Unit 4 Earthquake教案新部编本设计

Unit4Earthquakes1课时设计与课时分配1st period Reading(I)2nd period Speaking and listening3rd period Grammar4th period R eading(II)5th period WritingThe First Period Reading(Ⅰ)T eaching important points教学重点a.Present a sequence of events t o introduce t o the students and try to describe an earthquake.Let student pay attention to some useful words sentences and way t o describe an earthquake.b.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.T eaching difficult points教学难点T each the students how to appreciate an article.T eaching methods教学方法a.Discussingb.Skimming and scanningT eaching aids教具准备A slide projectorT eaching procedures&ways教学过程及方式StepⅠRevision(2minutes)Check the homework with the whole class.StepⅡWarming-up(3minutes)Ask the students t o r ead the instructions and mak e sure they know what to do,and then have a discussion a bou t the two pictures.Ste pⅢPre-reading(3minutes)There are two questions in this part.Both are very interesting.The first one can mo r eor less reveal the students values;while the second one can enlarge their imagination. No matter what their answers are,as long as they have given careful thoughts t o the situations,their answers should be good.StepⅣReading(20minutes)In this part,the teacher should ask the students to read the passage quickly and silently for the first time to g e t the general idea of the passage.Ask them to pay attention to the first sentence of each paragraph.This can help them finish Exercise3 in Comprehending.It is a bo u t the main idea of each paragraph.Then ask them to r ead the text again carefully to obtain some details.Before reading for the second time, show some questions on the screen,and let the students read the questions first.These questions can guide them to have a good understanding a bo u t the text.They can also mak e preparations for Exercises1and2,which are a bo u t details.Skimming(5minutes)The teacher shows the screen and gives them a little time t o think over.1S trange things were happening in the countryside of northeast Hebei.2The disaster happened.3Nearly everything was destroyed.4All hope was no t lost.Careful reading(15minutes)Show on the screen.1.What natural signs of a coming disaster were there?2.Can you think of some reasons why these signs weren’t noticed?3.What events probably made the disaster worse?4.What situations probably made the disaster worse?5.How were the survivors helped?Give the students8minutes to r ead the text and then to think over or discuss the questions.The teacher should walk in the classroom t o help those who need help. StepⅤExtension(8minutes)again ”1. From whose point of view are events described? How do you know?2. What is the mood of this passage? How is it created?3. Why do you think the writer chooses t o express his feelings a bo u t the quak e rather than simply reporting what ha ppene d?4. Why is the title A NIGHT THE EART H DIDN’T SLEEP?5. What does the sentence “Slowly, the city began to breathe mean? The teacher can ask the students to have a discussion in gr oups of four at first andthen ask some of them to show their ideas.Step Ⅵ Comprehending (5 minutes)By n o w, the students have had a further understanding about the text. So it’s time tohave a summary abo u t what they have learned in this class. The compr ehending parton P age 27 gives them a good chance to do this. Exercise 1 is a bo u t the details in thetext, which is easy to finish. Exercise 2 is a bo u t the important functional item of thisunit —sequence. Exercise 3 asks the students to write a summary . At the first glance, itseems difficult, and some students may feel that it is impossible for them to write it.In fact, this exercise gives them the way t o write a summary . In other words, whatthey should do is t o write down the main idea of each paragraph. And in the course ofskimming, the teacher has guided them to find these main ideas. So this exercisesh ouldn’t be a difficult one. The teacher should explain this to the students. Give thestudents two minutes to finish the exercises, and then check the answers with thewhole class.Step Ⅶ T ranslation (2 minutes)The purpose of this step is t o let students know the meanings of some complexsentences, and let them learn the sentences by heart. If time permits, do this at once,or leave it as homework.1. Farmers noticed that the well walls had deep cracks in them.2. The n u mbe r of the people who were killed or injured reached m o r e than 400,0003. It seemed as if the world was at an end.4. It was a city whose hospitals, 75% of its factories and buildings and 90% of itshomes were gone.5.Then,later that afternoon,another big quak e which was almost as strong as the first one shook T angshan.6.The army organized t eams t o dig out those who were trapped and to bury the dead.7.Workers built shelters for survivors whose homes had been destroyed.StepⅧHomework(1minute)T:Now,it’s time for assignment.Toda y we have two tasks t o finish after class.TheThe Second Period Listening and SpeakingT eaching important points教学重点a.Help the students to improve their speaking skills.b.T ell the students how t o mak e use of the given information to express their thanks.c.T ell the students how to tell short stories in a literary way.T eaching difficult points教学难点a.T each the students the ways to express themselves.b.Help the students how t o tell a folktale in a literary way.c.Conclude some ways on how to improve the students’listening ability effectively. StepⅠRevision(5minutes)The teacher can ask some of the students to read ou t their answers t o the exercises. This is a good and effective way to check the homework.After that,the teacher can begin t oday’s task.(The process is omitted)StepⅡReading and speaking(35minutes)1.A thanks speech(7minutes)T:Boys and girls,if s o me bo d y gave you some help,I think you would express your thanks t o him or her.Have you ever done so?Ss:Y es.Ladies and gentlemen,It's my honour to be here t o celebrate the opening o f the new park to honour those wo而 sdied in the terrible disaster . First, I'd like to express my thanks who worked hard torescue surviors. Without your help, we don 't kn ow how ma n y children would lose theirparents, and how man y parents would lose their children. An old saying said that a friendin need is a friend in deed. No words are strong enough toexpress our thanks t o you, because it's y ou who gave our grandparents and parents’ life again and also br oughthope to this city. Second, I wish to express my thanks for the great efforts o f those whoworked hard to build a new city. Y ou built new homes and offices within only seven years.Y ou were so quick that the UN honour ed y ou for your quick work. It seemed as if thedisaster was just a nightmare. Y ou speeded up the c o mpletmen t o f the nightmare! An d I'dalso like t o thank the visitors for listening to my speech. It's a good time for all o f us t olook back at the past and t o look forward t o the future. As a middle school student, I'dlike to say that “Our destiny offers n ot the cup o f despair , bu t the chalice o f opportunity ”.(Richard Nixon, American President ) 命运给予我们的不是失望之酒， 是机会之杯。

Title: unit4 earthquakesLesson type:readingLength:45minPeriod:the first periodTeaching content:Reading “A Night The Earth Didn’t Sleep”Teaching objectives:by the end of the class students should be able to:1.read and recognize some new words about earthquake:burst ,in ruins, suffer,injured, destroy,trapped,disaster,dig out,shelter...2.Understand the main idea of the passage with reading skills they have learned.3.Analyze the structure of this passage and can apply to relative writting task .4.Know some signs before the earthquake and how to protectthemselves when an earthquake happens.Important points:①read and recognize some new words about earthquake:burst,in ruins, suffer,injured,destroy,trapped,disaster,dig out,shelter...②Know some signs before the earthquake and how to protect themselves when an earthquake happens.Difficult points:①Understand the main idea of the passage with reading skills they have learned.②Analyze the structure of this passage and can apply to relative writting task .Teaching methods:Direct Method, Graphic MethodTeaching aids:PPT,chalks and blackboard,Teaching procedure:Step1:Pre-reading:1.Show some pictures about natural disasters,such as:flood,drought,hurricane,torn ado,mudflow,tsunami,volcano eruption,earthquake,let them guess the names.2.T shows Ss the map of Tangshan City to asks them what they had happened in this city .3.T asks Ss “What do you think will happen before an earthquake?”and let them discuss freely.Step 2:while-reading1 .T asks Ss to skim the whole passage andfinish the form below after skimming.TheTime Events EarthquakeBeforeWhilePost2.T asks Ss to scan the first paragraph and gives them an exercise T or F to finish.①The village wells kept falling .②Chickens and pigs ate a lot more than usually.③Mice ran out of the field to look for places to hide.....3.T gives Ss 3mins to scan the second and the third paragraph, ①Match .Figures EventsAt 3:42 the number of injured and dead peopleOne-third Began to shake 15 seconds of the nation felt it75% , 90% The earthquake last so short②Fill in the blank.Bricks covered the ground like red autumn leaves.Two dams fell and most of the bridges also fell or were not safe for traveling. ...4 Ask Ss to read the last paragraph and answer the following questions.①How were the people helped by the army?*The army organized teams to dig out those who were trapped and to bury the dead.*Miners were rescued from the coal mines.*Shelters were built for survivors whose homes had been destroyed.*Fresh water was taken to the city.Step 3 Post-reading1.T divides Ss into groups to finish exercise in P28-2 as a summary of this passage.(Each group is responsible for a part of it .)2.Check the answers.3.Show them a video(cartoon) about “how to protect themselves when an earthquake happens?”4.Homework:Finish the exercises in page28-1,-3Board design:A Night the Earth Didn't Sleep Para1 Strange things before the earthquakePara2-3 Destruction and damage of earthquakePara4 Rescue after earthquakeTime EventsAt 3:42 began to shake... ...。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 4 EarthquakesI. 单元教学目标Know basic knowledge of earthquakes.Know how to protect oneself and help others in disasters.Write some passages about earthquakes.Write a newspaper outline.Learn to use the Attributive Clause.II 目标语言1. Talking about past experiencesI 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.2. SequenceI asked a man standing next to me what had happened. Before he could answer, hundreds of bricks fell on him and he was killed. I thought the end of the world had come! Then I met a man who knew the way to a boat, and we ran in its direction. I saw many frightened cows rush up Market Street and drop into a great crack ground.III 词汇1.四会shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel, shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent,speech,j udge,honor,prepare,Europe.２．认读crack, survivor, miner. 3. 词组right away, at an end, dig out, give out, thousands ofIV. 语法Ｔhe Attributive Clause (I )重点句子Farmers’ wives noticed that the well walls had deep cracks in them.It seemed that the world was at an end!Bricks covered the ground like red autumn leaves.The army organized teams to dig out those who were trapped and to bury the dead.Workers built shelters for survivors whose homes had been destroyed.Never before in history has a city been so completely destroyed.Man himself had to make ruins of some of the city’s best buildings so that they would not be a danger to those in the streets.A list of buildings not destroyed was now only a few addresses.Amazing as it may seem, Wednesday night was a quiet night.Never in all San Francisco’s history were her people so kind as on that terrible night.分课时教案THE FIRST PERIOD READINGStep I. RevisionCheck the homework with the whole class.Step II. Warming upAsk the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.T: Today, before we begin our reading, I’d like to ask you a question, “What is the biggest sound you hav e heard in your life?”S1: The sound of wind that blew in a winter night when I was very young. It sounded like a ghost who was howling. I was very frightened at that time.S2: The biggest noise was the one that I heard when my neighbor was quarrelling with his wife. Perhaps, they broke their TV set.T: That’s too terrible.S3: The noise when planes take off.S4: The sound of trains.T: Good! I agree that all of them are big sound. But did you once heard the sound that the heaven falls and the earth cracks, in Chinese it is 天崩地裂?Ss: No, we have no chance to hear that.T: If there is a sound like this, what is it?S5: When someone hears something unexpected and terrible. For example, when one of his loved families dies, he will feel this sound.T: Terrific! You are using a literary way to express the sound.S6: When an earthquake happens.T: Great! I have waited for this answer for a long time. Today we’ll learn something about earthquakes. I think most of us have heard of earthquakes. Can you imagine how terrible it is ?S7: The earth is shaking . All the buildings will fall down.S8: Many people will die. And perhaps many children will lose their parents.T: Yeah, earthquakes are disasters to everybody. Now look at the two pictures of Tangshan and San Francisco. Can you describe what you see in the pictures?S1: Tangshan is a beautiful city. It has beautiful gardens, broad roads and some tall buildings.S2: From the picture of San Francisco, I can see that it is a very big city. There are many tall buildings thickly standing on the earth. I think the population of the city is very large.T: Good! What will happen if there has been a big earthquake in these two cities? Work in pairs and discuss it. Then I’ll ask so me of you to show your opinion.Step III.Pre-readingThere are two questions in this part. Both are very interesting. The first one can more or less reveal the students’ values; while the second one can enlarge their imagination. No matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.T: Now, let’s look at the pictures. What are the predictions of an earthquake?S1: Before an earthquake animals will become nervous. Cows, pigs, horses and dogs will be upset. And people can see mice running about. If the earthquake happens during winter, people can even see snakes.T: Terrific! Where did you get this knowledge?S1: From geography. I like it.T: good. Sit down please.S2: Madam, I don’t know the meaning of the picture with two wome n.T: It doesn’t matter. You will know it soon after reading our text. OK. Imagine there is anearthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?S3: I’ll take all my money. People can’t live without money.S4: I will take as much water as possible. Because it is said that people can keep alive for nearly 7 days by drinking without any foodS5: In that case, I’d rather take some apples, so that besides drinking, I can also eat.S6: I will carry my grandma. She is my most loved person in this world. She brought me up.T: What a dutiful child you are! I’m very glad to hear that. Sit down please! It seems that all of you know what you should do during an earthquake. OK. Let’s read our tex t, and see what it tells us.Step IV.ReadingIn this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage. Ask them to pay attention to the first sentence of each paragraph. This can help them finish exercise3 in Comprehension. It is about the main idea of each paragraph. Then ask them to read the text again carefully to obtain some details. Before reading for the second time, show some questions on the screen, and let the students read the questions first. These questions can guide them to have a good understanding about the text. They can also make preparations for Exs1-2, which are about details.SkimmingT: At first I’d like to read the text quickly to get the general idea of the a rticle. While reading, you should pay attention to the sentence of each paragraph.T: Have you got the general idea of the text?Ss: Yes.T: What is it?S1: There is no quick answer to this question. Are you suggesting us that the general idea is the mixture of the first sentences of each paragraph?T: Sure.S1:OK. That’s easy. The main idea of the passage is some signs of the earthquake, and what would happen during the quake.T: Good, sit down please. In fact, while we are answering the questions, we have involved thesequence, the functional item for this unit. (Teacher writes the word on the blackboard) Do you understand the meaning of the word?Ss: No.T: Sequence means the order of the events. It can tell us which event happens first, and which happens later. Do you know the sequence that is used in our text?S3: Yes. At first, the text tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things that happened after the earthquake.T: Quite right! Now please look at the screen, these are the first sentences of each paragraph. Read them and think if they are the main idea of the text. If necessary, you may make some changes to make more exact.Teacher shows the screen and gives a little time to think it over.1.Strange things were happening in the countryside in the northeast Hebei.2.The disaster happened and caused a lot of loss.3.All hope was not lost.Careful readingT: Now, it’s time for us to read the text carefully. B ut before reading, you should read some questions first. These questions may help you get some information quickly and easily. Now look at the screen, and read the questions.Show on the screen1.What natural signs of a coming disaster were there?2.Can you th ink of some reasons why these signs weren’t noticed?3.What events probably made the disaster worse?4.What situations probably made the disaster worse?5.How were the survivors held?Step V.Extension]Show the questions on the screen.1.From whose point of view are events described? How do you know?2.What is the mood of this passage? How is it created?3.Why do you think the writer chooses to express his feelings about the quake rather thansimply reporting what had happened?4.Why is the title A NIGHT THE EARTH DIDN’T SLEEP?5.What does the sentence “Slowly, the city began to breathe again.” mean?Answers:1.He uses third-person to describe the quake. His description is very objective. For example, the second sentence in the third paragraph. The writer says: “Everywhere they looked nearly everything was destroyed.” The writer uses they instead of we.2.The mood is serious and a bit sad. It is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed.3.Although the writer was not there, he felt sad for the people of Tangshan. He knows that some personal feelings will make the reading more interesting.4.I think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. But that night everything changed. The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title to show how terrible and how unusual the night was.5.Here we can see that the writer compared the city to a person who suffered a lot in the disaster. He felt her pain, and he worried about her. So when he said that people came to help her, we can feel his feelings to the city. The city will not die, she has hope and she can recover from the pain.Step VI ComprehendingAnswers to Exx1-31. 1. C2. E3.B4.D5.A2. 1. The walls of the villages wells had cracks in them.2 .Roads got huge cracks3. Brick buildings were destroyed.4. The army helped the survivors.5. Shelters were put up for those with no homes.3. 1. Strange things were happening in the countryside in northeast Hebei..2.The disaster happened and caused a lot of loss.3.All hope was not lost.Step VII HomeworkTHE SECOND PERIOD READINGStep I RevisionTeacher check the students’ homework by showing the answers to exercises1-2 in the Learning about language.Answers to Exercise 1.1.pipe2. dam3. shocked4.injured5. well6. canal7. ruins8. a great number of9. at an end 10. bury 11. rise 12.rescue 13.steamAnswers to Exercise 2.A great number of, dam, well, canals, steam, ruins injured, shocked, buryT: OK. Before we begin to day’s class, please guess the meaning of these sentences.1.Small incidents foretell big events.2 Blessings never come in pairs and misfortunes never come singly3. Where there is life, there is hope.S1: The first sentence means people should pay attention to the small things, because these things often cause unexpected events. Just like what we have learned in the text.S2: The most important thing in the world is life. Without life, everything will lose its meaning.S3: It means everything has its two sides. Although the disaster is terrible, and we cannot avoid it, it can force us to try our best to foretell it more exactly and reduce the loss caused by the disaster.Step II. Reading, writing and speakingA thank speechThe teacher’s main task is to tel l students some problems that appeared in their writings.Show the sample on the screen, and ask the students to read it, and find something that are useful.SampleGood morning, Ladies and Gentlemen. My name is Wang Wei. At first, I’d like to thank Mr. Z hang and the city of Tangshan for the honor of talking to you. I’d also like to thank each of you to come here today for this special occasion. Twenty-nine years ago, we experiencedthe terrible earthquake, which completely destroyed everything in the city. And twenty-nine years later, we get together in this beautiful park. This park makes me believe that we are indeed in the “Brave City of China”. Here I’d like to thank all of you, especially those who worked hard to save the survivors. During those days, you forgot the danger and devoted yourselves to digging out those who were trapped in ruins. Burying the dead, and building shelters and so on. I’m sure the people in Tangshan will never forget you! When I walk in the broad street, and see the new houses and offices, I can’t help expressing my thanks for those who rebuilt the city within 13 years. Also we can’t forget you. I believe our city become more beautiful in future. The spirit of its people has been and will always be strong forever! Thank you.Two minutes later.T: What do you think of the speech?S1: The speech is very fluent.S2: The writer uses many Attributive Clauses. I don’t know how to use the structure.T: It doesn’t matter. We’ll learn it next time. Now let’s go through exercise 4, it’s another writing task.A little talkA model speech has been given to the students. The students should complete the sentences after looking at the design of the new Tangshan stamps. The speeches may have many different contents. Let the students pay attention to this point: the audience is the same with the one In the last speech.T: We can see there are four stamps showing new Tangshan. Can you describe each of them with a few words?S1: Housing conditions for the first stamp.S2: Street scenery of new Tangshan for the second stamp.S3: Industry for the third one.S4: Ocean transport for the last one.An outlineShow the questions on the screen.1.Why is an outline important?2.What should an outline include?3.Why is a headline important?4.What are the steps to finish a newspaper story?5.What is the feature of a newspaper story?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 idea and a list of important details.3. A headline can tell the reader 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.Teacher show more examples of some newspapers on the screen and ask the students to read them and try to find the outlines in the stories.A short storyThis integrated language activity enables students to use their imaginations and to write in a literary way. You may want to encourage students to use a literary device, such as simile, personification or metaphor.T: Now, please turn to page 62, look at the TALKING part. Read it carefully, and then tell me what the feature of this talking is.Give them two minutes to think about this question.S1: This talking needs us to imagine.S2: We should write it in a literary way.T: Good! You’ve got the point of the talking. In this task, the most important thing you should do is to make full use of your imaginations and try to use a literary way. For example, you may use simile, personification or metaphor. Now, work in groups to write down your own short stories. Attention! The stories are about the cause of earthquakes. After you’ve finished, I’ll ask some of you to read out your work..Group OneIn the center of the earth lives an evil ghost. He usually sleeps for many years. During these years, people on the earth live a happy life. But when he wakes up, he shall howl. And then peoplefeel an earthquake.Group TwoSome people believe that there is a magic world in the center of our earth, where lives a kind of wiser living thing. They can make UFO. When the UFO comes out to visit our world, there is an earthquake.Group ThereThere are too many people on the earth, and people are building too many buildings. Besides, they dig too many and too deep holes. The earth can’t stand. She shakes, and an earthquake happens.Step III HomeworkWrite an outline for China DailyThe Third Period ListeningStep I Greeting and leading inT: Now, we will listen to a non-fiction article common to science textbooks. This article is on geology. It provides many facts and describes cause and effect relationships.Step II Listening (P62)T: You will listen to the tape three times. First, listen and try to get some details that Exx1-2 request. Second, listen and finish the exercises. Third, listen and check your answers.Answers to Exercise 1.The true sentences are: 4,5,6 and 7.Answers to Exercise 2Show the answers on the screenStep III Listening (P66)This listening material gives the students a chance to learn more knowledge about earthquake. The way and steps of listening are the same with the ones in Step II.Step IV Speaking taskThis part comes after the Listening. In content they have the same topic. It’s better to put them together. Also this exercise gives students practice in taking words and phrases from the reading passage and putting them into a short dialogue.T: Just now we have a listening, in which we learnt what to do during an earthquake. Now you will work in pairs to choose eight things from the list below to put into your personal earthquake bag. Remember these may be the only things you have, so make sure that you only take essential things with you. They must make you last for five daysS1: Our earthquake bag will contain the following things:1.bottle of water2. fruit3. torch light4.blanket5. mobile phone6. identity card7.scissors8. bowl and chopsticksStep V. HomeworkPreview the USING WORDS AND EXPRESSIONS on page 63, and do Exx 1-2 on page 28 in Discovering useful structures.The Fourth period GrammarStep I RevisionTeacher shows the screenAnswers to Exercise 1As usual, shake, cracked, pipes, holes fell, disaster, trapped, hit, quakes, escape, destroyed, a great number ofAnswers to Exercise 21.She was too nervous to eat anything the evening before.2.When the second quake was felt, people ran out of their houses right away.3.After that terrible disaster, 60 percent of homeless children were sent to live in other safe cities.4.They used candles all the time instead of electricity.5. A little girl was dug out of the ruins to the north of the factory.6.We were very proud of the soldiers who rescued the boys from the rushing water.7.We need to honour those who organized the rescue work.Step II Discovering useful structuresT: By now we have reviewed some useful words and sentences. Today’s another important task is to learn the Attributive Clause.There are two kinds of this clause. One is the Restrictive Attributive Clause, which modifies the noun; the other is the Non-Restrictive Clause, which gives extra information, and is written with commas.Teacher shows some sentences on the screen and asks students to translate them one by one.1.But the one million people of the city, who thought little of these events, went to bed as usual that night.2.It was heard in Beijing, which is one hundred kilometers away.3. A huge crack that was eight kilometers long and thirty meters wide cut across houses, roads and canals.4.The number of people who were killed or injured reached more than 400,000.5.The army organized teams to dig out those who were trapped and to bury the dead.6.Workers built shelters for survivors whose homes had been destroyed.Teacher gives more knowledge about the clause to the students.定语从句1.限制性定语从句大多数定语从句对所修饰词的意思加以限制,表示“……的人(或东西)”,称为限定性定语从句.如:The man who robbed him has been arrested.抢劫他的人已经被逮捕了．The girl whom I saw told me to come back today.我见到的那个姑娘叫我今天来.That’s the best hotel (that) I know.这是我所知道的最好的旅馆These are the books (which ) you ordered.这些是你订购的书这类从句多由关系（a）或关系(b)引导a.Everyone who (that) knew him liked him.The friend with whom I was traveling spoke French.The car which (that) I hired broke down.b.At the time when I saw him, he was quiet strong.That is the village where I was born.These are the reasons why we do it.在限定性定语从句中，当关系代词在从句中作宾语时，在绝大多数情况下都可以省略，特别是口语中，在被修饰的词为all, everything 等词时尤其如此．Have you got the postcard (which) I sent you?These are the things (that) you need.Anything I can do for you ?All you have to do is to fill out this form.That’s the only thing we can do now.You can take any room you like.2.非限定性定语从句对所修饰的词没有限定词义的作用，而是作一些补充说明，通常都有一个逗号把它和句子的其他部分分开，在译成中文时，这个从句多译成一个并列句．限定性定语从句去掉以后，句子意思常发生变化，甚至不能成立，而非限定性定语从句去掉以后对剩下部分没有太大的影响．如：Peter, who had been driving all day, suggested stopping at the next town.This house, for which he paid $150,000, is now worth $300,000.They went to the Royal Theatre, where they saw Ibsen’s Peer Gent.Sunday is a holiday, when people do not go to work.应注意的是，在这类从句中不能省略任何关系副词why和关系代词that，也不能省略任何关系副词，这类从句主要出现在书面语中．在书面语中whose有时指某样东西．如：His house, whose windows were all broken, was a depressing sight.The car, whose handbrake wasn’t very reliable, began to slide backward.It was an island, whose name I have forgotten..Exercise 1 Fill in the blanks with who, whose, which and that.1.The girl ( ) served in the shop were the owner’s daughters.2.The man ( ) I saw told me to come back today.3.The girl ( ) spoke is my best friend.4.The man with ( ) I was traveling didn’t speak English.5.The man ( ) I saw told me to wait.6.The girl ( ) I spoke to was a student.7.The man to ( ) I spoke was a foreigner.8.The man from ( ) I bought it told me to read the instructions.9.I know a boy ( ) father is an acrobat.10.He saw a house ( ) windows were all broken.11.All the apples ( ) fall are eaten by wild boars.12.Can you think of anyone ( ) could look after him?13.This is the best hotel ( )I know.14.He showed a machine ( ) parts are too small to be seen.15.You can take any room ( ) you like.Answers to Exercise 11.who2. whom3.who4. whom5. whom6. whom7. whom8.whom9.whose 11. that 12. that 13. that 14. whose 15. thatExercise 2 Discovering useful structures (28)Answers to Exercise21. who2. that/which3. which/that4. whose5.whoseStep III Using structuresThis is advice on how to protect one’s home from an earthquake. The main purpose is to practice the Attributive Clause. This exercise is a kind of procreative activity for students, which can be done only after the students read and understand the passage. So perhaps it is difficult for some students.T: Just now we had a translation exercise and filled some blanks. That’s the basic exercise for the Attributive Clause. Now I’ll give you 5 minutes to read A SAFE HOME , and finish th e sentences below the article.Five minutes later, the teacher check the answers.Answers to Exercise 11.whose pipes are not tied to the wall2.of the house that you want to buy3.who move into a new house4.which are not tied to the tables or stuck to them5.who buy a house, which is built badly6.whom building houses is their workStep IV HomeworkThe Fifth Period ReadingStep I. RevisionShow the exercise on the screen.Fill in the blank with a correct word.1.He made another wonderful discovery, _____ was more than we could expect.A. which I think isB. which I think it isC. which I think itD. I think which is2.____ I drove to Zhuhai for the air show last week.____ Is that the reason _____ you had a few days off?A. whyB. whoC. whatD. where3.In the dark street, there wasn’t a single person _____ she could turn for help.A. thatB. whoC. from whomD. to whom4.All of the flowers now raised here have developed from those _____ in the forest.A.once they grewB. they grew onceC. that once grewD. once grew5.I don’t like _____ you speak to her.A.the wayB. the way in thatC. the way whichD. the way of which6.The weather turned out to be very good, _____ was more than we expected.A.whatB. whichC. thatD. it7.He paid the boy $10 for washing ten win dows; most of _____ hadn’t been cleaned for ten years.A.theseB. thoseC. thatD. whichAnswers to the exercise1. A2. A3. D.4.C5. A6. B7.DStep II. Pre-readingT: At the first period, we learned the earthquake happened in Tangshan. In that article the writer mainly described what happened during the quake. And the descriptions are objective. Now, we will read a story written by America’s most popular writer, Jack London. In the article he expressed his own feeling about the San Francisco quake. His account of the disaster is both factual and literary. You may feel it when you are reading the article. At first I’d like to show you some background of this article. Please look at the screen and read the passage.Step III. ReadingT: Now that we have known the background of the article, and something about the writer. Let’s read the article carefully, with these questions on the screen. Then you can have a discussion. After that we’ll check them together.Show the questions on the screen1.Who is the man in the picture?2.What can we see from the word never in the sentence “Never before in history has a city been so completely destroyed”?3.How many negative words are used in the first paragraph, and what can we know from these words?4.What’s the feature of the sentences in the first paragraph?5.What’s the main idea of the second paragraph?6.What can we learn from the first sentence and the last sentence?Answers:1.Maybe he is the writer, Jack London.2.From the word never, we can feel that the writer was very sad.3.There are six words. They are never, nothing, gone, no, useless and burst.4.All the sentences in this paragraph are short ones.5.Out at sea it was calm.6.The two sentences give us a contrast. Although the city was destroyed, the people were not nervous or upset. They just did what they should do.Step IV Answering questionsAnswers to Exercise 11.shockedLondon is both greatly surprised and frightened by what he sees, so “shocked” is a good word to describe his feelings.2.sadLondon knows that many families lost their loved ones and all their possessions.Answers to Exercise 21. BBecause he is an eyewitness. He is also writing a personal report, not a history lesson.2.The people hurt by the quake and the things it destroyed3. C4. BStep V ListeningAnswers to Exercise 1True: 3,4 False: 1,2,5,6Answers to Exercise 21.After the earthquake had happened. The last sentence gives information about the next day after the2.Yes, the man is calm because he is writing about something a long time after it happened.3.The falling buildings were his biggest danger and he didn’t know when one might fall on him. He could at least see the fires and cows coming towards him.4.He was going to the bay to get on a boat.5.Answers will vary but should demonstrate an understanding of the listening text.Step VI HomeworkThe Sixth period SummaryStep I RevisionWhat have you learned in { the listening materials?{the reading materials?{ the writing?Step II Summing upT: What did you learn in the listening materials?S1: We learned some listening steps: before listening, we should know what we’ll listen by reading the exercises first. And while listening, we should try to get the key words and details that appear in the exercises.S2: We learned the ways to talk about past experiences and also the problem of sequence, which appears in the Listening part on page 30.T: What did you learn in the reading materials?S3: We learned some basic knowledge of earthquake and how people have coped with these sudden natural disasters.S4: We learned the ways to describe an event in a literary way. For example, “ Never before。

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。

unit4Earthquake全单元教案Book 1 Unit 4 earthquake教案一．教学内容分析本单元话题为“地震”，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震展开。

本单元共分八个部分。

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

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

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

Reading部分具体描写了1976年唐山大地震的震前、震中和震后。

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

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

XXX Language部分分为两个部分：Discovering useful words and expressions和Discovering XXX部分要求学生在把握文章的基础上，掌握重点词汇的词义及时用，这更注重培养学生运用上下文猜测词义的能力。

其次还对一些复杂的数字读法进行了检测。

第二部分则结合文章研究定语从句。

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

Reading，XXX包孕读一篇约请函，写一份演讲稿和关于一套新唐山邮票的XXX局部报告了一名地动幸存者的故事，并按照听力材料举行正误判别和回覆下列题目，旨在造就学生获得细节的本领，并经由过程听来仿照尺度的语音和腔调。

Writing局部请肄业生报纸写一篇消息报导，进修若何依照尺度的步调举行写作，如挑选得本地题目和构造言语等。

Unit4Earthquakes教学设计Teaching design of unit4earthsquaresUnit4Earthquakes教学设计前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和针对教学对象是高中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文下载后内容可随意修改调整及打印。

the first period leading in, warming upthe nose when planes take off; the sound of trains; the sound of thunder…..）but did you once hear the sound that the heavenfalls 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 something 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 naturaldisasters, 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 aboutthe 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 orcities are destroyed. some villages even disappear completely.t: earthquakes are disasters to everybody. now look atthe two pictures of tang shan and san francisco. can you describe what you see in the pictures?（show two pictures to the students and tell the students they are t oday’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 itis 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 desc ribe 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 arere scuing the people trapped in the ruins….）t: right, now let’s see a film.（let the students see a film about tangshanearthquake.）（film）t: after the earthquake the city of tangshan became…..let the students discuss what they saw. and thentalk about the pictures in their own words.the house….the fire….the bridge….the road…the police and 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, homeless, 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 buildingscrack 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 cansee 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. preview reading material and then do exercise on page 27.1-3 （ in comprehending ）-------- Designed By JinTai College ---------。

Unit 4 EARTHQUAKES教学设计一、教学目标：1、以问题引领，让学生通过写作和口语表达形式，整合、归纳、回忆和运用本课学习的重点单词、短语、句型和语法知识，实现学以致用的目标。

2、以小组成员间的自主、合作和探究为基础，通过开展英语角形式教学，让学生在课文阅读、反思写作的基础上，学会用英语表达，实现语言学习输入到输出的平衡，打造（读）课文阅读—（写）回答问题反思写作—（说）口语分享---（互评）评价激励”精读课教学模式，激发学生的英语学习兴趣，促进英语口语能力、书面表达能力、批判性思维能力、自主合作学习能力等核心素养的提高。

3、教会学生懂得感恩他人和珍惜生命。

二、教学重点通过回答老师的问题，把本单元所学到的关于地震的相关单词、短语、句型和语法知识优化整合成一篇文章。

三、教学难点把自己写好的文章尽量通过复述的形式表达出来，形成自己的知识。

教学步骤：教学背景：Book 1 unit4 EARTHQUAKES是高一英语教学中的一个单元，精读部分标题为“地球的一个不眠之夜”，叙述1976年7月28日凌晨发生在唐山市的地震，主要讲的是唐山大地震发生前的预兆、地震发生中的城市惨状、损害和地震后全国人民的全力支援。

泛读部分包含一篇关于地震的预防措施的文章和一篇表达感谢的邀请信。

语法为定语从句。

这是我每单元教学任务结束时都开展的一节常态课—英语角教学课，是在小组自主、合作和探究基础上的“（读）课文阅读—（写）回答问题反思写作—（说）口语分享---（互评）评价激励”精读教学模式课的最重要一环节---说。

该模式主要有下面步骤：1.问题引领，单元学习伊始，针对每单元的学习主题提出两个贯穿于整个单元的学习和理解，针对性强的问题；2.要求学生学完整个单元后用尽可能多的所学的单词、短语、句型、语法和对课文的理解回答问题，形成一篇文章，强调要有自己的理解和感悟；3.通过英语角开展小组交流分享、全班分享；4.小组互改、评价；5.教师评价；本单元上课伊始我提出的问题是：1. Suppose you were a survivor in Tangshan earthquake, please tell us what happened to you . 假设你是唐山地震的幸存者，请告诉我们你的所见所闻。

《Unit4Earthquakes》教学设计
一、教学目标
1.了解地震的基本知识和应对方法。

2.掌握与地震相关的词汇和表达。

3.培养学生的安全意识和应对灾害的能力。

二、教学重难点
1.重点：词汇和表达的掌握，地震知识理解。

2.难点：用英语描述地震的影响和应对措施。

三、教学方法
多媒体演示法、案例分析法、小组讨论法。

四、教学过程
1.导入
播放一段地震的视频，引起学生对地震的关注。

2.知识讲解
（1）介绍地震的成因、类型和危害。

（2）教授与地震相关的词汇，如earthquake、shake、destroy等。

3.案例分析
（1）分析一些地震案例，了解地震的影响。

（2）讨论在地震中如何保护自己。

4.小组讨论
（1）讨论地震发生时应该采取的措施。

（2）分享自己知道的地震安全知识。

5.课堂小结
总结地震的知识和应对方法，以及相关词汇。

6.作业布置
（1）制作一份地震应急手册，用英语介绍。

（2）写一篇关于地震的短文，描述地震的危害和应对措施。

高中英语必修一Unit4 Earthquakes教学设计第一课时Warming up第一步：看多媒体图像和图片了解有关地震海啸等自然灾害,让学生结合看的内容说出描写自然灾害词汇和词组：shake, rise, burst, canal, steam, ruin, injure, destroy, shock, quake, rescue, disaster, survivor……第二步：根据所看的内容介绍结合自己对地震的了解，组织两人活动，让学生讨论书中的问题，充分发挥想象力，描述地震后两个城市可能会出现的情况。

Pre-reading第一步：让同学们想象如果家里发生地震了,应该做些什么第二步：分五组分别讨论以下话题:What are the predictions of an earthquakeHow to rescue others in a proper way.Do you know the cause of earthquakeHow to reduce the damage of an earthquake这些问题的设置目的不在于让学生来准确回答，而是在于给学生一个发散思维的空间，让学生置身于这一单元的主题当中，才更能激发学习兴趣和动机。

第三步：看图描述地震前会出现哪些征兆。

(建议教师放映一些有关话题的影像材料，增加学生的感性认识，同时印发一些有关地震的文字资料,在此基础上组织学生进行讨论,他们才会更有话说)第四步：两人讨论更多关于地震的话题：(1) Have you experienced an earthquake(2) How much do you know about it(3) Besides earthquake what other natural disasters do you know（flood，typhoon，hurricane，cyclone，volcano，sandstorm，landslide）(4) Do you know how to measure the strength of earthquake （Richter Scale）Workbook P62（这部分听力材料的内容刚好是针对以上话题的，关于地震产生的原因和影响）第一步：先让学生猜测练习一中的陈述哪些是正确的，哪些是错误的。

Unit 4 Earthquake教案设计河北乐亭新寨高级中学徐艳芹(1) 课题：Earthquake(2) 教材分析与学生分析：本单元的主题是“地震”。

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

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

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

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

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

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

写作（Writing）部分训练学生如何写新闻报道，学会拟地定写作提纲。

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

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

阅读材料提及了很多孩子失去双亲成为孤儿，矿工在地震中的遭遇。

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

因此可以将他们作为素材，设计多种任务，展开课堂教学活动。

如：1. 组织学生讨论震后孤儿的安置2. 模拟采访被抢救的矿工。

3. 写一篇新闻故事，描述救护人员和军队救灾的感人故事。