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Lesson Plan Book 1 Unit 4 Earthquakes Feng Qian Unit4 Earthquakes I.Analysis of the Teaching Materials This is the reading class about Unit 4 from New Senior English For China Students’Book1.The topic of this unit centers on earthquakes, a kind of natural, but serious disaster. The main reading materials introduce the various omens before the coming of Tangshan Earthquake, the damages of urban buildings, men and livestock caused by the disaster, and emergency rescue operations after the earthquake. The students can learn how to describe disaster, damage, emergencies. Meanwhile, they can feel the sense of the fears and worries and express their emotions. At the same time, they can know more about the basic knowledge about the earthquake, how to protect themselves, and how to help others in a disaster and difficulties. To learn this unit, we can divide it into 7 periods. I’ll choose the warming-up, pre-reading and reading part of period 2 in this class, which is based on the students having finished the task of previewing all the new vocabularies ,had a general understanding to this unit and searched for some other materials about disasters being around us by themselves in the period 1 and after-school. II.Analysis of the Students A．Knowledge base Compare to the middle school students, the high school students’ knowledge base has gotten a higher level in terms of vocabularies and grammars because they have experienced the senior high school entrance examination and have formed a general understanding to the structure of English. However, different from junior high school English learners, the students in senior high school are required to grasp more complex vocabularies and language points. In addition to that, there are so many English learning materials involving all fields, which put forward a higher request to the basic knowledge of English learners. What’s more, students in senior grade 1 are between secondary schools and high schools. So, teachers should pay more attention on the characters of students’ knowledge structure and provide more interesting and rich English activities to stimulate their interests to enjoy the language and then use it. B．Learning ability In the process of large-scale class teaching, the students in class are of different levels. It’s hard for teachers to keep a watchful eye on every student, so it means that learners are expected to take greater responsibility for their own learning and to enhance the ability of 3 autonomous learning. Although the senior one students have taken a better command of the methods of independent study and handled the basic skills of language learning, such as: listening, speaking, reading, writing, they still need to be given more opportunities to express themselves in English and learn to use what they have acquired in class. At the same time, the ability of critical thinking and solving problems by cooperating learning should be developed. The reading material of “Earthquakes” is not only close to students’ life, but also activates their more feelings about the personal emotions. We should make the best of the topic and use educational activities in this class to finish some tasks, which include individual, pair work and group work to let each of them get more chances to practice English. C．Sentiment attitude and cognitive structure At this period, most of the students have formed into their own fixed habits of leaning. Some students just listen to teachers and write down all the notes that teachers teach in class. Although they could also do well in the exams, they are unwilling to express their feelings, even afraid of standing up in public, and hardly attend the activities actively in class. Some other students cannot focus on one thing for a long time, but their quick thinking stands out in the whole class. Some students have a short of interests in English, and regard English as a series of dull grammars. 4 Moreover, the students’ cognition structure is becoming mature gradually. They are eager to know more about new things and know deeper understanding about this world. Therefore, the knowledge from textbook is unable to meet the needs of students. Our teachers could make full use of materials of life and society offered by modern educational technology. III.Teaching Aims and Demands A．Target Language 1. The students learn and master the key words and expression in this period. 2. The students learn how to talk about people and things using the attributive clause. B．Ability goals 1. The students will improve their reading ability through reading activities, such as: setting the scene, skimming and scanning. 2. The students can learn how to describe disaster, damages, emergencies, and express their personal feelings. 3. The students will improve their ability of exchanging ideas and learn to get main opinions from the given passage through some reading skills. 5 C．Feelings and Attitudes 1. The students can know more about the basic knowledge about the natural disasters, how to protect themselves, and how to help others in a disaster and difficulties 2. The students will develop their cooperative spirit. 3. The students will know more about common sense in life and gradually cultivate their bravery and courage when they are facing difficulties. IV. Important and Difficult Points of Teaching A．Important points of teaching 1. Help students master the key words and expression, and use them in speaking and writing. 2. Help the students to get a better understanding of the text 3. Train the students’ reading ability-skimming and scanning. B．Difficult points of teaching 1. Describe fluently the disasters and their real life experience in English. 2. Help students express their own ideas and feelings based on the English knowledge that they have learned in the class. 6 V.Teaching Methods A．Tasked-based language teaching B．Communicative Approach VI.Teaching Aids A．A blackboard B．Textbook C．A computer for multimedia VII.Teaching procedures A．Warming Up and Pre-reading For most of human history, people could only imagine what caused earthquakes to happen. So stories were told to explain this natural disaster. A story from India says that four very big elephants hold up the earth. The elephants stand on the back of a bigger turtle. The turtle stands on an even bigger snakes. When any of these huge magical animals move, the earth begins to shake! 1. In pairs make up a story to explain how an earthquake happens. 2. Describe what happens in an interesting way like the story from India. Keep your story short. 7 3. Share your story with your classmates. Describe which one is the most interesting. Give a reason. Intention: It aims at stimulating students’ interest in earthquake and leading in this unit by arousing students’ previous knowledge and life experience. B．While-reading 1. Skimming Ask the students to read the text quickly. While reading, find out the main ideas of the each paragraph. Paragraph1.__________________________________________ Paragraph2.__________________________________________ Paragraph3.__________________________________________ Paragraph4.__________________________________________ 2. Scanning Get the students to read the text carefully and finish these exercises , then ask some students to give their answers. 1. Read the passage and join the correct parts of the sentences. 8 2. Try to find as many words you have learned in the reading passage as possible to describe any earthquake you know about. Feeling Intention: Train the students’ ability of quickly reading the details and capturing the important information through skimming and scanning. C．Post-reading Ask students in pair groups to skim the text a third time, and make dialogues in pairs according to the following situation. Situation1 Earthquake You are in the classroom. Situation2 Fire You are sleeping in your bedroom. Situation3 Thunderstorm You are shopping on the street. Intention : Stimula 内容过长，仅展示头部和尾部部分文字预览，全文请查看图片预览。 edge, but help students understand the passage more deeply. 2. By take the method of Task-Based Language, pair work and group work, we can encourage students to involve into the class actively and express themselves bravely. 3. The questions are more subjective. It may be a little harder for students to express their answers fluently and accurately in English. So teachers need to pay more attention on the reactions of the students and give some suggestion at appropriate time and condition. 12 [文章尾部最后500字内容到此结束,中间部分内容请查看底下的图片预览]

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