年人教版必修1 Unit4 Period 5 Using Language 優(yōu)質(zhì)教學(xué)案

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1、2020年精編人教版英語資料 Unit 4　Earthquakes Period 5　Using Language 整體設(shè)計(jì) 從容說課 This is the fifth teaching period of this unit. The teacher can first check the homework and review what they learned in the last lesson. Some sentences which contain attributive clauses should be translated for revision. The

2、emphasis of this period is laid on developing the students’ writing ability. This is a best way to test if the students have mastered what they have learned. The task Reading and speaking on Page 30 includes two parts:The first part including 1-2 gives students practice in writing a short acceptance

3、 speech. Step 2 clearly outlines what students should include in their speeches. Be sure to have students consider who their audience is and how they choose their words and manner of speaking. This part is a bit challenging for students, but very practical. It requires students to put what they have

4、 learned into daily use, which is the real purpose of language learning. The teacher should instruct students in order to make it sound formal. The second part, that is, Step 3 gives students practice in discussing in groups what had to be done to rebuild a city after an earthquake. Students should

5、have their discussion after looking at the design of the new Tangshan stamps. As to the part Reading and writing on Pages 31-32, the teacher should first get the students to read the brief description about how to write a newspaper story and then have them compare a newspaper story to a short story

6、. Explain to students that a newspaper needs a headline to attract the reader’s attention since the reader may not have bought the newspaper before they read the headline. Newspaper stories and short stories are organized very differently. Usually a short story begins with small details and includes

7、 big details later. A newspaper story does just the opposite. Both kinds of stories use paragraphs with main ideas. The point-of-view in a good newspaper story is objective(i. e. it has no point-of-view)while a short story is subjective(i. e. has a point-of-view). A newspaper story has no conclusion

8、; a short story generally does. After understanding all the above, students are required to prepare the outline for a short newspaper story for China Daily. Writing is a higher stage of language learning. The teacher should frequently give students some assignments of writing. Only in this way, can

9、students use what they have learned more freely. 教學(xué)重點(diǎn) Doevelop the students’ writing ability by writing a speech and preparing the outline for a short newspaper story for China Daily. 教學(xué)難點(diǎn) Get the students to learn how to write a good speech and a good newspaper story. 教學(xué)方法 1. Task-based teach

10、ing and learning 2. Cooperative learning 3. Discussion 教具準(zhǔn)備 A projector and other normal teaching tools 三維目標(biāo) 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.

11、 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 ex

12、cellent 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. 教學(xué)過程 設(shè)計(jì)方案 →Step 1 Revision 1. Check the homework exercises. 2. Translate the following sentences, using attributive clauses. 1)她說她的

13、父母不許她嫁給家境貧寒的人。 2)他們談?wù)摿嗽S多他們所記得的大學(xué)里的人和事。 3)正在那兒唱歌的女孩是我的妹妹。 4)這就是你上次參觀的博物館嗎？ 5)她正在寫字用的那支鋼筆是我的。 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 w

14、hose 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

15、 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

16、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

17、 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

18、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 th

19、eir 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

20、 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

21、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: Ladie

22、s 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 ho

23、nor 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 tr

24、apped 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 Ta

25、ngshan, 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 beauti

26、ful 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

27、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

28、 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 to

29、pic, 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

30、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 e

31、xample 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 ea

32、ch 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 s

33、tudents 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. 板書設(shè)計(jì) Unit 4 Earthquakes Writing

34、 ＊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 imp

35、ortant? 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? 活動與探究 For most of human history, people could only imagine what caused earthquakes to happen. There are many folk stories

36、 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: Sto

37、ry 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 li

38、ves 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

39、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.