初中英语8A牛津教程 U 6.docx
- 文档编号:17987541
- 上传时间:2023-08-05
- 格式:DOCX
- 页数:15
- 大小:22.43KB
初中英语8A牛津教程 U 6.docx
《初中英语8A牛津教程 U 6.docx》由会员分享,可在线阅读,更多相关《初中英语8A牛津教程 U 6.docx(15页珍藏版)》请在冰点文库上搜索。
初中英语8A牛津教程U6
初中英语8A牛津教程 Unit 6教案
8AUnit6Naturaldisasters
Use‘because’,‘as’and‘since’tointroducethereasonforsomethinge.g.,
Thechildrencriedbecausetheywerefrightened.
Use‘to’-infinitivestoreportsomeone’sorders,requestsandadvice,e.g.
Mr.Hutoldustogohome.
Usevocabularytodescribeweatherconditionsandnaturaldisasters,e.g.,
Theweathertodayissunnybutit’llbecloudytomorrow.
Period1Welcometotheunit
Objectives
Tointroducethetopicofdisasters
Toactivateexistingknowledgeoftheworldinresponsetonewspaperheadlines
Toidentifyvocabularyrelatedtothetopic
Toguessmeaningfromkeywords
Toidentifyweatherconditionsandlabelpictureswithcorrectwords
Backgroundinformation
Inthissection,studentsreadnewspaperheadlinesaboutarangeofnaturaldisastersandaccidents.Thepurposeistofocusstudents’attentiononmanydifferentsituationsthatmayhappenaroundthem..Thissectionalsointroducesstudentstoauthenticnewspaperheadlinesandencouragesstudentstothinkaboutthedifferencebetweennaturaldisastersandaccidents.
Teachingprocedures
1.presentsomenewvocabularytohelpstudentsunderstandtheheadline.e.g.,‘earthquake’‘accident’,‘crash’,‘flood’,‘lightning’and‘storm’.
2.Explainwhatanaturaldisasteris.Askstudentstoconsiderwhetherthedisastersarenaturalandticktheappropriatebox.Firststudentsdoitbythemselvesthenchecktheanswerwiththewholeclass.Dosomeexplanationswherenecessarylike‘losethegame’‘thousandsof’crashinto’‘startafire’‘washsthaway’.
3.ReadthewordsinPartBandaskstudentstodescribeeachweatherconditiononlywithsimplephrasesandwords.Thenchoosethecorrectanswers.
4.Discussion:
Dividetheclassintogroups,askeachgroupchooseanaturaldisasterthendiscuss‘Whathappensinthedisasterortellanaturaldisastertheyknowabout.
Period2Reading1
Objectives
Toinfermeaningfromkeywordsandcontext
Toidentifyspecificmeaningbyreformulatingsentencesinadiary
Tosequenceinformationtofollowthegistofastory
Backgroundinformation
Thisstorytellsaboutapersonalexperienceandassuchitiswritteninthefirstpersonnarrative.TimmyistrappedunderafallenbuildingduringtheTaiwanearthquakein1999.
Teachingprocedure
1.Ask:
Doyouknowanyearthquakeshappenedbefore?
DoyouknowtheTangshanEarthquake?
Bringsomenewspaperormagazinearticlesorpicturesaboutearthquakes.Whathappenedinanearthquake?
Whatdopeopledoinanearthquake?
Howcanpeoplesurviveinanearthquake?
Askthemtogivemesomeideas.
2.Askstudentstoskimthetextontheirown.Askthemtohighlightthewordstheydonot
know.Askstudentsworkinpairsandtrytoworkoutthemeaningfromthecontext.
3.Workinpairs.Askstudentstomakelistsofwordsandphrasesusedinthetextwhichdescribenoiseandmovement\destruction,fearandhope.
Noise:
bignoise,thunder,screamed,realnoise,bombs,shouted
Movement\destruction:
slightshaking,earthstartedtoshake,ran(wildly),piecesofglassandbricksfelldown,wallsbegantocomedown
Fear:
screamed,frightened,dark,couldnotseeatall,amomentoffear
Hope:
calmdown,stillalive,brightdaylight,safe
1.Readthestorycarefully.
2.Checktheunderstandingofdifferentparagraphsbyaskingsomequestions.
Para1:
a.WherewasTimmy?
(Inashoppingcenter.)
b.Whathappenedintheshoppingcenter?
(Therewasabignoise.Peoplebecamefrightened.Somechildrenscreamed.)
Para2:
a.Whathappenedtothebuildings?
(Piecesofglassandbricksfelldown.Thenthewallsbegantocomedown.)
b.Howdidpeoplereact?
(Peopleraninalldirections.Somepeoplewererunningoutoftheshoppingcenter.)
c.WhatdidTimmydo?
(Hetriedtorunouttothestreet.)
Para3:
a.WherewasTimmywhentheshakingstopped?
(Itwasdarkaroundhimandhedidn’tknowwherehewas.Hewastrapped.)
b.HowdidTimmyfeel?
(Whentheshakingstopped,hecalmeddown.Whenhefoundoutthathewastrapped,a
momentoffearwentthroughhismindbuthetoldhimselftocalmdown.)
Para4:
a.WhatdidTimmydowhilehewaswaitingforhelp?
(Heshoutedforhelp.Heatesomechocolate.)
Para5:
a.Howwasherescued?
(Peoplecameandmovedawaythebricksandstones.)
3.Explainsomedifficultiesinthetext.
4.Extensiveactivity
Dividetheclassintogroupsoffive.Allocateoneparagraphtoeachstudentonthegroups.Givethem5-10minutestopracticereadingtheirparagraph.
Homework:
a.Recitethetext
b.Learntheusefulexpressionsbyheart.
Period3Reading2
Teachingprocedures
1.Askstudentstoreadthewholepassage
2.AskstudentstodoPartB1individuallyandthencomparetheiranswerswithapartner.Makesuretheyhavematchedthewordswiththemeaningscorrectly.Readthecorrectsentences.
3.Askstudentstoreadthewordsinthebox.Explainanywordsifnecessary.AskthemtofindthesewordsinTimmy’sstoryonpages90and91.Thencompletethediaryentrywithoutlookingatthewords.
4.Askthemreadoutthediaryentrytocheckthecorrectanswers.
PartC
Teachingprocedures
1.Askstudentstostudyeachpicturefirst.
2.Studentswritethecaptionsintheblanksindividually.Checkanswerswiththewholeclass.Thenaskthemtoaddmoredetails.
3.Askstudentstoarrangethepicturesintherightorder.
PartD
1.Explainthecontextandremindthemaboutstorytellingfrommemory.Studentsworkinpairstocompletethetask.
2.Checktheanswerswiththewholeclass..Ifitisfalse,askthemtocorrectthem.
Homework:
1.Recitethepassageonpage92.
Period4Vocabulary
Objectives
Toidentifywordsandphrasestodescribeweatherconditions
Tousevocabularytogiveweatherforecast
Backgroundinformation
Talkingaboutweatherisaverycommonlanguagefunctionfrequentlyusedineveryday
communication.Thesectionfocusesonformingadjectivesfromweather-relatednouns.Studentsarealsoabletotalkaboutdifferentweatherconditionsinaneverydayconversation.
Teachingprocedures
Elicitfromstudentsasmanydifferentweatherconditionsaspossible,e.g.,‘dryandsunny’,‘heavyrain’,‘lightning’,etc.Brainstormthekindsofnaturaldisastersthatcanbecausedbybadweatherconditions.Writethemontheboardwitharrowstoillustratecauseandeffect.
Dryandsunny----drought
Heavyrain----flood
Lightning----fire
1.AskstudentstoreadthelistofnounsinPartAinadvance.Askstudentstowritethecorrectadjectivesintheblanks,checkanswerswiththewholeclass.
2.AskstudentstoreadtheconversationinPartBontheirown,selectingthecorrectwordsastheygoalong.Explainanydifficultwords,e.g.,‘temperature’,‘drop’and‘worse’.Askstudentstoworkinpairstoreadtheconversation.
3.Game
Askstudentstodrawpicturesofthedifferentweatherconditionsonseparatepiecesofpaper.
Studentstaketurnstoshowtheirpictures.Therestoftheclassmustsaythenounandthecorrespondingadjectivedescribingtheweatherconditionineachpicture.
Period5Grammar1
Objectives
Touse‘because’,‘as’,and‘since’tointroducethereasonforsomething
Touse‘to’-infinitivestoreportsomeone’sorders,requestsandadvice.
Backgroundinformation
ThestorycontinueswiththeClass1,Grade8studentsexperiencingasnowstorm.Thecharactersarefirsttalkingabouttheiractivitiesinthemorningofthesnowstormandgivingreasonsforthedifferentsituations.Thecontextprovidesopportunitiesforfocusingonthegrammaritemsintroducedinthissection—connectivesofreason.Italsoexploresthevariousactivitiesatschoolmadenecessarybythesnowstorm.Studentsalsohaveopportunitiestousethegrammaticalfunctionofreportingsomeone’sorders,requestsandadviceinanaturalcontext.
PartA
Teachingprocedures
1.Introducetheideaofgivingreasonsforthings.Explainthatweusuallyaskforreasonswhenweask‘why’questions.
Say:
Mr.WuworeredsockslastThursday.Thenask:
Whydidhewearredsocks?
Elicitfromstudentsanyanswers.e.g.,Mr.Wuworeredsocksbecausehelikesthecolour\because\asitwasThursday\sincehewantedtoplayfootball.
2.Writethesentencesontheboard.Askstudentstocomeforwardandunderlinethewordsintroducingthereason.Askthemtoidentifyalsotheclauseintroducingthereason.
3.Gothroughtheexplanationsatthetopofpage95.Thensaypartsofsentencesandinvitestudentstocompletethem,e.g.,Ididn’tgotoschooltodaybecause(Iwasill).SinceIwasverytired,(Iwenttobedatonce).Assheisonlysixyearsold,(shecannotjoinourteam).
4.ExplainthecontextinPartA1.Forweakerclasses,revisekeywordsandcheckunderstandingofthekeyphrases.Askstudentstoreadtheconversationinpairscirclingtheconnectivesofreasonandunderliningthereasons.Thenaskstudentstoreadoutthesentencesraisingtheirhandseverytimetheycomeacrossaconnectiveofreason..
5.AskstudentstochangetheorderofthesentencesinPartA1usingthesameconnective,e.g.,Becauseasnowstormcame,thetrafficwassobadthismorning.
IwentbacktobedbecauseIthoughttherewasasnowstorm.
Period6Grammar2
Teachingprocedures
1.Ask:
Whatmayhappenatschoolwhenthereisasnowstorm?
Createaninterestinwhatpeoplenormallydowhentheyarewaitingforthenaturaldisasterstogoaway.
2.Inpairs,studentsreadthesentencesinPartA2andtrytomakesenseoftheeventsdescribedin
Sandy’sdiary.Askstudents‘why’questionstocheckunderstanding,e.g.,
WhydidMr.Wutellthemtoleaveschoolat2p.m.?
(Becausethesnowstormgotworse.)
3.Askthestudentstowritethesentencesusingtheconnectivesinbrackets.C
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 初中英语8A牛津教程 初中英语 牛津 教程