8Aunit8reading教案VIP

1、 课堂教学设计 课题 Unit 8 Natural disasters Reading period 2集体备课和个人修改意见教时1课型新授主备人laoyin备课时间2014年 12月 16日教学三维目标基础知识了解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能力训练过程方法听说1. 听懂这篇文章并且能够流利阅读文章。2. 能够用所学的

2、内容谈论自然灾难。读能够流利地阅读课文写能够用所学的内容描述自然灾难。情感态度价值观To make the Ss realize the harm of natural disasters and the right actions in danger.教学四点纲要教学重点To talk about a natural disaster and remember the key points教学难点To use the vocabulary and sentences related to natural disasters课标点To use the vocabulary and senten

3、ces related to natural disasters中考点To use the vocabulary and sentences related to natural disasters教学五点设想1. 与学生就自然灾难话题进行交流。2. 老师呈现自然灾难的图片,让学生学习并描述.3. 让学生描述自然灾难，并且说出原因。4. 把学生分成四组，要求学生使用所学内容描述自然灾难，并说明灾难和事故的原因.5. 学会描述自然灾难并知道在面临自然灾难和危险时如何应对.。教学过程及内容教师活动学生活动集体备课和个人修改意见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,