八年级英语上册《Unit6 Natural disasters》教案

1、苏州市第二十六中学备课纸 教学课题Unit 6.Natural disasters教学时间（日期、课时）教材分析In this section, students read newspaper headlines about a range of natural disasters and accidents. The purpose is to focus students attention on many different situations that may happen around them. This section also introduces students to a

2、uthentic newspaper headlines and encourages students to think about the difference between natural disasters and accidents.学情分析think about the difference between natural disasters and accidents.教学目标To introduce the topic of disastersTo activate existing knowledge of the world in response to newspape

3、r headlinesTo identify vocabulary related to the topicTo guess meaning from keywordsTo identify weather conditions and label pictures with correct words教学准备pictures, recorder, computer, and the flags of Britain and England集体备课意见和主要参考资料Reference book页边批注加注名人名言 教学过程1. present some new vocabulary to he

4、lp students understand the headline .e.g., earthquake accident, crash, flood, lightning and storm.2. Explain what a natural disaster is .Ask students to consider whether the disasters are natural and tick the appropriate box .First students do it by themselves then check the answer with the whole cl

5、ass. Do some explanations where necessary like lose the game thousands of crash into start a fire wash sth away.3. Read the words in Part B and ask students to describe each weather condition only with simple phrases and words. Then choose the correct answers .4. Discussion: Divide the class into gr

6、oups , ask each group choose a natural disaster then discuss What happens in the disaster or tell a natural disaster they know about.页边批注 板书设计lose the game thousands of crash into start a fire wash sth away.作业设计(1) Try to remember the new words and drills.(2) Finish the exercises.(3) Preview the nex

7、t lesson. 教学反思Students need more practice页边批注 教学课题 reading 1教学时间（日期、课时）教材分析This story tells about a personal experience and as such it is written in the first person narrative .Timmy is trapped under a fallen building during the Taiwan earthquake in 1999.学情分析Learn sth. about the earthquake in Wenchu

8、an on May 12, 2008.教学目标To infer meaning from keywords and contextTo identify specific meaning by reformulating sentences in a diaryTo sequence information to follow the gist of a story教学准备recorder and computer集体备课意见和主要参考资料Reference book页边批注加注名人名言 苏州市第二十六中学备课纸 教学过程1.Ask: Do you know any earthquakes h

9、appened before ? Do you know the Tangshang Earthquake ? Bring some newspaper or magazine articles or pictures about earthquakes. What happened in an earthquake? What do people do in an earthquake? How can people survive in an earthquake? Ask them to give me some ideas.2.Ask students to skim the text

10、 on their own . Ask them to highlight the words they do not know. Ask students work in pairs and try to work out the meaning from the context.1. Work in pairs. Ask students to make lists of words and phrases used in the text which describe noise and movementdestruction, fear and hope .Noise: big noi

11、se, thunder, screamed, real noise, bombs , shoutedMovementdestruction: slight shaking, earth started to shake, ran (wildly), pieces of glass and bricks fell down, walls began to come downFear: screamed, frightened, dark, could not see at all, a moment of fearHope: calm down, still alive, bright dayl

12、ight, safe2. Read the story carefully. 3. Check the understanding of different paragraphs by asking some questions.Para1: a. Where was Timmy? (In a shopping center.)b. What happened in the shopping center? (There was a big noise. People became frightened. Some children screamed.)Para2: a. What happe

13、ned to the buildings?(Pieces of glass and bricks fell down. Then the walls began to come down.)b. How did people react? ( People ran in all directions. Some people were running out of the shopping center.)c. What did Timmy do? (He tried to run out to the street.)Para3: a. Where was Timmy when the sh

14、aking stopped?(It was dark around him and he didnt know where he was. He was trapped.)b. How did Timmy feel? (When the shaking stopped, he calmed down. When he found out that he was trapped, a moment of fear went through his mind but he told himself to calm down.)Para4: a. What did Timmy do while he

15、 was waiting for help?(He shouted for help. He ate some chocolate.)Para5: a. How was he rescued? (People came and moved away the bricks and stones.)4. Explain some difficulties in the text.5. Extensive activityDivide the class into groups of five. Allocate one paragraph to each student on the groups

16、. Give them 5-10 minutes to practice reading their paragraph.页边批注加注名人名言 板书设计big noise, thunder, screamed, real noise, bombs , shouted 作业设计a. Recite the textLearn the useful expressions by heart 教学反思Think about what we can do to help those people losing their homes in the earthquake.页边批注 教学课题 reading

17、 2教学时间（日期、课时）教材分析This story tells about a personal experience and as such it is written in the first person narrative .Timmy is trapped under a fallen building during the Taiwan earthquake in 1999.学情分析Learn sth. about the earthquake in Wenchuan on May 12, 2008.教学目标To infer meaning from keywords and

18、contextTo identify specific meaning by reformulating sentences in a diaryTo sequence information to follow the gist of a story教学准备recorder and computer集体备课意见和主要参考资料Reference book页边批注 教学过程Part BTeaching procedures1. Ask students to read the whole passage2. Ask students to do Part B1 individually and

19、then compare their answers with a partner. Make sure they have matched the words with the meanings correctly. Read the correct sentences.3. Ask students to read the words in the box. Explain any words if necessary. Ask them to find these words in Timmys story on pages90 and 91. Then complete the dia

20、ry entry without looking at the words.4. Ask them read out the diary entry to check the correct answers.Part CTeaching procedures1. Ask students to study each picture first. 2. Students write the captions in the blanks individually. Check answers with the whole class. Then ask them to add more detai

21、ls.3. Ask students to arrange the pictures in the right order. Part D1. Explain the context and remind them about story telling from memory. Students work in pairs to complete the task.2. Check the answers with the whole class. If it is false , ask them to correct them.页边批注加注名人名言 苏州市第二十六中学备课纸 板书设计La

22、nguage points:Crash into see the bright daylight not any more a moment of fear作业设计1. Recite the passage on page92.教学反思Students need more practice页边批注 教学课题Vocabulary教学时间（日期、课时）教材分析Talking about weather is a very common language function frequently used in everyday communication.The section focuses on

23、 forming adjectives from weather-related nouns.学情分析Students are also able to talk about different weather conditions in an everyday conversation.教学目标To identify words and phrases to describe weather conditionsTo use vocabulary to give weather forecast教学准备Computer and the timetable集体备课意见和主要参考资料Refere

24、nce book页边批注 教学过程Elicit from students as many different weather conditions as possible, e.g., dry and sunny, heavy rain, lightning, etc. Brainstorm the kinds of natural disasters that can be caused by bad weather conditions. Write them on the board with arrows to illustrate cause and effect.Dry and

25、sunny -droughtHeavy rain-floodLightning-fire1.Ask students to read the list of nouns in Part A in advance. Ask students to write the correct adjectives in the blanks, check answers with the whole class .2.Ask students to read the conversation in Part B on their own, selecting the correct words as th

26、ey go along. Explain any difficult words, e.g., temperature, drop and worse. Ask students to work in pairs to read the conversation.3.GameAsk students to draw pictures of the different weather conditions on separate pieces of paper. Students take turns to show their pictures. The rest of the class m

27、ust say the noun and the corresponding adjective describing the weather condition in each picture.页边批注 苏州市第二十六中学备课纸 板书设计Dry and sunny -droughtHeavy rain-floodLightning-fire作业设计1. 1. Remember the new words.2. Finish the exercise.教学反思Students need more practice页边批注 教学课题Grammar教学时间（日期、课时）教材分析The story

28、continues with the Class1,Grade8 students experiencing a snowstorm. The characters are first talking about their activities in the morning of the snowstorm and giving reasons for the different situations. The context provides opportunities for focusing on the grammar items introduced in this section

29、connectives of reason. It also explores the various activities at school made necessary by the snowstorm.学情分析Students also have opportunities to use the grammatical function of reporting someones orders, requests and advice in a natural context教学目标To use because, as, and since to introduce the reaso

30、n for somethingTo use to-infinitives to report someones orders, requests and advice.教学准备Recorder 集体备课意见和主要参考资料Reference book页边批注加注名人名言 苏州市第二十六中学备课纸 教学过程Part A11.Introduce the idea of giving reasons for things. Explain that we usually ask for reasons when we ask why questions.Say: Mr. Wu wore red soc

31、ks last Thursday. Then ask: Why did he wear red socks? Elicit from students any answers. e.g., Mr. Wu wore red socks because he likes the colourbecauseas it was Thursdaysince he wanted to play football.2.Write the sentences on the board. Ask students to come forward and underline the words introduci

32、ng the reason. Ask them to identify also the clause introducing the reason.3.Go through the explanations at the top of page95. Then say parts of sentences and invite students to complete them, e.g., I didnt go to school today because (I was ill). Since I was very tired,( I went to bed at once). As s

33、he is only six years old, (she cannot join our team).4.Explain the context in Part A1. For weaker classes, revise keywords and check understanding of the key phrases. Ask students to read the conversation in pairs circling the connectives of reason and underlining the reasons. Then ask students to r

34、ead out the sentences raising their hands every time they come across a connective of reason.5.Ask students to change the order of the sentences in PartA1 using the same connective, e.g.,Because a snowstorm came, the traffic was so bad this morning.I went back to bed because I thought there was a sn

35、owstorm.Part A21. Ask: What may happen at school when there is a snowstorm? Create an interest in what people normally do when they are waiting for the natural disasters to go away.2. In pairs , students read the sentences in Part A2 and try to make sense of the events described in Sandys diary. Ask

36、 students why questions to check understanding, e.g., Why did Mr. Wu tell them to leave school at 2 p.m.?(Because the snowstorm got worse.)3. Ask the students to write the sentences using the connectives in brackets. Check answers with the whole class. Ask students to change the order of the two cla

37、uses.4. Ask students to complete work out the rule at the top of page97.5. Additional exerciseComplete the sentences by adding the connectives of reason.a. I left my umbrella at school. I was in a hurry.(I left my umbrella at school becausesinceas I was in a hurry.)b. I went to bed early. I did not

38、watch the programme.(BecauseSinceAs I went to bed early, I did not watch the programme.)c. I could not do my homework. It was too difficult.( I could not do my homework becausesinceas it was too difficult.)d. I did not go to the party. No one invited me.(I did not go to the party becausesinceas no o

39、ne invited me.)e. I was the best student in the class. I got a prize.(BecauseSinceAs I was the best student in the class, I got a prize.)Part B1.Brainstorm with students what teachers might say when there is an emergency at school and write the orders requests on the Bb, e.g., Be quiet Stop talking

40、Stop shouting Walk quietly Stay calm Watch the sings Take care Be careful2.Go through the examples on page97 focusing on the different reporting verbs, e.g.,told asked advised warned and those listed in the Tip box. 3.Point at the sentences on the board and ask students to use them in reported speec

41、h, e.g., The teach asked his students to be quiet. She ordered them to stop talking. .4. Work through a few example sentences reporting negative orders, requests and advice.5.Brainstorm with students what advice they could give to foreign friends about what they should do when there is a snowstorm.

42、Ask students to use negative orders ,requests and advice, e.g., Dont go out. Dont go for a walk. Dont open the windows. Dont ride the bicycle. Write the sentences on the blackboard: I told my friend not to go out. I advised Linda not to go for a walk.6.Talk to students about the context of the snows

43、torm. Explain that Mr. Wu is telling the students what they should or should not do before they go home.7. Ask students to work out the answers. Then check the answers.8.Explain the context in PartB2. Ask students to complete the task individually. Make sure they follow the order of the pictures on

44、page 98.9.Ask individual students to read the sentences one by one for the rest of the class to check their answers.页边批注 苏州市第二十六中学备课纸 板书设计because, as, since To use to-作业设计1. Learn the new words and expressions by heart.2.Revise the grammar points , make up five sentences about reporting orders, requ

45、ests and advice. 教学反思Students need more practice页边批注 教学课题Grammar C& Checkout教学时间（日期、课时）教材分析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 report

46、ing them.学情分析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 reporting them.教学目标Recognize key expressions involved in an emergency callUnderstand

47、 directions and instructions in a new contextExtract key information from listening in order to write an e-mail reporting an accident教学准备Recorder 集体备课意见和主要参考资料Reference book页边批注加注名人名言 苏州市第二十六中学备课纸 教学过程Part A1.Brainstorm the students the context of emergencies ,e.g. There is an accident fire. People

48、are hurt. They need help. They need to go to hospital. Someone calls the 110 hotline. An ambulanceA fire engine The police arrive. The victims are taken to hospital.2.Explain that Mr. And Mrs. Su had a car accident during the snowstorm. Ask students to look at the two reports on page100 and explain

49、that the report form in PartA1 is from the 110 hotline whereas the report in PartA2 is made by the policemen after they rescued Mr. And Mrs.Su.3.Ask students to study the accident report in Part A1 in pairs. Ask students to listen carefully to the conversation and complete the accident report form w

50、ith as much information as they can.4.Play the recording again so that students can check ,confirm or change their initial answers.5.Ask students to read the report of the policemen in Part A2. Then ask them to look at the accident report form in PartA1 and fill in the missing information there.6.Ch

51、eck answers with the whole class.7.Tell students that the accident was reported in the newspaper which Sandy read and she is now writing about it to her e-friend.Then ask students to work on their own to complete Sandys e-mail. Then check the answers.PartB1.Ask students to read the conversation firs

52、t 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, school caught fire, no one was hurt , students on holiday.2.Ask students to practise the conversati

53、on between Sandy and Amy in pairs. Invite some pairs to come forward and role-play it in front of the class.3.Ask students to think of a natural disaster they have heard about or experienced, and to write a list of the key facts. Ask them to refer to the list of key information they have made in Poi

54、nt 1. Provide guidance and support to help students prepare their conversations.4.Ask some pairs to present their conversations to the class. Encourage them to ask questions to clarify any points which are not clear.5.Give the criteria for peer assessment to the class and ask them to give marks on d

55、ifferent aspects of the performance.页边批注加注名人名言 苏州市第二十六中学备课纸 板书设计in Britain, last week, heavy storm, thunder and lightning, terrible, school caught fire, no one was hurt , students on holiday.作业设计1. Revise the Grammar.2. Finish some exercises.教学反思Students need more practice页边批注苏州市第二十六中学备课纸 教学课题Pronun

56、ciation & check out教学时间（日期、课时）教材分析This is an awareness raining activity to show students how intonation patterns work with marking statements. When we write ,we use punctuation to indicate when a sentence ends, e.g., we use a full stop after a statement .However ,when we speak ,we need to use our voice to indicate the end of a statement by dropping our voice at the en