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1、 精品資料
八年級(jí)上冊教案設(shè)計(jì)
Unit 4 Our World
Topic 1 Which do you like better, plants or animals?
Section A
Ⅰ. Material analysis
Section A的主要教學(xué)活動(dòng)為1a, 2b和3。本節(jié)課主要學(xué)習(xí)形容詞的比較級(jí)、最高級(jí)這一重點(diǎn)語法，它是本話題的重點(diǎn)也是難點(diǎn)，建議至少用兩節(jié)課完成Section A 的教學(xué)。
本節(jié)課通過Michael 和Wang Wei 的對話，引出農(nóng)村和城市的對比，最終學(xué)習(xí)本節(jié)課以及整
2、個(gè)話題的重點(diǎn)：形容詞的比較級(jí)和最高級(jí)。課本中設(shè)計(jì)了農(nóng)村和城市對比的圖片和農(nóng)場里各種不同的動(dòng)物的圖片，這些跟日常生活密切相關(guān)，能引起學(xué)生的聯(lián)想和興趣。在設(shè)計(jì)這堂課的時(shí)候，教師可以根據(jù)實(shí)際情況，增加模擬真實(shí)的情景讓學(xué)生有更加真實(shí)的感受，在活動(dòng)中自然習(xí)得語言。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根據(jù)音標(biāo)正確拼讀并運(yùn)用單詞表中的黑體單詞, 如: sky, river, clear, beauty, nature, horse, sheep等。
2. 能正確地拼寫本課新詞，根據(jù)對比或者聯(lián)想記憶單詞，如：sky-blue, river-clean等。
3、
3. 能正確地運(yùn)用比較級(jí)和最高級(jí)來分層描述物體。
4. 能運(yùn)用本課所學(xué)語言，對比物體，學(xué)會(huì)正確客觀看待某件事物。
Skill aims：
1. 能聽懂有關(guān)農(nóng)村和城市對比的話題，并能聽懂熟悉的事物之間的比較。
2. 能正確地用比較級(jí)和最高級(jí)談?wù)撘唤M事物。
3. 能正確朗讀課本的文本材料，讀懂用比較級(jí)和最高級(jí)描述的句子。
4. 能正確地用比較級(jí)和最高級(jí)寫出事物之間的對比。
Emotional aims：
培養(yǎng)學(xué)生正確看待事物的能力，教育學(xué)生任何事物都有兩面性，對于學(xué)習(xí)不能驕傲，也
不必氣餒，凡事都得用發(fā)展的眼光去看待。
Ⅲ. The key points and
4、difficult points
Key points：
1. 正確、熟練地運(yùn)用比較級(jí)和最高級(jí)。
2. 掌握比較級(jí)和最高級(jí)的變化規(guī)則。
3. 學(xué)習(xí)本課的形容詞、副詞。
Difficult points：
1. 正確、熟練地運(yùn)用比較級(jí)和最高級(jí)。
2. 掌握比較級(jí)和最高級(jí)的變化規(guī)則。
Ⅳ. Learning strategies
1. 在學(xué)習(xí)生詞的時(shí)候，學(xué)會(huì)通過聯(lián)想和對比記憶，這樣會(huì)記得更加牢固。如：blue sky,
clear river等，在腦海中呈現(xiàn)這些畫面。
2. 以歌謠的形式記憶形容詞、副詞的比較級(jí)、最高級(jí)的變化規(guī)則可
5、以讓我們事半功倍。
Ⅴ. Teaching aids
Computer multimedia projector, some cards with tables, some photos of teacher’ s traveling,
cards of animals
Ⅵ. Teaching procedures
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8 minutes）
1. The whole
class work
2. The whole
c
6、lass work and
individual
work
3. The whole
class work and group work
4. The whole
class work
1. Focus their attention
on the teacher.
2. One student reports
his/her homework while others evaluate his/her life on Sunday.
3. Enjoy the beauty of
nature and discuss it. The
7、y can see blue sky, white clouds, clear
river and so on. But only the students who previewed the passage can describe these
pictures.
4. Read and remember
these new words with the help of teacher.
1. Greet students ready for
learning.
2. Invite a student to report his/her homework to revi
8、ew the structure “was/were+doing”.
3. Show some photos of
teacher’s traveling. At first, show some photos with beautiful nature. Ask students to discuss “What can you see in these photos except me ?”
4. Write these new words on the blackboard：
blue sky
clear river
fresh
9、 air
beautiful nature
beauty
Show pictures after them to help students understand.
Presentation
(10 minutes)
1. Individual
work
2. The whole
class work
3. Individual
work
4. Group work
5. The whole
class work
6. Group work
and individual work
10、
7. The whole
class work
8. Individual
work
9. The whole
class work and
individual work
1. Students listen to 1a
and check the words they hear. In fact, this part can consolidate the new words and feel the rule: adj+er.
2. After the picture, most
students may answer “cou
11、ntryside”.
3. Students read 1a and
find the answers in 1a. Underline the
comparative degrees.
4. Students find rules and
share in the class.
5. Students read after the
tape sentence by sentence.
6. Students read 1b by
themselves, and group leaders check and help group members.
7
12、. Read 1a together. Pay
attention to the
pronunciation and
intonation.
8. Listen to 1a again. At
this time, students should finish two tasks: fill in the blanks and imitate the pronunciation.
9. One student reads 1c
aloud, while others check the answers. Then read 1c aloud to the partner
13、.
Finish 1a.
1. Show the table in 1b to
students and play 1a.
2. Show the picture in 1a to
students. Ask “Which do you like better,
countryside or city?”
3. “Why?” Remind students
to underline the
comparative degrees in
their books.
4. Show “blue-bluer, quiet-quieter, clear
14、-clearer, fresh-fresher”
on the blackboard. Let students discuss the rules.
5. Play 1a sentence by
sentence.
6. Provide students with
2 minutes. Ask students to read 1a.
7. Organize students to read
together.
8. Show 1c to students. Play
1a .
9. Invite students to read 1c
15、
aloud to the classmates.
Consolidation
(15 minutes)
1. Individual
work
2. Individual
work and the whole class
work
3. Group work
4. Individual
work and the
whole class
work
5. The whole
class work
6. Group work
7. The whole
class work
8. The
16、 whole
class work
and individual work
1. Listen to 2a and fill in
the blanks.
2. Several students come
to the platform to write their answers on the blackboard. Other
students can revise the answers.
3. Students work in
groups. Sum the rules according to the words on the black
17、board.
4. Students speak out the rules one by one according to the words.
5. Recite the rules in a
chant. Students can dance to the rhythm.
6. Fill in the blanks
according to the chant. Students can work in groups.
7. Check and revise the
answers.
8. Students listen to 2a
an
18、d study the four words “horse, sheep, hens, cows”.
1. Show 2a on the screen. Play
2a and ask students to fill in the blanks.
2. Invite students to write their
answers on the blackboard.
3. Write “fat-fatter, lazy-lazier” on
the blackboard. Give students 2 minutes to sum the rules.
19、
4. Invite students to teach the
rules.
5. At this time, teacher can sum
the rules. Remind students some key points. (Teacher can teach the rules by a chant. It is easy for teachers to find the chants of comparative and superlative degrees.)
6. Show 2b to students. Ask
students to fill
20、 in the table according to the chant.
7. Check the answers and
emphasize some key points.
8. Play 2a. Change the words
“horse, sheep, hens, cows” into pictures.
Practice
(5 minutes)
1. Group work
2. Group work
3. Group work
4. Pair work and
i
21、ndividual work
5. The whole
class work
1. Students should name the
animals they get. Then choose at least one adjective to describe each animal. E.g cow--big/
strong.
2. Students change the
adjectives into
comparative and
superlative degrees.
3. Students wo
22、rk in groups. They may write:
The horse is stronger than the sheep.
The sheep is stronger than the dogs.
The dog is the thinnest of the three animals.
4. One student talks with
his/her partner. Other students try to find their mistakes.
5. Listen to the teacher
and revise their
convers
23、ations.
Finish 3.
1. Hand out the cards of
animals to students. Each group should get at least three kinds of animals. (Teacher without cards of animals can use the stick figure instead.) This part aims to bring students to the real situation.
2. Organize students to
change the adjectives int
24、o comparative and
superlative degrees.
3. Provide students several
minutes to practice after the example in 3. Walk around the classroom to help the students.
4. Invite several groups to
show their conversations.
5. Invite students to point out
other’s mistakes and
teacher w
25、rites down the
mistakes on the
blackboard to remind
students.
Production
(7 minutes)
1. Group work
2. Group work
and the whole class work
3. Group work
4. The whole
class work
5. The whole
class work
and individual work
1.
26、 The students fill in the
table quickly and
compare with the
partner. E.g. I am 13
and Jerry is 14. I am
younger than him.
2. Check the answers.
3. Give the cards to group
leaders and choose 3 cards out. Students use comparative and
superlative degrees of adjectives. If t
27、wo
students are in the
same age, they should use “I am as old as him.”
4. Read and remember
spelling according to the pronunciation. Sum the rules of comparative and superlative degrees of adjectives.
5. Finish these homework
after class.
1. Teacher hands out the
cards with
28、tables to students. The cards are like name cards.
name
wei-ght
high-t
age
Then give an example to students, make sure every student knows what to do.
2. Invite some students to
share their answers.
3. Ask students to give the
name cards to group
leaders. Organize students to
29、 practice superlative
degrees and lead in “ as...as”. Teacher gives an example with “as…as”.
4. Teacher shows the summaries:
Words:
blue-bluer sky
clear- clearer river
fresh-fresher air
beautiful nature
beauty
thin-thinner
horse, hen, cow
Grammar:
comparative
30、 and superlative
degrees of adjectives
5. Homework:
(1) Write a passage to
compare your life today with that last year.
(2) Preview Section B.
Teaching Reflection
It’s easy for the students to master new words and adjectives. But the grammar: comparative and superlative degrees of adjecti
31、ves is very difficult for students. At first, students should master the rules, then they should know how to make a sentence with it. At last, they can use it in daily life. Every step is not easy. So teacher should create more situations to practice it.
Ⅶ. Blackboard design
Unit 4 Our World
32、Topic 1 Which do you like better, plants or animals?
Section A
adjective
strong
tall
nice
big
fat
thin
lazy
comparative
stronger
taller
nicer
bigger
fatter
thinner
lazier
superlative
strongest
tallest
nicest
biggest
fattest
thinnest
laziest
G1
33、G2
G3
G4 blue-bluer sky
clear-clearer river
fresh-fresher air
beautiful nature
(beauty)
最新精品英語資料
仁愛版八年級(jí)英語上冊：Unit 4 Our world Topic 1 Section A 教案
