四川省射洪县射洪中学高一英语 Unit 4Earthquakes Period 5Using Language学案从容说课This is the fifth teaching period of this unit. The teacher can first check the homework and review what they learned in the last lesson. Some sentences which contain attributive clauses should be translated for revision.The emphasis of this period is laid on developing the students writing ability. This is a best way to test if the students have mastered what they have learned. The task Reading and speaking on Page 30 includes two parts:The first part including 1-2 gives students practice in writing a short acceptance speech. Step 2 clearly outlines what students should include in their speeches. Be sure to have students consider who their audience is and how they choose their words and manner of speaking. This part is a bit challenging for students, but very practical. It requires students to put what they have learned into daily use, which is the real purpose of language learning. The teacher should instruct students in order to make it sound formal. The second part, that is, Step 3 gives students practice in discussing in groups what had to be done to rebuild a city after an earthquake. Students should have their discussion after looking at the design of the new Tangshan stamps.As to the part Reading and writing on Pages 31-32, the teacher should first get the students to read the brief description about how to write a newspaper story and then have them compare a newspaper story to a short story. Explain to students that a newspaper needs a headline to attract the readers attention since the reader may not have bought the newspaper before they read the headline. 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 does just 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. After understanding all the above, students are required to prepare the outline for a short newspaper story for China Daily. Writing is a higher stage of language learning. The teacher should frequently give students some assignments of writing. Only in this way, can students use what they have learned more freely.教学重点Doevelop the students writing ability by writing a speech and preparing the outline for a short newspaper story for China Daily.教学难点Get the students to learn how to write a good speech and a good newspaper story.教学方法1. Task-based teaching and learning2. Cooperative learning3. Discussion教具准备A projector and other normal teaching tools三维目标Knowledge aims:1. Get the students to know how to write a speech according to an invitation.2. Get the students to know the differences between a newspaper story and a short story.3. Get the students to know how to prepare the outline for a newspaper story.Ability aims:1. Develop the students writing ability.2. Get the students to learn how to write a good speech and a good newspaper story.Emotional aims:1. Enable the students to master writing skills and write excellent speeches and newspaper stories.2. Let the students honor those who died in the Tangshan earthquake and those who helped the survivors by making speech.教学过程设计方案 Step 1 Revision1. Check the homework exercises.2. Translate the following sentences, using attributive clauses.1)她说她的父母不许她嫁给家境贫寒的人。2)他们谈论了许多他们所记得的大学里的人和事。3)正在那儿唱歌的女孩是我的妹妹。4)这就是你上次参观的博物馆吗？5)她正在写字用的那支钢笔是我的。Ask five students to come to the front and write their sentence on the blackboard. Then check the answers with the whole class.Suggested answers:1)She said her parents wouldnt let her marry anyone whose family was poor.2)They talked about a lot of persons and things(that)they could remember at college.3)The girl who/that is singing over there is my younger sister.4)Is this museum the one(that)you visited last time?5)The pen with which she is writing is mine. /The pen( which/that)she is writing with is mine.Step 2 Reading and writing1. Read the letter on Page 30. In the blank at the beginning of the letter, write the last number of the year it is now and in the blank near the end of the letter, use a word to say how many years ago the earthquake happened.2. Imagine you are the student who was invited to give a speech. Discuss with your partner what points you should include in you speech. Make a list of the points you think you should include.3. Read through the points given at the bottom of the Page 30 and compare them with yours.4. Fifteen minutes given, write a short speech.While the students are writing their speech, the teacher walks around the classroom and help students deal with any problems that they may have.Fifteen minutes later, ask some students