Developingideas—Readingforwriting

What:ThetextfocusesonthestoryofNiuYu,asurvivorofthe2008Wenchuanearthquakewholostherrightleg.Itcontainsareadingpassageaboutherexperience,recoveryprocess,andhercurrentlife.Therearealsovarioustaskssuchasansweringquestionsrelatedtopicturesandthepassage,completingachartaboutNiuYu'sstory,andplanningandwritingasimilarheart-warmingstory.Vocabularyandexpressionsareprovidedtoassistlearners.

Why:Theseactivitiesaimtoimprovestudents’Englishreadingandwritingskills,aswellastheircomprehensionability.BylearningaboutNiuYu'sinspiringstory,studentscandeveloppositivevaluessuchascourageandresilience.ThetasksencouragestudentstothinkdeeplyandexpresstheirthoughtsinEnglish,andtheygainabetterunderstandingofhowtofacedifficultiesandrecoverfromdisasters.How:Thematerialusesareal-lifestoryasthecore,presentingitinsimpleEnglish.Itcombinesreading,writing,andthinkingactivities.Thereadingpassageprovidesthemaincontent,whilequestionsandtasksguidestudentstounderstanddetails,analysethestory,andapplywhatthey'velearntinwritingtheirownstories.Theuseofpicturesandvocabularysupportmakesitaccessibletolearners.

Bytheendofthislesson,studentswillbeableto:

1.comprehendtheheart-warmingstoryofNiuYuafterthe2008Wenchuanearthquake,includingthedisaster,herrecoveryprocessandhercurrentsituation.

2.analysethereasonsforNiuYu'sgrowthandtheimportanceofpositivequalitieslikecourageandconfidencefordisastersurvivors.

3.writeastoryinspiredbyNiuYu'sresilienceandoptimism,showingpersonalgrowthandtheimportanceofrebuildingone'sspiritafterdisasters.

4.learnthenewwordsandphrasessuchas“comeout”“findoneself”and“face”,andusethemincontext.

TeachingProcess

LearningObjectives

TeachingActivities

EffectivenessEvaluation

1.Tocomprehendtheheart-warmingstoryofNiuYuafterthe

2008Wenchuanearthquake,

includingthedisaster,herrecoveryprocessandhercurrentsituation.

Step1Lead-in

Showpicturesofdifferentnaturaldisasterslikevolcanic

eruptions,tsunamis,floodsand

earthquakes.Guidestudentstoobserveandtalkaboutwhatthey

see.

Step2Pre-reading

Presentpicturesrelatedtothe2008Wenchuanearthquakeandthe“IronGirl”NiuYu.AskstudentstolookatthepicturesandanswerquestionstointroducethestoryofNiuYuandthetopicofdealingwithdisasters.

Assessifstudentscan

describenaturaldisastersinEnglishandtheirawarenessofdisastersbyobservingtheirdescriptionsofthepictures.

Evaluatestudents'abilitytoinferinformationfrompicturesandtheirunderstandingofthetopicofdealingwithdisasters.

Tointroducethetopicofdisastersthroughpictures,arousestudents'interest,helpthemunderstandNiuYu'sstoryandrelatedvocabularyandsentencepatterns,andimprovetheirreadingskillsandabilitytothinkaboutthethemeoffacingdisastersbravely.

2.Toanalysethe

reasonsforNiuYu's

growthandthe

importanceof

positivequalities

likecourageand

confidencefordisastersurvivors.

Step3While-reading

1.Providethereadingpassage

aboutNiuYu.Instructstudentstoreaditquicklyandanswergeneralquestions,suchaswhenandwhereNiuYudreweveryone'sattentionandwhathappenedtoherin2008.

2.Askstudentstoreadagainandanswerquestionstolearnaboutthedevelopmentoftheevent.

3.Guidestudentstoreadthe

passagefordetails.Letthem

completeachartaboutNiuYusstoryusingthewordsandexpressionsfromthepassage.

Assessstudents'understandingofstructuredknowledgefromthepassagebyexaminingtheiranswerstothe

questionsandthecompletedchart.Observewhethertheycangetthekeyinformationbyskimmingandhaveadeepunderstandingoftheevent'sdevelopmentbasedontheircompletionofthe

chartaboutNiuYu'sstory.

Tocultivatestudents'abilitytoquicklyacquirekeyinformation,trainthemtosortouttextdetails,summariseandintegrateinformation,andenhancetheirunderstandingandmasteryofthestoriesofspecificindividuals.

3.Towriteastory

inspiredbyNiuYu's

resilienceandoptimism,showing

personalgrowthandthe

importanceof

rebuildingoneS

spiritafter

disasters.

Step4Post-reading

1.Directstudentstothinkandsharewiththeirpartnersaboutthemeaningofthetitle“IronGirl”.

2.Introducethewritingtask:announcea“Heart-warmingStoriesafterDisasters”writingactivity.

3.Guidestudentstoplantheirl

Evaluate

students'understandingofthearticletheme,criticalthinking,and

writingskills.Observehowdeeplytheythinkandhowactivetheyarewhentheyarediscussingthe“IronGirl”.Also,checkhowrationallytheyplan

storieswiththehelpofthegivenquestions.

4.Requirestudentstowritetheirstories,thenchecktheirwritingaccordingtothechecklistand

sharetheirstorieswiththeclass.

stories,thequalityoftheirwriting,andtheir

performanceofsharingtheirstories.

Todeepenstudents'understandingofthestory,improvetheirwritingskillsviathewritingprocess,andfosterpeer-learningandself-assessmentthroughdiscussionandevaluation.

4.Tolearnthenewwordsandphrasessuchas“comeout”“find

oneself"and“face”,andusethemincontext.

Step5LanguagePoints

Teachrelevantexpressionsand

languagepoints,e.g.,“comeout”“findoneself”and“face”.

Step6Exercise

Guidestudentstocomplete

fill-in-the-blankand

translationexercises.

Evaluatestudents'graspandapplicationofrelevantlangua