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2019-2020年八年級英語上冊 Unit 4 Wild animals Checkout課堂教學實錄 譯林牛津版 Checkout Teaching Record (課堂教學實錄) Title (課 題)：8A Unit 4 Checkout Period (課 時) ：Period 1 Time (執(zhí)教時間)： xx-4 Class (執(zhí)教班級)：Class 4, Grade 8 School：Hailing Middle School Teacher (執(zhí)教老師)：Xu Xingling Teaching Procedures (教學過程)： 一、情境創(chuàng)設，新知導入 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. （設計意圖：學生們在課前預習時，通過小組合作的形式解決了相應的難題，樹立了信心。通過游戲熱身，既檢查了學生的預習情況，又激發(fā)了學生的學習興趣，活躍了課堂氣氛。） 二、合作探究，自主學習 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) （設計意圖：通過參觀動物園，有效檢查學生的運用語言知識的情況。） 三、專項操練，精講點撥 Step3 Practice T: Have you finished them? Check your answers with your partners. S: (學生討論) 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: 學生完成練習并討論答案 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. （設計意圖： 訓練學生通過自己的探究進行規(guī)律的總結(jié)的能力并且適時進行過程性評價。同時通過當堂練習與反饋，對學生進行解題方法及技巧的指導。） 四、綜合鞏固，學以致用 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: 學生討論并寫信 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), I am ______________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Yours, Forever friend T: Do you need help? S: 提問 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: 學生批改，并打等級。 T: If you have any question, you can ask me for help. S: 提問 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學生上交作文 T: 投影作文，學生大聲讀。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. （設計意圖：欣賞電影并用英語談論電影內(nèi)容，加深對本課的理解，培養(yǎng)學生的口語表達能力。通過動物給人類寫信這種形式培養(yǎng)學生的書面表達能力，并且通過小組內(nèi)的合作與小組間的競爭，將本節(jié)課推向了高潮，將所學知識運用到實際生活中，保護動物，人與動物和諧相處。） 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物園這一活動為線索，主要游覽了熊貓館、虎穴和猴山。在熊貓館主要幫助學生復習Unit4Reading和Maintask，描述大熊貓外形、生活習性、生長過程、生存狀況等，培養(yǎng)學生對語言的運用和領悟能力。虎穴主要訓練學生的聽力，幫助學生了解更多關于老虎的生活習性、生存狀況等情況；同時復習本單元重點語法if從句的使用。猴山主要訓練學生的口頭表達能力，學生自由討論參觀猴山應做什么，不應該做什么；還復習了本單元重點because和because of的不同用法。本節(jié)課的總體思路是先引導學生說，再總結(jié)本單元重要語法內(nèi)容，最后進行專項強化訓練，課堂當場鞏固，使學生從知識能力上，到情感上都得到提高。本節(jié)課合理使用學案，聽說讀寫全面訓練，讓英語教學真正落到實處。 不足之處：本節(jié)課需要注意兩個問題： 1. 少數(shù)同學的課堂參與熱情不高。受傳統(tǒng)教學的影響，少數(shù)學生不敢大膽講英語，怕出錯。這就需要我們在平時的教學中加強口語訓練，多給學生創(chuàng)設語境，給學生留足夠的自由支配時間，鼓勵學生多用英語進行交流。 2. 對學生的閱讀分析理解能力訓練不夠。尤其是在指導學生學習方法方面稍顯粗糙。 再教設計： 1 .引導學生小組考核，要求人人參與，人人為組爭光。組長設計表格，統(tǒng)計每一位同學的課堂參與情況，評選小組之星。 2. 鼓勵學生閱讀更多關于動物的美文。增加課堂閱讀量，限時訓練。