仁爱版八年级上册英语Unit4 Topic 2教案设计Section B(精修版)

Practice (10 minutes) 1. The whole class work 2. Group work and individual work 3. The whole class work 4. The whole class work and individual work 5. The whole class work 6. The whole class work 7. The whole class work and individual work 1. Students look at the pictures very carefully, paying attention to demonstration, especially the mouth, teeth, and tongue. Try to imitate it. 2. Some students have mirrors. They can take out their mirrors, comparing themselves with the pictures. The students without mirrors can check in pairs. 3. Students read after the tape and check whether they pronounce them right. 4. Students check the pronunciation together. 5. Students master the rules and read the words together. 6. Students read after the tape, imitating the pronunciation. Try to find out the rules. 7. Students read these sentences together with the help of the rules. Finish 3b. 1. Show students the pictures with /e/ /θ/ and a head of pronounce /e/ /θ/. 2. Guide students imitate the pronunciation. 3. Play 3b. 4. Invite students to read 1 of 3b. Ask all the students to check their pronunciation. 5. Summarize the rules and ask students to read together. 6. Play sentences in 2, 3 and 4. Remind students to pay attention to the falling tone. 7. Teacher invites students to read the sentences. And remind students: The falling tone is often used in statements, exclamations, commands and special questions. Production (7 minutes) 1. The whole class work and group work 2. Group work and individual work 3. Individual work and the whole class work 4. Individual work Finish 4 1. Students interview 1. Make a survey. their group members’ Give students the task to ideas by asking: interview their group (1) What do you think members’ views of natural of drought? disasters based on 3a. (2) What do you think of flood, snowstorm and typhoon? 2. Invite students to report 2. Students report their their results. results like this: Peter 3. Teacher sums up all the thinks... is serious. But he key points: thinks... is more serious (1) Some new words: level, than..., ...is the most sad, calm, typhoon, serious of all the disasters. flood 3. Students look at the screen (2) Grammar: and read the new words more serious— together. Try to remember the most serious new words in class. more dangerous— Remember the rules of the most dangerous comparative and (3) Pronunciation: superlative degrees of /e/: this, their, them, adjectives. Think about mother how to pronounce /e/ /θ/ /θ/: think, earthquake, well. toothache, anything 4. Homework: 4. Students collect some (1)Try to find some words information about how with the pronunciation to protect ourselves of /e/ /θ/. Add them from the earthquake by after 3b. Read and searching the Internet record them in a tape. or some other ways Bring it to school the after class. And try to next class. pronounce /e/ /θ/ well. (2) Prepare for the learning of Section C. Try to find some information about how to protect yourself from disasters. Teaching Reflection This topic is related to daily life. Students are familiar with this topic. But writing down words according to the sounds is very difficult for them. Students always forget the vowels. Teacher should train students’ listening ability often.

Ⅶ. Blackboard design

Unit 4 Our World Topic 2 How can we protect ourselves from the earthquake? Section B G1 G2 G3 G4 A: What do you think snowstorm of snowstorm? flood drought B: I think it is more dangerous than flood. Names of natural A: Yes, and I think disasters forest fire is the most dangerous of all the disasters. forest typhoon rainstorm fire