8AUnit8NaturaldisastersP2教学设计

1、8A Unit8 Natural disasters Reading（）教学设计Teaching aims:1.To infer the meaning from the key words, pictures and the context.2. To elicit any information about the earthquakes in Taiwan orin other parts of the world.3. To develop the Ss ability and skillsof reading comprehension andlet the Ss learn how

2、 to describe natural disasters and how o protectthemselves in the natural disasters.Teaching difficulties and importance:the key words and phrases the comprehension of the story.Teaching procedures:Part One 预习作业&预习交流1. Check out the prepared work一、根据中文提示及句意用单词的正确形式填空：1. I felt a slight _(摇晃) through

3、 my body 2. They looked at each other in _(恐惧)3. People _(尖叫) when they saw the lightning 4. Unluckily ,those people were _(围困) in the accident .5. I told myself _ _(平静)down 6. You may be _(害怕)when you see a snake in front of you .二、自主探究，请带着下面这些问题阅读教材。1. Why did some people scream when the earthquak

4、e happened?2. What was the noise of the earthquake like?3. Did the writer know where he was when the noise and shaking ended?4. When did people find him, during the day or the night?(设计意图：通过对单词以及文本的初步预习，让学生对所学内容心中有数，带着问题阅读教材，体现了预习作业的实效性。)Part Two 交流展示&点拨提高Step1 Lead in :T: we have learnt some natura

5、l disasters last time .What disasters have we learnt? Encourage students to say something about the natural disasters.1. Show a video of an earthquake that happened in Longlan, Gansu, in 2013, ask: What can you see in the video?( I can see some houses shaking.)( I can see people screaming in fear.)(

6、 I can see people running wildly in all directions.)( I can see some people trapped under the bricks.)（设计意图：在对上节课所学的自然灾害进行复习出发，并且让学生观看甘肃陇南所发生的地震后进行提问，自然而然地导入新课， 导入贴近学生的生活实际，并且体现了时代感。）Step2 Presentation1.Let the students guess the new words by showing the pictures and talk about the earthquake that h

7、appened in Gansu.2. T: What do people often feel/do when the earthquakehappened? Teach some new words and phrases.shake v. 摇动，震动 （shaking n. ）hear a big noise like thunder 听到一声像打雷一样的声音in fear (be frightened) 害怕，恐惧scream v. 尖叫run in all directions 奔向四面八方run wildly 疯狂地奔跑fall down 掉下来come down 倒塌，塌陷3.A

8、fter learning these new words, help students finish PatrB1. Check it together.4. T: There was an earthquake in Taiwan in 1999. Many people lost their lives in the earthquake , but a boy called Timmy survived. Lets listen to the story to see what happened to him.（设计意图：通过图片来教学生词， 鲜明生动， 避免了枯燥乏味的生词教学， 有

9、利于学生在语境中更好地掌握词意。）Step3 Listening、reading、skimming、answering1. Play the tape for Students and check general understanding by asking some wh questions and doing exercises in Part B3.2. Listen and read after the tape one paragraph by one paragraph. Check if they understand by asking more questions abou

10、t the passage.Para1:1). What was Timmy doing when the earthquake started?2). How did he feel?3).What did he hear?Para.2: 1). what happened to the buildings?Para.3: 1). Where was Timmy when the shaking stopped?2). How did Timmy feel?Para.4:1).What did Timmy do while he was waiting for help?Para.5: Ho

11、w was he saved?3. Invite the students to read the whole passage in front of the class. （设计意图：通过听、读、问答等教学活动，让学生进行文本的阅读理解，在读的过程中教师设计了不同形式的读，有利于激发学生的兴趣，同时在阅读过程中配以一定的练习，加深学生的理解。 ）Step4. Practice1. Ask stuednts to read the sentences in the boxes in PartB2 and fill in the blanks. Check the answers with th

12、e whole class.2. Divide the students into groups of four. Retell the story, then encourage some of them to retell in front of the class.3. Have a discussion How to protect yourself when you are in danger? (给出不同的场景，如地震、落水、遇到强盗、火灾等，请每个小组讨论一个话题。 在交流时，其他组的成员如有更好的建议可进行进一步的补充。）（设计意图：课堂最后设计一个大讨论，并且每组给予不同的话

13、题，学生把所学的知识运用于实践，这个活动能有效地调动学生的学习积极性，在活动中培养了学生解决问题的能力、合作探究的能力、语言表达能力。）Part Three 检测反馈一、根据课文内容填空I was in s_ when it started. _ first, I felt a _ shaking through my body. Then I heard a big noise like _. People s_ in f_.Then the real noise came and the earth started to shake. People ran _ all directions

14、. I _ my best to _ _ to the street too. People ran _ as _ _ glass and bricks fell down. Then the walls began to _ _ too. When the noise ended, I _ down and found I _ _ in the dark place. I shouted _ _, but no one came. I told myself that I must stay _.Suddenly, I heard some noise above me. I screame

15、d. Then I heard some noise. People quickly _ _ the bricks and stones. At _, I saw the bright _. I was _.Homework1. Recite the new words .2. Try to retell the story as fluently as you can教学点评：作为阅读课的第一课时，应该让学生从认知文字符号开始，经过大脑的分析综合活动，领会课文的意义，体会课文的感情，并凭借着阅读前、中、后的阅读的任务设计，从而发展学生的阅读能力和对应的语言表达能力。本课时在教学设计上，从学生

16、都熟悉的最近发生的甘肃陇南地震出发，导入到1999年的台湾地震，让学生置身于那样的情境进行英语课堂阅读教学。学生被文本主人公的命运所深深地牵动。第一阶段：读前预测阶段通过地震视频，请学生预测故事内容，而预测所获得的话题知识与背景知识可以有效的帮助学生阅读并理解文章。视频欣赏让学生了解地震的基本情况，降低阅读难度，为下一步的文本阅读做好铺设，并且能激发学生阅读的兴趣。请学生回味视频内容时，教学本课中的生词，是学生更易于理解词义，而且改变了以往过于重点讲单词，操练短语的模式。第二阶段：阅读理解阶段作为阅读理解的主要部分，执教者还重点采用以下不同的阅读方法对学生进行阅读技能的培养。略读（Skimmi

17、ng）知大意略读（Skimming）是通过对文章标题和首尾句的阅读，对文章的内容结构有个整体印象，在短时间内了解作者的意图、文章的体裁或文章所要涉及的问题。 寻读（Scanning）知细节寻读是为获得特定的信息而进行的符号辨认的过程，让学生很快能抓住中心句，并能对文章中除引导阶段呈现过的生词做出猜测，以提高学生阅读理解的能力和学习语言知识的能力，同时，培养学生有效阅读的策略。细读（Detail-reading）知拓展细读指学生在对全文有整体印象的前提下所进行的深入细致的阅读。此阅读策略要求了解各段落的主要意思和文章的细节，并在此基础上提出新的问题或观点，发展学生的思维能力。进入细读过程之前，学生已对文章的内容