Unit 4 Our World Topic2 Section C 教案2024-2025学年仁爱科普版八年级英语上册

课题 仁爱版八上英语Unit 4 Our World Topic 2 Section C教案 一、教学目标 1. Language knowledge goals Students can understand and correctly use the words and phrases related to earthquake and fire protection, such as: earthquake, protect, indoors, outdoors, aftershock, etc. Students can master the key sentence patterns appearing in the text, such as: The safest place is...;...is safer than..., etc. 2. Language skills goals Students are able to read articles about earthquake and fire protection and obtain critical information. Students are able to describe in English how to protect themselves in earthquakes and fires based on what they have learned. 3. Emotional attitudes and goals Cultivate students' self-protection awareness and coping ability in the face of natural disasters. Students are encouraged to remain calm and brave in dangerous situations. 二、教学重难点 1. Teaching focus Understand and master the knowledge and methods of earthquake and fire protection. Master the use of key words, phrases, and sentence patterns. 2. Teaching difficulties Be able to use the knowledge learned to express self-protection measures in earthquake and fire in English. 三、教学方法 1. Task-based teaching method By assigning various tasks, such as reading, writing, discussion, etc., the students can learn and use the language in the process of completing the task. 2. Scenario teaching method Create earthquake and fire scenes, let the students feel and understand how to protect themselves in the real situation. 四、教学过程 (I) Lead in(2 minutes) 1. Play a video clip of an earthquake or fire to arouse students' interest and attention. 2. Ask the students: What do you think of the disasters?Have you ever thought about how to protect ourselves in such situations?(Design intention: Through video introduction, stimulate students' interest in learning, and guide students to think about self-protection in natural disasters, so as to pave the way for the following teaching content.） (2) Read 1a (3 minutes) 1. Students should read the text 1a quickly and answer the following questions: How many kinds of disasters are mentioned in the passage?（Two. Earthquakes and fires.） What is the main idea of the passage?（It tells us how to protect ourselves in earthquakes and fires.） 2. Students should read the text 1a carefully and complete the following tasks: Check what we should do to protect ourselves in the earthquake based on your own knowledge. Underline the key sentences and phrases. 3. Group discussion, exchange your own key sentences and phrases, and complement each other. 4. The teacher invited several group representatives to speak and share the results of the group discussion. (Design intention: Develop students' reading skills and the ability to obtain key information through fast reading and careful reading. Group discussions can promote cooperative learning among students and deepen their understanding of the text.） (3) Explain 1a (5 minutes) 1. The teacher explains the key words and phrases in the text, such as earthquake, protect, indoors, outdoors, aftershock, etc., to help students understand their usage through examples and making sentences. 2. Analyze the key sentence patterns in the text, such as: The safest place is...;...is safer than..., etc., and let the students imitate the making of sentences and consolidate the usage of the sentence patterns. 3. Explain the grammar points in the text, such as the general passive voice of the present time. (Design intention: Help students to master the key language knowledge in the text, and prepare for the subsequent language output.） (IV) Exercise 1b (5 minutes) 1. Students read the text of 1a and write the key words according to the picture. 2. According to the key words, students should retell how to protect themselves between indoor and outdoor in the earthquake. 3. The teacher will comment on and guide the students' retelling. (Design intention: Through the extraction and retelling of key words, deepen students 'understanding and memory of the text content, and improve students' language expression ability.） (V) Exercise 1c (10 minutes) 1. Students should read the 1a text again and answer the following questions: When can earthquakes be very serious? （When they happen in cities.） How do you understand “the danger is not over when the strong shaking stops”? （There will be some shocks after most earthquakes. We call them aftershocks and they sometimes can be more dangerous than the first earthquake.） What does the word “aftershocks” mean? （Some shocks after most earthquakes.） What is the most important thing to remember in the earthquake? （To stay calm.） Do you know more ways to protect yourself in the earthquake? （Students' own answers.） 2. Discuss the answers to the above questions and send a representative to speak. 3. The teacher summarizes and supplements the students' answers. (Design intention: Cultivate students' reading comprehension ability and thinking ability by answering questions. Group discussions can promote communication and cooperation between students.） (VI) Activity 2a (5 minutes) 1. Students observe the picture in 2a and match the phrases to the correct picture. 2. Groups discuss what should and should not be done in a fire, and complete the form. Should do Shouldn't doCall 119 for help. Take the lift.Turn off the gas and lights. Jump off a window.Cover your face and leave the building. 3. Each group will report the results of the discussion. (Design intention: Through the pictures and group discussion, let the students intuitively understand the correct and wrong behaviors in the fire, and cultivate the students' observation ability and cooperation ability.） (VII) Writing 2c (10 minutes) 1. Students should write a short essay with the title of "How to Protect Yourself in a Fire" according to the contents of 2a and 2b. 2. Teachers patrol to guide and help students' writing. 3. After students finish writing, they exchange compositions for correction and evaluation. 4. The teacher selects several excellent compositions to display and comment. (Design intention: Through the writing practice, improve the students' comprehensive language use ability and written expression ability. Correcting and evaluating each other can help students learn from the strengths of others and find out their own shortcomings.） (VIII) Summary and homework assignment (5 minutes) 1. The teacher summarizes the content of this lesson and emphasizes the importance and method of self-protection in earthquake and fire. 2. Assignment: Recite the 1a text. Complete the relevant exercises in the textbook. Read the information to learn more about natural disaster protection, and share it in the next class. (Design intention: To help the students to comb through the key knowledge of this lesson through the summary. Homework assignment can allow students to further consolidate what they have learned and expand the scope of knowledge.） 学科网（北京）股份有限公司 $$