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仁爱科普版八年级上册Unit 4 Our WorldTopic 1 What's the strongest animal on the farm?教学设计
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Unit 4 Our Wrld
Tpic 1 What’s the strngest animal n the farm?
Sectin A
Ⅰ. Material analysis
Sectin A的主要教学活动为1a, 2b和3。
本节课主要学习形容词的比较级、最高级这一重点语法，它是本话题的重点也是难点，建议至少用两节课完成Sectin A 的教学。
本节课通过Michael 和Wang Wei 的对话，引出农村和城市的对比，最终学习本节课以及整个话题的重点：形容词的比较级和最高级。课本中设计了农村和城市对比的图片和农场里各种不同的动物的图片，这些跟日常生活密切相关，能引起学生的联想和兴趣。在设计这堂课的时候，教师可以根据实际情况，增加模拟真实的情景让学生有更加真实的感受，在活动中自然习得语言。
Ⅱ. Teaching aims
Knwledge aims：
1. 能根据音标正确拼读并运用单词表中的黑体单词, 如: sky, river, clear, beauty, nature, hrse, sheep等。
2. 能正确地拼写本课新词，根据对比或者联想记忆单词，如：sky-blue, river-clear等。
3. 能正确地运用比较级和最高级来分层描述物体。
4. 能运用本课所学语言，对比物体，学会正确客观看待某件事物。
Skill aims：
1. 能听懂有关农村和城市对比的话题，并能听懂熟悉的事物之间的比较。
2. 能正确地用比较级和最高级谈论一组事物。
3. 能正确朗读课本的文本材料，读懂用比较级和最高级描述的句子。
4. 能正确地用比较级和最高级写出事物之间的对比。
Emtinal aims：
培养学生正确看待事物的能力，教育学生任何事物都有两面性，对于学习不能骄傲，也
不必气馁，凡事都得用发展的眼光去看待。
Ⅲ. The key pints and difficult pints
Key pints：
1. 正确、熟练地运用比较级和最高级。
2. 掌握比较级和最高级的变化规则。
3. 学习本课的形容词、副词。
Difficult pints：
1. 正确、熟练地运用比较级和最高级。
2. 掌握比较级和最高级的变化规则。
Ⅳ. Learning strategies
1. 在学习生词的时候，学会通过联想和对比记忆，这样会记得更加牢固。如：blue sky,
clear river等，在脑海中呈现这些画面。
2. 以歌谣的形式记忆形容词、副词的比较级、最高级的变化规则可以让我们事半功倍。
Ⅴ. Teaching aids
Cmputer multimedia prjectr, sme cards with tables, sme phts f teacher’ s traveling,
cards f animals
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design
Step
Interactin pattern
Student activity
Teacher activity
Intrductin
（8 minutes）
1. The whle
class wrk
2. The whle
class wrk and
individual
wrk
3. The whle
class wrk and grup wrk
4. The whle
class wrk
1. Fcus their attentin
n the teacher.
2. One student reprts
his/her hmewrk while thers evaluate his/her life n Sunday.
3. Enjy the beauty f
nature and discuss it. They can see blue sky, white cluds, clear
river and s n. But nly the students wh previewed the passage can describe these
pictures.
4. Read and remember
these new wrds with the help f teacher.
1. Get students ready fr
learning.
2. Invite a student t reprt his/her hmewrk t review the structure “was/were+ding”.
3. Shw sme phts f
teacher’s traveling. At first, shw sme phts with beautiful nature. Ask students t discuss “What can yu see in these phts except me ?”
Write these new wrds n the blackbard：
blue sky
clear river
fresh air
beautiful nature
beauty
Shw pictures after them t help students understand.
Presentatin
(10 minutes)
1. Individual
wrk
2. The whle
class wrk
3. Individual
wrk
4. Grup wrk
5. The whle
class wrk
6. Grup wrk
and individual wrk
7. The whle
class wrk
8. Individual
wrk
9. The whle
class wrk and
individual wrk
1. Students listen t 1a
and check the wrds they hear. In fact, this part can cnslidate the new wrds and feel the rule: adj+er.
2. After the picture, mst
students may answer “cuntryside”.
3. Students read 1a and
find the answers in 1a. Underline the
cmparative 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 grup leaders check and help grup members.
7. Read 1a tgether. Pay
attentin t the
prnunciatin and
intnatin.
8. Listen t 1a again. At
this time, students shuld finish tw tasks: fill in the blanks and imitate the prnunciatin.
9. One student reads 1c
alud, while thers check the answers. Then read 1c alud t the partner.
Finish 1a.
1. Shw the table in 1b t
students and play 1a.
2. Shw the picture in 1a t
students. Ask “Which d yu like better,
cuntryside r city?”
3. “Why?” Remind students
t underline the
cmparative degrees in
their bks.
4. Shw “blue-bluer, quiet-quieter, clear-clearer, fresh-fresher”
n the blackbard. Let students discuss the rules.
5. Play 1a sentence by
sentence.
6. Prvide students with
2 minutes. Ask students t read 1a.
7. Organize students t read
tgether.
8. Shw 1c t students. Play
1a .
9. Invite students t read 1c
alud t the classmates.
Cnslidatin
(15 minutes)
1. Individual
wrk
2. Individual
wrk and the whle class
wrk
3. Grup wrk
4. Individual
wrk and the
whle class
wrk
5. The whle
class wrk
6. Grup wrk
7. The whle
class wrk
8. The whle
class wrk
and individual wrk
1. Listen t 2a and fill in
the blanks.
2. Several students cme
t the platfrm t write their answers n the blackbard. Other
students can revise the answers.
3. Students wrk in
grups. Sum the rules accrding t the wrds n the blackbard.
4. Students speak ut the rules ne by ne accrding t the wrds.
5. Recite the rules in a
chant. Students can dance t the rhythm.
6. Fill in the blanks
accrding t the chant. Students can wrk in grups.
7. Check and revise the
answers.
8. Students listen t 2a
and study the fur wrds “hrse, sheep, hens, cws”.
1. Shw 2a n the screen. Play
2a and ask students t fill in the blanks.
2. Invite students t write their
answers n the blackbard.
3. Write “fat-fatter, lazy-lazier” n
the blackbard. Give students 2 minutes t sum the rules.
4. Invite students t teach the
rules.
5. At this time, teacher can sum
the rules. Remind students sme key pints. (Teacher can teach the rules by a chant. It is easy fr teachers t find the chants f cmparative and superlative degrees.)
6. Shw 2b t students. Ask
students t fill in the table accrding t the chant.
7. Check the answers and
emphasize sme key pints.
8. Play 2a. Change the wrds
“hrse, sheep, hens, cws” int pictures.
Practice
(5 minutes)
1. Grup wrk
2. Grup wrk
3. Grup wrk
4. Pair wrk and
individual wrk
5. The whle
class wrk
1. Students shuld name the
animals they get. Then chse at least ne adjective t describe each animal. E.g cw--big/
strng.
2. Students change the
adjectives int
cmparative and
superlative degrees.
3. Students wrk in grups. They may write:
The hrse is strnger than the sheep.
The sheep is strnger than the dgs.
The dg is the thinnest f the three animals.
4. One student talks with
his/her partner. Other students try t find their mistakes.
5. Listen t the teacher
and revise their
cnversatins.
Finish 3.
1. Hand ut the cards f
animals t students. Each grup shuld get at least three kinds f animals. (Teacher withut cards f animals can use the stick figure instead.) This part aims t bring students t the real situatin.
2. Organize students t
change the adjectives int cmparative and
superlative degrees.
3. Prvide students several
minutes t practice after the example in 3. Walk arund the classrm t help the students.
4. Invite several grups t
shw their cnversatins.
5. Invite students t pint ut
ther’s mistakes and
teacher writes dwn the
mistakes n the
blackbard t remind
students.
Prductin
(7 minutes)
1. Grup wrk
2. Grup wrk
and the whle class wrk
3. Grup wrk
4. The whle
class wrk
5. The whle
class wrk
and individual wrk
1. The students fill in the
table quickly and
cmpare with the
partner. E.g. I am 13
and Jerry is 14. I am
yunger than him.
Check the answers.
Give the cards t grup
leaders and chse 3 cards ut. Students use cmparative and
superlative degrees f adjectives. If tw
students are in the
same age, they shuld use “I am as ld as him.”
Read and remember
spelling accrding t the prnunciatin. Sum the rules f cmparative and superlative degrees f adjectives.
5. Finish these hmewrk
after class.
1. Teacher hands ut the
cards with tables t students. The cards are like name cards.
name
wei-ght
high-t
age
Then give an example t students, make sure every student knws what t d.
2. Invite sme students t
share their answers.
3. Ask students t give the
name cards t grup
leaders. Organize students t practice superlative
degrees and lead in “ ”. Teacher gives an example with “as…as”.
4. Teacher shws the summaries:
Wrds:
blue-bluer sky
clear- clearer river
fresh-fresher air
beautiful nature
beauty
thin-thinner
hrse, hen, cw
Grammar:
cmparative and superlative
degrees f adjectives
5. Hmewrk:
(1) Write a passage t
cmpare yur life tday with that last year.
(2) Preview Sectin B.
Teaching Reflectin
It’s easy fr the students t master new wrds and adjectives. But the grammar: cmparative and superlative degrees f adjectives is very difficult fr students. At first, students shuld master the rules, then they shuld knw hw t make a sentence with it. At last, they can use it in daily life. Every step is nt easy. S teacher shuld create mre situatins t practice it.
Unit 4 Our Wrld
Tpic 1 What’s the strngest animal n the farm?
Sectin A
adjective
strng
tall
nice
big
fat
thin
lazy
cmparative
strnger
taller
nicer
bigger
fatter
thinner
lazier
superlative
strnge
t
tallest
nicest
biggest
fattest
thinnest
laziest
G1
G2
G3
G4 blue-bluer sky
clear-clearer river
fresh-fresherair
beautiful nature
(beauty)
Unit 4 Our Wrld
Tpic 1 What’s the strngest animal n the farm?
Sectin A
Ⅰ. Material analysis
Sectin A的主要教学活动为1a, 2b和3。
本节课主要学习形容词的比较级、最高级这一重点语法，它是本话题的重点也是难点，建议至少用两节课完成Sectin A 的教学。
本节课通过Michael 和Wang Wei 的对话，引出农村和城市的对比，最终学习本节课以及整个话题的重点：形容词的比较级和最高级。课本中设计了农村和城市对比的图片和农场里各种不同的动物的图片，这些跟日常生活密切相关，能引起学生的联想和兴趣。在设计这堂课的时候，教师可以根据实际情况，增加模拟真实的情景让学生有更加真实的感受，在活动中自然习得语言。
Ⅱ. Teaching aims
Knwledge aims：
1. 能根据音标正确拼读并运用单词表中的黑体单词, 如: sky, river, clear, beauty, nature, hrse, sheep等。
2. 能正确地拼写本课新词，根据对比或者联想记忆单词，如：sky-blue, river-clear等。
3. 能正确地运用比较级和最高级来分层描述物体。
4. 能运用本课所学语言，对比物体，学会正确客观看待某件事物。
Skill aims：
1. 能听懂有关农村和城市对比的话题，并能听懂熟悉的事物之间的比较。
2. 能正确地用比较级和最高级谈论一组事物。
3. 能正确朗读课本的文本材料，读懂用比较级和最高级描述的句子。
4. 能正确地用比较级和最高级写出事物之间的对比。
Emtinal aims：
培养学生正确看待事物的能力，教育学生任何事物都有两面性，对于学习不能骄傲，也
不必气馁，凡事都得用发展的眼光去看待。
Ⅲ. The key pints and difficult pints
Key pints：
1. 正确、熟练地运用比较级和最高级。
2. 掌握比较级和最高级的变化规则。
3. 学习本课的形容词、副词。
Difficult pints：
1. 正确、熟练地运用比较级和最高级。
2. 掌握比较级和最高级的变化规则。
Ⅳ. Learning strategies
1. 在学习生词的时候，学会通过联想和对比记忆，这样会记得更加牢固。如：blue sky,
clear river等，在脑海中呈现这些画面。
2. 以歌谣的形式记忆形容词、副词的比较级、最高级的变化规则可以让我们事半功倍。
Ⅴ. Teaching aids
Cmputer multimedia prjectr, sme cards with tables, sme phts f teacher’ s traveling,
cards f animals
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design
Step
Interactin pattern
Student activity
Teacher activity
Intrductin
（8 minutes）
1. The whle
class wrk
2. The whle
class wrk and
individual
wrk
3. The whle
class wrk and grup wrk
4. The whle
class wrk
1. Fcus their attentin
n the teacher.
2. One student reprts
his/her hmewrk while thers evaluate his/her life n Sunday.
3. Enjy the beauty f
nature and discuss it. They can see blue sky, white cluds, clear
river and s n. But nly the students wh previewed the passage can describe these
pictures.
4. Read and remember
these new wrds with the help f teacher.
1. Get students ready fr
learning.
2. Invite a student t reprt his/her hmewrk t review the structure “was/were+ding”.
3. Shw sme phts f
teacher’s traveling. At first, shw sme phts with beautiful nature. Ask students t discuss “What can yu see in these phts except me ?”
Write these new wrds n the blackbard：
blue sky
clear river
fresh air
beautiful nature
beauty
Shw pictures after them t help students understand.
Presentatin
(10 minutes)
1. Individual
wrk
2. The whle
class wrk
3. Individual
wrk
4. Grup wrk
5. The whle
class wrk
6. Grup wrk
and individual wrk
7. The whle
class wrk
8. Individual
wrk
9. The whle
class wrk and
individual wrk
1. Students listen t 1a
and check the wrds they hear. In fact, this part can cnslidate the new wrds and feel the rule: adj+er.
2. After the picture, mst
students may answer “cuntryside”.
3. Students read 1a and
find the answers in 1a. Underline the
cmparative 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 grup leaders check and help grup members.
7. Read 1a tgether. Pay
attentin t the
prnunciatin and
intnatin.
8. Listen t 1a again. At
this time, students shuld finish tw tasks: fill in the blanks and imitate the prnunciatin.
9. One student reads 1c
alud, while thers check the answers. Then read 1c alud t the partner.
Finish 1a.
1. Shw the table in 1b t
students and play 1a.
2. Shw the picture in 1a t
students. Ask “Which d yu like better,
cuntryside r city?”
3. “Why?” Remind students
t underline the
cmparative degrees in
their bks.
4. Shw “blue-bluer, quiet-quieter, clear-clearer, fresh-fresher”
n the blackbard. Let students discuss the rules.
5. Play 1a sentence by
sentence.
6. Prvide students with
2 minutes. Ask students t read 1a.
7. Organize students t read
tgether.
8. Shw 1c t students. Play
1a .
9. Invite students t read 1c
alud t the classmates.
Cnslidatin
(15 minutes)
1. Individual
wrk
2. Individual
wrk and the whle class
wrk
3. Grup wrk
4. Individual
wrk and the
whle class
wrk
5. The whle
class wrk
6. Grup wrk
7. The whle
class wrk
8. The whle
class wrk
and individual wrk
1. Listen t 2a and fill in
the blanks.
2. Several students cme
t the platfrm t write their answers n the blackbard. Other
students can revise the answers.
3. Students wrk in
grups. Sum the rules accrding t the wrds n the blackbard.
4. Students speak ut the rules ne by ne accrding t the wrds.
5. Recite the rules in a
chant. Students can dance t the rhythm.
6. Fill in the blanks
accrding t the chant. Students can wrk in grups.
7. Check and revise the
answers.
8. Students listen t 2a
and study the fur wrds “hrse, sheep, hens, cws”.
1. Shw 2a n the screen. Play
2a and ask students t fill in the blanks.
2. Invite students t write their
answers n the blackbard.
3. Write “fat-fatter, lazy-lazier” n
the blackbard. Give students 2 minutes t sum the rules.
4. Invite students t teach the
rules.
5. At this time, teacher can sum
the rules. Remind students sme key pints. (Teacher can teach the rules by a chant. It is easy fr teachers t find the chants f cmparative and superlative degrees.)
6. Shw 2b t students. Ask
students t fill in the table accrding t the chant.
7. Check the answers and
emphasize sme key pints.
8. Play 2a. Change the wrds
“hrse, sheep, hens, cws” int pictures.
Practice
(5 minutes)
1. Grup wrk
2. Grup wrk
3. Grup wrk
4. Pair wrk and
individual wrk
5. The whle
class wrk
1. Students shuld name the
animals they get. Then chse at least ne adjective t describe each animal. E.g cw--big/
strng.
2. Students change the
adjectives int
cmparative and
superlative degrees.
3. Students wrk in grups. They may write:
The hrse is strnger than the sheep.
The sheep is strnger than the dgs.
The dg is the thinnest f the three animals.
4. One student talks with
his/her partner. Other students try t find their mistakes.
5. Listen t the teacher
and revise their
cnversatins.
Finish 3.
1. Hand ut the cards f
animals t students. Each grup shuld get at least three kinds f animals. (Teacher withut cards f animals can use the stick figure instead.) This part aims t bring students t the real situatin.
2. Organize students t
change the adjectives int cmparative and
superlative degrees.
3. Prvide students several
minutes t practice after the example in 3. Walk arund the classrm t help the students.
4. Invite several grups t
shw their cnversatins.
5. Invite students t pint ut
ther’s mistakes and
teacher writes dwn the
mistakes n the
blackbard t remind
students.
Prductin
(7 minutes)
1. Grup wrk
2. Grup wrk
and the whle class wrk
3. Grup wrk
4. The whle
class wrk
5. The whle
class wrk
and individual wrk
1. The students fill in the
table quickly and
cmpare with the
partner. E.g. I am 13
and Jerry is 14. I am
yunger than him.
Check the answers.
Give the cards t grup
leaders and chse 3 cards ut. Students use cmparative and
superlative degrees f adjectives. If tw
students are in the
same age, they shuld use “I am as ld as him.”
Read and remember
spelling accrding t the prnunciatin. Sum the rules f cmparative and superlative degrees f adjectives.
5. Finish these hmewrk
after class.
1. Teacher hands ut the
cards with tables t students. The cards are like name cards.
name
wei-ght
high-t
age
Then give an example t students, make sure every student knws what t d.
2. Invite sme students t
share their answers.
3. Ask students t give the
name cards t grup
leaders. Organize students t practice superlative
degrees and lead in “ ”. Teacher gives an example with “as…as”.
4. Teacher shws the summaries:
Wrds:
blue-bluer sky
clear- clearer river
fresh-fresher air
beautiful nature
beauty
thin-thinner
hrse, hen, cw
Grammar:
cmparative and superlative
degrees f adjectives
5. Hmewrk:
(1) Write a passage t
cmpare yur life tday with that last year.
(2) Preview Sectin B.
Teaching Reflectin
It’s easy fr the students t master new wrds and adjectives. But the grammar: cmparative and superlative degrees f adjectives is very difficult fr students. At first, students shuld master the rules, then they shuld knw hw t make a sentence with it. At last, they can use it in daily life. Every step is nt easy. S teacher shuld create mre situatins t practice it.
Unit 4 Our Wrld
Tpic 1 What’s the strngest animal n the farm?
Sectin A
adjective
strng
tall
nice
big
fat
thin
lazy
cmparative
strnger
taller
nicer
bigger
fatter
thinner
lazier
superlative
strnge
t
tallest
nicest
biggest
fattest
thinnest
laziest
G1
G2
G3
G4 blue-bluer sky
clear-clearer river
fresh-fresherair
beautiful nature
(beauty)
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