河北省沙河市八年级英语上册 Unit 4 Our World Topic 1 What's the strongest animal on the farm Section D教案 （新版）仁爱版-（新版）仁爱版初中八年级上册英语教案.doc

Unit 4 Our World
Topic 1 What’s the strongest animal on the farm?
Section D
Ⅰ. 目标定位
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. Learning strategies
1. 在课前看看1中的三幅图片，脑袋中回忆一下自己对它们的了解有多少，可以帮助
你快速的记忆文章。
2. 根据自己已有的有关大熊猫、蓝鲸和华南虎的知识，联系课本上的新知识可以让你
在课堂上更加集中在你不明白的问题上。
Ⅴ. Teaching aids
Computer multimedia projector，some photos in the zoo
Ⅵ Teaching procedures
Step
Interaction pattern
Student activity
Teacher activity
学生自学
(8 minutes)
1. The whole
class work

2. Group work

3. Group work
and the whole class work

4. The whole
class work

5. The whole
class work

6. Individual
work

7. The whole
class work
1. Read through Sections
A-C. Write down some sentences on the paper. They may write down some words, phrases or some sentences,
especially comparative and superlative
degrees of adjectives.
2. Put the six notebooks
together, and number all the words, phrases and some sentences.
3. Each group choose one student to write down their notes. Other students can add more words.

4. Look at the blackboard and erase the same part.

5. Read and remember
all the key points, making sure they can master them.
6. Students should fill in
the blanks without looking them up in the textbook.
7. Read and remember
“Grammar and
Functions”.
1. Give students 3 minutes
to read through Sections A-C. Ask them to
underline or write down the key points they think.
2. Provide 1 minute for
students to classify their notes.
3. Make a competition.
Which group can sum up more words, phrases and sentences? Divide students into three parts. One part writes down the new words, another part writes down the new sentences, and the last part aims to write down the phrases. There are three groups in each part.
4. Choose the best three
groups. One group did best in new words. One group did best in phrases. The last group is the best in sentences.
5. Ask students to look at
the blackboard and check whether they can remember all of these on the blackboard.
6. Show “Grammar and
Functions” to students, and check the answers.
7. Organize students to read
“Grammar and Functions”.
民主讨论
(12 minutes)
1. The whole
class work

2. Group work

3. The whole
class work

4. Individual work

5. Individual work and group work

6. Group work

1. 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.
2. Students discuss this
question in groups.
Students can give
many different answers
according to their
background knowledge,
for example, panda
like eating bamboo.
People kill tiger for
their bones and fur.
3. Students study new
words easily in the content.

4. Find answers quickly.
Pictures and the table can help students a lot.

5. Retell the passage.
One student retells a paragraph. Group
members can help
him/her if he/she can’t finish it.
6. Students find the rules
and usage in groups.
1. 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?”

2. Show a question: How
much do you know about them?

3. Teacher writes down the
new words in students’ answers and teaches the new words at this time.
4. 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.
5. Check the answers and
guide students to retell the passage with the help of the table. (Give students 2 minutes to prepare.)

6. Write down “more and
more/less and less/fewer and fewer/better and
better” on the blackboard.

个性展示
(8 minutes)
1. Group work

2. Group work
and the whole class work

3. Group work

4. Individual work

5. The whole
class work
1. Students discuss in
groups. Students should
find out animals in
danger at first, then
answer the 4 questions
in the table. Students
can still talk about
panda, blue whale and
Chinese tiger in their
own words.

2. Some students present
their information while others add more
information from others’ presentation.
3. Students discuss in
groups. Students can
get some ideas like:
We shouldn’t pour
dirty water into the
river directly. We
should plant more
trees, because they can provide animals with beautiful home.
4. Students report their
results with the help of the paper in the class.
5. Students know saving
is very important and save paper from now on.
1. Show the question “Do you know any other animals in danger?”
Show the table in Project to students. Ask students to
collect information in groups.
Students may know some
animals in danger such as
golden monkey and Yangtse
alligator, but they don’t know
how to express it in English. Teacher can show the pictures and words to help students.
2. Invite each group to present their information.

3. Ask students to talk about how to protect these animals and list them on a piece of paper.

4. Invite students to report their
results to the class.

5. Teacher emphasizes the
importance of saving animals. Remind students not to waste paper and the paper on which they listed the ways to protect animals can be used to do other things.
当堂联系
(6 minutes)
1. The whole
class work and
pair work

2. Group work

3. Group work
and individual
work

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?
(3) What does it feed on?
(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.
1. Finish 2.
“Just now we studied different kinds of animals in danger. We all know we should protect them. There are many other animals that are not in danger. They are cute and friendly. Can you write a passage about your
favorite animal? Try to
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.
课堂小结
(10 minutes)
1. Group work

2. The whole
class work
and individual
work

3. The whole
class work
4. Individual work
1. Students discuss in
groups. Everyone gives their own idea according to what we learned. Students make notes and read them quickly.

2. Volunteers come to the
platform one by one. All the students give their scores. In order to make it easy, students write down A, B, C and D according to their performances.
3. Writing for the smiling
faces.
4. Write a short passage
and record it in a recorder. Students should pay attention to the pronunciation. Use all the skills in
pronunciation studied
before.
Preview Topic 2 of
Section A and search
some information
about earthquake on
the Internet.
1. A talk show.
Tomorrow our school will
select a student to the elementary school. The student’s task is to give a report about how to protect forests or animals. Each volunteer has 1 minute to give the report. The best one can go to the elementary school. Provide students several minutes to prepare.
2. Teacher invites volunteers
to come to the platform and record the time.

3. Teacher classifies and gives smiling faces.
4. Homework:
(1) Assign the students to write a passage about
how to save the
animals in danger and
record it in your
cellphone or recorder.
Bring it to the next class. Pay attention to the pronunciation and
intonation.
(2) Assign the students to search some
information about
earthquake.
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.

Ⅶ. 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
Students’ summary

Functions
Which do you like better, plants or animals?
That must be fun!
Students’ summary