精品資料八年級上冊教案設(shè)計Unit 4 Our WorldTopic 2 How can we protect ourselves from the earthquake?Section C. Material analysis本節(jié)課主要活動為1a和2a。本節(jié)課通過文章的形式具體介紹有關(guān)地震的知識以及在地震中如何保護自己。本篇文章以How to Protect Yourself in the Earthquake為題，分別對地震知識進行介紹，在室內(nèi)外對付地震的方法及余震的介紹，最后緊扣主題加入情感教育。要求學生通過本篇文章，了解地震知識，能夠正確應對自然災害，并能夠模仿作者的寫作方式，根據(jù)已有經(jīng)驗，結(jié)合本課知識，寫出有關(guān)在其它自然災害面前如何保護自己的文章。這篇閱讀文章較長，在閱讀練習的時候，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。學生在理解文章大意的前提下進行拓展，寫出在其它自然災害面前如何保護自己的文章。. Teaching aimsKnowledge aims：1. 能根據(jù)音標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. 能夠熟練地應用形容詞的比較級和最高級。 4. 能夠用形容詞的比較級和最高級談?wù)撟匀粸暮Φ某潭取?Skill aims：1. 能基本聽懂本課文本材料，能簡單的介紹如何在發(fā)生自然災害的時候保護自己的文章。 2. 能流利地和他人談?wù)撛谧匀粸暮χ腥绾伪Ｗo自己。3. 能讀懂介紹自然災害的文章，以及相應的保護措施。4. 能正確模仿本課課文，有條理地寫出在自然災害中如何保護自己的措施。Emotional aims： 1. 通過對本課的學習，學生能夠明白：遇到困難應該沉著冷靜。 2. 在自己的能力范圍之內(nèi)，幫助別人。. The key points and difficult points Key points： 1. 學習在地震中如何保護自己的知識。 2. 復習和鞏固形容詞的比較級和最高級。 3. 能模仿本課所學文章，寫一篇有關(guān)其它自然災害的文章。 Difficult points： 模仿課文寫一篇有關(guān)其它自然災害的文章。 . Learning strategies1. 通過對在地震中如何保護好自己的知識的學習，聯(lián)想到其它的自然災害以及處理方式。通過舉一反三的形式，可以讓我們更加輕松地學習語言。2. 在閱讀文章的時候段落可以給我們帶來很多提示。3. 在復述文章的時候，將語言知識轉(zhuǎn)化成像1b一樣連貫圖片可以幫助你更好地記憶文章。 . Teaching aids Computer multimedia projector. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction(6 minutes)1. The whole class work and group work2. Individual work and the whole class work3. The whole class work4. The whole class work1. 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 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 dont know the meaning of “doorway”, but they studied “door”, and they can see a boy sitting 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 the 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 they 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 phrases with the correct pictures.Presentation(12 minutes)1. The whole class work2. The whole class work3. The whole class work4. Individual work5. Group work1. Students read the new words after the teacher. At the same time, 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 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 becomes 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 students 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 the help of the pictures: how to protect ourselves in an earthquake. Consolidation(10 minutes)1. Individual work and the whole class work2. Individual work and group work3. Group work and individual work4. The whole class work and group work1. 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 neednt read sentence by sentence. Read the questions 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 students 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 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.Practice(10 minutes)1. The whole class work and pair work2. Group work3. Group work4. Pair work and group work1. Students discuss the five pictures in groups. Some students may use the phrases in 2a directly.2. Students match 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.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, 2b1. Show the pictures in 2a to students. Encourage students to describe the 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 shouldnt do in a fire.3. Show 2b to students, and ask students to make dialogues in groups. 4. Invite students to perform their conversations. Give smiling faces to the volunteers. Production(6 minutes)1. Individualwork2. The whole class work and individualwork3. The whole class work4. Individualwork1. Students may have different reactions. Most students run out of the classroom like the teacher, but some students stay on the seat. They may dont 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 windows.2. Students hand up actively and speak out their own ideas. Then know what the teacher did is wrong. They wont 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.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 because 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, middle, shake, check.(2) Grammar: comparative and superlative degrees of adjectives4. 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 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 create more real situations to train their ability of escaping from disasters. Blackboard designUnit 4 Our WorldTopic 2 How can we protect ourselves from the earthquake?Section CG1 G2 G3 G4 How to protect yourself in the earthquake? calm down and help each otheraftershockif you are outdoorsif you are indoorsintroduction of the earthquake最新精品英語資料