Whichdoyoulikebetter

1、 Which do you like better, plants or animals? Section C 说教材：本节课主要活动为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。 说教学目标： 知识目标：能根据音标，正确朗读出单词表中的黑体单词： thick, ground, wet, c

2、over, forest, earth, surface, control, die, wood, protect ；能正确拼读并运用黑体单词： thick, ground, wet, cover, forest, rainforest, earth, surface, control, die, wood, protect ； 能正确使用“比较级and比较级”的形式。 2、技能目标：引导学生用略读、查读、精读等阅读方法对文章的脉络进行梳理，在完成任务中锻炼捕捉细节、获取、分析、重组信息和概括总结的能力；通过复述课文内容，对所获得的信息进行转换，并能有条理性、逻辑性地表述。3、情感目标： 通过

3、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。 三、教学重难点：学习热带雨林的相关知识；熟练应用形容词的比较级和最高级； 学习有顺序、连贯的书写倡议书。四、说学生：本节课的教学对象是农村普通中学的八年级学生，大部分学生对英语学习的自信心不足，尤其在说的能力和深层理解能力方面较薄弱，同时他们的课外知识面较窄。但学习动机一旦被激发，且所学内容的难度适合，他们的参与热情会被激发，能够在教师的帮助下策划、组织和实施英语学习活动。经过七、八年级两年的学习，学生的认知和分析水平较之前有了进一步的提高，并且英语的学习习惯已经形成，能对给出的话题展开讨论，简单地发表自己的

4、看法。但他们在把握段落的主旨大意及口语表达、信息重组的能力上还有些欠缺。五、学习策略：1. 在写文章的时候，用上适当的连词如：and, but, however, while等，可以让文章更加连贯。2. 阅读时上一段的最后一句很有可能会提示你下一段的主要内容。六、教学程序：StepInteraction patternStudent activityTeacher activityIntroduction(8 minutes)1. The whole class work2. The whole Class work3. The whole class work4. Group work5.

5、The whole class work6. The whole class work1. Students answer the questions. Of course, all the students like the beautiful one, because it makes people comfortable.2. Try to write words and sentences carefully.3. Students know its made of wood.4. Discuss in groups and give the answers: desk, chopst

6、icks, different kinds of paper.5. Students take in the knowledge about it.6. Read and remember the spelling of “forest, rainforest”. 1. Show students some pieces of paper. The paper is from students exercise books. One paper with beautiful handwriting. The handwriting in another paper is just so-so.

7、 The last paper is ugly. Ask students “Which one do you like best?W hy?” 2. Educate students that beautiful handwriting can make people happy.3. Ask students “What is the paper made of?”4. Encourage students to speak out more things which are made of wood.5. Show a movie to students. It is about how

8、 many pieces of wood can make a paper and people cut down many woods for papers and other things.6. Lead in the new words “forest, rainforest” according to the short movie.Presentation(10 minutes)1. The whole class work and group work2.The whole class work and individual work3. The whole class work4

9、. Group work5. Individual work6. Individual work and group work7. Individual work and group work8. The whole class work1. Students discuss in groups. Hands up when they cant express in English. They may find some difficult words or sentences in 1a.2. Students exchange their information about rainfor

10、ests. Study new words with the help of the teacher.3. Read and remember the meanings of new words.4. Students look at the screen and discuss in groups. Choose the answers according to the prediction.5. Read through thepassage and check their answers. Underline some difficult points and the sentences

11、 that can prove their prediction.6. Share their answers.7. Students may refer tosome new words: protect, die out, climate. difficult sentences: But now, rainforests are becoming smaller and smaller.8. Study these new words and sentences.1. Ask students to discuss “What do you know about rainforests?

12、” Walk around the classroom. Many students may ask questions.2. Invite students to share their ideas about rainforests. Write down the new words when students refer in their answers.3. Add some new words which are necessary for students to read 1a on the blackboard.4. Show the three pictures and the

13、 five questions in 1a to students. 5. Give students 1 minute to read through the passage quickly. Remind students to find the key words and sentences.6. Invite students to share their answers and point out the places where they can find the correct answers.7. Invite students to point out the difficu

14、lt points.8. 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. Consolidation(10 minutes)1.Group work and individual work2. The whole class work3. Group work and individual work4. Group work and indiv

15、idual work5. Group work and individual work6. Group work7. Group work1. Students read through 1a and fill in the blanks. Check the answers in groups.2. Read after the teacher and read 5%, 60% by themselves.3. Retell features of rainforests. Students can add their own ideas.4. Students read through 1

16、a and fill in the blanks. Check the answers in groups.5. Volunteers retell the importance ofrainforests. 6. 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.7. Talk about the questi

17、ons in groups. 1. Show the first part of 1b to students. Ask students to read paragraph 1 and fill in the blanks.2. Check the answers and teach the students how to pronounce 6%. Check students by giving some examples.3. Encourage students to retell 1a according to the table.4. Show the second part o

18、f 1b. Ask students to read paragraph 2 and fill in the blanks.5. Teacher checks the answers and gives students several minutes to retell paragraph Give volunteers smiling faces.6. Finish 1c. Make a competition. Show the following four questions to students :(1) What does the word “cover” mean in par

19、agraph 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?7. Remind students: The last sentence in a paragraph may tell you what comes next. Show the question: What should we do to protect ra

20、inforests?Practice(10 minutes)1. Group work2. Pair work and group work3. Group work4. Group work1. After watching the short movie, students discuss: What should we do from now on to protect the rainforests?Students may give answers like this: We shouldnt cut down too many woods. We should plant more

21、 trees. We should reduce the waste. We can do anything we can such as.2. Students answer the questions actively. Try to find more fresh ideas. 3. Students write down their ways one by one. And stick them on the blackboard.4. Students link their points by using linking words, such as first, second, t

22、hen, next.It is a coposition.1. Show a short movie to students, like a propaganda film.2. 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.3. Ask students to write down their ways of pr

23、otecting rainforests on a piece of paper. And then ask them to stick the paper on the blackboard.4. Encourage students to put the sentences together by using linking words, such as first, second, then, next.Production(7 minutes)1. The whole class work and group work2.Group work3. Group work4. The wh

24、ole class work5. Individualwork1. Students make their posters together. Some students draw pictures. Some students write down the slogan. Other students check the grammar.2. Students share their posters together.3. All the students in this group come to the platform. Students explain their work and

25、tell other students that they should protect rainforests. 4. All the students should know the meaning of the summary and know how to protect rainforests, and do it from now on.5. Students write a passage after school and review Sections A-C to prepare for Section D.1. Create a situation.Our school w

26、ill educate students to protect rainforests. We need some volunteers to make a poster to propagandize it. “Can you design a poster for school? If your poster is good, the school will use it.”2. Give students 1 minute to show their posters. Call all the students to choose the best one.3. Teacher invites the best group to explain their poste