高中英语unit4 Earthquakes-listening教案(新人教版必修1)
人教版高中英语必修第一册 《Unit 4：Earthquakes》教案
人教版高中英语必修第一册 《Unit 4：Earthquakes》教案一、教学目标1.知识目标o学生能够掌握与地震相关的重点词汇和短语，如 “earthquake, ruin, destroy, rescue, shock” 等。
o学生能够理解并运用描述地震现象、危害和救援的句型和表达方式。
2.技能目标o学生能够听懂有关地震的简单对话和新闻报道，获取关键信息。
o学生能够阅读并理解关于地震的文章，分析文章结构和主旨。
o学生能够用英语简单讲述地震的相关知识和个人应对地震的措施。
o学生能够写一篇关于地震预防或救援的短文，表达自己的观点和建议。
3.情感目标o培养学生对自然灾害的认识和防范意识。
o激发学生的同情心和社会责任感，关注地震受灾地区和人群。
二、教学重难点1.教学重点o重点词汇和短语的记忆与运用。
o对课文中地震相关内容的理解和语言表达的学习。
o培养学生用英语描述地震和表达应对措施的能力。
2.教学难点o如何帮助学生理解地震的复杂科学原理和巨大危害，并能用英语进行准确描述。
o引导学生在写作中清晰、有条理地阐述地震预防或救援的观点和建议。
三、教学方法1.直观演示法：通过图片、视频等展示地震的场景和数据。
2.问题引导法：以问题为导向，引导学生思考和探究。
3.讨论交流法：组织学生讨论地震相关话题，促进学生之间的思想交流。
四、教学过程（一）导入（5 分钟）1.播放一段地震的视频片段，展示地震的破坏力。
2.提问学生：What do you see in the video? How do you feel about earthquakes?（二）词汇学习（10 分钟）1.呈现本单元的重点词汇和短语，结合地震的情景进行讲解。
2.通过词汇练习，如填空、选择等，巩固学生对词汇的理解和掌握。
（三）阅读前准备（5 分钟）1.让学生观察课文标题和图片，预测文章的主要内容。
2.提出一些引导性问题，如：What might the article talk about earthquakes?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括文章的主旨。
人教英语必修一Unit4Earthquakes教案4
Unit 4 EarthquakesListening从容说课This is the fourth teaching period of this unit. As usual, the teacher will first get the students to review what they learned in the last period, and then lead in the new lesson.The emphasis of this period should be pl aced on developing students’ listening ability. Listening on Page 62 in the Workbook provides many facts and describes cause and effect relationships. The teacher can lead in the topic by discussing some questions, such as “Why do earthquakes happen? ”“Can we avoid or at least reduce the loss caused by earthquakes? ”, and so on. First, let the students guess the listening text may be about. Play the tape for the first time for students to listen and decide whether their guessing is right. Second, ask them to listen for the second time to tell whether the sentences in Exercise 1 are true or false. Third, let them listen again to answer the questions and complete the table in Exercise 2. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and let them read and retell it. This step can help students understand and grasp the listening material far further.As to the parts Listening task on Page 66 in the Workbook and Listening on Page 31 in the Textbook, the teaching procedure can be approximately the same as the above.Perhaps some students will find it hard to listen and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes.教学重点1. Develop the students’ listening ability.2. Let the students know the cause of earthquakes and ways of reducing losses earthquakes bring about.教学难点Get the students to listen and understand different listening materials.教学方法1. Task-based listening2. Cooperative learning3. Discussing教具准备A tape recorder and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn some useful new words and expressions.2. Get the students to know about the basic knowledge of earthquakes the listening materials refer to.Ability aims:1. Enable students to catch and understand the listening materials.2. Develop the students’ ability to get special information and take notes while listening.3. Get the students to learn how to make an earthquake plan.Emotional aim:Get the students to learn more about basic knowledge of earthquakes so as to know how to reduce losses of earthquakes and how to protect oneself and help others in earthquakes.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Ask some students to make sentences with attributive clauses.→Step 2 Warming upTell the students:As we all know, earthquakes are disasters to everyone. But why do earthquakes happen? Can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now we will do some listening and the listening text will tell us the answers.→Step 3 Listening(on Page 62 in the Workbook)1. Look through the part Listening on Page 62 and guess what the listening material may be about. Then listen to the tape for the first time to see whether their guessing is right or not.(This listening material is about the cause of earthquakes and how we can reduce losses from them. )2. Read the following statements and listen to the tape for the second time. Then decide whether they are true or false.1)It is believed that on the surface of the earth are a number of plates.2)The plates are always moving.3)If the plates stop moving, there is an earthquake.4)If the plates move, there is an earthquake.5)Wherever you live, you are in an earthquake area.6)China has two plates pushing on her and they make mountains and earthquakes.Check the answers and try to correct the statements which are false.3. Listen to the tape again and then answer the questions and complete the following sentences.Part 1:1)Why do earthquakes happen?2)Why do California, China and Japan have a lot of earthquakes?Part 2:1)Do not built______________.2)Make sure you build______________.3)You must______________._____________ buildings will fall down and_____________ ones may______________.A few minutes later, check the answers with the whole class.4. Discuss this question in small groups: Why do some earthquakes kill more people than others?5. Reading and retellingShow the students the listening text and let them read it. Then ask them to retell the cause of earthquakes and the ways of reducing losses from earthquakes.LISTENING TEXTWhy do earthquakes happen? Scientists explain that the outside of the earth is made of a number of different plates. At San Francisco, the Pacific plate which is moving towards the northwest meets the North American plate. The Pacific plate is moving very slowly—at 5. 3 centimeters a year. Sometimes these two plates stop and do not move for years. Then suddenly, they jump and an earthquake is felt. As a result of the movement of these plates, California has always had a lot of earthquakes. When the 1906 earthquake happened, the Pacific plate jumped 5-6 meters to the north.China also has an unlucky place on the earth. The Pacific plate is also pushing on China from the east as the plate moves west. Likewise, the Indian plate is pushing on China from the southwest as that plate moves northeast. The same power that produced the great Himalayan Mountains now causes earthquakes in China.We cannot stop earthquakes, but we can do things to make sure they do not destroy whole cities. First, it is not a good idea to build houses along the lines wh ere two of the earth’s plates join together. Second, if you think there may be an earthquake, it is better to build houses on rock than on sand. Third, you must make the houses as strong as possible. Weak buildings will fall down in an earthquake, but strong ones may stay up.→Step 4 Listening task(on Page 66 in the Workbook)Turn to Page 66. Look at the pictures and discuss what the might have learned.1. In four let the students discuss what would be the best way to protect oneself if there was an earthquake.2. Ask one member of the group to give their ideas to the class.3. Let the class evaluate each group’s idea and see if they agree. If they do, write the idea on the board. Collect the ideas all the groups have contributed.4. Ask the students to choose the three that they think are the most useful if an earthquake comes.5. Listen to the tape for the first time and see if the ideas on the tape are the same. Discuss why the plans on the tape are different from the ones suggested by the class.6. Now make the earthquake plan. Then listen to the tape for the second time to improve the earthquake plan.My Earthquake Plan1st thing I must do:I must drop to the floor and cover my head and neck with my arms.2nd thing I must do:Make sure I hide under something like a table to protect myself from things falling on top of me.3rd thing I must do:I must hold onto the furniture so it doesn’t move away from me during the earthquake.7. Listen to the tape a third time and then write down any other advice that you think is useful.My Earthquake AdviceIf you are outside, you should keep away from power lines, trees, signs, cars and buildings.If you are in the living room, you should make sure that the bookcases are fastened to the wall and the TV set is tied to a table so that they can’t move.If you are in the house alone, you should ring a family friend to tell them where you are and collect your personal earthquake bag.8. Read the listening text and make it more clear what to do during an earthquake.LISTENING TEXTPRACTICE AND PREPARESince the San Francisco earthquake, all children in California have been taught what to do during an earthquake.Teacher:Now, students, do you remember what you have to do before the earthquake comes?S1:Yes. We must make an earthquake plan.T:Good and w hat’s that?S2:It’s a list of things you should do if an earthquake comes. It should tell us what to do, where to be safe and who to contact.T:Right. So what are these things?S1:What we must do when the earthquake comes is “drop, cover and hold”.T:What does that mean?S2:We must drop to the floor and protect our head and neck with our arms. Then we must cover ourselves by hiding under some furniture like a table. That will protect us from things falling on top of us. Finally we must hold onto the furnitu re so it doesn’t move away from us during the earthquake.T:Well done. That’s fine. You’ll be safe in the classroom but what if you’re outside?S1:To be safe, you must move to an open space. Keep away from power lines, trees, signs, cars and buildings.T:E xcellent. You’ve remembered well. Now where can you be safe if you’re in the living room where books and the television are kept?S2:If you are careful you’ll already have fastened the bookcases to the wall. You should also have tied the television to a ta ble so it can’t move. Nobody wants to be killed by their own furniture.T:Quite right. What must we remember to do if we’re in the house alone when the earthquake starts?S2:I know. We must ring a family friend to tell them where we are. We must also collect our personal earthquake bag and go to the emergency shelter if there is one near our house.T:OK. So for your homework I want you to think about what you might put into the bag. We’ll discuss tomorrow.→Step 5 Listening(on Page 31 in Using language)1. Tell the students: We are going to listen to a story told by a man who was a survivor of the great San Francisco earthquake of 1906.2. Go through the sentences in Exercise 2, then listen to the tape for the first time, and try to tell whether the statements are true or false.The teacher plays the tape for the students to listen and finish the task. After listening, the teacher checks the answers with the class.3. Go through the questions in Exercise 3, then listen to the tape for the second time and answer the questions.After listening, the teacher asks some students to answer the questions and checks the answers with the whole class.4. Tell the students: While listening to the tape, you should not only pay attention to the contents, but also the pronunciation and intonation. The sentences in Exercise 4 show us the sequence. I will play the tape again, and you should pay attention to liaison and incompleteexplosion in these sentences. Then practice reading them aloud.5. Reading and retellingShow the students the listening text and let them read it. Then ask them to retell it.LISTENING TEXTI awoke as I was thrown from my bed. When I tried to walk, the floor shook so that I fell. I grabbed my clothing and hurried downstairs. Suddenly the lights went out, and everyone rushed for the door. Outside I saw things I never want to see again. It was daytime. The air was filled with falling rocks. People around me were getting buried under buildings that were crashing down. Other huge buildings were shaking. Every moment there were terrible sounds. I asked a man standing next to me what happened. Before he could answer, hundreds of bricks fell on him and he was killed. All around me were great fires. As I ran people everywhere were crying and calling for help. I thought the end of the world had come! Then I met a man who knew the way to a boat, and we ran in its direction. Men, women and children were trying to dig themselves out of the ruins. Thousands of people, crazy with worry, were running down the street and every minute someone was hit by falling bricks. In some places, the streets had cracked and opened. Huge holes were all around me. I saw many frightened cows rush up Market Street and drop into a great crack in the earth. How I reached the boat I cannot say. Some people even tore the clothes from the backs of others as they tried to get into the boat. Later, the survivors searched for water they could drink. People slept on the streets and hills away from the fires, which made the night bright as day. Soldiers kept water from the crowds to give to the rescue workers. The next day the soldiers found more water and some bread to give to those still alive.→Step 6 Homework1. Finish off the Workbook exercises.2. Read the listening texts again and try to retell them.板书设计Unit 4 Earthquake1. GuessingThe listening text may be about________________ and____________.2. True or false?1)It is believed that on the surface of the earth are a numbers of plates.2)The plates are always moving.3)If the plates stop moving, there is an earthquake.4)If the plates move, there is an earthquake.5)Wherever you live, you are in an earthquake area.6)China has two plates pushing on her and they make mountains and earthquakes.. . .。
【人教版】2019年秋季高中英语必修一Unit 4 Earthquakes 教案
Unit 4 Earthquakes I.单元教学目标Ⅱ.目标语言Ⅲ. 教材分析与教材重组1．教材分析本单元以地震为中心话题，介绍了地震这一自然现象，使大家对地震的起因、前兆、危害及如何在震中自救等有了较全面的了解。
各项语言活动主要围绕这个中心内容对人，事，物进行了描述。
这些练习内容让学生思考如何去避免地震或至少是避免太多的损失。
即对于灾难要有正确的认识，要用积极的态度来对待它。
1.1 Warming-up用唐山和旧金山的两幅图片导入本单元，旨在让学生运用有关知识去描述所见图片，并发挥想象力来描述震后这两个城市的情景。
带着疑问去学新知识，来完善自己对地震的认识。
另一方面，它也为学生提供了功能项目、短语词汇、和语法知识方面的练习。
1.2 Pre-reading是Warming-up的延续。
它由对图片的想象转入到经历地震的想象中。
由两个问题组成。
第一个问题其目的是提高学生在危急关头的应变能力，第二个问题旨在培养学生对周围事物的观察能力，并结合图片培养学生运用语言的能力，也对课文内容作了伏笔。
1.3 Reading从内容来看，它包含了地震的方方面面；从功能项目来看，它包含了本单元大部分的词汇和语法内容，为下一步的语言运用做好了准备。
这是一篇新闻报道，记述了唐山地震的前兆，经过，危害及救援工作。
整篇文章语言生动，扣人心弦，能让人感到地震的可怕性，也能感到政府对灾区人民的关怀。
体现出了人类在自然灾害面前的脆弱和战胜困难时体现出来的集体主义精神。
同时也让学生对灾难临头时如何自救等知识有所了解。
1.4 Comprehending是对目标语言的全面练习，也指导了学生的学习方法和步骤。
它要求学生从字、词、句、语段总体上去把握课文内容。
1.5 Learning about language是继Comprehending之后又一指导性练习。
它着重从词的意义、用法和表达法方面对学生学习英语词汇给予了指导。
尤其是对as if句型和定语从句进行了专练。
高中英语必修知识1《Unit 4 Earthquakes》教案人教版
高中英语必修知识1《Unit 4 Earthquakes》教案人教版部分学生在复习时缺乏系统安排和科学计划，或者学习和复习没有个性化特点，导致学习效果不明显。
下面和一起看看有关高中英语必修知识1《Unit 4 Earthquakes》教案人教版。
《Unit 4 Earthquakes》教案1教学准备教学目标掌握住列举的重点单词和句子教学重难点掌握住列举的重点单词和句子并能灵活运用教学过程Ⅰ.重点单词1.________ vi. 爆裂；爆发n. 突然破裂；爆发2.________ n. 事件；大事3.________ n. 废墟；毁灭vt. 毁灭；使破产4.________ adj. 极度的5.________ vt. 破坏；毁坏；消灭6.________ vt. & vi. （使）震惊；震动n. 休克；打击；震惊7.________ n. & vt. 援救；营救8.________ vt. 使陷入困境n. 陷阱；困境9.________ n. 灾难；灾祸10.________ vt. 埋葬；掩埋；隐藏11.________ n. & vt. 损失；损害12.________ n. 裁判员；法官vt. 断定；判断；判决13.________ vt. 损害；伤害→________ n. 伤害；损害→________ adj. 受伤的14.________ n. 电；电流；电学→________ adj. 用电的；带电的→________ adj. 与电有关的；电学的15.________ vt. 使惊吓；吓唬→ ________ adj. 受惊的；受恐吓的→ ________ adj. 令人恐惧的16.____________ n. 祝贺；（复数）贺词→ _____________ vt. 祝贺Ⅱ.重点短语1.a （great） number ________ 许多；大量的2.dig ________ 掘出；发现3.________ an end 结束；终结4.right ________ 立刻；马上5.as ________ 仿佛；好像6.________ ruins 严重受损；破败不堪7.think little ________ 轻视，满不在乎8.tens ________ thousands of 数以万计9.be proud ________ 以……自豪10.judge ________ 从……判断11.be trapped ________ 陷入12.be buried ________ 埋头于13.put ________ shelters 搭建避难所14.get away ________ 离开15.pay attention ________ 注意Ⅲ知识点教案EX.2 On seeing Jay Chow appear on the stage， the audience burst out _________ （cheer）.burst with anger/ joy勃然大怒burst n.突然破裂；爆发a burst of laughter一阵笑声2.n. 废墟，遗迹（常用复数形式）；毁灭be/lie in ruins成为废墟；严重受损；破败不堪EX.1 All the towns were/lay in _____ （ruin） after the earthquake.vt.毁灭；使破产ruin oneselfruin one’s health/fame/futureEX.2 过量吸烟损害健康，因此你应该戒烟。
高中英语人教版必修一Unit4《Earthquakes》教案
Unit 4 Earthquakes1.Knowledge:Learn and master the new words and expressions in this period.Words:Ability:1.Train the students’ listening ability.2.train the students’ listening ability.3.Train the students’ ability to use the Internet to search for some usefulinformation.4.Train the students’ ability to cooperate with others.Emotion:1.Know the damage that an earthquake2.Know the ways to reduce the losses of an earthquake.Teaching important pointsTrain the students’ speaking ability by describing, talking and discussion. Difficulties:Train the students’ listening ability.Step1 Warming-upT:Do you know what happened in the Indian Ocean at the end of last year? It shocked or we can say frightened the whole world.S: A terrible tsunami broke out there on 26th December. More than 200 000 people were killed.T: Yes. It is said that it is the biggest in the fore decades. A tsunami is an undersea earthquake. Then have you heard of any land earthquakes? Would you please list some? 学.科.S: We can often hear that earthquakes occur in Japan. In 1906, an earthquake struck San Francisco, USA. About 700 people died in the earthquake and the fires. And as many as 250 000 people lost homes.T: But do you know any famous earthquakes that happened in our county?S: The Tangshan Earthquake that happened in 1976.T: Can you tell me what mighty happen in an earthquake? You may look at the two pictures on Page 25.Step 2 ListeningT: Before we learn the passage about an earthquake, let’s first know why there are earthquakes in the world. So let’s do some listening on Page 62. listen to the tape for the first time and try to get a general idea of the passage.Listen to the tape and check the answers.( It is about the cause of earthquakes and how we can reduce losses from them.)T: Listen to the tape for the second time and judge whether the statements in Part 1 are true of false.T: Let’s check the answers. Listen again and try to correct the statements that are false.T: Listen again and try to complete the table in Part 2.A few minutes later, check the answers. 学,科,网Z,X,X,K]Step 3 Homework1.Preview the reading passage on Page 26 and do exercise I in the part “Learningabout language”.2.Ask the to look for more ways of reducing losses from earthquakes. The studentscan go to the library or use the Internet to search for information. After searching for the information, each group should make a poster, informing people how to reduce the losses of an earthquake. 学_科_网Z_X_X_K]Record after teaching :_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Second PeriodKnowledge:Learn some new, phrases and some new sentence patterns.Ability:1.learn some detailed information about an earthquake.2.improve the students’ reading ability.3.train the students’ ability to grasp key information while listening.4.train the students’ speaking ability.Emotion:1.Train the students’ ability to cooperate with others.2.Know the deadliness of an earthquake and the signs before an earthquake iscoming.3.Learn from the bravery of people in Tangshan to face the reality and rebuild thecity.Teaching important points:1 The new words and expressions.2. Learn some detailed information about an earthquake.3. Train the students’ ability to cooperate with others.4. Train the students’ speaking ability.Teaching difficulties:1 Words: shake, burst, rise, destroy, shock, fresh, injure2. Phrases: right away, at an end3. Sentence patterns:(1) It seemed/ seems that…(2) The number of sb./sth. Reached/reaches…(3)All hope was not lost.4. Improve the students’ reading ability.5. Train the students’ ability to grasp key information while listeningTeaching procedures:Step 1 Pre-readingT: Suppose you are warned of a coming earthquake. Now you have time to take only one thing. Tell your partner what you will take and the reason.T: If an earthquake is around the corner, there must be some abnormal phenomena. Carefully look at the four pictures on Page 25 and try to describe what you have seen. Step2 ListeningT: Everyone knows that an earthquake is very terrible. Today, we will learn something about the strongest earthquake in China’s history, which happened in Tangshan, Hebei, in 1976. First listen to the tape with your textbooks closed and check whether the following statements are true or false. If it is false, try to correct it.1.People in Tangshan were warned of the earthquake and didn’t go to bed that night.(F)2.People in Beijing also felt the earthquake. (T)3.More than 400 000 people were killed in the quake. (F)4.Many rescue workers and doctors were trapped under the ruins during theaftershock. (T)5.People tried to get fresh water from under the ground in Tangshan. (F)Step 3 Reading1.Finish Part 1-2 in Comprehending on Page 27.2.Finish Part 3 in Comprehending on Page 27.3.Read the passage again to get important information about Tangshan Earthquakeand fill in the blanks. ( 百思英语Page 44 )Step 4 Speaking or Reading aloudIf your students are good at English, ask them to do this exercise:Suppose one of you was a newspaper reporter, and the other was a witness of the 1976 Tangshan Earthquake. Now the newspaper reporter is asking the witness some questions. Work in pairs please.If your students are very poor in English, ask them to do this exercise:Play the tape for the students to listen and follow in order to let them know how to read the text.Step 5 Homework1.Read the text several times.2.Do exercise 3 on Page 28.3.Do exercise 2 on Page 28 in the exercise book and hang it in tomorrow.4.Learn some words and phrases in this unit and make some sentences with them.( Ss’ Book, Page 82-84)Record after teaching :_____________________________________________________________________ __________________________________________________________________________________________________________________________________________ ____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _ZxxkThe Third PeriodKnowledge:1.words: crack, burst, ruin, injure, destroy, shock, last2.phrases: at an end, right away, dig out3.sentence patterns:All hope was not lost.Ability:1.Train the students’ ability to read different numbers in English.2.Learn the usage of some difficult words and expressions.3.Train the students’ ability to remove the difficulties while reading.Emotion:1.Train the students’ ability to cooperate with others.2.Know the deadliness of an earthquake and the signs before an earthquake iscoming.3.Learn from the bravery of people in Tangshan to face the reality and rebuild thecity.Teaching important points:1.Train the students’ ability to read different numbers in English.2.Train the students’ ability to cooperate with others.Teaching difficulties:1.The explanation of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Teaching procedures:Step 1 Revision1.T: In the last period , we learned something about the terrible Tangshan Earthquake in 1976, which is the deadliest earthquake in China’s history. Now I am going to ask you some questions based on the Reading passage.(1)What did people in Tangshan see in the sky before the earthquake? 学|科|(2)What did people notice in the wells?(3)Did people pay any attention to these abnormal phenomena?(4)When did the earthquake begin?(5)Were there any aftershocks?(6)Did the survivors deny the city and go to live in other places?2. Check the homework (Ex2 on P28). Ask them to recite it after class.Step 2 Learning about NumbersTurn to Page 28 and look at Part 3. Match each word to the number that has the same meaning. Allow the students several minutes to finish the task. Check the answers. Step 3 Important pointsAsk the students to turn to Page 82. Ask some students to make some sentences with the words or phrases. Deal with some difficulties. You can add more phrases.Step 4 homeworkIn order to master the usage of these words and expressions, please do some related exercises.1.Finish off the two parts in Using Words and Expressions on Page 63.2.Translate the sentences on Page 63 into English. Write the English sentences inone of your exercise book and hand it in tomorrow.Record after teaching :_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Fourth PeriodKnowledge: ZXXK]1.Learn the Attributive Clause.2.Learn the difference between Relative Pronouns for the Attributive Clauses. Ability:1.Learn to choose the correct Relative Pronouns for the Attributive Clauses.2.Train the students’ ability to report what others have said.Emotion;Train the students’ ability to cooperate with each other.Teaching important points:1.Learn the Attributive Clause.2.Train the students’ ability to report what others have said.Teaching difficulties:Learn to choose the correct Relative Pronouns for the Attributive Clauses.Teaching procedures:Step 1 revisionCheck the homework exercises.Step 2 Grammar( The teacher writes the sentence “ Workers built shelters for survivors whose homeshad been destroyed.” On the blackboard before class begins.)T: Please look at the sentence on the blackboard, paying special attention to the underlined part. What kind of clause is it?Ss: The Attributive Clause.T: Yes. The Attributive Clause tells us which person or thing (or what kind of person or thing ) the speaker means.e.g. The woman who lives next door is a teacher.A sen tence with an attributive clause contains two shorter sentences. In the sentence above, the two short sentences are: “The woman is a teacher.”And “The woman lives next door.” The Attributive Clause is the answer to the question: Which woman is a teacher?Would you try to divide the sample sentence on the blackboard into two short sentences?T: That’s right. Now try to find all the sentences with Attributive Clauses in the reading passage and divide each sentence into two short sentences.T: Next I will say s omething about the common relative pronouns.“Who”is used for people. “Which”is used for things. “That” is used for things or people. “Whose” is used instead of his/her/their/somebody’s. “Whom” is quite formal, and in most cases it is all right to use who instead. But when whom has a preposition before it, it cannot be replaced by who.Ste p 3 Practice1. Now look at Part 2 in Discovering Useful Structures on Page 28. try to complete each sentence using that, which, who, or whose.Let the students do this exercise and check the answers.2.Do more exercises in Ex 3 on Page51 in《导学》Step 4 HomeworkAfter class, read the passage on Page 64. It’s about advice on how to protect your home from an earthquake. Complete the sentences below, using who, whom, which, that or whose.Record after teaching;_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ .The Fifth PeriodKnowledge:1.Know how to write a speech.2.Know how to write a newspaper story.Ability:1.Train the students’ speaking ability.2.Train the students’ ability to search for doing something.3.Train the students’ ability to do things step by step.Emotion:1.Honor the great people of Tangshan.2.Learn to cooperate to each other.Teaching Important Points:1.Train the students’ speaking ability.2.Train the students’ ability to search for doing something.Teaching Difficulties:1.Know how to write a speech.2.Know how to write a newspaper story.3.Learn to cooperate to each other.Teaching Procedures:Step 1 RevisionT: In the last period, we learned the Attributive Clause and how to choose a proper relative pronoun. Now let’s check your homework exercises. Please open your textbooks and turn to Page 64. Look at Part 1 in Using Structures. I will ask some of you to read the sentences out.(The teacher corrects mistakes if there are any.)Step 2 Readi ng and WritingT: Read the letter on Page 29.In the blank at the beginning of the letter, write the last number of the year it is now. Then in the blank near the end of the letter, use a number to say how many years ago the quake happened.(After several minutes, the teacher checks the answers with the class.)T: Suppose you are the student who was invited to give the speech. What should you include in your speech?(Students give their different answers.)T: Y es, while writing, don’t forget to contain the information. Now I will give you 15 minutes to write the speech. You can follow the points in part 3 on this page. (While the students are writing, the teacher gets around the classroom and helps the students to deal with any difficulties that they have.)(After 15 minutes)T: Are there any volunteers to read his or her speech?( If there is nobody, the teacher asks one to read, and give some assessments.)Step 3 SpeakingT: Imagine that after your speech, Zhangsha asks you to give a short talk about the new stamps about Tangshan to honor the city. First, ask and answer the following questions in pairs.(1)What do these stamps show?(2)Do you think these stamps are very important and why?(3)Will you collect these stamps? Why and why not?(After the students ask and answer these questions in pairs.) 学科T: Now try to fill in the lines in the little talk. You can use some of the answers to the questions.T: Next I will ask one of you to read the little talk.Step 4 WritingT: By now you have learned writing a speech and a little talk. Now you are going to write an article for a newspaper about a special event that happed in your hometown. First, let’s learn some skills of writing news paper stories. Before you write, you should write an outline. This is very useful. Today, we will learn how to write an outline. Please turn to Page 31. Read the instructions in bold and pay attention to some questions I prepared to you.Q1: Why is an outline important?Q2: What should an outline include?Q3: Why is a headline important?Q4: What are the steps to finish a newspaper story?Q5: What is the feature of a newspaper story?Suggested answers:1.Because an outline will prepare you to write a better story.2. A good outline should have a headline, a list of main ideas and a list of importantdetails.3. A headline can tell the readers what the topic is, so it can attract the readers’attention since the reader may not have bought the newspaper before they read the headline.4.First, organize the main ideas. Next, put some details into each paragraph.5. A newspaper stor y gives the most important news first and the least importantnews last.T: Now let’s read the example of a newspaper story. Try to find the headline, main idea and details of each paragraph. You may work in groups of three.(After several minutes, the teacher asks the students the following questions :)Q1: What is the headline of the newspaper story?Q2: What is the main idea?Q3: What is the detailed information?T: Now turn to Page 32 and check your main ideals and detailed information.Step 5 HomeworkT: So now you know how to write a passage step by step. Prepare the outline for a short newspaper story for China Daily. Use the example to help you to organize your outline. You can first have a discussi on with your partner and decide which event you will write about. Try to write down the title, main ideas and detailed information. Then put them into a short passage.ZXXK]Record after teaching:_____________________________________________________________________ _____________________________________________________________________ __________________________________________________________________________________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Sixth PeriodKnowledge:Learn a passage about the San Francisco EarthquakeAbility:1. Learn to compare two similar passages.2. Train the students’ listening ability.Emotion:1. Learn to cooperate with others.2. Learn from the bravery of the people of San Francisco to face the reality. Teaching Important Points:1.Train the students’ listening ability.2. Learn a passage about the San Francisco EarthquakeTeaching Difficulties:Learn to compare two similar passages.Teaching Procedures:Step 1 RevisionT: In the second period of this unit, you learnt some detailed information about the Tangshan Eearthquake. Can you use several sentences to summarize the passage? S: Let me have a try. The terrible earthquake struck the city of Tangshan while people were sleeping. More than 400 000 people were killed or injured in the quake. After the quake, people found nearly everything was destroyed. But people in Tangshan didn’t lose heart. They rebuilt the city with the help of soldiers.T: Quite good. ZxxkStep 2 Reading and ComparingT: In the first period, we also talked about the earthquakes that happe ned in San Francisco. Today, we will learn a passage titled “The Story of an Eyewitness”, which is about the San Francisco Earthquake in 1906. It was written by Jake London, who was a famous American writer.T: First read the passage carefully. While reading, please think about the following questions:(1)How did the author feel about the earthquake?(2)How did the author feel about the people of San Francisco?(Ss read the passage, then the teacher asks someone to give their answers and checks the answers)(Answers will vary.)T: Quite good. You can keep your own answers as long as you think they are reasonable and you can find proofs from the passage.Read the first paragraph in this passage .Then go back and read again the first paragraph of the passage on Page 26. Compare the ways both writers give you details about the earthquakes. Try to finish the 4 exercises on Page 66. You may discuss i n group of three.(Ss read the two passage and finish the exercises.)(Then the teacher checks the answers.)T: Next I will play the tape of this passage for you to listen. Please pay special attention to the intonation.(After listening.)T: Now I will give you several minutes to read the third paragraph with feelings. Step 3 ListeningT: Just now we learned a passage written by an eyewitness about the terrible San Francisco earthquake in 1906. Now we will listen to a story told by a man who was a survivor of the earthquake. Listen to the tape the first time, and try to tell whether the statements in part 1 are true or false.(Teacher plays the tape for the students to listen and finish the task.)(After listening, the teacher checks the answers with the class.)T: Now let’s listen to the tape again and try to answer the questions in Part 2.(After listening, the teacher checks the answers) ZXXK]T: While listening to the tape, you should not only pay attention to the contents, but also the pronunciation and intonation. The sentences in Part 3 show us the sequence. I will play the tape again, you should mark liaison and incomplete explosion in these sentences. Then practice reading them aloud.Step 4 HomeworkT: In this class we read and listened to two stories ,both of which are about the 1906 San Francisco earthquake. The stories are true and were written for the Museum of the City of San Francisco. The museum has many such personal accounts and photos at /1906/06.html. If you are interested in them, you can surf in the site I’ve given to you.Record after teaching:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Seventh PeriodKnowledge:1.Learn how to make an earthquake plan.2.Learn what to contain in a personal earthquake bag.Ability:1.Train the students’ listening abil ity.2.T rain the students’ speaking ability.3.Learn to find reasons for their choices.4.Learn to sum up what they have learned in the unit.Emotion:Learn to coop erate with others.Teaching Important Points:1. Train the students’ listening ability.2. Tra in the students’ speaking ability.Teaching Difficulties:Learn to find reasons for their choices.Teaching Procedures:Step 1 GreetingsGreet the whole class as usual.Step 2 ListeningT: These days Earthquakes are always our central topic. We have learned many things about it. Up till now, earthquakes are difficult to predict. We can hardly avoid an earthquake. But actually we can do things to reduce the losses of an earthquake. Let’s look at the form on Page 66 and have a discussion about the earthquake plan with your partner.( Ss give their answers)T: What should you do if you are outside?(Ss give their answers)T: What should you do if you are in the living room?(different answers)T: What should you do if you are in the house room?(different answers)T: Next we are going to listen to the tape and write down the three “things” that are mentioned.(After listening, teacher checks the answers with the students.)T: Then let’s listen again. This time you should write down more details about each of th e “things”.(After listening, teacher checks the answers with the class. Play the tape again if necessary.)Step 3 SpeakingT: You know every family should have an earthquake bag, in which there are enough things that you can use in case of an earthquake. Here we have a list of possible items for the personal earthquake bag. Choose only eight things, which you think are the most essential, from the list. They must last you five days. Discuss with your partner.(After several minutes.)T: Now join another pair and discuss your choices. Put all the things you agree on into a final list. Discuss the other items explaining your reasons and trying to agree which ones are the most suitable.(After several minutes.)T: Each group should choose one representative. Now be prepared to present your list to the class and give your reasons for each choice.Step 4 Learning TipT: In order to learn a language well, you should do a lot of practice, including listening, speaking, reading and writing. Only when we understand what is said to us can we have a conversation with somebody. So listening to English is very important. After class, you should listen to the English news on CCTV International. You will not only get a lot of information about what is happening around the world, but also improve your listening and learn more English words and expressions. At the same, you will improve your pronunciation and intonation.Step 5 Summing upT: Now let’s sum up what you have learnt in this unit. Work with your partner. First write down what you have learned about earthquakes. Then write down the verbs, nouns, expressions and new grammar items that you have learned from this unit. Step 6 Homework1.Review Unit 4. .2.Preview Unit 5.Record after teaching:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The End。
高中英语人教版必修一Unit4Earthquakes单元教案
高中英语（人教版）必修一第四单元教案Unit 4 Earthquake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。
Learning about Language 部分分为两个部分：Discovering useful words and expressions 和Discovering useful structures.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。
Using Language 部分分为Reading，Writing and Speaking；Listening和Writing。
Reading，Speaking 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Little talk。
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。
高中英语《Unit4 Earthquakes》优质课教案、教学设计
课文标题：Reading: A Night The Earth Didn’t Sleep.单元名称：Unit 4 Earthquakes教材版本：人教版高中英语（1）必修授课年级：高一Learning Aims:1.预习并掌握一些本单元中有关地震的单词和短语, 了解地震的有关知识。
2.通过阅读，训练阅读技能，学会用恰当的阅读方法（fast reading and close reading）来培养总结、归纳内容的能力（summarizing）。
3．学会通过找出主旨句来归纳文章与段落大意, 学习在地震或突遇的灾难中怎样自救、救人。
Teaching approaches：communicative approach, task-based approach Teaching aids：PowerPoint，blackboard, studioTeaching procedures(教学过程)Step1 Leading-in: Enjoy a vedio【设计说明】从学生感兴趣的话题导入会显得比较轻松自然，同时也能激起学生听课的兴趣。
Step2 useful words and expressions【设计说明】单词是基础，复习巩固生词为下一步阅读扫清障碍。
Step3 Fast-readingTry to get the structures of the passage main idea of the text .【设计说明】旨在锻炼学生快速搜索信息的能力。
跳读找出文章的主体大意及各段的主题，这样设计是为让学生了解、抓住本文的主题思想，为下一步细读做准备。
Step4 Careful readingPart 1 Before the earthquake: the signs【设计说明】文章较长，采取分段学习，课文层次清晰，学生自读与听力相结合，能帮助学生理解与提高听力水平,通过与搭档相互核对答案同时培养了学生合作学习的意识。
高中英语 unit4 Earthquakes-listening教案 新人教版必修1
Unit4 Earthquakes-Listening教案Step I Greeting and leading inT: Now, we will listen to a non-fiction article common to science textbooks. This article is on geology. It provides many facts and describes cause and effect relationships.Step II Listening (P62)T: You will listen to the tape three times. First, listen and try to get some details that Exx1-2 request. Second, listen and finish the exercises. Third, listen and check your answers.Answers to Exercise 1.The true sentences are: 4,5,6 and 7.Answers to Exercise 2Show the answers on the screenStep III Listening (P66)This listening material gives the students a chance to learn more knowledge about earthquake. Theway and steps of listening are the same with the ones in Step II.Step IV Speaking taskThis part comes after the Listening. In content they have the same top ic. It’s better to put them together. Also this exercise gives students practice in taking words and phrases from the reading passage and putting them into a short dialogue.T: Just now we have a listening, in which we learnt what to do during an earthquake. Now you will work in pairs to choose eight things from the list below to put into your personal earthquake bag. Remember these may be the only things you have, so make sure that you only take essential things with you. They must make you last for five daysS1: Our earthquake bag will contain the following things:1.bottle of water2. fruit3. torch light4.blanket5. mobile phone6. identity card7.scissors8. bowland chopsticksStep V. HomeworkPreview the USING WORDS AND EXPRESSIONS on page 63, and do Exx 1-2 on page 28 in Discovering useful structures.。
高中英语 Unit4 Earthquakes教案 新人教版必修1
高一英语教案新人教版必修1 Unit4 Earthquakes同步教材导学Unit 4Earthquakes（一）【单元导航】Moved by mother’s great love She had died when the rescuers found her.She was buried by the crushed house.Through gaps of those ruins，we can see her last posture(姿态).Being on her knees，the upper part of the body was prostrate (趴着的) forward，with her hands on the ground to support her body.That was something like an ancient who was kowtowing. The rescuers confirmed her death by touching her through the gaps of ruins.They shouted at the ruins again and again，knocked the bricks using the crowbar(铁棍)， but no response inside. Then the rescuing team went to next building，suddenly the leader ran back，calling “come here”.He came to the body，stretched his hands under the woman， feeling and touching，then shouted loudly “there is someone，a baby，still living” . Through some efforts，rescuers cleaned up the ruins carefully which blocked her.Under her body lay her baby，who was wrapped in a small red quilt with yellow flowers scattered in red.He was about 3 or 4 months’ old.Since well protected by mother’s body，he was totally safe.He was sleeping on both ears when the rescuer carried him out，and his lovely and peaceful face warmed everyone around him.The doctor along with the rescuing team unfastened the quilt to check if the baby was all right，and he found there was a mobile phone filled in the quilt.The doctor looked at the screen subliminally，a written message was already there: “My dear baby， if you could fc1 live，don’t forget how much I love you”.As a doctor，he experienced too much of parting forever；but at this moment，he wept.The mobile was passed， every person who saw this message shaded tears.Section One Warming Up and ReadingⅠ.Lead in 1.Who can remember what happened in Yushu，in Qinghai Province in the year 2010?A terrible earthquake broke out there on April 14th.More than 2,200 people were killed. 2.Do you know any other natural disasters?tornadoes；typhoons/hurricanes；volcano eruption；drought；floods；etc. 3.Can you tell some famous land earthquakes? (1)Pakistan Earthquake：On October 8th,2005，a terrible earthquake which measured 7.6 on the Richter scale happened in Pakistan，Afghanistan and India.And Pakistan was the most seriousaffected country，in which 38,000 people died,62,000 people injured and 25,000 people were homeless.(2)San Francisco：On October 17,1989，an earthquake measuring 7.1 on the Richter scale struck San Francisco.(3)The Wenchuan Earthquake in 2008. 4.Do you know why an earthquake happens? The plates are moving constantly.Sometimes these two plates stop and do not move for years.Then suddenly，they jump and an earthquake happens.As a result of the movement of these plates ，west America near the sea has always been a bad place for earthquakes. 5.What do you think may happen before an earthquake? Mice ran out of the fields looking for places to hide.Fish jumped out of bowls and ponds.The chickens and even pigs were too nervous to eat.The dog barked loudly again and again.People could see bright lights in the sky.（二）.速读课文，回答下列问题速读课文1.What happened?2.Where did it happen?3.How long did it last?4.Who helped to rescue the trapped people?（三）.精读课文，回答下列问题精读课文1.概括每一部分的大意Part 1(Para.1)：Before the earthquake，strange things began to happen but no one took any notice of them.Part 2(Paras.2～3)：The earthquake destroyed the city of Tangshan and shockedthe people very much.Part 3(Para.4)：The army came to help the survivors，bringing hope for a new life.2.True or false?(1)People in Tangshan were warned of the earthquake and didn’t go to bed that night.(F)(2)People in Beijing also felt the earthquake.(T)(3)More than 400,000 people were killed in the earthquake.(F)(4)Many rescue workers and doctors were trapped under the ruins during the aftershock.(T)(5)People tried to get fresh water from under the ground in Tangshan.(F)3.完成下列空格Main idea northeast Hebei. The water in the wells ( 2 )rose and ( 3 )fell. Signs before the earthquake (Para.1) A ( 4 )smelly gas came out of the cracks. The chickens and even the pigs were too ( 5 )nervous to ( 6 )eat. Mice ( 7 )ran out of the fields looking for places to hide. Fish about ( 8 )jumped out of their bowls and ponds. At about ( 9 )3∶00 a.m. on July 28,1976，people saw ( 10 )bright lights in the sky. At ( 11 )3∶42 a.m.，the ( 12 )greatest earthquake of the 20th century began. ( 13 )Steam burst from holes in the ground. Damage caused by earthquake (Paras fc1 .2～3) Hard hills of rock became rivers of ( 14 )dirt. ( 15 )Bricks covered the ground like red autumn leaves. Two ( 16 )dams and most of the bridges fell. The railway tracks were now ( 17 )useless piecesof ( 18 )steel. ( 19 )Sand now filled the wells instead of water. Water，food，and ( 20 )electricity were hard to get.4.填入正确的数据(1)1/3 of the nation felt the earthquake. (2)A huge crack that was 8 kilometres long and 30 metres wide cut across houses， roads and canals. (3)In 15 terrible seconds a large city lay in ruins. (4)2/3 of the people died or were injured during the earthquake. Details (1)Strange things were happening in the countryside of (5)The number of people who were k illed or injured reached more than 400,000. (6)All of the city’s hospitals,75% of its factories and buildings and 90% of its homes were gone.5.与同桌讨论、理解下列长难句并尝试翻译成汉语与同桌讨论1.Mice ran out of the fields looking for places to hide. 句子结构分析：现在分词短语 looking for places to hide 在句中表伴随，作伴随状语。
2020版高考英语大一轮复习第1部分Unit4Earthquakes教案(含解析)新人教版必修1
Unit 4 Earthquakes[话题单词]1．earthquake n．地震2．tsunami n．海啸3．explosion n．爆炸4．emergency n．紧急情况5．reaction n．反应6．crash v．撞毁7．panic v．惊慌8．recover v．复原9．threaten v．威胁10．unite v．团结；联合11．attack v．攻击；袭击12．hit/strike v．袭击；(灾难)突然发生13．hopeless adj. 无助的14．dramatically adv. 剧烈地15．suffering n．痛苦；苦难[话题短语]1．staycalm保持镇静2．rescuework救灾工作3．(atyphoon) hit/strike...袭击某地4．returntonormal恢复正常5．anearthquaketookplace/occurred/happenedinsomeplace某处发生地震6．sufferfromthenaturaldisaster遭受自然灾害7．overcomethedifficulty克服困难8．rescue...from拯救9．trappedpersons被困人员10．beinruins成为废墟11．causegreatdamage/economiclosses造成巨大损失/经济损失12．housescollapse/falldown房屋倒塌13．washawaybuildings，roadsandbridges冲走房屋、道路、桥梁14．callonpeopletomakedonations呼吁人们捐赠15．takeonanewlook呈现新面貌[话题佳句]1．Inthepasthundredyears，therehavebeenfrequentnaturaldisasterssuchasfloods，droughts，andearthquakes.在过去的几百年里，经常发生诸如水灾、干旱和地震这样的自然灾害。
高考英语总复习 Unit 4 Earthquakes教学案 新人教版必修1-新人教版高三必修1英语教
Unit 4 EarthquakesStep 1 课前准备——单元考点自查自测1.词汇分层级识记过关2.语境活用填写过关3.经典句式背诵仿写过关4.类词巧积累事半功倍(一)分门别类攻单词——识形辨意·拓展应用(二)写用结合记短语——译写短语·语境活用(三)仿写活用练句式——经典句型·仿写背诵Step 2 课堂探究——核心考点点点突破1.重点难点考点学通练透2.归纳总结拓展开阔视野3.方法规律技巧权威点拨4.面面俱到打创高效课堂第一时段Warming up & Reading1．burst vi.爆裂；爆发；突然迸发；冲；闯n．突然破裂；爆发[教材原句] In the city, the water pipes in some buildings cracked and burst.在市内，有些建筑物里的水管出现裂缝并爆裂开来。
(1)burst in/into 闯入；突然破门而入(2) ⎭⎪⎬⎪⎫burst out crying/laughing burst into tears/laughter 突然哭起来/笑起来 burst with anger 勃然大怒单句语法填空①On hearing the news, Mary burst ________ laughter while Lucy burst out ________(cry)．②Last night the room ____________(burst) into but nothing was taken away.[答案] ①into; crying ②was burst2．ruin n ．[U ]毁灭；毁坏；崩溃；[常用复数]废墟；遗迹 vt.(使)毁坏；成为废墟[教材原句] In fifteen terrible seconds a large city lay in ruins .在可怕的15 秒内，一座大城市成了废墟。
高中英语人教版必修一教案Unit 4 Earthquakes
Unit 4 教学设计(1) 课题：Earthquakes (2) 教材分析与学生分析：本单元的主题是“地震”。
Warming Up部分Pre-Reading部分要求学生描述、讨论与地震有关的话题。
Reading部分是一篇新闻报道，介绍了唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况。
Learning about Language 部分涉及了本单元的词汇和语法。
该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有that, which, who, whose引导的定语从句，培养学生的自主学习能力。
Using Language部分的“读写说（Reading, writing and speaking）”训练提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲稿，接着说一说唐山大地震纪念邮票。
随后的听力（Listening）是一位美国人以第一人称叙述他在1906年旧金山大地震中的可怕经历。
写作（Writing）部分训练学生如何写新闻报道，学会拟地定写作提纲。
(3) 课时安排：The first period: Reading The second period: ReadingThe third period: Listening The fourth Period：Grammar The fifth period: Extensive reading The sixth period: Summary (4)教学目标：①知识与技能：了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援; 掌握和运用本单元出现的新词汇和短语以及数字的表达法；熟练运用that, which, who, whose引导的定语从句；学会写英文新闻报道，拟订写作提纲。
②过程与方法：在学习阅读部分时，可以根据教学的需要和教学班级的实际，从不同的角度设计目的明确的任务。
高中英语 Unit 4《Earthquakes-languages》教案 新人教版必修1
Earthquakes
languages points
Para 2
1.It seemed that the world was at an end. 似乎世界末日来临
@at en end 结束 终结 结束;终结
at the end (of ) :在……末尾，指时间和空间 末尾， 末尾 by the end of :到……末为止 到 末为止 in the end : 最后，最终，不与 连用 最后，最终，不与of
辨析:hurt,injure,wound 辨析 hurt受伤的一般用语 常指心灵的伤害 也可指身体 受伤的一般用语,常指心灵的伤害 受伤的一般用语 常指心灵的伤害,也可指身体 的受伤或疼痛. 的受伤或疼痛 wound指战场上的刀伤或枪伤 指战场上的刀伤或枪伤 damage 指对物体的破坏或损坏 injure 一般指由于意外或事故而受伤 也可以表示 一般指由于意外或事故而受伤,也可以表示 损害名誉,伤害感情等 伤害感情等” “损害名誉 伤害感情等”
区分: 区分 at the end of;by the end of; in the end. at the There is a big bookstore _____ end of this road. There is a pretty bird singing at the end of the tree. _____ How many English words had you learned ____ __ by the end of ____________ last term. in the He will be a scientist _____. end My father will return home _____ ______ this year. at the end of
高中英语 Unit 4 Earthquakes Listening exercise课件 新人教版必
M: Oh, I saw things I never want to see again. It seemed __a_s_ifthe end of the
world came. People were crying, s_h_o_u_t_in_g__ and _r_u_n_n_in__g_ everywhere.
frightened cows _r_u_s_h_e_d up Market Street and dropped into one of them.
I’ll never forget the _n_o_is_e_ they made. Some of them had broken their ____le_gs
R: So … you got away __e_a_s_il_y?
M: No, we didn’t. It was difficult ___b_e_c_a_use the streets had deep _c_r_a_c_k_s. As we
were carefully _p_i_c_k_in__g our way, some
Unit 4 Earthquakes
第一页，共21页。
Listen to the text.
A reporter is asking a man to describe his experience in the San Francisco earthquake of 1906. R = reporter M = man
he was _k_il_l_ed_. R: That sounds frightening. Did you
高中英语 Unit 4 Earthquakes1教案 新人教版必修1
Unit 4Part One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(A NIGHT THE EARTH DIDN’T SLEEP)AimsTo listen and talk about natural disastersTo read about earthquakesProceduresI. Warming upWarming up by lookingGood morning class. Have you ever experienced any natural disasters? Look at the pictures, can you name all the disasters?volcano fire sandstormtyphoon hailstone thunderstormflood hurricane earthquakeHave you ever experienced an earthquake? Can you describe how terrible an earthquake is?(The earth is shaking; all the buildings will fall down; many people will die; many children will become orphans.)Warming up by discussingNow, look at the pictures of Tangshan and San Francisco in warming up and describe what you see in the pictures. (beautiful cities; broad roads; tall building; large population.)What will happen if there has been a big earthquake in these two cities?As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now let’s come to Pre-reading and decide what may happen before an earthquake comes.II. Pre-reading1.Talking and sharingWhat are the signs of an earthquake? (e.g. Cows, pigs and dogs become too nervous too eat. The mice will run out of the fields looking for places to hide. The water in the wells will rise and fall. Walls of the wells in village will have deep cracks. There will be bright light in the sky….)2. Imaging and sharingImagine there is an earthquake now, your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why? III. Reading1. Listening and fast readingNow let’s come to the text “A NIGHT THE EARTH DIDN’T SLEEP” and see what it tells us.Please listen to the text and get the general idea of the passage. You should pay attention to the first sentences of each paragraph. In what order is the text written? (The text is written in time order. The general idea is the mixture of the first sentences of each paragraph, that is, the text tells us something that happened before the earthquake, during the earthquake and after the earthquake.)2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them in your notebook after class as homework.Collocations from A NIGHT THE EARTH DIDN’T SLEEPa smelly gas, come out of, in the farmyards, too nervous to eat, run out of, look for place to hide, water pipes, think little of sth., as usual, it seemed that, at anend, one hundred kilometers away, one-third, eight kilometers long, thirty meters wide, cut across, in ruins, be injury, the number of, reach more than 400, 000, everywhere, everything was destroyed, be gone, blow away, sth. be not safe for, tens of thousands of, give milk, half a million, instead of, be shocked, later that afternoon,be trapped under the ruins, fall down, all…is/was not…,hundreds of thousands of, dig out, the dead, to the north of, coal mines, built shelters, fresh water3. Reading aloud and translatingNext we are going to read aloud the text and translate it into Chinese.4. Reading and transforming informationRead the text again and answer the following questions.1. What natural signs of coming disaster were there?2. Can you think of some reasons why these signs weren’t noticed?3. Can you describe the disaster caused by the earthquake?4. What events and situations probably made the disaster worse?5. How were the survivors helped?6. Could anything more have been done to help the survivors? Why or why not? Answers: 1, 3, 4, 5 are easy to answer.2. Maybe at that time people didn’t have knowledge of an earthquake.6. The students have their own answers.4. Discussing writing styleAs you have understood the general idea of the text, I still put more questions to you.1. From whose point of view are events described? How do you know? (A writer who didn’t see the quake uses the third person “they” when he writes.)2.Why do you think the writer chose to express her feelings about the quake rather than simply report what happened? (Although the writer was not there he felt sad for the people of Tang Shan. He knows that giving some feelings will make the reading more interesting.)3.Why is the title “A NIGHT THE EARTH DIDN’T SLEEP”? (As usual, night is the timeto sleep, and night should be quiet and safe. But that night everything changed. The writer used it as a title to show how terrible and how unusual that night is.)5. Reading and understanding difficult sentences.If you have some difficult sentences to understand, come to me for help.IV. Closing downClosing down by doing exercisesNow please do the comprehending Exercises 1, 2 and 3 on page 27.Closing down by discussingBy now you’ve known that earthquakes are terrible natural disasters and that China is unlucky enough to have a lot of them. Now imagine that your group lives in the city that has a lot of earthquakes, what should you do during an earthquake? Look at the given situation and discuss in pairs.(1) If you are OUTDOORS, …(2) If you are in a HIGH BUILDING, …(3) If you are DRIVING, …(4) If you are HAVING CLASS, …(5) If you are in a CINEMA, …What should you do during the earthquake?Situation:(1) how to rescue those still trapped in the ruins;(2) how to take care of the survivors;(3) how to repair buildings that survived the earthquake;(4) what to do with the buildings that survived the earthquake;(5) where to find people to help build a new city;(6) how to teach children about earthquake safety;(7) where to put information for survivors and their families;(8) how to plan for further disasters.Period 2: A sample lesson plan for Learning about Language(The Attributive Clause: that, which, who, whose)AimsTo learn about the usage of who, which, that and whose in the Attributive Clause To discover useful words and expressionsProceduresI. Warming upWarming up by discovering useful words and expressionsHello everyone. After reading the passage, we have got to know the usage of the words and expressions, but we should do more practice. Now turn to page 27 to find the correct words and expressions from the passage to finish the sentences. You are given two minutes to finish them. Of course, you can discuss with your partners. Two minutes later, check in pairs and then check with the whole class.II. Learning about language1. Reading and findingTurn to page 26 and read the text A NIGHT THE EARTH DIDN’T SLEEP. Tick out theattributive clauses in the reading passage and translate them into Chinese.2. Doing Exercises 2 on page 28Turn to page 28 and do Exercise 2 in pairs.III. Ready used materials for Relative Pronouns: which, that, who whom whose What are Relative Pronouns?Relative pronouns are special pronouns which can connect the antecedent and the attributive clause. Also they can be used as a part of the attributive clause. Here are some important differences:1． which/ that: referring to things, can be used as a subject or an object in the attributive clause; when they are used as an object, they can be omitted:The plane is a machine that/which can fly.The school (that/which) he visited last week is to the south of the city.2. that/ who/whom: referring to a person, can be used as subject or object in the attributive clause; whom can be used as an object:The girl (that/whom/who) we saw yesterday was Jim’s sister.The man that/who is talking to my father is my maths teacher.3. whose: referring to a person or a thing, can be used as an attribute in the attributive clause:This is the writer whose name is known all over the world.The room whose window faces south is mine.4.Before everything, anything, everybody, anybody, all, the best +n, thefifth +n, we use that instead of which:All (that) I need is time.This is the largest factory (that) I have ever visitedThe sixth lesson (that) we are learning is the most difficult in Book Two.5. We can’t use that in a Non-Defining Attributive Clause:I have lost the pen, which I like very much.I have two sisters, who are both teachers.IV. Closing down by doing a quizNow you are going to take a quiz on Relative Pronouns.Fill in the blanks, using which, that, who, whom, whose.(1) The force ( ) causes everything to fall towards the ground is called gravity.(2) A friend ( ) helps you in time of need is a friend indeed.(3) Do you know the girl ( ) parents are teachers in our school?(4)The woman ( ) I spoke to just now is my English teacher.(5) He saw a house ( ) windows were all broken.(6)Everything ( ) can be done today mustn’t be done tomorrow.(7)Can you think of anyone ( ) could look after him?(8)This is the best hotel ( ) I know.(9)The man ( ) I saw told me to come back today.(10)Those ( ) want to go to the Great Wall write down your names here.(11) He talked a lot about the teachers and the schools ( ) he had visited.(12)The ninth lesson ( ) we are learning is the most difficult in Book One.(13)Mount Blanc(勃朗峰), ( ) they visited last month, is the highest mountain inEurope.(14)We know all the teacher ( ) work in our school.(15)The house in ( ) Lu Xun once lived is a museum now.(16)The house ( ) Lu Xun once lived is a museum now.(17)The house ( ) Lu Xun once lived in is a museum now.(18)You can take any room ( ) you like.(19) He showed a machine ( ) parts are too small to be seen.(20)The sports meet was put off, ( ) was exactly what we wanted.Answers to the exercises: (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)in which/where (17)which/that (18)that (19)whose (20)whichPeriod 3:A sample lesson plan for Using Language(A letter from Zhang Sha)AimsTo read and speak about travelingTo write a letter describing feeling about travelingProceduresI. Warming upWarming up by discussingHave you ever written a speech? What is a speech? Speech means an act of speaking formally to a group of listeners. What do you have to consider when you are writing a speech? Please discuss it in pairs. (1. Who is the audience? 2. How can we express ourselves clearly?)Warming up by readingWhat should you include in your speech when you try to write one? Read the letter on page 29 and imagine you are the student who was invited to give a speech. Now write a short speech, in which you should follow the points in exercise 3 on page 29.II. Reading and underliningRead the letter and exercises again and underline all the useful expressions or collocations in the letter. Copy them in your notebook after class as homework. Collocations from the lettercongratulations, be pleased to do sth., win the high school speaking competition, agroup of five judges, all of whom, agree, be proud of, open a new park, honour those who died in the terrible disaster, would like to do, have you do sth., as you know, invite sb.to do sth., on that special day, at the beginning of, thank sb, for doing sth., honour sb. for sth., be known as, encourage sb. to do sth., be happy to do sth., collect stamps, lose one’s lifeIII. ListeningTurn on your books at page 30. We’ll listen to a story about a person who experiencedthe 1906 San Francisc o earthquake. I’ll play the tape three times. First listen and try to get some details that exercises 1 and 2 request. Second listen again and try to finish the exercises. Third listen and check your answers.IV. Guided writing (SB. page 31)1. Making a introductionHave you ever read a newspaper story? Now turn on your books to page 31 and look at Writing. Read the brief description about how to write a newspaper story. Comparea newspaper story to a short story and answer the following questions.1) What should you write before writing a newspaper story? (outline)2) What should a newspaper outline have? (a headline; a list of main ideas; a list of important details)3) Why a headline is needed? (It can tell the readers what the topic is; it can also attract the readers’ attention)4) How can you finish a newspaper story? (First, you should write a headline, then organize your main ideas into paragraphs, and then put some details into each paragraph.)5) Have you found out the difference between a newspaper story and a short story? (Usually a short story begins with small details and includes big details later.A newspaper story does just the opposite. Both kinds of stories use paragraphs with main ideas. In a good newspaper story, the point-of-view is objective (i.e. it has no point-of-view) while a short story is subjective (i.e. it has a point-of-view).A newspaper story has no conclusion; a short story generally does.)Now I’ll show you a newspaper story to find out the headline, main idea and d etails of each paragraph.THE WASHINGTON POSTSEATTLE-A powerful earthquake with a magnitude of 6.8 hit Washington State last week. The quake, the biggest in 50 years, caused billions of dollars in damage. But miraculously, only one person died and more than 100 people were injured in the quake. Authorities said one reason there wasn’t greater destruction is that the region spent millions of dollars in the last decade designing earthquake----proof facilities and improving existing buildings, schools and homes.Earthquake expert said the event illustrated(说明) the growing gap between rich and poor nations in the ability to mitigate(减轻) natural disasters. Only a handful of people were seriously injured here, a slight number compared with the devastation(破坏) in countries like Turkey, India and El Salvador, where quakes have buried thousands under poorly constructed buildings.2. WritingNow prepare the outline for a short newspaper story for China Daily. You can use the example in exercise 1 to help you organize your outline.3. UnderlingRead the outline and the newspaper story in Writing and underline all the useful expressions or collocations in them. Copy them to your notebook after class as homework.Collocations from Writinga list of, put some details into each paragraph, a team of, raise money, thousands of,plan to do sth., in early June, hope to do sth., be interested to do sth.IV. Closing DownClosing down by summaryWe have learned a lot about earthquakes. Now let’s have a summary about w hat we have learned. Look at the following questions.(1) Have you ever experienced an earthquake?(2) Can you describe an earthquake in English?(3) What do you know about the cause of an earthquake?(4) What new information about earthquakes have you learned now?(5) What words and expressions can you use to describe an earthquake?Closing down by finding informationGo to the library to read or get online to search in order to find more in formation about natural disasters.Part Two: Teaching Resources (第二部分：教学资源)Section1: A text structure analysis of A NIGHT THE EARTH DIDN’T SLEEPI. Type of writing and summary of the main ideaType of writing This is a piece of descriptive writingMain idea of the passage The article describes the cause, the course and the result of Tang Shan earthquake in 1976. Itshows us the terrible image of earthquake. At thesame time it hits us that we must realize thatwe can do something to minimize the damagecaused by earthquake.Topic sentence of 1st paragraph Strange things were happening in the countryside innortheast Hebei.Topic sentence of 2nd paragraph Everything began to shake and it seemed that the world was at an end.Topic sentence of 3rd paragraph Everywhere they looked nearly everything was destroyed.Topic sentence of 4th paragraph All hope was not lost.II. A text structure analysisRead the text “A NIGHT THE EARTH DIDN’T SLEEP”, and then complete the following chart.Time/ order What happened Resultthree days before the earthquakeat about 3:00 am Saw: crackswater in the wells--- rose and fell,animals--- too nervous , hidefish jumped out of bowls & pondsbright light in the skywater pipes---cracked and burstheard: sound of planessmelt: smelly gas in the cracks of the wells People thought little of the events and went to bedas usualat 3:42 amfelt: everything shookone-third nation felt itheard in Beijing 100 kilometers awaya huge crack cut across houses,roads…saw: steam burst from holes in the groundhard hills of rock-rivers of dirtcity lay in ruins4 400,000 peoplekilled/injured75% factories90% home were gonebricks covereddams/bridges fellnot safe railway tracksuselesscows never milkpigs/chickens diedwells filled with sandrescue workers and doctors trapped under the ruinsbuildings fell downwater/food/electricityhard to getafter that hope not lostarmy sent 150,000 soldiersworkers built shelters for survivorsfresh water was taken to the city the city began to breathe againIII. A retold version of the textOne possible versionStrange things happened in Tang Shan. For three days the water in the village wells rose and fell. The well walls had deep cracks and a smelly gas came out the cracks.The chickens, pigs and mice were too nervous. Fish jumped out of bowls and ponds. Bright light appeared in the sky. People heard the sound of planes even when no planes were in the sky. The water pipes in some buildings cracked and burst.At 3:42 am everything began to shake. It seemed that the world was at the end! One-third of the nation felt it. A huge crack cut across the city. In fifteen terrible seconds a large city lay in ruins. Two-thirds of the people died or were injured. Nearly everything was destroyed in the city. 75% of its factories and 90% of its homes were gone. Then later that afternoon, another big earthquake shook Tangshan. People began to wonder how long the disaster would last.But all hope was not lost. The army sent 150,000 soldiers to help them. Workers built shelters for survivors. Slowly, the city began to breathe again.Section 2: Background information on EARTHQUAKESI. Zhang HengZhang Heng (张衡) (78AD—139AD) was an astronomer, mathematician, artist and literary scholar（文学学者）in the Eastern Han Dynasty of China.Born in today’s Nangyang County, Henan, he was a good writer at age 12. At the age of 16, he left home to pursue(从事) his studying the capital city. He spent at least 10 years of his youth in literary studies and writing. He published several well-recognized literary writings. He switched to(转向) astronomy after age 30. In the year 123 he corrected the calendar to bring it into line with the seasons. In 132 Zhang Heng invented the first seismograph(地震仪) for measuring earthquakes. His device was in the shape of a cylinder(圆柱体) with eight dragon heads around the top, each with a ball in its mouth. Around the bottom were eight frogs, each directly under a dragon head. When an earthquake occurred, a ball fell out of the dragon’s mouth into a frog’s mouth, making a noise. He also invented the odometer(里程表)Zhang Heng was the first person in China to construct a rotating celestial globe. In one of his publications he also proposed π= 730/232 (or about 3.1466) .II. Earthquake Survival TipsWould you know what to do during a really big earthquake? Experts have looked into matter carefully. It may be worth you while to look over the following tips they have for us.If the ground begins shaking while you are driving, pull over and stay in your car. If you are in a building, try to get near a strong wall. The corner of the room or the space under a big doorway is the safest. As soon as the quake is over, check the gas pipe in the building. Gas fires often result from earthquakes. These tips may prove to be lifesavers. We should, therefore, keep them in mind. Remember to always hope for the best but prepare for the worst.Escape in the SchoolIf it has anλ earthquake when having classes, the students should listen to the teacher’s instruction, protect their heads and hide under the desks.If it has anλearthquake when the students are in the sports ground, they can crouch on the spot and protect their heads with hands. Be sure to keep away with high buildingand dangerous objects.Don’t go b ack to the classroom.λRetreat inλ order after the earthquake.Escape in Public PlacesListen to the command of the site workers. Don’t be scared and don’t rush towards the exits. Try to avoid crowds. Avoid to be squeezed to the wall or barriers. Atλtheaters and gyms: crouch down or slip under the chairs; avoid suspending lights and electric fans; protect the head with schoolbags; after the earthquake, listen to the command of the workers, retreat in an organized way.Inλdepartment stores, bookstores, museums or subway: find firm counters, commodities (low furniture etc.) or a pillar, or the corner of a wall to crouch down on the spot, protect the heads with hands or other objects; keep away from glass windows, glass counters or show counters; keep away from tall cupboards; keep away from advertisement boards and other suspending objects.On busesλ or trolley buses: Grasp the handles to avoid being injured; lower the center of gravity; hide near the seats; get off after the earthquake passed. Section3: Words and expressionsI. Words for reading1. imagine vt. form a picture of in the mind；think of (sth.) as probable：想象；认为（某事）可能发生或存在。
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Unit4 Earthquakes-Listening教案
Step I Greeting and leading in
T: Now, we will listen to a non-fiction article common to science textbooks. This article is on geology. It provides many facts and describes cause and effect relationships.
Step II Listening (P62)
T: You will listen to the tape three times. First, listen and try to get some details that Exx1-2 request. Second, listen and finish the exercises. Third, listen and check your answers.
Answers to Exercise 1.
The true sentences are: 4,5,6 and 7.
Answers to Exercise 2
Show the answers on the screen
Step III Listening (P66)
This listening material gives the students a chance to learn more knowledge about earthquake. The
way and steps of listening are the same with the ones in Step II.
Step IV Speaking task
This part comes after the Listening. In content they have the same top ic. It’s better to put them together. Also this exercise gives students practice in taking words and phrases from the reading passage and putting them into a short dialogue.
T: Just now we have a listening, in which we learnt what to do during an earthquake. Now you will work in pairs to choose eight things from the list below to put into your personal earthquake bag. Remember these may be the only things you have, so make sure that you only take essential things with you. They must make you last for five days
S1: Our earthquake bag will contain the following things:
1.bottle of water
2. fruit
3. torch light
4.blanket
5. mobile phone
6. identity card
7.scissors
8. bowl
and chopsticks
Step V. Homework
Preview the USING WORDS AND EXPRESSIONS on page 63, and do Exx 1-2 on page 28 in Discovering useful structures.。