Unit4 Earthquakes 的单元整体教案(浙江省温州市)
文档属性
| 名称 | Unit4 Earthquakes 的单元整体教案(浙江省温州市) |  | |
| 格式 | rar | ||
| 文件大小 | 24.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2008-01-18 21:26:00 | ||
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文档简介
Teaching Plan for the first period
Teaching aims
1. Target language
a. Important words and phrases
well, smelly, pond, burst, steam, dirt, injure, shock, quake, at an end, in ruins
b. Important sentences
1. Farmers’ wives noticed that the well walls had deep cracks in them.
2. It seemed that the world was at an end.
3. The army organized teams to dig out those who were trapped and to bury the dead.
2. Ability goals
Talk about the past experience
3. Learning ability goals
Know basic knowledge about the earthquake, the signs before an earthquake ,the cause of the earthquake and what might happen after an earthquake.
Important teaching points
Know how to do the listening exercise.
Teaching methods
Discussing, listening
Teaching aids
A computer, a tape recorder
Teaching procedures
Step1 Lead-in(5’)
Begin the lesson with a story to lead in the topic “earthquakes”. The teacher gives the task first.
Teacher: I like stories, and today I want to start our lesson with a story. Please listen carefully and guess what was happening. OK
Ss: OK.
Teacher: I have a good friend. His name is Tom. He had a dog. They lived in the countryside together peacefully. But one day a strange thing happened. Tom was in his house when the dog suddenly opened the door and came in. Tom was surprised because the dog was obviously very nervous. It barked towards Tom and jumped. Tom didn’t know what the dog meant. Then suddenly the dog pulled Tom with its mouth towards the door. “Maybe there is something wrong in the yard.” Tom thought. So he followed the dog into the yard to see what was wrong. But just then, a terrible thing happened. Everything began to shake. And Tom’s house crashed down with a very loud noise. Tom was too nervous to do anything, even to breathe. Later he said to himself “How terrible if I am still in my house! My dog is really my good friend!” Now, who can tell me what was happening
Ss: An earthquake is happening.
T: Yes very good. It was an earthquake. An earthquake is really a disaster, right
Ss: Yes.
T: Today, we will learn something about an earthquake. By the way, how much do you know about an earthquake Do you know what might happen after an earthquake
Ss: A little.
T: OK. Please look at the two pictures on P25.
Step2 Warming-up (10’)
Show the students the two pictures of Tangshan and San Francisco. Introduce the two beautiful cities to the students. Let the students discuss about “what might happen to these things if there has been an earthquake ” with the help of some pictures on the screen. Make a comment and a conclusion of the discussion.
T: Please look at the picture on the left. It is a picture of Tangshan, right It is a beautiful city. What can you see in this picture
Ss: Many cars, buildings, roads and so on.
T: Yes, very good. What can you see in the right picture. It is San Francisco, a city in the USA. What can you see in this picture
Ss: Also, we can see many high buildings and cars and so on.
T: Yes, well done. Now, imagine there has been an terrible earthquake happened in both these two cities. And what might happen to all these things in the pictures. Four students form a group. Please discuss together. Maybe, it’s a little bit difficult for you. So please look at some pictures on the screen. They are some pictures of Tangshan after the earthquake in 1976 and San Francisco after the earthquake in 1906.
4 minutes later…
T: OK. Have you got the ideas what might happen to all these things if there has been an earthquake
Ss: Yes.
T: Good. This group, please/
Ss: Some buildings are destroyed, some people die, some bridges and roads are not safe for traveling and so on.
T: Very good, thank you. So after an earthquake, many people died, many people became homeless, many things were destroyed. It’s terrible, right
Ss: Yes.
T: But do you know why an earthquake happens Think it over, and tell me the reason why an earthquake happens.
Ss: Maybe the earth moves or the earth jumps.
T: Ok, now everyone has his or her own idea of why an earthquake happens. Please turn to P62. Let’s listen to the tape to find the reason. And first of all, let’s study some new words you may hear while listening.
Step 3 Listening (20’)
Write the new words on the blackboard and explain these them by giving its meaning and showing some pictures on the screen. Let the students do the listening on the workbook.. To get the students know why an earthquake happens.
T: Look at the word “plate”. We have already learned this word, right For example, there is a cake on the plate. But here it means earth plate. Please look at the map on the screen and tell me many plates are there.
Ss: Six. They are Pacific Plate, African Plate, Indian Plate, Euro-Asian Plate, American Plate and Atlantic Plate.
T: Yes, very good. Ok, now please read the statements of Ex 1 on P62. First, please guess they are true or false. Then we’ll listen to the tape and see if judgment is right or wrong. The first one “Inside the earth there are a number of plates.” Is it right or wrong
Ss: Right.
…
T: OK, now let’s listen to the tape.
…
T: Have you got the answers
Ss: Just some of them.
T: Ok, let’s check them. The first question, is it true or false
S1: True.
T: Who disagree with him
…
T: Let’s listen to the tape again. This time, please try to complete the chart on the screen. The most important one is to find out the reason of an earthquake.
…
T: Have you got the answers
Ss: The movement of the plates causes the earthquake.
T: Yes very good.
Ss: The moving speed of Pacific Plate is 5.3 cm a year.
T: Well done.
S2: In 1906 the Pacific plate suddenly jumped 5-6 meters to the south.
T: Do you agree with her
S3:No, it jumped to the north.
T: Yes, very good.
…
T: All of you have done a very good job. Now let’s listen to the tape for the last time to check our answers by yourself.
…
T: Now, we have learned the reason why an earthquake happens and ways of reducing losses from earthquakes. We’d better build houses on rock rather than sand and make our houses as strong as possible. And you have any other ways to reduce our losses from the earthquake
Ss: If we can know when the earthquake will happen before an earthquake, we can do preparations for it.
T: Yes, very good.
Step4 Pre-reading (7’)
Let the students look at the pictures on P 25 and on the screen and discuss what might happen before an earthquake with his or her partner.
T: But what or who can foretell an earthquake Please look at the pictures on P25 and the pictures on the screen. Discuss with your partners what might happen before an earthquake.
…
T: After your discussion, have you found out what might happen before an earthquake
S1: Yes. The water in the wells might rise and fall.
S2: The mice might run out of the fields looking for places to hide.
S3: The fish might jump out of bowls and ponds.
S4: The chicken and even the pigs might be too nervous to eat.
S5: The well walls might have deep cracks in them.
S6: There might be bright lights in the sky.
…
T: Yes, very good. All of you are very smart. There are a lot of natural signs before an earthquake.
Step5 Summary (2’)
Let the students do the “Fill in the blanks” exercise to revise the natural signs before an earthquake. And revise the reason of the earthquake and what might happen after an earthquake.
T: Today, we have learned what might happen before and after an earthquake and the reason why an earthquake happens. All of you have done a good job. I want to take down some notes, but I forgot some of the words. So who can help me to complete my notes It’s quite easy. Let’s do it together.
Ss: There are lots of signs before an earthquake. The water in the wells might rise and fall and the walls of the well might have cracks in them. The fish might jump out of the bowls or ponds. The chickens and pigs might be too nervous to eat and not willing to stay in their living place. Mice might run out of the fields to find places to hide.
T: Yes very good. Thank you.
Step6 Homework (2’)
1. Preview the passage “A NIGHT THE EARTH DIDN’T SLEEP” and find out what happened before the earthquake and what the city looked like after the earthquake.
2. Learn the new words and expressions in this unit.
T: These are what might happen before an earthquake. Did anything happen before Tangshan earthquake So today’s homework, please preview the passage “ A NIGHT THE EARTH DIDN’T SLEEP” to find out what happened before the earthquake and what the city looked like after the earthquake. And another homework for you is to learn the new words and expressions in this unit.
Are you clear about your homework
Ss: Yes.
T: OK. Class is over. See you.
Ss: See you.
Teaching Plan for the Second Period Reading
Teaching goals
1. Enable the students know basic knowledge of the Tangsan earthquake, the signs before it, the losses, and the recovery after it.
2. Enable them to find the main idea and the details of the reading materials by reading and write a summary.
3. Enable the students form a correct attitude towards natural disaster and help the one in difficulty.
Teaching important points
Well, smelly, injure, damage, destroy, organize, at an end
Teaching method:
1. Task-oriented method.
Teaching Procedure & ways:
Step 1 Lead-in(5’)
The teacher checks the homework of the last period to lead in the topic “Tangshan earthquake in 1976”. Let the students answer two questions on the screen.
T: Good morning, everyone. Last period we have learned something about earthquakes, right We have learned that an earthquake is really a disaster, many people died or became homeless and many things were destroyed in an earthquake. And I asked you to preview the passage” A night the earth didn’t sleep” and find out what happened before Tangshan earthquake and what the city looked like after the earthquake, right
Ss: Yes.
T: Have you previewed the lesson and found out the answers
Ss: Yes.
T: Now who can answer these two questions
Ss: …
T: Yes, very good. All these strange things happened before the earthquake. And the whole city was ruins after the earthquake. Many things were destroyed and many people died or injured. And today we will Tangshan earthquake in detail.
Step 2 Fast Reading(5’)
Let the students read the whole passage quickly to find out the answers to the “True or False Questions”.
T: Ok, first, please read the whole passage quickly and do the “True or False Questions” on the screen.
…
T: Ok, have you finished reading and got ready for the questions
Ss: Yes.
T: Ok, now, let’s have a check. Let’s say it together. The first one, is it true or false And why
…
Step 3 Careful Reading(25’)
Let the students read the passage carefully and answer the questions for each part. And then let them find out the main ideas of each part. The teacher writes the main ideas down on the blackboard.
T: Well done. And now let’s read the first paragraph carefully and find details to fill in the blanks on the screen.
…
T: This part is quite easy. Let’s do it together. Let’s read it out together, OK
Ss: OK. …
T: Good. And all these strange things happened before the earthquake and they foretold the earthquake. So who can tell me what it is taking about in the first paragraph.
S1: It is talking about the signs before the earthquake.
T: Yes, very good. So the main idea of this paragraph is the signs before the earthquake. Now please read paragraph 2 & 3 carefully and then fill in the blanks on the screen.
…
T: The second paragraph tells us the earthquake began and the damage. And the third paragraph tells us the damage. So we can put these two paragraphs together, right
Ss: Yes.
T: Now, who can tell me the main idea of this part
Ss: The main idea of this part is the earthquake began and caused a lot of damage.
T: Well done. And now please read the last paragraph and try to answer the questions on the screen.
…
T: It seems that most of you have found the answers. So let’s check them. The first one, who can translate the sentence “All hope was not lost.”
S2:并不是所有的希望都破灭了。
T: Yes, well done. And can you translate my sentence in to English “并不是所有的学生都在教室里。” Let’s do it together.
Ss: All students are not in the classroom.
T: Good. And the second one, And who can answer the second question
S3: Because the army sent many soldiers to Tangshan to help the people to rebuild the city.
T: Yes, very good. And why did the author say “Slowly, the city began to breathe again.” Can a city really breathe Who can really breathe
Ss: A city can breathe. Human and other living things can breathe.
T: So the author compared Tangshan to a person, right Tangshan city suffered a lot from the earthquake, just like a man suffered a lot from pain, disaster, illness and so on. And did Tangshan people desert Tangshan city and move to another place to live
Ss: No.
T: Yes. They didn’t desert the city, just like a man suffered a lot from pain or something but he didn’t give up. He didn’t loose heart. He only tried his best to do better. So did Tangshan people. They tried every effort to rebuild their hometown, right So the author say “ Slowly, the city began to breathe again. Here I have some pictures for you. They are about Tangshan’s new look. Now Tangshan is a very beautiful city. So what will you do if you are caught in a difficult situation
Ss: We cannot lose heart. We shouldn’t give up. We should take courage and try our best to come over the difficulties we meet.
T: Good. And what is the main idea of this part
S4: Tangshan people rebuilt their hometown.
T: Yes, very good.
T: It’s the recovery after the earthquake, right
Step 4 Retelling(7’)
The teacher shows the main ideas and key words on the screen and let the students retell the passage after reading the text aloud.
T: So we divide our text into three parts and we have discussed about the main ideas of each part. Now read the whole passage again and try to retell the passage with the help of the main ideas and key words of each part on the screen. This time please read the passage out loudly.
…
T: Who’d like have a try
S5: …
Step 5 Summary and Homework(3’)
The teacher summarizes the whole passage and then assigns the homework.
T: Yes very good. Today we have learned Tangshan earthquake in detail. We have learned the signs before the earthquake, the damages caused by the earthquake and the recovery after the earthquake. So please write a summary of the passage on your exercise-book. Finish Exercise1&2 of “Discovering useful words and expressions” on P27& P28
Teaching Plan for period 3 language points
Teaching Aims:
1. Knowledge:
1) Words:
Well, ruin, destroy, damage, injure, hurt, wound, shock and some numbers.
2) Phrases:
At an end, dig out, right away.
2. Ability:
1) Train the students’ ability to read some difficult numbers in English.
2) Learn the usage of some difficult words and expressions.
3) Train the students’ ability to remove the difficulties while reading.
3. Emotion:
1) Train the students’ ability to cooperate with others.
2) Know the deadliness of an earthquake and the signs before an earthquake.
Teaching important points:
Train students’ abilities to read some difficult numbers in English.
Teaching difficult points:
The explanations of some difficult words and expressions.
Teaching aids:
A computer.
Teaching Procedures:
Step 1 Lead-in(5’)
Let the students do the “fill in the blanks” question to review the passage “A NIGHT THE EARTH DIDN’T SLEEP” and to lead-in the studying of “numbers”.
T: Good afternoon everyone. Last period, we have learned Tangshan earthquake in detail. So first of all, let’s complete the passage on the screen to review our text. Please find some information to complete it in two minutes.
…
T: Have you finished
Ss: Yes.
T: Let’s do it together. Please read it out together.
…
T: Well done. We may find that there are a lot of numbers in this passage, right
Ss: Yes.
T: Can you read or write them quickly
Ss: It’s a bit difficult.
T: So let’s learn some of the numbers first. OK
Ss: OK.
Step2 Learn about the numbers(5’)
Introduce some kinds of numbers to the students and let them find out the rules by themselves and then do some exercise to get more familiar with the numbers and the teacher makes a conclusion of this part.
T: First of all, look at the numbers on the screen try to find the rules of hoe to express this kind of numbers in English. OK, now who has found the rules
S1: 我们在表达分数时，分子用基数词、分母用序数词来表示。
T: Very good. What should we pay attention to when we express this kind of number
S2:当分子大于一时在序数词后面加s.
T: Yes, good. So how can we translate “1/3 和3/4” into English
Ss: one-third, three-fourths.
T: Good. And how can we translate “四千” and “成千上万” into English
Ss3: “Four thousand” and “thousands of”.
T: Yes. So when we come up to the words like “ hundred, thousand, million, billion and dozen”, we should first of all we should see if there is a sure quantity to modify them. If there is, we should not put “s” at the end of these words. If not, we should put an “s” after them. OK
Ss: OK.
T: And now, please look at the screen, how can read this number “75%”
S4: Seventy-five percent.
T: Good. And how we say “百分之两百” in English
S5: Two hundred percent.
T: Good. Please pay attention to this point, we should never put an “s” after the word “percent”. Clear
Ss: Yes.
T: Good. Now we have learned how we can read or the usage of some of the numbers in our text. And now, please play a game with me. Please read the numbers appear on the screen as quickly as you can. The faster, the better. OK
Ss: OK.
T: Let’s start.
S6: Ninety percent.
S7: Ten thousand.
S8: One million.
S9: One hundred and fifty thousand.
…
Step 3 Language points(30’)
Let the students read the text and underline the difficult points and then the teacher explains in detail and then let them do some exercise.
T: Good. All of you have done very well. Now read our text again and try to deal with some key language points in the text. First of all, let’s read the first paragraph together and please underline any difficulties you come up to while reading, OK
Ss: Ok.
…
T: Have you found out any difficulties
Ss: What does “well” here mean
T: “well” here means a deep place to store water to drink.
Ss: And what’s the difference between “rise” and “raise”
T: Both of them can mean “go up”. We can use “rise” to describe the movements of the sun, the moon, the stars and so on. And “rise” is a vi. So that we can’t add an object directly after it, clear So we can say “The sun rises in the east.” And “raise” is a vt. So we can add an object after it. We can say “He raised his hand to show his disagreement.” So how can translate the sentence“我们要提高人民的生活水平。”
Ss: We should raise people’s living standard.
T: Good. And “物价正在上涨。”
Ss: The food prices are rising.
T: Yes, very good. And please look at the word “smelly” in the sentence “a smelly gas came out of the cracks…” here it is an adjective. There are a number of words have the same formation. Like “windy, snowy, cloudy,” and so on. And please look at the sentence “But the one million people of the city, who thought little of these events, went to bed as usual that night.” It contains an attributive clause. So who can tell me the attributive clause of the sentence and why the author put it in the sentence
S10: who thought little of these events. It is used to give further information of the people.
T: Yes, very good. And the sentence “It seemed that the world was at an end.” Who can translate the sentence
S11: 看起来仿佛世界末日到了。
T: Yes. The structure “It seems /seemed that …” means “看起来好象…” So how can we translate “看起来好象大多数的同学都已经找到答案了.”
Ss: It seems that most of the students have got the answer.
T: Yes, good. Then let’s look at the difference between “hurt, injure and wound”. You can look at the usages of these three words on the screen. And you can see that hurt can mean pain, or hurt someone’s feeling or body. And we can say be wounded by a sword or knife or wounded in a war or battle. And we can say someone was injured in an accident. Are you clear now
Ss: Yes.
T: OK. Let’s do some exercise. Please look at the screen and try to fill in the blanks with “hurt, wound, or injure”
Ss: The soldier was wounded badly in his arm in the battle. His words really hurt me deeply. The football player was injured in his right leg. Luckily, I didn’t get injured in the earthquake. However, I lost my little dog. It really hurt me.
T: Well done. And now listen to my story and try to find out the difference between “ruin, destroy, and damage” OK
Ss: OK.
T: There was a big earthquake. And unluckily, Tom’s house was destroyed in the earthquake. So now he was homeless. He can’t live in his house again. But luckily, his car was damaged. So he has to repair it before he can use it again. And now who can tell me the difference between “destroy and damage”
S12: The thing destroyed can’t be repaired and can’t be used anymore. And we repair the thing that was damaged. And we can use it again after we repair it.
T: Good. And we can use ruin to describe make sth become bad slowly or a house becomes useless. And now please fill in the blanks on the screen to see if you can tell them out. Please do it together.
Ss: Luckily, I escaped from the car. Though I was injured when I got out of the car- window, but my car was destroyed. And it became useless pieces of steel. And my camera（摄象机）was damaged. So I had to repair it before I can use it. And finally, when I got home, I found that my house was in ruins. So I am homeless now.
Step 4 Summary and homework(5’)
T: Yes, very good. Today we have learned how to read some difficult numbers and some difficult language points in the text. And I hope that you can read the numbers quickly. Please do some related exercise after class. And please finish Ex.1 and Ex.2 on the workbook.
Teaching Plan for the fourth period
Teaching Aims:
1. Knowledge:
Learn the Attributive Clause.
2. Ability:
Learn to choose the correct Relative Pronouns for the attributive Clauses.
Learn to report what others have said.
3. Emotion:
Train the students’ ability to cooperate with others.
Teaching important points:
1. Learn the Attributive Clause.
2. Train the ability to report what others have said.
Teaching aids:
A computer
Teaching Procedures:
Step1 Lead-in(5’)
Use some translation exercise to lead in the grammar item in this unit---- Attributive clause.
T: Good morning, everyone. I’ve told you that I have no brothers, right So I dream about having a brother. Do you kind of brothers I dream about So first of all , please look at the screen and translate these sentences into English to see what kind of brother I dream about, OK
Ss: OK.
S1: That young boy is my brother.
S2: That handsome young boy is my brother.
S3: That handsome young boy who is sitting under the apple tree is my brother.
T: Yes, all of you have done a good job. By the way, the last sentence is a little bit different from others, right
Ss: Yes.
T: In the last sentence, we use a special sentence pattern to modify the word “boy”, right Today we are going to learn this sentence pattern in detail. It is called an attributive clause.
Step2 Definition about Attributive clause(5’)
The teacher explains the definition of attributive clause and some related definition about it.
T: First, please look at the definition on the screen. And look at the sentence on the screen. who can tell me the main clause the sentence.
S4: That handsome young boy is my brother.
T: And the attributive Clause
S5: who is sitting under the apple tree.
Step3 Attributive Clause(30’)
T: Good. So here the attributive clause is used to modify the word “boy”, right So the word is called “先行词” and “who” is the Relative Pronoun of the Attributive Clause. Today, we’ll learn together four Relative Pronouns. They are “who, whom, which, that and which”. Now let’s start. Please look at the sentences on the screen and try to find out the main clause and the Attributive Clause in each sentence. OK, now the first sentence.
Ss: The main clause is “The lady is our teacher.” And the attributive clause is “Who is sitting on the chair.
T: What does the Relative Pronoun refer to
Ss: It means “the lady”.
T: And “who” here is a subject in the attributive clause, right
Ss: Yes.
…
T: When the relative pronoun is a subject in the attributive clause, the relative pronoun can be omitted. But when it is an object, it can be omitted. Are you clear now
Ss: Yes.
T: OK. Let’s do some exercise.
…
Step4 Summary and homework(5’)
T: OK. Today we’ve learned the Attributive Clause with Relative Pronoun ---- who, whom. that, which and whose. We know that “who, that and whom” can refer to a person, “which, that” can refer to things, and “whose” refer to someone’s. And we’ll learn more about Attributive Clause later. So please finish the exercise I just gave to you. And please do some more exercise about the Attributive Clause if possible.
Teaching Plan for the fifth period
Teaching Aim:
1. Knowledge
Learn the San Francisco earthquake in 1906.
2. Ability
Learn to protect oneself during an earthquake.
3. Emotion
Learn to cooperate with others and help other while in a difficult situation.
Teaching important points:
How to get information you want from while listening
Teaching Aids:
A computer, a tape recorder
Teaching procedures:
Step1 Lead-in(4’)
Let the students do the “ fill in the blanks” about Tangshan earthquake to review the grammar item learned in the last period and lead in the topic “San Francisco earthquake in 1906”.
T: Good morning everyone. Last period, we have learned attributive clause, right Now let’s have a revision first. Please fill in the blanks with who, which, that, whom or whose.
Ss: The earthquake which/that was the greatest one of 20th century shook Tangshan in 1976. The number of the people who/that were killed or injured in the earthquake reached more than 400,000. The rescue workers built shelters for survivors whose homes had been destroyed.
T: Yes, very good. And have you found that all the information here is about Tangshan earthquake which was one of the greatest earthquakes in 20th century, right
Ss: Yes.
T: And do you any other great earthquakes in 20th century in the world And in the warming-up part we have also mentioned other big earthquakes.
S1: In 1906, there was a big earthquake in San Francisco.
T: Yes, very good. Please look at the pictures on the screen about the city after the terrible earthquake. That earthquake also caused a lot of serious damages. And there was a great writer wrote an article about the earthquake. He was an eyewitness of the earthquake. Do you want to know how he felt about the earthquake
Ss: Yes.
Step2 Fast Reading(6’)
Let the students read the passage quickly to get a general idea.
T: OK. Now please open your book and turn to the workbook. Read the article quickly to get a general idea about it first. Here are some “true or false” questions to help you.
…
T: Have you finished
Ss: Yes.
T: OK. Let’s check the answers first.
…
Step3 Careful Reading(12’)
Let the students the passage again carefully and deal with some related questions to get a better understanding of the text.
T: OK. Now we’ve a general idea about the text, right Next, please read this article again carefully and try to answer the questions on the screen.
…
T: Have you finished
Ss: Yes.
T: OK. The first question “What happened to the unlucky city after the earthquake ”
S1: Many buildings were destroyed and many people died in the earthquake and there was a big fire after the earthquake, so it was not safe for people to stay in the city any more. People had to leave their hometown.
T: Yes, very good. And how can we understand these sentences mentioned in the text
S2: A list of buildings undestroyed was now only a few addresses. It means almost all the buildings were destroyed.
S3: A list of the brave men and women would fill a library. It means though all the people suffered a lot from the disaster, people are still very brave. They didn’t give up and tried very hard to come over and help the people who needed help.
S4: A list of all those killed would never be made. It means many people were killed in the earthquake. We can’t count exactly how many.
T: Yes, very good. But no matter how serious the earthquake was, the people in San Francisco would never forget to treat other well. They still helped each other to come over the disaster. So the author said “Never in San Francisco’s history were her people so kind as on that terrible night.”
Step 4 Listening(20’)
Listen to the tape for the first time and do the true or false questions. The teacher should explain the questions first.
T: Now here is a survivor of this terrible earthquake. He is going to tell what happened that night. Please read the “true or false” questions on the screen first. Then we’ll listen to his story.
…
T: OK, now let’s start.
...
T: Now who has got the answers The first one, is it true or false
S1: True.
S2: False.
…
T: OK, it is a little bit difficult. And we have some disagreement on the answers. So let’s listen to the tape again to see who is right.
…
T: OK. Are you sure about your answers now
Ss: Yes.
T: Let’s check it.
…
T: Now, do you still have any disagreement on the questions Never mind, let’s listen to the tape for the last time. This time please check the answers by yourself.
…
T: OK. In the listening part, the man was very nervous when the earthquake happened and he didn’t know what to do in an earthquake. So can you please help him and give him some advice Now, you can discuss with your partner. Then we’ll do a small quiz.…
T: Now, are you ready
Ss: Yes.
T: OK, let’s start. No.1 “He should leave the building during the earthquake.” Is it true or false
Ss: False.
T: Why
S1: Because an object may fall on him.
T: All of you have done a good job.
Step 5 Summary and homework(3’)
Do a summary to help them to do the homework.
T: Today we’ve learned something about the San Francisco earthquake in 1906. We learned a story by an eyewitness and a survivor. They show their past experience to us or a special event around him.
Step4 Homework
T: So today’s homework, please find information about a special event that happened in your town and review the whole unit.
Teaching Plan for the sixth period
Teaching aim:
1. Knowledge
1) Know how to write a news story.
2) Know how to tell a news story.
2. Ability:
Train the students’ speaking ability.
Train the students’ ability to search for something.
Train the students’ ability to do things step by step.
3. Emotion:
Learn how to cooperate with others.
Teaching important points:
Learn to write a news story.
Learn to give a speech in public.
Teaching aids:
A computer and a projector
Teaching procedures:
Step 1 Lead-in(3’)
T: I like stories. Do you like stories
Ss: Yes.
T: I like to tell stories to you if have the chance. Do you like to tell me your stories if you have the chance
Ss: Yes.
T: OK. Today everyone has the chance to tell me your stories.
Step2 Speaking(15’)
Let students tell their stories in the front of the class.
T: Last time I’ve told you to find some information about a special event happened around you, right
Ss: Yes.
T: OK, now please tell me your stories. You have four minutes to get prepared. Please tell your stories to your partners first.
…
T: Now it’s time to share our stories together. Let’s welcome the first one to tell his story to us.
…
T: All of you have done a good job. Your stories are interesting and you can tell your stories easily.
Step3 Prewriting(10’)
The teacher explains how to write an outline and show a sample of a news story.
T: Now imagine if your are a newspaper reporter, and now you want to write your interesting stories down so that many more people can read your stories from the newspaper and enjoy them. But how can you write down your stories You should write clearly so that the readers can get a clear mind about what you want to tell them and enjoy them better. So first of all, you should write an outline first. And what should be included in an outline
Ss: We should write a headline for the story.
T: Yes, good. And you should write a list of main ideas and a list of details to support your main ideas. You can look at the screen and read the sample here. The most important thing is that we should write the most important things first and then write less important things.
…
T: Are you clear about how to write an outline now
Ss: Yes.
T: Now please look at the screen. There is a headline of a news story. Please guess what the story is about from the headline.
S1: There are a lot of car accidents in China and cause a lot of death.
T: Yes, very good. So must pay attention when we write a headline. It must be very attractive and related to the story. OK, now please read the story and try to find out the main idea of the story and the details that support the main idea.
…
Step4 Writing(12’)
Ask the students to write an outline for the news story.
T: So now please write an outline for your stories.
…
T: It seems that most of you have finished writing the outline. So now let’s share some of them together.
…
Step 5 Summary and homework(5’)
Summarize how to write a news story and assign the homework.
T: Today we’ve learned how to tell our stories to other and how to write an outline for our stories. Please finish your writing after class. Write a newspaper story on your exercise book. That’s all for today. Goodbye.
PAGE
1
Teaching aims
1. Target language
a. Important words and phrases
well, smelly, pond, burst, steam, dirt, injure, shock, quake, at an end, in ruins
b. Important sentences
1. Farmers’ wives noticed that the well walls had deep cracks in them.
2. It seemed that the world was at an end.
3. The army organized teams to dig out those who were trapped and to bury the dead.
2. Ability goals
Talk about the past experience
3. Learning ability goals
Know basic knowledge about the earthquake, the signs before an earthquake ,the cause of the earthquake and what might happen after an earthquake.
Important teaching points
Know how to do the listening exercise.
Teaching methods
Discussing, listening
Teaching aids
A computer, a tape recorder
Teaching procedures
Step1 Lead-in(5’)
Begin the lesson with a story to lead in the topic “earthquakes”. The teacher gives the task first.
Teacher: I like stories, and today I want to start our lesson with a story. Please listen carefully and guess what was happening. OK
Ss: OK.
Teacher: I have a good friend. His name is Tom. He had a dog. They lived in the countryside together peacefully. But one day a strange thing happened. Tom was in his house when the dog suddenly opened the door and came in. Tom was surprised because the dog was obviously very nervous. It barked towards Tom and jumped. Tom didn’t know what the dog meant. Then suddenly the dog pulled Tom with its mouth towards the door. “Maybe there is something wrong in the yard.” Tom thought. So he followed the dog into the yard to see what was wrong. But just then, a terrible thing happened. Everything began to shake. And Tom’s house crashed down with a very loud noise. Tom was too nervous to do anything, even to breathe. Later he said to himself “How terrible if I am still in my house! My dog is really my good friend!” Now, who can tell me what was happening
Ss: An earthquake is happening.
T: Yes very good. It was an earthquake. An earthquake is really a disaster, right
Ss: Yes.
T: Today, we will learn something about an earthquake. By the way, how much do you know about an earthquake Do you know what might happen after an earthquake
Ss: A little.
T: OK. Please look at the two pictures on P25.
Step2 Warming-up (10’)
Show the students the two pictures of Tangshan and San Francisco. Introduce the two beautiful cities to the students. Let the students discuss about “what might happen to these things if there has been an earthquake ” with the help of some pictures on the screen. Make a comment and a conclusion of the discussion.
T: Please look at the picture on the left. It is a picture of Tangshan, right It is a beautiful city. What can you see in this picture
Ss: Many cars, buildings, roads and so on.
T: Yes, very good. What can you see in the right picture. It is San Francisco, a city in the USA. What can you see in this picture
Ss: Also, we can see many high buildings and cars and so on.
T: Yes, well done. Now, imagine there has been an terrible earthquake happened in both these two cities. And what might happen to all these things in the pictures. Four students form a group. Please discuss together. Maybe, it’s a little bit difficult for you. So please look at some pictures on the screen. They are some pictures of Tangshan after the earthquake in 1976 and San Francisco after the earthquake in 1906.
4 minutes later…
T: OK. Have you got the ideas what might happen to all these things if there has been an earthquake
Ss: Yes.
T: Good. This group, please/
Ss: Some buildings are destroyed, some people die, some bridges and roads are not safe for traveling and so on.
T: Very good, thank you. So after an earthquake, many people died, many people became homeless, many things were destroyed. It’s terrible, right
Ss: Yes.
T: But do you know why an earthquake happens Think it over, and tell me the reason why an earthquake happens.
Ss: Maybe the earth moves or the earth jumps.
T: Ok, now everyone has his or her own idea of why an earthquake happens. Please turn to P62. Let’s listen to the tape to find the reason. And first of all, let’s study some new words you may hear while listening.
Step 3 Listening (20’)
Write the new words on the blackboard and explain these them by giving its meaning and showing some pictures on the screen. Let the students do the listening on the workbook.. To get the students know why an earthquake happens.
T: Look at the word “plate”. We have already learned this word, right For example, there is a cake on the plate. But here it means earth plate. Please look at the map on the screen and tell me many plates are there.
Ss: Six. They are Pacific Plate, African Plate, Indian Plate, Euro-Asian Plate, American Plate and Atlantic Plate.
T: Yes, very good. Ok, now please read the statements of Ex 1 on P62. First, please guess they are true or false. Then we’ll listen to the tape and see if judgment is right or wrong. The first one “Inside the earth there are a number of plates.” Is it right or wrong
Ss: Right.
…
T: OK, now let’s listen to the tape.
…
T: Have you got the answers
Ss: Just some of them.
T: Ok, let’s check them. The first question, is it true or false
S1: True.
T: Who disagree with him
…
T: Let’s listen to the tape again. This time, please try to complete the chart on the screen. The most important one is to find out the reason of an earthquake.
…
T: Have you got the answers
Ss: The movement of the plates causes the earthquake.
T: Yes very good.
Ss: The moving speed of Pacific Plate is 5.3 cm a year.
T: Well done.
S2: In 1906 the Pacific plate suddenly jumped 5-6 meters to the south.
T: Do you agree with her
S3:No, it jumped to the north.
T: Yes, very good.
…
T: All of you have done a very good job. Now let’s listen to the tape for the last time to check our answers by yourself.
…
T: Now, we have learned the reason why an earthquake happens and ways of reducing losses from earthquakes. We’d better build houses on rock rather than sand and make our houses as strong as possible. And you have any other ways to reduce our losses from the earthquake
Ss: If we can know when the earthquake will happen before an earthquake, we can do preparations for it.
T: Yes, very good.
Step4 Pre-reading (7’)
Let the students look at the pictures on P 25 and on the screen and discuss what might happen before an earthquake with his or her partner.
T: But what or who can foretell an earthquake Please look at the pictures on P25 and the pictures on the screen. Discuss with your partners what might happen before an earthquake.
…
T: After your discussion, have you found out what might happen before an earthquake
S1: Yes. The water in the wells might rise and fall.
S2: The mice might run out of the fields looking for places to hide.
S3: The fish might jump out of bowls and ponds.
S4: The chicken and even the pigs might be too nervous to eat.
S5: The well walls might have deep cracks in them.
S6: There might be bright lights in the sky.
…
T: Yes, very good. All of you are very smart. There are a lot of natural signs before an earthquake.
Step5 Summary (2’)
Let the students do the “Fill in the blanks” exercise to revise the natural signs before an earthquake. And revise the reason of the earthquake and what might happen after an earthquake.
T: Today, we have learned what might happen before and after an earthquake and the reason why an earthquake happens. All of you have done a good job. I want to take down some notes, but I forgot some of the words. So who can help me to complete my notes It’s quite easy. Let’s do it together.
Ss: There are lots of signs before an earthquake. The water in the wells might rise and fall and the walls of the well might have cracks in them. The fish might jump out of the bowls or ponds. The chickens and pigs might be too nervous to eat and not willing to stay in their living place. Mice might run out of the fields to find places to hide.
T: Yes very good. Thank you.
Step6 Homework (2’)
1. Preview the passage “A NIGHT THE EARTH DIDN’T SLEEP” and find out what happened before the earthquake and what the city looked like after the earthquake.
2. Learn the new words and expressions in this unit.
T: These are what might happen before an earthquake. Did anything happen before Tangshan earthquake So today’s homework, please preview the passage “ A NIGHT THE EARTH DIDN’T SLEEP” to find out what happened before the earthquake and what the city looked like after the earthquake. And another homework for you is to learn the new words and expressions in this unit.
Are you clear about your homework
Ss: Yes.
T: OK. Class is over. See you.
Ss: See you.
Teaching Plan for the Second Period Reading
Teaching goals
1. Enable the students know basic knowledge of the Tangsan earthquake, the signs before it, the losses, and the recovery after it.
2. Enable them to find the main idea and the details of the reading materials by reading and write a summary.
3. Enable the students form a correct attitude towards natural disaster and help the one in difficulty.
Teaching important points
Well, smelly, injure, damage, destroy, organize, at an end
Teaching method:
1. Task-oriented method.
Teaching Procedure & ways:
Step 1 Lead-in(5’)
The teacher checks the homework of the last period to lead in the topic “Tangshan earthquake in 1976”. Let the students answer two questions on the screen.
T: Good morning, everyone. Last period we have learned something about earthquakes, right We have learned that an earthquake is really a disaster, many people died or became homeless and many things were destroyed in an earthquake. And I asked you to preview the passage” A night the earth didn’t sleep” and find out what happened before Tangshan earthquake and what the city looked like after the earthquake, right
Ss: Yes.
T: Have you previewed the lesson and found out the answers
Ss: Yes.
T: Now who can answer these two questions
Ss: …
T: Yes, very good. All these strange things happened before the earthquake. And the whole city was ruins after the earthquake. Many things were destroyed and many people died or injured. And today we will Tangshan earthquake in detail.
Step 2 Fast Reading(5’)
Let the students read the whole passage quickly to find out the answers to the “True or False Questions”.
T: Ok, first, please read the whole passage quickly and do the “True or False Questions” on the screen.
…
T: Ok, have you finished reading and got ready for the questions
Ss: Yes.
T: Ok, now, let’s have a check. Let’s say it together. The first one, is it true or false And why
…
Step 3 Careful Reading(25’)
Let the students read the passage carefully and answer the questions for each part. And then let them find out the main ideas of each part. The teacher writes the main ideas down on the blackboard.
T: Well done. And now let’s read the first paragraph carefully and find details to fill in the blanks on the screen.
…
T: This part is quite easy. Let’s do it together. Let’s read it out together, OK
Ss: OK. …
T: Good. And all these strange things happened before the earthquake and they foretold the earthquake. So who can tell me what it is taking about in the first paragraph.
S1: It is talking about the signs before the earthquake.
T: Yes, very good. So the main idea of this paragraph is the signs before the earthquake. Now please read paragraph 2 & 3 carefully and then fill in the blanks on the screen.
…
T: The second paragraph tells us the earthquake began and the damage. And the third paragraph tells us the damage. So we can put these two paragraphs together, right
Ss: Yes.
T: Now, who can tell me the main idea of this part
Ss: The main idea of this part is the earthquake began and caused a lot of damage.
T: Well done. And now please read the last paragraph and try to answer the questions on the screen.
…
T: It seems that most of you have found the answers. So let’s check them. The first one, who can translate the sentence “All hope was not lost.”
S2:并不是所有的希望都破灭了。
T: Yes, well done. And can you translate my sentence in to English “并不是所有的学生都在教室里。” Let’s do it together.
Ss: All students are not in the classroom.
T: Good. And the second one, And who can answer the second question
S3: Because the army sent many soldiers to Tangshan to help the people to rebuild the city.
T: Yes, very good. And why did the author say “Slowly, the city began to breathe again.” Can a city really breathe Who can really breathe
Ss: A city can breathe. Human and other living things can breathe.
T: So the author compared Tangshan to a person, right Tangshan city suffered a lot from the earthquake, just like a man suffered a lot from pain, disaster, illness and so on. And did Tangshan people desert Tangshan city and move to another place to live
Ss: No.
T: Yes. They didn’t desert the city, just like a man suffered a lot from pain or something but he didn’t give up. He didn’t loose heart. He only tried his best to do better. So did Tangshan people. They tried every effort to rebuild their hometown, right So the author say “ Slowly, the city began to breathe again. Here I have some pictures for you. They are about Tangshan’s new look. Now Tangshan is a very beautiful city. So what will you do if you are caught in a difficult situation
Ss: We cannot lose heart. We shouldn’t give up. We should take courage and try our best to come over the difficulties we meet.
T: Good. And what is the main idea of this part
S4: Tangshan people rebuilt their hometown.
T: Yes, very good.
T: It’s the recovery after the earthquake, right
Step 4 Retelling(7’)
The teacher shows the main ideas and key words on the screen and let the students retell the passage after reading the text aloud.
T: So we divide our text into three parts and we have discussed about the main ideas of each part. Now read the whole passage again and try to retell the passage with the help of the main ideas and key words of each part on the screen. This time please read the passage out loudly.
…
T: Who’d like have a try
S5: …
Step 5 Summary and Homework(3’)
The teacher summarizes the whole passage and then assigns the homework.
T: Yes very good. Today we have learned Tangshan earthquake in detail. We have learned the signs before the earthquake, the damages caused by the earthquake and the recovery after the earthquake. So please write a summary of the passage on your exercise-book. Finish Exercise1&2 of “Discovering useful words and expressions” on P27& P28
Teaching Plan for period 3 language points
Teaching Aims:
1. Knowledge:
1) Words:
Well, ruin, destroy, damage, injure, hurt, wound, shock and some numbers.
2) Phrases:
At an end, dig out, right away.
2. Ability:
1) Train the students’ ability to read some difficult numbers in English.
2) Learn the usage of some difficult words and expressions.
3) Train the students’ ability to remove the difficulties while reading.
3. Emotion:
1) Train the students’ ability to cooperate with others.
2) Know the deadliness of an earthquake and the signs before an earthquake.
Teaching important points:
Train students’ abilities to read some difficult numbers in English.
Teaching difficult points:
The explanations of some difficult words and expressions.
Teaching aids:
A computer.
Teaching Procedures:
Step 1 Lead-in(5’)
Let the students do the “fill in the blanks” question to review the passage “A NIGHT THE EARTH DIDN’T SLEEP” and to lead-in the studying of “numbers”.
T: Good afternoon everyone. Last period, we have learned Tangshan earthquake in detail. So first of all, let’s complete the passage on the screen to review our text. Please find some information to complete it in two minutes.
…
T: Have you finished
Ss: Yes.
T: Let’s do it together. Please read it out together.
…
T: Well done. We may find that there are a lot of numbers in this passage, right
Ss: Yes.
T: Can you read or write them quickly
Ss: It’s a bit difficult.
T: So let’s learn some of the numbers first. OK
Ss: OK.
Step2 Learn about the numbers(5’)
Introduce some kinds of numbers to the students and let them find out the rules by themselves and then do some exercise to get more familiar with the numbers and the teacher makes a conclusion of this part.
T: First of all, look at the numbers on the screen try to find the rules of hoe to express this kind of numbers in English. OK, now who has found the rules
S1: 我们在表达分数时，分子用基数词、分母用序数词来表示。
T: Very good. What should we pay attention to when we express this kind of number
S2:当分子大于一时在序数词后面加s.
T: Yes, good. So how can we translate “1/3 和3/4” into English
Ss: one-third, three-fourths.
T: Good. And how can we translate “四千” and “成千上万” into English
Ss3: “Four thousand” and “thousands of”.
T: Yes. So when we come up to the words like “ hundred, thousand, million, billion and dozen”, we should first of all we should see if there is a sure quantity to modify them. If there is, we should not put “s” at the end of these words. If not, we should put an “s” after them. OK
Ss: OK.
T: And now, please look at the screen, how can read this number “75%”
S4: Seventy-five percent.
T: Good. And how we say “百分之两百” in English
S5: Two hundred percent.
T: Good. Please pay attention to this point, we should never put an “s” after the word “percent”. Clear
Ss: Yes.
T: Good. Now we have learned how we can read or the usage of some of the numbers in our text. And now, please play a game with me. Please read the numbers appear on the screen as quickly as you can. The faster, the better. OK
Ss: OK.
T: Let’s start.
S6: Ninety percent.
S7: Ten thousand.
S8: One million.
S9: One hundred and fifty thousand.
…
Step 3 Language points(30’)
Let the students read the text and underline the difficult points and then the teacher explains in detail and then let them do some exercise.
T: Good. All of you have done very well. Now read our text again and try to deal with some key language points in the text. First of all, let’s read the first paragraph together and please underline any difficulties you come up to while reading, OK
Ss: Ok.
…
T: Have you found out any difficulties
Ss: What does “well” here mean
T: “well” here means a deep place to store water to drink.
Ss: And what’s the difference between “rise” and “raise”
T: Both of them can mean “go up”. We can use “rise” to describe the movements of the sun, the moon, the stars and so on. And “rise” is a vi. So that we can’t add an object directly after it, clear So we can say “The sun rises in the east.” And “raise” is a vt. So we can add an object after it. We can say “He raised his hand to show his disagreement.” So how can translate the sentence“我们要提高人民的生活水平。”
Ss: We should raise people’s living standard.
T: Good. And “物价正在上涨。”
Ss: The food prices are rising.
T: Yes, very good. And please look at the word “smelly” in the sentence “a smelly gas came out of the cracks…” here it is an adjective. There are a number of words have the same formation. Like “windy, snowy, cloudy,” and so on. And please look at the sentence “But the one million people of the city, who thought little of these events, went to bed as usual that night.” It contains an attributive clause. So who can tell me the attributive clause of the sentence and why the author put it in the sentence
S10: who thought little of these events. It is used to give further information of the people.
T: Yes, very good. And the sentence “It seemed that the world was at an end.” Who can translate the sentence
S11: 看起来仿佛世界末日到了。
T: Yes. The structure “It seems /seemed that …” means “看起来好象…” So how can we translate “看起来好象大多数的同学都已经找到答案了.”
Ss: It seems that most of the students have got the answer.
T: Yes, good. Then let’s look at the difference between “hurt, injure and wound”. You can look at the usages of these three words on the screen. And you can see that hurt can mean pain, or hurt someone’s feeling or body. And we can say be wounded by a sword or knife or wounded in a war or battle. And we can say someone was injured in an accident. Are you clear now
Ss: Yes.
T: OK. Let’s do some exercise. Please look at the screen and try to fill in the blanks with “hurt, wound, or injure”
Ss: The soldier was wounded badly in his arm in the battle. His words really hurt me deeply. The football player was injured in his right leg. Luckily, I didn’t get injured in the earthquake. However, I lost my little dog. It really hurt me.
T: Well done. And now listen to my story and try to find out the difference between “ruin, destroy, and damage” OK
Ss: OK.
T: There was a big earthquake. And unluckily, Tom’s house was destroyed in the earthquake. So now he was homeless. He can’t live in his house again. But luckily, his car was damaged. So he has to repair it before he can use it again. And now who can tell me the difference between “destroy and damage”
S12: The thing destroyed can’t be repaired and can’t be used anymore. And we repair the thing that was damaged. And we can use it again after we repair it.
T: Good. And we can use ruin to describe make sth become bad slowly or a house becomes useless. And now please fill in the blanks on the screen to see if you can tell them out. Please do it together.
Ss: Luckily, I escaped from the car. Though I was injured when I got out of the car- window, but my car was destroyed. And it became useless pieces of steel. And my camera（摄象机）was damaged. So I had to repair it before I can use it. And finally, when I got home, I found that my house was in ruins. So I am homeless now.
Step 4 Summary and homework(5’)
T: Yes, very good. Today we have learned how to read some difficult numbers and some difficult language points in the text. And I hope that you can read the numbers quickly. Please do some related exercise after class. And please finish Ex.1 and Ex.2 on the workbook.
Teaching Plan for the fourth period
Teaching Aims:
1. Knowledge:
Learn the Attributive Clause.
2. Ability:
Learn to choose the correct Relative Pronouns for the attributive Clauses.
Learn to report what others have said.
3. Emotion:
Train the students’ ability to cooperate with others.
Teaching important points:
1. Learn the Attributive Clause.
2. Train the ability to report what others have said.
Teaching aids:
A computer
Teaching Procedures:
Step1 Lead-in(5’)
Use some translation exercise to lead in the grammar item in this unit---- Attributive clause.
T: Good morning, everyone. I’ve told you that I have no brothers, right So I dream about having a brother. Do you kind of brothers I dream about So first of all , please look at the screen and translate these sentences into English to see what kind of brother I dream about, OK
Ss: OK.
S1: That young boy is my brother.
S2: That handsome young boy is my brother.
S3: That handsome young boy who is sitting under the apple tree is my brother.
T: Yes, all of you have done a good job. By the way, the last sentence is a little bit different from others, right
Ss: Yes.
T: In the last sentence, we use a special sentence pattern to modify the word “boy”, right Today we are going to learn this sentence pattern in detail. It is called an attributive clause.
Step2 Definition about Attributive clause(5’)
The teacher explains the definition of attributive clause and some related definition about it.
T: First, please look at the definition on the screen. And look at the sentence on the screen. who can tell me the main clause the sentence.
S4: That handsome young boy is my brother.
T: And the attributive Clause
S5: who is sitting under the apple tree.
Step3 Attributive Clause(30’)
T: Good. So here the attributive clause is used to modify the word “boy”, right So the word is called “先行词” and “who” is the Relative Pronoun of the Attributive Clause. Today, we’ll learn together four Relative Pronouns. They are “who, whom, which, that and which”. Now let’s start. Please look at the sentences on the screen and try to find out the main clause and the Attributive Clause in each sentence. OK, now the first sentence.
Ss: The main clause is “The lady is our teacher.” And the attributive clause is “Who is sitting on the chair.
T: What does the Relative Pronoun refer to
Ss: It means “the lady”.
T: And “who” here is a subject in the attributive clause, right
Ss: Yes.
…
T: When the relative pronoun is a subject in the attributive clause, the relative pronoun can be omitted. But when it is an object, it can be omitted. Are you clear now
Ss: Yes.
T: OK. Let’s do some exercise.
…
Step4 Summary and homework(5’)
T: OK. Today we’ve learned the Attributive Clause with Relative Pronoun ---- who, whom. that, which and whose. We know that “who, that and whom” can refer to a person, “which, that” can refer to things, and “whose” refer to someone’s. And we’ll learn more about Attributive Clause later. So please finish the exercise I just gave to you. And please do some more exercise about the Attributive Clause if possible.
Teaching Plan for the fifth period
Teaching Aim:
1. Knowledge
Learn the San Francisco earthquake in 1906.
2. Ability
Learn to protect oneself during an earthquake.
3. Emotion
Learn to cooperate with others and help other while in a difficult situation.
Teaching important points:
How to get information you want from while listening
Teaching Aids:
A computer, a tape recorder
Teaching procedures:
Step1 Lead-in(4’)
Let the students do the “ fill in the blanks” about Tangshan earthquake to review the grammar item learned in the last period and lead in the topic “San Francisco earthquake in 1906”.
T: Good morning everyone. Last period, we have learned attributive clause, right Now let’s have a revision first. Please fill in the blanks with who, which, that, whom or whose.
Ss: The earthquake which/that was the greatest one of 20th century shook Tangshan in 1976. The number of the people who/that were killed or injured in the earthquake reached more than 400,000. The rescue workers built shelters for survivors whose homes had been destroyed.
T: Yes, very good. And have you found that all the information here is about Tangshan earthquake which was one of the greatest earthquakes in 20th century, right
Ss: Yes.
T: And do you any other great earthquakes in 20th century in the world And in the warming-up part we have also mentioned other big earthquakes.
S1: In 1906, there was a big earthquake in San Francisco.
T: Yes, very good. Please look at the pictures on the screen about the city after the terrible earthquake. That earthquake also caused a lot of serious damages. And there was a great writer wrote an article about the earthquake. He was an eyewitness of the earthquake. Do you want to know how he felt about the earthquake
Ss: Yes.
Step2 Fast Reading(6’)
Let the students read the passage quickly to get a general idea.
T: OK. Now please open your book and turn to the workbook. Read the article quickly to get a general idea about it first. Here are some “true or false” questions to help you.
…
T: Have you finished
Ss: Yes.
T: OK. Let’s check the answers first.
…
Step3 Careful Reading(12’)
Let the students the passage again carefully and deal with some related questions to get a better understanding of the text.
T: OK. Now we’ve a general idea about the text, right Next, please read this article again carefully and try to answer the questions on the screen.
…
T: Have you finished
Ss: Yes.
T: OK. The first question “What happened to the unlucky city after the earthquake ”
S1: Many buildings were destroyed and many people died in the earthquake and there was a big fire after the earthquake, so it was not safe for people to stay in the city any more. People had to leave their hometown.
T: Yes, very good. And how can we understand these sentences mentioned in the text
S2: A list of buildings undestroyed was now only a few addresses. It means almost all the buildings were destroyed.
S3: A list of the brave men and women would fill a library. It means though all the people suffered a lot from the disaster, people are still very brave. They didn’t give up and tried very hard to come over and help the people who needed help.
S4: A list of all those killed would never be made. It means many people were killed in the earthquake. We can’t count exactly how many.
T: Yes, very good. But no matter how serious the earthquake was, the people in San Francisco would never forget to treat other well. They still helped each other to come over the disaster. So the author said “Never in San Francisco’s history were her people so kind as on that terrible night.”
Step 4 Listening(20’)
Listen to the tape for the first time and do the true or false questions. The teacher should explain the questions first.
T: Now here is a survivor of this terrible earthquake. He is going to tell what happened that night. Please read the “true or false” questions on the screen first. Then we’ll listen to his story.
…
T: OK, now let’s start.
...
T: Now who has got the answers The first one, is it true or false
S1: True.
S2: False.
…
T: OK, it is a little bit difficult. And we have some disagreement on the answers. So let’s listen to the tape again to see who is right.
…
T: OK. Are you sure about your answers now
Ss: Yes.
T: Let’s check it.
…
T: Now, do you still have any disagreement on the questions Never mind, let’s listen to the tape for the last time. This time please check the answers by yourself.
…
T: OK. In the listening part, the man was very nervous when the earthquake happened and he didn’t know what to do in an earthquake. So can you please help him and give him some advice Now, you can discuss with your partner. Then we’ll do a small quiz.…
T: Now, are you ready
Ss: Yes.
T: OK, let’s start. No.1 “He should leave the building during the earthquake.” Is it true or false
Ss: False.
T: Why
S1: Because an object may fall on him.
T: All of you have done a good job.
Step 5 Summary and homework(3’)
Do a summary to help them to do the homework.
T: Today we’ve learned something about the San Francisco earthquake in 1906. We learned a story by an eyewitness and a survivor. They show their past experience to us or a special event around him.
Step4 Homework
T: So today’s homework, please find information about a special event that happened in your town and review the whole unit.
Teaching Plan for the sixth period
Teaching aim:
1. Knowledge
1) Know how to write a news story.
2) Know how to tell a news story.
2. Ability:
Train the students’ speaking ability.
Train the students’ ability to search for something.
Train the students’ ability to do things step by step.
3. Emotion:
Learn how to cooperate with others.
Teaching important points:
Learn to write a news story.
Learn to give a speech in public.
Teaching aids:
A computer and a projector
Teaching procedures:
Step 1 Lead-in(3’)
T: I like stories. Do you like stories
Ss: Yes.
T: I like to tell stories to you if have the chance. Do you like to tell me your stories if you have the chance
Ss: Yes.
T: OK. Today everyone has the chance to tell me your stories.
Step2 Speaking(15’)
Let students tell their stories in the front of the class.
T: Last time I’ve told you to find some information about a special event happened around you, right
Ss: Yes.
T: OK, now please tell me your stories. You have four minutes to get prepared. Please tell your stories to your partners first.
…
T: Now it’s time to share our stories together. Let’s welcome the first one to tell his story to us.
…
T: All of you have done a good job. Your stories are interesting and you can tell your stories easily.
Step3 Prewriting(10’)
The teacher explains how to write an outline and show a sample of a news story.
T: Now imagine if your are a newspaper reporter, and now you want to write your interesting stories down so that many more people can read your stories from the newspaper and enjoy them. But how can you write down your stories You should write clearly so that the readers can get a clear mind about what you want to tell them and enjoy them better. So first of all, you should write an outline first. And what should be included in an outline
Ss: We should write a headline for the story.
T: Yes, good. And you should write a list of main ideas and a list of details to support your main ideas. You can look at the screen and read the sample here. The most important thing is that we should write the most important things first and then write less important things.
…
T: Are you clear about how to write an outline now
Ss: Yes.
T: Now please look at the screen. There is a headline of a news story. Please guess what the story is about from the headline.
S1: There are a lot of car accidents in China and cause a lot of death.
T: Yes, very good. So must pay attention when we write a headline. It must be very attractive and related to the story. OK, now please read the story and try to find out the main idea of the story and the details that support the main idea.
…
Step4 Writing(12’)
Ask the students to write an outline for the news story.
T: So now please write an outline for your stories.
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T: It seems that most of you have finished writing the outline. So now let’s share some of them together.
…
Step 5 Summary and homework(5’)
Summarize how to write a news story and assign the homework.
T: Today we’ve learned how to tell our stories to other and how to write an outline for our stories. Please finish your writing after class. Write a newspaper story on your exercise book. That’s all for today. Goodbye.
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