牛津译林版八年级英语上册unit8第2课时教案

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牛津译林版八年级英语上册Unit 8 Natural disasters第2课时示范课教案

Unit 8 Natural disastersReading (1)一、教学目标1. 掌握本课重点词汇及短语：slight, shake, loud, bomb, shake, fear, direction, in all direction…2.掌握本课重点句型：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 noise above me.3.通过读，获取Timmy在地震灾害中如何获救的信息。

4. 通过讨论，判断Timmy 获救的原因。

5. 当面对灾难时，要学会如何自救。

二、教学重点及难点重点：1. 指导学生在读中获取Timmy在地震灾害中如何获救的信息。

2. 引导学生讨论，判断Timmy 获救的原因。

难点：引导学生讨论，判断Timmy 获救的原因涉及学生深层思维的发展，如何帮助学生将讨论引向深度。

三、教学过程Step 1 Warming-upShow a picture of an earthquake and lead the topic about the earthquake.【设计意图】通过引导学生谈论地震，引入话题。

Step 2 Pre-readingShow the pictures of Taiwan earthquake and get Ss to predict the order.【设计意图】通过将图片排序，引导学生初步了解故事发生的顺序，培养学生逻辑思维能力。

【最新】牛津译林版八年级英语上册Unit 8 Natural disasters Reading2 教案

Unit 8 Natural disasters Reading2 教案学习目标1．进一步掌握本课中的重点和难点，能够对一些短语和句型做到进一步的理解和掌握2．背默课文.学习重点掌握一些重点词组和句型的用法.学习难点用学过的有关自然灾害知识来描述这样类似的事件.一．自主学习1．起初 2.向四面八方跑3.平静下来4.自言自语5.陷入困境6.喊救命7.很长一段时间8.尽力做某事9.寻找出路10.匆忙做某事二．根据课文内容填空。

(合起课本试一试)Timmy survived the earthquake in 1999. At first, he felt a ___1___shake. Then he heard a big noise like __2__. People screamed in ___3___. The noise became really loud ___4___ bombs under the ground. After that, pieces of glass and bricks fell down. People ran in all __5__. Timmy __6__ his best to run out but __7__.When the noise ended, he found he was __8__ and still stay __9__. He told hi mself to ___10___ down and shouted for help. At last , people moved away the bricks and saved him.释疑1．展示课前预习一，二(各小组检查组员复习情况)2. 分组写出语言点并在组内和班内展示与讨论。

1．fear n.害怕(其词组) in fear 提心吊胆我的脑中掠过一阵恐惧，但我告诉我自己要镇定下来.A mom ent of _______________ my mind but I told myself to calm down2.mind n. 头脑，想法，精神vt./vi. 介意，在乎常用搭配：make up one’s mind to do sth 下决心做某事Never mind 不要紧, mind （sb./ one’s）doing sth 介意做某事活学活用：1.Would you mind my ____________ (close) the window.2.---We’ve missed the bus !--- ___________,(不要紧)there will be anothe r one in 10 minutes.3.wild adj.野生的，野性的________/________ 野兽/野花(2)wild (adv.)___________例句:He ran __________ down the street.他发狂似地沿着街跑.4.calm vi.(使)平静，(使)镇定，平息adj.平静的，镇静的，沉着的常用搭配：keep calm 保持镇静.calm down 使平息，使平静活学活用：1. The mother __________________________.母亲使孩子安静下来2．The sky is blue , and the sea __________.天空碧蓝，海上风平浪静。

牛津译林初中八年级英语上册 Unit 8 Natural disasters reading 2课件

▪ start to shake
shake one’s head
v.
shake down the apples
shake v.& n.
shaking n.
shook
1) At first, the slight __s_h_a__k_e_/_s_h_a__k_in_gof the house made Timmy frightened.
11. … I told myself to calm down …(line12) calm down 冷静下来，平静下来
calm v. 使平静，使镇静 n. 平静，宁静 adj. 平静的，镇静的
e.g. Just calm down a bit! 你先静一静！
Can you translate the following sentences?
e.g. People screamed in fear. 人们害怕地尖叫起来。
e.g. They got lost in the forest. They had to try different ways in fear. 他们在森林里迷路了，他们不得不害怕地尝试不同的路。
5. Some ran out of the building. (line5) run out of … 从……跑出 e.g. Some students run out of the classroom.
Fill in the blanks with the correct words or phrases:
shake fall down scream in fear in all directions
try one’s best to protect calm down

【最新】牛津译林版八年级英语上册Unit 8 Natural disasters Grammar2 教案

Unit 8 Natural disasters Grammar2 教案学习目标能够了解并掌握用when,while和as引导的时间状语从句与过去进行时连用的几种情况。

学习重点学习用when和while引导的时间状语从句与过去进行时连用的几种情况。

学习难点在过去进行时中正确使用when, while 和as.课前自学找出用when / while/ as引导的时间状语从句与过去进行时连用的情况.查资料搞清楚它的用法.二.有时为了句子表达的需要,我们可以用复合句来表达过去进行时. 在过去进行时中when, while 和as用法及其区别。

昨晚当我到家的时候, 妈妈和爸爸正在看电视My parents_________(watch) TV when I arrived home last night.刚才当老师走进教室的时候,学生们正在读书.Students ____________(read)when the teacher came in just now.在这些句子中,when引导的句子表过去的某一个具体的时间,when从句用一般过去时,而它的主句用过去进行时.但是若强调某个动作正在进行中时,又发生了别的动作,用while/as从句. 如_________ we were having supper, the light went out._________ he was riding a bike, he fell off and hurt his leg. 若主,从句两个延续动作同时进行,用while,则主句与从句都用进行时,此时,while译为“而” “一边,一边”,如:He was reading the newspaper __________ I was studying.三．（热身一下吧）用when ,while或as填空。

1. My mum was sleeping ______ my aunt came to visit her.2. My father was working in the garden _______ I was sit ting in the sun.3. ________ he came yesterday, we were playing basketball.4. _______ we were laughing , the teacher came in5. _______ the Whites were having supper, I knocke d at the d oor.1.当到Simon的时候, Amy正在从地上取雪.________ Simon ________, Amy _______ ________ some snow from the ground.3.Suzy在堆雪人的而Kitty就站在她的旁边.Suzy _______ ___________ a snowman ________ Kitt y _______ ________ beside her.4.正当Mary在拍照的时候,Andy朝她跑了过来.Andy _________ towards Mary ________ she ________ ________ _________.5.正当我在买东西的时候,地震发生了.The earthquake _______ _________ I _______ ________ some shopping.释疑展示一:在组内和班内展示课前自学中重要的短语及句型.展示二(1):根据图形用正确的时态回答问题E.g. T: What was the girl doing when I came?S: She ______ ________ when I came.= When I came , she ______ _______.※总结规律：句子1(延续性动作) （过去进行时）+ When +句子2（短暂性动作）（一般过去时）= When +句子2（短暂性动作），句子1（延续性动作）（注：When也可延续性动作）※总结规律：句子1(短暂性动作) （一般过去时）+ while +句子2（延续性动作）（过去进行时）= While +句子2（延续性动作），句子1(短暂性动作)※总结规律：句子1(延续性动作) (过去进行时) + while +句子2（延续性动作）（过去进行时）=While + 句子2(延续性动作) , 句子1(延续性动作).※总结规律：as +句子2（延续性动作），句子1(短暂性动作)展示三:让两个学生同时表演不同的动作，其他学生用when,while或as描述这两个动作。

初中英语八年级上册(牛津译林版)Unit8lntegratedskills教学设计

2.学生们在听力、阅读和口语表达方面存在一定程度的差异。部分学生可能在听力方面较为薄弱，而有的学生在口语ห้องสมุดไป่ตู้达上显得不够自信。因此，在教学过程中，教师要针对学生的个体差异，采取分层教学，关注每一个学生的成长。
3.学生们对于小组合作的学习方式已经较为熟悉，但在实际操作中仍需加强指导。教师要引导学生积极参与小组讨论，学会倾听、尊重他人意见，提高合作效率。
a.提前为学生提供听力材料的背景知识，降低学生的焦虑感。
b.设计有针对性的听力练习，如预测、听后回答问题等，引导学生抓住关键信息，提高听力技巧。
c.在听力过程中，教师可适时给予提示和鼓励，帮助学生克服困难，增强信心。
3.针对口语表达和书面表达的教学，可以采取以下设想：
a.创设真实的语境，如小组讨论、角色扮演等，让学生在实际情境中运用所学知识，提高口语表达能力。
（二）过程与方法
在本章节的教学过程中，学生将通过以下方法培养相关能力：
1.通过听力练习，让学生学会预测、抓住关键信息，培养良好的听力习惯。
2.通过阅读练习，让学生运用不同的阅读策略，提高阅读效率，培养阅读理解能力。
3.通过小组合作，培养学生与人沟通、协作的能力，激发学生的创新思维。
4.通过课后作业，让学生将所学知识运用到实际生活中，提高学生的实际操作能力。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个成员的假期经历作为讨论主题。
2.学生在小组内用一般过去时描述该成员的假期活动，每人至少提供三个句子。
3.每个小组整理出一份关于假期活动的报告，并准备在全班进行分享。
（四）课堂练习
1.教师设计一份听力练习，内容涉及一般过去时的句子和对话，让学生在听后完成相关任务，如填空、选择、回答问题等。

最新牛津译林初中八年级英语上册 Unit 8 Natural disasters教案 (2)

Natural disasters第一课时 Welcome to the unitTeaching aims:To introduce the top ic of disaters.To identify vocabulary related to disasters.To identify weather conditions and label pictures with correct words. Focus and difficulties: To recognize the weather conditions and natural disaster. Teaching methods:Communication and descriptionTeacing aids: recorder Multi-media computerTeaching procedures:Step1 Lead in :T: What’s the weather like today?Ss: It …Revise some other words about weather.e.g. rain, snow, wind.…Step2 Presentation1.Show some pictures of snowstorm that happened inChina during last Spring Festival .Get them to answer the questions abo ut it.﹙1﹚.Do you like snow in winter?﹙2﹚.Do you think too much snow is good or bad for people?2.Encourage students to tell their ideas.Show more pictures of bad weather.Ask: What caused the trouble or problems?Help students to answer : nature. They a re natural disasters.They cause the bad weather .They make people get into the trouble.Step3 Practice1.T: Do you know what other natural disasters ? What words do we use to talk about bad weather ?Elicit from students other bad weather conditions. ( rainstorm, snow storm,typhoon.e.g.)2. Read the words in Part B and ask more able students to describe each weather conditiononly with simple phrases and words.3. Help Ss to complete the task on their own and c heck the correct answers with the class as a whole.4.Show more pictures of natural disasters,help students to know their names and describle them. Help students to use the Past Continuous Tense to talk about the pictures. 5．T: Can you distinguish natural disasters from disasters caused by other reasons?Get them to look at part A on P93 and try to finish this partcheck the correct answers with the class as a whole,then read together.Teach some new words.Step4 ActivityDivide the students into groups of four to discuss. Bring some photos to each group and ask students to write a headline about natural disasters or accidents.Step5 Presentation1.T: Look at the pictures ,people suffered from these natural disasters . What can we do to help them.Students will discuss it warmly. Then teacher leads students to the comic strip.2.T:Hobo has some trouble. What happened to him? Let’s have a look. Students look at the pictures. Teacher asks some open questions about each picture.1).What’s the weather like?( It’s raining)2). What happened to Hobo?( He got wet.)3).What was Hobo doing when it started to rain? ( He was sleeping)4).Did he hear the rain? ( Half an hour later.)5).What do you think happened o Hobo’s house?(The floor was all wet.)6). Why doesn’t he want to go home alone?(Because he wants Eddie to mopall the water up)7).Will Eddie help him?(No. I don’t think Eddie likes his idea.)2. Play the tape and students read after it.Explain some language points.Step 5.gamesAsk students to role-play the conversation.Step 6.Homework:Revises the contents we have learned.Preview Reading8A Unit6 Natural disastersReading(1)Teaching aims:1.To infer the meaning from the key words,pictures and the context.2.To elicit any information about the earthquakes in Taiwan orin other parts of the world.3.To develop the Ss’ability and skills reading comprehension andlet the Ss learn how to describe natural disasters and how o protectthemselves in the natural disasters.Difficult points: The key words and phrases the comprehension of the story. Teaching methods: reading and talkingTeacing aids: recorder Multi-media computerTeaching procedures:Step1 Lead in :T: we have learnt some natural disastrs last time .What disasters have we leart?Encourage students to say something about the natural disasters.Show some picturs of an earthquake that happened in Wengchuan,sichuan on May12,2008 . Step2 Presentation1.Let the students guess the new words by showing the pictures and talk about the earthquake that happened in Sichuan.2.T: What do people often feel/do when the earthquake happened? etc.Teach some new words and phrases.shake v. 摇动，震动（shaking n. ）hear a big noise like thunder 听到一声像打雷一样的声音in fear (be frightened) 害怕，恐惧Scream v. 尖叫run in all directions 奔向四面八方run wildly 疯狂地奔跑fall down 掉下来come down 倒塌，塌陷3.After learning these new words ,help students finish PatrB1. Check it together.4.T: There was an earthquake in Taiwan in 1999. Many people lost their lives in the earthquake , but a boy called Timmy surrived. Let’s listen to the story to see what happened to himStep3 Listening and skiming1.Play the tape for Studenets and check general understanding by asking some ‘wh’questions and doing exercises PartC.2.Students skim the passage and do exercises on PartD.Step4 Reading and answering1. Listen and read after the tape one paragraph by one paragraph.Check if they understand by asking more questions about the passage.2.Invite the students to read the whole passage in front of the class.Encourage them to mime and gesture in order to illustrate the different aspects of the experience.Step5. Practice1.Ask stuednts to read the sentences in the boxes in PartC and fill in the blanks. Check the answers with the whole class.2.Divide the students into groups of four.Retell the story ,then encourage some of them to retell in front of the class.Homework1.Recite the new words .2.Try to read the story as fluently as you can8A Unit6 Natural disastersReading(2)Teaching aims:1.To scan the passage.2.To explain some difficult and important language points and to use them.3.To make an interview about the earthquake.Difficult points: some language structuresTeaching methods: reading and talkingTeacing aids: recorder Multi-media computerTeaching procedures:Step1 revision1.Revise the names of natural disasters.2.Show the students the photos of the story of Taiwan earthquake and help them to retellit.Step2 ScanningScan each paragraph and encourage the students to tell their difficulties.Teacher helps students to solve them. Teacher explains language points to students. shaking (n.)震动，摇动Fear (n.)恐惧，害怕一阵恐惧a moment of fearin fear 在恐惧中direction方向，方位人们四处逃散。

译林版八年级英语上册Unit 8 Natural disaster 第2课时 Reading(1)教案

译林版八年级英语上册Unit 8 Natural disaster教案第2课时Reading（1）一、教学目标1、能听懂并掌握有关地震发生过程前后的词汇。

2、培养学生根据关键词和语境猜测大意的能力。

3、能够根据关键词复述课文。

二、教学重点学会扫渎和精读的方法。

三、教学难点能够根据关键词复述课文。

四、教学过程（一）Lead-in（师）1.T：We’ve learnt something about natural disasters and accidents. Do you remember the names of any different kinds of disasters?Let students revise the names of the disasters.2.Lead in.T: Now I’m going to show you a video.Can you tell me what kind of disaster it is ?The teacher plays video and lead in.（生）Answer the questions about the disasters and revise them.（二）Presentation(Pre-reading)（师）1.Teachers show the pictures about the earthquake andpresent the new wordsand phrases :In the early morning,feel a slight shake, start to shake, scream in fear, run out of the building, run in all direction, falldown, feel nervous, a moment of fear, shout for help, move away2. Let students do Part B1.（生）1.Learn the new words and phrases.2. Do Part B1.（三）While Reading（师）1.Lead in.T：There was an earthquake in Taiwan in 1999. Thousandsof people lost their lives in the earthquake.A boy called Timmy survived . Let’s listen to the story to see what happened to him.2. Play the tape and let students do Part B3.3.Play the tape again and letStudents answer questions.Paragraph 1(1) What was Timmy doing when the earthquake started?(2)What did he feel at first?Paragraph 2(3)What was the real noise like?(4)What did Timmy try to do?(5)What happened to the buildings?Paragraph 3(6)Where was Timmy when the shaking ended?(7)How did Timmy feel?（生）1. Do Part B3.2.Answer the questions.（四）Post reading（师）1.Let students read the story after the tape, then read together.2.Let students do Part B2.3. Let them retell the story according the pictures.4. Let students do Part B4.（生）1. Read the story after the tape, then read together.2. Do Part B2.3. Retell the story according the pictures.4. Do Part B4.（五）HomeworkTell the students to read the story more and complete other exercises.五、教学反思。

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教学反思
feel/hear/see and do?
教学过程
教学内容
备课札记
5. Ask what happened to Timmy then? Tell them to read Para 3 and 4 to find the answer. Present: Timmy was trapped. Explain ‘be trapped’. 6. Ask what Timmy did to save himself after he was trapped? He did five things to help himself. Ask students to read the rest part of the story to find out the answers. 7. Ask students to do part B2 on page96. Help Sandy complete her diary. 8. Students listen to the tape and read after it together. 9. Tell students Timmy put some pictures he draw about the earthquake on his home page. Ask students to complete Part C to put them into the correct order and write the captions in the blanks. 10. Ask them to complete Part D on page 97. Write a T if the sentence is true, write an F if it is false. Step 3 Post-reading 1 Present some language points: e.g. shaking, shake; try to do sth.; run in all directions; calm down; be in a great hurry to do sth. in different ways. 2 Do a quiz to check understanding
students to tell the name one by one.
2. Tell students that an earthquake is a natural disaster that can cause
great damage or loss of life. Ask if they know what will happen
E.g. The earthquake took place on 21st September 1999. More than
2,300 people died and about 12,000 buildings fell down. It’s
believed to be the strongest earthquake to have hit Taiwan last
牛津译林版八年级英语上册
总课题课题
Unit 8 Natural disasters Reading(1)
课时
第 2 课时
教学目标
教学重点教学难点
1. To infer main ideas of a passage from keywords and context 2. To talk about a natural disaster
when an earthquake takes place. Elicit any information about an
earthquake they know.
3. Show pictures about an earthquake and present some new words
about it, e.g. shaking, bomb, fear, scream, direction, wildly. Then
To talk about a natural disaster and remember the key points To use the vocabulary and sentences related to natural disasters
教学过程 Teaching procedures
教学内容
century.
Step 2 While-reading
1. Tell students that Timmy is a lucky boy. He survived the
earthquake and wrote a story about it. Ask them to read through
Timmy’s story silently and try to answer the two questions.
No.1, What was Timmy doing when the earthquake started?
No. 2, Did Timmy give up or try his best to survive when he was in
ask students to read the new words together.
4. Talk to students about the context of Timmy’s story. Elicit any
Байду номын сангаас
information about the Taiwan earthquake in 1999 from students.
学生活动
备课札记
Step 1 Pre-reading
1. Revise the words learned last lesson. Show some pictures of
different kinds of bad weather conditions and natural disasters. Ask
words on the left with the meanings on the right..
4. Then ask students to read Para 1 and 2, and try to complete the
table to find out : when the earthquake came, what did Timmy
danger during the earthquake?
2. Discuss the two questions with students to check understanding.
3. Ask students to do Part B1on page 96 and help Sandy match the