(共16张PPT)
Comprehensive learning
Warming up
Tangshan
1. Where does the city of Tangshan lie
2. Have you ever heard of the earthquake in
Tangshan
3. Do you know when the earthquake
happened
4. The Tangshan earthquake is really a great
disaster to the human being and it almost
destroyed the whole city. Do you know
how many people were injured and how
many died in this accident
Warming up
San Francisco
San Francisco
San Francisco lies in northern California and is surrounded on three sides by water. At 5:13 on the morning of April 18th, 1906, the city was shaken by a terrible earthquake. A great part of the city was destroyed and a large number of buildings were burnt. The number of people who lost homes reached as many as 250,000. About 700 people died in the earthquake and the fires.
Tang Shan San Francisco
Location
When did the earthquake happen
How much was the city destroyed
How many people were injured
How many people died
What’s the reason for the earthquake
Listening: Part one
Make some notes about the listening:
Why earthquakes happen
Moving plates
Move and push
stop
earthquakes in some
countries
Moving plate
Moving plate
Push against each other
Plates movement
Answer key to Ex.1
1 T 2 T 3 F 4 F 5 F 6 T
Answer key to part 1 in Ex.2
1. Earthquakes happen when two moving plates
jump and push against each other.
2. California, Japan and China have a lot of
earthquakes because they are placed in
areas where different plates meet.
Listening prediction:
1. Do not build houses _________________ where ______________.
2. Make sure you build houses on ___________ rather than on ___________.
3. You must make the houses _____________. ______buildings will fall down and ________ ones may ____________.
A snake
A turtle
elephant
elephant
elephant
elephant
The earth
What shall we do when we don’t know how to express
Um, well, you know, let’s see and so on.
2. Body language
eye contact, smile, nod and so on.
Summary and homework
Use the mind map to list the words you have learned about the earthquakes, then preview the new words and enrich the mind map.
2. Read some articles and increase your knowledge about earthquakes.(共24张PPT)
Reading
1
2
3
4
earthquake
2 ground
1 building
lay in ruins
was destroyed
had deep cracks
3 dam
dams fell
4 railway track
became useless pieces
of steel
earthquake
2 ground
1 building
lay in ruins
was destroyed
had deep cracks
3 dam
dams fell
4 railway track
became useless pieces
of steel
animals
people
water pipes
sky
others
Discussion:
What do you think will happen before an earthquake
1) Bright light flash in the sky.
2) The well has deep cracks in it, and the water in it rises and falls.
3) Chickens are flying and dogs are barking, and pigs and cows are too nervous to eat.
4) Fish jump out of the pond, and mice run wildly out of the fields.
Signs before an earthquake:
1. The chickens didn’t eat because
2. The people didn’t worry because
3. Such a great number of people died because
4. Water was needed because
5. The people did not lose hope because
A. the army came to help them.
B. the quake happened while they were sleeping.
C. they were nervous.
D. dams and wells were useless.
E. they didn’t know what the strange events meant.
Scanning:
Scan the passage and find out the topic sentence of each paragraph.
Paragraph Topic sentence Position in the paragraph
1 Strange things were happening in the countryside of northeast Hebei.
beginning
2 Everything began to shake. It seemed as if the world was at an end.
beginning
3 Everywhere they looked nearly everything was destroyed. beginning
4 All hope was not lost. beginning
Careful reading
Find the key words to support the topic sentences.
water, well walls, smelly
gas, chickens and pigs,
mice, fish, bright lights,
the sound of planes, water
pipes
seem strange
Signs before an earthquake
the earthquake began, a huge
crack, steam, hard hills, people
died or injured
began to shake
What happened in the earthquake
Careful reading
Find the key words to support the topic sentences.
hospitals, factories, buildings,
bricks, dams, bridges,
railway tracks, cows,
pigs and chickens
destroyed
After the earthquake
the army helps, dig out, bury the
dead, miners rescued, built shelter
rescue
the city began to breathe
again
表达方式 充当成分
英
语 1）It was felt in Beijing, which is more than two hundred kilometers away. 定
语
从
句
2）A huge crack that was eight kilometers longs and thirty metres wide cut across houses, roads and canals.
3）The number of people who were killed or injured reached more than 400,000.
4）Later that afternoon, another big quake which was almost as strong as the first one shook Tangshan.
5）Workers built shelters for survivors whose homes had been destroyed.
汉
语 1）二百多公里外的北京都能感觉到这场地震。 定
语
2）一条8公里长30米宽的巨大裂缝横穿房舍、马路和渠道。
3）死伤的人数达到40多万。
4）在下午晚些的时候，又一次和第一次一样的强烈的地震震撼着唐山。
5）救援人员为那些家园被毁的幸存者盖起了避难所。
Consolidation:
Sum up the main idea of the passage:
____________ happened in Tangshan. For a few days, water in the wells _____________. From the ______ of wells __________came 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 _______.
Strange things
rose and fell
cracks
smelly gas
nervous
shake
at an end
One-third
felt
A huge crack
in ruins
Two-thirds of the people died or ___________. Then later that afternoon, another big quake ______ Tangshan. People began to wonder _____________________________. But all hope ____________. Soldiers came to help those ________. Slowly, the city began to _________________.
were injured
shook
how long the disaster would last
was not lost
survivors
breathe again
1) How do you prevent yourself during
the earthquake
2) What measures should the government
take to prevent the earthquake
Homework
Look for some earthquake information about Japan through the library, internet or other resources. Find out why Japan often has earthquakes. What measures are taken by the Japanese government to prevent them
List more words or expressions to enrich the mind map of earthquake and increase the knowledge of this phenomenon.Unit 4 Earthquakes
阅读课
一、教学内容：Pre-reading; Reading and comprehending
二、教学目标：
1. 能力目标
1) 能够用思维导图形式罗列出地震发生时的各种现象，并对这些现象进行分类。
2）通过快速阅读能够迅速查找到文章段落中的主要信息，并能对这些主要信息进行复述，进而总结归纳出文章的大意。
3）通过仔细阅读能够运用图示来说明段落中支撑句和主题句之间的关系，并能根据自己所画出的图示来复述文章的主要内容。
4）运用英汉语言之间的对比了解定语从句在英语和汉语中不同的表达方式。
2. 语言目标
1) 词汇和短语目标
well, pipe, burst, million, event, as if, at an end, nation, canal, stream, dirt, in ruins, suffering, extreme, brick, dam, track, useless, shock, quake, rescue, trap, electricity, dig out, bury, mine, miner, shelter
2) 重点句子
It was felt in Beijing, which is more than two hundred kilometers away.
A huge crack that was eight kilometers longs and thirty metres wide cut across houses, roads and canals.
The number of people who were killed or injured reached more than 400,000.
Later that afternoon, another big quake which was almost as strong as the first one shook Tangshan.
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.
三、教学步骤：
步骤一 阅读前导入
1. 教师展示四幅关于地震发生时的图片，教师首先使用课文中涉及到的词汇或者短语来描述这些画面，并在描述的过程当中对生词要加重语气，这样学生可以通过画面和教师言语之间建立联系，从而可以加深对词汇的掌握，如果学生没有听懂，教师可以重复描述一次。
2．教师利用思维导图把对四幅图的描述和地震这个中心话题联系起来，然后展示给学生。
3．教师引导学生思考地震发生时还
有哪些现象发生，并把学生分成
小组进行讨论，小组内部有人负
责记录，然后教师让小组进行汇
报，各个小组之间互相做记录，并填写到教师刚才提供的思维导图中。
4．教师让学生看教材上读前部分的图片，并让学生试着描述这些图片。
5．教师给出参考性示例，并把主要
词汇补充到思维导图中。
设计意图：根据图片让学生在有具体语境的情况下利用思维导图把本课要学的词汇联系起来，从而为下一步的阅读扫清了部分障碍。
步骤二 快速阅读
1．让学生看P.27 的第一个练习题，并尝试着把这些句子连接起来，从而对文章的内容进行猜测。
2．布置学生快速阅读文章，在阅读段落的时候，让学生划出每个段落中的主题句，这样能够加速学生对整段的理解。
3．学生分小组讨论，并互对答案，然后教师让小组汇报结果。
设计意图：P.27 的第一题连接句子, 本来是阅读完课文再做的，可以在阅读前来做从而可以训练他们根据逻辑预测的能力，然后在阅读的过程中得到验证。快速阅读让他们找出每个段落的主题句，并根据这些主题句总结出文章的大意。快速阅读来查找信息是一种非常重要的学习策略，可以根据文章的实际指导学生经常使用。
步骤三 仔细阅读
1． 让学生仔细阅读每一个段落，找出段落中除了主题句之外的支撑句。并找出一些关键词来说明。
2． 教师让学生不要看课本，只看上面四个段落的图示，然后把学生分成四人小组，小组内部每个人主要负责一个段落的回顾和复述，并参考相应段落的图示，然后小组内部互相交流，完成之后教师可以随意选出一个小组的四个学生到讲台上汇报，以检查学生对课文的掌握程度。
3．在学生汇报过程当中，教师注意学生使用定语从句的情况。考虑到大多数学生刚刚接触定语从句，教师可以从汉语里的相关说法入手，从而对汉语和英语的相关表达说法进行对比。
设计意图：这部分通过一些活动的设置使学生在完成任务的过程当中运用关键词阅读策略来体会阅读的过程，并通过小组活动来检验学生阅读过程是否进展得顺利。最后一个活动则是前两个活动的继续，解决学生的语言表达问题，增加学生对定语从句的认识。
步骤四 阅读后活动拓展
1．让学生根据课文内容进行短文填空并归纳文章大意，并把学生分成两人小组互相校对答案。
2．唐山地震给唐山带来了巨大的灾难。教师让学生分组讨论唐山大地震给人们带来的教训，并出示PPT中的问题进行讨论。
设计意图：通过阅读后的活动拓展，一方面加深学生对课文的理解程度，另一方面可以引导学生进行更深的思考，也就是地震给我们带来的教训，从而为下节课做准备。
步骤五 作业
1． 日本是一个多地震的国家，让学生通过图书馆、网络或者其他资源来寻找日本地震的一些资料，找出日本发生地震的原因，并列出日本政府为了预防地震采取了哪些防震的措施。
2． 列出更多有关地震的词汇来丰富学生对地震的认识。
设计意图：让学生查找日本地震的原因和日本政府采取的防震措施，从而让学生对日本和中国进行比较，一方面丰富了对地震的认识，另一方面也增加了对地震词汇的利用机会。
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5Unit 4 Earthquakes
综合语言运用课
一、教学内容：Warming up; (W.B.)Listening（P.62）and talking（P.62）
二、教学目标：
1．能力目标
1）通过对比唐山和旧金山这两座城市的基本信息推断和归纳出地震发生的科学原因。
2）能够在听的过程当中利用记笔记的形式记录关键信息，并能根据这些关键信息利用相关知识对听力材料中对地震原因的解释进行回顾。
3）能够运用一些交际策略转述一些国家关于地震原因的迷信说法，总结出他们之间的不同，并和地震的科学原因对比，从而对地震原因有一个正确地认识和判断。
2．词汇目标
earthquake, disaster, destroy, shake, burn, injure, plate
三、教学步骤：
步骤一 话题讨论
1． 教师向学生展示教材中唐山的图片，并用问题的形式引导学生对这座城市的特殊历史进行回顾，注意红体字为本文的生词，教师可以在提问这些问题的时候让学生猜测这些单词的词义从而能够理解这些问题。
2．教师把学生分成三人一组对这些问题进行讨论，然后让每个小组汇报自己的讨论结果。最后教师给出参考性答案。
3．教师向学生展示另外一张与地震有关的城市——旧金山的图片，鉴于很多学生对这个城市了解不是很多，教师可以给学生提供一些关于这座城市地震历史的文字资料，让学生阅读，从而使学生通过地震这个共同话题把唐山和旧金山这两座城市联系起来。
4． 三人小组对唐山和旧金山两座城市进行下列方面的比较，并根据自己学过的地理知识讨论地震的原因，并在小组内讨论出一个结果。
5．教师让各个小组汇报本组关于地震原因讨论的结果，如果遇到学生不会表达的单词，教师给予一定的提示，比如板块的英文为plate。
设计意图：教师展示图片和提问问题来激活学生头脑中对唐山的印象，并通过地震作为任务链引出旧金山曾经发生的地震历史，通过比较建立起两座城市之间的联系。学生 以小组活动的形式来比较两座城市，从而对地震发生的原因进行推断。在这连续的几个活动中，兼顾了内容和语言知识上的连续性，使一些生词在整个过程当中得到了重复呈现和运用，从而为下面的听力活动做内容和语言上的准备。
步骤二 听力
1． 教师布置刚才的讨论小组接着听课本上P.62录音材料的第一部分, 在听之前，教师让学生带着刚才讨论的问题去听，从而检查自己刚才的推论和猜测是否正确。在听的过程当中，让学生试着做一些笔记，并教给他们记笔记的方法，比如可以运用思维导图的形式记录关键词，在听力完成之后利用所记录的内容把听力材料进行回顾。
2． 小组内部之间首先交换自己的听力笔记，并互相补充遗失的信息。
3． 教师可以提供PPT中的笔记样本供同学们参考，并让学生检查自己的听力笔记中漏听了哪些内容。
4． 教师做总结，并向学生展示板块之间互相碰撞的模拟图片，使学生更加直观地认识地震的原因。
5． 布置学生做听后练习1和练习2 中的Part 1。对于没有回答出来的问题，布置学生重新听一次，之后教师提供答案。
6． 教师简要告诉学生第二部分所要听的主要内容为中国作为一个多地震的国家如何减少地震带来的损失。教师可以首先布置学生提前看书本上练习2 Part 2的关键词填空，试着猜测横线上的内容。如果学生感觉有难度，可以提供比课本上更多的辅助词汇。
7．布置学生进行听，然后补全上面填空中的答案。
设计意图：此部分涉及到两个听力活动，第一个听力活动内容继续了步骤一中的讨论话题，
从而使学生在听的过程当中对自己关于地震的原因的推论进行验证。第二个听力
活动内容则是第一个听力活动话题的继续。
步骤三 说
1． 教师总结在上面听的过程当中得出的地震发生的科学原因。然后话题转到地震发生原因的种种传说，并以课本P. 62 Talking部分的印度为例，讲述印度关于地震原因的传说。并一边解释一边向学生呈现图片。
2．把学生重新分成四人一组，然后教师布置每个小组阅读四个国家的关于地震原因的传说。小组内部让每个学生只阅读其中的一个国家的传说。
3．小组内部交流，每个学生把自己了解到的故事转述给组内其他的同学。在此活动进行之前，教师提醒学生在转述的过程应该使用一些交际的策略。
4．小组继续讨论自己所知道的关于地震的传说，小组也可以编各种有趣的小故事来解释地震发生的原因。
5．让小组选派同学出来讲述他们编的小故事。
6．教师引导学生比较地震原因的科学说法和迷信说法，并让学生发表自己对此的观点。
设计意图：教师使用抛锚式教学方式，让学生阅读更多国家关于地震原因的传说。在第二个活动中利用类似信息差的方式，让学生既锻炼了口语和听力，又培养了学生的学习兴趣。
步骤四 小结和作业
1．运用思维导图的形式列出刚学过的有关地震的词汇，并预习本单元要学习的单词和词组（参照单词表），并添加到相应的思维导图中。
2. 让学生阅读一些关于地震的文章，了解地震的相关知识。
设计意图：让学生提前复习和预习有关地震的词汇，为下一节课的阅读理解扫清词汇上的障碍。要求学生课后利用互联网、图书馆等渠道搜集地震的信息一方面可以帮助理解即将学习的课文，也可以在这些文章当中发现我们即将要学的一些关于地震的词汇。
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