8AUnit6集体备课稿.doc

8A Unit 6 Natural disasters Period 1 Welcome to the unit & Comic stripObjectives: 1. Know the main task of the unit 2. Learn words about natural disasters 3. Be able to tell difference between natural disasters and accidents 4. Be able to say something about the natural disastersProceduces:1. Task 1What are we going to learn in Unit 6?1) Show the task question, let Se think about it while learning2) Before listening. Ss look at the comic strips and think about the questions: Whats the weather like? -Its raining outside.3) Ss listen to the tape and answer these questions (facts):What happened to Hobos house? -Its all wet.Does Hobo want to go back home alone? -No. He wants to go home with Eddie.4) Ss listen and repeat after each sentence, T show them one by one5) Let Ss look at Picture 4, guess the meaning of “mop”, encourage S to do an action to show it6) Ss read together and think the following questions (open):Why doesnt Hobo want to go home alone?-The floor is all wet. He needs some one to help him mop it up. He doesnt want to do it himself.How does Eddie think of the idea?-He doesnt like the idea. Hes the master, so he shouldnt do these things. Hes very lazy.7) Ss practise in pairs to act it out If Ss need help, show them the sentences8) Go back to the task question, let Ss guess and express in Chinese “自然灾害”natural disasters9) Show the main task of the unit Encourage Ss to read it out for others2. Task 2Learn words about natural disasters1) Show Ss the pictures about them: flood, earthquake, rainstorm, snowstorm, thunder and lightening, typhoon2) Ss do Ex (Part B) to check themselves3. Task 3Tell the difference between natural disasters and accidents1) Ss do Ex (Part A) Ask Ss to guess the meaning of new words2) Check answers. Encourage Ss to read the sentences and then give out their answers3) Learn new words according to more pictures and model sentence4. Go through all the new words, read them5. Task 4To be a news reporter Ss work in groups of four Choose a kind of natural disaster to talk about Report one by oneRemind Ss: Work as a team, help each other6. Draw a conclusionScientist say There are more natural disasters today than before. Why? Protect our world/ motherland.7. Homework8. EndingIf we want to hear birds singing, hear the beautiful sound of the forest. Lets start to protect the environment. Lets end our class in the beautiful music. Thats all for today. Goodbye, everybody. Period 2 Reading ITeaching aims:1. To infer main idea of a passage from keywords and context 2. To use the vocabulary and sentences related to natural disasters3. To talk about a natural disasterImportant points:1.Words: slight, shaking, body, fear, scream, bomb, shake, direction, wildly, glass, brick, calm, be trapped, moment, mind, since, alive, somebody, hurry, daylight, loudly, everywhere2. Some useful expressions when we talk about natural disasters.Difficult points:To use the vocabulary and sentences related to natural disastersTeaching aids:Tape-recorder, slides and some pictures about natural disastersProcedures:教学内容学生活动复备栏Step 1 Pre-reading1. T: We learnt something about natural disasters last time. What disasters have we learnt? (Go over the names of bad weather conditions and natural disasters.)2. Play a video about the earthquake and ask: What kind of disaster is it? Teach some new expressions:What can you see in the video/pictures?Samples: I can see the building shaking. I can see the mouse was trapped and screamed in fear.Introduce : slight shaking ; in fear , scream; bombs; below the ground ,in all directions ; run wildly; fall down ;come down ;be trapped; calm down ,be alive; in a hurry . List the new words for the Ss to listen and repeat. Then open the books at Page 96 and ask the Ss to finish Part B1.3. T: There was an earthquake Taiwai on 21st September 1999. More than 2,300 people died and about 12,000 buildings fell down. However, a boy called Timmy survived. He wrote his story and put it on his home page. Step 2 While-reading1. Ask Ss to read through Timmys story silently and try to answer the two questions.(1) What was Timmy doing when the earthquake started? (2) Did Timmy give up or try his best to survive when he was in danger during the earthquake? 2. 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?3. Ask students to read Para 3 and 4, and try to answer the questions:(1) What happened to Timmy then? (2) How did Timmy feel then? (3) Did Timmy shout for food ?4. Ask students to read the rest and try to answer:(1) What did Timmy do to save himself after he was trapped?(2) How was Timmy saved?5. Ask students to do Part B2 on page 96. Help Sandy complete her diary.6. T shows some pictures to the Ss and ask them to describe the pictures according to the text.7. Ask students to do part C on page 97. 8. Students listen to the tape and read after it together.9. Ask them to complete Part D on page 97.Step 3 Homework 1 Read the story about Timmy and try to retell it.2 Copy the new words and phrases. Speak outListen and repeatRead , answerand practiceRetell the textPeriod 3 Reading IITeaching aims:1. To learn the new words and expressions by heart.2. To make the Ss realize the harm of natural disasters and the right actions in danger.3. To learn to describe the natural disasters with the new words and expressions in this lesson.Important points:1. New words and expressions.2. The past continuous tense.Difficult points:The past continuous tense.Teaching aids:Tape-recorder, slides and some pictures about natural disastersProcedures:教学内容学生活动复备栏Step 1 RevisionGo over something about the Taiwan earthquake. Ask Ss some questions:(1) What was Timmy doing when the earthquake started? (He was doing some shopping.) What happened in the shopping centre? (There was a big noise. People became frightened. Some people screamed.)(2) What happened to the buildings? (Pieces of glass and bricks fell down. Then the walls began to come down.)(3) Where was Timmy when the shaking stopped? (It was dark around him and he didnt know where he was. He was trapped.)(4) How did Timmy feel? (When he found that he was trapped, a moment of fear went through his mind but he told himself to calm down.)(5) What did Timmy do while he was waiting for help? (He shouted for help. He ate some chocolate.)(6) How was he samed? (People moved away the bricks and stones and saved him.)Step 2 Further reading1. Go through the paragraph one by one and discuss the following questions:(1) Is it safe to run wildly during an earthquake?(2) Is it a good idea to jump out of the window if the building starts to shake?(3) Which part of the house is the best to hide in?(4) Is it safe to ride bikes or drive cars fast during a snowstorm?(5) is it safe to hide under a big tree during a rainstorm with thunder and lightning?2. Practice: Ask Ss what the right action is in a certain situation.Step 3 Language pointsUseful expressions:( encourage the students to list them, T can give them necessary help)Step 4 ActivitiesT: Suppose you survived the latest earthquake in your hometown. Please describe your experience to your classmates. You can refer to the table below：IfeltheardsawdidStep 5 Homework 1 Copy the useful expressions and try to remember them.2 Finish the exercises in the EB.Review: answer these questionsRead and discussList the useful expressionsPracticePeriod 4 VocabularyTeaching aims:1 To learn to describe the weather.2 To learn some expressions related to weather and try to forecast the weather.Important points:1. cloud, cloudy, wind, windy, weather, temperature, fog, foggy, low, frost, frosty2. drop a little, become worse, the weather today, drop a little, drop toDifficult points:To learn to describe the weather.Teaching aids:Tape-recorder, slides and some pictures about natural disastersProcedures:教学内容学生活动复备栏Step 1 Revision1. T: Earthquake is a kind of natural disaster. We learnt many other disasters last time. What are they? (Go over the words related to natural disasters and bad weather.)2. Bad weather may cause natural disasters. So lets talk about the weather this time.Step 2 Part A1. T Show some pictures and teach the new words. (1) Whats this? (Its the sun.) Whats the weather like? (Its sunny.)(2) Whats this? (Its rain.) Whats the weather like? (Its rainy.)(3) Whats this? (Its snow.) Whats the weather like? (Its snowy.)(4) Whats this? (Its fog.) Whats the weather like? (Its foggy.)(5) Whats this? (Its frost.) Whats the weather like? (Its frosty.)(6) Whats this? (Its storm.) Whats the weather like? (Its stormy.)2. Practise the new words and then show some weather forecast to the Ss.3. Ask Ss to do the Ex. On Part 98, Part A and check together.Step 3 Part B1. Show the weather forecast which Sandy is reading on the Internet. Ask Ss to say the forecast. Give them a hand if necessary.2. Pay attention to the ways of saying 7-9,0-2, -5-0 and so on.3. Ask the Ss to help Complete Sandy and Millies conversation. Then check the answers together. 4. Read the conversation aloud together.Step 4 ExercisesComplete each following sentence with the best word. Look at the sun, what a _day! There are lots of clouds, it is _ today. Can you hear the wind? I hate a _ day like this. It is raining, how do you go to school on a _ morning? I feel a little cold, I see some frost on my bike, it is a _ morning. I like the winter of Harbin, because the weather is often _, I like making snow man. There is going to be a storm, Youd better not go out on a _ day. There is a lot if fog today, drivers must be careful on the road in _ weather.Step 5 Homework 1 Finish the Ex. On the EB2 Copy the new words and remember them.Look at the pictures and answerRead the new wordsSpeak outDo the exercisesPeriod 5 Grammar ITeaching aims:1 Learn the past continuous tense.2 Enable Ss to use the past continuous tense to talk about the what they were doing and what they feel.Important points:1. discuss, terrible, break, snowball, snowman, hit, project, guidebook2. The past continuous tense.Difficult points:The past continuous tense.Teaching aids:Tape-recorder, slides and some pictures about natural disastersProcedures:教学内容学生活动复备栏Step 1 Revision1. Check out the homework and ask some Ss to speak out the answers quickly and the reasons if necessary.2. T: Sometimes bad weather can cause natural disasters and can you tell us some? dry and sunny droughtheavy rain/rainstorm floodlightning fireStep 2 Presentation1. Ask the Ss to talk about their activities at about 8 oclock last night and then help them sum up the rules:(1) We use the past continuous tense to talk about things that were happening for some time in the past.(2) I/He/She/It was (not) + V-ing form You/We/They were (not) + V-ing form(3) was not = wasnt were not = werent2. T: Here are some pictures about what Simon/Kitty/ did yesterday. Would you please have a look and make some sentences with the past continuous tense?3. Ask several individuals to talk the pictures and see if they are right.Step 3 Part A1. Go through the examples on Page 99 together with the Ss.2. Part A1: The Class 1, Grade 8 students are doing a project on natural disasters. Lets have a look at Kitty and Simons conversation in Part A1 on Page 99 and find out what kind of natural disaster they are working on.3. Ask the Ss to put all the above sentences into questions forms: (1) Was I/he/she/it + V-ing form? Yes, I/he/she/it was. No, I/he/she/it wasnt.(2) Were you/they/we + V-ing formYes, you/they/we were.No, you/they we werent.4. Part A2: It was snowing this morning. Do you know what Simon was doing early this morning? What happened to him? 5. After checking the answers, ask the Ss to read the dialogue aloud.Step 4 ExercisesI _(do) my homework in the classroom when Mr Wu _(tell) us to go home early. I _(share) an umbrella with Millie while we _ (walk) to the bus stop. A strong wind _(come) from behind and we_ (lose) our umbrella. When we _(get) to the bus stop, we could see many people_ (wait) there. Step 6 Homework 1 Finish the Ex. On the EB.2 Make sentences with the past continuous tense.Speak outWork out the rulesPractice making sentencesRead quickly and completeDo the exercises Period 6 Grammar IITeaching aims:1 The past continuous tense with when and while2 Enable the Ss to use when and while correctly when they talk about their activities.Important points:1. search the Internet, discusswith, plan a trip to Tangshan, on the side of the road, drive you to school, as usual, break down, a terrible snowstorm2. The past continuous tense with when and whileDifficult points:The past continuous tense with when and whileTeaching aids:Tape-recorder, slides and some pictures about natural disastersProcedures:教学内容学生活动复备栏Step 1 Revision1. Go over the past continuous tense with some exercises.2. Ask Ss to make sentences with the past continuous tense .Step 2 Presentation1. T: What was Mr Wu doing when the snowstorm came? (Help Ss answer: He was reading the newspaper when the snowstorm came./When the snowstorm came, he was reading the newspaper.) Underline when to get more attention.2. Pair work: Make a dialogue:A: (to B)What were you doing when the teacher came into the classroom?B: (then to C) What were you doing when the teacher came into the classroom?C:(then to D)3. Show more sentences to the Ss:Simon was having breakfast when the snowstorm came.Sandy was waiting for a taxi on the side of the road when Millie saw her.4. Introduce: While Simon was having breakfast, the snowstorm came. OR The snowstorm came while Simon was having breakfast.Then ask the Ss to change the above sentences with while.5. After checking the answers, introduce: Sandy was waiting for a taxi while Millie was walking to the bus stop.Then ask the Ss to make sentences with while.6. To sum up the rules:(1) When something else happened while a longer action was going on, we use when or while to join the two actions. We use the past continuous tense for the longer action and the simple past tense for the shorter action.(2) When two long actions went on at the same time, we can use the past continuous tense in both clauses and while to join them.Step 3 Part B1. Go through the example on Page 101 with the Ss and ask them to finish it quickly by themselves. Then check the answers together.2. Ask the Ss to read the five sentences together.Step 4 Exercises1. Millie _(look) for a video about earthquakes when Simon _ (see) her in the library yesterday.2. When I got home last night, Mum _ (watch) TV.3. What _ you _ (do) at 9:00 p.m. last night?4. 当教师进教室的时候，同学们正在写作业。Step 5 Homework Finish the Ex. On the EB.Practice making sentencesWork in pairsMaking sentences with “when” and “while”Practice and read together Period 7 Integrated skillsTeaching aims:1. To extract key information about a traffic accident from listening2. To develop intensive listening skills3. To complete an accident report using the information through listening4. To talk about traffic accidents and natural disasters 5. How to make emergency calls & Brainstorm with students the context to tell the police the place ,the No. of the victims ,the conditions of the victimsImportant points:1. condition, cover, caller, arrival, serious, victim2. weather conditions, cover the whole road, time of arrival, get worse, crash into, catch fire, send the victims to3. How to make emergency calls & Brainstorm with students the context to tell the police the place ,the No. of the victims ,the conditions of the victimsDifficult points:1.To extract key information about a traffic accident from listening2.To develop intensive listening skillsTeaching aids:Tape-recorder, slides and some pictures about natural disastersProcedures:教学内容学生活动复备栏Step 1 Pre-listening1. Tell students that bad weather can cause natural disasters sometimes and bring a lot of serious problems to us and today we will meet such a couple who suffered from bad weather.2. Show a picture of Mr and Mrs Su. Ask some questions about it, e.g. Whats the weather like? What has happened to them? Discuss the questions with students and present the new words: weather condition, cover, victim, caller, and hotline. Then explain the context of this section. 3Show a table and explain this table is a police report. Ask students to look at it carefully and ask and answer questions about it with their partner. For example: When did the police get the call? Where did the accident take place?4. Tell the