(共24张PPT)
Unit
4
Our
world
Topic
2
How
can
we
protect
ourselves
from
the
earthquake?
Section
B
Look,
listen
and
mark
T
（True）
or
F
(False).
The
level
of
the
Yushu
earthquake
was
6.1.
(
)
2.
Running
out
of
the
door
is
safer.
(
)
3.
The
most
important
thing
is
to
stay
calm.
(
)
1b
How
to
protect
ourselves
from
an
earthquake.
Running
out
of
the
door
could
be
dangerous.
How
to
protect
ourselves
from
an
earthquake.
We
should
stay
under
the
table.
How
to
protect
ourselves
from
an
earthquake.
We
had
better
to
stay
calm.
Listen
again
and
fill
in
the
blanks.
Then
read
it
to
your
partner
.
The
Yushu
earthquake
was
terrible.
Many
________
fell
down.
The
earthquake
_______
more
than
two
thousand
people
and
______
more
people.
Many
children
_____
their
homes
and
couldn’t
go
to
school.
Miss
Wang
told
them
that
running
out
of
the
door
could
be
____________
and
the
most
important
thing
is
to
________
calm.
buildings
killed
hurt
lost
dangerous
stay
1c
Listen
to
the
conversation
and
fill
in
the
blanks.
Then
practice
in
pairs.
Michael:
Hey,
Kangkang.
What’s
the
matter
with
you?
Kangkang:
I’m
______
because
my
pen
pal
________
his
right
arm
in
the
Yushu
earthquake.
Michael:
I’m
sorry
to
hear
that.
Is
it
_______
_
?
Kangkang:
Yes.
He
can’t
________________
or
do
anything
else
now.
He
is
very
sad.
Michael:
Don’t
worry.
He’ll
be
OK.
We
can
do
something
to
_______
him.
Kangkang:
Thanks
a
lot.
sad
broke
serious
go
to
school
help
2
Look
at
the
pictures
and
write
down
the
words.
/'sn??'st??m
/
/'reInst??m
/
_____________
_____________
snowstorm
rainstorm
3a
/taI'fu?n/
/fl?d/
_____________
_____________
typhoon
flood
Look
at
the
pictures
and
write
down
the
words.
/dra?tt/
/
'
f?rIst
/
/faI?
/
_____________
_____________
drought
forest
fire
Look
at
the
pictures
and
write
down
the
words.
Look
at
the
pictures
and
write
down
the
words.
/
'
?rθ
'
kwe?k/
_____________
earthquake
Did
you
hear
of
any
serious
earthquakes
in
China?
Yushu
earthquake
Wenchuan
earthquake
Tangshan
earthquake
1.失去某人的家园
2.跑出……外
3.保持冷静
lose
one’s
home
run
out
of
stay
calm
The
Yushu
earthquake
was
terrible.
Many
…
The
earthquake
…
and
…
Many
children
…
and
couldn’t
…
Miss
Wang
…
that
…
could
be
…
and
the
most
important
…
is
to
…
Which
is
the
most
serious
natural
disaster
（自然灾害）of
all
the
above
?
Interview
your
classmates
and
complete
the
table.
Natural
disasters
The
most
serious
snowstorm
rainstorm
typhoon
flood
drought
forest
fire
earthquake
Which
is
the
most
serious
natural
disaster
（自然灾害）of
all
the
above
?
Interview
your
classmates
and
complete
the
table.
__________
is
serious.
I
think
_______
is
more
serious.
Yes,
I
think
__________
is
the
most
serious.
I
agree
with
you.
Which
is
the
most
serious
natural
disaster
（自然灾害）of
all
the
above
?
Natural
disasters
The
most
serious
snowstorm
rainstorm
typhoon
flood
drought
forest
fire
earthquake
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
Listen
and
pay
attention
to
the
marked
parts
and
intonation.
Read
after
the
tape
and
imitate.
Then
work
in
pairs
and
use
the
words
in
3a
and
the
comparative
or
superlative
forms
of
adjectives
to
practice.
3b
/
θ
/
:
think
earthquake
toothache
anything
/
?
/
:
this
their
them
mother
2.
How
terrible
!
My
God
!
3.
Li
Ming,
come
an(d)
look
!
4.
A:
Wha(t)
do
you
think
of
snowstorm
?
B:
I
think
it
is
more
dangerous
than
flood.
The
falling
tone
is
often
used
in
statements,
exclamations,
commands
and
special
questions.
John
thinks
…
is
more
dangerous
than
…
He
also
thinks
…
is
the
most
dangerous
…
The
knowledge
about
earthquake
.
2.
Some
phrases
in
the
dialog.
lose
one’s
home
run
out
of
stay
calm
背诵1a。
收集有关自然灾害的逃生方法。八年级上册教案设计
Unit
4
Our
World
Topic
2
How
can
we
protect
ourselves
from
the
earthquake?
Section
B
Ⅰ.
Material
analysis
Section
B的主要教学活动为1a,
3a和3b。
本节课主要通过Miss
Wang和班里的学生之间的谈话引出玉树地震的话题，在对话中了解玉树地震的信息。简单讲述了如何在地震中逃生的问题以及复习双多音节形容词的比较级和最高级形式。第二部分通过听力训练的方式要求学生学习表达关心的句子。3a部分主要通过图片、音标的提示，展示了有关灾难的名词。复习了/?/
/θ/的不同发音以及升降调、连读和不完全爆破。教师在讲解音标的时候可以借助多媒体或者图片，让学生直观地感受唇形、齿形和口型。
Ⅱ.
Teaching
aims
Knowledge
aims：
1.
能根据音标正确朗读出单词表中本课的单词：level,
sad,
calm,
typhoon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.
能正确拼读并运用单词表中的黑体单词：level,
sad等。能根据音标正确地书写typhoon,
flood
等。
4.
能掌握双多音节形容词的比较级和最高级的变化规则，能在具体句子中正确地应用。
5.
能正确运用本课所学知识谈论地震的话题，能够用所学知识向受灾的人们给予关爱。
Skill
aims：
1.
能听懂有关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。
2.
能谈论灾难的情况，并能用所学知识表达自己的关怀。
3.
能正确朗读课本的文本材料及含有/?/
/θ/的句子的正确发音。
4.
能用形容词的比较级和最高级写一篇有关灾难程度的文章。
Emotional
aims：
1.
通过本课学习，了解自然灾害带给人类的危害，学会沉着应对困难。
2.
学会关心他人。
Ⅲ.
The
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/的语调，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。
Ⅳ.
Learning
strategies
1.
借助图片和音标记忆单词，可以帮助我们提高学习效率。
2.
降调一般出现在陈述句、感叹句和特殊疑问句中。
Ⅴ.
Teaching
aids
Computer
multimedia
projecter,
pictures
with
/?/
/θ/
and
the
demonstration.
Ⅵ.
Teaching
procedures
Step
Interaction
pattern
Student
activity
Teacher
activity
Introduction(5
minutes)
1.
The
whole
class
work2.
The
whole
class
work
and
individual
work3.
Group
work4.
Group
work5.
The
whole
class
work
1.
Focus
their
attention
on
the
teacher.2.
Students
show
their
homework:
ways
of
protecting
oneself
from
earthquakes.
Students
searched
much
information
from
the
Internet
in
Chinese
or
English.3.
Students
exchange
their
information
in
groups.4.
Students
choose
the
best
ways
to
form
all
the
information
they
searched.5.
Students
look
at
the
pictures,
knowing
that
Miss
Wang
and
her
students
are
talking
about
the
earthquake.
1.
Greet
students
ready
for
learning.2.
Invite
students
to
report
his/her
homework.3.
Ask
students
to
exchange
their
information
in
groups.4.
Invite
students
to
share
their
groups’
opinions.5.
Show
the
pictures
in
1a
to
students.
Ask
students
to
predict
the
main
idea
of
the
passage.
Presentation(15
minutes)
1.
Individual
work2.
The
whole
class
work3.
Individual
work4.
The
whole
class
work5.
The
whole
class
work6.
Group
work7.
Individual
work8.
The
whole
class
work
1.
Students
read
1a
carefully.
Try
to
remember
the
meanings
of
these
statements.
Mark
true
or
false
while
listening.2.
Share
the
answers
and
tell
students
the
reason.3.
Students
read
1a
carefully
and
underline
the
words
“level,
sad,
calm”
and
the
sentence
“I
think
we
should
run
out
of
the
door.”
4.
Study
the
new
words
and
difficult
sentences.5.
Students
read
1a
sentence
by
sentence.
Try
to
follow
the
tape.6.
Students
read
1a
in
Groups.
Group
leaders
can
help
them
if
necessary.7.
Students
listen
to
the
tape
and
fill
in
the
blanks.8.
Read
the
passage
in
groups.
Finish
1a.1.
Show
1b
to
students,
and
ask
students
to
read
1b
carefully.Play
1a.2.
Invite
students
to
share
their
answers
and
give
them
smiling
faces.3.
Give
students
1
minute
to
read
1a
and
underline
the
new
words
and
difficult
points.4.
Show
students
a
ladder
to
teach
“level”,
and
teach
“sad,
calm,
run
out
of”
according
to
pictures.
5.
Play
1a
sentence
by
sentence.6.
Give
students
2
minutes
to
read
1a
in
groups.7.
Show
1c
to
students.
Remind
students
to
read
the
title
first.8.
Teacher
checks
the
answers
and
gives
1
minute
to
students
to
read
the
passage
in
groups.
Consolidation
(10
minutes)
1.
Individual
work2.
Pair
work3.
Group
work4.
The
whole
class
work5.
Group
work6.
Pair
work
1.
Students
listen
to
2
carefully
and
fill
in
the
blanks.2.
Students
check
the
answers
in
groups.
Practice
the
conversation
and
perform
it
with
their
partners.3.
Students
work
in
groups.
Write
down
the
words
according
to
the
phonetic
symbol.
Pay
attention
to
the
vowels
and
stress.4.
Students
read
the
words
in
3a
after
the
tape.
Pay
attention
to
the
pronunciation
of
each
word.5.
Students
practice
the
comparative
and
superlative
degrees
of
adjectives
and
the
names
of
natural
disasters.6.
Volunteers
show
their
conversations.
Other
students
check
their
mistakes.
Finish21.
“Yushu
earthquake
killed
more
than
two
thousand
people
and
hurt
more.
Kangkang’s
pen
pal
is
one
of
them.
Listen,
“what’s
wrong
with
him?”
Play
2.2.
Invite
students
to
perform
the
conversation.3.
Lead
in
3a.
“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.”
Show
the
pictures
in
3a
one
by
one
to
students.4.
Play
3a.5.
Show
students
a
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.6.
Invite
students
to
share
their
conversations.
Practice(10
minutes)
1.
The
whole
class
work2.
Group
work
and
individual
work3.
The
whole
class
work4.
The
whole
class
work
and
individual
work5.
The
whole
class
work6.
The
whole
class
work7.
The
whole
class
work
and
individual
work
1.
Students
look
at
the
pictures
very
carefully,
paying
attention
to
demonstration,
especially
the
mouth,
teeth,
and
tongue.
Try
to
imitate
it.2.
Some
students
have
mirrors.
They
can
take
out
their
mirrors,
comparing
themselves
with
the
pictures.
The
students
without
mirrors
can
check
in
pairs.3.
Students
read
after
the
tape
and
check
whether
they
pronounce
them
right.4.
Students
check
the
pronunciation
together.5.
Students
master
the
rules
and
read
the
words
together.6.
Students
read
after
the
tape,
imitating
the
pronunciation.
Try
to
find
out
the
rules.7.
Students
read
these
sentences
together
with
the
help
of
the
rules.
Finish
3b.1.
Show
students
the
pictures
with
/?/
/θ/
and
a
head
of
pronounce
/?/
/θ/.2.
Guide
students
imitate
the
pronunciation.3.
Play
3b.4.
Invite
students
to
read
1
of
3b.
Ask
all
the
students
to
check
their
pronunciation.5.
Summarize
the
rules
and
ask
students
to
read
together.6.
Play
sentences
in
2,
3
and
4.
Remind
students
to
pay
attention
to
the
falling
tone.7.
Teacher
invites
students
to
read
the
sentences.
And
remind
students:The
falling
tone
is
often
used
in
statements,
exclamations,
commands
and
special
questions.
Production(7
minutes)
1.
The
whole
class
work
and
group
work2.
Group
workand
individual
work
3.
Individual
work
and
the
whole
class
work4.
Individualwork
1.
Students
interview
their
group
members’
ideas
by
asking:(1)
What
do
you
think
of
drought?(2)
What
do
you
think
of
flood,
snowstorm
and
typhoon?2.
Students
report
their
results
like
this:
Peter
thinks...
is
serious.
But
he
thinks...
is
more
serious
than...,
...is
the
most
serious
of
all
the
disasters.3.
Students
look
at
the
screen
and
read
the
new
words
together.
Try
to
remember
new
words
in
class.Remember
the
rules
of
comparative
and
superlative
degrees
of
adjectives.
Think
about
how
to
pronounce
/?/
/θ/
well.4.
Students
collect
some
information
about
how
to
protect
ourselves
from
the
earthquake
by
searching
the
Internet
or
some
other
ways
after
class.
And
try
to
pronounce
/?/
/θ/
well.
Finish
41.
Make
a
survey.
Give
students
the
task
to
interview
their
group
members’
views
of
natural
disasters
based
on
3a.
2.
Invite
students
to
report
their
results.3.
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
4.
Homework:(1)Try
to
find
some
words
with
the
pronunciation
of
/?/
/θ/.
Add
them
after
3b.
Read
and
record
them
in
a
tape.
Bring
it
to
school
the
next
class.(2)
Prepare
for
the
learning
of
Section
C.
Try
to
find
some
information
about
how
to
protect
yourself
from
disasters.
Teaching
Reflection
This
topic
is
related
to
daily
life.
Students
are
familiar
with
this
topic.
But
writing
down
words
according
to
the
sounds
is
very
difficult
for
them.
Students
always
forget
the
vowels.
Teacher
should
train
students’
listening
ability
often.
Ⅶ.
Blackboard
design
Unit
4
Our
WorldTopic
2
How
can
we
protect
ourselves
from
the
earthquake?Section
B
G1
G2
G3
G4
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.
typhoon
rainstorm
forest
fire
drought
flood
snowstorm
Names
of
natural
disasters
