资料简介
Unit4OurWorldTopic2Howcanweprotectourselvesfromtheearthquake?SectionBⅠ.MaterialanalysisSectionB的主要教学活动为1a,3a和3b。本节课主要通过MissWang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.TeachingaimsKnowledgeaims：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/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。Skillaims：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。Emotionalaims：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.ThekeypointsanddifficultpointsKeypoints：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。Difficultpoints：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.Learningstrategies1.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.TeachingaidsComputermultimediaprojector,pictureswith/ð//θ/andthedemonstration.Ⅵ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivityIntroduction(5minutes)1.Thewholeclasswork2.Thewholeclassworkandindividualwork3.Groupwork4.Groupwork5.Thewholeclasswork1.Focustheirattentionontheteacher.2.Studentsshowtheirhomework:waysofprotectingoneselffromearthquakes.StudentssearchedmuchinformationfromtheInternetinChineseorEnglish.3.Studentsexchangetheirinformationingroups.4.Studentschoosethebestwaystoformalltheinformationtheysearched.5.Studentslookatthepictures,knowingthatMissWangandherstudentsaretalkingabouttheearthquake.1.Getstudentsreadyforlearning.2.Invitestudentstoreporthis/herhomework.3.Askstudentstoexchangetheirinformationingroups.4.Invitestudentstosharetheirgroups’opinions.5.Showthepicturesin1atostudents.Askstudentstopredictthemainideaofthepassage.
Presentation(15minutes)1.Individualwork2.Thewholeclasswork3.Individualwork4.Thewholeclasswork5.Thewholeclasswork6.Groupwork7.Individualwork8.Thewholeclasswork1.Studentsread1bcarefully.Trytorememberthemeaningsofthesestatements.Marktrueorfalsewhilelistening.2.Sharetheanswersandtellstudentsthereason.3.Studentsread1acarefullyandunderlinethewords“level,sad,calm”andthesentence“Ithinkweshouldrunoutofthedoor.”4.Studythenewwordsanddifficultsentences.5.Studentsread1asentencebysentence.Trytofollowthetape.6.Studentsread1ainGroups.Groupleaderscanhelpthemifnecessary.7.Studentslistentothetapeandfillintheblanks.8.Readthepassageingroups.Finish1a.1.Show1btostudents,andaskstudentstoread1bcarefully.Play1a.2.Invitestudentstosharetheiranswersandgivethemsmilingfaces.3.Givestudents1minutetoread1aandunderlinethenewwordsanddifficultpoints.4.Showstudentsaladdertoteach“level”,andteach“sad,calm,runoutof”accordingtopictures.5.Play1asentencebysentence.6.Givestudents2minutestoread1aingroups.7.Show1ctostudents.Remindstudentstoreadthetitlefirst.8.Teachercheckstheanswersandgives1minutetostudentstoreadthepassageingroups.
Consolidation(10minutes)1.Individualwork2.Pairwork3.Groupwork4.Thewholeclasswork5.Groupwork6.Pairwork1.Studentslistento2carefullyandfillintheblanks.2.Studentschecktheanswersingroups.Practicetheconversationandperformitwiththeirpartners.3.Studentsworkingroups.Writedownthewordsaccordingtothephoneticsymbol.Payattentiontothevowelsandstress.4.Studentsreadthewordsin3aafterthetape.Payattentiontothepronunciationofeachword.5.Studentspracticethecomparativeandsuperlativedegreesofadjectivesandthenamesofnaturaldisasters.6.Volunteersshowtheirconversations.Otherstudentschecktheirmistakes.Finish21.“Yushuearthquakekilledmorethantwothousandpeopleandhurtmore.Kangkang’spenpalisoneofthem.Listen,“what’swrongwithhim?”Play2.2.Invitestudentstoperformtheconversation.3.Leadin3a.“Earthquakeisveryterrible.Buttherearemanyotherthingswhichareasterribleasearthquake.Someofthemareevenmoreterriblethantheearthquake.”Showthepicturesin3aonebyonetostudents.4.Play3a.5.Showstudentsanexample:A:Ithinktyphoonismoredangerousthanrainstorm.B:Yes,butIthinkfloodisthemostdangerousofallthenaturaldisasters.6.Invitestudentstosharetheirconversations.
Practice(10minutes)1.Thewholeclasswork2.Groupworkandindividualwork3.Thewholeclasswork4.Thewholeclassworkandindividualwork5.Thewholeclasswork6.Thewholeclasswork7.Thewholeclassworkandindividualwork1.Studentslookatthepicturesverycarefully,payingattentiontodemonstration,especiallythemouth,teeth,andtongue.Trytoimitateit.2.Somestudentshavemirrors.Theycantakeouttheirmirrors,comparingthemselveswiththepictures.Thestudentswithoutmirrorscancheckinpairs.3.Studentsreadafterthetapeandcheckwhethertheypronouncethemright.4.Studentscheckthepronunciationtogether.5.Studentsmastertherulesandreadthewordstogether.6.Studentsreadafterthetape,imitatingthepronunciation.Trytofindouttherules.7.Studentsreadthesesentencestogetherwiththehelpoftherules.Finish3b.1.Showstudentsthepictureswith/ð//θ/andaheadofpronounce/ð//θ/.2.Guidestudentsimitatethepronunciation.3.Play3b.4.Invitestudentstoread1of3b.Askallthestudentstochecktheirpronunciation.5.Summarizetherulesandaskstudentstoreadtogether.6.Playsentencesin2,3and4.Remindstudentstopayattentiontothefallingtone.7.Teacherinvitesstudentstoreadthesentences.Andremindstudents:Thefallingtoneisoftenusedinstatements,exclamations,commandsandspecialquestions.
Production(7minutes)1.Thewholeclassworkandgroupwork2.Groupworkandindividualwork3.Individualworkandthewholeclasswork4.Individualwork1.Studentsinterviewtheirgroupmembers’ideasbyasking:(1)Whatdoyouthinkofdrought?(2)Whatdoyouthinkofflood,snowstormandtyphoon?2.Studentsreporttheirresultslikethis:Peterthinks...isserious.Buthethinks...ismoreseriousthan...,...isthemostseriousofallthedisasters.3.Studentslookatthescreenandreadthenewwordstogether.Trytoremembernewwordsinclass.Remembertherulesofcomparativeandsuperlativedegreesofadjectives.Thinkabouthowtopronounce/ð//θ/well.4.StudentscollectsomeinformationabouthowtoprotectourselvesfromtheearthquakebysearchingtheInternetorsomeotherwaysafterclass.Andtrytopronounce/ð//θ/well.Finish41.Makeasurvey.Givestudentsthetasktointerviewtheirgroupmembers’viewsofnaturaldisastersbasedon3a.2.Invitestudentstoreporttheirresults.3.Teachersumsupallthekeypoints:(1)Somenewwords:level,sad,calm,typhoon,flood(2)Grammar:moreserious—themostseriousmoredangerous—themostdangerous(3)Pronunciation:/ð/:this,their,them,mother/θ/:think,earthquake,toothache,anything4.Homework:(1)Trytofindsomewordswiththepronunciationof/ð//θ/.Addthemafter3b.Readandrecordtheminatape.Bringittoschoolthenextclass.(2)PrepareforthelearningofSectionC.Trytofindsomeinformationabouthowtoprotectyourselffromdisasters.
TeachingReflectionThistopicisrelatedtodailylife.Studentsarefamiliarwiththistopic.Butwritingdownwordsaccordingtothesoundsisverydifficultforthem.Studentsalwaysforgetthevowels.Teachershouldtrainstudents’listeningabilityoften.Ⅶ.BlackboarddesignUnit4OurWorldTopic2Howcanweprotectourselvesfromtheearthquake?SectionBA:Whatdoyouthinkofsnowstorm?B:Ithinkitismoredangerousthanflood.A:Yes,andIthinkforestfireisthemostdangerousofallthedisasters.typhoonrainstormforestfiredroughtfloodsnowstormNamesofnaturaldisastersG1G2G3G4
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