资源简介

(共28张PPT)
教材：新外研版英语教材
年级：八上
课型：读写课第一课时
Unit 6 When disaster strikes
Reading for writing
Reading for writing
CONTENTS
1
Teaching Principles
5
Teaching Reflection
2
General Introduction
3
Teaching Procedures
4
Blackboard Design
English Subject
Core Competencies
English Curriculum Standards
Activity-Based English
Learning Approach
Learning and Understanding
Applying and Practicing
Transferring and Creating
English Subject Core Competencies
Language Ability
Learning Ability
Cultural Awareness
Thinking Capacity
Teaching Principles
General Introduction
Teaching Procedures
Blackboard Design
Teaching Reflection
Big question: How do we face, survive, and rebuild after disasters
Project
Section B
Understanding the Sources of Happiness
运动能让我们身心健康，更让我们发现自我、挑战自我、超越自我。
Period 6
Reading for writing:
Read “Iron girl” and think about how survivors overcome trauma and rebuild their lives.
Period 7
Reading for writing:
Complete a heart-warming story about recovery and resilience after a natural disaster.
Sub-theme: Understand that technology, warning systems, and community support are vital in disaster response and recovery.
Section A
Understanding Happiness
Period 1
Starting out:
To activate students’prior knowledge about natural disasters.
Period 2-3
Understanding ideas:
Read “A lost city” and analyze how people experience and survive disasters.
Period 4-5
Developing ideas:
Listen and discuss how disaster warnings and technology can save lives.
Period 8
Presenting ideas:
Work in groups to create a poster about a natural disaster.
Sub-theme: Recognize that natural disasters are powerful , but human resilience can mitigate their impact.
Value Statement: Human courage and support enable us to face disasters and rebuild with hope.
Teaching Principles
General Introduction
Teaching Procedures
Blackboard Design
Teaching Reflection
Analysis of the Text
After losing a leg in the 2008 earthquake, Niu Yu overcame pain, ran a marathon, and now inspires others online, teaching us to be the heroes of our own lives.
Teaching Principles
General Introduction
Teaching Procedures
Blackboard Design
Teaching Reflection
Thematic Category:
Man and Self
Theme and Content
Structure:
Teaching Principles
General Introduction
Teaching Procedures
Blackboard Design
Teaching Reflection
Introduction
Recovery
Niu Yu’s life Now
Comments
Ways and Methods
Teaching Principles
General Introduction
Teaching Procedures
Blackboard Design
Teaching Reflection
To teach them that facing pain with courage is the first step to overcome it.
To highligh the unit’s theme that courage and support enable us to face disasters.
Meaning and Value
Analysis of Students
Strengths
interested in the topic
equipped with topic words
autonomous learning ability
Weaknesses
hard to integrate knowledge
insufficient critical thinking skills
Solutions
peer cooperation
scaffolding
Students
Teaching Principles
General Introduction
Teaching Procedures
Blackboard Design
Teaching Reflection
Teaching Objectives
迁移创新
应用实践
学习理解
1. Students will be able to identify the key events in Niu Yu's life.
2. Students will be able to discuss the reasons for Niu Yu's transformation and the important factors that help survivors recover.
3. Students will be able to make a poster about Niu Yu’s life.
Teaching Principles
General Introduction
Teaching Procedures
Blackboard Design
Teaching Reflection
Teaching Key Points & Difficulties
Teaching Key Points:
To let students learn about ther journey and the disaster.
Teaching Difficulties:
To guide students to think how a person can change from being a "victim" of a disaster to becoming the "hero" of their own life.
Teaching Principles
General Introduction
Teaching Procedures
Blackboard Design
Teaching Reflection
Teaching Methods
Situational Language Teaching Method
Activity-Based Language Teaching Method
Communicative Approach
Learning Methods
Cooperative Learning Method
Inquiry-Based Learning Method
Teaching Principles
General Introduction
Teaching Procedures
Blackboard Design
Teaching Reflection
Activity 1: Lead-in
Teaching Objectives：
To introduce the concept of an "ordinary hero" and stimulate discussion about heroism.
Evaluation Criteria：
Students can express a simple opinion on whether an ordinary person can be a hero and give a reason.
学习理解类
应用实践类
迁移创新类
Activity 2: Lead-in
Teaching Objectives：
To introduce the concept of an "ordinary hero" and stimulate discussion about heroism.
Evaluation Criteria：
Students can express a simple opinion on whether an ordinary person can be a hero and give a reason.
学习理解类
应用实践类
迁移创新类
学习理解类
应用实践类
迁移创新类
Activity 3: Pre-reading
Teaching Objectives：
To activate prior knowledge and prepare for reading by identifying text type and predicting content.
Evaluation Criteria：
Students can correctly identify the text type (Biography) and match the main ideas to the overall structure.
学习理解类
应用实践类
迁移创新类
Activity 4: Pre-reading
Teaching Objectives：
To find out the writing techhniques writer used in the passage.
Evaluation Criteria：
Students can find out the time and talk about what happened in each year.
学习理解类
应用实践类
迁移创新类
Activity 5: While-reading
Teaching Objectives：
To extract and organize information about the disaster.
Evaluation Criteria：
Students can talk about what they know about this disaster.
学习理解类
应用实践类
迁移创新类
Activity 6: While-reading
Teaching Objectives：
To extract and organize key biographical information (past and present) from the introductory paragraph.
Evaluation Criteria：
Students can accurately complete the character profile with specific details (time, event, characteristics) from the text.
学习理解类
应用实践类
迁移创新类
Activity 7: While-reading
Teaching Objectives：
To identify and categorize the different types of difficulties (physical, psychological, broken dreams) faced by the character.
Evaluation Criteria：
Students can correctly classify specific examples from the text into the three difficulty categories.
学习理解类
应用实践类
迁移创新类
Activity 8: While-reading
Teaching Objectives：
To analyze the factors (external support and personal decisions) that contributed to the character's recovery.
Evaluation Criteria：
Students can correctly identify and distinguish between examples of external help and personal actions from the text.
学习理解类
应用实践类
迁移创新类
Activity 9: While-reading
Teaching Objectives：
To interpret the symbolic meaning of the character's current actions and the concluding quote.
Evaluation Criteria：
Students can explain how the character's actions and the quote represent themes like hope, bravery, and self-mastery.
学习理解类
应用实践类
迁移创新类
Activity 10: Post-reading
Teaching Objectives：
To interpret the meaning and symbolism of the title "Iron Girl".
Evaluation Criteria：
Students can explain the double meaning of "iron" (literal leg, metaphorical strength).
学习理解类
应用实践类
迁移创新类
Activity 11: Post-reading
Teaching Objectives：
To synthesize and visually present key information and insights from the reading about Niu Yu's story.
Evaluation Criteria：
Students can create a poster that includes all required elements (profile, timeline, difficulties, recovery, motto) accurately.
学习理解类
应用实践类
迁移创新类
Activity 12: Post-reading
Teaching Objectives：
To evaluate and improve the group poster using a structured checklist for self and peer assessment.
Evaluation Criteria：
Students can accurately use the checklist to assess if all required content, language, and presentation criteria are met.
学习理解类
应用实践类
迁移创新类
Homework
1. Homework for consolidation: The Story Summary Mind Map
Create a mind map that illustrates Niu Yu's journey using the "Disaster → Recovery → Growth" structure. Include key events and vocabulary from the passage to make her story and spirit easy to understand and remember.
2. Homework for extension: Be the Heroine of Your Life
Write a short paragraph about someone who showed great courage in a difficult situation. Try to use the phrase: “Be the heroine of your life, not the victim.”
Teaching Principles
General Introduction
Teaching Procedures
Blackboard Design
Teaching Reflection
U6
Reading for writing
Lesson 1
2008
2018
2021
2023
slowly came out of shadow
the Wenchuan earthquake
the fashion show
carried torch
Highlights
create student-centered class
integrate teaching, learning, and evaluation
apply mind maps
provide scaffolding
Improvement
need to shift the focus from knowledge-based learning to fostering genuine communicative competence.
Teaching Principles
General Introduction
Teaching Procedures
Blackboard Design
Teaching Reflection
Teaching effects
achieve teaching objectives
cultivate core competencies
THANK YOU
THANK YOU

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