孙晶教案.doc

八年级上册教案设计
授课教师：孙晶
单位:阿荣旗复兴中学
备课时间；2014年12月2日
课题: 八年级上册Unit 4 Topic 2 Section B
教材版本：仁爱版
课时:1课时 课型：新课
Ⅰ. Material analysis
Section B的主要教学活动为1a和3a。
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。
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。
3. 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。
4. 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.能用形容词的比较级和最高级写几句有关灾难程度的句子。
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. 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。
Difficult points：
1.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。
Ⅴ. Teaching aids
Computer multimedia projector, recorder
Ⅵ. Teaching procedures

Step
Interaction pattern
Student activity
Teacher activity
Introduction
And revision

(10minutes)
1. The whole
class work
2The whole
class work

3. The whole
class work

4. The whole
class work

5. The whole
class work

1. Focus their attention
on the teacher.
2. Students work in groups.
Write down the words according to the phonetic symbol. Pay attention to the vowels and stress.

3. Students read the words in 3a after the tape. Pay
attention to the
pronunciation of each
word.
4. Students look at the
pictures, knowing that Miss Wang and her students are talking about the earthquake.
5. Students practice the
comparative and
superlative degrees of
adjectives and the names of natural disasters.

1. Get students ready for
learning.
2. 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.
43 Play 3a.

4. Show the pictures in 1a to
students. Ask students to predict the main idea of the passa ge.

5. Show students an
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.

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 1b
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 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
(8minutes)

1. Individual work

2. Pair work

3. Pair work

4. The whole
class 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. Volunteers show their
conversations. Other
students check their mistakes.
4.Do exercise on the screen.
Finish 2
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. Invite students to share
their conversations.

4. Invite students to share
their answers.
Practice
(8minutes)
4. The whole
class work

4.Do exercise on the screen.

4. Invite students to share
their answers.

Production
(4 minutes)

1. Individual work and the whole class work

2. Individual
work

1.. 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.

2. 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.

1
1. 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
2. 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

I think 。。。 is more dangerous than 。。。。.
I think 。。。 is the most dangerous of all 。.
typhoon
rainstorm
forest fire
drought
flood
snowstorm
Names of natural disasters
G1 G2 G3 G4