湖南省高中英语 unit4 earthquakes period3教案新人教版必修1

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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《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。

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。

《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。

Unit 4 Earthquakes Period 3 Grammar The Attributive Clause Ⅰ 教学设计-公开课-优质课(人教必修1精品)

Unit 4 EarthquakesPeriod 3 Grammar教学案(The Attributive Clause (Ⅰ)整体设计从容说课This 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 revision 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.At the end of the class, ask the students to read the passage A Safe Home and do the exercises in Using structures on Page 64 and additional exercises for consolidation.教学重点Get the students to master the Attributive Clause introduced by that, which, who and whose.教学难点Enable the students learn how to use that, which, who and whose correctly.教学方法1. Task-based teaching and learning2. Cooperative learning and practice教具准备A projector and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn the Attributive Clause introduced by that, which, who and whose.2. Let the students learn different usages of that, which, who and whose.Ability aims:1. Enable the students to use attributive clauses to describe things and persons.2. Enable the students to know how to choose correct relative pronouns for attributive clauses.Emotional aims:1. Get the students to become interested in grammar learning.2. De velop the students’ sense of group cooperation.教学过程设计方案→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。

高一英语必修三《Unit 4 Earthquakes》教案

高一英语必修三《Unit 4 Earthquakes》教案自己整理的高一英语必修三《Unit 4 Earthquakes》教案相关文档，希望能对大家有所帮助，谢谢阅读！教案【一】教学准备教学目标1.学生将能够掌握以下有用的新单词和短语。

嗯，臭，池塘，爆裂，运河，蒸汽，污垢，受伤，砖块，水坝，无用，钢铁，冲击，救援，地震，电力，军队，避难所，新鲜的，有组织的，掩埋的，结束的，挖出的，煤矿，废墟2.学生将能够了解地震的基本知识教学重难点1.一些词语的用法。

2.如何在课文学习中培养学生的阅读能力？教学工具课件教学过程第一步导入让学生看一小段视频，然后回答问题1.视频里发生了什么？地震2.看到剧情有什么感受（情节)?学生讨论。

快速阅读1.文章主要讲的是什么？在唐山，地震发生在1976年七月28日2.浏览课文并回答问题写作的类型（写作体裁)叙事写作第一段的主题句第一句第二段主题句第二句第3段的主题句第一句第四段的主题句第一句详细阅读让学生仔细阅读课文并回答问题任务1:即将到来的地震的自然迹象是什么？（选择)第一段1.井(G ) 2中的水。

井壁(丁)3 .鸡猪(女)4 .老鼠(一)5 .鱼(英)6 .亮灯(二)7 .水管（摄氏度)A.跑出田野b .在天空c .裂开并爆裂d .深深的裂缝e .跳出池塘F.紧张得吃不下g .罗斯摔了，摔了，罗斯任务2填空主要思想详细资料由以下原因造成的损坏地震第2-3段上午_____时，20世纪_____地震开始了。

_______从地上的洞里爆裂。

坚硬的岩石变成了_ _ _ _ _的河流。

________像红色的秋叶一样覆盖大地。

两个______,大部分桥梁倒塌。

铁轨现在是______块。

______现在装满了井而不是水。

水、食物和_____________很难得到。

重建（重建)地震后第四段1.军队_ _ _ _ _ _ _ _ _ _ _ _ _ _ _2.幸存者的工人。

3._ _ _ _ _ _ _ _ _ _ _ _ _ _被带到城里。

高中英语 Unit 4 Earthquakes Section Ⅲ Grammar教案新人教版必修

SectionⅢGrammar —定语从句(Ⅰ)语法图解探究发现1．The number of people who/that were killed or seriously injured reached more than 400,000.2．Then, later that afternoon, another big quake which/that was almost as strong as the first one shook Tangshan.3．The army organized teams to dig out those who were trapped and to bury the dead.4．China is a country that/which has a long history.5．Workers built shelters for survivors whose homes had been destroyed.6．The man (whom/who/that) I have to phone lives in Canada.[我的发现](1)关系代词who指人，在定语从句中作主语、表语或宾语，如句1、句3和句6。

(2)关系代词whom指人，在定语从句中作宾语，在口语和非正式文体中可用who或that 替换，如句6。

(3)关系代词which指物，在定语从句中作主语或宾语，如句2和句4。

(4)关系代词that既可以指人也可以指物，在定语从句中作主语或宾语，如句1、句2、句4和句6。

(5)关系代词whose既可指人也可指物，在定语从句中作定语，如句5。

一、定义1．在主从复合句中，对某一名词或代词起修饰作用的从句叫定语从句。

被修饰的名词或代词叫先行词，引导定语从句的词叫关系词。

2．关系词分为关系代词(that, which, who, whom, whose, as等)和关系副词(when, where, why等)两类。

湖南省师范大学附属中学高中英语 Unit4 Earthquakes Period3教案新人教版必修1

Unit4 Earthquakes Period3AimsTo 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 writinga 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 letteron 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. Collocati ons from the lettercon gratulations, be pleased to do sth., win the high school speaking competition, gro up of five judges, all of whom, agree, be proud of, open a new park, honour thos who died in the terrible disaster, would like to do, have you do sth., as you know, invit 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 stam ps, lose one’s lifeIII. ListeningTurn on your books at page 30. We’ll listen to a story about a person who experiencedthe 1906 San Francisco earthquake. I’ll play the tape three times. First listenand try to get some detail s that exercises 1 and 2 request. Second listen againand try to finish the exercises. Third listen and check your answers.IV. Guided writing (SB. page 31)1. Making a intr oductionHave you ever read a newspaper story? Now turn on your books to page 31 and lookat 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) Wh at should you write before writing a newspaper story? (outline)2) What should a newspaper outline have? (a headline; a list of main ideas; a listof important details)3) Why a headline is needed? (It can tell the readers what the topic is; it canalso a ttract the readers’ attention)4) How can you finish a newspaper story? (First, you should write a headline, thenorganize 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 paragraphswith 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 apoint-of-view). A newspaper story has no conclusion; a short story generallydoes.)Now I’ll show you a new spaper story to find out the headline, main idea and detailsof each paragraph.THE WASHINGTON POSTSEATTLE-A powerful earthquake with a magnitude of 6.8 hit Washington State lastweek. 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 handfulof 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 t o do sth.IV. Closing DownClosing 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.。

新人教版湖南省师范大学附属中学高中英语必修教案 Earthquakes Period [3]

Unit４Earthquakes Period ４Section１：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.three days before the earthquakeat about ３:00 am Saw：crackswater in the wells——— rose and fell,[来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 wellsPeople thought little of theevents and went to bedas usualat ３:４２am 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 ruins４４00,000 peoplekilled/injured7５% factories90% home were gonebricks covereddams/bridges fellnot safe railway tracksuselesscows never milkpigs/chickens diedwells filled with sandrescue workers and doctotrapped under the ruinsbuildings fell downwater/food/electricity hard to getafter that hope not lostarmy sent １５0,000 soldiersworkers built shelters for survivorsfresh water was taken to the citythe city began to breathe again[III. A retold version of the textOne possible versionStrange things happened in Tang Shan. For three days the water in the vil lage 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 ３:４２am 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 injure Ｄ．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 shookTangshan. 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 thecapital city. He spent at least １0 years of his youth in literarystudies and writing. He published several well—recognizedliterary writings. He switched to（转向）astronomy after age ３0．In the year １２３he corrected the calendar to bring it into line with the seasons.In １３２Zhang 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 drag on’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 propo sed 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 youare driving, pull over and stay in your car.If you are in a building, try to get near astrong 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 th e School①If it has an earthquake when having classes, the students should listen to theteacher’s instruction, protect their heads and hide under the desks.②If it has an earthquake when the students are in the sports ground, they cancrouch on the spot and protect their heads with hands. Be sure to keep away with high building and dangerous objects.③Don’t go back to the classroom.④Retreat in 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.●At theaters and gyms：crouch down or slip under the chairs; avoidsuspending 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 （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 buses or trolley buses：Grasp the handles to avoid being injured; lowerthe 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。

高中英语优秀教案：Unit4 Earthquakes period 3优秀教案新人教版必修1

The Third Period●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 compare 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。

高中英语Unit 4 Earthquakes教案3 新课标人教版必修1

高中英语Unit 4 Earthquakes教案3 新课标人教版必修1Part 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 inthe 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, lookfor 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 meterswide, 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,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 w eren’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 writerwho 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 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 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 language1. 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 What are Relative Pronouns?Relative pronouns are special pronouns which can connect the antecedent and theIV .Closingdown bydoing a quiz Now you are going to take a quiz on Relat ive Pron ouns. Fillin theblanks, 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.attributive clause. Also they can be used as a part of the attributive clause. Here are some important differences: 1． w hich/ 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 theattributive 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 theattributive 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.(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.Answers to the exercises: (1)which/that (2)who/that (3)whose (4)whom/that/who (5)w(6)that (7)that (8)that (9)that/whom/who (10)who (11)that (12)that (13)which (1(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 whdied 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 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, 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 details of each paragraph.THE WASHINGTON POSTSEATTLE-A powerful earthquake with a magnitude of 6.8 hit Washington State lastweek. 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 thequake.Authorities sa id one reason there wasn’t greater destruction is that the region spentmillions of dollars in the last decade designing earthquake----proof facilities andimproving existing buildings, schools and homes.Earthquake expert said the event illustrated(说明) the growing gap between rich andpoor nations in the ability to mitigate(减轻) natural disasters. Only a handful ofpeople 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 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 E ARTH 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 theresult 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 theworld was at an end.Topic sentence of 3rd paragraph Everywhere they looked nearly everything wasdestroyed.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 wellsPeople thought little of theevents and went to bedas usualat 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 andtrapped under the ruinsbuildings fell downwater/food/electricity hard 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 lefthome to pursue(从事) his studying the capital city. He spent atleast 10 years of his youth in literary studies and writing. Hepublished several well-recognized literary writings. He switchedto(转向) astronomy after age 30.In the year 123 he corrected the calendar to bring it into linewith 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 al so 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, pullover and stay in your car. If you are in a building, try toget near a strong wall. The corner of the room or thespace under a big doorway is the safest. As soon as thequake 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●If it has an earthquake when having classes, the students should listen to the teacher’sinstruction, 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 thespot and protect 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 towards 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 andelectric 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(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 buses or trolley buses: Grasp the handles to avoid being injured; lower the center ofgravity; 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。

英语：Unit4《Earthquakes》Listeningr教案(3)(新人教版必修1)

英语：Unit4《Earthquakes》Listeningr教案（3）（新人教版必修1）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 h ave the same topic. 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.bowl and chopsticksStep V. HomeworkPreview the USING WORDS AND EXPRESSIONS on page 63, and do Exx 1-2 on page 28 in Discovering useful structures.。

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