Unit4Earthquake教案

1、Unit4 Earthquake1 .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。对对于灾难要有正确的认识，要用积极的态度来对 待它。1.1 Warming-up用唐山和旧金山的两幅图片导入本单元，旨在让学生运用 有关知识去描述所见图片，并发挥想象力来描述震后这两个城市的情景。带着疑问去学新知识，来完善自己对地震的认识。另一方面，它也为学生提供了功能项 目、短语词汇、和语法知识方面的练习。1.2 Pr

2、e-reading是Warming-up的延续。它由对图片的想象转入到经历地震的 想象中。由两个问题组成。第一个问题其目的是提高学生在危急关头的应变能力， 第二个问题旨在培养学生对周围事物的观察能力，并结合图片培养学生运用语言 的能力，也对课文内容作了伏笔。1.3 Reading从内容来看，它包含了地震的方方面面；从功能项目来看，它 包含了本单元大部分的词汇和语法内容，为下一步的语言运用做好了准备。这是 一篇新闻报道，记述了唐山地震的前兆，经过，危害及救援工作。整篇文章语言 生动，扣人心弦，能让人感到地震的可怕性，也能感到政府对灾区人民的关怀。体现出了人类在自然灾害面前的脆弱和战胜困难时体现出

3、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。The First Period Reading ( I ) Teaching goals 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, arm

4、y, 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. 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

5、 hospitals, 75% of its factories and buildings and 90% of its homes were gone. 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 sh

6、elters 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 SLEEP”.3. Learning ability goals 学能目标Help the students learn how to describe the earth of Tangshan.Help

7、 the students master the target language by doing some exercises.Teaching important points 教学重点a. Present a sequenceof 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

8、 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.Teaching methods 教学方法a. Discussingb. Skimming and scanningTeaching aids 教具准备A slide projector

9、Teaching procedures & ways教学过程及方式Step I Revision (2 minutes)Check the homework with the whole class.Step n Warming-up (3 minutes)Ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.Step m Pre-reading (3 minutes)There are

10、 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 careful thoughts to the situations, their answers should be good.Step IV

11、 Reading (20 minutes)In this part, the teacher should ask the students to read the passagequickly and silently 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 Exercise 3 in Comprehending. It is abo

12、ut 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.

13、 They can also make preparations for Exercises1 and 2, which are about details.Skimming (5 minutes)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.

14、4 All hope was not lost.Careful reading (15 minutes)read the questions.Show on the screen.1. What natural signs of a coming disaster were there?2. Can you think of some reasons why these signs weren' t noticed?3. What events probably made the disaster worse?4. What situations probably made the d

15、isaster 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 walk in the classroom to help those who need help. Step V Extension (8 minutes)6. All of you did very well. Now I still have some questions

16、to let you think over.Please look at 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 rather than simply reporting what h

17、appened?4. Why is the title A NIGHT THE EARTH DIDN ' T SLEEP?5. What does the sentenceSlowly, the city began to breathe again mean?The teacher can ask the studentsto have a discussion in groups of four at first and then ask some of them to show their ideas.Suggested answers:51: He uses a third-

18、persons way to describe the quake. His description is very objective. For example, the second sentencein the third paragraph. The writer says, “ Everywhere they looked nearly everything was destroyed." The writer usesthey instead of we.52: The mood is serious and a bit sad. It is created by giv

19、ing details of how many people and animals were killed or injured, and how many buildings were destroyed.53: 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.54: I think the reason is that, as usual

20、, night is the time to sleep, and usually nightshould be safe and quiet. But that night everything changed. The writer uses A NIGHT THE EARTH DIDN T SLEEP as a title is to show how terrible and how unusual the night was.55: Here we can see that the writer compared the city to a person who suffered a

21、 lot in the 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 Comprehending (5 minutes)By now, the students have had a further underst

22、anding aboutthe text. So it s time to have a summary about 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 unit sequence. Exercise 3 asks the students to