Unit8 Natural disasters Reading教学设计内容

TeachingContent:Unit8NaturaldisastersReading(I)

TeachingObjectives:

Knowledgeobjectives

Studentscanunderstandandmasterthewordsandphrases“shake,silent,nervous,beat,shout,comedown,calmdown”etc.

Studentscangrasp

the

sentences

which

are

used

totalkaboutdisasters.

Studentscanget

to

know

some

information

about

earthquake.

Abilityobjectives

Studentscanimprovetheirreadingandspeakingabilitythroughclassactivities.

Studentscandeveloptheabilitytoinferthegeneralmeaningfromkeywordsandcontext.

Studentscanreinforcetheirabilitytoskimtextforoverallmeaningandscanfordetails.

(3)Emotionalobjectives

1.Studentscanlearntoprotectthemselveswhentheearthquakehappens.

2.Studentscanknowtheimportanceofnatureandtrytoprotectit.

Teachingkeypoint:Howtomakestudentsdeveloptheirreadingskillsofskimmingandscanning.

Teachingdifficultpoint:Howtomakestudentslearnhowtoprotectthemselveswhentheearthquakehappens.

Teachingaids:blackboard,chalk,PPT

Teachingprocedures:

Step1.Leadin

Theteachersayswehavelearnedsomenaturaldisasters,doyoustillrememberthemandthenshowssomepicturestoteststudents’knowledge.

(Justification:thepurposeofthisstepistoactivatestudents’existingknowledgeandarousetheirinterestintopicofearthquakeinthislesson.)

Step2.Pre-reading

1.TheteacherisgoingtoshowstudentsavideoaboutWenchuanEarthquake.Afterwatching,theteacherteachesthestudentssomenewwordsandphrasesbyaskingstudentsthequestion“Whatcanyouseeinthevideo?”

2.Thentheteacherasksstudentstohaveadiscussion:Howdoyoufeelaboutthevideo,andtheninvitessomestudentstosharetheirideas.

3.Theteacherintroducesthebackground:TherewasanearthquakeinTaiwanin1999.Timmysurvived.Nowlet’sreadhisstory.

4.Theteacherplaysthetapeandstudentsareaskedtolistentothetapecarefully.Afterlistening,studentswillanswerthequestionpresentedinthePPT.

WhatwasTimmydoingwhentheearthquakestarted?

(Justification:Thisstepcanhelppracticestudents’listeningskillsandhelpthemthinkactively.Itcanalsohelpthemhaveabasicunderstandingofthetext.)

Step3.While-reading

Fastreading

(1)Theteacherasksthequestion:Canyougiveusanothertitletoreplace‘TheTaiwanearthquake’?

A.Myexperience(经历)inTaiwanearthquake

B.HowtoprotectourselvesinTaiwanearthquake

(2)Discussion:Letthestudentsdividethepassage.

Para(s)___:Theearthquakecame.

Para(s)___:Timmywastrapped.

Para(s)___:Timmywassafe.

2.Scanning

(1)Readpara1-2tofillinthetable.

Whentheearthquakecame,whatdidTimmy…?

feel

hear

see

do

(2)Readpara3-4todecidethefollowingstatementsaretrueorfalse.

<1>Hecouldnotseeanythingatall.

<2>Hefeltnervousandhisheadwasbeatingfast.

<3>Amomentoffearwentthroughhisbody.

<4>Heshoutedforhelp,butnoonecame.

<5>Hestartedtopullhimselfquicklythroughthedark.

(3)Readpara5toanswerthefollowingtwoquestions.

Whatdidpeopledotohelphimout?

Whatdidheseeatlast?

(Justification:Students’readingskillscanbeimprovedthroughfastandcarefulreading,fromwhichtheycanmasterthewaytofindoutspecificinformationofthepassage.)

Step4.Post-reading

1.RearrangepartB2onpage95intocorrectorder.

2.Finishastoryentry

LiDanisagirl.ShelivesinWenchuan.Shesurvivedthee_________in2008.Shewasshoppingwhensheheardaloudnoise.

Itwaslikethenoiseoft______.Thenthenoisebecamereallyloud.Itsoundedlikeb_____undertheground.Afterthat,piecesofglassandb____felldown.

Whenthenoiseended,shewast______andcouldnotseeanythingatall.Amomentoff____wentthroughhermind.Thenshetriedtoc____downands_______forhelp.Finally,peoplemovedawaythebricksandstonesandsavedher.

3.Groupwork

Discussion:Whatshouldwedoinanearthquake?

It’srightto

It’swrongto

4.Emotionaleducation

Workinpairs:Ifyouaretrappedintheearthquake,youshould

calmdown

trytofindyourwayout

shoutforhelp

Conclusion:Nomatterwhatterribledisastersyouarefacing,don’tgiveupeasily!

(Justification:Thisstepcanhelpstudentsconsolidatetheknowledgeandtheirspeakingabilitycanalsobe