仁爱版初中英语八年级上册Unit 4Topic 2 How can we protect ourselves from 优质课教案.docx
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仁爱版初中英语八年级上册Unit 4Topic 2 How can we protect ourselves from 优质课教案.docx
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仁爱版初中英语八年级上册Unit4Topic2Howcanweprotectourselvesfrom优质课教案
Topic2Howcanweprotectourselvesfromtheearthquake?
教学内容分析及课时分配建议:
本单元以OurWorld为主题。
第二话题主要围绕玉树地震,地震中如何保护自己等话题展开。
同时学习表达安慰,关心等的功能句。
本话题的主要语法是:
多音节和部分双音节形容词比较级和最高级的变化规律。
主要句型有:
Themobilephoneismoreusefulthanthetelephone.,Thecomputeristhemostusefulofthethree.,Thesafestplaceisunderastrongtableordesk.,Wasitserious?
I’mverysorrytohearthat.,Don’tworry.等。
语音版块复习字母i,o和字母组合oo,ou,ow,or,ai在单词中的发音规则;区分/θ/和/ð/的发音,学习降调,继续训练连读和不完全爆破。
Project的活动“CaringAbouttheChildrenFromDisasterAreas”为学生灵活运用该话题相关语言知识和创造了条件,训练学生用英语做事情的能力。
本话题建议用五课时完成。
第一课时:
SectionA—1a,1b,1c,1d
第二课时:
SectionA—2a,2b,SectionB—3a,3bSectionA—3
第三课时:
SectionB—1a,1b,1c,2,4
第四课时:
SectionC—1a,1b,1c,2a,2b,2c
第五课时:
SectionD—GrammarandFunctions,1,2,Project
第三课时(SectionB—1a,1b,1c,2,4)
教学设计思路:
本节课的课型为听说课,主要活动为SectionB-1a。
Warming-up环节里欣赏和朗读一首小诗,训练学生的语音语调,同时使学生静下心来关注课堂。
Revision环节以抢答和造句的方式复习形容词的比较级和最高级的用法。
在Pre-listening环节中,检查家庭作业完成情况,讨论:
DoyouknowmoreaboutYushuearthquake?
和Howdoyouprotectyourselfinanearthquake?
并在讨论的过程中以表情,动作,简笔画等多种方式学习新词汇。
接下来根据已有知识经验判断1b并预测1c答案。
While-listening的环节听1a录音,核对1b答案。
再听1a,完成1c。
Post-listening环节里,首先听录音,模仿,分角色朗读对话。
提醒学生注意连读和不完全爆破。
接下来阅读2的对话,预测答案之后听2录音,完成填空并核对答案,两人一组分角色朗读对话。
学生在听和读的过程中学习表达关心和安慰的功能句。
最后,按照老师给出的图表四人一组进行采访活动,一人扮演记者,采访其他组员对于自然灾害的看法。
小组合作将采访结果写成小短文,组间交流修改之后,在全班汇报。
Ⅰ.Teachingaims
1.Knowledgeaims:
(1)学习并掌握新词汇:
level,sad,calm
(2)学习表达关心,安慰的功能句。
I’msorrytohearthat.
Isitserious?
Don’tworry.He’llbeOK.
2.Skillaims:
(1)能听懂有关谈论地震的话题。
(2)能谈论灾难的情况,并能用所学知识表达自己的关怀。
(3)能用形容词的比较级和最高级写一篇有关自然灾害及其程度的文章。
3.Emotionalaims:
(1)通过本课的学习,了解玉树地震。
学会地震中的一些自我保护的常识。
(2)学会关心他人。
4.Cultureawareness:
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
(1)了解有关地震的知识。
(2)学习表达关心,安慰的功能句。
2.Difficultpoints:
能用形容词的比较级和最高级写一篇有关自然灾害及其程度的文章。
Ⅲ.Learningstrategies
1.能够从同学的小作文中取长补短,提高书面表达能力。
2.鼓励学生与同学积极合作,参与课堂活动。
3.善于利用网络等资源拓宽知识面,提高语言实践能力。
Ⅳ.Teachingaids
多媒体课件/图片
V.Teachingprocedures
Stage1(3mins):
Gettingstudentsreadyforlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Greetthestudentsandgetthem
readyforlearning.
T:
Goodmorning,everyone!
T:
Let’senjoyabeautifulpoem.Readitwithemotionsandpayattentiontotheintonation.
WhatDoesLittleBirdieSay?
Whatdoeslittlebirdiesay,
Inhernestatpeepofday?
Letmefly,sayslittlebirdie,
Mother,letmeflyaway,
Birdie,restalittlelonger,
Tillthelittlewingsarestronger.
Sosherestsalittlelonger,
Thenshefliesaway.
Whatdoeslittlebabysay,
Inherbedatpeepofday?
Babysays,likelittlebirdie,
Letmeriseandflyaway.
Baby,sleepalittlelonger,
Tillthelittlelimbsarestronger.
Ifshesleepsalittlelonger,
Babytooshallflyaway.
中文译文:
小鸟说些什么呢?
在这黎明初晓的小巢中?
小鸟说,让我飞,
妈妈,让我飞走吧。
宝贝,稍留久一会儿,
等到那对小翅膀再长硬些儿。
因此它又多留了一会儿,
然而它还是飞走了。
婴儿说些什么,
在破晓时分的床上?
婴儿像小鸟那样说,
让我起来飞走吧。
乖乖,稍微多睡一会儿,
等你的四肢再长硬点儿。
如果她再多睡一会儿,
婴儿必然也会像鸟儿一样地飞走。
Focustheirattentiononthe
teacher.
Ss:
Goodmorning,Miss…
Ss:
…
Remark:
这一环节的目的是要创造学习英语的氛围并使学生静下心来,开始新的学习。
可以采用多种方式,如唱歌、游戏、值日报告、自由讨论等。
Stage2(6mins):
Revision
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Showsomeexercisestoconsolidatecomparativeandsuperlativedegreesofadjectives.
T:
Goodjob!
Beforethenewlesson,let’sreviewwhatwelearnedyesterday.NowI’llshowsomeadjectivesquicklyon.Youshouldracetostandupandbethefirsttosayouttheircomparativeandsuperlativedegreesofthem.Andyoumustspellthem.Areyouready?
tall—
beautiful—
terrible—
fat—
important—
ugly—
friendly—
useful—
dangerous—
thin—
nice—
T:
Youdidagoodjob.Nowyoucanchooseonegroupofthemandmakesentenceswiththem.
T:
Whowillbethefirstthesayoutyoursentences?
T:
AGoodbeginning.Thankyou!
Andthenextone?
Consolidatecomparativeandsuperlativedegreesofadjectives.
Ss:
…
Ss:
…
S1:
Iamtall.Lisaistallerthanme.Amyisthetallestinourclass.
Ss:
…
Remark:
Stage3(7mins):
Pre-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Leadto1a.
T:
HaveyourfoundmoreinformationabouttheYushuearthquake?
T:
Good.Whendidithappen?
T:
Whatlevelisit?
levelmeans“级别”inChinese.
T:
Yes,youareright.Doyouknowhowmanypeoplelosttheirlivesinthisearthquake?
T:
Whenwehearofthiskindofnews.Wealwaysfeelverysad.Earthquakesareveryterriblenaturaldisasters.But,youknow,humanscan’tavoidthem.Soit’sveryimportantforustoknowhowtoprotectourselvesfromtheearthquakes.Doyouthinkso?
T:
Whocantellussomethingabouthowtoprotectourselvesfromtheearthquakes.YoucanspeakinChineseifnecessary.
T:
Goodmethods.Thankyouforsharing.AndIthinkthemostimportantthingistostaycalm.Imeanwecan’tbeflusteredandhurried.Wemuststaypeaceful.
TalkabouttheYushuearthquakeandlearnthenewwords.
Ss:
Yes.
S1:
Ithappenedin2010.
S2:
It’slevel7.1earthquake.
S3:
Yes.Morethantwothousandpeopledied.
Ss:
Yes.
S4:
Ithinkweshould…
在讨论中运用表情学习词汇sad;运用手势学习词汇calm;运用简笔画学习词汇level(楼梯形状的简笔画)。
2(Individualactivity)
Leadthestudentstopredicttheanswersto1band1c.
T:
Nowreadthesentencesin1b,markTorFbeforelistening.
T:
Doyouthinkwhetherrunningoutofthedoorissaferornot?
T:
Whydoyouthinkso?
Thenwhatshouldwedo?
T:
1cisashortpassageabouttheYushuearthquake.Readitandpredicttheanswers.
Predicttheanswersto1band1c.
Ss:
…
S1:
Ithinkitismoredangerous.
S1:
…
Ss:
…
Remark:
引导和鼓励学生尽量多用英语交流。
Stage4(6mins):
While-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Individualwork)
Playthetaperecordingof1a.
T:
Let’slistento1bandcheckyouranswersaccordingtotheconversation.
Checktheanswersto1b.
Ss:
…
2(Individualwork)
Playthetaperecordingof1a.
T:
Listenagain.Thistimeyoushouldcomplete1candchecktheanswers.
Complete1candchecktheanswers.
Ss:
…
完成1c。
Remark:
Stage5(20mins):
Post-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Groupwork)
GuidetheSstopractice1ainpairs.
T:
Readtheconversationafterthetape.Payattentiontothestressandintonation.
T:
Thenworkingroupsandreadinroles.
Actout1ainroles.
Ss:
…
Ss:
…
2(Pairwork)
Playthetaperecordingof2.
T:
Part2isashortconversationbetweenKangkangandMichaelaftertheYushuearthquake.Readitandtrytofillintheblanksbeforelistening.
T:
Let’slistentotheconversationandcompleteit.
T:
Readtheconversationwithyouremotion.Payattentiontothestressandintonation,especiallythesentencesaboutcomfortandconcern.
T:
Whowouldliketoactouttheconversation?
Read2andpredicttheanswersandthenlistenandfillintheblanks.Thenreadinroles.
Ss:
…
Ss:
…
Ss:
…
Ss:
…
学习表达安慰和关心的功能句,注意语音语调。
3(Groupwork)
Askthestudentstomakeasurveyaboutnaturaldisasterswiththehelpoftheform.Thenwriteashortpassageandreportinclass.
T:
Asweallknow,peoplealwayssufferformnaturaldisasterslikeearthquakes,rainstormsandsoon.What’syourviewsofnaturaldisasters?
Makeasurveyinyourgroups.Oneisthereporter,theotherthreeareinterviewees.Thepicturesin3andthetablemayhelpyou.
snowstorm
rainstorm
typhoon
flood
drought
forestfire
example
☆☆☆
☆☆
☆
S1
S2
S3
T:
Workingroupsandwriteashortpassageaboutyourgroup’ssurveyresult.
T:
Shareyourpassagewiththegroupnexttoyou.Youmaylearnformothers.Andofcourse,youcancorrectforthem.
T:
Whichgroupwouldliketoshowyourpassageandreportittotheclass?
Makeasurveyaboutnaturaldisastersingroups.Thenwriteashortpassageandreportinclass.
Ss:
…
Ss:
…
Ss:
…
G1:
…
老师可以设计一个表格,适当降低4的难度。
Remark:
1.鼓励学生与同学积极合作,参与课堂活动。
2.能够从同学的小作文中取长补短,提高书面表达能力。
Stage6(3mins):
SummarizingandassigningHMK
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
EncouragetheSstosummarizethekeypoints
T:
Classwillbeoversoon.Weshouldsummarizewhatwehavelearnedinthislesson.Let’sbegin!
Summarizewhattheyhavelearnedtoday.
S1:
Welearnedsomenewwords.
sad,level,calm
S2:
Welearnedhowtoexpressoutcomfortandconcern.
—I’msorrytohearthat.
—Isitserious?
—Don’tworry.He’llbeOK.
培养学生归纳总结的能力,再次复习巩固本节课的重点知识。
2(Classactivity)
AssigntheHMK.
T:
Fortoday’sHMK,I’dlikeyoutorememberthenewwordsuseful functionsaboutcomfortandconcern.PleasefindmoreinformationabouthowtoprotectyourselvesfromanearthquakeontheInternet.PreviewSectionC—1a,1b,1c,2a,2b,2c
FinishtheHMKafterclass.
适当的家庭作业有助于巩固课堂所学的知识。
Remark:
善于利用网络等资源拓宽知识面,提高语言实践能力。
VI.Blackboarddesign
第三课时(SectionB—1a,1b,1c,2,4)
1.Newwords.
sad,level,calm
2.Usefunctions.
—I’msorrytohearthat.
—Isitserious?
—Don’tworry.He’llbeOK.
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