八年级英语上册 Unit 4 Topic 2 How can we protect ourselves from the earthquake Period 1教学案例设计.docx
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八年级英语上册 Unit 4 Topic 2 How can we protect ourselves from the earthquake Period 1教学案例设计.docx
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八年级英语上册Unit4Topic2HowcanweprotectourselvesfromtheearthquakePeriod1教学案例设计
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,aie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
第一课时(SectionA—1a,1b,1c,1d)
教学设计思路:
本节课的课型为听说课,主要活动为SectionA-1a。
在Warm-up环节听唱一首关于地震的公益歌曲NotAlone,营造气氛并学习词汇earthquake。
Revision环节利用图片复习形容词的比较级和最高级。
pre-listening环节里,首先播放一段电影《唐山大地震》片段,讨论:
Whatcanyouseeinthemovie?
Howdoyoufeelaboutit?
通过与学生讨论唐山地震,学习词汇falldown,province,strike,missing。
继续讨论另外的两次地震——汶川地震和玉树地震,通过对比三次地震的严重程度,感知多音节形容词的比较级和最高级,认识moreserious和mostserious。
接下来看1a图片,预测1b的答案。
在while-listening环节,首先听一遍录音,核对所预测的1b答案。
然后根据已有知识将1c表格填空,充分调动已有知识经验有助于更加快速和深刻地理解对话。
然后再听1a,完成1c表格,核对答案。
在post-listening的环节里,学生阅读1a对话并划出表示安慰,感叹的句子。
然后分角色朗诵对话并表演。
最后学生两人一组根据1c的表格编写对话进行操练。
Ⅰ.Teachingaims
1.Knowledgeaims:
(1)学习并掌握新词汇:
earthquake,strike,province,missing
(2)学习表达关心、感叹的功能句。
—AterribleearthquakestruckQinghai.
—Wasitserious?
—Oh,no!
—Howterrible!
(3)复习巩固单音节词和部分双音节词形容词比较级、最高级的变化形式;初步感知双多音节形容词比较级、最高级的变化形式。
2.Skillaims:
(1)听懂有关报道或谈论地震的消息。
(2)能正确朗读课本的文本材料,读懂报道地震的消息。
(3)能运用本课所学语言,谈论有关地震的消息。
3.Emotionalaims:
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。
4.Cultureawareness:
了解玉树、汶川、唐山地震的历史概况。
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
学习有关介绍地震的功能句。
2.Difficultpoints:
运用本课所学语言,谈论有关地震的消息。
Ⅲ.Learningstrategies
1.课前查找有关地震的知识不仅能扩大知识面,还能帮助我们更好地理解文章。
2.充分调动已有知识和经验有助于更快更深刻地理解课文。
Ⅳ.Teachingaids
多媒体课件/图片
V.Teachingprocedures
Stage1(3mins):
Gettingstudentsreadyforlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Greetthestudentsandgetthem
readyforlearning.Playthetape
recordingofthesongNotalone.
T:
Goodmorning,everyone!
T:
I’dlikeyoutoenjoyabeautifulsongnamedNotalone.It’saboutearthquakes.Anearthquakeisakindofterriblenaturaldisaster.Canyouguesswhatkindofdisasteritis?
T:
Yes.Earthquakesareterrible,butjustaswesing,wearetheworld,wearenotalone.Let’senjoyittogether.
Focustheirattentiononthe
teacher.ListentothesongNotalone.
Ss:
Goodmorning,Miss…
Ss:
地震。
Ss:
…
听唱一首关于地震的公益歌曲NotAlone。
学习新词汇:
earthquake。
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(5mins):
Revision
Step
Teacheractivity
Studentactivity
Designingpurpose
(Pairwork)
Showsomepicturesandreviewcomparativeandsuperlativedegreesofadjectives.Learnthenewword:
province.
T:
Well.Let’sbeginanewtopic.Beforethenewlesson,weshouldreviewsomethingwelearnedlastweek.Nowlookatthepicturesandtrytomakeconversationstotalkaboutthem.
subject/easy
province/big
T:
Look.ThisisamapofChina.Thereare23provincesinChina.What’sthemeaningof“province”,doyouknow?
T:
YoumancontrasttheareasoftheprovincesinChina.
animal/tall
Makeconversationstoreviewcomparativeandsuperlativedegreesofadjectives.Learnthenewword:
province.
P1:
—Whichsubjectiseasier,Chineseormath?
—IthinkChineseiseasier.Whichsubjectiseasiest,Chinese,mathorEnglish?
—IthinkEnglishistheeasiest.
S1:
省。
P2:
—Whichprovinceisbigger,GuangxiProvinceorHebeiProvince?
—…
P3:
—Whichanimalistaller,tigerorhorse?
—…
利用图片编对话复习形容词的比较级和最高级。
Remark:
Stage3(8mins):
Pre-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Playthebeginningofthefilm《唐
山大地震》.Talkaboutthefilm.
T:
Haveyoueverheardof
TangshandinHebeiProvince?
A
terribleearthquakestruckTangshangin1976.Let’swatchapartofthemovieTheTangshanEarthquake.
T:
Whatcanyouseeinthemovie?
T:
Howaboutthebuildings?
T:
Howdoyoufeelaboutit?
T:
SodoI.TheearthquakestruckTangshan,HebeiProvincein1976.Manypeoplelosttheirlivesandlotsofpeoplearemissing.Thatmeanspeoplecannotfindthem.
Watchandtalkaboutthefilm《唐山大地震》.
Ss:
...
S1:
Thegroundisquaking.
S2:
Manybuildingsfelldown.
S3:
Ifeelveryterrible.
S4:
Ifeelsad.
S5:
Ifellsorryforthem.
观看电影《唐山大地震》片段,讨论并导入本节课话题,学习新词汇。
2(Classactivity)
Leadthestudentstotalkaboutanothertwoearthquakes.
T:
HaveyouheardanothertwoearthquakesstruckyushuandWenchuan?
T:
Doyouknowwhentheyushuearthquakehappened?
T:
AndtheWenchuanearthquake?
T:
Yes.Youknowalot.Alloftheearthquakesareserious.Lookatthistableform.
Tangshanearthquake
Wenchuanearthquake
Yushuearthquake
level
7.8
8.0
7.1
Thenumberofdeadpeople
242769
69227
2220
T:
Accordingtothenumbersofdeadpeople,ItshowstheWenchuanearthquakeismoreseriousthantheYushuearthquakeandtheTangshanearthquakeisthemostseriousofthethree.Doyouunderstand“moreserious”and“mostserious”?
T:
Great!
Lookatthepicturein1a.Canyouguesswhattheyaretalkingabout?
T:
Yes.Theyaretalkingaboutsomethingaboutearthquakes.Readtheanswersin1bandpredicttherightanswer.
Talkaboutanothertwoearthquakes.Gettoknow“moreserious”and“mostserious”.
Ss:
Yes.
S1:
In2010.
S2:
In2008.
S1:
Yes.Theymeans更严重and最严重。
S2:
Theyaretalkingaboutearthquakes.
引导学生谈论玉树和汶川地震。
通过对比三次地震的严重程度,感知多音节形容词的比较级和最高级。
Remark:
本节课语法不作为重点讲解,只让学生感知多音节和部分双音节形容词的比较级和最高级。
Stage4(9mins):
While-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Individualwork)
Playthetaperecordingof1aandchecktheanswerto1b.
T:
Let’slistentotheconversationandyoucancheckyouranswerto1b.
Listento1aandanswerthequestionin1b.
Ss:
…
2(Individualwork)
Playthetaperecordingof1aagainandleadthestudentstofinish1c.
T:
YouknowKangkangandLiMingaretalkingaboutthethreeearthquakesinChina.Nowtrytofillouttheformin1c.
T:
Let’slistento1aagainandcompletethetable.
T:
Listenonceagainandcheckyouranswers.
Listenagainandcomplete1c.
Ss:
…
S:
…
先根据已有经验填表在完成听力任务,可减轻听力的难度。
Remark:
充分调动已有知识和经验有助于更快更深刻地理解课文。
Stage5(15mins):
Post-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Individualactivity&Pairwork)
Leadthestudentstounderstandtheusefulexpressionsandthenreadtheconversationinroles.
T:
Whenweheardsomethingbadhappenedtootherslikeearthquakes,it’spolitetoexpressourconcern,comfortorexclamation.Readtheconversationandunderlinetheusefulexpressionslikethose.
T:
Readtheexpressionstoyourpartners,payattentiontotheintonationandyouremotions.
Underlinetheusefulexpressionsandthenreadtheconversationinroles.
Ss:
…
Ss:
…
2(Pairwork)
Askthestudentstoactouttheconversationinpairs.Payattentiontotheemotion.
T:
Goodgob.Nowlet’strytoreadtheconversationsinroles.Payattentiontothemarkedpartsandintonation.
T:
I’dlikeyoutoactitout.Let’sseewhoreadbest.Who’swillingtohaveatry?
Actouttheconversationinpairs.
Ss:
…
P1:
…
3(Pairword)
Leadthestudentstomakesimilarconversationsaccordingto1candthenpracticeinpairs.
T:
YouhaveknownaboutthethreeseriousearthquakesinChina.Ithinkyoucantellthemtoyourpartners.Workinpairsandmakeupaconversationbasedon1c.
T:
Doesanypairwanttoactoutyourconversation?
I’msureyoucanmakeit.Bebrave,please!
Makesimilarconversationsaccordingto1candthenpracticeinpairs.
Ss:
…
P1:
…
Remark:
Stage6(5mins):
SummarizingandassigningHMK
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
EncouragetheSstosummarizethekeypoints
T:
Classwillbeoversoon.Weshouldsummarizewhatwehavelearnedinthislesson.Let’sbegin!
Summarizewhattheyhavelearnedtoday.
S1:
Welearnedsomenewwords.
earthquake,strike,province,missing
S2:
Welearnedsomeusefulfunctionsabouthowtoexpressourconcern,comfortorexclamation.
—AterribleearthquakestruckQinghai.
—Wasitserious?
—Oh,no!
—Howterrible!
S3:
Wewentonlearningcomparativeandsuperlativedegreesofadjectives:
serious—moreserious—themostserious.
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’dlikeyoutorememberthenewwordsandphrases.PleasetellsomethingaboutthethreeearthquakesyourparentsandpreviewSectionA—2a,2b,3SectionB—3a,3b.
FinishtheHMKafterclass.
适当的家庭作业有助于巩固课堂所学的知识。
Remark:
VI.Blackboarddesign
第一课时(SectionA—1a,1b,1c,1d)
1.Somenewwords:
earthquake,strike,province,missing
2.Usefulfunctions:
—AterribleearthquakestruckQinghai.
—Wasitserious?
—Oh,no!
—Howterrible!
3.Comparativeandsuperlativedegreesofadjectives:
serious—moreserious—themostserious.
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