8AU8教案1.doc

海陵中学八年级英语教案（8A） 设计者： 曹兆泉8A Unit 8 Natural disastersPeriod I Comic strip & welcome to the unitTeaching Aims and Demands: 1、To talk about the topic about natural disasters by the comic strips. 2、To learn about the past contiuous tense. 3、To learn some names about natural disasters. Teaching main points and difficulties: words：earthquake, coach, flood, accident, wash, village, lightning, storm, thunderphrases：start to rain, lose final, wash away, catch fire, kill thousands of difficulties：disaster, mop, accident, mop all the water up, crash into a treeTeaching steps: Step 1: Warm-up activities1 Read the conversation between Eddie and Hobo. Allow Ss enough time to make sense of the comic strip: heavy rainHobo is wet and cold.His house is wet. Try to elicit from Ss what might happened to Hobos house.2 Ask some open questions about each picture. * Whats the weather like? * What happened to Hobo? * What do you think happened to Hobos house?* How does he feel at Eddies home?* Why doesnt he want to go home alone?* Will Eddie help him?Ask two more able students to role-play the conversation.3 Elicit from Ss other bad weather conditions.Step 2: Presentation1 Prepare Part A by providing more vocabulary to help Ss understand headlines in English.2 Ask students to consider whether the disasters are natural and tick the appropriate boxes. Ss can do it individually and then compare their answers with a partner. Check the correct answers with the whole class and elicit a definition for a natural disaster.3 Read the words in Part B and ask more able students to describe each weather condition only with simple phrases and words.4 Ask Ss to complete the task on their own and check the correct answers with the class as a whole.Step 3. Language pointsImportant points: natural disasters, mop it up, lose final, kill thousands of people, a car accident, crash into a tree, wash the village away, start a big fire, catch fireStep 4. Practice根据句意或中英文提示完成单词。1. My father was born in a small v_. 2. We are strongly against dropping litter _(here and there). 3. A typhoon(台风)usually brings _(much water)and it washes away everything. 4. There is much water on the floor. Please _it up quickly, Tom. 5. It is reported that two men were killed in a car _early this morning.用所给词的适当形式填空。 sun thousand sleep nature mop1. My mum was very tired after she _ the floor. 2. She felt _ during the class because she stayed up late last night.3. Simon will go fishing tomorrow if it is _. 4. We must do something to prevent people from _ disasters. 5. _ of people were at the airport to see them off.Step 5. Homework1 Learn the language points by heart.2 Preview the Reading Part. Ideas after teaching:Unit 8 Natural disastersPeriod II Reading (1)Teaching aims and demands: 1. To infer main ideas of a passage from keywords and context 2. To talk about a natural disasterTeaching main points: To talk about a natural disaster and remember the key pointsTeaching difficulties: To use the vocabulary and sentences related to natural disastersTeaching procedures: Step 1 Pre-reading1. Revise the words learned last lesson. Show some pictures of different kinds of bad weather conditions and natural disasters. Ask students to tell the name one by one.2. Tell students that an earthquake is a natural disaster that can cause great damage or loss of life. Ask if they know what will happen when an earthquake takes place. Elicit any information about an earthquake they know. 3. Show pictures about an earthquake and present some new words about it, e.g. shaking, bomb, fear, scream, direction, wildly. Then ask students to read the new words together. 4. Talk to students about the context of Timmys story. Elicit any information about the Taiwan earthquake in 1999 from students. E.g. The earthquake took place on 21st September 1999. More than 2,300 people died and about 12,000 buildings fell down. Its believed to be the strongest earthquake to have hit Taiwan last century.Step 2 While-reading1. Tell students that Timmy is a lucky boy. He survived the earthquake and wrote a story about it. Ask them to read through Timmys story silently and try to answer the two questions.No.1, What was Timmy doing when the earthquake started? No. 2, Did Timmy give up or try his best to survive when he was in danger during the earthquake?2. Discuss the two questions with students to check understanding.3. Ask students to do and match the words on the left with the meanings on the right.4. Then ask students to read Para 1 and 2, and try to complete the table to find out : when the earthquake came, what did Timmy feel/hear/see and do? 5. Ask what happened to Timmy then? Tell them to read Para 3 and 4 to find the answer. Present: Timmy was trapped. Explain be trapped.6. Ask what Timmy did to save himself after he was trapped? He did five things to help himself. Ask students to read the rest part of the story to find out the answers.7. Ask students to do part B2. Help Sandy complete her diary.8. Students listen to the tape and read after it together.9. Tell students Timmy put some pictures he draw about the earthquake on his home page. Ask students to complete Part C to put them into the correct order and write the captions in the blanks.10. Ask them to complete the next part. Write a T if the sentence is true, write an F if it is false.Step 3 Post-reading1 Present some language points: e.g. shaking, shake; try to do sth.; run in all directions; calm down; be in a great hurry to do sth. in different ways.2 Do a quiz to check understanding.Step 4. Language points Point 1. through/across/past Point 2. alive/living/live Point 3. sleep/asleep/sleepy Step 5. Practice 用所给动词的适当形式填空。 lose fall mop rain kill1. It is _now. Lets wait here for the rain to stop. 2. The big fire _three men last week. 3. Its a pity that our school football team _the final yesterday.4. Who _the floor over there now? Our chairperson. 5. Newton was sitting under an apple tree when an apple _onto his head.选择填空。( )1. There was a football match last night. _ people went to watch it. A. Ten thousand B. Ten thousands C. Thousand of D. Thousands ( )2. Our teacher told Simon _ forget _ off the lights when he left. A. not; to turn B. not to; to turn C. not; to turn D. not to; to turning( )3. The young man is _ to carry the heavy box. A. enough strong B. strong enough C. too strong D. so strong( )4. We have got everything ready. So we need _. A. something else B. else something C. nothing else D. else nothing( )5. _ it rained heavily for a whole day today, the temperature dropped a lot in the afternoon. A. So B. If C. When D. SinceStep 6. Homework 1. Read the whole text again and again. 2. Complete the paper exercise. Ideas after teaching: Unit 8 Natural disasters Period III Reading(2)Teaching aims: To read the text again and again and deal with language pointsTeaching main points: To learn the language points by heart.Teaching difficulties: To retell the story about TimmyTeaching proceduresStep 1. Presentation1 Talk to Ss about the context of surviving an earthquake. Elicit any information about the earthquakes in Taiwan or in other parts of the world. Bring some newspaper articles about earthquakes.2 Ask Ss to quickly skim the text on their own. Ask them to highlight the words they do not know. Then ask Ss to discuss them in pairs and try to work out their meaning from the context.3 Ask Ss to make list of words and phrases used in the text which describe noise and movement/destruction, fear and hope. * noise: big noise, thunder, screamed, bombs, shouted * movement/destruction: slight shaking, earth started to shake, ran, pieces of glass and bricks fell down, walls began to come down * fear: screamed, frightened, dark, could not at all, a moment of fear * hope: calm down, still alive, bright daylight, safe4 Read Timmys story aloud. Ask Ss to listen carefully.5 Check general understanding of the different paragraphs by asking some wh-questions.Para 1: Where was Timmy? What happened in the shopping centre?Para 2: What happened to the building? How did people react? What did Timmy do?Para 3: Where was Timmy when the shaking stopped? How did Timmy feel?Para 4: What did Timmy do while he was waiting for help?Para 5: How was he rescued?Step 2. Exercises1 Explain the context of Part B. Ask students to do Part B1 on their own. Encourage students to check their answer with a partner.2 Ask students to study the words in the box for one minute, then cover them and complete the diary entry in Part B2.Step 3. Presentation 1 Explain the context and point out to Ss the idea of telling a story with pictures. Divide the class into teams of 4-5 students to study each picture first.2 Ss write the captions in the blanks individually. Check answers with the whole class.3 Ask Ss to arrange the pictures in the right order.Step 4. Retelling the story1 Explain the context and remind them about story telling from memory. Ss work in pairs to complete the task.2 Check the answers with the whole class.Step 5. Language points feel a slight shaking through my body, a big noise like thunder, in fear, be frightened, start to shake, run in all directions, know where to go, run wildly, fall down, calm down, be over, could not see at all, be trapped, say to oneself, a moment of fear, go through my mind, since, hear excited shouts, in a great hurry, move away, see the bright daylight.Step 6. Practice 请根据句意或括号中的中文提示、英文释义，写出句中所缺单词。1. They come from small but beautiful_(村庄，乡村).2. A moment of _(恐惧，害怕) went through my mind when I saw a snake.3. Speaking before so many people, he felt very _(afraid of something or worried about something