人教版高中英语必修一Unit4整体教案
英语人教版必修一unit4教案+课文讲解+同步验收+跟踪练习-人教课标版
英语人教版必修一u n i t4教案+课文讲解+同步验收+跟踪练习-人教课标版1(总12页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--Unit 4 EarthquakesPeriod OneTeaching aims:1. Train the students’ listening ability.2. T rain the students’ listening ability.3. Train the students’ ability to use the Internet to search for some us eful information.4. Train the students’ ability to cooperate with others.Important points:Train the students’ speaking ability by describing, talking and discussion.Difficult points: Train the students’ listening ability.Teaching procedures:Step 1. Warmingup1. Lead in by talking about the earthquake which happened in the Indian Ocean at the end of last year. Ask Ss to describe it in their words.2. Ask Ss to say about something more about earthquakes, such as the Tangshan Earthquake that happened in our country.3. Look at the two pictures on Page 25.Step 2. Listening1. Listen to the tape to know why there are earthquakes in the world.2.Listen to the tape and check the answers.( It is about the cause of earthquakesand how we can reduce losses from them.)3. A few minutes later, check the answers.Step 3. Homework1. Preview the reading passage on Page 26 and do exercise I in the part “Learning about language”.2. Ask Ss to look for more ways of reducing losses from earthquakes. The students can go to the library or use the Internet to search for information. After searching for the information, each group should make a poster, informing people how to reduce the losses of an earthquake.Record after teaching.Period TwoTeaching aims:1. Learn some detailed information about an earthquake.2. I mprove the students’ reading ability.3. T rain the students’ ability to grasp key information while listening.4. T rain the students’ speaking ability.Important points:1. The new words and expressions.2. Learn some detailed information about an earthquake.3. Train the students’ ability to cooperate with others.4. Train the students’ speaking ability.Difficult points:1. Words: shake, burst, rise, destroy, shock, fresh, injure2. Phrases: right away, at an end3. Sentence patterns:(1) It seemed/ seems that…(2) The number of sb./sth. Reached/reaches…(3)All hope was not lost.4. Improve the students’ reading ability.5. Train the students’ ability to grasp key information whi le listeningTeaching procedures:Step 1. Prereading1. Ask Ss to pretend they are warned of a coming earthquake. They have time to take only one thing. Tell their partners wha t they will take and the reason.2. If an earthquake is around the corner, there must be some abnormal phenomena. Carefully look at the four pictures on Page 25 and try to describe what have been seen.Step 2. ListeningAn earthquake is very terrible. In this unit, we will learn something about the strongest earthquake in China’s history, which happened in Tangshan, Hebei, in 1976. First listen to the tape with your textbooks closed and check whether the following statements are true or false. If it is false, try to correct it.1. People in Tangshan were warned of the earthquake and didn’t go to bed that night. (F)2. People in Beijing also felt the earthquake. (T)3. More than 400 000 people were killed in the quake. (F)4. Many rescue workers and doctors were trapped under the ruins during the aftershock. (T)5. People tried to get fresh water from under the ground in Tangshan. (F)Step 3. Reading1. Finish Part 12 in Comprehending on Page 27.2. Finish Part 3 in Comprehending on Page 27.3. Read the passage again to get important information about Tangshan Earthquake and fill in the blanks.Step 4. Homework1. Read the text several times.2. Do exercise 3 on Page 28.3. Do exercise 2 on Page 28 in the exercise book and hang it in tomorrow.4. Learn some words and phrases in this unit and make some sentences with them. ( Ss’ Book, Page 8284)Period ThreeTeaching aims:1. Train the students’ ability to read different numbers in English.2. Learn the usage of some difficult words and expressions.3. Train the students’ ability to remove the difficulties while read ing.Important points:1. Train the students’ ability to read different numbers in English.2. Train the students’ ability to cooperate with others.Difficult points:1. The explanation of some difficult words and expressions.2. Train the students’ ability to remove the difficulties while reading.Teaching procedures:Step 1. Revision1. Ask Ss some questions based on the Reading passage.(1) What did people in Tangshan see in the sky before the earthquake(2) What did people notice in the wells(3) Did people pay any attention to these abnormal phenomena(4) When did the earthquake begin(5) Were there any aftershocks(6) Did the survivors deny the city and go to live in other places2. Check the homework (Ex2 on P28). Ask them to recite it after class.Step 2. Learning about NumbersTurn to Page 28 and look at Part 3. Match each word to the number that has the same meaning. Allow the students several minutes to finish the task. Check the answers.Step 3. Important pointsAsk the students to turn to Page 82. Ask some students to make some sentences with the words or phrases. Deal with some difficulties. You can add more phrases. Step 4. HomeworkIn order to master the usage of these words and expressions, please do some related exercises.1. Finish off the two parts in Using Words and Expressions on Page 63.2. Translate the sentences on Page 63 into English. Write the English sentences in one of your exercise book and hand it in tomorrow.Period FourTeaching aims:1. Learn to choose the correct Relative Pronouns for the Attributive Clauses.2. Train the students’ ability to report what others have said.Important points:1. Learn the Attributive Clause.2. Train the students’ ability to report what others have said.Difficult points:Learn to choose the correct Relative Pronouns for the Attributive Clauses. Teaching procedures:Step 1. RevisionCheck the homework exercises.Step 2. GrammarW rites the sentence “Workers built shelters for survivors whose homes had been dest royed.” On the blackboard before c lass begins. Ask Ss to think what kind of clause it isAnd then introduce The Attributive Clause to students.. The woman who lives next door is a teacher.A sentence with an attributive clause contains two shorter sentences. In the sentence above, the two short sentences are: “The woman is a teacher.” And “The woman lives next door.” The Attributive Clause is the answer to the question: Which woman is a teacherWould you try to divide the sample sentence on the blackboard into two short sentencesSum up the rules:“Who” is used for people. “Which” is used for things. “That” is used for things or people. “Whose” is used instead of his/her/their/somebody’s. “Whom” is quite formal, and in most cases it is all right to use who instead. But when whom has a preposition before it, it cannot be replaced by who.Step 3. Practice1. Now look at Part 2 in Discovering Useful Structures on Page 28. try to complete each sentence using that, which, who, or whose.Let the students do this exercise and check the answers.2. Do more exercises in Ex 3 on Page51 in《导》.Step 4. HomeworkAfter class, read the passage on Page 64. It’s about advice on how to protect your home from an earthquake. Complete the sentences below, using who, whom, which, that or whose.Period FiveTeaching aims:1. Train the students’ speaking ability.2. Train the students’ ability to search for doing something.3. Train the students’ ability to do things step by step.Important points:1. Train the studen ts’ speaking ability.2. Train the students’ ability to search for doing something.Difficult points:1. Know how to write a speech.2. Know how to write a newspaper story.3. Learn to cooperate to each other.Teaching procedures:Step 1. RevisionCheck homework exercises and ask some students to read the sentences out. Step 2. Reading and writingRead the letter on Page 29. In the blank at the beginning of the letter, write the last number of the year it is now. Then in the blank near the end of the letter, use a number to say how many years ago the quake happened.(After several minutes, the teacher checks the answers with the class.)T: Suppose you are the student who was invited to give the speech. What should you include in your speech(Students give their different answers.)T: Yes, while writing, don’t forget to contain the information. Now I will give you 15 minutes to write the speech. You can follow the points in part 3 on this page. (While the students are writing, the teacher gets around the classroom and helps the students to deal with any difficulties that they have.)(After 15 minutes)T: Are there any volunteers to read his or her speech( If there is nobody, the teacher asks one to read, and give some assessments.) Step 3. SpeakingT: Imagine that after your speech, Zhangsha asks you to give a short talk about the new stamps about Tangshan to honor the city. First, ask and answer the following questions in pairs.(1) What do these stamps show(2) Do you think these stamps are very important and why(3) Will you collect these stamps Why and why not(After the students ask and answer these questions in pairs.)T: Now try to fill in the lines in the little talk. You can use some of the answers to the questions.T: Next I will ask one of you to read the little talk.Step 4. WritingT: By now you have learned writing a speech and a little talk. Now you are going to write an article for a newspaper about a special event that happed in your hometown. First, let’s learn some s kills of writing newspaper stories. Before you write, you should write an outline. This is very useful. Today, we will learn how to write an outline. Please turn to Page 31. Read the instructions in bold and pay attention to some questions I prepared to you.Q1: Why is an outline importantQ2: What should an outline includeQ3: Why is a headline importantQ4: What are the steps to finish a newspaper storyQ5: What is the feature of a newspaper storySuggested answers:1. Because an outline will prepare you to write a better story.2. A good outline should have a headline, a list of main ideas and a list of important details.3. A headline can tell the readers what the topic is, so it can attract the readers’ attention since the reader may not have bought the newspaper before they read the headline.4. First, organize the main ideas. Next, put some details into each paragraph.5. A newspaper story gives the most important news first and the least important news last.T: Now let’s read the example o f a newspaper story. Try to find the headline, main idea and details of each paragraph. You may work in groups of three.(After several minutes, the teacher asks the students the following questions :)Q1: What is the headline of the newspaper storyQ2: What is the main ideaQ3: What is the detailed informationT: Now turn to Page 32 and check your main ideals and detailed information. Step 5. HomeworkT: So now you know how to write a passage step by step. Prepare the outline for a short newspaper story for China Daily. Use the example to help you to organize your outline. You can first have a discussion with your partner and decide which event you will write about. Try to write down the title, main ideas and detailed information. Then put them into a short passage.Record after teaching:_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________ __________________________Period SixKnowledge:Learn a passage about the San Francisco EarthquakeAbility:1. Learn to compare two similar passages.2. Train the students’ listening ability.Emotion:1. Learn to cooperate with others.2. Learn from the bravery of the people of San Francisco to face the reality. Teaching Important Points:1. Train the students’ listening ability.2. Learn a passage about the San Francisco EarthquakeTeaching Difficulties:Learn to compare two similar passages.Teaching Procedures:Step 1. RevisionT: In the second period of this unit, you learnt some detailed information about the Tangshan Eearthquake. Can you use several sentences to summarize the passageS: Let me have a try. The terrible earthquake struck the city of Tangshan while people were sleeping. More than 400 000 people were killed or injured in the quake. After the quake, people found nearly everything was destroyed. But people in Tangshan didn’t lose heart. They rebuilt the city with the help of soldiers.T: Quite good.Step 2. Reading and ComparingT: In the first period, we also talked about the earthquakes that happened in San Francisco. Today, we will learn a passage titled “The Story of an Eyewitness”, which is about the San Francisco Earthquake in 1906. It was written by Jake London, who was a famous American writer.T: First read the passage carefully. While reading, please think about the following questions:(1) How did the author feel about the earthquake(2) How did the author feel about the people of San Francisco(Ss read the passage, then the teacher asks someone to give their answers and checks the answers)(Answers will vary.)T: Quite good. You can keep your own answers as long as you think they are reasonable and you can find proofs from the passage.Read the first paragraph in this passage .Then go back and read again the first paragraph of the passage on Page 26. Compare the ways both writers give you details about the earthquakes. Try to finish the 4 exercises on Page 66. You may discuss in group of three.(Ss read the two passage and finish the exercises.)(Then the teacher checks the answers.)T: Next I will play the tape of this passage for you to listen. Please pay special attention to the intonation.(After listening.)T: Now I will give you several minutes to read the third paragraph with feelings. Step 3. ListeningT: Just now we learned a passage written by an eyewitness about the terrible San Francisco earthquake in 1906. Now we will listen to a story told by a man who was a survivor of the earthquake. Listen to the tape the first time, and try to tell whether the statements in part 1 are true or false.(Teacher plays the tape for the students to listen and finish the task.)(After listening, the teacher checks the answers with the class.)T: Now let’s listen to the tape again and try to answer the questions in Part 2. (After listening, the teacher checks the answers)T: While listening to the tape, you should not only pay attention to the contents, but also the pronunciation and intonation. The sentences in Part 3 show us thesequence. I will play the tape again, you should mark liaison and incomplete explosion in these sentences. Then practice reading them aloud.Step 4. HomeworkT: In this class we read and listened to two stories ,both of which are about the 1906 San Francisco earthquake. The stories are true and were written for the Museum of the City of San Francisco. The museum has many such personal accounts and photos at If you are interested in them, you can surf in the site I’ve given to you.Record after teaching:_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________Period SevenKnowledge:1. Learn how to make an earthquake plan.2. Learn what to contain in a personal earthquake bag.Ability:1. Train the students’ listening ability.2. Train the stu dents’ speaking ability.3. Learn to find reasons for their choices.4. Learn to sum up what they have learned in the unit.Emotion:Learn to cooperate with others.Teaching Important Points:1. Train the students’ listening ability.2. Train the st udents’ speaking ability.Teaching Difficulties:Learn to find reasons for their choices.Teaching Procedures:Step 1. GreetingsGreet the whole class as usual.Step 2. ListeningT: These days Earthquakes are always our central topic. We have learned many things about it. Up till now, earthquakes are difficult to predict. We can hardly avoid an earthquake. But actually we can do things to reduce the losses of an earthquake. Let’s look at the form on Page 66 and have a discussion about the earthquake plan with your partner.( Ss give their answers)T: What should you do if you are outside(Ss give their answers)T: What should you do if you are in the living room(different answers)T: What should you do if you are in the house room(different answers)T: Next we are going to listen to the tape and write down the three “things” that are mentioned.(After listening, teacher checks the answers with the students.)T: Then let’s listen again. This time you should write down more details about each of the “things”.(After listening, teacher checks the answers with the class. Play the tape again if necessary.)Step 3. SpeakingT: You know every family should have an earthquake bag, in which there are enough things that you can use in case of an earthquake. Here we have a list of possible items for the personal earthquake bag. Choose only eight things, which you think are the most essential, from the list. They must last you five days. Discuss with your partner.(After several minutes.)T: Now join another pair and discuss your choices. Put all the things you agree on into a final list. Discuss the other items explaining your reasons and trying to agree which ones are the most suitable.(After several minutes.)T: Each group should choose one representative. Now be prepared to present your list to the class and give your reasons for each choice.Step 4. Learning TipT: In order to learn a language well, you should do a lot of practice, including listening, speaking, reading and writing. Only when we understand what is said to us can we have a conversation with somebody. So listening to English is very important. After class, you should listen to the English news on CCTV International. You will not only get a lot of information about what is happening around the world, but also improve your listening and learn more English words and expressions. At the same, you will improve your pronunciation and intonation. Step 5. Summing upT: Now let’s sum up what you have learnt in this unit. Work with your partner. First write down what you have learned about earthquakes. Then write down the verbs, nouns, expressions and new grammar items that you have learned from this unit. Step 6. Homework1. Review Unit 4. .2. Preview Unit 5.Record after teaching:_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________The End2121。
人教版高中英语教案必修1第四单元
人教版高中英语教案必修1第四单元Unit 4：EarthquakesPeriod 1: A sample lesson plan for reading(A NIGHT THE EARTH DIDN’T S) LEEPAims：To listen and talk about natural disastersTo read about earthquakesStep I. Warming up1.Warming up by asking some questions：(1) Have you ever experienced any natural disasters?(2) Can you name all the disasters?(volcano, fire, sandstorm, typhoon, hailstone, thunderstorm, flood, hurricane, earthquake, mudflow)(3) Have you ever experienced an earthquake? Can you describe how terrible an earthquake is?(The earth is shaking; All the buildings will fall down; Many people will die and homeless; Many children will become orphans.)2. Warming up by discussingNow, look at the pictures of Tangshan and San Francisco in warming up and describe what you see in the pictures. (beautiful cities; broad roads; tall building; large population.)(4) What will happen if there has been a big earthquake in these two cities?As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes?Now let’s come to Pre-reading and decide what may happen before an earthquake comes.Step II. Pre-reading1.Talking and sharingWhat are the signs of an earthquake?(e.g. Cows, pigs and dogs become too nervous too eat.The mice will run out of the fields looking for places to hide.The water in the wells will rise and fall.Walls of the houses in villages will have deep cracks.There will be bright lights in the sky….)2. Imaging and sharingImagine there is an earthquake now, your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why?Step III. Reading1. Listening and fast readingNow, let’s come to the text “A NIGHT THE EARTH DIDN’T SLEEP” andsee what it tells us. Please listen to the text and get the general idea of the passage. You should pay attention to the first sentences of each paragraph. In what order is the text written?(The text is written in time order. The general idea is the mixture of the first sentences of each paragraph, that is, the text tells us something that happened before the earthquake, during the earthquake and after the earthquake.)2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them in your notebook after class as homework.a smelly gas, come out of, in the farmyards, too nervous to eat, run out of, look for place to hide, water pipes, think little of sth., as usual, it seemed that, at an end, one hundred kilometers away, one-third eight kilometers long, thirty meters wide, cutacross, in ruins, be injury, the number of, reach more than 400, 000, everywhere, everything was destroyed, be gone, blow away, sth. be not safe for, tens of thousands of, give milk, half a million, instead of, be shocked, later that afternoon, be trapped under the ruins, fall down, all…is/was not…, hundreds of thousands o f, dig out, the dead, to the north of, coal mines, built shelters, fresh water3. Reading aloud and translatingNext, we are going to read aloud the text and translate it into Chinese.4. Reading and transforming informationRead the text again and answer the following questions.11. What natural signs of coming disaster were there?2. Can you think of some reasons why these signs weren’t noticed?3. Can you describe the disaster caused by the earthquake?4. What events and situations probably made the disaster worse?5. How were the survivors helped?6. Could anything more have been done to help the survivors? Why or why not?5. Discussing writing styleAs you have understood the general idea of the text, I still put more questions to you.1. From whose point of view are events described? How do you know?(A writer who didn’t see the quake uses the third person “they” when he writes.)2. Why do you think the writer chose to express her feelingsabout the quake rather than simply report what happened?(Although the writer was not there he felt sad for the people of Tang Shan. He knows that giving some feelings will make the reading more interesting.)3. Why is the title “A NIGHT THE EARTH DIDN’T SLEEP”?(As usual, night is the time to sleep, and night should be quiet and safe. But that night everything changed. The writer used it as a title to show how terrible and how unusual that night is.)6. Reading and understanding difficult sentences.If you have some difficult sentences to understand, come to me for help.Step IV. PracticeDo the comprehending Exercises 1, 2 and 3 on page 27.What should you do during an earthquake? Look at the given situation and discuss in pairs.(1) If you are OUTDOORS, …(2) If you are in a HIGH BUILDING, …(3) If you are DRIVING, …(4) If you are HA VING CLASS, …(5) If you are in a CINEMA, …What should you do during the earthquake?Situation:(1) how to rescue those still trapped in the ruins;(2) how to take care of the survivors;(3) how to repair buildings that survived the earthquake;(4) what to do with the buildings that survived the earthquake;(5) where to find people to help build a new city;(6) how to teach children about earthquake safety;(7) where to put information for survivors and their families;(8) how to plan for further disasters.Period 2: A sample lesson plan for Learning about Language (The Attributive Clause: that, which, who, whose)Aims: 1).T o learn about the usage of who, which, that and whose in the Attributive Clause.2) To discover useful words and expressionsStep I. Warming upWarming up by discovering useful words and expressions. And then do the exercise on page 27.Step II. Learning about language1. Reading and findingTurn to page 26 and read the text A NIGHT THE EARTH DIDN’T SLEEP. Tick out th e attributive clauses in the reading passage and translate them into Chinese.2. Doing Exercises 2 on page 28Turn to page 28 and do Exercise 2 in pairs.Step III. Materials for Relative Pronouns: which, that, who whom whoseWhat are Relative Pronouns?Relative pronouns are special pronouns which can connect the antecedent(先行词) and the attributive clause. Also they can be used as a part of the attributive clause. Here are some important differences: 1．Which / that: referring to things, can be used as a subject or an object in the attributive clause; when they are used as an object, they can be omitted:The plane is a machine that/which can fly.The school (that/which) he visited last week is to the south of the city.2. that/ who/whom: referring to a person, can be used assubject or object in the attributive clause; whom can be used as an object:The girl (that/whom/who) we saw yesterday was Jim’s sister.The man that/who is talking to my father is my math teacher.3. whose: referring to a person or a thing, can be used as an attribute in the attributive clause:This is the writer whose name is known all over the world.The room whose window faces south is mine.4. Before everything, anything, everybody, anybody, all, the best +n, thefifth +n, we use that instead of which:All (that) I need is time.This is the largest factory (that) I have ever visitedThe sixth lesson (that) we are learning is the most difficult in Book Two.5. We can’t use that in a Non-Defining Attributive Clause:I have lost the pen, which I like very much.I have two sisters, who are both teachers.Step IV. QuizNow you are going to take a quiz on Relative Pronouns.Fill in the blanks, using which, that, who, whom, whose.(1) The force -------causes everything to fall towards the ground is called gravity.(2) A friend -------- helps you in time of need is a friend indeed.(3) Do you know the girl------- parents are teachers in our school?(4) The woman ------ I spoke to just now is my English teacher.(5) He saw a house------- windows were all broken.(6) Everything------- can be done today mustn’t be donetomorrow.(7) Can you think of anyone--------- could look after him?(8) This is the best hotel-------- I know.(9) The man------- I saw told me to come back today.(10) Those-------- want to go to the Great Wall write down your names here.(11) He talked a lot about the teachers and the schools-------he had visited.(12) The ninth lesson --------we are learning is the most difficult in Book One.(13) Mount Blanc(勃朗峰),-------- they visited last month, is the highest mountain in Europe.(14) We know all the teacher-------- work in our school.(15) The house in -------Lu Xun once lived is a museum now.(16) The house -------Lu Xun once lived is a museum now.(17) The house-------- Lu Xun once lived in is a museum now.(18) You can take any room---------you like.(19) He showed a machine------ parts are too small to be seen.(20) The sports meet was put off, ------- was exactly what we wanted.Answers to the exercises: (1)which/that (2)who/that (3)whose (4)whom/that/who (5)whose (6)that (7)that (8)that (9)that/whom/who (10)who (11)that (12)that (13)which (14)that (15)which (16)in which/where (17)which/that (18)that (19)whose (20)whichPeriod 3: A sample lesson plan for Using Language(A letter from Zhang Sha)Aims: 1). T o read and speak about traveling. 2). T o write a letter describing feeling about traveling Step I. Warming up1. By discussingHave you ever written a speech? What is a speech?Speech means an act of speaking formally to a group of listeners. What do you have to consider when you are writing a speech? Please discuss it in pairs1. Who is the audience?2. How can we express ourselves clearly?2. By readingWhat should you include in your speech when you try to write one? Read the letter on page 29 and imagine you are the student who was invited to give a speech. Now write a short speech, in which you should follow the points in exercise 3 on page 29.Step II. Reading and underliningRead the letter and exercises again and underline all the useful expressions or collocations in the letter. Copy them in your notebook after class as homework.Collocations from the lettercongratulations，be pleased to do sth，win the high school speaking competition，a group of five judges，all of whom，agree，be proud of，open a new park，honor those who died in the terrible disaster，would like to do，have you do sth，as you know，invite sb. to do sth，on that special day，at the beginning of，thank sb, for doing sth，honor sb. for sth，be known as，encourage sb. to do sth，be happy to do sth，collect stamps，lose one’s lifeStep III. ListeningWe’ll listen to a story about a person who experienced the 1906 San Francisco earthquake. Listen and try to get some details that exercises 1 and 2 request.Step IV. Guided writing (SB. page 31)1. Making a introductionHave you ever read a newspaper story? Now turn on your books to page 31 and look at Writing. Read the brief description about how to write a newspaper story. Compare a newspaper story to a short story and answer the following questions.1). What should you write before writing a newspaper story? (outline)2). What should a newspaper outline have?(a headline; a list of main ideas; a list of important details)3). Why a headline is needed?(It can tell the readers what the topic is; it c an also attract the readers’ attention)4). How can you finish a newspaper story?(First, you should write a headline, then organize your main ideas into paragraphs, and then put some details into each paragraph.)5). Have you found out the difference between a newspaper story and a short story?(Usually a short story begins with small details and includes big details later. A newspaper story does just the opposite. Both kinds of stories use paragraphs with main ideas. In a good newspaper story, the point-of-view is objective (i.e. it has no point-of-view) while a short story is subjective (i.e. it has a point-of-view). A newspaper story has no conclusion; a short story generally does.)Now I’ll show you a newspaper story to find out the headline, mai n idea and details of each paragraph.THE WASHINGTON POSTSEATTLE-A powerful earthquake with a magnitude of 6.8 hitWashington State last week. The quake, the biggest in 50 years, caused billions of dollars in damage. But miraculously, only one person died and more than 100 people were injured in the quake.Authorities said one reason there wasn’t greater destruction is that the region spent millions of dollars in the last decade designing earthquake----proof facilities and improving existing buildings, schools and homes. Earthquake expert said the event illustrated(说明) the growing gap between rich and poor nations in the ability to mitigate(减轻) natural disasters. Only a handful of people were seriously injured here, a slight number compared with the devastation(破坏) in countries like Turkey, India and El Salvador, where quakes have buried thousands under poorly constructed buildings.2. WritingNow prepare the outline for a short newspaper story for China Daily. You can use the example in exercise 1 to help you organize your outline.3. UnderliningRead the outline and the newspaper story in Writing and underline all the useful expressions or collocations in them. Copy them to your notebook after class as homework.Collocations from Writinga list of, put some details into each paragraph, a team of, raise money, thousands of, plan to do sth., in early June, hope to do sth., be interested to do sth.Step IV SummaryWe have learned a lot about earthquakes. Now let’s have a s ummary about what we have learned. Look at the following questions.(1). Have you ever experienced an earthquake?(2). Can you describe an earthquake in English?(3). What do you know about the cause of an earthquake?(4). What new information about earthquakes have you learned now?(5). What words and expressions can you use to describe an earthquake?Earthquake Survival TipsWould you know what to do during a really big earthquake? Experts have looked into matter carefully. It may be worth you while to look over the following tips they have for us.If the ground begins shaking while you are driving, pull over and stay in your car. If you are in a building, try to get near a strong wall. The corner of the room or the space under a big doorway is the safest. As soon as the quake is over, check the gas pipe in the building. Gas fires often result from earthquakes. These tips may prove to be lifesavers. We should, therefore, keep them in mind. Remember to always hope for the best but prepare for the worst.Escape in the SchoolIf it has an earthquake when having classes, the students should listen to the teacher’s instruction, protect their heads and hide under the desks.Language points1. imagine vt. form a picture of in the mind；think of (sth.) as probable：想象；认为（某事）可能发生或存在。
高中英语(人教版必修一)Unit4Earthquakes单元教案
中学英语（人教版）必修一第四单元教案Unit 4 Earthquake一．教学内容分析本单元话题为"地震"，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震绽开。
本单元共分八个部分。
Warming-up 部分通过两张图片引出话题"一旦地震发生，将会造成怎样的危害"，为后面的主题作了一个热身运动。
Pre-reading 部分设置了两个开放性问题，目的是增加学生的生活常识，提高他们的应变实力。
这部分为接下来的阅读作了很好的铺垫，学生可通过套乱，参阅有关地震的书籍并运用一些生活常识来回答这两个问题。
Reading 部分具体描写了1976年唐山大地震的震前、震中和震后。
作者具体描述了地震来临前的一些不正常的自然现象与动物的反常表现；地震的来势汹汹并在顷刻间将整座城市夷为平地；震后人们英勇面对现实并与时实施抢救和重建工作。
Comprehending 部分包括三组练习，主要目的是为了帮助学生更好地理解Reading部分的文章。
Learning about Language 部分分为两个部分：Discovering useful words and expressions 和Discovering useful structures.第一部分要求学生在把握文章的基础上，驾驭重点词汇的词义与时用，这更留意培育学生运用上下文揣测词义的实力。
其次还对一些困难的数字读法进行了检测。
其次部分则结合文章学习定语从句。
Using Language 部分分为Reading，Writing and Speaking；Listening 和Writing。
Reading，Speaking 包括读一篇邀请函，写一份演讲稿和关于一套新唐山邮票的Little talk。
Listening 部分讲解并描述了一位地震生还者的故事，并依据听力材料进行正误推断和回答问题，旨在培育学生获得细微环节的实力，并通过听来仿照标准的语音和语调。
人教版高中英语必修一 unit 4 The Earthquake Reading 教学设计
人教版高中英语必修一unit 4 The Earthquake Reading A night the earth didn’t sleep教学设计Module1 unit 4 The Earthquake Reading A night the earth didn’t sleep一、学情分析本课教学对象是高一新生，英语基础知识和听、说、读、写能力都处于英语中等水平。
所以在阅读课型上仍不太适应高中课本中对长篇文章的整体理解。
因此，通过让学生们积极参与实践、学习和使用英语，调动他们学习英语的兴趣，培养他们的阅读技能是本节课的目标。
地震是世界上常见的自然灾害之一，课本内容接近生活实际，对学生有学习和教育意义，容易激发学生的学习热情，易于展开讨论。
二、教材分析本课是高一必修1第4单元里的第2课时--第一篇阅读课（Reading）。
在第一课Warming Up里面学生已经了解了世界上的一些自然灾害，初步接触和学习了一些与其相关的词语，这一课Reading是上文的延续。
通过本节课的学习，使学生了解地震前的征兆以及地震对人类生活造成的危害，同时介绍了地震后国家和人们对灾区的救援和重建活动。
三、教学目标：本课为阅读型课，主要是通过阅读材料让学生抓住要点获取信息。
具体目标如下：(1)知识技能目标：了解更多关于地震的知识，掌握本文的结构并学习一些课内重点短语和表达的用法。
同时，通过本节课的学习培养学生快速寻找文章细节、归纳和总结的阅读能力。
(2)过程方法目标：运用图片、表格、视频、猜测以及快速阅读、讨论等各种方法，学生能够更好地理解文章内容；同时可以参与课堂群体的活动。
(3)情感价值目标：让学生形成正确对待自然灾害的价值观，提高自我保护和帮助他人的意识(4)教学方法：任务型阅读师生互动(5)教学策略：多媒体课件四、教学重点1. Present a sequence of events to introduce to the students and try to describe an earthquake. Let student pay attention to some useful words and sentences and the way to describe an earthquake.2. Let the students know what the correct attitude towards a disaster is and what we should do in a disaster for ourselves and for the other people.五、教学难点Teach the students how to appreciate an article.Teaching aidsMultimedia六、教学辅助手段PPT，video , pictures七、教学过程Step ⅠPresentation (6 minutes)Ask: What is the passage about? 2. If you were the author, what would you write in the passage?1. Present some pictures to students and guess the natural disaster “EARTHQUAKE”2. Tell students that many earthquakes have happened in the world.(教师通过看图谈论，直观地将与本课内容有关的图片展现出来,快速的导入，学生很自然地被迁移到了新课中来，并体现标题导学的阅读策略)Step Ⅱ reading and comprehension (22 minutes)1. Fast reading:Ask the students to skim the passage and answer questions.Guide the students to find out the topic sentences and analyze the structure of the reading as well as use one word to summarize the main idea of each part（教师利用快速阅读让学生先掌握课文主题，学会利用文章重点词语和主题句帮助自己明白文章总体脉络,使学生对文章有个全面印象。
人教版英语必修一Unit 4教学教案
Wells:
Animals:
Lights and sound:
Water pipes:
People of the city thought______________ and______________
While the earthquake:
At 3:42 am
→Step 7 Homework
1. Learn the new words and expressions in this part by heart.
2. Read the text again and again and write a summary of the text.
Exercise1 Questions:
D、dams and wells were useless.
E、they didn’t know what the strange events meant.
Exercise2
Time
What happened
Result
Before the earthquake:
three days before the earthquake
一、Join the correct parts of the sentences.
1 The chickens didn’t eat because
2 The people didn’t worry because
3 Such a great number of people died because
4 Water was needed because
5 The people did not lose hope because
英语人教版高中必修一(新课标)教案Unit 4 Listening and Speaking 教案
Unit 4 Natural DisastersPeriod 1Listening and Speaking教材分析本单元以自然灾害为话题，探讨在“人与自然”的主题之下，当人类面临自然灾害的威胁时，应该树立防灾意识，提高在灾害中逃生和生存的能力。
主题图的内容是汶川地震时解放军战士在废墟中运送伤者的感人画面，体现了在发生重大自然灾害时军民同心，合力救助受灾人员的大无畏的人道主义精神。
而开篇页的引言“Live to Tell: Raising Awareness, Reducing Mortality.”中文可以译为：“用生命呼吁：增强减灾意识，减少人员伤亡。
”这句话是2016年联合国世界减灾日的活动主题，目的是呼吁全球各地的人们重视自然灾害，树立防灾意识。
听力板块的活动主题是“播报自然灾害”(Report natural disasters)。
学生通过观看视频并听新闻播报，最终完成模拟播报自然灾害新闻的活动。
教学目标1. 能正确理解使用下列词汇：disaster, drought, slide, flood, rescue, damage, destroy, death, affect, shelter。
2. 能根据听力问题，预判听力内容并能提炼出关键信息，例如：数字、时间、日期、事由等。
3. 了解新闻播报应包含的基本要素和语言特征。
4.能够简要模仿新闻播报，报道突发的自然灾害。
5. 复习清辅音和浊辅音p/b、t/d、k/g、f/v、th、s/z、sh/g、ch/dg、tr/dr、ts/ds的发音规律，并利用这些规律准确辨音，有效记忆单词。
教学重难点【教学重点】1. 引导学生运用听力策略，主动思考、预判听力要点；2. 引导学生运用新闻套语，模仿听力文本，完成自然灾害的新闻播报。
【教学难点】掌握听前预判听力要点的策略和技能。
教学过程Task 1Step 1 Warming-up1.Look at the opening page and discuss the following questions.(1) What problems/natural disasters do you see in the picture?(2) What do you think the soldiers are doing?(3) Can the person in the picture survive?(4) Can we stop natural disasters from happening?2. Read the quote and discuss the following questions.How do you understand the quote? Do you agree with it?设计意图：通过询问学生对引言的看法，启发学生思考，培养学生的思辨能力。
人教版英语必修一Unit 4(A night the earth didn’t sleep)配套教案
Unit 4 EarthquakeReading: A NIGHT THE EARTH DIDN’T SLEEP教材分析本单元的中心话题是earthquake.课文的标题是 a night the earth didn’t sleep.文章讲述了1976年7月28日凌晨发生在河北省东北部唐山市的大地震。
通过对震前征兆，地震发生和震后救援的具体描述，向我们再现了唐山大地震这场惨重的自然灾害。
1.文本特征本文的标题是a night the earth didn’t sleep从标题较难以猜测出文章的内容，但文章配有一幅插图，一片废墟中几个人正在尽力挖掘，学生可以猜测出课文讲的是地震。
文本的前一页有和主题相关的四幅图片，讲的是地震前自然界中的特殊现象，这四幅图与文章的首段关系密切，可以用在读前活动中，让学生对文章的内容加以预测。
2.文本特点1）从文本的语言来看，文章篇幅较长，新词较多。
但新词的意义较为单一，多数是一些具体的实物，如well, crack, pipe,steam, dirt, canal, brick, dam, track, mine, shelter需要学生预习。
因为文章描述地震前的异常现象和地震中实物遭到破坏的语言较多，如果不认识上述词汇，会造成理解上的困难。
还有些动词影响理解，如burst, injure, rescue, trap, dig out,bury 这些词汇可以在warming up部分通过图片铺垫。
另外文本中有一些句子较难理解，需要教师在careful reading中讲解归纳。
如●But one million people of the city, who thought little ofthese events, were asleep as usual that night.●In fifteen terrible seconds, the city lay in ruins.●All hope was not lost.2）从文本的结构来看，文章结构清晰。
人教版英语必修一Unit 4(Reading)教案
Teaching DesignBook1 Unit4 Earthquakes ---ReadingTeaching Aims :（教学目标）1. Knowledge aim：Know the basic knowledge about earthquake.2. Ability aim:Learn to use different reading skills.3. Moral aim:Learn to face difficulties bravely.Teaching Important Points: (教学重点)1.Get the students to know basic knowledge about natural disasters.2. Get the students to learn about Tangshan Earthquake.3. Get the students to learn different reading skills.Teaching Difficult Points: （教学难点）Develop the students’ reading ability.Teaching Methods: （教学方法）1.Task-based teaching and learning2. Cooperative learning3.Discussion.Teaching Aids:（教学辅助）1. a multimedia classroom2. The blackboardTeaching Procedures: （教学过程）Step1: leading-in:Pictures Natural disasters earthquakeStep2: Read the text quickly and pay attention to the first sentence of each paragraph and answers the questions:1.In what order was the passage written?2.What is the general idea of the passage?Type of writing: ___________ This is a news report.____________________________Topic sentence of Paragraph 1:_______________________________________________ ________________________________________________________________________ Topic sentence of Paragraph 2:_______________________________________________ ________________________________________________________________________ Topic sentence of Paragraph 3:_______________________________________________ ________________________________________________________________________ Topic sentence of Paragraph 4:_______________________________________________ ________________________________________________________________________ General idea of the passage:_________________________________________________ Step3: Careful reading: (for example)Part1: Ask and Answer:1.When and where were the strange things happening? What are they?2.Why did the text say the world seemed to be at an end?3.How was the city destroyed after the earthquake?4.When did the second earthquake hit the city? What was the result of that?5.Who came to help Tangshan first ? And how?Part2: True or False:1.People in Tangshan were warned of the earthquake and didn’t go to bed as usual thatnight.2.People in Beijing also felt the earthquake.3.More than 400,000 people were killed in the earthquake.4.Many rescue workers and doctors were trapped under the ruins during the aftershock.5.People tried to get fresh water from under the ground in Tangshan.Part3: English and Chinese: (typical sentences)1. But the one million people of the city, who thought little of these events,were asleepas usual that night.2. it was felt in Beijing,which is one hundred kilometers away.3.In fifteen terrible seconds a large city lay in ruins.4.People began to wonder hoe long the disaster would last.5.All hope was not lost.6.Slowly the city began to breathe again.Step4: Deep reading:1.Which sentence in the text of reading can replace the following sentence?The city will not die,she has hope and she can recover from the pain._______________________________________________________________2.Why does the writer use A NIGHT THE EARTH DIDN’T SLEEP as the title?________________________________________________________________Step5: Rewriting________________ happened in Tangshan. For there days, water in the wells _________________. From the ________ of wells _____________ came out.Chicken , pigs and mice became ___________. Fish jumped ____________bowls and ponds. At 3:42 am, everything began to __________. It seemed that the world was __________________. ____________of the nation ________it. ________________ cut across the city. The city lay ______________. Two-thirds of the people died or _________________. People began _______________________________________. But all hope ___________________, soldiers came to help those ______________. Slowly, the city began to __________________.Step6: Summarizing and discussingStep7: Homework1.Write a short passage about the Tangshan earthquake.2.One acts as a reporter,and the other acts as a survivor to make a dialogue.3.。
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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 damageA. 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 WhyStep 2. Pre-readingSs discuss and answer:1.Do you know what would happen before an earthquake2.What can we do to keep ourselves safe from an earthquake3. Do you know anything about Tangshan Earthquake in 1976"Step 3. Reading1.Skimming and find the answers to the following questions:a.What happenedb.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.【2.Surf the internet and get more information about the earthquake.3.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 unders tand 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 somedifficulty.Step 4. assignment1.Finish on page 63.2.Ss try to remember the useful words and expressions by hearts.Period 3(Step 1. Warming upSs read the passage again and try to find the sentences with attributive clauses.. 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 theattributive clause.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。
关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。
1）who, whom, that这些词代替的先行词是人的名词或代词，在从句中作主语和宾语。
例如： Is he the man who/that wants to see you 他就是你想见的人吗（who/that 在从句中作主语）He is the man whom/ that I saw yesterday. 他就是我昨天见的那个人。