牛津英语8A Unit 6 Natural disasters教案

8A Unit 6 Natural disastersUse ‗because‘, ‗as‘ and ‗since‘ to introduce the reason for something e.g.,The children cried because they were frightened.Use ‗to‘-infinitives to report someone‘s orders ,requests and advice, e.g.Mr. Hu told us to go home.Use vocabulary to describe weather conditions and natural disasters, e.g.,The weather today is sunny but it‘ll be cloudy tomorrow.Language skillsListeningRecognize key expressions involved in an emergency callDevelop intensive listening skills by completing an accident report formUnderstand directions and instructions in a new contextSpeakingDescribe an accident or disasterRespond to questions by providing more informationInteract with others requesting informationReadingInfer meaning from keywords，context and headlineIdentify specific meaning by reformulating sentences in a diarySequence information to follow the fist of a storyWritingGenerate ideas about natural disastersOrganize ideas for writing an article for the school newsletterDevelop an awareness of audience and registerOverview of the unitThis unit introduces the topic of weather conditions and natural disasters，and how people survive them.Students are able to rely on their own experiences and general knowledge of the world to get a more directunderstanding of the various disasters described.Unit openingBackground informationThe comic strip introduces the idea of the damage heavy rain may cause. It also introduces the idea of helping people affected by natural disasters. It points forward to the varioussituations explored later in the unit.Warm-up activities1.Allow students enough time to make sense of the comic strip: heavy rain—Hobo is wetand cold.—His house is wet. Try to elicit from students what might have happened to Hobo‘s house.2.Listen to the tape then answer the questionsa.What‘s the weather like?(It‘s raining.)b.What happened to Hobo?(He got wet.)c.What do you think happened to Hobo‘s house(The floor and the furniture are wet.)d.How does he feel at Eddie‘s home?( He feels warm..)e.Why doesn‘t he want to go home alone?( The floor is all wet and he needs someone to help him mop it up because he doesn‘t want to do it himself .)f.Will Eddie help him?( Eddie doesn‘t like the idea of mopping up Hobo‘s floor.)3.Elicit from students other bad weather conditions , e.g., thunderstorm, snowstorm,typhoon, sandstorm , etc..Welcome to the unitObjectivesTo introduce the topic of disastersTo activate existing knowledge of the world in response to newspaper headlinesTo identify vocabulary related to the topicTo guess meaning from keywordsTo identify weather conditions and label pictures with correct wordsBackground informationIn 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 authenticnewspaper headlines and encourages students to think about the difference between natural disasters and accidents.Teaching procedures1.present some new vocabulary to help 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 arenatural and tick the appropriate box .First students do it by themselves then check the answer with the whole class. Do some explanations where necessary like ‗lose thegame‘ ‗ 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 withsimple phrases and words. Then choose the correct answers .4.Discussion: Divide the class into groups , ask each group choose a natural disaster thendiscuss ‗What happens in the disaster or tell a natural disaster they know about.ReadingObjectivesTo infer meaning from keywords and contextTo identify specific meaning by reformulating sentences in a diaryTo sequence information to follow the gist of a storyBackground informationThis 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.Teaching procedure1. Ask: Do you know any earthquakes happened before ? Do you know the TangshanEarthquake? Bring some newspaper or magazine articles or pictures aboutearthquakes. 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 on their own . Ask them to highlight the words theydo notknow. Ask students work in pairs and try to work out the meaning from the context. 3.Work in pairs. Ask students to make lists of words and phrases used in the text whichdescribe noise and movement\destruction, fear and hope .Noise: big noise, thunder, screamed, real noise, bombs , shoutedMovement\destruction: 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 daylight, safe4.Read the story carefully.5.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 happened 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 shaking stopped?(It was dark around him and he didn‘t 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 wastrapped, a moment of fear went through his mind but he told himself to calmdown.)Para4: a. What did Timmy do while he 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.)6.Explain some difficulties in the text.7.Extensive activityDivide the class into groups of five. Allocate one paragraph to each student on the groups. Give them 5-10 minutes to practice reading their paragraph.Homework:a.Recite the textb.Learn the useful expressions by heart.Part BTeaching procedures1.Ask students to read the whole passage2.Ask students to do Part B1 individually and then compare their answers with apartner. 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. Askthem to find these words in Timmy‘s story on pages90 and 91. The n complete the diary 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 thewhole class. Then ask them to add more details.3.Ask students to arrange the pictures in the right order.Part D1.Explain the context and remind them about story telling from memory. Studentswork in pairs to complete the task.2.Check the answers with the whole class.. If it is false , ask them to correct them.Homework:1.Recite the passage on page92.VocabularyObjectivesTo identify words and phrases to describe weather conditionsTo use vocabulary to give weather forecastBackground informationTalking about weather is a very common language function frequently used ineverydaycommunication. The section focuses on forming adjectives from weather-relatednouns. Students are also able to talk about different weather conditions in an everyday conversation.Teaching proceduresElicit 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 toillustrate cause and effect.Dry and 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 they go along. E xplain 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 must say the noun and the corresponding adjective describing the weather condition in each picture.GrammarObjectivesTo use ‗because‘, ‗as‘, and ‗since‘ to introduce the reason for somethingTo use ‗to‘-infinitives to report someone‘s orders, requests and advice.Background informationThe story 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—connectives of reason. It also explores the various activities at school made necessary by the snowstorm. Students also have opportunities to use the grammatical function of reporting someone‘s orders, requests and advice in a natural context.Part ATeaching procedures1. 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 socks 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 colour\because\as it was Thursday\since he wanted to play football.2. Write the sentences on the board. Ask students to come forward and underline thewords introducing 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 andinvite students to complete them, e.g., I didn‘t go to school today because (I was ill).Since I was very tired,( I went to bed at once). As she is only six years old, (shecannot join our team).4. Explain the context in Part A1. For weaker classes, revise keywords and checkunderstanding of the key phrases. Ask students to read the conversation in pairscircling the connectives of reason and underlining the reasons. Then ask students to read 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 sameconnective, e.g.,Because a snowstorm came, the traffic was so bad this morning.I went back to bed because I thought there was a snowstorm.Part A2Teaching procedures1.Ask: What may happen at school when there is a snowstorm? Create an interest inwhat 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 eventsdescribed inSandy‘s diary. Ask 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. Checkanswers with the whole class. Ask students to change the order of the two clauses.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 because\since\as I was in a hurry.)b.I went to bed early. I did not watch the programme.(Because\Since\As 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 because\since\as it was too difficult.)d.I did not go to the party. No one invited me.(I did not go to the party because\since\as no one invited me.)e.I was the best student in the class. I got a prize.(Because\Since\As I was the best student in the class, I got a prize.)Part BTeaching procedures1.Brainstorm with students what teachers might say when there is an emergency atschool and write the orders \requests on the Bb, e.g., ‗Be quiet‘ ‗Stop talking‘ ‗Stop shouting‘ ‗Walk quietly‘ ‗Stay calm‘ ‗Watch the sings‘ ‗Take care‘ ‗Be careful‘2. 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 speech,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 whatthey should do when there is a snowstorm.. Ask students to use negativeorders ,requests and advice, e.g.,Don‘t go out. Don‘t go for a walk. Don‘t open the windows. Don‘t 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 snowstorm. Explain that Mr. Wu is tellingthe 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. Makesure they follow the order of the pictures on page 98.9. Ask individual students to read the sentences one by one for the rest of the class tocheck their answers.Homework:1. Learn the new words and expressions by heart.2. Revise the grammar points , make up five sentences about reporting orders, requests and advice.Integrated skillsPart AObjectivesRecognize key expressions involved in an emergency callUnderstand directions and instructions in a new contextExtract key information from listening in order to write an e-mail reporting an accident Background informationStudents 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.Teaching procedures1. Brainstorm the 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. 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 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 with 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. Check 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 Sandy‘s e-mail. Then check the answers.Part BObjectivesTo describe an accident or disasterTo respond to questions by providing more informationTo interact with others requesting informationBackground informationIn this unit students have the opportunity to identify a natural disaster, describe it and explain the results. Students should be encouraged to use the language with expression and fluency.Teaching produces1. Ask students to read the conversation 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, school caught fire, no one was hurt , 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 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 Point 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 different aspects of the performance.PronunciationObjectivesTo identify intonation patterns of statementsTo use appropriate intonation patterns at the end of a statementBackground informationThis 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 end of it. This activity also gives further practice in making statements about natural disasters.Teaching produces1. Review the keywords used in Part A, e.g., ‗natural disaster‘, ‗flood‘, ‗airport‘, ‗accident‘,‗killed‘ and ‗earthquake‘.2. Tell students that they are going to listen to a number of statements about natural disasters. Ask students to listen for the intonation pattern used in the statements. Tell more students to close their books while listening.3. Play the recording. Then elicit from students the intonation pattern . Ask, e.g., Did the voice riseor fall at the end of the sentences?4. Ask students to open their books. Read the statements together with the students. Make surestudents read the sentences with the correct intonation.5. Remind students when we make our voice rise at the end of a sentence, e.g., at the end of‗Yes‘/‘No‘ questions (‗Is it raining‘) and at the end of sentences showing surprise (‗You are still hungry.‘)6. Ask students to read the conversation in Part B in pairs and add the falling arrow in theappropriate boxes. Ask students to pay attention to the intonation at the end of each sentences.Students read the conversation again emphasizing the falling voice pattern. Walk around the class and monitor students‘ performance.Extensive activityAsk students to write a few sentences about a natural disaster or to select a few statements from the previous sections. Invite students to come forward and read them to the class with the correct intonation.Main taskObjectivesTo generate ideas about natural disastersTo organize ideas for writing an article for the school newsletterTo develop an awareness of audience and registerBackground informationSandy writes an article to be published in the school newsletter about her personal experience during a snowstorm in Beijing. Students then have the opportunity to describe a natural disaster they have experienced or heard about. Encourage students to use the personal style of first person narrative to tell their stories. They can refer to Timmy‘s home p age on pages 90 and 91 to see the use of first person narrative to describe a natural disaster.Teaching produces1.Explain the context. Make sure that students have a full understanding of the situation and theaudience. Tell them about the power of story telling. It is an engaging means of communication because listeners or readers learn about how others feel and how they see a particular experience.2.Divide students into groups of four and ask them to read the information in Sandy‘s notes in Part A.Encourage students to discuss any words or phrases in their groups before asking you for explanation.3.Ask students to read Sandy‘s notes focusing on the details of Sandy‘ experience of the snowstorm .Point out that her story is very personal and unique although it includes some facts and is written for a newsletter. Sandy tells the reader about many things she experienced on the day of the snowstorm and the morning after from her point of view and how she felt about them.4.Tell students about the importance of planning a personal story. Planning is very important to createa powerful piece of writing ,which readers can understand, enjoy and follow easily. Point to theflow chart in Part B. Explain the structure of the flow chart to students . The topic is a snowstorm.The questions in the third column are guiding questions that help students organize their ideas.Students work in their groups of four and complete the flow chart with the correct letters from PartA. Remind students that they can use flow charts to organize their ideas before they start writing.5.Ask the questions in Sandy‘s flow chart to check the correct answers with the class.6.Ask students to look at Sandy‘s article in Part C individually . Skim the article and make sure thereare no unfamiliar words.7.Ask students to read the article again. Tell them to choose the correct word or phrase in Part A tocomplete each blank in the article. Encourage them to compare their answers with a partner. Then check the correct answers with the whole class.8.Ask students to practise reading the article to their partners. Invite some volunteers to comeforward and each read a paragraph to the class. Praise them for correct pronunciation and intonation.9.Ask students to choose a topic of their own. Ask students to go through Sandy‘s article and identifywords, phrases, sentence structures, etc. Which they could use in their own articles. Encourage students to include as much of their own information as possible. They can also use some of the expressions in Part D.10.Encourage students to use a variety of adjectives and nouns to avoid repetition. Remind them ofthe words describing ‗fear‘ they have learned, e.g., ‗afraid‘, ‗frightened‘.11.Encourage students to search the Internet for more information.12.In pairs, ask students to brainstorm memories about the situations they have chosen to write.Encourage them to jot down any ideas. Then ask students to sort out their notes into a flow chart as in Part B. They can write their points next to/under each question in their notes with their partners. When they are completely satisfied with their flow charts, ask them to start writing.13.Encourage students to write a rough draft first. In pairs ,they need each other‘s dra fts and ask theirpartners questions in order to clarify any of the points presented in the articles. Go around the classroom and offer help with choice of words, spelling and sentences structures.14.Finally, students rewrite their articles on a display board or create a collection for publication, e.g.,for the school open day, parents evening, etc. Ask students to read at least three of the articles and make comments on comments on content, clarity of information, interesting details included in the story, etc.CheckoutObjectivesTo check the use of connectives of reasonTo check the use of ‗to‘ –infinitives to report someone‘s orders, requests and adviceTo revise vocabulary related to natural disastersTeaching produces1.Before students start doing the activities, ask them to write down a list of the key languageitems they have learned in this unit. Ask them to work on their own and then compare their lists with a partner. Ask one student to read his/her list and write it on the board, separating the items into columns: vocabulary , grammar and functions. Ask other students to add other items to the list on the board.2.Ask students to bring in their vocabulary books and grammar pattern books and copy theitems so that they have a complete list in their books. There is also a Grammar check section on pages 108 and 109 for students‘ reference.3.Tell students to match the statements first before filling in the blanks. It is important thatthey have a general understanding of each statement and the context before they work on the specific language items. Set a fairly tight time limit as students should be quite familiar with the vocabulary . Remind students to work out the meanings of any words they might have forgotten by reading the whole sentence.4.Ask students to complete Part A on their own and then check their partners‘ work. Remindthem to write the score in the ‗paw‘.5.Remind students about word puzzles.6.Check answers with the whole class. Remind students to write the score in the ‗paw‘.Extension activityAsk students to make their own word puzzles with other words they have learned in the unit.牛津初中英语总复习单元练习十八Unit 6 Natural disastersName__________一、选择填空：( )1. You can call me if you_____ free tomorrow.A. will beB. areC. isD. is going to be( )2. My father stopped_____ after he finished writing the report.A. smokingB. to smokeC. smokedD. from smoking( )3. Excuse me, could you tell me________?A. how can I get thereB. how I can get thereC. the way to thereD. where is the post office( )4. We are ______ to see a 4-year-old girl playing the violin so wonderfully.A. sadB. afraidC. frightenedD. surprised( )5. Would you like_______?A. something deliciousB. delicious somethingC. anything niceD. delicious something( )6. We flew _____ mountains and seas when we took a plane to the USA last month.A. acrossB. alongC. aboveD. over( )7. I am glad_____ you______ the party.A. to invite, forB. to invite, toC. for, invite, forD. for invite, for ( )8. Everyone wants_______ know________.A. to, what to doB. /, what to do itC. to, how to doD. /, how to do it ( )9. There are a lot of trees on ________ side of the road.A. eachB. evenC. bothD. all( )10. I don‘t think he is right, __________?A. do IB. don‘t IC. is heD. does he( )11. It is dangerous_______ a car_____ a snowy day.A. top drive, inB. to drive, onC. drive, inD. drive, on ( )12. When does your school__________?A. overB. finishesC. endD. begins( )13. Why are you in a hurry? _______ I am almost late for school.A. ForB. SinceC. AsD. Because( )14. I‘m sorry I _____my homework at home.A. forgetB. leaveC. leftD. forgot( )15. Can you give me_______?A. some adviceB. many advicesC. an adviceD. a few advices ( )16. Would you please_____ mistakes any more?A. don‘t makeB. not to makeC. not makeD. to no t make ( )17. He is sleeping_____ all the windows open.A. whenB. whileC. withD. because( )18.Don‘t play_____ fire. It‘s very dangerous.A. withB. /C. with aD. with the( )19. Who made a speech_____ of the meeting?。