必修1Unit4教学设计资料
最新人教版高一英语-必修1Unit4说课教案、教学设计
新教材高一英语Unit4说课教案一.教学目标理论依据:《新课程标准》(实验稿)根据《新课程标准》(实验稿)关于总目标的定位及其实现途径和目标具体描述,结合高一学生实际和教材内容,我们把本单元的教学目标定为:1) 语言知识:单词:理解,内化,运用以下生词:seismograph; iceberg; King Tut; // roar; fright; crack; // bookworm; couch potato; workaholic;// Buddha; agent等,扫除听读障碍,重点掌握一些传神动词:advance; seize; sweep; swallow; drag; pull; flow; shake; strike; struggle等.词组:get on one's feet; tree after tree语法:复习和运用定语从句用于描述人,物及事件.2) 语言技能:听:听懂一个关于不幸经历的小故事,抓住时间,地点,人物,发生的事件说:能用得体语言描述人,物,事件,并且有一定的逻辑. 读:Scanning, skimming, careful reading, generalization; inference等阅读微技能训练.写: 能运用First, Next, Then, Finally简要且富有逻辑地描写自己的一次难忘经历.3) 学习策略:学生一定程度形成自主学习,有效交际,信息处理,英语思维能力.4) 情感态度:学生能在多种英语学习情景中分享自己的幸与不幸,体验用英语交流的成功与喜悦,以及培养合作精神,互助精神.二.教学重点和难点:重点:1. 课文中出现的重要动词,如:advance, seize, sweep, swallow, strike, struggle, drag, flow, shake, 及词组get on one's feet, pull oneself, tree after tree etc.2. 用关系代词who, that, whom, whose等引导的定语从句.3. 用副词first, next, then, finally 来描述一场难忘的经历.难点: 能用得体的英语表达自己,描述过去的难忘经历.三. 教学方法根据我们几年来二语习得论,"整体语言教学"的理论和实践,以及当前教学改革,课程改革等先进理念,为达成上述教学目标,运用任务型教学途径,我们英语课堂设计采取"P---T---P"自主学习立体模式:(Pre-task----Task-cycle----Post-task).四. 教学安排根据学生学习英语的特点和规律,学习阶段的侧重点以及高一学生的发展,我们把本单元划分为6课时:听力,口语,阅读(2课时),语言(0.5课时),写作,评价(0.5课时).下面请看我们的课堂教学设计.Period 2 SpeakingⅠ,教材内容及教学目标本课着重培养学生'说'的技能, 通过复习,学生自我介绍,解说图片,自编对话等手段来巩固定语从句中指人的关系代词who or whose 的用法,达到能有条理地描述个人体验和表达个人的见解和想象,能传递信息并就熟悉的话题表达看法,能用英语进行语言实践活动.它的掌握是一个很好的过渡阶段―――进入'读'和'写'的技能训练. Ⅱ,教学设计Pre-task: 活跃学生用英语交流的思维, 通过复习引出本课的重点---定语从句中指人的关系代词who or whose 的用法.Activity 1. RevisionTask: Talking about Hank Stram and his unforgettable experience.Ask some Ss some questions about Hank Stram and his unforgettable experience first, then write down two sentences on the Bb:1. A man whose name was Hank Stram was caught in the earthquake on October 17th , 1989 in San Francisco.2. Hank Stram was a lucky man who was rescued after he had been in his car for 14 hours.Purpose: 1,活跃学生用英语交流的思维.2,通过复习引出本课的重点---定语从句中指人的关系代词who or whose 的用法.Activity 2 Chain Games (Group work)Task: Introduction GuessAs the Ss don't know each other very well in the same class when learning this unit, let one of the group introduce others in his group to let the other groups to guess, the introduction must be a sentence, using the Attributive Clause-who or whose(Game Rule: Each introduction will only be guessed once ,if no one get the answer, the introducer should declare the student's name.)Purpose: 1,用游戏的形式能刺激学生用英语进行语言实践活动.2,活跃课堂气氛,真正发挥学生的主体作用.Task-cycle: 通过看图说话,学会正确使用定语从句. Activity 1. Describing the pictures ( group work)Task1: Describing the pictures in the book----Pictrue1,Picture5, Picture6, Picture3 ( group leaders report, using who or whose)Task 2: Describing some pictures about the natural disasters, such as Fire,Earthquake,Typhoon and Flood. ( In task 1, after the student finish talking about Picture 3---- Betty's parents have been married for more than 25 years who live in New York, their hobby is watching TV. The teacher ask the Ss : "Do you want to know what they like to watch best " Then present the pictures about the natural disasters. )Purpose: 1,培养学生积极用英语进行交流和沟通,发挥合作精神.2,培养学生看图说话的能力,从而提高'说'的技能. Activity 2. Creating dialogues (pair work)Task: Each pair choose two of the pictures and create their own dialogues.(using at least one Attributive Clause)Purpose: 1,培养学生善于利用各种机会用英语进行真实交际.2,增强学生的自信心,丰富想象力和独到的见解.3,了解英语国家与中国的生活方式的不同.Activity 3. Enjoying the videoThis video is about the most terrible disaster this year----SARS, some doctors are treating patients, struggling against SARS)Task 1: To enjoy the video, finding out something that moved you deeply.Purpose: 1,能传递信息并就熟悉的话题表达看法2,能有条理地表达个人的见解和想象, 从而提高'说'的技能.Task 2: Interviewing--- group work( suppose one is the doctor, the others are going to interview him)Purpose: 1,能用英语进行语言实践活动.2,能用恰当的方式在特定场合中表达观点,从而使'说'的技能的训练进一步提升.Post-task: 评价学生课堂表现,学生表演对话Activity : Act out dialoguesPeriod I warming up and listeningⅠ,教材内容及教学目标本课处于本单元的第一课时,主要训练和提高学生'听'的技能,它的掌握有利于以下几课的'说','读'和'写'的技能训练,并作了一个很好的铺垫.本课的听力材料由两部分组成,主要讲述Hank Stram在地震前所做,地震中所见,所闻和所感的令人难忘的经历.通过完成练习,学生能抓住所听语段中的关键词,理解话语之间的逻辑关系,听懂故事,理解其中主要人物和事件以及他们之间的关系等.而且学生能掌握较好的听力方法,如积极预测,注意抓关键词,善于跳跃难点,学会做笔记等等.通过本课学习学生能复习定语从句以及学会正确使用指人或物的关系代词. Ⅱ,教学设计A. Warming up :Task 1 Matching competition (group work)Column A Column B1, Fu Jian Province a,a cartoon maker2, San Francisco b,the electric lamp3, Alexander Bell c,the first telephone4, Thomas Edison d,earthquake5, Albert Einstein e,typhoon6, Walt Disney f,the Theory of Relativity Question: Why do you think soTask2: Looking at the following pictures, find out the answers to the questions:1) Do you know who or what they are2) What made them unforgettable3) Can you describe each picture using one sentence( with the help of the words under the picture)Task 3: Let the students describe each picture with Attributive Clause.eg: Zhang Heng is the man who made the earliest seismograph in 132.B. Pre-listeningTask1: Before listening , let the Ss guess the possible answers to the following questions according to the situation: (group work)1) When did the earthquake happen2) Where was the man driving when it happen3) What was he going to doListening(Part 1):Task 2: Listening to the tape to get the correct answers to the above questions.(for the first time)Task 3: Listening to the tape to put the following into the right order.( ) 1. I stopped the car and at the same time the road fell onto the cars in front of me.( ) 2. I was hungry so I started to eat one.( ) 3. I saw the cars in front of me start to move from side to side.( ) 4. I had finished work and then gone to the Post Office. ( ) 5. I slowed down ,then my car started to shake.( ) 6. I stopped off at a shop in order to get some fresh fruit. ( ) 7. I drove even slower, then the road above started to fall down.Task 4: Letting the Ss listen to the tape again, then try to retell the story simply, using their own words.Task 5 : Discussion (Group work)What would happen to Hank Stram finallyListening (Part 2)Task1: Listening to the second part to choose the best choices(for the first time)1. Which part of his body hurt badly ( C )A. The bottom parts of his legsB. The bottom parts of his hands.C. The bottom parts of his legs and feet.2. What could he hear below him ( B )A. NothingB. Shouts and noiseC. The noise of cars3. How long had he been in the car ( A)A.14 hoursB. 40 hoursC.4 hoursTask 2: Listening to the tape again to write the words in thespaces.1. I ________ myself in the dark.2. Then I remembered what______.3. It was clear to me now that I ______ in an earthquake.4. Then I ________ people________ towards me.5. A team of people______ to see if anyone _____ under the broken road.C. Post-listening:Task 3: DiscussionWhat made him survive in such a terrible accidentPeriod 5 Language study & Grammar(half period)I,教学设计Task 1. Word puzzleI. Find out ten words that describe the flood and fighting against the flood in the puzzle. One of them has been found out.Task 2. Words in different situationsWord study about "advance" and "strike" (individual work) Judge the different meanings of "advance" or "strike" in the following sentences:1.The hunter advanced toward the bear carefully.2.A month has passed but the project has not advanced.3.He worked so well that his boss advanced him to a higher position.4.The date of the meeting was advanced from June 10 to June 3.5.The boy struck the pig with a stick.6.The workers were striking for higher pay.7.Typhoon Swan struck Hainan, killing 20 people.8.On New Year's Eve, we waited for the clock to strike. Task 3. Finish the exercises in the text.Task 4. Talking about people and things, using Attributive ClauseFirst, let students find out some words about things quickly like clock, homework, coat, chocolate, bag, flood, fire, etc from the exercise of word study and describe them as the following example: (pair work)A clock is a machine that/which tells time.Second, let students find out some words about persons quickly such as teacher,parents, doctor, mother, child, soldier and thief and describe them like this: (pair work)A teacher is a person who/that teaches you how to learn. Third, finish Exercise 2 of Grammar orally. (individual work)Task 5 . Expanded reading1.Read the following passage about fire and find out the Attributive Clauses in it and try to understand the use of the relative pronouns. (individual work)2. Reading comprehensionTask 6. Finish Exercise 1 of Grammar. (individual work) HomeworkPreview the next reading material and find out the Attributive Clauses with who, whom, that, which, whose, where and the linking words and and but.Period 3 &4 ReadingⅠ,教材内容这是新教材高一上第4单元的阅读课型.本课围绕难忘的经历这一主题,描写洪水来临时的凶猛及Jeff与Flora 在这次经历中的体验.本课词汇量大,尤其在描写发洪水时,文章运用大量的动词及一些原汁原味的表达.另外文章中还出现许多定语从句,定语从句是本单元的语法重点.根据新课程标准及高一学生的知识,语言能力水平,我们制定以下教学目标:Ⅱ,教学目标:1,理解和掌握一些新词汇如:roar,mass,fright,rack,boom,advance,seize,destroy,sweep ,swallow,drag,struggle,flow,strike,etc.2, 理解定语从句,如:1) Before she could move, she heard a great noise, which grew to a terrible roar.2) She looked at Jeff who waved his arms.3) There she saw big mass of water that was quickly advancing towards her.4) Flora, whose beautiful hair and dress were all cold and wet, started crying.尤其是whose引导的定语从句及间隔性定语从句.3,学生在一定程度上提高阅读微技能和用英语思维,推理,判断的能力.4,能用First,Next,Then,Finally来口头陈述事件.Ⅲ, 教学设计A. Warming up:Task 1:Talking about natural disasters1. What natural disasters did you talk about yesterday Do you know some others2. Have you ever experienced one of these disasters Can you describe what it was like and how you feltB. Pre-readingTask 2: Looking and guessing:1. What can you see in the picture2. What happened to them finally3. What words will you use to describe this disasterC. Fast readingQuestions:1.What natural disaster did Flora and Jeff suffered (Flood)2. What rescued them (Chimney)D. Careful readingTask 3: Dividing the whole passage according to thechange of the places.Para 1:In the gardenPara2:On the way to the housePara3:Inside the houseTask 4: ImaginationQuestion 1:What was the house like ( B )A,a flat B,a house with two floorsQuestion 2:What words support your ideaTask 5 :Reading for the second time and finish the following diagramplacesfloodreactionfeelingsTask 6 Imaging the end of the storyE. Practice for understanding and word studyF. ConsolidationTask 7,Retelling the story according to the diagram:Post readingTask : Discussion.1, Will the disaster change Flora and Jeff's life How Expanded reading: The Day That Changed My Generation Read the material and do some exercises.Homework:写阅读笔记阅读格式卡Date:Unit ( )Lesson( )General idea:Contents:Comment:板书设计Unit 4 Unforgettable experiencesplacesfloodreactionfeelingfirstin the gardenroar, advancewave, shout runsurprisedpuzzlednexton the way to the housesweep, swallow, flowseize, drag ,go down, open, pull ,look into, hold, strugglefrightenedtheninside the housestrikemove updestroyclimb, cryhopefulFinally:F V I F S E I Z E MOFYKHNGYOJHIDRAGDPTXYFENKICUBSTSSIEBFLOWASTRUGGLEAKERRABNVQLJZOFIHYNPLBXYZOKCGTOADV ANCEFIWF V I F S E I Z E MOFYKHNGYOJHIDRAGDPTXYFENKICUBSTSSIEBFLOWASTRUGGLEAKERRABNVQLJZOFIHYNPLBXYZOKCGTOADV ANCEFIWF V I F S E I Z E MOFYKHNGYOJHIDRAGDPTXYFENKICUBSTSSIEBFLOWASTRUGGLEAKERRABNVQLJZOFIHYNPLBXYZOKCGTOADV ANCEFIWPeriod 6 Writing & assessment(1.5 periods)Ⅰ,教学内容与教学目标学生通过学习一篇四川之行的游记范文,能根据写作步骤提示,用First, Next, Then, Finally组织材料写一篇自己亲身游记(unforgettable trip),并能写出一两个含定语从句的句子.根据克拉申(krashen)的输入假说:"写是输出的过程,是在前面多方式,多渠道的足够可理解输入的情况下,而达到的自然输出.根据我们前面提出的P----T----P自主学习立体模式,我作如下设计.Ⅱ,教学设计Pre-task:激发背景知识,明确写作要求,主题目的,写作步骤Activity 1. remind of the unforgettable experiencesIn our daily, many things are unforgettable. They are worth writing down. For example, (显示画面)a disaster; a war; a match; a speech; a film; a famous person; a talk with somebody; a trip; etc.(目的:承上启下,激发写作情境)Activity 2. travel around our country.For me, going on a trip is really unforgettable because it is exciting and there are a lot to see in our motherland. Look at the pictures and guess where it is.Beijing; *The Great Wall; *Mount Huangshan *Mountain Emei; *Hainang Seaside; etc. (Or local places of interests.) (目的:为阅读做准备;欣赏美丽河山,激发写作欲望;) Activity 3. A trip to SichuanDuring the first week of May, the three boys went on a holiday to Sichuan. Read and find what made the writer unforgettable. (Buddha in Leshan; Monkeys on Mount Emei.)Read again and answer the following questions:1. Why did they choose to go to Leshan and Emei2. How did they get to the top of the mountains3. What did they do before the trip (First, Next )4. What did they see and do on Leshan5. What did they see and do on Mount EmeiPair work: Retell the trip to Sichuan, with the help of the following:During the first week of May I went on a holiday to Sichuan. First.Next.The next dayLeshanThe next morning EmeiFinally…(目的:可理解的输入为写作做语言上的准备)Task-cycle: M-M-C practice ①mechanical practice(学生活动:朗读;找词;找句型)Find the sentence with the following meaning:1) 我找出一些成都附近名胜的照片.2) 我接着打电话给一旅行社,我在报纸上发现它的号码.3) 我们带了几瓶水,一些苹果和橘子,装入我的包里.4) 我们先去乐山,在那里我们一直爬到山顶看佛像.②meaningful practice(学生活动:模仿性造句;仿写作文)围绕Unforgettable trip主题用which; whose; where等造句.③communicative practice(学生活动:回答问题;连句成文;润色) 1. First, students quickly write down 20 short sentences about their trip, with the help of questions in the text.2. Next, students try to put the sentences in order, using "First, Next, Then, Finally"3. Then, students write the story, using linking words and relative pronouns.Post-task:作文展示,交流评价(同伴评价,课堂集体评价,教师评价)同伴评价实际上是合作形学习的一种形式,其重要理论基础就是考卡夫(Kafka, K)最早提出的"群体动力理论"(group dynamics).四, 教学评价通过评价,使学生在英语课程的学习过程中不断体验进步与成功,认识自我,建立自信,调整学习策略,促进学生综合语言支用能力的发展.评价也能使教师获得英语教学的反馈信息,对自己的教学行为进行反思和适当调整.为此,本单元的评价包括以下几项:1, 把阅读格式卡存入学生学习档案夹:阅读格式卡Date:Unit ( )Lesson( )General idea:Contents:Comment:2, 形成性评价3, 单元终结性评价Ⅰ. Multiple choice1. - A ship makes me unforgettable after I saw a famous movie.- Do you mean the ship, Titanic, ______ sank after hitting an icebergA. whoB. whichC. whoseD. where2. - Do you know Zhang Heng- Is he the man _______ made the earliest seismograph in 132A. whoB. heC. whoseD. which3. Flora, _______ garden was swallowed by the flood, was crying.A. whoB. thatC. whoseD. where4. On the top of Leshan, there is a really big Buddha, in front ________ Wei Bin took photos of us.A. itsB. on whichC. from whichD. of which5. - Three young school boys were ______ by the water when swimming on a hot afternoon!- What a bad accident!A. swallowedB. sweptC. gotD. caught6. The lamplight ______ out through the heavy fog, which gave travelers a light of hope.A. struggledB. draggedC. turnedD. found7. On October 17th, 1989 a strong earthquake _____ San Francisco and killed over 100 people.A. advancedB. took placeC. struckD. seized8. Look, the baby lion, which was just born two days ago, is trying to ______ its feet.A. get onB. get ontoC. get upD. get in9. Trees ______ badly during the terrible storm.A. pulledB. shookC. destroyedD. flowed10. Tree after tree was ______ by the water, which must have been three metres.A. cut upB. cut downC. cut offD. cut inⅡ. Cloze testWhat an unforgettable day! At the moment Flora was so surprised at the big _11_ of water which was advancing quickly towards her in her garden that she couldn't move. Jeff rushed to seize her arm and they ran together to the house. _12 they got to the house, the waves _13_ them down twice. Jeff pulled Flora up with a lot of difficulty, _14_ onto a tree that grew against the wall. The water, _15_ was cold as ice and flowed faster than a river, was above her knees. They looked into each other's faces, _16_. The chance of being rescued was slim. They opened the door to the hall and got the chance to climb _17_ to the second floor. The water moved up like a sea. Flora started crying. The house would fall down!They had to find the 18_ because it would stand. Jeff looked out of the window. Tree after tree _19_. The garden was completely destroyed, swept away by the wild water. A terrible noise went through the house. Before the whole house went down in the _20_, they saw the chimney.11. A. group B. collection C. mass D. crowd12. A. Before B. After C. Until D. Once13. A. cut B. swept C. pulled D. went14. A. cracking B. flowing C. holding D. catching15. A. which B. it C. that D. where16. A. frightened B. surprised C. relieved(松口气) D. excited17. A. downstairs B. upstairs C. above D. under18. A. tree B. hall C. tower D. chimney19. A. swept away B. swallowed C. went down D. pulled down20. A. storm B. flood C. earthquake D. fireⅢ. Translation. Put the Chinese into English to complete the following sentences.21. The climate ___________________________(全球的科学家们在担心的) is becoming warmer and warmer. 22. We feel as if the earth were in the greenhouse ______________________(由玻璃做成的).23. The scientist ___________________________(他的研究是关于温室气体的) is doing an experiment.24. We find it hard to find an interesting place__________________________(那里天气不会太热的) in Africa.25. People ______________________(生活在沙漠地区的)lead a hard life.26. Pollution, _______________________(给人类带来重大灾难的), is said to be one of the main causes of global warming.Key:21. (that/which) scientists all over the world are worrying about22. that/which is made of glass23. whose research is about greenhouse gases24. where it is not too hot25. who live in the desert26. which brings man terrible disasters4, 单元测试学生自我评定表单元名称Unit _______失分错解题号错解原因仍存疑点对策5, 任务型活动:配图说明.找出记一次外出游玩的系列照片,制成小册,配以英语说明,然后全班展示.。
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.。
Unit 4 Natural Disasters教学设计-高中英语人教版(2019)必修第一册
指导思想1.普通高中英语课程标准根据《普通高中英语课程标准（2017年版）》，英语课程教学将秉承“立德树人，学科育人”的教学理念，明确以培养英语学科核心素养为课程目标，聚焦发展学生的语言能力（基础要素）、文化意识（价值取向）、思维品质（心智特征）和学习能力（发展条件）。
关注学科育人价值，关注学生思维发展，关注核心素养落地。
2.课程六要素整合理念六要素为主题语境、语篇类型、语言知识、文化知识、语言技能和学习技能。
课程六要素是一个相互关联的有机整体，共同构成核心素养发展的内容基础。
学生围绕某一具体语境，依托不同类型语篇，运用语言技能获取、梳理、整合语言知识和文化知识，并运用各种学习策略，提高理解和表达的效果。
3.英语学习活动观英语学习活动观是一种遵从“育人”理念，以英语学科核心素养为目标，学生为主体教师指导的教学活动组织形式。
该教学主张由三类具有关联性、递进性的学习活动构建，依次是学习理解类活动、应用实践类活动、迁移创新类活Step 3: First reading (8 mins):news Tsunami Hits Asia: Over 6,500 Dead, T asks Ss to make a judgement of a sample summary and then write a summary of their own version.Here is one summary of the news report.Read and check the main points it includes. Then write your own version.Writing1)Firstly, ss read the text and write a list of main elements(details), filling the first column of the table. T then give the suggested answers.P1: Strange things happened in the countryside before the earthquake.P2: An earthquake hit Tangshan, China on 28 July 1976.P3: More than 400,000 people were killed or badly injured.P4: Nearly everything in the city was destroyed.P5: The government and soldiers came and began rescuing and rebuilding the city.2)After that, ss write down the main idea of each paragraph based on the elements(details) in the first column, filling the second column of the table.Step 7: Drafting (15 mins)Step 9: Revising (5 mins)Ss get back their draft back and revise it according to the feedback they get from their partners. Students are encouraged to put forward questions on what they are not understand.Homework。
高一英语必修1 unit4教案(全单元)
一．教学内容分析本单元话题为“地震”，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震展开。
本单元共分八个部分。
Warming-up 部分通过两张图片引出话题“一旦地震发生，将会造成怎样的危害”，为后面的主题作了一个热身运动。
Pre-reading 部分设置了两个开放性问题，目的是增加学生的生活常识，提高他们的应变能力。
这部分为接下来的阅读作了很好的铺垫，学生可通过套乱，参阅有关地震的书籍并运用一些生活常识来回答这两个问题。
Reading 部分具体描写了1976年唐山大地震的震前、震中和震后。
作者详细描述了地震来临前的一些不正常的自然现象及动物的反常表现；地震的来势汹汹并在顷刻间将整座城市夷为平地；震后人们勇敢面对现实并及时实施抢救和重建工作。
Comprehending 部分包括三组练习，主要目的是为了帮助学生更好地理解Reading 部分的文章。
Learning about Language 部分分为两个部分：Discovering useful words and expressions和Discovering useful structures.第一部分要求学生在把握文章的基础上，掌握重点词汇的词义及时用，这更注重培养学生运用上下文猜测词义的能力。
其次还对一些复杂的数字读法进行了检测。
第二部分则结合文章学习定语从句。
Using Language 部分分为Reading ，Writing and Speaking ；Listening 和Writing 。
Reading ，Writing and 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 部分讲述了一位地震幸存者的故事，并根据听力材料进行正误判断和回答问题，旨在培养学生获取细节的能力，并通过听来模仿标准的语音和语调。
Writing 部分要求学生报纸写一篇新闻报道，学习如何按照规范的步骤进行写作，如选择适当地标题和组织语言等。
人教版(2019)必修第一册Unit 4 Natural Disasters The 教学设计
人 教 版 必 修 一 Unit 4 Natural Disasters The Night the Earth Didn't sleep 教学设计1.Teaching ObjectivesKnowledge objectives Students should have a clear understanding of the main idea of the article,grasp the details of the article,and ultimately summarize and retell the content of the article;At the same time,it is necessary to master and learn to use key vocabulary and sentence patterns that appear in the article.Capability objectives Under the guidance of teachers,students are capable of utilizing reading strategies to accomplish tasks,acquiring proficiency in both intensive and extensive reading techniques,and attaining effective comprehension of articles;Be able to summarize the main idea of different paragraphs on your own and master different reading skills based on different topic types.Emotional goals Understand major natural disasters that have occurred in China,establish awareness of disaster prevention and self-protection;Through autonomous internalization and group discussion,stimulate students'motivation for reading and learning,and cultivate their spirit of cooperative exploration.2.Teaching Focus and DifficultiesTeaching focus Enable students to comprehend the central concept of the article and gradually grasp its intricate details and clues.Furthermore,guide students in deciphering the discourse structure and logical relationships present within the text;Be able to master the key vocabulary,sentence structures,and grammar of this lesson. Teaching difficulties Summarize reading problem-solving skills through different types of questions, cultivate students'self-directed learning ability and collaborative exploration ability.3.Teaching ProcessStep 1 Leading-in(3mins)Firstly,teacher plays a video clip about Tangshan earthquake for students to watch. After watching,ask students:What happened in this video?What do you think of the video?·····Design intention: Use video clips to attract students³attention,create thematic context,introduce themes,ignite students’interest in reading and awaken their preexisting knowledge base.At the same time,introduce some new words through dialogue to eliminate vocabulary and background barriers.Improvement points of core literacy:Step 2 Prediction (3mins)Before reading,show the picture that appeared on the textbook and the title of this article for students to predict and ask“what does the title mean?What will happen ifthe earth didn't sleep?What the text mainly talk about?”Design intention: Predict the content of the material based on the title,cultivate students'cognitive strategies,and form reading expectations.Step 3 Presentation (3mins)The teacher presents a range of questions,varying from simple to complex,and students employ reading strategies to locate answers in relation to those questions. (Instruction:Please skip and scan the passage and think about four questions.) ·When did the earthquake happen?(For level C)·What damage did it cause to the city andpeople?(For level B)·What happened later that afernoon?(For level B)·How did people feel?(For level C)Design intention: Students can gain a preliminary understanding of the main content of the article through rapid reading,improve skimming skills,and purposeful reading.Step 4 Assimilation(15mins)Firstly,students should read this passage carefully.After reading the article thoroughly,test students’mastery of the details of the article by sorting it. (Instruction:Answer these questions.)·Who came to the rescue?(For level C)·What did they do?(For level B)·What does the author mean by“slowly the city began to breath again?”(For levelA)Secondly,the teacher elucidates the new vocabulary,crucial grammar points,and challenging linguistic elements within the article,aiming to facilitate a deeper comprehension for students.(Directions:Let us concentrate on the emphasized words within the context and collectively endeavor to learn these terms.)Design intention: Questions can help students better understand the main idea of the article and the discourse structural relationships and sorting can help students quickly clarify the context of the article.Step 6 Discussion (20 minutes)Group Discussion (1)This stage involves a discussion among group members,following theindividual internalization process,where each person raises questions and discusses solutions in the order of illuminating the exam.During the discussion,students can focus on prompts provided by the teacher or extend upon the knowledge points presented in the article.The conversation flows from addressing questions raised by group members to assessing each other's learning progress.Through this interaction, students gradually consolidate impressions and form knowledge.Group leader assigns tasks based on students³English proficiency.In addition to peers monitoring each other's contributions,teachers play a crucial role in facilitating timely discussions.During these group discussions,students are encouraged to take notes in class and organize the collective“Shine -Test-Help”approach,aim ing to enhance understanding and learning outcomes.Design intention:Group discussions are communication between students,allowing them to more freely express themselves.By fostering a desire for self-expression and fostering appropriate competition,students'learning motivation can be further augmented.Concurrently,outstanding students serve as motivation for those who may be slightly less proficient,encouraging them to engage actively in critical thinking and kindling a thirst for knowledge among all students.Teacher Spot Check To foster active participation in discussions,teachers should maintain continuous surveillance in the classroom,promptly seizing hold of students'discussion topics. Timely intervention is key,involving oneself in students'dialogues,providing timely feedback,and awarding grades.This approach serves to kindle students ⁷enthusiasm for engaging in the process.Furthermore,teachers should conduct spot checks in a random manner,selecting diverse students in each class to ensure that every student gets a chance to voice their opinions.Additionally,teachers must encourage students’expressions and st rive to refrain from criticism to safeguard students ’ self-esteem and maintain their eagerness for learning.··Design intention: Teachers are the organizers of the classroom and need to timely grasp the teaching progress and make adjustments to the learning situation. Free Questions This section features a lively discussion and exchange of ideas among groups,as well as between students and teachers.Groups are encouraged to pose questions related to the“Shine -Test-Help”approach or any other topics they consider exploratory.Both students and teachers can contribute to this process.Given the limitation of time,teachers are advised to carefully select representative questions and inspire students to delve deeper into the article.For instance,posing thought-provoking questions like,“How will this article enhance your future academic pursuits and personal life?”;Summa ry questions such as“What do you think about scientific spiri t after reading the article?”;It is crucial to note that at this stage,teachers play a pivotal role in encouraging students to overcome their fears and shyness,and to boldly ask questions without hesitation.Design intention: Free questioning represents a mutual exchange in which both teachers and students actively participate.It serves as a crucial avenue for teachers to gather valuable learning feedback and simultaneously enhances students’oral communication skills.●Teacher SummaryFinally,The teacher offers additional clarifications on the knowledge points that students may have overlooked,summarizes the content covered in the lesson, outlines the reading techniques utilized in comprehension,and presents practice exercises to promptly reinforce students'application skills.Assign homework after class.Due to the examination of students’mastery abilities in detail comprehension questions,main idea questions,guessing questions about word and sentence meanings,and logical reasoning questions in this experiment,four types of questions are used as examples to explain reading skills.Step 6 Homework (1min)Students need to write down their own mind map about this passage . Students should summarize the Shine-Test-Help.(for level A,B,C) The content that they perceive with the deepest sentiment,derive the utmost benefit from,and hold the highest appreciation for during the learning process is Shine-Test-Help.If you comprehend something yet believe others might harbor ···doubts,articulate it in the form of inquiries to provoke others,which constitutes Testing You.Convey your uncertainties,incomprehension,or aspirations for clarification through posing questions,and seek assistance from your classmates during group discussions,thereby embodying Helping Me.It can be the knowledge as follows:Figure of speech:students can identify the use of figurative language within this article and enumerate the corresponding sentences.·Numbers:students can find the numbers of this passage,and illustrate the function.Important and difficult phrases. Literary journalism:its language feature and the examples. ·Others.Tips:No quantity is required,but at least one at each point.Draw a mind map of the text including Transition words and Key details.(fo r level A,B)Organize a group presentation on what we should do when hearing about an earthquake happening in a certain place.(for level A) ·····。
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。
人教版必修第一册UNIT4 Reading for Writing板块教案
人教版必修第一册UNIT4 Reading for Writing板块教学设计教材分析：【What】阅读材料1 TSUNAMI HITS ASIA:OVER 6500 DEAD是一篇2004年有关亚洲海啸的新闻报道。
报道中主要提及海啸发生的时间、成因（近40年来最强烈的一次地震）及其对沿海国家印度尼西亚、索马里半岛、斯里兰卡、印度、泰国等国家造成的人员伤亡情况；材料2 summary是前一篇报道的摘要，简明扼要地介绍了海啸发生的时间、地点、造成的伤亡情况。
材料3：The Night the Earth didn’t Sleep为本单元第2、3节课的一篇新闻报道，主要讲述了唐山大地震发生的整个过程；【How】新闻报道的特点是，文字简洁明了不啰嗦，所表达的观点客观中立不偏向。
材料一是运用大量数词说明海啸造成的严重后果，并分国家列出。
材料2 Summary部分仅用3句话概括了此次海啸情况。
语言高度凝练概括。
材料3 the Night the Earth didn’t Sleep 的语言精练，准确，信息含量大。
文章前后逻辑关系较强，联系紧密。
【Why】新闻报道的目的是为了说明何时、何地发生了何事。
这样的文体写作能让读者很快抓住文章主旨，获取信息。
材料1和材料2进行对照，起到很好的比较、归纳的作用。
学生不仅能够循序渐进地掌握概要写作的定义及方法。
材料3以其清晰的文章脉络结构及语言组织，使得学生比较容易归纳出各段的段落大意，而这恰恰是概要写作的重要一环。
学情分析：1.高一年级学生有一定的形象思维能力，能够进行简单的推理。
但相比先被告知定义再去做练习的演绎法，学生更容易接受从现象到本质的归纳法，所以读写结合的方法也正是为了适应学生的思维发展特点而采取的一种教学方法。
但是，学生的总结规律，发现事物的能力还不是很强，所以需要老师给予适当的引导和帮助。
2.通过前几节课的学习，特别是第2、3节课对材料3的精读，学生已经初步掌握了一些关于自然灾害的词汇，并已经梳理出了每一段落的段落大意，学生在此基础上能够很快找出各段落中的主要信息。
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。
人教版英语必修一unit 4教学设计
Unit 4 教学设计一、教材分析高一英语第4单元的话题是“unforgettable experiences”，整个单元的设计围绕这一话题展开听、说、读、写多种教学活动，内容涉及“谈论过去的经历”、“描述任人物、事件以及人的感觉”、“学会在一篇文章中用First,Next,Then ,Finally来组织内容”等，让学生初步了解定语从句，学会使用关系代词who ,whom,whose,which,that 的用法。
我上的这节课是本单元的课后阅读训练，它是继前面几个课时内容的延伸，单元教学内容中阅读部分安排了一篇描述洪水的文章，而这篇课文是描述地震的文章，结合目前时事，我想以此为载体让学生在完成阅读任务的基础上对地震的知识有更多的了解，所以设计了这一课时。
二、教学目标(一) 知识目标：学习描述地震灾害的常用语，能简单的描述地震的发生原因。
(二) 能力目标：（1）发展学生听、说、读、写的基本技能，提高阅读技巧，培养综合语言运用的能力；（2）能利用上下文理解单词的含义（3）能根据所读材料运用适当语言进行复述。
(三) 德育目标：通过本文的阅读让学生对地震有更多认识，加强自我保护。
确立教学目标的依据：通过听、说、读、写四项基本语言技能的训练，使学生形成综合语言运用能力，激发学生的学习兴趣，为真实语言交际打基础。
此外，每一门课程都应该尽可能结合学科特点，把培养学生的情感融化到日常教育教学中。
(四) 重点与难点：（1）重点：1．利用不同的任务训练skimming, scanning, careful reading等阅读微技能；2．对地震知识的更多了解。
（2）难点：阅读技能的训练。
三、教学流程：教师将学生分为7组,每组6名同学，并制定小组长及其成员的共同任务和个别任务（或讲演或板书或是评分）。
１、创设情境，新课导入，明确任务（5分钟）由教师朗读一段有关灾害的听力材料，让学生回答时间地点事件。
然后，教师继续：在日常生活中我们可能会遇到各种各样的自然灾害，询问学生知道的灾害，展示图片让学生对此有所了解，然后展示一幅完美的城市图和灾后城市图进行比较，猜测发生变化的原因，从而引出课题，这样通过师生互动，激活主题，激发了学生的学习兴趣，对后面进行本文的阅读做了铺垫和准备。
必修一unit4教案
必修一unit4教案教案标题：必修一 Unit 4 教案教案目标：1. 通过本单元的学习，学生将能够掌握有关环境保护的词汇和表达方式。
2. 培养学生对环境问题的意识和责任感。
3. 提高学生的听说读写能力，特别是阅读和写作能力。
教学重点：1. 掌握环境保护的相关词汇和表达方式。
2. 培养学生的环保意识和责任感。
3. 提高学生的阅读和写作能力。
教学难点：1. 如何引导学生思考环境保护的重要性。
2. 如何提高学生的写作能力，使其能够表达自己对环境问题的看法和建议。
教学准备：1. 教材：必修一 Unit 42. 多媒体设备3. 板书工具教学过程：Step 1：导入（5分钟）1. 利用图片或视频引导学生思考环境保护的重要性。
2. 引发学生对环境问题的讨论，鼓励他们提出自己的观点和看法。
Step 2：词汇与表达（15分钟）1. 呈现本单元的相关词汇，并帮助学生理解词汇的意义和用法。
2. 引导学生运用这些词汇进行对话和表达，加深他们的记忆和理解。
Step 3：阅读与理解（20分钟）1. 分发阅读材料，让学生独立阅读，并回答相关问题。
2. 引导学生进行小组讨论，分享自己的理解和观点。
3. 整理学生的观点和问题，进行集体讨论，澄清学生的疑惑。
Step 4：写作练习（20分钟）1. 引导学生以本单元的主题为基础，写一篇关于环境保护的短文。
2. 提供写作指导和范文，帮助学生组织自己的思路和表达方式。
3. 鼓励学生互相交流和修改自己的作文，提高写作质量。
Step 5：巩固与拓展（10分钟）1. 进行小组或全班讨论，让学生分享自己的环保经验和建议。
2. 引导学生思考如何在日常生活中更好地保护环境。
3. 提供拓展阅读材料，让学生进一步了解环境保护的重要性和方法。
Step 6：作业布置（5分钟）1. 布置相关阅读和写作作业，巩固学生对本单元内容的理解和运用能力。
2. 鼓励学生积极参与环保活动，并写一篇关于自己参与活动的心得体会。
高一英语必修一unit4教案
Unit4 EarthquakeWarming-upStep1. Lead-in----video of different natural disastersT: Our hometown is a place full of a kind of disasters. What is it? Typhoon, earthquake, hurricane tsunami, flood, tornado, drought…are all called natural disasters.Q. what damage will they bring about?---- everything in ruins/ death/ losses…Step2. Introduction of Earthquakes (Let students get the general idea of earthquake)Q: what do you know about earthquake? What causes quakes and where do they often happen? How to predict an earthquake?Q: How to avoid being hurt?? ----through gamesQ: Have you heard of any land earthquakes?----Two pictures in warming-up: Tangshan Earthquake and San Francisco Earthquake.Q: What do you know about these two earthquakes?Step3: Listening1. Pre-listening----brief introduction of San Francisco EarthquakeQ: When did the quake happen?Q: what damage did bring about?---- About 700 people died in the earthquake and the fires. And as many as 250,000 people lost h omes…2. While-Listening----according to the exercises in the text book3. Post-listening----How can we reduce the damage of earthquake? What can we do? Step4: Homework---- preview the reading “A Night the Earth didn’t Sleep” and learn new words of this unitReadingStep1. Lead-inT: We have a visit to the museum of natural disasters, and you have learned about some brief introduction of most disasters. Today, I want to show you round the earthquake department, and I hope you will like it and le arn some useful knowledge. Now let’s go.T: At the very beginning, I want to know how much you know about anQ1: What would you take with you if a quake happened?Q2: The best way to save yourself is to know there will be a quake before it happens. What kind of signs can tell you that there is a quake? Q3: What kind of damage can an earthquake cause?S: buildings are destroyed; people are killed; families are broken…T: Let’s have a look at some pictures of such terrible site. (Pictures of quakes)T: (The last picture is monument of Tangshan quake.) Do you know what this is?Step2. Pre-ReadingT: 30 years ago, on the day July, the 28th, a terrible disaster suddenly happened, and the beautiful Tangshan was removed from the map. This is Tangshan quake. Does any body know something about Tangshan quake? T: Let’s read a news report about the famous quake.Step3. While-readingI. Skimming & scaringGet the students comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading.T: First please skim the passage fast to obtain/ get a general understanding of the whole passage. And underline the answers to the following questions.II. While reading, divide the whole passage into 3parts and find out the main idea of each part.Para.1 before the quakePara.2-3 during the quakePara.4 after the quakeII. Careful-readingRead the passage again and try to get more detailed information.T: Now let’s read the passage again and find more information. Join the correct parts of the sentences. (Turn to page 27, ex1)T: Now you have read the passage carefully, please put the sentences in order. Number each of these things during the Tangshan quake.(Turn to page 27, ex2)T: here are some more work for you. You can work in groups.T: Let’s watch some pictures, and comparing the old Tangshan, the Tangshan after quake, and the new Tangshan we see today.Step4. Post-reading (discussing)T: After read the news report, and see so many pictures, what impresses you most? Why?Or what do you learn from such a disaster?(Self-rescue, environment protection, rebuilt, love and help)I: self-rescue (a video game)T: When in a quake, if you know some self-rescue skills, you mayprobably save yourself. If you want to know some of the skills, click here. (Link to the index)Let’s do little game to see how much you know about self-rescue.II. What did they suffer and feel?T: Can you understand what they suffer and what they feel after such a disaster?T: If you were one of the rescuers 30 years ago, what could you say and what can you do to comfort them? Or how could you help them?III. RebuildingT: we see that the new Tangshan has been set up. What is needed to rebuild Tangshan.IV: environment protectionT: nowadays there are more disasters than before. One of the reasons is that we pay more attention to our economy development than the earth we live.Look at these pictures. What can we students do to save the earth?T: Though the disasters destroy buildings, people’s lives, but it c an not destroy the love among us.Step5. Homework1. Find more news reports about earthquake.2. Write a piece of news about Tangshan. You can use the information in the passage.Using LanguageReading, writing and speakingStep1. Lead-in(Teacher shows a series of pictures of some disasters on the screen, let the students talk about their feelings or anything they feel about the pictures.) (The pictures are: fire, hurricane, typhoon, tsunami, earthquake…)T: In this unit, we learn a lot about disasters. We know disaster is not a good thing to us. We often feel sad or sorry if a disaster happens.T: Right now, you have just seen some of the disasters. Do you feel worried about these refugees?Ss: Yes.Step2. DiscussionT: Yes, everybody will feel sorry for them. But who is the most worried people when a disaster happens?Ss: families and friends / government and president / ……..T: Suppose, there is an earthquake happen somewhere in China, and you have a friend happens to be there. You are very worried. What will you dowhen you hear that an earthquake happens there? (Let the students discuss with their partner)Ss: I will feel very worried. I will make sure my friend is Ok as soon as possible. I will make a call to see if he is Ok.T: Again, suppose you are a president of a country, and an earthquake happens in your country. What will you do?Ss: It is my duty to comfort the refugees and the society. So first I will make a live speech to the whole country, telling my people that I know it and I will try my best to organize the rescue work and the rebuilding work after the earthquake.T: Yes, you are very clever. In fact, a real president will do just as you said ----- to make a speech. Now just let’s listen to a real speech made by President Bush after a big earthquake hit India on the first day of New Year.(Play the tape record for the students)Step 3.SpeechT: Right now we’ve just listened to a speech made by President Bush. Do you know something about how to make a speech? Can you tell me when should we make a speech?Ss: a speech competition / election / the beginning of a new year / the opening of some activity / anniversary…..T: Yes, people need to make speeches at those times. Then do you knowhow to make a speech? What should we contain when we make a speech? Ss: Introduction: Give a strong first impression & preview your speech Body: Explain your ideas and support themConclusion: Review your speech and leave a lasting final impression. Step4. TextT: It seems that you know a lot about making a speech. I remember we say that we may need to make a speech when it is some important anniversary.T: You know 2006 is the 30th anniversary of Tang Shan Earthquake. Here is an invitation, inviting you to make a speech about it. You can look at the letter on your text book.T: You can include these points in your speech;1. thank Mr Zhang Sha and the city government for inviting you to speak2. thank the visitors, especially the survivors3. thank those who worked hard to save survivors4. list some of the things the workers did to help the survivors5. thank those who worked hard to build the city6. describe your feeling about the city, which is known as the “Brave City of China”.7. encourage the people to be always proud of their city.8. thank the visitors for listening to your speech.T: So try to give a speech, using these points. Now I will give you 5miniutes to finish the speech.(after 5 minutes)Step5. Speech contestT: Times up. Have you finished your speech? Ok, I think it is time for us to hold a speech contest. We have 4 groups in our class. Each group, please choose one contestant to represent your group and join the class speech contest. …, …and … will be the judges.(Ask each group to give a speech and the chosen judges will choose the winner.)T: Congratulations to the winner!Step6. ConclusionT: In this lesson we learned a lot about speech and we also made a speech by ourselves. So do you know how to make a speech now?T: At the end of the class, let’s enjoy a very famous speech in human history.(Abraham Lincoln Gettysburg Address)。
人教版英语必修一教案：UNIT4.doc
必修1 Unit4 A Night the Earth Didn’t Sleep 教学设计教学内容：本课是高一必修1 unit 4的阅读课，其主题是“地震”。
“阅读”（reading）部分是一篇关于1976年唐山大地震的记叙文。
文章讲述了唐山大地震爆发时的情景。
通过该文章的阅读，让学生了解地震之前会发生的预兆，地震对人民的生命财产早晨的巨大损失。
同时要对学生进行在灾难临头之际如何自救的思考以及一系列英语知识和技能的培养。
学情分析：教学对象为高一学生，智力发展趋于成熟，他们的认知能力比以前有了进一步的发展，已经有了初步用英语获取信息，处理信息和分析问题和解决问题的能力。
但是本课讲述的是1976年的唐山大地震，距离我们的学生比较遥远，且本地学生从未经历过地震，有关地震知识也相对贫乏，因此他们很难想象当年地震爆发时的悲惨景象。
此外，学生的英语基础和接受能力差异很大，对英语学习缺乏自信和兴趣的学生不在少数。
这就要求执教者思考怎样为不同层面的学生设计不同的学习目标和任务，注重对学生自主学习和合作探究学习能力的培养。
教学目标（Teaching aims）：1. 语言知识Learn about signs before earthquakes and some knowledge about how to escape from an earthquake and how to offer help to people during an earthquake.(了解地震预兆常识以及地震中自救和救他的知识)词汇：shake, crack, burst, pipe, canal, steam, destroy, ruin, injure, survivor, brick, dam, steel, shock, quake, rescue, electricity, disaster, bury, mine, shelter, fresh,短语：right away, at an end, as usual, tens of thousands of, lie in ruins, be trapped, dig out, a great number of, put up think little of句型：It seemed that the world was at an end.All hope was not lost.The number of people who were killed or injured reached 400,000.2. 语言技能能运用所学知识来描述地震前兆，危害及震后救援；能整合信息，提高学生的交际能力。
人教必修一Unit 4 读写课-教学设计
必修一Unit 4 Reading and WritingTeaching Objectives:1.Improve vocabulary and language skills through context-based learning.2.Enhance students' reading comprehension skills, including skimming, scanning, and understanding main ideas.3.Develop critical thinking by analyzing the causes and impacts of the tsunami.4.Foster empathy and global awareness by discussing the human stories and challenges faced by the affected individuals.Teaching Key and Difficult Points：Understand the devastating impact of the tsunami and analyze the causes and effects of the disasterHelp students understand the complex factors contributing to the tsunami's impact and encourage thoughtful discussions about global cooperation and disaster preparedness.Teaching Procedure:Step1. Pre-Reading:Engage students in a brief discussion about natural disasters they are familiar with. And then show images of tsunamis and discuss their causes.Ask students to predict what the article might be about based on the title and images.Step 2. While- reading:Activity 1: Skimming and ScanningProvide students with the article and ask them to skim through it to identify the main countries affected by the tsunami. In pairs, have students scan the article to find the total death toll and the magnitude of the earthquake.Activity 2: Understanding DetailsDivide the class into groups and assign each group a specific country mentioned in the article (e.g., Indonesia, Sri Lanka, Thailand). Create multiple-choice questions based on the article content. For instance:1. How did Chandra Theeravit, a local Thai woman, describe her experience during the tsunami?A. She was having breakfast with her family when they were trapped inside their home.B. She felt a strong earthquake while having breakfast.C. She witnessed large waves crashing into the coastlines.D. She had to leave her home and belongings to escape to safety.2. What challenges are expected in delivering foreign aid to the tsunami-hit countries?A. Lack of available suppliesB. Damaged roads and dangerous conditionsC. Inadequate funding for relief effortsD. Limited cooperation from affected governments3. What topic does the article suggest for further research and reflection?A. The economic impact of the tsunami on global marketsB. The historical occurrence of tsunamis in AsiaC. The importance of disaster preparedness and global cooperationD. The role of local communities in providing relief to disaster-stricken areasStep 3. Post-Reading:Activity 1: Reflection and DiscussionLead a class discussion on the emotional and physical challenges faced by the individuals mentioned in the article (e.g., Chandra Theeravit). Encourage students to reflect on their own reactions to the news and discuss how they would feel and respond if faced with a similar situation.Activity 2: Guidelines for Disaster Self RescueShow students disaster self-rescue videos, including earthquakes, floods, typhoons, etcSummarizing and WritingAsk students to write a brief summary of the article in their own words. Encourage them to express their thoughts on the importance of global cooperation during times of crisis.Possible answer：The article discusses a powerful earthquake-triggered tsunami that hit Asia,causing significant casualties and destruction. Over 6,500 lives were lost across countries like Indonesia, India, and Thailand. This catastrophe underscores the urgent need for global cooperation during crises. Collaborative efforts in disaster preparedness and early warnings can save lives. The tragedy highlights the interconnectedness of our world and the importance of united international action for effective response and recovery.Homework:Assign students to research and present a short report on a different natural disaster, emphasizing its causes, effects, and the response to it.范文：The Wenchuan Earthquake, also known as the Great Sichuan Earthquake, struck China on May 12, 2008. It was a devastating seismic event with a magnitude of 7.9 that caused widespread destruction. The earthquake's epicenter was in the Sichuan province, and its effects were felt across the region.The earthquake resulted from the collision of the Indian Plate with the Eurasian Plate, causing immense tectonic stress along the Longmenshan Fault. This stress accumulated over time until it was released in a powerful rupture, causing the ground to shake violently.The earthquake caused extensive damage, including the collapse of buildings, landslides, and the formation of cracks in the earth. Thousands of lives were lost, and many more were injured. Infrastructure, including roads and schools, was severely impacted.China launched a massive and swift response effort. Rescue teams were mobilized, and relief supplies were dispatched to the affected areas. The government also focused on rebuilding and retrofitting structures to withstand future earthquakes. The disaster prompted international aid and highlighted the need for disaster preparedness.In conclusion, the Wenchuan Earthquake was a tragic event caused by tectonic forces, resulting in significant destruction and loss of life. The response efforts demonstrated the importance of preparedness and cooperation in mitigating the impacts of natural disasters.。
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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必修1 Unit 4 EarthquakesTHE FIRST PERIODIV. Choose the best answers.1) The title “A Night the Earth Didn’t Sleep” means “______”A. The earth was wide awake all night long.B. People on the earth couldn’t fall asleep that night.C. The earth shook like crazy and wouldn’t stop that night, causing great damage to people.D. Animals on the earth would not sleep that night.2) What can be inferred from the passage?A. If mice run out of the fields looking for places to hide, there must be an earthquake.B. If the earthquake had happened in the daytime, all the people in Tangshan city might have had a chance to survive.C. There wouldn’t have been such a great earthquake, if people had paid enough attention to some natural signs.D. If some natural signs had not been ignored, more people might have had a chance to survive.3）According to the author’s description, which of the following statements about the earthquake is not right? _____________.A. The whole nation felt it.B. Buildings were badly destroyed during it.C. Hard hills of rock became rivers of dirtD. A large number of people lost their lives.4) Which of the following statements can not be part of the main reasons for the heavy loss of life in Tangshan Earthquake?A. The earthquake happened in the deep night and people were sleeping in bed at the very moment.B. There weren’t enough rescue workers.C. The buildings were poorly constructed and most of them were destroyed in the earthquake.D. People were not careful enough to notice some natural signs before the earthquake.THE SECOND PERIODⅣ互动探究，小组展示（生生互动） language points 1. burst读下面的句子，猜测burst 的词性及词义1) Children try to burst balloons by sitting on them.2) That balloon will burst if you blow it up any more.3) She burst into laughter(out laughing ) to hear the news. 4) He burst into the room without knocking.burst 构成的常用搭配有burst into +n . = burst out doing 意为：__________________.burst into the room= break into the room 意为：___________用burst 的正确形式及其短语填空。
1) When he was driving, the tire _____________.2) The baby -girl_______ tears when she was watching Lion King. 3) Mr. Bean ___________ laughing while walking on the street. (answers: 1) burst; 2) burst into; 3) burst out) 2. ruin1) He wanted to become a doctor but his mother’s death was the ruin of his hope.2) She poured water over my painting and ruined it.3) The castle is now in ruins.ruin动词或名词，意为“______”，其复数形式ruins意为“_________”，in ruins意为“_________________”。
fall into ruin成为废墟be/lie in ruins 成了（呈）一片废墟1.用ruin的正确形式填空:1) The big flood not only ______ the crops, but also left the whole town in _______.2) People built shelters among the ________ (ruin) of the city.3) After the war many buildings__________(成为废墟).☆词语辨析用ruin, damage与destroy填空(1)The car ________ in the accident was under repair.(2) Finally the fire ______ several houses and made some people homeless.(3) This unpleasant man with his endless complaints ________ my journey. (answers: 1）ruined; ruins. 2) ruins; 3) were in ruins / fell into ruin. 词语辨析.1) damaged; 2) destroyed; 3) ruined)3. injureI was seriously injured in the plane crash.John fell off the tree and injured his back.injur e→n._________伤害，损伤→adj._______受伤的the injured意为__________________(表示一类人)用injure的正确形式填空。
1) He ____________ his left hand in the fire..2）Liu Xiang dropped out of the race due to his foot ____________.3）___________were taken to hospital right away after the accident.☆易混辨析injure, hurt, harm和wound1) The driver was slightly___________in the accident.2）Actually she felt quite _________ at your rude words.3) The typhoon has done great __________ to the crops in Xuwen.4) The soldiers got ____________ in the war.5) The circulation of rumor（谣言）________ his business and health. (answers: 1)injured; 2) injury; 3) The injured辨析1）injured; 2) hurt; 3) harm; 4) wounded; 5) harmed)5. shockI was shocked when I heard about your accident.He was shocked by what you said.shock. n.意为：___________ v. 意为：___________它的形容词有两个：shocked________ shocking ___________常用搭配有：be shocked at (doing) sth____________________be shocked to do sth._______________________It shocked sb to see/ hear_______________________翻译句子：1). 他对她的抽烟感到震惊。
He __________________ her smoking.2). 他的妻子的死亡对他来说是个沉重的打击。
His wife’s death was______ _______ ________for him.6.judgev. 断定;判断;判决n. 裁判员;法官;评判员judging by/from 从……上看，根据……判断judge sb./sth. from/by...从……来判断as far as I can judge 据我判断，我认为in one's judgement依某人看来，按某人的看法(1)Don't ______ a book ______ its cover. 勿以貌取人。