Unit 4 Earthquakes 全英文说课稿
Unit 4 Earthquakes说课稿
Unit 4 Earthquakes Reading 说课稿江川二中李晓东一、说教材（一）教材地位和教学内容分析本课是高一必修模块1第4单元的阅读课型，这单元围绕earthquakes这一主题开展听、说、读、写多种教学活动。
本课型是单元整体教学的重要环节，为学生的语言学习、语法学习提供了载体，并且是学生获取信息的主要来源。
本课具体描写1976年唐山大地震的震前、震中和震后。
本篇文章词汇量大，运用了大量的动词、复杂的数字，出现许多定语从句，篇幅较长，并且采用一些修辞手法，对学生的语言阅读能力提出了更高的要求。
（二）教学目标根据新颁布的《普通高中英语课程标准》关于阅读课主要教学目标的具体描述，结合本课教学内容，具体从语言知识、语言技能、情感态度和文化意识三个方面制定如下教学目标。
1. 语言知识目标：a)使学生了解自然灾害的相关词汇。
b)学习掌握与地震相关的词汇。
2．语言技能目标：a)阅读技能的训练：通过带者问题读的方式，捕捉文章的重要细节，培养学生获取、处理信息的能力。
b) 让学生复述课文，分析、感悟作者的写作意图。
3.情感态度与文化意识目标：a）学会有关地震的知识，并能通过学习讨论懂得地震时的应急逃生，地震后如何科学救人和有关地震的形成和减少地震所造成的损失等一般知识。
b）懂得地震无情人有情，即使发生了多么可怕的灾难，国家和解放军官兵都会奋力抢救，培养学生一方有难、八方支援的互助友爱精神。
D）欣赏课文中优美句子，了解一些英语修辞手法，使学生在学习完课文之后得到一次美的享受，一次心灵的愉悦和升华。
（三）教学重点和难点：根据新颁布的《普通高中英语课程标准》关于读的技能目标的具体描述，结合高一学生实际和对教材内容的科学分析，确定本环节的主要教学重点和难点是:1．重点1）让学生了解唐山大地震，了解地震的成因、预兆、地震造成的损失，地震时的应急救生以及震后的救援。
2）训练学生的阅读技巧，提高阅读能力。
3）重点掌握有关地震的词汇。
最新-Earthquakes教案优秀3篇
Earthquakes教案优秀3篇Earthquakes教案1unit 4 earthquakesthe first period readingclass: class one,grade one subject: englishteacher: shen chang tutor: jiang hailiani. teaching aimsknow basic knowledge of earthquakes.know how to protect oneself and help others in disasters.ⅱ. important different pointsphrases: right away, at an end, dig out, give out, thousands of1.farmers’ wives noticed that the well walls had deep cracks in them.2.it seemed as if the world was at an end!3.bricks covered the ground like red autumn leaves.4.the army organized teams to dig out those who were trapped and to bury the dead.5.workers built shelters for survivors whose homes had been destroyed.iii. teaching procedurestep i. revisioncheck the homework with the whole class.step ii. warming upask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.t: today, before we begin our reading, i’d like to ask you a question, “what is the biggest sound you have heard in your life?”s1: the sound of wind that blew in a winter night when i was very young. it sounded like a ghost who was howling. i was very frightened at that time.s2: the biggest noise was the one that i heard when my neighbor was quarrelling with his wife. perhaps, they broke their tv set.t: that’s too terrible.s3: the noise when planes take off.s4: the sound of trains.t: good! i agree that all of them are big sound. but did you once heard the sound that the heaven falls and the earth cracks, in chinese it is 天崩地裂？ss: no, we have no chance to hear that.t: if there is a sound like this, what is it?s5: when someone hears something unexpected and terrible. for example, when one of his loved families dies, he will feel this sound.t: terrific! you are using a literary way to express the sound.s6: when an earthquake happens.t: great! i have waited for this answer for a long time. today we’ll learn something about earthquakes. i think most of us have heard of earthquakes. can you imagine how terrible it is ?s7: the earth is shaking . all the buildings will fall down.s8: many people will die. and perhaps many children will lose their parents.t: yeah, earthquakes are disasters to everybody. now look at the two pictures of tangshan andsan francisco. can you describe what you see in the pictures?s1: tangshan is a beautiful city. it has beautiful gardens, broad roads and some tall buildings.s2: from the picture of san francisco, i can see that it is a very big city. there are many tall buildings thickly standing on the earth. i think the population of the city is very large.t: good! what will happen if there has been a big earthquake in these two cities? work in pairs and discuss it. then i’ll ask so me of you to show your opinion.step iii. pre-readingthere are two questions in this part. both are very interesting. the first one can more or less reveal the students’ values; while the second one can enlarge their imagination. no matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.t: now, let’s look at the pictures. what are the predictions of an earthquake?s1: before an earthquake animals will become nervous. cows, pigs, horses and dogs will be upset. and people can see mice running about. if the earthquake happens during winter, people can even see snakes.t: terrific! where did you get this knowledge?s1: from geography. i like it.t: good. sit down please.s2: madam, i don’t know the meaning of the picture with two women.t: it doesn’t matter. you will know it soon after reading our text. ok. imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?s3: i’ll take all my money. people can’t live without money.s4: i will take as much water as possible. because it is said that people can keep alive for nearly 7 days by drinking without any foods5: in that case, i’d rather take some apples, so that besides drinking, i can also eat.s6: i will carry my grandma. she is my most loved person in this world. she brought me up.t: what a dutiful child you are! i’m very glad to hear that. sit down please! it seems that all of you know what you should do during an earthquake. ok. let’s read our text, and see what it tells us. step iv. readingin this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage. ask them to pay attention to the first sentence of each paragraph. this can help them finish exercise3 in comprehension. it is about the main idea of each paragraph. then ask them to read the text again carefully to obtain some details. before reading for the second time, show some questions on the screen, and let the students read the questions first. these questions can guide them to have a good understanding about the text. they can also make preparations for exs1-2, which are about details.skimmingt: at first i’d like to read the text quickly to get the general idea of the article. while reading, you should pay attention to the sentence of each paragraph.t: have you got the general idea of the text?ss: yes.t: what is it?s1: there is no quick answer to this question. are you suggesting us that the general idea is themixture of the first sentences of each paragraph?t: sure.s1:ok. that’s easy. the main idea of the passage is some signs of the earthquake, and what would happen during the quake.t: good, sit down please. in fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (teacher writes the word on the blackboard) do you understand the meaning of the word?ss: no.t: sequence means the order of the events. it can tell us which event happens first, and which happens later. do you know the sequence that is used in our text?s3: yes. at first, the text tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things that happened after the earthquake.t: quite right! now please look at the screen, these are the first sentences of each paragraph. read them and think if they are the main idea of the text. if necessary, you may make some changes to make more exact.teacher shows the screen and gives a little time to think it over.1.strange things were happening in the countryside in the northeast hebei.2.the disaster happened and caused a lot of loss.3. all hope was not lost.careful readingt: now, it’s time for us to read the text carefully. but before reading, you should read some questions first. these questions may help you get some information quickly and easily. now look at the screen, and read the questions.show on the screen1.what natural signs of a coming disaster were there?2.can you think of some reasons why these signs weren’t noticed?3.what events probably made the disaster worse?4.what situations probably made the disaster worse?5.how were the survivors held?step v. extensionshow the questions on the screen.1.from whose point of view are events described? how do you know?2.what is the mood of this passage? how is it created?3.why do you think the writer chooses to express his feelings about the quake rather than simply reporting what had happened?4.why is the title a night the earth didn’t sleep?5.what does the sentence “slowly, the city began to breathe again.” mean?answers:1.he uses third-person to describe the quake. his description is very objective. for example, the second sentence in the third paragraph. the writer says: “everywhere they looked nearly everything was destroyed.” the writer uses they instead of we.2.the mood is serious and a bit sad. it is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed.3.although the writer was not there, he felt sad for the people of tangshan. he knows that some personal feelings will make the reading more interesting.4.i think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. but that night everything changed. the writer uses a night the earth didn’t sleep as a title to show how terrible and how unusual the night was.5.here we can see that the writer compared the city to a person who suffered a lot in the disaster. he felt her pain, and he worried about her. so when he said that people came to help her, we can feel his feelings to the city. the city will not die, she has hope and she can recover from the pain. step vi comprehendinganswers to exx1-31.1. c2. e3.b4.d5.a2.1. the walls of the villages wells had cracks in them.2 .roads got huge cracks3. brick buildings were destroyed.4. the army helped the survivors.5. shelters were put up for those with no homes.3.1. strange things were happening in the countryside in northeast hebei..1.the disaster happened and caused a lot of loss.2.all hope was not lost.step vii homeworkEarthquakes教案2新课标高一必修1英语教案unit 4 earthquakes (简案)teaching plan for unit 4 earthquakesteaching aims and demands:1. topic:basic knowledge of earthquakes; how to protect oneself and help the others in disasters2. useful words and expressions:shake, well (n.), rise, smelly, pond, pipe, burst, canal, steam, dirt, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, shelter, fresh, percent, speech, judge, honour, prepare;right away, (be) at an end, dig out, bring in, a (great )number of3. functions:talking about past experiences:i will never forget the day when the earthquake took place. the time was 5:15 in the afternoon and i was driving along the road.sequence4. grammar:the attributive clause (i)由that, which, who, whose引导的定语从句the number of people who were killed or injured reached more than 400,000.it was heard in beijing which is one hundred kilometers away.workers built shelters for survivors whose homes had been destroyed.teaching procedures:period 1.step 1. warming upss discuss and answer some questions:1. which of the following may cause people the greatest damage?a. earthquakeb. typhoonc. floodd. drought2. imagine your home begins to shake and you must leave it right away. you have time to take only one thing. what will you take? why?step 2. pre-readingss discuss and answer:1. do you know what would happen before an earthquake?2. what can we do to keep ourselves safe from an earthquake?3. do you know anything about tangshan earthquake in 1976?step 3. reading1. skimming and find the answers to the following questions:a. what happened?b. when and where did it happen?2. ss read again and fill in the following form:time what happenedbefore the earthquake wells:animals:lights and sound:water pipes:while the earthquake houses, roads and canals:hard hills of rock:the large city:the people:after the earthquake hospitals, factories and buildings:the ground:dams:railway tracks:animals:wells:3. ss read the whole passage again and get the main ideas of each part:part 1. the natural signs of a coming earthquakepart 2. the damage of the city after the earthquakepart 3. the help to the survivorsstep 4. comprehendingss finish ex 1 and 2 on page 27.step 5. assignment1. surf the internet and get more information about the earthquake.2. retell the text.period 2.step 1. warming up1. ss share more information about the earthquake.2. ask some ss to retell the text by using their own words.step 2. language points1. lie –lay-lain (v.) : to be, remain or be kept in a certain state 处于某种状态the village lay in ruins after the war.these machines have lain idle since the factory closed.2. in ruins: severely damaged or destroyed 毁坏an earthquake left the whole town in ruins.his career is in ruins.3. number (n.): a quantity of people or things 数目；数量the number of people applying has increased this year.we were fifteen in number.a number of: a lot ofi have a number of letters to write.a large number of people have applied.4. injure (v.): to hurt oneself/sb./ sth. physically 受伤he fell off the bicycle and injured his arm.5. reach (v.): to achieve or obtain sth. 达成；达到；获得you’ll understand it when you reach my age.at last we reached a decision.6. rescue (n.): an act of rescuing or being rescued 搭救；解救a rescue team is trying to reach the trapped mines.rescue (v.): to save or set free from harm, in danger, or loss 解救；救出the rescued the man from drowning.7. trap(v.): in a place from which one wants to escape but cannot 困住；陷于绝境they were trapped in the burning hotel.8. all …not… = not all…: some but not all 一些；但不是全部not all the girls left.=only some of them left early.not all the children are noisy.=some of the children are not noisy.全部否定应用：none of…none of us were allowed to go there.none of these reports is very helpful.step 3. learning about language1. ss finish ex 1,2 and 3 on page 27 and 28.2. teacher checks the answer and give the ss some help if they have some difficulty.step 4. assignment1. finish wb.ex.1 on page 63.2. ss try to remember the useful words and expressions by hearts.period 3step 1. warming upss read the passage again and try to find the sentences with attributive clauses.e.g. workers built shelters for survivors whose homes had been destroyed.step 2. attributive clause1. give ss more sentences and let the ss to find the structures of the attributive clause.2. ss do some exercises about how to use that, which, who or whose.3. ss finish ex 2 on page 28.some materials about attributive clause:关系代词引导的定语从句关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。
高中英语必修一Unit4Earthquakes听说课说课稿
Lesson Type: Listening and SpeakingTime: 45minutesStudents:Senior 1New Senior English(2004) for China Student's Book 1Unit 4 EarthquakesUsing Language -Listening1 Good Good morning, morning, morning, everyone! everyone! It’s my my great great great pleasure pleasure pleasure to to to be be be here here here to to to give give give my my my lesson lesson lesson pl pl plan an presentation. The lesson plan I am going to present is listening part of Unit 4 from the New Senior English(2004) for China Student's Book 1 for students in Senior 1. Now I’d like to explain how to teach this listening and speaking class and the reason for doing so from the following 5 aspects: the analysis of teaching material and the students; the teaching objectives, important points and difficult points; the teaching methods and aids; teaching procedure; and the layout of blackboard. Part Ⅰ Analysis of teaching material and studentsFirst, I will analyze the teaching material. It’s from the New Senior English(2004) for China Student's Book 1 Unit 4. The topic is about earthquakes. This lesson is mainly a listening class which which is is listening listening to to to an an an interview interview interview of of of the the the great great great San San San Francisco Francisco Francisco earthquake earthquake earthquake in in in 1906. 1906. 1906. The The The teaching teaching material is not so easy for students because it need students to listen carefully, meanwhile, take notes and analyze the listening materials then speak out their answers. All in all, it is very useful to improve students’ listening abilities . Now let’s move on to the analysis of Ss. The students are in Senior 1. Most of the students have have been been been learning learning learning English English English for for for 6 6 6 years, years, years, so so so they they they have have have already already already mastered mastered mastered the the the basic basic basic words words words and and expressions, and they have basic listening abilities. They are interested in learning English and are quite familiar with the task-based language teaching model, but some of them are still afraid of speaking speaking English English English in in in front front front of of of the the the class. class. class. In In In terms terms terms of of of that, that, that, teacher teacher teacher should should should pay pay pay attention attention attention to to to their their individual difference and encourage them to air their opinions more in class. Part Ⅱ Teaching objectives, teaching important points and difficult points1. Based on the analyses of teaching material and the learning condition, I will put forward the teaching objectives from 5 aspects. By the end of this class, the students will be able to ：nguage knowledge : Learn some new words about earthquakes:shake, crack, rush, bricks, fall down. 2.Ability objects: 1)Improve their listening and oral expression abilities. 2)Predict answers before listening and capture the key words while listening. 3.Emotional objects: 1)Learn some survival skills when the earthquake happens. 2)Feel the power of our nation's post-disaster reconstruction efforts. 4.Learning strategies: 1)Utilize network to search and screen information. 2)Learn to learn individually and cooperatively. 5.Cultural objective: Know some situations about the San Francisco earthquakes in 1906. 2. Teaching key points &difficult points 1).Teaching key points How How to to to make make make Ss Ss Ss know know know some some some situations situations situations about about about the the the San San San Francisco Francisco Francisco earthquakes earthquakes earthquakes in in in 1906 1906 1906 and and learn some words about earthquakes: shake, crack, rush, bricks, fall down. 2).Teaching difficult points How to get Ss to: 1)Improve their listening and oral expression abilities; 2)Predict answers before listening and capture the key words while listening. Part Ⅲ The teaching methods and aidsThen, Then, let’s let’s let’s focus focus focus on on on the the the ways ways ways of of of teaching teaching teaching methods methods methods and and and aids. aids. aids. According According According to to to new new new national national curriculum curriculum standard, standard, standard, the the the student-centered student-centered student-centered teaching teaching teaching idea, idea, idea, I I I adopt adopt adopt following following following teaching teaching teaching methods: methods: task-based language teaching method and PWP teaching method. I will set clear and various tasks will be used to train students’ listening and oral expression abilities. Besides, multimedia devices and PPT documents are also used as my teaching aids. Part Ⅳ Teaching procedureIn order to achieve the learning objectives above, different activities are designed respectively in four stages: Lead-in, pre-listening, while-listening, post-listening. Step 1 Lead-in.This step will cost 2 minutes. As we can see, once the students’ interest is aroused in the beginning, the whole class will go through more smoothly. So in this step, I make out an activity that is listening to a sound of earthquake, and I will ask Ss what sound it is in order to activate the Ss ’ interest and lead to the topic “earthquake earthquake””. Step 2 Pre-listening. This step has two activities that will cost 8 minutes. First, First, I I I will will will play play play a a a video video video about about about background background background of of of the the the listening listening listening materials. materials. materials. And And And task-based task-based language teaching method will be employed here. Some new words are added in the video, and Ss are asked to watch video and take notes. Based on the video they watch, I will check whether Ss could remember the words appeared by playing some screenshots. Second, Ss will be grouped to predict answers of Task 1 then write down each group ’s own answers(T or F) on the blackboard. And Ss need to explain the reasons of their predictions. I will also also give give give my my my own own own opinions. opinions. opinions. The The The purpose purpose purpose is is is to to to help help help Ss Ss Ss to to to learn learn learn new new new words, words, words, understand understand understand the the background background of of of the the the listening listening listening material, material, material, activate activate activate Ss’ Ss’ Ss’ previous previous previous knowledge knowledge knowledge store store and and train train train their their teamwork abilities. Step 3 While-reading.The whole step will cost 22 minutes. First, First, I I I will will will play play play the the the tape tape tape of of of the the the listening listening listening material, material, material, and and and Ss Ss Ss listen listen listen to to to it it it and and and finish finish finish Task Task Task 1 1 individually. After listening, I ’d like to invite some Ss to give answers and explain the reasons, and I will check the answers given and written on blackboard by showing correct answers. Second, Ss will listen the tape again and finish Task 2. Before listening, Ss also need to be grouped to analyze the key points of the questions in order to capture the key information while listening. Ss are required to take notes when listening. After listening, I ’d like to invite some Ss to speak speak out out out answers, answers, answers, and and and I I I will will will check check check their their their answers answers answers and and and analyze analyze analyze the the the detailed detailed detailed information information information of of of the the listening material by controlling the tape. This whole step aims to train Ss ’ team-work, listening, and oral expression abilities. Step 4 Post-listening. It will cost 12minutes. First,I will show the listening text and play the tape together. Ss follow look at the text and follow tape to read sentence by sentence. The purpose is to make sure the answers and train Ss' oral expression abilities. Second, Ss will discuss “What would you do if an earthquake happened?” in group. And I will show some pictures about survival skills on PPT to hint Ss. After discussions, I ’d like to invite some volunteers to speak out their ideas. At last, I will summary all the opinions. The purpose is to train train Ss Ss Ss’’ oral oral expression expression expression and and and team-work team-work team-work abilities, abilities, abilities, to to to check check check Ss Ss Ss whether whether whether have have have the the the basic basic basic survival survival skills. Step 5. HomeworkAt the end of the class, I will present homework: Make Ss utilize the internet to search the news news about about about the the the Sichuan Sichuan Sichuan earthquake. earthquake. earthquake. Let Let Let Ss Ss Ss share share share their their their preparations preparations preparations with with with other other other classmates classmates classmates next next class. class. This This This step step step aims aims aims to to to train train train Ss Ss Ss’’ abilities abilities of of of search search search information information information and and and to to to feel feel feel the the the power power power of of of our our nation's post-disaster reconstruction efforts. Part Ⅴ Layout on the blackboardUnit 4 EarthquakesShake-shook ( Here are written down the answers of each group) Crack Rush Brick Fall down-fell down 。
说课稿 unit4 earthquake 说课稿
高中英语必修１Unit4 Earthquake 说课稿说课人：冯亚茹各位评委、老师：大家上午好！今天我说课的题目是人教版新课标高中英语必修1 Unit4 Earthquakes的阅读部分。
我说课的内容主要包括五个部分：一是说教材分析，二是说学情分析，三是说教学目标，四是说教法学法以及最后一部分是说教学过程。
一、教材分析本课是根据人教版高中新课标高一英语必修1 Unit4 Earthquakes阅读部分“A Night the Earth Didn’t Sleep”而设计的一节课，课文主要讲述了1976年7月28日凌晨发生在河北省东北部唐山市的大地震,通过对震前征兆、地震发生和震后救援的具体描述，向我们再现了唐山大地震这场二十世纪人类遭受的最惨重的自然灾害。
通过学习，学生能够了解更多关于地震的常识，面对突然来临的自然灾难，能够从容镇定，积极勇敢地面对并加强自我保护能力。
二、学情分析学习本文的学生是刚进入高中阶段两个月左右的学生，仍然处于初高中交接适应阶段。
虽然他们通过初中三年的学习，有些学生已具有一定的听说读写能力,但由于学生整体基础较薄弱，特别是由于词汇量缺乏，导致阅读速度慢，再加上对阅读技巧训练不足，对抓住文章重点和概括段落大意等方面还有待提高。
三、说教学目标1. 知识目标：1）重点掌握本课的核心词汇和常用表达；2）通过描述地震灾害的常用语，学生能够简单地描述地震发生的原因，如：震级，震感，海啸，世界末日等。
2. 能力目标：1)提高学生的阅读技能尤其是略读和浏览的能力；2)能根据所读的材料用适当的语言进行复述；3. 情感目标：1)通过完成任务和团队协作，增加学生学英语的兴趣并使他们建立自信心；2)增强学生的竞争意识；3)让学生知道如何在地震中自救和救人。
四、说教法学法1. 从学生的实际情况出发，我主要采用以下教法：1）任务型教学法。
结合学生的生活经验和兴趣设计一些问题，通过讨论在任务完成的过程中让学生学到应有的知识并提高语言的沟通能力。
高中英语说课稿 Unit 4 Earthquakes 说课稿
Unit 4 Earthquakes 说课稿高一英语组周密一．教学目标理论依据：《新课程标准》根据《新课程标准》关于总目标的定位及其实现途径和目标具体描述，结合高一学生实际和教材内容，我们把本单元的教学目标定为：1）语言知识：单词：理解，内化、运用以下生词：shake well（n.）rise smelly pond pipe burst canal steam dirt ruin injure destroy brickdam useless steel shock quake rescue electricity disaster army organiz e bury coal mine shelter fresh percent speech judge honor prepare E urope等，扫除听读障碍，重点掌握一些传神动词：advance; seize; sweep; swallow; drag; pull; flow; shake; strike; struggle等。
词组：get on one’s feet; tree after tree语法：复习和运用定语从句用于描述人、物及事件。
2）语言技能：听：听懂一个关于不幸经历的小故事，抓住时间、地点、人物、发生的事件说：叙述过去的经历（Talking about past experiences）能用得体语言描述人、物、事件，并且有一定的逻辑。
读：Scanning, skimming, careful reading, generalization; inference等阅读微技能训练。
写：能运用First, Next, Then, Finally简要且富有逻辑地描写自己的一次难忘经历。
3）学习策略：学生一定程度形成自主学习，有效交际、信息处理、英语思维能力。
4）情感态度：学生能在多种英语学习情景中分享自己的幸与不幸，体验用英语交流的成功与喜悦，以及培养合作精神、互助精神?br>二．教学重点和难点：重点：1. 课文中出现的重要动词,如: shake well(n.)rise smelly pond pipe burst canal steam dirt ruin injure destroy brickdam useless steel shock quake rescue electricity disaster army organiz e bury coal mine shelter fresh percent speech judge honor prepare E urope 及词组right away,at an end,dig out a（great）number of, give out, thousands of,etc.2. 用关系代词who, that, whom, whose等引导的定语从句 .3. 用副词first, next, then, finally 来描述一场难忘的经历.难点: 能用得体的英语表达自己，描述过去的难忘经历。
Unit 4 Earthquake 说课稿
Unit 4 EarthquakeGood morning, everyone! I am Ran Ting from class 1. Today my topic is Writing part of Unit 4 in Senior Grade One. My interpretation contains four parts.Analysis of Teaching Material:OK! Now, let’s begin from the first part, analysis of teaching material. The main content of writing part in the book is about an news report and an outline of the news.After this lesson, students should know how to write news report. The key points is how to make students write correctly and briefly. Moreover, the ability of students to cooperate with each other and to search for information should be improved.Analysis of Students:Then I’ll talk about the second part, analysis of students. Because writing is the last part of this unit, students have learned some information about earthquake. However, the don’t know how use them in writing news report. That’s what our students will learn in this lesson.Teaching methods and Aids: To evoke students interests, I’ll use Communicative Teaching Method, Inductive method, and Task-based Teaching Method in my teaching. And I will use PPT, pictures and some gifts to help my teaching.Teaching process: Now, I’ll introduce the most important part to you, my forth part, teaching process. It consists of five steps.Step 1 is Lead-in. In order to evoke students’attention at the beginning, I will show them some pictures about Ya’an earthquake and let them discuss about it. For example, they should list the time, the place, and the development of this event. During this step, they could have a brief understanding about the characters of news.Step2 is pre-writing. In this step, I will give them a piece of news in the book and a piece of news out of the book. Students should discuss in group and compare them, then find out the similar points in constructions. Finally, each group need one student to write their answers on the blackboard. Moreover, teacher should give them a conclusion. In this part, I used inductive method to let students participate in teaching activities and train their ability to cooperate. And I have design another activity in pre-writing, that is brain storm. In this activity, I’ll ask students to talk about the things which made them feel unforgettable, interesting, or significant. Though this activity, students could pick up the background knowledge effectively, that could provide them writing materials.Step3 is while-writing. Write an outline of their own news. They can follow the outline on the book. The model ability of students is powerful. Through model, they can have a basic structure of their news report.Step 4 is post-writing. In this step, I’ll let students show their own outline of their own accord. Then,teacher should give them a conclusion. Finally, teacher gives students an sample about news report, and asks students fill the blanks with proper words. After this step, students could clearly know how to write a news report.Step 5 is homework. Ask students write an news report according their outline, they could imitate the sample.That’s all my interpretation. Thank you for your listening!。
【校级公开课】必修一unit4 earthquakes说课稿
说课稿This is the first period of this unit. At the beginning of the class, I will lead in the topic by showing students some pictures of natural disasters and talking about them.As to warming up, I will ask students whether they have experienced earthquake, and to describe what they saw and felt in earthquake. And then I will show the two photos on the Page 25 for students to imagine the situation when the earthquake happened. In a sense, the photos show two cities famous for their earthquake. By looking at the pictures, the students must imagine what the earthquake could do to the building, roads and bridges. When students try to express their ideas, they will probably have difficulty. This activity provides the students a good chance to learn the new words and phrases, such as cracks, cut across, roads and canals, fall down, lie in ruins, fall and rise and destroy.Before coming to the reading, I will play two short clipped videos for students to watch so as to learn more about earthquake. One is about the reason why the earthquake happened, the other is about the real situation when earthquake is coming. Through watching video, students will realize how much the loss caused by earthquake. The cost is heavy, so it is natural for me to ask students to think about what we should do to reduce the loss and the measure we should take to protect ourselves from the earthquake. To reduce the loss, we only rely on the signs beforeearthquake. Therefore, students are requested to talk about the signs before the earthquake. This discussion will naturally lead students to the reading about what actually happened as the result of one of the terrible earthquake.For the reading, the title has deep meaning. I will give students the chance to discuss what they will write if given the title. In this way, the students’ thought will be stimulated. Because of the time, in the reading I only can ask students to find out the topic sentences of each paragraph, the general idea of the whole text and to think about the question “i n what order the text is written?”。
Unit4Earthquakes全英文说课稿比赛获奖版
Unit 4 Earthquakes英语说课稿This period is the high light of the whole unit.It lays emphasis on reading and understanding.First the teacher should check if the students have mastered the new words and expressions by asking them to speak out the sentences that they made using these words and expressions.This part can help the students to learn words and expressions by heart in a certain language situation.Then in Pre-reading part，students are asked to discuss two questions：What will you take if you are informed of a coming earthquake？What may happen before an earthquake？In order to answer the second question，students can carefully look at the four pictures in the part.The part prepares students for the Reading passage.In the Reading part，students will first listen to the tape with their textbooks closed.In order to make this step efficient，the teacher will provide them some statements based on the passage.While listening，students should judge whether these statements are true or false.If it is false，students should correct it.Then students will be given several minutes to read the passage silently.In order to help the students understand the passage better，the teacher can provide some comprehending exercises，including matching sentences，ordering events.At last students should divide the whole passage into three parts and write downthe main idea of each paragraph.The purpose of this step is to train students’ ability of reading comprehension，which is a very important skill.At last，students will do a speaking task in pairs.One acts as a newspaper reporter from China Daily and the other acts as a witness of the Tangshan Earthquake.The reporter is asking the witness some questions about the terrible quake.This part not only helps the students to revise what they have learned in this part but also provides them with an opportunity to speak in English.●三维目标1.Knowledge：（1）Words：shake，rise，crack，burst，well，smelly，pond，pipe，canal，steam，destroy，ruin，dirt，injure，survivor，brick，dam，useless，steel，shock，quake，rescue，electricity，disaster，army，organize，bury，coal，mine，shelter，fresh（2）Phrases：right away，as usual，at an end，lie in ruins，later that afternoon，be trapped under sth.，dig out，to the north of sp.，instead of，a great number of，put up，give out，wake sb.up，in the open air，think little of sth.（3）Sentence patterns：It seemed/seems that....The number of sb./sth.reached/reaches...All hope was not lost.（部分否定）2.Ability：（1）Learn some detailed information about an earthquake.（2）Improve the students’ reading ability.（3）Tra in the students’ ability to grasp key information while listening.（4）Train the students’ speaking ability.3.Emotion：（1）Train the students’ ability to cooperate with others.（2）Know the deadliness of an earthquake and the signs before an earthquake is coming.（3）Learn from the bravery of people in Tangshan to face the reality and rebuild the city.●教学重点（1）The new words and expressions.（2）Learn some detailed information about an earthquake.（3）Train the st udents’ ability to cooperate with others.（4）Train the students’ speaking ability.●教学难点1.Words：shake，burst，rise，destroy，shock，fresh，injure2.Phrases：right away，at an end3.Sentence patterns：（1）It seemed/seems that....（2）The number of sb./sth.reached/reaches....（3）All hope was not lost.（部分否定）4.Improve the students’ reading ability.5.Train the students’ ability to grasp key information while listening.●教具准备（1）a tape recorder（2）a projector（3）the blackboard●教学过程Step 1 GreetingsGreet the whole ClASs as usual.Step 2 RevisionT：Yesterday we learnt some new words and expressions.Now please speak out the sentences that you have made using the words and expressions.S1：shake：Shaking one’s head means saying “No” in China.S2：rise：The sun rose at six o’clock in the morning.S3：right away：After ClASs，they went to play basketball right away.S4：crack：The vase cracked when it dropped.S5：burst：He burst the door open，using all his strength.S6：ruin：She poured water all over my painting and ruined i t.S7：injure：She was badly injured in the accident.S8：survivor：There was no survivor in the big fire last night.S9：destroy：The heavy rain destroyed all our hope of a picnic.S10：shock：I was shocked when I heard his accident.S11：rescue：We rescued the boy who fell into the river.S12：disaster：The flood was really a terrible natural disaster.S13：organize：Jane organized the party.She asked people to come and bought the food and drinks.S14：bury：Many men were buried underground when there was an accident at the mine.S15：shelter：He had to stand in the shelter at the bus stop when it sudde nly rained.S16：at an end：She felt the world was at an end when her son died.S17：useless：It is useless arguing with him.He will never change his mind. S18：dig out：The thief dug out the box full of money and ran away.S19：fresh：These vegetables are fresh，I picked them this morning.Step 3 Pre-readingT：Suppose you are warned of a coming earthquake.Now you have time to take only one thing.Tell your partner what you will take and the reason.（After several minutes.）S1：I will take enough food.One can’t live without food.S2：I will take enough water.I think water is more important than food.S3：If it is winter，I will take enough clothes，otherwise，I will die from coldness.T：If an earthquake is around the corner，there must be some abnormalphenomena.Carefully look at the four pictures on Page 25 and try to describe what you have seen.S4：In the first picture，people see bright light in the sky.S5：In the second picture，the dog is always barking.S6：In the third picture，fish are trying to jump out of the pond.Even the rats are trying to run away from their holes.They are running nervously.S7：In the last picture，the water in the well rises and falls，rises and falls for many times.People can notice cracks in the well and smelly gas come out of the wells.Step 4 ListeningT：Everyone knows that an earthquake is very terrible.Today，we will learn something about the strongest earthquake in China’s his tory，which happened in Tangshan，Hebei，in 1976.T：First listen to the tape with your textbooks closed and check whether the following statements are true or false.If it is false，try to correct it.（1）People in Tangshan were warned of the earthquake and didn’t go to bed that night.（）（2）People in Beijing also felt the earthquake.（）（3）More than 400000 people were killed in the quake.（）（4）Many rescue workers and doctors were trapped under the ruins during the aftershock.（）（5）People tried to get fresh water from under the ground in Tangshan.（）（After listening to the tape，check the answers with the students.）S1：No.1 is false.People thought little of the unusual phenomena before the quake，and went to bed as usual that night.S2：No.2 is true.S3：No.3 is false.More than 400000 people were killed or injured in the quake. S4：No.4 is true.S5：No.5 is false.Fresh water was taken to the city of Tangshan by train，truck and plane.T：You did an excellent job.Step 5 ReadingT：Next，open your books and turn to Page 26.I will give you several minutes to read the passage.After reading，please finish Part 1 in Comprehending on Page 27.（Ss read the passage silently and then do exercise 1 in Comprehending on Page 27.）（Teacher check the answers with the whole ClASs.）S1：The chickens didn’t eat because they were nervous.S2：Before the earthquake the people didn’t worry because they didn’t know the quake caused the strange events.S3：Such a great number of people died because the quake happened while they were sleeping.S4：Water was needed because dams and wells were useless.S5：The people did not lose hope because the army came to help them.T：Very good.During the quake many things happened.Number the following things according to the order that they happened.A.Brick buildings were destroyed.B.The walls of the village wells had cracks in them.C.Shelters were put up for those with no homes.D.Roads got huge cracks.E.The army helped the survivors.（Ss read the passage again in a loud voice and then order the events.）（Teacher checks the answers with the whole ClASs.）S6：No.1 B；No.2 D；No.3 A；No.4 E；No.5 C.T.Excellent.How many paragraphs are there in this passage？Ss：Four.T：Try to divide the passage into three parts.Then try to write down the main idea of each part.You can finish this task in pairs.（After several minutes.）S7：Part 1 （Paragraph 1）Phenomena before the earthquake.Part 2 （Paragraphs 2-3）What happened during the quake and the damage. Part 3 （Paragraph 4）The rescue work after the earthquake.Step 6 Speaking （pair work）T：Now we are going to an interview in pairs.Suppose one of you was a newspaper reporter，and the other was a witness of the 1976 TangshanEarthquake.Now the newspaper reporter is asking the witness some questions.Work in pairs please.（Ss make dialogues.）T：Now I would like to ask pairs of you to come to the front to demonstrate your dialogues to the whole ClASs.S1：Hello，nice to meet you.I am a newspaper reporter from China Daily.S2：Nice to meet you too.S1：I hear that you are lucky enough to have escaped from the terrible earthquake that happened in Tang-shan.S2：Yes.I was so lucky as to be one of the survivors.Even at this time，my heart is still trembling with fear.S1：Then could you answer some questions about the earthquake？S2：OK.I will try to control my feelings.S1：Actually，at what time did you know that an earthquake was coming？Were you warned of the earthquake？S2：Although later people said there had been some signs that showed an earthquake was coming，we paid no attention to these events.We just went to bed as usual that night.S1：Do you know any signs？S2：Yes.For three days the water in the village wells rose and fell，rose ad fell.Some housewives noticed that the well walls had deep cracks in them.A smelly gas came out of the cracks.In the farmyards，the chickens and even thepigs were too nervous to eat.Mice ran out of the fields looking for places to hide.Fish jumped out of bowls and ponds.S1：Then do you still remember what happened during the quake？S2：Oh.At 3：42 am everything began to shake.A huge crack that was about eight kilometers long and thirty meters wide cut across houses，roads and canals.Steam burst from holes in the ground.The terrible earthquake lasted for about 15 seconds.After that，everywhere I looked nearly everything was destroyed.Bricks covered the ground like red autumn leaves.Many buildings fell down.To make things worse，two dams and most of the bridges also fell.It’s impossible to trave l.The railway tracks were useless pieces of steel.S1：I heard there were some aftershocks.Did they cause any damage？S2：Of ter that afternoon，another big quake shook Tangshan.Some of the rescue workers and doctors were trapped under the ruins.More buildings fell down..S1：Although you have survived，you have to live a hard life in the next period of time.S2：That is true.Water，food and electricity were hard to get.Life was very difficult for us.S1：But luckily，you have army to help you.S2：Yes.The army sent 150000 soldiers to help the rescue workers.They organized teams to dig out those who were trapped and bury the dead.S1：Then how do you get water these days？S2：Water is brought to the city by train，truck，and plane.We people in Tang-shan will try out best to rebuild the city.S1：I believe so.Thank you for having answered my questions.S2：That’s all righ t.Step 7 HomeworkTry to remember the key information of the passage by heart.●板书设计Unit 4 EarthquakesThe Second PeriodT or F statements：（1）People in Tangshan were warned of the earthquake and didn’t go to bed.（）（2）People in Beijing also felt the earthquake.（）（3）More than 400000 people were killed in the quake.（）（4）Many rescue workers and doctors were trapped under the ruins during the aftershock（余震）.（）（5）People tried to get fresh water from under the ground in Tangshan.（）●活动与探究Story-telling competition1.Divide the ClASs into groups of four or five.Each student should look for some unusual things that happened in the Tangshan earthquake.The students can go to the library or go online to search for some useful information.2.Work in groups and tell the students’ own story to other members of the same group.Then each group should choose the most unusual story in the group.3.Choose one representative of each group who will tell the most unusual story to the whole ClASs.4.The teacher acts as the judge and chooses the best story and the best story-teller.5.The teacher gives the group that has the best story a prize and gives the best story-teller a prize.●备课资料Tangshan：The Deadliest EarthquakeFireballs and Animals Give WarningThough scientific earthquake prediction is in its nascent（初期的）stages，nature often gives some advance warning of an impending（即将发生的）earthquake.In a village outside of Tangshan，well water reportedly rose and fell three times the day before the earthquake.In another village，gas began to spout（喷出）out the water well on July 12th and then increased on July 25th and 26th.Other wells throughout the area showed signs of cracking.Animals also gave a warning that something was about to happen.One thousand chickens in Baiguantuan refused to eat and ran around excitedly chirping.Mice and yellow weasels were seen running around looking for a place to hide.In one household in the city of Tangshan，a goldfish beganjumping wildly in its bowl.At 2 a.m.on July 28th，shortly before the earthquake struck，the goldfish jumped out of its bowl.Once its owner had returned him to his bowl，the goldfish continued to jump out of its bowl until the earthquake hit. Strange？Indeed.These were isolated incidents，spread across a city of a million people and a countryside scattered with villages.But nature gave additional warnings.The night preceding the earthquake，July 27th-28th，many people reported seeing strange lights as well as loud sounds.The lights were seen in a multitude of hues.Some people saw flashes of light；others witnessed fireballs flying across the sky.Loud，roaring noises followed the lights and fireballs.Workers at the Tangshan airport described the noises as louder than that of an airplane. Earthquake and QuakeproofSome countries，such as Japan，have a large number of earthquakes.Earthquakes happen very quickly and violently.During an earthquake，there is often a great noise first.Then the earth shakes terribly；many houses fall down；railway tracks break and trains run off lines；a great many factories are destroyed；thousands of deaths are caused，and many more lose homes.Besides the great damage and deaths caused by the earthquake itself，other disasters such as fires often follow，more building destroyed and more deaths caused.It is well known of the dangers of a possible earthquake，and for centuries man has been making researches on earthquake.More than 2000 years ago，forexample，a Chinese scientist named Zhang Heng invented a machine which could detect earthquakes，and this machine is still used by scientists today to detect and measure the strength of earthquakes.Now we know much more about earthquakes and why they happen，but we still cannot tell exactly when and where an earthquake will happen，and cannot stop it from happening.So earthquakes are among the worst disasters in the world.No one can stop natural earthquakes.However，scientists can help stop earthquakes destroying whole cities and causing too many deaths.In those areas where earthquakes often happen，they record mountain temperatures and take photos from the air and if anything starts to happen，they warn governments to be prepared for possible disasters so that emergency plans are put into action to lessen the disaster，probably saving many lives.。
Unit-4-Earthquakes全英文说课稿
Unit 4 Earthquakes 全英文说课稿The content of my lesson is New Senior English for China student 's Book1 Unit 4earthquake. I ' ll be ready to begin this lesson from four parts. Analysis of the teaching materia，l the teaching methods, the studying methods and the teaching procedure. First, let me talk about the teaching material.Part 1 Teaching Material:This unit is about natural disasters through the world and china,as we know ,has a particular problem with earthquakes. In the last century five of the ten worst earthquakes happened in China .although it is important for students to understand the dangers people face in a quake, it is just as important for them to realize that there are things that can be done to minimize the damage caused by quakes. For this reason, this unit keeps a positive tone or outlook. It includes exercises and tasks that enables students to think about how to avoid quakes, or at least some of the damage they can cause. this unit also lets them role-play community work that deals with disaster relief. As we all know , reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus新课程标准和教学大纲),after studying the teaching material and analyzingthe rule of children growing of mind, I think the teaching aims are the followings:Part 2 Teaching aims and demands1. Knowledge objects:a) The Ss can hear, read, and use the main sentence patternsb) The Ss can understand the content of the lesson and can describe the signs before an earthquake, the damage of the quake and rescue work after the quake.c) Ss can use the patterns to describe other natural disasters in the proper situation.d) master the order of the news report and the outline of the news.2. Ability objects:(1) To develop the Ss ' abilities of listening, speaking and reading.(2) To train the Ss ' ability of reading.(3) To improve the student ' s reading ability, especially their skimmingand scanning ability.3. Emotion or moral objects:a) By doing the tasks and the passage, let Ss look at the natural disasters with a positive attitude.b) Teach the Ss to learn the positive sprite of the people in Tang Shanc) Improve Ss ability of working in pairsNow, let 's come to the important points and the Difficult points.1. Important pointsa) Get Ss to basic knowledge about natural disasters.b) Get Ss to learn about Tangshan Earthquake.c) Get Ss to learn different reading skills.2. Difficult pointsDevelop the students ' reading ability.Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? As is known to us all, The modern teaching demands the teacher should improve the students ' ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students 'learning background ,I will use the following methods .Part 3 Teachi ng Methods:In my opi nion, the mai n in structi onal aims of lear ning En glish in the Middle School is to develop the stude nts ' abilities of liste ning, speaking, reading, writing and their good sense of the English Ianguage.So in this less on I ma in 'ulse “ Communi cative ” Ap交际a教学法）,“WholeIanguage teachin整体语言教学法）and “Taitesed” Ianguage teaching 任务教学法）.That is to say, I let the Ss to get a better un dersta nding of the key structure ofthe passage. Accord ing to the moder n social com muni cati on teachi ng theories现代社会交际教学理论）,I adopt the TSA method情景教学）and TBLT method （语言任务教学）in my teach ing, n amely Total Situati onal Actio n and Task-basedteachi ngLan guage Teach ing. The former is a method」testablishes a real sce ne and the in teracti on betwee nthe teacher and the Ss . The latter offers the Ss an opport unity to complete the tasks in which Ss use Ian guage to achieve a specific outcome. The activityreflects real life and lear ners focus on meaning, they are free to use anyIanguage they want. At the same time, I ' ll make use of the modern electricity teachi ng equipme nts and all kinds of teachi ng mean s, it can develop the Ss creativity in learning English.Part 4 Teach ing aidsThe multimedia, recorder, and other no rmal teachi ng aidsPart 5 Teach ing proceduresStep 1 Lead inShow Ss some pictures about n atural disasters and ask them twoquesti ons1. Can you tell some n atural disasters?2. Have you ever experie need an earthquake? Can you describe how terrible an earthquake is?Step 2 Warming up and pre-read ing1. show pictures about Wen chua n Earthquake and ask Ss to describe the damage of this quake.2. Ask questio nsa) Can we predict the earthquake several days ahead?b) What do you thi nk may happe n before an earthquake? Please look at the followi ng pictures.The sig ns before the earthquake1. We can see bright lights in the sky and hear the sound of pla nes while there is no pla ne in the sky.2. The ani mals are n ervous, we can see the dogs are bark ing, the fish are jump ing out of the bowls and pon ds, the mice run out of fields, ducks jump into the river.3. We can see that the well wall has deep cracks in them and the water rises and falls. Step 3 Read ing1. Fast readi nga) In what order was the passage writte n?The passage was writte n in time order.b) Find the topic senten ces of each paragraph Paragraph 1first sentence Paragraph 2 first sentenceParagraph 3 sec ond sentenceParagraph 4 first sentencec) Please divide the passage into 3 parts and summarize the mai n idea of each part. stra nge thi ngs before an earthquakethe damage of the earthquakeThe 3rd part: par4rescue work2. Careful readi nga ) Read the passage again and fill the blanks .Keys for the bla nks : Wells, smelly, pipes, mice, ruin s, injured, destroyed, dams, useless, army ,150,000, dig out , bury , shelters, fresh water The 1st part: pari The 2nd part: par2~3c) the outl ine of the passaged) do the exerciseJoin the correct parts of the senten ces.1. The chickens didn ' t eat because they were nervous2. Before the earthquake the people they didn ' t worry because they didn know the quake caused the stra nge eve nts.3. Such a great nu mber of people the quake happe ned while they weresleep ing.4. Water was n eeded because dams and wells were useless.5. The people did not lose hope because the army came to help them.Any way, the teach ing of this less on aims to develop not only the Ss'Ian guage tech ni cal abilities, but also the diverse in tellige nee by in tegrated teachi ng methods.As teachers, to make our En glish classrooms shi ne with vitality, we are laid with heavy burde n, and we still have long way to go.Above are the lecture no tes of my less on. Thank you!。
高一英语说课稿范文必修1 Unit4 Earthquakes 说课稿
高一英语说课稿范文必修1 Unit4 Earthquakes 说课稿一、说课标新课程标准的三维教学观，具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力。
指出：“教师在教学才过程中应与学生积极互动、共同发展。
教师应尊重学生的人格，关注个体差异，满足不同学生的学习需要，创设能引导学生主动参与的教育环境，激发学生的学习积极性，培养学生掌握和运用知识的态度和能力，使每个学生都能得到充分的发展。
因此，本课的设计重点是：帮助学生形成自主、合作、探究的学习模式，掌握阅读的一些基本技巧，让每个学生在原有的基础上都学有所得。
二、说教材（一）教材地位和教学内容分析本课是高一必修模块1第4单元的阅读课型，这单元围绕earthquakes这一主题开展听、说、读、写多种教学活动。
Reading设计为本单元的第2课时。
本课型是单元整体教学的重要环节，为学生的语言学习、语法学习提供了载体，并且是学生获取信息的主要来源。
“Reading―――A NIGHT THE EARTH DIDN’T SLEEP”具体描写1976年唐山大地震的震前、震中和震后。
本篇文章词汇量大，运用了大量的动词、复杂的数字，出现许多定语从句，篇幅较长，并且采用一些修辞手法，对学生的语言阅读能力提出了更高的要求。
但文章的结构较明显，较容易归纳出各部分的中心词。
（二）教学目标1. 语言知识目标：a)使学生了解自然灾害的相关词汇，并掌握复杂数字的表达法。
b)学习掌握与地震相关的词汇，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shoc k,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent等，以及right away, at an end, dig out, give out, thousands of以及一些优美句子的赏析。
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Lesson Plan InterpretationTeaching material: NSEFC Book 1 Unit 4 EarthquakeHello! Ladies and gentlemen. Today my topic is Unit 4 reading. Now allow me to introduce the first part:Ⅰ. Analysis of the teaching materials:1.The importance of this lessonThis lesson is a reading passage. It plays a very important role in English teaching of this unit because we should lay particular emphasis on the students’ reading ability in senior English teaching.2.What to teach －teaching contents1.)get some basis knowledge about Tangshan earthquake2.)get the students to comprehend the passage better3.)do some listening, speaking and writing4.)moral educationIn this passage we should help the students get some knowledge about the Tangshan earthquake. At the same time we ought to get the student to comprehend the passage better. The students should do some listening, speaking and writing, too. Of course, the students should receive some moral education.3.The important and difficult points in this lesson:Important points:1.)some knowledge about earthquakes2.)to improve the students reading abilityDifficult points:using the learned phrases and sentence patterns to express one’s ideasⅡ. Teaching aims:My teaching aims includes 3 parts: knowledge aim, ability aims and moral education aims1.Knowledge aim: by the end of the lesson, students will have a better understanding of themeaning and structure of the text.2.Ability aims:1.)use what we have learned to describe what would happen before – during – after theearthquake2.)improve the readi ng skill and use English to express one’s ideas3.Moral education aims: learn the bravery of facing the natural calamity from people inTangshan and we should always hold an optimistic attitudeⅢ. Analysis of the teaching theories and methods:That’s all for my teaching aims. Now let’s focus on the third part, Analysis of the teaching theories and methods. When I deal with this lesson. I’ll do my best to carry out some teaching theories of the new curriculum: taking the students as the host and the teacher subordinate .Carry out task-based learning and cooperative learning. Let the students receive some moral education while they are learning the English language.1.Teaching theories: The new curric ulum (“taking the students as the host and the teachersubordinate”, “Cooperative learning”, “Take-based learning”, “Communicative learning”)2.Teaching methods: “Communicative Language Teaching”, “Take-based Activity”3.Learning methods: “Discovering learning”, “Cooperative learning4.Teaching aids: A tape recorder, the blackboard and PPTSince it is a reading passage, it is very important to develop the students’ reading ability. I’ll use some reading methods such as preparation for reading, (lead-in) scanning, skimming and intensive reading (in-depth reading or study reading). In class, I’ll try to use encouraging and polite remarks such as “Do you want a go?” “volunteers” “Well done!” “You did a good job!” “Thanks!” and so on. I’ll get the students to have a c ompetition to develop their quick response. I’ll make full use of modern equipment such as the multi-media and tape recorder to make the class more lively and interesting.Ⅳ. Analysis of the students:The students are in Grade 1. They are still at an age that would like to have competition with others. They have known something about the earthquakes. Some long sentences are difficult for them to understand. So I will help the students in different levels to learn English.Ⅴ. Analysis of the teaching process: Now came to the most important partStep1. Lead-in:1.)show some pictures of Tangshan (before the earthquake)2.)let the students to imagine what would happen after the earthquake (ask some studentsto speak out their ideas)My purpose here is to let the Ss know what we are going to look atStep2. While reading: in this step I will let the students read the text twice1.fast reading: scanning & skimming1.)first tell the students this passage can be divided into three parts and tell them the clueof the story : time order (tell them to pay attention to the first sentences of each para.)2.)read silently to get the structure (after several mins I will discuss the structure with thestudents)Part 1 (para 1) Strange things were happening before the earthquake, bot no one took any notice of themPart 2 (para 2-3) The earthquake destroyed the city of Tangshan and shocked the people very muchPart 3 (para 4) The army came to help the survivors, bringing hope for a new life2.careful reading: intensive readingdo the exercis e in students’ book in P27 1,2 (a competition: divide the Ss into four group, and then the one who stand up fast and give the right answer can get ten marks for his group, the group which gets the highest mark will get a present)Step3. Consolidation:1.listen to the tape and read the passage aloud (Play the tape of the passage for thestudents to listen and then ask them to read it aloud. Tell them to pay attention to thepronunciation, stress and intonation while listening. At the same time they can enjoythe beauty of the English language. And it can prepare the students for the retelling innext step.)2.fill in the blank with proper words3.retell the story in your wordsSince the students in the class are in different levels, so first I will let them to fill in the blank to get an expression of the general idea of the textStep4. Post reading －discussion1. a short video about the 5·12 Wenchuan earthquake2.pictures of Tangshan and Wenchuan (on the screen)3.discuss: What can we do for the rebuilding of Wenchuan and how can we protectourselves if an earthquake happens?4.volunteersoptional: show them some pictures of Wenchuan people and tell the Ss: Where there is a life, there is hopeStep5. Homework1.read the text again after class and figure out the meaning of the following complexsentences (so these in class if time allow)2.write a short paragraph to describe what had happened before – during – after theearthquake using your own words3.surf the Internet to learn more about how to protect yourself and people if anearthquake happenⅥ. Contents on the blackboardUnit 4 EarthquakeA Night the Earth didn’t SleepStructure of the whole passage:Clue of the story: Time orderBefore – during – after the earthquakePart 1 (para 1) Strange things were happening before the earthquake, but no one took any notice of themPart 2 (para 2-3) The earthquake destroyed the city of Tangshan and shocked the people very muchPart 3 (para 4) The army came to help the survivors, bringing hope for a new lifeHomework for today:Ⅶ. My teaching dailyIn this lesson, I lead the students understand the passage step by step, and help them to retell the story and hold a discussion. But there are some new language points in the passage, so I will explain them for the students next period.Ok, that’s all for my interpretation. For the time is limited, there must be some mistakes in my interpretation; I hope you can give me some suggestions.。