8A Unit 6 Natural disasters 全部教案
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| 名称 | 8A Unit 6 Natural disasters 全部教案 |  | |
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| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2009-09-07 15:32:00 | ||
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Unit 6 Natural disasters
PERIOD 1: Comic strips & welcome to the unit
Teaching aims: 1 To get to know the topic of the unit ---natural disasters according to the comic stripes
2 To learn about the past continuous tense
3 To identify the vocabulary related to the topic
Focal points: 1 words for four skills natural earthquake accident wash village lightning storm rainstorm thunder
2 Useful expressions start to rain half an hour later kill thousands of people a car accident wash the village away start a big fire fall from a tree
Difficult points: To be able to describe some disaster weather using the words.
Teaching aids: A tape-recorder Projector Some pictures of disaster
Teaching procedures
Step 1 Lead-in
Talk about today’s weather with students. Review the words about weather, like rain rainy snow snowy wind windy,ect.
Step 2 Presentation
Show the following picture to the students. Get then to guess what happened.
T: Look at the picture. What’s the weather like S: It is raining. T: Is the rain heavy S: Yes, it is. T: What happened and what are they talking about S: ….
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.
Picture 1: What’s the weather like What happened to Hobo Picture 2: What happened to Hobo’s house /How does Hobo feel at Eddie’s house Picture 3: Why doesn't he want to go home alone Picture 4: Will Eddie help him
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.
Step 3 Presentation
Say ‘Rainy days are very common. Now let’s see if you know the following kind of weather. ’
BAD WEATHER
typhoon There is strong wind. It is difficult for people to hold their umbrellas. Walking may even be difficult. Many things fly in the sky.
thunder and lightning It is really frightening. We can see bright lightning and hear the loud thunder. Sometimes it may start a fire, when the lightning hit a tree or a building.
rainstorm (may cause flood) It rains heavily. Water is everywhere. In some places, it is very difficult for people to walk. They have to roll up their trousers.
snowstorm(sandstorm) It snows heavily with strong wind. Deep snow covers everything. It is difficult for people to walk and easy to get lost. However, it really makes a beautiful world.
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.
STEP 4 Practice
Get the students to finish the exercises in Part A and then check the answers.
Disasters 2. The Taiwan earthquake killed (cause loss of life) thousands of people. 5. A flood washed the village away. 6. Lightning started a big fire in a house. 8. A big storm killed 20 people.
Accidents 1. The school football team lost the game.3. A car accident killed three men. 4. A coach crashed into a tree last night. 7. A young boy fell from a tree and hurt his legs.
Emphasize that natural disasters are caused by nature forces usually with great damage and loss of life. Accidents are things that suddenly happened. No one plans it. Sometimes they are caused by people’s mistakes.
Explain some of the language used here and help the students to understand.
Step5 Activity
Discussing about the bad weather and disasters, get the students to discuss about the bad weather and disasters.
What will happen if there is a … How will you/people feel if there is a … What will you do if there is a …
Suppose there is very bad weather or a disaster somewhere, get the students to work in pairs as reporters and cameramen and try to report it.
Hello, everyone. I am a reporter from ________. I am __________. As you can see,__________. People really feel frightened. So stay at home and take care. The bad weather will finish tomorrow. Thanks for watching.
Ask the students to show their feelings and to act out the behaviors of people in the bad weather.
If there is a strong wind, they may feel hard to walk and hard to hold the umbrella.
Step 6 A summary
Step 7 Exercises
Step 6 Homework
a. Collect more information about bad weather and disasters.
b. Finish off the exercise in the books.
Uint6 Reading The Taiwan Earthquake
Period(2)
Teaching aims:
I. Knowledge aims:
to make students abtain some useful phrases and patterns about the earthquake.
II. Ability aims:
students can comb the language points after reading.
III. Skill aims:
to train students’ ability of reading (skimming ,scanning, inferring ).
Teaching type:
an interaction between the teacher and students.
Teaching methods:
I. task—based teaching method.
II. Practice-- training teaching method.
III. situational teaching method.
Teaching aids:
the powerpoint.
Teaching imprtances:
the useful phrases and patterns about the earthquake.
Teaching difficulties:
students’ ability of reading.
Teaching teps:
I. Revision:( indivedual work ) (7分钟)
Show students three kinds of natural desasters, students can choose one of them ,and try to describe it.(on the third powerpoint card)
II. Warm up : (3分钟)
Show students some pictures about the earthquake on the sixth card, and ask students :“What will you see when the earthquake comes ” Then ask students to guess the absent words. (work in pairs )
III. Presentation : (20分钟)
A) The first reading :
ask students to skim the contest and put the pictures into the correct order (pictures on the seventh powerpiont card).
B) The second reading : (indivedual work).
ask students to scan the contest , and answer the “ture or false” questions. (the eighth card)
C) The third reading : (intensive reading)
ask students to read the contest ,and try to answer the questions on the ninth card.
IV. Practice: (5分钟)
Show the tenth powerpoint cards to students, play the tape recorder and ask students to try to write down some relative words. (Group work: teacher devide students into four groups to finish the task).
V. Production: (5分钟)
VI. questions on the eleventh card.
VII. Assignments: (5分钟)
A) You can write an short article about one of the following content:
a) the process of the earthquake.
b) the process about Timmy’s survival.
B) Try to retell the contest.
Teaching reflection:
Lots of reading with tasks during the class can train students’ ability of reading, most students will read well if the teacher insists on doing that.
Unit 6 Natural Disasters
Vocabulary (weather)
Teaching Aims:
1. Students learn how to change nouns to adjectives.
2. Learn to use the words and phrases to describe weather conditions.
3. Get the students to use vocabulary to make a weather forecast.
Teaching Aids:
Multi-media computer
Teaching Procedures:
Ⅰ.Warm-up:
1. Sing the song “How is the weather ’
2. Greetings
II. Leading-in:
Ask: Do you like travelling
What should we think about before we go travelling
What’s the weather like today
Is it good for travelling
Ⅲ. Presentation :
(Show the students some pictures, talk about the pictures
with the students, then present the new words.)
What’s the weather like It’s…
(rain-rainy/sun -sunny / wind- windy/snow- snowy…)
Ⅳ.Practice:
1. Get some pairs to make up the dialogue.
(What kind of weather do you like/dislike Why )
2. Play a game.
3. Get the students to find out the rule of changing the nouns into adjectives.
Ⅴ.Presentation :
1.Talk about the ways to know the weather
(For example: Read newspapers; Watch TV; Search on the internet; Listen to the radio…)
2. Look at the weather map and talk about the weather in China.
(Here is a weather forecast on the internet. What’s the weather like in Beijing What will the weather be like tomorrow/the day after tomorrow )
Ⅵ. Practice:
1. Listen and fill in the form.
2. Finish the dialogue in the book and check the answers.
3. Look at the map and make a weather forecast
(Hello, everyone! Here is the weather forecast. Beijing will be …
The temperature will… Thank you for listening.)
4. Sing an English song.
Ⅶ.Homework:
1. Find the information about the weather in Nanjing.
2. Make a poster about the weather.
Period.5.Grammar( I )
Teaching Objectives:
1. To learn and master when to use the past continuous tense.
2. To recognize and use the past continuous tense correctly.
3. To improve students’ ablities of communication in English.
Focal points:
1. To learn and understand the past continuous tense.
2. To maser how to use the past continuous tense correctly.
Teaching methods: listening. Explaining and practicing.
Teaching aids: some pictures
Teaching procedures:
Step.1.Revision:（ 5′）
1. Show the pictures to the Ss. Ask and answer like this:
What is the boy doing He is writing.
What are they doing They are fishing.
2. Ss watch another picture and try to answer the questions orally.
What are the children doing before the English class on Tuesday
What is Li Lei doing Is Han Mei drawing a cat - - -
Step,2.Presentation:( 15′)
1.Say: “It’s now Wednesday, Do you remember
What was Li Lei doing before the English class on Tuesday
What was Han Mei doing What were the twins doing
2.Explain the past continuous tense to the Ss. Was/were + V-ing.
3. Explain when to use the past continuous tense. And pay attention
to the question forms and negative forms of the past continuous tense.
Step.3.Practice:( 10′)
1. Show another pictures to the Ss. describe the pictures in general questions and give them the positive and negative answers. Ss practise in groups or in pairs. Write two kinds answers on the Bb.
Was the boy playing basketball Yes, he was.
Were they playing football No, they weren’t.
2.Ask some pairs to act out the dialogue.
3. Get the Ss to complete Part A1 and Part A2.Then check the answers in pairs and in class. Explain the main phrases e.g.‘discuss…with’‘plan a trip to…’‘see…doing’and‘as usual’.
4. Get Ss read the dialogues aloud.
Step 4. Summary .( 5′)
1. Sum up the differences between the continuous tense and the past continuous tense.
2. Ss remember the important phrases and master when and how to use the past continuous tense correctly.
Step 5. A test .( 10′)
Step.6. Homework:
1.To remember how to use the past continuous tense correctly.
2. Make a summary to what we learned today.
3. Finish off the exercises in the Workbook and Learning English.
Design:
Teaching reflection:
为加强语法内容的实际针对性，本学案充分利用教材提供的典型情景，让学生身临其境，在交际中恰当的反映。在教学设计过程中，特别重视情景引入的技巧，借此激活语言学习的短期动机，来培养长期内在的动机。使本课的语言形式和语言意义负载的信息充满真实性和趣味性，将静态的画面和文字转化为学生动态语言实践的过程。在口语训练的基础上最终以笔头活动来检验效果，用少量板书配合，强调重点。
本学案依据科学的语言教学原则，尽量寻求任务型教学途径，坚持采用归纳法展现语法项目，过去进行时本身枯燥无味，在教学中首先以贴近学生生活的现在进行时为切入点，在多媒体的帮助下，通过大量的语言操练，让学生在语言实践中体会并掌握过去进行时，从而切实提高学生综合运用英语的能力。
Grammar Period ‖
Teaching aims: 1 To learn& understand the use of the past continuous tense further
2 To understand the use of ‘ when’ and ‘while’
Focal points: 1 Words & expressions: snowman snowball hit
Drive down project guidebook a terrible snowstorm
2 To understand the use of ‘when’ and ‘while’
Difficult points: The use of ‘when’ and ‘while’
Teaching aids: Projector
Teaching procedures:
Step1. Revision
Ask the students about what we learned in the last lesson and review the structure of the past continuous tense, then do the following exercise.
1. He (watch )TV from 8.pm to 10 pm .
2. What you (do)at this time yesterday I (play) the football.
3. the twins (fly )kites in the garden at 4pm yesterday.
4. I (call) Daniel at that time.
5. We are having an English lesson at this time yesterday morning .
（改成一般疑问句并作否定回答）
6. They were playing badminton on the playground.（对划线部分提问）
Step2.Presentation
Read the passage below. Find out the sentences are written in past continuous tense.
Hello, I’m Simon. A snowstorm hit our city yesterday afternoon. At that time, we were having a computer class. I was looking for some photos of Australia for my project. Daniel was talking to Millie .They were planning a trip to Tianjin . The weather became worse and worse .At that time , Mr zhang came in and asked us to go home early. We were walking to the bus stop. Suddenly, a strong wind came from behind. We lost our umbrella and I nearly fell over.
Step3. Presentation
Ask some questions about this passage to elicit the structures with ‘when’ or ‘while’.
What were they doing when the snowstorm happened
While Simon was looking for some photos of Australia, what was Daniel doing
Write the structure on the blackboard. Then make the students make up sentences with the structures with when or while about the passage
When sb +did sth, sb was/were doing sth.
While sb +was/were doing sth, sb was /were doing sth.
While /when sb+ was /were doing sth , sb did sth.
Work out the rule of the use of ‘when’ or ‘while’. Get students to read the sentences in Part B 101
Step4. Summary
Then complete the exercise on page 101.
Step5.Exercises
A. Fill in the blanks with the right forms of the given verbs.
1. Jim_____(draw) a picture in his room at this time yesterday afternoon.
2. I (search )the World Wide Web when you knocked at the door.
3. the policeman (watch) the traffic or have a rest from seven to nine yesterday morning/
4. what you (do) during the Spring Festival
I (visit )Thailand at that time.
5.When Simon arrived, Amy (read) a storybook .
6.We (clap) our hands while the performers (march) across the park.
7. when he (watch) TV, the telephone rang.
8.What you (do) when I called you
I (wash) my clothes.
9. One day, he (lie) on the grass and (look) at the beautiful sky when he fell asleep and had a very strange dream.
B. Translate the following sentences.
1．我妈妈正做饭时，我爸爸在看报纸。
2．当老师进教室的时候，学生们正在讲话。
3．当我们正在上课时，地震发生了。
4．当我在购物时，我突然听到打雷一样的巨响。
5．当丹尼尔在踢足球时，摔倒了。
Step 6.Homework
Finish the exercises in the paper .
Integrated skills
Teaching objective:
1. Recognize key expressions involved in an emergency call.
2. Understand directions and instructions in a new context.
3. Develop intensive listening skills by completing an accident report form.
Focal points:
1. Recognize key expressions involved in an emergency call.
2.Develop students’ intensive listening skills.
Difficult Points:
Listen and fill in the report form
Teaching methods:
Listening Pairwork
Teaching aids :
Record Slide
Step1 : Revision:（5’）
1. Do you know the natural disasters
Rainstorm snowstorm typhoon thunder and lightning earthquake flood
2. Brainstorm with the students the contex of emergencies,e.g,There is a fire.People are hurt. They need help. Call 110 hotline. The victima are taken to hospital.
Step2: Presentation.(12’)
1. Explain that Mr and Mrs Su had a car accident during the snowstorm. Ask students to read the two reports on Page100 and explain that the form in PartA1 is from the 110 hotline whereas the form in PartA2 is made by the policemen after they rescued Mr and MrsSu.
2. Ask students to fill in the blanks in PartA1 with as much as they can.
3. Play the tape listen and complete the rest of the information in PartA2
4. Check the answers in class.
Step3: Practice.(3’)
Ask the students some open questions about accident:
1. What happened to the car
2. What was the weather like
3. Was Mr Su hurt badly What about Mrs Su
Step4: Production.(12’)
1. Work in pair, one is a reporter,and the other is Mr Su..
2. Do exercise in PartA3,ask students to compare their answers with a partner,then check the answers in class.
3. Ask the students to read the article loudly.
Step5: Test.(8’)
用所给单词适当形式填空：
1. The climbers were ________(trap) in the heavy snow.
2. When he heard the stange sound ,he was_____(frighten)
3. The whole ground was ____(cover) with snow.
4. We hope it will be _____(sun) tomorrow.
5. Jack carried the_____(heavy) bag of the three .
6. Though it was raining ____(heavy),the farmers are still working in the field.
7. I have a good friend_________(call) Tom.
8. David climbed the tree _______(use) a ladder.
Step6: Homework.
If you are Mr Su,please write a diary about the accident.
Pronunciation
Objectives
To identify intonation patterns of statements
To use appropriate intonation patterns at the end of a statement
Background information
This is an awareness –raining activity to show students how intonation patterns work with marking statements. When we write ,we use punctuation to indicate when a sentence ends, e.g., we use a full stop after a statement .However ,when we speak ,we need to use our voice to indicate the end of a statement by dropping our voice at the end of it. This activity also gives further practice in making statements about natural disasters.
Teaching produces
1. Review the keywords used in Part A, e.g., ‘natural disaster’, ‘flood’, ‘airport’, ‘accident’, ‘killed’ and ‘earthquake’.
2. Tell students that they are going to listen to a number of statements about natural disasters. Ask students to listen for the intonation pattern used in the statements. Tell more students to close their books while listening.
3. Play the recording. Then elicit from students the intonation pattern . Ask, e.g., Did the voice rise or fall at the end of the sentences
4. Ask students to open their books. Read the statements together with the students. Make sure students read the sentences with the correct intonation.
5. Remind students when we make our voice rise at the end of a sentence, e.g., at the end of ‘Yes’/’No’ questions (‘Is it raining’) and at the end of sentences showing surprise (‘You are still hungry.’)
6. Ask students to read the conversation in Part B in pairs and add the falling arrow in the appropriate boxes. Ask students to pay attention to the intonation at the end of each sentences. Students read the conversation again emphasizing the falling voice pattern. Walk around the class and monitor students’ performance.
Extensive activity
Ask students to write a few sentences about a natural disaster or to select a few statements from the previous sections. Invite students to come forward and read them to the class with the correct intonation.
Main Task
Objectives
1. Knowledge objectives
To understand the words and expressions describing natural disasters.
To understand the way of writing an article about the natural disaster.
2. Ability objectives
To be able to describe natural disasters.
To be able to write about natural disasters.
3. Moral objectives
To get the students to know how to help those people who are suffering from natural disasters.
To encourage the students to help and learn from each other while working in groups.
Key points& Difficult points
1. Sandy’s article about the snowstorm in Beijing.
2. Describing and writing about natural disasters.
3. Describing and writing about natural disasters.
Approach
Task-based approach
Aids
A multi-media computer
Teaching procedures
Step1 Leading in
1. Free talk about the beautiful views after enjoying the beauty and good environment in my hometown .(slides1—23)
2. Let the students watch the film. The Day after Tomorrow for about one minute and then ask: But what about the environment in this film (slide 24 电视图标超链接到影片)
Step2 Revision & Preparing
1. Play the guessing game: What natural disasters are they
Get the students to guess while watching the videos.
3. 2. revise the words about natural disasters they have learned ( flood, earthquake , typhoon etc.) and try to say something about the disasters.(slide 25电视图标超链接到影象资料)
Step 3 Presentation
1. Present the new word “remove” and Sandy’s notes by getting the students to describe the pictures.
Step4 Practice
1. Let the students listen to Sandy’s story and complete her article. Then check the answers by having a game between Team1 and Team 2.（slide30有录音原文）
2. Get the students to retell Sandy’s story about the snowstorm in Beijing according to the pictures. ( Work in groups)
3. Let the students see the pictures and then describe the natural disasters with the help of the following notes ( work in groups)
Step5 Production
1. Get the students to write an article about a natural disaster according to the given notes.
2. Tell them the steps (Slide42)(先引导学生质疑，思考而后得出结论)
3. Get two or three students to present their articles before the class.
Step6 Summing up
1. Let the students discuss: What can we do to help those people who are suffering from natural disasters ( Work in groups)
Tell the class:
Let’s try our best to help those people who are suffering from natural disasters. If everyone shows a bit more love, the world will become a lot more wonderful. Remember: A bit more love, a much more wonderful world!
Homework
1. Finish writing the article about one natural disaster .
2. Search the Internet for all the natural disasters which happened in the world in 2006 and write a report.
Blackboard design
Unit6 Natural DisastersMain Taskremovewarning
教学后记
学生在多种活动中兴趣盎然，既培养了自主的创新思维的发展，又体味了合作学习的快乐，通过他们的成果展示又进一步加深了对本课所学知识的巩固，学生的语言知识在真实的情境中得以应用，对学生的情感教育也得到了一个升华，为学生的终身学习和发展奠定了基础。
通过对该节课的课后分析和反思，我及时发现自己的不足又积累了一些经验，其实我们的课堂教学就是在这不断的尝试和反思中日趋完美的。课堂教学永远没有最好，但我会一如既往地追求更好的境界，我相信，只要以“一切为了学生”为出发点，我们就一定会在新课程改革的道路上走得更加昂首阔步！
Unit 6 Checkout
Teaching aims and demands:
1 Go through the main contents of this unit.
2 Revise the use of the past continuous tense
Important items:
1 The structure of the past continuoustense.
2 Useful expressions: help people get out from under the stones and bricks,
the people in need, give out food, clean drinking water, the terrible situation, social workers.
Difficult items:
Use the past continuous tense correctly.
Teaching methods:
Task-based approach
Type: Revision
Teaching procedures:
Ⅰ. Warm-up 3′
Ask the student on duty to give a free talk. The others listen carefully and anser his/her questions. Then they will ask the student on duty some questions.
Ⅱ. Presentation 6′
1. Show pictures and get the students to tell us the words match with them: windy, snowy,thunder,rainy,scream and bomb.
2. Ask several top Ss to make sentences with these words as a model.
3.Ss work in pairs or groups to make sentences with these words and then some of them will show the whole class their sentences.
Ⅲ. Game 2′
1. Ss do the word puzzle in Part B on page 107 as quickly as they can. The fastest will be the winner.
2. Check the answer with the whole class.
Ⅳ. Presentation 8′
1. Show the picture matches with ‘scream’ and ask: What was he doing at that moment And why ( He was screaming because he was frightened.)
2. Ask: When will you be frightened ( Collect different answers)
How will you feel when earthquake happens
3. Show some pictures about Tangshan earthquake ( or play a video)and talk
about them and present some useful expressions: help people get out from under the stones and bricks, the people in need,give out food, clean drinking water, the terrible situation, social workers, etc.
4. Ss read these phrases after the teacher and try to remember them .
Ⅴ. Practice 14′
1. Get the Ss to complete the conversation between Simon and Mille.
2. Check the answer with the whole class. Then get them to read in roles.
3. Ss work in groups to change the dialogue into a short passage. Choose some
of them to read out their passage in front of the class. At last teacher gives his/her sample writing.
Ⅵ. Discussion (task) 4′
Have a discussion and find out the differences between the Past Continuous Tense and the Simple Past plete the following table:
the Past Continuous Tense the Simple Past Tense
The form
Time expressions
Ⅶ. Exercises 8′
Fill in the blanks with the right forms of the verbs.
1. Mr Wang ___________(teach) us English two years ago.
2. My family ___________________(watch ) TV from seven to nine last night .
3. When I ____________(see) him yesterday , he _______________(work) in the garden .
4. While she ___________( read) the newspaper , Granny ______ (fall) asleep.
5. It ______________ (rain) hard when we left.
6. What ________ you at five yesterday afternoon (do)
7. I _____________(stay) there for two months last year.
8. It was 9 o’clock. Mr White _____________ (read) the newspaper while his daughter ______________( watch) TV.
9. ---- I _______________ ( not see) you at the meeting. Why ----I was ill.
10. Jane __________(buy) a new dress every month when she was in Shanghai.
11. He __________________ ( listen ) to the radio when I came in.
12.It seemed that the old man _____________ (look) for something over there.
Ⅷ. Homework
1. Write a short passage about Tangshan earthquake
2. Review the contents of this lesson.
*The Design of the Writing on the Bb
* Record after Teaching:
It’s a good idea to get students to work in pair/groups. They are not shy and they can help each other, so they can speak English as much as possible. They feel it interesting. By discussing, they master the contents better than I tell them .
8A.Unit.6 Natural disasters
Grammar( I )
1.过去进行时主要表示：
在过去某一时刻正在进行的动作
（a）They were eating breakfast at 7:00 am yesterday .
（b）I was writing a letter at this time yesterday .
（c）Five minutes ago , Danny was looking out of the
window and Suzy was reading a book .
在过去某一阶段一直在进行的动作
（a）From 1983 to 1998 , he was teaching at Yale .
（b）They were building a dam last winter .
2.过去进行时的句式
（1）基本结构：was/were + verb-ing
（2）否定式：was/were not + verb-ing
was not = wasn’t
were not = weren’t
（3）疑问句：将 was/were 调到主语前
（4）I/he/she/it was + verb-ing
you/we/they were + verb-ing
Unit 6 Checkout
help people get out from under the stones and bricks
the people in need, give out food, clean drinking water,
the terrible situation, social workers.
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Unit 6 Natural disasters
PERIOD 1: Comic strips & welcome to the unit
Teaching aims: 1 To get to know the topic of the unit ---natural disasters according to the comic stripes
2 To learn about the past continuous tense
3 To identify the vocabulary related to the topic
Focal points: 1 words for four skills natural earthquake accident wash village lightning storm rainstorm thunder
2 Useful expressions start to rain half an hour later kill thousands of people a car accident wash the village away start a big fire fall from a tree
Difficult points: To be able to describe some disaster weather using the words.
Teaching aids: A tape-recorder Projector Some pictures of disaster
Teaching procedures
Step 1 Lead-in
Talk about today’s weather with students. Review the words about weather, like rain rainy snow snowy wind windy,ect.
Step 2 Presentation
Show the following picture to the students. Get then to guess what happened.
T: Look at the picture. What’s the weather like S: It is raining. T: Is the rain heavy S: Yes, it is. T: What happened and what are they talking about S: ….
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.
Picture 1: What’s the weather like What happened to Hobo Picture 2: What happened to Hobo’s house /How does Hobo feel at Eddie’s house Picture 3: Why doesn't he want to go home alone Picture 4: Will Eddie help him
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.
Step 3 Presentation
Say ‘Rainy days are very common. Now let’s see if you know the following kind of weather. ’
BAD WEATHER
typhoon There is strong wind. It is difficult for people to hold their umbrellas. Walking may even be difficult. Many things fly in the sky.
thunder and lightning It is really frightening. We can see bright lightning and hear the loud thunder. Sometimes it may start a fire, when the lightning hit a tree or a building.
rainstorm (may cause flood) It rains heavily. Water is everywhere. In some places, it is very difficult for people to walk. They have to roll up their trousers.
snowstorm(sandstorm) It snows heavily with strong wind. Deep snow covers everything. It is difficult for people to walk and easy to get lost. However, it really makes a beautiful world.
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.
STEP 4 Practice
Get the students to finish the exercises in Part A and then check the answers.
Disasters 2. The Taiwan earthquake killed (cause loss of life) thousands of people. 5. A flood washed the village away. 6. Lightning started a big fire in a house. 8. A big storm killed 20 people.
Accidents 1. The school football team lost the game.3. A car accident killed three men. 4. A coach crashed into a tree last night. 7. A young boy fell from a tree and hurt his legs.
Emphasize that natural disasters are caused by nature forces usually with great damage and loss of life. Accidents are things that suddenly happened. No one plans it. Sometimes they are caused by people’s mistakes.
Explain some of the language used here and help the students to understand.
Step5 Activity
Discussing about the bad weather and disasters, get the students to discuss about the bad weather and disasters.
What will happen if there is a … How will you/people feel if there is a … What will you do if there is a …
Suppose there is very bad weather or a disaster somewhere, get the students to work in pairs as reporters and cameramen and try to report it.
Hello, everyone. I am a reporter from ________. I am __________. As you can see,__________. People really feel frightened. So stay at home and take care. The bad weather will finish tomorrow. Thanks for watching.
Ask the students to show their feelings and to act out the behaviors of people in the bad weather.
If there is a strong wind, they may feel hard to walk and hard to hold the umbrella.
Step 6 A summary
Step 7 Exercises
Step 6 Homework
a. Collect more information about bad weather and disasters.
b. Finish off the exercise in the books.
Uint6 Reading The Taiwan Earthquake
Period(2)
Teaching aims:
I. Knowledge aims:
to make students abtain some useful phrases and patterns about the earthquake.
II. Ability aims:
students can comb the language points after reading.
III. Skill aims:
to train students’ ability of reading (skimming ,scanning, inferring ).
Teaching type:
an interaction between the teacher and students.
Teaching methods:
I. task—based teaching method.
II. Practice-- training teaching method.
III. situational teaching method.
Teaching aids:
the powerpoint.
Teaching imprtances:
the useful phrases and patterns about the earthquake.
Teaching difficulties:
students’ ability of reading.
Teaching teps:
I. Revision:( indivedual work ) (7分钟)
Show students three kinds of natural desasters, students can choose one of them ,and try to describe it.(on the third powerpoint card)
II. Warm up : (3分钟)
Show students some pictures about the earthquake on the sixth card, and ask students :“What will you see when the earthquake comes ” Then ask students to guess the absent words. (work in pairs )
III. Presentation : (20分钟)
A) The first reading :
ask students to skim the contest and put the pictures into the correct order (pictures on the seventh powerpiont card).
B) The second reading : (indivedual work).
ask students to scan the contest , and answer the “ture or false” questions. (the eighth card)
C) The third reading : (intensive reading)
ask students to read the contest ,and try to answer the questions on the ninth card.
IV. Practice: (5分钟)
Show the tenth powerpoint cards to students, play the tape recorder and ask students to try to write down some relative words. (Group work: teacher devide students into four groups to finish the task).
V. Production: (5分钟)
VI. questions on the eleventh card.
VII. Assignments: (5分钟)
A) You can write an short article about one of the following content:
a) the process of the earthquake.
b) the process about Timmy’s survival.
B) Try to retell the contest.
Teaching reflection:
Lots of reading with tasks during the class can train students’ ability of reading, most students will read well if the teacher insists on doing that.
Unit 6 Natural Disasters
Vocabulary (weather)
Teaching Aims:
1. Students learn how to change nouns to adjectives.
2. Learn to use the words and phrases to describe weather conditions.
3. Get the students to use vocabulary to make a weather forecast.
Teaching Aids:
Multi-media computer
Teaching Procedures:
Ⅰ.Warm-up:
1. Sing the song “How is the weather ’
2. Greetings
II. Leading-in:
Ask: Do you like travelling
What should we think about before we go travelling
What’s the weather like today
Is it good for travelling
Ⅲ. Presentation :
(Show the students some pictures, talk about the pictures
with the students, then present the new words.)
What’s the weather like It’s…
(rain-rainy/sun -sunny / wind- windy/snow- snowy…)
Ⅳ.Practice:
1. Get some pairs to make up the dialogue.
(What kind of weather do you like/dislike Why )
2. Play a game.
3. Get the students to find out the rule of changing the nouns into adjectives.
Ⅴ.Presentation :
1.Talk about the ways to know the weather
(For example: Read newspapers; Watch TV; Search on the internet; Listen to the radio…)
2. Look at the weather map and talk about the weather in China.
(Here is a weather forecast on the internet. What’s the weather like in Beijing What will the weather be like tomorrow/the day after tomorrow )
Ⅵ. Practice:
1. Listen and fill in the form.
2. Finish the dialogue in the book and check the answers.
3. Look at the map and make a weather forecast
(Hello, everyone! Here is the weather forecast. Beijing will be …
The temperature will… Thank you for listening.)
4. Sing an English song.
Ⅶ.Homework:
1. Find the information about the weather in Nanjing.
2. Make a poster about the weather.
Period.5.Grammar( I )
Teaching Objectives:
1. To learn and master when to use the past continuous tense.
2. To recognize and use the past continuous tense correctly.
3. To improve students’ ablities of communication in English.
Focal points:
1. To learn and understand the past continuous tense.
2. To maser how to use the past continuous tense correctly.
Teaching methods: listening. Explaining and practicing.
Teaching aids: some pictures
Teaching procedures:
Step.1.Revision:（ 5′）
1. Show the pictures to the Ss. Ask and answer like this:
What is the boy doing He is writing.
What are they doing They are fishing.
2. Ss watch another picture and try to answer the questions orally.
What are the children doing before the English class on Tuesday
What is Li Lei doing Is Han Mei drawing a cat - - -
Step,2.Presentation:( 15′)
1.Say: “It’s now Wednesday, Do you remember
What was Li Lei doing before the English class on Tuesday
What was Han Mei doing What were the twins doing
2.Explain the past continuous tense to the Ss. Was/were + V-ing.
3. Explain when to use the past continuous tense. And pay attention
to the question forms and negative forms of the past continuous tense.
Step.3.Practice:( 10′)
1. Show another pictures to the Ss. describe the pictures in general questions and give them the positive and negative answers. Ss practise in groups or in pairs. Write two kinds answers on the Bb.
Was the boy playing basketball Yes, he was.
Were they playing football No, they weren’t.
2.Ask some pairs to act out the dialogue.
3. Get the Ss to complete Part A1 and Part A2.Then check the answers in pairs and in class. Explain the main phrases e.g.‘discuss…with’‘plan a trip to…’‘see…doing’and‘as usual’.
4. Get Ss read the dialogues aloud.
Step 4. Summary .( 5′)
1. Sum up the differences between the continuous tense and the past continuous tense.
2. Ss remember the important phrases and master when and how to use the past continuous tense correctly.
Step 5. A test .( 10′)
Step.6. Homework:
1.To remember how to use the past continuous tense correctly.
2. Make a summary to what we learned today.
3. Finish off the exercises in the Workbook and Learning English.
Design:
Teaching reflection:
为加强语法内容的实际针对性，本学案充分利用教材提供的典型情景，让学生身临其境，在交际中恰当的反映。在教学设计过程中，特别重视情景引入的技巧，借此激活语言学习的短期动机，来培养长期内在的动机。使本课的语言形式和语言意义负载的信息充满真实性和趣味性，将静态的画面和文字转化为学生动态语言实践的过程。在口语训练的基础上最终以笔头活动来检验效果，用少量板书配合，强调重点。
本学案依据科学的语言教学原则，尽量寻求任务型教学途径，坚持采用归纳法展现语法项目，过去进行时本身枯燥无味，在教学中首先以贴近学生生活的现在进行时为切入点，在多媒体的帮助下，通过大量的语言操练，让学生在语言实践中体会并掌握过去进行时，从而切实提高学生综合运用英语的能力。
Grammar Period ‖
Teaching aims: 1 To learn& understand the use of the past continuous tense further
2 To understand the use of ‘ when’ and ‘while’
Focal points: 1 Words & expressions: snowman snowball hit
Drive down project guidebook a terrible snowstorm
2 To understand the use of ‘when’ and ‘while’
Difficult points: The use of ‘when’ and ‘while’
Teaching aids: Projector
Teaching procedures:
Step1. Revision
Ask the students about what we learned in the last lesson and review the structure of the past continuous tense, then do the following exercise.
1. He (watch )TV from 8.pm to 10 pm .
2. What you (do)at this time yesterday I (play) the football.
3. the twins (fly )kites in the garden at 4pm yesterday.
4. I (call) Daniel at that time.
5. We are having an English lesson at this time yesterday morning .
（改成一般疑问句并作否定回答）
6. They were playing badminton on the playground.（对划线部分提问）
Step2.Presentation
Read the passage below. Find out the sentences are written in past continuous tense.
Hello, I’m Simon. A snowstorm hit our city yesterday afternoon. At that time, we were having a computer class. I was looking for some photos of Australia for my project. Daniel was talking to Millie .They were planning a trip to Tianjin . The weather became worse and worse .At that time , Mr zhang came in and asked us to go home early. We were walking to the bus stop. Suddenly, a strong wind came from behind. We lost our umbrella and I nearly fell over.
Step3. Presentation
Ask some questions about this passage to elicit the structures with ‘when’ or ‘while’.
What were they doing when the snowstorm happened
While Simon was looking for some photos of Australia, what was Daniel doing
Write the structure on the blackboard. Then make the students make up sentences with the structures with when or while about the passage
When sb +did sth, sb was/were doing sth.
While sb +was/were doing sth, sb was /were doing sth.
While /when sb+ was /were doing sth , sb did sth.
Work out the rule of the use of ‘when’ or ‘while’. Get students to read the sentences in Part B 101
Step4. Summary
Then complete the exercise on page 101.
Step5.Exercises
A. Fill in the blanks with the right forms of the given verbs.
1. Jim_____(draw) a picture in his room at this time yesterday afternoon.
2. I (search )the World Wide Web when you knocked at the door.
3. the policeman (watch) the traffic or have a rest from seven to nine yesterday morning/
4. what you (do) during the Spring Festival
I (visit )Thailand at that time.
5.When Simon arrived, Amy (read) a storybook .
6.We (clap) our hands while the performers (march) across the park.
7. when he (watch) TV, the telephone rang.
8.What you (do) when I called you
I (wash) my clothes.
9. One day, he (lie) on the grass and (look) at the beautiful sky when he fell asleep and had a very strange dream.
B. Translate the following sentences.
1．我妈妈正做饭时，我爸爸在看报纸。
2．当老师进教室的时候，学生们正在讲话。
3．当我们正在上课时，地震发生了。
4．当我在购物时，我突然听到打雷一样的巨响。
5．当丹尼尔在踢足球时，摔倒了。
Step 6.Homework
Finish the exercises in the paper .
Integrated skills
Teaching objective:
1. Recognize key expressions involved in an emergency call.
2. Understand directions and instructions in a new context.
3. Develop intensive listening skills by completing an accident report form.
Focal points:
1. Recognize key expressions involved in an emergency call.
2.Develop students’ intensive listening skills.
Difficult Points:
Listen and fill in the report form
Teaching methods:
Listening Pairwork
Teaching aids :
Record Slide
Step1 : Revision:（5’）
1. Do you know the natural disasters
Rainstorm snowstorm typhoon thunder and lightning earthquake flood
2. Brainstorm with the students the contex of emergencies,e.g,There is a fire.People are hurt. They need help. Call 110 hotline. The victima are taken to hospital.
Step2: Presentation.(12’)
1. Explain that Mr and Mrs Su had a car accident during the snowstorm. Ask students to read the two reports on Page100 and explain that the form in PartA1 is from the 110 hotline whereas the form in PartA2 is made by the policemen after they rescued Mr and MrsSu.
2. Ask students to fill in the blanks in PartA1 with as much as they can.
3. Play the tape listen and complete the rest of the information in PartA2
4. Check the answers in class.
Step3: Practice.(3’)
Ask the students some open questions about accident:
1. What happened to the car
2. What was the weather like
3. Was Mr Su hurt badly What about Mrs Su
Step4: Production.(12’)
1. Work in pair, one is a reporter,and the other is Mr Su..
2. Do exercise in PartA3,ask students to compare their answers with a partner,then check the answers in class.
3. Ask the students to read the article loudly.
Step5: Test.(8’)
用所给单词适当形式填空：
1. The climbers were ________(trap) in the heavy snow.
2. When he heard the stange sound ,he was_____(frighten)
3. The whole ground was ____(cover) with snow.
4. We hope it will be _____(sun) tomorrow.
5. Jack carried the_____(heavy) bag of the three .
6. Though it was raining ____(heavy),the farmers are still working in the field.
7. I have a good friend_________(call) Tom.
8. David climbed the tree _______(use) a ladder.
Step6: Homework.
If you are Mr Su,please write a diary about the accident.
Pronunciation
Objectives
To identify intonation patterns of statements
To use appropriate intonation patterns at the end of a statement
Background information
This is an awareness –raining activity to show students how intonation patterns work with marking statements. When we write ,we use punctuation to indicate when a sentence ends, e.g., we use a full stop after a statement .However ,when we speak ,we need to use our voice to indicate the end of a statement by dropping our voice at the end of it. This activity also gives further practice in making statements about natural disasters.
Teaching produces
1. Review the keywords used in Part A, e.g., ‘natural disaster’, ‘flood’, ‘airport’, ‘accident’, ‘killed’ and ‘earthquake’.
2. Tell students that they are going to listen to a number of statements about natural disasters. Ask students to listen for the intonation pattern used in the statements. Tell more students to close their books while listening.
3. Play the recording. Then elicit from students the intonation pattern . Ask, e.g., Did the voice rise or fall at the end of the sentences
4. Ask students to open their books. Read the statements together with the students. Make sure students read the sentences with the correct intonation.
5. Remind students when we make our voice rise at the end of a sentence, e.g., at the end of ‘Yes’/’No’ questions (‘Is it raining’) and at the end of sentences showing surprise (‘You are still hungry.’)
6. Ask students to read the conversation in Part B in pairs and add the falling arrow in the appropriate boxes. Ask students to pay attention to the intonation at the end of each sentences. Students read the conversation again emphasizing the falling voice pattern. Walk around the class and monitor students’ performance.
Extensive activity
Ask students to write a few sentences about a natural disaster or to select a few statements from the previous sections. Invite students to come forward and read them to the class with the correct intonation.
Main Task
Objectives
1. Knowledge objectives
To understand the words and expressions describing natural disasters.
To understand the way of writing an article about the natural disaster.
2. Ability objectives
To be able to describe natural disasters.
To be able to write about natural disasters.
3. Moral objectives
To get the students to know how to help those people who are suffering from natural disasters.
To encourage the students to help and learn from each other while working in groups.
Key points& Difficult points
1. Sandy’s article about the snowstorm in Beijing.
2. Describing and writing about natural disasters.
3. Describing and writing about natural disasters.
Approach
Task-based approach
Aids
A multi-media computer
Teaching procedures
Step1 Leading in
1. Free talk about the beautiful views after enjoying the beauty and good environment in my hometown .(slides1—23)
2. Let the students watch the film. The Day after Tomorrow for about one minute and then ask: But what about the environment in this film (slide 24 电视图标超链接到影片)
Step2 Revision & Preparing
1. Play the guessing game: What natural disasters are they
Get the students to guess while watching the videos.
3. 2. revise the words about natural disasters they have learned ( flood, earthquake , typhoon etc.) and try to say something about the disasters.(slide 25电视图标超链接到影象资料)
Step 3 Presentation
1. Present the new word “remove” and Sandy’s notes by getting the students to describe the pictures.
Step4 Practice
1. Let the students listen to Sandy’s story and complete her article. Then check the answers by having a game between Team1 and Team 2.（slide30有录音原文）
2. Get the students to retell Sandy’s story about the snowstorm in Beijing according to the pictures. ( Work in groups)
3. Let the students see the pictures and then describe the natural disasters with the help of the following notes ( work in groups)
Step5 Production
1. Get the students to write an article about a natural disaster according to the given notes.
2. Tell them the steps (Slide42)(先引导学生质疑，思考而后得出结论)
3. Get two or three students to present their articles before the class.
Step6 Summing up
1. Let the students discuss: What can we do to help those people who are suffering from natural disasters ( Work in groups)
Tell the class:
Let’s try our best to help those people who are suffering from natural disasters. If everyone shows a bit more love, the world will become a lot more wonderful. Remember: A bit more love, a much more wonderful world!
Homework
1. Finish writing the article about one natural disaster .
2. Search the Internet for all the natural disasters which happened in the world in 2006 and write a report.
Blackboard design
Unit6 Natural DisastersMain Taskremovewarning
教学后记
学生在多种活动中兴趣盎然，既培养了自主的创新思维的发展，又体味了合作学习的快乐，通过他们的成果展示又进一步加深了对本课所学知识的巩固，学生的语言知识在真实的情境中得以应用，对学生的情感教育也得到了一个升华，为学生的终身学习和发展奠定了基础。
通过对该节课的课后分析和反思，我及时发现自己的不足又积累了一些经验，其实我们的课堂教学就是在这不断的尝试和反思中日趋完美的。课堂教学永远没有最好，但我会一如既往地追求更好的境界，我相信，只要以“一切为了学生”为出发点，我们就一定会在新课程改革的道路上走得更加昂首阔步！
Unit 6 Checkout
Teaching aims and demands:
1 Go through the main contents of this unit.
2 Revise the use of the past continuous tense
Important items:
1 The structure of the past continuoustense.
2 Useful expressions: help people get out from under the stones and bricks,
the people in need, give out food, clean drinking water, the terrible situation, social workers.
Difficult items:
Use the past continuous tense correctly.
Teaching methods:
Task-based approach
Type: Revision
Teaching procedures:
Ⅰ. Warm-up 3′
Ask the student on duty to give a free talk. The others listen carefully and anser his/her questions. Then they will ask the student on duty some questions.
Ⅱ. Presentation 6′
1. Show pictures and get the students to tell us the words match with them: windy, snowy,thunder,rainy,scream and bomb.
2. Ask several top Ss to make sentences with these words as a model.
3.Ss work in pairs or groups to make sentences with these words and then some of them will show the whole class their sentences.
Ⅲ. Game 2′
1. Ss do the word puzzle in Part B on page 107 as quickly as they can. The fastest will be the winner.
2. Check the answer with the whole class.
Ⅳ. Presentation 8′
1. Show the picture matches with ‘scream’ and ask: What was he doing at that moment And why ( He was screaming because he was frightened.)
2. Ask: When will you be frightened ( Collect different answers)
How will you feel when earthquake happens
3. Show some pictures about Tangshan earthquake ( or play a video)and talk
about them and present some useful expressions: help people get out from under the stones and bricks, the people in need,give out food, clean drinking water, the terrible situation, social workers, etc.
4. Ss read these phrases after the teacher and try to remember them .
Ⅴ. Practice 14′
1. Get the Ss to complete the conversation between Simon and Mille.
2. Check the answer with the whole class. Then get them to read in roles.
3. Ss work in groups to change the dialogue into a short passage. Choose some
of them to read out their passage in front of the class. At last teacher gives his/her sample writing.
Ⅵ. Discussion (task) 4′
Have a discussion and find out the differences between the Past Continuous Tense and the Simple Past plete the following table:
the Past Continuous Tense the Simple Past Tense
The form
Time expressions
Ⅶ. Exercises 8′
Fill in the blanks with the right forms of the verbs.
1. Mr Wang ___________(teach) us English two years ago.
2. My family ___________________(watch ) TV from seven to nine last night .
3. When I ____________(see) him yesterday , he _______________(work) in the garden .
4. While she ___________( read) the newspaper , Granny ______ (fall) asleep.
5. It ______________ (rain) hard when we left.
6. What ________ you at five yesterday afternoon (do)
7. I _____________(stay) there for two months last year.
8. It was 9 o’clock. Mr White _____________ (read) the newspaper while his daughter ______________( watch) TV.
9. ---- I _______________ ( not see) you at the meeting. Why ----I was ill.
10. Jane __________(buy) a new dress every month when she was in Shanghai.
11. He __________________ ( listen ) to the radio when I came in.
12.It seemed that the old man _____________ (look) for something over there.
Ⅷ. Homework
1. Write a short passage about Tangshan earthquake
2. Review the contents of this lesson.
*The Design of the Writing on the Bb
* Record after Teaching:
It’s a good idea to get students to work in pair/groups. They are not shy and they can help each other, so they can speak English as much as possible. They feel it interesting. By discussing, they master the contents better than I tell them .
8A.Unit.6 Natural disasters
Grammar( I )
1.过去进行时主要表示：
在过去某一时刻正在进行的动作
（a）They were eating breakfast at 7:00 am yesterday .
（b）I was writing a letter at this time yesterday .
（c）Five minutes ago , Danny was looking out of the
window and Suzy was reading a book .
在过去某一阶段一直在进行的动作
（a）From 1983 to 1998 , he was teaching at Yale .
（b）They were building a dam last winter .
2.过去进行时的句式
（1）基本结构：was/were + verb-ing
（2）否定式：was/were not + verb-ing
was not = wasn’t
were not = weren’t
（3）疑问句：将 was/were 调到主语前
（4）I/he/she/it was + verb-ing
you/we/they were + verb-ing
Unit 6 Checkout
help people get out from under the stones and bricks
the people in need, give out food, clean drinking water,
the terrible situation, social workers.
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