Hu Lan

Design concept

At present， China's senior high school English curriculum reform is gradually changing from "knowledge-based" to "English key competence". Therefore， the traditional spoon-feeding teaching method， as well as the excessive emphasis on the practicality of language in the reading teaching， cannot meet the requirements of improving students key competence ， and needs the cooperation and improvement of teachers and students in the classroom.

Textbook analysis

This course is based on people for high elevation of A new English A compulsory 1 Unit4 Earthquakes reading part of "A Night the Earth Didn't Sleep" and design of a class， the text mainly tells the story Tangshan earthquake， through the signs before the earthquake， the earthquake and a complete description of the earthquake relief， to reproduce the Tangshan earthquake .

Analysis of academic situation

The Grade 1 students have already accumulated certain vocabulary foundation in junior middle school， however， students' personality and English level differ greatly， so the teaching design should have a gradient process， from the superficial to the profound， paying attention to the hierarchical nature.

Teaching objectives

According to the new requirements of the course objective， I determined the following teaching objectives.

Language knowledge and ability

Students can use the language knowledge to describe earthquake signs， hazards and post-earthquake rescue.

Thinking quality and ability

1. Improve students' reading ability through fast reading and careful reading.

2. Cultivate students' thinking quality by means of processing， classification and guessing information in extensive reading and intensive reading.

Cultural awareness and learning ability

1. Appreciate and use English figure of speech to understand the similarities between Chinese and western languages.

2. Discuss and share， and use the knowledge to improve students' learning ability.

Teaching focuses and difficulties

Key points

1. Develop students' ability to acquire and process information in the process of deep reading.

2. Improve students' English discipline literacy through in-depth text reading.

Difficult points

1. Students use their knowledge to talk about earthquake related topics.

2. How to improve students' English discipline literacy through in-depth text reading.

Teaching process

Step 1 Warming up? Watch a short video about earthquake .

Step 2? Reading.

Fast reading

Q1 What is the passage mainly about？

Q2 In what order was the passage written？

Careful reading

Part 1? Reading for classification of the signs.

Part2? Learning the writing style.

What way did the writer use to tell us the damage of the earthquake？ What does “bricks covered the ground like the autumn leaves” imply？

Step 3 Discussion and sharing.

Three topics related to the passage for students to discuss and share.

Step 4? Homework. Write a letter to tell people how to protect yourself in the earthquake.

Reflection on teaching

1. Preparation and teaching procedure

During my preparation， I focused on three aspects. One is how to arouse students interest in the topic-earthquake， so I downloaded a movie clip that is exciting and moving. The second is how to improve students English key competence through reading text in depth. Therefore， I paid more attention to some relatively difficult questions to make students think in class. The third is how to make students active and create a competitive atmosphere in class， so I divide them to 9 groups， and if one group member answers one question， I will give their group a point， which proved practical.

2. Students learning procedure

By collecting information about what went on in the class， I think I proceeded well as I designed.? All in all， this was a comparatively successful class. Meanwhile， I realized it would be better for me to improve the way to award the group which got the highest points.. In order to put the new concept of teaching English into practice， I think I need to do more research on the original teaching way and learn from others.

【作者簡介】胡蘭（1982-），女，漢族，甘肅天水人，就職于天水一中，中學(xué)一級教師，大學(xué)本科，研究方向 ：英語核心素養(yǎng)下的高效課堂。