Unit 6 第6课时 Reading for writing Ⅱ-【考出好成绩】2025-2026学年新教材八年级上册英语课时分层提优课件PPT（外研版2024）

该初中英语课件围绕“灾难与希望”主题展开读写技能训练，通过Mia和Uncle Li的地震故事阅读导入，以问题链梳理故事要素搭建阅读支架，再引导学生分析时间连词和仿写句式，形成从读到写的学习脉络。 其亮点在于融合语言能力与思维品质培养，如读写综合中解析过去进行时与when从句的对比增强叙事张力，实战训练结合西藏地震救援情境让学生写作，培养解决问题的思维。采用任务型教学，学生提升读写能力和团队意识，教师可利用分层设计优化教学效果。

1 第6课时 Reading for writing Ⅱ Unit 6 When disaster strikes 2 读写综合 实战训练 以读促写 3 One night,12-year-old Mia was doing her homework at the desk when the ground started shaking violently.Her hands were shaking as she tried to hold the pen,and books began to fall off the shelf."Help!"she cried.At that moment,Uncle Li,who lived upstairs, was already rushing down to her.He shouted to calm her down,then pulled her out just before a heavy bookshelf crashed to the floor.But during the rescue,a falling brick hit Uncle Li's leg,and he let out a painful groan. After the earthquake,Mia looked around and saw the whole town in ruins—broken houses, cracked roads,and scared faces everywhere.But she remembered how brave Uncle Li was when he saved her. A week later,Mia was cleaning dust off Uncle Li's wheelchair.He smiled and said,“Let's plant flowers to bring hope back."So they started working in the empty 返回目录 4 garden behind their homes. One morning,when they were digging holes for flower seeds, more neighbors came to join them. Day by day,colorful flowers began to bloom among the ruins. Now,the town has new houses and a lively garden.Children chase butterflies among the flowers,and Uncle Li—who now walks with a stick—still helps water the plants every morning. From this story,we learn that kindness and teamwork are the strongest tools to heal a broken world. 返回目录 5 1.Who saved Mia during the earthquake? ______________________________________________________________________ 2.What was Mia doing when the earthquake started? ______________________________________________________________________ 3.What did Mia and Uncle Li do to bring hope back? ______________________________________________________________________ 4.How is the town now? ______________________________________________________________________ 5.What can we learn from the story? ______________________________________________________________________ Uncle Li. She was doing her homework at the desk. They planted flowers in the garden. It has new houses and a lively garden. Kindness and teamwork can heal a broken world. 返回目录 6 再读文章，完成下列任务。 任务一：完成下列各题。 1.找出文章中能展现故事推进的词或词组。 ______________________________________________________________________ 2.文章叙述故事的逻辑是什么? ______________________________________________________________________ ______________________________________________________________________ The article is told according to the logic of “Problem (disaster occurs)→Solution (post- disaster actions) →Positive outcome”. one night,after the earthquake,a week later, day by day,now 返回目录 7 任务二：学习范文语言，积累并仿写下列句子。 1. 开头句：One night,12-year-old Mia was doing her homework at the desk when the ground started shaking violently. 亮点分析：过去进行时(was doing)和when 引导时间状语从句(when the ground started shaking) 突出地震发生的突发性，且与主句的 持续动作形成对比，增强紧张氛围。“was doing homework” 与 “started shaking violently” 动 静 对比，用反差强化故事张力。 仿 写 ：________________________________________________________________ _______________________________________________________________________ Last summer,10-year-old Tom was eating dinner with his family when strong winds began to hit the windows. 返回目录 8 2. 中间句：But she remembered how brave Uncle Li was when he saved her. 亮点分析：宾语从句(how brave Uncle Li was) 是 动 词remembered 的宾语 ，用 感 叹 句 式 (how+ 形 容 词) 突 出Uncle Li的勇敢，比陈 述句更具情感张力。时间状语从句(when he saved her)限定救援时的“勇敢”时刻，将“回 忆”与“过去的具体行动”绑定，增强画面感。 仿 写 ：________________________________________________________________ _______________________________________________________________________ But they remembered how strong their neighbor was when he fixed the broken roof in the storm. 返回目录 9 3. 中 间 句 ：One morning,when they were digging holes for flower seeds,more neighbors came to join them. 亮点分析：过去进行时(were digging)强 调 “挖洞”为播种做准备的持续动作，体现重建 过程的“正在进行”;when 引导时间状语从 句以一般过去时(more neighbors came to join them) 呈现突发的“加入行为”,形成“持续动 作→新行动加入”的时间层次感，突出“从个 人到集体”的转变。 仿 写 ：________________________________________________________________ _______________________________________________________________________ During the typhoon relief,when volunteers were handing out food packs,local shopkeepers came to offer free water. 返回目录 10 4. 结 尾 句 ：From this story,we learn that kindness and teamwork are the strongest tools to heal a broken world. 亮点分析：位于故事结尾，总结全文核心思想，是文章的主旨句。用 “learn that” 明 确 传递了作者想表达的道理。运用比喻修辞， 将 “kindness and teamwork” 比 作 “strongest tools”,用具体的“工具”形象化抽象的品质， 暗示其实际效用，增强感染力。 仿 写 ：________________________________________________________________ _______________________________________________________________________ From this story,we learn that courage and hope are the brightest lights to guide us through darkness. 返回目录 11 2025年1月7日西藏日喀则市定日县发生6.8 级地震(earthquake) 。 一些年轻的志愿者冒着零 下十几度的寒冷前往地震灾区进行救援。请你 根据以下提示，写一篇英语短文，介绍本次志愿者活动。 提示：set up tents;search for the survivors( 幸 存者);give away necessary things; provide meals and water 注 意：1.短文须包含以上提示信息，可适当 发挥；2.短文中不得出现考生真实姓名和学校名 称；3.词数80左右(开头已给出，不计入总词数)。 返回目录 12 A big earthquake happened on January 7,2025,in Dingri,Xizang. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ In the face of the disaster,volunteers from all over the country went to Xizang to lend a helping hand. Although the weather was freezing cold at minus ten degrees or more,they were busy setting up tents for the victims. Some volunteers carefully searched for survivors.Others gave away necessary things like clothes and medicine,and provided meals and water. Their efforts brought hope and warmth to the disaster- stricken area. 返回目录 13 返回目录 14 $