外研版（2024）八年級上冊Unit6Whendisasterstrikes單元公開課一等獎創(chuàng)新教案（共6課時）Unit6Whendisasterstrikes

單元教學目標

【LanguageAbilities】1.Usewordsandexpressionsintheunittotalkaboutnaturaldisasters.2.Usethepastcontinuoustensetotellnaturaldisasterstories.3.Describewaysofsavinglives.

【CultureAwareness】1.LearnaboutthehistoriceventoftheeruptionofMountVesuviusnearPompeii.2.Understandthepositivespiritinfaceofdisastersandshowempathyforsurvivors.

【QualityofThinking】Inferthestorycontentandrelatednaturaldisastersbasedonpicturesandtextinformation.ImprovelogicalandcriticalthinkingbyanalyzingNiuYu'sstory.

【LearningAbilities】1.Studentswilllearntointroduceaneventaccordingtothetimeline.2.Studentscanenhancereading,summarizingandself-learningabilitiesthroughthestudyofthetext.

【ClassHourDivision】Sixperiods

第一課時Startingout&Reading

第二課時Grammar

第三課時ListeningandSpeaking

第四課時Reading

第五課時Writing

第六課時Presentingideas&Reflection

單元教材分析

本單元的主題為：自然災害。該主題與課標要求的“人與自然"主題范疇中的“自然災害與防范措施，人身安全與自我保護”子主題密切相關。本單元圍繞話題disaster,學習和完成11個語篇，通過多樣化的學習活動，幫助學生全面了解自然災害的影響與應對措施，培養(yǎng)他們的應急意識和堅強意志。通過學習，學生將逐步掌握應對自然災害的技巧，為未來的生活安全奠定堅實基礎。

Startingout：本部分通過討論神話故事中的自然災害和人們對自然災害看法的變化，激活學生對自然災害的已有認知。

Understandingideas:本部分的閱讀文章為《ALostCity》，講述了小普林尼在維蘇威火山爆發(fā)中的幸存經歷。文章通過歷史事件，揭示了自然災害的破壞力，并引導學生講述自己的自然災害故事，培養(yǎng)他們的反思與表達能力。

Developingideas:本部分包含聽力和閱讀兩個模塊。聽力部分通過討論災難預警，幫助學生了解如何提前應對自然災害；閱讀部分則講述了汶川地震中幸存者牛鈺的故事，稱贊她為“IronGirl”，激勵學生在災難中保持堅強與勇氣。

Presentingideas:學生需要結合本單元所學內容，設計一個關于自然災害的海報。通過這一任務，學生不僅能夠鞏固所學知識，還能將理論與實踐結合，提升他們的創(chuàng)造力和應急意識。

第一課時Startingout&Reading

TeachingObjects【教學目標】

1.Talkaboutnaturaldisasters.

2.FindouthowPlinytheYoungersurvivedtheeruptionofMountVesuvius.

3.AnalysethecharacterofPlinytheYounger.

TeachingAids【教學工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學步驟】

★Step1Leadin【導入】

1.Showthepictureonpage82tostudents,thenaskthemtoanswerthequestion.

Whatcanyouseeinthepicture

2.Letstudentssharetheanswers.

Answer:Theforestwasonfire.Thefirefighterswerebusyputtingoutthefire.

Startingout

Page83,1

1.Askstudentstolookatthepicturesandanswerthequestions.

①Doyouknowthestoriesinthepicture

②Whichnaturaldisasterscouldtheyrelateto

2.Letstudentssharetheanswers.

Answers:1.ThestoriesareNvwaRepairstheSky,DaYuTamedtheFloodandHouYiShootingtheSun.2.Thesestoriesareaboutearthquake,floodanddrought.

Page83,2

1.Askstudentstowatchthevideoandanswerthequestions.

①Whichnaturaldisastersarementioned

②Howhaspeople’sunderstandingofnaturaldisasterschanged

2.Letstudentssharetheanswers.

Understandingideas（1－4）

★Step2Pre-task【準備任務】

Page84,1

1.Askstudentstolookatthetwopicturesandanswerthequestions.

①Whatcanyouseeinthepictures

②Whatdoyouthinkthelocalpeopledidinthedisaster

③Howmightpeoplefeel

2.Showthewordsandexpressionstohelpstudents.

shakeearth

darkcloud

spreadturninto

smokecall

cryshout

shocked

hope

fear

Letstudentssharetheanswers.

Answers:1.Icanseeavolcanoerupting.Thedarkcloud,smokeanddustcoveredthesky.2.Thelocalpeopleshoutedandcried,andtriedtoescapetoasafeplace.3.Theymightbeshockedbytheeruption.Theymightloseallhopeandbefulloffear.

Backgroundinformation

PlinytheYounger“小普林尼”，是古羅馬時期的一位作家、律師和政治家，以其書信集而聞名，這些書信提供了有關古羅馬社會、文化和政治生活的珍貴資料。

MountVesuvius維蘇威火山位于意大利南部那不勒斯灣東海岸，是歐洲大陸唯一的活火山，被譽為“歐洲最危險的火山"。維蘇威火山最著名的一次噴發(fā)是公元79年的大噴發(fā)，其火山灰、火山礫迅速掩埋龐貝古城，城市瞬間被摧毀，約1.6萬人死亡。

Pompeii龐貝古城位于意大利南部那不勒斯附近、維蘇威火山西南腳下。公元79年8月24日，維蘇威火山突然噴發(fā)，火山灰和火山礫迅速將其掩埋。約90%居民及時撤離，可城市仍被摧毀，在地下沉睡約1600年。如今，古城遺址完整保留街道、房屋、公共建筑、藝術品等眾多遺跡，是研究古羅馬社會生活、文化藝術、建筑風格、社會結構和文化習俗的重要窗口。

根據(jù)背景推斷，本文應選自當時約17歲的小普林尼在經歷了維蘇威火山噴發(fā)事件后，寫給歷史學家塔西佗的兩封信中的一封。

★Step3While-task【過程任務】

Page84，2

1.AskstudentstoreadtherecordofPlinytheYoungerandfindouthowhesurvivedtheeruptionofMountVesuvius.

2.Checktheanswerwiththeclass.

Answer:Plinyandhismotherlefttheirtownwhentheearthquakestarted.Theytriedtoescapeonacrowdedroad.Adarkcloudcoveredthesky,andashfelleverywhere.Plinystayedwithhismotheranddidnotleaveher.Theywalkedthroughthesmokeandash.Afterascarynight,thesuncameback,andtheyweresafebutcoveredinash.

Page86,3

1.Askstudentstochoosethebestsummaryofthepassage.

2.Checktheanswerwiththeclass.

Answer:a

Page86,4

1.Askstudentstocompletethetimelinewiththewordsandexpressionsfromthepassage.

2.Checktheanswerwiththeclass.

Answer:①shook②shocking③spread④smoke

⑤crying

⑥shouting⑦hope⑧fear

★Step4Post-task【后續(xù)任務】

Page86,Thinkandshare

1.Askstudentstothinkaboutthefollowingquestions:

①WhatdoyouthinkofPlinytheYounger

②WhatelsedoyouknowaboutthedisasterinPompeii

2.Givesomepromptstothestudents.

3.Letsomestudentssharetheiranswers.

★Step5Languagepoints【語言要點】

1.Itbegantomovefromsidetoside.

fromsidetoside意為“從一邊到另一邊”，在文中指“左右搖晃"。

例如:

Hiseyesmovedfromsidetoside,scanningtheroom.他的眼睛從這邊看到那邊，掃視著整個房間。

Markshookhisheadfromsidetoside.Mark搖了搖頭。

2.Mymotheraskedmetocontinuewithouther,butIrefusedtoleaveherbehind.

(1)refusetodo意為“拒絕做”。例如:

Herefusedtoanswerthequestion.他拒絕回答那個問題。

(2)leavesb/sthbehind意為“把某人(物)留在某處"。例如:

Didanyoneleaveacupbehindlastnight昨晚有哪位忘傳記拿杯子了嗎

Theyleftthekeybehind.他們忘記帶鑰匙了。

3.Theairwasthickwithsmokeandashbegantofallinheavyshowers.

bethickwith...意為“充滿了……”，但根據(jù)語境的不同，可以有不同的理解。例如:

Thewallswerethickwithivy.墻上爬滿了常春藤。

Theroomwasthickwithtension.房間里彌漫著緊張的氣氛。

★Step6Summary【課堂小結】

Askstudentstousethestudents’self-assessmentformtocheckwhattheyhavelearnedinthislesson.

Icantalkaboutnaturaldisasters.

IcanfindouthowPlinytheYoungersurvivedtheeruptionofMountVesuvius.

IcananalysethecharacterofPlinytheYounger.

★Step7Homework【家庭作業(yè)】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents’book.

Teachingreflection【教學反思】

Inthislesson,studentsreadaboutPlinytheYoungerandhowhesurvivedtheeruptionofMountVesuvius.Theypracticedansweringquestionsandsummarizingthestory.Moststudentsunderstoodthemainevents,butsomestudentsfoundthevocabularyabitdifficult.Nexttime,Iwillpre-teachkeywordslike“eruption"and“ash”tohelpthem.Thetimelineactivityworkedwell,butIwilladdmorevisualstomakeiteasier.Overall,studentswereengagedandlearnedabouthistoricaldisasters,butIneedtoprovidemoresupportforweakerlearners.

第二課時Grammar

TeachingObjects【教學目標】

1.Mastertheusageofpastcontinuoustense.

2.Distinguishbetweenpastcontinuoustenseandpastsimpletense.

3.Tellastoryaboutanaturaldisaster.

TeachingAids【教學工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學步驟】

★Step1Leadin【導入】

1.Askstudentstoreadthesentencesfromthereadingpassageandpayattentiontotheboldwords.

(a)Thatnight,Iwassleepingwhenthegroundshookveryhard.

(b)Wemovedonwhilethecloudwasspreadingoverthelandlikeaflood.

2.Thenaskstudentstoanswerthequestion.

Whattensearethey

3.Askstudentstofindmoresentenceswiththesestructuresinthereadingpassage.

4.Checktheanswerswiththeclass.

Answers:1.MymotherandIwerestayinginatownnearPompeii.2.Allaroundus,womenwerecalling,childrenwerecryingandmenwereshouting.3.Peopleweretryingtofindtheirfamiliesinthedark.

Understandingideas（5—8）

★Step2Grammarfocuslearning【語法學習】

過去進行時

一、含義

一般來說，要表示過去某個時刻或某一時段正在進行的動作，我們常使用過去進行時。

E.g.—Whatwereyoudoingat7amyesterday昨天早上7點你在做什么

—Iwashavingbreakfast.我在吃早餐。

二、常用的時間狀語

常和過去進行時連用的時間狀語有:then,atthis/thattime,yesterday,at...lastnight等。

E.g.Iwasreadingabookatthattime.

Wewerehavingapartyatninelastnight.

Youweresleepingthen.

Theywereplayingbasketballat4pmyesterday.

三、構成形式

1.肯定句

主語＋was/were+動詞現(xiàn)在分詞＋其它

E.g.Alicewassittingwithhersisterbytheriver.

Theywerehavingateapartyinthegarden.

2.否定句

主語＋was/werenot+動詞現(xiàn)在分詞＋其它

E.g.Iwasn’treadingabookatthattime.

Weweren’thavingapartyatninelastnight.

3.一般疑問句及其回答

—Was/Were＋主語＋動詞現(xiàn)在分詞＋其它

—Yes,主語＋was/were./No,主語＋was/werenot.

E.g.—Wereyoureadingabookatthattime

—Yes,Iwas./No,Iwasnot.

—Wereyouhavingapartyatninelastnight

—Yes,wewere./No,wewerenot.

區(qū)分過去進行時與一般過去時

這兩種時態(tài)雖然都表示過去發(fā)生的事情，但是過去進行時強調過去某一時刻或時段正在進行或持續(xù)的動作;一般過去時表示過去的時間里所發(fā)生的動作，所表示的動作往往已經完成。

E.g.Laurawasreadinganovelateighto’clocklastnight.昨晚8點Laura在看小說。

Laurareadanovellastnight.昨晚Laura看了一本小說。

【注意】過去進行時還可以和when,while,as引導的表示過去的時間狀語從句連用，形成復合句。請看例句:

(1)Oneday,whenHenrywasworkinginarestaurant,asnakesuddenlyappeared.一天，當Henry正在餐館里工作時，一條蛇突然鉆了出來。

(2)Whilepeoplewerewaitingforthetrafficlights,acarsuddenlyappearedroundthecorner.就在人們等待紅綠燈的時候，一輛汽車突然從拐角處駛出。

(3)Asthedoctorswerecheckinghim,thepaingotworse.醫(yī)生給他做檢查時，疼痛加劇了。

五、When和While引導的從句與過去進行時連用的幾種情況

1.when所引導的時間狀語既可以指時間點，也可以指時間段;while所引導的時間狀語只指時間段。因此，在when引導的時間狀語從句中，動詞可以是終止性動詞，也可以是延續(xù)性動詞;而在while引導的時間狀語從句中，動詞必須是延續(xù)性動詞。

E.g.Theyarrivedwhilewewerehavingdinner.我們吃飯的時候他們到了。

這句話還可以寫成:Theyarrivedwhenwewerehavingdinner.

2.由when引導的時間狀語從句，如果主句用過去進行時、從句用一般過去時，表示一個動作正在進行的時候另一個動作(突然)發(fā)生了，強調后一動作發(fā)生的突然性。

E.g.Weweretalkingwhentheteachercamein.我們正在講話，老師(突然)進來了。

該句也可以用while表達，但與用when表達有細微的區(qū)別，請注意體會:

Whileweweretalking,theteachercamein.我們正在講話的時候，老師進來了。(只表明老師進來的事實，不強調突然性)

3.當主句和從句的動作都是延續(xù)的或同時發(fā)生的，兩句都用過去進行時的時候，

多用while引導。

E.g.Theyweresingingwhileweweredancing.他們在唱歌，我們在跳舞。

★Step3While-task【過程任務】

Page87，6

1.Askstudentstocompletethesentenceswiththecorrectformoftheverbsinbrackets.

2.Checktheanswerswiththeclass.

Answers:①weresleeping

②werewalking

③wasblowing

④wasspreading,covered

Page87，7

1.Askstudentstocompletethepassagewiththecorrectformoftheverbsinbrackets.

2.Checktheanswerswiththeclass.

Answers:①waswaiting

②heard

③werecalling④became⑤started

⑥stopped⑦sang⑧waslistening

★Step4Post-task【后續(xù)任務】

1.Askstudentstotellastoryaboutanaturaldisaster.

2.Askstudentstousethewordsandexpressionsfromthereadingpassage.Thenshowanexampletothem.

Whatwasthedisaster

Whendidithappen

Wheredidithappen

Whowasthere

Howdiditdevelop

Whatdidpeopledo

Howdidpeoplefeel

Whathappenedafterthedisaster

3.Showtheusefulexpressionstohelpthemtoorganisetheirideas.

Usefulexpressions:

Itwasaterrible...

A(n)...happenedin...

Buildingsandroadswere...

Peoplewere...

Thecauseof...was..

..peoplelosttheirlives.

...peoplewereinfluencedand...homeswerebroken.

4.Choosesomestudentstosharetheirstories.

★Step5Summary【課堂小結】

Askstudentstousethestudents’self-assessmentformtocheckwhattheyhavelearnedinthislesson.

Iknowtheusageofpastcontinuoustense.

Icandistinguishbetweenpastcontinuoustenseandpastsimpletense.

Icantellastoryaboutanaturaldisaster..

★Step6Homework【家庭作業(yè)】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents’book.

Teachingreflection【教學反思】

Inthisgrammarclass,usingsentencesfromtextsaboutnaturaldisastershelpedstudentsunderstandthegrammarincontext.Theexercisesletthemapplywhattheylearned,andsomeshowedprogress.However,notallstudentstookpartinactively.Ineedmoreactivitiestogeteveryoneinvolved.Thestory-tellingtaskwastoohardforsomestudents.Ishouldoffermorehelpinthefuture.

第三課時ListeningandSpeaking

TeachingObjects【教學目標】

1.Understandthelisteningmaterialandgraspthekeyinformation.

2.Pronounce/br/and/fr/correctlyandreadwordscontainingtherelatedlettercombinationscorrectly.

3.Talkaboutwhatyouhavelearntaboutdisasterwarningsinthissection.

TeachingAids【教學工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學步驟】

★Step1Leadin【導入】

1.Showthepictureonpage89tostudents,thenaskthemtoanswerthequestion.

Whatdothesepicturesshow

Whatdoyouknowaboutdisasterwarning

2.Letsomestudentssharetheanswers.

Answers:1.Thesetwopicturesshowthewarningdevicesfornaturaldisasters.2.Thedisasterwarningisasystemthathelpspeopleknowthenaturaldisastersbeforetheyhappen.Ithelpspeoplegainmoretimetomakepreparationsforthedisasters.

★Step2Pre-task【準備任務】

Chinaisoneofmanycountrieswithdisasterwarningsystems.Thegovernmentcanwarnpeoplewithtextmessages,TVprogrammesandonlinenotices.Incommunities,loudalarmsgooff.WarningtimesforstormsinChinahavebeenincreasedto42minutes,withmorethan90%beingcorrect.

★Step3While-task【過程任務】

Page89,1

1.AskstudentstolistentotheradioandchoosehowTillySmithsavedlives.

2.Checkanswerswiththeclass.

Page90,2

1.Askstudentstolistenandcorrectthemistakesinthehost'snotes.Crossoutthe

mistakesandwritethecorrectwords.

2.Checkanswerswiththeclass.

Page91,3

1.Askstudentstolistentotheconversationandfillinthechartabouttheapp.

2.Checkanswerswiththeclass.

Page91

1.Askstudentstolistenagain.Thentalkabouthowtheappisintroduced.

2.Checkanswerswiththeclass.

★Step4Post-task【后續(xù)任務】

Phoneticsinuse

1.Letstudentsreadthewordsonpage89freely,andthenaskthemtopayattentiontotheboldletters.

2.Playtherecordingandaskstudentstorepeatthem.

3.Tellthekeypointsofthepronunciationof/br/and/fr/andgiveacorrectdemonstration.

4.Havestudentsreadthewordstogether.

5.Ifpossible,providemoretargetlanguagematerialsforstudentstopractise.

Page91,4

1.Askstudentstoworkingroupsandchooseapieceoflife-savingtechnologyandintroduceit.Domoreresearchifnecessary.

2.Showanexampletostudents.

3.Letstudentstalkaboutwhattheyhavelearntaboutdisasterwarningsinthissection.

★Step5Summary【課堂小結】

Askstudentstousethestudents’self-assessmentformtocheckwhattheyhavelearnedinthislesson.

Icanunderstandthelisteningmaterialandgraspthekeyinformation.

Icanpronounce/br/and/fr/correctlyandreadwordscontainingtherelatedlettercombinationscorrectly.

IcantalkaboutwhatIhavelearntabout

disasterwarningsinthissection.

★Step6Homework【家庭作業(yè)】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents’book.

Teachingreflection【教學反思】

Inthisclass,studentswereinterestedinlearninghowTillySmithsavedlives.Thelisteningtasks,suchaschoosingthecorrectanswerandcorrectingmistakes,helpedthempracticelisteningskills.Groupworkonintroducinglife-savingtechnologyencouragedthemtospeakEnglishandcooperate.However,whenstudentstalkedaboutwhattheylearned,somestudentscouldn'texpresstheirideasclearly.Nexttime,Iwillprovidedmoresentencepatternsandlanguagesupport.

第四課時Reading

TeachingObjects【教學目標】

1.LearnaboutNiuYu’sstory.

2.UnderstandthemeaningsofthetitleIrongirl.

3.TalkaboutwhatyoucanlearnfromNiuYu.

TeachingAids【教學工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學步驟】

★Step1Leadin【導入】

1.Playavideoaboutthe2008Wenchuanearthquake,thenaskstudentstoanswerthequestion.

Doyouknowwhathappenedin2008

Whatdoyouknowaboutthatearthquake

2.Letstudentssharetheanswerandleadtotheearthquaketopic.

★Step2Pre-task【準備任務】

1.Showthepicturesonpage92and93tostudents,thenaskthemtoanswerthequestions.

①Whatisthesculpturebuiltfor

②Whatdoyouthinkoftheyoungwoman

③Whatmayhavehappenedtoher

2.Showthewordstohelpstudents.

confidentearthquakedisaster

comeout

support

encourage

survivorlookforwardbravecouragebreakone’sdream

3.Letstudentssharetheanswers.

★Step3While-task【過程任務】

Page92,2

Askstudentstoreadthepassageandchecktheiranswers.

Answers:1.Thesculptureisbuilttorememberthe2008Wenchuanearthquake.Itservesasareminderofthedisaster.

2.Ithinktheyoungwomanisconfidentandbrave.

3.Thegirlmighthavelostherrightlegintheearthquake,whichbrokeherdreamofbecomingadancerorarunner.Butherfamilyandfriendshelpedhercomeoutoftheshadow,andsheencouragedothersurvivorstolookforwardtothefuture.

Page94,3

1.AskstudentstocompletethechartaboutNiuYu’sstoryusingthewordsandexpressionsfromthepassage.

2.Letstudentssharetheanswers.

Answers:①earthquake②comfortable

③cameout④encouragingwords

⑤encourages⑥brave

⑦courage

Page94,4

1.Askstudentstoanswerthequestions.

①Whatdoesthetitlemean

②Whatdoestheexpression“cameoutfromtheshadows"mean

③WhatisthemeaningofNoraEphron’swords

2.Letstudentssharetheanswers.

3.Checktheanswerswiththeclass.

Answers:①Thetitlehasdoublemeanings.First,itreferstoNiuYu’sartificialleg.Second,itshowsthatNiuYu’sbraveryandconfidenceareasstrongasiron.

②ItmeansNiuYustoppedhidingandbecameconfident.Shefacedherfearsandlivedopenly.

③NoraEphron’swordsmeanthatweshouldtakecontrolofourlives,facechallengesbravely,andbethemaincharacter(heroine)ofourownstory,ratherthanseeingourselvesaspeoplewhoarecontrolledbycircumstances.

★Step4Post-task【后續(xù)任務】

Page94，Thinkandshare

1.Askstudentstothinkandshare:

①WhatmightbethereasonforNiuYutostophidingherleg

②Whatdoyouthinkisimportantforthesurvivorsofnaturaldisasterstogetbacktotheirlives

2.Givestudentssomeprompts.

3.Letsomestudentssharetheiranswersandchecktheanswerswiththem.

★Step5Languagepoints【語言要點】

1.Withthesupportofherfamilyandfriends,NiuYuslowlycameoutfromtheshadows.

comeout在此處意為“從困境、黑暗或消極狀態(tài)中解脫出來，重新恢復積極的狀態(tài)”。例如:

Aftermonthsoftherapy,shefinallycameoutofherdepressionandstartedenjoyinglifeagain.經過幾個月的治療，她終于從抑郁中走出來，重新開始享受生活。

Ittookyearsofhardworkforhimtocomeoutasasuccessfulentrepreneur.經過多年的努力，他才成為一名成功的企業(yè)家。

2.Shecompletedthehard10-yearjourneyoffindingherselfagain.

findoneself在這里意為“重新找回自我，明確自己的身份、價值觀和目標"。

例如:

Afteryearsofsoulsearching,hefinallyfoundhimselfandhistruepassionforart.經過多年的心靈探索，他終于重新找回自我，并發(fā)現(xiàn)了自己對藝術的熱愛。

Travellingaloneforthefirsttimehelpedhertofindherselfandgainasenseofindependence.第一次獨自旅行幫助她找到了自我，并獲得了獨立感。

3.Butweshouldalwaysfaceitwithcourage.

在這里，face作為動詞，意為“正視，面對，接受”。例如:

Shedecidedtofaceherfearsandmeetthechallenge.她決定面對自己的恐懼，迎接挑戰(zhàn)。

Theworkershavegainedthecouragetofaceanuncertainfuture.工人們獲得了勇氣去面對不確定的未來。

4.AsthewriterNoraEphrononcesaid:“Aboveall,betheheroineofyourlife,notthevictim."

(1)諾拉·艾芙隆(NoraEphron)，美國作家、編劇、導演、制作人。

(2)此處aboveall(else)意為“最重要的是”。例如:

Janeishard-working,cheerful,andaboveallhonest.

Jane工作努力，性格開朗，最重要的是，她為人誠實。

Aboveall,thisansweriscorrect.最重要的是，這個答案是正確的。

★Step6Summary【課堂小結】

Askstudentstousethestudents’self-assessmentformtocheckwhattheyhavelearnedinthislesson.

IknowaboutNiuYu’sstory.

IcanunderstandthemeaningsofthetitleIrongirl.

IcantalkaboutwhatIlearnfromNiuYu.

★Step7Homework【家庭作業(yè)】

1.Reviewthewordsandsentences.

2.Dotheexercisesinstudents’book.

Teachingreflection【教學反思】

ThislessonfocusedonNiuYu’sinspiringstory.Studentspracticedreadingcomprehensionandlearnednewvocabulary.Somestudentshaddifficultywithunderstandingdeepermeanings,like“cameoutfromtheshadows.”Nexttime,Iwillusesimplerexamplestoexplainsuchphrases.Groupdiscussionshelpedstudentssharetheirthoughts,butquieterstudentsneedmoreencouragement.Overall,thelessonwasengaging,butIneedtofindbetterwaystohelpstudentsgraspchallengingideas.

第五課時Writing

TeachingObjects【教學目標】

1.Writeanotherheart-warmingstoryafteranaturaldisaster.

2.Shareyourstorywiththeclass.

TeachingAids【教學工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學步驟】

★Step1Leadin【導入】

1.Showsomeheart-warmingpicturesofthepost-disasterssituations,suchasrescueworkershelpingvictimsandvolunteersdistributingsupplies.

2.Askstudentstoanswerthequestion.

Haveyoueverheardanyheart-warmingstoriesafternaturaldisasters

★Step2Pre-task【準備任務】

1.Askstudentstoplantheirstorieswiththehelpofthequestions.

①Whatwasthenaturaldisaster

②Whenandwheredidithappen

③Whowentthroughthedisaster

④Howdidthepersoncomeoutfromtheshadowsofthedisaster

⑤Whatweresometouchingmoments？

⑥Howistheperson’slifenow

⑦Whatwasthenaturaldisaster

★Step3While-task【過程任務】

1.Askstudentstowritethestory.

2.Emphasizetheuseofappropriatevocabularyandexpressions.

3.Showstudentsanexample.

Possibleanswer:Lastsummer,afloodhitasmallvillageinJuly.AboynamedTomandhisneighborsexperiencedthisdisaster.Thefloodruinedhousesandfields,leavingTomanxiousashishomewasdestroyed.

Rescueteamsarrivedpromptlyaftertheflood,bringingfood,water,andclothes.Volunteersaidedinrebuilding.AtouchingmomentcamewhenanoldmansharedhislastbreadwithTom.Neighborsworkedtogethertocleanthevillage.Movedbytheirkindness,Tomalsojoinedinhelpingothers,andthevillagegraduallyrevived.

Now,newhousesstandinTom’svillage,andpeople’slivesreturntonormal.Tomstudiesharderandoftenhelpsothers.Thisstorytellsusthatloveandunitywarmheartscanhelpovercomedifficultiesduringdisasters.

★Step4Post-task【后續(xù)任務】

1.Askstudentstochecktheirrulelistsasfollows.

DidyouincludethestructureinStep2

Didyouusethewordsandexpressionsfromthereadingpassage

Didyougiveyouropinionaboutgettingbacktooneselfafteradisaster

2.Letsomestudentssharetheirstorieswiththeclass.

★Step5Summary【課堂小結】

Askstudentstousethestudents'self-assessmentformtocheckwhattheyhavelearnedinthislesson.

Icanwriteanotherheart-warmingstoryafteranaturaldisaster.

Icansharemystorywiththeclass.

★Step6Homework【家庭作業(yè)】

Furtherpolishyourwritingaccordingtotheevaluationcriteria.

Teachingreflection【教學反思】