高一英语earthquakes教案1(完整资料)
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。
高中英语必修一Unit1Earthquakes的教学设计和反思.doc
高中英语必修一Unitl Earthquakes的教学设计和反思一、教学设计Teaching goals （教学目标）1.skill goals （技能目标）1）Know basic knowledge about earthquakes（了解地震的基本知识）2）K now how to protect oneself and help others in disasters （了解如何自救与他救）2.sens ibi 1 i ty goals （情感目标）get the students to be aware of the terrible disasters , mcanwhile ge t them to face it , treat it in a proper way, and never get discou raged.（使学生对灾难有正确的认识，要用积极的态度来对待它。
）3.Abi 1 ity goals（能力目标）1）. let the studonts collect the information from the internet by them solves.（独立搜集信息的能力）2）. Let the students pack up the informal io n by themselves.（独立整理信息的能力）3）.Let the students design it for the purpose of showing in class.（设计制作课件的能力）4）.feed them back to students in class , using what they have done・（课堂反馈与学生互动的能力）Teaching important points （教学重点）Let the students know what a correct attitude towards a disaster is and what we should do in a disaster for ourselves and for the ot her people （树立对于灾难的正确认识及面对灾难该如何应对）Teaching difficult point （教学难点）How to deal with the interaction between the students speakers and t heir classmates.（如何处理学生演讲者和同学之间的互动）Teaching procedures:Step 1: natural disasterShow the students some top disasters in the world, by Deng Yuge Tea m and Zhuang Jinmao Team.Step 2: famous earthquakesShow them some famous earthquakes in this century in the world, byLin Chuyin Team and Deng Yuge Team.Step 3: Tangshan earthquakea.show them some pictures about Tangshan earthquake by Zhuang JinMaoTeam.b.Watch a video about Tangshan earthquake.Step 4: Signs before earthquakes1.G iven by Wu mengni Team in the form of pictures and words.2.Given by Lin Chuyin Team in the form of filling blanks.Step 5: How to escape from the earthquakea.given by Zeng Jiaxin Team in the form of pictures and words.b.ven by Zhuang Jinmao Team in the form of T or F.c.ven by Lin Gaoxiang Team in the form of T or F.Step 6: Imaginary workSuppose there is an earthquake now, and you can take nothing but one thing, what will you take? Is it money, water, fruits, mobile pho nes, or a torchlight?Step 7: ProverbsGet the students to collect some proverbs from the internet, which a re somethingrelated to how to deal with disasters, what right attitude we should take and so on., then ask them to write them on the blackboard, and explain them to the students one by one.Step 8: Homeworka. pose an earthquake happens in the ; school hall, what should you do?an earthquake happens in the classroom , what should you do? b・pposec.ppose an earthquake happens in the bedroom, what should you do?二、教学反思通过本课教学，我有如下儿点反思：1、创新，以教材为模板，重新设计教学内容。
最新-Earthquakes教案优秀3篇
Earthquakes教案优秀3篇Earthquakes教案1unit 4 earthquakesthe first period readingclass: class one,grade one subject: englishteacher: shen chang tutor: jiang hailiani. teaching aimsknow basic knowledge of earthquakes.know how to protect oneself and help others in disasters.ⅱ. important different pointsphrases: right away, at an end, dig out, give out, thousands of1.farmers’ wives noticed that the well walls had deep cracks in them.2.it seemed as if the world was at an end!3.bricks covered the ground like red autumn leaves.4.the army organized teams to dig out those who were trapped and to bury the dead.5.workers built shelters for survivors whose homes had been destroyed.iii. teaching procedurestep i. revisioncheck the homework with the whole class.step ii. warming upask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.t: today, before we begin our reading, i’d like to ask you a question, “what is the biggest sound you have heard in your life?”s1: the sound of wind that blew in a winter night when i was very young. it sounded like a ghost who was howling. i was very frightened at that time.s2: the biggest noise was the one that i heard when my neighbor was quarrelling with his wife. perhaps, they broke their tv set.t: that’s too terrible.s3: the noise when planes take off.s4: the sound of trains.t: good! i agree that all of them are big sound. but did you once heard the sound that the heaven falls and the earth cracks, in chinese it is 天崩地裂？ss: no, we have no chance to hear that.t: if there is a sound like this, what is it?s5: when someone hears something unexpected and terrible. for example, when one of his loved families dies, he will feel this sound.t: terrific! you are using a literary way to express the sound.s6: when an earthquake happens.t: great! i have waited for this answer for a long time. today we’ll learn something about earthquakes. i think most of us have heard of earthquakes. can you imagine how terrible it is ?s7: the earth is shaking . all the buildings will fall down.s8: many people will die. and perhaps many children will lose their parents.t: yeah, earthquakes are disasters to everybody. now look at the two pictures of tangshan andsan francisco. can you describe what you see in the pictures?s1: tangshan is a beautiful city. it has beautiful gardens, broad roads and some tall buildings.s2: from the picture of san francisco, i can see that it is a very big city. there are many tall buildings thickly standing on the earth. i think the population of the city is very large.t: good! what will happen if there has been a big earthquake in these two cities? work in pairs and discuss it. then i’ll ask so me of you to show your opinion.step iii. pre-readingthere are two questions in this part. both are very interesting. the first one can more or less reveal the students’ values; while the second one can enlarge their imagination. no matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.t: now, let’s look at the pictures. what are the predictions of an earthquake?s1: before an earthquake animals will become nervous. cows, 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: terrific! where did you get this knowledge?s1: from geography. i like it.t: good. sit down please.s2: madam, i don’t know the meaning of the picture with two women.t: it doesn’t matter. you will know it soon after reading our text. ok. imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?s3: i’ll take all my money. people can’t live without money.s4: i will take as much water as possible. because it is said that people can keep alive for nearly 7 days by drinking without any foods5: in that case, i’d rather take some apples, so that besides drinking, i can also eat.s6: i will carry my grandma. she is my most loved person in this world. she brought me up.t: what a dutiful child you are! i’m very glad to hear that. sit down please! it seems that all of you know what you should do during an earthquake. ok. let’s read our text, and see what it tells us. step iv. readingin this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage. ask them to pay attention to the first sentence of each paragraph. this can help them finish exercise3 in comprehension. it is about the main idea of each paragraph. then ask them to read the text again carefully to obtain some details. before reading for the second time, show some questions on the screen, and let the students read the questions first. these questions can guide them to have a good understanding about the text. they can also make preparations for exs1-2, which are about details.skimmingt: at first i’d like to read the text quickly to get the general idea of the article. while reading, you should pay attention to the sentence of each paragraph.t: have you got the general idea of the text?ss: yes.t: what is it?s1: there is no quick answer to this question. are you suggesting us that the general idea is themixture of the first sentences of each paragraph?t: sure.s1:ok. that’s easy. the main idea of the passage is some signs of the earthquake, and what would happen during the quake.t: good, sit down please. in fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (teacher writes the word on the blackboard) do you understand the meaning of the word?ss: no.t: sequence means the order of the events. it can tell us which event happens first, and which happens later. do you know the sequence that is used in our text?s3: yes. at first, the text tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things that happened after the earthquake.t: quite right! now please look at the screen, these are the first sentences of each paragraph. read them and think if they are the main idea of the text. if necessary, you may make some changes to make more exact.teacher shows the screen and gives a little time to think it over.1.strange things were happening in the countryside in the northeast hebei.2.the disaster happened and caused a lot of loss.3. all hope was not lost.careful readingt: now, it’s time for us to read the text carefully. but before reading, you should read some questions first. these questions may help you get some information quickly and easily. now look at the screen, and read the questions.show on the screen1.what natural signs of a coming disaster were there?2.can you think of some reasons why these signs weren’t noticed?3.what events probably made the disaster worse?4.what situations probably made the disaster worse?5.how were the survivors held?step v. extensionshow the questions on the screen.1.from whose point of view are events described? how do you know?2.what is the mood of this passage? how is it created?3.why do you think the writer chooses to express his feelings about the quake rather than simply reporting what had happened?4.why is the title a night the earth didn’t sleep?5.what does the sentence “slowly, the city began to breathe again.” mean?answers:1.he uses third-person to describe the quake. his description is very objective. for example, the second sentence in the third paragraph. the writer says: “everywhere they looked nearly everything was destroyed.” the writer uses they instead of we.2.the mood is serious and a bit sad. it is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed.3.although the writer was not there, he felt sad for the people of tangshan. he knows that some personal feelings will make the reading more interesting.4.i think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. but that night everything changed. the writer uses a night the earth didn’t sleep as a title to show how terrible and how unusual the night was.5.here we can see that the writer compared the city to a person who suffered a lot in the disaster. he felt her pain, and he worried about her. so when he said that people came to help her, we can feel his feelings to the city. the city will not die, she has hope and she can recover from the pain. step vi comprehendinganswers to exx1-31.1. c2. e3.b4.d5.a2.1. the walls of the villages wells had cracks in them.2 .roads got huge cracks3. brick buildings were destroyed.4. the army helped the survivors.5. shelters were put up for those with no homes.3.1. strange things were happening in the countryside in northeast hebei..1.the disaster happened and caused a lot of loss.2.all hope was not lost.step vii homeworkEarthquakes教案2新课标高一必修1英语教案unit 4 earthquakes (简案)teaching plan for unit 4 earthquakesteaching aims and demands:1. topic:basic knowledge of earthquakes; how to protect oneself and help the others in disasters2. useful words and expressions:shake, well (n.), rise, smelly, pond, pipe, burst, canal, steam, dirt, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, shelter, fresh, percent, speech, judge, honour, prepare;right away, (be) at an end, dig out, bring in, a (great )number of3. functions:talking about past experiences:i will never forget the day when the earthquake took place. the time was 5:15 in the afternoon and i was driving along the road.sequence4. grammar:the attributive clause (i)由that, which, who, whose引导的定语从句the number of people who were killed or injured reached more than 400,000.it was heard in beijing which is one hundred kilometers away.workers built shelters for survivors whose homes had been destroyed.teaching procedures:period 1.step 1. warming upss discuss and answer some questions:1. which of the following may cause people the greatest damage?a. earthquakeb. typhoonc. floodd. drought2. imagine your home begins to shake and you must leave it right away. you have time to take only one thing. what will you take? why?step 2. pre-readingss discuss and answer:1. do you know what would happen before an earthquake?2. what can we do to keep ourselves safe from an earthquake?3. do you know anything about tangshan earthquake in 1976?step 3. reading1. skimming and find the answers to the following questions:a. what happened?b. when and where did it happen?2. ss read again and fill in the following form:time what happenedbefore the earthquake wells:animals:lights and sound:water pipes:while the earthquake houses, roads and canals:hard hills of rock:the large city:the people:after the earthquake hospitals, factories and buildings:the ground:dams:railway tracks:animals:wells: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. the damage of the city after the earthquakepart 3. the help to the survivorsstep 4. comprehendingss finish ex 1 and 2 on page 27.step 5. assignment1. surf the internet and get more information about the earthquake.2. retell the text.period 2.step 1. warming up1. ss share more information about the earthquake.2. ask some ss to retell the text by using their own words.step 2. language points1. lie –lay-lain (v.) : to be, remain or be kept in a certain state 处于某种状态the village lay in ruins after the war.these machines have lain idle since the factory closed.2. in ruins: severely damaged or destroyed 毁坏an earthquake left the whole town in ruins.his career is in ruins.3. number (n.): a quantity of people or things 数目；数量the number of people applying has increased this year.we were fifteen in number.a number of: a lot ofi have a number of letters to write.a large number of people have applied.4. injure (v.): to hurt oneself/sb./ sth. physically 受伤he fell off the bicycle and injured his arm.5. reach (v.): to achieve or obtain sth. 达成；达到；获得you’ll understand it when you reach my age.at last we reached a decision.6. rescue (n.): an act of rescuing or being rescued 搭救；解救a rescue team is trying to reach the trapped mines.rescue (v.): to save or set free from harm, in danger, or loss 解救；救出the rescued the man from drowning.7. trap(v.): in a place from which one wants to escape but cannot 困住；陷于绝境they were trapped in the burning hotel.8. all …not… = not all…: some but not all 一些；但不是全部not all the girls left.=only some of them left early.not all the children are noisy.=some of the children are not noisy.全部否定应用：none of…none of us were allowed to go there.none of these reports is very helpful.step 3. learning about language1. ss finish ex 1,2 and 3 on page 27 and 28.2. teacher checks the answer and give the ss some help if they have some difficulty.step 4. assignment1. finish wb.ex.1 on page 63.2. ss try to remember the useful words and expressions by hearts.period 3step 1. warming upss read the passage again and try to find the sentences with attributive clauses.e.g. workers built shelters for survivors whose homes had been destroyed.step 2. attributive clause1. give ss more sentences and let the ss to find the structures of the attributive 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。
高一英语必修一unit1教案
高一英语必修一unit1教案高一英语必修一unit1教案「篇一」(1)课题：Earthquakes(2)教材分析与学生分析：本单元的主题是“地震”。
Warming 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，介绍了唐山大地震前的预兆、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 about 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, which, who, whose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, writing and speaking)”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，接着说一说唐山大地震纪念邮票。
随后的听力(Listening)是一位美国人以第一人称叙述他在1906年旧金山大地震中的可怕经历。
写作(Writing)部分训练学生如何写新闻报道，学会拟地定写作提纲。
(3)课时安排：The first period: Reading The second period: ReadingThe third period: Listening The forth Period：Grammar The fifth period: Extensive reading The sixth period: Summary (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, which, who, whose引导的定语从句;学会写英文新闻报道，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。
高中英语 Unit 4 Earthquakes教案 新人教版必修1
Unit 4 Earthquakes【美文阅读】地震可能会带来很大的灾难，但是如果在平时你能做好准备，你幸存下来的机会会大大增加。
那么我们需要做好哪些准备呢？Here are some tips to help you increase the chances of surviving.Make a home earthquake plan.Find a safe place in every room，such as a desk or a table，where you can find cover in an earthquake.For two-floor homes，get a proper-sized ladder to get out through a window if the stairs are damaged.Decide where your family will re-meet if you are separated.Decide on an out-of-town relative for family members to get in touch with.Attach(系，缚，连接) things such as tall furniture and water heaters to the wall so that they will not be knocked over during an earthquake.Prepare an emergency kit for your home and a car that has food，water，clothing，flashlights，a radio and a first-aid kit(工具) in it.Know what to do when the earthquake starts.Drop，cover and hold on.Only move a few steps to a safe place for cover and stay there until the shaking stops.If you are in a car，slow down and drive to somewhere away from trees and power lines.Stay in your car until the shaking stops.Practice for the real thing to help keep a clear head when a real earthquake happens.【诱思导学】1．What's the most important one when an earthquake happens?________________________________________________________________________ 2．Is it necessary to make a home earthquake plan？Why?________________________________________________________________________ 【答案】 1.Keeping a clear head. 2.Yes，it is.Because it can help you survive the earthquake.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，对下一堂课全面理解课文起到一个铺垫作用。
《SEB1A UNIT7 Lesson26 Earthquakes》教案
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高一英语Earthquakes教案_1
高一英语Earthquakes教案Unit4Partone:TeachingDesignPeriod1:AsamplelessonplanforreadingAimsTolistenandtalkaboutnaturaldisastersToreadaboutearthquakesProceduresI.warmingupwarmingupbylookingGoodmorningclass.Haveyoueverexperiencedanynaturaldi sasters?Lookatthepictures,canyounameallthedisasters?volcanofiresandstormtyphoonhailstonethunderstormfloodhurricaneearthquakeHaveyoueverexperiencedanearthquake?canyoudescribeho wterribleanearthquakeis?warmingupbydiscussingNow,lookatthepicturesofTangshanandSanFranciscoinwarmingupanddescribewhatyouseeinthepictures.whatwillhappeniftherehasbeenabigearthquakeinthesetw ocities?Asweallknow,earthquakesaredisasterstoeveryone.Butca nweavoidoratleastreducethelosscausedbyearthquakes?c anweforetellearthquakes?Nowlet’scometoPre-readinganddecidewhatmayhappenbeforeanear thquakecomes.II.Pre-reading.Talkingandsharingwhatarethesignsofanearthquake?2.ImagingandsharingImaginethereisanearthquakenow,yourhomebeginstoshake andyoumustleaveitrightaway.youhavetimetotakeonlyone thing.whatwillyoutake?why?III.Reading.ListeningandfastreadingNowlet’scometothetext“ANIGHTTHEEARTHDIDN’TSLEEP”andseewhatittellsus.Pleaselistentothetextandgetthegeneralideaofthepassa ge.youshouldpayattentiontothefirstsentencesofeachpa ragraph.Inwhatorderisthetextwritten?2.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressions orcollocationsinthepassage.copytheminyournotebookaf terclassashomework.collocationsfromANIGHTTHEEARTHDIDN’TSLEEPasmellygas,comeoutof,inthefarmyards,toonervoustoeat ,runoutof,lookforplacetohide,waterpipes,thinklittleofsth.,asusual ,itseemedthat,atanend,onehundredkilometersaway,one-third,eightkilomet erslong,thirtymeterswide,cutacross,inruins,beinjury,thenumberof,reachmo rethan400,000,everywhere,everythingwasdestroyed,begone,blowaway,s th.benotsafefor,tensofthousandsof,givemilk,halfamil lion,insteadof,beshocked,laterthatafternoon,betrappedundertheruins,falldown,all…is/wasnot…,hundredsofthousandsof,digout,thedead,tothenorthof,coalmines,builtshelters ,freshwater3.ReadingaloudandtranslatingNextwearegoingtoreadaloudthetextandtranslateitintoc hinese.4.ReadingandtransforminginformationReadthetextagainandanswerthefollowingquestions..whatnaturalsignsofcomingdisasterwerethere?2.canyouthinkofsomereasonswhythesesignsweren’tnoticed?3.canyoudescribethedisastercausedbytheearthquake?4.whateventsandsituationsprobablymadethedisasterwor5.Howwerethesurvivorshelped?6.couldanythingmorehavebeendonetohelpthesurvivors?w hyorwhynot?Answers:1,3,4,5areeasytoanswer.2.maybeatthattimepeopledidn’thaveknowledgeofanearthquake.6.Thestudentshavetheirownanswers.4.DiscussingwritingstyleAsyouhaveunderstoodthegeneralideaofthetext,Istillpu tmorequestionstoyou..Fromwhosepointofviewareeventsdescribed?Howdoyo uknow?2.whydoyouthinkthewriterchosetoexpressherfeelingsab outthequakeratherthansimplyreportwhathappened?3.whyisthetitle“ANIGHTTHEEARTHDIDN’TSLEEP”?5.Readingandunderstandingdifficultsentences. Ifyouhavesomedifficultsentencestounderstand,cometomeforhelp.IV.closingdownclosingdownbydoingexercisesNowpleasedothecomprehendingExercises1,2and3onpage27.closingdownbydiscussingBynowyou’veknownthatearthquakesareterriblenaturaldisastersan dthatchinaisunluckyenoughtohavealotofthem.Nowimagin ethatyourgrouplivesinthecitythathasalotofearthquake s,whatshouldyoudoduringanearthquake?Lookatthegivens ituationanddiscussinpairs.IfyouareoUTDooRS,…IfyouareinaHIGHBUILDING,…IfyouareDRIVING,…IfyouareHAVINGcLASS,…IfyouareinacINEmA,…whatshouldyoudoduringtheearthquake?Situation:howtorescuethosestilltrappedintheruins;howtotakecareofthesurvivors;howtorepairbuildingsthatsurvivedtheearthquake;whattodowiththebuildingsthatsurvivedtheearthquake;wheretofindpeopletohelpbuildanewcity;howtoteachchildrenaboutearthquakesafety;wheretoputinformationforsurvivorsandtheirfamilies;howtoplanforfurtherdisasters.Period2:AsamplelessonplanforLearningaboutLanguage AimsTolearnabouttheusageofwho,which,thatandwhoseintheAt tributiveclauseTodiscoverusefulwordsandexpressionsProceduresI.warmingupwarmingupbydiscoveringusefulwordsandexpressionsHelloeveryone.Afterreadingthepassage,wehavegottokno wtheusageofthewordsandexpressions,butweshoulddomore practice.Nowturntopage27tofindthecorrectwordsandexp ressionsfromthepassagetofinishthesentences.youaregiventwominutestofinishthem.ofcourse,youcandiscusswit hyourpartners.Twominuteslater,checkinpairsandthench eckwiththewholeclass.II.Learningaboutlanguage.ReadingandfindingTurntopage26andreadthetextANIGHTTHEEARTHDIDN’TSLEEP.Tickouttheattributiveclausesinthereadingpass ageandtranslatethemintochinese.2.DoingExercises2onpage28Turntopage28anddoExercise2inpairs.III.ReadyusedmaterialsforRelativePronouns:which,tha t,whowhomwhosewhatareRelativePronouns?Relativepronounsarespecialpronounswhichcanconnectth eantecedentandtheattributiveclause.Alsotheycanbeusedasapartoftheattr ibutiveclause.Herearesomeimportantdifferences:．which/that:referringtothings,canbeusedasasubjectoranobjectintheattributiveclause;whentheyareusedasanobject,theycan beomitted:Theplaneisamachinethat/whichcanfly.Theschoolhevisitedlastweekistothesouthofthecity.2.that/who/whom:referringtoaperson,canbeusedassubje ctorobjectintheattributiveclause;whomcanbeusedasanobject:Thegirlwesawyesterdaywasjim’ssister. Themanthat/whoistalkingtomyfatherismymathsteacher.3.whose:referringtoapersonorathing,canbeusedasanatt ributeintheattributiveclause:Thisisthewriterwhosenameisknownallovertheworld.Theroomwhosewindowfacessouthismine.4.Beforeeverything,anything,everybody,anybody,all,t hebest+n,thefifth+n,weusethatinsteadofwhich:AllIneedistime.ThisisthelargestfactoryIhaveevervisitedThesixthlessonwearelearningisthemostdifficultinBook Two.5.wecan’tusethatinaNon-DefiningAttributiveclause:Ihavelostthepen,whichIlikeverymuch.Ihavetwosisters,whoarebothteachers.IV.closingdownbydoingaquizNowyouaregoingtotakeaquizonRelativePronouns.Fillintheblanks,usingwhich,that,who,whom,whose.Theforcecauseseverythingtofalltowardsthegroundiscal ledgravity.Afriendhelpsyouintimeofneedisafriendindeed.Doyouknowthegirlparentsareteachersinourschool?ThewomanIspoketojustnowismyEnglishteacher.Hesawahousewindowswereallbroken.Everythingcanbedonetodaymustn’tbedonetomorrow.canyouthinkofanyonecouldlookafterhim?ThisisthebesthotelIknow.ThemanIsawtoldmetocomebacktoday.ThosewanttogototheGreatwallwritedownyournameshere.Hetalkedalotabouttheteachersandtheschoolshehadvisit ed.TheninthlessonwearelearningisthemostdifficultinBook one.mountBlanc,theyvisitedlastmonth,isthehighestmountai ninEurope.weknowalltheteacherworkinourschool.ThehouseinLuXunoncelivedisamuseumnow.ThehouseLuXunoncelivedisamuseumnow.ThehouseLuXunoncelivedinisamuseumnow.youcantakeanyroomyoulike.Heshowedamachinepartsaretoosmalltobeseen.Thesportsmeetwasputoff,wasexactlywhatwewanted. Answerstotheexercises:which/thatwho/thatwhosewhom/that/whowhosethatthatthatthat/whom/whowhothatthatwhi chthatwhichinwhich/wherewhich/thatthatwhosewhich Period3:AsamplelessonplanforUsingLanguageAimsToreadandspeakabouttravelingTowritealetterdescribingfeelingabouttraveling ProceduresI.warmingupwarmingupbydiscussingHaveyoueverwrittenaspeech?whatisaspeech?Speechmeans anactofspeakingformallytoagroupoflisteners.whatdoyo uhavetoconsiderwhenyouarewritingaspeech?Pleasediscu ssitinpairs.warmingupbyreadingwhatshouldyouincludeinyourspeechwhenyoutrytowriteon e?Readtheletteronpage29andimagineyouarethestudentwh owasinvitedtogiveaspeech.Nowwriteashortspeech,inwhi chyoushouldfollowthepointsinexercise3onpage29.II.ReadingandunderliningReadtheletterandexercisesagainandunderlinealltheuse fulexpressionsorcollocationsintheletter.copytheminy ournotebookafterclassashomework.collocationsfromthelettercongratulations,bepleasedtodosth.,winthehighschools peakingcompetition,agroupoffivejudges,allofwhom,agree,beproudof,openane wpark,honourthosewhodiedintheterribledisaster,would liketodo,haveyoudosth.,asyouknow,invitesb.todosth.,onthatspecialday,atthebeginningof,thanksb, fordoingsth.,honoursb.forsth.,beknownas,encouragesb.todosth.,beh appytodosth.,collectstamps,loseone’slifeIII.ListeningTurnonyourbooksatpage30.we’lllistentoastoryaboutapersonwhoexperiencedthe1906Sa nFranciscoearthquake.I’llplaythetapethreetimes.Firstlistenandtrytogetsomed etailsthatexercises1and2request.Secondlistenagainan dtrytofinishtheexercises.Thirdlistenandcheckyourans wers.IV.Guidedwriting.makingaintroductionHaveyoueverreadanewspaperstory?Nowturnonyourbooksto page31andlookatwriting.Readthebriefdescriptionabout pareanewspaperstorytoa shortstoryandanswerthefollowingquestions.)whatshouldyouwritebeforewritinganewspaperstory?2)whatshouldanewspaperoutlinehave?3)whyaheadlineisneeded?4)Howcanyoufinishanewspaperstory?5)Haveyoufoundoutthedifferencebetweenanewspaperstor yandashortstory?whileashortstoryissubjective.Anewspaperstoryhasnoco nclusion;ashortstorygenerallydoes.)NowI’llshowyouanewspaperstorytofindouttheheadline,mainid eaanddetailsofeachparagraph.THEwASHINGToNPoSTSEATTLE-Apowerfulearthquakewithamagnitudeof6.8hitwa shingtonStatelastweek.Thequake,thebiggestin50years, causedbillionsofdollarsindamage.Butmiraculously,onl yonepersondiedandmorethan100peoplewereinjuredintheq uake.Authoritiessaidonereasontherewasn’tgreaterdestructionisthattheregionspentmillionsofdo llarsinthelastdecadedesigningearthquake----prooffac ilitiesandimprovingexistingbuildings,schoolsandhome s.Earthquakeexpertsaidtheeventillustratedthegrowingga pbetweenrichandpoornationsintheabilitytomitigatenat uraldisasters.onlyahandfulofpeoplewereseriouslyinju redhere,aslightnumbercomparedwiththedevastationinco untrieslikeTurkey,IndiaandElSalvador,wherequakeshav eburiedthousandsunderpoorlyconstructedbuildings.2.writingNowpreparetheoutlineforashortnewspaperstoryforchina Daily.youcanusetheexampleinexercise1tohelpyouorgani zeyouroutline.3.UnderlingReadtheoutlineandthenewspaperstoryinwritingandunder linealltheusefulexpressionsorcollocationsinthem.cop ythemtoyournotebookafterclassashomework.collocationsfromwritingalistof,putsomedetailsintoeachparagraph,ateamof,rai semoney,thousandsof,plantodosth.,inearlyjune,hopetodosth.,beinterestedt odosth.IV.closingDownclosingdownbysummarywehavelearnedalotaboutearthquakes.Nowlet’shaveasummaryaboutwhatwehavelearned.Lookatthefollow ingquestions.Haveyoueverexperiencedanearthquake?canyoudescribeanearthquakeinEnglish?whatdoyouknowaboutthecauseofanearthquake?whatnewinformationaboutearthquakeshaveyoulearnednow?whatwordsandexpressionscanyouusetodescribeanearthqu ake?closingdownbyfindinginformationGotothelibrarytoreadorgetonlinetosearchinordertofin dmoreinformationaboutnaturaldisasters.PartTwo:TeachingResourcesSection1:AtextstructureanalysisofANIGHTTHEEARTHDIDN’TSLEEPI.TypeofwritingandsummaryofthemainideaTypeofwritingThisisapieceofdescriptivewritingmainideaofthepassageThearticledescribesthecause,the courseandtheresultofTangShanearthquakein1976.Itshowsustheterribleimageofearthquake.Atthesametimeithitsusthatwemustrealizethatwecandosomethingtominimizethedamagecausedbyearthquake.Topicsentenceof1stparagraphStrangethingswerehappeni nginthecountrysideinnortheastHebei.Topicsentenceof2ndparagraphEverythingbegantoshakean ditseemedthattheworldwasatanend.Topicsentenceof3rdparagraphEverywheretheylookednear lyeverythingwasdestroyed.Topicsentenceof4thparagraphAllhopewasnotlost.II.AtextstructureanalysisReadthetext“ANIGHTTHEEARTHDIDN’TSLEEP”,andthencompletethefollowingchart.Time/orderwhathappenedResultthreedaysbeforetheearthquakeatabout3:00amSaw:crackswaterinthewells---roseandfell,animals---toonervous,hidefishjumpedoutofbowls&pondsbrightlightintheskywaterpipes---crackedandburstheard:soundofplanessmelt:smellygasinthecracksofthewellsPeoplethoughtli ttleoftheeventsandwenttobedasusualat3:42amfelt:everythingshookone-thirdnationfeltitheardinBeijing100kilometersawayahugecrackcutacrosshouses,roads…saw:steamburstfromholesinthegroundhardhillsofrock-riversofdirtcitylayinruins4400,000peoplekilled/injured75%factories90%homeweregonebrickscovereddams/bridgesfellnotsaferailwaytracksuselesscowsnevermilkpigs/chickensdiedwellsfilledwithsandrescueworkersanddoctorstrappedundertheruinsbuildingsfelldownwater/food/electricityhardtogetafterthathopenotlostarmysent150,000soldiersworkersbuiltsheltersforsurvivorsfreshwaterwastakentothecitythecitybegantobreatheaga inIII.AretoldversionofthetextonepossibleversionStrangethingshappenedinTangShan.Forthreedaysthewate rinthevillagewellsroseandfell.Thewellwallshaddeepcr acksandasmellygascameoutthecracks.Thechickens,pigsa ndmiceweretoonervous.Fishjumpedoutofbowlsandponds.B rightlightappearedinthesky.Peopleheardthesoundofpla nesevenwhennoplaneswereinthesky.Thewaterpipesinsome buildingscrackedandburst.At3:42ameverythingbegantoshake.Itseemedthattheworld wasattheend!one-thirdofthenationfeltit.Ahugecrackcu tacrossthecity.Infifteenterriblesecondsalargecityla yinruins.Two-thirdsofthepeoplediedorwereinjured.Nea rlyeverythingwasdestroyedinthecity.75%ofitsfactorie sand90%ofitshomesweregone.Thenlaterthatafternoon,an otherbigearthquakeshookTangshan.Peoplebegantowonder howlongthedisasterwouldlast.Butallhopewasnotlost.Thearmysent150,000soldierstohe lpthem.workersbuiltsheltersforsurvivors.Slowly,thec itybegantobreatheagain.Section2:BackgroundinformationonEARTHQUAkESI.ZhangHengZhangHengwasanastronomer,mathematician,artistandlit eraryscholar（文学学者）intheEasternHanDynastyofchina.Bornintoday’sNangyangcounty,Henan,hewasagoodwriteratage12.Atthe ageof16,helefthometopursuehisstudyingthecapitalcity.Hespentatleast10yearsofhisyouthinliterarystudiesan dwriting.Hepublishedseveralwell-recognizedliteraryw ritings.Heswitchedtoastronomyafterage30.Intheyear123hecorrectedthecalendartobringitintoline withtheseasons.In132ZhangHenginventedthefirstseismographformeasuri ngearthquakes.Hisdevicewasintheshapeofacylinderwith eightdragonheadsaroundthetop,eachwithaballinitsmout h.Aroundthebottomwereeightfrogs,eachdirectlyunderad ragonhead.whenanearthquakeoccurred,aballfelloutofth edragon’smouthintoafrog’smouth,makinganoise.HealsoinventedtheodometerZhangHengwasthefirstpersoninchinatoconstructarotatingcelestialglobe.Inoneofhispublicationshealsoproposedπ=730/232.II.EarthquakeSurvivalTipswouldyouknowwhattododuringareallybigearthquake?Expe rtshavelookedintomattercarefully.Itmaybeworthyouwhi letolookoverthefollowingtipstheyhaveforus.Ifthegroundbeginsshakingwhileyouaredriving,pullover andstayinyourcar.Ifyouareinabuilding,trytogetnearas trongwall.Thecorneroftheroomorthespaceunderabigdoor wayisthesafest.Assoonasthequakeisover,checkthegaspi peinthebuilding.Gasfiresoftenresultfromearthquakes. Thesetipsmayprovetobelifesavers.weshould,therefore, keeptheminmind.Remembertoalwayshopeforthebestbutpre parefortheworst.EscapeintheSchoolIfithasanearthquakewhenhavingclasses,thestu dentsshouldlistentotheteacher’sinstruction,protecttheirheadsandhideunderthedesks.Ifithasanearthquakewhenthestudentsareinthes portsground,theycancrouchonthespotandprotecttheirhe adswithhands.Besuretokeepawaywithhighbuildinganddan gerousobjects.Don’tgobacktotheclassroom.Retreatinorderaftertheearthquake.EscapeinPublicPlacesListentothecommandofthesiteworkers.Don’tbescaredanddon’trushtowardstheexits.Trytoavoidcrowds.Avoidtobesque ezedtothewallorbarriers.Attheatersandgyms:crouchdownorslipunderthec hairs;avoidsuspendinglightsandelectricfans;protectt heheadwithschoolbags;aftertheearthquake,listentothe commandoftheworkers,retreatinanorganizedway.Indepartmentstores,bookstores,museumsorsubw ay:findfirmcounters,commoditiesorapillar,orthecorne rofawalltocrouchdownonthespot,protecttheheadswithha ndsorotherobjects;keepawayfromglasswindows,glasscou ntersorshowcounters;keepawayfromtallcupboards;keepawayfromadvertisementboardsandothersuspendingobjects.onbusesortrolleybuses:Graspthehandlestoavoi dbeinginjured;lowerthecenterofgravity;hidenearthese ats;getoffaftertheearthquakepassed.Section3:wordsandexpressionsI.wordsforreading.imaginevt.formapictureofinthemind；thinkofasprobable：想象；认为（某事）可能发生或存在。
高中英语必修知识1《Unit4Earthquakes》教案人教版
高中英语必修知识1《Unit4Earthquakes》教案人教版《Unit4Earthquake》教案1教学准备教学目标掌握住列举的重点单词和句子教学重难点掌握住列举的重点单词和句子并能灵活运用教学过程Ⅰ.重点单词1.________vi.爆裂；爆发n.突然破裂；爆发2.________n.事件；大事3.________n.废墟；毁灭vt.毁灭；使破产4.________adj.极度的5.________vt.破坏；毁坏；消灭6.________vt.&vi.（使）震惊；震动n.休克；打击；震惊7.________n.&vt.援救；营救8.________vt.使陷入困境n.陷阱；困境9.________n.灾难；灾祸10.________vt.埋葬；掩埋；隐藏11.________n.&vt.损失；损害12.________n.裁判员；法官vt.断定；判断；判决13.________vt.损害；伤害→________n.伤害；损害→________adj.受伤的14.________n.电；电流；电学→________adj.用电的；带电的→________adj.与电有关的；电学的15.________vt.使惊吓；吓唬→________adj.受惊的；受恐吓的→________adj.令人恐惧的16.____________n.祝贺；（复数）贺词→_____________vt.祝贺Ⅱ.重点短语1.a（great）number________许多；大量的2.dig________掘出；发现3.________anend结束；终结4.right________立刻；马上5.a________仿佛；好像6.________ruin严重受损；破败不堪7.thinklittle________轻视，满不在乎8.ten________thouandof数以万计9.beproud________以……自豪10.judge________从……判断11.betrapped________陷入12.beburied________埋头于13.put________helter搭建避难所14.getaway________离开15.payattention________注意Ⅲ知识点教案E某.2OneeingJayChowappearonthetage，theaudienceburtout_________（cheer）.burtwithanger/joy勃然大怒burtn.突然破裂；爆发aburtoflaughter一阵笑声2.n.废墟，遗迹（常用复数形式）；毁灭be/lieinruin成为废墟；严重受损；破败不堪E某.1Allthetownwere/layin_____（ruin）aftertheearthquake. vt.毁灭；使破产ruinoneelfruinone’health/fame/futureE某.2过量吸烟损害健康，因此你应该戒烟。
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此文档下载后即可编辑Unit 4Earthquakes单元规则本单元的话题是“地震基础知识(basic knowledge about earthquakes)”和“遇到灾难时如何自救以及帮助别人(how to protect oneself and help others in disasters)”。
具体涉及地震的成因、预兆、地震造成的损失、地震时的应急救生以及震后的救援等内容。
语言知识和语言技能等各项语言活动都是围绕这些话题展开的。
为了围绕话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。
“热身(Warming Up)”部分通过两张图片引出话题“一旦大地震发生，将会造成怎样的危害？”，为本单元的主题作了“热身活动”。
“读前(Pre-reading)”部分设置了两个开放性的问题，要求学生描述、讨论与地震有关的话题。
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。
“阅读(Reading)”部分是一篇新闻报道，详细介绍了1976年唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及震后人们勇敢面对现实并及时实施抢救和重建工作的情况。
文中关于地震的词汇较多，教师可在课前布置学生查找新唐山的中英文资料和与地震相关的词汇；文中还提及了很多孩子失去双亲成为孤儿，矿工在地震中的遭遇，救护人员和解放军官兵不顾自身安危奋力抢险的事迹，灾难无情人有情，感人至深。
教师可将这些作为素材，设计多种任务，展开课堂教学活动。
另外文中还出现了大量的定语从句，这对学生的语言阅读能力提出了更高的要求。
在阅读教学中教师还可指导学生通过各种渠道如报纸、杂志、图书馆和网络等资源查找有关唐山的资料，使学生进一步了解唐山大地震和如今的唐山，形成对比和强烈的震撼，从而更好地了解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。
最后，通过对文章的学习，了解新闻的特点，为后面的写作作准备。
重点词汇和语法的学习可结合文章进行，并配以适当的练习。
“理解（Comprehending）”部分包括五个练习：练习1要求连接句子的正确部分；练习2要求列出唐山地震中发生的事情和时间；练习3要求写出文章的段落大意，并概括文章大意；练习4要求学生用自己的话解释文章标题；练习5要求学生就课文某一段落作采访活动。
主要目的是为了帮助学生更好地理解“阅读(Reading)”部分的文章，尤其是练习3更突出了培养学生整体把握文章的能力。
“语言学习(Learning about Language)”部分涉及本单元的重点词汇和主要语法项目。
词汇部分设计了4个练习：练习1是从阅读材料中为下面的每一项释义找到正确的单词或短语；练习2要求学生从阅读文章中找出尽量多的单词来分类描绘地震；练习3是用课文中的一些单词完成段落；练习4要求完成句子，考查as if的用法。
这部分的目的是要求学生在整体把握文章的基础上，掌握重点词汇的词义及使用，注重培养学生运用上下文猜测词义的能力。
语法项目是定语从句，设计了三个练习：练习1要求找出阅读文章中带定语从句的句子；练习2要求用that, which, who和whose填空完成句子、翻译成汉语并作比较；练习3要求通过游戏的形式造句并用定语从句扩展这些句子。
该部分主要通过阅读和句型练习帮助学生学习由that, which, who和whose引导的定语从句，培养学生自主学习的能力。
“语言运用(Using Language)”部分分“读和说(Reading and speaking)”、“听力(Listening)”和“读和写作(Reading and writing)”三个步骤：“读和说(Reading and speaking)”训练提供了一封邀请函，要求学生阅读后写一篇在地震纪念公园落成仪式上的演讲稿，接着观察新唐山纪念邮票然后以小组的形式讨论地震后城市重建的问题，主要培养学生在实际生活中运用英语的能力。
在随后的“听力”(Listening)部分里，一位美国人以第一人称讲述了他在1906年旧金山大地震中的可怕经历，要求学生根据听力材料进行正误判断和回答问题，旨在培养学生学会获取听力材料中的细节要点的能力，并通过听来模仿标准的语音和语调，同时让学生了解人们在自然灾害中的经历和感受。
“读和写(Reading and writing)”部分要求学生先阅读一篇新闻故事，然后为报纸写一篇新闻报道，描写家乡的一件不同寻常的事件，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，学会拟定写作提纲。
“小结(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、表达方式和新的语法项目。
一个单元学完后，鼓励学生进行一番归纳和总结是非常有用的，这样可以起到事半功倍的效果。
“学习建议(Learning Tip)”部分要求学生重视听的技能的训练，并就听英语方面给出了一些建议，建议学生多听广播或多看电视里的英语节目。
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，从而提高说的能力。
因此，听不仅是吸收信息的重要渠道，也是学好英语的重要手段之一。
教师可鼓励学生常听英文广播或电视节目，以扩大视野和增加英语的词汇量。
知识目标：本单元需要学习的重点单词为：shake well (n. )rise crack smelly pond pipe burst canal steam dirt ruin injure destroy brick dam useless steel shock quake rescue electricity disaster army organize bury coal mine shelter freshpercent speech judge honor prepare Europe本单元需要学习的重点词组为：right away at an end lie in ruins be trapped under sth.a (great)number of put up give out wake sb. up thousands of dig outprepare sb. for sth. think little of sb. /sth.本单元需要学习的重点句型为：1. But the one million people of the city, who thought little of these events, went to bed as usual that night. (the Attributive Clause)2. It seemed that the world was at an end! (It seems/seemed that. . . )3. Bricks covered the ground like red autumn leaves. (Simile)4. The army organized teams to dig out those who were trapped and to bury the dead. (those who. . . )5. Workers built shelters for survivors whose homes had been destroyed. (the Attributive Clause)6. Never before in history has a city been so completely destroyed. (Inversion)7. Man himself had to make ruins of some of the city’s best buildings so that they would not be a danger to those in the streets. (so that. . . )8. A list of buildings not destroyed was now only a few addresses. (the past participle used as attribute)9. Amazing as it may seem, Wednesday night was a quiet night. (predicative/adverbial+as. . . )10. Never in all San Francisco’s history were her people so kind as on that terrible night. (Inversion)本单元需要掌握的功能用语为：叙述过去的经历(Talking about past experiences)Strange things were happening in the countryside in Northeast Hebei. For three days thewater. . . At about 3:00 am on July 28, 1976, people saw. . . At 3:42 am everything began to shake.本单元需要掌握的语法为：定语从句（I ）（由that, which, who, whose引导的定语从句）A huge crack that was eight kilometers long and thirty meters wide cut across houses, roads and canals.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.能力目标：1. 能运用所学语言知识描述地震前兆、危害及震后援救。