初中英语人教版八年级下册Unit 5 Section A Reading

Lesson Plan八下Unit 5 What were you doing when the rainstorm came?Section A 3a ReadingThe Storm Brought People Closer TogetherLesson type: ReadingDuration: 45 min.Students: Grade 8Teaching ideologyThe New English Curriculum advocates quality-oriented education and all-round learning which pays more attention to Ss’ comprehensive development. Thus teacher should follow the student-centered principle.As for reading, since it’s an interactive process,three stage model of teaching reading should be adopted to help students develop their reading strategies and increase their reading efficiency.Teaching material and learning conditionThe analysis of teaching materialThe reading material is from PEP 8, Unit 5, Section A. The title is “The Storm Brought People Closer Together”. It mainly talks about Ben’s experience in a serious storm in Alabama. The passage is a little bit difficult because students are not familiar with the topic of disasters and it includes some new words and phrases.The analysis of learning conditionMy students are from Grade 8. They are familiar with typhoon in their daily life. So the teacher just needs to introduce the background information briefly in order to lower the difficulty in comprehending the passage. Usually they are quite active and interested in group work. But their reading skills such as skimming and scanning are still to be improved.Learning objectivesBy the end of this lesson, students will be able toKnowledge and skills1) know the meanings and usage of new words and phrases, such as light, report, area, wood, flashlight, match, beat, against, rise, fallen, at first, fall asleep, die down, break apart, etc.2) predict the content of this passage according to the title and the pictures.3) use the skills of skimming and scanning to get the general idea of the passage and the specific information about the area and characters.4) get the information about the situation before the storm, during the storm and after the storm by close reading.Process and methods1) cultivate cognitive strategy by combining the prior knowledge of storm with the passage.2) cooperate with their partners in group work.3) learn to think critically through discussing some open questions.Emotion, attitude and values1) cultivate optimistic attitudes towards disasters.2) strengthen the interest in learning English and become more confident to express themselves.3) experience the process of solving problems by cooperating in groups.Language focuses and anticipated difficultiesLanguage focuses1) using different reading skills such as skimming, scanning more efficiently to get the information about storm of the passage.2) talking about the situation before the storm, during the storm and after the storm with the new words and phrases, such as light, report, area, wood, flashlight, match, beat, against, rise, fallen, at first, fall asleep, die down, break apart, etc.Anticipated difficulties1) understanding statements and questions with conjunctions when and while when they are used with the past progressive tense.2)cultivating critical thinking when it comes to how we can help each other in times of difficulty.Teaching methodThree-stage model; audio-visual method; situational teaching method; discussionTeaching aidsMulti-media devices; PPT documents; blackboardTeaching procedureStage 1. Pre-reading (6 min.)Activity1. A short video (3 min.)Watch a short video and talk about the theme of this video.T: Let’s watch a short video. When you are watching, please think about the question. What was happening in the video?Ss: Storm.T: Yes, it talks about the storm caused by hurricane.[Notes] The video is used to attract Ss’ attention. The topic, storm can be introduced. Activity2. Brain storming (2 min.)What happens when a storm comes?T: Do you know what happens when a storm comes?S1: Strong wind.S1: It’s very dark.Ss: ….[Notes] The classroom atmosphere can be activated by talking about the storm. After brain storming, teacher can lead Ss to talk about the pictures. Therefore, Ss will learn some of the new words and phrases, such as wind, light, flashlight, break apart, etc. Activity3. Predicting (1 min.)Look the title and the picture, try to guess which disaster the content is about.T: Please look at the title and the picture on your book. Can you guess what the passage is about?Ss: Storm.T: It’s a terrible disaster.[Notes] Ss will become eager to know the answers and get mentally prepared for reading.Stage 2. While-reading (25 min.)Activity1. Skimming (1 min.)Read the text quickly to find out how many paragraphs there are in the passage.T: Read the passage as soon as you can. How many paragraphs are there in the passage?Ss: Four.Activity2. Scanning (3 min.)Read the passage and find out the boy’s name and the name of the place. Then try to find out which paragraph is about the situation before the storm, which paragraph is about the situation during the storm and which paragraph is about the situation after the storm.T: What’s the boy’s name? Where did the storm happen?S1: Ben.S2: It happened in Alabama.T: Where is Alabama?Ss: …T: Let’s read for more information. Try to find out which paragraph is about the situation before the storm, which paragraph is about the situation during the storm and which paragraph is about the situation after the storm.S3: ….[Notes] It helps Ss to get the general idea of each paragraph and the character in the passage. Ss’ reading skill s of skimming and scanning is trained here.Activity3. Reading for structure (1 min.)Find out the structure of the passage.T: Can you find out the structure of the passage? Which one would you choose?Ss: …[Notes] It helps Ss to know how to find out the structure of the passage. Making a choice can lower the difficulty for them.Activity4. Close reading (20min.)Part1. Close reading of paragraph1-2Read paragraph1 carefully and find out the weather and people’s activities.T: Before the storm, what was the weather like? Read paragraph 1 and paragraph 2 carefully and find out the sentences describing the weather.Ss: Ben could hear strong winds outside his home in Alabama. Black clouds were making the sky very dark.T: So can you use your own words? What did we hear and what did we see?Ss:T: If a storm was coming, what would you do?Ss: ….T: What was Ben’s dad doing and what was Ben’s mom doing? Match the pictures with the activities.Ss: ….Part2. Close reading of paragraph 3Read paragraph3 carefully and find out the answers.T: Read paragraph3 carefully. What was Ben doing when the storm came?S1: …T: What did they try to do after dinner?S2: …T: Were they happy? Why?S3: ….T: With strong winds and heavy rain outside, what was your feeling?Ss: ….Part3. Close reading of paragraph 4Read paragraph4 carefully and answer the questions.Q1: When did Ben fall asleep?Q2: What did he see when he woke up?Q3: What was the neighborhood like after the storm?Q4: What did they do?Discussion: Are storms always bad?T: Read paragraph 4 carefully. Answer the questions.Ss: …T: In this time, do you think storms are always bad?[Notes] It helps Ss to get the detailed information of this passage and the Ss’ reading skill of close reading is trained here. It also gives Ss practice in using the target language in discussion.Stage 3. Post-reading (14 min.)Activity1. Group work: Interview (8 min.)A reporter from VOA is going to interview Ben’s family. Work in groups and make an interview.T: A reporter from VOA is going to interview Ben’s family. Work in groups and make an interview. One is the reporter and the other group members are Ben’s family members. The reporter can ask like this: What were you doing when the storm came? What were you doing while the wind was dying down? Others have to answer. OK? Go![Notes] Ss can communicate with each other and they can also learn to use statements and questions with conjunctions when and while when they are used with the past progressive tense.Activity2. Discussion (6 min.)Work in groups and write down your ideas about how we can help each other in times of difficulty.T: What other disasters can bring people together?S1: Flood.S2: Typhoon.S3: ….T: In times of difficulty, how can we help each other?[Notes] It can facilitate Ss to use the language in communication. They can also learn how to cooperate with each other.HomeworkLevel AFind out the sentences in the passage with when or while and translate them into Chinese.Imagine you are Ben and retell the story.Level BInterview others about their experiences at the time of the storm. Write down your report.Blackboard designTeaching reflectionReflecting the whole teaching plan, the shining point is the understanding of thetitle at the end of the class. After Ss’ discussion about how we can help each other in times of difficulty, teacher makes a conclusion of the relations between disasters and people. When showing the sentence, “The natural disaster is merciless while the people are kind”, Ss get to know the importance of unity and the strength of unity.。