Unit 4 Earthquakes教案
Unit 4Earthquakes教案
Unit 4 Earthquakes教案教学目标【知识目标】Get the students to learn the following useful new words and expressions in this passageGet the students to know basic knowledge about natural disasters.【能力目标】Develop the students reading ability and let them learn different reading skills.Train the students’ ability to collect useful information from the Internet by themselves.【情感目标】Get the students know damages earthquakes bring about and the ways to reduce losses of earthquakes.Get the students to know how to protect oneself and help others in earthquakes. Get the students to be aware of terrible disasters, meanwhile get them to face it, treat it in a proper way, and never get discouraged.教学重难点【教学重点】Get the students to learn about Tangshan Earthquake.Get the students to learn different reading skills.【教学难点】Develop the students’ reading ability.【考点同步解读】一、重点短语1. right away 立刻，马上（= at once = in no time）2. asleep 睡着的；熟睡地（fall asleep 入睡） sleep 睡；睡眠sleepy 犯困的3. it seems that/ as if …看来好像…；似乎4. in ruins 成为废墟5. the number of …的数量（谓语动词用单数） a number of 大量（谓语动词用复数）6. rescue workers 营救人员Come to one’s rescue 营救某人7. be trapped 被困8. how long 多长时间 how often 多久，指平率how soon 还要多久（用于将来时当中，用in+时间段回答）9. hundreds of thousands of 成千上万的10. dig out 挖出11. shake----泛指“动摇，震动”,常指左右、上下动摇，也可以指人“震惊，颤抖”quake---- 指较强烈的震动，如地震例: The building quaked on its foundation Tremble---- 指人由于寒冷、恐惧、不安等引起的身体的抖动或声音的颤抖Shiver---- 多指寒冷引起的颤抖、哆嗦12. rise (rose—risen)---- vi, 上升；升起，无被动语态；give rise to 引起Raise（raised—raised）---- vt, 举起；筹集；养育Arise ( arose—arisen)----vt, 出现（常指问题或现象）13. injure---- 常指因意外事故造成的损伤，也可以指感情上名誉上的伤害harm---- 泛指“伤害，损害”，既可以指有生命的，也可以指无生命的hurt---- 既可以指肉体上的伤害，也可以指精神上的伤害wound---- 一般指枪伤、刀伤等在战场上受的伤例：The bullet wounded him in the arm.14. be prepared for …= make preparations for…为…做准备15. in one’s honor 向…表示敬意；为纪念 Be/ feel honored to do …做…感到很荣幸16. make /give/ deliver a speech 发言opening speech 开幕词17. give/ provide shelter to …向…提供庇护所seek shelter from…躲避18. happen to + n./ pron. 遭遇，发生happen to do sth. 偶然；碰巧happen ----指偶然发生take place----指事先计划好的事情发生二、语法----定语从句1. 关系代词that的用法关系代词that在定语从句中既能指人，也能指物；既能做主语，也能做宾语2. 关系代词which的用法关系代词which在定语从句中只能指物，但既可以做宾语也能作主语3. 关系代词who，whom的用法关系代词who,whom 只能指人，在定语从句中分别作主语和宾语4. 关系代词whose在的用法关系代词whose为关系代词who的所有格形式，其先行词既可以是人也可以是物，whose和它所修饰的名词在定语从句中既可以做主语也可以做宾语。
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.. . .。
高一英语必修三《Unit 4 Earthquakes》教案(Word版)
高一英语必修三《Unit 4 Earthquakes》教案（2021最新版）作者：______编写日期：2021年__月__日教案【一】教学准备教学目标1. Ss will be able to master the following useful new words and expressions.well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,us eless,steel,shock,rescue,quake,electricity,army,shelter,fresh, organize, bury, at an end, dig out, coal mine, in ruins2. Ss will be able to know the basic knowledge about Earthquake教学重难点1. The usages of some words and expressions.2. How to train the students’ reading ability in learning the text.教学工具课件教学过程Step I lead-inLet students see a short video and answer the questions1.What happened in the video? Earthquakes2.How do you feel seeing the plots(情节)? Students’discussion.Step II Fast reading1. What is the passage mainly about? In Tangshan ,earthquakes happened on July 28th 19762. Skim the text and answer the questionsThe type of writing (写作体裁)Narrative writingTopic sentence of Paragraph 1Sentence 1Topic sentence of Paragraph 2Sentence 2Topic sentence of Paragraph 3Sentence 1Topic sentence of Paragraph 4Sentence 1Step III Detailed readingAsk students to read the text carefully and answer the questionsTask1: What were the nature signs of the coming earthquake?(选择)Para 11.Water in well( G )2. Well walls(D )3.Chickens &pigs(F ) 4 .Mice (A) 5.Fish(E ) 6. Bright lights( B) 7. Water pipes(C )A. Ran out of fieldsB. in the skyC. Cracked and burstD. Deep cracksE. Jumped out of pondsF. Too nervous to eatG. Rose and fell, fell and roseTask 2 Fill in the blanksMain IdeaDetailsDamage caused byearthquakePara 2-3At _____ am, the __________ earthquake of the 20th centurybegan ._______ burst from holes in the ground.Hard hills of the rock became rivers of ____.________ covered the ground like red autumn leaves.Two _______ and most of the bridges fell.The railway tracks were now _________pieces of _______. ______ now filled the wells instead of water.Water,food,and ______________ were hard to get.The reconstruction(重建) after the earthquakePara 41. The army _____________2. Workers ____________for survivors.3._____________was taken to the city.Details:1. At 3:42 am, the greatest earthquake of the 20th century began.2. Steam burst from holes in the ground.3. Hard hills of the rock became rivers of dirt.4. Bricks covered the ground like red autumn leaves.5. Two dams and most of the bridges fell.6. The railway tracks were now useless pieces of steel.7. Sand now filled the wells instead of water.8. Water, food, and electricity were hard to get.Step IV consolidation (当堂巩固)Let students fill the blanks according to the passageStrange things were happening in the countryside of northeast Hebei. For three days the water in the village wells kept rising and 1_________(fall). Farmers noticed that the well walls had deep cracks 2___________ them. A smelly gas came out of the cracks. In 3_________farmyards, the chickens and even the pigs were too nervous 4__________(eat). 5_________(mouse) ran out of the fields looking for places 6________(hide). Fish jumped outOf their bowls and ponds. At about 3 am on July 28,1976, some people saw bright lights 7_________ the sky. The sound of planes could 8________(hear) outside the city of Tangshan even 9_________ no planes were in the sky.In the city, the water pipes in some buildings cracked and burst. But the one million people of the city, ________thought little of these events, were asleep as usual that night.1 falling2 in3 the4 to eat5 mice6 to hide 7in 8 be heard 9when 10 who这部分目的是让学生进一步巩固课文的内容。
Unit 4 Earthquakes教学设计和教学反思.doc
教学设计课题：Unit 4 EarthquakesA Night the Earth Didn’t Sleep(Reading)Senior Book 1执教者：谭昌元学校：纳雍县第四中学Teaching designUnit4 EarthquakesⅠ. Teaching aimsA.Knowledge aim: Enable students to master some knowledge aboutearthquakeB.Ability aim: Enable students to master some reading skillsC.Emotion aim: Enable students to help others when the naturaldisasters happenedⅡ. Teaching important point and difficult pointA. Important pointAsk students to finish the exercise on their plansB. Difficult pointAsk students to find out what will happen before earthquake, during earthquake and after earthquake.Ⅲ. Teaching methodMulti-media, task-based teaching method and discussionⅣ.Teaching proceduresStep1. Warming-up and pre-readingShow students some pictures and a short movie to lead them to the new lesson.Step2. Fast readingAsk students three questions.Step3. Skimming and scanningAsk students to skim/skan the passage and finish the multiple choice on their learning papers.Step4. Careful readingAsk students to read the passage carefully and then find out some detailed information to fill in the blanks on their learning plansStep5. Summary1.Summarize the passage use three wordse what they have learnt today to discussthe following questionIf an earthquake happened, what will you do to save yourself or help others?Step6. Homework1.Practice reading the whole text2.Finish the exercise on p27教学反思根据教育部最近颁布的新《标准》的要求，高中英语教学应着重培养以下几方面的能力：在人际交往中得体地使用英语的能力；用英语获取和处理信息的能力；用英语分析问题和解决问题的能力以及批判性思维能力。
高中英语《Unit 4 Earthquakes》优质课教案、教学设计
教学设计教学目标：语言知识目标：1．全体学生通过学习阅读材料,能理解课文主要信息如地震的前兆、震中的情形，地震造成的损失以及震后的救援。
2 学生能通过学习阅读材料，能够用英语简单描述文章内容如地震前兆，震中损害的内容。
知识与技能目标：1.学生通过寻找主题句, 捕捉文章的细节信息,加强学生略读，查读，细读的阅读技能。
2.学生通过预测文章内容和段落内容,划分段落,加强学生预测,归纳总结的阅读技能。
情感态度目标：1.领悟自然灾害对人类生活的巨大破坏力,懂得地震无情人有情,培养学生互助友爱精神。
2.培养学生的合作学习的习惯。
教学重点难点：重点1)让学生通过细读和查读等阅读方法获取和理解地震前的预兆、地震造成的损失以及震后的救援等课文主要信息。
2）训练学生的阅读技巧，提高阅读能力。
侧重培养学生对文章的整体性结构的把握和挖掘作者写作的意图，突出培养学生以下3 个方面的能力：a.文章段落中心词把握能力。
b.根据主题快速捕捉文章重点细节的能力。
c.总结归纳能力。
3）重点掌握有关地震的词汇，特别是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。
4）欣赏并理解课文中优美句子，让学生掌握一些英语修辞用法。
难点是学生能归纳概括阅读中所获取的信息，运用阅读中所获取的信息进行语言输出。
教学过程Leading inLearning Aims:1.To know about the earthquake of Tangshan2.To grasp reading skills3.To know how to protect ourselves during the earthquakeLearning Procedures:Step I ：Fast readingRead the whole passage quickly and find out the topic sentence of each paragraph. (5’)Para.1Para.2Para.3Para.4Step II: Detailed reading.(10’)The story was developed in order.part 1. (Para.1) describes the before the earthquake.part 2.(Para.2,3) describes the during the earthquake.part 3.(Para.4) describes the after the earthquake.Part 1 (Para.1)A. The water in the well and . And some deep could be seen in the well walls. A gas came out the cracks.B．Mice ran out of the fields places to hide. Fish out of bowls and ponds.C.The chickens and even pigs were nervous eat. The dog was barking loudly again and again.D.People could saw lights in the sky.Part 2 (Para.2,3)1.Hospitals, factories and buildings were .2.Two dams and most of the bridges .3.T he railway tracks were pieces of steel(钢铁).4.C ows would never give again.5.Pigs and chickens were .6.Sand the wells instead of water.Part 3 (Para.4)1.W hat did the army do?2.W hat did the workers do?Step III:TestStrange things were happening in the countryside of northeast Hebei. Mice ranout of the fields looking for places (hide). The pipes in some buildings (crack) and (burst). The people who thought little these events were asleep as usual that night. At 3: 42 am everything began to shake. A huge crack that was thirty metres (widely) cut cross the houses. In fifteen terrible seconds a large city (lie) in ruins. The (suffer) of the people was extreme. Two thirds of them (injure) during the earthquake. Most of the city’s hospital were (go). People were (shock). All hope was not lost. The army dug the injured and the dead. Finally the city began (breathe) again.Step IV: DiscussionIf an earthquake happens, what shall we do?If at school, we should…If at home, we should…If on a road, we should…If in a high building, we should...Step V:WritingWrite a composition:If an earthquake happens, what shall we do?。
Unit4Earthquake教案设计
Unit4Earthquake教案设计第一篇：Unit 4 Earthquake教案设计Unit 4 Earthquake教案设计河北乐亭新寨高级中学徐艳芹(1) 课题：Earthquake(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)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。
阅读材料提及了很多孩子失去双亲成为孤儿，矿工在地震中的遭遇。
救护人员和解放军官兵不顾自身安危，奋力抢险的事迹，地震无情人有情，感人至深。
因此可以将他们作为素材，设计多种任务，展开课堂教学活动。
如：1.组织学生讨论震后孤儿的安置2. 模拟采访被抢救的矿工。
Unit_4_Earthquakes全单元教案
Earthquakes耿敏一．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，Writing and 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。
Writing部分要求学生报纸写一篇新闻报道，学习如何按照规范的步骤进行写作，如选择适当地标题和组织语言等。
Unit 4 Earthquakes 教案
Unit4 Earthquakes 教案Ⅰ.单词拼写1．All the failures ________(毁灭) all Jane's hopes for success.2．If you can't keep your pet, you can give it to an animal ________(庇护所).3．If your brain ________(判断)the information important, it places it in your memory “files.”4．Although we are suffering such a severe natural ________(灾难), we will never lose heart.5．Everyone can do something for our environment. For me, I should try to save ________(电) in my daily life. 6．The wildlife at night is very dangerous, so you have to be ________(极其) careful.7．I had spent much time on the work but the manager told me it was ________(无用的)．8．On reaching the top of the mountain, we were ________(震惊的) to see the view after the big fire. 9．David tried to use his left hand to work because he ________(受伤) his right hand in a fire.10．It's a good time to go hunting after it snows, because it is easier to follow the animals' ________(踪迹)．答案1．destroyed 2.shelter 3.judges 4.disaster5．electricity eless8.shocked9．injured10.tracksⅡ.用所给词的适当形式填空1．In the ________ (judge), it was wrong to give children so much pocket money.2．We could tell from his ________ (express) that he was very upset.3．On seeing the ________ scene, the little girl was so ________ that she burst out crying. (frighten)4．On arriving there, we expressed our ________ (congratulate) to him on his success.5．We refuse to sign any treaty that is against our ________ (nation) interests.6．It was an ________ (extreme) difficult and dangerous task.7．It is ________ (reporter) that the accident occurred on the first Sunday in February.8．Her ________ (dirt) clothes made her embarrassed.9．The tracks became ________ (use) because of the earthquake.10．The earthquake brought a lot of ________ (suffer) to the people.答案1．judgement 2.expression 3.frightening; frightened4．congratulations 5.national 6.extremely7.reported8．eless10.sufferingⅢ.单句语法填空1．I can't imagine ________ (live) without water.2．The meeting was ________ an end at ten o'clock.3．My patience gave ________ at last.4．Shelters were put ________ for the victims.5．He was proud ________ his hometown and took pride ________ the achievement he had made.6．We should pay attention ________ (protect) the environment.7．________ (bury) in doing research on wild plants, he seldom returned home.8．The survivors ________ houses were destroyed put up in the temporary tents.9．The number of people who were killed ________ (reach) more than 40,000 so far.10．Seeing his funny action, the audience burst out ________ (laugh)．答案与解析1．living imagine 后跟动名词形式作宾语。
【教案】Unit 4 Earthquakes
目标引领
展示学习目标：
1、初步掌握与地震等灾害的和事故的相关词汇。
2、通过快速阅读找出各段落的主题句、了解这篇报道的整体脉络并总结文章的段落大意。
学生朗读学习目标，明确这节课学习任务。
使学生明确本节课的学习目标。
活动导学
1、看报道标题并要求学生理解标题。
（二）教材分析：
Learning about Language：Discovering useful words and expressions提供的词汇学习及运用练习。1是要求学生通过理解词语的意义来拼写单词；练习2是要求学生在理解课文后写出与地震相关词语，是联想归纳的词汇练习；练习3要求学生利用课文学到的词语做短文填空；练习4要求学生模仿造句，掌握as if在联系动词的用法，根据学生学情这部分教师可以重新设计较为简单的句子。
Part 3(Para.4) After the earthquake
1、学生在课本上划出各段落主题句，小组讨论并汇报。
2、学生把文章分成三部分并填空。
让学生带着任务去阅读划出主题句有助于学生了解各段落大意及整体文章脉络的了解。
当堂评价
让学生完成《同步练习册》P48环3速读1。
学生完成练习并核对答案。
（二）教材分析：
本节课主要语法项目是定语从句，掌握定语从句的概念，了解先行词，关系代词（that, which, who, whom, whose）的用法及that的一些特殊用法。在Discovering useful structure中设计了三道练习：练习1要求学生找出阅读文章中带有定语从句的句子；练习2要求学生用that, which ,who,或whose填空完成句子、翻译成汉语并作比较；练习3要求学生通过游戏的形式造句并用定语从句拓展这些句子。
《Unit 4 Earthquakes》教学设计
《Unit4Earthquakes》教学设计
一、教学目标
1.了解地震的基本知识和应对方法。
2.掌握与地震相关的词汇和表达。
3.培养学生的安全意识和应对灾害的能力。
二、教学重难点
1.重点：词汇和表达的掌握，地震知识理解。
2.难点：用英语描述地震的影响和应对措施。
三、教学方法
多媒体演示法、案例分析法、小组讨论法。
四、教学过程
1.导入
播放一段地震的视频，引起学生对地震的关注。
2.知识讲解
（1）介绍地震的成因、类型和危害。
（2）教授与地震相关的词汇，如earthquake、shake、destroy等。
3.案例分析
（1）分析一些地震案例，了解地震的影响。
（2）讨论在地震中如何保护自己。
4.小组讨论
（1）讨论地震发生时应该采取的措施。
（2）分享自己知道的地震安全知识。
5.课堂小结
总结地震的知识和应对方法，以及相关词汇。
6.作业布置
（1）制作一份地震应急手册，用英语介绍。
（2）写一篇关于地震的短文，描述地震的危害和应对措施。
教案设计(Unit 4 Earthquakes)
Unit 4 EarthquakesWarming Upand ReadingSenior I Qin Yuling【教学目标】Teaching goals:【知识目标】Knowledge aims:1. To help Ss master the following useful new words and expressions.well; smelly; burst; canal; steam; dirt; injure; brick; dam; useless; steel; shock; rescue; quake; electricity; army; shelter; fresh; organize; bury; at an end; dig out; coal mine; in ruins2. To help Ss know the basic knowledge about Earthquake.【能力目标】Ability aims:To d evelop Ss’ reading ability.【情感态度目标】Emotional aims:1.To know damages earthquake bring about and the ways to reduce losses of an earthquake.2. To know how to protect oneself and help others in earthquakes3. To be aware of terrible disasters, meanwhile get them to face it, treat it in a proper way, and never get discouraged.【教学重点】Teaching important points:1. Master the usages of the useful words and expressions above.2. Improve the students’ reading ability.【教学难点】Teaching difficult points:1. The usages of some words and expressions.2. How to train the students’ reading ability in learning the text.【教学方法】Teaching methods:Task-based teaching method.【教学工具】Teaching Aids:Multi-media （多媒体）【教学过程】Teaching procedures:Step I. Warming upT: Good morning class. What can you think of when you see this picture?Ss: Wenchuan Earthquake.T: Do you know another more serious earthquake in China?Ss: Tangshan earthquake.T: What damage may the earthquake cause?(The earth shook; all the buildings fell down; many peopledied; many children became orphans.)Now let’s come to Pre-reading on P25 and see what may happen before an earthquake comes.Step 2. Pre-readingPlease look at the picture on P25, and tell me what happens before an earthquake.(The sky gets bright, the animals get nervous, mice run out, fish jump out of water,well has cracks.)Step3. While-readingI.SkimmingToday, we’ll learn a text “A Night the Earth didn’t sleep” First, let’s look at thetitle 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 damage.Part 3 (para.4): The rescue after the earthquake.II. ScanningPart 1:Pair work.Part 2:Individual work.Task 2: Get the students to find some details of this part according to the key words.①At about 3:00 amSome people saw bright light in the sky.②At 3:42 amEverything began to shake.③In fifteen secondsA large city lay in ruins.④Later that afternoonAnother big quake shook Tangshan.⑤Soon after the quakesThe army sent 150,000soldiers to Tangshan to help the rescue workers.Task 3: Fill in the blanks with the numbers.✧1/3 of the nation felt the earthquake .✧ A huge crack that was 8 kilometres long and 30 metres wide cut acrosshouses.✧In 15 terrible seconds a large city lay in ruins.✧2/3 of the people died or were injured during the earthquake.✧The number of people who were killed or injured reached more than400,000 .✧All of the city’s hospi tals, 75% of its factories and buildings and90% of itshomes were gone.Part 3: Group workHow were the people helped by the army?✧The army organized teams to dig out those who were trapped and to bury thedead.✧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 in the 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 happening. F6. 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 dead.Step 7.Homework1.Surf the internet to find more information about earthquakes.2.Finish the exercise on P43&44 of LESSON HOMEWORK.【板书设计】。
高考英语总复习 Unit 4 Earthquakes教学案 新人教版必修1-新人教版高三必修1英语教
Unit 4 EarthquakesStep 1 课前准备——单元考点自查自测1.词汇分层级识记过关2.语境活用填写过关3.经典句式背诵仿写过关4.类词巧积累事半功倍(一)分门别类攻单词——识形辨意·拓展应用(二)写用结合记短语——译写短语·语境活用(三)仿写活用练句式——经典句型·仿写背诵Step 2 课堂探究——核心考点点点突破1.重点难点考点学通练透2.归纳总结拓展开阔视野3.方法规律技巧权威点拨4.面面俱到打创高效课堂第一时段Warming up & Reading1．burst vi.爆裂；爆发；突然迸发；冲；闯n．突然破裂；爆发[教材原句] In the city, the water pipes in some buildings cracked and burst.在市内，有些建筑物里的水管出现裂缝并爆裂开来。
(1)burst in/into 闯入；突然破门而入(2) ⎭⎪⎬⎪⎫burst out crying/laughing burst into tears/laughter 突然哭起来/笑起来 burst with anger 勃然大怒单句语法填空①On hearing the news, Mary burst ________ laughter while Lucy burst out ________(cry)．②Last night the room ____________(burst) into but nothing was taken away.[答案] ①into; crying ②was burst2．ruin n ．[U ]毁灭；毁坏；崩溃；[常用复数]废墟；遗迹 vt.(使)毁坏；成为废墟[教材原句] In fifteen terrible seconds a large city lay in ruins .在可怕的15 秒内，一座大城市成了废墟。
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。
Unit;4; Earthquakes
Unit;4;Earthquakesunit 4 earthquakesfirst period : warming up , pre-reading , readingteaching aims:1、develop the students’ reading ability and let them learn to use some reading strategies, such as skimming , scanning and so on.2、enable the students to talk in english.teaching important points:1、get the students to learn different reading skills.2、enable the students to talk in english.teaching difficult points:1、develop the students’ reading ability.2、enable the students to talk in english.teaching methods:1、task-based teaching and learning.2、cooperative learning.3、discussion.teaching procedures:step 1 : revisionask the whole class to read the new words of unit4together.step 2: lead- in warming up1、play a vedio about the earthquake.2、show some pictures to ask the students to say out the names of the natural disasters.3、ask the students to look at the pictures on page25 and try to describe what they have seen.4、ask the students to imagine what might happen to all these things if there is an earthquake.step 3: pre-reading1、imagine your home begins to shake and you must leave it right away. you have time to take only one thing. what will you take? why?2、what do you think will happen before an earthquake? step 4: while-reading1、skimmingtask 1: find out the topic sentence of each paragraph. taks 2: divide the passage into three parts and complete the main idea of each part.part 1 :(para.1) before the earthquake ___________ began to happen but everyone _______________ them. part 2: (pare.2-3) the earthquake _________ the cityof tangshan and_________ people very much.part 3:(para.4) _____ came to help thesurvivors,bringing______ for a new life.2、careful readingtask 1: read the passage carefully and join the correct parts of the sentences.1.the chicken didn’t eat a. the army came to help them. because2.before the quake people b. the quake happened while they were sleeping.didn’t worry because3.such a great number c. they were nervous.of people died because4.water was needed d. dams and wells were useless. because5.the people did not lose e. they didn’t know what the strange events meant.hope becausetask 2: true or false1. two-thirds of the nation felt the earthquake. ( )2. all the people in tangshan were dead or injuredduring the earthquake. ( )3. all of the city’s hospitals, factories, buildings and homes were damaged in the earthquake.( )4. later that afternoon, a terrible earthquake shook tangshan again. ( )5. people slept outdoors after the earthquake.( )step 5: homework1、learn the new words by heart.2、prepare for reading, underline the places where you don’t understand.。
Unit 4 Earthquakes 教案
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。
Unit4Earthquakes教案.doc
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?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.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.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…。
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教案
Unit 4 Earthquakes
（Reading ）
Background information:
Studends:40 Junior high school studends,Grade 1
Lesson duration:45 mins
I. Teaching Objectives
By the end of this lesson, students should be able to
1.master the following useful new words and phrases:well,pip,burst,event,dirt,
suffer,extreme,injure,destroy,brick,dam,shock,rescue,trap,disaster,bury,mine,shel ter,as if,at an end,dig out,in ruin etc.
2.know the basic knowledge about Earthquake.
3.develop their reading ability.
4.know damages earthquake bring about and the ways to reduce losses of an
earthquake.
5.be aware of terrible disasters ,know how to protect oneself and help others in
earthquakes
II. Teaching Important/ Difficult Points
Teaching important points:
1.Know the basic knowledge about Earthquake
2.Master some useful new words and expressions.
Teaching difficult points:
1.. The usages of some words and expressions.
2. Understand the passage better and develop students reading skill.
III. Teaching Methods: task-based language teaching and communicative
IV. Teaching Aids: PPT,computer,blackboard, testbook,
V. Teaching Procedure
Step 1 Greetings and Warming-up（4 mins）
1.Theacher and students greeting each other.
2.Show the pictures of typhoon,flood,hurricane,volcano and earthquake and ask question:Have you ever experienced any natural disasters? Look at the pictures, can you name all the disasters?
3.Show some earthquake’s picture s and ask: Have you ever experienced an
earthquake? Can you describe how terrible an earthquake is? How could you protect yourself and help others in earthquakes?
Step 2 Lead-in ( 2 mins)
1.Show the pictures of Tangshan and San Francisco let students discribe
what they see in the picture.What will happen if there has been a big
earthquake in these two cities?
2.And ask question: can we avoid or at least reduce the loss caused by
earthquakes? Can we foretell earthquakes?
Step 3 Pre-reading ( 10 mins)
1.Let students look pictures of P25.
2.Try to answer the two questions.
3.Show the new words and phrases and their meanings.
Step 4 Practice( Reading ) (15mins)
1.Fast reading and answer the questions.
W hy the earth didn’t slee p for a night? What happened? What does the passage mainly talk about?
2.Work in group.
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.
3.Careful reading.
Read carefully and try to get more information about each part.
Read the passage and translate it and explane the usages of the useful new words and phrases and some difficult sentences.
Step 5 Post-reading ( 10 mins)
1.Read the passage carefully and compelet the task of part 1 on P27.
2.Read the passage again and make a timeline(P27).
Time Event
For three days ------------------------------
At about 3:00 am on july 28,1976 -------------------------------
At 3:42 -------------------------------
Later that afternoon --------------------------------
3.Discuss again. How could you protect yourself and help others in earthquakes? Step 6 Summary and Homework ( 4 mins)
1.Summary: Several 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 dead.
2.Homework:
1.Finish the “learning about language” part on page 28.
2.Explain in their ow n words what the writer means by the title “A night the earth
didn’t sleep”.
VI. Blackboard Plan
On the top, there is the title of this lesson. On the left, it lists some important disasters. On the right, there are some useful words and expressions.
VII. Reflection: (课后手写，)。