课题

8A U8 Reading1 The Taiwan earthquake

教学目标

By the end of the lesson, students should be able to:

1. read the passage about the Taiwan earthquake fluently;

2. understand the meanings of the new words from the context;

3. know what Timmy did and how he felt before and after the earthquake;

4. understand the damage that an earthquake could bring about and the ways to reduce the losses of an earthquake.

重点、难点

1. Summarize the passage in sequence in students’ own words.

2. Learn to use the expressions of describing an event.

步骤

教学活动

设计意图

核心提升点

Step1

Lead-in

1. Show a short video about biological phenomenon of the earthquake.

2. Show a short video about why the earthquake happens.

3. Show a model of the earthquake with the geography knowledge.

结合AI交互平台设计的虚拟全景，引导学生参观自然灾害展厅，通过展厅内的视频了解地震前的生物现象，从气象和动物两个角度渗透生物学科的思想，并推断猜测接下来的主题。再从地理学科角度拓展地震形成的原因，更好地为下文铺垫。

语言能力：获取信息并进行口头表达能力。

思维品质：分析和评价能力、推理判断能力。

学习能力：巩固旧知，学习新知。

Step2

Pre-reading

1. Skimming（title&picture）

What’s the type of the article?

What’s the main idea of the article?

2. Scanning

What’s the order of this article？

通过引导学生关注标题和图片，进行寻读和扫读，让学生形成阅读期待，掌握猜测的阅读策略。

语言能力：整合信息，得体运用语言表达的能力。

思维品质：归纳比较信息的能力

Step3

While-reading

1. .Fast reading for the structure.

Part1 Before the earthquake

Part2 During the earthquake

Part3 After the earthquake

2. Careful reading

Para1: Before the earthquake

When did it happen?

What was Timmy doing that time?

What did he feel?

How might he feel before the earthquake?（nervous, worried）

Para2: During the earthquake

Read quietly and fill in the table.

How might Timmy feel during the earthquake?(afraid, nervous)

Para3-5: after the earthquake

Read para3 loudly and underline some key words and sentences to show Timmy’s feelings.

How did Timmy’s feelings change at that moment?

Nervous, afraid      calm, hopeful

What do you think of Timmy?(calm)

Read Para 4-5 and do the choice.

What do you think of Timmy? (brave, clever)

Activity：CCTV give an interview to Timmy.

帮助学生在主题语境中学习核心词汇，为阅读扫除词汇障碍，同时猜测主人公的心情线。

结合数学学科坐标图思想，将情节与心情相关联，形成统一辩证关系。

第一，站在语篇的高度，抓好文章主旨大意。第二，通过了解主人公不同时间段的行为，初步认识Timmy，为下文的人物性格解读做铺垫。第三通过文本的具体分析，由学生阐述自己眼中的Timmy。此环节设计小组之间讨论，激发学生阅读热情。第四通过对相关细节的研读和学生自己的体会，师生一起分析主人公的前后心理变化。最后一步通过学生的自由朗读，熟悉语言材料，体验主人公经历地震的历程，唤起学生对生命的珍爱。最后设置CCTV采访节目，采访Timmy复述原文。

语言能力：整合信息，得体运用语言表达的能力。

学习能力：利用所给信息准确描述相关主题的能力。

思维品质：培养多元思维和开放性思维。

Step4

Post -reading

Further thinking:

1. Is the luck the only reason why Timmy can be saved?

What do you think of Timmy? What can we learn from him?

I think he ……because……

2. From Timmy, what are the key factors of surviving from the earthquake?

Be brave/clever/calm……+learn more about protect yourselves+ask for others’ help=see the bright daylight.

3. Pair work: What should/shouldn’t we do? (pictures)

4. Group work: Act out if we are in school?/cinema/shopping mall……

Qu Qiubai said, Originally, life is only once, and it's precious to anyone.

5. Group work：Make a talk show.

通过两两讨论，使学生剖析人物性格，提升学生的开放性思维能力。最后结合数学学科公式形式得出如何成功从灾难中获救的秘诀。

小组选择场景演练逃生步骤，并得出关于珍爱生命的名人名言。在演练中得到提升，从故事中获得成长。

语言能力：获取信息并进行口头表达能力。

思维品质：培养多元思维和开放性思维。

学习能力：自主学习，合作学习，学会知识的归纳。

Step5

Summary

1. Show a video about Xi Jinping’s saying about natural disasters.

As President Xi said, we can’t give up and fight with disasters bravely so that we can love our lives and embrace the natural world.

通过习近平主席讲话精神，再次强调面对自然灾害应有的心态，进一步提升学生的思维品质，呼吁珍爱生命，拥抱大自然。

语言能力：整合信息，综合运用语言点的能力。

思维品质：培养多元思维和开放性思维。

Step6

Homework

LevelA: Read the whole article and remember new words and phrases.(compulsory)

LevelB: Draw a poster about how to face an earthquake. (optional)

学习能力：选择适合自己能力层次的作用。