江苏省盐城市阜宁县明达初级中学八年级英语上册《Unit 6 Natural disasters》（第8课时）教案 牛津译林版.doc

unit 6 natural disasters 第八课时pronounciationteaching objectivesto describe an disaster or an accident by responding to questions and interacting with othersto identify a natural disaster, describe it and explain the resultsto identify the intonation pattern of statementsteaching proceduresstep 1 language points revision1. revise vocabulary related to bad weather. ask students to look at some pictures and tell the english word for each of them.2. ask students to open their books at page 107 and do the word puzzle in part b to find the words of the pictures. then check the answers together: 3. students read these words together. tell them snowy, rainy and windy are adjectives to describe weather conditions.4. show some pictures and go through the adjectives about weather conditions with the whole class, e.g. sunny, stormy, cloudy, etc.5 .reviewvocabulary related to natural disasters. show some pictures about different natural disasters quickly. invite students to tell the names of all these natural disasters as quickly as they can: rainstorm, snowstorm, sandstorm, flood, earthquake, typhoon.7.organize a group talk. ask when a natural disaster comes, how we can protect ourselves? students talk about it in groups. revise some important language points through free talk about natural disasters. e.g. when an earthquake comes, can we run wildly? no, we cant. we should try to hide in a safe place and protect our heads.if we are trapped? what should we do? we should calm down and scream for help.is a flood dangerous? yes, a big flood can wash everything away. and every year many people lose their lives because of flood. etc.step 2 talking about picturesshow pictures of different kinds of bad weather and disasters. get the students to talk about the results of them. they can also talk about what other people do to help. step 3 listen to the tapeexplain that sandy and amy are talking about a natural disaster. invite them to listen to the tape and try to answer the questions. what are they talking about? how did it happen? was anybody hurt? why or why not?with the help of these questions, it will be easier for students to focus on the key information e.g. in britain, last week, heavy storm, thunder and lightening, terrible, school caught fire, no one was hurt, students on holiday. they will also help them to organize their own dialogue. step 4reading the dialogue againget the students to read the dialogue aloud. direct the students attention to the intonation of different sentences. we use a rising tone for general questions. we use falling tones for wh- questions or statements. get the students to read the dialogue again. pay special attention to the intonation patterns used here. then give the students several minutes for the students to practice and act.step 5 reading more statements on page 103get the students to read more statements on page 103. remind them of the intonation patterns. play the tape for the students to follow. do chain work and get the students to read the sentences one by one. pay special attention to the intonation patterns. students also should be reminded of the importance of these sentences, especially, the following sentences: bad weather sometimes causes natural disasters. the flood was terrible. the airport was closed.step 6 reading the dialogue on page 104get the students to read the dialogue on page 104. get them to read the dialogue. pay attention to the intonations patterns. give the students 3-4 minute for them to read the dialogue to their partners. ask them to focus on what sandy said about the fire and try to get the main points. encourage them to remember the dialogue and act it out. step 7 talking about a disasterget them to talk about a disaster. they can choose what the would like and try to make a new dialogue. offer them enough time to practice and then get them to act their o