Book 1 Unit 4 EarthquakesPeriod 1 warming up and reading (task-based reading 45minutes) By No.20 ⅠThe analysis of the new curriculum standards
The new curriculum standards are the base and guide to teaching, which require us , on the basis of textbooks and extra teaching resources, to effectively combine teachers' conducting and explaining with students' independent research and cooperative learning, solve "double bases" (language knowledge and abilities), develop students' skills (obtain information, discover analyze and solve problems) and fulfill moral education, thus achieving the aim of efficient learning- enjoying learning, being good at learning and being able to use it. In my opinion, teachers and students will research effectively, combine resources and achieve 3D aims.
Ⅱ The analysis of the text

  1.The key points of the contents: (
  1) help students master words and expressions in the text important words: shake , injure , destroy , ruin , damage , rescue,shock,crack,numbers ect. , , , sentence patterns: the attributive clause It seems as if clause All hope was not lost (They are used as tools for reading and are basic contents) (
  2) help students to get knowledge about the text ( The three are knowledge and main contents) the signs of the earthquake the damage of the earthquake the rescue and recovery
  2.The function of the text (teaching objects ? 3D goals) (
  1) knowledge goal: students should master the "tools"- key words and expressions, learn about the earthquake , can describe its damage. and can apply it in other disasters.
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to acquire new knowledge (
  2)ability goal: develop the students' three kinds of skills: the skills of reading: skimming(for the general idea), guessing(for a better understanding) ,intensive reading(for details) the skills of studying: self-discovering, communicating, cooperating the skills of writing: summarizing, passage-based writing to develop the students' skills required in NMET (
  3) moral goal: develop the awareness of communication and cooperation. help students get a better understanding of the importance of helping each other and treasuring their life as well as determination to overcome difficulty in face of trouble and even disasters to arouse students' interest in learning and life
  3.My opinion about how to deal with the passage(including important and difficult points) (
  1)About the key words: let students understand them in the sentences of the passage, especially several verbs. (
  2)About some additional words: only make students able to identify them? typhoon ,tsunami, hurricane. (
  3)About the passage itself: students must be able to retell the signs, but the important one is to describe the damage ,of course which is the teaching important point for knowledge about the earthquakes and language ability.. (
  4)About the attributive clause : just let students discover the sentence pattern through wh-questions. There is no need to explain in this period. (
  5) Appreciating good sentences is an essential step. Never miss it. (
  6)Developing students' abilities of reading comprehension and summarizing is the core. Discussion and passage- based writing is to extend their ability. These . are the teaching important and also difficult points for ability promotion and moral education.
Ⅱ Analysis of students

  1.Students have some knowledge about earthquakes in Chinese-their mother
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tongue, but they don't know how to describe in English. So they have desire to learn.
  2.Students have abilities of a certain level to read, discover and cooperate .So how to improve them in well-organized ways in limited time and accomplish the moral goals are what the teacher should think about.
Ⅲ Analysis of teaching methods and learning methods
Based on the parts ⅠⅡ above, the teaching and learning methods are as follows:
  1.The new curriculum standards promote the students' search, cooperation , and studying on their own . The purpose is to develop the students' abilities. My
teaching methods are based on these teaching concepts . In class, the teacher guides students to discover ,communicate ,cooperate and so on to get knowledge and improve abilities through prediction , task-based reading and self test: guiding teaching , predicting teaching , task-based teaching , test teaching.
  2.The new curriculum standards aim to train students to study by themselves. So the following three learning methods are important for them (
  1)discovering learning ) (
  2)communicative learning ) (
  3)cooperative learning )
Ⅳ Teaching procedures

  1.Lead-in and warming up for 4minutes : 10 students make 10 sentences (daily Oral English) with new words in this unit. And then use a video and a picture
of little Langzheng to introduce the topic ?earthquake directly. This is impressive. Some other disasters to learn additional words. The question "Which is the most terrible one" introduces the topic again. And then predict what the text is about. This is designed to practice spoken English and arouse students' desire for research.
  2.3 minutes' skimming : Let students skim the first and the last sentences to get the general idea of each paragraph and check their prediction by information matching( main idea-matching).
  3.Listening for 6 minutes : Do some prepared listening exercises including
3
multi-choices and filling in blanks. This is designed to arouse desire for research
and get a better understanding of the passage while practicing listening. Two birds a stone.
  4.10 minutes' intensive reading to get detailed information: students will read each paragraph silently or aloud and finish differently designed exercises: for example, the signs, blank-filling with data and what we can learn from it .
  5.Cooperation,appreciation and summarizing (8 minutes) to encourage students to find difficult points and try to solve them ,thus able to appreciate good sentences and use them to retell the story (summary) and acquire language.
  6.Discussion and writing (12 minutes):This is the last and also the best part of this period .Students will look at some pictures of the new Tangshan and discuss "What can we learn from Tangshan's new look and its earthquake?" and report their findings in groups: Group 1 retell the sign; Group 2 are reporters to
describe the damage; Group 3 are officials to describe the rescue; Group 4 are survivors to express their feelings. Then I will show them a video about Wenchuan earthquake as well as its rebuilding, especially what Chairman Hu Jingtao said "Nothing can defeat the heroic Chinese" And then do a passage-based writing( the summary →Wenchuan earthquake →findings).
Ⅴ Motivate task fulfillment:
1 effect prediction: This is designed for the teacher before class. I should predict what students must obtain and try my best for it. (
  1) familiar with words about earthquakes. (
  2) learn about earthquake signs. (
  3) able to describe earthquake damage. 2 effect assessment: This is designed for students before class is over. They will evaluate what they have done and what they have acquired. What to evaluate Vocabulary acquisition Reading skills Language expression Self-evaluation Peer-evaluation
4
Participation level Cooperation awareness Knowledge extending
Ⅵ Assessment : It is necessary and used as extracurricular knowledge
and ability extending. Read the four passages prepared about natural disasters through the Internet before class and finish the reading report. In short ,what I want to do in this period is to make full use of the passage to improve students' abilities and combine all the test forms in the reading.
Ⅶ Post- teaching : It is to make full use of the advantage and try to be
better. For this period, I made careful preparations before class and changed a lot. I insist that I should just be the director to let students take an active part, do some self-research and cooperate. On the basis of the text, I helped students practise their reading skills step by step and meanwhile finished all types of exercises in NMET. Large volume, rapid rhythm, and strong pertinence. By making use of visual and active forms, such as pictures ,discussion and reporting, dullness of learning was avoided. Instead, we created an atmosphere of ease and harmony for students, the masters , to communicate and study. Judging from their compositions, the effect was good. It's a pity that several students reported in a low voice,which affected , the communication. I will pay more attention to it. In all, I will keep the
following in mind: : what would I like students to learn,how to learn,and how much , , achieved? have they
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