英语八年级上册Unit 8 Natural disasters教案设计
展开牛津译林版八年级英语上册
8A unit8
Reading I
Teaching Objective
● To develop a general understanding of the passage
● To infer meaning from keywords and context
● To learn about what happened by following the sequence of the earthquake
● To understand the feelings of the survivors at different stages of the earthquake
Teaching Procedures
STEP 1 Showing a picture
Show a picture about an earthquake to elicit ‘earthquake’ and then get the students to talk about what they know about earthquakes.
What happened to the building in the picture? (It is an excellent chance for the teacher to elicit the new words about earthquake like ‘shake’ and ‘be trapped. ’ ) What will you do if there’s an earthquake? Do you know about the Taiwan Earthquake in 1999? (Say something about the Taiwan Earthquake.) |
STEP 2 Learning a passage about Taiwan Earthquake
Tell the students that we are going to learn a passage about Taiwan Earthquake. A boy called Timmy survived the earthquake. He is a survivor. (Teach the words ‘survive ’ and ‘survivor’.)
Get the students to read through the passage and find out what happen. Use the following sentences to help the students to locate the information.
When the earthquake started, Timmy was in a shopping center. When the noise and shaking ended, Timmy was trapped Timmy shouted for help but no one came for a long time. When Timmy heard some noise, he screamed. Finally, he saw the bright daylight. He was safe. |
STEP 3 Filling the table
For more details, get the students to read the passage again and try to fill the table about what happen when the earthquake happened and how Timmy was trapped.
| Noise | People do | What happened | Timmy |
At first | / | / | / | Felt a slight shaking |
Then | A big noise like thunder; Children screamed | Looked at each other in fear; Children were frightened | / | / |
Then | The real noise came like bombs | People ran in all directions; people ran wildly | Pieces of glass and bricks fell down | Tried my best to run, too. |
Finally | The noise ended | / | / | calmed down; could not see at all |
STEP 4 Reading the passage aloud
Get the students to read the passage aloud. Encourage the students to read to show the feelings of people and Timmy.
STEP 5 Reading and finding out the answers
Get the student to read and find out the answers to the following questions. It is good to get the students to ask and answer the questions in pairs.
1. Where was Timmy when the earthquake started? 2. At first, how did Timmy feel? What did he hear? What did people do? 3. Then, what was the noise like? What did people do? What did Timmy do? What happened to the pieces of glass and bricks? 4. Finally, what happened to Timmy? Was he frightened? What did Timmy do? Why did he shout? 5. What did Timmy have in his pocket? Did he eat it? Why or why not? 6. How was Timmy saved? |
STEP 6 Finishing off the exercises in Part C & D
Then get the students to finish off the exercises in Part C & D, Page 93.
For stronger classes, get the students to do the exercises themselves and then check the answer.
For weaker classes, it is necessary for the teacher to help the students to locate the information in the text.
STEP 7 Reading the passage again
Get the students to read the passage again. Invite them to complete the following passage according to the passage.
Timmy is a teenager. He lives in Taiwan. He survived the e________ in 1999. He first heard a big noise in the shopping centre. It was like the noise of t______. Then the noise became really loud. It sounded like b____ under the ground. After that, pieces of glass and b____ fell down. When the noise ended, he was t______ and could not get out. A moment of f___ went through his mind. Then he tried to c___ down and s_______ for help. Finally, people moved away the bricks and stones and saved him. |
Check the answers them get the students to read the passage above. Help them to understand the sequence of what happened.
STEP 8 Making a new story
Give the students some words and get them to make a new story using the given words.
A. Taipei, noise, scream, directions, be safe B. Shopping center, bomb, fall, shout, not … at all C. fear, shake, somebody, chocolate, be trapped D. slight, moment, hurry, daylight, be safe |
Show the words to the students and ask each group of students focus on one story.
STEP 9 Homework
a. Write the story of yours in your exercise books.
b. Finish off the exercises in the Evaluation Handbook and Learning English
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