初中英语仁爱科普版八年级上册Topic 1 What's the strongest animal on the farm?精品课件ppt
展开科普版英语八上
Unit4 Topic1 Section D教学设计
Ⅰ.Material analysis
本节课是本话题的最后一节课，主要通过Grammar 、Functions 来复习本话题的语法重点：形容词的比较级和最高级。通过Section A、B对形容词比较级和最高级的讲解及练习，学生在理论上明白形容词比较级和最高级的用法以及变化规则，但是在实际应用的时候还存在困难。在本课的语法复习过程中要尽量多给机会让学生自己总结和归纳，在学生做的过程中发现问题及时点拨。本课也通过对大熊猫、蓝鲸、华南虎等珍稀动物的介绍，引导学生学会爱护环境、保护动物。
Ⅱ.Teaching aims
Knowledge aims：
1. 能根据音标正确拼读并运用如下词汇：southwest, feed, bamboo, less, land, whale等。
2. 能正确拼写本课新单词如：southwest, feed, bamboo, less, land, whale等。
3. 能正确运用重点语法：形容词的比较级和最高级。
4. 能运用比较级谈论事物的变化，正确谈论保护动物的话题。
Skill aims：
1. 能听懂谈论保护环境的话题及事物之间比较的话题。
2. 能够将本单元所学内容和以前所学知识相结合，在日常生活中谈论有关环境保护、爱护动物话题，能够用口头表达的方式来比较事物之间的不同。
3. 能够读懂环保方面的杂志、期刊，能读懂描绘事物与事物之间相比较的文章。
4. 根据所学内容写出海报，倡议书等呼吁大家爱护环境、保护大自然。
Emotional aims：
通过本课学习，培养学生的环保意识，爱护动物，从不使用珍稀动物身上的任何东西开始。在本课的学习中学生能体会到很多大事都是从小事积累起来的。
Ⅲ.The key points and difficult points
Key points：
1. 强化形容词比较级和最高级用法的练习。
2. 了解珍稀动物濒临灭绝的原因，能用英文发出号召：保护动物。
Difficult points：
形容词的比较级和最高级。
Ⅳ.Teaching aids
Computer multimedia projector
V.Teaching procedure
Step | Student activity | Teacher activity | Design Intention |
Part1 Lead-in (7 minutes) |
1.Focus their attention on the teacher.
2.The students finish Grammar and Function.
3.Students review the rulers of comparative and superlative degrees. |
1.Get students ready for learning.
2.Teacher asks students to finish Grammar and Function.
3.Teacher leads the students to make summaries of comparative and superlative degrees. |
通过复习的方式导入课堂，能够帮助学生巩固上节课所学的重点知识。
|
Step | Student activity | Teacher activity | Design Intention |
Part2 Presentation (8minutes) | 1.Listen and guess the animal.
2.Look through the pictures and say the animals out.
3.Watch the video and learn about the animals.
4.Students study the word “whale” and answer the questions with comparative and superlative degrees of adjectives. E.g. The panda and the tiger, I like tiger better because... I like the panda best of all.
5.Find answers quickly. Pictures and the table can help students a lot.
6.Retell the passage. One student retells a paragraph. Group members can help him/her if he/she can’t finish it.
7.Students read the passage under the teacher’s request.
| 1.Teacher asks the students to listen and guess the animal.
2.Shows some pictures of animals and asks students to guess what they are.
3.Asks students to watch the video and learn about the animal.
4.Finish 1.Show three pictures to students which are taken from zoos, a panda, a blue whale, and a Chinese tiger. Teach “whale” here and ask “Which do you like better?”, “Which do you like best?”
5.Show the table on Page 88 to students. Remind students to look at the table carefully. In fact, with the help of the table, students can find the correct answers quickly.
6.Check the answers and guide students to retell the passage with the help of the table. (Give students 2 minutes to prepare.)
7.Teacher plays the recording sentence by sentence and asks the students to follow.Then Teacher plays the recording without stopping and asks students to follow at the same speed.
. |
按照predication，skimming,scanning,detail reading的阅读策略，循序渐进，培养学生的阅读能力。
新课的读包括至少三遍读：第一遍一句句跟读；第二遍跟录音同步读；第三遍齐读。足够的跟读练习能够让学生感知和体验标准的发音。
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Step | Student activity | Teacher activity | Design Intention |
Part3 Consolidation (10 minutes) | 1.Students listen carefully and finish the tasks on screen. And take notes.
2.Fill in the blanks. | 1.Teacher explains the key phrases and language points.
2.Ask students to read 1a and fill in the blanks.
|
选择合适的练习能够帮助学生及时运用所学的知识。 |
Part4 Practice (10 minutes) |
1.Students write their favorite animals. They may write it better with the help of the following questions: (1) What’s the animal? (2) Where does it like? (4) What are the features of it? (5) Why do you like it? Hands up when necessary.
2.Students exchange their writing works. Read their partners’ passages carefully. When reading others’, they can find some mistakes in the passages. Students should revise it.
3.Two volunteers share their passages. The other students listen to them carefully and find the mistakes. |
compare your favorite animal with other animals, then we will know why you like it best.”
2.Teacher asks students to check their writing work in groups.
3.Invite two volunteers to share their passages, and check the mistakes in class. |
通过小组活动，让学生生生互动，互相纠错，并能在真实语境中运用新知。
|
Part5 Production (8 minutes) |
1.All the students should know the meaning of the summary.
2.Students review Section A of next topic.
3.Students finish the exercise book of U4T1SD. |
1.Teacher summarizes what the students have learned today. Some important languages points are shown on the computer screen.
2.Teacher asks students to review Section A of next topic.
3.Teacher assigns the students finish the exercise book of U4T1SD. |
布置复习的作业，能够帮助学生养成良好的学习习惯。 |
Ⅵ.Blackboard design
Unit 4 Our World
Topic 1 What’s the strongest animal on the farm?
Section D
G1 G2 G3 G4
Grammar
more and more/less and less/fewer and fewer/better and better
Functions
Which do you like better, plants or animals?
That must be fun!
Ⅶ.Teaching reflection
This class is related to students’ life very much. Many students like animals. Some pictures, especially photos taken in the zoo, can arouse students’ interest. Students can take an active part in the discussing about saving the animals in danger. But writing a short passage about an animal with comparative or superlative degrees is a problem. Discussing in groups about the passage before writing can help students a lot.
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