-
仁爱版八年级
Unit4 Topic2 Section
C
How to Protect Yourself in the
Earthquake?
一、教学内容分析:
本课选自仁爱英语八年级
Unit4
Topic2
SectionC
How
to
Protect
Yourself
in
the <
/p>
Earthquake?
,是本话题的一节读写结合课。本课以阅
读的形式介绍了地震自救知识,应用
should/shouldn’t
来表达应该与不应该。
训练学生的阅读技能,
掌握略读
和扫读的阅读策略,
从阅读材料中获取细节信息的能力,
从语境
中猜测生词的能力以及给文章解标题的归纳和推
理能力,同时在阅读完本课之后,能够向
他人传达在火灾中进行自我保护的写作能力。
二、
教学目标分析
(一)
Knowledge
aims
:
1.
学习并掌握新词汇:
middle, shake, check, downstairs, indoors, doorway, furniture, power,
shock,
aftershock, gas
2.
通过阅读学习在地震中自我保护的知识。
(二)
Skill aims:
1.<
/p>
能在图片或关键词的帮助下读懂介绍自然灾害的文章,以及相应的保护措施。
2.
能流利地和他人谈论在自然灾害中如何保护自己。
3.
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。
(三)
Emotional
aims:
1.
在灾害中有自我保护的意识和能力并能沉着应对。
2.
在自己的能力范围之内,帮助别
人。
三、
教学重点、难点分析
(一)
教学重点
:
1.
学习在地震中如何保护自己的
知识。
2.
与他人谈论在自然灾害中如何保护自己。
3.
能模
仿本课所学文章,写一篇火灾自救的文章。
(二)教学难点
:
在阅读
的基础上促进写作,能模仿本课所学文章,写一篇火灾自救的文章
四、
教学过程设计
< br>步骤
1
:
Getting
students ready for learning
T:Good morning ,boys and
girls
Ss:Good morning,Miss Wang.
T:I’m happy to see you you ready for
the new
lesson?
Ss:Yes,we
are ,go go!
设计意图
:简短的师生问候,拉近师
生距离
,
同时为创造一个热情、活跃、和谐的课堂气氛
打基础。并使学生静下心来,让学生快速进入学习状态。
步骤
2
:
Pre-
reading
-in.
T:In
the last three classes,we have learned
something about the today we’ll learn
SectionC How to Protect Yourself in the
Earthquake?Now I’d like you to check what we
should do
to protect ourselves based on
your own knowledge.
Ss:We should
protect our head with our arms.
T:
earthquake is a kind of very terrible natural
disaster. Mostly we can not avoid them,
but we can try to protect ourselves.
Have you found more information about how to
protect
yourselves from an earthquake?
Ss
:
。
。<
/p>
。
。
。
。
设计意图:
引入本节课话题——地震自救,
利用经验预测课文内容,
引导学生思考如何在地
震中保护自己,让学生们各抒己见,为学习新课文做好铺垫。
sion
T:I agree with you. The
safest place is under a strong table or a desk.
Look at these two pictures.
doorway
(板书
“
出入口,门道
”
p>
)
middl
e
(板书
“
中间,中央
”
)
T:Do
you
think
where
is
safer
indoors,
in
the
doorway
or
in
the
middle
of
the
room
when
an
earthquake happens?
S1: I
think we should sit on the floor in the doorway.
T: I think so. Sitting on the floor in
the doorway is safer than standing in the middle
of the room.
Look at the picture, it is
furniture
(板书
“
家具
p>
”
)
.
T:Do you think whether it is safe to
stay near the tall furniture?
S2: I
don’t think so. It may fall down and hurt
us.
T:If you try to go out,
can you take a lift to go downstairs?
S3: No.
T: Yes. In fact, you
shouldn’t try to go out of the building. It’s more
dangerous. Anyway, I think
keeping calm
is the most important.
设计意图
:
在讨论的过程中采用不同的方式呈现和学习新词汇
,
既学习了新词语,有能在口
语中运用这些词语,同时也可以引导学生进行
思维的碰撞——地震自救常识。解决
1a
文本
< br>中的生词,帮助学生扫清语言障碍,同时构建学生的语言知识。
步骤
3
:
While-
reading
ng
T:
We’ll read a passage about how to protect
ourselves in the earthquake. Skim it and find the
main idea of each paragraph. Or you may
underline the topic sentence of each paragraph.
Ss:Paragraph1:Knowing
some
ways
to
protect
yourself
will
help
to
keep
you
safe
in
the
earthquake.
Paragraph2:How to protect
ourselves if we are indoors when an earthquake
happens.
Paragraph3:How to protect ourselves if
we are outdoors.
Paragraph4:The danger is
not over when the strong shaking stops.
Paragraph5:Try
to help others and stay calm.
设计意图
:
通过层层提问,引导学生运用略读策略阅读
文本,学生对本文有了大概了解,