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初中Topic 2 How can we protect ourselves from the earthquake?优秀课件ppt
展开这是一份初中Topic 2 How can we protect ourselves from the earthquake?优秀课件ppt，文件包含Unit4OurWorld《Topic2SectionD》课件pptx、Unit4OurWorld《Topic2SectionD》教学设计docx、U4T2D-1mp3、P95U4-T2D-1swf、汶川的前世今生_标清mp4等5份课件配套教学资源，其中PPT共43页， 欢迎下载使用。
科普版英语八上
Unit4 Topic2 Section D教学设计
Ⅰ.Material analysis
本节课是本话题的最后一节课，主要通过Grammar、Functions 来复习本话题的语法重点：双多音节形容词的比较级和最高级。通过Section A, B对形容词比较级和最高级的讲解、练习及在真实语境中熟练应用，学生基本上掌握了它的变化规则和在句子中的应用。通过本课的复习巩固加深学生的记忆。本节课还会通过新闻的形式介绍汶川地震，要求学生了解汶川地震，并掌握新闻写作的要素，通过本课学习，学生能够模仿汶川地震的新闻，根据新闻写作的要素，写一篇新闻。
Ⅱ.Teaching aims
Knowledge aims：
1. 引导学生复习本话题的重点词汇，并能根据音标正确地拼读下列词汇：million, whole, nation等。能正确地读出句子的语调。
2. 引导学生复习总结本话题的单词，并能够正确拼写本话题的黑体词汇。
3. 引导学生复习形容词的比较级和最高级的变化规则及其在句子当中的具体使用。
4. 引导学生熟练谈论有关地震的话题，能用英语自由地交流如何从自然灾害中逃生。
Skill aims：
1. 能听懂有关灾难的话题，以及介绍如何在灾难中逃生的短文。
2. 能够将本单元所学内容和以前所学知识相结合，能用英语谈论在生活中发生的有关灾难的话题，如地震、火灾、暴风雪等以及用比较级和最高级谈论在灾难中如何保护自己。
3. 能够读懂跟课文水平相当的文章，如介绍火灾、洪涝、旱灾的文章等。
4. 根据所学内容用新闻的方式写出介绍某种自然灾害的文章，并能够写出如何在灾难
发生的时候好好保护自己。
Emotional aims：
1. 通过本课的学习，学生在遇到学习、生活方面的困难时候能够冷静面对。
2. 通过了解在地震中人与人之间的互相帮助，创造奇迹的事例，学生能够体会到爱和信任的力量。
Ⅲ.The key points and difficult points
Key points：
1. 复习形容词比较级和最高级的用法以及本单元的功能句，如：I am sorry to hear that. 等。
2. 学习新闻的写作方法。
Difficult points：
根据新闻的要素写新闻。
Ⅳ.Teaching aids
Computer multimedia projector
V.Teaching procedure
Step | Student activity | Teacher activity | Design Intention |
Part1 Lead-in (7 minutes) |
1.Focus their attention on the teacher.
2.The students finish Grammar and Function.
3.Students review the rulers of comparative and superlative degrees. |
1.Get students ready for learning.
2.Teacher asks students to finish Grammar and Function.
3.Teacher leads the students to make summaries of comparative and superlative degrees. |
通过复习的方式导入课堂，能够帮助学生巩固上节课所学的重点知识。
|
Part2 Presentation (8minutes) | 1.Listen and guess the animal.
2.Look through the pictures and learn the new words and phrases.
3.Students read through the passage and underline the key points according to the elements that the teacher taught just now.
4.Students share the key words and sentences.
5.Students read through the passage and fill in the table. Students can find the answers easily because these elements are very clearly in news.
6.Students share their answers and pay attention to the elements in news.
7.Students find out the new words and difficult sentences. Solve them in groups first. Then hands up to tell the teacher.
8.Students learn the pronunciation of the words. Read after the tape. Try to remember the spelling according to the pronunciation.
9.Students listen carefully and finish the tasks on screen. And take notes.
| 1.Teacher plays a video and asks students to know more about Wenchuan earthquake.
2.Shows some pictures to teach some new words and phrases.
3.Show 1 to students. Ask students to read the passage carefully. Underline the key points they think.
4.Invite students to share the key words and sentences they underlined.
5.Show the first table on Page 96 to students. Make sure every student know the meaning of the table.
6.Invite students to share their answers.
7.Give students 1 minute to find out the new words and difficult sentences.
8.Teacher writes down the new words and difficult points according to students’ feedback, such as “million, whole, nation, rebuild and normal”. Teacher can teach students directly here because all the words are chosen by students. They can pay attention to them.
9.Teacher explains the key phrases and language points.
|
按照predication，skimming,scanning,detail reading的阅读策略，循序渐进，培养学生的阅读能力。
新课的读包括至少三遍读：第一遍一句句跟读；第二遍跟录音同步读；第三遍齐读。足够的跟读练习能够让学生感知和体验标准的发音。
|
Step | Student activity | Teacher activity | Design Intention |
Part3 Consolidation (10 minutes) | 1.9.Students retell 1 with the help of the table.
| 1.Show the table on Page 96. Advise students to close their books and retell 1 with the help of the table. (The part can help students finish 2.)
|
选择合适的练习能够帮助学生及时运用所学的知识。 |
Part4 Practice (10 minutes) |
1. Students read the new words after the teacher, understanding the meanings and the usage of these words with the help of the pictures.
2.Students write the news similar to 1. They can find that just changing the elements is OK.
3.Students report their news. First, they should pay attention to the elements to make their news clear. Second, they should pay attention to the pronunciation and intonation. Try to report the news like the announcers do.
4.Students like this part very much. |
1.Show the table in 2 to students. Choose 2 pictures from the Internet. The first picture shows some people got hurt in Tangshan earthquake and 2 words on the picture “hurt-injure”. The second picture shows the army helped the injured people. “Sent the army to help the injured persons” is on the picture.
2.Ask students to write a piece of news similar to 1 about Tangshan earthquake. Remind students to pay attention to the elements in news.
3.Invite students to share their news in class.
4. Organize students to choose the best announcer and the best team. Give the group smiling faces. |
通过小组活动，让学生生生互动，互相纠错，并能在真实语境中运用新知。
|
Part5 Production (8 minutes) |
1.All the students should know the meaning of the summary.
2.Students review Section A of next topic.
3.Students finish the exercise book of U4T2SD. |
1.Teacher summarizes what the students have learned today. Some important languages points are shown on the computer screen.
2.Teacher asks students to review Section A of next topic.
3.Teacher assigns the students finish the exercise book of U4T2SD. |
布置复习的作业，能够帮助学生养成良好的学习习惯。 |
Ⅵ.Blackboard design
Unit 4 Our World Topic 2 How can we protect ourselves from the earthquake? Section D
G1 G2 G3 G4 Grammar Remember, the most important thing is to stay calm. The safest place is under a strong table or desk. I think the mobile phone is more useful. Functions I’m sorry to hear that. A terrible earthquake struck in Qinghai.
|
Ⅶ.Teaching reflection
After practicing again and again, most students can use the comparative and superlative degrees of adjectives. Encouraging students to use English in daily life is a problem. Many students are afraid of using English in daily life. I think teacher can talk with students in English after class.
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