2019-2020年八年級(jí)英語(yǔ)上冊(cè) Unit 4 Wild animals Checkout課堂教學(xué)實(shí)錄 譯林牛津版.doc

2019-2020年八年級(jí)英語(yǔ)上冊(cè) Unit 4 Wild animals Checkout課堂教學(xué)實(shí)錄 譯林牛津版 Checkout Teaching Record (課堂教學(xué)實(shí)錄) Title (課 題)：8A Unit 4 Checkout Period (課 時(shí)) ：Period 1 Time (執(zhí)教時(shí)間)： xx-4 Class (執(zhí)教班級(jí))：Class 4, Grade 8 School：Hailing Middle School Teacher (執(zhí)教老師)：Xu Xingling Teaching Procedures (教學(xué)過(guò)程)： 一、情境創(chuàng)設(shè)，新知導(dǎo)入 Step 1 Warm up 1. Preview work T: It’s time for our lesson. S: Stand up. T: Good morning, class. S: Good morning, Miss Xu. T: Sit down, please. T: Hello, everyone. What’s the date today? S: It’s April 22. T: It is a special day for me. S: Why?… T: It’s my birthday. Do you want to say something to me? S: Happy birthday to you, happy birthday to you… T: Thank you. I’m so happy. This class we’ll learn Checkout of Unit4. Have you previewed it? S: Yes. T: Great! Please take out your paper. Part1. Check your answers in your group. If you have any question, you can ask me for help. S: (學(xué)生討論) T: OK. Let’s check the keys together. Please read the whole sentence, then spell the word you fill in. No1, Group 1. S: If farmers keep taking the land, wild animals will have nowhere to live. N-o-w-h-e-r-e,nowhere. T: No2, Group 2. S: Tigers are in danger because people like their fur and make medicine from their bones. M-e-d-i-c-i-n-e, medicine. T: Next one. S: Do you know the importance of protecting wild animals? P-r-o-t-e-c-t-i-n-g. T: No3, Group 3. S: We can encourage the farmers to leave the reserve. E-n-c-o-u-r-a-g-e. S: If you continue to play games all day, you will fail in the exam. C-o-n-t-i-n-u-e, continue. T: The last one. S: When Xi Wang was born, she just weighed 100 grams. W-e-i-g-h-e-d. T: Excellent, each group can get a flag. Congratulations. S: Thank you. 2. A guessing game. T: We’ve learned a lot about wild animals. Now let’s play a guessing game, OK? If you know the answer, please stand up and tell us. T: It has a long tail and a pocket. It lives in Australia. What’s it? S: Kangaroo. T: It runs fast. It lives on grassland. It has black and white stripes. What’s it? S: Zebra. T: It is a sea animal. It looks like a fish. It can do a lot of tricks. What’s it? S: Dolphin. T: It’s small. It lives in trees. It likes eating nuts. What’s it? S: Squirrel. T: It is strong. It has thick white fur. It lives in the North Pole. What’s it? S: Polar bear. T: Look at the picture. What animal is it? S: Parrot. T: This is a… S: Horse. T: And this is a … S: Lion. T: You are so clever. Listen carefully, what animal is it? S: Duck. S: Cat. S: Tiger. （設(shè)計(jì)意圖：學(xué)生們?cè)谡n前預(yù)習(xí)時(shí)，通過(guò)小組合作的形式解決了相應(yīng)的難題，樹(shù)立了信心。通過(guò)游戲熱身，既檢查了學(xué)生的預(yù)習(xí)情況，又激發(fā)了學(xué)生的學(xué)習(xí)興趣，活躍了課堂氣氛。） 二、合作探究，自主學(xué)習(xí) Step2 Presentation T: Animals are very lovely. Do you like them? S: Yes. T: Now let’s go to see them. Where can we go? T: Shanghai Wildlife Park. We can see many wild animals here. We can also get some flags. Here are three places, three levels. Where would you like to go first? S: C. T: Wow, so many monkeys, do you like them? S: Yes. T: When you see monkeys, what will you do? S: I’ll wave to them. S: I’ll take photos with them. T: When we visit the Monkey Hill, what should we do and what shouldn’t we do? Please have a discussion first. S: (討論) S: We shouldn’t feed them. T: Very good. S: We shouldn’t drop litter everywhere. T: OK. Next one. S: We shouldn’t make much noise. T: Hm. S: We should keep away from the monkeys. S: We should learn more about the monkeys’ lifestyle. T: Wonderful. T: Please read together. We should…, we shouldn’t… S: We should keep quiet. We should take good care of ourselves. We should be friendly to monkeys. We shouldn’t feed monkeys. We shouldn’t get too near. We shouldn’t throw rubbish. T: Well done. Look at this monkey. Is he happy now? S: Yes. T: Do you know why? S: The Monkey looks happy because of having Coke. S: Maybe he will bee ill because he has unhealthy drinks. T: “Because” and “because of” have different uses. Who can tell me the difference between them? S: Because is used before a sentence and because of is used before a noun. T: Quite good. A flag for your group. Now let’s practice more. Take out your exercise paper. Part A. S: (練習(xí)) （設(shè)計(jì)意圖：通過(guò)參觀動(dòng)物園，有效檢查學(xué)生的運(yùn)用語(yǔ)言知識(shí)的情況。） 三、專(zhuān)項(xiàng)操練，精講點(diǎn)撥 Step3 Practice T: Have you finished them? Check your answers with your partners. S: (學(xué)生討論) T: OK, let’s check the keys together. No1. Read the whole sentence, please. S: He is too fat, so he has no good suit to wear. He has no good suit to wear because he is too fat. S: Many tigers died because they lost their homes. Many tigers died _because_ of losing their homes. S: We were late because of the heavy rain. We were late because it rained heavily. It rained heavily, so we were late. T: Great! It rained heavily, We can also say it rained cats and dogs. Do you have any problem? S: No. T: Let’s go on travelling. Which place would you like to choose? S: B T: The Tiger Cave. Are you interested in tigers? S: Yes. T: Who can tell us something about tigers? S: I can. The tiger is one of the most dangerous animals to human beings. It lives in the forest. Many people like to call them the king of forest. Now many tigers are in danger now. So we should protect them. T: Very good. You did a good job. Boys and girls, do you want to know more about tigers? S: Yes. T: Let’s listen to the talk between Miss Zhang and the zookeeper, Mr. Li. S: (聽(tīng)錄音材料) T: Please choose the right answer according to what you’ve heard. No.1. What do we call the tiger? S: The king of the forest. T: No.2 What do hunters kill tigers for? S: For their fur and bones. T: Hunters kill tigers for their fur and bones. Tigers are in danger now. What can we do to help them? S: If we don’t buy tiger fur, hunters won’t kill tigers. S: Tigers will live happily if we protect them. T: Look at the two sentences. Can you work out the rule? T: What tense do we usually use here? S: The simple present tense. T: And here we use… S: The simple future tense. T: Let’s do more exercises. Look at your paper, Part B. S: 學(xué)生完成練習(xí)并討論答案 T: Which group can tell us the keys? S: If Linda works hard, she will pass the exam easily. S: If we don’t protect giant pandas, they will die soon. S: If a polar bear is hungry, it will catch fish from the water. S: If she doesn’t be busy, she will have supper with us. T: Any problem? S: Yes. We can’t say she doesn’t be busy. We should say “If she isn’t busy, she will have supper with us”. T: Great! Let’s go on with our visit. Giant Pandas’ House. Are giant pandas lovely? S: Yes. T: Who can e here and act a giant panda? S: I can. T: Please do what I tell you to do. First, walk like a giant panda. Then, climb the bamboo slowly. Finally, begin to eat bamboo leaves. S: 做動(dòng)作 T: Wonderful. Let’s clap for him. A flag for your group. T: Boys and girls, do you know the growth of a giant panda? S: Yes. S: When I was born, I looked like a white mouse. S: At the beginning, I drank my mother’s milk for up to fourteen hours a day. S: At 4 months, I started to go outside for the first time. S: At 6 months, I started to eat bamboo shoots and leaves. S: Eight months later, I grew into a healthy young giant panda. T: We have seen monkeys, tigers and giant pandas. What other animals can we see in Shanghai Wildlife Park? S: We can see cranes. S: We can see giraffes. S: We can see bears. S: We can see horses. S: We can see crocodiles. T: Do they like living in the zoo? S: No. T: They don’t like living in the zoo. In fact, they like living… S: In the wild. T: What do the animals in the wild eat? Where are their living areas? Work in groups, try to finish the table. S: 學(xué)生討論并回答 S: Wolves eat animals, insects and snails. They live in the wild. S: Lions eat smaller animals. They live on grassland. S: Monkeys eat fruit and vegetables. They live in the forests. S: Camels eat grass and leaves. They live in the desert. S: Giant pandas eat bamboo shoots and leaves. They live in the reserve. （設(shè)計(jì)意圖： 訓(xùn)練學(xué)生通過(guò)自己的探究進(jìn)行規(guī)律的總結(jié)的能力并且適時(shí)進(jìn)行過(guò)程性評(píng)價(jià)。同時(shí)通過(guò)當(dāng)堂練習(xí)與反饋，對(duì)學(xué)生進(jìn)行解題方法及技巧的指導(dǎo)。） 四、綜合鞏固，學(xué)以致用 Step4 Production T: If wild animals have enough food to eat, if people don’t destroy their living areas, they will live happily in the wild. However… S: 觀看電影 T: Look at the bear. She is looking at us sadly. She wants to say something to people. If you are a wild animal, what do you want to say? You can have a discussion first, then write a letter to people. Tell them about your life, your problems and your hopes. Each group, one letter. If you need help, just put up your hand. S: 學(xué)生討論并寫(xiě)信 If you are a wild animal, please write a letter to people. Tell them about your life, your problems and your hopes. （提示：happy, in the past，in the forest, but now, hunters, I hope….） Dear humans(人類(lèi)), I am ______________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Yours, Forever friend T: Do you need help? S: 提問(wèn) T: Stop here. Exchange your letters. Group one to group two. Let’s check the letters. If there is no mistake or less than two mistakes, you can give them three flags. Three to five mistakes, two flags, six to eight mistakes, one flag. More than 8, no flag. You can write the number of flags here. S: 學(xué)生批改，并打等級(jí)。 T: If you have any question, you can ask me for help. S: 提問(wèn) T: Have you finished them? Exchange the letters again. How many flags have you got? S: … T: Now please correct the mistakes in your letter. S: 討論修改 T: Show us your letter, OK? S: OK學(xué)生上交作文 T: 投影作文，學(xué)生大聲讀。Are there any other mistakes? S: … T: Now let’s read it together. S: 大聲朗讀 T: All of you did a good job. A present for you. S:看大猩猩視頻 T: Is the gorilla clever? S: Yes. T: Wild animals are friendly to us. But people destroy their living areas. They are in danger. They write to us and ask us for help.. What can we do to protect them? Discuss with your partners. S: 討論 S: We can build more reserves. S: We can plant more trees. S: We can design posters. T: Let’s read them together. We can stop cutting down trees and forests. Go! S: 齊讀We can stop cutting down trees and forests. We can build more reserves. We can make reserves bigger. We can encourage farmers to leave the reserves. We can tell people not to buy clothes made of animal fur. We can write to newspapers and magazines. We can make posters about protecting animals T: Great! Animals are our best friends. We should take actions to protect them. If we do nothing, maybe in the future there will be no animals . Protecting animals is protecting ourselves. （設(shè)計(jì)意圖：欣賞電影并用英語(yǔ)談?wù)撾娪皟?nèi)容，加深對(duì)本課的理解，培養(yǎng)學(xué)生的口語(yǔ)表達(dá)能力。通過(guò)動(dòng)物給人類(lèi)寫(xiě)信這種形式培養(yǎng)學(xué)生的書(shū)面表達(dá)能力，并且通過(guò)小組內(nèi)的合作與小組間的競(jìng)爭(zhēng)，將本節(jié)課推向了高潮，將所學(xué)知識(shí)運(yùn)用到實(shí)際生活中，保護(hù)動(dòng)物，人與動(dòng)物和諧相處。） 五、布置作業(yè)，課后提升 Step 5 Assignment T: Now, let’s count how many flags you have got. S: Group1, 2,3,4,5,6 T: 統(tǒng)計(jì)星數(shù) T: All of you did a good job. I think each group is the winner. The toys are for you. Take them after class. S: Thank you. T: Here is today’s homework. 1.Surf the Internet for more information about wild animals. 2.Finish the exercises. So much for this class. Thank you for your cooperation. T: Class is over. Goodbye, class. S: Goodbye, Miss Xu. 教 后 反 思 成功之處：本節(jié)課以參觀上海野生動(dòng)物園這一活動(dòng)為線索，主要游覽了熊貓館、虎穴和猴山。在熊貓館主要幫助學(xué)生復(fù)習(xí)Unit4Reading和Maintask，描述大熊貓外形、生活習(xí)性、生長(zhǎng)過(guò)程、生存狀況等，培養(yǎng)學(xué)生對(duì)語(yǔ)言的運(yùn)用和領(lǐng)悟能力。虎穴主要訓(xùn)練學(xué)生的聽(tīng)力，幫助學(xué)生了解更多關(guān)于老虎的生活習(xí)性、生存狀況等情況；同時(shí)復(fù)習(xí)本單元重點(diǎn)語(yǔ)法if從句的使用。猴山主要訓(xùn)練學(xué)生的口頭表達(dá)能力，學(xué)生自由討論參觀猴山應(yīng)做什么，不應(yīng)該做什么；還復(fù)習(xí)了本單元重點(diǎn)because和because of的不同用法。本節(jié)課的總體思路是先引導(dǎo)學(xué)生說(shuō)，再總結(jié)本單元重要語(yǔ)法內(nèi)容，最后進(jìn)行專(zhuān)項(xiàng)強(qiáng)化訓(xùn)練，課堂當(dāng)場(chǎng)鞏固，使學(xué)生從知識(shí)能力上，到情感上都得到提高。本節(jié)課合理使用學(xué)案，聽(tīng)說(shuō)讀寫(xiě)全面訓(xùn)練，讓英語(yǔ)教學(xué)真正落到實(shí)處。 不足之處：本節(jié)課需要注意兩個(gè)問(wèn)題： 1. 少數(shù)同學(xué)的課堂參與熱情不高。受傳統(tǒng)教學(xué)的影響，少數(shù)學(xué)生不敢大膽講英語(yǔ)，怕出錯(cuò)。這就需要我們?cè)谄綍r(shí)的教學(xué)中加強(qiáng)口語(yǔ)訓(xùn)練，多給學(xué)生創(chuàng)設(shè)語(yǔ)境，給學(xué)生留足夠的自由支配時(shí)間，鼓勵(lì)學(xué)生多用英語(yǔ)進(jìn)行交流。 2. 對(duì)學(xué)生的閱讀分析理解能力訓(xùn)練不夠。尤其是在指導(dǎo)學(xué)生學(xué)習(xí)方法方面稍顯粗糙。 再教設(shè)計(jì)： 1 .引導(dǎo)學(xué)生小組考核，要求人人參與，人人為組爭(zhēng)光。組長(zhǎng)設(shè)計(jì)表格，統(tǒng)計(jì)每一位同學(xué)的課堂參與情況，評(píng)選小組之星。 2. 鼓勵(lì)學(xué)生閱讀更多關(guān)于動(dòng)物的美文。增加課堂閱讀量，限時(shí)訓(xùn)練。