人教新目标 (Go for it) 版Section A图文课件ppt

Teaching Procedures

Tips

Step 1 Lead-in

       Lead-in

Show Ss the picture of tsunami and introduce the topic of this lesson “Life is full of the unexpected.”

T can lead students to say these phrases about unexpected events: flood, earthquake, typhoon, sandstorm, snowstorm, mudslide, tsunami.

       Free Talk

Ask some students to talk freely about the unexpected events.Teacher can give an example,then let them talk about the things they met in the past.

Step 2 Reading &Presentation

图片和视频导入是常见的导入方式，这种导入方式有利于学生通过对背景知识的理解来对课文内容进行深层次挖掘和探究。

在思维导图阅读训练法中，学生通过对思维导图的完成可以加深对文章的理解，同时这个题型符合中考题型，所以对考试也有益处。

Pre-reading

        Teacher can introduce the background knowledge of 911 terrorist attacks and the earthquake in Christchurch, New Zealand to Ss.

Teacher can show students the real situation of two major international events through pictures and videos.

While-listening

       Teacher sets six tasks for students to help them understand the article well.

Task 1 Skimming and underlining

Find the following key clues (where,when,what) and the key sentence through reading the first paragraph.

Task 2 Mind-mapping

Divide students into groups of four. Ask each group to complete the mind map. After all the groups have finished, the teacher can invite some students to share their answers to the class.

Task 3 Scanning and answering

Teacher asks students to practice reading skills by answering questions.

Answers:

1.The writer arrived at World Trade Center at around 8:30 a.m.

2.The writer decided to get a coffee first.

3.It was two blocks east from his office.

Task 4 Mind-mapping

The teacher asks students to complete the mind map. In this way, the teacher can know whether the students can understand the second paragraph or not.

Task 5 Reordering

Read para. 2 carefully and put the sentences in the right order.

(To complete this task,students should focus on the action verbs and adverbials of time.)

Answers:

5,1,3,4,2

Task 6 Summary

Give students some time, ask them to make a summary of the passage by drawing a mind map. The teacher can use the mind map on PPT P18 as an example. When students have finished their own mind maps, the teacher can pick some students to draw their mind maps on the board.

Post-listening

Teacher asks students a question “What can we learn from the passage?” Students can discuss with their partners and then give their own reflections.

Presentation

       Teacher asks Ss to read the passage carefully and underline the important words and phrases.Then finish the following tasks.

3a

       Answer the questions in 3a.

Answers:

1.The writer mentioned the September 11 attacks in New York and the February 21 earthquake in New Zealand.

2.The writer went to get a coffee first and was not in the office when the plane hit the World Trade Center.

He/ She had overslept and missed his/ her flight, so he/ she was able to avoid the earthquake.

3b

       Finish the tasks of 3b.

Answers:

1.found      I found a pen on the desk.

2.east        The sun rises in the east.

3.above      There was a plane flying above us.

4.alive       She was so happy to hear he was still alive.

5.full        The room is full of people.

3c

       Work in pairs, ask students to retell one of the events to his / her partner. Tell students that they can use the words in the box of 3c to help them.

Answers will vary.

Step 3 Language points learning

be about to do sth.意为“刚要做某事，即将做某事”，表示即将发生的动作，在时间上指最近的将来。

be about to do sth.通常不与具体的时间状语连用，而常与when引导的时间状语从句连用。

alive是形容词,侧重说明生与死之间的界限，既可指人，也可指物。可用来作表语，后置定语或宾补等。虽有死的可能，但还活着。

stare v. 后常接介词at/into，意为“凝视，盯着”，指由于好奇、惊讶、赞叹等原因而瞪大眼睛长时间地、直接地注视，有时含有粗鲁无礼的意思。

look at指集中注意力地看，是有意的，强调“看”的动作。

in disbelief 不相信，疑惑，怀疑

above  prep.

1)（表示位置）在……正上方；高于”（与 below相对）。

2) 表示在地位、级别、能力、资历、重要性等方面“超过”、“在……之上”、“比……强”。

注意：on, over与above都可以表示“在……上”。

Teaching Reflection

In this lesson, the teacher gives students enough time to read the passage by themselves. Also, the teacher gives students lots of chances to do the group discussion, and the students can understand the passage better through group work.