人教版高中英语必修一 Unit 4 Earthquakes 词汇学习教学设计

合集下载

高中英语人教版必修1教案-Unit_4_Earthquakes_教学设计_教案

教学准备1. 教学目标Knowledge aims:1. Get the students to go over useful new words and expressions.2. Have the students review the grammar:the Attributive Clause introduced by which, that, who, whom and whose.Ability aims:1. Develop the students’ ability to use the important language points.2. Enable the students to learn to use which, that, who, whom and whose correctly.Emotional aims:1. Encourage the students to listen to English more and form the good habit of listening to the English news on the radio and watch the news on CCTV International so as to learn English well.2. Strengthen the students’ sense of group cooperation.2. 教学重点/难点教学重点Get the students to review and consolidate what they have learned in this unit.教学难点Get the students to turn what they have learned into their ability.3. 教学用具课件4. 标签Unit 4 Earthquakes教学过程Step 1 Revision1. Check the homeworkexercises.2. Dictate some usefulnew words and expressions in this unit.→Step 2 Lead-inTell the students:Up tonow, we have finished Unit 4. Have you learned and grasped all in this unit?Turn to Page 32. You can check yourself by filling in the blanks in the partSumming Up.→Step 3 Summing UpFive minutes for thestudents to sum up by themselves. Then check and explain something wherenecessary.Suggested answers:Write down what you havelearned about earthquakes.We have learned basicknowledge about earthquakes, how to protect oneself and help others in anearthquake.From this unit you havealso learneduseful verbs:shake,rise, crack, burst, ruin, injure, destroy, shock, rescue, organize, bury,judge, honor, prepareuseful nouns:shake,well, rise, crack, pond, pipe, burst, canal, steam, dirt, ruin, survivor,brick, dam, steel, shock, quake, electricity, disaster, army, coal, mine,shelter, percent, speech, judge, honor, Europeother expressions:rightaway, at an end, dig out, a(great)number of, give out, thousands ofnew grammar item:theAttributive Clause introduced by which, that, who, whom and whose→Step 4 Word andexpression exercisesShow the exercises onthe screen or give out exercise papers.1. Complete thefollowing sentences with the proper forms of the words and expressions givenbelow.shake honor percent burst prepare rescue injure destroy shock judge ruininstead of a(great)number of at an end dig out1)He was______________for his courage in battle.2)Will you helpme______________ for the get-together of the old classmates?3)The fire______________all my books.4)Thehouse______________ as the heavy truck went past.5)“Sixty______________of the pupils are boys” means that of every hundred pupils, sixty are boys.6)They______________ outlaughing.7)There were twopeople______________ in the car accident.8)We can’t______________what he really meant by doing so till we know all the circumstances.9)If you are busy at thevery time, let me do it______________ you.10)The Second World Warwas______________ in 1945.11)After the earthquake,all the tall buildings were______________.12)She was______________at the news of her mother’s death.13)They______________ aboy from drowning.14)They______________the treasures hidden under the earth.15)Thereare______________ people there.2. Choose the bestanswers:1)Seeing the buildingwas falling down, the people in it ranout______________.A. right nowB. right thenC. right awayD. right out2)The rescue teamnoticed a lot of people______________ under fallen houses.A. trappedB. trappingC. to trapD. to be trapped3)He likes to makefriends so much that______________ he goes he becomes a friend of many people.A. at the placeB. whereC. somewhereD. everywhere4)The factoryproduces______________ steel every day,burning______________ coal.A. many; manyB. hundreds of tons of;very muchC. much; hundreds oftonsD. hundreds of tons of;a large number of5)The days when peoplecouldn’t say what they want to sayare______________ forever.A. lostB. missingC. goingD. gone6)While playing footballYang Yong had his leg broken and was taken to hospital__________.A. by our carB. by carC. in carD. on bike7)Today we feelproud______________ our school.A. ofB. withC. forD. in8)The new roadis______________ and______________ my hometown.A. 35 meters wide; 500meters awayB. wide 35 meters; away500 metersC. 35 meters wide; 500meters away fromD. wide 35 meters; 500meters away from9)He spent themoney______________ by his parents buying a large house.A. leavingB. leftC.remainingD. remained10)The man______________the box down and______________ down for a rest.A. lay; layB.lied; laidC. lay; laidid; layFirst get the studentsto do the exercises. Then the answers are given. The teacher can give themexplanations where necessary.Suggested answers:1. 1)honored 2)prepare 3)destroyed 4)shook 5)percent 6)burst7)injured8)judge 9)instead of 10)at an end 11)destroyed/inruins/ruined 12)shocked13)rescued 14)dug out 15)a(great)number of2. 1)C 2)A 3)D 4)B 5)D 6)B 7)A 8)C 9)B 10)D→Step 5 GrammarexercisesShow the exercises onthe screen or give out exercise papers.1. Fill in the blanks,using which, that, who, whom and whose.1)Theforce______________ causes everything to fall towards the ground is calledgravity.2)A friend______________helps you in time of need is a friend indeed.3)Do you know thegirl______________ parents are teachers in our school?4)Thewoman______________ I spoke to just now is my English teacher.5)He saw ahouse______________ windows were all broken.6)Everything______________can be done today mustn’t be done tomorrow.7)Can you think ofanyone______________ could look after him?8)This is the besthotel______________ 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 aboutthe teachers and the schools______________ he had visited.12)The ninthlesson______________ we are learning is the mostdifficult in Book One.13)MountBlanc,______________ they visited last month, is the highest mountain inEurope.14)We know all theteachers______________ work in our school.15)The housein______________ Lu Xun once lived is a museum now.16)Thehouse______________ Lu Xun once lived in is a museum now.17)You can take anyroom______________ you like.18)He showed amachine______________ parts are too small to be seen.2. Translate thefollowing sentences, using attributive clauses.1)抢劫她的人已经被逮捕了。

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。

高中英语人教版必修一Unit4《Earthquakes》教案

Unit 4 Earthquakes1.Knowledge:Learn and master the new words and expressions in this period.Words:Ability:1.Train the students’ listening ability.2.train the students’ listening ability.3.Train the students’ ability to use the Internet to search for some usefulinformation.4.Train the students’ ability to cooperate with others.Emotion:1.Know the damage that an earthquake2.Know the ways to reduce the losses of an earthquake.Teaching important pointsTrain the students’ speaking ability by describing, talking and discussion. Difficulties:Train the students’ listening ability.Step1 Warming-upT:Do you know what happened in the Indian Ocean at the end of last year? It shocked or we can say frightened the whole world.S: A terrible tsunami broke out there on 26th December. More than 200 000 people were killed.T: Yes. It is said that it is the biggest in the fore decades. A tsunami is an undersea earthquake. Then have you heard of any land earthquakes? Would you please list some? 学.科.S: We can often hear that earthquakes occur in Japan. In 1906, an earthquake struck San Francisco, USA. About 700 people died in the earthquake and the fires. And as many as 250 000 people lost homes.T: But do you know any famous earthquakes that happened in our county?S: The Tangshan Earthquake that happened in 1976.T: Can you tell me what mighty happen in an earthquake? You may look at the two pictures on Page 25.Step 2 ListeningT: Before we learn the passage about an earthquake, let’s first know why there are earthquakes in the world. So let’s do some listening on Page 62. listen to the tape for the first time and try to get a general idea of the passage.Listen to the tape and check the answers.( It is about the cause of earthquakes and how we can reduce losses from them.)T: Listen to the tape for the second time and judge whether the statements in Part 1 are true of false.T: Let’s check the answers. Listen again and try to correct the statements that are false.T: Listen again and try to complete the table in Part 2.A few minutes later, check the answers. 学,科,网Z,X,X,K]Step 3 Homework1.Preview the reading passage on Page 26 and do exercise I in the part “Learningabout language”.2.Ask the to look for more ways of reducing losses from earthquakes. The studentscan go to the library or use the Internet to search for information. After searching for the information, each group should make a poster, informing people how to reduce the losses of an earthquake. 学_科_网Z_X_X_K]Record after teaching :_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Second PeriodKnowledge:Learn some new, phrases and some new sentence patterns.Ability:1.learn some detailed information about an earthquake.2.improve the students’ reading ability.3.train the students’ ability to grasp key information while listening.4.train the students’ speaking ability.Emotion:1.Train the students’ ability to cooperate with others.2.Know the deadliness of an earthquake and the signs before an earthquake iscoming.3.Learn from the bravery of people in Tangshan to face the reality and rebuild thecity.Teaching important points:1 The new words and expressions.2. Learn some detailed information about an earthquake.3. Train the students’ ability to cooperate with others.4. Train the students’ speaking ability.Teaching difficulties:1 Words: shake, burst, rise, destroy, shock, fresh, injure2. Phrases: right away, at an end3. Sentence patterns:(1) It seemed/ seems that…(2) The number of sb./sth. Reached/reaches…(3)All hope was not lost.4. Improve the students’ reading ability.5. Train the students’ ability to grasp key information while listeningTeaching procedures:Step 1 Pre-readingT: Suppose you are warned of a coming earthquake. Now you have time to take only one thing. Tell your partner what you will take and the reason.T: If an earthquake is around the corner, there must be some abnormal phenomena. Carefully look at the four pictures on Page 25 and try to describe what you have seen. Step2 ListeningT: Everyone knows that an earthquake is very terrible. Today, we will learn something about the strongest earthquake in China’s history, which happened in Tangshan, Hebei, in 1976. First listen to the tape with your textbooks closed and check whether the following statements are true or false. If it is false, try to correct it.1.People in Tangshan were warned of the earthquake and didn’t go to bed that night.(F)2.People in Beijing also felt the earthquake. (T)3.More than 400 000 people were killed in the quake. (F)4.Many rescue workers and doctors were trapped under the ruins during theaftershock. (T)5.People tried to get fresh water from under the ground in Tangshan. (F)Step 3 Reading1.Finish Part 1-2 in Comprehending on Page 27.2.Finish Part 3 in Comprehending on Page 27.3.Read the passage again to get important information about Tangshan Earthquakeand fill in the blanks. ( 百思英语Page 44 )Step 4 Speaking or Reading aloudIf your students are good at English, ask them to do this exercise:Suppose one of you was a newspaper reporter, and the other was a witness of the 1976 Tangshan Earthquake. Now the newspaper reporter is asking the witness some questions. Work in pairs please.If your students are very poor in English, ask them to do this exercise:Play the tape for the students to listen and follow in order to let them know how to read the text.Step 5 Homework1.Read the text several times.2.Do exercise 3 on Page 28.3.Do exercise 2 on Page 28 in the exercise book and hang it in tomorrow.4.Learn some words and phrases in this unit and make some sentences with them.( Ss’ Book, Page 82-84)Record after teaching :_____________________________________________________________________ __________________________________________________________________________________________________________________________________________ ____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _ZxxkThe Third PeriodKnowledge:1.words: crack, burst, ruin, injure, destroy, shock, last2.phrases: at an end, right away, dig out3.sentence patterns:All hope was not lost.Ability:1.Train the students’ ability to read different numbers in English.2.Learn the usage of some difficult words and expressions.3.Train the students’ ability to remove the difficulties while reading.Emotion:1.Train the students’ ability to cooperate with others.2.Know the deadliness of an earthquake and the signs before an earthquake iscoming.3.Learn from the bravery of people in Tangshan to face the reality and rebuild thecity.Teaching important points:1.Train the students’ ability to read different numbers in English.2.Train the students’ ability to cooperate with others.Teaching difficulties:1.The explanation of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Teaching procedures:Step 1 Revision1.T: In the last period , we learned something about the terrible Tangshan Earthquake in 1976, which is the deadliest earthquake in China’s history. Now I am going to ask you some questions based on the Reading passage.(1)What did people in Tangshan see in the sky before the earthquake? 学|科|(2)What did people notice in the wells?(3)Did people pay any attention to these abnormal phenomena?(4)When did the earthquake begin?(5)Were there any aftershocks?(6)Did the survivors deny the city and go to live in other places?2. Check the homework (Ex2 on P28). Ask them to recite it after class.Step 2 Learning about NumbersTurn to Page 28 and look at Part 3. Match each word to the number that has the same meaning. Allow the students several minutes to finish the task. Check the answers. Step 3 Important pointsAsk the students to turn to Page 82. Ask some students to make some sentences with the words or phrases. Deal with some difficulties. You can add more phrases.Step 4 homeworkIn order to master the usage of these words and expressions, please do some related exercises.1.Finish off the two parts in Using Words and Expressions on Page 63.2.Translate the sentences on Page 63 into English. Write the English sentences inone of your exercise book and hand it in tomorrow.Record after teaching :_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Fourth PeriodKnowledge: ZXXK]1.Learn the Attributive Clause.2.Learn the difference between Relative Pronouns for the Attributive Clauses. Ability:1.Learn to choose the correct Relative Pronouns for the Attributive Clauses.2.Train the students’ ability to report what others have said.Emotion;Train the students’ ability to cooperate with each other.Teaching important points:1.Learn the Attributive Clause.2.Train the students’ ability to report what others have said.Teaching difficulties:Learn to choose the correct Relative Pronouns for the Attributive Clauses.Teaching procedures:Step 1 revisionCheck the homework exercises.Step 2 Grammar( The teacher writes the sentence “ Workers built shelters for survivors whose homeshad been destroyed.” On the blackboard before class begins.)T: Please look at the sentence on the blackboard, paying special attention to the underlined part. What kind of clause is it?Ss: The Attributive Clause.T: Yes. The Attributive Clause tells us which person or thing (or what kind of person or thing ) the speaker means.e.g. The woman who lives next door is a teacher.A sen tence with an attributive clause contains two shorter sentences. In the sentence above, the two short sentences are: “The woman is a teacher.”And “The woman lives next door.” The Attributive Clause is the answer to the question: Which woman is a teacher?Would you try to divide the sample sentence on the blackboard into two short sentences?T: That’s right. Now try to find all the sentences with Attributive Clauses in the reading passage and divide each sentence into two short sentences.T: Next I will say s omething about the common relative pronouns.“Who”is used for people. “Which”is used for things. “That” is used for things or people. “Whose” is used instead of his/her/their/somebody’s. “Whom” is quite formal, and in most cases it is all right to use who instead. But when whom has a preposition before it, it cannot be replaced by who.Ste p 3 Practice1. Now look at Part 2 in Discovering Useful Structures on Page 28. try to complete each sentence using that, which, who, or whose.Let the students do this exercise and check the answers.2.Do more exercises in Ex 3 on Page51 in《导学》Step 4 HomeworkAfter class, read the passage on Page 64. It’s about advice on how to protect your home from an earthquake. Complete the sentences below, using who, whom, which, that or whose.Record after teaching;_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ .The Fifth PeriodKnowledge:1.Know how to write a speech.2.Know how to write a newspaper story.Ability:1.Train the students’ speaking ability.2.Train the students’ ability to search for doing something.3.Train the students’ ability to do things step by step.Emotion:1.Honor the great people of Tangshan.2.Learn to cooperate to each other.Teaching Important Points:1.Train the students’ speaking ability.2.Train the students’ ability to search for doing something.Teaching Difficulties:1.Know how to write a speech.2.Know how to write a newspaper story.3.Learn to cooperate to each other.Teaching Procedures:Step 1 RevisionT: In the last period, we learned the Attributive Clause and how to choose a proper relative pronoun. Now let’s check your homework exercises. Please open your textbooks and turn to Page 64. Look at Part 1 in Using Structures. I will ask some of you to read the sentences out.(The teacher corrects mistakes if there are any.)Step 2 Readi ng and WritingT: Read the letter on Page 29.In the blank at the beginning of the letter, write the last number of the year it is now. Then in the blank near the end of the letter, use a number to say how many years ago the quake happened.(After several minutes, the teacher checks the answers with the class.)T: Suppose you are the student who was invited to give the speech. What should you include in your speech?(Students give their different answers.)T: Y es, while writing, don’t forget to contain the information. Now I will give you 15 minutes to write the speech. You can follow the points in part 3 on this page. (While the students are writing, the teacher gets around the classroom and helps the students to deal with any difficulties that they have.)(After 15 minutes)T: Are there any volunteers to read his or her speech?( If there is nobody, the teacher asks one to read, and give some assessments.)Step 3 SpeakingT: Imagine that after your speech, Zhangsha asks you to give a short talk about the new stamps about Tangshan to honor the city. First, ask and answer the following questions in pairs.(1)What do these stamps show?(2)Do you think these stamps are very important and why?(3)Will you collect these stamps? Why and why not?(After the students ask and answer these questions in pairs.) 学科T: Now try to fill in the lines in the little talk. You can use some of the answers to the questions.T: Next I will ask one of you to read the little talk.Step 4 WritingT: By now you have learned writing a speech and a little talk. Now you are going to write an article for a newspaper about a special event that happed in your hometown. First, let’s learn some skills of writing news paper stories. Before you write, you should write an outline. This is very useful. Today, we will learn how to write an outline. Please turn to Page 31. Read the instructions in bold and pay attention to some questions I prepared to you.Q1: Why is an outline important?Q2: What should an outline include?Q3: Why is a headline important?Q4: What are the steps to finish a newspaper story?Q5: What is the feature of a newspaper story?Suggested answers:1.Because an outline will prepare you to write a better story.2. A good outline should have a headline, a list of main ideas and a list of importantdetails.3. A headline can tell the readers what the topic is, so it can attract the readers’attention since the reader may not have bought the newspaper before they read the headline.4.First, organize the main ideas. Next, put some details into each paragraph.5. A newspaper stor y gives the most important news first and the least importantnews last.T: Now let’s read the example of a newspaper story. Try to find the headline, main idea and details of each paragraph. You may work in groups of three.(After several minutes, the teacher asks the students the following questions :)Q1: What is the headline of the newspaper story?Q2: What is the main idea?Q3: What is the detailed information?T: Now turn to Page 32 and check your main ideals and detailed information.Step 5 HomeworkT: So now you know how to write a passage step by step. Prepare the outline for a short newspaper story for China Daily. Use the example to help you to organize your outline. You can first have a discussi on with your partner and decide which event you will write about. Try to write down the title, main ideas and detailed information. Then put them into a short passage.ZXXK]Record after teaching:_____________________________________________________________________ _____________________________________________________________________ __________________________________________________________________________________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Sixth PeriodKnowledge:Learn a passage about the San Francisco EarthquakeAbility:1. Learn to compare two similar passages.2. Train the students’ listening ability.Emotion:1. Learn to cooperate with others.2. Learn from the bravery of the people of San Francisco to face the reality. Teaching Important Points:1.Train the students’ listening ability.2. Learn a passage about the San Francisco EarthquakeTeaching Difficulties:Learn to compare two similar passages.Teaching Procedures:Step 1 RevisionT: In the second period of this unit, you learnt some detailed information about the Tangshan Eearthquake. Can you use several sentences to summarize the passage? S: Let me have a try. The terrible earthquake struck the city of Tangshan while people were sleeping. More than 400 000 people were killed or injured in the quake. After the quake, people found nearly everything was destroyed. But people in Tangshan didn’t lose heart. They rebuilt the city with the help of soldiers.T: Quite good. ZxxkStep 2 Reading and ComparingT: In the first period, we also talked about the earthquakes that happe ned in San Francisco. Today, we will learn a passage titled “The Story of an Eyewitness”, which is about the San Francisco Earthquake in 1906. It was written by Jake London, who was a famous American writer.T: First read the passage carefully. While reading, please think about the following questions:(1)How did the author feel about the earthquake?(2)How did the author feel about the people of San Francisco?(Ss read the passage, then the teacher asks someone to give their answers and checks the answers)(Answers will vary.)T: Quite good. You can keep your own answers as long as you think they are reasonable and you can find proofs from the passage.Read the first paragraph in this passage .Then go back and read again the first paragraph of the passage on Page 26. Compare the ways both writers give you details about the earthquakes. Try to finish the 4 exercises on Page 66. You may discuss i n group of three.(Ss read the two passage and finish the exercises.)(Then the teacher checks the answers.)T: Next I will play the tape of this passage for you to listen. Please pay special attention to the intonation.(After listening.)T: Now I will give you several minutes to read the third paragraph with feelings. Step 3 ListeningT: Just now we learned a passage written by an eyewitness about the terrible San Francisco earthquake in 1906. Now we will listen to a story told by a man who was a survivor of the earthquake. Listen to the tape the first time, and try to tell whether the statements in part 1 are true or false.(Teacher plays the tape for the students to listen and finish the task.)(After listening, the teacher checks the answers with the class.)T: Now let’s listen to the tape again and try to answer the questions in Part 2.(After listening, the teacher checks the answers) ZXXK]T: While listening to the tape, you should not only pay attention to the contents, but also the pronunciation and intonation. The sentences in Part 3 show us the sequence. I will play the tape again, you should mark liaison and incomplete explosion in these sentences. Then practice reading them aloud.Step 4 HomeworkT: In this class we read and listened to two stories ,both of which are about the 1906 San Francisco earthquake. The stories are true and were written for the Museum of the City of San Francisco. The museum has many such personal accounts and photos at /1906/06.html. If you are interested in them, you can surf in the site I’ve given to you.Record after teaching:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Seventh PeriodKnowledge:1.Learn how to make an earthquake plan.2.Learn what to contain in a personal earthquake bag.Ability:1.Train the students’ listening abil ity.2.T rain the students’ speaking ability.3.Learn to find reasons for their choices.4.Learn to sum up what they have learned in the unit.Emotion:Learn to coop erate with others.Teaching Important Points:1. Train the students’ listening ability.2. Tra in the students’ speaking ability.Teaching Difficulties:Learn to find reasons for their choices.Teaching Procedures:Step 1 GreetingsGreet the whole class as usual.Step 2 ListeningT: These days Earthquakes are always our central topic. We have learned many things about it. Up till now, earthquakes are difficult to predict. We can hardly avoid an earthquake. But actually we can do things to reduce the losses of an earthquake. Let’s look at the form on Page 66 and have a discussion about the earthquake plan with your partner.( Ss give their answers)T: What should you do if you are outside?(Ss give their answers)T: What should you do if you are in the living room?(different answers)T: What should you do if you are in the house room?(different answers)T: Next we are going to listen to the tape and write down the three “things” that are mentioned.(After listening, teacher checks the answers with the students.)T: Then let’s listen again. This time you should write down more details about each of th e “things”.(After listening, teacher checks the answers with the class. Play the tape again if necessary.)Step 3 SpeakingT: You know every family should have an earthquake bag, in which there are enough things that you can use in case of an earthquake. Here we have a list of possible items for the personal earthquake bag. Choose only eight things, which you think are the most essential, from the list. They must last you five days. Discuss with your partner.(After several minutes.)T: Now join another pair and discuss your choices. Put all the things you agree on into a final list. Discuss the other items explaining your reasons and trying to agree which ones are the most suitable.(After several minutes.)T: Each group should choose one representative. Now be prepared to present your list to the class and give your reasons for each choice.Step 4 Learning TipT: In order to learn a language well, you should do a lot of practice, including listening, speaking, reading and writing. Only when we understand what is said to us can we have a conversation with somebody. So listening to English is very important. After class, you should listen to the English news on CCTV International. You will not only get a lot of information about what is happening around the world, but also improve your listening and learn more English words and expressions. At the same, you will improve your pronunciation and intonation.Step 5 Summing upT: Now let’s sum up what you have learnt in this unit. Work with your partner. First write down what you have learned about earthquakes. Then write down the verbs, nouns, expressions and new grammar items that you have learned from this unit. Step 6 Homework1.Review Unit 4. .2.Preview Unit 5.Record after teaching:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The End。

Unit 4 Earthquakes 英语教案高中英语人教新课标必修一

Unit 4 EarthquakesObjectives:By the end of this lesson, students will be able to:Understand and use vocabulary related to earthquakes and seismic activity.Describe the causes and effects of earthquakes.Develop their writing and speaking skills by expressing their opinions and thoughts about earthquakes.Materials:Handout with earthquake vocabulary.Pictures and videos of earthquakes.Graphic organizers for cause and effect.Procedure:Warm-upBegin the class by showing students pictures and videos of recent earthquakes.Ask them to describe what they see and what they know about earthquakes.Write any interesting vocabulary on the board that they use.VocabularyDistribute the handout with earthquake vocabulary.Go through the vocabulary and make sure students understand the meanings.Encourage students to make sentences with the new vocabulary.Causes and EffectsIntroduce the concept of cause and effect to students.Use a graphic organizer to help students understand the causes and effects of earthquakes. Discuss the impact of earthquakes on people and the environment.Writing ExerciseAsk students to write a paragraph describing the causes and effects of earthquakes. Encourage them to use the vocabulary and language structures they have learned.Circulate around the classroom and provide assistance as needed.After the writing time is up, ask students to share their paragraphs with a partner.DiscussionAsk students to discuss their opinions on earthquakes and their impact on society.Encourage them to express their thoughts and ideas using the vocabulary and language structures they have learned.Facilitate the discussion by asking follow-up questions and providing feedback.Feedback and AssessmentCollect the paragraphs and assess them based on grammar, vocabulary, organization, and creativity.Provide feedback to students on their strengths and areas for improvement.Assessment:The paragraph about the causes and effects of earthquakes will be assessed based on the following criteria:Grammar: Accuracy and complexity of language structures.Vocabulary: Use and accuracy of earthquake-related vocabulary.Organization: Coherence and cohesion of ideas.Creativity: Originality and effectiveness of language use.Extension:Have students research and present on earthquake preparedness and safety measures.Ask students to create an earthquake response plan for their community or school.Organize a simulation of an earthquake response and recovery operation.Homework:Research a recent earthquake and write a report on its causes, effects, and impact on people and the environment.Write a persuasive essay on the importance of earthquake preparedness and safety measures. Create a multimedia presentation about earthquakes and their impact, using pictures, videos, and other media sources.。

人教版高中英语必修一 Unit 4 Earthquakes 词汇学习教学设计

Step5
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.

【教学设计】Unit 4Earthquakes 英语人教版必修一

Unit 4 Earthquakes教材分析这是人教版高一英语教材必修一第四单元Earthquakes，本单元围绕earthquakes这一主题开展听说读写多种教学活动。

为了让学生对影响人类较大的自然灾害有更深的了解本单元再现了1976年发生在我国的唐山大地震的情形。

本单元通过对地震灾害的学习，从而让学生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；Warming-up 部分通过两张图片引出话题“暴风雨来临前总是平静的”和"一旦地震发生，将会造成怎样的危害"，做了一个震前震后的鲜明对比，为后面的主题作了一个热身运动。

Pre-reading部分有四幅图片让学生了解地震的前兆，并且设置了两个开放性问题，让学生对地震发生之前的征兆有初步的认识。

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，学生可通过自己的理解和认知或者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部分是一篇新闻报道，主要描写了1976年的唐山大地震。

根据内容可以把文章分为三部分：震前：唐山大地震的前兆；一些不正常的自然现象及动物的反常表现。

震中：地震中造成的城市建筑和人畜损失；地震来势汹汹，并在顷刻间将整座城市夷为平地。

震后：震后的救援情况；人们勇敢的面对事实并及时地实施抢救和重建工作。

Comprehending 部分包括三组练习，主要目的是为了帮助学生更好地理解Reading部分的文章。

Learning about Language 部分分为两个部分：Discovering useful words and expressions和Discovering useful structures.第一部分要求学生在把握文章的基础上，掌握重点词汇的词义及时用，这更注重培养学生运用上下文猜测词义的能力。

其次还对一些复杂的数字读法进行了检测。

第二部分则结合文章学习定语从句。

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。

高中英语必修一人教版：Unit+4+Earthquakes+教学案1.doc

必修ⅠUnit4 Earthquakes知识点教学案三班级姓名小组号【学习目标】1.学生利用早读以及课下时间自学单词，能够熟练读出背出本单元考纲词汇及短语。

2.学生背诵并且能够默写出课标词汇及其相关拓展。

【重点难点】1.重点：熟练记忆课本词汇及相关短语。

2.难点：能运用所学单词和短语写出正确的句子。

【考点分析】能够运用所学重点单词、短语写出完整正确的句子【学情分析】学生通过自主学习和小组讨论能够总结出词汇的相关用法，在做题过程中发现并解决一些易出错的语法细节。

【导学流程】一、回顾旧知回顾上节课所学到重难点词汇、短语及其重难点句二、提问展示问题预设：1、提问课文中出现的单词、短语和重难点句2、小组讨论过程中解决知识点对应练习题并加以讲解，看时间多少来决定是否需要上板展示三、基础知识感悟：学生利用早读时间预习信纸复习旧知，理解每一单元需要掌握的知识，并且能从平时作业和限时训练题中找到适合自己的解题思路，对学到的知识加以消化理解掌握和运用四、自主学习thousands of成千上万的①billions of 几十亿；millions of 几百万；hundreds of 几百；dozens(一打，十二个) of =scores of；___________ 两百万tens of thousands of _________ hundreds of thousands of_______ ②______________ 2/5五、小组讨论1.judge n．法官，审判员；鉴赏家vt．审理；鉴定；判断；认为vt判断；评价Your speech was heard by a group of five judges，all of whom agreed that it was the best one this year.Judging by/from从...上看；根据...判断,置于句首作状语，v-ing形式不受主语的限制，构成独立成分。

高中英语 Unit4 Earthquakes教案新人教版必修1-新人教版高一必修1英语教案

Unit 4 Earthquakes随堂练习1、Read the passage again carefully and do this exercise. Join the correct parts of the sentences.he chickens didn’t eat because he army came to help them.efore the earthquake the people n’t worry because he quake happened while they were eping.uch a great number of people died cause hey didn’t know the quake caused the trange events.ater was needed because ams and wells were useless.he peop le didn’t lose hope because hey were nervous.案：1和E、2和C、3和B、4和D、5和A2、Number each of these things during the Tangshan earthquake. Give a “1〞 to the first thing that happened and a “5〞 to the last thing that happened.3 Brick buildings were destroyed.1 The wall of the village wells had crack in them.5 Shelters were put up for those with no homes.2 Roads got huge cracks.4 The army helped the survivor.课堂笔记1、One-third of the country felt it.全国三分之一的地方有震感。

人教版高中英语必修1教案Unit 4 Earthquakes

人教版高中英语必修1教案Unit 4 EarthquakesUnit 4 教学设计(1) 题：Earthquaes (2) 教材分析与学生分析：本单元的主题是“地震”。

aring Up部分Pre-Reading部分要求学生描述、讨论与地震有关的话题。

Reading部分是一篇新闻报道，介绍了唐大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况。

Learning abut Language 部分涉及了本单元的词汇和语法。

该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有that, hih, h, hse引导的定语从句，培养学生的自主学习能力。

Using Language部分的“读写说（Reading, riting and speaing）”训练提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲稿，接着说一说唐大地震纪念邮票。

随后的听力（Listening）是一位美国人以第一人称叙述他在1906年旧金大地震中的可怕经历。

写作（riting）部分训练学生如何写新闻报道，学会拟地定写作提纲。

(3) 时安排：The first perid: Reading The send perid: ReadingThe third perid: Listening The frth Perid：Graar The fifth perid: Extensive reading The sixth perid: Suar (4)教学目标：①知识与技能：了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援;掌握和运用本单元出现的新词汇和短语以及数字的表达法；熟练运用that, hih, h, hse引导的定语从句；学会写英新闻报道，拟订写作提纲。

②过程与方法：在学习阅读部分时，可以根据教学的需要和教学班级的实际，从不同的角度设计目的明确的任务。

阅读材料提及了很多孩子失去双亲成为孤儿，矿工在地震中的遭遇。

人教版高一必修1Unit4Earthquakes教案

人教版高一必修1 Unit4 Earthquakes 教案Unit4 EarthquakesThe First Period Leading in, Warming up& Pre-readingBy Liu Xiaohua from Hongling Middle School一、教学目标（Teaching aims）Student’s Book1. 能力目标（ability aim）a . Let the students know something about the earthquakes.b . Enable the students to talk about what they should do ina disaster for themselves2. 语言目标(language aim)a. Words and expressionsimagine, shake, right awayb. Important sentenceWhat do you think may happen before an earthquake?二、教学重难点(Teaching important points)Let the students know what a correct attitude towards a disaster is and what they should do in a disaster for themselves and for the other people.三、教学方法 (Teaching method)a. Discussingb. Talkingc. Activities.四、教具准备 (Teaching Aids)Multi-media computer五、教学步骤 (Teaching procedure)StepⅠ. Lead-in:T: What’s the biggest sound you have heard in your life?( the sound of the wind that blew in a winter night; the nose when planes take off; the sound of trains; the sound of thunder…..) But did you once hear the sound that the heaven falls and the earth crack. In Chinese it is 天崩地裂？If there is a sound like this what is it? What will happen?Today we’ll learn somethi ng about earthquakes. Can you imagine how terrible it is?First let the students answer the following question.Which of the following may cause people the greatest damage?Earthquake, Typhoon, Flood, DroughtVarious answers are possible. Students should give reasons to support their answers. All of them are natural disasters, they have something in common, at the same time, they have many differences.Let the students know something about the earthquake. (slides)T: How does the earthquake occur?Then show the film to the students. ( film about the earthquake )T: When some plates of the earth move suddenly, an earthquake happens. Many earthquakes begin under the sea. In fact, earthquakes may happen near high mountains.During an earthquake, the shaking make rocks rise suddenly and even cracks open. Houses fall, people are killed or hurt, and sometimes the whole villages or cities are destroyed. Some villages even disappear completely.Step Ⅱ. TalkingT: Earthquakes are disasters to everybody. Now look at the two pictures of Tang Shan and San Francisco. Can you describewhat you see in the pictures?(Show two pictures to the students and tell the students they are today’s Tangshan and San Francisco. But many years ago some big earthquakes hit these two beautiful cities.)1. Show the pictures of San Francisco to the students and let them describe today’s San Francisco and then let them know what happened in San Francisco in 1906(From the picture of San Francisco, we can see it is a very big city. There are many tall buildings thickly standing on the earth. And the population of the city is very large.)2. Show the pictures of Tangshan to the students and let them describe today’ Tangshan and then let them know what happened in Tangshan in 1976.( Today’ Tangshan is a beautiful city. It has beautiful gardens, broad roads and some tall buildings.)T: But, what will happen if there has been a big earthquake in these two cities? Work in groups and discuss it. Then I’ll ask some of you to say out your opinion.( After the terrible quake, everything is destroyed, what we can see is fallen buildings and dead bodies. The policemen, the soldiers and some other volunteers are rescuing the people trapped in the ruins….)T: Right, now let’s see a film.(Let the students see a film about Tangshan Earthquake.) (film)T: After the earthquake the city of Tangshan became…..Let the students discuss what they saw. And then talk about the pictures in their own words.The house….The fire….The bridge….The road…The police an d the volunteers….The people…..( Tangshan Earthquake happened on July 28, 1976.It was the greatest earthquake of the 20th century in China. Before the earthquake, many strange things happened, but people thought little of them. Such a great number of people died during the earthquake, because the quake happened while they were sleeping. The number of people who were killed or injured reached more than 400,000. And all the traffic was almost destroyed after the quake. Thousands of thousands of people became homeless in a short time. Many soldiers were sent to Tangshan to rescue the survivors after the earthquake.Let the students talk about the damage caused by earthquakesUsing the following words and phrases:shake, break, fall down onto, hurt, destroy, h omeless, die…..Step Ⅲ. Pre-readingT: But we can avoid or at least reduce the loss caused by earthquakes. And we can foretell it.Do you know what would happen before an earthquake?Can we do something to keep ourselves safe from earthquakes?( 1. There is often a great sound.2. Animals may be too nervous to eat.3. Maybe there are bright lights in the sky.4. a smelly gas may come out of the well.5. In the city the water pipes in some buildings crack and burst.6. Scientists have studied earthquakes and make maps that show the “ earthquake belts”. In areas in these belts, it is possible for earthquakes to happen. In these areas we can build strong houses to fight against earthquakes.)Discussion & Activities1. Show some pictures to the students andlet them discuss.Let the students look at them and decidewhat situation may happen before anearthquake.2. Then fill in the missing wordsaccording to the pictures.a. The water in the wells ____ and____. And some deep ______could be seen in the well walls. A ______gas came out the cracks.b. Mice ran out the Fields ___________places to hide. Fish _________out of bows and ponds.c. The chickens and even pigs were ______ nervous _____eat. The dog was ________ loudly again and again.d. People could see _______lights in the sky.3. Let the students discuss if they have ever experienced an earthquake.Step Ⅳ Discussion & ActivitiesT: What do you think may happen before an earthquake?(Before an earthquake, animals will become nervous. Cow, 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: Have you ever experienced an earthquake?Let the students discuss and then talk about it.Step Ⅴ HomeworkPreview Reading material and then do exercise on page 27. 1-3 ( in comprehending )。

单元教学设计Unit4Earthquakes必修一人教版

作提纲。

(三)学情分析：步让学生了学生词汇量少，书面表达较弱。

所以本节课通过举例说明，并结合提示的句式和模版, 解英语新闻报道的相关写作。

II. Teachi ng Aims1. 学习并拟定写作提纲再写新闻报道的方法。

2. 能拟定写作提纲并写一篇新闻报道。

III. Teachi ng Key points and Difficult Points 学习并拟定写作提纲再写一篇新闻报道。

IV. Teachi ng Aids and Teachi ng Main Methods「《练习册》2. 7K范法、练习法V. Teachi ng ProceduresTeacher ' s Activities Students ' Activities Lead-in T(saying) : "Anightthe earth didn ' t Jfe肺书'本sW Readinga piece of news report. But how to write a and writing 咅B分。

piece of news? Now let ' s turn to page 31 andPre learn.展示学习目标: 齐读学习目标reading 1.学习并拟定写作提纲再写新闻报道的方法。

2.能拟定写作提纲并写一篇新闻报道。

While- 1.引导学生阅读并理解新闻报道内容，找reading 出新闻报道的标题，归纳段落大意和主要细节。

1. 学习并朗读一些常用句式。

2. 根据写作模版填空，Purposes直接导入本节课，让学生明了要练习写一篇新闻报道。

使学生明确本节课的目标，更好的集中注意力,认真思考。

使学生掌握对新闻报道的写作技巧。

2.帮助学生明确新闻报道写作的5W要素：词汇和句式填空。

what- when-where-who-why 等。

3 .说明新闻报道提纲应包括标题(headline) > 中心思想(main idea)> 和相关纟田节(supporting details)。

英语：Unit4《Earthquakes》教案(14)(新人教版必修1)

英语：Unit4《Earthquakes》教案（14）（新人教版必修1）The Third Period GrammarTeaching goals 教学目标1. Target language 目标语言Words and expressions that appear in this unit2. Ability goals 能力目标a. Enable the students to master the structure of the Attributive Clause, and can speak out thesesentences loudly, clearly and correctly.b. Enable the students to master the usage of who, which, that and whose in the AttributiveClause.3. Learning ability goals 学能目标By practicing the usage of the words and structures, the students can master the Attributive clause.Teaching important points 教学重点The Attributive Clause: the structure and the usage of who, whose, that, and which.Teaching difficult points 教学难点The usage of the words that, which, who and whoseTeaching methods 教学方法Student-centered methodTeaching aids 教具准备a slide projectorTeaching procedures ＆ways 教学过程及方式Ste pⅠRevision (10 minutes)T:Morning, everyone! Just as usual, I’ll check your homework at first. Please turn to Page 63. Let’s look at Exercise 1. I’ll give you one minute to check your answers. Please pay attention to the forms and tenses while you are checking. (After a little while) Have you finished? Who would like to read out the finished passage for us? How about you?A student stands up and reads out the passage. At the same time, the teacher should pay attentionto the forms and tenses of the words. After that, ask the class to discuss if they have some different answers. If so, make some necessary changes.T: In fact, what we did just now is to review the vocabulary we learned in this unit. Now, I’d like some of you to come to the blackboard to write down your translations of the sentences in Exercise 2.Let nine of them come to the blackboard to write down the English sentences. Maybe there are many mistakes in these sentences. The teacher should ask the class to have a discussion to find out the mistakes and correct them. For Exercise 3, the teacher can ask some students to read out their sentences, and check them with the whole class.StepⅡDiscovering useful structures (20 minutes)T:By now we have reviewed some useful words and sentences. Today’s another important task is to learn the Attributive Clause.There are two kinds of this clause. One is the Restrictive Attributive Clause, which modifies the noun; the other is the Non- Restrictive Attributive Clause, which gives extra information, and is written with commas.T:Now I’ll show some sentences on the screen. And then I’ll ask some of you to read them out and translate them one by one.Show on the screen.While the students are translating the sentences, the teacher should notice the difference in translating the Restrictive Attributive Clause and the Non-restrictive Attributive Clause. If the students have any errors, correct them.T:Good! Can you tell me what relative pronouns the Attributive Clauses use?S1: From the sentences on the screen, I know that there are four words, they are who, whose, that and which.T: Right! Now I’ll give you more knowledge about this clause. There are some explanations about the clause on the paper. I’ll give them out to you to read. If you can set the bold sentences aside, we will learn them later. After you have finished reading the material，do the following exercise to see if you have masteedr the usage of who，whose，which and that.The Teacher had better give the paper out before class, so that the students can have time to preview the grammar.I．定语从句1. 限定性定语从句（Restrictive Attributive Clauses）大多数定语从句对所修饰词的意思加以限制，表示“……的人（或东西）”，称为限定性定语从句。

高中英语必修一人教版：Unit+4+Earthquakes+教学案2.doc

必修ⅠUnit4 Earthquakes知识点教学案二班级姓名小组号【学习目标】1.学生利用早读以及课下时间自学单词，能够熟练读出背出本单元考纲词汇及短语。

2.学生背诵并且能够默写出课标词汇及其相关拓展。

【重点难点】1.重点：熟练记忆课本词汇及相关短语。

2.难点：能运用所学单词和短语写出正确的句子。

【导学流程】一、回顾旧知回顾上节课所学到重难点词汇、短语及其重难点句二、提问展示问题预设：1、提问课文中出现的单词、短语和重难点句2、小组讨论过程中解决知识点对应练习题并加以讲解，看时间多少来决定是否需要上板展示三、基础知识感悟：学生利用早读时间预习信纸复习旧知，理解每一单元需要掌握的知识，并且能从平时作业和限时训练题中找到适合自己的解题思路，对学到的知识加以消化理解掌握和运用四、自主学习1.翻译并完成下列填空题We’ll have an exam at the end of next month.________________ last month,he had been lost for two years.I’m sure you’ll succeed in the end(=finally).2.ruins n.废墟，毁灭vt.毁坏，使破产①be /lie in ruins成为废墟，严重受损，破败不堪All the towns were in ruins after the quake.②ruin,destroy,damageFire destroyed several stories in the business district.大火烧毁了商业区的几家商店The flood caused great damage to the city.洪水给这座城市造成了很大的破坏His career is/lies in ruins.他已前途尽毁3.bury埋葬，掩埋，隐藏be buried in=bury oneself in埋头于...，致力于...五、小组讨论1.shock vt.&vi.(使)震动，震惊；(使)受电击n.打击；震惊；震动[C]令人震惊的人或事shocked震惊的；shocking令人震惊的同类词：interest/frighten/relax/bore 2. a (great) number of大量，许多3.理解短语的含义并给出例句加以理解。

优质人教版必修1高一英语《Unit 4 Earthquakes》教案：Period 4

Teaching Plan Unit 4 Earthquakes_ Topic: EarthquakesTeach ingaims Languageknowledge1.知识目标（Knowledge）①词汇（Vocabulary）：shake, rise, crack, burst, well,smelly, pond, steam, destroy, ruin, injure, survivor,brick, useless, shock, quake, rescue, electricity,disaster, organize, bury, coal, mine, shelter, fresh,percent, honor, prepare.②短语(Phrases and expressions)：right away, at anend, lie in ruins, be trapped under sth, to the northof sp, put up, give out, wake sb up, prepare sth forsth., think little of sth.③语法(Grammar)：定语从句（The Attributive Clause）.能用英语描述任务的特征、行为等- 由who/ whom/ whose/that引导；能用英语描述事物、事件的性质、内容等- 由which/ that/ whose引导。

Languageskills1.能运用所学语言知识描述地震前兆、危害及震后援救；2.根据已知信息推测将要听取的材料的内容；3.提高阅读技能和用英语进行思维、推理、判断的能力；4.学习朗读中连读和略读的技能5.掌握演讲稿的格式及新闻报道的写作步骤和要点。

Culturalconsciousness了解世界各地的自然灾害和大地震的情况, 了解有关地震的知识，地震的成因，征兆，损失,救援等,启发学生国际援助意识Affect& Attitude学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神；在教学活动中培养学生的合作精神和互助精神。

高一英语人教版必修1《Unit 4 Earthquakes》教案：Period 4

4. Workers built shelters for survivors
Workers built shelters for survivorswhose homes had been destroyed.
在具体语境中,通过具体例子,了解定语从句的作用和表现形式
Group work
Step2
Self-study
Examples1:
A: the word I have chosen rhymes with “cake”
B: is it something thatis frightening?
A: yes, it is.
C: is it a disaster that happened in Tangshan?
S3: the boy who is wearing a red jacket bought a bicycle.
S4: the boy whose glasses were broken bought a bicycle.
通过游戏,加强定语从句的使用能力
Group work
Step 6
Play a game (p64)
Teaching Plan Unit 4Earthquakes_
Topic: Earthquakes
Teaching
aims
Language knowledge
1.知识目标（Knowledge）
①词汇（Vocabulary）：shake, rise, crack, burst, well, smelly, pond, steam, destroy, ruin, injure, survivor, brick, useless, shock, quake, rescue, electricity,

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

Listen for the target language
Discuss what they would do if......in pairs.
Present their conversations.
回顾本节课的主要内容。巩固和加深印象。
Toreview if 引导的真实条件句。
引出话题，导出虚拟语气。
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：___________________
。。。。。。
Step4
8分钟时间完成学案灵活运用部分，并由学生展示答案以及讲解。
give it to medical research
put it in the bank
Present the listening materials.
Ask students to number the pictures.
Check the answers.
Ask students to talk about what they would do if……
1.burst2.shock3. bury
4. destroy6. rescue___6. trap ___________
7. injure8. ruin9. disaster
10. judge11. electricity ___________ 12. mine ___________
相关练习。。。
教学目标
1．知识目标：熟悉新单词的读音和中文意思，并能运用，通过重点单词的词形变化，学习英语的构词法。
2．能力目标：通过同学之间的合作讨论学习，培养要善于发现问题的意识，相互协作的意识。
3．情感、态度和价值观：通过本节课,激发学生合作和勇于表达的意识,使学生形成积极的情感态度,
教学重点和难点
构词法的总结和举列
Answer: No, I don’t.
Answer: I would buy some clothes.
学习虚拟语气
比较虚拟语气和真实条件句的不同。
Think of the things they would do if they had a lot of money.
Add more items to 1a and then memory the phrases.
学习一些新的词组和短语。
提高听力技能
提高口语技能
巩固知识
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。
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.
give it to charity
1.dirtn.污垢；泥土→adj.肮脏的
2.n.臭味→smellyadj.发臭的；有臭味的
3.injurev.损害；伤害→n.伤害；损害；受伤处
。。。。。。
1.从上面①②可知，在英语词汇中，很多______ +后缀y可以变成_______,
例如：______________________________
Step5
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?
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：___________________
If引导的真实条件句时态：主将从现
Ask: 1.Do you haveone hundredYuan in your pocket?
2.Take outone hundredYuanand askWhat would you do if it was yours?Etc.
Help the students to answer :I would buy a pair of shoes.
基本信息
课题
高一英语模块1 Unit 4 Earthquakes词汇学习
作者及工作单位
教材分析
这是本单元的第一节内容，先熟悉和记忆本单元词汇表中的单词，并能简单的运用。这节课主要是学习掌握本单元单词的正确读音，一部本重点单词和词组的运用，以及总结学习这些单词所体现的英语单词的构词法。
学情分析
这个班的英语基础相对比较好，学生也有一定的自学能力，绝大部分同学都能自己通过音标来拼读新单词。在每次的词汇课前，都会提前布置自己先去拼读新单词的任务。因此课堂任务的完成和配合度都相对会比较好。
Go around the classroom and offer help if the students need.
Asksome pairs to present theirconversations.
小结本节课的主要内容。
Answer the questions.
复习回顾IF引导的真实条件句。
1.right away__________2.as if3.at an end
4.in ruins__5.dig out6.a number of
相关练习。。。
Step3
给学生5分钟时间，独自完成词汇拓展部分和构词法的归纳，可查字典。然后3分钟小组成员交流讨论。词汇拓展部分以volunteer的形式一一把答案陈列，然后全班齐读一遍，之后选择4个小组各派代表，分别向大家展示1-4点构词法总结的小组成果。
3.从上面⑧可知，在英语词汇中，以less为后缀的词，一般表示____________,例如：_____________________
4.从上面⑨⑩可知，在英语词汇中，有些形容词是以ed和ing为后缀的，例如：______________
+ed通常翻译成____________, +ing通常翻译成____________,区别？_______________________________________________________________

人教版高中英语必修一 Unit 4 Earthquakes 词汇学习教学设计

高中英语人教版必修1教案-Unit_4_Earthquakes_教学设计_教案

人教版高中英语必修第一册 《Unit 4：Earthquakes》教案

高中英语人教版必修一Unit4《Earthquakes》教案

最新-Earthquakes教案优秀3篇

Unit 4 Earthquakes 英语教案高中英语人教新课标必修一

人教版高中英语必修一 Unit 4 Earthquakes 词汇学习教学设计

【教学设计】Unit 4Earthquakes 英语人教版必修一

人教版高中英语必修1《Unit 4 Earthquakes》教案

高中英语必修一人教版：Unit+4+Earthquakes+教学案1.doc

高中英语 Unit4 Earthquakes教案 新人教版必修1-新人教版高一必修1英语教案

人教版高中英语必修1教案Unit 4 Earthquakes

人教版高一必修1Unit4Earthquakes教案

单元教学设计Unit4Earthquakes必修一人教版

英语：Unit4《Earthquakes》教案(14)(新人教版必修1)

高中英语必修一人教版：Unit+4+Earthquakes+教学案2.doc

优质人教版必修1高一英语《Unit 4 Earthquakes》教案：Period 4

高一英语人教版必修1《Unit 4 Earthquakes》教案：Period 4

人教版高中英语必修第一册《Unit 4：Earthquakes》教案

高中英语 Unit4 Earthquakes教案新人教版必修1-新人教版高一必修1英语教案