外研版(2024)八年級(jí)上冊(cè)英語(yǔ)Unit6Whendisasterstrikes

教案

單元教學(xué)目標(biāo)

l.Usewordsandexpressionsintheunitto

talkaboutnaturaldisasters.

[LanguageAbilities]2.Usethepastcontinuoustensetotell

naturaldisasterstories.

3.Describewaysofsavinglives.

1.Learnaboutthehistoriceventofthe

eruptionofMountVesuviusnear

Pompeii.

[CultureAwareness]

2.Understandthepositivespiritinfaceof

disastersandshowempathyfor

survivors.

1.Inferthestorycontentandrelatednatural

disastersbasedonpicturesandtext

[QualityofThinking]information.

2.Improvelogicalandcriticalthinkingby

analyzingNiuYu'sstory.

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1.Studentswilllearntointroduceanevent

accordingtothetimeline.

[LearningAbilities]2.Studentscanenhancereading,

summarizingandself-learningabilities

throughthestudyofthetext.

[ClassHourDivision]Sixperiods

第一課時(shí)Startingout&Reading

第二課時(shí)Grammar

第三課時(shí)ListeningandSpeaking

第四課時(shí)Reading

第五課時(shí)Writing

第六課忖Presentingideas&Reflection

單元教材分析

本單元的主題為：自然災(zāi)害。該主題與課標(biāo)要求的“人與自然”

主題范疇中的“自然災(zāi)害與防范措施，人身安全與自我保護(hù)"子主題

密切相關(guān)。本單元圍繞話題disaster,學(xué)習(xí)和完成11個(gè)語(yǔ)篇，通過(guò)多

樣化的學(xué)習(xí)活動(dòng)，幫助學(xué)生全面了解自然災(zāi)害的影響與應(yīng)對(duì)措施，培

養(yǎng)他們的應(yīng)急意識(shí)和堅(jiān)強(qiáng)意志。通過(guò)學(xué)習(xí)，學(xué)生將逐步掌握應(yīng)對(duì)自然

災(zāi)害的技巧，為未來(lái)的生活安全奠定堅(jiān)實(shí)基礎(chǔ)。

Startingout：本部分通過(guò)討論神話故事中的自然災(zāi)害和人們對(duì)自然災(zāi)

害看法的變化，激活學(xué)生對(duì)自然災(zāi)害的已有認(rèn)知。

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Understandingideas:本部分的閱讀文章為《ALostCity》,講述了小

普林尼在維蘇威火出爆發(fā)中的幸存經(jīng)歷。文章通過(guò)歷史事件，揭示了

自然災(zāi)害的破壞力，并引導(dǎo)學(xué)生講述自己的自然災(zāi)害故事，培養(yǎng)他們

的反思與表達(dá)能力。

Developingideas:本部分包含聽(tīng)力和閱讀兩個(gè)模塊。聽(tīng)力部分通過(guò)討

論災(zāi)難預(yù)警，幫助學(xué)生了解如何提前應(yīng)對(duì)自然災(zāi)害；閱讀部分則講述

了汶川地震中幸存者牛錢(qián)的故事，稱贊她為“IronGirl”，激勵(lì)學(xué)生

在災(zāi)難中保持堅(jiān)強(qiáng)與勇氣。

Presentingideas:學(xué)生需要結(jié)合本單元所學(xué)內(nèi)容，設(shè)計(jì)一個(gè)關(guān)于自然災(zāi)

害的海報(bào)。通過(guò)這一任務(wù)，學(xué)生不僅能夠鞏固所學(xué)知識(shí)，還能將理論

與實(shí)踐結(jié)合，提升他們的創(chuàng)造力和應(yīng)急意識(shí)。

第一課時(shí)Startingout&Reading

TeachingObjects【教學(xué)目標(biāo)】

1.Talkaboutnaturaldisasters.

2.FindouthowPlinytheYoungersurvivedtheeruptionofMount

Vesuvius.

3.AnalysethecharacterofPlinytheYounger.

TeachingAids【教學(xué)工具】

anEnglishbook,ataperecorderandCAI

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(l)Howhaspeople'sunderstandingofnaturaldisasterschanged?

2.Letstudentssharetheanswers.

Understandingideas(1—4)

★Step2Pre-task【準(zhǔn)備任務(wù)】

Page84,1

l.Askstudentstolookatthetwopicturesandanswerthequestions.

?Whatcanyouseeinthepictures?

(DWhatdoyouthinkthelocalpeopledidinthedisaster?

③Howmightpeoplefeel?

2.Showthewordsandexpressionstohelpstudents.

shakeearthdarkcloudspreadturninto

smokecallcryshoutshockedhopefear

3.Letstudentssharetheanswers.

Answers:1.1canseeavolcanoerupting.Thedarkcloud,smokeanddust

coveredthesky.2.Thelocalpeopleshoutedandcried,andtriedto

escapetoasafeplace.3.Theymightbeshockedbytheeruption.They

mightloseallhopeandbefulloffear.

Backgroundinformation

PlinytheYounger“小普林尼”，是古羅馬時(shí)期的一位作家、律師和

政治家，以其書(shū)信集而聞名，這些書(shū)信提供了有關(guān)古羅馬社會(huì)、文化

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和政治生活的珍貴資料。

MountVesuvius維蘇威火山位于意大利南部那不勒斯灣東海岸，是歐

洲大陸唯一的活火山，被譽(yù)為“歐洲最危險(xiǎn)的火山”。維蘇威火山

最著名的一次噴發(fā)是公元79年的大噴發(fā)，其火山灰、火山礫迅速掩

埋龐貝古城，城市瞬間被摧毀，約1.6萬(wàn)人死亡。

Pompeii龐貝古城位于意大利南部那不勒斯附近、維蘇威火山西南腳

下。公元79年8月24日，維蘇威火山突然噴發(fā)，火山灰和火山礫

迅速將其掩埋。約90%居民及時(shí)撤離，可城市仍被摧毀，在地下沉

睡約1600年。如今，古城遺址完整保留街道、房屋、公共建筑、藝

術(shù)品等眾多遺跡，是研究古羅馬社會(huì)生活、文化藝術(shù)、建筑風(fēng)格、

社會(huì)結(jié)構(gòu)和文化習(xí)俗的重要窗口。

根據(jù)背景推斷，本文應(yīng)選自當(dāng)時(shí)約17歲的小普林尼在經(jīng)歷了維蘇威

火山噴發(fā)事件后，寫(xiě)給歷史學(xué)家塔西佗的兩封信中的一封。

★Step3While-task【過(guò)程任務(wù)】

Page84,2

l.AskstudentstoreadtherecordofPlinytheYoungerandfindouthow

hesurvivedtheeruptionofMountVesuvius.

2.Checktheanswerwiththeclass.

Answe亡Plinyandhismotherlefttheirtownwhentheearthquakestarted.

Theytriedtoescapeonacrowdedroad.Adarkcloudcoveredthesky,

andashfelleverywhere.Plinystayedwithhismotheranddidnotleave

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her.Theywalkedthroughthesmokeandash.Afterascarynight,thesun

cameback,andtheyweresafebutcoveredinash.

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l.Askstudentstochoosethebestsummaryofthepassage.

2.Checktheanswerwiththeclass.

Answer:a

Page86,4

l.Askstudentstocompletethetimelinewiththewordsandexpressions

fromthepassage.

2.Checktheanswerwiththeclass.

Answe亡①shook?shocking③spread?smoke⑤crying

?shouting⑦h(yuǎn)ope⑧fear

★Step4Post-task（后續(xù)任務(wù)】

Page86,Thinkandshare

l.Askstudentstothinkaboutthefollowingquestions:

①WhatdoyouthinkofPlinytheYounger?

②WhatelsedoyouknowaboutthedisasterinPompeii?

2.Givesomepromptstothestudents.

3.Letsomestudentssharetheiranswers.

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★Step5Languagepoints【語(yǔ)言要點(diǎn)】

Litbegantomovefromsidetoside.

fromsidetoside意為“從一邊到另一邊”，在文中指“左右搖晃

例如：

Hiseyesmovedfromsidetoside,scanningtheroom.他的眼睛從這邊看

到那邊，掃視著整個(gè)房間。

Markshookhisheadfromsidetoside.Mark搖了搖頭。

2.Mymotheraskedmetocontinuewithouther,butIrefusedtoleave

herbehind.

(1)refusetodo意為"拒絕做"。例如：

Herefusedtoanswerthequestion.他拒絕回答那個(gè)問(wèn)題。

(2)leavesb/sthbehind意為“把某人(物)留在某處為例如：

Didanyoneleaveacupbehindlastnighl?昨晚有哪位忘傳記拿杯子了

嗎？

Theyleftthekeybehind.他們忘記帶鑰匙了。

3.Theairwasthickwithsmokeandashbegantofallinheavy

showers.

bethickwith…意為"充滿了……”，但根據(jù)語(yǔ)境的不同，可以有不同

的理解。例如：

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Thewallswerethickwithivy.墻上爬滿/常春藤。

Theroomwasthickwithtension.房間里彌漫著緊張的氣氛。

★Step6Summary【課堂小結(jié)】

Askstudentstousethestudents'self-assessmentformtocheckwhat

theyhavelearnedinthislesson.

1cantalkaboutnaturaldisasters.

IcanfindouthowPlinytheYounger

survivedtheeruptionofMountVesuvius.

IcananalysethecharacterofPlinythe

Younger.

★Step7Homework【家庭作業(yè)】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents'book.

Teachingreflection【教學(xué)反思】

Inthislesson,studentsreadaboutPlinytheYoungerandhowhe

survivedtheeruptionofMountVesuvius.Theypracticedanswering

questionsandsummarizingthestory.Moststudentsunderstoodthemain

events,butsomestudentsfoundthevocabularyabitdifficult.Nexttime,

Iwillpre-teachkeywordslike“eruption"and"ash"tohelpthem.The

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timelineactivityworkedwell,butIwilladdmorevisualstomakeit

easie匚Overall,studentswereengagedandlearnedabouthistorical

disasters,butIneedtoprovidemoresupportforweakerlearners.

第二課時(shí)Grammar

TeachingObjects【教學(xué)目標(biāo)】

1.Mastertheusageofpastcontinuoustense.

2.Distinguishbetweenpastcontinuoustenseandpastsimpletense.

3.Tellastoryaboutanaturaldisaster.

TeachingAids(教學(xué)工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學(xué)步驟】

★Step1Leadin【導(dǎo)入】

l.Askstudentstoreadthesentencesfromthereadingpassageandpay

attentiontotheboldwords.

(a)Thatnight,Iwassleepingwhenthegroundshookveryhard.

(b)Wemovedonwhilethecloudwasspreadingoverthelandlikea

flood.

2.Thenaskstudentstoanswerthequestion.

今Whattensearethey?

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3.Askstudentstofindmoresentenceswiththesestructuresinthereading

passage.

4.Checktheanswerswiththeclass.

Answers:1.MymotherandIwerestayinginatownnearPompeii.2.All

aroundus,womenwerecalling,childrenwerecryingandmenwere

shouting.3.Peopleweretryingtofindtheirfamiliesinthedark.

Understandingideas(5-8)

★Step2Grammarfocuslearning［語(yǔ)法學(xué)習(xí)】

過(guò)去進(jìn)行時(shí)

一、含義

一般來(lái)說(shuō)，要表示過(guò)去某個(gè)時(shí)刻或某一時(shí)段正在進(jìn)行的動(dòng)作，我

們常使用過(guò)去進(jìn)行時(shí)。

E.g.—Whatwereyoudoingat7amyesterday?昨天早上7點(diǎn)你在做

什么？

一Iwashavingbreakfast.我在吃早餐。

二、常用的時(shí)間狀語(yǔ)

常和過(guò)去進(jìn)行時(shí)連用的時(shí)間狀語(yǔ)有:then,atthis/thattime,yesterday,

at...lastnight等。

E.g.Iwasreadingabookatthattime.

Wewerehavingapartyatninelastnight.

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Youweresleepingthen.

Theywereplayingbasketballat4pmyesterday.

三、構(gòu)成形式

1.肯定句

主語(yǔ)+was/were+動(dòng)詞現(xiàn)在分詞+其它

E.g.Alicewassittingwithhersisterbytheriver.

Theywerehavingateapartyinthegarden.

2.否定句

主語(yǔ)+was/werenot+動(dòng)詞現(xiàn)在分詞+其它

E.g.Iwasn'treadingabookatthattime.

Weweren'thavingapartyatninelastnight.

3.一般疑問(wèn)句及其回答

—Was/Were+主語(yǔ)+動(dòng)詞現(xiàn)在分詞+其它？

—Yes,主語(yǔ)+was/were./No,主語(yǔ)+was/werenot.

E.g.一Wereyoureadingabookatthattime?

一Yes,Iwas./No,Iwasnot.

—Wereyouhavingapartyatninelastnight?

一Yes,wewere./No,wewerenot.

一、區(qū)分過(guò)去進(jìn)行時(shí)與一般過(guò)去時(shí)

這兩種時(shí)態(tài)雖然都表示過(guò)去發(fā)生的事情，但是過(guò)去進(jìn)行時(shí)強(qiáng)調(diào)過(guò)

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去某一時(shí)刻或時(shí)段正在進(jìn)行或持續(xù)的動(dòng)作;一般過(guò)去時(shí)表示過(guò)去的時(shí)

間里所發(fā)生的動(dòng)作，所表示的動(dòng)作往往已經(jīng)完成。

E.g.Laurawasreadinganovelateighto'clocklastnight.昨晚8點(diǎn)Laura

在看小說(shuō)。

Laurareadanovellastnight.昨晚Laura看了一本小說(shuō)。

【注意】過(guò)去進(jìn)行時(shí)還可以和when,while,as引導(dǎo)的表示過(guò)去的時(shí)間

狀語(yǔ)從句連用，形成復(fù)合句。請(qǐng)看例句：

(1)Oneday,whenHenrywasworkinginarestaurant,asnakesuddenly

appeared.一天，當(dāng)Henry正在餐館里工作時(shí)，一條蛇突然鉆了出來(lái)。

(2)Whilepeoplewerewaitingforthetrafficlights,acarsuddenly

appearedroundthecomer.就在人們等待紅綠燈的時(shí)候，一輛汽車(chē)突然

從拐角處駛出。

(3)Asthedoctorswerecheckinghim,thepaingotworse.醫(yī)生給他做檢

查時(shí)，疼痛加劇了。

五、When和While引導(dǎo)的從句與過(guò)去進(jìn)行時(shí)連用的幾種情況

1.when所引導(dǎo)的時(shí)間狀語(yǔ)既可以指時(shí)間點(diǎn)，也可以指時(shí)間段;while

所引導(dǎo)的時(shí)間狀語(yǔ)只指時(shí)間段。因此，在when引導(dǎo)的時(shí)間狀語(yǔ)從句

中，動(dòng)詞可以是終匚性動(dòng)詞，也可以是延續(xù)性動(dòng)詞;而在while引導(dǎo)的

時(shí)間狀語(yǔ)從句中，動(dòng)詞必須是延續(xù)性動(dòng)詞。

E.g.Theyarrivedwhilewewerehavingdinner.我們吃飯的時(shí)候他們到

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了。

這句話還可以寫(xiě)成:Theyarrivedwhenwewerehavingdinner.

2.由when引導(dǎo)的時(shí)間狀語(yǔ)從句，如果主句用過(guò)去進(jìn)行時(shí)、從句用一

般過(guò)去時(shí)，表示一個(gè)動(dòng)作止在進(jìn)行的時(shí)候另一個(gè)動(dòng)作（突然）發(fā)生了,

強(qiáng)調(diào)后一動(dòng)作發(fā)生的突然性。

E.g.Weweretalkingwhentheteachercamein.我們正在講話，老師（突然）

進(jìn)來(lái)了。

該句也可以用while表達(dá)，但與用when表達(dá)有細(xì)微的區(qū)別，請(qǐng)注意

體會(huì)：

Whileweweretalking,theteachercamein.我們正在講話的時(shí)候，老師

進(jìn)來(lái)了。（只表明老師進(jìn)來(lái)的事實(shí)，不強(qiáng)調(diào)突然性）

3.當(dāng)主句和從句的動(dòng)作都是延續(xù)的或同時(shí)發(fā)生的，兩句都用過(guò)去進(jìn)行

時(shí)的時(shí)候，

多用while引導(dǎo)。

E.g.Theyweresingingwhileweweredancing.他們?cè)诔?，我們?cè)谔琛?/p>

★Step3While-task［過(guò)程任務(wù)】

Page87,6

l.Askstudentstocompletethesentenceswiththecorrectformofthe

verbsinbrackets.

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2.Checktheanswerswiththeclass.

Answers:①weresleeping②werewalking③wasblowing

④wasspreading,covered

Page87,7

l.Askstudentstocompletethepassagewiththecorrectformoftheverbs

inbrackets.

2.Checktheanswerswiththeclass.

Answers:①waswaiting②heard③werecalling?became⑤

started

?stopped?sang⑧waslistening

★Step4Post-task【后續(xù)任務(wù)】

l.Askstudentstotellastoryaboutanaturaldisaster.

2.Askstudentstousethewordsandexpressionsfromthereadingpassage.

Thenshowanexampletothem.

令Whatwasthedisaster?

。Whendidithappen?

令Wheredidithappen?

Whowasthere?

。Howdiditdevelop?

今Whatdidpeopledo?

第15頁(yè)共33頁(yè)

令Howdidpeoplefeel?

令Whathappenedafterthedisaster?

3.Showtheusefulexpressionstohelpthemtoorganisetheirideas.

Usefulexpressions:

令I(lǐng)twasaterrible...

。A(n)...happenedin...

令Buildingsandroadswere...

令Peoplewere...

令Thecauseof...was..

。..peoplelosttheirlives.

令...peoplewereinfluencedand...homeswerebroken.

4.Choosesomestudentstosharetheirstories.

★Step5Summary【課堂小結(jié)】

Askstudentstousethestudents9self-assessmentformtocheckwhat

theyhavelearnedinthislesson.

Iknowtheusageofpastcontinuous

tense.

Icandistinguishbetweenpast

continuoustenseandpastsimple

tense.

Icantellastoryaboutanatural

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disaster..

★Step6Homework【家庭作業(yè)】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents9book.

Teachingreflection【教學(xué)反思】

Inthisgrammarclass,usingsentencesfromtextsaboutnatural

disastershelpedstudentsunderstandthegrammarincontext.The

exercisesletthemapplywhattheylearned,andsomeshowed

progress.However,notallstudentstookpartinactively.Ineedmore

activitiestogeteveryoneinvolved.Thestory-tellingtaskwastoohardfor

somestudents.Ishouldoffermorehelpinthefuture.

第三課時(shí)ListeningandSpeaking

TeachingObjects【教學(xué)目標(biāo)】

1.Understandthelisteningmaterialandgraspthekeyinformation.

2.Pronounce/br/and/fr/correctlyandreadwordscontainingtherelated

lettercombinationscorrectly.

3.Talkaboutwhatyouhavelearntaboutdisasterwarningsinthissection.

TeachingAids［教學(xué)工具】

anEnglishbook,ataperecorderandCAI

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TeachingSteps【教學(xué)步驟】

★Step1Leadin［導(dǎo)入】

l.Showthepictureonpage89tostudents,thenaskthemtoanswerthe

question.

。Whatdothesepicturesshow?

令Whatdoyouknowaboutdisasterwarning?

2.Letsomestudentssharetheanswers.

Answers:1.Thesetwopicturesshowthewarningdevicesfornatural

disasters.2.Thedisasterwarningisasystemthathelpspeopleknowthe

naturaldisastersbeforetheyhappen.Ithelpspeoplegainmoretimeto

makepreparationsforthedisasters.

★Step2Pre-task【準(zhǔn)備任務(wù)】

Chinaisoneofmanycountrieswithdisasterwarningsystems.The

governmentcanwarnpeoplewithtextmessages,TVprogrammesand

onlinenotices.Incommunities,loudalarmsgooff.Warningtimesfor

stormsinChinahavebeenincreasedto42minutes,withmorethan90%

beingcorrect.

★Step3While-task【過(guò)程任務(wù)】

Page89,1

l.AskstudentstolistentotheradioandchoosehowTillySmithsaved

第18頁(yè)共33頁(yè)

lives.

2.Checkanswerswiththeclass.

Page90,2

l.Askstudentstolistenandcorrectthemistakesinthehost'snotes.Cross

outthe

mistakesandwritethecorrectwords.

2.Checkanswerswiththeclass.

Page91,3

l.Askstudentstolistentotheconversationandfillinthechartaboutthe

app.

2.Checkanswerswiththeclass.

Page91

l.Askstudentstolistenagain.Thentalkabouthowtheappisintroduced.

2.Checkanswerswiththeclass.

★Step4Post-task【后續(xù)任務(wù)】

Phoneticsinuse

l.Letstudentsreadthewordsonpage89freely,andthenaskthemtopay

attentiontotheboldletters.

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2.Playtherecordingandaskstudentstorepeatthem.

3.Tellthekeypointsofthepronunciationof/br/and/fr/andgivea

correctdemonstration.

4.Havestudentsreadthewordstogether.

5.Ifpossible,providemoretargetlanguagematerialsforstudentsto

practise.

Page91,4

l.Askstudentstoworkingroupsandchooseapieceoflife-saving

technologyandintroduceit.Domoreresearchifnecessary.

2.Showanexampletostudents.

3.Letstudentstalkaboutwhattheyhavelearntaboutdisasterwarningsin

thissection.

★Step5Summary【課堂小結(jié)】

Askstudentstousethestudents5self-assessmentformtocheckwhat

theyhavelearnedinthislesson.

Tcanunderstandthelisteningmaterial

andgraspthekeyinformation.

Icanpronounce/br/and/fr/correctly

andreadwordscontainingtherelated

lettercombinationscorrectly.

第20頁(yè)共33頁(yè)

IcantalkaboutwhatIhavelearnt

aboutdisasterwarningsinthis

section.

★Step6Homework【家庭作業(yè)】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents5book.

Teachingreflection【教學(xué)反思】

Inthisclass,studentswereinterestedinlearninghowTillySmith

savedlives.Thelisteningtasks,suchaschoosingthecorrectanswerand

correctingmistakes,helpedthempracticelisteningskills.Groupworkon

introducinglife-savingtechnologyencouragedthemtospeakEnglishand

cooperate.However,whenstudentstalkedaboutwhattheylearned,some

studentscouldn'texpresstheirideasclearly.Nexttime,Iwillprovided

moresentencepatternsandlanguagesupport.

第四課時(shí)Reading

TeachingObjects【教學(xué)目標(biāo)】

1.LearnaboutNiuYu'sstory.

2.UnderstandthemeaningsofthetitleIrongirl.

3.TalkaboutwhatyoucanlearnfromNiuYu.

第21頁(yè)共33頁(yè)

TeachingAids【教學(xué)工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps［教學(xué)步驟】

★Step1Leadin【導(dǎo)入】

l.Playavideoaboutthe2008Wenchuanearthquake,thenaskstudentsto

answerthequestion.

令Doyouknowwhathappenedin2008?

令Whatdoyouknowaboutthatearthquake?

2.Letstudentssharetheanswerandleadtotheearthquaketopic.

★Step2Pre-task【準(zhǔn)備任務(wù)】

l.Showthepicturesonpage92and93tostudents,thenaskthemto

answerthequestions.

①Whatisthesculpturebuiltfor?

②Whatdoyouthinkoftheyoungwoman?

③Whatmayhavehappenedtoher?

2.Showthewordstohelpstudents.

confidentearthquakedisastercomeoutsupportencourage

survivorlookforwardbravecouragebreakone'sdream

3.Letstudentssharetheanswers.

第22頁(yè)共33頁(yè)

★Step3While-task［過(guò)程任務(wù)］

Page92,2

Askstudentstoreadthepassageandchecktheiranswers.

Answers:1.Thesculptureisbuilttorememberthe2008Wenchuan

earthquake.Itservesasareminderofthedisaster.

2.1thinktheyoungwomanisconfidentandbrave.

3.Thegirlmighthavelostherrightlegintheearthquake,whichbroke

herdreamofbecomingadancerorarunner.Butherfamilyandfriends

helpedhercomeoutoftheshadow,andsheencouragedothersurvivors

tolookforwardtothefuture.

Page94,3

l.AskstudentstocompletethechartaboutNiuYu'sstoryusingthewords

andexpressionsfromthepassage.

2.Letstudentssharetheanswers.

Answers:①earthquake?comfortable③cameout?encouraging

words

?encourages?brave⑦courage

Page94,4

1.Askstudentstoanswerthequestions.

第23頁(yè)共33頁(yè)

①Whatdoesthetitlemean?

②Whatdoestheexpression“cameoutfromtheshadows"mean?

③WhatisthemeaningofNoraEphron'swords?

2.Letstudentssharetheanswers.

3.Checktheanswerswiththeclass.

Answers:①Thetitlehasdoublemeanings.First,itreferstoNiuYu's

artificialleg.Second,itshowsthatNiuYu'sbraveryandconfidenceare

asstrongasiron.

②hmeansNiuYustoppedhidingandbecameconfident.Shefacedher

fearsandlivedopenly.

(3)NoraEphron'swordsmeanthatweshouldtakecontrolofourlives,

facechallengesbravely,andbethemaincharacter(heroine)ofourown

story,ratherthanseeingourselvesaspeoplewhoarecontrolledby

circumstances.

★Step4Post-task(后續(xù)任務(wù)】

Page94,Thinkandshare

l.Askstudentstothinkandshare:

①WhatmightbethereasonforNiuYutostophidingherleg?

②Whatdoyouthinkisimportantforthesurvivorsofnaturaldisastersto

getbacktotheirlives?

2.Givestudentssomeprompts.

第24頁(yè)共33頁(yè)

3.Letsomestudentssharetheiranswersandchecktheanswerswiththem.

★Step5Languagepoints【語(yǔ)言要點(diǎn)】

l.Withthesupportofherfamilyandfriends,NiuYuslowlycameout

fromtheshadows.

comeout在此處意為“從困境、黑暗或消極狀態(tài)中解脫出來(lái)，重新恢

復(fù)積極的狀態(tài)例如：

Aftermonthsoftherapy,shefinallycameoutofherdepressionand

startedenjoyinglifeagain.經(jīng)過(guò)幾個(gè)月的治療，她終于從抑郁中走出來(lái),

重新開(kāi)始享受生活工

Ittookyearsofhardworkforhimtocomeoutasasuccessful

entrepreneur.經(jīng)過(guò)多年的努力，他才成為一名成功的企業(yè)家。

2.Shecompletedthehard10-yearjourneyoffindingherselfagain.

findoneself在這里意為“重新找回自我，明確自己的身份、價(jià)值觀和

目標(biāo)”。

例如：

Afteryearsofsoulsearching,hefinallyfoundhimselfandhistrue

passionforart.經(jīng)過(guò)多年的心靈探索，他終于重新找回自我，并發(fā)現(xiàn)了

自己對(duì)藝術(shù)的熱愛(ài)。

Travellingaloneforthefirsttimehelpedhertofindherselfandgaina

senseofindependence.第一次獨(dú)自旅行幫助她找到了自我，并獲得了

第25頁(yè)共33頁(yè)

獨(dú)立感。

3.Butweshouldalwaysfaceitwithcourage.

在這里，face作為動(dòng)詞，意為“正視，面對(duì)，接受”。例如：

Shedecidedtofaceherfearsandmeetthechallenge.她決定面對(duì)自己的

恐懼，迎接挑戰(zhàn)。

Theworkershavegainedthecouragetofaceanuncertainfuture.工人們

獲得了勇氣去面對(duì)不確定的未來(lái)。

4.AsthewriterNoraEphrononcesaid:"Aboveall,betheheroineof

yourlife,notthevictim.”

(1)諾拉?艾芙隆(NoraEphron),美國(guó)作家、編劇、導(dǎo)演、制作人。

(2)此處aboveall(else)意為“最重要的是”。例如：

Janeishard-working,cheerful,andaboveallhonest.

Jane工作努力，性格開(kāi)朗，最重要的是，她為人誠(chéng)實(shí)。

Aboveall,thisansweriscorrect.最重要的是，這個(gè)答案是正確的。

★Step6Summary【課堂小結(jié)】

Askstudentstousethestudents'self-assessmentformtocheckwhat

theyhavelearnedinthislesson.

IknowaboutNiuYu'sstory.

Icanunderstandthemeaningsofthe

第26頁(yè)共33頁(yè)

titleIrongirl.

IcantalkaboutwhatIlearnfromNiu

Yu.

★Step7Homework（家庭作業(yè)】

1.Reviewthewordsandsentences.

2.Dotheexercisesinstudents9book.

Teachingreflection【教學(xué)反思】

ThislessonfocusedonNiuYu'sinspiringstory.Studentspracticed

readingcomprehensionandlearnednewvocabulary.Somestudentshad

difficultywithunderstandingdeepermeanings,like"cameoutfromthe

shadows.^^Nexttime,Iwillusesimplerexamplestoexplainsuchphrases.

Groupdiscussionshelpedstudentssharetheirthoughts,butquieter

studentsneedmoreencouragement.Overall,thelessonwasengaging,but

Tneedtofindbetterwaystohelpstudentsgraspchallengingideas.

第五課時(shí)Writing

TeachingObjects【教學(xué)目標(biāo)】

1.Writeanotherheart-warmingstoryafteranaturaldisaster.

2.Shareyourstorywiththeclass.

第27頁(yè)共33頁(yè)

TeachingAids【教學(xué)工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps［教學(xué)步驟】

★Step1Leadin【導(dǎo)入】

1.Showsomeheart-warmingpicturesofthepost-disasterssituations,

suchasrescueworkershelpingvictimsandvolunteersdistributing

supplies.

2.Askstudentstoanswerthequestion.

。Haveyoueverheardanyheart-warmingstoriesafternatural

disasters?

★Step2Pre-task【準(zhǔn)備任務(wù)】

l.Askstudentstoplantheirstorieswiththehelpofthequestions.

①Whatwasthenaturaldisaster?

(2)Whenandwheredidithappen?

③Whowentthroughthedisaster?

@Howdidthepersoncomeoutfromtheshadowsofthedisaster?

⑤Whatweresometouchingmoments?

⑥Howistheperson'slifenow?

?Whatwasthenaturaldisaster?

第28頁(yè)共33頁(yè)

★Step3While-task［過(guò)程任務(wù)］

l.Askstudentstowritethestory.

2.Emphasizetheuseofappropriatevocabularyandexpressions.

3.Showstudentsanexample.

Possibleanswe亡Lastsummer,afloodhitasmallvillageinJuly.Aboy

namedTomandhisneighborsexperiencedthisdisaster.Thefloodruined

housesandfields,leavingTomanxiousashishomewasdestroyed.

Rescueteamsarrivedpromptlyaftertheflood,bringingfood,water,

andclothes.Volunteersaidedinrebuilding.Atouchingmomentcame

whenanoldmansharedhislastbreadwithTom.Neighborsworked

togethertocleanthevillage.Movedbytheirkindness,Tomalsojoinedin

helpingothers,andthevillagegraduallyrevived.

Now,newhousesstandinTom'svillage,andpeople'slivesreturnto

normal.Tomstudiesharderandoftenhelpsothers.Thisstorytellsusthat

loveandunitywarmheartscanhelpovercomedifficultiesduring

disasters.

★Step4Post-task【后續(xù)任務(wù)】

l.Askstudentstochecktheirrulelistsasfollows.

。DidyouincludethestructureinStep2?

。Didyouusethewordsandexpressionsfromthereadingpassage?

今Didyougiveyouropinionaboutgettingbacktooneselfaftera

第29頁(yè)共33頁(yè)

disaster?

2.Letsomestudentssharetheirstorieswiththeclass.

★Step5Summary【課堂小結(jié)】

Askstudentstousethestudents*self-assessmentformtocheckwhat

theyhavelearnedinthislesson.

Icanwriteanotherheart-warmingstory

afteranaturaldisaster.

Icansharemystorywiththeclass.

★Step6Homework【家庭作業(yè)】

Furtherpolishyourwritingaccordingtotheevaluationcriteria.

Teachingreflection【教學(xué)反思】

Inthiswritingclass,usingthequestionswashelpful.Studentscould

plantheirstoriesmoreeasilywit