高一英语Earthquakes教案.doc

人教版高中英语必修第一册 《Unit 4：Earthquakes》教案一、教学目标1.知识目标o学生能够掌握与地震相关的重点词汇和短语，如 “earthquake, ruin, destroy, rescue, shock” 等。

o学生能够理解并运用描述地震现象、危害和救援的句型和表达方式。

2.技能目标o学生能够听懂有关地震的简单对话和新闻报道，获取关键信息。

o学生能够阅读并理解关于地震的文章，分析文章结构和主旨。

o学生能够用英语简单讲述地震的相关知识和个人应对地震的措施。

o学生能够写一篇关于地震预防或救援的短文，表达自己的观点和建议。

3.情感目标o培养学生对自然灾害的认识和防范意识。

o激发学生的同情心和社会责任感，关注地震受灾地区和人群。

二、教学重难点1.教学重点o重点词汇和短语的记忆与运用。

o对课文中地震相关内容的理解和语言表达的学习。

o培养学生用英语描述地震和表达应对措施的能力。

2.教学难点o如何帮助学生理解地震的复杂科学原理和巨大危害，并能用英语进行准确描述。

o引导学生在写作中清晰、有条理地阐述地震预防或救援的观点和建议。

三、教学方法1.直观演示法：通过图片、视频等展示地震的场景和数据。

2.问题引导法：以问题为导向，引导学生思考和探究。

3.讨论交流法：组织学生讨论地震相关话题，促进学生之间的思想交流。

四、教学过程（一）导入（5 分钟）1.播放一段地震的视频片段，展示地震的破坏力。

2.提问学生：What do you see in the video? How do you feel about earthquakes?（二）词汇学习（10 分钟）1.呈现本单元的重点词汇和短语，结合地震的情景进行讲解。

2.通过词汇练习，如填空、选择等，巩固学生对词汇的理解和掌握。

（三）阅读前准备（5 分钟）1.让学生观察课文标题和图片，预测文章的主要内容。

2.提出一些引导性问题，如：What might the article talk about earthquakes?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括文章的主旨。

广东省高一英语必修一第四单元《Earthquakes》全套教案本单元以Earthquakes为主题，分为四节内容，本单元介绍了唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况，帮助学生学习单词、数字的表达法以及有that, which, who, whose引导的定语从句。

一、学前准备：准备录音机、电脑和PPT课件，学生需要预习课后单词和词组。

二、学习目标/重点：1、知识与技能：了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援; 掌握和运用本单元出现的新词汇和短语以及数字的表达法；熟练运用that, which, who, whose引导的定语从句；学会写英文新闻报道，拟订写作提纲。

2、过程与方法：在学习阅读部分时，可以根据教学的需要和教学班级的实际，从不同的角度设计目的明确的任务。

阅读材料提及了很多孩子失去双亲成为孤儿，矿工在地震中的遭遇。

救护人员和解放军官兵不顾自身安危，奋力抢险的事迹，地震无情人有情，感人至深。

因此可以将他们作为素材，设计多种任务，展开课堂教学活动。

如：1. 组织学生讨论震后孤儿的安置2. 模拟采访被抢救的矿工。

3. 写一篇新闻故事，描述救护人员和军队救灾的感人故事。

3、情感态度与价值观：培养日常对自然现象的观察能力和思考能力，对地震等灾难中逃生和救生方法的了解。

4、词汇：shake rise smelly pond burst canal steam dirtruin injure destroy brick dam useless steel shock quake rescue electricity disaster army organize bury coal mine shelter fresh percent speech honor prepare Europe5、短语：at an end right away dig out a (great) number ofgive out thousands of6、重点语法项目：由that, which, who, whose引导的定语从句。

人教版高中英语必修1教案Unit 4 Earthquakes课程概述本单元将通过学习地震，了解地震的原因和过程，探索地震对人类生活造成的影响，并学习相关的地震应急措施。

教学目标1.了解地震的定义和原因。

2.掌握地震的测量方法和地震烈度。

3.掌握描述地震破坏的词汇和表达方式。

4.学会描述地震的过程和导致的灾害。

5.学会用英语交流地震的知识和相关应急措施。

教学重点1.掌握地震的定义和原因。

2.掌握地震的测量方法和地震烈度。

3.掌握描述地震破坏的词汇和表达方式。

教学难点1.学会描述地震的过程和导致的灾害。

2.学会用英语交流地震的知识和相关应急措施。

教学准备1.教材：人教版高中英语必修1 Unit 4教材。

2.多媒体设备。

3.教学辅助材料：地震相关图片和视频。

教学过程Step 1：导入引入地震话题，通过展示一些地震相关的图片和视频，激发学生对地震的兴趣。

Step 2：预习导入让学生回顾并回答上一课程的问题，复习地震的原因和地震烈度的概念。

Step 3：新课讲解1.引入新课程，并解释地震的定义和原因。

2.分析地震测量方法和地震烈度的概念。

3.教授描述地震破坏的词汇和表达方式。

Step 4：课堂练习1.教师提供一些描述地震破坏的情景，让学生用英语描述。

2.分组讨论地震破坏的方式和后果，并用英语呈现自己的讨论结果。

Step 5：拓展阅读教师提供一篇有关地震的拓展阅读材料，让学生阅读并回答相关问题，扩展学生对地震的了解和地震相关词汇的应用。

Step 6：小组活动学生分组进行小组讨论和设计，就地震应急措施展开讨论，并用英语准备一份小组演讲。

Step 7：总结与评价教师进行本节课的知识总结，并对学生的表现进行评价和鼓励。

课后作业1.整理地震相关知识，写一篇300字的地震科普文章。

2.阅读教材中的相关练习，完成练习题。

总结通过本课程的学习，学生将掌握地震的基本知识和相关词汇，能够描述地震的过程和导致的灾害，并能用英语交流地震的知识和应急措施。

Earthquakes教案优秀3篇Earthquakes教案1unit 4 earthquakesthe first period readingclass: class one,grade one subject: englishteacher: shen chang tutor: jiang hailiani. teaching aimsknow basic knowledge of earthquakes.know how to protect oneself and help others in disasters.ⅱ. important different pointsphrases: right away, at an end, dig out, give out, thousands of1.farmers’ wives noticed that the well walls had deep cracks in them.2.it seemed as if 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.iii. teaching procedurestep i. revisioncheck the homework with the whole class.step ii. warming upask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.t: today, before we begin our reading, i’d like to ask you a question, “what is the biggest sound you have heard in your life?”s1: the sound of wind that blew in a winter night when i was very young. it sounded like a ghost who was howling. i was very frightened at that time.s2: the biggest noise was the one that i heard when my neighbor was quarrelling with his wife. perhaps, they broke their tv set.t: that’s too terrible.s3: the noise when planes take off.s4: the sound of trains.t: good! i agree that all of them are big sound. but did you once heard the sound that the heaven falls and the earth cracks, in chinese it is 天崩地裂？ss: no, we have no chance to hear that.t: if there is a sound like this, what is it?s5: when someone hears something unexpected and terrible. for example, when one of his loved families dies, he will feel this sound.t: terrific! you are using a literary way to express the sound.s6: when an earthquake happens.t: great! i have waited for this answer for a long time. today we’ll learn something about earthquakes. i think most of us have heard of earthquakes. can you imagine how terrible it is ?s7: the earth is shaking . all the buildings will fall down.s8: many people will die. and perhaps many children will lose their parents.t: yeah, earthquakes are disasters to everybody. now look at the two pictures of tangshan andsan francisco. can you describe what you see in the pictures?s1: tangshan is a beautiful city. it has beautiful gardens, broad roads and some tall buildings.s2: from the picture of san francisco, i can see that it is a very big city. there are many tall buildings thickly standing on the earth. i think the population of the city is very large.t: good! what will happen if there has been a big earthquake in these two cities? work in pairs and discuss it. then i’ll ask so me of you to show your opinion.step iii. pre-readingthere 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. no matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.t: now, let’s look at the pictures. what are the predictions of an earthquake?s1: before an earthquake animals will become nervous. cows, pigs, horses and dogs will be upset. and people can see mice running about. if the earthquake happens during winter, people can even see snakes.t: terrific! where did you get this knowledge?s1: from geography. i like it.t: good. sit down please.s2: madam, i don’t know the meaning of the picture with two women.t: it doesn’t matter. you will know it soon after reading our text. ok. imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?s3: i’ll take all my money. people can’t live without money.s4: i will take as much water as possible. because it is said that people can keep alive for nearly 7 days by drinking without any foods5: in that case, i’d rather take some apples, so that besides drinking, i can also eat.s6: i will carry my grandma. she is my most loved person in this world. she brought me up.t: what a dutiful child you are! i’m very glad to hear that. sit down please! it seems that all of you know what you should do during an earthquake. ok. let’s read our text, and see what it tells us. step iv. readingin this part, teacher should ask the students to read the passage quickly 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 exercise3 in comprehension. 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 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 exs1-2, which are about details.skimmingt: at first i’d like to read the text quickly to get the general idea of the article. while reading, you should pay attention to the sentence of each paragraph.t: have you got the general idea of the text?ss: yes.t: what is it?s1: there is no quick answer to this question. are you suggesting us that the general idea is themixture of the first sentences of each paragraph?t: sure.s1:ok. that’s easy. the main idea of the passage is some signs of the earthquake, and what would happen during the quake.t: good, sit down please. in fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (teacher writes the word on the blackboard) do you understand the meaning of the word?ss: no.t: sequence means the order of the events. it can tell us which event happens first, and which happens later. do you know the sequence that is used in our text?s3: yes. at first, the text tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things that happened after the earthquake.t: quite right! now please look at the screen, these are the first sentences of each paragraph. read them and think if they are the main idea of the text. if necessary, you may make some changes to make more exact.teacher shows the screen and gives a little time to think it over.1.strange things were happening in the countryside in the northeast hebei.2.the disaster happened and caused a lot of loss.3. all hope was not lost.careful readingt: now, it’s time for us to read the text carefully. but before reading, you should read some questions first. these questions may help you get some information quickly and easily. now look at the screen, and read the questions.show on the screen1.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 disaster worse?5.how were the survivors held?step v. extensionshow 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 had happened?4.why is the title a night the earth didn’t sleep?5.what does the sentence “slowly, the city began to breathe again.” mean?answers:1.he uses third-person to describe the quake. his description is very objective. for example, the second sentence in the third paragraph. the writer says: “everywhere they looked nearly everything was destroyed.” the writer uses they instead of we.2.the mood is serious and a bit sad. it is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed.3.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.4.i think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. but that night everything changed. the writer uses a night the earth didn’t sleep as a title to show how terrible and how unusual the night was.5.here we can see that the writer compared the city to a person who suffered a 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 comprehendinganswers to exx1-31.1. c2. e3.b4.d5.a2.1. the walls of the villages wells had cracks in them.2 .roads got huge cracks3. brick buildings were destroyed.4. the army helped the survivors.5. shelters were put up for those with no homes.3.1. strange things were happening in the countryside in northeast hebei..1.the disaster happened and caused a lot of loss.2.all hope was not lost.step vii homeworkEarthquakes教案2新课标高一必修1英语教案unit 4 earthquakes (简案)teaching plan for unit 4 earthquakesteaching aims and demands:1. topic:basic knowledge of earthquakes; how to protect oneself and help the others in disasters2. useful words and expressions:shake, well (n.), rise, smelly, pond, pipe, burst, canal, steam, dirt, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, shelter, fresh, percent, speech, judge, honour, prepare;right away, (be) at an end, dig out, bring in, a (great )number of3. functions:talking about past experiences:i will never forget the day when the earthquake took place. the time was 5:15 in the afternoon and i was driving along the road.sequence4. grammar:the attributive clause (i)由that, which, who, whose引导的定语从句the number of people who were killed or injured reached more than 400,000.it was heard in beijing which is one hundred kilometers away.workers built shelters for survivors whose homes had been destroyed.teaching procedures:period 1.step 1. warming upss discuss and answer some questions:1. which of the following may cause people the greatest damage?a. earthquakeb. typhoonc. floodd. drought2. imagine 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?step 2. pre-readingss discuss and answer:1. do you know what would happen before an earthquake?2. what can we do to keep ourselves safe from an earthquake?3. do you know anything about tangshan earthquake in 1976?step 3. reading1. skimming and find the answers to the following questions:a. what happened?b. when and where did it happen?2. ss read again and fill in the following form:time what happenedbefore the earthquake wells:animals:lights and sound:water pipes:while the earthquake houses, roads and canals:hard hills of rock:the large city:the people:after the earthquake hospitals, factories and buildings:the ground:dams:railway tracks:animals:wells:3. ss read the whole passage again and get the main ideas of each part:part 1. the natural signs of a coming earthquakepart 2. the damage of the city after the earthquakepart 3. the help to the survivorsstep 4. comprehendingss finish ex 1 and 2 on page 27.step 5. assignment1. surf the internet and get more information about the earthquake.2. retell the text.period 2.step 1. warming up1. ss share more information about the earthquake.2. ask some ss to retell the text by using their own words.step 2. language points1. lie –lay-lain (v.) : to be, remain or be kept in a certain state 处于某种状态the village lay in ruins after the war.these machines have lain idle since the factory closed.2. in ruins: severely damaged or destroyed 毁坏an earthquake left the whole town in ruins.his career is in ruins.3. number (n.): a quantity of people or things 数目；数量the number of people applying has increased this year.we were fifteen in number.a number of: a lot ofi have a number of letters to write.a large number of people have applied.4. injure (v.): to hurt oneself/sb./ sth. physically 受伤he fell off the bicycle and injured his arm.5. reach (v.): to achieve or obtain sth. 达成；达到；获得you’ll understand it when you reach my age.at last we reached a decision.6. rescue (n.): an act of rescuing or being rescued 搭救；解救a rescue team is trying to reach the trapped mines.rescue (v.): to save or set free from harm, in danger, or loss 解救；救出the rescued the man from drowning.7. trap(v.): in a place from which one wants to escape but cannot 困住；陷于绝境they were trapped in the burning hotel.8. all …not… = not all…: some but not all 一些；但不是全部not all the girls left.=only some of them left early.not all the children are noisy.=some of the children are not noisy.全部否定应用：none of…none of us were allowed to go there.none of these reports is very helpful.step 3. learning about language1. ss finish ex 1,2 and 3 on page 27 and 28.2. teacher checks the answer and give the ss some help if they have some difficulty.step 4. assignment1. finish wb.ex.1 on page 63.2. ss try to remember the useful words and expressions by hearts.period 3step 1. warming upss read the passage again and try to find the sentences with attributive clauses.e.g. workers built shelters for survivors whose homes had been destroyed.step 2. attributive clause1. give ss more sentences and let the ss to find the structures of the attributive clause.2. ss do some exercises about how to use that, which, who or whose.3. ss finish ex 2 on page 28.some materials about attributive clause:关系代词引导的定语从句关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。

高一英语必修一unit1教案高一英语必修一unit1教案「篇一」(1)课题：Earthquakes(2)教材分析与学生分析：本单元的主题是“地震”。

Warming Up部分Pre-Reading部分要求学生描述、讨论与地震有关的话题。

Reading部分是一篇新闻报道，介绍了唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况。

Learning about Language部分涉及了本单元的词汇和语法。

该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有that, which, who, whose引导的定语从句，培养学生的自主学习能力。

Using Language部分的“读写说(Reading, writing and speaking)”训练提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲稿，接着说一说唐山大地震纪念邮票。

随后的听力(Listening)是一位美国人以第一人称叙述他在1906年旧金山大地震中的可怕经历。

写作(Writing)部分训练学生如何写新闻报道，学会拟地定写作提纲。

(3)课时安排：The first period: Reading The second period: ReadingThe third period: Listening The forth Period：Grammar The fifth period: Extensive reading The sixth period: Summary (4)教学目标：①知识与技能：了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援;掌握和运用本单元出现的新词汇和短语以及数字的表达法;熟练运用that, which, who, whose引导的定语从句;学会写英文新闻报道，拟订写作提纲。

②过程与方法：在学习阅读部分时，可以根据教学的需要和教学班级的实际，从不同的角度设计目的明确的任务。

人教版高中英语必修1《Unit 4 Earthquakes》教案人教版高中英语必修1《Unit 4 Earthquakes》教案【一】教学准备教学目标1. Ss will be able to master the following useful new words and expressions.well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,us eless,steel,shock,rescue,quake,electricity,army,shelter, fresh, organize, bury, at an end, dig out, coal mine, in ruins2. Ss will be able to know the basic knowledge about Earthquake教学重难点1. The usages of some words and expressions.2. How to train the students’ reading ability in learning the text.教学工具课件教学过程Step I lead-inLet students see a short video and answer the questions1.What happened in the video? Earthquakes2.How do you feel seeing the plots(情节)? Students’discussion.Step II Fast reading1. What is the passage mainly about? InTangshan ,earthquakes happened on July 28th 19762. Skim the text and answer the questionsThe type of writing (写作体裁)Narrative writingTopic sentence of Paragraph 1Sentence 1Topic sentence of Paragraph 2Sentence 2Topic sentence of Paragraph 3Sentence 1Topic sentence of Paragraph 4Sentence 1Step III Detailed readingAsk students to read the text carefully and answer the questionsTask1: What were the nature signs of the coming earthquake?(选择)Para 11.Water in well( G )2. Well walls(D )3.Chickens &pigs(F )4 .Mice (A) 5.Fish(E ) 6. Bright lights( B) 7. Water pipes(C )A. Ran out of fieldsB. in the skyC. Cracked and burstD. Deep cracksE. Jumped out of pondsF. Too nervous to eatG. Rose and fell, fell and roseTask 2 Fill in the blanksMain IdeaDetailsDamage caused byearthquakePara 2-3At _____ am, the __________ earthquake of the 20th century began ._______ burst from holes in the ground.Hard hills of the rock became rivers of ____.________ covered the ground like red autumn leaves.Two _______ and most of the bridges fell.The railway tracks were now _________pieces of _______.______ now filled the wells instead of water.Water,food,and ______________ were hard to get.The reconstruction(重建) after the earthquakePara 41. The army _____________2. Workers ____________for survivors.3._____________was taken to the city.Details:1. At 3:42 am, the greatest earthquake of the 20th century began.2. Steam burst from holes in the ground.3. Hard hills of the rock became rivers of dirt.4. Bricks covered the ground like red autumn leaves.5. Two dams and most of the bridges fell.6. The railway tracks were now useless pieces of steel.7. Sand now filled the wells instead of water.8. Water, food, and electricity were hard to get.Step IV consolidation (当堂巩固)Let students fill the blanks according to the passageStrange things were happening in the countryside of northeast Hebei. For three days the water in the village wells kept rising and 1_________(fall). Farmers noticed that the well walls had deep cracks 2___________ them. A smelly gas came out of the cracks. In 3_________farmyards, the chickens and even the pigs were too nervous 4__________(eat). 5_________(mouse) ran out of the fields looking for places 6________(hide). Fish jumped outOf their bowls and ponds. At about 3 am on July 28,1976, some people saw bright lights 7_________ the sky. The sound of planes could 8________(hear) outside the city of Tangshan even 9_________ no planes were in the sky.In the city, the water pipes in some buildings cracked and burst. But the one million people of the city, ________thought little of these events, were asleep as usual that night.1 falling2 in3 the4 to eat5 mice6 to hide 7in 8 be heard 9when 10 who这部分目的是让学生进一步巩固课文的内容。

高一英语Earthquakes教案Unit4Partone:TeachingDesignPeriod1:AsamplelessonplanforreadingAimsTolistenandtalkaboutnaturaldisastersToreadaboutearthquakesProceduresI.warmingupwarmingupbylookingGoodmorningclass.Haveyoueverexperiencedanynaturaldi sasters?Lookatthepictures,canyounameallthedisasters?volcanofiresandstormtyphoonhailstonethunderstormfloodhurricaneearthquakeHaveyoueverexperiencedanearthquake?canyoudescribeho wterribleanearthquakeis?warmingupbydiscussingNow,lookatthepicturesofTangshanandSanFranciscoinwarmingupanddescribewhatyouseeinthepictures.whatwillhappeniftherehasbeenabigearthquakeinthesetw ocities?Asweallknow,earthquakesaredisasterstoeveryone.Butca nweavoidoratleastreducethelosscausedbyearthquakes?c anweforetellearthquakes?Nowlet’scometoPre-readinganddecidewhatmayhappenbeforeanear thquakecomes.II.Pre-reading.Talkingandsharingwhatarethesignsofanearthquake?2.ImagingandsharingImaginethereisanearthquakenow,yourhomebeginstoshake andyoumustleaveitrightaway.youhavetimetotakeonlyone thing.whatwillyoutake?why?III.Reading.ListeningandfastreadingNowlet’scometothetext“ANIGHTTHEEARTHDIDN’TSLEEP”andseewhatittellsus.Pleaselistentothetextandgetthegeneralideaofthepassa ge.youshouldpayattentiontothefirstsentencesofeachpa ragraph.Inwhatorderisthetextwritten?2.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressions orcollocationsinthepassage.copytheminyournotebookaf terclassashomework.collocationsfromANIGHTTHEEARTHDIDN’TSLEEPasmellygas,comeoutof,inthefarmyards,toonervoustoeat ,runoutof,lookforplacetohide,waterpipes,thinklittleofsth.,asusual ,itseemedthat,atanend,onehundredkilometersaway,one-third,eightkilomet erslong,thirtymeterswide,cutacross,inruins,beinjury,thenumberof,reachmo rethan400,000,everywhere,everythingwasdestroyed,begone,blowaway,s th.benotsafefor,tensofthousandsof,givemilk,halfamil lion,insteadof,beshocked,laterthatafternoon,betrappedundertheruins,falldown,all…is/wasnot…,hundredsofthousandsof,digout,thedead,tothenorthof,coalmines,builtshelters ,freshwater3.ReadingaloudandtranslatingNextwearegoingtoreadaloudthetextandtranslateitintoc hinese.4.ReadingandtransforminginformationReadthetextagainandanswerthefollowingquestions..whatnaturalsignsofcomingdisasterwerethere?2.canyouthinkofsomereasonswhythesesignsweren’tnoticed?3.canyoudescribethedisastercausedbytheearthquake?4.whateventsandsituationsprobablymadethedisasterwor5.Howwerethesurvivorshelped?6.couldanythingmorehavebeendonetohelpthesurvivors?w hyorwhynot?Answers:1,3,4,5areeasytoanswer.2.maybeatthattimepeopledidn’thaveknowledgeofanearthquake.6.Thestudentshavetheirownanswers.4.DiscussingwritingstyleAsyouhaveunderstoodthegeneralideaofthetext,Istillpu tmorequestionstoyou..Fromwhosepointofviewareeventsdescribed?Howdoyo uknow?2.whydoyouthinkthewriterchosetoexpressherfeelingsab outthequakeratherthansimplyreportwhathappened?3.whyisthetitle“ANIGHTTHEEARTHDIDN’TSLEEP”?5.Readingandunderstandingdifficultsentences. Ifyouhavesomedifficultsentencestounderstand,cometomeforhelp.IV.closingdownclosingdownbydoingexercisesNowpleasedothecomprehendingExercises1,2and3onpage27.closingdownbydiscussingBynowyou’veknownthatearthquakesareterriblenaturaldisastersan dthatchinaisunluckyenoughtohavealotofthem.Nowimagin ethatyourgrouplivesinthecitythathasalotofearthquake s,whatshouldyoudoduringanearthquake?Lookatthegivens ituationanddiscussinpairs.IfyouareoUTDooRS,…IfyouareinaHIGHBUILDING,…IfyouareDRIVING,…IfyouareHAVINGcLASS,…IfyouareinacINEmA,…whatshouldyoudoduringtheearthquake?Situation:howtorescuethosestilltrappedintheruins;howtotakecareofthesurvivors;howtorepairbuildingsthatsurvivedtheearthquake;whattodowiththebuildingsthatsurvivedtheearthquake;wheretofindpeopletohelpbuildanewcity;howtoteachchildrenaboutearthquakesafety;wheretoputinformationforsurvivorsandtheirfamilies;howtoplanforfurtherdisasters.Period2:AsamplelessonplanforLearningaboutLanguage AimsTolearnabouttheusageofwho,which,thatandwhoseintheAt tributiveclauseTodiscoverusefulwordsandexpressionsProceduresI.warmingupwarmingupbydiscoveringusefulwordsandexpressionsHelloeveryone.Afterreadingthepassage,wehavegottokno wtheusageofthewordsandexpressions,butweshoulddomore practice.Nowturntopage27tofindthecorrectwordsandexp ressionsfromthepassagetofinishthesentences.youaregiventwominutestofinishthem.ofcourse,youcandiscusswit hyourpartners.Twominuteslater,checkinpairsandthench eckwiththewholeclass.II.Learningaboutlanguage.ReadingandfindingTurntopage26andreadthetextANIGHTTHEEARTHDIDN’TSLEEP.Tickouttheattributiveclausesinthereadingpass ageandtranslatethemintochinese.2.DoingExercises2onpage28Turntopage28anddoExercise2inpairs.III.ReadyusedmaterialsforRelativePronouns:which,tha t,whowhomwhosewhatareRelativePronouns?Relativepronounsarespecialpronounswhichcanconnectth eantecedentandtheattributiveclause.Alsotheycanbeusedasapartoftheattr ibutiveclause.Herearesomeimportantdifferences:．which/that:referringtothings,canbeusedasasubjectoranobjectintheattributiveclause;whentheyareusedasanobject,theycan beomitted:Theplaneisamachinethat/whichcanfly.Theschoolhevisitedlastweekistothesouthofthecity.2.that/who/whom:referringtoaperson,canbeusedassubje ctorobjectintheattributiveclause;whomcanbeusedasanobject:Thegirlwesawyesterdaywasjim’ssister. Themanthat/whoistalkingtomyfatherismymathsteacher.3.whose:referringtoapersonorathing,canbeusedasanatt ributeintheattributiveclause:Thisisthewriterwhosenameisknownallovertheworld.Theroomwhosewindowfacessouthismine.4.Beforeeverything,anything,everybody,anybody,all,t hebest+n,thefifth+n,weusethatinsteadofwhich:AllIneedistime.ThisisthelargestfactoryIhaveevervisitedThesixthlessonwearelearningisthemostdifficultinBook Two.5.wecan’tusethatinaNon-DefiningAttributiveclause:Ihavelostthepen,whichIlikeverymuch.Ihavetwosisters,whoarebothteachers.IV.closingdownbydoingaquizNowyouaregoingtotakeaquizonRelativePronouns.Fillintheblanks,usingwhich,that,who,whom,whose.Theforcecauseseverythingtofalltowardsthegroundiscal ledgravity.Afriendhelpsyouintimeofneedisafriendindeed.Doyouknowthegirlparentsareteachersinourschool?ThewomanIspoketojustnowismyEnglishteacher.Hesawahousewindowswereallbroken.Everythingcanbedonetodaymustn’tbedonetomorrow.canyouthinkofanyonecouldlookafterhim?ThisisthebesthotelIknow.ThemanIsawtoldmetocomebacktoday.ThosewanttogototheGreatwallwritedownyournameshere.Hetalkedalotabouttheteachersandtheschoolshehadvisit ed.TheninthlessonwearelearningisthemostdifficultinBook one.mountBlanc,theyvisitedlastmonth,isthehighestmountai ninEurope.weknowalltheteacherworkinourschool.ThehouseinLuXunoncelivedisamuseumnow.ThehouseLuXunoncelivedisamuseumnow.ThehouseLuXunoncelivedinisamuseumnow.youcantakeanyroomyoulike.Heshowedamachinepartsaretoosmalltobeseen.Thesportsmeetwasputoff,wasexactlywhatwewanted. Answerstotheexercises:which/thatwho/thatwhosewhom/that/whowhosethatthatthatthat/whom/whowhothatthatwhi chthatwhichinwhich/wherewhich/thatthatwhosewhich Period3:AsamplelessonplanforUsingLanguageAimsToreadandspeakabouttravelingTowritealetterdescribingfeelingabouttraveling ProceduresI.warmingupwarmingupbydiscussingHaveyoueverwrittenaspeech?whatisaspeech?Speechmeans anactofspeakingformallytoagroupoflisteners.whatdoyo uhavetoconsiderwhenyouarewritingaspeech?Pleasediscu ssitinpairs.warmingupbyreadingwhatshouldyouincludeinyourspeechwhenyoutrytowriteon e?Readtheletteronpage29andimagineyouarethestudentwh owasinvitedtogiveaspeech.Nowwriteashortspeech,inwhi chyoushouldfollowthepointsinexercise3onpage29.II.ReadingandunderliningReadtheletterandexercisesagainandunderlinealltheuse fulexpressionsorcollocationsintheletter.copytheminy ournotebookafterclassashomework.collocationsfromthelettercongratulations,bepleasedtodosth.,winthehighschools peakingcompetition,agroupoffivejudges,allofwhom,agree,beproudof,openane wpark,honourthosewhodiedintheterribledisaster,would liketodo,haveyoudosth.,asyouknow,invitesb.todosth.,onthatspecialday,atthebeginningof,thanksb, fordoingsth.,honoursb.forsth.,beknownas,encouragesb.todosth.,beh appytodosth.,collectstamps,loseone’slifeIII.ListeningTurnonyourbooksatpage30.we’lllistentoastoryaboutapersonwhoexperiencedthe1906Sa nFranciscoearthquake.I’llplaythetapethreetimes.Firstlistenandtrytogetsomed etailsthatexercises1and2request.Secondlistenagainan dtrytofinishtheexercises.Thirdlistenandcheckyourans wers.IV.Guidedwriting.makingaintroductionHaveyoueverreadanewspaperstory?Nowturnonyourbooksto page31andlookatwriting.Readthebriefdescriptionabout pareanewspaperstorytoa shortstoryandanswerthefollowingquestions.)whatshouldyouwritebeforewritinganewspaperstory?2)whatshouldanewspaperoutlinehave?3)whyaheadlineisneeded?4)Howcanyoufinishanewspaperstory?5)Haveyoufoundoutthedifferencebetweenanewspaperstor yandashortstory?whileashortstoryissubjective.Anewspaperstoryhasnoco nclusion;ashortstorygenerallydoes.)NowI’llshowyouanewspaperstorytofindouttheheadline,mainid eaanddetailsofeachparagraph.THEwASHINGToNPoSTSEATTLE-Apowerfulearthquakewithamagnitudeof6.8hitwa shingtonStatelastweek.Thequake,thebiggestin50years, causedbillionsofdollarsindamage.Butmiraculously,onl yonepersondiedandmorethan100peoplewereinjuredintheq uake.Authoritiessaidonereasontherewasn’tgreaterdestructionisthattheregionspentmillionsofdo llarsinthelastdecadedesigningearthquake----prooffac ilitiesandimprovingexistingbuildings,schoolsandhome s.Earthquakeexpertsaidtheeventillustratedthegrowingga pbetweenrichandpoornationsintheabilitytomitigatenat uraldisasters.onlyahandfulofpeoplewereseriouslyinju redhere,aslightnumbercomparedwiththedevastationinco untrieslikeTurkey,IndiaandElSalvador,wherequakeshav eburiedthousandsunderpoorlyconstructedbuildings.2.writingNowpreparetheoutlineforashortnewspaperstoryforchina Daily.youcanusetheexampleinexercise1tohelpyouorgani zeyouroutline.3.UnderlingReadtheoutlineandthenewspaperstoryinwritingandunder linealltheusefulexpressionsorcollocationsinthem.cop ythemtoyournotebookafterclassashomework.collocationsfromwritingalistof,putsomedetailsintoeachparagraph,ateamof,rai semoney,thousandsof,plantodosth.,inearlyjune,hopetodosth.,beinterestedt odosth.IV.closingDownclosingdownbysummarywehavelearnedalotaboutearthquakes.Nowlet’shaveasummaryaboutwhatwehavelearned.Lookatthefollow ingquestions.Haveyoueverexperiencedanearthquake?canyoudescribeanearthquakeinEnglish?whatdoyouknowaboutthecauseofanearthquake?whatnewinformationaboutearthquakeshaveyoulearnednow?whatwordsandexpressionscanyouusetodescribeanearthqu ake?closingdownbyfindinginformationGotothelibrarytoreadorgetonlinetosearchinordertofin dmoreinformationaboutnaturaldisasters.PartTwo:TeachingResourcesSection1:AtextstructureanalysisofANIGHTTHEEARTHDIDN’TSLEEPI.TypeofwritingandsummaryofthemainideaTypeofwritingThisisapieceofdescriptivewritingmainideaofthepassageThearticledescribesthecause,the courseandtheresultofTangShanearthquakein1976.Itshowsustheterribleimageofearthquake.Atthesametimeithitsusthatwemustrealizethatwecandosomethingtominimizethedamagecausedbyearthquake.Topicsentenceof1stparagraphStrangethingswerehappeni nginthecountrysideinnortheastHebei.Topicsentenceof2ndparagraphEverythingbegantoshakean ditseemedthattheworldwasatanend.Topicsentenceof3rdparagraphEverywheretheylookednear lyeverythingwasdestroyed.Topicsentenceof4thparagraphAllhopewasnotlost.II.AtextstructureanalysisReadthetext“ANIGHTTHEEARTHDIDN’TSLEEP”,andthencompletethefollowingchart.Time/orderwhathappenedResultthreedaysbeforetheearthquakeatabout3:00amSaw:crackswaterinthewells---roseandfell,animals---toonervous,hidefishjumpedoutofbowls&pondsbrightlightintheskywaterpipes---crackedandburstheard:soundofplanessmelt:smellygasinthecracksofthewellsPeoplethoughtli ttleoftheeventsandwenttobedasusualat3:42amfelt:everythingshookone-thirdnationfeltitheardinBeijing100kilometersawayahugecrackcutacrosshouses,roads…saw:steamburstfromholesinthegroundhardhillsofrock-riversofdirtcitylayinruins4400,000peoplekilled/injured75%factories90%homeweregonebrickscovereddams/bridgesfellnotsaferailwaytracksuselesscowsnevermilkpigs/chickensdiedwellsfilledwithsandrescueworkersanddoctorstrappedundertheruinsbuildingsfelldownwater/food/electricityhardtogetafterthathopenotlostarmysent150,000soldiersworkersbuiltsheltersforsurvivorsfreshwaterwastakentothecitythecitybegantobreatheaga inIII.AretoldversionofthetextonepossibleversionStrangethingshappenedinTangShan.Forthreedaysthewate rinthevillagewellsroseandfell.Thewellwallshaddeepcr acksandasmellygascameoutthecracks.Thechickens,pigsa ndmiceweretoonervous.Fishjumpedoutofbowlsandponds.B rightlightappearedinthesky.Peopleheardthesoundofpla nesevenwhennoplaneswereinthesky.Thewaterpipesinsome buildingscrackedandburst.At3:42ameverythingbegantoshake.Itseemedthattheworld wasattheend!one-thirdofthenationfeltit.Ahugecrackcu tacrossthecity.Infifteenterriblesecondsalargecityla yinruins.Two-thirdsofthepeoplediedorwereinjured.Nea rlyeverythingwasdestroyedinthecity.75%ofitsfactorie sand90%ofitshomesweregone.Thenlaterthatafternoon,an otherbigearthquakeshookTangshan.Peoplebegantowonder howlongthedisasterwouldlast.Butallhopewasnotlost.Thearmysent150,000soldierstohe lpthem.workersbuiltsheltersforsurvivors.Slowly,thec itybegantobreatheagain.Section2:BackgroundinformationonEARTHQUAkESI.ZhangHengZhangHengwasanastronomer,mathematician,artistandlit eraryscholar（文学学者）intheEasternHanDynastyofchina.Bornintoday’sNangyangcounty,Henan,hewasagoodwriteratage12.Atthe ageof16,helefthometopursuehisstudyingthecapitalcity.Hespentatleast10yearsofhisyouthinliterarystudiesan dwriting.Hepublishedseveralwell-recognizedliteraryw ritings.Heswitchedtoastronomyafterage30.Intheyear123hecorrectedthecalendartobringitintoline withtheseasons.In132ZhangHenginventedthefirstseismographformeasuri ngearthquakes.Hisdevicewasintheshapeofacylinderwith eightdragonheadsaroundthetop,eachwithaballinitsmout h.Aroundthebottomwereeightfrogs,eachdirectlyunderad ragonhead.whenanearthquakeoccurred,aballfelloutofth edragon’smouthintoafrog’smouth,makinganoise.HealsoinventedtheodometerZhangHengwasthefirstpersoninchinatoconstructarotatingcelestialglobe.Inoneofhispublicationshealsoproposedπ=730/232.II.EarthquakeSurvivalTipswouldyouknowwhattododuringareallybigearthquake?Expe rtshavelookedintomattercarefully.Itmaybeworthyouwhi letolookoverthefollowingtipstheyhaveforus.Ifthegroundbeginsshakingwhileyouaredriving,pullover andstayinyourcar.Ifyouareinabuilding,trytogetnearas trongwall.Thecorneroftheroomorthespaceunderabigdoor wayisthesafest.Assoonasthequakeisover,checkthegaspi peinthebuilding.Gasfiresoftenresultfromearthquakes. Thesetipsmayprovetobelifesavers.weshould,therefore, keeptheminmind.Remembertoalwayshopeforthebestbutpre parefortheworst.EscapeintheSchoolIfithasanearthquakewhenhavingclasses,thestu dentsshouldlistentotheteacher’sinstruction,protecttheirheadsandhideunderthedesks.Ifithasanearthquakewhenthestudentsareinthes portsground,theycancrouchonthespotandprotecttheirhe adswithhands.Besuretokeepawaywithhighbuildinganddan gerousobjects.Don’tgobacktotheclassroom.Retreatinorderaftertheearthquake.EscapeinPublicPlacesListentothecommandofthesiteworkers.Don’tbescaredanddon’trushtowardstheexits.Trytoavoidcrowds.Avoidtobesque ezedtothewallorbarriers.Attheatersandgyms:crouchdownorslipunderthec hairs;avoidsuspendinglightsandelectricfans;protectt heheadwithschoolbags;aftertheearthquake,listentothe commandoftheworkers,retreatinanorganizedway.Indepartmentstores,bookstores,museumsorsubw ay:findfirmcounters,commoditiesorapillar,orthecorne rofawalltocrouchdownonthespot,protecttheheadswithha ndsorotherobjects;keepawayfromglasswindows,glasscou ntersorshowcounters;keepawayfromtallcupboards;keepawayfromadvertisementboardsandothersuspendingobjects.onbusesortrolleybuses:Graspthehandlestoavoi dbeinginjured;lowerthecenterofgravity;hidenearthese ats;getoffaftertheearthquakepassed.Section3:wordsandexpressionsI.wordsforreading.imaginevt.formapictureofinthemind；thinkofasprobable：想象；认为（某事）可能发生或存在。

高一英语Earthquakes教案contents目录一、教学内容分析二、教学目标和要求三、教学重点与难点四、教学课时安排五、教学设计步骤六、评估与反馈浙江省台州中学高一备课组一．教学内容分析本单元话题为“地震”，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震展开。

本单元共分八个部分。

warming-up部分通过两张图片引出话题“一旦地震发生，将会造成怎样的危害”，为后面的主题作了一个热身运动。

Pre-reading部分设置了两个开放性问题，目的是增加学生的生活常识，提高他们的应变能力。

这部分为接下来的阅读作了很好的铺垫，学生可通过套乱，参阅有关地震的书籍并运用一些生活常识来回答这两个问题。

Reading部分具体描写了1976年唐山大地震的震前、震中和震后。

作者详细描述了地震来临前的一些不正常的自然现象及动物的反常表现；地震的来势汹汹并在顷刻间将整座城市夷为平地；震后人们勇敢面对现实并及时实施抢救和重建工作。

comprehending部分包括三组练习，主要目的是为了帮助学生更好地理解Reading部分的。

LearningaboutLanguage部分分为两个部分：Discoveringusefulwordsandexpressions和Discoveringusefulstructures.第一部分要求学生在把握的基础上，掌握重点词汇的词义及时用，这更注重培养学生运用上下文猜测词义的能力。

其次还对一些复杂的数字读法进行了检测。

第二部分则结合学习定语从句。

UsingLanguage部分分为Reading，writingandSpeaking；Listening和writing。

Reading，writingandSpeaking包括读一篇邀请函，写一份演讲稿和关于一套新唐山邮票的Littletalk。

Listening部分讲述了一位地震幸存者的故事，并根据听力材料进行正误判断和回答问题，旨在培养学生获取细节的能力，并通过听来模仿标准的语音和语调。

人教版高一必修1 Unit4 Earthquakes 教案Unit4 EarthquakesThe First Period Leading in, Warming up& Pre-readingBy Liu Xiaohua from Hongling Middle School一、教学目标（Teaching aims）Student’s Book1. 能力目标（ability aim）a . Let the students know something about the earthquakes.b . Enable the students to talk about what they should do ina disaster for themselves2. 语言目标(language aim)a. Words and expressionsimagine, shake, right awayb. Important sentenceWhat do you think may happen before an earthquake?二、教学重难点(Teaching important points)Let the students know what a correct attitude towards a disaster is and what they should do in a disaster for themselves and for the other people.三、教学方法 (Teaching method)a. Discussingb. Talkingc. Activities.四、教具准备 (Teaching Aids)Multi-media computer五、教学步骤 (Teaching procedure)StepⅠ. Lead-in:T: What’s the biggest sound you have heard in your life?( the sound of the wind that blew in a winter night; the nose when planes take off; the sound of trains; the sound of thunder…..) But did you once hear the sound that the heaven falls and the earth crack. In Chinese it is 天崩地裂？If there is a sound like this what is it? What will happen?Today we’ll learn somethi ng about earthquakes. Can you imagine how terrible it is?First let the students answer the following question.Which of the following may cause people the greatest damage?Earthquake, Typhoon, Flood, DroughtVarious answers are possible. Students should give reasons to support their answers. All of them are natural disasters, they have something in common, at the same time, they have many differences.Let the students know something about the earthquake. (slides)T: How does the earthquake occur?Then show the film to the students. ( film about the earthquake )T: When some plates of the earth move suddenly, an earthquake happens. Many earthquakes begin under the sea. In fact, earthquakes may happen near high mountains.During an earthquake, the shaking make rocks rise suddenly and even cracks open. Houses fall, people are killed or hurt, and sometimes the whole villages or cities are destroyed. Some villages even disappear completely.Step Ⅱ. TalkingT: Earthquakes are disasters to everybody. Now look at the two pictures of Tang Shan and San Francisco. Can you describewhat you see in the pictures?(Show two pictures to the students and tell the students they are today’s Tangshan and San Francisco. But many years ago some big earthquakes hit these two beautiful cities.)1. Show the pictures of San Francisco to the students and let them describe today’s San Francisco and then let them know what happened in San Francisco in 1906(From the picture of San Francisco, we can see it is a very big city. There are many tall buildings thickly standing on the earth. And the population of the city is very large.)2. Show the pictures of Tangshan to the students and let them describe today’ Tangshan and then let them know what happened in Tangshan in 1976.( Today’ Tangshan is a beautiful city. It has beautiful gardens, broad roads and some tall buildings.)T: But, what will happen if there has been a big earthquake in these two cities? Work in groups and discuss it. Then I’ll ask some of you to say out your opinion.( After the terrible quake, everything is destroyed, what we can see is fallen buildings and dead bodies. The policemen, the soldiers and some other volunteers are rescuing the people trapped in the ruins….)T: Right, now let’s see a film.(Let the students see a film about Tangshan Earthquake.) (film)T: After the earthquake the city of Tangshan became…..Let the students discuss what they saw. And then talk about the pictures in their own words.The house….The fire….The bridge….The road…The police an d the volunteers….The people…..( Tangshan Earthquake happened on July 28, 1976.It was the greatest earthquake of the 20th century in China. Before the earthquake, many strange things happened, but people thought little of them. Such a great number of people died during the earthquake, because the quake happened while they were sleeping. The number of people who were killed or injured reached more than 400,000. And all the traffic was almost destroyed after the quake. Thousands of thousands of people became homeless in a short time. Many soldiers were sent to Tangshan to rescue the survivors after the earthquake.Let the students talk about the damage caused by earthquakesUsing the following words and phrases:shake, break, fall down onto, hurt, destroy, h omeless, die…..Step Ⅲ. Pre-readingT: But we can avoid or at least reduce the loss caused by earthquakes. And we can foretell it.Do you know what would happen before an earthquake?Can we do something to keep ourselves safe from earthquakes?( 1. There is often a great sound.2. Animals may be too nervous to eat.3. Maybe there are bright lights in the sky.4. a smelly gas may come out of the well.5. In the city the water pipes in some buildings crack and burst.6. Scientists have studied earthquakes and make maps that show the “ earthquake belts”. In areas in these belts, it is possible for earthquakes to happen. In these areas we can build strong houses to fight against earthquakes.)Discussion & Activities1. Show some pictures to the students andlet them discuss.Let the students look at them and decidewhat situation may happen before anearthquake.2. Then fill in the missing wordsaccording to the pictures.a. The water in the wells ____ and____. And some deep ______could be seen in the well walls. A ______gas came out the cracks.b. Mice ran out the Fields ___________places to hide. Fish _________out of bows and ponds.c. The chickens and even pigs were ______ nervous _____eat. The dog was ________ loudly again and again.d. People could see _______lights in the sky.3. Let the students discuss if they have ever experienced an earthquake.Step Ⅳ Discussion & ActivitiesT: What do you think may happen before an earthquake?(Before an earthquake, animals will become nervous. Cow, pigs,, horses and dogs will be upset. And people can see mice running about. If the earthquake happens during winter, people can even see snakes.)T: Have you ever experienced an earthquake?Let the students discuss and then talk about it.Step Ⅴ HomeworkPreview Reading material and then do exercise on page 27. 1-3 ( in comprehending )。