(共24张PPT)
Unit
4
Our
world
Topic
1
Which
do
you
like
better,
plants
or
animals?
Section
D
What
kind
of
animal
do
you
like
better
?
I
like
…
bear
n.
熊
v.
承受，负担；忍受；容忍
wolf
n.
狼
three
wolves
Pandas.
What
do
they
feed
on?
Bamboo.
They
are
the
______________
of
the
animals.
(lovely)
the
most
lovely
Which
animal
lives
only
in
China?
whale
blue
whale
Where
do
they
live?
What
do
they
feed
on?
ocean
n.海洋
the
smallest
sea
animals
They
feed
on
small
animals.
Chinese
tiger
中国虎
以……为食
Listen
to
1
and
complete
the
table
on
Page
88.
Animal
What
they
feed
on
Where
they
live
Why
they
are
in
danger
They
have
less
and
less
land
to
live
on.
blue
whales
Chinese
tigers
in
the
south
of
China
bamboo
in
Southwest
China
smallest
sea
animals
in
the
ocean
Some
people
kill
them
and
make
the
ocean
water
dirtier.
small
animals
Some
people
kill
them
for
their
fur
and
bones.
1
pandas
Read
Paragraph
1
and
fill
in
the
blanks.
Pandas
live
in
the
_______
and
__________
of
Southwest
China.
They
______
_______
bamboo.
But
now
they
have
______
____
______
land
to
live
on.
So
pandas
are
becoming
_______
in
number.
forests
mountains
feed
on
less
and
less
fewer
Read
Paragraph
2
and
fill
in
the
blanks.
The
__________
animals
in
the
world
are
not
elephants.
They
are
blue
whales.
They
are
the
_______
but
they
feed
on
the
smallest
sea
animals.
Now
they
are
__
_______
because
some
people
make
their
_______
______
dirty
and
others
_______
whales
for
their
meat.
heaviest
largest
in
danger
ocean
home
kill
Read
Paragraph
3
and
fill
in
the
blanks.
Chinese
tigers
live
in
the
_______
of
China.
They
are
also
______
_______
now.
they
are
the
______
_______
___
tigers
in
the
world
and
they
eat
small
animals.
Some
people
kill
tigers
for
their
______
and
________.
south
in
danger
oldest
type
of
fur
bones
=
the
southwest
of
China
中国西南部
Pandas
live
in
the
forests
and
mountains
of
Southwest
China.
north
east
southeast
southwest
northeast
northwest
south
west
2.
Now
they
are
in
danger
because
some
humans
kill
whales
and
make
the
ocean
water
dirtier.
处于危险状态
3
.
They
are
the
oldest
type
of
tigers
living
in
the
world.
Eg.
你认识正在和我们英语老师谈话的那个男孩吗？
Do
you
know
the
boy
talking
to
our
English
teacher?
Watch
the
flash
and
answer
the
questions
as
quickly
as
you
can.
Where
do
blue
whales
live?
What
do
they
feed
on?
Where
do
Chinese
tigers
live?
What
do
they
feed
on?
They
live
in
the
ocean.
They
feed
on
the
smallest
sea
animals.
They
live
in
the
south
of
China.
They
feed
on
small
animals.
pandas
__________________________________
blue
whales
____________________________
Chinese
tigers
___________________________________
They
have
less
and
less
land
to
live
on.
Some
humans
kill
them
and
make
the
ocean
water
dirty.
Some
people
kill
them
for
their
fur
and
bones.
Find
out
why
they
are
in
danger.
There
are
many
other
wild
animals
in
danger,
such
as
bears
and
wolves.
Can
you
think
of
some
more
?
What
should
we
do
to
protect
them
?
Write
a
passage
about
an
animal.
The
following
questions
may
help
you.
2
What
is
the
animal?
Where
does
it
live?
What
does
it
feed
on?
What
are
the
features
of
it?
Do
you
like
it?
Why?
When
you
describe
something,
and
compare
it
with
other
things,
you
may
use
comparative
or
superlative
forms.
The
air
is
_______,
the
sky
is
______
and
the
rivers
are
_______
there.
I
think
the
countryside
is
_____________
the
city,
too.
I
think
the
sheep
are
the
_______
of
all.
The
pigs
must
be
the
_______
and
_______
animals
on
the
farm.
What’s
the
strongest
animals
on
the
farm
?
But
now,
rainforests
are
becoming
_________________
.
Grammar
Comparative
and
superlative
degrees
of
adjectives
(Ⅰ)
fresher
bluer
clearer
quieter
than
nicest
fattest
laziest
smaller
and
smaller
Functions
_______
do
you
like
________
,
plants
or
animals
?
I
like
animals
________.
________
do
you
think
so
?
Because
animals
are
our
friends.
They
________
us
happy.
We
________
the
same
world
_______
them.
People
can
enjoy
the
__________
of
nature
there.
Which
better
better
Why
make
share
with
beauties
Saving
the
Animals
in
Danger
Collect
information
about
animals
in
danger
and
complete
the
table.
Animal
Where
they
live
What
they
eat
Why
in
danger
How
to
protect
2.
Present
your
information,
including
the
reasons
why
the
animals
are
in
danger,
to
your
group.
3.
Discuss
what
you
should
do
to
protect
them
?
4.
Report
the
result
to
the
class.
Write
a
passage
with
the
title
“The
World
in
My
Eyes”.八年级上册教案设计
Unit
4
Our
World
Topic
1
Which
do
you
like
better,
plants
or
animals?
Section
D
Ⅰ.
Material
analysis
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
Introduction(8
minutes)
1.
The
whole
class
work2.
Group
work3.
Group
work
and
the
whole
class
work4.
The
whole
class
work5.
The
whole
class
work6.
Individual
work7.
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”.
Presentation(12
minutes)
1.
The
whole
class
work2.
Group
work3.
The
whole
class
work4.
Individual
work5.
Individual
work
and
group
work6.
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
retell
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.
Consolidation(8
minutes)
1.
Group
work2.
Group
work
and
the
whole
class
work3.
Group
work
Individual
work5.
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.
Practice(6
minutes)
1.
The
whole
class
work
and
pair
work
Group
work3.
Group
workand
individualwork
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.
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.
Production(10
minutes)
1.
Group
work2.
The
whole
class
work
and
individualwork3.
The
whole
class
work4.
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
invite
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
WorldTopic
1
Which
do
you
like
better,
plants
or
animals?Section
D
G1
G2
G3
G4
Grammar
more
and
more/less
and
less/fewer
and
fewer/better
and
betterFunctionsWhich
do
you
like
better,
plants
or
animals?That
must
be
fun!
Students’
summary
Students’
summary
