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1、 精品資料 八年級(jí)上冊(cè)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(duì)話，引出農(nóng)村和城市的對(duì)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(duì)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(duì)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(duì)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(duì)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(duì)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(duì)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(duì)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