必修一Unit4 Earthquakes 说课稿

Unit 4 Earthquakes

Good morning, ladies and gentlemen. I am No.17. It’s my great honor to present my lesson here. My topic today is A night the earth didn’t sleep, from Unit4 Earthquakes, Book 1.

To make my presentation much clearer, I will divide my teaching structure into 6 parts.

Part 1 Analysis of the Teaching Material

First, let me talk about part 1 analysis of teaching material. 1. Status and function

This lesson is a reading passage. It introduces the terrible earthquake in Tangshan in Hebei Province in 1976. It plays an important role in English teaching of this unit. By the end of this class, the students can know what happened before, during and after the Tangshan Earthquake. 2. Teaching Aims

The teaching aims are established according to High School English Syllabus and the teaching material, which include knowledge aims, ability aims and emotion aims. Knowledge aims:

1. master new words and expressions, such as burst, suffering, disaster, in ruins, dig out and so on. 2.Know more about the Tangshan Earthquake. Ability Aim:

Develop students’ different reading skills, like skimming and scanning. Emotion Aim:

Encourage students to learn more about the knowledge of earthquakes and let them know sth can be done before an earthquake to minimize the damage.

3. Teaching key points and difficult points:

Based on the teaching aims, I identify the teaching key points and difficult points as follows: Teaching key points:

1. Master new words and expressions.

2. Understand the passage clearly. Teaching difficult point:

Develop students' reading skills.

Part 2 Analysis of the Students

Next, I want to talk about part 2 analysis of students.

Senior One students have the basic abilities of listening, speaking, reading and writing, but they are still weak in scientific reading strategies. They have known sth about earthquakes. Some new words and expressions in the text may cause learning difficulties for them.

Part 3 Teaching methods and learning methods

The third part is teaching methods and learning methods. According to New Course Standard of English, combining with the language level of students, I will adopt two teaching methods: Task-based teaching method and communicative teaching method.

As for learning methods, students can get comprehensive language using skills by autonomic learning, cooperating and exploring.

Part 4 Teaching aids Part 4 is teaching aids.

In the teaching process, I will use a blackboard and a multi-media computer to help students understand and grasp knowledge.

Part 5 Teaching procedures

Next , let’s move to the most important part: part 5 teaching procedures. To achieve my teaching aims, I will divide my teaching procedures into five steps: lead-in, reading, retelling, group discussion, homework. Step 1. Lead-in

In this step, first let students watch a short video about an earthquake, then let them discuss the following question in pairs: What will happen before an earthquake? Invite some students to share their ideas with the class.

The purpose is to arouse students’ learning interest and let them know the

topic today is about earthquakes and get them prepared for the reading passage. Step 2. Reading

This step includes two parts: fast reading and careful reading. 1. Fast reading

In the fast-reading part, get students to read the passage quickly and then finish two tasks.

? to get the general idea of the whole passage.

②to give the main idea for each paragraph in your own words.

By doing fast reading, the students can improve their reading skill---skimming, and have a rough idea of the text. 2. Careful reading

Then in the careful-reading part, let students read the passage carefully and do three exercises on the screen.

? answer True or False questions, like The Tangshan Earthquake happened in 1978.

? finish a timeline of the development of the quake.

?translate some long sentences into Chinese. For example, It seemed as if the world was at an end.

These three exercises are all about the important details of the article. They can improve students’reading skill---scanning, and make students have a thorough understanding of the passage.

Step 3. Retelling

In this step, give students a few minutes to read the passage . While they are reading, I will write some key words of the text on the blackboard. Then ask the students to retell the passage according to the key words. By retelling, the students can improve their ability of language organization and have an overall understanding of the article. Step 4 Group discussion

In this step, students will be divided into groups of 6 to discussion the following question: What can we do to protect ourselves when an earthquake happens?

After their discussion, invite a few groups to make a report to the class. This group discussion can practice the students’ oral English and cultivate their abilities of cooperation and communication. Step 5. Homework

Let students write a short passage to summarize the results of their group discussion.

The homework can consolidate the knowledge the students have learned and cultivate their writing ability. Part 6 Blackboard Design:

That’s all my teaching procedures. Finally, I’d like to say sth about part 6 blackboard design. On the top is the title. On the left, there will be some new words and expressions. In the middle of the blackboard, I will write

some useful sentence structures so that the students can know clearly what they’ve learned and then try to master the knowledge. O.k. That’s all for my presentation. Thank you for your attention.

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