Unit 6 When disaster strikes 公开课一等奖创新教案（6份打包） 英语外研版八年级上册

Unit6Whendisasterstrikes公开课一等奖创新教案（6份打包）英语外研版八年级上册Developingideas—Listeningandspeaking

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What:ThetextoffersEnglish-learningmaterialsonnaturaldisasterwarningsandresponses.Itstartswithadiscussionondisasterwarnings,introducingChina'swarningsystems.Therearelisteningexercises,likechoosinghowTillySmithsavedlives,correctingnotes,andfillinginachartaboutasafetyapp.Also,there'sagroupactivitytointroduceapieceoflife-savingtechnology,andareviewofwhat'slearntaboutdisasterwarnings.

Why:Theactivitiesaimtoimprovestudents'Englishlistening,information-handling,andspeakingskills.Theyhelpstudentsunderstandtheimportanceofdisasterwarningsystemsandlife-savingtechnologies,enhancetheirawarenessofdealingwithnaturaldisasters,andcultivateteamworkandcriticalthinkingthroughgroupworkanddiscussions,enablingbettercommunicationaboutnaturaldisastersinEnglish.

How:UsingsimpleEnglish,thematerialscombinepictures,audio,andvariousinteractiveactivitiessuchaslistening,fillinginchartsandgroupdiscussions.Theyhelpstudentsobtainandprocessinformation,andlearnanduseEnglishthroughspecificexamplesandusefulexpressionsrelatedtodisasterwarningsandlife-savingtechnologies.

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Bytheendofthislesson,studentswillbeableto:

1.getinformationaboutdisastersandwarningsystems.

2.knowtheimportanceofsavinglives.

3.learnandintroduceapieceoflife-savingtechnology.

4.learnthekeylanguagepointsandstructuresofthetextsuchas“provide"and“bemadeof”,andapplythemincontext.

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LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Togetinformationaboutdisastersandwarningsystems.Step1Pre-listening1.Showapictureofanearthquakewarningsystem.Guidestudentstoidentifywhatitisandhowitisused.2.ShareinformationaboutChina'sdisasterwarningsystems,likehowwarningsaregivenandtheaccuracyofstormwarnings.Checkifstudentsactivelyengage,answerquestionscorrectly,andsharereasonableideaswhentheyareidentifyingtheearthquakewarningsystempictureanddiscussingChina'sdisasterwarningsystems.

2.Toknowtheimportanceofsavinglives.Step2While-listening1.Playtheradiorecording.InstructstudentstolistenandchoosehowTillySmithsavedlives.2.Startafreetalkbyaskingstudentswhattheyknowabouttsunamis.3.Playtheradiorecordingagain.Tellstudentstocorrectthemistakesinthehostsnotes.4.Playtheconversationrecording.Directstudentstofillinthechartaboutthe“SAFETYNET"app.Checkwhetherstudentscangetthekeyinformationbytheiranswerstoexercises.Additionally,observeiftheycanshareknowledgeduringafreediscussionabouttsunamis.

1.Toarousestudents'interestinthetopicofdisastersandwarningsystems,activatetheirpriorknowledge,andintroducerelevantvocabularyandbackgroundinformation.2.Totrainstudents'listeningskills,includinglisteningforspecificinformationandlisteningfordetails.

3.Tolearnandintroduceapieceoflife-savingtechnology.Step3Post-listening1.Dividestudentsintogroups.Tellthemtochooseapieceoflife-savingtechnology.Encouragethemtodoresearchonthechosentechnology.Guidethemtocompleteamindmapandmakeaposter.2.Askstudentstogiveanintroductiontothelife-savingtechnologyusingusefulexpressions.Duringgroupwork,observewhetherstudentscandescribecharactersandfunctionsofthelife-savingtechnology.Checkthequalityoftheirresearch,thecompletenessoftheirmindmapsandposters,andtheclarityandaccuracyoftheirintroductionsusingtheprovidedexpressions.

Toenhancestudents'research,cooperation,andpresentationabilities,andhelpthemapplylanguageknowledgebyresearching,makingposters,andintroducinglife-savingtechnologiesingroups.

4.Tolearnthekeylanguagepointsandstructuresofthetextsuchas“provide”and“bemadeof",andapplythemincontext.Step4LanguagePointsTeachrelevantexpressionsandlanguagepointssuchas“provide”and“bemadeof".Step5ExerciseGuidestudentstocompletefill-in-the-blankandtranslationexercises.Checkstudents'graspofexpressionsbyevaluatingtheirperformanceinexercises.

Introducekeyexpressions,andthenguidestudentstopractisethesethroughexercisestoreinforcetheirunderstandingandapplication.

HomeworkBasichomework:Listenandrepeatthewordsandsentencesinthepronunciationpart.Practicalhomework:Trytointroduceapieceoflife-savingtechnology.Extendedhomework:Searchmoreaboutthelife-savingtechnologyordisasterwarningsystem.

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Developingideas—Readingforwriting

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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.

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Bytheendofthislesson,studentswillbeableto:

1.comprehendtheheart-warmingstoryofNiuYuafterthe2008Wenchuanearthquake,includingthedisaster,herrecoveryprocessandhercurrentsituation.

2.analysethereasonsforNiuYu'sgrowthandtheimportanceofpositivequalitieslikecourageandconfidencefordisastersurvivors.

3.writeastoryinspiredbyNiuYu'sresilienceandoptimism,showingpersonalgrowthandtheimportanceofrebuildingone'sspiritafterdisasters.

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

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LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Tocomprehendtheheart-warmingstoryofNiuYuafterthe2008Wenchuanearthquake,includingthedisaster,herrecoveryprocessandhercurrentsituation.Step1Lead-inShowpicturesofdifferentnaturaldisasterslikevolcaniceruptions,tsunamis,floodsandearthquakes.Guidestudentstoobserveandtalkaboutwhattheysee.Step2Pre-readingPresentpicturesrelatedtothe2008Wenchuanearthquakeandthe“IronGirl"NiuYu.AskstudentstolookatthepicturesandanswerquestionstointroducethestoryofNiuYuandthetopicofdealingwithdisasters.AssessifstudentscandescribenaturaldisastersinEnglishandtheirawarenessofdisastersbyobservingtheirdescriptionsofthepictures.Evaluatestudents'abilitytoinferinformationfrompicturesandtheirunderstandingofthetopicofdealingwithdisasters.

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

2.ToanalysethereasonsforNiuYu'sgrowthandtheimportanceofpositivequalitieslikecourageandconfidencefordisastersurvivors.Step3While-reading1.ProvidethereadingpassageaboutNiuYu.Instructstudentstoreaditquicklyandanswergeneralquestions,suchaswhenandwhereNiuYudreweveryone'sattentionandwhathappenedtoherin2008.2.Askstudentstoreadagainandanswerquestionstolearnaboutthedevelopmentoftheevent.3.Guidestudentstoreadthepassagefordetails.LetthemcompleteachartaboutNiuYusstoryusingthewordsandexpressionsfromthepassage.Assessstudents'understandingofstructuredknowledgefromthepassagebyexaminingtheiranswerstothequestionsandthecompletedchart.Observewhethertheycangetthekeyinformationbyskimmingandhaveadeepunderstandingoftheevent'sdevelopmentbasedontheircompletionofthechartaboutNiuYu'sstory.

Tocultivatestudents'abilitytoquicklyacquirekeyinformation,trainthemtosortouttextdetails,summariseandintegrateinformation,andenhancetheirunderstandingandmasteryofthestoriesofspecificindividuals.

3.TowriteastoryinspiredbyNiuYu'sresilienceandoptimism,showingpersonalgrowthandtheimportanceofrebuildingonesspiritafterdisasters.Step4Post-reading1.Directstudentstothinkandsharewiththeirpartnersaboutthemeaningofthetitle“IronGirl”.2.Introducethewritingtask:announcea“Heart-warmingStoriesafterDisasters"writingactivity.3.Guidestudentstoplantheirstorieswiththehelpofthegivenquestions.4.Requirestudentstowritetheirstories,thenchecktheirwritingaccordingtothechecklistandsharetheirstorieswiththeclass.Evaluatestudents'understandingofthearticletheme,criticalthinking,andwritingskills.Observehowdeeplytheythinkandhowactivetheyarewhentheyarediscussingthe“IronGirl”.Also,checkhowrationallytheyplanstories,thequalityoftheirwriting,andtheirperformanceofsharingtheirstories.

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

4.Tolearnthenewwordsandphrasessuchas“comeout"findoneself”and“face",andusethemincontext.Step5LanguagePointsTeachrelevantexpressionsandlanguagepoints,e.g.,“comeout”“findoneself"and“face”.Step6ExerciseGuidestudentstocompletefill-in-the-blankandtranslationexercises.Evaluatestudents'graspandapplicationofrelevantlanguageknowledge.Observehowattentivetheyareduringlanguagepointlearningandhowwelltheyunderstand.Also,checkanswersaccuracyandknowledge-usingflexibilityinexercises.

Introducekeyexpressions,andthenguidestudentstopractisethesethroughexercisestoreinforcetheirunderstandingandapplication.

HomeworkBasichomework:Polishyourwritingagainandsendittome.Practicalhomework:Designaposterwiththethemeof“CourageAfterDisaster"anddisplayitintheclassroom.Extendedhomework:CreateashortvideotointroduceNiuYusstoryandyourunderstandingofhowtofacedifficultiesbravely.

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Presentingideas&Reflection

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What:ThetextoffersEnglish-learningcontentfocusingonnaturaldisasters.Itguidesstudentstomakepostersaboutnaturaldisastersingroups,includingstepslikesearchingforinformationaboutdifferentkindsofnaturaldisasters,decidingonadisastertype,usinganoutlinetoorganiseideas,andcreatingtheposters.Therearealsotaskslikepractisingandpresentingtheposters,votingonthebestthreeones,andreflectingontheunit,suchasunderstandingmoreaboutnaturaldisasters,assessingtheabilitytouserelevantlanguageknowledge,andidentifyingareasforimprovement.

Why:Theactivitiesaimtoenhancestudents'Englishskillsinreading,writing,speaking,andself-assessment.Bymakingandpresentingposters,studentslearntocollectandorganiseinformationaboutnaturaldisasters,improvingtheirunderstandingoftheimpactofdisasters,howtoprepareforthem,andtheroleoftechnology.Thereflectionparthelpsstudentsinternalisewhattheyhavelearntandidentifyareasforfurtherimprovement,whilealsocultivatingpositiveattitudestowardsdisasters.

How:Thematerialsusepracticalandstep-by-stepinstructionsinsimpleEnglish.Visualelementslikesamplepicturesontheposteroutlineandcartoonillustrationsinthereflectionpartareprovided.Interactiveactivitiessuchasgroupwork,postermaking,presenting,voting,andself-assessmentareincluded.Thesehelpstudentsactivelyengagewiththetopic,organisetheirknowledgeaboutnaturaldisasters,andpractiseEnglishlanguageskills.

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Bytheendofthislesson,studentswillbeableto:

1.understandthestructuralandcontentrequirementsformakingaposteraboutanaturaldisaster.

2.usewordsandexpressionsintheunittocreateaposteraboutanaturaldisaster.

3.applytheunderstandingofnaturaldisastersandtheskillsofposter-makingtootherreal-lifescenarios.

4.reflecttheknowledgeintheunit,masterthelanguagepointsandusethemincontext.

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LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Tounderstandthestructuralandcontentrequirementsformakingaposteraboutanaturaldisaster.Step1Lead-in1.Announceaposter-makingactivityaboutanaturaldisastertotheclasstoarousestudentsinterest.2.Playashortvideotoleadinthetopic.Checkifstudents'canunder-standthestructuralandcontentneedsformakinganatural-disasterposterandusewordsandexpressionsintheunit.

Tostimulatestudents'interestinthethemeofnaturaldisastersandguidethemtoengageinthetopic.

2.Tousewordsandexpressionsintheunittocreateaposteraboutanaturaldisaster.Step2Presentation1.Instructstudentstoworkingroups.Guidethemtosearchforinformationaboutdifferentkindsofnaturaldisastersandthentakeagroupvotetodecideononefortheirposters.2.Presentanoutlineformakingtheposter,includingquestionslike“Whatisit”and“Whateffectsdidithaveonpeople"3.Explaintheoutlineandshowusefulexpressionsandsentencestohelpstudentsorganisetheirideas.Observeifstudentsshowinterestduringtheactivityintroduction,areenthusiasticaboutinfosearching,participateinthemevotingingroups,understandtheposter-makingoutlineandcanorganiseideaswiththegivenexpressions.

Tohelpstudentsunderstandthestructuralandcontentrequirementsformakingaposteraboutnaturaldisasters,andenhancetheirlanguageapplicationandpracticalabilities.

3.Toapplytheunderstandingofnaturaldisastersandtheskillsofposter-makingtootherreal-lifescenarios.Step3Production1.Letstudentsstartcreatingtheirpostersbasedontheinformationtheyvegatheredandtheoutlineprovided.2.Requirestudentstopractiseandpresenttheirposters.3.Organiseavotingactivitytoselectthebestthreepostersandthebestthreepresentations.4.Guidestudentstosharetheirposterswiththeclassusingthegivensentences.Ingroupdiscussionsandpresentations,observewhetherstudentscanmakeaposteraboutanaturaldisastercreatively,describethedisastercorrectlyandknowhowtodealwiththesituationproperly.Additionally,observeiftheycantakepartinthevotingactivityactively.

Toletstudentsapplytheknowledgeandskillsthey'velearnttocreateposters,improvetheirpresentationskillsthroughpractice,encouragehealthycompetitionviathevotingactivity,andenhancetheirlanguage-usingabilitybysharingposterswiththegivensentences.

4.Toreflecttheknowledgeintheunit,masterthelanguagepointsandusethemincontext.Step4Reflection1.Guidestudentstoreflectonwhattheyvelearntinthisunit,suchasunderstandingmoreaboutnaturaldisastersandhowtechnologyhelps.2.Letstudentsassesstheirownlearningprogress,liketheirabilitytouserelevantwordsandtenses.Step5LanguagePointsTeachrelevantexpressionsandlanguagepoints.Step6ExerciseGuidestudentstocompleteexercises.(详见课件资源)Assessstudentscomprehensionoftheunitcontentandtheirself-awarenessoflearningprogressbyobservingtheirreflectionsonwhatthey'velearnt.Observehowattentivetheyareduringlanguagepointlearningandhowwelltheyunderstand.Also,checkanswersaccuracyandknowledge-usingflexibilityinexercises.

1.Tohelpstudentsinternaliseknowledgeaboutnaturaldisastersandtechnology'srole,andpromotetheirself-awarenessoflanguagelearningprogress,suchastheuseofrelevantvocabularyandtenses.2.Introducekeyexpressions,andthenguidestudentstopractisethesethroughexercisestoreinforcetheirunderstandingandapplication.

HomeworkBasichomework:Reviewandcopythekeywordsandphrasesaboutnaturaldisastersinthisunit.Practicalhomework:Role-playwithyourpartnerandhaveaQ&Aactivityaboutwhattodointhefaceofnaturaldisasters.Extendedhomework:Searchformoreknowledgeaboutpreventingandreducingdisastersafterclassandshareitinclass.

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Understandingideas—Grammar

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What:Thetextfocusesonnaturaldisasters.Ithasgrammar-learningtaskslikesummarisingthegrammarrulesfromsentenceswith“when”and“while"structuresandcompletingthesentencesorthepassagewiththecorrectformoftheverbsinbrackets.Also,there'satasktotellastoryaboutanaturaldisasterusinggivenwordsandexpressions.

Why:Theactivitiesaimtoenhancestudents'Englishgrammarknowledge,especiallyregardingtheuseofthepastcontinuoustenseandthesimplepasttensewhentheyaredescribingdisasters.Writingastoryaboutnaturaldisastersimprovestheirwritinganddescriptiveskills.Overall,ithelpsstudentsbettertalkaboutnaturaldisastersinEnglishandunderstandhowtouselanguagetodescribesuchevents.

How:ItusesstraightforwardEnglish.Thelearningprocesscombinesgrammaranalysisofspecificsentencestructures,practicalexercisesonverbtensesincontext,andacreativestorytellingactivitywithvisualhints.Thesediversetaskshelpstudentsunderstandgrammarrelatedtopasteventsduringdisastersandexpresstheirideasaboutnaturaldisasters.

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Bytheendofthislesson,studentswillbeableto:

1.perceivetheformandunderstandthemeaningofthepastcontinuoustense.

2.tellthedifferencesbetween“when”and“while".

3.usethepastcontinuoustensetotellastoryaboutnaturaldisasters.

4.understandandusethekeypointsandthepastcontinuoustensecorrectlyinreal-lifecontext.

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LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Toperceivetheformandunderstandthemeaningofthepastcontinuoustense.Step1Lead-inPresentsentencescontainingthepastcontinuoustenseandaskstudentswhattheyhaveincommontoletthemperceivetheformofthepastcontinuoustense.Assessstudents'observationabilitybytheirreactionstotheexamplesentences.Noteiftheycanquicklyspotthestructureofthepastcontinuoustense.

Tointroducethepastcontinuoustenseinanaturalandintuitiveway,makingstudentsbeawareofitsformandlayingafoundationforfurtherlearning.

2.Totellthedifferencesbetween“when”and“while".Step2GrammarFocus1.Guidestudentstofindtimemarkersinthegivensentenceslike“thatnight”tohelpthemunderstandthemeaningofthepastcontinuoustenseandwhenitisused.2.Providemoresentenceswithtimemarkersandletstudentsclassifythesetimemarkersinto“moment"and“timeperiod”.3.Explaintheusagedifferencesbetween“when"and“while”whenusedwiththepastcontinuoustensethroughexamples.Observewhetherstudentsunderstandthepastcontinu-oustense'smeaning,timemarkersclassification,andthedifferencesbetween“when"and“while”throughtheirperformanceoffindingtimemarkersandclassifyingthem,andtheirresponseswhenexamplesareexplained.

Tohelpstudentscomprehensivelyunderstandthemeaningandusagescenariosofthepastcontinuoustense,andthedifferencesbetween“when"and“while”inthiscontext,enablingthemtousethetenseaccurately.

3.Tousethepastcontinuoustensetotellastoryaboutnaturaldisasters.Step3Practice1.Letstudentsdoexercises,includingfillingintheblankswiththecorrectformofverbsinthepastcontinuoustense.2.Organisestudentstoworkingroupsoffour.Instructthemtotellastoryaboutnaturaldisastersusingthepastcontinuoustenseandgivenusefulexpressions.Observeifstudentsmasterthepastcontinuoustensethroughtheirperformance.Additionally,evaluatetheirteamworkandlanguageskillsbyobservingtheirgroupstorytellingaboutnaturaldisasters.

Toreinforcestudents'understandingandapplicationofthepastcontinuoustensethroughexercisesandgroupstorytelling,improvingtheirgrammar-usingability,practicallanguageskillsandteamworkspirit.

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4.Tounderstandandusethekeypointsandthepastcontinuoustensecorrectlyinreal-lifecontext.Step4LanguagePointsTeachrelevantexpressionsandlanguagepoints.Step5Exercise(详见课件资源)Evaluatestudents'graspandapplicationofrelevantlanguageknowledge.Observehowattentivetheyareduringlanguagepointlearningandhowwelltheyunderstandit.Also,checktheiranswersaccuracyandknowledge-usingflexibilityinexercises.

Introducekeyexpressionsandthenguidestudentstopractisethesethroughexercisestoreinforcetheirunderstandingandapplication.

HomeworkBasichomework:Finishtheexercisebook.Practicalhomework:Writedownastoryaboutanaturaldisasterwiththetargetgrammar.Extendedhomework:Trytosearchformorestoriesaboutnaturaldisastersandsharetheminclass.

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Developingideas—Readingforwriting

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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.

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Bytheendofthislesson,studentswillbeableto:

1.comprehendtheheart-warmingstoryofNiuYuafterthe2008Wenchuanearthquake,includingthedisaster,herrecoveryprocessandhercurrentsituation.

2.analysethereasonsforNiuYu'sgrowthandtheimportanceofpositivequalitieslikecourageandconfidencefordisastersurvivors.

3.writeastoryinspiredbyNiuYu'sresilienceandoptimism,showingpersonalgrowthandtheimportanceofrebuildingone'sspiritafterdisasters.

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

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LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Tocomprehendtheheart-warmingstoryofNiuYuafterthe2008Wenchuanearthquake,includingthedisaster,herrecoveryprocessandhercurrentsituation.Step1Lead-inShowpicturesofdifferentnaturaldisasterslikevolcaniceruptions,tsunamis,floodsandearthquakes.Guidestudentstoobserveandtalkaboutwhattheysee.Step2Pre-readingPresentpicturesrelatedtothe2008Wenchuanearthquakeandthe“IronGirl”NiuYu.AskstudentstolookatthepicturesandanswerquestionstointroducethestoryofNiuYuandthetopicofdealingwithdisasters.AssessifstudentscandescribenaturaldisastersinEnglishandtheirawarenessofdisastersbyobservingtheirdescriptionsofthepictures.Evaluatestudents'abilitytoinferinformationfrompicturesandtheirunderstandingofthetopicofdealingwithdisasters.

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

2.ToanalysethereasonsforNiuYu'sgrowthandtheimportanceofpositivequalitieslikecourageandconfidencefordisastersurvivors.Step3While-reading1.ProvidethereadingpassageaboutNiuYu.Instructstudentstoreaditquicklyandanswergeneralquestions,suchaswhenandwhereNiuYudreweveryone'sattentionandwhathappenedtoherin2008.2.Askstudentstoreadagainandanswerquestionstolearnaboutthedevelopmentoftheevent.3.Guidestudentstoreadthepassagefordetails.LetthemcompleteachartaboutNiuYusstoryusingthewordsandexpressionsfromthepassage.Assessstudents'understandingofstructuredknowledgefromthepassagebyexaminingtheiranswerstothequestionsandthecompletedchart.Observewhethertheycangetthekeyinformationbyskimmingandhaveadeepunderstandingoftheevent'sdevelopmentbasedontheircompletionofthechartaboutNiuYu'sstory.

Tocultivatestudents'abilitytoquicklyacquirekeyinformation,trainthemtosortouttextdetails,summariseandintegrateinformation,andenhancetheirunderstandingandmasteryofthestoriesofspecificindividuals.

3.TowriteastoryinspiredbyNiuYu'sresilienceandoptimism,showingpersonalgrowthandtheimportanceofrebuildingonesspiritafterdisasters.Step4Post-reading1.Directstudentstothinkandsharewiththeirp