高中英语必修(1)第四单元词汇教学教案设计
人教版高中英语必修第一册 《Unit 4：Earthquakes》教案
人教版高中英语必修第一册 《Unit 4：Earthquakes》教案一、教学目标1.知识目标o学生能够掌握与地震相关的重点词汇和短语，如 “earthquake, ruin, destroy, rescue, shock” 等。
o学生能够理解并运用描述地震现象、危害和救援的句型和表达方式。
2.技能目标o学生能够听懂有关地震的简单对话和新闻报道，获取关键信息。
o学生能够阅读并理解关于地震的文章，分析文章结构和主旨。
o学生能够用英语简单讲述地震的相关知识和个人应对地震的措施。
o学生能够写一篇关于地震预防或救援的短文，表达自己的观点和建议。
3.情感目标o培养学生对自然灾害的认识和防范意识。
o激发学生的同情心和社会责任感，关注地震受灾地区和人群。
二、教学重难点1.教学重点o重点词汇和短语的记忆与运用。
o对课文中地震相关内容的理解和语言表达的学习。
o培养学生用英语描述地震和表达应对措施的能力。
2.教学难点o如何帮助学生理解地震的复杂科学原理和巨大危害，并能用英语进行准确描述。
o引导学生在写作中清晰、有条理地阐述地震预防或救援的观点和建议。
三、教学方法1.直观演示法：通过图片、视频等展示地震的场景和数据。
2.问题引导法：以问题为导向，引导学生思考和探究。
3.讨论交流法：组织学生讨论地震相关话题，促进学生之间的思想交流。
四、教学过程（一）导入（5 分钟）1.播放一段地震的视频片段，展示地震的破坏力。
2.提问学生：What do you see in the video? How do you feel about earthquakes?（二）词汇学习（10 分钟）1.呈现本单元的重点词汇和短语，结合地震的情景进行讲解。
2.通过词汇练习，如填空、选择等，巩固学生对词汇的理解和掌握。
（三）阅读前准备（5 分钟）1.让学生观察课文标题和图片，预测文章的主要内容。
2.提出一些引导性问题，如：What might the article talk about earthquakes?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括文章的主旨。
【人教版】2019年秋季高中英语必修一Unit 4 Earthquakes 教案
Unit 4 Earthquakes I.单元教学目标Ⅱ.目标语言Ⅲ. 教材分析与教材重组1．教材分析本单元以地震为中心话题，介绍了地震这一自然现象，使大家对地震的起因、前兆、危害及如何在震中自救等有了较全面的了解。
各项语言活动主要围绕这个中心内容对人，事，物进行了描述。
这些练习内容让学生思考如何去避免地震或至少是避免太多的损失。
即对于灾难要有正确的认识，要用积极的态度来对待它。
1.1 Warming-up用唐山和旧金山的两幅图片导入本单元，旨在让学生运用有关知识去描述所见图片，并发挥想象力来描述震后这两个城市的情景。
带着疑问去学新知识，来完善自己对地震的认识。
另一方面，它也为学生提供了功能项目、短语词汇、和语法知识方面的练习。
1.2 Pre-reading是Warming-up的延续。
它由对图片的想象转入到经历地震的想象中。
由两个问题组成。
第一个问题其目的是提高学生在危急关头的应变能力，第二个问题旨在培养学生对周围事物的观察能力，并结合图片培养学生运用语言的能力，也对课文内容作了伏笔。
1.3 Reading从内容来看，它包含了地震的方方面面；从功能项目来看，它包含了本单元大部分的词汇和语法内容，为下一步的语言运用做好了准备。
这是一篇新闻报道，记述了唐山地震的前兆，经过，危害及救援工作。
整篇文章语言生动，扣人心弦，能让人感到地震的可怕性，也能感到政府对灾区人民的关怀。
体现出了人类在自然灾害面前的脆弱和战胜困难时体现出来的集体主义精神。
同时也让学生对灾难临头时如何自救等知识有所了解。
1.4 Comprehending是对目标语言的全面练习，也指导了学生的学习方法和步骤。
它要求学生从字、词、句、语段总体上去把握课文内容。
1.5 Learning about language是继Comprehending之后又一指导性练习。
它着重从词的意义、用法和表达法方面对学生学习英语词汇给予了指导。
尤其是对as if句型和定语从句进行了专练。
必修一英语四单元教学设计
必修一英语四单元教学设计一、教学目标：1. 通过本单元的学习，学生能够掌握重点词汇和短语的拼写和用法。
2. 能够运用正确的语法结构表达自己的观点和意见。
3. 能够通过听力和阅读理解短文，获得相关信息并进行有针对性的讨论。
二、教学重点：1. 运用所学词汇和短语进行口语表达和书面表达。
2. 听力和阅读策略的培养，提高学生获取信息的能力。
三、教学难点：1. 运用所学语法结构进行对比和比较。
2. 长篇阅读材料的理解和分析。
四、教学准备：1. PowerPoint幻灯片2. 教材单词卡片3. 板书材料五、教学过程：Step 1：导入新单词 (10分钟)1. 讲解新单词和短语，并使用图片和实物进行说明。
2. 学生进行跟读练习，并运用所学词汇进行句子造句。
Step 2：听力训练 (15分钟)1. 播放录音，让学生根据听到的内容选择正确的答案。
2. 听完录音后，进行听力答案核对和讲解。
Step 3：阅读训练 (20分钟)1. 学生阅读教材中给出的短文，完成相关的阅读理解题目。
2. 学生之间互相讨论，核对答案，并给出自己的理由和观点。
Step 4：语法讲解和练习 (15分钟)1. 通过示例句子引导学生发现并总结本文所学语法结构的用法。
2. 分组讨论和展示，运用所学语法结构进行口语练习。
Step 5：口语训练 (25分钟)1. 分组讨论一个话题，如“你的理想职业是什么？”，并用所学语法结构进行讨论表达。
2. 分组之间进行互相提问和回答，鼓励学生用所学句型进行交流。
Step 6：总结和巩固 (10分钟)1. 学生进行小结，总结本单元所学的重点知识和语法结构。
2. 教师给予肯定和提醒，巩固学生对所学内容的记忆。
六、课后作业：1. 完成教材中的课后练习题。
2. 写一篇短文，介绍你的理想职业，使用本单元所学的词汇和语法结构。
七、教学反思：本节课设计了多样化的教学活动，从听力、阅读、语法到口语训练，充分利用了多种教学方法。
通过听力和阅读训练，培养学生获取信息的能力；通过语法讲解和口语训练，提高学生运用所学知识进行表达的能力。
Unit4 教学设计 高中英语人教版必修第一册
必修一Unit4 Reading and Thinking【Teaching Objectives:】1.Enable students to understand the causes and consequences of the Tangshan earthquake.2.Develop students' reading comprehension skills, such as skimming, scanning, and inferencing.3.Cultivate empathy and awareness about the impact of natural disasters on communities.4.Encourage critical thinking and discussions about resilience and rebuilding aftera disaster.【Teaching Key and Difficult Points】Key Point: Understanding the timeline and events of the Tangshan earthquake.Identifying the actions taken to rebuild Tangshan and support its inhabitants.Difficult Point: Discussing the emotional and social impact of natural disasters on communities.【Teaching Procedure:】Step1. Warm-upBegin the lesson by asking students if they have ever experienced or heard about any natural disasters in their region or other parts of the world. Encourage them to share their experiences or what they know about these events.Step2. Pre-ReadingAnticipation Guide Prepare an anticipation guide with statements related to earthquakes, disasters, and resilience. Have students respond to the statements before reading the article. Sample statements:"Earthquakes only affect the region where they occur.""Rebuilding after a disaster is an impossible task.""People's unity is essential in overcoming a disaster."After the article is read, revisit the statements to discuss whether their opinions have changed.Step3. While-ReadingActivity 1: Visualizing the SceneDisplay a picture of the Tangshan earthquake aftermath, and ask students to describe what they see. Prompt them to visualize the impact and destruction caused by the earthquake.Activity 2: Comprehension QuestionsDivide the class into groups and provide each group with a set of comprehension questions related to the article. Example questions:What time did the earthquake occur?How many people were estimated to be dead or injured?How did the government and volunteers help Tangshan recover? Encourage students to refer back to the article for answers and discuss their responses within their groups.Activity 3: Cause and EffectHave students identify the causes and effects of the Tangshan earthquake. Discuss as a class how natural disasters can have far-reaching consequences and how communities respond in the aftermath.Step4. Post-ReadingActivity 1: Survivor StoriesAsk students to imagine they were survivors of the Tangshan earthquake. In small groups, they can create short narratives from the perspective of different individuals who experienced the disaster. Encourage creativity and empathy in their storytelling.Activity 2: Disaster PreparednessPoster Divide the class into teams and assign each team a specific natural disaster (e.g., earthquake, flood, hurricane). Have the teams create informative posters that highlight safety tips and preparation measures for that particular disaster.HomeworkAsk students to research and write a short essay on a different natural disaster that occurred in a different part of the world, discussing its impact on the community and how people responded to rebuild and recover.。
人教版高中英语教案必修1第四单元
人教版高中英语教案必修1第四单元Unit 4：EarthquakesPeriod 1: A sample lesson plan for reading(A NIGHT THE EARTH DIDN’T S) LEEPAims：To listen and talk about natural disastersTo read about earthquakesStep I. Warming up1.Warming up by asking some questions：(1) Have you ever experienced any natural disasters?(2) Can you name all the disasters?(volcano, fire, sandstorm, typhoon, hailstone, thunderstorm, flood, hurricane, earthquake, mudflow)(3) Have you ever experienced an earthquake? Can you describe how terrible an earthquake is?(The earth is shaking; All the buildings will fall down; Many people will die and homeless; Many children will become orphans.)2. Warming up by discussingNow, look at the pictures of Tangshan and San Francisco in warming up and describe what you see in the pictures. (beautiful cities; broad roads; tall building; large population.)(4) What will happen if there has been a big earthquake in these two cities?As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes?Now let’s come to Pre-reading and decide what may happen before an earthquake comes.Step 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 houses in villages will have deep cracks.There will be bright lights 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?Step III. Reading1. Listening and fast readingNow, let’s come to the text “A NIGHT THE EARTH DIDN’T SLEEP” andsee what it tells us. Please listen to the text and get the general idea 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 and 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.a smelly gas, come out of, in the farmyards, too nervous to eat, run out of, look for place to hide, water pipes, think little of sth., as usual, it seemed that, at an end, one hundred kilometers away, one-third eight kilometers long, thirty meters wide, cutacross, in ruins, be injury, the number of, reach more than 400, 000, everywhere, everything was destroyed, be gone, blow away, sth. be not safe for, tens of thousands of, give milk, half a million, instead of, be shocked, later that afternoon, be trapped under the ruins, fall down, all…is/was not…, hundreds of thousands o f, dig out, the dead, to the north of, coal mines, built shelters, fresh water3. 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.11. What natural signs of coming disaster were there?2. Can you think of some reasons 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?5. Discussing writing styleAs you have understood the general idea of the text, I still put more questions to you.1. From whose point of view are events described? How do you know?(A writer who didn’t see the quake uses the third person “they” when he writes.)2. Why do you think the writer chose to express her feelingsabout the quake rather than simply report what happened?(Although the writer was not there he felt sad for the people of Tang Shan. He knows that giving some feelings will make the reading more interesting.)3. Why is the title “A NIGHT THE EARTH DIDN’T SLEEP”?(As usual, night is the time to sleep, and night should be quiet and safe. But that night everything changed. The writer used it as a title to show how terrible and how unusual that night is.)6. Reading and understanding difficult sentences.If you have some difficult sentences to understand, come to me for help.Step IV. PracticeDo the comprehending Exercises 1, 2 and 3 on page 27.What should you do 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 HA VING 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.Period 2: A sample lesson plan for Learning about Language (The Attributive Clause: that, which, who, whose)Aims: 1).T o learn about the usage of who, which, that and whose in the Attributive Clause.2) To discover useful words and expressionsStep I. Warming upWarming up by discovering useful words and expressions. And then do the exercise on page 27.Step II. Learning about language1. Reading and findingTurn to page 26 and read the text A NIGHT THE EARTH DIDN’T SLEEP. Tick out th e attributive clauses in the reading passage and translate them into Chinese.2. Doing Exercises 2 on page 28Turn to page 28 and do Exercise 2 in pairs.Step III. Materials for Relative Pronouns: which, that, who whom whoseWhat are Relative Pronouns?Relative pronouns are special pronouns which can connect the antecedent(先行词) and the attributive clause. Also they can be used as a part of the attributive clause. Here are some important differences: 1．Which / that: referring to things, can be used as a subject or an object in the attributive clause; when they are used as an object, they can be omitted:The plane is a machine that/which can fly.The school (that/which) he visited last week is to the south of the city.2. that/ who/whom: referring to a person, can be used assubject or object in the attributive clause; whom can be used as an object:The girl (that/whom/who) we saw yesterday was Jim’s sister.The man that/who is talking to my father is my math teacher.3. whose: referring to a person or a thing, can be used as an attribute in the attributive clause:This is the writer whose name is known all over the world.The room whose window faces south is mine.4. Before everything, anything, everybody, anybody, all, the best +n, thefifth +n, we use that instead of which:All (that) I need is time.This is the largest factory (that) I have ever visitedThe sixth lesson (that) we are learning is the most difficult in Book Two.5. We can’t use that in a Non-Defining Attributive Clause:I have lost the pen, which I like very much.I have two sisters, who are both teachers.Step IV. QuizNow you are going to take a quiz on Relative Pronouns.Fill in the blanks, using which, that, who, whom, whose.(1) The force -------causes everything to fall towards the ground is called gravity.(2) A friend -------- helps you in time of need is a friend indeed.(3) Do you know the girl------- parents are teachers in our school?(4) The woman ------ I spoke to just now is my English teacher.(5) He saw a house------- windows were all broken.(6) Everything------- can be done today mustn’t be donetomorrow.(7) Can you think of anyone--------- could look after him?(8) This is the best hotel-------- I know.(9) The man------- I saw told me to come back today.(10) Those-------- want to go to the Great Wall write down your names here.(11) He talked a lot about the teachers and the schools-------he had visited.(12) The ninth lesson --------we are learning is the most difficult in Book One.(13) Mount Blanc(勃朗峰),-------- they visited last month, is the highest mountain in Europe.(14) We know all the teacher-------- work in our school.(15) The house in -------Lu Xun once lived is a museum now.(16) The house -------Lu Xun once lived is a museum now.(17) The house-------- Lu Xun once lived in is a museum now.(18) You can take any room---------you like.(19) He showed a machine------ parts are too small to be seen.(20) The sports meet was put off, ------- was exactly what we wanted.Answers to the exercises: (1)which/that (2)who/that (3)whose (4)whom/that/who (5)whose (6)that (7)that (8)that (9)that/whom/who (10)who (11)that (12)that (13)which (14)that (15)which (16)in which/where (17)which/that (18)that (19)whose (20)whichPeriod 3: A sample lesson plan for Using Language(A letter from Zhang Sha)Aims: 1). T o read and speak about traveling. 2). T o write a letter describing feeling about traveling Step I. Warming up1. By discussingHave you ever written a speech? What is a speech?Speech means an act of speaking formally to a group of listeners. What do you have to consider when you are writing a speech? Please discuss it in pairs1. Who is the audience?2. How can we express ourselves clearly?2. By readingWhat should you include in your speech when you try to write one? Read the letter on page 29 and imagine you are the student who was invited to give a speech. Now write a short speech, in which you should follow the points in exercise 3 on page 29.Step II. Reading and underliningRead the letter and exercises again and underline all the useful expressions or collocations in the letter. Copy them in your notebook after class as homework.Collocations from the lettercongratulations，be pleased to do sth，win the high school speaking competition，a group of five judges，all of whom，agree，be proud of，open a new park，honor those who died in the terrible disaster，would like to do，have you do sth，as you know，invite sb. to do sth，on that special day，at the beginning of，thank sb, for doing sth，honor sb. for sth，be known as，encourage sb. to do sth，be happy to do sth，collect stamps，lose one’s lifeStep III. ListeningWe’ll listen to a story about a person who experienced the 1906 San Francisco earthquake. Listen and try to get some details that exercises 1 and 2 request.Step IV. Guided writing (SB. page 31)1. Making a introductionHave you ever read a newspaper story? Now turn on your books to page 31 and look at Writing. Read the brief description about how to write a newspaper story. Compare a newspaper story to a short story and answer the following questions.1). What should you write before writing a newspaper story? (outline)2). What should a newspaper outline have?(a headline; a list of main ideas; a list of important details)3). Why a headline is needed?(It can tell the readers what the topic is; it c an also attract the readers’ attention)4). How can you finish a newspaper story?(First, you should write a headline, then organize your main ideas into paragraphs, and then put some details into each paragraph.)5). Have you found out the difference between a newspaper story and a short story?(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. In a good newspaper story, the point-of-view is objective (i.e. it has no point-of-view) while a short story is subjective (i.e. it has a point-of-view). A newspaper story has no conclusion; a short story generally does.)Now I’ll show you a newspaper story to find out the headline, mai n idea and details of each paragraph.THE WASHINGTON POSTSEATTLE-A powerful earthquake with a magnitude of 6.8 hitWashington State last week. The quake, the biggest in 50 years, caused billions of dollars in damage. But miraculously, only one person died and more than 100 people were injured in the quake.Authorities said one reason there wasn’t greater destruction is that the region spent millions of dollars in the last decade designing earthquake----proof facilities and improving existing buildings, schools and homes. Earthquake expert said the event illustrated(说明) the growing gap between rich and poor nations in the ability to mitigate(减轻) natural disasters. Only a handful of people were seriously injured here, a slight number compared with the devastation(破坏) in countries like Turkey, India and El Salvador, where quakes have buried thousands under poorly constructed buildings.2. WritingNow prepare the outline for a short newspaper story for China Daily. You can use the example in exercise 1 to help you organize your outline.3. UnderliningRead the outline and the newspaper story in Writing and underline all the useful expressions or collocations in them. Copy them to your notebook after class as homework.Collocations from Writinga list of, put some details into each paragraph, a team of, raise money, thousands of, plan to do sth., in early June, hope to do sth., be interested to do sth.Step IV SummaryWe have learned a lot about earthquakes. Now let’s have a s ummary about what we have learned. Look at the following questions.(1). Have you ever experienced an earthquake?(2). Can you describe an earthquake in English?(3). What do you know about the cause of an earthquake?(4). What new information about earthquakes have you learned now?(5). What words and expressions can you use to describe an earthquake?Earthquake Survival TipsWould you know what to do during a really big earthquake? Experts have looked into matter carefully. It may be worth you while to look over the following tips they have for us.If the ground begins shaking while you are driving, pull over and stay in your car. If you are in a building, try to get near a strong wall. The corner of the room or the space under a big doorway is the safest. As soon as the quake is over, check the gas pipe in the building. Gas fires often result from earthquakes. These tips may prove to be lifesavers. We should, therefore, keep them in mind. Remember to always hope for the best but prepare for the worst.Escape in the SchoolIf it has an earthquake when having classes, the students should listen to the teacher’s instruction, protect their heads and hide under the desks.Language points1. imagine vt. form a picture of in the mind；think of (sth.) as probable：想象；认为（某事）可能发生或存在。
2019新人教高中英语必修一Unit4 Natural Disasters整单元公开课教案
2019新人教高中英语必修一Unit4Natural Disasters整单元教案2019新人教高中英语必修一Unit 4 Listening and Speaking教案Teaching aims:1.Enable students to summarize the main idea of the conversation and practise the tip of listening—listening for key words.2.Conclude the main points of a news report.3.Analyse the common expressions of a news report.4.Report a natural disaster.Teaching key points:1.Help students get familiar with some difficult words before listening.2.Enlighten students to report natural disasters in a logical way.Teaching difficult points:1.Deal with some difficult words in listening.2.Enable students to retell and report the natural disasters.Teaching procedures:StepⅠLead-inActivity 1 Have students watch a video and write down the names of disasters they see.Suggested answers:tornado, tsunami, earthquake, floodActivity2 Help students get more familiar with some new words by asking the question: What may happen in these disasters?Suggested answers: People may be killed. Homes may be damaged or destroyed. It will cause economy losses. People who survive might suffer psychological hurt.etc.Step ⅡListeningActivity1 First ListeningWhat is the main idea of the text?Suggested answer: Four news reports about natural disasters: earthquake, flood, tornado, landslide.Activity2 Second ListeningCircle the key words in the questions below and write the kind of information they refer to. Then listen again and answer the questions.（红色为学生完成部分）Discuss with your partners about the answers,summarize the main points of a news report and try to report the news according to the information.Suggested answer:main points of a news report:when, where,what,how and what more to come.Activity 4 Fourth listeningNews report 1_________ It’s 17 April. A strong earthquake hit Ecuador yesterday. The 7.8-magnitude earthquake damaged many buildings,and__________about 230 people were killed and more than 1,500 were injured. Volunteers and rescue workers are helping the survivors.News report 2Good evening. Today is 27 March.__________the floods in central China. The government is helping more than 12,000 people in Hunan and Jiangxi get away from the rising water. Homes and land have been destroyed,but no one has been killed.Rescue workers and soldiers are working day and night to make sure that people are safe. They are also bringing food and water to those whose homes were lost in the disaster.News report 3__________Saturday 12August. A tornado___________in southern Memphis.__________at 9:25a.m.,the tornado destroyed four homes. A police officer tells us that at least one person has died. More tornados are possible,and the police advise avoiding the area.News report 4And in Seoul,a landslide damaged a library and a supermarket in a southern neighbourhood. The landslide was caused by the heavy rain that has fallen in Seoul over the past week.________the police,no one was injured in the landslide, but several cars were damaged. Those are__________for day 21 July.Suggested answers: Good morning; early reports said that; More news about; Breaking news; was just seen;Eyewitnesses said that;According to;the top news Step ⅢSpeakingHave students read about the disasters below and prepare a short news report on one of them. Remind them to start with the most important information and then provide the details.Sample:Good morning. Today is 1 May. A huge earthquake hit Wenchuan, China yesterday afternoon. It has killed at least 8500 people by now. The earthquake measured 7.8 on the Richter scale. Injured survivors have been moved to the safety by rescue workers, including medical workers, troops, and volunteers, who organised quickly.2019新人教高中英语必修一Unit 4 Reading and Thinking教案Teaching aims:1.Enable students to learn about the Tangshan earthquake,summarize the main idea and figure out the structures2.Identify the language features of literary journalism and the structures of the text.3.Appreciate the figures of speech and writing skills used in the text.4.Grasp and use some words and phrases to describe a natural disaster,andstrengthen the awareness of coping with disasters.Teaching key points:1.Guide students to better understand the language features of literary journalism and the structures of the text.2.Help students to figure out the writing purpose and emotions expressed in the text.Teaching difficult points:1.Enable students to grasp and use some words and phrases to describe a natural disaster.2.Guide students to explore the figures of speech of the text.Teaching procedures:Step I Lead-inAsk students to discuss what can happen to a city during a big earthquake. Work in pairs.Suggested answer:A city can be damaged in the earthquake. The electricity can go down. The water can be unsafe to drink. Fires can start. People can panic or get severely injured.StepⅡPredictionAsk students to look at the title and photo on Page 50and guess what the text is about. Then answer the following questions.Questions:1.What’s the text mainly about2.What does the writer mean by the title（本题可留到最后解答）Suggested answers:1.The text is mainly about a terrible earthquake.2.Night is time for sleep. Usually it should be safe and quiet. But at that night,the earth was active and everything changed. That was a sleepless night.Step Ⅱ Skimming for main informationActivity 1 Read the passage to judge the type of writing of the text and how this text is organized.Questions:1.What is the type of writing of the text?2.How are the events arrangedActivity 2 Read the text carefully and then write down the main idea of each paragraph.Paragraph 1:Warning signs before the earthquake.Paragraph 2:________________________________Paragraph 3:________________________________Paragraph 4:________________________________Paragraph 5:________________________________Suggested answers:Activity 11.The type of writing of the text is literary journal-ism, which lies between news reports and literary works.Literary journalism usually describes real historical events and real characters. The usage of the figures of speech can stimulate readers' feelings and thus touch the readers.2.The text is organized in the chronological/time order.Activity 2Paragraph 1:Warning signs before the earthquake.Paragraph 2:The happening of the big earthquake.Paragraph 3:The immediate effects of the earthquake.Paragraph 4:The rescue work.Paragraph 5:The revival of the city.Step IV Scanning for detailsActivity 1 Read Paragraph l to answer the following questions.Questions:1.What's the topic sentence of Paragraph 1?2.What were some of the strange things happening before the earthquake?3. What was the attitude of the people in the city towards those strange things?Suggested answers:1.Strange things were happening in the countryside of northeastern Hebei.2.3.But the city’s one million people ignored all the signs and were asleep as usual that night.Activity a Read Paragraph 2 to answer the following questions.Questions:1.What’s the topic sentence of this paragraph?2.What about the supporting details?3.What was the people’s feeling at that time?4.Guess what the word“ruin”means from the context.Suggested answers:1.It seemed as if the world were coming to an end.2.Supporting details（红色部分为学生填写）3.People were shocked at that time.4.This word describes the city straight after the earthquake.In a short time, a lot of damage was done, so it must describe a place that has been badly damaged.Activity 3 Read Paragraph 3 to answer the following questions.Questions：1.What's the topic sentence of this paragraph?2.What about the supporting details？3.What was the people’s feeling at that time?Suggested answers:1.Everywhere survivors looked, there was nothing but ruins2.People felt hopeless at that time.Activity 4 Read paragraph 4 to answer the following questionsQuestions:1.What’s the topic sentence of this paragraph?2.What about the supporting details?3. What does the writer mean by“Slowly,the city began to breathe again”Suggested answers:1.But hope was not lost.2.3. The writer means that the city began to function again,because the earthquake had stopped people and sup-plies moving about, and so it was like the city couldn't breathe.Activity 5 Read Paragraph 5 to answer the following questions.Questions:1.What's the topic sentence of this paragraph?2.What do you think helped in the revival of Tangshan city?Suggested answers:1. Tangshan started to revive itself and get back up on its feet.2. I think the revival of Tangshan was helped by the strong support of the government and the people who all worked in unity to rebuild the city even better than before.Step V Reading for language features and writing skillsActivity 1 Read the text once again and find out the sentences where figures of speech are used and their function.Activity 2 Figure out the function of the figures.Suggested answers:Activity 11.①The night the earth didn't sleep.②Slowly,the city began to breathe again.(personifica-tion 拟人；to make the language vivid and expressive，and resonate with readers)2....the water in the village wells rose and fell,rose and fell.（repetition 重复to make the description more vivid and involve the readers in the atmosphere)3.It seemed as if the world were coming to an end!（exaggeration夸张to show the destruction was extremely severe)4.① Bricks covered the ground like red autumn leaves...（simile明喻to make the description more vivid）②Hard hills of rock became rivers of dirt.(metaphor 暗喻）Activity 2To show the disastrous destruction and suffering;to make the passage true and convincing.Step Ⅱ DiscussionDiscuss the following questions. Work in pairs. Questions:What other cities or towns have gone through similar changes?What lessons can we learn from these events?Suggested answers:Wenchuan county and some other towns near Wen-chuan have the similar experiences. These towns were built up from the ruins. As well as developing better ways to detect and prepare for these disasters, we have learnt that acting quickly and in unity is the best way to get over such disasters. The strong support from the government and people around is also very important.Step Ⅱ Homework1.Summarize the passage.2.Do some research on other natural disasters by surfing the Internet and makea report.2019新人教高中英语必修一Unit 4 Discovering Useful Structures教案Teaching aims:1.Enable students to identify restrictive relative clauses and explore the structures and the pragmatic function of restrictive relative clauses.2.Sum up the usage of relative pronouns.e restrictive relative clauses to describe pictures of disasters.Teaching key points:1.Guide students to understand the function of restrictive relative clauses in enriching the content of sentences, describing the characteristics of things and supplementing information.2.Enlighten students to use restrictive relative clauses to describe natural disasters vividly.Teaching difficult points:How to choose suitable relative pronouns to express themselves.Step I Lead-inLet students read a few sentences and appreciate the restrictive relative clause by answering the function of it.“On coming back a few days afterwards,I found they had christened him‘Heathcliff’:it was the name of a son who died in childhood,and it has served him ever since,both for Christian and surname.”Suggested answers:①the origin of the name ①the influence on his personality ①to imply his destiny（设计意图本句摘自《呼啸山庄》第四章，通过限制性定语从句描写希斯克利夫这个名字的由来，初步体会限制性定语从句的语言作用和功能，激起学生学习的兴趣。
高中英语(人教版必修一)Unit4Earthquakes单元教案
中学英语（人教版）必修一第四单元教案Unit 4 Earthquake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绽开。
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，提高他们的应变实力。
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。
作者具体描述了地震来临前的一些不正常的自然现象与动物的反常表现；地震的来势汹汹并在顷刻间将整座城市夷为平地；震后人们英勇面对现实并与时实施抢救和重建工作。
Comprehending 部分包括三组练习，主要目的是为了帮助学生更好地理解Reading部分的文章。
Learning about Language 部分分为两个部分：Discovering useful words and expressions 和Discovering useful structures.第一部分要求学生在把握文章的基础上，驾驭重点词汇的词义与时用，这更留意培育学生运用上下文揣测词义的实力。
其次还对一些困难的数字读法进行了检测。
其次部分则结合文章学习定语从句。
Using Language 部分分为Reading，Writing and Speaking；Listening 和Writing。
Reading，Speaking 包括读一篇邀请函，写一份演讲稿和关于一套新唐山邮票的Little talk。
Listening 部分讲解并描述了一位地震生还者的故事，并依据听力材料进行正误推断和回答问题，旨在培育学生获得细微环节的实力，并通过听来仿照标准的语音和语调。
人教版高中英语必修一 Unit 4 Earthquakes 词汇学习教学设计
Homework
Step6 Summary
Ask: How are you today?
How’s the weather today?
What are you going to do after school?
What will you do if it rains after school?
教学过程
Step1
让学生选择volunteer或lucky dog，让两位同学到讲台上以小老师的方式带读单词表上U4的单词。如有读的不准确的，全班同学可一起来纠正，目的是锻炼学生胆量，并熟读单词，纠正读音。
Step2
拼读本单元12个重点单词以及6个重点词组，然后选两个小组各派一个同学把学案课前预习部分相关练习，向大家解释并说明自己的答案，其他小组如有不同意见或问题，可马上提出。目的是进一步熟悉本单元的重点词汇，并能在句子中运用。
1.从上面①②可知，在英语词汇中，很多______ +后缀y可以变成_______,
例如：______________________________
2.从上面⑤⑥可知，在英语词汇中，以____、____为后缀的词，一般表示“…人，…家”，例如：_______________________.类似的后缀还有________________,例如：___________________
3.指出虚拟条件句:If +主语+did(were),主语+would + do.
Ask students to think of what they would do if they had a lot of money.
List them on the blackboard.
英语人教版高中必修一(新课标)教案Unit 4 Listening and Speaking 教案
Unit 4 Natural DisastersPeriod 1Listening and Speaking教材分析本单元以自然灾害为话题，探讨在“人与自然”的主题之下，当人类面临自然灾害的威胁时，应该树立防灾意识，提高在灾害中逃生和生存的能力。
主题图的内容是汶川地震时解放军战士在废墟中运送伤者的感人画面，体现了在发生重大自然灾害时军民同心，合力救助受灾人员的大无畏的人道主义精神。
而开篇页的引言“Live to Tell: Raising Awareness, Reducing Mortality.”中文可以译为：“用生命呼吁：增强减灾意识，减少人员伤亡。
”这句话是2016年联合国世界减灾日的活动主题，目的是呼吁全球各地的人们重视自然灾害，树立防灾意识。
听力板块的活动主题是“播报自然灾害”(Report natural disasters)。
学生通过观看视频并听新闻播报，最终完成模拟播报自然灾害新闻的活动。
教学目标1. 能正确理解使用下列词汇：disaster, drought, slide, flood, rescue, damage, destroy, death, affect, shelter。
2. 能根据听力问题，预判听力内容并能提炼出关键信息，例如：数字、时间、日期、事由等。
3. 了解新闻播报应包含的基本要素和语言特征。
4.能够简要模仿新闻播报，报道突发的自然灾害。
5. 复习清辅音和浊辅音p/b、t/d、k/g、f/v、th、s/z、sh/g、ch/dg、tr/dr、ts/ds的发音规律，并利用这些规律准确辨音，有效记忆单词。
教学重难点【教学重点】1. 引导学生运用听力策略，主动思考、预判听力要点；2. 引导学生运用新闻套语，模仿听力文本，完成自然灾害的新闻播报。
【教学难点】掌握听前预判听力要点的策略和技能。
教学过程Task 1Step 1 Warming-up1.Look at the opening page and discuss the following questions.(1) What problems/natural disasters do you see in the picture?(2) What do you think the soldiers are doing?(3) Can the person in the picture survive?(4) Can we stop natural disasters from happening?2. Read the quote and discuss the following questions.How do you understand the quote? Do you agree with it?设计意图：通过询问学生对引言的看法，启发学生思考，培养学生的思辨能力。
高中英语人教新课标必修一Unit4 Earthquakes Reading 教案
I let the students to think how to write this article themselves if the topic was given to them and this greatly cultivate the students’ divergent thinking.
四、教学策略设计（针对学习流程，设计教与学的方式）
1). To get the students to know basic knowledge about natural disasters
2). To get the students to learn about TangShan Earthquake
三、学习者特征分析（学生对预备知识的掌握了解情况，学生在新课的学习方法的掌握情况，如何设计预习）
素质教育的本质是要培养能够独立学习、自我创新的能力型人才，而新的人教版教材特别注意教材在这方面的设计。我们应该努力朝向让学生成人、成才、成功的方向上引导学生循着科学家的足迹，感受科学探究的一般程序，并从中领悟到科学方法和科学家之所以成功所必须具备的能力。
included—— I deleted the second question in Pre-reading and added a question
New words or phrases
be of pressure from inside
Atan end: finishednation: all the people in the country steam: gas that hot water gives out in ruins:
人教版高中英语必修一Unit4整体教案
Teaching plan for unit 4Teaching aims and demands:1. Topic:Basic knowledge of earthquakes; how to protect oneself and help the others in disasters2. Useful words and expressions:earthquake, quake, right away, well (n.) , million , event , pipe, burst, as if, at an end , nation , canal, steam, dirt, ruin, in ruins , suffering, extreme, injure, destroy, brick, dam, track, useless, steel, shock, rescue, trap, electricity, disaster, dig out, bury, mine, miner, shelter, a (great ) number of , title, reporter, bar, damage, frighten, frightened, frightening, congratulation, judge, sincerely, express, outline, headline, cyclist3. 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?3.Ss read the whole passage again and get the main ideas of each part:Part 1. The natural signs of a coming earthquakePart 2-3. The damage of the city after the earthquakePart 4. 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 attributiveclause.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。
高中英语必修(1)第四单元词汇教学教案设计
高中英语必修（1）第四单元词汇教学教案设计福州一中邱天华教学内容：本单元的重点词汇和短语和句型：（随作业附上教学第一步骤所用到的课件）教学目标： 1）创设语境，使学生在理解语境的过程自然地理解同意单词或词组的意义，并通过对阅读文本的再了解，过渡到新单词、词组的含义，做到源于情景，回归阅读。
内容主要为单词 burst, suffering,extreme, injured，in ruins, at an end以及 It seems as if⋯句型2）不仅了解新单词的意义，更能再创设的语境中使用。
（主要表现为口语表达和写作能力的提升和拓展）3）对学生进行从语境中猜测词意这一词汇学习方法的初探，为进一步提高学生的阅读能力奠定基础。
4）通过课堂话题的延伸，让学生懂得自然灾害的残酷，生命的宝贵，学会感恩。
教学重难点： 1)引导学生结合所提供的一系列语境掌握 It seems as if ⋯句型2)引导学生不仅学会 It seems as if ⋯句型，并提出更高要求，把新句型中用到新单词，进行口语表达和书面表达教学步骤：procedures Teachers’activities Students’Teachingactivities purposes Step1: Lead-in要求学生根据阅读第一课时学生复述课文巩固和加深所归纳的文章中心句，复述对文本的印阅读文本内容。
象和理解，为接下来的语境创设奠定基础。
Step2: Learning要求学生根据老师所提供的结合两个语指导学生明new words from一个类似阅读文本的新语境，找出意思白语境对于re-reading para1-2境，在阅读文本中找出与新相同的单词和词意的重要of the reading text.语境具有同样意义的单词。
词组。
性，不惧怕新单词Step3: Talking and 紧紧抓住两个类似的语境，利用语境，发引导学生不explaining the让学生解释 in ruins 这个词挥想象力，使仅了解单词new words and组可能会产生的现象，并导用刚刚教授的的意义，而且expressions入接下来所要教授的句型和单词继续语境知道如何在according to the单词建设。
新外研社高中英语必修一Unit4Friends forever--Developingideas教案
新外研社（19）高中英语必修一Unit 4 Friends forever--Developing ideas教案Teaching objectives:1.Enable the students to understand the content of the text, identify the characters in the story and evaluate their behavior and to help them master the basic features of the novel style and the common reading methods.2.Guide the students to master the basic features of novel style and common reading methods.Help students understand the theme of Henry’s novel and the characteristic of O.Henry-style ending to enable the students to use what they have learnt to write the ending of the novel.3.Lead the students to connect with their own reality, further understand the meaning of friendship, develop their dialectical thinking of the relationship between friendship and duty and finally establish a correct view of friendship.Evaluation objectives:1.Ask the students to master the skill to analyze the plot and characters in a novel and get to know O.Henry’s surprise ending writing style.2.Ask the students to act out what they read in a novel to experience the life in different characters.3.Ask the students to figure out the O.Henry-style ending and try to create their own writing.Teaching key points:1.Enable the students to read the text, contrast, analyze and evaluate of the text content.2.Lead the students further deepen the understanding of the theme of the unit, develop students’ logical thinking, critical thinking and innovative thinking.3.Help the students form a correct view of friendship and values.Teaching difficult points:1.Lead the students to master the features of the novel and the writing method of the novel’s ending.2.Lead the students to imitate the O.Henry-style ending to write their own ending to the story.Teaching methods:Cooperative Teaching Method; Task-based Approach Communicative Approach 备课资料：Read the introduction to O.Henry and think about how his life experience influenced his writing.O.Henry,a famous American writer of short stories,was born in North Carolina in 1862.O.Henry was a pen name.His real name was William Sydney Porter.When he was a young boy,he did not go to school for long because of being born in a poor family,but he tried to teach himself everything he needed to know.When he was about 20 years old,O.Henry went to Texas.There he tried different jobs.He first worked on a newspaper,and then had a job in a bank.But he got himself into some trouble.Some money went missing from the bank.O.Henry was believed to have stolen it,so he was sent to prison.During the three years in prison,he learnt to write short stories.After he got out of prison,he went to New York and went on writing.He wrote mostly about New York and the life of the middle and lower class people.People like his stories,which are known for full of humour and surprising endings.His best known short stories consist of The Cop and the Anthem,The Gift of the Magi.Teaching procedures:Step1:Reading for plotTask 1:Read the story and summarize it in your own words.Task 2:Work in groups.Think of a possible ending to “After Twenty Years” and find evidence to support your e the following questions to help you.1.Did Jimmy come to meet his friend?2.What has Jimmy experienced over the past twenty years?3.What might happen between the policeman and the man?Step2:Reading for analyzing characters and role playTask 1:Read the story again and try to find words and expressions that describethe characteristics of Jimmy and Bob.Bob’sJimmy’s characteristicscharacteristicsTask 2:Work in groups and think about what happened in each of the three scenes.Task 3:Role play in groups.Step3:Reading for writingTask 1:Read Bob’s story after he was released from jail and finish the following questions.1.What kind of ending is this?__________________________________________________________2.Find words and expressions that describe the settings,characters and actions.Settings:__________________________________________________Characters:________________________________________________Actions:___________________________________________________3.What’s the secret of how to write an impressive ending?Task 2:Come up with your own ending to Jimmy and Bob’s story,twenty years after Bob was arrested.Answer the questions to help you.1.What type of ending will it be?2.Do you want to introduce other characters in the ending?If so,who are they?3.Where will the ending take place?4.What has happened to Bob and Jimmy over the past twenty years?5.How will the story end?Task 3:Write your own ending to the story._____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________Task 4:Share your ending with the class.Step4:Reading for difficult points1.He and I were raised here in New York...他和我在纽约被抚养长大……【知识链接】raise v.(1)collect,obtain筹措(金钱),筹集;(2)bring up养育,饲养;(3)move upward,increase举起,提高;(4)cause to appear引起,唤起,提出。
高一英语必修一unit4教案
高一英语必修一unit4教案教案标题：高一英语必修一Unit 4 教案教学目标：1. 通过本单元的学习，使学生能够掌握有关环境保护的词汇和表达方式。
2. 培养学生的阅读理解能力和写作能力。
3. 培养学生的团队合作和交流能力。
教学重点：1. 掌握本单元的重点词汇和短语。
2. 提高学生的阅读理解能力。
3. 培养学生的写作能力。
教学难点：1. 学生在阅读理解中的细节把握和推理能力。
2. 学生在写作中的语言表达和组织能力。
教学准备：1. 教材：高中英语必修一教材Unit 4。
2. 多媒体设备。
3. 单词卡片和图片。
教学过程：Step 1：导入（5分钟）通过展示一些有关环境保护的图片和视频，引发学生对环境保护话题的兴趣，并提出一些问题，如：“你认为环境保护对我们的生活有什么重要性？你做过哪些环境保护的事情？”Step 2：词汇和短语学习（15分钟）通过多媒体展示和讲解，教授本单元的重点词汇和短语，如“pollution, recycle, global warming, renewable energy, etc.”，并要求学生跟读和记忆。
Step 3：阅读理解（25分钟）1. 学生分组阅读教材中的阅读材料，理解文章的主旨和关键细节。
2. 学生回答一些与文章内容相关的问题，进行小组讨论。
3. 教师带领全班讨论，梳理文章的结构和语言特点，引导学生总结阅读技巧。
Step 4：写作训练（20分钟）1. 教师指导学生学习如何写一篇关于环境保护的短文。
2. 学生分组合作，讨论并撰写一篇关于如何保护环境的短文。
3. 学生互相交流和修改彼此的短文，提出改进意见。
Step 5：展示和评价（10分钟）1. 学生代表展示他们小组撰写的短文，并进行全班评价。
2. 教师给予学生积极的反馈和建议，鼓励学生继续努力。
Step 6：课堂延伸（5分钟）教师提供一些与环境保护相关的课外阅读材料，鼓励学生自主学习和进一步思考。
Step 7：作业布置（5分钟）布置关于环境保护的作业，如写一篇关于如何减少塑料污染的短文，并要求学生在下节课前完成。
2019统编人教版高中英语必修第一册unit 4《Natural disasters》全单元教案教学设计
【2019统编版】人教版高中英语必修第一册Unit 4全单元备课教案教学设计Period 1 Reading for writing教学目标与核心素养：1. Get students to have a good understanding of how to write a summary about a news report.2. Enable students to use some writing skills flexibly.3. Develop students’ writing and cooperating abilities.4. Strengthen students’ great interest in writing discourses.教学重难点：1. How to enable students to have a good understanding of the skills of writing a suggestion letter.2. How to enable students to write a good recommendation letter using some writing skills properly.教学过程：Step 1: Lead inBegin the class with the lead-in questions:What is a tsunami?What causes it?Will it cause great damage to humans?Watch the video and express your ideas.It is strongly recommended that the teacher should ask students to discuss the topic freely with their partners and brainstorm some ideas concerning the topic. In this way, students can come up with more ideas and avoid being nervous at the beginning of the class.Step 2: Read to discover details concerning how to write a summary about a news reportThe teacher is expected to ask students to read a news report about a tsunami silently and then request students to discuss the questions below.In this step, what should be highlighted is that the teacher ought to give students enough time to read individually and think independently.In this period, the teacher uses when, what, why three questions to guide studentsto focus on details of a news report.1. When did the tsunami happen?2. What caused the tsunami?3. Why would it be difficult to deliver food and supplies?Step 3: Read to sum upAfter finishing the tasks above, the teacher leads students to figure out the summary of the news report.Check the main points it includes.On 26 December 2004, a tsunami killed more than 6,500 tourists，fishermen and many other locals in Southeast Asia. Thousands of people are missing and the number of deaths is expected to grow. The damage caused by the tsunami is making it difficult for rescue workers to help the survivors.1. Follow the steps below to write a summary for the first text called “the night the earth didn’t sleep.”Read the text and write a list of the main details.4. Get your drat back and revise it. Put up your summary in the classroom or read it to the classStep 4: Practice1. Use what you have learnt to write a news report台湾高雄于2016年2月6日发展8时57分发生了6.7级地爬，损失修重，请根据下表提供的信息，为某英语报社写一篇100词左右的新闻报道，报道的标题已给出。
英语人教版高中必修一(新课标)教案Unit 4 Reading and Thinking 教案
Unit 4 Natural DisastersPeriod 2Reading and Thinking教材分析该板块以“描述自然灾害”(Describe a natural disaster)为活动主题，要求学生通过阅读文本，了解我国20世纪70年代发生在唐山的大地震，学习报告文学这种纪实性文体的语言特征，最后完成用自己的语言描述自然灾害的任务。
该语篇文本没有报告文学中常见的中心人物，但按地震前、中、后的顺序向读者整体描述了唐山大地震这场灾难。
全文描写生动、包含情感，体现了作者想要表达“灾害无情，人有情”的思想感情。
教学目标1. 能正确理解使用下列词汇：ruin, percent, brick, metal, shock, electricity, trap, bury, breathe, effort, wisdom, context, suffer等。
2. 阅读描述重大灾害的纪实性报告文学语篇，掌握该类语篇的语言特征和叙事要点，能分析阅读语篇的文本结构。
3. 掌握在阅读中根据上下文猜测词义的策略；巩固合成词的相关知识；能运用构词法知识推测词义。
4. 从历史事件的角度了解国内外发生过的一些重大自然灾害，树立防灾意识和自我保护意识。
5. 能够了解和掌握一些与自然灾害相关的安全常识和防范措施。
教学重难点【教学重点】帮助学生掌握报告文学兼具文学性和纪实性的语言特征，让学生学会欣赏文本中所运用的修辞方法和写作技巧，理解作者在作品中所表达的情感和写作意图。
【教学难点】掌握在阅读中根据上下文猜测词义的策略。
教学过程Step 1 Warming-upHave a brief review of the natural disasters mentioned in news reports in Period 1. Discuss ingroups what can happen to a city during a big earthquake.设计意图：回顾上节课的内容，激活关于自然灾害和地震的背景知识。
人教新课标高中英语必修1Unit4词汇学习教案
Section 3 Words and expressions from Unit 4 Earthquake right away立刻,马上1. Did you get dressed right away? 你马上就穿衣服了吗？2. I will set off right away. 我将立刻出发。
3. I'll have it sent right away. 我会立刻把它（拍送）出去。
4. She wanted to know why I didn't tell her right away that she had the wrong number. Before I couldanswer her, she hung up.她想知道为什么我不马上告诉她她的电话号码错了。
我还没来得及回答，她就挂上了电话。
5. I want it typed right away, please. 请立刻把它打印出来。
6. If war breaks out, we shall be called up right away.如果战争爆发, 我们将立即被征召服役。
7. The storm will blow over right away. 暴风雨很快就会平息。
8. He is ill; you should call in the doctor right away. 他病了, 你应该立即请大夫来。
risen. 上升,增加,小山v. 升起,起身,上升,(日、月、星)升起1. I am reading a book about the rise and fall of the Roman Empire.我正在看一本关于罗马帝国兴衰的书。
2. The sun rises in the east. 太阳从东方升起。
3. The sun rises in the east and sets in the west. 太阳从东方升起，在西方落下。
人教版高中英语必修一学案：Unit4 单词学案
①In the city, the water pipes in some buildings cracked and burst.burst________pt/___________ppa). __________It’s a game in which children try to burst balloons by sitting on them.b). ____________Four men burst into the store and tied up the clerks.【拓展】Burst into tears/laugh ter burst out crying/laugh ing②In fifteen terrible seconds a large city lay in ruins.be/lie in ruins__________________The whole city lay in ruins after the war.His life was in ruins after he was fired.【拓展】ruin (v.) --- to destroy something completelyTheir houses were ruined by the big earthquake.毒品几乎毁了他的生活。
____________________________________________.③Two-thirds of them died or were injured during the earthquake.injure --- vt. 伤害受伤She fell off the ladder and her left leg_______(hurt)injured --- adj. 受伤的the injured ___________ n._______________【词语辨析】hurtvi.________ My feet hurt because the shoes are too tight.vt._________ Sammy! Don’t throw stones. You’ll hurt someone.Michelle, I’m sorry. I didn’t mean to hurt your feelings.adj_______ I was very upset to see how hurt she was.wound v./ n.__________The young man was wounded in the leg.The wounded were sent to hospital immediately.④ Everywhere they looked nearly everything was destroyed.destroy_________pt_________pp __________adj __________n【词语辨析】destroy 指彻底摧毁，没有修复的可能性；damage 指破坏，损失，还有修复的可能。
人教版必修1unit4教案词汇
人教版必修1unit4教案词汇教案标题：人教版必修1 Unit 4 词汇教案教学目标：1. 熟练掌握Unit 4中的词汇，并能正确运用于口语和书面表达中。
2. 通过词汇教学，提高学生的词汇记忆能力和语言运用能力。
3. 培养学生的合作学习和自主学习能力。
教学重点：1. 掌握Unit 4中的核心词汇。
2. 学会运用所学词汇进行句子构建和语言表达。
教学难点：1. 学生能够正确运用所学词汇进行句子构建和语言表达。
2. 学生能够在实际语境中运用所学词汇进行交流。
教学准备：1. 教师准备：教材、课件、单词卡片、图片等教具。
2. 学生准备：学生课本、笔记本、单词卡片等。
教学过程：Step 1：导入（5分钟）1. 教师通过展示图片或播放相关视频引入Unit 4的主题，并与学生进行简单的讨论。
2. 教师出示一些已学过的词汇，并让学生快速回忆和复习。
Step 2：词汇学习（20分钟）1. 教师通过教材和课件依次呈现Unit 4中的词汇，并逐一解释词义、读音和用法。
2. 教师可采用多种方式进行词汇教学，如示意图、词形变化、例句等，以帮助学生更好地理解和记忆。
3. 教师可利用单词卡片进行词汇练习，让学生分组进行单词拼写和造句练习。
Step 3：词汇运用（15分钟）1. 教师设计一些练习题，要求学生根据所学词汇填空、改错或进行选择题。
2. 学生个人完成练习后，教师进行答案讲解和讨论，帮助学生纠正错误和加深理解。
Step 4：合作学习（15分钟）1. 将学生分成小组，每个小组选择几个词汇进行对话练习，要求运用所学词汇进行交流。
2. 教师轮流巡视各小组，给予指导和帮助，鼓励学生积极参与合作学习。
Step 5：拓展活动（10分钟）1. 教师设计一些与Unit 4主题相关的拓展活动，如角色扮演、小组讨论等，以提高学生的语言运用能力和思维能力。
2. 学生通过拓展活动的实践，进一步巩固和应用所学词汇。
Step 6：作业布置（5分钟）1. 教师布置相关的课后作业，要求学生进行词汇拼写、造句或语境填空等练习。
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高中英语必修（1）第四单元词汇教学教案设计
福州一中邱天华
教学内容：
本单元的重点词汇和短语和句型：（随作业附上教学第一步骤所用到的课件）
教学目标：1）创设语境，使学生在理解语境的过程自然地理解同意单词或词组的意义，并通过对阅读文本的再了解，过渡到新单词、词组的含义，做到源于情景，回归阅读。
内容主要为单词burst, suffering, extreme, injured，in ruins, at an end以及It seems as if …句型
2）不仅了解新单词的意义，更能再创设的语境中使用。
（主要表现为口语表达和写作能力的提升和拓展）
3）对学生进行从语境中猜测词意这一词汇学习方法的初探，为进一步提高学生的阅读能力奠定基础。
4）通过课堂话题的延伸，让学生懂得自然灾害的残酷，生命的宝贵，学会感恩。
教学重难点：1)引导学生结合所提供的一系列语境掌握It seems as if …句型
2) 引导学生不仅学会It seems as if …句型，并提出更高要求，把新句型中用到新单词，进行口语表达和书面表达
教材分析和学情分析：学生在进入本课学习之前，已经对于阅读文本有了大概的了解与认识，地震的语境对他们而言也相对熟悉，因此，本节课打算充分利用前课的基础，为学生创设更多的语境，充分发挥他们的想象力，不仅学会目标单词、词汇和短语的意思，更懂得在语境中运用。
由于本单元语境鲜明，因此，学生利用语境猜测出意思不是难点，真正的难点使学生根据句型，结合本节课所提到的单词，自己创设语境，并口头和书面表达。
设计思路和意图：本届课的设计思路受到了绿老师的课“surprises at the studio”的启发，在词汇学习的第一步骤上借鉴了她的video导入的方式，只不过在这一步骤时我引入了新的话题，作为下一个步骤的铺垫。
这节课教师的意图是非常明显，就是要求学生抓住语境不放，根据三个语境，不仅理解目标词汇和短语的意思，更能在句型的帮助下自主创设语境，进行初步的词句写作操练。
教学预设：第三部分要求学生对in ruins这个词组所有可能发生的现象进行描述，这一部分学生发挥的空间比较大，老师需要很强的应变能力。
补充：这节课的设计得到到了何老师的大力帮助和教诲，在此表示不尽感激。