Earthquakes Period 5　Using Language_教学设计.docVIP

Unit 4　Earthquakes Period 5　Using Language 整体设计 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 reader’s 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 sto