八年级英语上册 Unit 4 Our world Topic 2 How can we protect ourselves from the earthquake Section B教案 （新版）仁爱版.doc

Topic 2 How can we protect ourselves from the earthquake? Section B
Ⅰ. Material analysis
Section 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/ð/ /θ/的不同发音以及升降调、连读和不完全爆破。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。
Ⅱ. Teaching aims
Knowledge 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/ð/ /θ/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/ð/ /θ/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。
Ⅲ. 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. 进一步学习双多音节形容词的比较级和最高级的用法。
4. 复习含有/ð/ /θ/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/ð/ /θ/的语调，能读出句子中含有/ð/ /θ/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。
Ⅳ. Learning strategies
1. 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。
Ⅴ. Teaching aids
Computer multimedia projecter, pictures with /ð/ /θ/ and the demonstration.
Ⅵ. Teaching procedures

Step
Interaction pattern
Student activity
Teacher activity
Introduction
(5 minutes)
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
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 students 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 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 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 “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 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 1a.
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 “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 students. 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 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
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
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.
Finish2
1. “Yushu earthquake killed
more than two thousand people 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 terrible 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 conversations.
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 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
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 find out the rules.
7. Students read these
sentences together
with the help of the rules.
Finish 3b.
1. Show students the
pictures with /ð/ /θ/ and a head of pronounce /ð/ /θ/.

2. Guide 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 students 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 work

2. Group work
and individual work

3. Individual work and the whole class work

4. Individual
work

1. Students 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 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 /ð/ /θ/ well.

4. Students collect some
information about how to protect ourselves from the earthquake by searching the Internet or some other ways after class. And try to pronounce /ð/ /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 results.
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:
/ð/: this, their, them, mother
/θ/: think, earthquake, toothache, anything
4. Homework:
(1)Try to find some words with the pronunciation of /ð/ /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
This 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 we 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