fatherandsonintheearthquake教案设计

TeachingplanStudentsJunior1(45students)SubjectEnglishLessonduration45minutesTeachingTopicUnit5Fatherandsoninanearthquake(Thesecondperiod)(Goforit)LessonTypeVocabulary&GrammarTeachingAidsBlackboard,chalk,TeachingContent1.Talkaboutthenewwordsandphrasesinthetext2.Talkaboutthetranslationofsomesentenceswhenanalyzingthewordsorphrasesinthem3.Talkaboutsomegrammarfocus4.GiveasummaryofthetextTeachingObjectives1.Knowledgeaim:A.Theusagesofthenewwordsandphrases.B.Thetranslationofthesentenceitlookedhopeless；hewalkedhissontoclassatschooleachmorning......2.Abilityaim:A.Enablethestudentslearnhowtousethenewwords、phrasesintosentencesB.Practisestudents'translatedability3.Emotionalaim:A.Enablethestudentstolearnthelovebetweenchildrenandparents.B.Enablethestudentstotrustandlovetheirparents.Difficult&MainpointMainpoint：1.Usefulwordsandphrases:Words:flattened,devastation,initial,digging,well-meaning,，collapsed.Phrases:Inthemidstof，Nomatterwhat，thepileofruins，directone’sattention，walkedsomebodyto，showedup,pullsb.off2.Translationsinanalyzingthesentencee.g.Hebegantodirecthisattentiontowardswherehewalkedhissontoclassatschooleachmorning3.Grammarfocuse.g.Toeachparentherespondedwithoneline:Areyougoingtohelpmenow?”;...,onlytodiscoverthatthebuildingwasasflatasapancakeDifficultpoint：1.Thevocabulary,phrasesandthegrammarfocus.2.Thetranslationandcomprhensioninthesentenceanalysis.TeachingproceduresStep1:Transition(2mins)A.Greetings.T:Goodafternoon,everyoneSs:Goodafternoon,teacher.T:Doyoustillrememberthatlastclasswehavelearnedthebackgroundinformationandthestructureofthetext?Ss:Yes,wedoT:.Good!Inthisclasswewillcontinuetolearnthesecondperiodofsametext.Andwewillmainlyfocusonthevocabulary,phrases,somegrammarandgiveasummarytothistext.......Step2:Letthestudentsreadtheimportantvocabularyaftermeinthetextbookloudlysoastobefamiliarthenewwords.(3mins)ThewordlistEarthquakeFlattenUtterDevastationChaosPancakeUnforgettablyInitialRuinsDigDirectClutchingWell-meaningShowupEndangeringScreamScaredCollapseCourageouslyTriangleStep3:Cometothetext(Words\phrases\grammarTeaching)(30mins)A.Teacherreadsentence1andthenfocuseonanalyzingoneword.Andthencontinutetoreadsentence2inparagraph.1thenfocuseonanalyzingonephrase,threewords,andonegrammarfocus.Teacherwillanalyzethesepointsbytheorderoftheirappearanceinthesamesentenceandaskthestudentstotakenotes.（5minutes）Word:“flattened”(它的原形是去掉ed即flatten，意思是“使变平”)（sentence1）utter(完全的);devastation（毁坏）;chaos（混沌，混乱）;(sentence2)Phrase:inthemidstof:(在之中)Grammar:(onlytodiscoverthatthebuildingwasasflatasapancake.)是结果状语.C.Teacherreadsentence1inparagraph.2andthenfocuseonanalyzingonephraseandtwowords.Skimothersentencesthathadnonewknowledges.(2minute)Words:unforgettably（令人难忘地，形容词形式是unforgettable）;initial（最初的）Phrase：Nomatterwhat（=whatever;how;when,etc）D.Teacherreadsentence3inparagraph.2andthenfocuseonanalyzingonewordandonephrase.Besides,teacherwillaskvolunteerstotranslatethissentenceandpayattentiontothetransltionof“itlookhopeless”.Thisisalsoadifficultcomprehensiontothetextsothatteachershouldgivesometipstoleadthestudenttothecorrectanswer.Skimothersentencesthathadnonewknowledges(3minutes)Phrase:thepileofruins(一堆废墟)Word:commitmet(诺言)Translation:Ashelookedatthepileofruins(一堆废墟)thatoncewastheschool,itlookedhopeless（翻译：至此，父亲热泪满眶。目睹曾经的学校成为了一堆瓦砾，真叫人绝望）E.Teacherreadparagraph.3(onlyonesentence)andthenfocuseonanalyzingtwophrasesandthenaskstudenttotranslatetheformerpartofthissentence.Besides,asktwostudentstomakeexamplesforthetwophrasestocheckiftheyhavemasterthem.(5minutes)Phrase:directhisattention---directone’sattention(注意到)hewalkedhissonto—walksbto带某人去……Transltion:Hebegantodirecthisattentiontowardswherehewalkedhissontoclassatschooleachmorning.(他开始努力回忆每天早上送儿子上学的必经之路)F.Teacherreadparagraph.4(onlyonesentence)andthenfocuseonanalyzingoneword.Besides,askstudentstothinkthemeaningofonephraseinthesentense.（5minutes）Word:well-meaning（合成词；意思是善意的；好心的）Phrasesinthesentence:Otherwell-meaningparentstriedtopullhimofwhatwasleft（指的是死去的学生）oftheschool.PS：Thissentenceisalittlebitdifficultforstudentstounderstand.Foronething,themeaningof“left”isnotthenormalmeaningasitisinthedictionary.Foranother,studentshavetomakeclearwhatelementtheword‘left”actsasinthesentence.G..Teacherreadsentence1inparagraph5andthenfocuseonanalyzingthegrammarpoitsinthissentence.Skimothersentencesthathadnonewknowledges(2minutes)Grammar:Toeachparentherespondedwithoneline:Areyougoingtohelpmenow?(句首的to与后面的动词respond相搭配，为了强调句把toeachparent提前了。)H.Teacherreadparagraph.6andthenfocuseonanalyzingthreephrasesandonegrammarpoint.(3minutes)Phrases:showedup(出现)；pullhimoff--pullsb.off…把某人从…拉走breakingout（爆发）Grammar:Towhich(which指代前面的事物，在文中指校方队长对父亲的劝说)I.Teacherreadsentence2inparagraph.7,paragraph8（onlyonesentence）andthenfocuseonanalyzingonewordandonegrammarpoint.Skimothersentencesthathadnonewknowledges(3minutes)Word:endangering(使遭受损失或损害;危险;危及；危害)—原形：endanger–-形容词：dangerousGrammar:Courageouslyhewentonalonebecauseheneededtoknowforhimself:Ismyboyaliveorishedead?）为了强调，把副词courageously提到了句首。K.Teacherjustreadoutthosesentencesthatcontainthene