四川省射洪县射洪中学高一英语《 Unit 4 Earthquakes Period 1 Warmin
高一英语教案：上学期Unit4Earthquakes
Unit4 Earthquakes--- Wu Ying No. 5 Middle School Introduction:This is the first period of this unit. It includes Warming-up, New words, Pre-reading and Reading. In this period, students should get the first impression of natural disasters, especially earthquakes. Because students have learnt a little about earthquakes in their geography lessons, I will let they talk about them, including the phenomena before an earthquake and what people should when it happens. This period will get students to learn about the “Brave City of China”, that is Tangshan. Teaching goals:Get a general idea of earthquakes and some other natural disasters;Train the students’ reading and speaking ability’Train the students’ ability to cooperate with others.Teaching important points and difficult points:Train the students’ reading ability—skimming and scanning.Train the students’ ability to cooperate with others.Teaching procedures:Step 1. Lead-inTask 1：Talking about natural disastersQ:What kind of natural disasters do you know? (show the Ss some pictures of natural disasters.)Flood, drought, typhoon, hurricane, sandstorm, volcano, earthquake.Task 2: Talking about earthquake.Q: Do you know when and where the greatest earthquake of the 20th century happened?Tanshan, Hebei July 28th, 1976Q: How much do you know about an earthquake?---Before the earthquake: a prosperous city---After the earthquale: in ruinsPeople were injured or lost their livesRescue workers dig out the injured and the dead.Survivors buried the dead, and felt very sad.Step 2. Pre-readingTask 3: Predictions of an earthquakeQ: Do you know what would happen before an earthquake? (with the picture on page 25 )1.bright light flash in the sky;2.annimals are too nervous, such as cows, pigs, horses, and snakes, etc;3.the water in the well rises and falls4.the well walls have deep cracks with smelly gas;5.mice run out to look for places to hide.Step 3. Fast-readingTask 4: Getting the general idea of the whole text.Time: on July, 1976Place: Tangshan, Hebei ProvinceWhat disaster: A big earthquakeBefore the disaster: Many strange things happenedDamage: The city lay in ruinsMore than 400000 people were killed or injuredRescue: 150000 soldiers were sent to help.Most of the 10000 miners were rescued.Step4. Careful-readingTask 5: Dividing the whole passage and finding out the topic sentense of each paragraph.Part1 (para 1): signTopic ST:strange things were happening in northeast HebeiPart 2 (para2~3): damageTopic ST:para2: Everything began to shake. It seemed that the world was at an end. Para3: Everywhere they looked nearly everything was destroyed.True or Fales questions1.In fifteen terrible seconds a large city was completely destroyed. ( )2.Then, later that afternoon, another small quake shook Tangshan. ( )3.The number of people who were killed reached more than 400,000.( )4.Although it seemed that the world was at an end to the people in Tangshan,the people in Beijing and other cities nearby slept well on the night of July 28, 1976. ( )5.All of the city’s hospitals, three-fourths of its factories and buildings andnine-tenths of its homes were gone. ( )6.Two quakes shook Tangshan within one day. Everybody in other cities wasafraid to go there.( )Part 3 (para4): rescueTopic ST:All hope was not lost.Q: Did the survivors give up the sad city and go to live in other places? If no, what did they do then?Step 5. Post-readingNumber each of these things during the Tangshan earthquake.___Brick buildings were destroyed.___ The walls of the village wells had cracks in them.___ Shelters were put up for those with no homes.___ Roads got huge cracks.___ The army helped the survivors.Step 6. ConsolidationTask6: Filling the blanks and retelling the textAt 3:42 a.m. on July 28, 1976, the greatest earthquake of the 20th century happened in Tangshan, Hebei Province, China. In fifteen terrible seconds, a large city lay in ruins. The number of people who were killed or injured reached more than 400,000. Nearly everything was destroyed , including, hospitals factories, building, railway dams tracks, etc.Water, food and electricity_were hard to get. People wondered how long the disaster would last. Not all hope was lost.The army sent 150.000 soldiers to Tangshan to help the rescue workers. Slowly the city began to breathe again. Step 7. DiscussionTask7: What should we do if an earthquake happens,especially when we havea class?Tips:1. Don’t be nervous and keep calm.2.Don’t try to run out of the classroom.3.Protect your head by putting your bag on your head.4.Sit down under your desk.5.Leave the classroom after the earthquake.Task 8: If you are the survivors of Tangshan earthquake, will you want to leave the sad place or rebuild the city? Why?No matter how great the difficulty is, if we don’t give up, work hard and help each other, we can overcome it. The people in Tangshan have shown that we human beings can make something impossible possible and can create wonders.God helps those who help themselves!Never give up, never give in, never say never!。
人教版高中英语必修第一册 《Unit 4：Earthquakes》教案
人教版高中英语必修第一册 《Unit 4：Earthquakes》教案一、教学目标1.知识目标o学生能够掌握与地震相关的重点词汇和短语，如 “earthquake, ruin, destroy, rescue, shock” 等。
o学生能够理解并运用描述地震现象、危害和救援的句型和表达方式。
2.技能目标o学生能够听懂有关地震的简单对话和新闻报道，获取关键信息。
o学生能够阅读并理解关于地震的文章，分析文章结构和主旨。
o学生能够用英语简单讲述地震的相关知识和个人应对地震的措施。
o学生能够写一篇关于地震预防或救援的短文，表达自己的观点和建议。
3.情感目标o培养学生对自然灾害的认识和防范意识。
o激发学生的同情心和社会责任感，关注地震受灾地区和人群。
二、教学重难点1.教学重点o重点词汇和短语的记忆与运用。
o对课文中地震相关内容的理解和语言表达的学习。
o培养学生用英语描述地震和表达应对措施的能力。
2.教学难点o如何帮助学生理解地震的复杂科学原理和巨大危害，并能用英语进行准确描述。
o引导学生在写作中清晰、有条理地阐述地震预防或救援的观点和建议。
三、教学方法1.直观演示法：通过图片、视频等展示地震的场景和数据。
2.问题引导法：以问题为导向，引导学生思考和探究。
3.讨论交流法：组织学生讨论地震相关话题，促进学生之间的思想交流。
四、教学过程（一）导入（5 分钟）1.播放一段地震的视频片段，展示地震的破坏力。
2.提问学生：What do you see in the video? How do you feel about earthquakes?（二）词汇学习（10 分钟）1.呈现本单元的重点词汇和短语，结合地震的情景进行讲解。
2.通过词汇练习，如填空、选择等，巩固学生对词汇的理解和掌握。
（三）阅读前准备（5 分钟）1.让学生观察课文标题和图片，预测文章的主要内容。
2.提出一些引导性问题，如：What might the article talk about earthquakes?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括文章的主旨。
高中英语_人教版高一英语必修一unit4Earthquakes复习课教学设计学情分析教材分析课后反思
高一年级上册《必修一第四单元earthquakes 复习课》教学设计Unit 4 Earthquakes— RevisionTeaching aims:1.Let the students review the key words, phrases, and sentences structures in this Unit.2.Let the students learn how to use them in a new context.3.Let the students learn how to write a newspaper story and grasp some writing skills. Teaching key points:How to use the key words, phrases, sentence structures in a new context. Teaching difficult points:How to use what we learned to write a newspaper story and grasp some writing skills. Teaching aids: ppt & class-paperTeaching methods: Self-study & CooperationTeaching Procedures:StepⅠLead- in. Use the mind map to arouse the original knowledge about earthquakes.StepⅡ Do some exercises to review some important words and phrases in this unit.1.The entire village was d______in an earthquake.2.The i_____ were sent to hospital right away.3.He b_____ himself in his book.=He was b___ in his book.4.They d_____ out the people who were trapped in the runis.5. He was s______ at the s______news.Correct the mistakes.6.Juded from his appearance, he must be an honest man.7. In several seconds ,the whole city lied in ruins.8. Hearing the good news ,the boy burst out laughter.9. No words are strong enough to explain our thanks.10. She got very frightening when a plane flew over her head.StepⅢ Cooperative learning1.With the help of the passage about Tangshan earthquake, let the students review the key points that we have learned in this unit and at the same time learn to use them in a new context. What’s more, they also can get some information about Wenchuan earthquake and how to describe a disaster.(Let the students get some information about Wenchuan earthquake and review the key points in this unit .)2. Ask the group leaders to choose their tasks to finish it together though cooperative learning.(Let the students cooperate to finish the tasks and learn how to use them in a new context.)3. The students display and explain their results and at the same time other groups can ask questions or comment on their results.(Let the students display their results to strengthen their understanding and using of the key points.)Read the passage silently by yourself and finish the following tasks.Wenchuan earthquakePara.1 On May 12, 2008,a strong earthquake shook my hometown,Wen Chuan,in Sichuan province. Before the earthquake , many strange things were happening in the countryside. In the farmyards ,the chicken and even the pigs were so nervous that they couldn’t eat .Mice ran out of the fields and looked for places to hide. However ,a lot of people went to work as usual because they didn’t care about these events.Para.2 If the crust(外壳) of the earth were not very strong，it would be shaking about and moving up and down frequently. Along the faults(断层), one rock might push against another with great force . The energy is changed to vibration(震动) in the rocks, so they began to shake and we have an earthauake. At 2:28 pm, the local people suddenly felt everything began to shake fiercely and the earth rose and fell sharply .In a few terrible seconds ,the city lay in runis. It seemed that the end of the world came . A great number of people were injured and the number of people who were killed reached more than 60，000. Tens of thousands of children were leftwithout parents . It was hard to get water ,food and electricity. The terrible weather made it hard to carry out the rescue work.Para.3 Too many people were caught in / 1______ the runis and they were badly in need of help. A lot of /2_______rescue teams were sent there at once /3 _______.They made every effort to search for some more survivors.When the survivors were saved from / 4_______ the fallen buildings ,they burst out crying /5_________. Juding from their frighted looks ,they were surprised at / 6___________the event. That day，they saw the power of nature.Para4. In the face of the serious earthquake ，people realized that it was uesless crying.Not all hope was lost . After the earthquake ,_____________________________ _______________________________________________________________________________ ___________________________________________________________________________________ ___.Para5. During and after the disater, a great number of foreign countries also expressed their encouragement to Chinese people by all kinds of means .Gradually ,the local people came back to life. We can’t stop earthquakes but we we can do something to make sure they do not destroy the whole cities.We firmly believe with the help of the people at home and abroad ，we can overcome all kinds of challenges and rebuild our homes.Please read the passage about Wenchuan earthquake and finish the following tasks. Task One: Read Para.3 and replace the underlined phrases using what we reviewed in this unit._______________________________________________________________________________ _______________________________________________________________________________ ________Task Two: Read Para.4 and finish the following sentences using attributive clause. 部队人员组成小组,将受困的人们挖出来,将死者掩埋。
高中英语_Unit 4 Earthquakes教学设计学情分析教材分析课后反思
教学设计教学目标：语言知识目标：1．全体学生通过学习阅读材料,能理解课文主要信息如地震的前兆、震中的情形，地震造成的损失以及震后的救援。
2 学生能通过学习阅读材料，能够用英语简单描述文章内容如地震前兆，震中损害的内容。
知识与技能目标：1.学生通过寻找主题句, 捕捉文章的细节信息,加强学生略读，查读，细读的阅读技能。
2.学生通过预测文章内容和段落内容,划分段落,加强学生预测,归纳总结的阅读技能。
情感态度目标：1.领悟自然灾害对人类生活的巨大破坏力,懂得地震无情人有情,培养学生互助友爱精神。
2. 培养学生的合作学习的习惯。
教学重点难点：重点1)让学生通过细读和查读等阅读方法获取和理解地震前的预兆、地震造成的损失以及震后的救援等课文主要信息。
2）训练学生的阅读技巧，提高阅读能力。
侧重培养学生对文章的整体性结构的把握和挖掘作者写作的意图，突出培养学生以下3个方面的能力：a.文章段落中心词把握能力。
b.根据主题快速捕捉文章重点细节的能力。
c.总结归纳能力。
3）重点掌握有关地震的词汇，特别是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。
4）欣赏并理解课文中优美句子，让学生掌握一些英语修辞用法。
难点是学生能归纳概括阅读中所获取的信息，运用阅读中所获取的信息进行语言输出。
教学过程Leading inLearning Aims:1. To know about the earthquake of Tangshan2. To grasp reading skills3. To know how to protect ourselves during the earthquakeLearning Procedures:Step I ：Fast readingRead the whole passage quickly and find out the topic sentence of each paragraph. (5’ )Para.1Para.2Para.3Para.4Step II: Detailed reading.(10’)The story was developed in _______order.part 1. (Para.1) describes the __________ before the earthquake.part 2.(Para.2,3) describes the __________ during the earthquake.part 3.(Para.4) describes the __________ after the earthquake.Part 1 (Para.1)A. The water in the well _______ and _______. And some deep_______could be seen in the well walls. A __________ gas came out the cracks.B．Mice ran out of the fields _________ _______places to hide. Fish _________out of bowls and ponds.C.The chickens and even pigs were ________nervous_____eat. The dog was barking loudly again and again.D. People could saw _________lights in the sky.Part 2(Para.2,3)1.Hospitals, factories and buildings were ______.2.Two dams and most of the bridges _______.3.The railway tracks were _________ pieces of steel(钢铁).4.Cows would never give ________again.5.Pigs and chickens were ________.6.Sand________ the wells instead of water.Part 3(Para.4)1.What did the army do?2.What did the workers do?Step III:TestStrange things were happening in the countryside of northeast Hebei. Mice ran out of the fields looking for places _____(hide). The pipes in some buildings _____ (crack) and _____(burst). The people who thought little ____these events were asleep as usual that night. At 3: 42 am everything began to shake. A huge crack that was thirty metres _____(widely) cut cross the houses. In fifteen terrible seconds a large city _____(lie) in ruins. The _______(suffer) of the people was extreme. Two thirds of them _____(injure) during the earthquake. Most of the city’s hospital were_____(go). People were______ (shock). All hope was not lost. The army dug ____ the injured and the dead. Finally the city began ________(breathe) again.Step IV: DiscussionIf an earthquake happens, what shall we do?If at school, we should…If at home, we should…If on a road, we should…If in a high building, we should...Step V:WritingWrite a composition:If an earthquake happens, what shall we do?学情分析高中一年级的学生已经在初中的基础上积累了一定的词汇量和知识储备,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力,但是学生个体存在差异,因此教学设计要有梯度以适应不同层次的学生.另外,学生普遍口语和听力较差,因此课堂上老师基本运用英语讲述,以期慢慢感染他们,愿意多说多练。
高中英语必修知识1《Unit 4 Earthquakes》教案人教版
高中英语必修知识1《Unit 4 Earthquakes》教案人教版高中英语必修知识1《Unit 4 Earthquakes》教案人教版部分学生在复习时缺乏系统安排和科学计划，或者学习和复习没有个性化特点，导致学习效果不明显。
下面和课件网一起看看有关高中英语必修知识1《Unit 4 Earthquakes》教案人教版。
《Unit 4 Earthquakes》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 rarr;________ n. 伤害；损害 rarr;________ adj. 受伤的14.________ n. 电；电流；电学 rarr;________ adj. 用电的；带电的 rarr;________ adj. 与电有关的；电学的15.________ vt. 使惊吓；吓唬rarr; ________ adj. 受惊的；受恐吓的rarr; ________ adj. 令人恐惧的16.____________ n. 祝贺；（复数）贺词rarr; _____________ vt. 祝贺Ⅱ.重点短语1.a （great） number ________ 许多；大量的2.dig ________ 掘出；发现3.________ an end 结束；终结4.right ________ 立刻；马上5.as ________ 仿佛；好像6.________ ruins 严重受损；破败不堪7.think little ________ 轻视，满不在乎8.tens ________ thousands of 数以万计9.be proud ________ 以……自豪10.judge ________ 从……判断11.be trapped ________ 陷入12.be buried ________ 埋头于13.put ________ shelters 搭建避难所14.get away ________ 离开15.pay attention ________ 注意Ⅲ知识点教案EX.2 On seeing Jay Chow appear on the stage， the audience burst out _________ （cheer）.burst with anger/ joy勃然大怒burst n.突然破裂；爆发a burst of laughter一阵笑声2.n. 废墟，遗迹（常用复数形式）；毁灭be/lie in ruins成为废墟；严重受损；破败不堪EX.1 All the towns were/lay in _____ （ruin）after the earthquake.vt.毁灭；使破产ruin oneselfruin one’s health/fame/futureEX.2 过量吸烟损害健康，因此你应该戒烟。
高中英语《Unit4 Earthquakes》优质课教案、教学设计
课文标题：Reading: A Night The Earth Didn’t Sleep.单元名称：Unit 4 Earthquakes教材版本：人教版高中英语（1）必修授课年级：高一Learning Aims:1.预习并掌握一些本单元中有关地震的单词和短语, 了解地震的有关知识。
2.通过阅读，训练阅读技能，学会用恰当的阅读方法（fast reading and close reading）来培养总结、归纳内容的能力（summarizing）。
3．学会通过找出主旨句来归纳文章与段落大意, 学习在地震或突遇的灾难中怎样自救、救人。
Teaching approaches：communicative approach, task-based approach Teaching aids：PowerPoint，blackboard, studioTeaching procedures(教学过程)Step1 Leading-in: Enjoy a vedio【设计说明】从学生感兴趣的话题导入会显得比较轻松自然，同时也能激起学生听课的兴趣。
Step2 useful words and expressions【设计说明】单词是基础，复习巩固生词为下一步阅读扫清障碍。
Step3 Fast-readingTry to get the structures of the passage main idea of the text .【设计说明】旨在锻炼学生快速搜索信息的能力。
跳读找出文章的主体大意及各段的主题，这样设计是为让学生了解、抓住本文的主题思想，为下一步细读做准备。
Step4 Careful readingPart 1 Before the earthquake: the signs【设计说明】文章较长，采取分段学习，课文层次清晰，学生自读与听力相结合，能帮助学生理解与提高听力水平,通过与搭档相互核对答案同时培养了学生合作学习的意识。
高中英语_Unit 4 Earthquakes教学设计学情分析教材分析课后反思
必修一第四单元学情分析经过将近两年的高中学习，学生已经大体感受到了高中英语学习的特点——话题广泛，词汇量大，句式结构复杂，大多注重能力培养。
本单元以Earthquakes为话题，旨在通过单元教学，使学生了解震前、震中、震后的一系列现象及有关地震的知识。
让学生学会自救及保护解救别人，从而做到珍惜生命。
我们学校生源差，学生英语基础较弱，英语学习的兴趣不是很浓厚，对英语语言本身的态度一般都不是很喜欢，学习英语的动机不明确，对学好英语的信心不足，对英语学习的努力程度不够，对英语学习的态度不够端正，英语学习投入的时间和精力较少。
所以，在学习本单元时，还要重视基础知识的落实，从基本的字词句入手，让学生梳理积累掌握。
在上本堂课之前，设计好预习学案，设置好能发挥好学生的主观能动性并且具体好操作的问题，要留给学生充足的做题时间，让学生有效完成。
字词句是建好大厦的基础，所以一定不能忽略这一部分内容。
基础固然重要，但能力更加不能忽视。
我发现学生的能力比较差，在阅读、表达与交流方面有很大的欠缺，所以要重视学生能力的培养。
在落实基础知识之余，要花大力气提升学生的阅读与表达能力。
总体来说，本堂课要“以学生为本”，从各个方面提升学生的英语学习能力。
必修一第四单元效果分析本堂课基本完成了教学目标，梳理积累了基础知识，强调了重点词汇句式结构，深入学习了文章内容，学生加深了对地震知识的认识与了解。
导入部分设计的电影视频起到了很好的效果，学生非常感兴趣，看得非常认真。
本堂课把重点放在了文章内容的理解上，结合内容，进行了针对性训练，学生学得非常专注，效果较好。
特别是电影视频部分，学生非常感兴趣，本堂课展示了震前，震中及震后的一系列现象，明确了重点.理解课文时，因为学生对课文理解不是很熟练，所以进行的较慢，耽误了后面的时间，因此课文复述在课上没有时间进行，只能作为课下作业来处理。
这说明我的课前预设做的还不够好。
以后的教学中，还要进一步加强学情的了解。
人教版高一Unit4Earthquakes说课稿
人教版高一Unit4Earthquakes说课稿Unit 4 Earthquakes说课稿各位老师：大家好！我是XX号考生顾雨，来自河南财经政法大学成功学院。
我今天所说的课题是高中一年级英语上册第4单元Earthquakes。
我说课的内容包括五部分，1.教材内容分析今天我说课的内容是高一英语必修1第4单元Earthquakes，内容主要涉及“中国唐山地震的不眠之夜”“地震后重建的新唐山”“地震的基本知识”“地震中如何自救，救人”，通过本单元学习，掌握如何表达过去的事情，让学生对地震有更多认识，加强自我保护。
2、教学目标分析新课标提出了立体三维教学目标，本课我设计的教学目标如下：1）知识目标：熟悉本课的一些新单词,短语和句型。
语法方面掌握以which，that，who,whose引导的定语从句。
并学会先拟定提纲在写新闻报道的方法。
2）能力目标：训练学生的阅读技巧（略读、寻读等），形成用英语获取信息、处理分析信息的能力。
并鼓励学生开口说英语。
3）情感态度目标：①通过学习激发学生对英语学习的浓厚兴趣；②使学生在领会语言丰富多彩性的同时对地震有更多认识，加强自我保护。
学会在地震中如何自救和救人。
③通过对课文学习的小组讨论等形式，帮助学生养成团结、协作的品质。
3、教学重点、难点：1）教学重点：①让学生熟悉与本话题相关的一些重点单词、短语。
②提高学生的阅读能力，掌握多种阅读方法，如寻读，精读，理解等。
2）教学难点：对阅读中所获取的信息进行加工学习，形成有效的学习策略。
鼓励学生开口说英语。
高一年级的学生已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。
但学生的英语水平参差不齐，教学既要进一步培养尖子的学习能力又要保证能力稍弱的学生能听懂，调动他们的积极性，使他们愿意学，在学习的过程中享受到乐趣。
虽然对英语有一定的兴趣但其学习主动性仍有待提高，未能积极主动地通过其他渠道获取信息，自主学习、探究学习的能力还有待于提高。
高中英语教案unit4earthquakes.doc
普通高中课程标准实验教科书必修一Unit4 Earthquakes Period two Reading 教案Teaching goals:Target language：Learn and master the new words and expressions in this period.Ability goals：Train the students, reading and speaking ability.Train the students5 ability to search for some useful information.Train the students' ability to cooperate with others.Teachi ng importa nt points:Train the students5 reading ability—skimming and sea rm ing.Teaching difficult points:Describe the disasters・Teachi ng procedures:Stepl. Lead-inT: people often suffer some natural disasters, and we have learned aboutsome brief introduction of most disasters. 37 years ago, on July 28th, aterrible disaster suddenly happened, and the beautiful Tangshan wasremoved from the map. Do you know what the disaster is? Yes, this isTangshan quake. Does any body know something about Tangshan quake?Ss: •…T： Yes ,you have collected some information, well down. Now lefs learn some more information and knowledge from the passage “A night the earthdidn't sleep”. Now lefs go.Step2. While-readingI. Skimming & scaring(Get the students comprehend the passage quickly and accurately, andmeanwhile 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 find the answers to the following questions・1 ・What is the main idea of this passage?A. Many strange things happened before the earthquake・B. The army sent soldiers to rescue those who were trapped under the ruinsimmediatelyC. A big earthquake shook Tangshan in 1976・D. It seemed as if the world was at an end2. The topic sente nee of each paragraphAnswers:Paral: Strange things were happening in the countryside of northeast Hebei.Para2: Everything began to shake・ It seemed as if the world was at an end.Para3: Everywhere they looked nearly everything was destroyed・Para4: All hope was not lost.3. While reading, divide the whole passage into 3 parts and find out the main ideaof each part・Para.1 before the quakePara.2-3 during the quakePara.4 after the quakeII. Careful-readingT: Read the passage again and try to get more detailed information.Here are some more works for you. You can work in groups.1. Where strange things happened before the quake?Strange things were happening in the countryside of northeast Hebei.2. How many people were killed during the quake?The number of people who were killed or injured reached more than 400,000.3. When did another big quake hit the city? What results did it cause? Later thatafternoon, another big quake shook Tangshan. Some rescue workers anddoctors were trapped under the ruins, and more buildings fell down.4. Did the people lose their hope after the earthquake? Why?No. because soon after the quakes, the army sent soldiers to help the rescueworkers.Step3 Sum up the main idea of the passage___________ happened in Tangshan. For a few days, water in the wells .From the ____ of wells _________ came out. Mice, chicken, pigs and even fish became __ ・ At 3:00 am, everythingbegan to ______ 」t seemed that the world was __________ ・ ________ of the nation ____ it. _____________ cut across the city. The city lay______ . Two-thirds of the people died or ____________ . Then later that afternoon, another big quake _______________________ Tangshan. People began to wonder_______________________________ . But all hope ___________ . Soldiers came to help those who _____________ . Slowly, the city began toStep 4 Post-reading (discussing)T: Lefs watch some pictures, and comparing the old Tangshan, the Tangshan after quake, and the new Tangshan we see today.1. As we all know, after Tang Shan earthquake, we have suffered Wenchuan andYaan quack. Why were so many people killed or injured? Have a discussion and show me your group's answers・Example:(—People thought little of those strange events before the earthquake・—The earthquake happened suddenly in the early morning, most peoplewere still asleep during the earthquake.—Many people were killed later that afternoon when another big quake shook Tangshan unexpectedly.—Some houses were not strong eno ugh.—people lacked the knowledge about earthquake-prevention.)2. What can we do to keep us safe?Example:(—Build houses in safe places to fight against earthquakes・—Make the houses as strong as possible. Weak buildings will fall down in an earthquake, but strong ones may stay up.—Do further researches on earthquakes in order to predict exactly when and where an earthquake will happen.—have anti-earthquake practice now and then—have knowledge of earthquakes)T: we have known the disaster's ability. So we should learn the nature and protect the environ merit. Keep far away from the disaster.Step 5 Homework1. Find more news reports about earthquake・2. Read the reading material and finish the exercises・Step 6 board designUnit 4 earthquakes Period two readingKey words and phrases:Pipe, burst, million.•…at anendStrange thingsbeforeIJ_/。
高中英语《Unit 4 Earthquakes》period 1课件 新人教版必修1
1) . His father will return home _a_t_t_h_e_e_n_d__o_fthis year. 2) . He will be a scientist _i_n_t_h_e__en__d_. 3) . How many English words had you learned _b_y__th_e__e_n_d_o_f_ last term?
Language points
1. Imagine your home begins to shake and you must leave it right away. imagine: form a mental picture imagine + n. /pron imagine sb. to be shake : cause to move to and fro
本文中as if 的用法就是第二种。 It seemed as if the world was at an end!= It seemed that the world was at an end!
Hale Waihona Puke It seemed that the world was _a_t _a_n_ e_n_d_. Compare: at the end of by the end of in the end
3. A _sm__e_l_ly_ gas came _o_u_t _o_f the cracks.
smelly : smell+ y = adj. smell n./v (smelt/ smelled) They were all hungry and the food _s_m__e_lt_good. I can _s_m__e_ll_something burning in the kitchen. Please throw the _s_m_e_l_ly__fish away.
四川省射洪县射洪中学高一英语《 Unit 4 Earthquakes Period 1 Warming up and Reading》学案
四川省射洪县射洪中学高一英语《 Unit 4 Earthquakes Period 1Warming up and Reading》学案本单元的话题是“地震基础知识(basic knowledge about earthquakes)”和“遇到灾难时如何自救以及帮助别人(how to protect oneself and help others in disasters)”。
具体涉及地震的成因、预兆、地震造成的损失、地震时的应急救生以及震后的救援等内容。
语言知识和语言技能等各项语言活动都是围绕这些话题展开的。
为了围绕话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。
“热身(Warming Up)”部分通过两张图片引出话题“一旦大地震发生，将会造成怎样的危害？”，为本单元的主题作了“热身活动”。
“读前(Pre-reading)”部分设置了两个开放性的问题，要求学生描述、讨论与地震有关的话题。
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。
学生可通过讨论，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。
“阅读(Reading)”部分是一篇新闻报道，详细介绍了1976年唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及震后人们勇敢面对现实并及时实施抢救和重建工作的情况。
文中关于地震的词汇较多，教师可在课前布置学生查找新唐山的中英文资料和与地震相关的词汇；文中还提及了很多孩子失去双亲成为孤儿，矿工在地震中的遭遇，救护人员和解放军官兵不顾自身安危奋力抢险的事迹，灾难无情人有情，感人至深。
四川省射洪县射洪中学高一英语人教版必修1 Unit4《Earhquakes》Period 5 Using Language学案
四川省射洪县射洪中学高一英语《 Unit 4 Earthquakes Period5 Using Language》学案从容说课This is the fifth teaching period of this unit. The teacher can first check the homework and review what they learned in the last lesson. Some sentences which contain attributive clauses should be translated for revision.The emphasis of this period is laid on developing the students’ writing ability. This is a best way to test if the students have mastered what they have learned. The task Reading and speaking on Page 30 includes two parts:The first part including 1-2 gives students practice in writing a short acceptance speech. Step 2 clearly outlines what students should include in their speeches. Be sure to have students consider who their audience is and how they choose their words and manner of speaking. This part is a bit challenging for students, but very practical. It requires students to put what they have learned into daily use, which is the real purpose of language learning. The teacher should instruct students in order to make it sound formal. The second part, that is, Step 3 gives students practice in discussing in groups what had to be done to rebuild a city after an earthquake. Students should have their discussion after looking at the design of the new Tangshan stamps.As to the part Reading and writing on Pages 31-32, the teacher should first get the students to read the brief description about how to write a newspaper story and then have them compare a newspaper story to a short story. Explain to students that a newspaper needs a headline to attract the reader’s attention since the reader may not have bought the newspaper before they read the headline. Newspaper stories and short stories are organized very differently. Usually a short story begins with small details and includes big details later. A newspaper story does just the opposite. Both kinds of stories use paragraphs with main ideas. The point-of-view in a good newspaper story is objective(i. e. it has no point-of-view)while a short story is subjective(i. e. has a point-of-view). A newspaper story has no conclusion; a short story generally does. After understanding all the above, students are required to prepare the outline for a short newspaper story for China Daily. Writing is a higher stage of language learning. The teacher should frequently give students some assignments of writing. Only in this way, can students use what they have learned more freely.教学重点Doevelop the students’ writing ability by writing a speech and preparing the outline for a short newspaper story for China Daily.教学难点Get the students to learn how to write a good speech and a good newspaper story.教学方法1. Task-based teaching and learning2. Cooperative learning3. Discussion教具准备A projector and other normal teaching tools三维目标Knowledge aims:1. Get the students to know how to write a speech according to an invitation.2. Get the students to know the differences between a newspaper story and a short story.3. Get the students to know how to prepare the outline for a newspaper story.Ability aims:1. Develop the students’ writing ability.2. Get the students to learn how to write a good speech and a good newspaper story.Emotional aims:1. Enable the students to master writing skills and write excellent speeches and newspaper stories.2. Let the students honor those who died in the Tangshan earthquake and those who helped the survivors by making speech.教学过程设计方案→Step 1 Revision1. Check the homework exercises.2. Translate the following sentences, using attributive clauses.1)她说她的父母不许她嫁给家境贫寒的人。
四川省射洪县射洪中学高一英语人教版必修1 Unit4《Earhquakes》Period 4 Listening学案
四川省射洪县射洪中学高一英语《 Unit 4 Earthquakes Period 4Listening》学案从容说课This is the fourth teaching period of this unit. As usual, the teacher will first get the students to review what they learned in the last period, and then lead in the new lesson.The emphasis o f this period should be placed on developing students’ listening ability. Listening on Page 62 in the Workbook provides many facts and describes cause and effect relationships. The teacher can lead in the topic by discussing some questions, such as “Why do earthquakes happen? ”“Can we avoid or at least reduce the loss caused by earthquakes? ”, and so on. First, let the students guess the listening text may be about. Play the tape for the first time for students to listen and decide whether their guessing is right. Second, ask them to listen for the second time to tell whether the sentences in Exercise 1 are true or false. Third, let them listen again to answer the questions and complete the table in Exercise 2. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and let them read and retell it. This step can help students understand and grasp the listening material far further.As to the parts Listening task on Page 66 in the Workbook and Listening on Page 31 in the Textbook, the teaching procedure can be approximately the same as the above.Perhaps some students will find it hard to listen and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes.教学重点1. Develop the students’ listening ability.2. Let the students know the cause of earthquakes and ways of reducing losses earthquakes bring about.教学难点Get the students to listen and understand different listening materials.教学方法1. Task-based listening2. Cooperative learning3. Discussing教具准备A tape recorder and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn some useful new words and expressions.2. Get the students to know about the basic knowledge of earthquakes the listening materials refer to.Ability aims:1. Enable students to catch and understand the listening materials.2. Develop the students’ ability to get special information and take notes while listening.3. Get the students to learn how to make an earthquake plan.Emotional aim:Get the students to learn more about basic knowledge of earthquakes so as to know how to reduce losses of earthquakes and how to protect oneself and help others in earthquakes.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Ask some students to make sentences with attributive clauses.→Step 2 Warming upTell the students:As we all know, earthquakes are disasters to everyone. But why do earthquakes happen? Can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now we will do some listening and the listening text will tell us the answers.→Step 3 Listening(on Page 62 in the Workbook)1. Look through the part Listening on Page 62 and guess what the listening material may be about. Then listen to the tape for the first time to see whether their guessing is right or not.(This listening material is about the cause of earthquakes and how we can reduce losses from them. )2. Read the following statements and listen to the tape for the second time. Then decide whether they are true or false.1)It is believed that on the surface of the earth are a number of plates.2)The plates are always moving.3)If the plates stop moving, there is an earthquake.4)If the plates move, there is an earthquake.5)Wherever you live, you are in an earthquake area.6)China has two plates pushing on her and they make mountains and earthquakes.Check the answers and try to correct the statements which are false.3. Listen to the tape again and then answer the questions and complete the following sentences.Part 1:1)Why do earthquakes happen?2)Why do California, China and Japan have a lot of earthquakes?Part 2:1)Do not built______________.2)Make sure you build______________.3)You must______________._____________ buildings will fall down and_____________ ones may______________.A few minutes later, check the answers with the whole class.4. Discuss this question in small groups: Why do some earthquakes kill more people than others?5. Reading and retellingShow the students the listening text and let them read it. Then ask them to retell the cause of earthquakes and the ways of reducing losses from earthquakes.LISTENING TEXTWhy do earthquakes happen? Scientists explain that the outside of the earth is made of a number of different plates. At San Francisco, the Pacific plate which is moving towards the northwest meets the North American plate. The Pacific plate is moving very slowly—at 5. 3 centimeters a year. Sometimes these two plates stop and do not move for years. Then suddenly, they jump and an earthquake is felt. As a result of the movement of these plates, California has always had a lot of earthquakes. When the 1906 earthquake happened, the Pacific plate jumped 5-6 meters to the north.China also has an unlucky place on the earth. The Pacific plate is also pushing on China from the east as the plate moves west. Likewise, the Indian plate is pushing on China from the southwest as that plate moves northeast. The same power that produced the great Himalayan Mountains now causes earthquakes in China.We cannot stop earthquakes, but we can do things to make sure they do not destroy whole cities. First, it is not a good idea to build houses along the lines where two of the earth’s plates join together. Second, if you think there may be an earthquake, it is better to build houses on rock than on sand. Third, you must make the houses as strong as possible. Weak buildings will fall down in an earthquake, but strong ones may stay up.→Step 4 Listening task(on Page 66 in the Workbook)Turn to Page 66. Look at the pictures and discuss what the might have learned.1. In four let the students discuss what would be the best way to protect oneself if there was an earthquake.2. Ask one member of the group to give their ideas to the class.3. Let the class evaluate each group’s idea and see if they agree. If they do, write the idea on the board. Collect the ideas all the groups have contributed.4. Ask the students to choose the three that they think are the most useful if an earthquake comes.5. Listen to the tape for the first time and see if the ideas on the tape are the same. Discuss why the plans on the tape are different from the ones suggested by the class.6. Now make the earthquake plan. Then listen to the tape for the second time to improve the earthquake plan.My Earthquake Plan1st thing I must do:I must drop to the floor and cover my head and neck with my arms.2nd thing I must do:Make sure I hide under something like a table to protect myself from things falling on top of me.3rd thing I must do:I must hold onto the furniture so it doesn’t move away from me during the earthquake.7. Listen to the tape a third time and then write down any other advice that you think is useful.My Earthquake AdviceIf you are outside, you should keep away from power lines, trees, signs, cars and buildings.If you are in the living room, you should make sure that the bookcases are fastened to the wall and the TV set is tied to a table so that they can’t move.If you are in the house alone, you should ring a family friend to tell them where you are and collect your personal earthquake bag.8. Read the listening text and make it more clear what to do during an earthquake.LISTENING TEXTPRACTICE AND PREPARESince the San Francisco earthquake, all children in California have been taught what to do during an earthquake.Teacher:Now, students, do you remember what you have to do before the earthquake comes?S1:Yes. We must make an earthquake plan.T:Good and w hat’s that?S2:It’s a list of things you should do if an earthquake comes. It should tell us what to do, where to be safe and who to contact.T:Right. So what are these things?S1:What we must do when the earthquake comes is “drop, cover and hold”.T:What does that mean?S2:We must drop to the floor and protect our head and neck with our arms. Then we must cover ourselves by hiding under some furniture like a table. That will protect us from things falling on top of us. Finally we must hold onto the furniture so it doesn’t move away from us during the earthquake.T:Well done. That’s fine. You’ll be safe in the classroom but what if you’re outside?S1:To be safe, you must move to an open space. Keep away from power lines, trees, signs, cars and buildings.T:E xcellent. You’ve remembered well. Now where can you be safe if you’re in the living room where books and the television are kept?S2:If you are careful you’ll already have fastened the bookcases to the wall. You should also have tied the television to a ta ble so it can’t move. Nobody wants to be killed by their own furniture.T:Quite right. What must we remember to do if we’re in the house alone when the earthquake starts?S2:I know. We must ring a family friend to tell them where we are. We must also collect our personal earthquake bag and go to the emergency shelter if there is one near our house.T:OK. So for your homework I want you to think about what you might put into the bag. We’ll discuss tomorrow.→Step 5 Listening(on Page 31 in Using language)1. Tell the students: We are going to listen to a story told by a man who wasa survivor of the great San Francisco earthquake of 1906.2. Go through the sentences in Exercise 2, then listen to the tape for the first time, and try to tell whether the statements are true or false.The teacher plays the tape for the students to listen and finish the task. After listening, the teacher checks the answers with the class.3. Go through the questions in Exercise 3, then listen to the tape for the second time and answer the questions.After listening, the teacher asks some students to answer the questions and checks the answers with the whole class.4. Tell the students: While listening to the tape, you should not only pay attention to the contents, but also the pronunciation and intonation. The sentences in Exercise 4 show us the sequence. I will play the tape again, and you should pay attention to liaison and incomplete explosion in these sentences. Then practice reading them aloud.5. Reading and retellingShow the students the listening text and let them read it. Then ask them to retell it.LISTENING TEXTI awoke as I was thrown from my bed. When I tried to walk, the floor shook so that I fell. I grabbed my clothing and hurried downstairs. Suddenly the lights went out, and everyone rushed for the door. Outside I saw things I never want to see again. It was daytime. The air was filled with falling rocks. People around me were getting buried under buildings that were crashing down. Other huge buildings were shaking. Every moment there were terrible sounds. I asked a man standing next to me what happened. Before he could answer, hundreds of bricks fell on him and he was killed. All around me were great fires. As I ran people everywhere were crying and calling for help.I thought the end of the world had come! Then I met a man who knew the way to a boat, and we ran in its direction. Men, women and children were trying to dig themselves out of the ruins. Thousands of people, crazy with worry, were running down the street and every minute someone was hit by falling bricks. In some places, the streets had cracked and opened. Huge holes were all around me. I saw many frightened cows rush up Market Street and drop into a great crack in the earth. How I reached the boat I cannot say. Some people even tore the clothes from the backs of others as they tried to get into the boat. Later, the survivors searched for water they could drink. People slept on the streets and hills away from the fires, which made the night bright as day. Soldiers kept water from the crowds to give to the rescue workers. The next day the soldiers found more water and some bread to give to those still alive.→Step 6 Homework1. Finish off the Workbook exercises.2. Read the listening texts again and try to retell them.板书设计Unit 4 Earthquake1. GuessingThe listening text may be about________________ and____________.2. True or false?1)It is believed that on the surface of the earth are a numbers of plates.2)The plates are always moving.3)If the plates stop moving, there is an earthquake.4)If the plates move, there is an earthquake.5)Wherever you live, you are in an earthquake area.6)China has two plates pushing on her and they make mountains and earthquakes.. . .My earthquake plan1st thing I must do is______________.2nd thing I must do is______________.My earthquake adviceIf you are outside, you should______________.If you are in the living room, you should______________.If you are in the house alone, you should______________ .。
高中英语-Unit4-Earthquakes-Period1教案-新人教版必修1
Unit4 Earthquakes Period1Part One: Teaching DesignPeriod 1: A sample lesson plan for reading(A NIGHT THE EARTH DIDN’T SLEEP)AimsTo listen and talk about natural disastersTo read about earthquakesProceduresI. Warming upWarming up by lookingGood morning class. Have you ever experienced any natural disasters? Look at the pictures, can you name all the disasters?volcano fire sandstormtyphoon hailstone thunderstormflood hurricane earthquakeHave you ever experienced an earthquake? Can you describe how terrible an earthquake is?(The earth is shaking; all the buildings will fall down; many people will die; many children will bec ome orphans.)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, ea rthquakes 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-reading1.Talking and sharingWhat are the signs of an earthquake? (e.g. Cows, pigs and dogs become too nervous too eat. The mice will run out of the fields looking for places to hide. The water in the wells will rise and fall. Walls of the wells in village will have deep cracks. There will be bright light in the sky….)2. Imaging and sharingImagine there is an earthquake now, your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why? III. Reading1. Listening and fast readingNow let’s come to the tex t “A NIGHT THE EARTH DIDN’T SLEEP” and see what it tells us.Please listen to the text and get the general ide a of the passage. You should pay attention to the first sentences of each paragraph. In what order is the text written? (The text is written in time order. The general idea is the mixture of the first sentences of each paragraph, that is, the text tells us something that happened before the earthquake, during the earthquake and after the earthquake.)2. Reading an d underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them in your notebook after class as homework. Collocations fro m A NIGHT THE EARTH DIDN’T SLEEPa smelly gas, come out of, in the farmyards, too nervous to eat, run out of,for place to hide, water pipes, think little of sth., as usual, it seemed tat anend, one hundred kilometers away, one-third, eight kilometers long, th meterswide, cut across, in ruins, be injury, the number of, reach more than 400, everywhere, everything was destroyed, be gone, blow away, sth. be not safetens of thousands of, give milk, half a million, instead of, be shocked, lthat afternoon,be trapped under the ruins, fall down, all…is/was not…,hun dreds of thousof,dig out, the dead, to the north of, coal mines, built shelters, fresh wat3. Reading aloud and translatingNext we are going to read aloud the text and translate it into Chinese.4. Reading and transforming informationRead the text again and answer the following questions.1. What natural signs of coming disaster were there?2. Can you think of some reason s why these signs weren’t noticed?3. Can you describe the disaster caused by the earthquake?4. What events and situations probably made the disaster worse?5. How were the survivors helped?6. Could anything more have been done to help the survivors? Why or why not? Answers: 1, 3, 4, 5 are easy to answer.2. Maybe at that time people didn’t have knowledge of an earthqu6. The students have their own answers.4. Discussing writing styleAs you have understood the general idea of the text, I still put more questionsto you.1.From whose point of view are events described? How do you know? (Awriterwho didn’t see the quake uses the third person “they” when he writes.)2.Why do you think the writer chose to express her feelings about the quakerather than simply report what happened? (Although the writer was notthere he felt sad for the people of Tang Shan. He knows that giving somefeelings will make the read ing more interesting.)3.Why is the title “A NIGHT THE EARTH D I DN’T SLEEP”? (As usual, nightis the time to sleep, and night should be quiet and safe. But that nighteverything changed. The writer used it as a title to show how terribleand how unusual that night is.)5. Reading and understanding difficult sentences.If you have some difficult sentences to understand, come to me for help.IV. Closing down Closing down by doing exercisesNow please do the comprehending Exercises 1, 2 and 3 on page 27.Closing down by discussingBy now you’ve known that earthquakes are terrible natural disasters andthat China is unlucky enough to have a lot of them. Now imagine that yourgroup lives in the city that has a lot of earthquakes, what should youdo during an earthquake? Look at the given situation and discuss in pairs.(1) If you are OUTDOORS, …(2) If you are in a HIGH BUILDING, …(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) how to rescue those still trapped in the ruins;(2) how to take care of the survivors;(3) how to repair buildings that survived the earthquake;(4) what to do with the buildings that survived the earthquake;(5) where to find people to help build a new city;(6) how to teach children about earthquake safety;(7) where to put information for survivors and their families;(8) how to plan for further disasters.。
高中英语 Unit4 Earthquakes period 7 新人教版必修1
英语教案 Unit4 Earthquakes period 7 新人教版必修1●从容说课This is the last period of this unit，so the teacher will lay emphasis on revision and summary.The Learning Tip of this unit is to listen to English more.So at first，the students will do a listening test.It is a story about a survivor of the terrible San Francisco earthquake.After listening，the students are asked to do some true-or-false exercises and answer some questions.The step is to improve the students’ ability to catch the useful information while listening.Then the students are asked to read after the tape to imitate the pronunciation and intonation，which is also a purpose of listening.Then the students will sum up what they have learned in this unit，including the knowledge about the earthquakes，useful words，phrases expressions and new grammar items.The students should frequently look back on what they have learned.Only in this way can they learn the language better.At last the students will do a project.This requires the students to put what they have learned in this unit into use.The students will first discuss the project in groups of four.Then they will form different groups and tell the new group members their plan.This step is to train the students’ speaking ability as well as the ability to cooperate with others.It also requires the students to reason what they are planning to do.●三维目标1.Knowledge：（1）The important words，phrases and expressions in this unit.（2）The new grammar item，the Attributive Clause.2.Ability：（1）Train the students’ listening ability.（2）Train the students’ speaking ability.（3）Train the students’ ability to read with feelings.（4）Learn to be logical while doing things.4.Emotion：（1）Learn to cooperate with each other.（2）Learn to be brave to face the difficulties.●教学重点（1）Train the students’ listening ability.（2）Train the students’ speaking ability.●教学难点（1）Carry out a project.（2）Learn to be logical while doing things.●教具准备（1）a tape recorder（2）a projector（3）the blackboard●教学过程Step 1 GreetingsGreet the whole class as usual.Step 2 ListeningT：In the last period we learned a passage written by an eyewitness about the terrible San Francisco earthquake in 1906.Today we will listen to a story told by a man who was a survivorof the earthquake.Listen to the tape the first time，and try to tell whether the statements in Part 1 are true or false.（Teacher plays the tape for the students to listen and finish the task.）（After listening，the teacher checks the answers with the class.）T：Now let’s listen to the tape again.This time you should try to correct the statements that are false.（Teacher checks the answers with the students after listening.）T：Let’s listen to the tape the third time 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.Next，I will play the tape again.You should mark liaison and incomplete explosion in the sentences in Part 3.Then practice reading them aloud.（Students listen and read.Meanwhile，the teacher goes around the classroom to correct any mistakes that the students may make.）Step 3 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 the radio or watch the 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 time，you will improve your pronunciation and intonation.Step 4 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.（After several minutes the teacher will ask some individual students to read out what they have written down.）Step 5 ProjectT：By now you know that earthquakes are terrible natural disasters and that China is unlucky enough to have a lot of them.However，as the example of Tangshan has shown，people can find hope for a brighter future even after a bad earthquake.Work in groups of four.First share what you have learned about earthquakes with your group members.（Ss work in groups.）T：Now imagine that your group lives in a city that has been hit by an earthquake.Your group is given the job to build a new city.Make a list of things that need to be done.Decide what things must be done first and what things can be done later.The list of things on Page 68 should be considered.Maybe you will have different opinions with other group members.Remember to give reasons for what you have chosen.（Ss discuss in groups，while the teacher gets around the classroom and helps the students deal with any difficulties they may have.）T：From your group’s list，choose one thing that you consider to be the most important and write down your reasons.（After several minutes.）T：Now we will make different groups.Number every member of your group from 1 to 4.All the students with No.1 go to one group，and all the students with No.2 go to the same group and thesame with students with No.3 and No.4.（After the students have formed new groups.）T：Tell your new group members the thing that you have chosen and the reasons.Then each group should make a list of three most important things.（After several minutes the teacher checks the students’ answers.）（The answers can be various.But each group must provide enough reasons for the things that they have chosen.）●板书设计Unit 4 EarthquakeThe Seventh PeriodSumming upWrite down what you have learned about earthquakes.From this unit you have also learned·useful verbs：·useful nouns：·other expressions：·new grammar item：●活动与探究Poster-makingReport on Earthquakes：Up till now the students have learned a lot of things about earthquakes，including two terrible earthquakes both at home and abroad，the causes of earthquakes，the ways to reduce the losses of earthquakes，and how to produce an earthquake plan.So the students are asked to make a report to the whole class about these earthquake-related things.1.Work in groups of five or six.List the things they want to mention.2.Each student of the group writes one aspect of earthquakes.bine what they have written into a passage，adding necessary words or phrases.4.Each group chooses one representative to present the report to the whole class.5.Choose the best reporter and the best group.●备课资料A Circus DisasterJuly 6，1944，was a day of nightmare（噩梦） that I will never forget.That afternoon when I was making up my face in a dressing tent at the moment，I suddenly heard someone run past shouting “Fire! ” Fire was what we circus（马戏团） people most feared for there was a large audience in the tent，including many children.I rushed towards the tent with a bucket but I could do nothing with it since the tent was burning too high and the flames spreading quickly.In the burning tent was a scene of panic（恐慌）：people rushed towards the exits，and some even jumped twelve feet from the top rows of the grandstand to the ground outside.Some people，after getting out，tried to re-enter to help their relatives or friends.Yet it was impossible for them to get through the crowd；instead，they blocked the way，I fought at one exit，shouting at the top of my lungs.“Go on! Keep moving!” At every exit，circus people were doing the same thing.In the midst of this scene，the musicians kept on playing until the tent was a fire overhead.City fire equipment finally arrived and put out the fire.All the circus people were safe though some were bruised（撞伤） or burned during the rescue work.The audience，however，were not that lucky.In a panic，they all tried to use the regular exits through which they had entered the rent.As a result，168 people had died in the fire ─the worst circus disaster in history.。
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本单元的话题是“地震基础知识(basic knowledge about earthquakes)”和“遇到灾难时如何自救以及帮助别人(how to protect oneself and help others in disasters)”。
具体涉及地震的成因、预兆、地震造成的损失、地震时的应急救生以及震后的救援等内容。
语言知识和语言技能等各项语言活动都是围绕这些话题展开的。
为了围绕话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。
“热身(Warming Up)”部分通过两张图片引出话题“一旦大地震发生，将会造成怎样的危害？”，为本单元的主题作了“热身活动”。
“读前(Pre-reading)”部分设置了两个开放性的问题，要求学生描述、讨论与地震有关的话题。
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。
学生可通过讨论，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。
“阅读(Reading)”部分是一篇新闻报道，详细介绍了1976年唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及震后人们勇敢面对现实并及时实施抢救和重建工作的情况。
文中关于地震的词汇较多，教师可在课前布置学生查找新唐山的中英文资料和与地震相关的词汇；文中还提及了很多孩子失去双亲成为孤儿，矿工在地震中的遭遇，救护人员和解放军官兵不顾自身安危奋力抢险的事迹，灾难无情人有情，感人至深。
教师可将这些作为素材，设计多种任务，展开课堂教学活动。
另外文中还出现了大量的定语从句，这对学生的语言阅读能力提出了更高的要求。
在阅读教学中教师还可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唐山的资料，使学生进一步了解唐山大地震和如今的唐山，形成对比和强烈的震撼，从而更好地了解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。
最后，通过对文章的学习，了解新闻的特点，为后面的写作作准备。
重点词汇和语法的学习可结合文章进行，并配以适当的练习。
“理解（Comprehending）”部分包括五个练习：练习1要求连接句子的正确部分；练习2要求列出唐山地震中发生的事情和时间；练习3要求写出文章的段落大意，并概括文章大意；练习4要求学生用自己的话解释文章标题；练习5要求学生就课文某一段落作采访活动。
主要目的是为了帮助学生更好地理解“阅读(Reading)”部分的文章，尤其是练习3更突出了培养学生整体把握文章的能力。
“语言学习(Learning about Language)”部分涉及本单元的重点词汇和主要语法项目。
词汇部分设计了4个练习：练习1是从阅读材料中为下面的每一项释义找到正确的单词或短语；练习2要求学生从阅读文章中找出尽量多的单词来分类描绘地震；练习3是用课文中的一些单词完成段落；练习4要求完成句子，考查as if的用法。
这部分的目的是要求学生在整体把握文章的基础上，掌握重点词汇的词义及使用，注重培养学生运用上下文猜测词义的能力。
语法项目是定语从句，设计了三个练习：练习1要求找出阅读文章中带定语从句的句子；练习2要求用that, which, who和whose填空完成句子、翻译成汉语并作比较；练习3要求通过游戏的形式造句并用定语从句扩展这些句子。
该部分主要通过阅读和句型练习帮助学生学习由that, which, who和whose引导的定语从句，培养学生自主学习的能力。
“语言运用(Using Language)”部分分“读和说(Reading and speaking)”、“听力(Listening)”和“读和写作(Reading and writing)”三个步骤：“读和说(Reading and speaking)”训练提供了一封邀请函，要求学生阅读后写一篇在地震纪念公园落成仪式上的演讲稿，接着观察新唐山纪念邮票然后以小组的形式讨论地震后城市重建的问题，主要培养学生在实际生活中运用英语的能力。
在随后的“听力”(Listening)部分里，一位美国人以第一人称讲述了他在1906年旧金山大地震中的可怕经历，要求学生根据听力材料进行正误判断和回答问题，旨在培养学生学会获取听力材料中的细节要点的能力，并通过听来模仿标准的语音和语调，同时让学生了解人们在自然灾害中的经历和感受。
“读和写(Reading and writing)”部分要求学生先阅读一篇新闻故事，然后为报纸写一篇新闻报道，描写家乡的一件不同寻常的事件，旨在培养学生按照规范的步骤进行写作，如选择适当的标题、组织语言、清晰地表达等，学会拟定写作提纲。
“小结(Summing Up)”部分帮助学生整理、巩固本单元所学到的知识，其中包括学到的关于地震的知识、有用的动词、名词、表达方式和新的语法项目。
一个单元学完后，鼓励学生进行一番归纳和总结是非常有用的，这样可以起到事半功倍的效果。
“学习建议(Learning Tip)”部分要求学生重视听的技能的训练，并就听英语方面给出了一些建议，建议学生多听广播或多看电视里的英语节目。
多听不仅能够提高听力水平，还能够帮助学生改善语音、语调，从而提高说的能力。
因此，听不仅是吸收信息的重要渠道，也是学好英语的重要手段之一。
教师可鼓励学生常听英文广播或电视节目，以扩大视野和增加英语的词汇量。
知识目标：本单元需要学习的重点单词为：shake well (n. ) rise crack smelly pond pipe burst canal steam dirt ruin injure destroy brick dam useless steel shock quake rescue electricity disaster army organize bury coal mine shelter freshpercent speech judge honor prepare Europe 本单元需要学习的重点词组为：right away at an end lie in ruins be trapped under sth. a (great)number of put up give out wake sb. up thousands of dig outprepare sb. for sth. think little of sb. /sth.本单元需要学习的重点句型为：1. But the one million people of the city, who thought little of these events, went to bed as usual that night. (the Attributive Clause)2. It seemed that the world was at an end! (It seems/seemed that. . . )3. Bricks covered the ground like red autumn leaves. (Simile)4. The army organized teams to dig out those who were trapped and to bury the dead. (those who. . . )5. Workers built shelters for survivors whose homes had been destroyed. (the Attributive Clause)6. Never before in history has a city been so completely destroyed. (Inversion)7. Man himself had to make ruins of some of the city’s best buildings so that they would not be a danger to those in the streets. (so that. . . )8. A list of buildings not destroyed was now only a few addresses. (the past participle used as attribute)9. Amazing as it may seem, Wednesday night was a quiet night. (predicative/adverbial+as. . . )10. Never in all San Francisco’s history were her people so kind as on that terrible night. (Inversion)本单元需要掌握的功能用语为：叙述过去的经历(Talking about past experiences) Strange things were happening in the countryside in Northeast Hebei. For three days the water. . . At about 3:00 am on July 28, 1976, people saw. . . At 3:42 am everything began to shake.本单元需要掌握的语法为：定语从句（ I ）（由that, which, who, whose引导的定语从句）A huge crack that was eight kilometers long and thirty meters wide cut across houses, roads and canals.The number of people who were killed or injured reached more than 400 000.It was heard in Beijing, which is one hundred kilometers away.Workers built shelters for survivors whose homes had been destroyed.能力目标：1. 能运用所学语言知识描述地震前兆、危害及震后援救。