初二年級教案活頁紙 主備人：陳小軍 審核人：初二英語組全體老師
總 課 題 Unit 6 Natural disasters 課 10 時(shí) 第 1課時(shí)
課 題 Comic strip & welcome to the unit
教學(xué)目標(biāo) 1 通過漫畫引出自然災(zāi)害的話題。
2 初步接觸過去進(jìn)行時(shí)。
3 了解幾種常見自然災(zāi)害的英文名稱。
教學(xué)重點(diǎn) 詞匯：natural accident wash village lightning storm rainstorm thunder
詞組: start to rain half an hour later lose the game kill thousands of
教學(xué)難點(diǎn) disaster mop earthquake typhoon mop all the water up crash into a tree
教學(xué)過程 教 學(xué) 內(nèi) 容 備課札記
Warm-up activities
1 Read the conversation between Eddie and Hobo. Allow Ss enough time to make sense of the comic strip: heavy rain-Hobo is wet and cold.-His house is wet. Try to elicit from Ss what might happened to Hobo’s house.
2 Ask some open questions about each picture.
* What’s the weather like?
* What happened to Hobo?
* What do you think happened o Hobo’s house?
* How does he fell at Eddie’s home?
* Why doesn’t he want to go home alone?
* Will Eddie help him?
Ask two more able students to role-play the conversation.
3 Elicit from Ss other bad weather conditions.
Presentation
1 Prepare Part A by providing more vocabulary to help Ss understand headlines in English.
2 Ask students to consider whether the disasters are natural and tick the appropriate boxes. Ss can do it individually and then compare their answers with a partner. Check the correct answers with the whole class and elicit a definition for a natural disaster. 學(xué)生活動(dòng)
教學(xué)過程 教 學(xué) 內(nèi) 容 備課札記
4 Read the words in Part B and ask more able students to describe each weather condition only with simple phrases and words.
5 Ask Ss to complete the task on their own and check the correct answers with the class as a whole.
Language points
Natural disasters, really warm, for too long, mop it up, lose the game, kill thousands of people, a car accident, crash into a tree, wash the village away, start a big fire
Homework
1 Learn the language points by heart.
2 Preview the Reading Part.
教學(xué)反思
江蘇省淮北中學(xué)英語學(xué)科教案
初二年級教案活頁紙 主備人：陳小軍 審核人：初二英語組全體老師
總 課 題 Unit 6 Natural disasters 課10時(shí) 第 2 課時(shí)
課 題 Reading(1)
教學(xué)目標(biāo) 1. To infer main ideas of a passage from keywords and context
2. To talk about a natural disaster
教學(xué)重點(diǎn) To talk about a natural disaster and remember the key points
教學(xué)難點(diǎn) To use the vocabulary and sentences related to natural disasters
教學(xué)過程 教 學(xué) 內(nèi) 容 備課札記
Teaching procedures
Step 1 Pre-reading
1. Revise the words learned last lesson. Show some pictures of different kinds of bad weather conditions and natural disasters. Ask students to tell the name one by one.
2. Tell students that an earthquake is a natural disaster that can cause great damage or loss of life. Ask if they know what will happen when an earthquake takes place. Elicit any information about an earthquake they know.
3. Show pictures about an earthquake and present some new words about it, e.g. shaking, bomb, fear, scream, direction, wildly. Then ask students to read the new words together.
4. Talk to students about the context of Timmy’s story. Elicit any information about the Taiwan earthquake in 1999 from students. E.g. The earthquake took place on 21st September 1999. More than 2,300 people died and about 12,000 buildings fell down. It’s believed to be the strongest earthquake to have hit Taiwan last century.
Step 2 While-reading
1. Tell students that Timmy is a lucky boy. He survived the earthquake and wrote a story about it. Ask them to read through Timmy’s story silently and try to answer the two questions.
No.1, What was Timmy doing when the earthquake started?
No. 2, Did Timmy give up or try his best to survive when he was in danger during the earthquake?
2. Discuss the two questions with students to check understanding.
3. Ask students to do Part B1on page 96 and help Sandy match the words on the left with the meanings on the right..
4. Then ask students to read Para 1 and 2, and try to complete the table to find out : when the earthquake came, what did Timmy feel/hear/see and do? 學(xué)生活動(dòng)
教學(xué)過程 教 學(xué) 內(nèi) 容 備課札記
5. Ask what happened to Timmy then? Tell them to read Para 3 and 4 to find the answer. Present: Timmy was trapped. Explain ‘be trapped’.
6. Ask what Timmy did to save himself after he was trapped? He did five things to help himself. Ask students to read the rest part of the story to find out the answers.
7. Ask students to do part B2 on page96. Help Sandy complete her diary.
8. Students listen to the tape and read after it together.
9. Tell students Timmy put some pictures he draw about the earthquake on his home page. Ask students to complete Part C to put them into the correct order and write the captions in the blanks.
10. Ask them to complete Part D on page 97. Write a T if the sentence is true, write an F if it is false.
Step 3 Post-reading
1 Present some language points: e.g. shaking, shake; try to do sth.; run in all directions; calm down; be in a great hurry to do sth. in different ways.
2 Do a quiz to check understanding
教學(xué)反思
江蘇省淮北中學(xué)英語學(xué)科教案
初二年級教案活頁紙 主備人：陳小軍 審核人：初二英語組全體老師
總 課 題 Unit 6 Natural disasters 課10時(shí) 第 3 課時(shí)
課 題 Reading(2)
教學(xué)目標(biāo) To read the text again and again and deal with language points
教學(xué)重點(diǎn) To learn the language points by heart.
教學(xué)難點(diǎn) To retell the story about Timmy
教學(xué)過程 教 學(xué) 內(nèi) 容 備課札記
Presentation
1 Talk to Ss about the context of surviving an earthquake. Elicit any information about the earthquakes in Taiwan or in other parts of the world. Bring some newspaper articles about earthquakes.
2 Ask Ss to quickly skim the text on their own. Ask them to highlight the words they do not know. Then ask Ss to discuss them in pairs and try to work out their meaning from the context.
3 Ask Ss to make list of words and phrases used in the text which describe noise and movement/destruction, fear and hope.
* noise: big noise, thunder, screamed, real noise, bombs, shouted
* movement/destruction: slight shaking, earth started to shake, ran (wildly), pieces of glass and bricks fell down, walls began to come down
* fear: screamed, frightened, dark, could not at all, a moment of fear
* hope: calm down, still alive, bright daylight, safe
4 Read Timmy’s story aloud. Ask Ss to listen carefully.
5 Check general understanding of the different paragraphs by asking some ‘ wh-‘ questions.
Para 1: Where was Timmy?
What happened in the shopping centre?
Para 2: What happened to the building?
How did people react?
What did Timmy do?
Para 3: Where was Timmy when the shaking stopped?
How did Timmy feel? 學(xué)生活動(dòng)
教學(xué)過程 教 學(xué) 內(nèi) 容 備課札記
Para 4: What did Timmy do while he was waiting for help?
Para 5: How was he rescued?
Exercises
1 Explain the context of Part B. Ask students to do Part B1 on their own. Encourage students to check their answer with a partner.
3 Ask students to study the words in the box for one minute, then cover them and complete the diary entry in Part B2.
Presentation
1 Explain the context and point out to Ss the idea of telling a story with pictures. Divide the class into teams of 4-5 students to study each picture first.
2 Ss write the captions in the blanks individually. Check answers with the whole class.
3 Ask Ss to arrange the pictures in the right order.
Retelling the story
1 Explain the context and remind them about story telling from memory. Ss work in pairs to complete the task.
2 Check the answers with the whole class.
Language points (Part A)
Feel a slight shaking through my body, a big noise like thunder, in fear, be frightened, start to shake, run in all directions, know where to go, run wildly, fall down, calm down, be over, could not see at all, be trapped, say to oneself, a moment of fear, go through my mind, since, hear excited shouts, in a great hurry, move away, see the bright daylight.
Language points (Part C)
Be very good at telling jokes, vote
Homework
1、 Learn the language points by heart.
2 、1加1相關(guān)練習(xí).
3 、 Preview the Vocabulary Part.
教學(xué)反思
江蘇省淮北中學(xué)英語學(xué)科教案
初二年級教案活頁紙 主備人：陳小軍 審核人：初二英語組全體老師
總 課 題 Unit 6 Natural disasters 課 時(shí) 第 4 課時(shí)
課 題 Vocabulary
教學(xué)目標(biāo) To learn to talk about and describe the weather
To identify the vocabulary about different kinds of weather conditions
教學(xué)重點(diǎn) To understand the weather report from TV or the radio
教學(xué)難點(diǎn) To have a better understanding of the topic of the unit
教學(xué)過程 教 學(xué) 內(nèi) 容 備課札記
Step 1 Looking and learning
Show some pictures of different kinds of weather condition. Then get them to elicit the nouns and adjectives and write them down on the board in pairs. Try to use sentences to talk about the weather. Do not just write the words down. e.g. There is white snow everywhere. It is snowing. It is a snowy day. Explain how a noun is changed into an adjective. We add a ‘-y’ to most of the nouns to make adjectives. Point out that we need to double the ‘n’, when we are changing ‘sun’ into an adjective. Try to use sentences to talk about the weather. Do not just write the words down. e.g. There is white snow everywhere. It is snowing. It is a snowy day.
Explain how a noun is changed into an adjective. We add a ‘-y’ to most of the nouns to make adjectives. Point out that we need to double the ‘n’, when we are changing ‘sun’ into an adjective.
STEP 2 Completing the exercises in Part A
Invite the students to complete the exercises in Part A, Page94.
And then get the students to read the words well. 學(xué)生活動(dòng)
教學(xué)過程 教 學(xué) 內(nèi) 容 備課札記
STEP 3 Using words in context
Show more pictures and offer the students a chance to use these words, as the pictures are shown in the following
table.
Get the students to talk about the pictures and help them to understand the use of nouns and adjectives on weather conditions.
STEP 4 Eliciting the weather forecast/ weather report
Use some pictures to elicit the weather forecast/ weather report. They get the students to learn about the symbols of weather conditions.
Get the students to read the words and then invite them to do Part B, Page 98.
First get the students to check the answers in pairs and then check it in class. Go through the dialogue and then help the students to understand the changes to the weather with the help of the table above.
Get the students to read the dialogue together. Make sure that the students can read the temperature well.
STEP 5 Homework
Watch the weather forecast programme on TV. And then write a report about it in English. Encourage the students to listen to the weather report on CCTV 9.
教學(xué)反思
江蘇省淮北中學(xué)英語學(xué)科教案
初二年級教案活頁紙 主備人：陳小軍 審核人：初二英語組全體老師
總 課 題 Unit 6 Natural disasters 課 10時(shí) 第 5 課時(shí)
課 題 Grammar (1)
教學(xué)目標(biāo) To understand when to use the past continuous tense.
教學(xué)重點(diǎn) To recognize and use the past continuous tense.
教學(xué)難點(diǎn) To learn when to use the past continuous tense.
教學(xué)過程 教 學(xué) 內(nèi) 容 備課札記
STEP 1 Questioning
Say, ‘Now, I am teaching you. You are listening to me carefully.’
(ask A)What are you doing?
(ask B)What did A do just now?
(ask B)What were you doing when A answered my question?
(ask C)What were you doing when I came in?
(ask A)What was C doing at that time?
As the students are talking about the things they do, write the structure of past continuous tense ‘was/were +doing’ on the board.
Design a scene: Last night at 8:00 there was a blackout in your block. The lights went out all over the block. First, show some pictures, then let the students describe.
STEP 3 Paying attention to uses of words
During the students describing the pictures, pay attention to use ‘was’ and ‘were’ to consolidate the past continuous tense.
STEP 4 Describing the picture
Describe the picture in general questions and give them positive and negative answers. Practice in pairs. Write the two kinds of answers on the Bb.
Was David cooking at eight yesterday? Yes, he was. 學(xué)生活動(dòng)
教學(xué)過程 教 學(xué) 內(nèi) 容 備課札記
Was David having dinner at 8 last night? No, he wasn’t.
STEP 5 Practicing the dialogue
After finishing describing the nine pictures, practice the dialogue like this.
T: What was David doing last night at eight last night?
Ss: He was doing some cooking.
Practice in pairs. Let them choose any picture they want.
STEP 6 Completing Part A1
Get the students to complete Part A1, Page 99. Check the answers in pairs and in class. Explain the main phrases in the dialogue e.g. ‘discuss … with…’ and ‘plan a trip to’. Get them to read the dialogue aloud. Ask the students some question to offer them more chance for practice.
STEP 7 Finishing the dialogue
Finish the dialogue in Part A2, and then check the answers. Explain some the main phrases like ‘see…doing’ and ‘a(chǎn)s usual’. Ask the students to close the book. Ask them some questions about this dialogue.
STEP 8 Homework
Make a summary to what we learned today. (Emphasize the adverbial of time.)Finish off the exercises in the Evaluation Handbook and Learning English.
教學(xué)反思
江蘇省淮北中學(xué)英語學(xué)科教案
初二年級教案活頁紙 主備人：陳小軍 審核人：初二英語組全體老師
總 課 題 Unit 6 Natural disasters 課10時(shí) 第 6 課時(shí)
課 題 Grammar (2)
教學(xué)目標(biāo) To develop a better understanding of the use of past continuous tense
To understand the use of ‘when’ and ‘while’.
教學(xué)重點(diǎn) To develop a better understanding of the use of past continuous tense
教學(xué)難點(diǎn) To understand the use of ‘when’ and ‘while’.
教學(xué)過程 教 學(xué) 內(nèi) 容 備課札記
STEP 1 Reviewing the structure of past continuous tense
Ask the students what we learned yesterday to review the structure of past continuous tense.
STEP 2 Finding sentences
Read a passage ,finding how many sentences are written in this tense.
STEP 3 Eliciting the structures with ‘when’ or ‘while’
Raise some questions about this passage to elicit the structures with ‘when’ or ‘while’.
What was the man in Flat doing when the robbery happened?
While the college students in Flat 5 were watching a football game, what was the woman in Flat 2 doing?
Write the structure on the board.
It is still difficult for the students to understand the structure. So it is important to give them more examples to help them understand it. Get them to read the sentences in Part B, Page 101.
STEP 4 Explaining when we should use ‘while’ or ‘when’
Give more examples and then explain when we should use ‘while’ or ‘when’. 學(xué)生活動(dòng)
教學(xué)過程 教 學(xué) 內(nèi) 容 備課札記
STEP 5 Completing the exercises on Page 101
Get the students to complete the exercises on Page 101. Check the answers.
STEP 6 Doing some consolidate exercises
Fill in the blanks with the proper forms of the given verbs.
1.--- What ___________ you _____________ ( do ) when I knocked at the door ?
--- I ___________________ ( wash ) the clothes.
2. ____________ the policewomen _____________ ( watch ) the traffic or __________ (have ) a rest from seven to nine yesterday morning?
3. Jim ______________ (draw) a picture in his room at 4 yesterday afternoon.
4. One day, he __________ (lie) on the grass and _________ (look ) at the beautiful sky when he fell asleep and had a very strange dream.
5. I ______________(search) the World Wide Web.
6. --- What ________ you _______ (do) during the Spring Festival?
--- I ____________ (visit) Thailand at that time.
7. When Simon arrived, Amy ____________ (read) a book.
8. We ______________ (clap) our hands while the performers _____________ (march) across the park.
9. ---Why didn’t go to the party yesterday?
--- I _____________(wait) for a important call from Shanghai.
10. When he ______________ (draw) a picture, the telephone rang.
教學(xué)反思
江蘇省淮北中學(xué)英語學(xué)科教案
初二年級教案活頁紙 主備人：陳小軍 審核人：初二英語組全體老師
總 課 題 Unit 6 Natural disasters 課10時(shí) 第 7 課時(shí)
課 題 Integrated skills
教學(xué)目標(biāo) To understand the process of producing an accident report form and to recognize the key expressions involved in an emergency call and an accident report
教學(xué)重點(diǎn) To recognize the key expressions involved in an emergency call and an accident report
教學(xué)難點(diǎn) To think more about what to do when there is an accident
教學(xué)過程 教 學(xué) 內(nèi) 容 備課札記
STEP 1 Talking about the weather
First, get the students to talk about the weather today.
STEP 2 Showing a picture of snowy days
Show a picture of snowy days and then get the students to talk about the weather conditions. Encourage the students to discuss what will happen to cars and people. Picture A: It’s snowy. The snow is heavy. The heavy snow covers the ground. It covers everything. (Teach the word ‘cover’.)
Picture B: It is difficult to walk. It is easy for people to fall over.
Picture C: It is dangerous to drive a car. Look at the picture there is car accident.
Two people are trapped in the car. They can’t get out. They are victims. (Teach the word ‘victim’.)
STEP 3 Discussing about what the victims can do
Get the students to discuss about what the victims can do to get someone to help them.
STEP 4 Looking at the two reports on Page 102
Explain that Mr. and Mrs. Su had a car accident during the snowstorm. Ask students to look at the two reports on Page 102 學(xué)生活動(dòng)
教學(xué)過程 教 學(xué) 內(nèi) 容 備課札記
and explain that the report form in Part A1 is from the 110 hotline where as the report in Part A2 is made by the policemen after they rescued Mr. and Mrs. Su.
Explain the items in the report form and make sure that they can understand it.
STEP 5 Playing the tape twice.
Play the tape for the students to find as much information as possible. And then fill in the report form. And of course, it is impossible for them to complete the table by listening.
Get them to read the repot below and find more information.
STEP 6 Checking the answers
After completing the report form, invite the student to check the answers in pairs.
STEP 7 Making up a new dialogue
Get the students to work in pairs and make up a new dialogue between an interviewer and Mr. or Mrs. Su.
Say, ‘An interviewer went to see Mr. Su and Mrs. Su in the hospital, he/she interviewed them about the accident.’ Invite the students to talk about the information in the report form or they can add something.
STEP 8 Completing Sandy’s e-mail
Step 9:Classwork：
教學(xué)反思
江蘇省淮北中學(xué)英語學(xué)科教案
初二年級教案活頁紙 主備人：陳小軍 審核人：初二英語組全體老師
總 課 題 Unit 6 Natural disasters 課 10時(shí) 第 8 課時(shí)
課 題 Speak up and pronunciation
教學(xué)目標(biāo) To identify a natural disaster, describe it and explain the results
To identify the intonation pattern of statements
教學(xué)重點(diǎn) To identify the intonation pattern of statements
教學(xué)難點(diǎn) To identify the intonation pattern of statements
教學(xué)過程 教 學(xué) 內(nèi) 容 備課札記
STEP 1 Talking about pictures
Show pictures of different kinds of bad weather and disasters. Get the students to talk about the results of them. They can also talk about what other people do to help.
(It will be better if the teacher can collect some reports on disasters or bad weather from newspapers or magazines. In this step, the teacher may try to input more information about the disasters and help students to talk about it.)
STEP 2 Listen to the tape
Explain that Sandy and Amy are talking about a natural disaster. Invite them to listen to the tape and try to answer the questions.
With the help of these questions, it will be easier for students to focus on the key information e.g. in Britain, last week, heavy storm, thunder and lightening, terrible, school caught fire, no one was hurt, students on holiday. They will also help them to organize their own dialogue. 學(xué)生活動(dòng)
教學(xué)過程 教 學(xué) 內(nèi) 容 備課札記
STEP 3 Reading the dialogue again
Get the students to read the dialogue aloud. Direct the students attention to the intonation of different sentences. We use a rising tone for general questions. We use falling tones for ‘wh-’ questions or statements.
Get the students to read the dialogue again. Pay special attention to the intonation patterns used here. Then give the students several minutes for the students to practice and act.
STEP 4 Reading more statements on Page 103
Get the students to read more statements on Page 103. Remind them of the intonation patterns.
Play the tape for the students to follow.
Do chain work and get the students to read the sentences one by one. Pay special attention to the intonation patterns.
Students also should be reminded of the importance of these sentences, especially, the following sentences:
STEP 5 Reading the dialogue on Page 104
Get the students to read the dialogue on Page 104.
Get them to read the dialogue. Pay attention to the intonations patterns. Give the students 3-4 minute for them to read the dialogue to their partners. Ask them to focus on what sandy said about the fire and try to get the main points.
Step 6:Classwork：
教學(xué)反思
江蘇省淮北中學(xué)英語學(xué)科教案
初二年級教案活頁紙 主備人：陳小軍 審核人：初二英語組全體老師
總 課 題 Unit 6 Natural disasters 課10時(shí) 第 9 課時(shí)
課 題 Main task
教學(xué)目標(biāo) 1. To learn to organize ideas for writing an article for the school newsletter
2. To write an article about natural disasters.
教學(xué)重點(diǎn) To learn to organize ideas for writing an article for the school newsletter
教學(xué)難點(diǎn) To write an article about natural disasters.
教學(xué)過程 教 學(xué) 內(nèi) 容 備課札記
Step 1 Lead-in
1. Explain the context. Sandy wants to write an article about a natural disaster for the school newsletter. She wants to write about the snowstorm that hit Beijing this week. Let’s help her, OK?
2. Show some pictures about the snowstorm. Talk about them with the whole class and encourage students to make some sentences according to these pictures and key words provided beside each picture.
Step 2 Writing structure
1. Ask students to think about how we can organize these ideas to describe the snowstorm. Tell them planning ahead carefully is very important to create a powerful piece of writing. We can make flow charts to help organize our ideas before we start writing.
2. Point out when we want to write an article, first of all, we should choose a topic, we should decide what to write about. This time we are going to write about a snowstorm. There should be three main parts in such an article: Introduction, during the snowstorm, and after the snowstorm.
3. Students talk about what should be written about in each part in groups.
4. Show them some questions and say these questions can help them organize their ideas.
5. Do a pair work. Ask students to turn to Page 105 ,read through the questions in Part B carefully and try to find out 學(xué)生活動(dòng)
教學(xué)過程 教 學(xué) 內(nèi) 容 備課札記
the answers in Part A.
They should finish two tasks. Task 1, ask and answer these questions orally with their partner. For example, A: When and where did the snowstorm happen? B: It hit Beijing on Friday, 28th January.
Task 2, write the correct letters in the boxes to complete the flow chart.
Then invite some pairs to ask and answer these questions in front of the class.
6. Say we have helped Sandy complete her flow chart. Now let’s help her complete her article for the school newsletter. Ask students to complete Part C on page 106.
7. Analyze the structure of this article with the whole class. Ask them to match the four paragraphs with the three main parts of this article.
Then make a conclusion: Para 1 is the introduction of the snowstorm. Para2 and 3 describe what happened during the snowstorm. And Para 4 describes what happened after the snowstorm.
Step Three Practice
1. Say we have helped Sandy complete an article about a snowstorm. Ask students to write an article about a natural disaster by themselves
2. Show some pictures about different natural disasters. Ask students to choose any one they would like to write about.
3. Ask some individuals to show his/her flow chart and talk about it with the whole class.
4. Students complete their articles.
Step Four: Class work：
教學(xué)反思
江蘇省淮北中學(xué)英語學(xué)科教案
初二年級教案活頁紙 主備人：陳小軍 審核人：初二英語組全體老師
總 課 題 Unit 6 Natural disasters 課10時(shí) 第10課時(shí)
課 題 Checkout
教學(xué)目標(biāo) 1. To revise vocabulary and sentences related to natural disasters
2. To revise the past continuous tense
3. To talk about topics related to natural disasters
教學(xué)重點(diǎn) To talk about topics related to natural disasters
教學(xué)難點(diǎn) To revise the past continuous tense.
教學(xué)過程 教 學(xué) 內(nèi) 容 備課札記
Step 1 Language points revision
1. Revise vocabulary related to bad weather. Ask students to look at some pictures and tell the English word for each of them.
2. Ask students to open their books at page 107 and do the word puzzle in Part B to find the words of the pictures. Then check the answers together: windy, snowy, thunder, rainy, scream, bomb.
3. Students read these words together. Tell them snowy, rainy and windy are adjectives to describe weather conditions. Ask them if they know any other adjectives about different kinds of weather conditions . Students talk about that in groups.
4. Show some pictures and go through the adjectives about weather conditions with the whole class, e.g. sunny, stormy, cloudy, etc.
5. Ask students if they remember how we can form these adjectives from nouns. Elicit answers from students, then tell them we add ‘y’ to the end of a noun to form such an adjective. But we should first double the last letter of the words like fog and sun , then add ‘y’.
6.Review vocabulary related to natural disasters. Show some pictures about different natural disasters quickly. Invite students to tell the names of all these natural disasters as quickly as they can: rainstorm, snowstorm, sandstorm, flood, earthquake, typhoon.
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7. Organize a group talk. Ask when a natural disaster comes, how we can protect ourselves?
8. Revise some important language points through free talk about natural disasters. E.g. When an earthquake comes, can we run wildly? No, we can’t. We should try to hide in a safe place and protect our heads.
If we are trapped? What should we do? We should calm down and scream for help.
Is a flood dangerous? Yes, a big flood can wash everything away. And every year many people lose their lives because of flood. etc.
Step 2 Grammar revision
1. Say natural disasters are really terrible. They can cause great damage and loss of life. In the 1970s, there was such a big natural disaster hitting Tangshan, which is in Hebei Province of China.
2. Play the recording about the earthquake in Tangshan and ask students to listen carefully and answer some questions. Then talk about the questions with students.
3. Say Millie wanted to know more about the earthquake in Tangshan. So she found a video about it in the library. Let’s watch part of it together.
Then ask what the video shows us? --It shows us the situation after the earthquake.
We can see many soldiers there. What were they doing then?
Step 3 Practice
1. Say Sandy wrote a diary about the snowstorm that hit Beijing on Friday,28th January. Please help her complete part of the diary using the correct forms of the given verbs.
2. Fill in the blanks with the right forms of the given words
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（小周）