Unit-4-Earthquakes-Using-language-教案.docx

Unit 4 Earthquakes using language教案
Teaching goals 教学目标
1. Words and expressions from the reading passage and the newspaper story
2. a. Learn to write an outline of a newspaper.
b. Learn to write a poster
3. Help the students to develop their writing ability by using some tips and useful expressions
Teaching important points 教学重点
a. Teach the students how to write an outline of a newspaper.
b. Teach the students how to write a poster.
Teaching difficult points 教学难点
a. Teach the students the ways to express themselves, and form their own writing methods.
b. Tell the studnts the difference of the outlines between a short story and a newspaper story.
Teaching procedures ＆ ways 教学过程及方式
T: Have you surfed in the site I have given to you?
Ss: Yes.
T: Good! You can get more information by surfing the internet often. So far, we have read, listened to and talked about something about earthquakes. Today we will learn to write an outline of a newspaper.
StepⅠWriting an outline (10 minutes)
This part is to write an outline of a newspaper story. The teacher should guide the students to finish this task. Ask them to read the instructions. And then answer the questions on the screen. Give them 2 minutes to read and think about the questions.
1. Why is an outline important?
2. What should an outline include?
3. Why is a headline important?
4. What are the steps to finish a newspaper story?
5. What is the feature of a newspaper story?
T: We should write down outlines to help us organize the writing. Today, we will learn how to write an outline. Please turn to Page 31. Read the instructions in bold, and pay attention to some questions I prepared for you.
T: OK. Time is up. Have you finished these questions?
Ss: Yes.
T: Now I’ll ask some of you to answer these questions. Can you 5 students answer those questions one by one?
S1: Because an outline will prepare you to write a better story.
S2: A good outline should have a headline, a list of main idea and a list of important details.
S3: A headline can tell the reader what the topic is, so it can attract the readers’ attention since the reader may not have bought the newspaper before they read the headline.
S4: First, organize the main ideas. Next, put some details into each paragraph.
S5: A newspaper story gives the most important news first and the least important news last.
T: OK. It seems that you have known how to write an article for a newspaper about a special event that happened around us. Now please read the example of a newspaper story in Exercise 1 and then finish what you're asked to do. I’ll give you 2 minutes to do this.
Two minutes later
T: Now we can see the title of this story is…
Ss: Cyclists Ready to go on the Road for Disaster-Hit Areas
T: Good! How many parts is the story divided into?
Ss: Two parts. The first one is from the beginning to “in China.” The second part is from "the cyclists come from China" to the end.
T: Good! What’s the main idea of each paragraph?
S1: It seems that the first sentence is the main sentence.
S2: I don’t think so. Because the main idea should show the purpose of doing something. So I think the last sentence is the main idea.
T: Good! Your analysis is right. In brief, the main idea is that the cyclists plan to get money for Disaster-Hit Areas. But what is the main idea of the second part?
S3: Madam, we can’t find a main sentence in this paragraph.
T: Really? Oh Yeah, a good doubt. Sometimes, we needn’t write out the main sentence according to the situation. The readers can conclude it from the details. That’s the reason why we can’t find a main sentence. Are you clear?
S2: Yes, I understand it.
T: Now, you can check your answers with the answer part on Page 32.
Give them a few seconds to check.
T: Now, I’d like to show you more examples of some newspapers. Please look at the screen. Read them and try to find the outlines in the stories.
China leads world in traffic deaths
EXPERTS say that road traffic accidents are on the rise and China ranks first in the world in traffic death tolls. Worldwide statistics show that the global traffic accident death toll amounted to 500,000 in 2003, with the largest share, 104,000 reported in China, followed by India with 86,000, the US with 40,000, and Russia with 26,000, said Duan Liren, former deputy director of the Beijing Traffic Management Bureau. Road accidents are the seventh leading killer in China.
Seven killed in cargo plane crash
AN AZERBAIJIANI II-76 cargo plane crashed in Xinjiang, northwest China, Tuesday, killing all seven crew members. No passengers were found aboard, said rescuers. The crash occurred at around 11:00 am on Tuesday near Urumqi Internation Airport. About 80 per cent of the cargo has burnt. The plane was a charactered flight from Taiyuan, Shanxi Province, to Baku, in Azerbaijan via Urumqi, capital of Xinjiang. The search for the black box is still being conducted.
The teacher can read out the examples for the students one by one and asks them “What’s the headline? What’s the main idea? And what are the details?” By doing this, the students can master the structure of newspaper stories and are not worried about writing an outline for China Daily.
After doing this, the teacher can explain to students that 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 just does 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.
Give the students 5 minutes to prepare the task, and then have a summary by asking and answering.
Step Ⅱ Writing a poster (12 minutes)
SB Writing Task, Page 67
In fact this part is the continuous one of the Speaking Task. That is, Speaking is the base of the Writing. The instructions have told the students how to write a poster and what should be written down. Ask the students to read the instructions carefully, and make sure they know what they are going to do. Give them 5 minutes to write. Possible sample:
Poster
Earthquakes are terrible natural disasters. Although we cannot avoid it, we can survive by making preparations. Here are the essential things you should always take during an earthquake.
You should take a bottle of water. It can keep you alive for a long time, if you are trapped under the ruins. Take some fruit, in case you are hungry. And also take a torch light and a mobile. These can help you keep in touch with the outside world, and it is easy for rescue workers to find you quickly.
Don’t put fresh fruit in the bag as they will go bad quickly and cause problems.
Don’t take money, especially don’t go back to take money when the house is shaking.
You may be caught in the ruins.
Step Ⅲ Project (10 minutes)
This project begins by asking students to review what they have learned about earthquakes and how people have coped with these sudden natural disasters. It then asks them to apply that knowledge by making a checklist of things that should be done before, during and after a quake hits. The functional item of the unit is reviewed as students are discussing and deciding the order of their checklists. It is not necessary or likely that students will number their checklists the same. What is important is whether the sequence is logical and each group can justify, or explain it. Finally, the students must choose one action from the checklist to discuss in more detail.
Suggested answer key to the project: (Maybe the sequence vary.)
1. How to plan for future disaster;
2. How to make new buildings safer;
3. How to teach children about earthquake safety;
4. How to rescue those still trapped in the ruins;
5. How to take care of the survivors;
6. How to organize shelters for survivors;
7. Where to put information for survivors and their families;
8. What to do with the ruins;
9. What to do with the buildings that survived the quake;
10. How to repair buildings that survived the quake;
11. Where to get money to build again;
12. Where to find people to help rebuild;
13. How to honor those killed in the quake;
14. How to honor the rescue workers;
Step Ⅳ Homework (2 minutes)
T: In this class we learned how to write an outline of a newspaper story and how to write a poster. We have known the difference of the outline between the newspaper and a foletale. I hope it can help you a lot in your writing. Today’s homework is to finish the Summing Up and Check Yourself to consolidate what you have learned. OK, that is all for today. Bye-bye!