1、Unit 4 Topic 1 Section C 1八年级上册教案设计Unit 4 Our World Topic 1 Which do you like better, plants or animals?Section C. Material analysis本节课主要活动为 1a 和 2。本节课承接 Section A 学习比较级和最高级的用法、Section B 谈论动植物，同时为Section D 学习并保护动物打下基础。本节课通过一篇关于热带雨林的阅读文章，给学生传输有关森林的知识，唤起学生的环保意识。最后通过第二部分的写作，要求学生加入到环保的斗争当中。本篇阅读也为本话题的重点：
2、学习形容词的比较级和最高级，起到巩固作用。. Teaching aimsKnowledge aims：1. 能根据音标，正确朗读出单词表中的黑体单词：thick, ground, wet, cover, forest, earth, surface, control, die, wood, protect2. 能正确拼读并运用黑体单词：thick, ground, wet, cover, forest, rainforest, earth, surface, control, die, wood, protect3. 能正确使用“比较级 and 比较级”的形式。Skill aims：1. 能基
3、本听懂本课文本材料及简单的环保倡议书。2. 能正确地口头介绍森林带给我们的好处，并建议大家保护环境。3. 能正确朗读课本的文本材料，并能读懂相关的文本材料。4. 能写一份简单的有关环保的倡议书。Emotional aims：通过对热带雨林的学习，加深学生对森林的认识，教育学生从小事做起，从自己做起，保护环境。. The key points and difficult pointsKey points：1. 复习形容词比较级、副词的用法。2. 学习热带雨林的相关知识。3. 学习有顺序、连贯的书写倡议书。Difficult points：熟练应用形容词的比较级和最高级。 . Learning s
4、trategies1. 在 写 文 章 的 时 候 ， 用 上 适 当 的 连 词 如 ： and, but, however, while 等 ， 可 以 让 文 章 更 加 连Unit 4 Topic 1 Section C 2贯 。2. 阅读时上一段的最后一句很有可能会提示你下一段的主要内容。. Teaching aidsComputer multimedia projector, some pieces of paper or some chopsticks . Teaching proceduresStep Interaction pattern Student activity T
5、eacher activityIntroduction(8 minutes)1. The whole class work2. The whole class work3. The whole class work4. Group work5. The whole class work6. The whole class work1. Students answer the questions. Of course, all the students like the beautiful one, because it makes people comfortable.2. Try to wr
6、ite words and sentences carefully.3. Students know its made of wood.4. Discuss in groups and give the answers: desk, chopsticks, different kinds of paper.5. Students take in the knowledge about it.6. Read and remember the spelling of “forest, rainforest”. 1. Show students some pieces of paper. The p
7、aper is from students exercise books. One paper with beautiful handwriting. The handwriting in another paper is just so-so. The 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
8、made of?”4. Encourage students to speak out more things which are made of wood.5. Show a movie to students. 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.Unit
9、4 Topic 1 Section C 3Presentation(10 minutes)1. The whole class work and group work2. The whole class work and individual work3. The whole class work4. Group work5. Individual work6. Individual work and group work7. Individual work and group work8. The whole class work1. Students discuss in groups.
10、Hands up when they cant express in 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
11、. Choose the answers according to the prediction.5. Read through thepassage and check their answers. Underline some difficult points and the sentences that can prove their prediction.6. Share their answers.7. Students may refer tosome new words: protect, die out, climate. difficult sentences: But no
12、w, 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. Write down the new words when
13、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 students to find the key words and sentences.
14、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 teach the new words by explanation and flash, giving the same m
15、eaning words.Unit 4 Topic 1 Section C 4Consolidation(10 minutes)1. Group work and individual work2. The whole class work3. Group work and individual work4. Group work and individual work5. Group work and individual work6. Group work7. Group work1. Students read through 1a and fill in the blanks. Che
16、ck 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 through 1a and fill in the blanks. Check the answers in groups.5. Volunteers retell the importance of rainforests. 6. There are nine
17、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 face.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 t
18、he answers and teach the students how to pronounce 6%. Check students by giving some examples.3. Encourage students to retell 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 minu
19、tes to retell paragraph 2. Give volunteers smiling faces.6. Finish 1c. Make a competition. Show the following 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 wha
20、t the next part of the passage will talk about?7. Remind students: The last sentence in a paragraph may tell you what comes next. Show the question: What should we do to protect rainforests?Unit 4 Topic 1 Section C 5Practice(10 minutes)1. Group work2. Pair work and group work3. Group work4. Group wo
21、rk1. After watching the short movie, students discuss: What should we do from now on to protect the rainforests?Students may give answers like this: We shouldnt 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 q
22、uestions actively. Try to find more fresh 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.2. Inv
23、ite 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 paper on the blackbo
24、ard.4. Encourage students to put the sentences together by using linking words, such as first, second, then, next.Unit 4 Topic 1 Section C 6Production(7 minutes)1. The whole class work and group work2.Group work3. Group work4. The whole class work5. Individualwork1. Students make their posters toget
25、her. 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. Students explain their work and tell other students that they should protect rainforests. 4. All th
26、e 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 A-C to prepare for Section D.1. Create a situation.Our school will educate students to protect rainforests. We need some volunteer
27、s 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 their 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
28、 smiling faces.4. Teacher summarizes the key points of this class:(1)Show these new words one by one: forest, rain- forest, earth, surface, control, 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 ea
29、sy for students to do.5. Homework:Write a passage to introduce the importance of rainforests to remind people to protect them. Teacher assigns the students to review Sections A-C to prepare for Section D. Unit 4 Topic 1 Section C 7Teaching ReflectionStudents are happy in this class because there are
30、 many activities they can take part in. They have known some information about rainforests before class. Students can master the linking words well. Retell the whole passage is not easy for students. Teaching students to choose right key words and sentences is important. Blackboard designUnit 4 Our WorldTopic 1 Which do you like better, plants or animals?Section CG1 G2 G3 G4RainforestsFeatures of rainforestsImportance of rainforestsmore and more smaller and smaller6% six percentplay an important part inThis part leave for students. This part leave for students.How to protect the rainforests?
