仁爱英语八上Topic2HowcanweprotectourselvesSectionB教学设计

1、八年级上册教案设计Unit 4 Our WorldTopic 2 How can we protect ourselves from the earthquake?Section B. Material analysisSection B的主要教学活动为1a, 3a和3b。本节课主要通过Miss Wang和班里的学生之间的谈话引出玉树地震的话题，在对话中了解玉树地震的信息。简单讲述了如何在地震中逃生的问题以及复习双多音节形容词的比较级和最高级形式。第二部分通过听力训练的方式要求学生学习表达关心的句子。3a部分主要通过图片、音标的提示，展示了有关灾难的名词。复习了/ /的不同发音以及升降调、连读

2、和不完全爆破。教师在讲解音标的时候可以借助多媒体或者图片，让学生直观地感受唇形、齿形和口型。. Teaching aimsKnowledge aims：1. 能根据音标正确朗读出单词表中本课的单词：level, sad, calm, typhoon等。 2. 能在老师的引导下，读出句子的升降调、连读和不完全爆破，分清/ /之间的区别。 3. 能正确拼读并运用单词表中的黑体单词：level, sad等。能根据音标正确地书写typhoon, flood 等。 4. 能掌握双多音节形容词的比较级和最高级的变化规则，能在具体句子中正确地应用。 5. 能正确运用本课所学知识谈论地震的话题，能够用所学知识

3、向受灾的人们给予关爱。Skill aims：1. 能听懂有关谈论地震的话题及用形容词比较级最高级谈论关于灾难的话题。2. 能谈论灾难的情况，并能用所学知识表达自己的关怀。 3. 能正确朗读课本的文本材料及含有/ /的句子的正确发音。 4. 能用形容词的比较级和最高级写一篇有关灾难程度的文章。Emotional aims： 1. 通过本课学习，了解自然灾害带给人类的危害，学会沉着应对困难。 2. 学会关心他人。. The key points and difficult points Key points： 1. 了解有关地震的知识。 2. 通过小组合作学习有关自然灾害的名词。 3. 进一步学习

4、双多音节形容词的比较级和最高级的用法。 4. 复习含有/ /的单词的正确发音，能读出句子的升降调、连读和不完全爆破。 Difficult points：1. 能正确读出含有/ /的语调，能读出句子中含有/ /的单词的正确读音。2. 双多音节形容词的比较级和最高级的熟练使用。. Learning strategies1. 借助图片和音标记忆单词，可以帮助我们提高学习效率。2. 降调一般出现在陈述句、感叹句和特殊疑问句中。 . Teaching aids Computer multimedia projecter, pictures with / / and the demonstration.

5、. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction(5 minutes)1. The whole class work2. The whole class work and individual work3. Group work4. Group work5. The whole class work1. Focus their attention on the teacher.2. Students show their homework: ways of prote

6、cting oneself from earthquakes. Students searched 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 stud

7、ents are talking about the 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 predict the main

8、idea of the passage.Presentation(15 minutes)1. Individual work2. The whole class work3. Individual work4. The whole class work5. The whole class work6. Group work7. Individual work8. The whole class work1. Students read 1a carefully. Try to remember the meanings of these statements. Mark true or fal

9、se while listening.2. Share the answers and tell students the reason.3. Students read 1a carefully and underline the words “level, sad, calm” and the sentence “I think we should run out of the door.” 4. Study the new words and difficult sentences.5. Students read 1a sentence by sentence. Try to foll

10、ow 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 1a.1. Show 1b to students, and ask students to read 1b carefully.Play 1a.2. Invite students to share their answers and give t

11、hem 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 “level”, 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 s

12、tudents. Remind students to read the title first.8. Teacher checks the answers and gives 1 minute to students to read the passage in groups.Consolidation (10 minutes)1. Individual work2. Pair work3. Group work4. The whole class work5. Group work6. Pair work1. Students listen to 2 carefully and fill

13、in the blanks.2. Students check the 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

14、 to the pronunciation 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.Finish21. “Yushu earthquake killed more than two thousand people and hurt more.

15、 Kangkangs pen pal is one of them. Listen, “whats 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 terrible than the earthquake.” Show th

16、e 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 conversations.Practice(10 minutes)1. The whole class work2.

17、 Group work and individual work3. The whole class work4. The whole class work and individual work5. The whole class work6. The whole class work7. The whole class work and individual work1. Students look at the pictures very carefully, paying attention to demonstration, especially the mouth, teeth, a

18、nd tongue. Try to imitate it.2. Some students have mirrors. They can take out their mirrors, comparing themselves with the pictures. The students without mirrors can check in pairs.3. Students read after the tape and check whether they pronounce them right.4. Students check the pronunciation togethe

19、r.5. Students master the rules and read the words together.6. Students read after the tape, imitating the pronunciation. Try to find out the rules.7. Students read these sentences together with the help of the rules.Finish 3b.1. Show students the pictures with / / and a head of pronounce / /.2. Guid

20、e students imitate the pronunciation.3. Play 3b.4. Invite students to read 1 of 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 stud

21、ents to read the sentences. And remind students:The falling tone is often used in statements, exclamations, commands and special questions.Production(7 minutes)1. The whole class work and group work2. Group workand individual work 3. Individual work and the whole class work4. Individualwork1. Studen

22、ts interview 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.3. Students lo

23、ok 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 / / well.4. Students collect some information about how to protect ourselves from the earthquake by searching the

24、 Internet or some other ways after class. And try to pronounce / / well.Finish 41. 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 results.3. Teacher sums up all the key points: (1) Some new words: level, sad, calm, typhoon, flood(2) Grammar:more seriousthe most serious more dangerousthe most dangerous(3) Pronunciation: /: this, their, them, mother/: think, earthquake, toothache, anything 4. Homework:(1)Try to find some words with t