Topic 2
How can we protect ourselves from the earthquake? Section A
Ⅰ. Material analysis
Section A的主要教学活动为1a, 2a 和2b。
本节课主要是通过Kangkang和Li Ming 的对话，引出有关地震的话题。通过对玉树、汶川和唐山大地震的对比引出本课的语法点：部分双音节词和多音节形容词的比较级和最高级。由于本课篇幅较长，学生在听说方面会比较吃力，建议课前给学生提供一些跟课文有关的背景知识，如: 就学生已有的相关知识进行讨论、播放一段小资讯等，为学生后面的听说打下基础。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根据音标正确拼读下列单词：earthquake, province, missing, mobile, phone, fire, rainstorm, snowstorm等。
2. 能根据音标或者自己擅长的记忆方法正确地拼写出earthquake, province, missing,
mobile, phone, fire, rainstorm, snowstorm等。
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，通过复习能初步感知双多音节形容词比较级、最高级的变化形式。
4. 能运用本课所学语言，谈论有关地震的消息。
Skill aims：
1. 通过本课学习能在图片的提示下听懂有关报道或谈论地震的消息。
2. 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。
3. 能正确朗读课本的文本材料，读懂报道地震的消息。
4. 能正确地用形容词的比较级和最高级造句。
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。
Ⅲ. The key points and difficult points
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。
3. 学习有关介绍地震的功能句。
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。
Ⅳ. 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. 在交谈有关地震方面的知识的时候，把注意力集中在意思的表达上，别人才能更好的理解我们的意图。
Ⅴ. Teaching aids
Computer multimedia projector, some pieces of paper
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction
（7 minutes） 1. The whole
class work
and individual work
2. Group work
3. The whole
class work and individual work
1. Students enjoy the
movie. There is much information of
earthquake in their mind.
2. Students choose one
place as the title and write down the
information they have known under the title. Maybe there are many new words for students to write down. Try to express the meanings in some other words, drawing pictures or some other ways.
3. Students get more
information about
earthquake in
different places. Study some new words such as “province, missing, strike-struck”. 1. Show a short movie about
Wenchuan earthquake to students.
2. Teach the word
“earthquake” here. Hand out a piece of
paper to each group.
Encourage students to
write down some
information about the
earthquake. Each group
chooses one place.
Teacher can remind
students with some
questions. E.g. Where did
it happen? How many
people lose their lives?...
3. Ask students to stick their paper on the blackboard. Invite students to present their information with the help of the paper. Write down the new words that students used in their
reports to see if it is
necessary for the passage, and teach students the
new words.
Presentation
(15 minutes) 1. The whole
class work
2. Individual work
3. Individual work
4. Individual work
5. The whole
class work
6. Group work
7. Individual work
8. The whole
class work
9. Pair work and group work 1. Students know they
are talking about earthquake. But all the answers in 1b are related to earthquake.
2. Students listen to the
tape carefully. They
can hear “Qinghai,
Wenchuan, Tangshan”.
3. Students hand up
quickly, and the first one who hands up can be called.
4. Students read 1a
carefully, and find out the words or sentences they can’t read.
5. Students read after the
tape. Pay attention to the words and
sentences they
couldn’t read before.
6. Read the passage. Ask
group leaders or
teacher for help if
necessary.
7. Students read the table
carefully, then listen to the tape and fill in the blanks.
8. Listen to 1a, and
check the answers in 1c.
9. Prepare the
conversation. Students who can change some sentences are better. 1. Finish 1b. Show the
picture in 1a to students. Encourage students to predict, “What are
Kangkang and Li Ming talking about?”
2. Play 1a.
3. Invite a student to share
answers, giving the
student a smiling face.
4. Give students 1 minute to
read 1a individually.
5. Play 1a sentence by
sentence.
6. Provide students 2 minutes to read the passage.
7. Show 1c to students and
play 1a.
8. Play 1a.
9. Check the answers and
organize students to
perform 1a.
Consolidation
(6 minutes) 1. The whole
class work
and individual work
2. Group work
3. The whole
class work
4. The whole
class work
5. Individual work
6. The whole
class work
7. Individual work
8. The whole
class work 1. Students read 1a
carefully. And underline the sentences with
comparative and
superlative degrees of
adjectives. They can find “the most serious, more serious...than”.
2. Students observe these
words and discuss in groups. They can find “more” and “the most”.
3. Students summarize their ideas and share in the class.
4. Study the rules by
chants and examples.
5. Fill in the blanks and
review the rules.
6. Check answers and
review rules.
7. Listen to the passage and
fill in the blanks. Study the word “snowstorm and rainstorm”
together.
8. Check and revise the
mistakes. 1. Give students 1 minute to
read 1a and ask students to find out the comparative and superlative degrees of adjectives.
2. Write down “more serious,
the most serious, more useful, the most useful” on the blackboard. Encourage
students to find out some rules according to their observation.
3. Invite students to share their ideas.
4. Teacher teaches rules by
chant. Teacher can find the chant on the Internet.
5. Show the table in 2a to
students. Give students 2 minutes to finish it.
6. Check answers in class.
Encourage students to review the rules they studied today and those they studied in the last topic.
7. Show a big picture of
snowstorm with the words “Bad News”.
Then show the table in part 3, and play 3.
8. Check the answers in class.
Practice
(10 minutes) 1. Group work
Group work
3. The whole
class work
and pair work
4. The whole
class work
and pair work
5. The whole
class work
and pair work
6. The whole
class work
and individual work
1. Students observe the
table carefully.
Understand the table with the help of the example.
2. Students number the
things with 1, 2 and 3.
3. Students practice the
conversations in
groups. Pay attention to the comparative
degree “more...than”
and “the…” in the
superlative degree.
4. Three volunteers stand
up and make a
conversation. Other
students listen to them
carefully, and find
their mistakes and
then revise them.
5. Students stand up and make their conversations more actively.
6. Students write down
their conversations on the blackboard. All the students check the answers and read them. 1. Show 2b to students.
Remind students to look at the table carefully. This is necessary because many students can’t understand the table. Make sure every student understands the table.
2. Teacher guides students to
number the things in table 1, 2 or 3, with 1 being the most.
3. Encourage students to
make short conversations like the example.
4. Invite students to practice
in class.
.
5. Give the volunteers and
the students who can
revise sentences smiling
faces. Invite another
group.
6. Invite students to write
down their conversations on the blackboard.
Production
(6 minutes) 1. Group work
2. The whole
class work
3. The whole
class work and individual work 1. Students work in
groups and write down a report about Wenchuan, Tangshan and Qinghai earthquake with
comparative and
superlative degrees of adjectives.
2.Group 1 read the words
aloud while other groups spell them out. Then students read
the words and phrases together. Students review the grammar with the help of the focus.
3. Students learn
Section B by themselves after class and write a short conversation. 1. Create a situation.
“If you are a announcer of CCTV, write down
a report about the comparison of Wenchuan, Tangshan and Qinghai earthquake. And report it in the class.”
2. Teacher shows important language points on the computer screen as a summary.
(1) Words: Students
have to read and spell the following words correctly:
earthquake, province, missing, mobile phone, fire, rainstorm, snowstorm
(2) Grammar:
serious--more serious--
the most serious
Wenchuan earthquake was more serious than that in Qinghai.
Tangshan earthquake
was the most serious one.
3. Homework:
Prepare Section B after class. Search some
information about how to
protect ourselves from
earthquakes on the
Internet.
Write a short conversation like 2b.
Teaching Reflection After this class students can remember the rules of comparative and superlative degrees of adjectives. But using it in a conversation is still a problem. Teacher should ask students to practice it in Section B.
Ⅶ. Blackboard design
Unit 4 Our World
Topic 2
How can we protect ourselves from the earthquake?
Section A
G1
G2
G3
G4
serious-more serious-the most serious
useful- more useful-the most useful
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Students’ part
The grass is beautiful.
I think the tree is more beautiful than the grass.
But the flower is the most beautiful of all.