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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 C
Ⅰ. Material analysis
本節(jié)課主要活動(dòng)為1a和2a。
本節(jié)課通過(guò)文章的形式具體介紹有關(guān)地震的知識(shí)以及在地震中如何保護(hù)自己。本篇文章以How to Protect Yourself in the Earthquake為題，分別對(duì)地震知識(shí)進(jìn)行介紹，在室內(nèi)外對(duì)付地震的方法及余震的介紹，最后緊扣主題加入情感教育。要求學(xué)生通過(guò)本篇文章，了解地震知識(shí)，能夠
2、正確應(yīng)對(duì)自然災(zāi)害，并能夠模仿作者的寫(xiě)作方式，根據(jù)已有經(jīng)驗(yàn)，結(jié)合本課知識(shí)，寫(xiě)出有關(guān)在其它自然災(zāi)害面前如何保護(hù)自己的文章。這篇閱讀文章較長(zhǎng)，在閱讀練習(xí)的時(shí)候，建議教師先以討論、游戲等方式，解決部分生詞，掃清單詞障礙。學(xué)生在理解文章大意的前提下進(jìn)行拓展，寫(xiě)出在其它自然災(zāi)害面前如何保護(hù)自己的文章。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根據(jù)音標(biāo)正確讀出以下單詞的讀音：middle, shake, check等。
2. 能在游戲的幫助下快速記憶本課生詞如：middle, shake, check等。
3. 能夠熟練地應(yīng)用形容詞的比較級(jí)和最高級(jí)。
3、 4. 能夠用形容詞的比較級(jí)和最高級(jí)談?wù)撟匀粸?zāi)害的程度。
Skill aims：
1. 能基本聽(tīng)懂本課文本材料，能簡(jiǎn)單的介紹如何在發(fā)生自然災(zāi)害的時(shí)候保護(hù)自己的文章。
2. 能流利地和他人談?wù)撛谧匀粸?zāi)害中如何保護(hù)自己。
3. 能讀懂介紹自然災(zāi)害的文章，以及相應(yīng)的保護(hù)措施。
4. 能正確模仿本課課文，有條理地寫(xiě)出在自然災(zāi)害中如何保護(hù)自己的措施。
Emotional aims：
1. 通過(guò)對(duì)本課的學(xué)習(xí)，學(xué)生能夠明白：遇到困難應(yīng)該沉著冷靜。
2. 在自己的能力范圍之內(nèi)，幫助別人。
Ⅲ. The key points and difficult points
4、
Key points：
1. 學(xué)習(xí)在地震中如何保護(hù)自己的知識(shí)。
2. 復(fù)習(xí)和鞏固形容詞的比較級(jí)和最高級(jí)。
3. 能模仿本課所學(xué)文章，寫(xiě)一篇有關(guān)其它自然災(zāi)害的文章。
Difficult points：
模仿課文寫(xiě)一篇有關(guān)其它自然災(zāi)害的文章。
Ⅳ. Learning strategies
1. 通過(guò)對(duì)在地震中如何保護(hù)好自己的知識(shí)的學(xué)習(xí)，聯(lián)想到其它的自然災(zāi)害以及處理方
式。通過(guò)舉一反三的形式，可以讓我們更加輕松地學(xué)習(xí)語(yǔ)言。
2. 在閱讀文章的時(shí)候段落可以給我們帶來(lái)很多提示。
3. 在復(fù)述文章的時(shí)候，將語(yǔ)言知識(shí)轉(zhuǎn)化成像1b一樣連貫圖
5、片可以幫助你更好地記憶文章。
Ⅴ. Teaching aids
Computer multimedia projector
Ⅵ. Teaching procedures
Step
Interaction pattern
Student activity
Teacher activity
Introduction
(6 minutes)
1. The whole
class work and group work
2. Individual work and the whole class work
3. The whole
6、
class work
4. The whole
class work
1. Students take out the homework. Exchange their information in groups.
2. One student speaks
his/her idea about a picture, other students show their ideas by saying “I agree./I
disagree with him/her.”
3. Students look at the
7、
pictures. Remember the phrases and
consider whether the
activity is right or
wrong.
4. There are many new
words for students. But they can guess the meaning of each word. For example, students don’t know the meaning of “doorway”, but they studied “door”, and they can see a boy sitti
8、ng on the floor. So they can match the correct pictures in this way.
1. Ask students to take out
their homework. It is some information about how to
protect ourselves in an
earthquake.
2. Play a game.
Teacher shows some pictures to students. Students can see the activities of people in th
9、e pictures. Students stand up quickly and speak out right or wrong. Teacher gives the first student a smiling face.
3. Encourage students to
describe the pictures in English, for example, take a lift to go downstairs, run out of a room, and stand near a tall tree. Teacher can help students if t
10、hey can not express the pictures.
4. Teacher chooses many
phrases from Section C and shows them on the screen. E.g. sit on the floor in a doorway, stay away from furniture, stay away from power lines, and check the people near you. And show many pictures on the screen. Ask students to match the
11、 phrases with the correct pictures.
Presentation
(12 minutes)
1. The whole
class work
2. The whole
class work
3. The whole
class work
4. Individual work
5. Group work
1. Students read the new words after the teacher. At the same time,
12、 they try to remember the meanings with the help of the pictures.
2. Students study the
structure of this sentence.
3. Students read through the passage and get the main idea of each paragraph.
4. Students read through the passage just now. Try to find the
paragraph which
13、can
give the answers.
Write down the key
words under each
picture.
5. Students discuss in
groups. Put the pictures together with their own words. Pay attention to the linking words.
Finish 1.
1. After students know the meanings of the new
words, teaching them the
pronunciation becom
14、es easier.
2. Teacher asks students,
“Do you think knowing some ways to protect yourself will help to keep you safe in an earthquake?” Write “knowing some ways to protect yourself will help to keep you safe in an earthquake” on the blackboard. Explain the structure of this sentence.
3. Give stud
15、ents 2 minutes
to read through the passage. Remind students to get the main idea of each paragraph.
4. Show pictures in 1b to
students. Ask students to write down the key words under each picture.
5. Give students 2 minutes
to discuss in groups. And invite students to report with t
16、he help of the pictures: how to protect ourselves in an earthquake.
Consolidation
(10 minutes)
1. Individual work and the whole class work
2. Individual work and group work
3. Group work
and individual work
4. The whole class work and
group wor
17、k
1. One student retells the passage, and his/her
group members can
help him/her. Other
students remember the ways. Maybe they can use the ways one day.
2. Students read the
passage again and find out the answers. In order to save time, they needn’t read sentence by sentence. Read the que
18、stions first, then find out the answers with the help of the key information.
3. Students share their
answers and ideas about how to find answers quickly and correctly.
4. Students discuss in
groups actively.
1. Invite students to retell the
passage.
2. Give student
19、s 3 minutes to
read the passage again and show the following questions on the screen:
(1) When can earthquakes be
very serious?
(2) How do you understand
“the danger is not over when the strong shaking stops”?
(3) What does the word
“aftershocks” mean?
(4) What is the most
important
20、 thing to
remember in an
earthquake?
3. Invite students to answer
questions and ask students to share their ideas about how to find the answers quickly.
4. Show the fifth question to
students, and encourage
students to speak out more
ways to protect ourselves
from an earthquake.
21、
Practice
(10 minutes)
1. The whole
class work and pair work
2. Group work
3. Group work
4. Pair work
and group work
1. Students discuss the
five pictures in groups. Some students may use the phrases in 2a directly.
2. Students mat
22、ch the
pictures with the
phrases. And discuss in groups with these phrases.
3. Students look at the
table carefully and discuss in groups with the help of 2a. They can discuss in groups with the help of the teacher like this:
A: The most important
thing to do is to
call 119 for help
23、.
B: The safest place is
the highest floor.
C: Going downstairs
is safer than taking
the lift.
4. Volunteers perform
their conversations.
They should combine
2a with 2b in their
conversations.
Finish 2a, 2b
1. Show the pictures in 2a to students. Encourage students to describe t
24、he pictures in English.
2. Show the phrases and the pictures in 2a. Ask students to match the phrases with the correct pictures and then discuss in groups what you should and shouldn’t do in a fire.
3. Show 2b to students, and
ask students to make dialogues in groups.
25、
4. Invite students to perform
their conversations. Give smiling faces to the volunteers.
Production
(6 minutes)
1. Individual
work
2. The whole
class work and individual
work
3. The whole
class work
4. Individual
work
1. Students may hav
26、e
different reactions.
Most students run out of the classroom like the teacher, but some students stay on the seat. They may don’t know what happened. Only a few of them can get the correct reaction, putting their arms on the head to protect their head and neck, then staying away from the window
27、s.
2. Students hand up
actively and speak out their own ideas. Then know what the teacher did is wrong. They won’t do it like that.
3. Students read the new
words and review the usage of comparative and superlative degrees of adjectives. They know how to protect themselves in an earthquake.
28、
4. Review the new words
and reading skills. Search information on the Internet. Preview Section D and write a passage.
1. Play a game.
Teacher shouts “earthquake” loudly and runs out of the classroom quickly. Then come back to see the students. This practice is very important for students be
29、cause they may use it one day.
2. Teacher invites students
to tell all the students what they did just now. Is it right? Is the teacher right? Educate students that we should calm down when we meet problems.
3. Teacher summarizes what
the students learned today:
(1) Words: calm,
30、middle,
shake, check...
(2) Grammar: comparative and superlative degrees of adjectives
4. Homework:
The homework includes three parts: Ask students to
(1) Search the Internet to get some information about Wenchuan earthquake.
(2)Write a short passage with the title “How to Protect Yourself in
31、 a Fire”.
(3)Review Sections A-C to prepare for Section D.
Teaching Reflection
This kind of topic can attract students’ attention very easily. From this class, students can learn the knowledge of protecting themselves in disasters. In fact, students are lack of these knowledge. Teacher can
32、create more real situations to train their ability of escaping from disasters.
Ⅶ. Blackboard design
Unit 4 Our World
Topic 2 How can we protect ourselves from the earthquake?
Section C
G1 G2 G3 G4
How to protect yourself in the earthquake?
calm down and help each other
aftershock
if you are outdoors
if you are indoors
introduction of the earthquake
仁愛(ài)版八年級(jí)英語(yǔ)上冊(cè)：Unit 4 Our world Topic 2 Section C 教案【精校版】
