牛津英语8Axunit6教案

1、Unit 6 Natural disasters江苏省灌云县鲁河中学 徐秀婷Language functions and focus:Use “because” “as” and “since” to introduce the reason for something, e.g. some children screamed because they were very frightened.Use “to” infinitives to report someones orders, requests and advice. e.g. Mr. Wu told us to go home.U

2、se vocabulary to describe weather conditions and natural disasters. e.g. The weather today is sunny but itll be cloudy tomorrow.Language skills:Listening:1. Recognize key expressions involved in an emergency call.2. Develop intensive listening skills by completing an accident report form.3. Understa

3、nd directions and instructions in a new context.Speaking:1. Describe an accident or disaster.2. Respond to questions by providing more information.3. Interact with others requesting information.Reading:1. Infer meaning from keywords, context and headline.2. Identify specific meaning by reformulating

4、 sentences in a diary.3. Sequence information to follow the gist of a story.Writing:1. Generate ideas about natural disasters.2. Organize ideas for writing an article for the school newsletter.Overview of the unit:This unit introduces the topic of weather conditions and natural disasters, and how pe

5、ople survive them. Students have the opportunity to share the real-life experiences of a young boy of their age who was trapped under the debris during the earthquake in Taiwan in 1999. The first person narrative of his story helps the readers share Timmys first-hand experience of fear, suspense and

6、 survival. His experience during the earthquake explores the effects of a natural disaster on people, towns and the environment.Students are able to reply on their own experiences and general knowledge of the world to get a more direct understanding of the various disasters described. The main task

7、enables students to provide information in an article about a snowstorm.Words and expressions:4 skills: natural, earthquake, accident, wash away, storm, rainstorm. Thunder, shaking, body, in fear, scream, bomb, shake, direction, wildly, calm down, brick, be over, be trapped, moment, since, somebody,

8、 chocolate, in a hurry, daylight, loudly, everywhere, cloud, wind, windy, fog, foggy, frost, frosty, drop, as, snowy, make excuses, hurry, advise, warn, lock, order, cover, arrival, heavy, hit, lady, nearly, sandstorm, warning, roll up3 skills: disaster, mop up, typhoon, slight, temperature, conditi

9、on, mobile phone, serious, terrible, cause, remove, signal2 skills: crash into, victimTeaching periods:Period 1: Comic strip and Welcome to the unitPeriod 2: ReadingPeriod 3: VocabularyPeriod 4: GrammarPeriod 5: Integrated skillsPeriod 6: Main taskPeriod 7: Pronunciation and CheckoutPeriod 1Objectiv

10、es: To introduce the topic of disastersTo identify vocabulary related to the topicTo guess meaning from keywordsTo identify weather conditions and label pictures with correct wordsFocus and difficulties:I know I shouldnt stay here for too long but I cant go home without you.Whos going to mop it up i

11、f you dont come with me.Useful words and expressions:natural disaster, mop up, earthquake, thousands of, start a big fire, fall from, accident, crash into, wash away, storm, rainstorm, thunder,Teaching process:Step 1. RevisionTalk about the weather. Then tell the students that bad weather often caus

12、es natural disasters. Ask them what disasters they know.Step 2. Presentation1. Prepare Part A by providing more vocabulary to help students understand headlines in English. Preteach and revise the following words and phrases. e.g. “earthquake, accident, crash, flood, lightning and storm”.2. Ask stud

13、ents to consider whether the disasters are natural and tick the appropriate boxes.3. Read the words in Part B and ask more able students to describe each weather disaster condition.Step 3. Listening and acting1. Learn the dialogue at P88. Play the recording for the students. Give them some questions

14、. e.g. Whats wrong with Hobo? Why does Hobo want Eddie to go home together? What do you think of Hobo?2. Listen again. Ask the students to repeat after it.3. Work in pairs. Ask some partners to act it out.Step 4. PracticeDo the exercises in workbook.Step 5. ConclusionHomeworkPeriod 2Objectives: To i

15、nfer meaning from keywords and contextTo identify specific meaning by reformulating sentences in a diaryTo sequence information to follow the gist of a storyFocus and difficulties:1. At first, I felt a slight shaking through my body.2. People ran wildly as pieces of glass and bricks fell down.3. I c

16、ould not see at all and I did not know if anyone was around me.4. I did not even know where I was.5. A moment of fear went through my mind but I told myself to calm down since I was still alive.6. People were in a great hurry to move away the bricks and stones.Useful words and expressions:slight, sh

17、aking, body, in fear, scream, direction, wildly, brick, calm down, be over, be trapped, say to oneself, moment, since, somebody, stay alive, chocolate, hurry, be in a great hurry to do sth., move away, daylight, loudly, everywhereTeaching process:Step 1. Revision1. Check up the homework.2. Revise th

18、e dialogue.Step 2. Presentation1. With the help of flashes about the Taiwan earthquake, preteach something about the Taiwan earthquake.2. Learn some new words using the flashes.Step 3. Reading1. Play the recording. Ask students to find out the answers to the following questions.2. Listen and let the

19、 students repeat sentence to go through the passage. Make sure they can understand it. Underline key points when they are repeating.3. Read Timmys story aloud. Ask students to listen carefully. Make the reading as dramatic as possible emphasizing the situation as it develops through fear, panic, hop

20、e and survival.4. Check general understanding of the different paragraphs by asking some Wh-questions. Here are some sample questions:Para1: Where was Timmy? What happened in the shopping centre?Para2: What happened to the buildings? How did people react? What did Timmy do?Para3: Where was Timmy whe

21、n the shaking stopped? How did Timmy feel?Para4: What did Timmy do while he was waiting for help?Para5: How was he rescued?Step 4. PracticePractice readingDo the following exercises.I. Translation.1. At first, I felt a slight shaking through my body.2. People ran wildly as pieces of glass and bricks

22、 fell down.3. I could not see at all and I did not know if anyone was around me.4. I did not even know where I was.5. A moment of fear went through my mind but I told myself to calm down since I was still alive.6. People were in a great hurry to move away the bricks and stones.II. Fill in the blanks

23、.1. Jim tried his best _ (draw) a horse.2. The little baby began _ (cry).3. Our teacher told us _ (study) hard.4. I didnt know what _ (do) next.5. “I am really foolish.” Jack said to _ (him)Step 5. ConclusionHomeworkPeriod 3Objectives: To identify words and phrases to describe weather conditionsTo u

24、se vocabulary to give weather forecastFocus and difficulties:The weather today is sunny but itll be cloudy tomorrow.Useful words and expressions:sun / sunny, cloud / cloudy, wind / windy, rain / rainy, storm / stormy, fog / foggy, frost / frosty, snow / snowy, temperature, dropTeaching process:Step

25、1. Revision1. Check up the homework.2. Revise as many as different weather conditions as possible. e.g. Whats the weather like in summer/winter? Its sunny and rainy in summer and its cold and snowy in winter.Step 2. Presentation1. Talking about weather is a very common language function. The section

26、 focuses on forming adjectives from weather-related nouns. 2. Ask students to read the list of nouns in Part A. then ask them to work out the rulesStep 3. Practice1. Part B, ask students to read the conversation in Part b on their own, selecting the correct words as they go along.2. Ask students to

27、work in pairs to fill in the blanks.3. Invite several pairs of students to read the conversation.4. Explain some key words. e.g. temperature, drop and worse if necessary.Step 4. GameAsk students to draw pictures of the different weather conditions on separate pieces of paper. Students take turns to

28、show their pictures. The rest of the class must say the noun and the corresponding adjective describing the weather condition in each picture.HomeworkPeriod 4Objectives: To use “because” “as” and “since” to introduce the reason for somethingTo use “to” infinitives to report someones orders, requests

29、 and adviceFocus and difficulties:because as sinceThe children cried they were frightened. BecauseAssincethe children were frightened, they cried.We use “to” infinitives to report someones orders, requests and advice.“Go home,” said Mr. Wu Mr. Wu told us to go home.“Dont run,” Mr. Wu warned us. Mr.

30、Wu warned us not to run.Useful words and expressions:make excuses, be late for, get all wet, advise sb. (not) to do sth., (ask, invite, order, remind, request, tell, warn), forget to do sth., turn off the lights, one by one, lockTeaching process:Step 1. RevisionLet the students talk about their favo

31、urite animals or birds and give their reasons.Step 2. PresentationGo through Part A on P95. Point out their usages.because, since, as 都可表示因果关系。because语气最强，since次之，as最弱。回答以why开头的疑问词时只能用because，不能用since或as。because引导的时间状语从句常放在主句后面，也可放在主句前。Since, as引导的从句常放在主句前。从句在主句前，主、从句之间要用逗号隔开。Ask the students to rea

32、d A1 on P95 and answer the following questions.Why was the traffic so bad this morning?Why did Millies parents leave home early?Why was Simon late for school?Let the students work in pairs to check the answers.Read the conversation again. Circle “because, as and since”. Underline the reasons they ar

33、e talking about.Then ask three of the students to act the conversation out.Step 3. Practice1. Ask the students to discuss why they were late for school sometimes. According to the reasons, make up new dialogue and act them out.2. Let the students do Part A2 on P96. Combine the sentences using “becau

34、se, since and as”. Help them write the sentences correctly. Explain that the clause of reason always comes after “because, since and as”. Then ask them to write on the blackboard and check the answers with the whole class.Step 4. PresentationAsk the students to go through Part B on P97 carefully. Fi

35、nd out the rules. We use “to”-infinitives to report someones orders, requests and advice, and report negative orders, requests and advice by adding “not” before the “to”-infinitives. The following words can be used like this: advise, invite, remind, request, tell, warn, etc.Step 5. Practice1. Work i

36、n groups. Tell the students that a snowstorm is coming and ask them what they should do. Have a discussion.2. Let the students do Part B1 on P98. Look at the pictures and write the correct letters in the blanks. See what the Class1, Grade8 students needed to do before they went home.3. Look at the p

37、ictures on P98 again. Do Part b2. After completing the sentences, ask questions like this: What did Mr. Wu tell / order / advise / warn them (not) to do?Step 6. ConclusionHomeworkPeriod 5Objectives: Part ARecognize key expressions involved in an emergency Understand directions and instructions in a

38、new contextDevelop intensive listening skills by completing an accident report form Extract key information from listening in order to write an e-mail reporting an accidentPart BTo describe an accident or disaster To respond to questions by providing more informationTo interact with others requestin

39、g informationFocus and difficulties:1. A man named Su Ning called the 110 hotline at 7:40 using his mobile phone.2. Mr. Su felt cold and frightened but he was not hurt.3. Mrs. Su hurt her left leg but it was not very serious.Useful words and expressions:condition, arrival, heavy, cover, send sb. to

40、someplace, mobile phone, hurt, serious, hear about, terrible, hit, cause Background information: Students are introduced to the process of producing an accident report form. This type of writing requires considerable precision and accuracy first in receiving instructions and directions, and then in

41、reporting them.Teaching process:Step 1. Revision1. Check up the homework2. Brainstorm with students the context of emergencies. e.g. There is an accident/fire. People are hurt. They need help. They need to go to hospital. Someone calls the 110 hotline. An ambulance /A fire engine / The police arrive

42、. The victims are taken to hospital.Step 2. Presentation1. Explain that Mr. and Mrs. Su had a car accident during the snowstorm. Ask students to look at the two reports on P100 and explain that the report form in Part A1 is from the 110 hotline whereas the report in Part A2 is made by the policemen

43、after they rescued Mr. and Mrs. Su.2. Ask students to study the accident report in Part A1 in pairs. For weaker classes check understanding of keywords and explain more difficult words and phrases. e.g. “ran into”, “weather conditions”, “caller”, “victims”, “action”, and “conditions of victims”.3. A

44、sk students to listen carefully to the conversation and complete the accident report form in Part A1with as much information ass they can. For less able students, tell them in advance which answers come from the recording (numbers1-4, 8-11).4. Play the recordings again so that students can check, co

45、nfirm or change their initial answers. If necessary, pause the recording at the right places and/or repeat the answers.Step 3. Practice1. Ask students to read the report of the policemen in Part A2. Then ask them to look at the accident report form in Part A1 and fill in the missing information ther

46、e.2. For less able students, ask them to do Part A2 first. Ask them to read the police report and fill in the accident report form in Part A1 with as much information as they can. Then play the recording and ask them to complete the rest of the information in Part A1.3. Check answers with the whole

47、class. Then ask the class some open questions about the accident.e.g. What happened to the car? (It ran into a tree and broke down.) What did it happen? (On 28th January, at about 7:40 p.m.), etc.4. Tell students that the accident was reported in the newspaper which Sandy read and she is now writing

48、 about it to her e-friend. For weaker classes, ask students to read Sandys e-mail in Part A3, and then check comprehension.5. Students work on their own to complete Sandys e-mail. Encourage less able students to look at the reports on P100 to find the correct answers. Some answers can be found in bo

49、th reports.6. Ask students to compare answers with a partner. Invite them to practise reading the e-mail as a story for 2-3 minutes. Then invite individual students to read it to the class. Praise students for correct pronunciation and intonation.Step 4. Speaking1. Part B. Ask students to read the c

50、onversation first on their own focusing on the information given by Sandy. Tell students to make a list of the key information about the fire. e.g. in Britain, last week, heavy storm, thunder and lightning, terrible, heavy storm, thunder and lightning, terrible, school caught fire, no one was hurt,

51、students on holiday.2. Ask students to practise the conversation between Sandy and Amy in pairs. Invite some pairs to come forward and role-play it in front of the class3. Ask students to think of a natural disaster they have heard about or experienced, and to write a list of the jet facts. Ask them

52、 to refer to the list if key information they have made in Point 1. Provide guidance and support to help students prepare their conversations.4. For weaker classes, ask students to write their ideas on a piece of paper and then replace the underlined words with the new sentences. Allow them to write

53、 down their new conversations before the role-play. For stronger classes, encourage them to add as much information about the natural disaster as possible and develop their own conversations.5. Ask some pairs to present their conversation to the class. Tell the other students to take notes of the th

54、ings that happened. e.g. “Who was involved?” “What happened?” “When did it happen?” “What was the result?”. Then ask them to comment on whether they have a clear idea about the situation. Encourage the class to ask question to clarify any points which are not clear.6. Give the criteria for peer asse

55、ssment to the class and ask them to give marks on different aspects of the performance. e.g. good description, clarity of information, correct use of times and places, fluency of presentation.Step 5. ConclusionHomeworkPeriod 6Objectives: To generate ideas about natural disastersTo organize ideas for

56、 writing an article for the school newsletterTo develop the students skills in reading and writingFocus and difficulties:1. Suddenly, a strong wind came from behind.2. We could do nothing but walk slowly in the storm.Useful words and expressions:remove, nearly, continue to do sth., fall over, weathe

57、r report, roll up, sandstorm, warning, signalTeaching process:Step 1. Revision1. Check up the homework.2. Revise the words and expressions of this unit. Have a competition about them.Step 2. Presentation1. Let the students read the notes about a natural disaster of Part A on P103 carefully and keep them in mind.2. Suppose you are Sandy. Answer the teachers questions like these: When did the storm happen? Where were you? What did you hear / see? How did you feel after the storm?3. Remind the students to remember the facts about the storm.4. Turn to P103 and let the students do Part