人教英语必修一4 EarthquakesUsing LanguageⅡ[余老师]【市一等奖】优质课

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最新人教版高中英语必修1教案： unit 4 Earthquakes Using language 教案 (系列四) Word版

必修一Unit 4 EarthquakesUsing language教学重点D evelop the students’ writing ability by writing a speech and preparing the outline for a short newspaper story for China Daily.教学难点Get the students to learn how to write a good speech and a good newspaper story.教学方法1. Task-based teaching and learning2. Cooperative learning3. Discussion教具准备A projector and other normal teaching tools三维目标Knowledge aims:1. Get the students to know how to write a speech according to an invitation.2. Get the students to know the differences between a newspaper story and a short story.3. Get the students to know how to prepare the outline for a newspaper story.Ability aims:1. Develop the students’ writing ability.2. Get the students to learn how to write a good speech and a good newspaper story.Emotional aims:1. Enable the students to master writing skills and write excellent speeches and newspaper stories.2. Let the students honor those who died in the Tangshan earthquake and those who helped the survivors by making speech.教学过程设计方案→Step 1 Revision1. Check the homework exercises.2. Translate the following sentences, using attributive clauses.1)她说她的父母不许她嫁给家境贫寒的人。

Using languagebook1unit4_Earthquake

were big fires too.
4. What happened to the man next to him? The man next to him was killed by bricks falling from a nearby building. 5. How did he get away from the city? He got away from the city by boat. 6. Which of your adjectives describe the man’s feelings most closely? Very shocked, devastated.
speech.
I would like to express my thanks to … who … Here, I wish to express my thanks for the great efforts … I’d also like to thank … No words are strong enough to express our … It was terrible when …
number of buildings were burnt.
The number of people who lost
homes reached as many as 250,000.
About 700 people died in the
earthquake and the fires.
The listening text is an interview of a survivor of
useful adjectives to express your

高中英语人教版必修1unit4EarthquakesLanguagepoints教案(系列二)Word版

必修一Unit 4 EarthquakesLanguage points从容说课This is the second teaching period of this unit. We first check the students’ homework and offer chances for the students to review what they learned during the first period.The emphasis in this period will be placed on the important new words, expressions and sentence patterns in the parts Warming up, Pre-reading, Reading and Comprehending. In order to make the students understand these important points thoroughly, we can first get the students to understand their meanings in the context, then give some explanations about them, and later offer some practices to make the students master their usages. Some words and expressions, such as shake, injure, destroy, shock, rescue, right away, a great number of, give out are very useful and important. So are the sentence patterns “It seemed that the world was at an end” and “All hope was not lost”. We ought to pay more attention to them and design special exercises.At the end of the class, the teacher can make the students do more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well.教学重点1. Enable the students to grasp the usages of such important new words and expressions as shake, injure, destroy, shock, rescue, right away, a great number of, give out, etc.2. Get the students to master the usages of the patterns:“It seemed that the world was at an end” and “All hope was not lost”.教学难点1. Let the students learn the usage of the word “shake”.2. Enable the students to master the usage of the pattern “All. . . is not. . . ” and understand some difficult and long sentences.教学方法1. Discussing, summarizing and practicing2. Cooperative learning教具准备The multimedia and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn and grasp the important new words and expressions: shake well(n. )rise crack smelly burst canal ruin injure destroy useless shock quake rescue electricity disaster army organize bury coal mine shelter fresh right away at an end lie in ruins be trapped under sth. a (great)number of2. Get the students to learn the following useful sentence patterns:1) But the one million people of the city, who thought little of these events, went to bed as usual that night.2) It seemed that the world was at an end!3) Bricks covered the ground like red autumn leaves.4) The army organized teams to dig out those who were trapped and to bury the dead.5) Workers built shelters for survivors whose homes had been destroyed.6) Never before in history has a city been so completely destroyed.Ability aims:1. Enable the students to use some useful words and expressions correctly.2. Enable the students to make sentences after the useful sentence patterns.Emotional aim:1. Stimulate the students’ interest in learning English.2. Develop the students’ spirit of cooperation and teamwork.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Ask some students to retell the reading passage A Night the Earth Didn’t Sleep.→Step 2 Reading and findingGet the students to read the reading passage again to underline all the new words and useful expressions or collocations in the passage.Collocations: a smelly gas, come out of, in the farmyards, too nervous to eat, run out of, look for places to hide, jump put of, water pipes, think little of, as usual, It seemed that. . . , at an end, one hundred kilometers away, one-third, eight kilometers long, thirty meters wide, cut across, in ruins, be injured, thousands of, the number of, reach more than 400 000, everywhere, . . . everything was destroyed, be gone, blow away, be not safe for, tens of thousands of, give milk, half a million, millions of, 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, coalRead them aloud and copy them down in the exercise book after class.→Step 3 Discovering useful words and expressionsDo the exercises in Discovering useful words and expressions on Page 28.Explain the problems the students meet while checking the answers.→Step 4 Langu age Points1. shake vt. & vi(shook, shaken)1)(cause sb. / sth. to)move quickly and often jerkily from side to side or up and down（使某人或某物）急速摇动或颠簸The table shook when she banged her fist on it.她用拳头把桌子敲得直颤。

新人教版必修一-Unit-4-Earthquakes-Using-Language[优秀教案]

Unit 4EarthquakesPeriod 5Using Language整体设计从容说课This is the fifth teaching period of this unit. The teacher can first check the homework and review what they learned in the last lesson. Some sentences which contain attributive clauses should be translated for revision.The emphasis of this period is laid on developing the students’ writing ability. This is a best way to test if the students have mastered what they have learned. The task Reading and speaking on Page 30 includes two parts:The first part including 1-2 gives students practice in writing a short acceptance speech. Step 2 clearly outlines what students should include in their speeches. Be sure to have students consider who their audience is and how they choose their words and manner of speaking. This part is a bit challenging for students, but very practical. It requires students to put what they have learned into daily use, which is the real purpose of language learning. The teacher should instruct students in order to make it sound formal. The second part, that is, Step 3 gives students practice in discussing in groups what had to be done to rebuild a city after an earthquake. Students should have their discussion after looking at the design of the new Tangshan stamps.As to the part Reading and writing on Pages 31-32, the teacher should first get the students to read the brief description about how to write a newspaper story and then have them compare a newspaper story to a short story. Explain to students that a newspaper needs a headline to attract the reader’s attention since the reader may not have bought the newspaper before they read the headline. Newspaper stories and short stories are organized very differently. 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. The point-of-view in a good newspaper story is objective(i. e. it has no point-of-view)while a short story is subjective(i. e. has a point-of-view). A newspaper story has no conclusion; a short story generally does. After understanding all the above, students are required to prepare the outline for a short newspaper story for China Daily. Writing is a higher stage of language learning. The teacher should frequently give students some assignments of writing. Only in this way, can students use what they have learned more freely.教学重点Doevelop the students’ writing ability by writing a speech and preparing the outline for a short newspaper story for China Daily.教学难点Get the students to learn how to write a good speech and a good newspaper story.教学方法1. Task-based teaching and learning2. Cooperative learning3. Discussion教具准备A projector and other normal teaching tools三维目标Knowledge aims:1. Get the students to know how to write a speech according to an invitation.2. Get the students to know the differences between a newspaper story and a short story.3. Get the students to know how to prepare the outline for a newspaper story.Ability aims:1. Develop the s tudents’ writing ability.2. Get the students to learn how to write a good speech and a good newspaper story.Emotional aims:1. Enable the students to master writing skills and write excellent speeches and newspaper stories.2. Let the students honor those who died in the Tangshan earthquake and those who helped the survivors by making speech.教学过程设计方案→Step 1 Revision1. Check the homework exercises.2. Translate the following sentences, using attributive clauses.1)她说她的父母不许她嫁给家境贫寒的人。

高中英语必修一Unit 4 Earthquake Using language(人教版)全面版

7. be proud of you 以……而感自豪 I am proud of you.
8. honour n./v. 荣誉、尊敬、敬意、纪念我们应该尊敬父母。 We should honour our parents. = We should show honour to our parents.
Everybody knows that this park will be open to honor those who died in the terrible disaster on this day 33 years ago. We should say that all of you are very lucky to have survived. But never can we forget those who helped you do the rescue work. They dug out those who had been trapped and buried the dead.
Listening
1 How would you feel if your home was suddenly destroyed without warning? In pairs make a list of useful adjectives to express your feelings.
S1: Yes, and meanwhile the people had to live in tents. They must have worried a lot about how they would pay for food and clothes. Poor things! S2: Indeed, we owe them a lot. And they made everyone aware of the dangers of earthquakes and how to prepare for another one. They themselves were survivors in more ways than one!

高中英语人教版必修1unit4EarthquakesUsinglanguage教案(系列一)

Listen to the tape and tell whether they are true or
false.
1. Inside the earth there are a number of plates.
2. These plates move all the time. F 3. If they stop moving there is an earthquake.
my head and neck with my arms . ______________________________
2nd thing I must do____________________________ Make sure I hide under something
like a table to protect myself from things falling on top of ____________________________________________
Richter scale jolted Wen’an County, north China’s Hebei
Province at 11:56 a.m. (Beijing Time) Tuesday, July 4, 2006. The quake was a shallow-focus one, with its epicenter being around110 kilometers from Beijing and about 80 kilometers from Tianjin. No casualty was
blanket
pictures of family
phone
medicine

高中英语：Unit 4 Earthquakes Using languages(新人教必修1).doc

高一英语同步练习必修1 Unit 4 Earthquakes第4课时：Using languages基础练习：本单元重点词汇句型归纳总结1. Imagine your home begins to shake and you must leave it right away.○1imagine vt. form a picture of in the mind；think of (sth.) as probable：想象；认为（某事）可能发生或存在。

We can imagine _______________(她的悲伤)I didn’t imagine (my) _______________(成为一名教师) in my childhood.Can you imagine _______________（多么）I was surprised to hear the news?I don’t imagine so. = I imagine ____________.我认为不是这样。

○2shake: move, be moved, quickly or violently up and down, forwards and backwards: 最普通用词，可指人或物“摇动，发抖”。

指人时常用于感情激动、寒冷、惧怕引起的身体颤动。

在表示”时，多用。

The poor boy was ____________________.这个孩子正冻的发抖。

They were badly shaken ____________.他们对这个消息大为震惊。

The host ____________ all the guests. 主人跟所有的客人握手。

2. rise vi. & raise vtrise (rise -rose- risen) vi. ( of the sun, moon, stars, river, price, temperature, etc.) appear above the horizon:指自然“上升”，常用于日、月、云、霞、烟、水蒸气、物价、温度、河水、潮水及人的职位等raise (raise -raised-raised) vt. 1. lift up; move from a low(er) to a high(er) level; cause to rise: 外部的力量，“举起、提高”：2．grow or produce (crops); breed (sheep, etc.); bring up a family: 饲养、种植”、养育、抚育：The people’s living standard has greatly __________.He has __________ in rank.Her temperature is still _______.They can _______ rice here.He _______ from his chair and began his speech.3. burst : to come open or fly apart suddenlySome robbers ______________ that house.He______________.= He burst out __________他大笑起来。

优质人教版高中英语必修1 Unit 4 earthquakes Using language教案

Unit 4 earthquakes 教案Using languageStep I. RevisionShow the exercise on the screen.Fill in the blank with a correct word.1.He made another wonderful discovery, _____ was more than we could expect.A. which I think isB. which I think it isC. which I think itD. I think which is2.____ I drove to Zhuhai for the air show last week.____ Is that the reason _____ you had a few days off?A. whyB. whoC. whatD. where3.In the dark street, there wasn’t a single person _____ she could turn for help.A. thatB. whoC. from whomD. to whom4.All of the flowers now raised here have developed from those _____ in the forest.A.once they grewB. they grew onceC. that once grewD. once grew5.I don’t like _____ you speak to her.A.the wayB. the way in thatC. the way whichD. the way of which6.The weather turned out to be very good, _____ was more than we expected.A.whatB. whichC. thatD. it7.He paid the boy $10 for washing ten windows; most of _____ hadn’t been cleaned for tenyears.A.theseB. thoseC. thatD. whichAnswers to the exercise1. A2. A3. D.4.C5. A6. B7.DStep II. Pre-readingT: At the first period, we learned the earthquake happened in Tangshan. In that article the writer mainly described what happened during the quake. And the descriptions are objective. Now, we will read a story written by America’s most popular writer, Jack London. In the article he expressed his own feeling about the San Francisco quake. His account of the disaster is both factual and literary. You may feel it when you are reading the article. At first I’d like to show youStep III. ReadingT: Now that we have known the background of the article, and somet hing about the writer. Let’s read the article carefully, with these questions on the screen. Then you can have a discussion. After that we’ll check them together.Show the questions on the screen1.Who is the man in the picture?2.What can we see from the word never in the sentence “Never before in history has a city beenso completely destroyed”?3.How many negative words are used in the first paragraph, and what can we know from thesewords?4.What’s the feature of the sentences in the first paragraph?5.What’s the main idea of the second paragraph?6.What can we learn from the first sentence and the last sentence?Answers:1.Maybe he is the writer, Jack London.2.From the word never, we can feel that the writer was very sad.3.There are six words. They are never, nothing, gone, no, useless and burst.4.All the sentences in this paragraph are short ones.5.Out at sea it was calm.6.The two sentences give us a contrast. Although the city was destroyed, the people were notnervous or upset. They just did what they should do.Step IV Answering questionsAnswers to Exercise 11.shockedLondon is both greatly surprised and frightened by what he sees, so “shocked” is a good word to describe his feelings.2.sadLondon knows that many families lost their loved ones and all their possessions.Answers to Exercise 21. BBecause he is an eyewitness. He is also writing a personal report, not a history lesson.2.The people hurt by the quake and the things it destroyed3. C4. BStep V ListeningAnswers to Exercise 1True: 3,4 False: 1,2,5,6Answers to Exercise 21.After the earthquake had happened. The last sentence gives information about the next dayafter the2.Yes, the man is calm because he is writing about something a long time after it happened.3.The falling buildings were his biggest danger and he didn’t know when one might fall on him.He could at least see the fires and cows coming towards him.4.He was going to the bay to get on a boat.5.Answers will vary but should demonstrate an understanding of the listening text.Step VI Homework。

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1. Why do earthquakes happen?
Earthquakes happen when two moving plates jump and push against each other
2. Why do California, China and Japan have a lot of earthquakes?
by _______________________________ hiding under some furniture
we must hold on to 3rd thing I must do is ___________________ the furniture so that it doesn’t move away from me during the earthquake _______________________________
1. What we must do when the earthquake comes is “drop, cover and hold”, when you’re inside. 伏倒、掩护、抓住
1. W____________________ hat to do here to be safe 2. W____________________ 3. Who ____________________ to contact
houses along a line 1. Do not build ________________________ where two plates meet _______________________. 2. Make sure you build houses on rocks rather than on sand ____________________________________. make the houses as strong as possible 3. You must ___________________________.
My earthquake advice
If you are outside, you should _______________ go to an open space away from buildings, trees or power lines _________________________________________
If you are in the living room, you should tie ______ the TV
_________________________________________ to a table so it can’t move and make sure that the _________________________________ bookcases are already tied to the wall If you are in the house alone, you should _____________________________________ ringa family friend and tell them where you are _____________________________________ and collect your personal earthquake bag
My earthquake plan
drop to the floor 1st thing I must do is ___________________ and cover our heads with our hands _______________________________ 2nd thing I must do is ___________________ cover ourselves
•
Pacific plate
American plate
African plate Indian plate Antarctic plate
Lilse
1. It is believed that on the surface of the earth are a number of plates. 2. If the plates stop moving, there is an earthquake.
Because they are placed in areas where different plates meet.
Discussion
If you are live in an earthquake area, what can you do to avoid your house being destroyed by an earthquake?
Weak buildings will fall down and ________
strong ones may ___________. _______ stay up
Listening 2
What shall we do if an earthquake happens?
• Don’t be nervous and keep calm. • Don’t try to run out of the classroom. • Protect your head by putting your bag on your head. • Sit down under your desk. • Leave the classroom after the earthquake.
Unit4
Natural Disasters
flood
Drought
[draut]
fire
sandstorm
Tornado
mudflow
volcanic eruption
/vɔl'kænik/
Listening 1
Do you know why an earthquake happens?
Eurasian plate
T
F F F
3. If the plates move, there is an earthquake.
4. Wherever you live, you are in an earthquake area.
5. China has two plates pushing on her and they T make mountains and earthquakes.