牛津英语Unit_6_Natural_disasters

b. I was at school and Mr Wu told us to go home c. could hear the wind d. I shared an umbrella with Millie e. heard the noise of traffic in the morning f. I looked out of the window at Millie’s home After I
hear the
. wind contiSnnuoewd to fall
around us.
umbrella, people, traffic, window, remove, worried, walk
Suddenly, a strong wind came from behind .We lost our umbrella in the wind and I nearly fell over. We could do nothing but walk slowly in the storm. When we arrived at the bus stop, we could see many people .We were really worried as there would be no buses soon. At last, we got on a bus and went to Millie’s house.
P4 I stayed in Millie’s home that night. I heard the noise of
traffic the next morning. I looked out of the window and saw that people were in a hurry to remove the snow.

牛津英语8A Unit Six Natural disastersReading I教学目标:To develop a general understanding of the passageTo infer meaning from keywords and contextTo learn about what happened by following the sequence of the earthquakeTo understand the feelings of the survivors at different stages of the earthquake 学习策略：合作交流、互动探究。

教学设计：自学质疑、精讲点拨、矫正反馈、迁移应用教学器具:recorder and computer教学过程：Step 1 Showing a pictureShow a picture about an earthquake to elicit ‘earthquake’ and then get the students to talk about what they know about earthquakes.What happened to the building in the picture?(It is an excellent chance for the teacher to elicit the new words about earthquake like ‘shake’ and ‘be trapped. ’ )What will you do if there’s an earthquake?Do you know about the T aiwan Earthquake in 1999?(Say something about the Taiwan Earthquake.)Step 2 Learning a passage about Taiwan EarthquakeTell the students that we are going to learn a passage about Taiwan Earthquake. A boy called Timmy survived the earthquake. He is a survivor. (Teach the words ‘survive ’ and ‘survivor’.)Get the students to read through the passage and find out what happen. Use the following sentences to help the students to locate the information.When the earthquake started, Timmy was in a shopping center.When the noise and shaking ended, Timmy was trappedTimmy shouted for help but no one came for a long time.When Timmy heard some noise, he screamed. Finally, he saw the bright daylight. He was safe.Step 3 Reading the passage aloudGet the students to read the passage aloud. Encourage the students to read to show the feelings of people and Timmy.Step 4 Reading and finding out the answersGet the student to read and find out the answers to the following questions. It is good to get the students to ask and answer the questions in pairs.1. Where was Timmy when the earthquake started?2. At first, how did Timmy feel? What did he hear? What did people do?3. Then, what was the noise like? What did people do? What did Timmy do?What happened to the pieces of glass and bricks?4. Finally, what happened to Timmy? Was he frightened? What did Timmy do?Why did he shout?5. What did Timmy have in his pocket? Did he eat it? Why or why not?6. How was Timmy saved?Step 5 Finishing off the exercises in Part C & DThen get the students to finish off the exercises in Part C & D, Page 93.For stronger classes, get the students to do the exercises themselves and then check the answer.For weaker classes, it is necessary for the teacher to help the students to locate the information in the text.Step 6 Reading the passage againGet the students to read the passage again. Invite them to complete the following passage according to the passage.Timmy is a teenager. He lives in Taiwan. He survived the e________ in 1999. He first heard a big noise in the shopping centre. It was like the noise of t______. Then the noise became really loud. It sounded like b____ under the ground. After that, pieces of glass and b____ fell down.When the noise ended, he was t______ and could not get out. A moment of f___ went through his mind. Then he tried to c___ down and s_______ for help. Finally, people moved away the bricks and stones and saved him.Check the answers them get the students to read the passage above. Help them to understand the sequence of what happened.Step 7 Making a new storyGive the students some words and get them to make a new story using the given words.A. Taipei, noise, scream, directions, be safeB. Shopping center, bomb, fall, shout, not … at allC. fear, shake, somebody, chocolate, be trappedD. slight, moment, hurry, daylight, be safeShow the words to the students and ask each group of students focus on one story.Step 8 Homeworka. Write the story of yours in your exercise books.b. Finish off the exercises in the Learning English.。

• 6. A young boy f___e_l_l __ from a tree and hurt his legs.
二、用所给词的适当形式填空
1. The earthquake in Taiwan killed ___th_o_u_sa_n_d_s __ ( thousand ) of people.
• What’s the weather like? • What happened to Hobo? • What was Hobo doing when it started to
rain? • When did Hobo hear the rain? • What happened to Hobo’s house? • Why doesn’t he want to go
（3）恶劣的天气可能导致自然 Bad weather may cause __n_a_tu_r_a_l _d_is_a_s_te_r_s____.
• Natural disasters •are caused by natural •forces.
Accidents
are usually caused by people!
A. crash
B. crashed
C. crashed into D. crashed to
四、 翻译下列句子
（1）一场洪水卷走了那个村庄。 A __f_lo_o_d_w__as_h_e_d__th_e_v_i_ll_a_g_e_ away.
（2）这场交通事故发生在一个雷电 交加的夜晚。 The traffic _h_a_p_p_e_n_e_d_o_n_a_____ _t_h_un_d_e_r_a_n_d__lig_h_t_n_in_g___night

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.。