Unit4 Earthquakes教案

Unit4 Earthquakes教案 1Unit4Earthquakes1.Knowledge:Learn andmaster thenew words and expressionsin thisperiod.Words:Ability:1.Train the studentslistening ability.2.train the studentslistening ability.3.Train the studentsability to use theInter tosearch forsome usefulinformation.4.Train thestudentsability tocooperate withothers.Emotion:1.Know thedamage that an earthquake2.Know theways to reduce the losses of an earthquake.Teaching importantpoints Train thestudentsspeaking abilityby describing,talking and discussion.Difficulties:Train thestudentslistening ability.Step1Warming-up T:Do you know whathappened in the IndianOcean at the end of lastyear?It shockedor we can sayfrightened the whole world.S:A terribletsunami brokeout thereon26th December.More than200000people werekilled.T:Yes.It issaid thatit isthe biggestin thefore decades.A tsunamiis anundersea earthquake.Then haveyou heardof anyland earthquakes?Would youplease listsome?S:We canoften hearthat earthquakesour inJapan.In1906,an earthquake struck San Francisco,USA.About700people diedin the earthquake and the fires.And asmany as250000people losthomes.T:But doyou knowany famousearthquakes that happened inour county?S:The Tangshan Earthquake thathappened in1976.T:Can youtell mewhat mightyhappen in an earthquake?You maylook at the twopictures on Page25.Step2Listening T:Before welearn the passage about an earthquake,lets firstknow whythere areearthquakes in the world.So lets dosome listeningon Page62.listen to the tape for the first timeand try to get a generalidea of the passage.Listen to the tape and check the answers.(It is about thecause ofearthquakes andhow wecan reducelosses from them.)T:Listen to the tapefor thesecond timeand judgewhether the statements in Part1are trueof false.T:Lets checkthe answers.Listen againand try to correctthestatementsthat arefalse.T:Listen againand try to pletethe tablein Part2.2A fewminutes later,checkthe answers.Step3Homework1.Preview thereading passage on Page26and doexercise Iin thepart“Learning aboutlanguage”.2.Ask theto lookfor moreways ofreducing lossesfrom earthquakes.The studentscan goto thelibrary oruse theInter tosearch forinformation.After searchingfor the information,each groupshould makea poster,informing peoplehow toreduce thelosses of an earthquake.Record afterteaching:_The SecondPeriod Knowledge:Learn some new,phrases andsomenewsentence patterns.Ability:1.learn some detailed information about an earthquake.2.improve thestudentsreading ability.3.train thestudentsability tograsp keyinformation whilelistening.4.train thestudentsspeaking ability.Emotion:1.Train thestudentsability tocooperate withothers.2.Know thedeadliness of an earthquakeand thesigns beforean earthquake is ing.3.Learn fromthe braveryof people in Tangshanto facethe realityand rebuildthe city.Teaching importantpoints:1The newwords and expressions.2.Learn somedetailed information aboutan earthquake.3.Train thestudentsability tocooperate withothers.4.Train thestudentsspeaking ability.Teaching difficulties:1Words:shake,burst,rise,destroy,shock,fresh,injure2.Phrases:right away,at anend3.Sentence patterns: (1)It seemed/seems that (2)The numberof sb./sth.Reached/reaches3 (3)All hopewas notlost.4.Improve thestudentsreading ability.5.Train thestudentsability tograsp keyinformation whilelistening Teaching procedures:Step1Pre-reading T:Suppose youare warned ofaing earthquake.Now you have timeto takeonly ohing.Tell your partner what you willtake and the reason.T:If an earthquake is around thecorner,there mustbe someabnormal phenomena.Carefully lookat thefour pictureson Page25and tryto describewhatyou have seen.Step2Listening T:Everyone knowsthat an earthquakeis very terrible.Today,we willlearn something about thestrongest earthquake in Chinas history,which happenedin Tangshan,Hebei,in1976.First listen to the tape with your textbooksclosed and check whether the followingstatements are true or false.If it is false,trytocorrect it.1.People in Tangshan werewarnedof the earthquakeand didnt goto bedthat night.(F)2.People inBeijing alsofelt the earthquake.(T)3.More than400000people werekilled in the quake.(F)4.Many rescueworkers anddoctors weretrapped underthe ruinsduring theaftershock.(T)5.People triedto getfresh waterfrom underthe groundin Tangshan.(F)Step3Reading1.Finish Part1-2in Comprehendingon Page27.2.Finish Part3in Comprehendingon Page27.3.Read the passage againto getimportant informationabout Tangshan Earthquake andfill in the blanks.(百思英语Page44)Step4Speaking orReading aloudIf yourstudents aregood atEnglish,ask themto dothis exercise:Suppose one of youwas a newspaper reporter,andtheother was a witnessof the1976TangshanEarthquake.Now the newspaper reporteris askingthe witnesssome questions.Work in pairs please.If yourstudents arevery poorin English,ask themto dothis exercise:Play the tapefor thestudents to listen and followin order to letthem knowhow to read thetext.Step5Homework1.Read thetext severaltimes.2.Do exercise3on Page28.3.Do exercise2on Page28in theexercise bookand hangit intomorrow.4.Learn somewords andphrases in this unitand make some sentences with them.(SsBook,Page82-84)Record afterteaching:_4_The ThirdPeriod Knowledge:1.words:crack,burst,ruin,injure,destroy,shock,last2.phrases:atanend,right away,dig out3.sentence patterns:All hopewas notlost.Ability:1.Train thestudentsability to read differentnumbers inEnglish.2.Learn theusage of some difficult wordsand expressions.3.Train thestudentsability toremove thedifficulties whilereading.Emotion:1.Train thestudentsability tocooperate withothers.2.Know thedeadliness of an earthquakeandthesigns beforean earthquakeis ing.3.Learn fromthe braveryof peoplein Tangshanto facethe realityand rebuildthe city.Teaching importantpoints:1.Train thestudentsability to read differentnumbers inEnglish.2.Train thestudentsability tocooperate withothers.Teaching difficulties:1.The explanationofsomedifficultwordsand expressions.2.Train thestudentsability toremove thedifficulties whilereading.Teaching procedures:Step1Revision1.T:In thelast period,we learnedsomething about the terribleTangshanEarthquake in1976,which isthe deadliestearthquakeinChinas history.Now Iam goingto askyou somequestions basedon theReading passage. (1)What didpeopleinTangshan seeinthesky beforethe earthquake? (2)What didpeople noticeinthewells? (3)Did peoplepay anyattention to these abnormalphenomena? (4)When didthe earthquakebegin? (5)Were thereany aftershocks? (6)Did thesurvivors denythe cityand goto livein otherplaces?2.Check the homework(Ex2onP28).Ask themto reciteit afterclass.Step2Learning aboutNumbers Turnto Page28and lookat Part3.Match eachword to the numberthat hasthe same5meaning.Allow thestudents severalminutes to finish thetask.Check the answers.Step3Important pointsAsk thestudents toturn to Page82.Ask somestudents to makesomesentences with the wordsor phrases.Deal withsome difficulties.You canadd morephrases.Step4homework In ordertomaster theusage of these wordsandexpressions,please dosome relatedexercises.1.Finish offthe twoparts in Using Wordsand Expressionson Page63.2.Translate the sentences on Page63into English.Write the English sentencesin oneof yourexercise bookand handit intomorrow.Record afterteaching:_The FourthPeriod Knowledge:1.Learn the Attributive Clause.2.Learn thedifference betweenRelative Pronouns for the Attributive Clauses.Ability:1.Learn tochoose thecorrect RelativePronouns for the Attributive Clauses.2.Train thestudentsability toreport whatothers havesaid.Emotion;Train thestudentsability tocooperate witheach other.Teaching importantpoints:1.Learn theAttributiveClause.2.Train thestudentsability toreport whatothers havesaid.Teaching difficulties:Learn tochoose thecorrect RelativePronounsfortheAttributive Clauses.Teachingprocedures:Step1revision Checkthehomeworkexercises.Step2Grammar(The teacherwrites thesentence“Workers builtshelters forsurvivors whosehomes hadbeen destroyed.”On the blackboard beforeclass begins.)T:Please lookatthesentence on theblackboard,paying special attention to the underlinedpart.What kind of clauseis it?6Ss:The AttributiveClause.T:Yes.The AttributiveClause tellsus whichperson orthing(or whatkindofperson orthing)the speakermeans.e.g.The woman who lives next dooris ateacher.A sentencewith anattributive clausecontains two shorter sentences.In thesentence above,the twoshort sentencesare:“The womanisateacher.”And“The womanlivesnextdoor.”The AttributiveClause istheanswertothequestion:Which womanisateacher?Would youtrytodivide thesample sentenceontheblackboard into twoshort sentences?T:Thats right.Now tryto findall thesentenceswithAttributiveClausesinthereading passage and divideeach sentenceintotwoshortsentences.T:Next I will saysomethingabout the monrelative pronouns.“Who”is usedfor people.“Which”is usedfor things.“That”is usedfor thingsor people.“Whose”is usedinstead ofhis/her/their/somebodys.“Whom”is quiteformal,and inmost casesitisall righttousewho instead.But whenwhom hasa prepositionbefore it,it cannotbe replacedby who.Step3Practice1.Now lookat Part2in DiscoveringUseful Structureson Page28.trytoplete eachsentence usingthat,which,who,or whose.Let thestudents dothis exerciseand checkthe answers.2.Do moreexercises inEx3on Page51in导学Step4Homework After class,read the passageonPage64.Its aboutadvice onhow toprotect yourhome fromanearthquake.Complete thesentences below,using who,whom,which,that orwhose.Record afterteaching;_.The FifthPeriod Knowledge:1.Know how to write a speech.2.Know how to writea newspaper story.Ability:71.Train thestudentsspeaking ability.2.Train thestudentsability tosearch fordoing something.3.Train thestudentsability todo thingsstep by step.Emotion:1.Honor thegreat people of Tangshan.2.Learn tocooperate toeach other.Teaching ImportantPoints:1.Train thestudentsspeaking ability.2.Train thestudentsability tosearch fordoing something.Teaching Difficulties:1.Know howto writea speech.2.Know howto writea newspaper story.3.Learn tocooperate toeach other.Teaching Procedures:Step1Revision T:In thelast period,we learnedtheAttributiveClause andhowtochoose aproper relativepronoun.Now lets checkyour homeworkexercises.Please openyour textbooksand turnto Page64.Look atPart1inUsingStructures.I will ask someof you toread thesentencesout.(The teachercorrects mistakesif there are any.)Step2Reading andWriting T:Read the letter onPage29.In the blank atthe beginningof theletter,write thelast numberof theyear itis now.Then intheblanknear theendof theletter,use anumber tosay howmany yearsago the quake happened.(After severalminutes,the teacher checks the answers with the class.)T:Suppose youare thestudent who was invitedto givethe speech.What shouldyou includein yourspeech?(Students give their different answers.)T:Yes,while writing,dont forgetto containtheinformation.Now Iwill giveyou15minutes to write thespeech.You canfollow thepoints inpart3on thispage.(While thestudents arewriting,the teachergets aroundthe classroomand helpsthestudentsto dealwith anydifficulties thatthey have.)(After15minutes)T:Are thereany volunteerstoreadhis orher speech?(If thereis nobody,the teacher asks ooread,and givesome assessments.)Step3Speaking T:Imagine thatafter yourspeech,Zhangsha asksyou togive a short talkabout thenew stampsabout Tangshanto honorthe city.First,ask and answer thefollowing questionsin pairs. (1)What dothese stampsshow? (2)Do youthink thesestamps arevery importantand why? (3)Will youcollect thesestamps?Why andwhy not?(After thestudents askand answerthese questionsinpairs.)T:Now tryto fillinthelines inthe little talk.You can use someof the answers tothe8questions.T:Next Iwillaskoneofyou toread thelittle talk.Step4Writing T:By nowyou have learned writinga speechandalittletalk.Now youare goingto write an articlefor anewspaper abouta specialevent thathapped inyour hometown.First,lets learnsome skillsof writingnewspaper stories.Before youwrite,you shouldwritean outline.This isvery useful.Today,we willlearn howto writean outline.Please turnto Page31.Read theinstructions inbold andpay attentionto somequestions Iprepared to you.Q1:Why isan outlineimportant?Q2:What shouldanoutlineinclude?Q3:Why isa headlineimportant?Q4:What arethe stepstofinishanewspaper story?Q5:What isthe featureofanewspaper story?Suggested answers:1.Because anoutline willprepare youtowritea betterstory.2.A goodoutline should have aheadline,a list of main ideas anda listof importantdetails.3.A headlinecan tellthe readerswhat thetopic is,so itcan attractthe readersattention sincethe readermay nothave boughtthenewspaperbefore theyread the headline.4.First,organize the main ideas.Next,put somedetails intoeach paragraph.5.A newspaperstory givesthe mostimportant newsfirst andthe leastimportant newslast.T:Now lets readthe exampleofanewspaperstory.Try tofind theheadline,mainideaand detailsof eachparagraph.You maywork ingroups ofthree.(After severalminutes,the teacherasks thestudents thefollowing questions:)Q1:What istheheadlineofthenewspaperstory?Q2:What isthemainidea?Q3:What isthe detailed information?T:Now turntoPage32andcheckyour mainideals and detailedinformation.Step5Homework T:So nowyouknowhowtowritea passage stepbystep.Prepare theoutline fora shortnewspaperstoryfor ChinaDaily.Use theexample tohelp youto organizeyour outline.You canfirst have a discussionwith your partner anddecide whichevent you will writeabout.Try towrite down the title,main ideasanddetailedinformation.Then putthem into ashortpassage.Record afterteaching:_9_The SixthPeriod Knowledge:Learn apassage about the San Francisco EarthquakeAbility:1.Learn topare twosimilar passages.2.Train thestudentslistening ability.Emotion:1.Learn tocooperate withothers.2.Learn fromthe braveryofthe peopleof San Franciscoto facethe reality.Teaching ImportantPoints:1.Train thestudentslistening ability.2.Learn apassage about the San Francisco EarthquakeTeaching Difficulties:Learn topare twosimilar passages.Teaching Procedures:Step1Revision T:In thesecond periodof this unit,you learntsomedetailedinformationabout the TangshanEearthquake.Can youuse severalsentences tosummarize the passage?S:Let mehave atry.The terribleearthquakestruckthe cityof Tangshanwhile people were sleeping.More than400000peoplewerekilled orinjured inthequake.After thequake,people foundnearly everythingwas destroyed.But peopleinTangshandidnt loseheart.They rebuiltthe citywith thehelp ofsoldiers.T:Quite good.Step2Reading andComparing T:In the first period,we alsotalked about the earthquakesthathappenedin SanFrancisco.Today,we willlearn apassage titled“The Storyof anEyewitness”,which isabouttheSanFranciscoEarthquakein1906.It waswritten byJake London,whowasa famousAmerican writer.T:First readthepassagecarefully.While reading,please thinkaboutthefollowing questions: (1)How didthe authorfeel abouttheearthquake? (2)How didthe authorfeel aboutthepeopleofSanFrancisco?(Ss readthepassage,then the teacheraskssomeone togivetheir answers andchecks theanswers)(Answers willvary.)T:Quite good.You cankeep yourown answersas longas youthink theyare reasonable