初中英语Topic 1 What's the strongest animal on the farm?评优课ppt课件
展开科普版英语八上
Unit4 Topic1 Section C教学设计
Ⅰ.Material analysis
本节课的主要活动为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：学习形容词的比较级和最高级，起到巩固作用。
Ⅱ.Teaching aims
Knowledge 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, protect
2. 能正确拼读并运用黑体单词：
thick, ground, wet, cover, forest, rainforest, earth, surface, control, die, wood, protect
3. 能正确使用“比较级and比较级”的形式。
Skill aims：
1. 能基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。
Ⅲ.The key points and difficult points
Key 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。
Ⅳ.Teaching aids
Computer multimedia projector
V.Teaching procedure
Step | Student activity | Teacher activity | Design Intention |
Part1 Lead-in (7 minutes) |
1.Focus their attention on the teacher.
2.Students watch the video and know some information about rainforest.
3.Students discuss in groups. Hands up when they can’t express in English. They may find some difficult words or sentences in 1a.
4. Students exchange their information about rainforests. Study new words with the help of the teacher. |
1.Get students ready for learning.
2.Teacher plays a video of rainforest and introduces some information about rainforest to students.
3. Ask students to discuss “What do you know about rainforests?” Walk around the classroom. Many students may ask questions.
4. Invite students to share their ideas about rainforests. Write down the new words when students refer in their answers.
|
播放关于热带雨林的视频能够吸引学生的注意力。 |
Step | Student activity | Teacher activity | Design Intention |
Part2 Presentation (8minutes) | 1.Students look at the screen and discuss in groups. Choose the answers according to the prediction.
2.Read through the passage and check their answers. Underline some difficult points and the sentences that can prove their prediction.
3.Share their answers.
4.Study these new words and sentences.
5.Students read through 1a and fill in the blanks. Check the answers in groups.
6.Read after the teacher and read 5%, 60% by themselves.
7.Students read through 1a and fill in the blanks. Check the answers in groups.
8.There are nine 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.
| 1.Show the three pictures and the five questions in 1a to students.
2.Give students 1 minute to read through the passage quickly. Remind students to find the key words and sentences.
3.Invite students to share their answers and point out the places where they can find the correct answers.
4.Write down these new words which students referred on the blackboard. And teach the new words by explanation and flash, giving the same meaning words.
5.Show the first part of 1b to students. Ask students to read paragraph 1 and fill in the blanks.
6.Check the answers and teach the students how to pronounce 6%. Check students by giving some examples.
7.Show the second part of 1b. Ask students to read paragraph 2 and fill in the blanks.
8.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 what the next part of the passage will talk about? |
按照predication，skimming,scanning,detail reading的阅读策略，循序渐进，培养学生的阅读能力。
新课的读包括至少三遍读：第一遍一句句跟读；第二遍跟录音同步读；第三遍齐读。足够的跟读练习能够让学生感知和体验标准的发音。
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Step | Student activity | Teacher activity | Design Intention |
Part3 Consolidation (10 minutes) |
1.Student listen and read. ① Students read each sentence after the recording, imitating the pronunciation and the intonation. ②Students try to follow the speed. ③Students read 1a in pairs, trying to read correctly and fluently.There are A, B, C three pairs.
2.Students listen carefully and take notes.
3.Retell features of rainforests. Students can add their own ideas.
|
1.Teacher ask students to listen and read 1a. ①Teacher plays the recording in 1a sentence by sentence.
②Teacher plays the recording without stopping. ③Teacher gives 1 or 2 minutes for the students to read 1a in pairs.
2.Teacher explains the key points.
3. Encourage students to retell 1a according to the table.
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选择合适的练习能够帮助学生及时运用所学的知识。 |
Part4 Practice (10 minutes) |
1.Students answer the questions actively. Try to find more fresh ideas.
2.Students write down their ways one by one. And stick them on the blackboard.
3.Students link their points by using linking words, such as first, second, then, next... It is a composition. |
1.Invite 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.
2.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 blackboard.
3.Encourage students to put the sentences together by using linking words, such as first, second, then, next...
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布置读写结合的任务，能够帮助学生提高综合水平。 |
Part5 Production (8 minutes) |
1.All the students should know the meaning of the summary.
2.Students review Sections A-C to prepare for Section D.
3.Students finish the exercise book of U4T1SC. |
1.Teacher summarizes what the students have learned today. Some important languages points are shown on the computer screen.
2.Teacher assigns the students to review Sections A-C to prepare for Section D.
3.Teacher assigns the students finish the exercise book of U4T1SC. |
布置复习的作业，能够帮助学生养成良好的学习习惯。 |
Ⅵ.Blackboard design
Unit 4 Our World Topic 1 What’s the strongest animal on the farm? Section C
G1 G2 G3 G4
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Ⅶ.Teaching reflection
Students are happy in this class because there are 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.
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