高中英语 Unit 4 Earthquakes1教案 新人教版必修1

用心 爱心 专心 UnitUnit 4Part4Part One One TeachingTeaching DesignDesign 第一部分 教学设计第一部分 教学设计 Period 1 A sample lesson plan for reading A NIGHT THE EARTH DIDN T SLEEP Aims To listen and talk about natural disasters To read about earthquakes Procedures I Warming up Warming up by looking Good morning class Have you ever experienced any natural disasters Look at the pictures can you name all the disasters volcano fire sandstorm typhoon hailstone thunderstorm flood hurricane earthquake 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 Warming up by discussing Now 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 1 Talking and sharing What are the signs of an earthquake e g Cows pigs and dogs become too nervous too eat The mice will run out of the fields looking for places to hide The water in the wells will rise and fall Walls of the wells in village will have deep cracks There will be bright light in the sky 2 Imaging and sharing Imagine there is an earthquake now your home begins to shake and you must leave it right away You have time to take only one thing What will you take Why 2 III Reading 1 Listening and fast reading Now let s come to the text A NIGHT THE EARTH DIDN T SLEEP and see what it tells us Please listen to the text and get the general idea of the passage You should pay attention to the first sentences of each paragraph In what order is the text written The text is written in time order The general idea is the mixture of the first sentences of each paragraph that is the text tells us something that happened before the earthquake during the earthquake and after the earthquake 2 Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage Copy them in your notebook after class as homework Collocations from A NIGHT THE EARTH DIDN T SLEEP a smelly gas come out of in the farmyards too nervous to eat run out of look for place to hide water pipes think little of sth as usual it seemed that at an end one hundred kilometers away one third eight kilometers long thirty meters wide cut across in ruins be injury the number of reach more than 400 000 everywhere everything was destroyed be gone blow away sth be not safe for tens of thousands of give milk half a million instead of be shocked later that afternoon be trapped under the ruins fall down all is was not hundreds of thousands of dig out the dead to the north of coal mines built shelters fresh water 3 Reading aloud and translating Next we are going to read aloud the text and translate it into Chinese 4 Reading and transforming information Read the text again and answer the following questions 1 What natural signs of coming disaster were there 2 Can you think of some reasons why these signs weren t noticed 3 Can you describe the disaster caused by the earthquake 4 What events and situations probably made the disaster worse 5 How were the survivors helped 6 Could anything more have been done to help the survivors Why or why not Answers 1 3 4 5 are easy to answer 2 Maybe at that time people didn t have knowledge of an earthquake 6 The students have their own answers 4 Discussing writing style As you have understood the general idea of the text I still put more questions to you 1 From whose point of view are events described How do you know A writer 3 who didn t see the quake uses the third person they when he writes 2 Why do you think the writer chose to express her feelings about the quake rather than simply report what happened Although the writer was not there he felt sad for the people of Tang Shan He knows that giving some feelings will make the reading more interesting 3 Why is the title A NIGHT THE EARTH DIDN T SLEEP As usual night is the time to sleep and night should be quiet and safe But that night everything changed The writer used it as a title to show how terrible and how unusual that night is 5 Reading and understanding difficult sentences If you have some difficult sentences to understand come to me for help IV Closing down Closing down by doing exercises Now please do the comprehending Exercises 1 2 and 3 on page 27 Closing down by discussing By now you ve known that earthquakes are terrible natural disasters and that China is unlucky enough to have a lot of them Now imagine that your group lives in the city that has a lot of earthquakes what should you do during an earthquake Look at the given situation and discuss in pairs 1 If you are OUTDOORS 2 If you are in a HIGH BUILDING 3 If you are DRIVING 4 If you are HAVING CLASS 5 If you are in a CINEMA What should you do during the earthquake Situation 1 how to rescue those still trapped in the ruins 2 how to take care of the survivors 3 how to repair buildings that survived the earthquake 4 what to do with the buildings that survived the earthquake 5 where to find people to help build a new city 6 how to teach children about earthquake safety 7 where to put information for survivors and their families 8 how to plan for further disasters Period 2 A sample lesson plan for Learning about Language The Attributive Clause that which who whose Aims To learn about the usage of who which that and whose in the Attributive Clause To discover useful words and expressions Procedures I Warming up Warming up by discovering useful words and expressions 4 Hello everyone After reading the passage we have got to know the usage of the words and expressions but we should do more practice Now turn to page 27 to find the correct words and expressions from the passage to finish the sentences You are given two minutes to finish them Of course you can discuss with your partners Two minutes later check in pairs and then check with the whole class II Learning about language 1 Reading and finding Turn to page 26 and read the text A NIGHT THE EARTH DIDN T SLEEP Tick out the attributive clauses in the reading passage and translate them into Chinese 2 Doing Exercises 2 on page 28 Turn to page 28 and do Exercise 2 in pairs III Ready used materials for Relative Pronouns which that who whom whose What are Relative Pronouns Relative pronouns are special pronouns which can connect the antecedent and the attributive clause Also they can be used as a part of the attributive clause Here are some important differences 1 which that referring to things can be used as a subject or an object in the attributive clause when they are used as an object they can be omitted The plane is a machine that which can fly The school that which he visited last week is to the south of the city 2 that who whom referring to a person can be used as subject or object in the attributive clause whom can be used as an object The girl that whom who we saw yesterday was Jim s sister The man that who is talking to my father is my maths teacher 3 whose referring to a person or a thing can be used as an attribute in the attributive clause This is the writer whose name is known all over the world The room whose window faces south is mine 4 Before everything anything everybody anybody all the best n the fifth n we use that instead of which All that I need is time This is the largest factory that I have ever visited The sixth lesson that we are learning is the most difficult in Book Two 5 We can t use that in a Non Defining Attributive Clause I have lost the pen which I like very much I have two sisters who are both teachers IV Closing down by doing a quiz Now you are going to take a quiz on Relative Pronouns Fill in the blanks using which that who whom whose 1 The force causes everything to fall towards the ground is called 5 gravity 2 A friend helps you in time of need is a friend indeed 3 Do you know the girl parents are teachers in our school 4 The woman I spoke to just now is my English teacher 5 He saw a house windows were all broken 6 Everything can be done today mustn t be done tomorrow 7 Can you think of anyone could look after him 8 This is the best hotel I know 9 The man I saw told me to come back today 10 Those want to go to the Great Wall write down your names here 11 He talked a lot about the teachers and the schools he had visited 12 The ninth lesson we are learning is the most difficult in Book One 13 Mount Blanc 勃朗峰 they visited last month is the highest mountain in Europe 14 We know all the teacher work in our school 15 The house in Lu Xun once lived is a museum now 16 The house Lu Xun once lived is a museum now 17 The house Lu Xun once lived in is a museum now 18 You can take any room you like 19 He showed a machine parts are too small to be seen 20 The sports meet was put off was exactly what we wanted Answers to the exercises 1 which that 2 who that 3 whose 4 whom that who 5 whose 6 that 7 that 8 that 9 that whom who 10 who 11 that 12 that 13 which 14 that 15 which 16 in which where 17 which that 18 that 19 whose 20 which Period 3 A sample lesson plan for Using Language A letter from Zhang Sha Aims To read and speak about traveling To write a letter describing feeling about traveling Procedures I Warming up Warming up by discussing Have you ever written a speech What is a speech Speech means an act of speaking formally to a group of listeners What do you have to consider when you are writing a speech Please discuss it in pairs 1 Who is the audience 2 How can we express ourselves clearly Warming up by reading What should you include in your speech when you try to write one Read the letter on page 29 and imagine you are the student who was invited to give a speech Now write a short speech in which you should follow the points in exercise 3 on page 29 II Reading and underlining 6 Read the letter and exercises again and underline all the useful expressions or collocations in the letter Copy them in your notebook after class as homework Collocations from the letter congratulations be pleased to do sth win the high school speaking competition a group of five judges all of whom agree be proud of open a new park honour those who died in the terrible disaster would like to do have you do sth as you know invite sb to do sth on that special day at the beginning of thank sb for doing sth honour sb for sth be known as encourage sb to do sth be happy to do sth collect stamps lose one s life III Listening Turn on your books at page 30 We ll listen to a story about a person who experienced the 1906 San Francisco earthquake I ll play the tape three times First listen and try to get some details that exercises 1 and 2 request Second listen again and try to finish the exercises Third listen and check your answers IV Guided writing SB page 31 1 Making a introduction Have you ever read a newspaper story Now turn on your books to page 31 and look at Writing Read the brief description about how to write a newspaper story Compare a newspaper story to a short story and answer the following questions 1 What should you write before writing a newspaper story outline 2 What should a newspaper outline have a headline a list of main ideas a list of important details 3 Why a headline is needed It can tell the readers what the topic is it can also attract the readers attention 4 How can you finish a newspaper story First you should write a headline then organize your main ideas into paragraphs and then put some details into each paragraph 5 Have you found out the difference between a newspaper story and a short story Usually a short story begins with small details and includes big details later A newspaper story does just the opposite Both kinds of stories use paragraphs with main ideas In a good newspaper story the point of view is objective i e it has no point of view while a short story is subjective i e it has a point of view A newspaper story has no conclusion a short story generally does Now I ll show you a newspaper story to find out the headline main idea and details of each paragraph THE WASHINGTON POST SEATTLE A powerful earthquake with a magnitude of 6 8 hit Washington State last 7 week The quake the biggest in 50 years caused billions of dollars in damage But miraculously only one person died and more than 100 people were injured in the quake Authorities said one reason there wasn t greater destruction is that the region spent millions of dollars in the last decade designing earthquake proof facilities and improving existing buildings schools and homes Earthquake expert said the event illustrated 说明 the growing gap between rich and poor nations in the ability to mitigate 减轻 natural disasters Only a handful of people were seriously injured here a slight number compared with the devastation 破坏 in countries like Turkey India and El Salvador where quakes have buried thousands under poorly constructed buildings 2 Writing Now prepare the outline for a short newspaper story for China Daily You can use the example in exercise 1 to help you organize your outline 3 Underling Read the outline and the newspaper story in Writing and underline all the useful expressions or collocations in them Copy them to your notebook after class as homework Collocations from Writing a list of put some details into each paragraph a team of raise money thousands of plan to do sth in early June hope to do sth be interested to do sth IV Closing Down Closing down by summary We have learned a lot about earthquakes Now let s have a summary about what we have learned Look at the following questions 1 Have you ever experienced an earthquake 2 Can you describe an earthquake in English 3 What do you know about the cause of an earthquake 4 What new information about earthquakes have you learned now 5 What words and expressions can you use to describe an earthquake Closing down by finding information Go to the library to read or get online to search in order to find more in formation about natural disasters Part Two Teaching Resources 第二部分 教学资源 Section1 A text structure analysis of A NIGHT THE EARTH DIDN T SLEEP I Type of writing and summary of the main idea Type of writing This is a piece of descriptive writing Main idea of the passage The article describes the cause the course and the result of Tang Shan earthquake in 1976 It shows us the terrible image of earthquake At the same time it hits us that we must realize that we can do something to minimize the damage caused by earthquake 8 Topic sentence of 1st paragraph Strange things were happening in the countryside in northeast Hebei Topic sentence of 2nd paragraph Everything began to shake and it seemed that the world was at an end Topic sentence of 3rd paragraph Everywhere they looked nearly everything was destroyed Topic sentence of 4th paragraph All hope was not lost II A text structure analysis Read the text A NIGHT THE EARTH DIDN T SLEEP and then complete the following chart Time order What happened Result three days before the earthquake at about 3 00 am Saw cracks water in the wells rose and fell animals too nervous hide fish jumped out of bowls avoid suspending lights and electric fans protect the head with schoolbags after the earthquake listen to the command of the workers retreat in an organized way In department stores bookstores museums or subway find firm counters commodities low furniture etc or a pillar or the corner of a wall to crouch down on the spot protect the heads with hands or other objects keep away from glass windows glass counters or show counters keep away from tall cupboards keep away from advertisement boards and other suspending objects On buses or trolley buses Grasp the handles to avoid being injured lower the center of gravity hide near the seats get off after the earthquake passed Section3 Words and expressions 11 I Words for reading 1 imagine vt form a picture of in the mind think of sth as probable 想象 认为 某事 可能发生或存在 宾语为名词 代词 动名词 从句 宾语从句为否定意义 时 要用否定转移 与 think believe suppose expect 用法相同 成为 I We don t imagine 意为 我 们 认为 不 如 We can imagine her sadness 我们可以想 象她的悲伤 I didn t imagine my becoming a teacher in my childhood 在童年时 代 我并未想象能成为一名教师 Can you imagine how much I was surprised to hear the news 你能想象我听见这个消息有多惊讶吗 I don t imagine so I imagine not 我 认为不是这样 cf imagine guess suppose imagine 意为 想象 幻想 指在脑海中形成一个清晰明确的印象 或认为某事物可能发 生或存在 guess form an opinion give an answer make a statement based on supposition not on careful thought calculation or definite knowledge 猜测 臆测 指未 知道前的猜测 suppose let it be though that take it as a fact that 认定 假定 guess think 想象 推测 意指 假定或假设中的情形 2 cf shake tremble shake move be moved quickly or violently up and down forwards and backwards 最普通用词 可指人或物 摇动 发抖 指人时常用于感情激动 寒冷 惧怕引起的身 体颤动 在表示 因 而颤抖 时 多用 with 在表示 使受震撼 使 信念等 动 摇 常用于 be shaken by with at 中 tremble shake involuntarily with fear anger cold physical weakness etc 颤栗 震颤 发抖 因恐惧 愤怒 寒冷 体弱等 常常与 shake 相互替换 但指握手 摇头或 捧腹大笑时用 shake tremble 只用作不及物动词 如 The poor boy was shaking with cold 这个孩子正冻的发抖 They were badly shaken by the news 他们对这个消息大为 震惊 The host shook hands with all the guests 主人跟所有的客人握手 Her voice was trembling with anger 她气的声音发抖 3 cf rise raise rise vi of the sun moon stars river price temperature etc appear above the horizon 指自然 上升 常用于日 月 云 霞 烟 水蒸气 物价 温度 河水 潮水及人的职位等 He rose from his chair and began his speech 他从椅子上 站起来开始了他的演说 Her temperature is still rising 他的体温还在上升 He has risen in rank 他已经升职了 raise vt 1 lift up move from a low er to a high er level cause to rise 外部的力量 举起 提高 The people s living standard has greatly been raised 人民的生活水平已大大的提高了 2 grow or produce crops breed sheep etc bring up a family 饲养 种植 养育 抚育 They can raise rice here 他 们这儿能种水稻 4 burst into burst out send out suddenly break