Unit 7 What's the highest mountain in the world Section B 3a-Self Check 教案 2024-2025学年人教版（2012）八年级英语下册

Unit 7 What's the highest mountain in the world-Section B-3a-Self Check 【教学目标】 Language Competence: Consolidate vocabulary (e.g., "weigh", "birth", "awake") and review comparative/superlative forms in context. Cultural Awareness: Connect animal protection cases (e.g., pandas) with global environmental issues, understanding cultural values of conservation. Thinking Quality: Compare data (e.g., animal weights, lengths) logically and summarize information through classification. Learning Ability: Use self-check tools to identify knowledge gaps, applying reading-writing integration strategies. 【教学重难点】 Key Points: Describe animals with accurate data (e.g., "15 cm long at birth") and correctly use "as...as" comparisons. Difficult Points: Distinguish between countable/uncountable nouns (e.g., "water", "baby") and avoid subject-verb agreement errors. Master phrase collocations like "endangered animals" and "give birth". 【教学过程】 Step 1: Greetings and Lead - in T: Good morning, class! How are you today? Ss: Good morning, teacher! Fine, thank you. T: Great! Before we start our new lesson, let's recall something we learned last class. We talked about the pandas, right? Can anyone tell me some facts about pandas? For example, where do they live? What do they eat? （Pause for students to answer） S1: Pandas live in bamboo forests in China. T: Exactly! And what do they mainly eat? S2: They mainly eat bamboo. T: Very good. Pandas are such lovely and precious animals. But do you know that there are many other amazing animals in the world, and some of them are also in great danger? Today, we are going to learn about another kind of animal - whales. （Show some pictures of whales on the screen） Look at these pictures. What do you think of whales? S3: They are very big. S4: They are cool. Step 2: New Words Teaching T: Right, whales are huge animals. Now, let's learn some new words related to whales. （Write the new words on the blackboard: whale, oil, protection, huge） T: First, “whale”. Read after me, /weɪl/. （Read several times and ask students to repeat） A whale is a very large mammal that lives in the sea. Can you try to make a sentence with “whale”? （Call on a student） S5: I saw a whale on TV yesterday. T: Great sentence! Next, “oil”. /ɔɪl/. Oil is a thick, black liquid. Whales are sometimes hunted for their oil. Repeat after me. （Students repeat） Now, “protection”. /prəˈtekʃn/. Protection means keeping someone or something safe. We should take actions for the protection of whales. Read it together. （Students read） And the last one, “huge”. /hjuːdʒ/. It means very large. As we can see from the pictures, whales are huge. Read it one more time. （Students read） Step 3: Pre - writing (3a) T: Now, open your books to page XX. Let's look at 3a. Here are some words and phrases about whales. We need to put them in the correct place in the chart. First, let's read these words and phrases together. T& Ss: “Humans catch whales for meat, fat and oil”, “Eat small fish and other sea life”, “Jump high out of the water”, “Rules on whale protection”, “Huge”, “Water pollution”, “Live in the sea”, “Some kinds have teeth”, “Learn more about whales”, “Stop putting rubbish into the sea”, “Sing songs”, “Whale parts sold to make things like candles and soap”. T: Now, let's start with the first category - “What do they look like?”. Which words or phrases can be put here? Think about it. （Pause for a while） Yes, “Huge” and “Some kinds have teeth” can describe what whales look like. So we write them in this part of the chart. T: Next, “Where do they live?”. S6: “Live in the sea”. T: Correct! Write “Live in the sea” in the “Where do they live?” part. T: Then, “What do they eat?”. S7: “Eat small fish and other sea life”. T: Good job. Put it in the right place. T: Now, “What can they do?”. S8: “Jump high out of the water” and “Sing songs”. T: Absolutely. Write them down. T: Moving on to “Why are they in danger?”. S9: “Humans catch whales for meat, fat and oil”, “Water pollution”, “Whale parts sold to make things like candles and soap”. T: Very good. You got all of them. These factors are the reasons why whales are in danger. T: Finally, “What can we do to protect them?”. S10: “Rules on whale protection”, “Learn more about whales”, “Stop putting rubbish into the sea”. T: Perfect. Now our chart is complete. This chart helps us understand whales from different aspects. It gives us a lot of information that we can use in our writing later. Step 4: While - writing (3b) T: Now that we have organized the information about whales in the chart, it's time for us to write a paragraph about whales and why they need to be protected. Look at the example sentences in 3b. “Whales are... They live in... They eat... They can... One interesting fact is... Another interesting fact is... Some kinds of whales are in danger because... We should protect whales from... I think people should/shouldn't... ”. These sentence patterns can help you structure your paragraph. T: First, start with a general introduction about whales. For example, you can write “Whales are huge mammals that live in the sea.” Then, describe their living habits, such as what they eat and what they can do. After that, talk about the reasons why they are in danger. Finally, give some suggestions on how to protect them. T: You can use the information in 3a to complete your paragraph. Start writing now. I will walk around the classroom and help you if you have any problems. （Students start writing. The teacher walks around, offering help and guidance） Step 5: Post - writing T: OK, time's up. Stop writing. Now, I want some of you to share your paragraphs with the class. Who would like to volunteer? （Call on some students to read their paragraphs aloud） S11: （Reads the paragraph） Whales are huge animals. They live in the sea. They eat small fish and other sea life. They can jump high out of the water and sing songs. One interesting fact is that some kinds of whales have teeth. Another interesting fact is that they can swim very fast. Some kinds of whales are in danger because humans catch them for meat, fat and oil, and the water pollution is getting worse. We should protect whales from disappearing. I think people should stop putting rubbish into the sea and make more rules to protect them. T: Very good, S11. You have a clear structure in your paragraph and you used the information from 3a very well. Let's give S11 a big hand. （Students clap） Now, who else wants to share? S12: （Reads the paragraph） Whales are amazing creatures. They live in the deep sea. They mainly eat small fish. They can jump out of the water, which is really cool. One interesting fact is that some whales communicate with each other by singing songs. Another interesting fact is that their bodies are very large. Some kinds of whales are in danger because people hunt them for their oil and make things with their parts. Also, the sea is getting dirtier. We should protect whales from being hurt. I think people shouldn't hunt whales anymore and should clean up the sea. T: Excellent, S12. Your description is vivid. You added some personal feelings in your paragraph, which is very good. T: After listening to these paragraphs, do you have any comments or suggestions for your classmates? For example, are there any grammar mistakes? Or do you think some sentences can be improved? （Open the floor for students to comment on each other's work） S13: I think S11 made a little mistake. “They can swim very fast” should be put in the “What can they do?” part in the chart, but he mentioned it when talking about interesting facts. T: Good observation, S13. That's a very helpful comment. S11, you can correct that in your writing. Any other comments? S14: I think S12 could use more adjectives to describe whales, like “enormous” instead of just “large”. T: Great idea, S14. Using more vivid adjectives can make the description more attractive. S12, you can take S14's advice. Step 6: Self - Check T: Now, let's move on to Self Check. First, look at Self Check 1. Here we need to complete the chart of adjectives, their comparatives and superlatives. For example, for the adjective “high”, the comparative is “higher” and the superlative is “highest”. Let's do it together. The first one is “dangerous”. What's its comparative and superlative? S15: The comparative is “more dangerous” and the superlative is “most dangerous”. T: Correct. Write them down. Next, “long”. S16: The comparative is “longer” and the superlative is “longest”. T: Good. Write them in the chart. And “popular”. S17: The comparative is “more popular” and the superlative is “most popular”. T: Well done. Finish filling in the chart. This review of comparatives and superlatives is very important because we often use them when we compare things, just like we described the characteristics and situations of different animals. T: Now, look at Self Check 2. We need to match the verbs and objects. First, read the verbs and objects together. T& Ss: “Verbs: reach, achieve, risk; Objects: my life, my money, the top of a mountain, the library, my dream, success, my health, the bus stop, our goal”. T: Now, start matching. For “reach”, which objects can we use it with? S18: “The top of a mountain”, “the library”, “the bus stop”. T: Right. We can “reach the top of a mountain”, “reach the library” or “reach the bus stop”. What about “achieve”? S19: “My dream”, “success”, “our goal”. T: Correct. We “achieve our dreams”, “achieve success” and “achieve our goals”. And “risk”? S20: “My life”, “my money”, “my health”. T: Good job. We “risk our lives”, “risk our money” and “risk our health”. Then, you need to add one more object to each list. Think about it and write it down. （Students write. Then call on some students to share their answers） S21: For “reach”, I added “the school gate”. T: Great. That makes sense. What about others? S22: For “achieve”, I added “a high score”. T: Good addition. And for “risk”? S23: For “risk”, I added “my reputation”. T: Very creative. T: Finally, look at Self Check 3. Choose the correct word or fill in the blank with the correct form of the word. Let's do the first one together. “The Nile is one of the _ (long) rivers in the world.” What form of the word “long” should we use here? S24: The superlative form, “longest”. T: Exactly. Because we are comparing the Nile with all the other rivers in the world, so we use the superlative form. Now, continue to do the rest of the exercises by yourself. （Students do the exercises. Then check the answers together） Step 7: Summary and Homework T: Today, we learned a lot about whales. We learned new words, organized information about whales, wrote a paragraph about them and why they need to be protected, and also reviewed the use of comparatives and superlatives. Whales are very important animals in our ocean ecosystem. We should always keep in mind the importance of protecting them and all the endangered animals. T: For homework, I want you to rewrite your paragraph about whales according to the comments and suggestions we made in class. Make it more perfect. Also, you can draw a poster about whale protection and write some words on it to call on more people to protect whales. You can use the Internet to find more information about whales if you need. That's all for today's class. See you next time! Ss: See you, teacher! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$