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1、仁愛版精品英語(yǔ)資料（精校版）
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 A
Ⅰ. Material analysis
Section A的主要教學(xué)活動(dòng)為1a, 2a 和2b。
本節(jié)課主要是通過Kangkang和Li Ming 的對(duì)話，引出有關(guān)地震的話題。通過對(duì)玉樹、汶川和唐山大地震的對(duì)比引出本課的語(yǔ)法點(diǎn)：部分雙音節(jié)詞和多音節(jié)形容詞的比較級(jí)和最高級(jí)。由于本課篇幅較長(zhǎng)，學(xué)生在聽說方面會(huì)比較吃力，建議課前給學(xué)生提供一些
2、跟課文有關(guān)的背景知識(shí)，如: 就學(xué)生已有的相關(guān)知識(shí)進(jìn)行討論、播放一段小新聞等，為學(xué)生后面的聽說打下基礎(chǔ)。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根據(jù)音標(biāo)正確拼讀下列單詞：earthquake, province, missing, mobile, phone, fire, rainstorm, snowstorm等。
2. 能根據(jù)音標(biāo)或者自己擅長(zhǎng)的記憶方法正確地拼寫出earthquake, province, missing,
mobile, phone, fire, rainstorm, snowstorm等。
3. 復(fù)習(xí)鞏固單音節(jié)詞
3、和部分雙音節(jié)詞形容詞比較級(jí)、最高級(jí)的變化形式，通過復(fù)習(xí)能初步感知雙多音節(jié)形容詞比較級(jí)、最高級(jí)的變化形式。
4. 能運(yùn)用本課所學(xué)語(yǔ)言，談?wù)撚嘘P(guān)地震的消息。
Skill aims：
1. 通過本課學(xué)習(xí)能在圖片的提示下聽懂有關(guān)報(bào)道或談?wù)摰卣鸬南ⅰ?
2. 通過對(duì)雙多音節(jié)形容詞比較級(jí)、最高級(jí)的操練，能用形容詞比較級(jí)和最高級(jí)談?wù)撚嘘P(guān)自然災(zāi)害的話題。
3. 能正確朗讀課本的文本材料，讀懂報(bào)道地震的消息。
4. 能正確地用形容詞的比較級(jí)和最高級(jí)造句。
Emotional aims：
通過對(duì)地震的學(xué)習(xí)，讓學(xué)生感受生命的可貴，懂得珍惜自己和他人的生命。
Ⅲ. The key
4、points and difficult points
Key points：
1. 學(xué)習(xí)雙多音節(jié)形容詞的比較級(jí)和最高級(jí)的變化規(guī)則。
2. 學(xué)習(xí)雙多音節(jié)形容詞的比較級(jí)和最高級(jí)在句子當(dāng)中的應(yīng)用。
3. 學(xué)習(xí)有關(guān)介紹地震的功能句。
Difficult points：
1. 學(xué)習(xí)雙多音節(jié)形容詞的比較級(jí)和最高級(jí)的變化規(guī)則。
2. 學(xué)習(xí)雙多音節(jié)形容詞的比較級(jí)和最高級(jí)在句子當(dāng)中的應(yīng)用。
Ⅳ. Learning strategies
1. 課前查找有關(guān)地震的知識(shí)不僅能擴(kuò)大知識(shí)面，還能幫助我們更好地理解文章。
2. 在交談?dòng)嘘P(guān)地震方面的知識(shí)的時(shí)候，把注意力集中在意思
5、的表達(dá)上，別人才能更好的理解我們的意圖。
Ⅴ. Teaching aids
Computer multimedia projector, some pieces of paper
Ⅵ. Teaching procedures
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（7 minutes）
1. The whole
class work
and individual work
2. Group work
6、
3. The whole
class work and individual work
1. Students enjoy the
movie. There is much information of
earthquake in their mind.
2. Students choose one
place as the title and write down the
information they have known under the title. Maybe there are many new words for studen
7、ts to write down. Try to express the meanings in some other words, drawing pictures or some other ways.
3. Students get more
information about
earthquake in
different places. Study some new words such as “province, missing, strike-struck”.
1. Show a short movie about
Wenchuan earthquak
8、e to students.
2. Teach the word
“earthquake” here. Hand out a piece of
paper to each group.
Encourage students to
write down some
information about the
earthquake. Each group
chooses one place.
Teacher can remind
students with some
questions. E.g. Where did
it happen? How
9、 many
people lose their lives?...
3. Ask students to stick their paper on the blackboard. Invite students to present their information with the help of the paper. Write down the new words that students used in their
reports to see if it is
necessary for the passage, and teach students the
n
10、ew words.
Presentation
(15 minutes)
1. The whole
class work
2. Individual work
3. Individual work
4. Individual work
5. The whole
class work
6. Group work
7. Individual work
8. The whole
class work
9. Pair work and group work
1.
11、Students know they
are talking about earthquake. But all the answers in 1b are related to earthquake.
2. Students listen to the
tape carefully. They
can hear “Qinghai,
Wenchuan, Tangshan”.
3. Students hand up
quickly, and the first one who hands up can be called.
4. Students read 1a
12、
carefully, and find out the words or sentences they can’t read.
5. Students read after the
tape. Pay attention to the words and
sentences they
couldn’t read before.
6. Read the passage. Ask
group leaders or
teacher for help if
necessary.
7. Students read the table
carefully, then l
13、isten to the tape and fill in the blanks.
8. Listen to 1a, and
check the answers in 1c.
9. Prepare the
conversation. Students who can change some sentences are better.
1. Finish 1b. Show the
picture in 1a to students. Encourage students to predict, “What are
Kangkang and Li Ming talking a
14、bout?”
2. Play 1a.
3. Invite a student to share
answers, giving the
student a smiling face.
4. Give students 1 minute to
read 1a individually.
5. Play 1a sentence by
sentence.
6. Provide students 2 minutes to read the passage.
7. Show 1c to students and
play 1a
15、.
8. Play 1a.
9. Check the answers and
organize students to
perform 1a.
Consolidation
(6 minutes)
1. The whole
class work
and individual work
2. Group work
3. The whole
class work
4. The whole
class work
5. Individual work
6. The whole
cla
16、ss work
7. Individual work
8. The whole
class work
1. Students read 1a
carefully. And underline the sentences with
comparative and
superlative degrees of
adjectives. They can find “the most serious, more serious...than”.
2. Students observe these
words and discuss in gr
17、oups. They can find “more” and “the most”.
3. Students summarize their ideas and share in the class.
4. Study the rules by
chants and examples.
5. Fill in the blanks and
review the rules.
6. Check answers and
review rules.
7. Listen to the passage and
fill in the blanks.
18、 Study the word “snowstorm and rainstorm” together.
8. Check and revise the
mistakes.
1. Give students 1 minute to
read 1a and ask students to find out the comparative and superlative degrees of adjectives.
2. Write down “more serious,
the most serious, more useful, the most useful”
19、on the blackboard. Encourage
students to find out some rules according to their observation.
3. Invite students to share their ideas.
4. Teacher teaches rules by
chant. Teacher can find the chant on the Internet.
5. Show the table in 2a to
students. Give students 2 minutes to finish it.
20、
6. Check answers in class.
Encourage students to review the rules they studied today and those they studied in the last topic.
7. Show a big picture of
snowstorm with the words “Bad News”. Then show the table in part 3, and play 3.
8. Check the answers in class.
Practice
(10 minutes)
1
21、. Group work
2. Group work
3. The whole
class work and pair work
4. The whole
class work
and pair work
5. The whole
class work
and pair work
6. The whole
class work
and individual work
1. Students observe the
table carefully.
Und
22、erstand the table with the help of the example.
2. Students number the
things with 1, 2 and 3.
3. Students practice the
conversations in
groups. Pay attention to the comparative
degree “more...than”
and “the…” in the
superlative degree.
4. Three volunteers stand
up a
23、nd make a
conversation. Other
students listen to them
carefully, and find
their mistakes and
then revise them.
5. Students stand up and make their conversations more actively.
6. Students write down
their conversations on the blackboard. All the students check the answers and read
24、them.
1. Show 2b to students.
Remind students to look at the table carefully. This is necessary because many students can’t understand the table. Make sure every student understands the table.
2. Teacher guides students to
number the things in table 1, 2 or 3, with 1 being the most.
3. Encour
25、age students to
make short conversations like the example.
4. Invite students to practice
in class.
.
5. Give the volunteers and
the students who can
revise sentences smiling
faces. Invite another
group.
6. Invite students to write
down their conversations on the
26、 blackboard.
Production
(6 minutes)
1. Group work
2. The whole
class work
3. The whole
class work and individual work
1. Students work in
groups and write down a report about Wenchuan, Tangshan and Qinghai earthquake with
compa
27、rative and
superlative degrees of adjectives.
2.Group 1 read the words
aloud while other groups spell them out. Then students read the words and phrases together. Students review the grammar with the help of the focus.
3. Students learn
Section B by themselves after c
28、lass and write a short conversation.
1. Create a situation.
“If you are a announcer of CCTV, write down a report about the comparison of Wenchuan, Tangshan and Qinghai earthquake. And report it in the class.”
2. Teacher shows important language points on the computer screen as a summary.
(1)
29、Words: Students
have to read and spell the following words correctly:
earthquake, province, missing, mobile phone, fire, rainstorm, snowstorm
(2) Grammar:
serious--more serious--
the most serious
Wenchuan earthquake was more serious than that in Qinghai.
Tangshan earthquake
was the most
30、serious one.
3. Homework:
Prepare Section B after class. Search some
information about how to
protect ourselves from
earthquakes on the
Internet.
Write a short conversation like 2b.
Teaching Reflection
After this class students can remember the rules of comparative and superlative deg
31、rees of adjectives. But using it in a conversation is still a problem. Teacher should ask students to practice it in Section B.
Ⅶ. Blackboard design
Unit 4 Our World
Topic 2 How can we protect ourselves from the earthquake?
Section A
G1
32、 G2 G3 G4
serious-more serious-the most serious
useful- more useful-the most useful
Students’ part
The grass is beautiful.
I think the tree is more beautiful than the grass.
But the flower is the most beautiful of all.
仁愛版八年級(jí)英語(yǔ)上冊(cè)：Unit 4 Our world Topic 2 Section A 教案【精校版】
