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课 题 8A Unit 8 Safe and sound Welcome to the unit 备课时间 上课时间
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I. Teaching aims and learning objectives By the end of the class, students can 1.distinguish between emergencies and natural disasters based on their definitions. 2.master the key vocabulary related to emergencies and natural disasters. 3.improve reading ability to classify newspaper headlines into emergencies and natural disasters. 4.raise the awareness of safety and the importance of being prepared for emergencies and natural disasters II. Teaching main points .To use the given conversation model to talk about emergencies or natural disasters. III. Focus of the lesson and predicted area of difficulty To cultivate the ability to care about social events and share information. IV. Teaching procedures Step 1 Lead in 1.Ask two questions and lead in the new topic: ① Where do you want to go for the winter holiday ② What is the most important during a travel Step 2 Learning about emergencies and natural disasters 1. Show students some pictures and have them think about the questions: ① What is an emergency ② What is a natural disaster 2. Have students think about their similarities and plete the Venn diagram. 3. Have students finish Exercise A. Distinguish between emergencies and natural disasters. 4. Have students think about the features of news headlines. ① What is the tense used in the headlines ② Is there any article before any noun Step 3 Talking about emergencies or natural disasters 1. Have students listen to the conversation and finish the news analysis map. ① What happened ② When and where did it happen ③ Why did it happen ④ Who was involved ⑤ How serious was it 2. Have students read the conversation and highlight some useful expressions. 3. Have students think about the typhoon disaster last September and make their own conversation. 4. Have students read the model conversation. Step 4 Summary Have students summarize what they have learned in this class. Step 5 Introducing the unit overview Have students read the unit overview in the textbook. Step 6 Homework 1.Review the lesson and finish the exercises. 2.Watch the documentary Surviving Disaster to learn more. Share some facts and safety skills in the next class.
教后记：
课 题 8A Unit 8 Safe and sound Reading 备课时间 上课时间
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I. Teaching aims and learning objectives By the end of this class，students will be able to 1.Master the key vocabulary related to natural disasters and emergencies, such as "earthquake", "flood", "typhoon", "emergency", "injured", "calm down", etc. 2.Understand and use the past continuous tense correctly, and distinguish the usage of "when", "while" and "as" in adverbial clauses of time. 3.Grasp important sentence patterns and expressions in the text, like "People were running in all directions while pieces of glass and bricks were falling down." II. Teaching main points 1.Key vocabulary and phrases related to natural disasters and emergencies. 2.The usage of the past continuous tense and adverbial clauses of time. III. Focus of the lesson and predicted area of difficulty 1.How to help students correctly understand and use the past continuous tense in different contexts, especially when combined with adverbial clauses of time. 2.Guiding students to deeply understand the emotions and experiences described in the text, and being able to express their own feelings and thoughts based on the text. IV. Teaching procedures Step 1 Lead in 1. Review what students have learned about emergencies and natural disasters. 2. Show students the first part of the unit overview. Have students ask questions and share predictions about the story. Step 2 Pre-reading 1.Show students the title, the introduction and some pictures. Have them think about the questions: ① What happened ② When and where did it happen ③ Who is the man surviving from the earthquake ④ Who saved him ⑤ How did everything happen Step 3 While-reading 1.Have students work in pairs, read the five pieces of paper in their little bag, and discuss and arrange the paragraphs. 2. Have a student share his/her arrangement and tell the reasons. 3. Listen to the story and finish Exercise A in the textbook. 4. Have students use a graphic organizer to get a more detailed understanding of Timmy’s experience and feelings. 5. Have students read the story again and find Timmy’s problems and his solutions. 6. Have students think about the questions: ① What is Timmy like ② What can we learn from him Step 4 Post reading Have students finish Exercise B&C. Step 5 Summary Have students summarize what they have learned in this class. Step 6 Homework ① Review the lesson. ② Finish the exercises. ③Watch the documentary The Dr. Binocs Show to learn more about earthquake and design a mind map of what you’ve learned. 教后记：
课 题 8A Unit 8 Safe and sound Grammar 备课时间 上课时间
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I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1.Understand and use the past continuous tense correctly. They can describe an action that was in progress at a specific time in the past, such as “I was watching TV at 8 o'clock last night.” 2.Master the usage of conjunctions “when”, “while” and “as” in time - adverbial clauses. 3.Learn about compound words formed in different ways, including noun + noun (e.g., thunderstorm, teamwork), noun + verb (e.g., earthquake, rainfall), verb + noun (e.g., passport, playground) and adjective + noun (e.g., whiteboard, software), and be able to identify and create some simple compound words. II. Teaching main points 1.The correct usage of “when”, “while” and “as” in time - adverbial clauses. Understanding the differences in the time range, verb nature and context matching of these three conjunctions is crucial. 2.The understanding and formation of compound words. Students should be able to recognize different types of compound words and create new ones based on the learned rules. III. Focus of the lesson and predicted area of difficulty Applying compound words appropriately in writing and speaking. Although students can learn the formation rules of compound words, it is challenging for them to use them naturally and correctly in actual language use. IV. Teaching procedures Step 1 Review and Lead-in： 1.Teacher(T) shows three pictures picked from the Reading part, and reminds 2.Students(Ss) of the three sentences: Timmy was working in his office when the earthquake started. People were running in all directions while pieces of glass and bricks were raining down. As Timmy was trying to find his way out, he suddenly heard some noise above him. 3.T asks Ss to pay attention to the words in bold and lead Ss to be aware of the past continuous tense. Step 2 Presentation(1)： 1.T asks Ss to read the conversation on page 112 and answer some questions. What were Suzy and Amy talking about When did the accident happen What were they doing at that time When did Amy know the accident What was the weather like at that moment 2.T puts down Ss’ answers and puts them on a timeline. 3.T helps Ss to work out the rule of the past continuous tense, and has Ss summarize the use and form of past continuous tense as the following table. Step 3 Practice(1)： T asks Ss to work in pairs and make up dialogues, talking about things happened at a particular time in the past. Step 4 Presentation(2)： 1.T checks and evaluates Ss’ sentences and guides them to think about the meaning and use of when,while and as. When there are two long actions, we often use while. eg. We were watching in fear while the firemen were putting out the fire. If the shorter action is in the main clause, we can use when, while or as to join the clauses. eg. When/While/As Millie was watching TV, lightning hit her building. If the longer action is in the main clause, we often use when to join the clauses. eg. Millie was watching TV when lightning hit her building. Step 5 Practice(2)： 1.T asks Ss to read another snowstorm on page 113. Help Simon complete Part A. 2.T asks Ss to complete Part B on page 113 with the correct form of the verbs in brackets. 3.T encourages Ss to talk about one of your experiences in serious weather or accidents, using past continuous tense as more as they can. Possible answer 1.Last Sunday at 7:00 p.m., there was a sudden power cut in my town. 2.Each member of my family was doing different things at that time, and the power cut affected us in many ways. My mother was cooking in the kitchen when the whole house had a power cut. Therefore, we had to eat some bread and fruit. My father was writing an important report in the study. He had to write it later. I was taking a shower at that time. I had no choice but to put on my clothes in the dark. 3.From then on, we realized the importance of electricity in our daily lives. Step 6 Homework： 1. Finish A2 in Workbook on page 143. 2. Write about an emergency or a natural disaster that happened in your hometown, or you heard about, using the past continuous tense.. 教后记：
课 题 8A Unit 8 Safe and sound Word power 备课时间 上课时间
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I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1.Master the key words and phrases related to natural disasters and emergency situations, such as "earthquake", "flood", "typhoon", "lightning", "power cut", "in fear", "in all directions", etc. 2.Enable students to understand the formation and usage of compound words like "earthquake" (noun + verb), "thunderstorm" (noun + noun). 3.Develop students' ability to describe natural disasters and emergency situations accurately in English, improving their oral and written communication skills. II. Teaching main points 1.The pronunciation, spelling and usage of key words and phrases related to natural disasters and emergency situations. 2.The understanding and application of compound words III. Focus of the lesson and predicted area of difficulty 1.Helping students use the learned words and phrases to describe natural disasters and emergency situations vividly and comprehensively. 2.Guiding students to form new words through word - building methods independently. IV. Teaching procedures Step 1 Revision 1.Have students read the picture and review the story in reading. Read the sentences together and answer the following question: What are the words in bold Then teacher presents the definition of compound words. 2.Have students review the compound words we have learned in the previous units. Step 2 Presentation 1.Have students read the words in the green box on page 114 and find out how the compound words formed. Then give more examples according to the rules. 2.Circle all the compound words in the table. Step 3 Practice Have students finish Part A on page 114. Have students break down the compound words below. 3. Have students finish Part B on page 114. Step 4 Application 1.Guess the meanings of the underlined compound words according to its formation and context. 2.When we are reading, we can guess the meaning of a compound words by its formation. Step 5 Production Write about an emergency or a natural disaster, using compound words. 2. Read the sample together and pay attention to the compound words. Step 6 Assessment 1.Students have a self-assessment and summarize what we have learned in this class. Step 7 Homework 1.Try to make compound words with the words in the box and guess the meanings. Then use the new words to make sentences. 2.Look for other rules for creating compound words. 教后记：
课 题 8A Unit 8 Safe and sound Integration 备课时间 上课时间
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I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1.Master the key words and phrases related to natural disasters and emergency situations, such as "typhoon", "earthquake", "flood", "in fear", "in all directions", etc. 2.Understand and correctly use the past continuous tense to describe actions happening in the past. 3.Learn the formation and usage of compound words, like "thunderstorm", "earthquake". 4.Be familiar with the basic methods of dealing with natural disasters and emergency situations expressed in English. II. Teaching main points 1.The vocabulary and expressions related to natural disasters and emergency situations. 2.The correct usage of the past continuous tense. 3.The formation and application of compound words. 4.The basic knowledge of dealing with natural disasters and emergency situations. III. Focus of the lesson and predicted area of difficulty 1.Distinguish and correctly use "when", "while" and "as" to guide adverbial clauses of time in combination with the past continuous tense. 2.Enable students to flexibly use the learned knowledge to describe experiences and express coping measures in real - life situations. IV. Teaching procedures Step 1 Observing： 1.Teacher (T) asks students (Ss) to go through Part A on page115, and then answer questions: ①What type of text are they ②What’s special about this type of text Step 2 Reading: 1.T asks Ss to think and answer: ①What are making the bush fires in Australia worse ②Do natural disasters happen more often in certain places Give your reasons. Step 3 Listening: 1.T has Ss read the notes in Part B1 on page 115, and encourages Ss to predict what they will hear. 2.T has Ss listen to the talk and complete the notes. 3.T checks Ss’ answers one by one. 4.T has Ss listen to the conversation of Part B2 on page116, and complete the notes. 5.T checks Ss’ answers and help them understand these safety tips. Step4 Completing： 1.T guides Ss to complete Part B3 on page 116, using the information they’ve got from B1 and B2. Step5 Speaking： 1.T has Ss listen to Millie and Daniel’s conversation and figure out what they are talking about. 2.T asks Ss to read the conversation and list the three steps of the first aid for cuts. Step 1: Clean the _______. Step 2: _____ a piece of clean cloth round the wound if it’s bleeding, and ______ it firmly for _________ minutes. Step 3: If it is ________, we should go and see a _________ right away. Answers: wound; tie; press; 10 to 15; serious; doctor 3.T encourages Ss to make up a dialogue and talk about what we can do if we get burned while cooking. Sample: A: We may burn our hands when we cook at home. Do you know what to do first if I burn myself B: Sure. First, you should keep your hand in cold water for about 10 minutes. A: I see. What should I do after that B: Cover the burn with a clean towel. A: Should I put any cream on it B: No, you shouldn’t. If it’s serious, you should go and see a doctor. B: All right. Thanks. Step 6 Writing： 1.T assigns Ss the task of writing an article about an emergency or a natural disaster you or other people have experienced. Before writing, T inspires Ss to brainstorm on what to write about. 2.T allows Ss to give their ideas freely and helps organize the structure of the writing. 3.T has Ss read Daniel’s notes in Part D1 on page 117, and pick out the key information. 4.T leads Ss to read the article, and helps Ss analyze the structure. 5.T guides Ss to pay attention to the use of past continuous tense as well as the statements of the result and cause of the disaster. 6.T then asks Ss to come up with the safety tips for a tidal wave. 7.T helps Ss organize ideas and prepare useful expressions. T encourages them to write and offers help when necessary. Step 7 Homework： 1. Complete and polish your writing, and then share it with others. 2. Read the leaflet on page 145 in the Workbook and answer the following questions. 教后记：

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