人教版高中英语必修一Unit4Earthquakes教学案例
高中英语人教版必修1教案-Unit_4_Earthquakes_教学设计_教案
教学准备1. 教学目标Knowledge aims:1. Get the students to go over useful new words and expressions.2. Have the students review the grammar:the Attributive Clause introduced by which, that, who, whom and whose.Ability aims:1. Develop the students’ ability to use the important language points.2. Enable the students to learn to use which, that, who, whom and whose correctly.Emotional aims:1. Encourage the students to listen to English more and form the good habit of listening to the English news on the radio and watch the news on CCTV International so as to learn English well.2. Strengthen the students’ sense of group cooperation.2. 教学重点/难点教学重点Get the students to review and consolidate what they have learned in this unit.教学难点Get the students to turn what they have learned into their ability.3. 教学用具课件4. 标签Unit 4 Earthquakes教学过程Step 1 Revision1. Check the homeworkexercises.2. Dictate some usefulnew words and expressions in this unit.→Step 2 Lead-inTell the students:Up tonow, we have finished Unit 4. Have you learned and grasped all in this unit?Turn to Page 32. You can check yourself by filling in the blanks in the partSumming Up.→Step 3 Summing UpFive minutes for thestudents to sum up by themselves. Then check and explain something wherenecessary.Suggested answers:Write down what you havelearned about earthquakes.We have learned basicknowledge about earthquakes, how to protect oneself and help others in anearthquake.From this unit you havealso learneduseful verbs:shake,rise, crack, burst, ruin, injure, destroy, shock, rescue, organize, bury,judge, honor, prepareuseful nouns:shake,well, rise, crack, pond, pipe, burst, canal, steam, dirt, ruin, survivor,brick, dam, steel, shock, quake, electricity, disaster, army, coal, mine,shelter, percent, speech, judge, honor, Europeother expressions:rightaway, at an end, dig out, a(great)number of, give out, thousands ofnew grammar item:theAttributive Clause introduced by which, that, who, whom and whose→Step 4 Word andexpression exercisesShow the exercises onthe screen or give out exercise papers.1. Complete thefollowing sentences with the proper forms of the words and expressions givenbelow.shake honor percent burst prepare rescue injure destroy shock judge ruininstead of a(great)number of at an end dig out1)He was______________for his courage in battle.2)Will you helpme______________ for the get-together of the old classmates?3)The fire______________all my books.4)Thehouse______________ as the heavy truck went past.5)“Sixty______________of the pupils are boys” means that of every hundred pupils, sixty are boys.6)They______________ outlaughing.7)There were twopeople______________ in the car accident.8)We can’t______________what he really meant by doing so till we know all the circumstances.9)If you are busy at thevery time, let me do it______________ you.10)The Second World Warwas______________ in 1945.11)After the earthquake,all the tall buildings were______________.12)She was______________at the news of her mother’s death.13)They______________ aboy from drowning.14)They______________the treasures hidden under the earth.15)Thereare______________ people there.2. Choose the bestanswers:1)Seeing the buildingwas falling down, the people in it ranout______________.A. right nowB. right thenC. right awayD. right out2)The rescue teamnoticed a lot of people______________ under fallen houses.A. trappedB. trappingC. to trapD. to be trapped3)He likes to makefriends so much that______________ he goes he becomes a friend of many people.A. at the placeB. whereC. somewhereD. everywhere4)The factoryproduces______________ steel every day,burning______________ coal.A. many; manyB. hundreds of tons of;very muchC. much; hundreds oftonsD. hundreds of tons of;a large number of5)The days when peoplecouldn’t say what they want to sayare______________ forever.A. lostB. missingC. goingD. gone6)While playing footballYang Yong had his leg broken and was taken to hospital__________.A. by our carB. by carC. in carD. on bike7)Today we feelproud______________ our school.A. ofB. withC. forD. in8)The new roadis______________ and______________ my hometown.A. 35 meters wide; 500meters awayB. wide 35 meters; away500 metersC. 35 meters wide; 500meters away fromD. wide 35 meters; 500meters away from9)He spent themoney______________ by his parents buying a large house.A. leavingB. leftC.remainingD. remained10)The man______________the box down and______________ down for a rest.A. lay; layB.lied; laidC. lay; laidid; layFirst get the studentsto do the exercises. Then the answers are given. The teacher can give themexplanations where necessary.Suggested answers:1. 1)honored 2)prepare 3)destroyed 4)shook 5)percent 6)burst7)injured8)judge 9)instead of 10)at an end 11)destroyed/inruins/ruined 12)shocked13)rescued 14)dug out 15)a(great)number of2. 1)C 2)A 3)D 4)B 5)D 6)B 7)A 8)C 9)B 10)D→Step 5 GrammarexercisesShow the exercises onthe screen or give out exercise papers.1. Fill in the blanks,using which, that, who, whom and whose.1)Theforce______________ causes everything to fall towards the ground is calledgravity.2)A friend______________helps you in time of need is a friend indeed.3)Do you know thegirl______________ parents are teachers in our school?4)Thewoman______________ I spoke to just now is my English teacher.5)He saw ahouse______________ windows were all broken.6)Everything______________can be done today mustn’t be done tomorrow.7)Can you think ofanyone______________ could look after him?8)This is the besthotel______________ 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 aboutthe teachers and the schools______________ he had visited.12)The ninthlesson______________ we are learning is the mostdifficult in Book One.13)MountBlanc,______________ they visited last month, is the highest mountain inEurope.14)We know all theteachers______________ work in our school.15)The housein______________ Lu Xun once lived is a museum now.16)Thehouse______________ Lu Xun once lived in is a museum now.17)You can take anyroom______________ you like.18)He showed amachine______________ parts are too small to be seen.2. Translate thefollowing sentences, using attributive clauses.1)抢劫她的人已经被逮捕了。
人教版高中英语必修一教案：Unit4+Earthquakes.doc
品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。
想象力是翅膀，客观实际是空气，只有两方面紧密结合，才能取得显着成绩。
2、想停下来深情地沉湎一番，怎奈行驶的船却没有铁锚;想回过头去重温旧梦，怎奈身后早已没有了归途。
因为时间的钟摆一刻也不曾停顿过，所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。
3、真正痛苦的人，却在笑脸的背后，流着别人无法知道的眼泪，生活中我们笑得比谁都开心，可是当所有的人潮散去的时候，我们比谁都落寂。
4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。
5、幸福，是一种人生的感悟，一种个人的体验。
也许，幸福是你风尘仆仆走进家门时亲切的笑脸;也许，幸福是你卧病床上百无聊赖时温馨的问候;也许，幸福是你屡遭挫折心灰意冷时劝慰的话语;也许，幸福是你历经艰辛获得成功时赞赏的掌声。
关键的是，你要有一副热爱生活的心肠，要有一个积极奋进的目标，要有一种矢志不渝的追求。
这样，你才能感受到幸福。
6、母爱是迷惘时苦口婆心的规劝;母爱是远行时一声殷切的叮咛;母爱是孤苦无助时慈祥的微笑。
7、淡淡素笺，浓浓墨韵，典雅的文字，浸染尘世情怀;悠悠岁月，袅袅茶香，别致的杯盏，盛满诗样芳华;云淡风轻，捧茗品文，灵动的音符，吟唱温馨暖语;春花秋月，红尘阡陌，放飞的思绪，漫过四季如歌。
读一段美文，品一盏香茗，听一曲琴音，拾一抹心情。
8、尘缘飞花，人去楼空，梦里花落为谁痛?顾眸流盼，几许痴缠。
把自己揉入了轮回里，忆起，在曾相逢的梦里;别离，在泪眼迷朦的花落间;心碎，在指尖的苍白中;淡落，在亘古的残梦中。
在夜莺凄凉的叹息里，让片片细腻的柔情，哽咽失语在暗夜的诗句里。
9、用不朽的“人”字支撑起来的美好风景，既有“虽体解吾犹未变兮”的执着吟哦，也有“我辈岂是蓬蒿人”的跌宕胸怀;既有“我以我血荐轩辕”的崇高追求，也有“敢教日月换新天”的豪放气魄。
33 我是一只蜜蜂，在祖国的花园里，飞来飞去，不知疲倦地为祖国酿制甘甜的蜂蜜;我是一只紫燕，在祖国的蓝天上，穿越千家万户，向祖国向人民报告春的信息;我是一滴雨点，在祖国的原野上，从天而降，滋润干渴的禾苗;我是一株青松，在祖国的边疆，傲然屹立，显示出庄严的身姿。
新人教版高中英语必修1《Unit4 Earthquakes》精品教学设计12页word
新人教版高中英语必修1《Unit4 Earthquakes》精品教学设计一、教学设计意图在《高中英语课程标准》中讲到“高中英语课程要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力；要有利于学生学会运用多种媒体和信息源，拓宽学习渠道并形成具有个性的学习方法和风格。
”把信息技术作为英语教学的认知工具和知识载体，围绕英语学科知识进行整体实验，不仅可以扩大英语阅读的“面”和“量”，而且也培养了学生诸如“信息的获取、加工以及信息的交流”等多种信息素养。
网络学习是一种学习过程交互化的学习模式。
学生带着问题借助网络查询信息，进行信息交流，由此“任务驱动、自主探究、协作交流”等学习策略在这里得到了更充分的体现。
使教师把信息技术和网络作为自己真正的工具，把信息技术融入学科教学中来。
本课主要以多媒体技术为依托，借助网络技术的功能，为学生营造一个自主学习的环境，让学生自主探究。
二、教学目标设计※知识与技能培养：①掌握“表达和自然界令人害怕的现象和事物有关的情绪、焦虑和恐惧”的口语技能。
②充分利用网络资源，强化学生自主学习的意识，培养学生在真实的情景中口头表达能力，并巩固和丰富他们的语言知识，包括词汇和表达观点的句型。
※教学过程与方法：①培养学生间接获取信息和处理信息的能力。
②培养学生分析问题、解决问题、综合问题的能力和创造性思维能力。
情感价值观：通过本节课的学习，培养学生的人文素养。
三、教材内容及重点、难点分析※教材内容分析：本课教学内容是人教版高中英语教科书必修1第4单元，具体涉及地球上的自然灾难，以及灾难来临时人们的焦虑和恐惧情绪。
语言知识和语言技能都是围绕自然灾难、及它所属的科学领域和灾难来临时人们的恐惧和焦虑这一中心话题设计。
※教学重点：①学生组织语言、运用语言的能力。
②通过对自然灾害的分析探究学习，以便更好利用大自然为人类服务。
新人教版英语高一上Module1Unit4Earthquakesword说课教案
第四单元说课教案一．教学目标理论依据：《新课程标准》（实验稿）根据《新课程标准》（实验稿）关于总目标的定位及其实现途径和目标具体描述，结合高一学生实际和教材内容，我们把本单元的教学目标定为：1）语言知识：单词：理解、内化、运用以下生词：seismograph; iceberg; King Tut; // roar; fright;crack; // bookworm; couch potato; workaholic;// Buddha; agent等，扫除听读障碍，重点掌握一些传神动词：advance; seize; sweep; swallow; drag; pull;flow; shake; strike; struggle等。
词组：get on one’s feet; tree after tree语法：复习和运用定语从句用于描述人、物及事件。
2）语言技能：听：听懂一个关于不幸经历的小故事，抓住时间、地点、人物、发生的事件说：能用得体语言描述人、物、事件，并且有一定的逻辑。
读：Scanning, skimming, careful reading, generalization; inference等阅读微技能训练。
写：能运用First, Next, Then, Finally简要且富有逻辑地描写自己的一次难忘经历。
3）学习策略：学生一定程度形成自主学习，有效交际、信息处理、英语思维能力。
4）情感态度：学生能在多种英语学习情景中分享自己的幸与不幸，体验用英语交流的成功与喜悦，以及培养合作精神、互助精神。
二．教学重点和难点：重点：1. 课文中出现的重要动词,如:advance, seize, sweep, swallow, strike, struggle, drag, flow, shake, 及词组get on one’s feet, pull oneself, tree after tree etc.2. 用关系代词who, that, whom, whose等引导的定语从句 .3. 用副词first, next, then, finally 来描述一场难忘的经历.难点: 能用得体的英语表达自己，描述过去的难忘经历。
人教英语必修一Unit4Earthquakes教案4
Unit 4 EarthquakesListening从容说课This is the fourth teaching period of this unit. As usual, the teacher will first get the students to review what they learned in the last period, and then lead in the new lesson.The emphasis of this period should be pl aced on developing students’ listening ability. Listening on Page 62 in the Workbook provides many facts and describes cause and effect relationships. The teacher can lead in the topic by discussing some questions, such as “Why do earthquakes happen? ”“Can we avoid or at least reduce the loss caused by earthquakes? ”, and so on. First, let the students guess the listening text may be about. Play the tape for the first time for students to listen and decide whether their guessing is right. Second, ask them to listen for the second time to tell whether the sentences in Exercise 1 are true or false. Third, let them listen again to answer the questions and complete the table in Exercise 2. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and let them read and retell it. This step can help students understand and grasp the listening material far further.As to the parts Listening task on Page 66 in the Workbook and Listening on Page 31 in the Textbook, the teaching procedure can be approximately the same as the above.Perhaps some students will find it hard to listen and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes.教学重点1. Develop the students’ listening ability.2. Let the students know the cause of earthquakes and ways of reducing losses earthquakes bring about.教学难点Get the students to listen and understand different listening materials.教学方法1. Task-based listening2. Cooperative learning3. Discussing教具准备A tape recorder and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn some useful new words and expressions.2. Get the students to know about the basic knowledge of earthquakes the listening materials refer to.Ability aims:1. Enable students to catch and understand the listening materials.2. Develop the students’ ability to get special information and take notes while listening.3. Get the students to learn how to make an earthquake plan.Emotional aim:Get the students to learn more about basic knowledge of earthquakes so as to know how to reduce losses of earthquakes and how to protect oneself and help others in earthquakes.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Ask some students to make sentences with attributive clauses.→Step 2 Warming upTell the students:As we all know, earthquakes are disasters to everyone. But why do earthquakes happen? Can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now we will do some listening and the listening text will tell us the answers.→Step 3 Listening(on Page 62 in the Workbook)1. Look through the part Listening on Page 62 and guess what the listening material may be about. Then listen to the tape for the first time to see whether their guessing is right or not.(This listening material is about the cause of earthquakes and how we can reduce losses from them. )2. Read the following statements and listen to the tape for the second time. Then decide whether they are true or false.1)It is believed that on the surface of the earth are a number of plates.2)The plates are always moving.3)If the plates stop moving, there is an earthquake.4)If the plates move, there is an earthquake.5)Wherever you live, you are in an earthquake area.6)China has two plates pushing on her and they make mountains and earthquakes.Check the answers and try to correct the statements which are false.3. Listen to the tape again and then answer the questions and complete the following sentences.Part 1:1)Why do earthquakes happen?2)Why do California, China and Japan have a lot of earthquakes?Part 2:1)Do not built______________.2)Make sure you build______________.3)You must______________._____________ buildings will fall down and_____________ ones may______________.A few minutes later, check the answers with the whole class.4. Discuss this question in small groups: Why do some earthquakes kill more people than others?5. Reading and retellingShow the students the listening text and let them read it. Then ask them to retell the cause of earthquakes and the ways of reducing losses from earthquakes.LISTENING TEXTWhy do earthquakes happen? Scientists explain that the outside of the earth is made of a number of different plates. At San Francisco, the Pacific plate which is moving towards the northwest meets the North American plate. The Pacific plate is moving very slowly—at 5. 3 centimeters a year. Sometimes these two plates stop and do not move for years. Then suddenly, they jump and an earthquake is felt. As a result of the movement of these plates, California has always had a lot of earthquakes. When the 1906 earthquake happened, the Pacific plate jumped 5-6 meters to the north.China also has an unlucky place on the earth. The Pacific plate is also pushing on China from the east as the plate moves west. Likewise, the Indian plate is pushing on China from the southwest as that plate moves northeast. The same power that produced the great Himalayan Mountains now causes earthquakes in China.We cannot stop earthquakes, but we can do things to make sure they do not destroy whole cities. First, it is not a good idea to build houses along the lines wh ere two of the earth’s plates join together. Second, if you think there may be an earthquake, it is better to build houses on rock than on sand. Third, you must make the houses as strong as possible. Weak buildings will fall down in an earthquake, but strong ones may stay up.→Step 4 Listening task(on Page 66 in the Workbook)Turn to Page 66. Look at the pictures and discuss what the might have learned.1. In four let the students discuss what would be the best way to protect oneself if there was an earthquake.2. Ask one member of the group to give their ideas to the class.3. Let the class evaluate each group’s idea and see if they agree. If they do, write the idea on the board. Collect the ideas all the groups have contributed.4. Ask the students to choose the three that they think are the most useful if an earthquake comes.5. Listen to the tape for the first time and see if the ideas on the tape are the same. Discuss why the plans on the tape are different from the ones suggested by the class.6. Now make the earthquake plan. Then listen to the tape for the second time to improve the earthquake plan.My Earthquake Plan1st thing I must do:I must drop to the floor and cover my head and neck with my arms.2nd thing I must do:Make sure I hide under something like a table to protect myself from things falling on top of me.3rd thing I must do:I must hold onto the furniture so it doesn’t move away from me during the earthquake.7. Listen to the tape a third time and then write down any other advice that you think is useful.My Earthquake AdviceIf you are outside, you should keep away from power lines, trees, signs, cars and buildings.If you are in the living room, you should make sure that the bookcases are fastened to the wall and the TV set is tied to a table so that they can’t move.If you are in the house alone, you should ring a family friend to tell them where you are and collect your personal earthquake bag.8. Read the listening text and make it more clear what to do during an earthquake.LISTENING TEXTPRACTICE AND PREPARESince the San Francisco earthquake, all children in California have been taught what to do during an earthquake.Teacher:Now, students, do you remember what you have to do before the earthquake comes?S1:Yes. We must make an earthquake plan.T:Good and w hat’s that?S2:It’s a list of things you should do if an earthquake comes. It should tell us what to do, where to be safe and who to contact.T:Right. So what are these things?S1:What we must do when the earthquake comes is “drop, cover and hold”.T:What does that mean?S2:We must drop to the floor and protect our head and neck with our arms. Then we must cover ourselves by hiding under some furniture like a table. That will protect us from things falling on top of us. Finally we must hold onto the furnitu re so it doesn’t move away from us during the earthquake.T:Well done. That’s fine. You’ll be safe in the classroom but what if you’re outside?S1:To be safe, you must move to an open space. Keep away from power lines, trees, signs, cars and buildings.T:E xcellent. You’ve remembered well. Now where can you be safe if you’re in the living room where books and the television are kept?S2:If you are careful you’ll already have fastened the bookcases to the wall. You should also have tied the television to a ta ble so it can’t move. Nobody wants to be killed by their own furniture.T:Quite right. What must we remember to do if we’re in the house alone when the earthquake starts?S2:I know. We must ring a family friend to tell them where we are. We must also collect our personal earthquake bag and go to the emergency shelter if there is one near our house.T:OK. So for your homework I want you to think about what you might put into the bag. We’ll discuss tomorrow.→Step 5 Listening(on Page 31 in Using language)1. Tell the students: We are going to listen to a story told by a man who was a survivor of the great San Francisco earthquake of 1906.2. Go through the sentences in Exercise 2, then listen to the tape for the first time, and try to tell whether the statements are true or false.The teacher plays the tape for the students to listen and finish the task. After listening, the teacher checks the answers with the class.3. Go through the questions in Exercise 3, then listen to the tape for the second time and answer the questions.After listening, the teacher asks some students to answer the questions and checks the answers with the whole class.4. Tell the students: While listening to the tape, you should not only pay attention to the contents, but also the pronunciation and intonation. The sentences in Exercise 4 show us the sequence. I will play the tape again, and you should pay attention to liaison and incompleteexplosion in these sentences. Then practice reading them aloud.5. Reading and retellingShow the students the listening text and let them read it. Then ask them to retell it.LISTENING TEXTI awoke as I was thrown from my bed. When I tried to walk, the floor shook so that I fell. I grabbed my clothing and hurried downstairs. Suddenly the lights went out, and everyone rushed for the door. Outside I saw things I never want to see again. It was daytime. The air was filled with falling rocks. People around me were getting buried under buildings that were crashing down. Other huge buildings were shaking. Every moment there were terrible sounds. I asked a man standing next to me what happened. Before he could answer, hundreds of bricks fell on him and he was killed. All around me were great fires. As I ran people everywhere were crying and calling for help. I thought the end of the world had come! Then I met a man who knew the way to a boat, and we ran in its direction. Men, women and children were trying to dig themselves out of the ruins. Thousands of people, crazy with worry, were running down the street and every minute someone was hit by falling bricks. In some places, the streets had cracked and opened. Huge holes were all around me. I saw many frightened cows rush up Market Street and drop into a great crack in the earth. How I reached the boat I cannot say. Some people even tore the clothes from the backs of others as they tried to get into the boat. Later, the survivors searched for water they could drink. People slept on the streets and hills away from the fires, which made the night bright as day. Soldiers kept water from the crowds to give to the rescue workers. The next day the soldiers found more water and some bread to give to those still alive.→Step 6 Homework1. Finish off the Workbook exercises.2. Read the listening texts again and try to retell them.板书设计Unit 4 Earthquake1. GuessingThe listening text may be about________________ and____________.2. True or false?1)It is believed that on the surface of the earth are a numbers of plates.2)The plates are always moving.3)If the plates stop moving, there is an earthquake.4)If the plates move, there is an earthquake.5)Wherever you live, you are in an earthquake area.6)China has two plates pushing on her and they make mountains and earthquakes.. . .。
高中英语人教版必修一Unit4《Earthquakes》教案
Unit 4 Earthquakes1.Knowledge:Learn and master the new words and expressions in this period.Words:Ability:1.Train the students’ listening ability.2.train the students’ listening ability.3.Train the students’ ability to use the Internet to search for some usefulinformation.4.Train the students’ ability to cooperate with others.Emotion:1.Know the damage that an earthquake2.Know the ways to reduce the losses of an earthquake.Teaching important pointsTrain the students’ speaking ability by describing, talking and discussion. Difficulties:Train the students’ listening ability.Step1 Warming-upT:Do you know what happened in the Indian Ocean at the end of last year? It shocked or we can say frightened the whole world.S: A terrible tsunami broke out there on 26th December. More than 200 000 people were killed.T: Yes. It is said that it is the biggest in the fore decades. A tsunami is an undersea earthquake. Then have you heard of any land earthquakes? Would you please list some? 学.科.S: We can often hear that earthquakes occur in Japan. In 1906, an earthquake struck San Francisco, USA. About 700 people died in the earthquake and the fires. And as many as 250 000 people lost homes.T: But do you know any famous earthquakes that happened in our county?S: The Tangshan Earthquake that happened in 1976.T: Can you tell me what mighty happen in an earthquake? You may look at the two pictures on Page 25.Step 2 ListeningT: Before we learn the passage about an earthquake, let’s first know why there are earthquakes in the world. So let’s do some listening on Page 62. listen to the tape for the first time and try to get a general idea of the passage.Listen to the tape and check the answers.( It is about the cause of earthquakes and how we can reduce losses from them.)T: Listen to the tape for the second time and judge whether the statements in Part 1 are true of false.T: Let’s check the answers. Listen again and try to correct the statements that are false.T: Listen again and try to complete the table in Part 2.A few minutes later, check the answers. 学,科,网Z,X,X,K]Step 3 Homework1.Preview the reading passage on Page 26 and do exercise I in the part “Learningabout language”.2.Ask the to look for more ways of reducing losses from earthquakes. The studentscan go to the library or use the Internet to search for information. After searching for the information, each group should make a poster, informing people how to reduce the losses of an earthquake. 学_科_网Z_X_X_K]Record after teaching :_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Second PeriodKnowledge:Learn some new, phrases and some new sentence patterns.Ability:1.learn some detailed information about an earthquake.2.improve the students’ reading ability.3.train the students’ ability to grasp key information while listening.4.train the students’ speaking ability.Emotion:1.Train the students’ ability to cooperate with others.2.Know the deadliness of an earthquake and the signs before an earthquake iscoming.3.Learn from the bravery of people in Tangshan to face the reality and rebuild thecity.Teaching important points:1 The new words and expressions.2. Learn some detailed information about an earthquake.3. Train the students’ ability to cooperate with others.4. Train the students’ speaking ability.Teaching difficulties:1 Words: shake, burst, rise, destroy, shock, fresh, injure2. Phrases: right away, at an end3. Sentence patterns:(1) It seemed/ seems that…(2) The number of sb./sth. Reached/reaches…(3)All hope was not lost.4. Improve the students’ reading ability.5. Train the students’ ability to grasp key information while listeningTeaching procedures:Step 1 Pre-readingT: Suppose you are warned of a coming earthquake. Now you have time to take only one thing. Tell your partner what you will take and the reason.T: If an earthquake is around the corner, there must be some abnormal phenomena. Carefully look at the four pictures on Page 25 and try to describe what you have seen. Step2 ListeningT: Everyone knows that an earthquake is very terrible. Today, we will learn something about the strongest earthquake in China’s history, which happened in Tangshan, Hebei, in 1976. First listen to the tape with your textbooks closed and check whether the following statements are true or false. If it is false, try to correct it.1.People in Tangshan were warned of the earthquake and didn’t go to bed that night.(F)2.People in Beijing also felt the earthquake. (T)3.More than 400 000 people were killed in the quake. (F)4.Many rescue workers and doctors were trapped under the ruins during theaftershock. (T)5.People tried to get fresh water from under the ground in Tangshan. (F)Step 3 Reading1.Finish Part 1-2 in Comprehending on Page 27.2.Finish Part 3 in Comprehending on Page 27.3.Read the passage again to get important information about Tangshan Earthquakeand fill in the blanks. ( 百思英语Page 44 )Step 4 Speaking or Reading aloudIf your students are good at English, ask them to do this exercise:Suppose one of you was a newspaper reporter, and the other was a witness of the 1976 Tangshan Earthquake. Now the newspaper reporter is asking the witness some questions. Work in pairs please.If your students are very poor in English, ask them to do this exercise:Play the tape for the students to listen and follow in order to let them know how to read the text.Step 5 Homework1.Read the text several times.2.Do exercise 3 on Page 28.3.Do exercise 2 on Page 28 in the exercise book and hang it in tomorrow.4.Learn some words and phrases in this unit and make some sentences with them.( Ss’ Book, Page 82-84)Record after teaching :_____________________________________________________________________ __________________________________________________________________________________________________________________________________________ ____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _ZxxkThe Third PeriodKnowledge:1.words: crack, burst, ruin, injure, destroy, shock, last2.phrases: at an end, right away, dig out3.sentence patterns:All hope was not lost.Ability:1.Train the students’ ability to read different numbers in English.2.Learn the usage of some difficult words and expressions.3.Train the students’ ability to remove the difficulties while reading.Emotion:1.Train the students’ ability to cooperate with others.2.Know the deadliness of an earthquake and the signs before an earthquake iscoming.3.Learn from the bravery of people in Tangshan to face the reality and rebuild thecity.Teaching important points:1.Train the students’ ability to read different numbers in English.2.Train the students’ ability to cooperate with others.Teaching difficulties:1.The explanation of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Teaching procedures:Step 1 Revision1.T: In the last period , we learned something about the terrible Tangshan Earthquake in 1976, which is the deadliest earthquake in China’s history. Now I am going to ask you some questions based on the Reading passage.(1)What did people in Tangshan see in the sky before the earthquake? 学|科|(2)What did people notice in the wells?(3)Did people pay any attention to these abnormal phenomena?(4)When did the earthquake begin?(5)Were there any aftershocks?(6)Did the survivors deny the city and go to live in other places?2. Check the homework (Ex2 on P28). Ask them to recite it after class.Step 2 Learning about NumbersTurn to Page 28 and look at Part 3. Match each word to the number that has the same meaning. Allow the students several minutes to finish the task. Check the answers. Step 3 Important pointsAsk the students to turn to Page 82. Ask some students to make some sentences with the words or phrases. Deal with some difficulties. You can add more phrases.Step 4 homeworkIn order to master the usage of these words and expressions, please do some related exercises.1.Finish off the two parts in Using Words and Expressions on Page 63.2.Translate the sentences on Page 63 into English. Write the English sentences inone of your exercise book and hand it in tomorrow.Record after teaching :_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Fourth PeriodKnowledge: ZXXK]1.Learn the Attributive Clause.2.Learn the difference between Relative Pronouns for the Attributive Clauses. Ability:1.Learn to choose the correct Relative Pronouns for the Attributive Clauses.2.Train the students’ ability to report what others have said.Emotion;Train the students’ ability to cooperate with each other.Teaching important points:1.Learn the Attributive Clause.2.Train the students’ ability to report what others have said.Teaching difficulties:Learn to choose the correct Relative Pronouns for the Attributive Clauses.Teaching procedures:Step 1 revisionCheck the homework exercises.Step 2 Grammar( The teacher writes the sentence “ Workers built shelters for survivors whose homeshad been destroyed.” On the blackboard before class begins.)T: Please look at the sentence on the blackboard, paying special attention to the underlined part. What kind of clause is it?Ss: The Attributive Clause.T: Yes. The Attributive Clause tells us which person or thing (or what kind of person or thing ) the speaker means.e.g. The woman who lives next door is a teacher.A sen tence with an attributive clause contains two shorter sentences. In the sentence above, the two short sentences are: “The woman is a teacher.”And “The woman lives next door.” The Attributive Clause is the answer to the question: Which woman is a teacher?Would you try to divide the sample sentence on the blackboard into two short sentences?T: That’s right. Now try to find all the sentences with Attributive Clauses in the reading passage and divide each sentence into two short sentences.T: Next I will say s omething about the common relative pronouns.“Who”is used for people. “Which”is used for things. “That” is used for things or people. “Whose” is used instead of his/her/their/somebody’s. “Whom” is quite formal, and in most cases it is all right to use who instead. But when whom has a preposition before it, it cannot be replaced by who.Ste p 3 Practice1. Now look at Part 2 in Discovering Useful Structures on Page 28. try to complete each sentence using that, which, who, or whose.Let the students do this exercise and check the answers.2.Do more exercises in Ex 3 on Page51 in《导学》Step 4 HomeworkAfter class, read the passage on Page 64. It’s about advice on how to protect your home from an earthquake. Complete the sentences below, using who, whom, which, that or whose.Record after teaching;_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ .The Fifth PeriodKnowledge:1.Know how to write a speech.2.Know how to write a newspaper story.Ability:1.Train the students’ speaking ability.2.Train the students’ ability to search for doing something.3.Train the students’ ability to do things step by step.Emotion:1.Honor the great people of Tangshan.2.Learn to cooperate to each other.Teaching Important Points:1.Train the students’ speaking ability.2.Train the students’ ability to search for doing something.Teaching Difficulties:1.Know how to write a speech.2.Know how to write a newspaper story.3.Learn to cooperate to each other.Teaching Procedures:Step 1 RevisionT: In the last period, we learned the Attributive Clause and how to choose a proper relative pronoun. Now let’s check your homework exercises. Please open your textbooks and turn to Page 64. Look at Part 1 in Using Structures. I will ask some of you to read the sentences out.(The teacher corrects mistakes if there are any.)Step 2 Readi ng and WritingT: Read the letter on Page 29.In the blank at the beginning of the letter, write the last number of the year it is now. Then in the blank near the end of the letter, use a number to say how many years ago the quake happened.(After several minutes, the teacher checks the answers with the class.)T: Suppose you are the student who was invited to give the speech. What should you include in your speech?(Students give their different answers.)T: Y es, while writing, don’t forget to contain the information. Now I will give you 15 minutes to write the speech. You can follow the points in part 3 on this page. (While the students are writing, the teacher gets around the classroom and helps the students to deal with any difficulties that they have.)(After 15 minutes)T: Are there any volunteers to read his or her speech?( If there is nobody, the teacher asks one to read, and give some assessments.)Step 3 SpeakingT: Imagine that after your speech, Zhangsha asks you to give a short talk about the new stamps about Tangshan to honor the city. First, ask and answer the following questions in pairs.(1)What do these stamps show?(2)Do you think these stamps are very important and why?(3)Will you collect these stamps? Why and why not?(After the students ask and answer these questions in pairs.) 学科T: Now try to fill in the lines in the little talk. You can use some of the answers to the questions.T: Next I will ask one of you to read the little talk.Step 4 WritingT: By now you have learned writing a speech and a little talk. Now you are going to write an article for a newspaper about a special event that happed in your hometown. First, let’s learn some skills of writing news paper stories. Before you write, you should write an outline. This is very useful. Today, we will learn how to write an outline. Please turn to Page 31. Read the instructions in bold and pay attention to some questions I prepared to you.Q1: Why is an outline important?Q2: What should an outline include?Q3: Why is a headline important?Q4: What are the steps to finish a newspaper story?Q5: What is the feature of a newspaper story?Suggested answers:1.Because an outline will prepare you to write a better story.2. A good outline should have a headline, a list of main ideas and a list of importantdetails.3. A headline can tell the readers what the topic is, so it can attract the readers’attention since the reader may not have bought the newspaper before they read the headline.4.First, organize the main ideas. Next, put some details into each paragraph.5. A newspaper stor y gives the most important news first and the least importantnews last.T: Now let’s read the example of a newspaper story. Try to find the headline, main idea and details of each paragraph. You may work in groups of three.(After several minutes, the teacher asks the students the following questions :)Q1: What is the headline of the newspaper story?Q2: What is the main idea?Q3: What is the detailed information?T: Now turn to Page 32 and check your main ideals and detailed information.Step 5 HomeworkT: So now you know how to write a passage step by step. Prepare the outline for a short newspaper story for China Daily. Use the example to help you to organize your outline. You can first have a discussi on with your partner and decide which event you will write about. Try to write down the title, main ideas and detailed information. Then put them into a short passage.ZXXK]Record after teaching:_____________________________________________________________________ _____________________________________________________________________ __________________________________________________________________________________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Sixth PeriodKnowledge:Learn a passage about the San Francisco EarthquakeAbility:1. Learn to compare two similar passages.2. Train the students’ listening ability.Emotion:1. Learn to cooperate with others.2. Learn from the bravery of the people of San Francisco to face the reality. Teaching Important Points:1.Train the students’ listening ability.2. Learn a passage about the San Francisco EarthquakeTeaching Difficulties:Learn to compare two similar passages.Teaching Procedures:Step 1 RevisionT: In the second period of this unit, you learnt some detailed information about the Tangshan Eearthquake. Can you use several sentences to summarize the passage? S: Let me have a try. The terrible earthquake struck the city of Tangshan while people were sleeping. More than 400 000 people were killed or injured in the quake. After the quake, people found nearly everything was destroyed. But people in Tangshan didn’t lose heart. They rebuilt the city with the help of soldiers.T: Quite good. ZxxkStep 2 Reading and ComparingT: In the first period, we also talked about the earthquakes that happe ned in San Francisco. Today, we will learn a passage titled “The Story of an Eyewitness”, which is about the San Francisco Earthquake in 1906. It was written by Jake London, who was a famous American writer.T: First read the passage carefully. While reading, please think about the following questions:(1)How did the author feel about the earthquake?(2)How did the author feel about the people of San Francisco?(Ss read the passage, then the teacher asks someone to give their answers and checks the answers)(Answers will vary.)T: Quite good. You can keep your own answers as long as you think they are reasonable and you can find proofs from the passage.Read the first paragraph in this passage .Then go back and read again the first paragraph of the passage on Page 26. Compare the ways both writers give you details about the earthquakes. Try to finish the 4 exercises on Page 66. You may discuss i n group of three.(Ss read the two passage and finish the exercises.)(Then the teacher checks the answers.)T: Next I will play the tape of this passage for you to listen. Please pay special attention to the intonation.(After listening.)T: Now I will give you several minutes to read the third paragraph with feelings. Step 3 ListeningT: Just now we learned a passage written by an eyewitness about the terrible San Francisco earthquake in 1906. Now we will listen to a story told by a man who was a survivor of the earthquake. Listen to the tape the first time, and try to tell whether the statements in part 1 are true or false.(Teacher plays the tape for the students to listen and finish the task.)(After listening, the teacher checks the answers with the class.)T: Now let’s listen to the tape again and try to answer the questions in Part 2.(After listening, the teacher checks the answers) ZXXK]T: While listening to the tape, you should not only pay attention to the contents, but also the pronunciation and intonation. The sentences in Part 3 show us the sequence. I will play the tape again, you should mark liaison and incomplete explosion in these sentences. Then practice reading them aloud.Step 4 HomeworkT: In this class we read and listened to two stories ,both of which are about the 1906 San Francisco earthquake. The stories are true and were written for the Museum of the City of San Francisco. The museum has many such personal accounts and photos at /1906/06.html. If you are interested in them, you can surf in the site I’ve given to you.Record after teaching:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Seventh PeriodKnowledge:1.Learn how to make an earthquake plan.2.Learn what to contain in a personal earthquake bag.Ability:1.Train the students’ listening abil ity.2.T rain the students’ speaking ability.3.Learn to find reasons for their choices.4.Learn to sum up what they have learned in the unit.Emotion:Learn to coop erate with others.Teaching Important Points:1. Train the students’ listening ability.2. Tra in the students’ speaking ability.Teaching Difficulties:Learn to find reasons for their choices.Teaching Procedures:Step 1 GreetingsGreet the whole class as usual.Step 2 ListeningT: These days Earthquakes are always our central topic. We have learned many things about it. Up till now, earthquakes are difficult to predict. We can hardly avoid an earthquake. But actually we can do things to reduce the losses of an earthquake. Let’s look at the form on Page 66 and have a discussion about the earthquake plan with your partner.( Ss give their answers)T: What should you do if you are outside?(Ss give their answers)T: What should you do if you are in the living room?(different answers)T: What should you do if you are in the house room?(different answers)T: Next we are going to listen to the tape and write down the three “things” that are mentioned.(After listening, teacher checks the answers with the students.)T: Then let’s listen again. This time you should write down more details about each of th e “things”.(After listening, teacher checks the answers with the class. Play the tape again if necessary.)Step 3 SpeakingT: You know every family should have an earthquake bag, in which there are enough things that you can use in case of an earthquake. Here we have a list of possible items for the personal earthquake bag. Choose only eight things, which you think are the most essential, from the list. They must last you five days. Discuss with your partner.(After several minutes.)T: Now join another pair and discuss your choices. Put all the things you agree on into a final list. Discuss the other items explaining your reasons and trying to agree which ones are the most suitable.(After several minutes.)T: Each group should choose one representative. Now be prepared to present your list to the class and give your reasons for each choice.Step 4 Learning TipT: In order to learn a language well, you should do a lot of practice, including listening, speaking, reading and writing. Only when we understand what is said to us can we have a conversation with somebody. So listening to English is very important. After class, you should listen to the English news on CCTV International. You will not only get a lot of information about what is happening around the world, but also improve your listening and learn more English words and expressions. At the same, you will improve your pronunciation and intonation.Step 5 Summing upT: Now let’s sum up what you have learnt in this unit. Work with your partner. First write down what you have learned about earthquakes. Then write down the verbs, nouns, expressions and new grammar items that you have learned from this unit. Step 6 Homework1.Review Unit 4. .2.Preview Unit 5.Record after teaching:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The End。
高中英语人教版必修一Unit4Earthquakes单元教案
高中英语（人教版）必修一第四单元教案Unit 4 Earthquake一．教学内容分析本单元话题为"地震"，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震展开。
本单元共分八个部分。
Warming-up 部分通过两张图片引出话题"一旦地震发生，将会造成怎样的危害"，为后面的主题作了一个热身运动。
Pre-reading 部分设置了两个开放性问题，目的是增加学生的生活常识，提高他们的应变能力。
这部分为接下来的阅读作了很好的铺垫，学生可通过套乱，参阅有关地震的书籍并运用一些生活常识来回答这两个问题。
Reading 部分具体描写了1976年唐山大地震的震前、震中和震后。
作者详细描述了地震来临前的一些不正常的自然现象及动物的反常表现；地震的来势汹汹并在顷刻间将整座城市夷为平地；震后人们勇敢面对现实并及时实施抢救和重建工作。
Comprehending 部分包括三组练习，主要目的是为了帮助学生更好地理解Reading部分的文章。
Learning about Language 部分分为两个部分：Discovering useful words and expressions 和Discovering useful structures.第一部分要求学生在把握文章的基础上，掌握重点词汇的词义及时用，这更注重培养学生运用上下文猜测词义的能力。
其次还对一些复杂的数字读法进行了检测。
第二部分则结合文章学习定语从句。
Using Language 部分分为Reading，Writing and Speaking；Listening和Writing。
Reading，Speaking 包括读一篇邀请函，写一份演讲稿和关于一套新唐山邮票的Little talk。
Listening 部分讲述了一位地震幸存者的故事，并根据听力材料进行正误判断和回答问题，旨在培养学生获取细节的能力，并通过听来模仿标准的语音和语调。
人教英语新课标必修1全册教案 Unit 4 Earthquakes
人教英语新课标必修1全册精品教案( Unit 4 Earthquakes)Unit 4 EarthquakesPart One: Teaching Design (第一部分：教学设计) Period 1: A sample lesson plaading(A NIGHT THE EARTH DIDN’T SLEEP)AimsTo listen and talk about natural disastersTo read about earthquakesProcedures I. Warming upWarming up by lookingGood morning class. Have you ever exd any natural disasters? Look aures, can you name all the disasters?(The eaaking; all the buildings will fall down; many people will die; many children will bans.) Warming up by discussingNow, look aures of </st1:warming up and describe what youures. (beautiful cities; broad roads; tall building; large population.)What will haas been a big earthquaw?As we all know, earthquakes are disavBut can we avoid or at least reduce the loss caused by earthquakes?Can wll earthquakes? Now let’Pre-reading and decide what may happen before an earthquaII. Pre-reading 1.Talking and sharingWhat agns of an earthquake? (e.g. Cows, pigs and dogs bvous too eat. Twill run oulds looking for plade. The wawells will rise and fall. Wallwells in village will have deep cracks. There will be bright lig….)2. Imaging and sharingImagan earthquake now, your home begake and you must leave it right away. You havake onlg. What will you take? Why?III. Reading1. Listening and fast readingNow let’xt “A NIGHT THE EARTH DIDN’T SLEEP” and see what it tells us.Please lxt and get the general ideaassage. You should pay aach paragraph. In what ordxt written? (The text is wder. The general ideaxtuach paragraph, thaxt tells ug that happened barthquake, during the earthquake and aarthquake.)2. and underliningNext you aad and underline all the usefulexllocaassagur notebook after class as homewllocaA NIGHT THE EARTH DIDN’T SLEEPa smelly gauarmyardvous to eat, run out of, llade, walittlas usuald that, at anend, one hundred kilaway, one-third, eight killongwide, cut auins, be injuumbaan 400, 000, everywhere, everything was destroyed, be gone, blow awabe not sausands of, give milk, half a millad of, bd, later that abe trapped unduins, fall down, all…is/was not…,hundredusands of,dig out, the deadalbuilt shelwater3. Reading aloud and translatingNext we are going to read aloud the text and transla and trag informationRead the text again and answllowing quWhat natural sigg disaster w?2. Can youasons wgns weren’d?3. Can you describe the disaster caused by the earthquake?4. What events and situabably made the disaster worse?5. How wurvivors helped?6. Could anything more have been dlp the survivors?Why or why not?Answers:are easy to answer.2. Maybe at thale didn’t have knowledge of an earthquaThe students havwn answDiscussing writing styleAs you have understood the general ideaxt, I still put more quu.1. From wview are events described? How do you know?(A writerwho didn’quake ud“they” when he writes.)2.Why do youwxlings about the quake rather than simplwhat happened? (Although the writer walt sadle of Tang Shan. He knows that givinglings will maadingg.)3.W le “A NIGHT THE EARTH DIDN’T SLEEP”? (As usual, nigleep, and night should be quiet and safe. But that night everything changed. The writer used it as a titlw how terrible and how unusual that night is.)5. and understanding difficulIf you have some difficulunderstandlp.IV. Closing downClosing down by doing exNow please dding Ex2 and 3on page 27.Closing down by discussingBy now you’ve known that earthquakes able natural disasters and that , …(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) howull trappeduins;(2) how to take caurvivors;(3) how to repair buildings that survived the earthquake;(4) what to do wbuildings that survived the earthquake;(5) wd people to help build a ;(6) how to teach children about earthquake safety;(7) wuaurvivors andamilies;(8) how to plan for further disaPeriod 2: A sample lesson plan for Learning about Language(The Attributive Clause: that, which, who, whose) AimsTo learn about the usage of who, wat andwAttributive ClauseTo discover useful words and exProceduresI. Warming upWarming up by discovering useful words and exHello evAfter reading the passage, we have gw the usagwords and exbut we should dactice. Now turn to page 2dwords and exassagu are given two minuurse, you can discuss with your paTwo minutes laairs andwwhole class. II. Learning about language1. and findingTurn to page 26 and read the text A NIGHT THE EARTH DIDN’T SLEEP. Tick out the attributive clauading passage and transla2. Doing Ex2 on page 28Turn to page 28 and do Exercise 2 in pairs.III. Ready used materials for Relative Pronouns: wat, who whom whoseWhat are Relative Pronouns?Relative pronouns aal pronouns which caantecedent and theattributive clause. Alan be used as a paattributive clause. Hereaant d:1．which/ that:ggs, can be used as a suban obattributive clause; ware used as an oban bd:The plane is a maat/which can fly.Tl (that/which) he visited last wu2. that/who/whom:g to aan be used as subbattributive clause; whom can be used as an object:The girl (that/whom/who) we saw yesterday was Jim’The man that/who is talkingaaths teawhose:g to aa thing, can be used as an attribuattributive clause: Twriter whose nawn all over the world.Twhose window faces souBefore everything, anything, everybody, anybody, all, the best ++n, we use that instead of which:All (that) I needTlargest factory (that) I have ever visitedThe sixth lesson (that) we are learningdifficult in Book Two.5. We can’t use that in a Non-Defining Attributive Clause:I have lwhich I like very much.I have twwho are both teachers.IV. Closing down by doing a quizNow you are going to take a quiz on Relative Pronouns. Fillblanks, using wat, who, whom, whose.(1) T( ) causes everything to fall towards the ground is called gravity.(2) A friend ( ) helps youd is a friend indeed.(3) Do you know the girl ( ) parents are teaur school?(4)The woman ( ) Iust nowglish teacher.(5) He saw a house ( ) windows were all b(6)Everything ( ) can be d one today mustn’t be dw.(7)Can youanyone ( ) could look a?(8)Tbl ( ) I know.(9)The man ( ) I saw toldback today.(10)Those ( ) want to gGreat Wall write down your na(11) He talked a lot abouachers andls ( ) he had visited.(12)Tlesson ( ) we are learningdifficult inB(13)Mount Blanc(勃朗峰), ( ) they visited laghest mountain in Europe.(14)We know all the teacher ( ) wur 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 a( ) you like.(19) He showed a machine ( ) parts aall to b(20)Twas put off, ( ) was exactly what we wanted. Answxercises: (1)which/that (2)who/that (3)whose (4)whom/that/who (5)whose (6)that (7)that (8)that (9)that/whom/who (10)who (11)that (12)that(13)which (14)that (15)which (16)in which/where (17)which/that (18)that (19)whose (20)which Period 3:A sample lesson plan for Using Language (A lZhang Sha)AimsTo read and speak about travelingTo write a letter describing feeling about traveling Procedures I. Warming upWarming up by discussingHave you ever written a speech? What is a speech?ans an aaking formally to a group of lWhat do you havder when you are writing a speech? Please discuairs. (1. Waudience? 2. How can we express ourselves clearly?) Warming up by readingWhat should you include in youwhen youw? Read thelage 29 and imagine you audent who was invited to give aNow write awhich you should followxage 29. II. Reading and underliningRead the letter and exagain and underline all the useful exllocalur notebook after class as homewllocalgratulations, be pleased to dwgh school speakingagroup of five judges, all of whom, agree, be prouda new pauwho diedble disaster, would like to do, have you das you know, invite sb.to dat special day, at the beginning of, thank sb, for doingur sbbe known as, encourage sb. to dbe happy to dllect stamps, lose one’s lifeIII. ListeningTuur books at page 30. We’ll la story about awho exd the 1906 earthquake. I’ll play the taFirst listen andgdetails that exand 2 requd listen again andxThird listen andur answers.IV. Guided writing (SB. page 31)1. Making a introductionHave you ever read a newspa? Now tuur bage 31 and look at Writing. Read the brief dabout how to write anewspaare a newspaaand answllowing qu) What should you write before writing a newspa? (outline)2) What should a newspaper outline have? (a headline;a lain ideas; a lant details)3) Why a headlded? (It can tell the readers wha; it can also attraaders’ a)4) How can youa newspa? (Fu should write a headlganize your main ideaaragraphs, and then put some detailach paragraph.)5) Have you found out the dbetween a newspaand a? (Usually abegins with small details and includes big details later. A newspadoes juBoth kinduse paragraphs with main ideas. In a good newspa-of-view is objective (a-of-view) while aubjective (as a point-of-view). A newspaalusion; agenerally does.) Now I’ll show you a newspad ouadline, main idea and details of each paragraph.THE last week. The quabigg0 years, caused billdollars in damage. But miraculously, onldied andan 100 people were injuredquake.Auaid one reawasn’t greater destruaglldollalast decade designing earthquake----proof facilities andimproving existing buildingls andarthquake expert said the event illustrated(说明) the growing gap betwand poor naabilgate(减轻) natural disaly a handfulle wusly injured here, a slight number compared wdevastation(破坏) in countries like Turkey, India and El Salvador, where quakes have buried thousands under poorlucted buildings.2. WritingNow prepautlawspaa Daily. You can uxample in exlp you organize your outlUnderlingRead the outline and the newspaWriting and underline all the useful exllocaur notebook after class as homewllocaWritinga lut some detailach paragraph, a team of, rausandlan to darly Judbd 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 allowing qu(1) Have you ever exd an earthquake?(2) Can you describe an earthquaglish?(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 exan you use to describe an earthquake?Closing down by finding informationGlibraad or get onladdation about natural disasters. Part Tw Teaching Resources (第二部分：教学资源): A text structure analA NIGHT THE EARTH DIDN’T SLEEP I. Type of writing and summaain ideaType of writingThis is adve writingMain ideaassageThe article describauurse andult of Tang Shan earthquaItshows uble image of earthquake. Aaus that we must realize thatwe can dgdamagecaused by earthquake.TaragraphStrange things were happeninguntrysidast .T2nd paragraphEverything began to shake andd that theworld was at an end.Td paragraphEverywlooked nearly everything wasdestroyed.TaragraphAll hope was not lost.II. A text structure analysis Read the text “A NIGHT THE EARTH DIDN’T SLEEP”, andlllowing chart.Time/ orderWhat happenedResuldays barthquakeat about 3:00 am3:42 ama huge crack cut auads…saw: steam bulgroundhard hill-rivers of dlay in ru00,000 peoplekilled/injured75% fa0% home were gonebvereddams/bridges fellnot safe railway tracksuselesscows never milkpigs/diedwells filled with sandrescue workers and dapped unduinsbuildings fell downwater/food/elard to getafter thalosta0,000 soldiersworkers built shelurvivwater was tabegan to breathe againIII. A retold vxble vange things happened in Tang Shan. Fdays the wavillage wells rose and fell. The well walls had deep cracks and a smelly gas came ouacks. Tgs and mice wvous. Fish jumped out of bowls and ponds. Bright light appearedPeople heard the sound of planes even wlanes wThe wabuildings cracked and burst.At everything began to shake. It seemed that the world was ad! One-thirdation felt it. A huge crack cut aIble seconds a large city lay in ruins.Two-thirdle died or were injured. Nearly everything was destroyed%aand 90%were gone. Then later that aanother big earthqua. People began to wonder how long the disaster would last.But all hope was not lost. The a0,000 soldlWorkers built shelurvivors. Slowlbegan to breathe aga2: Background informaARTHQUAKESI. Zhang HengZhang Heng (张衡) (78AD—139AD) was an aathematician, artist and literary scholar（文学学者）astern Han Dynaa.Bday’s Nangyang County, Henan, he was a good writer at age 12. At the aglursue(从事) his studying the capital city. Hat least 10 yeauth in literary studies and writing. He published several well-recognized literary writings. He switched to(转向) aafter age 30.Iar 12d the calendar to bringline wasons.In 132 Zhang Heng inventedgraph(地震仪) for measuring earthquakes. His device waape of a cylinder(圆柱体) with eight dragon heads aroundach with a balluth. Around the bottom were eight frogs, each directly under a dragon head. When an earthquake occurred, a ball fell oudragon’s moua frog’s mouth, making aHe also invented the odometer(里程表) Zhang Heng wa</st1:country-reguct a rotatingcelestial globe.Iublicaald π= 730/232 (or abou) .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 ovllowingave for us.If the ground begins shaking while you are driving, pull over and stay in your car. If you are in a buildingget near a strong wall. Tace under a big doorwaafest. As soon as the quake is ovgabuilding. Gaularthquakes. Tay prove to be lifesavers. We shouldd. Remember to alwabest but prepawall If it has an earthquake when having clauduld lacher’s instruads and hide under the desks.l If it has an earthquake wudents agroundan crouandads with hands. Be suaway with high building and dangerous objects.l Don’t go balal Retreat in order aarthquaape in Public PlacesLandwDon’t be scared and don’t rush t owards the exits. Try to avoid crowds. Avoid to be squeezedwallor bal At theaters and gyms: crouch down or slip undairs; avoid suspending lights and elans;ad wlbags; aarthquake, landwat in an organized way.l In depabuseums or subway: findudities (low furniture etc.) or a pillaa wall to crouch dowads with handbjects; keep away from glass windows, glass couw counters; keep awaall cupboards; keep away from advboards anduspending objects.l On bulley buses: Graandles to avoid being injured; lowgravity; hide neaats; get off aarthquake passed: Words and exI. Wordading1. imagine va pictud；(sth.) as probable：想象；认为（某事）可能发生或存在。
人教版高中英语必修一U4 Earthquakes阅读课教学设计(英文详案)
Teaching difficulties:
1) analyze the function of numerals
2)know and appreciate two kinds of figure of speech: simile and personification.
Teaching Procedures
Pre-reading
Activity 1 Brain storming(3mins)
Ss figure out some natural disasters according to their common sense and the pictures.
T:Good morning, class! Do you know any natural disasters? Can you figure out some words about natural disasters?
T: Do you agree with her/him? Does anyone have different opinion?
S5: In 15 terrible seconds, a large city lay in ruins.
人教版高中英语必修1《Unit 4 Earthquakes》教案
人教版高中英语必修1《Unit 4 Earthquakes》教案人教版高中英语必修1《Unit 4 Earthquakes》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? InTangshan ,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 century began ._______ 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 Unit4 Earthquakes教案 新人教版必修1
高一英语教案新人教版必修1 Unit4 Earthquakes同步教材导学Unit 4Earthquakes（一）【单元导航】Moved by mother’s great love She had died when the rescuers found her.She was buried by the crushed house.Through gaps of those ruins，we can see her last posture(姿态).Being on her knees，the upper part of the body was prostrate (趴着的) forward，with her hands on the ground to support her body.That was something like an ancient who was kowtowing. The rescuers confirmed her death by touching her through the gaps of ruins.They shouted at the ruins again and again，knocked the bricks using the crowbar(铁棍)， but no response inside. Then the rescuing team went to next building，suddenly the leader ran back，calling “come here”.He came to the body，stretched his hands under the woman， feeling and touching，then shouted loudly “there is someone，a baby，still living” . Through some efforts，rescuers cleaned up the ruins carefully which blocked her.Under her body lay her baby，who was wrapped in a small red quilt with yellow flowers scattered in red.He was about 3 or 4 months’ old.Since well protected by mother’s body，he was totally safe.He was sleeping on both ears when the rescuer carried him out，and his lovely and peaceful face warmed everyone around him.The doctor along with the rescuing team unfastened the quilt to check if the baby was all right，and he found there was a mobile phone filled in the quilt.The doctor looked at the screen subliminally，a written message was already there: “My dear baby， if you could fc1 live，don’t forget how much I love you”.As a doctor，he experienced too much of parting forever；but at this moment，he wept.The mobile was passed， every person who saw this message shaded tears.Section One Warming Up and ReadingⅠ.Lead in 1.Who can remember what happened in Yushu，in Qinghai Province in the year 2010?A terrible earthquake broke out there on April 14th.More than 2,200 people were killed. 2.Do you know any other natural disasters?tornadoes；typhoons/hurricanes；volcano eruption；drought；floods；etc. 3.Can you tell some famous land earthquakes? (1)Pakistan Earthquake：On October 8th,2005，a terrible earthquake which measured 7.6 on the Richter scale happened in Pakistan，Afghanistan and India.And Pakistan was the most seriousaffected country，in which 38,000 people died,62,000 people injured and 25,000 people were homeless.(2)San Francisco：On October 17,1989，an earthquake measuring 7.1 on the Richter scale struck San Francisco.(3)The Wenchuan Earthquake in 2008. 4.Do you know why an earthquake happens? The plates are moving constantly.Sometimes these two plates stop and do not move for years.Then suddenly，they jump and an earthquake happens.As a result of the movement of these plates ，west America near the sea has always been a bad place for earthquakes. 5.What do you think may happen before an earthquake? Mice ran out of the fields looking for places to hide.Fish jumped out of bowls and ponds.The chickens and even pigs were too nervous to eat.The dog barked loudly again and again.People could see bright lights in the sky.（二）.速读课文，回答下列问题速读课文1.What happened?2.Where did it happen?3.How long did it last?4.Who helped to rescue the trapped people?（三）.精读课文，回答下列问题精读课文1.概括每一部分的大意Part 1(Para.1)：Before the earthquake，strange things began to happen but no one took any notice of them.Part 2(Paras.2～3)：The earthquake destroyed the city of Tangshan and shockedthe people very much.Part 3(Para.4)：The army came to help the survivors，bringing hope for a new life.2.True or false?(1)People in Tangshan were warned of the earthquake and didn’t go to bed that night.(F)(2)People in Beijing also felt the earthquake.(T)(3)More than 400,000 people were killed in the earthquake.(F)(4)Many rescue workers and doctors were trapped under the ruins during the aftershock.(T)(5)People tried to get fresh water from under the ground in Tangshan.(F)3.完成下列空格Main idea northeast Hebei. The water in the wells ( 2 )rose and ( 3 )fell. Signs before the earthquake (Para.1) A ( 4 )smelly gas came out of the cracks. The chickens and even the pigs were too ( 5 )nervous to ( 6 )eat. Mice ( 7 )ran out of the fields looking for places to hide. Fish about ( 8 )jumped out of their bowls and ponds. At about ( 9 )3∶00 a.m. on July 28,1976，people saw ( 10 )bright lights in the sky. At ( 11 )3∶42 a.m.，the ( 12 )greatest earthquake of the 20th century began. ( 13 )Steam burst from holes in the ground. Damage caused by earthquake (Paras fc1 .2～3) Hard hills of rock became rivers of ( 14 )dirt. ( 15 )Bricks covered the ground like red autumn leaves. Two ( 16 )dams and most of the bridges fell. The railway tracks were now ( 17 )useless piecesof ( 18 )steel. ( 19 )Sand now filled the wells instead of water. Water，food，and ( 20 )electricity were hard to get.4.填入正确的数据(1)1/3 of the nation felt the earthquake. (2)A huge crack that was 8 kilometres long and 30 metres wide cut across houses， roads and canals. (3)In 15 terrible seconds a large city lay in ruins. (4)2/3 of the people died or were injured during the earthquake. Details (1)Strange things were happening in the countryside of (5)The number of people who were k illed or injured reached more than 400,000. (6)All of the city’s hospitals,75% of its factories and buildings and 90% of its homes were gone.5.与同桌讨论、理解下列长难句并尝试翻译成汉语与同桌讨论1.Mice ran out of the fields looking for places to hide. 句子结构分析：现在分词短语 looking for places to hide 在句中表伴随，作伴随状语。
高中英语人教版必修1unit4EarthquakesReading教案(系列三)
必修一 Unit 4 EarthquakesReading教学重点1. Get the students to know basic knowledge about natural disasters.2. Get the students to learn about Tangshan Earthquake.3. Get the students to learn different reading skills.教学难点Develop the students’ reading abi lity.教学方法1. Taskbased teaching and learning2. Cooperative learning3. Discussion教具准备The multimedia and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn the following useful new words and expressions in this passage: shakewell (n. )risecracksmellypondpipeburstcanalsteamdirt ruininjuredestroybrickdamuselesssteelshockquakerescueelectricity disasterarmyorganizeburycoalmineshelterfreshright awayat an endlie in ruinsbe trapped under sth.a (great)number of2. Get the students to know basic knowledge about natural disasters.Ability aims:1. Develop the students reading ability and let them learn different reading skills.2. Train the students’ ability to collect useful information from the Internet by themselves.Emotional aim:1. Get the students know damages earthquakes bring about and the ways to reduce losses ofearthquakes.2. Get the students to know how to protect oneself and help others in earthquakes.3. 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.教学过程设计方案（一）→Step 1 LeadinShow the students some pictures about natural disasters and ask them:1. Have you ever experienced any natural disaster? Look at the pictures. Can you name all the disasters?(volcano, fire, typhoon, flood, sandstorm, hailstone, thunderstorm, hurricane, earthquake)2. Have you ever experienced an earthquake? Can you describe how terrible an earthquake is?地震的破坏(The earth is shaking all the buildings will fall down the roads will be destroyed many people will be killed or injured a lot of children will bee orphans. . . )→Step 2 Warming upTurn to Page 25. Ask the students to read and look at the photos of Tangshan and San Francisco to describe what they see in the two photos to a partner.(beautiful cities broad roads tall building large population. . . )Imagine there has been a big earthquake in these two cities, what might happen to all the things in the photos?(If a big earthquake happened, the whole cities might be in ruins. Large quantities of tall buildings might collapse. The broad and busy roads might be destroyed. Many people might be killed or injured. . . )→Step 3 Prereading1. 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? Is it money, water, fruits, mobile phones, a torch light, or anything else? Why?2. Talking and sharingWhat do you think may happen before an earthquake? Talk about the pictures on Page 25.(Cows, pigs and dogs bee too nervous to eat. Mice run out of the fields looking for places to hide. Fish jump out of ponds. The water in the well will rise and fall. The well walls will have deep cracks in them. There will be bright light in the sky. . . )→Step 4 ReadingTell the students:Today, we are going to read a news report about the strongest earthquake in China’s history, which happened in Tangshan, Hebei, in 1976.1. Fast readingAsk the students to read the passage quickly and pay attention to the first sentence of each paragraph.1)Answer the questions.Question 1:In what order was the passage written?Question 2:What is the general idea of the passage?(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 theearthquake and after the earthquake. )2)Fill in the table.Type of writingTopic sentence of Paragraph 1Topic sentence of Paragraph 2Topic sentence of Paragraph 3Topic sentence of Paragraph 4General idea of the passageSuggested answers:Type of writing This is a news report.Topic sentence of Paragraph 1 Strange things were happening in thecountryside in northeast Hebei.Topic sentence of Paragraph 2 Everything began to shake and it seemed thatthe world was at an end.Topic sentence of Paragraph 3 Everywhere they looked nearly everything wasdestroyed.Topic sentence of Paragraph 4 All hope was not lost.General idea of the passage The passage tells us something that happenedbefore the earthquake, during the earthquakeand after the earthquake.3)True or False?Ask the students to decide 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.(2)People in Beijing also felt the earthquake.(3)More than 400 000 people were killed in the quake.(4)Many rescue workers and tors were trapped under the ruins during the aftershock.(5)People tried to get fresh water from under the ground in Tangshan.Suggested answers:(1)FPeople in Tangshan thought little of the signs of the earthquake and went to bed as usual that night.(2)T(3)FMore than 400 000 people were killed or injured in the quake.(4)T(5)FFresh water was taken to the city Tangshan by train, truck and plane.2. Reading carefullyAsk the students to read the passage carefully to locate particular information.1)Do the exercises in the part prehending on Page 27.2)Fill in the following form.Time What happened ResultBefore the earthquake:three days before the earthquakeat about 3 am on July 28Wells:Animals:Lights and sound:Water pipes:People of the citythought______________and______________While the earthquake:At 3:42 amLater that afternoonHouses, roads andcanals:Hard hills of rock:The large city:The people:Some rescue workers andtors:More buildings:Water, food and electricity:______________ wasdestroyed.______________hospitals, 75%of______________ and 90%of______________ were gone.More than______________were killed or injured.After the earthquake All hope:The army:Workers:Fresh water:The city______________.3)Choose the best answer:(1)What is the mood of this passage?A. Sad.B. Serious.C. Serious and a bit sad.D. Calm.(2)What can be inferred from the passage?A. If mice run out of the fields looking for places to hide, there must be an earthquake.B. If some natural signs had not been ignored, all the people in Tangshan city might have had a chance to survive.C. There wouldn’t have been such a great earthquake, if people had paid enough attention to some natural signs.D. If some natural signs had not been ignored, more people might have had a chance to survive.(3)Which of the following statements can not be part of the main reasons for the heavy loss of life in Tangshan earthquake?A. The earthquake happened in the deep night and people were sleeping in bed at the very movement.B. There weren’t enough rescue workers.C. The buildings were poorly constructed and most of them were destroyed in the earthquake.D. People were not careful enough to notice some natural signs before the earthquake.(4)How do you understand the real meaning of the idiom “It is always calm before a storm”?A. It is unusually quiet before a thunderstorm or hurricane hit.B. One should not trust situations that seem peaceful since bad things may happen.C. The weather is fine before a storm es.D. You should stay calm before a storm.Suggested answers:(1)C(2)D(3)B(4)B3. Language problemsWhile checking the answers with the whole class, deal with any language problems that the students can’t understand.4. Reading aloudPlay the tape of the passage for the students to listen and follow. Then play the tape of Paragraph 1 of the passage once more this time the students listen and repeat.→Step 4 GameWork in pairs. Suppose you are a newspaper reporter, and the other is a witness of the 1976 Tangshan Earthquake. Now the newspaper reporter is interviewing the witness.→Step 5 ExtensionShow the questions on the screen and have a discussion.1. From whose point of view are events described? How do you know?2. What is the mood of this passage? How is it created?3. Why do you think the writer chooses to express his feelings about the quake rather than simply report what had happened?4. Why does the writer use A NIGHT THE EARTH DIDN’T SLEEP as the title?5. What does the sentence “Slowly, the city began to breathe again” mean?Suggested answers:1. A writer’s who didn’t see the earthquake. He uses the thirdperson to describe the quake. His description is very objective. For example, in the second sentence of the third paragraph “Everywhere they looked nearly everything was destroyed. ”, the writer uses “they” instead of “we”.2. The mood is serious and a bit sad. It is created by giving details of how many people and animals were killed or injured and how many buildings were destroyed.3. Although the writer was not there, he felt sad for the people of Tangshan. He knows that giving some personal feelings will make the reading more interesting.4. I think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. But that ni ght everything changed. The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title to show how terrible and how unusual that night was.5. Here we can see that the writer pared the city to a person who suffered a lot in the disaster. He felt her pain, and he worried about her. So when he said that people came to help her, we can feel his feelings to her. The city will not die, she has hope and she can recover from the pain.→Step 6 ConsolidationAsk the students to read the passage again and try to retell it.One possible version:Strange things happened in Tangshan. 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. At 3:00 am on July, 1976, people saw bright lights in the sky and 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 Onethird of the nation felt it. A huge crack cut across the city. In fifteen terrible seconds a large city lay inruins. Twothirds 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.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.→Step 7 Homework1. Learn the new words and expressions in this part by heart.2. Read the text again and again and write a summary of the text.。
高中英语人教版必修一教案Unit 4 Earthquakes
Unit 4 教学设计(1) 课题：Earthquakes (2) 教材分析与学生分析：本单元的主题是“地震”。
Warming Up部分Pre-Reading部分要求学生描述、讨论与地震有关的话题。
Reading部分是一篇新闻报道，介绍了唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况。
Learning about Language 部分涉及了本单元的词汇和语法。
该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有that, which, who, whose引导的定语从句，培养学生的自主学习能力。
Using Language部分的“读写说（Reading, writing and speaking）”训练提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲稿，接着说一说唐山大地震纪念邮票。
随后的听力（Listening）是一位美国人以第一人称叙述他在1906年旧金山大地震中的可怕经历。
写作（Writing）部分训练学生如何写新闻报道，学会拟地定写作提纲。
(3) 课时安排：The first period: Reading The second period: ReadingThe third period: Listening The fourth Period：Grammar The fifth period: Extensive reading The sixth period: Summary (4)教学目标：①知识与技能：了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援; 掌握和运用本单元出现的新词汇和短语以及数字的表达法；熟练运用that, which, who, whose引导的定语从句；学会写英文新闻报道，拟订写作提纲。
②过程与方法：在学习阅读部分时，可以根据教学的需要和教学班级的实际，从不同的角度设计目的明确的任务。
人教版英语高中必修一Unit 4 Earthquakes 教案
Unit 4 Earthquakes 教案1(A NIGHT THE EARTH DIDN ’T SLEEP <PART ONE>) IntroductionIn this period, after the warming up, students will first be guided to imagine and share their views about the earthquakes. They will then be helped to read a narration entitled A NIGHT THE EARTH DIDN ’T SLEEP . It’s about the whole process of the earthquakes.Examples of “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning.ObjectivesTo help students read earthquakesTo help students better understand damages and presage that earthquake bring about To help students be able to know how to protect oneself and help others in earthquakesTo help students identify examples of the present progressive tense: expressing futurity in the text FocusAidsWords well, pipe, crack, burst, million, event, nation, canal, steam, dirt, suffering,extreme, injure, destroy, brick, dam, track, unless, shock, quake, rescue, trap,electricity, disaster, bury, miner, shelterExpressionsas if, at an end, in ruins, dig out Patterns It seemed as if that the world was at an end !The suffering of the people was extreme .The railway tracks were now unless pieces of steel.All hope was not lost.（部分否定句）Multimedia facilities, tape-recorder, photos, diagrams, the blackboardProceduresI. Warming up(1) Warming up by talkingGood morning, class. I think you must know Mr. Nature, and he is emotional. When he is happy, we will have a fine weather, so can you describe these views? But he is emotional, when he gets angry, what will happen? Do you know how many kinds of natural disasters? What are they? Look at the pictures, can you name all the disasters?Have 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.)(2) Warming up by discussingNow, look at the pictures of Tangshan and San Francisco in warming up and describe what you see in the pictures. (beautiful cities; broad roads; tall building; large population.)What will happen if there has been a big earthquake in these two cities?As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now let’s come to Pre-reading and decide what may happen before an earthquake comes.II. Pre-reading by talking and sharing(1) Enjoy a part of film of earthquakeA) What other disasters does it have? (flood/drought/earthquake/fire/typhoon/disease and so on)B) Which disaster may cause the worst damage? (earthquake)(2) Ask some questionsA) Have you ever heard a story of an earthquake? (show video of Tangshan and San Francisco earthquake)B) Have you experienced an earthquake? If you have, tell me your experience. If no, just imagine what will happen before an earthquake?C) The earthquake is coming, if you’re trapped in the earthquake, how will you feel? What will you do? Will you leave right away? If you have time to take only one thing, what will you take, why?D) What kind of damage can an earthquake cause? (buildings are destroyed; people are killed; families are broken…)III. Reading aloud to the recordingToday, we’ll learn a text about A NIGHT THE EARTH DIDN’T SLEEEP. Please listen and read aloud about the recording of the text A NIGHT THE EARTH DIDN’T SLEEEP on page 26. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.IV. Reading and answeringFirst, let’s look at the title again, why the earth didn’t sleep for a night? What happened? What does the passage mainly talk about?Exchange your understanding of the passage with group members and work together to find the main idea of each part.Main idea of each part:Part 1 (para.1): Strange things were happening before the earthquake.Part 2 (para.2-3): The disaster happened and caused a lot of loss.Part 3 (para.4): All hope was not lost.V. Reading aloud once again and understanding(1) Read carefully and try to get more information to fill in the blanksPart 1:(2) Individual workPart 2:A) Get the students to find some details of this part.Details:a) At 3:42 am, the greatest earthquake of the 20th century began.b) Steam burst from holes in the ground.c) Hard hills of the rock became rivers of dirt.d) Bricks covered the ground like red autumn leaves.e) Two dams and most of the bridges fell.f) The railway tracks were now useless pieces of steel.g) Sand now filled the wells instead of water.h) Water, food, and electricity were hard to get.B) Fill in the blanks with the dataa) 1/3 of the nation felt the earthquake.b) A huge crack that was 8 kilometers long and 30 meters wide cut across houses.c) In 15 terrible seconds a large city lay in ruins.d) 2/3 of the people died or were injured during the earthquake.e ) The number of people who were killed or injured reached more than 400,000.f) All of the city’s hospitals, 75% of its factories and buildings and 90% of its homes were gone.VI. Reading and summing upSeveral days before July 28, 1976, many strange things happened in Tangshan. They were signs for the earthquake. At 3:42 am that day, the earth began to shake, which destroyed the city. Later that afternoon, another big earthquake struck Tangshan. More people were killed or injured and more buildings fell down. Soldiers were called in to help the rescue workers. Teams wereorganized to dig out the trapped and bury the dead.VII. Discussing in groups(1)How were the people helped by the army?A) The army organized teams to dig out those who were trapped and to bury the dead.B) Miners were rescued from the coal mines.C) Shelters were built for survivors whose homes had been destroyed.D) Fresh water was taken to the city.Let the groups have a discussion with their partners about more ways to help the people in the earthquake.(2) What shall we do or not do if an earthquake happens?DosA) Stay in a small room, such as kitchen or bathroom.B) Hide under the table or bed, if you haven’t time to escape, you may stand close to the inside wall with some things covering on the head.C) If you stay in the open air, keep off the tall building, and go to the fields without trees.Don’tsA) Be close to the outside wallB) Stay on the balconyC) Jump out of the tall buildingsD) Use the liftVIII. Closing down by taking a quizTrue or False(1) There were one million people in Tangshan at that time. T(2) The earthquake began 10 kilometers directly below the city. F(3) Not only the people but also the animals were shocked greatly. T(4) There was only one quake at that time. F(5) Before the earthquake there wasn’t anything strange happening. F(6) Workers rescued most of the 10,000 coal miners to the south of the city. F(7) Almost everything in Tangshan was destroyed. TIX. Homework(1) Surf the internet to find more information about earthquakes.(2) Finish the Comprehending part on page 27.。
人教版高中英语必修一Unit_4_Earthquakes教学案例AqPKqq
人教版高中英语必修一Unit 4 Earthquakes教学案例Teaching goals (教学目标)1.skill goals (技能目标)Know basic knowledge about earthquakes(了解地震的基本知识)Know how to protect oneself and help others in disasters（了解如何自救与他救）2. sensibility goals(情感目标)get the students to be aware of the terrible disasters ,meanwhile get them to face it ,treat it in a proper way, and never get discouraged.（使学生对灾难有正确的认识，要用积极的态度来对待它。
）3．Ability goals(能力目标)a.let the students collect the information from the internet by themselves.(独立搜集信息的能力)b.Let the students pack up the information by themselves.(独立整理信息的能力)c.Let the students design it for the purpose of showing in class.(设计制作课件的能力)d.feed them back to students in class ,using what they have done.(课堂反馈与学生互动的能力)Teaching important points（教学重点）Let the students know what a correct attitude towards a disaster is and what we should do in a disaster for ourselves and for the other people(树立对于灾难的正确认识及面对灾难该如何应对)Teaching difficult point(教学难点)How to deal with the interaction between the students speakers and their classmates.(如何处理学生演讲者和同学之间的互动)Teaching procedures:Step 1: natural disasterShow the students some top disasters in the world, by Deng Yuge Team and Zhuang Jinmao Team.Step 2: famous earthquakesShow them some famous earthquakes in this century in the world, by Lin Chuyin Team and Deng Yuge Team.Step 3: Tangshan earthquakea.show them some pictures about Tangshan earthquake by Zhuang JinMao Team.b.Watch a video about Tangshan earthquake.Step 4: Signs before earthquakes1.Given by Wu mengni Team in the form of pictures and words.2.Given by Lin Chuyin Team in the form of filling blanks.Step 5: How to escape from the earthquakea.given by Zeng Jiaxin Team in the form of pictures and words.b.ven by Zhuang Jinmao Team in the form of T or F.c.ven by Lin Gaoxiang Team in the form of T or F.Step 6: Imaginary workSuppose there is an earthquake now, and you can take nothing but one thing, what will you take? Is it money, water, fruits, mobile phones, or a torch light?Step 7: ProverbsGet the students to collect some proverbs from the internet, which are something related to how to deal with disasters, what right attitude we should take and so on., then ask them to write them on the blackboard, and explain them to the students one by one.Step 8: Homeworka.pose an earthquake happens in the school hall, what should you do?b.ppose an earthquake happens in the classroom , what should you do?c.ppose an earthquake happens in the bedroom, what should you do?Module6 Animals in DangerPeriod 2 Reading教学目标(一)语言知识目标：1．阅读中能识别新学词汇、短语并根据语境推出意义。
高中英语人教版必修1教案 unit 4 Earthquakes Language points 教案 (系列二) Word版
必修一Unit 4 EarthquakesLanguage points从容说课This is the second teaching period of this unit. We first check the students’ homework and offer chances for the students to review what they learned during the first period.The emphasis in this period will be placed on the important new words, expressions and sentence patterns in the parts Warming up, Pre-reading, Reading and Comprehending. In order to make the students understand these important points thoroughly, we can first get the students to understand their meanings in the context, then give some explanations about them, and later offer some practices to make the students master their usages. Some words and expressions, such as shake, injure, destroy, shock, rescue, right away, a great number of, give out are very useful and important. So are the sentence patterns “It seemed that the world was at an end” and “All hope was not lost”. We ought to pay more attention to them and design special exercises.At the end of the class, the teacher can make the students do more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well.教学重点1. Enable the students to grasp the usages of such important new words and expressions as shake, injure, destroy, shock, rescue, right away, a great number of, give out, etc.2. Get the students to master the usages of the patterns:“It seemed that the world was at an end” and “All hope was not lost”.教学难点1. Let the students learn the usage of the word “shake”.2. Enable the students to master the usage of the pattern “All. . . is not. . . ” and understand some difficult and long sentences.教学方法1. Discussing, summarizing and practicing2. Cooperative learning教具准备The multimedia and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn and grasp the important new words and expressions:shakewell (n. ) rise crack smelly burst canal ruin injure destroy useless shockquake rescue electricity disaster army organize bury coal mine shelter freshright away at an end lie in ruins be trapped under sth. a (great)number of2. Get the students to learn the following useful sentence patterns:1)But the one million people of the city, who thought little of these events, went to bed as usual that night.2)It seemed that the world was at an end!3)Bricks covered the ground like red autumn leaves.4)The army organized teams to dig out those who were trapped and to bury the dead.5)Workers built shelters for survivors whose homes had been destroyed.6)Never before in history has a city been so completely destroyed.Ability aims:1. Enable the students to use some useful words and expressions correctly.2. Enable the students to make sentences after the useful sentence patterns.Emotional aim:1. Stimulate the students’ interest in le arning English.2. Develop the students’ spirit of cooperation and teamwork.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Ask some students to retell the reading passage A Night the Earth Didn’t Sleep.→Step 2 Reading and findingGet the students to read the reading passage again to underline all the new words and useful expressions or collocations in the passage.Collocations:a smelly gas, come out of, in the farmyards, too nervous to eat, run out of, lookfor places to hide, jump put of, water pipes, think little of, as usual, It seemed that. . . , at an end, one hundred kilometers away, one-third, eight kilometers long, thirty meters wide, cut across, in ruins, be injured, thousands of, the number of, reach more than 400 000, everywhere, . . . everything was destroyed, be gone, blow away, be not safe for, tens of thousands of, give milk, half a million, millions of, 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 waterRead them aloud and copy them down in the exercise book after class.→Step 3 Discovering useful words and expressionsDo the exercises in Discovering useful words and expressions on Page 28.Explain the problems the students meet while checking the answers.→Step 4 Language Points1. shake vt. & vi(shook, shaken)1)(cause sb. /sth. to)move quickly and often jerkily from side to side or up and down（使某人或某物）急速摇动或颠簸The table shook when she banged her fist on it.她用拳头把桌子敲得直颤。
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人教版高中英语必修一Unit 4 Earthquakes教学案例
会昌中学胡赛君
一、教学设计
Teaching goals (教学目标)
1.skill goals (技能目标)
Know basic knowledge about earthquakes(了解地震的基本知识)
Know how to protect oneself and help others in disasters（了解如何自救与他救）
2. sensibility goals(情感目标)
get the students to be aware of the terrible disasters ,meanwhile get them to face it ,treat it in a proper way, and never get discouraged.（使学生对灾难有正确的认识，要用积极的态度来对待它。
）
3．Ability goals(能力目标)
a.let the students collect the information from the internet by themselves.(独立搜集信息的能力)
b.Let the students pack up the information by themselves.(独立整理信息的能力)
c.Let the students design it for the purpose of showing in class.(设计制作课件的能力)
d.feed them back to students in class ,using what they have don
e.(课堂反馈与学生互动的能力) Teaching important points（教学重点）
Let the students know what a correct attitude towards a disaster is and what we should do in a disaster for ourselves and for the other people(树立对于灾难的正确认识及面对灾难该如何应对)
Teaching difficult point(教学难点)
How to deal with the interaction between the students speakers and their classmates.(如何处理学生演讲者和同学之间的互动)
Teaching procedures:
Step 1: natural disaster
Show the students some top disasters in the world, by Deng Yuge Team and Zhuang Jinmao Team.
Step 2: famous earthquakes
Show them some famous earthquakes in this century in the world, by Lin Chuyin Team and Deng Yuge Team.
Step 3: Tangshan earthquake
a.show them some pictures about Tangshan earthquake by Zhuang JinMao Team.
b.Watch a video about Tangshan earthquake.
Step 4: Signs before earthquakes
1.Given by Wu mengni Team in the form of pictures and words.
2.Given by Lin Chuyin Team in the form of filling blanks.
Step 5: How to escape from the earthquake
a.given by Zeng Jiaxin Team in the form of pictures and words.
b.ven by Zhuang Jinmao Team in the form of T or F.
c.ven by Lin Gaoxiang Team in the form of T or F.
Step 6: Imaginary work
Suppose there is an earthquake now, and you can take nothing but one thing, what will you take? Is it money, water, fruits, mobile phones, or a torch light?
Step 7: Proverbs
Get the students to collect some proverbs from the internet, which are something related to how to deal with disasters, what right attitude we should take and so on., then ask them to write them on the blackboard, and explain them to the students one by one.
Step 8: Homework
a.pose an earthquake happens in the school hall, what should you do?
b.ppose an earthquake happens in the classroom , what should you do?
c.ppose an earthquake happens in the bedroom, what should you do?
二、教学反思
通过本课教学，我有如下几点反思：
1、创新，以教材为模板，重新设计教学内容。
上课前，我原来准备了reading，既The Night The Earth Didn’t Sleep 这一课的教学设计，但在制作课件过程中，发现我不知不觉已导入很多课外内容，如：地球上的灾难，本世纪的大地震，地震的前兆等等，而这些内容与本课息息相关，密不可分。
如果加进去，容量过大，有舍本逐末之嫌，如果舍去，则少了许多必要的铺垫和导入，对于一篇记叙文来讲，过多挖掘课文内容已显多余。
于是我想，何不把它分成两节课来处理？这一节我定它为课外知识拓展，有了这样的想法之后，思路豁然开朗，我可以以“地震”为母板，重新设定教学内容。
于是，一会的工夫，本课模型已跃然纸上：
（1）地球上的灾难。
（2）本世纪的大地震。
（3）唐山大地震。
（4）地震的前兆。
（5）地震中的逃生。
（6）想象性活动。
（假如发生了地震，你只能拿一种东西，你会拿什么？）（7）相关谚语。
（8）作业。
2、以学生为中心搜集、整理、设计、反馈教学内容，让学生在学习中体验成功和快乐。
模型出来后，我又开始重新制作课件，这样的设计无疑是要借助网络的，为什么不充分利用网络的力量？打如关键词搜索，便可得到大量的资料，寻找关于灾难和地震的资料并不难，难在筛选，我在这个过程中体验到了许多快乐和烦恼，有“得来全不费工夫”的快乐；也有“踏破铁鞋无觅处”的烦恼。
于是，我想，信息的整合难道只是教师守在电脑旁，不眨眼地搜集和整理，为我所用？我得到的快乐，我在整合过程当中的种种滋味，何不让学生来体会一下？也许通过这种锻炼，他也会有意想不到的收获呢！新课改，更强调学生自主学习，主动学习，让他们亲自动手，一定有益！
3．把课堂交给学生，给他们一片天空，还他们一份自信。
学生们辛辛苦苦搞出来的作品，一定要给他们一个展示的机会啊！于是又一个念头跳出来，我把课堂交给他们，由他们去展示自己的东西，叫他们品尝一下成功的快乐，同时也给他们
一个机会，叫他们生生之间进行互动，反馈，比我在上边要好得多。
这么多小组，这么多作品，我从中精心挑选了八组，根据主题不同，每个主题选出两到四组,每组自定发言人（speaker）,这样，七个主题下来，就有二十余人有表演和展示的机会了，而且他们所展示的东西是他们用汗水和心血换来的，所以，展示过程中同学们没有矫揉造作，显得颇为自信，也游刃有余，精彩之处，不时换来同学们的热烈掌声，我想这掌声对他们参与者来说更是珍贵了，他们更在乎同学的评价。
5、一节课下来，我也有许多遗憾的地方。
比如：课件的制作，利用powerpoint 课件来制作英语课件，应该说是无庸置疑的，也是最好的，我的这节课因为都是学生唱主角，大多数时间是学生在台上穿梭往来，所以我设置了很多的超级链接，目的是节省时间，便于操作，但稍不小心，便会失去链接，只好从头再来，原因是有七大主题，而每个主题又有不同的学生，所以需多次重复操作，课前演练时觉得还问题不大，可是上课时还是有一次失去了链接，只好从来。
还有，同学们都是以组为单位来制作自己的内容，组与组之间出现了某种主题的演示形式过于单一雷同的现象。
如：地震中的逃生这一环节，有三组同学都用了正误判断的题型，且这种题型不利于同学的现场发挥，有个别同学在展示期间，明明知道同学们的答案是不一致的，需要解释原因了，可是，语言能力有限，卡在那里，成了“茶壶煮饺子，有货倒不出。
”其实，假如我在课前指导时及时纠正，换成图文并茂的幻灯片，既利于台上同学表达，又利于台下同学理解，效果会更好。