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1、2020年精編仁愛版英語資料八年級上冊教案設計Unit 4 Our WorldTopic 2 How can we protect ourselves from the earthquake?Section A. Material analysis Section A的主要教學活動為1a, 2a 和2b。 本節(jié)課主要是通過Kangkang和Li Ming 的對話，引出有關地震的話題。通過對玉樹、汶川和唐山大地震的對比引出本課的語法點：部分雙音節(jié)詞和多音節(jié)形容詞的比較級和最高級。由于本課篇幅較長，學生在聽說方面會比較吃力，建議課前給學生提供一些跟課文有關的背景知識，如: 就學生已有的相關知識進行

2、討論、播放一段小新聞等，為學生后面的聽說打下基礎。. Teaching aimsKnowledge aims： 1. 能根據音標正確拼讀下列單詞：earthquake, province, missing, mobile, phone, fire, rainstorm, snowstorm等。 2. 能根據音標或者自己擅長的記憶方法正確地拼寫出earthquake, province, missing,mobile, phone, fire, rainstorm, snowstorm等。3. 復習鞏固單音節(jié)詞和部分雙音節(jié)詞形容詞比較級、最高級的變化形式，通過復習能初步感知雙多音節(jié)形容詞比較級、

3、最高級的變化形式。4. 能運用本課所學語言，談論有關地震的消息。Skill aims： 1. 通過本課學習能在圖片的提示下聽懂有關報道或談論地震的消息。 2. 通過對雙多音節(jié)形容詞比較級、最高級的操練，能用形容詞比較級和最高級談論有關自然災害的話題。3. 能正確朗讀課本的文本材料，讀懂報道地震的消息。4. 能正確地用形容詞的比較級和最高級造句。Emotional aims： 通過對地震的學習，讓學生感受生命的可貴，懂得珍惜自己和他人的生命。. The key points and difficult points Key points：1. 學習雙多音節(jié)形容詞的比較級和最高級的變化規(guī)則。2.

4、學習雙多音節(jié)形容詞的比較級和最高級在句子當中的應用。3. 學習有關介紹地震的功能句。 Difficult points： 1. 學習雙多音節(jié)形容詞的比較級和最高級的變化規(guī)則。 2. 學習雙多音節(jié)形容詞的比較級和最高級在句子當中的應用。. Learning strategies1. 課前查找有關地震的知識不僅能擴大知識面，還能幫助我們更好地理解文章。 2. 在交談有關地震方面的知識的時候，把注意力集中在意思的表達上，別人才能更好的理解我們的意圖。. Teaching aids Computer multimedia projector, some pieces of paper. Teachin

5、g proceduresStepInteraction patternStudent activityTeacher activityIntroduction（7 minutes）1. The whole class work and individual work2. Group work3. 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 pla

6、ce as the title and write down the information they have known under the title. Maybe there are many new words for students 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

7、 some new words such as “province, missing, strike-struck”.1. Show a short movie about Wenchuan earthquake 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. T

8、eacher can remind students with some questions. E.g. Where did it happen? How 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

9、 see if it is necessary for the passage, and teach students the new words. Presentation(15 minutes)1. The whole class work2. Individual work3. Individual work 4. Individual work 5. The whole class work6. Group work7. Individual work8. The whole class work9. Pair work and group work1. Students know t

10、hey 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 carefully, and find out the words

11、or sentences they cant read.5. Students read after the tape. Pay attention to the words and sentences they couldnt read before.6. Read the passage. Ask group leaders or teacher for help if necessary.7. Students read the table carefully, then listen to the tape and fill in the blanks.8. Listen to 1a,

12、 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 about?” 2. Play 1a.3. Invite a student to share answers, giving the stud

13、ent 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. 8. Play 1a.9. Check the answers and organize students to perform 1a.Consolidation(6 minutes)1. The whole class wo

14、rk and individual work2. Group work3. The whole class work4. The whole class work5. Individual work6. The whole class work7. Individual work8. The whole class work1. Students read 1a carefully. And underline the sentences with comparative and superlative degrees of adjectives. They can find “the mos

15、t serious, more serious.than”.2. Students observe these words and discuss in groups. 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.

16、Listen to the passage and fill in the blanks. 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

17、 useful, the most useful” 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

18、finish it.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. Group w

19、ork 2. Group work 3. The whole class work and pair work4. The whole class work and pair work5. The whole class work and pair work6. The whole class work and individual work1. Students observe the table carefully. Understand the table with the help of the example.2. Students number the things with 1,

20、 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 and make a conversation. Other students listen to them carefully, and find their mistakes and then revise them.5. Students s

21、tand up and make their conversations more actively.6. Students write down their conversations on the blackboard. All the students check the answers and read them.1. Show 2b to students. Remind students to look at the table carefully. This is necessary because many students cant understand the table.

22、 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. Encourage 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

23、sentences smiling faces. Invite another group.6. Invite students to write down their conversations on the blackboard.Production(6 minutes)1. Group work 2. The whole class work3. The whole class work and individual work1. Students work in groups and write down a report about Wenchuan, Tangshan and Qi

24、nghai earthquake with comparative 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 learnSection B by themselves after class and

25、 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) Words: Students ha

26、ve to read and spell the following words correctly:earthquake, province, missing, mobile phone, fire, rainstorm, snowstorm(2) Grammar: serious-more serious-the most seriousWenchuan earthquake was more serious than that in Qinghai. Tangshan earthquake was the most serious one.3. Homework: Prepare Sec

27、tion B after class. Search some information about how to protect ourselves from earthquakes on the Internet.Write a short conversation like 2b.Teaching ReflectionAfter this class students can remember the rules of comparative and superlative degrees of adjectives. But using it in a conversation is s

28、till a problem. Teacher should ask students to practice it in Section B. Blackboard designUnit 4 Our WorldTopic 2 How can we protect ourselves from the earthquake?Section A G1 G2 G3 G4 serious-more serious-the most serious useful- more useful-the most usefulStudents partThe grass is beautiful.I think the tree is more beautiful than the grass.But the flower is the most beautiful of all.