江苏省南京师范大学附属中学八年级英语上册 Unit 8 Natural disasters教案 (新版)牛津版

Natural disasters
第一课时 Welcome to the unit
Teaching aims:
To introduce the topic of disaters.
To identify vocabulary related to disasters.
To identify weather conditions and label pictures with correct words. Focus and difficulties: To recognize the weather conditions and natural disaster. Teaching methods:
Communication and description
Teacing aids: recorder Multi-media computer
Teaching procedures:
Step1 Lead in :
T: What’s the weather like today?
Ss: It …
Revise some other words about weather.e.g. rain, snow, wind.…
Step2 Presentation
1.Show some pictures of snowstorm that happened inChina during last Spring Festival .Get them to answer the questions about it.
﹙1﹚.Do you like snow in winter?
﹙2﹚.Do you think too much snow is good or bad for people?
2.Encourage students to tell their ideas.
Show more pictures of bad weather.
Ask: What caused the trouble or problems?
Help students to answer : nature. They are natural disasters.They cause the bad weather .They make people get into the trouble.
Step3 Practice
1.T: Do you know what other natural disasters ? What words do we use to talk about bad weather ?
Elicit from students other bad weather conditions. ( rainstorm, snow storm,typhoon.e.g.)
2. Read the words in Part B and ask more able students to describe each weather condition only with simple phrases and words.
3. Help Ss to complete the task on their own and check the correct answers with the class as a whole.
4.Show more pictures of natural disasters,help students to know their names and describle them. Help students to use the Past Continuous Tense to talk about the pictures.
5．T: Can you distinguish natural disasters from disasters caused by other reasons?Get them to look at part A on P93 and try to finish this part
check the correct answers with the class as a whole,then read together.
Teach some new words.
Step4 Activity
Divide the students into groups of four to discuss. Bring some photos to each group and ask students to write a headline about natural disasters or accidents. Step5 Presentation
1.T: Look at the pictures ,people suffered from these natural disasters . What can we do to help them.Students will discuss it warmly. Then teacher leads students to the comic strip.
2.T:Hobo has some trouble. What happened to him? Let’s have a look. Students look at the pictures. Teacher asks some open questions about each picture.
1).What’s the weather like?( It’s raining)
2). What happened to Hobo?( He got wet.)
3).What was Hobo doing when it started to rain? ( He was sleeping)
4).Did he hear the rain? ( Half an hour later.)
5).What do you think happened o Hobo’s house?(The floor was all wet.)
6). Why doesn’t he want to go home alone?(Because he wants Eddie to mop
all the water up)
7).Will Eddie help him?(No. I don’t think Eddie likes his idea.)
2. Play the tape and students read after it.
Explain some language points.
Step 5.games
Ask students to role-play the conversation.
Step 6.Homework:
Revises the contents we have learned.
Preview Reading
8A Unit6 Natural disasters
Reading(1)
Teaching aims:
1.To infer the meaning from the key words,pictures and the context.
2.To elicit any information about the earthquakes in Taiwan or
in other parts of the world.
3.To develop the Ss’ability and skills reading comprehension and
let the Ss learn how to describe natural disasters and how o protect
themselves in the natural disasters.
Difficult points: The key words and phrases the comprehension of the story. Teaching methods: reading and talking
Teacing aids: recorder Multi-media computer
Teaching procedures:
Step1 Lead in :
T: we have learnt some natural disastrs last time .What disasters have we leart?Encourage students to say something about the natural disasters.
Show some picturs of an earthquake that happened in Wengchuan,sichuan on May12,2008 . Step2 Presentation
1.Let the students guess the new words by showing the pictures and talk about the earthquake that happened in Sichuan.
2.T: What do people often feel/do when the earthquake happened? etc.Teach some new words and phrases.
shake v. 摇动，震动（shaking n. ）
hear a big noise like thunder 听到一声像打雷一样的声音
in fear (be frightened) 害怕，恐惧
Scream v. 尖叫
run in all directions 奔向四面八方
run wildly 疯狂地奔跑
fall down 掉下来
come down 倒塌，塌陷
3.After learning these new words ,help students finish PatrB1. Check it together.
4.T: There was an earthquake in Taiwan in 1999. Many people lost their lives in the earthquake , but a boy called Timmy surrived. Let’s listen to the story to see what happened to him
Step3 Listening and skiming
1.Play the tape for Studenets and check general understanding by asking some ‘wh’questions and doing exercises PartC.
2.Students skim the passage and do exercises on PartD.
Step4 Reading and answering
1. Listen and read after the tape one paragraph by one paragraph.Check if they understand by asking more questions about the passage.
2.Invite the students to read the whole passage in front of the class.Encourage them to mime and gesture in order to illustrate the different aspects of the experience. Step5. Practice
1.Ask stuednts to read the sentences in the boxes in PartC and fill in the blanks. Check the answers with the whole class.
2.Divide the students into groups of four.Retell the story ,then encourage some of them to retell in front of the class.
Homework
1.Recite the new words .
2.Try to read the story as fluently as you can
8A Unit6 Natural disasters
Reading(2)
Teaching aims:
1.To scan the passage.
2.To explain some difficult and important language points and to use them.
3.To make an interview about the earthquake.
Difficult points: some language structures
Teaching methods: reading and talking
Teacing aids: recorder Multi-media computer
Teaching procedures:
Step1 revision
1.Revise the names of natural disasters.
2.Show the students the photos of the story of Taiwan earthquake and help them to retell it.
Step2 Scanning
Scan each paragraph and encourage the students to tell their difficulties. Teacher helps students to solve them. Teacher explains language points to students. shaking (n.)震动，摇动
Fear (n.)恐惧，害怕
一阵恐惧
a moment of fear
in fear 在恐惧中
direction方向，方位
人们四处逃散。

scream 尖叫（兴奋，恐惧）
Wildly失去控制地
calm down
be in a hurry to do sth
since 因为
be trapped陷入困境
Step3 Exercise
Do some translatios.
1.响声过后，孩子们惊恐地看着彼此。

2.我们正在尽全力来保护野生动物。

3.在音乐会上，歌迷一直在疯狂地尖叫。

4.听了这首美妙的音乐后，他平静了下来。

5.地震过后，有许多人被困在砖块之下。

6.当我今天早上看到她时，她正急匆匆赶去上班。

Step3 Activity
1.Work in pairs . One acts as a reporter. The other acts as Timmy. Give some questions to help them.
After that ask who he/she thinks is the best news reporter.
Step4 Discussion
What can you do when you are in the earthquake ?
What will you do when the others are in danger ?
Homework
1. Try to retell the story .
2. Try to learn the useful words and sentences.
8A Unit6 Natural disasters
Vocabulary
Teaching aims:
1. Students learn how to change nouns to adjectives.
2. Learn to use the words and phrases to describe weather conditions.
3. Get the students to use vocabulary to make a weather forecast.
Teaching Aids:
Multi-media computer
Difficult points: To use the words and phrases to describe weather conditio Teacing aids: Multi-media computer
Teaching procedures:
Step1 Revision
Help students to revise Reading.
Step2 Presentation
1. Revise the name of natural disasters,and say‘many natural disasters are caused
by bad weather. Let’s talk about the weather.’
2.Teach the new words by showing pictures.
3.Ask students to finish PartA quickly and read aloud these words .
Step3 Practice
1. Get the students to find out the rule of changing the nouns into adjectives.
2.Games. Ask students to draw pitures of different weather ,Students take turns to show the pictures ,the rest of the class say the noun and adjective describing the pictures.
3.Elicit from students as many different as weather conditions as possible.e.g.,‘dry and sunny’，‘heavy rain’etc.Brainstrom the natural disasters that can be caused by bad weather.
dry and sunny-drought, heavy rain-flood, lighrening-fire.
4.Get some pairs to make up the dialogue.
(What kind of weather do you like/dislike? Why?)
Step4Presentation
1.Talk about the weather forecast.
2.Finish the dialogue in the book and check the answers.
3.Look at the weather map and talk about the weather in China.
(Here is a weather forecast on the I nternet. What’s the weather like in Beijin g? What will the weather be like tomorrow/the day after
tomorrow?)
4. Look at the map and make a weather forecast .
Homework
1.Try to rember the words about the weather .
2.To make a Liyang’s weather forecas .
8A Unit 6 Natural disasters Grammar (1)
Teaching Objectives:
To learn more about the past continuous tense.
To use the tense to talk about things.
Teaching contents:
Words: discuss, terrible, break, snowball, snowman, hit
Phrases: search the Internet discuss…with… plan a trip to Tangshan
on the side of the road drive you to school as usual break down
Some others: project guidebook a terrible snowstorm
Teaching preparations:
Tape recorder
Computer
Pictures
Teaching procedures:
Step1 Revision
1.Check the homework and test the students about the new words and phrases that
we learnt last lesson. Ask the students to work in pairs; one gives nouns that relate to the weather and then the other gives the adjectives quickly.
2.Talk to the students about the bad weathers that can cause natural disasters.
Step2 Presentation
T： Here is an article, can you find out how many tenses are there in this article? Today is fine, the sun is shining brightly and it is a beautiful sunny day. I always get to school at 7 o’clock everyday, but I was late today because I couldn’t find the key to my bike. I think I will take a taxi to go home tonight.
(let the students think of the simple present tense, simple past tense, present continuous tense and simple future tense, write down the rules) Compare the present continuous tense with the past continuous tense for the Ss, let them find out the differences. Then tell them when to use the past continuous tense.
Step3 Practice (game time)
T: Today we’ll learn the past continuous tense. First can you help me to find my key? The taxi is so expensive and I really want to enjoy the pretty day on my bike.
I might leave my key somewhere and maybe someone took my key away. You can ask me questions to help me find my key.
Do it for several times with the children and then let them try to make up sentences with the information in the timetable.
What was our tea cher doing…?
What was her father/ her mother/ her little dog doing from… to…?
(let the students ask these questions to practice the past continuous tense)
Then the teacher asks:
Was I having a shower at 6:00p.m.?
Teach them: Yes, I was. No, I wasn’t.
Yes, you were. No, you weren’t.
Show the students the rules again and let them work in pairs.
Step 4 Practice
1. Let the Ss finish the exercise on page 99 and check the answers.
2. T: We know that there are a lot of natural disasters in the world this year, for example, we have a terrible earthquake and a snowstorm in China. It brought a lot of troubles to our daily lives, what were they? (snowball, snowman, break down, fall down)
3. Finish the exercise on page 100 and check the answers.
4. Do more exercises.
5. show the differences between the simple past tense and the past continuous tense.
Step 7 Homework
Finish the Workbook exercises.
8A Unit 6 Natural disasters Grammar (2)
Teaching Objectives:
To learn more about the past continuous tense.
To learn the usage of “when” and “while” in the past continuous tense.
Teaching contents:
Words: discuss, terrible, break, snowball, snowman, hit
Phrases: search the Internet discuss…with… plan a trip to Tangshan
on the side of the road drive you to school as usual break down
Some others: project guidebook a terrible snowstorm
Teaching preparations:
Tape recorder
Computer
Pictures
Teaching procedures:
Step 1 Revision
T: Can you talk to your partner about your morning? And tell them what you were doing at each time. Make a dialogue.
Work in pairs and then ask some of the pairs to and act it out.
Then let the students guess what I was doing this morning, using “were you…?” Do more exercises to consolidate the rules we learnt.
Step 2 Presentation
T: What were you doing when I came into the classroom just now?
Ask some students and write down the sentences on the blackboard.
I was talking to the classmates when you came in.
I was reading the English book when you came in.
I was cleaning my desk when you came in.
T: ask two of the students to come to the front and do different actions, ask, what was A doing while B was…
Write down the time and the students’ different activities on the blackboard and ask: what was A doing while B was doing something?
What was B doing while A was doing something?
He was playing football when the snowstorm hit Liyang
They were talking loudly when the bell rang.
Our teacher was talking to Amy when I came into the office.
My mother was preparing the breakfast when I got up.
Compare when and while, tell the students the differences between when and while.
Step 3 Practice
Do some exercises
1. My wallet dropped on the ground _______ I was running.
2. __________ I was falling asleep, there was a loud knock on the door.
3. __________ he was reading, an earthquake started.
4. Were the students listening to the teacher carefully __________ the teacher was
giving a lesson?
5. __________ the telephone rang, I became nervous.
1.What _________you _______(do) at this time yesterday.
2.He __________ (watch) TV from 8p.m. to 10p.m. I ____________(play) piano.
3. John _________ (fly) kites in the park at 9a.m. yesterday morning.
4. Sandy __________ (call) Daniel at that time
5. He ___________ (read) while his brother _________ (watch) TV.
6. They __________ (chat) when their teacher _______ (come) into the classroom.
7. What__________ you___________ (do) when I knock at the door.
I _____________(wash) my coats.
8.________the policemen ______________(watch) the traffic or _________(have) a
rest from 7 a.m. to 10a.m.?
No, they ________.
9. One day, he __________ (lie) on the grass and __________(look) at the sky when
he fell asleep .
10. I ____________ (search) the World Wide Web.
11. When Simon arrived, Amy __________(read) a book.
12. My mother ________________ (cook) while my father _____________(read).
翻译句子．
１．我妈妈正在做饭，我爸爸在看报纸．
２．当老师进教室时，学生们在相互聊天．
３．当孩子们正在上课的时，地震发生了.
４．当我购物时，我突然听到了一声象雷一样的巨响．
Step 4 Presentation
Do you remember the snowstorm we learnt yesterday?
What can you do if the snowstorm stops?
Then show the students some pictures and teach them some new words and phrases. Ask the students to finish the exercises on page 101 then check the answers.
Step 5 Homework
8A Unit 6 Natural Disasters Integrated Skills
Teaching Objectives:
To learn some useful expressions in case of the emergency call.
To train the ability of getting details from the tape and use the information to finish the report form.
To retell the accident with the information on the accident report call.
Teaching contents:
Words: condition cover caller arrival serious victim mobile phone Phrases: weather conditions cover the whole road
Time of arrival get worse
Crash into catch fire
Send the victim to…
Sentences: She is as slim as I am.
She is also helpful and is ready to help people any time.
Betty wants to be a singer and travel around the world when she grows
up.
He has poor eyesight because of working on the computer too much at night.
His legs are very long and they do not fit under the school desks.
She is kind and never says a bad word about anyone.
Teaching preparations:
Computer
Pictures
Tape recorder
Teaching procedures:
Step 1 Warm-up
T: What’s the weather like today? How can I know the weather a day earlier? (report) T: Through the weather report we can know the weather conditions. How many kinds of weather do you know? (windy, cloudy, sunny, rainy, snowy) And which do you think is the most interesting one? Why ?
Show them the picture and say: The snow covers all the things and we can play with our friends. But if there is too much snow, it will be a disaster, and there will be some accidents on the road.
Step 2 Presentation
Show a picture about a car accident to the students.
T: What can you see in the picture? (crash into). If there are some people in the car, they may hurt. So we call them “victims”. And we have to send them to the hospital, we can call what number?
Teach the students some useful phone numbers.
Present a picture.
T: what information can you get from the picture? (a snowstorm, crash into a tree, trapped in the car, 2 people)
T: they are Mr Su and Mrs Su, look at part A2 and fill in the blanks as many as you can. Then listen to the tape and try to complete the accident report form.
Step 3 Practice
1: listen to the tape and fill in the blanks. Play the tape again and then check the answers.
2.listen for the third time and solve some problems that the students have.
3.T: suppose that you are an reporter and now you are interviewing the couple,
work with your partner and try to make a dialogue. Here are some questions: What happened to you, Mr Su?
Were you alone in the car?
Why didn’t you get out by yourself?
Was anyone hurt?
Did you call someone for help?
What do you think caused the accident?
4.Finish part A3. check the answers.
5.retell the accident according to some hints.
Step 4 Presentation
1. T：Sandy told her e-friend about the snowstorm in her e-mail. Vivien also told her about a natural disaster in her school. Let’s listen to the conversation and find out what disaster it was.
2. Play the tape and try to answer these questions:
What happened in Britain?
What caused the fire?
Was anyone hurt?
3.read after the tape and let the students themselves make up some dialogues using this as a model.
Step 5 Homework
8A Unit6 Natural disasters
Pronunciation
Teaching aims:
1.To fall the voice at the end of statement.
Teaching contents:
1. To make our voice fall at the end of a statement.
2. To use the proper voice at the end of the sentence.
Four skills:
Falling the voice at the end of statement.
vocabularies：cause lady fireman last
Teaching preparation
Multi-media， Recorder
Teaching steps
Step I. Presentation
1. T：In this section, you’ll hear some statements about disasters. Please listen
with your books closed and find out whether your voice should rise or fall at the end of the statements.
Lead to the contents of the teaching and learning.
2. Play the recorder for the P104-A, and then help the students to find out if it
is to rise or to fall at the end of the sentence.
Ask the students：Did the voice rise or fall at the end of the sentence?
3. Let the students open the books, play the recorder again, and ask them to imitate
after the tape.
4. Let the students read the sentences together，
5. Work in pairs, help each other and improve together.
Step II. Practice.
1.The teacher explains the language surroundings in part B, read in pairs and write
down the proper arrow marks. Don’t forget to tell student to remember that we should rise the end if it is a general question or to show surprise.
2.Ask some students to read, and correct the wrong accent.
3.To write down some sentences by themselves ( or the teachers ), show them out
and read them with the correct ways,
Step III. Homework
1.Chose one or two lessons to read it.
2.Finish the exercises。

8A Unit6 Natural disasters
Main task
Teaching aims:
1. To tell the true information while writing.
2. To give the outline of the writing.
3. To write an article about the natural disaster.
Teaching contents:
Four skills:
Vocabularies: nearby sandstorm warning
Phrases: share….w ith… look out of the window forget to bring my keys Continue to fall around us come from behind fall over
Weather report snowstorm warning
Others:
Vocabularies: remove signal roll
Phrases: the noise of traffic remove the snow typhoon signal number
Teaching aids:
Multi-media, recorder
Teaching steps:
Step 1: Presentation:
1. Explain the language surrounding to the students, help them to understand the background.
2. Divide all the students into 4 groups, read sandy’s notes (P105-A), and ask partners questions about the snowstorm, help the students to know the details of the storm.
3. Read the notes together, and discuss about it in groups, the topic is what it is about ( the general speaking of the snowstorm --- before the snowstorm --- after the snowstorm)
4. T: when we write an article, we should make a writing plan. One of the good ways to make the good writing plan is to draw a flow chart. Sandy drew a flow chart before writing. Look at the flow chart in part B and find the answer from part A.
5. To ask questions with Sandy’s flow chart, and check the answers.
Step2: Reading
1. Read the article (P106-C), and ask: which part of the flow chart does each paragraph belong to?
Para. 1: Introduction.
Para 2-3: During the snowstorm.
Para 4: After the snowstorm.
2. Read the article again, finish part C.
3. Let some students read the passage, and checkout.
Step3：Writing.
1. Work in pairs, think about the earthquake in Wenchuan Sichuan, write down some notes on the notebook, and give the flow chart like pare B, check out for each other, correct them and start writing.
2. Encourage the students to get the sketch first and compare it with the flow chart. Find out the mistakes. The teacher can give some useful help, such as some words, phrases, and so on.
3. Check the articles and read some of them.
Step 4: Homework
1. Recite some new words.
2. Finish some exercises.
8A Unit6 Natural disasters
Checkout
Teaching aims:
1. Review all the contents in this unit.
2. Review the past continuous tense.
3. Help the students know how to protect nature and ourselves.
Teaching contents:
Four skills:
Vocabularies: situation soldier
Phrases: the terrible situation social workers the people in need Give out food clean drinking water
Teaching aids:
Multi-media, recorder
Teaching steps:
Step 1: Lead in
Show the students some pictures which mean different weather, let the students chose some of them, speak up the weather in English, and finish exercises (P107-B).
Step 2: Presentation.
1. Ask some questions about the Tangshan earthquake..
2. Finish the part A.
3. Check out the answers, ask some questions, and explain some key points (see
the multi-media).
Step 3: Practice.
1.Show more pictures about the natural disasters, and teach the new words.
2.Natural disasters may happen any time, so what should we do？
I. Protect ourselves. II. The most important one is to protect our
nature.
3. Chose one’s own topic and discuss about how to protect the nature.
Step 4: homework.
1.Review the whole unit and prepare for the test.
2.Discuss with your classmates how to protect nature.。