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Teaching Design for Unit 4 Natural Disasters
NEW SENIOR ENGLISH FOR CHINA STUDENT BOOK 1
Background information:
1. Type of lesson: reading & writing lesson
2. Lesson duration: 45mins
3. Analysis of students:
The teaching objects are 40 students from class 2, grade 1 of a senior high school. They have already learned English for years, they are able to speak and communicate with their friends in English. They are highly motivated in acquiring English and are gradually forming the ability to grasp information from the given English text under the help of classmates and teachers. The students of this class have a relatively good foundation of English, and they are interested in learning English, but their writing skill still needs to be improved.
4. Analysis of the teaching material:
This lesson is taken from New Senior English for China Students’ Book 1, unit 5. The central topic of this unit is about natural disasters. During this period, the class will focus on reading for writing that needs students to write a summary.Students are expected to get the skill to express problems and advice.First, read a news story about the tsunami. The report states a major tsunami that occurred in Asia and Southeast Asia in 2004, with more than 6,500 casualties. Students should master the basic framework of news reporting and obtain the theme; be familiar with the methods and steps of summary writing, and independently write a summary of the Tangshan earthquake on the basis of the existing summary template.
II. Teaching objectives
1. Language ability: Students are able to focus on reading to grasp some new words and expressions to express their opinions.
2. Learning ability: Students can get insight into giving advice and improve their writing ability.
3. Thinking ability: Students are able to analyze the main writing intention of the paragraph, and summarize the main idea information of the article.
4. Cultural awareness: Students will understand the causes and hazards of the tsunami.
III. Teaching key and difficult points:
1. Teaching key points:
1)Students can be familiar with and master the basic framework and content of news reports.
2)Students can find and analyze the key details of the article, and accurately summarize and summarize the main idea information of the article.
2. Teaching difficult points:
1)Students identify the framework features and content elements of news reports.
2)Students analyze, summarize and summarize the main idea information of the article and write a summary summary.
IV. Teaching methods
1. Task-based method
2. PWP teaching method
V. Teaching aids
PPT, teaching materials, blackboard
VI. Teaching procedures:
Step1 Lead-in (4 minutes)
1.Students look at the picture and think about what the pictures are about.
T :What do you see in the pictures and what place can you guess the describe
S:Possible houses destroyed.answers:are roads cars and other stuff are flooded; in the tropical area; off the coast...
In this way, Teacher can elicit the theme ‘Tsunami 2004’
(Justification: This can arouse students’ interest to the teaching activity. Meanwhile, it can also lead to the topic today naturally.)
Step2 Pre-writing (13 minutes)
Task 1:Main idea
Ask students to read the text quickly and find out the main idea of each paragraph.
Para.1:A tsunami killed over 6500 people in southeastern Asia.
Para. 2: The impacts of the tsunami.
Para. 3: The difficulties of rescue work.
Task 2: Read and answer
Ask students to read the text and answer the following questions:
1. When did the tsunami happen
2. What caused the tsunami
3.Why would it be difficult to deliver food and supplies
Possible Answers
1.It happened on Sunday, 26,December 2004.
(Contextual clue:The most powerful earthquake in the past 40years caused a tsunami that crashed into coast lines across Asia yesterday, ...
2. Earthquake.
(Contextual clue: Fishermen, ...by huge waves caused by the strong earthquake that reached a magnitude of 9.0.)
Because the conditions were dangerous and roads were damaged.
(Contextual clue:However,dangerous conditions and damaged roads will make it difficult to deliver food and supplies.)
(Justification: Through discussion, it can familiarize students with analysis skills and exercise students’ writing skills. Also, students will be prepared for the writing class.)
Step3 While-writing (15 minutes)
Task1：Organization
1.Students read the news report quickly and find out the organization of the news report (or teacher can raise the question: what elements does the news report include )
2.Teacher conclude the structure of the news report:
Headline -tells what the story is about
Byline - shows who wrote the story and when the event took place
Lead - tells the most important facts (5W's)
Body - contains more information and details
Ending - gives something to think about
3.Teacher asks students to read the lead carefully and find out 5W’s.
Suggested answers:
What: a tsunami
Where: Asia
When: Yesterday (Sunday, 26 December 2004)
Why: Caused by the most powerful earthquake in the past 40 years
Who: 6,500 people in Indonesia, ... (in southeastern Asia countries)
Task 2 Write a summary:
1.Students read the text on the page 50 and write down the main details.
Suggested answers:
①the city of Tangshan
②Nearly everything in the city was destroyed after the earthquake
③The city began to breathe again with the help of rescue workers
④Tangshan started to revive with the government's support and people's efforts
2.Students write down the main idea of each paragraph.
Suggested answers:
①Warning signs before the earthquake.
②The damage during the earthquake.
③The ruins after the earthquake.
④The rescue work after the earthquake.
⑤The revival of Tangshan city.
3. Students write the summary based on the tips in the book, and finally, teacher presents a sample.
(Justification: This part can help students get the tips of writing and improve their fast-writing skill.)
Step 4: Post-writing(8 minutes)
Pair work
Ask students to work in pairs to exchange drafts. Assess each other's work according to the checklist.
Evaluating:
Students exchange their drafts with their partners and use checklist to give feedback on your partner’s draft.
1. Does the summary give you a clear idea of what the text is about
2. Does the summary include only the most important information of the text
3.Ask some volunteers to share their writing and then make a comment together.
(Justification: This activity can practice their writing and analysis skills and their team work spirit. And by share their ideas, students can learn from each other and their horizons can be broaden.)
Step5: Summary (3 minutes)
Ask one student to make a summary of this lesson and then make a summary together.
(Justification: Reviewing the important knowledge can deepen students’ impression and form good study habits.)
Step6: Homework (2 minutes)
Finish the summary of the short text.
Perfect your draft about your ideas.
(Justification: This activity can Consolidate Students’ knowledge and prepare for the following lesson.)
VII. Blackboard design
Unit4 Natural Disasters
Reading for Writing
Language points:
Others:5W’s
Make a summary
VIII. Teaching reflection
The lesson went on well. Students were quite excited and motivated. Bot not enough time was given at discussion and presentation section so some students didn’t finish the discussion and some pairs didn’t show their work. The next class should give them a chance to present their ideas.

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