牛津版八年级英语Unit 6 Natural Disasters(8)SPEAK UP & STUDY SKILLS.doc

Unit 6 Natural Disasters
PERIOD 8: SPEAK UP & STUDY SKILLS
Teaching Objectives
● To describe an disaster or an accident by responding to questions and interacting with others
● To identify a natural disaster, describe it and explain the results
● To identify the intonation pattern of statements
Teaching Procedures
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.
What are they talking about?
How did it happen?
Was anybody hurt? Why or why not?
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 Reading more statements on Page 103
Get the students to read more statements on Page 103. Remind them of the intonation patterns.
Play the tape for the students to follow.
Do chain work and get the students to read the sentences one by one. Pay special attention to the intonation patterns.
Students also should be reminded of the importance of these sentences, especially, the following sentences:
Bad weather sometimes causes natural disasters.
The flood was terrible.
The airport was closed.
STEP 5 Reading the dialogue on Page 104
Get the students to read the dialogue on Page 104.
Get them to read the dialogue. Pay attention to the intonations patterns. Give the students 3-4 minute for them to read the dialogue to their partners.
Ask them to focus on what sandy said about the fire and try to get the main points.
Encourage them to remember the dialogue and act it out.
STEP 6 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 7 Homework
a. Write down the dialogue you made up in class in your exercise books.
b. Finish off the exercises in the Evaluation Handbook and Learning English.