(骨干教师竞赛作品)八年级英语上册《8A Unit 6 Natural Disasters》实践报告 牛津版

8A Unit 6 Natural disasters（Main task）如东县惕安中学张启超学习目标：1. 在写作中陈述事实性信息。

2. 通过列要点和画流程图来构思文章。

3．写一篇有关自然灾害的文章。

前置性学习A：回忆一些我们所学过的自然灾害的名称：_____________________ ____________ ______________________ ___________ ____________ ____________C：阅读书上P105-106，小组内合作尝试把下列词组翻译成英文。

1.和我合用一把伞_____________________2.努力除雪________________________3.听到车辆的声音_____________________4.朝窗外看________________________5.忘记带我的钥匙_____________________6.跌倒____________________________7.继续在我们周围下__________________ 8.天气预报________________________9.台风数字信号_______________________ 10暴雪警告________________________11.从后面传来________________________ 12卷起裤脚________________________D：阅读书上P105 Part A部分的笔记，小组内合作完成Part B部分的流程图。

小组评价☆☆☆☆☆自我评价☆☆☆☆☆Step II 新课导学Step One : Review some natural disastersStep Two：Check new words and phrasesStep Three: Exercises (用刚学过的单词和短语填空)1. There is a ___________ s ign which says “No fishing”.2After the snowstorm , many people in the village are _________ the snow on the roads now.3.Let’s move the ice on the road away, or it may cause people to ______________ when they pass.4.My new flat is near the busy street, I can’t sleep well because of ______________________.5.Don’t _________________ the window in class!6.The __________________ says it will be snowy tomorrow..7.Sandy often _____________________ her sister when it rained.Step Four:Know more about the notes1.Read Sandy’s notes , ask questions in groups and try to know more details about Snowstorm2. Read the notes together,discuss the notes in groups and try to know these notes which were used to describe the content （小组讨论这些笔记分别用于描述哪方面的内容）3.Look at the flow chart , analyze the structure of the flow chart(分析流程图的结构)4. Ask questions about Sandy’s flow chart , then check out the answers.Step Five:Learn more about the article “A snowstorm hit Beijing”1. Skim the article quickly (快速浏览短文), analyze of each paragraph belong to which part of the flowchart(分析每个段落分别属于流程图中的哪个部分。

8A Unit 6 Natural disasters 教案第2课时Reading (1)宜兴市高塍中学吴燕一教案背景此部分以第一人称的语气讲述了一次个人的亲身经历。

在1999年的台湾大地震中，Timmy 被困在了一座倒塌的建筑物下。

这次大地震发生在1999年9月21日凌晨一点四十七分。

地震的震中在台北市西南方150公里处南投县的集集镇，震级为里氏7.6级，当时大多数人都在睡梦中。

据报道在台北市人口密集地区有人员伤亡，建筑物倒塌和其他损坏现象。

在此次地震中有1700多人死亡，8700多人受伤，12000座建筑物遭受破坏，100000人无家可归。

据信这是台北上个世纪最严重的一次地震。

二教学课题8A Unit 6 Natural disasters 第2课时Reading (1)三教材分析本课在这个单元中起到引导作用，主要是通过本课的学习引出语法”when”和”while”,及过去进行时。

最后会用相应的信息写出一篇关于natural disasters的相关文章。

四教学方法听，说，读，写五教学过程Teaching objectives:1.Knowledge aims：1. To develop students’ reading skills (skimming and scanning).2. To get the useful information of the text.3. To guess the meaning of words and expressions in the text.2. Ability aims:To gain better understanding through the framework of the material.3. Emotion aimsTo guide the students to experience the pleasure of reading and how to protect themselves when are in danger..Difficult and important points:1. To develop students’ reading skills (skimming and scanning).2. To gain better understanding through the framework of the material.3.To get the useful information of the textTeaching preparingA tape recorder and some picturesTeaching methodlisten speak read writeTeaching procedures:Step 1. Pre-checking词组翻译在一个购物中心_____________________________恐惧地互相看着______________________________破碎玻璃片_________________________________一阵恐惧___________________________________吃一包巧克力_______________________________a slight shaking _______________________________run in all directing ____________________________clam down __________________________________shout for help ________________________________stay here for a long time __________________________Step 2 Presentation1. Show some pictures of natural disasters to present the topic of this unit – natural disasters2 Present the topic of reading – earthquakeGet the students to discuss:In your opinion, what is the most dangerous kind of natural disaster?Show some pictures of earthquakes3 Teach some new words:The teacher ask the students: What happened during the earthquake?Shake, bomb, fear, scream, direction, wildly.glass.bricksStep 3 Reading1. Get the students to skim the article and find the answer to the question:Did Timmy give up or try his best to survive when he was in danger during the earthquake?2 .Read the article for detailed information1) When the earthquake came, what did Timmy feel/ hear/see/do?2) How did Timmy save himself after he was trapped?3) How did other people save Timmy?3.Read the article for further understanding1) Listen to the tape and finish Exercises C, textbook Page 972) Read with feelings and finish Exercises D, textbook Page 97Step 4 Sum up1.We know about Timmy’s whole story.2.We learn some important phrases and sentences.3.We know how to save ourselves when we are in danger.Step5 Exercises & HomeworkThink of ways of saving yourself during other natural disasters, write them down . Do the exercises in Part B, Page 96.Try to say something about the main idea of the article.教学反思：通过快读，精读来回答问题，在做书本后的题目时，根据图片写句子中，第一幅图和第五幅的描述学生领会不清，part D判断正误，学生的答案85%是正确的，学生对课文内容了解，为reading的第二课时作好铺垫。

8A Unit 6 Natural disasters ReadingI .Teaching aims:Knowledge aims:1. To develop students’ reading skills (skimming and scanning).2. To get the useful information of the text.3. To guess the meaning of words and expressions in the text.Ability aims: To gain better understanding through the framework of the material. Emotional aims: To guide the students to experience the pleasure of reading and how to protect themselves when are in danger.II.Teaching keys:1. To develop students’ reading skills (skimming and scanning).2. To gain better understanding through the framework of the material. III.Teaching difficulties:To get the useful information of the textIV.Teaching methods:Task-based approach, cooperative-activities.V.Teaching aids: multi-media computer and blackboardVII.Teaching procedures:Step 1: warming-up & lead-inT: Good morning, boys and girls.S: …T: What have we learned last class?S: …1. Show some pictures of natural disasters to present the topic of this unit natural disasters (help student review)2. Present the topic of reading – earthquake.Step 2: presentation(From those pictures, can you guess if earthquake is coming, 1.what will happen to the building? 2. What kind of sound can you hear? 3. What will people do?)1.Show some pictures to help students answer the above questions.2.present new words.( Shake, bomb, fear, scream, direction, wildly)Step 3 Pre-reading (Listen and answer)1. Watch a video.（play cool）2. Listen and put the picture into correct order (Part D, P. 97).Step 4 Fast-reading1. Read the article for detailed information (Do T or F)Step 5 Intensive-reading (Read and answer)1.Read the article for further understanding2.Fill the following chart.Step 6: Practice & Consolidation1. Play the tape for the students to listen and repeat. Then get the students to read the article loudly.2. Ask the students to discuss: How to save yourselves when you are in danger?3.First ，I will show some pictures to them. Let them write down their feelings.(work in pairs, let students make a interview)S1: What can you see form this picture?S2: …S1: what do you feel after seeing this ？S2:S1: What will you do to help the alive people?S2: Show our love and ……4.Let them act it out.Step 7: Homework1. Surf the Internet to find more information about how to protect yourself and help others when you are in danger, write it down.How he feltWhat he heardWhat he sawWhat he did Where he was Finally At first Then。

8A Unit 6全部教案Warm-up activities1 Read the conversation between Eddie and Hobo. Allow Ss enough time to make sense of the comic strip: heavy rain—Hobo is wet and cold.—His house is wet. Try to elicit from Ss what might happened to Hobo’s house.2 Ask some open questions about each picture.* What’s the weather like?* What happened to Hobo?* What do you think happened o Hobo’s house?* How does he fell at Eddie’s home?* Why doesn’t he want to go home alone?* Will Eddie help him?Ask two more able students to role-play the conversation.3 Elicit from Ss other bad weather conditions.Presentation1 Prepare Part A by providing more vocabulary to help Ss understand headlines in English.2 Ask students to consider whether the disasters are natural and tick the appropriate boxes. Ss can do it individually and then compare their answers with a partner. Check the correct answers with the whole class and elicit a definition for a natural disaster..4 Read the words in Part B and ask more able students to describe each weather condition only with simple phrases and words.5 Ask Ss to complete the task on their own and check the correct answers with the class as a whole.Language pointsNatural disasters, really warm, for too long, mop it up, lose the game, kill thousands of people, a car accident, crash into a tree, wash the village away, start a big fireHomework1 Learn the language points by heart.2 一课三练P.673 Preview the Reading Part.Presentation (Reading A)1 Talk to Ss about the context of surviving an earthquake. Elicit any information about the earthquakes in Taiwan or in other parts of the world. Bring some newspaper articles about earthquakes.2 Ask Ss to quickly skim the text on their own. Ask them to highlight the words they do not know. Then ask Ss to discuss them in pairs and try to work out their meaning from the context.3 Ask Ss to make list of words and phrases used in the text which describe noise and movement/destruction, fear and hope.* noise: big noise, thunder, screamed, real noise, bombs, shouted* movement/destruction: slight shaking, earth started to shake, ran (wildly), pieces of glass and bricks fell down, walls began to come down* fear: screamed, frightened, dark, could not at all, a moment of fear* hope: calm down, still alive, bright daylight, safe4 Read Timmy’s story aloud. Ask Ss to listen carefully.5 Check general understanding of the different paragraphs by asking some ‘ wh-‘ questions. Para 1: Where was Timmy?What happened in the shopping centre?Para 2: What happened to the building?How did people react?What did Timmy do?Para 3: Where was Timmy when the shaking stopped?How did Timmy feel?Para 4: What did Timmy do while he was waiting for help?Para 5: How was he rescued?Presentation (Reading B)1 Explain the context of Part B. Ask students to do Part B1 on their own. Encourage students to check their answer with a partner.3 Ask students to study the words in the box for one minute, then cover them and complete the diary entry in Part B2.Presentation (Reading C)1 Explain the context and point out to Ss the idea of telling a story with pictures. Divide the class into teams of 4-5 students to study each picture first.2 Ss write the captions in the blanks individually. Check answers with the whole class.3 Ask Ss to arrange the pictures in the right order.Presentation (Reading D)1 Explain the context and remind them about story telling from memory. Ss work in pairs to complete the task.2 Check the answers with the whole class.Language points (Part A)Feel a slight shaking through my body, a big noise like thunder, in fear, be frightened, start to shake, run in all directions, know where to go, run wildly, fall down, calm down, be over, could not see at all, be trapped, say to oneself, a moment of fear, go through my mind, since, hear excited shouts, in a great hurry, move away, see the bright daylight.Language points (Part C)Be very good at telling jokes, voteHomework1 Learn the language points by heart.2 一课三练P.68-693 Preview the V ocabulary Part.。