【英语】2018届人教版必修1一轮复习：Unit4Earthquakes教案设计（40页）

【英语】2018届人教版必修1一轮复习：Unit4Earthquakes教案设计（40页）

‎2018届人教版必修1一轮复习：Unit 4 Earthquakes单元教案设计 I. 单元教学目标 ‎ Describe an earthquake.‎ ‎ Know how to protect oneself and help others in disasters.‎ ‎ Learn how to express thanks to someone with some useful expressions given. ‎ ‎ Write a newspaper outline.‎ ‎ Review the Attributive Clause and learn to use the relative pronouns that, which, who and whose. ‎ Ⅱ.目标语言 ‎ ‎ 功 能 句 式 Expressing thanks to someone I would like to express my thanks to … who…. P30 ‎ Here, I wish to express my thanks for the great efforts…. P30‎ I’d also like to thank…. P30‎ No words are strong enough to express our…. P30‎ It was terrible when…. P30 It seemed as if…. P30 ‎ I remember…. P30 I felt…. P30‎ Not long after that…. P30 Luckily…P30 ‎ Describing sequence 词 汇 ‎1．四会词汇 ‎ earthquake, well, pipe, burst, million, event, nation, canal, steam, dirt, ruin, suffering, extreme, destroy, brick, dam, track, useless, shock, rescue, trap, electricity, disaster, bury, mine, miner, shelter, title, reporter, bar, damage, frighten, frightened, frightening, congratulation, judge, sincerely, express, outline, headline, cyclist ‎2．认读词汇 ‎ crack, smelly, farmyard ‎3．词组 ‎ right away， as if, at an end，in ruins, dig out， a number of 语 法 The Attributive Clause ‎1．能够用英语描述人物的特征，行为等。由who, whose, that 引导。‎ ‎2．能够用英语描述事物，事件的性质，内容等，由which, that 引导。‎ 重 点 句 子 ‎1. Farmers noticed that the well walls had deep cracks in them. P26‎ ‎2. The number of the people who were killed or injured reached more than 400,000. P26‎ ‎3. It seemed as if the world was at an end. P26‎ ‎4．It was a city whose hospitals, 75% of its factories and buildings and 90% of its homes were gone. P26‎ ‎5. Then, later that afternoon, another big quake which was almost as strong as the first one shook Tangshan. P26‎ ‎6. The army organized teams to dig out those who were trapped and to bury the dead. P26‎ ‎7. Workers built shelters for survivors whose homes had been destroyed. P26 ‎ ‎8. Never before in history has a city been so completely destroyed. P65‎ ‎9. 9. Man himself had to make ruins of some of the city’s best buildings so that they would not be a danger to those in the streets. P65‎ ‎10. A list of buildings not destroyed was now only a few addresses. P65‎ ‎11. Amazing as it may seem, Wednesday night was a quiet night. P65‎ ‎12. Never in all San Francisco’s history were her people so kind as on that terrible night. P65‎ Ⅲ. 教材分析与教材重组 ‎1． 教材分析 本单元以地震为中心话题 ‎ ‎，介绍了地震这一自然现象，使大家对地震的起因、前兆、危害及如何在震中自救等有了较全面的了解。各项语言活动主要围绕这个中心内容对人，事，物进行了描述。这些练习内容让学生思考如何去避免地震或至少是避免太多的损失。即对于灾难要有正确的认识，要用积极的态度来对待它。‎ ‎1.1 Warming-up 用唐山和旧金山的两幅图片导入本单元，旨在让学生运用有关知识去描述所见图片，并发挥想象力来描述震后这两个城市的情景。带着疑问去学新知识，来完善自己对地震的认识。另一方面，它也为学生提供了功能项目、短语词汇、和语法知识方面的练习。‎ ‎1.2 Pre-reading是Warming-up的延续。它由对图片的想象转入到经历地震的想象中。由两个问题组成。第一个问题其目的是提高学生在危急关头的应变能力，第二个问题旨在培养学生对周围事物的观察能力，并结合图片培养学生运用语言的能力，也对课文内容作了伏笔。‎ ‎1.3 Reading 从内容来看，它包含了地震的方方面面；从功能项目来看，它包含了本单元大部分的词汇和语法内容，为下一步的语言运用做好了准备。这是一篇新闻报道，记述了唐山地震的前兆，经过，危害及救援工作。整篇文章语言生动，扣人心弦，能让人感到地震的可怕性，也能感到政府对灾区人民的关怀。体现出了人类在自然灾害面前的脆弱和战胜困难时体现出来的集体主义精神。同时也让学生对灾难临头时如何自救等知识有所了解。‎ ‎1.4 Comprehending 是对目标语言的全面练习，也指导了学生的学习方法和步骤。它要求学生从字、词、句、语段总体上去把握课文内容。‎ ‎1.5 Learning about language是继Comprehending之后又一指导性练习。它着重从词的意义、用法和表达法方面对学生学习英语词汇给予了指导。尤其是对as if 句型和 定语从句进行了专练。加强了学生对定语从句的理解，掌握和运用。3个练习分别给出了定语从句的功能，基本结构及各种关系代词的用法，便于学生自学。‎ ‎1.6 Using Language的安排体现了学以致用的目的。从Reading, Writing, Speaking 和 Listening各个方面对学生进行训练，是对本单元主题内容的补充和拓展。‎ ‎1.7 Summing up与Learning Tip告诉学生学习英语除了要用功之余还得讲求技巧，并时常总结。‎ ‎1.8 Workbook围绕中心内容从听说读写 四个方面对其做了进一步的深化和补充。‎ ‎2.教材重组 ‎2.1 Reading这部分由Warming-up, Pre-reading, Reading和Comprehending组成。Comprehending的设计从句子理解，事物发展的时序，到文章段落大意都体现了对阅读效果的考察，故这一部分与阅读不可分割。‎ ‎2.2 Listening and Speaking Speaking这一技能在P30的Using Language和P62的Talking中都有所体现，因此可以把它们放在一起来上一节口语课。尤其是P62的Talking为学生提供了发挥想象的空间，也为下一课Listening在内容上做了铺垫。Listening 包括P62，P31和P66。从内容上看，分别涉及到了地震的起因，对1906年旧金山地震的叙述以及人们在地震中应做些什么进行了较为全面的介绍。P67 Speaking Task从内容上与P66一致，故将其放入进来。如时间不允许，可将其放入语法课的开始，作为对Listening的一种复习。 ‎ ‎2.3 Grammar 以P29的Discovering Useful Structures为引子，引出了本单元的语法内容 — 定语从句。P64中也有有关练习，故放在了一起。‎ ‎2.4 Reading (II ) 以Reading Task为主，从文章的行文风格上进行了分析。教师可将P31中Listening 放入进来，组成听读课。因为这两个材料都是关于1906年旧金山大地震的。‎ ‎2.5 Writing 将P32中的Writing an outline, P67中的Writing a poster 和 P68 中的Project整合成一堂写作课。‎ ‎3. 课时设计与课时分配 ‎1st period Reading (I)‎ ‎2nd period Speaking and listening ‎3rd period Grammar ‎4th period Reading (II)‎ ‎5th period Writing Ⅳ. 分课时教案 The First Period Reading(Ⅰ)‎ Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇和短语 well, pond, burst, canals, steam, dirt, injure, brick, dam, useless, steel, shock, rescue, quake, electricity, army, shelter, fresh, organize, bury, at an end, dig out, coal mine, in ruins b. 重点句子 ‎1. Farmers noticed that the well walls had deep cracks in them. P26‎ ‎ 2. The number of the people who were killed or injured reached more than 400,000 P26‎ ‎ 3. It seemed as if the world was at an end. P26‎ ‎ 4. It was a city whose hospitals, 75% of its factories and buildings and 90% of its homes were gone. P26‎ ‎ 5. Then, later that afternoon, another big quake which was almost as strong as the first one shook Tangshan. P26‎ ‎ 6. The army organized teams to dig out those who were trapped and to bury the dead. P26‎ ‎ 7. Workers built shelters for survivors whose homes had been destroyed. P26‎ ‎2. Ability goals 能力目标 Enable the students to describe the earthquake of Tangshan Let the students write a summary of “A NIGHT THE EARTH DIDN”T SLEEP”.‎ ‎3. Learning ability goals 学能目标 Help the students learn how to describe the earth of Tangshan.‎ Help the students master the target language by doing some exercises.‎ Teaching important points 教学重点 a. Present a sequence of events to introduce to the students and try to describe an earthquake. Let student pay attention to some useful words sentences and way to describe an earthquake. ‎ b. Let the students know what the correct attitude towards a disaster is and what we should do in a disaster for ourselves and for the other people. ‎ Teaching difficult points 教学难点 Teach the students how to appreciate an article. ‎ Teaching methods 教学方法 a. Discussing b. Skimming and scanning Teaching aids 教具准备 A slide projector Teaching procedures & ways 教学过程及方式 Step Ⅰ Revision (2 minutes)‎ Check the homework with the whole class.‎ Step Ⅱ Warming-up (3 minutes)‎ Ask 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 the wind that blew on 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 and land.‎ S4: The sound of trains.‎ T: Good! I agree that all of them are big sounds. But have 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 a too sudden and too sad thing. 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 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 and San 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 some of you to read out his/her description.‎ Two minutes later ‎ S3: After the terrible quake, everything is destroyed. There is no wind, no sound. What we can see is fallen buildings and dead bodies. The policemen, the soldiers and some other volunteers are rescuing the people trapped in the ruins.‎ T: Maybe, that’s the true thing we may see after an earthquake. But can we avoid or at least reduce the loss caused by earthquakes?‎ S4: We may, because we can foretell it.‎ T: Really? How can we foretell an earthquake? Let’s look at Pre-reading, and decide which situation may happen before an earthquake. ‎ Step Ⅲ Pre-reading (3 minutes)‎ There 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 food.‎ S5: In that case, I’d rather take some apples, so that I can not only drink, but also eat.‎ S6: I will carry my grandma. She is my most loved person in this world. It is she who brought me up.‎ T: What a dutiful child you are! I’m very glad to have a student like you. 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 Reading (20 minutes)‎ In this part, the teacher should ask the students to read the passage quickly and silently 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 Exercise 3 in Comprehending. 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 Exercises1 and 2, which are about details.‎ Skimming (5 minutes)‎ T: At first I’d like you to read the text quickly and silently to get the general idea of the article. While reading, you should pay attention to the first sentence of each paragraph.‎ Two or three minutes later T: Have you found the general idea of the text?‎ Ss: Yes.‎ T: What is it?‎ S1: There is not a quick answer to this question. Are you suggesting us that the general idea is the mixture of the first sentences of each paragraph?‎ T: Sure.‎ S1: OK. That’s easy. The main idea of the passage is that: it tells us some signs of the earthquake, and what happened during the quake.‎ T: Anything else?‎ S2: The text also tells us that all hope was not lost.‎ T: You mean the text tells us something that happened after the earthquake? ‎ S2: Yes.‎ T: Good, sit down please. In fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (The 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 them more exact. ‎ The teacher shows the screen and gives them a little time to think over. ‎ ‎1 Strange things were happening in the countryside of northeast Hebei. ‎ ‎2 The disaster happened.‎ ‎3 Nearly everything was destroyed. ‎ ‎4 All hope was not lost.‎ Careful reading (15 minutes)‎ T: 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 screen. ‎ ‎1. 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 helped?‎ Give the students 8 minutes to read the text and then to think over or discuss the questions. The teacher should walk in the classroom to help those who need help.‎ T: OK. Everyone, have you finished your task?‎ Ss: Yes.‎ S1: I found Question 2 difficult to answer. I don’t know why they didn’t notice the signs. The signs were so clear!‎ S2: I think it is easy to answer. At that time people didn’t have knowledge of an earthquake. Am I right, Madam?‎ T: Maybe. So far as I know the center government made country wide propaganda after the terrible disaster. Nearly every village in China had the paintings about earthquakes, which told people what the signs of a quake were and what they should do during and after the earthquake.‎ S3: Madam, I just can’t tell the differences between Question 3 and Question 4.‎ T: You mean you can’t decide what an event is and what a situation is?‎ S3: Yes.‎ T: Who can help him?‎ S4: It’s difficult for me to tell the differences between an event and a situation. But I ‎ know that the answer to Question 3 is: “… later that afternoon, another big quake shook Tangshan.” And the answer to Question 4 is: “Some of the rescue workers and doctors were trapped under the ruins. More buildings fell down. Water, food, and electricity were hard to get. People began to wonder how long the disaster would last.”‎ T: Right! In my opinion, an event is about what has happened; while a situation is about the influence caused by the event. Are you clear?‎ S3: Yes, Madam. Thank you.‎ Step Ⅴ Extension (8 minutes)‎ T: All of you did very well. Now I still have some questions to let you think over. Please look at 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 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?‎ The teacher can ask the students to have a discussion in groups of four at first and then ask some of them to show their ideas.‎ Suggested answers:‎ S1: He uses a third-person’s way 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.‎ S2: 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. ‎ S3: 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.‎ S4: I think the reason is that, as usual, night is the time to sleep, and usually night should be safe and quiet. But that night everything changed. The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title is to show how terrible and how unusual the night was.‎ S5: 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 Comprehending (5 minutes)‎ By now, the students have had a further understanding about the text. So it’s time to have a summary about what they have learned in this class. The comprehending part on Page 27 gives them a good chance to do this. Exercise 1 is about the details in the text, which is easy to finish. Exercise 2 is about the important functional item of this unit—sequence. Exercise 3 asks the students to write a summary. At the first glance, it seems difficult, and some students may feel that it is impossible for them to write it. In fact, this exercise gives them the way to write a summary. In other words, what they should do is to write down the main idea of each paragraph. And in the course of skimming, the teacher has guided them to find these main ideas. So this exercise shouldn’t be a difficult one. The teacher should explain this to the students. Give the students two minutes to finish the exercises, and then check the answers with the whole class. ‎ Step Ⅶ Translation (2 minutes)‎ The purpose of this step is to let students know the meanings of some complex sentences, and let them learn the sentences by heart. If time permits, do this at once, or leave it as homework.‎ ‎1. Farmers noticed that the well walls had deep cracks in them.‎ ‎2. The number of the people who were killed or injured reached more than 400,000‎ ‎3. It seemed as if the world was at an end.‎ ‎4. It was a city whose hospitals, 75% of its factories and buildings and 90% of its homes were gone.‎ ‎5. Then, later that afternoon, another big quake which was almost as strong as the first one shook Tangshan.‎ ‎6. The army organized teams to dig out those who were trapped and to bury the dead.‎ ‎7. Workers built shelters for survivors whose homes had been destroyed.‎ Step Ⅷ Homework (1 minute)‎ T: Now, it’s time for assignment. Today we have two tasks to finish after class. The first one is Exercises 1, 2, 3 and 4 in Learning about language on Page 28. These exercises give us a chance to practice the words and expressions we’ve just learned. The second one is Exercises 1, 2 and 3 in the Using language on Page 30. For the writing, we have two things to consider while we are writing: 1. Who is the audience? 2. How can we express ourselves clearly? OK. That’s all for today. See you tomorrow!‎ 附：‎ Ⅰ. Text retelling Notes: ‎ ‎1. The main idea of each paragraph.‎ ‎2. The main details of each paragraph.‎ ‎3. The feelings of the writer.‎ ‎4. Some new words and expressions.‎ Strange things happened in Tangshan. For a few days, water in the wells rose and fell. From the cracks of wells smelly gas came out. Mice, chicken, pigs and even fish became nervous. At 3 am, everything began to shake. It seemed that the world was at an end. One-third of the nation felt it. A huge crack cut across the city. The city lay in ruins. Two-thirds of the people died or were injured. Then later that afternoon, another big quake shook Tangshan. People began to wonder how long the disaster would last. But all hope was not lost. Soldiers came to help those survivors. Slowly the city began to breathe again.‎ Ⅱ. Moral education Small events foretell big events It’s better to be safe than sorry People can find hope for a brighter future even after a bad earthquake.‎ Ⅲ. Writing style and Writing characteristics 这是一篇记叙文，用第三人称的形式讲述了1976年唐山大地震。分前兆、经过、结果三个段落来叙述。在行文中体现了作者对地震这一灾害所造成的危害的震惊和对唐山人民的同情。‎ 本篇以事情发生的先后顺序为线索来写作，运用了大量的细节来描述地震带来的可怕后果。如：One-third of the nation felt it. A huge crack …cut across…. Steam…burst…. Hard hills… 生动而清晰地反映了地震这一自然灾害, 表达了对灾区人民的同情心。同时作者还运用比喻、拟人等手法。如:‎ Bricks covered the ground like red autumn leaves. (比喻) P26‎ A night the earth didn’t sleep. Slowly, the city began to breathe again. (拟人) P26‎ 这些修辞手法的运用使得文章生动而富有感染力。‎ This reading passage recounts the terrible earthquake that nearly destroyed the city of Tangshan. A sequence of events is presented to introduce students to this functional item in the whole article.‎ The use of literary devices (exaggerated, simile and personification) adds to the drama of the event. Small events and details in the first paragraph are intended to build suspense. And in the last paragraph the writer uses personification to form a vivid image in the reader’s mind.‎ Ⅳ. Main idea 通过对地震的预兆、过程、结果和对救灾过程的描述，告诉我们地震的可怕性，并提醒人们注意震前预兆，鼓励人们要正确面对灾难，迎接光明未来。‎ Natural disasters occur throughout the world, and China has a particular problem with earthquakes. So the article describes the cause, the course and the result of Tangshan earthquake in 1976. It shows us the terrible image of earthquakes. At the same time it hints us that we must realize that we can do some things to minimize the damage caused by quakes.‎ The Second Period Listening and Speaking Teaching goals: 教学目标 ‎ ‎1.target language 目标语言 重点词组和短语 ‎ well, smelly, pond, burst, canals, steam, dirt, injure, destroy, brick, dam, useless, steel, shock, rescue, quake, electricity, army, organize, bury, shelter, fresh, at an end, dig out, coal mine ‎ 重点句子 The sentences that describe the things in an earthquake:‎ It is believed that on the surface of the earth are a number of plates. P62‎ If the plates stop moving, there is an earthquake. P62‎ If the plates move, there is an earthquake. P62‎ Wherever you live, you are in an earthquake area. P62‎ China has two plates pushing on her and they make mountains and earthquakes. P62‎ The plates are always moving. P62‎ If you are outside, you should…. P66‎ If you are in the living room, you should…. P66‎ If you are in the house alone, you should…. P66 ‎ ‎2. Ability goals 能力目标 ‎ Master the way to gain the details by listening. And learn to express one’s thanks to somebody, have a little talk about the stamps and tell a folktale ‎ ‎3. Learning ability goals 学能目标 ‎ Practice the way of listening to obtain some useful information, learn to describe an earthquake, and know some other things that happened in an earthquake.Help the students to improve their speaking ability by using some tips and useful expressions. ‎ Teaching important points 教学重点 a. Help the students to improve their speaking skills.‎ b. Tell the students how to make use of the given information to express their thanks.‎ c. Tell the students how to tell short stories in a literary way.‎ Teaching difficult points 教学难点 ‎ a. Teach the students the ways to express themselves.‎ b. Help the students how to tell a folktale in a literary way.‎ c. Conclude some ways on how to improve the students’ listening ability effectively.‎ Teaching methods 教学方法 a. The three-step listening method b. Discussion c. Reading and speaking Teaching aids 教具准备 a slide projector; b. a recorder Teaching procedures ＆ ways 教学过程及方式 Step Ⅰ Revision (5 minutes)‎ The teacher can ask some of the students to read out their answers to the exercises. This is a good and effective way to check the homework. After that, the teacher can begin today’s task.‎ ‎(The process is omitted)‎ T: OK. Before we begin today’s class, please guess the meaning of these sentences: ‎ ‎1. Small incidents foretell big events.‎ ‎2. Where there is life, there is hope.‎ ‎3. Blessings never come in pairs and misfortunes never come singly.‎ S1: The first sentence means people should pay attention to the small things, because these things often cause unexpected events. Just like what we have learned in the text.‎ T: Good. How about the second one?‎ S2: The most important thing in the world is life. Without life, everything will lose its meaning.‎ S3: I agree with S2. This is especially obvious in a disaster. After a disaster, every government in the world will try their best to rescue those trapped in the ruins. And after the disaster, the survivors will rebuild their hometown and make it more ‎ beautiful.‎ T: Good! Your statement is reasonable. How about the third sentence?‎ S4: It means everything has its two sides. Although the disaster is terrible, and we cannot avoid it, it can force us to try our best to foretell it more exactly and reduce the loss caused by the disaster.‎ S5: Yes. During the disaster we can realize what on earth we should do, and what we shouldn’t. It’s a time to show human’s glorious nature and its evil side. Some people are trying to help others; while some are trying to steal or rob other people’s possessions. We should sing high praise of those who rescue others and punish those who rob other people. ‎ T: Good! I think that the disaster is terrible, but the lower quality of some people is more terrible. Sometimes the disaster can give us a valuable moral lesson. Don’t you think so?‎ Ss: Yes. ‎ T: Now, let’s turn to Page 30, and make up the thanks speech.‎ Step Ⅱ Reading and speaking (35 minutes)‎ ‎1. A thanks speech (7minutes)‎ T: Boys and girls, if somebody gave you some help, I think you would express your thanks to him or her. Have you ever done so?‎ Ss: Yes.‎ T: But how to thank others for doing something. On P30, there are some useful expressions for you to learn. First let’s read them together.‎ ‎(After the reading)‎ T: Well, in pairs to prepare a short speech to thank those who worked hard to rescure survisors and those who worked hard to build a new city and the visitors for listening to yuur speech. More details are in Exercise 2. Please try to use the useful expressions given in your speech.‎ Five minutes later ‎ T: Are you ready? Now I’ll let 2 of you read out your speeches. Would you please?‎ S1: OK. I’d like to read my speech. ‎ Ladies and gentlemen, ‎ It's my honour to be here to celebrate the opening of the new park to honour those wo died in the terrible disaster. First, I'd like to express my thanks who worked hard to rescue surviors. Without your help, we don't know how many children would lose their parents, and how many parents would lose their children. An old saying said that a friend in need is a friend in deed. No words are strong enough to express our thanks to you, because it's you who gave our grandparents and parents’ life again and also brought hope to this city. Second, I wish to express my thanks for the great efforts of those who worked hard to build a new city. You built new homes and offices within only seven years. You were so quick that the UN honoured you for your quick work. It seemed as if the disaster was just a nightmare. You speeded up the completment of the nightmare! And I'd also like to thank the visitors for listening to my speech. It's a good time for all of us to look back at the past and to look forward to the future. As a middle school student, I'd like to say that “Our destiny offers not the cup of despair, but the chalice of opportunity”. (Richard Nixon, American President ) 命运给予我们的不是失望之酒，而是机会之杯。(美国总统 尼克松 . R.) We will work hard to make our future more beautiful!‎ Thank you!‎ S2: Here I want to share my speech with all of you.‎ Good morning, Ladies and Gentlemen. My name is Wang Wei. At first, I’d like to thank Mr. Zhang and the city of Tangshan for the honor of talking to you. I’d also like to thank each of you to come here today for this special occasion. Thirty-one years ago, we experienced the terrible earthquake, which completely destroyed everything in the city. And thirty-one years later, we get together in this beautiful park. This park makes me believe that we are indeed in the “brave City of China”. Here I’d like to thank all of you, especially those who worked hard to rescue the survivors. During those days, you forgot the danger and devote yourselves to digging out those who were trapped in ruins, burying the dead, and building shelters and so on. I’m sure the people in Tangshan will never forget you! When I walk in the broad street, and see the new houses and offices, I can’t help expressing my thanks for those who rebuilt ‎ the city within 7 years .You are so effective that the UN honored you for your quick work. Have you heard the happy laughter from children? Have you seen the happy faces of the old? Have you noticed the high spirit from the young? Without your hard work, how can we have today’s happy life? I believe our city will become more beautiful in future. The spirit of its people has been and will always be strong forever! Thank you.‎ T: Very good. The two students first paid attention to the sequence. For example, they used first, second and third and so on. Second, they used some effective conjuctions to make their speehes very fluent. And third, they tried to use the useful expressions given. I believe that the other students have done as well as them.‎ ‎2. A little talk (5 minutes)‎ It’s time for the students to discuss the stamps of new Tangshan. ‎ T: We can see there are four stamps showing new Tangshan. Can you describe each of them with a few words?‎ S1: Housing conditions for the first stamp.‎ S2: Street scenery of new Tangshan for the second stamp.‎ S3: Industry for the third one.‎ S4: Ocean transport for the last one.‎ T: Good descriptions! ‎ ‎3. A short story (10 minutes)‎ This integrated language activity enables students to use their imaginations to tell short stories in a literary way. You may want to encourage your students to use a literary device, such as simile, personification or metaphor.‎ T: Now, please turn to Page 62, look at the TALKING part. Read it carefully, and then tell me what the feature of this talking is. ‎ Give them 2 minutes to think about this question. ‎ S1: This talking needs us to imagine.‎ S2: We should tell it in a literary way.‎ T: Good! You’ve got the point of the talking. In this task, the most important thing ‎ you should do is to make full use of your imaginations and try to use a literary way. For example, you may use simile (明喻), personification (拟人) or metaphor (暗喻) . Now, work in groups to make up your own short stories. Attention! The stories are about the cause of earthquakes. After you’ve finished, I’ll ask some of you to read out your work.‎ Group one:‎ In the center of the earth lives 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.‎ Group two:‎ Some people believe that there is a magic world in the center of our earth, where lives a kind of wiser living thing. They can make UFO. When the UFO comes out to visit our world, there is an earthquake.‎ Group three:‎ 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.‎ T: I can’t believe my ears! You can make up so good stories! Which one is the most interesting?‎ Ss: The second one, because it can give us more imagination.‎ S2: I think the third one is the most interesting one. Because it connects the imagination with some present problems in today's human society.‎ T: Your remarks are reasonable. Now I’d like to show you some interesting folktales from East Africa and Japan:‎ A giant fish carries a stone on his back. A cow stands on the stone and balances the earth on one of her horns. From time to time, her neck begins to feel pain, so she throws the earth from one horn to the other. (From East Africa)‎ The earth was a giant catfish, which fought with a god. The god won and stood in victory on the catfish’s head. But every now and then the catfish tries to escape by ‎ moving his huge tail, which shakes the ground. (From Japan)‎ Step Ⅲ Listening on Page 62 (10 minutes)‎ T: We have enjoyed some folktales about the cause of earthquakes. The stories are full of imaginations. Now, we will listen to a non-fiction article common to science textbooks. This article is on geology. It provides many facts and describes cause and effect relationships. At first please pay attention to the sentences in Exercise 1. These sentences are very good sentences, I’ll give you some short explanation about them.‎ ‎(If possible, or necessary, teacher can treat these sentences as language points, then ask the students to read the sentences loudly and quickly, and try to remember and recite then as quickly as possible.) ‎ T: You will listen to the tape three times. First, listen and try to get some details that Exercises 1 and 2 requests. Second, listen and finish the Exercises. Third, listen and check your answers. Are you ready? Now, listen!‎ For Exercise 3, the teacher can give the students some time to discuss their answers and then ask some of them to read out the answers and have a check with the whole class.‎ Step Ⅳ Listening on Page 66 (10 minutes)‎ This listening material gives the students a chance to learn more knowledge about earthquakes. The way and steps of listening are the same with the ones in step 2. But the three pictures can help the students to guess what will happen in the listening. So teacher can ask the students to look at the pictures and discuss what they might have learned.‎ Step Ⅴ Speaking task (15 minutes)‎ This part is coming after the Listening. In content they have the same topic. It’s better to put them together. Also this exercise gives students practice in taking words and phrases from the reading passage and put them into a short dialogue. Students have the option of acting out a short dialogue rather than simply reading it.‎ T: Just now we had a listening, in which we learnt what to do during an earthquake. ‎ Now you will work in pairs to choose eight things from the list below to put into your personal earthquake bag. Remember these may be the only things you have, so make sure that you only take essential things with you. They must make you last for five days. ‎ Give them 2 minutes to do this job.‎ T: Well, I think most of you have finished this task. What is your list, Group 1?‎ S1: Our earthquake bag will contain:‎ ‎1 bottle of water 2 fruit 3 torch light 4 blanket ‎ ‎5 mobile phone 6 identity card 7 scissors 8 bowls and chopsticks The teacher can ask more groups to read out their lists, if time permits.‎ T: Now, please read the instructions below the chart on Page 67. And do as it tells you. ‎ Give the students some time to do the task. While they are doing, the teacher should walk in the classroom, in case there are some questions to answer. The most important thing for the students is to learn to corporate with other people to finish the task.‎ ‎(After several minutes) ‎ T: OK. Which group would like to read out your choice and tell us the reason?‎ S2: We decide to take bottles of water and some fruit to keep alive; we will take a torch light, a mobile phone and a radio to get in touch with the outside world, if we are buried in the ruins; we will take some clothes and a blanket to keep warm; and we will take our identity cards with us, in case we are killed. If that happens, people can at least know who we are.‎ The answers may vary, so the teacher should give as many chances to as many groups as possible to present their choices and state their reasons. Most students would like to perform at this time.‎ Step Ⅵ Homework T: I’m very interested in what you did just now. It’s a pity that time is up. Well, today’s homework is to preview the USING WORDS AND EXPRESSIONS on Page 63, and do Exercises 1 and 2 on Page 29 in discovering useful structures. Next time we will learn the Attributive Clause. That’s all for today, bye everyone! ‎ The Third Period Grammar Teaching goals 教学目标 ‎1. Target language 目标语言 Words and expressions that appear in this unit ‎2. Ability goals 能力目标 a. Enable the students to master the structure of the Attributive Clause, and can speak out these sentences loudly, clearly and correctly.‎ b. Enable the students to master the usage of who, which, that and whose in the Attributive Clause.‎ ‎3. Learning ability goals 学能目标 ‎ By practicing the usage of the words and structures, the students can master the Attributive clause.‎ Teaching important points 教学重点 The Attributive Clause: the structure and the usage of who, whose, that, and which.‎ Teaching difficult points 教学难点 The usage of the words that, which, who and whose Teaching methods 教学方法 Student-centered method Teaching aids 教具准备 a slide projector ‎ Teaching procedures ＆ ways 教学过程及方式 StepⅠ Revision (10 minutes)‎ T: Morning, everyone! Just as usual, I’ll check your homework at first. Please turn to Page 63. Let’s look at Exercise 1. I’ll give you one minute to check your answers. Please pay attention to the forms and tenses while you are checking. (After a little while) Have you finished? Who would like to read out the finished passage for us? How about you? ‎ A student stands up and reads out the passage. At the same time, the teacher should pay attention to the forms and tenses of the words. After that, ask the class to discuss ‎ if they have some different answers. If so, make some necessary changes.‎ T: In fact, what we did just now is to review the vocabulary we learned in this unit. Now, I’d like some of you to come to the blackboard to write down your translations of the sentences in Exercise 2. ‎ Let nine of them come to the blackboard to write down the English sentences. Maybe there are many mistakes in these sentences. The teacher should ask the class to have a discussion to find out the mistakes and correct them. For Exercise 3, the teacher can ask some students to read out their sentences, and check them with the whole class.‎ Step Ⅱ Discovering useful structures (20 minutes)‎ T: By now we have reviewed some useful words and sentences. Today’s another important task is to learn the Attributive Clause. ‎ There are two kinds of this clause. One is the Restrictive Attributive Clause, which modifies the noun; the other is the Non- Restrictive Attributive Clause, which gives extra information, and is written with commas.‎ T: Now I’ll show some sentences on the screen. And then I’ll ask some of you to read them out and translate them one by one. ‎ Show on the screen. ‎ ‎1. But the one million people of the city, who thought little of these events, went to bed as usual that night.‎ ‎2. It was heard in Beijing, which is one hundred kilometer away.‎ ‎3. A huge crack that was eight kilometer long and thirty meter wide cut across houses, roads and canals.‎ ‎4. The number of people who were killed or injured reached more than 400,000.‎ ‎5. The army organized teams to dig out those who were trapped and to bury the dead.‎ ‎6. Workers built shelters for survivors whose homes had been destroyed.‎ ‎ While the students are translating the sentences, the teacher should notice the difference in translating the Restrictive Attributive Clause and the Non-restrictive Attributive Clause. If the students have any errors, correct them.‎ T: Good! Can you tell me what relative pronouns the Attributive Clauses use?‎ S1: From the sentences on the screen, I know that there are four words, they are who, whose, that and which.‎ T: Right! Now I’ll give you more knowledge about this clause. There are some explanations about the clause on the paper. I’ll give them out to you to read. If you can set the bold sentences aside, we will learn them later. After you have finished reading the material，do the following exercise to see if you have masteedr the usage of who，whose，which and that.‎ The Teacher had better give the paper out before class, so that the students can have time to preview the grammar.‎ I．定语从句 ‎ ‎1. 限定性定语从句（Restrictive Attributive Clauses） ‎ 大多数定语从句对所修饰词的意思加以限制，表示“……的人（或东西）”，称为限定性定语从句。如：‎ The man who robbed him has been arrested.　‎ 抢劫他的人被逮捕了。‎ The girl whom I saw told me to come back today.　‎ 我见到的那个姑娘叫我今天再来。‎ That’s the best hotel ( that ) I know.　‎ 这是我所知道的最好的旅馆。‎ These are the books (which) you ordered. ‎ 这些是你订购的书。‎ 这类从句多由关系代词（a）或关系副词（b）引导。‎ ‎ a. Everyone who (that) knew him liked him. ‎ 认识他的人都喜欢他。 ‎ ‎ The friend with whom I was traveling spoke French. ‎ 和我一道旅行的那位朋友能讲法语。 ‎ ‎ The car which (that) I hired broke down. ‎ 我租的汽车坏了。‎ ‎ b. At the time when I saw him, he was quite strong. ‎ 以前我看到他的时候，他身体壮实。.‎ This is the village where I was born. ‎ 这是我出生的村子。 ‎ These are the reasons why we do it. ‎ 这些就是我们这样做的理由。‎ ‎ 在限定性定语从句中，当关系代词在从句中做宾语时，在绝大多数情况下都可以省略，特别是在口语中，在被修饰的词为all, everything 等词时尤其如此。‎ Have you got the postcard (which) I sent you? ‎ 我寄 给你的明信片收到了吗？‎ These are the things (that) you need. ‎ 这些就是你要的东西。‎ Anything I can do for you? ‎ 我能帮你做什么吗？‎ All you have to do is to fill out this form. ‎ 你只需要填这张表就行了。‎ That’s the only thing we can do now. ‎ 这是我们现在唯一能做的事。‎ You can take any room you like. ‎ 你随便哪间房都行。‎ ‎2. 非限定性定语从句 （Non- Restrictive Attributive Clauses）对所修饰的词没有限定词义的作用，而只是补充一些说明，通常都有一个逗号把它和句子的其它部分分开，在译成中文时， 这个从句多译成一个并列句。限定性定语从句去掉以后，句子意思常发生变化，甚至不能成立，而非限定性定语从句拿掉以后对剩下部分没有太大的影响。如：‎ Peter, who had been driving all day, suggested stopping at the next town.‎ 彼得开了一天的车，提议在下一座城市停下来。‎ This house, for which he paid $ 150,000, is now worth $ 300,000. ‎ 这所房子他买时花了十五万美元，现在值三十万美元了。‎ They went to the Royal Theatre, where they saw Ibsen’s Peer Gent. ‎ 他们去了皇家剧院，在那里他们看了易卜生的《彼尔•英特》‎ Sunday is a holiday, when people do not go to work. ‎ 星期天是假日，这一天人们不上班。‎ 应注意的是，在这类从句中不能使用关系代词that 和关系副词why, 也不能省略任何关系副词，这类从句主要出现在书面语中。‎ 在书面语中whose有时指某样东西。如：‎ His house, whose windows were all broken, was a depressing sight.‎ 他的房子，窗户都破了，让人看了感到沮丧。‎ The car, whose handbrake wasn’t very reliable, began to slide backward.‎ 这辆轿车刹车不太牢靠，开始向后滑动。‎ It was an island, whose name I have forgotten.‎ 它是一座岛屿，名字我忘了。‎ ‎ Exercise 1 Fill in the blanks with who, whose, which and that.‎ ‎1. The girls（ ）served in the shop were the owner’s daughters.‎ ‎2. The man （ ）I saw told me to come back today.‎ ‎3. The girl （ ）spoke is my best friend.‎ ‎4. The man with （ ）I was traveling didn’t speak English.‎ ‎5. The man （ ）I saw told me to wait.‎ ‎6. The girl （ ） I spoke to was a student.‎ ‎7. The man to （ ） I spoke was a foreigner.‎ ‎8. The man from （ ） I bought it told me to read the instructions.‎ ‎9. I know a boy （ ） father is an acrobat. ‎ ‎10. He saw a house （ ） windows were all broken.‎ ‎11. All the apples （ ） fall are eaten by wild boars.‎ ‎12. Can you think of anyone （ ） could look after him？　‎ ‎13. This is the best hotel （ ）I know.‎ ‎14. He showed a machine （ ） parts are too small to be seen. ‎ ‎15. You can take any room （ ）you like.‎ While the students are reading the material and doing the exercise，the teacher can ‎ walk in the classroom，to help those who need help. After that the teacher checks the answers with the students. If they have any questions, explain them to the students.‎ Answers to the Exercise 1‎ ‎1 who 2 Whom 3 Who 4 whom 5 who 6 who/whom 7 whom 8 whom ‎9 whose 10 whose 11 that 12 that 13 that 14 whose 15 that Exercise 2 in Discovery useful structures T: Just now, we studied the Attributive Clause, and do some exercises about the usage of the relative pronouns. Now let’s turn to Page 29 to finish Exercise 2 as quickly as possible. And then check yours with your partner.‎ Give the students some time to read the sentences quickly and loudly, and try to remember them. A few minutes later, ask some of them to recite the sentences. ‎ For Exercise 3, the teacher can give the students some time to prepare the sentences and play the game quickly. This is a good way to make the class lively.‎ Step Ⅲ Using structures (15 minutes)‎ This is advice on how to protect one’s home from an earthquake. The main purpose is to practice the Attributive Clause. This exercise is a kind of procreative activity for the students, which can be done only after the students read and understand the passage. So perhaps it is difficult for some students. The teacher should be patient to them and give them enough help. ‎ T: Just now we had a translation exercise and filled some blanks. That’s the basic exercise for the Attributive Clause. Now I’ll give you 5 minutes to read A SAFE HOME, and finish the sentences below the article. You may work in pairs to have a discussion when you are filling the blanks.‎ Five minutes later T: Now let’s check the answers. First, answer me a question: what sentences are we using to complete the blanks?‎ Ss: The Attributive Clause.‎ T: Or rather, the Restrictive Attributive Clause. We use this kind of clause to modify a noun to let other people understand what on earth we are talking. Do you understand me?‎ Ss: Yes!‎ T: Now some of you should read out to the clauses you’ve written. How about you 6 boys? Each person just read one sentence. Ready? Please begin.‎ ‎(The answers to the exercise are omitted) ‎ For Exercise 2, the teacher can read out the instruction for the students, and make sure they know what to do. If some student find it difficult to finish, the teacher can give them a hand by offering some words from the text A SAFE HOME. For example, the word I have chosen is computer/ the word I have chosen is the kitchen/the word I have chosen is the place…and so on. And must make the students know the purpose of the exercise is to get familiar with the Attributive Clause.‎ Step Ⅳ Homework T: Well, all of you did very well. Now, time is up. Today’s homework is to finish the Summing up and Learning Tip on Page 32. And make good preparation to the Reading Task on page 65. Make sure you know the meaning of the text clearly. Class is over. See you next time!‎ The Fourth Period Reading (II)‎ Teaching goals 教学目标 ‎1. Target language 目标语言 ‎ a. The negative words and expressions that appear in the reading material, such as: never, nothing, gone, no, useless and burst.‎ ‎ b. The declarative sentences, such as “Never before in history has a city been so completely destroyed”. P65‎ c. Parallelism sentences (排比句) ：A list of buildings undestroyed was now only a few addresses. A list of the brave men and women would fill a library. A list of all those killed will never be made. P65‎ ‎2. Ability goals 能力目标 ‎ Help the students learn to enjoy an article from the factual and literary style.‎ ‎3. Learning ability goals 学能目标 ‎ Learn to analyze an article from its words and organizations of its paragraph.‎ Teaching important points 教学重点 Teach the students how to enjoy and analyze an article, from its words, sentences and the structure of the text.‎ Teaching difficult points 教学难点 Teach the students how to enjoy and analyze an article.‎ Teaching methods 教学方法 a. Questioning and Discussing b. Skimming and Scanning Teaching aid 教具准备 A slide projector ‎ Teaching procedures ＆ ways 教学过程及方式 Step Ⅰ Revision (6 minutes)‎ T: Morning, everyone! Yesterday, we learned the Attributive Clause. Now let’s have a revision by practicing.‎ Show the exercise on the screen.‎ Fill in the blank with a correct word.‎ 1. He made another wonderful discovery, ______was more than we could expect.‎ A. which I think is B. which I think it is ‎ C. which I think it D. I think which is ‎ 2. ‎— I drove to Zhuhai for the air show last week.‎ ‎— Is that the reason ____ you had a few days off?‎ ‎ A. why B. when C. what D. where 3. In the dark street, there wasn’t a single person _____ she could turn for help.‎ A. that B. who C. from whom D. to whom 4. All of the flowers now raised here have developed from those _____ in the forest.‎ A. once they grew B. they grew once C. that once grew D. once grew 5. I don’t like _____ you speak to her.‎ A. the way B. the way in that ‎ C. the way which D. the way of which 6. The weather turned out to be very good, _____ was more than we expected.‎ A. what B. which C. that D. it 7. He paid the boy $ 10 for washing ten windows, most of _____ hadn’t been cleaned for ten years. ‎ A. these B. those C. that D. which ‎ Give the students some time to finish the exercise, and then check the answers with them. Then give them explanations.‎ Answers to the exercise:‎ ‎1. A 2. A 3. D 4. C 5. A 6. B 7. D ‎ Step Ⅱ Pre-reading (2 minutes)‎ T: At the first period, we learned the earthquake happened in Tangshan. In that article the writer mainly described what happened during the quake. And the descriptions are objective. Now, we will read a story written by America’s most popular writer, Jack London. In the article he expressed his own feeling about the San Francisco quake. His account of the disaster is both factual and literary. You may feel it when you are reading the article. At first I’d like to show you some background of this article. Please look at the screen and read the passage.‎ As luck would have it, at the time of the quake America’s most famous writer, Jack London just happened to be living near San Francisco. His account(叙述)of the disaster is both factual and literary, that is, he tried to write not only for readers of that time but readers yet to come. London, like most great writers and former journalists, knew a good story when he saw it. He and his wife rode on horseback at a fast gallop(飞驰 ) from their ranch to the hills overlooking the “ city by the bay.” What they saw both horrid（使害怕）and fascinated (吸引) them.‎ Step Ⅲ Reading (20 minutes)‎ T: Now that we have known the background of the article, and something about the writer. Let’s read the article carefully, with these questions on the screen. Then you can have a discussion. After that we’ll check them together.‎ Show on the screen.‎ ‎1. Who is the man in the picture?‎ ‎2 .What can we see from the word never in the sentence Never before in the history has a city been so completely destroyed?‎ ‎3. How many negative words are used in the first paragraph, and what can we know from these words?‎ ‎4. What’s the feature (特点) of the sentences in the first and second paragraph?‎ ‎5. What’s the main idea of the second paragraph?‎ ‎6. What can we learn from the first sentence and the last sentence?‎ Ask the students to discuss the questions in groups. After that the teacher checks the answers with the whole class.‎ T: Who is the man in the picture?‎ S1: Maybe he is the writer, Jack London.‎ T: Great! You are clever. How about Question 2: what can we see from the word never in the sentence Never before in the history has a city been so completely destroyed?‎ S2: From the word never, we can feel that the writer was very sad.‎ T: Right. Never is a powerful word and London does not use it carelessly here. It is soon followed by nothing, another powerful word. How many negative words are used in the first paragraph, and what can we know from these words?‎ S3: There are six words. They are never, nothing, gone, no, useless and burst.‎ T: Great! Your answer is quite right.‎ S3: We can have an impression of utter hopelessness from these words.‎ T: Terrific! Sit down please. You did a good job! London wanted to make it very clear that the earthquake had caused almost total devastation of this once beautiful young city. Now who would like to answer Question 4:What’s the feature (特点) of the sentences in the first and second paragraph?‎ S4: I see all the sentences in these paragraphs are short ones.‎ T: Can you tell us why the writer uses this kind of sentences?‎ S4: I don’t know. But when I read these words, I felt a little bit out of breath.‎ T: Yeah, that’s the effect of the magic words. Anything else?‎ S5: It also used the Parallelism sentences, such as A list of buildings undestroyed was now only a few addresses. A list of the brave men and women would fill a library. A list of all those killed will never be made. ‎ T: OK. Let’s look at Question 5. What’s the main idea of the second paragraph?‎ S5: The main idea is the first sentence: Out at sea it was calm.‎ T: Right. Do you know why the writer put it here?‎ S5: Let me try. The first paragraph gives us an impression that it is very noisy; while the second one is very calm. The situation is quite opposite.‎ T: Good! Here London uses Contrast ( 对比 ) to good effect. Sit down, please. Now let’s look at the next question: what can we see from the first sentence and the last sentence?‎ S6: The two sentences give us a contrast. Although the city was destroyed, the people were not nervous or upset. They just did what they should do. I can feel that London was full of proud of the people.‎ T: Your answer is excellent! I think that’s the right attitude towards a disaster. And also that is the very thing we should learn. Don’t you think so?‎ Ss: Yeah!‎ Step Ⅳ Answering questions (5 minutes)‎ T: I believe you have learnt many things, from the literary style to the fact of the earthquake and to the right attitude that we should face a disaster. Now, let’s finish the two exercises below the article. After you’ve done, let’s check the answers together.‎ Give the students some time to finish the exercises and then check the answers with the whole class.‎ Suggested answers to Exercise 1‎ ‎1. shocked London is both greatly surprised and frightened by what he sees, so “shocked” is a good word to describe his feelings.‎ ‎2. sad London knows that many families lost their loved ones and all their possessions.‎ Suggested answers to Exercise 2‎ ‎1. The writer of the San Francisco in 1906 shows more feeling about the earthquake. Because he is an eyewitness. He is also writing a personal report, not a histoty lesson. ‎ ‎2. Both writers give similar details about the people hurt by the quake and the things it destroyed. ‎ ‎3. Neither writer gives details of big events before little events. ‎ Suggested answers to Exercise 3‎ I believe the writer’s description because the writer is an eyewitness and he is also writing a personal report, not a history lesson.‎ Step Ⅴ Listening on Page 31 (10 minutes)‎ This is a first-person narrative story. A man is giving his account of what happened during the second big earthquake that hit San Francisco in 1906. In this listening material the teacher should also remind the students to pay attention to the sequence. Exercise 3 is designed for this purpose. It is necessary to let the students practice reading the sentences aloud.‎ T: We’ll listen to the tape about the story of a person, who experienced the 1906 earthquake in San Francisco. It is a story that describes what happens. This story happens to be true and was written for the Museum of the city of San Francisco. We have three chances to listen. First, listen and try to get some details that Exercises 1 and 2 request; second, listen to finish the Exercises; Third, listen and check your answers. Are you ready? Now, listen!‎ It’s better to have the students listen twice to the material, after that, check the answers to the questions. For Exercise 3, teacher can ask one student to tell the class his/her answers, and also can ask the students to retell the listening. This is a good way to see if they can describe an earthquake. For Exercise 4, the students can read after the teacher, and pay attention to liaison and incomplete explosion. ‎ Step Ⅵ Homework（2 minutes）‎ T: In this class we read and listened to two stories, both of which are about the 1906 San Francisco earthquake. The stories are true and were written for the Museum of ‎ the City of San Francisco. The museum has many such personal accounts and photos at http://www. Sfmuseum. Org/1906/06.html .If you are interested in them, you can surf in the site I’ve given to you. The other is to go on with the listening and check the answers to the exercises.‎ The Fifth Period Writing Teaching goals 教学目标 ‎1. Target language 目标语言 ‎ Words and expressions from the reading passage and the newspaper story ‎2. Ability goals 能力目标 a. Learn to write an outline of a newspaper.‎ ‎ b. Learn to write a poster ‎3. Learning ability goals 学能目标 Help the students to develop their writing ability by using some tips and useful expressions ‎ Teaching important points 教学重点 a. Teach the students how to write an outline of a newspaper.‎ b. Teach the students how to write a poster.‎ Teaching difficult points 教学难点 a. Teach the students the ways to express themselves, and form their own writing methods.‎ b. Tell the studnts the difference of the outlines between a short story and a newspaper story.‎ Teaching methods 教学方法 a. Discussion b. Reading and writing c. Asking and answering Teaching aid 教具准备 A slide projector ‎ Teaching procedures ＆ ways 教学过程及方式 T: Have you surfed in the site I have given to you?‎ Ss: Yes.‎ T: Good! You can get more information by surfing the internet often. So far, we have read, listened to and talked about something about earthquakes. Today we will learn to write an outline of a newspaper.‎ StepⅠWriting an outline (10 minutes)‎ This part is to write an outline of a newspaper story. The teacher should guide the students to finish this task. Ask them to read the instructions. And then answer the questions on the screen. Give them 2 minutes to read and think about the questions.‎ ‎1. Why 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?‎ T: We should write down outlines to help us organize the writing. Today, we will learn how to write an outline. Please turn to Page 31. Read the instructions in bold, and pay attention to some questions I prepared for you. ‎ T: OK. Time is up. Have you finished these questions? ‎ Ss: Yes.‎ T: Now I’ll ask some of you to answer these questions. Can you 5 students answer those questions one by one?‎ S1: Because an outline will prepare you to write a better story.‎ S2: A good outline should have a headline, a list of main idea and a list of important details.‎ S3: A headline can tell the reader what the topic is, so it can attract the readers’ attention since the reader may not have bought the newspaper before they read the headline. ‎ S4: First, organize the main ideas. Next, put some details into each paragraph.‎ S5: A newspaper story gives the most important news first and the least important news last.‎ T: OK. It seems that you have known how to write an article for a newspaper about a special event that happened around us. Now please read the example of a newspaper story in Exercise 1 and then finish what you're asked to do. I’ll give you 2 minutes to do this.‎ Two minutes later ‎ T: Now we can see the title of this story is…‎ Ss: Cyclists Ready to go on the Road for Disaster-Hit Areas T: Good! How many parts is the story divided into?‎ Ss: Two parts. The first one is from the beginning to “in China.” The second part is from "the cyclists come from China" to the end.‎ T: Good! What’s the main idea of each paragraph?‎ S1: It seems that the first sentence is the main sentence.‎ S2: I don’t think so. Because the main idea should show the purpose of doing something. So I think the last sentence is the main idea. ‎ T: Good! Your analysis is right. In brief, the main idea is that the cyclists plan to get money for Disaster-Hit Areas. But what is the main idea of the second part?‎ S3: Madam, we can’t find a main sentence in this paragraph.‎ T: Really? Oh Yeah, a good doubt. Sometimes, we needn’t write out the main sentence according to the situation. The readers can conclude it from the details. That’s the reason why we can’t find a main sentence. Are you clear?‎ S2: Yes, I understand it.‎ T: Now, you can check your answers with the answer part on Page 32.‎ Give them a few seconds to check.‎ T: Now, I’d like to show you more examples of some newspapers. Please look at the screen. Read them and try to find the outlines in the stories.‎ China leads world in traffic deaths EXPERTS say that road traffic accidents are on the rise and China ranks first in the world in traffic death tolls. Worldwide statistics show that the global traffic ‎ accident death toll amounted to 500,000 in 2003, with the largest share, 104,000 reported in China, followed by India with 86,000, the US with 40,000, and Russia with 26,000, said Duan Liren, former deputy director of the Beijing Traffic Management Bureau. Road accidents are the seventh leading killer in China.‎ Seven killed in cargo plane crash AN AZERBAIJIANI II-76 cargo plane crashed in Xinjiang, northwest China, Tuesday, killing all seven crew members. No passengers were found aboard, said rescuers. The crash occurred at around 11:00 am on Tuesday near Urumqi Internation Airport. About 80 per cent of the cargo has burnt. The plane was a charactered flight from Taiyuan, Shanxi Province, to Baku, in Azerbaijan via Urumqi, capital of Xinjiang. The search for the black box is still being conducted.‎ The teacher can read out the examples for the students one by one and asks them “What’s the headline? What’s the main idea? And what are the details?” By doing this, the students can master the structure of newspaper stories and are not worried about writing an outline for China Daily.‎ After doing this, the teacher can explain to students that newspaper stories and short stories are organized very differently. Usually a short story begins with small details and includes big details later. A newspaper story just does 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; a short story generally does.‎ Give the students 5 minutes to prepare the task, and then have a summary by asking and answering.‎ Step Ⅱ Writing a poster (12 minutes)‎ SB Writing Task, Page 67‎ In fact this part is the continuous one of the Speaking Task. That is, Speaking is the base of the Writing. The instructions have told the students how to write a poster and what should be written down. Ask the students to read the instructions carefully, and make sure they know what they are going to do. Give them 5 minutes to write.‎ ‎ Possible sample: ‎ Poster ‎ Earthquakes are terrible natural disasters. Although we cannot avoid it, we can survive by making preparations. Here are the essential things you should always take during an earthquake.‎ ‎ You should take a bottle of water. It can keep you alive for a long time, if you are trapped under the ruins. Take some fruit, in case you are hungry. And also take a torch light and a mobile. These can help you keep in touch with the outside world, and it is easy for rescue workers to find you quickly.‎ ‎ Don’t put fresh fruit in the bag as they will go bad quickly and cause problems.‎ Don’t take money, especially don’t go back to take money when the house is shaking.‎ You may be caught in the ruins. ‎ Step Ⅲ Project (10 minutes)‎ This project begins by asking students to review what they have learned about earthquakes and how people have coped with these sudden natural disasters. It then asks them to apply that knowledge by making a checklist of things that should be done before, during and after a quake hits. The functional item of the unit is reviewed as students are discussing and deciding the order of their checklists. It is not necessary or likely that students will number their checklists the same. What is important is whether the sequence is logical and each group can justify, or explain it. Finally, the students must choose one action from the checklist to discuss in more detail. ‎ Suggested answer key to the project: (Maybe the sequence vary.)‎ ‎1. How to plan for future disaster;‎ ‎2. How to make new buildings safer;‎ ‎3. How to teach children about earthquake safety;‎ ‎4. How to rescue those still trapped in the ruins;‎ ‎5. How to take care of the survivors;‎ ‎6. How to organize shelters for survivors;‎ ‎7. Where to put information for survivors and their families; ‎ ‎8. What to do with the ruins; ‎ ‎9. What to do with the buildings that survived the quake;‎ ‎10. How to repair buildings that survived the quake; ‎ ‎11. Where to get money to build again; ‎ ‎12. Where to find people to help rebuild; ‎ ‎13. How to honor those killed in the quake; ‎ ‎14. How to honor the rescue workers;‎ Step Ⅳ Homework (2 minutes)‎ T: In this class we learned how to write an outline of a newspaper story and how to write a poster. We have known the difference of the outline between the newspaper and a foletale. I hope it can help you a lot in your writing. Today’s homework is to finish the Summing Up and Check Yourself to consolidate what you have learned. OK, that is all for today. Bye-bye!‎