Earthquake教学案例
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。
我的教学设计Unit4Earthquake
我的教学设计Unit4Earthquake 我的教学设计Unit4 Earthquake注:填写表格时，请您删除蓝色部分课题: A night the earth didn’t sleep课科目英语教学对象高一学生 1时一、教学目标一、知识与技能:理解、内化、运用课本31个生词、12个词组。
对《地震》这篇文章进行篇章阅读，积极思考，达到强化语言意识，积累语言经验的目的，全面提升综合语言运用能力。
二、过程与方法:自主学习策略;有效合作与交际策略;信息处理与探究策略; 三、情感态度价值观:体会“以人为本”的精神实质，培养团结互助精神，学习唐山人民勇敢面对灾害，积极进行灾害重建的精神。
二、教学内容及模块整体分析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。
三、学情分析这个班大部分学生英语基础一般，有些学生对英语学习具有恐惧感。
根据这些特点，教师可以采用与新课标要求相一致的新的教学方式，即活动式的教学法，这样就便于调动全班学生的积极性，让全员参与到活动中，在师生互动、生生互动的轻松教学模式中实现教学任务和目标，并建立起学生们学习英语的兴趣和信心。
四、教学策略选择与设计根据英语《课程标准》的指导思想,英语课程改革的重点是要改变传统教学过分重视语法和词汇知识的讲解与传授、即忽视对学生实际语言运用能力的培养的倾向，强调课程从学生的学习兴趣和认知水平出发，倡导学生体验参与、合作与交流的学习方式和“任务型”的教学模式，由学生共同努力来实现教学目标。
教师要引导学生利用所学语言来完成任务，促进学生运用所学外语获取信息，处理信息，使用信息与人交流，让学生去发现问题、设计问题并解决问题，提高合作意识，培养合作精神，从而实现学生的主体地位，发展学生的综合语言运用能力。
初中earthquake教案
初中earthquake教案课程目标：1. 让学生了解地震的基本知识，知道地震是如何发生的。
2. 让学生学会在地震发生时如何保护自己，避免受到伤害。
3. 让学生了解地震后的应对措施，知道如何进行自救和互救。
教学重点：1. 地震的基本知识2. 地震时的自我保护措施3. 地震后的应对措施教学难点：1. 地震时的自我保护措施2. 地震后的应对措施教学准备：1. 课件：地震知识、地震时的自我保护、地震后的应对措施2. 视频：地震发生时的场景教学过程：一、导入（5分钟）1. 引导学生关注地震新闻，了解地震对人类生活造成的影响。
2. 提问：同学们，你们知道地震是什么吗？地震是如何发生的？二、地震知识讲解（10分钟）1. 讲解地震的基本知识，包括地震的成因、地震的等级、地震的特点等。
2. 讲解地震发生时的现象，如地面的震动、房屋的倒塌等。
三、地震时的自我保护（10分钟）1. 讲解在地震发生时如何保护自己，如躲到桌子下面、远离玻璃窗等。
2. 讲解在地震发生时不要乘坐电梯、不要靠近高大建筑物等。
3. 进行地震逃生演练，让学生熟悉地震逃生的路线和步骤。
四、地震后的应对（10分钟）1. 讲解地震后的应对措施，如寻找安全的地方避难、等待救援等。
2. 讲解在地震后如何进行自救和互救，如止血、救治受伤人员等。
五、总结与反思（5分钟）1. 让学生总结地震时的自我保护措施，加深记忆。
2. 让学生思考如何在地震后进行自救和互救，提高应对能力。
教学评价：1. 学生对地震知识的掌握程度。
2. 学生对地震时的自我保护措施的熟悉程度。
3. 学生对地震后的应对措施的了解程度。
教学反思：本节课通过讲解和演练，让学生了解了地震的基本知识，学会了在地震发生时如何保护自己，知道了地震后的应对措施。
但在教学过程中，发现部分学生对地震知识的掌握程度不高，需要在今后的教学中加强。
同时，地震逃生演练的次数可以适当增加，提高学生的应对能力。
高中英语-Unit4Earthquake教学设计学情分析教材分析课后反思全文编辑修改
精选全文完整版可编辑修改高一英语必修一Unit4 Earthquake大课文教学设计【课文总体设计思路：先播放一组图片，学生的注意力马上就会被吸引到课堂上来，学生马上就联想到E arthquake这一词，这时教师提出“What’s the cause?”，学生会回答他们所了解的地震知识。
紧接着和学生一起了解ppt中所呈现的问题，倘若地震发生，学生们会带什么逃离, 然后通过图片，学生更易掌握地震方面的知识，为课文的阅读作了很好的铺垫，接着教师引导学生进行进一步探究地震方面的知识。
通过小组讨论、合作得出结论，教师进行一定的总结。
接着呈现文章的标题“A Night the Earth didn’t Sleep”，引导学生解读文章标题、预测文章内容，让学生在阅读过程中处于主动认知状态。
学生可能一下子无法正确理解其所包含的深层含义。
但估计在前面所展示的图片的启发下，大部分同学可能很快就能作出正确的理解。
另外，考虑到文章生词较多，且大部分学生对文章的背景知识了解较少。
因此，在引导学生预测文章内容的同时，有3个小视频的播放，并进行小组之间的讨论。
分段对文章细节理解完成后，设置了“如何在地震中进行自我保护”的小组讨论活动。
最后是对文章的总结和作业的布置。
】Teaching proceduresI.Teaching aims1.Learn some details about this text. （重点）2.Train the students’ reading and speaking ability. （难点）3.Learn some knowledge about how to protect ourselves in an earthquake.II. Teaching proceduresTask 1 Pre-readingStep1 Warming up1. Enjoy some pictures to lead in the earthquake.Step2 Brainstorming1.Imagine your home begins to shake and you must leave it right away.You have time to take only one thing. What will you take?I will takeTask 2 While-readingStep1 Fast reading : True or False.1.The passage mainly talks about a/an ___________(what) thathappened in _________ (where)in ______(when).2.Please divide the passage into 3 parts according to the main idea.Look at the each part and write down its main idea.Part 1: main idea:Part 2: main idea:Part 3: main idea:Step2 Careful reading1. What are the strange things before the earthquake? Read part.1 carefully and fill in the blanks.①The water in the wells____and____. And some deep ____could be seen in the well walls. A ____gas came out the cracks.②The chickens and even pigs were______nervous _____eat.③Mice ran out of the fields_____places to hide.Fish ______out of bows and ponds.④People could see ___lights in the sky. The sound of _____could beheard outside the city.The water pipes in some buildings____and_____. 2.Read part 2 and finish the exercises.②True ( T )or False( F )1.Two-thirds of the nation felt the earthquake. ( )2. All the people in Tangshan were dead or injured during the earthquake. ( )3. All of the city’s hospitals, factories, buildings and homes were damaged in the earthquake. ( )4. Not only the people but also the animals were shocked greatly.( )5. Many rescue workers and doctors were trapped under the ruins during the aftershock. ( )3.Soon after the quakesThe army:Workers:Result:nguage points1.. … the water pipes in some buildings cracked and burst.burst :(vt.vi.n)突然破裂，爆发.burst into+ n. burst out + doing……He burst into laughter.= .2. It seemed as if the world was at an end.1) as if①as if 在表语从句中相当于that:②as if 似乎, 好像= as thoughShe spoke to me as if she knew me.③as if后还可跟名词、形容词、不定式等。
最新-Earthquakes教案优秀3篇
Earthquakes教案优秀3篇Earthquakes教案1unit 4 earthquakesthe first period readingclass: class one,grade one subject: englishteacher: shen chang tutor: jiang hailiani. teaching aimsknow basic knowledge of earthquakes.know how to protect oneself and help others in disasters.ⅱ. important different pointsphrases: right away, at an end, dig out, give out, thousands of1.farmers’ wives noticed that the well walls had deep cracks in them.2.it seemed as if 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.iii. teaching procedurestep i. revisioncheck the homework with the whole class.step ii. warming upask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.t: today, before we begin our reading, i’d like to ask you a question, “what is the biggest sound you have heard in your life?”s1: the sound of wind that blew in a winter night when i was very young. it sounded like a ghost who was howling. i was very frightened at that time.s2: the biggest noise was the one that i heard when my neighbor was quarrelling with his wife. perhaps, they broke their tv set.t: that’s too terrible.s3: the noise when planes take off.s4: the sound of trains.t: good! i agree that all of them are big sound. but did you once heard the sound that the heaven falls and the earth cracks, in chinese it is 天崩地裂？ss: no, we have no chance to hear that.t: if there is a sound like this, what is it?s5: when someone hears something unexpected and terrible. for example, when one of his loved families dies, he will feel this sound.t: terrific! you are using a literary way to express the sound.s6: when an earthquake happens.t: great! i have waited for this answer for a long time. today we’ll learn something about earthquakes. i think most of us have heard of earthquakes. can you imagine how terrible it is ?s7: the earth is shaking . all the buildings will fall down.s8: many people will die. and perhaps many children will lose their parents.t: yeah, earthquakes are disasters to everybody. now look at the two pictures of tangshan andsan francisco. can you describe what you see in the pictures?s1: tangshan is a beautiful city. it has beautiful gardens, broad roads and some tall buildings.s2: from the picture of san francisco, i can see that it is a very big city. there are many tall buildings thickly standing on the earth. i think the population of the city is very large.t: good! what will happen if there has been a big earthquake in these two cities? work in pairs and discuss it. then i’ll ask so me of you to show your opinion.step iii. pre-readingthere are two questions in this part. both are very interesting. the first one can more or less reveal the students’ values; while the second one can enlarge their imagination. no matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.t: now, let’s look at the pictures. what are the predictions of an earthquake?s1: before an earthquake animals will become nervous. cows, pigs, horses and dogs will be upset. and people can see mice running about. if the earthquake happens during winter, people can even see snakes.t: terrific! where did you get this knowledge?s1: from geography. i like it.t: good. sit down please.s2: madam, i don’t know the meaning of the picture with two women.t: it doesn’t matter. you will know it soon after reading our text. ok. imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?s3: i’ll take all my money. people can’t live without money.s4: i will take as much water as possible. because it is said that people can keep alive for nearly 7 days by drinking without any foods5: in that case, i’d rather take some apples, so that besides drinking, i can also eat.s6: i will carry my grandma. she is my most loved person in this world. she brought me up.t: what a dutiful child you are! i’m very glad to hear that. sit down please! it seems that all of you know what you should do during an earthquake. ok. let’s read our text, and see what it tells us. step iv. readingin this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage. ask them to pay attention to the first sentence of each paragraph. this can help them finish exercise3 in comprehension. it is about the main idea of each paragraph. then ask them to read the text again carefully to obtain some details. before reading for the second time, show some questions on the screen, and let the students read the questions first. these questions can guide them to have a good understanding about the text. they can also make preparations for exs1-2, which are about details.skimmingt: at first i’d like to read the text quickly to get the general idea of the article. while reading, you should pay attention to the sentence of each paragraph.t: have you got the general idea of the text?ss: yes.t: what is it?s1: there is no quick answer to this question. are you suggesting us that the general idea is themixture of the first sentences of each paragraph?t: sure.s1:ok. that’s easy. the main idea of the passage is some signs of the earthquake, and what would happen during the quake.t: good, sit down please. in fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (teacher writes the word on the blackboard) do you understand the meaning of the word?ss: no.t: sequence means the order of the events. it can tell us which event happens first, and which happens later. do you know the sequence that is used in our text?s3: yes. at first, the text tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things that happened after the earthquake.t: quite right! now please look at the screen, these are the first sentences of each paragraph. read them and think if they are the main idea of the text. if necessary, you may make some changes to make more exact.teacher shows the screen and gives a little time to think it over.1.strange things were happening in the countryside in the northeast hebei.2.the disaster happened and caused a lot of loss.3. all hope was not lost.careful readingt: now, it’s time for us to read the text carefully. but before reading, you should read some questions first. these questions may help you get some information quickly and easily. now look at the screen, and read the questions.show on the screen1.what natural signs of a coming disaster were there?2.can you think of some reasons why these signs weren’t noticed?3.what events probably made the disaster worse?4.what situations probably made the disaster worse?5.how were the survivors held?step v. extensionshow the questions on the screen.1.from whose point of view are events described? how do you know?2.what is the mood of this passage? how is it created?3.why do you think the writer chooses to express his feelings about the quake rather than simply reporting what had happened?4.why is the title a night the earth didn’t sleep?5.what does the sentence “slowly, the city began to breathe again.” mean?answers:1.he uses third-person to describe the quake. his description is very objective. for example, the second sentence in the third paragraph. the writer says: “everywhere they looked nearly everything was destroyed.” the writer uses they instead of we.2.the mood is serious and a bit sad. it is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed.3.although the writer was not there, he felt sad for the people of tangshan. he knows that some personal feelings will make the reading more interesting.4.i think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. but that night everything changed. the writer uses a night the earth didn’t sleep as a title to show how terrible and how unusual the night was.5.here we can see that the writer compared the city to a person who suffered a lot in the disaster. he felt her pain, and he worried about her. so when he said that people came to help her, we can feel his feelings to the city. the city will not die, she has hope and she can recover from the pain. step vi comprehendinganswers to exx1-31.1. c2. e3.b4.d5.a2.1. the walls of the villages wells had cracks in them.2 .roads got huge cracks3. brick buildings were destroyed.4. the army helped the survivors.5. shelters were put up for those with no homes.3.1. strange things were happening in the countryside in northeast hebei..1.the disaster happened and caused a lot of loss.2.all hope was not lost.step vii homeworkEarthquakes教案2新课标高一必修1英语教案unit 4 earthquakes (简案)teaching plan for unit 4 earthquakesteaching aims and demands:1. topic:basic knowledge of earthquakes; how to protect oneself and help the others in disasters2. useful words and expressions:shake, well (n.), rise, smelly, pond, pipe, burst, canal, steam, dirt, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, shelter, fresh, percent, speech, judge, honour, prepare;right away, (be) at an end, dig out, bring in, a (great )number of3. functions:talking about past experiences:i will never forget the day when the earthquake took place. the time was 5:15 in the afternoon and i was driving along the road.sequence4. grammar:the attributive clause (i)由that, which, who, whose引导的定语从句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.teaching procedures:period 1.step 1. warming upss discuss and answer some questions:1. which of the following may cause people the greatest damage?a. earthquakeb. typhoonc. floodd. drought2. imagine your home begins to shake and you must leave it right away. you have time to take only one thing. what will you take? why?step 2. pre-readingss discuss and answer:1. do you know what would happen before an earthquake?2. what can we do to keep ourselves safe from an earthquake?3. do you know anything about tangshan earthquake in 1976?step 3. reading1. skimming and find the answers to the following questions:a. what happened?b. when and where did it happen?2. ss read again and fill in the following form:time what happenedbefore the earthquake wells:animals:lights and sound:water pipes:while the earthquake houses, roads and canals:hard hills of rock:the large city:the people:after the earthquake hospitals, factories and buildings:the ground:dams:railway tracks:animals:wells:3. ss read the whole passage again and get the main ideas of each part:part 1. the natural signs of a coming earthquakepart 2. the damage of the city after the earthquakepart 3. the help to the survivorsstep 4. comprehendingss finish ex 1 and 2 on page 27.step 5. assignment1. surf the internet and get more information about the earthquake.2. retell the text.period 2.step 1. warming up1. ss share more information about the earthquake.2. ask some ss to retell the text by using their own words.step 2. language points1. lie –lay-lain (v.) : to be, remain or be kept in a certain state 处于某种状态the village lay in ruins after the war.these machines have lain idle since the factory closed.2. in ruins: severely damaged or destroyed 毁坏an earthquake left the whole town in ruins.his career is in ruins.3. number (n.): a quantity of people or things 数目；数量the number of people applying has increased this year.we were fifteen in number.a number of: a lot ofi have a number of letters to write.a large number of people have applied.4. injure (v.): to hurt oneself/sb./ sth. physically 受伤he fell off the bicycle and injured his arm.5. reach (v.): to achieve or obtain sth. 达成；达到；获得you’ll understand it when you reach my age.at last we reached a decision.6. rescue (n.): an act of rescuing or being rescued 搭救；解救a rescue team is trying to reach the trapped mines.rescue (v.): to save or set free from harm, in danger, or loss 解救；救出the rescued the man from drowning.7. trap(v.): in a place from which one wants to escape but cannot 困住；陷于绝境they were trapped in the burning hotel.8. all …not… = not all…: some but not all 一些；但不是全部not all the girls left.=only some of them left early.not all the children are noisy.=some of the children are not noisy.全部否定应用：none of…none of us were allowed to go there.none of these reports is very helpful.step 3. learning about language1. ss finish ex 1,2 and 3 on page 27 and 28.2. teacher checks the answer and give the ss some help if they have some difficulty.step 4. assignment1. finish wb.ex.1 on page 63.2. ss try to remember the useful words and expressions by hearts.period 3step 1. warming upss read the passage again and try to find the sentences with attributive clauses.e.g. workers built shelters for survivors whose homes had been destroyed.step 2. attributive clause1. give ss more sentences and let the ss to find the structures of the attributive clause.2. ss do some exercises about how to use that, which, who or whose.3. ss finish ex 2 on page 28.some materials about attributive clause:关系代词引导的定语从句关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。
人教版高中英语必修一Unit_4_Earthquakes教学案例AqPKqq
人教版高中英语必修一Unit 4 Earthquakes教学案例Teaching goals (教学目标)1.skill goals (技能目标)Know basic knowledge about earthquakes(了解地震的基本知识)Know how to protect oneself and help others in disasters（了解如何自救与他救）2. sensibility goals(情感目标)get the students to be aware of the terrible disasters ,meanwhile get them to face it ,treat it in a proper way, and never get discouraged.（使学生对灾难有正确的认识，要用积极的态度来对待它。
）3．Ability goals(能力目标)a.let the students collect the information from the internet by themselves.(独立搜集信息的能力)b.Let the students pack up the information by themselves.(独立整理信息的能力)c.Let the students design it for the purpose of showing in class.(设计制作课件的能力)d.feed them back to students in class ,using what they have done.(课堂反馈与学生互动的能力)Teaching important points（教学重点）Let the students know what a correct attitude towards a disaster is and what we should do in a disaster for ourselves and for the other people(树立对于灾难的正确认识及面对灾难该如何应对)Teaching difficult point(教学难点)How to deal with the interaction between the students speakers and their classmates.(如何处理学生演讲者和同学之间的互动)Teaching procedures:Step 1: natural disasterShow the students some top disasters in the world, by Deng Yuge Team and Zhuang Jinmao Team.Step 2: famous earthquakesShow them some famous earthquakes in this century in the world, by Lin Chuyin Team and Deng Yuge Team.Step 3: Tangshan earthquakea.show them some pictures about Tangshan earthquake by Zhuang JinMao Team.b.Watch a video about Tangshan earthquake.Step 4: Signs before earthquakes1.Given by Wu mengni Team in the form of pictures and words.2.Given by Lin Chuyin Team in the form of filling blanks.Step 5: How to escape from the earthquakea.given by Zeng Jiaxin Team in the form of pictures and words.b.ven by Zhuang Jinmao Team in the form of T or F.c.ven by Lin Gaoxiang Team in the form of T or F.Step 6: Imaginary workSuppose there is an earthquake now, and you can take nothing but one thing, what will you take? Is it money, water, fruits, mobile phones, or a torch light?Step 7: ProverbsGet the students to collect some proverbs from the internet, which are something related to how to deal with disasters, what right attitude we should take and so on., then ask them to write them on the blackboard, and explain them to the students one by one.Step 8: Homeworka.pose an earthquake happens in the school hall, what should you do?b.ppose an earthquake happens in the classroom , what should you do?c.ppose an earthquake happens in the bedroom, what should you do?Module6 Animals in DangerPeriod 2 Reading教学目标(一)语言知识目标：1．阅读中能识别新学词汇、短语并根据语境推出意义。
高中英语《Unit 4 Earthquakes》优质课教案、教学设计
教学设计教学目标：语言知识目标：1．全体学生通过学习阅读材料,能理解课文主要信息如地震的前兆、震中的情形，地震造成的损失以及震后的救援。
2 学生能通过学习阅读材料，能够用英语简单描述文章内容如地震前兆，震中损害的内容。
知识与技能目标：1.学生通过寻找主题句, 捕捉文章的细节信息,加强学生略读，查读，细读的阅读技能。
2.学生通过预测文章内容和段落内容,划分段落,加强学生预测,归纳总结的阅读技能。
情感态度目标：1.领悟自然灾害对人类生活的巨大破坏力,懂得地震无情人有情,培养学生互助友爱精神。
2.培养学生的合作学习的习惯。
教学重点难点：重点1)让学生通过细读和查读等阅读方法获取和理解地震前的预兆、地震造成的损失以及震后的救援等课文主要信息。
2）训练学生的阅读技巧，提高阅读能力。
侧重培养学生对文章的整体性结构的把握和挖掘作者写作的意图，突出培养学生以下3 个方面的能力：a.文章段落中心词把握能力。
b.根据主题快速捕捉文章重点细节的能力。
c.总结归纳能力。
3）重点掌握有关地震的词汇，特别是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。
4）欣赏并理解课文中优美句子，让学生掌握一些英语修辞用法。
难点是学生能归纳概括阅读中所获取的信息，运用阅读中所获取的信息进行语言输出。
教学过程Leading inLearning Aims:1.To know about the earthquake of Tangshan2.To grasp reading skills3.To know how to protect ourselves during the earthquakeLearning Procedures:Step I ：Fast readingRead the whole passage quickly and find out the topic sentence of each paragraph. (5’)Para.1Para.2Para.3Para.4Step II: Detailed reading.(10’)The story was developed in order.part 1. (Para.1) describes the before the earthquake.part 2.(Para.2,3) describes the during the earthquake.part 3.(Para.4) describes the after the earthquake.Part 1 (Para.1)A. The water in the well and . And some deep could be seen in the well walls. A gas came out the cracks.B．Mice ran out of the fields places to hide. Fish out of bowls and ponds.C.The chickens and even pigs were nervous eat. The dog was barking loudly again and again.D.People could saw lights in the sky.Part 2 (Para.2,3)1.Hospitals, factories and buildings were .2.Two dams and most of the bridges .3.T he railway tracks were pieces of steel(钢铁).4.C ows would never give again.5.Pigs and chickens were .6.Sand the wells instead of water.Part 3 (Para.4)1.W hat did the army do?2.W hat did the workers do?Step III:TestStrange things were happening in the countryside of northeast Hebei. Mice ranout of the fields looking for places (hide). The pipes in some buildings (crack) and (burst). The people who thought little these events were asleep as usual that night. At 3: 42 am everything began to shake. A huge crack that was thirty metres (widely) cut cross the houses. In fifteen terrible seconds a large city (lie) in ruins. The (suffer) of the people was extreme. Two thirds of them (injure) during the earthquake. Most of the city’s hospital were (go). People were (shock). All hope was not lost. The army dug the injured and the dead. Finally the city began (breathe) again.Step IV: DiscussionIf an earthquake happens, what shall we do?If at school, we should…If at home, we should…If on a road, we should…If in a high building, we should...Step V:WritingWrite a composition:If an earthquake happens, what shall we do?。
《SEB1A UNIT7 Lesson26 Earthquakes》教案
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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1《Unit 4 Earthquakes》教案
人教版高中英语必修1《Unit 4 Earthquakes》教案人教版高中英语必修1《Unit 4 Earthquakes》教案【一】教学准备教学目标1. Ss will be able to master the following useful new words and expressions.well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,us eless,steel,shock,rescue,quake,electricity,army,shelter, fresh, organize, bury, at an end, dig out, coal mine, in ruins2. Ss will be able to know the basic knowledge about Earthquake教学重难点1. The usages of some words and expressions.2. How to train the students’ reading ability in learning the text.教学工具课件教学过程Step I lead-inLet students see a short video and answer the questions1.What happened in the video? Earthquakes2.How do you feel seeing the plots(情节)? Students’discussion.Step II Fast reading1. What is the passage mainly about? InTangshan ,earthquakes happened on July 28th 19762. Skim the text and answer the questionsThe type of writing (写作体裁)Narrative writingTopic sentence of Paragraph 1Sentence 1Topic sentence of Paragraph 2Sentence 2Topic sentence of Paragraph 3Sentence 1Topic sentence of Paragraph 4Sentence 1Step III Detailed readingAsk students to read the text carefully and answer the questionsTask1: What were the nature signs of the coming earthquake?(选择)Para 11.Water in well( G )2. Well walls(D )3.Chickens &pigs(F )4 .Mice (A) 5.Fish(E ) 6. Bright lights( B) 7. Water pipes(C )A. Ran out of fieldsB. in the skyC. Cracked and burstD. Deep cracksE. Jumped out of pondsF. Too nervous to eatG. Rose and fell, fell and roseTask 2 Fill in the blanksMain IdeaDetailsDamage caused byearthquakePara 2-3At _____ am, the __________ earthquake of the 20th century began ._______ burst from holes in the ground.Hard hills of the rock became rivers of ____.________ covered the ground like red autumn leaves.Two _______ and most of the bridges fell.The railway tracks were now _________pieces of _______.______ now filled the wells instead of water.Water,food,and ______________ were hard to get.The reconstruction(重建) after the earthquakePara 41. The army _____________2. Workers ____________for survivors.3._____________was taken to the city.Details:1. At 3:42 am, the greatest earthquake of the 20th century began.2. Steam burst from holes in the ground.3. Hard hills of the rock became rivers of dirt.4. Bricks covered the ground like red autumn leaves.5. Two dams and most of the bridges fell.6. The railway tracks were now useless pieces of steel.7. Sand now filled the wells instead of water.8. Water, food, and electricity were hard to get.Step IV consolidation (当堂巩固)Let students fill the blanks according to the passageStrange things were happening in the countryside of northeast Hebei. For three days the water in the village wells kept rising and 1_________(fall). Farmers noticed that the well walls had deep cracks 2___________ them. A smelly gas came out of the cracks. In 3_________farmyards, the chickens and even the pigs were too nervous 4__________(eat). 5_________(mouse) ran out of the fields looking for places 6________(hide). Fish jumped outOf their bowls and ponds. At about 3 am on July 28,1976, some people saw bright lights 7_________ the sky. The sound of planes could 8________(hear) outside the city of Tangshan even 9_________ no planes were in the sky.In the city, the water pipes in some buildings cracked and burst. But the one million people of the city, ________thought little of these events, were asleep as usual that night.1 falling2 in3 the4 to eat5 mice6 to hide 7in 8 be heard 9when 10 who这部分目的是让学生进一步巩固课文的内容。
Earthquakes阅读教学案例分析
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高中英语必修一Unit4《Earthquakes》教学设计全面版
高中英语必修一Unit4 Earthquakes教学设计第一课时Warming up第一步：看多媒体图像和图片了解有关地震海啸等自然灾害,让学生结合看的内容说出描写自然灾害词汇和词组：shake, rise, burst, canal, steam, ruin, injure, destroy, shock, quake, rescue, disaster, survivor……第二步：根据所看的内容介绍结合自己对地震的了解，组织两人活动，让学生讨论书中的问题，充分发挥想象力，描述地震后两个城市可能会出现的情况。
Pre-reading第一步：让同学们想象如果家里发生地震了,应该做些什么第二步：分五组分别讨论以下话题:What are the predictions of an earthquakeHow to rescue others in a proper way.Do you know the cause of earthquakeHow to reduce the damage of an earthquake这些问题的设置目的不在于让学生来准确回答，而是在于给学生一个发散思维的空间，让学生置身于这一单元的主题当中，才更能激发学习兴趣和动机。
第三步：看图描述地震前会出现哪些征兆。
(建议教师放映一些有关话题的影像材料，增加学生的感性认识，同时印发一些有关地震的文字资料,在此基础上组织学生进行讨论,他们才会更有话说)第四步：两人讨论更多关于地震的话题：(1) Have you experienced an earthquake(2) How much do you know about it(3) Besides earthquake what other natural disasters do you know（flood，typhoon，hurricane，cyclone，volcano，sandstorm，landslide）(4) Do you know how to measure the strength of earthquake （Richter Scale）Workbook P62（这部分听力材料的内容刚好是针对以上话题的，关于地震产生的原因和影响）第一步：先让学生猜测练习一中的陈述哪些是正确的，哪些是错误的。
Unit 4 Earthquake教案设计
Unit 4 Earthquake教案设计河北乐亭新寨高级中学徐艳芹(1) 课题：Earthquake(2) 教材分析与学生分析：本单元的主题是“地震”。
Warming Up部分Pre-Reading部分要求学生描述、讨论与地震有关的话题。
Reading部分是一篇新闻报道，介绍了唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况。
Learning about Language 部分涉及了本单元的词汇和语法。
该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有that, which, who, whose引导的定语从句，培养学生的自主学习能力。
Using Language部分的“读写说（Reading, writing and speaking）”训练提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲稿，接着说一说唐山大地震纪念邮票。
随后的听力（Listening）是一位美国人以第一人称叙述他在1906年旧金山大地震中的可怕经历。
写作（Writing）部分训练学生如何写新闻报道，学会拟地定写作提纲。
(3)教学目标：①知识与技能：了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援; 掌握和运用本单元出现的新词汇和短语以及数字的表达法；熟练运用that, which, who, whose引导的定语从句；学会写英文新闻报道，拟订写作提纲。
②过程与方法：在学习阅读部分时，可以根据教学的需要和教学班级的实际，从不同的角度设计目的明确的任务。
阅读材料提及了很多孩子失去双亲成为孤儿，矿工在地震中的遭遇。
救护人员和解放军官兵不顾自身安危，奋力抢险的事迹，地震无情人有情，感人至深。
因此可以将他们作为素材，设计多种任务，展开课堂教学活动。
如：1. 组织学生讨论震后孤儿的安置2. 模拟采访被抢救的矿工。
3. 写一篇新闻故事，描述救护人员和军队救灾的感人故事。
高一英语第四单元Earthquake教学案例
必修一第四单元《Earthquakes》教学案例一、教学背景教学对象是高一学生，英语基础知识和基本技能都是比较薄弱的，很多初中时英语成绩一般的学生,进入高中后,突然感到听课吃力，记忆犯难，成绩呈明显下降趋势，他们无所适从，从而产生了畏惧的心理．更有甚者，初中时英语成绩较为优秀的一些学生,也感到英语非常难学，进而对英语学科忧心忡忡。
因此，调动学生的学习兴趣，以学生主动学习为目标。
所以很有必要在初高中教学的过渡中加一个桥梁，帮助学生做好过渡。
二、教材分析：本单元案例围绕“地震”这个话题，通过环环相扣的学习活动，使同学们在听说读写各方面有所提高，同时也使学生进一步了解有关地震的知识，并能自己撰写新闻稿。
更重要的是如何在大难来临之际的自救和“救他”，还是大难来时各自飞？呼唤人类的善性，大难当前如何展现高情商？从而进行跨文化教育，因为我们不仅要看到人类不同文化的差异，更应看到人类文化的共性。
三、教学目标根据《英语新课程标准》关于总目标的具体描述，结合高一学生实际和教材内容，在今天上午听取了名师的讲课后，我将这一单元的教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面。
1.知识目标（Knowledge）⑴通过课前预习，培养学生使用工具书，自学单词的意识和能力。
⑵培养学生快速阅读文章，归纳文章段落大意，培养学生的阅读技巧。
⑶能够运用本课所学，总结地震的危害及预防，提高学生的写作能力。
⑷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。
earthquake教学设计
《Earthquakes》教学设计
课程名称
A night the earth didn’t sleep
教学对象
高一11班
科 目
英语
课时安排
一课时
一、教材分析
本单元主要围绕唐山大地震震前预兆，地震的影响和震后的救援展开的，学生应该能够了解地震前的预兆，更多的避免不必要的损失。
二、教学目标及难重点（知识与技能，方法和过程，情感态度与价值观）
the people who suffered from the earthquak震有一定的了解，让学生能够在文章中体会到互帮互助的精神，使学生树立了从小帮助他人的意识。
对于阅读理解的解题技巧还需要进一步的练习掌握
7.skimming and carefully reading
8.Homework
1.ask the students whether they know about the earthquake inSichuan recently.
2.Introduce the famous constructions in California
4.finish the reading comprehension in the workbook, discussion and explain according to the skills of reading comprehension.
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Earthquake warming up公开课
一、课程分析
“ Talk about Earthquake”为笔者根据新的课程标准而进行创新设计的一堂新课前的热身课。
该课大胆有效地使用教材,并通过学科与学科之间的互相渗透的理念对课文内容进行创造性拓展与补充,采用新课标“任务型”教学模式,进行了一次探究。
该课的中心话题是“Earthquake”,内容主要涉及地震前的预兆,地震前的准备以及地震时的求生。
在让学生了解有关地震知识,达到使学生学会用英语交流、培养运用英语的能力的同时,能够学以致用,把知识运用到实践中,在将来有可能发生的地震中做好有效防护措施,减少损失。
二、学情分析
这个班大部分学生英语基础较差,有些学生对英语学习具有恐惧感。
根据这些特点,教师可以采用与新课标要求相一致的新的教学方式,即活动式的教学法,这样就便于调动全班学生的积极性,让全员参与到活动中,在师生互动、生生互动的轻松教学模式中实现教学任务和目标,并建立起学生们学习英语的兴趣和信心。
三、学习目标
1、通过对图片的描述来掌握课文内容;
2、培养学生用英语来讨论问题,达到用英语交流、培养实际运用英语能力的目的;
3、培养学生的人文价值观,并且提高了学生自身对于灾难的应变和自救的能力。
四、设计理念
“ Talk about Earthquake”一课倡导英语新课标理念下的合作学习。
根据英语《课程标准》的指导思想,英语课程改革的重点是要改变传统教学过分重视语法和词汇知识的讲解与传授、即忽视对学生实际语言运用能力的培养的倾向,强调课程从学生的学习兴趣和认知水平出发,倡导学生体验参与、合作与交流的学习方式和“任务型”的教学模式,由学生共同努力来实现教学目标。
教师要引导学生利用所学语言来完成任务,促进学生运用所学外语获取信息,处理信息,使用信息与人交流,让学生去发现问题、设计问题并解决问题,提高合作意识,培养合作精神,从而实现学生的主体地位,发展学生的综合语言运用能力。
五、教学流程
(一)新课导入
教师开始上课,首先让学生回忆“What happened in Indonesia at the end of the last year?”在学生们想起是tsunami(海啸)时,再导入问题:“Have you experienced any natural disasters?”和“Do you know any other natural disasters?”“What do you think of them?”学生们积极举手回答,一下子调动了学生们的积极性,使课堂气氛活跃起来。
接下来让学生在观看唐山大地震的有关图片和小短篇的同时,引入主题“Earthquake”,并让学生了解到地震是带来巨大损失的可怕自然灾害。
(点评:在做这brainstorm的活动时,不仅让学生们脑筋积极运转
起来,拓展了知识和词汇量,还体现了教师的人文关怀。
)
(二)新课教学 (pre- reading)
切入主题后,教师告诉学生,正因为地震是可怕的自然灾害无法避
免,就要学会如何做好各种防范措施。
1. 学会通过观察四周的环境来预报地震。
“There are
a lot of strange things happen before the earthquake.”结合图片启发学生来说说他们所了解的一些地震前的奇特现象。
(点评:学生们在谈论各种奇特现象的时候,表现出了极大的热情和兴趣,那些平常就爱好读书看报的学生更是踊跃发言。
实际上这个环节融入了新课reading第一自然段的有关内容,即唐山大地震前的种种奇特现象,这对于新课的学习起了很好的引导和打基础的作用。
学生到时候学习新课第一自然段时,就会觉得游刃有余,教师也无须多花费时间来教,只需进行
巩固。
)
2. 如果在通过观察之后,知道要发生地震,这时候还有一些时间可以携带一些必需品来维持长达五天左右的生活,但只能携带八样东西。
先给出范例,让学生评论这个范例是否合理,不同意的话要提出原因。
之后要求学生进行讨论“What would you like to take with you? Why?”并作一定的纪录。
这是一个分组讨论的环节,以小组的形式进行讨论、交流与合作,
并选择几名学生进行调查,即学生们大部分选择的是哪些物品,并把调查结果写在黑板上,然后选择几位代表来说说理由,再由全班同学来判断是否合理。
学生讨论时,教师要给予指导,告诉他们携带的物品应该具有的几个特点,即小巧轻便,能够持续日常生活的。
最后,再由学生从中选择最重要的一样东西。
在之前的讨论和听取别人意见之后,学生们结合自己的常识,很一致的表明了“ Water is the
most important thing to last our lives.”
(点评:这样的合作学习能激励学生的创新热情,注重学生合作精神的培养。
教师要多给予激励性评价。
这种活动将英语教学的听、说、读和写四步有机地结合起来,充分展现了他们自主学习能力、合作探究与交流能力、富有个性的创造能力和表达能力。
同时,这个环节把pre-reading 的问题和workbook中的问题有机的结合起来,体现了大胆创新使用教材的理念。
)
(三)拓展
之后,教师又布置了一项任务,即“How to protect yourself in the earthquake?”,将这堂课推向高潮,通过图片提示,flash小短片的使用,学生自由演示等让学生们了解并学会在不同的场合和地点发生地震时理应躲避的地方。
(点评:这个环节当中flash短片非常具有吸引力,不仅和这一节课的内容紧密结合,而且让整个课堂气氛完全活络起来,学生们积极抢答并踊跃上台演示。
这个环节的设计恰到好处,让学生们在乐趣中能够学会生存必备的知识,并让他们留下了深刻的印象。
对日后可能发生的地震,相信他们可以做好应急措施。
体现了人文主义思想。
而且课堂充分体现了“以教师为主导,学生为主体”的教学理念。
)
(四)总结
最后,对这一堂课进行总结。
首先复习一些必需掌握的知识和表达方式,然后设计了一次模拟场景活动。
即,假设地震就要来临,只有1分钟时间让学生们选择自己所要携带的一样物品,并带上物品找到适合躲避的地
方。
(点评:这个活动设计刚好与这节课的主题相吻合,效果非常好,能达到全员参与的目的,让学生在学习有关重要知识后,能懂得总结,并将知识应用于实践,使课堂教学内容得以升华。
)
(五)作业设置
Home work: Search the Internet to find some differences between the earthquake that happened in Tangshan and San Francisco.
(点评:这个作业的设置体现了多媒体网络环境在教学过程中的重要作用。
这个作业让学生们能自主学习,自主探究,而且巧妙的把reading 新课所要教授的一些内容和reading task里的一些内容相结合,减少了日后教课的困难度,同时也让原本无趣的作业变得丰富多彩,适应学生们的心理。
)
(六)课后反思
此次课上得比较成功,大家一致认为这堂课很有新意 ,教学条理非常清晰,结构严谨。
整个课堂气氛从头到尾都很活跃。
这堂课的亮点是敢于大胆的创造性的使用教材并予于拓展,活动设计体现了“以学生为主体”,也融入了学科间互相渗透的理念,学生和学生之间,老师和学生之间的互动相当精彩。
加强了师生之间的沟通与互动,调动了全体学生学习英语的积极性,培养了他们的合作精神和实际运用英语的能力,以及综合实践能力。