Unit 4教案必修一earthquake

1、Unit 4 EarthquakesI. 单元教学目标 Describe an earthquake. Know how to protect oneself and help others in disasters. Learn how to express thanks to someone with some useful expressions given. Write a newspaper outline. Review the Attributive Clause and learn to use the relative pronouns that, which, who an

2、d whose. .目标语言 功能句式Expressing thanks to someoneI would like to express my thanks to who. P30 Here, I wish to express my thanks for the great efforts. P30Id also like to thank. P30No words are strong enough to express our. P30It was terrible when. P30 It seemed as if. P30 I remember. P30 I felt. P30N

3、ot long after that. P30 LuckilyP30 Describing sequence词汇1四会词汇 earthquake, well, pipe, burst, million, event, nation, canal, steam, dirt, ruin, suffering, extreme, destroy, brick, dam, track, useless, shock, rescue, trap, electricity, disaster, bury, mine, miner, shelter, title, reporter, bar, damage

4、, frighten, frightened, frightening, congratulation, judge, sincerely, express, outline, headline, cyclist2认读词汇 crack, smelly, farmyard3词组 right away， as if, at an end，in ruins, dig out， a number of语法The Attributive Clause1能够用英语描述人物的特征，行为等。由who, whose, that 引导。2能够用英语描述事物，事件的性质，内容等，由which, that 引导。重点

5、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. P264It was a city whose hospitals, 75% of its factories and buildings and 90% of its homes were gone.

6、P265. Then, later that afternoon, another big quake which was almost as strong as the first one shook Tangshan. P266. The army organized teams to dig out those who were trapped and to bury the dead. P267. Workers built shelters for survivors whose homes had been destroyed. P26 8. Never before in his

7、tory has a city been so completely destroyed. P659. 9. Man himself had to make ruins of some of the citys best buildings so that they would not be a danger to those in the streets. P6510. A list of buildings not destroyed was now only a few addresses. P6511. Amazing as it may seem, Wednesday night w

8、as a quiet night. P6512. Never in all San Franciscos history were her people so kind as on that terrible night. P65. 教材分析与教材重组1教材分析本单元以地震为中心话题 ，介绍了地震这一自然现象，使大家对地震的起因、前兆、危害及如何在震中自救等有了较全面的了解。各项语言活动主要围绕这个中心内容对人，事，物进行了描述。这些练习内容让学生思考如何去避免地震或至少是避免太多的损失。即对于灾难要有正确的认识，要用积极的态度来对待它。1.1 Warming-up 用唐山和旧金山的两幅图片导

9、入本单元，旨在让学生运用有关知识去描述所见图片，并发挥想象力来描述震后这两个城市的情景。带着疑问去学新知识，来完善自己对地震的认识。另一方面，它也为学生提供了功能项目、短语词汇、和语法知识方面的练习。1.2 Pre-reading是Warming-up的延续。它由对图片的想象转入到经历地震的想象中。由两个问题组成。第一个问题其目的是提高学生在危急关头的应变能力，第二个问题旨在培养学生对周围事物的观察能力，并结合图片培养学生运用语言的能力，也对课文内容作了伏笔。1.3 Reading 从内容来看，它包含了地震的方方面面；从功能项目来看，它包含了本单元大部分的词汇和语法内容，为下一步的语言运用做好

10、了准备。这是一篇新闻报道，记述了唐山地震的前兆，经过，危害及救援工作。整篇文章语言生动，扣人心弦，能让人感到地震的可怕性，也能感到政府对灾区人民的关怀。体现出了人类在自然灾害面前的脆弱和战胜困难时体现出来的集体主义精神。同时也让学生对灾难临头时如何自救等知识有所了解。1.4 Comprehending 是对目标语言的全面练习，也指导了学生的学习方法和步骤。它要求学生从字、词、句、语段总体上去把握课文内容。1.5 Learning about language是继Comprehending之后又一指导性练习。它着重从词的意义、用法和表达法方面对学生学习英语词汇给予了指导。尤其是对as if 句型

11、和 定语从句进行了专练。加强了学生对定语从句的理解，掌握和运用。3个练习分别给出了定语从句的功能，基本结构及各种关系代词的用法，便于学生自学。1.6 Using Language的安排体现了学以致用的目的。从Reading, Writing, Speaking 和 Listening各个方面对学生进行训练，是对本单元主题内容的补充和拓展。1.7 Summing up与Learning Tip告诉学生学习英语除了要用功之余还得讲求技巧，并时常总结。1.8 Workbook围绕中心内容从听说读写四个方面对其做了进一步的深化和补充。2.教材重组2.1 Reading这部分由Warming-up, P

12、re-reading, Reading和Comprehending组成。Comprehending的设计从句子理解，事物发展的时序，到文章段落大意都体现了对阅读效果的考察，故这一部分与阅读不可分割。2.2 Listening and Speaking Speaking这一技能在P30的Using Language和P62的Talking中都有所体现，因此可以把它们放在一起来上一节口语课。尤其是P62的Talking为学生提供了发挥想象的空间，也为下一课Listening在内容上做了铺垫。Listening 包括P62，P31和P66。从内容上看，分别涉及到了地震的起因，对1906年旧金山地震的

13、叙述以及人们在地震中应做些什么进行了较为全面的介绍。P67 Speaking Task从内容上与P66一致，故将其放入进来。如时间不允许，可将其放入语法课的开始，作为对Listening的一种复习。 2.3 Grammar 以P29的Discovering Useful Structures为引子，引出了本单元的语法内容 定语从句。P64中也有有关练习，故放在了一起。2.4 Reading (II ) 以Reading Task为主，从文章的行文风格上进行了分析。教师可将P31中Listening 放入进来，组成听读课。因为这两个材料都是关于1906年旧金山大地震的。2.5 Writing 将

14、P32中的Writing an outline, P67中的Writing a poster 和 P68 中的Project整合成一堂写作课。3. 课时设计与课时分配1st period Reading (I)2nd period Speaking and listening3rd period Grammar4th period Reading (II)5th period Writing. 分课时教案The First Period Reading()Teaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语well, pond, burst,

15、 canals, steam, dirt, injure, brick, dam, useless, steel, shock, rescue, quake, electricity, army, shelter, fresh, organize, bury, at an end, dig out, coal mine, in ruinsb. 重点句子1. Farmers noticed that the well walls had deep cracks in them. P26 2. The number of the people who were killed or injured

16、reached more than 400,000 P26 3. It seemed as if the world was at an end. P26 4. It was a city whose hospitals, 75% of its factories and buildings and 90% of its homes were gone. P26 5. Then, later that afternoon, another big quake which was almost as strong as the first one shook Tangshan. P26 6. T

17、he army organized teams to dig out those who were trapped and to bury the dead. P26 7. Workers built shelters for survivors whose homes had been destroyed. P262. Ability goals 能力目标Enable the students to describe the earthquake of TangshanLet the students write a summary of “A NIGHT THE EARTH DIDN”T

18、SLEEP”.3. 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.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 st

19、udent 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 appreciat

20、e an article. Teaching methods 教学方法a. Discussingb. Skimming and scanningTeaching aids 教具准备A slide projectorTeaching procedures & ways 教学过程及方式Step Revision (2 minutes)Check the homework with the whole class.Step Warming-up (3 minutes)Ask the students to read the instructions and make sure they know w

21、hat to do, and then have a discussion about the two pictures.T: Today, before we begin our reading, Id like to ask you a question, “what is the biggest sound you have heard in your life?”S1: The sound of the wind that blew on a winter night when I was very young. It sounded like a ghost who was howl

22、ing. 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: Thats too terrible.S3: The noise when planes take off and land.S4: The sound of trains.T: Good! I agree that all of them are big

23、sounds. But have 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 a too sudden and too sad thing. For example, when one of his loved families dies, he

24、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 well learn something about earthquakes. I think most of us heard of earthquakes. Can you imagine how terrible it is? S7: T

25、he 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

26、 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 the

27、re has been a big earthquake in these two cities? Work in pairs and discuss it. Then Ill ask some of you to read out his/her description.Two minutes later S3: After the terrible quake, everything is destroyed. There is no wind, no sound. What we can see is fallen buildings and dead bodies. The polic

28、emen, the soldiers and some other volunteers are rescuing the people trapped in the ruins.T: Maybe, thats the true thing we may see after an earthquake. But can we avoid or at least reduce the loss caused by earthquakes?S4: We may, because we can foretell it.T: Really? How can we foretell an earthqu

29、ake? Lets look at Pre-reading, and decide which situation may happen before an earthquake. Step Pre-reading (3 minutes)There 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 ma

30、tter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.T: Now, lets 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

31、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 dont know the meaning of the picture with two women.T: It doesnt matter. You will k

32、now 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: Ill take all my money. People cant live without money.S4: I will take as much water as possible. Because it is s

33、aid that people can keep alive for nearly 7 days by drinking without any food.S5: In that case, Id rather take some apples, so that I can not only drink, but also eat.S6: I will carry my grandma. She is my most loved person in this world. It is she who brought me up.T: What a dutiful child you are!

34、Im very glad to have a student like you. Sit down please! It seems that all of you know what you should do during an earthquake. OK. Lets read our text, and see what it tells us.Step Reading (20 minutes)In this part, the teacher should ask the students to read the passage quickly and silently for th

35、e 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 Exercise 3 in Comprehending. It is about the main idea of each paragraph. Then ask them to read the text again carefully to obtain some details. Before re

36、ading 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 Exercises1 and 2, which are about details.Skimming (5 minutes)T: At first Id li

37、ke you to read the text quickly and silently to get the general idea of the article. While reading, you should pay attention to the first sentence of each paragraph.Two or three minutes laterT: Have you found the general idea of the text?Ss: Yes.T: What is it?S1: There is not a quick answer to this

38、question. Are you suggesting us that the general idea is the mixture of the first sentences of each paragraph?T: Sure.S1: OK. Thats easy. The main idea of the passage is that: it tells us some signs of the earthquake, and what happened during the quake.T: Anything else?S2: The text also tells us tha

39、t all hope was not lost.T: You mean the text tells us something that happened after the earthquake? S2: Yes.T: Good, sit down please. In fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (The teacher writes the word on the blackboard) Do yo

40、u 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

41、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 c

42、hanges to make them more exact. The teacher shows the screen and gives them a little time to think over. 1 Strange things were happening in the countryside of northeast Hebei. 2 The disaster happened.3 Nearly everything was destroyed. 4 All hope was not lost.Careful reading (15 minutes)T: Now, its t

43、ime 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 screen. 1. What natural signs of a coming disaster were there?2. Can you t

44、hink of some reasons why these signs werent noticed?3. What events probably made the disaster worse?4. What situations probably made the disaster worse? 5. How were the survivors helped?Give the students 8 minutes to read the text and then to think over or discuss the questions. The teacher should w

45、alk in the classroom to help those who need help.T: OK. Everyone, have you finished your task?Ss: Yes.S1: I found Question 2 difficult to answer. I dont know why they didnt notice the signs. The signs were so clear!S2: I think it is easy to answer. At that time people didnt have knowledge of an eart

46、hquake. Am I right, Madam?T: Maybe. So far as I know the center government made country wide propaganda after the terrible disaster. Nearly every village in China had the paintings about earthquakes, which told people what the signs of a quake were and what they should do during and after the earthq

47、uake.S3: Madam, I just cant tell the differences between Question 3 and Question 4.T: You mean you cant decide what an event is and what a situation is?S3: Yes.T: Who can help him?S4: Its difficult for me to tell the differences between an event and a situation. But I know that the answer to Questio

48、n 3 is: “ later that afternoon, another big quake shook Tangshan.” And the answer to Question 4 is: “Some of the rescue workers and doctors were trapped under the ruins. More buildings fell down. Water, food, and electricity were hard to get. People began to wonder how long the disaster would last.”

49、T: Right! In my opinion, an event is about what has happened; while a situation is about the influence caused by the event. Are you clear?S3: Yes, Madam. Thank you.Step Extension (8 minutes)T: All of you did very well. Now I still have some questions to let you think over. Please look at the questio

50、ns on the screen:1. From whose point of view are events described? How do you know?2. What is the mood of this passage? How is it created?3. Why do you think the writer chooses to express his feelings about the quake rather than simply reporting what happened?4. Why is the title A NIGHT THE EARTH DI

51、DNT SLEEP?5. What does the sentence “Slowly, the city began to breathe again” mean?The teacher can ask the students to have a discussion in groups of four at first and then ask some of them to show their ideas.Suggested answers:S1: He uses a third-persons way to describe the quake. His description i

52、s very objective. For example, the second sentence in the third paragraph. The writer says, “Everywhere they looked nearly everything was destroyed.” The writer uses they instead of we.S2: The mood is serious and a bit sad. It is created by giving details of how many people and animals were killed o

53、r injured, and how many buildings were destroyed. S3: Although the writer was not there, he felt sad for the people of Tangshan. He knows that some personal feelings will make the reading more interesting.S4: I think the reason is that, as usual, night is the time to sleep, and usually night should

54、be safe and quiet. But that night everything changed. The writer uses A NIGHT THE EARTH DIDNT SLEEP as a title is to show how terrible and how unusual the night was.S5: Here we can see that the writer compared the city to a person who suffered a lot in the disaster. He felt her pain, and he worried

55、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 Comprehending (5 minutes)By now, the students have had a further understanding about the text. So its time to have a summary about

56、 what they have learned in this class. The comprehending part on Page 27 gives them a good chance to do this. Exercise 1 is about the details in the text, which is easy to finish. Exercise 2 is about the important functional item of this unitsequence. Exercise 3 asks the students to write a summary.

57、 At the first glance, it seems difficult, and some students may feel that it is impossible for them to write it. In fact, this exercise gives them the way to write a summary. In other words, what they should do is to write down the main idea of each paragraph. And in the course of skimming, the teac

58、her has guided them to find these main ideas. So this exercise shouldnt be a difficult one. The teacher should explain this to the students. Give the students two minutes to finish the exercises, and then check the answers with the whole class. Step Translation (2 minutes)The purpose of this step is to let students know the mea