人教版高中英语必修一Unit4整体教案

Ullit 4 NatUral DiSaSterS PeriOd 1LiStening and SPeaking 教案教材分析：高老听力材料的选用非常重视语言直实性和交际性的原则，语言材料一般来源于实际生活，对话的内容大都取材于日常生活，即衣、食、住、行、工作、学习、天气、生活环境等话题，可分为校园、公共场所、家庭等方面，女口：ShOPPmg I finding the Way l domg one,s homework I Seeillg a doctor, making a PhOne Cail, Weather IePort, askmg for dιfiereιιt kinds Of Hifbnnation 等。

新教材的特点就是利用生活中貢实文本，让学生注重语言的应用，将是我们高老把握方向的重要因素。

教学目标与核心素养：学习能力目标：在听力当中，学生应该有效规划学习方法，选择恰当的策略与方法。

这节课的训练目标是让学生有正确的预测和抓住问题的关键信息，从而用心去听来找寻关键信息。

根据生活中实际情况和高考常见语境,我们不难发现提前预测和抓住题干中的W很重要,即What, Where, Whell, Why 等等。

教学重难点：L■点(1)在听力之前把握题干中的关键词，并标注出来；(2)熟悉和数字、地点等相关的常见表达。

2•难点(1)听力中涉及到数字一直是学生听力的难点，要让他们对于20以内的数字比较熟悉，才能听到之后立马反应过来；(2)能够先通过读题，找到题干中的关键词。

教学过程:Unit 4 NatUrai DiSaSterS PeriOd 2Reading and Thinking 教案教学目标与核心素养：1.TeaCh SnIdelItS to find OUt the ParagraPh topic Sentelices, UnderStaild the basic InfbnllatIoII Of die TangShall earthquake tlιrouglι SkHliining, SearCIlIng aιιd Other Ieadmg SkiIIs.2.Enable SnldelltS to SOrt OUt the details Of the paragraph, to UnderStand the Strange things before die TangShan earthquake, the tremendous destructive force CaUSed by the eartlιquake, and the IaPld and SeIfleSS rescue and reconstruction after the disaster.3.DiSClISS the tliuiking brought by eartlιquake and SUblillIate the theme SignIfiCanee.教学重难点：1.DeVelOP students' IeadIng ability SUCh as Skmiming, SCanning and SllIninarIZing.2.Let StlIdentS talk about the PreCUrSOr before the earthquake, the damage CaUSed by theearthquake, the IeSCUe after die earthquake and die reconstnιctιon after die earthq uake.教学过程:SteP 1 ACtivity 1ACtiVating background informationT: TOday We are gomg to Iearn a PaSSage With the title -The Night the EartIl Didn't Sleep,∖ SO Why didn't the earth SleeP on that night? What happened to the earth? ACnlany there is a movie directed by Feng XlaOgang focuses On the SaIIle earthquake. Now, Γd IIke to ShOW you a SIlOrt CllP Of die movie.1.TaIk about the earthquakeQl: What do you Ieanl from the video?2.Talk about TangShall earthquake.Ql: What do you know about TangShan earthquake?Q2: What do you Want to know about it?SteP 2 AXtiVity 2Reading to get SOme basic information about earthquake1.Read quickly to find the answers to the students' OWn questions.2.Read for the topic SentelICeS and ∖λr ork OUt the OrgallIZatIOn Of die text.Ql: What,s tlιe topic SentenCe m each paragraph?Q2: In What Order does the author describe die earthquake?SteP 3 ACtiVity 3Reading for detailed information1.Read to get detailed information about ParagraPh 1.Ql: What Were tlιe Strange tilings?Q2: What WaS people's IeaCtIOn to tlιese Strange tilings?Q3. Why didn't PeOPle Pay attention to these Strange thmgs/the SignS before the earthquake? T: PeOPle had Iittle knowledge Of earthquake at tlιat tune.Q4: When does this ParagraPh mainly talk about?T: AbnOnilal SigllS before the eartlιquake.2.Read to get detailed InfbrmatiOn about ParagraPh 2.Ql: HOW StrOng WaS die earthquake?Q2: HOW did the PeOPle feel Whell die earthquake happened?Q3: What does this ParagraPh mamly talk about?3.Read to get detailed information about Para. 3.Ql: What Were destroyed?Q2: HOW does die ∖λτιter describe 飞VerythIng iιι the city"?Q3: HOW did the PeOPle feel?Q4: What does this ParagraPh mamly talk about?4.Read to get detailed information about ParagraPh 4.Ql: WhO brought hope back? And Wllat did tlιey do?Q2: HOW did the PeOPle feel after a IOt Of PeOPle Came to rescue?Q3: HOW WaS the City after a IOt Of PeOPle Came to rescue?5.Read to get detailed InfbrmatiOn about ParagraPh 5.Ql: What ShOWS the revival OfTangShaιι?Q2: HOW Call TallgShaIl WViVe itself aιιd get UP On its feet agam?Q3: In tmιes Of disasters, how Can We go tlιrouglι it?T: Iii times Of disasters, We ShOUld unify; ShOW the WiSdom and Stay positive.SteP 4 AXtiVity 4HighIighting the theme and reflecting1.Make a SuinnIary Of die text.2.FUrther IInderStalld the titleQ: After Ollr Ieanimg, Why do you tlιιnk the earth didn't SleeP On tlιat Ilight?T: An earthquake happened. The PeOPle In the earthquake SUfiered a lot. and die PeOPle OUtSide TangShall Λλ-ere ConCemed about the PeOPle there a lot.3.RefleCt tlιroιιglι discussion on Wllat Can be Ieamt after reading.T: DISaSterS are POWerfiIL UnPreParedlleSS Call be deadly. Life is weak, but if PeOPle V t r QTk togetherto help each otlιer5 disasters Can be defeated.TIlere is no IOVe &om disaster, but We have IoVe In the human heart.SteP 5 ASSignmentHOW does the WrIter COlIVey tlιat the earthquake WaS deadly, and tlιat PeOPle Were helpless durmg tlιe earthquake? Try to find SOme attractive and impressive expressions and note them down.UIlit 4 NatUral DiSaSterS PeriOd 3DiSCOVering USefUl StrUCtUreS 教案教材分析:ThiS teaching PerIOd mainly deals With the granmiar: die restrictive relative clauses.ThiS PeriOd carries COnSIderable SignIfiCanCe to the CUlthβatιon Of students' Writing COmPetellCe and IayS a SOlId foundation for the basic appreciation Of Iallgllage beauty. The teacher is expected to enable StUdentS to master tlιis PerIOd thoroughly aιιd COaSOIIdate the knowledge by doing SOme exercise Of good quality.教学目标与核心素养：1.Get SnldentS to ha∖∙e a good IUIderStandlllg Of the basic USageS Of the restrictive IelatiVe clauses.2.Enable SnIdentS to USe the TeSniCtIVe relat∏∙e CIaUSeS flexibly.3.DeVelOP students' SPeaklllg and COOPeratmg abilities.4.Strellgtllell students' great mterest iιι grammar Ieainmg.【学堇难点:HOW to enable SnldentS to have a good ImderStanding Of the restrictive relative clauses, espeCiaIly the IISeS Of the IeIath*e WOrdS SUCh as which, that, who, whom.教学过程：StePl语法知识呈现定语从句（一）——关系代词的用法在复合句中，修饰名词或代词的从句叫定语从句。

Teaching plan for unit 4Teaching aims and demands:1. Topic:Basic knowledge of earthquakes; how to protect oneself and help the others in disasters2. Useful words and expressions:earthquake, quake, right away, well (n.) , million , event , pipe, burst, as if, at an end , nation , canal, steam, dirt, ruin, in ruins , suffering, extreme, injure, destroy, brick, dam, track, useless, steel, shock, rescue, trap, electricity, disaster, dig out, bury, mine, miner, shelter, a (great ) number of , title, reporter, bar, damage, frighten, frightened, frightening, congratulation, judge, sincerely, express, outline, headline, cyclist3. 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 damageA. 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 WhyStep 2. Pre-readingSs discuss and answer:1.Do you know what would happen before an earthquake2.What can we do to keep ourselves safe from an earthquake3. Do you know anything about Tangshan Earthquake in 1976"Step 3. Reading1.Skimming and find the answers to the following questions:a.What happenedb.When and where did it happen|3.Ss read the whole passage again and get the main ideas of each part: Part 1. The natural signs of a coming earthquakePart 2-3. The damage of the city after the earthquakePart 4. The help to the survivorsStep 4. ComprehendingSs finish Ex 1 and 2 on page 27.Step 5. Assignment1.【2.Surf the internet and get more information about the earthquake.3.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 unders tand 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 somedifficulty.Step 4. assignment1.Finish on page 63.2.Ss try to remember the useful words and expressions by hearts.Period 3(Step 1. Warming upSs read the passage again and try to find the sentences with attributive clauses.. 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 theattributive 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。

英语人教版必修一u n i t4教案+课文讲解+同步验收+跟踪练习-人教课标版1(总12页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--Unit 4 EarthquakesPeriod OneTeaching aims:1. Train the students’ listening ability.2. T rain the students’ listening ability.3. Train the students’ ability to use the Internet to search for some us eful information.4. Train the students’ ability to cooperate with others.Important points:Train the students’ speaking ability by describing, talking and discussion.Difficult points: Train the students’ listening ability.Teaching procedures:Step 1. Warmingup1. Lead in by talking about the earthquake which happened in the Indian Ocean at the end of last year. Ask Ss to describe it in their words.2. Ask Ss to say about something more about earthquakes, such as the Tangshan Earthquake that happened in our country.3. Look at the two pictures on Page 25.Step 2. Listening1. Listen to the tape to know why there are earthquakes in the world.2.Listen to the tape and check the answers.( It is about the cause of earthquakesand how we can reduce losses from them.)3. A few minutes later, check the answers.Step 3. Homework1. Preview the reading passage on Page 26 and do exercise I in the part “Learning about language”.2. Ask Ss to look for more ways of reducing losses from earthquakes. The students can 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.Period TwoTeaching aims:1. Learn some detailed information about an earthquake.2. I mprove the students’ reading ability.3. T rain the students’ ability to grasp key information while listening.4. T rain the students’ speaking ability.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.Difficult points: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 whi le listeningTeaching procedures:Step 1. Prereading1. Ask Ss to pretend they are warned of a coming earthquake. They have time to take only one thing. Tell their partners wha t they will take and the reason.2. 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 have been seen.Step 2. ListeningAn earthquake is very terrible. In this unit, 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 the aftershock. (T)5. People tried to get fresh water from under the ground in Tangshan. (F)Step 3. Reading1. Finish Part 12 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 Earthquake and fill in the blanks.Step 4. 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 8284)Period ThreeTeaching aims: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 read ing.Important points:1. Train the students’ ability to read different numbers in English.2. Train the students’ ability to cooperate with others.Difficult points: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. Ask Ss 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 places2. 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 in one of your exercise book and hand it in tomorrow.Period FourTeaching aims:1. Learn to choose the correct Relative Pronouns for the Attributive Clauses.2. Train the students’ ability to report what others have said.Important points:1. Learn the Attributive Clause.2. Train the students’ ability to report what others have said.Difficult points:Learn to choose the correct Relative Pronouns for the Attributive Clauses. Teaching procedures:Step 1. RevisionCheck the homework exercises.Step 2. GrammarW rites the sentence “Workers built shelters for survivors whose homes had been dest royed.” On the blackboard before c lass begins. Ask Ss to think what kind of clause it isAnd then introduce The Attributive Clause to students.. 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 teacherWould you try to divide the sample sentence on the blackboard into two short sentencesSum up the rules:“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》.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.Period FiveTeaching aims: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.Important points:1. Train the studen ts’ speaking ability.2. Train the students’ ability to search for doing something.Difficult points: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. RevisionCheck homework exercises and ask some students to read the sentences out. Step 2. Reading and writingRead 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 s kills of writing 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 importantQ2: What should an outline includeQ3: Why is a headline importantQ4: What are the steps to finish a newspaper storyQ5: What is the feature of a newspaper storySuggested 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 important details.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 important news last.T: Now let’s read the example o f 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 storyQ2: What is the main ideaQ3: What is the detailed informationT: 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:_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________ __________________________Period SixKnowledge: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 passageS: 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 thesequence. 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 If you are interested in them, you can surf in the site I’ve given to you.Record after teaching:_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________Period SevenKnowledge: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 stu dents’ 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 st udents’ 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 on into 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 End2121。

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? 学.科.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. 学,科,网Z,X,X,K]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. 学_科_网Z_X_X_K]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 :_____________________________________________________________________ __________________________________________________________________________________________________________________________________________ ____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _ZxxkThe 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? 学|科|(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: ZXXK]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 homeshad 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 sen tence 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 s omething 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.Ste p 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 Readi ng 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: Y es, 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.) 学科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 writing news paper 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 stor y 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 discussi on 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.ZXXK]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. ZxxkStep 2 Reading and ComparingT: In the first period, we also talked about the earthquakes that happe ned 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 i n 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) ZXXK]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 abil ity.2.T rain 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 coop erate with others.Teaching Important Points:1. Train the students’ listening ability.2. Tra in 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 th e “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 on into 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。

2019新人教高中英语必修一Unit4Natural Disasters整单元教案2019新人教高中英语必修一Unit 4 Listening and Speaking教案Teaching aims:1.Enable students to summarize the main idea of the conversation and practise the tip of listening—listening for key words.2.Conclude the main points of a news report.3.Analyse the common expressions of a news report.4.Report a natural disaster.Teaching key points:1.Help students get familiar with some difficult words before listening.2.Enlighten students to report natural disasters in a logical way.Teaching difficult points:1.Deal with some difficult words in listening.2.Enable students to retell and report the natural disasters.Teaching procedures:StepⅠLead-inActivity 1 Have students watch a video and write down the names of disasters they see.Suggested answers:tornado, tsunami, earthquake, floodActivity2 Help students get more familiar with some new words by asking the question: What may happen in these disasters?Suggested answers: People may be killed. Homes may be damaged or destroyed. It will cause economy losses. People who survive might suffer psychological hurt.etc.Step ⅡListeningActivity1 First ListeningWhat is the main idea of the text?Suggested answer: Four news reports about natural disasters: earthquake, flood, tornado, landslide.Activity2 Second ListeningCircle the key words in the questions below and write the kind of information they refer to. Then listen again and answer the questions.（红色为学生完成部分）Discuss with your partners about the answers,summarize the main points of a news report and try to report the news according to the information.Suggested answer:main points of a news report:when, where,what,how and what more to come.Activity 4 Fourth listeningNews report 1_________ It’s 17 April. A strong earthquake hit Ecuador yesterday. The 7.8-magnitude earthquake damaged many buildings,and__________about 230 people were killed and more than 1,500 were injured. Volunteers and rescue workers are helping the survivors.News report 2Good evening. Today is 27 March.__________the floods in central China. The government is helping more than 12,000 people in Hunan and Jiangxi get away from the rising water. Homes and land have been destroyed,but no one has been killed.Rescue workers and soldiers are working day and night to make sure that people are safe. They are also bringing food and water to those whose homes were lost in the disaster.News report 3__________Saturday 12August. A tornado___________in southern Memphis.__________at 9:25a.m.,the tornado destroyed four homes. A police officer tells us that at least one person has died. More tornados are possible,and the police advise avoiding the area.News report 4And in Seoul,a landslide damaged a library and a supermarket in a southern neighbourhood. The landslide was caused by the heavy rain that has fallen in Seoul over the past week.________the police,no one was injured in the landslide, but several cars were damaged. Those are__________for day 21 July.Suggested answers: Good morning; early reports said that; More news about; Breaking news; was just seen;Eyewitnesses said that;According to;the top news Step ⅢSpeakingHave students read about the disasters below and prepare a short news report on one of them. Remind them to start with the most important information and then provide the details.Sample:Good morning. Today is 1 May. A huge earthquake hit Wenchuan, China yesterday afternoon. It has killed at least 8500 people by now. The earthquake measured 7.8 on the Richter scale. Injured survivors have been moved to the safety by rescue workers, including medical workers, troops, and volunteers, who organised quickly.2019新人教高中英语必修一Unit 4 Reading and Thinking教案Teaching aims:1.Enable students to learn about the Tangshan earthquake,summarize the main idea and figure out the structures2.Identify the language features of literary journalism and the structures of the text.3.Appreciate the figures of speech and writing skills used in the text.4.Grasp and use some words and phrases to describe a natural disaster,andstrengthen the awareness of coping with disasters.Teaching key points:1.Guide students to better understand the language features of literary journalism and the structures of the text.2.Help students to figure out the writing purpose and emotions expressed in the text.Teaching difficult points:1.Enable students to grasp and use some words and phrases to describe a natural disaster.2.Guide students to explore the figures of speech of the text.Teaching procedures:Step I Lead-inAsk students to discuss what can happen to a city during a big earthquake. Work in pairs.Suggested answer:A city can be damaged in the earthquake. The electricity can go down. The water can be unsafe to drink. Fires can start. People can panic or get severely injured.StepⅡPredictionAsk students to look at the title and photo on Page 50and guess what the text is about. Then answer the following questions.Questions:1.What’s the text mainly about2.What does the writer mean by the title（本题可留到最后解答）Suggested answers:1.The text is mainly about a terrible earthquake.2.Night is time for sleep. Usually it should be safe and quiet. But at that night,the earth was active and everything changed. That was a sleepless night.Step Ⅱ Skimming for main informationActivity 1 Read the passage to judge the type of writing of the text and how this text is organized.Questions:1.What is the type of writing of the text?2.How are the events arrangedActivity 2 Read the text carefully and then write down the main idea of each paragraph.Paragraph 1:Warning signs before the earthquake.Paragraph 2:________________________________Paragraph 3:________________________________Paragraph 4:________________________________Paragraph 5:________________________________Suggested answers:Activity 11.The type of writing of the text is literary journal-ism, which lies between news reports and literary works.Literary journalism usually describes real historical events and real characters. The usage of the figures of speech can stimulate readers' feelings and thus touch the readers.2.The text is organized in the chronological/time order.Activity 2Paragraph 1:Warning signs before the earthquake.Paragraph 2:The happening of the big earthquake.Paragraph 3:The immediate effects of the earthquake.Paragraph 4:The rescue work.Paragraph 5:The revival of the city.Step IV Scanning for detailsActivity 1 Read Paragraph l to answer the following questions.Questions:1.What's the topic sentence of Paragraph 1?2.What were some of the strange things happening before the earthquake?3. What was the attitude of the people in the city towards those strange things?Suggested answers:1.Strange things were happening in the countryside of northeastern Hebei.2.3.But the city’s one million people ignored all the signs and were asleep as usual that night.Activity a Read Paragraph 2 to answer the following questions.Questions:1.What’s the topic sentence of this paragraph?2.What about the supporting details?3.What was the people’s feeling at that time?4.Guess what the word“ruin”means from the context.Suggested answers:1.It seemed as if the world were coming to an end.2.Supporting details（红色部分为学生填写）3.People were shocked at that time.4.This word describes the city straight after the earthquake.In a short time, a lot of damage was done, so it must describe a place that has been badly damaged.Activity 3 Read Paragraph 3 to answer the following questions.Questions：1.What's the topic sentence of this paragraph?2.What about the supporting details？3.What was the people’s feeling at that time?Suggested answers:1.Everywhere survivors looked, there was nothing but ruins2.People felt hopeless at that time.Activity 4 Read paragraph 4 to answer the following questionsQuestions:1.What’s the topic sentence of this paragraph?2.What about the supporting details?3. What does the writer mean by“Slowly,the city began to breathe again”Suggested answers:1.But hope was not lost.2.3. The writer means that the city began to function again,because the earthquake had stopped people and sup-plies moving about, and so it was like the city couldn't breathe.Activity 5 Read Paragraph 5 to answer the following questions.Questions:1.What's the topic sentence of this paragraph?2.What do you think helped in the revival of Tangshan city?Suggested answers:1. Tangshan started to revive itself and get back up on its feet.2. I think the revival of Tangshan was helped by the strong support of the government and the people who all worked in unity to rebuild the city even better than before.Step V Reading for language features and writing skillsActivity 1 Read the text once again and find out the sentences where figures of speech are used and their function.Activity 2 Figure out the function of the figures.Suggested answers:Activity 11.①The night the earth didn't sleep.②Slowly,the city began to breathe again.(personifica-tion 拟人；to make the language vivid and expressive，and resonate with readers)2....the water in the village wells rose and fell,rose and fell.（repetition 重复to make the description more vivid and involve the readers in the atmosphere)3.It seemed as if the world were coming to an end!（exaggeration夸张to show the destruction was extremely severe)4.① Bricks covered the ground like red autumn leaves...（simile明喻to make the description more vivid）②Hard hills of rock became rivers of dirt.(metaphor 暗喻）Activity 2To show the disastrous destruction and suffering;to make the passage true and convincing.Step Ⅱ DiscussionDiscuss the following questions. Work in pairs. Questions:What other cities or towns have gone through similar changes?What lessons can we learn from these events?Suggested answers:Wenchuan county and some other towns near Wen-chuan have the similar experiences. These towns were built up from the ruins. As well as developing better ways to detect and prepare for these disasters, we have learnt that acting quickly and in unity is the best way to get over such disasters. The strong support from the government and people around is also very important.Step Ⅱ Homework1.Summarize the passage.2.Do some research on other natural disasters by surfing the Internet and makea report.2019新人教高中英语必修一Unit 4 Discovering Useful Structures教案Teaching aims:1.Enable students to identify restrictive relative clauses and explore the structures and the pragmatic function of restrictive relative clauses.2.Sum up the usage of relative pronouns.e restrictive relative clauses to describe pictures of disasters.Teaching key points:1.Guide students to understand the function of restrictive relative clauses in enriching the content of sentences, describing the characteristics of things and supplementing information.2.Enlighten students to use restrictive relative clauses to describe natural disasters vividly.Teaching difficult points:How to choose suitable relative pronouns to express themselves.Step I Lead-inLet students read a few sentences and appreciate the restrictive relative clause by answering the function of it.“On coming back a few days afterwards,I found they had christened him‘Heathcliff’:it was the name of a son who died in childhood,and it has served him ever since,both for Christian and surname.”Suggested answers:①the origin of the name ①the influence on his personality ①to imply his destiny（设计意图本句摘自《呼啸山庄》第四章，通过限制性定语从句描写希斯克利夫这个名字的由来，初步体会限制性定语从句的语言作用和功能，激起学生学习的兴趣。

中学英语（人教版）必修一第四单元教案Unit 4 Earthquake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绽开。

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，提高他们的应变实力。

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。

作者具体描述了地震来临前的一些不正常的自然现象与动物的反常表现；地震的来势汹汹并在顷刻间将整座城市夷为平地；震后人们英勇面对现实并与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部分的文章。

Learning about Language 部分分为两个部分：Discovering useful words and expressions 和Discovering useful structures.第一部分要求学生在把握文章的基础上，驾驭重点词汇的词义与时用，这更留意培育学生运用上下文揣测词义的实力。

其次还对一些困难的数字读法进行了检测。

其次部分则结合文章学习定语从句。

Using Language 部分分为Reading，Writing and Speaking；Listening 和Writing。

Reading，Speaking 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Little talk。

Listening 部分讲解并描述了一位地震生还者的故事，并依据听力材料进行正误推断和回答问题，旨在培育学生获得细微环节的实力，并通过听来仿照标准的语音和语调。

Unit 4 Natural DisastersPeriod 4Listening and Talking教材分析该板块的活动主题是“为灾害作准备”(Prepare for a disaster)。

活动主题与单元引言中的Raising awareness, reducing mortality相呼应。

听力文本以对话形式呈现，地震救援专家Mrs Fors带着搜救犬Lucky进入学生课堂，与学生互动，在回答学生问题的同时，讲解了减少灾害损失的准备工作，以及地震发生时能够帮助自救的基本安全准则等内容。

该板块要求学生了解、思考、讨论地震防灾知识及其应对措施，最后能够有条理地叙述应该如何为应对灾难作准备，探讨应急包的准备以及灾难发生时如何逃生等相关内容。

教学目标1. 能正确理解使用下列词汇：power, pipe, emergency, calm, aid, kit。

2. 能够运用指令性语言，介绍应对各种自然灾害的准备工作和措施。

教学重难点【教学重点】引导学生通过指令性语言清晰地表达从地震等自然灾害中逃生的措施和建议。

【教学难点】理解并正确运用指令性语言。

教学过程Step 1 Warming-up1. What happened in Wenchuan on May 12, 2008?2. Listen to a news report about it and fill in the blanks.3. Earthquake is a common natural disaster. What should people do in case of earthquake? Let’s find out.设计意图：看关于汶川地震的图片，听一段相关的地震报道，激活学生的背景知识，引导学生思考如何应对地震。

Step 2 Pre-listening1. Look at the table in Activity 1. Predict the main idea of the conversation.2. Teacher help students to understand the meanings of the new words in the table (tap, pipe, whistle).设计意图：预测将要听到的内容，扫清词汇障碍。

人教版高中英语必修一unit 4 The Earthquake Reading A night the earth didn’t sleep教学设计Module1 unit 4 The Earthquake Reading A night the earth didn’t sleep一、学情分析本课教学对象是高一新生，英语基础知识和听、说、读、写能力都处于英语中等水平。

所以在阅读课型上仍不太适应高中课本中对长篇文章的整体理解。

因此，通过让学生们积极参与实践、学习和使用英语，调动他们学习英语的兴趣，培养他们的阅读技能是本节课的目标。

地震是世界上常见的自然灾害之一，课本内容接近生活实际，对学生有学习和教育意义，容易激发学生的学习热情，易于展开讨论。

二、教材分析本课是高一必修1第4单元里的第2课时--第一篇阅读课（Reading）。

在第一课Warming Up里面学生已经了解了世界上的一些自然灾害，初步接触和学习了一些与其相关的词语，这一课Reading是上文的延续。

通过本节课的学习，使学生了解地震前的征兆以及地震对人类生活造成的危害，同时介绍了地震后国家和人们对灾区的救援和重建活动。

三、教学目标：本课为阅读型课，主要是通过阅读材料让学生抓住要点获取信息。

具体目标如下：(1)知识技能目标：了解更多关于地震的知识，掌握本文的结构并学习一些课内重点短语和表达的用法。

同时，通过本节课的学习培养学生快速寻找文章细节、归纳和总结的阅读能力。

(2)过程方法目标：运用图片、表格、视频、猜测以及快速阅读、讨论等各种方法，学生能够更好地理解文章内容；同时可以参与课堂群体的活动。

(3)情感价值目标：让学生形成正确对待自然灾害的价值观，提高自我保护和帮助他人的意识(4)教学方法：任务型阅读师生互动(5)教学策略：多媒体课件四、教学重点1. Present a sequence of events to introduce to the students and try to describe an earthquake. Let student pay attention to some useful words and sentences and the way to describe an earthquake.2. Let the students know what the correct attitude towards a disaster is and what we should do in a disaster for ourselves and for the other people.五、教学难点Teach the students how to appreciate an article.Teaching aidsMultimedia六、教学辅助手段PPT，video , pictures七、教学过程Step ⅠPresentation (6 minutes)Ask: What is the passage about? 2. If you were the author, what would you write in the passage?1. Present some pictures to students and guess the natural disaster “EARTHQUAKE”2. Tell students that many earthquakes have happened in the world.(教师通过看图谈论，直观地将与本课内容有关的图片展现出来,快速的导入，学生很自然地被迁移到了新课中来，并体现标题导学的阅读策略)Step Ⅱ reading and comprehension (22 minutes)1. Fast reading:Ask the students to skim the passage and answer questions.Guide the students to find out the topic sentences and analyze the structure of the reading as well as use one word to summarize the main idea of each part（教师利用快速阅读让学生先掌握课文主题，学会利用文章重点词语和主题句帮助自己明白文章总体脉络,使学生对文章有个全面印象。

Unit 4 Natural DisastersPeriod 1Listening and Speaking教材分析本单元以自然灾害为话题，探讨在“人与自然”的主题之下，当人类面临自然灾害的威胁时，应该树立防灾意识，提高在灾害中逃生和生存的能力。

主题图的内容是汶川地震时解放军战士在废墟中运送伤者的感人画面，体现了在发生重大自然灾害时军民同心，合力救助受灾人员的大无畏的人道主义精神。

而开篇页的引言“Live to Tell: Raising Awareness, Reducing Mortality.”中文可以译为：“用生命呼吁：增强减灾意识，减少人员伤亡。

”这句话是2016年联合国世界减灾日的活动主题，目的是呼吁全球各地的人们重视自然灾害，树立防灾意识。

听力板块的活动主题是“播报自然灾害”(Report natural disasters)。

学生通过观看视频并听新闻播报，最终完成模拟播报自然灾害新闻的活动。

教学目标1. 能正确理解使用下列词汇：disaster, drought, slide, flood, rescue, damage, destroy, death, affect, shelter。

2. 能根据听力问题，预判听力内容并能提炼出关键信息，例如：数字、时间、日期、事由等。

3. 了解新闻播报应包含的基本要素和语言特征。

4.能够简要模仿新闻播报，报道突发的自然灾害。

5. 复习清辅音和浊辅音p/b、t/d、k/g、f/v、th、s/z、sh/g、ch/dg、tr/dr、ts/ds的发音规律，并利用这些规律准确辨音，有效记忆单词。

教学重难点【教学重点】1. 引导学生运用听力策略，主动思考、预判听力要点；2. 引导学生运用新闻套语，模仿听力文本，完成自然灾害的新闻播报。

【教学难点】掌握听前预判听力要点的策略和技能。

教学过程Task 1Step 1 Warming-up1.Look at the opening page and discuss the following questions.(1) What problems/natural disasters do you see in the picture?(2) What do you think the soldiers are doing?(3) Can the person in the picture survive?(4) Can we stop natural disasters from happening?2. Read the quote and discuss the following questions.How do you understand the quote? Do you agree with it?设计意图：通过询问学生对引言的看法，启发学生思考，培养学生的思辨能力。

Unit 4 EarthquakeReading: A NIGHT THE EARTH DIDN’T SLEEP教材分析本单元的中心话题是earthquake.课文的标题是 a night the earth didn’t sleep.文章讲述了1976年7月28日凌晨发生在河北省东北部唐山市的大地震。

通过对震前征兆，地震发生和震后救援的具体描述，向我们再现了唐山大地震这场惨重的自然灾害。

1.文本特征本文的标题是a night the earth didn’t sleep从标题较难以猜测出文章的内容，但文章配有一幅插图，一片废墟中几个人正在尽力挖掘，学生可以猜测出课文讲的是地震。

文本的前一页有和主题相关的四幅图片，讲的是地震前自然界中的特殊现象，这四幅图与文章的首段关系密切，可以用在读前活动中，让学生对文章的内容加以预测。

2.文本特点1）从文本的语言来看，文章篇幅较长，新词较多。

但新词的意义较为单一，多数是一些具体的实物，如well, crack, pipe,steam, dirt, canal, brick, dam, track, mine, shelter需要学生预习。

因为文章描述地震前的异常现象和地震中实物遭到破坏的语言较多，如果不认识上述词汇，会造成理解上的困难。

还有些动词影响理解，如burst, injure, rescue, trap, dig out,bury 这些词汇可以在warming up部分通过图片铺垫。

另外文本中有一些句子较难理解，需要教师在careful reading中讲解归纳。

如●But one million people of the city, who thought little ofthese events, were asleep as usual that night.●In fifteen terrible seconds, the city lay in ruins.●All hope was not lost.2）从文本的结构来看，文章结构清晰。

Teaching DesignBook1 Unit4 Earthquakes ---ReadingTeaching Aims :（教学目标）1. Knowledge aim：Know the basic knowledge about earthquake.2. Ability aim:Learn to use different reading skills.3. Moral aim:Learn to face difficulties bravely.Teaching Important Points: (教学重点)1.Get the students to know basic knowledge about natural disasters.2. Get the students to learn about Tangshan Earthquake.3. Get the students to learn different reading skills.Teaching Difficult Points: （教学难点）Develop the students’ reading ability.Teaching Methods: （教学方法）1.Task-based teaching and learning2. Cooperative learning3.Discussion.Teaching Aids:（教学辅助）1. a multimedia classroom2. The blackboardTeaching Procedures: （教学过程）Step1: leading-in:Pictures Natural disasters earthquakeStep2: Read the text quickly and pay attention to the first sentence of each paragraph and answers the questions:1.In what order was the passage written?2.What is the general idea of the passage?Type of writing: ___________ This is a news report.____________________________Topic sentence of Paragraph 1:_______________________________________________ ________________________________________________________________________ Topic sentence of Paragraph 2:_______________________________________________ ________________________________________________________________________ Topic sentence of Paragraph 3:_______________________________________________ ________________________________________________________________________ Topic sentence of Paragraph 4:_______________________________________________ ________________________________________________________________________ General idea of the passage:_________________________________________________ Step3: Careful reading: (for example)Part1: Ask and Answer:1.When and where were the strange things happening? What are they?2.Why did the text say the world seemed to be at an end?3.How was the city destroyed after the earthquake?4.When did the second earthquake hit the city? What was the result of that?5.Who came to help Tangshan first ? And how?Part2: True or False:1.People in Tangshan were warned of the earthquake and didn’t go to bed as usual thatnight.2.People in Beijing also felt the earthquake.3.More than 400,000 people were killed in the earthquake.4.Many rescue workers and doctors were trapped under the ruins during the aftershock.5.People tried to get fresh water from under the ground in Tangshan.Part3: English and Chinese: (typical sentences)1. But the one million people of the city, who thought little of these events,were asleepas usual that night.2. it was felt in Beijing,which is one hundred kilometers away.3.In fifteen terrible seconds a large city lay in ruins.4.People began to wonder hoe long the disaster would last.5.All hope was not lost.6.Slowly the city began to breathe again.Step4: Deep reading:1.Which sentence in the text of reading can replace the following sentence?The city will not die,she has hope and she can recover from the pain._______________________________________________________________2.Why does the writer use A NIGHT THE EARTH DIDN’T SLEEP as the title?________________________________________________________________Step5: Rewriting________________ happened in Tangshan. For there days, water in the wells _________________. From the ________ of wells _____________ came out.Chicken , pigs and mice became ___________. Fish jumped ____________bowls and ponds. At 3:42 am, everything began to __________. It seemed that the world was __________________. ____________of the nation ________it. ________________ cut across the city. The city lay ______________. Two-thirds of the people died or _________________. People began _______________________________________. But all hope ___________________, soldiers came to help those ______________. Slowly, the city began to __________________.Step6: Summarizing and discussingStep7: Homework1.Write a short passage about the Tangshan earthquake.2.One acts as a reporter,and the other acts as a survivor to make a dialogue.3.。

Teaching plan for unit 4Teaching aims and demands:1. Topic:Basic knowledge of earthquakes; how to protect oneself and help the others in disasters2. Useful words and expressions:earthquake, quake, right away, well (n.) , million , event , pipe, burst, as if, at an end , nation , canal, steam, dirt, ruin, in ruins , suffering, extreme, injure, destroy, brick, dam, track, useless, steel, shock, rescue, trap, electricity, disaster, dig out, bury, mine, miner, shelter, a (great ) number of , title, reporter, bar, damage, frighten, frightened, frightening, congratulation, judge, sincerely, express, outline, headline, cyclist3. 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?3.Ss read the whole passage again and get the main ideas of each part:Part 1. The natural signs of a coming earthquakePart 2-3. The damage of the city after the earthquakePart 4. 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 attributiveclause.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。

Unit 4 教学设计一、教材分析高一英语第4单元的话题是“unforgettable experiences”，整个单元的设计围绕这一话题展开听、说、读、写多种教学活动，内容涉及“谈论过去的经历”、“描述任人物、事件以及人的感觉”、“学会在一篇文章中用First,Next,Then ,Finally来组织内容”等，让学生初步了解定语从句，学会使用关系代词who ,whom,whose,which,that 的用法。

我上的这节课是本单元的课后阅读训练，它是继前面几个课时内容的延伸，单元教学内容中阅读部分安排了一篇描述洪水的文章，而这篇课文是描述地震的文章，结合目前时事，我想以此为载体让学生在完成阅读任务的基础上对地震的知识有更多的了解，所以设计了这一课时。

二、教学目标(一) 知识目标：学习描述地震灾害的常用语，能简单的描述地震的发生原因。

(二) 能力目标：（1）发展学生听、说、读、写的基本技能，提高阅读技巧，培养综合语言运用的能力；（2）能利用上下文理解单词的含义（3）能根据所读材料运用适当语言进行复述。

(三) 德育目标：通过本文的阅读让学生对地震有更多认识，加强自我保护。

确立教学目标的依据：通过听、说、读、写四项基本语言技能的训练，使学生形成综合语言运用能力，激发学生的学习兴趣，为真实语言交际打基础。

此外，每一门课程都应该尽可能结合学科特点，把培养学生的情感融化到日常教育教学中。

(四) 重点与难点：（1）重点：1．利用不同的任务训练skimming, scanning, careful reading等阅读微技能；2．对地震知识的更多了解。

（2）难点：阅读技能的训练。

三、教学流程：教师将学生分为7组,每组6名同学，并制定小组长及其成员的共同任务和个别任务（或讲演或板书或是评分）。

１、创设情境，新课导入，明确任务（5分钟）由教师朗读一段有关灾害的听力材料，让学生回答时间地点事件。

然后，教师继续：在日常生活中我们可能会遇到各种各样的自然灾害，询问学生知道的灾害，展示图片让学生对此有所了解，然后展示一幅完美的城市图和灾后城市图进行比较，猜测发生变化的原因，从而引出课题，这样通过师生互动，激活主题，激发了学生的学习兴趣，对后面进行本文的阅读做了铺垫和准备。

Unit 3 补充1. 。

dressed in。

dress的宾语通常是人，意思是“给……穿衣服”。

dress oneself/ sbd表示给自己或别人穿衣服。

如果人作主语一般是be/ get dressed (in) ,in 表示穿的状态，例如She is dressed in a fur coat.这里dressed in 引导的过去分词短语做的是后置定语。

其它表示穿的动词或短语：dress up的意思是“盛装打扮、乔装打扮”。

I’d like you to dress up f or my birthday party tonight.今晚我希望你为我的生日派对打扮打扮。

Young kids often dress up and have fun at Halloween.万圣节前夜，小孩子通常都乔装打扮，玩得很开心。

put on“穿上、戴上”，强调“穿”“戴”的动作，后接衣服、鞋帽等。

表示“穿(衣)戴(帽)”，后面的宾语是表示衣服、鞋、帽、手套、袜子、眼镜等的名词。

例如：I want you to put on this coat and this hat. 我要你穿这件外套，戴这顶帽子。

Put on your heavy winter coat if you are going out.如果你要出去，穿上你的厚冬衣。

wear是状态动词，表示“穿戴、佩戴(手表、首饰、花等)，留(发型、胡须等)”；还可表示“面露、面带(某种表情、样子等)”，意义广泛。

She was wearing a diamond necklace. 她戴着钻石项链。

have on 是状态动词短语，除了表示“穿着，戴着”之外，还可表示树木等“披着，挂着”，不用进行时态。

It's autumn.But the trees still have leaves on. 现在是秋天，但树叶还挂在树上。

2. To climb the mountains was hard work but as we looked around us, we were surprised by the view.(1)、景色，风景eg：The room has a fine view of the mountains.(2)、视野，视线eg：The plane soon went out of view.Come into view进入视野，看得见The lake soon came into view.(3)、看法，见解，态度（多用于复数）in one’s view在某人看来In my view, you should follow the teacher’s advice.in view of sth鉴于，由于，考虑到one’s view(s) on/about sth 某人关于某事的看法、见解with a view to sth / doing sth为了，指望v. How do you view your position in your company? 看待【辨析】view ,scene, sight 与seenery3. beneath / under / below【解释】beneath 书面用词，指紧挨……之下，对应onunder 普通用词，指在某物的正下方, 对应overbelow 指位置低于某物或在某物下方，但不一定在正下方，所指范围较宽, 对应above1). Write your name _______ the line.2). They found the body buried a pile of leaves.3). They stood ________ a big tree.1). below 2). beneath 3). UnderUnit 4 Earthquakes1.rise (rose, risen)rise(vi.) “升起，升高”，其后不能接宾语，不能用于被动语态。

高中英语新人教版必修一Unit4Natural Disasters 教案关键词，并标注出来，为接下来的听力做好准备。

5分钟Step 4 Group nIn groups。

discuss the以下这个环节可以让学生通过XXX问题讨论，提高他们的口语表达share your answers.能力和团队合作能力。

10分钟Step 5 Listening for the2nd and 3rd timeNow listen to the news再次听力，让学生能够更加熟XXX话题背景和重点信息，并找到问the correct answers to题中的关键词。

XXX.10分钟Step 6 Follow-up activityIn pairs。

XXX通过角色扮演，让学生更好地play based on one of the理解和运用所学的语言知识。

XXX.10分钟总结：本课程的教学目标是让学生掌握在听力之前把握题干中的关键词，并熟悉数字、地点等相关的常见表达，能够通过读题找到题干中的关键词，提高听力理解能力和口语表达能力。

通过各种环节的训练和练，让学生更好地运用所学的语言知识。

2.Develop students' XXX and effects of natural disasters.3.XXX' XXX.教学重难点：1.如何通过快速阅读找到段落主题句。

2.如何通过分析自然灾害的原因和影响来培养批判性思维。

3.如何通过讨论预防和应对自然灾害的方法来培养同理心和社会责任感。

教学步骤：Step 1 Warm-up1.Show students some pictures of natural disasters and ask them to name the types of disasters they see.2.Ask students if they have ever experienced a natural disaster or know someone who has。