Unit 5 Lesson 15 第一课时教学设计

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北师大版英语必修五Unit 15 Lesson1 Life-long Learning教案

Unit 15 Lesson1 Life-long Learning课堂教学设计本节（课）教学目标：知识和能力:1. Grasp the new words and expressions about life-long learning2. Learn about the importance of life-long learning.3. Develop and practice the strategies for prediction,working out meanings and making inference.过程和方法:Practice reading strategies-scanning and careful reading.And express their own opinions using the words and expressions情感态度和价值观:Understand the importance of life-long learning. Enable students to own the awareness to continue learning after formal education.教学重点1.To learn the new words and expressions2.To improve the students` abilities in listening speaking reading and writing 教学难点ing the words and expressions to express their own ideas2.Understanding Third Conditional sentences.教学过程Step1.Lead in (warm up)观看视频Step 2.VocabularyAccording to pictures fill the blanks.(1)_____ _____, the teenager is too naughty.(2)She ______ that he is lying.(3)As the _____ goes, learning is a life-long process.(4)______ _____ being fun and good exercise, swimming is a very useful skill.(5)When I was told that I would be laid off, my mind went_____.(6)My brother likes to collect _______ stamps while I don’t,(7)Her heart ____ _____ with pride when she watched her daughter playing the piano.(8)Can you______ between what is real and what is false.Step3. Fast readinglisten to the text and choose the best choice.(1)How many people are described in the text ？A. 1B. 2C. 3D. 4(2)The three stories in the passage mainly tell us _______.A. “All roads lead to Rome”B. “It's never too old to learn”C. “Failure is the mother of success”D. “ You can't teach an old dog new tricksStep4. Careful reading.Read the text and choose the best choice.Para1.1).Which of the following is NOT true about Sun Wen according to the passage ?A. He went to Qinghua University right after graduation from high school.B. He is still working now.C. He took his courses in the evenings and on weekends.D. He hasn't got a Bachelor's Degree in Computer Engineering by distance learning yet.Para2.2). Why was Ms Tang laid off?A. Because she was too old.B. Because she hadn't worked hard enough.C. Because she had done something wrong.D. For some reason we don't know.3).What would Ms Tang mostly probably do next？A. To further her study.B. To go back to the company she used to work for.C. To set up her own business.D. To work as a full-time housewife.Para3.What made Grandpa Chen learn about the Internet?A. The fees for sending airmails were too high.B. Surfing the Internet was exciting and interesting.C. His grandson offered to instruct him on how to email and use the Internet.D. He didn't want to switch off his brain.Step 5. SummaryFill in each blank with one appropriate word or the correct form of the word in the brackets.Nowadays,more and more people of various ages and backgrounds are continuing to study 1. __________ (improve) themselves.Sun Wen,28 years old,was getting 2._________ (promote) at work because of his new qualification y continuing education. He failed his college entrance exam. But he gave 3._________ (him) a second chance by studying for a degree in his spare time while keeping 4.____ secure full-time job.Ms Tang, 45 years old, was laid off and became a full-time housewife. 5. _______ , she soon got bored and decided to do a business course. Now she has already prepared a business plan for setting 6._____ her own export company. She thought getting laid off will prove to be the 7._______ (good) thing that ever happened to her. Grandpa Chen,75 years old,is teaching himself new tricks every day. It started 8.______ the price of postage went up and it was too expensive to send an airmail to his daughter in the US,so he became an Internet 9._______ (use) by asking his grandson to instruct im on how 10.______(use) the Internet. He thought it wrong to switch off one's brain and bury everything one has ever learn after he/she retires.Step6. Homework。

小学英语北京版三年级上册《Unit5lesson15It'saniceautumnday》优质公开课教案获奖教案比赛观摩课教案B001

小学英语北京版三年级上册《Unit5lesson15It'saniceautumnday》优质课公开课教案获奖教案比赛观摩课教案课名lesson15 It’s a nice autumn day指导思想与理论依据英语学科素养是指通过英语课程的实施，提升学生未来生活工作中必须具备的知识、能力，道德水准和形象气质。

英语学科素养的构成：有四个和谐要素构成，即语言能力，文化品格、思维品质和学习能力。

本节课设计以英语学科素养为指导依据，培养学生自主学习英语的能力，发展思维品质，从而提高学生综合语言运用的能力。

教学背景分析教学内容：周末的一天早晨，mike起床后询问妈妈今天的天气。

从而展开的一系列对话。

主要学习句型what’s the weather like today? It’s sunny.和单词hot\ cold\ cool\ warm\ sunny来描述天气，了解不同的天气穿着不同的衣物。

学生情况：本班有40名学生，大多数学生英语兴趣比较浓厚，英语学习习惯良好。

但学生缺乏自主学习英语的能力，本课教师着重在培养学生自主学习英语上进行指导。

教学目标(内容框架)一、教学目标1. 通过学生自学的方式，能正确，流利地读出对话，理解对话大意。

2. 能听懂，会话what’s the weather like today? It’s sunny.并能在实际情景中描述天气。

3. 能运用hot\ cold\ cool\ warm\ sunny来表达对天气的真实感受描述天气，并感知不同的天气搭配不同的衣物。

4. 理解it’s a nice autumn day的含义二、教学重难点1．教学重点（1）在语境中能够听懂、会说what’s the weather like today? It’s sunny. （2）认读，并在情景中正确使用hot\ cold\ cool\ warm\ sunny来表达对天气的真实感受2. 教学难点（3）能运用hot\ cold\ cool\ warm\ sunny来表达对天气的真实感受描述天气，。

五年级下册英语教案-UNIT-FIVE--lesson15-北京版

UNIT FIVE WHO'S THAT BABY BOY?Lesson 15教学目标1.能借助图片、文本和录音,正确理解对话内容并分角色朗读对话。

2.能结合语境辨别和初步认读单词“cousin, son, older, than, lovely, kid”.3.能用“… is years older than…”的句型就家人的年龄信息进行交流并正确理解“ He is the son of Aunt Mary, my mother’s sister.”等表示家庭成员之间关系的句子。

4.能对家庭中的人物关系有系统的了解,并在谈论自己或他人的家人中体验亲情。

学情分析教学内容是2篇小对话,话题涉及就家人的年龄信息进行交流和表示家庭成员之间关系的句子。

功能结构是借助“He is eighteen years older than I am.和Sally is seven years older than Jack is.”就家人的年龄信息进行交流,表示家庭成员之间关系的句型为“He is my cousin, Tom. He is the son of Aunt Mary, my mother’s sister.”在以往的学习中学生已经接触了数字类单词和介绍并询问年龄的句型;有关家庭成员的名称和介绍家庭成员的句型在北师大版二上Unit4 Ann’s family.中已经有了初步地学习。

本课新出现的词汇如“son, cousin, love, kid”等也需要重点理解。

重点难点教学重点:用“… is … years older than …”的句型就家人的年龄信息进行交流。

教学难点:正确理解“He looks much older than you.”教学过程Step 1 Warm-up1.Review the numbers.T: Shows the PPT, has Ss read the numbers quickly.Ss: Read the numbers quickly.2.Free talk.T:Shows the photo of himself and says “This is my family photo. There are three people in my family, my wife ,my son and I. I’m 40 years old, my wife is 37 years old, my son is 13 year old. ” Then asks “How many people are there in your family? Who are they? How old are you? How old is your father/mother…? ”Ss: Look, listen and answer all the questions.Step 2 Lead-in.1.T: Shows the picture, has Ss look and read the family members of Ann’s.Ss: Look and read the words.T: Shows Peter and Cathy’s photo, and tells to the Ss“Peter is Ann’s cousin. And Cathy is her cousin, too.”Then has Ss learn the word“cousin”.Ss: Spell and read the “cousin”.T:Shows the photo of teacher’s cousin, and says“This is my cousin.”Then has Ss answer“Do you have a cousin?”Ss: Answer the question.Step 3 PresentationListen and say1.Learn to dialog 11)Talk about the pictureT:Asks“ Who are they? Where are they? What can you see on the wall?”Ss: Answer the questions.“They are Yangyang and Sara. They are at home.I can see many pictures.”2)T: Plays the CW, has Ss listen and answer “Who’s this man on the horse?”Ss: Listen and answer “He is my cousin, Tom. He is the son of Aunt Mary, my mother’s sister.”(PPT and Bb Writing: Show the graph of Tom’s family relation.)3)T: Plays the CW and PPT,Has Ss learn to“He looks much older than you”.Ss: Learn to it.T: Plays the CW and PPT, has Ss learn to“He is. He’s eighteen years older than I am.”Ss: Learn to it.(Bb“He’s eighteen years older than I am.”)2. Learn to dialog21)T: Plays the CW, has Ss listen and repeat“Here is a photo of Tom’s family.”Ss: Listen and repeat.T: Plays the CW, has Ss listen,repeat and answer“How many kids does Tom have? Who are they? Who is older,Sally or Jack?”Ss: Answer“He has two kids. They are Sally Jack. Sally is older.T: Write “Sally is seven years older than Jack is.” on the Bb, and has Ss look, listen and repeat.Ss: Look, listen and repeat.Step 4 PracticeListen and repeat.T: Plays the CW, has Ss listen and repeat the dialog.Ss: Listen and repeat.Read together..T: Has Ss read the dialog together.Ss: Read together.3.Read in groups.T: Has Ss read the dialog in groups.Ss: Read in groups.4. Role-play the dialog.T: Has Ss role-play the dialog.Ss: Role play the dialog.Step 5 ProductionLook and sayT: Shows the PPT, has Ss make some sentences according the example“Her brother is two years older than Ann is.”Ss: Look and say.。

北师大版英语八年级上册Unit 5 Lesson 15 A Young Hero 教案

Unit 5 Lesson 15 A Young Hero 教案Teaching aims:1. 进行课堂阅读训练，提高学生英语阅读能力。

2. 将课文主题与生活紧密联系，培养学生在生活中学习英语、运用英语的能力。

3. 通过学习让学生熟练运用一般过去时的一般疑问句、特殊疑问句及其答句。

Key points:重点学习一般过去时的一般疑问句、特殊疑问句及其答句。

Difficult points:引导学生在活动中、生活中灵活运用句型，培养学生英语听、说能力。

Teaching preparations:PPT, cards, pictures, recorder.Teaching procedures:Step 1: Warm-up1. Greeting:T: Good morning, girls and boys.2. Lead-inLook at the title. What do you think the girl in the picture did?1) saved some friends during a bad storm2) saved her parents during an earthquake3) saved people during a tsunami4) saved her brother in a swimming acciden tStep 2: Reading1. Read the text and fill in the timeline.2. Read the text again and answer these questions.1) Where were Tilly and her family having their Christmas holiday?2) How did Tilly know that it was a tsunami?3) How many people did she save?Step 3: Your TurnComplete the following sentences with your own responses.1) Last Saturday, I was…when you phoned.2) This morning at six o’clock I was…3) I wasn’t…yesterday afternoon.4) Yesterday, I was…5) Last night I was…Example:Last Saturday I was doing my homework when you phoned.Step 4: SpeakingT: Work in pairs. Ask and answer the questions about your sentences from “Your Turn” with a partner.Example:A: What were you doing last Saturday when I phoned?B: I was doing my homework.Step 5: Homework1. Memory all the key words and expressions.2. Write about a special day that you remember.。

四年级上册英语教案-unit5lesson15︱北京课改版

四年级上册英语教案unit5 lesson15 | 北京课改版教学内容本课为四年级上册英语Unit 5的Lesson 15，教学内容围绕家庭成员的介绍展开。

通过本课的学习，学生将掌握如何用英语介绍家庭成员，包括父母、兄弟姐妹等，并能够运用基本的英语句型进行家庭成员之间的简单对话。

教学目标1. 知识目标：学生能够听懂、会说、会读本课的单词和句子，并能运用到实际情景中。

2. 能力目标：培养学生运用英语进行家庭成员介绍的能力，提高学生的英语听说技能。

3. 情感目标：通过学习，让学生感受到家庭的温暖，增强对家庭的爱。

教学难点1. 家庭成员的英语单词发音和记忆。

2. 运用介绍家庭成员的句型进行实际对话。

教具学具准备1. 教具：PPT课件、录音机、单词卡片。

2. 学具：英语课本、练习本、彩笔。

教学过程1. 导入：通过播放一首关于家庭的英文歌曲，引起学生对家庭话题的兴趣，为新课的学习做好铺垫。

2. 新授：展示PPT课件，教授本课的单词和句子，让学生跟读并模仿。

3. 练习：通过小组合作，让学生用英语介绍自己的家庭成员，并进行角色扮演。

4. 巩固：通过听录音、看图说话等方式，巩固学生对本课知识点的掌握。

板书设计1. 家庭成员的单词和图片。

2. 介绍家庭成员的句型。

作业设计1.抄写本课的单词和句子。

2.用英语介绍自己的家庭成员，并录音。

课后反思通过本节课的学习，学生基本上掌握了如何用英语介绍家庭成员，但在实际对话中，部分学生还存在发音不准确、句型运用不熟练的问题。

在今后的教学中，需要加强对学生的语音训练，提高他们的英语听说能力，同时，也要注重培养学生的家庭观念，让他们更加热爱自己的家庭。

教学难点详细补充和说明家庭成员的英语单词发音和记忆家庭成员的单词涉及到一些特殊的英语发音，如"brother"、"sister"中的"th"音，以及"grandfather"、"grandmother"中的"gr"音，这些发音对于四年级的学生来说可能比较困难。

北京版-英语-五年级上册-unit 5 where are you from？ lesson 15 教案

Unit 5 Where are you from? Lesson15教案LESSON 15 第1课时教学内容：1. 主题课文：女士: Where are you from?Sara: I am from New York in America. English is my mother tongue.女士: Which city is the American capital ?Sara: It ‘s Washington, D.C. It’s in t he east of the United States.2. 功能句型：Where are you from ?I’m from New York.3.词汇：四会单词：America English tongue city American capital east认读单词: Los Angeles Chicago Sydney二、教学目标：（一）知识与技能目标：1.能正确的理解课文内容，朗读课文，程度好的学生可以表演对话。

2.使学生了解美国的首都、所在的位置、语言、国旗以及美国的背景文化等，能听懂会说表示方位、询问等用语，并能在实际情境中初步学习使用。

Where are you from? I’ m……..Which city is the America capital?English is my mother tongue.It’s in the east of the United States.3. 能听、说、读、写: America English city American capital east 强化er i c 的读音4. 理解会读词汇：New York Washington, D.C United States（二）过程与方法：1. 通过自我介绍、ppt展示，以及美国的地图等教具使学生了解美国所在的位置、首都等结合主题图使学生正确的理解课文内容。

六年级上册英语 Unit5 When did the ancient Olympic Games begin_unit5 Lesson 15 教案

Unit5 When did the ancient Olympic Games begin?Lesson 15第一课时一、教学内容1.主题课文：When did the ancient Olympic Games begin?2 功能句型：When did the ancient Olympic Games begin?They began in 776 BC, about 3000 years ago.3 词汇：ancient，begin, PE , thousand, history, hundred, modern以及Olympic Games、和learn，begin、think的过去式二、教学目标：（一）知识与技能目标1 理解课文，了解古代奥林匹克运动会的相关知识，并能正确朗读课文。

2 能听懂、会说功能句型When did the ancient Olympic Games begin?及其答语They beganin 776 BC, about 3000 years ago。

3 能听、说、读、ancient，begin, PE , OK，thousand, history, hundred, modern, OlympicGames4 能认读、说出learn，begin、think等动词的过去式，（二）过程与方法1 通过呈现奥运会的会徽、会旗、场所、吉祥物等图片来激发学习兴趣。

2 通过预设问题来呈现课文的有关内容（三）情感态度价值目标了解奥运会，热爱体育运动。

三、教学重、难点：1．教学重点：对话的理解及熟读功能句型When did … begin?2. 教学难点1.正确朗读课文中出现的生词如：Ancient Olympic Games and modern Olympic Games等2. 能够说出一些关于古代奥运会的句子。

四、教具准备：录音、课件等，课前准备奥运会的资料五、教学过程：（一）Lead-in1．用幻灯片出示奥运会的会旗、及北京奥运会的会旗、吉祥物、举办地T：What is this？S: This is Olympic Games flag, mascot and the hosting city设计意图: 通过叙述图片熟悉Olympic Games的读音（二）Presentation and practice1. 听录音，回答问题，并且预测文章内容1) Listen to the passage and answer the question:What are they talking about?The ancient Olympic GamesThe modern Olympic Games2) Prediction: About the ancient Olympic Games, what are they talking about?3) Look at the cartoon and check their predictions.2. 阅读课文，回答问题，理解文章，并把答案标在课文中。

【教材解读】五年级下册英语教案-UNIT-FIVE-lesson15-北京版

UNIT FIVE WHO'S THAT BABY BOY?Lesson 15指导思想与理论依据<义务教育英语课程标准（2011年版）>强调：深入开展教材分析，把握教材的设计理念，了解教材所提供的资源，是教师有效利用和开发教材的前提。

对同一文本的多视角解读，往往会让我们产生不同的体验和理解，因而产生不同的教学目标和思路，也会对学生造成不同的影响，带来不同的教学效果。

英语学科是一门语言学科，语言学习要强调学习的过程，语言学习的实践性尤其重要。

因此在本课教学中，强调学生在一定的语境中接触、体验和理解真实语言，在此基础上学习和运用语言。

鼓励学生通过体验、实践、参与、探究和合作等方式，发现语言规律，逐步掌握语言知识和技能，不断调整情感态度，形成有效的学习策略。

在教学中，引导学生自主参与和合作学习，使学生在生活实践活动中运用语言，把生活和学习紧密相连，构建有意义的英语课堂。

教学内容分析：本课教学内容是北京版五年级下册英语Unit 5 Who’s that baby boy? Lesson 15，属会话教学课。

本课的内容由三部分组成：第一部分：Listen and say本文是以洋洋去Sara家，两个人在聊家庭照片，Sara给Yangyang介绍自己的表哥一家为主要内容。

课文的主题意义就是介绍谁比谁大多少岁。

第二部分：Listen look and learn.在情景的创设下，重点学习句型。

第三部分：拓展环节，基于同班同学的年龄几乎没有差距，所以本课的设计师，以孩子们的家庭为单位，真实的聊一聊家庭成员之间的年龄差距。

教学背景分析学生情况：1. 相关生活背景调研文本的解读和有效的教学活动都要关注学生的实际生活和实践能力的拓展。

在进行单元教学前，我对学生做了有关同学们年龄的调查，发现孩子们大都是11或者12岁，没有年龄差距，基于同班同学的年龄几乎没有差距，我们把定位定到了家庭成员，因为我们是属于农村校，很多家庭没有家庭照，这就促使了孩子们与家长的进一步相处，也体现了育人的教育。

北师大版高中英语必修5 Unit15 Lesson 1参考教案

Unit15 Lesson 1参考教案Life-long LearningTeaching objectives:To develop and practice the skills of reading, working out meanings and making inference.To grasp some important words and expressions..To practice using Third Conditional Sentences.Teaching difficulties:To practice using Third Conditional Sentences.Teaching Aids: computerTeaching procedures:Ⅰ. Warming upRead the e-mail sent from my father then raise the question:Do you think what cause my father to learn to use e-mail or QQ ?Because the changes in telecommunications and electronicsⅡ. Pre-reading1. If you failed in the college entrance exam, will you continue to study? In what way can you continue to learn ?2. If you would be laid off, what would you do?3. Look at some pictures and lead in the new lessonIt seems that we have entered to a world of life-long learning… Ⅲ. ReadingRead the texts and fill in the table with the correct information.Read the text again and find out the following words and expressions • 高考• 即将，将要• 坦白说• 下岗• 成立• 上涨，上升• 亲自• 关掉，不理不睬Ⅳ. Post reading。

Unit 5 Lesson 15 第一课时教学设计

教学过程
教学活动
设计意图
互动
模式
&时间
Pre-reading
Step 1
·T shows the title and asks SsWhat do you know about life in the 1950s in China?
·T shows some pictures and asks:
·Which machines were available in the UK in the 1950s?
Activities they used to do
·Ss check the answers.
3rdreading
·Ss read the passage again and answer the questions.
Why did Sheila’s mum stay at home?
Why did Sheila’s family wear socks in bed?
Unit 5 Lesson 15 Life in the 1950s
第一课时
First Period
教学目标
在本课学习结束时，学生能够：
1.通过阅读获取Sheila和Tom两家人在五十年代生活状况的基本信息。
2.依据获取的信息，对比五十年代英美人生活状态的差异，并就两家生活状况进行问答。
3.体会交流的重要性，珍存有关过去的宝贵记忆，珍惜现在的美好生活。
通过第二遍细读获取人们生活状况的细节信息。
同时，处理部分词汇，如：second-hand car，central heating为阅读扫清障碍。由学生们核对答案。
通过第三遍细读，获取关于那一年代的关键细节信息。通过教师设计的细节问题，引导学生内化文章中的主要信息和语言，让学生感受那时生活的不方便，不舒适，体会现在的美好生活来之不易。

Unit 5 Lesson 15 第1课时教学设计

Lesson 15 A Young Hero
第一课时
First Period
教学目标:
在本课学习结束时，学生能够：
1.通过阅读，找出主人公帮助他人躲避海啸故事的一些基本信息；
2.通过阅读，理解故事事件发生的先后顺序，思考并推理出主人公沉着勇敢的品质；
3. 通过阅读，运用文本信息描述主人公帮助他人躲避海啸故事的经过。

4. 通过体验主人公勇敢、沉着的品质，提升自己丰富紧急意外情况自救知识的意识。

教学重点:
1. 通过阅读，找出主人公帮助他人躲避海啸故事的一些基本信息；
2. 通过阅读，理解故事事件发生的先后顺序，思考并推理出主人公沉着勇敢的品质；教学难点:
通过阅读，运用文本信息描述主人公帮助他人躲避海啸故事的经过。

教学过程。

【教案设计】五年级下册英语教案-UNIT-FIVE--lesson15-北京版

UNIT FIVE WHO'S THAT BABY BOY?Lesson 15一、教学内容《义务教育教科书. 英语》（北京出版社）五年级下册Unit 5 Lesson 15 P34、35页。

二、教材分析本节课是新京版五年级第二学期Unit 5的第一课时。

主要是让学生能够听懂和理解对话内容, Yangyang来到Sara家做客，看到墙上的照片Yangyang问起了照片中的人物，Sara介绍了她的表哥Tom及Tom的一家，并涉及了用比较级表达年龄的内容。

能用“…is …years older than ….”的句型就家人的年龄信息进行交流，能正确理解“He is the son of Aunt Mary, my mother‟s sister”等表示家庭成员之间关系的句子。

本课中复现了前面教材中涉及到家庭成员的话题三、学情分析本课的教学对象是本校一年级起点的五年级学生。

他们基本养成了预习的习惯，基本能听懂教师的课堂用语，在课上会倾听、会思考，但只有40%的孩子愿意主动发言表达自己的想法。

四、教学目标知识目标：1. 能听、说、读、写单词son, sister, eighteen, lovely, seven。

2. 能用“…is …years older than ….”的句型就家人的年龄信息进行交流。

3. 能正确理解“He is the son of Aunt Mary, my mother‟s sister”等表示家庭成员之间关系的句子。

能力目标。

1. 能听、说、读、写单词son, sister, eighteen, lovely, seven。

2. 能用“…is …years older than ….”的句型就家人的年龄信息进行交流。

情感目标：培养学生了解自己的家庭成员热爱自己家庭的积极情感。

五、教学重点能用“…is …years older than ….”的句型就家人的年龄信息进行交流。

初中北师大版英语八年级上册【教学设计】Unit 5 Lesson 15

Unit 5 HelpingLesson 15 A Young HeroThe topic is security and rescue. The article is a story about the characters, including accident and self-protection. This lesson is the third lesson of this unit. It is a reading class. It mainly tells the story of a girl who helps others to avoid the tsunami, and lays a language foundation for the final comprehensive language output of this unit.【知识目标】hero, tsunami, bubble, warn, because of【能力目标】At the end of this lesson, students can:1. Through reading, find out some basic information about the hero helping others to avoid the tsunami story;2. By reading, understanding the sequence of events, thinking and reasoning about the character’s calm and courageous character;3. Through reading, use textual information to describe the protagonist’s help to avoid the tsunami story.【情感目标】By experiencing the hero’s courage and composure, he will improve his awareness of the knowledge of self-rescue by enriching emergency situations.【教学重点】1. Through reading, find out some basic information about the hero helping others to avoid the tsunami story;2. Through reading, understanding the sequence of events, thinking and reasoning about theprotagonist’s calm and courageous quality;【教学难点】Through reading, use textual information to describe the protagonist’s help to avoid the tsunami story.Multimedia.Step 1.Warm up1. What do you know about tsunami?a bad storman earthquake...海啸A very large ocean wave caused by an underwater earthquake or volcanic eruption.由海底地震或火山喷发而造成的巨大海浪。