Teaching plan StudentsJunior 1 (45 students)SubjectEnglishLesson duration 45 minutesTeaching Topic Unit 5 Father and son in an earthquake (The second period )(Go for it )Lesson Type Vocabulary&Grammar Teaching AidsBlackboard, chalk, Teaching Content1.Talk about the new words and phrases in the text2.Talk about the translation of some sentences when analyzing the words or phrases in them3.Talk about some grammar focus4.Give a summary of the textTeaching Objectives1.Knowledge aim:A. The usages of the new words and phrases. B. The translation of the sentence it looked hopeless ；he walked his son to class at school each morning . 2. Ability aim:A.Enable the students learn how to use the new words 、phrases into sentencesB.Practise students translated ability 3.Emotional aim: A.Enable the students to learn the love between children and parents.B.Enable the students to trust and love their parents.Difficult & Main point Main point：1. Useful words and phrases:Words: flattened , devastation ,initial , digging , well-meaning ,，collapsed. Phrases: In the midst of，No matter what，the pile of ruins，direct ones attention， walked somebody to，showed up, pull sb.off2.Translations in analyzing the sentence e.g. He began to direct his attention towards where he walked his son to class at school each morning3.Grammar focus e.g.To each parent he responded with one line: Are you going to help me now?”; . , only to discover that the building was as flat as a pancakeDifficult point：1.The vocabulary , phrases and the grammar focus. 2. The translation and comprhension in the sentence analysis.Teaching proceduresStep 1:Transition (2 mins) A.Greetings. T:Good afternoon,everyone Ss:Good afternoon,teacher. T: Do you still remember that last class we have learned the background information and the structure of the text ? Ss:Yes,we doT:.Good! In this class we will continue to learn the second period of same text. And we will mainly focus on the vocabulary,phrases,some grammar and give a summary to this text. .Step 2: Let the students read the important vocabulary after me in the textbook loudly so as to be familiar the new words. (3 mins) The word list Earthquake Flatten Utter Devastation Chaos Pancake Unforgettably Initial Ruins Dig Direct Clutching Well-meaning Show up Endangering Scream Scared Collapse Courageously TriangleStep 3:Come to the text(Wordsphrasesgrammar Teaching ) (30mins)A. Teacher read sentence1 and then focuse on analyzing one word .And then continute to read sentence2 in paragraph.1 then focuse on analyzing one phrase,three words, and one grammar focus. Teacher will analyze these points by the order of their appearance in the same sentence and ask the students to take notes.（5 minutes）Word :“flattened” (它的原形是去掉ed即flatten，意思是“使變平”)（sentence1） utter(完全的); devastation（毀壞）; chaos（混沌，混亂）;(sentence2)Phrase : in the midst of :(在之中) Grammar: (only to discover that the building was as flat as a pancake.)是結果狀語.C.Teacher read sentence1 in paragraph.2 and then focuse on analyzing one phrase and two words. Skim other sentences that had no new knowledges.(2minute)Words : unforgettably（令人難忘地，形容詞形式是 unforgettable）; initial（最初的）Phrase：No matter what（=whatever; how; when ,etc）D. Teacher read sentence3 in paragraph.2 and then focuse on analyzing one word and one phrase. Besides, teacher will ask volunteers to translate this sentence and pay attention to the transltion of “it look hopeless”.This is also a difficult comprehension to the text so that teacher should give some tips to lead the student to the correct answer. Skim other sentences that had no new knowledges (3minutes)Phrase: the pile of ruins (一堆廢墟)Word : commitmet (諾言)Translation: As he looked at the pile of ruins(一堆廢墟 )that once was the school, it looked hopeless（翻譯：至此，父親熱淚滿眶。目睹曾經的學校成為了一堆瓦礫，真叫人絕望）E. Teacher read paragraph.3 (only one sentence) and then focuse on analyzing two phrases and then ask student to translate the former part of this sentence.Besides ,ask two students to make examples for the two phrases to check if they have master them.(5minutes)Phrase : direct his attention - direct ones attention (注意到)he walked his son to walk sb to 帶某人去 Transltion: He began to direct his attention towards where he walked his son to class at school each morning.(他開始努力回憶每天早上送兒子上學的必經之路)F. Teacher read paragraph.4 (only one sentence) and then focuse on analyzing one word. Besides, ask students to think the meaning of one phrase in the sentense.（5minutes）Word: well-meaning（合成詞；意思是 善意的；好心的）Phrases in the sentence: Other well-meaning parents tried to pull him of what was left （指的是死去的學生）of the school. PS：This sentence is a little bit difficult for students to understand. For one thing , the meaning of “left” is not the normal meaning as it is in the dictionary. For another, students have to make clear what element the word left” acts as in the sentence.G. Teacher read sentence1 in paragraph 5 and then focuse on analyzing the grammar poits in this sentence. Skim other sentences that had no new knowledges(2minutes)Grammar : To each parent he responded with one line: Are you going to help me now?(句首的to與后面的動詞respond相搭配，為了強調句把to each parent 提前了。)H. Teacher read paragraph.6 and then focuse on analyzing three phrases and one grammar point.(3minutes) Phrases : showed up (出現)； pull him off -pull sb.off把某人從拉走 breaking out （爆發）Grammar :To which (which 指代前面的事物，在文中指校方隊長對父親的勸說)I. Teacher read sentence2 in paragraph.7 , paragraph8（only one sentence）and then focuse on analyzing one word and one grammar point. Skim other sentences that had no new knowledges(3minutes)Word : endangering (使遭受損失或損害;危險;危及；危害)原形：endanger -形容詞： dangerousGrammar: Courageously he went on alone because he needed to know for himself: Is my boy alive or is he dead?）為了強調，把副詞courageously 提到了句首。K. Teacher just read out those sentences that contain the new knowledges and skim other sentences that had no new ones since the last several paragraphs are a little long.(2minutes)Word :promised短語 make a promise;Collapsed (倒塌；崩潰-collapse的過去分詞）Step 4:Conversation practicepairwork . (7 minutes)The last four paragraphs are about the conversation between father and son .To let the students understand more about the sons trust to the father and the love between them, teacher will ask three pairs to act out this conversation and compete which pair do the best. e.g.(Two students are playing. A:father B:son C:Narrator)Group1: C: He dug for eight hours.12 hours.24 hours.36 hours.then, in the 38th hour, he pulled back a large stone and heard his son s voice. He screamed his son s name,A: ARMAND! B:Dad!?! It s me, Dad! I told the other kids not to worry. I told them that if you were alive, youd save me and when you saved me, theyd be saved. You promised, No matter what happens, Ill always be there for you! You did it, Dad!A:What s going on in there? How is it? B:There are 14 of us left out of 33, Dad. Were scared, hungry, thirsty and thankful you re here. When the building collapsed, it made a triangle, and it saved us. A:Come out, boy! B:No, Dad! Let the other kids out first, because I know youll get me! No matter what happens, I know youll always be there for me! Step 5:Summary&Homework (3minutes)A、Summary. T:The text makes us understand a truth: The love be