八年级英语上册 Unit6 Natural disasters教案 牛津版.doc

总 课 题Unit 6 Natural disasters课 10 时第 1课时课 题Comic strip & welcome to the unit教学目标1 通过漫画引出自然灾害的话题。2 初步接触过去进行时。3 了解几种常见自然灾害的英文名称。教学重点词汇：natural accident wash village lightning storm rainstorm thunder词组: start to rain half an hour later lose the game kill thousands of 教学难点disaster mop earthquake typhoon mop all the water up crash into a tree教学过程教 学 内 容备课札记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 o Hobos house?* How does he fell 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.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.学生活动教学过程教 学 内 容备课札记4 Read the words in Part B and ask more able students to describe each weather condition only with simple phrases and words.5 Ask Ss to complete the task on their own and check the correct answers with the class as a whole.Language pointsNatural disasters, really warm, for too long, mop it up, lose the game, kill thousands of people, a car accident, crash into a tree, wash the village away, start a big fire Homework1 Learn the language points by heart.2 Preview the Reading Part.教学反思江苏省兴化板桥初级中学英语学科教案初二年级教案活页纸 备课人：林飞 总 课 题Unit 6 Natural disasters课10时第 2 课时课 题Reading(1)教学目标1. To infer main ideas of a passage from keywords and context 2. To talk about a natural disaster教学重点To talk about a natural disaster and remember the key points教学难点To use the vocabulary and sentences related to natural disasters教学过程教 学 内 容备课札记Teaching proceduresStep 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 Part B1on page 96 and help Sandy 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?学生活动教学过程教 学 内 容备课札记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 on page96. 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 Part D on page 97. 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教学反思江苏省兴化板桥初级中学英语学科教案初二年级教案活页纸 备课人：林飞 总 课 题Unit 6 Natural disasters课10时第 3 课时课 题Reading(2)教学目标To read the text again and again and deal with language points教学重点To learn the language points by heart.教学难点To retell the story about Timmy教学过程教 学 内 容备课札记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, real noise, bombs, shouted * movement/destruction: slight shaking, earth started to shake, ran (wildly), 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?学生活动教学过程教 学 内 容备课札记Para 4: What did Timmy do while he was waiting for help?Para 5: How was he rescued?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.3 Ask students to study the words in the box for one minute, then cover them and complete the diary entry in Part B2.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.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.Language points (Part A)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.Language points (Part C)Be very good at telling jokes, vote Homework1、 Learn the language points by heart.2 、1加1相关练习.3 、 Preview the Vocabulary Part.教学反思江苏省兴化板桥初级中学英语学科教案初二年级教案活页纸 备课人：林飞 总 课 题Unit 6 Natural disasters课 时第 4 课时课 题Vocabulary教学目标To learn to talk about and describe the weatherTo identify the vocabulary about different kinds of weather conditions教学重点To understand the weather report from TV or the radio教学难点To have a better understanding of the topic of the unit教学过程教 学 内 容备课札记Step 1 Looking and learningShow some pictures of different kinds of weather condition. Then get them to elicit the nouns and adjectives and write them down on the board in pairs. Try to use sentences to talk about the weather. Do not just write the words down. e.g. There is white snow everywhere. It is snowing. It is a snowy day. Explain how a noun is changed into an adjective. We add a -y to most of the nouns to make adjectives. Point out that we need to double the n, when we are changing sun into an adjective. Try to use sentences to talk about the weather. Do not just write the words down. e.g. There is white snow everywhere. It is snowing. It is a snowy day. Explain how a noun is changed into an adjective. We add a -y to most of the nouns to make adjectives. Point out that we need to double the n, when we are changing sun into an adjective. STEP 2 Completing the exercises in Part AInvite the students to complete the exercises in Part A, Page94.And then get the students to read the words well.学生活动教学过程教 学 内 容备课札记STEP 3 Using words in contextShow more pictures and offer the students a chance to use these words, as the pictures are shown in the followingtable.Get the students to talk about the pictures and help them to understand the use of nouns and adjectives on weather conditions. STEP 4 Eliciting the weather forecast/ weather reportUse some pictures to elicit the weather forecast/ weather report. They get the students to learn about the symbols of weather conditions. Get the students to read the words and then invite them to do Part B, Page 98. First get the students to check the answers in pairs and then check it in class. Go through the dialogue and then help the students to understand the changes to the weather with the help of the table above. Get the students to read the dialogue together. Make sure that the students can read the temperature well. STEP 5 Homework Watch the weather forecast programme on TV. And then write a report about it in English. Encourage the students to listen to the weather report on CCTV 9. 教学反思江苏省兴化板桥初级中学英语学科教案初二年级教案活页纸 备课人：林飞 总 课 题Unit 6 Natural disasters课 10时第 5 课时课 题Grammar (1)教学目标To understand when to use the past continuous tense. 教学重点To recognize and use the past continuous tense.教学难点To learn when to use the past continuous tense.教学过程教 学 内 容备课札记STEP 1 QuestioningSay, Now, I am teaching you. You are listening to me carefully. (ask A)What are you doing?(ask B)What did A do just now?(ask B)What were you doing when A answered my question?(ask C)What were you doing when I came in?(ask A)What was C doing at that time?As the students are talking about the things they do, write the structure of past continuous tense was/were +doing on the board. Design a scene: Last night at 8:00 there was a blackout in your block. The lights went out all over the block. First, show some pictures, then let the students describe.STEP 3 Paying attention to uses of wordsDuring the students describing the pictures, pay attention to use was and were to consolidate the past continuous tense.STEP 4 Describing the pictureDescribe the picture in general questions and give them positive and negative answers. Practice in pairs. Write the two kinds of answers on the Bb.Was David cooking at eight yesterday? Yes, he was.学生活动教学过程教 学 内 容备课札记Was David having dinner at 8 last night? No, he wasnt.STEP 5 Practicing the dialogueAfter finishing describing the nine pictures, practice the dialogue like this.T: What was David doing last night at eight last night?Ss: He was doing some cooking.Practice in pairs. Let them choose any picture they want.STEP 6 Completing Part A1Get the students to complete Part A1, Page 99. Check the answers in pairs and in class. Explain the main phrases in the dialogue e.g. discuss with and plan a trip to. Get them to read the dialogue aloud. Ask the students some question to offer them more chance for practice. STEP 7 Finishing the dialogueFinish the dialogue in Part A2, and then check the answers. Explain some the main phrases like seedoing and as usual. Ask the students to close the book. Ask them some questions about this dialogue.STEP 8 HomeworkMake a summary to what we learned today. (Emphasize the adverbial of time.)Finish off the exercises in the Evaluation Handbook and Learning English. 教学反思江苏省兴化板桥初级中学英语学科教案初二年级教案活页纸 备课人：林飞 总 课 题Unit 6 Natural disasters课10时第 6 课时课 题Grammar (2)教学目标To develop a better understanding of the use of past continuous tenseTo understand the use of when and while.教学重点To develop a better understanding of the use of past continuous tense教学难点To understand the use of when and while.教学过程教 学 内 容备课札记STEP 1 Reviewing the structure of past continuous tenseAsk the students what we learned yesterday to review the structure of past continuous tense.STEP 2 Finding sentencesRead a passage ,finding how many sentences are written in this tense.STEP 3 Eliciting the structures with when or whileRaise some questions about this passage to elicit the structures with when or while. What was the man in Flat doing when the robbery happened? While the college students in Flat 5 were watching a football game, what was the woman in Flat 2 doing?Write the structure on the board. It is still difficult for the students to understand the structure. So it is important to give them more examples to help them understand it. Get them to read the sentences in Part B, Page 101. STEP 4 Explaining when we should use while or whenGive more examples and then explain when we should use while or when.学生活动教学过程教 学 内 容备课札记STEP 5 Completing the exercises on Page 101Get the students to complete the exercises on Page 101. Check the answers. STEP 6 Doing some consolidate exercises Fill in the blanks with the proper forms of the given verbs. 1.- What _ you _ ( do ) when I knocked at the door ?- I _ ( wash ) the clothes.2. _ the policewomen _ ( watch ) the traffic or _ (have ) a rest from seven to nine yesterday morning?3. Jim _ (draw) a picture in his room at 4 yesterday afternoon.4. One day, he _ (lie) on the grass and _ (look ) at the beautiful sky when he fell asleep and had a very strange dream.5. I _(search) the World Wide Web.6. - What _ you _ (do) during the Spring Festival?- I _ (visit) Thailand at that time.7. When Simon arrived, Amy _ (read) a book.8. We _ (clap) our hands while the performers _ (march) across the park.9. -Why didnt go to the party yesterday? - I _(wait) for a important call from Shanghai. 10. When he _ (draw) a picture, the telephone rang. 教学反思江苏省兴化板桥初级中学英语学科教案初二年级教案活页纸 备课人：林飞 总 课 题Unit 6 Natural disasters课10时第 7 课时课 题Integrated skills教学目标To understand the process of producing an accident report form and to recognize the key expressions involved in an emergency call and an accident report教学重点To recognize the key expressions involved in an emergency call and an accident report教学难点To think more about what to do when there is an accident教学过程教 学 内 容备课札记STEP 1 Talking about the weatherFirst, get the students to talk about the weather today. STEP 2 Showing a picture of snowy daysShow a picture of snowy days and then get the students to talk about the weather conditions. Encourage the students to discuss what will happen to cars and people. Picture A: Its snowy. The snow is heavy. The heavy snow covers the ground. It covers everything. (Teach the word cover.)Picture B: It is difficult to walk. It is easy for people to fall over. Picture C: It is dangerous to drive a car. Look at the picture there is car accident. Two people are trapped in the car. They cant get out. They are victims. (Teach the word victim.) STEP 3 Discussing about what the victims can doGet the students to discuss about what the victims can do to get someone to help them.STEP 4 Looking at the two reports on Page 102Explain that Mr. and Mrs. Su had a car accident during the snowstorm. Ask students to look at the two reports on Page 102学生活动教学过程教 学 内 容备课札记and explain that the report form in Part A1 is from the 110 hotline where as the report in Part A2 is made by the policemen after they rescued Mr. and Mrs. Su. Explain the items in the report form and make sure that they can understand it. STEP 5 Playing the tape twice.Play the tape for the students to find as much information as possible. And then fill in the report form. And of course, it is impossible for them to complete the table by listening. Get them to read the repot below and find more information. STEP 6 Checking the answersAfter completing the report form, invite the student to check the answers in pairs. STEP 7 Making up a new dialogueGet the students to work in pairs and make up a new dialogue between an interviewer and Mr. or Mrs. Su. Say, An interviewer went to see M