1、第 1 页 共 5 页 Book 3 Unit 2 Natural disasters Reading 1 一、一、教学教学目标目标 By the end of this section, students will be able to: 1. read two news reports about how disaster preparation has helped save lives; 2. find good qualities of people in the news in face of a natural disaster; 3. point out the structu
2、re and language characteristics of the news reports; 4. understand the significance of making preparations for a natural disaster. 二、二、教学重难点教学重难点 1. To read and understand the news reports; 2. To raise awareness of the significance of preparations for a natural disaster. 三、三、教学教学过程过程 步步 骤骤 教学教学活动活动
3、设计设计意图意图 互动互动时间时间/ /模式模式 Pre-reading Step 1 The teacher has a free talk with students about natural disasters. If possible, the teacher can show some pictures. 1. As we know, there are different types of natural disasters. If they happen, what impact will natural disasters bring to us and our lives?
4、 2. Can natural disasters be prevented? 3. Is there anything we can do when they hit? 激发兴趣， 自然引出学 习任务。 2 Individual Work Group Work Step 2 The teacher has students share their previous knowledge of the signs of a 激活学生与主题相关 的背景信息和阅读兴趣， 为 3 Individual Work 第 2 页 共 5 页 natural disaster and measures tak
5、en in a natural disaster. The two questions are on Page 16. 1. What do you know about the signs of a natural disaster? 2. What would you do during an earthquake? 后续活动埋下伏笔。 Group Work While-reading Step 3 The first reading Before reading, the teacher guides students to look through A1 and focus on th
6、e “When, Where, What, How and Why” information. Students finish A1 on Page 18 by skimming the reports. When checking answers, the teacher can help students understand some new words and list them on the blackboard. 应用跳读策略， 进行整 体阅读， 把握文章大意与行 文思路。 5 Individual Work Class Work Step 4 The teacher guides
7、 students to get the general idea of news reports within a short time and summarizes the structural features of a news report. 指导学生总结新闻报 道文本的结构特征。 2 Individual Work Class Work Step 5 The second reading The teacher asks students to read the text carefully again. Students locate detailed information b
8、y scanning the two news reports and finish A2 on Page 18. 1. How many deaths and injuries did the earthquake cause in Falmont? 2. Why did Miss Brown quickly open the 通过查读， 进一步梳理 细节信息，理清行文脉络。 5 Individual Work Class Work 第 3 页 共 5 页 classroom door? 3. What did Sabrina notice about the sea water? 4. W
9、hat was her parents first reaction when Sabrina warned them of the approaching tsunami? While reading, students are encouraged to use a dictionary if they come across any new words. The teacher can help students understand some new words and expressions and list them on the blackboard. Step 6 The th
10、ird reading Students read through the two news reports, and answer questions as follows: News report 1 1. What was the right action during the earthquake? 2. How did Miss Browns students exit the classroom? 3. What made the students remain calm during the earthquake? News report 2 1. How many people
11、 died during the tsunami on Goldshore Beach on 20 December? 2. How did Sabrina know about tsunami? 3. What does the author mean by saying “, but she soon kept her head”? 通过分析两篇新闻报 道中更多的细节问题， 加深 学生对文本内容自然 灾害所带来的后果及逃生 方法的了解。 同时， 引导学 生在具体语境中运用生词 回答问题，巩固新知。 8 Individual Work Class Work 第 4 页 共 5 页 4. Wh
12、at were the changes of Sabrinas emotion in the whole event? The teacher inspires students to use new vocabulary when sharing answers in class. Step 7 Putting what has been learnt into practice Students put the actions taken before, during and after a natural disaster in a correct order and practice
13、safety procedures under the teachers instruction. 通过排序练习及随堂 模拟逃生过程， 在巩固新知 的同时， 激发学生对逃生方 法的探究热情。 5 Group Work Class Work Step 8 The fourth reading Students read the text again and discuss the personalities of the two characters in the news reports and the decisive factor leading to peoples lives bein
14、g saved from natural disasters by answering the following questions. 1. What personalities did Miss Brown and Sabrina show in the disaster? Use details from the news reports to support your opinion. 2. What exactly have helped saved lives in these two news reports? 通过深度分析两篇新 闻报道中的主人公的性格 特征和人们成功自救或得
15、救的直接原因， 让学生深度 理解并真正认同逃生方法 的重要性， 为后续教学活动 做铺垫。 5 Group Work Class Work Post-reading Step 9 Students answer the following questions in groups. 1. What can you learn from these two news reports? 2. What can be done to prepare for a natural disaster? 通过讨论与分享， 再次 提升学生对应对自然灾害 的准备的重要性的认识。 8 Group Work Class
16、 Work 第 5 页 共 5 页 Students share their understanding of the two news reports from different aspects, like preparations to make for a natural disaster, role models mentioned in the news reports, and their strong desire to know more about preparations for natural disasters. Homework 1. Write an outlin
17、e of the two news reports according to the table in A1 by using the new words like at large, signal, exit, a roll call, confirm, safe and sound, occur, keep ones head, relief and crash. 2. Surf the Internet to find information on preparations for natural disasters (typhoon, flood, blizzard, volcano, etc.) like warning signs and actions we should take before, during and after natural disasters. 2
