Unit
8
Natural
Disasters
Integrated
skills
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
know
what
phone
number
to
dial
for
help;
2.
get
the
useful
i
( http: / / www.21cnjy.com )nformation
while
listening
and
develop
listening
skills;
3.
talk
about
first
aid
in
simple
English;
4.
know
how
to
protect
themselves.
II.
Teaching
contents
1.
New
words
a
( http: / / www.21cnjy.com )nd
phrases:
as
…
as
possible,
towel,
railway,
protect
oneself
from,
stay
low
to
the
ground,
follow
traffic
rules,
burn;
2.
New
structure:
Try
to
get
out
as
soon
as
possible.
Hide
under
a
strong
desk
or
table
to
protect
yourself.
Cover
the
burn
with
a
clean
towel.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Use
the
important
words
and
phrases
correctly
and
fluently.
Talk
about
fi
( http: / / www.21cnjy.com )rst
aid
in
simple
English
and
know
what
to
do
first
to
deal
with
some
accidents.
IV.
Teaching
procedures
Away
from
danger
Step
1
Lead-in
Watch
a
short
video
about
fire.
T:
This
year
I
saw
a
( http: / / www.21cnjy.com )fire.
This
is
the
first
time
in
my
life
I
saw
fire
with
my
own
eyes.
And
I
kept
it
in
my
QQ
zone.
Please
have
a
look.
Can
you
guess
my
feeling
at
that
time
T:
Yes,
I
was
nervous
( http: / / www.21cnjy.com )and
frightened.
My
heart
was
beating
fast
and
my
hands
were
shaking.
Did
I
just
stand
aside
( http: / / www.21cnjy.com )
and
watch
it
burning
Of
course
not.
I
made
some
phone
calls.
At
first
I
called
120
for
( http: / / www.21cnjy.com )
help.
They
told
me
they
would
go
there
quickly
and
they
advised
me
to
call
119.
You
know
the
difference
between
120
and
119
T:
Yes,
if
a
bui
( http: / / www.21cnjy.com )lding
is
on
fire,
we
should
dial
119
for
help.
If
someone
is
hurt,
we
should
dial
120
for
help.
But
at
that
time
I
was
too
nervous
and
I
had
mixed
feelings
about
what
phone
to
call
first.
So
you
see
when
something
unusual
happens,
the
most
important
thing
for
us
to
do
is
to
keep
calm
and
then
try
to
find
a
way
out.
【设计意图】通过和学生讨论自己的亲身经历，让学生对我国一些特殊的电话号码有感性的认识，同时引导学生认识到保持冷静、以及伸出援手的重要性。
Step
2
Presentation
1.
Help
students
to
know
some
more
important
phone
numbers
T:
Look.
My
friend
( http: / / www.21cnjy.com )asked
me
if
I
dialed
911
by
mistake.
What
is
911
for
It
is
a
number
in
the
USA.
If
something
bad
happens,
for
example,
you
see
someone
fall
into
the
river
and
you
can
dial
911
for
help.
But
here,
I
think
my
friend
is
just
playing
a
joke
on
me.
There
is
only
one
emergency
phone
number
in
America
to
call
for
all
emergencies,
911.
But
in
China,
we
have
120
for
hospital
and
119
for
fire.
T:
Do
you
know
wh
( http: / / www.21cnjy.com )at
are
120
and
122
used
for
Now
I
think
it’s
easy
for
you
to
match
the
phone
numbers
with
the
right
pictures.
2.
Pair
work
T:
Can
you
say
so
( http: / / www.21cnjy.com )mething
or
make
a
dialogue
about
each
picture
Here
is
an
example
for
you.
A:
Look,
the
building
is
on
fire!
B:
Don’t
worry
about
that.
Let’s
dial
119
for
help.
3.
Think
and
discuss
(1)
Watch
some
pictures
and
discuss
T:
When
we
are
i
( http: / / www.21cnjy.com )n
danger
or
we
see
someone
in
danger,
we
should
choose
the
correct
phone
number
to
dial
for
help.
If
we
take
the
right
actions
quickly,
accidents
may
not
cause
too
much
damage.
I
think
you
know
what
to
do
during
an
earthquake.
What
about
the
following
situations
Suppose
we
happen
to
be
in
a
building
on
fire
or
in
a
flood.
After
dialing
for
help,
should
we
just
stay
there
and
wait
for
help
(2)
Watch
a
short
video
and
discuss
T:
Do
you
thin
( http: / / www.21cnjy.com )k
it’s
safe
to
walk
on
railways
What
may
cause
traffic
accidents
4.
Listen
and
complete
the
notes
T:
We
are
going
t
( http: / / www.21cnjy.com )o
have
a
talk
called
“Away
from
danger”.
It’s
necessary
for
us
to
take
some
notes.
Let’s
read
the
form
and
see
if
we
know
some
before
listening.
T:
Here
are
some
tips
for
listening.
5.
Listen
again
and
fill
in
the
blanks
in
A3
6.
Group
work
T:
You
must
have
( http: / / www.21cnjy.com )
learnt
a
lot
from
the
talk.
You
see,
not
all
the
classes
attended
the
talk.
So
it’s
your
job
to
( http: / / www.21cnjy.com )
tell
some
other
classes
about
ways
of
keeping
safe
from
danger.
Make
dialogu
( http: / / www.21cnjy.com )es
about
the
talk
and
try
to
show
others
how
to
stay
away
from
danger.
7.
Think
and
judge
(1)
How
to
dial
110
T:
119
is
for
fir
( http: / / www.21cnjy.com )e,
120
is
for
hospital
and
122
is
for
traffic.
But
sometimes
you
may
get
confused
and
you
can’t
think
clearly
when
you
are
in
a
hurry.
To
make
it
easy,
dialing
110
is
the
fastest
way
you
can
get
help
for
yourself
or
someone
else.
Do
you
know
how
to
dial
110
and
when
to
dial
110
(2)
Judge
when
to
dial
110
【设计意图】在预测后做听力，降低听的难度。通过设计让学生向他人介绍自我保护的小组活动，巩固A2和A3所学。
Speak
up:
What
should
we
do
first
Step
1
Presentation
Listen
to
Part
B
and
complete
the
blanks.
T:
It’s
impo
( http: / / www.21cnjy.com )rtant
to
know
how
to
stay
away
from
danger.
But
sometimes
people
do
get
hurt
in
natural
disasters
or
accidents.
After
dialing
the
right
phone
number
for
help,
shall
we
just
wait
for
help
and
do
nothing
So
it
is
cleverer
to
know
as
much
knowledge
of
first
aid
as
possible.
The
more
we
know,
the
safer
we
will
be.
Here’s
a
conversation
between
Millie
and
Daniel.
They
are
talking
about
first
aid
too.
What
accident
are
they
talking
about
And
do
you
know
how
to
deal
with
it
now
Let’s
listen
and
find
out
how
they
deal
with
some
accidents.
After
listening,
please
fill
in
the
blanks.
【设计意图】通过创设语境，引导学生了解采取必要的初步自救措施的重要性。
Step
2
Practice
1.
Read
and
find
out
T:
Let’s
read
t
( http: / / www.21cnjy.com )he
dialogue
again
and
find
some
useful
expressions:
A:
…
may
…
when
…
Do
you
know
what
to
do
first
when
…
B:
Sure.
First,
you
should
…
A:
I
see.
What
should
I
do
after
that
B:
…
A:
Should
I
…
B:
No,
you
shouldn’t.
You
should
...
A:
All
right.
Thanks.
2.
Make
similar
dialogues
T:
Now
it’s
your
turn
to
talk
about
these
three
pictures.
【设计意图】引导学生总结讨论自救措施的框架，并编排新对话，从而达到学以致用的目的。
Step
3
Summary
Read
and
think
T:
Read
this:
“Be
a
Hero—the
Smart
Way”.
What
can
we
learn
from
this
【设计意图】通过阅读，让学生了解
( http: / / www.21cnjy.com )未成年人在面临危险时最重要的是在保证自己安全的情况下拨打电话报警；同时鼓励学生在红十字会或校医的帮助下学会一些简单的自救措施。
V.
Homework
Learn
the
new
words
and
phrases
by
heart.
Read
and
recite
the
dialogue
in
“Speak
up”.
Write
down
three
dialogues
using
the
one
in
“Speak
up”
as
a
model.
Visit
the
following
websites
for
more
information.
http://kidshealth.org/
http://baike./view/853194.htm fr=aladdinUnit
8
Natural
Disasters
Reading
(II)
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
use
the
important
words
and
phrases
correctly;
2.
get
further
understanding
of
the
text;
3.
know
how
to
protect
themselves
when
a
natural
disaster
happens;
4.
describe
the
experience
in
a
natural
disaster.
II.
Teaching
contents
1.
New
words
and
phra
( http: / / www.21cnjy.com )ses:
slight,
shake,
loud,
bomb,
fear,
direction,
while,
brick,
shaking,
silent,
if,
nervous,
heart,
beat,
trapped,
mind,
calm,
since,
still,
alive,
dark,
shout,
daylight,
safe,
asleep,
after,
a
loud
noise
like
thunder,
start
to
shake,
in
fear,
run
in
all
directions,
come
down,
not
…
at
all,
beat
fast,
be
trapped,
say
to
oneself,
pull
myself
slowly
through,
calm
down,
find
one’s
way
out,
hear
shouts
from
excited
people,
move
away
the
bricks,
at
last.
2.
New
structures:
I
was
sleeping
when
the
earthquake
started.
People
were
running
in
( http: / / www.21cnjy.com )
all
directions
while
pieces
of
glass
and
bricks
were
falling
down.
I
felt
nervous
and
my
heart
was
beating
fast.
As
I
was
trying
( http: / / www.21cnjy.com )
to
find
my
way
out,
I
suddenly
heard
some
noise
above
me.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Use
the
important
words
and
phrases
correctly
and
fluently.
Describe
the
experience
in
an
earthquake.
Know
what
to
do
during
a
natural
disaster.
IV.
Teaching
procedures
Step
1
Lead-in
Watch
a
short
video
about
an
earthquake.
T:
Remember
the
first
( http: / / www.21cnjy.com )three
adjectives
the
man
used
in
the
video
Yes,
“sudden”,
“unexpected”
and
“terrified”.
The
word
“sudden”
means
happening
or
done
quickly
and
unexpectedly.
If
something
is
“unexpected”,
it
surprises
you
because
you
don’t
think
it
will
happen.
And
:“terrified“
means
very
frightened,
very
afraid,
feeling
fear.
We
are
so
lucky
that
we
have
never
been
in
an
earthquake
personally,
but
our
friend
Timmy
happened
to
be
in
the
1999
Taiwan
earthquake.
【设计意图】通过播放一段有关地震的记录短片，让学生对地震有更直观的认识。
Step
2
Presentation
1.
Revise
three
key
words—brick,
glass,
bomb
T:
And
we
h
( http: / / www.21cnjy.com )ave
already
heard
about
his
story.
And
I
think
you
know
these
three
pictures
very
well.
2.
Describe
the
earthquake
T:
I
have
thr
( http: / / www.21cnjy.com )ee
tasks
for
you
to
complete
behind
each
picture.
You
can
group
yourselves
into
three
groups
and
choose
one
to
do.
(1)
Group
Brick:
( http: / / www.21cnjy.com )
say
something
about
the
earthquake
according
to
the
key
words
and
phrases.
And
after
that
think
about
this
question:
Why
are
people
afraid
…
happened
at
…
At
f
( http: / / www.21cnjy.com )irst,
there
was
…
like
…
Soon
…
the
earth
…
and
people
…
Outside
…
glass
and
bricks
…
Then
the
walls
…
Finally,
…
(2)
Group
Bomb:
Make
up
a
dialogue
between
you
and
Timmy.
Ask
about
what
he
( http: / / www.21cnjy.com )
saw
and
heard
during
the
earthquake.
Try
to
ask
as
many
questions
as
you
can
And
after
that
think
about
this
question:
What
do
earthquakes
bring
us
You
can
use
the
following
questions
for
the
dialogue
and
you
can
think
up
more.
Where
were
you
when
the
earthquake
started
Did
you
shout
for
help
Could
you
see
anybody
around
you
(3)
Group
Glass:
Describe
Timmy’s
feelings
Find
out
how
Timm
( http: / / www.21cnjy.com )y
felt
during
the
earthquake
and
describe
the
changes
of
his
feelings.
If
you
were
Ti
( http: / / www.21cnjy.com )mmy,
do
you
know
how
to
show
your
feelings
while
telling
others
the
story
You
can
u
( http: / / www.21cnjy.com )se
the
following
words
to
help
you
in
describing
the
changes
of
feelings.
First
…,
then
…,
next
…,
afterwards
…,
finally
…
【设计意图】通过分组，让学生分别完成
( http: / / www.21cnjy.com )以下三个任务：通过设计叙述的任务帮助学生回顾地震的过程，并讨论人们为什么害怕；通过设计对话的任务复习Timmy在震中的所见所闻，由此讨论地震的危害；让学生寻找并描述Timmy的情感变化，并指导学生如何有感情的朗读课文。
Step
3
Language
points
1.
fear
(1)
Explain
the
word
and
its
usage
T:
Earthquakes
are
( http: / / www.21cnjy.com )
terrible
and
often
cause
problems.
So
we
are
afraid
of
them
and
that
means
we
feel
fea
( http: / / www.21cnjy.com )r.
When
people
are
feeling
fear,
they
may
look
like
this.
And
most
of
us
will
scream
in
fear
during
an
earthquake
and
we
know
a
moment
of
fear
went
through
Timmy’s
mind.
Everyone
may
了
have/feel
fear,
but
nobody
wants
to
live
in
fear.
(每个人都会感到恐惧，但是没有人希望生活在恐惧中。)
Do
you
agree
(2)
Fill
in
the
blanks
Millie
and
Amy
th
( http: / / www.21cnjy.com )ought
there
was
a
ghost
in
the
park,
so
they
ran
away
_____
quickly.
But
when
they
knew
it
was
just
a
little
cat,
they
were
not
_____
any
more.
2.
shake
T:
If
we
have
too
( http: / / www.21cnjy.com )
much
fear,
our
bodies
may
move
quickly
from
side
to
side
or
up
and
down.
There’s
( http: / / www.21cnjy.com )a
word
beginning
with
s,
can
you
find
it
in
the
text
Yes,
that’s
“shake”.
The
earth
started
to
sh
( http: / / www.21cnjy.com )ake.
Look,
he
is
shaking
with
fear.
Why
Is
he
shaking
with
fear,
too
No,
he
is
shaking
with
cold.
And
he’s
caught
a
cold.
The
doctor
gives
him
some
medicine.
Before
taking
medicine,
he
should
read
the
instruction
first.
Look.
This
means
you
should
shake
the
bottle
well
before
taking.
After
he
gets
better,
he
may
shake
hands
with
the
doctor
to
show
his
thanks.
The
doctor
may
shake
his
head
because
he
thinks
it
is
his
duty
to
help
the
patients.
3.
calm
Explain
the
word
and
its
usage
T:
Now
we
know
w
( http: / / www.21cnjy.com )hen
people
are
in
fear,
they
may
shake
with
fear,
they
don’t
know
what
to
do
and
they
may
scream
in
fear
or
run
in
all
directions.
They
just
want
to
find
a
way
out.
But
do
you
think
it
is
right
to
run
in
all
directions
during
an
earthquake
I
think
we
should
try
to
calm
down.
Making
ourselves
less
afraid
or
excited
will
help
us
find
a
way
out.
Do
you
think
it’s
important
for
us
to
keep
calm
in
danger
Sometimes
you
can
have
some
milk
to
calm
yourself
down,
especially
when
you
can’t
sleep.
4.
if
Explain
the
word
and
its
usage
T:
Timmy
tried
hi
( http: / / www.21cnjy.com )s
best
to
calm
down,
but
he
still
felt
afraid.
You
know
why
Because
he
didn’t
know
if
anyone
else
was
near
him.
Was
there
anyone
near
him
Maybe
there
was
someone
else
near
him,
or
maybe
not.
We
are
not
sure
about
this.
But,
if
there
was
somebody
else
near
him,
he
might
not
be
so
afraid.
Right
Sometimes
when
we
are
alone
in
the
dark,
we
may
feel
afraid,
just
like
Timmy.
But
I
think
we
should
be
brave.
We
should
know
this:
if
we
are
not
brave
enough,
nobody
can
help
us.
5.
was/were
+
doing
(1)
Explain
the
usage
of
past
continuous
tense.
T:
I
think
Ti
( http: / / www.21cnjy.com )mmy
knows
this
very
well.
You
can
see
this
in
Para.4.
He
did
lots
of
things.
And
as
he
( http: / / www.21cnjy.com )was
trying
to
find
his
way
out,
something
good
happened.
What
was
it
(2)
Make
more
sentences
and
work
out
the
rule
T:
Can
you
find
som
( http: / / www.21cnjy.com )e
more
sentences
with
the
–ing
form
and
words
like
‘when’
and
‘while’
Can
you
work
out
the
rule
(3)
Translate
the
following
sentences.
T:
Please
translate
the
following
sentences
into
English.
【设计意图】通过创设语境，讲解与操练重点语言点。可能的情况下让学生提出他们不懂的，并尝试让学生来解释。
Step
4
Practice
Rewrite
the
following
T:
After
the
( http: / / www.21cnjy.com )earthquake
Timmy
wrote
something
down.
Let’s
try
to
change
the
underlined
parts.
When
( http: / / www.21cnjy.com )something
bad
happens,
most
people
will
shout
loudly
because
they
are
very
afraid.
They
think
there
may
be
no
others
around
them.
So
they
may
move
their
bodies
from
side
to
side.
Some
people
may
go
here
and
there
quickly
and
wildly.
But
I
think
it
is
good
not
to
be
too
afraid
or
nervous.
2.
Read
and
find
T:
What
did
Timmy
do
after
he
was
trapped
3.
Fill
in
the
blanks
T:
Actually
Timmy
( http: / / www.21cnjy.com )did
a
lot
of
things
to
help
himself.
Let’s
try
to
find
them
out.
【设计意图】通过让学生寻找Timmy在地震中、尤其是受困后的所作所为，巩固学生对课文内容的掌握，并为就思考其获救的原因展开讨论做铺垫。
Step
5
Extension
1.
Think
and
discuss
T:
Timmy
was
s
( http: / / www.21cnjy.com )afe
at
last.
Is
it
only
because
he
was
lucky
T:
Timmy
has
learned
a
lot
from
the
earthquake.
He
w
( http: / / www.21cnjy.com )ants
to
tell
others
what
to
do
during
an
earthquake.
If
you
were
Timmy,
what
ideas
do
you
want
to
give
us
2.
Think
and
judge
Is
it
safe
to
run
fast
during
an
earthquake
Is
it
a
g
( http: / / www.21cnjy.com )ood
idea
to
jump
out
of
the
window
if
the
building
starts
to
shake
Which
part
of
the
house
is
the
best
to
hide
in
Is
it
safe
to
ride
bikes
or
drive
cars
fast
during
a
snowstorm
Is
it
safe
t
( http: / / www.21cnjy.com )o
hide
under
a
big
tree
during
a
rainstorm
with
thunder
and
lightning
3.
Oral
work
T:
Suppose
you
sur
( http: / / www.21cnjy.com )vived
the
earthquake.
Please
tell
us
about
your
story.
The
following
questions
may
help
you.
What
happened
When
did
it
happen
Where
were
you
and
what
were
you
doing
at
that
time
What
did
you
see/hear/do
How
did
you
feel
How
were
you
safe
【设计意图】：通过讨论注意事项，进
( http: / / www.21cnjy.com )一步引导学生懂得如何面对灾难。通过选择场景使学生了解不同的地点自救的方式可能有所不同，增强学生的自我保护意识。让学生想像自己一次自然灾害中的经历，鼓励学生使用本课所学的语言点进行口头讲述，达到学以致用的目的。
V.
Homework
1.
Learn
the
new
words
and
phrases
by
heart.
2.
Try
your
best
to
retell
the
story
about
Timmy.
3.
Write
4
do’s
and
( http: / / www.21cnjy.com )4
don’ts
during
an
earthquake
in
the
exercise
book.
4.
Suppose
you
survived
the
earthquake
and
write
down
your
story.Unit
8
Natural
disasters
Study
skills
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
use
the
ru
( http: / / www.21cnjy.com )les
of
compounds
in
reading
comprehension
and
enlarging
their
vocabulary;
2.
use
some
effecti
( http: / / www.21cnjy.com )ve
learning
methods
to
optimize
their
learning
results;
3.
appreciate
one
of
( http: / / www.21cnjy.com )the
language
games—English
Tongue
Twister
and
speak
English
more
fluently.
II.
Teaching
contents
1.
New
words:
daughte
( http: / / www.21cnjy.com )r,
granddaughter,
son,
grandson,
board,
weekday,
headache,
toothache,
countryside,
housework,
pancake
2.
New
rule
of
word
( http: / / www.21cnjy.com )-formation:
Create
new
words
by
putting
two
words
together.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Consolidate
the
r
( http: / / www.21cnjy.com )ules
of
compound
words
and
enlarge
the
students’
vocabulary.
Train
the
students
w
( http: / / www.21cnjy.com )ith
some
effective
learning
methods
to
optimize
their
learning
results.
IV.
Teaching
procedures
Step
1
Lead-in
1.
Give
the
students
a
show
of
English
Tongue
Twister
She
sells
sea
( http: / / www.21cnjy.com )shells
by
the
seashore.
The
shells
she
sells
are
surely
seashells.
She’s
a
seashore
shell
seller.
I
thought
a
tho
( http: / / www.21cnjy.com )ught.
But
the
thought
I
thought
wasn’t
the
thought
I
thought
I
thought.
2.
Present
t
( http: / / www.21cnjy.com )hree
groups
of
words
and
lead
the
students
to
my
topic—compound
words
Add
the
prefix
or
suffix
to
form
another
word
—Derivative
word
Put
two
words
or
more
together
to
form
another
word
—Compound
word
Use
a
word
as
a
different
word
class
—Conversion
word
【设计意图】遵循学习激趣性原则，通过英语绕口令这一语言游戏方式导入学习内容，激发学生的学习动机。
Step
2
Presentation
1.
Present
some
compound
words
Show
some
pictures.
He
( http: / / www.21cnjy.com )lp
the
students
learn
the
new
words
and
expressions.
2.
Get
the
students
to
know
how
to
create
compound
words.
a.
Show
the
rule
snow
+
ball
→
snowball
earth
+
quake→
earthquake
super
+
market
→
supermarket
b.
Offer
a
tip
(Sometimes
we
need
to
add
a
hyphen.)
north
+
east
→
north-east
ten
+
year
+
old
→
ten-year-old
fashion
+
designer
→
fashion-designer
3.
Divide
the
words
Help
the
student
( http: / / www.21cnjy.com )s
remember
words
by
separating
the
compound
words
into
two
words.
4.Write
as
many
compound
words
as
possible
Help
the
students
r
( http: / / www.21cnjy.com )emember
more
words
by
writing
compound
words
as
many
as
possible.
5.
Form
compound
words
Help
the
students
remember
more
words
by
forming
compounds
words.
6.
Read
and
match
Help
the
student
( http: / / www.21cnjy.com )s
remember
new
words
by
matching
words
with
the
rule
of
compound
words.
【设计意图】遵循任务梯度性原则，设计任务做到由易到难，由浅入深，让所有学生都能理解和掌握合成词的构词规律。
Step
3
Consolidation
1.
Conclusion
Conclude
different
classes
of
compound
words.
Compound
n.:
seafood,
hotline,
grown-up
Compound
adj.:
English-speaking,
warm-hearted,
2-meter-tall
Compound
v.:
outbreak,
overcome,
download
Compound
adv.:
whenever,
maybe,
somewhere
Compound
pron.:
themselves,
nobody,
everything
2.
A
challenge
Let
the
students
meet
a
challenge.
There
are
six
levels.
Level
1:
A
terrib
( http: / / www.21cnjy.com )le
__________
(地震)
took
place
in
the
__________
(西北)
of
Sichuan
in
2008.
(earthquake,
north-west)
Level
2:
The
Chines
( http: / / www.21cnjy.com )e
are
a
____________(勤劳的),
brave
and
___________(爱好和平的)
people.
(hard-working,
peace-loving)
Level
3:
A
__________
(暴风雪)
hit
our
city.
Lots
of
cars
broke
down
on
the
________
(公路).
Many
drivers
rang
the
________
(热线)
for
help.
(snowstorm,
highway,
hotline)
Level
4:
It’s
s
( http: / / www.21cnjy.com )aid
that
a
_____________
(热心的)
____________
(女警察)
helped
two
__________
(法国人)
who
got
lost
in
the
street
last
________
(周末).
(warm-hearted,
policewoman,
Frenchmen,
weekend)
Level
5:
_________
(无论什么)
happens,
I
believe
_______
(自己)
to
be
able
to
_________
(克服)
difficulties.
_________
(每个人)
should
believe
________
(自己).
(Whatever,
myself,
overcome,
Everyone,
themselves)
Level
6:
The
park
is
( http: / / www.21cnjy.com )a
_____________
(世界闻名的)
_____________
(中国式)
garden.
It’s
made
up
of
a
hill,
a
__________
(人造的)
lake
and
a
________________
(40米高的)
tower.
________________
(说英语的)
tourists
may
__________
(下载)
English
information
from
the
net.
(world-famous,
Chinese-style,
man-made,
forty-metre-high,
English-speaking,
download)
3.
Present
some
English
riddles
4.
Encourage
the
stud
( http: / / www.21cnjy.com )ents
to
sum
up
the
main
points
as
well
as
the
main
aims
in
this
lesson
5.
Ask
the
students
to
fill
in
the
self-assessment
form
【设计意图】引入竞争机制和娱乐措施，促进英语学习热情。
V.
Homework
1.
Find
more
than
50
compound
words
learned
before
in
the
text
book.
2.
Use
compound
words
to
write
a
story
at
least
ten
sentences.Unit
8
Natural
disasters
Grammar
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
use
the
past
cont
( http: / / www.21cnjy.com )inuous
tense
to
talk
about
things
that
were
happening
at
a
particular
time
in
the
past;
2.
use
conjunctions
of
time
“when,
while,
as”
to
talk
about
things.
II.
Teaching
contents
1.
New
words
and
phrases:
break
down,
because
of
2.
New
structures:
I
was
sleeping
when
the
earthquake
started.
Outside,
people
were
( http: / / www.21cnjy.com )running
in
all
directions
while
pieces
of
glass
and
bricks
were
falling
down.
Hours
later,
as
I
was
( http: / / www.21cnjy.com )
trying
to
find
my
way
out,
I
suddenly
heard
some
noise
above
me.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Introduce
the
structure
of
the
past
continuous
tense.
Tell
the
differences
among
“when,
while,
as”.
IV.
Teaching
procedures
A
Past
continuous
tense
Step
1
Lead-in
1.
Show
some
( http: / / www.21cnjy.com )pictures
of
the
Taiwan
Earthquake,
and
ask
three
questions:
What
was
Timmy
doing
when
the
earthquake
started
What
were
people
do
( http: / / www.21cnjy.com )ing
while
pieces
of
glass
and
bricks
were
falling
down
What
did
Timmy
suddenly
hear
as
he
was
trying
to
find
his
way
out
2.
Watch
a
video
and
then
answer
a
question
What
were
people
doing
when
the
earthquake
happened
【设计意图】有目的、有意义地导入，既复习了阅读部分学习的内容，同时也引导学生思考过去进行时态。
Step
2
Presentation
1.
Ask
the
studen
( http: / / www.21cnjy.com )ts
to
read
the
sentences
on
the
screen
to
discover
the
rule
T:
Today
we
will
( http: / / www.21cnjy.com )be
learning
about
the
past
continuous
tense.
Please
work
in
pairs.
Read
these
sentences
and
try
to
find
out
the
rule.
2.
Circle
the
verbs
in
the
past
continuous
tense
3.
Work
out
the
rule
(1)
Explain
the
structure
of
the
past
continuous
tense.
(2)
Explain
the
usage
of
the
past
continuous
tense.
【设计意图】采用归纳教学法，让学生自己发现语法规则更符合现有的心智结构，更便于记忆与运用。
Step
3
Practice
1.
Make
sentences
Ask
the
students
to
watch
the
pictures
and
make
sentences.
The
boys
were
playing
football
at
4
p.m.
yesterday.
The
woman
was
shopping
at
this
time
yesterday.
The
girl
was
reading
the
whole
night
yesterday.
2.
Change
sentences
Get
the
students
to
pu
( http: / / www.21cnjy.com )t
the
three
sentences
into
negative,
general
questions
and
make
responses.
3.
Complete
Part
A
on
Page
97
【设计意图】针对前面讲解进行针对性练习。
Step
4
Extension
1.
Get
the
st
( http: / / www.21cnjy.com )udents
to
complete
some
questions
on
the
entrance
examinations.
2.
Compare
t
( http: / / www.21cnjy.com )he
past
continuous
tense
with
the
present
continuous
tense
and
the
simple
past
tense.
【设计意图】通过选取中考题中与过去进行时相关的部分，并帮助学生弄清楚过去进行时与现在进行时和一般过去时的区别。
B
Using
when,
while
and
as
Step
1
Presentation
1.
Explain
the
usage
of
“when”,
“while,
“as”
T:
They
all
mean
( http: / / www.21cnjy.com )“during
the
time
that”
and
can
be
used
to
introduce
a
long
action
that
started
before
a
short
action.
2.
Explain
the
differences
among
“when”,
“while,
“as”
If
the
longer
act
( http: / / www.21cnjy.com )ion
is
in
the
main
clause,
we
often
use
“when”
to
join
them.
When
there
are
two
long
actions,
we
often
use
“while”.
“As”
can
also
b
( http: / / www.21cnjy.com )e
used
to
join
two
short
actions
that
happen
at
the
same
time.
【设计意图】使学生理解三个连词的共同点和各自的不同点。
Step
2
Practice
1.
Fill
in
the
blanks
Get
the
students
to
fill
in
the
blanks
with
“when”,
“while”
or
“as”.
2.
Complete
Part
B
on
Page
98
【设计意图】帮助学生学会正确使用when，while和as。
Step
3
Activity
1.
Do
a
survey
Get
the
students
to
complete
the
survey
with
their
own
information.
2.
Look
and
answer
Get
the
students
to
watch
the
pictures
and
answer
the
questions.
3.
Look
and
say
Get
the
students
to
watch
the
picture
and
make
dialogues
in
pairs.
【设计意图】创造活动，鼓励学生参与，激发学生兴趣，使学生能够做出实际真实的回应。
V.
Homework
1.
Review
grammar
learned
in
this
class.
2.
Preview
Integrated
skills.Unit
8
Natural
Disasters
Integrated
skills
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
give
facts
for
writing;
organize
ideas
by
making
notes;
write
an
article
about
a
natural
disaster.
II.
Teaching
contents
1.
New
words
and
phras
( http: / / www.21cnjy.com )es:
share
…
with
…,
keep
falling,
nearly
fall
over,
clear
the
snow,
come
from
behind,
2.
New
structure:
A
snowstorm
hit
Beijing
on
Friday,
5
January.
I
was
( http: / / www.21cnjy.com )doing
my
homework
in
the
classroom
when
Mr.
Wu
came
in.
My
paren
( http: / / www.21cnjy.com )ts
could
not
get
home
that
night
because
of
the
heavy
snow.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Organize
ideas
by
drawing
up
an
outline.
Write
an
article
about
a
natural
disaster
in
easy
and
clear
English.
IV.
Teaching
procedures
Step
1
Lead-in
1.
Compare
two
articles
T:
Today
I
am
going
t
( http: / / www.21cnjy.com )o
tell
you
a
story
about
how
Timmy
survived
the
1999
Taiwan
earthquake.
Listen
to
this,
please
In
1999,
a
terrible
earthquake
happened
in
Taiwan.
At
first
Timm
( http: / / www.21cnjy.com )y
was
sleeping.
When
he
felt
the
shaking,
he
wanted
to
run
out
of
the
building,
but
he
failed.
And
unluckily
he
was
trapped
in
the
dark.
After
that,
he
calmed
down
and
tried
to
find
his
way
out.
At
last,
some
people
heard
him
and
saved
him.
T:
What
do
you
think
o
( http: / / www.21cnjy.com )f
the
story
Do
you
think
I’m
good
at
telling
stories
Why
or
why
not
Is
there
anything
good
in
my
story
T:
Here
are
some
g
( http: / / www.21cnjy.com )ood
points
and
bad
points
of
my
version.
So
you
all
think
Timmy’s
version
is
better
than
mine.
And
( http: / / www.21cnjy.com )I
agree
with
you.
Now
let’s
go
over
the
structure
of
Timmy’s
version.
In
Timmy’s
version
we
( http: / / www.21cnjy.com )can
see
the
changes
of
his
feelings,
and
we
can
see
how
terrible
the
earthquake
was.
It
seems
that
we
were
there
with
him
at
that
time.
How
do
we
have
such
feelings
First,
rticles
in
the
first
person
make
it
easier
for
readers
to
have
the
same
feelings
as
the
writer’s.
Second,
facts
in
details
help
support
the
writer’s
opinion.
2.
Work
out
the
structure
T:
Now
I
think
you
( http: / / www.21cnjy.com )know
how
to
write
a
natural
disaster.
Maybe
we
can
give
Timmy’s
version
a
little
bit
change.
eg:
At
last,
I
w
( http: / / www.21cnjy.com )as
safe.
I
was
so
happy
to
see
the
bright
daylight
again.
【设计意图】通过比较两则关于Timmy在地震中的故事，让学生了解关于自然灾害文章的写作结构，并初步认识细节描写的重要性。
Step
2
Presentation
1.
Read
Part
A
on
page
102
T:
This
week,
( http: / / www.21cnjy.com )a
snowstorm
hit
Beijing.
Our
friend
Sandy
wants
to
write
about
it.
And
before
writing
she
makes
some
notes.
Let’s
have
a
look.
2.
Have
a
discussion
T:
“A
sandstorm
h
( http: / / www.21cnjy.com )appened
in
Beijing
on
Friday,
5
January.”
“There
was
a
sandstorm
in
Beijing
on
Friday,
5
January
( http: / / www.21cnjy.com ).”
Which
is
better
Why
What
about
this
one
Why
A
sandstorm
hit
Beijing
on
( http: / / www.21cnjy.com )
Friday,
5
January.
Some
verbs
can
bring
clear
pictures
in
readers’
mind.
T:
Here
is
an
inter
( http: / / www.21cnjy.com )esting
example.“越来越多的人开始骑自行车。”
So,
suitable
words
phrases
or
sentence
structures
can
help
make
your
article
better.
3.
Finish
the
table
Find
out
the
detail
about
the
sandstorm
and
fill
up
the
table.
4.
Answer
the
question
T:
Why
did
I
stay
( http: / / www.21cnjy.com )at
Millie’s
home
(The
snow
was
very
heavy.
My
parents
couldn’t
get
home.
Millie
asked
me
to
( http: / / www.21cnjy.com )
go
to
her
home.
My
parents
agreed
and
her
parents
agreed
too.)
T:
As
teenagers,
yo
( http: / / www.21cnjy.com )u
shouldn’t
sleep
outside
without
permission
because
you’re
not
old
enough
to
do
so.
Remember
to
give
more
details
and
then
readers
will
know
how
terrible
the
snowstorm
was.
5.
Compare
T:
Which
is
better
among
the
three
versions
Why
6.
Finish
Part
B
on
page
103
T:
Now
it’s
time
for
us
to
help
Sandy
complete
her
article.
【设计意图】通过提炼A部分里的信息填表，让学生学习在写作中陈述事实性信息。
通过讨论让学生进一步了解细节描写对观点的支撑，同时学习使用过渡词。
Step
3
Writing
1.
Watch
and
take
notes
T:
Now
it’s
time
for
( http: / / www.21cnjy.com )us
to
write.
First
we
should
choose
a
topic.
There
are
many
kinds
of
natural
disasters
and
you
can
choose
any
one
you
like.
Since
you’ve
no
time
to
search
the
Internet
for
more
information,
I
will
provide
some
for
you.
And
I
want
you
to
write
down
some
key
words
while
watching
the
video.
After
that
you
need
to
write
down
some
notes.
2.
Show
the
structure
3.
Offer
some
writing
tips
and
useful
expressions
T:
Here
are
some
writing
tips
and
useful
expressions
for
you.
【设计意图】通过过程性写作指导学生进行写作训练。
Step
4
Evaluation
1.
Show
the
evaluation
table
T:
What
is
a
good
ar
( http: / / www.21cnjy.com )ticle
about
a
natural
disaster
Here
is
something
you
need
to
pay
attention
to.
Now
read
your
article
by
yourself
according
to
the
writing
tips
and
evaluation
table.
2.
Evaluate
(1)
Self-evaluate
Read
your
artic
( http: / / www.21cnjy.com )le
by
yourself
according
to
the
writing
tips
and
evaluation
table.
(2)
Peer-evaluate
Share
your
article
with
your
partner.
【设计意图】通过提供评价表及评价的简单表达方式，使学生能够学会自我评价并对同伴的作品进行评价。
V.
Homework
Read
your
article
again
and
make
changes
where
necessary.
Prepare
for
a
presentation.Unit
8
Natural
Disasters
Comic
strip
and
Welcome
to
the
unit
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
name
some
common
natural
disasters
fluently;
2.
talk
about
some
( http: / / www.21cnjy.com )common
natural
disasters
and
their
results
or
effects.
II.
Teaching
contents
1.
New
words
an
( http: / / www.21cnjy.com )d
phrases:
disaster,
mop,
up,
earthquake,
thousands
of,
accident,
coach,
crash,
flood,
wash
away,
village,
lightning,
storm,
thunder,
catch
fire.
2.
New
structures:
I
was
sleeping
when
it
started
to
rain.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Talk
about
natural
disasters
and
the
bad
effects
in
simple
English.
IV.
Teaching
procedures
Comic
strip
Step
1
Lead-in
Free
talk
about
the
weather
T:
A
nice
day,
isn’t
it
S:
Yes,
it’s
sunny
and
it’s
neither
cold
nor
hot.
T:
But
it
says
the
rain
is
around
the
corner.
S:
Oh,
really
I
hope
it
won’t
rain
hard.
T:
I
hope
not.
( http: / / www.21cnjy.com )
Or
I
will
feel
sad
because
I
am
going
to
the
Slender
West
Lake.
Look,
here
comes
Hobo.
He
looks
sad,
what’s
happening
【设计意图】通过Free
talk谈论天气
( http: / / www.21cnjy.com )，复习第七单元所学有关天气的词汇，激发学生的学习兴趣，使学生能很快的进入角色，引出话题为后面的学习做铺垫。
Step
2
Presentation
1.
Play
the
tape
for
the
first
time
T:
Something
bad
m
( http: / / www.21cnjy.com )ay
happen
to
Hobo.
What
is
it
Yes,
Hobo’s
house
is
wet.
2.
Learn
the
ne
( http: / / www.21cnjy.com )w
word
and
the
difficult
sentence
by
showing
students
some
pictures.
mop
the
floor,
mop
up
the
water
I
was
sleeping
when
it
started
to
rain.
3.
Play
the
tape
a
second
time
and
ask
the
following
questions
T:
What
was
Hobo
doing
when
it
started
to
rain
What
did
Hobo
see
when
he
woke
up
Why
doesn’t
he
want
to
go
back
home
alone
Do
you
think
Eddie
will
mop
up
the
water
for
Hobo
T:
As
I
know
though
( http: / / www.21cnjy.com )
Eddie
is
a
little
lazy,
he
is
not
so
cold-hearted.
So
I
think
Ed
( http: / / www.21cnjy.com )die
will
help
Hobo.
And
I
think
we
should
help
each
other.
Right
【设计意图】在语境中学习单词与难句，为学生理解对话扫清障碍。最后一问要引导学生学习互相帮助。
Step
3
Practice
1.
Play
the
tape
( http: / / www.21cnjy.com )a
third
time
and
students
repeat
and
then
do
pair
work.
2.
Fill
in
the
blanks
according
the
comic
strip.
This
m_____,
Hobo
came
to
Eddie’s
house
for
h___,
because
his
was
all
w___.
He
was
s______
at
that
( http: / / www.21cnjy.com )
time
and
didn’t
h____
the
rain.
When
he
woke
up,
there
was
water
e____.
He
wanted
Eddie
to
g
( http: / / www.21cnjy.com )o
home
w___
him
and
help
him
to
m____
all
the
water
up.
Eddie
doesn’t
feel
very
h_____.
Will
he
help
Hobo
【设计意图】通过故事的填写，检测学生对漫画内容的掌握情况。
Welcome
to
the
unit
Step
1
Lead-in
Revise
the
comic
strip.
T:
What
was
t
( http: / / www.21cnjy.com )he
weather
like
when
Hobo
was
sleeping
Yes,
it
was
raining
hard.
Step
2
Presentation
1.
Enjoy
a
short
movie
and
learn
some
new
words
T:
If
it
rains
hard
( http: / / www.21cnjy.com )er
and
harder,
it
may
turn
into
a
storm.
And
a
storm
sometimes
arrives
with
thunder
and
lightning.
Imagine
this:
If
it
rains
without
stopping
for
some
days,
there
will
be
too
much
rain.
What
may
happen
then
Yes,
a
flood
arrives.
What
do
floods
bring
us
Disasters.
T:
Look
at
th
( http: / / www.21cnjy.com )e
two
pictures.
They
are
the
same
village.
But
they
look
quite
different.
One
is
taken
before
a
flood.
The
other
is
taken
after
the
flood.
You
can
see
the
difference
clearly.
The
flood
washes
away
almost
everything
in
the
village.
It
washes
away
the
village.
Thousands
of
people
lose
their
homes.
T:
Can
we
stop
( http: / / www.21cnjy.com )these
Of
course
not.
Nobody
can
stop
them.
They
are
not
caused
by
people,
but
by
nature.
So
we
call
them
natural
disasters.
Do
you
know
some
other
natural
disasters
Show
students
some
other
natural
disasters,
like
fire
and
landslide.
2.
Finish
Part
A
on
P93
(1)
Decide
on
the
natural
disasters.
T:
Compare
the
two
pi
( http: / / www.21cnjy.com )eces
of
news.
Both
catch
fire.
But
what’s
the
difference
Let’s
have
a
look.
The
right
one
is
a
natural
disaster
while
the
left
one
is
an
accident.
Accidents
are
caused
by
people.
If
we
are
careful
enough,
most
accidents
won’t
happen.
T:
Our
friend
Sa
( http: / / www.21cnjy.com )ndy
is
reading
the
newspaper.
There
is
some
bad
news.
Can
you
pick
out
natural
disasters
T:
Can
you
rewrite
these
news
into
newspaper
headlines
(2)
Check
the
answers
together
and
read
them
out.
T:
When
we
write
new
( http: / / www.21cnjy.com )spaper
headlines,
we
should
pay
attention
to
the
following.
No.1
We
often
use
the
simple
present
tense
No.2
We
often
use
capital
letter
for
the
first
word
No.3
Words
like
“a”,
“an”,
“the”
and
the
verb
“be”
are
often
left
out
No.4
We
seldom
use
full
stop
3.
Play
Part
B
on
page
93
(1)
Listen
to
the
tape.
T:
Sandy
and
Mill
( http: / / www.21cnjy.com )ie
are
chatting
online.
Please
listen
to
their
conversation
and
find
out
what
they
are
talking
about,
a
natural
disaster
or
an
accident.
T:
Why
do
you
think
it
was
a
natural
disaster
(2)
Play
the
ta
( http: / / www.21cnjy.com )pe
again
and
ask
students
to
make
questions
and
answers
by
themselves.
Model
questions:
What
happened
to
Vivien’s
school
last
week
What
caused
the
fire
in
her
school
Was
anyone
hurt
Why
or
why
not
4.
Show
students
some
( http: / / www.21cnjy.com )useful
expressions
and
let
them
make
similar
dialogues.
S1:
Did
you
hear
about
…
S2:
No.
What
happened
S1:
There
was
…
S2:
Oh,
really
S1:
Yes,
…
【设计意图】对比同一地区水灾前后的
( http: / / www.21cnjy.com )照片，创设学习生词的语境，同时使学生深刻体会灾害的后果。通过让学生了解火灾的起因，使学生区分自然灾害与意外事故。通过尝试改写，使学生进一步了解新闻标题的书写特点。鼓励学自己设问并回答，使学生初步了解如何简单谈论自然灾害及其后果。
Step
3
Practice
1.
Watch
and
think
T:
Now
let’s
watch
a
news
report
about
fire.
T:
Is
it
an
acc
( http: / / www.21cnjy.com )ident
or
a
natural
disaster
How
did
the
fire
start
2.
Listen
and
discuss
T:
Now
you
are
( http: / / www.21cnjy.com )
going
to
listen
to
a
passage.
Think
about
these,
please.
What
can
fire
do
Is
fire
useful
or
useless
to
us
How
can
we
make
use
of
fire
What
should
we
do
if
there
is
a
fire
3.
Watch
and
discuss
T:
Do
you
wa
( http: / / www.21cnjy.com )nt
to
know
what
happened
to
the
mole
at
last
Let’s
watch
the
end
of
the
story.
T:
When
natural
disa
( http: / / www.21cnjy.com )sters
happen,
what
should
we
do
The
most
important
thing
is
to
keep
clam,
I
think.
And
we
should
be
brave,
be
brave
enough
to
help
ourselves.
At
the
same
time
we
must
help
each
other.
【设计意图】通过听力材料，对学生进行
( http: / / www.21cnjy.com )有关灾难主题的教育，以提高学生的安全意识。通过观看动画，让学生讨论灾难发生时如何保护自己，提高学生的自我安全保
护意识。
V.
Homework
1.
Learn
the
new
words
and
phrases
by
heart.
2.
Read
and
recite
Part
B.
3.
Make
simila
( http: / / www.21cnjy.com )r
dialogues
using
Part
B
as
a
model
and
write
them
down.Unit
8
Natural
disasters
Reading
(I)
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
read
the
passage
about
the
Taiwan
earthquake
fluently;
2.
understand
the
meanings
of
the
new
words
from
the
context;
3.
know
what
Ti
( http: / / www.21cnjy.com )mmy
did
and
how
he
felt
before
and
after
the
earthquake;
4.
understand
the
da
( http: / / www.21cnjy.com )mage
that
an
earthquake
could
bring
about
and
the
ways
to
reduce
the
losses
of
an
earthquake.
II.
Teaching
contents
1.
New
words
and
( http: / / www.21cnjy.com )
phrases:
shake,
fear,
silent,
nervous,
heart,
beat,
since,
alive,
dark,
shout,
safe;
in
all
direct
( http: / / www.21cnjy.com )ions,
come
down,
not
…
at
all,
find
one’s
way
out,
at
last
2.
New
structures:
I
was
sleeping
when
the
earthquake
started.
I
tried
my
best
to
run
out
too,
but
I
could
not.
Outside,
people
we
( http: / / www.21cnjy.com )re
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,
a
( http: / / www.21cnjy.com )s
I
was
trying
to
find
my
way
out,
I
suddenly
heard
some
noise
above
me.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Summarize
the
passage
in
sequence
in
students’
own
words.
Learn
to
use
the
expressions
of
describing
an
event.
IV.
Teaching
procedures
Step
I
Lead-in
1.
Play
a
guessing
game
according
to
some
hints:
T:
What
natural
disaster
is
it
2.
Present
the
topic
( http: / / www.21cnjy.com )about
an
earthquake.
Then
watch
a
video
about
the
Taiwan
Earthquake.
3.
Help
the
st
( http: / / www.21cnjy.com )udents
draw
a
conclusion
of
the
effects
of
the
earthquake:
Many
people
died
…
People
lost
their
homes
…
Many
things
were
destroyed
…
【设计意图】鼓励学生谈论地震带来的危害，形成良好的心理预设，通过师生交流导入故事文本。
Step
2
Presentation
1.
Show
the
key
words
(1)
Show
the
general
idea
of
the
story
Present
“The
Ta
( http: / / www.21cnjy.com )iwan
earthquake”.
Tell
the
students
about
Timmy’s
story
and
present
some
key
words.
(shake,
( http: / / www.21cnjy.com )
scream,
direction,
come
down,
silent,
be
trapped,
calm
down,
at
last,
safe)
(2)
Ask
the
stu
( http: / / www.21cnjy.com )dents
to
match
some
key
words
and
their
correct
meanings.
2.
Listen
to
the
stor
( http: / / www.21cnjy.com )y
with
the
help
of
Pocket
Dictionary,
and
then
answer
the
question
Who
saved
Timmy
3.
Read
the
story
(1)
First
reading:
to
get
the
main
idea
of
the
story
What
is
the
main
idea
of
the
story
(2)
Second
reading:
to
get
to
know
Timmy
in
the
story
What
was
Timmy
doing
when
the
earthquake
started
What
were
people
( http: / / www.21cnjy.com )doing
while
pieces
of
glass
and
bricks
were
falling
down
What
did
Timmy
hear
as
he
was
trying
to
find
his
way
out
(3)
Complete
Part
B2
&
B3
and
check
the
answers..
(4)
Third
reading:
to
analyze
the
character
of
Timmy
E.g.:
From
the
sen
( http: / / www.21cnjy.com )tence
“I
tried
my
best
to
run
out
too,
but
I
could
not”.
I
think
Timmy
was
nervous/frightened.
(5)
Fourth
reading:
to
know
further
about
Timmy.
T:
According
to
( http: / / www.21cnjy.com )the
following
sentences,
let’s
learn
about
Timmy’s
mental
change.
How
do
you
think
Timmy
felt
I
tried
my
best
to
( http: / / www.21cnjy.com )
run
out
too,
but
I
could
not.
(Line
5)
(nervous/frightened)
I
felt
nervous
and
my
heart
was
beating
fast.
(Line
11)
(nervous)
“I’m
trapped,”
I
said
to
myself.
((Line
11)
(sad)
A
moment
of
f
( http: / / www.21cnjy.com )ear
went
through
my
mind,
but
I
told
myself
to
calm
down
since
I
was
still
alive.
(Line
12)
(calm)
I
shouted
for
help,
but
no
one
came.
(Line
14)
(helpless)
I
screamed,
“Help!
Please
help!
I’m
here!”
(Line
18)
(hopeful)
At
last,
I
saw
the
bright
daylight.
I
was
safe.
(Line
20)
(excited)
(6)
Fifth
reading:
to
realize
that
Timmy
was
lucky.
Encourage
the
students
( http: / / www.21cnjy.com )
to
read
the
passage
loudly
and
freely,
and
then
complete
Part
B4.
【设计意图】首先通过讲故事和听故事，让
( http: / / www.21cnjy.com )学生初步感知语言材料，同时也训练了学生的听力。帮助学生在主题语境中学习核心词汇，为阅读扫除词汇障碍。之后采用五步阅读法：第一步站在语篇的高度，抓好文章主旨大意。第二步通过了解主人公不同时间段的行为，初步认识Timmy，为下文的人物性格解读做铺垫。同时也渗透了本单元的语法项目。第三步通过文本的具体分析，由学生阐述自己眼中的Timmy。此环节可设计小组之间的竞赛，激发学生阅读热情。第四步通过对相关细节的研读和学生自己的体会，师生一起分析主人公的前后心理变化。最后一步通过学生的自由朗读，熟悉语言材料，体验主人公经历地震的历程，唤起学生对生命的珍爱。
Step
3
Summary
1.
Discussion
What
saved
Timmy’s
life
What
do
you
think
may
happen
before
an
earthquake
How
can
we
protect
ourselves
in
an
earthquake
2.
Conclusion
(1)
By
showing
some
s
( http: / / www.21cnjy.com )creenshots
of
the
film
2012,
tell
the
students
that
natural
disasters
are
sometimes
unavoidable.
(2)
Present
a
motivati
( http: / / www.21cnjy.com )on
quote,
“In
face
of
disasters,
calm,
faith
and
courage
are
the
most
important.”
【设计意图】通过集体讨论，使学生了解地震的预兆以及地震时的应急救生措施，提升学生的开放性思维能力。在阅读后得到提升，从故事中获得成长。
V.
Homework
1.
Read
the
story
fluently.
2.
Write
a
letter
o
( http: / / www.21cnjy.com )f
sympathy
to
Timmy
in
the
name
of
our
class
to
admire
him
for
his
strength.
