人教版高中英语必修1教案Unit4Earthquakes

品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。

想象力是翅膀，客观实际是空气，只有两方面紧密结合，才能取得显着成绩。

2、想停下来深情地沉湎一番，怎奈行驶的船却没有铁锚;想回过头去重温旧梦，怎奈身后早已没有了归途。

因为时间的钟摆一刻也不曾停顿过，所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。

3、真正痛苦的人，却在笑脸的背后，流着别人无法知道的眼泪，生活中我们笑得比谁都开心，可是当所有的人潮散去的时候，我们比谁都落寂。

4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。

5、幸福，是一种人生的感悟，一种个人的体验。

也许，幸福是你风尘仆仆走进家门时亲切的笑脸;也许，幸福是你卧病床上百无聊赖时温馨的问候;也许，幸福是你屡遭挫折心灰意冷时劝慰的话语;也许，幸福是你历经艰辛获得成功时赞赏的掌声。

关键的是，你要有一副热爱生活的心肠，要有一个积极奋进的目标，要有一种矢志不渝的追求。

这样，你才能感受到幸福。

6、母爱是迷惘时苦口婆心的规劝;母爱是远行时一声殷切的叮咛;母爱是孤苦无助时慈祥的微笑。

7、淡淡素笺，浓浓墨韵，典雅的文字，浸染尘世情怀;悠悠岁月，袅袅茶香，别致的杯盏，盛满诗样芳华;云淡风轻，捧茗品文，灵动的音符，吟唱温馨暖语;春花秋月，红尘阡陌，放飞的思绪，漫过四季如歌。

读一段美文，品一盏香茗，听一曲琴音，拾一抹心情。

8、尘缘飞花，人去楼空，梦里花落为谁痛?顾眸流盼，几许痴缠。

把自己揉入了轮回里，忆起，在曾相逢的梦里;别离，在泪眼迷朦的花落间;心碎，在指尖的苍白中;淡落，在亘古的残梦中。

在夜莺凄凉的叹息里，让片片细腻的柔情，哽咽失语在暗夜的诗句里。

9、用不朽的“人”字支撑起来的美好风景，既有“虽体解吾犹未变兮”的执着吟哦，也有“我辈岂是蓬蒿人”的跌宕胸怀;既有“我以我血荐轩辕”的崇高追求，也有“敢教日月换新天”的豪放气魄。

33 我是一只蜜蜂，在祖国的花园里，飞来飞去，不知疲倦地为祖国酿制甘甜的蜂蜜;我是一只紫燕，在祖国的蓝天上，穿越千家万户，向祖国向人民报告春的信息;我是一滴雨点，在祖国的原野上，从天而降，滋润干渴的禾苗;我是一株青松，在祖国的边疆，傲然屹立，显示出庄严的身姿。

人教版_高中英语1 _必修_ Unit 4 Earthquakes 教学设计——Period 1 Warming up and Reading【Teaching Material】This unit is about natural disasters through the world and china, as we know, has a particular problem with earthquakes. In the last century five of the ten worst earthquakes happened in China. Although it is important for students to understand the dangers people face in a quake, it is just as important for them to realize that there are things that can be done to minimize the damage caused by quakes. For this reason, this unit keeps a positive tone or outlook. It includes exercises and tasks that enables students to think about how to avoid quakes, or at least some of the damage they can cause. This unit also lets them role-play community work that deals with disaster relief. As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.【Teaching goals】Knowledge aims:1. Get the students to learn the following useful new words and expressions in this passage.2. Know basic knowledge about earthquakes.Ability aims:Develop the students’ ability and let them learn different reading skills.Get the students collect the information from the internet by themselves.Emotional aims:Get the students to be aware of the terrible disasters, meanwhile get them to face it, treat it in a proper way, and never get discouraged.【Teaching important points】1. Get the students to learn about Tangshan Earthquake.2. Get the students to learn different reading skills.【Teaching difficult points】Develop the students’ reading ability.【Teaching methods】1. Task-based teaching and learning.2. Fast reading, intensive reading3. Discussion.【Teaching aids:】CAI课件, A tape recorder【Teaching procedures】Step 1 Warming upWarming up by lookingShow Ss some pictures about natural disasters and ask them two questions.1. Can you tell some natural disasters?(volcano, fire, sandstorm, typhoon, hailstone, thunderstorm, flood, hurricane, earthquake)2. Have you ever experienced an earthquake? Can you describe how terrible an earthquake is?(The earth is shaking; all the buildings will fall down; many people will die; many children will become orphans.)Warming up by discussingNow, look at the pictures of Tangshan and San Francisco in warming up and describe what you see in the pictures.(Beautiful cities; broad roads; tall building; large population...)What will happen if there has been a big earthquake in these two cities?As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now let’s come to Pre-reading and decide what may happen before an earthquake comes.Step 2 Pre-readingImaging and sharingImagine there is an earthquake now. Your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Is it money, water, fruits, mobile, phones, a torch light, or anything else? Why?Talking and sharingWhat are the signs of an earthquake? Talk about the pictures on Page 25.(e.g. Cows, pigs and dogs become too nervous too eat. The mice will run out of the fields looking for places to hide. The water in the wells will rise and fall. Walls of the wells in village will have deep cracks. There will be bright light in the sky….) Step 3 ReadingTell the students: Today, we are going to read a news report about the strongest earth-quake in China’s history, which happened in Tangshan, Hebei, in 1976.1. Fast readingAsk the students to read the passage quickly.1) Answer some questions.Ask the students to read the passage quickly and pay attention to the first sentence of each paragraph.2) Find out the topic sentences of each paragraph and get the general idea of the passage.3) Do some true or false exercises.Ask the students to decide whether the following statements are true or false. If it is false, try to correct it.2. Reading carefullyAsk the students to read the passage carefully to lacate particular information.1) Do the exercises in the part Comprehending on Page 27.2) Do some multiple choices.3. Language problemsWhile checking the answers with the whole class,deal with any language problems that the students can’t understand.4. Reading aloudPlay the tape of the passage for the students to listen and follow. Then play the tape of Paragraph 1 of the passage once more; this time the students listen and repeat.Step 4 GameWork in pairs. Supose you are a newspaper reporter, and other is a witness of the 1976 Tangshan Earthquake. Now the newspaper reporter is interviewing the witness.Step 5 DiscussionHow can we protect ourselves in the earthquake?Earthquake Survival TipsDriving --- pull over and stay in your car.In a building--- get near a strong wall / The corner of the room is the safest.Having classes--- listen to the teacher’s instruction, protect their heads and hide under the desks.On buses--- Grasp the handles to avoid being injured; lower the center of gravity; hide near the seats; get off after the earthquake passed.Step 6 HomeworkP review the reading “A Night the Earth didn’t Sleep” and learn new words of this unit.。

Unit4 Earthquakes Period1Part One: Teaching DesignPeriod 1: A sample lesson plan for reading(A NIGHT THE EARTH DIDN’T SLEEP)AimsTo listen and talk about natural disastersTo read about earthquakesProceduresI. Warming upWarming up by lookingGood morning class. Have you ever experienced any natural disasters? Look at the pictures, can you name all the disasters?volcano fire sandstormtyphoon hailstone thunderstormflood hurricane earthquakeHave you ever experienced an earthquake? Can you describe how terrible an earthquake is?(The earth is shaking; all the buildings will fall down; many people will die; many children will bec ome orphans.)Warming up by discussingNow, look at the pictures of Tangshan and San Francisco in warming up and describe what you see in the pictures. (beautiful cities; broad roads; tall building; large population.)What will happen if there has been a big earthquake in these two cities?As we all know, ea rthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now let’s come to Pre-reading and decide what may happen before an earthquake comes. II. Pre-reading1.Talking and sharingWhat are the signs of an earthquake? (e.g. Cows, pigs and dogs become too nervous too eat. The mice will run out of the fields looking for places to hide. The water in the wells will rise and fall. Walls of the wells in village will have deep cracks. There will be bright light in the sky….)2. Imaging and sharingImagine there is an earthquake now, your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why? III. Reading1. Listening and fast readingNow let’s come to the tex t “A NIGHT THE EARTH DIDN’T SLEEP” and see what it tells us.Please listen to the text and get the general ide a of the passage. You should pay attention to the first sentences of each paragraph. In what order is the text written? (The text is written in time order. The general idea is the mixture of the first sentences of each paragraph, that is, the text tells us something that happened before the earthquake, during the earthquake and after the earthquake.)2. Reading an d underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them in your notebook after class as homework. Collocations fro m A NIGHT THE EARTH DIDN’T SLEEPa smelly gas, come out of, in the farmyards, too nervous to eat, run out of,for place to hide, water pipes, think little of sth., as usual, it seemed tat anend, one hundred kilometers away, one-third, eight kilometers long, th meterswide, cut across, in ruins, be injury, the number of, reach more than 400, everywhere, everything was destroyed, be gone, blow away, sth. be not safetens of thousands of, give milk, half a million, instead of, be shocked, lthat afternoon,be trapped under the ruins, fall down, all…is/was not…,hun dreds of thousof,dig out, the dead, to the north of, coal mines, built shelters, fresh wat3. Reading aloud and translatingNext we are going to read aloud the text and translate it into Chinese.4. Reading and transforming informationRead the text again and answer the following questions.1. What natural signs of coming disaster were there?2. Can you think of some reason s why these signs weren’t noticed?3. Can you describe the disaster caused by the earthquake?4. What events and situations probably made the disaster worse?5. How were the survivors helped?6. Could anything more have been done to help the survivors? Why or why not? Answers: 1, 3, 4, 5 are easy to answer.2. Maybe at that time people didn’t have knowledge of an earthqu6. The students have their own answers.4. Discussing writing styleAs you have understood the general idea of the text, I still put more questionsto you.1.From whose point of view are events described? How do you know? (Awriterwho didn’t see the quake uses the third person “they” when he writes.)2.Why do you think the writer chose to express her feelings about the quakerather than simply report what happened? (Although the writer was notthere he felt sad for the people of Tang Shan. He knows that giving somefeelings will make the read ing more interesting.)3.Why is the title “A NIGHT THE EARTH D I DN’T SLEEP”? (As usual, nightis the time to sleep, and night should be quiet and safe. But that nighteverything changed. The writer used it as a title to show how terribleand how unusual that night is.)5. Reading and understanding difficult sentences.If you have some difficult sentences to understand, come to me for help.IV. Closing down Closing down by doing exercisesNow please do the comprehending Exercises 1, 2 and 3 on page 27.Closing down by discussingBy now you’ve known that earthquakes are terrible natural disasters andthat China is unlucky enough to have a lot of them. Now imagine that yourgroup lives in the city that has a lot of earthquakes, what should youdo during an earthquake? Look at the given situation and discuss in pairs.(1) If you are OUTDOORS, …(2) If you are in a HIGH BUILDING, …(3) If you are DRIVING, …(4) If you are HAVING CLASS, …(5) If you are in a CINEMA, …What should you do during the earthquake?Situation:(1) how to rescue those still trapped in the ruins;(2) how to take care of the survivors;(3) how to repair buildings that survived the earthquake;(4) what to do with the buildings that survived the earthquake;(5) where to find people to help build a new city;(6) how to teach children about earthquake safety;(7) where to put information for survivors and their families;(8) how to plan for further disasters.。

Unit 4 Earthquakes I.单元教学目标Ⅱ.目标语言Ⅲ. 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句型和定语从句进行了专练。

人教版高中英语必修一Unit4 Earthquakes
高中英语新课标（人教版）教案必修一Unit4Earthquakes
 TheThirdPeriod
 一、教学重点
 （1）Trainthestudents’abilitytoreaddifferentnumbersinEnglish.
 （2）Trainthestudents’abilitytocooperatewithothers.
 二、教学难点
 （1）Theexplanationofsomedifficultwordsandexpressions.
 （2）Trainthestudents’abilitytoremovethedifficultieswhilereading.
 三、教材分析
 1、（新课标）高中英语具有基础性、时代性和选择性的特点。

 基础性有两个含义：第一，它指高中毕业生为了升学或就业必备的最基本的英语素养。

它是学生在高中阶段应该完成的共同基础，是进一步学习的基础。

第二，它指绝大多数高中生都能够达到的目标。

 2、新课标对高中英语教学的要求
 （一）面向全体学生，注重素质教育
 英语课程要面向全体学生，注重素质教育。

课程特别强调要关注每个学生的情感激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力,提高人文素养，增强实践能力，培养创新精神。

 （二）整体设计目标，体现灵活开放。

课文标题：Reading: A Night The Earth Didn’t Sleep.单元名称：Unit 4 Earthquakes教材版本：人教版高中英语（1）必修授课年级：高一Learning Aims:1.预习并掌握一些本单元中有关地震的单词和短语, 了解地震的有关知识。

2.通过阅读，训练阅读技能，学会用恰当的阅读方法（fast reading and close reading）来培养总结、归纳内容的能力（summarizing）。

3．学会通过找出主旨句来归纳文章与段落大意, 学习在地震或突遇的灾难中怎样自救、救人。

Teaching approaches：communicative approach, task-based approach Teaching aids：PowerPoint，blackboard, studioTeaching procedures(教学过程)Step1 Leading-in: Enjoy a vedio【设计说明】从学生感兴趣的话题导入会显得比较轻松自然，同时也能激起学生听课的兴趣。

Step2 useful words and expressions【设计说明】单词是基础，复习巩固生词为下一步阅读扫清障碍。

Step3 Fast-readingTry to get the structures of the passage main idea of the text .【设计说明】旨在锻炼学生快速搜索信息的能力。

跳读找出文章的主体大意及各段的主题，这样设计是为让学生了解、抓住本文的主题思想，为下一步细读做准备。

Step4 Careful readingPart 1 Before the earthquake: the signs【设计说明】文章较长，采取分段学习，课文层次清晰，学生自读与听力相结合，能帮助学生理解与提高听力水平,通过与搭档相互核对答案同时培养了学生合作学习的意识。

Unit 4 Earthquakes【美文阅读】地震可能会带来很大的灾难，但是如果在平时你能做好准备，你幸存下来的机会会大大增加。

那么我们需要做好哪些准备呢？Here are some tips to help you increase the chances of surviving.Make a home earthquake plan.Find a safe place in every room，such as a desk or a table，where you can find cover in an earthquake.For two-floor homes，get a proper-sized ladder to get out through a window if the stairs are damaged.Decide where your family will re-meet if you are separated.Decide on an out-of-town relative for family members to get in touch with.Attach(系，缚，连接) things such as tall furniture and water heaters to the wall so that they will not be knocked over during an earthquake.Prepare an emergency kit for your home and a car that has food，water，clothing，flashlights，a radio and a first-aid kit(工具) in it.Know what to do when the earthquake starts.Drop，cover and hold on.Only move a few steps to a safe place for cover and stay there until the shaking stops.If you are in a car，slow down and drive to somewhere away from trees and power lines.Stay in your car until the shaking stops.Practice for the real thing to help keep a clear head when a real earthquake happens.【诱思导学】1．What's the most important one when an earthquake happens?________________________________________________________________________ 2．Is it necessary to make a home earthquake plan？Why?________________________________________________________________________ 【答案】 1.Keeping a clear head. 2.Yes，it is.Because it can help you survive the earthquake.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，对下一堂课全面理解课文起到一个铺垫作用。

必修一 Unit 4 EarthquakesReadingTeaching goals:1.Target language 目标语言Learn and master the new words and expressions in this period.2. Ability goals 能力目标Train the students’ reading and speaking ability. Train the students’ ability to use the Inter net to search for some useful information. Train the students’ ability to cooperate with others.Teaching important points:Train the students’ reading ability—skimming and scanning.Teaching difficult points:Describe the disasters.Teaching aids:CIA课件Teaching procedures:Stage1 (Warming up) Watching a videoStep1 Teacher divides the class into 6 groups，students work in group to solve the tasks.设计意图：进行小组合作，培养学生团队合作意识和协作精神。

Step2 Students look at the video about Wen Chuan earthquake with the questions.1. Have you ever experienced an earthquake?2. What happened in an earthquake?Suggested Answer :(Roads, railways, bridges and buildings are destroyed. Everything is in ruins. Many people died……People lost their homes….The army was sent to rescue the p eople.)3. How many several terrible earthquakes do you know in the world?Suggested Answer:(Japanese earthquake March 11st, 2011 Gansu yushu earthquake April 14th, 2010 Haiti earthquake January 12nd, 2010 Sichuan wenchuan earthquake May 12nd, 2008 Hebei Tangshan earthquake July 28th, 1976)设计意图：利用视频导入，一方面能激发学生的学习兴趣和背景知识，另一方面为下文的主题做好铺垫。

必修一Unit 4 EarthquakesLanguage points从容说课This is the second teaching period of this unit. We first check the students‟ homework and offer chances for the students to review what they learned during the first period.The emphasis in this period will be placed on the important new words, expressions and sentence patterns in the parts Warming up, Pre-reading, Reading and Comprehending. In order to make the students understand these important points thoroughly, we can first get the students to understand their meanings in the context, then give some explanations about them, and later offer some practices to make the students master their usages. Some words and expressions, such as shake, injure, destroy, shock, rescue, right away, a great number of, give out are very useful and important. So are the sentence patterns “It seemed that the world was at an end” and “All hope was not lost”. We ought to pay more attention to them and design special exercises.At the end of the class, the teacher can make the students do more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well.教学重点1. Enable the students to grasp the usages of such important new words and expressions as shake, injure, destroy, shock, rescue, right away, a great number of, give out, etc.2. Get the students to master the usages of the patterns:“It seemed that the world was at an end” and “All hope was not lost”.教学难点1. Let the students learn the usage of the word “shake”.2. Enable the students to master the usage of the pattern “All. . . is not. . . ” and understand some difficult and long sentences.教学方法1. Discussing, summarizing and practicing2. Cooperative learning教具准备The multimedia and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn and grasp the important new words and expressions: shake well(n. )rise crack smelly burst canal ruin injure destroy useless shock quake rescue electricity disaster army organize bury coal mine shelter fresh right away at an end lie in ruins be trapped under sth. a (great)number of2. Get the students to learn the following useful sentence patterns:1) But the one million people of the city, who thought little of these events, went to bed as usual that night.2) It seemed that the world was at an end!3) Bricks covered the ground like red autumn leaves.4) The army organized teams to dig out those who were trapped and to bury the dead.5) Workers built shelters for survivors whose homes had been destroyed.6) Never before in history has a city been so completely destroyed.Ability aims:1. Enable the students to use some useful words and expressions correctly.2. Enable the students to make sentences after the useful sentence patterns.Emotional aim:1. Stimulate the students‟ interest in learning English.2. Develop the students‟ spirit of cooperation and teamwork.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Ask some students to retell the reading passage A Night the Earth Didn‟t Sleep.→Step 2 Reading and findingGet the students to read the reading passage again to underline all the new words and useful expressions or collocations in the passage.Collocations: a smelly gas, come out of, in the farmyards, too nervous to eat, run out of, look for places to hide, jump put of, water pipes, think little of, as usual, It seemed that. . . , at an end, one hundred kilometers away, one-third, eight kilometers long, thirty meters wide, cut across, in ruins, be injured, thousands of, the number of, reach more than 400 000, everywhere, . . . everything was destroyed, be gone, blow away, be not safe for, tens of thousands of, give milk, half a million, millions of, instead of, be shocked, later that afternoon, be trapped under the ruins, fall down, All. . . is/was not. . . , hundreds of thousands of, dig out, the dead, to the north of, coal mines, built shelters, fresh waterRead them aloud and copy them down in the exercise book after class.→Step 3 Discovering useful words and expressionsDo the exercises in Discovering useful words and expressions on Page 28.Explain the problems the students meet while checking the answers.→Step 4 Langu age Points1. shake vt. & vi(shook, shaken)1)(cause sb. / sth. to)move quickly and often jerkily from side to side or up and down（使某人或某物）急速摇动或颠簸The table shook when she banged her fist on it.她用拳头把桌子敲得直颤。

必修一Unit 4 EarthquakesReadingTeaching goals:1.Target language 目标语言Learn and master the new words and expressions in this period.2. Ability goals 能力目标Train the students’ reading and speaking ability.Train the students’ ability to use the Inter net to search for some useful information.Train the students’ ability to cooperate with others.Teaching important points:Train the students’ reading ability—skimming and scanning.Teaching difficult points:Describe the disasters.Teaching aids:CIA课件Teaching procedures:Stage1 (Warming up) Watching a videoStep1 Teacher divides the class into 6 groups，students work in group to solve the tasks.设计意图：进行小组合作，培养学生团队合作意识和协作精神。

Step2 Students look at the video about Wen Chuan earthquake with the questions.1. Have you ever experienced an earthquake?2. What happened in an earthquake?Suggested Answer :(Roads, railways, bridges and buildings are destroyed. Everything is in ruins. Many people died……People lost their homes….The army was sent to rescue the p eople.)3. How many several terrible earthquakes do you know in the world?Suggested Answer:(Japanese earthquake-- March 11st, 2011 Gansu yushu earthquake-- April 14th, 2010 Haiti earthquake-- January 12nd, 2010 Sichuan wenchuan earthquake-- May 12nd, 2008 Hebei Tangshan earthquake -- July 28th, 1976)设计意图：利用视频导入，一方面能激发学生的学习兴趣和背景知识，另一方面为下文的主题做好铺垫。