【文档说明】Unit 4 Topic 2《How can we protect ourselves from the earthquake》（SectionC）教案-八年级上册英语【仁爱版】.doc，共(6)页，31.000 KB，由小喜鸽上传

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Unit4Topic2SectionC参考教案Ⅰ.Materialanalysis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HowtoProtectYourselfintheEarthquake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.Teach

ingaimsKnowledgeaims：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。Skillaims：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。Emotiona

laims：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.ThekeypointsanddifficultpointsKeypoints：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。Difficultpoints：模仿课文写一篇有关其它自然灾害的文章。Ⅳ.Learningstrategies1.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.TeachingaidsComputermultimediapro

jectorⅥ.TeachingproceduresStep1Introduction(6minutes)Studentactivity1.Studentstakeoutthehomework.Exchangetheirinformationi

ngroups.2.Onestudentspeakshis/herideaaboutapicture,otherstudentsshowtheirideasbysaying“Iagree./Idisagreewithhim/her.”3.Stu

dentslookatthepictures.Rememberthephrasesandconsiderwhethertheactivityisrightorwrong.4.Therearemanynewwordsforstudents.Buttheycanguesst

hemeaningofeachword.Forexample,studentsdon’tknowthemeaningof“doorway”,buttheystudied“door”,andtheycanseeaboysittingonthefloor.Sotheycanmatchthecorrec

tpicturesinthisway.Teacheractivity1.Askstudentstotakeouttheirhomework.Itissomeinformationabouthowtoprotec

tourselvesinanearthquake.2.Playagame.Teachershowssomepicturestostudents.Studentscanseetheactivitiesofpeopleinthepictures.Studentsstandupquicklya

ndspeakoutrightorwrong.Teachergivesthefirststudentasmilingface.3.EncouragestudentstodescribethepicturesinEng

lish,forexample,takealifttogodownstairs,runoutofaroom,andstandnearatalltree.Teachercanhelpstudentsiftheycannotexpressthepicture

s.4.TeacherchoosesmanyphrasesfromSectionCandshowsthemonthescreen.E.g.sitonthefloorinadoorway,stayawayfromfurnit

ure,stayawayfrompowerlines,andcheckthepeoplenearyou.Andshowmanypicturesonthescreen.Askstudentstomatchthephraseswiththecorrectpictures.Step2Presentati

on(12minutes)Studentactivity1.Studentsreadthenewwordsaftertheteacher.Atthesametime,theytrytorememberthemeaningswiththehelpofthepictures.2.Studen

tsstudythestructureofthissentence.3.Studentsreadthroughthepassageandgetthemainideaofeachparagraph.4.Studentsreadthroughthepassagej

ustnow.Trytofindtheparagraphwhichcangivetheanswers.Writedownthekeywordsundereachpicture.5.Studentsdiscussingroups.Putthepictu

restogetherwiththeirownwords.Payattentiontothelinkingwords.Finish1.Teacheractivity1.Afterstudentsknowthem

eaningsofthenewwords,teachingthemthepronunciationbecomeseasier.2.Teacherasksstudents,“Doyouthinkknowingso

mewaystoprotectyourselfwillhelptokeepyousafeinanearthquake?”Write“knowingsomewaystoprotectyourselfwillhelptokeepyousafeinanearthquake”ontheblac

kboard.Explainthestructureofthissentence.3.Givestudents2minutestoreadthroughthepassage.Remindstudentstogetthemainideaofe

achparagraph.4.Showpicturesin1btostudents.Askstudentstowritedownthekeywordsundereachpicture.5.Givestudents2minutestodiscussingroups.Andinvitestudent

storeportwiththehelpofthepictures:howtoprotectourselvesinanearthquake.Step3Consolidation(10minutes)Studentactivity1.On

estudentretellsthepassage,andhis/hergroupmemberscanhelphim/her.Otherstudentsremembertheways.Maybetheycanusethewaysoneday.2.S

tudentsreadthepassageagainandfindouttheanswers.Inordertosavetime,theyneedn’treadsentencebysentence.Readthequestionsfirst,thenfindouttheanswer

swiththehelpofthekeyinformation.3.Studentssharetheiranswersandideasabouthowtofindanswersquicklyandcorre

ctly.4.Studentsdiscussingroupsactively.Teacheractivity1.Invitestudentstoretellthepassage.2.Givestudents3minute

storeadthepassageagainandshowthefollowingquestionsonthescreen:(1)Whencanearthquakesbeveryserious?(2)Howdoyouunderstand“the

dangerisnotoverwhenthestrongshakingstops”?(3)Whatdoestheword“aftershocks”mean?(4)Whatisthemostimporta

ntthingtorememberinanearthquake?3.Invitestudentstoanswerquestionsandaskstudentstosharetheirideasabouthowtofindtheanswersquickly.4.Showthefifthquestio

ntostudents,andencouragestudentstospeakoutmorewaystoprotectourselvesfromanearthquakeStep4.Practice(10minutes)Studentactivity1.Studentsdiscussthef

ivepicturesingroups.Somestudentsmayusethephrasesin2adirectly.2.Studentsmatchthepictureswiththephrases.Anddiscussingroupswiththesephrases.3.

Studentslookatthetablecarefullyanddiscussingroupswiththehelpof2a.Theycandiscussingroupswiththehelpoftheteacherliket

his:A:Themostimportantthingtodoistocall119forhelp.B:Thesafestplaceisthehighestfloor.C:Goingdownstairsissaferthantakingthelift.4.

Volunteersperformtheirconversations.Theyshouldcombine2awith2bintheirconversations.Finish2a,2bTeacheractivity1.Showthepicturesin2atostudent

s.EncouragestudentstodescribethepicturesinEnglish.2.Showthephrasesandthepicturesin2a.Askstudentstomatchthep

hraseswiththecorrectpicturesandthendiscussingroupswhatyoushouldandshouldn’tdoinafire.3.Show2btostudents,andaskstudentstomakedi

aloguesingroups.4.Invitestudentstoperformtheirconversations.Givesmilingfacestothevolunteers.Step5Production(6minutes)Studentacti

vity1.Studentsmayhavedifferentreactions.Moststudentsrunoutoftheclassroomliketheteacher,butsomestudentsst

ayontheseat.Theymaydon’tknowwhathappened.Onlyafewofthemcangetthecorrectreaction,puttingtheirarmsontheheadtoprotecttheirhead

andneck,thenstayingawayfromthewindows.2.Studentshandupactivelyandspeakouttheirownideas.Thenknowwhattheteacherdidiswrong.Theywon’tdoitlikethat.3.S

tudentsreadthenewwordsandreviewtheusageofcomparativeandsuperlativedegreesofadjectives.Theyknowhowtoprotectthemselve

sinanearthquake.4.Reviewthenewwordsandreadingskills.SearchinformationontheInternet.PreviewSectionDandwriteapassage.Teacherac

tivity1.Playagame.Teachershouts“earthquake”loudlyandrunsoutoftheclassroomquickly.Thencomebacktoseethestudents.Thispracticeisveryimportantforstu

dentsbecausetheymayuseitoneday.2.Teacherinvitesstudentstotellallthestudentswhattheydidjustnow.Isitright?Istheteacherright?Educatestudentsthat

weshouldcalmdownwhenwemeetproblems.3.Teachersummarizeswhatthestudentslearnedtoday:(1)Words:calm,middle,shake,check...(2)Grammar:comparativeandsuperl

ativedegreesofadjectives4.Homework:Thehomeworkincludesthreeparts:Askstudentsto(1)SearchtheInternettogetsomeinformationaboutWenchu

anearthquake.(2)Writeashortpassagewiththetitle“HowtoProtectYourselfinaFire”.(3)ReviewSectionsA-CtoprepareforSectionD.TeachingReflecti

onThiskindoftopiccanattractstudents’attentionveryeasily.Fromthisclass,studentscanlearntheknowledgeofprotectingthemse

lvesindisasters.Infact,studentsarelackoftheseknowledge.Teachercancreatemorerealsituationstotraintheirabilityofes

capingfromdisasters.