江苏省海安县大公初级中学八年级英语上册《8A Unit 4 Wild animals》Period 1 Comic strip& welcome to the unit教案 牛津版.doc

《8A Unit 4 Wild animals》Period 1 Comic strip& welcome to the unit
Title
(课题)
Comic strip & Welcome to the unit
Type
(课型)
New
新授课
Period
(课时)
1
Supporting theories
(理论支撑)
叶澜教授是我国现代教育理论的开创者和奠基人，其“让课堂充满生命活力”的课堂理论，叶澜教授认为，传统教学论从教的角度探讨问题，实用教学论则从学生的立场出发，教育心理学的兴趣在心理过程的分析，课堂教学应被看作是师生人生中一段重要的人生经历，是他们生活有意义的构成部分；课堂教学的目标应全面体现培养目标，促进学生的全面发展，以学生活动为主和学生的生活紧密相连的课程，通过任务型教学模式促进学生综合运用语言的能力的发展和跨文化交际的意识的形成，创设和谐、融洽的学习氛围，促进师生之间的情感交流。课堂教学蕴含着巨大的生命力，只有师生的生命活力在课堂教学中得到有效发挥，才能真正有助于新人的培养和教师的成长，课堂才有真正的生命。
Aims and demands
(教学目标)
A: Knowledge (语言知识)
1. To introduce names of wild animals.
1. To revise vocabulary for some wild animals.
B: Language skill (语言技能)
For lower-level students, recite the dialogue and describe the animals.
For higher-level students, learn to express preferences.

Key points and difficulties
(教学重、
难点)
1. To use correct vocabulary to describe animals
2. To identify vocabulary for describing animals.
Teaching Methods
(教学方法)
1. Task-based approach
2. Situation approach
3. Communicative approach
Aids
课前准备（教具、活动准备等）
1. Get some information about wild animals from the Internet.
2. Get some pictures about wild animals ready.
教 学 设 计
课前延伸

1. 听磁带，预习Comic strip & Welcome to the unit部分的生
词。（会拼写、知词义）
2. 阅读Comic strip and Welcome to the unit，划出重要短语和句型。
3. 完成下列短语。
1）野生植物 2）看起来可口
3）参加野生动物俱乐部 4）更多地了解野生动物
5）好好照顾某人 6）处于危险之中
4. 查阅与Comic strip & Welcome to the unit内容相关的资料，以备课上合作交流。
通过预习，学生将疑惑的问题或自己解决不了的问题带进课堂，师生将提前预习作为学和教的桥梁，意在培养学生形成学习能力。
Teaching Plan
(授课计划)
Studying Plan
(学习计划)
Aims
(设计意图)
课

内

学
StepⅠ
Warming up
（Welcome to the unit）
1. Free talk:
Are you interested in wild animals?
What wild animals do you know?
2. Show the pictures of some other wild animals and ask the students to name them.
(tortoise frog camel giraffe wolf zebra fox)
创设情境，提出
学生们熟
悉的话题，
展示他们
感兴趣的
图片，激发
学生学习
的兴趣。
Step II Presentation
（Welcome to the unit）
1. Play a guessing game and lead in new words.
l It’s very heavy with thick fur and sharp paws. It can walk up-straight.
A bear.
l It is a lovely and clever animal in the sea. It is very friendly to people.
A dolphin.
l It is fat and lovely. It lives in China. It likes eating bamboo shoots and leaves.
A giant panda
l It comes from Australia. It jumps with its babies in its special pocket.
A kangaroo.
l It is a small animal with a big tail. It likes climbing trees and eating nuts.
A squirrel.
2. Read the new words and fill in blanks.
Bears don’t eat dead animals.
Children like watching the dolphin shows.
You can see a lot of kangaroos in Australia.
Squirrels like to live in the tree.
以游戏的形式，检查学生课前的预习，导入所学生词，同时让学生们初步了解如何简要地描述一个动物。
导
Step III
Practice
（Welcome to the unit）
1. Work in pairs: Talk about the animals you like best and least.
Model:
A: Which animal do you like best?
B: I like giant pandas best.
A: Why？
B: Because they are lovely.
A: Which animal do you like least?
B: I like tigers least.
A: Why?
B: Because they are dangerous.
学生说出了自己喜欢和不喜欢的野生动物名称，以及喜欢或不喜欢的原因，从而达到了人人动脑，积极表演，反复操练，复习以前所学过的动物名称，激起了学生的表现欲，活跃了课堂气氛。
练
Step IV
Production
（Welcome to the unit）

1. Divide the students into 6 groups and ask one group to describe an animal and the members of other groups guess what animal it is.
Model:
1). It is the most useful animal in the desert. It is called ‘a ship of the desert’.
2). It has a long neck with only seven bones.
3). It is the king of all the animals and it lives in Africa. It likes eating meat.
4). It belongs to the animal. It is most like man. It likes climbing trees and eating fruits.
5). It can live up to over 150 years old.
6) It’s big and heavy and it’s the biggest animal on land.

以小组的形式进行课堂探究和表演，以激励加星的措施使学生热情高涨，

通过这种综合性、创造性的训练，来培养学生运用知识的能力，思维能力和口语表达能力。
拓

展
学
StepⅠWarming up
(Comic strip)
1. Free talk and lead in the dialogue
1). Are you usually generous enough?
2). Can you always share things with others?

Step II
Presentation
(Comic strip)
1. Listen to the tape and answer the questions:
1) Is Eddie generous enough to share his delicious food with Hobo?
2) What does he say?
2. Read the dialogue after the tape with the following questions:
1) If Hobo doesn’t have food, what will happen?
2) If Eddie dies, what will happen?
采用任务型教学的模式，巧妙设计问题，由浅入深，环环相扣，使学生在活动中发挥其主体地位，锻炼学生听读能力、实际运用英语的能力。
导
Step III
Practice
(Comic strip)
1. Recite the dialogue and act it out in pairs.

练
Step IV
Production
(Comic strip)
1. Fill in the blanks according to the dialogue.
Eddie is e_____ some bones. Hobo
w_____ like to have some of them. He
thinks the food looks d_______ and
he’ll d____ if Eddie doesn’t s_____his
food with him. Eddie says that he
w_____ talk to Hobo if Hobo e _____
his food. He will a_____ die if he has
no food. If he dies, no one will look
a_____ Hobo.
2. Read the whole passage together.
3. A short discussion: Do you think Eddie
is a good master?
让学生将课本中的对话改编为短文填空，培养学生灵活运用及驾驭语言的能力，最后以讨论的方式，引起学生们对爱护和保护野生动物的共鸣。
课后
提升
Step V
Assignment
1. Recite all the new words and the dialogue.
2. Finish the exercise paper.
3. Find more information about wild animals on the Internet.
控制作业量，作业既落实双基又重视能力，鼓励学生到网上搜寻有用信息。