高中英语 unit4 earthquakes教案2 新人教版必修1

1、云南德宏州芒市第一中学高中英语 unit4 earthquakes教案2 新人教版必修1This is the sixth teaching period of this unit. As usual, the teacher should check the students homework and offer chances for the students to go over what they learned in the last period at the beginning of the class.In this period, the teaching emphasis

2、will be put on developing the students reading and speaking ability by dealing with the parts Reading task and Speaking task.A. Teaching contents and analysesContent: Warming up, pre-reading and reading Analysis:Warming up: Get the students know damages earthquakes bring about and the ways to reduce

3、 losses of earthquakes. Reading: Get the students to know how to protect oneself and help others in earthquakes.Get the students to be aware of terrible disasters, meanwhile get them to face it, treat it in a proper way, and never get discouraged.B. Teaching goals and analysesGoals：1. Learn some new

4、 words and phrases related to earthquakes.2. Get the students to learn about the usage of The Present Continuous Tense to express future actions.3. Master the reading skillsscanning, skimming, careful reading, etc.Analyses：Skimming: The first question requires students to look through the text as so

5、on as possible and catch the main idea at the same time.Scanning & careful reading: Further reading can improve students ability of catching important information, enlarging vocabulary and enriching their knowledge.C. Teaching important points and difficult points1. Teaching Important Points: How to

6、 help students to comprehend the text according to the exercises. 2. Teaching Difficult Points: How to master reading skills, such as skimming, scanning and careful reading.D. Predicting problems and analyses1. The teacher should make a good preparation for the pre-class to help our students underst

7、and the text better for they may not be familiar with some words, phrases and sentences.2. The teacher should introduce some reading skills properly so that it enables students to work out many questions of this passage correctly.3. The teacher must pay more attention to students feedback in the cla

8、ss and timely adjust.E. Teaching Methods1. Review, explanation and consolidation. 2. Make every student work in class.F. Teaching AidsThe multimedia; The blackboard; The coursewareG. Teaching proceduresLead-in and Warming up Reading Important sentence patterns Test for goalsHomeworkStep1. Lead-in an

9、d Warming up1. Brief introduction of San Francisco Earthquake.1)When did the quake happen? (In 1906. )2)What damage did it bring about?(About 700 people died in the earthquake and as many as 250 000 people lost homes. . . )2. Talk about the background.(As luck would have it, at the time of the quake

10、, Americas most famous writer, Jack London just happened to be living near San Francisco. London, like most great writers and former journalists, knew a good story when he saw it. He and his wife rode on horseback at a fast gallop from their ranch to the hills overlooking the “city by the bay”. What

11、 they saw both horrified and fascinated them. He wrote the article The Story of an Eyewitness to describe what he saw and his feelings. )Designing purpose：This exercise aims to stimulate students interest and enthusiasm. It also paves the way for the coming comprehension.Step2.ReadingRead the articl

12、e carefully with the following questions.1. Who is the man in the picture?2. What can we see from the word never in the first sentence “Never before in history has a city been so completely destroyed”?3. How many negative words are used in the first paragraph, and what are they?4. Whats the feature

13、of the sentences in the first paragraph?5. Whats the main idea of the second paragraph?6. What can we learn from the first sentence and the last sentence?Several minutes later, check the answers with the whole class. While checking, deal with any language problems that students cant understand.Sugge

14、sted answers:1. Maybe he is the writer, Jack London.2. From the word never, we can feel that the writer was very sad.3. There are six words. They are never, nothing, gone, no, useless and burst.4. All the sentences in this paragraph are short ones.5. Out at sea it was calm.6. The two sentences give

15、us a contrast. Although the city was destroyed, the people were not nervous or upset. They just did what they should do. Designing purpose：It helps students catch the main idea.Step3. Important sentence patterns1. Never before in history has a city been so completely destroyed.在以前的历史上从来没有一座城市被这么彻底地毁

16、灭过。Never in all San Franciscos history were her people so kind as on that terrible night.在旧金山的整个历史上，人们从来没有像在那个可怕的夜晚那样友善。以上两个句子都是倒装句。当表示否定意义的副词或连词位于句首时，句子的主语和谓语应部分倒装。常见的否定词有little, never, hardly, seldom, few, scarcely, rarely, not until, no sooner等。Never have I heard of such a thing.我从未听说过这种事。Little

17、do I know about him.我对他所知极少。Seldom did he come to see me.他过去很少来看我。1)Little_ about his own safety, though he was in great danger himself.A. does he care B. did he care C. he care D. he cared2)Not until all the fish died in the river_ how serious the pollution is.A. did the villagers realize B. the vi

18、llagers realizedC. the villagers did realize D. didnt the villagers realize答案：1. B2. A2. Amazing as it may seem, Wednesday night was a quiet night.虽然也许看上去令人惊异，但是星期三的晚上确实是一个平静的夜晚。句子中的Amazing as it may seem是as引导的让步状语从句，相当于Although/Though it may seem amazing。当as引导让步状语从句时，往往要求把表语或状语放到as的前面。当表语为单数可数名词时，其

19、前面不用冠词。Young as the boy is, he knows a lot.那个男孩虽然年轻，他懂得却很多。Much as I like it, I will not buy it.虽然我很喜欢这东西，但不想买它。Little girl as she is, she dares to go out at night alone.虽然她是个小姑娘，却敢晚上一个人出去。Designing purpose：Train students to be the best in searching for details.Step4. Text for goals.1. Introduce the

20、 idea of a personal earthquake bag.Every student in San Francisco schools is encouraged to collect a personal earthquake bag and have it ready in case communications are disrupted after a severe earthquake and it is impossible to bring help immediately. It should contain two kinds of items:important

21、 personal and official papers; useful items to make life easier until help arrives.The personal earthquake bag should not contain more than eight items so it is important that these are already identified and collected before the earthquake happens.2. Make some suggestions for your own personal eart

22、hquake bag(reasonable and unreasonable)to the class.3. Have a class discussion and encourage them to accept or reject your suggestions but insist that they give reasons.4. When the discussion begins to get lively, have the class divide into pairs or groups of four to continue the discussion.5. Encou

23、rage one person from each group to write their list of items on a large piece of paper. Display the papers from the different groups around the room.6. Let the students check how many other groups chose the same items as they did. (They can tick their own sheets if there is a repetition. )7. Evaluat

24、e the items by asking the students which items were included most often in the lists. See if the collection of eight items fit the two categories. Discuss why they think these items are the most useful. Make sure they give reasons.8. Make a class list and display it in the classroom showing the clas

25、s choices for a personal earthquake bag.Sample dialogue:S1:What do you think well need in our personal earthquake bag?S2:If we have to collect things we need for five days, the most important things will be the bottle of water, candles, money and personal washing things. That makes four, do you agre

26、e?S1:Yes, they sound good choices. I also think we need a torch, a mobile phone and a blanket. Another three?S2:OK. But now we have difficulties. I would like food and sweets. Well really need food if were to be on our own for five days before rescue comes.S1:No, I dont agree. Food and sweets is a good idea but the medicine would also be very useful.S2:I know. If you were in pain that would be very useful.S1:I agr