仁爱版八年级英语上册教学案例设计Unit4Topic2P2.docx
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仁爱版八年级英语上册教学案例设计Unit4Topic2P2
Unit4OurWorld
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,ai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
第二课时(SectionA—2a,2b,SectionB—3a,3bSectionA—3)
教学设计思路:
本节课的课型为语法语音课,主要活动是SectionA-2a和SectionB-3a,3b。
Revision环节里同桌之间借助P89-1c的表格互相讲述三次地震的情况,复习上节课的内容。
然后利用表格对比另外三次地震的严重程度,引出多音节形容词的比较级和最高级。
出示更多的图片,让学生领会和掌握多音节形容词的比较级和最高级的用法。
在Grammar环节,引导学生总结
多音节形容词的比较级和最高级的变化规则,完成SectionA-2a的表格。
接下来利用2b的活动编对话练习多音节形容词的比较级和最高级的用法。
在Pronunciation环节中,首先将SectionA-2b中谈到的三种自然灾害fire,earthquake和rainstorm的图片展示在屏幕上,巩固这几个词汇,提问:
Whatothernaturaldisastersdoyouknow?
出示SectionB-3a其它的图片,根据音标写出单词,并总结字母及字母组合的发音规则。
接下来通过听音、模仿学习区分辅音音标/θ/和/ð/的发音,学习降调,训练连读和不完全爆破。
并利用3a的图片做对话进行操练。
提醒学生降调常用于陈述句,感叹句,特殊疑问句和表示命令的句子。
听力任务SectionA-3继续自然灾害的话题,自然导入之后阅读表格预测答案。
听录音完成表格并核对答案,最后让学生根据表格信息复述这则有关自然灾害的消息。
Ⅰ.Teachingaims
1.Knowledgeaims:
(1)学习并掌握新词汇:
mobile,phone,fire
rainstorm,snowstorm,typhoon,flood,drought
(2)学习双多音节形容词的比较级和最高级的变化规则。
(3)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。
(4)掌握字母i,o和字母组合oo,ou,ow,or,ai在单词中的发音规则;
(5)区分/θ/和/ð/的发音,学习降调,继续训练连读和不完全爆破。
2.Skillaims:
(1)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。
(2)能听懂有关自然灾害的新闻报道。
(3)能读出句子的升降调、连读和不完全爆破,分清/ð//θ/之间的区别。
3.Emotionalaims:
4.Cultureawareness:
了解几种常见的自然灾害。
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
(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。
2.Difficultpoints:
(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。
Ⅲ.Learningstrategies
1.学生自己总结语法规律。
2.降调常用于陈述句,感叹句,特殊疑问句和表示命令的句子。
Ⅳ.Teachingaids
多媒体课件/图片
V.Teachingprocedures
Stage1(3mins):
Gettingstudentsreadyforlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Greetthestudentsandgetthem
readyforlearning.
T:
Goodmorning,everyone!
T:
Who’sondutytoday?
T:
It’syourturntogiveyourdutyreport.Areyoureadyforit?
Focustheirattentiononthe
teacher.
Ss:
Goodmorning,Miss…
S1:
Iam.
S1:
Yes.Goodmorning,everybody.It’smydutytoday.…
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
1(Pairwork)
LeadthestudentstotellthethreeearthquakestoeachotherwiththehelpoftheformonPage89-1c.
T:
Thankyouforyourreport.Youdidagoodjob.Nowlet’sreviewwhatwelearnedyesterday.Howmanyearthquakesdidwetalkabout?
T:
Whatarethey?
T:
Yes.NowworkinpairsandtellthethreeearthquakestoyourpartnerswiththehelpoftheformonPage89-1c.
WorkinpairsandtellthethreeearthquakestoeachotherwiththehelpoftheformonPage89-1c.
Ss:
Threeearthquakes.
Ss:
Tangshanearthquake,WenchuanearthquakeandYushuearthquake.
Ss:
…
Remark:
Stage3(15mins):
Grammar
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Talkaboutthethreeearthquakesandsomeotherpictures.Leadtothegrammar—comparativeandsuperlativeofdegreesofadjectives.
T:
whichearthquakeismoreserious,theYushuearthquakeortheWenchuanearthquake?
T:
Whichoneisthemostserious?
T:
Let’sgettoknowaboutmoreearthquakes.Lookatthisform.TheyareaboutthreeterribleearthquakesinChina.
earthquakes
Yaan
Ludian
Gaoxiong
year
2013.4.20
2014.8.3
2010.3.4
level
7.0
6.5
6.7
thenumberofdeadpeople
196
615
49
T:
Whichearthquakeismoreterrible,theYaanearthquakeortheGaoxiongearthquake?
T:
Whichoneisthemostterrible?
T:
Youareright.Well,thetopicofearthquakesissoserious.Let’stalkaboutsomethinglight.Lookatthesepictures.
T:
Theyareusefulinventions.Doyouthinkso?
T:
Whichoneismoreuseful,themobilephoneorthetelephone?
T:
Iagreewithyou.Anddoyouthinkwhichoneisthemostuseful?
T:
Ithinkso.Anothergroupofpictures.
T:
Whichpictureismorebeautiful,thetreeorthegrass?
T:
Andwhichisthemostbeautiful,thetree,thegrassortheflowers?
Goonlearningcomparativeandsuperlativedegreesofmultisyllabicadjectives.
S1:
TheWenchuan
earthquake.
S2:
TheTangshanearthquakeisthemostserious.
S3:
TheYaanearthquakeismoreterriblethantheGaoxiongearthquake.
S4:
TheLudianearthquakeisthemostterribleofthethree.
Ss:
Yes,wedo.
S1:
Themobilephoneismoreusefulthanthetelephone.
S2:
Ithinkthecomputeristhemostuseful.
S1:
Ithinkthetreeismorebeautifulthanthegrass
S2:
Ithinktheflowersarethemostofbeautiful.
通过讨论地震的严重程度和其他图片,引出多音节形容词的比较级和最高级。
2(Groupwork)
Askthestudentstosumuptherulesandcompletethetablein2a.
T:
Haveyoufoundanyrules?
Discusswithyourgroupmembersabouttherulesandcompletethetablein2a.
T:
Let’scheckyouranswers.Whocanreadthecomparativeandsuperlativedegreesof“serious”?
T:
Andthenextone,dangerous?
T:
Sowhatarethegrammarrulesofcomparativeandsuperlativedegreesofmultisyllabicadjectives?
T:
Wonderful!
Thiskindof“long”adjectivesrefertothemultisyllabicadjectivesandsomedisyllabicadjectivesliketheadjectivesintheform.Allofthemarealittlelonger,right?
T:
Anyotherrules?
T:
Good.Don’tforgetit.
Sumuptherulesandcompletethetablein2a.
Ss:
…
S1:
Moreseriousandmostserious.
Ss:
…
S2:
Forthiskindof“long”adjectives,weadd“more”beforethemtogetthecomparativedegreeofit.And“most”beforethemforthesuperlativedegreeofit.
Ss:
Yes.
S3:
Weoftenadd“most”beforethesuperlativedegreeofadjectives.
小组总结多音节形容词的比较级和最高级的变化规则并完成2a表格。
3(Groupwork)
Askthestudentstofinish2b.
T:
Lookatthetablein2b.Numberthethingsaccordingto
thedegreesyoulikethem.
T:
Workingroupsofthreeandfollowtheexampletomakesmallconversations.
T:
Whichgroupwouldlikeactouryourconversation?
Numberthethingsaccordingtothedegreestheylikethem.Thenfollowtheexampletomakesmallconversation.
Ss:
...
Ss:
...
G1:
SA:
Therainstormisserious.
SB:
Ithinkthefireismoreseriousthantherainstorm.
SC:
Yes,buttheearthquakeisthemostseriousofthethree.
...
利用2b的活动编对话练习多音节形容词和部分双音节形容词的比较级和最高级的用法。
Remark:
引导学生自己总结语法规律。
Stage4(8mins):
Pronunciation
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Individualwork)
Showsomepicturesofnaturaldisastersandlearnthenewwords.
Thenplaythetaperecordingof3a.
T:
Group1talkedaboutfireandrainstormjustnow.Lookatthepictures.Whaisit?
T:
Theletter“i”pronounces/ai/.Socanyouguesshowtospellfire?
T:
Good.Lookatthepicture.Whatisit?
T:
Wehavelearnedtheword“rain”.Socanyoutrytospelltheword“rainstorm”accordingtothesound?
T:
Good.“or”pronounces
/ɔ:
/.YoumaywritedownthewordonthelinebelowthesecondpictureonPage92.
T:
Lookatotherpicturesin3a.Mostofthemarenaturaldisasters.Pleasewritedownthewordsaccordingtothesounds.
T:
Let’slistentothetape,readandcheckyouranswers,payingattentiontothevowelsandstress.
T:
Workinpairsandtrytofindhowtheletterspronounce.Andthenfillintheblanksaftertheexample.
rainstorm—/ai//ɔ:
/
snowstorm—
typhoon—
flood—
drought—
forestfire—
Lookatthepicturesandwritedownthewordsaccordingtothesounds.Thenlisten,readandcheck.
Ss:
It’safire.
Ss:
Fire.
Ss:
Rainstorm.
Ss:
...
Ss:
…
Ss:
…
Ss:
…
Ss:
出示3a图片,学习新词汇。
根据音标写出单词。
总结字母及字母组合的发音规则。
2(Individualwork)
Playthetaperecordingof3b.
T:
Doyouknowhowtopronounce“th”?
Readafterthetapeandimitate.
T:
Nowlistentotherestsentences.Payattentiontothemarkedpartsandintonation.Thefallingtoneisoftenusedinstatements,exclamations,commandsandspecialquestions.
T:
Thefourthoneisashortconversation.Nowworkinpairsandusethewordsin3aandthecomparativeandsuperlativeformsofadjectivestopractice.
Readafterthetapeandimitate.
Ss:
…
Ss:
…
P1:
—Whatdoyouthinkoftherainstorm?
—Ithinkitismoredangerousthanthesnowstorm.
…
学习区分辅音音标/θ/和/ð/的发音,学习降调,继续训练连读和不完全爆破。
Remark:
降调常用于陈述句,感叹句,特殊疑问句和表示命令的句子。
Stage5(10mins):
Listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Groupwork)
LeadthestudentstoreadtheformofSectionA-3andpredicttheanswers.
T:
Asweknow,thenaturaldisastersoftenaffectourlife.Hereisapieceofbadnewsaboutasnowstorm.Readtheformof3andpredicttheanswers.
ReadtheformofSectionA-3andpredicttheanswers.
Ss:
...
2(groupwork)
Playthetaperecordingof3.
T:
Let’slistentothepieceofnewsandfillouttheformof3.
T:
Listenagainandcheckyouranswers.
Listentothetapeandcompletetheformin3.
Ss:
...
Ss:
...
3(classactivity)
Askthestudentstoretellthenewsaccordingtotheformin3.
T:
Canyouretellthenews?
Workinpairsandhaveatrywiththehelpoftheformin3.
Retellthenewsaccordingtotheformin3inpairs.
Ss:
...
Remark:
Stage6(4mins):
SummarizingandassigningHMK
Step
Teacheractivity
Studenta