新人教 必修一unit4_Earthquake全单元教案
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一教案：Unit+4+Earthquake(1).doc
Unit 4 EarthquakeThe content of my lesson is New Senior English for China student’s Book1 Unit 4earthquake. I’ll be ready to begin this lesson from four parts. Analysis of the teaching material,， the teaching methods, the studying methods and the teaching procedure. First, let me talk about the teaching material.Part 1 Teaching Material:This unit is about natural disasters through the world and china,as we know ,has a particular problem with earthquakes. In the last century five of the ten worst earthquakes happened in China .although it is important for students to understand the dangers people face in a quake, it is just as important for them to realize that there are things that can be done to minimize the damage caused by quakes. For this reason, this unit keeps a positive tone or outlook. It includes exercises and tasks that enables students to think about how to avoid quakes, or at least some of the damage they can cause. this unit also lets them role-play community work that deals with disaster relief. As we all know , reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings:Part 2 Teaching aims and demands1. Knowledge objects:a) The Ss can hear, read, and use the main sentence patternsb) The Ss can understand the content of the lesson and can describe the signs beforean earthquake, the damage of the quake and rescue work after the quake.c) Ss can use the patterns to describe other natural disasters in the proper situation.d) master the order of the news report and the outline of the news.2. Ability objects:(1) To develop the Ss’ abilities of listening, speaking and reading.(2) To train the Ss’ ability of reading.(3) To improve the stude nt’s reading ability, especially their skimming and scanning ability.3. Emotion or moral objects:a) By doing the tasks and the passage, let Ss look at the natural disasters with a positive attitude.b) Teach the Ss to learn the positive sprite of the people in Tang Shanc) Improve Ss ability of working in pairsNow, let’s come to the important points and the Difficult points.1. Important pointsa) Get Ss to basic knowledge about natural disasters.b) Get Ss to learn about Tangshan Earthquake.c) Get Ss to learn different reading skills.2. Difficult pointsDevelop the students’ reading ability.Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? As is known to us all, The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’ learning background ,I will use the following methods .Part 2 Teaching Methods:In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the Engl ish language. So in this lesson I’ll mainly use “Communicativ e”Approach(交际教学法), “Whole language teaching” (整体语言教学法)and “Task-based”language teaching (任务教学法). That is to say, I’ ll let the Ss to get a better understanding of the key structure of the passage. According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the TSA method(情景教学) and TBLT method (语言任务教学)in my teaching, namely Total Situational Action and Task-based Language Teaching. The former is a “scene — activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want. At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Sscreativity in learning English.Part 3 Teaching aidsThe multimedia, recorder, and other normal teaching aidsPart 4 Teaching proceduresStep 1 Lead inShow Ss some pictures about natural disasters and ask them two questions1. can you tell some natural disasters?2. have you ever experienced an earthquake? Can you describe how terrible an earthquake is?Step 2 Warming up and pre-reading1.show pictures about Wenchuan Earthquake and ask Ss to describe the damage of this quake.2.Ask questionsa) Can we predict the earthquake several days ahead?b) What do you think may happen before an earthquake? Please look at the following pictures.The signs before the earthquake1. We can see bright lights in the sky and hear the sound of planes while there is no plane in the sky.2. The animals are nervous, we can see the dogs are barking, the fish are jumping outof the bowls and ponds, the mice run out of fields, ducks jump into the river.3. We can see that the well wall has deep cracks in them and the water rises and falls. Step 3 Reading1. Fast readinga) In what order was the passage written?The passage was written in time order.b) Find the topic sentences of each paragraphParagraph 1 first sentenceParagraph 2 first sentenceParagraph 3 second sentenceParagraph 4 first sentencec) Please divide the passage into 3 parts and summarize the main idea of each part. The 1st part: par1 strange things before an earthquakeThe 2nd part: par2~3 the damage of the earthquakeThe 3rd part: par4 rescue work2. Careful readinga) Read the passage again and fill the blanks .Keys for the blanks : Wells, smelly, pipes, mice, ruins, injured, destroyed, dams, useless, army ,150,000, dig out , bury , shelters, fresh waterc) the outline of the passaged) do the exerciseJoin the correct parts of the sentences.1. The chickens didn’t eat because they were nervous2. Before the earthquake the people they didn’t worry because they didn’t know the quake caused the strange events.3. Such a great number of people the quake happened while they were sleeping.4. Water was needed because dams and wells were useless.5. The people did not lose hope because tne army came to help them.Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods.As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Above are the lecture notes of my lesson. Thank you.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。
人教英语新课标必修1全册教案 Unit 4 Earthquakes
人教英语新课标必修1全册精品教案( Unit 4 Earthquakes)Unit 4 EarthquakesPart One: Teaching Design (第一部分：教学设计) Period 1: A sample lesson plaading(A NIGHT THE EARTH DIDN’T SLEEP)AimsTo listen and talk about natural disastersTo read about earthquakesProcedures I. Warming upWarming up by lookingGood morning class. Have you ever exd any natural disasters? Look aures, can you name all the disasters?(The eaaking; all the buildings will fall down; many people will die; many children will bans.) Warming up by discussingNow, look aures of </st1:warming up and describe what youures. (beautiful cities; broad roads; tall building; large population.)What will haas been a big earthquaw?As we all know, earthquakes are disavBut can we avoid or at least reduce the loss caused by earthquakes?Can wll earthquakes? Now let’Pre-reading and decide what may happen before an earthquaII. Pre-reading 1.Talking and sharingWhat agns of an earthquake? (e.g. Cows, pigs and dogs bvous too eat. Twill run oulds looking for plade. The wawells will rise and fall. Wallwells in village will have deep cracks. There will be bright lig….)2. Imaging and sharingImagan earthquake now, your home begake and you must leave it right away. You havake onlg. What will you take? Why?III. Reading1. Listening and fast readingNow let’xt “A NIGHT THE EARTH DIDN’T SLEEP” and see what it tells us.Please lxt and get the general ideaassage. You should pay aach paragraph. In what ordxt written? (The text is wder. The general ideaxtuach paragraph, thaxt tells ug that happened barthquake, during the earthquake and aarthquake.)2. and underliningNext you aad and underline all the usefulexllocaassagur notebook after class as homewllocaA NIGHT THE EARTH DIDN’T SLEEPa smelly gauarmyardvous to eat, run out of, llade, walittlas usuald that, at anend, one hundred kilaway, one-third, eight killongwide, cut auins, be injuumbaan 400, 000, everywhere, everything was destroyed, be gone, blow awabe not sausands of, give milk, half a millad of, bd, later that abe trapped unduins, fall down, all…is/was not…,hundredusands of,dig out, the deadalbuilt shelwater3. Reading aloud and translatingNext we are going to read aloud the text and transla and trag informationRead the text again and answllowing quWhat natural sigg disaster w?2. Can youasons wgns weren’d?3. Can you describe the disaster caused by the earthquake?4. What events and situabably made the disaster worse?5. How wurvivors helped?6. Could anything more have been dlp the survivors?Why or why not?Answers:are easy to answer.2. Maybe at thale didn’t have knowledge of an earthquaThe students havwn answDiscussing writing styleAs you have understood the general ideaxt, I still put more quu.1. From wview are events described? How do you know?(A writerwho didn’quake ud“they” when he writes.)2.Why do youwxlings about the quake rather than simplwhat happened? (Although the writer walt sadle of Tang Shan. He knows that givinglings will maadingg.)3.W le “A NIGHT THE EARTH DIDN’T SLEEP”? (As usual, nigleep, and night should be quiet and safe. But that night everything changed. The writer used it as a titlw how terrible and how unusual that night is.)5. and understanding difficulIf you have some difficulunderstandlp.IV. Closing downClosing down by doing exNow please dding Ex2 and 3on page 27.Closing down by discussingBy now you’ve known that earthquakes able natural disasters and that , …(3) If you are DRIVING, …(4) If you are HAVING CLASS, …(5) If you are in a CINEMA, …What should you do during the earthquake? Situation:(1) howull trappeduins;(2) how to take caurvivors;(3) how to repair buildings that survived the earthquake;(4) what to do wbuildings that survived the earthquake;(5) wd people to help build a ;(6) how to teach children about earthquake safety;(7) wuaurvivors andamilies;(8) how to plan for further disaPeriod 2: A sample lesson plan for Learning about Language(The Attributive Clause: that, which, who, whose) AimsTo learn about the usage of who, wat andwAttributive ClauseTo discover useful words and exProceduresI. Warming upWarming up by discovering useful words and exHello evAfter reading the passage, we have gw the usagwords and exbut we should dactice. Now turn to page 2dwords and exassagu are given two minuurse, you can discuss with your paTwo minutes laairs andwwhole class. II. Learning about language1. and findingTurn to page 26 and read the text A NIGHT THE EARTH DIDN’T SLEEP. Tick out the attributive clauading passage and transla2. Doing Ex2 on page 28Turn to page 28 and do Exercise 2 in pairs.III. Ready used materials for Relative Pronouns: wat, who whom whoseWhat are Relative Pronouns?Relative pronouns aal pronouns which caantecedent and theattributive clause. Alan be used as a paattributive clause. Hereaant d:1．which/ that:ggs, can be used as a suban obattributive clause; ware used as an oban bd:The plane is a maat/which can fly.Tl (that/which) he visited last wu2. that/who/whom:g to aan be used as subbattributive clause; whom can be used as an object:The girl (that/whom/who) we saw yesterday was Jim’The man that/who is talkingaaths teawhose:g to aa thing, can be used as an attribuattributive clause: Twriter whose nawn all over the world.Twhose window faces souBefore everything, anything, everybody, anybody, all, the best ++n, we use that instead of which:All (that) I needTlargest factory (that) I have ever visitedThe sixth lesson (that) we are learningdifficult in Book Two.5. We can’t use that in a Non-Defining Attributive Clause:I have lwhich I like very much.I have twwho are both teachers.IV. Closing down by doing a quizNow you are going to take a quiz on Relative Pronouns. Fillblanks, using wat, who, whom, whose.(1) T( ) causes everything to fall towards the ground is called gravity.(2) A friend ( ) helps youd is a friend indeed.(3) Do you know the girl ( ) parents are teaur school?(4)The woman ( ) Iust nowglish teacher.(5) He saw a house ( ) windows were all b(6)Everything ( ) can be d one today mustn’t be dw.(7)Can youanyone ( ) could look a?(8)Tbl ( ) I know.(9)The man ( ) I saw toldback today.(10)Those ( ) want to gGreat Wall write down your na(11) He talked a lot abouachers andls ( ) he had visited.(12)Tlesson ( ) we are learningdifficult inB(13)Mount Blanc(勃朗峰), ( ) they visited laghest mountain in Europe.(14)We know all the teacher ( ) wur school.(15)The house in ( ) Lu Xun once lived is a museum now.(16)The house ( ) Lu Xun once lived is a museum now.(17)The house ( ) Lu Xun once lived in is a museum now.(18)You can take a( ) you like.(19) He showed a machine ( ) parts aall to b(20)Twas put off, ( ) was exactly what we wanted. Answxercises: (1)which/that (2)who/that (3)whose (4)whom/that/who (5)whose (6)that (7)that (8)that (9)that/whom/who (10)who (11)that (12)that(13)which (14)that (15)which (16)in which/where (17)which/that (18)that (19)whose (20)which Period 3:A sample lesson plan for Using Language (A lZhang Sha)AimsTo read and speak about travelingTo write a letter describing feeling about traveling Procedures I. Warming upWarming up by discussingHave you ever written a speech? What is a speech?ans an aaking formally to a group of lWhat do you havder when you are writing a speech? Please discuairs. (1. Waudience? 2. How can we express ourselves clearly?) Warming up by readingWhat should you include in youwhen youw? Read thelage 29 and imagine you audent who was invited to give aNow write awhich you should followxage 29. II. Reading and underliningRead the letter and exagain and underline all the useful exllocalur notebook after class as homewllocalgratulations, be pleased to dwgh school speakingagroup of five judges, all of whom, agree, be prouda new pauwho diedble disaster, would like to do, have you das you know, invite sb.to dat special day, at the beginning of, thank sb, for doingur sbbe known as, encourage sb. to dbe happy to dllect stamps, lose one’s lifeIII. ListeningTuur books at page 30. We’ll la story about awho exd the 1906 earthquake. I’ll play the taFirst listen andgdetails that exand 2 requd listen again andxThird listen andur answers.IV. Guided writing (SB. page 31)1. Making a introductionHave you ever read a newspa? Now tuur bage 31 and look at Writing. Read the brief dabout how to write anewspaare a newspaaand answllowing qu) What should you write before writing a newspa? (outline)2) What should a newspaper outline have? (a headline;a lain ideas; a lant details)3) Why a headlded? (It can tell the readers wha; it can also attraaders’ a)4) How can youa newspa? (Fu should write a headlganize your main ideaaragraphs, and then put some detailach paragraph.)5) Have you found out the dbetween a newspaand a? (Usually abegins with small details and includes big details later. A newspadoes juBoth kinduse paragraphs with main ideas. In a good newspa-of-view is objective (a-of-view) while aubjective (as a point-of-view). A newspaalusion; agenerally does.) Now I’ll show you a newspad ouadline, main idea and details of each paragraph.THE last week. The quabigg0 years, caused billdollars in damage. But miraculously, onldied andan 100 people were injuredquake.Auaid one reawasn’t greater destruaglldollalast decade designing earthquake----proof facilities andimproving existing buildingls andarthquake expert said the event illustrated(说明) the growing gap betwand poor naabilgate(减轻) natural disaly a handfulle wusly injured here, a slight number compared wdevastation(破坏) in countries like Turkey, India and El Salvador, where quakes have buried thousands under poorlucted buildings.2. WritingNow prepautlawspaa Daily. You can uxample in exlp you organize your outlUnderlingRead the outline and the newspaWriting and underline all the useful exllocaur notebook after class as homewllocaWritinga lut some detailach paragraph, a team of, rausandlan to darly Judbd to do sth.IV. Closing DownClosing down by summaryWe have learned a lot about earthquakes. Now let’s have a summary about what we have learned. Look allowing qu(1) Have you ever exd an earthquake?(2) Can you describe an earthquaglish?(3) What do you know about the cause of an earthquake?(4) What new information about earthquakes have you learned now?(5) What words and exan you use to describe an earthquake?Closing down by finding informationGlibraad or get onladdation about natural disasters. Part Tw Teaching Resources (第二部分：教学资源): A text structure analA NIGHT THE EARTH DIDN’T SLEEP I. Type of writing and summaain ideaType of writingThis is adve writingMain ideaassageThe article describauurse andult of Tang Shan earthquaItshows uble image of earthquake. Aaus that we must realize thatwe can dgdamagecaused by earthquake.TaragraphStrange things were happeninguntrysidast .T2nd paragraphEverything began to shake andd that theworld was at an end.Td paragraphEverywlooked nearly everything wasdestroyed.TaragraphAll hope was not lost.II. A text structure analysis Read the text “A NIGHT THE EARTH DIDN’T SLEEP”, andlllowing chart.Time/ orderWhat happenedResuldays barthquakeat about 3:00 am3:42 ama huge crack cut auads…saw: steam bulgroundhard hill-rivers of dlay in ru00,000 peoplekilled/injured75% fa0% home were gonebvereddams/bridges fellnot safe railway tracksuselesscows never milkpigs/diedwells filled with sandrescue workers and dapped unduinsbuildings fell downwater/food/elard to getafter thalosta0,000 soldiersworkers built shelurvivwater was tabegan to breathe againIII. A retold vxble vange things happened in Tang Shan. Fdays the wavillage wells rose and fell. The well walls had deep cracks and a smelly gas came ouacks. Tgs and mice wvous. Fish jumped out of bowls and ponds. Bright light appearedPeople heard the sound of planes even wlanes wThe wabuildings cracked and burst.At everything began to shake. It seemed that the world was ad! One-thirdation felt it. A huge crack cut aIble seconds a large city lay in ruins.Two-thirdle died or were injured. Nearly everything was destroyed%aand 90%were gone. Then later that aanother big earthqua. People began to wonder how long the disaster would last.But all hope was not lost. The a0,000 soldlWorkers built shelurvivors. Slowlbegan to breathe aga2: Background informaARTHQUAKESI. Zhang HengZhang Heng (张衡) (78AD—139AD) was an aathematician, artist and literary scholar（文学学者）astern Han Dynaa.Bday’s Nangyang County, Henan, he was a good writer at age 12. At the aglursue(从事) his studying the capital city. Hat least 10 yeauth in literary studies and writing. He published several well-recognized literary writings. He switched to(转向) aafter age 30.Iar 12d the calendar to bringline wasons.In 132 Zhang Heng inventedgraph(地震仪) for measuring earthquakes. His device waape of a cylinder(圆柱体) with eight dragon heads aroundach with a balluth. Around the bottom were eight frogs, each directly under a dragon head. When an earthquake occurred, a ball fell oudragon’s moua frog’s mouth, making aHe also invented the odometer(里程表) Zhang Heng wa</st1:country-reguct a rotatingcelestial globe.Iublicaald π= 730/232 (or abou) .II. Earthquake Survival TipsWould you know what to do during a really big earthquake? Experts have looked into matter carefully. It may be worth you while to look ovllowingave for us.If the ground begins shaking while you are driving, pull over and stay in your car. If you are in a buildingget near a strong wall. Tace under a big doorwaafest. As soon as the quake is ovgabuilding. Gaularthquakes. Tay prove to be lifesavers. We shouldd. Remember to alwabest but prepawall If it has an earthquake when having clauduld lacher’s instruads and hide under the desks.l If it has an earthquake wudents agroundan crouandads with hands. Be suaway with high building and dangerous objects.l Don’t go balal Retreat in order aarthquaape in Public PlacesLandwDon’t be scared and don’t rush t owards the exits. Try to avoid crowds. Avoid to be squeezedwallor bal At theaters and gyms: crouch down or slip undairs; avoid suspending lights and elans;ad wlbags; aarthquake, landwat in an organized way.l In depabuseums or subway: findudities (low furniture etc.) or a pillaa wall to crouch dowads with handbjects; keep away from glass windows, glass couw counters; keep awaall cupboards; keep away from advboards anduspending objects.l On bulley buses: Graandles to avoid being injured; lowgravity; hide neaats; get off aarthquake passed: Words and exI. Wordading1. imagine va pictud；(sth.) as probable：想象；认为（某事）可能发生或存在。
人教版高中英语必修一教案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。
高中英语必修知识1《Unit4Earthquakes》教案人教版
高中英语必修知识1《Unit4Earthquakes》教案人教版《Unit4Earthquake》教案1教学准备教学目标掌握住列举的重点单词和句子教学重难点掌握住列举的重点单词和句子并能灵活运用教学过程Ⅰ.重点单词1.________vi.爆裂；爆发n.突然破裂；爆发2.________n.事件；大事3.________n.废墟；毁灭vt.毁灭；使破产4.________adj.极度的5.________vt.破坏；毁坏；消灭6.________vt.&vi.（使）震惊；震动n.休克；打击；震惊7.________n.&vt.援救；营救8.________vt.使陷入困境n.陷阱；困境9.________n.灾难；灾祸10.________vt.埋葬；掩埋；隐藏11.________n.&vt.损失；损害12.________n.裁判员；法官vt.断定；判断；判决13.________vt.损害；伤害→________n.伤害；损害→________adj.受伤的14.________n.电；电流；电学→________adj.用电的；带电的→________adj.与电有关的；电学的15.________vt.使惊吓；吓唬→________adj.受惊的；受恐吓的→________adj.令人恐惧的16.____________n.祝贺；（复数）贺词→_____________vt.祝贺Ⅱ.重点短语1.a（great）number________许多；大量的2.dig________掘出；发现3.________anend结束；终结4.right________立刻；马上5.a________仿佛；好像6.________ruin严重受损；破败不堪7.thinklittle________轻视，满不在乎8.ten________thouandof数以万计9.beproud________以……自豪10.judge________从……判断11.betrapped________陷入12.beburied________埋头于13.put________helter搭建避难所14.getaway________离开15.payattention________注意Ⅲ知识点教案E某.2OneeingJayChowappearonthetage，theaudienceburtout_________（cheer）.burtwithanger/joy勃然大怒burtn.突然破裂；爆发aburtoflaughter一阵笑声2.n.废墟，遗迹（常用复数形式）；毁灭be/lieinruin成为废墟；严重受损；破败不堪E某.1Allthetownwere/layin_____（ruin）aftertheearthquake. vt.毁灭；使破产ruinoneelfruinone’health/fame/futureE某.2过量吸烟损害健康，因此你应该戒烟。
新人教 必修一unit4_Earthquake全单元教案
Unit 4 Earthquakes教学目标和要求1.知识目标（Knowledge）①词汇（Vocabulary）：shake, rise, crack, burst, well, smelly, pond, steam, destroy, ruin, injure, survivor, brick, useless, shock, quake, rescue, electricity, disaster, organize, bury, coal, mine, shelter, fresh, percent, honor, prepare.②短语(Phrases and expressions)：right away, at an end, lie in ruins, be trapped under sth, to the north of sp, put up, give out, wake sb up, prepare sth for sth., think little of sth.③语法(Grammar)：定语从句（The Attributive Clause）.能用英语描述任务的特征、行为等---- 由who/ whom/ whose/ that引导；能用英语描述事物、事件的性质、内容等---- 由which/ that/ whose引导。
2．能力目标（Ability）能运用所学语言知识描述地震前兆、危害及震后援救；根据已知信息推测将要听取的材料的内容；提高阅读技能和用英语进行思维、推理、判断的能力；掌握演讲稿的格式及新闻报道的写作步骤和要点。
3. 情感目标Affect学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神；在教学活动中培养学生的合作精神和互助精神。
教学重点和难点1重点词汇：injure，survivor, shock, rescue, disaster, fresh, judge, prepare2语法：The Attributive Clause3难点: 运用所学知识表达自己的想法; 较长句子成分的划分及意义的理解; 如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展;指导学生通过各种渠道如报纸、杂志、图书馆和网络等资源查找有关素材，培养信息社会收集查找资料的能力。
人教版高中英语必修1教案Unit 4 Earthquakes
人教版高中英语必修1教案Unit 4 EarthquakesUnit 4 教学设计(1) 题：Earthquaes (2) 教材分析与学生分析：本单元的主题是“地震”。
aring 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 abut 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, hih, h, hse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, riting and speaing）”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年旧金大地震中的可怕经历。
写作（riting）部分训练学生如何写新闻报道，学会拟地定写作提纲。
(3) 时安排：The first perid: Reading The send perid: ReadingThe third perid: Listening The frth Perid：Graar The fifth perid: Extensive reading The sixth perid: Suar (4)教学目标：①知识与技能：了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援;掌握和运用本单元出现的新词汇和短语以及数字的表达法；熟练运用that, hih, h, hse引导的定语从句；学会写英新闻报道，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。
人教版高中英语必修一教案：Unit+4+Earthquakes+Period+1.doc
株潭中学集体备课教案单品味人生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。
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。
高中英语 Unit 4《Earthquakes》教案 新人教版必修1
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 someuseful information.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 statementsthat 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“Learning about language”.2.Ask the to look for more ways of reducing losses from earthquakes. Thestudents can 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 earthquakeis coming.3.Learn from the bravery of people in Tangshan to face the reality andrebuild the city.Teaching important points:1 The new words and expressions.2. Learn some detailed information about an earthquake.3. Train the students’ ability to cooperate with others.4. Train the students’ speaking ability.Teaching difficulties:1 Words: shake, burst, rise, destroy, shock, fresh, injure2. Phrases: right away, at an end3. Sentence patterns:(1) It seemed/ seems that…(2) The number of sb./sth. Reached/reaches…(3)All hope was not lost.4. Improve the students’ reading ability.5. Train the students’ability to grasp key information while listening Teaching procedures:Step 1 Pre-readingT: Suppose you are warned of a coming earthquake. Now you have time to take only one thing. Tell your partner what you will take and the reason. T: If an earthquake is around the corner, there must be some abnormal phenomena. Carefully look at the four pictures on Page 25 and try to describe what you have seen.Step2 ListeningT: Everyone knows that an earthquake is very terrible. Today, we will learn something about the strongest earthquake in China’s history, which happened in Tangshan, Hebei, in 1976. First listen to the tape with your textbooks closed and check whether the following statements are true or false. If it is false, try to correct it.1.People in Tangshan were warned of the earthquake and didn’t go to bedthat night. (F)2.People in Beijing also felt the earthquake. (T)3.More than 400 000 people were killed in the quake. (F)4.Many rescue workers and doctors were trapped under the ruins duringthe aftershock. (T)5.People tried to get fresh water from under the ground in Tangshan. (F) Step 3 Reading1.Finish Part 1-2 in Comprehending on Page 27.2.Finish Part 3 in Comprehending on Page 27.3.Read the passage again to get important information about TangshanEarthquake and fill in the blanks. ( 百思英语 Page 44 )Step 4 Speaking or Reading aloudIf your students are good at English, ask them to do this exercise: Suppose one of you was a newspaper reporter, and the other was a witness of the 1976 Tangshan Earthquake. Now the newspaper reporter is asking the witness some questions. Work in pairs please.If your students are very poor in English, ask them to do this exercise: Play the tape for the students to listen and follow in order to let them know how to read the text.Step 5 Homework1.Read the text several times.2.Do exercise 3 on Page 28.3.Do exercise 2 on Page 28 in the exercise book and hang it in tomorrow.4.Learn some words and phrases in this unit and make some sentences withthem. ( Ss’ Book, Page 82-84)Record after teaching :_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The Third PeriodKnowledge:1.words: crack, burst, ruin, injure, destroy, shock, last2.phrases: at an end, right away, dig out3.sentence patterns:All hope was not lost.Ability:1.Train the students’ ability to read different numbers in English.2.Learn the usage of some difficult words and expressions.3.Train the students’ability to remove the difficulties while reading. Emotion:1.Train the students’ ability to cooperate with others.2.Know the deadliness of an earthquake and the signs before an earthquakeis coming.3.Learn from the bravery of people in Tangshan to face the reality andrebuild the city.Teaching important points:1.Train the students’ ability to read different numbers in English.2.Train the students’ ability to cooperate with others.Teaching difficulties:1.The explanation of some difficult words and expressions.2.Train the students’ability to remove the difficulties while reading. Teaching procedures:Step 1 Revision1.T: In the last period , we learned something about the terrible Tangshan Earthquake in 1976, which is the deadliest earthquake in China’s history. Now I am going to ask you some questions based on the Reading passage.(1)What did people in Tangshan see in the sky before the earthquake?(2)What did people notice in the wells?(3)Did people pay any attention to these abnormal phenomena?(4)When did the earthquake begin?(5)Were there any aftershocks?(6)Did the survivors deny the city and go to live in other places?2. Check the homework (Ex2 on P28). Ask them to recite it after class. Step 2 Learning about NumbersTurn to Page 28 and look at Part 3. Match each word to the number that has the same meaning. Allow the students several minutes to finish the task. Check the answers.Step 3 Important pointsAsk the students to turn to Page 82. Ask some students to make some sentences with the words or phrases. Deal with some difficulties. You can add more phrases.Step 4 homeworkIn order to master the usage of these words and expressions, please do some related exercises.1.Finish off the two parts in Using Words and Expressions on Page 63.2.Translate the sentences on Page 63 into English. Write the Englishsentences in one of your exercise book and hand it in tomorrow. Record after teaching :_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Fourth PeriodKnowledge:1.Learn the Attributive Clause.2.Learn the difference between Relative Pronouns for the AttributiveClauses.Ability:1.Learn to choose the correct Relative Pronouns for the AttributiveClauses.2.Train the students’ ability to report what others have said. Emotion;Train the students’ ability to cooperate with each other.Teaching important points:1.Learn the Attributive Clause.2.Train the students’ ability to report what others have said. Teaching difficulties:Learn to choose the correct Relative Pronouns for the Attributive Clauses. Teaching procedures:Step 1 revisionCheck the homework exercises.Step 2 Grammar( The teacher writes the sentence “Workers built shelters for survivors whose homes had been destroyed.”On the blackboard before class begins.) T: Please look at the sentence on the blackboard, paying special attention to the underlined part. What kind of clause is it?Ss: The Attributive Clause.T: Yes. The Attributive Clause tells us which person or thing (or what kind of person or thing ) the speaker means.e.g. The woman who lives next door is a teacher.A sentence with an attributive clause contains two shorter sentences. In the sentence above, the two short sentences are: “The woman is a teacher.”And “The woman lives next door.” The Attributive Clause is the answer to the question: Which woman is a teacher?Would you try to divide the sample sentence on the blackboard into two short sentences?T: That’s right. Now try to find all the sentences with Attributive Clauses in the reading passage and divide each sentence into two short sentences.T: Next I will say something about the common relative pronouns. “Who”is used for people. “Which”is used for things. “That”is used for things or people. “Whose”is used instead of his/her/their/somebody’s. “Whom” is quite formal, and in most cases it is all right to use who instead. But when whom has a preposition before it, it cannot be replaced by who.Step 3 Practice1. Now look at Part 2 in Discovering Useful Structures on Page 28. try to complete each sentence using that, which, who, or whose.Let the students do this exercise and check the answers.2.Do more exercises in Ex 3 on Page51 in《导学》Step 4 HomeworkAfter class, read the passage on Page 64. It’s about advice on how to protect your home from an earthquake. Complete the sentences below, using who, whom, which, that or whose.Record after teaching;_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ .The Fifth PeriodKnowledge:1.Know how to write a speech.2.Know how to write a newspaper story.Ability:1.Train the students’ speaking ability.2.Train the students’ ability to search for doing something.3.Train the students’ ability to do things step by step.Emotion:1.Honor the great people of Tangshan.2.Learn to cooperate to each other.Teaching Important Points:1.Train the students’ speaking ability.2.Train the students’ ability to search for doing something. Teaching Difficulties:1.Know how to write a speech.2.Know how to write a newspaper story.3.Learn to cooperate to each other.Teaching Procedures:Step 1 RevisionT: In the last period, we learned the Attributive Clause and how to choose a proper relative pronoun. Now let’s check your homework exercises. Please open your textbooks and turn to Page 64. Look at Part 1 in Using Structures. I will ask some of you to read the sentences out.(The teacher corrects mistakes if there are any.)Step 2 Reading and WritingT: Read the letter on Page 29.In the blank at the beginning of the letter, write the last number of the year it is now. Then in the blank near the end of the letter, use a number to say how many years ago the quake happened.(After several minutes, the teacher checks the answers with the class.) T: Suppose you are the student who was invited to give the speech. What should you include in your speech?(Students give their different answers.)T: Yes, while writing, don’t forget to contain the informa tion. Now I will give you 15 minutes to write the speech. You can follow the points in part 3 on this page.(While the students are writing, the teacher gets around the classroom and helps the students to deal with any difficulties that they have.) (After 15 minutes)T: Are there any volunteers to read his or her speech?( If there is nobody, the teacher asks one to read, and give some assessments.)Step 3 SpeakingT: Imagine that after your speech, Zhangsha asks you to give a short talk about the new stamps about Tangshan to honor the city. First, ask and answer the following questions in pairs.(1)What do these stamps show?(2)Do you think these stamps are very important and why?(3)Will you collect these stamps? Why and why not?(After the students ask and answer these questions in pairs.)T: Now try to fill in the lines in the little talk. You can use some of the answers to the questions.T: Next I will ask one of you to read the little talk.Step 4 WritingT: By now you have learned writing a speech and a little talk. Now you are going to write an article for a newspaper about a special event that happed in your hometown. First, let’s learn some skills of writing newspaper stories. Before you write, you should write an outline. This is very useful. Today, we will learn how to write an outline. Please turn to Page 31. Read the instructions in bold and pay attention to some questions I prepared to you.Q1: Why is an outline important?Q2: What should an outline include?Q3: Why is a headline important?Q4: What are the steps to finish a newspaper story?Q5: What is the feature of a newspaper story?Suggested answers:1.Because an outline will prepare you to write a better story.2.A good outline should have a headline, a list of main ideas and a listof important details.3.A headline can tell the readers what the topic is, so it can attractthe readers’ attention since the reader may not have bought the newspaper before they read the headline.4.First, organize the main ideas. Next, put some details into eachparagraph.5.A newspaper story gives the most important news first and the leastimportant news last.T: Now let’s read the example of a newspaper story. Try to find the headline, main idea and details of each paragraph. You may work in groups of three.(After several minutes, the teacher asks the students the following questions :)Q1: What is the headline of the newspaper story?Q2: What is the main idea?Q3: What is the detailed information?T: Now turn to Page 32 and check your main ideals and detailed information. Step 5 HomeworkT: So now you know how to write a passage step by step. Prepare the outline for a short newspaper story for China Daily. Use the example to help you to organize your outline. You can first have a discussion with your partner and decide which event you will write about. Try to write down the title, main ideas and detailed information. Then put them into a short passage. Record after teaching:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Sixth PeriodKnowledge:Learn a passage about the San Francisco EarthquakeAbility:1. Learn to compare two similar passages.2. Train the students’ listening ability.Emotion:1. Learn to cooperate with others.2. Learn from the bravery of the people of San Francisco to face the reality.Teaching Important Points:1.Train the students’ listening ability.2. Learn a passage about the San Francisco EarthquakeTeaching Difficulties:Learn to compare two similar passages.Teaching Procedures:Step 1 RevisionT: In the second period of this unit, you learnt some detailed information about the Tangshan Eearthquake. Can you use several sentences to summarize the passage?S: Let me have a try. The terrible earthquake struck the city of Tangshan while people were sleeping. More than 400 000 people were killed or injured in the quake. After the quake, people found nearly everything was destroyed. But people in Tangshan didn’t lose heart. They rebuilt the city with the help of soldiers.T: Quite good.Step 2 Reading and ComparingT: In the first period, we also talked about the earthquakes that happened in San Francisco. Today, we will learn a passage titled “The Story ofan Eyewitness”, which is about the San Francisco Earthquake in 1906. It was written by Jake London, who was a famous American writer.T: First read the passage carefully. While reading, please think about the following questions:(1)How did the author feel about the earthquake?(2)How did the author feel about the people of San Francisco? (Ss read the passage, then the teacher asks someone to give their answers and checks the answers)(Answers will vary.)T: Quite good. You can keep your own answers as long as you think they are reasonable and you can find proofs from the passage.Read the first paragraph in this passage .Then go back and read again the first paragraph of the passage on Page 26. Compare the ways both writers give you details about the earthquakes. Try to finish the 4 exercises on Page 66. You may discuss in group of three.(Ss read the two passage and finish the exercises.)(Then the teacher checks the answers.)T: Next I will play the tape of this passage for you to listen. Please pay special attention to the intonation.(After listening.)T: Now I will give you several minutes to read the third paragraph with feelings.Step 3 ListeningT: Just now we learned a passage written by an eyewitness about the terrible San Francisco earthquake in 1906. Now we will listen to a story told by a man who was a survivor of the earthquake. Listen to the tape the first time, and try to tell whether the statements in part 1 are true or false.(Teacher plays the tape for the students to listen and finish the task.) (After listening, the teacher checks the answers with the class.)T: Now let’s liste n to the tape again and try to answer the questions in Part 2.(After listening, the teacher checks the answers)T: While listening to the tape, you should not only pay attention to the contents, but also the pronunciation and intonation. The sentences in Part 3 show us the sequence. I will play the tape again, you should mark liaison and incomplete explosion in these sentences. Then practice reading them aloud.Step 4 HomeworkT: In this class we read and listened to two stories ,both of which are about the 1906 San Francisco earthquake. The stories are true and were written for the Museum of the City of San Francisco. The museum has many such personal accounts and photos at /1906/06.html. If you are interested in them, youcan surf i n the site I’ve given to you.Record after teaching:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Seventh PeriodKnowledge:1.Learn how to make an earthquake plan.2.Learn what to contain in a personal earthquake bag.Ability:1.Train the students’ listening ability.2.Train the students’ speaking ability.3.Learn to find reasons for their choices.4.Learn to sum up what they have learned in the unit.Emotion:Learn to cooperate with others.Teaching Important Points:1. Train the students’ listening ability.2. Train the students’ speaking ability.Teaching Difficulties:Learn to find reasons for their choices.Teaching Procedures:Step 1 GreetingsGreet the whole class as usual.Step 2 ListeningT: These days Earthquakes are always our central topic. We have learned many things about it. Up till now, earthquakes are difficult to predict. We can hardly avoid an earthquake. But actually we can do things to reduce the losses of an earthquake. Let’s lo ok at the form on Page 66 and have a discussion about the earthquake plan with your partner.( Ss give their answers)T: What should you do if you are outside?(Ss give their answers)T: What should you do if you are in the living room?(different answers)T: What should you do if you are in the house room?(different answers)T: Next we are going to listen to the tape and write down the three“things” that are mentioned.(After listening, teacher checks the answers with the students.)T: Then let’s listen again. This time you should write down more details about each of the “things”.(After listening, teacher checks the answers with the class. Play the tape again if necessary.)Step 3 SpeakingT: You know every family should have an earthquake bag, in which there are enough things that you can use in case of an earthquake. Here we have a list of possible items for the personal earthquake bag. Choose only eight things, which you think are the most essential, from the list. They must last you five days. Discuss with your partner.(After several minutes.)T: Now join another pair and discuss your choices. Put all the things you agree on into a final list. Discuss the other items explaining your reasons and trying to agree which ones are the most suitable. (After several minutes.)T: Each group should choose one representative. Now be prepared to present your list to the class and give your reasons for each choice.Step 4 Learning TipT: In order to learn a language well, you should do a lot of practice, including listening, speaking, reading and writing. Only when we understand what is said to us can we have a conversation with somebody. So listening to English is very important. After class, you should listen to the English news on CCTV International. You will not only get a lot of information about what is happening around the world, but also improve your listening and learn more English words and expressions. At the same, you will improve your pronunciation and intonation.Step 5 Summing upT: Now let’s sum up what you have learnt in this unit. Work with your partner. First write down what you have learned about earthquakes. Then write down the verbs, nouns, expressions and new grammar items that you have learned from this unit.Step 6 Homework1.Review Unit 4. .2.Preview Unit 5.Record after teaching:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ __________________________________________________________________________________________________________________________________________ _____________________________________________________________________The End。
unit4Earthquake全单元教案
unit4Earthquake全单元教案Book 1 Unit 4 earthquake教案一．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，主要目的是为了帮助学生更好地理解Reading部分的文章。
XXX Language部分分为两个部分：Discovering useful words and expressions和Discovering XXX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研究定语从句。
Using Language局部分为Reading，Writing and Speaking；Listening和Writing。
Reading，XXX包孕读一篇约请函，写一份演讲稿和关于一套新唐山邮票的XXX局部报告了一名地动幸存者的故事，并按照听力材料举行正误判别和回覆下列题目，旨在造就学生获得细节的本领，并经由过程听来仿照尺度的语音和腔调。
Writing局部请肄业生报纸写一篇消息报导，进修若何依照尺度的步调举行写作，如挑选得本地题目和构造言语等。
人教版高中英语必修一教案：Unit+4+Earthquake(1).doc
Unit 4 EarthquakeThe content of my lesson is New Senior English for China student’s Book1 Unit 4earthquake. I’ll be ready to begin this lesson from four parts. Analysis of the teaching material,， the teaching methods, the studying methods and the teaching procedure. First, let me talk about the teaching material.Part 1 Teaching Material:This unit is about natural disasters through the world and china,as we know ,has a particular problem with earthquakes. In the last century five of the ten worst earthquakes happened in China .although it is important for students to understand the dangers people face in a quake, it is just as important for them to realize that there are things that can be done to minimize the damage caused by quakes. For this reason, this unit keeps a positive tone or outlook. It includes exercises and tasks that enables students to think about how to avoid quakes, or at least some of the damage they can cause. this unit also lets them role-play community work that deals with disaster relief. As we all know , reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings:Part 2 Teaching aims and demands1. Knowledge objects:a) The Ss can hear, read, and use the main sentence patternsb) The Ss can understand the content of the lesson and can describe the signs beforean earthquake, the damage of the quake and rescue work after the quake.c) Ss can use the patterns to describe other natural disasters in the proper situation.d) master the order of the news report and the outline of the news.2. Ability objects:(1) To develop the Ss’ abilities of listening, speaking and reading.(2) To train the Ss’ ability of reading.(3) To improve the stude nt’s reading ability, especially their skimming and scanning ability.3. Emotion or moral objects:a) By doing the tasks and the passage, let Ss look at the natural disasters with a positive attitude.b) Teach the Ss to learn the positive sprite of the people in Tang Shanc) Improve Ss ability of working in pairsNow, let’s come to the important points and the Difficult points.1. Important pointsa) Get Ss to basic knowledge about natural disasters.b) Get Ss to learn about Tangshan Earthquake.c) Get Ss to learn different reading skills.2. Difficult pointsDevelop the students’ reading ability.Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? As is known to us all, The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’ learning background ,I will use the following methods .Part 2 Teaching Methods:In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the Engl ish language. So in this lesson I’ll mainly use “Communicativ e”Approach(交际教学法), “Whole language teaching” (整体语言教学法)and “Task-based”language teaching (任务教学法). That is to say, I’ ll let the Ss to get a better understanding of the key structure of the passage. According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the TSA method(情景教学) and TBLT method (语言任务教学)in my teaching, namely Total Situational Action and Task-based Language Teaching. The former is a “scene — activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want. At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Sscreativity in learning English.Part 3 Teaching aidsThe multimedia, recorder, and other normal teaching aidsPart 4 Teaching proceduresStep 1 Lead inShow Ss some pictures about natural disasters and ask them two questions1. can you tell some natural disasters?2. have you ever experienced an earthquake? Can you describe how terrible an earthquake is?Step 2 Warming up and pre-reading1.show pictures about Wenchuan Earthquake and ask Ss to describe the damage of this quake.2.Ask questionsa) Can we predict the earthquake several days ahead?b) What do you think may happen before an earthquake? Please look at the following pictures.The signs before the earthquake1. We can see bright lights in the sky and hear the sound of planes while there is no plane in the sky.2. The animals are nervous, we can see the dogs are barking, the fish are jumping outof the bowls and ponds, the mice run out of fields, ducks jump into the river.3. We can see that the well wall has deep cracks in them and the water rises and falls. Step 3 Reading1. Fast readinga) In what order was the passage written?The passage was written in time order.b) Find the topic sentences of each paragraphParagraph 1 first sentenceParagraph 2 first sentenceParagraph 3 second sentenceParagraph 4 first sentencec) Please divide the passage into 3 parts and summarize the main idea of each part. The 1st part: par1 strange things before an earthquakeThe 2nd part: par2~3 the damage of the earthquakeThe 3rd part: par4 rescue work2. Careful readinga) Read the passage again and fill the blanks .Keys for the blanks : Wells, smelly, pipes, mice, ruins, injured, destroyed, dams, useless, army ,150,000, dig out , bury , shelters, fresh waterc) the outline of the passaged) do the exerciseJoin the correct parts of the sentences.1. The chickens didn’t eat because they were nervous2. Before the earthquake the people they didn’t worry because they didn’t know the quake caused the strange events.3. Such a great number of people the quake happened while they were sleeping.4. Water was needed because dams and wells were useless.5. The people did not lose hope because tne army came to help them.Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods.As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Above are the lecture notes of my lesson. Thank you.精美句子1、善思则能“从无字句处读书”。
unit4-Earthquake全单元教案
Contents 目录一、教学内容分析(Analysis of the teaching materials)二、教学目标和要求(Teaching aims and demands)三、教学重点与难点(Teaching difficult and important points)四、教学课时安排(Teaching arrangements)五、教学设计步骤(Teaching procedures)六、评估与反馈(Assessing)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。
高中英语 Unit 4《Earthquakes》教案 新人教版必修1
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 searchfor some useful information.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 wholeworld.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 Iin the part “Learning about language”.2.Ask the to look for more ways of reducing losses fromearthquakes. The students can 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 Period Knowledge: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 informationwhile 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 beforean earthquake is coming.3.Learn from the bravery of people in Tangshan to face thereality and rebuild the city.Teaching important points:1 The new words and expressions.2. Learn some detailed information about an earthquake.3. Train the students’ ability to cooperate with others.4. Train the students’ speaking ability.Teaching difficulties:1 Words: shake, burst, rise, destroy, shock, fresh, injure2. Phrases: right away, at an end3. Sentence patterns:(1) It seemed/ seems that…(2) The number of sb./sth. Reached/reaches…(3)All hope was not lost.4. Improve the students’ reading ability.5. Train the students’ ability to grasp key information while listeningTeaching procedures:Step 1 Pre-readingT: Suppose you are warned of a coming earthquake. Now you have time to take only one thing. Tell your partner what you will take and the reason.T: If an earthquake is around the corner, there must be some abnormal phenomena. Carefully look at the four pictures on Page 25 and try to describe what you have seen.Step2 ListeningT: Everyone knows that an earthquake is very terrible. Today,we will learn something about the strongest earthquake in China’s history, which happened in Tangshan, Hebei, in 1976. First listen to the tape with your textbooks closed and check whether the following statements are true or false. If it is false, try to correct it.1.People in Tangshan were warned of the earthquake anddidn’t go to bed that night. (F)2.People in Beijing also felt the earthquake. (T)3.More than 400 000 people were killed in the quake. (F)4.Many rescue workers and doctors were trapped under theruins during the aftershock. (T)5.People tried to get fresh water from under the ground inTangshan. (F)Step 3 Reading1.Finish Part 1-2 in Comprehending on Page 27.2.Finish Part 3 in Comprehending on Page 27.3.Read the passage again to get important information aboutTangshan Earthquake and fill in the blanks. ( 百思英语Page 44 )Step 4 Speaking or Reading aloudIf your students are good at English, ask them to do this exercise:Suppose one of you was a newspaper reporter, and the other was a witness of the 1976 Tangshan Earthquake. Now the newspaper reporter is asking the witness some questions. Work in pairs please.If your students are very poor in English, ask them to do this exercise:Play the tape for the students to listen and follow in order to let them know how to read the text.Step 5 Homework1.Read the text several times.2.Do exercise 3 on Page 28.3.Do exercise 2 on Page 28 in the exercise book and hang itin tomorrow.4.Learn some words and phrases in this unit and make somesentences with them. ( Ss’ Book, Page 82-84)Record after teaching :_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ ___________________________________________________The Third PeriodKnowledge:1.words: crack, burst, ruin, injure, destroy, shock, last2.phrases: at an end, right away, dig out3.sentence patterns:All hope was not lost.Ability:1.Train the students’ability to read different numbers inEnglish.2.Learn the usage of some difficult words and expressions.3.Train the students’ ability to remove the difficultieswhile reading.Emotion:1.Train the students’ ability to cooperate with others.2.Know the deadliness of an earthquake and the signs beforean earthquake is coming.3.Learn from the bravery of people in Tangshan to face thereality and rebuild the city.Teaching important points:1.Train the students’ability to read different numbers inEnglish.2.Train the students’ ability to cooperate with others. Teaching difficulties:1.The explanation of some difficult words and expressions.2.Train the students’ ability to remove the difficultieswhile reading.Teaching procedures:Step 1 Revision1.T: In the last period , we learned something about the terrible Tangshan Earthquake in 1976, which is the deadliest earthquake in China’s history. Now I am going to ask you some questions based on the R eading passage.(1)What did people in Tangshan see in the sky before the earthquake?(2)What did people notice in the wells?(3)Did people pay any attention to these abnormal phenomena?(4)When did the earthquake begin?(5)Were there any aftershocks?(6)Did the survivors deny the city and go to live in otherplaces?2. Check the homework (Ex2 on P28). Ask them to recite it after class.Step 2 Learning about NumbersTurn to Page 28 and look at Part 3. Match each word to the number that has the same meaning. Allow the students several minutes to finish the task. Check the answers.Step 3 Important pointsAsk the students to turn to Page 82. Ask some students to make some sentences with the words or phrases. Deal with some difficulties. You can add more phrases.Step 4 homeworkIn order to master the usage of these words and expressions, please do some related exercises.1.Finish off the two parts in Using Words and Expressionson Page 63.2.Translate the sentences on Page 63 into English. Write theEnglish sentences in one of your exercise book and hand it in tomorrow.Record after teaching :_________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ ___________________________________________________The Fourth Period Knowledge:1.Learn the Attributive Clause.2.Learn the difference between Relative Pronouns for theAttributive Clauses.Ability:1.Learn to choose the correct Relative Pronouns for theAttributive Clauses.2.Train the students’ ability to report what others havesaid.Emotion;Train the students’ ability to cooperate with each other. Teaching important points:1.Learn the Attributive Clause.2.Train the students’ ability to report what others havesaid.Teaching difficulties:Learn to choose the correct Relative Pronouns for the Attributive Clauses.Teaching procedures:Step 1 revisionCheck the homework exercises.Step 2 Grammar( The teacher writes the sentence “ Workers built shelters for survivors whose homes had been destroyed.”On the blackboard before class begins.)T: Please look at the sentence on the blackboard, paying special attention to the underlined part. What kind of clause is it?Ss: The Attributive Clause.T: Yes. The Attributive Clause tells us which person or thing (or what kind of person or thing ) the speaker means.e.g. The woman who lives next door is a teacher.A sentence with an attributive clause contains two shorter sentences. In the sentence above, the two short sentences are:“ The woman is a teacher.” And “ The woman lives next door.”The Attributive Clause is the answer to the question: Which woman is a teacher?Would you try to divide the sample sentence on the blackboard into two short sentences?T: That’s right. Now try to find all the sentences with Attributive Clauses in the reading passage and divide each sentence into two short sentences.T: Next I will say something about the common relative pronouns.“Who” is used for people. “Which” is used for things. “That” is used for things or people. “Whose” is used instead of his/her/their/somebody’s. “Whom”is quite formal, and in most cases it is all right to use who instead. But when whom has a preposition before it, it cannot be replaced by who.Step 3 Practice1. Now look at Part 2 in Discovering Useful Structures on Page 28. try to complete each sentence using that, which, who, or whose.Let the students do this exercise and check the answers. 2.Do more exercises in Ex 3 on Page51 in《导学》Step 4 HomeworkAfter class, read the passage on Page 64. It’s about advice on how to protect your home from an earthquake. Complete the sentences below, using who, whom, which, that or whose. Record after teaching;_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ ___________________________________________________.The Fifth PeriodKnowledge:1.Know how to write a speech.2.Know how to write a newspaper story.Ability:1.Train the students’ speaking ability.2.Train the students’ability to search for doingsomething.3.Train the students’ ability to do things step by step. Emotion:1.Honor the great people of Tangshan.2.Learn to cooperate to each other.Teaching Important Points:1.Train the students’ speaking ability.2.Train the students’ability to search for doingsomething.Teaching Difficulties:1.Know how to write a speech.2.Know how to write a newspaper story.3.Learn to cooperate to each other.Teaching Procedures:Step 1 RevisionT: In the last period, we learned the Attributive Clause and how to choose a proper relative pronoun. Now let’s check your homework exercises. Please open your textbooks and turn to Page 64. Look at Part 1 in Using Structures. I will ask some of you to read the sentences out.(The teacher corrects mistakes if there are any.)Step 2 Reading and WritingT: Read the letter on Page 29.In the blank at the beginning of the letter, write the last number of the year it is now. Then in the blank near the end of the letter, use a number to say how many years ago the quake happened.(After several minutes, the teacher checks the answers with the class.)T: Suppose you are the student who was invited to give the speech. What should you include in your speech?(Students give their different answers.)T: Yes, while writing, don’t forget to contain the information. Now I will give you 15 minutes to write the speech. You can follow the points in part 3 on this page. (While the students are writing, the teacher gets around the classroom and helps the students to deal with any difficulties that they have.)(After 15 minutes)T: Are there any volunteers to read his or her speech?( If there is nobody, the teacher asks one to read, and give some assessments.)Step 3 SpeakingT: Imagine that after your speech, Zhangsha asks you to give a short talk about the new stamps about Tangshan to honor the city. First, ask and answer the following questions in pairs.(1)What do these stamps show?(2)Do you think these stamps are very important and why?(3)Will you collect these stamps? Why and why not?(After the students ask and answer these questions in pairs.) T: Now try to fill in the lines in the little talk. You can use some of the answers to the questions.T: Next I will ask one of you to read the little talk.Step 4 WritingT: By now you have learned writing a speech and a little talk. Now you are going to write an article for a newspaper about a special event that happed in your hometown. First, let’s learn some skills of writing newspaper stories. Before you write, you should write an outline. This is very useful. Today, we will learn how to write an outline. Please turn to Page 31. Read the instructions in bold and pay attention to some questions I prepared to you.Q1: Why is an outline important?Q2: What should an outline include?Q3: Why is a headline important?Q4: What are the steps to finish a newspaper story?Q5: What is the feature of a newspaper story?Suggested answers:1.Because an outline will prepare you to write a betterstory.2.A good outline should have a headline, a list of main ideasand a list of important details.3.A headline can tell the readers what the topic is, so itcan attract the readers’ attention since the reader may not have bought the newspaper before they read the headline.4.First, organize the main ideas. Next, put some details intoeach paragraph.5.A newspaper story gives the most important news first andthe least important news last.T: Now let’s read the example of a newspaper story. Try to find the headline, main idea and details of each paragraph. You may work in groups of three.(After several minutes, the teacher asks the students the following questions :)Q1: What is the headline of the newspaper story?Q2: What is the main idea?Q3: What is the detailed information?T: Now turn to Page 32 and check your main ideals and detailed information.Step 5 HomeworkT: So now you know how to write a passage step by step. Prepare the outline for a short newspaper story for China Daily. Use the example to help you to organize your outline. You can first have a discussion with your partner and decide which event you will write about. Try to write down the title, main ideas and detailed information. Then put them into a short passage.Record after teaching:_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ ____________________________________________________________________________________________________________The Sixth PeriodKnowledge:Learn a passage about the San Francisco EarthquakeAbility:1. Learn to compare two similar passages.2. Train the students’ listening ability.Emotion:1. Learn to cooperate with others.2. Learn from the bravery of the people of San Francisco to face the reality.Teaching Important Points:1.Train the students’ listening ability.2. Learn a passage about the San Francisco Earthquake Teaching Difficulties:Learn to compare two similar passages.Teaching Procedures:Step 1 RevisionT: In the second period of this unit, you learnt some detailed information about the Tangshan Eearthquake. Can you use several sentences to summarize the passage?S: Let me have a try. The terrible earthquake struck the cityof Tangshan while people were sleeping. More than 400 000 people were killed or injured in the quake. After the quake, people found nearly everything was destroyed. But people in Tangshan didn’t lose heart. They rebuilt the city with the help of soldiers.T: Quite good.Step 2 Reading and ComparingT: In the first period, we also talked about the earthquakes that happened in San Francisco. Today, we will learn a passage titled “The Story of an Eyewitness”, which is about the San Francisco Earthquake in 1906. It was written by Jake London, who was a famous American writer.T: First read the passage carefully. While reading, please think about the following questions:(1)How did the author feel about the earthquake?(2)How did the author feel about the people of SanFrancisco?(Ss read the passage, then the teacher asks someone to give their answers and checks the answers)(Answers will vary.)T: Quite good. You can keep your own answers as long as you think they are reasonable and you can find proofs from theRead the first paragraph in this passage .Then go back and read again the first paragraph of the passage on Page 26. Compare the ways both writers give you details about the earthquakes. Try to finish the 4 exercises on Page 66. You may discuss in group of three.(Ss read the two passage and finish the exercises.)(Then the teacher checks the answers.)T: Next I will play the tape of this passage for you to listen. Please pay special attention to the intonation.(After listening.)T: Now I will give you several minutes to read the third paragraph with feelings.Step 3 ListeningT: Just now we learned a passage written by an eyewitness about the terrible San Francisco earthquake in 1906. Now we will listen to a story told by a man who was a survivor of the earthquake. Listen to the tape the first time, and try to tell whether the statements in part 1 are true or false. (Teacher plays the tape for the students to listen and finish the task.)(After listening, the teacher checks the answers with theT: Now let’s liste n to the tape again and try to answer the questions in Part 2.(After listening, the teacher checks the answers)T: While listening to the tape, you should not only pay attention to the contents, but also the pronunciation and intonation. The sentences in Part 3 show us the sequence. I will play the tape again, you should mark liaison and incomplete explosion in these sentences. Then practice reading them aloud.Step 4 HomeworkT: In this class we read and listened to two stories ,both of which are about the 1906 San Francisco earthquake. The stories are true and were written for the Museum of the City of San Francisco. The museum has many such personal accounts and photos at /1906/06.html. If you are interested in them, you can surf i n the site I’ve given to you.Record after teaching:_________________________________________________________ _________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ ___________________________________________________The Seventh PeriodKnowledge:1.Learn how to make an earthquake plan.2.Learn what to contain in a personal earthquake bag. Ability:1.Train the students’ listening ability.2.Train the students’ speaking ability.3.Learn to find reasons for their choices.4.Learn to sum up what they have learned in the unit. Emotion:Learn to cooperate with others.Teaching Important Points:1. Train the students’ listening ability.2. Train the students’ speaking ability.Teaching Difficulties:Learn to find reasons for their choices.Teaching Procedures:Step 1 GreetingsGreet the whole class as usual.Step 2 ListeningT: These days Earthquakes are always our central topic. We have learned many things about it. Up till now, earthquakes are difficult to predict. We can hardly avoid an earthquake. But actually we can do things to reduce the losses of an earthquake. Let’s lo ok at the form on Page 66 and have a discussion about the earthquake plan with your partner. ( Ss give their answers)T: What should you do if you are outside?(Ss give their answers)T: What should you do if you are in the living room? (different answers)T: What should you do if you are in the house room? (different answers)T: Next we are going to listen to the tape and write down the three “things” that are mentioned.(After listening, teacher checks the answers with thestudents.)T: Then let’s listen again. This time you should write down more details about each of the “things”.(After listening, teacher checks the answers with the class. Play the tape again if necessary.)Step 3 SpeakingT: You know every family should have an earthquake bag, in which there are enough things that you can use in case of an earthquake. Here we have a list of possible items for the personal earthquake bag. Choose only eight things, which you think are the most essential, from the list. They must last you five days. Discuss with your partner. (After several minutes.)T: Now join another pair and discuss your choices. Put all the things you agree on into a final list. Discuss the other items explaining your reasons and trying to agree which ones are the most suitable.(After several minutes.)T: Each group should choose one representative. Now be prepared to present your list to the class and give your reasons for each choice.Step 4 Learning TipT: In order to learn a language well, you should do a lot of practice, including listening, speaking, reading and writing. Only when we understand what is said to us can we have a conversation with somebody. So listening to English is very important. After class, you should listen to the English news on CCTV International. You will not only get a lot of information about what is happening around the world, but also improve your listening and learn more English words and expressions. At the same, you will improve your pronunciation and intonation.Step 5 Summing upT: Now let’s sum up what you have learnt in this unit. Work with your partner. First write down what you have learned about earthquakes. Then write down the verbs, nouns, expressions and new grammar items that you have learned from this unit.Step 6 Homework1.Review Unit 4. .2.Preview Unit 5.Record after teaching:___________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ ___________________________________________________The End。
人教版英语高中必修一Unit 4 Earthquakes 教案
Unit 4 Earthquakes 教案1(A NIGHT THE EARTH DIDN ’T SLEEP <PART ONE>) IntroductionIn this period, after the warming up, students will first be guided to imagine and share their views about the earthquakes. They will then be helped to read a narration entitled A NIGHT THE EARTH DIDN ’T SLEEP . It’s about the whole process of the earthquakes.Examples of “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning.ObjectivesTo help students read earthquakesTo help students better understand damages and presage that earthquake bring about To help students be able to know how to protect oneself and help others in earthquakesTo help students identify examples of the present progressive tense: expressing futurity in the text FocusAidsWords well, pipe, crack, burst, million, event, nation, canal, steam, dirt, suffering,extreme, injure, destroy, brick, dam, track, unless, shock, quake, rescue, trap,electricity, disaster, bury, miner, shelterExpressionsas if, at an end, in ruins, dig out Patterns It seemed as if that the world was at an end !The suffering of the people was extreme .The railway tracks were now unless pieces of steel.All hope was not lost.（部分否定句）Multimedia facilities, tape-recorder, photos, diagrams, the blackboardProceduresI. Warming up(1) Warming up by talkingGood morning, class. I think you must know Mr. Nature, and he is emotional. When he is happy, we will have a fine weather, so can you describe these views? But he is emotional, when he gets angry, what will happen? Do you know how many kinds of natural disasters? What are they? Look at the pictures, can you name all the disasters?Have you ever experienced an earthquake? Can you describe how terrible an earthquake is? (The earth is shaking; all the buildings will fall down; many people will die; many children will become orphans.)(2) Warming up by discussingNow, look at the pictures of Tangshan and San Francisco in warming up and describe what you see in the pictures. (beautiful cities; broad roads; tall building; large population.)What will happen if there has been a big earthquake in these two cities?As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now let’s come to Pre-reading and decide what may happen before an earthquake comes.II. Pre-reading by talking and sharing(1) Enjoy a part of film of earthquakeA) What other disasters does it have? (flood/drought/earthquake/fire/typhoon/disease and so on)B) Which disaster may cause the worst damage? (earthquake)(2) Ask some questionsA) Have you ever heard a story of an earthquake? (show video of Tangshan and San Francisco earthquake)B) Have you experienced an earthquake? If you have, tell me your experience. If no, just imagine what will happen before an earthquake?C) The earthquake is coming, if you’re trapped in the earthquake, how will you feel? What will you do? Will you leave right away? If you have time to take only one thing, what will you take, why?D) What kind of damage can an earthquake cause? (buildings are destroyed; people are killed; families are broken…)III. Reading aloud to the recordingToday, we’ll learn a text about A NIGHT THE EARTH DIDN’T SLEEEP. Please listen and read aloud about the recording of the text A NIGHT THE EARTH DIDN’T SLEEEP on page 26. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.IV. Reading and answeringFirst, let’s look at the title again, why the earth didn’t sleep for a night? What happened? What does the passage mainly talk about?Exchange your understanding of the passage with group members and work together to find the main idea of each part.Main idea of each part:Part 1 (para.1): Strange things were happening before the earthquake.Part 2 (para.2-3): The disaster happened and caused a lot of loss.Part 3 (para.4): All hope was not lost.V. Reading aloud once again and understanding(1) Read carefully and try to get more information to fill in the blanksPart 1:(2) Individual workPart 2:A) Get the students to find some details of this part.Details:a) At 3:42 am, the greatest earthquake of the 20th century began.b) Steam burst from holes in the ground.c) Hard hills of the rock became rivers of dirt.d) Bricks covered the ground like red autumn leaves.e) Two dams and most of the bridges fell.f) The railway tracks were now useless pieces of steel.g) Sand now filled the wells instead of water.h) Water, food, and electricity were hard to get.B) Fill in the blanks with the dataa) 1/3 of the nation felt the earthquake.b) A huge crack that was 8 kilometers long and 30 meters wide cut across houses.c) In 15 terrible seconds a large city lay in ruins.d) 2/3 of the people died or were injured during the earthquake.e ) The number of people who were killed or injured reached more than 400,000.f) All of the city’s hospitals, 75% of its factories and buildings and 90% of its homes were gone.VI. Reading and summing upSeveral days before July 28, 1976, many strange things happened in Tangshan. They were signs for the earthquake. At 3:42 am that day, the earth began to shake, which destroyed the city. Later that afternoon, another big earthquake struck Tangshan. More people were killed or injured and more buildings fell down. Soldiers were called in to help the rescue workers. Teams wereorganized to dig out the trapped and bury the dead.VII. Discussing in groups(1)How were the people helped by the army?A) The army organized teams to dig out those who were trapped and to bury the dead.B) Miners were rescued from the coal mines.C) Shelters were built for survivors whose homes had been destroyed.D) Fresh water was taken to the city.Let the groups have a discussion with their partners about more ways to help the people in the earthquake.(2) What shall we do or not do if an earthquake happens?DosA) Stay in a small room, such as kitchen or bathroom.B) Hide under the table or bed, if you haven’t time to escape, you may stand close to the inside wall with some things covering on the head.C) If you stay in the open air, keep off the tall building, and go to the fields without trees.Don’tsA) Be close to the outside wallB) Stay on the balconyC) Jump out of the tall buildingsD) Use the liftVIII. Closing down by taking a quizTrue or False(1) There were one million people in Tangshan at that time. T(2) The earthquake began 10 kilometers directly below the city. F(3) Not only the people but also the animals were shocked greatly. T(4) There was only one quake at that time. F(5) Before the earthquake there wasn’t anything strange happening. F(6) Workers rescued most of the 10,000 coal miners to the south of the city. F(7) Almost everything in Tangshan was destroyed. TIX. Homework(1) Surf the internet to find more information about earthquakes.(2) Finish the Comprehending part on page 27.。
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Unit 4 Earthquakes教学目标和要求1.知识目标（Knowledge）①词汇（Vocabulary）：shake, rise, crack, burst, well, smelly, pond, steam, destroy, ruin, injure, survivor, brick, useless, shock, quake, rescue, electricity, disaster, organize, bury, coal, mine, shelter, fresh, percent, honor, prepare.②短语(Phrases and expressions)：right away, at an end, lie in ruins, be trapped under sth, to the north of sp, put up, give out, wake sb up, prepare sth for sth., think little of sth.③语法(Grammar)：定语从句（The Attributive Clause）.能用英语描述任务的特征、行为等---- 由who/ whom/ whose/ that引导；能用英语描述事物、事件的性质、内容等---- 由which/ that/ whose引导。
2．能力目标（Ability）能运用所学语言知识描述地震前兆、危害及震后援救；根据已知信息推测将要听取的材料的内容；提高阅读技能和用英语进行思维、推理、判断的能力；掌握演讲稿的格式及新闻报道的写作步骤和要点。
3. 情感目标Affect学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神；在教学活动中培养学生的合作精神和互助精神。
教学重点和难点1重点词汇：injure，survivor, shock, rescue, disaster, fresh, judge, prepare2语法：The Attributive Clause3难点: 运用所学知识表达自己的想法; 较长句子成分的划分及意义的理解; 如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展;指导学生通过各种渠道如报纸、杂志、图书馆和网络等资源查找有关素材，培养信息社会收集查找资料的能力。
课时安排Period 1：Warming up, listeningPeriod 2：ReadingPeriod 3 Important Language PointsPeriod 4: Language Practicing (grammar)Period 5: Using LanguagePeriod 6: WritingPeriod 7: SummaryPeriod 1 Warming-up & ListeningTeaching goals:1.Get a general idea of earthquakes and some other natural disasters;2.Train students’ listening ability and try to improve their pronunciation;3.Know the damage that an earthquake and other disasters could bring about andways to reduce the losses of an earthquake.Teaching important points:Train the students’ listening ability and improve pronunciation.Teaching aids:A tape recorder; the blackboard; CIA课件Teaching procedures:Step1. Lead-in----video of different natural disastersT: Our hometown is a place full of a kind of disasters. What is it?Typhoon, earthquake, hurricane tsunami, flood, tornado, drought…are all called natural disasters.Q. what damage will they bring about?---- everything in ruins/ death/ losses…Step2. Introduction of Earthquakes (Let students get the general idea of earthquake) Q: what do you know about earthquake? What causes quakes and where do they often happen? How to predict an earthquake?Q: How to avoid being hurt?? ----through gamesQ: Have you heard of any land earthquakes?----Two pictures in warming-up: Tangshan Earthquake and San Francisco Earthquake.Q: What do you know about these two earthquakes?Step3: Listening1.Pre-listening----brief introduction of San Francisco EarthquakeQ: When did the quake happen?---- 1906Q: what damage did bring about?---- About 700 people died in the earthquake and the fires. And as many as 250,000 people lost homes…2.While-Listening----according to the exercises in the text book3. Post-listening----How can we reduce the damage of earthquake? What can we do?Step4: Homework---- preview the reading “A Night the Earth didn’t Sleep” and learn new words of this unitPeriod 2 ReadingTeaching goals:1.Target languageLearn and master the new words and expressions in this period.2.Ability goalsTrain the students’ reading and speaking ability.Train the students’ ability to use the Internet to search for some useful information.Train the students’ ability to cooperate with others.Teaching important points:Train the students’ reading ability—skimming and scanning.Teaching difficult points:Describe the disasters.Teaching procedures:Step1. Lead-inT: We have a visit to the museum of natural disasters, and you have learned about some brief introduction of most disasters. Today, I want to show you round the earthquake department, and I hope you will like it and learn some useful knowledge. Now let’s go.T: At the very beginning, I want to know how much you know about an quake.Q1: What would you take with you if a quake happened?Q2: The best way to save yourself is to know there will be a quake before it happens. What kind of signs can tell you that there is a quake?Q3: What kind of damage can an earthquake cause?S: buildings are destroyed; people are killed; families are broken…T: Let’s have a look at some pictures of such terrible site. (Pictures of quakes) T: (The last picture is monument of Tangshan quake.) Do you know what this is? Step2. Pre-ReadingT: 30 years ago, on the day July, the 28th, a terrible disaster suddenly happened, and the beautiful Tangshan was removed from the map. This is Tangshan quake. Does any body know something about Tangshan quake?T: Let’s read a news report about the famous quake.Step3. While-readingI. Skimming & scaringGet the students comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading.T: First please skim the passage fast to obtain/ get a general understanding of the whole passage. And underline the answers to the following questions.Para.1 before the quakePara.2-3 during the quakePara.4 after the quakeII. Careful-readingRead the passage again and try to get more detailed information.T: Now let’s read the passage again and find more information. Join the correct parts of the sentences. (Turn to page 27, ex1)T: Now you have read the passage carefully, please put the sentences in order. Number each of these things during the Tangshan quake.(Turn to page 27, ex2)T: here are some more work for you. You can work in groups.T: Let’s watch some pictures, and comparing the old Tangshan, the Tangshan after quake, and the new Tangshan we see today.Step 4 Post-reading (discussing)T: After read the news report, and see so many pictures, what impresses you most? Why?Or what do you learn from such a disaster?(Self-rescue, environment protection, rebuilt, love and help)I: self-rescue (a video game)T: When in a quake, if you know some self-rescue skills, you may probably save yourself. If you want to know some of the skills, click here. (Link to the index) Let’s do little game to see how much you know about self-rescue.II. What did they suffer and feel?T: Can you understand what they suffer and what they feel after such a disaster? T: If you were one of the rescuers 30 years ago, what could you say and what can you do to comfort them? Or how could you help them?III. RebuildingT: we see that the new Tangshan has been set up. What is needed to rebuild Tangshan. IV: environment protectionT: nowadays there are more disasters than before. One of the reasons is that we pay more attention to our economy development than the earth we live.Look at these pictures. What can we students do to save the earth?T: Though the disasters destroy buildings, people’s lives, but it can not destroy the love among us.Step 5 Homework1.Find more news reports about earthquake.2.Write a piece of news about Tangshan. You can use the information in the passage.Period 3 Important Language Points教学重点1. Enable the students to grasp the usages of such important new words and expressions as shake, injure, destroy, shock, rescue, right away, a great number of, give out, etc.2. Get the students to master the usages of the patterns:“It seemed that the world was at an end” and “All hope was not lost”.教学难点1. Let the students learn the usage of the word “shake”.2. Enable the students to master the usage of the pattern “All. . . is not. . . ”and understand some difficult and long sentences.教学方法1. Discussing, summarizing and practicing2. Cooperative learning教具准备The multimedia and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn and grasp the important new words and expressions:shakewell (n. ) rise crack smelly burst canal ruin injure destroy useless shockquake rescue electricity disaster army organize bury coal mine shelter freshright away at an end lie in ruins be trapped under sth. a (great)number of2. Get the students to learn the following useful sentence patterns:1)But the one million people of the city, who thought little of theses events, went to bed as usual that night.2)It seemed that the world was at an end!3)Bricks covered the ground like red autumn leaves.4)The army organized teams to dig out those who were trapped and to bury the dead.5)Workers built shelters for survivors whose homes had been destroyed.6)Never before in history has a city been so completely destroyed.Ability aims:1. Enable the students to use some useful words and expressions correctly.2. Enable the students to make sentences after the useful sentence patterns.Emotional aim:1. Stimulate the students’ interest in learning English.2. Develop the students’ spirit of cooperation and teamwork.教学过程→Step 1 Revision1. Check the homework exercises.2. Ask some students to retell the reading passage A Night the Earth Didn’t Sleep.→Step 2 Reading and findingGet the students to read the reading passage again to underline all the new words and useful expressions or collocations in the passage.Collocations:a smelly gas, come out of, in the farmyards, too nervous to eat, run out of, look for places to hide, jump put of, water pipes, think little of, as usual, It seemed that. . . , at an end, one hundred kilometers away, one-third, eight kilometers long, thirty meters wide, cut across, in ruins, be injured, thousands of, the number of, reach more than 400 000, everywhere, . . . everything was destroyed, be gone, blow away, be not safe for, tens of thousands of, give milk, half a million, millions of, instead of, be shocked, later that afternoon, be trapped under the ruins, fall down, All. . . is/was not. . . , hundreds of thousands of,dig out, the dead, to the north of, coal mines, built shelters, fresh water Read them aloud and copy them down in the exercise book after class.→Step 3 Discovering useful words and expressionsDo the exercises in Discovering useful words and expressions on Page 28.Explain the problems the students meet while checking the answers.→Step 4 Language Points1. shake vt. & vi(shook, shaken)1)(cause sb. /sth. to)move quickly and often jerkily from side to side or up and down（使某人或某物）急速摇动或颠簸The table shook when she banged her fist on it.她用拳头把桌子敲得直颤。