Teaching Plan Unit4 earthquake

我的教学设计Unit4Earthquake 我的教学设计Unit4 Earthquake注:填写表格时，请您删除蓝色部分课题: A night the earth didn’t sleep课科目英语教学对象高一学生 1时一、教学目标一、知识与技能:理解、内化、运用课本31个生词、12个词组。

对《地震》这篇文章进行篇章阅读，积极思考，达到强化语言意识，积累语言经验的目的，全面提升综合语言运用能力。

二、过程与方法:自主学习策略;有效合作与交际策略;信息处理与探究策略; 三、情感态度价值观:体会“以人为本”的精神实质，培养团结互助精神，学习唐山人民勇敢面对灾害，积极进行灾害重建的精神。

二、教学内容及模块整体分析Reading 部分具体描写了1976年唐山大地震的震前、震中和震后。

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

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

三、学情分析这个班大部分学生英语基础一般，有些学生对英语学习具有恐惧感。

根据这些特点，教师可以采用与新课标要求相一致的新的教学方式，即活动式的教学法，这样就便于调动全班学生的积极性，让全员参与到活动中，在师生互动、生生互动的轻松教学模式中实现教学任务和目标，并建立起学生们学习英语的兴趣和信心。

四、教学策略选择与设计根据英语《课程标准》的指导思想,英语课程改革的重点是要改变传统教学过分重视语法和词汇知识的讲解与传授、即忽视对学生实际语言运用能力的培养的倾向，强调课程从学生的学习兴趣和认知水平出发，倡导学生体验参与、合作与交流的学习方式和“任务型”的教学模式，由学生共同努力来实现教学目标。

教师要引导学生利用所学语言来完成任务，促进学生运用所学外语获取信息，处理信息，使用信息与人交流，让学生去发现问题、设计问题并解决问题，提高合作意识，培养合作精神，从而实现学生的主体地位，发展学生的综合语言运用能力。

2015 年金昌市优质课竞赛活动教案A Teaching PlanSubject: EnglishTitle: Book 1 Unit 4 EarthquakesReadingClass: Class 12, Senior 1Teacher: He YujuanSchool: Jinchang No. 1 Middle School二〇一四年十月十三日A Teaching PlanTitle: Book1 Unit 4 Earthquakes --- ReadingTarget students: Class 12, Senior 1Teacher: Wang YaqinAnalysis of the teaching materialsThis period we will deal with Reading in Book 1 Unit 4 Earthquakes. The topic of the unit is "eathquake", which involves signs before the earthquake、during the earthquake and after the earthquake. Our language knowledge and skills are designed on the basis of the topic"earthquake", the purpose of which is mainly to improve students ' abilities of reading. Intentions of our designsThe new curriculum standards are the base and guide to teaching, which require us , on the basis of textbooks and extra teaching resources, to effectively combine teachers’conducting and explaining with students’independent research and cooperative learning, solve “double bases” (language knowledge and abilities), develop students’ skills (obtain information, discover, analyze and solve problems) and fulfill moral education, thus achieving the aim of efficient learning- enjoying learning, being good at learning and being able to use it. As far as I’m concerned, teachers and students will research effectively, combine resources and achieve 3D aims. Based on the analysis of the key points and the contents of the teaching materials, the general clue of of our design is focused on three questions, "what happened before the earthquake?" 、"what happened during earthquake ?" "what happened after the earthquake ?" Therefore, we will conduct a series of classroom activities such as pair work, group work, question and answer ，of which how to motivate students to participate actively and learn to cooperate in team work is very important. Anyway, the principle of student-centred and practice-going-first will be reasonably carried out when my design is properly performed, which is originally the basic standards the new curriculum and the new textbooks.Teaching aims---3D GoalsKnowledge aims:1. Enable the students to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office.2. Enable the students to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office.Ability aims：1. To train and improve students’ ability to learn words and phrases by brainstorming.2. To improve students’ ability to express their own ideas by asking and answering questions. Emotional aims:1. To make the students understand the job of journalists better.2. To develop their interest in interviewing and in their own studies.Key and important points :1.Help students to know the jobs of journalists and the qualities they need.2.How to help students to learn to conduct an interview in English.Teaching methods:Task-based approach &. Communicative teaching methodBlackboard design:学情分析及前期预测：现在的学生，英语水平总体差距较大，其水平分布呈以下特点:分化情况较明显，学生之间的水平差距较大;学生虽然对英语感兴趣，但学习主动性还有待加强；部分学生对教师的依懒性较强，未能主动通过多种渠道获取信息。

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

Teaching plan:Unit4Earthquake(Reading: A Night the Earth didn’t sleep)Content:一、Analysis of the teaching material二、Teaching aims and demands三、Teaching difficult and important points四、Teaching arrangements五、Teaching aids六、Teaching procedures一.Analysis of the teaching materials：This passage is about Tangshan earthquake happened on July 28, 1976. The passage can be divided into three parts. The first part is about some strange things happened before the earthquake. The second part is about the damages caused by the earthquake. The third part is about all help was given to Tangshan after the earthquake. From the passage, students will know clearly about the predictions before an earthquake. At the same time, teachers can guide them to think how to keep themselves safe from an earthquake, so that they can set up their right attitudes towards life.二.Teaching goals:Target languageLearn and master the new words and expressions in this period.Ability goalsStudents should improve their listening, reading, speaking and writing abilities. Students should improve their abilities to cooperate with others.Emotion goalsStudents learn how to how to keep themselves safe from an earthquake.Students should set up their right attitudes towards life.三.Teaching important and difficult points:1. Train the students’ reading ability—skimming and scanning.2. Master the main ideas of the whole passage.四.Teaching arrangements：Lead-in：3 minutesFast-Reading：4 minutesListening& Detailed-reading：27 minutesPost-reading/ Summary (discussion in groups)：11 minutes五.Teaching aids:Multi-media computer, a tape recorder, PPT六.Teaching procedures:Step1. Lead-inAsk Ss the question: Do you know when and where the biggest earthquake happened in China in the 20th century?Step2. Fast-ReadingGet students to skim the whole passage quickly and answer:Q: How many parts can this passage be divided into?S: We can divide the passage into 3 parts. Paragraph ___:before the earthquake; Paragraph______，during the earthquake；Paragraph___，after the earthquake. Step3. Detailed-readingListen to the tape and fill in the blanks.Paragraph 1: Before the earthquake1.The water in the wells _____and______.2.Well walls had _______ _______in them.3. A ______ _____came out of the cracks.4. The chickens and pigs were too ______ to eat.5. Fish ______out of the bowls and ponds.6. Mice ___out of the fields.7. At ____am on July 28, 1976, people saw _____ _____ in the sky.Paragraph2-3：During the quakeScan Paragraph 2 and 3 and finish the True or False.1. At _____ am, the __________ earthquake of the 20th century began .2. ________ covered the ground like red autumn leaves.3. Two _______ and most of the bridges fell.4. The railway tracks were now _________pieces of _______.5. Water, food and ______________ were hard to get.6. ______ of the nation felt the earthquake.7. In ___ terrible seconds a large city lay in ruins.8. ____ of the Tangshan people died or were injured during the earthquake.9. The number of people who were killed or injured reached more than __________.10. All of the city’s hospitals, _____ of its factories and buildings and _______ of its homes were gone.Paragraph.4 After the quakefill in the blanks.Soldiers were sent to dig out those trapped and _______ the dead; People built_______ for the homeless and ___________ was taken to the city.Step 4: Post-reading (Discussion)______ happened in Tang Shan. For a few days, water in the wells ________. From the ______ of wells _______come out. Mice, chicken, pigs and even fish became _____. At 3:00 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 _____ or ______. Then later that afternoon, another big quake _____ Tang Shan. People began to wonder ______________________. But all hope _________. _______ came to help those ______. Slowly, the city began to __________.Step nguage points1.Imagine your home begins to shake and you must leave it right away. imagine: form a mental pictureimagine + n. /pron.imagine sb. to be2. shake: cause to move to and fro3. right awa y: at once; in no time; immediatelyright now: at this very momentMake up your mind ___________.4.rise vi. rose, risen 上升; 升起; 上涨; 升高; 增加raise vt. raised, raised 举起, 抬起，喂养5.burst可以作动词，意为：使爆炸;使破裂；突然发生，突然出现。

新课标高一必修1英语教案Unit4Earthquakes(简案)Teaching plan for unit 4 EarthquakesTeaching aims and demands:1. Topic:Basic knowledge of earthquakes; how to protect oneself and help the others in disasters2. Useful words and expressions:shake, well (n.), rise, smelly, pond, pipe, burst, canal, steam, dirt, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, shelter, fresh, percent, speech, judge, honour, prepare; right away, (be) at an end, dig out, bring in, a (great )number of3. Functions:Talking about past experiences:I will never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road.Sequence4. Grammar:The attributive clause (I)由that, which, who, whose引导的定语从句The number of people who were killed or injured reached more than 400,000.It was heard in Beijing which is one hundred kilometers away.Workers built shelters for survivors whose homes had been destroyed.Teaching procedures:Period 1.Step 1. Warming upSs discuss and answer some questions:1. Which of the following may cause people the greatest damage?A. earthquakeB. typhoonC. floodD. drought2. Imagine your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why?Step 2. Pre-readingSs discuss and answer:1. Do you know what would happen before an earthquake?2. What can we do to keep ourselves safe from an earthquake?3. Do you know anything about Tangshan Earthquake in 1976?Step 3. Reading1. Skimming and find the answers to the following questions:a. What happened?b. When and where did it happen?2. Ss read again and fill in the following form:Time What happenedBefore the earthquake Wells:Animals:Lights and sound:Water pipes:While the earthquake Houses, roads and canals:Hard hills of rock:The large city:The people:After the earthquake Hospitals, factories and buildings:The ground:Dams:Railway tracks:Animals:Wells:3. Ss read the whole passage again and get the main ideas of each part:Part 1. The natural signs of a coming earthquakePart 2. The damage of the city after the earthquakePart 3. The help to the survivorsStep 4. ComprehendingSs finish Ex 1 and 2 on page 27.Step 5. Assignment1. Surf the internet and get more information about the earthquake.2. Retell the text.Period 2.Step 1. Warming up1. Ss share more information about the earthquake.2. Ask some Ss to retell the text by using their own words.Step 2. Language points1. lie –lay-lain (v.) : to be, remain or be kept in a certain state 处于某种状态The village lay in ruins after the war.These machines have lain idle since the factory closed.2. in ruins: severely damaged or destroyed 毁坏an earthquake left the whole town in ruins.His career is in ruins.3. number (n.): a quantity of people or things 数目；数量The number of people applying has increased this year.We were fifteen in number.a number of: a lot ofI have a number of letters to write.A large number of people have applied.4. injure (v.): to hurt oneself/sb./ sth. physically 受伤He fell off the bicycle and injured his arm.5. reach (v.): to achieve or obtain sth. 达成；达到；获得You’ll understand it when you reach my ag e.At last we reached a decision.6. rescue (n.): an act of rescuing or being rescued 搭救；解救A rescue team is trying to reach the trapped mines.Rescue (v.): to save or set free from harm, in danger, or loss 解救；救出The rescued the man from drowning.7. trap(v.): in a place from which one wants to escape but cannot 困住；陷于绝境They were trapped in the burning hotel.8. all …not… = not all…: some but not all 一些；但不是全部Not all the girls left.=Only some of them left early.Not all the children are noisy.=Some of the children are not noisy.全部否定应用: none of…None of us were allowed to go there.None of these reports is very helpful.Step 3. learning about language1. Ss finish Ex 1,2 and 3 on page 27 and 28.2. Teacher checks the answer and give the Ss some help if they have some difficulty. Step 4. assignment1. Finish Wb.Ex.1 on page 63.2. Ss try to remember the useful words and expressions by hearts.Period 3Step 1. Warming upSs read the passage again and try to find the sentences with attributive clauses.e.g. Workers built shelters for survivors whose homes had been destroyed.Step 2. Attributive clause1. Give Ss more sentences and let the Ss to find the structures of the attributive clause.2. Ss do some exercises about how to use that, which, who or whose.3. Ss finish Ex 2 on page 28.Some materials about attributive clause:关系代词引导的定语从句关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。

Teaching plans for Unit 4 EarthquakeFrom 高风中学诸黎炜Background information:Students: 45 Senior high school students, Grade 1Lesson duration: 45minsTeaching objectives:Knowledge objectives:1. Ss can consolidate their mastery of new words and expressions.2. Ss can understand the content of each paragraph and main idea of the text.Ability objectives:1.To improve the Ss’ speaking skills, especially to describe the signs before an earthquake and reading skills, such as skimming, scanning, etc.2. To tra in the Ss’ ability to work with others.3. To guide Ss to set up effective learning strategies.Moral objectives:1. By completing the task, the Ss can know about the influence and damage of earthquake so that they may show care and love to those injured in the earthquake.2. Help Ss form the belief that no matter what happens, there is always hope. We should smile to the sufferings.Teaching contents: earthquake (warming up, reading & comprehending)Teaching focus and difficulty:Teaching focus:1. Master new words and useful expressions.2. Understand the article clearly and get the main idea of each paragraph.Teaching difficulty:1. Develop Ss’ ability of how to analyze useful information and solve problem in English.2. Enable them to use different reading skills and master some learning strategies.Teaching aids: blackboard, chalk, tape, tape-recorder, projector and computer to play PPTType of the lesson: Warming up & ReadingTeaching procedures:Step 1: Warming up (5-6 mins)1. Lead in---look at the pictures (pictures about Ya’an). Do you know where it is and what happened to it? (to bring up the topic of whole passage)2. Warming up activity ---- a flesh game about how to escape when an earthquake happens. (Design purpose：Inspire students’ former knowledge about earthquake escaping, which can draw their attention to the theme of the reading material and get them ready for the following reading. )3. Pre-reading: What happened on May,12th, 2008?----Wenchuan earthquake. Then teacher tells Ss something about another big earthquake---Tangshan earthquake. (to bring up the reading passage----A Night The Earth Didn’t Sleep)Step 2: Reading (22-23 mins)Task 1: Listen to the tape and join the correct parts of the sentences. (Ex.1 on page 27, 6mins)1 The chickens didn’t eat because----- C2 Before the earthquake the people didn’t worry because------ E3 Such a great number of people died because ------- B4 Water was needed because ------ D5 The people did not lose hope because ------ AA the army came to help themB the quake happened while they were sleepingC they were nervousD dames and wells were uselessE they didn’t know the quake caused the strange things(Design purpose: With this task, students can improve their ability of finding information quickly)Task 2: Detailed reading ----A Night the Earth Didn’t Sleep1. Teacher asks students to conclude the main idea of each part after finishing some exercises. (considering the learning level of students in our school is not so high, teacher divides the whole passage into 3 parts to make it easier)•Before the earthquake ------ paragraph 1 the signs(Task 3 attached )•During the earthquake ------ paragraph 2&3 the damage(Task 4 attached )•After the earthquake ----- paragraph 4 the rescue work(Task 5 attached )( Design purpose: These tasks are designed to enable students to search various kinds of information and get the useful one, which can improve their reading skills. Giving the main idea after analyzing the details is good for their ability of summarizing.)Task 3: Scanning : Read paragraph 1 and fill in the banks about what happened before earthquake.(3 mins)1. The water in the wells____ and ____. And some deep ______could be seen in the well walls. A__________ came out the cracks.2. The chickens and even pigs were_______________.3. Mice ran out of the fields___________ places to hide. Fish _________out of bows and ponds.4.People could see _______________ in the sky and hear __________________.Task 4: Find some details and datas about earthquake (3-4mins)Details：•At ___ a.m, the _______ earthquake of the 20th century began.•_______ burst from holes in the ground.•Hard hills of the rock became rivers of___.•______ covered the ground like red autumn leaves.•Two _____ and most of the bridges fell.•The railway tracks were now_______ pieces of _______.•_____now filled the wells instead of water.Datas：•of the nation felt the earthquake .•of the people died or were injured during the earthquake.•The number of people who were killed or injured reached more than .•All of the city’s hospitals, of its factories and buildings and of its homes were gone.Ask and answer: (4-5 mins)1. When did the earthquake begin?2. Did many children become orphans?3. What happened later that afternoon?4. Could the injured people go to hospital?Task 5: find the matched information to these nounsSoldiers: were sent to help the rescue workersArmy: organized teams to dig out the trapped people and bury the dead.Miners: were rescued from the coal minesWorkers: built shelters for the survivorsFresh water: was sent to the cityAll hope was not lost（Design purpose: Here I put some pictures which show care and attention to encourage students to have the same positive attitude towards sufferings as well as the two little girls.）Step 3: Post reading ---- Discussion (5mins)What shall we do if now the earth begins to shake? ---- to teach the correct way of escaping in an earthquake.(Design purpose: This task is designed to teach them the right way of self-rescue in an earthquake compared with the flesh game at the beginning. Meanwhile, it encourage Ss to think in English.)Step 4: Group work ---- role play (10 mins)Each group chooses one paragraph and acts out an interview between a reporter and a survivor from Tangshan earthquakeExample: paragraph oneReporter: Hello, I am a reporter from CCTV. You are lucky to survive the earthquake. Can I ask you some questions?Survivor: Of course!Reporter: Did you notice anything strange before the earthquake.Survivor: There were some strange things…………(Design purpose: This task is to encourage students’ to put what they have learned or discussed to use. Meanwhile, in order to act the dialogue out, they have to cooperate and discuss to find more information about the earthquake, which develops their ability of cooperation.) ----serves as a part of the check of teaching effectStep 5: Self – evaluation (2 mins)1.What have you learned from this passage?2. What problems have you solved?3. What difficulties do you still have after learning this passage?(Design purpose: Self-evaluation is so important and necessary for them to check the knowledge they learned in class. )Step 6: HomeworkWrite a report about Tangshan earthquake ---- another part of check of teaching effect (Design purpose: The purpose of the homework is to let the students review whole passage and organize their own thoughts in English .)Blackboard design:Unit 4 EarthquakeA Night The Earth Didn’t Sleep•Before the earthquake the signsParagraph 1 hope•During the earthquake the damageParagraph 2 & 3 smile•After the earthquake the rescue workParagraph 4。

《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。

Unit 4 EarthquakesWarming Upand ReadingSenior I Qin Yuling【教学目标】Teaching goals:【知识目标】Knowledge aims:1. To help Ss master the following useful new words and expressions.well; smelly; burst; canal; steam; dirt; injure; brick; dam; useless; steel; shock; rescue; quake; electricity; army; shelter; fresh; organize; bury; at an end; dig out; coal mine; in ruins2. To help Ss know the basic knowledge about Earthquake.【能力目标】Ability aims:To d evelop Ss’ reading ability.【情感态度目标】Emotional aims:1.To know damages earthquake bring about and the ways to reduce losses of an earthquake.2. To know how to protect oneself and help others in earthquakes3. To be aware of terrible disasters, meanwhile get them to face it, treat it in a proper way, and never get discouraged.【教学重点】Teaching important points:1. Master the usages of the useful words and expressions above.2. Improve the students’ reading ability.【教学难点】Teaching difficult points:1. The usages of some words and expressions.2. How to train the students’ reading ability in learning the text.【教学方法】Teaching methods:Task-based teaching method.【教学工具】Teaching Aids:Multi-media （多媒体）【教学过程】Teaching procedures:Step I. Warming upT: Good morning class. What can you think of when you see this picture?Ss: Wenchuan Earthquake.T: Do you know another more serious earthquake in China?Ss: Tangshan earthquake.T: What damage may the earthquake cause?(The earth shook; all the buildings fell down; many peopledied; many children became orphans.)Now let’s come to Pre-reading on P25 and see what may happen before an earthquake comes.Step 2. Pre-readingPlease look at the picture on P25, and tell me what happens before an earthquake.(The sky gets bright, the animals get nervous, mice run out, fish jump out of water,well has cracks.)Step3. While-readingI.SkimmingToday, we’ll learn a text “A Night the Earth didn’t sleep” First, let’s look at thetitle again, why the earth didn’t sleep for a night? What happened? What does the passage mainly talk about?Exchange your understanding of the passage with group members and work together to find the main idea of each part.Main idea of each part:Part 1 (para.1):Strange things were happening before the earthquake.Part 2 (para.2-3):The disaster happened and caused a lot of damage.Part 3 (para.4): The rescue after the earthquake.II. ScanningPart 1:Pair work.Part 2:Individual work.Task 2: Get the students to find some details of this part according to the key words.①At about 3:00 amSome people saw bright light in the sky.②At 3:42 amEverything began to shake.③In fifteen secondsA large city lay in ruins.④Later that afternoonAnother big quake shook Tangshan.⑤Soon after the quakesThe army sent 150,000soldiers to Tangshan to help the rescue workers.Task 3: Fill in the blanks with the numbers.✧1/3 of the nation felt the earthquake .✧ A huge crack that was 8 kilometres long and 30 metres wide cut acrosshouses.✧In 15 terrible seconds a large city lay in ruins.✧2/3 of the people died or were injured during the earthquake.✧The number of people who were killed or injured reached more than400,000 .✧All of the city’s hospi tals, 75% of its factories and buildings and90% of itshomes were gone.Part 3: Group workHow were the people helped by the army?✧The army organized teams to dig out those who were trapped and to bury thedead.✧Miners were rescued from the coal mines.✧Shelters were built for survivors whose homes had been destroyed.✧Fresh water was taken to the city.Let the groups have a discussion with their partners about more ways to help the people in the earthquake.Step 4. Post-readingTrue or False1. There were one million people in Tangshan at that time. T2. The earthquake began 10 kilometres directly below the city. F3. Not only the people but also the animals were shocked greatly. T4. There was only one quake at that time. F5. Before the earthquake there wasn’t anything strange happening. F6. Workers rescued most of the 10,000 coal miners to the south of the city. F7.Almost everything in Tangshan was destroyed. TStep 5. Discussions.What shall we do or not do if an earthquake happens?Dos Don’ts1. Stay in a small room, such 1. Be close to the outside wallas kitchen or bathroom2. Hide under the table or 2. Stay on the balconybed, if you haven’t timeto escape , you may stand 3. Jump out of the tall buildingsclose to the inside wall withsome things covering on the 4. Use the lifthead.3. If you stay in the open air ,keep off the tall building,and go to the fields without trees .Step 6. SummarySeveral days before July 28, 1976, many strange things happened in Tangshan. They were signs for the earthquake. At 3:42 am that day, the earth began to shake, which destroyed the city. Later that afternoon, another big earthquake struck Tangshan. More people were killed or injured and more buildings fell down. Soldiers were called in to help the rescue workers. Teams were organized to dig out the trapped and bury the dead.Step 7.Homework1.Surf the internet to find more information about earthquakes.2.Finish the exercise on P43&44 of LESSON HOMEWORK.【板书设计】。

Unit4 EarthquakesA Teaching PlanA Teaching PlanTitle: Book1 Unit 4 Earthquakes --- ReadingAnalysis of the teaching materialsThis period we will deal with Reading in Book 1 Unit 4 Earthquakes. The topic of the unit is "eathquake", which involves signs before the earthquake、during the earthquake and after the earthquake. Our language knowledge and skills are designed on the basis of the topic"earthquake", the purpose of which is mainly to improve students ' abilities of reading.Intentions of our designsThe new curriculum standards are the base and guide to teaching, which require us , on the basis of textbooks and extra teaching resources, to effectively combine teachers’conducting and explaining with students’independent research and cooperative learning, solve “double bases” (language knowledge and abilities), develop students’ skills (obtain information, discover, analyze and solve problems) and fulfill moral education, thus achieving the aim of efficient learning- enj oying learning, being good at learning and being able to use it. As far as I’m concerned, teachers and students will research effectively, combine resources and achieve 3D aims. Based on the analysis of the key points and the contents of the teaching materials, the general clue of of our design is focusedon three questions, "what happened before the earthquake?" 、"what happened during earthquake ?" "what happened after the earthquake ?" Therefore, we will conduct a series of classroom activities such as pair work, group work, question and answer ，of which how to motivate students to participate actively and learn to cooperate in team work is very important. Anyway, the principle of student-centred and practice-going-first will be reasonably carried out when our design is properly performed, which is originally the basic standards the new curriculum and the new textbooks.Teaching aims---3D GoalsKnowledge aims:1. Enable the students to know the key words and sentences to describe the earthquake.2. Enable the students to understand the text.Ability aims：1. To train students’ ability to cooperate with others.2. To improve students’ ability to find the clues to help them understand the text. Emotional aims:1. To make the students know helping others in need is important .2. To develop their awareness of protecting themselves.Key and important points :1.Help students to know the key words and expressions.2.How to help students to learn to find clues in the text.Teaching methods:Task-based approach &. Interaction teaching methodTeaching Procedures:Design for Teaching ProcessSteps Activities PurposeI..Leading-in:Play a short video about "earthquake" in English and show the title of the topic of Unit 4.II.Warming up：Q 1: What did you see in the video? Answer:earthquake ,damage, people..Q 2: What’s your feelings?III.ReadingTa sk 1:Drawing and presentationTask 2:DiscussionTask 3:RetellingIV.SummaryV.Homework To watch, listen and think :.Group work to have adiscussion and try to draw asimple picture to show thesigns before theearthquake.Ask one or more group memberto show their picture.Pair work to talk about theruins of the earthquake andcomplete the sentences.Individual work :Ask ss to read the lastparagraph and retell. theirA brief summary of what wehave learned .1. Think how to protectourselves if an earthquakehappened.To start the lesson, toarouse ss' interest, a ndmake ss concentrate ontoday's class.To make ss clear withwhat they will learn.Enable ss to know aboutthe signs before theearthquake.1.To get ss morefamiliar with signsbefore the earthquake.2.To form a vividimage.To give more chances forss to impove theirspeaking abilities andto make ss take moreactive roles inclassroom activities.To make ss to retell thelast paragraph to deepenthe ss ’ impression.To check the irunderstanding of thetext ; conclusion.To use what they havelearned to protectthemselves.2. Write a piece of news about Tangshan using the information in the passage.To make preparations fornext period, and to p ut what has been learntinto practice.Blackboard design:Unit 4 EarthquakesIn the village Timeline In the farmyards Data/numbersIn the sky Rebuild In the city1教学目标知识与技能2.To have a better understanding of the great damage caused by Tangshan Quake through reading.过程与方法To learn by reading skills and ready cooperation.情感、态度与价值观 1.To realize that we can do something to protect ourselves in quakes.2.To face challenges bravely and love our lives 。

人教版必修一Unit4 Earthquakes阅读课教学设计本篇课文是关于地震的有关信息的阅读文章。

在上课之前，我就准备了大量关于地震的材料。

并设计如下：一、教学设计Teaching goals (教学目标)goals (技能目标)1) Know basic knowledge about natural disasters(了解自然灾害的基本知识)2) Know how to protect oneself and help others in disasters（了解如何自救与他救）2. Sensibility goals (情感目标)Get the students to be aware of the terrible disasters, meanwhile get them to face it ,treat it in a proper way, and never get discouraged.（使学生对灾难有正确的认识，要用积极的态度来对待它。

）3．Ability goals(能力目标)1) let the students collect the information from the Internet by themselves.(独立搜集信息的能力)2) Let the students pack up the information by themselves.(独立整理信息的能力)Teaching important points（教学重点）Let the students know what a correct attitude towards a disaster is and what we should do in a disaster for ourselves and for the other people(树立对于灾难的正确认识及面对灾难该如何应对)Teaching difficult point(教学难点)How to deal with the interaction between the students speakers and their classmates. (如何处理学生演讲者和同学之间的互动)Teaching procedures:Step1: Natural disasterShow the students some top disasters in the world.Step2: Famous earthquakesShow them some famous earthquakes in this century in the world.Step3: Tangshan earthquakea. Show them some pictures about Tangshan earthquake by Team1.b. Watch a video about Tangshan earthquake.Step4: Signs before earthquakesby Team2 in the form of pictures and words.by Team3 in the form of filling blanks.Step5: How to escape from the earthquakea. Given by Team4 in the form of pictures and words.b. Given by Team5 in the form of T or F.c. Given by Team6 in the form of T or F.Step6: Imaginary workSuppose there is an earthquake now, and you can take nothing but one thing, what will you take? Is it money, water, fruits, mobile phones, or a torch light?Step7: ProverbsGet the students to collect some proverbs from the Internet, which are something related to how to deal with disasters, what right attitude we should take and so on. Then ask them to write them onthe blackboard, and explain them to the students one by one.Step8: Homeworka. Suppose an earthquake happens in the school hall, what should you do?b. Suppose an earthquake happens in the classroom, what should you do?c. Suppose an earthquake happens in the bedroom, what should you do?二、教学反思通过本课教学，我有如下几点反思：1、以学生为中心搜集、整理教学内容，让学生在学习中体验成功和快乐。