1、八年级上册教案设计Unit 4 Our WorldTopic 1 Whats the strongest animal on the farm?Section C. Material analysis本节课的主要活动为 1a 和 2。本节课承接 Section A 学习比较级和最高级的用法、Section B 谈论动植物，同时为Section D 学习并保护动物打下基础。本节课通过一篇关于热带雨林的阅读文章，给学生传输有关森林的知识，唤起学生的环保意识。最后通过第二部分的写作，要求学生加入到环保的斗争当中。本篇阅读也为本话题的重点：学习形容词的比较级和最高级，起到巩固作用。. Teaching
2、 aimsKnowledge aims：1. 能根据音标，正确朗读出单词表中的黑体单词：thick, ground, wet, cover, forest, earth, surface, control, die, wood, protect2. 能正确拼读并运用黑体单词：thick, ground, wet, cover, forest, rainforest, earth, surface, control, die, wood, protect3. 能正确使用“比较级 and 比较级”的形式。Skill aims：1. 能基本听懂本课文本材料及简单的环保倡议书。2. 能正确地口头介绍森
3、林带给我们的好处，并建议大家保护环境。3. 能正确朗读课本的文本材料，并能读懂相关的文本材料。4. 能写一份简单的有关环保的倡议书。Emotional aims：通过对热带雨林的学习，加深学生对森林的认识，教育学生从小事做起，从自己做起，保护环境。. The key points and difficult pointsKey points：1. 复习形容词比较级、副词的用法。2. 学习热带雨林的相关知识。3. 学习有顺序、连贯的书写倡议书。Difficult points：熟练应用形容词的比较级和最高级。 . Learning strategies1. 在 写 文 章 的 时 候 ， 用 上
4、 适 当 的 连 词 如 ： and, but, however, while 等 ， 可 以 让 文 章 更 加 连贯 。2. 阅读时上一段的最后一句很有可能会提示你下一段的主要内容。. Teaching aidsComputer multimedia projector, some pieces of paper or some chopsticks . Teaching proceduresStep Interaction pattern Student activity Teacher activityIntroduction(8 minutes)1. The whole class
5、work2. The whole class work3. The whole class work4. Group work5. The whole class work6. The whole class work1. Students answer the questions. Of course, all the students like the beautiful one, because it makes people comfortable.2. Try to write words and sentences carefully.3. Students know its ma
6、de of wood.4. Discuss in groups and give the answers: desk, chopsticks, different kinds of paper.5. Students take in the knowledge about it.6. Read and remember the spelling of “forest, rainforest”. 1. Show students some pieces of paper. The paper is from students exercise books. One paper with beau
7、tiful handwriting. The handwriting in another paper is just so-so. The last paper is ugly. Ask students “Which one do you like best? Why?” 2. Educate students that beautiful handwriting can make people happy.3. Ask students “What is the paper made of?”4. Encourage students to speak out more things w
8、hich are made of wood.5. Show a movie to students. It is about how many pieces of wood can make a paper and people cut down many woods for papers and other things.6. Lead in the new words “forest, rainforest” according to the short movie.Presentation(10 minutes)1. The whole class work and group work
9、2. The whole class work and individual work3. The whole class work4. Group work5. Individual work6. Individual work and group work7. Individual work and group work8. The whole class work1. Students discuss in groups. Hands up when they cant express in English. They may find some difficult words or s
10、entences in 1a.2. Students exchange their information about rainforests. Study new words with the help of the teacher.3. Read and remember the meanings of new words.4. Students look at the screen and discuss in groups. Choose the answers according to the prediction.5. Read through thepassage and che
11、ck their answers. Underline some difficult points and the sentences that can prove their prediction.6. Share their answers.7. Students may refer tosome new words: protect, die out, climate. difficult sentences: But now, rainforests are becoming smaller and smaller.8. Study these new words and senten
12、ces.1. Ask students to discuss “What do you know about rainforests?” Walk around the classroom. Many students may ask questions.2. Invite students to share their ideas about rainforests. Write down the new words when students refer in their answers.3. Add some new words which are necessary for stude
13、nts to read 1a on the blackboard.4. Show the three pictures and the five questions in 1a to students. 5. Give students 1 minute to read through the passage quickly. Remind students to find the key words and sentences.6. Invite students to share their answers and point out the places where they can f
14、ind the correct answers.7. Invite students to point out the difficult points.8. Write down these new words which students referred on the blackboard. And teach the new words by explanation and flash, giving the same meaning words.Consolidation(10 minutes)1. Group work and individual work2. The whole
15、 class work3. Group work and individual work4. Group work and individual work5. Group work and individual work6. Group work7. Group work1. Students read through 1a and fill in the blanks. Check the answers in groups.2. Read after the teacher and read 5%, 60% by themselves.3. Retell features of rainf
16、orests. Students can add their own ideas.4. Students read through 1a and fill in the blanks. Check the answers in groups.5. Volunteers retell the importance of rainforests. 6. There are nine groups in class. Two or three groups choose a same question to make a competition. The group which can answer
17、 the question better can get a smiling face.7. Talk about the questions in groups. 1. Show the first part of 1b to students. Ask students to read paragraph 1 and fill in the blanks.2. Check the answers and teach the students how to pronounce 6%. Check students by giving some examples.3. Encourage st
18、udents to retell 1a according to the table.4. Show the second part of 1b. Ask students to read paragraph 2 and fill in the blanks.5. Teacher checks the answers and gives students several minutes to retell paragraph 2. Give volunteers smiling faces.6. Finish 1c. Make a competition. Show the following
19、 four questions to students :(1) What does the word “cover” mean in paragraph 1?(2) Why are rainforests the lungs of the earth?(3) Why should we protect rainforests well?(4) Can you guess what the next part of the passage will talk about?7. Remind students: The last sentence in a paragraph may tell
20、you what comes next. Show the question: What should we do to protect rainforests?Practice(10 minutes)1. Group work2. Pair work and group work3. Group work4. Group work1. After watching the short movie, students discuss: What should we do from now on to protect the rainforests?Students may give answe
21、rs like this: We shouldnt cut down too many woods. We should plant more trees. We should reduce the waste. We can do anything we can such as.2. Students answer the questions actively. Try to find more fresh ideas. 3. Students write down their ways one by one. And stick them on the blackboard.4. Stud
22、ents link their points by using linking words, such as first, second, then, next.It is a composition.1. Show a short movie to students, like a propaganda film.2. Invite students to share their ways of protecting rainforests. Each point can get a smiling face. Remember to give more chances to the gro
23、up with few smiling faces.3. Ask students to write down their ways of protecting rainforests on a piece of paper. And then ask them to stick the paper on the blackboard.4. Encourage students to put the sentences together by using linking words, such as first, second, then, next.Production(7 minutes)
24、1. The whole class work and group work2.Group work3. Group work4. The whole class work5. Individualwork1. Students make their posters together. Some students draw pictures. Some students write down the slogan. Other students check the grammar.2. Students share their posters together.3. All the stude
25、nts in this group come to the platform. Students explain their work and tell other students that they should protect rainforests. 4. All the students should know the meaning of the summary and know how to protect rainforests, and do it from now on.5. Students write a passage after school and review
26、Sections A-C to prepare for Section D.1. Create a situation.Our school will educate students to protect rainforests. We need some volunteers to make a poster to propagandize it. “Can you design a poster for school? If your poster is good, the school will use it.”2. Give students 1 minute to show the
27、ir posters. Call all the students to choose the best one.3. Teacher invites the best group to explain their poster to others. And give them smiling faces.4. Teacher summarizes the key points of this class:(1)Show these new words one by one: forest, rain- forest, earth, surface, control, die, wood, p
28、rotect, climate. Ask students to speak out the Chinese meanings quickly.(2)Show some ways to protect the rainforests. The ways should be easy for students to do.5. Homework:Write a passage to introduce the importance of rainforests to remind people to protect them. Teacher assigns the students to re
29、view Sections A-C to prepare for Section D. Teaching ReflectionStudents are happy in this class because there are many activities they can take part in. They have known some information about rainforests before class. Students can master the linking words well. Retell the whole passage is not easy f
30、or students. Teaching students to choose right key words and sentences is important. Blackboard designUnit 4 Our WorldTopic 1 Whats the strongest animal on the farm?Section CG1 G2 G3 G4RainforestsFeatures of rainforestsImportance of rainforestsmore and more smaller and smaller6% six percentplay an important part inThis part leaves for students. This part leaves for students.How to protect the rainforests?
