资源简介

课 题 8A Unit 8 Safe and sound Welcome to the unit 备课时间 上课时间
主备教师 复备教师 第　　课时
主 备 栏 复 备 栏
I. Teaching Objectives Students will be able to master the key vocabulary related to emergencies and natural disasters, such as "earthquake", "flood", "typhoon", "accident", "emergency", "situation", etc. Learn common phrases and expressions, for example, "such as", "as a result", "hear about", "run out of", etc. II. Language Knowledge Key vocabulary and phrases: Make sure students can correctly pronounce, understand the meaning, and use words and phrases related to emergencies and natural disasters. Reading comprehension: Guide students to accurately understand the information conveyed in newspaper headlines and simple texts about emergencies and natural disasters. III. Teaching Procedures (Total Duration: 45 Minutes) 1. Lead - in (5 minutes) Greet the students as usual. Show some pictures of different natural disasters and emergencies on the PPT, such as an earthquake - destroyed building, a car accident scene, a flooded village, etc. Then ask students: "Boys and girls, look at these pictures. Can you tell me what happened in each picture Have you ever seen or heard about such things in real life " Encourage several students to answer. This activity aims to arouse students' interest and lead them to the topic of this unit - emergencies and natural disasters. 2. Presentation (10 minutes) Vocabulary teaching: Write the new words about natural disasters and emergencies on the blackboard one by one. Pronounce them clearly and ask students to repeat after the teacher several times. For example, when teaching the word "earthquake", say: "Read after me, / θkwe k/, earthquake." Explain to students that in newspaper headlines, the simple present tense is often used and some words are left out for brevity. Analyze one or two headlines with the students. For example, for the headline "Power cut leaves thousands without heating", say: "In fact, it means 'A power cut has left thousands of people without heating'. But in the headline, we leave out 'a' and 'of people' and use the simple present tense 'leaves' to make it more concise." Then ask students to read the remaining headlines aloud and try to understand their meanings. 3. Practice (15 minutes) Part A in the textbook: Let students open their textbooks to the "Welcome to the unit" part. In Part A, they need to decide which headlines are about emergencies (E) and which are about natural disasters (ND). Give students a few minutes to read the headlines and make their decisions. Walk around the classroom to offer help if necessary. Pair - work conversation (Part B): First, show the conversation between Sandy and Millie in Part B on the PPT. Read the conversation aloud with a student as a model. For example, the teacher reads Sandy's part and the student reads Millie's part. Then ask students to work in pairs. They need to talk about an emergency or a natural disaster they have heard about or experienced, following the model conversation. Walk around the classroom to listen to their conversations and offer guidance. Encourage students to use the newly - learned vocabulary and expressions. 4. Production (10 minutes) Suggesting headlines (Part C): In this part, students are required to suggest a headline for each emergency or natural disaster they talked about in Part B. First, give an example. Suppose a pair of students talked about a typhoon that damaged many houses. The teacher can suggest a headline like "Typhoon damages numerous houses". Then let students work in their pairs again. They need to create a headline for their topic. Remind them to use the simple present tense and be concise. 5. Summary and Homework (5 minutes) Homework: Ask students to collect more information about an emergency or a natural disaster they are interested in. They can search for news reports online or in newspapers. Then write a short passage about it, including what happened, the impact, and how people dealt with it.
教后记：
课 题 8A Unit 8 Safe and sound Reading 备课时间 上课时间
主备教师 复备教师 第　　课时
主 备 栏 复 备 栏
I. Teaching Objectives 1. Knowledge Objectives Students will be able to master the key vocabulary related to natural disasters and emergencies, such as "earthquake", "flood", "typhoon", "emergency", "injured", "calm down", etc. 2. Ability Objectives Improve students' reading skills, including skimming for the main idea, scanning for specific information, and inferring meaning from context. II. Language Knowledge Key vocabulary and phrases related to natural disasters and emergencies. The usage of the past continuous tense and adverbial clauses of time. The understanding of the text about the earthquake experience, including the process of the earthquake, people's reactions and the final result. III. Teaching Procedures (Total Duration: 45 Minutes) Lead - in (5 minutes) Show students some pictures of different natural disasters, such as earthquakes, floods, typhoons, and fires, on the PPT. Ask students: "Have you ever seen these disasters What do you know about them " Let several students share their experiences or knowledge briefly. Design Intent: This activity can arouse students' interest and activate their prior knowledge related to natural disasters, creating a good starting point for the following reading class. Knowledge Presentation (10 minutes) New Words Teaching Present the new words and phrases related to this lesson on the PPT, such as "earthquake", "shake", "fear", "direction", "calm down", etc. Teach the pronunciation, meaning and usage of each word. For example, when teaching "calm down", give an example sentence "Calm down! There is no need to panic." and let students imitate the sentence. Brainstorming Divide students into groups of four. Ask them to discuss and list what they think people should do before, during and after an earthquake. Then invite some groups to share their ideas. Design Intent: By teaching new words in advance, it can reduce students' reading difficulties. The brainstorming activity can stimulate students' thinking and make them more actively involved in the learning process, while also providing some background knowledge for understanding the text. Practice (15 minutes) Fast Reading Let students quickly read the text "A lucky escape" and answer the following two questions: What is the main idea of the passage When and where did the earthquake happen After students finish reading, check the answers together. Design Intent: Fast reading can train students' skimming skills, allowing them to quickly grasp the main idea and key information of the text. Careful Reading Divide the text into several parts. Let students read each part carefully and complete different tasks. For the first part (the beginning to "I was sleeping when it started."): Ask students to find out what the weather was like before the earthquake. Explain the usage of the past continuous tense here, "I was doing my homework in my bedroom when I heard a loud noise like thunder." Emphasize that the past continuous tense is used to describe an action that was in progress at a certain time in the past. For the second part ("Suddenly, the lights went out." to "People were running in all directions while pieces of glass and bricks were falling down."): Let students describe the scene of the earthquake in their own words. Teach the phrases "in fear", "run in all directions", and explain the usage of "while" in "People were running in all directions while pieces of glass and bricks were falling down." Here, "while" is used to connect two parallel actions that were happening simultaneously in the past. For the third part ("Finally, the noise and shaking ended." to the end): Ask students to summarize how Timmy was rescued. Explain the sentence patterns like "I found myself trapped under a pile of rocks and bricks." and "I shouted for help, but no one came for a long time." Design Intent: Careful reading helps students understand the text in detail, master new vocabulary, sentence patterns and grammar knowledge in context, and improve their reading comprehension ability.Production (10 minutes) Retelling Invite students to retell the story of Timmy's experience in the earthquake according to the key words and phrases on the blackboard or PPT. They can retell it in groups first, and then choose some representatives to retell it in front of the class. Discussion Divide students into groups again. Give them the following discussion topics: What can we learn from Timmy's experience What other safety measures should we take in case of an earthquake After the discussion, ask each group to send a representative to share their group's opinions. Design Intent: Retelling can strengthen students' memory of the text content and improve their oral expression ability. The discussion activity can deepen students' understanding of the text, cultivate their critical thinking ability, and at the same time enhance their awareness of safety and self - protection. Summary and Homework (5 minutes) Homework Ask students to write a short passage about an emergency or natural disaster they know, using at least five new words and phrases learned in this class and the past continuous tense. Let students collect more information about how to protect themselves in different natural disasters and share it in the next class. Design Intent: Summary can help students review and consolidate what they have learned in class. The homework assignment can further improve students' writing ability and expand their knowledge of safety protection.
教后记
课 题 8A Unit 8 Safe and sound Grammar 备课时间 上课时间
主备教师 复备教师 第　　课时
主 备 栏 复 备 栏
I. Teaching Aims Students will be able to understand the concept and structure of the past continuous tense. They can correctly form the affirmative, negative, interrogative sentences of the past continuous tense. II. Teaching 重难点 Key Points The formation and usage of the past continuous tense, including the correct use of "was/were + verb - ing". The typical sentence patterns and usage scenarios of "when", "while", and "as" in adverbial clauses of time. III. Teaching Methods Helping students distinguish the subtle differences in the usage of "when", "while", and "as", especially in complex sentence structures. IV. Teaching Aids PPT Flashcards Worksheets A small whiteboard and markers V. Teaching Procedures (45 minutes) A. Lead - in (5 minutes) Show some pictures of people doing different things in the past, such as a boy playing football, a girl reading a book, etc. T: Look at these pictures. What were they doing Try to describe the pictures using sentences like "The boy was playing football." Let several students describe the pictures. This activity can arouse students' interest and lead them to think about actions in progress in the past, thus naturally introducing the topic of the past continuous tense. B. Presentation (15 minutes) The Past Continuous Tense Write the structure of the past continuous tense "was/were + verb - ing" on the blackboard. Explain that "was" is used for the first person singular (I) and the third person singular (he, she, it), and "were" is used for the second person singular (you) and all plural forms (we, you, they). Give more examples on the blackboard: I was sleeping at 10 o'clock last night. They were having a party when I arrived. Then show some negative and interrogative sentences and explain how to form them. Negative: She was not dancing at that time. Interrogative: Were you studying English this morning Drill: Ask students to make sentences in different forms (affirmative, negative, interrogative) using the given verbs and time adverbials. For example, give "play basketball/at 3 o'clock yesterday afternoon", and ask students to make sentences like "He was playing basketball at 3 o'clock yesterday afternoon." "He was not playing basketball at 3 o'clock yesterday afternoon." "Was he playing basketball at 3 o'clock yesterday afternoon " Usage of "When", "While", and "As" Write three groups of sentences on the blackboard: Group 1: When the teacher came in, the students were talking. Group 2: While the students were reading, the teacher was walking around the classroom. Group 3: As the sun was rising, we were climbing the mountain. Explain the differences in the usage of "when", "while", and "as" according to these sentences. Use simple and vivid language to help students understand. For example, for "when", say "When is like a little interruption. The teacher came in suddenly and interrupted the students' talking." For "while", say "While is like two things going on at the same time, just like the students reading and the teacher walking around at the same time." For "as", say "As shows two things happening together and changing together, like the sun rising and us climbing the mountain together." Give more examples and ask students to analyze which conjunction is used correctly and why. C. Practice (15 minutes) Oral Practice Divide students into pairs. Give each pair a set of cards with different actions and time adverbials on them. For example, one card says "wash the dishes/at 7 o'clock yesterday evening" and another says "watch TV/at 8 o'clock last night". Students take turns to pick a card and make a sentence using the past continuous tense. Then they make a sentence using "when", "while", or "as" to connect the two actions. For example, Student A: "I was washing the dishes at 7 o'clock yesterday evening." Student B: "While you were washing the dishes, I was watching TV at 8 o'clock last night." Walk around the classroom to monitor and help students. Written Practice Hand out a worksheet with a series of exercises. The exercises include filling in the blanks with the correct form of the past continuous tense, choosing the correct conjunction ("when", "while", "as") to complete the sentences, and rewriting sentences using the given grammar structures. For example: Fill in the blanks: I ______ (read) a storybook at 9 o'clock last night. Choose the correct word: ______ I was doing my homework, my mother was cooking. (When/While/As) Rewrite the sentence: He played basketball. I watched TV. (Use "while") Let students do the exercises independently first, and then check the answers together in class. Explain the reasons for each answer. D. Production (5 minutes) Ask students to write a short passage about what they and their families were doing at a certain time last weekend. They need to use the past continuous tense and at least one of the conjunctions "when", "while", or "as". Give them some guidance: First, think about the time, for example, "at 4 o'clock in the afternoon last Saturday". Then describe what each family member was doing. You can start like this: "At 4 o'clock in the afternoon last Saturday, my family and I were all at home. My father was reading a newspaper in the living room. While my father was reading, my mother was cleaning the house. I was doing my homework in my room. When I finished my homework, I went to help my mother..." After students finish writing, ask several students to read their passages aloud in class. Give them positive feedback and praise for their good expressions and correct grammar usage. E. Summary and Homework (5 minutes) Homework Ask students to write a composition about an unforgettable event in their past. They should use the past continuous tense and "when", "while", or "as" at least three times in the composition. The composition should be at least 80 words. Let students review the grammar points in this class and preview the next part of the unit.
教后记
课 题 8A Unit 8 Safe and sound Word power 备课时间 上课时间
主备教师 复备教师 第　　课时
主 备 栏 复 备 栏
I. Teaching Objectives Knowledge Objectives Students will be able to master the vocabulary related to natural disasters, such as “earthquake”, “flood”, “typhoon”, “tsunami”, “drought” etc. II. Language Knowledge The pronunciation, spelling and meaning of vocabulary related to natural disasters. The correct usage of relevant verbs and adjectives in sentences. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1: Lead - in (5 minutes) Greet the students as usual. Show some pictures of different weather conditions, such as sunny, rainy, windy days, and then gradually introduce pictures of natural disasters, like an earthquake - hit city, a flooded village. T: “Boys and girls, we are familiar with different kinds of weather. But look at these pictures, what's happening Can you describe them in English ” Encourage students to express their initial ideas and lead to the topic of natural disasters. Step 2: Presentation (15 minutes) Use a PPT to show new words related to natural disasters one by one. For each word, show its pronunciation, spelling, meaning and an example sentence. For example, when presenting “earthquake”: Play the pronunciation of “earthquake” [ θkwe k] several times and ask students to repeat after the teacher. Write the word “earthquake” on the blackboard, splitting it into “earth” and “quake” to help students remember the spelling, and explain that an earthquake is a sudden, violent shaking of the ground. Give an example sentence: “An earthquake hit the small town last night, causing great damage.” Present relevant verbs and adjectives in the same way. For “destroy” (v. to damage something so badly that it no longer exists or cannot be repaired), show a picture of a destroyed building and say “The strong typhoon destroyed many houses in the coastal area.” For “frightened” (adj. afraid), show a picture of a frightened person during an earthquake and say “People were very frightened when the earthquake happened.” Step 3: Practice (15 minutes) Word - reading Drill Divide the class into several groups. The teacher reads the words randomly, and the groups take turns to repeat the words quickly and correctly. The group that makes the fewest mistakes wins. Sentence - making Activity Ask students to make sentences using the newly learned words. First, let them do it individually, and then share their sentences with their partners. Finally, invite some students to stand up and read their sentences to the whole class. For example, a student may say “The flood damaged the crops and made many farmers lose their harvest.” Step 4: Group Work (5 minutes) Group Discussion Divide the students into groups of four or five. Give each group a topic related to natural disasters, such as “What should we do before a typhoon comes ” or “How to help the victims of an earthquake ” Ask students to discuss in their groups, using the learned vocabulary as much as possible. Walk around the classroom to offer help and guidance when necessary. Group Report Each group selects a representative to report their discussion results to the class. Other groups can ask questions or make comments. Step 5: Summary and Homework (5 minutes) Homework Ask students to write a short passage about a natural disaster they know, using at least five of the newly learned words. Require students to collect more information about natural disasters and share it in the next class.
教后记：
课 题 8A Unit 8 Safe and sound Integration 备课时间 上课时间
主备教师 复备教师 第　　课时
主 备 栏 复 备 栏
I. Teaching Objectives Students can master the key words and phrases related to natural disasters and emergencies, such as "natural disaster", "power cut", "typhoon", "bush fire", "tidal wave", "calm down", "put out", etc. Students can understand the past continuous tense used in the context of reporting disasters and emergencies, and be able to use it correctly to describe past events. Students can learn some common safety tips and expressions for dealing with natural disasters and emergencies. II. Language Knowledge A. Key Points Key vocabulary and phrases related to natural disasters and emergency responses. The understanding and application of the past continuous tense in the context of disasters. Safety knowledge and expressions for different natural disasters and emergencies. B. Difficult Points How to help students use the past continuous tense accurately and flexibly to describe past events during disasters. Guiding students to integrate the knowledge they have learned and write a logical and content - rich blog post on staying safe in disasters. III. Teaching Procedures (Total Duration: 45 Minutes) A. Lead - in (5 minutes) Show some pictures of different natural disasters, such as floods, earthquakes, typhoons, etc., on the PPT. Ask students: "What are these Have you ever seen or experienced any of these natural disasters How did you feel " Encourage several students to share their experiences briefly. This activity can arouse students' interest and lead them to the topic of natural disasters. B. Reading (10 minutes) Present the two online news reports about the heavy snowstorm in Heilongjiang Province and the bush fires in Australia on the screen. Let students read the reports quickly and answer the following questions: What natural disasters are mentioned in the reports Where did these disasters happen What damage did they cause Check the answers with the whole class. Then, ask students to read the reports again carefully and find out the sentences using the past continuous tense. Explain the usage of the past continuous tense in these sentences. For example, "The storm hit at about 9 p.m. and lots of people were trapped in their cars overnight." Here, "were trapped" shows that the people were in the state of being trapped all night long. C. Listening (10 minutes) Tell students that they are going to listen to a talk on how to stay safe in natural disasters. Before listening, briefly introduce some common natural disasters again, such as floods, typhoons, earthquakes. Play the recording of Part B1. Ask students to listen carefully and complete the notes below. After listening, check the answers with the class. Next, tell students they will listen to a conversation between Amy and Daniel about how to stay safe in emergencies. Play the recording of Part B2. Students listen and complete the relevant notes. Then, check the answers and explain some key safety expressions. D. Language Focus and Practice (10 minutes) Review the key words and phrases related to natural disasters and emergency responses that appeared in the reading and listening materials. Write some of them on the blackboard, such as "typhoon", "bush fire", "calm down", "put out". Ask students to read them aloud and make sentences with these words and phrases. Focus on the past continuous tense again. Give some more examples and ask students to imitate and create their own sentences. For example, "When the earthquake happened, people were running in all directions." Let students practice making similar sentences about different disasters. Divide students into pairs. One student describes a natural disaster or an emergency situation using the past continuous tense, and the other student responds with relevant safety measures. For example, Student A: "When the flood was coming, people were screaming for help." Student B: "They should go to higher ground quickly." E. Writing (10 minutes) Introduce the writing task: Amy is writing a blog post on staying safe in natural disasters and emergencies. Students are required to help her complete it with the information in Parts B1 and B2. First, let students think about the structure of a blog post. Usually, it includes an introduction, main body (listing different safety measures for different disasters), and a conclusion. Then, ask students to start writing. Walk around the classroom to offer help and guidance when necessary. After students finish writing, ask several of them to share their blog posts in class. Give some positive feedback and suggestions for improvement, such as grammar mistakes, sentence structure, and content organization.
教后记：

展开更多......

收起↑