8Aunit8reading教案

1、 課堂教學設計 課題 Unit 8 Natural disasters Reading period 2集體備課和個人修改意見教時1課型新授主備人laoyin備課時間2014年 12月 16日教學三維目標基礎知識了解To skim text for overall meaning and skim for details.掌握1. To infer main ideas of a passage from keywords and context 2. To talk about a natural disaster能力訓練過程方法聽說1. 聽懂這篇文章并且能夠流利閱讀文章。2. 能夠用所學的

2、內(nèi)容談論自然災難。讀能夠流利地閱讀課文寫能夠用所學的內(nèi)容描述自然災難。情感態(tài)度價值觀To make the Ss realize the harm of natural disasters and the right actions in danger.教學四點綱要教學重點To talk about a natural disaster and remember the key points教學難點To use the vocabulary and sentences related to natural disasters課標點To use the vocabulary and senten

3、ces related to natural disasters中考點To use the vocabulary and sentences related to natural disasters教學五點設想1. 與學生就自然災難話題進行交流。2. 老師呈現(xiàn)自然災難的圖片,讓學生學習并描述.3. 讓學生描述自然災難，并且說出原因。4. 把學生分成四組，要求學生使用所學內(nèi)容描述自然災難，并說明災難和事故的原因.5. 學會描述自然災難并知道在面臨自然災難和危險時如何應對.。教學過程及內(nèi)容教師活動學生活動集體備課和個人修改意見Step1 Step 1 Pre-reading1. Revise th

4、e 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 a

5、n 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 Ti

6、mmys 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. Its believed to be the strongest earthquake to have hit Taiwan last century.Step 2 While-read

7、ing1. Tell students that Timmy is a lucky boy. He survived the earthquake and wrote a story about it. Ask them to read through Timmys 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

8、 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 ou

9、t : when the earthquake came, what did Timmy feel/hear/see and do?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

10、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

11、 complete Part C to put them into the correct order and write the captions in the blanks.10. Ask them to complete Part B3 on page 96. Write a T if the sentence is true, write an F if it is false.Step 3 Post-reading1 Present some language points: e.g. shaking, shake; try to do sth.; run in all direct

12、ions; calm down; be in a great hurry to do sth. in different ways.2 Do a quiz to check understanding Presentation1 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 earth

13、quakes.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,

14、fear and hope. * fear: screamed, frightened, dark, could not at all, a moment of fear * hope: calm down, still alive, bright daylight, safe4 Read Timmys story aloud. Ask Ss to listen carefully.5 Check general understanding of the different paragraphs by asking some wh- questions.Para 1: What happene

15、d in the shopping centre?Para 2: What happened to the building? What did Timmy do?Para 3: Where was Timmy when the shaking stopped? How did Timmy feel? Para 4: What did Timmy do while he was waiting for help?Para 5: How was he rescued?Exercises1 Explain the context of Part B. Ask students to do Part

16、 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

17、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 story1 Explain the context and remind them about story telling from memory. Ss work in

18、 pairs to complete the task.2 Check the answers with the whole class.Language points 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,