云南德宏州芒市第一中学高中英语 unit4 earthquakes教案3 新人教版必修1
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-Unit4Earthquake教学设计学情分析教材分析课后反思全文编辑修改
精选全文完整版可编辑修改高一英语必修一Unit4 Earthquake大课文教学设计【课文总体设计思路：先播放一组图片，学生的注意力马上就会被吸引到课堂上来，学生马上就联想到E arthquake这一词，这时教师提出“What’s the cause?”，学生会回答他们所了解的地震知识。
紧接着和学生一起了解ppt中所呈现的问题，倘若地震发生，学生们会带什么逃离, 然后通过图片，学生更易掌握地震方面的知识，为课文的阅读作了很好的铺垫，接着教师引导学生进行进一步探究地震方面的知识。
通过小组讨论、合作得出结论，教师进行一定的总结。
接着呈现文章的标题“A Night the Earth didn’t Sleep”，引导学生解读文章标题、预测文章内容，让学生在阅读过程中处于主动认知状态。
学生可能一下子无法正确理解其所包含的深层含义。
但估计在前面所展示的图片的启发下，大部分同学可能很快就能作出正确的理解。
另外，考虑到文章生词较多，且大部分学生对文章的背景知识了解较少。
因此，在引导学生预测文章内容的同时，有3个小视频的播放，并进行小组之间的讨论。
分段对文章细节理解完成后，设置了“如何在地震中进行自我保护”的小组讨论活动。
最后是对文章的总结和作业的布置。
】Teaching proceduresI.Teaching aims1.Learn some details about this text. （重点）2.Train the students’ reading and speaking ability. （难点）3.Learn some knowledge about how to protect ourselves in an earthquake.II. Teaching proceduresTask 1 Pre-readingStep1 Warming up1. Enjoy some pictures to lead in the earthquake.Step2 Brainstorming1.Imagine your home begins to shake and you must leave it right away.You have time to take only one thing. What will you take?I will takeTask 2 While-readingStep1 Fast reading : True or False.1.The passage mainly talks about a/an ___________(what) thathappened in _________ (where)in ______(when).2.Please divide the passage into 3 parts according to the main idea.Look at the each part and write down its main idea.Part 1: main idea:Part 2: main idea:Part 3: main idea:Step2 Careful reading1. What are the strange things before the earthquake? Read part.1 carefully and fill in the blanks.①The water in the wells____and____. And some deep ____could be seen in the well walls. A ____gas came out the cracks.②The chickens and even pigs were______nervous _____eat.③Mice ran out of the fields_____places to hide.Fish ______out of bows and ponds.④People could see ___lights in the sky. The sound of _____could beheard outside the city.The water pipes in some buildings____and_____. 2.Read part 2 and finish the exercises.②True ( T )or False( F )1.Two-thirds of the nation felt the earthquake. ( )2. All the people in Tangshan were dead or injured during the earthquake. ( )3. All of the city’s hospitals, factories, buildings and homes were damaged in the earthquake. ( )4. Not only the people but also the animals were shocked greatly.( )5. Many rescue workers and doctors were trapped under the ruins during the aftershock. ( )3.Soon after the quakesThe army:Workers:Result:nguage points1.. … the water pipes in some buildings cracked and burst.burst :(vt.vi.n)突然破裂，爆发.burst into+ n. burst out + doing……He burst into laughter.= .2. It seemed as if the world was at an end.1) as if①as if 在表语从句中相当于that:②as if 似乎, 好像= as thoughShe spoke to me as if she knew me.③as if后还可跟名词、形容词、不定式等。
高中英语《Unit 4 Earthquakes》优质课教案、教学设计
教学设计教学目标：语言知识目标：1．全体学生通过学习阅读材料,能理解课文主要信息如地震的前兆、震中的情形，地震造成的损失以及震后的救援。
2 学生能通过学习阅读材料，能够用英语简单描述文章内容如地震前兆，震中损害的内容。
知识与技能目标：1.学生通过寻找主题句, 捕捉文章的细节信息,加强学生略读，查读，细读的阅读技能。
2.学生通过预测文章内容和段落内容,划分段落,加强学生预测,归纳总结的阅读技能。
情感态度目标：1.领悟自然灾害对人类生活的巨大破坏力,懂得地震无情人有情,培养学生互助友爱精神。
2.培养学生的合作学习的习惯。
教学重点难点：重点1)让学生通过细读和查读等阅读方法获取和理解地震前的预兆、地震造成的损失以及震后的救援等课文主要信息。
2）训练学生的阅读技巧，提高阅读能力。
侧重培养学生对文章的整体性结构的把握和挖掘作者写作的意图，突出培养学生以下3 个方面的能力：a.文章段落中心词把握能力。
b.根据主题快速捕捉文章重点细节的能力。
c.总结归纳能力。
3）重点掌握有关地震的词汇，特别是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。
4）欣赏并理解课文中优美句子，让学生掌握一些英语修辞用法。
难点是学生能归纳概括阅读中所获取的信息，运用阅读中所获取的信息进行语言输出。
教学过程Leading inLearning Aims:1.To know about the earthquake of Tangshan2.To grasp reading skills3.To know how to protect ourselves during the earthquakeLearning Procedures:Step I ：Fast readingRead the whole passage quickly and find out the topic sentence of each paragraph. (5’)Para.1Para.2Para.3Para.4Step II: Detailed reading.(10’)The story was developed in order.part 1. (Para.1) describes the before the earthquake.part 2.(Para.2,3) describes the during the earthquake.part 3.(Para.4) describes the after the earthquake.Part 1 (Para.1)A. The water in the well and . And some deep could be seen in the well walls. A gas came out the cracks.B．Mice ran out of the fields places to hide. Fish out of bowls and ponds.C.The chickens and even pigs were nervous eat. The dog was barking loudly again and again.D.People could saw lights in the sky.Part 2 (Para.2,3)1.Hospitals, factories and buildings were .2.Two dams and most of the bridges .3.T he railway tracks were pieces of steel(钢铁).4.C ows would never give again.5.Pigs and chickens were .6.Sand the wells instead of water.Part 3 (Para.4)1.W hat did the army do?2.W hat did the workers do?Step III:TestStrange things were happening in the countryside of northeast Hebei. Mice ranout of the fields looking for places (hide). The pipes in some buildings (crack) and (burst). The people who thought little these events were asleep as usual that night. At 3: 42 am everything began to shake. A huge crack that was thirty metres (widely) cut cross the houses. In fifteen terrible seconds a large city (lie) in ruins. The (suffer) of the people was extreme. Two thirds of them (injure) during the earthquake. Most of the city’s hospital were (go). People were (shock). All hope was not lost. The army dug the injured and the dead. Finally the city began (breathe) again.Step IV: DiscussionIf an earthquake happens, what shall we do?If at school, we should…If at home, we should…If on a road, we should…If in a high building, we should...Step V:WritingWrite a composition:If an earthquake happens, what shall we do?。
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(人教版必修一)Unit4Earthquakes单元教案
中学英语（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绽开。
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，提高他们的应变实力。
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。
作者具体描述了地震来临前的一些不正常的自然现象与动物的反常表现；地震的来势汹汹并在顷刻间将整座城市夷为平地；震后人们英勇面对现实并与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，驾驭重点词汇的词义与时用，这更留意培育学生运用上下文揣测词义的实力。
其次还对一些困难的数字读法进行了检测。
其次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 部分讲解并描述了一位地震生还者的故事，并依据听力材料进行正误推断和回答问题，旨在培育学生获得细微环节的实力，并通过听来仿照标准的语音和语调。
《Unit 4 Earthquakes》教学设计
《Unit4Earthquakes》教学设计
一、教学目标
1.了解地震的基本知识和应对方法。
2.掌握与地震相关的词汇和表达。
3.培养学生的安全意识和应对灾害的能力。
二、教学重难点
1.重点：词汇和表达的掌握，地震知识理解。
2.难点：用英语描述地震的影响和应对措施。
三、教学方法
多媒体演示法、案例分析法、小组讨论法。
四、教学过程
1.导入
播放一段地震的视频，引起学生对地震的关注。
2.知识讲解
（1）介绍地震的成因、类型和危害。
（2）教授与地震相关的词汇，如earthquake、shake、destroy等。
3.案例分析
（1）分析一些地震案例，了解地震的影响。
（2）讨论在地震中如何保护自己。
4.小组讨论
（1）讨论地震发生时应该采取的措施。
（2）分享自己知道的地震安全知识。
5.课堂小结
总结地震的知识和应对方法，以及相关词汇。
6.作业布置
（1）制作一份地震应急手册，用英语介绍。
（2）写一篇关于地震的短文，描述地震的危害和应对措施。
高中英语必修一Unit4《Earthquakes》教学设计全面版
高中英语必修一Unit4 Earthquakes教学设计第一课时Warming up第一步：看多媒体图像和图片了解有关地震海啸等自然灾害,让学生结合看的内容说出描写自然灾害词汇和词组：shake, rise, burst, canal, steam, ruin, injure, destroy, shock, quake, rescue, disaster, survivor……第二步：根据所看的内容介绍结合自己对地震的了解，组织两人活动，让学生讨论书中的问题，充分发挥想象力，描述地震后两个城市可能会出现的情况。
Pre-reading第一步：让同学们想象如果家里发生地震了,应该做些什么第二步：分五组分别讨论以下话题:What are the predictions of an earthquakeHow to rescue others in a proper way.Do you know the cause of earthquakeHow to reduce the damage of an earthquake这些问题的设置目的不在于让学生来准确回答，而是在于给学生一个发散思维的空间，让学生置身于这一单元的主题当中，才更能激发学习兴趣和动机。
第三步：看图描述地震前会出现哪些征兆。
(建议教师放映一些有关话题的影像材料，增加学生的感性认识，同时印发一些有关地震的文字资料,在此基础上组织学生进行讨论,他们才会更有话说)第四步：两人讨论更多关于地震的话题：(1) Have you experienced an earthquake(2) How much do you know about it(3) Besides earthquake what other natural disasters do you know（flood，typhoon，hurricane，cyclone，volcano，sandstorm，landslide）(4) Do you know how to measure the strength of earthquake （Richter Scale）Workbook P62（这部分听力材料的内容刚好是针对以上话题的，关于地震产生的原因和影响）第一步：先让学生猜测练习一中的陈述哪些是正确的，哪些是错误的。
Unit4Earthquakes阅读课教案(新人教必修1).doc
Unit 4 Earthquakes阅读课—、教学内容：Pre-reading; Reading and comprehending二、教学目标：1.能力目标1）能够用思维导图形式罗列出地震发生时的各种现象，并对这些现象进行分类。
2）通过快速阅读能够迅速查找到文章段落中的主要信息，并能对这些主要信息进行复述，进而总结归纳出文章的大意。
3）通过仔细阅读能够运用图示来说明段落中支撑句和主题句之间的关系，并能根据自己所画出的图示來复述文章的主要内容。
4）运用英汉语言Z间的对比了解定语从句在英语和汉语屮不同的表达方式。
2.语言目标1）词汇和短语目标well, pipe, burst, million, event, as if, at an end, nation, canal, stream, dirt, in ruins, suffering, extreme, brick, dam, track, useless, shock, quake, rescue, trap, electricity, dig out, bury, mine, miner, shelter2）重点句子It was felt in Beijing, which is more than two hundred kilometers away・A huge crack that was eight kilometers longs and thirty metres wide cut across houses, roads andcanals・The number of people who were killed or injured reached more than 400,000.Later that after noon, ano ther big quake which was almost as strong as the first one shook Tangshan.The army organized teams to dig out those who were trapped and to bury the dead..Workers built shelters for survivors whose homes had been destroyed.三、教学步骤：步骤一阅读前导入1.教师展示四幅关于地震发生时的图片,教师首先使用课文中涉及到的词汇或者短语来描述这些画面, 并在描述的过程当中对生词要加重语气，这样学生可以通过画面和教师言语之间建立联系，从而可以加深对词汇的掌握，如果学生没有听懂，教师可以重复描述一次。
高中英语Unit 4 Earthquakes教案3 新课标 人教版 必修1 教案
Unit 4 EarthquakesPart 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 com e 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.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.3. 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? 4. Discussing writing style As 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 D I DN’T SLEEP”? (As usual, night is the time to 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 down Closing 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 ClauseTo 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 language 1. Reading and findingTurn to page 26 and read the text A NIGHT THE EARTH DIDN’T SLEEP. Tick out the attributive 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 IV . Closing down by doing a quiz Now you are going totake 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 in Europe. (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.(1Period 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.III. ListeningTurn on your books at page 30. We’ll listen to a story about a person who experienced the 1906 San Francisco 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. Compare a 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, thepoint-of-view is objective (i.e. it has no point-of-view) while a short story is subjective (i.e. it has apoint-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 details of each paragraph.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. IV. Closing Down Closing down by summaryWe have learned a lot about earthquakes. Now let’s have a summary about what 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 ideaII. A text structure analysisRead the text “A NIGHT THE EARTH DIDN’T SLEEP ”, and then complete the following chart.at 3:42 am felt: 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 dotrapped 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 citythe 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 topursue(从事) his studying the capital city. He spent at least 10 years ofhis youth in literary studies and writing. He published severalwell-recognized literary writings. He switched to(转向) astronomy afterage 30.In the year 123 he corrected the calendar to bring it into line with theseasons.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 maybe worth you while to look over the following tips they have for us.If the ground begins shaking while you are driving, pull over andstay in your car. If you are in a building, try to get near a strongwall. The corner of the room or the space under a big doorway isthe 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 School●I f it has an earthquake when having classes, the students should listen to the teacher’s instruction,protect their heads and hide under the desks.●If it has an earthquake when the students are in the sports ground, they can crouch on the spot andprotect their heads with hands. Be sure to keep away with high building and dangerous objects.●Don’t go back to the classroom.●Retreat in order after the earthquake.Escape in Public PlacesListen to the command of the site workers. Don’t be scared and don’t rush t owards the exits. Try to avoid crowds. Avoid to be squeezed to the wall or barriers.●At theaters 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.●In department stores, bookstores, museums or subway: find firm counters, commodities (lowfurniture etc.) or a pillar, or the corner of a wall to crouch down on the spot, protect the heads withhands 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 buses or trolley buses: Grasp the handles to avoid being injured; lower the center of gravity; hidenear 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。
云南德宏州芒市第一中学高中英语 unit4 earthquakes教案3 新人教版必修1
云南德宏州芒市第一中学高中英语 unit4 earthquakes教案3 新人教版必修1This is the third teaching period of this unit. To test whether the students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some rev ision exercises. The pattern “Not all. . . ”or “All. . . not. . . ” is a bit important, so special exercises should be designed.This teaching period mainly deals with the grammar:the Attributive Clause introduced by that, which, who and whose. Firstly, the teacher can ask the students to read the text A Night the Earth Didn’t Sleep, tick out the attributive clauses in the reading passage and translate them into Chinese. Secondly, summarize the usages of the Attributive Clause, especially the usages of Relative Pronouns:which, that, who, whom and whose by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 28 and more exercises for students to master the usages of which, that, who, whom and whose.A. Teaching contents and analysesContent: Revision ,Reading and findingAnalysis: Revision: Get the students to learn the Attributive Clause introduced by that, which, who and whose.Reading: Enable the students to know how to choose correct relative pronouns for attributive clauses.B. Teaching goals and analysesGoals： Learn some new words and phrases related to earthquakes.Analyses：This teaching period mainly deals with the grammar:the Attributive Clauseintroduced by that, which, who and whose.C. Teaching important points and difficult points1. Get the students to master the Attributive Clause introduced by that, which, who and whose.2. Enable the students learn how to use that, which, who and whose correctly.D. Predicting problems and analyses1. The teacher should make a good preparation for the pre-class to help our studentsunderstand the text better for they may not be familiar with some words, phrases and sentences.2. The teacher must pay more attention to students’ feedback in the class and timelyadjust.E. Teaching Methods1. Review, explanation and consolidation.2. Make every student work in class.F. Teaching AidsThe multimedia; The blackboard; The coursewareG. Teaching proceduresRevision ——Reading and finding ——Summary of the attributive clause ——Consolidation——Homework→Step 1 Revision1. Check the homework exercises.2. Dictate some new words and expressions.3. Translate the sentences:1)并非所有的竹子都能长高。
云南德宏州芒市第一中学高中英语 unit4 earthquakes教
云南德宏州芒市第一中学高中英语 unit4 earthquakes教案2 新人教版必修1This is the sixth teaching period of this unit. As usual, the teacher should check the students’ homework and offer chances for the students to g o over what they learned in the last period at the beginning of the class.In this period, the teaching emphasis will be put on developing the students’ reading and speaking ability by dealing with the parts Reading task and Speaking task.A. Teaching contents and analysesContent: Warming up, pre-reading and readingAnalysis: Warming up: Get the students know damages earthquakes bring about and the ways to reduce losses of earthquakes.Reading: Get the students to know how to protect oneself and help others in earthquakes.Get the students to be aware of terrible disasters, meanwhile get them to face it, treat it in a proper way, and never get discouraged.B. Teaching goals and analysesGoals：1. Learn some new words and phrases related to earthquakes.2. Get the students to learn about the usage of The Present Continuous Tense to expressfuture actions.3. Master the reading skills—scanning, skimming, careful reading, etc.Analyses：Skimming: The first question requires students to look through the text as soon as possible and catch the main idea at the same time.Scanning & careful reading: Further reading can improve students’ability of catching important information, enlarging vocabulary and enriching their knowledge.C. Teaching important points and difficult points1. Teaching Important Points: How to help students to comprehend the text according tothe exercises.2. Teaching Difficult Points: How to master reading skills, such as skimming, scanningand careful reading.D. Predicting problems and analyses1. The teacher should make a good preparation for the pre-class to help our studentsunderstand the text better for they may not be familiar with some words, phrases and sentences.2. The teacher should introduce some reading skills properly so that it enables studentsto work out many questions of this passage correctly.3. The teacher must pay more attention to students’ feedback in the class and timelyadjust.E. Teaching Methods1. Review, explanation and consolidation.2. Make every student work in class.F. Teaching AidsThe multimedia; The blackboard; The coursewareG. Teaching proceduresLead-in and Warming up ——Reading ——Important sentence patterns ——Test for goal s——HomeworkStep1. Lead-in and Warming up1. Brief introduction of San Francisco Earthquake.1)When did the quake happen?(In 1906. )2)What damage did it bring about?(About 700 people died in the earthquake and as many as 250 000 people lost homes. . . )2. Talk about the background.(As luck would h ave it, at the time of the quake, America’s most famous writer, Jack London just happened to be living near San Francisco. London, like most great writers and former journalists, knew a good story when he saw it. He and his wife rode on horseback at a fast gallop from their ranch to the hills overlooking the “city by the bay”. What they saw both horrified and fascinated them. He wrote the article The Story of an Eyewitness to describe what he saw and his feelings. )Designing purpose：This exercise aims to stimulate students’ interest and enthusiasm. It also paves the way for the coming comprehension.Step2.ReadingRead the article carefully with the following questions.1. Who is the man in the picture?2. What can we see from the word never in the first sentence “Never before in history hasa city been so completely destroyed”?3. How many negative words are used in the first paragraph, and what are they?4. What’s the feature of the sentences in the first paragraph?5. Wh at’s the main idea of the second paragraph?6. What can we learn from the first sentence and the last sentence?Several minutes later, check the answers with the whole class. While checking, deal with any language problems that students can’t understand.Suggested answers:1. Maybe he is the writer, Jack London.2. From the word never, we can feel that the writer was very sad.3. There are six words. They are never, nothing, gone, no, useless and burst.4. All the sentences in this paragraph are short ones.5. Out at sea it was calm.6. The two sentences give us a contrast. Although the city was destroyed, the people were not nervous or upset. They just did what they should do.Designi ng purpose：It helps students catch the main idea.Step3. Important sentence patte rns1. Never before in history has a city been so completely destroyed.在以前的历史上从来没有一座城市被这么彻底地毁灭过。
高一英语必修三《Unit 4 Earthquakes》教案(Word版)
高一英语必修三《Unit 4 Earthquakes》教案（2021最新版）作者：______编写日期：2021年__月__日教案【一】教学准备教学目标1. Ss will be able to master the following useful new words and expressions.well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,us eless,steel,shock,rescue,quake,electricity,army,shelter,fresh, organize, bury, at an end, dig out, coal mine, in ruins2. Ss will be able to know the basic knowledge about Earthquake教学重难点1. The usages of some words and expressions.2. How to train the students’ reading ability in learning the text.教学工具课件教学过程Step I lead-inLet students see a short video and answer the questions1.What happened in the video? Earthquakes2.How do you feel seeing the plots(情节)? Students’discussion.Step II Fast reading1. What is the passage mainly about? In Tangshan ,earthquakes happened on July 28th 19762. Skim the text and answer the questionsThe type of writing (写作体裁)Narrative writingTopic sentence of Paragraph 1Sentence 1Topic sentence of Paragraph 2Sentence 2Topic sentence of Paragraph 3Sentence 1Topic sentence of Paragraph 4Sentence 1Step III Detailed readingAsk students to read the text carefully and answer the questionsTask1: What were the nature signs of the coming earthquake?(选择)Para 11.Water in well( G )2. Well walls(D )3.Chickens &pigs(F ) 4 .Mice (A) 5.Fish(E ) 6. Bright lights( B) 7. Water pipes(C )A. Ran out of fieldsB. in the skyC. Cracked and burstD. Deep cracksE. Jumped out of pondsF. Too nervous to eatG. Rose and fell, fell and roseTask 2 Fill in the blanksMain IdeaDetailsDamage caused byearthquakePara 2-3At _____ am, the __________ earthquake of the 20th centurybegan ._______ burst from holes in the ground.Hard hills of the rock became rivers of ____.________ covered the ground like red autumn leaves.Two _______ and most of the bridges fell.The railway tracks were now _________pieces of _______. ______ now filled the wells instead of water.Water,food,and ______________ were hard to get.The reconstruction(重建) after the earthquakePara 41. The army _____________2. Workers ____________for survivors.3._____________was taken to the city.Details:1. At 3:42 am, the greatest earthquake of the 20th century began.2. Steam burst from holes in the ground.3. Hard hills of the rock became rivers of dirt.4. Bricks covered the ground like red autumn leaves.5. Two dams and most of the bridges fell.6. The railway tracks were now useless pieces of steel.7. Sand now filled the wells instead of water.8. Water, food, and electricity were hard to get.Step IV consolidation (当堂巩固)Let students fill the blanks according to the passageStrange things were happening in the countryside of northeast Hebei. For three days the water in the village wells kept rising and 1_________(fall). Farmers noticed that the well walls had deep cracks 2___________ them. A smelly gas came out of the cracks. In 3_________farmyards, the chickens and even the pigs were too nervous 4__________(eat). 5_________(mouse) ran out of the fields looking for places 6________(hide). Fish jumped outOf their bowls and ponds. At about 3 am on July 28,1976, some people saw bright lights 7_________ the sky. The sound of planes could 8________(hear) outside the city of Tangshan even 9_________ no planes were in the sky.In the city, the water pipes in some buildings cracked and burst. But the one million people of the city, ________thought little of these events, were asleep as usual that night.1 falling2 in3 the4 to eat5 mice6 to hide 7in 8 be heard 9when 10 who这部分目的是让学生进一步巩固课文的内容。
高中英语Unit 4 Earthquakes教案(3)新课标 人教版 必修1
Unit 4 Earthquakes〔3〕●从容说课This period mainly deals with the important language points that appear in the Reading passage.But at first，teacher should check how well the students have understood the passage by asking some detailed questions based on the passage.While doing this part，students should keep their textbooks closed.There are a lot of numbers in the Reading passage.So next the students should finish one task in Learning about Language〔Part 3〕 to know how to read these numbers in English.Then the teacher will deal with the important points in the passage.The purpose of this step is to help students better understand some difficult sentences and master the usage of some important words and expressions.So the teacher should give the students several minutes to look for the difficult points at first.In this way，the teacher can help the students remove the obstacles in reading.After that the teacher will explain the words and expressions and then show the students some typical examples to help them understand.Sometimes the teacher will pare the words or expressions with some similar ones.After this step，as consolidation，the students are asked to finish two short passages using the words and expressions that they have just learned in the unit.Another more difficult task is set to meet the needs，that is，to translate some sentences from Chinese to English by using the words and expressions in the brackets.●三维目标1.Knowledge：〔1〕Words：crack，burst，ruin，injure，destroy，shock，last的具体用法。
英语：Unit4《Earthquakes》教案(3)(新人教版必修1)
英语：Unit4《Earthquakes》教案（3）（新人教版必修1）Period Two and ThreeTeaching goals1．To help students learn to read about past experiences2．To help students better understand “earthquake”3．To help students use some important words and expressions4. To help students identify examples of the attributive clause in the textTopicBasic knowledge about earthquake; how to protect oneself and help others in disasters Vocabularyearthquake, quake, well, pipe, burst, nation, canal, stream, dirt, ruin, suffering, extreme, injure, destroy, brick, dam, track, shock, rescue, trap, electricity, disaster, bury, mine, miner, shelter, title, reporter, bar, frighten, frightening, frightened, congratulation, judge, express, online, headline, cyclistExpressionsright away, as if, at an end, in ruins, dig out, a number ofFunction1.Talking about past experiencesIt was terrible when…It seemed as if …I remember…I felt…No longer after that…Luckily,…2.Expressing thanksI would like to express my thanks to…who…Here, I wish to express my thanks for the great efforts…I’d also like to thank…No words are strong enough to express our…GrammarThe Attributive Clause (I) (that, which, who, whose)Teaching AidsMultimedia facilitiesStep 1 Language focus1. imagine: form a mental pictureimagine vt. 后接名词,代词,动名词,从句imagine sb.to be 想象某人是We can imagine his sadnessI didn’t imagine my becoming a writer in my childhood.Don’t imagine yourself to be always correct.Can you imagine how much I was surprised to see it.2. believe v.相信某人的话是真的，后接名词、代词、从句等。
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云南德宏州芒市第一中学高中英语 unit4 earthquakes教案3 新人教版必修1This is the third teaching period of this unit. To test whether the students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some rev ision exercises. The pattern “Not all. . . ”or “All. . . not. . . ” is a bit important, so special exercises should be designed.This teaching period mainly deals with the grammar:the Attributive Clause introduced by that, which, who and whose. Firstly, the teacher can ask the students to read the text A Night the Earth Didn’t Sleep, tick out the attributive clauses in the reading passage and translate them into Chinese. Secondly, summarize the usages of the Attributive Clause, especially the usages of Relative Pronouns:which, that, who, whom and whose by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 28 and more exercises for students to master the usages of which, that, who, whom and whose.A. Teaching contents and analysesContent: Revision ,Reading and findingAnalysis: Revision: Get the st udents to learn the Attributive Clause introduced by that, which, who and whose.Reading: Enable the students to know how to choose correct relative pronouns for attributive clauses.B. Teaching goals and analysesGoals： Learn some new words and phrases related to earthquakes.Analyses：This teaching period mainly deals with the grammar:the Attributive Clauseintroduced by that, which, who and whose.C. Teaching important points and difficult points1. Get the students to master the Attributive Clause introduced by that, which, who and whose.2. Enable the students learn how to use that, which, who and whose correctly.D. Predicting problems and analyses1. The teacher should make a good preparation for the pre-class to help our studentsunderstand the text better for they may not be familiar with some words, phrases and sentences.2. The teacher must pay more attention to students’ feedback in the class and timelyadjust.E. Teaching Methods1. Review, explanation and consolidation.2. Make every student work in class.F. Teaching AidsThe multimedia; The blackboard; The coursewareG. Teaching proceduresRevision ——Reading and finding ——Summary of the attributive clause ——Consolidation——Homework→Step 1 Revision1. Check the homework exercises.2. Dictate some new words and expressions.3. Translate the sentences:1)并非所有的竹子都能长高。
2)她们全都不擅长舞蹈。
Suggested answers:1)Not all bamboo can grow tall. /All bamboo can not grow tall.2)None of them is/are good at dancing.→Step 2 Reading and findingTurn to Page 26 and read the text A Night the Earth Didn’t Sleep. Tick out the attributive clauses in the reading passage and translate them into Chinese.Suggested answers:1. But the one million people of the city, who thought little of these events, went to bed as usual that night.但是，唐山市的一百万居民当天晚上照常上床睡觉了，他们几乎都没有把这些情况当一回事。
2. It was heard in Beijing, which is one hundred kilometers away.100千米以外的北京市都听到了地震声。
3. A huge crack that was eight kilometers long and thirty meters wide cut across houses, roads and canals.一条8千米长30米宽的巨大裂缝横穿房舍、马路和渠道。
4. The number of people who were killed or injured reached more than 400 000.死伤的人数达到40多万。
5. The army organized teams to dig out those who were trapped and to bury the dead.救援人员组成小分队，将被困的人挖出来，将死者掩埋。
6. Workers built shelters for survivors whose homes had been destroyed.救援人员为那些家园被毁的幸存者盖起了避难所。
→Step 3 Summary of the attributive clause1.与定语从句相关的概念什么是定语从句？什么是先行词？什么是关系词？关系词在定语从句中分别起什么作用？2. 关系代词引导的定语从句关系代词放在定语从句和先行词之间引导定语从句，并代替先行词在定语从句中充当主语、宾语、定语等成分。
关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致；关系代词在定语从句中作宾语时可以省略，作其他成分时不能省略。
1)which引导定语从句时，先行词是除人以外的表示事物或动物的名词或代词，在从句中作主语或宾语。
A prosperity which had never been seen before appears in the countryside.农村出现了前所未有的繁荣。
（which在从句中作主语）The package(which)you are carrying is about to come unwrapped.你拿的包裹快散了。
（which在从句中作宾语，可以省略）2)who引导定语从句时，先行词是表示人的名词或代词，在从句中作主语；作宾语时用其宾格whom（在口语中也可用who）。
Is he the man who wants to see you?他就是想见你的人吗？(who在从句中作主语）He is the man(whom/who)I saw yesterday.他就是我昨天见的那个人。
(whom/who在从句中作宾语，可以省略）3)that引导定语从句时，先行词既可是表人的名词或代词（相当于who/whom），也可是表物的名词或代词（相当于which），在从句中作主语或宾语。
A plane is a machine that/which can fly.飞机是能飞的机器。
I don’t know the man that/who is reading the newspaper over there.我不认识在那边读报的男子。
Do you like the book(that/which)you borrowed yesterday?你喜欢你昨天借的那本书吗？She is the girl(that/whom/who)you want to know.她是你想认识的女孩4)w hose 引导定语从句时，先行词既可是指人的名词，也可是指物的名词，在从句中作定语，相当于of whom或of which。