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1、Unit 7 EmergencyTeaching plan (5 periods)ObjectivesStudents will be able to :1. understand the main idea( Anthony Falzo saved two children in a courageous deed) and structure of the text (three parts-what happened before, during and after the incident);2. appreciate the advantages of specific words
2、over general words;3. grasp the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities centered upon the theme of the unit.Time allotment1st period: pre-reading; while-reading( predictions) 2ndperiod: while-reading( Text
3、organization; Part;Part)3rd period: while-reading( Part and Part)4th period: while-reading( Part ); Post-reading5th period: check on students home reading (Text B);Theme-related Language Learning Tasks)Pre-reading tasks1. T asks several Ss the following questions to check if they have listened to th
4、e recorded poem:-How did the father understand courage at first? (hint: to have no feat of certain things)-What did courage mean to the father after the fire? (hint: to risk ones life for other people) (5 minutes)2. 1) Before class, Ss are asked to collect stories, news reports, or pictures of coura
5、geous deeds.2) In class, Ss form groups of three or four to share what they have collected.3) Groups discuss what qualities are necessary for a person to handle emergencies successfully and why. They may support their points by citing what they have collected.4) Speakers for several groups report th
6、eir discussion results to the class.5) T reminds Ss to keep these qualities in mind when they study the text, and see how many of them are embodies in Anthony Falzo.(25 minutes)While-reading tasks1. Predictions1) Ss read the title and the first paragraph, then answer the following questions:-Who mig
7、ht have uttered the exclamation “Kids on the Track”? (possible answers: Kate Prichard, a railway worker, a train engineer, a neighbor, a passer-by who saw the kids on the track, etc.)-Why does the author describe how Kate carried the groceries from her car to the house? ( hint: She was so preoccupie
8、d with the task that she neglected her sons, which later caused the accident.)-Why does the author mention a train horn, Conrail, and the lack of a fence between the Prichards yard and the railway? ( hint: They foreshadowed the later accident.)-Why does the author include in the story the ages of To
9、dd and Scott? ( hint: That tells the reader they were too young to understand the importance of staying away from the railroad.) 2) T comments that the author skillfully includes in the first paragraph the above-mentioned hints of the story to be unfolded. 3) Ss read the last sentence of the story a
10、nd get an idea of the importance of coherence .( see Text Analysis ) (20 minutes)2. Ss read the instructions for Text Organization Exercise 1 to learn the three-part structure ( 5 minutes )3. T explains the language points of part and gives Ss practice. It might be important to men-tion that 14 inch
11、es equal approximately 35 cm. During the process, pay special attention to the verbs that describe a succession of actions taken by Rich and Anthony. T may ask Ss what more general synonyms could replace those in the text. ( see Language Study ) ( 30 minutes )4. Ss do the Usage exercise and learn ab
12、out the advantages of specific words over general ones.( 15 minutes )5. Ss sum up the main idea of Part , then do Text Organization Exercise 2. They will compare their answers with each other. ( 15 minutes )6. T explains the language points in part and gives them practice. ( see Language Study ) ( 5
13、 minutes )7. Ss sum up the main idea of Part , then some of them report their summary to the class.( 5 minutes )10.Ss re-form groups, which are the same as those in Pre-reading Activities No.2, to discuss the valuable qualities Anthony possessed. They must give examples to support their findings. (
14、10 minutes )Post-reading tasks1. 1) Ss re-read the first sentence of the text, Paragraph 9-13, Paragraph 28, and answer the following questions:-Does the description of the weather have anything to do with the story? (hint: to form a contrast with the ugliness of the later accident)-Why is the small
15、 talk between Rich and Anthony relevant to the story? ( hint: to form a contrast between the relaxed mood they were in and the tense scenes to come)-How do Scott and Kates reactions to the accident compare with Anthonys ? (hint: to highlight Anthonys cool-headedness)2) T sums up by saying that somet
16、imes a good story relies on comparison and contrast to play up the atmosphere. (see Text Analysis) (10 minutes)2. T guides Ss through some other after-text exercises. (15 minutes)3. T checks on Ss home reading ( Text B ) (2 minutes )4. Ss do Part : Theme-related Language Learning Tasks.( 1 period)5. T asks Ss to p
