译林牛津版 8AUNIT8 Natural disaster Task 教学课件 (共20张PPT)
最新牛津译林版中学八年级英语上册 Unit 8 Natural disasters教案
Unit8 Natural disasters教学目标1.To learn some natural disasters and accidents2.To talk about some accidents3.To learn to write an article on natural disasters教学重点1.To learn some natural disasters and accidents2.To talk about some accidents教学难点To learn to write an article on natural disasters 教具准备 computer, ppt, pictures, tape recorder 教学过程（教师）学生活动Welcome to the unitStep1 Lead-in1.T: What natural disasters do you know?2.Ss work i n pairs and have a discussion学生讨论自己所知道的自然灾害Step2 Pr esentation1.Show Ss some pictures and some wordsthunder and lightening flood earthquake2. T: They’re called disasters.3. Show Ss some pictures and phrasesThe flood washed away the vi llagemop up the floor thousands of peoplea train accident coachThe car crashed into a tree storm catch a fire4 Ss read the words and phrases 学生看图片学习单词学生明吧理解disaster 的含义学生看图片学习短语学生读单词和短语Step3 Practice1.T: Sandy is reading some newspaper headli nes.Look at them. Which are abo ut naturaldisasters? Put a tick (√)in the correct boxes.2.Check the answers3.Listen and answerT: Sandy and Millie are chatting on line abo ut natur al disasters and accidents. Listen to their conversation and answer some questions(1) What happened to Vivien’s school?(2）When did it happen?4. Some language pointshear about = hear of with 的用法 cau ght fire5.Ss work in pairs and make up a new dialogue usingthe con versation as a model6. Play the tape and Ss read after it 学生完成Part A 部分学生核对答案学生听对话回答问题学生学习一些短语学生听录音跟读，练习语音语调Comic stripStep1 Presentation1.Listen to the conversation and answer questions(1)What’s the weather like?(2)What happened to Ho bo?(3)What was Hobo doing when it started to rain?(4)Did Hobo hear the rain?(5)Why doesn’t he want to go home alone?(6)What do you think of Hobo?2.Some language pointswake up 醒来wake sb. up 叫醒某人mop up 拖干，把......拖干fall from 从……掉下，落下学生听对话回答问题学生学习相关语言点Step 2 Practice1.Act the comic strip out2. Finish some exercises on the ppt 学生表演对话学生完成ppt上的相关练习Step3 Homework1.Write an article about the natural disaster2.Review the words and phrases and some languagepoints3. Preview reading教学反思。
牛津译林版八年级英语上册Unit 8 Natural disasters Task示范公开课教学课件
Suddenly, a strong wind came from behind. I lost my (6) ________ in the wind and I nearly (7) ___ over. We had to walk slowly in the deep snow. When we arrived at the bus stop, we saw many people (8) ________ there. At last, we got on a bus to Millie's home. I stayed at Millie's home that night. I heard the noise of (9) ________ the next morning. People were trying to (10) _______ the snow from the streets.
Para. 3
How did Sandy feel about the wind from behind?What happened to them?What were many people doing?
Revision
Suddenly, a strong wind came from behind. I lost my umbrella in the wind and I nearly fell over. We had to walk slowly in the deep snow. When we arrived at the bus stop, we saw many people waiting there. At last, we got on a bus to Millie's home.
最新译林牛津版初中英语八年级上册Unit 8 Natural disasters Task公开课教学设计(1)
Teaching procedures
The second preparing lessons
STEP 1 Talking about pictures
Show a picture of a Nhomakorabeasnowstorm and get the students to talk about it.
STEP 3 Making a flow chart
Tell the students thatSandy also makes a flow chart to organize her ideas. Divide the students into groups of 4. Invite the students to helpSandycomplete the flow chart. Then ask them to discuss the answers in groups of 4. Check the answers.
STEP 5Homework
a.Read the sample article once again and try to understand its structure.
b.Write about a disaster
Teaching notes
STEP 5 Locating some important sentence patterns
Go through the article and help the students to locate some important sentence patterns.
初中英语译林版备课资料8AUnit 8 Natural disasters讲解分析+教案设计+习题设计+单元检测
Unit 8 Natural disasters单元概述单元教材分析：本单元围绕Natural disasters这个话题展开，让学生谈论了解各种自然灾难以及在各种自然灾难中如何自救，并注意从学生自己生活的实际环境出发,拓展了一些自然现象和自然灾害。
“Comic strip”部分通过Eddie和Hobo的对话情境，激发学生对本单元的学习兴趣，引出天气状况，同时初步导入本单元的重要语法——过去进行时。
“Welcome to the unit”部分通过对比自然灾难与人为事故来了解并掌握几种常见的自然灾难的名称，掌握句式：…if…和Was anyone hurt?等；“Reading”部分通过学习了解台湾地震幸存者Timmy的故事，了解台湾地震的基本情况，培养学生根据关键词和语境猜测大意的能力，学习并掌握大量的词汇、词组和句式，理解使用过去进行时的语境，同时培养学生根据已有的阅读材料抓住故事细节和故事情节发展的能力，引导学生运用正确的阅读技巧，全面提高阅读能力，教育学生在自然灾难中的自我保护。
“Grammar”部分介绍了过去进行时的构成和用法，学会“while”“when”和“as”在过去进行时中的具体运用；“Integrated skills”部分让学生通过听录音，从录音材料中提取信息，补全灾难预防提示表，并以“What should we do first?”让学生学会处理一些日常生活中的突发事故，训练学生的听、说、读、写技能；“Study skills”是英语构词教学中的一种,通过把两个独立的英语单词结合到一起构成另外一个单词，也就是“合成法”。
学生通过学会通过两个单词的意思，猜测出它们构成的新词的意思；“Task”部分通过回顾单元基础知识，学习在写作中陈述事实性信息，让学生根据一些要点完成Sandy 的范文，并根据范文设计出一种自然灾难文章的要点提纲，尝试写出相关文章。
训练学生的写作能力，综合运用英语的能力。
译林牛津版 8A Unit 8 Natural disasters Reading I The Taiwan Earthquake 公开课教学课件 (共42张PPT)
3. People screamed in fear. in fear 害怕地，恐惧地 相似的结构还有： in trouble 有麻烦的 in need 需要帮助的 in danger 处于危险之中
e.g. They got lost in the forest. They had to try different ways in fear.
6. calm down
平静下来
7. shout for help
大喊救命
8. be/stay alive
活着
9. find one’s way out
寻找出路
10.pull myself slowly
黑暗中拽着自己
through the dark
缓慢爬行
11.move away the bricks 搬走砖块
e.g. Please move away the desk and the chair. 请把那个桌子和那把椅子搬开。
Discussion
What are the right ways to protect yourselves if you are in an earthquake?
hide ourselves under the furniture
flood
earthquake typhoon
natural disaster
shake shaking
v.&n. n.震动 震动 摇动
run out of the building
a bomb
a loud noise like bombs under the ground
run in all directions
牛津译林版8AUnit8英语期末复习专题英语教案
牛津译林版8A Unit8英语期末复习专题英语教案一、教学内容本节课我们将复习牛津译林版8A Unit 8《Natural disasters》的内容。
具体包括：Grammar：review of the usage of passive voice；Vocabulary：review words and expressions related to natural disasters；Reading：review the main idea and key information of the article；Writing：write a short passage about a natural disaster.二、教学目标1. To review and consolidate the knowledge of passive voice and its usage in sentences；2. To enhance students' vocabulary about natural disasters and their ability to use them in context；3. To improve students' reading skills summarizing the main idea and key information of the article.三、教学难点与重点1. The usage of passive voice；2. The understanding and application of vocabulary related to natural disasters；3. The ability to summarize the main idea and key information of the article.四、教具与学具准备1. Blackboard；2. Multimedia projector；3. Handouts with exercises；4. Answer sheets for selfchecking.五、教学过程1. Leadin：Show pictures of different natural disasters and ask students to name them, then elicit the topic of the unit.2. Review of passive voice：Present several sentences about natural disasters and ask students to change them into passive voice. Discuss the usage and rules of passive voice.3. Vocabulary review：Ask students to match the words and expressions related to natural disasters with their definitions. Then have a brainstorming session to see how many words they can recall.4. Reading review：Divide students into groups and ask them to summarize the main idea and key information of the article. Share their answers and discuss as a class.5. Writing practice：Ask students to write a short passage about a natural disaster they have experienced or learned about. Provide them with guiding questions to help structure their writing.6. Oral practice：Pair students up and ask them to discuss the causes and effects of natural disasters. Encourage them to use the vocabulary they have reviewed.六、板书设计1. Passive voice：Rules and examples；2. Vocabulary：List of words and expressions related to natural disasters；3. Main idea and key information of the article.七、作业设计1. Write a short passage about a natural disaster using passive voice；2. Translate the following sentences into English using the vocabulary learned：洪水造成了严重的损失。
牛津译林版八年级上册Unit8《Naturaldisasters》(Studyskills)说课稿
牛津译林版八年级上册Unit 8《Natural disasters》（Study skills）说课稿一. 教材分析《牛津译林版八年级上册Unit 8 Natural disasters》是一篇关于自然灾害的文章，通过介绍地震、台风、洪水等自然灾害，让学生了解自然灾害的特点以及如何应对。
本课内容与学生的生活息息相关，能够激发学生的学习兴趣。
文章语言简练，图文并茂，有助于学生理解和掌握知识。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够进行简单的阅读和交流。
但学生在阅读长篇文章时，可能会遇到生词和语法障碍，影响阅读理解。
因此，在教学过程中，教师需要帮助学生克服这些困难，提高阅读理解能力。
三. 说教学目标1.知识目标：让学生掌握与自然灾害相关的词汇和表达方式，如earthquake、typhoon、flood等。
2.能力目标：培养学生阅读长篇文章的能力，提高学生的阅读理解水平。
3.情感目标：培养学生关爱生命，关注自然的意识，增强学生应对自然灾害的能力。
四. 说教学重难点1.重点：让学生掌握与自然灾害相关的词汇和表达方式。
2.难点：理解文章中涉及的复杂句子结构和语法现象。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，掌握知识，提高能力。
2.教学手段：利用多媒体课件、图片、视频等辅助教学，增强学生的学习兴趣。
六. 说教学过程1.导入：通过展示自然灾害的图片，引导学生谈论自然灾害，激发学生的学习兴趣。
2.阅读理解：让学生阅读文章，回答相关问题，提高学生的阅读理解能力。
3.词汇学习：讲解文章中出现的生词和短语，让学生掌握与自然灾害相关的词汇。
4.语法讲解：分析文章中的复杂句子结构和语法现象，帮助学生理解。
5.小组讨论：让学生分小组讨论如何应对自然灾害，培养学生的合作意识。
6.总结：对本节课的内容进行总结，强化学生的记忆。
7.作业布置：让学生课后写一篇关于自然灾害的短文，提高学生的写作能力。
译林牛津版8AUnit8NaturaldisastersGrammar教学课件
Use the past continuous to describe actions that were happening at the same time:
• I was watching TV. while he was talking on the phone.
now
11
What were they doing at 3 o’clock yesterday?
16
译林牛津版 8AUnit8Naturaldisaste
rsGrammar教学课件
2020/8/14
THE SIMPLE PAST
• The simple past is used to describe actions and events that are now completed and no longer true in the present.
03.00
JSiamPSrahahilliyp
thTeoJAmabncankby
WhileWPhWhiillWehipiSlhewialeSlalyasJriwmpalhaawsywaicnaslesgpaldcanaoyinimncggpintuthhgtee, rJhvgaioocaulikmns,eweT,saAh,senTlonibsmawtbeawynsiawnhsagasptvlocianrymygiinnuaggs.bibcaa.tshk. etball at 3 o’clock yesterday.
(specific event – the phone rang.)
9
2. Fill in the gaps with the past continuous of the verbs in brackets.
牛津译林版八年级上册Unit 8《Natural disasters》(Task)说课稿
牛津译林版八年级上册Unit 8《Natural disasters》（Task）说课稿一. 教材分析《牛津译林版八年级上册Unit 8 Natural disasters》是围绕自然灾害展开的一篇文章。
本节课的主要内容是让学生通过阅读文章，了解自然灾害对人类生活的影响以及如何在自然灾害面前保护自己。
教材内容丰富，插图生动，激发了学生学习兴趣。
同时，本节课还设计了丰富的口语、写作和听力活动，帮助学生全面提高英语能力。
二. 学情分析八年级的学生已经具备了一定的英语基础，对于一些简单的自然灾害词汇和表达方式有所了解。
但他们在阅读长篇文章、理解复杂信息方面还存在一定的困难。
因此，在教学过程中，我需要关注学生的个体差异，调整教学策略，确保每个学生都能参与到课堂活动中来。
三. 说教学目标1.知识目标：学生能够掌握与自然灾害相关的词汇和表达方式，如earthquake、tsunami、hurricane等。
2.能力目标：学生能够通过阅读文章，理解自然灾害对人类生活的影响，提高阅读理解能力。
3.情感目标：培养学生关爱生命、珍惜生命的意识，以及面对自然灾害时的自我保护能力。
四. 说教学重难点1.重点：学生能够掌握与自然灾害相关的词汇和表达方式，理解文章内容。
2.难点：学生能够运用所学知识，就自然灾害话题进行口语交流和写作表达。
五. 说教学方法与手段1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度。
2.情境教学法：创设生动的情境，让学生在真实的环境中学习英语。
3.交际式教学法：鼓励学生积极参与课堂交流，提高口语表达能力。
4.利用多媒体教学手段：通过播放视频、图片等，丰富教学内容，提高学生的学习兴趣。
六. 说教学过程1.导入：以一段关于自然灾害的视频导入，激发学生的学习兴趣。
2.阅读理解：学生阅读文章，回答相关问题，了解自然灾害对人类生活的影响。
3.词汇学习：学生通过小组合作，归纳总结文章中出现的自然灾害词汇。
译林牛津版8A UNIT8 Natural disaster --Task教学课件 (共23张PPT
Sum-up
Nature is full of Pleasure and beauty.
We should protect nature and make our world more beautiful.
根据提示以“A rainstorm”为题，写一篇80词左右的短文。 要点：1.暴风雨于2008年7月23日袭击了Lucy所在的城市；
Introduction(介绍) During the disaster After the disaster
When and where
I saw… I heard… I felt… …
I saw… I heard… …
Introduction(介绍)
Useful expressions An earthquake /A snowstorm/A flood hit … 1.时间：2012年12月6日； 2.一场暴风雪袭击了我的家乡.
2.I was (do)my homework in the classroom .
lie asked me
(go) to her house .
4.The weather was really
(terrible).
5.Snow kept
(fall) around us.
6.I nearly _____ (fall) over.
The snowstorm was terrible.
Students in the snowstorm
Mr Wu told the students to go home early.
Sandy
Millie
Sandy __sh_a_r_e_d_a_n_u_m__br_e_ll_a_w_i_th_Millie.
译林牛津版8A Unit 8 Natural disasters Reading (1) 教案
译林牛津版8A Unit 8 Natural disastersReading (1) 教案Unit 8 Natural disasters Reading (1) 教案Teaching aims:1．To develop the ability to infer the general meaning from keywords and context.2．To reinforce students’ ability to skim text for overall meaning and scan for details.3．To learn to protect ourselves when the earthquake happens. Important and difficult point:To develop students’ reading skills.Teaching procedures:Step1. Free talkWhat natural disasters do you knowStep2. Pre-reading1. Ask questions by showing some pictures of natural disasters one by one: thunder and lightning, snowstorm, typhoon, flood, sandstorm, drought, snow slide, hailstone, hurricane, earthquake.2. Show some pictures of earthquake to check the new words and expressions.I can see some houses shaking.I can see pieces of glass and bricks falling down.I can see walls coming down.I can see people running in all directions.I can hear a loud noise like a bomb.I can hear some people screaming.3. Matching some other new words and phrases.Step3. While-reading1. Skimming(1).Ask: Can you give us another title to replace ‘The Taiwan earthquake ’(2).Let the students divide the passage.Para(s) ___: The earthquake came.Para(s) ___: Timmy was trapped.Para(s) ___: Timmy was safe.2. Scanning(1). Read paras 1-2 to fill in the table.When the earthquake came, what did Timmy …feelhearseedo(2). Read paras 3-4 to answer 5 ‘T/F’ questions.1. He could not see anything at all.2. He felt nervous and his head was beating fast.3. A moment of fear went through his body.4. He shouted for help, but no one came.5. He started to pull himself quickly through the dark.(3). Read para 5 to answer 2 questions.1. What did people do to help him out2. What did he see at last(4).Rearrange partB2 on page 95 into correct order.Step4 .Post-readingFinish a story entry.Li Dan is a girl. She lives in Wenchuan. She survived the e_________ in 2023. She was shopping when she heard a loud noise.It was like the noise of t______. Then the noise became really loud. It sounded like b_____ under the ground. After that, pieces of glass and b____ fell down.When the noise ended, she was t______ and could not see anything at all. A moment of f____ went through her mind. Then she tried to c____ down and s_______ for help. Finally, people moved away the bricks and stones and saved her.Step5. Group work.Discuss: What should we do in an earthquakeStep6. Conclusion.What should we do in an earthquake \If you are trapped in the earthquake, you should:calm downtry to find your way outshout for help3. We should protect the earth, protect the environment. Step7. Homework.1. Write a report about Timmy.2. Retell Timmy’s story with your own words.1。
牛津译林版八年级上册Unit 8《Natural disasters》(Task)教学设计
牛津译林版八年级上册Unit 8《Natural disasters》（Task）教学设计一. 教材分析牛津译林版八年级上册Unit 8《Natural disasters》主要介绍了自然灾害，包括地震、洪水、台风等，通过学习本单元，学生可以掌握有关自然灾害的词汇和表达方式，了解自然灾害发生的原因及应对措施。
Task部分要求学生阅读一篇关于自然灾害的文章，然后进行相关练习，培养学生的阅读能力和解决问题的能力。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够进行简单的阅读和交流。
但部分学生在阅读长篇文章时，可能会遇到生词和语法难题，影响阅读理解。
此外，学生对于自然灾害的了解程度不一，需要教师在教学中进行引导和补充。
三. 教学目标1.知识目标：学生能够掌握有关自然灾害的词汇和表达方式，了解自然灾害发生的原因及应对措施。
2.能力目标：学生能够阅读并理解关于自然灾害的文章，提高阅读能力；通过任务型教学，培养学生的解决问题能力。
3.情感目标：培养学生关爱生命，关注自然的意识，提高学生应对自然灾害的能力。
四. 教学重难点1.重点：学生能够掌握有关自然灾害的词汇和表达方式，阅读并理解关于自然灾害的文章。
2.难点：学生能够运用所学知识，解决实际问题，提高应对自然灾害的能力。
五. 教学方法1.任务型教学法：通过任务型教学，让学生在实践中掌握知识，提高能力。
2.情境教学法：创设情境，让学生在真实的环境中学习，提高学生的学习兴趣。
3.合作学习法：引导学生进行小组合作，培养学生的团队精神和沟通能力。
六. 教学准备1.教师准备：提前准备关于自然灾害的文章，整理相关词汇和表达方式，设计任务型练习。
2.学生准备：预习课文，了解自然灾害的基本知识，准备参与课堂活动。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论自然灾害，激发学生的学习兴趣。
例如：“你们知道哪些自然灾害？它们发生的原因是什么？”2.呈现（10分钟）教师呈现关于自然灾害的文章，让学生快速阅读，了解文章大意。
译林牛津版 8A Unit 8 Natural disasters task 公开课教学课件
How to write a natural disaster. Para 1: Introduction Para 2: During the disaster
Para 3: After the disaster
Para 1: Write the introduction part
Where did it happen? Introduction
An earthquake / A flood / A snowstorm / … hit … I was doing … when…. … because of the heavy rain / snow…. We could only hear / see …. … kept falling. Suddenly, …. … had to walk slowly / pull oneself through …. … was really terrible.
• What did you see during the storm? • What happened to you during the
storm? • What did you hear after the storm? • What did you see after the storm?
Snowstorm hit Beijing
many people _w_a__it_i_n_g_ there. At last, we got on
a bus to Millie’s home.
I stayed at Millie’s home that night. I heard
the noise of _t_r_a_ff_i_c_ the next morning. People were trying to _c_le_a_r_ the snow from the streets.
新牛津译林版八年级英语上册Unit 8 Natural disasters Task 教案
Unit 8 Natural disasters Task 教案学习目标单词：nearly, sandstorm , warning短语：share…with…, snowstorm warning, forget to bring my keys, continue to fall, fall over,能够用第一人称写一篇自己所亲历的自然灾害的文章。
学习重点1．按事件发展的顺序列出有关自然灾害及对人类影响的事实性性信息。
2. 通过事实性性信息画流程图来构思文章。
学习难点写一篇有关自然灾害的文章课前自学一.翻译下列短语.1. share an umbrella with sb.2.the noise of traffic3.慢慢地走4.继续下(雪)5.铲除雪6.去米莉家7.snowstorm warning 8.forget to bring keys9.暴风雪袭击北京10.最终二.预习课本102-103页的内容，将Part B部分的内容先填好，并了解写作的方法。
三．为写一篇关于自然灾害的文章想好主题，知道大概写什么。
释疑展示一:在组内和班内展示课前自学的重要知识点.展示二:(1). 以小组为单位，对Sandy所经历的暴风雪的信息进行提问。
1. When did the snowstorm hit Beijing?2. Who did Sandy share an umbrella with?3. Where did Sandy live in for the whole night?4. How did Sandy feel the snowstorm?(2)．快速阅读A部分，并用A部分的信息完成B部分的填空。
讨论展示(3)．小组合作，完成段落与其大意的搭配，各小组展示Para. _______ IntroductionPara. _______ During the snowstormPara. _______ After the snowstorm反馈1．回忆曾经经历的或通过电视，报纸等所知道的自然灾害，把信息记录在笔记本上,并画一张类似B 部分的流程图.然后再一篇文章。
牛津译林版八年级英语上册 Unit 8 Natural disasters Integrated s
这是学生练习听力的一个
通过对话训练及表演，培养学生课堂情境对话能力。
重要环节，同时要了解紧急
求助电话所需交代的内容。学会以后遇到此类事情如何求助。在听力前适当对学生进行听力技巧指导很有必要，即Listening tips，如遇到长的词组及句子表达时，提倡用缩写，如three forty-five可以速记成3:45；Starlight Street, Sunshine Town速记成SSST等。
Step9. Homework &
consolidation
Read and remember
Discuss and write(whiteboard)
Watch and discuss.
Write the number
Listen and answer.
Practice and act.
Listen and write.
Step 2. Revision
Watch a video and review some natural disasters the students are familiar with.
Step 3.Write the correct telephone number under each picture Part A1
情感目标：学生通过学习本课知道以后怎样合理面对常见自然灾难，即学会怎样自救和他救，
同时也能提高安全意识。
教学重点：
1.学生听说读写综合技能的培养。
2.在自己遇到事故灾难时如何应对。
3.讨论如何预防和避免意外事故。
译林牛津版 8AUNIT8 Natural disaster Task 教学课件 (共20张PPT)
Help Sandy complete her article on page 106 according to Sandy’s notes and her flow chart on page 105
6
28th January, shared, snow, school,wind, to go home
i. the snowstorm was terrible
j. snow continued to fall
k. many people at the bus stop
l. people were removing the snow
m. I looked out of the window at Millie’s home after I
I forgot to bring my keys. I
ansuhamrebdrella
with her and then we walked to the bus stop.
The weather was really terrible. We could only
hear the
. wind contiSnnuoewd to fall
8
Read the artihit Beijing on Friday,28thJanuary.It got worse
in the afternoon.
p2 I was at school and Mr. Wu told us to go home early. Millie
d. I shared an umbrella with Millie
e. heard the noise of traffic in the morning
译林牛津版 8A UNIT8 Natural disaster Task 教学课件 (共27张PPT)
the deep snow. When we arrived at the bus stop, we saw many
waiting there. At last, we got on a bus to Millie’s hhouesae.r
After th?e storm
place Snowstorm hit Beijing
time
A snowstorm hit Beijing on Friday,d5oth,January.
I was doing my homework in the classroom when Mr Wu came
Hear
After the Do disaster
Feel
some noise
shout for help
be happy to see the bright daylight again
What can we do to help those people who are suffering(受苦) from natural disasters?
Task
Friday, 5th January
A snowstorm hit Beijing on Friday, 5th January.
The snowstorm was terrible. The snow kept falling. We could only hear the wind blowing.
Suddenly, a strong wind came from behind….
牛津译林英语八(上)U8 Natural disasters电子教案
8A Unit8 Natural disasters教学重点：1. Use ‗because‘, ‗as‘ and ‗since‘ to introduce the reason for something e.g., The children cried because they were frightened.2. Use ‗to‘-infinitives to report someone‘s orders ,requests and advice, e.g.Mr. Hu told us to go home.3. 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.第一课时comicWarm-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 ho use(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 authentic newspaper 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 sto ry on pages90 and 91. Then 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. 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 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‘ perfor mance.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 ca n refer to Timmy‘s home page 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 ,t hey need each other‘s drafts 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 not 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?。
译林牛津版八上英语 Unit 8 Natural disasters Task教案
Unit 8 Natural disastersComic strip and welcome to the unitTeaching Aims:1. To learn the new words and phrases2. To meet the past continuous tense3. Talk about some natural disaster.Step 1 Presentation1. Show some pictures to learn some words.2. Then read aloud the new words.disaster mop up earthquake thousands of accident coach crash flood wash away village lightning storm thunder catch fire Step 2 Do some exercises.Do Part A on page 93.Check the answers.Step 3 PresentationShow some pictures to present comic strip.Step 4 Listen and answer1. Listen to the tape and answer the follow questions.1) What’s the weather like?2) What happened to Hobo?3) What was Hobo doing when i t started to rain?4) Did Hobo hear the rain?5) Why doesn’t he want to go home alone?6) What do you think of Hobo?2. Read the dialogue in pairs.3. Act it out.Step 6 Listening1. Listen to part B and answer the following question.1) What happened to Vivien’s school?2) When did it happen?2. Read after the record er.3. Pratice in pairs.4. Act it out.5. Make their own dialogue.Step 7 Explanation1. wake up 醒过wake sb. up 叫醒某人e.g. I wake up at six every morning!我每天早上六点钟醒来。
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Help Sandy complete her article on page 106 according to Sandy’s notes and her flow chart on page 105
6
28th January, shared, snow, school,wind, to go home
I stayed in Millie’s home that night. I heard the noise of traffic the next morning. I looked out of the windowand saw that people were in a hurry to_r_e_m__o_ve the snow.
i. the snowstorm was terrible
j. snow continued to fall
k. many people at the bus stop
l. people were removing the snow
m. I looked out of the window at Millie’s home after I
I forgot to bring my keys. I
ansuhamrebdrella
with her and then we walked to the bus stop.
The weather was really terrible. We could oiSnnuoewd to fall
A snowstorm hit Beijing on Friday,28th JanuaryIt
got worse in the afternoon.
I was at school and Mr. Wu told usto go home
early. Millie asked me to go to her house because
P3 Suddenly, a strong wind came from behind .We lost our
umbrella in the wind and I nearly fell over. We could do nothing but walk slowly in the storm. When we arrived at the bus stop, we could see many people. We were really worried as there would be no buses soon. At last, we got on a bus and went to Millie’s house.
around us.
7
umbrella, people, traffic, window, remove, worried, walk
Suddenly, a strong wind came from behind .We lost our umbrella in the wind and I nearly fell over. We could do nothing but walk slowly in the storm. When we arrived at the bus stop, we could see many people .We were really worried as there would be no buses soon. At last, we got on a bus and went to Millie’s house.
Unit6 Natural disasters
Main task
1
How many natural disasters do you know now?
A fire An earthquake（in Wenchuan） A flood A rainstorm A typhoon A snowstorm A sandstorm An accident
2
Sandy wants to write
3
a. we lost our umbrella in the wind
Notes
b. I was doing my homework in the classroom and Mr.
Wu told us to go home early
c. could only hear the wind
heard the noise
4
Help Sandy complete the flow chart on page105(B) with the notes in part A
It’s a good habit to use a flow chart to organize ideas before writing.
asked me to go to her house because I forgot to bring my keys. I shared an umbrella with her and then we walked to the bus stop. The weather was really terrible. We could only hear the wind.Snow continued to fall around us.
d. I shared an umbrella with Millie
e. heard the noise of traffic in the morning
f. could only walk slowly in the snow
g. it was Friday,28th January
h. snowstorm hit Beijing
8
Read the article!
P1 A snowstorm hit Beijing on Friday,28thJanuary.It got worse
in the afternoon.
p2 I was at school and Mr. Wu told us to go home early. Millie