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比照引出本课的语法点：局部双音节词和多音节形容词的比拟级和最高级。由于本课篇幅较长，学生在听说方面会比拟吃力，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、播放一段小新闻等，为学生后面的听说打下根底。 Ⅱ. Teaching aims Knowledge aims：
1. 能根据音标正确拼读以下单词：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. 复习稳固单音节词和局部双音节词形容词比拟级、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拟级、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拟级、最高级的操练，能用形容词比拟级和最高级谈论有
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拟级和最高级造句。 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拟级和最高级的变化规那么。 2. 学习双多音节形容词的比拟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拟级和最高级的变化规那么。 2. 学习双多音节形容词的比拟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 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. 1. The whole 1. Students enjoy the class work movie. There is much and individual information of work earthquake in their mind. 2. Group work 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 Introduction in some other words, 〔7 minutes〕 drawing pictures or some other ways. 3. The whole 3. Students get more class work information about and individual earthquake in work different places. Study some new words such as “province, missing, strike-struck〞. 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. 1. Group work 1. Students observe the 1. Show 2b to students. table carefully. Remind students to look Understand the table at the table carefully. This with the help of the is necessary because many example. students can’t understand the table. Make sure every student understands the table. 2. Group work 2. Students number the 2. Teacher guides students to things with 1, 2 and 3. number the things in table 1, 2 or 3, with 1 being the most. 3. The whole 3. Students practice the 3. Encourage students to class work conversations in make short conversations and pair work groups. Pay attention like the example. to the comparative degree “more...than〞 and “the…〞 in the Practice superlative degree. (10 minutes) 4. The whole 4. Three volunteers stand 4. Invite students to practice class work up and make a in class. and pair work conversation. Other students listen to them carefully, and find . their mistakes and then revise them. 5. The whole 5. Students stand up and 5. Give the volunteers and class work make their conversations the students who can and pair work more actively. revise sentences smiling faces. Invite another group. 6. The whole 6. Students write down 6. Invite students to write class work their conversations on down their conversations and individual the blackboard. All the on the blackboard. work students check the answers and read them. Production (6 minutes) 1. Group work 2. The whole class work 3. The whole class work and individual work 1. Students work in 1. Create a situation. groups and write down “If you are an announcer a report about Wenchuan, of CCTV, write down Tangshan and Qinghai a report about the earthquake with comparison of Wenchuan, comparative and Tangshan and Qinghai superlative degrees of earthquake. And report it adjectives. in the class.〞 2.Group 1 read the words 2. Teacher shows important aloud while other language points on the groups spell them out. computer screen as a Then students read summary. the words and phrases (1) Words: Students together. Students review have to read and spell the grammar with the the following words help of the focus. 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. Students learn 3. Homework: Section B by themselves Prepare Section B after after class and write a class. Search some short conversation. 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 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. Unit 2 Looking Different Topic 3 Whose jacket is this？Section
A
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标
1. (1)Learn some possessive pronouns:
mine, whose, hers, our, ours, their, theirs, yours (2)Learn other new words:
then, bike, cat, banana, baby, bag, shirt 2. Talk about possessions: (1)—Is this your cap —No, it’s not mine. —Whose cap is it, then —It’s Sally’s.
(2)—Whose shoes are those
—They’re our shoes. They’re ours.
Ⅱ. Teaching aids 教具
班上学生的衣服和文具等/录音机/图片/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
通过复习形容词性物主代词，导入名词性物主代词及其他生词和句型，易于学生理解，激发学生的学习兴趣。
1. (1) (利用学生的衣服、文具及外貌来进行互动问答，对形容词性物主代词进行全面复习。)
T: Hello, S1. What color is your hair S1: Hello, Mr. Chen. My hair is black. (选择两位学生的同一颜色的笔进行问答。) T: What color are their pens Ss: They’re red. (指着一男生上衣提问)
T: What color is his coat Ss: It’s blue. (指着一女生头发提问) T: Is her hair long Ss: Yes, it is.
(对穿着同一颜色鞋的两个学生提问。)
T: S2&S3. Come here, please. What color are your shoes S2&S3: Er ...
T: Our shoes are black. (帮助学生答复。让学生猜our词义并讲解。) (板书形容词性物主代词。) your, my, their, his, her, our (2) (看黑板朗读这些词后，让学生间互相问答，进行连锁操练，注意手势的使用。) T: Ask and answer according to the words on the blackboard.
S4: What color is your pen S5: It’s white. What color is his hair
S6: It’s black. What color are her shoes S7: They’re green. What color are their books S8: They’re red. ... S9: Is our school big
S10:Yes, it is./No, it’s small. …
2. (教师可以借用学生的书包、上衣、铅笔等，利用这些物品进行问答，导出新句型和新单词。)
(举起书包，提问) T: What’s this Ss: It’s a bag. (帮助学生答复。) (板书并要求学生掌握。)
bag T: What color is it, then (板书并要求学生掌握。) then Ss: It’s yellow. (请一位学生答复。)
T: S11, please. Is this your bag S11:No, it isn’t.
(再请书包的主人来答复。)
T: S12, please. Is this your bag S12:Yes, it is.
T: This bag is yours. Here you are. (运用肢体语言。) S12:Thank you.
(拿出一支学生的钢笔，提问钢笔的主人，由此导入新的单词和句型。) T: S13. Look, what’s this S13: It’s a pen.
T: Whose pen is this
S13: It’s my pen. (帮助答复It’s mine.)
T: Oh, the pen is yours. (强调) Here you are. (板书并要求学生掌握。) yours whose mine (重复问答)
T: Whose pen is this
S13: It’s my pen. It’s mine.
T: Here you are. S13: Thank you.
(另外用一把女生的尺子进行问答，引出hers。) T: Whose ruler is this S14: It’s my ruler. It’s mine.
T: OK. Sit down, please. S15, whose ruler is this S15: It’s not my ruler. It’s her ruler. (帮助答复) T: Yes, it’s her ruler. It’s hers. (强调) …
(利用学生的文具等实物演示对话，引出其他的物主代词，并明确它们的意义。板书相对应的单词。)
hers, theirs, his, ours Step 2 Presentation 第二步 呈现(时间:6分钟)
让学生听读1a对话，并操练和模仿，强化目标语言，帮助学生形成正确的语音语调。 1. (出示1a图片，让学生听录音，答复以下问题，导入1a。)
T: Look at the picture. Is the cap Jane’s Please listen to 1a, then answer the question.
(板书并讲解。) Is the cap Jane’s 2. (听1a录音，学生跟读。注意语音语调，并答复以下问题。)
Whose cap is this T: Listen to 1a and repeat. Pay more attention to your pronunciation and intonation. And find out the answer to this question.(核对答案。) 3. (把全班学生分成两组，互换角色操练对话。)
Step 3 Consolidation 第三步 稳固(时间:8分钟)
运用目标语言，创设情境。操练和表演对话，进一步稳固目标语言。 1. (学生根据1a表演对话。)
T: I’ll ask some pairs to act it out. S1: Is this cap yours, S2 S2: No, it’s not mine. S1: Whose cap is it
S2: I think it’s S3’s. …
2. (利用学生的衣服或文具等进行模仿对话，稳固新内容并完成1b。)
T: Practice the conversation with your clothes or school things. S3: Is this pencil yours, S4 S4: No, it’s not mine. S3: Whose pencil is it
S4: I think it’s S5’s. …
3. (用方框里的单词填空，核对答案后操练，完成3。)
T: OK, let’s look at the picture. Fill in the blanks with the words in the box.
Then practice with your partner. (核对答案。)
T: Nice work. Boys and girls, look at this one. What’s this(教师指着图片中的衬衫问。)
Ss: It’s a shirt.(教师帮助学生答复。) (板书并要求学生掌握。)
shirt (让学生两人一组进行对话练习，然后找两三组同学表演3对话。) …
Step 4 Practice 第四步 练习(时间:13分钟)
通过对2a的练习，师生总结本课所学目标语言，并运用目标语言进行造句，让学生熟练掌握所学知识的同时，培养学生的归纳能力。
1. (利用自行车和猫的图片来呈现新单词，然后把图片递给学生，进行师生互动问答。) (教师出示自行车的图片，指着自行车问。) T: Look at the picture. What’s this Ss: 自行车。
T: Right. It’s a bike. OK. S1, here you are. Now it’s yours. (用同样方法教学cat, banana。) (板书并要求学生掌握。)
bike, cat, banana (利用图片进行师生问答。) T: S1, whose bike is this S1: It’s mine.
T: Whose bike is that Ss: It’s hers.
T: Oh. It’s her bike. (板书并讲解。) It’s her bike. It’s hers. … 2. (放2a录音，学生跟读并注意语音语调。教师引导学生总结形容词性物主代词和名词性物主代词的用法。)
T: Listen to 2a and repeat. Pay attention to the pronunciation and intonation. 3. (让学生利用实物模仿2a进行对话。) S2: Whose pen is this
S3: It’s my pen. It’s mine.
4. (在小黑板上出示事先准备好的练习题，完成后核对答案。)
(1)This is (我的) pen. That is (你的). (2)Whose bag is this It’s (他的). (3)This isn’t (我的) book. (我的) is red. I think it is (她的). (4)This is (我们的) teacher. That is (他们的). (5) (你们的) bags are white. (我们的) are green. 5. (教师利用图片讲解2b中出现的生词baby及其复数形式babies，让学生模仿例句造句，完成2b，核对答案。)
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过小组活动，激发学生学习兴趣，培养学生综合运用语言的能力和合作精神。 1. (设计小组活动，谈论自己的文具。)
(1)教师把学生分成六个小组，把每组同学的文具放在一起。 (2)让学生谈论自己拿到的文具。
(3)尽可能地使用所学过的主要句式。如： ①This is my/his/your pen/ruler/book … ②The pen/ruler/book … is mine/his/yours. ③Mine is big/blue/long … S1: Is this your ruler, S2 S2: No, it’s not mine. Mine is long. S1: Whose ruler is this S2: It is her ruler. It is hers. …
2. Homework:
(1)让学生模仿1a编对话写在作业本上。 (2)复习物主代词。
(3)预习下一课Section B的内容。 板书设计：
Whose jacket is this Section A 1. Possessive pronouns: 3.—Whose bananas are these your, my, their, his, her, our —They’re their bananas. yours, mine, theirs, his, hers, ours —They’re theirs. 2.—Whose bike is this —It’s his bike. —It’s his.
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