牛津译林版英语八年级上册 Unit8 Natural disasters 教案（6课时，表格式）

Title
8AUnit
8
Comic
strip
and
welcome
to
the
unit
Teaching
objectives:
Knowledge
objectives:
(1)
To
master
the
important
words
and
phrases.
(2)
To
learn
about
the
past
continuous
tense
Ability
objectives:
(1)
To
learn
about
some
natural
disasters.
(2)
To
learn
to
use
the
useful
words
and
phrases
to
describe
natural
disasters.
Value
objectives：
(1)
To
develop
students’
the
sense
of
keeping
themselves
safe.
Teaching
key
points
and
difficult
points:
1.
Words
and
phrases:
disaster
mop
up
earthquake
thousands
of
accident
coach
crash
flood
wash
away
village
lightning
storm
thunder
catch
fire
lose
final
2.
Structures:
(1)
School
football
team
loses
final.
(2)
Earthquake
kills
thousands
of
people.
(3)
Flood
washes
away
village.
(4)
Coach
crashes
into
a
tree.
Teaching
methods:
Dialogue
Teaching
Teaching
Procedures
Designing
aims
Step1:
Lead-in
and
presentation
T:
What
natural
disasters
do
you
know？
Show
some
pictures
to
learn
new
words.
Thunder
and
lightning
can
catch
fire.
Flood
washes
away
village.
Earthquake
kills
thousands
of
people.
T:
They
are
natural
disasters.
Now
What
are
natural
disasters?
唤醒学生对已学知识的记忆的同时，激活学生对灾难的概念。答案的多重性体现了学生的对文本的理解，融入了学生自己的思想，从而有利于开阔学生思路，激发学生的创造性思维。
Step2:
Do
Part
A
T:
Look
at
Sandy’s
newspaper
headlines,
find
out
which
are
about
natural
disasters?
T:
School
football
team
loses
final,
Car
accidents
kills
three
men.
Coach
crashes
into
tree.
Young
boy
falls
from
tree
and
hurt
legs.
They
are
accidents,
Accidents
are
caused
by
people.
学生在了解了基本的自然灾害后，直接进入part
A从而为灾害和事故的区别做了良好铺垫，并且进一步掌握本课的重点词组及句子。
Step3:
Listening
T:
Sandy
and
Millie
are
chatting
online.
Please
listen
to
their
conversation
and
find
out
whether
they’re
talking
about
a
natural
disaster
or
an
accident.
Answer
the
following
questions
1)
What
happened
to
Vivien’s
school?
2)
When
did
it
happen?
2.
Read
after
the
recorder.
3.
Practice
in
pairs.
4.
Group
work
:Make
their
own
dialogue
and
group
presentation
提升学生的语言运用能力，对part
A部分的语言知识进行综合运用。活跃气氛，让学生“活动”起来以保持学生的学习兴趣。自编对话进行表演可以锻炼学生的语言知识运用能力。
Step4:
Comic
strip
1.
Listen
to
the
tape
and
answer
the
following
questions.
1)
What’s
the
weather
like?
2)
What
happened
to
Hobo?
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.
Read
the
dialogue
in
pairs.
3.
Retell
it.
通过观看、听、回答问题、朗读、复述多重练习完成comic
strip教学
Step5:
Conclusion
T:
So
far,
we’ve
talked
a
lot
about
natural
disasters
and
accidents.
We
can
do
a
lot
of
small
things
to
protect
the
environment.
We
should
enjoy
the
life.
总结本课时，达成知识目标,情感目标。
Step6:
Homework
1.
Read
the
text
and
learn
the
new
words
and
phrases
2.
Do
the
exercises
in
the
workbook.
巩固所学，利用课堂所学知识来解决实际问题，提高其语用能力。
Title
8AUnit
8
Reading
I
Teaching
objectives:
Knowledge
objectives:
(1)
To
master
the
important
words,
phrases
and
sentences
in
the
text.
(2)
To
have
a
better
understanding
of
earthquake.
Ability
objectives:
(1)According
to
the
pictures,
keywords
and
context
speculate
the
main
ideas.
(2)Practice
reading
skills
by
learning
“An
earthquake”.
Value
objectives：
(1)
To
learn
to
keep
calm
when
facing
danger.
Teaching
key
points
and
difficult
points:
1.
Phrases:
slight
shake
loud
fear
bomb
shake
direction
in
all
directions
brick
come
down
silent
not
at
all
nervous
heart
beat
trapped
mind
calm
calm
down
since
still
alive
dark
shout
at
last
daylight
safe
asleep
after
find
one’s
way
out
2.
Structures:
(1)The
earth
started
to
shake.
(2)Some
people
ran
out
of
the
building.
(3)The
walls
came
down.
(4)People
screamed
in
fear.
(5)A
moment
of
fear
went
through
my
mind,
but
I
told
myself
to
calm
down
since
I
was
still
alive.
Teaching
methods:
?Reading
skills?Teaching
Teaching
Procedures
Designing
aims
Step1:
Lead-in
Show
a
picture
T:
What
happened
on
17Apr.
2016?
A
powerful
7.3-magnitude
earthquake
struck
Kyushu.
T:
What
will
happen
during
an
earthquake?
S1:
People
will
shout
for
help.
S2:
The
building
will
fall
down.
S3:
Everything
will
be
in
danger.
...
...
图片教学比较直观呈现地震场景，能引起学生的共鸣。针对地震中会发生的情况让学生们各抒己见，为B1部分的生词的理解及学习做铺垫。
Step2:Pre-
reading
T:
Now
we
understand
some
meanings
of
the
words,
finish
part
B1.
对文章中的重点词汇进行理解。
Step3:
While-reading
T:
There
was
an
earthquake
in
Taiwan
in
1999;
Thousands
of
people
lost
their
lives
in
the
earthquake.
A
boy
called
Timmy
survived.
Let’s
listen
to
the
story
to
see
what
happened
to
him.
Listen
to
text
and
do
part
B3.
Complete
part
B
2
通过反复的听、读、练活动，提升学生对于文本的理解，加深对地震前后情况的了解。
Step4:
Post-
reading
T:
OK,
in
today’s
lesson,
we
have
known
much
about
the
earthquake.
What
happened
before
the
earthquake?
S1:
The
real
noise
came,
like
bomb.
The
earth
started
to
shake.
People
screamed
in
fear,
and
………………
T:
Great!
What
should
we
do
during
the
earthquake?
What
happened
after
the
earthquake?
S2:
We
should
calm
down
……………..
T:
Wonderful!
Now
Sandy
is
writing
about
what
happened
to
Timmy
in
her
diary.
Help
complete
the
diary.——B4.
此项活动的训练了学生从阅读中提炼有用信息的能力。在补全对话活动中，学生在假设的语境中使用目标语言，综合运用语言能力得到一定的锻炼。
Step5:
Discussion
T:
After
the
earthquake,
Timmy
has
some
useful
ways
of
protecting
himself
during
the
earthquake.
If
you
are
Timmy,
what
good
ways
of
protecting
yourself
do
you
know?
Discuss
with
your
partners.
进一步巩固文本知识。
作为本文的扩展让学生们谈谈在地震中如何保护自己，有利于开阔学生思路，激发学生的创造性思维。
Step6:
Homework
Review
what
we’ve
learned
today.
Write
about
a
great
man.
Try
to
use
as
many
phrases
and
sentences
in
the
passage
as
possible.
巩固所学，利用课堂所学知识来解决实际问题，提高其语用能力。
Title
8AUnit
8
Reading
II
Teaching
objectives:
Knowledge
objectives:
(1)
To
master
the
important
words,phrases
and
sentences
in
the
text.
(2)
To
have
a
better
understanding
of
natural
disasters.
Ability
objectives:
(1)
To
retell
the
passage.
(2)
To
talk
about
natural
disasters
.
Value
objectives：
(1)
To
develop
students’safety
sense.
Teaching
key
points
and
difficult
points:
1.
Phrases:
alive,
asleep,
calm
down,
since,
be
trapped,
in
fear,
run
out
of,
in
all
directions,
shout
for
help,
bright
daylight
2.
Structures:
(1)
I
felt
nervous
and
my
heart
was
beating
fast.
“I
am
trapped”
I
said
to
myself.
(2)
A
moment
of
fear
went
through
my
mind,
but
I
told
myself
to
calm
down
since
I
was
still
alive.
(3)People
were
running
in
all
directions
while
pieces
of
glass
and
bricks
were
falling
down.
Teaching
methods:Task-Based?Language?Teaching
Teaching
Procedures
Designing
aims
Step1:
Review
T:
How
much
do
you
know
about
the
Taiwan
earthquake？
由问题直接导入主题，在唤醒学生对已学知识的记忆,有效复习巩固所学内容。
Step2:
Reading
According
to
the
arrow
table,
read
the
passage
freely
by
answering
some
questions
and
explain
some
language
points
Read
the
passage
freely,
answer
these
questions:
1.What
was
Timmy
doing
when
he
heard
some
noise
above
him?
2.
What
was
the
real
noise
like?
3.
What
time
did
the
earthquake
start?
4.
What
happened
to
Timmy
when
the
earthquake
ended?
5.
What
did
Timmy
do
after
he
found
that
he
was
trapped?
设置问题旨在帮助学生更好地了解和巩固文章内容，帮助学生从整体上认识和把握文章结构，对重点词组、句型及语言点的教授也在此环节自然完成。
Step3:
Group
work
T:
Suppose
there
would
be
an
earthquake,
what
should
we
do
to
keep
ourselves
safe?
If
at
school:
1.
Hide
under
a
desk
or
table.?
2.
Follow
teachers’
advice.
If
at
home:
Hide
under
a
heavy
table
or
bed.
If
on
a
road:
1.
Use
something
hard
(硬的)
to
protect
your
head.
2.
Avoid（避免）
the
buildings.
If
we
are
in
a
high
building:
1Never
try
to
use
the
lift.
2Don’t
rush
out
without
order.
3Stay
calm!
创设情境让学生自由讨论在不同条件下遇到地震该如何做，可以充分发挥学生想象力，调动学生积极性，渗透安全教学。
Step4:
Interview
T:If
you
are
Timmy,
a
reporter
is
interviewing
you
about
the
earthquake.
1.
Where
were
you
when
the
earthquake
started?
2.
What
did
you
feel
and
hear
at
first?
3.
What
did
you
do
when
the
earth
started
to
shake?
4.
Was
it
dangerous
to
run
in
the
street
during
the
earthquake?
5.
How
did
you
feel
when
you
found
yourself
trapped?
6.
Did
you
shout
for
help?
7.
What
were
you
doing
when
you
heard
some
noise
above
you？
通过采访问答的形式，帮助学生对本文本的深层次理解。同时，活动能激发学生参与热情。
Step5:
conclusion
T:
So
far,
we’ve
known
much
about
the
earthquake.
Let’s
try
our
best
to
keep
ourselves
safe.
总结本课时，达成情感目标。
Step6:
Homework
Read
aloud
the
article
and
try
to
retell
the
story.
Do
the
textbook
exercises.
巩固所学，利用课堂所学知识回馈生活实际，不断提升语言运用能力。
Title
8AUnit8Grammar
Teaching
objectives:
Knowledge
objectives:
To
master
the
past
continuous
tense
2.
Ability
objectives:
(1)
To
master
the
past
continuous
tense
(2)
Learn
to
use
the
past
continuous
tense
3.
Value
objectives：
(1)
To
improve
students’
sense
of
protecting
themselves.
（2）To
cherish
life.
Teaching
key
points
and
difficult
points:
1.
Phrases:
break
down,
on
the
side
of
the
road
2.
structures:
(1).
I
was
sleeping
at
10
p.m.
last
night.
(2).
People
were
running
in
all
directions
while
pieces
of
glass
and
bricks
were
falling
down.
(3).
As
I
was
trying
to
find
my
way
out,
I
suddenly
heard
some
noise
above
me.
(4).
When/While/
As
Millie
was
watching
TV,
Andy
came
into
the
room.
(5).Millie
was
watching
TV
when
Andy
came
into
the
room.
Teaching
methods:Grammar
Teaching
Teaching
Procedures
Designing
aims
Step1:
Review
and
Lead-in
1.T:
Look
at
these
pictures,
What
is
Tom
doing?
What
is
Lucy
doing?
S:
Tom
is
playing
football.
Lucy
is
reading
a
book.
Review
the
present
continuous
tense.
2.T:
What
was
Tom
doing
at
that
moment?
What
was
Lucy
doing
at
2:30
p.m.
yesterday?
S:
Tom
was
playing
football.
Lucy
was
reading
a
book.
3.T:
What
were
they
doing
from
6
to
8
last
night?
What
were
the
twins
doing
at
this
time
yesterday?
S:
……………………..
(write
the
sentences
on
the
blackboard)
T:Today,
we
are
going
to
learn
the
past
continuous
tense.
通过已经学过的现在进行时自然导入新的语法（过去进行时），通过图片给学生提供大量的操练机会。
Step2:
Presentation
and
practice
Ask
the
students
to
read
the
sentences.
and
work
out
the
rule.
T:
We
use
the
past
continuous
tense
to
talk
about
things
that
were
happening
at
a
particular
time
in
the
past.
T:
A
snowstorm
hit
Sunshine
Town.
Mr.
Wu
is
asking
the
students
about
it.
Complete
their
conversation
with
the
correct
forms
of
the
verbs
in
brackets.
Check
the
answers
通过观察以往熟悉话题的句子，帮助学生总结语法结构。通过对比，加深学生对本语法的理解。
Step3:
Presentation
when,
while,
as
Ask
the
students
to
read
the
sentences.
and
work
out
the
rule.
when,
while
和
as
这三个词都有“当……时候”的意思。
2.一段时间三者都行；指时间点时，只能用when或as.
试比较：
3.
当while,
when,
as
放在句首时，两个句子应用逗号隔开
T:
Some
Class
1,
Grade
8
students
went
to
play
in
the
snow.
Complete
the
sentences
with
the
correct
forms
of
the
verbs
in
blanks.
在语境中练习语法，提升学生语言运用能力,让学生“活动”起来以保持学生的学习兴趣。对话拓展，给学生搭建了一个语言运用的平台。
Step4:
Act
time
T:A1
and
A2
are
actors:
A1
and
A2
do
different
actions，other
students
guess.
A1:
What
was
I
doing?
S1:
Were
you
playing
basketball?
A1:
No,
I
wasn’t.
………………………….
读写练习，让学生运用所学语言进行书面交际，既运用了所学语法知识，又进行了交际能力的训练。同时为实现所学语言脱口而出创设了语境，以现实生活为载体的语法练习，学习效果更加持久。
Step5:
Conclusion
T:
So
far,
we’ve
known
much
about
the
past
continuous
tense.
What
were
your
last
Saturday
plans?
S1:
I
was
having
breakfast
at7:30
last
Saturday
S2:
…
(answers
with
the
past
continuous
tense)
总结本课时，达成情感目标。
Step6:
Homework
1.Remember
the
new
words
in
this
lesson.
2.Do
the
exercises
on
the
workbook.
巩固所学，利用课堂所学知识（来解决实际问题，提高其语用能力。
Title
8AUnit
8
Integrated
skills
Teaching
objectives:
Knowledge
objectives:
(1)
To
master
the
important
words,phrases
and
sentences.
(2)
To
have
a
better
understanding
of
natural
disasters.
Ability
objectives:
(1)
To
grasp
the
listening
skills.
(2)
To
learn
to
use
the
skills
to
finish
the
exercise.
Value
objectives：
(1)
To
improve
students’
sense
of
protecting
themselves.
(2)
To
cherish
life.
Teaching
key
points
and
difficult
points:
1.
Words
and
phrases:
rule,
railway,
burn,
as…….as
possible,
protect
oneself
from,
stay
low
to
the
ground,
follow
traffic
rules
2.
Structures:
(1).
Try
to
get
out
as
soon
as
possible
(2).
Cover
your
mouth
and
nose
with
a
wet
towel
to
protect
yourself
from
thick
smoke.
(3).
Stay
away
from
a
window.
Teaching
methods:Listening?Language?Teaching
Teaching
Procedures
Designing
aims
Step1:
Review
and
lead-in
T:
We
learnt
about
the
snowstorm
in
Sunshine
Town
last
time.
What
did
the
Class1,
Grade
8
students
do
at
noon?
T:
Great!
A
snowstorm
can
cause
traffic
accidents.
Please
take
a
look
at
the
pictures
on
page99.
Which
one
is
about
a
traffic
accident
in
a
snowstorm?
What
happened
to
them?
T:
A
car
crashed
into
a
tree
and
two
people
were
trapped
in
the
car.
What
should
they
do?
Dial
122
自由谈话直接导入主题，在唤醒学生对已学知识的记忆的同时，激活学生的思维，营造轻松的学习氛围,有利于开阔学生思路，激发学生的创造性思维。
Step2:
Pre-Listening
(A1)
T:
Look
at
other
three
pictures,
What
telephone
number
should
they
dial
for
help?
T:
The
building
is
on
fire.
They
should
dial
119
for
help.
S1:
The
car
hit
the
tree.
They
should
dial
122
for
help.
S2:
The
earthquake………..They
should…………….
听力环节以学习、分享为主线，一方面学生会提升从听力材料中获取基本信息的的能力，同时又收获了更多的健康环保使用的生活技巧。与此同时，重点词组、句型及语言点的教授也在此环节自然完成。
Step3:
While-listening
T:
When
we
are
in
danger,
we
should
dial
these
telephone
numbers
for
help.
It’s
very
important
to
know
how
to
protect
ourselves
when
there’s
disaster
or
an
accident.
T:
The
students
are
listening
to
a
talk
about
“Away
from
danger”
at
Sunshine
Hall.
Please
listen
to
it
carefully
and
help
Simon
complete
his
notes.
1.Listening
skills:
Predict(预测)
before
listening,
Try
to
catch
the
main
ideas
and
write
parts
of
words
at
the
first
time
2.Show
some
pictures
:
ask
and
answer
3.Complete
PartA3
4.Practice:
read
in
roles
渗透听力技能目的在于提高学生的听了水平，以及抓住文本主要信息的能力，从而达到语言的综合运用能力。
Step4:
Speak
up
T:
It’s
important
to
know
how
to
stay
away
from
danger,
but
sometimes
people
do
get
hurt
in
natural
disasters
or
accidents.
Shall
we
just
wait
for
help
and
do
nothing?
T:
Do
you
know
what
you
should
do
first
if
you
get
burnt?
T:
Good！You
have
got
many
different
ideas.
Millie
and
Daniel
are
talking
about
the
same
topic
too.
Let’s
listen
to
their
conversation
and
find
out
whether
your
ideas
are
right
or
wrong.
Listen
and
answer
questions:
(1)What
should
they
do
first
when
peopleburn
their
hands?
(2)What
should
they
do
after
that?
(3)Should
they
put
any
cream
on
it?
2.
Read
the
dialogue
3.
Group
work:
S1:
Do
you
know
what
to
do
first
when
…
?
S2:
Sure.
First,
you
should
…
S1:
I
see.
What
should
I
doafter
that?
S2:
…
S1:
Which
number
should
I
call?
S2:
…
S1:
All
right.
Thanks.
提高学生们的语言交际运用能力，激发学习英语的兴趣和爱好。并且渗透安全教育。在读、写、说的活动环节，鼓励学生根据所学畅谈某一两种环保措施及其优点，鼓励他们尽可能使用所学的词组、句型、语言点，既为语言知识的运用创造了真实的情境，又提供了团队合作展示的机会
Step5:
Conclusion
T:
So
far,
we’ve
learned
a
lot
from
Annie
and
Simon’s
dialogue.
We
also
know
how
to
be
away
from
danger.
But
why
should
we
learn
from
them?
T:
We
should
cherish
our
lives.
Hope
all
of
you
can
always
do
something
to
keep
ourselves
safe.
总结本课时，达成情感目标。
Step5:
Homework
Finish
the
exercises
Make
a
similar
dialogue
according
to
speak
up
巩固所学，利用课堂所学知识来解决实际问题，提高其语用能力。
Title
8AUnit
8Task
Teaching
objectives:
Knowledge
objectives:
(1)
To
master
the
important
words,phrases
and
sentences.
(2).
write
an
article
about
natural
disasters
Ability
objectives:
(1)
To
retell
the
passage.
(2)
To
learn
to
organize
ideas
for
writing
an
article
for
the
school
newsletter
Value
objectives：
(1)
To
improve
students’
sense
of
protecting
themselves.
(2)
To
cherish
life.
Teaching
key
points
and
difficult
points:
1.
Words
and
phrases:
daughter,
granddaughter,
son,
grandson,
board,
weekday,
headache,
toothache,
countryside,
housework,
pancake,
nearly,
clear,
behind,
share
with,
keep
falling,
fall
over,
clear
the
snow,
come
from
behind
2.
writing
skills:
(1)choose
the
topic
(2)choose
materials
(3)make
the
list
(4)start
to
write
Teaching
methods:Writing
skills?Teaching
Teaching
Procedures
Designing
aims
Step1:
Lead-in
T:
A
snowstorm
hit
Beijing
this
week.
Sandy
wants
to
write
an
article
about
the
storm.
She
made
some
notes
before
writing.
Let’s
take
a
look
at
her
notes
first.
直接导出本文主题让同学小组阅读找出每一部分的主题，激发学习兴趣。
Step2:
Pre-writing
T:
We
have
known
a
lot
about
the
snowstorm,
but
we
should
organize
our
ideas
before
writing.
Let’s
learn
from
Sandy’s
notes
and
see
how
she
organizes
her
ideas.
T:
The
opening
and
the
ending
are
very
important
for
a
good
script.
It
tells
us
the
main
ideas
of
the
article.
Ask
the
students
to
read
and
fill
in
the
blanks
from
Sandy’s
Script--B
T:
Ask
the
students
one
by
one
to
check
the
answers.
Then
let
them
read
to
find
the
important
sentences
in
each
of
the
four
paragraphs.
写作前的活动设计在于帮助学生热身，把握写作思路，理清写作结构脉络。同时，对于文章段落和其中重点句式进行分析，开头与结尾做重点强调，都渗透给学生一些写作技巧，为即将开始的写作做好准备。
Step3:
While-writing
Give
some
topics
for
the
students
to
discuss
which
to
choose:
A
fire
An
earthquake
A
flood
A
rainstorm
A
typhoon
A
snowstorm
A
sandstorm
An
accident
2.Hand
out
a
piece
of
paper
to
each
group
to
collect
the
group
members’
ideas
about
what
to
write
and
how
to
write
clearly
like
Sandy’s
on
Page
103.
3.
After
discussing,
get
the
students
write
on
their
own.
提升学生们写作技巧，让学生知道如何写该话题文章。
Step4:
After-reading
1.
When
finishing
writing,
group
members
share
each
other’s’
works
and
help
make
it
better
with
the
evaluation
form
from
the
proper
aspect.
Finally
each
member
improves
their
own
work.
2.
Each
group
represents
his
group
level.
Teacher
draws
the
lots.
3.
One
student
read
to
all,
and
the
others
evaluate
the
work
on
the
given
chart.
让学生在课堂上利用学到的写作技巧进行自己实际操作，小组合作组长修改，老师点评。
Step5:
Homework
Review
all
the
new
words
and
language
points
in
this
unit.
巩固所学，利用课堂所学知识来解决实际问题，提高语用能力。