课件14张PPT。Warming Up 第一课时教学思路：在第一节课时，利用多媒体，联系学生以及他们已有的自然灾害知识，引出地震。并通过short movie 和 listening 这两个部分，增加学生对地震的知识，为下一节精读课作铺垫。
教学设计：利用课本的WARMING UP部分、WORKBOOK中的听力和课外材料，设计成一节WARMING UP 课时。第一步: 引入话题
Ask students to say how many natural disasters happen in the world.
设计意图：本环节设计的目的在于激活学生充分已有的自然灾害的知识，以形象，悦目的自然灾害图片导入，可以立刻将同学的注意力吸引到课堂的中心话题上，激起他们学习的欲望，能马上调动学生的积极思维，组织讨论，参与课堂。
TyphoonFlood Mud-rock Flow Drought Plague of LocustsTsunami Volcanic Eruption Earthquake 设计意图：这一环节通过MOVIE 的形式，不仅激发学生连词成句，连句成篇的口头表达能力，而且为下面的听力的过渡埋下伏笔。通过这一活动，同学对听力的内容和相应的词汇有一定程度上的熟悉。能帮助消除学生听力的焦虑和恐惧心理，更能激发学生对听力内容的兴趣。 第二步: 口语训练
Let students to see a short movie, and then
1) Ask students to describe what had happened in this movie to their partners
(use the words on the screen)
2) Ask some students to show their opinions.第三步: 听力
Listen a short passage about earthquake and finish the questions.
(let students know facts, describes cause and effect relationship about earthquakes )Question1: TRUE OR FALSE
1. Inside the earth there are a number of plates.
2. These plates move all the time.
3. If they stop moving there is an earthquake.
4. If they jump there is an earthquake.
5. China is in an earthquake area.
6. The Pacific plate is pushing in China from the east.
7. The Himalayan Mountains were caused by the movement of plates.
8. Human beings have the power to stop earthquakes.
(Answer: F, F, F, T, T, T, T, F)Question2:
（在较对答案的过程中，教师应该对key or sentences 处作适当的停顿和重复，并引导学生积极获取信息，正确处理信息。）设计意图：通过这一环节的设计，让学生独立的进行英语信息的获取和处理。从很大程度上发展他们的听力能力，培养他们的听力技能。
第四步：作业布置 After class, let students to doImagine 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?
What do you think may happen before an earthquake? 设计意图：本环节的设计，在教师的合理引导下，有目的让同学利用课余时间，有效的利用图书馆，计算机网络，广播和电视等多渠道资源查找所需信息和材料，联系自己的想象，获得更广泛的英语信息。
本课重、难点：在上课过程中，如何将每一个环节紧密的联系在一起是本课的难点。自然灾害对大多数学生来说都比较陌生，如何吸引学生的兴趣，调动学生学习的积极性，在本课课程的设计过程应重点考虑。 本课的重点是利用课本和多媒体，使关于地震的起因，危害能深入学生之心。
课件29张PPT。第三课时词汇学习第一步:作业检查 Check exercise1 in Learning about language :
Ask students to give their answers together first
the teacher points out each word in the Reading and explain them in more detail
设计意图：先了解其英文含义，然后通过上下文学习词汇的用法，加深对词汇理解。
第二步：词汇巩固 ask students to do exercise2 in Learning about language as quickly as possible
check the answer and explain some words if necessary
设计意图：趁热打铁，检测并巩固所学词汇第三步：重点动词集中辨析 1.Rise&raise
The book has risen in value. 这本书升值了。
The sun rises in the east. 太阳在东方升起。
He has risen in rank. 他已升职了
If you have questions, raise your hands, please.
如果有问题，请举手。
Her job is raising chicken. 她的工作是养鸡。Sum up
rise不及物动词，作“上升”讲时指继续上升，常用日，月，云，霞，烟，水蒸气，物价，温度，河水，潮水及人的职位等。
raise及物动词, 举起，提起，饲养，种植，用作“举起”时，往往有使物体达到应有的高度的含义，可用于具体或抽象的事物。
DestroyDestroy: to damage something so badly that it no longer exists or cannot be used or repaired
The school was completely destroyed by fire.
An atom bomb would destroy a city.
DamageDamage: to cause physical harm to something or to part of someone's body:
Smoking can severely damage your health.
Ruin &spoilIf you ruin or spoil something,it still exists,but it has lost all its good qualities or features.ruin is stronger than spoil .
The rain ruined my hair.
I don’t want to spoil your day.injure&hurt&wound
injure: to hurt yourself or someone else, for example in an accident or an attack
hurt&injure :used to talk about people suffering physical harm as a result of an accident,earthquake,hurricane etc.
eg:
no one was hurt/injured in the car crash.
We hope she was not seriously hurt/injured.Wound:used to talk about someone being hurt by a weapon such as a gun or a knife.
Eg:he shot three people and wounded several others.
设计意图：通过对易混词辨析学习，使学生了解词间细微差别，有助于增强语感，并提高用词的准确性第四步：lie&lay重要用法及词组学习lie
1. to be in a position in which your body is flat on the floor, on a bed etc
He was lying on the bed smoking a cigarette
Don't lie in the sun for too long.2. to be in a particular state or condition(linking verb)
The book lay open on the table
The town now lay in ruins.
3. to deliberately tell someone something that is not true
I would never lie to you
She lied about her ageLay
Lay the foundations/groundwork/base:
Lay somebody to rest
he was laid to rest beside her husband
lay(something)aside
Richard had laid aside his book to watch what was happening
Lay (somebody) off
The company laid off 250 workers in December.Lie/lay时态变化小结
注：记忆时可与find-found-found , Found-founded-founded变化一起记第五步：单词一词多性学习Crack:
V.
1.to break or to make something break
Don't put boiling water in the glass or it will crack.
He cracked a couple of eggs into a pan
2. not be able to continue because too much pressure
Some young executives crack under the pressure of having to meet tough sales targets every month.N.
1.a very narrow space between two things or two parts of something
He squeezed into a crack between two rocks
2. a thin line on the surface of something when it is broken but has not actually come apart
There were several small cracks in the glass. Burst V.
1.break open
The pipes had burst and the house was under two feet of water.
2.move suddenly
burst into the room
重点词组学习
Be bursting with something
John was bursting with ideas and good humor
Be busting to do something
Zach was bursting to tell them something
Burst into tears/laughter=burst out crying/laughing
N.
a burst in the water pipe
a sudden burst of speed
Trap
N
1.clever trick
lay/set a trap (for somebody)
fall/walk into a trap
2.bad situation
fall into/avoid the trap of doing somethingV.
1.in a dangerous place
Twenty miners were trapped underground.
2.in a bad situation
be/feel trappedrescue
V.to save someone or something in danger
rescue somebody/something from somebody/something
N.
Rescue workers arrived at the scene two hours later
Storms delayed the rescue of the crash victims.
come to the/somebody's rescueshelter N.protection
They were standing under the shelter of a huge tree
An old hut gave shelter from the storm.
a homeless shelter
V.
shelter somebody/something from somebody/something
We sat in the shade, sheltering from the sun第六步： fresh一词多意表达学习1. fresh food has recently been picked or prepared, and is not frozen or preserved
fresh fruit/vegetables/fish/bread
2．new
The report provides fresh evidence about the way the business was run.
3. interesting and new
Let's take a fresh look at the problem.
4.done, experienced, or having happened recently
The accident was still fresh in her mind常用fresh词组学习
Make a fresh start
Be fresh from something
Be fresh out of something
Fresh air/water
小组竞赛：用Fresh造句，至少每个意思造一句
看哪组造的快又好第七步：词组学习1. Right away/at an end
Ask students to come up with some synonyms
2. a great number of &a good deal of
A great number of:+countable noun
A great deal of: +uncountable noun
Ask students to give other similar phrases and tell which are added by countable noun and which by un countable noun tens of thousands of 数以万计的
hundreds of thousands of 数十万的
thousands of 数千的
millions of 数百万的
hundreds and hundreds of 成百上千的第八步：练习应用巩固Finish exercise1in using words and expressions on page
ask students to describe the picture using the vocabularies recently learned
do the exercise 1 as quickly as possible
after finishing ,the teacher ask some students to read it and each is required to finish one sentence
if there is a mistake ,ask other students to correct it
the teacher highlight some important usage of words,such as:hit词义引申hit the road
hit the shops
hit the headlines
hit the nail on the head
hit home
hit the roof/ceiling
hit the sack/ hit the hay第九步 ：练习应用巩固Finish exercise2 in Using words and expressions
explain some words first if necessary
ask 7 students to do the translation on the blackboard
ask another7 students to check them orally
the teacher highlights the key phrases and vocabularies used第十步：作业布置复习本课所学词汇用法，准备词组听写
完成练习本中相关词汇作业
阅读课文找出文中的所有定语从句课件8张PPT。第二课时 Reading 教学重点：Train the students’ reading ability—skimming and scanning.
教学难点：Describe the disasters.第一步：作业讨论，预测文章内容 (Pre-reading) (个人自由发言)
1.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?
2.What do you think may happen before an earthquake?
设计意图：Pre-reading中的两个问题，第一个问题问学生在危机情况下会带什么，可以很好的激起学生的兴趣和调动课堂气氛，由此则可过渡到第二个问题对地震前兆的了解，从而自然地引入到对唐山大地震的学习。第二步：阅读文章 A NIGHT THE EARTH DIDN’T SLEEP
1.Scan the passage. Join the correct parts of the sentences. (Comprehending 1)
① The chickens didn't eat because A the army came to help them.
② Before the earthquake the people B the quake happened while didn't worry because they were sleeping.
③ Such a great number of people
die because C they were nervous
④ Water was needed because D dams and wells were useless.
⑤ The people did not lose hope because E they didn't know the quake
caused the strange events .
Keys: ①C ②E ③B ④D ⑤A
设计意图：带着问题有目的地快速阅读文章，训练学生快速阅读的能力. 2．Listen to the tape. Number each of these things during the Tangshan earthquake. Give a “1” to the first thing that happened and a “5” to the last thing that happened. (Comprehending 2)
___Brick buildings were destroyed.
___The walls of the village wells had cracks in them.
___Shelters were put up for those with no homes.
___Roads got huge cracks.
___The army helped the survivors.
Keys: 3, 1, 5, 2, 4
设计意图：通过有目的地听和读，让学生在了解课文大意的同时把握课文中一些细节性的内容。 3.Read the passage carefully and divide this passage into three parts. Look at each part and write down its main idea. (Comprehending 3)
设计意图：让学生进一步阅读课文，了解文章内容，并概括文章每一部分的大意。
第三步：攻克理解重难点（小组合作学习；小组竞赛）
1.Ask students to go over the passage and find out their own difficult points in reading. The discuss in groups of four trying to solve the problems together.
2.The four teams try to find some difficult points f the text and take turns to ask the other teams to solve these problems.
3.The teacher offers help at last if necessary.
设计意图：通过小组竞赛的形式，激起学生的兴趣，让学生更好地理解文章。第四步：口语训练（复述）
1.Ask students to retell the passage with their own words.
2.Ask them to exchange their ideas with their partners.
3.Encourage one or two students to retell the passage in front of the class.
设计意图：通过对文章的理解，让学生进行复述， 训练学生口头输出的能力。第五步：作业布置
1.Go over the text, and try to get a better understanding of the text.
2.Underline the useful expressions, especially the phrases in the text.
3.Recite the new words.
4.Finish exercise 1 in Learning about Language.
设计意图：通过练习，加深对文章的理解。 课件9张PPT。第五课时 Extensive Reading教学目标：首先学生通过对有关地震的深层次阅读能够了解地震的危 害，提高学生阅读的能力。其次通过地震引导学生讲述个人经 历，培养学生听说能力。最后阅读一段真实的小故事让学生提 高阅读能力的同时也了解散文的形式以及帮助学生改变的态度。
教学内容：课内和课外阅读相结合拓展学生的思维，并且要求学生讲述 自己最难忘的经历提高听说能力，更好的表达自己。
教学重难点：学生对自己经历的讲述以及掌握文章中实用的词汇第一步：作业检查：Have a dictation. The teacher reads some sentences with new grammar structure.
The army organized teams to dig out those who wre trapped and to bury the dead.
It seemed that the world was at an end.
Farmers noticed that the well wall had deep cracks in them .
Two-thirds of the pepole died or were injured during the earthquake.第二步：引入话题 According to what you have learned, describe what do the earthquakes bring about to us?第三步：阅读文章：“The story of an eyewitness” Give students 5minutes and ask them to finish the exercises.
Write an adjective to describe how the author feels about the earthquake and what it did?
Write an adjective to describe how the author feels about the people of San Francisco. Why did you choose this word?第四步 ：听说训练Ask the students work in pairs and make a dialogue about tell their unforgetable experience. Then perform them.第五步：散文欣赏 “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?"课件19张PPT。第六课时 Listening and writing第一步 作业点评
第二步 听力练习
第三步 听力强化
第四步 Writing
第一步 作业点评点评上节课作业，巩固上节课内容。
设计意图：做好上节课的遗留工作，并进行知识检验与错误查找、订正。第二步 听力练习 Earthquake is unavoidable. So what should we do when we come across a earthquake?
a. Listen to the tape (P60),get the general idea. And write down the three things that are mentioned.
①------------ ②---------------- ③----------------
b. Listen again, give more details about each of the “things”
My earthquake plan
1st thing I must do----------------------------------
2st thing I must do----------------------------------
3st thing I must do----------------------------------
And 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------------------ 设计意图：在训练听力的同时，选择材料贴近生活，是学生所应具备的生活常识，对学生来说有一定吸引力，而且有学习意义。第三步 听力强化 Earthquakes were happened all over the world, we had learned about the earthquake in Tangshang . Now let’s listen to a story about the earthquake for the city museum of San Francisco. 1. Listen to the tape. Get the main idea and do true, false questions The writer was sleeping downstairs when the earthquake broke out.
The writer threw away his clothes and rushed out.
Many huge buildings were shaking – rocks and bricks were falling
A lot of people were buried under the ruins.
Some cows were killed in the fires.
The writer remembers clearly how he got into the boat.
(Key: 1.f 2.f 3. t 4. t 5. f 6. f) 2. Listen to the tape again and answer the questions when did the man talk about the earthquake: while it was happening or after it had happened?. How do you know?
Is the man calm as he talks about the earthquake? Why or why not?
what was the biggest danger for the man: fires,cows or failing buildings?
where was the man going?
have you got any ideas to help this man during the earthquake?3. Show students some pictures about the earthquake for the city museum of Sam Francisco 4. Discussion:
Have you got any ideas to help this man during the earthquake?
(Have a group discussion, then ask a group to express their idea.)5.Give a brief explain about liaison and explosion. Example: I ask a man standing nex(t) to me wha(t)
happened. Before he could answer, hundreds of bricks fell on him an(d) he was killed. 设计意图：是对Reading部分学习材料的补充，通过对1906年旧金山地震的了解，增加课外知识，进一步了解地震。加入的语音练习，在学习连音、爆破音的同时，培养学生有意识的通过听力练语音语调，明白语音的重要性。第四步 Writing 1. Compare newspaper story to short story
2.How to write a good newspaper story?The important thing is : write an outline
It help: choose a topic
Decide what you want to say about the topic
Organize your ideas and write clearly
It has: a headline
a list of main ideas
a list of important details
Remember:
The most important news first.
The least important news last.Example :
Headline : Cyclists Ready to Go on the Road for Blind Kids
Paragraph1
Main idea: tells the reader that cyclists plan to get money for blind kids
Detail1: their trip will be made in july in Yunnan and Tibet.
Detail2: an important meeting was held in Beijing in early june.
Detail3: The cyclists hope to get money for blind kids to learn better.
Paragraph2
Main idea: more information about the cyclists and their project
Detail1: the team of cyclists come from many places in the world.
Detail2: the team has men and women, (who are) young and old.
Detail3: the team got money from lots if acticities in China.
Detail4: you can write to them if you are interested to know more.
设计意图：通过地震这个话题引入新闻写作，明析新闻与一般短文的不同方面，使学生学会新闻特别是新闻大纲的写作。第五步homework:
Write an outline for a short newspaper story for China Daily.
(设计意图：通过练习巩固新闻写作特别是新闻大纲的写法。)课件14张PPT。Grammar Come on!
Follow me ,happy grammar!!第一步：作业检查 巩固上一课时所学内容，为学生更好地掌握本课时内容作好铺垫
1.check vocabulary exercises
2.ask students to give the attributive clauses they’ve found in the Reading 第二步：语言学习---宾语从句 Ⅰ通过先练习后讲解的策略，使学生对于宾语从句有个初步了解，知道先行词与
关系代词的位置。
Ask students to do Exercise 1 in Discovering useful structures on p28.
Finish Exercise 2 in Discovering useful structures on p28.
Observe the csentences in the exercises and the draw a conclusion.Sum up: 被定语从句修饰的名词、代词称为先行词,关系代词
（who/whom/whose/that/which）在定语从句中可做（主语/宾语/定语）。
Eg. It was heard in Beijing. Beijing is one hundred kilometers away.
It was heard in Beijing, which is one hundred kilometers away.第三步：语言运用练习（1） 结合书后练习，加深对于宾从的理解
Let students do Ex1 in Using structures on page 64.
When finishing it, discuss with the partner and then check with the class.第四步：语言运用练习（2） 由做变说，进入相互操练，使学生将学到的语法口头表达出来，灵活运用
Have students do Ex2 in Using structures on p64.
Practice the Q-A in groups of four, using “was it something that……?”or “Was there anyone who…..?”,set the topic “whose experience is the most interesting ?”
Choose the most interesting one and practice it out in class.第五步：语言运用练习（3） 通过开放形的题目，以竞赛形式进行小组活动，巩固宾语从句
Translate the sentences with the attributive clause.
这就是为我们修电脑的李叔叔。
这就是我上个月在澳大利亚遇见的那个人。
他们在街上找到的钱是我的。
give them 5 minutes to make up as many attributive clauses as possible. 第六步：语言运用练习（4） 通过开放性的题目，以竞赛形式进行小组活动，复习定语从句
Fill in the blanks with attributive clauses.
⑴ He is the man____________.
⑵ The package_____________.
⑶ _________________I’ll never forget.
⑷ ____________want(s) to see you?
⑸ Please pass me____________ cover is green.
(学生以抢答形式自由造句，以小组为单位计分)。 Suggested answers:⑴ he is the man whom/that I saw yesterday.
⑵ the package which/that you are carrying is about to unwrapped.
⑶ That is the day that I’ll never forget.
⑷ Is he the man who/that wants to see you.
⑸ Please pass me the book whose (of which) cover is green. 第七步：自我反思与小组归纳 How do you think? who 主/宾
人 whom 宾
关 whose 定语
系 that 主/宾
代
词 which 主/宾
物 that 主/宾
whose (of which) 定语第八步： 作业布置Review the attributive clause 教学重点：The Attributive Clause
教学难点：定语从句的合理运用
