(共24张PPT)
Unit
4
Our
world
Topic
2
How
can
we
protect
ourselves
from
the
earthquake?
Section
C
Check
what
we
should
do
to
protect
ourselves
in
the
earthquake
based
on
your
own
knowledge.
?
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
1a
Read
1a
and
write
down
the
key
words
under
each
picture.
Retell
what
we
should
do
based
on
the
key
words.
If
you
are
indoors
stay
under
a
strong
table
or
desk
sit
on
the
floor
in
a
doorway
or
close
to
the
wall
1b
Listen
to
1a
and
write
down
the
key
words
under
each
picture.
If
you
are
indoors
protect
your
head
and
neck
with
your
arms
stay
away
from
the
window
If
you
are
outdoors
move
to
clear
areas
get
away
from
buildings
and
trees
be
careful
of
fallen
power
lines
Read
again
and
answer
the
following
questions.
When
can
earthquakes
be
very
serious
?
How
do
you
understand
“the
danger
is
not
over
when
the
strong
shaking
stops”?
What
does
the
word
“aftershocks”
mean
?
When
the
earthquakes
happen
near
a
city,
they
can
be
very
serious.
There
will
be
some
shocks
after
most
earthquakes.
It
means
“余震”.
1c
Read
again
and
answer
the
following
questions.
4.
What
is
the
most
important
thing
to
remember
in
the
earthquake
?
5.
Do
you
know
more
ways
to
protect
yourself
in
an
earthquake
?
The
most
important
thing
to
do
is
to
stay
calm.
Knowing
some
ways
to
protect
yourself
will
help
to
keep
you
safe
in
an
earthquake.
了解一些（在地震中）保护自己的方法，将会帮助你在地震中保护自己的安全。
keep
sb.
/
sth.
+
adj.
保持
/
护某人
/
物
……
Eg:
keep
our
classroom
clean
保持教室清洁
keep
us
healthy
保持健康
2.
…
or
close
to
a
wall
is
safer
…
close
to
靠近
/
接近
（介词短语）
Eg:
You
can
______________
the
fire
and
you
will
feel
warmer.
3.
Stay
away
from
windows
…
stay
away
from
=
get
away
from
远离……
Eg:
我们应该远离一切危险的东西。
We
_________________________
everything
dangerous.
sit
close
to
should
stay
away
from
4.
The
danger
is
not
over
when
the
strong
shaking
stops.
当强震停止时，危险还没有结束。
be
over
结束
e.g.
_________________
,
let’s
have
a
rest.
课上完了，让我们休息吧。
The
meeting
__________
,
but
he
was
still
sleeping.
会议结束了，他还在睡觉。
Class
is
over
was
over
Retell
the
passage
one
by
one
paragraph.
Paragraph
1
:
Many
earthquakes
happen
…
Some
of
…near
a
city
…
hurt
or
die
…Knowing
some
ways
…
Paragraph
2
:
If
you
…
the
safest
place
…
Sitting
on
…
Remember
to
protect
your
head
…
Stay
away
from
windows
…
Do
not
try
to
…
Paragraph
3
:
If
you
are
out
of
doors
…
Get
away
from
…
Be
very
…
Paragraph
4
:
The
danger
is
not
over
…
There
will
be
…
We
call
them
…
Paragraph
5:
When
it
is
…
Some
may
…
You
may
…
That
is
…
We
knew
how
to
protect
ourselves
from
1a.
Do
you
know
how
to
protect
ourselves
in
a
fire
?
Let’s
discuss
what
we
should
do
and
shouldn’t
do
in
a
fire
in
groups.
2a
Match
the
phrases
with
the
correct
pictures.
Then
discuss
in
groups
what
you
should
and
shouldn’t
do
in
a
fire.
a.
take
the
lift
b.
call
119
for
help
c.
turn
off
the
gas
and
lights
d.
jump
off
a
window
e.
cover
your
face
and
leave
the
building
a
b
c
d
e
Find
more
useful
expressions
to
use
in
the
table
with
should
and
shouldn’t
do.
Then
write
down
sentences
based
on
2a
and
exchange
ideas
with
your
partner.
2b
Should
Shouldn’t
do
The
most
important
thing
to
do
is
to
…
The
safest
place
is…
…
is
safer
than
…
…
When
you…,
it
can
be
more
serious.
…
is
more
dangerous.
Don’t
…
…
Write
a
short
passage
with
the
title
How
to
Protect
Yourself
in
a
Fire
in
your
exercise
book.
2c
Make
sentences
with
the
phrases
in
1a.
1.
keep
sb.
/
sth.
+
adj.
______________________________________.
2.
close
to
______________________________________.
3.
stay
away
from
=
get
away
from
______________________________________.
4.
be
over
______________________________________.
We
learn
:
some
phrases.
keep
sb.
/
sth.
+
adj.
close
to
stay
away
from
=
get
away
from
be
over
2.
We
know
some
ways
to
protect
ourselves
in
an
earthquake.
熟读1a的文章。
收集其它灾害逃生的方法，在班里交流、分享、学习。八年级上册教案设计
Unit
4
Our
World
Topic
2
How
can
we
protect
ourselves
from
the
earthquake?
Section
C
Ⅰ.
Material
analysis
本节课主要活动为1a和2a。
本节课通过文章的形式具体介绍有关地震的知识以及在地震中如何保护自己。本篇文章以How
to
Protect
Yourself
in
the
Earthquake为题，分别对地震知识进行介绍，在室内外对付地震的方法及余震的介绍，最后紧扣主题加入情感教育。要求学生通过本篇文章，了解地震知识，能够正确应对自然灾害，并能够模仿作者的写作方式，根据已有经验，结合本课知识，写出有关在其它自然灾害面前如何保护自己的文章。这篇阅读文章较长，在阅读练习的时候，建议教师先以讨论、游戏等方式，解决部分生词，扫清单词障碍。学生在理解文章大意的前提下进行拓展，写出在其它自然灾害面前如何保护自己的文章。
Ⅱ.
Teaching
aims
Knowledge
aims：
1.
能根据音标正确读出以下单词的读音：middle,
shake,
check等。
2.
能在游戏的帮助下快速记忆本课生词如：middle,
shake,
check等。
3.
能够熟练地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。
Ⅲ.
The
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。
Ⅳ.
Learning
strategies
1.
通过对在地震中如何保护好自己的知识的学习，联想到其它的自然灾害以及处理方
式。通过举一反三的形式，可以让我们更加轻松地学习语言。
2.
在阅读文章的时候段落可以给我们带来很多提示。
3.
在复述文章的时候，将语言知识转化成像1b一样连贯图片可以帮助你更好地记忆文章。
Ⅴ.
Teaching
aids
Computer
multimedia
projector
Ⅵ.
Teaching
procedures
Step
Interaction
pattern
Student
activity
Teacher
activity
Introduction(6
minutes)
1.
The
whole
class
work
and
group
work2.
Individual
work
and
the
whole
class
work3.
The
whole
class
work4.
The
whole
class
work
1.
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
don’t
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
work
1.
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
work
1.
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
needn’t
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
work
1.
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
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.
Production(6
minutes)
1.
Individualwork2.
The
whole
class
work
and
individualwork3.
The
whole
class
work4.
Individualwork
1.
Students
may
have
different
reactions.
Most
students
run
out
of
the
classroom
like
the
teacher,
but
some
students
stay
on
the
seat.
They
may
don’t
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
won’t
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.
Ⅶ.
Blackboard
design
Unit
4
Our
WorldTopic
2
How
can
we
protect
ourselves
from
the
earthquake?Section
C
G1
G2
G3
G4
How
to
protect
yourself
in
the
earthquake?
calm
down
and
help
each
other
aftershock
if
you
are
outdoors
if
you
are
indoors
introduction
of
the
earthquake
