仁愛版英語精品資料（精修版）八年級上冊教案設(shè)計Unit 4 Our WorldTopic 2 How can we protect ourselves from the earthquake?Section D. Material analysis 本節(jié)課是本話題的最后一節(jié)課，主要通過Grammar、Functions 來復習本話題的語法重點：雙多音節(jié)形容詞的比較級和最高級。通過Section A, B對形容詞比較級和最高級的講解、練習及在真實語境中熟練應用，學生基本上掌握了它的變化規(guī)則和在句子中的應用。通過本課的復習鞏固加深學生的記憶。本節(jié)課還會通過新聞的形式介紹汶川地震，要求學生了解汶川地震，并掌握新聞寫作的要素，通過本課學習，學生能夠模仿汶川地震的新聞，根據(jù)新聞寫作的要素，寫一篇新聞。. Teaching aimsKnowledge aims：1. 引導學生復習本話題的重點詞匯，并能根據(jù)音標正確地拼讀下列詞匯：million, whole, nation等。能正確地讀出句子的語調(diào)。2. 引導學生復習總結(jié)本話題的單詞，并能夠正確拼寫本話題的黑體詞匯。3. 引導學生復習形容詞的比較級和最高級的變化規(guī)則及其在句子當中的具體使用。4. 引導學生熟練談?wù)撚嘘P(guān)地震的話題，能用英語自由地交流如何從自然災害中逃生。Skill aims：1. 能聽懂有關(guān)災難的話題，以及介紹如何在災難中逃生的短文。2. 能夠?qū)⒈締卧鶎W內(nèi)容和以前所學知識相結(jié)合，能用英語談?wù)撛谏钪邪l(fā)生的有關(guān)災難的話題，如地震、火災、暴風雪等以及用比較級和最高級談?wù)撛跒碾y中如何保護自己。3. 能夠讀懂跟課文水平相當?shù)奈恼?，如介紹火災、洪澇、旱災的文章等。4. 根據(jù)所學內(nèi)容用新聞的方式寫出介紹某種自然災害的文章，并能夠?qū)懗鋈绾卧跒碾y發(fā)生的時候好好保護自己。 Emotional aims： 1. 通過本課的學習，學生在遇到學習、生活方面的困難時候能夠冷靜面對。 2. 通過了解在地震中人與人之間的互相幫助，創(chuàng)造奇跡的事例，學生能夠體會到愛和信任的力量。. The key points and difficult points Key points： 1. 復習形容詞比較級和最高級的用法以及本單元的功能句，如：I am sorry to hear that. 等。 2. 學習新聞的寫作方法。 Difficult points： 根據(jù)新聞的要素寫新聞。 . Learning strategies1. 在看新聞的時候注意新聞的特點，可以幫助我們寫出標準的新聞。2. 在讀到有關(guān)自然災害的文章的時候，試著將它翻譯成英文，哪怕見一次翻譯一句都能提高我們的英語水平。. Teaching aids Computer multimedia projector，postcards. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction(5 minutes)1. Group work2. Individual work3. Group workand individualwork4. The whole class work and individualwork5. The whole class work1. Students searched some information on the Internet before class, then put the information together. 2. Students listen to the reporter carefully. Get some information about Wenchuan earthquake. Write down some key words.3. Volunteers retell the passage with the help of the key words. Some students can just finish it beautifully, while others can remember a little.4. Students sum up the good ways, trying to find the ways according to different people. 5. Students study the elements that we should pay attention to.1. Check students homework. Ask students to put their information together. 2. Ask each group to choose a reporter to share their information in class. Remind students to listen to the reporter carefully. And write down the key words.3. Invite a student to retell what the reporter said just now. This part aims to check whether students can find the key information. And it also helps us teach how to write news.4. Invite the students who can retell very well to share their good ways of learning.5. Teacher adds, “when we read a passage or listen to a conversation, time, place, event, people and result are important”.Presentation(8 minutes)1. The whole class work2. Individual work3. Group work and the whole class work4. The whole class work and individual work5. Group work6. The whole class work7. The whole class work1. Students read through the passage and underline the key points according to the elements that the teacher taught just now.2. Students share the key words and sentences.3. Students read through the passage and fill in the table. Students can find the answers easily because these elements are very clearly in news.4. Students share their answers and pay attention to the elements in news.5. Students find out the new words and difficult sentences. Solve them in groups first. Then hands up to tell the teacher.6. Students learn the pronunciation of the words. Read after the tape. Try to remember the spelling according to the pronunciation.7. Students retell 1 with the help of the table.1. Show 1 to students. Ask students to read the passage carefully. Underline the key points they think.2. Invite students to share the key words and sentences they underlined.3. Show the first table on Page 96 to students. Make sure every student know the meaning of the table.4. Invite students to share their answers.5. Give students 1 minute to find out the new words and difficult sentences.6. Teacher writes down the new words and difficult points according to students feedback, such as “million, whole, nation, rebuild and normal”. Teacher can teach students directly here because all the words are chosen by students. They can pay attention to them.7. Show the table on Page 96. Advise students to close their books and retell 1 with the help of the table. (The part can help students finish 2.) Consolidation(7minutes)1. Individual work and the whole class work2. Group work and individual work3. Individual work and the whole class work4. The whole class work1. Students read the new words after the teacher, understanding the meanings and the usage of these words with the help of the pictures.2. Students write the news similar to 1. They can find that just changing the elements is OK.3. Students report their news. First, they should pay attention to the elements to make their news clear. Second, they should pay attention to the pronunciation and intonation. Try to report the news like the announcers do.4. Students like this part very much.1. Show the table in 2 to students. Choose 2 pictures from the Internet. The first picture shows some people got hurt in Tangshan earthquake and 2 words on the picture “hurt-injure”. The second picture shows the army helped the injured people. “Sent the army to help the injured persons” is on the picture. 2. Ask students to write a piece of news similar to 1 about Tangshan earthquake. Remind students to pay attention to the elements in news.3. Invite students to share their news in class.4. Organize students to choose the best announcer and the best team. Give the group smiling faces.Practice(15 minutes)1. The whole class work2. Group work3. Group work and the whole class work4. The whole class work5. The whole class work6. Individual work 7. The whole class work1. Read through Sections A-C. Write down some sentences on the paper. They may write down some words, phrases or some sentences, especially comparative and superlative degrees of adjectives.2. Put the six notebooks together, and classify all the words、phrases or some sentences.3. Each group chooses one student to write down their notes. Other students can add more words and revise the spelling mistakes.4. Look at the blackboard and erase the same part.5. Read and remember all the key points, making sure they can master them.6. Students should fill in the blanks without looking them up in the textbook. 7. Read and remember “Grammar and Functions” .1. Give students 3 minutes to read through Sections A-C. Ask them to underline or write down the key points they think.2. Provide 1 minute for students to classify their notes.3. Make a competition.Which group can summarize more words, phrases and sentences? Divide students into three parts. One part writes down the new words, and another part writes down the new sentences. The last part aims to write down the phrases. There are three groups in each part.4. Choose the best three groups. One group do best in new words. One group do best in phrases. The last group is the best in sentences.5. Ask students to look at the blackboard and check whether they can remember all of these on the blackboard.6. Show “Grammar and Functions” to students. And check the answers.7. Organize students to read “Grammar and Functions”.Production(10 minutes)1. The wholeclass work2. Group work3. Group work 4. Group work5. The whole class work6. Group workand individualwork1. Students enjoy the film, and they may have many ideas.2. Students discuss in groups. They can do many things, like providing some books and clothes for them, encouraging them to cheer up, sending a poster to them to show their care.3. Students design their postcards with beautiful drawing. Write down the words they want to say carefully.4. Students show their postcards and explain why they designed them like that.5. Students read the new words together and remember the spelling according to the pronunciation. Remember the elements in news and try to use the comparative and superlative degrees of adjectives in the real situations.6. Students write news after class. And make a survey: How many students in your group like playing computer games.1. Choose a snippet from Tangshan Earthquake. In the snippet, a young girl escaped from the terrible earthquake.2. Organize students to discuss: (1) What do you want to do for children from a disaster area?(2) What do you think people in a disaster area should do after a disaster?3. Give a postcard to each group. Ask students to write down something to send their concern and best wishes to the children in disaster areas.4. Invite students to share their postcards.5. Teacher sums up the key points:(1) Review the new words: million, whole, nation, rebuild, normal.(2) Review the elements of news: time, place, event, result, measure, present situation. (3) Review the comparative and superlative degrees of adjectives: Running can be more dangerous.Remember, the most important thing is to stay calm.6. Homework:(1) Write news about the children in a disaster area. Appeal all the people to care about them.(2) Make a survey. (How many students like computers?)Teaching Reflection After practicing again and again, most students can use the comparative and superlative degrees of adjectives. Encouraging students to use English in daily life is a problem. Many students are afraid of using English in daily life. I think teacher can talk with students in English after class. Blackboard designUnit 4 Our WorldTopic 2 How can we protect ourselves from the earthquake?Section D G1 G2 G3 G4Students reviewingGrammar Remember, the most important thing is to stay calm.The safest place is under a strong table or desk.I think the mobile phone is more useful.FunctionsIm sorry to hear that.A terrible earthquake struckin Qinghai.