牛津译林版八上《Unit8Naturaldisasters》word教案
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。
译林版八年级英语上册Unit 8 Natural disaster (全章教案)
译林版八年级英语上册Unit 8 Natural disaster 全章教案第1课时Comic strip and Welcome to the unit一、教学目标1、能听懂并掌握一些关于自然灾害的词汇。
2、学会简单谈论常见的自然灾害及其导致的后果。
3、能谈论自然灾害的浅显对话。
二、教学重点能通过灾害特点谈论自然灾害，并编出有关的浅显对话。
三、教学难点能通过灾害特点谈论自然灾害，并编出有关的浅显对话。
四、教学过程（一）Lead-in（师）1.Ask: What’s the weather like today ? Is there any bad weather in our city?2. Revise the vocabularies about the weather, such as cloudy, foggy, rainy,snowy, windy.（生）Answer thequestions about theweather. Then revise the weathers likecloudy, foggy, rainy,snowy, windy.（二）Presentation and Practice（师）1.Teacher says:Hobo has some trouble. What happened to him?2. Let students listen thetape, then answerquestions.(1)What’ s the weatherlike ?(2)What was Hobo doing when it started to rain?(3)What did Hobo seeWhen he woke up?(4)Why doesn’t he wantto go home alone?3. Let students repeat the tape.4.Explanation.教师简单解释was sleeping的用法，引入过去进行时概念。
牛津译林版八年级英语上册Unit 8 Natural disasters第1课时示范课教案
Unit 8 Natural disastersComic strip &Welcome to the unit一、教学目标1.掌握本课重点词汇：disaster, mop, up, earthquake, thousands of, accident, coach, crash, flood, wash away, village, lightning, storm, thunder, catch fire2. 掌握本课重点句型：I was sleeping when it started to rain.3. 通过听，获取Eddie和Hobo雨天的对话信息以及Sandy和Millie谈论自然灾害的信息。
4. 介绍自然灾害的种类以及相关信息。
5. 热爱自然，热爱环境，保护自己。
二、教学重点及难点重点：1. 指导学生在听中获取Eddie和Hobo雨天的对话信息以及Sandy和Millie谈论自然灾害的信息。
2. 提供支架指导学生谈论自然灾害的种类以及相关信息。
难点：指导学生能够谈论自然灾害的种类以及相关信息。
三、教学过程Task 1Step 1 Warming-up1. Show Hobo’s picture and ask Ss to guess the answer to the question.2. Show the weather report to help Ss check their answers.【设计意图】通过出示Hobo淋雨的照片和天气预报的相关信息，激发学生的新课学习兴趣，使学生能快速进入角色，为后面的学习做铺垫。
Step 2 Presentation1. Listen to the dialogue and answer the questions.2. Listen again and read the dialogue. Then learn the language point.【设计意图】通过设置问题，检测学生听前预测内容，通过听读并学习相关语言点，帮助学生获取相关核心信息。
牛津译林版八年级上册Unit8《Naturaldisasters》(Grammar)说课稿
牛津译林版八年级上册Unit 8《Natural disasters》（Grammar）说课稿一. 教材分析《Natural disasters》是人教版牛津译林八年级上册的一篇课文，主要介绍了一些自然灾害的成因及应对方法。
通过本节课的学习，学生能够掌握一般现在时的被动语态，提高阅读理解能力，同时增强对自然灾害的防范意识。
二. 学情分析八年级的学生已经具备了一定的英语基础，对一般现在时态和被动语态有所了解。
但部分学生对英语阅读兴趣不高，且对于自然灾害相关知识了解有限。
因此，在教学过程中，需要关注学生的兴趣，引导学生主动参与课堂活动，提高他们的阅读理解能力。
三. 说教学目标1.知识目标：学生能够掌握一般现在时的被动语态，正确运用动词的过去式和被动式。
2.能力目标：学生能够阅读并理解关于自然灾害的英语文章，提高阅读理解能力。
3.情感目标：学生能够增强对自然灾害的防范意识，学会保护自己和他人。
四. 说教学重难点1.重点：学生能够掌握一般现在时的被动语态。
2.难点：学生能够运用一般现在时的被动语态描述自然灾害。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，自然而然地掌握语言知识。
2.教学手段：利用多媒体课件、图片、视频等，激发学生的学习兴趣，提高课堂效果。
六. 说教学过程1.导入：展示一些自然灾害的图片，如地震、洪水等，引导学生谈论对这些灾害的了解和感受。
2.阅读理解：让学生阅读课文《Natural disasters》，回答相关问题，检测学生对文章内容的理解。
3.语法讲解：讲解一般现在时的被动语态，让学生通过例句和实践，掌握这一语法知识。
4.小组讨论：学生分成小组，讨论如何用英语描述一种自然灾害，以及如何防范。
5.展示与评价：每个小组选择一名代表，展示他们的讨论成果，其他同学和老师进行评价。
6.总结与反思：教师引导学生总结课堂所学，让学生反思自己在课堂上的表现，以及如何提高。
八年级英语上册 Unit 8 Natural disasters period 6教案 (新版)牛津
1.Help Simon answer Annie’s questions
2.Check the answers and understand the conversation better
Step 5 Production
What tips can you offer to them?
Choose one of the situations to discuss in pairs
(2)Encourage Ss to state their ideas
(3)Listen to the talk and help Simon plete his note.
(4)Check the answers and get plete understanding.
（5）Practise reading these useful tips
教学反思
Unit 8 Natural disasters period 6
教学
目标
1能从听力材料中获取相关的有用信息。
2学会在紧急状况下的求助的表达方式，能够及时得到帮助。
重点
难点
1根据从录音中获取的信息完成事故报告单，培养细听技能
2根据获取的信息转述事故过程
教学过程
教师复备
Step1: 在组内和班内展示课前自学中的内容.
1.Mrs Green got burnt while cooking
2.An old lady got robbed while walkingin thestreet.
3.John left his keys at home and can’t enter the house now,
4.There is a heavy storm with thunder and lightning while a young boy is walking alone in the street
新牛津译林版八年级英语上册 Unit 8 Natural disasters. Reading 教案
Unit 8 Readingof teachingThe Two reading paragraphs are excerpted from Robinson Crusoe which is written by Daniel Defoe and introduces Robinson’s youth and the time up to his shipwreck, his 28 years on an uninhabited island,his life and adventures after being rescued from the island.The first paragraph is about Robinson’s life and inner his feeling after he first arrived on the island,and the second paragraph mainly talks about the story between Robinson and Friday.1. Students master some key words and phrases.2. Students can improve their reading skills of scanning and skimming.3. Students can understand the present perfect tense in the passage4. Students can have awareness of never giving up in the face of difficulties.key and difficult1. To improve students’ reading skills of skimming and scanning.2. To understand the present perfect tense in the passage.3PStep1:Lead-in1. Daily greeting to students.2. Check the homework3. Watch a short video and imagine what you will do if you are left alone on theisland? Wait for death or find ways to survive?4. What would you prepare to deal with the problems?Step2:Pre-readingLook at the picture, what can you know from the picture?Step3:Fast-readingRead and match the main idea with each paragraphPara. 1 Robinson saved Friday and they helped each other.Para.2 Robinson ’s life on the islandStep3: Careful reading1. Imagine what problems you may have if you were left alone on the island just like Robinson?2. Read para. 1 and find what Robinson has done to deal with the problems?3. Read Para. 2 and complete the timelinea few weeks ago:Step 4: After reading1. What do you think of Robinson Crusoe?Robonsin is brave, creative, clever, optimistic and he is a ma full of wisdom and courage.2. What can we learn from Robinson Crusoe?Never give up trying in the face of difficulties.There are more ways than difficulties.Learn the importance of life skillsLife is fine, and learn to enjoy it.3. Is there anyone who has the same spirit as Robinson?4. Robinson and Friday lived on the island for 28 years. Finally, they were saved by a ship passing by. Can you make up your end to the story?Level 1:Tell the story of Robinson Crusoe to your friends after class.Level 2: Try to go on writing your own story of Robinson and share your story with us next class.designIn this reading class,individual learning and group cooperation are combined to promote to improve students’reading skills,and in some ways stimulate learning motivation of students. However, as the reading passages in grade 8 are becoming more and more difficult,some students still don’t have the habit of previewing, so they can’t finish the reading tasks within limited time. Besides, some students are not able to understand the present perfect tense in the st but not least,the text analysis is not enough.。
牛津译林版八年级上册Unit8《Naturaldisasters》(Studyskills)说课稿
牛津译林版八年级上册Unit 8《Natural disasters》（Study skills）说课稿一. 教材分析《牛津译林版八年级上册Unit 8 Natural disasters》是一篇关于自然灾害的文章，通过介绍地震、台风、洪水等自然灾害，让学生了解自然灾害的特点以及如何应对。
本课内容与学生的生活息息相关，能够激发学生的学习兴趣。
文章语言简练，图文并茂，有助于学生理解和掌握知识。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够进行简单的阅读和交流。
但学生在阅读长篇文章时，可能会遇到生词和语法障碍，影响阅读理解。
因此，在教学过程中，教师需要帮助学生克服这些困难，提高阅读理解能力。
三. 说教学目标1.知识目标：让学生掌握与自然灾害相关的词汇和表达方式，如earthquake、typhoon、flood等。
2.能力目标：培养学生阅读长篇文章的能力，提高学生的阅读理解水平。
3.情感目标：培养学生关爱生命，关注自然的意识，增强学生应对自然灾害的能力。
四. 说教学重难点1.重点：让学生掌握与自然灾害相关的词汇和表达方式。
2.难点：理解文章中涉及的复杂句子结构和语法现象。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，掌握知识，提高能力。
2.教学手段：利用多媒体课件、图片、视频等辅助教学，增强学生的学习兴趣。
六. 说教学过程1.导入：通过展示自然灾害的图片，引导学生谈论自然灾害，激发学生的学习兴趣。
2.阅读理解：让学生阅读文章，回答相关问题，提高学生的阅读理解能力。
3.词汇学习：讲解文章中出现的生词和短语，让学生掌握与自然灾害相关的词汇。
4.语法讲解：分析文章中的复杂句子结构和语法现象，帮助学生理解。
5.小组讨论：让学生分小组讨论如何应对自然灾害，培养学生的合作意识。
6.总结：对本节课的内容进行总结，强化学生的记忆。
7.作业布置：让学生课后写一篇关于自然灾害的短文，提高学生的写作能力。
Naturaldisasters教案译林牛津版
1. 学生层次差异：在讨论和实验活动中，我发现学生之间的层次差异较大，部分学生难以跟上教学节奏。
2. 课堂时间管理：由于活动丰富，我有时难以在有限的时间内完成所有教学内容，导致课程进展紧张。
3. 评价方式单一：当前的评价方式主要依赖笔试，未能全面反映学生的实际表现和能力。
（三）改进措施
二、新课讲授（用时10分钟）
1.理论介绍：首先，我们要了解自然灾害的基本概念。自然灾害是自然界中发生的，对人类社会造成危害的各种灾害事件。它们可以是气象灾害、地质灾害、生物灾害等。
2.案例分析：接下来，我们来看一个具体的案例。这个案例展示了自然灾害在实际中的应用，以及它如何帮助我们解决问题。
3.重点难点解析：在讲授过程中，我会特别强调地震和飓风这两个重点。对ቤተ መጻሕፍቲ ባይዱ难点部分，我会通过举例和比较来帮助大家理解。
三、实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与自然灾害相关的实际问题。
2.实验操作：为了加深理解，我们将进行一个简单的实验操作。这个操作将演示自然灾害的基本原理。
3.成果展示：每个小组将向全班展示他们的讨论成果和实验操作的结果。
四、学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“自然灾害在实际生活中的应用”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
Natural disasters教案 译林牛津版
课题：
科目：
班级：
课时：计划1课时
教师：
单位：
一、课程基本信息
1. 课程名称：译林牛津版Natural disasters
2. 教学年级和班级：八年级英语
3. 授课时间：2022年10月10日
Unit8 Natural disasters 8教案(译林牛津版八上)
Step 3Writing structure
1.Think about the writing structure.
Introduction:Para. 1:
During the snowstorm:Para. 2---3:
教
学
反
思
章、节
Task
课时
第8课时
课型
New
教学Βιβλιοθήκη 目标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
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
Think about the writing structure.
Pairs work
Chooses a topic to write about
Show the notes in class
Change the article with the partner and correct the article
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Step 2. New words and expressions. * disaster n. 灾难
* remove vt. 去掉；除去
* physically adv. 身体上的
* disabled adj. 残疾的；丧失能力的
* spring n. 弹性
* design n. 设计
* optimistic adj. 乐观的
* defective adj. 有缺陷的；有毛病的
* insulation n. 绝缘；绝缘材料
* lighter n. 打火机；点火器
* false adj. 假的
* electricity n. 电
Step 3. Warming up.
Ⅰ. List as many natural disasters as you can. Look them up in the dictionary if necessary.
Ⅱ. Discuss with your partner the following questions.
1.Have you ever experienced any natural disasters?
2.What did you do and what should we do to stay safe?
Step 4. Task 1 in Listening
Ⅰ.Pre-listening. ask students to look at the picture to guess what they will hear.
Ⅱ. Skim the questions.
Ⅲ. Listening. Ask students to finish the choice while listening.
Ⅳ. After-listening. Ask students to discuss the answers and check them by listening again.
Step 5 Task 2.
Ⅰ. Pre-listening. Ask students to read the demands and know what to do.
Ⅱ. Listening. Ask students to make choices while listening.
Ⅲ. After-listening. Students discuss the answers and check them by listening again. Ⅳ. Listening and repetition.
Step 6 Some points
1. Can you tell me how it happened?
* happen
e.g. I happened to be there when the car accident happened to him.
2. Well, we spent about one hundred hours on the mountain.
* spend vt. 常表示：
1) 用（钱），花费
e.g. He spend 500 dollars for / on a new color TV set.
2) 花（时间等）；度过；消磨
e.g. He spends more time on sports than on studies.
I wish you wouldn’t spend so much time (in) watching television.
They will spend their vacation at the beach.
注意：spend出现在定语从句中，先行词是表示时间（如：day, time, week, month, year等）发名词时，关系词常为that 或which:
e.g. We will never forget the days that / which we spent in the country.
We will never forget the days when / in which we stayed in the country.
3. So you lost your legs, but you want to try your best to stay active. 所以你就失去了双腿，但你还是尽力积极面对生活。
* stay link-v. 后接名词、形容词或短语，表状态。
继续是；保持
e.g. Do the public wish the president to stay in power? 人们希望总统继续掌权
吗？
The government called on the people to stay calm. 政府呼吁人民保持镇静。
stay 还可作vi. 意思是“留下；暂住”
e.g. She was staying in the same hotel as I was.
* active adj. 活跃的；敏捷的；积极的；勤奋的
e.g. It is important to have an active imagination. 拥有丰富的想象力很重要。
Do you take an active part in group work?你积极参加小组活动吗？
He took an active interest in observing the sky in his childhood.他童年时代就对观察天空有浓厚的兴趣。
How many active boys are there in your class?你们班有多少好动的男孩？
4. I realized that no one has to be physically disabled. 我意识到谁都可以在生理上不残疾。
/我想没有人愿意做生理上的残疾人。
* physically disabled 为副词修饰形容词结构，不能用形容词修饰形容词。
e.g. It is really hot. Will you turn on the electric fans?
You are completely right.
* disabled, wounded, blind, deaf, rich, poor, young, old, sick等形容词前面加定冠词the表示一类人，一类人由多人组成，所以是复数概念，而不能看成一个整体，因此作主语时谓语动词用复数形式。
e.g. The disabled hate being laughed at.
The old are eager for their children’s care.
The old in that country are taken good care of.
5. The spring design means they are much more powerful.这种弹性设计比（登山鞋）更有力。
* mean后面可接宾语从句，还可接动名词和不定式，但其意思不同。
e.g. Catching the first bus means getting up at five. (意味着)
I mean to get up at five tomorrow morning because I want to catch the first bus.
(打算)
到目前为止，我们学过的spring的意思有“春天”、“泉水”和“弹性”。
一词多意：well 好地；身体健康的
bank 银行；河堤
fall 秋天；摔倒
life 抬起；电梯
6. Although we don’t hope so, fires happen from time to time.
* from time to time 时常；不时
e.g. He is seen asking teachers questions in offices from time to time.
7. Second, don’t use false products when you work on electricity so that you can stop
defective insulation. 第二，用电时不用伪劣电器，以便防止绝缘不良（发生短路）。
Step 7. Homework.
Preview “Speaking”
Blackboard design。