Teaching plan 1-Earthquakes

By Jerry Phillips,2014-07-25 21:43
30 views 0
Teaching plan 1-Earthquakes

    Unit 4 Earthquakes-Unit Plan

    Objectives of the unit:

     By the end of the unit, the students should be able to: terms of cultureget the basic knowledge about earthquakes and how to

    protect oneself and help others in disasters. terms of skill scanning& skimming & speaking & writing & speaking terms of languageimportant vocabularies( e.g. ruins / destroy/ injure etc.)

    & daily expressions & the usage of pronouns in the Attributive Clauses (who /

    whose / which/ that----) terms of learning strategy

    Some learning strategies involve changes to the

    design of instruction. For example, the use of questions before, during or after instruction has

    been shown to increase the degree of learning. / cooperative learning / discovery- based

    learning / problem-based learning.

    Lesson One Topic: warming-up & fast-reading Aims of the lesson:

     By the end of the lesson, the students should be able to:

    1. get a general idea of what an earthquake is and what people usually feel when

    an earthquake happens.

     2. get the idea of what may happen before, during and after an earthquake.

     3. get a rough idea of what the text is about.

    Language focus: shake / imagine / right away / earthquake

    Teaching aids: PPT/ Multi-media Procedures:

    1. Lead-in: (about 4-5 minutes)

    Ask students some questions about earthquakes, such as, Have you ever

    experienced an earthquake? How is it like? Have you ever heard anything about

    earthquakes from your parents Then ask one or two students to talk about their experience.

     2C Page 1

    2. Talking :( about 20 minutes) Ask students:

     What do you think may happen before an earthquake?

     Let students discuss and then talk about it. The teacher may give some hints to

    students, for example, the animals strange behaviors or look at the picture in P25. After discussion, the teacher can make a summary about their talks. Then show

    some pictures to students and let students talk about the damage caused by

    earthquakes. In this part, the teacher can divide students to groups and give some

    useful words and phrases to students, such as, shake/ break / fall down to / hurt/

    destroy/ homeless/ die. After the discussion, each group has one representative to

    speak out their opinions.

    Do you know the biggest earthquake that happened in China? Discussion.

    3. Prediction: (about 5 minutes)

     Ask students to make a prediction about the text title--- A night the earth did not

    sleep. They may think of the time when the earthquake happened and the cause of

    the earthquake. Encourage students to think of as much as possible and evaluate

    their answers.

4. fast-reading: (3 minutes for fast-reading & 7minutes for checking answers)

    Ask students to read the text to find out whether their predictions are right or

    wrong--- fast-reading. For the first time of reading, the students are supposed to

    answer the following questions:

    When did the earthquake happen?

    When the earthquake happened what did most people do at that time?

    How many people died and how many people were injured after the earthquake?

    PPT design & Blackboard work: useful words and phrases may be used in the

    discussion. Homework: surf on the internet or read some books about earthquakes and learn as

     2C Page 2

    much as possible.


     2C Page 3

    Lesson Two

Topic: Detailed-reading of the text

    Aims of the lesson:

     By the end of the lesson, the students should be able to:

     1. Tell some details about the earthquake in Tang Shan, China in 1976.

     2. Describe earthquakes using the expressions in the text.

    3. Give advice on how to prevent great losses and save oneself from the terrible


    Language focus: pipe, dam, well, pond, canalsteam, dirt, bricks, steel, electricity,

    coal mines, ruins, sheltersburst, injure, destroy, shock, rescue, organize, bury, dig out.

    Teaching aids: PPT


    Step1:Lead-in: (about 5 minutes)

    T: After the fast-reading in last period, think about these questions

    1).How do you think the earthquake was? Why?

    2).What was the city like after the earthquake?

    3).What did people do to help the city?

Step2: While-reading activities: (about 20 minutes)

    1. Ask the students to divide the passage into three parts and write down the main

    idea of each part.

    2. Read the first part again and work in pairs to fulfill the task: What strange things

    had happened before the earthquake? One student tells the other who should draw

    out the pictures.

    3. Fill in a table about the details of the damage.

    4. Fill in a table about the details of the rescue work.

    5. Discussion:

    1).Why do we say it was “A Night the Earth Didn’t Sleep”?

     2C Page 4

2).What does the sentence “The city began to breathe again” mean?

    Step3:Post-reading activities (about 15 minutes) 1. Group work: An interview.

    Three days after the earthquake, a news reporter is interviewing three citizens

    who have survived, a government official and a scientist. (Six students are needed

    in each group.)

    2How to survive in earthquakes. Show some pictures as clues

    (1) How do you know the earthquake is coming

    (2) During an earthquake, what should your posture be like?

     (3) How do you save yourself in different surroundings such as in a fire, falling

    house, landslide, etc?

PPT design & Blackboard work:

     Tables and pictures

     When dealing with useful words and expressions, use pictures to illustrate some

    nouns such as canal, dam, etc;


    Do exercise 2 on Page 28.

    Preview grammar structure part


     2C Page 5

    Lesson Three Topic: grammar

    Aims of the lesson: learning attributive clause

     By the end of the lesson, the students should be able to:

     1. Clearly understand the structure of the attributive clause (that, which, who,


     2. know how to transform some relative simple sentences into attributive clauses.

     3. be able to use the attributive clause to make a short speech.

    Language focus: the attributive clause (that, which, who, whose) Teaching aids: flash play; real player


    1. Play song: (About 3 minutes)

    Play a song A Place for My Head for the students to enjoy. Play it again. This time requests the students to pay attention to the lyric, especially the sentence of “then

    rapidly you just turn around and start asking me about things that you want back from

    me”. Ask them to think about the structure of this sentence.

2. Discoveries (About 8 minutes)

     Since the students have already come across the attributive clause when they were

    in junior middle school, most of them can recognize it. Ask the students to find out the

    sentences with attributive clauses in the text. Then present some not so difficult

    exercise of the attributive clause, ask the students to finish them and let them check by

    themselves how much they have known about the attributive clause. (For example: Li

    Hua, a girl student of 16, ____ parents are both teachers, is our monitor. She is very

    strict with us, ____ sometimes makes us angry, but we all like her.)

     3. Show a flash (About 5 minutes)

    Use the flash player to show the students a flash, which is about the attributive

    clause. Since the flash is quite and a little bit fast, I will play it twice and require the

    students to mark down the point they dont understand. (The address of the flash is at

     2C Page 6

the bottom of the next page)

     4. Time for students to ask questions (About 10 minutes)

    Then I will let the students to ask me questions about the points they not

    followed well in the flash. After solving their questions, I would like to explain the

    structure of the attributive clause wholly and write down the notes on the blackboard.

5. Practice (About 8 minutes)

    Ask each student to write down several simple sentences about themselves and

    their families, and then change the paper with their desk mates. With the information

    written in simple sentences, each student writes a short piece of passage in attributive

    clause. First the teacher will give students an example: I am a student. I am a girl. I am 16. My dad is a teacher. My mother is a teacher, too. I am the monitor in the class.

    I am very strict with some students. These students often talk in class. Transform into: My desk mate is a girl, who is 16 years old. She is our monitor whose parents are both

    teachers. She is strict with some students who often talk in class. After finishing the work of their desk mates, the students can also do other

    classmates work, having more chances to practice the attributive clause.

    6. Make a short speech (About 5 minutes)

    Turn to page 30 in students book; look at the pictures of stamps which show

    the new look of Tangshan, and choose one of the pictures and make a short speech of

    it, using attributive clause.

     7. Do exercises (About 2 minutes)

    Do exercise 2 in discovering useful structures in page 28. After finishing it, require the students to make an estimate of them about how well they have mastered

    the attributive clause comparing with how they did at the beginning of the class.

PPT design & Blackboard work: make a conclusion about the attributive clauses

    after students have asked questions.

     2C Page 7


    Do the exercise in page 64 in workbook. Strengthen the understanding of the

    attributive clause.


     2C Page 8

    Lesson four

    Topic: Listening & Speaking

    Aims of the lesson:

     By the end of the lesson, the students should be able to:

     1. Know how to predict before listening

     2. Know what liaison and incomplete explosion are and able to perceive them

     3. Describe and retell things happening in the past

    Language focus: honor, past tense, liaison and incomplete explosion

    Teaching aids: tape recorder Procedures:

    1. Page 30, Listening (25 minutes)

    Exercise 1: (5 minutes)

    Step 1: Before the students listen to the tape, ask them to predict whether the six

    questions are true or false

    Step 2: Play the tape once and ask them to do exercise 1.

    Step3: ask them to compare their answers with their partners and then discuss

    Step 4: listen to the tape again and then check the answers

    Step 5: Play the tape again

    Step 6: If the students still have some problem, pause at the difficult place and


    Exercise 2: (10 minutes)

    Step1: ask the students to form in pairs to help each other to finish exercise 2

    Step2: play the tape once and then allow 1 minute for them to discuss

    Step3: Play the tape once again and then give them 1 minute to discuss

    Step4: check the answer and then play the tape again

    Step5: If the students still have some problems, pause at the difficult place and


    Step6: ask the students to retell the story to their partners and select several students

    to present before the whole class.

    Exercise 3: (10 minutes)

     2C Page 9

     Step 1: tell them some knowledge of liaison and incomplete explosion and how to

    distinguish them

    Step2: play the tape once and then ask the students to work in pairs to mark the

    liaison and in complete explosion. After that, ask them to read to each other

    Stpe3: divide the whole class into 4 groups

    Step4: each group will select 3 contestants to present before the whole class

    Step5: select the best group and reward them

    2. Page 29, Reading, writing and speaking (15 minutes)

    Step1: tell the students some base knowledge of speech

    Step2: present my speech

    Step3: ask four students to form a group to help each other to write the speech and

    present the speech within the group

    Step4 select some students to present their speeches

PPT design & Blackboard work:

    1 * * ****** ****** 2 * * 1 ********************* 3* * ****** * 2 ********************* 4* * ******* 5* * 1 ********************* 6* * 2 *********************


     present Page 30, exercise 4 at the beginning of next class


     2C Page 10

Report this document

For any questions or suggestions please email