八年級上冊初中英語科普版《Section D》優(yōu)秀教學設計-八年級英語教案

Unit4OurworldTopic1What’sthestrongestanimalonthefarm?SectionDAnalysisofteachingmaterialThislessonisthelastpartoftopic1,unit4.Itmainlyintroducesthreekindsofendangeredanimalstousandtellsuswhytheyareindanger.TheGrammarandFunctionpartaretherevisionofSectionA-C,whichhelpsusreviewthecomparativeandsuperlativedegreesofadjective.Thislessoncanalsoteachstudentshowtowriteapassageaboutanimalsindangerbyanalyzingthereadingmaterial’sstructureandmakestudentsunderstandtheimportanceofprotectingtheanimalsindanger.AnalysisofthestudentsThestudentsareveryactive.Theyareinterestedindifferentkindsofactivitiesandcompetition.SoIdividethestudentsintosixgroupstocompeteandgivethebestgroupsomeprizes,whichcanmakestudentslearnEnglishinarelaxingatmosphereanddevelopstudentsspiritofcooperation.Teachingaims1.ToreviewtheusageofcomparativeandsuperlativedegreesofadjectivesinSectionA-C.2.Toimprovestudents’readingabilitybyusingsomereadingskills,suchasskimmingandscanning.3.Toimprovestudents’writingabilitybyanalyzingthereadingpassage’sstructureandmakingaposter.4.Totalkabouttheanimalsindangerandarousestudents’awarenessofprotectingtheanimals.Teachingkeyanddifficultpoints1.Howtounderstandthepassagebetterandhowtowriteacompositionabouttheendangeredanimals.2.Howtoarousestudents’awarenessofprotectinganimalsindangerbydoingsomeactivities.TeachingproceduresStep1.Warmingupandreview1.Greetinganddailytalk.2.Dividethestudentsintosixgroupstocompeteduringtheclass.Thewinnerwillhaveachancetodrawalottery.(設計意圖：分組競賽能激發(fā)學生學習的積極性）3.Game:It’sme.Twillasksomequestions,thestudentsshouldtellthetruth.Standupandsayloudly:It’sme.Tasks:Whoistallerthanme?/Whoisshorterthanme?/Whothethetallest?/Whorunsfasterthanme?/Whojumphigherthanme?/Whoismorebeautifulthanme?/Whoisthesmartest?/Whoismorehard-workingthanme?/Wholikescountryside?/Wholikesanimals?（設計意圖：通過游戲，一方面可以使學生在快樂輕松的氛圍中復習之前s學習過的形容詞的比較級和最高級，另一方面通過Wholikescountryside?/Wholikesanimals?這兩個問題為后面學習的freetalk做鋪墊。4.Freetalk.Whichdoyoulikebetter,thecityorthecountryside?Why?Whichdoyoulikebetter,plantsoranimals?Whydoyouthinkso?（設計意圖：通過這個活動可以很好的復習學生們之前學到的內容，也就是sectionD中的Grammar和Function部分，并且為后文的瀕危動物做鋪墊。）Step2.Pre-readingWatchthevideoaboutanimals.Ask:Whathappenstotheanimals?(設計意圖：通過看視頻，讓學生更加清楚地知道目前動物們所處的境況，為后文閱讀部分做準備，并且提高學生的興趣）Step3.While-reading1.Skimming.Lookthroughthepassagequicklyandanswerthefollowingquestion:Howmanyendangeredanimalsarementionedinthepassage?Whatarethey?（設計意圖：通過略讀，了解文章的大致內容）2.Scanning.Readforthespecificinformationandcompletethetablebelow.AnimalFeaturesWhattheyfeedonWheretheyliveWhytheyareindangerbambooinSouthwestChinaTheyhavelessandlesslandtoliveon.bluewhalesChinesetigersinthesouthofChina（設計意圖：通過掃讀，找出特定的信息。這個表格部分為書上內容，我增加了features這一欄，這樣的話內容更全面，為之后的寫作打好基礎和框架。）3.Discusswithyourgroupmembers:Howtoprotectpandas,bluewhalesandChinesetigers?andwritedowntheideasinthechart.AnimalFeaturesWhattheyfeedonWheretheyliveWhytheyareindangerHowtoprotectbambooinSouthwestChinaTheyhavelessandlesslandtoliveon.bluewhalesChinesetigersinthesouthofChina（設計意圖：通過討論，讓學生自己提出各種有利措施來保護動物，激發(fā)學生思維，強調小組合作，提高學生保護動物的意識。）4.Retell.Retellthepassageaccordingtothechartthestudentsfinishedjustnow.（設計意圖：根據(jù)表格復述課文，可以對所學內容有所鞏固，還可以循循遞進，歸納出閱讀文章的結構，為寫作做準備。）5.Analyzethestructureofthepassage.(topic,literaturetype,tense,content)Step4.Post-reading1.Watchthevideotoknowmoredifferentkindsofendangeredanimals.2.Writing:Makeaposterabouttheelephantsindangertocallon(號召)peopletoprotectthem.Thenshareyourposter.(Choose1-2posterstoshowonthescreen.andothers’posterwillbecheckedwiththeirgroupmembersaccordingtothechecklist.)（設計意圖：此環(huán)節(jié)既能提高學生的寫作能力，是對本次課程內容的一個輸出環(huán)節(jié)，又能激發(fā)學生的創(chuàng)造力，讓學生通過自己的設計意識到保護瀕危動物的重要性。通過這個環(huán)節(jié)還可以培養(yǎng)學生的合作能力和表現(xiàn)力，對孩子們的性格培養(yǎng)也有幫助。）3.Let’ssweartogether.（設計意圖：此環(huán)節(jié)讓學生的保護意識進一步增強，同時是對本節(jié)課的一個內容的總結和升華。）4.Askthebestgrouptodrawalottery.Step5.Homework1.Makeyourposterbecomebetter.2.Sharetheideasaboutprotectinganimalswithyourfamilyandfriends.BlackboarddesignUnit4OurworldTo