8AUnit8+Reading1教案教学设计

8AUnit8Natural disastersReadingIL Teachingaims andlearning objectivesBythe endof the lesson,students shouldbe ableto:

1.read thepassage about the Taiwan earthquake fluently;

2.understand themeanings of the newwords fromthe context;

3.know whatTimmy didand howhe feltbefore andafter the earthquake;

4.understand thedamage thatan earthquakecould bringabout andthe waysto reducethe lossesof anearthquake.II.Teaching contents

1.New wordsand phrases:shake,fear,silent,nervous,heart,beat,since,alive,dark,shout,safe;in all directions,come down,not...at all,find onesway out,at last;

2.New structures:I wassleeping whenthe earthquakestarted.I triedmy bestto runout too,but Icould not.Outside,people wererunning inalldirectionswhile piecesof glassand brickswerefalling down.Luckily,there wasjust enoughspace forme tomove.Hours later,as I was tryingto findmy wayout,I suddenlyheard somenoise aboveme.III.Focus of thelessonand predictedarea ofdifficulty

1.Summarize thepassage insequence instudents ownwords;

2.Learn touse theexpressions ofdescribing anevent.IV.Teaching proceduresStep1Lead-in

1.Play aguessing gameaccording tosome hints.T:What naturaldisaster isit

2.Present thetopic aboutanearthquake.Then watcha videoabout theWenchuan Earthquake.

3.Help thestudents drawa conclusionof theeffects of the earthquake:Many peopledied...People losttheir homes...Many thingswere destroyed...

4.Help thestudents learnabouttheten bigearthquakes thathad happenedin China.Step2Presentation

1.Show thekey words1Show thegeneral idea ofthe storyPresent“The Taiwanearthquake”.Tell thestudents aboutTimmys storyand presentsome keywords.shake,scream,direction,come down,silent,be trapped,calm down,at last,safe2Ask thestudents tomatch somekey wordsand theircorrect meanings.

2.Listen tothestorywith thehelp ofPocket Dictionary,and thenanswer thequestion“Who savedTimmy

3.Read thestory1First reading:to getthe main ideaofthe storyWhatis themainideaofthestory2Second reading:to getto knowTimmy inthe storyWhatwas Timmydoing whentheearthquakestartedWhat werepeople doingwhile piecesof glassand brickswere fallingdownWhat didTimmy hearas hewas tryingto findhis wayout3Complete PartB2B3and checkthe answers.4Third reading:to analyzethe characterof Timmye.g.:From thesentence“I triedmy bestto runout too,but Icould not”.I think Timmy wasnervous/fri ghtened.5Fourth reading:to knowfurther aboutTimmy.T:According tothe followingsentences,lets learnmore aboutTimmys mentalchange.How doyouthinkTimmyfeltI triedmy bestto runout too,but Icould not.Line5nervous/frightenedI feltnervous andmy heartwas beatingfast.Line11nervousIm trapped,“I saidto myself.Line11sadA momentof fearwent throughmy mind,but Itold myselfto calmdown sinceI wasstill alive.Line12calmI shoutedfor help,but noone came.Line14helplessI screamed,Help!Please help!Tm here!”Line18hopefulAt last,I sawthe brightdaylight.Iwassafe.Line20excited6Fifth reading:to realizethat Timmywas lucky.Encourage thestudents toread thepassage loudlyand freely,and thencomplete PartB

4.Step3Summary

1.DiscussionWhat savedTimmys lifeWhatdo youthink mayhappen beforean earthquakeHowcan weprotect ourselvesin anearthquake

2.Conclusion1By showingsome screenshotsofthefilm2012,tell thestudents thatnatural disastersaresometimes unavoidable.2Present amotivation quote,In faceof disasters,calm,faith andcourage arethe mostimportant.”V.Homework

1.Read thestory fluently;

2.Write aletter ofsympathy toTimmy inthe nameof ourclass toadmire himfor hisstrength.。