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Unit4 Topic 1 Section A and B


Unit4 Topic 1
Topic 1 Section A

Section A and B

The main activities are 1a, 1b and 2a. 本课重点活动是 1a、 1b 和 2a。 Ⅰ Teaching aims and demands 教学目标 . 1. Learn some words of animals and other new words: sky, nature, cow, sheep, goose 2. Learn some ways of expressing comparative situations: (1)The air is fresher… (2)Where do you live, the countryside or the city? (3)Because it is quieter than the city. 3. Learn the comparative and superlative degrees of adjectives. Ⅱ Teaching aids 教具 . 多媒体课件/幻灯片(上面画有可比较的实物的图片,如教学挂图、简笔画、教室里的 学生等) Ⅲ Five-finger Teaching Plan 五指教学方案 . Step 1 Review 第一步 复习(时间:10 分钟)

(教师用多媒体或实物呈现两个苹果,一个大、新鲜,而另一个小且水分不足。 ) T: Do you like apples? Ss:Yes. T: Do you like this one or that one? (教师手中拿的是大的,而桌子上是小的。 ) Ss:This one. T: Why? Ss:(帮助学生回答。 )It’s bigger and fresher than that one.(教师写 bigger,fresher 在黑板上, 诉学生这是形容词的比较级,给学生适当讲解比较级的变化方式。 )

(拿出两张卡片,可用多媒体,也可用图片或简笔画。其中一幅有蓝天、白云、绿树、 小河,画面清晰,而另一幅也有同样的事物,但天是灰蒙蒙的,树快要死去,被污染 的 水面上漂浮着死鱼。 ) T:Look at these pictures. Which one do you like? S1: The beautiful one. T: Why? S1:… T: I like this one because in this one the air is fresher, the sky is bluer and there are also greener trees. (教师写下新词在黑板上。)
sky 天空

T:Do you like the countryside or the city? (让学生分组讨论农村生活和城市生活。 ) T: Now. Let’s discuss the life in the countryside and the city. You can do it like this: Do you like the countryside? (教师挑学生来回答,并帮助他们完成下面的对话。不会之处教师再给予适当引导。 ) S2:Yeah / Yes, I like it very much. T: Why? S2: Because in the countryside the air is fresher, the sky is bluer and there are also greener trees. T: Is there anything else? S2: There are many cleaner rivers.And it’s quieter,too. T: Well done. You can practice the dialog like this to discuss the differences between the countryside and the city. (同时,教师在黑板上板书 quiet。)
quiet 安静的,平静的

(5 分钟后,挑几组学生在全班同学面前表演对话。 ) T:Now, please stop! I’ll ask some students to act out their dialogs. Which group can act out

first? (表演过程中,教师在黑板上板书重点句型。)
—Do you like the countryside? —Yeah, I like it very much. In the countryside, the air is … —It’s quieter, too.

(表演完毕,教师对表演好的小组给予表扬。 ) Step 2 Presentation 第二步 呈现(时间:5 分钟)

T: Great! Boys and girls, you’ve done a good job. Just now we know many students like the countryside, do you know which place Wang Wei like better? Ss: No. T: OK, let’s listen to the tape and find out the answer. (听完让学生回答。) (教师可多设一些问题,来巩固听的效果。) 听后填空:
In the countryside, the air is fresher, the sky is ______ and there are also _______ trees and _______ rivers there. It’s _______, too. People can enjoy _______ there.

(此部分内容可在小黑板上或多媒体课件中显示,让学生结合听的内容用比较级来填空。 ) T: Who can answer the question? You, please. S1: Wang Wei likes the countryside better. T: Do you know the reason? S1: Yes. In the countryside… (由于在 Step 1 中已多次呈现此句型和相似的原因,所以学生很容易回答,然后让他们根据 回答完成 1b。) T:Now, please check your answers. (这一步初步让学生了解形容词比较级的变化形式及运用。) Step 3 Consolidation 第三步 巩固(时间:10 分钟)

1. Follow the tape and underline the key words.

(让学生跟读磁带,并划出重点词句。) T: Well done! Now, let’s follow the tape, and underline the new words and phrases. (教师在黑板上列出关键词句。)
think, life, countryside, fresh, blue, green, clear, quiet, enjoy, live, summer, fun Do you like the countryside? The air is fresher… My grandma lives in the countryside. That must be fun.

2. Read 1a again and then check the students’ pronunciation and intonation. (学生再读,然后核对语音、语调。) T:Boys and girls, please read again and then check your pronunciation with the tape. 3. Role-play the dialog. (学生根据第一部分划的关键词,不看课本,模仿原文对话。) T:Boys and girls, please practice the dialog with your partner by using the key words. (3 分钟后,让学生不看课本,到全班同学前去表演,在表演的过程中,不要直接指出错 误,以免打消其积极性而是把错误写在黑板上,等表演结束时订正。) T: OK, shall we stop? Which group can act out the dialog for us without your books? S1 & S2: We can. T: Good, please come here to act it out. (教师可根据情况来确定挑的组数,并对每组的表演让学生作出评价。) T: Wonderful! T: Now look at the blackboard. Let’s check the wrong places. For this one, who can tell me the right answer? S3: I can. T: OK, you please… (通过订正,让学生认识到在口语中出现的错误,加深印象。) Step 4 Practice 第四步 练习 (时间:10 分钟)

1.(1) (复习以前学过的形容词,并让学生把它们变成比较级,在此活动前让学生看语 法附录中有关比较级的内容。 ) T: Now, let’s review the adjectives we have learned before. We can do it by playing a game.

For example: G1:Clear. G2:Clearer, fresh? G3:Fresher, green? G4:Greener, dirty? 游戏规则: ① 这是组与组之间的竞赛。 ② 每组的一个同学在回答问题后,提出一个新的形容词。 ③ 另外一组的学生回答,回答对得 1 分,提出正确的词,也得 1 分,说错不得分,其 他同学订正对,也是得 1 分,谁得分高谁获胜。 ④ 每个形容词不能重复。每组循环数次。 T:Stop! Group 2 gets the most scores. Group 2 is the winner.(假设是第 2 组分最高。 ) (2)Do 1c. T:Just now Group 2 is the winner,but who can use the comparative degree of adjectives better? Let’s look at 1c. Please practice conversations with your partner by using the information in the chart. (3 分钟后,让学生分组表演。) T: OK,stop! Which group can act out the dialogs for us? You, please. SG1:(Come to the front of the class.) SG2: … … T: Great. Congratulations! (表扬、鼓励表演好的组。 ) 2. Work alone(2a). (让学生看 78 页的图,讨论各种动物的体态,他们可以参照例子做,在做之前,首先 看例子完成表格。) T:Now, please look at the forms and the examples on P78,and then fill in the form in 2a. (2 分钟后,教师检查答案。并对变化规则给予适当的讲解。)

T:Have you finished it? Who can give us the answers? S5:I will. Taller, tallest; braver, bravest; fatter, fattest; thinner, thinnest; uglier, ugliest. T: Well done!OK, please discuss the animals on Wang Wei’s grandma’s farm, study new words by yourselves and compare them. (让学生用表格里的形容词描述各种动物,他们可以参照下面的对话练习。 ) T:Which do you like better, chickens or cows? S6:Chickens. T: Why? S6: Because chickens are much smaller than cows. T: Which kind of animal is the smallest? S6: I think the mouse is the smallest of them. T: Are the dogs the bravest animals on the farm? S6: Yes, I think so. (5 分钟后,让一些同学在全班同学前面表演对话。 ) T: Shall we stop now? Ss: OK. T: Which group can act your dialog out for us? S7&S8: We can… T: Good, please. (肯定学生的成绩,并给予表扬和鼓励。) 3. Work alone(2b). T: Just now we know much information about the farm. Now listen to the conversation about the animals on the farm, and then do 2b by yourselves. T:Are you ready? (学生独立完成 2b。) T:OK,stop, boys and girls. Let’s check the answers. Answer:1.T 4.F 2.T 3.F

T:If you are right, please hands up. T:Good job! Step 5 Project 第五步 综合探究活动(时间:10 分钟)

1.(学生分 10 人一组,做一个调查,找出各组中有多少人喜欢牛、马、鸡、羊、兔、鼠、 猫、狗、鸭、鹅……: 最高级。 ) T:Which animal do you like better? S1:Cows. T: Why? S1:Because cows are the biggest and they offer milk for us… Name Cows Horse Chicken Sheep Mouse Cat 他们可以这样调查,引导学生使用学过的句型,练习比较级、

… (5 分钟后,要小组派代表报告在本小组里有多少人比较喜欢哪种动物,一个人在黑板 前作记录。) SG1:In our group,3 students like cows better, 2 students like horses better … SG2:… T: Well done! 2. Written work (教师给出一幅色彩明丽、风景较好的有动、植物的图片,让学生用所学新词和它 们的比较级、最高级写一篇短文。 ) Look at this picture, please write a short passage by using the new adjectives and their comparative and superlative forms we have studied today. Section B

The main activities are 1a and 2. 本课重点活动是 1a 和 2。

Ⅰ Teaching aims and demands 教学目标 . 1. Words of animals and other words: joy, rose, snake, fox, feed, feed on 2. Sentence patterns to express comparative and superlative degrees of adjectives: (1)I think animals are more interesting. (2)I think roses are the most beautiful of all the flowers. (3)I like cats best, because they are more lovely than other animals. (4)What kind of animal/plant do you like better, …or…? (5)What kind of animal/plant do you like best, …, …or…? 3. Talking about nature. Describing animals and plants: (1)Do you like plants or animals? (2)I like animals. I keep a pet dog. (3)I like birds. They are beautiful like flowers, and they can sing to us, too. (4)Plants and animals are important to us. Ⅱ Teaching aids 教具 . 录音机/多媒体/实物/卡片/幻灯等。 Ⅲ Five-finger Teaching Plan 五指教学方案 . Step 1 Review 第一步 复习(时间:10 分钟)

(让学生分组比赛说学过的动物的名词,调动他们学习的积极性,同时又复习上节课所学的 内容。) T: Now, let’s play a game. You can review in groups. If one student can say an animal word, he/she will get one score for his/her group. OK, begin. (教师在黑板上记分。) T: Stop! Group 3 has the highest score. So Group 3 is the winner. (假设是 3 组分最高。) T: Just now, you seem to like animals. Right? Ss: Yes. T: But some students may like plants. Let me make a survey.

T:(对 S1) Do you like plants or animals? S1: I like animals. I have a pet dog. I think animals are more interesting. T: Why do you think so? S1: Because animals are our friends. They can make us happy. T: Yes. they give us joy. (教师补充一句,导入新词 joy,写在黑板上。)
joy→happiness

T: What about you, S2? S2: I like plants better. T: Really? Do you like this kind of flower? (教师拿出一束玫瑰花,教室里气氛顿时活跃起来。) S2: Yes, they are roses. (帮助学生说 rose,同时在黑板上写 rose,并领读。也可给这位同学一朵作为奖励。)
rose

T:(对 S3)Do you like plants or animals? S3: I like animals. I like birds. They are more interesting. T: Why do you think so? S3: Because they can sing to us. T:(对 S4)What about you, S4? S4: I like cats best. I think cats are the most interesting of all. T: Why do you think so? S4: Because they are more lovely than other animals. (这时,把学生分组,让他们以同样的方法去了解本组学生的爱好,同时用上比较级或最高 级的句型,为进一步呈现 1a 打基础。) T: OK, let’s play a game. You can act out similar dialogs just like me in your groups. Then report their likes. (2 分钟后,让每组派代表,报告本组学生喜欢的事物。) S5: In our group S6 likes animals, he keeps a pet cat, he thinks animals are more interesting.

Because animals are our friends. They give us joy. S7 likes plants better, he thinks roses are the most beautiful of all the flowers. S8 likes birds, he thinks they are beautiful like flowers, and they can sing to people. (学生在报告的过程中,再次复习比较级,最高级句式和 1a 中的新单词。) Step 2 Presentation 第二步 呈现(时间:5 分钟)

T: From the report I know some students like animals, some students like plants. Now listen to the dialog, and then find who are talking about their favorite things. Let’s listen and find out the answer. (在黑板上板书这个问题。)
Who are talking about their favorite things?

(学生听一遍后让他们回答。) T: Who are talking about their favorite things? Who can tell us? S1:… (学生再听一遍,做 1b 的连线。) T: Let’s listen again to match the people with their favorite things in 1b. (学生若听一次不能完全理解、做正确,可再听一遍。) T: Have you finished it? Ss: Yes. T:(挑其中一位学生。 )Can you give us your answers? S2: Yes. The answers are: Wang Wei likes roses, Maria likes birds, Jane likes cats,and Michael likes dogs. T: It’s correct. Are you all right? If you are all right, please hands up. Good job! Step 3 Consolidation 第三步 巩固(时间:10 分钟)

1.(学生自读,然后根据磁带核对语音、语调。 ) T: Next, you read this dialog first and then check after the tape about the pronunciation and

intonation. 2.(学生跟读磁带,划出关键词句。 ) T: OK, students, please follow the tape and underline the key words and sentences. (师生共同讨论重点词句,在黑板上写下来。)
like, keep, dog, interesting, why, friends, joy, roses, beautiful, play, birds, sing, cats, lovely, important, share

(解释疑难,分角色朗读。) 3. T: Great. Next let’s role play the dialog. Boys are Wang Wei and Michael. Girls are Jane and Maria. Now, go! (男女同学分角色朗读,然后更换角色,教师在黑板上记下语音、语调不正确的地方, 待他们读完时再给予纠正。) T: Now, girls are Michael and Wang Wei. Go! (学生分四人一组,最好是两位男生,两位女生,带感情分角色朗读对话。) (分角色表演对话。) 4. T: Look at the key words here on the blackboard and act it out in groups of four! But don’t look at the books. You can act it out in groups and then act it out in front of the class. (学生分四人一组,如果需要可给出一两分钟时间加深对重点词汇的记忆,然后不看书 先在小组里表演,然后在全班学生前面表演。) T: Shall we stop? Which group can act it out first? (学生可能举手,挑几组,可以是两组程度好的和两组程度差的,尽量让每组都有表演 的机会。) T: Your group. (表演后,让各小组互评,选出优胜组给予表扬鼓励。) (说明:教师在分小组时,采取以优带差的原则,提高学生的兴趣和积极性,从而以优 补差,减少两极分化。) T: Boys and girls, which group do you think is the best one? Ss:(学生举手表决。 )

T: Oh, Group 2 is the greatest! Congratulations! Class,when you act out the dialog, you have to face the class and pay attention to your facial appearance. Step 4 Practice 第四步 练习 (时间:10 分钟)

1. Pair work T: In 1a, we know how to use comparative and superlative degrees of adjectives. Now let’s practice them together. At first, please look at the sentence patterns in 1c. Are you clear? (让学生看 1c,首先明白要操练的句型。) Ss: Yes. T: OK, I want to ask one student to help me make up a new dialog with the expressions in 1c. T: Hi, S1 ! Which kind of animal do you like better, dogs or birds? S1: The birds. T: Why do you think so? S1: Because it’s more beautiful than other animals and they can sing to us, too! T: Very good! T:(对 S2)Hi, S2! Which kind of animal do you like best, dogs, birds or cats? S2: Dogs. T: Why do you think so? S2: Because it’s the most interesting of all the animals, and they are our friends. They give us joy! T: Good job! (教师示范后,让学生两人一组练习这些基本句型。) T: Now please practice conversations with your partner, by using the expressions in 1c. (学生们在操练时,可以站起来,大声的用英语和对方交谈,使课堂气氛活跃、轻松、和 谐。教师此时给予适时帮助。) T: Shall we stop? Which pair will act out your dialog for us? OK, you please. (由于在下面已进行了操练,他们会争先恐后的去表演。) (待他们已灵活运用这些句式,并能用所学的新词表演时,要求他们离座位与其他同学用 任意的动物或植物的名词代替 1a 中的动植物名词会话, 从而又复习了上节课中学过的动

物或其他植物的名词。) T: Now I know most of you can make up new dialogs by using the expressions in 1c. But can you make up new dialogs using the words of animals and plants we have studied before? I think you can. Right? Ss: Yes. T: OK, you can do it with any other student in our class, begin! (学生自由活动,3 分钟后,教师再次引导。让他们到教室前表演。) T: Stop! Can you act out new dialog with your new partner? S3&S4: Yes. T: You, please. (若时间允许,可多提几组,让学生能够熟练运用形容词的比较级和最高级。) T: Very good. Anyone else?… 2. Work alone T: Just now we reviewed many words of animals and plants. Do you know what the English names of the pictures are in Part 2? Ss: I know. (教师挑一些学生,让他们说出这些动物的名称,同时教师把新词列在黑板上。)
insect 昆虫,snake 蛇,fox 狐狸,dangerous 危险的,feed 喂养,饲养 feed on 以……为食

T: Read these words after me first then do the exercises in Part 2 by yourselves. (学生做完之后,让他们说出正确的答案。) T: Have you finished them? Ss: Yes. T: Who can tell us your answers? S5: Me. T: OK, please. S5: The answers are: Foxes;frogs, Snakes, insects; frogs, Foxes, snakes, insects. (答案仅供参考,可以让学生在合理的范围给出不同的答案。)

T: If you are all right, please hands up. (教师通过学生举手情况,了解他们掌握的情况,以便进一步进行教学。) Step 5 Project 第五步 综合探究活动(时间:10 分钟)

1.(将学生分成小组,每组五人,讨论下列有关动、植物的问题。 ) T: We know many animals and plants. Now please discuss the following questions: (1)Do you know the importance of plants and animals to us? (2)What will our world be like if there are no plants or insects? (3)What should we do to protect plants and animals? (学生讨论后,每组派一代表表述它们的观点。) 2. Written work. 让学生讨论后写一篇关于动植物的重要性,及如何保护它们的小短文。


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