Unit 6 When disaster strikes-Developing ideas 教学设计- 2025-2026学年外研版英语八年级上册

Unit 6 When disaster strikes-Developing ideas This unit focuses on the theme of disasters, and the "Developing ideas" part mainly consists of a reading passage and related writing tasks. The reading passage tells a touching story about a survivor's journey of rebuilding life after a disaster, which helps students understand the impact of disasters on individuals and the importance of resilience. The subsequent writing tasks require students to use the knowledge and language learned from the reading to create their own stories related to disasters. 教学目标 Students can master the key words and phrases in this part, such as "iron, slim, confident, draw one’s attention, lose, earthquake, disaster, break one’s dream, bleed, uncomfortable, hide, support, come out of..., to one’s surprise, encouraging, find oneself, share... on social media, survivor, look forward, honour, brave, wound, pain, face... with courage, heroine, victim" etc. Students can understand the main idea and details of the reading passage, and be able to summarize the story. Students can learn the usage of relevant sentence patterns and grammar knowledge involved in the text, such as past continuous tense used in describing past events. 教学重难点 1. Key Points Mastery of key vocabulary and sentence patterns related to disasters. Comprehension of the reading passage, including the main idea, details, and the character's growth process. Application of past continuous tense in writing to describe past events. 2. Difficult Points Analyze the character's complex emotions and psychological changes in the story, and understand the profound meaning behind the story. Organize ideas and write a complete and vivid story about a disaster, showing creativity and using proper language expressions. 1. Key Words and Phrases iron: strong and determined, like iron. e.g. She has an iron will. slim: thin in an attractive way. e.g. She has a slim figure. confident: feeling sure about one's own abilities. e.g. He is confident of passing the exam. draw one’s attention: make someone notice something. e.g. The beautiful picture drew my attention. lose: no longer have something. e.g. She lost her keys yesterday. earthquake: a sudden shaking of the earth's surface. e.g. An earthquake hit the city last night. disaster: a sudden event that causes great damage or loss. e.g. The flood was a terrible disaster. break one’s dream: make someone's dream fail. e.g. The accident broke his dream of becoming a dancer. bleed: lose blood. e.g. He cut his finger and it was bleeding. uncomfortable: not feeling physically or mentally comfortable. e.g. I feel uncomfortable in this tight shirt. hide: put or keep something out of sight. e.g. She hid the present under the bed. support: give help or encouragement to someone. e.g. My parents always support me. come out of...: leave a place or a situation. e.g. She finally came out of the room. to one’s surprise: making someone feel surprised. e.g. To my surprise, he passed the exam easily. encouraging: giving someone hope or confidence. e.g. His words are very encouraging. find oneself: realize what one is doing or what kind of person one is. e.g. She found herself lost in the forest. share... on social media: post something on social media platforms. e.g. He likes to share his photos on social media. survivor: a person who continues to live after an accident, war, or illness. e.g. There were few survivors in the plane crash. look forward: feel happy and excited about something that is going to happen. e.g. I am looking forward to the summer vacation. honour: respect and admiration. e.g. He is held in high honour. brave: having the courage to face danger, pain, or difficult situations. e.g. The brave soldier saved many people. wound: an injury to the body, especially one caused by a weapon. e.g. He has a wound on his leg. pain: physical or mental suffering. e.g. She felt a lot of pain after the operation. face... with courage: be brave when facing something. e.g. We should face difficulties with courage. heroine: a female hero. e.g. She is a real heroine. victim: a person who has been hurt, killed, or suffered because of the actions of someone or something else. e.g. The flood victims need our help. 2. Key Sentence Patterns When the earthquake happened, she was sleeping. (Using past continuous tense to describe an action in progress when a past event occurred.) To her surprise, she found herself having the courage to face the difficulty. (Expressing the unexpected discovery.) She came out of the shadows and started a new life with the support of her family. (Describing the process of getting out of a difficult situation.) 3. Grammar Focus - Past Continuous Tense Form: was/were + verb - ing. e.g. I was reading a book at 8 o'clock last night. Usage: To describe an action that was in progress at a specific time in the past. e.g. He was playing football when it began to rain. To describe two or more actions that were happening simultaneously in the past. e.g. While my mother was cooking, my father was watching TV. To set the background for a past event. e.g. It was snowing heavily when the accident happened. 教学过程 1. Lead - in (5 minutes) Show some pictures of different disasters, such as earthquakes, floods, and tsunamis, on the PPT. Ask students: "What disasters can you see in these pictures? Have you ever experienced a disaster or heard about someone who has?" Let students share their thoughts briefly. This activity can arouse students' interest in the topic and activate their prior knowledge related to disasters. 2. Pre - reading (10 minutes) Present the title of the reading passage and some pictures related to the story on the PPT. Ask students to predict what the story might be about. For example, if the title is "The Iron Girl" and there is a picture of a girl with a prosthetic leg, ask students: "What do you think has happened to this girl? Why is she called 'The Iron Girl'?" Then, introduce some new words and phrases that will appear in the reading passage. Explain their meanings and usages briefly through examples. For example, for the phrase "draw one’s attention", show a picture of a beautiful flower and say: "The beautiful flower draws our attention. It means the flower makes us notice it." After that, let students read the new words and phrases aloud several times to get familiar with them. 3. While - reading (15 minutes) Skimming: Let students read the passage quickly in 2 - 3 minutes and ask them to answer the question: "What is the main idea of the passage?" Guide students to find the key sentences in the beginning and the end of the passage to get the general idea. For example, if the passage is about a girl's experience after an earthquake, the main idea might be that the girl overcame difficulties and rebuilt her life after the earthquake. Scanning: Ask students to read the passage again and find specific information. Set some detailed questions, such as "When and where did the disaster happen?" "What was the girl doing when the disaster happened?" "How did she get injured?" etc. Let students underline the relevant sentences in the passage. After that, check the answers with the whole class. Detailed Reading: Divide the passage into several parts and let students read each part carefully. Analyze the text structure, language features, and the character's emotions in each part. For example, in the part where the girl lost her leg, ask students to find words that describe her pain and despair, like "bleed", "uncomfortable", "hide". In the part where she started to become brave, find words like "confident", "encouraging", "come out of the shadows". Let students discuss in pairs or groups about why the girl changed and what inspired her. Then, invite some groups to share their opinions with the class. 4. Post - reading (10 minutes) Group Discussion: Organize students into groups of 4 - 5. Give each group a discussion topic, such as "What can we learn from the girl's experience?" "How can we help disaster survivors in our daily life?" Let students discuss in groups for 5 minutes. Then, ask each group to choose a representative to report their discussion results to the whole class. This activity can help students further understand the theme of the passage and cultivate their communication and cooperation skills. Summary: Summarize the key points of the reading passage with the students, including the main idea, important vocabulary, sentence patterns, and grammar knowledge. Write them on the blackboard or show them on the PPT. For example, summarize the usage of past continuous tense again and give some more examples for students to consolidate. 5. Homework Assignment (5 minutes) Ask students to write a short passage about a disaster they know. They should describe the process of the disaster, people's reactions, and the final result. Require them to use at least 5 new words and phrases and some sentences in past continuous tense. This homework can help students review and apply what they have learned in class. 教学反思 After this class, students generally showed a strong interest in the topic of disasters. Through various reading activities, most students were able to understand the main idea and details of the reading passage, and mastered the key vocabulary and sentence patterns. However, in the process of analyzing the character's emotions and psychological changes, some students had difficulties in expressing their opinions precisely. In future teaching, more time can be allocated to guiding students to analyze texts in - depth and improving their language expression ability. Also, in the group discussion part, some students were a little passive. Teachers need to encourage these students to actively participate and create a more active classroom atmosphere. Overall, this teaching plan achieved most of the teaching objectives, but there is still room for improvement in teaching methods and student participation. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$