestudents1minutetoreadthroughthepassagequickly.Remindstudentstofindthekeywordsandsentences.Invitestudentstosharetheiranswersandpointouttheplaceswheretheycanfindthecorrectanswers.Invitestudentstopointoutthedifficultpoints.Writedownthesenewwordswhichstudentsreferredontheblackboard.Andteachthenewwordsbyexplanationandflash,givingthesamemeaningwords.1.Groupworkandindividualandfillintheblanks.students.AskstudentstoreadworkChecktheanswersinparagraph1andfillinthegroups.blanks.2.Thewhole2.Readaftertheteacher2.Checktheanswersandteachclassworkandread5%,60%nounce6%.Checkstudentsbygivingsomeexamples.3.Groupwork3.Retellfeaturesof3.Encouragestudentstoretellandindividualrainforests.Students1aaccordingtothetable.workcanaddtheirownideas.4.Groupwork4.Studentsread4.Showthesecondpartof1b.andindividualthrough1aandfillinAskstudentstoreadworktheblanks.Checktheparagraph2andfillintheanswersingroups.blanks.5.Groupwork5.Volunteersretellthe5.Teachercheckstheanswersandindividualimportanceofandgivesstudentsseveralworkrainforests.minutestoretellparagraph2.ConsolidationGivevolunteerssmilingfaces.(10minutes)6.Thereareninegroups6.Finish1c.Makeacompetition.6.Groupworkinclass.TwoorthreeShowthefollowingfourgroupschooseasamequestionstostudents:questiontomakea(1)Whatdoestheword“cover”competition.Thegroupmeaninparagraph1?whichcananswerthe(2)Whyarerainforeststhequestionbettercangetlungsoftheearth?asmilingface.(3)Whyshouldweprotectrainforestswell?(4)Canyouguesswhatthenextpartofthepassagewilltalkabout?7.Groupwork7.Talkaboutthe7.Remindstudents:Thelastquestionsingroups.sentenceinaparagraphmaytellyouwhatcomesnext.Showthequestion:Whatshouldwedotoprotectrainforests?1.Groupwork1.Afterwatchingtheshortmovie,studentsdiscuss:Whatshouldwedofromnowontoprotecttherainforests?Studentsmaygiveanswerslikethis:Weshouldn’tcutdowntoomanywoods.Weshouldplantmoretrees.Weshouldreducethewaste.Wecandoanythingwecansuchas...2.Pairworkand2.StudentsanswerthePracticegroupworkquestionsactively.Try(10minutes)tofindmorefreshideas.theirwaysonebyone.Andstickthemontheblackboard.pointsbyusinglinkingwords,suchasfirst,second,then,next...Itisacomposition.

Showashortmovietostudents,likeapropagandafilm.Invitestudentstosharetheirwaysofprotectingrainforests.Eachpointcangetasmilingface.Remembertogivemorechancestothegroupwithfewsmilingfaces.Askstudentstowritedowntheirwaysofprotectingrainforestsonapieceofpaper.Andthenaskthemtostickthepaperontheblackboard.Encouragestudentstoputthesentencestogetherbyusinglinkingwords,suchasfirst,second,then,next...1.Thewhole1.Studentsmaketheir1.Createasituation.classworkandposterstogether.SomeOurschoolwilleducategroupworkstudentsdrawpictures.studentstoprotectSomestudentswriterainforests.Weneedsomedowntheslogan.volunteerstomakeaposterOtherstudentschecktopropagandizeit.“Canthegrammar...youdesignaposterforschool?Ifyourposterisgood,theschoolwilluse”it.2.Groupwork2.Studentssharetheir2.Givestudents1minutetoposterstogether.showtheirposters.Callallthestudentstochoosethebestone.3.Groupwork3.Allthestudentsinthis3.Teacherinvitesthebestgroupcometothegrouptoexplaintheirplatform.Studentspostertoothers.Andgiveexplaintheirworkandthemsmilingfaces.tellotherstudentsthattheyshouldprotectProductionrainforests.(7minutes)4.Thewhole4.Allthestudentsshould4.Teachersummarizestheclassworkknowthemeaningofkeypointsofthisclass:thesummaryand(1)Showthesenewwordsknowhowtoprotectonebyone:forest,rain-rainforests,anddoitforest,earth,surface,control,fromnowon.die,wood,protect,climate.AskstudentstospeakouttheChinesemeaningsquickly.(2)Showsomewaystoprotecttherainforests.Thewaysshouldbeeasyforstudentstodo