英语unit4earthquake公开课教案

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Unit 4Earthquakes教案

Unit 4 Earthquakes教案教学目标【知识目标】Get the students to learn the following useful new words and expressions in this passageGet the students to know basic knowledge about natural disasters.【能力目标】Develop the students reading ability and let them learn different reading skills.Train the students’ ability to collect useful information from the Internet by themselves.【情感目标】Get the students know damages earthquakes bring about and the ways to reduce losses of earthquakes.Get the students to know how to protect oneself and help others in earthquakes. Get the students to be aware of terrible disasters, meanwhile get them to face it, treat it in a proper way, and never get discouraged.教学重难点【教学重点】Get the students to learn about Tangshan Earthquake.Get the students to learn different reading skills.【教学难点】Develop the students’ reading ability.【考点同步解读】一、重点短语1. right away 立刻，马上（= at once = in no time）2. asleep 睡着的；熟睡地（fall asleep 入睡） sleep 睡；睡眠sleepy 犯困的3. it seems that/ as if …看来好像…；似乎4. in ruins 成为废墟5. the number of …的数量（谓语动词用单数） a number of 大量（谓语动词用复数）6. rescue workers 营救人员Come to one’s rescue 营救某人7. be trapped 被困8. how long 多长时间 how often 多久，指平率how soon 还要多久（用于将来时当中，用in+时间段回答）9. hundreds of thousands of 成千上万的10. dig out 挖出11. shake----泛指“动摇，震动”,常指左右、上下动摇，也可以指人“震惊，颤抖”quake---- 指较强烈的震动，如地震例: The building quaked on its foundation Tremble---- 指人由于寒冷、恐惧、不安等引起的身体的抖动或声音的颤抖Shiver---- 多指寒冷引起的颤抖、哆嗦12. rise (rose—risen)---- vi, 上升；升起，无被动语态；give rise to 引起Raise（raised—raised）---- vt, 举起；筹集；养育Arise ( arose—arisen)----vt, 出现（常指问题或现象）13. injure---- 常指因意外事故造成的损伤，也可以指感情上名誉上的伤害harm---- 泛指“伤害，损害”，既可以指有生命的，也可以指无生命的hurt---- 既可以指肉体上的伤害，也可以指精神上的伤害wound---- 一般指枪伤、刀伤等在战场上受的伤例：The bullet wounded him in the arm.14. be prepared for …= make preparations for…为…做准备15. in one’s honor 向…表示敬意；为纪念 Be/ feel honored to do …做…感到很荣幸16. make /give/ deliver a speech 发言opening speech 开幕词17. give/ provide shelter to …向…提供庇护所seek shelter from…躲避18. happen to + n./ pron. 遭遇，发生happen to do sth. 偶然；碰巧happen ----指偶然发生take place----指事先计划好的事情发生二、语法----定语从句1. 关系代词that的用法关系代词that在定语从句中既能指人，也能指物；既能做主语，也能做宾语2. 关系代词which的用法关系代词which在定语从句中只能指物，但既可以做宾语也能作主语3. 关系代词who，whom的用法关系代词who,whom 只能指人，在定语从句中分别作主语和宾语4. 关系代词whose在的用法关系代词whose为关系代词who的所有格形式，其先行词既可以是人也可以是物，whose和它所修饰的名词在定语从句中既可以做主语也可以做宾语。

Unit4_Earthquake 教案(新人教版必修1)

Unit4 Earthquake教案Teaching goals:1.Target language 目标语言Learn and master the new words and expressions in this period.2.Ability goals 能力目标Train the students’ reading and speaking ability.Train the students’ ability to use the Internet to search for s ome useful information.Train the students’ ability to cooperate with others.Teaching important points:Train the students’ reading ability—skimming and scanning.Teaching difficult points:Describe the disasters.Teaching aids:CIA课件Teaching procedures:Step1. 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 learn some useful knowledge. Now let’s go.T: At the very beginning, I want to know how much you know about an quake.Q1: 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.1.When did the quake happen? (Why did the writer use different expression of the samething?)2.How many people were killed and injured during the quake?3.How many buildings were destroyed?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.1.What strange things happened before the quake?2.What sentences can express the quake is GREAT?3.What numbers can express the quake is GREAT?4.What metaphor does the writer use to say the quake is GREAT?5.What happened when rescue work was going on?6.How did the army help to rescue survivors?T: Let’s watch some pictures, and comparing the old Tangshan, the Tangshan after quake, and the new Tang Shan we see today.Step 4 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 may probably 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 can n ot destroy the love among us.Step 5 Homework1.Find more news reports about earthquake.2.Write a piece of news about Tangshan. You can use the information in the passage.Warming up by discussingNow, look at the pictures of Tangshan and San Francisco in warming up and describewhat you see in the pictures. (beautiful cities; broad roads; tall building; large population.)What will happen if there has been a big earthquake in these two cities?As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now let’s come to Pre-reading and decide what may happen before an earthquake comes.II. Pre-reading1.Talking and sharingWhat are the signs of an earthquake? (e.g. Cows, pigs and dogs become too nervous too eat. The mice will run out of the fields looking for places to hide. The water in the wells will rise and fall. Walls of the wells in village will have deep cracks. There will be bright light in the sky….)2. Imaging and sharingImagine there is an earthquake now, your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why?III. Reading1. Listening and fast readingNow let’s come to the text “A NIGHT THE EARTH DIDN’T SLEEP” and see what it tells us. Please listen to the text and get the general idea of the passage. You should pay attention to the first sentences of each paragraph. In what order is the text written? (The text is written in time order. The general idea is the mixture of the first sentences of each paragraph, that is, the text tells us something that happened before the earthquake, during the earthquake and after the earthquake.)2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them in your notebook after class as homework.Collocations from A NIGHT THE EARTH DIDN’T SLEEPa smelly gas, come out of, in the farmyards, too nervous to eat, run out of, lookfor place to hide, water pipes, think little of sth., as usual, it seemed that, at anend, one hundred kilometers away, one-third, eight kilometers long, thirty meters wide, cut across, in ruins, be injury, the number of, reach more than 400, 000, everywhere, everything was destroyed, be gone, blow away, sth. be not safe for, thousands of, give milk, half a million, instead of, be shocked, later that afternoon,be trapped under the ruins, fall down, all…is/was not…,hundreds of thousands of,dig out, the dead, to the north of, coal mines, built shelters, fresh water3. Reading aloud and translatingNext we are going to read aloud the text and translate it into Chinese.4. Reading and transforming informationRead the text again and answer the following questions.1. What natural signs of coming disaster were there?2. Can you think of some reasons why these signs weren’t noticed?3. Can you describe the disaster caused by the earthquake?4. What events and situations probably made the disaster worse?5. How were the survivors helped?6. Could anything more have been done to help the survivors? Why or why not? Answers: 1, 3, 4, 5 are easy to answer.2. Maybe at that time people didn’t have knowledge of an earthquake.6. The students have their own answers.4. Discussing writing styleAs you have understood the general idea of the text, I still put more questions to you.1.From whose point of view are events described? How do you know? (A writer who didn’t see the quake uses the third person “they” when he wri tes.)2.Why do you think the writer chose to express her feelings about the quake rather than simply report what happened? (Although the writer was not there he felt sad for the people of Tang Shan. He knows that giving some feelings will make the reading more interesting.)3.Why is the title “A NIGHT THE EARTH D I DN’T SLEEP”? (As usual, night is thetime to sleep, and night should be quiet and safe. But that night everything changed. The writer used it as a title to show how terrible and how unusual that night is.)5. Reading and understanding difficult sentences.If you have some difficult sentences to understand, come to me for help.IV. Closing downClosing down by doing exercisesNow please do the comprehending Exercises 1, 2 and 3 on page 27.Closing down by discussingBy now you’ve known that earthquakes are terrible natural disasters and that China is unlucky enough to have a lot of them. Now imagine that your group lives in the city that has a lot of earthquakes, what should you do during an earthquake? Look at the given situation and discuss in pairs.(1) If you are OUTDOORS, …(2) If you are in a HIGH BUILDING, …(3) If you are DRIVING, …(4) If you are HAVING CLASS, …(5) If you are in a CINEMA, …What should you do during the earthquake?Situation:(1) how to rescue those still trapped in the ruins;(2) how to take care of the survivors;(3) how to repair buildings that survived the earthquake;(4) what to do with the buildings that survived the earthquake;(5) where to find people to help build a new city;(6) how to teach children about earthquake safety;(7) where to put information for survivors and their families;(8) how to plan for further disasters.Period 2: A sample lesson plan for Learning about Language(The Attributive Clause: that, which, who, whose)AimsTo learn about the usage of who, which, that and whose in the Attributive ClauseTo discover useful words and expressionsProceduresI. Warming upWarming up by discovering useful words and expressionsHello everyone. After reading the passage, we have got to know the usage of the words and expressions, but we should do more practice. Now turn to page 27 to find the correct words and expressions from the passage to finish the sentences. You are given two minutes to finish them. Of course, you can discuss with your partners. Two minutes later, check in pairs and then check with the whole class.II. Learning about language1. Reading and findingTurn to page 26 and read the text A NIGHT THE EARTH DIDN’T SLEEP. Tick out the attributive clauses in the reading passage and translate them into Chinese.2. Doing Exercises 2 on page 28Turn to page 28 and do Exercise 2 in pairs.III. Ready used materials for Relative Pronouns: which, that, who whom whoseWhat are Relative Pronouns?Relative pronouns are special pronouns which can connect the antecedent and theattributive clause. Also they can be used as a part of the attributive clause. Here are some important differences:1．w hich/ that: referring to things, can be used as a subject or an object in the attributive clause; when they are used as an object, they can be omitted:The plane is a machine that/which can fly.The school (that/which) he visited last week is to the south of the city.2.that/ who/whom: referring to a person, can be used as subject or object in the attributive clause; whom can be used as an object:The girl (that/whom/who) we saw yesterday was Jim’s sister.The man that/who is talking to my father is my maths teacher.3. whose: referring to a person or a thing, can be used as an attribute in the attributive clause:This is the writer whose name is known all over the world.The room whose window faces south is mine.4.Before everything, anything, everybody, anybody, all, the best +n, thefifth +n, we use that instead of which:All (that) I need is time.This is the largest factory (that) I have ever visitedThe sixth lesson (that) we are learning is the most difficult in Book Two.5. We can’t use that in a Non-Defining Attributive Clause:I have lost the pen, which I like very much.I have two sisters, who are both teachers.IV. Closing down by doing a quizNow you are going to take a quiz on Relative Pronouns.Fill in the blanks, using which, that, who, whom, whose.(1) The force ( ) causes everything to fall towards the ground is called gravity.(2) A friend ( ) helps you in time of need is a friend indeed.(3) Do you know the girl ( ) parents are teachers in our school?(4)The woman ( ) I spoke to just now is my English teacher.(5) He saw a house ( ) windows were all broken.(6)Everything ( ) can be done today mustn’t be done tomorrow.(7)Can you think of anyone ( ) could look after him?(8)This is the best hotel ( ) I know.(9)The man ( ) I saw told me to come back today.(10)Those ( ) want to go to the Great Wall write down your names here.(11) He talked a lot about the teachers and the schools ( ) he had visited.(12)The ninth lesson ( ) we are learning is the most difficult in Book One.(13)Mount Blanc(勃朗峰), ( ) they visited last month, is the highest mountain in(14)We know all the teacher ( ) work in our school.(15)The house in ( ) Lu Xun once lived is a museum now.(16)The house ( ) Lu Xun once lived is a museum now.(17)The house ( ) Lu Xun once lived in is a museum now.(18)You can take any room ( ) you like.(19) He showed a machine ( ) parts are too small to be seen.(20)The sports meet was put off, ( ) was exactly what we wanted.Answers to the exercises: (1)which/that (2)who/that (3)whose (4)whom/that/who (5)w (6)that (7)that (8)that (9)that/whom/who (10)who (11)that (12)that (13)which (1 (15)which (16)in which/where (17)which/that (18)that (19)whose (20)whichPeriod 3:A sample lesson plan for Using Language(A letter from Zhang Sha)AimsTo read and speak about travelingTo write a letter describing feeling about travelingProceduresI. Warming upWarming up by discussingHave you ever written a speech? What is a speech? Speech means an act of speaking formally to a group of listeners. What do you have to consider when you are writing a speech? Please discuss it in pairs. (1. Who is the audience? 2. How can we express ourselves clearly?)Warming up by readingWhat should you include in your speech when you try to write one? Read the letter on page 29 and imagine you are the student who was invited to give a speech. Now write a short speech, in which you should follow the points in exercise 3 on page 29.II. Reading and underliningRead the letter and exercises again and underline all the useful expressions or collocations in the letter. Copy them in your notebook after class as homework.Collocations from the lettercongratulations, be pleased to do sth., win the high school speaking competition, a group of five judges, all of whom, agree, be proud of, open a new park, honour those wh died in the terrible disaster, would like to do, have you do sth., as you know, invite sb.to do sth., on that special day, at the beginning of, thank sb, for doing sth.,honour sb. for sth., be known as, encourage sb. to do sth., be happy to do sth.,collect stamps, lose one’s lifeIII. ListeningTurn on your books at page 30. We’ll listen to a story about a person who experienced the 1906 S an Francisco earthquake. I’ll play the tape three times. First listen and try to get some details that exercises 1 and 2 request. Second listen again and try to finish the exercises. Third listen and check your answers.IV. Guided writing (SB. page 31)1. Making a introductionHave you ever read a newspaper story? Now turn on your books to page 31 and look at Writing.Read the brief description about how to write a newspaper story. Compare a newspaper story to a short story and answer the following questions.1) What should you write before writing a newspaper story? (outline)2) What should a newspaper outline have? (a headline; a list of main ideas; a list of important details)3) Why a headline is needed? (It can tell the readers what the topic is; it can also attract the readers’ attention)4) How can you finish a newspaper story? (First, you should write a headline, then organize your main ideas into paragraphs, and then put some details into each paragraph.)5) Have you found out the difference between a newspaper story and a short story? (Usually a short story begins with small details and includes big details later. A newspaper story does just the opposite. Both kinds of stories use paragraphs with main ideas. In a good newspaper story, the point-of-view is objective (i.e. it has no point-of-view) while a short story is subjective (i.e. it has a point-of-view). A newspaper story has no conclusion; a short story generally does.)Now I’ll show you a newspaper story to find out the headline, main idea and details of each paragraph.THE WASHINGTON POSTSEATTLE-A powerful earthquake with a magnitude of 6.8 hit Washington State last week. The quake, the biggest in 50 years, caused billions of dollars in damage. But miraculously, only one person died and more than 100 people were injured in the quake.Authorities said one reason there wasn’t greater destruction is that the region spent millions of dollars in the last decade designing earthquake----proof facilities and improving existingbuildings, schools and homes.Earthquake expert said the event illustrated(说明) the growing gap between rich and poor nations in the ability to mitigate(减轻) natural disasters. Only a handful of people were seriously injured here, a slight number compared with the devastation(破坏) in countries like Turkey, India and El Salvador, where quakes have buried thousands under poorly constructed buildings.2. WritingNow prepare the outline for a short newspaper story for China Daily. You can use the example in exercise 1 to help you organize your outline.3. Underlingoutline and the newspaper story in Writing and underline allor collocations in them. Copy them to your notebook afterCollocations from Writinga list of, put some details into each paragraph, a team of, raise money, thousands of, plan to do sth., in early June, hope to do sth., be interested to do sth.IV. Closing DownClosing down by summaryWe have learned a lot about earthquakes. Now let’s have a summary about what we haveLook at the following questions.(1) Have you ever experienced an earthquake?(2) Can you describe an earthquake in English?(3) What do you know about the cause of an earthquake?(4) What new information about earthquakes have you learned now?(5) What words and expressions can you use to describe an earthquake?Closing down by finding informationGo to the library to read or get online to search in order to find more in formation about naturaldisasters.Part Two: Teaching Resources (第二部分：教学资源)Section1: A text structure analysis of A NIGHT THE EARTH DIDN’T SLEEPI. Type of writing and summary of the main ideaType of writing This is a piece of descriptive writingMain idea of the passage The article describes the cause, the course and theresult of Tang Shan earthquake in 1976. Itshows us the terrible image of earthquake. At thesame time it hits us that we must realize thatwe can do something to minimize the damagecaused by earthquake.Topic sentence of 1st paragraph Strange things were happening in the countryside innortheast Hebei.Topic sentence of 2nd paragraph Everything began to shake and it seemed that theworld was at an end.Topic sentence of 3rd paragraph Everywhere they looked nearly everything wasdestroyed.Topic sentence of 4th paragraph All hope was not lost.II. A text structure analysisRead the text “A NIGHT THE EARTH DIDN’T SLEEP”, and then complete the following chart.Time/ order What happened Resultthree days before the earthquake Saw: crackswater in the wells--- rose and fell,animals--- too nervous , hidefish jumped out of bowls & pondsPeople thought little of theevents and went to bedas usualat about 3:00 ambright light in the skywater pipes---cracked and burst heard: sound of planessmelt: smelly gas in the cracks of the wellsat 3:42 am felt: everything shookone-third nation felt itheard in Beijing 100 kilometers awaya huge crack cut across houses,roads…saw: steam burst from holes in the groundhard hills of rock-rivers of dirtcity lay in ruins4 400,000 peoplekilled/injured75% factories90% home were gonebricks covereddams/bridges fellnot safe railway tracksuselesscows never milkpigs/chickens diedwells filled with sandrescue workers andtrapped under the ruinsbuildings fell downwater/food/electricityhard to getafter that hope not lostarmy sent 150,000 soldiersworkers built shelters for survivorsfresh water was taken to the citythe city began to breathe again。

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。

英语unit4-earthquake公开课教案

2015 年金昌市优质课竞赛活动教案A Teaching PlanSubject: EnglishTitle: Book 1 Unit 4 EarthquakesReadingClass: Class 12, Senior 1Teacher: He YujuanSchool: Jinchang No. 1 Middle School二〇一四年十月十三日A Teaching PlanTitle: Book1 Unit 4 Earthquakes --- ReadingTarget students: Class 12, Senior 1Teacher: Wang YaqinAnalysis of the teaching materialsThis period we will deal with Reading in Book 1 Unit 4 Earthquakes. The topic of the unit is "eathquake", which involves signs before the earthquake、during the earthquake and after the earthquake. Our language knowledge and skills are designed on the basis of the topic"earthquake", the purpose of which is mainly to improve students ' abilities of reading. Intentions of our designsThe new curriculum standards are the base and guide to teaching, which require us , on the basis of textbooks and extra teaching resources, to effectively combine teachers’conducting and explaining with students’independent research and cooperative learning, solve “double bases” (language knowledge and abilities), develop students’ skills (obtain information, discover, analyze and solve problems) and fulfill moral education, thus achieving the aim of efficient learning- enjoying learning, being good at learning and being able to use it. As far as I’m concerned, teachers and students will research effectively, combine resources and achieve 3D aims. Based on the analysis of the key points and the contents of the teaching materials, the general clue of of our design is focused on three questions, "what happened before the earthquake?" 、"what happened during earthquake ?" "what happened after the earthquake ?" Therefore, we will conduct a series of classroom activities such as pair work, group work, question and answer ，of which how to motivate students to participate actively and learn to cooperate in team work is very important. Anyway, the principle of student-centred and practice-going-first will be reasonably carried out when my design is properly performed, which is originally the basic standards the new curriculum and the new textbooks.Teaching aims---3D GoalsKnowledge aims:1. Enable the students to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office.2. Enable the students to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office.Ability aims：1. To train and improve students’ ability to learn words and phrases by brainstorming.2. To improve students’ ability to express their own ideas by asking and answering questions. Emotional aims:1. To make the students understand the job of journalists better.2. To develop their interest in interviewing and in their own studies.Key and important points :1.Help students to know the jobs of journalists and the qualities they need.2.How to help students to learn to conduct an interview in English.Teaching methods:Task-based approach &. Communicative teaching methodBlackboard design:学情分析及前期预测：现在的学生，英语水平总体差距较大，其水平分布呈以下特点:分化情况较明显，学生之间的水平差距较大;学生虽然对英语感兴趣，但学习主动性还有待加强；部分学生对教师的依懒性较强，未能主动通过多种渠道获取信息。

高中英语-Unit4Earthquake教学设计学情分析教材分析课后反思全文编辑修改

精选全文完整版可编辑修改高一英语必修一Unit4 Earthquake大课文教学设计【课文总体设计思路：先播放一组图片，学生的注意力马上就会被吸引到课堂上来，学生马上就联想到E arthquake这一词，这时教师提出“What’s the cause?”，学生会回答他们所了解的地震知识。

紧接着和学生一起了解ppt中所呈现的问题，倘若地震发生，学生们会带什么逃离, 然后通过图片，学生更易掌握地震方面的知识，为课文的阅读作了很好的铺垫，接着教师引导学生进行进一步探究地震方面的知识。

通过小组讨论、合作得出结论，教师进行一定的总结。

接着呈现文章的标题“A Night the Earth didn’t Sleep”，引导学生解读文章标题、预测文章内容，让学生在阅读过程中处于主动认知状态。

学生可能一下子无法正确理解其所包含的深层含义。

但估计在前面所展示的图片的启发下，大部分同学可能很快就能作出正确的理解。

另外，考虑到文章生词较多，且大部分学生对文章的背景知识了解较少。

因此，在引导学生预测文章内容的同时，有3个小视频的播放，并进行小组之间的讨论。

分段对文章细节理解完成后，设置了“如何在地震中进行自我保护”的小组讨论活动。

最后是对文章的总结和作业的布置。

】Teaching proceduresI.Teaching aims1.Learn some details about this text. （重点）2.Train the students’ reading and speaking ability. （难点）3.Learn some knowledge about how to protect ourselves in an earthquake.II. Teaching proceduresTask 1 Pre-readingStep1 Warming up1. Enjoy some pictures to lead in the earthquake.Step2 Brainstorming1.Imagine your home begins to shake and you must leave it right away.You have time to take only one thing. What will you take?I will takeTask 2 While-readingStep1 Fast reading : True or False.1.The passage mainly talks about a/an ___________(what) thathappened in _________ (where)in ______(when).2.Please divide the passage into 3 parts according to the main idea.Look at the each part and write down its main idea.Part 1: main idea:Part 2: main idea:Part 3: main idea:Step2 Careful reading1. What are the strange things before the earthquake? Read part.1 carefully and fill in the blanks.①The water in the wells____and____. And some deep ____could be seen in the well walls. A ____gas came out the cracks.②The chickens and even pigs were______nervous _____eat.③Mice ran out of the fields_____places to hide.Fish ______out of bows and ponds.④People could see ___lights in the sky. The sound of _____could beheard outside the city.The water pipes in some buildings____and_____. 2.Read part 2 and finish the exercises.②True ( T )or False( F )1.Two-thirds of the nation felt the earthquake. ( )2. All the people in Tangshan were dead or injured during the earthquake. ( )3. All of the city’s hospitals, factories, buildings and homes were damaged in the earthquake. ( )4. Not only the people but also the animals were shocked greatly.( )5. Many rescue workers and doctors were trapped under the ruins during the aftershock. ( )3.Soon after the quakesThe army:Workers:Result:nguage points1.. … the water pipes in some buildings cracked and burst.burst :(vt.vi.n)突然破裂，爆发.burst into+ n. burst out + doing……He burst into laughter.= .2. It seemed as if the world was at an end.1) as if①as if 在表语从句中相当于that:②as if 似乎, 好像= as thoughShe spoke to me as if she knew me.③as if后还可跟名词、形容词、不定式等。

【高一英语】必修1《Unit4 Earthquake 》优质课教案

优质课教案Unit4EarthquakeTeaching planTeaching content:Earthquake(Period2Reading)Teaching aims:1.Develop the students’reading ability.2.Get the students to know how to protect themselves and help others in the earthquake.3.Develop the students’ability of cooperative learning. Teaching important points:1.Get the students to learn about the Tangshan earthquake.2.Improve the students’reading ability.Difficult point:How to train the students’reading ability in learning the text. Teaching methods:Discussion,cooperative learning and task-based teaching method Teaching aids:Multi-mediaTeaching procedures:Step1.Lead-in1.Let the students look at some pictures of earthquake to introduce the topic of the Unit2.Let the students enjoy a part of film of earthquake and get the studentsto answer the questions.⑴What happened in the film?⑵What are the people doing?3.Get the students to discuss the following question:（分组讨论）What do you think will happen before an earthquake? Step2.Fast reading（1）Let the students skim the text and divide the text into three parts.（2）Let the students find the top sentence of each paragraph and summarize the main idea of each partMain idea of each part:Part1(para.1):Strange things were happening before the earthquake.Part2(para.2-3):The disaster happened and caused a lot of loss. Part3(para.4):All hope was not lost.(Exchange your understanding of the passage with group members and work together to find the main idea of each part.培养学生归纳概括能力)Step3.Careful reading1.Read carefully and try to get more information to fill in the blanks.Strange thingsthe water in the village wells rose and fellthe well walls had deep cracks and smelly gascame outthe chickens and pigs were too nervous to eatmice ran out of the fields,looking forplaces to hidefish jumped out of the bowls andponds(用表格的形式表达出来，以锻炼学生的主学习能力和探究查读能力,使学生全面地了解地震的前兆。

高中英语《Unit 4 Earthquakes》优质课教案、教学设计

教学设计教学目标：语言知识目标：1．全体学生通过学习阅读材料,能理解课文主要信息如地震的前兆、震中的情形，地震造成的损失以及震后的救援。

2 学生能通过学习阅读材料，能够用英语简单描述文章内容如地震前兆，震中损害的内容。

知识与技能目标：1.学生通过寻找主题句, 捕捉文章的细节信息,加强学生略读，查读，细读的阅读技能。

2.学生通过预测文章内容和段落内容,划分段落,加强学生预测,归纳总结的阅读技能。

情感态度目标：1.领悟自然灾害对人类生活的巨大破坏力,懂得地震无情人有情,培养学生互助友爱精神。

2.培养学生的合作学习的习惯。

教学重点难点：重点1)让学生通过细读和查读等阅读方法获取和理解地震前的预兆、地震造成的损失以及震后的救援等课文主要信息。

2）训练学生的阅读技巧，提高阅读能力。

侧重培养学生对文章的整体性结构的把握和挖掘作者写作的意图，突出培养学生以下3 个方面的能力：a.文章段落中心词把握能力。

b.根据主题快速捕捉文章重点细节的能力。

c.总结归纳能力。

3）重点掌握有关地震的词汇，特别是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。

4）欣赏并理解课文中优美句子，让学生掌握一些英语修辞用法。

难点是学生能归纳概括阅读中所获取的信息，运用阅读中所获取的信息进行语言输出。

教学过程Leading inLearning Aims:1.To know about the earthquake of Tangshan2.To grasp reading skills3.To know how to protect ourselves during the earthquakeLearning Procedures:Step I ：Fast readingRead the whole passage quickly and find out the topic sentence of each paragraph. (5’)Para.1Para.2Para.3Para.4Step II: Detailed reading.(10’)The story was developed in order.part 1. (Para.1) describes the before the earthquake.part 2.(Para.2,3) describes the during the earthquake.part 3.(Para.4) describes the after the earthquake.Part 1 (Para.1)A. The water in the well and . And some deep could be seen in the well walls. A gas came out the cracks.B．Mice ran out of the fields places to hide. Fish out of bowls and ponds.C.The chickens and even pigs were nervous eat. The dog was barking loudly again and again.D.People could saw lights in the sky.Part 2 (Para.2,3)1.Hospitals, factories and buildings were .2.Two dams and most of the bridges .3.T he railway tracks were pieces of steel(钢铁).4.C ows would never give again.5.Pigs and chickens were .6.Sand the wells instead of water.Part 3 (Para.4)1.W hat did the army do?2.W hat did the workers do?Step III:TestStrange things were happening in the countryside of northeast Hebei. Mice ranout of the fields looking for places (hide). The pipes in some buildings (crack) and (burst). The people who thought little these events were asleep as usual that night. At 3: 42 am everything began to shake. A huge crack that was thirty metres (widely) cut cross the houses. In fifteen terrible seconds a large city (lie) in ruins. The (suffer) of the people was extreme. Two thirds of them (injure) during the earthquake. Most of the city’s hospital were (go). People were (shock). All hope was not lost. The army dug the injured and the dead. Finally the city began (breathe) again.Step IV: DiscussionIf an earthquake happens, what shall we do?If at school, we should…If at home, we should…If on a road, we should…If in a high building, we should...Step V:WritingWrite a composition:If an earthquake happens, what shall we do?。

高一英语必修一Unit-4-earthquakes的阅读公开课课教案

Unit 4 EartquakesYuan XiaoshaTitle: Book1 Unit 4 Earthquakes --- ReadingTarget students: Senior 1Teacher: Yuan XiaoshaTeaching aimsKnowledge aims:1. Enable the students to memorize useful expressions.2. Enable the students to know what to do in an earthquake..Ability aims：1. To train and improve students’ ability to read a passage.2. To improve students’ability to express their own ideas by asking and answering questions.Emotional aims:1. To make the students never lost hope in daily life.2. To develop their habit in helping others.Key and important points :eful expressions(injury, in ruins…)2.How to help students to improve reading skills.Teaching methods:Task-based approach &. Communicative teaching method学情分析及前期预测：高一学生，刚军训完一个月，英语水平总体差距较大，其水平分布呈以下特点:分化情况较明显，学生之间的水平差距较大;学生虽然对英语感兴趣，但学习主动性还有待加强；部分学生对教师的依懒性较强，未能主动通过多种渠道获取信息。

【市级公开课教案】必修一Unit 4 earthquake Reading and writing

Read and answer: Q1: What kind of letter is it? A. Sympathy(同情) letter. B. Congratulation letter. C. Donation request letter.
Read and answer:
Q2: Why does Sarah ask me to donate?
——read,discuss and write.
An earthquake happened…
What damage did the earthquake cause to the city?
…lie in ruins …suffering…extreme
…died …were injured
Summary
Possible patron(资助人) Introduction of your organization Outline Damage of disaster Request and appreciation
The way to donate
Group discussioning & Writing
Learning aims:
1. Read a donation request letter and learn how to write a donation request letter in a proper way.
2. Develop a good writing habit
Read and answer:
Q3: How many parts is the letter made up of?
Your organization

unit4Earthquake全单元教案

unit4Earthquake全单元教案Book 1 Unit 4 earthquake教案一．教学内容分析本单元话题为“地震”，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震展开。

本单元共分八个部分。

Warming-up部分通过两张图片引出话题“一旦地震发生，将会造成怎样的危害”，为后面的主题作了一个热身运动。

Pre-reading部分设置了两个开放性问题，目的是增加学生的生活常识，提高他们的应变能力。

这部分为接下来的阅读作了很好的铺垫，学生可通过套乱，参阅有关地震的书籍并运用一些生活常识来回答这两个问题。

Reading部分具体描写了1976年唐山大地震的震前、震中和震后。

作者详细描述了地震来临前的一些不正常的自然现象及动物的反常表现；地震的来势汹汹并在顷刻间将整座城市夷为平地；震后人们勇敢面对现实并及时实施抢救和重建工作。

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

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

其次还对一些复杂的数字读法进行了检测。

第二部分则结合文章研究定语从句。

Using Language局部分为Reading，Writing and Speaking；Listening和Writing。

Reading，XXX包孕读一篇约请函，写一份演讲稿和关于一套新唐山邮票的XXX局部报告了一名地动幸存者的故事，并按照听力材料举行正误判别和回覆下列题目，旨在造就学生获得细节的本领，并经由过程听来仿照尺度的语音和腔调。

Writing局部请肄业生报纸写一篇消息报导，进修若何依照尺度的步调举行写作，如挑选得本地题目和构造言语等。

【教案】Unit 4 Earthquakes

了解各种自然灾害，并导入本节课中心话题—地震，为阅读这篇报道做好准备。
目标引领
展示学习目标：
1、初步掌握与地震等灾害的和事故的相关词汇。
2、通过快速阅读找出各段落的主题句、了解这篇报道的整体脉络并总结文章的段落大意。
学生朗读学习目标，明确这节课学习任务。
使学生明确本节课的学习目标。
活动导学
1、看报道标题并要求学生理解标题。
（二）教材分析：
Learning about Language：Discovering useful words and expressions提供的词汇学习及运用练习。1是要求学生通过理解词语的意义来拼写单词；练习2是要求学生在理解课文后写出与地震相关词语，是联想归纳的词汇练习；练习3要求学生利用课文学到的词语做短文填空；练习4要求学生模仿造句，掌握as if在联系动词的用法，根据学生学情这部分教师可以重新设计较为简单的句子。
Part 3(Para.4) After the earthquake
1、学生在课本上划出各段落主题句，小组讨论并汇报。
2、学生把文章分成三部分并填空。
让学生带着任务去阅读划出主题句有助于学生了解各段落大意及整体文章脉络的了解。
当堂评价
让学生完成《同步练习册》P48环3速读1。
学生完成练习并核对答案。
（二）教材分析：
本节课主要语法项目是定语从句，掌握定语从句的概念，了解先行词，关系代词（that, which, who, whom, whose）的用法及that的一些特殊用法。在Discovering useful structure中设计了三道练习：练习1要求学生找出阅读文章中带有定语从句的句子；练习2要求学生用that, which ,who,或whose填空完成句子、翻译成汉语并作比较；练习3要求学生通过游戏的形式造句并用定语从句拓展这些句子。

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 )。

unit4 earthquake 公开课教案

Teaching Plan for Earthquakes(Listening and speaking)by Yang JinlingTeaching content:Module 1 Unit 4 workbook Listening and speakingThree Dimensional Teaching Aims:Knowledge Aims:1.Get students to know what they should do in an earthquake.2.Get students to know what they should prepare before an earthquake.Ability Aims:1.Enable students to master some listening skills.2.Get students to express their opinions.Emotional Aims:1.Stimulate students’ spirit of helping each other when facing disasters.2.Get students to know Love Can Make Wonders.Teaching Importance:1.Help students finish listening tasks using some listening skills.2.Help students explain their reasons for the items that they choose for theirearthquake bags.Teaching Difficulties:1.Encourage students to speak out their opinions about the earthquake.2.Encourage students to work together to choose items for their earthquake bag andexplain the reasons.Teaching Methods:Task-based teaching and situational teaching methodLearning Methods:Cooperation and discoveryTeaching Aid:Multi- media facilitiesTeaching Procedures:Step 1: Warming-upShow a short video.Question: What’s your feelings about the video ?Step 2: Quiz(Yes or No)What should we do in the earthquake?Step3: ListeningPart1:1.Write down 3 verbs that are mentioned twice.2. T or F1)We must drop to the floor and cover our heads with our hands.2)We must cover ourselves by hiding under some furniture.3)We must hold onto the furniture so it can move away from us during the earthquake.Part2: Fill in the blanks1.Go to an open space away from ________, _________ or _______ ______.2.I should ______ the television to a _______ so it won’t move. I should make surethe __________ are already ________ to the _________.3.Ring a family member to tell them where I am and _________ my personal_________ _______.Step 4: DiscussionWhat will you put into your earthquake bags?possible items for the personal earthquake bag:bottle of water candles money knife map food and chocolate bars torch (手电筒)fruit clothes blanket medicine mobile phone pictures of family Step5: SpeakingMy earthquake bag will contain:1._________________________2._____________________________3._________________________4._____________________________ Step6: SummaryStep7: HomeworkRequired(必做):Tell more people around you how to survive an earthquake.Optional(选做):Find more information about people helping each other in an earthquake.。

公开课教案Unit4 Earthquake

Unit4 EarthquakeGrammar-Attributive Clause （that、which、who、whose）整体教学理念：寓学于乐语法教学理念：“三维语法教学”-新课程标准明确指出:基础教育阶段英语课程目标是以学生语言知识、语言技能、学习策略、情感态度、文化意识的发展为基础，培养学生综合语言运用能力。

“三维语法教学”以新课程英语目标为宗旨，倡导语法教学中既注重语法的形式（from）和意义(meaning)，也注重语法的实际运用（use）。

课题:人教版高中英语必修一Unit4 Earthquake课型：语法课(Attributive Clause：that、which、who、whose)课时：40mins学情分析：该班级学生英语普遍处于中等偏下水平，故教学过程中侧重语法的“form”和“meaning”，但同时也略微兼顾语法的“use’”。

教学目标：1.语言知识和语言技能目标：帮助学生初步了解、熟悉、理解定语从句相关概念（定语从句、定语从句的位置、先行词、关系代词、关系代词的作用）；帮助学生理解、识记定语从句的基本常用句型；帮助学生掌握关系代指物时that和which的用法区别、关系代词指人时that和who的用法区别、关系代词在从句中作主语时主谓一致规律。

2.学习策略目标：引导学生学会从语言现象中总结归纳语法规律3. 情感态度以及文化意识目标：通过多次接触歌曲帮助学生树立使用语言的意识；进一步帮学生树立团队合作精神（课堂活动多以小组形式为主）教学重点：帮助学生掌握关系代指物时that和which的用法区别、关系代词指人时that和who 的用法区别、关系代词在从句中作主语时主谓一致规律。

教学难点：帮助学生树立使用语言的意识教学步骤：。

Unit 4 Earthquake 教案

Unit 4 EarthquakePeriod 1 Words and Expressions in Unit 4教学重点与难点（Teaching important and difficult points）重点：（1）让学生掌握本单元的新单词和新词组。

（2）让学生从多方位感受、吸收输入新词汇，并做到一定程度上的有效输出。

难点：（1）重要动词：如，injure, damage, destroy, ruin, burst, shock…（2）重要词组：如，right away, as if, at an end, in ruins, dig out,a number of,…教学方法：Teaching MethodTask-based teaching and learning三维目标：Knowledge aims: Let students master the new words, phrases and usefulexpressions in this unit.Ability aims: Develop students’ ability to create some short passages withthe new words and expressions in this unit.Emotional aims: Arouse students’ true love to our great country through some passages.教学过程：Step 1: Lead-in ( warming up)串词成句& words in mindNo matter how difficult English is, I will keep on learning. Nomatter how terrible my memory is, I will keep on repeating. No matter how many people give up, I will keep on working hard. No matter how many mistakes I make, I will keep on speaking. No matter how defeated I feel, I will keep on trying. I will keep on trying until I reach my dream! Step 2: Listen and followStep 3: Words teaching and phrase teachingStep 4: The practice of using new words and phrases in some passages. Step 5: Correcting work短文改错：文中共有10处错误，每句中最多有两处。

Unit 4 Earthquakes教案说课稿

Teaching PlanModule 1 U nit 4 Earthquakes(P eriod 2 --- Reading)Teaching goals1. Knowledge and skills1. To learn about the signs, damage and recovery of Tangshan earthquake in order to train the students’ ability to get and handle information.2. Help students to get the main idea and understand the title of the text by scanning and skimming.3. To develop the students' reading ability by detailed reading.4. To develop the students' speaking ability by discussing and interviewing.2. Emotion, attitude and value1. To arouse the awareness of self-protection when facing natural disasters.2. To encourage students to have courage and confidence when in trouble. Important and difficult points1. To help students learn about the features of a news report.2. To lead students to retell the text according to the time line.Teaching methodsscanning & skimming method, task-based method, individual and group work Teaching proceduresStep1. Lead-inPrepare students for the reading material by:---some pictures about the earthquake that took place in Yunnan---letting the students share ideas about earthquakes by group-work Step2. General readingGet the students to finish Task 1 after enjoying a video of the passage.Task 1: Question s1. What is the main idea of the passage?2. In what order is the passage developed?Step3. Detailed reading1. Get the students to read Part 1 of the passage and do Task2.Task 2: Fill in the blanks:Before earthquake, the water in wells ①and fell and the well walls had deep ②. A ③gas came out of the cracks. The chickens and pigs were too ④to eat. Mice came out to find places to ⑤. Some people saw bright ⑥in the sky. In a word, some ⑦things happened.2. Get the students to read Part 2 of the passage and do Task 3 & 4.Task 3: Choose the best answerThe second and third paragraph is mainly about ______.A. the great loss the earthquake brought to TangshanB. the number of people who were killed or injuredC. when and where an earthquake happenedD. the cause of the big earthquake in TangshanTask 4: Fill in the blanksof the nation felt the earthquake .A huge crack that was kilometers long and meters wide cut across houses, roads and canals.In terrible seconds, a large city lay in ruins.of the people died or were injured during the earthquake.The number of people who were killed or injured reached more than .All of the city’s hospitals,of its factories and buildings and of its homes were gone.3. Get the students to read Part 3 of the passage and do Task 5.Task 5: Discussion1. Why wasn’t all hope lost?2. What does “breathe” in the last sentence mean?Step4. Post readingHelp the students consolidate the reading by doing a role-play.Task 6: InterviewGuide the students to retell the passage according to the time line by making a dialogue between a survivor and a reporter.Step5. HomeworkCollect some information about the earthquake that happened in Yunnan and write a news report on your blog.Blackboard design:A night the earth didn’t sleepstrange things damage recovery ——before…(Para 1)——during…(Para 2&3)——after…(Para 4)|——Learning guideUnit 4 Earthquakes (Period 2 --- Reading)教师寄语：Actions speak louder than words.Learning tasks:Task 1: Questions1. What is the main idea of the passage?2. In what order is the passage developed?Task 2: Fill in the blanks:Before earthquake, the water in wells ①and fell and the well walls had deep ②. A ③gas came out of the cracks. The chickens and pigs were too ④to eat. Mice came out to find places to ⑤. Some people saw bright ⑥in the sky. In a word, some ⑦things happened.Task 3: Choose the best answerThe second and third paragraph is mainly about ______.A. the great loss the earthquake brought to TangshanB. the number of people who were killed or injuredC. when and where an earthquake happenedD. the cause of the big earthquake in TangshanTask 4: Fill in the blanksof the nation felt the earthquake .A huge crack that was kilometers long and meters wide cut across houses, roads and canals.In terrible seconds, a large city lay in ruins.of the people died or were injured during the earthquake.The number of people who were killed or injured reached more than .All of the city’s hospitals,of its factories and buildings and of its homes were gone.Task 5: Discussion1. Why wasn’t all hope lost?2. What does “breathe” in the last sentence mean?Task 6: InterviewRetell the passage according to the time line by making a dialogue between a survivor and a reporter.The reporter is supposed to ask the survivor something about what he/she has seen or experienced in the earthquake.说课稿Unit 4 Earthquakes (Period 2 --- Reading)一、教材分析本课是高一必修模块1第4单元的阅读课型，这单元围绕earthquakes 这一主题开展听、说、读、写多种教学活动。

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英语u n i t4
e a r t h q u a k e公开课教
案
-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
2015 年金昌市优质课竞赛活动
教案
A Teaching Plan
Subject: English
Title: Book 1 Unit 4 Earthquakes
Reading
Class: Class 12, Senior 1
Teacher: He Yujuan
School: Jinchang No. 1 Middle School
二〇一四年十月十三日
A Teaching Plan
Title: Book1 Unit 4 Earthquakes --- Reading
Target students: Class 12, Senior 1
Teacher: Wang Yaqin
Analysis of the teaching materials
This period we will deal with Reading in Book 1 Unit 4 Earthquakes. The topic of the unit is "eathquake", which involves signs before the earthquake、during the earthquake and after the earthquake. Our language knowledge and skills are designed on the basis of the topic"earthquake", the purpose of which is mainly to improve students ' abilities of reading. Intentions of our designs
The new curriculum standards are the base and guide to teaching, which require us , on the basis of textbooks and extra teaching resources, to effectively combine teachers’conducting and explaining with students’ independent research and cooperative learning, solve “double bases” (language knowledge and abilities), develop students’ skills (obtain information, discover, analyze and solve problems) and fulfill moral education, thus achieving the aim of efficient learning- enjoying learning, being good at learning and being able to use it. As far as I’m concerned, teachers and students will research effectively, combine resources and achieve 3D aims. Based on the analysis of the key points and the contents of the teaching materials, the general clue of of our design is focused on three questions, "what happened before the earthquake" 、"what happened during earthquake " "what happened after the earthquake "
Therefore, we will conduct a series of classroom activities such as pair work, group work, question and answer ，of which how to motivate students to participate actively and learn to cooperate in team work is very important. Anyway, the principle of student-centred and practice-going-first will be reasonably carried out when my design is properly performed, which is originally the basic standards the new curriculum and the new textbooks.
Teaching aims---3D Goals
Knowledge aims:
1. Enable the students to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office.
2. Enable the students to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office.
Ability aims：
1. To train and improve students’ ability to learn words and phrases by brainstorming.
2. To improve students’ ability to express their own ideas by asking and answering questions.
Emotional aims:
1. To make the students understand the job of journalists better.
2. To develop their interest in interviewing and in their own studies.
Key and important points :
1.Help students to know the jobs of journalists and the qualities they need.
2.How to help students to learn to conduct an interview in English.
Teaching methods:
Task-based approach &. Communicative teaching method
Blackboard design:
教学设计总结：
学情分析及前期预测：
现在的学生，英语水平总体差距较大，其水平分布呈以下特点:分化情况较明显，学生之间的水平差距较大;学生虽然对英语感兴趣，但学习主动性还有待加强；部分学生对教师的依懒性较强，未能主动通过多种渠道获取信息。

因此，在本堂课教学过程中，拟着重训练学生通过多种渠道获取信息、分析信息以及提取信息的能力。

在本节课的学习中，学生可能会遇到缺乏经历真正地震的背景知识而对文章深层次的理解产生一定的困难。

在学习过程中，学生有可能会采取主动学习、合作学习、探究学习等策略，独立思考问题、快速阅读课文，同学之间互相，讨论等方式进行有效学习。

教学策略与手段：
1．采用任务型的教学途径，结合学生的生活经验和兴趣设计相关的任务链接，让学生在一个人或者小组合作的形式完成任务的过程中学习到相应的语言知识并获得语言能力。

2．课堂训练：让学生充分利用课堂45分钟的时间，对阅读技巧、阅读速度、阅读理解进行操练。

3、多媒体辅助教学：英语新课程标准提出教师要充分利用现有的教学技术，开发英语教学资源，拓宽学生的学习渠道，提高教学效果，本堂课将现代化信息技术与英语课程结合起来，服务于课堂教学。

作业设计意图：
开放式问题，学生讨论，教师点拨，让学生用英语进行语言实践活动，培养学生用恰当的方式在特定的场合中表达自己的观点，从而使说英语的节能进一步提高。