# 仁爱版英语八年级上Unit4 Topic 2 Section A教案设计

Unit 4 Topic 2 Section A 1八年级上册教案设计Unit 4 Our WorldTopic 2 How can we protect ourselves from the earthquake?Section A Ⅰ. Material analysisSection A 的主要教学活动为 1a, 2a 和 2b。本节课主要是通过 Kangkang 和 Li Ming 的对话，引出有关地震的话题。通过对玉树、汶川和唐山大地震的对比引出本课的语法点：部分双音节词和多音节形容词的比较级和最高级。由于本课篇幅较长，学生在听说方面会比较吃力，建议课前给学生提供一些跟课文有关的背景知识，如: 就学生已有的相关知识进行讨论、播放一段小新闻等，为学生后面的听说打下基础。Ⅱ. Teaching aimsKnowledge aims：1. 能根据音标正确拼读下列单词：earthquake, province, missing, mobile, phone, fire, rainstorm, snowstorm 等。2. 能根据音标或者自己擅长的记忆方法正确地拼写出 earthquake, province, missing,mobile, phone, fire, rainstorm, snowstorm 等。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，通过复习能初步感知双多音节形容词比较级、最高级的变化形式。4. 能运用本课所学语言，谈论有关地震的消息。Skill aims：1. 通过本课学习能在图片的提示下听懂有关报道或谈论地震的消息。2. 通过对双多音节形容词比较级、最高级的操练，能用形容词比较级和最高级谈论有关自然灾害的话题。3. 能正确朗读课本的文本材料，读懂报道地震的消息。4. 能正确地用形容词的比较级和最高级造句。Emotional aims：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。Ⅲ. The key points and difficult pointsKey points：1. 学习双多音节形容词的比较级和最高级的变化规则。2. 学习双多音节形容词的比较级和最高级在句子当中的应用。3. 学习有关介绍地震的功能句。Difficult points：1. 学习双多音节形容词的比较级和最高级的变化规则。2. 学习双多音节形容词的比较级和最高级在句子当中的应用。Unit 4 Topic 2 Section A 2Ⅳ. Learning strategies1. 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. 在交谈有关地震方面的知识的时候，把注意力集中在意思的表达上，别人才能更好的理解我们的意图。Ⅴ. Teaching aidsComputer multimedia projector, some pieces of paperⅥ. Teaching proceduresStep Interaction pattern Student activity Teacher activityIntroduction（7 minutes）1. The whole class work and individual work2. Group work3. The whole class work and individual work1. Students enjoy the movie. There is much ination of earthquake in their mind. 2. Students choose one place as the title and write down the ination they have known under the title. Maybe there are many new words for students to write down. Try to express the meanings in some other words, drawing pictures or some other ways.3. Students get more ination about earthquake in different places. Study some new words such as “province, missing, strike-struck”.1. Show a short movie about Wenchuan earthquake to students.2. Teach the word “earthquake” here. Hand out a piece of paper to each group. Encourage students to write down some ination about the earthquake. Each group chooses one place. Teacher can remind students with some questions. E.g. Where did it happen? How many people lose their lives?.3. Ask students to stick their paper on the blackboard. Invite students to present their ination with the help of the paper. Write down the new words that students used in their reports to see if it is necessary for the passage, and teach students the new words.Unit 4 Topic 2 Section A 3Presentation(15 minutes)1. The whole class work2. Individual work3. Individual work4. Individual work 5. The whole class work6. Group work7. Individual work8. The whole class work9. Pair work and group work1. Students know they are talking about earthquake. But all the answers in 1b are related to earthquake.2. Students listen to the tape carefully. They can hear “Qinghai, Wenchuan, Tangshan”.3. Students hand up quickly, and the first one who hands up can be called.4. Students read 1a carefully, and find out the words or sentences they can’t read.5. Students read after the tape. Pay attention to the words and sentences they couldn’t read before.6. Read the passage. Ask group leaders or teacher for help if necessary.7. Students read the table carefully, then listen to the tape and fill in the blanks.8. Listen to 1a, and check the answers in 1c.9. Prepare the conversation. Students who can change some sentences are better.1. Finish 1b. Show the picture in 1a to students. Encourage students to predict, “What are Kangkang and Li Ming talking about?” 2. Play 1a.3. Invite a student to share answers, giving the student a smiling face.4. Give students 1 minute to read 1a individually.5. Play 1a sentence by sentence.6. Provide students 2 minutes to read the passage.7. Show 1c to students and play 1a. 8. Play 1a.9. Check the answers and organize students to per 1a.Unit 4 Topic 2 Section A 4Consolidation(6 minutes)1. The whole class work and individual work2. Group work3. The whole class work4. The whole class work5. Individual work6. The whole class work7. Individual work8. The whole class work1. Students read 1a carefully. And underline the sentences with comparative and superlative degrees of adjectives. They can find “the most serious, more serious.than”.2. Students observe these words and discuss in groups. They can find “more” and “the most”.3. Students summarize their ideas and share in the class.4. Study the rules by chants and examples.5. Fill in the blanks and review the rules.6. Check answers and review rules.7. Listen to the passage and fill in the blanks. Study the word “snowstorm and rainstorm” together.8. Check and revise the mistakes.1. Give students 1 minute to read 1a and ask students to find out the comparative and superlative degrees of adjectives.2. Write down “more serious, the most serious, more useful, the most useful” on the blackboard. Encourage students to find out some rules according to their observation.3. Invite students to share their ideas.4. Teacher teaches rules by chant. Teacher can find the chant on the Internet.5. Show the table in 2a to students. Give students 2 minutes to finish it.6. Check answers in class. Encourage students to review the rules they studied today and those they studied in the last topic.7. Show a big picture of snowstorm with the words “Bad News”. Then show the table in part 3, and play 3.8. Check the answers in class.Unit 4 Topic 2 Section A 5Practice(10 minutes)1. Group work 2. Group work3. The whole class work and pair work4. The whole class work and pair work5. The whole class work and pair work6. The whole class work and individual work1. Students observe the table carefully. Understand the table with the help of the example.2. Students number the things with 1, 2 and 3.3. Students practice the conversations in groups. Pay attention to the comparative degree “more.than” and “the…” in the superlative degree.4. Three volunteers stand up and make a conversation. Other students listen to them carefully, and find their mistakes and then revise them.5. Students stand up and make their conversations more actively.6. Students write down their conversations on the blackboard. All the students check the answers and read them.1. Show 2b to students. Remind students to look at the table carefully. This is necessary because many students can’t understand the table. Make sure every student understands the table.2. Teacher guides students to number the things in table 1, 2 or 3, with 1 being the most.3. Encourage students to make short conversations like the example. 4. Invite students to practice in class5. Give the volunteers and the students who can revise sentences smiling faces. Invite another group.6. Invite students to write down their conversations on the blackboard.Unit 4 Topic 2 Section A 6Production(6 minutes)1. Group work 2. The whole class work3. The whole class work and individual work1. Students work in groups and write down a report about Wenchuan, Tangshan and Qinghai earthquake with comparative and superlative degrees of adjectives.2.Group 1 read the words aloud while other groups spell them out. Then students read the words and phrases together. Students review the grammar with the help of the focus.3. Students learnSection B by themselves after class and write a short conversation.1. Create a situation.“If you are a announcer of CCTV, write down a report about the comparison of Wenchuan, Tangshan and Qinghai earthquake. And report it in the class.” 2. Teacher shows important language points on the computer screen as a summary.(1) Words: Students have to read and spell the following words correctly:earthquake, province, missing, mobile phone, fire, rainstorm, snowstorm(2) Grammar: serious--more serious--the most seriousWenchuan earthquake was more serious than that in Qinghai. Tangshan earthquake was the most serious one.3. Homework:Prepare Section B after class. Search some ination about how to protect ourselves from earthquakes on the Internet.Write a short conversation like 2b.Unit 4 Topic 2 Section A 7Teaching ReflectionAfter this class students can remember the rules of comparative and superlative degrees of adjectives. But using it in a conversation is still a problem. Teacher should ask students to practice it in Section B.Ⅶ. Blackboard designUnit 4 Our WorldTopic 2 How can we protect ourselves from the earthquake?Section AG1 G2 G3 G4serious-more serious-the most serious useful- more useful-the most usefulStudents’ partThe grass is beautiful.I think the tree is more beautiful than the grass.But the flower is the most beautiful of all.