牛津译林版英语八上u8Reading最新
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新牛津译林版八年级英语上册Unit8 Reading (I) 教案
Unit 8 Natural disastersReading (I) 教案I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. read the passage about the Taiwan earthquake fluently;2. understand the meanings of the new words from the context;3. know what Timmy did and how he felt before and after the earthquake;4. understand the damage that an earthquake could bring about and the ways to reduce the losses of an earthquake.II. Teaching contents1. New words and phrases: shake, fear, silent, nervous, heart, beat, since, alive, dark, shout, safe;in all directions, come down, not … at all, find one’s way out, at last2. New structures: I was sleeping when the earthquake started.I tried my best to run out too, but I could not.Outside, people were running in all directions while pieces of glass and bricks were falling down.Luckily, there was just enough space for me to move.Hours later, as I was trying to find my way out, I suddenly heard some noiseabove me.III. Focus of the lesson and predicted area of difficultySummarize the passage in sequence in students’ own words.Learn to use the expressions of describing an event.IV. Teaching proceduresStep I Lead-in1. Play a guessing game according to some hints:T: What natural disaster is it?2. Present the topic about an earthquake. Then watch a video about the Taiwan Earthquake.3. Help the students draw a conclusion of the effects of the earthquake:Many people died …People lost their homes …Many things were destroyed …【设计意图】鼓励学生谈论地震带来的危害，形成良好的心理预设，通过师生交流导入故事文本。
牛津译林版八年级英语上册Unit 8 Reading (I) 示范课教学设计
活动层次
应用实践之描述与阐释，分析与判断
效果评价
观察学生对事件细节和事件发展顺序的掌握情况。
教学活动
14. Studentsjudge the T/F statementsand correct the wrong statements.
活动层次
应用实践之描述与阐释，分析与判断
效果评价
观察学生对文本细节的掌握情况。
4. Students match the words and meanings.
活动层次
学习理解之感知与注意，获取与梳理；
应用实践之描述与阐释，分析与判断
效果评价
观察学生对视频的描述及新词匹配释义的回答情况，了解学生对新词的掌握情况。
环节设计意图：，有利于加深学生对新词的理解，有效降低阅读难度。
answer questions.
12.Studentsact outwhat happened inthefourth&fifth paragraphs.
活动层次
学习理解之获取与梳理，概括与整合；
应用实践之内化与运用；
迁移创新之想象与创造
效果评价
观察学生的作答和表演情况，了解获取语篇关键信息的情况。
作业与拓展
1. Read the story fluently.
2. Review the new words and phrases they’ve learnt today.
效果评价
观察学生对图片的描述，了解学生已知及对地震相关表达的掌握情况。
环节设计意图：
学生了解1999年地震的背景知识，为后面的语篇阅读作铺垫。
环节三：情境下学习目标语言，进行读前预测。（5 mins）
学生观看视频并回答问题；匹配新词及其英文释义。
应用实践之描述与阐释，分析与判断
效果评价
观察学生对事件细节和事件发展顺序的掌握情况。
教学活动
14. Studentsjudge the T/F statementsand correct the wrong statements.
活动层次
应用实践之描述与阐释，分析与判断
效果评价
观察学生对文本细节的掌握情况。
4. Students match the words and meanings.
活动层次
学习理解之感知与注意，获取与梳理；
应用实践之描述与阐释，分析与判断
效果评价
观察学生对视频的描述及新词匹配释义的回答情况，了解学生对新词的掌握情况。
环节设计意图：，有利于加深学生对新词的理解，有效降低阅读难度。
answer questions.
12.Studentsact outwhat happened inthefourth&fifth paragraphs.
活动层次
学习理解之获取与梳理，概括与整合；
应用实践之内化与运用；
迁移创新之想象与创造
效果评价
观察学生的作答和表演情况，了解获取语篇关键信息的情况。
作业与拓展
1. Read the story fluently.
2. Review the new words and phrases they’ve learnt today.
效果评价
观察学生对图片的描述，了解学生已知及对地震相关表达的掌握情况。
环节设计意图：
学生了解1999年地震的背景知识，为后面的语篇阅读作铺垫。
环节三：情境下学习目标语言，进行读前预测。（5 mins）
学生观看视频并回答问题；匹配新词及其英文释义。
牛津译林版八年级上册(新)8A Unit8 Reading(共35张PPT)
1 shake________ e
2 scream ______ c 3 come down___ b 4 silent________ f 5 at last_______ a
6 safe ________ d
a finally b fall to the ground c give a loud high cry d not in danger e move quickly from side to side, up and down, etc. f quiet
find one’s way out
找到出路
heart
[hɑːt]
n. 心脏
When we feel nervous, our hearts will beat fast.
['nɜːvəs]
adj. 紧张不安的 [biːt]
v. （使）规律作响 作节奏运动
daylight
['deɪlaɪt]
dark
n. 头脑
mind. F 4. A moment of joy went through his[m aɪnd]
T 5.He shouted for help, but no one came.
T 6. He started to pull himself slowly
through the dark.
[dɑːk] n. 黑暗
n. 日光
We can hear shouts from the man.
[ ʃaʊ t ]
n. 呼喊，喊叫声
a bomb
[bɒm] n. 炸弹
The
Taiwan earthquake
Was Timmy saved at last ?
牛津译林英语 八年级上册Unit8Reading(共16张PPT)
P4 Timmy was saved
P5 Timmy's feelings while trapped
Read P1-2 carefully and answer the questions below.
1. When did the eathquake happen?
The earthquake happened at about 2:00 in the early morning.
( 4)a. The earth started to shake. (7)b. The pieces and glass and bricks fell
down.
( 1)c. I felt a slight shake. ( 3)d. Soon the real noise came. (5)e. People screamed in fear and ran out
Further thinking.
1.What do you think of Timmy?
2. Which sentence in this paragragh can support your opinion?
Read P4 and answer this quetion.
What did Timmy do to save himself?
Listen and follow the tape.
Discussion
Timmy was lucky to survie in the earthquake. Through Timmy's story , can you summarize what we shoud act if an earthquake happens?
牛津译林版八年级英语上册unit8reading课件
Timmy wanted to go out, but failed.
He was trapped.
A. He was kept in a place and couldn’t leave. B. He lost his life.
Careful reading
Choose the meaning of the new words.
Careful reading
Read para.1-2 carefully and think about the things they did. (True or false) 1. Timmy was sleeping when the earthquake T started. 2. When the earth started to shake, people F screamed in fear. surprise. F 3. Timmy ran with triedout his quickly best to run out others. but he couldn’t. 4. People ran in direction in the in the all same directions F street.
Think about the main ideas of the paragraphs.
Para.1 Para.2 Para.3-5
• After the earthquake Before the earthquake During the earthquake
Careful reading Read paragraph 1
Complete the table. At first
When it was What he did What he heard How he felt
He was trapped.
A. He was kept in a place and couldn’t leave. B. He lost his life.
Careful reading
Choose the meaning of the new words.
Careful reading
Read para.1-2 carefully and think about the things they did. (True or false) 1. Timmy was sleeping when the earthquake T started. 2. When the earth started to shake, people F screamed in fear. surprise. F 3. Timmy ran with triedout his quickly best to run out others. but he couldn’t. 4. People ran in direction in the in the all same directions F street.
Think about the main ideas of the paragraphs.
Para.1 Para.2 Para.3-5
• After the earthquake Before the earthquake During the earthquake
Careful reading Read paragraph 1
Complete the table. At first
When it was What he did What he heard How he felt
牛津译林版英语八年级上册第八单元Reading_课件
1. Timmy was sleeping when the earthquake
started.
T
2. When the earth started to shake, people
screamed in fseuar.prise.
F
3. Some people ran out of the building.
3.Did he find his way out(come out) by himself? No. People outside saved him.
Read para.1-2 with mp3 and choose the correct pictures.
a.
b.
c.
1.He felt ?a slight shake at first.
整个灾区死亡2329人，伤8722人，失踪39 人，倒塌各种建筑9909栋，严重破坏7575栋， 受灾人口250万，灾民32万，财产损失92亿美元。
An earthquake
The Taiwan earthquake There was an earthquake in Taiwan in 1999. Timmy survived. Read Timmy’s story and find out what happened to him.
It was anything at all.
I could not see through my mind.
I did not know My heart was A moment of fear went
dark and silent around me.
if anyone else was near me.
牛津译林版八年级上册英语Unit8Reading教学设计
3.目标达成：
通过总结归纳，帮助学生巩固所学知识，增强自信心，为下一节课的学习做好铺垫。
五、作业布置
为了巩固本节课的学习内容，培养学生的自主学习能力和实践应用能力，特布置以下作业：
1.词汇和语法练习：
完成课后练习册中与本节课相关的词汇填空、句型转换等练习，以加强对重点词汇和语法的掌握。
2.阅读理解：
2.培养学生的团队合作精神，让他们学会尊重他人、倾听他人意见，共同解决问题。
3.激发学生对英语学习的兴趣，树立自信心，鼓励他们勇于表达、积极参与课堂活动。
4.培养学生的跨文化意识，让他们了解世界各地的环境问题，拓展国际视野。
5.培养学生热爱生活、关爱他人的品质，使他们成为有责任感、有爱心的公民。
二、学情分析
牛津译林版八年级上册英语Unit8Reading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"pollute", "environment", "protect", "waste", "recycle"等，并能在实际语境中正确运用。
2.学会并熟练使用一般现在时和一般过去时的动词形式，描述环境问题和环保行为。
3.目标达成：
让学生通过练习，巩固词汇、语法和阅读写作技巧，提高综合运用能力。
（五）总结归纳
1.教学活动设计：
教师引导学生回顾本节课所学内容，总结重点知识和技能。
2.教学实施：
a.教师提问，检查学生对重点词汇、语法的掌握情况。
b.学生分享自己在课堂上的收获和感悟。
c.教师总结课堂表现，给予鼓励和表扬。
b. What can we do to protect our environment?
通过总结归纳，帮助学生巩固所学知识，增强自信心，为下一节课的学习做好铺垫。
五、作业布置
为了巩固本节课的学习内容，培养学生的自主学习能力和实践应用能力，特布置以下作业：
1.词汇和语法练习：
完成课后练习册中与本节课相关的词汇填空、句型转换等练习，以加强对重点词汇和语法的掌握。
2.阅读理解：
2.培养学生的团队合作精神，让他们学会尊重他人、倾听他人意见，共同解决问题。
3.激发学生对英语学习的兴趣，树立自信心，鼓励他们勇于表达、积极参与课堂活动。
4.培养学生的跨文化意识，让他们了解世界各地的环境问题，拓展国际视野。
5.培养学生热爱生活、关爱他人的品质，使他们成为有责任感、有爱心的公民。
二、学情分析
牛津译林版八年级上册英语Unit8Reading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"pollute", "environment", "protect", "waste", "recycle"等，并能在实际语境中正确运用。
2.学会并熟练使用一般现在时和一般过去时的动词形式，描述环境问题和环保行为。
3.目标达成：
让学生通过练习，巩固词汇、语法和阅读写作技巧，提高综合运用能力。
（五）总结归纳
1.教学活动设计：
教师引导学生回顾本节课所学内容，总结重点知识和技能。
2.教学实施：
a.教师提问，检查学生对重点词汇、语法的掌握情况。
b.学生分享自己在课堂上的收获和感悟。
c.教师总结课堂表现，给予鼓励和表扬。
b. What can we do to protect our environment?
最新牛津译林版初二英语上册8A Unit 8 Reading one3课件
the desk. 4. Don’t use the lift. 5. Save energy to survive. …
Homework
• Read the whole article and remember new words and phrases.(必做) • Finish Period 2 in your exercise book.(必做) • Recite the article if you can. (选做) • Search for more information about the earthquake on the Internet.(选做)
T F T F F
He felt
a slight shake at first. (1)______________
a loud noise like _______ thunder then. (2)__________ the real noise like _______________ bombs under the He heard (3)__________ ground soon. ______
Read para.1-2 True or false 1. Timmy was sleeping when the earthquake started. 2. When the earth started to shake, people screamed in fear. surprise. 3. Some people ran out of the building. triedout to run out but he couldn’t. 4. Timmy ran quickly with others. all directions 5. People ran in the same direction in the street.
Homework
• Read the whole article and remember new words and phrases.(必做) • Finish Period 2 in your exercise book.(必做) • Recite the article if you can. (选做) • Search for more information about the earthquake on the Internet.(选做)
T F T F F
He felt
a slight shake at first. (1)______________
a loud noise like _______ thunder then. (2)__________ the real noise like _______________ bombs under the He heard (3)__________ ground soon. ______
Read para.1-2 True or false 1. Timmy was sleeping when the earthquake started. 2. When the earth started to shake, people screamed in fear. surprise. 3. Some people ran out of the building. triedout to run out but he couldn’t. 4. Timmy ran quickly with others. all directions 5. People ran in the same direction in the street.
【最新】牛津译林版八年级英语上册Unit8 Natural disasters reading 精品课件(共37张PPT)
4 Timmy was trapped in a dark place after the earthquake stopped. T
5 There was not enough space for Timmy to pull himself through.
F F
6 People found Timmy soon after he was trapped.
1. run to the street
He screamed _______ for help. people moved away thebricks _______ _______ and saved him. ______
Para5
Task Ⅳ: Read and discuss Ways to save yourself After the earthquake, Timmy has some useful ways of protecting himself in the earthquake. If you are Timmy, what good ways of protecting yourself do you know?
frightened in fear
scream
W
Earthquakes are really big disasters!
The Taiwan earthquake
There was an earthquake in Taiwan in 1999. Many people lost their lives in the earthquake,but a boy called Timmy survived.
Task Ⅲ: Read carefully and fill in the blanks.
牛津译林版八年级英语上册Unit8Reading教学设计
3.培养学生的集体荣誉感，让他们意识到团队合作的重要性，学会为团队的成功而努力。
4.鼓励学生勇敢表达自己的观点和感受，增强他们的自信心，培养独立思考的能力。
二、学情分析
牛津译林版八年级英语上册Unit8 Reading的教学对象为八年级学生，经过前一阶段的学习，他们已经具备了一定的英语基础知识，能够运用简单的英语进行日常交流。在此基础上，学生对一般过去时态的掌握程度较好，但在实际运用过程中，仍需加强巩固。此外，学生对阅读策略的了解和运用尚处于初级阶段，需要教师在教学过程中给予指导和实践。
3.能够理解并运用阅读策略，如预测、扫描、略读等，提高阅读速度和阅读理解能力。
4.通过本章节的学习，提高学生的听说读写综合运用能力，特别是阅读理解和写作能力。
（二）过程与方法
1.通过小组合作、讨论等方式，让学生在互动中学习，培养他们的合作意识和团队精神。
2.运用多媒体教学资源，如图片、视频等，激发学生的学习兴趣，提高他们的学习积极性。
3.引导学生通过自主阅读、思考和分析，培养他们独立解决问题的能力。
4.设计丰富的课堂活动，如角色扮演、情景模拟等，让学生在实际语境中运用所学知识，提高他们的语言实践能力。
（三）情感态度与价值观
1.通过学习本章节，让学生了解并尊重不同文化背景下的生活方式，培养他们的跨文化交际意识。
2.引导学生关注生活中的美好时光，学会珍惜和感恩，培养积极向上的生活态度。
-通过课堂互动、小组讨论等形式，检查学生对一般过去时态的掌握程度，并及时进行反馈指导。
3.阅读策略教学：
-引导学生运用预测、扫描、略读等策略进行阅读，提高阅读速度和理解能力。
-设置问题链，引导学生深入思考文章内容，提高他们的阅读理解水平。
-组织课堂讨论，让学生分享自己的阅读心得和策略，相互借鉴，共同提高。
4.鼓励学生勇敢表达自己的观点和感受，增强他们的自信心，培养独立思考的能力。
二、学情分析
牛津译林版八年级英语上册Unit8 Reading的教学对象为八年级学生，经过前一阶段的学习，他们已经具备了一定的英语基础知识，能够运用简单的英语进行日常交流。在此基础上，学生对一般过去时态的掌握程度较好，但在实际运用过程中，仍需加强巩固。此外，学生对阅读策略的了解和运用尚处于初级阶段，需要教师在教学过程中给予指导和实践。
3.能够理解并运用阅读策略，如预测、扫描、略读等，提高阅读速度和阅读理解能力。
4.通过本章节的学习，提高学生的听说读写综合运用能力，特别是阅读理解和写作能力。
（二）过程与方法
1.通过小组合作、讨论等方式，让学生在互动中学习，培养他们的合作意识和团队精神。
2.运用多媒体教学资源，如图片、视频等，激发学生的学习兴趣，提高他们的学习积极性。
3.引导学生通过自主阅读、思考和分析，培养他们独立解决问题的能力。
4.设计丰富的课堂活动，如角色扮演、情景模拟等，让学生在实际语境中运用所学知识，提高他们的语言实践能力。
（三）情感态度与价值观
1.通过学习本章节，让学生了解并尊重不同文化背景下的生活方式，培养他们的跨文化交际意识。
2.引导学生关注生活中的美好时光，学会珍惜和感恩，培养积极向上的生活态度。
-通过课堂互动、小组讨论等形式，检查学生对一般过去时态的掌握程度，并及时进行反馈指导。
3.阅读策略教学：
-引导学生运用预测、扫描、略读等策略进行阅读，提高阅读速度和理解能力。
-设置问题链，引导学生深入思考文章内容，提高他们的阅读理解水平。
-组织课堂讨论，让学生分享自己的阅读心得和策略，相互借鉴，共同提高。