高一英语earthquake全单元教案

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。

高中英语必修一Unitl Earthquakes的教学设计和反思一、教学设计Teaching goals （教学目标）1.skill goals （技能目标）1）Know basic knowledge about earthquakes（了解地震的基本知识）2）K now how to protect oneself and help others in disasters （了解如何自救与他救）2.sens ibi 1 i ty goals （情感目标）get the students to be aware of the terrible disasters , mcanwhile ge t them to face it , treat it in a proper way, and never get discou raged.（使学生对灾难有正确的认识，要用积极的态度来对待它。

）3.Abi 1 ity goals（能力目标）1）. let the studonts collect the information from the internet by them solves.（独立搜集信息的能力）2）. Let the students pack up the informal io n by themselves.（独立整理信息的能力）3）.Let the students design it for the purpose of showing in class.（设计制作课件的能力）4）.feed them back to students in class , using what they have done・（课堂反馈与学生互动的能力）Teaching important points （教学重点）Let the students know what a correct attitude towards a disaster is and what we should do in a disaster for ourselves and for the ot her people （树立对于灾难的正确认识及面对灾难该如何应对）Teaching difficult point （教学难点）How to deal with the interaction between the students speakers and t heir classmates.（如何处理学生演讲者和同学之间的互动）Teaching procedures:Step 1: natural disasterShow the students some top disasters in the world, by Deng Yuge Tea m and Zhuang Jinmao Team.Step 2: famous earthquakesShow them some famous earthquakes in this century in the world, byLin Chuyin Team and Deng Yuge Team.Step 3: Tangshan earthquakea.show them some pictures about Tangshan earthquake by Zhuang JinMaoTeam.b.Watch a video about Tangshan earthquake.Step 4: Signs before earthquakes1.G iven by Wu mengni Team in the form of pictures and words.2.Given by Lin Chuyin Team in the form of filling blanks.Step 5: How to escape from the earthquakea.given by Zeng Jiaxin Team in the form of pictures and words.b.ven by Zhuang Jinmao Team in the form of T or F.c.ven by Lin Gaoxiang Team in the form of T or F.Step 6: Imaginary workSuppose there is an earthquake now, and you can take nothing but one thing, what will you take? Is it money, water, fruits, mobile pho nes, or a torchlight?Step 7: ProverbsGet the students to collect some proverbs from the internet, which a re somethingrelated to how to deal with disasters, what right attitude we should take and so on., then ask them to write them on the blackboard, and explain them to the students one by one.Step 8: Homeworka. pose an earthquake happens in the ; school hall, what should you do?an earthquake happens in the classroom , what should you do? b・pposec.ppose an earthquake happens in the bedroom, what should you do?二、教学反思通过本课教学，我有如下儿点反思：1、创新，以教材为模板，重新设计教学内容。

高一英语Earthquake全单元教案作者：李纯娇来源：转载更新时间：2008-03-11 点击数：315Warming-up & ListeningTeaching goals:1. Get a general idea of earthquakes and some other natural disasters;2. Train students’ listening ability and try to improve their pronunciation;3. Know the damage that an earthquake and other disasters could bring about and ways to reduce the losses of an earthquake.Teaching important points:Train the students’ listening ability and improve pronunciation.Teaching aids:A tape recorder; the blackboard; CIA课件Teaching procedures:Step1. Lead-in----video of different natural disastersT: Our hometown is a place full of a kind of disasters. What is it?Typhoon, earthquake, hurricane tsunami, flood, tornado, drought…are all called natural disasters.Q. what damage will they bring about?---- everything in ruins/ death/ losses…Step2. Introduction of Earthquakes (Let students get the general idea of earthquake)Q: what do you know about earthquake? What causes quakes and where do they oftenhappen? How to predict an earthquake?Q: How to avoid being hurt?? ----through gamesQ: Have you heard of any land earthquakes?----Two pictures in warming-up: Tangshan Earthquake and San Francisco Earthquake.Q: What do you know about these two earthquakes?Step3: Listening1. Pre-listening----brief introduction of San Francisco EarthquakeQ: When did the quake happen?---- 1906Q: what damage did bring about?---- About 700 people died in the earthquake and the fires. And as many as 250,000 people lost homes…2. While-Listening----according to the exercises in the text book3. Post-listening----How can we reduce the damage of earthquake? What can we do?Step4: Homework---- preview the reading “A Night the Earth didn’t Sleep” and learn new words of this unitReadingTeaching 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 u se the Internet 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:Step1. Lead-inT: We have a visit to the museum of natural disasters, and you have learned about some brief introduction of most disasters. Today, I want to show you round the earthquake department, and I hope you will like it and learn some useful knowledge. Now let’s go.T: At the very beginning, I want to know how much you know about an quake.Q1: What would you take with you if a quake happened?Q2: The best way to save yourself is to know there will be a quake before it happens. What kind of signs can tell you that there is a quake?Q3: What kind of damage can an earthquake cause?S: buildings are destroyed; people are killed; families are broken…T: Let’s have a look at some pictures of such terrible site. (Pictures of qu akes)T: (The last picture is monument of Tangshan quake.) Do you know what this is?Step2. Pre-ReadingT: 30 years ago, on the day July, the 28th, a terrible disaster suddenly happened, and the beautiful Tangshan was removed from the map. This is Tangshan quake. Does any body know something about Tangshan quake?T: Let’s read a news report about the famous quake.Step3. While-readingI. Skimming & scaringGet the students comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading.T: First please skim the passage fast to obtain/ get a general understanding of the whole passage. And underline the answers to the following questions.II. While reading, divide the whole passage into 3parts and find out the main idea of each part. Para.1 before the quakePara.2-3 during the quakePara.4 after the quakeII. Careful-readingRead the passage again and try to get more detailed information.T: Now let’s read the passage again and find more information. Join the correct parts of the sentences. (Turn to page 27, ex1)T: Now you have read the passage carefully, please put the sentences in order. Number each of these things during the Tangshan quake.(Turn to page 27, ex2)T: here are some more work for you. You can work in groups.T: Let’s watch some pictures, and comparing the old Tangshan, the Tangshan after quake, and the new Tangshan we see today.Step 4 Post-reading (discussing)T: After read the news report, and see so many pictures, what impresses you most? Why?Or what do you learn from such a disaster?(Self-rescue, environment protection, rebuilt, love and help)I: self-rescue (a video game)T: When in a quake, if you know some self-rescue skills, you may probably save yourself. If you want to know some of the skills, click here. (Link to the index)Let’s do little game to see how much you know about self-rescue.II. What did they suffer and feel?T: Can you understand what they suffer and what they feel after such a disaster?T: If you were one of the rescuers 30 years ago, what could you say and what can you do to comfort them? Or how could you help them?III. RebuildingT: we see that the new Tangshan has been set up. What is needed to rebuild Tangshan.IV: environment protectionT: nowadays there are more disasters than before. One of the reasons is that we pay more attention to our economy development than the earth we live.Look at these pictures. What can we students do to save the earth?T: Though the disasters destroy buildings, people’s lives, bu t it can not destroy the love among us.Step 5 Homework1. Find more news reports about earthquake.2. Write a piece of news about Tangshan. You can use the information in the passage.News WritingTeaching aims:1. Get students to learn how to write news;2. Train students the ability to cooperate with each other and to search for information;3. Learn more about Tangshan earthquake and honor the people of Tangshan. Teaching difficulties:1. How to make students learn writing in a more practical and effective way;2. How to help students understand the tips for writing.Teaching procedure:Step 1: Lead-in----The 30th anniversary of Tangshan earthquake (news)T: We have learnt the Tangshan earthquake. When did it happen? How many people died during the earthquake?Step 2: Presentation of students’ news writing(homework of last class)----point out the mistakes in news writing according to three aspectsT: You have finished the news writing of Tangshan earthquake, and now it’s time for you to show your project. Others have to point out the mistakes in his or her writing according to three aspects.----Three aspects: headline; content and languageT: What do you think of his or her writing? Is it a proper news writing? What have you done before your writing?Step 3: Tips for writing1. Preparation ---- an outlinePreparation: Choose a topic; decide what you want to say about the topic; Organize your ideas and write clearly.Outline: A headline; a list of main ideas; A list of important details2. Headline⑴ Appreciation of headlines⑵ characteristics of headlinesQ: what’s the characteristic of headlines?⑶ practice ---- write headlines for the following news according to the picture and information givenFlood relief efforts----The death toll on the Chinese mainland from Typhoon Kaemi has risen to 32, with at least 65 still missing. Local governments are sparing no efforts to carry out relief work.PLA celebrates 79th birthday----The Chinese People's Liberation Army is 79 years old, and the Defense Ministry has held a reception to celebrate.Quake hits Indonesian island----A moderate earthquake has struck near Indonesia's Nias island off northern Sumatra. The quake, with a magnitude of 5.6 struck just before 8.30 am, and was centered under the Indian Ocean, about 55 kilometers northwest of the main town on the island, Gunung Sitoli.Railway's impact on Tibetans----The Railway brings the remote Qinghai-Tibet plateau closer to the rest of the world. With people able to move in and out of the region more easily and the economic benefits the railway brings, the lives of Tibetans will never be the same again.3. Content---- How to organize your content of news⑴ Tips----Be clear of the content you want to mention; List your ideas; Write the most important thing in the beginning and the less ones in the following⑵ Practice----write the beginning of news according to the information and picture givenA woman;rifts on the wall;earthquake measuring 5.1degrees;Wen'an County, north China'sHebei Province;11:56 a.m. Tuesday, July 4, 2006;the quake’s epicenter --about 110kilometers from Beijing and 80 kilometers from Tianjin; casualty –not knownA woman points at the rifts on the wall of a village school after an earthquake measuring 5.1 degrees on the Richter scale jolted Wen'an County, north China's Hebei Province at 11:56 a.m. (Beijing Time) Tuesday, July 4, 2006. The quake was a shallow-focus one, with its epicenter being around 110 kilometers from Beijing and about 80 kilometers from Tianjin. No casualty was reported at press time.4. LanguageTips----clear; objective; brief; accurate; written English…Step 4: Appreciation of newsRadio----VOA n ews: “Aid for tsunami victims”News report----“Tangshan Quake 30th Anniversary”Step 5: Improvement of students’ writing----Improve your news writing about Tangshan earthquakeUsing Language----Reading, writing and speakingTeaching Aims:1. Enable the students to make a speech2. Let the students enjoy some famous speechesTeaching Important and Difficult Points:1. Review something about disasters2. How to make a speechTeaching Methods:1. Individual work2. group workTeaching Aids: Computer, blackboardTeaching Procedures:Step 1 Lead-in(Teacher shows a series of pictures of some disasters on the screen, let the students talk about their feelings or anything they feel about the pictures.)(The p ictures are: fire, hurricane, typhoon, tsunami, earthquake…)T: In this unit, we learn a lot about disasters. We know disaster is not a good thing to us. We often feel sad or sorry if a disaster happens.T: Right now, you have just seen some of the disasters. Do you feel worried about these refugees? Ss: Yes.Step 2 DiscussionT: Yes, everybody will feel sorry for them. But who is the most worried people when a disaster happens?Ss: families and friends / government and president / ……..T: Suppose, there is an earthquake happen somewhere in China, and you have a friend happens to be there. You are very worried. What will you do when you hear that an earthquake happens there? (Let the students discuss with their partner)Ss: I will feel very worried. I will make sure my friend is Ok as soon as possible. I will make a call to see if he is Ok.T: Again, suppose you are a president of a country, and an earthquake happens in your country. What will you do?Ss: It is my duty to comfort the refugees and the society. So first I will make a live speech to the whole country, telling my people that I know it and I will try my best to organize the rescue work and the rebuilding work after the earthquake.T: Yes, you are very clever. In fact, a real president will do just as you said ----- to make a speech. Now just let’s listen to a real speech made by President Bush after a big earthquake hit India on the first day of New Year.(Play the tape record for the students)Step 3 SpeechT: Right now we’ve just list ened to a speech made by President Bush. Do you know something about how to make a speech? Can you tell me when should we make a speech?Ss: a speech competition / election / the beginning of a new year / the opening of some activity / anniversary…..T: Yes, people need to make speeches at those times. Then do you know how to make a speech? What should we contain when we make a speech?Ss: Introduction: Give a strong first impression & preview your speechBody: Explain your ideas and support themConclusion: Review your speech and leave a lasting final impression.Step 4 TextT: It seems that you know a lot about making a speech. I remember we say that we may need to make a speech when it is some important anniversary.T: You know 2006 is the 30th anniversary of Tang Shan Earthquake. Here is an invitation, inviting you to make a speech about it. You can look at the letter on your text book.T: You can include these points in your speech;1. thank Mr Zhang Sha and the city government for inviting you to speak2. thank the visitors, especially the survivors3. thank those who worked hard to save survivors4. list some of the things the workers did to help the survivors5. thank those who worked hard to build the city6. describe your feeling about the city, which is known as the “Brave City of China”.7. encourage the people to be always proud of their city.8. thank the visitors for listening to your speech.T: So try to give a speech, using these points. Now I will give you 5miniutes to finish the speech. (after 5 minutes)Step 5 Speech contestT: Times up. Have you finished your speech? Ok, I think it is time for us to hold a speech contest. We have 4 groups in our class. Each group, please choose one contestant to represent your group and join the class speech contest. …, …and … will be the judges.(Ask each group to give a speech and the chosen judges will choose the winner.)T: Congratulations to the winner!Step 6 ConclusionT: In this lesson we learned a lot about speech and we also made a speech by ourselves. So do you know how to make a speech now?T: At the end of the class, let’s enjoy a very famous speech in human history.(Abraham Lincoln Gettysburg Address)六．评估与反馈----according to the “Summing Up” in unit 4。

精选全文完整版可编辑修改高一英语必修一Unit4 Earthquake大课文教学设计【课文总体设计思路：先播放一组图片，学生的注意力马上就会被吸引到课堂上来，学生马上就联想到E arthquake这一词，这时教师提出“What’s the cause?”，学生会回答他们所了解的地震知识。

紧接着和学生一起了解ppt中所呈现的问题，倘若地震发生，学生们会带什么逃离, 然后通过图片，学生更易掌握地震方面的知识，为课文的阅读作了很好的铺垫，接着教师引导学生进行进一步探究地震方面的知识。

通过小组讨论、合作得出结论，教师进行一定的总结。

接着呈现文章的标题“A Night the Earth didn’t Sleep”，引导学生解读文章标题、预测文章内容，让学生在阅读过程中处于主动认知状态。

学生可能一下子无法正确理解其所包含的深层含义。

但估计在前面所展示的图片的启发下，大部分同学可能很快就能作出正确的理解。

另外，考虑到文章生词较多，且大部分学生对文章的背景知识了解较少。

因此，在引导学生预测文章内容的同时，有3个小视频的播放，并进行小组之间的讨论。

分段对文章细节理解完成后，设置了“如何在地震中进行自我保护”的小组讨论活动。

最后是对文章的总结和作业的布置。

】Teaching proceduresI.Teaching aims1.Learn some details about this text. （重点）2.Train the students’ reading and speaking ability. （难点）3.Learn some knowledge about how to protect ourselves in an earthquake.II. Teaching proceduresTask 1 Pre-readingStep1 Warming up1. Enjoy some pictures to lead in the earthquake.Step2 Brainstorming1.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?I will takeTask 2 While-readingStep1 Fast reading : True or False.1.The passage mainly talks about a/an ___________(what) thathappened in _________ (where)in ______(when).2.Please divide the passage into 3 parts according to the main idea.Look at the each part and write down its main idea.Part 1: main idea:Part 2: main idea:Part 3: main idea:Step2 Careful reading1. What are the strange things before the earthquake? Read part.1 carefully and fill in the blanks.①The water in the wells____and____. And some deep ____could be seen in the well walls. A ____gas came out the cracks.②The chickens and even pigs were______nervous _____eat.③Mice ran out of the fields_____places to hide.Fish ______out of bows and ponds.④People could see ___lights in the sky. The sound of _____could beheard outside the city.The water pipes in some buildings____and_____. 2.Read part 2 and finish the exercises.②True ( T )or False( F )1.Two-thirds of the nation felt the earthquake. ( )2. All the people in Tangshan were dead or injured during the earthquake. ( )3. All of the city’s hospitals, factories, buildings and homes were damaged in the earthquake. ( )4. Not only the people but also the animals were shocked greatly.( )5. Many rescue workers and doctors were trapped under the ruins during the aftershock. ( )3.Soon after the quakesThe army:Workers:Result:nguage points1.. … the water pipes in some buildings cracked and burst.burst :(vt.vi.n)突然破裂，爆发.burst into+ n. burst out + doing……He burst into laughter.= .2. It seemed as if the world was at an end.1) as if①as if 在表语从句中相当于that:②as if 似乎, 好像= as thoughShe spoke to me as if she knew me.③as if后还可跟名词、形容词、不定式等。

优质课教案Unit4EarthquakeTeaching planTeaching content:Earthquake(Period2Reading)Teaching aims:1.Develop the students’reading ability.2.Get the students to know how to protect themselves and help others in the earthquake.3.Develop the students’ability of cooperative learning. Teaching important points:1.Get the students to learn about the Tangshan earthquake.2.Improve the students’reading ability.Difficult point:How to train the students’reading ability in learning the text. Teaching methods:Discussion,cooperative learning and task-based teaching method Teaching aids:Multi-mediaTeaching procedures:Step1.Lead-in1.Let the students look at some pictures of earthquake to introduce the topic of the Unit2.Let the students enjoy a part of film of earthquake and get the studentsto answer the questions.⑴What happened in the film?⑵What are the people doing?3.Get the students to discuss the following question:（分组讨论）What do you think will happen before an earthquake? Step2.Fast reading（1）Let the students skim the text and divide the text into three parts.（2）Let the students find the top sentence of each paragraph and summarize the main idea of each partMain idea of each part:Part1(para.1):Strange things were happening before the earthquake.Part2(para.2-3):The disaster happened and caused a lot of loss. Part3(para.4):All hope was not lost.(Exchange your understanding of the passage with group members and work together to find the main idea of each part.培养学生归纳概括能力)Step3.Careful reading1.Read carefully and try to get more information to fill in the blanks.Strange thingsthe water in the village wells rose and fellthe well walls had deep cracks and smelly gascame outthe chickens and pigs were too nervous to eatmice ran out of the fields,looking forplaces to hidefish jumped out of the bowls andponds(用表格的形式表达出来，以锻炼学生的主学习能力和探究查读能力,使学生全面地了解地震的前兆。

Unit 4 Earthquakes1.Knowledge:Learn and master the new words and expressions in this period.Words:Ability:1.Train the students’ listening ability.2.train the students’ listening ability.3.Train the students’ ability to use the Internet to search for some usefulinformation.4.Train the students’ ability to cooperate with others.Emotion:1.Know the damage that an earthquake2.Know the ways to reduce the losses of an earthquake.Teaching important pointsTrain the students’ speaking ability by describing, talking and discussion. Difficulties:Train the students’ listening ability.Step1 Warming-upT:Do you know what happened in the Indian Ocean at the end of last year? It shocked or we can say frightened the whole world.S: A terrible tsunami broke out there on 26th December. More than 200 000 people were killed.T: Yes. It is said that it is the biggest in the fore decades. A tsunami is an undersea earthquake. Then have you heard of any land earthquakes? Would you please list some?S: We can often hear that earthquakes occur in Japan. In 1906, an earthquake struck San Francisco, USA. About 700 people died in the earthquake and the fires. And as many as 250 000 people lost homes.T: But do you know any famous earthquakes that happened in our county?S: The Tangshan Earthquake that happened in 1976.T: Can you tell me what mighty happen in an earthquake? You may look at the two pictures on Page 25.Step 2 ListeningT: Before we learn the passage about an earthquake, let’s first know why there are earthquakes in the world. So let’s do some listening on Page 62. listen to the tape for the first time and try to get a general idea of the passage.Listen to the tape and check the answers.( It is about the cause of earthquakes and how we can reduce losses from them.)T: Listen to the tape for the second time and judge whether the statements in Part 1 are true of false.T: Let’s check the answers. Listen again and try to correct the statements that are false.T: Listen again and try to complete the table in Part 2.A few minutes later, check the answers.Step 3 Homework1.Preview the reading passage on Page 26 and do exercise I in the part “Learningabout language”.2.Ask the to look for more ways of reducing losses from earthquakes. The studentscan go to the library or use the Internet to search for information. After searching for the information, each group should make a poster, informing people how to reduce the losses of an earthquake.Record after teaching :____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _________The Second PeriodKnowledge:Learn some new, phrases and some new sentence patterns.Ability:1.learn some detailed information about an earthquake.2.improve the students’ reading ability.3.train the students’ ability to grasp key information while listening.4.train the students’ speaking ability.Emotion:1.Train the students’ ability to cooperate with others.2.Know the deadliness of an earthquake and the signs before an earthquake iscoming.3.Learn from the bravery of people in Tangshan to face the reality and rebuild thecity.Teaching important points:1 The new words and expressions.2. Learn some detailed information about an earthquake.3. Train the students’ ability to cooperate with others.4. Train the students’ speaking ability.Teaching difficulties:1 Words: shake, burst, rise, destroy, shock, fresh, injure2. Phrases: right away, at an end3. Sentence patterns:(1) It seemed/ seems that…(2) The number of sb./sth. Reached/reaches…(3)All hope was not lost.4. Improve the students’ reading ability.5. Train the students’ ability to grasp key information while listeningTeaching procedures:Step 1 Pre-readingT: Suppose you are warned of a coming earthquake. Now you have time to take only one thing. Tell your partner what you will take and the reason.T: If an earthquake is around the corner, there must be some abnormal phenomena. Carefully look at the four pictures on Page 25 and try to describe what you have seen. Step2 ListeningT: Everyone knows that an earthquake is very terrible. Today, we will learn something about the strongest earthquake in China’s history, which happened in Tangshan, Hebei, in 1976. First listen to the tape with your textbooks closed and check whether the following statements are true or false. If it is false, try to correct it.1.People in Tangshan were warned of the earthquake and didn’t go to bed that night.(F)2.People in Beijing also felt the earthquake. (T)3.More than 400 000 people were killed in the quake. (F)4.Many rescue workers and doctors were trapped under the ruins during theaftershock. (T)5.People tried to get fresh water from under the ground in Tangshan. (F)Step 3 Reading1.Finish Part 1-2 in Comprehending on Page 27.2.Finish Part 3 in Comprehending on Page 27.3.Read the passage again to get important information about Tangshan Earthquakeand fill in the blanks. ( 百思英语Page 44 )Step 4 Speaking or Reading aloudIf your students are good at English, ask them to do this exercise:Suppose one of you was a newspaper reporter, and the other was a witness of the 1976 Tangshan Earthquake. Now the newspaper reporter is asking the witness some questions. Work in pairs please.If your students are very poor in English, ask them to do this exercise:Play the tape for the students to listen and follow in order to let them know how to read the text.Step 5 Homework1.Read the text several times.2.Do exercise 3 on Page 28.3.Do exercise 2 on Page 28 in the exercise book and hang it in tomorrow.4.Learn some words and phrases in this unit and make some sentences with them.( Ss’ Book, Page 82-84)Record after teaching :____________________________________________________________________ ________________________________________________________________________________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _________The Third PeriodKnowledge:1.words: crack, burst, ruin, injure, destroy, shock, last2.phrases: at an end, right away, dig out3.sentence patterns:All hope was not lost.Ability:1.Train the students’ ability to read different numbers in English.2.Learn the usage of some difficult words and expressions.3.Train the students’ ability to remove the difficulties while reading.Emotion:1.Train the students’ ability to cooperate with others.2.Know the deadliness of an earthquake and the signs before an earthquake iscoming.3.Learn from the bravery of people in Tangshan to face the reality and rebuild thecity.Teaching important points:1.Train the students’ ability to read different numbers in English.2.Train the students’ ability to cooperate with others.Teaching difficulties:1.The explanation of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Teaching procedures:Step 1 Revision1.T: In the last period , we learned something about the terrible Tangshan Earthquake in 1976, which is the deadliest earthquake in China’s history. Now I am going to ask you some questions based on the Reading passage.(1)What did people in Tangshan see in the sky before the earthquake?(2)What did people notice in the wells?(3)Did people pay any attention to these abnormal phenomena?(4)When did the earthquake begin?(5)Were there any aftershocks?(6)Did the survivors deny the city and go to live in other places?2. Check the homework (Ex2 on P28). Ask them to recite it after class.Step 2 Learning about NumbersTurn to Page 28 and look at Part 3. Match each word to the number that has the same meaning. Allow the students several minutes to finish the task. Check the answers. Step 3 Important pointsAsk the students to turn to Page 82. Ask some students to make some sentences with the words or phrases. Deal with some difficulties. You can add more phrases.Step 4 homeworkIn order to master the usage of these words and expressions, please do some related exercises.1.Finish off the two parts in Using Words and Expressions on Page 63.2.Translate the sentences on Page 63 into English. Write the English sentences inone of your exercise book and hand it in tomorrow.Record after teaching :____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _________The Fourth PeriodKnowledge:1.Learn the Attributive Clause.2.Learn the difference between Relative Pronouns for the Attributive Clauses. Ability:1.Learn to choose the correct Relative Pronouns for the Attributive Clauses.2.Train the students’ ability to report what others have said.Emotion;Train the students’ ability to cooperate with each other.Teaching important points:1.Learn the Attributive Clause.2.Train the students’ ability to report what others have said.Teaching difficulties:Learn to choose the correct Relative Pronouns for the Attributive Clauses. Teaching procedures:Step 1 revisionCheck the homework exercises.Step 2 Grammar( The teacher writes the sentence “ Workers built shelters for survivors whose homes had been destroyed.” On the blackboard before class begins.)T: Please look at the sentence on the blackboard, paying special attention to the underlined part.What kind of clause is it?Ss: The Attributive Clause.T: Yes. The Attributive Clause tells us which person or thing (or what kind of person or thing ) the speaker means.e.g. The woman who lives next door is a teacher.A sentence with an attributive clause contains two shorter sentences. In the sentence above, the two short sentences are: “The woman is a teacher.” And “ The woman lives next door.” The Attributive Clause is the answer to the question: Which woman is a teacher?Would you try to divide the sample sentence on the blackboard into two short sentences?T: That’s right. Now try to find all the sentences with Attributive Clauses in the reading passage and divide each sentence into two short sentences.T: Next I will say something about the common relative pronouns.“Who” is used for people. “Which”is used for things. “That” is used for things or people. “Whose” is used instead of his/her/their/somebody’s. “Whom” is quite formal, and in most cases it is all right to use who instead. But when whom has a preposition before it, it cannot be replaced by who.Step 3 Practice1. Now look at Part 2 in Discovering Useful Structures on Page 28. try to complete each sentence using that, which, who, or whose.Let the students do this exercise and check the answers.2.Do more exercises in Ex 3 on Page51 in《导学》Step 4 HomeworkAfter class, read the passage on Page 64. It’s about advice on how to protect your home from an earthquake. Complete the sentences below, using who, whom, which, that or whose.Record after teaching;____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _________.The Fifth PeriodKnowledge:1.Know how to write a speech.2.Know how to write a newspaper story.Ability:1.Train the students’ speaking ability.2.Train the students’ ability to search for doing something.3.Train the students’ ability to do things step by step.Emotion:1.Honor the great people of Tangshan.2.Learn to cooperate to each other.Teaching Important Points:1.Train the students’ speaking ability.2.Train the students’ ability to search for doing something.Teaching Difficulties:1.Know how to write a speech.2.Know how to write a newspaper story.3.Learn to cooperate to each other.Teaching Procedures:Step 1 RevisionT: In the last period, we learned the Attributive Clause and how to choose a proper relative pronoun. Now let’s check your homework exercises. Please open your textbooks and turn to Page 64. Look at Part 1 in Using Structures. I will ask some of you to read the sentences out.(The teacher corrects mistakes if there are any.)Step 2 Reading and WritingT: Read the letter on Page 29.In the blank at the beginning of the letter, write the last number of the year it is now. Then in the blank near the end of the letter, use a number to say how many years ago the quake happened.(After several minutes, the teacher checks the answers with the class.)T: Suppose you are the student who was invited to give the speech. What should you include in your speech?(Students give their different answers.)T: Yes, while writing, don’t forget to contain the information. Now I will give you 15 minutes to write the speech. You can follow the points in part 3 on this page. (While the students are writing, the teacher gets around the classroom and helps the students to deal with any difficulties that they have.)(After 15 minutes)T: Are there any volunteers to read his or her speech?( If there is nobody, the teacher asks one to read, and give some assessments.)Step 3 SpeakingT: Imagine that after your speech, Zhangsha asks you to give a short talk about the new stamps about Tangshan to honor the city. First, ask and answer the following questions in pairs.(1)What do these stamps show?(2)Do you think these stamps are very important and why?(3)Will you collect these stamps? Why and why not?(After the students ask and answer these questions in pairs.)T: Now try to fill in the lines in the little talk. You can use some of the answers to the questions.T: Next I will ask one of you to read the little talk.Step 4 WritingT: By now you have learned writing a speech and a little talk. Now you are going to write an article for a newspaper about a special event that happed in your hometown. First, let’s learn some skills of writi ng newspaper stories. Before you write, you should write an outline. This is very useful. Today, we will learn how to write an outline. Please turn to Page 31. Read the instructions in bold and pay attention to some questions I prepared to you.Q1: Why is an outline important?Q2: What should an outline include?Q3: Why is a headline important?Q4: What are the steps to finish a newspaper story?Q5: What is the feature of a newspaper story?Suggested answers:1.Because an outline will prepare you to write a better story.2. A good outline should have a headline, a list of main ideas and a list of importantdetails.3. A headline can tell the readers what the topic is, so it can attract the readers’attention since the reader may not have bought the newspaper before they read the headline.4.First, organize the main ideas. Next, put some details into each paragraph.5. A newspaper story gives the most important news first and the least importantnews last.T: Now let’s read the example of a newspaper story. Try to find the headline, main idea and details of each paragraph. You may work in groups of three.(After several minutes, the teacher asks the students the following questions :)Q1: What is the headline of the newspaper story?Q2: What is the main idea?Q3: What is the detailed information?T: Now turn to Page 32 and check your main ideals and detailed information.Step 5 HomeworkT: So now you know how to write a passage step by step. Prepare the outline for a short newspaper story for China Daily. Use the example to help you to organize your outline. You can first have a discussion with your partner and decide which event you will write about. Try to write down the title, main ideas and detailed information. Then put them into a short passage.Record after teaching:____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ________________________________________________________________________________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _________The Sixth PeriodKnowledge:Learn a passage about the San Francisco EarthquakeAbility:1. Learn to compare two similar passages.2. Train the students’ listening ability.Emotion:1. Learn to cooperate with others.2. Learn from the bravery of the people of San Francisco to face the reality. Teaching Important Points:1.Train the students’ listening ability.2. Learn a passage about the San Francisco EarthquakeTeaching Difficulties:Learn to compare two similar passages.Teaching Procedures:Step 1 RevisionT: In the second period of this unit, you learnt some detailed information about the Tangshan Eearthquake. Can you use several sentences to summarize the passage? S: Let me have a try. The terrible earthquake struck the city of Tangshan while people were sleeping. More than 400 000 people were killed or injured in the quake. After the quake, people found nearly everything was destroyed. But people in Tangshan didn’t lose heart. They rebuilt the city with the help of soldiers.T: Quite good.Step 2 Reading and ComparingT: In the first period, we also talked about the earthquakes that happened in San Francisco. Today, we will learn a passage titled “The Story of an Eyewitness”, which is about the San Francisco Earthquake in 1906. It was written by Jake London, who was a famous American writer.T: First read the passage carefully. While reading, please think about the following questions:(1)How did the author feel about the earthquake?(2)How did the author feel about the people of San Francisco?(Ss read the passage, then the teacher asks someone to give their answers and checks the answers)(Answers will vary.)T: Quite good. You can keep your own answers as long as you think they are reasonable and you can find proofs from the passage.Read the first paragraph in this passage .Then go back and read again the first paragraph of the passage on Page 26. Compare the ways both writers give you details about the earthquakes. Try to finish the 4 exercises on Page 66. You may discuss in group of three.(Ss read the two passage and finish the exercises.)(Then the teacher checks the answers.)T: Next I will play the tape of this passage for you to listen. Please pay special attention to the intonation.(After listening.)T: Now I will give you several minutes to read the third paragraph with feelings. Step 3 ListeningT: Just now we learned a passage written by an eyewitness about the terrible San Francisco earthquake in 1906. Now we will listen to a story told by a man who was a survivor of the earthquake. Listen to the tape the first time, and try to tell whether the statements in part 1 are true or false.(Teacher plays the tape for the students to listen and finish the task.)(After listening, the teacher checks the answers with the class.)T: Now let’s listen to the tape again and try to answer the questions in Part 2.(After listening, the teacher checks the answers)T: While listening to the tape, you should not only pay attention to the contents, but also the pronunciation and intonation. The sentences in Part 3 show us the sequence. I will play the tape again, you should mark liaison and incomplete explosion in these sentences. Then practice reading them aloud.Step 4 HomeworkT: In this class we read and listened to two stories ,both of which are about the 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 /1906/06.html. If you are interested in them, you can surf in the site I’ve given to you.Record after teaching:____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _________The Seventh PeriodKnowledge:1.Learn how to make an earthquake plan.2.Learn what to contain in a personal earthquake bag.Ability:1.Train the students’ listening ability.2.Train the students’ speaking ability.3.Learn to find reasons for their choices.4.Learn to sum up what they have learned in the unit.Emotion:Learn to cooperate with others.Teaching Important Points:1. Train the students’ listening ability.2. Train the students’ speaking ability.Teaching Difficulties:Learn to find reasons for their choices.Teaching Procedures:Step 1 GreetingsGreet the whole class as usual.Step 2 ListeningT: These days Earthquakes are always our central topic. We have learned many things about it. Up till now, earthquakes are difficult to predict. We can hardly avoid an earthquake. But actually we can do things to reduce the losses of an earthquake. Let’s look at the form on Page 66 and have a discussion about the earthquake plan with your partner.( Ss give their answers)T: What should you do if you are outside?(Ss give their answers)T: What should you do if you are in the living room?(different answers)T: What should you do if you are in the house room?(different answers)T: Next we are going to listen to the tape and write down the three “things” that are mentioned.(After listening, teacher checks the answers with the students.)T: Then let’s listen again. This time you should write down more details about each of the “things”.(After listening, teacher checks the answers with the class. Play the tape again if necessary.)Step 3 SpeakingT: You know every family should have an earthquake bag, in which there are enough things that you can use in case of an earthquake. Here we have a list of possible items for the personal earthquake bag. Choose only eight things, which you think are the most essential, from the list. They must last you five days. Discuss with your partner.(After several minutes.)T: Now join another pair and discuss your choices. Put all the things you agree oninto a final list. Discuss the other items explaining your reasons and trying to agree which ones are the most suitable.(After several minutes.)T: Each group should choose one representative. Now be prepared to present your list to the class and give your reasons for each choice.Step 4 Learning TipT: In order to learn a language well, you should do a lot of practice, including listening, speaking, reading and writing. Only when we understand what is said to us can we have a conversation with somebody. So listening to English is very important. After class, you should listen to the English news on CCTV International. You will not only get a lot of information about what is happening around the world, but also improve your listening and learn more English words and expressions. At the same, you will improve your pronunciation and intonation.Step 5 Summing upT: Now let’s sum up what you have learnt in this unit. Work with your partner. First write down what you have learned about earthquakes. Then write down the verbs, nouns, expressions and new grammar items that you have learned from this unit. Step 6 Homework1.Review Unit 4. .2.Preview Unit 5.Record after teaching:____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _________The End-温馨提示：如不慎侵犯了您的权益，可联系文库删除处理，感谢您的关注！。

高一英语Earthquakes教案unit 4part one: teaching design (第一部分：)period 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 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 anddecide 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 text “a night the earth didn’t sleep” and see what it tells us.please listen to the text and get the general idea 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 and 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 from a night the earth didn’t sleepa smelly gas, come out of, in the farmyards, too nervous to eat, run out of, look。

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 )。