发布时间 : 星期日 文章仁爱版八年级上册英语Unit4 Topic 2教案设计Section B（精修版）更新完毕开始阅读1ecb7314d4bbfd0a79563c1ec5da50e2524dd1b4
仁爱版英语精品资料（精修版）
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/e/ /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/e/ /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/e/ /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/e/ /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/e/ /θ/的语调，能读出句子中含有/e/ /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 /e/ /θ/ and the demonstration. Ⅵ. Teaching procedures
Step Interaction pattern Student activity 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. Teacher activity 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. 1. The whole class work 2. The whole class work and individual work 3. Group work Introduction (5 minutes) 4. Group work 5. The whole class work 1. Individual work 2. The whole class work 3. Individual work 4. The whole Presentation class work (15 minutes) 5. The whole class work 6. Group work 7. Individual work 8. 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. 1. Individual work 2. Pair work 3. Group work Consolidation (10 minutes) 4. The whole class work 5. Group work 6. 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. Finish2 1. “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.