高中英语必修一人教版：Unit+4+Earthquakes+Grammar+教学案.doc

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高中英语Unit 4 Earthquakes教案(4)新课标人教版必修1

Unit 4 Earthquakes (4)●从容说课This period lays emphasis on grammar，that is，the Attributive Clause，which is also the difficult point in Senior English.First，revise what the students have learnt in the last period by filling in the blanks in a passage and translating some sentences from Chinese into English.In this unit the students should learn to use the Relative Pronouns such as that，which，who，whom and whose to introduce an Attributive Clause.First，the teacher presents one sentence containing an Attributive Clause，which was taken from the reading passage.Teacher tries to analyze the sentence and let the students have a general idea about what is an Attributive Clause.Then the students are asked to find all the sentences that contain an Attributive Clause in the Reading passage.Next the teacher will explain the difference between these relative pronouns and also show some typical examples.After that，the students will choose the right relative pronouns to complete some sentences.In order to consolidate the grammar，the students will do some oral practice.In this practice，the students will tell each other their own unusual experiences.Then each group will choose one representative to report to the whole class.The students should not only learn about the grammar，but also learn how to use them，which is much more important.Also this part can help the students to communicate with each other using the language that they have learned，and this is the real purpose of learning languages.●三维目标1.Knowledge：（1）Learn the Attributive Clause.（2）Learn the difference between Relative Pronouns for the Attributive Clauses.2.Ability：（1）Learn to choose the correct Relative Pronouns for the Attributive Clauses.（2）Train the students’ ability to report what others have said.3.Emotion：Train the students’ ability to cooperate with each other.●教学重点（1）Learn the Attributive Clause.（2）Train the students’ ability to report what others have said.●教学难点Learn to choose the correct Relative Pronouns for the Attributive Clauses.●教具准备（1）a tape recorder（2）a projector（3）the blackboard●教学过程Step 1 GreetingsGreet the whole class as usual.Step 2 RevisionT：In the last period，we learned the usage of some difficult words and expressions.Now let’scheck your homework exercises.Look at Part 1 in Using Words and Expressions on Page 63.Describe an earthquake using the vocabulary in this unit.Then choose the words and expressions from the box to complete the passage.Change the form if necessary.（One student reads the short passage.The teacher corrects any mistakes if there are any.）T：Then let’s come to the next part.Translate the sentences into English using the words and expressions in the brackets.I will ask some of you to read the sentences.S1：The evening before last，she was too nervous to eat anything.S2：When people found there was a second quake，they rushed out of their houses right away. S3：After that terrible disaster，60 percent of the homeless children were sent to other safe cities to live.S4：To the north of the factory，a little girl was dug out of the ruins.S5：We are proud of the soldiers，who rescued those boys from the race.S6：We should honor those who organized the rescue work.T：You did a quite good job.Step 3 Grammar（The teacher writes the sentence “Workers built shelters for survivors whose homes had been destroyed.” on the blackboard before class begins.）T：Please look at the sentence on the blackboard，paying special attention to the underlined part.What kind of clause is it？Ss：The Attributive Clause.T：Yes.You are right.The Attributive Clause tells us which person or thing （or what kind of person or thing） the speaker means.e.g.The woman who lives next door is a teacher.A sentence with an attributive clause is a combination of two shorter sentences.In the sentence above，the two short sentences are：“The woman is a teacher.” and “The woman lives next door.”The Attributive Clause is the answer to the question：Which woman is a teacher？Would you try to divide the sample sentence on the blackboard into two short sentences？S1：Workers built shelters for survivors.The survivors’ homes had been destroyed.T：That’s right.Now try to find all the sentences with Attributive Clauses in the Reading passage. （After several minutes.）S2：But the one million people of the city，who thought little of these events，went to bed as usual that night.S3：It was heard in Beijing，which is one hundred kilometers away.S4：A huge crack that was eight kilometers long and thirty meters wide cut across houses，roads and canals.S5：The number of people who were killed or injured reached more than 400000.S6：The army organized teams to dig out those who were trapped and to bury the dead.T：Very good.Then which part of the Attributive Clause，do you think，is the most difficult one？S7：The relative pronouns.T：You have noticed that many exercises about the Attributive Clause are designed for the students to choose a better relative pronoun.So next I will say something about the common relative pronouns.“Who” is used for people.e.g.The man has been caught.He did the robbery.→The man who did the robbery has been caught.“Which” is used for things.e.g.The chair was a broken one.I sat in the chair.→The chair which I sat in was a broken one.“That” is used for things or people.e.g.A plane is a machine.It can fly.→A plane is a machine that can fly.Here is the boy.He damaged the vase.→Here is the boy that damaged the vase.“Whose” is used instead of his/her/their.e.g.She is the girl.Her English is the best in our class.→She is the girl whose English is the best in our class.“Whom” is quite formal，and in most cases it is all right to use who instead.But when whom has a preposition before it，it cannot be replaced by who.e.g.（1）I wanted to see the woman.She had already left.→The woman whom/who I wanted to see had already left.（2）The workers，some of whom stayed here for four years，come from different countries. T：Now look at Part 2 in Discovering Useful Structures on Page 28.Try to complete each sentence using that，which，who，or whose.（After several minutes.）S8：The terrible shaking of the building woke up all the people who were asleep.T：Oh，attention，please.In this sentence we can’t use “whom”，because “whom” can’t act as a subject in the Attributive Clause.S9：So you mean “who” can act as a subject，while “whom” can act as an object in an Attributive Clause.T：Yes.And “who” can also act as an object in the Attributive Clause.Now，let’s come to the next sentence.S10：The next day people put up shelters in the open air with all kinds of things that/which they could find.S11：Several days later most of the buildings that had been damaged were repaired.S12：We went to see our teacher whose husband was killed in the earthquake.S13：A number of children whose parents had died in the quake were sent to live with families in other cities.T：You did a quite good job.Step 4 ConsolidationT：Now we are going to practice using the Attributive Clause.Think about an unusual experience and how you felt.Work in groups.Take turns asking questions，using “Was it something that？”or “Was there someone who？” Take notes about the experiences of your group members and report back to the class.（Ss work in groups.Meanwhile the teacher goes around the class and helps Ss deal with any difficulties that they may have.）（After several minutes.）T：Each group should choose one representative to make a report to the whole class.S1：Was it something that frightened you？S2：Yes，I was really frightened and felt terribly painful.S3：Was there someone who came to help you？S4：Yes.Some passers-by came to help me and they sent me to the nearest hospital.S5：While riding a bike back home，Xiao Ming was hit by a car.He fell down from the bike onto the ground.He felt terribly painful.Some passers-by came to help him and sent him to hospital.After examination，the doctors found his left leg was broken.T：Excellent.Step 5 HomeworkT：After class，read the passage on Page 64.It’s about advice on how to protect your home from an plete the sentences below，using who，whom，which，that or whose. Second，please translate the following sentences into English，using the Attributive Clauses.1.她的父母不允许她嫁给任何家境贫寒的人。

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。

高中英语Unit4Earthquakesgrammar教案新人教版必修1

Unit4 Earthquakes-Grammar教学设计1．Teachingobjectives Learntousedirectspeechandindirectspeech2.TeachingimportantpointSummarizetherulesofDirectSpeechandIndirectSpeech.3.TeachingdifficultpointLearnaboutthespecialcasesinwhichthetensesshouldn ’tbe chang4.TeachingmethodsDiscussing,summarizingandpracticing.5.TeachingproceduresStep1LeadinT:Inthelastlesson,welearnedAnneFrank ’iends—youandTom.Tomhassomethingwrongwithhisears,soyouhavetorepeatAnne ’ssenten s,usingindirectspeech.SometimesyouexplainTom ’ssentencestoAnne.“Ihavetostayinthehidingplace.〞saidAnne. →Annesaidshehadtostayinthehidingplace.“Doyoufeelsadwhenyouarenotabletogooutdoors?〞TomaskedATomaskedAnneif/whethershefeltsadwhenshewasnotabletogooutdoors.“Idon’twanttosetdownaseriesoffactsinadiary,〞saidAnne.Annesaidthatshedidnwant’tosetdownaseriesoffactsinadiary.“Whatdoyoucallyourdiary?〞Tomasked. →1/5Tomaskedwhatshecalledherdiary.Ssgoonthistopicbythemselves.Step2GrammarNowlet’slookatthesesentencesagain.IfwewanttochangeDirectSpeechintoIndirectSpeech,whatsh ouldbechanged?Ssdiscussbythemselves.Ss:sentencestructures,tenses,pronouns,adverbialsoftimeandplaceandverbsshouldbechanged.T: Quiteright.Lookattheformonthescreen.Thesearetherules.直接引语变为间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈说句语序。

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。

人教版高中英语必修一Unit4Earthquakes教学案例（人教版高一必修一教学案例）

人教版高中英语必修一Unit4Earthquakes教学案例（人教版高一必修一教学案例）一、教学设计Teaching goals (教学目标)1.skill goals (技能目标)Know basic knowledge about earthquakes(了解地震的基本知识)Know how to protect oneself and help others in disasters（了解如何自救与他救）2. sensibility goals(情感目标)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.（使学生对灾难有正确的认识，要用积极的态度来对待它。

）3．Ability goals(能力目标)a.let the students collect the information from the internet by themselves.(独立搜集信息的能力)b.Let the students pack up the information by themselves.(独立整理信息的能力)c.Let the students design it for the purpose of showing in class.(设计制作课件的能力)d.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 other 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 their 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 Team and Zhuang Jinmao Team.Step 2: famous earthquakesShow them some famous earthquakes in this century in the world, by Lin Chuyin Team and Deng Yuge Team.Step 3: Tangshan earthquakea.show them some pictures about T angshan earthquake by Zhuang JinMao Team.b.Watch a video about Tangshan earthquake.Step 4: Signs before earthquakes1.Given 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 phones, or a torch light?Step 7: ProverbsGet the students to collect some proverbs from the internet, which are something related to how to deal with disasters, whatright 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?b.ppose an earthquake happens in the classroom , what should you do?c.ppose an earthquake happens in the bedroom, what should you do?二、教学反思通过本课教学，我有如下几点反思：1、创新，以教材为模板，重新设计教学内容。

人教新课标高中英语必修一Unit+4+Earthquakes+教案1.doc

Unit 4 Earthquakes 教案1(A NIGHT THE EARTH DIDN ’T SLEEP <PART ONE>)IntroductionIn this period, after the warming up, students will first be guided to imagine and share their views about the earthquakes. They will then be helped to read a narration entitledA NIGHT THE EARTH DIDN ’T SLEEP . It’s about the whole process of the earthquakes. Examples of “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning. ObjectivesTo help students read earthquakesTo help students better understand damages and presage that earthquake bring about To help students be able to know how to protect oneself and help others in earthquakes To help students identify examples of the present progressive tense: expressing futurity in the textFocusAidsWords well, pipe, crack, burst, million, event, nation, canal, steam,dirt, suffering, extreme, injure, destroy, brick, dam, track,unless, shock, quake, rescue, trap, electricity, disaster, bury,miner, shelterExpressionsas if, at an end, in ruins, dig out Patterns It seemed as if that the world was at an end !The suffering of the people was extreme .The railway tracks were now unless pieces of steel.All hope was not lost.（部分否定句）Multimedia facilities, tape-recorder, photos, diagrams, the blackboardProceduresI. Warming up(1) Warming up by talkingGood morning, class. I think you must know Mr. Nature, and he is emotional. When he is happy, we will have a fine weather, so can you describe these views? But he is emotional, when he gets angry, what will happen? Do you know how many kinds of natural disasters? What are they? Look at the pictures, can you name all the disasters?Have you ever experienced an earthquake? Can you describe how terrible an earthquake is?(The earth is shaking; all the buildings will fall down; many people will die; many children will become orphans.)(2) Warming up by discussingNow, look at the pictures of Tangshan and San Francisco in warming up and describe what you see in the pictures. (beautiful cities; broad roads; tall building; large population.)What will happen if there has been a big earthquake in these two cities?As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now let’s come to Pre-reading and decide what may happen before an earthquake comes.II. Pre-reading by talking and sharing(1) Enjoy a part of film of earthquakeA) What other disasters does it have? (flood/drought/earthquake/fire/typhoon/disease and so on)B) Which disaster may cause the worst damage? (earthquake)(2) Ask some questionsA) Have you ever heard a story of an earthquake? (show video of Tangshan and San Francisco earthquake)B) Have you experienced an earthquake? If you have, tell me your experience. If no, just imagine what will happen before an earthquake?C) The earthquake is coming, if you’re trapped in the earthquake, how will you feel? What will you do? Will you leave right away? If you have time to take only one thing, what will you take, why?D) What kind of damage can an earthquake cause? (buildings are destroyed; people are killed; families are broken…)III. Reading aloud to the recordingToday, we’ll learn a text about A NIGHT THE EARTH DIDN’T SLEEEP. Please listen and read aloud about the recording of the text A NIGHT THE EARTH DIDN’T SLEEEP on page 26. Pay attention to the pronunciation of each word and the pauses within each sentence.I will play the tape twice and you shall read aloud twice, too.IV. Reading and answeringFirst, let’s look at the title again, why the earth didn’t sleep for a night? What happened? What does the passage mainly talk about?Exchange your understanding of the passage with group members and work together to find the main idea of each part.Main idea of each part:Part 1 (para.1): Strange things were happening before the earthquake.Part 2 (para.2-3): The disaster happened and caused a lot of loss.Part 3 (para.4): All hope was not lost.V. Reading aloud once again and understanding(1) Read carefully and try to get more information to fill in the blanksPart 1:(2) Individual workPart 2:A) Get the students to find some details of this part.Details:a) At 3:42 am, the greatest earthquake of the 20th century began.b) Steam burst from holes in the ground.c) Hard hills of the rock became rivers of dirt.d) Bricks covered the ground like red autumn leaves.e) Two dams and most of the bridges fell.f) The railway tracks were now useless pieces of steel.g) Sand now filled the wells instead of water.h) Water, food, and electricity were hard to get.B) Fill in the blanks with the dataa) 1/3 of the nation felt the earthquake.b) A huge crack that was 8 kilometers long and 30 meters wide cut across houses.c) In 15 terrible seconds a large city lay in ruins.d) 2/3 of the people died or were injured during the earthquake.e ) The number of people who were killed or injured reached more than 400,000.f) All of the city’s hospitals, 75% of its factories and buildings and 90% of its homes were gone.VI. Reading and summing upSeveral days before July 28, 1976, many strange things happened in Tangshan. They were signs for the earthquake. At 3:42 am that day, the earth began to shake, which destroyed the city. Later that afternoon, another big earthquake struck Tangshan. More people were killed or injured and more buildings fell down. Soldiers were called in to help the rescue workers. Teams were organized to dig out the trapped and bury the dead.VII. Discussing in groups(1)How were the people helped by the army?A) The army organized teams to dig out those who were trapped and to bury the dead.B) Miners were rescued from the coal mines.C) Shelters were built for survivors whose homes had been destroyed.D) Fresh water was taken to the city.Let the groups have a discussion with their partners about more ways to help the people in the earthquake.(2) What shall we do or not do if an earthquake happens?DosA) Stay in a small room, such as kitchen or bathroom.B) Hide under the table or bed, if you haven’t time to escape, you may stand close to the inside wall with some things covering on the head.C) If you stay in the open air, keep off the tall building, and go to the fields without trees.Don’tsA) Be close to the outside wallB) Stay on the balconyC) Jump out of the tall buildingsD) Use the liftVIII. Closing down by taking a quizTrue or False(1) There were one million people in Tangshan at that time. T(2) The earthquake began 10 kilometers directly below the city. F(3) Not only the people but also the animals were shocked greatly. T(4) There was only one quake at that time. F(5) Before the earthquake there wasn’t anything strange happening. F(6) Workers rescued most of the 10,000 coal miners to the south of the city. F(7) Almost everything in Tangshan was destroyed. TIX. Homework(1) Surf the internet to find more information about earthquakes.(2) Finish the Comprehending part on page 27.精美句子1、善思则能“从无字句处读书”。

人教版高中英语必修1Unit 4 Earthquakes 教案

教学准备1. 教学目标1. Target language 目标语言a. 重点词汇和短语well, pond, burst, canals, steam, dirt, injure, brick, dam, useless, steel, shock, rescue, quake, electricity, army, shelter, fresh, organize, bury, dig out, coal mine, in ruinsb. 重点句子1. Farmers noticed that the well walls had deep cracks in them. P262. The number of the people who were killed or injured reached more than 400,000 P263. It seemed as if the world was at an end. P264. It was a city whose hospitals, 75% of its factories and buildings and 90% of its homes were gone. P262. Ability goals 能力目标Enable the students to describe the earthquake of TangshanLet the students retell the text3. Learning ability goals 学能目标Help the students learn how to describe the earth of Tangshan.Help the students master the target language by doing some exercises.2. 教学重点/难点Teaching important points 教学重点a. Present a sequence of events to introduce to the students and try to describe an earthquake. Let student pay attention to some useful words sentences and way to 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.Teaching difficult points 教学难点Teach the students how to appreciate an article.3. 教学用具课件4. 标签Unit 4 Earthquakes教学过程StepⅠLead-in (4 minutes)Greeting each otherT: As we all know, in our daily life, many strange things may happen, doyou think so? Can you tell me what strange things may happen?StepⅡWarming-up (6 minutes)Let the students look at some pictures and think about this question: Howmany natural disasters do you know? And then introduce Sichuan and Tangshanearthquakes to the students.StepⅢPre-reading (3 minutes)There is one question in this part. It is very interesting. It can enlargetheir imagination. No matter what their answers are, as long as they have givencareful thoughts to the situations, their answers should be good.T: Imagine there is an earthquake now, and your home is shaking, at thismoment you have no time to take any other things but one, what will it be?OK. Let’s read our text, and see what it tells us.Step ⅣReading (20 minutes)Fasting Reading (5 minutes)T: At first I’d like you to read the text quickly and silently to get thegeneral idea of the article. While reading, you should pay attention to thefirst sentence of each paragraph.Two or three minutes laterT: Have you found the general idea of the text? T: What is it? And thenask the students to match the main idea of each part.Careful reading (15 minutes)T: Now, it’s time for us to read the text carefully. But before readingyou should readsome sentences first. These sentences may help you get some informationquickly and easily. Now look at the screen, and read the sentences. (Show onthe screen.)Ask them to find out the numbers of each sentence.T: the numbers can tell us the destruction of earthquakes and also canmake us gain more information of Tangshan earthquake.Step ⅤPost reading(8 minutes)Retell the passage (show a short summary of the text on the screen). Askthe students to use some words or phrases to finish the short summary.Step ⅥDiscussion (5 minutes)Ask the students to discuss this question thisquestion: What should we do to protect ourselves if an earthquake happened?。

人教新课标高中英语必修一Unit 4 Earthquakes教案(4)

THE FIRST PERIOD: READINGStep 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 and San 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 carefulthoughts 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 Comprehention. 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 the mixture 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 haveinvolved 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 ratherthan 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. Forexample, 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 manypeople 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. Heknows 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 besafe 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 inthe 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 Homework课后反思：总体感觉上，本节课上得比较成功，心情愉快。

高中英语 Unit 4《Earthquakes》教案15 新人教版必修1

Unit 4 Earthquakes1.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 us e the Internet to search for some usefulinformation.4.Train the students’ ability to cooperate with others.Emotion:1.Know the damage that an earthquake2.Know the ways to reduce the losses of an earthquake.Teaching important pointsTrain the students’ speaking ability by describing, talking and discussion. Difficulties:Train the students’ listening ability.Step1 Warming-upT: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 ListeningT: 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.T: Listen again and try to complete the table in Part 2.A few minutes later, check the answers.Step 3 Homework1.Preview the reading passage on Page 26 and do exercise I in the part “Learningabout language”.2.Ask the to look for more ways of reducing losses from earthquakes. The studentscan 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 PeriodKnowledge: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 rebuildthe 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, injure2. Phrases: right away, at an end3. Sentence patterns:(1) It seemed/ seems that…(2) The number of sb./sth. Reached/reaches…(3)All hope was not lost.4. Improve the students’ reading ability.5. Train the students’ ability to grasp key information while listening Teaching procedures:Step 1 Pre-readingT: Suppose you are warned of a coming earthquake. Now you have time to take only one thing. Tell your partner what you will take and the reason.T: If an earthquake is around the corner, there must be some abnormal phenomena. Carefully look at the four pictures on Page 25 and try to describe what you have seen.Step2 ListeningT: Everyone knows that an earthquake is very terrible. Today, we will learn something about the strongest earthquake in China’s history, which happened in Tangshan, Hebei, in 1976. First listen to the tape with your textbooks closed and check whether the following statements are true or false. If it is false, try to correct it.1.People in Tangshan were warned of the earthquake and didn’t go to bed that night.(F)2.People in Beijing also felt the earthquake. (T)3.More than 400 000 people were killed in the quake. (F)4.Many rescue workers and doctors were trapped under the ruins during theaftershock. (T)5.People tried to get fresh water from under the ground in Tangshan. (F)Step 3 Reading1.Finish Part 1-2 in Comprehending on Page 27.2.Finish Part 3 in Comprehending on Page 27.3.Read the passage again to get important information about Tangshan Earthquakeand fill in the blanks. ( 百思英语 Page 44 )Step 4 Speaking or Reading aloudIf your students are good at English, ask them to do this exercise:Suppose one of you was a newspaper reporter, and the other was a witness of the 1976 Tangshan Earthquake. Now the newspaper reporter is asking the witness some questions. Work in pairs please.If your students are very poor in English, ask them to do this exercise:Play the tape for the students to listen and follow in order to let them know how to read the text.Step 5 Homework1.Read the text several times.2.Do exercise 3 on Page 28.3.Do exercise 2 on Page 28 in the exercise book and hang it in tomorrow.4.Learn some words and phrases in this unit and make some sentences with them.( Ss’ Book, Page 82-84)Record after teaching :_______________________________________________________________________________ _______________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ____________________________________________________________________The Third PeriodKnowledge:1.words: crack, burst, ruin, injure, destroy, shock, last2.phrases: at an end, right away, dig out3.sentence patterns:All hope was not lost.Ability:1.Train the students’ ability to read different numbers in English.2.Learn the usage of some difficult words and expressions.3.Train the students’ ability to remove the difficulties while reading. 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 rebuildthe city.Teaching important points:1.Train the students’ ability to read different numbers in English.2.Train the students’ ability to cooperate with others.Teaching difficulties:1.The explanation of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading. Teaching procedures:Step 1 Revision1.T: In the last period , we learned something about the terrible Tangshan Earthquake in 1976, which is the deadliest earthquake in China’s history. Now I am going to ask you some questions based on the Reading passage.(1)What did people in Tangshan see in the sky before the earthquake?(2)What did people notice in the wells?(3)Did people pay any attention to these abnormal phenomena?(4)When did the earthquake begin?(5)Were there any aftershocks?(6)Did the survivors deny the city and go to live in other places?2. Check the homework (Ex2 on P28). Ask them to recite it after class.Step 2 Learning about NumbersTurn to Page 28 and look at Part 3. Match each word to the number that has the same meaning. Allow the students several minutes to finish the task. Check the answers. Step 3 Important pointsAsk the students to turn to Page 82. Ask some students to make some sentences with the words or phrases. Deal with some difficulties. You can add more phrases. Step 4 homeworkIn order to master the usage of these words and expressions, please do some related exercises.1.Finish off the two parts in Using Words and Expressions on Page 63.2.Translate the sentences on Page 63 into English. Write the English sentencesin one of your exercise book and hand it in tomorrow.Record after teaching :_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ____________________________________________________________________The Fourth PeriodKnowledge:1.Learn the Attributive Clause.2.Learn the difference between Relative Pronouns for the Attributive Clauses. Ability:1.Learn to choose the correct Relative Pronouns for the Attributive Clauses.2.Train the students’ ability to report what others have said.Emotion;Train the students’ ability to cooperate with each other.Teaching important points:1.Learn the Attributive Clause.2.Train the students’ ability to report what others have said.Teaching difficulties:Learn to choose the correct Relative Pronouns for the Attributive Clauses. Teaching procedures:Step 1 revisionCheck the homework exercises.Step 2 Grammar( The teacher writes the sentence “Workers built shelters for survivors whose homes had been destroyed.” On the blackboard before class begins.)T: Please look at the sentence on the blackboard, paying special attention to the underlined part. What kind of clause is it?Ss: The Attributive Clause.T: Yes. The Attributive Clause tells us which person or thing (or what kind of person or thing ) the speaker means.e.g. The woman who lives next door is a teacher.A sentence with an attributive clause contains two shorter sentences. In the sentence above, the two short sentences are: “ The woman is a teacher.” And “ The woman lives next door.”The Attributive Clause is the answer to the question: Which woman is a teacher?Would you try to divide the sample sentence on the blackboard into two short sentences?T: That’s right. Now try to find all the sentences with Attributive Clauses in the reading passage and divide each sentence into two short sentences.T: Next I will say something about the common relative pronouns.“Who”is used for people. “Which”is used for things. “That”is used for things or people. “Whose”is used instead of his/her/their/somebody’s. “Whom”is quite formal, and in most cases it is all right to use who instead. But when whom has a preposition before it, it cannot be replaced by who.Step 3 Practice1. Now look at Part 2 in Discovering Useful Structures on Page 28. try to complete each sentence using that, which, who, or whose.Let the students do this exercise and check the answers.2.Do more exercises in Ex 3 on Page51 in《导学》Step 4 HomeworkAfter class, read the passage on Page 64. It’s about advice on how to protect your home from an earthquake. Complete the sentences below, using who, whom, which, that or whose.Record after teaching;_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ____________________________________________________________________.The Fifth PeriodKnowledge:1.Know how to write a speech.2.Know how to write a newspaper story.Ability:1.Train the students’ speaking ability.2.Train the students’ ability to search for doing something.3.Train the students’ ability to do things step by step.Emotion:1.Honor the great people of Tangshan.2.Learn to cooperate to each other.Teaching Important Points:1.Train the studen ts’ speaking ability.2.Train the students’ ability to search for doing something.Teaching Difficulties:1.Know how to write a speech.2.Know how to write a newspaper story.3.Learn to cooperate to each other.Teaching Procedures:Step 1 RevisionT: In the last period, we learned the Attributive Clause and how to choose a proper relative pronoun. Now let’s check your homework exercises. Please open your textbooks and turn to Page 64. Look at Part 1 in Using Structures. I will ask some of you to read the sentences out.(The teacher corrects mistakes if there are any.)Step 2 Reading and WritingT: Read the letter on Page 29.In the blank at the beginning of the letter, write the last number of the year it is now. Then in the blank near the end of the letter, use a number to say how many years ago the quake happened.(After several minutes, the teacher checks the answers with the class.)T: Suppose you are the student who was invited to give the speech. What should you include in your speech?(Students give their different answers.)T: Yes, while writing, don’t forget to contain the information. Now I will give you 15 minutes to write the speech. You can follow the points in part 3 on this page. (While the students are writing, the teacher gets around the classroom and helps the students to deal with any difficulties that they have.)(After 15 minutes)T: Are there any volunteers to read his or her speech?( If there is nobody, the teacher asks one to read, and give some assessments.) Step 3 SpeakingT: Imagine that after your speech, Zhangsha asks you to give a short talk about the new stamps about Tangshan to honor the city. First, ask and answer the following questions in pairs.(1)What do these stamps show?(2)Do you think these stamps are very important and why?(3)Will you collect these stamps? Why and why not?(After the students ask and answer these questions in pairs.)T: Now try to fill in the lines in the little talk. You can use some of the answers to the questions.T: Next I will ask one of you to read the little talk.Step 4 WritingT: By now you have learned writing a speech and a little talk. Now you are goingto write an article for a newspaper about a special event that happed in your hometown. First, let’s learn some skills of writing newspaper stories. Before yo u write, you should write an outline. This is very useful. Today, we will learn how to write an outline. Please turn to Page 31. Read the instructions in bold and pay attention to some questions I prepared to you.Q1: Why is an outline important?Q2: What should an outline include?Q3: Why is a headline important?Q4: What are the steps to finish a newspaper story?Q5: What is the feature of a newspaper story?Suggested answers:1.Because an outline will prepare you to write a better story.2. A good outline should have a headline, a list of main ideas and a list of importantdetails.3. A headline can tell the readers what the topic is, so it can attract the readers’attention since the reader may not have bought the newspaper before they read the headline.4.First, organize the main ideas. Next, put some details into each paragraph.5. A newspaper story gives the most important news first and the least importantnews last.T: Now let’s read the example of a newspaper story. Try to find the headline, main idea and details of each paragraph. You may work in groups of three.(After several minutes, the teacher asks the students the following questions :) Q1: What is the headline of the newspaper story?Q2: What is the main idea?Q3: What is the detailed information?T: Now turn to Page 32 and check your main ideals and detailed information.Step 5 HomeworkT: So now you know how to write a passage step by step. Prepare the outline for a short newspaper story for China Daily. Use the example to help you to organize your outline. You can first have a discussion with your partner and decide which event you will write about. Try to write down the title, main ideas and detailed information. Then put them into a short passage.Record after teaching:_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ____________________________________________________________________The Sixth PeriodKnowledge:Learn a passage about the San Francisco EarthquakeAbility:1. Learn to compare two similar passages.2. Train the students’ listening ability.Emotion:1. Learn to cooperate with others.2. Learn from the bravery of the people of San Francisco to face the reality. Teaching Important Points:1.Train the students’ listening ability.2. Learn a passage about the San Francisco EarthquakeTeaching Difficulties:Learn to compare two similar passages.Teaching Procedures:Step 1 RevisionT: In the second period of this unit, you learnt some detailed information about the Tangshan Eearthquake. Can you use several sentences to summarize the passage? S: Let me have a try. The terrible earthquake struck the city of Tangshan while people were sleeping. More than 400 000 people were killed or injured in the quake. After the quake, people found nearly everything was destroyed. But people in Tangshan didn’t lose heart. They rebuilt the city with the help of soldiers.T: Quite good.Step 2 Reading and ComparingT: In the first period, we also talked about the earthquakes that happened in San Francisco. Today, we will learn a passage titled “The Story of an Eyewitness”, which is about the San Francisco Earthquake in 1906. It was written by Jake London, who was a famous American writer.T: First read the passage carefully. While reading, please think about the following questions:(1)How did the author feel about the earthquake?(2)How did the author feel about the people of San Francisco?(Ss read the passage, then the teacher asks someone to give their answers and checks the answers)(Answers will vary.)T: Quite good. You can keep your own answers as long as you think they are reasonable and you can find proofs from the passage.Read the first paragraph in this passage .Then go back and read again the first paragraph of the passage on Page 26. Compare the ways both writers give you details about the earthquakes. Try to finish the 4 exercises on Page 66. You may discuss in group of three.(Ss read the two passage and finish the exercises.)(Then the teacher checks the answers.)T: Next I will play the tape of this passage for you to listen. Please pay special attention to the intonation.(After listening.)T: Now I will give you several minutes to read the third paragraph with feelings. Step 3 ListeningT: Just now we learned a passage written by an eyewitness about the terrible San Francisco earthquake in 1906. Now we will listen to a story told by a man who was a survivor of the earthquake. Listen to the tape the first time, and try to tell whether the statements in part 1 are true or false.(Teacher plays the tape for the students to listen and finish the task.)(After listening, the teacher checks the answers with the class.)T: Now let’s listen to the tape again and try to answer the questions in Part 2. (After listening, the teacher checks the answers)T: While listening to the tape, you should not only pay attention to the contents, but also the pronunciation and intonation. The sentences in Part 3 show us the sequence. I will play the tape again, you should mark liaison and incomplete explosion in these sentences. Then practice reading them aloud.Step 4 HomeworkT: In this class we read and listened to two stories ,both of which are about the 1906 San Francisco earthquake. The stories are true and were written for the Museum of the City of San Francisco. The museum has many such personal accounts and photos at /1906/06.html. If you are interested in them, you can surf in the site I’ve given to you.Record after teaching:_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ____________________________________________________________________The Seventh PeriodKnowledge:1.Learn how to make an earthquake plan.2.Learn what to contain in a personal earthquake bag.Ability:1.Train the students’ listening ability.2.Train the students’ speaking ability.3.Learn to find reasons for their choices.4.Learn to sum up what they have learned in the unit.Emotion:Learn to cooperate with others.Teaching Important Points:1. Train the students’ listening ability.2. Train the students’ speaking ability.Teaching Difficulties:Learn to find reasons for their choices.Teaching Procedures:Step 1 GreetingsGreet the whole class as usual.Step 2 ListeningT: These days Earthquakes are always our central topic. We have learned many things about it. Up till now, earthquakes are difficult to predict. We can hardly avoid an earthquake. But actually we can do things to reduce the losses of an earthquake. Let’s look at the form on Page 66 and have a discussion about the earthquake plan with your partner.( Ss give their answers)T: What should you do if you are outside?(Ss give their answers)T: What should you do if you are in the living room?(different answers)T: What should you do if you are in the house room?(different answers)T: Next we are going to listen to the tape and write down the three “things” that are mentioned.(After listening, teacher checks the answers with the students.)T: Then let’s listen again. This time you should write down more details about each of the “things”.(After listening, teacher checks the answers with the class. Play the tape again if necessary.)Step 3 SpeakingT: You know every family should have an earthquake bag, in which there are enough things that you can use in case of an earthquake. Here we have a list of possible items for the personal earthquake bag. Choose only eight things, which you think are the most essential, from the list. They must last you five days. Discuss with your partner.(After several minutes.)T: Now join another pair and discuss your choices. Put all the things you agree on into a final list. Discuss the other items explaining your reasons and trying to agree which ones are the most suitable.(After several minutes.)T: Each group should choose one representative. Now be prepared to present your list to the class and give your reasons for each choice.Step 4 Learning TipT: In order to learn a language well, you should do a lot of practice, includinglistening, speaking, reading and writing. Only when we understand what is said to us can we have a conversation with somebody. So listening to English is very important. After class, you should listen to the English news on CCTV International. You will not only get a lot of information about what is happening around the world, but also improve your listening and learn more English words and expressions. At the same, you will improve your pronunciation and intonation.Step 5 Summing upT: Now let’s sum up what you have learnt in this unit. Work with your partner. First write down what you have learned about earthquakes. Then write down the verbs, nouns, expressions and new grammar items that you have learned from this unit.Step 6 Homework1.Review Unit 4. .2.Preview Unit 5.Record after teaching:_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ____________________________________________________________________The End。

高中英语人教版必修一教案Unit 4 Earthquakes

Unit 4 教学设计(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 fourth 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。

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必修1Unit 4 Earthquakes
Grammar
班级姓名小组号
【学习目标】
通过自主学习和小组讨论掌握定语从句的表达。

【重点难点】
1.重点：定语从句的定义，构成。

2.难点：定语从句的关系词的选用。

【学情分析】
学生通过自主学习和小组讨论能够总结出定语从句的表达，在运用关系词上存在困难。

【导学流程】
自主学习内容
一回顾旧知
单词词组回顾earthquake bury ruin destroy as if in ruins…….
二基础知识感知：
引导定语从句的关系词有关系代词who, whom, whose, which和that等；关系副词有when, where, why等。

关系词不仅起连接作用，而且还代表先行词并在定语从句中担任某一句子成分，关系代词作主语、宾语、定语、表语等，关系副词作状语。

定语从句的结构：先行词__ +_______ +________
三、探究问题
先行词是人或物, 在句中充当_____, _____,____,_____等成分用关系代词
四、基础知识拓展与迁移：
I.先行词是人,在从句中作主语和宾语用关系代词_______, _______，_______。

who, whom，that的区别：
1 介词后只能用_______ ，不能用_______ _______。

2 先行词为代词，或逗号后不用_______。

3 主句是特殊疑问句，已经有who，则从句引导词用_______。

请及时记录自主学习过程中的疑难：
小组讨论问题预设:
II.先行词是事或物, 在从句中作主语、宾语，用关系代词_______, _______。

that, which,的区别:
1. 只用which: ______后, _______后。

2. 只用that：
○1先行词是或被指物的不定代词修饰，常用的不定代词有：______, ______, ______, _____, _____, _____, _____, _____ ______, ______,______, ______, ______等
○2先行词特指，为the +_____(包括last, next)/ _______/ ______/ _____等修饰时
○3先行词有____又有_____
○4先行词在从句中作____语
○5主句是___或___开头的特殊疑问句。

提问展示问题预设:
定语从句练习
I. 用所给的关系代词which, that, who, whom, whose.完成以下从句：
1.The force __________ causes everything to fall towards the ground is called gravity.
2.A friend __________ helps you in time of need is a friend indeed.
3.He saw a house __________ windows were all broken.
4.Everything __________ can be done today mustn’t be done tomorrow.
5.This is the best hotel __________ I know.
6.The boy with ______ John spoke is my brother..
课堂训练问题预设：
7.The ninth lesson __________ we are learning is the most difficult in Book One.
8.Will you please lend me the very book ______ you bought yesterday?
整理内化：
1、课堂小结
2、本节课学习内容中的问题和疑难
精美句子
1、善思则能“从无字句处读书”。

读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。

读大海，读出了它气势磅礴的豪情。

读石灰，读出了它粉身碎骨不变色的清白。

2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。

幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。

幸福是“零落成泥碾作尘，只有香如故”的圣洁。

幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。

幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。

幸福是“人生自古谁无死，留取丹心照汗青”的气节。

3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。

4、成功与失败种子，如果害怕埋没，那它永远不能发芽。

鲜花，如果害怕凋谢，那它永远不能开放。

矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。

蜡
烛，如果害怕熄灭（燃烧），那它永远不能发光。

航船，如果害怕风浪，那它永远不能到达彼岸。

5、墙角的花，当你孤芳自赏时，天地便小了。

井底的蛙，当你自我欢唱时，视野便窄了。

笼中的鸟，当你安于供养时，自由便没了。

山中的石！当你背靠群峰时，意志就坚了。

水中的萍！当你随波逐流后，根基就没了。

空中的鸟！当你展翅蓝天中，宇宙就大了。

空中的雁！当你离开队伍时，危险就大了。

地下的煤！你燃烧自己后，贡献就大了
6、朋友是什么？
朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。

朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。

7、一粒种子，可以无声无息地在泥土里腐烂掉，也可以长成参天的大树。

一块铀块，可以平庸无奇地在石头里沉睡下去，也可以产生惊天动地的力量。

一个人，可以碌碌无为地在世上厮混日子，也可以让生命发出耀眼的光芒。

8、青春是一首歌，她拨动着我们年轻的心弦；青春是一团火，她点燃了我们沸腾的热血；青春是一面旗帜，她召唤着我们勇敢前行；青春是一本教科书，她启迪着我们的智慧和心灵。