高一Unit 4 Earthquakes教案。
一名优秀的教师在每次教学前有自己的事先计划，作为高中教师就要早早地准备好适合的教案课件。教案可以让学生能够在教学期间跟着互动起来，减轻高中教师们在教学时的教学压力。高中教案的内容要写些什么更好呢？下面是小编帮大家编辑的《高一Unit 4 Earthquakes教案》，欢迎大家阅读，希望对大家有所帮助。
Unit4Earthquakes
THEFIRSTPERIODREADING
Class:ClassOne,GradeOneSubject:English
Teacher:ShenChangTutor:JiangHailian
I.TeachingAims
Knowbasicknowledgeofearthquakes.
Knowhowtoprotectoneselfandhelpothersindisasters.
Ⅱ.Importantwhilethesecondonecanenlargetheirimagination.Nomatterwhattheiranswersare,aslongastheyhavegivencarefulthoughtstothesituations,theiranswersshouldbegood.
T:Now,let’slookatthepictures.Whatarethepredictionsofanearthquake?
S1:Beforeanearthquakeanimalswillbecomenervous.Cows,pigs,horsesanddogswillbeupset.Andpeoplecanseemicerunningabout.Iftheearthquakehappensduringwinter,peoplecanevenseesnakes.
T:Terrific!Wheredidyougetthisknowledge?
S1:Fromgeography.Ilikeit.
T:good.Sitdownplease.
S2:Madam,Idon’tknowthemeaningofthepicturewithtwowomen.
T:Itdoesn’tmatter.Youwillknowitsoonafterreadingourtext.OK.Imaginethereisanearthquakenow,andyourhomeisshaking,atthismomentyouhavenotimetotakeanyotherthingsbutone,whatwillitbe?
S3:I’lltakeallmymoney.Peoplecan’tlivewithoutmoney.
S4:Iwilltakeasmuchwateraspossible.Becauseitissaidthatpeoplecankeepalivefornearly7daysbydrinkingwithoutanyfood
S5:Inthatcase,I’drathertakesomeapples,sothatbesidesdrinking,Icanalsoeat.
S6:Iwillcarrymygrandma.Sheismymostlovedpersoninthisworld.Shebroughtmeup.
T:Whatadutifulchildyouare!I’mverygladtohearthat.Sitdownplease!Itseemsthatallofyouknowwhatyoushoulddoduringanearthquake.OK.Let’sreadourtext,andseewhatittellsus.
StepIV.Reading
Inthispart,teachershouldaskthestudentstoreadthepassagequicklyforthefirsttimetogetthegeneralideaofthepassage.Askthemtopayattentiontothefirstsentenceofeachparagraph.Thiscanhelpthemfinishexercise3inComprehension.Itisaboutthemainideaofeachparagraph.Thenaskthemtoreadthetextagaincarefullytoobtainsomedetails.Beforereadingforthesecondtime,showsomequestionsonthescreen,andletthestudentsreadthequestionsfirst.Thesequestionscanguidethemtohaveagoodunderstandingaboutthetext.TheycanalsomakepreparationsforExs1-2,whichareaboutdetails.
Skimming
T:AtfirstI’dliketoreadthetextquicklytogetthegeneralideaofthearticle.Whilereading,youshouldpayattentiontothesentenceofeachparagraph.
T:Haveyougotthegeneralideaofthetext?
Ss:Yes.
T:Whatisit?
S1:Thereisnoquickanswertothisquestion.Areyousuggestingusthatthegeneralideaisthemixtureofthefirstsentencesofeachparagraph?
T:Sure.
S1:OK.That’seasy.Themainideaofthepassageissomesignsoftheearthquake,andwhatwouldhappenduringthequake.
T:Good,sitdownplease.Infact,whileweareansweringthequestions,wehaveinvolvedthesequence,thefunctionalitemforthisunit.(Teacherwritesthewordontheblackboard)Doyouunderstandthemeaningoftheword?
Ss:No.
T:Sequencemeanstheorderoftheevents.Itcantelluswhicheventhappensfirst,andwhichhappenslater.Doyouknowthesequencethatisusedinourtext?
S3:Yes.Atfirst,thetexttellsussomethingthathappenedbeforethequake,thenittellsusthethingsthathappenedduringthequakeandatlastittellsusthethingsthathappenedaftertheearthquake.
T:Quiteright!Nowpleaselookatthescreen,thesearethefirstsentencesofeachparagraph.Readthemandthinkiftheyarethemainideaofthetext.Ifnecessary,youmaymakesomechangestomakemoreexact.
Teachershowsthescreenandgivesalittletimetothinkitover.
1.StrangethingswerehappeninginthecountrysideinthenortheastHebei.
2.Thedisasterhappenedandcausedalotofloss.
3.Allhopewasnotlost.
Carefulreading
T:Now,it’stimeforustoreadthetextcarefully.Butbeforereading,youshouldreadsomequestionsfirst.Thesequestionsmayhelpyougetsomeinformationquicklyandeasily.Nowlookatthescreen,andreadthequestions.
Showonthescreen
1.Whatnaturalsignsofacomingdisasterwerethere?
2.Canyouthinkofsomereasonswhythesesignsweren’tnoticed?
3.Whateventsprobablymadethedisasterworse?
4.Whatsituationsprobablymadethedisasterworse?
5.Howwerethesurvivorsheld?
StepV.Extension
Showthequestionsonthescreen.
1.Fromwhosepointofviewareeventsdescribed?Howdoyouknow?
2.Whatisthemoodofthispassage?Howisitcreated?
3.Whydoyouthinkthewriterchoosestoexpresshisfeelingsaboutthequakeratherthansimplyreportingwhathadhappened?
4.WhyisthetitleANIGHTTHEEARTHDIDN’TSLEEP?
5.Whatdoesthesentence“Slowly,thecitybegantobreatheagain.”mean?
Answers:
1.Heusesthird-persontodescribethequake.Hisdescriptionisveryobjective.Forexample,thesecondsentenceinthethirdparagraph.Thewritersays:“Everywheretheylookednearlyeverythingwasdestroyed.”Thewriterusestheyinsteadofwe.
2.Themoodisseriousandabitsad.Itiscreatedbygivingdetailsofhowmanypeopleandanimalswerekilledorinjured,andhowmanybuildingsweredestroyed.
3.Althoughthewriterwasnotthere,hefeltsadforthepeopleofTangshan.Heknowsthatsomepersonalfeelingswillmakethereadingmoreinteresting.
4.Ithinkthereasonisthat,asusual,nightisthetimetosleep,andnightshouldbesafeandquiet.Butthatnighteverythingchanged.ThewriterusesANIGHTTHEEARTHDIDN’TSLEEPasatitletoshowhowterribleandhowunusualthenightwas.
5.Herewecanseethatthewritercomparedthecitytoapersonwhosufferedalotinthedisaster.Hefeltherpain,andheworriedabouther.Sowhenhesaidthatpeoplecametohelpher,wecanfeelhisfeelingstothecity.Thecitywillnotdie,shehashopeandshecanrecoverfromthepain.
StepVIComprehending
AnswerstoExx1-3
1.1.C2.E3.B4.D5.A
2.1.Thewallsofthevillageswellshadcracksinthem.
2.Roadsgothugecracks
3.Brickbuildingsweredestroyed.
4.Thearmyhelpedthesurvivors.
5.Shelterswereputupforthosewithnohomes.
3.1.StrangethingswerehappeninginthecountrysideinnortheastHebei..
1.Thedisasterhappenedandcausedalotofloss.
2.Allhopewasnotlost.
StepVIIHomework
延伸阅读
高一英语Unit 4 Earthquakes必修教案（北师大版）
一名优秀的教师就要对每一课堂负责，高中教师要准备好教案，这是每个高中教师都不可缺少的。教案可以让学生们有一个良好的课堂环境，有效的提高课堂的教学效率。那么一篇好的高中教案要怎么才能写好呢？下面是小编为大家整理的“高一英语Unit 4 Earthquakes必修教案（北师大版）”，仅供参考，欢迎大家阅读。
高一英语Unit4Earthquakes必修教案
一、教学内容分析
本单元话题为“地震”，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震展开。本单元共分八个部分。
Warming-up部分通过两张图片引出话题“一旦地震发生，将会造成怎样的危害”，为后面的主题作了一个热身运动。
Pre-reading部分设置了两个开放性问题，目的是增加学生的生活常识，提高他们的应变能力。这部分为接下来的阅读作了很好的铺垫，学生可通过套乱，参阅有关地震的书籍并运用一些生活常识来回答这两个问题。Reading部分具体描写了1976年唐山大地震的震前、震中和震后。作者详细描述了地震来临前的一些不正常的自然现象及动物的反常表现；地震的来势汹汹并在顷刻间将整座城市夷为平地；震后人们勇敢面对现实并及时实施抢救和重建工作。Comprehending部分包括三组练习，主要目的是为了帮助学生更好地理解Reading部分的文章。
LearningaboutLanguage部分分为两个部分：Discoveringusefulwordsandexpressions和Discoveringusefulstructures.第一部分要求学生在把握文章的基础上，掌握重点词汇的词义及时用，这更注重培养学生运用上下文猜测词义的能力。其次还对一些复杂的数字读法进行了检测。第二部分则结合文章学习定语从句。
UsingLanguage部分分为Reading，WritingandSpeaking；Listening和Writing。Reading，WritingandSpeaking包括读一篇邀请函，写一份演讲稿和关于一套新唐山邮票的Littletalk。Listening部分讲述了一位地震幸存者的故事，并根据听力材料进行正误判断和回答问题，旨在培养学生获取细节的能力，并通过听来模仿标准的语音和语调。Writing部分要求学生报纸写一篇新闻报道，学习如何按照规范的步骤进行写作，如选择适当地标题和组织语言等。另外这一部分也培养学生写作时注意标题、主旨大意和细节。
Summingup部分帮助学生整理、巩固本单元所学到的知识，包括学到的关于地震的知识，有用的动词、名词、表达方式和新的语法项目。LearningTip部分就听英语方面给出了一些建议，建议学生多听广播或电视里的英语节目.
二．教学目标和要求
根据《英语新课程标准》关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面。
1.知识目标（Knowledge）
①词汇（Vocabulary）：shake,rise,crack,burst,well,smelly,pond,steam,destroy,ruin,injure,survivor,brick,useless,shock,quake,rescue,electricity,
disaster,organize,bury,coal,mine,shelter,fresh,percent,honor,prepare.
②短语(Phrasesandexpressions)：rightaway,atanend,lieinruins,betrappedundersth,tothenorthofsp,putup,giveout,wakesbup,preparesthforsth.,thinklittleofsth.
③语法(Grammar)：定语从句（TheAttributiveClause）.能用英语描述任务的特征、行为等----由who/whom/whose/that引导；能用英语描述事物、事件的性质、内容等----由which/that/whose引导。
2．能力目标（Ability）
能运用所学语言知识描述地震前兆、危害及震后援救；根据已知信息推测将要听取的材料的内容；提高阅读技能和用英语进行思维、推理、判断的能力；掌握演讲稿的格式及新闻报道的写作步骤和要点。
3.情感目标Affect
学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神；在教学活动中培养学生的合作精神和互助精神。
三．教学重点和难点
1重点词汇：injure，survivor,shock,rescue,disaster,fresh,judge,prepare
2语法：TheAttributiveClause
3难点:运用所学知识表达自己的想法;较长句子成分的划分及意义的理解;如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展;指导学生通过各种渠道如报纸、杂志、图书馆和网络等资源查找有关素材，培养信息社会收集查找资料的能力。
四．课时安排
本单元共分为四个部分，具体课时教师可根据自身教学实践进行适当地安排和调整。
Part1：Warming-up和listening.通过游戏、介绍和VIDEO等手段对地震知识进行适当了解的基础上，引入对SanFrancisco地震的学习，从而进入听力部分。
Part2：Pre-reading,Reading,ComprehendingandLearningaboutLanguage.读前的两个问题：第一个问题问学生在危机情况下会带什么，有利于很好的激起学生的兴趣和调动课堂气氛，由此则可过渡到第二个问题对地震前兆的了解，从而自然地引入到对唐山大地震的学习。在对唐山大地震震前、震中和震后的学习中，可结合今年唐山大地震30周年的报道，使学生进一步了解唐山大地震和现今的唐山，形成对比和强烈的震撼，从而更好地了解学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神。其次，通过对文章的学习，了解新闻的特点，为后面的写作做准备。重点词汇和语法的学习可结合文章进行，并配以适当的练习。
Part3：Writing由提前让学生完成的关于唐山的新闻写作来引入对写作的学习。通过对学生习作的评析，来引出新闻写作中应注意的事项，并通过适当的练习来进行巩固，再让学生对自身的习作进行修改。
Part4：UsingLanguage(Reading,WritingandSpeaking),主要学习SPEECH演讲稿的写作。通过对演讲稿的了解、注意事项和名人演讲的感受，让学生学会如何恰当地写演讲稿。
五．教学步骤
Warming-up
2.Trainstudents’listeningabilityandtrytoimprovetheirpronunciation;
3.Knowthedamagethatanearthquakeandotherdisasterscouldbringaboutandwaystoreducethelossesofanearthquake.
Teachingimportantpoints:
Trainthestudents’listeningabilityandimprovepronunciation.
Teachingaids:
Ataperecorder;theblackboard;CIA课件
Teachingprocedures:
Step1.Lead-in
----videoofdifferentnaturaldisasters
T:Ourhometownisaplacefullofakindofdisasters.Whatisit?
Typhoon,earthquake,hurricanetsunami,flood,tornado,drought…areallcallednaturaldisasters.
Q.whatdamagewilltheybringabout?
----everythinginruins/death/losses…
Step2.IntroductionofEarthquakes(Letstudentsgetthegeneralideaofearthquake)
Q:whatdoyouknowaboutearthquake?Whatcausesquakesandwheredotheyoftenhappen?Howtopredictanearthquake?
Q:Howtoavoidbeinghurt??----throughgames
Q:Haveyouheardofanylandearthquakes?
----Twopicturesinwarming-up:TangshanEarthquakeandSanFranciscoEarthquake.
Q:Whatdoyouknowaboutthesetwoearthquakes?
Step3:Listening
1.Pre-listening
----briefintroductionofSanFranciscoEarthquake
Q:Whendidthequakehappen?
----1906
Q:whatdamagedidbringabout?
----About700peoplediedintheearthquakeandthefires.Andasmanyas250,000peoplelosthomes…
2.While-Listening
----accordingtotheexercisesinthetextbook
3.Post-listening
----Howcanwereducethedamageofearthquake?Whatcanwedo?
Step4:Homework
----previewthereading“ANighttheEarthdidn’tSleep”andlearnnewwordsofthisunit
Reading
Teachinggoals:
1.Targetlanguage目标语言
Learnandmasterthenewwordsandexpressionsinthisperiod.
2.Abilitygoals能力目标
Trainthestudents’readingandspeakingability.
Trainthestudents’abilitytousetheInternettosearchforsomeusefulinformation.
Trainthestudents’abilitytocooperatewithothers.
Teachingimportantpoints:
Trainthestudents’readingability—skimmingandscanning.
Teachingdifficultpoints:
Describethedisasters.
Teachingaids:
CIA课件
Teachingprocedures:
Step1.Lead-in
T:Wehaveavisittothemuseumofnaturaldisasters,andyouhavelearnedaboutsomebriefintroductionofmostdisasters.Today,Iwanttoshowyouroundtheearthquakedepartment,andIhopeyouwilllikeitandlearnsomeusefulknowledge.Nowlet’sgo.
T:Attheverybeginning,Iwanttoknowhowmuchyouknowaboutanquake.
Q1:Whatwouldyoutakewithyouifaquakehappened?
Q2:Thebestwaytosaveyourselfistoknowtherewillbeaquakebeforeithappens.Whatkindofsignscantellyouthatthereisaquake?
Q3:Whatkindofdamagecananearthquakecause?
S:buildingsaredestroyed;peoplearekilled;familiesarebroken…
T:Let’shavealookatsomepicturesofsuchterriblesite.(Picturesofquakes)
T:(ThelastpictureismonumentofTangshanquake.)Doyouknowwhatthisis?
Step2.Pre-Reading
T:30yearsago,onthedayJuly,the28th,aterribledisastersuddenlyhappened,andthebeautifulTangshanwasremovedfromthemap.ThisisTangshanquake.DoesanybodyknowsomethingaboutTangshanquake?
T:Let’sreadanewsreportaboutthefamousquake.
Step3.While-reading
I.Skimming
2.Trainstudentstheabilitytocooperatewitheachotherandtosearchforinformation;
3.LearnmoreaboutTangshanearthquakeandhonorthepeopleofTangshan.
Teachingdifficulties:
1.Howtomakestudentslearnwritinginamorepracticalandeffectiveway;
2.Howtohelpstudentsunderstandthetipsforwriting.
Teachingprocedure:
Step1:Lead-in
----The30thanniversaryofTangshanearthquake(news)
T:WehavelearnttheTangshanearthquake.Whendidithappen?Howmanypeoplediedduringtheearthquake?
Step2:Presentationofstudents’newswriting(homeworkoflastclass)
----pointoutthemistakesinnewswritingaccordingtothreeaspects
T:YouhavefinishedthenewswritingofTangshanearthquake,andnowit’stimeforyoutoshowyourproject.Othershavetopointoutthemistakesinhisorherwritingaccordingtothreeaspects.
----Threeaspects:headline;contentandlanguage
T:Whatdoyouthinkofhisorherwriting?Isitapropernewswriting?Whathaveyoudonebeforeyourwriting?
Step3:Tipsforwriting
1.Preparation----anoutline
Preparation:Chooseatopic;decidewhatyouwanttosayaboutthetopic;Organizeyourideasandwriteclearly.
Outline:Aheadline;alistofmainideas;Alistofimportantdetails
2.Headline
⑴Appreciationofheadlines
Newbusinessregulations;
NewtaxonhousingsalesANighttheEarthdidn’tSleep;
CyclistsReadytoGoontheRoadforBlindKids;
ChinaMarks30thAnniversaryofTangshanEarthquake;
DoesBeijingsnackchangeitsflavor?
MemoriesofquakediehardforTangshansurvivors;
ChaoChien-mingreleased.
⑵characteristicsofheadlines
Q:what’sthecharacteristicofheadlines?
⑶practice----writeheadlinesforthefollowingnewsaccordingtothepictureandinformationgiven
Floodreliefefforts----ThedeathtollontheChinesemainlandfromTyphoonKaemihasrisento32,withatleast65stillmissing.Localgovernmentsaresparingnoeffortstocarryoutreliefwork.
PLAcelebrates79thbirthday----TheChinesePeoplesLiberationArmyis79yearsold,andtheDefenseMinistryhasheldareceptiontocelebrate.
QuakehitsIndonesianisland----AmoderateearthquakehasstrucknearIndonesiasNiasislandoffnorthernSumatra.Thequake,withamagnitudeof5.6struckjustbefore8.30am,andwascenteredundertheIndianOcean,about55kilometersnorthwestofthemaintownontheisland,GunungSitoli.
RailwaysimpactonTibetans----TheRailwaybringstheremoteQinghai-Tibetplateauclosertotherestoftheworld.Withpeopleabletomoveinandoutoftheregionmoreeasilyandtheeconomicbenefitstherailwaybrings,thelivesofTibetanswillneverbethesameagain.
3.Content
----Howtoorganizeyourcontentofnews
⑴Tips----Beclearofthecontentyouwanttomention;Listyourideas;Writethemostimportantthinginthebeginningandthelessonesinthefollowing
⑵Practice----writethebeginningofnewsaccordingtotheinformationandpicturegiven
ChineseUNObservers
CoffinSentHome
SpecialplanelandedinBeijingWednesdaymorning,carryinghomethebodyofChineseUNobserverDuZhaoyu,whowaskilledlastweekduringIsraelsairraidonLebanon.Duscoffin,coveredwithChineseandUNflags,wascarrieddowntheplanebyeightChinesesoldiers.
4.Language
Tips----clear;objective;brief;accurate;writtenEnglish…
Step4:Appreciationofnews
Radio----VOAnews:“Aidfortsunamivictims”
Newsreport----“TangshanQuake30thAnniversary”
Step5:Improvementofstudents’writing
----ImproveyournewswritingaboutTangshanearthquake
UsingLanguage
----Reading,writingandspeaking
TeachingAims:
1.Enablethestudentstomakeaspeech
2.Letthestudentsenjoysomefamousspeeches
TeachingImportantandDifficultPoints:
1.Reviewsomethingaboutdisasters
2.Howtomakeaspeech
TeachingMethods:
1.Individualwork
2.groupwork
TeachingAids:Computer,blackboard
TeachingProcedures:
Step1Lead-in
(Teachershowsaseriesofpicturesofsomedisastersonthescreen,letthestudentstalkabouttheirfeelingsoranythingtheyfeelaboutthepictures.)
(Thepicturesare:fire,hurricane,typhoon,tsunami,earthquake…)
T:Inthisunit,welearnalotaboutdisasters.Weknowdisasterisnotagoodthingtous.Weoftenfeelsadorsorryifadisasterhappens.
T:Rightnow,youhavejustseensomeofthedisasters.Doyoufeelworriedabouttheserefugees?
Ss:Yes.
Step2Discussion
T:Yes,everybodywillfeelsorryforthem.Butwhoisthemostworriedpeoplewhenadisasterhappens?
Ss:familiesandfriends/governmentandpresident/……..
T:Suppose,thereisanearthquakehappensomewhereinChina,andyouhaveafriendhappenstobethere.Youareveryworried.Whatwillyoudowhenyouhearthatanearthquakehappensthere?(Letthestudentsdiscusswiththeirpartner)
Ss:Iwillfeelveryworried.IwillmakesuremyfriendisOkassoonaspossible.IwillmakeacalltoseeifheisOk.
T:Again,supposeyouareapresidentofacountry,andanearthquakehappensinyourcountry.Whatwillyoudo?
Ss:Itismydutytocomforttherefugeesandthesociety.SofirstIwillmakealivespeechtothewholecountry,tellingmypeoplethatIknowitandIwilltrymybesttoorganizetherescueworkandtherebuildingworkaftertheearthquake.
T:Yes,youareveryclever.Infact,arealpresidentwilldojustasyousaid-----tomakeaspeech.Nowjustlet’slistentoarealspeechmadebyPresidentBushafterabigearthquakehitIndiaonthefirstdayofNewYear.
(Playthetaperecordforthestudents)
Step3Speech
T:Rightnowwe’vejustlistenedtoaspeechmadebyPresidentBush.Doyouknowsomethingabouthowtomakeaspeech?Canyoutellmewhenshouldwemakeaspeech?
Ss:aspeechcompetition/election/thebeginningofanewyear/theopeningofsomeactivity/anniversary…..
T:Yes,peopleneedtomakespeechesatthosetimes.Thendoyouknowhowtomakeaspeech?Whatshouldwecontainwhenwemakeaspeech?
Ss:Introduction:Giveastrongfirstimpression
1.thankMrZhangShaandthecitygovernmentforinvitingyoutospeak
2.thankthevisitors,especiallythesurvivors
3.thankthosewhoworkedhardtosavesurvivors
4.listsomeofthethingstheworkersdidtohelpthesurvivors
5.thankthosewhoworkedhardtobuildthecity
6.describeyourfeelingaboutthecity,whichisknownasthe“BraveCityofChina”.
7.encouragethepeopletobealwaysproudoftheircity.
8.thankthevisitorsforlisteningtoyourspeech.
T:Sotrytogiveaspeech,usingthesepoints.NowIwillgiveyou5miniutestofinishthespeech.
(after5minutes)
Step5Speechcontest
T:Timesup.Haveyoufinishedyourspeech?Ok,Ithinkitistimeforustoholdaspeechcontest.Wehave4groupsinourclass.Eachgroup,pleasechooseonecontestanttorepresentyourgroupandjointheclassspeechcontest.…,…and…willbethejudges.
(Askeachgrouptogiveaspeechandthechosenjudgeswillchoosethewinner.)
T:Congratulationstothewinner!
Step6Conclusion
T:Inthislessonwelearnedalotaboutspeechandwealsomadeaspeechbyourselves.Sodoyouknowhowtomakeaspeechnow?
T:Attheendoftheclass,let’senjoyaveryfamousspeechinhumanhistory.
(AbrahamLincolnGettysburgAddress)
六．评估与反馈
----accordingtothe“SummingUp”inunit4
高中必修一Unit 4 Earthquakes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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新课标高一必修1 英语教案Unit 4 Earthquakes (综合教案)
一名优秀的教师就要对每一课堂负责，作为教师就要在上课前做好适合自己的教案。教案可以让学生能够听懂教师所讲的内容，使教师有一个简单易懂的教学思路。那么，你知道教案要怎么写呢？下面是小编为大家整理的“新课标高一必修1 英语教案Unit 4 Earthquakes (综合教案)”，相信您能找到对自己有用的内容。
Unit4Earthquakes
PartOne:TeachingDesign(第一部分：教学设计)
Period1:Asamplelessonplanforreading
(ANIGHTTHEEARTHDIDN’TSLEEP)
Aims
Tolistenandtalkaboutnaturaldisasters
Toreadaboutearthquakes
Procedures
I.Warmingup
Warmingupbylooking
Goodmorningclass.Haveyoueverexperiencedanynaturaldisasters?Lookatthepictures,canyounameallthedisasters?
volcanofiresandstorm
typhoonhailstonethunderstorm
floodhurricaneearthquake
Haveyoueverexperiencedanearthquake?Canyoudescribehowterribleanearthquakeis?
(Theearthisshaking;allthebuildingswillfalldown;manypeoplewilldie;manychildrenwillbecomeorphans.)
Warmingupbydiscussing
Now,lookatthepicturesofTangshanandSanFranciscoinwarmingupanddescribewhatyouseeinthepictures.(beautifulcities;broadroads;tallbuilding;largepopulation.)
Whatwillhappeniftherehasbeenabigearthquakeinthesetwocities?
Asweallknow,earthquakesaredisasterstoeveryone.Butcanweavoidoratleastreducethelosscausedbyearthquakes?Canweforetellearthquakes?Nowlet’scometoPre-readinganddecidewhatmayhappenbeforeanearthquakecomes.
II.Pre-reading
1.Talkingandsharing
Whatarethesignsofanearthquake?(e.g.Cows,pigsanddogsbecometoonervoustooeat.Themicewillrunoutofthefieldslookingforplacestohide.Thewaterinthewellswillriseandfall.Wallsofthewellsinvillagewillhavedeepcracks.Therewillbebrightlightinthesky….)
2.Imagingandsharing
Imaginethereisanearthquakenow,yourhomebeginstoshakeandyoumustleaveitrightaway.Youhavetimetotakeonlyonething.Whatwillyoutake?Why?
III.Reading
1.Listeningandfastreading
Nowlet’scometothetext“ANIGHTTHEEARTHDIDN’TSLEEP”andseewhatittellsus.
Pleaselistentothetextandgetthegeneralideaofthepassage.Youshouldpayattentiontothefirstsentencesofeachparagraph.Inwhatorderisthetextwritten?(Thetextiswrittenintimeorder.Thegeneralideaisthemixtureofthefirstsentencesofeachparagraph,thatis,thetexttellsussomethingthathappenedbeforetheearthquake,duringtheearthquakeandaftertheearthquake.)
2.Readingandunderlining
Nextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copytheminyournotebookafterclassashomework.
CollocationsfromANIGHTTHEEARTHDIDN’TSLEEP
asmellygas,comeoutof,inthefarmyards,toonervoustoeat,runoutof,look
forplacetohide,waterpipes,thinklittleofsth.,asusual,itseemedthat,atan
end,onehundredkilometersaway,one-third,eightkilometerslong,thirtymeters
wide,cutacross,inruins,beinjury,thenumberof,reachmorethan400,000,
everywhere,everythingwasdestroyed,begone,blowaway,sth.benotsafefor,tensofthousandsof,givemilk,halfamillion,insteadof,beshocked,laterthatafternoon,
betrappedundertheruins,falldown,all…is/wasnot…,hundredsofthousandsof,
digout,thedead,tothenorthof,coalmines,builtshelters,freshwater
3.Readingaloudandtranslating
NextwearegoingtoreadaloudthetextandtranslateitintoChinese.
4.Readingandtransforminginformation
Readthetextagainandanswerthefollowingquestions.
1.Whatnaturalsignsofcomingdisasterwerethere?
2.Canyouthinkofsomereasonswhythesesignsweren’tnoticed?
3.Canyoudescribethedisastercausedbytheearthquake?
4.Whateventsandsituationsprobablymadethedisasterworse?
5.Howwerethesurvivorshelped?
6.Couldanythingmorehavebeendonetohelpthesurvivors?Whyorwhynot?
Answers:1,3,4,5areeasytoanswer.
2.Maybeatthattimepeopledidn’thaveknowledgeofanearthquake.
6.Thestudentshavetheirownanswers.
4.Discussingwritingstyle
Asyouhaveunderstoodthegeneralideaofthetext,Istillputmorequestionstoyou.
1.Fromwhosepointofviewareeventsdescribed?Howdoyouknow?(Awriter
whodidn’tseethequakeusesthethirdperson“they”whenhewrites.)
2.Whydoyouthinkthewriterchosetoexpressherfeelingsaboutthequakeratherthansimplyreportwhathappened?(AlthoughthewriterwasnottherehefeltsadforthepeopleofTangShan.Heknowsthatgivingsomefeelingswillmakethereadingmoreinteresting.)
3.Whyisthetitle“ANIGHTTHEEARTHDIDN’TSLEEP”?(Asusual,nightisthetimetosleep,andnightshouldbequietandsafe.Butthatnighteverythingchanged.Thewriteruseditasatitletoshowhowterribleandhowunusualthatnightis.)
5.Readingandunderstandingdifficultsentences.
Ifyouhavesomedifficultsentencestounderstand,cometomeforhelp.
IV.Closingdown
Closingdownbydoingexercises
NowpleasedothecomprehendingExercises1,2and3onpage27.
Closingdownbydiscussing
Bynowyou’veknownthatearthquakesareterriblenaturaldisastersandthatChinaisunluckyenoughtohavealotofthem.Nowimaginethatyourgrouplivesinthecitythathasalotofearthquakes,whatshouldyoudoduringanearthquake?Lookatthegivensituationanddiscussinpairs.
(1)IfyouareOUTDOORS,…
(2)IfyouareinaHIGHBUILDING,…
(3)IfyouareDRIVING,…
(4)IfyouareHAVINGCLASS,…
(5)IfyouareinaCINEMA,…
Whatshouldyoudoduringtheearthquake?
Situation:
(1)howtorescuethosestilltrappedintheruins;
(2)howtotakecareofthesurvivors;
(3)howtorepairbuildingsthatsurvivedtheearthquake;
(4)whattodowiththebuildingsthatsurvivedtheearthquake;
(5)wheretofindpeopletohelpbuildanewcity;
(6)howtoteachchildrenaboutearthquakesafety;
(7)wheretoputinformationforsurvivorsandtheirfamilies;
(8)howtoplanforfurtherdisasters.
Period2:AsamplelessonplanforLearningaboutLanguage
(TheAttributiveClause:that,which,who,whose)
Aims
Tolearnabouttheusageofwho,which,thatandwhoseintheAttributiveClause
Todiscoverusefulwordsandexpressions
Procedures
I.Warmingup
Warmingupbydiscoveringusefulwordsandexpressions
Helloeveryone.Afterreadingthepassage,wehavegottoknowtheusageofthewordsandexpressions,butweshoulddomorepractice.Nowturntopage27tofindthecorrectwordsandexpressionsfromthepassagetofinishthesentences.Youaregiventwominutestofinishthem.Ofcourse,youcandiscusswithyourpartners.Twominuteslater,checkinpairsandthencheckwiththewholeclass.
II.Learningaboutlanguage
1.Readingandfinding
Turntopage26andreadthetextANIGHTTHEEARTHDIDN’TSLEEP.TickouttheattributiveclausesinthereadingpassageandtranslatethemintoChinese.
2.DoingExercises2onpage28
Turntopage28anddoExercise2inpairs.
III.ReadyusedmaterialsforRelativePronouns:which,that,whowhomwhose
WhatareRelativePronouns?
Relativepronounsarespecialpronounswhichcanconnecttheantecedentandthe
attributiveclause.Alsotheycanbeusedasapartoftheattributiveclause.Here
aresomeimportantdifferences:
1．which/that:referringtothings,canbeusedasasubjectoranobjectinthe
attributiveclause;whentheyareusedasanobject,theycanbeomitted:
Theplaneisamachinethat/whichcanfly.
Theschool(that/which)hevisitedlastweekistothesouthofthecity.
2.that/who/whom:referringtoaperson,canbeusedassubjectorobjectinthe
attributiveclause;whomcanbeusedasanobject:
Thegirl(that/whom/who)wesawyesterdaywasJim’ssister.
Themanthat/whoistalkingtomyfatherismymathsteacher.
3.whose:referringtoapersonorathing,canbeusedasanattributeinthe
attributiveclause:
Thisisthewriterwhosenameisknownallovertheworld.
Theroomwhosewindowfacessouthismine.
4.Beforeeverything,anything,everybody,anybody,all,thebest+n,the
fifth+n,weusethatinsteadofwhich:
All(that)Ineedistime.
Thisisthelargestfactory(that)Ihaveevervisited
Thesixthlesson(that)wearelearningisthemostdifficultinBookTwo.
5.Wecan’tusethatinaNon-DefiningAttributiveClause:
Ihavelostthepen,whichIlikeverymuch.
Ihavetwosisters,whoarebothteachers.
IV.Closingdownbydoingaquiz
NowyouaregoingtotakeaquizonRelativePronouns.
Fillintheblanks,usingwhich,that,who,whom,whose.
(1)Theforce()causeseverythingtofalltowardsthegroundiscalledgravity.
(2)Afriend()helpsyouintimeofneedisafriendindeed.
(3)Doyouknowthegirl()parentsareteachersinourschool?
(4)Thewoman()IspoketojustnowismyEnglishteacher.
(5)Hesawahouse()windowswereallbroken.
(6)Everything()canbedonetodaymustn’tbedonetomorrow.
(7)Canyouthinkofanyone()couldlookafterhim?
(8)Thisisthebesthotel()Iknow.
(9)Theman()Isawtoldmetocomebacktoday.
(10)Those()wanttogototheGreatWallwritedownyournameshere.
(11)Hetalkedalotabouttheteachersandtheschools()hehadvisited.
(12)Theninthlesson()wearelearningisthemostdifficultinBookOne.
(13)MountBlanc(勃朗峰),()theyvisitedlastmonth,isthehighestmountaininEurope.
(14)Weknowalltheteacher()workinourschool.
(15)Thehousein()LuXunoncelivedisamuseumnow.
(16)Thehouse()LuXunoncelivedisamuseumnow.
(17)Thehouse()LuXunoncelivedinisamuseumnow.
(18)Youcantakeanyroom()youlike.
(19)Heshowedamachine()partsaretoosmalltobeseen.
(20)Thesportsmeetwasputoff,()wasexactlywhatwewanted.
Answerstotheexercises:(1)which/that(2)who/that(3)whose(4)whom/that/who(5)whose(6)that(7)that(8)that(9)that/whom/who(10)who(11)that(12)that(13)which(14)that(15)which(16)inwhich/where(17)which/that(18)that(19)whose(20)which
Period3:AsamplelessonplanforUsingLanguage
(AletterfromZhangSha)
Aims
Toreadandspeakabouttraveling
Towritealetterdescribingfeelingabouttraveling
Procedures
I.Warmingup
Warmingupbydiscussing
Haveyoueverwrittenaspeech?Whatisaspeech?Speechmeansanactofspeakingformallytoagroupoflisteners.Whatdoyouhavetoconsiderwhenyouarewritingaspeech?Pleasediscussitinpairs.(1.Whoistheaudience?2.Howcanweexpressourselvesclearly?)
Warmingupbyreading
Whatshouldyouincludeinyourspeechwhenyoutrytowriteone?Readtheletteronpage29andimagineyouarethestudentwhowasinvitedtogiveaspeech.Nowwriteashortspeech,inwhichyoushouldfollowthepointsinexercise3onpage29.
II.Readingandunderlining
Readtheletterandexercisesagainandunderlinealltheusefulexpressionsorcollocationsintheletter.Copytheminyournotebookafterclassashomework.
Collocationsfromtheletter
congratulations,bepleasedtodosth.,winthehighschoolspeakingcompetition,a
groupoffivejudges,allofwhom,agree,beproudof,openanewpark,honourthosewhodiedintheterribledisaster,wouldliketodo,haveyoudosth.,asyouknow,invitesb.
todosth.,onthatspecialday,atthebeginningof,thanksb,fordoingsth.,
honoursb.forsth.,beknownas,encouragesb.todosth.,behappytodosth.,
collectstamps,loseone’slife
III.Listening
Turnonyourbooksatpage30.We’lllistentoastoryaboutapersonwhoexperiencedthe1906SanFranciscoearthquake.I’llplaythetapethreetimes.Firstlistenandtrytogetsomedetailsthatexercises1and2request.Secondlistenagainandtrytofinishtheexercises.Thirdlistenandcheckyouranswers.
IV.Guidedwriting(SB.page31)
1.Makingaintroduction
Haveyoueverreadanewspaperstory?Nowturnonyourbookstopage31andlookatWriting.Readthebriefdescriptionabouthowtowriteanewspaperstory.Compareanewspaperstorytoashortstoryandanswerthefollowingquestions.
1)Whatshouldyouwritebeforewritinganewspaperstory?(outline)
2)Whatshouldanewspaperoutlinehave?(aheadline;alistofmainideas;alistofimportantdetails)
3)Whyaheadlineisneeded?(Itcantellthereaderswhatthetopicis;itcanalsoattractthereaders’attention)
4)Howcanyoufinishanewspaperstory?(First,youshouldwriteaheadline,thenorganizeyourmainideasintoparagraphs,andthenputsomedetailsintoeachparagraph.)
5)Haveyoufoundoutthedifferencebetweenanewspaperstoryandashortstory?
(Usuallyashortstorybeginswithsmalldetailsandincludesbigdetailslater.Anewspaperstorydoesjusttheopposite.Bothkindsofstoriesuseparagraphswithmainideas.Inagoodnewspaperstory,thepoint-of-viewisobjective(i.e.ithasnopoint-of-view)whileashortstoryissubjective(i.e.ithasapoint-of-view).Anewspaperstoryhasnoconclusion;ashortstorygenerallydoes.)
NowI’llshowyouanewspaperstorytofindouttheheadline,mainideaanddetailsofeachparagraph.
THEWASHINGTONPOST
SEATTLE-Apowerfulearthquakewithamagnitudeof6.8hitWashingtonStatelastweek.Thequake,thebiggestin50years,causedbillionsofdollarsindamage.Butmiraculously,onlyonepersondiedandmorethan100peoplewereinjuredinthequake.
Authoritiessaidonereasontherewasn’tgreaterdestructionisthattheregionspentmillionsofdollarsinthelastdecadedesigningearthquake----prooffacilitiesandimprovingexistingbuildings,schoolsandhomes.
Earthquakeexpertsaidtheeventillustrated(说明)thegrowinggapbetweenrichandpoornationsintheabilitytomitigate(减轻)naturaldisasters.Onlyahandfulofpeoplewereseriouslyinjuredhere,aslightnumbercomparedwiththedevastation(破坏)incountrieslikeTurkey,IndiaandElSalvador,wherequakeshaveburiedthousandsunderpoorlyconstructedbuildings.
2.Writing
NowpreparetheoutlineforashortnewspaperstoryforChinaDaily.Youcanusetheexampleinexercise1tohelpyouorganizeyouroutline.
3.Underling
ReadtheoutlineandthenewspaperstoryinWritingandunderlinealltheusefulexpressionsorcollocationsinthem.Copythemtoyournotebookafterclassashomework.
CollocationsfromWriting
alistof,putsomedetailsintoeachparagraph,ateamof,raisemoney,thousandsof,
plantodosth.,inearlyJune,hopetodosth.,beinterestedtodosth.
IV.ClosingDown
Closingdownbysummary
Wehavelearnedalotaboutearthquakes.Nowlet’shaveasummaryaboutwhatwehavelearned.Lookatthefollowingquestions.
(1)Haveyoueverexperiencedanearthquake?
(2)CanyoudescribeanearthquakeinEnglish?
(3)Whatdoyouknowaboutthecauseofanearthquake?
(4)Whatnewinformationaboutearthquakeshaveyoulearnednow?
(5)Whatwordsandexpressionscanyouusetodescribeanearthquake?
Closingdownbyfindinginformation
Gotothelibrarytoreadorgetonlinetosearchinordertofindmoreinformationaboutnaturaldisasters.
PartTwo:TeachingResources(第二部分：教学资源)
Section1:AtextstructureanalysisofANIGHTTHEEARTHDIDN’TSLEEP
I.Typeofwritingandsummaryofthemainidea
TypeofwritingThisisapieceofdescriptivewriting
MainideaofthepassageThearticledescribesthecause,thecourseandthe
resultofTangShanearthquakein1976.It
showsustheterribleimageofearthquake.Atthe
sametimeithitsusthatwemustrealizethat
wecandosomethingtominimizethedamage
causedbyearthquake.
Topicsentenceof1stparagraphStrangethingswerehappeninginthecountrysidein
northeastHebei.
Topicsentenceof2ndparagraphEverythingbegantoshakeanditseemedthatthe
worldwasatanend.
Topicsentenceof3rdparagraphEverywheretheylookednearlyeverythingwas
destroyed.
Topicsentenceof4thparagraphAllhopewasnotlost.
II.Atextstructureanalysis
Readthetext“ANIGHTTHEEARTHDIDN’TSLEEP”,andthencompletethefollowingchart.
Time/orderWhathappenedResult
threedaysbeforetheearthquake
atabout3:00amSaw:cracks
waterinthewells---roseandfell,
animals---toonervous,hide
fishjumpedoutofbowls&ponds
brightlightinthesky
waterpipes---crackedandburst
heard:soundofplanes
smelt:smellygasinthecracksofthewellsPeoplethoughtlittleofthe
eventsandwenttobed
asusual
at3:42am
felt:everythingshook
one-thirdnationfeltit
heardinBeijing100kilometersaway
ahugecrackcutacrosshouses,
roads…
saw:steamburstfromholesintheground
hardhillsofrock-riversofdirt
citylayinruins
4400,000people
killed/injured
75
Unit4Earthquakes-writing教案
Unit4Earthquakes-writing教案
NewsWriting
Teachingaims:
1.Getstudentstolearnhowtowritenews;
2.Trainstudentstheabilitytocooperatewitheachotherandtosearchforinformation;
3.LearnmoreaboutTangshanearthquakeandhonorthepeopleofTangshan.
Teachingdifficulties:
1.Howtomakestudentslearnwritinginamorepracticalandeffectiveway;
2.Howtohelpstudentsunderstandthetipsforwriting.
Teachingprocedure:
Step1:Lead-in
----The30thanniversaryofTangshanearthquake(news)
T:WehavelearnttheTangshanearthquake.Whendidithappen?Howmanypeoplediedduringtheearthquake?
Step2:Presentationofstudents’newswriting(homeworkoflastclass)
----pointoutthemistakesinnewswritingaccordingtothreeaspects
T:YouhavefinishedthenewswritingofTangshanearthquake,andnowit’stimeforyoutoshowyourproject.Othershavetopointoutthemistakesinhisorherwritingaccordingtothreeaspects.
----Threeaspects:headline;contentandlanguage
T:Whatdoyouthinkofhisorherwriting?Isitapropernewswriting?Whathaveyoudonebeforeyourwriting?
Step3:Tipsforwriting
1.Preparation----anoutline
Preparation:Chooseatopic;decidewhatyouwanttosayaboutthetopic;Organizeyourideasandwriteclearly.
Outline:Aheadline;alistofmainideas;Alistofimportantdetails
2.Headline
⑴Appreciationofheadlines
Newbusinessregulations;
NewtaxonhousingsalesANighttheEarthdidn’tSleep;
CyclistsReadytoGoontheRoadforBlindKids;
ChinaMarks30thAnniversaryofTangshanEarthquake;
DoesBeijingsnackchangeitsflavor?
MemoriesofquakediehardforTangshansurvivors;
ChaoChien-mingreleased.⑵characteristicsofheadlines
Q:what’sthecharacteristicofheadlines?
⑶practice----writeheadlinesforthefollowingnewsaccordingtothepictureandinformationgiven
Floodreliefefforts----ThedeathtollontheChinesemainlandfromTyphoonKaemihasrisento32,withatleast65stillmissing.Localgovernmentsaresparingnoeffortstocarryoutreliefwork.
PLAcelebrates79thbirthday----TheChinesePeoplesLiberationArmyis79yearsold,andtheDefenseMinistryhasheldareceptiontocelebrate.
QuakehitsIndonesianisland----AmoderateearthquakehasstrucknearIndonesiasNiasislandoffnorthernSumatra.Thequake,withamagnitudeof5.6struckjustbefore8.30am,andwascenteredundertheIndianOcean,about55kilometersnorthwestofthemaintownontheisland,GunungSitoli.
RailwaysimpactonTibetans----TheRailwaybringstheremoteQinghai-Tibetplateauclosertotherestoftheworld.Withpeopleabletomoveinandoutoftheregionmoreeasilyandtheeconomicbenefitstherailwaybrings,thelivesofTibetanswillneverbethesameagain.
3.Content
----Howtoorganizeyourcontentofnews
⑴Tips----Beclearofthecontentyouwanttomention;Listyourideas;Writethemostimportantthinginthebeginningandthelessonesinthefollowing
⑵Practice----writethebeginningofnewsaccordingtotheinformationandpicturegiven
Awoman;
riftsonthewall;
earthquakemeasuring5.1degrees;
WenanCounty,northChinas
HebeiProvince;
11:56a.m.Tuesday,July4,2006;
thequake’sepicenter--about110
kilometersfromBeijingand80kilometersfromTianjin;
Awomanpointsattheriftsonthewallofavillageschoolafteranearthquakemeasuring5.1degreesontheRichterscalejoltedWenanCounty,northChinasHebeiProvinceat11:56a.m.(BeijingTime)Tuesday,July4,2006.Thequakewasashallow-focusone,withitsepicenterbeingaround110kilometersfromBeijingandabout80kilometersfromTianjin.Nocasualtywasreportedatpresstime. Specialplanelanded; BeijingWednesdaymorning(8.2); thebodyofChineseUNobserver DuZhaoyukilledlastweekduringIsraelsairraidonLebanon; DuscoffincoveredwithChineseandUNflags;EightChinesesoldiers. ChineseUNObservers CoffinSentHome SpecialplanelandedinBeijingWednesdaymorning,carryinghomethebodyofChineseUNobserverDuZhaoyu,whowaskilledlastweekduringIsraelsairraidonLebanon.Duscoffin,coveredwithChineseandUNflags,wascarrieddowntheplanebyeightChinesesoldiers. 4.Language Tips----clear;objective;brief;accurate;writtenEnglish… Step4:Appreciationofnews Radio----VOAnews:“Aidfortsunamivictims” Newsreport----“TangshanQuake30thAnniversary” Step5:Improvementofstudents’writing ----ImproveyournewswritingaboutTangshanearthquake
