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初中英语仁爱科普版八年级上册Topic 1 What's your hobby?教案
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这是一份初中英语仁爱科普版八年级上册Topic 1 What's your hobby?教案，共8页。
Unit 4 Our Wrld
Tpic 1 What’s the strngest animal n the farm?
Sectin D
Ⅰ. Material analysis
本节课是本话题的最后一节课，主要通过Grammar 、Functins 来复习本话题的语法重点：形容词的比较级和最高级。通过Sectin 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
Knwledge aims：
1. 能根据音标正确拼读并运用如下词汇：suthwest, feed, bamb, less, land, whale等。
2. 能正确拼写本课新单词如：suthwest, feed, bamb, 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。
Emtinal 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 pints and difficult pints
Key pints：
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 pints：
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
Cmputer multimedia prjectr，sme phts in the z
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design
Step
Interactin pattern
Student activity
Teacher activity
Intrductin
(8 minutes)
1. The whle
class wrk
2. Grup wrk
3. Grup wrk
and the whle class wrk
4. The whle
class wrk
5. The whle
class wrk
6. Individual
wrk
7. The whle
class wrk
1. Read thrugh Sectins
A-C. Write dwn sme sentences n the paper. They may write dwn sme wrds, phrases r sme sentences,
especially cmparative and superlative
degrees f adjectives.
2. Put the six ntebks
tgether, and number all the wrds, phrases and sme sentences.
3. Each grup chse ne student t write dwn their ntes. Other students can add mre wrds.
4. Lk at the blackbard and erase the same part.
5. Read and remember
all the key pints, making sure they can master them.
6. Students shuld fill in
the blanks withut lking them up in the textbk.
7. Read and remember
“Grammar and
Functins”.
1. Give students 3 minutes
t read thrugh Sectins A-C. Ask them t
underline r write dwn the key pints they think.
2. Prvide 1 minute fr
students t classify their ntes.
3. Make a cmpetitin.
Which grup can sum up mre wrds, phrases and sentences? Divide students int three parts. One part writes dwn the new wrds, anther part writes dwn the new sentences, and the last part aims t write dwn the phrases. There are three grups in each part.
4. Chse the best three
grups. One grup did best in new wrds. One grup did best in phrases. The last grup is the best in sentences.
5. Ask students t lk at
the blackbard and check whether they can remember all f these n the blackbard.
6. Shw “Grammar and
Functins” t students, and check the answers.
7. Organize students t read
“Grammar and Functins”.
Presentatin
(12 minutes)
1. The whle
class wrk
2. Grup wrk
3. The whle
class wrk
4. Individual wrk
5. Individual wrk and grup wrk
6. Grup wrk
1. Students study the
wrd “whale” and answer the questins with cmparative and superlative degrees f adjectives. E.g. The panda and the tiger, I like tiger better because... I like the panda best f all.
2. Students discuss this
questin in grups.
Students can give
many different answers
accrding t their
backgrund knwledge,
fr example, panda
like eating bamb.
Peple kill tiger fr
their bnes and fur.
3. Students study new
wrds easily in the cntent.
4. Find answers quickly.
Pictures and the table can help students a lt.
5. Retell the passage.
One student retells a paragraph. Grup
members can help
him/her if he/she can’t finish it.
6. Students find the rules
and usage in grups.
1. Finish 1.
Shw three pictures t students which are taken frm zs, a panda, a blue whale, and a Chinese tiger. Teach “whale” here and ask “Which d yu like better?”, “Which d yu like best?”
2. Shw a questin: Hw
much d yu knw abut them?
3. Teacher writes dwn the
new wrds in students’ answers and teaches the new wrds at this time.
4. Shw the table n Page 88 t students. Remind students t lk at the table carefully. In fact, with the help f the table, students can find the crrect answers quickly.
5. Check the answers and
guide students t retell the passage with the help f the table. (Give students 2 minutes t prepare.)
6. Write dwn “mre and
mre/less and less/fewer and fewer/better and
better” n the blackbard.
Cnslidatin
(8 minutes)
1. Grup wrk
2. Grup wrk
and the whle class wrk
3. Grup wrk
Individual wrk
5. The whle
class wrk
1. Students discuss in
grups. Students shuld
find ut animals in
danger at first, then
answer the 4 questins
in the table. Students
can still talk abut
panda, blue whale and
Chinese tiger in their
wn wrds.
2. Sme students present
their infrmatin while thers add mre
infrmatin frm thers’ presentatin.
3. Students discuss in
grups. Students can
get sme ideas like:
We shuldn’t pur
dirty water int the
river directly. We
shuld plant mre
trees, because they can prvide animals with beautiful hme.
4. Students reprt their
results with the help f the paper in the class.
5. Students knw saving
is very imprtant and save paper frm nw n.
1. Shw the questin “D yu knw any ther animals in danger?”
Shw the table in Prject t students. Ask students t
cllect infrmatin in grups.
Students may knw sme
animals in danger such as
glden mnkey and Yangtse
alligatr, but they dn’t knw
hw t express it in English. Teacher can shw the pictures and wrds t help students.
2. Invite each grup t present their infrmatin.
3. Ask students t talk abut hw t prtect these animals and list them n a piece f paper.
4. Invite students t reprt their
results t the class.
5. Teacher emphasizes the
imprtance f saving animals. Remind students nt t waste paper and the paper n which they listed the ways t prtect animals can be used t d ther things.
Practice
(6 minutes)
1. The whle
class wrk and
pair wrk
Grup wrk
3. Grup wrk
and individual
wrk
1. Students write their
favrite animals. They may write it better with the help f the fllwing questins:
(1) What’s the animal?
(2) Where des it like?
(3) What des it feed n?
(4) What are the features f it?
(5) Why d yu like it?
Hands up when
necessary.
2. Students exchange their
writing wrks. Read their partners’ passages
carefully. When reading
thers’, they can find
sme mistakes in the
passages. Students
shuld revise it.
3. Tw vlunteers share their passages. The ther students listen t them carefully and find the mistakes.
Finish 2.
“Just nw we studied different kinds f animals in danger. We all knw we shuld prtect them. There are many ther animals that are nt in danger. They are cute and friendly. Can yu write a passage abut yur
favrite animal? Try t
cmpare yur favrite
animal with ther animals, then we will knw why yu like it best.”
2. Teacher asks students t
check their writing wrk in grups.
3. Invite tw vlunteers t
share their passages, and check the mistakes in class.
Prductin
(10 minutes)
1. Grup wrk
2. The whle
class wrk
and individual
wrk
3. The whle
class wrk
4. Individual wrk
1. Students discuss in
grups. Everyne gives their wn idea accrding t what we learned. Students make ntes and read them quickly.
2. Vlunteers cme t the
platfrm ne by ne. All the students give their scres. In rder t make it easy, students write dwn A, B, C and D accrding t their perfrmances.
3. Writing fr the smiling
faces.
4. Write a shrt passage
and recrd it in a recrder. Students shuld pay attentin t the prnunciatin. Use all the skills in
prnunciatin studied
befre.
Preview Tpic 2 f
Sectin A and search
sme infrmatin
abut earthquake n
the Internet.
1. A talk shw.
Tmrrw ur schl will
select a student t the elementary schl. The student’s task is t give a reprt abut hw t prtect frests r animals. Each vlunteer has 1 minute t give the reprt. The best ne can g t the elementary schl. Prvide students several minutes t prepare.
2. Teacher invites vlunteers
t cme t the platfrm and recrd the time.
3. Teacher classifies and gives smiling faces.
4. Hmewrk:
(1) Assign the students t write a passage abut
hw t save the
animals in danger and
recrd it in yur
cellphne r recrder.
Bring it t the next class. Pay attentin t the prnunciatin and
intnatin.
(2) Assign the students t search sme
infrmatin abut
earthquake.
Teaching Reflectin
This class is related t students’ life very much. Many students like animals. Sme pictures, especially phts taken in the z, can aruse students’ interest. Students can take an active part in the discussing abut saving the animals in danger. But writing a shrt passage abut an animal with cmparative r superlative degrees is a prblem. Discussing in grups abut the passage befre writing can help students a lt.
Unit 4 Our Wrld
Tpic 1 What’s the strngest animal n the farm?
Sectin D
G1 G2 G3 G4
Grammar
mre and mre/less and less/fewer and fewer/better and better
Students’ summary
Functins
Which d yu like better, plants r animals?
That must be fun!
Students’ summary
Unit 4 Our Wrld
Tpic 1 What’s the strngest animal n the farm?
Sectin D
Ⅰ. Material analysis
本节课是本话题的最后一节课，主要通过Grammar 、Functins 来复习本话题的语法重点：形容词的比较级和最高级。通过Sectin 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
Knwledge aims：
1. 能根据音标正确拼读并运用如下词汇：suthwest, feed, bamb, less, land, whale等。
2. 能正确拼写本课新单词如：suthwest, feed, bamb, 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。
Emtinal 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 pints and difficult pints
Key pints：
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 pints：
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
Cmputer multimedia prjectr，sme phts in the z
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design
Step
Interactin pattern
Student activity
Teacher activity
Intrductin
(8 minutes)
1. The whle
class wrk
2. Grup wrk
3. Grup wrk
and the whle class wrk
4. The whle
class wrk
5. The whle
class wrk
6. Individual
wrk
7. The whle
class wrk
1. Read thrugh Sectins
A-C. Write dwn sme sentences n the paper. They may write dwn sme wrds, phrases r sme sentences,
especially cmparative and superlative
degrees f adjectives.
2. Put the six ntebks
tgether, and number all the wrds, phrases and sme sentences.
3. Each grup chse ne student t write dwn their ntes. Other students can add mre wrds.
4. Lk at the blackbard and erase the same part.
5. Read and remember
all the key pints, making sure they can master them.
6. Students shuld fill in
the blanks withut lking them up in the textbk.
7. Read and remember
“Grammar and
Functins”.
1. Give students 3 minutes
t read thrugh Sectins A-C. Ask them t
underline r write dwn the key pints they think.
2. Prvide 1 minute fr
students t classify their ntes.
3. Make a cmpetitin.
Which grup can sum up mre wrds, phrases and sentences? Divide students int three parts. One part writes dwn the new wrds, anther part writes dwn the new sentences, and the last part aims t write dwn the phrases. There are three grups in each part.
4. Chse the best three
grups. One grup did best in new wrds. One grup did best in phrases. The last grup is the best in sentences.
5. Ask students t lk at
the blackbard and check whether they can remember all f these n the blackbard.
6. Shw “Grammar and
Functins” t students, and check the answers.
7. Organize students t read
“Grammar and Functins”.
Presentatin
(12 minutes)
1. The whle
class wrk
2. Grup wrk
3. The whle
class wrk
4. Individual wrk
5. Individual wrk and grup wrk
6. Grup wrk
1. Students study the
wrd “whale” and answer the questins with cmparative and superlative degrees f adjectives. E.g. The panda and the tiger, I like tiger better because... I like the panda best f all.
2. Students discuss this
questin in grups.
Students can give
many different answers
accrding t their
backgrund knwledge,
fr example, panda
like eating bamb.
Peple kill tiger fr
their bnes and fur.
3. Students study new
wrds easily in the cntent.
4. Find answers quickly.
Pictures and the table can help students a lt.
5. Retell the passage.
One student retells a paragraph. Grup
members can help
him/her if he/she can’t finish it.
6. Students find the rules
and usage in grups.
1. Finish 1.
Shw three pictures t students which are taken frm zs, a panda, a blue whale, and a Chinese tiger. Teach “whale” here and ask “Which d yu like better?”, “Which d yu like best?”
2. Shw a questin: Hw
much d yu knw abut them?
3. Teacher writes dwn the
new wrds in students’ answers and teaches the new wrds at this time.
4. Shw the table n Page 88 t students. Remind students t lk at the table carefully. In fact, with the help f the table, students can find the crrect answers quickly.
5. Check the answers and
guide students t retell the passage with the help f the table. (Give students 2 minutes t prepare.)
6. Write dwn “mre and
mre/less and less/fewer and fewer/better and
better” n the blackbard.
Cnslidatin
(8 minutes)
1. Grup wrk
2. Grup wrk
and the whle class wrk
3. Grup wrk
Individual wrk
5. The whle
class wrk
1. Students discuss in
grups. Students shuld
find ut animals in
danger at first, then
answer the 4 questins
in the table. Students
can still talk abut
panda, blue whale and
Chinese tiger in their
wn wrds.
2. Sme students present
their infrmatin while thers add mre
infrmatin frm thers’ presentatin.
3. Students discuss in
grups. Students can
get sme ideas like:
We shuldn’t pur
dirty water int the
river directly. We
shuld plant mre
trees, because they can prvide animals with beautiful hme.
4. Students reprt their
results with the help f the paper in the class.
5. Students knw saving
is very imprtant and save paper frm nw n.
1. Shw the questin “D yu knw any ther animals in danger?”
Shw the table in Prject t students. Ask students t
cllect infrmatin in grups.
Students may knw sme
animals in danger such as
glden mnkey and Yangtse
alligatr, but they dn’t knw
hw t express it in English. Teacher can shw the pictures and wrds t help students.
2. Invite each grup t present their infrmatin.
3. Ask students t talk abut hw t prtect these animals and list them n a piece f paper.
4. Invite students t reprt their
results t the class.
5. Teacher emphasizes the
imprtance f saving animals. Remind students nt t waste paper and the paper n which they listed the ways t prtect animals can be used t d ther things.
Practice
(6 minutes)
1. The whle
class wrk and
pair wrk
Grup wrk
3. Grup wrk
and individual
wrk
1. Students write their
favrite animals. They may write it better with the help f the fllwing questins:
(1) What’s the animal?
(2) Where des it like?
(3) What des it feed n?
(4) What are the features f it?
(5) Why d yu like it?
Hands up when
necessary.
2. Students exchange their
writing wrks. Read their partners’ passages
carefully. When reading
thers’, they can find
sme mistakes in the
passages. Students
shuld revise it.
3. Tw vlunteers share their passages. The ther students listen t them carefully and find the mistakes.
Finish 2.
“Just nw we studied different kinds f animals in danger. We all knw we shuld prtect them. There are many ther animals that are nt in danger. They are cute and friendly. Can yu write a passage abut yur
favrite animal? Try t
cmpare yur favrite
animal with ther animals, then we will knw why yu like it best.”
2. Teacher asks students t
check their writing wrk in grups.
3. Invite tw vlunteers t
share their passages, and check the mistakes in class.
Prductin
(10 minutes)
1. Grup wrk
2. The whle
class wrk
and individual
wrk
3. The whle
class wrk
4. Individual wrk
1. Students discuss in
grups. Everyne gives their wn idea accrding t what we learned. Students make ntes and read them quickly.
2. Vlunteers cme t the
platfrm ne by ne. All the students give their scres. In rder t make it easy, students write dwn A, B, C and D accrding t their perfrmances.
3. Writing fr the smiling
faces.
4. Write a shrt passage
and recrd it in a recrder. Students shuld pay attentin t the prnunciatin. Use all the skills in
prnunciatin studied
befre.
Preview Tpic 2 f
Sectin A and search
sme infrmatin
abut earthquake n
the Internet.
1. A talk shw.
Tmrrw ur schl will
select a student t the elementary schl. The student’s task is t give a reprt abut hw t prtect frests r animals. Each vlunteer has 1 minute t give the reprt. The best ne can g t the elementary schl. Prvide students several minutes t prepare.
2. Teacher invites vlunteers
t cme t the platfrm and recrd the time.
3. Teacher classifies and gives smiling faces.
4. Hmewrk:
(1) Assign the students t write a passage abut
hw t save the
animals in danger and
recrd it in yur
cellphne r recrder.
Bring it t the next class. Pay attentin t the prnunciatin and
intnatin.
(2) Assign the students t search sme
infrmatin abut
earthquake.
Teaching Reflectin
This class is related t students’ life very much. Many students like animals. Sme pictures, especially phts taken in the z, can aruse students’ interest. Students can take an active part in the discussing abut saving the animals in danger. But writing a shrt passage abut an animal with cmparative r superlative degrees is a prblem. Discussing in grups abut the passage befre writing can help students a lt.
Unit 4 Our Wrld
Tpic 1 What’s the strngest animal n the farm?
Sectin D
G1 G2 G3 G4
Grammar
mre and mre/less and less/fewer and fewer/better and better
Students’ summary
Functins
Which d yu like better, plants r animals?
That must be fun!
Students’ summary
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