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1、仁愛版英語精品資料（精修版）
八年級上冊教案設(shè)計(jì)
Unit 4 Our World
Topic 1 Which do you like better, plants or animals?
Section C
Ⅰ. Material analysis
本節(jié)課主要活動為1a和2。
本節(jié)課承接Section A 學(xué)習(xí)比較級和最高級的用法、Section B談?wù)搫又参?，同時為Section D學(xué)習(xí)并保護(hù)動物打下基礎(chǔ)。本節(jié)課通過一篇關(guān)于熱帶雨林的閱讀文章，給學(xué)生傳輸有關(guān)森林的知識，喚起學(xué)生的環(huán)保意識。最后通過第二部分的寫作，要求學(xué)生加入到環(huán)保的斗爭當(dāng)中。本篇閱讀也為本話題的重點(diǎn)：學(xué)習(xí)形容
2、詞的比較級和最高級，起到鞏固作用。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根據(jù)音標(biāo)，正確朗讀出單詞表中的黑體單詞：
thick, ground, wet, cover, forest, earth, surface, control, die, wood, protect
2. 能正確拼讀并運(yùn)用黑體單詞：
thick, ground, wet, cover, forest, rainforest, earth, surface, control, die, wood, protect
3. 能正確使用“比較級and
3、比較級”的形式。
Skill aims：
1. 能基本聽懂本課文本材料及簡單的環(huán)保倡議書。
2. 能正確地口頭介紹森林帶給我們的好處，并建議大家保護(hù)環(huán)境。
3. 能正確朗讀課本的文本材料，并能讀懂相關(guān)的文本材料。
4. 能寫一份簡單的有關(guān)環(huán)保的倡議書。
Emotional aims：
通過對熱帶雨林的學(xué)習(xí)，加深學(xué)生對森林的認(rèn)識，教育學(xué)生從小事做起，從自己做起，
保護(hù)環(huán)境。
Ⅲ. The key points and difficult points
Key points：
1. 復(fù)習(xí)形容詞比較級、副詞的用法。
2. 學(xué)習(xí)熱帶雨林的相關(guān)知識。
3
4、. 學(xué)習(xí)有順序、連貫的書寫倡議書。
Difficult points：
熟練應(yīng)用形容詞的比較級和最高級。
Ⅳ. Learning strategies
1. 在寫文章的時候，用上適當(dāng)?shù)倪B詞如：and, but, however, while等，可以讓文章更加連貫。
2. 閱讀時上一段的最后一句很有可能會提示你下一段的主要內(nèi)容。
Ⅴ. Teaching aids
Computer multimedia projector, some pieces of paper or some chopsticks
Ⅵ. Teaching procedures
Step
5、
Interaction pattern
Student activity
Teacher activity
Introduction
(8 minutes)
1. The whole
class work
2. The whole
class work
3. The whole
class work
4. Group work
5. The whole
class work
6. The whole
class work
1. Students answer the
quest
6、ions. Of course,
all the students like
the beautiful one,
because it makes
people comfortable.
2. Try to write words and
sentences carefully.
3. Students know it’s
made of wood.
4. Discuss in groups and
give the answers: desk, chopsticks, different
kinds of paper...
5
7、. Students take in the
knowledge about it.
6. Read and remember
the spelling of “forest, rainforest”.
1. Show students some
pieces of paper. The paper is from students’ exercise books. One paper with
beautiful handwriting.
The handwriting in
another paper is just
so-so. The
8、last paper is
ugly. Ask students
“Which one do you like
best? Why?”
2. Educate students that
beautiful handwriting can make people happy.
3. Ask students “What is
the paper made of?”
4. Encourage students to
speak out more things which are made of wood.
5. Show a movie to students
9、.
It is about how many pieces of wood can make a paper and people cut down many woods for papers and other things.
6. Lead in the new words
“forest, rainforest”
according to the short movie.
Presentation
(10 minutes)
1. The whole
class work
and group
work
2. The whole
class wo
10、rk
and individual work
3. The whole
class work
4. Group work
5. Individual
work
6. Individual
work and
group work
7. Individual
work and
group work
8. The whole
class work
1. Students discuss in
groups. Hands up when they can’t express in
11、English. They may
find some difficult words or sentences in 1a.
2. Students exchange
their information
about rainforests.
Study new words with the help of the teacher.
3. Read and remember
the meanings of new words.
4. Students look at the
screen and discuss in groups. Choose the
12、answers according to the prediction.
5. Read through the
passage and check their answers. Underline some difficult points and the sentences that can prove their prediction.
6. Share their answers.
7. Students may refer to
some new words:
protect, die out, climate... difficult sentence
13、s: But now, rainforests are becoming smaller and smaller.
8. Study these new words
and sentences.
1. Ask students to discuss
“What do you know about rainforests?” Walk around
the classroom. Many
students may ask questions.
2. Invite students to share
their ideas about rainforests. Wri
14、te down the new
words when students refer in their answers.
3. Add some new words
which are necessary for students to read 1a on the blackboard.
4. Show the three pictures
and the five questions in 1a to students.
5. Give students 1 minute to read through the passage quickly. Remind s
15、tudents to find the key words and sentences.
6. Invite students to share
their answers and point out the places where they
can find the correct
answers.
7. Invite students to point
out the difficult points.
8. Write down these new
words which students referred on the blackboard. And
16、 teach the new words by explanation and flash, giving the same meaning words.
Consolidation
(10 minutes)
1. Group work
and individual work
2. The whole
class work
3. Group work
and individual work
4. Group work
and individual work
5. Group work
and individual work
17、
6. Group work
7. Group work
1. Students read through 1a
and fill in the blanks. Check the answers in groups.
2. Read after the teacher
and read 5%, 60% by themselves.
3. Retell features of
rainforests. Students
can add their own ideas.
4. Students read
t
18、hrough 1a and fill in the blanks. Check the
answers in groups.
5. Volunteers retell the
importance of
rainforests.
6. There are nine groups
in class. Two or three groups choose a same question to make a competition. The group which can answer the question better can get a smiling fa
19、ce.
7. Talk about the
questions in groups.
1. Show the first part of 1b to
students. Ask students to read paragraph 1 and fill in the blanks.
2. Check the answers and teach
the students how to pronounce 6%. Check
students by giving some
examples.
3. Encourage students to retel
20、l
1a according to the table.
4. Show the second part of 1b.
Ask students to read
Paragraph 2 and fill in the blanks.
5. Teacher checks the answers
and gives students several
minutes to retell paragraph 2. Give volunteers smiling
faces.
6. Finish 1c. Make a competition. Show the foll
21、owing four questions to students :
(1) What does the word “cover” mean in Paragraph 1?
(2) Why are rainforests the
lungs of the earth?
(3) Why should we protect
rainforests well?
(4) Can you guess what the
next part of the passage
will talk about?
7. Remind students: The last sentence i
22、n a paragraph may tell you what comes next. Show the question: What should we do to protect rainforests?
Practice
(10 minutes)
1. Group work
2. Pair work and
group work
3. Group work
4. Group work
1. After watching the
short movie, students d
23、iscuss: What should we do from now on to protect the rainforests?
Students may give answers like this: We shouldn’t cut down too many woods. We should plant more trees. We should reduce the waste. We can do anything we can such as...
2. Students answer the
questions actively. Try to find more fr
24、esh ideas.
3. Students write down
their ways one by one. And stick them on the blackboard.
4. Students link their
points by using linking words, such as first, second, then, next...
It is a composition.
1. Show a short movie to
students, like a propaganda
film.
25、
2. Invite students to share their ways of protecting rainforests. Each point can get a smiling face. Remember to give more chances to the group with few smiling faces.
3. Ask students to write down their ways of protecting rainforests on a piece of paper. And then ask them to stick the pap
26、er on the blackboard.
4. Encourage students to put
the sentences together by using linking words, such as first, second, then, next...
Production
(7 minutes)
1. The whole
class work and
group work
2.Group work
3. Group work
4. The whole
class work
27、
5. Individual
work
1. Students make their
posters together. Some students draw pictures. Some students write
down the slogan.
Other students check
the grammar...
2. Students share their
posters together.
3. All the students in this
group come to the
platform.
28、Students
explain their work and
tell other students that
they should protect
rainforests.
4. All the students should know the meaning of
the summary and
know how to protect
rainforests, and do it
from now on.
5. Students write a passage after school and review Sections
29、 A-C to prepare for Section D.
1. Create a situation.
Our school will educate students to protect
rainforests. We need some volunteers to make a poster to propagandize it. “Can you design a poster for school? If your poster is good, the school will use it.”
2. Give students 1 minute to show the
30、ir posters. Call all the students to choose the best one.
3. Teacher invites the best
group to explain their poster to others. And give them smiling faces.
4. Teacher summarizes the
key points of this class:
(1)Show these new words one by one: forest, rain- forest, earth, surface, co
31、ntrol, die, wood, protect, climate. Ask students to speak out the Chinese meanings quickly.
(2)Show some ways to protect the rainforests. The ways should be easy for students to do.
5. Homework:
Write a passage to introduce the importance of rainforests to remind people to
protect them. Teacher
32、
assigns the students to review Sections A-C to prepare for Section D.
Teaching Reflection
Students are happy in this class because there are many activities they can take part in. They have known some information about rainforests before class. Students can master the linking words well. Retel
33、l the whole passage is not easy for students. Teaching students to choose right key words and sentences is important.
Ⅶ. Blackboard design
Unit 4 Our World
Topic 1 Which do you like better, plants or animals?
Section C
more and more smaller and smaller
6% six percent
play an important pa
34、rt in
G1 G2 G3 G4
Rainforests
How to protect the rainforests?
This part leave for students.
This part leave for students.
Importance of rainforests
Features of
rainforests
仁愛版八年級英語上冊：Unit 4 Our world Topic 1 Section C 教案精修版
