Teaching difficult points教学难点 Teach the students how to appreciate an article Teaching methods教学方法 D b Skimming and scanning Teaching aids教具准备 a slide projector Teaching procedures&way教学过程及方式 Stel Revision(2 minutes) Check the homework with the whole class Step l 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? SI: The sound of the wind that blew on a w inter 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
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? SI: Tangshan is a beautiful city. It has beautiful gardens, broad roads and some tall 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? Vork in pairs and discuss it. Then I'll ask some of you description Two minutes later S3: Afier 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? Lets look at Pre-reading, and decide which situation may happen before an earthquake Step Il 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
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?
Sl: Before an earthquake, animals will become nervous. CowS, pigs, horses and dogs will be upset. And people can see mice running about. If the during winter, people can even see snakes T: Terrific! Where did you get this knowledge? S: From Geography. I like it T: Good! Sit down please S2: Madam, I don i know the meaning of the picture with two women T: It doesn't matter. You will know it soon after read ing 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 1 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 understand ing about the text. They can also make preparations for Exercisesl and 2, which are about details Skimming(5 minutes) T: At first Id like you to read the text quickly and silently to get the general idea of
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 read ing, 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? T: What is it? Sl: There is not a quick answer to this question. Are you sugge sting us that the general idea is the mixture of the first sentences of each paragraph? T: SI SI: OK. That 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 th hat 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
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
I Strange things were happening in the countryside of northeast Hebei 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 read ing 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? SI: I found Question 2 difficult to answer: I don i know why they didn i notice the signs. The signs were so clear/ S2: I think it is easy to answer: At that time people didn i have knowledge of an earthquake. Am /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 i tell the differences between Question 3 and Question 4 T: You mean you cant decide what an event is and what a situation is?
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