《英语优秀教学案（人教版）：必修一 Unit 4 Earthquakes Period 6 Reading Task and Speaking Task》由会员分享，可在线阅读，更多相关《英语优秀教学案（人教版）：必修一 Unit 4 Earthquakes Period 6 Reading Task and Speaking Task（6页珍藏版）》请在金锄头文库上搜索。
1、Unit 4EarthquakesPeriod 6Reading Task and Speaking Task整体设计从容说课This is the sixth teaching period of this unit. As usual, the teacher should check the students homework and offer chances for the students to go over what they learned in the last period at the beginning of the class.In this period, the
2、 teaching emphasis will be put on developing the students reading and speaking ability by dealing with the parts Reading task and Speaking task.In the part Reading task, the students will read a passage titled The Story of an Eyewitness, written by a famous American writer Jack London. In order to l
3、ead in the topic, the teacher can first ask some students to talk about the Tangshan earthquake. Then ask them to read and compare the passage with the one they have read on Page 26, whose title is A Night the Earth Didnt Sleep. Compare the ways that the writers described the facts and feelings. Aft
4、er comparison they will find the writer of The Story of an Eyewitness, Jack London, expressed more feelings while describing the earthquake. In the end, the teacher will play the tape for the students to listen to and read with emotions. This makes for improvement of not only students pronunciation
5、and intonation, but also their understanding of the passage. As to new words and phrases, the teacher can just find those the students feel most difficult and help them to understand. Thats enough here.In the part Speaking task, the students are asked to choose eight things from the list below to pu
6、t into their personal earthquake bag, present their list to the class and give their reasons for each choice. The teacher can first introduce the idea of a personal earthquake bag, make some suggestions of his own personal earthquake bag to the class, have a class discussion, and then encourage stud
7、ents to make their own choices and give their own reasons. In the end, make a class list and display it in the classroom showing the class choices for a personal earthquake bag. This activity not only helps to train students speaking ability but also provides them with some useful basic knowledge ab
8、out earthquakes.教学重点1. Develop the students reading ability by reading and comparing different styles of passages.2. Develop the students speaking ability by discussing and explaining ways.教学难点Enable the students to compare different styles of passages.教学方法1. Task-based teaching and learning2. Coope
9、rative learning3. Discussion教具准备A tape recorder and other normal teaching tools三维目标Knowledge aims:1. Get the students learn new words and expressions such as judge, honor, prepare, etc.2. Get the students to learn the following sentence patterns:1)Never before in history has a city been so completel
10、y destroyed.2)Man himself had to make ruins of some of the citys best buildings so that they would not be a danger to those in the streets.3)Amazing as it may seem, Wednesday night was a quiet night.Ability aims:1. Develop the students reading ability by reading and comparing different styles of pas
11、sages.2. Develop the students speaking ability by discussing and explaining ways.Emotional aims:1. Get the students to learn the bravery and kindness people of San Francisco showed in the disaster.2. Get the students to know more basic knowledge about earthquakes.3. Develop the students sense of coo
12、peration.教学过程设计方案（一）Step 1 Revision1. Check the homework exercises.2. Ask some students to talk about earthquakes they have learned.Step 2 Warming up1. Brief introduction of San Francisco Earthquake.1)When did the quake happen? (In 1906. )2)What damage did it bring about?(About 700 people died in th
13、e earthquake and as many as 250 000 people lost homes. . . )2. Talk about the background.(As luck would have it, at the time of the quake, Americas most famous writer, Jack London just happened to be living near San Francisco. London, like most great writers and former journalists, knew a good story
14、 when he saw it. He and his wife rode on horseback at a fast gallop from their ranch to the hills overlooking the “city by the bay”. What they saw both horrified and fascinated them. He wrote the article The Story of an Eyewitness to describe what he saw and his feelings. )Step 3 ReadingRead the art
15、icle carefully with the following questions.1. Who is the man in the picture?2. What can we see from the word never in the first sentence “Never before in history has a city been so completely destroyed”?3. How many negative words are used in the first paragraph, and what are they?4. Whats the featu
16、re of the sentences in the first paragraph?5. Whats the main idea of the second paragraph?6. What can we learn from the first sentence and the last sentence?Several minutes later, check the answers with the whole class. While checking, deal with any language problems that students cant understand.Suggested answers:1. Maybe he is the writer, Jack London.2. From
