外研版（2024）八年级上册 Unit 6 When disaster strikes 单元公开课一等奖创新教案（共6课时）

外研版（2024）八年级上册Unit6Whendisasterstrikes单元公开课一等奖创新教案（共6课时）Unit6Whendisasterstrikes

单元教学目标

【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

第一课时Startingout&Reading

第二课时Grammar

第三课时ListeningandSpeaking

第四课时Reading

第五课时Writing

第六课时Presentingideas&Reflection

单元教材分析

本单元的主题为：自然灾害。该主题与课标要求的“人与自然"主题范畴中的“自然灾害与防范措施，人身安全与自我保护”子主题密切相关。本单元围绕话题disaster,学习和完成11个语篇，通过多样化的学习活动，帮助学生全面了解自然灾害的影响与应对措施，培养他们的应急意识和坚强意志。通过学习，学生将逐步掌握应对自然灾害的技巧，为未来的生活安全奠定坚实基础。

Startingout：本部分通过讨论神话故事中的自然灾害和人们对自然灾害看法的变化，激活学生对自然灾害的已有认知。

Understandingideas:本部分的阅读文章为《ALostCity》，讲述了小普林尼在维苏威火山爆发中的幸存经历。文章通过历史事件，揭示了自然灾害的破坏力，并引导学生讲述自己的自然灾害故事，培养他们的反思与表达能力。

Developingideas:本部分包含听力和阅读两个模块。听力部分通过讨论灾难预警，帮助学生了解如何提前应对自然灾害；阅读部分则讲述了汶川地震中幸存者牛钰的故事，称赞她为“IronGirl”，激励学生在灾难中保持坚强与勇气。

Presentingideas:学生需要结合本单元所学内容，设计一个关于自然灾害的海报。通过这一任务，学生不仅能够巩固所学知识，还能将理论与实践结合，提升他们的创造力和应急意识。

第一课时Startingout&Reading

TeachingObjects【教学目标】

1.Talkaboutnaturaldisasters.

2.FindouthowPlinytheYoungersurvivedtheeruptionofMountVesuvius.

3.AnalysethecharacterofPlinytheYounger.

TeachingAids【教学工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教学步骤】

★Step1Leadin【导入】

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【准备任务】

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”，是古罗马时期的一位作家、律师和政治家，以其书信集而闻名，这些书信提供了有关古罗马社会、文化和政治生活的珍贵资料。

MountVesuvius维苏威火山位于意大利南部那不勒斯湾东海岸，是欧洲大陆唯一的活火山，被誉为“欧洲最危险的火山"。维苏威火山最著名的一次喷发是公元79年的大喷发，其火山灰、火山砾迅速掩埋庞贝古城，城市瞬间被摧毁，约1.6万人死亡。

Pompeii庞贝古城位于意大利南部那不勒斯附近、维苏威火山西南脚下。公元79年8月24日，维苏威火山突然喷发，火山灰和火山砾迅速将其掩埋。约90%居民及时撤离，可城市仍被摧毁，在地下沉睡约1600年。如今，古城遗址完整保留街道、房屋、公共建筑、艺术品等众多遗迹，是研究古罗马社会生活、文化艺术、建筑风格、社会结构和文化习俗的重要窗口。

根据背景推断，本文应选自当时约17岁的小普林尼在经历了维苏威火山喷发事件后，写给历史学家塔西佗的两封信中的一封。

★Step3While-task【过程任务】

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【后续任务】

Page86,Thinkandshare

1.Askstudentstothinkaboutthefollowingquestions:

①WhatdoyouthinkofPlinytheYounger

②WhatelsedoyouknowaboutthedisasterinPompeii

2.Givesomepromptstothestudents.

3.Letsomestudentssharetheiranswers.

★Step5Languagepoints【语言要点】

1.Itbegantomovefromsidetoside.

fromsidetoside意为“从一边到另一边”，在文中指“左右摇晃"。

例如:

Hiseyesmovedfromsidetoside,scanningtheroom.他的眼睛从这边看到那边，扫视着整个房间。

Markshookhisheadfromsidetoside.Mark摇了摇头。

2.Mymotheraskedmetocontinuewithouther,butIrefusedtoleaveherbehind.

(1)refusetodo意为“拒绝做”。例如:

Herefusedtoanswerthequestion.他拒绝回答那个问题。

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

Didanyoneleaveacupbehindlastnight昨晚有哪位忘传记拿杯子了吗

Theyleftthekeybehind.他们忘记带钥匙了。

3.Theairwasthickwithsmokeandashbegantofallinheavyshowers.

bethickwith...意为“充满了……”，但根据语境的不同，可以有不同的理解。例如:

Thewallswerethickwithivy.墙上爬满了常春藤。

Theroomwasthickwithtension.房间里弥漫着紧张的气氛。

★Step6Summary【课堂小结】

Askstudentstousethestudents’self-assessmentformtocheckwhattheyhavelearnedinthislesson.

Icantalkaboutnaturaldisasters.

IcanfindouthowPlinytheYoungersurvivedtheeruptionofMountVesuvius.

IcananalysethecharacterofPlinytheYounger.

★Step7Homework【家庭作业】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents’book.

Teachingreflection【教学反思】

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

第二课时Grammar

TeachingObjects【教学目标】

1.Mastertheusageofpastcontinuoustense.

2.Distinguishbetweenpastcontinuoustenseandpastsimpletense.

3.Tellastoryaboutanaturaldisaster.

TeachingAids【教学工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教学步骤】

★Step1Leadin【导入】

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【语法学习】

过去进行时

一、含义

一般来说，要表示过去某个时刻或某一时段正在进行的动作，我们常使用过去进行时。

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

—Iwashavingbreakfast.我在吃早餐。

二、常用的时间状语

常和过去进行时连用的时间状语有:then,atthis/thattime,yesterday,at...lastnight等。

E.g.Iwasreadingabookatthattime.

Wewerehavingapartyatninelastnight.

Youweresleepingthen.

Theywereplayingbasketballat4pmyesterday.

三、构成形式

1.肯定句

主语＋was/were+动词现在分词＋其它

E.g.Alicewassittingwithhersisterbytheriver.

Theywerehavingateapartyinthegarden.

2.否定句

主语＋was/werenot+动词现在分词＋其它

E.g.Iwasn’treadingabookatthattime.

Weweren’thavingapartyatninelastnight.

3.一般疑问句及其回答

—Was/Were＋主语＋动词现在分词＋其它

—Yes,主语＋was/were./No,主语＋was/werenot.

E.g.—Wereyoureadingabookatthattime

—Yes,Iwas./No,Iwasnot.

—Wereyouhavingapartyatninelastnight

—Yes,wewere./No,wewerenot.

区分过去进行时与一般过去时

这两种时态虽然都表示过去发生的事情，但是过去进行时强调过去某一时刻或时段正在进行或持续的动作;一般过去时表示过去的时间里所发生的动作，所表示的动作往往已经完成。

E.g.Laurawasreadinganovelateighto’clocklastnight.昨晚8点Laura在看小说。

Laurareadanovellastnight.昨晚Laura看了一本小说。

【注意】过去进行时还可以和when,while,as引导的表示过去的时间状语从句连用，形成复合句。请看例句:

(1)Oneday,whenHenrywasworkinginarestaurant,asnakesuddenlyappeared.一天，当Henry正在餐馆里工作时，一条蛇突然钻了出来。

(2)Whilepeoplewerewaitingforthetrafficlights,acarsuddenlyappearedroundthecorner.就在人们等待红绿灯的时候，一辆汽车突然从拐角处驶出。

(3)Asthedoctorswerecheckinghim,thepaingotworse.医生给他做检查时，疼痛加剧了。

五、When和While引导的从句与过去进行时连用的几种情况

1.when所引导的时间状语既可以指时间点，也可以指时间段;while所引导的时间状语只指时间段。因此，在when引导的时间状语从句中，动词可以是终止性动词，也可以是延续性动词;而在while引导的时间状语从句中，动词必须是延续性动词。

E.g.Theyarrivedwhilewewerehavingdinner.我们吃饭的时候他们到了。

这句话还可以写成:Theyarrivedwhenwewerehavingdinner.

2.由when引导的时间状语从句，如果主句用过去进行时、从句用一般过去时，表示一个动作正在进行的时候另一个动作(突然)发生了，强调后一动作发生的突然性。

E.g.Weweretalkingwhentheteachercamein.我们正在讲话，老师(突然)进来了。

该句也可以用while表达，但与用when表达有细微的区别，请注意体会:

Whileweweretalking,theteachercamein.我们正在讲话的时候，老师进来了。(只表明老师进来的事实，不强调突然性)

3.当主句和从句的动作都是延续的或同时发生的，两句都用过去进行时的时候，

多用while引导。

E.g.Theyweresingingwhileweweredancing.他们在唱歌，我们在跳舞。

★Step3While-task【过程任务】

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【后续任务】

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【课堂小结】

Askstudentstousethestudents’self-assessmentformtocheckwhattheyhavelearnedinthislesson.

Iknowtheusageofpastcontinuoustense.

Icandistinguishbetweenpastcontinuoustenseandpastsimpletense.

Icantellastoryaboutanaturaldisaster..

★Step6Homework【家庭作业】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents’book.

Teachingreflection【教学反思】

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

第三课时ListeningandSpeaking

TeachingObjects【教学目标】

1.Understandthelisteningmaterialandgraspthekeyinformation.

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

3.Talkaboutwhatyouhavelearntaboutdisasterwarningsinthissection.

TeachingAids【教学工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教学步骤】

★Step1Leadin【导入】

1.Showthepictureonpage89tostudents,thenaskthemtoanswerthequestion.

Whatdothesepicturesshow

Whatdoyouknowaboutdisasterwarning

2.Letsomestudentssharetheanswers.

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

★Step2Pre-task【准备任务】

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

★Step3While-task【过程任务】

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【后续任务】

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【课堂小结】

Askstudentstousethestudents’self-assessmentformtocheckwhattheyhavelearnedinthislesson.

Icanunderstandthelisteningmaterialandgraspthekeyinformation.

Icanpronounce/br/and/fr/correctlyandreadwordscontainingtherelatedlettercombinationscorrectly.

IcantalkaboutwhatIhavelearntabout

disasterwarningsinthissection.

★Step6Homework【家庭作业】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents’book.

Teachingreflection【教学反思】

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

第四课时Reading

TeachingObjects【教学目标】

1.LearnaboutNiuYu’sstory.

2.UnderstandthemeaningsofthetitleIrongirl.

3.TalkaboutwhatyoucanlearnfromNiuYu.

TeachingAids【教学工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教学步骤】

★Step1Leadin【导入】

1.Playavideoaboutthe2008Wenchuanearthquake,thenaskstudentstoanswerthequestion.

Doyouknowwhathappenedin2008

Whatdoyouknowaboutthatearthquake

2.Letstudentssharetheanswerandleadtotheearthquaketopic.

★Step2Pre-task【准备任务】

1.Showthepicturesonpage92and93tostudents,thenaskthemtoanswerthequestions.

①Whatisthesculpturebuiltfor

②Whatdoyouthinkoftheyoungwoman

③Whatmayhavehappenedtoher

2.Showthewordstohelpstudents.

confidentearthquakedisaster

comeout

support

encourage

survivorlookforwardbravecouragebreakone’sdream

3.Letstudentssharetheanswers.

★Step3While-task【过程任务】

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【后续任务】

Page94，Thinkandshare

1.Askstudentstothinkandshare:

①WhatmightbethereasonforNiuYutostophidingherleg

②Whatdoyouthinkisimportantforthesurvivorsofnaturaldisasterstogetbacktotheirlives

2.Givestudentssomeprompts.

3.Letsomestudentssharetheiranswersandchecktheanswerswiththem.

★Step5Languagepoints【语言要点】

1.Withthesupportofherfamilyandfriends,NiuYuslowlycameoutfromtheshadows.

comeout在此处意为“从困境、黑暗或消极状态中解脱出来，重新恢复积极的状态”。例如:

Aftermonthsoftherapy,shefinallycameoutofherdepressionandstartedenjoyinglifeagain.经过几个月的治疗，她终于从抑郁中走出来，重新开始享受生活。

Ittookyearsofhardworkforhimtocomeoutasasuccessfulentrepreneur.经过多年的努力，他才成为一名成功的企业家。

2.Shecompletedthehard10-yearjourneyoffindingherselfagain.

findoneself在这里意为“重新找回自我，明确自己的身份、价值观和目标"。

例如:

Afteryearsofsoulsearching,hefinallyfoundhimselfandhistruepassionforart.经过多年的心灵探索，他终于重新找回自我，并发现了自己对艺术的热爱。

Travellingaloneforthefirsttimehelpedhertofindherselfandgainasenseofindependence.第一次独自旅行帮助她找到了自我，并获得了独立感。

3.Butweshouldalwaysfaceitwithcourage.

在这里，face作为动词，意为“正视，面对，接受”。例如:

Shedecidedtofaceherfearsandmeetthechallenge.她决定面对自己的恐惧，迎接挑战。

Theworkershavegainedthecouragetofaceanuncertainfuture.工人们获得了勇气去面对不确定的未来。

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

(1)诺拉·艾芙隆(NoraEphron)，美国作家、编剧、导演、制作人。

(2)此处aboveall(else)意为“最重要的是”。例如:

Janeishard-working,cheerful,andaboveallhonest.

Jane工作努力，性格开朗，最重要的是，她为人诚实。

Aboveall,thisansweriscorrect.最重要的是，这个答案是正确的。

★Step6Summary【课堂小结】

Askstudentstousethestudents’self-assessmentformtocheckwhattheyhavelearnedinthislesson.

IknowaboutNiuYu’sstory.

IcanunderstandthemeaningsofthetitleIrongirl.

IcantalkaboutwhatIlearnfromNiuYu.

★Step7Homework【家庭作业】

1.Reviewthewordsandsentences.

2.Dotheexercisesinstudents’book.

Teachingreflection【教学反思】

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

第五课时Writing

TeachingObjects【教学目标】

1.Writeanotherheart-warmingstoryafteranaturaldisaster.

2.Shareyourstorywiththeclass.

TeachingAids【教学工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教学步骤】

★Step1Leadin【导入】

1.Showsomeheart-warmingpicturesofthepost-disasterssituations,suchasrescueworkershelpingvictimsandvolunteersdistributingsupplies.

2.Askstudentstoanswerthequestion.

Haveyoueverheardanyheart-warmingstoriesafternaturaldisasters

★Step2Pre-task【准备任务】

1.Askstudentstoplantheirstorieswiththehelpofthequestions.

①Whatwasthenaturaldisaster

②Whenandwheredidithappen

③Whowentthroughthedisaster

④Howdidthepersoncomeoutfromtheshadowsofthedisaster

⑤Whatweresometouchingmoments？

⑥Howistheperson’slifenow

⑦Whatwasthenaturaldisaster

★Step3While-task【过程任务】

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【后续任务】

1.Askstudentstochecktheirrulelistsasfollows.

DidyouincludethestructureinStep2

Didyouusethewordsandexpressionsfromthereadingpassage

Didyougiveyouropinionaboutgettingbacktooneselfafteradisaster

2.Letsomestudentssharetheirstorieswiththeclass.

★Step5Summary【课堂小结】

Askstudentstousethestudents'self-assessmentformtocheckwhattheyhavelearnedinthislesson.

Icanwriteanotherheart-warmingstoryafteranaturaldisaster.

Icansharemystorywiththeclass.

★Step6Homework【家庭作业】

Furtherpolishyourwritingaccordingtotheevaluationcriteria.

Teachingreflection【教学反思】