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1、仁愛版英語(yǔ)精品資料（精修版） 八年級(jí)上冊(cè)教案設(shè)計(jì) Unit 4 Our World Topic 2 How can we protect ourselves from the earthquake? Section B Ⅰ. Material analysis Section B的主要教學(xué)活動(dòng)為1a, 3a和3b。 本節(jié)課主要通過Miss Wang和班里的學(xué)生之間的談話引出玉樹地震的話題，在對(duì)話中了解玉樹地震的信息。簡(jiǎn)單講述了如何在地震中逃生的問題以及復(fù)習(xí)雙多音節(jié)形容詞的比較級(jí)和最高級(jí)形式。第二部分通過聽力訓(xùn)練的方式要求學(xué)生學(xué)習(xí)表達(dá)關(guān)心的句子。3a部分主要通過圖片、音標(biāo)的提示，

2、展示了有關(guān)災(zāi)難的名詞。復(fù)習(xí)了/e/ /θ/的不同發(fā)音以及升降調(diào)、連讀和不完全爆破。教師在講解音標(biāo)的時(shí)候可以借助多媒體或者圖片，讓學(xué)生直觀地感受唇形、齒形和口型。 Ⅱ. Teaching aims Knowledge aims： 1. 能根據(jù)音標(biāo)正確朗讀出單詞表中本課的單詞：level, sad, calm, typhoon等。 2. 能在老師的引導(dǎo)下，讀出句子的升降調(diào)、連讀和不完全爆破，分清/e/ /θ/之間的區(qū)別。 3. 能正確拼讀并運(yùn)用單詞表中的黑體單詞：level, sad等。能根據(jù)音標(biāo)正確地書寫typhoon, flood 等。 4. 能掌握雙多音節(jié)形容詞

3、的比較級(jí)和最高級(jí)的變化規(guī)則，能在具體句子中正確地應(yīng)用。 5. 能正確運(yùn)用本課所學(xué)知識(shí)談?wù)摰卣鸬脑掝}，能夠用所學(xué)知識(shí)向受災(zāi)的人們給予關(guān)愛。 Skill aims： 1. 能聽懂有關(guān)談?wù)摰卣鸬脑掝}及用形容詞比較級(jí)最高級(jí)談?wù)撽P(guān)于災(zāi)難的話題。 2. 能談?wù)摓?zāi)難的情況，并能用所學(xué)知識(shí)表達(dá)自己的關(guān)懷。 3. 能正確朗讀課本的文本材料及含有/e/ /θ/的句子的正確發(fā)音。 4. 能用形容詞的比較級(jí)和最高級(jí)寫一篇有關(guān)災(zāi)難程度的文章。 Emotional aims： 1. 通過本課學(xué)習(xí)，了

4、解自然災(zāi)害帶給人類的危害，學(xué)會(huì)沉著應(yīng)對(duì)困難。 2. 學(xué)會(huì)關(guān)心他人。 Ⅲ. The key points and difficult points Key points： 1. 了解有關(guān)地震的知識(shí)。 2. 通過小組合作學(xué)習(xí)有關(guān)自然災(zāi)害的名詞。 3. 進(jìn)一步學(xué)習(xí)雙多音節(jié)形容詞的比較級(jí)和最高級(jí)的用法。 4. 復(fù)習(xí)含有/e/ /θ/的單詞的正確發(fā)音，能讀出句子的升降調(diào)、連讀和不完全爆破。 Difficult points： 1. 能正確讀出含有/e/ /θ/的語(yǔ)調(diào)，能讀出句子中含有/e/ /θ/的單詞的正確讀音。 2. 雙多音節(jié)形容詞的比較級(jí)和最高

5、級(jí)的熟練使用。 Ⅳ. Learning strategies 1. 借助圖片和音標(biāo)記憶單詞，可以幫助我們提高學(xué)習(xí)效率。 2. 降調(diào)一般出現(xiàn)在陳述句、感嘆句和特殊疑問句中。 Ⅴ. Teaching aids Computer multimedia projecter, pictures with /e/ /θ/ and the demonstration. Ⅵ. Teaching procedures Step Interaction pattern Student activity Teacher activity Introduction (5 minute

6、s) 1. The whole class work 2. The whole class work and individual work 3. Group work 4. Group work 5. The whole class work 1. Focus their attention on the teacher. 2. Students show their homework: ways of protecting oneself from earthquakes. Students search

7、ed much information from the Internet in Chinese or English. 3. Students exchange their information in groups. 4. Students choose the best ways to form all the information they searched. 5. Students look at the pictures, knowing that Miss Wang and her students are talking about the

8、 earthquake. 1. Greet students ready for learning. 2. Invite students to report his/her homework. 3. Ask students to exchange their information in groups. 4. Invite students to share their groups’ opinions. 5. Show the pictures in 1a to students. Ask students to pre

9、dict the main idea of the passage. Presentation (15 minutes) 1. Individual work 2. The whole class work 3. Individual work 4. The whole class work 5. The whole class work 6. Group work 7. Individual work 8. The whole class work 1. Students

10、 read 1a carefully. Try to remember the meanings of these statements. Mark true or false while listening. 2. Share the answers and tell students the reason. 3. Students read 1a carefully and underline the words “l(fā)evel, sad, calm” and the sentence “I think we should run out of the door.

11、” 4. Study the new words and difficult sentences. 5. Students read 1a sentence by sentence. Try to follow the tape. 6. Students read 1a in Groups. Group leaders can help them if necessary. 7. Students listen to the tape and fill in the blanks. 8. Read the passage in groups. Finish 1

12、a. 1. Show 1b to students, and ask students to read 1b carefully. Play 1a. 2. Invite students to share their answers and give them smiling faces. 3. Give students 1 minute to read 1a and underline the new words and difficult points. 4. Show students a ladder to teach “l(fā)eve

13、l”, and teach “sad, calm, run out of” according to pictures. 5. Play 1a sentence by sentence. 6. Give students 2 minutes to read 1a in groups. 7. Show 1c to students. Remind students to read the title first. 8. Teacher checks the answers and gives 1 minute to students to read the pa

14、ssage in groups. Consolidation (10 minutes) 1. Individual work 2. Pair work 3. Group work 4. The whole class work 5. Group work 6. Pair work 1. Students listen to 2 carefully and fill in the blanks. 2. Students check the

15、 answers in groups. Practice the conversation and perform it with their partners. 3. Students work in groups. Write down the words according to the phonetic symbol. Pay attention to the vowels and stress. 4. Students read the words in 3a after the tape. Pay attention to the pr

16、onunciation of each word. 5. Students practice the comparative and superlative degrees of adjectives and the names of natural disasters. 6. Volunteers show their conversations. Other students check their mistakes. Finish2 1. “Yushu earthquake killed more than two thousand peopl

17、e and hurt more. Kangkang’s pen pal is one of them. Listen, “what’s wrong with him?” Play 2. 2. Invite students to perform the conversation. 3. Lead in 3a. “Earthquake is very terrible. But there are many other things which are as terrible as earthquake. Some of them are even more terr

18、ible than the earthquake.” Show the pictures in 3a one by one to students. 4. Play 3a. 5. Show students a example: A: I think typhoon is more dangerous than rainstorm. B: Yes, but I think flood is the most dangerous of all the natural disasters. 6. Invite students to share their conv

19、ersations. Practice (10 minutes) 1. The whole class work 2. Group work and individual work 3. The whole class work 4. The whole class work and individual work 5. The whole class work 6. The whole class work 7. The whole class work and individual

20、 work 1. Students look at the pictures very carefully, paying attention to demonstration, especially the mouth, teeth, and tongue. Try to imitate it. 2. Some students have mirrors. They can take out their mirrors, comparing themselves with the pictures. The students without

21、 mirrors can check in pairs. 3. Students read after the tape and check whether they pronounce them right. 4. Students check the pronunciation together. 5. Students master the rules and read the words together. 6. Students read after the tape, imitating the pronunciation. Try to fin

22、d out the rules. 7. Students read these sentences together with the help of the rules. Finish 3b. 1. Show students the pictures with /e/ /θ/ and a head of pronounce /e/ /θ/. 2. Guide students imitate the pronunciation. 3. Play 3b. 4. Invite students to read 1 of

23、 3b. Ask all the students to check their pronunciation. 5. Summarize the rules and ask students to read together. 6. Play sentences in 2, 3 and 4. Remind students to pay attention to the falling tone. 7. Teacher invites students to read the sentences. And remind students: The falling tone

24、is often used in statements, exclamations, commands and special questions. Production (7 minutes) 1. The whole class work and group work 2. Group work and individual work 3. Individual work and the whole class work 4. Individual work 1. Students in

25、terview their group members’ ideas by asking: (1) What do you think of drought? (2) What do you think of flood, snowstorm and typhoon? 2. Students report their results like this: Peter thinks... is serious. But he thinks... is more serious than..., ...is the most serious of all the disasters.

26、3. Students look at the screen and read the new words together. Try to remember new words in class. Remember the rules of comparative and superlative degrees of adjectives. Think about how to pronounce /e/ /θ/ well. 4. Students collect some information about how to protect ourselves fro

27、m the earthquake by searching the Internet or some other ways after class. And try to pronounce /e/ /θ/ well. Finish 4 1. Make a survey. Give students the task to interview their group members’ views of natural disasters based on 3a. 2. Invite students to report their r

28、esults. 3. Teacher sums up all the key points: (1) Some new words: level, sad, calm, typhoon, flood (2) Grammar: more serious— the most serious more dangerous— the most dangerous (3) Pronunciation: /e/: this, their, them, mother /θ/: think, earthquake, toothache, anything 4. Home

29、work: (1)Try to find some words with the pronunciation of /e/ /θ/. Add them after 3b. Read and record them in a tape. Bring it to school the next class. (2) Prepare for the learning of Section C. Try to find some information about how to protect yourself from disasters. Teaching Reflection Thi

30、s topic is related to daily life. Students are familiar with this topic. But writing down words according to the sounds is very difficult for them. Students always forget the vowels. Teacher should train students’ listening ability often. Ⅶ. Blackboard design Unit 4 Our World Topic 2 How can w

31、e protect ourselves from the earthquake? Section B A: What do you think of snowstorm? B: I think it is more dangerous than flood. A: Yes, and I think forest fire is the most dangerous of all the disasters. typhoon rainstorm forest fire drought flood snowstorm Names of natural disasters G1 G2 G3 G4