Unit 4 Our World-Topic 1 What's the strongest animal on the farm -Section A-教案、教学设计-市级公开课-仁爱科普版八年级上册(配套课件编号：d0d81).docx

1、Unit 4 Our World Topic 1 Whats the strongest animal on the farm? SectionA 1a-2a Listening and Speaking 教学设计 I I. .单元教学背景分析单元教学背景分析 该部分是本册书第四单元的第一个话题，主要围绕谈论动物，植物，人与自然关系等话题展开，主要语法有形 容词的比较级和最高级的变化规律，主要句型有：The countryside is much quieter than the city. Roses are the nicest flowers. Which do you like bet

2、ter,? I likebetter/best.等。 语音板块将继续学习元音字母a,e,o,以及字母组合oo,ow,ee 在单词中的发音规则，帮助学生建构根据音标拼写单词的能力。还学习了辅音/l/,/r/的不同以及句子的停顿。整 个单元话题引领学生去观察生活，关注动植物，感受大自然，在提高学生的收集信息，处理信息能力和综合语言运 用能力的同时，还号召青少年积极的去爱护动植物和环境，热爱我们的家园。 本节课是本单元的第一个课时，Section A 1a-2a, 课型为听说课型。 I II.I. 单元教学目标与要求一览表单元教学目标与要求一览表 话题话题 TopicTopicWhats the s

3、trongest animal on the farm? 功功能能 FunctionsFunctions 1. 表示比较 (1) I think the countryside is much quieter than the city, too. (2) The pigs must be fattest and laziest animals on the farm. (3) I think the roses are the nicest of all the flowers. 2. 表示推测 That must be fun! 3. 询问和表达偏好： (1)- Which do you

4、like better, plants or animals? - I like animals better. (2) - What kind of animals do you like better, fogs or snakes? - I like frogs better. 4. 表达自然与人类的关系 (1) People can enjoy the beauty of nature there. (2) We share the same world with them. 5. 询问和说明原因 - Why do you think so? - Because animals are

5、 our friends. They make us happy. 语语法法 GrammarGrammar 形容词的比较级和最高级： 1.The air is fresher, the sky is bluer and the rivers are clearer. 2.Whats the strongest animal on the farm? 3.I think the sheep are the nicest of all. 4. But now, rainforests are becoming smaller and smaller. 词汇和常用表达词汇和常用表达 WordsWor

6、ds 2.学会表达自己的观点和喜好并说明原因。 教学难点：教学难点： 1. 学生掌握形容词比较级的变化和运用； 2. 帮助学生扫清语言障碍，读懂对话，掌握听力策略； 3. 通过对语篇的深层次理解，达成情感目标的升华。 （三）教学步骤：（三）教学步骤： Step I. Warming-up (5) (1)Play a song Old MacDonald Had a Farm. (2)Introduce Wang Weis grandmas farm. (3)Ask students to find out what animals are on the farm after listening

7、 a song. (4) Match the animals with their names on studentshandout task 1. （设计意图： 通过本课的主人翁 Wang Wei 为主线，创设出他奶奶家的农场这一情景，邀请大家一起走进农场生活， 去认识农场上生活的不同的动物。让学生有亲切感，激发学生学习兴趣，从而更快的进入课堂学习的主题。 ） Step II. Presentation.(8) (1)Show some pictures of animals and let students use some adjectives to describe them. tal

8、l or shortsmall or largeheavy or thin (2)Make a sentence of each animal by using the adjective. Acow is short. Ahorse is tall. (3)Compare two different kinds of animals by using comparative degree. Acow is shorter than a horse. Ahorse is taller than a cow. (4)Complete the sentence on studentshandout

9、 task 2. （设计意图： 本环节采取图片到词，从词到简单句，又到两个动物进行对比的比较级的运用， 词不离句，在句子 中教授新的单词，语言技能设置层层递进。 在比较级的两个句型中， 由第一幅幻灯片当中的填形容词，到第二幅 填 be 动词和形容词， 再到第三幅的把主语后的句子补充完整，学生学习任务的设置也实现了由不开放半开放 全开放这样一个循序渐进的过程和难度的创设。 ） Step III. Listening (12) 2a. (1) Pre-listening Ask the students to read all the words after the teacher. (2) Wh

10、ile-listening circle the words they hear in the conversation and fill the blanks with the words they circled. (3) Post-listening Think about the question: Why do animals live a better life in the countryside? 1a. (1) Pre-listening Let the students to read the four sentences in the box and explain th

11、e key words and expressions to them. (2) While-listening Listen to the conversation between Wang Wei and Michael, and fill in the blanks with the right sentences. (3) Post-listening Think about a question: Does Wang Wei like the life in the countryside? Why? (设计意图：两篇听力都设计了听前，听中和听后活动，既让听力任务的设计有了由易到难的

12、坡度，并且在听的 过程中教会学生们听力部分的策略。听后活动的问题的设置也为下一步的教学环节做了充分的铺垫。) Step IV. Pair work (8) (1) Discuss with your partner and finish the mind map of Life in the countryside. (2) Discuss with your partner and finish the mind map of Life in the city. (3)Finish the mind maps in pairs on the blackboard. （设计意图：通过两人一组和

13、同伴的讨论来总结出乡村生活和城市生活的特点，并用思维导图的方式进行呈现，让 学生们的思路在讨论的过程中得以拓展而后进行总结归纳，为下一步城乡生活的对比埋下伏笔。 ） The air is _.The rivers are _. The sky is _.The environment (环境) is _. The _ is/are _.The _ is/are _. The _ is/are _.The _ is/are _. Step V. Group work(10) (1) Show the students the pictures of cities, ask them to des

14、cribe the life in the city. (2) Discuss with your group members where do you like to live, in the city or the countryside? And tell the reasons. (3) Work together to finish the short passage in task 5. (4) Give a report to the whole class. (设计目的：通过小组活动的形式，在更喜欢城市生活或乡村生活这个问题上大家各抒己见，鼓励学生敢于表达自 己的真实想法，说出

15、和别人不一样的观点并且阐明自己的理由，客观的去看待这两种生活的优点和不足，培养学生 的批判性思维和创新性思维。) Step VI. Summary (2) Encourage students to summarize the emotional attitudes in this lesson after learning. Step VII. Homework You can choose one of them to do. 1. Finish the comparative part in 2b on page 82 and preview the superlative degree

16、. 2. Try to conclude the changing rules of the comparative degree. Lifeinthe countryside Life in the city 板书设计 Unit 4 Our World Topic 1 Whats the strongest animal on the farm? Section A 1a-2a Listening and Speaking talltallerlargelargerheavyheavierthinthinner shortshorter smallsmaller The air is _.The rivers are _. The sky is _.The environment (环境) is _. The _ is/are _.The _ is/are _. The _ is/are _.The _ is/are _. Lifeinthe countryside Life in the city