Unit 4 Our World
Topic 2 How can we protect ourselves from the earthquake?
Section A
Teaching aims
Knowledge aims：
1. 複習鞏固單音節詞和部分雙音節詞形容詞比較級、最高級的變化形式，通過複習能初步感知雙多音節形容詞比較級、最高級的變化形式。
2. 能運用本課所學語言，談論有關地震的消息。
Skill aims：
1. 通過本課學習能在圖片的提示下聽懂有關報道或談論地震的消息。
2. 通過對雙多音節形容詞比較級、最高級的操練，能用形容詞比較級和最高級談論有關自然災害的話題。
The key points and difficult points
Key points：
1. 學習雙多音節形容詞的比較級和最高級的變化規則。
2. 學習雙多音節形容詞的比較級和最高級在句子當中的應用。
3. 學習有關介紹地震的功能句。
Difficult points：
1. 學習雙多音節形容詞的比較級和最高級的變化規則。
2. 學習雙多音節形容詞的比較級和最高級在句子當中的應用。
. Teaching aids
Computer multimedia projector, some pieces of paper
Teaching procedures
Step1 Introduction
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.
Step2Presentation
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. Check the answers and organize students to perform 1a.
Step3 Consolidation
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.
Step4Practice
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.
Step5 Production
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.
Section B
Teaching aims
Knowledge aims：
1. 能正確拼讀並運用單詞表中的黑體單詞：level, sad等。能根據音標正確地書寫typhoon, flood 等。
2. 能掌握雙多音節形容詞的比較級和最高級的變化規則，能在具體句子中正確地應用。
Skill aims：
1. 能聽懂有關談論地震的話題及用形容詞比較級最高級談論關於災難的話題。
2. 能談論災難的情況，並能用所學知識表達自己的關懷。
3. 能正確朗讀課本的文本材料及含有/e/ /θ/的句子的正確發音。
4. 能用形容詞的比較級和最高級寫一篇有關災難程度的文章。
The key points and difficult points
Key points： 1. 瞭解有關地震的知識。 2. 通過小組合作學習有關自然災害的名詞。
3. 進一步學習雙多音節形容詞的比較級和最高級的用法。
Difficult points：
1. 能正確讀出含有/e/ /θ/的語調，能讀出句子中含有/e/ /θ/的單詞的正確讀音。
2. 雙多音節形容詞的比較級和最高級的熟練使用。
Teaching aids
Computer multimedia projecter, pictures with /e/ /θ/ and the demonstration.
Teaching procedures
Step1 Introduction
1. Greet students ready for learning.
2. Invite students to report his/her homework.
3. Ask students to exchange their information in groups.
4. Invite students to share their groups’ opinions.
5. Show the pictures in 1a to students. Ask students to predict the main idea of the passage.
Step2Presentation
Finish 1a. 1. Show 1b to students, and ask students to read 1b carefully. Play 1a.
2. Invite students to share their answers and give them smiling faces.
3. Give students 1 minute to read 1a and underline the new words and difficult points.
4. Show students a ladder to teach “level”, and teach “sad, calm, run out of” according to pictures.
5. Play 1a sentence by sentence.
6. Give students 2 minutes to read 1a in groups.
7. Show 1c to students. Remind students to read the title first.
8. Teacher checks the answers and gives 1 minute to students to read the passage in groups.
Step3 Consolidation
Finish2 1. “Yushu earthquake killed more than two thousand people and hurt more. Kangkang’s pen pal is one of them. Listen, “what’s wrong with him?” Play 2.
2. Invite students to perform the conversation.
3. Lead in 3a. “Earthquake is very terrible. But there are many other things which are as terrible as earthquake. Some of them are even more terrible than the earthquake.” Show the pictures in 3a one by one to students.
4. Play 3a.
5. Show students a example:
A: I think typhoon is more dangerous than rainstorm.
B: Yes, but I think flood is the most dangerous of all the natural disasters.
6. Invite students to share their conversations.
Step4Practice
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.
Step5 Production
Finish 4
1. Make a survey.
Give students the task to interview their group members’ views of natural disasters based on 3a.
2. Invite students to report their results.
3. Teacher sums up all the key points:
(1) Some new words: level, sad, calm, typhoon, flood
(2) Grammar: more serious-the most serious more dangerous-the most dangerous
(3) Pronunciation: /e/: this, their, them, mother /θ/: think, earthquake, toothache, anything
4. Homework:
(1)Try to find some words with the pronunciation of /e/ /θ/. Add them after 3b. Read and record them in a tape. Bring it to school the next class.
(2) Prepare for the learning of Section C. Try to find some information about how to protect yourself from disasters.
Section C
Teaching aims
Knowledge aims：
1. 能根據音標正確讀出以下單詞的讀音：middle, shake, check等。
2. 能在遊戲的幫助下快速記憶本課生詞如：middle, shake, check等。
3. 能夠熟練地應用形容詞的比較級和最高級。
4. 能夠用形容詞的比較級和最高級談論自然災害的程度。
Skill aims：
1. 能基本聽懂本課文本材料，能簡單的介紹如何在發生自然災害的時候保護自己的文章。
2. 能流利地和他人談論在自然災害中如何保護自己。
3. 能讀懂介紹自然災害的文章，以及相應的保護措施。
4. 能正確模仿本課課文，有條理地寫出在自然災害中如何保護自己的措施。
The key points and difficult points
Key points：
1. 學習在地震中如何保護自己的知識。
2. 複習和鞏固形容詞的比較級和最高級。
3. 能模仿本課所學文章，寫一篇有關其它自然災害的文章。
Difficult points：
模仿課文寫一篇有關其它自然災害的文章。
Teaching aids
Computer multimedia projector
Teaching procedures
Step1 Introduction
1. Ask students to take out their homework. It is some information about how to protect ourselves in an earthquake.
2. Play a game.
Teacher shows some pictures to students. Students can see the activities of people in the pictures. Students stand up quickly and speak out right or wrong. Teacher gives the first student a smiling face.
3. Encourage students to
describe the pictures in English, for example, take a lift to go downstairs, run out of a room, and stand near a tall tree. Teacher can help students if they can not express the pictures.
her chooses many phrases from Section C and shows them on the screen. E.g. sit on the floor in a doorway, stay away from furniture, stay away from power lines, and check the people near you. And show many pictures on the screen. Ask students to match the phrases with the correct pictures.
Step2Presentation
Finish 1.
1. After students know the meanings of the new words, teaching them the pronunciation becomes easier.
2. Teacher asks students, “Do you think knowing some ways to protect yourself will help to keep you safe in an earthquake?” Write “knowing some ways to protect yourself will help to keep you safe in an earthquake” on the blackboard. Explain the structure of this sentence.
3. Give students 2 minutes to read through the passage. Remind students to get the main idea of each paragraph.
4. Show pictures in 1b to students. Ask students to write down the key words under each picture.
5. Give students 2 minutes to discuss in groups. And invite students to report with the help of the pictures: how to protect ourselves in an earthquake.
Step3 Consolidation
1. Invite students to retell the passage.
2. Give students 3 minutes to read the passage again and show the following questions on the screen:
(1) When can earthquakes be very serious?
(2) How do you understand “the danger is not over when the strong shaking stops”?
(3) What does the word “aftershocks” mean?
(4) What is the most important thing to remember in an earthquake?
3. Invite students to answer questions and ask students to share their ideas about how to find the answers quickly.
4. encourage students to speak out more ways to protect ourselves from an earthquake.
Step4Practice
Finish 2a, 2b
1. Show the pictures in 2a to students. Encourage students to describe the pictures in English.
2. Show the phrases and the pictures in 2a. Ask students to match the phrases with the correct pictures and then discuss in groups what you should and shouldn’t do in a fire.
3. Show 2b to students, and ask students to make dialogues in groups.
Step5 Production
1. Play a game.
Teacher shouts “earthquake” loudly and runs out of the classroom quickly. Then come back to see the students. This practice is very important for students because they may use it one day.
2. Teacher invites students to tell all the students what they did just now. Is it right? Is the teacher right? Educate students that we should calm down when we meet problems.
3. Teacher summarizes what the students learned today:
(1) Words: calm, middle, shake, check...
(2) Grammar: comparative and superlative degrees of adjectives
4. Homework:
The homework includes three parts: Ask students to
(1) Search the Internet to get some information about Wenchuan earthquake.
(2)Write a short passage with the title “How to Protect Yourself in a Fire”.
(3)Review Sections A-C to prepare for Section D.
Section D
Teaching aims
Knowledge aims：
1. 引導學生複習本話題的重點詞彙，並能根據音標正確地拼讀下列詞彙：million, whole,
nation等。能正確地讀出句子的語調。
2. 引導學生複習總結本話題的單詞，並能夠正確拼寫本話題的黑體詞彙。
3. 引導學生複習形容詞的比較級和最高級的變化規則及其在句子當中的具體使用。
4. 引導學生熟練談論有關地震的話題，能用英語自由地交流如何從自然災害中逃生。
Skill aims：
1. 能聽懂有關災難的話題，以及介紹如何在災難中逃生的短文。
2. 能夠將本單元所學內容和以前所學知識相結合，能用英語談論在生活中發生的有關災難的話題，如地震、火災、暴風雪等以及用比較級和最高級談論在災難中如何保護自己。
3. 能夠讀懂跟課文水平相當的文章，如介紹火災、洪澇、旱災的文章等。
4. 根據所學內容用新聞的方式寫出介紹某種自然災害的文章，並能夠寫出如何在災難
發生的時候好好保護自己。
The key points and difficult points
Key points：
1. 複習形容詞比較級和最高級的用法以及本單元的功能句，如：I am sorry to hear that. 等。
2. 學習新聞的寫作方法。
Difficult points： 根據新聞的要素寫新聞。
Teaching aids
Computer multimedia projector，postcards
Teaching procedures
Step1 Introduction
1. Check students’ homework. Ask students to put their information together.
2. Ask each group to choose a reporter to share their information in class. Remind students to listen to
the reporter carefully. And write down the key words.
3. Invite a student to retell what the reporter said just now. This part aims to check whether students can find the key information. And it also helps us teach how to write news.
4. Invite the students who can retell very well to share their good ways of learning.
5. “when we read a passage or listen to a conversation, time, place, event, people and result are important”.
Step2Presentation
1. Show 1 to students. Ask students to read the passage carefully. Underline the key points they think.
2. Invite students to share the key words and sentences they underlined.
3. Show the first table on Page 96 to students. Make sure every student know the meaning of the table.
4. Invite students to share their answers.
5. Give students 1 minute to find out the new words and difficult sentences.
6. Teacher writes down the new words and difficult points according to students’ feedback, such as “million, whole, nation, rebuild and normal”. Teacher can teach students directly here because all the words are chosen by students. They can pay attention to them.
7. Show the table on Page 96. Advise students to close their books and retell 1 with the help of the table. (The part can help students finish 2.)
Step3 Consolidation
1. Show the table in 2 to students. Choose 2 pictures from the Internet. The first picture shows some people got hurt in Tangshan earthquake and 2 words on the picture “hurt-injure”. The second picture shows the army helped the injured people. “Sent the army to help the injured persons” is on the picture.
2. Ask students to write a piece of news similar to 1 about Tangshan earthquake. Remind students to pay attention to the elements in news.
3. Invite students to share their news in class.
4. Organize students to choose the best announcer and the best team. Give the group smiling faces.
Step4Practice
1. Give students 3 minutes to read through Sections A-C. Ask them to underline or write down the key points they think.
2. Provide 1 minute for students to classify their notes.
3. Make a competition. Which group can summarize more words、phrases and sentences? Divide students into three parts. One part writes down the new words, and another part writes down the new sentences. The last part aims to write down the phrases. There are three groups in each part.
4. Choose the best three groups. One group in new words. One group in phrases. The last group is the best in sentences.
5. Ask students to look at the blackboard and check whether they can remember all of these on the blackboard.
6. Show “Grammar and Functions” to students. And check the answers.
7. Organize students to read “Grammar and Functions”.
Step5 Production
1. Choose a snippet from Tangshan Earthquake. In the snippet, a young girl escaped from the terrible earthquake.
2. Organize students to discuss: (1) What do you want to do for children from a disaster area?
(2) What do you think people in a disaster area should do after a disaster?
3. Give a postcard to each group. Ask students to write down something to send their concern and best wishes to the children in disaster areas.
4 Teacher sums up the key points: (1) Review the new words: million, whole, nation, rebuild, normal...
(2) Review the elements of news: time, place, event, result, measure, present situation.
(3) Review the comparative and superlative degrees of adjectives: Running can be more dangerous.
Remember, the most important thing is to stay calm.
5. Homework:
(1) Write news about the children in a disaster area. Appeal all the people to care about them.
(2) Make a survey. (How many students like computers?)
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