2024外研版八年级英语上册Unit 6 When disaster strikes 每课时教学设计汇编（含五个教学设计）

Unit6Whendisasterstrikes-Startingout

Thisunit,44Whendisasterstrikes”,belongstothecategoryof“ManandNature“intheEnglishcurriculumfbr

Grade8,aimingtoexplorenaturaldisastersandrelevantprecautions.Theunitconsistsof11maindiscourse

malerials,whichcanbedividedintothreesub-(opics:understandingofnaturaldisasters,influenceofnatural

disasters,andresponsetonaturaldisasters.

Theleachingstartswithmulti-modaldiscourseslikepicturesofancient(ales(suchasNiivvamendingthesky,

Dayucontrollingtheflood,andHouyishootingthesun),guidingstudentstothinkabouttherelationshipbetween

theselegendsandnaturaldisasters,andactivatingtheirpriorknowledgeofnaturaldisasters.Anothermulti-modal

discourseintroducestheevolutionofhumanunderstandingofnaturaldisasters,emphasizingtheimportanceof

scientificunderstandingandeffectiveearlywarnings.

,教学目标、教学重难点

Studentswillbeabletomasterthekeyvocabularyrelatedtonaturaldisasters,suchas

“flood","hurricane","tsunami","volcano”,“erupi","ihick”,“smoke","ash”etc.

Studentscancorrectlyusekeyphraseslike"rushinto","wakesb.up","gostraight

教学目标

ahead","spreadover”,“breakout”etc.

Studentsarcabletounderstandandusethepastcontinuoustensecorrectly,especially

whencombinedwithtime-adverbialclausesledby“when"and"while”.

1KeyPoints

Keyvocabularyandphrasesrelatedtonaturaldisasters.

Theusageofthepastcontinuoustense,especiallyitscombinationwithtime-adverbial

clausesledby“when”and“while”.

Understandingtheimpactofnaturaldisastersonhumanlifeandtheimportanceof

disasterpreventionandresponsemeasuresdescribedinthetext.

教学重难点2DifficultPoints

Distinguishingtheusageof“when"and“while“intime-adverbialclauseswhen

combinedwiththepastcontinuoustense.

Helpingstudentstodeeplyunderstandtheemotionalchangesandresilienceofpeoplein

thefaceofdisasters,andbeingabletoexpresstheirownviewsonthis.

Guidingstudentstowriteawell-organizedandtouchingstoryaboutnaturaldisasters

usingthelearnedlanguage.

知识清单

1CoreVocabulary

lostadj.丢失的，遗失的(e.g.alostcity)

scaredadj.害怕的，恐惧的(e.g.bescaredof)

shutv.(使)关(合)上，(使)关闭(e.g.shutthedoor)

coachn.公共马车，四轮大马车(e.g.takeacoach)

shockingadj.惊人的,骇人的，令人难以置信的(e.g.shockngnews)

straightadv.笔直地，成直线地(e.g.gostraightahead)

floodn.洪水,水灾v.淹没(e.g.flooddisaster)

thickadj.浓密的；混浊的(e.g.thicksmoke)

smoken.(燃烧产生的)烟(e.g.giveupsmoking)

ashn.灰,灰烬(e.g.volcanicash)

showern.•大批，•阵(在空中洒落或出现的小而轻的东西)(e.g.ashowerofash)

eruptv.(火山)爆发，喷发(e.g.volcanoerupt)

volcanon.火ill(e.g.activevolcano)

historicaladj.(有关)历史的(e.g.historicalevent)

hurricanen.飓风(e.g.hurricanewarning)

rainstormn.暴风雨(e.g.heavyrainstorm)

motherlandn.祖国(e.g.lovemotherland)

tsunamin.海啸(e.g.tsunamiwarning)

2KeyPhrases

rushinto冲进

wakemeup把我叫醒

gostraightahead向前直走

onthesand在沙滩上

spreadovertheland遍布大地

fallinheavyshowers卜大雨

betweenhopeandfear在希望和恐惧之间

breakout突然发生

aheavyrainstorm,场暴雨

disasterwarningsystems灾害预警系统

3KeySentencePatterns

Whentheearthquakehappened,peoplewererunningoutofthebuildings.

Whiletherescuersweresearchingforsurvivors,itstartedtorain.

Chinaisoneofmanycountrieswithdisasterwarningsystems.

4Grammar:PastContinuousTense

Structure:was/were+verb-ing

Usage:

Todescribeanactionthatwasnprogressataspecifictimeinthepast.Forexample,Iwasdoingmy

homeworkat8o'clocklastnight.

Instorytelling,tosetthebackground.Forexample,Thesunwasshiningbrightly,andthebirdsweresinging

whenthedisastersuddenlystruck.

Whencombinedwithtime-adverbialclausesledby"when"and"while”:

"when"canbefollowedbyanon-continuousverb(insimplepasttense)toshowthatoneactionwasin

progress(inpastcontinuoustense)whenanotheractionsuddenlyoccurred.Forexample,Iwaswalkinginthe

streetwhenitsuddenlyrained.

“while“isusuallyfollowedbyacontinuousverb(inpastcontinuoustense)toemphasizethattwoactions

werehappeningsimultaneously.Forexample,Whilemymotherwascooking,myfatherwasreadingthe

nev/spaper.

教学过程

1Lead-in(5minutes)

ShowstudentssomepicturesofancienttalessuchasNuwamendingthesky,Dayucontrollingtheflood,and

Houyishootingthesun.

Askstudents:"Whatnaturaldisastersdoyouthinktheselegendsarerelatedto?Haveyoueverexperienced

anynaturaldisasters?Canyoubrieflydescribeyourfeelings?"

Encouragestudentstosharetheirthoughtsandexperiences,ardwritedowntherelatedwordstheymention

ontheblackboard.

2Pre-reading(8minutes)

Presentthetitle“Alostcity“ardsomepicturesrelatedtoPompeiiandMountVesuvius.

Letstudentspredictwhatthestorymightbeabout.Askquestionslike:"WhereisPompeii?Whatdoyou

knewaboutMountVesuvius?Whyisthecity'lost'?”

Guidestudentstoskimthefirstandlastparagraphsofthetextquicklytochecktheirpredictions.

3While-reading(18minutes)

FastReading

Askstudentstoreadthetextquicklyandanswerthefollowingquestions:

Whendidthestoryhappen?

Whoarethemaincharacters?

Whatwasthedisaster?

Checktheanswerswiththewholeclass.

CarefulReading

Dividethetextintoseveralparts.LetstudentsreadeachpartCcrefullyandcompletethefollowingtasks;

Forthepartdescribingthebeginningofthedisaster:

Findoutwhattheprotagonistandhismotherweredoingwhenthegroundbegantoshake.(Teachtheusage

ofthepastcontinuoustensehere)

Analyzethedescriptionofthedisaster,suchas“Theairwasthickwithsmokeandashbegantofallinheavy

showers."Explainthephrases“bethickwith"and"inheavyshowers".

Forthepartabouttheirescape:

Whatactionsdidtheytaketoescape?Teachkeyphraseslike“rushinto","gostraightahead".

Howdidtheyfeelduringtheescape?

Forthepartafterthedisaster:

Whatwasthesituationofthecityafterthedisaster?

Howdidtheprotagonistandhismotherfeel?Analyzethesentence“Afteranightoflivingbetweenhopeand

fear,wehadnothoughtsofthingstocome.”

Askstudentstoworkinpairstosummarizethemainideaofeachpart,andtheninvitesomepairstoshare

theirsummarieswiththeclass.

4Post-reading(10minutes)

GroupDiscussion

Dividestudentsintogroupsof4-Giveeachgroupatopicrelatedtothetext,suchas“Whatwouldyoudoif

youwereinthesamesituationastheprotagonist?","Howcanwebetterpreparefornaturaldisastersinourdaily

lives?"

Letthegroupsdiscussfor5minutesandtheneachgroupselectsarepresentativetoreporttheirdiscussion

resultstotheclass.

LanguagePractice

Presentsomesentenceswithblanks,askingstudentstofillintheblankswiththecorrectformofverbsusing

thepastcontinuoustense.Forexarrple:

I(watch)TVwhenmymothercameback.

They(play)footballatthistimeyesterday.

Also,givesomesituationsandaskstudentstomakesentencesusing"when"and"while“combinedwiththe

pastcontinuoustense.Forexample,describetwoactionshappeningatthesametimeinthepastandaskstudents

tomakesentenceswith“while".

5SummaryandHomework(4minutes)

Summary

Reviewthekeyvocabulary,phrases,sentencepatterns,andtheusageofthepastcontinuoustensewiththe

students.

Summarizethemainideaofthetextandtheimportanceofbeingawareofnaturaldisastersandtaking

preventivemeasures.

Homework

Askstudentstowriteashortpassageaboutanaturaldisastertheyknow,usingatleast5newwordsand

phraseslearnedinthisclassandthepastcontinuoustense.

Letstudentscollectmoreinformationaboutnaturaldisastersandtheirpreventionmeasures,andbereadyto

shareinthenextclass.

教学反思

Afterthisclass,studentshaveshownacertaindegreeofinterestinthetopicofnaturaldisasters.Through

variousteachingmethodssuchaspictures,reading,anddiscussion,moststudentshavemasteredthekey

vocabularyandtheusageofthepastcontinuoustense.However,therearcstillsonicareasthatneed

improvement.

Intermsofgrammarteaching,althoughstudentshaveunderstoodthebasicusageof(hepastcontinuous

tense,somestudentsstillhavedifficultiesindistinguishingtheusageof"when"and"while“intime-adverbial

clauses.Infutureteaching,moreexercisesandreal-lifeexamplescanbeprovidedtohelpstudentsbetter

masterthisgrammarpoint.

Duringthegroupdiscussion,somestudentswerenotveryaciiveinparticipating.In(hefuture,more

guidanceandencouragementcanbegiventothesestudentstoimprovetheirparticipationandcommunication

skills.

Inaddition,whenitconicstoemotionaleducation,althoughstudentshaveexpressedtheirfeelingsabout

naturaldisasters,morein-depthguidancecanbecarriedouttoleithembetterunderstandthepositivespiritof

peopleinthefaceofdisastersandhowtoapplythisspirittotheirownlives.

Overall,thisleachingplanhasachievedcertainteachinggoals,butcominuousimprovementand

adjustmentarcneededtobettermeetthelearningneedsofstudents.

Unit6Whendisasterstrikes-Understandingideas

Thisunitfocuseson(he(hemeofnaturaldisasters,whichfallswithin(he"ManandNature"category,

specificallyrelatedto"NaturalDisastersandPreventiveMeasures,PersonalSafetyandSelf-Protection".The

"Understandingideas"partinthisunitcontainsseveraltexts.Forexample,theremaybeanarrativethatdescribes

thethrillingexperienceoftheprotagonistandhismotherescapingduringtheeruptionofMountVesuviusfroma

first-personperspective.Anothertextmighttellthestoryoftheprotagonistbeingtrappedinatrainslationdueto

heavyrainandwitnessingthecrowd'semotionsgraduallyeaseastheyareinfectedbythemusicplayedbya

studentorchestra.Throughthesetexts,studentsareguidedtounderstandtheimpactofnaturaldisastersonhuman

life,aswellaspeople'sreactionsandfeelingswhenfacingsuchdisasters.

Studentswillbeabletocorrectlyrecognizeandspellthekeyvocabularyand

教学目标

collocalionsinthisclass,suchas"naturaldisaster","disasterwarning","atthatlime",etc.

Studentswillbeabletoidentifythepastcontinuoustenseinthetextandsummarizeand

generalizeitsusage.

1KeyPoints

Keyvocabularyandphrasesrelatedtonaturaldisasters.

Theusageofthepastcontinuoustense.

教学重难点

2DifficultPoints

Distinguishingbetweenthepastcontinuoustenseandthesimplepasttense.

Applyingthepastcontinuoustensecorrectlyindifferentcontexts.

知识清单

1KeyVocabulary

naturaldisaster（自然灾害）

disasterwarning（灾害预警）

earthquake（地震）

flood（洪水）

storm（风暴）

volcaniceruption（火ill爆发）

2KeyPhrases

atthattime（在那时）

allofasudden（突然）

inthefaceof（面对）

3KeyGrammar-PastContinuousTense

Form:Thestructureofthepastcontinuoustenseis"was/were+V-ing".Forexample,"IwaswatchingTVat

8o'clocklastnight."

Usage:

Itisusedtoexpressanactionthatwasinprogressataspecifictimeinthepast.Forexample,"Whenthe

earthquakehappened,peopleweresleeping."

Itisoftenusedinstorytellingcontexts.Forexample,"Oneday,IwaswalkingintheparkwhenIsawastrange

bird.

教学过程

1Lead-in(5minutes)

Showstudentssomepicturesofdifferentnaturaldisasters,suchasearthquakes,floods,andvolcanic

eruptions.Thenaskthem:"Whatarethese?Haveyoueverexperiencedanaturaldisaster?Howdidyoufeel?"

Encouragestudentstosharetheirexperiencesorfeelingsbriefly.Thisactivityaimstoarousestudents'interestin

thetopicandactivatetheirpriorknowledgerelatedtonaturaldisasters.

2Pre-reading(10minutes)

Presentthetitleandsomepicturesrelatedtothereadingtext.Letstudentspredictwhatthetextmightbe

abcut.Forexample,ifthetextisabouttheeruptionofMountVesuvius,showpicturesofPompeiibeforeandafter

theeruption.

Askstudentstoskimthetextquicklyandfindoutthemainideaofthetext,suchaswhothemaincharacters

are.wherethestoryhappened,andwhatnaturaldisasteroccurred.Thisstephelpsstudentsgetageneral

understandingofthetextandprepareformorein-depthreading.

3While-reading(15minutes)

Firstreading:Letstudentsreadthetextcarefullyandanswersomebasiccomprehensionquestions,suchas

"Whatwastheprotagonistdoingwhenthedisasterstarted?""Whatdidtheydotoescape?"Thiscanhelp

studentsunderstandthedetailsoftiestory.

Secondreading:Focusonthegrammarpoints.Askstudentstofindsentenceswiththepastcontinuoustense

intnetext.Forexample,"MymotherandIwerestayinginatownnearPompeii."Analyzethesesentences

together;andletstudentssummarizethestructureandusageofthepastcontinuoustense.Thencomparesome

sentencesinthetextusingthepastcontinuoustenseandthesimplepasttense,like"IwasrunningwhenIfell."

and"Ifelldown."Guidestudentstodiscussthedifferencesbetweenthetwotenses.

4Post-reading(10minutes)

Groupwork:Dividestudentsintogroups.Askeachgrouptotellastoryaboutanaturaldisastertheyknow,

usingthewordsandexpressionsfromthereadingpassageandtheusefulexpressionstheyhavelearned.Each

groupmembershouldcontributetothestory.Thisactivitycanhelpstudentsconsolidatetheknowledgetheyhave

learnedandimprovetheiroralEnglishability.

Askstudentstowriteashortsummaryofthereadingtext,includingthemainevents,theimpactofthe

naturaldisaster,andwhattheyhavelearnedfromthestory.Thiscanhelpstudentsorganizetheirthoughtsand

improvetheirwritingability.

5SummaryandHomework(5minutes)

Summary:Summarizethekeyvocabulary,phrases,andgrammarpointsofthisclasswithstudents.Emphasize

theimportanceofunderstandingnaturaldisastersandhowtofacethembravely.

Homework:

Askstudentstowriteamoredetailedstoryaboutanaturaldisaster;usingatleastfivesentenceswiththe

pastcontinuoustense.

Letstudentssearchformoreinformationaboutanaturaldisastertheyareinterestedinandpreparetoshare

itirthenextclass.

教学反思

Afterthisclass,studentsshowedgreatinterestinthetopicofnaturaldisasters.Throughvariousactivities

suchaspicture-viewing,prediction,reading,andgroupdiscussion,moststudentswereabletomasterthekey

vocabularyandphrases,andhadabetterunderstandingofthepastcontinuoustense.However,somestudents

stillhaddifficultiesindistinguishingbetweenthepastcontinuoustenseandthesimplepasttense.Infuture

leaching,moreexercisesandexamplescanbeprovidedtohelpthemclarifythisconfusion.Also,duringthe

groupwork,somegroupsdidnotcooperateverywell.Inthefuture,moreguidanceongroupcooperationshould

begiventoensurethateverystudentcanactivelyparticipateintheactivities.Overall,thisclassachievedmost

oftheteachingobjectives,butthereisstillroomforimprovementinsomeaspects.

Unit6Whendisasterstrikes-Developingideas

Thisunitfocusesonthethemeofdisasters,andthe"Developingideas"partmainlyconsistsofareading

passageandrelatedwritingtasks.Thereadingpassagetcilsatouchingstoryaboutasurvivor'sjourneyof

rebuildinglifeafteradisaster,whichhelpsstudentsunderstandtheimpactofdisastersonindividualsandthe

importanceofresilience.Thesubsequentwritingtasksrequirestudentstousetheknowledgeandlanguagelearned

fromthereadingtocreatetheirownstoriesrelatedtodisasters.

,教学目标、教学重难点

Studentscanmasterthekeywordsandphrasesinthispart,suchas"iron,slim,

confident,drawone,sattention,lose,earthquake,disaster,breakone'sdrcam,bleed,

uncomfortable,hide,support,comeoutof...,toone'ssurprise,encouraging,findoneself,

share...onsocialmedia,survivor,lookforward,honour,brave,wound,pain,face...with

教学目标courage,heroine,victim"etc.

Studentscanunderstandthemainideaanddetailsofthereadingpassage,andbeableto

summarizethestory.

Studentscanlearntheusageofrelevantsentencepatternsandgrammarknowledge

involvedinthetext,suchaspastcontinuoustenseusedindescribingpastevents.

1.KeyPoints

Masteryofkeyvocabularyandsentencepatternsrelatedtodisasters.

Comprehensionofthereadingpassage,includingthemainidea,details,andthe

character'sgrowthprocess.

Applicationofpastcontinuoustenseinwritingtodescribepastevents.

教学重难点

2.DifficultPoints

Analyzethecharacter'scomplexemotionsandpsychologicalchangesinthestory,and

understandtheprofoundmeaningbehindthestory.

Organizeideasandwriteacompleteandvividstoryaboutadisaster,showingcreativity

andusingproperlanguageexpressions.

知识清单

1.KeyWordsandPhrases

iron:stronganddetermined,likeiron.e.g.Shehasanironwill.

slim:thininanattractiveway.e.g.Shehasaslimfigure.

confident:feelingsureaboutone'sownabilities,e.g.Heisconfidentofpassingtheexam.

drawone'sattention:makesomeonenoticesomething,e.g.Thebeautifulpicturedrewmyattention.

lose:nolongerhavesomething.e.g.Shelostherkeysyesterday.

earthquake:asuddenshakingoftheearth'ssurface,e.g.Anearthquakehitthecitylastnight.

disaster:asuddeneventthatcausesgreatdamageorloss.e.g.Thefloodwasaterribledisaster.

breakone'sdream:makesomeone'sdreamfail.e.g.Theaccidentbrokehisdreamofbecomingadancer.

bleed:loseblood.e.g.Hecuthisfingeranditwasbleeding.

uncomfortable:notfeelingphysicallyormentallycomfortable,e.g.Ifeeluncomfortableinthistightshirt.

hide:putorkeepsomethingoutofsight,e.g.Shehidthepresentunderthebed.

support:givehelporencouragementtosomeone.e.g.Myparentsalwayssupportme.

comeoutof...:leaveaplaceorasituation,e.g.Shefinallycameoutoftheroom.

toone'ssurprise:makingsomeonefeelsurprised,e.g.Tomysurprise,hepassedtheexameasily.

encouraging:givingsomeonehopeorconfidence.e.g.Hiswordsareveryencouraging.

findoneself:realizewhatoneisdoingorwhatkindofpersononeis.e.g.Shefoundherselflostintheforest.

share...onsocialmedia:postsomethingonsocialmediaplatforms.e.g.Helikestosharehisphotosonsocial

media.

survivor:apersonwhocontinuestoliveafteranaccident,war,orillness,e.g.Therewerefewsurvivorsinthe

planecrash.

lookforward:feelhappyandexcitedaboutsomethingthatisgoingtohappen,e.g.Iamlookingforwardto

thesummervacation.

honour:respectandadmiration.e.g.Heisheldinhighhonour.

brave:havingthecouragetofacedanger,pain,ordifficultsituations,e.g.Thebravesoldiersavedmany

people.

wound:aninjurytothebody,especiallyonecausedbyaweapon.e.g.Hehasawoundonhisleg.

pain:physicalormentalsuffering,e.g.Shefeltalotofpainaftertheoperation.

face...withcourage:bebravev/henfacingsomething,e.g.Weshouldfacedifficultieswithcourage.

heroine:afemalehero.e.g.Sheisarealheroine.

victim:apersonwhohasbeenhurt,killed,orsufferedbecauseoftheactionsofsomeoneorsomethingelse,

e.g.Thefloodvictimsneedourhelp.

2.KeySentencePatterns

Whentheearthquakehappened,shewassleeping.(Usingpastcontinuoustensetodescribeanactionin

progresswhenapasteventoccurred.)

Tohersurprise,shefoundherselfhavingthecouragetofacethedifficulty.(Expressingtheunexpected

discovery.)

Shecameoutoftheshadowsandstartedanewlifewiththesupportofherfamily.(Describingtheprocessof

gettingoutofadifficultsituation.)

3.GrammarFocus-PastContinuousTense

Form:was/were+verb-ing.e.g.Iwasreadingabookat8o'clocklastnight.

Usage:

Todescribeanactionthatwasnprogressataspecifictimeinthepast.e.g.Hewasplayingfootballwhenit

begantorain.

Todescribetwoormoreactionsthatwerehappeningsimultaneouslyinthepast.e.g.Whilemymotherwas

cooking,myfatherwaswatchingTV.

Tosetthebackgroundforapastevent.e.g.Itwassnowingheavilywhentheaccidenthappened.

教学过程

1.Lead-in(5minutes)

Showsomepicturesofdifferentdisasters,suchasearthquakes,floods,andtsunamis,onthePPT.Ask

students:"Whatdisasterscanyouseeinthesepictures?Haveyoueverexperiencedadisasterorheardabout

someonewhohas?"Letstudentssharetheirthoughtsbriefly.Thisactivitycanarousestudents'interestinthe

topicandactivatetheirpriorknowledgerelatedtodisasters.

2.Pre-reading(10minutes)

PresentthetitleofthereadingpassageandsomepicturesrelatedtothestoryonthePPT.Askstudentsto

predictwhatthestorymightbeabout.Forexample,ifthetitleis"TheIronGirl"andthereisapictureofagirlwith

aprostheticleg,askstudents:"Whatdoyouthinkhashappenedtothisgirl?Whyisshecalled'TheIronGirl'?"

Then,introducesomenewwordsandphrasesthatwillappearinthereadingpassage.Explaintheirmeanings

andusagesbrieflythroughexamples.Forexample,forthephrase"d'awone'sattention",showapictureofa

beautifulflowerandsay:"Thebeautifulflowerdrawsourattention.Itmeanstheflowermakesusnoticeit."After

that,letstudentsreadthenewwordsandphrasesaloudseveraltimestogetfamiliarwiththem.

3.While-reading(15minutes)

Skimming:Letstudentsreadthepassagequicklyin2-3minutesandaskthemtoanswerthequestion:

"Whatisthemainideaofthepassage?"Guidestudentstofindthekeysentencesinthebeginningandtheendof

thepassagetogetthegeneralidea.Forexample,ifthepassageisaboutagirl'sexperienceafteranearthquake,

themainideamightbethatthegirlovercamedifficultiesandrebuiltherlifeaftertheearthquake.

Scanning:Askstudentstoreadthepassageagainandfindspecificinformation.Setsomedetailedquestions,

suchas"Whenandwheredidthedisasterhappen?""Whatwasthegirldoingwhenthedisasterhappened?"

"Howdidshegetinjured?"etc.Letstudentsunderlinetherelevantsentencesinthepassage.Afterthat,checkthe

answerswiththewholeclass.

DetailedReading:Dividethepassageintoseveralpartsandletstudentsreadeachpartcarefully.Analyzethe

textstructure,languagefeatures,ardthecharacter'semotionsineachpart.Forexample,inthepartwherethe

girllostherleg,askstudentstofindwordsthatdescribeherpainanddespair,like"bleed","uncomfortable",

"hide".Inthepartwhereshestartedtobecomebrave,findwordslike"confident","encouraging","comeoutof

theshadows".Letstudentsdiscussinpairsorgroupsaboutwhythegirlchangedandwhatinspiredher.Then,

invitesomegroupstosharetheiropinionswiththeclass.

4.Post-reading(10minutes)

GroupDiscussion:Organizestudentsintogroupsof4-5.Giveeachgroupadiscussiontopic,suchas"What

canwelearnfromthegirl'sexperience?""Howcanwehelpdisastersurvivorsinourdailylife?"Letstudents

discussingroupsfor5minutes.Then,askeachgrouptochoosearepresentativetoreporttheirdiscussionresults

tothewholeclass.Thisactivitycanhelpstudentsfurtherunderstandthethemeofthepassageandcultivatetheir

communicationandcooperationskills.

Summary:Summarizethekeypointsofthereadingpassagewiththestudents,includingthemainidea,

importantvocabulary,sentencepatterns,andgrammarknowledge.Writethemontheblackboardorshowthem

onthePPT.Forexample,summarizetheusageofpastcontinuoustenseagainandgivesomemoreexamplesfor

studentstoconsolidate.

5.HomeworkAssignment(5mnutes)

Askstudentstowriteashortpassageaboutadisastertheyknow.Theyshoulddescribetheprocessofthe

disaster;people'sreactions,andthefinalresult.Requirethemtouseatleast5newwordsandphrasesandsome

sentencesinpastcontinuoustense.Thishomeworkcanhelpstudentsreviewandapplywhattheyhavelearnedin

class.

教学反思

Afterthisclass,studentsgenerallyshowedastronginterestinthetopicofdisasters.Throughvarious

readingactivities,moststudentswereabletounderstandthemainideaanddetailsof(hereadingpassage,and

masteredthekeyvocabularyandsentencepatterns.However,inthepr