八年级〔上册〕
Unit 5 Helping
Lesson 15 A Young Hero
教材分析
本课是北师大版初中英语八年级上册教材第5单元第15课A Young Hero局部，话题是平安与救护，文章是一篇记叙人物的故事，其中还涉及到意外和自我保护。本课是本单元的第三课，是一节阅读课，主要讲述一个女孩帮助他人躲避海啸的故事，为最终进行本单元的综合语言输出奠定语言根底。
本课设计为两课时。第一课时侧重阅读，通过四遍阅读，利用答复以下问题、段意匹配、事件排序和填写表格等方式，帮助学生获取文本信息，并对人物品质进行体会。在阅读过程中，通过英文释义、图片、情景创设等方式学习新单词。同时在阅读中，对阅读技巧加以渗透。
第二课时在复习语篇内容的根底上，提取文中过去进行时一般疑问句及特殊疑问句的相关语言，通过游戏竞猜、语境创设、总结归纳来体会感知过去进行时一般疑问句及特殊疑问句的用法。最后在语境中尝试进行多层面的语言输出，学会正确使用过去进行时的一般疑问句及简短答复和特殊疑问句的用法。
教学内容
话题：平安与救护
词汇：hero, tsunami,bubble, warn, because of
科技发展弊大的资料策略：读前预测；
Skimming and scanning；
阅读获取信息；
第一课时
First Period
教学目标:
在本课学习结束时，学生能够：
1.通过阅读，出主人公帮助他人躲避海啸故事的一些根本信息；
2.通过阅读，理解故事事件发生的先后顺序，思考并推理出主人公沉着勇敢的品质；
3. 通过阅读，运用文本信息描述主人公帮助他人躲避海啸故事的经过。
4. 通过体验主人公勇敢、沉着的品质，提升自己丰富紧急意外情况自救知识的意识。
教学重点:
1. 通过阅读，出主人公帮助他人躲避海啸故事的一些根本信息；
2. 通过阅读，理解故事事件发生的先后顺序，思考并推理出主人公沉着勇敢的品质；
教学难点:
通过阅读，运用文本信息描述主人公帮助他人躲避海啸故事的经过。
教学过程
教学活动 | 设计意图 | 时间 | |
Pre-reading | |||
Warm up | Warm up and get ready for reading Lead in by the pictures and learn some new words in the context . Ss are going to guess the meaning of some new words and predict 昆明附近有哪些好玩的旅游景点?today’s topic with the help of the pictures. (1)Show the contrast of the pictures of Maikhao Beach in Thailand and motivate the students to speak out the word “tsunami〞. (2) Show the cause of tsunami and guide the students to speak out the sign of tsunami. (3) Read the title and think what the girl in the picture did. (4) Learn the new words. (tsunami,bubble,hero,because of ). | 利用图片比照，创设情境，启发学生猜想tsunami词义，引起学生对话题的兴趣，并向学生介绍海啸的形成, 启发思考海啸的前兆，教授新单词，积累相关的背景知识. | 4’ |
While-reading | |||
1st reading-skimming | Read for the general information Skim Ss are going to skim the text and fill in the basic information. ( When, Where, Who, What ) | 通过寻故事发生的时间、地点，人物、事件进行跳读训练。 | 7’ |
2nd reading- intensive reading | Read for the detailed information Ss are going to read the text paragraph by paragraph and learn about the structure of the text. (1) Read Paragraph 1 and answer the question. How important to learn our subjects well! (2) 企业性质有哪些Read Paragraphs 2-4 and answer the questions. Keep calm! (3) Read Paragraph 5 and fill in the blanks. She is really a young HERO! (4) Read and Match. | 学生分段阅读，完成不同的阅读任务，理清文章脉络。 阅读文本，在阅读任务中思考和推理主人公的品质。 | 17’ |
3rd reading | Focus on the logic. Ss are going to read the text again and be more clear about how Tilly saved the people. 1. Read and order the sentences. 2. Read the text and fill in the timeline. | 关注事件发生的先后顺序，培养逻辑思维。 | 6’ |
4th reading- after the tape | Read after the tape. Ss are going to read after the tape. | 许志安郑秀文跟读训练。 | 3’ |
Post-reading | |||
Task | Internalize the information obtained in the text Ss are going to describe the process of saving people and show their own opinions . 1. Try to describe how Tilly saved people according to the diagram. 2. What do you think of Tilly 3. What should we do in face of disaster,such as tsunami, earthquake, fire etc. | 将本课知识进行内化，并表达自己的看法。 结合自身，进行话题下输出，提升自己丰富紧急意外情况自救知识的意识。 | 8’ |
Homework: 1. Write down how Tilly saved people in the tsunami in Thailand. 2. Make a poster about how to protect ourselves in front of disaster(灾难) ，such as tsunami, earthquake, fire？(Choose one is OK!) | |||
Unit 4 Communication Workshop
Second Period第二课时
教学目标
在本课学习结束时，学生能够：
1. 在教师的引导下，就写作进行自评和修改；
2. 对写作的结构、内容、语言和时态等几个方面进行互评；
3. 与同伴谈论自己的旅游宣传海报。
教学过程
教学环节 | 教学活动 | 设计意图 | 互动模式 &时间 |
Self-editing and Peer-editing | |||
Step 1 | ·T elicits Ss to talk about poster and reviews the structure of the poster with Ss. ·T shows Ss how to assess their poster with the help of the Assessment Chart. ·T assesses a sample writing according to the Assessment Chart. | 1. 通过谈论海报的内容，引导学生复习范文的文本结构。 2.助理执业医师考试 借助反响评价表〔自我评价〕，引导学生说出写作评价的几个方面。 3. 示范评价过程。 | CW 6’ |
Step 2 | ·匀组词语Ss check their own writings with the help of the Assessment Chart (Self-assessment) . | 学生根据评价反响表，检查自己的写作。 | IW PW 4’ |
Step 3 | ·Ss peer-edit their partners’ writing with the help of the Assessment Chart. | 同伴互评，提出修改建议，并引导学生学会从不同角度去欣赏同伴的文章。 | IW PW 6’ |
Editing | |||
Step 4 | · Ss look at their partners’ suggestions. · Ss edit their posters. | 通过同伴的评价反响，修改自己的poster，引导学生关注修改正程与结果。 | IW 7’ |
Speaking | |||
Step 5 | ·Ss work in groups of four and talk about their posters in turns. | 在写作的根底上，以小组为单位，应用本课目标语言进行口语表达。 | GW 6’ |
Step 6 | ·T invites Ss to come to the front and share their posters. | 通过进行全班交流，观察学习效果，检测学习目标。 | CW 8’ |
Homework | |||
修改与完善自己的poster。 | |||
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