八年级上册教案设计
Unit
4
Our
World
Topic
1
Which
do
you
like
better,
plants
or
animals?
Section
B
Ⅰ.
Material
analysis
Section
B的主要教学活动为1a和3。
本节课通过Wang
Wei,
Michael,
Jane,
Kangkang之间的对话，引出谈论动植物的话题。在这部分学习中，教师可以借助图片对比的方式好好培养学生爱护动植物的意识。也通过动物、植物更喜欢哪个的表述的句子，继续学习形容词比较级和最高级。形容词比较级和最高级是本话题的重点也是难点，所以老师们在设计课堂的时候应该通过游戏、竞赛、小组合作等方式激发学生的参与热情，通过身边的例子吸引学生的注意力。
Ⅱ.
Teaching
aims
Knowledge
aims：
1.
通过本课学习，在口语表达的时候能根据意群或逗号适当地停顿。
2.
能在老师的引导下，听出
/r/
/l/
之间的区别。
3.
能正确拼读并运用单词表中的黑体单词如：rose,
以及一些形容词的比较级、最高级形式。
4.
能掌握形容词的比较级和最高级的用法。
5.
能运用本课所学语言，对某些事物进行比较。
Skill
aims：
1.
能听懂有关通过比较级、最高级来评价某个事物的话题，能根据停顿听出句子的意群。
2.
能正确地口头表达有关通过比较级、最高级来评价某个事物的话题，能在读句子和
口头表达的时候，通过停顿，重音的方式引起别人注意。
3.
能正确朗读课本的文本材料，准确把握语音、语调及停顿。
4.
能正确地运用书面表达写出有关比较级和最高级的文章。
Emotional
aims：
通过对Section
B的学习，要求学生明白动植物能带给我们欢乐、使我们的世界更美丽，保护动植物，让我们和花鸟鱼虫和谐生存。
Ⅲ.
The
key
points
and
difficult
points
Key
points：
1.
复习比较级和最高级的用法。
2.
从重音、停顿等方面培养自己的口语。
3.
复习/r/
/l/之间的发音区别。
Difficult
points：
1.
比较级和最高级在句子当中的正确使用。
2.
根据音标写单词的时候容易漏掉不发音的字母。
Ⅳ.
Learning
strategies:
比较级这一语法比较难，在学习的时候多想想自己和朋友的变化，试着多用英语夸夸同
学的进步，不仅能增进感情，还能练习语法点。
Ⅴ.
Teaching
aids
Computer
multimedia
projector,
pictures,
cards
with
table
Ⅵ.
Teaching
procedures
Step
Interaction
pattern
Student
activity
Teacher
activity
Introduction(5
minutes)
1.
The
whole
class
work2.
The
whole
class
work
and
individual
work3.
The
whole
class
work4.
The
whole
class
work5.
Group
work6.
Individual
work
1.
Focus
their
attention
on
the
teacher.2.
Students
look
at
the
beautiful
pictures
happily.
When
they
see
the
ugly
picture,
they
may
feel
bad.
All
of
the
students
like
the
beautiful
one.3.
Listen
to
the
teacher.4.
Students
study
the
pronunciation
and
spelling
of
“rose”.5.
Students
answer
the
questions
with
comparative
and
superlative
degrees.
The
answer
may
be
“I
like
...
better,
because
it
is
cute/beautiful...”6.
Answer
questions
and
review
comparative
and
superlative
degrees.
1.
Greet
students
ready
for
learning.2.
Show
2
pictures
to
students.
One
is
beautiful.
There
are
many
animals
and
flowers
in
it.
People
play
with
their
pets
happily.
Teacher
can
choose
the
pictures
like
garden,
park
...
The
other
one
is
very
ugly,
like
pollution.
Ask
students,
“Which
one
do
you
like
better?”3.
Educate
students
to
protect
environment
to
give
the
animals
and
flowers
a
nicer
“home”.
4.
Show
the
4
pictures
of
1a
to
students.
Teach
the
new
word
“rose”
here.5.
Ask
students,
“Which
do
you
like
better,
plants
or
animals?
Why?”6.
Invite
students
to
answer
this
question.
Presentation(10
minutes)
1.
Individual
work2.
Individual
work3.
Individual
work4.
The
whole
class
work5.
Group
work6.
Individual
work
and
group
work7.
Pair
work
1.
Students
listen
to
1a
and
write
down
the
answers.
They
can
hear
“I
like
animals
better.
/I
like
plants
better.”2.
Listen
to
1a
again
and
finish
1b.3.
Students
share
their
answers
after
the
examples.4.
Read
after
the
tape
sentence
by
sentence.
Mark
some
pause
if
necessary.5.
Students
read
the
passage
in
groups.
Group
leaders
check
whether
all
the
members
can
read
the
passage
and
help
those
who
can’t
read.6.
Students
read
1a
carefully
and
fill
in
the
blanks.
Students
had
better
fill
in
the
blanks
according
to
their
memories.
Then
share
the
answers
in
groups
.7.
Report
the
passage
to
their
partners.
Finish1a.1.
Play
1a.
Show
two
questions
to
students,
“Which
does
Michael
like
better,
plants
or
animals?”
“Which
does
Wang
Wei
like
better,
plants
or
animals?”2.
Check
the
answers
and
play
1a
again.
Ask
students
to
finish
1b.3.
Invite
students
to
share
their
answers
with
a
whole
sentence.
E.g.
Wang
Wei
likes
roses
better.
He
thinks
roses
are
the
nicest
of
all
the
flowers.4.
Play
1a
sentence
by
sentence.
Ask
students
to
pay
attention
to
the
pronunciation
and
the
pause.5.
Give
students
several
minutes
to
read
the
passage.
6.
Show
1c
to
students.
Ask
students
to
read
1a
carefully
and
fill
in
the
blanks.7.
Organize
the
students
to
share
the
answers.
Consolidation(10
minutes)
1.
The
whole
class
work
and
group
work
Pair
work3.
Individual
work
1.
Each
student
should
survey
four
students
as
quickly
as
possible.
They
can
use
the
sentences
in
1a.A:
Which
do
you
like
better,
plants
or
animals?B:
I
like
...
better.A:
Why?B:
Because
it
is
the...In
this
part
students
should
learn
the
team
work.
By
interviewing
each
other,
students
should
learn
the
cooperation
and
the
competition.2.
Students
put
their
hands
high.
Make
the
conversations.3.
Volunteers
report
their
results
like
this:
Jack
likes
animals
better,
because
he
thinks
animals
are
very
cute.
Peter
likes…
best,
because
...
Ann
likes
both
plants
and
animals
because...
Finish
2.1.
Play
a
game.
Which
group
is
the
fastest?Hand
out
students
a
table
like
this:NamelikereasonTell
students
the
game
rules:Each
student
should
interview
four
students.
Students
should
do
it
quickly.
If
you
finished,
you
can
help
your
group
members.
After
all
of
the
group
members
finished,
it
is
really
finished.
Make
sure
everyone
knows
the
rules.2.
Invite
students
to
practice
the
conversations.
Give
each
student
a
smiling
face
after
their
performances.3.
Invite
students
to
report
the
results
they
surveyed
according
to
the
table.
Give
each
student
2
smiling
faces
this
time.
Practice(10
minutes)
1.
The
whole
class
work
and
individual
work2.
Individual
work3.
The
whole
class
work4.
The
whole
class
workand
individual
work5.
Group
work
and
individual
work6.
Group
work
and
individual
work7.
Group
work8.
The
whole
class
work9.
The
whole
class
work
and
individual
work
1.
Students
spell
the
words
together.2.
Write
down
the
words
individually.
Pay
attention
to
the
alphabet
which
isn’t
pronounced
in
the
words,
such
as
snake,
goose.3.
Read
and
remember
these
words
according
to
the
pronunciation.4.
Read
these
words
after
the
tape.5.
Read
4a
in
groups.
Listen
and
check
each
other.6.
Read
these
words,
paying
attention
to
the
key
points.7.
Read
the
sentences,
aying
attention
to
the
pauses.8.
Read
after
the
tape,
imitating
the
pronunciation
and
the
pauses.9.
Students
listen
to
the
Student,
and
find
out
the
mistakes.
Imitate
if
the
student
read
very
well.
Practice
3,
4a,
4b.
Show
the
pictures
in
3
to
students
and
ask
them
to
spell
the
words
according
to
the
pictures.Ask
students
to
write
down
the
words
individually
according
to
the
pronunciation.3.
Play
3.
Remind
students
to
check
the
vowels
and
stress.4.
Show
4a
to
students.
Play
4a.
Ask
students
to
read
after
the
tape.5.
Give
students
1
minute
to
read
4a
by
themselves.
Ask
students
to
find
some
ways
to
pronounce
/r/
and
/l/
well.6.
Teacher
teaches
the
key
points
when
students
pronounce
/r/
and
/l/.7.
Show
4b
to
students,
encouraging
them
to
read
the
sentences
in
groups.8.
Play
4b
and
remind
students,
“You
often
pause
when
you
see
a
comma
or
finish
a
sense
group.”9.
Invite
students
to
read
in
the
class.
Production(7
minutes)
1.
The
whole
class
work
and
group
work2.
The
whole
class
work3.
The
whole
class
work4.
The
whole
class
work
1.
Students
stand
up
quickly
and
praise
their
classmates
like
this:
I
think
Lisa
is
taller
than
last
year.
I
think
John
is
more
handsome
than
before.
I
think
Jordan
is
the
funnest
in
our
class.
2.
At
this
time,
students
are
very
happy.
Summarize
the
rules
of
comparative
and
superlative
degrees.3.
Students
read
the
summaries.
They
can
work
in
pairs
to
practice
like
a
dialogue.4.
Students
finish
their
homework
after
class.
Review
what
they
learned
before
and
preview
Section
C.
Play
a
game.
Encourage
students
to
praise
their
classmates
with
comparative
or
superlative
degrees.2.
Give
smiling
faces
to
students
and
sum
up:
I
think
you
are
smarter
than
last
year.
You
are
the
cleverest
students
in
the
world.
3.
Teacher
sums
up
the
key
points:T:
Which
do
you
like
better,
plants
or
animals?S:
I
like
...
better.T:
Why?
S:
Because
they
are
cuter
than
other
animals.I
think...are
the
nicest
of
all
the
flowers.4.
Homework:(1)Take
the
table
home
which
the
teacher
gave
them
just
now.
Write
a
passage
to
introduce
their
friends’
likes
and
reasons.(2)
Prepare
for
the
learning
of
Section
C.
Teaching
Reflection
After
this
class,
students
can
use
comparative
and
superlative
degrees
easily.
They
can
master
the
target
language:
Which
do
you
like
better,
plants
or
animals?
I
like...better.
Why?
Because...
However,
there
are
many
mistakes
in
grammar.
If
teacher
designs
more
real
situations
for
students
to
practice
the
grammar,
it
can
be
better.
Ⅶ.
Blackboard
design
Unit
4
Our
WorldTopic
1
Which
do
you
like
better,
plants
or
animals?Section
B
Which
do
you
like
better,
plants
or
animals?
I
like...
better.
Why?
Because...
G1
G2
G3
G4
Plants
and
animals
are
important
to
us.
Animals
cute
clever
friendly
Plants
beautiful
nice(共20张PPT)
Unit
4
Our
world
Topic
1
Which
do
you
like
better,
plants
or
animals?
Section
B
plant
n.
植物
v.
种植，播种
Look
and
learn.
rose
n.玫瑰花
snake
n.
蛇
fox
n.
狐狸
(pl.)
foxes
insect
n.昆虫
frog
n.
青蛙
Look
and
learn.
Which
do
you
like
better,
animals
or
plants
?
Wang
Wei
took
some
photos
about
animals
and
plants.
He
is
talking
about
the
beautiful
photos
with
his
friends.
What
does
each
of
them
like
better
?
Now
watch
the
flash
of
1a,
and
finish
1b.
1a
the
nicest
of
all
beautiful
cuter
Match
the
people
with
the
things
they
like
and
their
reasons.
1b
friendlier
1c
Read
1a
and
fill
in
the
blanks.
Then
report
it
to
your
partner.
Wang
Wei
likes
______
better
and
he
thinks
roses
are
the
______
of
all
the
flowers.
Michael
likes
______
better
because
he
thinks
they
are
_________.
They
make
us
happy.
Jane
likes
_____
best
because
they
are
_____
than
other
animals.
Maria
likes
______
because
they
are
__________
and
they
can
_____
to
us.
Kangkang
likes
both
______
and
_______
because
they
are
both
_________
to
us.
We
_______
the
same
world
with
them.
plants
nicest
animals
friendlier
cats
birds
beautiful
sing
plants
animals
important
share
cuter
As
we
know,
plants
and
animals
are
important
to
us.
be
important
to
sb.
众所周知
We
share
the
same
world
with
them.
share
…
with
…
与……分享……
Eg：
They
are
sharing
a
piece
of
long
bread.
They
often
share
beautiful
music
with
each
other.
Which
do
you
like
better,
plants
or
animals?
like
…
better
更喜欢……
I
like
apples
better.
I
like
cats
best.
like
…
best
最喜欢……
I
like
bananas
best.
Work
in
pairs
and
make
up
conversations
about
animals
or
plants
you
like.
The
expressions
in
1a
may
help
you.
Check
your
sounds
Look
at
the
pictures
and
write
down
the
words
according
to
the
sounds.
Then
listen
and
check
the
vowels
and
stress.
/
frDg
/
______
/
‘Insekt
/
_______
/
snVk
/
_______
frog
insect
snake
3
/
fDks
/
______
/
gu:s
/
_______
/
kau
/
_______
/
?i:p
/
_______
fox
goose
cow
sheep
Read
the
pairs
of
words
and
pay
attention
to
the
difference
between
/
r
/
and
/
l
/
.
/r/
-
/l/
:
poor
—
pull
door
—
doll
or
—
all
here
—
hill
Read
the
conversations
and
pay
attention
to
the
pause
in
each
sentence.
Then
read
after
the
tape
and
imitate.
A:
Which
kind
of
animal
do
you
like
better,
/
frogs
or
snakes?
B:
I
like
frogs
better
/
because
they
are
more
useful.
2.A:
What
about
you,
/
Maria?
B:
I
like
birds./
They
are
beautiful,
/
and
they
can
sing
to
us.
3.
A:
Do
you
like
the
countryside?
B:
Yes,
/
I
like
it
very
much
/
because
/
the
air
is
fresher,
the
sky
is
bluer/
and
the
rivers
are
clearer
there.
You
often
pause
when
you
see
a
comma
or
finish
a
sense
group.
Discuss
the
following
questions
about
animals
and
plants
in
groups,
then
report
the
results
to
the
class.
1.
Do
you
know
the
importance
of
plants
and
animals
to
us?
2.
What
should
we
do
to
protect
plants
and
animals?
Talk
about
plants
and
animals
in
nature.
2.
Useful
expressions:
like
better
like
best
share
…
with
…;
give
…
joy
feed
on;
be
important
to
How
many
kinds
of
animals
do
you
know?
Write
them
down
and
draw
a
picture
to
show
their
relations.
