初中英语仁爱版八年级上册
Unit 4 Our World
Topic 2 How can we protect ourselves from the earthquake
Section B
【Teaching aims】
知识与能力：
1. 能根据音标正确朗读单词表中本课的单词：level, sad, calm, typhoon等。拼读并运用单词表中的黑体单词：level, sad等。能根据音标正确书写typhoon, flood 等。
2. 能在老师的引导下，读出句子的升降调、连读和不完全爆破，分清/ / /θ/之间的区别。
3. 能掌握双、多音节形容词的比较级和最高级的变化规则和正确应用。
核心素养：
1. 能听懂谈论地震的话题及用形容词比较级最高级谈论关于灾难的话题。能写一篇有关灾难程度的文章。
2. 能正确运用本课所学知识谈论地震的话题，学会沉着应对困难，能够用所学知识向受灾的人们给予关爱。
【Teaching key points and difficult points】
Key points:
1. 了解有关地震的知识。
2. 通过小组合作学习有关自然灾害的名词。
3. 进一步学习双、多音节形容词的比较级和最高级的用法。
4. 复习含有/ / /θ/的单词的正确发音，能读出句子的升降调、连读和不完全爆破。
Difficult points:
1. 能正确读出含有/ / /θ/的正确发音，能读出句子中含有/ / /θ/的单词的正确读音。
2. 双、多音节形容词的比较级和最高级的熟练使用。
【Teaching methods】
Situational language learning, task-based language teaching, group discussion teaching.
【Teaching procedures】
Lead in:
1. Get students ready for learning.
2. Invite students to report his/her homework.
3. Show the picture, make a short conversation.
A: The __________ is dangerous.
B: I think the ________ is more dangerous than the ________.
C: Yes, but the _________ is the most dangerous of the three.
4. Do the same with the pictures of fire, storm, earthquake:
A: The __________ is dangerous.
B: I think the ________ is more dangerous than the ________.
C: Yes, but the _________ is the most dangerous of the three.
Presentation:
1. Lead in 3a.
T: Earthquake is very terrible. But there are many other things which are as terrible as earthquake. Some of them are even more terrible than the earthquake.
2. Show the pictures in 3a one by one to students. Play 3a.
3. Talk about natural disasters in 3a. Show students an example:
A: I think typhoon is more dangerous than rainstorm.
B: Yes, but I think flood is the most dangerous of all the natural disasters.
Invite students to share their conversations.
4. Finish 4. Make a survey. Give students the task to interview their group members’ views of natural disasters based on 3a.
5. Invite students to report their results.
6. Show the picture in 1a to students. Ask students to predict the main idea of the passage.
7. Finish 1b. Show 1b to students, and ask students to listen to 1a carefully.
8. Invite students to share their answers and give them smiling faces.
9. Give students 1 minute to read 1a and underline the new words and difficult points.
10. Show 1c to students. Play 1a again. Teacher checks the answers.
11. Watch the video of 1a and imitate.
12. Give students several minutes to read 1a in groups.
Consolidation:
1. Finish 2. Play 2.
T: Yushu earthquake killed more than two thousand people and hurt more. Kangkang’s pen pal is one of them. Listen to the conversation and fill in the blanks
2. Invite students to perform the conversation.
Practice:
1. Play 1 of 3b. Guide students to imitate the pronunciation.
2. Invite students to read 1 of 3b. Ask all the students to check their pronunciation.
3. Summarize the rules and ask students to read together.
4. Play sentences in 2, 3 and 4. Remind students to pay attention to the falling tone.
5. Invite students to read the sentences.
6. Work in pairs and use the words in 3a and the comparative or superlative forms of adjectives to practice.
7. Go through the language points.
8. Do some exercises.
Summary:
Teacher sums up all the key points:
(1) Some new words: level, sad, calm, typhoon, flood
(2) Grammar:
more serious—the most serious
more dangerous—the most dangerous
(3) Pronunciation:
/ /: this, their, them, mother
/θ/: think, earthquake, toothache, anything
Homework:
1. Read and recite 1a.
2. Try to find some information about how to protect yourself from disasters.
3. Prepare for the learning of Section C.
【Blackboard design】
Unit 4 Our World
Topic 2 How can we protect ourselves from the earthquake
Section B
A: What do you think of snowstorm
B: I think it is more dangerous than flood.
A: Yes, and I think forest fire is the most dangerous of all the disasters.
【Teaching reflection】
Students are familiar with this topic. Teacher should train students’ listening ability often.
1初中英语仁爱版八年级上册
Unit 4 Our World
Topic 2 How can we protect ourselves from the earthquake
Section D
【Teaching aims】
知识与能力：
1. 引导学生复习本话题的重点词汇。
2. 引导学生复习形容词的比较级和最高级的变化规则及其在句子中的具体使用。
3. 引导学生熟练谈论有关地震的话题，能用英语自由地交流如何从自然灾害中逃生。
核心素养：
1. 能听懂有关灾难的话题，以及介绍如何在灾难中逃生的短文。
2. 能用英语谈论生活中发生的有关灾难的话题，如地震、火灾、暴风雪等以及用比较级和最高级谈论在灾难中如何保护自己。
3. 能够读懂跟课文水平相当的文章，如介绍火灾、洪涝、旱灾的文章等。
4. 根据所学内容用新闻的方式写出介绍某种自然灾害的文章，并能够写出如何在灾难发生的时候好好保护自己。
【Teaching key points and difficult points】
Key points:
1. 复习形容词比较级和最高级的用法以及本单元的功能句，如：I am sorry to hear that等。
2. 学习新闻的写作方法。
Difficult points:
根据新闻的要素进行新闻写作。
【Teaching methods】
Situational language learning, task-based language teaching, group discussion teaching.
【Teaching procedures】
Lead in:
1. Get students ready for learning.
2. Invite students to report his/her homework.
3. Show the pictures, make a short conversation.
A: The __________ is ________.
B: I think the ________ is _________ than the ________.
C: Yes, but the _________ is __________ of the three.
Presentation:
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. 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. Ask students to look at the blackboard and check whether they can remember all of these on the blackboard.
5. Show “Grammar and Functions” to students. And check the answers.
6. Organize students to read “Grammar and Functions”.
7. Give explanations if necessary.
Presentation:
1. Ask students to read the passage in 1 carefully.
2. Show the first table on Page 96 to students. Make sure every student knows the meaning of the plete the table.
3. Invite students to share their answers.
4. Listen and find out important phrases. Learn the key points.
1) five million
2) with the help of …
3) the whole nation
4) rebuild their homes
5) return to normal life
6) be able to
Consolidation:
1. Show the table in 2 to students.
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.
5. Praise the best announcers.
6. Finish Project. Ask your friends how they feel about children from disaster areas.
7. Make a short report to your class about your survey.
8. Write a letter to the children in disaster areas. Give your comfort, concern and best wishes to them.
9. Do some exercises.
Summary:
We learn:
1. 复习形容词比较级和最高级的用法以及本单元的功能句。
2. 学习新闻的写作方法。
We know:
1. The comparative and superlative of adjectives:
more + adj. the most + adj.
2. 有关灾难的话题，如地震、火灾、暴风雪等以及用比较级和最高级谈论在灾难中如何保护自己。
Homework:
1. Read 1.
2. Do the exercises in the workbook.
【Blackboard design】
Unit 4 Our World
Topic 2 How can we protect ourselves from the earthquake
Section D
Grammar
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.
Functions
I’m sorry to hear that.
A terrible earthquake struck in Qinghai.
【Teaching reflection】
Encourage students to use the comparative and superlative degrees of adjectives in daily life.
1初中英语仁爱版八年级上册
Unit 4 Our World
Topic 2 How can we protect ourselves from the earthquake
Section A
【Teaching aims】
知识与能力：
1. 能根据音标正确拼读下列单词：earthquake, missing等。
2. 复习巩固单音节形容词和部分双音节形容词比较级、最高级的变化形式。
3. 能运用本课所学语言，谈论有关地震的内容。
核心素养：
1. 通过本课学习，能在图片的提示下听懂有关报道或谈论有关地震的内容。
2. 通过对双、多音节形容词比较级、最高级的操练，能用形容词比较级和最高级谈论有关自然灾害的话题。通过对地震的学习，让学生感受生命的可贵，懂得珍惜自己和他人的生命。
3. 能正确朗读课本的文本材料，读懂报道地震的消息。
4. 能正确运用形容词的比较级和最高级造句。
【Teaching key points and difficult points】
Key points:
1. 学习双、多音节形容词的比较级和最高级的变化规则。
2. 学习双、多音节形容词的比较级和最高级在句子中的应用。
3. 学习有关介绍地震的功能句。
Difficult points:
1. 学习双、多音节形容词的比较级和最高级的变化规则。
2. 学习双、多音节形容词的比较级和最高级在句子中的应用。
【Teaching methods】
Situational language learning, task-based language teaching, group discussion teaching.
【Teaching procedures】
Lead in:
1. Show the pictures, and ask students to make sentences by using comparative and superlative degrees of adjectives.
2. Show pictures about earthquake to students. Teach the word “earthquake” here.
3. Talk about: What do you know about earthquake
Do you know the ways to protect yourself from the earthquake
4. Ask some students to share their ideas.
Presentation:
1. Show the picture in 1a to students. Encourage students to predict: What are Kangkang and Li Ming talking about
2. Play 1a. Finish 1b.
3. Invite a student to share answers, giving the student a smiling face.
4. Show 1c to students and play 1a again.
5. Check the answers.
6. Watch the flash of 1a. Give students several minutes to read 1a individually. And then imitate.
7. Organize students to perform 1a.
8. Work in pairs and make up a new conversation based on 1c. Act out the dialog in class.
Consolidation:
1. Give students 2 minutes to find out the comparative and superlative degrees of adjectives in 1a.
2. Write down “more serious, the most serious” 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.
5. Show the table in 2a to students. Give students 2 minutes to finish it.
6. Check the answers in class.
Practice:
1. Show 2b to students. Remind students to look at the table carefully. 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. Finish Part 3. Listen to the passage and complete the table.
6. Sum up the grammar and the language points.
7. Do some exercises.
Summary:
We learn:
some phrases:
protect sb. from 保护……免受……
ask sb. for help 向某人求助
...
We know:
The comparative and superlative of adjectives: more + adj. / the most + adj.
Homework:
1. Read and recite 1a.
2. Write a short conversation like 2b.
3. Prepare Section B after class. Search for some information about how to protect ourselves from earthquake on the Internet.
【Blackboard design】
Unit 4 Our World
Topic 2 How can we protect ourselves from the earthquake
Section A
serious—more serious—the most serious
useful—more useful—the most useful
The grass is beautiful.
I think the tree is more beautiful than the grass.
But the flower is the most beautiful of all.
【Teaching reflection】
Ask students to remember the rules of comparative and superlative degrees of adjectives. Teacher should ask students to practice it in Section B.
1初中英语仁爱版八年级上册
Unit 4 Our World
Topic 2 How can we protect ourselves from the earthquake
Section C
【Teaching aims】
Knowledge aims:
能根据音标正确读出以下单词的读音：middle, shake等。
能在游戏的帮助下快速记忆本课生词如：middle, shake等。
3. 能够熟练应用形容词的比较级和最高级。
4. 能够用形容词的比较级和最高级谈论自然灾害的程度。
Skill aims:
1. 能基本听懂本课文本材料，能写出简单的介绍如何在发生自然灾害的时候保护自己的文章。
2. 能流利地和他人谈论在自然灾害中如何保护自己。
3. 能读懂介绍自然灾害的文章，以及相应的保护措施。
4. 能正确模仿本课课文，有条理地写出在自然灾害中如何保护自己的措施。
Emotional aims:
1. 通过对本课的学习，学生能够明白：遇到困难应该沉着冷静。
2. 在自己的能力范围之内，帮助别人。
【Teaching key points and difficult points】
Key points:
1. 学习在地震中如何保护自己的知识。
2. 复习和巩固形容词的比较级和最高级。
3. 能模仿本课所学文章，写一篇有关其它自然灾害的文章。
Difficult points:
模仿课文写一篇有关其它自然灾害的文章。
【Teaching methods】
Situational language learning, task-based language teaching, group discussion teaching.
【Teaching procedures】
Lead in:
1. Show the pictures and review the words:
earthquake, rainstorm, draught, flood ...
2. Show an example:
The __________ is dangerous.
The ________ is more dangerous than the ________.
The _________ is the most dangerous of the three.
3. Ask students to make sentences according to the example.
4. Ask students to share the sentences in groups.
5. Ask students to share the sentences in class.
Presentation:
1. Show a picture of earthquake.
2. Ask students to discuss: How can we protect ourselves from the earthquake
3. Ask some students to share their ideas.
4. Wrote some phrases on the blackboard.
take a lift to go downstairs
run out of a room
stand in the middle of a room
stand near a tall tree
protect your head with your arms
5. Show pictures in 1b to students. Ask students to read 1a and write down the key words under each picture.
6. 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:
1. 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
2. Invite students to answer questions and ask students to share their ideas about how to find the answers quickly.
3. Show the fifth question to students, and encourage students to speak out more ways to protect ourselves from an earthquake.
Practice:
1. Ask students to look at the pictures in 2a. 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 shouldn’t 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.
5. Write a short passage: How to Protect Yourself in a Fire.
6. Learn some language points.
7. Do some exercises.
Summary:
We learn: some phrases.
keep sb. / sth. + adj.
close to
stay away from = get away from
be over
We know some ways to protect ourselves in an earthquake.
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.
【Blackboard design】
Unit 4 Our World
Topic 2 How can we protect ourselves from the earthquake
Section C
How to protect yourself in the earthquake
introduction of the earthquake
if you are indoors
if you are outdoors
【Teaching reflection】
Students are lack of the knowledge of protecting themselves in disasters. Teacher can create more real situations to train their ability of escaping from disasters.
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