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8A Unit 6 Natural disastersPeriod 2 Reading（1）Title(课题)Reading (1)Type(课型)NewPeriod(课时)2Supporting theories(理论支持)1.采用“三阶段六环节”教学模式，即：准备阶段（自由交谈、复习检查）、讲练阶段（导入新课、分层操练）和发展阶段（巩固发展、布置作业）。2.初中英语新课程标准要求采用活动途径，倡导体验参与。让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。采用灵活多变的教学手段，培养学生的学习兴趣。3. 新课标要求在教学过程中必须注重过程评价，促进学生发展。建立能激励学生学习兴趣和自主学习能力发展的评价体系。在英语教学过程中应以形成性评价为主，注重培养和激发学生学习的积极性和自信心。评价要有利于促进学生综合语言运用能力和健康人格的发展；促进教师不断提高教育教学水平；促进英语课程的不断发展与完善。4. 创设和谐、融洽的学习氛围，促进师生之间的情感交流。Aims and demands(教学目标)A: Knowledge (语言知识) 1. To develop a general understanding of the passage .2. To infer meaning from keywords and context.C: Feeling (情感态度)1.To know what people should do in an earthquake.2.To understand the feelings of the survivors at different stages of the earthquake.Key points and difficulties(教学重、难点)1. Learn some new words, useful phrases and sentence patterns. 2. To understand the whole passage.Teaching Methods(教学方法) Task-based approach Aids: 课前准备（教具、活动准备等）1. Get some information about the Taiwan earthquake from the Internet.2. Get some pictures about natural disasters.3. Pre-reading and learn about the main ideas. 教 学 设 计课前延伸（预习）1.听磁带，预习Reading部分的生词。（会拼写、知词义）2.朗读课文，了解大意。3.解决疑难问题。（个人思考，小组讨论，待课上求助）4.查阅与Reading（The Taiwan Earthquake）内容相关的资料，以备课上合作交流。养成自学习惯，培养自学能力 Teaching Plan (授课计划)Studying Plan(学习计划)Aims(设计意图)课内拓展 学StepWarming up1.Get the Ss to name some natural disasters.2. Let the Ss watch a video about the Taiwan earthquake Ask: What is the video about? 1.检查学生对自然灾害的了解情况。2.老师设问，导入新课。Step II Presentation(Pre-reading)1. Teach the new words. Nouns:shaking,body,fear,direction,brick,hurry,daylightVerb: scream,shake,calm,Adj:aliveAdv:wildly(With the help of some pictures.)2. Explain the context of the reading passage. (A boy called Timmy survived the earthquake.)采用相互问答或对话的形式，在语境中运用生词，激发学生兴趣，对Reading内容有进一步的感性认识。导Step IIIPractice( While-reading). Skimming1. Ask students to listen to the passage, pay attention to the pronunciation, and make some of them read the paragraphs aloud.2. Listen to the tape and judge the following statements. Write a T if it is true, write an F if it is false.(1)Timmy was walking in the street when the earthquake started.(F)(2)Timmy heard a loud noise of thunder at first.(T)(3)Animals ran wildly everywhere.(F)(4)Timmy was trapped in a dark place after the earthquake stopped.(T)(5)Timmy had nothing to eat when he was trapped under the bricks and stones.(F)(6)People found Timmy at night.(F)1. 通过对学生的听读训练，培养其搜索有用信息的能力。2. 强化听说训练，提高学生对文章细节的理解和推断能力。继续进行过程性评价。II.Scanning1. Listen to the tape again and answer the following Qs:(1)When was Timmy when the earthquake happened? (He was in a shopping center.)(2)What did he hear when it started? (He heard a big noise like thunder.)(3)What did people do after it happened? (People ran in all directions.)(4)What did Timmy do? (He tried his best to run out to the street.)(5)Where was he when the earthquake ended? (He was in a dark place.)(6)Did he survive? Could he move away? (Yes, he was alive. But he couldnt get out.)(7)Did he eat the chocolate all? Why or why not? (No, because he knew he might stay there for a long time.)(8)Did people save him at last? (Yes, they heard him and helped him out.)2. Read the passage again and complete the following passage according to the passage.Timmy is a teenager. He lives in Taiwan. He survived the e_ in 1999. He first heard a big noise in the shopping centre. It was like the noise of t_. Then the noise became really loud. It sounded like b_ under the ground. After that, pieces of glass and b_ fell down.When the noise ended, he was t_ and could not get out. A moment of f_ went through his mind. Then he tried to c_ down and s_ for help. Finally, people moved away the bricks and stones and saved him.3.Check the answers.4. Read together.尊重学生的个性差异，分层要求。在学生自学过程中，教师通过观察、询问，有计划地点拨学困生，鼓励其大胆质疑；有针对性地向优生提出深层次的问题，使他们的聪明才智得到充分发挥。练StepIVProduction(Post-reading)Aninterview1. The Ss work in groups. Suppose one of their group members is Timmy and the others are news reporters. Have an interview with Timmy. Ask him any question about his survival.2. 2.Get one of the Ss to act as Jimmy, the rest of the group ask him questions. 用英语谈论地震内容，培养学生的口语表达能力。以小组为单位，合作交流。（教师巡视、了解，点拨有困难的学生大胆开口，引导优生发挥才智。充分体现面向全体学生，注重他们整体素质的提高。）课后提升Step V Assignment1. Recite all the new words.2.Find more information about earthquakes on the Internet. 3.Retell the story of Jimmys survival to your partner after class.控制作业量，既落实双基，又重视知识面的拓宽和能力的提升。（关心学生的认知发展）6
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