牛津译林版八年级英语上册unit8第2课时教案

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牛津译林版八年级英语上册Unit 8 Natural disasters第2课时示范课教案

Unit 8 Natural disastersReading (1)一、教学目标1. 掌握本课重点词汇及短语：slight, shake, loud, bomb, shake, fear, direction, in all direction…2.掌握本课重点句型：I was sleeping when the earthquake started.I tried my best to run out too, but I could not.Outside, people were running in all directions while pieces of glass and bricks were falling down. Luckily, there was just enough space for me to move.Hours later, as I was trying to find my way out, I suddenly heard some noise above me.3.通过读，获取Timmy在地震灾害中如何获救的信息。

4. 通过讨论，判断Timmy 获救的原因。

5. 当面对灾难时，要学会如何自救。

二、教学重点及难点重点：1. 指导学生在读中获取Timmy在地震灾害中如何获救的信息。

2. 引导学生讨论，判断Timmy 获救的原因。

难点：引导学生讨论，判断Timmy 获救的原因涉及学生深层思维的发展，如何帮助学生将讨论引向深度。

三、教学过程Step 1 Warming-upShow a picture of an earthquake and lead the topic about the earthquake.【设计意图】通过引导学生谈论地震，引入话题。

Step 2 Pre-readingShow the pictures of Taiwan earthquake and get Ss to predict the order.【设计意图】通过将图片排序，引导学生初步了解故事发生的顺序，培养学生逻辑思维能力。

【最新】牛津译林版八年级英语上册Unit 8 Natural disasters Reading2 教案

Unit 8 Natural disasters Reading2 教案学习目标1．进一步掌握本课中的重点和难点，能够对一些短语和句型做到进一步的理解和掌握2．背默课文.学习重点掌握一些重点词组和句型的用法.学习难点用学过的有关自然灾害知识来描述这样类似的事件.一．自主学习1．起初 2.向四面八方跑3.平静下来4.自言自语5.陷入困境6.喊救命7.很长一段时间8.尽力做某事9.寻找出路10.匆忙做某事二．根据课文内容填空。

(合起课本试一试)Timmy survived the earthquake in 1999. At first, he felt a ___1___shake. Then he heard a big noise like __2__. People screamed in ___3___. The noise became really loud ___4___ bombs under the ground. After that, pieces of glass and bricks fell down. People ran in all __5__. Timmy __6__ his best to run out but __7__.When the noise ended, he found he was __8__ and still stay __9__. He told hi mself to ___10___ down and shouted for help. At last , people moved away the bricks and saved him.释疑1．展示课前预习一，二(各小组检查组员复习情况)2. 分组写出语言点并在组内和班内展示与讨论。

1．fear n.害怕(其词组) in fear 提心吊胆我的脑中掠过一阵恐惧，但我告诉我自己要镇定下来.A mom ent of _______________ my mind but I told myself to calm down2.mind n. 头脑，想法，精神vt./vi. 介意，在乎常用搭配：make up one’s mind to do sth 下决心做某事Never mind 不要紧, mind （sb./ one’s）doing sth 介意做某事活学活用：1.Would you mind my ____________ (close) the window.2.---We’ve missed the bus !--- ___________,(不要紧)there will be anothe r one in 10 minutes.3.wild adj.野生的，野性的________/________ 野兽/野花(2)wild (adv.)___________例句:He ran __________ down the street.他发狂似地沿着街跑.4.calm vi.(使)平静，(使)镇定，平息adj.平静的，镇静的，沉着的常用搭配：keep calm 保持镇静.calm down 使平息，使平静活学活用：1. The mother __________________________.母亲使孩子安静下来2．The sky is blue , and the sea __________.天空碧蓝，海上风平浪静。

牛津译林初中八年级英语上册 Unit 8 Natural disasters reading 2课件

▪ start to shake
shake one’s head
v.
shake down the apples
shake v.& n.
shaking n.
shook
1) At first, the slight __s_h_a__k_e_/_s_h_a__k_in_gof the house made Timmy frightened.
11. … I told myself to calm down …(line12) calm down 冷静下来，平静下来
calm v. 使平静，使镇静 n. 平静，宁静 adj. 平静的，镇静的
e.g. Just calm down a bit! 你先静一静！
Can you translate the following sentences?
e.g. People screamed in fear. 人们害怕地尖叫起来。
e.g. They got lost in the forest. They had to try different ways in fear. 他们在森林里迷路了，他们不得不害怕地尝试不同的路。
5. Some ran out of the building. (line5) run out of … 从……跑出 e.g. Some students run out of the classroom.
Fill in the blanks with the correct words or phrases:
shake fall down scream in fear in all directions
try one’s best to protect calm down

【最新】牛津译林版八年级英语上册Unit 8 Natural disasters Grammar2 教案

Unit 8 Natural disasters Grammar2 教案学习目标能够了解并掌握用when,while和as引导的时间状语从句与过去进行时连用的几种情况。

学习重点学习用when和while引导的时间状语从句与过去进行时连用的几种情况。

学习难点在过去进行时中正确使用when, while 和as.课前自学找出用when / while/ as引导的时间状语从句与过去进行时连用的情况.查资料搞清楚它的用法.二.有时为了句子表达的需要,我们可以用复合句来表达过去进行时. 在过去进行时中when, while 和as用法及其区别。

昨晚当我到家的时候, 妈妈和爸爸正在看电视My parents_________(watch) TV when I arrived home last night.刚才当老师走进教室的时候,学生们正在读书.Students ____________(read)when the teacher came in just now.在这些句子中,when引导的句子表过去的某一个具体的时间,when从句用一般过去时,而它的主句用过去进行时.但是若强调某个动作正在进行中时,又发生了别的动作,用while/as从句. 如_________ we were having supper, the light went out._________ he was riding a bike, he fell off and hurt his leg. 若主,从句两个延续动作同时进行,用while,则主句与从句都用进行时,此时,while译为“而” “一边,一边”,如:He was reading the newspaper __________ I was studying.三．（热身一下吧）用when ,while或as填空。

1. My mum was sleeping ______ my aunt came to visit her.2. My father was working in the garden _______ I was sit ting in the sun.3. ________ he came yesterday, we were playing basketball.4. _______ we were laughing , the teacher came in5. _______ the Whites were having supper, I knocke d at the d oor.1.当到Simon的时候, Amy正在从地上取雪.________ Simon ________, Amy _______ ________ some snow from the ground.3.Suzy在堆雪人的而Kitty就站在她的旁边.Suzy _______ ___________ a snowman ________ Kitt y _______ ________ beside her.4.正当Mary在拍照的时候,Andy朝她跑了过来.Andy _________ towards Mary ________ she ________ ________ _________.5.正当我在买东西的时候,地震发生了.The earthquake _______ _________ I _______ ________ some shopping.释疑展示一:在组内和班内展示课前自学中重要的短语及句型.展示二(1):根据图形用正确的时态回答问题E.g. T: What was the girl doing when I came?S: She ______ ________ when I came.= When I came , she ______ _______.※总结规律：句子1(延续性动作) （过去进行时）+ When +句子2（短暂性动作）（一般过去时）= When +句子2（短暂性动作），句子1（延续性动作）（注：When也可延续性动作）※总结规律：句子1(短暂性动作) （一般过去时）+ while +句子2（延续性动作）（过去进行时）= While +句子2（延续性动作），句子1(短暂性动作)※总结规律：句子1(延续性动作) (过去进行时) + while +句子2（延续性动作）（过去进行时）=While + 句子2(延续性动作) , 句子1(延续性动作).※总结规律：as +句子2（延续性动作），句子1(短暂性动作)展示三:让两个学生同时表演不同的动作，其他学生用when,while或as描述这两个动作。

初中英语八年级上册(牛津译林版)Unit8lntegratedskills教学设计

2.学生们在听力、阅读和口语表达方面存在一定程度的差异。部分学生可能在听力方面较为薄弱，而有的学生在口语ห้องสมุดไป่ตู้达上显得不够自信。因此，在教学过程中，教师要针对学生的个体差异，采取分层教学，关注每一个学生的成长。
3.学生们对于小组合作的学习方式已经较为熟悉，但在实际操作中仍需加强指导。教师要引导学生积极参与小组讨论，学会倾听、尊重他人意见，提高合作效率。
a.提前为学生提供听力材料的背景知识，降低学生的焦虑感。
b.设计有针对性的听力练习，如预测、听后回答问题等，引导学生抓住关键信息，提高听力技巧。
c.在听力过程中，教师可适时给予提示和鼓励，帮助学生克服困难，增强信心。
3.针对口语表达和书面表达的教学，可以采取以下设想：
a.创设真实的语境，如小组讨论、角色扮演等，让学生在实际情境中运用所学知识，提高口语表达能力。
（二）过程与方法
在本章节的教学过程中，学生将通过以下方法培养相关能力：
1.通过听力练习，让学生学会预测、抓住关键信息，培养良好的听力习惯。
2.通过阅读练习，让学生运用不同的阅读策略，提高阅读效率，培养阅读理解能力。
3.通过小组合作，培养学生与人沟通、协作的能力，激发学生的创新思维。
4.通过课后作业，让学生将所学知识运用到实际生活中，提高学生的实际操作能力。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个成员的假期经历作为讨论主题。
2.学生在小组内用一般过去时描述该成员的假期活动，每人至少提供三个句子。
3.每个小组整理出一份关于假期活动的报告，并准备在全班进行分享。
（四）课堂练习
1.教师设计一份听力练习，内容涉及一般过去时的句子和对话，让学生在听后完成相关任务，如填空、选择、回答问题等。

译林版八年级英语上册Unit 8 Natural disaster 第2课时 Reading(1)教案

译林版八年级英语上册Unit 8 Natural disaster教案第2课时Reading（1）一、教学目标1、能听懂并掌握有关地震发生过程前后的词汇。

2、培养学生根据关键词和语境猜测大意的能力。

3、能够根据关键词复述课文。

二、教学重点学会扫渎和精读的方法。

三、教学难点能够根据关键词复述课文。

四、教学过程（一）Lead-in（师）1.T：We’ve learnt something about natural disasters and accidents. Do you remember the names of any different kinds of disasters?Let students revise the names of the disasters.2.Lead in.T: Now I’m going to show you a video.Can you tell me what kind of disaster it is ?The teacher plays video and lead in.（生）Answer the questions about the disasters and revise them.（二）Presentation(Pre-reading)（师）1.Teachers show the pictures about the earthquake andpresent the new wordsand phrases :In the early morning,feel a slight shake, start to shake, scream in fear, run out of the building, run in all direction, falldown, feel nervous, a moment of fear, shout for help, move away2. Let students do Part B1.（生）1.Learn the new words and phrases.2. Do Part B1.（三）While Reading（师）1.Lead in.T：There was an earthquake in Taiwan in 1999. Thousandsof people lost their lives in the earthquake.A boy called Timmy survived . Let’s listen to the story to see what happened to him.2. Play the tape and let students do Part B3.3.Play the tape again and letStudents answer questions.Paragraph 1(1) What was Timmy doing when the earthquake started?(2)What did he feel at first?Paragraph 2(3)What was the real noise like?(4)What did Timmy try to do?(5)What happened to the buildings?Paragraph 3(6)Where was Timmy when the shaking ended?(7)How did Timmy feel?（生）1. Do Part B3.2.Answer the questions.（四）Post reading（师）1.Let students read the story after the tape, then read together.2.Let students do Part B2.3. Let them retell the story according the pictures.4. Let students do Part B4.（生）1. Read the story after the tape, then read together.2. Do Part B2.3. Retell the story according the pictures.4. Do Part B4.（五）HomeworkTell the students to read the story more and complete other exercises.五、教学反思。

牛津译林版英语八年级上册Unit8Studyskills教学设计

（一）教学重难点
1.重点：本节课的重点在于帮助学生掌握Unit 8 Study skills中的重点词汇、短语以及阅读策略，提高学生的阅读能力。
难点：如何引导学生将所学阅读策略应用于实际阅读过程中，形成自主学习的能力。
2.重点：培养学生的小组合作意识，提高团队协作能力。
难点：在小组合作中，如何引导学生进行有效沟通，确保每位学生都能积极参与并完成任务。
7.自主评价，反思提高：引导学生进行自我评价，反思学习过程中的优点和不足，制定改进措施。
8.教学评价：采用多元化的评价方式，关注学生的过程性评价，激发学生的学习兴趣和自信心。
在教学过程中，教师应充分关注学生的学习需求，以学生为中心，灵活运用多种教学方法和策略，帮助学生克服学习重难点。同时，注重培养学生的自主学习能力和团队协作精神，使他们在学习英语的过程中，不断提高综合素质。以下是具体的教学设想：
3.结合自己的学习经验，制作一份学习策略海报，内容包括：学习策略的定义、优点、实际应用案例等。要求设计美观、简洁明了，便于他人理解。
4.家长参与作业：请家长协助学生观察和记录他们在家庭学习中的学习策略使用情况，并在下次课堂上分享。
5.同伴互助作业：与同桌或学习小组成员相互交流，分享彼此的学习策略和经验，互相学习，共同提高。
3.培养学生的阅读兴趣，使其养成良好的阅读习惯，丰富课余生活。
4.通过学习英语，拓宽学生的国际视野，使其了解不同文化背景，增强跨文化交际能力。
本章节的教学设计旨在帮助学生掌握英语学习策略，提高阅读能力，培养合作精神，同时激发学生的学习兴趣，使其在轻松愉快的氛围中学习英语，为今后的学习打下坚实基础。在教学过程中，教师应关注学生的个体差异，给予每个学生充分的关注和指导，使他们在原有基础上得到提高。

牛津译林版-英语-八上-8单元第2课时教案+讲解分析+习题设计

Period Ⅱ: Reading（第二课时）第一部分教案设计教学内容Reading（第94页），本课时主要学习Reading A文章的内容，了解1999年台湾地震中幸存者Timmy的故事。

教材分析“Reading”部分A是1999年台湾地震中幸存者Timmy叙述了自己被困瓦砾下死里逃生的故事。

教学目标基础知识掌握词汇：shaking, body, fear, scream，shake, direction, glass, brick，calm，moment，mind, since，alive，loudly，etc.词组：at first，in fear, run out of，in all directions, fall down,come down, be trapped, go through, calm down, shout for help，pull through,find one’s way out, move away, etc.句型：I was sleeping when the earthquake started. …people were running f all directions while pieces of glass and bricks were falling down....I did not know if anyone else was near me....I told myself to calm down since I I was still alive.…there was just enough space for me to move.基本技能1.读懂文章，了解1999年台湾地震的基本情况。

2.掌握基本的四会单词、词组及句型。

3.理解使用过去进行时的语境。

综合素质：教育学生学会在自然灾难中自我保护。

教学重难点及突破重点：掌握基本的四会单词、词组及句型。

牛津译林版八年级英语上册unit8第2课时教案

牛津译林版八年级英语上册8A Unit8 Natural disasters 教案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 orin other parts of the world.3.To develop the Ss’ability and skills reading comprehension andlet 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 talkingTeacing aids: recorder Multi-media computerTeaching 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 Presentation1.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 himStep3 Listening and skiming1.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 answering1. Listen and read after the tape one paragraph by one paragraph.Check if theyunderstand 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. Practice1.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.Homework1.Recite the new words .2.Try to read the story as fluently as you can。

牛津译林版英语八上Unit 8《Natural》(Reading2)教学设计

牛津译林版英语八上Unit 8《Natural》（Reading2）教学设计一. 教材分析牛津译林版英语八上Unit 8《Natural》（Reading2）的主题是关于环境保护，通过讲述地球上的自然资源以及人类对这些资源的使用和保护来引导学生关注自然环境，提高他们的环保意识。

本文主要介绍了水、土地、空气、森林等自然资源的重要性和现状，以及人类对这些资源过度开发的后果。

文章语言简练，内容丰富，具有很强的环保意识。

二. 学情分析学生在学习这个单元前，已经掌握了英语的基本语法和词汇，具备一定的阅读理解能力。

但环保意识相对较弱，对于一些专业术语和概念可能理解起来有一定困难。

因此，在教学过程中，需要注重培养学生的环保意识，同时帮助学生理解和掌握相关词汇和语法知识。

三. 教学目标1.知识目标：（1）能理解文章主要内容，掌握相关环保专业术语和概念。

（2）能运用所学词汇和语法知识进行阅读和写作。

2.能力目标：（1）培养学生的环保意识，提高他们的阅读理解能力。

（2）通过小组讨论和报告，提高学生的合作能力和口头表达能力。

3.情感目标：激发学生对环境保护的兴趣，培养他们关爱自然的情感。

四. 教学重难点（1）掌握文章主要内容，理解环保专业术语和概念。

（2）运用所学词汇和语法知识进行阅读和写作。

（1）理解文章中的一些抽象句子和长难句。

（2）运用所学知识进行口头表达和报告。

五. 教学方法1.任务型教学法：通过设定各种任务，让学生在实践中学习和运用语言。

2.合作学习法：鼓励学生小组讨论，共同完成学习任务。

3.情境教学法：创设各种情境，让学生在真实的环境中学习和运用语言。

4.启发式教学法：引导学生主动思考，发现问题，解决问题。

六. 教学准备1.教师准备：（1）熟悉教材内容，明确教学目标。

（2）设计各种教学活动和方法。

（3）准备相关教学资源和材料。

2.学生准备：（1）预习教材，了解基本内容。

（2）查阅相关资料，了解环保知识。

七. 教学过程1.导入（5分钟）教师通过展示一些关于自然环境的图片，引导学生谈论自己对自然环境的看法，激发学生的学习兴趣。

牛津译林版英语八年级上册Unit8Reading2教学设计

在语言运用方面，学生虽然在口语表达和听力理解上有所进步，但在实际场景中运用英语进行交流的能力仍有待提高。因此，教师在教学过程中应注重培养学生的语言运用能力，通过小组讨论、角色扮演等活动，提高学生的口语表达和听力理解能力。
三、教学重难点和教学设想
（一）教学重难点
1.重点：掌握Reading2中的重点词汇、短语和语法结构，如一般过去时和一般将来时的用法，以及文章的主题和大意。
（二）教学设想
1.针对重点词汇和语法结构，采用以下教学策略：
（1）利用图片、实物等教学辅助手段，形象直观地展示词汇含义，帮助学生记忆。
（2）通过例句、情境对话等形式，引导学生熟练运用一般过去时和一般将来时。
（3）设计相关练习，让学生在课后巩固所学内容，形成长期记忆。
2.针对阅读策略的培养，采取以下教学设想：
2.通过课堂讨论、小组合作，共同解决阅读过程中遇到的问题，培养合作意识和解决问题的能力。
3.通过教师引导，学会运用阅读策略，提高阅读效率，培养良好的阅读习惯。
4.通过角色扮演、口语表达等活动，巩固所学知识，提高语言运用能力。
5.通过课后作业和总结，巩固所学内容，形成长期记忆。
（三）情感态度与价值观
1.增强对英语学习的兴趣和自信心，培养积极主动学习的态度。
5.课后反思：学生撰写一篇课后反思，内容包括以下三个方面：
a.总结自己在课堂上的学习收获；
b.分析自己在阅读、词汇、口语和写作方面的优势和不足；
c.提出改进措施，为下一节课的学习做好准备。
作业要求：
1.学生按时完成作业，保持字迹工整，注意语法和拼写错误。
2.家长督促学生完成作业，并签字确认。
3.教师认真批改作业，及时给予反馈，指导学生改进学习方法。

牛津译林版英语八年级上册Unit8 Welcome to the unit 参考教案

Unit8 Welcome to the unit 参考教案I. Teaching ObjectivesTo get to know the topic of the unit ---natural disastersTo identify the vocabulary related to the topicII. Teaching ProceduresStep1. Talking about picturesShow the following picture to the students. Get then to guess what happened.Encourage the students to be creative and try to make different kinds of guesses. Get the students to listen to the tape and find out what happened.For weaker classes, get the students to talk about each picture.Get the students to read and practice the dialogue and then act the dialogue out. Encourage the students to add something to make the dialogue funnier.Step2. Getting to know the weatherSay ‘Rainy day s are very common. Now let’s see if you know the following kind of weather. ’For stronger classes, it is necessary to introduce more bad weather, like storm and sandstorm etc.Put it clear that bad weather sometimes can cause disasters (Teach the word ‘disaster’ and explain it in English ‘A natural disaster is a very bad accident caused by natural forces. It usually causes great damage or loss of life.’)Show pictures about the disasters and elicit the disasters, like flood, drought, tsunami, and hurricane, and earthquake etc.Step3. Making a summary about bad weather and disastersStep4. Finishing the exercises in Part AGet the students to finish the exercises in Part A and then check the answers.。

(牛津译林版)八年级上册教案：unit8 reading2

八年级英语学科教案备课时间投放时间总课时教学内容Unit 8 reading2授课人教学目标1. To revise what they learned about the earthquake and help the students to understand the passage better2. To read the passage again and help them to highlight the important language points and sentence patterns3.To learn to write or read a passage following the sequence of how things happened教学重点To identify the words and phrases to describe the earthquake 教学难点To describe the earthquake correctly突破重难点主要策略Group work, pair work课前准备PowerPoint, pictures, etc.Step1 Lead-inAsk students some questions to review Reading.What can you see in this picture?What happened? (An earthquake.)What happened to this building? (It fell down.)What kind of sound can you hear? (Bomb! A big noise like thunder.)How do you know that there is going to be an earthquake? How will you feel at the very beginning?If this building is shaking now, what will you do? Will you be afraid / be frightened? (You will be in fear.) Are you going to shout (scream)? Are you going to run / jump? (People will run in all directions / run wildly.) You should calm down and think what the best way to escape is, so that you can stay alive (be safe).Suppose you are in danger, that means there are lots of bricks a round you, you cannot move your body, you’re trapped. What are you going to do? (Use the mobile phone? / shout (scream) / wait for help)If you have a packet of chocolate, you’re hungry, are you going to eat it? Why or why not? (Stay for a very long time.)Let’s come back to the picture. Where did this earthquake happen? When did it happen? (21st September, 1999.)STEP 2 Making lists of words and phrasesGet the students to make lists of words and phrases used in the text that describe: 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 at all, a moment of fearhope: calm down, still alive, bright daylightGet the students to finish the exercise in Part B1 & B2 to check their understanding of these words.STEP 3 Doing ask and answer orallyDo ask and answer orally help the students to focus on the most important information in each paragraph. Go through each paragraph and then help the students to highlight some important sentences structures.Para 1:Where was Timmy?What happened in the shopping center?I was doing some shopping when it started.At first, I felt a slight shaking through my body.People in the shopping center looked at each other in fear.Para 2:What happened to the building?How did people react?What did Timmy do?Para 3:Where was Timmy when the shaking stopped?How did Timmy feel?Para 4:What did Timmy do while he was waiting for help?He shouted for help.Para 5:How was he rescued?I was trying to find the way out when I suddenly heard some noise above me.STEP 4 Reading the passage aloud togetherGet the students to read the passage aloud together. Then give them some key words and invite them to retell the text.STEP 5 Do some translation work起先，他感觉到一丝轻微的震动传遍全身。

八年级英语上Unit8 Reading 2教学设计(牛津译林版)

八年级英语上Unit8 Reading 2教学设计（牛津译林版）8上Unit 8 教学设计第三时教学内容分析教学内容《英语》（译林出版社）八年级上册Unit 8 Reading 2教学对象初二学生教学项目语词In the earl rning, feel a slight shae, hear a lud nise, start t shae, srea in fear, run ut f the building, run in all diretin,Fall dn, feel nervus, a ent f fear, shut fr help, ve aastr教学方法启发式教学法，多媒体教学、任务型教学法、讲解法教学目标语言知识能掌握本时的重要短语、句型。

语言技能能较熟练地读，初步掌握本时的知识点。

语言运用能较完整地复述。

情感态度教育学生学会在自然灾害中自我保护。

学习策略培养学生上进行记笔记的习惯和运用语言点的方法。

教学重点能较熟练地读，初步掌握本时的知识点。

教学难点能较完整地复述。

运用任务能谈论地震发生的情形。

第三时堂教学过程时间教学步骤教师活动学生活动教学目的第1到3分钟Presentatin1Lead in: e’ve learnt abut the earthquae in Taian N uld u lie t ath a shrt vide f the earthquae? Pla a vide abut the Tanan earthquae in 19992Then let students anser questins:(1)hat as Ti ding hen he heard se nise?(2)hat as the real nise lie?(3)hat tie did the earthquae start?(4) hat happened t Ti hen the earthquae ended?() hat did Ti d after he fund he as trapped?3In hih paragraphs an u find the ansers t these questins?4 an u tell us the ain idea f eah paragraph?The teaher ffers se ntents t students t hse 1Anser the questins2 Find ut In hih paragraphs the students an find the ansers t these questins3 Give the ain idea f eah paragraph先呈现语言环境，既复习了，又为下面的语言点讲解提供的环境。

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教学反思
feel/hear/see and do?
教学过程
教学内容
备课札记
5. Ask what happened to Timmy then? Tell them to read Para 3 and 4 to find the answer. Present: Timmy was trapped. Explain ‘be trapped’. 6. Ask what Timmy did to save himself after he was trapped? He did five things to help himself. Ask students to read the rest part of the story to find out the answers. 7. Ask students to do part B2 on page96. Help Sandy complete her diary. 8. Students listen to the tape and read after it together. 9. Tell students Timmy put some pictures he draw about the earthquake on his home page. Ask students to complete Part C to put them into the correct order and write the captions in the blanks. 10. Ask them to complete Part D on page 97. Write a T if the sentence is true, write an F if it is false. Step 3 Post-reading 1 Present some language points: e.g. shaking, shake; try to do sth.; run in all directions; calm down; be in a great hurry to do sth. in different ways. 2 Do a quiz to check understanding
students to tell the name one by one.
2. Tell students that an earthquake is a natural disaster that can cause
great damage or loss of life. Ask if they know what will happen
E.g. The earthquake took place on 21st September 1999. More than
2,300 people died and about 12,000 buildings fell down. It’s
believed to be the strongest earthquake to have hit Taiwan last
牛津译林版八年级英语上册
总课题课题
Unit 8 Natural disasters Reading(1)
课时
第 2 课时
教学目标
教学重点教学难点
1. To infer main ideas of a passage from keywords and context 2. To talk about a natural disaster
when an earthquake takes place. Elicit any information about an
earthquake they know.
3. Show pictures about an earthquake and present some new words
about it, e.g. shaking, bomb, fear, scream, direction, wildly. Then
To talk about a natural disaster and remember the key points To use the vocabulary and sentences related to natural disasters
教学过程 Teaching procedures
教学内容
century.
Step 2 While-reading
1. Tell students that Timmy is a lucky boy. He survived the
earthquake and wrote a story about it. Ask them to read through
Timmy’s story silently and try to answer the two questions.
No.1, What was Timmy doing when the earthquake started?
No. 2, Did Timmy give up or try his best to survive when he was in
ask students to read the new words together.
4. Talk to students about the context of Timmy’s story. Elicit any
Байду номын сангаас
information about the Taiwan earthquake in 1999 from students.
学生活动
备课札记
Step 1 Pre-reading
1. Revise the words learned last lesson. Show some pictures of
different kinds of bad weather conditions and natural disasters. Ask
words on the left with the meanings on the right..
4. Then ask students to read Para 1 and 2, and try to complete the
table to find out : when the earthquake came, what did Timmy
danger during the earthquake?
2. Discuss the two questions with students to check understanding.
3. Ask students to do Part B1on page 96 and help Sandy match the

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