高一英语必修二语法及高一英语集体备课资料

Module1GrammarI.begoingto的用法begoingto结构表示按计划、打算去做某事，表示人的主管意图，有时还可表示预测有迹象要发生某事。如：.HowlongisyourauntgoingtostayinChinaforavisit?(计划、打算).Lookattheclouds.It’sgoingtorain.(有迹象要发生).Georgeisputtingonweight.Heisgoingtobequitefat.(预测)II.begoingto与will的区别.will表示说话人认为、相信要发生的事,不含具体时间,可以指遥远的将来;begoingto表示按计划、打算即将发生的事。.二者都可以表示“意图”。但是表示事先考虑的事情用begoingto,否则用will。如:Iamnotgoingto/won’ttellhimaboutit.--Thisisaveryheavybox.--I’llhelpyoutocarryit..begoingto可以用在条件句中表示将来,will则不行。如:Ifyouaregoingtoattendtheparty,you’dbetterleavenow.Module2Grammar不定式作状语不定式作目的状语Hebrokeintothehousetostealsomething.Manydrugaddictsarenowintreatmentcenterstostoptakingdrugs.He’ssavinguptobuyanewcar.Heusesacomputertosendemails.2)有时候在不定式前面加上inorderto或soasto,否定式为inordernotto和soasnotto:Let’shurrysoastogotoschoolintime.Let’shurrysoasnottobelateforschool.Shestudiedveryhardinordertocatchupwithothers.Shestudiedveryhardinordernottolagbehind.3)不定式表示目的时,通常它的逻辑主语就是句子的主语,但如果不是的话,就要用for…结构表示逻辑主语,如：MomopenedthedoorforJaneandBettytocomein.Module3GrammarI.时间状语从句II.过去完成时时间状语从句.常见的连接时间状语从句的连接词有:when,while,as,before,after,until/till,since,eversince,whenever,assoonas,nosooner…than,hardly/scarcely…when等WhenWhen还有意义为‘这时’，(atthistime)‘那时’(atthattime)常用于下列句型：Somebodywasdoingsomethingwhen……某人正在做……突然……Somebodywasabouttodosomethingwhen…….某人正要做……突然……Somebodyhadjustdonesomethingwhen……某人刚刚干了……这时……1,IwasreadingEnglishwhenmyteachercamein.2,Iwasabouttotalkintheclassroomwhentheteachercamein.3,Ihadjustmadethemistakewhentheteachercamein.While观察：Whiletheyweredoinghomework,someonebrokeintothehouse.Whilehewasstillateenager,hewasabigstar.分析：while引导的从句表示“在……过程中”，强调某一段时间内主句和从句的动作在同一时期发生。从句的动作表示较长时间，因此常用延续性动词。While表示强烈的对比关系，可译成“然而”SheistallwhileIamshort.WhileIwasstudyingEnglish,hewasplayingfootball.As试观察：1)Astheywerepickingtea,thegirlsweresinginghappily.强调两个动作同时进行2)Ashegrewolder,hefounditdifficulttocomposegoodmusic.两种情况一起发展变化分析：as引导的从句表示“当……时；一边……一边……”，主句和从句的动作同时发生，强调伴随。有时可译为“随着”。过去完成时1过去完成时的构成:“助动词had+过去分词”Thepublicwonderedwhythepresidenthadn’tattendedthetopconference.2.过去完成时的用法:1).过去完成时主要用来表明在某个时间或动作之前已经发生的动作,它表示时间是“过去的过去”。如:Thepatienthaddiedwhenthedoctorarrived.Upuntilthentheyhadjustfinishedhalfthework.Hehadpressedthebuttonbeforewecouldstophim.WhenIhadfinishedmyeverydaywork,Ididsomegardening.2).如果发生的动作很短暂,或两个动作紧接着发生,则常用一般过去时代替过去完成时。尤其是在含有before,after,assoonas的复合句中,因为它们本身的词义就可以表示出先后顺序。如:JustbeforeIleftNewYork,Isentane-mailtoMrWhite,myteacherintheuniversity.3).过去完成时还可以表示未能实现的希望、愿望等,常用的动词有except,hope,mean,suppose,think等。如:Ihadhopedtosendhimatelegramtocongratulatehimonhismarriage,butdidn’tmanageit.Motherhadexpectedmetocometoherbirthdayparty,butIreallyhadalotofimportantworktodo.Note:当动作紧接着发生,次序明显时,只需用一般过去时。Whenhegothomefromwork,hewasverytired.Heopenedthedoor,turnedonthelight,washedhisfaceandwenttobedwithouttakingoffhisclothes.2.与某个时间段或时间点连用时,一般过去时表示动作在这个时间发生,而过去完成时表示动作在这个时间之前就已经完成。如:HelearnedRussianduringhisstayinRussia.HehadalreadylearnedRussianduringhisstayinRussia.3.在间接引语中，与过去完成时连用的时间状语从句常用一般过去时代替过去完成时。如：HetoldmesomebodyhadphonedwhenIwasout.Johnsaidthefilmhadbeenonfiveminuteswhenhegottothecinema.Module4Grammar–ingformandtheinfinitive作主语(1)-ing形式和不定式都可在句中用作主语。一般情况下可以互换。Tolearnaforeignlanguageisnoteasy.=Learningaforeignlanguageisnoteasy.学习外语是不容易的。(2)表示具体的,特定情况下的或有待于完成的动作时,常用不定式。①Tofinishsuchanovelwilltakemeseveraldays.读完这本小说需要花去我几天的时间。②It’simpossibletogettoBeijinginthreehoursthistime,becausethereissomethingwrongwithourcar.看来这次三个小时是到不了北京了,因为我们的车出问题了。在“Itis+形容词(如necessary)+for/ofsb.”的结构后,通常用不定式作真正的主语。而“Itisnouse/nogood/awasteoftime”后通常接ing形式。 It’squiteimpossibletofinishtheworkwithsolittlemoney.用这么少的钱想完成这项工作是不可能的。②It’snouseaskinghimforhelp.向他求助是没有用的。Thereisno结构后只能接ing形式。Thereisnoknowingwhetherheisdeadoralive.无从得知他是死是活。作表语(1)两者都可用作表语,而且一般情况下可以互换。Hisworkistopainthouses.=Hisworkispaintinghouses.他的工作就是粉刷房屋。表示具体的,特定情况下的,将来的动作,通常用动词不定式。Ourhomeworktodayistofinishtheexercises2and3onpage10.我们今天的作业就是完成第10页的练习2和3。(3)主语与表语通常要保持形式一致。Toseeistobelieve.=Seeingisbelieving.眼见为实。作宾语(1)有些动词后面只能用不定式作宾语，常见此类动词有：ask,agree,beg,decide,determine,fail,hope,learn,manage,offer,plan,prepare,pretend,promise,refuse,setout,want,wish,expect,demand①Shedecidedtohelphim.她决定帮他。admit,advise,appreciate,avoid,can’thelp,consider(考虑),delay,deny,endure,enjoy,excuse,escape,face,fancy,finish,forgive,giveup,imagine,keep,keepon,mind,miss,mention,pardon,permit,practise,putoff,risk,resist,suggest,understand等。①Thedoctoradvisedtakingmoreexercise.医生建议多做运动。②Isuggestdoingitinthisway.我建议这样做。注意:一些动词短语中含有介词to,不要和不定式中的to混淆。常见此类短语:beusedto,cometo,devoteto,getdownto,leadto,lookforwardto,payattentionto,referto,stickto等。①Ireallymustgetdowntoconsideringitseriously.我真的必须认真考虑一下这事了。②Wearelookingforwardtoseeingyouagain.我们盼望着再次见到你。有些动词后既可接ing形式,也可接不定式,而且意义上没有差别。常见此类动词:can’tstand,prefer,learn,continue等。①Ican’tstandseeing/toseegoodfoodgoingtowaste.我无法忍受看到好好的粮食被浪费掉。②Shecontinuetowork/workingafterhavingababy.有了孩子后她仍然继续工作。(4)begin,start后跟不定式或动名词皆可,通常可以互换,但在下列情况下,只用不定式。1)start,begin本身为时行时时。Theboynoticedhisfatherwasbeginningtogetangry,soheranaway.那个小男孩注意到他的父亲开始生气了,所以就跑开了。2)当主语为非生物名词或it时。Astrongwindstartedtoblow.一阵强风开始刮起来。3)当其后接表示心理活动的词时,如understand,realize,know,see等。Hebegantorealizetheimportanceofforeignlanguages.他开始意识到外语的重要性。4)在hate,like,love后,表示经常性,习惯性的动词时,通常用动名词;表示特定的、具体的某次行为则用不定式。Idon’tlikebotheringhimwhenheisbusy.我不喜欢在他忙得时候打扰他。②Iusuallylikestayingwithhim,butIevenhatetoseehimthatnight.我通常喜欢和他在一起，但是那天晚上我甚至不想见到他。(5)在remember,forget,try,goon,regret,mean,stop,want,need,require等动词后既可接ing,也可接不定式,但含义不同。1)remembertodo记着去做(还没有做的事)rememberdoing记得做过某事2)forgettodo忘记要去做某事forgetdoing忘记了做的事3)goontodo继续做另一件事goondoing继续做(原来做的)同一件事4)regrettodo遗憾将要做某事regretdoing后悔做过某事5)meantodo打算做某事meandoing意味着做某事6)stoptodo停止(正在做的事)去做另一件stopdoing停止正在做的事7)trytodo努力做某事trydoing偿试着做某事8)wanttodo想要做某事wantdoing需要被9)need/requiretodo需要做某事need/requiredoing需要被①Pleaseremembertoturnoffthelightwhenyouleave.离开时请记着关灯。②CertainlyIpostedyourletter—Irememberpostingit.我当然给你寄信了,我记得寄过它。③Themachineneedscleaning.(needstobecleaned).这台机器需要清洁了。作宾补(1)常见用不定式作宾补的动词。allow,help,warn,ask,force,tell,expect,promise,wish,want①WeexpectedhimtowinanOlympicgoldmedal.我们期盼他赢一枚奥运金牌。②Tellhimtocomeearly.告诉他早点来。(2)不定式(不带to)和动词ing形式都可在感官动词和使役动词(feel,make,let,see,hear,watch,listento,lookat,notice,observe)后作宾补。不定式强调动作发生了,完成了;ing形式则强调动作正在进行。①Isawamanwalkintothegardenandpicksomeflowers.我看到一个男的进入花园,摘了一些花。(进园摘花的动作已完成)②Isawamanwalkingintothegarden.我看到一个男的正在进入花园。(walk这个动作在“我看的时候”正在进行)③Weheardhimsingasongattheparty.我们在晚会上听他唱了一首歌。(他唱了一首,我们完整的听了一首。)④Iheardhimsingingasongwhenpassinghiswindow.经过他的窗户时，我听到他正在唱歌。(我只听了一部分,没有听完,我过去后他可能还在唱）(3)不定式在感官动词和使役动词后作宾补时，在主动语态时，不能带to,而变为被动语态时，要加上to。①TheysawhimstealTom’smoney.他们看到他偷了汤姆的钱。②HewasseentostealTom’smoney.他被看到偷了汤姆的钱。作状语不定式作状语,通常表示目的,结果,有时也放在形容词、过去分词后表示原因;ing形式作状语时通常表示时间、原因、条件或伴随等。①I’vetakensomemoneyoutofthebanktobuyalaptop.(目的)为了买手提电脑,我从银行了取了钱。②Hehurriedtotheschool(only)tofindnobodythere.(结果)他匆忙赶到学校,却发现那儿没人。③I’mgladtohearthat.(原因)听到那件事我很高兴。④Seeingthepicture,hecouldn’thelpthinkingofthosememorabledays.(时间)看到这张照片(的时候),他情不自禁地想起了那些难忘的日了。⑤Notknowinghisaddress,wecouldn’tgetintouchwithhim.(原因)不知道他的地址,我们无法和他取得联系。⑥Workinghard,youwillgetwhatyouwant.(条件)努力工作,你会得到你想要的东西的。⑦Thebabywaslyinginbedcrying.(伴随)婴儿在床上哭泣。Module5Grammmar状语从句原因状语从句结果状语从句时间状语从句地点状语从句条件状语从句让步状语从句时间状语从句1.由when,whenever,as,while,after,before,until,till,since,once,assoonas,等引导的时间状语从句。1>Whenthebellrang,theguardwaswaitinginhisseat.2>Whileantsgrowtheychangetheirformsthreetimes.3>ThreemonthswentbybeforeAqiaoknewit.2.由theminute,themoment,theinstant,theday,theweek,theyear,thefirsttime,anytime,everytime,eachtime,thelasttime,allthetime,fromthetime,bythetime,immediately,instantly,directly等引导的时间状语从句。1>我一见到你就认出了你。IrecognizedyoutheminuteIsawyou.3.其中theminute,themoment,theinstant,thesecond,以及immediately,instantly,directly表达的意思一样,都是“一…就…”可以相互替换。Eg:Youmustshowthegentlemaninimmediatelyhecomes.Youmustshowthegentlemanintheminute/themoment/instantlyhecomes.另外还要注意hardly…when…,scarcely…when…,nosooner…than…的意义和用法。这三者的意思都是“一…就…”.通常都是hardly,scarcely,nosooner位于句首,他们后面的主句用haddone,且倒装.而when,than后面的从句用一般过去时。Eg:Hardly/scarcelyhadIgothomewhenitstartedtorain.when,while,as引导的时间状语从句的区别。1>作为“当…时”讲,when可以和延续性动词连用,也可以和短暂性动词连用,而while和as只能和延续性动词连用。2>when从句的谓语动词可以在主句动词之前或之后发生或同时发生.而while和as从句的动词必须是和主句的动词同时发生。Whenhehadfinishedhishomework,hetookarest.WhenIgottotheairport,theguestshadleft.也就是说当主从句动作同时发生,切从句动作为延续性动词时,三者可互换。When/While/Asshewasmakingaphonecall,Iwaswritingaletter.3>when还有“在那时”通常用在以下句型中。beabouttodo…when…haddone…when…bedoing…when…beonthepointofdoing…when…4>as还有“因为”“作为”“随着”“一边….一边”Asthetimewenton,theweathergotworse.Thelittlegirlsangasshewent.5>在将来时的从句中常用when,且从句必须用一般现在时。YoushallborrowthebookwhenIhavefinishedreadingit.6>when还用在表示“一…就…”的句型中。Hardly/ScarcelyhadIenteredmyroomwhenthetelephonerang.7>while还做并列连词“然而”表对比。和从属连词“尽管”的意思,相当与though/although。Whileheisalittleboy,heknowsalot.I’mworkingwhilemywifeiswatchingTV.高一英语备课组集体备课资料主备人：成员：备课内容：Anighttheearthdidn’tsleep[教学目标]一、知识目标1.充分理解课文内容并完成所给的阅读任务。2.掌握一些阅读技巧和方法。3.学习有用的单词、短语和表达方式。二、能力目标在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。三、情感、态度与价值观目标①通过学习本文，使学生提高对自然界中灾难的警惕及采取预防措施。

②学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神及中华民族“一方有难，八方支援”的伟大民族精神。

③在教学活动中培养学生的合作精神和互助精神。[教学重点]①阅读并理解课文，从而使学生了解地震前兆、地震危害和震后救援等相关知识。

②通过对本篇课文的阅读，掌握各种阅读技巧。[教学难点]①阅读并理解课文，从而使学生了解地震前兆、地震危害和震后救援等相关知识。

②通过对本篇课文的阅读，掌握各种阅读技巧。[教学方法]

我在教学中淡化语言点和语法知识的简单传授，采用任务型教学法和小组合作探究学习法，从而扩大课堂的语料输入量及学生的语言输出量，注重培养学生“课前、课中、课后”良好的学习习惯。我具体采用了以下教学方法：

①提问法——逐步引导，逐渐深入；

②自主探究法——学生实践，巩固提高；

③归纳法与整理法——学生实践，形成积极的抽象思维；

④讨论法——积极参与，总结规律，形成正确的自我评价与相互评价；

⑤点拨法——展开联想，拓宽思路。[教学时数]1课时。[教学过程]Step1

Leading-in导入

Showsomepicturestothestudents.

Teacher:Firstlet’sgettoknowtheman,whoiscalledMr.Nature.Heisveryemotional.Whenheishappy,hestayscalmandshowsusbeautifulnaturalscenery.Butwhenhegetsangry,hebecomesatroublemakerandcausesmanynaturaldisasters.Canyounamethefollowingnaturaldisasters?

Suggestedanswers:Flood,drought,fire,volcano,typhoon,tornado,rock-mudflow,snowslide,earthquake

Teacher:Asweallknow,anearthquakeisakindofcommondisasters.Itcancausegreatdamagetopeople.Haveyoueverexperiencedanearthquake?

(Students’answers)

Teacher:Canyoudescribeyourfeelingsatthattime?

(Students’answers)

Teacher:Whydoesanearthquakehappen?

Suggestedanswers:ScientistsbelievethatthesurfaceoftheearthiscoveredbyanumberofmovingplatessuchasthePacificplate,theIndianplate,theEurasianplate,andsoon.Sometimestwoplatesmovetowardsandpushagainsteachother.Sometimestheystopforyearsbutatothertimestheyjumpandanearthquakeisfelt.Anearthquakeistheresultofthemovementoftheseplates.

Teacher:WeknowChinaisacountrywheremanyearthquakeshappen.WhydoesChinahavealotofearthquakes?

Suggestedanswers:BecausethePacificplateispushingChinafromtheeastandtheIndianplateispushingChinafromthesouthwest.ThepowerofthismovementcreatedtheHimalayasandMountQomolongma.ItnowcausesearthquakesinChina.TaketheWenchuanearthquakeforexample,theIndianplatemovednorthwardsandputpressureontheEurasianplate.ItledtotheriseoftheQinghai-TibetPlateau.ThentherisenQinghai-TibetPlateaumovedeastwardsandputpressureonSichuanBasin.Atlast,theWenchuanearthquakehappened.Wenchuanislocatedonsolidrockoftheactiveearthquakebelt,whichmakesthequakespreadveryfar.ItwasfeltinmanyprovincesinChina,includingShaanxiProvince.

Teacher:Usuallywecanseedarkclodsintheskybeforerain.Darkcloudsareasignofrain.Similarly,somethingunusualoftenhappensbeforeanearthquake.Whatdoyouthinkwillhappenbeforeanearthquake?

Suggestedanswers:Therearebrightlightsinthesky.Chickensareflyinganddogsarebarking,andpigsandcowsaretoonervoustoeat.Fishjumpoutofthepond,andmiceranwidelyoutofthefields.Thewellhasdeepcracksinitandthewaterinitrisesandfalls.

Teacher:Ifwecanreadthesesignsfromnature,it’sveryusefulforustomakegoodpreparationsforthecomingdisaster.Ok.34yearsago,astrongearthquakehitTangshancityanddestroyedeverything.Nowlet’slearnabouttheterribleearthquake.Turntopage26.Lookatthereadingpassage—ANighttheEarthDidn’tSleep.Whatinformationdoesthewritertrytogiveusthroughthetitle?/Whatdoesthetitlemean?

Suggestedanswers:“Theearthdidn’tsleep”meanstheearthwasactiveortheearthshook.“ANighttheEarthDidn’tSleep”isapoeticwayofsayingthatanearthquakehappenedatnight.Thetitleattractspeople’sattention.

【设计说明】

为了调动学生的学习积极性，导入部分采用了多媒体动画、图片、文字等，形象直观。导入部分由三个步骤构成：

①首先用多媒体展示一个动画卡通人物“自然先生”，他是一个很情绪化的人。当他高兴时，他心平气和，展现自然美景；但当他生气发怒时，他变成一个制造麻烦的人，造成许多自然灾难。同时，展现一些包括地震在内的常见自然灾害图片，请学生辨认。通过将自然界拟人化，更能激发学生的学习兴趣，调动学生的学习积极性。

②询问学生是否经历过地震，谈论2008年5月12日发生的四川汶川地震。继而探讨“为什么发生地震？”“中国为何多发地震？”等问题，提高学生对地震成因的认识。

③让学生讨论地震前可能出现的征兆，使学生明白如果我们能够了解并认识地震前的预兆，就能提前做好准备，让更多的人获得求生的机会，减少或避免不必要的损失。最后引出本文ANighttheEarthDidn’tSleep，并让学生对文章标题进行理解。

Step2

Fastreading泛读

Readthetextquicklyandtrytofinishthefollowingexercises.

A.Newwordsorphrases

burst:breakopenbecauseofpressurefrominside

atanend:finished

nation:allthepeopleinthecountry

steam:gasthathotwatergivesout

inruins:destroyed

extreme:verygreatindegree

useless:ofnouse

shocked:surprisedverymuch

rescue:savesomebodyorsomethingfromdanger

shelter:aplacethatprotectsyoufromtheweatherordanger

B.Questions

1.WhendidtheTangshanearthquakehappen?

Suggestedanswers:Theearthquakehappenedat3:42amonJuly28,1976.

2.Howmanypeoplewerekilledorinjuredintheearthquake?

Suggestedanswers:Morethan400,000peoplewerekilledorinjuredintheearthquake.

3.Wasallhopelost?Howdidthearmyhelpthepeoplethereaftertheearthquake?

Suggestedanswers:No,allhopewasnotlost.Thearmysent150,000soldierstoTangshantohelptherescueworkers.Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.

C.Structureofthetext

1.Matchtheparagraphsintherightcolumnwiththeirheadingsintheleftcolumn.Thereisoneextraheadingwhichyoudonotneed.

2.Dividethetextinto3partsandfindoutthetimeofeachpart.

【设计说明】

我在黑板上列出了本文出现的几个生词并用英语解释，锻炼学生的英语思维。然后让学生快速阅读课文，回答几个问题。问题难度不大，即便是学困生也能完成。成功会给他们以最大的满足，产生自豪感，增强学习动力。本文是按照事件发展的顺序来写的，具有较清晰的时间线索。本文共四段，我设置了五个段落标题，其中一个是多余的。我要求学生为每段选择最合适的标题，并将本文分为三个部分，搞清楚每部分发生的时间，这锻炼了学生的总结归纳能力和对全文整体理解的能力，也与高考的阅读要求一致。

Step3

Carefulreading精读

Listentothetapeanddothefollowingtasks.

1.Trueorfalse

①PeopleinTangshanwerewarnedoftheearthquakeanddidn’tgotobedthatnight.(F)

②PeopleinBeijingalsofelttheearthquake.(T)

③One-thirdofthenationdiedorwereinjuredduringtheearthquake.(F)

④Twodamsfellandafewbridgesalsofellorwerenotsafefortravelling.(F)

⑤Laterthatafternoon,anotherbigearthquakewhichwasmuchstrongerthanthefirstoneshookTangshan.(F)

⑥Soonafterthequakes,manysoldiersweresenttoTangshantohelptherescueworkers.

(T)

⑦Slowly,thecityofTangshanbegantorecoverfromtheearthquake.(T)

2.Fillinblanksoftheformaccordingtothetext.

Time

Events

Result

BeforetheTangshanearthquake

3daysbeforetheearthquake

wellwater:roseandfell

wellwalls:haddeepcracks

asmellygas:cameoutofthecracks

Animals’unusualbehaviors

chickensandpigs:toonervoustoeat

mice:ranoutofthefields

fish:jumpedoutoftheirbowlsandponds

Peopleofthecitythoughtlittleoftheseeventsandwereasleepasusualthatnight.

atabout3amonJuly28,1976

saw:brightlightsinthesky

heard:thesoundofplanes

waterpipes:crackedandburst

DuringtheTangshanearthquake

at3:42amonJuly28,1976

Felt:

Everythingbegantoshake

ItwasfeltinBeijingmorethan200kmaway.

One-thirdofthenationfeltit.

Saw:

ahugecrackwhichwas8kmlongand30mwide

Steamburstfromholesintheground.

hardhillsofrock:becameriversofdirt

thelargecity:layinruinsin15seconds

bricks:coveredtheground

twodamsandmostofthebridges:fell

railwaytracks:useless

Greatdamages

Everythingwasdestroyed.

Allthehospitals,75%ofitsfactoriesandbuildingsand90%ofitshomesweregone.

Morethan400,000peoplewerekilledorinjured.

laterthatafternoon

anotherearthquakehappened

somerescueworkersanddoctors

weretrappedundertheruins

morebuildings:fell

water,foodandelectricity:werehardtoget

AftertheTangshanearthquake

allhope:wasnotlost

thearmy:sent15,000soldierstohelp

workers:builtsheltersforsurvivors

freshwater:wasalsotakentothecity

Slowly,thecitybegantobreatheagain.

3.Retellthetextaccordingtotheform.

【设计说明】

此部分让学生细读课文。精读过程中采取让学生边听录音边齐读的教学方式，使学生达到听和读的统一。精读分为三部分：对错练习、填写表格和课文复述。对错练习考查了学生对文章细节的理解。填写表格是对错练习的补充，考查学生对文章的深度理解，实现对文章理解的升华。课文复述要求学生结合表格所填写的内容对文章进行口头表述，可提高学生的英语口头表达能力。整个教学过程体现了素质教育的全体性，由浅入深、由易到难、由表及里的阅读理解练习能给不同程度的同学提供体验成功乐趣的机会，能调动全体学生参与的积极性。此外，在此教学环节播放冯小刚电影《唐山大地震》片段，使学生直观地感受地震巨大的破坏力，加深对文章内容的理解，并进一步调动学生学习本文的兴趣。

Step4

Post-reading读后

Discussion

1.Isitdifficultoreasytopredictearthquakes?Canwestopearthquakes?

2.Whatshallwedoornotdoifanearthquakehappens?

Givestudentssomestatementsandaskthemdecidewhichissafeandwhichisdangerous.

Stayinasmallroom,suchaskitchenorbathroom.

Stayonthebalcony.

Jumpoutofthetallbuildings.

Ifyouhaven’tenoughtimetoescape,youmaystandclosetotheinsidewallwithsomethingcoveringonthehead.

Usethelife.

Ifyoustayintheopenair,keepoffthetallbuilding,andgotothefieldswithouttrees.

Standclosetothewindows.

Hideunderapieceofheavyfurniture.

3.Whatwillyoudoifyouhearthenewsthatbigearthquakeshappeninotherplaces?

B.Interview

Workinpairs.Supposeyouareanewspaperreporter,andtheotherisasurvivorfromtheTangshanearthquake.Nowthenewspaperreporterisinterviewingthesurvivor.Pleaseacttheinterviewout.

【设计说明】

本部分开展的教学活动是建立在学生对文章整体理解的基础上的。讨论和采访活动既锻炼了学生利用所学知识进行英语语言交际的能力，又使学生增长防震减灾的相关知识，并培养学生的爱心和爱国主义情怀，为本堂课画上圆满的句号。此部分作为本文阅读后的一个拓展和升华，体现了素质教育中培养学生创新思维的思想。