今天要分享的是人教版八年级下unit5 What were you doing when the storm came? Section A 3a的板书。
接下来我们来看看这样的板书是怎么一步步形成的。
1. 打开书之前，询问学生How many natural disasters do you know?学生可以说出来earthquake, storm, flood，之后根据图片补充了drought, sleet等自然灾害词汇。
2. 打开书之后，学生可以看到学的是“A Storm Brought People Closer Together”以及一座暴风雨过后房屋的照片。
针对这些照片和标题，我问了以下几个问题：
What do you know about storm? (before, during, after)
What can we know from the title and the picture?
What do you want to know from the reading?
通过这三个问题可以了解学生的话题背景知识，因为存在的信息差同时也可以激起他们阅读的动力，为阅读做好了铺垫。
3. 正式阅读之前，让学生对文章段落大意进行连线，对文章框架有整体认识。
在连线对答案时，为了训练技巧，帮助学生快速对应大意和段落内容的关键词，我问了学生以下问题：
How can you finish it as quickly as possible?
What is the key word/phrase in the main idea?
What key word/phrase can you find in each paragraph to help you?
4. 接下来到了具体的段落阅读时间，以下是引导学生思考的问题：
P1: Where did it happen?
Where is that place?
What was the weather like before the rain storm?
How did the family know the rain storm was coming?
If you were them, how would you feel?
p2: What was everyone busy doing?
Why were they doing these?
If you were them, what would you do to prepare for the storm?
p3: How serious was the storm?
How do you know?
p4: How messy was the neighborhood?
What did they do after the storm?
通过一层层的提问，追问，联系学生生活实际，让学生一直处于阅读及思考过程，这样会加深他们对文章的理解。
5. 最后回到题目，“A Storm Brought People Closer Together”，询问学生以下问题：
How did the storm bring people closer together?
How did NCP(新型冠状病毒)bring Chinese people together?
What other things can bring people closer together?
What can we do to help each other in times of difficulty?
其实板书书写的过程就是与学生一起check答案的时候，边说边写，帮助学生理解文章脉络，深度理解文章背后的含义，联系生活，学以致用。当然，如果为了以读促写，可以让学生仿写短文，如果为了考试链接，也可以提问文章的出处，题目好不好，改写成选词填空和任务型等，大家可以根据自己的情况尝试。整节课下来，学生合上课本，闭上研究，脑海里就是板书的画面，不过前面自然灾害的部分对于部分同学有点难，可以去掉换成暴风雨的视频会更直观。
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