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教科书版本及章节 冀教版九年级上册第3单元 课程题目 Lesson17: Staying Safe in the Earthquake
课题 新授课R 章/单元复习课□ 专题复习课□ 习题/试卷讲评课□ 学科实践活动课□ 其他
Guiding ideology: Language skills are an important part of language proficiency, mainly including listening, speaking, reading and writing skills, as well as the comprehensive application of these skills. Students develop comprehensive language skills through special and comprehensive language practice activities. The content of English curriculum includes six elements: thematic context, discourse type, language knowledge, cultural knowledge, language skills and learning strategies. Teachers should establish a close relationship between a specific theme and students' life by creating a context and exploring the meaning of the theme. Students develop a positive spirit of cooperation with others in group activities. The teacher cultivated the students' sense of self-protection and respect for life through the theme of "How to stay Safe in the earthquake". Theoretical basis: The new curriculum standards emphasize on stimulating and cultivating students' interest in learning, and the English curriculum evaluation system should be conducive to promoting the development of students' comprehensive language application ability. In particular, attention should be paid to stimulating students' interest in learning and promoting the development of students' independent learning ability and healthy personality.
Analysis of teaching material: What: Lesson 17 is the fifth lesson in Unit 3, Book 5. This unit focus on the subject safety. Students cares about the subject because it is close to everyone. Lesson17 mainly talks about the earthquake, and teach students what should we do when the accidents come. Why：This lesson teaches students how to do things correctly when an earthquake occurs, and thus strengthens students' awareness of respecting life. It shows the theme of life safety. How：This lesson is an exposition about safety consideration in earthquakes, which contains imperative sentences. The main tense is the simple present tense, and the text include some key words about earthquake. Analysis of students: The ninth grade students have already mastered certain vocabulary, expression and structure. They also have the ability to study independently and work in groups. Most of them are willing to express their opinions in English. This lesson focuses on the use of imperative sentences to develop students' safety awareness. This lesson is closely related to daily life. The students are active and interested in class. But there are also a small number of students lack of knowledge language reserve in English expression ability. Teachers stimulate students' learning enthusiasm through more encouragement and multi-level teaching.
By the end of the lesson, students should be able to Understand the new words and phrases about earthquake. Understand the general idea of the passage, to know how to stay safe during and after the earthquake. Improve their ability to read and write, to express their own feelings and thoughts. Develop their awareness about self-protection and respect for life.
Teaching Key Points: Learn to use the vocabulary and phrases about safety precautions in earthquakes and use of if clauses and imperative sentences. Teaching Difficult Points: Interpret the text and analyze the structure of the text and improve students' reading and writing abilities to some extent.
Teaching procedures Teaching activities Justification
Step I Pre-reading (5min) Lead-in 1. Show pictures of natural disasters (including floods, volcanic eruptions, typhoons, earthquakes) and ask the students "what happened". 2. Show the students a short film about the earthquake. Then ask two questions about the earthquake. (1) What's your impression or opinion about earthquake (2) What should we do when the earthquake comes 3. Tell the Ss to know: 90 % of death in the earthquake is caused by Collapsed buildings or houses. Many injuries could be avoided. So we will learn how to Stay Safe in an Earthquake. Through showing the pictures, it can arouse students interests and let them know the topic of this lesson. By watching the movie clips of earthquake, students can have a certain understanding of the damage of earthquake, and it can stimulate students' interest in learning.
Step II While-reading 1. Fast reading 1.Ask the class to skim the text and try to get the main idea of the lesson and the writing style of this passage by choosing the correct answers. (1) The main idea of this passage is (A) A. How to protect yourself in an earthquake. B. Earthquake are dangerous. Topic sentence: An earthquake is dangerous, but there are things you can do to protect yourself. (2) The passage is ( D ) A. a descriptive essay 记叙文 B. an argumentative essay 议论文 C. a practical writing 应用文 D. an expository essay 说明文 2.Ask students to read the lesson fast and divide it into different parts according to the meaning. Part 1 (paragraph 1,2,3) How to keep safe during the earthquake. Part 2 (paragraph 4) Things to do after the earthquake. 2. Careful reading
(1) Ask students to read the passage again and answer the following fill in the blanks. (2) After filling in the blanks, discuss the following questions in groups ① Why should you stay calm when an earthquake happens to you ② What should you do if you are inside when the earthquake starts ③ What should you do if you are outside when the earthquake starts ④ If you have a phone, how do you use it And why (3) If clauses and imperative sentences If you are inside when the earthquake starts, get under a table or a bed. If you are outside, get to an open area as fast as you can. If you are in a car, pull over to a place where there are no trees or tall buildings and stay in the car. … Tips: 1.If 所引导的是一个完整的句子，一定要有主语。 2.If 从句表示“如果…”，可以放在主句之前，也可以放在主句之后。如果在主句之后不用逗号隔开；如果从句在主句之前用逗号隔开。 Combine the sentence. 1. Please call me. You won’t arrive at the airport in time. If you won’t arrive at the airport in time, please call me. 2. Please press the red button. You want to hang up. If you want to hang up, please press the red button. Press the blue button. You want to take a photo. If you want to take a photo, press the blue button. This step aims to train students' reading strategy(skimming), guide them to understand the general idea and master the structure of the text. Different ways of exploiting the text can help students not merely to cope with one particular text in class but to develop students' fast reading and careful reading abilities. To use If clauses and imperative sentences in real life.
Step-III Post-reading Group work Discuss what you should do if an earthquake happens to you. The representative of the group presented the results of the group. Give students the opportunity to use the vocabulary, phrases and sentence patterns of the lesson and deepen their understanding of the text.
Step Ⅳ Summary The teacher reviews what they have learned about the earthquake. And the teacher should tell students no matter what happens with them, they should stay clam at the first time. Students can have the awareness of facing the emergency to stay calm.
Step Ⅴ Homework 1. Draw a mind map based on the text. 2. If your uncle works in Sichuan Province, please write him a letter telling him how to stay safe in an earthquake and what to do after the earthquake. Students will be able to apply the knowledge learned in this class as well as relevant vocabulary and sentence patterns to writing.
Teaching Characteristics
This lesson focuses not only on the student's learning outcome, but also on the student's learning process. Through this lesson, students can draw their own mind map to summarize the text structure. By setting different tasks, students are encouraged to use appropriate strategies to read, cultivate their reading ability and improve their comprehensive language application ability.

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