新人教必修一Unit4 Earthquakes[教案]
高中英语 Unit 4 Earthquakes Writing教案 新人教版必修1
高中英语Unit 4 Earthquakes Writing教案新人教版必修1年级：姓名：Unit 4 EarthquakesPeriod 4: writingStep 1. Pre-writing1. Ss read the letter on page 30.2. Ss make a list about the points that they want to write for the speech. Step 2. writing1.Ss write some sentences about their speech.2.Ss write a speech by using the sentences.3.Ss read their writings by themselves and correct the mistakes.4.Peer revising.5.Show some good writing in class.Step 3. PracticeSs finish part 2 on page 30.Step 4. writing task1.Four Ss in one group have a discuss. They are going to prepare a outlineof an article, which is about a special event that happened in their hometown.2.Ss design how many parts they will divide the article.3.Ss begin to write their outline.4.Ss in groups show their outlines in class.Step 5. AssignmentSs in groups finish the project on page 68.Teachers can use this period freely.Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 61. It is very important to improve their learning.。
人教新课标英语必修一Unit-4-Earthquakes-单元教案设计
Unit4Earthquakes1课时设计与课时分配1st period Reading(I)2nd period Speaking and listening3rd period Grammar4th period R eading(II)5th period WritingThe First Period Reading(Ⅰ)T eaching important points教学重点a.Present a sequence of events t o introduce t o the students and try to describe an earthquake.Let student pay attention to some useful words sentences and way t o describe an earthquake.b.Let the students know what the correct attitude towards a disaster is and what we should do in a disaster for ourselves and for the other people.T eaching difficult points教学难点T each the students how to appreciate an article.T eaching methods教学方法a.Discussingb.Skimming and scanningT eaching aids教具准备A slide projectorT eaching procedures&ways教学过程及方式StepⅠRevision(2minutes)Check the homework with the whole class.StepⅡWarming-up(3minutes)Ask the students t o r ead the instructions and mak e sure they know what to do,and then have a discussion a bou t the two pictures.Ste pⅢPre-reading(3minutes)There are two questions in this part.Both are very interesting.The first one can mo r eor 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 t o the situations,their answers should be good.StepⅣReading(20minutes)In this part,the teacher should ask the students to read the passage quickly and silently for the first time to g e t 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 Comprehending.It is a bo u t the main idea of each paragraph.Then ask them to r ead 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 a bo u t the text.They can also mak e preparations for Exercises1and2,which are a bo u t details.Skimming(5minutes)The teacher shows the screen and gives them a little time t o think over.1S trange things were happening in the countryside of northeast Hebei.2The disaster happened.3Nearly everything was destroyed.4All hope was no t lost.Careful reading(15minutes)Show on the screen.1.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 helped?Give the students8minutes to r ead the text and then to think over or discuss the questions.The teacher should walk in the classroom t o help those who need help. StepⅤExtension(8minutes)again ”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 t o express his feelings a bo u t the quak e rather than simply reporting what ha ppene d?4. Why is the title A NIGHT THE EART H DIDN’T SLEEP?5. What does the sentence “Slowly, the city began to breathe mean? The teacher can ask the students to have a discussion in gr oups of four at first andthen ask some of them to show their ideas.Step Ⅵ Comprehending (5 minutes)By n o w, the students have had a further understanding about the text. So it’s time tohave a summary abo u t what they have learned in this class. The compr ehending parton P age 27 gives them a good chance to do this. Exercise 1 is a bo u t the details in thetext, which is easy to finish. Exercise 2 is a bo u t the important functional item of thisunit —sequence. Exercise 3 asks the students to write a summary . At the first glance, itseems difficult, and some students may feel that it is impossible for them to write it.In fact, this exercise gives them the way t o write a summary . In other words, whatthey should do is t o write down the main idea of each paragraph. And in the course ofskimming, the teacher has guided them to find these main ideas. So this exercisesh ouldn’t be a difficult one. The teacher should explain this to the students. Give thestudents two minutes to finish the exercises, and then check the answers with thewhole class.Step Ⅶ T ranslation (2 minutes)The purpose of this step is t o let students know the meanings of some complexsentences, and let them learn the sentences by heart. If time permits, do this at once,or leave it as homework.1. Farmers noticed that the well walls had deep cracks in them.2. The n u mbe r of the people who were killed or injured reached m o r e than 400,0003. It seemed as if the world was at an end.4. It was a city whose hospitals, 75% of its factories and buildings and 90% of itshomes were gone.5.Then,later that afternoon,another big quak e which was almost as strong as the first one shook T angshan.6.The army organized t eams t o dig out those who were trapped and to bury the dead.7.Workers built shelters for survivors whose homes had been destroyed.StepⅧHomework(1minute)T:Now,it’s time for assignment.Toda y we have two tasks t o finish after class.TheThe Second Period Listening and SpeakingT eaching important points教学重点a.Help the students to improve their speaking skills.b.T ell the students how t o mak e use of the given information to express their thanks.c.T ell the students how to tell short stories in a literary way.T eaching difficult points教学难点a.T each the students the ways to express themselves.b.Help the students how t o tell a folktale in a literary way.c.Conclude some ways on how to improve the students’listening ability effectively. StepⅠRevision(5minutes)The teacher can ask some of the students to read ou t their answers t o the exercises. This is a good and effective way to check the homework.After that,the teacher can begin t oday’s task.(The process is omitted)StepⅡReading and speaking(35minutes)1.A thanks speech(7minutes)T:Boys and girls,if s o me bo d y gave you some help,I think you would express your thanks t o him or her.Have you ever done so?Ss:Y es.Ladies and gentlemen,It's my honour to be here t o celebrate the opening o f the new park to honour those wo而 sdied in the terrible disaster . First, I'd like to express my thanks who worked hard torescue surviors. Without your help, we don 't kn ow how ma n y children would lose theirparents, and how man y parents would lose their children. An old saying said that a friendin need is a friend in deed. No words are strong enough toexpress our thanks t o you, because it's y ou who gave our grandparents and parents’ life again and also br oughthope to this city. Second, I wish to express my thanks for the great efforts o f those whoworked hard to build a new city. Y ou built new homes and offices within only seven years.Y ou were so quick that the UN honour ed y ou for your quick work. It seemed as if thedisaster was just a nightmare. Y ou speeded up the c o mpletmen t o f the nightmare! An d I'dalso like t o thank the visitors for listening to my speech. It's a good time for all o f us t olook back at the past and t o look forward t o the future. As a middle school student, I'dlike to say that “Our destiny offers n ot the cup o f despair , bu t the chalice o f opportunity ”.(Richard Nixon, American President ) 命运给予我们的不是失望之酒， 是机会之杯。
英语：Unit4《Earthquakes》教案(10)(新人教版必修1)
英语：Unit4《Earthquakes》教案（10）（新人教版必修1）第五课时听说课（听力为主）课型听说课教学内容Using language 中Listening 与Workbook 中的listening task, speaking task 对课文的扩展，可以整合为一节课。
教学目标语言知识：进一步掌握与地震相关的词汇如crack, cut across, fall down, lie in ruins , destroy等的用法。
语言技能：①通过听前活动，学生掌握利用预测大意等听力策略。
②通过听中活动，学会抓住所听语段中的关键词、理解话语之间的逻辑关系。
③善于跳跃听力中的难点、学会做笔记并掌握连读、不完全爆破等语音语调的变化。
情感态度：通过听力材料作者的经历，让学生克服对地震的恐惧心理，同时激发学生爱科学、爱自然的热情，树立远大理想；并学会如何应对突发的地震。
教学重难点重点：通过听前活动和听中活动任务的完成，掌握预测大意等听力策略。
通过听力资料，进一步了解旧金山大地震的情况。
在听力输入的基础上进行口头和书面表达语言实践。
难点：指导学生掌握连读、不完全爆破等语音语调技巧以及推理、判断技能。
指导学生对听力信息进行概括并根据所听内容推测作者的心情。
教学过程步骤教学活动设计意图Step 1：pre- listening Task 1: 学生在上节课的基础上，小组合作，搜集有关资料，制作powerpoint演示文稿。
各小组向全班汇报。
在听材料前，教师引导学生交谈有关听力内容的话题，降低新学内容的难度，提高学生的参与意识。
Task 2: 听前预测教师简单介绍一下旧金山大地震的情况。
听前让学生猜测练习一中的陈述哪些是正确的，哪些是错误的。
听第一遍录音完成练习一，多媒体展示表格，让学生进行自我评价。
要求学生提前浏览课后练习，为学生提供听的具体任务，让学生知道自己将做什么，为学生完成听的任务提供了听力过程中可追寻的线索，让学生更准确地进行猜测，为学生听时训练作好准备。
《Unit4Earthquakes》教案高中必修1英语
《Unit4Earthquakes》教案高中必修1英语爱因斯坦曾经说过：“兴趣和爱好是最好的老师”。
浓厚的学习兴趣，可以使人集中力量，深入思考。
下面是小偏整理的《Unit4Earthquakes》教案高中必修1英语，感谢您的每一次阅读。
《Unit4Earthquakes》教案高中必修1英语教学准备教学目标1.Sswillbeabletomasterthefollowingusefulnewwordsandexpr essions.well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,usel ess,steel,shock,rescue,quake,electricity,army,shelter,fresh,organize,bury,atanend,digout,coalmine,inruins2.SswillbeabletoknowthebasicknowledgeaboutEarthquake教学重难点1.Theusagesofsomewordsandexpressions.2.Howtotrainthestudents’readingabilityinlearningthetext.教学工具课件教学过程StepIlead-inLetstudentsseeashortvideoandanswerthequestions1.Whathappenedinthevideo?Earthquakes2.Howdoyoufeelseeingtheplots(情节)?Students’discussion.StepIIFastreading1.Whatisthepassagemainlyabout?InTangshan,earthquakesha ppenedonJuly28th19762.SkimthetextandanswerthequestionsThetypeofwriting(写作体裁)NarrativewritingTopicsentenceofParagraph1Sentence1TopicsentenceofParagraph2Sentence2TopicsentenceofParagraph3Sentence1TopicsentenceofParagraph4Sentence1StepIIIDetailedreadingAskstudentstoreadthetextcarefullyandanswerthequestions Task1:Whatwerethenaturesignsofthecomingearthquake?(选择)Para11.Waterinwell(G)2.Wellwalls(D)3.Chickens&pigs(F)4.Mice(A)5 .Fish(E)6.Brightlights(B)7.Waterpipes(C)A.RanoutoffieldsB.intheskyC.CrackedandburstD.DeepcracksE .JumpedoutofpondsF.ToonervoustoeatG.Roseandfell,fellandroseTask2FillintheblanksMainIdeaDetailsDamagecausedbyearthquakePara2-3At_____am,the__________earthquakeofthe20thcenturybegan._______burstfromholesintheground.Hardhillsoftherockbecameriversof____.________coveredthegroundlikeredautumnleaves.Two_______andmostofthebridgesfell.Therailwaytrackswerenow_________piecesof_______.______nowfilledthewellsinsteadofwater.Water,food,and______________werehardtoget.Thereconstruction(重建)aftertheearthquakePara41.Thearmy_____________2.Workers____________forsurvivors.3._____________wastakentothecity.Details:1.At3:42am,thegreatestearthquakeofthe20thcenturybegan.2.Steamburstfromholesintheground.3.Hardhillsoftherockbecameriversofdirt.4.Brickscoveredthegroundlikeredautumnleaves.5.Twodamsandmostofthebridgesfell.6.Therailwaytrackswerenowuselesspiecesofsteel.7.Sandnowfilledthewellsinsteadofwater.8.Water,food,andelectricitywerehardtoget.StepIVconsolidation(当堂巩固)LetstudentsfilltheblanksaccordingtothepassageStrangethingswerehappeninginthecountrysideofnortheastH ebei.Forthreedaysthewaterinthevillagewellskeptrisingand1______ ___(fall).Farmersnoticedthatthewellwallshaddeepcracks2_________ __them.Asmellygascameoutofthecracks.In3_________farmyards,th echickensandeventhepigsweretoonervous4__________(eat).5_____ ____(mouse)ranoutofthefieldslookingforplaces6________(hide).Fis hjumpedoutOftheirbowlsandponds.Atabout3amonJuly28,1976,somepeo plesawbrightlights7_________thesky.Thesoundofplanescould8____ ____(hear)outsidethecityofTangshaneven9_________noplaneswerei nthesky.Inthecity,thewaterpipesinsomebuildingscrackedandburst.Bu ttheonemillionpeopleofthecity,________thoughtlittleoftheseevents,wereasleepasusualthatnight.1falling2in3the4toeat5mice6tohide7in8beheard9when10wh o这部分目的是让学生进一步巩固课文的内容。
【教学设计】Unit 4Earthquakes 英语人教版必修一
Unit 4 Earthquakes教材分析这是人教版高一英语教材必修一第四单元Earthquakes，本单元围绕earthquakes这一主题开展听说读写多种教学活动。
为了让学生对影响人类较大的自然灾害有更深的了解本单元再现了1976年发生在我国的唐山大地震的情形。
本单元通过对地震灾害的学习，从而让学生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；Warming-up 部分通过两张图片引出话题“暴风雨来临前总是平静的”和"一旦地震发生，将会造成怎样的危害"，做了一个震前震后的鲜明对比，为后面的主题作了一个热身运动。
Pre-reading部分有四幅图片让学生了解地震的前兆，并且设置了两个开放性问题，让学生对地震发生之前的征兆有初步的认识。
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，学生可通过自己的理解和认知或者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部分是一篇新闻报道，主要描写了1976年的唐山大地震。
根据内容可以把文章分为三部分：震前：唐山大地震的前兆；一些不正常的自然现象及动物的反常表现。
震中：地震中造成的城市建筑和人畜损失；地震来势汹汹，并在顷刻间将整座城市夷为平地。
震后：震后的救援情况；人们勇敢的面对事实并及时地实施抢救和重建工作。
Comprehending 部分包括三组练习，主要目的是为了帮助学生更好地理解Reading部分的文章。
Learning about Language 部分分为两个部分：Discovering useful words and expressions和Discovering useful structures.第一部分要求学生在把握文章的基础上，掌握重点词汇的词义及时用，这更注重培养学生运用上下文猜测词义的能力。
其次还对一些复杂的数字读法进行了检测。
第二部分则结合文章学习定语从句。
如何教授《新人教版必修1Unit4Earthquakereading》：教案参考
如何教授《新人教版必修1Unit4Earthquakereading》：教案参考：一、预习环节在上课前，应要求学生预习本课的课文Reading，并在课堂上进行交流与分析。
在预习的时候，学生需要注意以下问题：1.文中的生词、词组及语法结构；2.文中的重点信息和主旨；3.文中的段落结构与文脉关联；4.文中的推理与评价。
为了提高学生的阅读技能，在预习环节中，应要求学生分组讨论，并尝试使用不同的阅读策略，如扫读、略读、逐句阅读、主旨概括等。
二、教学重点在教学过程中，应突出以下重点：1.阅读技巧的培养：在阅读课文时，学生需要学会如何运用多种阅读策略，以便更好地理解课文内容；2.文本结构的分析：学生需要掌握如何识别、理解文本中不同段落之间的逻辑关系，以便更好地把握文章整体结构；3.语言运用能力的提高：学生需要掌握如何使用简单句、复合句等语法结构，以便更好地理解文章中的语言表达，并提高自己的写作能力。
三、教学内容1.对话交流环节在课前，教师可以通过PPT或黑板等媒介，呈现出一些地震相关的图片或视频，并引发与学生的讨论。
在此环节，教师应该不断引导学生，提醒学生注意与地震相关的词汇、短语、句型等，为之后的阅读做好铺垫。
2.阅读训练环节在此环节之前，教师可以对学生进行一些预热，以调动学生阅读的兴趣和积极性。
例如：a、教师可以采用问答的方式，向学生提出一些与地震相关的问题。
学生在问题回答的过程中，可以感性认识到地震危害的严重性，进而激发他们对阅读的兴趣。
b、教师可以设计一些小组活动或语言游戏，在短时间内让学生积极参与，提高他们的语言能力。
在阅读训练的环节中，教师应该为学生提供阅读指导，并采用不同的阅读策略对学生进行训练。
例如：a、扫读：让学生快速浏览整篇文本，了解文章的篇幅、主旨等信息。
b、略读：让学生找出与地震相关的词汇、短语、句型等，并强调细节部分的理解。
c、逐句阅读：让学生逐个句子阅读，并理解每个句子的意思，在理解单个句子的基础上，把握文章的主要思想。
Unit 4 Earthquakes 教案 人教课标高一必修1
Unit 4 Earthquakes I.单元教学目标Ⅱ.目标语言Ⅲ. 教材分析与教材重组1．教材分析本单元以地震为中心话题，介绍了地震这一自然现象，使大家对地震的起因、前兆、危害及如何在震中自救等有了较全面的了解。
各项语言活动主要围绕这个中心内容对人，事，物进行了描述。
这些练习内容让学生思考如何去避免地震或至少是避免太多的损失。
即对于灾难要有正确的认识，要用积极的态度来对待它。
1.1 Warming-up用唐山和旧金山的两幅图片导入本单元，旨在让学生运用有关知识去描述所见图片，并发挥想象力来描述震后这两个城市的情景。
带着疑问去学新知识，来完善自己对地震的认识。
另一方面，它也为学生提供了功能项目、短语词汇、和语法知识方面的练习。
1.2 Pre-reading是Warming-up的延续。
它由对图片的想象转入到经历地震的想象中。
由两个问题组成。
第一个问题其目的是提高学生在危急关头的应变能力，第二个问题旨在培养学生对周围事物的观察能力，并结合图片培养学生运用语言的能力，也对课文内容作了伏笔。
1.3 Reading从内容来看，它包含了地震的方方面面；从功能项目来看，它包含了本单元大部分的词汇和语法内容，为下一步的语言运用做好了准备。
这是一篇新闻报道，记述了唐山地震的前兆，经过，危害及救援工作。
整篇文章语言生动，扣人心弦，能让人感到地震的可怕性，也能感到政府对灾区人民的关怀。
体现出了人类在自然灾害面前的脆弱和战胜困难时体现出来的集体主义精神。
同时也让学生对灾难临头时如何自救等知识有所了解。
1.4 Comprehending是对目标语言的全面练习，也指导了学生的学习方法和步骤。
它要求学生从字、词、句、语段总体上去把握课文内容。
1.5 Learning about language是继Comprehending之后又一指导性练习。
它着重从词的意义、用法和表达法方面对学生学习英语词汇给予了指导。
尤其是对as if句型和定语从句进行了专练。
高中英语必修一Unit4 Earthquakes教学设计
高中英语必修一Unit4 Earthquakes教学设计合肥庐江姓名：陈先銀工作单位：盛桥中学学科年级：高一教材版本：人教版一、教学内容分析（简要说明课题来源、学习内容、知识结构图以及学习内容的重要性）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。
Warming-up 部分通过两张图片引出话题“一旦地震发生，将会造成怎样的危害”，为后面的主题作了一个热身运动。
Pre-reading 部分设置了两个开放性问题，目的是增加学生的生活常识，提高他们的应变能力。
这部分为接下来的阅读作了很好的铺垫，学生可通过套乱，参阅有关地震的书籍并运用一些生活常识来回答这两个问题。
Reading 部分具体描写了1976年唐山大地震的震前、震中和震后。
作者详细描述了地震来临前的一些不正常的自然现象及动物的反常表现；地震的来势汹汹并在顷刻间将整座城市夷为平地；震后人们勇敢面对现实并及时实施抢救和重建工作。
Comprehending 部分包括三组练习，主要目的是为了帮助学生更好地理解Reading部分的文章。
二、教学目标（从学段课程标准中找到要求，并具体化为本节课的具体要求，明晰（学生懂）、具体、可操作、可以依据练习测试题）重点及难点（说明本课题的重难点）Knowledge aims:1. Get the students to learn the following useful new words and expressions in this passage.2. Know basic knowledge about earthquakes.Ability aims:Develop the students’ ability and let them learn different reading skills.Get the students collect the information from the internet by themselves.Emotional aims:Get the students to be aware of the terrible disasters, meanwhile get them to face it, treat it in a proper way, and never get discouraged.高中英语新课程要求学生的阅读能力达到能从阅读中获取主要信息，抓住主要情节，能通过情景及上下文猜测不熟悉的语言现象。
必修一Unit 4 Earthquakes教案
教材版本：新人教版高中英语必修一，Unit 4Earthquakes ----Period 2Important Language Points作者：谭琳，信丰县第六中学英语教师。
Unit 4 EarthquakesPeriod 2 Important Language Points 整体设计This is the second teaching period of this unit. We first check the students’ hom ework and offer chances for the students to review what they learned during the first period.The emphasis in this period will be placed on the important new words, expressions and sentence patterns in the parts Warming up, Pre-reading, Reading and Comprehending. In order to make the students understand these important points thoroughly, we can first get the students to understand their meanings in the context, then give some explanations about them, and later offer some practices to make the students master their usages. Some words and expressions, such as shake, injure, destroy, shock, rescue, right away, a great number of, give out are very useful and important. So are the sentence patterns “It seemed that the world was at an end” and “All hope was not lo st”. We ought to pay more attention to them and design special exercises.At the end of the class, the teacher can make the studentsdo more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well.教学目标：Enable the students to grasp the usages of such important new words and expressions and understand some difficult and long sentences.教学重点：1. Enable the students to grasp the usages of such important new words and expressions as shake, injure, destroy, shock, rescue, right away, a great number of, give out, etc.2. Get the students to master the usages of the patterns: “It seemed that the world was at an end” and “All hope was not lost”.教学难点：1. Let the students learn the usage of the word “shake”.2. Enable the students to master the usage of the pattern “All. . . is not. . . ” and understand some difficult and long sentences.教学方法：1. Discussing, summarizing and practicing2. Cooperative learning教具准备：The multimedia and other normal teaching tools三维目标：Knowledge aims:1. Get the students to learn and grasp the important new words and expressions: shake well (n.) rise crack smelly burst canal ruin injure destroy useless shock quake rescue electricity disaster army organize bury coal mine shelter fresh right away at an end lie in ruins be trapped under sth. a (great)number of2. Get the students to learn the following useful sentence patterns:1) But the one million people of the city, who thought little of theses events, went to bed as usual that night.2) It seemed that the world was at an end!3) Bricks covered the ground like red autumn leaves.4) The army organized teams to dig out those who were trapped and to bury the dead.5) Workers built shelters for survivors whose homes had been destroyed.6) Never before in history has a city been so completely destroyed.Ability aims:1. Enable the students to use some useful words and expressions correctly.2. Enable the students to make sentences after the useful sentence patterns.Emotional aim:1. St imulate the students’ interest in learning English.2. Develop the students’ spirit of cooperation and teamwork.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Ask some students to retell the reading passage A Night the Earth Didn’t Slee p.→Step 2 Reading and findingGet the students to read the reading passage again to underline all the new words and useful expressions or collocations in the passage.Collocations: a smelly gas, come out of, in the farmyards, too nervous to eat, run out of, look for places to hide, jump put of, water pipes, think little of, as usual, It seemed that. . . , at an end, one hundred kilometers away, one-third, eight kilometers long, thirty meters wide, cut across, in ruins, be injured, thousands of, the number of, reach more than 400 000, everywhere, . . . everything was destroyed, be gone,blow away, be not safe for, tens of thousands of, give milk, half a million, millions of, instead of, be shocked, later that afternoon, be trapped under the ruins, fall down, All. . . is/was not. . . , hundreds of thousands of, dig out, the dead, to the north of, coal mines, built shelters, fresh waterRead them aloud and copy them down in the exercise book after class.→Step 3 Discovering useful words and expressionsDo the exercises in Discovering useful words and expressions on Page 28.Explain the problems the students meet while checking the answers.→Step 4 Language Points1. Shake vt. & vi (shook, shaken)1) (Cause sb. /sth. to) move quickly and often jerkily from side to side or up and down（使某人或某物）急速摇动或颠簸The table shook when she banged her fist on it.她用拳头把桌子敲得直颤。
人教版(新课程标准)必修1Unit4EarthquakesReading名师课件
What happened? When and where did it happen?
A strong earthquake hit the city of Tangshan on July 28, 1976.
Skim the text and choose the topic sentences of each
Unit 4 Earthquake
人教版必修一Unit4
Reading
1.know the meaning of the key words by analyzing the context, such as burst, injure, bury; 2.learn how to describe the earthquake of Tangshan; 3. talk about how to protect ourselves from the disaster.
sound of planes heard even no planes
cracked and burst
Part 2 ❖1/3
Data and Loss
of the nation felt the earthquake .
❖ A huge crack that was 8 kilometres long and
Free talk: Have you ever experienced any natural disasters? Can you tell some kind of natural disasters?
volcano(火山) volcanic eruption (火山爆发)
sandstorm (沙尘暴)
30 metres wide cut across houses.
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嘉兴英语教学网 www.jxenglish.com 收集整理 欢迎使用 第 1 页 共 12 页 Unit 4 Earthquakes The First Period Knowledge: Learn and master the new words and expressions in this period. Words: Ability: 1. Train the students’ listening ability. 2. train the students’ listening ability. 3. Train the students’ ability to use the Internet to search for some useful information. 4. Train the students’ ability to cooperate with others. Emotion: 1. Know the damage that an earthquake 2. Know the ways to reduce the losses of an earthquake. Teaching important points Train the students’ speaking ability by describing, talking and discussion. Difficulties: Train the students’ listening ability. Step1 Warming-up T: Do you know what happened in the Indian Ocean at the end of last year? It shocked or we can say frightened the whole world. S: A terrible tsunami broke out there on 26th December. More than 200 000 people were killed. T: Yes. It is said that it is the biggest in the fore decades. A tsunami is an undersea earthquake. Then have you heard of any land earthquakes? Would you please list some? S: We can often hear that earthquakes occur in Japan. In 1906, an earthquake struck San Francisco, USA. About 700 people died in the earthquake and the fires. And as many as 250 000 people lost homes. T: But do you know any famous earthquakes that happened in our county? S: The Tangshan Earthquake that happened in 1976. T: Can you tell me what mighty happen in an earthquake? You may look at the two pictures on Page 25. Step 2 Listening T: Before we learn the passage about an earthquake, let’s first know why there are earthquakes in the world. So let’s do some listening on Page 62. listen to the tape for the first time and try to get a general idea of the passage. Listen to the tape and check the answers.( It is about the cause of earthquakes and how we can reduce losses from them.) T: Listen to the tape for the second time and judge whether the statements in Part 1 are true of false. T: Let’s check the answers. Listen again and try to correct the statements that are false. 嘉兴英语教学网 www.jxenglish.com 收集整理 欢迎使用 第 2 页 共 12 页 T: Listen again and try to complete the table in Part 2. A few minutes later, check the answers. Step 3 Homework 1. Preview the reading passage on Page 26 and do exercise I in the part “Learning about language”. 2. Ask the to look for more ways of reducing losses from earthquakes. The students can go to the library or use the Internet to search for information. After searching for the information, each group should make a poster, informing people how to reduce the losses of an earthquake. Record after teaching : _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The Second Period Knowledge: Learn some new, phrases and some new sentence patterns. Ability: 1. learn some detailed information about an earthquake. 2. improve the students’ reading ability. 3. train the students’ ability to grasp key information while listening. 4. train the students’ speaking ability. Emotion: 1. Train the students’ ability to cooperate with others. 2. Know the deadliness of an earthquake and the signs before an earthquake is coming. 3. Learn from the bravery of people in Tangshan to face the reality and rebuild the city. Teaching important points: 1 The new words and expressions. 2. Learn some detailed information about an earthquake. 3. Train the students’ ability to cooperate with others. 4. Train the students’ speaking ability. Teaching difficulties: 1 Words: shake, burst, rise, destroy, shock, fresh, injure 2. Phrases: right away, at an end 3. Sentence patterns: