高中英语必修一 Unit4 Earthquakes 听说课教案

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高中英语 unit4 Earthquakes-listening教案新人教版必修1

Unit4 Earthquakes-Listening 教案Step I Greeting and leading inT: Now, we will listen to a non-fiction article common to science textbooks. This article is on geology. It provides many facts and describes cause and effect relationships.Step II Listening (P62)T: You will listen to the tape three times. First, listen and try to get some details that Exx1-2 request. Second, listen and finish the exercises. Third, listen and check your answers.Answers to Exercise 1.The true sentences are: 4,5,6 and 7.Answers to Exercise 2Show the answers on the screenCause of earthquakes Earth plates jump and produceshock waves.Moving speed of the Pacific plateMoving at 5.3 cm a yearIn 1906 the Pacific plate suddenly jumped5-6 meters to the north.The Pacific plate pushes on China from the east to thewest.The Indian plate pushed on China from the southwest tothe northwest.Ways of reducing losses from earthquake Not building where platesmeet;buildingon rock;buildingstrong houses.Step III Listening (P66)This listening material gives the students a chance to learn more knowledge about earthquake. Theway and steps of listening are the same with the ones in Step II.Step IV Speaking taskThis part comes after the Listening. In content they have the same topic. It’s better to put them together. Also this exercise gives students practice in taking words and phrases from the reading passage and putting them into a short dialogue.T: Just now we have a listening, in which we learnt what to do during an earthquake. Now you will work in pairs to choose eight things from the list below to put into your personal earthquake bag. Remember these may be the only things you have, so make sure that you only take essential things with you. They must make you last for five daysS1: Our earthquake bag will contain the following things:1.bottle of water2. fruit3. torch light4.blanket5. mobile phone6. identity card7.scissors8. bowland chopsticksStep V. HomeworkPreview the USING WORDS AND EXPRESSIONS on page 63, and do Exx 1-2 on page 28 in Discovering useful structures.。

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。

人教版高中英语必修第一册《Unit 4：Earthquakes》教案

人教版高中英语必修第一册《Unit 4：Earthquakes》教案一、教学目标1.知识目标o学生能够掌握与地震相关的重点词汇和短语，如 “earthquake, ruin, destroy, rescue, shock” 等。

o学生能够理解并运用描述地震现象、危害和救援的句型和表达方式。

2.技能目标o学生能够听懂有关地震的简单对话和新闻报道，获取关键信息。

o学生能够阅读并理解关于地震的文章，分析文章结构和主旨。

o学生能够用英语简单讲述地震的相关知识和个人应对地震的措施。

o学生能够写一篇关于地震预防或救援的短文，表达自己的观点和建议。

3.情感目标o培养学生对自然灾害的认识和防范意识。

o激发学生的同情心和社会责任感，关注地震受灾地区和人群。

二、教学重难点1.教学重点o重点词汇和短语的记忆与运用。

o对课文中地震相关内容的理解和语言表达的学习。

o培养学生用英语描述地震和表达应对措施的能力。

2.教学难点o如何帮助学生理解地震的复杂科学原理和巨大危害，并能用英语进行准确描述。

o引导学生在写作中清晰、有条理地阐述地震预防或救援的观点和建议。

三、教学方法1.直观演示法：通过图片、视频等展示地震的场景和数据。

2.问题引导法：以问题为导向，引导学生思考和探究。

3.讨论交流法：组织学生讨论地震相关话题，促进学生之间的思想交流。

四、教学过程（一）导入（5 分钟）1.播放一段地震的视频片段，展示地震的破坏力。

2.提问学生：What do you see in the video? How do you feel about earthquakes?（二）词汇学习（10 分钟）1.呈现本单元的重点词汇和短语，结合地震的情景进行讲解。

2.通过词汇练习，如填空、选择等，巩固学生对词汇的理解和掌握。

（三）阅读前准备（5 分钟）1.让学生观察课文标题和图片，预测文章的主要内容。

2.提出一些引导性问题，如：What might the article talk about earthquakes?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括文章的主旨。

人教英语必修一Unit4Earthquakes教案4

Unit 4 EarthquakesListening从容说课This is the fourth teaching period of this unit. As usual, the teacher will first get the students to review what they learned in the last period, and then lead in the new lesson.The emphasis of this period should be pl aced on developing students’ listening ability. Listening on Page 62 in the Workbook provides many facts and describes cause and effect relationships. The teacher can lead in the topic by discussing some questions, such as “Why do earthquakes happen? ”“Can we avoid or at least reduce the loss caused by earthquakes? ”, and so on. First, let the students guess the listening text may be about. Play the tape for the first time for students to listen and decide whether their guessing is right. Second, ask them to listen for the second time to tell whether the sentences in Exercise 1 are true or false. Third, let them listen again to answer the questions and complete the table in Exercise 2. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and let them read and retell it. This step can help students understand and grasp the listening material far further.As to the parts Listening task on Page 66 in the Workbook and Listening on Page 31 in the Textbook, the teaching procedure can be approximately the same as the above.Perhaps some students will find it hard to listen and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes.教学重点1. Develop the students’ listening ability.2. Let the students know the cause of earthquakes and ways of reducing losses earthquakes bring about.教学难点Get the students to listen and understand different listening materials.教学方法1. Task-based listening2. Cooperative learning3. Discussing教具准备A tape recorder and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn some useful new words and expressions.2. Get the students to know about the basic knowledge of earthquakes the listening materials refer to.Ability aims:1. Enable students to catch and understand the listening materials.2. Develop the students’ ability to get special information and take notes while listening.3. Get the students to learn how to make an earthquake plan.Emotional aim:Get the students to learn more about basic knowledge of earthquakes so as to know how to reduce losses of earthquakes and how to protect oneself and help others in earthquakes.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Ask some students to make sentences with attributive clauses.→Step 2 Warming upTell the students:As we all know, earthquakes are disasters to everyone. But why do earthquakes happen? Can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now we will do some listening and the listening text will tell us the answers.→Step 3 Listening(on Page 62 in the Workbook)1. Look through the part Listening on Page 62 and guess what the listening material may be about. Then listen to the tape for the first time to see whether their guessing is right or not.(This listening material is about the cause of earthquakes and how we can reduce losses from them. )2. Read the following statements and listen to the tape for the second time. Then decide whether they are true or false.1)It is believed that on the surface of the earth are a number of plates.2)The plates are always moving.3)If the plates stop moving, there is an earthquake.4)If the plates move, there is an earthquake.5)Wherever you live, you are in an earthquake area.6)China has two plates pushing on her and they make mountains and earthquakes.Check the answers and try to correct the statements which are false.3. Listen to the tape again and then answer the questions and complete the following sentences.Part 1:1)Why do earthquakes happen?2)Why do California, China and Japan have a lot of earthquakes?Part 2:1)Do not built______________.2)Make sure you build______________.3)You must______________._____________ buildings will fall down and_____________ ones may______________.A few minutes later, check the answers with the whole class.4. Discuss this question in small groups: Why do some earthquakes kill more people than others?5. Reading and retellingShow the students the listening text and let them read it. Then ask them to retell the cause of earthquakes and the ways of reducing losses from earthquakes.LISTENING TEXTWhy do earthquakes happen? Scientists explain that the outside of the earth is made of a number of different plates. At San Francisco, the Pacific plate which is moving towards the northwest meets the North American plate. The Pacific plate is moving very slowly—at 5. 3 centimeters a year. Sometimes these two plates stop and do not move for years. Then suddenly, they jump and an earthquake is felt. As a result of the movement of these plates, California has always had a lot of earthquakes. When the 1906 earthquake happened, the Pacific plate jumped 5-6 meters to the north.China also has an unlucky place on the earth. The Pacific plate is also pushing on China from the east as the plate moves west. Likewise, the Indian plate is pushing on China from the southwest as that plate moves northeast. The same power that produced the great Himalayan Mountains now causes earthquakes in China.We cannot stop earthquakes, but we can do things to make sure they do not destroy whole cities. First, it is not a good idea to build houses along the lines wh ere two of the earth’s plates join together. Second, if you think there may be an earthquake, it is better to build houses on rock than on sand. Third, you must make the houses as strong as possible. Weak buildings will fall down in an earthquake, but strong ones may stay up.→Step 4 Listening task(on Page 66 in the Workbook)Turn to Page 66. Look at the pictures and discuss what the might have learned.1. In four let the students discuss what would be the best way to protect oneself if there was an earthquake.2. Ask one member of the group to give their ideas to the class.3. Let the class evaluate each group’s idea and see if they agree. If they do, write the idea on the board. Collect the ideas all the groups have contributed.4. Ask the students to choose the three that they think are the most useful if an earthquake comes.5. Listen to the tape for the first time and see if the ideas on the tape are the same. Discuss why the plans on the tape are different from the ones suggested by the class.6. Now make the earthquake plan. Then listen to the tape for the second time to improve the earthquake plan.My Earthquake Plan1st thing I must do:I must drop to the floor and cover my head and neck with my arms.2nd thing I must do:Make sure I hide under something like a table to protect myself from things falling on top of me.3rd thing I must do:I must hold onto the furniture so it doesn’t move away from me during the earthquake.7. Listen to the tape a third time and then write down any other advice that you think is useful.My Earthquake AdviceIf you are outside, you should keep away from power lines, trees, signs, cars and buildings.If you are in the living room, you should make sure that the bookcases are fastened to the wall and the TV set is tied to a table so that they can’t move.If you are in the house alone, you should ring a family friend to tell them where you are and collect your personal earthquake bag.8. Read the listening text and make it more clear what to do during an earthquake.LISTENING TEXTPRACTICE AND PREPARESince the San Francisco earthquake, all children in California have been taught what to do during an earthquake.Teacher:Now, students, do you remember what you have to do before the earthquake comes?S1:Yes. We must make an earthquake plan.T:Good and w hat’s that?S2:It’s a list of things you should do if an earthquake comes. It should tell us what to do, where to be safe and who to contact.T:Right. So what are these things?S1:What we must do when the earthquake comes is “drop, cover and hold”.T:What does that mean?S2:We must drop to the floor and protect our head and neck with our arms. Then we must cover ourselves by hiding under some furniture like a table. That will protect us from things falling on top of us. Finally we must hold onto the furnitu re so it doesn’t move away from us during the earthquake.T:Well done. That’s fine. You’ll be safe in the classroom but what if you’re outside?S1:To be safe, you must move to an open space. Keep away from power lines, trees, signs, cars and buildings.T:E xcellent. You’ve remembered well. Now where can you be safe if you’re in the living room where books and the television are kept?S2:If you are careful you’ll already have fastened the bookcases to the wall. You should also have tied the television to a ta ble so it can’t move. Nobody wants to be killed by their own furniture.T:Quite right. What must we remember to do if we’re in the house alone when the earthquake starts?S2:I know. We must ring a family friend to tell them where we are. We must also collect our personal earthquake bag and go to the emergency shelter if there is one near our house.T:OK. So for your homework I want you to think about what you might put into the bag. We’ll discuss tomorrow.→Step 5 Listening(on Page 31 in Using language)1. Tell the students: We are going to listen to a story told by a man who was a survivor of the great San Francisco earthquake of 1906.2. Go through the sentences in Exercise 2, then listen to the tape for the first time, and try to tell whether the statements are true or false.The teacher plays the tape for the students to listen and finish the task. After listening, the teacher checks the answers with the class.3. Go through the questions in Exercise 3, then listen to the tape for the second time and answer the questions.After listening, the teacher asks some students to answer the questions and checks the answers with the whole class.4. Tell the students: While listening to the tape, you should not only pay attention to the contents, but also the pronunciation and intonation. The sentences in Exercise 4 show us the sequence. I will play the tape again, and you should pay attention to liaison and incompleteexplosion in these sentences. Then practice reading them aloud.5. Reading and retellingShow the students the listening text and let them read it. Then ask them to retell it.LISTENING TEXTI awoke as I was thrown from my bed. When I tried to walk, the floor shook so that I fell. I grabbed my clothing and hurried downstairs. Suddenly the lights went out, and everyone rushed for the door. Outside I saw things I never want to see again. It was daytime. The air was filled with falling rocks. People around me were getting buried under buildings that were crashing down. Other huge buildings were shaking. Every moment there were terrible sounds. I asked a man standing next to me what happened. Before he could answer, hundreds of bricks fell on him and he was killed. All around me were great fires. As I ran people everywhere were crying and calling for help. I thought the end of the world had come! Then I met a man who knew the way to a boat, and we ran in its direction. Men, women and children were trying to dig themselves out of the ruins. Thousands of people, crazy with worry, were running down the street and every minute someone was hit by falling bricks. In some places, the streets had cracked and opened. Huge holes were all around me. I saw many frightened cows rush up Market Street and drop into a great crack in the earth. How I reached the boat I cannot say. Some people even tore the clothes from the backs of others as they tried to get into the boat. Later, the survivors searched for water they could drink. People slept on the streets and hills away from the fires, which made the night bright as day. Soldiers kept water from the crowds to give to the rescue workers. The next day the soldiers found more water and some bread to give to those still alive.→Step 6 Homework1. Finish off the Workbook exercises.2. Read the listening texts again and try to retell them.板书设计Unit 4 Earthquake1. GuessingThe listening text may be about________________ and____________.2. True or false?1)It is believed that on the surface of the earth are a numbers of plates.2)The plates are always moving.3)If the plates stop moving, there is an earthquake.4)If the plates move, there is an earthquake.5)Wherever you live, you are in an earthquake area.6)China has two plates pushing on her and they make mountains and earthquakes.. . .。

高中英语必修一Unit4Earthquakes听说课说课稿

Lesson Type: Listening and SpeakingTime: 45minutesStudents:Senior 1New Senior English(2004) for China Student's Book 1Unit 4 EarthquakesUsing Language -Listening1 Good Good morning, morning, morning, everyone! everyone! It’s my my great great great pleasure pleasure pleasure to to to be be be here here here to to to give give give my my my lesson lesson lesson pl pl plan an presentation. The lesson plan I am going to present is listening part of Unit 4 from the New Senior English(2004) for China Student's Book 1 for students in Senior 1. Now I’d like to explain how to teach this listening and speaking class and the reason for doing so from the following 5 aspects: the analysis of teaching material and the students; the teaching objectives, important points and difficult points; the teaching methods and aids; teaching procedure; and the layout of blackboard. Part Ⅰ Analysis of teaching material and studentsFirst, I will analyze the teaching material. It’s from the New Senior English(2004) for China Student's Book 1 Unit 4. The topic is about earthquakes. This lesson is mainly a listening class which which is is listening listening to to to an an an interview interview interview of of of the the the great great great San San San Francisco Francisco Francisco earthquake earthquake earthquake in in in 1906. 1906. 1906. The The The teaching teaching material is not so easy for students because it need students to listen carefully, meanwhile, take notes and analyze the listening materials then speak out their answers. All in all, it is very useful to improve students’ listening abilities . Now let’s move on to the analysis of Ss. The students are in Senior 1. Most of the students have have been been been learning learning learning English English English for for for 6 6 6 years, years, years, so so so they they they have have have already already already mastered mastered mastered the the the basic basic basic words words words and and expressions, and they have basic listening abilities. They are interested in learning English and are quite familiar with the task-based language teaching model, but some of them are still afraid of speaking speaking English English English in in in front front front of of of the the the class. class. class. In In In terms terms terms of of of that, that, that, teacher teacher teacher should should should pay pay pay attention attention attention to to to their their individual difference and encourage them to air their opinions more in class. Part Ⅱ Teaching objectives, teaching important points and difficult points1. Based on the analyses of teaching material and the learning condition, I will put forward the teaching objectives from 5 aspects. By the end of this class, the students will be able to ：nguage knowledge : Learn some new words about earthquakes:shake, crack, rush, bricks, fall down. 2.Ability objects: 1)Improve their listening and oral expression abilities. 2)Predict answers before listening and capture the key words while listening. 3.Emotional objects: 1)Learn some survival skills when the earthquake happens. 2)Feel the power of our nation's post-disaster reconstruction efforts. 4.Learning strategies: 1)Utilize network to search and screen information. 2)Learn to learn individually and cooperatively. 5.Cultural objective: Know some situations about the San Francisco earthquakes in 1906. 2. Teaching key points &difficult points 1).Teaching key points How How to to to make make make Ss Ss Ss know know know some some some situations situations situations about about about the the the San San San Francisco Francisco Francisco earthquakes earthquakes earthquakes in in in 1906 1906 1906 and and learn some words about earthquakes: shake, crack, rush, bricks, fall down. 2).Teaching difficult points How to get Ss to: 1)Improve their listening and oral expression abilities; 2)Predict answers before listening and capture the key words while listening. Part Ⅲ The teaching methods and aidsThen, Then, let’s let’s let’s focus focus focus on on on the the the ways ways ways of of of teaching teaching teaching methods methods methods and and and aids. aids. aids. According According According to to to new new new national national curriculum curriculum standard, standard, standard, the the the student-centered student-centered student-centered teaching teaching teaching idea, idea, idea, I I I adopt adopt adopt following following following teaching teaching teaching methods: methods: task-based language teaching method and PWP teaching method. I will set clear and various tasks will be used to train students’ listening and oral expression abilities. Besides, multimedia devices and PPT documents are also used as my teaching aids. Part Ⅳ Teaching procedureIn order to achieve the learning objectives above, different activities are designed respectively in four stages: Lead-in, pre-listening, while-listening, post-listening. Step 1 Lead-in.This step will cost 2 minutes. As we can see, once the students’ interest is aroused in the beginning, the whole class will go through more smoothly. So in this step, I make out an activity that is listening to a sound of earthquake, and I will ask Ss what sound it is in order to activate the Ss ’ interest and lead to the topic “earthquake earthquake””. Step 2 Pre-listening. This step has two activities that will cost 8 minutes. First, First, I I I will will will play play play a a a video video video about about about background background background of of of the the the listening listening listening materials. materials. materials. And And And task-based task-based language teaching method will be employed here. Some new words are added in the video, and Ss are asked to watch video and take notes. Based on the video they watch, I will check whether Ss could remember the words appeared by playing some screenshots. Second, Ss will be grouped to predict answers of Task 1 then write down each group ’s own answers(T or F) on the blackboard. And Ss need to explain the reasons of their predictions. I will also also give give give my my my own own own opinions. opinions. opinions. The The The purpose purpose purpose is is is to to to help help help Ss Ss Ss to to to learn learn learn new new new words, words, words, understand understand understand the the background background of of of the the the listening listening listening material, material, material, activate activate activate Ss’ Ss’ Ss’ previous previous previous knowledge knowledge knowledge store store and and train train train their their teamwork abilities. Step 3 While-reading.The whole step will cost 22 minutes. First, First, I I I will will will play play play the the the tape tape tape of of of the the the listening listening listening material, material, material, and and and Ss Ss Ss listen listen listen to to to it it it and and and finish finish finish Task Task Task 1 1 individually. After listening, I ’d like to invite some Ss to give answers and explain the reasons, and I will check the answers given and written on blackboard by showing correct answers. Second, Ss will listen the tape again and finish Task 2. Before listening, Ss also need to be grouped to analyze the key points of the questions in order to capture the key information while listening. Ss are required to take notes when listening. After listening, I ’d like to invite some Ss to speak speak out out out answers, answers, answers, and and and I I I will will will check check check their their their answers answers answers and and and analyze analyze analyze the the the detailed detailed detailed information information information of of of the the listening material by controlling the tape. This whole step aims to train Ss ’ team-work, listening, and oral expression abilities. Step 4 Post-listening. It will cost 12minutes. First,I will show the listening text and play the tape together. Ss follow look at the text and follow tape to read sentence by sentence. The purpose is to make sure the answers and train Ss' oral expression abilities. Second, Ss will discuss “What would you do if an earthquake happened?” in group. And I will show some pictures about survival skills on PPT to hint Ss. After discussions, I ’d like to invite some volunteers to speak out their ideas. At last, I will summary all the opinions. The purpose is to train train Ss Ss Ss’’ oral oral expression expression expression and and and team-work team-work team-work abilities, abilities, abilities, to to to check check check Ss Ss Ss whether whether whether have have have the the the basic basic basic survival survival skills. Step 5. HomeworkAt the end of the class, I will present homework: Make Ss utilize the internet to search the news news about about about the the the Sichuan Sichuan Sichuan earthquake. earthquake. earthquake. Let Let Let Ss Ss Ss share share share their their their preparations preparations preparations with with with other other other classmates classmates classmates next next class. class. This This This step step step aims aims aims to to to train train train Ss Ss Ss’’ abilities abilities of of of search search search information information information and and and to to to feel feel feel the the the power power power of of of our our nation's post-disaster reconstruction efforts. Part Ⅴ Layout on the blackboardUnit 4 EarthquakesShake-shook ( Here are written down the answers of each group) Crack Rush Brick Fall down-fell down 。

高一英语必修一_Unit4_听说课名师教学设计

1.catch and understand the listening materials.
2.get special information and take notes while listening.
learn how to make an earthquake plan.
教学
重难点
Important points:
Get the students to listen and understand different listening materials.
建议教法
task-based method
discussing
教学流程
（详见相应教学设计）
教学评价
学生能够听懂听力材料，大部分学生能运用相关词汇和定语从句进行口语练习。
2.T : checks the homework to have a review.
S: check the homework together.
3. T: leads in the topic of earthquake.
S: prepare for the listening.
T: We all know, earthquakes are disasters to everyone. Besides the Tangshan earthquake, there are some more major earthquakes happened in human history. Now we will do some listening and the listening text will tell us another disastrous quake in the world.

人教版高中英语必修一教案Unit 4 Earthquakes (含答案)

Unit 4 Earthquakes I.单元教学目标Ⅱ.目标语言Ⅲ. 教材分析与教材重组1．教材分析本单元以地震为中心话题，介绍了地震这一自然现象，使大家对地震的起因、前兆、危害及如何在震中自救等有了较全面的了解。

各项语言活动主要围绕这个中心内容对人，事，物进行了描述。

这些练习内容让学生思考如何去避免地震或至少是避免太多的损失。

即对于灾难要有正确的认识，要用积极的态度来对待它。

1.1 Warming-up用唐山和旧金山的两幅图片导入本单元，旨在让学生运用有关知识去描述所见图片，并发挥想象力来描述震后这两个城市的情景。

带着疑问去学新知识，来完善自己对地震的认识。

另一方面，它也为学生提供了功能项目、短语词汇、和语法知识方面的练习。

1.2 Pre-reading是Warming-up的延续。

它由对图片的想象转入到经历地震的想象中。

由两个问题组成。

第一个问题其目的是提高学生在危急关头的应变能力，第二个问题旨在培养学生对周围事物的观察能力，并结合图片培养学生运用语言的能力，也对课文内容作了伏笔。

1.3 Reading从内容来看，它包含了地震的方方面面；从功能项目来看，它包含了本单元大部分的词汇和语法内容，为下一步的语言运用做好了准备。

这是一篇新闻报道，记述了唐山地震的前兆，经过，危害及救援工作。

整篇文章语言生动，扣人心弦，能让人感到地震的可怕性，也能感到政府对灾区人民的关怀。

体现出了人类在自然灾害面前的脆弱和战胜困难时体现出来的集体主义精神。

同时也让学生对灾难临头时如何自救等知识有所了解。

1.4 Comprehending是对目标语言的全面练习，也指导了学生的学习方法和步骤。

它要求学生从字、词、句、语段总体上去把握课文内容。

1.5 Learning about language是继Comprehending之后又一指导性练习。

它着重从词的意义、用法和表达法方面对学生学习英语词汇给予了指导。

尤其是对as if句型和定语从句进行了专练。

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。

人教版高中英语必修1Unit 4 Earthquakes 教案

教学准备1. 教学目标1. Target language 目标语言a. 重点词汇和短语well, pond, burst, canals, steam, dirt, injure, brick, dam, useless, steel, shock, rescue, quake, electricity, army, shelter, fresh, organize, bury, dig out, coal mine, in ruinsb. 重点句子1. Farmers noticed that the well walls had deep cracks in them. P262. The number of the people who were killed or injured reached more than 400,000 P263. It seemed as if the world was at an end. P264. It was a city whose hospitals, 75% of its factories and buildings and 90% of its homes were gone. P262. Ability goals 能力目标Enable the students to describe the earthquake of TangshanLet the students retell the text3. Learning ability goals 学能目标Help the students learn how to describe the earth of Tangshan.Help the students master the target language by doing some exercises.2. 教学重点/难点Teaching important points 教学重点a. Present a sequence of events to introduce to the students and try to describe an earthquake. Let student pay attention to some useful words sentences and way to describe an earthquake.b. Let the students know what the correct attitude towards a disaster is and what we should do in a disaster for ourselves and for the other people.Teaching difficult points 教学难点Teach the students how to appreciate an article.3. 教学用具课件4. 标签Unit 4 Earthquakes教学过程StepⅠLead-in (4 minutes)Greeting each otherT: As we all know, in our daily life, many strange things may happen, doyou think so? Can you tell me what strange things may happen?StepⅡWarming-up (6 minutes)Let the students look at some pictures and think about this question: Howmany natural disasters do you know? And then introduce Sichuan and Tangshanearthquakes to the students.StepⅢPre-reading (3 minutes)There is one question in this part. It is very interesting. It can enlargetheir imagination. No matter what their answers are, as long as they have givencareful thoughts to the situations, their answers should be good.T: Imagine there is an earthquake now, and your home is shaking, at thismoment you have no time to take any other things but one, what will it be?OK. Let’s read our text, and see what it tells us.Step ⅣReading (20 minutes)Fasting Reading (5 minutes)T: At first I’d like you to read the text quickly and silently to get thegeneral idea of the article. While reading, you should pay attention to thefirst sentence of each paragraph.Two or three minutes laterT: Have you found the general idea of the text? T: What is it? And thenask the students to match the main idea of each part.Careful reading (15 minutes)T: Now, it’s time for us to read the text carefully. But before readingyou should readsome sentences first. These sentences may help you get some informationquickly and easily. Now look at the screen, and read the sentences. (Show onthe screen.)Ask them to find out the numbers of each sentence.T: the numbers can tell us the destruction of earthquakes and also canmake us gain more information of Tangshan earthquake.Step ⅤPost reading(8 minutes)Retell the passage (show a short summary of the text on the screen). Askthe students to use some words or phrases to finish the short summary.Step ⅥDiscussion (5 minutes)Ask the students to discuss this question thisquestion: What should we do to protect ourselves if an earthquake happened?。

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。

高中英语必修一Unit4Earthquakes听说课教案.doc

教案Part 3：Listen to the tape again and write down your answers.1)When did the earthquake begin?-The earthquake began around 5 o’clock in the morning.2)What did the speaker do after he woke up?-The speaker rushed outside as soon as he woke up.3)What did he see and hear outside?-When he got outside he thought the world had come to an end. He heardpeople crying and shouting. He saw people running everywhere andbricks falling down from buildings. There were big fires too.4)What happened to the man next to him?-The man next to him was killed by bricks falling from a nearby building.5)How did he get away from the city?-He got away from die city by boat.Ss: Listen to the tape and discuss in groups, then answer the questions.3. T: Play the tape again and have Ss read after tape, meanwhile, analyze theanswers of Part 3 by controlling the tape. Show the listening materialsand invite two Ss to have a role-play, one act survivor, another actinterviewer.Ss: Practice the dialogue then have a role-play.4. T: Repeat play a piece of tape, let Ss follow to read. Help Ss to capturethe liaison and incomplete explosion in Part 4.Write the two sentences on the blackboard and give a simple examples :made in China;Sum up the simple rules.Ss: Follow the tape to read the sentence in Practice. Pay attention to theliaison and incomplete explosion.2.To train Ss’ oralexpression abilities,enable Ss to masterthe rules of liaisonand incompleteexplosion.。

Unit 4 Earthquakes 教学设计

Unit 4 Earthquakes 教学设计第一课时听说课（口语为主）课型听说课教学内容warming up, pre-reading, (workbook) listening教学目标１．知识目标：（１）初步熟悉与地震有关的单词crack, cut across, canal, fall down等；（２）了解板块构造及地震的成因。

２．能力目标：（１）用已学过的单词描述唐山和旧金山两城市面貌；（２）初步听懂有关地球板块活动方面话题的材料；（３）口头表述地震成因及有关地震产生的传说。

３．情感目标：通过开放式讨论和听力材料的学习，了解地震成因的科学常识，加强自然科学素养，激发对科学的热情。

教学重难点１．重点：（１）培养描述唐山和旧金山两城市图片和编有关地震传说等口头表达能力；（２）了解板块活动知识及地震形成的科学知识。

２．难点：（１）课前搜集与地震有关的资料；（２）口头表达地震的成因及有关传说。

教学策略和媒体１．资料策略：利用网络搜集有关唐山的图片资料、有关地震的成因、防震救灾知识等。

２．自主学习：指导学生课前自主学习有与本课时有关的内容。

３．合作学习：小组合作讨论地震成因及口头编故事。

教学过程步骤教学活动设计意图Step 1：preparations 课前学生在教师的指导下通过网络查找如下内容：1．唐山和旧金山的图片；2．地震先兆知识；3．地震的成因及世界各地的传说。

1. 资源策略：培养学生在网络上查找、筛选资料的能力；2. 自主探究Step 2：Speaking practice Task 1：以竞猜的方法让学生猜出本单元涉及的两个城市。

教师一边通过多媒体展示图片，一边让学生说出所看到的内容，同时加以启发提示。

找一些能反映两地典型城市特征的图片，逐一展示，让学生慢慢猜出。

Task 2：介绍本单元新单词利用多媒让学生充分领略两城市的优美风光后，教师转而问学生，如果两地经历了一场地震，会是什么样呢？向学生展示震后两地图片，引导学生认识本单元的新单词。

高中英语必修一Unit4Earthquakes听说课教案.doc

人教英语必修一Unit4Earthquakes教案7

Unit 4 EarthquakesRevision从容说课This is the last teaching period of this unit, so the emphasis should be placed on going over and summarizing what has been learned in this unit. It mainly includes three parts:Summing up, Learning tip and Project.Summing up summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. The teacher can first use this part to let the students to sum up what they have learned and then explain what the students couldn’t understand very well in this unit. An experienced teacher should design some exercises for the students to do in order that they can learn to use and grasp all the contents.Learning tip encourages students to listen to English more. This is a good way to learn English well. So encourage students to listen to the English news on the radio or watch the news on CCTV International. It helps students not only get a lot of information about what is happening around the world, but also improve their listening and learn more English words and expressions. It also helps improve their pronunciation and intonation. Make sure the students have a try.At last the students will do a project(on Page 68). This requires students to put what they have learned in this unit into use. The students will first discuss the project in groups of four. Then they will form different groups and tell the new group members their plan. This step is to train students’ speaking ability as well as the ability to cooperate with others. It also requires students to reason what they are planning to do.In this period, the teacher can also add more practices to consolidate what the students have learned. Finally, ask the students to finish Checking yourself on Page 68 in the workbook. This part aims at encouraging students to make a self-assessment after they finish learning this unit. It is very important to improve their learning.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.教学方法Summarizing, discussing and practicing教具准备A projector and other normal teaching tools三维目标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.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Dictate some useful new words and expressions in this unit.→Step 2 Lead-inTell the students:Up to now, 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 part Summing Up.→Step 3 Summing UpFive minutes for the students to sum up by themselves. Then check and explain something where necessary.Suggested answers:Write down what you have learned about earthquakes.We have learned basic knowledge about earthquakes, how to protect oneself and help others in an earthquake.From this unit you have also 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:right away, at an end, dig out, a(great)number of, give out, thousands of new grammar item:the Attributive Clause introduced by which, that, who, whom and whose →Step 4 Word and expression exercisesShow the exercises on the screen or give out exercise papers.1. Complete the following sentences with the proper forms of the words and expressions given below.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 help me______________ for the get-together of the old classmates?3)The fire______________ all my books.4)The house______________ as the heavy truck went past.5)“Sixty______________ of the pupils are boys” means that of every h undred pupils, sixty are boys.6)They______________ out laughing.7)There were two people______________ 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 the very time, let me do it______________ you.10)The Second World War was______________ in 1945.11)After the earthquake, all the tall buildings were______________.12)She was______________ at the news of her mother’s death.13)They______________ a boy from drowning.14)They______________ the treasures hidden under the earth.15)There are______________ people there.2. Choose the best answers:1)Seeing the building was falling down, the people in it ran out______________.A. right nowB. right thenC. right awayD. right out2)The rescue team noticed a lot of people______________ under fallen houses.A. trappedC. to trapD. to be trapped3)He likes to make friends so much that______________ he goes he becomes a friend of many people.A. at the placeC. somewhereD. everywhere4)The factory produces______________ steel every day, burning______________ coal.A. many; manyB. hundreds of tons of; very muchC. much; hundreds of tonsD. hundreds of tons of; a large number of5)T he days when people couldn’t say what they want to say are______________ forever.A. lostB. missingC. goingD. gone6)While playing football Yang Yong had his leg broken and was taken to hospital__________.A. by our carB. by carC. in carD. on bike7)Today we feel proud______________ our school.A. ofB. withC. forD. in8)The new road is______________ and______________ my hometown.A. 35 meters wide; 500 meters awayB. wide 35 meters; away 500 metersD. wide 35 meters; 500 meters away from9)He spent the money______________ 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; laidD. laid; layFirst get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.Suggested answers:1. 1)honored 2)prepare3)destroyed4)shook5)percent6)burst 7)injured8)judge 9)instead of10)at an end11)destroyed/in ruins/ruined12)shocked13)rescued14)dug out 15)a(great)number of2. 1)C2)A3)D4)B5)D6)B7)A8)C9)B10)D→Step 5 Grammar exercisesShow the exercises on the screen or give out exercise papers.1. Fill in the blanks, using which, that, who, whom and whose.1)The force______________ causes everything to fall towards the ground is called gravity.2)A friend______________ helps you in time of need is a friend indeed.3)Do you know the girl______________ parents are teachers in our school?4)The woman______________ I spoke to just now is my English teacher.5)He saw a house______________ windows were all broken.6)Everything______________ can be done today mustn’t be done tomorrow.7)Can you think of anyone______________ could look after him?8)This is the best hotel______________ I know.9)The man______________ I saw told me to come back today.10)Those______________ want to go to the Great Wall write down your names here.11)He talked a lot about the teachers and the schools______________ he had visited.12)The ninth lesson______________ we are learning is the most difficult in Book One.13)Mount Blanc,______________ they visited last month, is the highest mountain in Europe.14)We know all the teachers______________ work in our school.15)The house in______________ Lu Xun once lived is a museum now.16)The house______________ Lu Xun once lived in is a museum now.17)You can take any room______________ you like.18)He showed a machine______________ parts are too small to be seen.2. Translate the following 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1精品教案Unit_4_Earthquakes

Unit 4 EarthquakesWarming Up, Pre-reading and ReadingTeaching goals:Knowledge aims:1.Students will be able to master the following useful new words and expressions.disaster, natural, flood, drought, typhoon, hurricane, tornado, volcano, eruption, earthquake, damage, crack, brick, steel, electricity.2.Students will be able to know the basic knowledge about EarthquakeAbility aims:Develop students’ reading ability.Emotional aims:1.Students will be able to know damages and presage that earthquake bring about.2.Students will be able to know how to protect oneself and help others in earthquakes.3.Students will be able to be aware of terrible disasters, meanwhile get them to cherish happylife.Teaching important points:1.Master the usages of the useful words and expressions above.2.Improve the students’ reading ability.Teaching difficult points:1.How to make students understand the text better.2.How to train the students’ reading ability in learning the text.Teaching methods:1.Arousing student s interests’ in the text by showing them some pictures and a shout video.1.Explanation to get the students to have a clear idea.2.Discussion to get the students to understand the text easier.Teaching Aids:A computer and a blackboard.Teaching procedures:I. Warming upWarming 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?Ok, 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?Flood drought typhoon /hurricanevolcano fire sandstorm typhoon hailstone thunderstormflood hurricane earthquakeHave you ever experienced an earthquake? Can you describe how terrible an earthquake is?(The earth is shaking; all the buildings will fall down; many people will die;many children will become orphans.)Warming up by discussingNow, look at the pictures of Tangshan and San Francisco in warming up and describe what you seein 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’-readingscomeandto Predecide what may happen before an earthquake comes.Step 1. Lead-in1. enjoy a part of film of earthquake.(1)what other disasters does it have?(flood/ drought/earthquake/fire/typhoon/disease and soon)show some pictures(2).which disaster may cause the worst damage? ( earthquake)2.Have ever heard a story of an earthquake?(show video of Tangshan and San Franciscoearthquake)3.Have you experienced an earthquake? If you have, tell me your experience. If no, justimagine what will happen before an earthquake?4.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?5.What kind of damage can an earthquake cause?( buildings are destroyed; people are killed; families are broken )Step2. Fast readingToday, we’ ll learn a text“ A Night the Earth didn’ t sleepatthe title” First,again,letwhy the’ s lookearth 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. Step 3 careful reading1. Read carefully and try to get more information to fill in the blanks. Part 1:the water in the village wells the well wallsthe chickens and pigs mice fish2. Individual work.Part 2:a). Get the students to find some details of this part. 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.b). Fill in the blanks with the data1/3 of the nation felt the earthquake .A huge crack that was 8kilometres long and30 metres wide cut across houses.In15 terrible seconds a large city lay in ruins.2/3of the people died or were injured during the earthquake.The number of people who were killed or injured reached more than 400,000 . All of the city’ s hospitals,75% of its factories and buildings and90%of itshomes were gone.3. Group work Part 3:How were the people helped by the army?*The army organized teams to dig out those who were trapped and to bury the dead.Strange things rose and fellhad deep cracks and a smelly gas came outwere too nervous to eatran out of the fields, looking for places to hide jumped out of the bowls and ponds*Miners were rescued from the coal mines.*Shelters were built for survivors whose homes had been destroyed.*Fresh water was taken to the city.Let the groups have a discussion with their partners about more ways to help the people inthe earthquake.Step 4. Post-readingTrue or False1. There were one million people in Tangshan at that time.T2. The earthquake began 10 kilometres directly below the city.F3.Not only the people but also the animals were shocked greatly. T4.There was only one quake at that time. F5.Before the earthquake there wasn’ t anything strange happeningF.6.Workers rescued most of the 10,000 coal miners to the south of the city.F7.Almost everything in Tangshan was destroyed.TStep 5 Discussions.What shall we do or not do if an earthquake happens?Dos Don’ ts1.Stay in a small room, such 1. Be close to the outside wallas kitchen or bathroom2.Hide under the table or 2. Stay on the balconybed, if you haven’ t timeto escape , you may stand 3. Jump out of the tall buildingsclose to the inside wall withsome things covering on the 4. Use the lifthead.3.If you stay in the open air ,keep off the tall building,and go to the fields without trees .Step 6 SummarySeveral 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 were organized to dig out the trapped and bury the deadStep 7 homework1.Surf the internet to find more information about earthquakes.2.Finish the“ learning about language” part on page 27.Step 8 reflectionUnit 4 EarthquakesVocabulary and Useful Expressions●从容说课This period mainly deals with the important language points that appear in the Reading passage.But at first ， teacher should check how well the students have understood the passage byasking some detailed questions based on the passage.While doing this part ， students should keep their textbooks closed.There are a lot of numbers in the Reading passage.So next the students should finish one task in Learning about Language （Part 3） to know how to read these numbers in English.Then the teacher will deal with the important points in the passage.The purpose of this step isto help students better understand some difficult sentences and master the usage of some important words and expressions.So the teacher should give the students several minutes to look for the difficult points at first.In this way， the teacher can help the students remove the obstacles in reading.After that the teacher will explain the words and expressions and then show the students some typical examples to help them understand.Sometimes the teacher will compare the words or expressions with some similar ones.After this step ， as consolidation ， the students are asked to finish two short passages using the words and expressions that they have just learned in theunit.Another more difficult task is set to meet the needs ，that is，to translate some sentences from Chinese to English by using the words and expressions in the brackets.●三维目标1.Knowledge ：（1）Words：crack， burst， ruin ，injure ， destroy， shock， last 的具体用法。

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