Section B 3a —4 Self check特级教师教学实录

八年级上册教案设计

Unit 4 Our World

Topic 1 What’s the strongest animal on the farm? 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。

Unit 4

Topic 1

Section B 1

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 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. Teacher activity 1. Get 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. 1. The whole

class work 2. The whole

class work

and individual work

3. The whole

class work Introduction

(5 minutes)

4. The whole

class work

5. Group work

6. Individual

work Unit 4

Topic 1

Section B 2

1. Individual work

2. Individual work

3. Individual work

4. The whole

class work Presentation

(10 minutes)

5. Group work

6. Individual work

and group

work

7. 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. Unit 4

Topic 1

Section B 3

Consolidation (10 minutes)

1. The whole

class work

and group

work

2. Pair work

3. 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: Name

Tell 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. like

reason

Unit 4

Topic 1

Section B 4

Practice (10 minutes) 1. The whole

class work

and individual work

2. Individual work

3. The whole

class work

4. The whole

class work and individual work 5. Group work

and individual work

6. Group work

and individual work 7. Group work

8. The whole

class work

9. 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,

paying 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. 1.

Practice 3, 4a, 4b.

Show the pictures in 3 to students and ask them to spell the words according to the pictures. 2.

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. Unit 4

Topic 1

Section B 5

Production (7 minutes) 1. The whole

class work

and group

work

2. The whole

class work

3. The whole

class work

4. 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 funniest 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.

1.

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.

Unit 4

Topic 1

Section B 6

Ⅶ. Blackboard design

Unit 4 Our World Topic 1 What’s the strongest animal on the farm? Section B

Which do you like better, plants or animals?

I like... better. Plants and animals are important to us.

Why?

Because...

Animals Plants

cute

beautiful

clever nice

friendly

G1 G2 G3 G4 Unit 4

Topic 1

Section B 7