人教新课标必修1 Unit 4 Earthquakes课件+教案+测试+听力+视频动画全单元备课包

Part 1 Teaching Design
第一部分 教学设计
Period 1 A sample lesson plan for reading
(A NIGHT THE EARTH DIDN’T SLEEP)
Introduction
In this period, after the warming up, students will first be guided to share their views about earthquake. Then they will be helped to read a narration（记叙文）entitled A NIGHT THE EARTH DIDN’T SLEEP. It’s about Tangshan Earthquake which happened in 1976.
Summary of the text and analysis of the text organization is offered for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning.
Objectives
To help students learn to read about past experiences
To help students better understand “earthquake”
To help students use some important words and expressions
To help students identify examples of the attributive clause in the text
Focus
Words
burst, ruin, injure, destroy, shock, rescue, trap, burry, damage, frighten, judge, express
Expressions
right away, as if, at an end, in ruins, dig out, a number of
Patterns
But the one million people of the city, who thought little of these events, were asleep as usual that night.
It seemed as if the world was at an end! 似乎世界的末日到来了。
All hope was not lost. 并非所有的希望都失去了。
Slowly, the city began to breathe again.慢慢地，这个城市又开始呼吸了。
Aids
Multimedia facilities, tape-recorder, photos, diagrams
Procedure
1. Warming up
⑴Warming up by looking and saying
Good morning class. Have you ever experienced any natural disasters? Look at the pictures. Can you name all the disasters?

volcano fire sandstorm

typhoon hailstone thunderstorm

flood hurricane earthquake
Have you ever experienced an earthquake? Can you describe how terrible an earthquake is?
(The earth is shaking; all the buildings will fall down; many people will die; many children will become orphans.)
⑵Warming up by discussing
Hello, class. As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now let’s think and decide what may happen before a big earthquake.
WARNING SIGNS WHEN AN EARTHQUAKE IS ABOUT TO HIT
Thermal precursor: A few months before the occurrence of an earthquake the average temperature of the area keeps increasing.
Water precursor: There is a sudden rise or fall in water level in the wells. It could be as high as one metre.
Seismo-electromagnetic precursor: This is a very reliable precursor. It occurs and is exhibited about 10 to 20 hours before the quake.
Animal precursor: It is seen that 10 to 20 hours before the occurrence of an earthquake, the entire animal kingdom becomes highly disturbed and restless.
Human precursor: Doctors and nurses observe that some sensitive patients in hospitals become highly disturbed.
The best indicator is the number of child deliveries in any hospital.
(3) Warming up by talking about Tangshan / California Earthquake
Today we shall start Unit 4 Earthquake. But first I’d like you to learn about the two famous earthquakes: The Tangshan Earthquake and The California Earthquake.
At 3:42 a.m. on July 28, 1976, a magnitude 7.8 earthquake hit the sleeping city of Tangshan, in northeastern China. The very large earthquake, striking an area where it was totally unexpected, wiped out the city of Tangshan and killed over 240,000 people - making it the deadliest earthquake of the twentieth century.
The California earthquake of April 18, 1906 is one of the most significant earthquakes of all time.
Deaths: > 3,000
Injuries: ~225,000
Property Damage: $ 400,000,000 in 1906 $$$
2. Pre-reading by talking and sharing
Before an earthquake comes various signs could be seen. What are they?
Cows, pigs and dogs become too nervous too eat. ]
The mice will run out of the fields looking for places to hide.
The water in the wells will rise and fall.
Walls of the wells in village will have deep cracks.
There will be bright light in the sky.
Villagers witness pre-earthquake warning signs
Villagers say they saw warning signs before the earthquake hit Chifeng city last Saturday.
Hours before the quake, villagers said they saw water flow over for over two meters from a river that had been dry for years.
About 10 hours before the quake occurred, hand phone signals were stopped for quite some time in Linxi county seat, which is 140 kilometers from the center of the earthquake. "Days before the earthquake, two pigs appeared nervous in the pen and tried to run out. " said Li Xiaohua, a villager in Gubeikou Village.
A woman village folk recalled that she happened to see crowds of sparrows
and swallows bumping into walls seemed unable to find direction during flight.
3. Listening and fast reading
Now let’s come to the text “A NIGHT THE EARTH DIDN’T SLEEP” and see what it tells us.
Please listen to the text and get the general idea of the passage. You should pay attention to the first sentences of each paragraph. In what order is the text written? (The text is written in a time order. The text tells us something that happened before the earthquake, during the earthquake and after the earthquake.)
4. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them in your notebook after class as homework.
Collocations from A NIGHT THE EARTH DIDN’T SLEEP
a smelly gas, in the farmyards, think little of sth., as usual, it seemed that, at an end,
thirty meters wide, cut across, in ruins, be injury, the number of, blow away, sth. be not safe
for…, tens of thousands of, give milk, half a million, instead of, be shocked, be trapped under
the ruins, fall down, all…is/was not…, dig out, the dead, to the north of, coal mines
5. Reading for the organization of the text and retell the text
Read the text for the outline of it and retell the story in your own words with the help of the outline.
Type of writing and summary of the text
Type of writing
This is a piece of descriptive writing
Main idea of the
passage
The article describes the cause, the course and the result of Tang Shan earthquake in 1976. It shows us the terrible image of earthquake. At the same time it hits us that we must realize that we can do something to minimize the damage caused by earthquake.
Topic sentence
of 1st paragraph
Strange things were happening in the countryside in northeast
Hebei.
Topic sentence
of 2nd paragraph
Everything began to shake and it seemed that the world was at
an end.
Topic sentence
of 3rd paragraph
Everywhere they looked nearly everything was destroyed.
Topic sentence
of 4th paragraph
All hope was not lost.
A retold version of the text: See II in Part 3 Teaching Assessment
6. Making a text structure analysis
Read the text “A NIGHT THE EARTH DIDN’T SLEEP”, and then complete the following chart.
Time/ order
What happened
Result
three days before the earthquake
at about 3:00 am
saw: cracks
water in the wells—rose and fell,
animals—too nervous , hide
fish jumped out of bowls & ponds
bright light in the sky
water pipes—cracked and burst
heard: sound of planes
smelt: smelly gas in the cracks of the wells
People thought little of
the events and went to
bed as usual
at 3:42 am
felt: everything shook
one-third nation felt it
heard in Beijing 100 kilometers away
a huge crack cut across houses,
roads…
saw: steam burst from holes in the ground
hard hills of rock-rivers of dirt
city lay in ruins

4 400,000 people
killed/injured
75% factories
90% home gone
bricks covered
dams/bridges fell
not safe railway tracks
useless
cows never milk
pigs/chickens died
wells filled with sand
rescue workers and doctors trapped under the ruins
buildings fell down
water/food/electricity
hard to get
after that
hope not lost
army sent 150,000 soldiers
workers built shelters for survivors
fresh water was taken to the city
the city began to breathe
again
7. Discussing the writing style
As you have understood the general idea of the text, I still put more questions to you.
●From whose point of view are events described? How do you know? (A writer who didn’t see the quake uses the third person “they” when he writes.)
●Why do you think the writer chose to express her feelings about the quake rather than simply report what happened? (Although the writer was not there he felt sad for the people of Tang Shan. He knows that giving some feelings will make the reading more interesting.)
●Why is the title “A NIGHT THE EARTH DIDN’T SLEEP”? (As usual, night is the time to sleep, and night should be quiet and safe. But that night everything changed. The writer used it as a title to show how terrible and how unusual that night is.)
8. Closing down by reading a prose about an earthquake
To end this period I am going to give you the following article to read.
Father and Son in An Earthquake
No matter what happens, I’ll always be there for you!——
In 1989 an 8.2 earthquake almost flattened America, killing over 30,000 people in less than four minutes. In the midst of utter devastation and chaos, a father left his wife safely at home and rushed to the school where his son was supposed to be, only to discover that the building was as flat as a pancake.
After the unforgettably initial shock, he remembered the promise he had made to his son: “No matter what, I’ll always be there for you!” And tears began to fill his eyes. As he looked at the pile of ruins that once was the school, it looked hopeless, but he kept remembering his commitment to his son.
He began to direct his attention towards where he walked his son to class at school each morning. Remembering his son s classroom would be in the back right corner of the building; he rushed there and started digging through the ruins.
As he was digging, other helpless parents arrived, clutching their hearts, saying: “My son!" "My daughter!” Other well meaning parents tried to pull him off what was left of the school, saying: “It s too late! They re all dead! You can t help! Go home! Come on, face reality, there s nothing you can do!”
To each parent he responded with one line: “Are you going to help me now?” And then he continued to dig for his son, stone by stone. The fire chief showed up and tried to pull him off the school s ruins saying, “Fires are breaking out, explosions are happening everywhere. You re in danger. We’ll take care of it. Go home.” To which this loving, caring American father asked, “Are you going to help me now?”
The police came and said, “You re angry, anxious and it s over. You re endangering others. Go home. We’ll handle it!” To which he replied, “Are you going to help me now?” No one helped.
Courageously he went on alone because he needed to know for himself: “Is my boy alive or is he dead?”He dug for eight hours...12 hours...24 hours...36 hours...then, in the 38th hour, he pulled back a large stone and heard his son s voice. He screamed his son s name, “ARMAND!” He heard back, “Dad!?! It s me, Dad! I told the other kids not to worry. I told them that if you were alive, you d save me and when you saved me, they d be saved. You promised, No matter what happens, I’ll always be there for you! You did it, Dad!” “What s going on in there? How is it?” the father asked.
“There are 14 of us left out of 33, Dad. We re scared, hungry, thirsty and thankful you re here. When the building collapsed, it made a triangle, and it saved us.”
“Come out, boy!”
“No, Dad! Let the other kids out first, because I know you’ll get me! No matter what happens, I know you’ll always be there for me!”
Period 2 A sample lesson plan for Learning about Language
(The Attributive Clause < that, which, who, whose>)
Introduction
In this period students will be helped to build their word power and structure power. The ready used materials for teaching about relative pronouns and testing may be useful to students.
Objectives
To help students learn about the usage of who, which, that and whose used in the attributive clause
To discover useful words and expressions
Procedures
1. Warming up by discovering useful words and expressions
Hello everyone. After reading the passage, we have got to know the usage of the words and expressions, but we should do more practice. Now turn to page 27 to find the correct words and expressions from the passage to finish the sentences. You are given two minutes to finish them. Of course, you can discuss with your partners. Two minutes later, check in pairs and then check with the whole class.
2. Learning about language
Turn to page 26 and read the text A NIGHT THE EARTH DIDN’T SLEEP. Tick out the attributive clauses in the reading passage and translate them into Chinese. Now turn to page 28 to do Exercise 2 in pairs.
3. Going over the ready used materials
About relative pronouns: which, that, who whom whose
Relative pronouns are special pronouns which can connect the antecedent and the
attributive clause. Also they can be used as a part of the attributive clause. Here
are some important differences:
1.which/ that: referring to things, can be used as a subject or an object in the
attributive clause; when they are used as an object, they can be omitted:
The plane is a machine that/which can fly.
The school (that/which) he visited last week is to the south of the city.
2.that/ who/whom: referring to a person, can be used as subject or object in the
attributive clause; whom can be used as an object:
The girl (that/whom/who) we saw yesterday was Jim’s sister.
The man that/who is talking to my father is my maths teacher.
3. whose: referring to a person or a thing, can be used as an attribute in the
attributive clause:
This is the writer whose name is known all over the world.
The room whose window faces south is mine.
4.Before everything, anything, everybody, anybody, all, the best +n, the
fifth +n, we use that instead of which:
All (that) I need is time.
This is the largest factory (that) I have ever visited
The sixth lesson (that) we are learning is the most difficult in Book Two.
5. We can’t use that in a Non-Defining Attributive Clause:
I have lost the pen, which I like very much.
I have two sisters, who are both teachers.
4. Closing down by doing a quiz
Now you are going to take a quiz on Relative Pronouns.
Fill in the blanks, using which, that, who, whom, whose.
(1) The force _____ causes everything to fall towards the ground is called gravity.
(2) A friend_____ helps you in time of need is a friend indeed.
(3) Do you know the girl_____ parents are teachers in our school?
(4)The woman _____ I spoke to just now is my English teacher.
(5) He saw a house_____ windows were all broken.
(6)Everything _____ can be done today mustn’t be done tomorrow.
(7)Can you think of anyone_____ could look after him?
(8)This is the best hotel_____ I know.
(9)The man _____ I saw told me to come back today.
(10)Those_____ want to go to the Great Wall write down your names here.
(11) He talked a lot about the teachers and the schools_____ he had visited.
(12)The ninth lesson _____ we are learning is the most difficult in Book One.
(13)Mount Blanc(勃朗峰), _____ they visited last month, is the highest mountain in Europe.
(14)We know all the teacher_____ work in our school.
(15)The house in_____ Lu Xun once lived is a museum now.
(16)The house _____ Lu Xun once lived is a museum now.
(17)The house_____ Lu Xun once lived in is a museum now.
(18)You can take any room_____ you like.
(19) He showed a machine_____ parts are too small to be seen.
(20)The sports meet was put off, _____ was exactly what we wanted.
Keys: (1) which/that (2) who/that (3) whose (4) whom/that/who (5) whose (6) that (7) that (8) that (9) that/whom/who (10) who (11) that (12) that (13) which (14) that (15) which (16) in which/where (17) which/that (18) that (19) whose (20) which
Period 3 A sample lesson plan for Using Language
(A letter from Zhang Sha)
Introduction
In this period reading is stressed. For that serves as a preparation for the writing task to come. Before they are asked to write students may be introduced to the writing of a newspaper story. The Washington Post news story should be shown to the students.
Objectives
To helped students read for clues used in writing to be done
To helped students write a speech
To helped students listen and answer about earthquake
Procedures
1. Warming up by discussing
Have you ever written a speech? What is a speech?
Speech means an act of speaking formally to a group of listeners.
What do you have to consider when you are writing a speech?
Please discuss it in pairs
Who is the audience?
How can we express ourselves clearly?
TIPS ON MAKING SPEECHES
Know your Audience; Prepare Your Remarks; Avoid Technical Language; Prepare Audio/Visual Aids; Practice, Practice, Practice; Review Questions and Answers; Arrive Early; Keep Your Remarks Brief; Briefly Summarize
2. Reading and underlining
Read the letter and exercises again and underline all the useful expressions or collocations in the letter. Copy them in your notebook after class as homework.
Collocations from the letter
congratulations, win the high school speaking competition, open a new park, honour those who
died in the terrible disaster, would like to do, as you know, invite sb. to do sth., on that special day,
at the beginning of, thank sb, for doing sth., honour sb. for sth., be known as, encourage sb. to
do sth., be happy to do sth., collect stamps, lose one’s life
3. Listening
Turn your books to page 31. We’ll listen to a story about a person who experienced the 1906 San Francisco earthquake. I’ll play the tape three times. First listen and try to get some details that Exercises 1 and 2 requests. Second listen again and try to finish the exercises. Third listen and check your answers.
4. Guided writing
⑴Making an introduction
Have you ever read a newspaper story? Now turn on your books to page 31 and look at Writing. Read the brief description about how to write a newspaper story. Compare a newspaper story to a short story and answer the following questions.
1) What should you write before writing a newspaper story? (outline)
2) What should a newspaper outline have? (a headline; a list of main ideas; a list of important details)
3) Why a headline is needed? (It can tell the readers what the topic is; it can also attract the readers’ attention)
4) How can you finish a newspaper story? (First, you should write a headline, then organize your main ideas into paragraphs, and then put some details into each paragraph.)
5) Have you found out the difference between a newspaper story and a short story?
(Usually a short story begins with small details and includes big details later. A newspaper story does just the opposite. Both kinds of stories use paragraphs with main ideas. In a good newspaper story, the point-of-view is objective (i.e. it has no point-of-view) while a short story is subjective (i.e. it has a point-of-view). A newspaper story has no conclusion; a short story generally does.)
Now I’ll show you a newspaper story to find out the headline, main idea and details of each paragraph.
THE WASHINGTON POST
SEATTLE-A powerful earthquake with a magnitude of 6.8 hit Washington State last week. The quake, the biggest in 50 years, caused billions of dollars in damage. But miraculously, only one person died and more than 100 people were injured in the quake.
Authorities said one reason there wasn’t greater destruction is that the region spent millions of dollars in the last decade designing earthquake----proof facilities and improving existing buildings, schools and homes.
Earthquake expert said the event illustrated (说明) the growing gap between rich and poor nations in the ability to mitigate (减轻) natural disasters. Only a handful of people were seriously injured here, a slight number compared with the devastation (破坏) in countries like Turkey, India and El Salvador, where quakes have buried thousands under poorly constructed buildings.
⑵Writing for China Daily
Now prepare the outline for a short newspaper story for China Daily. You can use the example in exercise 1 to help you organize your outline.
⑶Underlining collocations
Read the outline and the newspaper story on page 31 and underline all the useful expressions or collocations in them. Copy them to your notebook after class as homework.
Collocations from Ready to go on the road for Disaster-Hit Areas
a team of cyclists, be known as, have a big meeting, raise money, in disaster-hit areas, collect 1 million yuan
5. Closing down by having a summary
We have learned a lot about earthquakes. Now let’s have a summary about what we have learned. Look at the following questions.
(1) Have you ever experienced an earthquake?
(2) Can you describe an earthquake in English?
(3) What do you know about the cause of an earthquake?
(4) What new information about earthquakes have you learned now?
(5) What words and expressions can you use to describe an earthquake?
Part 3 Teaching Assessment
第三部分 教学测评
I. Structure and vocabulary
1. —____ is the population ____ Canada?
—I don’t know exactly, but I am sure that it has ___ population than China.
A. How much; in; much less B. How many; of; few
C. What; with; much less D. What; of; a much smaller
2. —Do you mind if I smoke? —________ .
A. Pardon, I do B. Yes, not at all C. No, I do mind D. I’m sorry, but I do.
3. We don’t visit Tom _______.
A. as many as we used to B. as many as we were used to
C. as much as we used to D. as much as we were used to
4. Mrs. Linda has ______ that she is unable to get a job.
A. such little education B. so little education
C. a such little education D. a so small education
5. On the wall _______ two large portraits.
A. hang B. hangs C. hanged D. hanging
6. Not only ______ polluted but _______ crowded.
A. was the city; were the streets B. the city was; were the streets
C. was the city; the streets were D. the city was; the streets were
7. He ______ up early since his childhood.
A. used to get B. is used to get C. has been used to get D. has been used to getting
8. You ______ walk for miles and miles among the hills without meeting anyone.
A. must B. need C. may D. should
9. Meeting my uncle after all these years was an unforgettable moment, ______ I always treasure.
A. one B. one that C. which D. all above
10. It was not ______ she took off her dark glasses ______ I realized she was a famous film star.
A. when; that B. until; that C. until; when D. when; then
II. A cloze test
Strange things happened in Tang Shan. For three days the water in the village wells__1_ and fell. The well walls had deep_2___ and a smelly gas came out the cracks. The chickens, pigs and mice were too nervous. Fish jumped out of bowls and ponds. Bright light __3__in the sky. People heard the sound of planes even when no planes were in the sky. The water __4__in some buildings cracked and burst.
At 3:42 am everything began to_5___. It seemed that the world was at the end! One-third of the nation felt it. A huge crack cut across the city. In fifteen terrible seconds a large city lay in__6__. Two-thirds of the people died or were__7___. Nearly everything was destroyed in the city. 75% of its factories and 90% of its homes were gone. Then later that afternoon, another big earthquake shook Tangshan. People began to wonder how long the __8___would last.
But all hope was not lost. The army sent 150,000 soldiers to help them. Workers built shelters for survivors. Slowly, the city began to breathe again.
III. Translation
你知道中国现有的麋鹿的数量吗？
无论他走到哪儿，他的狗都跟着。
炎热的天气持续了一周，弄得人人疲惫不堪。
他们为什么不用大卫而选择了汤姆？
IV. A multiple-choice test (定语从句专项练习)
1. The place _______interested me most was the Children's Palace.
A. Which B. where C. what D. in which
2. Do you know the man _______?
A. whom I spoke B. to who spoke C. I spoke to D. that I spoke
3. The factory ______we'll visit next week is not far from here.
A. where B. to which C. which D. in which
4. This is one of the best films _______.
A. that have been shown this year B. that have shown
C. that has been shown this year D. that you talked
5. It there anyone in your class ______family is in the country?
A. who B. who's C. which D. whose
6. I'm interested in ______you have said.
A. all that B. all what C. that D. which
7. He talked a lot about things and persons ________they remembered in the school.
A. which B. that C. whom D. what
8. You're the only person ______I've ever met ______could do it.
A. who;/ B./; whom C. whom;/ D./; who
9. The way ______he looks at problems is wrong.
A. which B. whose C. what D./
10. The reason ______he didn't come was ______he was ill.
A. why; that B. that; why C. for that; that D. for which; what
11. That is not the way ______I do it.
A./ B. which C. for which D. with which
12. You can depend on whatever promise _______ he makes.
A. / B. why C. when D. whose
13. —Did you ask the guard _______ happened? —Yes, he told me all _______ he knew.
A. what; that B. what; what C. which; which D. that; that
14. The number of the people who _______ cars _______ increasing.
A. owns; are B. owns; is C. own; is D. own; are
15. During the days ________, he worked as a servant at the Browns.
A. followed B. following C. to follow D. that followed
Keys:
I.1-5 DDCBA 6-10 CDCDB
II．1. rose 2. cracks 3. appeared 4. pipes 5. shake 6. ruins 7. injured 8. disaster
III．1. Do you know the number of milu deer living in China? 2. Everywhere he goes, his dog follows him. 3 The hot weather lasted for a whole week, which made everybody tried and sleepy. 4 Why did they choose Tom instead of David?
IV. 1. A. 2．C. 3．C. 4. A. 5. D. 6. A.. 7. B. 8. D. 9. D. 10. A. 11. A. 12. A. 13. A. 14. C. 15. D.
A selected English passage for recitation英文精选背诵短文
Earthquake poems
What is the little child doing
among the ruins
searching for mum and dad?
It is so cruel and cold
the sky is crying
even the tears are frozen
the winds are blowing
and my sister is sitting
near her kids who are dead now
tell me my dear
how can I sleep , how can I eat
every night hearing
the sounds of the kids in school
who are all under ruins
streaching out their hands for help
the life has come up to my throat
and I murmur all the time
isn't there anything we could do
to make people safe
and then I remember you and pray
may god bless you my dears
who are trying to make the world
a safer place to live.
Oct. 12, 2005
Mariam Mokhtari
iEARN-NDYS
Teheran, Iran
Unit 4 Earthquakes
第一部分
About the topic and the structures
单元话题和结构
本单元的话题是Earthquakes地震，介绍了唐山大地震、地震的预报。
本单元中学生除了通过阅读，进一步提高英语阅读能力以外，还将学习使用“定语从句”，学习书写“新闻提纲”。
单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，我们建议教师依据学生基础、教学条件、学校安排等因素，对课本、对教学设计重新划分课时，裁剪、拼接使用教案提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照教案提出的“实际教学过程课时划分建议”进行教学。
Period 1
Reading
阅读课
Warming Up “热身”的目的是为阅读在一定程度上作好话题、词汇和结构的准备，激发学生相关的背景知识和学习兴趣。教师可以选择教案提供的“看图说话”、“讨论”、“讨论和分享”进行“热身”活动，还可以补充“避震要点”：震时就近躲避，震后迅速撤离到安全地方，是应急避震较好的办法。避震应选择室内结实、能掩护身体的物体下（旁）、易于形成三角空间的地方，开间小、有支撑的地方，室处开阔、安全的地方。
Pre-reading 部分要求学生“谈论和分享”、“想象和分享”，挖掘和呈现自己的对地震的了解，教师利用这个时机可以补充相关的背景知识，比如：我国最著名的八大地震：1. 河北邢台地震1966.3.8 ，6.8级；2. 云南通海地震 1970.1.5， 7.7级；3. 四川炉霍地震1973.2.6，7.9级；4. 云南昭通地震 1974.5.11，7.1级；5. 辽宁海城地震1975.2.04，7.3级；6. 云南龙陵地震1976.5.29，7.3级；7. 河北唐山地震 1976.7.28，7.8级；8. 四川松潘地震 1976.8.16 ，7.2级。
Reading是篇记叙文，记叙了1976年唐山大地震震中和震后的情景。教师可以依照提供的“信息转换活动”、“写作风格分析活动”等引导学生从形式和内容两方面阅读文章、理解文章、提高对地震的认识（比如“地震类别”：构造地震，火山地震，塌陷地震，诱发地震，人工地震），同时初步学习识别、使用“定语从句”。
Period 2
Learning about language
知识课
Learning about language 要求学生跟读磁带、朗读课文，通过完成词法部分练习强化学生对本单元重点词汇、短语、结构和话题的掌握。教师可以使用教案提供的“关系代词”和“定语从句小测验”帮助学生掌握定语从句。
Period 3
Using language
运用课
Using language 导入后重点是阅读，而阅读的关键是句法分析和搭配识别。“指导性作文”部分，可以参考我们的Making an introduction 和《华盛顿邮报》，引导学生认识新闻报道的结构，尝试编写小新闻。
实际教学过程课时划分建议
Period 1
将Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。
Period 2
将Learning about language 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。
Period 3
将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。
Period 4
将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。
Period 5
将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”。
第二部分
教学资源说明
Section 1
Background
背景
围绕单元话题“地震”，教案提供了几则语言规范、短小精干的背景知识。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。
Section 2
Explanation
解析
重点针对“阅读课型”中的课文难句，我们不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。
Section 3
Vocabulary
词汇
按照课本单元词汇表顺序，我们重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。
第三部分
教学测评说明
围绕单元词法、句法项目，教案提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。
Section 2 Notes to difficult sentences from Unit 4 Earthquake
But the one million people of the city, who thought little of these events, were asleep as usual that night. 但是城里的百万群众，没有理会这些事件，那天夜里还和以往一样，安然入睡了。
句中who引导的“非限制性定语从句”。
非限制性定语从句只是对主句内容，或先行词的补充、解释或附加说明。主句与先行词或从句之间一般用逗号分开，常常单独翻译。没有它，主句意思仍然完整。
引导非限制性定语从句的关系代词有as，which，who， whom，whose等，作定语从句的主语、宾语、表语及定语。
关系副词有when，where等，作定语从句的状语。
关系代词和关系副词在定语从句中一般不能省。
2. It seemed as if the world was at an end! 似乎世界的末日到来了。
句子中的as if引导的是表语从句。
表语从句在复合句中作表语的名词性从句，放在系动词之后，一般结构是“主语＋连系动词＋表语从句”。
可以接表语从句的连系动词有be, look, remain, seem等。
as if 引导表语从句不可省略。
另外，常用的还有the reason is that… 和It is because 等结构。例如：
1) The question is whether we can make good preparation in such a short time.
2) This is why we can’t get the support of the people.
3) But the fact remains that we are behind the other classes.
4) The reason he is late for school is that he missed the early bus.
3. All hope was not lost. 并非所有的希望都失去了。
这是典型的“部分否定”句。
在英语里有一些用来表示“全体”或“完全”意义的总括词，如all, every (及everybody, everything等)，both, always, quite, wholly, entirely, altogether, completely等，凡含有这些词的否定句并非表示全部否定。如：
1. Not all the ants go out for the food. 并非所有的蚂蚁都出外觅食。
2. Money is not everything. 金钱并非万能。
从上面例子中可以看出部分否定有下列两种形式：
一、 直接把否定词not 放在被否定词之前。如：
3. Not all birds can fly. 并不是所有的鸟都会飞。
4. Not both children are clever. 两个孩子并不都聪明。
5. He doesn’t quite understand. 他并非全部理解。
6. We are not altogether interested. 我们并不完全感兴趣。
二、 用not 来否定谓语。如：
7. I can’t catch everything in the book. 我没有完全掌握书中的内容。
8. All that glitters is not gold. 闪光的未必都是金子。
4. Slowly, the city began to breathe again.慢慢地，这个城市又开始呼吸了。
本句“breathe”是英语暗喻用法。
暗喻是根据两个事物之间的某些共同特点，把一个事物的名称用在另一个事物上。靠读者自己去意会。这种比喻是含蓄的。
在英语专著中对隐喻的较新的定义是：“将一个词从其本义转为一般不能换用但却相似的另一个词，强调其认同，即两者相似。但不是明喻。”
汉语的暗喻和英语的暗喻都不漏比喻的痕迹，把甲直接说成“是”乙或“变成”了乙。
常用的比喻词在汉语里有“是”、“变成”、“变为”、“成为”、“成了”、“当作”等，英语常用“Be”做喻词，也用 become，turn into等。
暗喻在翻译中也可采取直译。例如：
He has a heart of stone. 他有铁石心肠。
It was not long before he saw the fruit of his patient efforts. 不久他便看到了辛勤劳动所获得的成果。
The fountain of knowledge will dry up unless streams of new learning continuously replenish it. 知识之泉要连续不断注入新的学习的溪流才不会枯竭。
[词义辨析] breath，breathe
这两个词都是表示“呼吸”的意思，但词性和读音不同。 breath是名词； breathe是动词。初学英语的人容易将breathe的e丢掉，以致与breath混淆不清。
请看下面例句：
After we had climbed to the top of the hill，we stopped to gather breath．我们爬到山顶后便停下来歇口气。
Only in the countryside can we have a breath of fresh air．只有在郊野我们才能呼吸到新鲜的空气。
He has run himself out of breath．他跑得上气不接下气。
The old lady breathed her last this morning．老太太今天早上断气了。
In an attack of asthma，she breathed hard．哮喘发作，她感到呼吸困难。
It's healthy to breathe deeply in the morning. 早上作深呼吸对身体有益。
Section 3 Words and expressions from Unit 4 Earthquake
right away
立刻,马上
1. Did you get dressed right away? 你马上就穿衣服了吗？
2. I will set off right away. 我将立刻出发。
3. I'll have it sent right away. 我会立刻把它（拍送）出去。
4. She wanted to know why I didn't tell her right away that she had the wrong number. Before I could answer her, she hung up.
她想知道为什么我不马上告诉她她的电话号码错了。我还没来得及回答，她就挂上了电 话。
5. I want it typed right away, please. 请立刻把它打印出来。
6. If war breaks out, we shall be called up right away.
如果战争爆发, 我们将立即被征召服役。
7. The storm will blow over right away. 暴风雨很快就会平息。
8. He is ill; you should call in the doctor right away. 他病了, 你应该立即请大夫来。
rise
n. 上升,增加,小山
v. 升起,起身,上升,(日、月、星)升起
1. I am reading a book about the rise and fall of the Roman Empire.
我正在看一本关于罗马帝国兴衰的书。
2. The sun rises in the east. 太阳从东方升起。
3. The sun rises in the east and sets in the west. 太阳从东方升起，在西方落下。
4. Christians believe that Jesus rose from the dead on Easter Sunday.
基督徒相信耶稣在那个星期日（后定为复活节）里复活了。
5. She rose above her difficulties and became a tremendous success.
她战胜了重重困难，取得了巨大的成功。
6. At the top of the rise they paused for a rest. 他们在小山的顶部停下来休息。
7. The wind is rising — I think there's a storm coming. 风越刮越猛——大概要来暴风雨了。
8. The river has risen (by) several metres. 河水上涨了好几米。
[词义辨析] arise, rise, raise, arouse
arise 产生，出现。如：Before they went out, a mist arose.
rise 上升。如：The sun rises in the east.
raise 举起，升起，提出。如：A sunken ship was raised to the surface of the sea.
arouse 唤醒，引起，激起。如：His behavior aroused suspicion.
(注：四个词中，arise与rise为不及物动词)
A completely new situation will when the examination system comes into existence. (95.6)
A) arise B) rise C) raise D) arouse
译文：这种考试制度一旦出现，将会出现一个崭新的局面。答案是A。
Our hopes and fell in the same instant. (01.6)
A) arose B) raised C) rose D) aroused
译文：一瞬间我们的希望升起又落下了。答案是C。
burst
n. 破裂,阵,爆发
v. 爆裂,突发
1. The square is bursting with tourists. 广场上到处都是游客。
2. I felt as if my heart would burst with joy. 我觉得自己高兴得心花怒放。
3. There was a burst of laughter in the next room. 隔壁房间里突然爆发出一阵笑声。
4. The police burst through the door. 警察破门而入。
5. I've eaten so much I'm bursting at the seams. 我吃得太多了，肚子都要撑破了。
6. May I use your lavatory I'm bursting! ie I need to urinate urgently.
我可以用用你们的厕所吗--我实在憋不住了。
7. The police burst in (through the door) and arrested the gang.
警察突然闯进（房门）逮捕了那帮人。
8. Water-pipes often burst in cold weather. 水管在寒冷的天气里经常冻裂。
at an end
结束
1. The war was at an end. 战争结束了.
2. I must warn you that my patience is almost at an end. 我必须警告你，我已忍无可忍了。
3. Our hunt for a cheaper but larger house is at last at an end.
我们想寻找一幢便宜些但要大些的房子的事终于有了结果。
ruin
n. (pl.)废墟,毁灭
v. 毁坏,破坏
vi. (使)破产,毁灭
vt. 毁坏,毁灭
1. The castle now lies in ruins. 城堡现在已成了一片废墟了。
2. The rain ruined my painting. 这场雨把我的画给毁了。
3. His rashness led ultimately to his ruin. 他的急燥卤莽最终导致了他的毁灭。
4. He ruined his prospects by carelessness. 他因疏忽大意而断送了前途。
5. Ruin was staring her in the face. 她眼看就要倾家荡产了。
6. The castle has fallen into ruin. 那城堡已破败不堪。
7. It poured with rain and my dress got/was ruined.
大雨倾盆, 我的连衣裙已淋得不成样子了。
8. Gambling was his ruin. 他堕落是因为好赌。
injure
v. 伤害,使...受冤屈
1. She was injured badly in the accident. 她在事故中受重伤。
2. He injured his left hand in a fire. 他在火灾中伤了左手。
3. He that spare the bad injure the good. 饶恕了恶人，伤害了好人。
4. Don't injure yourself with that tool. 不要让那工具伤害到你。
[词义辨析] harm，damage，injure，hurt
harm 的含义侧重于“损害，伤害”，可指精神或肉体的伤害，程度较轻，如：Don't harm your eyes by reading in dim light. 不要在暗淡的灯光下看书而伤害了眼睛。
injure指“损害，受伤”，着重容貌、机能的损坏，例如：She was injured badly in the accident. 事故中她受了伤。
damage意为“破坏，损坏”，如：Hundreds of houses were damaged by the storm. 暴风雨毁坏了数百家房屋。
hurt指“伤害；刺痛”，尤指在精神或肉体上的伤害，含有强烈的疼痛，例如：No feelings were hurt though the criticism was sharp. 批评虽然尖锐，却未伤感情。
destroy
v. 破坏,毁坏
[计算机] 撤消
1. An atom bomb would destroy a city. 一颗原子弹能摧毁一座城市。
2. The injured dog had to be destroyed. 这只受伤的狗要予以人道毁灭。
3. We want to nurture the new project, not destroy it. 我们要支持这个新工程, 不要破坏它。
4. The new law operates to destroy our advantages. 这项新法律损害我们的利益。
5. Before they fled the country, the enemy vainly attempted to destroy all the factories.
敌人在逃往国外前，妄图把所有工厂都毁掉。
6. If the tree falls that way, it will destroy the house. 树向那边倒下就会把那所房子压坏。
shock
n. 震动,冲突,震惊
v. 震动,冲突,使...受电击
1. Anyone touching that wire could get badly shocked.
任何人碰到那根电线都会遭到严重的电击。
2. His death was a great shock to us all. 他的死使我们大家都大为震惊。
3. The violence and bad language in the program shocked many of the viewers.
节目中的暴力场面和难听的粗话使许多观众感到震惊。
4. It gave me quite a shock to be told I was seriously ill. 听说我的病很严重，我吃了一惊。
5. I'm not easily shocked, but that book really is obscene.
我并不是大惊小怪的人, 但那本书淫秽之甚确实让我大吃一惊。
6. The news of his mother's death was a terrible shock to him.
他母亲去世的噩耗使他非常震惊。
7. He was shocked to hear his child swearing. 他听见他孩子骂人非常生气。
8. I was shocked at the news of her death. 我听到她去世的消息十分震惊。
rescue
n. 援救,解救,营救
v. 援救,救出,营救
1. The government has rescued the firm from bankruptcy by giving them a grant.
政府拨款给这家公司使其免于破产。
2. Had Jim not dived in to rescue him, the boy would have drowned.
如果不是吉姆跳下水去救，那小孩早就淹死了。
3. Police rescued the hostages. 警方救出了人质。
4. A wealthy sponsor came to our rescue with a generous donation.
有个富有的赞助人慷慨捐赠来解救我们。
5. The well-drilled crew managed to rescue most of the passengers.
训练有素的机组人员设法营救出了大部分乘客。
6. Rescue workers rushed to the site of the plane crash. 抢救人员冲向飞机坠毁的现场。
7. He dived from the bridge to rescue the drowning child. 他从桥上跳入水中去救溺水儿童。
8. Going to their rescue in a rowing-boat is a bit of a forlorn hope.
乘划艇去救他们, 希望不大. 。
organize
vi. 组织起来
vt. 组织
1. The meeting was badly organized. 会议组织得很糟。
2. “Don't mourn for me. Organize!”These were his last words.
“不要为我悲痛，组织起来！”这就是他最后的遗言。
3. They planned to organize a scientific expedition. 他们计划组织一次科学考察。
4. Sarah has been enlisted to organize the party. 萨拉已应邀组织这一聚会。
5. I was asked to organize the trip, but I messed it up.
大家要我组织这次旅游，可是我把事情搞糟了。
6. He needs to marry a down-to-earth person who will organize his life for him.
他需要娶个讲求实际的人做妻子好为他安排生活。
7. All her friends have been roped in to help organize the event.
她所有的朋友都已动员来协助组织这一活动。
8. To write a good essay you must first organize your ideas logically.
要写出好文章, 必须先从逻辑上理顺思绪。
dig out
vt. 挖出(挖掉,查出)
1. He was buried by an avalanche and had to be dug out. 他遇雪崩被埋住了，得把他挖出来。
2. It is not easy to dig out the past. 发掘过去的历史是不容易的。
3. He was dug out from under the avalanche. 他被人从坍崩的雪堆中挖出来。
4. Raymond: We can either dig out some earth worms in my yard or buy some shrimps in the market. 雷蒙：我们可以到我家院子里挖一些蚯蚓，或者在市场上买一些小虾。
bury
v. 埋葬
1. Both his grandparents were buried here. 他的祖父母都葬在这里。
2. He was sitting with his head buried in a book. 他坐着埋头看书。
3. He walked slowly, his hands buried in his pockets. 他走得很慢，两手插在衣袋里。
4. Her head was buried in the book she was reading. 她在埋头读书。
5. She buried her face in her hands and wept. 她双手掩面哭了起来。
6. Your letter got buried under a pile of papers. 你的信压在一堆文件下面了。
7. He's been dead and buried for years! 他已死亡并且埋葬多年了!
8. He was buried with his wife. 他和他妻子葬在一起。
a number of
许多,若干
1. I have consulted a number of law books in the British Museums.
我查阅了大英博物馆里许多法律书籍。
2. A number of burglaries have been committed in this area recently.
这一带最近发生了若干起入户盗窃案。
3. A number of soldiers were detached to guard the building.
许多士兵被派去保护这座建筑物。
4. The play contains a number of typical Stoppard set pieces.
这出戏里有若干典型的斯托帕特式的场景。
5. Quite a number of world famous paintings are on show in this exhibition.
有许多的世界名画在本次展览会上展出。
6. The Green Party hopes to put up a number of candidates in the General Election.
绿党希望提出若干候选人参加大选。
7. A number of cables are needed in this project. 这项工程需要大量电缆。
8. The bishop conducted a number of confirmations at the service.
主教在仪式上为许多人施行了坚信礼。
[词义辨析] amount，number
这一对词都能用作名词和动词，又都表示“数目”、“总数”之意，故很易混淆。
它们之间的区别是，amount用于不可数名词，表示“量”； number用于可数名词，表示“数”。例：
He has contributed a considerable amount of money to the Chinese University of Hong Kong．（amount为名词）他捐了一笔为数可观的钱给香港中文大学。
Our expenditure amounts to fifty thousand dollars a month．（amount为动词）我们每月的开支达五万元。
Every year the Hong Kong Book Fair draws a large number of visitors．（number为名词）每一年香港的书展吸引了大量的观众。
Today more than 30，000 students are enrolled in the polytechnic．
The full-time students in our department number over 3，500．（number为动词）现在理工学院有三万多名学生；我们系里全日制的学生已超过三千五百名。
Amount除作“数量”、“总额”解外，亦可表示“价值”之意。例：
Your information is of little amount．（名词）你的情报没有什么价值。
It is unlikely that the forthcoming talks will amount to very much．（动词）看来即将举行的会谈不会有多大意义。
与amount一词搭配使用的字很多，常用的有：respectable～（相当大的数量）； trifling～（微不足道的数额）； approved～（核准的数额）； fixed～（固定的数额）； vast～（大量）；average～（平均数）；aggregate～（总额）；required～（所需数）； proper～（适量）。
与number搭配的形容词亦不少，常见的有：round ～（整数）；serial～（编号）； small～（为数不多）；astonishing～（数目惊人）； even～（偶数）； odd～（奇数）； high～（大数）；low～（小数）； huge（immense）～（巨大的数量）；limited～（有限的数目）；maximum～（最大量）； minimum～
give out
分发
1. The teacher gave out the examination papers. 教师发了考卷。
2. After a month their food supplies gave out. 过了一个月, 他们的食物已消耗殆尽。
3. The radiator is giving out a lot of heat. 散热器释放出很多热量。
4. One of the plane's engines gave out in mid-Atlantic.
飞机在大西洋中部飞行时, 其中一个发动机出了故障。
5. Her patience finally gave out. 她终于失去了耐性。
6. It was given out that the President had been shot. 据称总统受到枪击。
7. The news of the President's death was given out in a radio broadcast.
总统逝世的消息已在电台上播出了。
8. He has refused to give out any information on the matter.
他已拒绝发表有关此事的任何消息。
prepare
v. 准备,预备
1. He is preparing his speech for the meeting tomorrow. 他正准备明天集会的演说。
2. Early experiments with military rockets prepared the ground for space travel.
早年对军用火箭进行的实验为发展航天技术奠定了基础。
3. She was prepared for anything to happen. 她已准备好应付一切。
4. I had no time in which to prepare. 我已来不及做准备了。
5. Prepare yourself for a nasty shock! 有件令人十分震惊的事, 你要有所准备!
6. I am prepared to lend you the money if you promise to pay it back.
我愿意把钱借给你, 你得答应还给我。
7. I knew there were problems, but I was not prepared for this!
我知道有些问题, 却未料到这一点!
8. I am not prepared to stay and listen to these outrageous insults.
我可不愿意在这儿受这种奇耻大辱。
thousands of
数千的...
1. The fair is a big gathering. Thousands of businessmen from more than150 countries and regions are here to trade with China. 本次交易会是一次盛会。来自150多个国家和地区的成千上万的商人在这里与中国进行贸易。
2. On the night of December1, 1930, a cloud of smog moved over a valley in Belgium, which caused thousands of people to become ill. 1930年12月1日晚上，一片烟雾飘过比利时的一个山谷，这使数千人病倒了。
3. The cyclone brought misery to thousands of people. 暴风给成千上万的人带来灾难。
4. Men have been making music for thousands of years. 人类创作音乐已有数千年历史。
5. The press has reported the massacre of thousands of people for their religious beliefs.
新闻界报道了那场因宗教信仰原因而对千万人的大屠杀。
6. The novel captured the imagination of thousands of readers.
这部小说引起了千万读者的想象。
7. The liberal candidate romped through with thousands of votes to spare.
自由党候选人轻易获胜，超出选票数以千计。
8. There are thousands of awnings on the sea beach. 沙滩上有许多遮阳篷。
Unit 4 Period 1 Warming-up & Listening
Teaching goals:
Get a general idea of earthquakes and some other natural disasters;
Train students’ listening ability and try to improve their pronunciation;
Know the damage that an earthquake and other disasters could bring about and ways to reduce the losses of an earthquake.
Teaching important points:
Train the students’ listening ability and improve pronunciation.
Teaching difficult points:
Develop Ss’ listening ability.
Teaching aids:
the blackboard; computer
Teaching methods:
Task-based teaching and learning
Discussion
Knowledge aims:
Ss will be able to learn the following useful new words and expressions.
Earthquake, quake, well, rise, crack, rescue, a number of, in ruins…
Ss will be able to know the basic knowledge about natural disasters.
Ability aims:
Develop Ss’ listening ability.
Emotional aims:
Ss will be able to know damages earthquake bring about and the ways to reduce losses of an earthquake.
Ss will be able to know how to protect oneself and help others in earthquakes
Ss will be able to be aware of terrible disasters, meanwhile get them to face it, treat it in a proper way, and never get discouraged.
Teaching procedures:
Step1. Lead-in
Enjoy the song：Heal the world.
Why should we heal the world? ( There are people dying. ) Why? ( Because of wars.)
The world is being destroyed by human beings.
different natural disasters
Do you know what happened in Bangladesh this month?
Show a part of film of storm.
Have you ever experienced any natural disasters?
Can you tell some kind of natural disasters?
Other disasters: Typhoon, earthquake, hurricane tsunami, flood, tornado, drought
Step2. Introduction of Earthquakes
Show Two pictures in warming-up: Tangshan Earthquake and San Francisco Earthquake.
Q: What do you know about these two earthquakes?
What will happen to them if there is an earthquake?
Earthquake of Tangshan in China in 1976
The earthquake of San Francisco in the USA in 1906.
Step3: Listening
Pre-listening
----brief introduction of San Francisco Earthquake
Q: When did the quake happen?
---- 1906
Q: what damage did bring about?
---- About 700 people died in the earthquake and the fires. And as many as 250,000 people lost homes…
While-Listening
----according to the exercises in the text book.. Ex2.3.4
3. Post-listening
----What do you think of the earthquakes ?
Can we foretell（预言）an earthquake so that we can take measures to reduce the damages?
Something strange happen:
Sky : Have bright light
Animals : Become nervous
Well : The water rise and fall , and it has cracks in its walls
How to protect ourselves in an earthquake ?
What should we do to reduce（减少）the damages（损失，损坏）？
Step 4 game
Play a rescue game.
Step5 Homework
preview the reading “A Night the Earth didn’t Sleep” and learn new words of this unit
reflection
Period 5 grammar
Teaching Aims:
1.Review the Attributive Clause and learn to use the relative pronouns: who, whom, which and that.
2. Learn the relative pronouns: whose
Teaching Important Points:
Review the Attributive Clause and try to master the relatives better.
Teaching Difficult Points:
How to help the students master the Attributive Clause better.
Teaching methods:
!. Review method to help the students remember what they have learnt before.
2. Individual work or pair work to make every student work in class.
Teaching aids: computer
Teaching procedures:
Step 1 game
Guess the name:
1.He is a chinese scientist who/that made the first seismograph.Zhang heng
2.He was a great Chinese navigator who/ that made seven voyages to the Indian Ocean.Zheng He
3.It is the only country that covers an entire continent. Australia
4.He is a Chinese basketball player who was born in Shanghai. Yaoming
5.China launched its first lunar probe on 24th,October, which marks a new milestone in the country's space exploration history. Chang’e I
Step 2 lead in
1.show some pictures of our school.
JinQing high school is a school which/that is very beautiful
This is our new school which/ that we love very much.
This is our dormitory building which/ that is beautiful and clean.
2.Discuss with your partner the following questions
What kind of teacher do you like best?
I like a teacher who/that…
What kind of students does Mr zhang like best?
The students (that/who/whom) Mr Zhang like best…
3.present the following sentences.
We study in a school whose environment is very beautiful.
This is the dining hall whose food is very delicious
The man used to be a football player. His leg was hurt in a match two years ago.
The man whose leg was hurt in a match two years ago used to be a football player.
4. practice: join two sentences into one.
Do you know the girl?
Her hair is very short in our class.
Do you know the girl whose hair is very short in our class?
He is the student.
I broke his pencil yesterday.
He is the student whose pencil I broke yesterday.
Mr King was quickly taken to hospital.
Her legs were badly hurt.
Mr King, whose legs were badly hurt, was quickly taken to hospital.
We shall make a decision about Ms King.
I have told you her story.
We shall make a decision about Ms King, whose story I have told you.
5.关系代词用法
关系代词
　 指代
在从句中的作用
that
人／物
主／宾
which
物
主／宾
who
人
主／宾
whom
人
宾
whose
(=of which)
人／物
定语
Step 3 Practice
1.Please make sentences with the pictures and the given key words, using the Attributive Clauses.
Show some pictures about sports meeting.
2. fill in the blanks.
1.The man _________came to our school is Mr. Wang. 2.The girl _________________ I met is Lucy. 3.A child _______parents are dead is called Tom. 4.I like the book ____________ you bought yesterday. 5. We shall never forget the days ____________we spent together. 6.I like the person _________you just talked.
7. I have a room ________window faces south.
3. Make a report about the typhoon
There was a typhoon ______ attacked Taizhou on Oct. 7th this year. It was a strong typhoon ___________ stayed in Zhejiang for a long time. It brought strong wind and heavy rain, ______ caused a lot of damage. More than 5 million people went through the typhoon, among ______ many people were trapped or injured. Many buildings fell down. It caused flood and mud-rock flow in many places, _____ resulted in a loss of more than 4.5 billion money. Teams were organized to rescue those ______ were trapped and help was given to those ______ suffered from the typhoon. Luckily, it was reported that no one was killed.
4.Translate the following proverbs:
He who laughs last laughs best.
He who does not reach the Great Wall is not a true man.
All that glitters is not gold.
The hands that push cradles are the hands push the world.
He who loves others is constantly loved and he who respects is constantly respected
Those who climb high often have a fall
God helps those who help themselves.?
8. All is well that ends well.
9. Nothing in the world is difficult for one who sets his mind to it.
10. He who knows others is learned,and he who knows himself is wise.
11. True friendship is like sound health, the value of which is seldom known until it is lost.
Homework: class 2: 1.Exercise book A P34-36
2. English weekly p4 part 3
Class 12: 1. English weekly p4 part 3
2. English book p29 Ex2
Reflection:
Unit 4 Earthquakes 单元概述
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的。本单元共分八部分。
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，学生可通过讨论，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1976年河北唐山大地震的震前、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和地震结束后，人们勇敢地面对事实并及时地实施抢救和重建工作。本课词汇量大，并运用了大量的动词，使得描写更为生动。文中还有不少复杂的数字，这又增加了文章的阅读难度，另外文章中出现了许多定语从句，对学生的语言阅读能力提出了更高的要求。
Comprehending部分包括三组练习，主要目的是帮助学生更好地理解Reading部分的文章。其中的第三小题要求学生写出各部分的大意，这更突出了培养学生整体把握文章的能力。
Learning about language部分共分为两部分：Discovering useful words and expressions和Discovering useful structures。Discovering useful words and expressions部分要求学生在整体把握文章的基础上，掌握个别重点词汇的词义及使用，这一部分更注重培养学生运用上下文猜测词义的能力。另外这一部分还对一些复杂的数字的读法进行了检测。Discovering useful structures部分首先要求学生从文中找出定语从句进行分析，其次考查了定语从句关系词的选择。
Using language部分分为：Reading，writing and speaking；Listening和Writing。Reading，writing and speaking中包括读一篇邀请函，写一份演讲稿，和关于一套新唐山邮票的little talk，这部分主要培养学生在实际生活中运用英语的能力。在Listening部分学生将听到美国旧金山大地震中一位幸存者的故事，并根据听力材料进行正误判断和回答问题，这个部分旨在培养学生学会获取听力材料中的细节要点，同时让学生了解人们在自然灾害中的经历和感受。Listening部分还设置了一个环节，即学生听磁带并在句子相应的位置标出连音和不完全爆破音，再练习朗读，高三学生英语口试的实施使朗读英语文章显得更为重要，可以让学生经常跟着磁带朗读，并模仿标准的语音、语调。Writing部分要求学生为报纸写一篇文章，描写家乡的一件不同寻常的事件。这一部分旨在培养学生按照规范的步骤进行写作，如选择适当的标题，组织语言，清晰地表达等，另外这一部分也培养学生写作时注意标题、主旨大意和细节。
Summing up部分帮助学生整理、巩固本单元所学到的知识。其中包括学到的关于地震的知识，有用的动词、名词、其他表达方式和新的语法项目。古人说：“学而不思则罔，思而不学则殆。”一个单元的知识学完后进行一番总结和反思是非常有用的，可以起到事半功倍的效果。
Learning Tip部分就听英语方面给出了一些建议，建议学生多听广播或电视里的英语节目，多听不仅能够提高听力水平，还能够帮助学生改善语音、语调。“教是为了不教”，教师不仅要把每单元的重点知识传授给学生，更应该在日常的教学中将学习方法传授给学生，逐步培养学生自学的能力。
本单元需要学习的内容有：
知识目标：
（1）New words：shake，rise，crack，burst，well，smelly，pond，pipe，canal，steam，destroy，ruin，dirt，injure，survivor，brick，dam，useless，steel，shock，quake，rescue，electricity，disaster，army，organize，bury，coal，mine，shelter，fresh，percent，Europe，speech，judge，honor，prepare
（2）Phrases：right away，as usual，at an end，lie in ruins，later that afternoon，be trapped under sth.，dig out，to the north of sp.，instead of，a great number of，put up，give out，wake sb.up，in the open air，give a speech，be proud of，as you know，be pleased to do sth.，open a new park，thousands of，raise money，one another，a list of，prepare sth.for sth.，think little of sth.
（3）Sentence patterns：①It seemed/seems that....
②The number of sb./sth.reached/reaches....
③All hope was not lost.（部分否定）
④Never before in history has a city been so completely destroyed.（倒装句）
⑤Never in all San Francisco’s history were her people so kind as on that terrible night.（倒装句）
⑥Amazing as it may seem，Wednesday night was a quiet night.（让步状语从句）
（4）语法：定语从句（The Attributive Clause）
①能够用英语描述人物的特征、行为等——由who/whom/whose/that引导。
e.g.But the one million people of the city，who thought little of these events，went to bed as usual that night.
Workers built shelters for survivors whose homes had been destroyed.
②能够用英语描述事物、事件的性质、内容等——由which/that引导。
e.g.It was heard in Beijing，which is one hundred kilometers away.
A huge crack that was eight kilometers long and thirty meters wide cut across houses，roads and canals.
能力目标：
1.能运用所学语言知识描述地震前兆、地震危害及震后援救。
2.根据已知信息推测将要听取的材料的内容。
3.提高阅读技能和用英语进行思维、推理、判断的能力。
4.掌握演讲稿的格式及新闻报道的写作步骤和要点。
情感目标：
1.学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神。
2.在教学活动中培养学生的合作精神和互助精神。
●课时安排
本单元教学可以分为7课时：
第一课时：Warming-up；New words；Listening
第二课时：Pre-reading；Reading；Comprehending
第三课时：Important language points；Learning about language （Discovering useful words and expressions）；Using words and expressions
第四课时：Learning about language （Discovering useful structures：Grammar）；Using structures
第五课时：Using language （Reading，writing and speaking；Writing）
第六课时：Reading task；Listening Task；Speaking task
第七课时：Using language （Listening）；Learning tip；Summing up；Project
Unit 4—— peroid 2 Reading
Earthquake
Teaching goals:
Knowledge aims:
Ss will be able to master the following useful new words and expressions.
well,smelly,pond,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 ruins
2. Ss will be able to know the basic knowledge about Earthquake
Ability aims:
Develop Ss’ reading ability.
Emotional aims:
Ss will be able to know damages earthquake bring about and the ways to reduce losses of an earthquake.
Ss will be able to know how to protect oneself and help others in earthquakes
Ss will be able to be aware of terrible disasters, meanwhile get them to face it, treat it in a proper way, and never get discouraged.
Teaching important points:
1. Master the usages of the useful words and expressions above.
2. Improve the students’ reading ability.
Teaching difficult points:
1. The usages of some words and expressions.
2. How to train the students’ reading ability in learning the text.
Teaching methods:
1. Explanation to get the students to have a clear idea.
2. Discussion to get the students to understand the text easier.
Teaching Aids:
A computer and a tape recorder
Teaching procedures:
Step 1. Lead-in
1. enjoy a part of film of earthquake.
(1)what other disasters does it have?(flood/ drought/earthquake/fire/typhoon/disease and so on)show some pictures
(2).which disaster may cause the worst damage? ( earthquake)
2.Have ever heard a story of an earthquake?(show video of Tangshan and San Francisco earthquake)
3.Have you experienced an earthquake? If you have, tell me your experience. If no, just imagine what will happen before an earthquake?
4.The earthquake is coming, if you’re trapped in the earthquake , how will you feel? What will you do? Will you leave right away? If you have time to take only one thing , what will you take, why?
5.What kind of damage can an earthquake cause?
( buildings are destroyed; people are killed; families are broken…)
Step2. Fast reading
Today, we’ll learn a text “A Night the Earth didn’t sleep” First, let’s look at the title 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 loss.
Part 3 (para.4): All hope was not lost.
Step 3 careful reading
Read carefully and try to get more information to fill in the blanks.
Part 1:
Strange things
the water in the village wells
rose and fell
the well walls
had deep cracks and a smelly
gas came out
the chickens and pigs
were too nervous to eat
mice
ran out of the fields, looking for places to hide
fish
jumped out of the bowls and ponds
Individual work.
Part 2:
a). Get the students to find some details of this part.
Details:
1. At 3:42 am, the greatest earthquake of the 20th century began.
2. Steam burst from holes in the ground.
3. Hard hills of the rock became rivers of dirt.
4. Bricks covered the ground like red autumn leaves.
5. Two dams and most of the bridges fell.
6. The railway tracks were now useless pieces of steel.
7. Sand now filled the wells instead of water.
8. Water, food, and electricity were hard to get.
b). Fill in the blanks with the data
1/3 of the nation felt the earthquake .
A huge crack that was 8 kilometres long and
30 metres wide cut across houses.
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 than 400,000 .
All of the city’s hospitals, 75% of its factories and buildings and 90% of its homes were gone.
Group work
Part 3:
How 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.
Let the groups have a discussion with their partners about more ways to help the people in the earthquake.
Step 4. Post-reading
True or False
1. There were one million people in Tangshan at that time. T
2. The earthquake began 10 kilometres directly below the city. F
3. Not only the people but also the animals were shocked greatly. T
4. There was only one quake at that time. F
5. Before the earthquake there wasn’t anything strange happening. F
6. Workers rescued most of the 10,000 coal miners to the south of the city. F
7.Almost everything in Tangshan was destroyed. T
Step 5 Discussions.
What shall we do or not do if an earthquake happens?
Dos Don’ts
1. Stay in a small room, such 1. Be close to the outside wall
as kitchen or bathroom
2. Hide under the table or 2. Stay on the balcony
bed, if you haven’t time
to escape , you may stand 3. Jump out of the tall buildings
close to the inside wall with
some things covering on the 4. Use the lift
head.
3. If you stay in the open air ,keep off the tall building,
and go to the fields without trees .
Step 6 Summary
Several 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 homework
1.Surf the internet to find more information about earthquakes.
2.Finish the “learning about language” part on page 27.
Step 8 reflection
Teaching plan for unit 4
Earthquakes
Teaching aims and demands:
1. Topic:
Basic knowledge of earthquakes; how to protect oneself and help the others in disasters
2. 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 of
3. 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.
Sequence
4. 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 felt in Beijing, which is more than two hundred kilometers away.
Workers built shelters for survivors whose homes had been destroyed.
Teaching procedures:
Period 1.

Step 1. Warming up
Ss discuss and answer some questions:
1. Which of the following may cause people the greatest damage?
A. earthquake B. typhoon C. flood D. drought
2. 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-reading
Ss discuss and answer:
Do you know what would happen before an earthquake?
What can we do to keep ourselves safe from an earthquake?
3. Do you know anything about Tangshan Earthquake in 1976?
Step 3. Reading
Skimming and find the answers to the following questions:
What happened?
When and where did it happen?
Ss read again and fill in the following form:
Time
What happened
Before 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:
Ss read the whole passage again and get the main ideas of each part:
Part 1. The natural signs of a coming earthquake
Part 2. The damage of the city after the earthquake
Part 3. The help to the survivors
Step 4. Comprehending
Ss finish Ex 1 and 2 on page 27.
Step 5. Assignment
Surf the Internet and get more information about the earthquake.
Retell the text.
Period 2.
Step 1. Warming up
Ss share more information about the earthquake.
Ask some Ss to retell the text by using their own words.
Step 2. Language points
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.
in ruins: severely damaged or destroyed 毁坏
an earthquake left the whole town in ruins.
His career is in ruins.
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 of
I 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 language
1. 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. assignment
Finish Wb.Ex.1 on page 63.
Ss try to remember the useful words and expressions by hearts.
Period 3
Step 1. Warming up
Ss 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 clause
Give Ss more sentences and let the Ss to find the structures of the attributive clause.
Ss do some exercises about how to use that, which, who or whose.
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。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。
1）who, whom, that
　 这些词代替的先行词是人的名词或代词，在从句中作主语和宾语。例如：
　 Is he the man who/that wants to see you? 他就是你想见的人吗？（who/that在从句中作主语）
　 He is the man whom/ that I saw yesterday. 他就是我昨天见的那个人。（whom/that在从句中作宾语）
2） whose 用来指人或物，（只用作定语, 若指物，它还可以同of which互换）。例如：
　 They rushed over to help the man whose car had broken down.　那人车坏了，大家都跑过去帮忙。
　 Please pass me the book whose （of which） cover is green.　请递给我那本绿皮的书。
3）which, that所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等。例如：
　　A prosperity which / that had never been seen before appears in the countryside.
农村出现了前所未有的繁荣。（which / that在句中作宾语）
　　The package （which / that）you are carrying is about to come unwrapped. 你拿的包快散了。（which / that在句中作宾语）

Step 3. Using structures
Ss read the passage on page 64.
Ss try to complete the sentences by using who, whom, which, that or whose.
Check the answer and explain any questions that the Ss may ask.
Step 4. Assignment
Ss learn by heart about how the structures of the attributive clause.
Ss do some exercises about the attributive clause.
Period 4. (reading)
Step 1. Warming up
Ask the Ss:
Do you know anything about the earthquake in San Francisco?
Step 2. Reading
Ss reading the passage and finish Wb. Ex 1 on page 65.
Ss read the first paragraph in this passage. Then go back and read again the first paragraph of the passage on page 26. Compare the ways both writers give you details about the earthquakes and finish Ex 2 on page 65.
Listen to the tape and read the third paragraph with feeling.
Step 3. Listening
Ss listen to the tape and finish the exercise 1 on page 62.
Ss listen to the tape again and then complete the following form:
Cause of earthquakes
Moving speed of the Pacific plate
In 1906 the Pacific plate suddenly jumped
The Pacific plate pushes on
The Indian plate pushes on
Ways of reducing losses from earthquakes
Period 5. (listening and speaking)
Step 1. pre-listening
Ss have a discuss about the earthquake in San Francisco in 1906 and answer:
What happened to the city?
What’s the result?
Step 2. listening
Ss read the statement of part 1,on page 30.
Ss listen to the tape and make their choice.
Ss listen again and answer the questions of part 2, on page 30.
Step 3.talking
Ss read the short passage on page 62, and in pairs make up a story to explain how an earthquake happens.
Share the stories in class.
Step 4. listening task
Ss listen to the tape and write down the three “things” that are mentioned in the passage on page 66.
Ss listen again and give more detail about each of the “things”.
My earthquake plan
1st thing I must do:
2nd thing I must do:
3rd thing I must do:
Any other advice you think useful:
If you are outside, you:
If you are in the living room, you:
If you are in the house alone, you:
Step 5.talking task
Ss in pairs, choose eight things from the list on page 67 to put into their personal earthquake bag.
now join with another pair and discuss your choices. Make another list of items and put them into the following list:
my personal earthquake bag will contain:
1).___________ 2). ____________ 3). _______________ 4). ____________
5)._____________ 6).____________ 7). _____________ 8). _____________
Period 6. (writing)
Step 1. Pre-writing
1. Ss read the letter on page 30.
2. Ss make a list about the points that they want to write for the speech.
Step 2. writing
Ss write some sentences about their speech.
Ss write a speech by using the sentences.
Ss read their writings by themselves and correct the mistakes.
Peer revising.
Show some good writing in class.
Step 3. Practice
Ss finish part 4 on page 31.
Step 4. writing task
Four Ss in one group have a discuss. They are going to prepare a poster to be put up around schools or hospital to explain to people what they should collect in a personal earthquake bag and why.
Ss design how many parts they will divide the poster.
Ss begin to write their poster.
Ss in groups show their poster in class.
Step 5. Assignment
Ss in groups finish the project on page 68.
Period 7.
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 68. It is very important to improve their learning.
Unit 4 Earthquakes 教学设计
第一课时　听说课（口语为主）
课 型
听 说 课
教学内容
warming up, pre-reading, (workbook) listening
教学目标
知识目标：（１）初步熟悉与地震有关的单词crack, cut across, canal, fall down等；（２）了解板块构造及地震的成因。
能力目标：
（１）用已学过的单词描述唐山和旧金山两城市面貌；
（２）初步听懂有关地球板块活动方面话题的材料；
（３）口头表述地震成因及有关地震产生的传说。
情感目标： 通过开放式讨论和听力材料的学习，了解地震成因的科学常识，加强自然科学素养，激发对科学的热情。
教学重难点
重点：
（１）培养描述唐山和旧金山两城市图片和编有关地震传说等口头表达能力；
（２）了解板块活动知识及地震形成的科学知识。
难点：
（１）课前搜集与地震有关的资料；
（２）口头表达地震的成因及有关传说。
教学策略和媒体
资料策略：利用网络搜集有关唐山的图片资料、有关地震的成因、防震救灾知识等。
自主学习：指导学生课前自主学习有与本课时有关的内容。
合作学习：小组合作讨论地震成因及口头编故事。
教 学 过 程
步 骤
教学活动
设计意图
Step 1：preparations
课前学生在教师的指导下通过网络查找如下内容：
唐山和旧金山的图片；
地震先兆知识；
地震的成因及世界各地的传说。
资源策略：培养学生在网络上查找、筛选资料的能力；
自主探究
Step 2：
Speaking practice
Task 1：以竞猜的方法让学生猜出本单元涉及的两个城市。教师一边通过多媒体展示图片，一边让学生说出所看到的内容，同时加以启发提示。找一些能反映两地典型城市特征的图片，逐一展示，让学生慢慢猜出。
Task 2：介绍本单元新单词
　　利用多媒让学生充分领略两城市的优美风光后，教师转而问学生，如果两地经历了一场地震，会是什么样呢？向学生展示震后两地图片，引导学生认识本单元的新单词。
描述两个城市培养学生表达自己观点的能力，可以激活学生头脑中有关图式经验，巩固学生已有的知识点。
通过多媒体展示图片，呈现新单词。为接下来的听力练习从词汇方面降低难度。
Step 3：(workbook)
listening
Task 3：完成(workbook) listening
听前预测。学生听录音前对练习一的答案进行预测，根据高中学生已有的地理知识应该能预测正确多数答案，这样降低了难度。
听第一遍，完成练习一。
仔细听录音，完成第二题。
听力练习完成后，要求学生根据所听内容，参考图片，简单介绍地震的成因。
进行听前预测可以让学生对于所要听的材料有所了解，为听力练习提供背景，激活已有图式经验。这样可以降低听力练习的难度。
有了充分的输入后，进行及时的输出，是口语教学策略之一。
Step 4: Discussion
Task 4：小组活动 Story-telling
通过听力材料同学们知道了地震产生的科学知识，但关于地震是怎么产生的，世界各地还有很多有趣的传说。
教师先介绍一些各地的传说。学生小组活动内容：
1. In pairs make up a story to explain how an earthquake happens.
2. Describe what happens in an interesting way as the teacher tells.
3. Share your story with your classmates. Decide which one is the most interesting. Give a reason.
听前的文化背景介绍、听前的讨论、听后回答和复述、听后模仿、听后理解和听后讨论。听说法教学中的这六个环节是一个完整的交际过程，学生始终在听—理解—说的循环过程中，作为主体参与交际，处于师生、学生之间互动状态中，保持口头交际的兴趣和积极性，逐步提高口语能力。
布置作业
利用网络进一步了解唐山大地震的情况，通过小组合作，制作有关唐山地震的课件，下一课时向全班汇报。内容包括：地震发生的时间、造成损失、救援工作、重建等。
非测试性评价
第二课时：阅读课（一）
课 型
阅 读 课
教学内容
Reading — A Night The Earth Didn’t Sleep
教学目标
知识与能力
了解唐山大地震的先兆、地震造成的损失及救灾等情况，培养学生获取信息和处理信息的能力。
通过略读找到每段的主题句；通过查读掌握细节；通过细读，理解课文标题的含义，从而培养阅读理解微技能。
语言点：leave的复合宾语、everywhere引导从句等。
语篇重建：在正确理解课文的基础上，能根据教师提供的图表用自己的话复述课文，设计一次对唐山大震幸存者的访谈。
情感目标：通过了解唐山大地震前兆，培养学生对自然灾害的应对意识和能力；通过灾后重建，使学生树立战胜自然灾害的信心。
教学重难点
教学重点：
通过语篇学习，掌握新闻报道的文体写作特点。
培养学生对新闻报道文体的阅读技巧。
教学难点：
在充分阅读的基础上，对课文进行复述和表达自己的观点。
课文中的语言难点。
教 学 过 程
步 骤
教学活动
设计意图
Step 1：
导入
Task 1： 利用多媒体播放一段地震视频。学生看过，进行讨论。教师利用视频内容，介绍新单词。
Questions:
What is the film about?
What can you see in the film?
利用视频导入，一方面可以激发学生的学习兴趣和探究的动机，另一方面，为学生提供话题导入新课。
Step 2：
快速阅读
Task 2: 整体理解文，归纳课文大意。
要求学生快速通读全文，按时间顺序把文章分成三部分并概括大意。
梳理清楚课文线索。为各个环节的理解和开展做铺垫。整体粗读，领略内容大意。
Step 3：仔细阅读
Task 3：细读课文，查找信息。
要求学生阅读课文后判断句子对与错，并说出理由。
① People in Tangshan were warned of the earthquake and didn’t go to bed that night. (F)
②People in Beijing also felt the earthquake. (T)
③ More than 400,000 people were killed in the quake. (F)
④ Many rescue workers and doctors were trapped under the ruins during the aftershock. (T)
⑤ People tried to get fresh water from under the ground in Tangshan. (F)
Task 4: 深层理解课文
学生小组讨论下列问题，深层理解课文。
1. Why the title is A NIGHT THE EARTH DIDNT SLEEP?
2. What does the sentence “Slowly, the city began to breathe again” mean?
要求学生带着问题快速浏览文章，从阅读材料中,迅速查找这些特定的信息和具体的事实。
细读环节的任务有两个方面，其一是通过细读，学生学会查找细节信息的能力。对这种能力的培养可以通过让学生完成相关的阅读任务而形成，教师可以设计这样的任务，如正误判断、简单回答问题，填写表格，按某一逻辑顺序排列句子，等等
通过仔细阅读课文还要求学生更深层地理解课文，即作者的心理状态、理解作者表达的言外之意。深层理解任务的设计可以结合读后活动进行，如设计回答问题，讨论等。任务四也可以放在读后活动里完成。
Step 4：
语言难点
要求学生阅读课文找出难点，小组讨论解决难点，然后提出共同难点，交由全班讨论，最后老师分析总结。
老师提出难点，提问学生。
（课件显示课文中由关系代词引导的定语从句）。
培养学生合作精神，解决文章难点，初步认识由关系代词引导的定语从句。帮助理解课文，为语法课做铺垫。
Step 4：
语言输出
要求学生根据屏幕上的提示复述课文。提示如下：sign damage rescue——|————|————|——→before… during… after…
在以上复述的基础上，小组合作，进行采访。
在经过阅读进行语言输入的基础上，进行口头或书面的语言输出，巩固理解，让学生明确如何表述一篇难忘的经历，这写作提供指导。
Step 6：
作业
课后把口头复述写成书面复述。
小组课堂评价表（课后完成）非测试性评价：小组互评，了解学生的学习情感、策略，由组长负责，组织小组反思，填写下表（以5分制计），并存入学习档案。
新课程标准认为评价体系应该“正确反映外语学习的本质和过程，满足学生发展的需要。”
第三课时 语言知识课
课 型
语 言 知 识 课
教学内容
Discovering useful structures部分首先要求学生从文中找出定语从句进行分析，其次考查了定语从句关系词的选择。
教学目标
使用含有关系代词who, that, which, whose的定语从句口头描述自己熟悉的人或物。
写一篇介绍自己学校或朋友的短文，尽量使用含有关系代词who, that, which, whose等的定语从句。
教学重难点
１．作定语用的关系代词whose的用法及与of which的区别。
２．利用交际活动为学生创造利用定语从句进行口头和书面进行交际的能力。
教 学 过 程
步 骤
教学活动
设计意图
Step 1：
示范
教师利用多媒体向学生展示本校优美的校园环境和丰富的校园生活。请学生描述所看到的情景和人物，教师同时向学生用含有定语从句的句子总结学生的表述，引出定语从句。
利用学生熟悉的人或物进行定语从句的教学演示。
Step 2：
语言活动
Game 1：一个比划一个猜
游戏规则：
两个人配合，一个人面对屏幕、另一个人背对屏幕，面对屏幕的用英语解释屏幕上出现的某种事物，背对屏幕的那个人则要根据同伴的解释猜出它的名称。
规定所猜的单词必须是教室范围以内的。
全班分几个小组，老师在屏幕上展示一张物品或人物图片，然后由面对屏幕的同学用英语来进行解释，解释对了而且同伴答对了，加一分，如果使用定语从句进行解释，就再加一分。
Game 2：竞猜游戏（判断他／她是谁或它是什么）
活动形式：6～8人小组活动
情境设置：教师先对教室里的人、事或物进行口头描述。学生听后作出口头反应（说出是谁或是什么）。
游戏规则：游戏分初赛和复赛；初赛后每组选出优秀选手3人参加复赛。为了使任务更加有趣，组员每猜中一次可得一分；教师将学生猜中的人或物写在黑板上，以防重复猜测；最后角逐出前三名，并予以奖励。
注意事项：学生熟悉了该游戏后，教师可以加大游戏的难度。教师可以联系学生的实际，拓宽要猜测的人、事或物的范围。教师事先准备一些图画、照片或卡片（上面有文字），将学生分为两组：一组描述，另一组猜测。
根据对定语从句的功能（主要是用来描述、定义和补充说明）的理解，定语从句的教学不是为了让学生能在考试中选出某一道题的正确答案，而是让学生能运用定语从句描述或辨别他们所熟悉的人、事或物，学会定义某个名词，或通过阅读定义准确理解和掌握词义。因此，教师在学生掌握定语从句的基本规则后，应尽可能给学生提供表达的机会，使他们能够用所学语法项目进行口头或笔头的交流，以促使其对该语法项目的理解、掌握与运用。
Step 3：
归纳
用多媒体展示如下的表格，要求学生填写斜体字部分。
关系代词
主语
人
who that
This is the doctor who saved the boy’s life.　
The woman that is playing the piano is Miss Zhang.
物
which that
The river which(that) flows through the city is very long.
Please pass me the book which is lying on the table.
I’d like to see the films that are just on show.　
宾语
人
who(m) that
She is the new student whom (who, that)I want to introduce to you.
物
which that
The river ( which, that) we crossed is very wide.
Can you lend me the magazine about which you talked yesterday?
The novel which Tom bought is very interesting.　
定语
whose
The river whose banks are covered with tree is very long.
The professor whose daughter teaches you English is Dr. Williams
of which
The bike whose brake was damaged has now been repaired.
=The bike the brake of which was damaged has now been repaired. ?
The river the banks of which (of which the banks) are covered with tree is very long.
学生在进行大量的口头练习后，对定语从句有了很多的感性认识，但这时的知识还是不很系统的，因此下一步，教师应该帮助学生对语言材料进行总结，找出其中规律性的内容，这样便于学生更好地理解定语从句，从而能更好地在语言实践中应该定语从句。利用表格进行知识归纳可以使知识更直观，更有系统性。
Step 4：
检测
1: 分层次练习
练习一：连词成句
1. man ,the ,us, our English, teacher, who ,lives, is, to, next
→ The man who lives next to us is our English teacher.
练习二：选择填空
1. The man _______ lives next to us is our English teacher.
A. whom B. which C. who D./
练习三：把两个单句合成定语从句
1. The man is our English teacher. He lives next to us.
→ The man who lives next to us is our English teacher.
练习四：用定语从句进行英汉互译
1. 住在我们隔壁的那个人是我们的英语老师。
2: 根据情况，选做课本上的练习。
如左例所示，把同一个句子编制成不同的题型供不同层次的学生测试练习，学生可以根据自己情况，或从练习一做到练习四，使学生在从易到难的过程中感受到成功；或只做基础练习（一，二），或只做提高练习（三，四），充分照顾到各层次学生的需求。
Step 5：
作业
学生完成课本上定语从句练习。
写一篇介绍自己学校或班级的小短文，要求使用定语从句。
教学评价
（以结果性评价为主，要求学生做些定语从句专项练习）
学习语法的目的是为了更好地进行口头或书面交际，因此设计作业２。
第四课时：阅读课（二）
课 型
阅　读 课　（基于网络）
教学内容
Reading task (workbook)
教学目标
知识与技能：①通过阅读掌握地震产生、地震安全等科学知识，进一步了解旧金山大地震的情况。 ②充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。
过程与方法：①利用网络资源，通过自主学习和小组合作等方式，完成有关地震信息的表格，从而培养学生筛选局部和整体信息的能力和独立阅读能力和获取信息和处理信息的能力。 ②通过小组合作，交流本课时阅读成果。
情感价值观：通过本节课的学习，增加学生的科学知识和培养学生的信息素养。
教学重
难点
教学重点： ①对网络资源进行筛选等的阅读能力的培养。 ②通过对旧金山大地震的探究学习，了解旧金山大地震的有关情况。
教学难点 ①对网上各种信息源的比较筛选，及学生易受无关因素的干扰而导致的学习效率问题。②“网络学习”对于学生来说都是学习的“革命”，如何让学生转变学习观念，调整自己的学习方式和策略是本课的难点。
教　学　过　程
步　骤
教学活动
设计意图
Step 1：
Pre- reading
Task 1: 学生观看一段旧金山地震短片。学生看过如下的问题后带着问题观看视频，然后小组讨论下列问题：
What did you see in the video?
How do you feel about the earthquake?
Write an adjective to describe how you feel about the earthquake.
Write an adjective to describe how you feel about the people of San Francisco.
利用视频导入阅读话题，首先给学生视觉上的冲击，制造信息沟。同时，学生在观看视频后表达自己的思想，进行预测。
Step 2：
While- reading
阅读如下网页，完成如下的任务。
地震的产生
http://www.geo.mtu.edu/UPSeis/why.html
http://www.geo.mtu.edu/UPSeis/where.html
http://www.howstuffworks.com/earthquake.htm
地震安全知识
http://seagrant.uaf.edu/features/earthquake/prepare2.html
http://www.consrv.ca.gov/index/Earthquakes
http://seagrant.uaf.edu/features/earthquake/prepare6.html　
旧金山大地震
http://www.eyewitnesstohistory.com/sfeq.htm
http://www.zpub.com/sf/history/1906earth.html
http://www.eas.slu.edu/Earthquake_Center/1906EQ/
http://www.npr.org/templates/story/story.php?storyId=5334411
http://www.sfmuseum.org/1906/06.html
Task 2：根据所浏览网页内容，选择填空。
1. Which was the most powerful of these famous California earthquakes?
A. 1865 Santa Cruz Mountains earthquake
B. 1906 San Francisco earthquake
C. 1989 Loma Prieta earthquake
2. Which famous opera singer, staying in the Palace Hotel at the time of the quake, later said, "The chandelier [in my room] was trying to touch the ceiling, and the chairs were all chasing each other"?
A. Adelina Patti B. Enrico Caruso C. Luciano Pavarotti
3. What caused the greatest damage to the city?
A. The earthquake itself
B. Tsunamis triggered by the earthquake
C. Fire
4. How many lives were lost in the earthquake and fire?
A. 478 B. 3, 000 C. 25, 000
5. Where did most San Franciscans, whose homes were destroyed in the quake, live in the immediate aftermath?
A. In “tent cities” built by relief forces.
B. With relatives elsewhere in California.
C. In house boats anchored in San Francisco Bay.
5. How long did it take to rebuild San Francisco after the disaster?
6. What invention helped immortalize the 1906 earthquake in the public imagination?
A. Photography B. The telegraph C. The radio
Task 3: 小组合作，搜集资料，完成下列表格
Earthquake safety do’s and don’ts
What to do during an earthquake?
If you are indoors
If you are outside
If you are driving
If you are in a mountainous area
If you are at the beach
What to do after an earthquake?
Check for injuries
Safety check
Clean up
Expect aftershock
Earthquake drills, plans, and supplies
what drills Practice at home?
Develop earthquake plans at home and at school
What to take during an earthquake?
Task 4: 小组合作，搜集有关旧金山大地震的资料完成下列表格。
San Francisco’s earthquake in 1906
time
Deaths
Loss of buildings
Other information
本部分的目的在于为学生提供大量的与本单元有关的网络资源，扩大学生的阅读量，培养学生利用网络资源的能力，开扩视野。但同时也要注意到，网络资源无限，如果不加引导，学生会在茫茫的知识海洋中迷失方向。因此，在为学生提供网络资源时，需要经过教师的精心筛选，并且归类，这样便于学生有选择地浏览。同时，设置具体的任务，要求学生边浏览边完成规定的任务，这样利用“任务驱动”方法，使学生利用资源自主探究、解决一系列层层深入的问题。在教学中，教师作为问题的精心设计者和疑难问题的点拨者，培养学生组织语言的能力。
任务一的设置是为了检验学生了解旧金山大地震的情况。培养学生在网络上搜索资料的能力，学生只要在快速大量浏览有关旧金山大地震的网页的基础上，才能找到这些题目的答案。
本部分的阅读加深了学生对旧金山大地震的了解，特别是几位地震幸存者的自述，对于下一课时listening 部分的理解提供了背景资料，从而降低了听力练习的难度。
任务二的目的在于加强学生对地震安全知识的了解。学生在广泛浏览网络资源后，用所获取的信息完成任务二的所有内容，将进一步了解在地震发生时和地震后应该采取什么措施减少损失，并且懂得在平时应该进行怎样的防震演练和制定防震计划等等。这样做一方面实现单元多元化的教学目的，另一方面为下一课时做练习册里的listening task听力练习，以及speaking task口头表达练习进行了充分的语言输入，打下基础，从而降低听力和口语练习的难度，使学生更有话可说。
Step 2：
post- reading
Task 5: 小组合作，成果展示
在组内活动的基础上，小组之间展开成果交流，相互学习。
成果展示，激发积极性；读后输出。
Step 4: homework
课后完成reading task部分第一、二两题。
Cooperative Learning学生在网上搜集旧金山地震图片，在学生自主学习的基础上，按照预先的分组，小组交流和分享资料，达成共识，建立资料卡，整理汇报思路，制作powerpoint演示文稿，准备向全班汇报旧金山地震的有关情况。
本课时没有使用课本上的内容，而把课本内容留给学生自学，体现了灵活处理教材的思想。
第五课时 听说课（听力为主）
课 型
听 说 课
教学内容
Using language 中 Listening 与 Workbook 中的 listening task, speaking task对课文的扩展，可以整合为一节课。
教学目标
语言知识：进一步掌握与地震相关的词汇如crack, cut across, fall down, lie in ruins , destroy等的用法。
语言技能：①通过听前活动，学生掌握利用预测大意等听力策略。②通过听中活动，学会抓住所听语段中的关键词、理解话语之间的逻辑关系。③善于跳跃听力中的难点、学会做笔记并掌握连读、不完全爆破等语音语调的变化。
情感态度：通过听力材料作者的经历，让学生克服对地震的恐惧心理，同时激发学生爱科学、爱自然的热情，树立远大理想；并学会如何应对突发的地震。
教学重难点
重点：
通过听前活动和听中活动任务的完成，掌握预测大意等听力策略。
通过听力资料，进一步了解旧金山大地震的情况。
在听力输入的基础上进行口头和书面表达语言实践。
难点：
指导学生掌握连读、不完全爆破等语音语调技巧以及推理、判断技能。
指导学生对听力信息进行概括并根据所听内容推测作者的心情。
教 学 过 程
步 骤
教学活动
设计意图
Step 1：pre- listening
Task 1: 学生在上节课的基础上，小组合作，搜集有关资料，制作powerpoint演示文稿。各小组向全班汇报。
在听材料前，教师引导学生交谈有关听力内容的话题，降低新学内容的难度，提高学生的参与意识。
Task 2: 听前预测
教师简单介绍一下旧金山大地震的情况。
听前让学生猜测练习一中的陈述哪些是正确的，哪些是错误的。
听第一遍录音完成练习一，多媒体展示表格，让学生进行自我评价。
要求学生提前浏览课后练习，为学生提供听的具体任务，让学生知道自己将做什么，为学生完成听的任务提供了听力过程中可追寻的线索，让学生更准确地进行猜测，为学生听时训练作好准备。
Step 2：While- listening
Task 3：听第二遍完成练习二。教师点击幻灯片，在屏幕上显示参考答案，让学生提出并讨论各自存在的疑问。
本题练习可改编成让学生进行模拟采访，即一学生当记者，一学生当幸存者。
Task 4：听第三遍完成练习三。
要求学生正确读出三句中的连读和失去爆破等语音现象。然后，在教师的帮助下，归纳出其规则。
听时活动的目的是听主题大意和捕捉细节信息；判断真伪（冗余与有效信息）；边听边做笔记；完成任务（选择、填空、简答、连线配对、画图、判断、补全信息等）；熟悉口语的特点（连读和重音等）；讨论。本遍听力练习的目的是让学生从整体上听懂原文。
Step 3: Post-　listening
Task 5: 小组活动
地震发生时，口头讨论在下列情形下你会怎么做？
(1) If you are OUTDOORS, …
(2) If you are in a HIGH BUILDING, …
(3) If you are DRIVING, …
(4) If you are HAVING CLASS, …
(5) If you are in a CINEMA, …
(5) If you are………
Task 6: Discussion小组讨论
假如地震发生时，你有时间带走五样东西，并且只能带走五样东西，小组讨论，你会带走哪五样东西？为什么？讨论最后应形成小组意见，再与其它小组交流。
用多媒体展示一些供学生讨论的东西
引导学生对听力材料潜在的意义进行理解，讨论相关问题。就与听力材料有关的日常生活经验问题进行创造性的讨论，要求学生运用学过的语言材料进行合理的表达。关于这些问题听力材料中没有现成的答案，因而答案是多样的，这个训练活动对于学生运用已学知识，培养学生发散思维、创新能力极为有益。
本课时的听力活动与听后活动任务的设计都与上课时的内容有关。学生有了上课时的输入，本课时的活动就会顺利多了。
Step 4：homework
为校报写一封稿件，介绍地震发生的防震救生知识，即What are the do’s and don’ts in an earthquake。
本课时学习效果评价。设计评价方式，以过程性评价为主。
在多媒体网络环境下，要求学生按照教师创设的情景或自己创设情景进行对话以达到所学知识的意义建构的最终目标。
第六课时：写作课
课　型
写　作　课
教学内容
Writing---结合单元教学话题，写一则新闻报道。
教学目标
学习新闻体裁的写作方法。
教　学　过　程
步　骤
教学活动
设计意图
Step 1：
感知新闻写作体裁
Task1: 示范阅读
课前教师准备两篇摘自网络或报纸的新闻报道，让学生自主学习，并完成如下表格。
Headline
Paragraph1
Main idea
Detail 1
Detail 2
Detail 3
Paragraph2
Main idea
Detail 1
Detail 2
Detail 3
阅读是写作的源泉。学生对新闻报道体裁的写作方法的感性认识来自两个方面。一方面，本单元的课文是一篇新闻体裁的短文，结构清晰，是一篇好范文。另一方面，拓展阅读材料是学生进一步获取感性认识的途径，因此为学生选取两篇典型新闻报道。
Step ２：　理解新闻体裁写作
Step ３：运用所学内容进行写作
Task 2: 就上述两篇新闻报道，学生小组讨论下列问题
(1) What should you write before writing a newspaper story? (outline)
(2) What should a newspaper outline have?
(3) Why a headline is needed?
(4) How can you finish a newspaper story?
(5) Have you found out the difference between a newspaper story and a short story?
Task 3: 写作新闻报道
（１）精心选题
各小组内活动，确定一个写作主题，准备向校报投稿，写一件发生在自己身边的特殊的事。如a big fire, an earthquake, a storm, a flood…, 例如，某小组选择写作主题为a heavy storm。
（２）个人思考
小组成员独立思考，采用brainstorming的方法，在三到五分钟时间内列举出自己能想到的与a heavy storm有关的词语。如：time, death, lost, money, house, road, carry, bridge, cry, tree, wind, missing, crop,
（３）小组活动
小组成员集体活动，讨论每个成员呈现的有关词语中，为了写作新闻报道的需要，哪些可以保留，哪些可以去掉。如，留下如下的单词time, death, happen, lost, house, road, carry, tree, wind, missing, …
（４）小组活动
小组成员讨论，为拟写的新闻报道确定一个标题。把留下的单词进行分组，每组体现一个中心（main idea）。再用一句话把每组的中心意思表达出来。
（５）自主活动
小组成员根据集体讨论修改的写作提纲，撰写小短文。
（６）小组活动，修改作文
小组内交换短文，提出意见，相互修改。
（７）自主活动
每组成员根据集体讨论意见修改各自的短文，最后定稿。
在有了充分的感性材料输入的基础上，对材料本质意思的理解很重要。但这个阶段的课堂也不是完全由教师主宰，不是灌输给学生，而是在教师的启示下，学生在已有知识的基础上，经过同伴互助，归纳总结出新的知识。
短文写作的第一步是确定要写什么话题。
在小组活动之前，学生应有几分钟的时间来激活头脑中已有图
式或产生新的想法。
小组活动中，学生之间相互启发。教师为学生提供及时的指导
和帮助，或参与小组讨论。小组成员进一步讨论，各自发表自己的见解，确定短文
的标题和提纲。提纲确定后，各组成员根据提纲自己撰写短文。各自短文成稿后，组内交流，相互讨论、评价、反馈、倾听、激励和互为师生等。
最后，根据组内讨论意见，进行修改，定稿。整个过程体现自主学习与小组合作相结合的原则。
Step 4:
成果展示与评价
教师面向全班讲评。
学生写完以后，教师请两位学生朗读自己写的短文，然后，请其它同学进行评价，教师再进行评价，评价时以鼓励为主，体现过程性评价的意义。
自我评价。设计三份评价表格，从不同角度对学生的作品进行评价，尤其突出形成性评价。
学习过程的评价
学习结果的评价
教师综合评价
先让学生自行修改一遍（或写二稿），其次是小组互评，然后才由教师来评价。一方面会大大减轻教师的负担，另一方面学生从自评、互评中受益匪浅。
作者：虞 哲
新课程理念之教学探索篇
高一英语新教材人教版第四单元阅读课教学设计
Unit 4 : Earthquake?
一、三维教学目标（3-Dimentional Teaching Demands）
根据《国家教育部新课程标准》（英语实验稿）关于三维目标的定位及其实现途径和目标具体描述，结合高一学生实际和教材内容，我把本节阅读课的教学目标定为：
(一)课标内容（Curriculum demands）
英语课程标准
教学目标
三维目标领域
语言知识
Knowledge Cognition
理解、内化、运用课本31个生词、12个词组，更好地扫除
听读障碍，以及相关句型与语法：定语从句
知识与技能领域
语言技能
Language Competence
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，
学习策略
Learning Strategy
自主学习策略；有效合作与交际策略；信息处理与探究策略；
资源策略运用
过程与方法领域
情感态度
Emotion &Value Cultivation
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
情感、态度与价值观领域
文化意识
Culture awareness
了解地震等重大灾害的信息以及相应的措施，提高灾害预防和自我保护意识
（二）教学要求（Teaching demands）
基本要求
1、了解有关自然灾害、重大事故等英语新闻报道
2、初步掌握与地震等灾害和事故相关词汇
3、听懂一个关于灾难描述的事件;
4、运用所学语言知识描述地震前兆，地震危害及震后援救，具有一定的逻辑性。
5、培养阅读微技能训练：查读，略读，跳读，寻读等功能
6、运用所学语言知识掌握演讲稿的格式及新闻报道的写作步骤和要点。
发展要求
学会运用网络资源搜索有关地震等相关自然灾害的信息，发展合作与交流策略，重视特定领域探究的能力培养。
二、学情分析（Learner analysis ）
新的教材，新的教学方法，呼唤着新的评价体系。那种陈旧的以终结性考试来排队，区分好、中、差学生的方法不能充分反映学生平时的学习效果，检查他们的学习方法是否得当；它同时也给教师平时的工作成打了折扣。对于我们成年人尚不能以一、二次的工作业绩去评判一个人的工作能力，何况对于正在成长、变化之中的学生们呢？在新教材，新教法，新理论深入人心的今天，大家都急切盼望一种新的合理的评价体系能够尽快出台，并对此畅所欲言，各抒己见。大家的设想也给我的想法注入了许多新的内容，使我有一种想去尝试一种新的评价方法的冲动。
开学伊始，我就在任教的高一两个班学生先展开问卷调查，就一个简单的问题，了解他们对学习英语的态度。这就是：你对英语学习的看法 ①喜欢②不喜欢③不清楚。如果回答②请继续回答原因 ①内容枯燥，没兴趣②老师教法死板，没新意③成绩不理想，灰心丧气。
喜欢
不喜欢
不清楚
57%
①
②
③
5%
10%
3%
25%
经过调查之后得出的结论是本次调查问卷发放97份，实际收回97份有效问卷，其中喜欢英语的人57%，不清楚自己是否喜欢的5%，不喜欢的占38%。其中因为成绩不理想，丧失学习信心的占有25%的比率。
我校属于浙江省一级重点中学，学生都是由各个地区中学经过中考选拔上来的，虽然喜欢英语并且有信心学好英语的学生占了57%，但由于英语水平参差不齐，学习压力大，学习策略与方法不合理，还是有38%的学生不喜欢英语。这个问题值得我们引起高度重视。由此可见旧的评价体系严重挫伤学生学习的信心和学习兴趣。仍然运用以往的以考试成绩来刺激学生学习的作法显然只能是适得其反了。
The students in my class are of different levels so I should adapt the lesson to each of them and try to solve different kinds of problems which may appear in the lesson. There are 73 students in my class, which is large .So I often use some activities in the class to finish some tasks such as individual, pair or group work to let each of them have more chances to practise English and involve actively in the lesson, thus to make some improvement .
三、教学重点和难点：(Teaching difficult and important points)
★重点： 1让学生掌握本篇文章当中的单词，词组以及重要表达
Master the new words ,phrases and useful expressions in the text .
2.训练学生掌握理解文章细节的阅读能力
Train the students’ reading ability to understand the content of text in detail
3.帮助学生在体验中学会与人合作的能力
Train the students’ability to cooperate with others.
★难点: 1.重要动词, 如:shake , burst,rise ,destroy,shock ,fresh,injure
2.重要词组，如 right away ,at an end , lie in ruins, be trapped under sth, to the north of sp,instead of, think little of sth.
3.重要句型 ①It seemed/seems that……
②The number of sb./sth reached/reaches……
③All hope was not lost(部分否定)
2. 用关系代词who, that, whom, whose,which等引导的定语从句.
3. 训练学生掌握阅读微观技能
四、教学方法 （Teaching Methodology）
根据第二语言习得理论、“整体语言教学”的理论和实践，以及当前教学改革，课程改革等先进理念，为达成上述教学目标，运用任务型教学（Task-based teaching mode）途径，我把英语课堂设计采取“P---T---P”自主学习立体模式：
（Pre-task----Task-cycle----Post-task）
五、教学工具: Blackboard, computer-assisted teaching (multimedia),projector,
六、教学时间：45 分钟
Period I Warming up and Reading
七．教学设计步骤（Teaching Precedures）
Step 1:Greeting &Lead-in (情境导入)
Show the Greeting to the students as usual.
Task 1：Free-talk on picture-linking （学生自由发言）
( show a picture or a video of two high buildings and a flying 747 Flight)


Question& Answer:
1. What can you see in the picture or video?
Suggested Answer:(two buildings, one 747 plane)
2. What is the plane doing now ?
Suggested Answer:(The plane is flying towards the building)
3. Can you guess what will happen next ?
Suggested Answer:people on plane will die.
The plane will be broken into pieces or crash .
The buildings will be destroyed and then fall down to ground .
4.Could you tell me what this accident is,which we’ve known before?
Answer:(9.11Terrorism Attack)
5.Can we say 9.11 is a big disaster?
Answer: Yes, of course.
Step 2:Warming-up (热身活动)
Task 2:Talking about disasters(Group-work activity)
What other disasters do you know ?

2. Have you ever experienced one of these disasters? Can you describe what it was like and how you felt?
Suggested Answer:( like a terrible ghost, dangerous,frightening ,afraid ,nervous ,etc.)
Step 3: Pre-reading(读前准备)
Task 3: Looking and guessing:

What can you see in the picture?
What do you think may happen before an earthquake?
Suggested Answers: Before an quake, animals will become nervous. Cows, pigs, horses and dogs will be upset. Mice will run about and fish will jump out of water. In winter, people can even see snakes. There are bright lights in the sky. Water pipes may crack or burst. So earthquake is predictable(可预测的).
You have time to take only one thing.What would you take when the earthquake is coming ?(开放性答案)
Step 4: Prediction （课文标题预测）
Task 4: Probing Questions：（探究问题）
1.What cause you can’t sleep well at night?
Suggested Answers:(Physically ill ,psychologically interrupted ,have a bad dream,or thinking about sth throughout the night )
What a kind of information does the author try to convey to us through the title ?

Suggested Answers:(There must be something strange happening at night on earth.So the earth didn’t sleep )
3.What cause the earth “didn’t sleep at night” in the text?
Suggested choices:(earthquake , volcano, tsunami ,tornado ,hurricane, flood)
Answer: Earthquake(Ss have previewed the text)
Step 5:Fast reading（快速阅读）
Read the text as quickly as possible and try to answer the following questions below.
Task 5: Divide the whole passage according to the change of time
Part 1: Signs before earthquake
Part 2：Damage and destruction of earthquake
Part 3：Reconstruction after earthquake
Step 6:Careful reading （细节阅读）
Task 6 :Reading the para 1 for the second time and finish the following diagram
In the well
Well water, rose and fell,smelly gas ,came out of ,cracks
In the farmyard
Chickens&pigs,nervous to eat ,
mice run out to hide,fish , jump out of
In the sky
Bright light, the sound of plane
In the city
Water pipes ,cracked and burst,people ,go to bed as usual
Task 7: Reading the para 2 &3 and fill in blanks of two diagrams below.▲ What do all the numbers referred to in the 2nd passage?
What do you feel?
3:42 A.M.
Began to shake
11 kilometers
Below the city ,underground
20th century
The greatest earthquake
100 kilometres
Heard away from Beijing
1/3
1/3 nation felt this earthquake
8 kilometres
The length of crack
30 metres
The width of crack
15 seconds
The earthquake only last so short
Thousands of
Families killed ,children left without ……
400,000
People were killed or injured
▲The numbers referred in passage 3
75%
The factories and buildings were gone
90%
The homes were gone
Two
Dams fell
Tens of thousands of
The cows never give milk again
Half a million
Pigs died
Millions of
Chickens died
▲What happened later that afternoon ?
Event
Situation
Another big quake shook Tangshan
Rescue workers &doctors ,trap,under ruins
Building down, water,food,electricity hard to get
Step 7:Sentences Enjoyment （句子欣赏）
Task 8:Read again and try to appreciate the language of the passage:
1.For three days the water in the village wells rose and fell, rose and fell.
Repetition: to make a deeper impression on the reader
2.It seemed that the world was at an end!
Exaggeration: to draw people’s attention to the seriousness of the disaster.
3.Bricks covered the ground like red autumn leaves.
Simile: to create a vivid image.
4.Slowly, very slowly, the city began to breathe again.
Personification: to form a vivid image.
5.A night the earth didn’t sleep
Personification: to form a vivid image.
Step 8:Consolidation（课文巩固）
Task 9:Task Filling the blacks with the first given letter:
Several days before July 28,1976, many s______things happened in Tangshan. They were signs for the e_______. But people in the city of Tangshan didn’t think m_______of these. At 3:42am that day,the earth began to s________,which d_________the city. Many people,including workers and doctors,came to r_______those t_________under the ruins. Later that afternoon,another big earthquake struck Tangshan. More people were killed or injured and more buildings f________down. Soldiers were called in to help the rescue workers. T________were organized to dig out the trapped and b________the dead.
Step 9:Post reading （读后讨论）
Task10 : Discussion.(小组活动)
1.From whose point of view are events described? How do you know?
(He uses third-person to describe the quake. For example, “Everywhere they looked nearly everything was destroyed.”)
2.Why do you think the writer choose to express his feelings about the quake rather than report what had happened?
(Although the writer was not there, he felt sad for the people of Tangshan.With some feeling, he will make the reading more interesting.)
3.What messures can we take to reduce the damage that earthquake brings to us and to make self-rescue?
Suggested Answers: 1.We can set up a pre-warning system of earthquake
2.We can change the structure of houses ,bridges and buildings in order to adapt to the shake and quake from earthquake .
3. We should learn some knowledge about self-rescue in case of the disaster.
Step 10: Assignment （课后作业）
1.Finish the exercise on P27-28
2.Write a letter to the mayor about how to take messures to reduce the damage from the earthquake and make self-rescue.
给市长写封信探讨一下如何采取措施减少地震给我们人类带来的破坏以及如何进行自救。
Step 11.Assessment and Feedback(教学评价与反馈)
1. My comments on the activities in the lesson:（教师课堂教学评价）
The advantages of these activities are: more students can communicate with each other, discuss with each other, learn from each other, help each other,, share different opinions with each other. They feel interested in negotiating, debating, and responsing, they feel more confident and be bold to participate in the activities. In these activities, I help them to achieve their full potential, encourage and motivate them to value each other and the relationships they make. I raise their aspiration and give them confidence. So learning in this activity and in this atmosphere will be more effective and successful.
2. Students’ reflection（针对学生制定的反思性评价问题）
A Have you got those useful words and phrases you’ve learnt
B whether you have understood what the text is about during a short period of time ?
Have you found out any other beautiful sentence patterns?
Are there any other points you are still confused with?
Is your spoken English a little bit improved ?
What should be prepared for the next class ? Are you ready ?
附: 表一：Teaching Procedures(教学过程)
教学目标
教学内容
教学步骤
时间
教学意图
媒体
引起学生兴趣
引入话题
Coming to the topic through the discussion of the compositions.
点评学生课前的作文引出课文主题

3
通过作文，使学生提前进入角色，激发学习兴趣
多媒体
讨论记者工作
Discussion: the work of a reporter
组织学生分小组讨论，根据生活经验讨论记者的工作
4
训练学生对生活常识的归纳能力
多媒体
创设情境：引出记者工作的要求
A mini play about the rules of interview
根据教师规定场景，由学生进行现场表演
4
通过情景表演，调动课堂气氛，激发学生求知欲
快速阅读：以掌握课文主要内容
Answer the question: the basic task of a reporter
根据所给问题有目的地阅读全文回答问题
2
让学生掌握课文的大致内容
多媒体
仔细阅读：训练阅读能力
Answer several questions to deepen their impression
细读课文，回答设计好的问题（由简到难）
6
通过录音让学生掌握记者的工作，训练阅读能力
多媒体
录音机
词汇、语法：让学生掌握一些重要的词汇和语言点，分析难句
Pick out some useful expressions and important language points
让学生找出难句，重点词汇，猜测其意，然后重点讲解语言点，分析难句，让学生造句
8
训练学生语境中猜词的能力，掌握重点词汇、语言点并通过运用加深记忆
多媒体
练习：及时巩固语法点
Exercises: let the Ss do some exercises to consolidate the language points
针对本文所学语法点、词汇设计适量随堂练习题
5
通过随堂练习及时巩固所学知识，强化记忆
多媒体
检验：检验学生对课文的理解和掌握
Ask the Ss to retell the text to check their understanding of the text; conclusion
让学生复述课文，老师做最后总结
4
通过复述课文以检验学生对课文的理解和掌握，培养概括、口头表达能力
多媒体
形成性练习：让学生在实际中运用知识
Practise: make an interview with your partner
模拟记者采访名人，组织一场采访秀，采访过程中注意运用课文中的内容
8
通过模拟实际情景，让学生在情景中灵活运用的所学知识并加深记忆
多媒体
课外作业以巩固课堂知识
Homework
布置一些课本上以及课外练习
1
通过作业使学生复习课堂上所学知识，达到巩固效果
多媒体
教学流程图




图形
意义说明
图形
意义说明

开始，结束
教师活动
学生活动
决策，判断
教学内容
媒体教学内容
流程线