高中必修一Unit 4 Earthquakes教案

2020-07-06
高中语文必修一教案 高中必修一函数教案 高中必修一历史教案

Unit4Earthquakes
TheFirstPeriod
Knowledge:
Learnandmasterthenewwordsandexpressionsinthisperiod.
Words:
Ability:
1.Trainthestudents’listeningability.
2.trainthestudents’listeningability.
3.Trainthestudents’abilitytousetheInternettosearchforsomeusefulinformation.
4.Trainthestudents’abilitytocooperatewithothers.
Emotion:
1.Knowthedamagethatanearthquake
2.Knowthewaystoreducethelossesofanearthquake.
Teachingimportantpoints
Trainthestudents’speakingabilitybydescribing,talkinganddiscussion.
Difficulties:
Trainthestudents’listeningability.
Step1Warming-up
T:DoyouknowwhathappenedintheIndianOceanattheendoflastyear?Itshockedorwecansayfrightenedthewholeworld.
S:Aterribletsunamibrokeoutthereon26thDecember.Morethan200000peoplewerekilled.
T:Yes.Itissaidthatitisthebiggestintheforedecades.Atsunamiisanunderseaearthquake.Thenhaveyouheardofanylandearthquakes?Wouldyoupleaselistsome?
S:WecanoftenhearthatearthquakesoccurinJapan.In1906,anearthquakestruckSanFrancisco,USA.About700peoplediedintheearthquakeandthefires.Andasmanyas250000peoplelosthomes.
T:Butdoyouknowanyfamousearthquakesthathappenedinourcounty?
S:TheTangshanEarthquakethathappenedin1976.
T:Canyoutellmewhatmightyhappeninanearthquake?YoumaylookatthetwopicturesonPage25.
Step2Listening
T:Beforewelearnthepassageaboutanearthquake,let’sfirstknowwhythereareearthquakesintheworld.Solet’sdosomelisteningonPage62.listentothetapeforthefirsttimeandtrytogetageneralideaofthepassage.
Listentothetapeandchecktheanswers.(Itisaboutthecauseofearthquakesandhowwecanreducelossesfromthem.)
T:ListentothetapeforthesecondtimeandjudgewhetherthestatementsinPart1aretrueoffalse.
T:Let’schecktheanswers.Listenagainandtrytocorrectthestatementsthatarefalse.
T:ListenagainandtrytocompletethetableinPart2.
Afewminuteslater,checktheanswers.
Step3Homework
1.PreviewthereadingpassageonPage26anddoexerciseIinthepart“Learningaboutlanguage”.
2.Askthetolookformorewaysofreducinglossesfromearthquakes.ThestudentscangotothelibraryorusetheInternettosearchforinformation.Aftersearchingfortheinformation,eachgroupshouldmakeaposter,informingpeoplehowtoreducethelossesofanearthquake.
Recordafterteaching:
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TheSecondPeriod
Knowledge:
Learnsomenew,phrasesandsomenewsentencepatterns.
Ability:
1.learnsomedetailedinformationaboutanearthquake.
2.improvethestudents’readingability.
3.trainthestudents’abilitytograspkeyinformationwhilelistening.
4.trainthestudents’speakingability.
Emotion:
1.Trainthestudents’abilitytocooperatewithothers.
2.Knowthedeadlinessofanearthquakeandthesignsbeforeanearthquakeiscoming.
3.LearnfromthebraveryofpeopleinTangshantofacetherealityandrebuildthecity.
Teachingimportantpoints:
1Thenewwordsandexpressions.
2.Learnsomedetailedinformationaboutanearthquake.
3.Trainthestudents’abilitytocooperatewithothers.
4.Trainthestudents’speakingability.
Teachingdifficulties:
1Words:shake,burst,rise,destroy,shock,fresh,injure
2.Phrases:rightaway,atanend
3.Sentencepatterns:
(1)Itseemed/seemsthat…
(2)Thenumberofsb./sth.Reached/reaches…
(3)Allhopewasnotlost.
4.Improvethestudents’readingability.
5.Trainthestudents’abilitytograspkeyinformationwhilelistening
Teachingprocedures:
Step1Pre-reading
T:Supposeyouarewarnedofacomingearthquake.Nowyouhavetimetotakeonlyonething.Tellyourpartnerwhatyouwilltakeandthereason.
T:Ifanearthquakeisaroundthecorner,theremustbesomeabnormalphenomena.CarefullylookatthefourpicturesonPage25andtrytodescribewhatyouhaveseen.
Step2Listening
T:Everyoneknowsthatanearthquakeisveryterrible.Today,wewilllearnsomethingaboutthestrongestearthquakeinChina’shistory,whichhappenedinTangshan,Hebei,in1976.Firstlistentothetapewithyourtextbooksclosedandcheckwhetherthefollowingstatementsaretrueorfalse.Ifitisfalse,trytocorrectit.
1.PeopleinTangshanwerewarnedoftheearthquakeanddidn’tgotobedthatnight.(F)
2.PeopleinBeijingalsofelttheearthquake.(T)
3.Morethan400000peoplewerekilledinthequake.(F)
4.Manyrescueworkersanddoctorsweretrappedundertheruinsduringtheaftershock.(T)
5.PeopletriedtogetfreshwaterfromunderthegroundinTangshan.(F)
Step3Reading
1.FinishPart1-2inComprehendingonPage27.
2.FinishPart3inComprehendingonPage27.
3.ReadthepassageagaintogetimportantinformationaboutTangshanEarthquakeandfillintheblanks.(百思英语Page44)
Step4SpeakingorReadingaloud
IfyourstudentsaregoodatEnglish,askthemtodothisexercise:
Supposeoneofyouwasanewspaperreporter,andtheotherwasawitnessofthe1976TangshanEarthquake.Nowthenewspaperreporterisaskingthewitnesssomequestions.Workinpairsplease.
IfyourstudentsareverypoorinEnglish,askthemtodothisexercise:
Playthetapeforthestudentstolistenandfollowinordertoletthemknowhowtoreadthetext.
Step5Homework
1.Readthetextseveraltimes.
2.Doexercise3onPage28.
3.Doexercise2onPage28intheexercisebookandhangitintomorrow.
4.Learnsomewordsandphrasesinthisunitandmakesomesentenceswiththem.(Ss’Book,Page82-84)
Recordafterteaching:
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TheThirdPeriod
Knowledge:
1.words:crack,burst,ruin,injure,destroy,shock,last
2.phrases:atanend,rightaway,digout
3.sentencepatterns:
Allhopewasnotlost.
Ability:
1.Trainthestudents’abilitytoreaddifferentnumbersinEnglish.
2.Learntheusageofsomedifficultwordsandexpressions.
3.Trainthestudents’abilitytoremovethedifficultieswhilereading.
Emotion:
1.Trainthestudents’abilitytocooperatewithothers.
2.Knowthedeadlinessofanearthquakeandthesignsbeforeanearthquakeiscoming.
3.LearnfromthebraveryofpeopleinTangshantofacetherealityandrebuildthecity.
Teachingimportantpoints:
1.Trainthestudents’abilitytoreaddifferentnumbersinEnglish.
2.Trainthestudents’abilitytocooperatewithothers.
Teachingdifficulties:
1.Theexplanationofsomedifficultwordsandexpressions.
2.Trainthestudents’abilitytoremovethedifficultieswhilereading.
Teachingprocedures:
Step1Revision
1.T:Inthelastperiod,welearnedsomethingabouttheterribleTangshanEarthquakein1976,whichisthedeadliestearthquakeinChina’shistory.NowIamgoingtoaskyousomequestionsbasedontheReadingpassage.
(1)WhatdidpeopleinTangshanseeintheskybeforetheearthquake?
(2)Whatdidpeoplenoticeinthewells?
(3)Didpeoplepayanyattentiontotheseabnormalphenomena?
(4)Whendidtheearthquakebegin?
(5)Werethereanyaftershocks?
(6)Didthesurvivorsdenythecityandgotoliveinotherplaces?
2.Checkthehomework(Ex2onP28).Askthemtoreciteitafterclass.
Step2LearningaboutNumbers
TurntoPage28andlookatPart3.Matcheachwordtothenumberthathasthesamemeaning.Allowthestudentsseveralminutestofinishthetask.Checktheanswers.
Step3Importantpoints
AskthestudentstoturntoPage82.Asksomestudentstomakesomesentenceswiththewordsorphrases.Dealwithsomedifficulties.Youcanaddmorephrases.
Step4homework
Inordertomastertheusageofthesewordsandexpressions,pleasedosomerelatedexercises.
1.FinishoffthetwopartsinUsingWordsandExpressionsonPage63.
2.TranslatethesentencesonPage63intoEnglish.WritetheEnglishsentencesinoneofyourexercisebookandhanditintomorrow.
Recordafterteaching:
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TheFourthPeriod
Knowledge:
1.LearntheAttributiveClause.
2.LearnthedifferencebetweenRelativePronounsfortheAttributiveClauses.
Ability:
1.LearntochoosethecorrectRelativePronounsfortheAttributiveClauses.
2.Trainthestudents’abilitytoreportwhatothershavesaid.
Emotion;
Trainthestudents’abilitytocooperatewitheachother.
Teachingimportantpoints:
1.LearntheAttributiveClause.
2.Trainthestudents’abilitytoreportwhatothershavesaid.
Teachingdifficulties:
LearntochoosethecorrectRelativePronounsfortheAttributiveClauses.
Teachingprocedures:
Step1revision
Checkthehomeworkexercises.
Step2Grammar
(Theteacherwritesthesentence“Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.”Ontheblackboardbeforeclassbegins.)
T:Pleaselookatthesentenceontheblackboard,payingspecialattentiontotheunderlinedpart.Whatkindofclauseisit?
Ss:TheAttributiveClause.
T:Yes.TheAttributiveClausetellsuswhichpersonorthing(orwhatkindofpersonorthing)thespeakermeans.
e.g.Thewomanwholivesnextdoorisateacher.
Asentencewithanattributiveclausecontainstwoshortersentences.Inthesentenceabove,thetwoshortsentencesare:“Thewomanisateacher.”And“Thewomanlivesnextdoor.”TheAttributiveClauseistheanswertothequestion:Whichwomanisateacher?
Wouldyoutrytodividethesamplesentenceontheblackboardintotwoshortsentences?
T:That’sright.NowtrytofindallthesentenceswithAttributiveClausesinthereadingpassageanddivideeachsentenceintotwoshortsentences.
T:NextIwillsaysomethingaboutthecommonrelativepronouns.
“Who”isusedforpeople.“Which”isusedforthings.“That”isusedforthingsorpeople.“Whose”isusedinsteadofhis/her/their/somebody’s.“Whom”isquiteformal,andinmostcasesitisallrighttousewhoinstead.Butwhenwhomhasaprepositionbeforeit,itcannotbereplacedbywho.
Step3Practice
1.NowlookatPart2inDiscoveringUsefulStructuresonPage28.trytocompleteeachsentenceusingthat,which,who,orwhose.
Letthestudentsdothisexerciseandchecktheanswers.
2.DomoreexercisesinEx3onPage51in《导学》
Step4Homework
Afterclass,readthepassageonPage64.It’saboutadviceonhowtoprotectyourhomefromanearthquake.Completethesentencesbelow,usingwho,whom,which,thatorwhose.
Recordafterteaching;
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TheFifthPeriod
Knowledge:
1.Knowhowtowriteaspeech.
2.Knowhowtowriteanewspaperstory.
Ability:
1.Trainthestudents’speakingability.
2.Trainthestudents’abilitytosearchfordoingsomething.
3.Trainthestudents’abilitytodothingsstepbystep.
Emotion:
1.HonorthegreatpeopleofTangshan.
2.Learntocooperatetoeachother.
TeachingImportantPoints:
1.Trainthestudents’speakingability.
2.Trainthestudents’abilitytosearchfordoingsomething.
TeachingDifficulties:
1.Knowhowtowriteaspeech.
2.Knowhowtowriteanewspaperstory.
3.Learntocooperatetoeachother.
TeachingProcedures:
Step1Revision
T:Inthelastperiod,welearnedtheAttributiveClauseandhowtochooseaproperrelativepronoun.Nowlet’scheckyourhomeworkexercises.PleaseopenyourtextbooksandturntoPage64.LookatPart1inUsingStructures.Iwillasksomeofyoutoreadthesentencesout.
(Theteachercorrectsmistakesifthereareany.)
Step2ReadingandWriting
T:ReadtheletteronPage29.Intheblankatthebeginningoftheletter,writethelastnumberoftheyearitisnow.Thenintheblankneartheendoftheletter,useanumbertosayhowmanyyearsagothequakehappened.
(Afterseveralminutes,theteachercheckstheanswerswiththeclass.)
T:Supposeyouarethestudentwhowasinvitedtogivethespeech.Whatshouldyouincludeinyourspeech?
(Studentsgivetheirdifferentanswers.)
T:Yes,whilewriting,don’tforgettocontaintheinformation.NowIwillgiveyou15minutestowritethespeech.Youcanfollowthepointsinpart3onthispage.
(Whilethestudentsarewriting,theteachergetsaroundtheclassroomandhelpsthestudentstodealwithanydifficultiesthattheyhave.)
(After15minutes)
T:Arethereanyvolunteerstoreadhisorherspeech?
(Ifthereisnobody,theteacherasksonetoread,andgivesomeassessments.)
Step3Speaking
T:Imaginethatafteryourspeech,ZhangshaasksyoutogiveashorttalkaboutthenewstampsaboutTangshantohonorthecity.First,askandanswerthefollowingquestionsinpairs.
(1)Whatdothesestampsshow?
(2)Doyouthinkthesestampsareveryimportantandwhy?
(3)Willyoucollectthesestamps?Whyandwhynot?
(Afterthestudentsaskandanswerthesequestionsinpairs.)
T:Nowtrytofillinthelinesinthelittletalk.Youcanusesomeoftheanswerstothequestions.
T:NextIwillaskoneofyoutoreadthelittletalk.
Step4Writing
T:Bynowyouhavelearnedwritingaspeechandalittletalk.Nowyouaregoingtowriteanarticleforanewspaperaboutaspecialeventthathappedinyourhometown.First,let’slearnsomeskillsofwritingnewspaperstories.Beforeyouwrite,youshouldwriteanoutline.Thisisveryuseful.Today,wewilllearnhowtowriteanoutline.PleaseturntoPage31.ReadtheinstructionsinboldandpayattentiontosomequestionsIpreparedtoyou.
Q1:Whyisanoutlineimportant?
Q2:Whatshouldanoutlineinclude?
Q3:Whyisaheadlineimportant?
Q4:Whatarethestepstofinishanewspaperstory?
Q5:Whatisthefeatureofanewspaperstory?
Suggestedanswers:
1.Becauseanoutlinewillprepareyoutowriteabetterstory.
2.Agoodoutlineshouldhaveaheadline,alistofmainideasandalistofimportantdetails.
3.Aheadlinecantellthereaderswhatthetopicis,soitcanattractthereaders’attentionsincethereadermaynothaveboughtthenewspaperbeforetheyreadtheheadline.
4.First,organizethemainideas.Next,putsomedetailsintoeachparagraph.
5.Anewspaperstorygivesthemostimportantnewsfirstandtheleastimportantnewslast.
T:Nowlet’sreadtheexampleofanewspaperstory.Trytofindtheheadline,mainideaanddetailsofeachparagraph.Youmayworkingroupsofthree.
(Afterseveralminutes,theteacherasksthestudentsthefollowingquestions:)
Q1:Whatistheheadlineofthenewspaperstory?
Q2:Whatisthemainidea?
Q3:Whatisthedetailedinformation?
T:NowturntoPage32andcheckyourmainidealsanddetailedinformation.
Step5Homework
T:Sonowyouknowhowtowriteapassagestepbystep.PreparetheoutlineforashortnewspaperstoryforChinaDaily.Usetheexampletohelpyoutoorganizeyouroutline.Youcanfirsthaveadiscussionwithyourpartneranddecidewhicheventyouwillwriteabout.Trytowritedownthetitle,mainideasanddetailedinformation.Thenputthemintoashortpassage.
Recordafterteaching:
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TheSixthPeriod

Knowledge:
LearnapassageabouttheSanFranciscoEarthquake
Ability:
1.Learntocomparetwosimilarpassages.
2.Trainthestudents’listeningability.
Emotion:
1.Learntocooperatewithothers.
2.LearnfromthebraveryofthepeopleofSanFranciscotofacethereality.
TeachingImportantPoints:
1.Trainthestudents’listeningability.
2.LearnapassageabouttheSanFranciscoEarthquake
TeachingDifficulties:
Learntocomparetwosimilarpassages.
TeachingProcedures:
Step1Revision
T:Inthesecondperiodofthisunit,youlearntsomedetailedinformationabouttheTangshanEearthquake.Canyouuseseveralsentencestosummarizethepassage?
S:Letmehaveatry.TheterribleearthquakestruckthecityofTangshanwhilepeopleweresleeping.Morethan400000peoplewerekilledorinjuredinthequake.Afterthequake,peoplefoundnearlyeverythingwasdestroyed.ButpeopleinTangshandidn’tloseheart.Theyrebuiltthecitywiththehelpofsoldiers.
T:Quitegood.
Step2ReadingandComparing
T:Inthefirstperiod,wealsotalkedabouttheearthquakesthathappenedinSanFrancisco.Today,wewilllearnapassagetitled“TheStoryofanEyewitness”,whichisabouttheSanFranciscoEarthquakein1906.ItwaswrittenbyJakeLondon,whowasafamousAmericanwriter.
T:Firstreadthepassagecarefully.Whilereading,pleasethinkaboutthefollowingquestions:
(1)Howdidtheauthorfeelabouttheearthquake?
(2)HowdidtheauthorfeelaboutthepeopleofSanFrancisco?
(Ssreadthepassage,thentheteacheraskssomeonetogivetheiranswersandcheckstheanswers)
(Answerswillvary.)
T:Quitegood.Youcankeepyourownanswersaslongasyouthinktheyarereasonableandyoucanfindproofsfromthepassage.
Readthefirstparagraphinthispassage.ThengobackandreadagainthefirstparagraphofthepassageonPage26.Comparethewaysbothwritersgiveyoudetailsabouttheearthquakes.Trytofinishthe4exercisesonPage66.Youmaydiscussingroupofthree.
(Ssreadthetwopassageandfinishtheexercises.)
(Thentheteachercheckstheanswers.)
T:NextIwillplaythetapeofthispassageforyoutolisten.Pleasepayspecialattentiontotheintonation.
(Afterlistening.)
T:NowIwillgiveyouseveralminutestoreadthethirdparagraphwithfeelings.
Step3Listening
T:JustnowwelearnedapassagewrittenbyaneyewitnessabouttheterribleSanFranciscoearthquakein1906.Nowwewilllistentoastorytoldbyamanwhowasasurvivoroftheearthquake.Listentothetapethefirsttime,andtrytotellwhetherthestatementsinpart1aretrueorfalse.
(Teacherplaysthetapeforthestudentstolistenandfinishthetask.)
(Afterlistening,theteachercheckstheanswerswiththeclass.)
T:Nowlet’slistentothetapeagainandtrytoanswerthequestionsinPart2.
(Afterlistening,theteachercheckstheanswers)
T:Whilelisteningtothetape,youshouldnotonlypayattentiontothecontents,butalsothepronunciationandintonation.ThesentencesinPart3showusthesequence.Iwillplaythetapeagain,youshouldmarkliaisonandincompleteexplosioninthesesentences.Thenpracticereadingthemaloud.
Step4Homework
T:Inthisclasswereadandlistenedtotwostories,bothofwhichareaboutthe1906SanFranciscoearthquake.ThestoriesaretrueandwerewrittenfortheMuseumoftheCityofSanFrancisco.Themuseumhasmanysuchpersonalaccountsandphotosathttp://www.Sfmuseum.Org/1906/06.html.Ifyouareinterestedinthem,youcansurfinthesiteI’vegiventoyou.
Recordafterteaching:
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TheSeventhPeriod
Knowledge:
1.Learnhowtomakeanearthquakeplan.
2.Learnwhattocontaininapersonalearthquakebag.
Ability:
1.Trainthestudents’listeningability.
2.Trainthestudents’speakingability.
3.Learntofindreasonsfortheirchoices.
4.Learntosumupwhattheyhavelearnedintheunit.
Emotion:
Learntocooperatewithothers.
TeachingImportantPoints:
1.Trainthestudents’listeningability.
2.Trainthestudents’speakingability.
TeachingDifficulties:
Learntofindreasonsfortheirchoices.
TeachingProcedures:
Step1Greetings
Greetthewholeclassasusual.
Step2Listening
T:ThesedaysEarthquakesarealwaysourcentraltopic.Wehavelearnedmanythingsaboutit.Uptillnow,earthquakesaredifficulttopredict.Wecanhardlyavoidanearthquake.Butactuallywecandothingstoreducethelossesofanearthquake.Let’slookattheformonPage66andhaveadiscussionabouttheearthquakeplanwithyourpartner.
(Ssgivetheiranswers)
T:Whatshouldyoudoifyouareoutside?
(Ssgivetheiranswers)
T:Whatshouldyoudoifyouareinthelivingroom?
(differentanswers)
T:Whatshouldyoudoifyouareinthehouseroom?
(differentanswers)
T:Nextwearegoingtolistentothetapeandwritedownthethree“things”thatarementioned.
(Afterlistening,teachercheckstheanswerswiththestudents.)
T:Thenlet’slistenagain.Thistimeyoushouldwritedownmoredetailsabouteachofthe“things”.
(Afterlistening,teachercheckstheanswerswiththeclass.Playthetapeagainifnecessary.)
Step3Speaking
T:Youknoweveryfamilyshouldhaveanearthquakebag,inwhichthereareenoughthingsthatyoucanuseincaseofanearthquake.Herewehavealistofpossibleitemsforthepersonalearthquakebag.Chooseonlyeightthings,whichyouthinkarethemostessential,fromthelist.Theymustlastyoufivedays.Discusswithyourpartner.
(Afterseveralminutes.)
T:Nowjoinanotherpairanddiscussyourchoices.Putallthethingsyouagreeonintoafinallist.Discusstheotheritemsexplainingyourreasonsandtryingtoagreewhichonesarethemostsuitable.
(Afterseveralminutes.)
T:Eachgroupshouldchooseonerepresentative.Nowbepreparedtopresentyourlisttotheclassandgiveyourreasonsforeachchoice.
Step4LearningTip
T:Inordertolearnalanguagewell,youshoulddoalotofpractice,includinglistening,speaking,readingandwriting.Onlywhenweunderstandwhatissaidtouscanwehaveaconversationwithsomebody.SolisteningtoEnglishisveryimportant.Afterclass,youshouldlistentotheEnglishnewsonCCTVInternational.Youwillnotonlygetalotofinformationaboutwhatishappeningaroundtheworld,butalsoimproveyourlisteningandlearnmoreEnglishwordsandexpressions.Atthesame,youwillimproveyourpronunciationandintonation.
Step5Summingup
T:Nowlet’ssumupwhatyouhavelearntinthisunit.Workwithyourpartner.Firstwritedownwhatyouhavelearnedaboutearthquakes.Thenwritedowntheverbs,nouns,expressionsandnewgrammaritemsthatyouhavelearnedfromthisunit.
Step6Homework
1.ReviewUnit4..
2.PreviewUnit5.
Recordafterteaching:
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