人教新课标英语必修一Unit-4-Earthquakes-单元教案设计

1、人教新课标英语必修一Unit-4-Earthquakes-单元教案设计Unit 4 Earthquakes1课时设计与课时分配1st periodReading (I)2nd periodSpeaking and listening3rd periodGrammar4th periodReading (II)5th periodWritingThe First Period Reading( I)Teaching important points 教学重点a. Present a sequenceof events to introduce to the students and try to

2、 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

3、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 projectorTeaching 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 ins

4、tructions 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 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

5、. No matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.Step IV 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 pass

6、age.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 reading for the second time, show some questions on

7、 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)The teacher shows the screen and gives them a little time to think

8、 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)Show on the screen.1. What natural signs of a coming disaster were there?2. Can you think of some reasons why thes

9、e 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 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

10、help those who need help. Step V Extension (8 minutes)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.

11、Why is the title A NIGHT THE EART H 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.Step VI Comprehending (5 minutes)s tinBy now, the

12、students have had a further understanding about the text. So it 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 fu

13、nctional item of this unitsequence. Exercise 3 asks the students to write a summary. 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

14、 write down the main idea of each paragraph. And in the course of skimming, the teacher has guided them to find these main ideas. So this exercise shouldn ' t be a difficult one. The teacher should explain this to the students. Give the students two minutes to finish the exercises, and then chec

15、k the answers with the whole class.Step VU Translation (2 minutes)The purpose of this step is to let students know the meanings of some complex sentences, and let them learn the sentences by heart. If time permits, do this at once, or leave it as homework.1. Farmers noticed that the well walls had d

16、eep cracks in them.2. The number of the people who were killed or injured reached more than 400,000 3. It seemed as if the world was at an end.4. It was a city whose hospitals, 75% of its factories and buildings and 90% of itshomes were gone.5. Then, later that afternoon, another big quake which was

17、 almost as strong as the first one shook Tangshan.6. The army organized teams to dig out those who were trapped and to bury the dead.7. Workers built shelters for survivors whose homes had been destroyed.Step W Homework (1 minute)T: Now, it ' s time for assignment.ylwdOnave two tasks to finish a

18、fter class. TheThe Second Period Listening and SpeakingTeaching important points 教学重点a. Help the students to improve their speaking skills.b. Tell the students how to make use of the given information to express their thanks.c. Tell the students how to tell short stories in a literary way.Teaching d

19、ifficult points 教学难点a. Teach the students the ways to express themselves.b. Help the students how to tell a folktale in a literary way.c. Conclude some ways on how to improve the studen tsistening ability effectively.Step I Revision (5 minutes)The teacher can ask some of the students to read out the

20、ir answers to the exercises.This is a good and effective way to check the homework. After that, the teacher can begin today' s task.(The process is omitted)Step n Reading and speaking (35 minutes)1. A thanks speech (7minutes)T: Boys and girls, if somebody gave you some help, I think you would ex

21、press your thanks to him or her. Have you ever done so?Ss Yes.Ladies and gentlemen,It's my honour to be here to celebrate the opening of the new park to honour those wodied in the terrible disaster. First, I'd like to express my thanks who worked hard to rescue surviors. Without your help, w

22、e don't know how many children would lose their parents, and how many parents would lose their children. An old saying said that a friend in need is a friend in deed. No words are strong enough to expressour thanks to you, becauseit's you who gave our grandparents and parents life again and

23、also brought hope to this city. Second, I wish to express my thanks for the great efforts of those who worked hard to build a new city. You built new homes and offices within only seven years. You were so quick that the UN honoured you for your quick work. It seemedas if the disaster was just a nigh

24、tmare. You speeded up the completment of the nightmare! And I d also like to thank the visitors for listening to my speech. It's a good time for all of us to look back at the past and to look forward to the future. As a middle school student, I'd like to say that Our destiny offers not the c

25、up of despair, but the chalice of opportunity (Richard Nixon, American President )命运给予我们的不是失望之酒，而是机会之杯。(美国总统 尼克松.R.) We will work hard to make our future more beautiful!Thank you!2. A little talk (5 minutes)It s time for the students to discuss the stamps of new Tangshan.3. A short story (10 minutes

26、)This integrated language activity enables students to use their imaginations to tell short stories in a literary way. You may want to encourage your students to use a literary device, such assimile, personification or metaphor.Group one:In the center of the earth lives an evil ghost. He usually sle

27、eps for many years. During these years, people on the earth live a happy life. But when he wakes up, he shall howl. And then people feel an earthquake.Group two:Some people believe that there is a magic world in the center of our earth, where lives a kind of wiser living thing. They can make UFO. Wh

28、en the UFO comes out to visit our world, there is an earthquake.Group three:There are too many people on the earth, and people are building too many buildings.Besides, they dig too many and too deep holes. The earth can' t stand. She shakes, aian earthquake happens.heA giant fish carries a stone

29、 on his back. A cow stands on the stone and balances earth on one of her horns. From time to time, her neck begins to feel pain, so she throws the earth from one horn to the other. (From East Africa)The earth was a giant catfish, which fought with a god. The god won and stood in victory on the catfi

30、sh head. But every now and then the catfish tries to escape by moving his huge tail, which shakes the ground. (From Japan)Step m Listening on Page 62 (10 minutes)Step IV Listening on Page 66 (10 minutes)This listening material gives the students a chance to learn more knowledge about earthquakes. Th

31、e way and steps of listening are the same with the ones in step 2. But the three pictures can help the students to guess what will happen in the listening. So teacher can ask the students to look at the pictures and discuss what they might have learned.Step V Speaking task (15 minutes)This part is c

32、oming after the Listening. In content they have the same topic. It to put them together. Also this exercise gives students practice in taking words and phrases from the reading passage and put them into a short dialogue. Students have the option of acting out a short dialogue rather than simply read

33、ing it.Step VI Homeworkpreview the USING WORDS AND EXPRESSIONS on Page 63, and do Exercises 1 and 2 on Page 29 in discovering useful structures. Next time we will learn the Attributive Clause. That ' s all for today, bye everyone!The Third Period GrammarTeaching important points教学重点The Attributi

34、ve Clause: the structure and the usage of who, whose, that, and which.Teaching difficult points教学难点The usage of the wordsthat, which, who and whoseTeaching procedures & ways教学过程及方式Step I Revision (10 minutes)A student stands up and reads out the passage. At the same time, the teacher should pay

35、attention to the forms and tenses of the words. After that, ask the class to discuss if they have some different answers. If so, make some necessary changes.Step n Discovering useful structures (20 minutes)There are two kinds of this clause. One is the Restrictive Attributive Clause, which modifies

36、the noun; the other is the Non- Restrictive Attributive Clause, which gives extra information, and is written with commas.Show on the screen.1. But the one million people of the city, who thought little of these events, went to bed as usual that night.2. It was heard in Beijing, which is one hundred

37、 kilometer away.3. A huge crack that was eight kilometer long and thirty meter wide cut across houses, roads and canals.4. The number of people_who were killed or injured reached more than 400,000.5. The army organized teams to dig out those_who were trapped and to bury the dead.6. Workers built she

38、lters for survivors whose homes had been destroyed.While the students are translating the sentences, the teacher should notice the difference in translating the Restrictive Attributive Clause and the Non-restrictive Attributive Clause. If the students have any errors, correct them.The Teacher had be

39、tter give the paper out before class, so that the students can have time to preview the grammar.I .定语从句12 / 131 .限定性定语从句 (Restrictive Attributive Clauses) 大多数定语从句对所修饰词的意思加以限制，表示 “的人(或东西)”， 称为限定性定语从句。在限定性定语从句中，当关系代词在从句中做宾语时，在绝大多数情况下都 可以省略，特别是在口语中，在被修饰的词为all, everything等词时尤其如此。2 .非限定性定语从句(Non- Restric

40、tive Attributive Clauses)对所修饰的词没有限定词义的作用，而只是补充一些说明，通常都有一个逗号把它和句子的其 它部分分开，在译成中文时，这个从句多译成一个并列句。限定性定语从句去掉以后，句子意思常发生变化，甚至不能成立，而非限定性定语从句拿掉 以后对剩下部分没有太大的影响。如：Answers to the Exercise 11 who 2 Whom 3 Who 4 whom 5 who 6 who/whom 7 whom 8 whom9 whose 10 whose 11 that 12 that 13 that 14 whose 15 thatExercise 2

41、in Discovery useful structuresGive the students some time to read the sentencesquickly and loudly, and try to remember them. A few minutes later, ask some of them to recite the sentences.For Exercise 3, the teacher can give the students some time to prepare the sentences and play the game quickly. T

42、his is a good way to make the class lively.Step m Using structures (15 minutes)This is advice on how to protect one ' s home from an earthquake. The main purpose is to practice the Attributive Clause. This exercise is a kind of procreative activity for the students, which can be done only after

43、the students read and understand the passage. So perhaps it is difficult for some students. The teacher should be patient to them and give them enough help.Five minutes later(The answers to the exercise are omitted)For Exercise 2, the teacher can read out the instruction for the students, and make s

44、ure they know what to do. If some student find it difficult to finish, the teacher can give them a hand by offering some words from the text A SAFE HOME. For example, the word I have chosen is computer/ the word I have chosen is the kitchen/the word Ihave chosen is the place and so on. And must make

45、 the students know the purposeof the exercise is to get familiar with the Attributive Clause.Step IV HomeworkT: Well, all of you did very well. Now, time is up. Today' s homework is to finish theSumming up and Learning Tip on Page 32. And make good preparation to the Reading Task on page 65. Mak

46、e sure you know the meaning of the text clearly.Class is over. See you next time!The Fourth Period Reading (II)Teaching important points 教学重点Teach the students how to enjoy and analyze an article, from its words, sentences and the structure of the text.Teaching difficult points 教学难点Teach the student

47、s how to enjoy and analyze an article.Teaching procedures & ways教学过程及方式Step n Pre-reading (2 minutes)As luck would have it, at the time of the quake AmericaLondon just happened to be living near San Francisco. His account骸述)of the disaster is both factual and literary, that is, he tried to write

48、 not only for readers of th time but readers yet to come. London, like most great writers and former journalists,he bay.knew a good story when he saw it. He and his wife rode on horseback at a fast gallop(飞驰 )from their ranch to the hills overlooking the“ city bythey saw both horrid (使害怕)and fascina

49、ted 吸弓I) them.Step m Reading (20 minutes)Show on the screen.1. Who is the man in the picture?2. .What can we see from the word never in the sentence Never before in the history has a city been so completely destroyed?3. How many negative words are used in the first paragraph, and what can we know fr

50、om these words?4. What' s the feature!(点)of the sentences in the first and second paragraph?5. What' s the main idea of the second paragraph?6. What can we learn from the first sentence and the last sentence?Ask the students to discuss the questions in groups. After that the teacher checks t

51、he answers with the whole class.T: Who is the man in the picture?Step IV Answering questions (5 minutes)Give the students some time to finish the exercises and then check the answers with the whole class.Suggested answers to Exercise 11. shockedLondon is both greatly surprised and frightened by what

52、 he sees, so shocked' is a good word to describe his feelings.2. sadLondon knows that many families lost their loved ones and all their possessions.Suggested answers to Exercise 21. The writer of the San Francisco in 1906 shows more feeling about the earthquake. Because he is an eyewitness. He i

53、s also writing a personal report, not a histoty lesson.2. Both writers give similar details about the people hurt by the quake and the things it destroyed.3. Neither writer gives details of big events before little events.Suggested answers to Exercise 3I believe the writer s description because the

54、writer is an eyewitness and he is also writing a personal report, not a history lesson.Step V Listening on Page 31 (10 minutes)This is a first-person narrative story. A man is giving his account of what happened during the second big earthquake that hit San Francisco in 1906. In this listening mater

55、ial the teacher should also remind the students to pay attention to the sequence. Exercise 3 is designed for this purpose. It is necessaryto let the students practice reading the sentences aloud.Step VI Homework (2 minutes)In this class we read and listened to two stories, both of which are about th

56、e 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 http:/www. Sfmuseum. Org/1906/06.html .If you are interested in them, you can surf in the site I ' ve giveThe yohuer is to

57、go on with the listening and check the answers to the exercises.The Fifth Period WritingTeaching important points教学重点a. Teach the students how to write an outline of a newspaper.b. Teach the students how to write a poster.Teaching difficult points教学难点a. Teach the students the ways to express themsel

58、ves, and form their own writing methods.b. Tell the studnts the difference of the outlines between a short story and a newspaper story.Step I Writing an outline (10 minutes)This part is to write an outline of a newspaper story. The teacher should guide the students to finish this task. Ask them to read the instructions. And then answer the questions on the screen. Give them 2 minutes to read and think about the questions. 1. Why is an outline important?2. What should an outline include?3. Why is a headline important?4. What are the steps to finish a newspaper story?5. What is