Unit 2 Teams
Lesson 6 A Special Team
【教材分析】
本课话题为团队。本课为本单元的第三课，主要讨论在地震这一特殊时间下人们是如何依靠团队的力量走出困境的，为最终进行本单元的综合语言输出奠定语言基础。
【课时安排】
2课时
第一课时侧重对阅读内容的理解，引导学生通过阅读获取有关一个团队在地震中如何自救的信息。在阅读活动中，引导学生提取主要信息和细节信息，并注意在描述一场地震时使用的相关词汇，最后结合语篇信息和语言进行输出活动。
第二课时在复习语篇内容和语言的基础上，加强对描述团队活动词汇的理解，并了解一些带介词的短语的语用功能。在语境中进行多层面的练习，最后运用所学词汇来描述某个特殊团队的
活动。
【教学内容】
话题：团队
词汇：Getting Ready: special, couple, resort, earthquake, dark, heavily, ruins, blanket, flashlight, flash, etc.
Lesson 6: shake, completely, call for one’s attention, enough, divide, encourage, support, etc.
策略：读前预测；
读中通过关键词获取主要信息；
根据上下文语境猜词
【第一课时】
【教学目标】
在本课学习结束时，学生能够：
1. 通过阅读短文，获取有关一个团队在地震中如何自救的信息；
2. 通过阅读，在语境中了解resort, flashlight等词的语义；初步运用call for one’s attention, encourage, support等有关地震和团队的词汇；
3. 体会在地震这种特殊的时期团队的重要性。
【教学过程】
教学活动
设计意图
互动
模式
&时间
Getting Ready
Step 1
· T asks Ss to look at the website presented on the PPT and tells Ss something big happened.
· T presents pictures on the screen and teaches new words. Meanwhile, T asks Ss to take a guess what might happen in the text.
  New words: ruins, earthquake, special, couple, resort, on holiday, take a walk, heavily, flashlight, blanket
Q：1. What are the people doing?
  2. What happened?
1. 导入本单元话题，激发学生对话题的兴趣。
2. 预教词汇。用图片的形式，生动地呈现词汇，引导学生推测出地震的发生。
IW
CW
4’
Pre-reading
Step 2
Warm-
Up
· T asks Ss to predict the main idea of the passage according to the picture and the title:
What’s the passage mainly about?
New word: special
读前预测。通过预测，激发学生读的兴趣，为学生在读中捕捉关键词做准备。
IW:
1’
While-reading
Step 3
1st reading
· Ss read the story and finish Ex. 2 with correct numbers.
· Ss check answers in class.
· T asks Ss to choose the main idea of the story.
New words: last, divide…into
2nd reading
· T introduces the basic structure of a story: setting, development and ending.
· Ss read the story and divide the passage into three parts.
3nd reading
· Ss read part by part and finish the exercises.
· Part I (1-2)
· WHEN?
· WHERE?
· WHO?
· WHAT?
· Ss finish the sequence of the event and learn some new words.
· Part II (3-5)
· Ss complete the table according to the passage:
· 1. Mr Lin decided to__________.
He ______ everyone’s attention. 
They _____ to the ruins to _______ food and blankets.
追问：
1) How many blankets did they find?
2) How did they solve the problem?
New words: take the lead, call for…attention, enough
2. Mr Lin ______ the people ____ five groups. He also _______ all the mobile phones and ________ each group had one.  The group leaders ______ their mobile phones to make everyone ________.
追问：
1) What did the group leaders do?
2) Why did they do that?
New words: divide…into
3. The people started to _____ the mountain. The journey was _____, but they _____ and _______ each other.
追问：
1) Was it easy?
special怎么读2) How did they make it?
New words: encourage, support
· Part III (6)
What was the ending like?
· Ss check answers in pairs, then in class.
4th reading
· Ss listen to and read the dialogue after the recording.
1. 通过第一遍读，核查预测是否准确。引出地震这一事件。
2. 通过第二遍读，获取有关地震事件的信息。段落的划分帮助学生梳理文章脉络：setting-development-ending。
3. 通过逐部分阅读，不断地追问加深对课文的理解，并结合问题处理相关生词。
4. 通过朗读，学生纠正语音语调，进一步内化对话信息和语言。
IW
PW
CW
20’
Post-reading
Step 4
· T asks Ss to discuss the following question:
  Why did they feel lucky?
· T asks Ss to finish Mr Lin’s diary with the help of the outline.
  Mr Lin’s diary got wet in the heavy rain. Please finish the diary with the information we read in the passage.
· T asks Ss to retell the story one by one.
1. 深化课文理解，突出团队精神。
2. 以日记的形式引导学生回忆课文内容，并加深理解，实现语言输出。
IW
PW
CW
15’
Homework
思考为什么这是一个“特别的”团队。
板书
A special team
Setting: shake, completely, lose hope
Development: take the lead, call for attention, not enough…for
            divide…into, encourage, support
Ending: safely

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