牛津译林版八年级英语上册unit8第8课时教案
one was hurt, students on holiday. They will also help them to
organize their own dialogue.
教学过程
教学内容
备课札记
STEP 3 Reading the dialogue again Get the students to read the dialogue aloud. Direct the students attention to the intonation of different sentences. We use a rising tone for general questions. We use falling tones for ‘wh-’ questions or statements. Get the students to read the dialogue again. Pay special attention to the intonation patterns used here. Then give the students several minutes for the students to practice and act.
With the help of these questions, it will be easier for students to
focus on the key information e.g. in Britain, last week, heavy
storm, thunder and lightening, terrible, school caught fire, no the tape
Explain that Sandy and Amy are talking about a natural disaster. Invite them to listen to the tape and try to answer the questions.
总课题 课题
牛津译林版八年级英语上册
Unit 8 Natural disasters
课时
Speak up and pronunciation
教学目标
教学重点 教学难点
To identify a natural disaster, describe it and explain the results
(It will be better if the teacher can collect some reports on disasters or bad weather from newspapers or magazines. In this step, the teacher may try to input more information about the disasters and help students to talk about it.)
教学内容
学生活动
第 8 课时 备课札记
Show pictures of different kinds of bad weather and disasters. Get the students to talk about the results of them. They can also talk about what other people do to help.
To identify the intonation pattern of statements To identify the intonation pattern of statements To identify the intonation pattern of statements
教学过程 STEP 1 Talking about pictures
STEP 4 Reading more statements on Page 103
Get the students to read more statements on Page 103. Remind them of the intonation patterns.
Play the tape for the students to follow. Do chain work and get the students to read the sentences one by one. Pay special attention to the intonation patterns. Students also should be reminded of the importance of these sentences, especially, the following sentences: STEP 5 Reading the dialogue on Page 104 Get the students to read the dialogue on Page 104. Get them to read the dialogue. Pay attention to the intonations patterns. Give the students 3-4 minute for them to read the dialogue to their partners. Ask them to focus on what sandy said about the fire and try to get the main points. Step 6:Classwork：
最新牛津译林版中学八年级英语上册 Unit 8 Natural disasters教案
Unit8 Natural disasters教学目标1.To learn some natural disasters and accidents2.To talk about some accidents3.To learn to write an article on natural disasters教学重点1.To learn some natural disasters and accidents2.To talk about some accidents教学难点To learn to write an article on natural disasters 教具准备 computer, ppt, pictures, tape recorder 教学过程（教师）学生活动Welcome to the unitStep1 Lead-in1.T: What natural disasters do you know?2.Ss work i n pairs and have a discussion学生讨论自己所知道的自然灾害Step2 Pr esentation1.Show Ss some pictures and some wordsthunder and lightening flood earthquake2. T: They’re called disasters.3. Show Ss some pictures and phrasesThe flood washed away the vi llagemop up the floor thousands of peoplea train accident coachThe car crashed into a tree storm catch a fire4 Ss read the words and phrases 学生看图片学习单词学生明吧理解disaster 的含义学生看图片学习短语学生读单词和短语Step3 Practice1.T: Sandy is reading some newspaper headli nes.Look at them. Which are abo ut naturaldisasters? Put a tick (√)in the correct boxes.2.Check the answers3.Listen and answerT: Sandy and Millie are chatting on line abo ut natur al disasters and accidents. Listen to their conversation and answer some questions(1) What happened to Vivien’s school?(2）When did it happen?4. Some language pointshear about = hear of with 的用法 cau ght fire5.Ss work in pairs and make up a new dialogue usingthe con versation as a model6. Play the tape and Ss read after it 学生完成Part A 部分学生核对答案学生听对话回答问题学生学习一些短语学生听录音跟读，练习语音语调Comic stripStep1 Presentation1.Listen to the conversation and answer questions(1)What’s the weather like?(2)What happened to Ho bo?(3)What was Hobo doing when it started to rain?(4)Did Hobo hear the rain?(5)Why doesn’t he want to go home alone?(6)What do you think of Hobo?2.Some language pointswake up 醒来wake sb. up 叫醒某人mop up 拖干，把......拖干fall from 从……掉下，落下学生听对话回答问题学生学习相关语言点Step 2 Practice1.Act the comic strip out2. Finish some exercises on the ppt 学生表演对话学生完成ppt上的相关练习Step3 Homework1.Write an article about the natural disaster2.Review the words and phrases and some languagepoints3. Preview reading教学反思。
牛津译林版英语八上Unit 8《Natural》(task)教学设计
牛津译林版英语八上Unit 8《Natural》（task）教学设计一. 教材分析牛津译林版英语八上Unit 8《Natural》主要讨论了关于自然界的各种生物以及它们的特点。
通过本单元的学习，学生能够掌握有关动物和植物的词汇，描述它们的生活习性，理解自然界中的生态平衡。
本单元包括六个部分，分别是：单词和短语的学习，对话理解，阅读理解，任务（Task），语法讲解以及自我评价。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够进行简单的英语交流。
但对于一些较复杂的生物概念和生态平衡的理解可能还存在困难。
因此，在教学过程中，需要注重引导学生理解课文内容，帮助学生建立起英语与现实世界的联系。
三. 教学目标1.知识目标：学生能够掌握本单元中涉及到的单词和短语，理解课文内容，了解自然界中的生态平衡。
2.能力目标：学生能够用英语描述动物和植物的特点，进行简单的阅读理解和听力理解。
3.情感目标：培养学生热爱大自然，保护生态环境的意识。
四. 教学重难点1.重点：学生能够掌握本单元的单词和短语，用英语描述动物和植物的特点。
2.难点：学生能够理解生态平衡的概念，并用英语进行表达。
五. 教学方法采用任务驱动法，情境教学法，互动式教学法，使学生在实际语境中学习英语，提高学生的学习兴趣和积极性。
六. 教学准备1.教师准备：提前准备课文讲解所需的PPT，相关视频和图片等教学资源。
2.学生准备：预习课文内容，提前了解一些基本生物知识。
七. 教学过程1.导入（5分钟）利用图片和视频引导学生进入主题，激发学生对自然界生物的兴趣。
例如，展示一些动物和植物的图片，让学生猜测它们的名字和特点。
2.呈现（10分钟）教师通过PPT呈现本节课的主要内容，包括单词和短语的学习，对话理解，阅读理解等。
在这个过程中，教师可以用生动的语言和丰富的表情动作来吸引学生的注意力。
3.操练（15分钟）学生分组进行对话练习，模拟实际场景，如在公园、动物园等地方用英语交流有关动物和植物的话题。
译林版英语八年级上册 Unit8 教案
1.自然灾害2.把它拖洗干净3.一起车祸4.引起一场大火5.从树上摔下来6.成千上万人7.输了比赛8.把村庄冲走9.撞在一棵树上10.开始下雨
Teaching notes
课题
Reading 1
总第课时
备课时间
上课时间
at first=at the beginning在开始
a loud noise like thunder像雷声一样的声音
in fear恐惧be frightened害怕
in all directions四面八方run wildly拼命地跑
try one’s best to do sth=do one’s best to do sth尽力做某事
Heavy rainandrainstorm----------flood
Thunder and lightning---------fire
Step4.Finish the exercises in Part A.
Do and check the answers
Step5.Discussing about the bad weather and disaster.
Did the writer survive?
Stpe4.Presentation.
1)Read the passage themselves.
2)Repeat after the tape.
3)Have difficulties to explain.
be trapped=be in trouble陷入困
1.Introduction:Rainy days and fine days are very commom,(ask students:What other kind of weather do they know?
牛津译林版八年级上册英语Unit8Reading优秀教学案例
在学生小组讨论环节，我将学生们分成小组，让他们就文章中的环保问题进行讨论。每个小组需要回答以下问题：“你们认为环境保护重要吗？为什么？”“你们认为我们应该如何保护环境？”等。通过小组讨论，学生们能够更好地交流和分享彼此的想法和观点，培养他们的合作意识和团队精神。同时，小组讨论还能够提高学生的语言运用能力和解决问题的能力。
五、案例亮点
1.情境创设：通过设计环保活动的情境，让学生们身临其境地感受到环保的重要性。这种情境创设使学生们能够更好地理解和关注环保问题，激发他们的学习兴趣和积极性。
2.问题导向：通过提出一系列的问题，引导学生进行思考和探索。问题导向的教学策略能够激发学生的批判性思维和解决问题的能力，使他们更深入地理解文章的内容。
（四）总结归纳
在总结归纳环节，我邀请学生们分享他们在小组讨论中的成果和观点。每个小组派一名代表进行汇报，将他们的讨论结果和提出的解决方案进行分享。然后，我根据学生的汇报进行总结和归纳，强调环境保护的重要性，并鼓励学生们在日常生活中积极参与环保行动。通过总结归纳，学生们能够更好地巩固所学知识，并明确环保的责任和义务。
牛津译林版八年级上册英语Unit8Reading优秀教学案例
一、案例背景
本案例背景以牛津译林版八年级上册英语Unit8 Reading为例，该章节主要介绍了关于保护环境的重要性。文章通过讲述一个小镇上的人们如何共同努力，采取措施来保护水资源，从而引出了环保的主题。本节课的主要内容涉及到词汇学习、语法点讲解、阅读理解、口语表达等方面，对学生进行综合能力的培养。
（四）反思与评价
反思与评价是我在教学过程中的重要环节。在每节课结束后，我会让学生们进行自我反思和评价，思考自己在课堂上的学习情况和表现。同时，我也会对学生们进行评价，给予他们积极的反馈和指导。通过反思与评价，学生们能够更好地了解自己的学习情况，发现自己的不足之处，并进行改进。这有助于提高学生们的学习效果和自信心。同时，反思与评价还能够培养学生的批判性思维和自我反思的能力。
牛津译林版英语八年级上册Unit8Studyskills教学设计
1.重点：本节课的重点在于帮助学生掌握Unit 8 Study skills中的重点词汇、短语以及阅读策略，提高学生的阅读能力。
难点：如何引导学生将所学阅读策略应用于实际阅读过程中，形成自主学习的能力。
2.重点：培养学生的小组合作意识，提高团队协作能力。
难点：在小组合作中，如何引导学生进行有效沟通，确保每位学生都能积极参与并完成任务。
7.自主评价，反思提高：引导学生进行自我评价，反思学习过程中的优点和不足，制定改进措施。
8.教学评价：采用多元化的评价方式，关注学生的过程性评价，激发学生的学习兴趣和自信心。
在教学过程中，教师应充分关注学生的学习需求，以学生为中心，灵活运用多种教学方法和策略，帮助学生克服学习重难点。同时，注重培养学生的自主学习能力和团队协作精神，使他们在学习英语的过程中，不断提高综合素质。以下是具体的教学设想：
3.结合自己的学习经验，制作一份学习策略海报，内容包括：学习策略的定义、优点、实际应用案例等。要求设计美观、简洁明了，便于他人理解。
4.家长参与作业：请家长协助学生观察和记录他们在家庭学习中的学习策略使用情况，并在下次课堂上分享。
5.同伴互助作业：与同桌或学习小组成员相互交流，分享彼此的学习策略和经验，互相学习，共同提高。
3.培养学生的阅读兴趣，使其养成良好的阅读习惯，丰富课余生活。
4.通过学习英语，拓宽学生的国际视野，使其了解不同文化背景，增强跨文化交际能力。
本章节的教学设计旨在帮助学生掌握英语学习策略，提高阅读能力，培养合作精神，同时激发学生的学习兴趣，使其在轻松愉快的氛围中学习英语，为今后的学习打下坚实基础。在教学过程中，教师应关注学生的个体差异，给予每个学生充分的关注和指导，使他们在原有基础上得到提高。
牛津译林版八年级英语上册Unit8语法课优秀教学案例
1.学生能够熟练掌握过去进行时和将来时态的构成和用法。
2.学生能够在实际情境中运用这两种时态进行交流。
3.学生能够扩展与日常生活相关的词汇。
为了实现这些目标，我采用了任务型教学法，通过设计丰富多样的教学活动，激发学生的学习兴趣，提高他们的语言实践能力。在教学过程中，注重引导学生主动探究，发现语言规律，培养他们的自主学习能力。同时，我还关注学生的情感需求，营造一个轻松、和谐的学习氛围，使他们能够自信地运用英语进行交流。
3.小组合作充分：教师设计了各种小组活动，让学生在合作中完成任务。这有助于培养学生的团队协作能力，提高他们的倾听和表达能力。
4.教学评价全面：教师采用了多种评价方式，全面了解学生的学习情况。这有助于帮助学生建立正确的自我认知，激发学习动力。
5.教学策略灵活：教师在教学过程中运用了情景创设、问题导向、小组合作等多种教学策略。这有助于提高学生的学习效果，使他们能够更好地掌握知识点。
1.设计各种小组活动，让学生在合作中完成任务，提高团队协作能力。
2.通过小组讨论、分享等方式，促进学生之间的互动交流，丰富语言实践机会。
3.鼓励学生发表自己的观点，培养他们的倾听和表达能力。
4.教师对小组活动进行指导和评价，关注学生的个体差异，提高他们的语言能力。
（四）反思与评价
1.学生通过自我反思，总结学习过程中的收获和不足，调整学习策略。
2.利用例句和情景，讲解过去进行时和将来时态的区别和联系。
3.教师通过互动问答，检查学生对过去进行时和将来时态的理解程度。
4.针对学生的回答，教师及时给予反馈，解答他们的疑问。
（三）学生小组讨论
1.教师设计一系列关于过去进行时和将来时态的任务，让学生在小组内进行讨论和完成。
牛津译林版英语八年级上册Unit8WelcometotheunitComicstrip教学设计
一、教学目标
（一）知识与技能
1.掌握本章节的核心词汇和短语，如“fantasy”, “adventure”, “magical”, “journey”, “hero”等，并能熟练运用这些词汇进行简单的英语对话和写作。
4.词汇练习：完成课后词汇练习，包括填空、选择题等，巩固所学词汇和短语。要求学生在完成练习后，互相批改，共同提高。
5.语法巩固：针对一般过去时的用法，学生需完成课后语法练习，包括改错、句型转换等。通过练习，加深对语法知识的理解和运用。
6.阅读拓展：推荐学生阅读一部关于冒险或奇幻的英文原著，提升阅读理解能力，拓展知识面。要求学生撰写读后感，分享自己的阅读心得。
（三）情感态度与价值观
1.培养学生对英语学习的兴趣，提高他们的自信心和自主学习能力。
2.借助故事情境，引导学生树立正确的价值观，如勇敢、善良、团结等。
3.通过学习Comic strip，培养学生幽默感，使他们学会在生活中学以致用，提高生活质量。
4.鼓励学生积极参与课堂活动，发挥自己的想象力，勇于表达自己的观点和看法。
2.语法：一般过去时的运用是本章节的语法重点，学生需要通过具体的语境来理解和练习该时态。
-难点：一般过去时的构成和在不同情境下的正确运用，以及与其他时态的区分。
3.阅读理解：Comic strip作为独特的阅读材料，要求学生能够理解其中的幽默和隐含意义。
-难点：把握Comic strip的叙事风格和幽默元素，提升阅读的深度和广度。
2.各小组展示自己的故事，其他小组进行评价，提出建议和改进意见。
3.教师巡回指导，解答学生在讨论过程中遇到的问题，给予鼓励和指导。
(译林牛津版)八年级上册英语：Unit8 Natural disasters 8(教案)
2.Pairs work:talk about what should be written about in each part.
Step 4 Practice
1.Chooses a topic to write about
Let’s choose a topic to write.
教学过程
教师复备
Step 1 Lead-in
1. Guess what kind of natural disaster it is according to the sounds and pictures.
2.Learn the new words.
Read the words and finish exercises.
重点
难点
1. To grasp some useful expressions about the snowstorm.
2. To learn to list notes to organize ideas for writing an article
3. To write an article about natural disasters
2. Finish the notes.
3. Show the notes in class.
4.Finish the article.
5.Change the article with the partner and correct the article.
Step5: Homework
1. Recite the useful expressions.
4.Check the answers in class. Readห้องสมุดไป่ตู้it fluently.
初中英语八年级上册(牛津译林版)Unit8Reading教学设计
c. Complex sentence structures, such as attributive clauses and object clauses.
d. Reading strategies and writing techniques.
此外，学生在阅读过程中，对于复杂句子结构和文章逻辑关系的理解可能存在一定难度。因此，教师需要关注学生的阅读策略和技巧的培养，帮助他们从文章中提取关键信息，提高阅读理解能力。
在情感态度方面，八年级学生正处于青春期，他们关注个人形象，追求个性，容易受到时尚潮流的影响。因此，在教学过程中，教师应引导学生树立正确的价值观，关注环保、节约等问题，培养他们的社会责任感。
a. What is your favorite fashion style? Why?
b. How do you think fashion and environmental protection can be combined?
c. What are the advantages and disadvantages of following fashion trends?
2.阅读教学：
-采用任务型教学法，设计多样化的阅读任务，引导学生深入理解文章内容，培养阅读策略和技巧。
-通过小组合作、讨论等形式，让学生分享阅读心得，提高他们的合作能力和思维品质。
-指导学生从文章中找出主题句和关键信息，帮助他们提高阅读理解能力。
3.写作教学：
-以文章为范例，引导学生分析文章结构，掌握写作技巧。
2.教师强调本节课的情感态度与价值观目标，如：树立正确的消费观、关注环保等。
牛津译林英语八（上）U8Naturaldisasters电子教案
牛津译林英语八（上）U8Naturaldisasters电子教案8A Unit8 Natural disasters教学重点：1. Use ?because‘, ?as‘ and ?since‘ to introduce the reason for something e.g., The children cried because they were frightened.2. Use ?to‘-infinitives to report someone‘s orders ,requests and advice, e.g.Mr. Hu told us to go home.3. Use vocabulary to describe weather conditions and natural disasters, e.g.,The weather today is sunny but it‘ll be cloudy tomorrow.Language skillsListeningRecognize key expressions involved in an emergency callDevelop intensive listening skills by completing an accident report formUnderstand directions and instructions in a new contextSpeakingDescribe an accident or disasterRespond to questions by providing more informationInteract with others requesting informationReadingInfer meaning from keywords，context and headlineIdentify specific meaning by reformulating sentences in a diarySequence information to follow the fist of a storyWritingGenerate ideas about natural disastersOrganize ideas for writing an article for the school newsletterDevelop an awareness of audience and registerOverview of the unitThis unit introduces the topic of weather conditions and natural disasters，and how people survive them.Students are able to rely on their own experiences and general knowledge of the world to get a more direct understanding of the various disasters described.第一课时comicWarm-up activities1.Allow students enough time to make sense of the comic strip: heavy rain—Hobo is wetand cold.—His house is wet. Try to elicit from students what might have happened to Hobo‘s house.2.Listen to the tape then answer the questionsa.What‘s the weather like?(It‘s raining.)b.What happened to Hobo?(He got wet.)c.What do you think happened to Hobo‘s ho use(The floor and the furniture are wet.)d.How does he feel at Eddie‘s home?( He feels warm..)e.Why doesn‘t he want to go home alone?( The floor is all wet and he needs someone to help him mop it up because he doesn‘t want to do it himself .)f.Will Eddie help him?( Eddie doesn‘t like the idea of mopping up Hobo‘s floor.)3.Elicit from students other bad weather conditions , e.g., thunderstorm, snowstorm,typhoon, sandstorm , etc..Welcome to the unitObjectivesTo introduce the topic of disastersTo activate existing knowledge of the world in response to newspaper headlinesTo identify vocabulary related to the topicTo guess meaning from keywordsTo identify weather conditions and label pictures with correct wordsBackground informationIn this section, students read newspaper headlines about a range of natural disasters and accidents. The purpose is to focus students‘ attention on many different situations that may happen around them.. This section also introduces students to authentic newspaper headlines and encourages students to think about the difference between natural disasters and accidents.Teaching procedures1.present some new vocabulary to help students understand the headline .e.g.,earthquake‘ ?accident‘, ?crash‘, ?flood‘, ?lightning‘a nd ?storm‘.2.Explain what a natural disaster is .Ask students to consider whether the disasters arenatural and tick the appropriate box .First students do it by themselves then check the answer with the whole class. Do some explanations where necessary like ?lose thegame‘ ? thousands of‘ crash into‘ ? start a fire‘ ?wash sth away‘.3.Read the words in Part B and ask students to describe each weather condition only withsimple phrases and words. Then choose the correct answers .4.Discussion: Divide the class into groups , ask each group choose a natural disaster thendiscuss ?What happens in the disaster or tell a natural disaster they know about.ReadingObjectivesTo infer meaning from keywords and contextTo identify specific meaning by reformulating sentences in a diaryTo sequence information to follow the gist of a storyBackground informationThis story tells about a personal experience and as such it is written in the first person narrative .Timmy is trapped under a fallen building during the Taiwan earthquake in 1999.Teaching procedure1. Ask: Do you know any earthquakes happened before ? Do you know the TangshanEarthquake? Bring some newspaper or magazine articles or pictures aboutearthquakes. What happened in an earthquake? What do people do in an earthquake?How can people survive in an earthquake? Ask them to give me some ideas.2. Ask students to skim the text on their own . Ask them to highlight the words theydo notknow. Ask students work in pairs and try to work out the meaning from the context. 3.Work in pairs. Ask students to make lists of words and phrases used in the text whichdescribe noise and movement\destruction, fear and hope .Noise: big noise, thunder, screamed, real noise, bombs , shoutedMovement\destruction: slight shaking, earth started to shake, ran (wildly), pieces of glass and bricks fell down, walls began to come downFear: screamed, frightened, dark, could not see at all, a moment of fearHope: calm down, still alive, bright daylight, safe4.Read the story carefully.5.Check the understanding of different paragraphs by asking some questions.Para1: a. Where was Timmy?(In a shopping center.)b. What happened in the shopping center?(There was a big noise. People became frightened. Some children screamed.) Para2: a. What happened to the buildings?(Pieces of glass and bricks fell down. Then the walls began to come down.)b. How did people react?(People ran in all directions. Some people were running out of the shopping center.)c. What did Timmy do?(He tried to run out to the street.)Para3: a. Where was Timmy when the shaking stopped?(It was dark around him and he didn‘t know where he was. He was trapped.)b. How did Timmy feel?(When the shaking stopped, he calmed down. When he found out that he wastrapped, a moment of fear went through his mind but he told himself to calmdown.)Para4: a. What did Timmy do while he was waiting for help?(He shouted for help. He ate some chocolate.)Para5: a. How was he rescued?(People came and moved away the bricks and stones.)6.Explain some difficulties in the text.7.Extensive activityDivide the class into groups of five. Allocate one paragraph to each student on the groups. Give them 5-10 minutes to practice reading their paragraph.Homework:a.Recite the textb.Learn the useful expressions by heart.Part BTeaching procedures1.Ask students to read the whole passage2.Ask students to do Part B1 individually and then compare their answers with apartner. Make sure they have matched the words with the meanings correctly. Read the correct sentences.3.Ask students to read the words in the box. Explain any words if necessary. Askthem to find these words in Timmy‘s sto ry on pages90 and 91. Then complete the diary entry without looking at the words.4.Ask them read out the diary entry to check the correct answers.Part CTeaching procedures1.Ask students to study each picture first.2.Students write the captions in the blanks individually. Check answers with thewhole class. Then ask them to add more details.3.Ask students to arrange the pictures in the right order.Part D1.Explain the context and remind them about story telling from memory. Studentswork in pairs to complete the task.2.Check the answers with the whole class.. If it is false , ask them to correct them.Homework:1.Recite the passage on page92.VocabularyObjectivesTo identify words and phrases to describe weather conditions To use vocabulary to give weather forecastBackground informationTalking about weather is a very common language function frequently used ineverydaycommunication. The section focuses on forming adjectives from weather-relatednouns. Students are also able to talk about different weather conditions in an everyday conversation.Teaching proceduresElicit from students as many different weather conditions as possible, e.g., ?dry and sunny‘, ?heavy rain‘, ?lightning‘, etc. Brainstorm the kinds of natural disasters that can be caused bybad weather conditions. Write them on the board with arrows to illustrate cause and effect.Dry and sunny ----droughtHeavy rain----floodLightning----fire1. Ask students to read the list of nouns in Part A in advance. Ask students to write the correct adjectives in the blanks, check answers with the whole class .2. Ask students to read the conversation in Part B on their own, selecting the correct words as they go along. Explain any difficult words, e.g., ?temperature‘, ?drop‘ and ?worse‘. Ask students to work in pairs to read the conversation.3. GameAsk students to draw pictures of the different weather conditions on separate pieces of paper. Students take turns to show their pictures. The rest of the class must say the noun and the corresponding adjective describing the weather condition in each picture.GrammarObjectivesTo use ?because‘, ?as‘, and ?since‘ to introduce the reason for somethingTo use ?to‘-infinitives to report someone‘s orders, requests and advice.Background informationThe story continues with the Class1,Grade8 students experiencing a snowstorm. The characters are first talking about their activities in the morning of the snowstorm and giving reasons for the different situations. The context provides opportunities for focusing on the grammar items introduced inthis section—connectives of reason. It also explores the various activities at school made necessary by the snowstorm. Students also have opportunities to use the grammatical function of reporting someone‘s orders, requests and advice in a natural context.Part ATeaching procedures1. Introduce the idea of giving reasons for things. Explain that we usually ask for reasons when we ask ?why‘ questions.Say: Mr. Wu wore red socks last Thursday. Then ask: Why did he wear red socks? Elicit from students any answers. e.g., Mr. Wu wore red socks because he likes the colour\because\as it was Thursday\since he wanted to play football.2. Write the sentences on the board. Ask students to come forward and underline thewords introducing the reason. Ask them to identify also the clause introducing the reason.3. Go through the explanations at the top of page95. Then say parts of sentences andinvite students to complete them, e.g., I didn‘t go to school today because (I was ill).Since I was very tired,( I went to bed at once). As she is only six years old, (shecannot join our team).4. Explain the context in Part A1. For weaker classes, revise keywords and checkunderstanding of the key phrases. Ask students to read the conversation in pairscircling the connectives of reason and underlining the reasons. Then ask students to read out the sentences raising theirhands every time they come across a connective of reason..5. Ask students to change the order of the sentences in PartA1 using the sameconnective, e.g.,Because a snowstorm came, the traffic was so bad this morning.I went back to bed because I thought there was a snowstorm.Part A2Teaching procedures1.Ask: What may happen at school when there is a snowstorm? Create an interest inwhat people normally do when they are waiting for the natural disasters to go away. 2.In pairs , students read the sentences in Part A2 and try to make sense of the events described inSandy‘s diary. Ask students ?why‘ questions to check understanding, e.g.,Why did Mr. Wu tell them to leave school at 2 p.m.?(Because the snowstorm got worse.)3.Ask the students to write the sentences using the connectives in brackets. Checkanswers with the whole class. Ask students to change the order of the two clauses.4.Ask students to complete ?work out the rule‘ at the top of page97.5.Additional exerciseComplete the sentences by adding the connectives of reason.a.I left my umbrella at school. I was in a hurry.(I left my umbrella at school because\since\as I was in a hurry.)b.I went to bed early. I did not watch the programme.(Because\Since\As I went to bed early, I did not watch the programme.)c.I could not do my homework. It was too difficult.( I could not do my homework because\since\as it was too difficult.)d.I did not go to the party. No one invited me.(I did not go to the party because\since\as no one invited me.)e.I was the best student in the class. I got a prize.(Because\Since\As I was the best student in the class, I got a prize.)Part BTeaching procedures1.Brainstorm with students what teachers might say when there is an emergency atschool and write the orders \requests on the Bb, e.g., ?Be quiet‘ ?Stop talking‘ ?Stop shouting‘ ?Walk quietly‘ ?Stay calm‘ ?Watch the sings‘ ?Take care‘ ?Be careful‘2. Go through the examples on page97 focusing on the different reporting verbs,e.g.,told‘ ?asked‘ ?advised‘ ?warned‘ and those listed in the Tip box.3. Point at the sentences on the board and ask students to use them in reported speech,e.g.,The teach asked his students to be quiet. She ordered them to stop talking.4. Work through a few example sentences reporting negative orders,requests and advice.5. Brainstorm with students what advice they could give to foreign friends about whatthey should do when there is a snowstorm.. Ask students to use negativeorders ,requests and advice, e.g.,Don‘t go out. Don‘t go for a walk. Don‘t open the windows. Don‘t ride the bicycle.Write the sentences on the blackboard:I told my friend not to go out. I advised Linda not to go for a walk.6. Talk to students about the context of the snowstorm. Explain that Mr. Wu is tellingthe students what they should or should not do before they go home.7. Ask students to work out the answers. Then check the answers.8. Explain the context in PartB2. Ask students to complete the task individually. Makesure they follow the order of the pictures on page 98.9. Ask individual students to read the sentences one by one for the rest of the class tocheck their answers.Homework:1. Learn the new words and expressions by heart.2. Revise the grammar points , make up five sentences about reporting orders, requests and advice.Integrated skillsPart AObjectivesRecognize key expressions involved in an emergency callUnderstand directions and instructions in a new contextExtract key information from listening in order to write an e-mail reporting an accident Background informationStudents are introduced to the process of producing an accident report form. This type of writing requires considerable precision and accuracy first in receiving instructions and directions, and then in reporting them.Teaching procedures1. Brainstorm the students the context of emergencies ,e.g.There is an accident \fire. People are hurt. They need help. They need to go to hospital. Someone calls the 110 hotline. An ambulance\A fire engine\ The police arrive. The victims are taken to hospital.2. Explain that Mr. And Mrs. Su had a car accident during the snowstorm. Ask students to look at the two reports on page100 and explain that the report form in PartA1 is from the 110 hotline whereas the report in PartA2 is made by the policemen after they rescued Mr. And Mrs. Su.3. Ask students to study the accident report in Part A1 in pairs. Ask students to listen carefully to the conversation and complete the accident report form with as much information as they can.4. Play the recording again so that students can check ,confirm or change their initial answers.5. Ask students to read the report of the policemen in Part A2. Then ask them to look at the accident report form in PartA1 and fill in the missing information there.6. Check answers with the whole class.7. Tell students that the accident was reported in the newspaper which Sandy read and she is now writing about it to her e-friend. Then ask students to work on their own to complete Sandy‘s e-mail. Then check the answers.Part BObjectivesTo describe an accident or disasterTo respond to questions by providing more informationTo interact with others requesting informationBackground informationIn this unit students have the opportunity to identify a natural disaster, describe it and explain the results. Students should be encouraged to use the language with expression and fluency.Teaching produces1. Ask students to read the conversation first on their own focusing on the information given by Sandy. T ell students to make a list of the key information about the fire,e.g., in Britain, last week, heavy storm, thunder and lightning, terrible, school caught fire, no one was hurt , students on holiday.2. Ask students to practise the conversation between Sandy and Amy in pairs. Invite some pairs to come forward and role-play it in front of the class.3. Ask students to think of a natural disaster they have heard about or experienced, and to write a list of the key facts. Ask them to refer to the list of key information they have made in Point 1. Provide guidance and support to help students prepare their conversations.4. Ask some pairs to present their conversations to the class.Encourage them to ask questions to clarify any points which are not clear.5. Give the criteria for peer assessment to the class and ask them to give marks on different aspects of the performance.PronunciationObjectivesTo identify intonation patterns of statementsTo use appropriate intonation patterns at the end of a statementBackground informationThis 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 produces1. 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 riseor fall at the end of the sentences?4. Ask students to open their books. Read the statements together with the students. Make surestudents 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 ofYes‘/‘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 theappropriate 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‘ perfor mance.Extensive activityAsk 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 taskObjectivesTo generate ideas about natural disastersTo organize ideas for writing an article for the school newsletterTo develop an awareness of audience and registerBackground informationSandy writes an article to be published in the school newsletter about her personal experience during a snowstorm in Beijing. Students then have the opportunity to describe a natural disaster they have experienced or heard about. Encourage students to use the personal style of first person narrative to tell their stories. They ca n refer to Timmy‘s home page on pa ges90 and 91 to see the use of first person narrative to describe a natural disaster.Teaching produces1.Explain the context. Make sure that students have a full understanding of the situation and theaudience. Tell them about the power of story telling. It is an engaging means of communication because listeners or readers learn about how others feel and how they see a particular experience.2.Divide students into groups of four and ask them to read the information in Sandy‘s notes in Part A.Encourage students to discuss any words or phrases in their groups before asking you for explanation.3.Ask students to read Sandy‘s notes focusing on the details of Sandy‘ experience of the snowstorm .Point out that her story is very personal and unique although it includes some facts and is written for a newsletter. Sandy tells the reader about many things she experienced on the day of the snowstorm and the morning after from her point of view and how she felt about them.4.Tell students about the importance of planning a personal story. Planning is very important to createa powerful piece of writing ,which readers can understand, enjoy and follow easily. Point to theflow chart in Part B. Explain the structure of the flow chart to students . The topic is a snowstorm.The questions in the third column are guiding questions that help students organize their ideas.Students work in their groups of four and complete the flow chart with the correct letters from PartA. Remind students that they can use flow charts to organize their ideas before they start writing.5.Ask the questions in Sandy‘s flow chart to check the correct answers with the class.6.Ask students to look at Sandy‘s article in Part C individually . Skim the article and make sure thereare no unfamiliar words.7.Ask students to read the article again. Tell them to choose the correct word or phrase in Part A tocomplete each blank in the article. Encourage them to compare their answers with a partner. Then check the correct answers with the whole class.8.Ask students to practise reading the article to their partners. Invite some volunteers to comeforward and each read a paragraph to the class. Praise them for correct pronunciation and intonation.9.Ask students to choose a topic of their own. Ask students to go through Sandy‘s article and identifywords, phrases, sentence structures, etc. Which they could use in their own articles. Encourage students to include as much of their own information as possible. They can also use some of the expressions in Part D.10.Encourage students to use a variety of adjectives and nouns to avoid repetition. Remind them ofthe words describing ?fear‘ they have learned,e.g., ?afraid‘, ?frightened‘.11.Encourage students to search the Internet for more information.12.In pairs, ask students to brainstorm memories about the situations they have chosen to write.Encourage them to jot down any ideas. Then ask students to sort out their notes into a flow chart as in Part B. They can write their points next to/under each question in their notes with their partners. When they are completely satisfied with their flow charts, ask them to start writing.13.Encourage students to write a rough draft first. In pairs ,t hey need each other‘s drafts and ask theirpartners questions in order to clarify any of the points presented in the articles. Go around the classroom and offer help with choice of words, spelling and sentences structures.14.Finally, students rewrite their articles on a display board or create a collection for publication, e.g.,for the school open day, parents evening, etc. Ask students to read at least three of the articles and make comments on comments on content, clarity of information, interesting details included in the story, etc.CheckoutObjectivesTo check the use of connectives of reasonTo check the use of ?to‘ –infinitives to report someone‘s orders, requests and adviceTo revise vocabulary related to natural disastersTeaching produces1.Before students start doing the activities, ask them to write down a list of the key languageitems they have learned in this unit. Ask them to work on their own and then compare their lists with a partner. Ask one student to read his/her list and write it on the board, separating the items into columns: vocabulary , grammar and functions. Ask other students to add other items to the list on the board.2.Ask students to bring in their vocabulary books and grammar pattern books and copy theitems so that they have a complete list in their books. There is also a Grammar check section on pages 108 and 109 for students‘ reference.3.Tell students to match the statements first before filling in the blanks. It is important thatthey have a general understanding of each statement and the context before they work on the specific language items. Set a fairly tight time limit as students should be quite familiar with the vocabulary . Remind students to work out the meanings of any words they might have forgotten by reading the whole sentence.4.Ask students to complete Part A on their own and then check their partners‘ work. Remindthem to write the score in the ?paw‘.5.Remind students about word puzzles.6.Check answers with the whole class. Remind students to write the score in the ?paw‘.Extension activityAsk students to make their own word puzzles with other words they have learned in the unit.牛津初中英语总复习单元练习十八Unit 6 Natural disastersName__________一、选择填空：( )1. You can call me if you_____ free tomorrow.A. will beB. areC. isD. is going to be( )2. My father stopped_____ after he finished writing the report.A. smokingB. to smokeC. smokedD. from smoking( )3. Excuse me, could you tell me________?A. how can I get thereB. how I can get thereC. the way to thereD. where is the post office( )4. We are ______ to see a 4-year-old girl playing the violin so wonderfully.A. sadB. afraidC. frightenedD. surprised( )5. Would you like_______?A. something deliciousB. delicious somethingC. anything niceD. delicious something( )6. We flew _____ mountains and seas when we took a plane to the USA last month.A. acrossB. alongC. aboveD. over( )7. I am glad_____ you______ the party.A. to invite, forB. to invite, toC. for, invite, forD. for invite, for ( )8. Everyone wants_______ know________.A. to, what to doB. /, what to do itC. to, how to doD. /, how to do it ( )9. There are a lot of trees on ________ side of the road.A. eachB. evenC. bothD. all( )10. I don‘t think he is right, __________?A. do IB. don‘t IC. is heD. does he( )11. It is dangerous_______ a car_____ a snowy day.A. top drive, inB. to drive, onC. drive, inD. drive, on ( )12. When does your school__________?A. overB. finishesC. endD. begins( )13. Why are you in a hurry? _______ I am almost late for school.A. ForB. SinceC. AsD. Because( )14. I‘m sorry I _____my homework at home.A. forgetB. leaveC. leftD. forgot( )15. Can you give me_______?A. some adviceB. many advicesC. an adviceD. a few advices ( )16. Would you please_____ mistakes any more?A. don‘t makeB. not to makeC. not makeD. to not make ( )17. He is sleeping_____ all the windows open.A. whenB. whileC. withD. because( )18.Don‘t play_____ fire. It‘s very dangerous.A. withB. /C. with aD. with the( )19. Who made a speech_____ of the meeting?A. in the endB. by the end。