资源简介

Unit
4
Our
World
Topic
2
How
can
we
protect
ourselves
from
the
earthquake?
教学内容分析及课时分配建议：
本单元以Our
World
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：The
mobile
phone
is
more
useful
than
the
telephone.,
The
computer
is
the
most
useful
of
the
three.,
The
safest
place
is
under
a
strong
table
or
desk.,
Was
it
serious?,
I’m
very
sorry
to
hear
that.,
Don’t
worry.等。
语音版块复习字母i，
o和字母组合oo，ou，ow，or，aie在单词中的发音规则；区分/θ/和/
?/的发音，学习降调，继续训练连读和不完全爆破。Project的活动“Caring
About
the
Children
From
Disaster
Areas”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：Section
A—1a,1b,1c,1d
第二课时：Section
A—2a,
2b,
Section
B—3a,
3b
Section
A—3
第三课时：Section
B—1a,
1b,
1c,
2,
4
第四课时：Section
C—1a,
1b,1c,
2a,
2b,2c
第五课时：Section
D—Grammar
and
Functions,
1,
2,
Project
第一课时
(Section
A—1a,1b,1c,1d）
教学设计思路：
本节课的课型为听说课，主要活动为Section
A-1a。在Warm-up环节听唱一首关于地震的公益歌曲Not
Alone，营造气氛并学习词汇earthquake。Revision环节利用图片复习形容词的比较级和最高级。pre-listening环节里，首先播放一段电影《唐山大地震》片段，讨论：What
can
you
see
in
the
movie?
How
do
you
feel
about
it?
通过与学生讨论唐山地震，学习词汇fall
down，province，strike，missing。继续讨论另外的两次地震——汶川地震和玉树地震，通过对比三次地震的严重程度，感知多音节形容词的比较级和最高级，认识more
serious
和most
serious。接下来看1a图片，预测1b的答案。在while-listening环节，首先听一遍录音，核对所预测的1b答案。然后根据已有知识将1c表格填空，充分调动已有知识经验有助于更加快速和深刻地理解对话。然后再听1a，完成1c表格，核对答案。在post-listening的环节里，学生阅读1a对话并划出表示安慰，感叹的句子。然后分角色朗诵对话并表演。最后学生两人一组根据1c的表格编写对话进行操练。
Ⅰ.
Teaching
aims
1.
Knowledge
aims：
（1）学习并掌握新词汇：
earthquake,
strike,
province,
missing
（2）学习表达关心、感叹的功能句。
—A
terrible
earthquake
struck
Qinghai.
—Was
it
serious?
—Oh,
no!
—How
terrible!
（3）复习巩固单音节词和部分双音节词形容词比较级、最高级的变化形式；初步感知双多音节形容词比较级、最高级的变化形式。
2.
Skill
aims:
（1）听懂有关报道或谈论地震的消息。
（2）能正确朗读课本的文本材料，读懂报道地震的消息。
（3）能运用本课所学语言，谈论有关地震的消息。
3.
Emotional
aims:
通过对地震的学习，让学生感受生命的可贵，懂得珍惜自己和他人的生命。
4.
Culture
awareness:
了解玉树、汶川、唐山地震的历史概况。
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
学习有关介绍地震的功能句。
2.
Difficult
points：
运用本课所学语言，谈论有关地震的消息。
Ⅲ.
Learning
strategies
1.
课前查找有关地震的知识不仅能扩大知识面，还能帮助我们更好地理解文章。
2.
充分调动已有知识和经验有助于更快更深刻地理解课文。
Ⅳ.
Teaching
aids
多媒体课件/图片
V.
Teaching
procedures
Stage
1（3mins）：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Greet
the
students
and
get
themready
for
learning.
Play
the
taperecording
of
the
song
Not
alone.T:
Good
morning,
everyone!T:I’d
like
you
to
enjoy
a
beautiful
song
named
Not
alone.
It’s
about
earthquakes.
An
earthquake
is
a
kind
of
terrible
natural
disaster.
Can
you
guess
what
kind
of
disaster
it
is?T:Yes.
Earthquakes
are
terrible,
but
just
as
we
sing,
we
are
the
world,
we
are
not
alone.
Let’s
enjoy
it
together.
Focus
their
attention
on
the
teacher.
Listen
to
the
song
Not
alone.Ss:
Good
morning,
Miss…Ss:地震。Ss:…
听唱一首关于地震的公益歌曲Not
Alone。学习新词汇：earthquake。
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。
Stage
2（5mins）：Revision
Step
Teacher
activity
Student
activity
Designing
purpose
(Pair
work)
Show
some
pictures
and
review
comparative
and
superlative
degrees
of
adjectives.
Learn
the
new
word:
province.T:
Well.
Let’s
begin
a
new
topic.
Before
the
new
lesson,
we
should
review
something
we
learned
last
week.
Now
look
at
the
pictures
and
try
to
make
conversations
to
talk
about
them.
subject/easy
province/bigT:
Look.
This
is
a
map
of
China.
There
are
23
provinces
in
China.
What’s
the
meaning
of
“province”,
do
you
know?
T:
You
man
contrast
the
areas
of
the
provinces
in
China.
animal/tall
Make
conversations
to
review
comparative
and
superlative
degrees
of
adjectives.
Learn
the
new
word:
province.P1:—Which
subject
is
easier,
Chinese
or
math?I
think
Chinese
is
easier.
Which
subject
is
easiest,
Chinese,
math
or
English?I
think
English
is
the
easiest.S1:
省。P2:—Which
province
is
bigger,
Guangxi
Province
or
Hebei
Province?…P3:—
Which
animal
is
taller,
tiger
or
horse?—…
利用图片编对话复习形容词的比较级和最高级。
Remark：
Stage
3（8mins）：Pre-listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Play
the
beginning
of
the
film《唐山大地震》.Talk
about
the
film.T:
Have
you
ever
heard
ofTangshand
in
Hebei
Province?
A
terrible
earthquake
struck
Tangshang
in
1976.
Let’s
watch
a
part
of
the
movie
The
Tangshan
Earthquake.T:
What
can
you
see
in
the
movie?T:
How
about
the
buildings?T:
How
do
you
feel
about
it?
T:
So
do
I.
The
earthquake
struck
Tangshan,
Hebei
Province
in
1976.
Many
people
lost
their
lives
and
lots
of
people
are
missing.
That
means
people
can
not
find
them.
Watch
and
talk
about
the
film
《唐山大地震》.Ss:...S1:
The
ground
is
quaking.S2:
Many
buildings
fell
down.
S3:
I
feel
very
terrible.S4:
I
feel
sad.
S5:I
fell
sorry
for
them.
观看电影《唐山大地震》片段，讨论并导入本节课话题，学习新词汇。
2(Class
activity)
Lead
the
students
to
talk
about
another
two
earthquakes.
T:Have
you
heard
another
two
earthquakes
struck
yushu
and
Wenchuan?T:Do
you
know
when
the
yushu
earthquake
happened?T:
And
the
Wenchuan
earthquake?T:
Yes.
You
know
a
lot.
All
of
the
earthquakes
are
serious.
Look
at
this
table
form.
T:
According
to
the
numbers
of
dead
people,
It
shows
the
Wenchuan
earthquake
is
more
serious
than
the
Yushu
earthquake
and
the
Tangshan
earthquake
is
the
most
serious
of
the
three.
Do
you
understand
“more
serious”
and
“most
serious”?T:
Great!
Look
at
the
picture
in
1a.
Can
you
guess
what
they
are
talking
about?
T:
Yes.
They
are
talking
about
something
about
earthquakes.
Read
the
answers
in
1b
and
predict
the
right
answer.
Talk
about
another
two
earthquakes.
Get
to
know
“more
serious”
and
“most
serious”.Ss:
Yes.S1:
In
2010.S2:
In
2008.S1:
Yes.
They
means
更严重
and
最严重。S2:
They
are
talking
about
earthquakes.
引导学生谈论玉树和汶川地震。通过对比三次地震的严重程度，感知多音节形容词的比较级和最高级。
Remark：本节课语法不作为重点讲解，只让学生感知多音节和部分双音节形容词的比较级和最高级。
Stage
4（9mins）：While-listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individual
work)
Play
the
tape
recording
of
1a
and
check
the
answer
to
1b.
T:
Let’s
listen
to
the
conversation
and
you
can
check
your
answer
to
1b.
Listen
to
1a
and
answer
the
question
in
1b.Ss:…
2(Individual
work)
Play
the
tape
recording
of
1a
again
and
lead
the
students
to
finish
1c.T:
You
know
Kangkang
and
Li
Ming
are
talking
about
the
three
earthquakes
in
China.
Now
try
to
fill
out
the
form
in
1c.T:
Let’s
listen
to
1a
again
and
complete
the
table.T:
Listen
once
again
and
check
your
answers.
Listen
again
and
complete
1c.
Ss:…S:…
先根据已有经验填表在完成听力任务，可减轻听力的难度。
Remark：充分调动已有知识和经验有助于更快更深刻地理解课文。
Stage
5（15mins）：Post-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individual
activity
&
Pair
work)
Lead
the
students
to
understand
the
useful
expressions
and
then
read
the
conversation
in
roles.T:
When
we
heard
something
bad
happened
to
others
like
earthquakes,
it’s
polite
to
express
our
concern,
comfort
or
exclamation.
Read
the
conversation
and
underline
the
useful
expressions
like
those.T:
Read
the
expressions
to
your
partners,
pay
attention
to
the
intonation
and
your
emotions.
Underline
the
useful
expressions
and
then
read
the
conversation
in
roles.Ss:…Ss:…
2(Pair
work)
Ask
the
students
to
act
out
the
conversation
in
pairs.
Pay
attention
to
the
emotion.T:
Good
gob.
Now
let’s
try
to
read
the
conversations
in
roles.
Pay
attention
to
the
marked
parts
and
intonation.T:
I’d
like
you
to
act
it
out.
Let’s
see
who
read
best.
Who’s
willing
to
have
a
try?
Act
out
the
conversation
in
pairs.Ss:…P1:…
3(Pair
word)
Lead
the
students
to
make
similar
conversations
according
to
1c
and
then
practice
in
pairs.T:
You
have
known
about
the
three
serious
earthquakes
in
China.
I
think
you
can
tell
them
to
your
partners.
Work
in
pairs
and
make
up
a
conversation
based
on
1c.
T:
Does
any
pair
want
to
act
out
your
conversation?
I’m
sure
you
can
make
it.
Be
brave,please!
Make
similar
conversations
according
to
1c
and
then
practice
in
pairs.Ss:…P1:…
Remark：
Stage
6（5mins）：Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
what
we
have
learned
in
this
lesson.
Let’s
begin!
Summarize
what
they
have
learned
today.
S1:
We
learned
some
new
words.earthquake,
strike,
province,
missingS2:
We
learned
some
useful
functions
about
how
to
express
our
concern,
comfort
or
exclamation.—A
terrible
earthquake
struck
Qinghai.—Was
it
serious?—Oh,
no!—How
terrible!S3:We
went
on
learning
comparative
and
superlative
degrees
of
adjectives:serious—
more
serious
—
the
most
serious.
培养学生归纳总结的能力，再次复习巩固本节课的重点知识。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
remember
the
new
words
and
phrases.
Please
tell
something
about
the
three
earthquakes
your
parents
and
preview
Section
A—2a,
2b,
3
Section
B—3a,
3b.
Finish
the
HMK
after
class.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI.
Blackboard
design
第一课时
(Section
A—1a,1b,1c,1d)1.Some
new
words:earthquake,
strike,
province,
missing2.
Useful
functions
:—A
terrible
earthquake
struck
Qinghai.—Was
it
serious?—Oh,
no!—How
terrible!3.Comparative
and
superlative
degrees
of
adjectives:serious—
more
serious
—
the
most
serious.
Tangshan
earthquake
Wenchuan
earthquake
Yushu
earthquake
level
7.8
8.0
7.1
The
number
of
dead
people
242769
69227
2220Unit
4
Our
World
Topic
2
How
can
we
protect
ourselves
from
the
earthquake?
教学内容分析及课时分配建议：
本单元以Our
World
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：The
mobile
phone
is
more
useful
than
the
telephone.,
The
computer
is
the
most
useful
of
the
three.,
The
safest
place
is
under
a
strong
table
or
desk.,
Was
it
serious?,
I’m
very
sorry
to
hear
that.,
Don’t
worry.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/
?/的发音，学习降调，继续训练连读和不完全爆破。Project的活动“Caring
About
the
Children
From
Disaster
Areas”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：Section
A—1a,1b,1c,1d
第二课时：Section
A—2a,
2b,
Section
B—3a,
3b
Section
A—3
第三课时：Section
B—1a,
1b,
1c,
2,
4
第四课时：Section
C—1a,
1b,1c,
2a,
2b,2c
第五课时：Section
D—Grammar
and
Functions,
1,
2,
Project
第四课时
(Section
C—1a,
1b,1c,
2a,
2b,2c）
教学设计思路：
本节课的课型为阅读课，主要活动为Section
C
-1a。Warming-up环节让学生以头脑风暴的方式每人一句轮流造句，复习形容词的比较级和最高级。Revision环节里则学生利用表格所提供的信息编对话讨论并复习本话题学过的关于地震的词汇和句型。Pre-reading检查家庭作业的同时，讨论：
What
should
/
shouldn’t
you
do
to
protect
yourselves
in
an
earthquake?
并在讨论的过程中采用不同的方式呈现和学习新词汇。while-reading环节里，首先速读课文，了解每段大意，并回答1c-3:
What
does
the
word
“aftershocks”
mean?和1c-4:
What
is
the
important
thing
to
remember
in
the
earthquake?的简单问题。接下来，精读课文，完成1b关键词的填写，理解文章的细节。再读1a，回答1c-1、2小题并解决疑难句子。在post-reading的环节里，学生需要根据所给提纲并利用1b图片和关键词，复述课文，向同桌讲述地震中自我保护的知识。接下来由地震的自我保护导入火灾自我保护的讨论。首先将2a的图片和短语连线，同桌之间用should和shouldn’t讨论图片。接下来学生利用多种句型表达关于“应该”和“不应该”，如Remember
to,
You’d
better等。学生利用2b中的句型和讨论总结的句型表达2a中的观点，并写下来与同桌交流，为2c的书面表达做准备。最后，写一篇关于如何在火灾中自我保护的文章，在全班汇报。
Ⅰ.
Teaching
aims
1.
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。
2.
Skill
aims:
（1）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。
3.
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。
4.
Culture
awareness:
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
（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，写一篇有关其它灾害的文章。
2.
Difficult
points：
能模仿本课所学文章，写一篇有关其它灾害的文章。
Ⅲ.
Learning
strategies
1.
能利用图片的提示，记忆和复述课文。
2.
引导学生善于总结归纳语言。
Ⅳ.
Teaching
aids
多媒体课件/图片
V.
Teaching
procedures
Stage
1（5mins）：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Greet
the
students
and
get
themready
for
learning.
Lead
the
students
to
review
comparative
and
superlative
degrees
of
adjectives.T:
Good
morning,
everyone!T:
Let’s
brainstorm
as
many
sentences
as
possible
using
comparative
and
superlative
degrees
of
adjectives.
You
must
stand
up
quickly
and
say
out
sentences
aloud
one
by
one.
Let’s
begin!
Focus
their
attention
on
the
teacher.
Make
sentences
to
review
comparative
and
superlative
degrees
of
adjectives
according
to
the
pictures.Ss:
Good
morning,
Miss…S1:
My
schoolbag
is
bigger
than
hers.S2:…
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。
Stage
2（5mins）:
Revision
Step
Teacher
activity
Student
activity
Designing
purpose
(Pair
work)
Show
the
tables
and
ask
the
students
to
choose
some
of
the
earthquakes
to
talk
about.
Work
in
pairs
and
make
conversations
to
talk
about
the
earthquakes
with
the
help
of
the
tables.Ss:…
根据表格所给信息，两人一组讨论中国近一些年来发生的地震，复习本话题学过的词汇，句型等内容。
Remark：
Stage
3（5mins）：Pre-reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Check
the
homework.
Lead
to
the
topic
of
self-protection
in
an
earthquake
and
teach
the
new
words.T:
An
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?T:
You
can
share
your
information
with
your
partners
first.
And
check
what
we
should
do
to
protect
ourselves
in
the
earthquake
based
on
your
own
knowledge.
Later,
we’ll
talk
more
about
it.
T:
Good.
You
have
a
warm
discussion.
Well,
what
should
/
shouldn’t
you
do
to
protect
yourselves
in
an
earthquake?
Who
would
like
to
share
your
opinions?T:I
agree
with
you.
The
safest
place
is
under
a
strong
table
or
a
desk.
Look
at
these
two
pictures.doorway
middleT:Do
you
think
where
is
safer
indoors,
in
the
doorway
or
in
the
middle
of
the
room
when
an
earthquake
happens?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.T:Do
you
think
whether
it
is
safe
to
stay
near
the
tall
furniture?T:If
you
try
to
go
out,
can
you
take
a
lift
to
go
downstairs?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.
Talk
about
how
to
protect
themselves
and
learn
the
new
words.Ss:
Yes,
we
have.Ss:…S1:
We
should
stay
under
a
strong
table.
S1:
I
think
we
should
sit
on
the
floor
in
the
doorway.S2:
I
don’t
think
so.
It
may
fall
down
and
hurt
us.S3:
No.
Remark：
Stage
4（10mins）：While-reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Lead
the
students
to
skim
the
passage
and
find
the
main
idea
of
each
paragraph.
Answer
the
question
3-4
in
1c.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.T:
What’s
the
key
sentence
of
the
first
paragraph?T:
What
does
the
writer
tell
us
in
the
second
paragraph?T:
And
how
about
the
third
paragraph?T:
Wonderful!
What’s
the
topic
sentence
of
the
fourth
paragraph?T:
Yes.
There
will
be
some
shocks
after
most
earthquake.
We
call
them
aftershocks.
Can
you
guess
what
“aftershock”
means.T:
What
does
the
main
idea
of
the
last
paragraph?T:So
what
is
the
most
important
thing
to
do
in
the
earthquake?
Skim
the
passage
and
find
the
main
idea
of
each
paragraph.
Answer
the
question
3-4
in
1c.Ss:…S1:
Knowing
some
ways
to
protect
yourself
will
help
to
keep
you
safe
in
the
earthquake.S2:
He
tells
us
how
to
protect
ourselves
if
we
are
indoors
when
an
earthquake
happens.S3:
It
is
about
how
to
protect
ourselves
if
we
are
outdoors.S4:
The
danger
is
not
over
when
the
strong
shaking
stops.S5:
It
means“余震”in
Chinese.S6:
Try
to
help
others
and
stay
calm.S7:
Staying
calm
is
the
most
important
thing
to
do.
2(Individual
work)
Lead
the
students
to
read
the
passage
carefully
and
finish
1b.T:
The
pictures
in
1b
are
about
how
to
protect
ourselves
indoors
and
outdoors
in
the
earthquake.
Now
let’s
read
the
passage
carefully
and
write
down
the
key
words
under
each
picture.T:What
should
you
do
if
you
are
indoors?
Read
the
passage
carefully
and
write
down
the
key
words
under
each
picture
in
1b.
Then
retell
what
they
should
do
based
on
the
pictures
and
the
key
words.Ss:…S1:…
3(Class
activity)
Deal
with
the
key
points
and
difficult
sentences
of
the
passage.T:
When
we
mention
earthquakes,
we
feel
terrible.
It
seems
that
all
the
earthquakes
are
serious.
But
when
can
earthquakes
be
very
serious
according
to
the
passage?T:
Why?T:
How
do
you
understand
“
the
danger
is
not
over
when
the
strong
shaking
stops”?T:
Why
does
the
writer
say
so?T:
Do
you
have
any
difficulty
understanding
this
passage?
Read
once
again
and
find
out
the
key
points
and
the
difficult
sentences.S1:When
the
earthquakes
happen
near
a
city,
they
can
be
very
serious.S1:
If
an
earthquake
happens
near
a
city,
more
people
may
be
hurt
or
die.S2:
地震停止了，危险并没有结束。S3:
Because
of
the
aftershock.
Sometimes
they
can
be
more
dangerous
than
the
first
earthquake.Ss:…
Remark：
Stage
5（17mins）：Post-reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Pair
work)
Lead
the
students
to
retell
the
passage
according
to
the
pictures
and
the
key
words
in
1b.
Retell
the
passage
in
pairs
according
to
the
pictures
and
the
key
words
in
1b.
为了降低难度，教师还可以给学生提供如图所示的提纲。
2(group
work)
Lead
the
students
to
match
the
phrases
with
the
correct
pictures
in
2a.
T:
As
we
all
know,
we
may
encounter
some
emergencies
in
our
life.
We
can’t
avoid
all
of
them.
So
it
is
very
important
for
us
to
know
some
ways
to
protect
ourselves
in
sudden
disasters
such
as
earthquakes
and
fires.
Do
you
know
what
you
should
and
shouldn’t
do
in
a
fire?
Look
at
the
pictures
in
2b
and
match
the
phrases
with
them.T:
Discuss
in
groups
what
you
should
and
shouldn’t
do
in
a
fire
based
on
the
pictures
and
the
phrases.
Finish
2a
with
the
teacher’s
guide.Ss:…S1:
We
shouldn’t
take
a
lift.S2:We
should
call
119
for
help.…
3(Pair
work)
Lead
the
students
to
find
more
useful
expressions
to
express
“should
and
shouldn’t”.T:
When
we
give
suggestions,
we
often
say
“
you
should…”
or
“you
shouldn’t
…”.
But
in
fact,
we
can
use
more
useful
expressions
to
express
the
same
ideas.
Can
you
think
of
more
structures?T:You
did
a
good
job.
Please
use
the
expressions
you
summarized
and
the
ones
in
the
table
in
2b
and
rewrite
the
sentences
based
on
2a
and
exchange
ideas
with
your
partners.
For
example,
Don’t
jump
off
the
window.
Find
more
useful
expressions
to
express
“should
and
shouldn’t”.
Then
write
down
the
sentences
based
on
2a
and
exchange
ideas
with
their
partners.S1:
You’d
better…S2:
Don’t…S3:
It’s
a
good
way
to…S4:
Why
don’t
you…S5:
You
ought
to
…S6:
You
mustn’t
…S7:
Remember
to……Ss:…
讨论和总结更多关于应该和不应该的表达法，如Remember
to,
You’d
better等。学生利用2b中的句型和讨论总结的句型表达2a中的观点，并写下来与同桌交流，为2c的书面表达做准备。
4(Group
work)
Ask
the
students
to
write
a
short
passage
about
how
to
protect
themselves
in
a
fire
according
to
2a
and
2b.T:
I’m
sure
you
can
protect
yourselves
very
well
in
a
fire.
Do
you
want
to
share
the
ways
to
others?
Let’s
write
them
down
and
then
you
can
report
them
to
the
class.T:Who
would
like
to
read
your
composition
and
share
your
good
ways
with
us?
Write
a
short
passage
about
how
to
protect
themselves
in
a
fire
according
to
2a
and
2b.
Then
report
in
the
class.Ss:…S1:…
写一篇关于如何在火灾中自我保护的文章，在全班汇报。
Remark：1.能利用图片和关键词的提示，记忆和复述课文。
2.
引导学生善于总结归纳语言。
Stage
6（3mins）：Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
what
we
have
learned
in
this
lesson.
Let’s
begin!
Summarize
what
they
have
learned
today.
S1:
We
learned
some
new
words
and
phrases:middle,
shake,
checkdownstairs,
indoors,
doorway,
furniture,
power,
shock,
aftershock,
gastake
the
lift,
call…
for
help,
turn
off,
jump
off
a
windowS2:
We
learned
how
to
protect
ourselves
in
an
earthquake.S3:
We
talked
about
how
to
protect
ourselves
in
a
fire.
培养学生归纳总结的能力，再次复习巩固本节课的重点知识。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
remember
the
new
words.
Please
tell
something
about
how
to
protect
yourselves
in
an
earthquake
to
your
parents
and
preview
Section
D—Grammar
and
Functions,
1,
2,
Project.
Don’t
forget
to
find
some
information
about
the
Tangshan
earthquake
on
the
Internet.
Finish
the
HMK
after
class.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI.
Blackboard
design
第四课时
(Section
C—1a,
1b,1c,
2a,
2b,2c)1.
Some
new
wordsmiddle,
shake,
checkdownstairs,
indoors,
doorway,
furniture,
power,
shock,
aftershock,
gas2.
Some
phrasestake
the
lift,
call…
for
help,
turn
off,
jump
off
a
window
earthquakes
Yaan
Ludian
Gaoxiong
year
2013.4.20
2014.8.3
2010.3.4
level
7.0
6.5
6.7
the
number
of
dead
people
196
615
49
Tangshan
earthquake
Wenchuan
earthquake
Yushu
earthquake
year
1976
2008
2010
level
7.8
8.0
7.1
The
numberof
deadpeople
242769
69227
2220
Introduction
of
the
earthquake
If
you
are
indoors,
…
If
you
are
outdoors,…
How
to
protect
yourself
in
the
earthquake
Be
careful
of
the
aftershocks.
Help
others
and
stay
calm.Unit
4
Our
World
Topic
2
How
can
we
protect
ourselves
from
the
earthquake?
教学内容分析及课时分配建议：
本单元以Our
World
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：The
mobile
phone
is
more
useful
than
the
telephone.,
The
computer
is
the
most
useful
of
the
three.,
The
safest
place
is
under
a
strong
table
or
desk.,
Was
it
serious?,
I’m
very
sorry
to
hear
that.,
Don’t
worry.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/?/的发音，学习降调，继续训练连读和不完全爆破。Project的活动“Caring
About
the
Children
From
Disaster
Areas”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：Section
A—1a,1b,1c,1d
第二课时：Section
A—2a,
2b,
Section
B—3a,
3b
Section
A—3
第三课时：Section
B—1a,
1b,
1c,
2,
4
第四课时：Section
C—1a,
1b,1c,
2a,
2b,2c
第五课时：Section
D—Grammar
and
Functions,
1,
2,
Project
第三课时
(Section
B—1a,
1b,
1c,
2,
4）
教学设计思路：
本节课的课型为听说课，主要活动为Section
B
-1a。Warming-up环节里欣赏和朗读一首小诗，训练学生的语音语调，同时使学生静下心来关注课堂。Revision环节以抢答和造句的方式复习形容词的比较级和最高级的用法。在Pre-listening环节中，检查家庭作业完成情况，讨论：
Do
you
know
more
about
Yushu
earthquake?
和How
do
you
protect
yourself
in
an
earthquake?
并在讨论的过程中以表情，动作，简笔画等多种方式学习新词汇。接下来根据已有知识经验判断1b并预测1c答案。While-listening的环节听1a录音，核对1b答案。再听1a，完成1c。Post-listening环节里，首先听录音，模仿，分角色朗读对话。提醒学生注意连读和不完全爆破。接下来阅读2的对话，预测答案之后听2录音，完成填空并核对答案，两人一组分角色朗读对话。学生在听和读的过程中学习表达关心和安慰的功能句。最后，按照老师给出的图表四人一组进行采访活动，一人扮演记者，采访其他组员对于自然灾害的看法。小组合作将采访结果写成小短文，组间交流修改之后，在全班汇报。
Ⅰ.
Teaching
aims
1.
Knowledge
aims：
（1）学习并掌握新词汇：
level，
sad，
calm
（2）学习表达关心,安慰的功能句。
I’m
sorry
to
hear
that.
Is
it
serious?
Don’t
worry.
He’ll
be
OK.
2.
Skill
aims:
（1）能听懂有关谈论地震的话题。
（2）能谈论灾难的情况，并能用所学知识表达自己的关怀。
（3）能用形容词的比较级和最高级写一篇有关自然灾害及其程度的文章。
3.
Emotional
aims:
（1）通过本课的学习，了解玉树地震。学会地震中的一些自我保护的常识。
（2）学会关心他人。
4.
Culture
awareness:
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
（1）了解有关地震的知识。
（2）学习表达关心,安慰的功能句。
2.
Difficult
points：
能用形容词的比较级和最高级写一篇有关自然灾害及其程度的文章。
Ⅲ.
Learning
strategies
1.
能够从同学的小作文中取长补短，提高书面表达能力。
2.
鼓励学生与同学积极合作，参与课堂活动。
3.善于利用网络等资源拓宽知识面，提高语言实践能力。
Ⅳ.
Teaching
aids
多媒体课件/图片
V.
Teaching
procedures
Stage
1（3mins）：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Greet
the
students
and
get
themready
for
learning.
T:
Good
morning,
everyone!T:
Let’s
enjoy
a
beautiful
poem.
Read
it
with
emotions
and
pay
attention
to
the
intonation.What
Does
Little
Birdie
Say?What
does
little
birdie
say,
In
her
nest
at
peep
of
day?
Let
me
fly,
says
little
birdie,
Mother,
let
me
fly
away,
Birdie,
rest
a
little
longer,
Till
the
little
wings
are
stronger.
So
she
rests
a
little
longer,
Then
she
flies
away.
What
does
little
baby
say,
In
her
bed
at
peep
of
day?
Baby
says,
like
little
birdie,
Let
me
rise
and
fly
away.
Baby,
sleep
a
little
longer,
Till
the
little
limbs
are
stronger.
If
she
sleeps
a
little
longer,
Baby
too
shall
fly
away.
中文译文：小鸟说些什么呢?在这黎明初晓的小巢中?小鸟说，让我飞，妈妈，让我飞走吧。宝贝，稍留久一会儿，等到那对小翅膀再长硬些儿。因此它又多留了一会儿，然而它还是飞走了。婴儿说些什么，在破晓时分的床上?婴儿像小鸟那样说，让我起来飞走吧。乖乖，稍微多睡一会儿，等你的四肢再长硬点儿。如果她再多睡一会儿，婴儿必然也会像鸟儿一样地飞走。
Focus
their
attention
on
the
teacher.
Ss:
Good
morning,
Miss…Ss:…
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。
Stage
2（6mins）：Revision
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Show
some
exercises
to
consolidate
comparative
and
superlative
degrees
of
adjectives.T:
Good
job!
Before
the
new
lesson,
let’s
review
what
we
learned
yesterday.
Now
I’ll
show
some
adjectives
quickly
on.
You
should
race
to
stand
up
and
be
the
first
to
say
out
their
comparative
and
superlative
degrees
of
them.
And
you
must
spell
them.
Are
you
ready?tall—beautiful—terrible—fat—important—ugly—friendly—useful—dangerous—thin—nice—T:
You
did
a
good
job.
Now
you
can
choose
one
group
of
them
and
make
sentences
with
them.
T:
Who
will
be
the
first
the
say
out
your
sentences?T:
A
Good
beginning.
Thank
you!
And
the
next
one?
Consolidate
comparative
and
superlative
degrees
of
adjectives.Ss:…Ss:…S1:I
am
tall.
Lisa
is
taller
than
me.
Amy
is
the
tallest
in
our
class.Ss:…
Remark：
Stage
3（7mins）：Pre-listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Lead
to
1a.T:
Have
your
found
more
information
about
the
Yushu
earthquake?T:
Good.
When
did
it
happen?T:
What
level
is
it?
level
means
“级别
”
in
Chinese.T:Yes,
you
are
right.
Do
you
know
how
many
people
lost
their
lives
in
this
earthquake?T:When
we
hear
of
this
kind
of
news.
We
always
feel
very
sad.
Earthquakes
are
very
terrible
natural
disasters.
But,
you
know,
humans
can’t
avoid
them.
So
it’s
very
important
for
us
to
know
how
to
protect
ourselves
from
the
earthquakes.
Do
you
think
so?T:
Who
can
tell
us
something
about
how
to
protect
ourselves
from
the
earthquakes.
You
can
speak
in
Chinese
if
necessary.T:
Good
methods.
Thank
you
for
sharing.
And
I
think
the
most
important
thing
is
to
stay
calm.
I
mean
we
can’t
be
flustered
and
hurried.
We
must
stay
peaceful.
Talk
about
the
Yushu
earthquake
and
learn
the
new
words.Ss:
Yes.S1:
It
happened
in
2010.S2:
It’s
level
7.1
earthquake.S3:
Yes.
More
than
two
thousand
people
died.Ss:
Yes.S4:
I
think
we
should…
在讨论中运用表情学习词汇sad；运用手势学习词汇calm；运用简笔画学习词汇level（楼梯形状的简笔画）。
2(Individual
activity)
Lead
the
students
to
predict
the
answers
to
1b
and
1c.T:
Now
read
the
sentences
in
1b,
mark
T
or
F
before
listening.
T:
Do
you
think
whether
running
out
of
the
door
is
safer
or
not?T:
Why
do
you
think
so?
Then
what
should
we
do?T:
1c
is
a
short
passage
about
the
Yushu
earthquake.
Read
it
and
predict
the
answers.
Predict
the
answers
to
1b
and
1c.Ss:…S1:
I
think
it
is
more
dangerous.S1:
…Ss:…
Remark：引导和鼓励学生尽量多用英语交流。
Stage
4（6mins）：While-listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individual
work)
Play
the
tape
recording
of
1a.T:
Let’s
listen
to
1b
and
check
your
answers
according
to
the
conversation.
Check
the
answers
to
1b.Ss:…
2(Individual
work)
Play
the
tape
recording
of
1a.T:
Listen
again.
This
time
you
should
complete
1c
and
check
the
answers.
Complete
1c
and
check
the
answers.Ss:…
完成1c。
Remark：
Stage
5（20mins）：Post-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
work)
Guide
the
Ss
to
practice
1a
in
pairs.T:
Read
the
conversation
after
the
tape.
Pay
attention
to
the
stress
and
intonation.T:
Then
work
in
groups
and
read
in
roles.
Act
out
1a
in
roles.Ss:…Ss:…
2(Pair
work)
Play
the
tape
recording
of
2.
T:
Part
2
is
a
short
conversation
between
Kangkang
and
Michael
after
the
Yushu
earthquake.
Read
it
and
try
to
fill
in
the
blanks
before
listening.T:
Let’s
listen
to
the
conversation
and
complete
it.
T:
Read
the
conversation
with
your
emotion.
Pay
attention
to
the
stress
and
intonation,
especially
the
sentences
about
comfort
and
concern.
T:
Who
would
like
to
act
out
the
conversation?
Read
2
and
predict
the
answers
and
then
listen
and
fill
in
the
blanks.
Then
read
in
roles.Ss:…Ss:…Ss:…Ss:…
学习表达安慰和关心的功能句，注意语音语调。
3(Group
work)
Ask
the
students
to
make
a
survey
about
natural
disasters
with
the
help
of
the
form.
Then
write
a
short
passage
and
report
in
class.T:As
we
all
know,
people
always
suffer
form
natural
disasters
like
earthquakes,
rainstorms
and
so
on.
What’s
your
views
of
natural
disasters?
Make
a
survey
in
your
groups.
One
is
the
reporter,
the
other
three
are
interviewees.
The
pictures
in
3
and
the
table
may
help
you.T:
Work
in
groups
and
write
a
short
passage
about
your
group’s
survey
result.
T:
Share
your
passage
with
the
group
next
to
you.
You
may
learn
form
others.
And
of
course,
you
can
correct
for
them.
T:Which
group
would
like
to
show
your
passage
and
report
it
to
the
class?
Make
a
survey
about
natural
disasters
in
groups.
Then
write
a
short
passage
and
report
in
class.Ss:…Ss:…Ss:…G1:…
老师可以设计一个表格，适当降低4的难度。
Remark：1.鼓励学生与同学积极合作，参与课堂活动。
2.
能够从同学的小作文中取长补短，提高书面表达能力。
Stage
6（3mins）：Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
what
we
have
learned
in
this
lesson.
Let’s
begin!
Summarize
what
they
have
learned
today.
S1:
We
learned
some
new
words.sad,
level,
calmS2:We
learned
how
to
express
out
comfort
and
concern.—I’m
sorry
to
hear
that.—Is
it
serious?—Don’t
worry.
He’ll
be
OK.
培养学生归纳总结的能力，再次复习巩固本节课的重点知识。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
remember
the
new
words
useful　functions
about
comfort
and
concern.
Please
find
more
information
about
how
to
protect
yourselves
from
an
earthquake
on
the
Internet.
Preview
Section
C—1a,
1b,1c,
2a,
2b,2c
Finish
the
HMK
after
class.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：善于利用网络等资源拓宽知识面，提高语言实践能力。
VI.
Blackboard
design
第三课时
(Section
B—1a,
1b,
1c,
2,
4)1.
New
words.sad,
level,
calm2.
Use
functions.—I’m
sorry
to
hear
that.—Is
it
serious?—Don’t
worry.
He’ll
be
OK.
snowstorm
rainstorm
typhoon
flood
drought
forest
fire
example
☆☆☆
☆☆
☆
S1
S2
S3Unit
4
Our
World
Topic
2
How
can
we
protect
ourselves
from
the
earthquake?
教学内容分析及课时分配建议：
本单元以Our
World
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：The
mobile
phone
is
more
useful
than
the
telephone.,
The
computer
is
the
most
useful
of
the
three.,
The
safest
place
is
under
a
strong
table
or
desk.,
Was
it
serious?,
I’m
very
sorry
to
hear
that.,
Don’t
worry.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/
?/的发音，学习降调，继续训练连读和不完全爆破。Project的活动“Caring
About
the
Children
From
Disaster
Areas”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：Section
A—1a,1b,1c,1d
第二课时：Section
A—2a,
2b,
Section
B—3a,
3b
Section
A—3
第三课时：Section
B—1a,
1b,
1c,
2,
4
第四课时：Section
C—1a,
1b,1c,
2a,
2b,2c
第五课时：Section
D—Grammar
and
Functions,
1,
2,
Project
第二课时
(Section
A—2a,
2b,
Section
B—3a,
3b
Section
A—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Section
A-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Section
A-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：What
other
natural
disasters
do
you
know?
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/
?/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Section
A-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.
Teaching
aims
1.
Knowledge
aims：
（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/
?/的发音，学习降调，继续训练连读和不完全爆破。
2.
Skill
aims:
（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/?/
/θ/之间的区别。
3.
Emotional
aims:
4.
Culture
awareness:
了解几种常见的自然灾害。
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
（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.
Difficult
points：
（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.
Learning
strategies
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.
Teaching
aids
多媒体课件/图片
V.
Teaching
procedures
Stage
1（3mins）：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Greet
the
students
and
get
themready
for
learning.
T:
Good
morning,
everyone!T:
Who’s
on
duty
today?T:
It’s
your
turn
to
give
your
duty
report.
Are
you
ready
for
it?
Focus
their
attention
on
the
teacher.
Ss:
Good
morning,
Miss…S1:I
am.S1:
Yes.
Good
morning,
everybody.
It’s
my
duty
today.
…
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。
Stage
2（5mins）：Revision
Step
Teacher
activity
Student
activity
Designing
purpose
1(Pair
work)
Lead
the
students
to
tell
the
three
earthquakes
to
each
other
with
the
help
of
the
form
on
Page
89-1c.T:
Thank
you
for
your
report.
You
did
a
good
job.
Now
let’s
review
what
we
learned
yesterday.
How
many
earthquakes
did
we
talk
about?T:
What
are
they?T:
Yes.
Now
work
in
pairs
and
tell
the
three
earthquakes
to
your
partners
with
the
help
of
the
form
on
Page
89-
1c.
Work
in
pairs
and
tell
the
three
earthquakes
to
each
other
with
the
help
of
the
form
on
Page
89-1c.Ss:
Three
earthquakes.Ss:
Tangshan
earthquake,
Wenchuan
earthquake
and
Yushu
earthquake.Ss:…
Remark：
Stage
3（15mins）：Grammar
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Talk
about
the
three
earthquakes
and
some
other
pictures.
Lead
to
the
grammar—comparative
and
superlative
of
degrees
of
adjectives.T:
which
earthquake
is
more
serious,
the
Yushu
earthquake
or
the
Wenchuan
earthquake?T:
Which
one
is
the
most
serious?T:
Let’s
get
to
know
about
more
earthquakes.
Look
at
this
form.
They
are
about
three
terrible
earthquakes
in
China.
T:
Which
earthquake
is
more
terrible,
the
Yaan
earthquake
or
the
Gaoxiong
earthquake?T:
Which
one
is
the
most
terrible?T:You
are
right.
Well,
the
topic
of
earthquakes
is
so
serious.
Let’s
talk
about
something
light.
Look
at
these
pictures.
T:
They
are
useful
inventions.
Do
you
think
so?T:
Which
one
is
more
useful,
the
mobile
phone
or
the
telephone?T:
I
agree
with
you.
And
do
you
think
which
one
is
the
most
useful?T:
I
think
so.
Another
group
of
pictures.T:
Which
picture
is
more
beautiful,
the
tree
or
the
grass?T:
And
which
is
the
most
beautiful,
the
tree,
the
grass
or
the
flowers?
Go
on
learning
comparative
and
superlative
degrees
of
multisyllabic
adjectives.S1:The
Wenchuanearthquake.S2:The
Tangshan
earthquake
is
the
most
serious.S3:The
Yaan
earthquake
is
more
terrible
than
the
Gaoxiong
earthquake.
S4:
The
Ludian
earthquake
is
the
most
terrible
of
the
three.Ss:
Yes,
we
do.S1:
The
mobile
phone
is
more
useful
than
the
telephone.S2:
I
think
the
computer
is
the
most
useful.S1:
I
think
the
tree
is
more
beautiful
than
the
grassS2:
I
think
the
flowers
are
the
most
of
beautiful.
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(Group
work)
Ask
the
students
to
sum
up
the
rules
and
complete
the
table
in
2a.T:Have
you
found
any
rules?
Discuss
with
your
group
members
about
the
rules
and
complete
the
table
in
2a.T:
Let’s
check
your
answers.
Who
can
read
the
comparative
and
superlative
degrees
of
“serious”?
T:
And
the
next
one,
dangerous?T:
So
what
are
the
grammar
rules
of
comparative
and
superlative
degrees
of
multisyllabic
adjectives?
T:
Wonderful!
This
kind
of
“long”
adjectives
refer
to
the
multisyllabic
adjectives
and
some
disyllabic
adjectives
like
the
adjectives
in
the
form.
All
of
them
are
a
little
longer,
right?T:
Any
other
rules?T:
Good.
Don’t
forget
it.
Sum
up
the
rules
and
complete
the
table
in
2a.Ss:…S1:
More
serious
and
most
serious.Ss:…S2:
For
this
kind
of
“long”
adjectives,
we
add
“more”
before
them
to
get
the
comparative
degree
of
it.
And
“most”
before
them
for
the
superlative
degree
of
it.Ss:Yes.S3:
We
often
add
“most”
before
the
superlative
degree
of
adjectives.
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(Group
work)
Ask
the
students
to
finish
2b.T:
Look
at
the
table
in
2b.
Number
the
things
according
tothe
degrees
you
like
them.
T:
Work
in
groups
of
three
and
follow
the
example
to
make
small
conversations.T:
Which
group
would
like
act
our
your
conversation?
Number
the
things
according
to
the
degrees
they
like
them.
Then
follow
the
example
to
make
small
conversation.Ss:...Ss:...G1:
SA:
The
rainstorm
is
serious.SB:
I
think
the
fire
is
more
serious
than
the
rainstorm.SC:
Yes,
but
the
earthquake
is
the
most
serious
of
the
three....
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。
Stage
4（8mins）：Pronunciation
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individual
work)
Show
some
pictures
of
natural
disasters
and
learn
the
new
words.Then
play
the
tape
recording
of
3a.T:
Group
1
talked
about
fire
and
rainstorm
just
now.
Look
at
the
pictures.
Wha
is
it?
T:
The
letter
“i”
pronounces
/ai/.
So
can
you
guess
how
to
spell
fire?T:
Good.
Look
at
the
picture.
What
is
it?T:
We
have
learned
the
word
“rain”.
So
can
you
try
to
spell
the
word
“rainstorm”
according
to
the
sound?T:
Good.
“or”
pronounces
/?:/
.You
may
write
down
the
word
on
the
line
below
the
second
picture
on
Page92.T:
Look
at
other
pictures
in
3a.
Most
of
them
are
natural
disasters.
Please
write
down
the
words
according
to
the
sounds.T:
Let’s
listen
to
the
tape,
read
and
check
your
answers,
paying
attention
to
the
vowels
and
stress.T:
Work
in
pairs
and
try
to
find
how
the
letters
pronounce.
And
then
fill
in
the
blanks
after
the
example.rainstorm—
/ai/
/?:/snowstorm—
typhoon—flood—drought—forest
fire—
Look
at
the
pictures
and
write
down
the
words
according
to
the
sounds.
Then
listen,
read
and
check.Ss:
It’s
a
fire.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(Individual
work)
Play
the
tape
recording
of
3b.T:
Do
you
know
how
to
pronounce
“th”?
Read
after
the
tape
and
imitate.T:
Now
listen
to
the
rest
sentences.
Pay
attention
to
the
marked
parts
and
intonation.
The
falling
tone
is
often
used
in
statements,
exclamations,
commands
and
special
questions.T:The
fourth
one
is
a
short
conversation.
Now
work
in
pairs
and
use
the
words
in
3a
and
the
comparative
and
superlative
forms
of
adjectives
to
practice.
Read
after
the
tape
and
imitate.
Ss:…Ss:…P1:
—What
do
you
think
of
the
rainstorm?—I
think
it
is
more
dangerous
than
the
snowstorm.…
学习区分辅音音标/θ/和/
?/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。
Stage
5（10mins）：Listening
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
work)
Lead
the
students
to
read
the
form
of
Section
A-3
and
predict
the
answers.T:
As
we
know,
the
natural
disasters
often
affect
our
life.
Here
is
a
piece
of
bad
news
about
a
snowstorm.
Read
the
form
of
3
and
predict
the
answers.
Read
the
form
of
Section
A-3
and
predict
the
answers.Ss:
...
2(group
work)
Play
the
tape
recording
of
3.T:
Let’s
listen
to
the
piece
of
news
and
fill
out
the
form
of
3.
T:
Listen
again
and
check
your
answers.
Listen
to
the
tape
and
complete
the
form
in
3.Ss:...Ss:...
3(class
activity)
Ask
the
students
to
retell
the
news
according
to
the
form
in
3.T:
Can
you
retell
the
news?
Work
in
pairs
and
have
a
try
with
the
help
of
the
form
in
3.
Retell
the
news
according
to
the
form
in
3
in
pairs.Ss:...
Remark：
Stage
6（4mins）：Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
what
we
have
learned
in
this
lesson.
Let’s
begin!
Summarize
what
they
have
learned
today.
S1:
We
learned
some
new
words:mobile,
phone,
firerainstorm,
snowstorm,
typhoon,
flood,
drought
S2:We
went
on
learn
comparative
and
superlative
degrees
of
the
multisyllabic
adjectives
and
some
disyllabic
adjectives.The
telephone
is
useful.I
think
the
mobile
phone
is
more
useful
than
the
telephone.Yes.
but
the
computer
is
the
most
useful
of
the
three.S3:We
learn
some
vowels
and
stress.S4:
We
learn
to
read
through
and
falling
tone.
培养学生归纳总结的能力，再次复习巩固本节课的重点知识。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
remember
the
new
words
and
phrases.
Please
find
more
information
about
Yushu
earthquake
on
the
Internet
and
preview
Section
B—1a,
1b,
1c,
2,
4.
Finish
the
HMK
after
class.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI.
Blackboard
design
第二课时
(Section
A—2a,
2b,
Section
B—3a,
3b
Section
A—3
)1.
New
words:mobile,
phone,
firerainstorm,
snowstorm,
typhoon,
flood,
drought
2.
Grammar:
(Comparative
and
superlative
degrees
of
the
multisyllabic
adjectives
and
some
disyllabic
adjectives)The
telephone
is
useful.I
think
the
mobile
phone
is
more
useful
than
the
telephone.Yes.
but
the
computer
is
the
most
useful
of
the
three.
earthquakes
Yaan
Ludian
Gaoxiong
year
2013.4.20
2014.8.3
2010.3.4
level
7.0
6.5
6.7
the
number
of
dead
people
196
615
49
1
/
1Unit
4
Our
World
Topic
2
How
can
we
protect
ourselves
from
the
earthquake?
教学内容分析及课时分配建议：
本单元以Our
World
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：The
mobile
phone
is
more
useful
than
the
telephone.,
The
computer
is
the
most
useful
of
the
three.,
The
safest
place
is
under
a
strong
table
or
desk.,
Was
it
serious?,
I’m
very
sorry
to
hear
that.,
Don’t
worry.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/
?/的发音，学习降调，继续训练连读和不完全爆破。Project的活动“Caring
About
the
Children
From
Disaster
Areas”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：Section
A—1a,1b,1c,1d
第二课时：Section
A—2a,
2b,
Section
B—3a,
3b
Section
A—3
第三课时：Section
B—1a,
1b,
1c,
2,
4
第四课时：Section
C—1a,
1b,1c,
2a,
2b,2c
第五课时：Section
D—Grammar
and
Functions,
1,
2,
Project
第五课时
(Section
D—Grammar
and
Functions,
1,
2,
Project）
教学设计思路：
本节课的课型为复习课。Warming-up播放一段关于地震的公益性短片，将学生的注意力吸引到课堂中，同时让学生感受到地震无情人有情的人文情怀。在Revision环节里，学生讨论与地震及自我保护有关的话题，复习形容词的比较级和最高级的用法以及本话题的功能句。Task1：Reading
中的课文是一篇关于汶川的新闻报道，在读文章之前，教师在网上找到关于汶川和玉树的英语新闻视频，学生观看之后，师生讨论新闻的要素。然后学生速读课文，猜测新单词的意思。再读文章，理解细节并完成表格。最后，学生根据表格，两人一组相互复述课文。Task
2:
Writing
的任务是仿照1，将2的表格改为一篇新闻报道，向全班报道，提醒学生注意新闻的要素。Task3:
Project的主题是关心灾区的孩子。首先出示一些灾区孩子的照片，引起学生感情的共鸣。然后组织四人小组活动：一人为记者，采访其他三人Project第一步中的3个问题。之后仍然小组合作，将采访结果改写成简短的汇报，并由记者同学向全班汇报。最后，学生独立完成书面表达任务：给灾区的小朋友写一封信，表达安慰，关心和祝福。
Ⅰ.
Teaching
aims
1.
Knowledge
aims：
（1）学习并掌握新词汇：
whole,
appear,
send,
army
million,
nation,
rebuild,
normal,
injured
（2）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。
（3）学习新闻的写作方法。
2.
Skill
aims:
（1）熟练运用形容词的比较级和最高级。
（2）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。
（3）能够根据新闻要素写出简短的新闻。
（4）能够写出表达对受灾人群关心和安慰的短文。
3.
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）具有关爱他人的精神。
4.
Culture
awareness:
了解汶川地震的历史概况。
Ⅱ.
The
key
points
and
difficult
points
1.
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。
（2）学习新闻的写作方法。
2.
Difficult
points：
根据新闻的要素写新闻。
Ⅲ.
Learning
strategies
1.
善于总结和发现规律，并能学以致用。
2.
在学习中积极与同学合作，共同完成任务。
Ⅳ.
Teaching
aids
多媒体课件/图片
V.
Teaching
procedures
Stage
1（2mins）：Getting
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Greet
the
students
and
get
themready
for
learning.
Play
a
public
servicevideo
of
the
Wenchuanearthquake
.T:
Good
morning,
everyone!T:
We
talked
about
earthquakes
in
this
week.
Although
earthquakes
were
terrible
and
many
people
lost
their
lives,
people
pulled
together
to
build
more
beautiful
home.
Let’s
enjoy
a
warm
video
to
cheer
us
up.
Focus
their
attention
on
the
teacher.
Ss:
Good
morning,
Miss…
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。
Stage
2（6mins）：Revision
Step
Teacher
activity
Student
activity
Designing
purpose
(Pair
work)
Lead
the
students
to
make
conversations
to
talk
about
the
Yushu
earthquake
with
the
functions
on
P95.T:Let’s
begin
our
lesson.
Today
we’ll
go
on
talking
about
the
earthquakes.
Which
earthquake
is
most
serious,
the
Wenchuan
earthquake,
the
Tangshan
earthquake
or
the
Yushu
earthquake?T:And
which
is
the
latest?T:
What
should
you
do
to
protect
yourselves
in
an
earthquake?
Please
make
conversations
to
talk
about
it
using
the
useful
expressions
in
the
forms
of
grammar
and
functions
on
Page95.
Make
conversations
to
talk
about
the
Yushu
earthquake
with
the
functions
on
P95.S1:
The
Tangshan
earthquake.S2:
The
Yushu
earthquake.Ss:…
Remark：
Stage
3（16mins）:
Task
1:
reading
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Play
a
piece
of
news
report
of
the
Wenchuan
earthquake
and
the
Yushu
earthquake.
Talk
about
the
factors
of
news
reports.T:
I
found
the
TV
news
of
Wenchuan
earthquake
and
the
Yushu
earthquake
on
the
Internet
and
downloaded
for
you.
Now
let’s
watch
the
videos
of
them.
Pay
attention
to
the
factors
of
news
reports.T:
What
elements
does
a
news
report
contain
at
least?T:
Yes,
you
are
right.
So
when
you
write
a
news
report,
don’t
forget
tell
others
when,
where
and
what
happened.
Watch
the
videos
of
news
reports
of
the
Wenchuan
earthquake
and
theYushu
earthquake.
Learn
about
the
factors
of
news
reports.Ss:…S1:
The
time,
the
place
and
the
event.
2(Class
activity
&
Individual
activity)
Lead
the
students
to
read
the
passage
and
guess
the
meanings
of
the
new
words.
Then
read
it
again
and
finish
the
table.T:
The
passage
in
1
is
a
news
report
from
Wenchuan
in
Sichuan
Province.
Read
it
quickly
and
guess
the
meanings
of
the
new
words.T:
Do
you
know
how
many
people
lost
their
homes
in
the
Wenchuan
earthquake?T:
So
maybe
you
can
guess
what
this
word
“million”
means
in
Chinese.
It’s
a
large
number.
T:But
now
everything
has
changed
with
the
help
of
the
whole
nation.
The
people
in
Wenchuan
are
rebuilding
theirs
homes.
We
know
“build”
means
建设，so
what
does
the
word
“rebuild”
mean?T:
Very
good.
Who
helps
them?
What
is
the
whole
nation?T:
With
the
help
of
the
whole
nation,
the
people
in
Wenchuan
are
returning
to
normal
life
over
again.
That
means
they
are
living
as
before
again.
Can
you
guess
the
meaning
of
“normal”?T:Look
at
this
picture.
T:
A
new
Wenchuan
has
appeared.
“Appear
is
the
opposite
of
“disappear”.
Can
you
guess
its
meaning?T:Good
job!
Now
read
the
news
again
and
complete
the
table
on
Page
96.T:
Check
your
answers
with
your
partners.
Read
the
passage
and
guess
the
meanings
of
the
new
words.
Then
read
it
again
and
finish
the
table.Ss:…S1:…S2:
It
means
“百万”
in
Chinese.
About
5
million
people
lost
their
homes.
S3:
重建。S4:
The
people
all
around
the
country.
The
whole
nation
refers
to
our
country.
So
“whole”
means
“整个的”
and
the
word
“nation”
means
“国家，民族”.S5:
It
means
“正常的”
in
Chinese.S6:
出现。Ss:…Ss:…
3(Pair
work)
Lead
the
students
to
retell
the
news
according
to
the
table
in
pairs.T:
What
happened
in
Wenchuan
seven
years
ago
and
what
is
the
new
Wenchuan
like
today?
Maybe
you
can
tell
your
partner
about
it
with
the
help
of
the
table.
Now
work
in
pairs
and
try
to
retell
the
news.
Retell
the
news
according
to
the
table
in
pairs.Ss:…
Remark：善于总结和发现规律，并能学以致用。
Stage
4（6mins）：Task
2：Writing
Step
Teacher
activity
Student
activity
Designing
purpose
(Individual
work)
Ask
the
students
to
write
a
piece
of
news
about
the
Tangshan
earthquake
according
to
the
form
in
2.
T:
Can
you
write
new
reports?
I’m
sure
you
can.
Before
writing,
let’s
go
through
the
table
in
2.
Can
you
understand
it?T:Yes,
you
got
it.T:You
know,
when
earthquakes
happen,
many
soldiers
will
come
to
help.
So
“send
the
army”
means
“派遣军队”.T:
Any
other
questions?
T:OK.
Now
write
a
piece
of
news
about
the
Tangshan
earthquake
with
the
help
of
the
information
of
2.
Pay
attention
to
the
elements
in
news.T:
Now
report
your
news.
Who
would
like
to
be
the
first
reporter?
Write
a
piece
of
news
about
the
Tangshan
earthquake
according
to
the
form
in
2.Then
report
it
to
the
class.S1:Does
the
word
“injured”
mean
“hurt”?S2:
What’s
the
meaning
of
“send
the
army”?S2:
I
see.
Thank
you.
Ss:
No.Ss:…S3:…
Remark：
Stage
5（12mins）:
Task
3:
Project
Step
Teacher
activity
Student
activity
Designing
purpose
1(Group
work)
Show
some
pictures
of
the
children
in
disaster
areas.
Lead
the
students
to
finish
the
project.T:
Look
at
the
photos
of
the
children
in
disaster
areas.
Just
as
you
know,
we
should
care
about
the
children
from
disaster
areas.
Now
work
in
groups
of
four.
One
student
is
the
reporter,
the
other
three
are
interviewees.
Ask
and
answer
the
three
questions
in
1.T:
Also
work
in
groups
and
make
a
report
according
to
your
survey.T:
I’ll
ask
some
of
the
reporters
to
report
your
survey.
Any
volunteers?
Work
in
groups
of
four,
one
is
the
reporter
and
ask
the
other
three
the
questions
of
1.
Then
make
a
report
to
the
class
about
his\her
survey.Ss:…Ss:…S1:…
2(group
work)
Lead
the
students
to
write
a
letter
to
the
children
in
disaster
areas.T:
I
know
all
of
you
are
kind-hearted
youth.
And
I
heard
that
you
gave
away
your
pocket
money
to
the
disaster
areas.
I
am
very
proud
of
you.
I
think
you
must
have
something
to
say
to
the
children
in
the
disaster
areas.
Let’s
write
a
letter
to
the
children
and
give
your
comfort,
concern
and
best
wishes
to
them.T:
Does
anybody
want
to
read
his
letter
to
all
of
us?
Write
a
letter
to
the
children
in
disaster
areas.Ss:…S1:…
学生独立完成书面表达：给灾区的小朋友写一封信，表达安慰与关心。
Remark：在学习中积极与同学合作，共同完成任务。
Stage
6（3mins）:
Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
what
we
have
learned
in
this
lesson.
Let’s
begin!
Summarize
what
they
have
learned
today.
S1:
We
learned
some
new
words
and
useful
phrases.whole,
appear,
send,
armymillion,
nation,
rebuild,
normal,
injuredwith
the
help
of,
return
to
normal
life,
over
againS2:We
learned
how
to
write
news
reports.
培养学生归纳总结的能力，再次复习巩固本节课的重点知识。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
remember
the
new
words
and
phrases.
Please
preview
Section
A-1a,
1b,
1c
&2
of
Topic3.
Finish
the
HMK
after
class.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI.
Blackboard
design
第五课时
(Section
D—Grammar
and
Functions,
1,
2,
Project
)1.
Some
new
words.whole,
appear,
send,
armymillion,
nation,
rebuild,
normal,
injured2.
Some
useful
phrases.with
the
help
of,
return
to
normal
life,
over
again3.
The
factors
of
a
piece
of
news.Time,
Place
,
Event

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