Unit 8 Natural disasters Self assessment 2024-2025学年牛津译林版八年级英语上册

课程基本信息 学科 英语 年级 八年级 学期 秋季 课题 8上 Unit 8 Natural disasters Self-assessment 教学目标 By the end of the class, the students are supposed to: 1. remember and know how to use the new words and phrases in this unit like wash away, hit, shake, come down, etc.; 2. describe the process of different disasters using past continuous tense and the severity of them; 3. think logically and actively and list different ways of protecting themselves from danger like fires, earthquakes and traffic accidents; 4. work in groups, share, make judgements on and modify the writings on how to keep safe; 5. realize the importance of holding on at all times and helping people in need as much as they can. 教学重难点 教学重难点： 1. To describe the process of different disasters using past continuous tense and the severity of them; 2. To List different ways of protecting oneself from danger and write a short passage on how to keep safe. 教学过程 Steps Teacher’s activities Students’ activities 设计意图 核心素养提升点 Step 1 Natural disasters (15min) Activity 1: Brainstorm Ask the students to name some of the natural disasters. Think actively and name some of the natural disasters. (IW) 利用思维导图，调动背景知识，直入主题。 语言能力：列举自然灾害相关词汇。 Activity 2: Watch and talk Present several pictures and tell the students to describe them. Talk about the disasters in the pictures. (IW) 利用图片，直观感受，简要描述灾害，初步复习语用。 语言能力：描述图片。 文化意识：感受自然灾害带来的危害。 Activity 3: Check your understanding Ask the students to fill in the blanks based on their understanding of the text in Reading. Timmy survived the earthquake in Taiwan in 1999. He was s________ when the earthquake started. At first, he felt a slight s_______. Then he heard a loud noise like t_______. The earth started to shake. People screamed in f______. Finally, the noise e______. Timmy found he was t________. He told himself to c______ down. Hours later, he heard some noise a______ him. He shouted for h_____. People quickly moved a________ the bricks. At last, Timmy saw the bright daylight. He was s_________. Quickly review the new words and ask the students to make sentences using the words provided. Recall the learning material in Reading and fill in the blanks. Review the words together with the teacher and make some sentences using the words. (IW) 整合课文，归纳大意，复习词汇，理解运用。 语言能力：归纳概括。 思维品质：概括复述。 Activity 4: Have an interview Ask the students to work in pairs, play the roles of a reporter and Timmy and perform an interview. Reporter: Timmy, you were so lucky to survive the earthquake. What were you doing when it started? Timmy: I ... Reporter: What were people doing while pieces of glass and bricks were falling down? Timmy: They… Reporter: What were you doing when you suddenly heard some noise above you? Timmy: I ... Reporter: Thank you for your time! Work in pairs and perform an interview. (PW) 基于文本，创设情境，小组合作，整合故事内容，运用于新情境，为语法复习做铺垫。 语言能力：深度理解文本，整合运用故事信息，运用所学表达新情境，练习过去进行时。 思维品质：分析故事情节，创新思维。 学习能力：合作学习。 Activity 5: Learn the tense Present the three sentences using past continuous tense in Reading, ask the students to tell the grammatical rules about “when, while, as”. Summarize the rules of “when, while, as” by reading the sentences in Reading using past continuous tense. (IW) 基于文本，寻找例句，体会语法要义。 语言能力：理解与感悟语法知识。 学习能力：自主学习。 Activity 6: Listen to a survivor Play a recording and ask the students to take notes and answer the three questions, practise using past continuous tense. Listen to a recording and answer some questions concerning the listening material. (IW) 利用平行文本，练习听力技能，复习地震相关表达。 语言能力：听力技能，词汇理解与运用，文本分析与表达。 学习能力：自主学习。 Step 2 Safety tips (12min) Activity 1: Call for help Let the students tell the numbers that they should dial when certain things happen. Give the correct numbers they should call when they are in danger. (IW) 图片呈现，语言表述。 语言能力：理解整合图片信息信息。 思维品质：分析表达。 Activity 2: Away from danger 1. Earthquakes Ask the students to look at different situations in an earthquake, do the matching and judge if the behaviors are right or wrong using given sentence patterns. 2. Fires Ask the students to do a T / F exercise about fire safety. 1) We should try to get out as soon as possible. 2) We have to cover our mouths and noses with dry towels to protect ourselves from thick smoke. 3) We don’t need to stay low to the ground. 4) We can go back into the building on fire. 3. Traffic accidents Ask the students to work in groups and talk about how to avoid traffic accidents. Review the knowledge about earthquakes, fires and traffic accidents. Make Judgements about certain behaviors and try to list some safety tips. (IW, GW) 选取不同场景，迁移求生知识，提升思维品质。 语言能力：理解和表达求生常识。 思维品质：分析判断，列举呈现，逻辑思维。 学习能力：自主学习，合作学习。 Activity 3: Make a summary Summarize the three situations with the students. Summarize the ways of keeping safe in different situations with the teacher. (CW) 及时总结，加强巩固。 语言能力：整合表达。 思维品质：逻辑思维。 Step 3 Critical writing (15min) Activity 1: Think and organize Ask the students to choose a topic first, then organize the whole passage and write a short article about safety tips. Follow the teacher’s lead, write an article about how to stay safe. (IW, CW) 整合知识，形成文本，迁移运用。 语言能力：深度理解学习内容，整合运用所学知识，归纳表达。 思维品质：逻辑思维。 学习能力：自主学习。 Activity 2: Share and appreciate Ask the students to work in pairs, share their writings with each other and appreciate each other’s languages. Work in pairs, share and appreciate each other’s writings. (PW) 小组合作，鉴赏修改，呈现品评。 语言能力：分析鉴赏，表达个人观点。 思维品质：批判性思维。 学习能力：合作学习。 Activity 3: Sample Present students with a sample article. Read the sample article and understand how to write a good one. 学习范文，理解写作好文章的要义。 Step 4 Further thinking & Homework (3min) Ask the students to think about a question: What can we do to live a safe and meaningful life? Summary: Stay calm, be clever, keep away from danger, never give up, always help out. Homework: Option A: Search the Internet for some news about natural disasters happened in China and write a report. Option B: Prepare a lecture on keeping safe and give it to the whole class. Think about the question, present their own ideas. Finish the homework. 联系实际生活，迁移创新。 因材施教，拓展巩固课上所学。 学习能力：回顾梳理所学内容，迁移运用到新情境，思考实际问题；自主学习，完成课后作业，巩固所学。 备注：IW: Individual Work PW: Pair Work GW: Group Work CW: Class Work 教学设计 备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。 学科网（北京）股份有限公司 $$