PAGE第1頁共5頁Book3Unit2NaturaldisastersReading1一、教學目標Bytheendofthissection,studentswillbeableto:1.readtwonewsreportsabouthowdisasterpreparationhashelpedsavelives;2.findgoodqualitiesofpeopleinthenewsinfaceofanaturaldisaster;3.pointoutthestructureandlanguagecharacteristicsofthenewsreports;4.understandthesignificanceofmakingpreparationsforanaturaldisaster.二、教學重難點1.Toreadandunderstandthenewsreports;2.Toraiseawarenessofthesignificanceofpreparationsforanaturaldisaster.三、教學過程步驟教學活動設計意圖互動時間/模式Pre-readingStep1Theteacherhasafreetalkwithstudentsaboutnaturaldisasters.Ifpossible,theteachercanshowsomepictures.1.Asweknow,therearedifferenttypesofnaturaldisasters.Iftheyhappen,whatimpactwillnaturaldisastersbringtousandourlives?2.Cannaturaldisastersbeprevented?3.Isthereanythingwecandowhentheyhit?激發(fā)興趣，自然引出學習任務。2’IndividualWorkGroupWorkStep2Theteacherhasstudentssharetheirpreviousknowledgeofthesignsofanaturaldisasterandmeasurestakeninanaturaldisaster.ThetwoquestionsareonPage16.1.Whatdoyouknowaboutthesignsofanaturaldisaster?2.Whatwouldyoudoduringanearthquake?激活學生與主題相關的背景信息和閱讀興趣，為后續(xù)活動埋下伏筆。3’IndividualWorkGroupWorkWhile-readingStep3ThefirstreadingBeforereading,theteacherguidesstudentstolookthroughA1andfocusonthe“When,Where,What,HowandWhy”information.StudentsfinishA1onPage18byskimmingthereports.Whencheckinganswers,theteachercanhelpstudentsunderstandsomenewwordsandlistthemontheblackboard.應用跳讀策略，進行整體閱讀，把握文章大意與行文思路。5’IndividualWorkClassWorkStep4Theteacherguidesstudentstogetthegeneralideaofnewsreportswithinashorttimeandsummarizesthestructuralfeaturesofanewsreport.指導學生總結新聞報道文本的結構特征。2’IndividualWorkClassWorkStep5ThesecondreadingTheteacherasksstudentstoreadthetextcarefullyagain.StudentslocatedetailedinformationbyscanningthetwonewsreportsandfinishA2onPage18.1.HowmanydeathsandinjuriesdidtheearthquakecauseinFalmont?2.WhydidMissBrownquicklyopentheclassroomdoor?3.WhatdidSabrinanoticeabouttheseawater?4.Whatwasherparents’firstreactionwhenSabrinawarnedthemoftheapproachingtsunami?Whilereading,studentsareencouragedtouseadictionaryiftheycomeacrossanynewwords.Theteachercanhelpstudentsunderstandsomenewwordsandexpressionsandlistthemontheblackboard.通過查讀，進一步梳理細節(jié)信息，理清行文脈絡。5’IndividualWorkClassWorkStep6ThethirdreadingStudentsreadthroughthetwonewsreports,andanswerquestionsasfollows:Newsreport11.Whatwastherightactionduringtheearthquake?2.HowdidMissBrown’sstudentsexittheclassroom?3.Whatmadethestudentsremaincalmduringtheearthquake?Newsreport21.HowmanypeoplediedduringthetsunamionGoldshoreBeachon20December?2.HowdidSabrinaknowabouttsunami?3.Whatdoestheauthormeanbysaying“…,butshesoonkeptherhead”?4.WhatwerethechangesofSabrina’semotioninthewholeevent?Theteacherinspiresstudentstousenewvocabularywhensharinganswersinclass.通過分析兩篇新聞報道中更多的細節(jié)問題，加深學生對文本內容——自然災害所帶來的后果及逃生方法的了解。同時，引導學生在具體語境中運用生詞回答問題，鞏固新知。8’IndividualWorkClassWorkStep7PuttingwhathasbeenlearntintopracticeStudentsputtheactionstakenbefore,duringandafteranaturaldisasterinacorrectorderandpracticesafetyproceduresundertheteacher’sinstruction.通過排序練習及隨堂模擬逃生過程，在鞏固新知的同時，激發(fā)學生對逃生方法的探究熱情。5’GroupWorkClassWorkStep8ThefourthreadingStudentsreadthetextagainanddiscussthepersonalitiesofthetwocharactersinthenewsreportsandthedecisivefactorleadingtopeople’slivesbeingsavedfromnaturaldisastersbyansweringthefollowingquestions.1.WhatpersonalitiesdidMissBrownandSabrinashowinthedisaster?Usedetailsfromthenewsreportstosupportyouropinion.2.Whatexactlyhavehelpedsavedlivesinthesetwonewsreports?通過深度分析兩篇新聞報道中的主人公的性格特征和人們成功自救或得救的直接原因，讓學生深度理解并真正認同逃生方法的重要性，為后續(xù)教學活動做鋪墊。5’GroupWorkClassWorkPost-readingStep9Studentsanswerthefollowingquestionsingroups.1.Whatcanyoulearnfromthesetwonewsreports?2.Whatcanbedonetoprepareforanaturaldisaster?Studentssharetheirunderstandingofthetwonewsreportsfromdifferentaspects,likepreparationstomakeforanaturaldisaster,rolemodelsmentionedinthenewsreports,andtheirstrongdesiretoknowmoreaboutpreparationsfornaturaldisasters.通過討論與分享，再次提升學生對應對自然災害的準備的重要性的認識。8’GroupWorkClassWorkHomework1.WriteanoutlineofthetwonewsreportsaccordingtothetableinA1byusingthenewwordslikeatlarge,signal,exit,arollcall,confirm,safeandsound,occ