最新高中英语人教新课标必修1 精品教学设计Unit4Earthquakes单元概述
Unit 4 Earthquakes 单元概述
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的。
本单元共分八部分。
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，学生可通过讨论，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1976年河北唐山大地震的震前、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和地震结束后，人们勇敢地面对事实并及时地实施抢救和重建工作。
本课词汇量大，并运用了大量的动词，使得描写更为生动。
文中还有不少复杂的数字，这又增加了文章的阅读难度，另外文章中出现了许多定语从句，对学生的语言阅读能力提出了更高的要求。
Comprehending部分包括三组练习，主要目的是帮助学生更好地理解Reading部分的文章。
其中的第三小题要求学生写出各部分的大意，这更突出了培养学生整体把握文章的能力。
Learning about language部分共分为两部分：Discovering useful words and expressions和Discovering useful structures。
Discovering useful words and expressions部分要求学生在整体把握文章的基础上，掌握个别重点词汇的词义及使用，这一部分更注重培养学生运用上下文猜测词义的能力。
另外这一部分还对一些复杂的数字的读法进行了检测。
Discovering useful structures部分首先要求学生从文中找出定语从句进行分析，其次考查了定语从句关系词的选择。
Using language部分分为：Reading，writing and speaking；Listening和Writing。
Reading，writing and speaking中包括读一篇邀请函，写一份演讲稿，和关于一套新唐山邮票的little talk，这部分主要培养学生在实际生活中运用英语的能力。
在Listening部分学生将听到美国旧金山大地震中一位幸存者的故事，并根据听力材料进行正误判断和回答问题，这个部分旨在培养学生学会获取听力材料中的细节要点，同时让学生了解人们在自然灾害中的经历和感受。
Listening部分还设置了一个环节，即学生听磁带并在句子相应的位置标出连音和不完全爆破音，再练习朗读，高三学生英语口试的实施使朗读英语文章显得更为重要，可以让学生经常跟着磁带朗读，并模仿标准的语音、语调。
Writing部分要求学生为报纸写一篇文章，描写家乡的一件不同寻常的事件。
这一部分旨在培养学生按照规范的步骤进行写作，如选择适当的标题，组织语言，清晰地表达等，另外这一部分也培养学生写作时注意标题、主旨大意和细节。
Summing up部分帮助学生整理、巩固本单元所学到的知识。
其中包括学到的关于地震的知识，有用的动词、名词、其他表达方式和新的语法项目。
古人说：“学而不思则罔，思而不学则殆。
”一个单元的知识学完后进行一番总结和反思是非常有用的，可以起到事半功倍的效果。
Learning Tip部分就听英语方面给出了一些建议，建议学生多听广播或电视里的英语节目，多听不仅能够提高听力水平，还能够帮助学生改善语音、语调。
“教是为了不教”，教师不仅要把每单元的重点知识传授给学生，更应该在日常的教学中将学习方法传授给学生，逐步培养学生自学的能力。
本单元需要学习的内容有：
知识目标：
（1）New words：shake，rise，crack，burst，well，smelly，pond，pipe，canal，steam，destroy，ruin，dirt，injure，survivor，brick，dam，useless，steel，shock，quake，rescue，electricity，disaster，army，organize，bury，coal，mine，shelter，fresh，percent，Europe，speech，judge，honor，prepare
（2）Phrases：right away，as usual，at an end，lie in ruins，later that afternoon，be trapped under sth.，dig out，to the north of sp.，instead of，a great number of，put up，give out，
wake sb.up，in the open air，give a speech，be proud of，as you know，be pleased to do sth.，open a new park，thousands of，raise money，one another，a list of，prepare sth.for sth.，think little of sth.
（3）Sentence patterns：①It seemed/seems that....
②The number of sb./sth.reached/reaches....
③All hope was not lost.（部分否定）
④Never before in history has a city been so completely destroyed.（倒装句）
⑤Never in all San Francisco’s history were her people so kind as on that terrible night.（倒装句）
⑥Amazing as it may seem，Wednesday night was a quiet night.（让步状语从句）
（4）语法：定语从句（The Attributive Clause）
①能够用英语描述人物的特征、行为等——由who/whom/whose/that引导。
e.g.But the one million people of the city，who thought little of these events，went to bed as usual that night.
Workers built shelters for survivors whose homes had been destroyed.
②能够用英语描述事物、事件的性质、内容等——由which/that引导。
e.g.It was heard in Beijing，which is one hundred kilometers away.
A huge crack that was eight kilometers long and thirty meters wide cut across houses，roads and canals.
能力目标：
1.能运用所学语言知识描述地震前兆、地震危害及震后援救。
2.根据已知信息推测将要听取的材料的内容。
3.提高阅读技能和用英语进行思维、推理、判断的能力。
4.掌握演讲稿的格式及新闻报道的写作步骤和要点。
情感目标：
1.学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神。
2.在教学活动中培养学生的合作精神和互助精神。
●课时安排
本单元教学可以分为7课时：
第一课时：Warming-up；New words；Listening
第二课时：Pre-reading；Reading；Comprehending
第三课时：Important language points；Learning about language （Discovering useful words and expressions）；Using words and expressions
第四课时：Learning about language （Discovering useful structures：Grammar）；Using structures 第五课时：Using language （Reading，writing and speaking；Writing）
第六课时：Reading task；Listening Task；Speaking task
第七课时：Using language （Listening）；Learning tip；Summing up；Project。
高中英语人教版必修1教案-Unit_4_Earthquakes_教学设计_教案
教学准备1. 教学目标Knowledge aims:1. Get the students to go over useful new words and expressions.2. Have the students review the grammar:the Attributive Clause introduced by which, that, who, whom and whose.Ability aims:1. Develop the students’ ability to use the important language points.2. Enable the students to learn to use which, that, who, whom and whose correctly.Emotional aims:1. Encourage the students to listen to English more and form the good habit of listening to the English news on the radio and watch the news on CCTV International so as to learn English well.2. Strengthen the students’ sense of group cooperation.2. 教学重点/难点教学重点Get the students to review and consolidate what they have learned in this unit.教学难点Get the students to turn what they have learned into their ability.3. 教学用具课件4. 标签Unit 4 Earthquakes教学过程Step 1 Revision1. Check the homeworkexercises.2. Dictate some usefulnew words and expressions in this unit.→Step 2 Lead-inTell the students:Up tonow, we have finished Unit 4. Have you learned and grasped all in this unit?Turn to Page 32. You can check yourself by filling in the blanks in the partSumming Up.→Step 3 Summing UpFive minutes for thestudents to sum up by themselves. Then check and explain something wherenecessary.Suggested answers:Write down what you havelearned about earthquakes.We have learned basicknowledge about earthquakes, how to protect oneself and help others in anearthquake.From this unit you havealso learneduseful verbs:shake,rise, crack, burst, ruin, injure, destroy, shock, rescue, organize, bury,judge, honor, prepareuseful nouns:shake,well, rise, crack, pond, pipe, burst, canal, steam, dirt, ruin, survivor,brick, dam, steel, shock, quake, electricity, disaster, army, coal, mine,shelter, percent, speech, judge, honor, Europeother expressions:rightaway, at an end, dig out, a(great)number of, give out, thousands ofnew grammar item:theAttributive Clause introduced by which, that, who, whom and whose→Step 4 Word andexpression exercisesShow the exercises onthe screen or give out exercise papers.1. Complete thefollowing sentences with the proper forms of the words and expressions givenbelow.shake honor percent burst prepare rescue injure destroy shock judge ruininstead of a(great)number of at an end dig out1)He was______________for his courage in battle.2)Will you helpme______________ for the get-together of the old classmates?3)The fire______________all my books.4)Thehouse______________ as the heavy truck went past.5)“Sixty______________of the pupils are boys” means that of every hundred pupils, sixty are boys.6)They______________ outlaughing.7)There were twopeople______________ in the car accident.8)We can’t______________what he really meant by doing so till we know all the circumstances.9)If you are busy at thevery time, let me do it______________ you.10)The Second World Warwas______________ in 1945.11)After the earthquake,all the tall buildings were______________.12)She was______________at the news of her mother’s death.13)They______________ aboy from drowning.14)They______________the treasures hidden under the earth.15)Thereare______________ people there.2. Choose the bestanswers:1)Seeing the buildingwas falling down, the people in it ranout______________.A. right nowB. right thenC. right awayD. right out2)The rescue teamnoticed a lot of people______________ under fallen houses.A. trappedB. trappingC. to trapD. to be trapped3)He likes to makefriends so much that______________ he goes he becomes a friend of many people.A. at the placeB. whereC. somewhereD. everywhere4)The factoryproduces______________ steel every day,burning______________ coal.A. many; manyB. hundreds of tons of;very muchC. much; hundreds oftonsD. hundreds of tons of;a large number of5)The days when peoplecouldn’t say what they want to sayare______________ forever.A. lostB. missingC. goingD. gone6)While playing footballYang Yong had his leg broken and was taken to hospital__________.A. by our carB. by carC. in carD. on bike7)Today we feelproud______________ our school.A. ofB. withC. forD. in8)The new roadis______________ and______________ my hometown.A. 35 meters wide; 500meters awayB. wide 35 meters; away500 metersC. 35 meters wide; 500meters away fromD. wide 35 meters; 500meters away from9)He spent themoney______________ by his parents buying a large house.A. leavingB. leftC.remainingD. remained10)The man______________the box down and______________ down for a rest.A. lay; layB.lied; laidC. lay; laidid; layFirst get the studentsto do the exercises. Then the answers are given. The teacher can give themexplanations where necessary.Suggested answers:1. 1)honored 2)prepare 3)destroyed 4)shook 5)percent 6)burst7)injured8)judge 9)instead of 10)at an end 11)destroyed/inruins/ruined 12)shocked13)rescued 14)dug out 15)a(great)number of2. 1)C 2)A 3)D 4)B 5)D 6)B 7)A 8)C 9)B 10)D→Step 5 GrammarexercisesShow the exercises onthe screen or give out exercise papers.1. Fill in the blanks,using which, that, who, whom and whose.1)Theforce______________ causes everything to fall towards the ground is calledgravity.2)A friend______________helps you in time of need is a friend indeed.3)Do you know thegirl______________ parents are teachers in our school?4)Thewoman______________ I spoke to just now is my English teacher.5)He saw ahouse______________ windows were all broken.6)Everything______________can be done today mustn’t be done tomorrow.7)Can you think ofanyone______________ could look after him?8)This is the besthotel______________ I know.9)The man______________I saw told me to come back today.10)Those______________want to go to the Great Wall write down your names here.11)He talked a lot aboutthe teachers and the schools______________ he had visited.12)The ninthlesson______________ we are learning is the mostdifficult in Book One.13)MountBlanc,______________ they visited last month, is the highest mountain inEurope.14)We know all theteachers______________ work in our school.15)The housein______________ Lu Xun once lived is a museum now.16)Thehouse______________ Lu Xun once lived in is a museum now.17)You can take anyroom______________ you like.18)He showed amachine______________ parts are too small to be seen.2. Translate thefollowing sentences, using attributive clauses.1)抢劫她的人已经被逮捕了。
人教版高中英语必修一教案：Unit4+Earthquakes.doc
品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。
想象力是翅膀，客观实际是空气，只有两方面紧密结合，才能取得显着成绩。
2、想停下来深情地沉湎一番，怎奈行驶的船却没有铁锚;想回过头去重温旧梦，怎奈身后早已没有了归途。
因为时间的钟摆一刻也不曾停顿过，所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。
3、真正痛苦的人，却在笑脸的背后，流着别人无法知道的眼泪，生活中我们笑得比谁都开心，可是当所有的人潮散去的时候，我们比谁都落寂。
4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。
5、幸福，是一种人生的感悟，一种个人的体验。
也许，幸福是你风尘仆仆走进家门时亲切的笑脸;也许，幸福是你卧病床上百无聊赖时温馨的问候;也许，幸福是你屡遭挫折心灰意冷时劝慰的话语;也许，幸福是你历经艰辛获得成功时赞赏的掌声。
关键的是，你要有一副热爱生活的心肠，要有一个积极奋进的目标，要有一种矢志不渝的追求。
这样，你才能感受到幸福。
6、母爱是迷惘时苦口婆心的规劝;母爱是远行时一声殷切的叮咛;母爱是孤苦无助时慈祥的微笑。
7、淡淡素笺，浓浓墨韵，典雅的文字，浸染尘世情怀;悠悠岁月，袅袅茶香，别致的杯盏，盛满诗样芳华;云淡风轻，捧茗品文，灵动的音符，吟唱温馨暖语;春花秋月，红尘阡陌，放飞的思绪，漫过四季如歌。
读一段美文，品一盏香茗，听一曲琴音，拾一抹心情。
8、尘缘飞花，人去楼空，梦里花落为谁痛?顾眸流盼，几许痴缠。
把自己揉入了轮回里，忆起，在曾相逢的梦里;别离，在泪眼迷朦的花落间;心碎，在指尖的苍白中;淡落，在亘古的残梦中。
在夜莺凄凉的叹息里，让片片细腻的柔情，哽咽失语在暗夜的诗句里。
9、用不朽的“人”字支撑起来的美好风景，既有“虽体解吾犹未变兮”的执着吟哦，也有“我辈岂是蓬蒿人”的跌宕胸怀;既有“我以我血荐轩辕”的崇高追求，也有“敢教日月换新天”的豪放气魄。
33 我是一只蜜蜂，在祖国的花园里，飞来飞去，不知疲倦地为祖国酿制甘甜的蜂蜜;我是一只紫燕，在祖国的蓝天上，穿越千家万户，向祖国向人民报告春的信息;我是一滴雨点，在祖国的原野上，从天而降，滋润干渴的禾苗;我是一株青松，在祖国的边疆，傲然屹立，显示出庄严的身姿。
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。
人教英语新课标必修1全册教案 Unit 4 Earthquakes
人教英语新课标必修1全册精品教案( Unit 4 Earthquakes)Unit 4 EarthquakesPart One: Teaching Design (第一部分：教学设计) Period 1: A sample lesson plaading(A NIGHT THE EARTH DIDN’T SLEEP)AimsTo listen and talk about natural disastersTo read about earthquakesProcedures I. Warming upWarming up by lookingGood morning class. Have you ever exd any natural disasters? Look aures, can you name all the disasters?(The eaaking; all the buildings will fall down; many people will die; many children will bans.) Warming up by discussingNow, look aures of </st1:warming up and describe what youures. (beautiful cities; broad roads; tall building; large population.)What will haas been a big earthquaw?As we all know, earthquakes are disavBut can we avoid or at least reduce the loss caused by earthquakes?Can wll earthquakes? Now let’Pre-reading and decide what may happen before an earthquaII. Pre-reading 1.Talking and sharingWhat agns of an earthquake? (e.g. Cows, pigs and dogs bvous too eat. Twill run oulds looking for plade. The wawells will rise and fall. Wallwells in village will have deep cracks. There will be bright lig….)2. Imaging and sharingImagan earthquake now, your home begake and you must leave it right away. You havake onlg. What will you take? Why?III. Reading1. Listening and fast readingNow let’xt “A NIGHT THE EARTH DIDN’T SLEEP” and see what it tells us.Please lxt and get the general ideaassage. You should pay aach paragraph. In what ordxt written? (The text is wder. The general ideaxtuach paragraph, thaxt tells ug that happened barthquake, during the earthquake and aarthquake.)2. and underliningNext you aad and underline all the usefulexllocaassagur notebook after class as homewllocaA NIGHT THE EARTH DIDN’T SLEEPa smelly gauarmyardvous to eat, run out of, llade, walittlas usuald that, at anend, one hundred kilaway, one-third, eight killongwide, cut auins, be injuumbaan 400, 000, everywhere, everything was destroyed, be gone, blow awabe not sausands of, give milk, half a millad of, bd, later that abe trapped unduins, fall down, all…is/was not…,hundredusands of,dig out, the deadalbuilt shelwater3. Reading aloud and translatingNext we are going to read aloud the text and transla and trag informationRead the text again and answllowing quWhat natural sigg disaster w?2. Can youasons wgns weren’d?3. Can you describe the disaster caused by the earthquake?4. What events and situabably made the disaster worse?5. How wurvivors helped?6. Could anything more have been dlp the survivors?Why or why not?Answers:are easy to answer.2. Maybe at thale didn’t have knowledge of an earthquaThe students havwn answDiscussing writing styleAs you have understood the general ideaxt, I still put more quu.1. From wview are events described? How do you know?(A writerwho didn’quake ud“they” when he writes.)2.Why do youwxlings about the quake rather than simplwhat happened? (Although the writer walt sadle of Tang Shan. He knows that givinglings will maadingg.)3.W le “A NIGHT THE EARTH DIDN’T SLEEP”? (As usual, nigleep, and night should be quiet and safe. But that night everything changed. The writer used it as a titlw how terrible and how unusual that night is.)5. and understanding difficulIf you have some difficulunderstandlp.IV. Closing downClosing down by doing exNow please dding Ex2 and 3on page 27.Closing down by discussingBy now you’ve known that earthquakes able natural disasters and that , …(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) howull trappeduins;(2) how to take caurvivors;(3) how to repair buildings that survived the earthquake;(4) what to do wbuildings that survived the earthquake;(5) wd people to help build a ;(6) how to teach children about earthquake safety;(7) wuaurvivors andamilies;(8) how to plan for further disaPeriod 2: A sample lesson plan for Learning about Language(The Attributive Clause: that, which, who, whose) AimsTo learn about the usage of who, wat andwAttributive ClauseTo discover useful words and exProceduresI. Warming upWarming up by discovering useful words and exHello evAfter reading the passage, we have gw the usagwords and exbut we should dactice. Now turn to page 2dwords and exassagu are given two minuurse, you can discuss with your paTwo minutes laairs andwwhole class. II. Learning about language1. and findingTurn to page 26 and read the text A NIGHT THE EARTH DIDN’T SLEEP. Tick out the attributive clauading passage and transla2. Doing Ex2 on page 28Turn to page 28 and do Exercise 2 in pairs.III. Ready used materials for Relative Pronouns: wat, who whom whoseWhat are Relative Pronouns?Relative pronouns aal pronouns which caantecedent and theattributive clause. Alan be used as a paattributive clause. Hereaant d:1．which/ that:ggs, can be used as a suban obattributive clause; ware used as an oban bd:The plane is a maat/which can fly.Tl (that/which) he visited last wu2. that/who/whom:g to aan be used as subbattributive clause; whom can be used as an object:The girl (that/whom/who) we saw yesterday was Jim’The man that/who is talkingaaths teawhose:g to aa thing, can be used as an attribuattributive clause: Twriter whose nawn all over the world.Twhose window faces souBefore everything, anything, everybody, anybody, all, the best ++n, we use that instead of which:All (that) I needTlargest factory (that) I have ever visitedThe sixth lesson (that) we are learningdifficult in Book Two.5. We can’t use that in a Non-Defining Attributive Clause:I have lwhich I like very much.I have twwho are both teachers.IV. Closing down by doing a quizNow you are going to take a quiz on Relative Pronouns. Fillblanks, using wat, who, whom, whose.(1) T( ) causes everything to fall towards the ground is called gravity.(2) A friend ( ) helps youd is a friend indeed.(3) Do you know the girl ( ) parents are teaur school?(4)The woman ( ) Iust nowglish teacher.(5) He saw a house ( ) windows were all b(6)Everything ( ) can be d one today mustn’t be dw.(7)Can youanyone ( ) could look a?(8)Tbl ( ) I know.(9)The man ( ) I saw toldback today.(10)Those ( ) want to gGreat Wall write down your na(11) He talked a lot abouachers andls ( ) he had visited.(12)Tlesson ( ) we are learningdifficult inB(13)Mount Blanc(勃朗峰), ( ) they visited laghest mountain in Europe.(14)We know all the teacher ( ) wur 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 a( ) you like.(19) He showed a machine ( ) parts aall to b(20)Twas put off, ( ) was exactly what we wanted. Answxercises: (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)which Period 3:A sample lesson plan for Using Language (A lZhang Sha)AimsTo read and speak about travelingTo write a letter describing feeling about traveling Procedures I. Warming upWarming up by discussingHave you ever written a speech? What is a speech?ans an aaking formally to a group of lWhat do you havder when you are writing a speech? Please discuairs. (1. Waudience? 2. How can we express ourselves clearly?) Warming up by readingWhat should you include in youwhen youw? Read thelage 29 and imagine you audent who was invited to give aNow write awhich you should followxage 29. II. Reading and underliningRead the letter and exagain and underline all the useful exllocalur notebook after class as homewllocalgratulations, be pleased to dwgh school speakingagroup of five judges, all of whom, agree, be prouda new pauwho diedble disaster, would like to do, have you das you know, invite sb.to dat special day, at the beginning of, thank sb, for doingur sbbe known as, encourage sb. to dbe happy to dllect stamps, lose one’s lifeIII. ListeningTuur books at page 30. We’ll la story about awho exd the 1906 earthquake. I’ll play the taFirst listen andgdetails that exand 2 requd listen again andxThird listen andur answers.IV. Guided writing (SB. page 31)1. Making a introductionHave you ever read a newspa? Now tuur bage 31 and look at Writing. Read the brief dabout how to write anewspaare a newspaaand answllowing qu) What should you write before writing a newspa? (outline)2) What should a newspaper outline have? (a headline;a lain ideas; a lant details)3) Why a headlded? (It can tell the readers wha; it can also attraaders’ a)4) How can youa newspa? (Fu should write a headlganize your main ideaaragraphs, and then put some detailach paragraph.)5) Have you found out the dbetween a newspaand a? (Usually abegins with small details and includes big details later. A newspadoes juBoth kinduse paragraphs with main ideas. In a good newspa-of-view is objective (a-of-view) while aubjective (as a point-of-view). A newspaalusion; agenerally does.) Now I’ll show you a newspad ouadline, main idea and details of each paragraph.THE last week. The quabigg0 years, caused billdollars in damage. But miraculously, onldied andan 100 people were injuredquake.Auaid one reawasn’t greater destruaglldollalast decade designing earthquake----proof facilities andimproving existing buildingls andarthquake expert said the event illustrated(说明) the growing gap betwand poor naabilgate(减轻) natural disaly a handfulle wusly injured here, a slight number compared wdevastation(破坏) in countries like Turkey, India and El Salvador, where quakes have buried thousands under poorlucted buildings.2. WritingNow prepautlawspaa Daily. You can uxample in exlp you organize your outlUnderlingRead the outline and the newspaWriting and underline all the useful exllocaur notebook after class as homewllocaWritinga lut some detailach paragraph, a team of, rausandlan to darly Judbd to do sth.IV. Closing DownClosing down by summaryWe have learned a lot about earthquakes. Now let’s have a summary about what we have learned. Look allowing qu(1) Have you ever exd an earthquake?(2) Can you describe an earthquaglish?(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 exan you use to describe an earthquake?Closing down by finding informationGlibraad or get onladdation about natural disasters. Part Tw Teaching Resources (第二部分：教学资源): A text structure analA NIGHT THE EARTH DIDN’T SLEEP I. Type of writing and summaain ideaType of writingThis is adve writingMain ideaassageThe article describauurse andult of Tang Shan earthquaItshows uble image of earthquake. Aaus that we must realize thatwe can dgdamagecaused by earthquake.TaragraphStrange things were happeninguntrysidast .T2nd paragraphEverything began to shake andd that theworld was at an end.Td paragraphEverywlooked nearly everything wasdestroyed.TaragraphAll hope was not lost.II. A text structure analysis Read the text “A NIGHT THE EARTH DIDN’T SLEEP”, andlllowing chart.Time/ orderWhat happenedResuldays barthquakeat about 3:00 am3:42 ama huge crack cut auads…saw: steam bulgroundhard hill-rivers of dlay in ru00,000 peoplekilled/injured75% fa0% home were gonebvereddams/bridges fellnot safe railway tracksuselesscows never milkpigs/diedwells filled with sandrescue workers and dapped unduinsbuildings fell downwater/food/elard to getafter thalosta0,000 soldiersworkers built shelurvivwater was tabegan to breathe againIII. A retold vxble vange things happened in Tang Shan. Fdays the wavillage wells rose and fell. The well walls had deep cracks and a smelly gas came ouacks. Tgs and mice wvous. Fish jumped out of bowls and ponds. Bright light appearedPeople heard the sound of planes even wlanes wThe wabuildings cracked and burst.At everything began to shake. It seemed that the world was ad! One-thirdation felt it. A huge crack cut aIble seconds a large city lay in ruins.Two-thirdle died or were injured. Nearly everything was destroyed%aand 90%were gone. Then later that aanother big earthqua. People began to wonder how long the disaster would last.But all hope was not lost. The a0,000 soldlWorkers built shelurvivors. Slowlbegan to breathe aga2: Background informaARTHQUAKESI. Zhang HengZhang Heng (张衡) (78AD—139AD) was an aathematician, artist and literary scholar（文学学者）astern Han Dynaa.Bday’s Nangyang County, Henan, he was a good writer at age 12. At the aglursue(从事) his studying the capital city. Hat least 10 yeauth in literary studies and writing. He published several well-recognized literary writings. He switched to(转向) aafter age 30.Iar 12d the calendar to bringline wasons.In 132 Zhang Heng inventedgraph(地震仪) for measuring earthquakes. His device waape of a cylinder(圆柱体) with eight dragon heads aroundach with a balluth. Around the bottom were eight frogs, each directly under a dragon head. When an earthquake occurred, a ball fell oudragon’s moua frog’s mouth, making aHe also invented the odometer(里程表) Zhang Heng wa</st1:country-reguct a rotatingcelestial globe.Iublicaald π= 730/232 (or abou) .II. 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 ovllowingave for us.If the ground begins shaking while you are driving, pull over and stay in your car. If you are in a buildingget near a strong wall. Tace under a big doorwaafest. As soon as the quake is ovgabuilding. Gaularthquakes. Tay prove to be lifesavers. We shouldd. Remember to alwabest but prepawall If it has an earthquake when having clauduld lacher’s instruads and hide under the desks.l If it has an earthquake wudents agroundan crouandads with hands. Be suaway with high building and dangerous objects.l Don’t go balal Retreat in order aarthquaape in Public PlacesLandwDon’t be scared and don’t rush t owards the exits. Try to avoid crowds. Avoid to be squeezedwallor bal At theaters and gyms: crouch down or slip undairs; avoid suspending lights and elans;ad wlbags; aarthquake, landwat in an organized way.l In depabuseums or subway: findudities (low furniture etc.) or a pillaa wall to crouch dowads with handbjects; keep away from glass windows, glass couw counters; keep awaall cupboards; keep away from advboards anduspending objects.l On bulley buses: Graandles to avoid being injured; lowgravity; hide neaats; get off aarthquake passed: Words and exI. Wordading1. imagine va pictud；(sth.) as probable：想象；认为（某事）可能发生或存在。
人教版高中英语必修1《Unit 4 Earthquakes》教案
人教版高中英语必修1《Unit 4 Earthquakes》教案人教版高中英语必修1《Unit 4 Earthquakes》教案【一】教学准备教学目标1. Ss will be able to master the following useful new words and expressions.well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,us eless,steel,shock,rescue,quake,electricity,army,shelter, fresh, organize, bury, at an end, dig out, coal mine, in ruins2. Ss will be able to know the basic knowledge about Earthquake教学重难点1. The usages of some words and expressions.2. How to train the students’ reading ability in learning the text.教学工具课件教学过程Step I lead-inLet students see a short video and answer the questions1.What happened in the video? Earthquakes2.How do you feel seeing the plots(情节)? Students’discussion.Step II Fast reading1. What is the passage mainly about? InTangshan ,earthquakes happened on July 28th 19762. Skim the text and answer the questionsThe type of writing (写作体裁)Narrative writingTopic sentence of Paragraph 1Sentence 1Topic sentence of Paragraph 2Sentence 2Topic sentence of Paragraph 3Sentence 1Topic sentence of Paragraph 4Sentence 1Step III Detailed readingAsk students to read the text carefully and answer the questionsTask1: What were the nature signs of the coming earthquake?(选择)Para 11.Water in well( G )2. Well walls(D )3.Chickens &pigs(F )4 .Mice (A) 5.Fish(E ) 6. Bright lights( B) 7. Water pipes(C )A. Ran out of fieldsB. in the skyC. Cracked and burstD. Deep cracksE. Jumped out of pondsF. Too nervous to eatG. Rose and fell, fell and roseTask 2 Fill in the blanksMain IdeaDetailsDamage caused byearthquakePara 2-3At _____ am, the __________ earthquake of the 20th century began ._______ burst from holes in the ground.Hard hills of the rock became rivers of ____.________ covered the ground like red autumn leaves.Two _______ and most of the bridges fell.The railway tracks were now _________pieces of _______.______ now filled the wells instead of water.Water,food,and ______________ were hard to get.The reconstruction(重建) after the earthquakePara 41. The army _____________2. Workers ____________for survivors.3._____________was taken to the city.Details:1. At 3:42 am, the greatest earthquake of the 20th century began.2. Steam burst from holes in the ground.3. Hard hills of the rock became rivers of dirt.4. Bricks covered the ground like red autumn leaves.5. Two dams and most of the bridges fell.6. The railway tracks were now useless pieces of steel.7. Sand now filled the wells instead of water.8. Water, food, and electricity were hard to get.Step IV consolidation (当堂巩固)Let students fill the blanks according to the passageStrange things were happening in the countryside of northeast Hebei. For three days the water in the village wells kept rising and 1_________(fall). Farmers noticed that the well walls had deep cracks 2___________ them. A smelly gas came out of the cracks. In 3_________farmyards, the chickens and even the pigs were too nervous 4__________(eat). 5_________(mouse) ran out of the fields looking for places 6________(hide). Fish jumped outOf their bowls and ponds. At about 3 am on July 28,1976, some people saw bright lights 7_________ the sky. The sound of planes could 8________(hear) outside the city of Tangshan even 9_________ no planes were in the sky.In the city, the water pipes in some buildings cracked and burst. But the one million people of the city, ________thought little of these events, were asleep as usual that night.1 falling2 in3 the4 to eat5 mice6 to hide 7in 8 be heard 9when 10 who这部分目的是让学生进一步巩固课文的内容。
高中英语 Unit4 Earthquakes教案 新人教版必修1
高一英语教案新人教版必修1 Unit4 Earthquakes同步教材导学Unit 4Earthquakes（一）【单元导航】Moved by mother’s great love She had died when the rescuers found her.She was buried by the crushed house.Through gaps of those ruins，we can see her last posture(姿态).Being on her knees，the upper part of the body was prostrate (趴着的) forward，with her hands on the ground to support her body.That was something like an ancient who was kowtowing. The rescuers confirmed her death by touching her through the gaps of ruins.They shouted at the ruins again and again，knocked the bricks using the crowbar(铁棍)， but no response inside. Then the rescuing team went to next building，suddenly the leader ran back，calling “come here”.He came to the body，stretched his hands under the woman， feeling and touching，then shouted loudly “there is someone，a baby，still living” . Through some efforts，rescuers cleaned up the ruins carefully which blocked her.Under her body lay her baby，who was wrapped in a small red quilt with yellow flowers scattered in red.He was about 3 or 4 months’ old.Since well protected by mother’s body，he was totally safe.He was sleeping on both ears when the rescuer carried him out，and his lovely and peaceful face warmed everyone around him.The doctor along with the rescuing team unfastened the quilt to check if the baby was all right，and he found there was a mobile phone filled in the quilt.The doctor looked at the screen subliminally，a written message was already there: “My dear baby， if you could fc1 live，don’t forget how much I love you”.As a doctor，he experienced too much of parting forever；but at this moment，he wept.The mobile was passed， every person who saw this message shaded tears.Section One Warming Up and ReadingⅠ.Lead in 1.Who can remember what happened in Yushu，in Qinghai Province in the year 2010?A terrible earthquake broke out there on April 14th.More than 2,200 people were killed. 2.Do you know any other natural disasters?tornadoes；typhoons/hurricanes；volcano eruption；drought；floods；etc. 3.Can you tell some famous land earthquakes? (1)Pakistan Earthquake：On October 8th,2005，a terrible earthquake which measured 7.6 on the Richter scale happened in Pakistan，Afghanistan and India.And Pakistan was the most seriousaffected country，in which 38,000 people died,62,000 people injured and 25,000 people were homeless.(2)San Francisco：On October 17,1989，an earthquake measuring 7.1 on the Richter scale struck San Francisco.(3)The Wenchuan Earthquake in 2008. 4.Do you know why an earthquake happens? The plates are moving constantly.Sometimes these two plates stop and do not move for years.Then suddenly，they jump and an earthquake happens.As a result of the movement of these plates ，west America near the sea has always been a bad place for earthquakes. 5.What do you think may happen before an earthquake? Mice ran out of the fields looking for places to hide.Fish jumped out of bowls and ponds.The chickens and even pigs were too nervous to eat.The dog barked loudly again and again.People could see bright lights in the sky.（二）.速读课文，回答下列问题速读课文1.What happened?2.Where did it happen?3.How long did it last?4.Who helped to rescue the trapped people?（三）.精读课文，回答下列问题精读课文1.概括每一部分的大意Part 1(Para.1)：Before the earthquake，strange things began to happen but no one took any notice of them.Part 2(Paras.2～3)：The earthquake destroyed the city of Tangshan and shockedthe people very much.Part 3(Para.4)：The army came to help the survivors，bringing hope for a new life.2.True or false?(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 earthquake.(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)3.完成下列空格Main idea northeast Hebei. The water in the wells ( 2 )rose and ( 3 )fell. Signs before the earthquake (Para.1) A ( 4 )smelly gas came out of the cracks. The chickens and even the pigs were too ( 5 )nervous to ( 6 )eat. Mice ( 7 )ran out of the fields looking for places to hide. Fish about ( 8 )jumped out of their bowls and ponds. At about ( 9 )3∶00 a.m. on July 28,1976，people saw ( 10 )bright lights in the sky. At ( 11 )3∶42 a.m.，the ( 12 )greatest earthquake of the 20th century began. ( 13 )Steam burst from holes in the ground. Damage caused by earthquake (Paras fc1 .2～3) Hard hills of rock became rivers of ( 14 )dirt. ( 15 )Bricks covered the ground like red autumn leaves. Two ( 16 )dams and most of the bridges fell. The railway tracks were now ( 17 )useless piecesof ( 18 )steel. ( 19 )Sand now filled the wells instead of water. Water，food，and ( 20 )electricity were hard to get.4.填入正确的数据(1)1/3 of the nation felt the earthquake. (2)A huge crack that was 8 kilometres long and 30 metres wide cut across houses， roads and canals. (3)In 15 terrible seconds a large city lay in ruins. (4)2/3 of the people died or were injured during the earthquake. Details (1)Strange things were happening in the countryside of (5)The number of people who were k illed or injured reached more than 400,000. (6)All of the city’s hospitals,75% of its factories and buildings and 90% of its homes were gone.5.与同桌讨论、理解下列长难句并尝试翻译成汉语与同桌讨论1.Mice ran out of the fields looking for places to hide. 句子结构分析：现在分词短语 looking for places to hide 在句中表伴随，作伴随状语。
人教版高中英语必修1教案Unit 4 Earthquakes
人教版高中英语必修1教案Unit 4 EarthquakesUnit 4 教学设计(1) 题：Earthquaes (2) 教材分析与学生分析：本单元的主题是“地震”。
aring Up部分Pre-Reading部分要求学生描述、讨论与地震有关的话题。
Reading部分是一篇新闻报道，介绍了唐大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况。
Learning abut Language 部分涉及了本单元的词汇和语法。
该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有that, hih, h, hse引导的定语从句，培养学生的自主学习能力。
Using Language部分的“读写说（Reading, riting and speaing）”训练提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲稿，接着说一说唐大地震纪念邮票。
随后的听力（Listening）是一位美国人以第一人称叙述他在1906年旧金大地震中的可怕经历。
写作（riting）部分训练学生如何写新闻报道，学会拟地定写作提纲。
(3) 时安排：The first perid: Reading The send perid: ReadingThe third perid: Listening The frth Perid：Graar The fifth perid: Extensive reading The sixth perid: Suar (4)教学目标：①知识与技能：了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援;掌握和运用本单元出现的新词汇和短语以及数字的表达法；熟练运用that, hih, h, hse引导的定语从句；学会写英新闻报道，拟订写作提纲。
②过程与方法：在学习阅读部分时，可以根据教学的需要和教学班级的实际，从不同的角度设计目的明确的任务。
阅读材料提及了很多孩子失去双亲成为孤儿，矿工在地震中的遭遇。
人教版高一必修1Unit4Earthquakes教案
人教版高一必修1 Unit4 Earthquakes 教案Unit4 EarthquakesThe First Period Leading in, Warming up& Pre-readingBy Liu Xiaohua from Hongling Middle School一、教学目标（Teaching aims）Student’s Book1. 能力目标（ability aim）a . Let the students know something about the earthquakes.b . Enable the students to talk about what they should do ina disaster for themselves2. 语言目标(language aim)a. Words and expressionsimagine, shake, right awayb. Important sentenceWhat do you think may happen before an earthquake?二、教学重难点(Teaching important points)Let the students know what a correct attitude towards a disaster is and what they should do in a disaster for themselves and for the other people.三、教学方法 (Teaching method)a. Discussingb. Talkingc. Activities.四、教具准备 (Teaching Aids)Multi-media computer五、教学步骤 (Teaching procedure)StepⅠ. Lead-in:T: What’s the biggest sound you have heard in your life?( the sound of the wind that blew in a winter night; the nose when planes take off; the sound of trains; the sound of thunder…..) But did you once hear the sound that the heaven falls and the earth crack. In Chinese it is 天崩地裂？If there is a sound like this what is it? What will happen?Today we’ll learn somethi ng about earthquakes. Can you imagine how terrible it is?First let the students answer the following question.Which of the following may cause people the greatest damage?Earthquake, Typhoon, Flood, DroughtVarious answers are possible. Students should give reasons to support their answers. All of them are natural disasters, they have something in common, at the same time, they have many differences.Let the students know something about the earthquake. (slides)T: How does the earthquake occur?Then show the film to the students. ( film about the earthquake )T: When some plates of the earth move suddenly, an earthquake happens. Many earthquakes begin under the sea. In fact, earthquakes may happen near high mountains.During an earthquake, the shaking make rocks rise suddenly and even cracks open. Houses fall, people are killed or hurt, and sometimes the whole villages or cities are destroyed. Some villages even disappear completely.Step Ⅱ. TalkingT: Earthquakes are disasters to everybody. Now look at the two pictures of Tang Shan and San Francisco. Can you describewhat you see in the pictures?(Show two pictures to the students and tell the students they are today’s Tangshan and San Francisco. But many years ago some big earthquakes hit these two beautiful cities.)1. Show the pictures of San Francisco to the students and let them describe today’s San Francisco and then let them know what happened in San Francisco in 1906(From the picture of San Francisco, we can see it is a very big city. There are many tall buildings thickly standing on the earth. And the population of the city is very large.)2. Show the pictures of Tangshan to the students and let them describe today’ Tangshan and then let them know what happened in Tangshan in 1976.( Today’ Tangshan is a beautiful city. It has beautiful gardens, broad roads and some tall buildings.)T: But, what will happen if there has been a big earthquake in these two cities? Work in groups and discuss it. Then I’ll ask some of you to say out your opinion.( After the terrible quake, everything is destroyed, what we can see is fallen buildings and dead bodies. The policemen, the soldiers and some other volunteers are rescuing the people trapped in the ruins….)T: Right, now let’s see a film.(Let the students see a film about Tangshan Earthquake.) (film)T: After the earthquake the city of Tangshan became…..Let the students discuss what they saw. And then talk about the pictures in their own words.The house….The fire….The bridge….The road…The police an d the volunteers….The people…..( Tangshan Earthquake happened on July 28, 1976.It was the greatest earthquake of the 20th century in China. Before the earthquake, many strange things happened, but people thought little of them. Such a great number of people died during the earthquake, because the quake happened while they were sleeping. The number of people who were killed or injured reached more than 400,000. And all the traffic was almost destroyed after the quake. Thousands of thousands of people became homeless in a short time. Many soldiers were sent to Tangshan to rescue the survivors after the earthquake.Let the students talk about the damage caused by earthquakesUsing the following words and phrases:shake, break, fall down onto, hurt, destroy, h omeless, die…..Step Ⅲ. Pre-readingT: But we can avoid or at least reduce the loss caused by earthquakes. And we can foretell it.Do you know what would happen before an earthquake?Can we do something to keep ourselves safe from earthquakes?( 1. There is often a great sound.2. Animals may be too nervous to eat.3. Maybe there are bright lights in the sky.4. a smelly gas may come out of the well.5. In the city the water pipes in some buildings crack and burst.6. Scientists have studied earthquakes and make maps that show the “ earthquake belts”. In areas in these belts, it is possible for earthquakes to happen. In these areas we can build strong houses to fight against earthquakes.)Discussion & Activities1. Show some pictures to the students andlet them discuss.Let the students look at them and decidewhat situation may happen before anearthquake.2. Then fill in the missing wordsaccording to the pictures.a. The water in the wells ____ and____. And some deep ______could be seen in the well walls. A ______gas came out the cracks.b. Mice ran out the Fields ___________places to hide. Fish _________out of bows and ponds.c. The chickens and even pigs were ______ nervous _____eat. The dog was ________ loudly again and again.d. People could see _______lights in the sky.3. Let the students discuss if they have ever experienced an earthquake.Step Ⅳ Discussion & ActivitiesT: What do you think may happen before an earthquake?(Before an earthquake, animals will become nervous. Cow, pigs,, horses and dogs will be upset. And people can see mice running about. If the earthquake happens during winter, people can even see snakes.)T: Have you ever experienced an earthquake?Let the students discuss and then talk about it.Step Ⅴ HomeworkPreview Reading material and then do exercise on page 27. 1-3 ( in comprehending )。
人教英语新课标必修1全册精品教案(Unit4Earthquakes)
人教英语新标必修1全册精品教案( Unit 4 Earthquaes)Unit4EarthquaesPartne:TeahingDesignPerid1:Asaplele ssnplanfrreadingAisTlistenandtalabutnaturaldisastersT readabutearthquaesPreduresIaringuparingupblingGdr ninglassHaveueverexperienedannaturaldisasters?Latth epitures,anunaeallthedisasters?vlanfiresandstrtphnhailstnethunderstrfldhurrianeearthquaeHaveueverexperienedanearthquae?anudesri behterribleanearthquaeis?aringupbdisussingN,latthepituresfTangshanandSanFra nisinaringupanddesribehatuseeinthepitureshatillhapp eniftherehasbeenabigearthquaeinthesetities?Asealln,e arthquaesaredisastersteverneButaneavidratleastredue thelssausedbearthquaes?anefretellearthquaes?Nlet’setPre-readinganddeidehatahappenbefreanearthquae esIIPre-reading1Talingandsharinghatarethesignsfanea rthquae?2IagingandsharingIaginethereisanearthquae n,urhebeginstshaeanduustleaveitrightaauhavetiettaen lnethinghatillutae?h?IIIReading1Listeningandfastreadi ngNlet’setthetext“ANIGHTTHEEARTHDIDN’TSLEEP”andseehatittellsusPleaselistentthetextandgetthegener alideafthepassageushuldpaattentintthefirstsentenesfe ahparagraphInhatrderisthetextritten?2Readingandund erliningNextuaretreadandunderlinealltheusefulexpress insrllatinsinthepassageptheinurntebafterlassasherllati nsfrANIGHTTHEEARTHDIDN’TSLEEPasellgas,eutf,inthefarards,tnervusteat,runutf,lfrp laethide,aterpipes,thinlittlefsth,asusual,itseeedthat,ata nend,nehundrediletersaa,ne-third,eightileterslng,thirt eterside,utarss,inruins,beinur,thenuberf,reahrethan400 ,000,everhere,everthingasdestred,begne,blaa,sthbents afefr,tensfthusandsf,giveil,halfaillin,insteadf,beshed,lat erthatafternn,betrappedundertheruins,falldn,all…is/asnt…,hundredsfthusandsf,digut,thedead,tthenrthf,a lines,builtshelters,freshater3Readingaludandtranslatin gNextearegingtreadaludthetextandtranslateitinthines e4ReadingandtransfringinfratinReadthetextagainanda nserthefllingquestins1hatnaturalsignsfingdisastereret here?2anuthinfsereasnshthesesignseren’tntied?3anudesribethedisasterausedbtheearthquae?4 hateventsandsituatinsprbabladethedisasterrse?Hereth esurvivrshelped?6uldanthingrehavebeendnethelpthes urvivrs?hrhnt?Ansers:1,3,4,areeastanser2abeatthattiep epledidn’thavenledgefanearthquae6Thestudentshavetheirnans ers4DisussingritingstleAsuhaveunderstdthegeneralide afthetext,Istillputrequestinstu1Frhsepintfvieareeventsdesribed?Hdun?2hduthintherit erhsetexpressherfeelingsabutthequaeratherthansiplre prthathappened?3histhetitle“ANIGHTTHEEARTHDIDN’TSLEEP”?ReadingandunderstandingdiffiultsentenesIf uhavesediffiultsentenestunderstand,etefrhelpIVlsingdnlsingdnbdingexerisesNpleasedtheprehendingExerises 1,2and3npage27lsingdnbdisussingBnu’vennthatearthquaesareterriblenaturaldisastersandthat hinaisunluenughthavealtftheNiaginethaturgruplivesint heitthathasaltfearthquaes,hatshuldudduringanearthq uae?LatthegivensituatinanddisussinpairsIfuareUTDRS,…IfuareinaHIGHBUILDING,…IfuareDRIVING,…IfuareHAVINGLASS,…IfuareinaINEA,…hatshuldudduringtheearthquae?Situatin:htresuethsest illtrappedintheruins;httaearefthesurvivrs;htrepairbuildi ngsthatsurvivedtheearthquae;hattdiththebuildingsthatsurvivedtheearthquae;heretfindpeplethelpbuildaneit; htteahhildrenabutearthquaesafet;heretputinfratinfrsur vivrsandtheirfailies;htplanfrfurtherdisastersPerid2:Asa plelessnplanfrLearningabutLanguageAisTlearnabutthe usagefh,hih,thatandhseintheAttributivelauseTdisverus efulrdsandexpressinsPreduresIaringuparingupbdisveri ngusefulrdsandexpressinsHelleverneAfterreadingthep assage,ehavegttntheusageftherdsandexpressins,butes hulddrepratieNturntpage27tfindtherretrdsandexpressi nsfrthepassagetfinishthesentenesuaregiventinutestfini shthefurse,uandisussithurpartnersTinuteslater,heinpair sandthenheiththehlelassIILearningabutlanguage1Rea dingandfindingTurntpage26andreadthetextANIGHTTH EEARTHDIDN’TSLEEPTiuttheattributivelausesinthereadingpassagean dtranslatetheinthinese2DingExerises2npage28Turntpa ge28anddExerise2inpairsIIIReadusedaterialsfrRelativeP rnuns:hih,that,hhhsehatareRelativePrnuns?Relativeprn unsarespeialprnunshihannnettheanteedentandtheattri butivelauseAlstheanbeusedasapartftheattributivelause Hereareseiprtantdifferenes:1．hih/that:referringtthing s,anbeusedasasubetranbetintheattributivelause;hentheareusedasanbet,theanbeitted:Theplaneisaahinethat/ hihanflTheshlhevisitedlasteeistthesuthftheit2that/h/h:referringtapersn,anbeusedassubetrbetintheat tributivelause;hanbeusedasanbet:Thegirlesaesterdaasi’ssisterTheanthat/histalingtfatherisathsteaher3hse:refe rringtapersnrathing,anbeusedasanattributeintheattrib utivelause:ThisistheriterhsenaeisnnallvertherldTherhse indfaessuthisine4Befreeverthing,anthing,everbd,anbd, all,thebest+n,thefifth+n,eusethatinsteadfhih:AllIneedi stieThisisthelargestfatrIhaveevervisitedThesixthlessnea relearningisthestdiffiultinBTean’tusethatinaNn-DefiningAttributivelause:Ihavelstthepe n,hihIlieveruhIhavetsisters,harebthteahersIVlsingdnbdi ngaquizNuaregingttaeaquiznRelativePrnunsFillinthebl ans,usinghih,that,h,h,hseThefreauseseverthingtfalltard sthegrundisalledgravitAfriendhelpsuintiefneedisafrien dindeedDunthegirlparentsareteahersinurshl?TheanIsp etustnisEnglishteaherHesaahuseindsereallbrenEverthi nganbednetdaustn’tbednetrranuthinfanneuldlafterhi?ThisisthebesthtelInT heanIsatldetebatdaThseanttgttheGreatallritednurnaeshereHetaledaltabuttheteahersandtheshlshehadvisited TheninthlessnearelearningisthestdiffiultinBneuntBlan,t hevisitedlastnth,isthehighestuntaininEurpeenallthetea herrinurshlThehuseinLuXunnelivedisauseunThehuseLu XunnelivedisauseunThehuseLuXunnelivedinisauseunu antaeanrulieHeshedaahinepartsaretsalltbeseenThespr tseetasputff,asexatlhateantedAnsersttheexerises:hih/t hath/thathseh/that/hhsethatthatthatthat/h/hhthatthathihthathihinhih/herehih/thatthathsehihPerid3:AsaplelessnplanfrUsingLanguageAisTreadan dspeaabuttravelingTritealetterdesribingfeelingabuttra velingPreduresIaringuparingupbdisussingHaveueverrit tenaspeeh?hatisaspeeh?Speeheansanatfspeaingfrallta grupflistenershatduhavetnsiderhenuareritingaspeeh?P leasedisussitinpairsaringupbreadinghatshulduinludein urspeehhenutrtritene?Readtheletternpage29andiagin euarethestudenthasinvitedtgiveaspeehNriteashrtspee h,inhihushuldfllthepintsinexerise3npage29IIReadingandunderliningReadtheletterandexerisesagai nandunderlinealltheusefulexpressinsrllatinsintheletter ptheinurntebafterlassasherllatinsfrtheletterngratulatin s,bepleasedtdsth,inthehighshlspeaingpetitin,agrupffiv eudges,allfh,agree,beprudf,penanepar,hnurthsehdiedi ntheterribledisaster,uldlietd,haveudsth,asun,invitesbtd sth,nthatspeialda,atthebeginningf,thansb,frdingsth,hnursbfrsth,bennas,enuragesbtdsth,behapptdsth,lletstap s,lsene’slifeIIIListeningTurnnurbsatpage30e’lllistentastrabutapersnhexperienedthe1906SanFranise arthquaeI’llplathetapethreetiesFirstlistenandtrtgetsedetailsthate xerises1and2requestSendlistenagainandtrtfinishtheex erisesThirdlistenandheuransersIVGuidedriting1aingaintrdutinHaveueverreadanespap erstr?Nturnnurbstpage31andlatritingReadthebriefdesr iptinabuthtriteanespaperstrpareanespaperstrtashrtstr andanserthefllingquestins1)hatshulduritebefreritinganespaperstr?2)hatshuldanespaperutlinehave?3)haheadl ineisneeded?4)Hanufinishanespaperstr?)Haveufundutt hedifferenebeteenanespaperstrandashrtstr?hileashrtst rissubetiveAnespaperstrhasnnlusin;ashrtstrgeneralldes )NI’llshuanespaperstrtfinduttheheadline,ainideaanddetail sfeahparagraphTHEASHINGTNPSTSEATTLE-Aperfulear thquaeithaagnitudef68hitashingtnStatelasteeThequae, thebiggestin0ears,ausedbillinsfdllarsindaageButiraulu sl,nlnepersndiedandrethan100pepleereinuredinthequ aeAuthritiessaidnereasnthereasn’tgreaterdestrutinisthatthereginspentillinsfdllarsinthela stdeadedesigningearthquae----prffailitiesandiprvinge xistingbuildings,shlsandhesEarthquaeexpertsaidtheev entillustratedthegringgapbeteenrihandprnatinsinthea bilittitigatenaturaldisastersnlahandfulfpepleereseriusli nuredhere,aslightnuberparediththedevastatininuntries lieTure,IndiaandElSalvadr,herequaeshaveburiedthusan dsunderprlnstrutedbuildings2ritingNpreparetheutlinef rashrtnespaperstrfrhinaDailuanusetheexapleinexerise1 thelpurganizeurutline3UnderlingReadtheutlineandthe nespaperstrinritingandunderlinealltheusefulexpressinsrllatinsintheptheturntebafterlassasherllatinsfrritingalist f,putsedetailsinteahparagraph,ateaf,raisene,thusandsf, plantdsth,inearlune,hpetdsth,beinterestedtdsthIVlsing DnlsingdnbsuarehavelearnedaltabutearthquaesNlet’shaveasuarabuthatehavelearnedLatthefllingquestinsH aveueverexperienedanearthquae?anudesribeanearthq uaeinEnglish?hatdunabuttheausefanearthquae?hatnei nfratinabutearthquaeshaveulearnedn?hatrdsandexpre ssinsanuusetdesribeanearthquae?lsingdnbfindinginfra tinGtthelibrartreadrgetnlinetsearhinrdertfindreinfratin abutnaturaldisastersPartTTeahingResuresSetin1:Atexts trutureanalsisfANIGHTTHEEARTHDIDN’TSLEEPITpefritingandsuarftheainideaTpefritingThisisap ieefdesriptiveritingainideafthepassageTheartiledesribe stheause,theurseandtheresultfTangShanearthquaein1 976ItshsustheterribleiagefearthquaeAtthesaetieithitsu sthateustrealizethateandsethingtiniizethedaageaused bearthquaeTpisentenef1stparagraphStrangethingsere happeningintheuntrsideinnrtheastHebeiTpisentenef2n dparagraphEverthingbegantshaeanditseeedthattherld asatanendTpisentenef3rdparagraphEverherethelednea rleverthingasdestredTpisentenef4thparagraphAllhpeasntlstIIAtextstrutureanalsisReadthetext “ANIGHTTHEEARTHDIDN’TSLEEP”,andthenpletethefllinghartTie/rderhathappenedResultthreedasbefretheearthquaeatabut 3:00aSa:rasaterintheells---rseandfell,anials---tnervus,h idefishupedutfbls≈pndsbrightlightinthesaterpipes---raedandburstheard:sundf planesselt:sellgasintherasftheellsPeplethughtlittlefthe eventsandenttbedasusualat3:42afelt:everthingshne-thirdnatinfeltitheardinBeiing100iletersaaahugeraut arsshuses,rads…sa:steaburstfrhlesinthegrundhardhillsfr-riversfdirtitlainrui ns4400,000pepleilled/inured7%fatries90%heeregnebrisvereddas/bridgesfellntsaferailatrasuselesssneverilpigs/hiensdiedellsfilledithsandresuerersanddtrstrappedundertheruinsbuildingsfelldnater/fd/eletriithardtgetafterthathpentlstarsent10 ,000sldiersrersbuiltsheltersfrsurvivrsfreshaterastaentth eittheitbegantbreatheagainIIIAretldversinfthetextneps sibleversinStrangethingshappenedinTangShanFrthree dastheaterinthevillageellsrseandfellTheellallshaddeepr asandasellgasaeuttherasThehiens,pigsandieeretnervus FishupedutfblsandpndsBrightlightappearedinthesPepl eheardthesundfplanesevenhennplanesereinthesTheat erpipesinsebuildingsraedandburstAt3:42aeverthingbe gantshaeItseeedthattherldasattheend!ne-thirdfthenati nfeltitAhugerautarsstheitInfifteenterriblesendsalargeit lainruinsT-thirdsfthepeplediedrereinuredNearleverthingasdest redintheit7%fitsfatriesand90%fitsheseregneThenlatert hatafternn,antherbigearthquaeshTangshanPeplebega ntnderhlngthedisasteruldlastButallhpeasntlstThearsen t10,000sldiersthelptherersbuiltsheltersfrsurvivrsSll,thei tbegantbreatheagainSetin2:BagrundinfratinnEARTHQ UAESIZhangHengZhangHengasanastrner,atheatiian,ar tistandliterarshlar（文学学者）intheEasternHanDnastfhinaBrnintda’sNangangunt,Henan,heasagdriteratage12Attheagef16 ,helefthetpursuehisstudingtheapitalitHespentatleast1 0earsfhisuthinliterarstudiesandritingHepublishedsever alell-regnizedliterarritingsHesithedtastrnafterage30Int heear123herretedthealendartbringitintlineiththeseasn sIn132ZhangHenginventedthefirstseisgraphfreasuring earthquaesHisdevieasintheshapefalinderitheightdragn headsarundthetp,eahithaballinitsuthArundthebttereei ghtfrgs,eahdiretlunderadragnheadhenanearthquaeurr ed,aballfellutfthedragn’suthintafrg’suth,ainganiseHealsinventedthedeterZhangHengasthe firstpersninhinatnstrutartatingelestialglbeInnefhispubliatinshealsprpsedπ=730/232IIEarthquaeSurvivalTipsuldunhattdduringare allbigearthquae?ExpertshaveledintatterarefullItaberth uhiletlverthefllingtipsthehavefrusIfthegrundbeginssha inghileuaredriving,pullverandstainurarIfuareinabuildin g,trtgetnearastrngallThernerftherrthespaeunderabigd raisthesafestAssnasthequaeisver,hethegaspipeinthebu ildingGasfiresftenresultfrearthquaesThesetipsaprvetbe lifesaverseshuld,therefre,eeptheinindReebertalashpefr thebestbutpreparefrtherstEsapeintheShllIfithasanearthquaehenhavinglasses,thestudentsshuldli stenttheteaher’sinstrutin,prtettheirheadsandhideunderthedesslIfithasanearthquaehenthestudentsareinthesprtsgrund, theanruhnthesptandprtettheirheadsithhandsBesurete epaaithhighbuildinganddangerusbetslDn’tgbatthelassrlRetreatinrderaftertheearthquaeEsapeinPubliPlaesListe 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人教英语新课标必修1全册精品教案( Unit 4 Earthquakes)
人教英语新课标必修1全册精品教案( Unit 4 Earthquakes)Unit4EarthquakesPartone:TeachingDesignPeriod1:Asamp lelessonplanforreadingAimsTolistenandtalkaboutnatur aldisastersToreadaboutearthquakesProceduresI.warmin gupwarmingupbylookingGoodmorningclass.Haveyoueverex periencedanynaturaldisasters?Lookatthepictures,cany ounameallthedisasters?volcanofiresandstormtyphoonhailstonethunderstormfloodhurricaneearthquakeHaveyoueverexperiencedanearthquake?canyou describehowterribleanearthquakeis?warmingupbydiscussingNow,lookatthepicturesofTangsha nandSanFranciscoinwarmingupanddescribewhatyouseeint hepictures.whatwillhappeniftherehasbeenabigearthqua keinthesetwocities?Asweallknow,earthquakesaredisast erstoeveryone.Butcanweavoidoratleastreducethelossca usedbyearthquakes?canweforetellearthquakes?Nowlet’scometoPre-readinganddecidewhatmayhappenbeforeanear thquakecomes.II.Pre-reading1.Talkingandsharingwhata rethesignsofanearthquake?2.ImagingandsharingImagine thereisanearthquakenow,yourhomebeginstoshakeandyoum ustleaveitrightaway.youhavetimetotakeonlyonething.w hatwillyoutake?why?III.Reading1.Listeningandfastrea dingNowlet’scometothetext“ANIGHTTHEEARTHDIDN’TSLEEP”andseewhatittellsus.Pleaselistentothetextandgettheg eneralideaofthepassage.youshouldpayattentiontothefi rstsentencesofeachparagraph.Inwhatorderisthetextwritten?2.ReadingandunderliningNextyouaretoreadandunde rlinealltheusefulexpressionsorcollocationsinthepass age.copytheminyournotebookafterclassashomework.coll ocationsfromANIGHTTHEEARTHDIDN’TSLEEPasmellygas,comeoutof,inthefarmyards,toonervou stoeat,runoutof,lookforplacetohide,waterpipes,think littleofsth.,asusual,itseemedthat,atanend,onehundre dkilometersaway,one-third,eightkilometerslong,thirt ymeterswide,cutacross,inruins,beinjury,thenumberof, reachmorethan400,000,everywhere,everythingwasdestro yed,begone,blowaway,sth.benotsafefor,tensofthousand sof,givemilk,halfamillion,insteadof,beshocked,later thatafternoon,betrappedundertheruins,falldown,all…is/wasnot…,hundredsofthousandsof,digout,thedead,to thenorthof,coalmines,builtshelters,freshwater3.Read ingaloudandtranslatingNextwearegoingtoreadaloudthet extandtranslateitintochinese.4.Readingandtransformi nginformationReadthetextagainandanswerthefollowingq uestions.1.whatnaturalsignsofcomingdisasterwerether e?2.canyouthinkofsomereasonswhythesesignsweren’tnoticed?3.canyoudescribethedisastercausedbytheeart hquake?4.whateventsandsituationsprobablymadethedisasterworse?5.Howwerethesurvivorshelped?6.couldanythi ngmorehavebeendonetohelpthesurvivors?whyorwhynot?An swers:1,3,4,5areeasytoanswer.2.maybeatthattimepeopl edidn’thaveknowledgeofanearthquake.6.Thestudentshavetheir ownanswers.4.DiscussingwritingstyleAsyouhaveunderst oodthegeneralideaofthetext,Istillputmorequestionsto you.1.Fromwhosepointofviewareeventsdescribed?Howdoyouknow ?2.whydoyouthinkthewriterchosetoexpressherfeelingsa boutthequakeratherthansimplyreportwhathappened?3.wh yisthetitle“ANIGHTTHEEARTHDIDN’TSLEEP”?5.Readingandunderstandingdifficultsentence s.Ifyouhavesomedifficultsentencestounderstand,comet omeforhelp.IV.closingdownclosingdownbydoingexercisesNowpleasedothecomprehendingExercises1,2and3onpage27.closingdownbydiscussing Bynowyou’veknownthatearthquakesareterriblenaturaldisastersan dthatchinaisunluckyenoughtohavealotofthem.Nowimagin ethatyourgrouplivesinthecitythathasalotofearthquake s,whatshouldyoudoduringanearthquake?Lookatthegivens ituationanddiscussinpairs.IfyouareoUTDooRS,…IfyouareinaHIGHBUILDING,…IfyouareDRIVING,…IfyouareHAVINGcLASS,…IfyouareinacINEmA,…whatshouldyoudoduringtheearthquake?Situation:howtor escuethosestilltrappedintheruins;howtotakecareofthe survivors;howtorepairbuildingsthatsurvivedtheearthq uake;whattodowiththebuildingsthatsurvivedtheearthqu ake;wheretofindpeopletohelpbuildanewcity;howtoteach childrenaboutearthquakesafety;wheretoputinformation forsurvivorsandtheirfamilies;howtoplanforfurtherdis asters.Period2:AsamplelessonplanforLearningaboutLan guageAimsTolearnabouttheusageofwho,which,thatandwho seintheAttributiveclauseTodiscoverusefulwordsandexp ressionsProceduresI.warmingupwarmingupbydiscovering usefulwordsandexpressionsHelloeveryone.Afterreading thepassage,wehavegottoknowtheusageofthewordsandexpressions,butweshoulddomorepractice.Nowturntopage27to findthecorrectwordsandexpressionsfromthepassagetofi nishthesentences.youaregiventwominutestofinishthem. ofcourse,youcandiscusswithyourpartners.Twominutesla ter,checkinpairsandthencheckwiththewholeclass.II.Le arningaboutlanguage1.ReadingandfindingTurntopage26a ndreadthetextANIGHTTHEEARTHDIDN’TSLEEP.Tickouttheattributiveclausesinthereadingpass ageandtranslatethemintochinese.2.DoingExercises2onp age28Turntopage28anddoExercise2inpairs.III.Readyuse dmaterialsforRelativePronouns:which,that,whowhomwho sewhatareRelativePronouns?Relativepronounsarespecia lpronounswhichcanconnecttheantecedentandtheattribut iveclause.Alsotheycanbeusedasapartoftheattributivec lause.Herearesomeimportantdifferences:1．which/that :referringtothings,canbeusedasasubjectoranobjectint heattributiveclause;whentheyareusedasanobject,theyc anbeomitted:Theplaneisamachinethat/whichcanfly.Thes choolhevisitedlastweekistothesouthofthecity.2.that/who/whom:referringtoaperson,canbeusedassubject orobjectintheattributiveclause;whomcanbeusedasanobject:Thegirlwesawyesterdaywasjim’ssister.Themanthat/whoistalkingtomyfatherismymathst eacher.3.whose:referringtoapersonorathing,canbeused asanattributeintheattributiveclause:Thisisthewriter whosenameisknownallovertheworld.Theroomwhosewindowf acessouthismine.4.Beforeeverything,anything,everybo dy,anybody,all,thebest+n,thefifth+n,weusethatinstea dofwhich:AllIneedistime.ThisisthelargestfactoryIhav eevervisitedThesixthlessonwearelearningisthemostdif ficultinBookTwo.5.wecan’tusethatinaNon-DefiningAttributiveclause:Ihavelostt hepen,whichIlikeverymuch.Ihavetwosisters,whoareboth teachers.IV.closingdownbydoingaquizNowyouaregoingto takeaquizonRelativePronouns.Fillintheblanks,usingwh ich,that,who,whom,whose.Theforcecauseseverythingtof alltowardsthegroundiscalledgravity.Afriendhelpsyoui ntimeofneedisafriendindeed.Doyouknowthegirlparentsa reteachersinourschool?ThewomanIspoketojustnowismyEn glishteacher.Hesawahousewindowswereallbroken.Everyt hingcanbedonetodaymustn’tbedonetomorrow.canyouthinkofanyonecouldlookafterhi m?ThisisthebesthotelIknow.ThemanIsawtoldmetocomebacktoday.ThosewanttogototheGreatwallwritedownyourname shere.Hetalkedalotabouttheteachersandtheschoolsheha dvisited.Theninthlessonwearelearningisthemostdiffic ultinBookone.mountBlanc,theyvisitedlastmonth,istheh ighestmountaininEurope.weknowalltheteacherworkinour school.ThehouseinLuXunoncelivedisamuseumnow.Thehous eLuXunoncelivedisamuseumnow.ThehouseLuXunoncelivedi nisamuseumnow.youcantakeanyroomyoulike.Heshowedamac hinepartsaretoosmalltobeseen.Thesportsmeetwasputoff ,wasexactlywhatwewanted.Answerstotheexercises:which /thatwho/thatwhosewhom/that/whowhosethatthatthatthat/whom/whowhothatthatwhichthatwhichinwhich/wherewhich/thatthatwhosewhichPeriod3:AsamplelessonplanforUsingLanguageAimsT oreadandspeakabouttravelingTowritealetterdescribing feelingabouttravelingProceduresI.warmingupwarmingup bydiscussingHaveyoueverwrittenaspeech?whatisaspeech ?Speechmeansanactofspeakingformallytoagroupoflisten ers.whatdoyouhavetoconsiderwhenyouarewritingaspeech ?Pleasediscussitinpairs.warmingupbyreadingwhatshoul dyouincludeinyourspeechwhenyoutrytowriteone?Readthe letteronpage29andimagineyouarethestudentwhowasinvit edtogiveaspeech.Nowwriteashortspeech,inwhichyoushou ldfollowthepointsinexercise3onpage29.II.ReadingandunderliningReadtheletterandexercisesag ainandunderlinealltheusefulexpressionsorcollocationsintheletter.copytheminyournotebookafterclassashome work.collocationsfromthelettercongratulations,beple asedtodosth.,winthehighschoolspeakingcompetition,ag roupoffivejudges,allofwhom,agree,beproudof,openanew park,honourthosewhodiedintheterribledisaster,wouldl iketodo,haveyoudosth.,asyouknow,invitesb.todosth.,o nthatspecialday,atthebeginningof,thanksb,fordoingst h.,honoursb.forsth.,beknownas,encouragesb.todosth., behappytodosth.,collectstamps,loseone’slifeIII.ListeningTurnonyourbooksatpage30.we’lllistentoastoryaboutapersonwhoexperiencedthe1906Sa nFranciscoearthquake.I’llplaythetapethreetimes.Firstlistenandtrytogetsomed etailsthatexercises1and2request.Secondlistenagainan dtrytofinishtheexercises.Thirdlistenandcheckyourans wers.IV.Guidedwriting1.makingaintroductionHaveyoueverrea danewspaperstory?Nowturnonyourbookstopage31andlooka twriting.Readthebriefdescriptionabouthowtowriteanew pareanewspaperstorytoashortstoryanda nswerthefollowingquestions.1)whatshouldyouwritebefo rewritinganewspaperstory?2)whatshouldanewspaperoutl inehave?3)whyaheadlineisneeded?4)Howcanyoufinishane wspaperstory?5)Haveyoufoundoutthedifferencebetweena newspaperstoryandashortstory?whileashortstoryissubj ective.Anewspaperstoryhasnoconclusion;ashortstoryge nerallydoes.)NowI’llshowyouanewspaperstorytofindouttheheadline,mainid eaanddetailsofeachparagraph.THEwASHINGToNPoSTSEATTL E-Apowerfulearthquakewithamagnitudeof6.8hitwashingt onStatelastweek.Thequake,thebiggestin50years,caused billionsofdollarsindamage.Butmiraculously,onlyonepe rsondiedandmorethan100peoplewereinjuredinthequake.Authoritiessaidonereasontherewasn’tgreaterdestructionisthattheregionspentmillionsofdo llarsinthelastdecadedesigningearthquake----prooffac ilitiesandimprovingexistingbuildings,schoolsandhome s.Earthquakeexpertsaidtheeventillustratedthegrowing gapbetweenrichandpoornationsintheabilitytomitigaten aturaldisasters.onlyahandfulofpeoplewereseriouslyin juredhere,aslightnumbercomparedwiththedevastationin countrieslikeTurkey,IndiaandElSalvador,wherequakesh aveburiedthousandsunderpoorlyconstructedbuildings.2 .writingNowpreparetheoutlineforashortnewspaperstory forchinaDaily.youcanusetheexampleinexercise1tohelpy ouorganizeyouroutline.3.UnderlingReadtheoutlineandt henewspaperstoryinwritingandunderlinealltheusefulex pressionsorcollocationsinthem.copythemtoyournoteboo kafterclassashomework.collocationsfromwritingalisto f,putsomedetailsintoeachparagraph,ateamof,raisemone y,thousandsof,plantodosth.,inearlyjune,hopetodosth. ,beinterestedtodosth.IV.closingDownclosingdownbysum marywehavelearnedalotaboutearthquakes.Nowlet’shaveasummaryaboutwhatwehavelearned.Lookatthefollow ingquestions.Haveyoueverexperiencedanearthquake?canyoudescribeanearthquakeinEnglish?whatdoyouknowabout thecauseofanearthquake?whatnewinformationaboutearth quakeshaveyoulearnednow?whatwordsandexpressionscany ouusetodescribeanearthquake?closingdownbyfindinginf ormationGotothelibrarytoreadorgetonlinetosearchinor dertofindmoreinformationaboutnaturaldisasters.PartT wTeachingResourcesSection1:Atextstructureanalysisof ANIGHTTHEEARTHDIDN’TSLEEPI.TypeofwritingandsummaryofthemainideaTypeofw ritingThisisapieceofdescriptivewritingmainideaofthe passageThearticledescribesthecause,thecourseandther esultofTangShanearthquakein1976.Itshowsustheterribl eimageofearthquake.Atthesametimeithitsusthatwemustr ealizethatwecandosomethingtominimizethedamagecaused byearthquake.Topicsentenceof1stparagraphStrangethin gswerehappeninginthecountrysideinnortheastHebei.Top icsentenceof2ndparagraphEverythingbegantoshakeandit seemedthattheworldwasatanend.Topicsentenceof3rdpara graphEverywheretheylookednearlyeverythingwasdestroy ed.Topicsentenceof4thparagraphAllhopewasnotlost.II. AtextstructureanalysisReadthetext “ANIGHTTHEEARTHDIDN’TSLEEP”,andthencompletethefollowingchart.Time/orderwhathappenedResultthreedaysbeforetheearthquakeatabo ut3:00amSaw:crackswaterinthewells---roseandfell,ani mals---toonervous,hidefishjumpedoutofbowls&pondsbrightlightintheskywaterpipes---crackedandbursthear d:soundofplanessmelt:smellygasinthecracksofthewells Peoplethoughtlittleoftheeventsandwenttobedasusualat 3:42amfelt:everythingshookone-thirdnationfeltitheardinBeijing100kilometersawa yahugecrackcutacrosshouses,roads…saw:steamburstfromholesinthegroundhardhillsofrock-river sofdirtcitylayinruins4400,000peoplekilled/injured75%factories90%homeweregonebrickscovereddams/bridgesfellnotsaferailwaytracksuselesscowsnevermilkpigs/chickensdiedwellsfilledwithsandrescueworkersanddoctorstrappedundertheruinsbuildingsfelldownwater/food/electricityhardtogetafterthathop enotlostarmysent150,000soldiersworkersbuiltshelters forsurvivorsfreshwaterwastakentothecitythecitybegan tobreatheagainIII.Aretoldversionofthetextonepossibl eversionStrangethingshappenedinTangShan.Forthreeday sthewaterinthevillagewellsroseandfell.Thewellwallsh addeepcracksandasmellygascameoutthecracks.Thechicke ns,pigsandmiceweretoonervous.Fishjumpedoutofbowlsan dponds.Brightlightappearedinthesky.Peopleheardtheso undofplanesevenwhennoplaneswereinthesky.Thewaterpip esinsomebuildingscrackedandburst.At3:42ameverything begantoshake.Itseemedthattheworldwasattheend!one-th irdofthenationfeltit.Ahugecrackcutacrossthecity.Infifteenterriblesecondsalargecitylayinruins.Two-thirdsofthepeoplediedorwereinjured.Nearlyeveryt hingwasdestroyedinthecity.75%ofitsfactoriesand90%of itshomesweregone.Thenlaterthatafternoon,anotherbige arthquakeshookTangshan.Peoplebegantowonderhowlongth edisasterwouldlast.Butallhopewasnotlost.Thearmysent 150,000soldierstohelpthem.workersbuiltsheltersforsu rvivors.Slowly,thecitybegantobreatheagain.Section2: BackgroundinformationonEARTHQUAkESI.ZhangHengZhangH engwasanastronomer,mathematician,artistandliterarys cholar（文学学者）intheEasternHanDynastyofchina.Bornintoday’sNangyangcounty,Henan,hewasagoodwriteratage12.Atthe ageof16,helefthometopursuehisstudyingthecapitalcity .Hespentatleast10yearsofhisyouthinliterarystudiesan dwriting.Hepublishedseveralwell-recognizedliteraryw ritings.Heswitchedtoastronomyafterage30.Intheyear12 3hecorrectedthecalendartobringitintolinewiththeseas ons.In132ZhangHenginventedthefirstseismographformea suringearthquakes.Hisdevicewasintheshapeofacylinder witheightdragonheadsaroundthetop,eachwithaballinitsmouth.Aroundthebottomwereeightfrogs,eachdirectlyund eradragonhead.whenanearthquakeoccurred,aballfellout ofthedragon’smouthintoafrog’smouth,makinganoise.HealsoinventedtheodometerZhangH engwasthefirstpersoninchinatoconstructarotatingcele stialglobe.Inoneofhispublicationshealsoproposedπ=730/232.II.EarthquakeSurvivalTipswouldyouknowwhatt ododuringareallybigearthquake?Expertshavelookedinto mattercarefully.Itmaybeworthyouwhiletolookoverthefo llowingtipstheyhaveforus.Ifthegroundbeginsshakingwh ileyouaredriving,pulloverandstayinyourcar.Ifyouarei nabuilding,trytogetnearastrongwall.Thecornerofthero omorthespaceunderabigdoorwayisthesafest.Assoonasthe quakeisover,checkthegaspipeinthebuilding.Gasfiresof tenresultfromearthquakes.Thesetipsmayprovetobelifes avers.weshould,therefore,keeptheminmind.Remembertoa lwayshopeforthebestbutpreparefortheworst.Escapeinth eSchoollIfithasanearthquakewhenhavingclasses,thestudentssho uldlistentotheteacher’sinstruction,protecttheirheadsandhideunderthedesks.lIfithasanearthquakewhenthestudentsareinthesportsgro und,theycancrouchonthespotandprotecttheirheadswithh ands.Besuretokeepawaywithhighbuildinganddangerousob jects.lDon’tgobacktotheclassroom.lRetreatinorderaftertheearthquake.EscapeinPublicPlac esListentothecommandofthesiteworkers.Don’tbescaredanddon’trushtowardstheexits.Trytoavoidcrowds.Avoidtobesque ezedtothewallorbarriers.lAttheatersandgyms:crouchdownorslipunderthechairs;av oidsuspendinglightsandelectricfans;protecttheheadwi thschoolbags;aftertheearthquake,listentothecommando ftheworkers,retreatinanorganizedway.lIndepartmentstores,bookstores,museumsorsubway:findf irmcounters,commoditiesorapillar,orthecornerofawall tocrouchdownonthespot,protecttheheadswithhandsorotherobjects;keepawayfromglasswindows,glasscountersors howcounters;keepawayfromtallcupboards;keepawayfroma dvertisementboardsandothersuspendingobjects.lonbusesortrolleybuses:Graspthehandlestoavoidbeingin jured;lowerthecenterofgravity;hideneartheseats;geto ffaftertheearthquakepassed.Section3:wordsandexpress ionsI.wordsforreading1.imaginevt.formapictureofinth emind；thinkofasprobable：想象；认为（某事）可能发生或存在。