必修一
Unit
4
Earthquakes
Using
language
一、内容及其解析
1、内容：a.
Learn
to
write
an
outline
of
a
newspaper.
b.
Learn
to
write
a
poster
2、解析：Help
the
student
( -
)s
to
develop
their
writing
ability
by
using
some
tips
and
useful
expressions
二、目标及其解析
1、目标
a.
Teach
the
students
how
to
write
an
outline
of
a
newspaper.
b.
Teach
the
students
how
to
write
a
poster.
2、解析
a.
Teach
the
stud
( -
)ents
the
ways
to
express
themselves,
and
form
their
own
writing
methods.
b.
Tell
the
student
( -
)s
the
difference
of
the
outlines
between
a
short
story
and
a
newspaper
story.
三、教学问题诊断分析
本单元教学生如何写作文提纲，这在写作当中是非常重要的一个步骤，学生应该学会这一非法，以期在以后的写作中有所进步。
四、教学支持条件分析：多媒体课件。
五、教学过程设计
（一）教学基本流程：lead
in—guiding—writing
（二）教学情景
Step1.
lead-in
教师提出问题：
Ask
students
to
( -
)read
the
instructions.
And
then
answer
the
questions
on
the
screen.
Give
them
2
minutes
to
read
and
think
about
the
questions.
1.
Why
is
an
outline
important 2.
What
should
an
outline
include 3.
Why
is
a
headline
important 4.
What
are
the
steps
to
finish
a
newspaper
story 5.
What
is
the
feature
of
a
newspaper
story
设计意图：通过提问，激发学生写作的兴趣。
Step2.guiding
It
seems
that
you
( -
)have
known
how
to
write
an
article
for
a
newspaper
about
a
special
event
that
happened
around
us.
Now
please
read
the
example
of
a
newspaper
story
in
Exercise
1
and
then
finish
what
you're
asked
to
do.
设计意图：通过练习知道写提纲的重要性。
Step3.writing
This
project
( -
)begins
by
asking
students
to
review
what
they
have
learned
about
earthquakes
and
how
people
have
coped
with
these
sudden
natural
disasters.
It
then
asks
them
to
apply
that
knowledge
by
making
a
checklist
of
things
that
should
be
done
before,
during
and
after
a
quake
hits.
The
functional
item
of
the
unit
is
reviewed
as
students
are
discussing
and
deciding
the
order
of
their
checklists.
It
is
not
necessary
or
likely
that
students
will
number
their
checklists
the
same.
What
is
important
is
whether
the
sequence
is
logical
and
each
group
can
justify,
or
explain
it.
Finally,
the
students
must
choose
one
action
from
the
checklist
to
discuss
in
more
detail.
Suggested
answer
key
to
the
project:
(Maybe
the
sequence
vary.)
1.
How
to
plan
for
future
disaster;
2.
How
to
make
new
buildings
safer;
3.
How
to
teach
children
about
earthquake
safety;
4.
How
to
rescue
those
still
trapped
in
the
ruins;
5.
How
to
take
care
of
the
survivors;
6.
How
to
organize
shelters
for
survivors;
7.
Where
to
put
information
for
survivors
and
their
families;
8.
What
to
do
with
the
ruins;
9.
What
to
do
with
the
buildings
that
survived
the
quake;
10.
How
to
repair
buil
( -
)dings
that
survived
the
quake;
11.
Where
to
get
money
to
build
again;
12.
Where
to
find
people
to
help
rebuild;
13.
How
to
honor
those
killed
in
the
quake;
14.
How
to
honor
the
rescue
workers;
教学反思：必修一
Unit
4
Earthquakes
Using
language
教学重点
Develop
the
students’
writing
ability
by
writing
a
speech
and
preparing
the
outline
for
a
short
newspaper
story
for
China
Daily.
教学难点
Get
the
students
to
learn
how
to
write
a
good
speech
and
a
good
newspaper
story.
教学方法
1.
Task-based
teaching
and
learning
2.
Cooperative
learning
3.
Discussion
教具准备
A
projector
and
other
normal
teaching
tools
三维目标
Knowledge
aims:
1.
Get
the
students
to
know
how
to
write
a
speech
according
to
an
invitation.
2.
Get
the
students
to
know
the
differences
between
a
newspaper
story
and
a
short
story.
3.
Get
the
students
to
know
how
to
prepare
the
outline
for
a
newspaper
story.
Ability
aims:
1.
Develop
the
students’
writing
ability.
2.
Get
the
students
to
learn
how
to
write
a
good
speech
and
a
good
newspaper
story.
Emotional
aims:
1.
Enable
the
students
to
master
writing
skills
and
write
excellent
speeches
and
newspaper
stories.
2.
Let
the
students
honor
those
who
died
in
the
Tangshan
earthquake
and
those
who
helped
the
survivors
by
making
speech.
教学过程
设计方案
→Step
1
Revision
1.
Check
the
homework
exercises.
2.
Translate
the
following
sentences,
using
attributive
clauses.
1)她说她的父母不许她嫁给家境贫寒的人。
2)他们谈论了许多他们所记得的大学里的人和事。
3)正在那儿唱歌的女孩是我的妹妹。
4)这就是你上次参观的博物馆吗？
5)她正在写字用的那支钢笔是我的。
Ask
five
students
to
come
to
the
front
and
write
their
sentence
on
the
blackboard.
Then
check
the
answers
with
the
whole
class.
Suggested
answers:
1)She
said
her
parents
wouldn’t
let
her
marry
anyone
whose
family
was
poor.
2)They
talked
about
a
lot
of
persons
and
things(that)they
could
remember
at
college.
3)The
girl
who/that
is
singing
over
there
is
my
younger
sister.
4)Is
this
museum
the
one(that)you
visited
last
time
5)The
pen
with
which
she
is
writing
is
mine.
/The
pen(
which/that)she
is
writing
with
is
mine.
→Step
2
Reading
and
writing
1.
Read
the
letter
on
Page
30.
In
the
blank
at
the
beginning
of
the
letter,
write
the
last
number
of
the
year
it
is
now
and
in
the
blank
near
the
end
of
the
letter,
use
a
word
to
say
how
many
years
ago
the
earthquake
happened.
2.
Imagine
you
are
the
student
who
was
invited
to
give
a
speech.
Discuss
with
your
partner
what
points
you
should
include
in
you
speech.
Make
a
list
of
the
points
you
think
you
should
include.
3.
Read
through
the
points
given
at
the
bottom
of
the
Page
30
and
compare
them
with
yours.
4.
Fifteen
minutes
given,
write
a
short
speech.
While
the
students
are
writing
their
speech,
the
teacher
walks
around
the
classroom
and
help
students
deal
with
any
problems
that
they
may
have.
Fifteen
minutes
later,
ask
some
students
to
make
their
speech,
facing
the
whole
class.
Sample
speech
1:
Good
morning,
everyone.
My
name
is
Wang
Gang.
First
of
all
I
would
like
to
thank
Mr
Zhang
Sha
and
the
city
of
Tangshan
for
the
honor
of
talking
to
you.
I
would
also
like
to
thank
each
of
you
for
coming
here
today
for
this
special
occasion.
I’m
sure
all
of
us
are
glad
to
see
that
so
many
people
who
were
hurt
in
the
quake
or
lost
their
homes
and
businesses
are
here
today.
We
are
also
glad
to
see
so
many
of
the
workers
here
who
helped
during
that
terrible
disaster.
Everyone
is
so
proud
of
all
of
you.
Did
you
know
that
some
of
the
survivors
helped
others
before
they
helped
themselves
It’s
true:
many
thousands
of
survivors
worked
hard
to
save
others
and
to
make
them
feel
more
comfortable.
Soldiers
worked
hour
after
hour,
day
after
day,
almost
without
rest
to
help
those
who
needed
it.
We
are
so
thankful
to
them
as
well.
Now
we
see
around
us
a
new
city,
but
the
spirit
of
its
people
has
always
been
strong.
How
lucky
I
feel
to
live
in
such
a
place
and
to
see
this
beautiful
new
park
where
families
can
come
to
enjoy
nature.
This
park
also
honors
the
survivors
of
the
quake
and
those
who
saved
them.
It
honors
the
many
thousands
who
rebuilt
our
city.
We
are
indeed
the
“Brave
City
of
China”.
Thank
you.
Sample
speech
2:
Ladies
and
gentlemen,
Good
morning.
It’s
my
great
honor
to
be
give
the
chance
to
give
the
speech.
First
I’d
like
to
thank
Mr.
Zhang
and
the
city
government
for
inviting
me
to
speak.
I’d
also
like
to
thank
all
of
you
for
attending
this
special
activity.
Everyone
knows
that
this
park
will
be
opened
to
honor
those
who
died
in
the
terrible
disaster
on
this
day
31
years
ago.
We
should
say
that
all
of
you
are
very
lucky
to
have
survived.
But
never
can
we
forget
those
who
helped
you
do
the
rescue
work.
They
dug
out
those
who
had
been
trapped
and
buried
the
dead.
Most
of
the
10
000
miners
who
had
been
trapped
underground
were
rescued.
They
also
helped
build
the
new
city.
They
built
shelters
for
survivors
whose
homes
had
been
destroyed.
They
built
new
homes
and
offices
in
only
seven
years.
The
United
Nations
honored
them
for
their
quick
work.
While
doing
the
rescue
work
and
rebuilding
the
city
of
Tangshan,
many
workers
and
soldiers
lost
their
lives.
We
should
show
our
greatest
honor
to
them.
When
I
first
arrived
in
the
city
yesterday,
I
came
to
understand
why
Tangshan
was
called
“Brave
City
of
China”.
What
you
have
done
made
the
whole
world
surprised.
Look
at
the
tall
buildings
and
the
beautiful
environment.
There
is
little
trance
of
the
terrible
earthquake.
How
brave
you
are!
All
the
people
in
the
world
should
learn
from
you.
I
think
you
should
always
be
proud
of
the
city.
Thank
you.
→Step
3
Looking
and
discussing
1.
Look
at
the
stamps
of
new
Tandshan
and
talk
about
them.
(housing
conditions,
street
scenery,
industry,
ocean
transport)
2.
Discuss
in
pairs
what
had
to
be
done
to
rebuild
a
city
after
an
earthquake.
→Step
4
Writing
1.
Talk
about
how
to
write
a
newspaper
story.
2.
Compare
a
newspaper
story
to
a
short
story.
3.
Discuss
the
questions
with
your
partner:
1)Why
is
an
outline
important
2)What
should
an
outline
include
3)Why
is
a
headline
important
4)What
are
the
steps
to
finish
a
newspaper
story
5)What
is
the
feature
of
a
newspaper
story
Suggested
answers:
1)Because
an
outline
will
prepare
you
to
write
a
better
story.
It
helps
you
to
choose
a
topic,
decide
what
you
what
to
say
about
the
topic
and
organize
your
ideas
and
write
clearly.
2)A
good
outline
should
have
a
headline,
a
list
of
main
ideas
and
a
list
of
important
details.
3)A
headline
can
tell
the
readers
what
the
topic
is,
so
it
can
attract
the
readers’
attention
since
the
reader
may
not
have
bought
the
newspaper
before
they
read
the
headline.
4)First
you
give
a
headline,
then
you
organize
the
main
ideas
into
paragraphs.
Next,
you
put
some
details
into
each
paragraph.
5)A
newspaper
story
gives
the
most
important
news
first
and
the
least
important
news
last.
4.
Read
this
example
of
a
newspaper
story.
Work
in
groups
of
three
or
four.
Try
to
find
the
headline,
main
ideas
and
details
of
each
paragraph.
After
several
minutes,
the
teacher
asks
some
students
to
answer
the
following
questions:
1)What
is
the
headline
of
the
newspaper
story
2)What
are
the
main
ideas
of
each
paragraph
3)What
is
the
detailed
information
of
each
paragraph
5.
Turn
to
Page
32.
Check
your
main
ideals
and
detailed
information.
6.
Discuss
with
your
partner
and
prepare
the
outline
for
a
short
newspaper
story
for
China
Daily.
Use
the
example
to
help
you
organize
your
outline.
Give
the
students
10
minutes
for
them
to
prepare
the
outline
and
write
their
article
on
the
outline.
If
time
doesn’t
permit,
they
can
finish
it
after
class.
→Step
5
Homework
1.
Finish
off
the
workbook
exercises.
2.
Finish
the
outline
and
write
out
the
newspaper
story.
板书设计
Unit
4
Earthquakes
Writing
＊An
outline
helps
you
to:choose
a
topic;decide
what
you
want
to
say
about
the
topic;organize
your
ideas
and
write
clearly.＊A
newspaper
outline
should
have:a
headline;a
list
of
main
ideas;a
list
of
important
details.＊Discuss
the
questions
with
your
partner:1.
Why
is
an
outline
important 2.
What
should
an
outline
include 3.
Why
is
a
headline
important 4.
What
are
the
steps
to
finish
a
newspaper
story 5.
What
is
the
feature
of
a
newspaper
story
活动与探究
For
most
of
human
history,
people
could
only
imagine
what
caused
earthquakes
to
happen.
There
are
many
folk
stories
about
this.
1.
Work
in
groups
to
go
to
the
library,
get
online
or
visit
old
persons
to
collect
information,
then
make
up
your
short
story
to
explain
how
an
earthquake
happens.
2.
Share
your
story
with
your
classmates.
Decide
which
one
is
the
most
interesting.
Give
a
reason.
Sample
stories:
Story
1:
There
are
four
very
big
elephants
which
hold
up
the
earth.
The
elephants
stand
on
the
back
of
a
bigger
turtle.
The
turtle
stands
on
an
even
bigger
snake.
When
any
of
these
huge
magical
animals
move,
the
earth
begins
to
shake,
and
an
earthquake
happens.
Story
2:
In
the
center
of
the
earth
lives
an
evil
ghost.
He
usually
sleeps
for
many
years.
During
these
years,
people
on
the
earth
live
a
happy
life.
But
when
he
wakes
up,
he
shall
howl.
And
then
people
feel
an
earthquake.
Story
3:
Some
people
believe
that
there
is
a
magic
world
in
the
center
of
our
earth,
where
lives
a
kind
of
wiser
living
thing.
They
can
make
UFO.
When
the
UFO
comes
out
to
visit
our
world,
there
is
an
earthquake.
Story
4:
There
are
too
many
people
on
the
earth,
and
people
are
building
too
many
buildings.
Besides,
they
dig
too
many
and
too
deep
holes.
The
earth
can’t
stand.
She
shakes,
and
an
earthquake
happens.必修一
Unit
4
Earthquakes
Using
language
科目
英语
教学对象
高一
课时
1
一、教材内容分析
本单元的主要话题是earthquakes(地震),
本节课是在完成课文阅读和词汇语法学习后进行的以Workbook
部分为主的Using
Language，并补充上一篇“Triangle
of
life”的阅读文章，体现了学以致用的目的。从Listening,
Reading,
Speaking和
Writing各个方面对学生进行训练，是对本单元主题内容的补充和拓展。The
topic
of
this
lesson
is
on
how
to
protect
oneself
and
help
others
in
an
earthquake.
二、教学目标
[课标要求]根据《英语新课程标准》关于总目标的具体描述，结合高一五个学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识方面。具体针对课标对本阶段学生要求的能抓住所听语段中的关键词，理解句子之间的逻辑关系；能从听力材料中提取信息和观点；能听懂日常的要求和指令，并能根据要求和指令完成任务进行听力训练；在阅读上能从一般文字资料中获取主要信息和观点；在写作上能根据所给图示或表格写出简单段落。[具体分析教学目标]（1）知识技能：Students
will
be
able
to
catch
the
key
words
by
listening
and
reading.Learn
to
write
a
posterHelp
the
students
to
develop
their
listening
and
writing
ability
by
using
some
tips
and
useful
expressions
（2）过程方法：Listening,
reading,
discussing
and
writing.（3）情感、态度、价值观：Students
will
be
able
to
realize
the
necessary
of
earthquake
safety
tips
and
enjoy
the
cooperation
in
reading
and
discussing.
They
will
be
able
to
protect
themselves
and
help
others
during
an
earthquake.
三、学情分析
本节课的教学对象为高一学生,词汇量还不丰富，但是思维活跃，需要老师引导着去获取有效信息、处理信息，提高分析问题和解决问题的能力，逐渐由大量输入信息转向试着自己输出信息，形成自主学习技能和策略，学会把语言和现实生活联系起来。通过任务型课堂活动和合作学习，让学生自主参与课堂活动，形成学习主体。通过学习本单元，让学生对地震自救知识有更多的了解，能够进行自救和帮助他人。在阅读教学方法上主要使用任务型教学法（Task-based
language
teaching），在学生学习方法上提倡合作学习方法。在教学过程中需要多媒体，投影，和有声音文件和PPT文件等辅助教学设备。
四、教学过程
资源准备、教师活动、预计时间
学生活动、预计时间
设计意图
Step1.
Pre-listening
(1min)Greet
the
class
and
have
a
short
review
about
the
topic
of
the
unit.
Then
write
down
the
name
of
the
lesson
on
the
blackboard.
Tell
them
we
will
use
the
knowledge
we
have
learned
in
the
unit.
Ask
the
students
how
to
behave
when
an
earthquake
comes.
Guess
their
response
and
lead
in
the
listening.
Listen
to
the
teacher
and
do
as
the
teacher’s
instruction.
Get
the
students
know
the
teaching
aims
and
get
interested
in
the
following
listening.
Step2.
Listening
(8mins)Begin
to
let
them
listen
to
the
dialogue.
Give
them
a
listening
task.
Listen
and
write
down
the
key
words
that
they
mentioned
in
the
blanks.
Then
check
the
answers
with
the
class
by
writing
down
the
key
words
on
the
blackboard.
Listen
and
write
down
the
key
words
on
the
handout.
Check
the
answers
with
the
teacher.
Get
the
students
listen
carefully
and
try
to
improve
their
listening
ability.
Step3.
Reading(10mins)Before
reading,
ask
the
students
if
they
have
heard
about
the
“Triangle
of
life”.
Then
ask
them
to
read
the
whole
reading
passage
with
their
partner
quickly.
Try
to
guess
the
words
or
phrases
they
don’t
understand
by
cooperation.
Then
mark
the
statements
true
or
false.
Before
checking
the
answers,
show
them
some
PPT
about
the
Triangle
of
Life.
Then
check
their
answers.
Listen
to
the
teacher’s
question
about
the
Triangle
of
life.
Try
to
answer
or
listen.
Then
follow
the
teacher’s
instruction
to
read
the
passage
and
mark
them
true
or
false.
After
that
check
the
answers.
To
be
sure
about
the
students
know
some
knowledge
about
the
Triangle
of
Life
and
practice
their
reading
ability.
Step4.
Speaking.(6mins)Ask
the
students
to
turn
to
Page67
to
finish
the
speaking
task.
Give
them
2minutes
to
prepare
the
speaking.
The
students
will
choose
eight
things
from
the
list
to
put
into
their
personal
earthquake
bag
in
pairs.
Make
sure
that
they
are
essential
and
can
last
five
days.
Then
ask
some
students
to
tell
us
their
choice
and
the
reasons.
Listen
to
the
teacher
and
prepare
the
speaking
task
in
pairs.
Choose
eight
things
from
the
list
and
discuss
the
reasons.
To
get
the
students
to
practice
speaking
and
enjoy
the
cooperation.
Step5.
Writing(15mins)
Divide
the
class
into
4
groups.
Ask
the
students
to
prepare
a
poster
named
“Earthquake
Safety
Tips”
to
be
put
up
around
schools
or
hospitals.
Tell
them
to
divide
their
poster
into
three
parts:
Part1:
How
to
behave
when
an
earthquake
comes
and
what
to
do
after
the
earthquake.Part2:
What
you
should
collect
in
a
personal
earthquake
bag.Part3:
Earthquake
experts’
advice
and
your
wish.Ask
the
students
to
design
and
write
down
the
tips
on
a
piece
of
paper
to
form
a
poster.
Then
show
their
posters
to
the
class
and
give
some
suggestions
on
their
poster.
According
to
the
teacher’s
instruction
to
form
a
group
to
work
together.
Discuss
and
design
a
poster
with
group
members.
Then
present
the
poster
with
the
class.
To
cultivate
students
inductive
ability
and
creativity
and
realize
the
aim
of
writing
a
poster.
At
the
same
time,
to
get
the
students
to
enjoy
the
cooperation.
板书设计：
Unit4
Earthquake
–
Using
language
what
to
do
dropPart1:
Before
an
earthquake
where
to
be
safe
During
an
earthquake
coverWho
to
contact
hold
Part2:
an
open
space
table
a
personal
earthquake
bag
Triangle
of
life
课堂小结：
五、教学流程图
六、教学评价设计
七、教学反思
Listening
Reading
“Triangle
of
Life”
True
or
false
Writing
Listen
and
write
down
the
key
words.
A
personal
earthquake
bag
A
poster
named
Earthquake
Safety
Tips
Practicing
writing
Speaking
Homework必修一
Unit
4
Earthquakes
Using
language
Teaching
Aims:
Enable
the
students
to
make
a
speech
Let
the
students
enjoy
some
famous
speeches
Teaching
Important
and
Difficult
Points:
Review
something
about
disasters
How
to
make
a
speech
Teaching
Methods:
Individual
work
group
work
Teaching
Aids:
Computer,
blackboard
Teaching
Procedures:
Step
1
Lead-in
(Teacher
shows
a
series
of
pictures
of
some
disasters
on
the
screen,
let
the
students
talk
about
their
feelings
or
anything
they
feel
about
the
pictures.)
(The
pictures
are:
fire,
hurricane,
typhoon,
tsunami,
earthquake…)
T:
In
this
unit,
we
learn
a
lot
about
disasters.
We
know
disaster
is
not
a
good
thing
to
us.
We
often
feel
sad
or
sorry
if
a
disaster
happens.
T:
Right
now,
you
have
just
seen
some
of
the
disasters.
Do
you
feel
worried
about
these
refugees
Ss:
Yes.
Step
2
Discussion
T:
Yes,
everybody
will
feel
sorry
for
them.
But
who
is
the
most
worried
people
when
a
disaster
happens
Ss:
families
and
friends
/
government
and
president
/
……..
T:
Suppose,
there
is
an
earthquake
happen
somewhere
in
China,
and
you
have
a
friend
happens
to
be
there.
You
are
very
worried.
What
will
you
do
when
you
hear
that
an
earthquake
happens
there
(Let
the
students
discuss
with
their
partner)
Ss:
I
will
feel
very
worried.
I
will
make
sure
my
friend
is
Ok
as
soon
as
possible.
I
will
make
a
call
to
see
if
he
is
Ok.
T:
Again,
suppose
you
are
a
president
of
a
country,
and
an
earthquake
happens
in
your
country.
What
will
you
do
Ss:
It
is
my
duty
to
comfort
the
refugees
and
the
society.
So
first
I
will
make
a
live
speech
to
the
whole
country,
telling
my
people
that
I
know
it
and
I
will
try
my
best
to
organize
the
rescue
work
and
the
rebuilding
work
after
the
earthquake.
T:
Yes,
you
are
very
clever.
In
fact,
a
real
president
will
do
just
as
you
said
-----
to
make
a
speech.
Now
just
let’s
listen
to
a
real
speech
made
by
President
Bush
after
a
big
earthquake
hit
India
on
the
first
day
of
New
Year.
(Play
the
tape
record
for
the
students)
Step
3
Speech
T:
Right
now
we’ve
just
listened
to
a
speech
made
by
President
Bush.
Do
you
know
something
about
how
to
make
a
speech
Can
you
tell
me
when
should
we
make
a
speech
Ss:
a
speech
competition
/
election
/
the
beginning
of
a
new
year
/
the
opening
of
some
activity
/
anniversary…..
T:
Yes,
people
need
to
make
speeches
at
those
times.
Then
do
you
know
how
to
make
a
speech
What
should
we
contain
when
we
make
a
speech
Ss:
Introduction:
Give
a
strong
first
impression
&
preview
your
speech
Body:
Explain
your
ideas
and
support
them
Conclusion:
Review
your
speech
and
leave
a
lasting
final
impression.
Step
4
Text
T:
It
seems
that
you
know
a
lot
about
making
a
speech.
I
remember
we
say
that
we
may
need
to
make
a
speech
when
it
is
some
important
anniversary.
T:
You
know
2006
is
the
30th
anniversary
of
Tang
Shan
Earthquake.
Here
is
an
invitation,
inviting
you
to
make
a
speech
about
it.
You
can
look
at
the
letter
on
your
text
book.
T:
You
can
include
these
points
in
your
speech;
thank
Mr
Zhang
Sha
and
the
city
government
for
inviting
you
to
speak
thank
the
visitors,
especially
the
survivors
thank
those
who
worked
hard
to
save
survivors
list
some
of
the
things
the
workers
did
to
help
the
survivors
thank
those
who
worked
hard
to
build
the
city
describe
your
feeling
about
the
city,
which
is
known
as
the
“Brave
City
of
China”.
encourage
the
people
to
be
always
proud
of
their
city.
thank
the
visitors
for
listening
to
your
speech.
T:
So
try
to
give
a
speech,
using
these
points.
Now
I
will
give
you
5miniutes
to
finish
the
speech.
(after
5
minutes)
Step
5
Speech
contest
T:
Times
up.
Have
you
finished
your
speech
Ok,
I
think
it
is
time
for
us
to
hold
a
speech
contest.
We
have
4
groups
in
our
class.
Each
group,
please
choose
one
contestant
to
represent
your
group
and
join
the
class
speech
contest.
…,
…and
…
will
be
the
judges.
(Ask
each
group
to
give
a
speech
and
the
chosen
judges
will
choose
the
winner.)
T:
Congratulations
to
the
winner!
Step
6
Conclusion
T:
In
this
lesson
we
learned
a
lot
about
speech
and
we
also
made
a
speech
by
ourselves.
So
do
you
know
how
to
make
a
speech
now
T:
At
the
end
of
the
class,
let’s
enjoy
a
very
famous
speech
in
human
history.
(Abraham
Lincoln
Gettysburg
Address)必修一
Unit
4
Earthquakes
Using
language
一、内容及其解析
1、contents：read
a
letter
of
invitation
and
prepare
a
short
speech.
2、解析：students
learn
how
to
prepare
a
speech
and
make
a
speech
二、目标及其解析
1、目标
1）通过阅读了解邀请函的格式及文中的重点短语及句子
2）How
to
give
a
short
speech
2、解析
1）重点词汇和短语：Congratulations,
judge,
honor,
invitation
2)
重点短语：Be
proud
of,
in
rages,
as
for,
would
like
to
三、教学问题诊断分析
学生对中英文的写作间的差别还不是很清楚，通过对比进一步了解中英文之间的差别及联系。
四、教学支持条件分析：录音与多媒体课件。
五、教学过程设计
（一）教学基本流程：lead
in—reading—speaking—listening—test
for
goal
（二）教学情景
Step1.
lead-in
Look
some
pictu
( -
)res
about
new
Tang
Shan
and
think
about
how
to
rebuild
a
city
Step
2.
reading
1、教师提出问题：
1）Why
the
student
has
been
invited
to
give
a
speech
2)
What
do
we
know
about
the
speech
3)
What
should
we
do
before
the
speech
2、让学生听课文录音然后回答以上问题。
设计意图：巩固课文，加深理解。
Step3.
speaking
Ask
some
students
to
give
a
short
speech
设计意图：培养学生说和表演的能力。
Step4.
Listening
1.
Students
i
( -
)n
groups
discuss
the
question
“How
would
you
feel
if
your
home
was
suddenly
destroyed
without
warning”
and
then
present
their
ideas.
2.
Listen
to
the
tape
and
finish
the
second
exercise
in
P31.
3.
Listen
to
the
tape
again
and
finish
the
third
exercise.
设计意图：培养学生的听力能力
Step5.目标检测：
设计意图：通过练习，加深对课文的理解。
配餐作业
（一）基本题（A组题）Finish《全优设计》活页P101Ⅰ.
设计意图：复习并检测所学的词。
（二）巩固题（B组题）Finish《全优设计》活页P102Ⅱ.
设计意图：通过该练习，增强学生的句子分析和理解能力以及对语言知识的运用能力。
（三）提高题（C组题）
New
research
shows
sheep
are
clever
People
often
make
( -
)
jokes
about
how
dull
sheep
are,
but
new
research
shows
they
may
be
cleverer
than
we
think.
Researchers
at
the
University
of
Cambridge
discovered
that
Welsh
mountain
sheep
have
brainpower
that
equals
rodents
(啮齿动物).
Tests
found
that
the
sheep
can
map
the
area
they
live
in,
and
some
may
even
be
able
to
plan
ahead.
Young
fish
prefer
noisy
neighbors
A
new
study
h
( -
)as
shown
that
young
fish
like
to
live
on
reefs
with
noisy
neighbors!
Researchers
from
the
universities
of
Auckland
and
Bristol
found
that
young
fish
looking
for
a
home
choose
areas
where
other
noisy
fish
live.
The
scientists
produced
all
kinds
of
sounds
which
had
been
recorded
in
different
natural
environments.
The
young
fish
seemed
to
prefer
the
sounds
of
natural
reefs,
complete
with
noisy
animals!
The
scientists
compared
the
choice
to
a
music
fan
wandering
around
at
a
music
festival,
choosing
to
set
up
a
tent
closest
to
the
music
they
like
best!
Butterflies
are
disappearing
A
new
study
has
show
( -
)n
that
17
species
(物种)
of
butterfly
found
in
Europe
have
dropped
by
70%
in
the
last
20
years.
The
information
collected
from
3,000
sites
across
15
countries
shows
it
may
be
caused
by
the
loss
(减少)
of
grasslands
covered
with
flowers.
You
can
encourage
butterflies
to
come
into
your
garden
by
planting
flowers.
1.
What
is
the
passage
mainly
about
A.
Some
new
studies
about
animals.
B.
People’s
wrong
ideas
about
animals.
C.
Why
the
number
of
animals
has
dropped.
D.
The
importance
of
protecting
animals.
2.
According
to
the
first
paragraph,
we
may
infer
that
sheep
_____.
A.
are
less
clever
than
rodents
B.
can
find
their
home
C.
can
read
maps
D.
are
good
planners
3.
When
young
fish
are
looking
for
a
home,
they
like
to
_____.
A.
live
in
a
noisy
environment
B.
live
in
areas
close
to
their
parents
C.
choose
the
reefs
which
are
quiet
D.
choose
other
kinds
of
fish
as
neighbors
4.
Which
seems
to
have
to
do
with
the
number
of
butterflies
A.
The
species
of
grass
in
grasslands.
B.
The
species
of
trees
in
grasslands.
C.
The
number
of
flowers
in
grasslands.
D.
The
number
of
animals
in
grasslands.
5.
In
which
pa
( -
)rt
of
a
newspaper
can
we
most
probably
read
the
passage
A.
Geography.
B.
Culture.
C.
Travel.
D.
Nature.
Suggested
answers:
ABACD
设计意图：通过练习巩固所学知识。
教学反思：
