仁愛(ài)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 WorldTopic 2 How can we protect ourselves from the earthquake?Section A. 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(guò)Kangkang和Li Ming 的對(duì)話(huà)，引出有關(guān)地震的話(huà)題。通過(guò)對(duì)玉樹(shù)、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(tīng)說(shuō)方面會(huì)比較吃力，建議課前給學(xué)生提供一些跟課文有關(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(tīng)說(shuō)打下基礎(chǔ)。. Teaching aimsKnowledge 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(xiě)出earthquake, province, missing,mobile, phone, fire, rainstorm, snowstorm等。3. 復(fù)習(xí)鞏固單音節(jié)詞和部分雙音節(jié)詞形容詞比較級(jí)、最高級(jí)的變化形式，通過(guò)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(guò)本課學(xué)習(xí)能在圖片的提示下聽(tīng)懂有關(guān)報(bào)道或談?wù)摰卣鸬南ⅰ?2. 通過(guò)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(huà)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(guò)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。. The key 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。. Learning strategies1. 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的表達(dá)上，別人才能更好的理解我們的意圖。. Teaching aids Computer multimedia projector, some pieces of paper. Teaching 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 place 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 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. Teacher 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 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 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 carefully, and find out the words 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, 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 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. 8. Play 1a.9. Check the answers and organize students to perform 1a.Consolidation(6 minutes)1. The whole class work 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 most 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. 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 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 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 work 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, 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 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 them.1. Show 2b to students. Remind students to look at the table carefully. This is necessary because many students cant 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. 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 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 Qinghai 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 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 have 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 Section 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 still 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.