八年级英语上册 Unit 8 Natural disasters教案 （新版）牛津版-（新版）牛津版初中八年级上册英语教案.doc

Unit 8 Natural disasters
Teaching aims
1. To learn the common names of natural disasters.
2. To help students to know different kinds of weather and disasters.
3. To arouse the students’ interest in natural disasters.
Teaching focus
Key points:
To learn the common names of natural disasters.
Difficult points

I was sleeping when it started to rain.
Teaching method
Free talk, Presentation, Practice, Consolidation.
Teaching procedures
The second preparing lessons
Step1.Talking about the picture.
(Show a picture with rainy weather)
1.Get students to talk about what happens in the picture.
For example:What’s the weather like? How is the weather?
Is the rain heavy?
2.Review the words about the weather.
Step2.Presentation.
1)Introduction:Hobo has some trouble. What has happened to him? Let’s have a look .
2)Students read comic strip.
What’s the weather like?
What happened to Hobo?
What was bob doing when it started to rain?
When did Hobohear the rain?
What happened to Hobo’s house?
Why doesn’t he want to go home?
4)Repeat the dialogue after the tape.
5)Have difficulties to explain.
Be all wet全湿了
Mop all the water up用拖把把所有的水拖掉
I was sleeping when it started to rain.当开始下雨的时候我正在睡觉。
本句为过去进行时，表示一件事正在发生时，另一件事发生了。过去进行时的构成was/were+doing由组成。
Not until half an hour later.
全句为：I didn’t hear the rain until half an hour later.
Step3.Getting to know the weather
1.Introduction:Rainy days and fine days are very commom,(ask students:What other kind of weather do they know?
2.Discusssion.
3.Check(Students can say it in Chinese).At the same time ,teach the new words about the weather.
Typhoon, thunder,lightning, rainstorm snowstorm
4.Bad weather sometimes cause disasters.
Teach:disaster and we call them natural disasters.
5.Ask students to talk about weather and disasters.
Heavy rain and rainstorm----------flood
Thunder and lightning---------fire
Step4.Finish the exercises in Part A.
Do and check the answers
Step5.Discussing about the bad weather and disaster.
What will happen if there is a …?
How will you feel if there is a...?
What will you do if there is a…?
Step6.Homework:
Collect more information about bad weather and disaster.
Translate the following phrases into English:
1.自然灾害 2.把它拖洗干净 3.一起车祸 4.引起一场大火5.从树上摔下来 6.成千上万人 7.输了比赛 8.把村庄冲走 9.撞在一棵树上 10. 开始下雨

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Reading 1

Teaching aims
1. To guess general meanings from keywords and context
2. To skim text for overall meanings and scan for details

Teaching focus
1.To value students’ ability of reading
2.To educate students to be careful with disasters like fire .
Difficult points
To develop the ability to infer the general meaning from title and context.

Teaching method
Task-based approach
Teaching procedures
The second preparing lessons
Step1.Revision
1) Introduction:We learnt something about natural disaster last time. What disaster have we learnt?
2) Students discuss in pairs.

Step2.Presentation.
Use students’ answer to discuss an earthquake.
For example:Where does it usually happen?
How do people feel when it happens?
Step3.Read the passage about “The Taiwan Earthquake” pay attention to the following questions:
When the earthquake happened, What was I doing?
Why did people scream?
Did the writer survive?
Stpe4.Presentation.
Read the passage themselves.
Repeat after the tape.
Have difficulties to explain.
be trapped=be in trouble陷入困
at first=at the beginning 在开始
a loud noise like thunder像雷声一样的声音
in fear恐惧be frightened害怕
in all directions四面八方 run wildly拼命地跑
try one’s best to do sth=do one’s best to do sth尽力做某事
pieces of glass玻璃片 calm down冷静下来
be over,结束 say to oneself自言自语
shout for help喊救命
in a great hurry急匆匆move away搬
look at each other in fear恐惧地对看着
do some shopping买东西 stay alive活着 go through my mind闪过头脑
Sentences: I was doing my homework when it started.
I didn’t know if anyone was around me.
I didn’t know where I was.
Some people screamed because they were very frightened.
People were running wildly while pieces of glass and bricks were falling down.
They didn’t know where to go.
Some people ran out of the shopping centre.
I thought somebody could hear me but no one came for a long time.
I was trying to find my way out when I suddenly heared some noise above me.
Step5.Consolidation.
1).Read the passage again.
2).Give students some key words, and ask them to retell the story if time permitted.
Step6.Home work:

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Reading 2
Teaching aims
1. To get more detailed information about the earthquake in Taiwan
2. To analyze the sentences for the students to get a better
understanding.
3. To make sure the students know how to protect themselves during the earthpuake.
Teaching focus
To get more detailed information about the earthquake in Taiwan

Difficult points
To analyze the sentences for the students to get a better understanding.
Teaching method
Free talk, Presentation, Practice, Consolidation.
Teaching procedures
The second preparing lessons
Step1.Review the new words.(Repeat after the teacher)
Step2.Review the phrases.
(Ask some students to come the blackboard to have a dictation or ask students to translate according to the Chinese.)
Step3.Review the text.(According to the following questions)
What was I doing when the earthquke started?
At first, how did I feel?
Then what did I hear?
Why did some people scream?
What did the real noise like?
How did people run?
Did they know where to go?
What did I try to do?
While pieces of glass and bricks were falling down, what were people doing?
What about the walls?
Did the writer believe the earthquake was over when the noise and shaking ended?
Could the writer see anything around him?
Did I know where I was?
At last, was I safe?
in all directions四面八方 run wildly拼命地跑
try one’s best to do sth=do one’s best to do sth尽力做某事
pieces of glass玻璃片 calm down冷静下来
be over,结束 say to oneself自言自语
shout for help喊救命
in a great hurry急匆匆move away搬
look at each other in fear恐惧地对看着
do some shopping买东西 stay alive活着 go through my mind闪过头脑
Sentences: I was doing my homework when it started.
I didn’t know if anyone was around me.
I didn’t know where I was.
Some people screamed because they were very frightened.
People were running wildly while pieces of glass and bricks were falling down.
They didn’t know where to go.
Some people ran out of the shopping centre.
I thought somebody could hear me but no one came for a long time.
I was trying to find my way out when I suddenly heared some noise above me.
Step4.Listen and repeat
Step5. Go through Part B & C
Step6.Homework.
Review the text and get ready for dictation

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Grammar
Teaching aims
To understand when to use the past continuous tense.

Teaching focus
To recognize and use the past continuous tense

Difficult points
To recognize and use the past continuous tense

Teaching method
Task-based approach，Scene pedagogy and Teaching with humor
Teaching procedures
The second preparing lessons
STEP 1 Questioning
Say, ‘Now, I am teaching you. You are listening to me carefully.’
(ask A)What are you doing?
(ask B)What did A do just now?
(ask B)What were you doing when A answered my question?
(ask C)What were you doing when I came in?
(ask A)What was C doing at that time?
(ask D)What were you doing while I was talking with A,B,C?
Step2Design a scene
As the students are talking about the things they do, write the structure of past continuous tense ‘was/were +doing’ on the board.
STEP 3 Paying attention to uses of words
During the students describing the pictures, pay attention to use ‘was’ and ‘were’ to consolidate the past continuous tense.
STEP 4 Describing the picture
Describe the picture in general questions and give them positive and negative answers. Practice in pairs. Write the two kinds of answers on the Bb.
Was David cooking at eight yesterday? Yes, he was.
Was David having dinner at 8 last night? No, he wasn’t.
STEP 5 Practicing the dialogue
After finishing describing the nine pictures, practice the dialogue like this.
T: What was David doing last night at eight last night?
Ss: He was doing some cooking.
Practice in pairs. Let them choose any picture they want.
STEP 6 Completing Part A1
Get the students to complete Part A1, Page 99. Check the answers in pairs and in class. Explain the main phrases in the dialogue e.g. ‘discuss … with…’ and ‘plan a trip to’. Get them to read the dialogue aloud.
Ask the students some question to offer them more chance for practice.
STEP 7 Finishing the dialogue
Finish the dialogue in Part A2, and then check the answers. Explain some the main phrases like ‘see…doing’ and ‘as usual’.
Ask the students to close the book. Ask them some questions about this dialogue.
STEP8Homework
Do more exercises about past continous tense

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Integrated skills
Teaching aims
To get specific information from a listening material
Teaching focus
To understand the process of producing an accident report form

Difficult points
To recognize the key expressions involved in an emergency call and an accident report

Teaching method
Task-based approach，Scene pedagogy and Teaching with humor
Teaching procedures
The second
preparing lessons
STEP 1 Talking about the weather
First, get the students to talk about the weather today.
(This is an activity that can be organized throughout the whole.
STEP 2 Showing a picture of snowy days
Show a picture of snowy days and then get the students to talk about the weather condition. Encourage the students to discuss what will happen to cars and people.

STEP 3 Discussing about what the victims can do
They can shout for help. They can use their mobile phone to call the 110 hotline. They can also call the 120 hotline for help.
Motivate to think about what information should be involved in the call.
What happen?
(the accident)
Weather condition
Name of the caller
STEP 4 Looking at the two reports on Page 102
Explain that Mr. and Mrs. Su had a car accident during the snowstorm. Ask students to look at the two reports on Page 102 and explain that the report form in Part A1 is from the 110 hotline where as the report in Part A2 is made by the policemen after they rescued Mr. and Mrs. Su.
Explain the items in the report form and make sure that they can understand it.
STEP 5 Playing the tape two times
Play the tape two times for the students to find as much information as possible. And then fill in the report form. And of course it is impossible for them to complete the table by listening.
Get them to read the repot below and find more information.
(One thing to mention here is that the teacher can also get students to understand how the victims through their voice. If possible, get them to imitate it. )
STEP 6 Calling the police for help
Divide the students into two groups. Suppose that they are in different situations and encourage them to call the police for help.
Step7Home work
Finish off the exercises in books

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Study skills
Teaching aims: To find the main points of a passage in order to understand and memorize it more easily.
To identify keywords in order to develop general understanding of a passage.
To guess meaning and generate mental pictures.
Main points and Difficult points:
To describe an disaster or an accident by responding to questions and interacting with others

Teaching method:
Task-based approach，Scene pedagogy and Teaching with humor
Teaching Procedures:
Personal design
STEP 1 Talking about pictures
Show pictures of different kinds of bad weather and disasters. Get the students to talk about the results of them. They can also talk about what other people do to help.
(It will be better if the teacher can collect some reports on disasters or bad weather from newspapers or magazines. In this step, the teacher may try to input more information about the disasters and help students to talk about it.)
STEP 2 Listen to the tape
Explain that Sandy and Amy are talking about a natural disaster. Invite them to listen to the tape and try to answer the questions.
With the help of these questions, it will be easier for students to focus on the key information e.g. in Britain, last week, heavy storm, thunder and lightening, terrible, school caught fire, no one was hurt, students on holiday. They will also help them to organize their own dialogue.
STEP 3 Reading the dialogue again
Get the students to read the dialogue aloud. Direct the students attention to the intonation of different sentences. We use a rising tone for general questions. We use falling tones for ‘wh-’ questions or statements. Get the students to read the dialogue again. Pay special attention to the intonation patterns used here. Then give the students several minutes for the students to practice and act.
STEP 4 Talking about a disaster
Get them to talk about a disaster. They can choose what the would like and try to make a new dialogue.
Offer them enough time to practice and then get them to act their own dialogue out in front of the
class.
STEP 5Homework
Write down the dialogue you made up in class in your exercise books.
Finish off the exercises in the Evaluation Handbook and Learning English.

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Task
Teaching aims
To plan ideas for writing
To learn the proper and easy ways to write something;
Teaching focus
To write a description of the disasters
Difficult points
To generate personal ideas, plan and organize text to express one's own opinions
Teaching method
Task-based approach，Scene pedagogy and Teaching with humor
Teaching procedures
The second preparing lessons
STEP 1 Talking about pictures
Show a picture of a snowstorm and get the students to talk about it.
STEP 2 Writing an article about a natural disaster
Explain that Sandy wants to write an article about a natural disaster. Write the following sentences on the board beforehand with blanks.
Get the students to fill in the blanks. In this ways, they can get some idea about what sandy saw, what she heard and how she felt.
Get the students to read the sentences one by one. Motivate the students to read it aloud.
STEP 3 Making a flow chart
Tell the students that Sandy also makes a flow chart to organize her ideas. Divide the students into groups of 4. Invite the students to help Sandy complete the flow chart. Then ask them to discuss the answers in groups of 4. Check the answers.
Direct students’ attention to the way that the flow chart was organized. Point out that introduction gives us some facts.
T