今天要分享的是人教版八年級下unit5 What were you doing when the storm came? Section A 3a的板書。
接下來我們來看看這樣的板書是怎麼一步步形成的。
1. 打開書之前，詢問學生How many natural disasters do you know?學生可以說出來earthquake, storm, flood，之後根據圖片補充了drought, sleet等自然災害詞彙。
2. 打開書之後，學生可以看到學的是“A Storm Brought People Closer Together”以及一座暴風雨過後房屋的照片。
針對這些照片和標題，我問了以下幾個問題：
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?
通過這三個問題可以瞭解學生的話題背景知識，因為存在的信息差同時也可以激起他們閱讀的動力，為閱讀做好了鋪墊。
3. 正式閱讀之前，讓學生對文章段落大意進行連線，對文章框架有整體認識。
在連線對答案時，為了訓練技巧，幫助學生快速對應大意和段落內容的關鍵詞，我問了學生以下問題：
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. 接下來到了具體的段落閱讀時間，以下是引導學生思考的問題：
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?
通過一層層的提問，追問，聯繫學生生活實際，讓學生一直處於閱讀及思考過程，這樣會加深他們對文章的理解。
5. 最後回到題目，“A Storm Brought People Closer Together”，詢問學生以下問題：
How did the storm bring people closer together?
How did NCP(新型冠狀病毒)bring Chinese people together?
What other things can bring people closer together?
What can we do to help each other in times of difficulty?
其實板書書寫的過程就是與學生一起check答案的時候，邊說邊寫，幫助學生理解文章脈絡，深度理解文章背後的含義，聯繫生活，學以致用。當然，如果為了以讀促寫，可以讓學生仿寫短文，如果為了考試鏈接，也可以提問文章的出處，題目好不好，改寫成選詞填空和任務型等，大家可以根據自己的情況嘗試。整節課下來，學生合上課本，閉上研究，腦海裡就是板書的畫面，不過前面自然災害的部分對於部分同學有點難，可以去掉換成暴風雨的視頻會更直觀。
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