译林版英语八年级上册Unit8 教案

英语（八年级上册）Unit8NaturalDisastersComicstrip&Welcometotheunit1.TeachingaimsandlearningobjectivesBytheendofthelesson,studentsshouldbeableto:namesomecommonnaturaldisastersfluently;talkaboutsomecommonnaturaldisastersandtheirresultsoreffects.ILTeachingcontentsNewwordsandphrases:disaster,mop,up,earthquake,thousandsof,accident,coach,crash,flood,washaway,village,lightning,storm,thunder,catchfire;Newstructures:Iwassleepingwhenitstartedtorain.IILFocusofthelessonandpredictedareaofdifficultyTalkaboutnaturaldisastersandthebadeffectsinsimpleEnglish.IVTeachingproceduresComicstripStepJLead-inFreetalkabouttheweatherT:Aniceday,isn'tit?Yes,it'ssunnyandit'sneithercoldnorhot.Butitsaystherainisaroundthecorner.Oh,really?Ihopeitwon'trainhard.Ihopenot.OrIwillfeelsadbecauseIamgoingtotheSlenderWestLake.Look,herecomesHobo.Helookssad.What'shappening?【设计意图：让学生Freetalk天气，复习第七单元所学的有关天气的词汇，激发学生的学习兴趣使学生很快进入角色，并引出话题为后面的学习做铺垫。1Step2PresentationRevisethreekeywords-brick,glass,bombT:Andwehavealreadyheardabouthisstory.AndIthinkyouknowthesethreepicturesverywell.DescribetheearthquakeT:Ihavethreetasksforyoutocompletebehindeachpicture.Youcangroupyourselvesintothreegroupsandchooseonetodo.GroupBrick:saysomethingabouttheearthquakeaccordingtothekeywordsandphrases.Afterthatthinkaboutthisquestion:Whyarepeopleafraid?...happenedat...Atfirst,therewas...like...Soon...theearth...andpeople...Outside...glassandbricks...Thenthewalls...Finally,...GroupBomb:MakeupadialoguebetweenyouandTimmy.Askaboutwhathesawandheardduringtheearthquake.Trytoaskasmanyquestionsasyoucan.Andafterthatthinkaboutthisquestion:Whatdoearthquakesbringus?Youcanusethefollowingquestionsforthedialogueandyoucanthinkupmore.Wherewereyouwhentheearthquakestarted?Didyoushoutforhelp?Couldyouseeanybodyaroundyou?GroupGlass:DescribeTimmy'sfeelingsFindouthowTimmyfeltduringtheearthquakeanddescribethechangesofhisfeelings.IfyouwereTimmy,doyouknowhowtoshowyourfeelingswhiletellingothersthestory?Youcanusethefollowingwordstohelpyouindescribingthechangesoffeelings.First・・・,then...?nextafterwardsfinally...【设计意图：通过分组，让学生分别完成以下三个任务：通过叙述任务帮助学生回顾地震发生的过程，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；让学生寻找反映Timmy的情感变化的词句并描述出来；指导学生有感情地朗读课文。】Step3LanguagepointsExplainthewordanditsusageT:Earthquakesareterribleandoftencauseproblems.Soweareafraidofthemandthatmeanswefeelfear.Whenpeoplearefeelingfear,theymaylooklikethis.AndmostofuswillscreaminfearduringanearthquakeandweknowamomentoffearwentthroughTimmy'smind.Everyonemayhave/feelfear,butnobodywantstoliveinfear.(每个人都会感到恐惧，但是没有人希望生活在恐惧中。)D。youagree?FillintheblanksMillieandAmythoughttherewasaghostinthepark,sotheyranawayquickly.Butwhentheyknewitwasjustalittlecat,theywerenotanymore.2.shakeExplainthewordanditsusageT:Ifwehavetoomuchfear,ourbodiesmaymovequicklyfromsidetosideorupanddown.There'sawordbeginningwith"s”,canyoufinditinthetext?Yes,thafs“shake".Theearthstartedtoshake.Look,heisshakingwithfear.Why?Isheshakingwithfear,too?No,heisshakingwithcold.Andhe'scaughtacold.Thedoctorgiveshimsomemedicine.Beforetakingmedicine,heshouldreadtheinstructionfirst.Look.Thismeansyoushouldshakethebottlewellbeforetaking.Afterhegetsbetter,hemayshakehandswiththedoctortoshowhisthanks.Thedoctormayshakehisheadbecausehethinksitishisdutytohelpthepatients.MakesentencesT:Hereareanothertwosentenceswith“shake”.Atfirst,Ifeltaslightshake.Finally,thenoiseandshakingended.Infact,anearthquakeisasuddenandwildshaking/shakeoftheearth.Thesetwowordshere,“shake"and"shaking"，arebothnouns.calmExplainthewordanditsusageT:Nowweknowwhenpeopleareinfear,theymayshakewithfear,theydon'tknowwhattodoandtheymayscreaminfearorruninalldirections.Theyjustwanttofindawayout.Butdoyouthinkitisrighttoruninalldirectionsduringanearthquake?Ithinkweshouldtrytocalmdown.Makingourselveslessafraidorexcitedwillhelpusfindawayout.Doyouthinkit'simportantforustokeepcalmindanger?Sometimesyoucanhavesomemilktocalmyourselfdown,especiallywhenyoucan'tsleep.ifExplainthewordanditsusageT:Timmytriedhisbesttocalmdown,buthestillfeltafraid.Youknowwhy?Becausehedidn'tknowifanyoneelsewasnearhim.Wasthereanyonenearhim?Maybetherewassomeoneelsenearhim,ormaybenot.Wearenotsureaboutthis.But,iftherewassomebodyelsenearhim,hemightnotbesoafraid.Right?Sometimeswhenwearealoneinthedark,wemayfeelafraid,justlikeTimmy.ButIthinkweshouldbebrave.Weshouldknowthis:ifwearenotbraveenough,nobodycanhelpus.was/were+doingExplaintheusageofpastcontinuoustense.T:IthinkTimmyknowsthisverywell.YoucanseethisinPara.4.Hedidlotsofthings.Andashewastryingtofindhiswayout,somethinggoodhappened.Whatwasit?MakemoresentencesandworkouttheruleT:Canyoufindsomemoresentenceswiththe"-ing”formandwordslike"when"and“while”？Canyouworkouttherule?Translatethefollowingsentences.T:PleasetranslatethefollowingsentencesintoEnglish.【设计意图：通过创设语境，讲解并操练重点语言点。可能的情况下让学生提出他们不懂的,并尝试让学生自己来解释。】Step4Practice1.RewritethefollowingpasssageT:AftertheearthquakeTimmywrotesomething.Lefstrytochangetheunderlinedparts.Whensomethingbadhappens,mostpeoplewillshoutloudlybecausetheyareveryafraid.Theythinktheremaybenoothersaroundthem.Sotheymaymovetheirbodiesfromsidetoside.Somepeoplemaygohereandtherequicklyandwildly.ButIthinkitisgoodnottobetooafraidornervous.T:WhatdidTimmydoafterhewastrapped?3.FillintheblanksT:ActuallyTimmydidalotofthingstohelphimself.Lefstrytofindthemout.【设计意图：通过让学生寻找反映Timmy在地震中、尤其是受困后的所作所为的句子，巩固课文内容，并为讨论其获救的原因做铺垫。】Step5ExtensionThinkanddiscussT:Timmywassafeatlast.Isitonlybecausehewaslucky?T:Timmyhaslearnedalotfromtheearthquake.Hewantstotellotherswhattododuringanearthquake.IfyouwereTimmy,whatideasdoyouwanttogiveus?ThinkandjudgeIsitsafetorunfastduringanearthquake?Isitagoodideatojumpoutofthewindowifthebuildingstartstoshake?Whichpartofthehouseisthebestplacetohidein?Isitsafetoridebikesordrivecarsfastduringasnowstorm?Isitsafetohideunderabigtreeduringarainstormwiththunderandlightning?OralworkSupposeyousurvivedtheearthquake.Pleasetellusaboutyourstory.Thefollowingquestionsmayhelpyou:Whathappened?Whendidithappen?Wherewereyouandwhatwereyoudoingatthattime?Whatdidyousee/hear/do?Howdidyoufeel?Howwereyousafe?【设计意图：通过讨论注意事项，进一步强化学生应对灾难的知识。通过选择场景使学生了解“不同的地点，自救的方式可能不同”，增强学生的自我保护意识。让学生想象一次自己在自然灾害中的经历，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.HomeworkLearnthenewwordsandphrasesbyheart;TryyourbesttoretellthestoryaboutTimmy;Write4Do'sand4Don'tsduringanearthquakeintheexercisebook;Supposeyousurvivedtheearthquakeandwritedownyourstory.英语（八年级上册）Unit8NaturaldisastersGrammarLTeachingaimsandlearningobjectivesBytheendofthelesson,studentsshouldbeableto:usethepastcontinuoustensetotalkaboutthingsthatwerehappeningataparticulartimeinthepast;useconjunctionsoftime“when,while,as“totalkaboutthings.ILTeachingcontentsNewwordsandphrases:breakdown,becauseof;Newstructures:Iwassleepingwhentheearthquakestarted.Outside,peoplewererunninginalldirectionswhilepiecesofglassandbrickswerefallingdown.Hourslater,asIwastryingtofindmywayout,Isuddenlyheardsomenoiseaboveme.IILFocusofthelessonandpredictedareaofdifficultyIntroducethestructureofthepastcontinuoustense;Tellthedifferencesbetween"when,while,as”.IV.TeachingproceduresAPastcontinuoustenseStep1Lead-inShowsomepicturesoftheTaiwanEarthquake,andaskthreequestions:WhatwasTimmydoingwhentheearthquakestarted?Whatwerepeopledoingwhilepiecesofglassandbrickswerefallingdown?WhatdidTimmysuddenlyhearashewastryingtofindhiswayout?WatchavideoandthenansweraquestionWhatwerepeopledoingwhentheearthquakehappened?【设计意图：有目的、有意识地导入，既复习了阅读部分的内容，同时引导学生思考过去进行时态。】Step2PresentationAskthestudentstoreadthesentencesonthescreentodiscovertheruleT:Todaywewillbelearningaboutthepastcontinuoustense.Pleaseworkinpairs.Readthesesentencesandtrytofindouttherule.CircletheverbsinthepastcontinuoustenseWorkouttheruleExplainthestructureofthepastcontinuoustense.Explaintheusageofthepastcontinuoustense.【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学生现有的学习能力，也便于学生记忆与运用。】Step3PracticeMakesentencesAskthestudentstowatchthepicturesandmakesentences.Theboyswereplayingfootballat4p.m.yesterday.Thewomanwasshoppingatthistimeyesterday.Thegirlwasreadingthewholenightyesterday.ChangesentencesGetthestudentstoputthethreesentencesintonegative,generalquestionsandmakeresponses.CompletePartAonPage97【设计意图：针对前面的讲解进行练习。】Step4ExtensionGetthestudentstocompletesomequestionsontheentranceexaminations.Comparethepastcontinuoustensewiththepresentcontinuoustenseandthesimplepasttense.【设计意图：通过选取中考题中与过去进行时相关的部分，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。】BUsingwhen,whileandasStep1PresentationExplaintheusageof"when","while,"as”T:Theyallmean"duringthetimethat“andcanbeusedtointroducealongactionthatstartedbeforeashortaction.Explainthedifferencesbetween“when”,“while,and“as”Ifthelongeractionisinthemainclause,weoftenuse"when"tojointhem.Whentherearetwolongactions,weoftenuse“while”.“As”canalsobeusedtojointwoshortactionsthathappenatthesametime.【设计意图：使学生理解三个连词的共同点和各自的不同点。】Step2PracticeFillintheblanksGetthestudentstofillintheblankswith“when”，“while"or“as”.CompletePartBonPage98【设计意图：帮助学生学会正确使用“when”，“while”和“as"。】Step3ActivityDoasurveyGetthestudentstocompletethesurveywiththeirowninformation.LookandanswerGetthestudentstowatchthepicturesandanswerthequestions.LookandsayGetthestudentstowatchthepictureandmakedialoguesinpairs.【设计意图：创设活动，鼓励学生参与，激发学生兴趣，使学生能够根据实际情况做出真实的回答。】V.HomeworkReviewgrammarlearnedinthisclass;PreviewIntegratedskills.英语（八年级上册）Unit8NaturalDisastersIntegratedskillsLTeachingaimsandlearningobjectivesBytheendofthelesson,studentsshouldbeableto:knowwhatphonenumbertodialforhelp;gettheusefulinformationwhilelisteninganddeveloplisteningskills;talkaboutfirstaidinsimpleEnglish;knowhowtoprotectthemselves.TeachingcontentsNewwordsandphrases:as...aspossible,towel,railway,protectoneselffrom,staylowtotheground,followtrafficrules,burn;Newstructures:Trytogetoutassoonaspossible.Hideunderastrongdeskortabletoprotectyourself.Covertheburnwithacleantowel.FocusofthelessonandpredictedareaofdifficultyUsetheimportantwordsandphrasescorrectlyandfluently;TalkaboutfirstaidinsimpleEnglishandknowwhattodofirsttodealwithsomeaccidents.TeachingproceduresAAwayfromdangerStep1Lead-inWatchashortvideoaboutfire.T:ThisyearIsawafire.ThisisthefirsttimeinmylifeIsawfirewithmyowneyes.AndIkeptitinmyQQzone.Pleasehavealook.Canyouguessmyfeelingatthattime?T:Yes,Iwasnervousandfrightened.Myheartwasbeatingfastandmyhandswereshaking.DidIjuststandasideandwatchitburning?Ofcoursenot.Imadesomephonecalls.AtfirstIcalled120forhelp.Theytoldmetheywouldgotherequicklyandtheyadvisedmetocall119.Youknowthedifferencebetween120and119?T:Yes,ifabuildingisonfire,weshoulddial119forhelp.Ifsomeoneishurt,weshoulddial120forhelp.ButatthattimeIwastoonervousandIhadmixedfeelingsaboutwhatphonetocallfirst.Soyouseewhensomethingunusualhappens,themostimportantthingforustodoistokeepcalmandthentrytofindawayout.【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认识，同时引导学生认识到保持冷静、伸出援手的重要性。】Step2PresentationHelpstudentstoknowsomemoreimportantphonenumbersT:Look.MyfriendaskedmeifIdialed911bymistake.Whatis911for?ItisanumberintheUSA.Ifsomethingbadhappens,forexample,youseesomeonefallintotheriverandyoucandial911forhelp.Buthere,Ithinkmyfriendisjustplayingajokeonme.ThereisonlyoneemergencyphonenumberinAmericatocallforallemergencies,911.ButinChina,wehave120forhospitaland119forfire.T:Doyouknowwhatare120and122usedfor?NowIthinkit'seasyfbryoutomatchthephonenumberswiththerightpictures.PairworkT:Canyousaysomethingormakeadialogueabouteachpicture?Hereisanexampleforyou.Look,thebuildingisonfire!Don'tworryaboutthat.Let'sdial119forhelp.ThinkanddiscussWatchsomepicturesanddiscussT:Whenweareindangerorweseesomeoneindanger,weshouldchoosethecoirectphonenumbertodialforhelp.Ifwetaketherightactionsquickly,accidentsmaynotcausetoomuchdamage.Ithinkyouknowwhattododuringanearthquake.Whataboutthefollowingsituations?Supposewehappentobeinabuildingonfireorinaflood.Afterdialingforhelp,shouldwejuststaythereandwaitforhelp?WatchashortvideoanddiscussT:Doyouthinkit'ssafetowalkonrailways?Whatmaycausetrafficaccidents?ListenandcompletethenotesT:WearegoingtohaveatalkcalledAvvayfromdanger.It9snecessaryforustotakesomenotes.Let'sreadtheformandseeifweknowsomebeforelistening.T:Herearesometipsforlistening.ListenagainandfillintheblanksinA3GroupworkT:Youmusthavelearntalotfromthetalk.Yousee,notalltheclassesattendedthetalk.Soit'syourjobtotellsomeotherclassesaboutwaysofkeepingsafefromdanger.Makedialoguesaboutthetalkandtrytoshowothershowtostayawayfromdanger.Thinkandjudge(l)Howtodial110T:119isforfire,120isforhospitaland122isfortraffic.Butsometimesyoumaygetconfusedandyoucan'tthinkclearlywhenyouareinahurry.Tomakeiteasy,dialing110isthefastestwayyoucangethelpforyourselforsomeoneelse.Doyouknowhowtodial110andwhentodial110?(2)Judgewhentodial110Step2PresentationPlaythetapeforthefirsttimeT:SomethingbadmayhappentoHobo.Whatisit?Yes,Hobo'shouseiswet.Learnthenewwordandthedifficultsentencebyshowingstudentssomepictures.Mopthefloor,mopupthewaterIwassleepingwhenitstartedtorain.PlaythetapeasecondtimeandaskthefollowingquestionsT:WhatwasHobodoingwhenitstartedtorain?WhatdidHoboseewhenhewokeup?Whydoesn'thewanttogobackhomealone?DoyouthinkEddiewillmopupthewaterforHobo?T:AsIknowthoughEddieisalittlelazy,butheisnotsocold-hearted.SoIthinkEddiewillhelpHobo.AndIthinkweshouldhelpeachother.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互相帮助来解决。】Step3PracticePlaythetapeathirdtimeandstudentsrepeatandthendopairwork.Fillintheblanksaccordingthecomicstrip.Thism,HobocametoEddie'shouseforh,becausehiswasallw.Hewassatthattimeanddidn'ththerain.Whenhewokeup,therewaswatere.HewantedEddietogohomewhimandhelphimtomallthewaterup.Eddiedoesn'tfeelveryh.WillhehelpHobo?【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。】WelcometotheunitStep1Lead-inRevisethecomicstripT:WhatwastheweatherlikewhenHobowassleeping?Yes,itwasraininghard.【设计意图：在预测听力材料内容后做听力可降低难度。通过让学生向他人介绍自我保护措施的小组活动，巩固A2和A3。】BSpeakup:Whatshouldwedofirst?Step1PresentationListentoPartBandcompletetheblanks.T:It'simportanttoknowhowtostayawayfromdanger.Butsometimespeopledogethurtinnaturaldisastersoraccidents.Afterdialingtherightphonenumberforhelp,shallwejustwaitforhelpanddonothing?Soitiscleverertoknowasmuchknowledgeoffirstaidaspossible.Themoreweknow,thesaferwewillbe.Here'saconversationbetweenMillieandDaniel.Theyaretalkingaboutfirstaidtoo.Whataccidentaretheytalkingabout?Anddoyouknowhowtodealwithitnow?Let'slistenandfindouthowtheydealwithsomeaccidents.Afterlistening,pleasefillintheblanks.【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。】Step2PracticeReadandfindoutT:Let'sreadthedialogueagainandfindsomeusefulexpressions:...may...when...Doyouknowwhattodofirstwhen...?Sure.First,youshould...Isee.WhatshouldIdoafterthat?...ShouldI...?No,youshouldn'tYoushould...A:Allright.Thanks.2.MakesimilardialoguesT:Nowit'syourturntotalkaboutthesethreepictures.【设计意图：学生总结“如何采取自救措施”，然后编排对话，从而达到学以致用的目的。】Step3SummaryReadandthinkT:Readthis:BeaHero—theSmartWay.Whatcanwelearnfromthis?【设计意图：通过阅读，让学生了解未成年人在面临危险时最重要的是保证自己的安全，如情况允许可拨打电话报警。鼓励学生在红十字会或校医的帮助下学习一些简单的自救措施。】V.HomeworkLearnthenewwordsandphrasesbyheart;ReadandrecitethedialogueinSpeakup;WritedownthreedialoguesusingtheoneinSpeakupasamodel.英语（八年级上册）Unit8NaturaldisastersStudyskillsI.TeachingaimsandlearningobjectivesBytheendofthelesson,studentsshouldbeableto:usetherulesofcompoundsinreadingcomprehensionandenlargingtheirvocabulary;usesomeeffectivelearningmethodstooptimizetheirlearningresults;appreciateoneofthelanguagegames-EnglishTongueTwisterandspeakEnglishmorefluently.ILTeachingcontentsNewwordsandphrases:daughter,granddaughter,son,grandson,board,weekday,headache,toothache,countryside,housework,pancake;Newruleofword-formation:Createnewwordsbyputtingtwowordstogether.IILFocusofthelessonandpredictedareaofdifficultyConsolidatetherulesofcompoundwordsandenlargethestudents?vocabulary;Trainthestudentswithsomeeffectivelearningmethodstooptimizetheirlearningresults.IV.TeachingproceduresStep1Lead-inGivethestudentsashowofEnglishTongueTwisterShesellsseashellsbytheseashore.Theshellsshesellsaresurelyseashells.She'saseashoreshellseller.Ithoughtathought.ButthethoughtIthoughtwasn'tthethoughtIthoughtIthought.Presentthreegroupsofwordsandleadthestudentstomytopic一compoundwordsAddtheprefixorsuffixtoformanotherword-derivativewordPuttwowordsormoretogethertoformanotherword-compoundwordUseawordasadifferentwordclass-conversionword【设计意图：遵循激趣性学习原则，通过英语绕口令这一语言游戏导入学习内容，激发学生的学习兴趣。】Step2PresentationPresentsomecompoundwordsShowsomepictures.Helpthestudentslearnthenewwordsandexpressions.Getthestudentstoknowhowtocreatecompoundwords.Showtherulesnow+ball-snowballearth+quakefearthquakesuper+marketfsupermarketOfferatip(Sometimesweneedtoaddahyphen.)north+eastfnorth-eastten+year+old—ten-year-oldfashion+designerffashion-designerDividethewordsHelpthestudentsrememberwordsbyseparatingthecompoundwordsintotwowords.WriteasmanycompoundwordsaspossibleHelpthestudentsremembermorewordsbywritingcompoundwordsasmanyaspossible.FormcompoundwordsHelpthestudentsremembermorewordsbyformingcompoundswords.ReadandmatchHelpthestudentsremembernewwordsbymatchingwordswiththeruleofcompoundwords.【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。］Step3ConsolidationConclusionConcludedifferentclassesofcompoundwords.Compound〃.：seafood,hotline,grown-upCompoundadj.:English-speaking,warm-hearted,2-meter-tallCompoundv.:outbreak,overcome,downloadCompoundadv.:whenever,maybe,somewhereCompoundpron.\themselves,nobody,everythingAchallengeLetthestudentsmeetachallenge.Therearesixlevels.Level1:Aterrible（土也震）tookplaceinthe（西北）ofSichuanin2008.（earthquake,north-west）Level2:TheChinesearea（勤劳的），braveand（爱好和平的）people.（hard-working,peace-loving）Level3:A（暴风雪）hitourcity.Lotsofcarsbrokedownonthe（公路）.Manydriversrangthe（热线）forhelp,（snowstorm,highway,hotline）Level4:It'ssaidthata（热心的）（女警察）helpedtwo（法国人）whogotlostinthestreetlast—（周末）.（warm-hearted,policewoman,Frenchmen,weekend）Level5:（无论什么）happens,Ibelieve（自己）tobeableto（克月发）difficulties.（每个人）shouldbelieve（自fi）.（Whatever,myself,overcome,Everyone,themselves）Level6:Theparkisa（世界闻名的）（中国式）garden.Wsmadeupofahill,a（人造的）lakeanda（40米高的）tower.（说英语的）touristsmay（下载）Englishinformationfromthenet.（world-famous,Chinese-style,man-made,forty-meter-high,English-speaking,download）PresentsomeEnglishriddlesEncouragethestudentstosumupthemainpointsaswellasthemainaimsinthislessonAskthestudentstofillintheself-assessmentform【设计意图：引入竞争机制和娱乐措施，促进学生的英语学习热情。】V.HomeworkFindmorethan50compoundwordslearnedbeforeinthetextbook;Usecompoundwordstowriteastoryofatleasttensentences.英语（八年级上册）Unit8NaturalDisastersTaskLTeachingaimsandlearningobjectivesBytheendofthelesson,studentsshouldbeableto:givefactsforwriting;organizeideasbymakingnotes;writeanarticleaboutanaturaldisaster.ILTeachingcontentsNewwordsandphrases:share...withkeepfalling,nearlyfallover,clearthesnow,comefrombehind;Newstructures:AsnowstormhitBeijingonFriday,5January.1wasdoingmyhomeworkintheclassroomwhenMrWucamein.Myparentscouldnotgethomethatnightbecauseoftheheavysnow.FocusofthelessonandpredictedareaofdifficultyOrganizeideasbydrawingupanoutline;WriteanarticleaboutanaturaldisasterineasyandclearEnglish.TeachingproceduresStep1Lead-inComparetwoarticlesT:TodayIamgoingtotellyouastoryabouthowTimmysurvivedthe1999Taiwanearthquake.Listentothis,pleaseIn1999,aterribleearthquakehappenedinTaiwan.AtfirstTimmywassleeping.Whenhefelttheshaking,hewantedtorunoutofthebuilding,buthefailed.Andunluckilyhewastrappedinthedark.Afterthat,hecalmeddownandtriedtofindhiswayout.Atlast,somepeopleheardhimandsavedhim.T:Whatdoyouthinkofthestory?DoyouthinkI'mgoodattellingstories?Whyorwhynot?Isthereanythinggoodinmystory?T:Herearesomegoodpointsandbadpointsofmyversion.SoyouallthinkTimmy'sversionisbetterthanmine.AndIagreewithyou.NowlefsgooverthestructureofTimmy'sversion.InTimmy'sversionwecanseethechangesofhisfeelings,andwecanseehowterribletheearthquakewas.Itseemsthatweweretherewithhimatthattime.Howdowehavesuchfeelings?First,articlesinthefirstpersonmakeiteasierforreaderstohavethesamefeelingsasthewriter's.Second,factsindetailshelpsupportthewriter'sopinion.WorkoutthestructureT:NowIthinkyouknowhowtowriteanaturaldisaster.MaybewecangiveTimmy'sversionalittlebitchange.e.g.:Atlast,Iwassafe.Iwassohappytoseethebrightdaylightagain.【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的文章的写作结构，并初步认识细节描写的重要性。】Step2PresentationReadPartAonpage102T:Thisweek,asnowstormhitBeijing.OurfriendSandywantstowriteaboutit.Andbeforewritingshemakessomenotes.Let'shavealook.HaveadiscussionT:“AsandstormhappenedinBeijingonFriday,5January.”"TherewasasandstorminBeijingonFriday,5January.^^Whichisbetter?Why?Whataboutthisone?Why?AsandstormhitBeijingonFriday,5January.Someverbscanbringclearpicturesinreaders'mind.T:Hereisaninterestingexample:“越来越多的人开始骑自行车“So,suitablewords,phrasesorsentencestructurescanhelpmakeyourarticlebetter.FinishthetableFindoutthedetailaboutthesandstormandfillupthetable.AnswerthequestionT:WhydidIstayatMillie'shome?(Thesnowwasveryheavy.Myparentscouldn'tgethome.Millieaskedmetogotoherhome.Myparentsagreedandherparentsagreed,too.)T:Asteenagers,youshouldn'tsleepoutsidewithoutpermissionbecauseyou9renotoldenoughtodoso.Remembertogivemoredetailsandthenreaderswillknowhowterriblethesnowstormwas.CompareT:Whichisbetteramongthethreeversions?Why?FinishPartBonpage103T:Nowit'stimeforustohelpSandycompleteherarticle.【设计意图：通过提炼A部分里的信息填表，让学生学习如何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支撑观点的重要性。教会学生使用过渡词使自己的文章行文自然。】Step3WritingWatchandtakenotesT:Nowit'stimeforustowrite.Firstweshouldchooseatopic.Therearemanykindsofnaturaldisastersandyoucanchooseanyoneyoulike.Sinceyou'venotimetosearchtheInternetformoreinformation,Iwillprovidesomeforyou.AndIwantyoutowritedownsomekeywordswhilewatchingthevideo.Afterthatyouneedtowritedownsomenotes.ShowthestructureOffersomewritingtipsandusefulexpressionsT:Herearesomewritingtipsandusefulexpressionsforyou.【设计意图：通过过程性写作，指导学生提升写作技能。】Step4EvaluationShowtheevaluationtableT:Whatisagoodarticleaboutanaturaldisaster?Hereissomethingyouneedtopayattentionto.Nowreadyourarticlebyyourselfaccordingtothewritingtipsandevaluationtable.EvaluateSelf-evaluateReadyourarticlebyyourselfaccordingtothewritingtipsandevaluationtable.Peer-evaluateShareyourarticlewithyourpartner.【设计意图：通过介绍评价表及评价方式，使学生能够对自己和同伴的作品进行正确评价。】V.HomeworkReadyourarticleagainandmakechangeswherenecessary;Prepareforapresentation.Step2PresentationEnjoyashortmovieandlearnsomenewwordsT:Ifitrainsharderandharder,itmayturnintoastorm.Andastormsometimesarriveswiththunderandlightning.Imaginethis:Ifitrainswithoutstoppingforsomedays,therewillbetoomuchrain.Whatmayhappenthen?Yes,afloodarrives.Whatdofloodsbringus?Disasters.T:Lookatthetwopictures.Theyarethesamevillage.Buttheylookquitedifferent.Oneistakenbeforeaflood.Theotheristakenaftertheflood.Youcanseethedifferenceclearly.Thefloodwashesawayalmosteverythinginthevillage.Itwashesawaythevillage.Thousandsofpeoplelosetheirhomes.T:Canwestopthese?Ofcoursenot.Nobodycanstopthem.Theyarenotcausedbypeople,butbynature.Sowecallthemnaturaldisasters.Doyouknowsomeothernaturaldisasters?Showstudentssomeothernaturaldisasters,likefireandlandslide.FinishPartAonP93Decideonthenaturaldisasters.T:Comparethetwopiecesofnews.Bothcatchfire.Butwhat'sthedifference?Let'shavealook.Therightoneisanaturaldisas