初中英语仁爱科普版八年级上册Topic 2 How can we protect ourselves from the earthquake?教案及反思

这是一份初中英语仁爱科普版八年级上册Topic 2 How can we protect ourselves from the earthquake?教案及反思，共7页。

Tpic 2 Hw can we prtect urselves frm the earthquake?
Sectin B
Ⅰ. Material analysis
Sectin 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/ð/ /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
Knwledge aims：
1. 能根据音标正确朗读出单词表中本课的单词：level, sad, calm, typhn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/ð/ /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typhn, fld 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/ð/ /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。
Emtinal 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 pints and difficult pints
Key pints：
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/ð/ /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 pints：
1. 能正确读出含有/ð/ /θ/的语调，能读出句子中含有/ð/ /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
Cmputer multimedia prjectr, pictures with /ð/ /θ/ and the demnstratin.
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design
Step
Interactin pattern
Student activity
Teacher activity
Intrductin
(5 minutes)
1. The whle
class wrk
2. The whle
class wrk
and individual wrk
3. Grup wrk
4. Grup wrk
5. The whle
class wrk
1. Fcus their attentin
n the teacher.
2. Students shw their
hmewrk: ways f prtecting neself frm earthquakes. Students
searched much
infrmatin frm the
Internet in Chinese r English.
3. Students exchange
their infrmatin in grups.
4. Students chse the
best ways t frm all the infrmatin they searched.
5. Students lk at the
pictures, knwing that Miss Wang and her students are talking abut the earthquake.
1. Get students ready fr
learning.
2. Invite students t reprt
his/her hmewrk.
3. Ask students t exchange their infrmatin in grups.
4. Invite students t share
their grups’ pinins.
5. Shw the pictures in 1a t
students. Ask students t predict the main idea f the passage.
Presentatin
(15 minutes)
1. Individual wrk
2. The whle
class wrk
3. Individual wrk
4. The whle
class wrk
5. The whle
class wrk
6. Grup wrk
7. Individual wrk
8. The whle
class wrk
1. Students read 1b
carefully. Try t
remember the meanings f these statements. Mark true r false while listening.
2. Share the answers and tell students the reasn.
3. Students read 1a
carefully and underline the wrds “level, sad, calm” and the sentence “I think we shuld run ut f the dr.”
4. Study the new wrds and difficult sentences.
5. Students read 1a
sentence by sentence. Try t fllw the tape.
6. Students read 1a in
Grups. Grup leaders can help them if necessary.
7. Students listen t the tape and fill in the blanks.
8. Read the passage in
grups.
Finish 1a.
1. Shw 1b t students, and
ask students t read 1b carefully. Play 1a.
2. Invite students t share
their answers and give them smiling faces.
3. Give students 1 minute t
read 1a and underline the new wrds and difficult pints.
4. Shw students a ladder t
teach “level”, and teach “sad, calm, run ut f”
accrding t pictures.
5. Play 1a sentence by
sentence.
6. Give students 2 minutes t
read 1a in grups.
7. Shw 1c t students. Remind students t read the title first.
8. Teacher checks the answers and gives 1 minute t students t read the passage in grups.
Cnslidatin
(10 minutes)
1. Individual wrk
2. Pair wrk
3. Grup wrk
4. The whle
class wrk
5. Grup wrk
6. Pair wrk
1. Students listen t 2
carefully and fill in the blanks.
2. Students check the
answers in grups. Practice the cnversatin and perfrm it with their partners.
3. Students wrk in grups.
Write dwn the wrds accrding t the phnetic symbl. Pay attentin t the vwels and stress.
4. Students read the wrds in 3a after the tape. Pay
attentin t the
prnunciatin f each
wrd.
5. Students practice the
cmparative and
superlative degrees f
adjectives and the names f natural disasters.
6. Vlunteers shw their
cnversatins. Other
students check their mistakes.
Finish 2
1. “Yushu earthquake killed
mre than tw thusand peple and hurt mre. Kangkang’s pen pal is ne f them. Listen, “what’s wrng with him?” Play 2.
2. Invite students t perfrm
the cnversatin.
3. Lead in 3a. “Earthquake
is very terrible. But there are many ther things which are as terrible as earthquake. Sme f them are even mre terrible than the earthquake.” Shw the pictures in 3a ne by ne t students.
4. Play 3a.
5. Shw students an
example:
A: I think typhn is mre dangerus than rainstrm.
B: Yes, but I think fld is the mst dangerus f all the natural disasters.
6. Invite students t share
their cnversatins.
Practice
(10 minutes)
1. The whle
class wrk
2. Grup wrk
and individual wrk
3. The whle
class wrk
4. The whle
class wrk and individual wrk
5. The whle
class wrk
6. The whle
class wrk
7. The whle
class wrk and
individual wrk
1. Students lk at the
pictures very carefully, paying attentin t demnstratin, especially
the muth, teeth, and
tngue. Try t imitate
it.
2. Sme students have
mirrrs. They can take ut their mirrrs,
cmparing themselves
with the pictures. The
students withut
mirrrs can check in
pairs.
3. Students read after the
tape and check whether they prnunce them right.
4. Students check the
prnunciatin tgether.
5. Students master the
rules and read the wrds tgether.
6. Students read after the
tape, imitating the prnunciatin. Try t find ut the rules.
7. Students read these
sentences tgether
with the help f the rules.
Finish 3b.
1. Shw students the
pictures with /ð/ /θ/ and a head f prnunce /ð/ /θ/.
2. Guide students imitate the prnunciatin.
3. Play 3b.
4. Invite students t read 1 f 3b. Ask all the students t check their prnunciatin.
5. Summarize the rules and ask students t read
tgether.
6. Play sentences in 2, 3 and 4. Remind students t pay attentin t the falling tne.
7. Teacher invites students t
read the sentences. And remind students:
The falling tne is ften used in statements,
exclamatins, cmmands
and special questins.
Prductin
(7 minutes)
1. The whle
class wrk and
grup wrk
2. Grup wrk
and individual wrk
3. Individual wrk and the whle class wrk
4. Individual
wrk
1. Students interview their grup members’ ideas by asking:
(1) What d yu think f drught?
(2) What d yu think
f fld, snwstrm and typhn?
2. Students reprt their results like this: Peter thinks... is serius. But he thinks... is mre serius than..., the mst serius f all the disasters.
3. Students lk at the screen
and read the new wrds
tgether. Try t remember new wrds in class.
Remember the rules f cmparative and superlative degrees f adjectives. Think abut hw t prnunce /ð/ /θ/ well.
4. Students cllect sme
infrmatin abut hw t prtect urselves frm the earthquake by searching the Internet r sme ther ways after class. And try t prnunce /ð/ /θ/ well.
Finish 4
1. Make a survey. Give students the task t interview their grup members’ views f natural disasters based n 3a.

2. Invite students t reprt
their results.
3. Teacher sums up all the
key pints:
(1) Sme new wrds: level, sad, calm, typhn,
fld
(2) Grammar:
mre serius—
the mst serius
mre dangerus—
the mst dangerus
(3) Prnunciatin:
/ð/: this, their, them, mther
/θ/: think, earthquake, tthache, anything
4. Hmewrk:
(1)Try t find sme wrds with the prnunciatin f /ð/ /θ/. Add them after 3b. Read and recrd them in a tape. Bring it t schl the next class.
(2) Prepare fr the learning
f Sectin C. Try t find sme infrmatin abut hw t prtect yurself frm disasters.
Teaching Reflectin
This tpic is related t daily life. Students are familiar with this tpic. But writing dwn wrds accrding t the sunds is very difficult fr them. Students always frget the vwels. Teacher shuld train students’ listening ability ften.
Unit 4 Our Wrld
Tpic 2 Hw can we prtect urselves frm the earthquake?
Sectin B

A: What d yu think f snwstrm?
B: I think it is mre dangerus than fld.
A: Yes, and I think frest fire is the mst dangerus f all the disasters.
typhn
rainstrm
frest fire
drught
fld
snwstrm
Names f natural disasters
G1 G2 G3 G4