必修一
Unit
4
Earthquakes
Reading
Teaching
goals:
Target
language
目标语言
Learn
and
master
the
new
words
and
expressions
in
this
period.
2.
Ability
goals
能力目标
Train
the
students’
reading
and
speaking
ability.
Train
the
students’
ability
to
use
the
Internet
to
search
for
some
useful
information.
Train
the
students’
ability
to
cooperate
with
others.
Teaching
important
points:
Train
the
students’
reading
ability—skimming
and
scanning.
Teaching
difficult
points:
Describe
the
disasters.
Teaching
aids:
CIA课件
Teaching
procedures:
Stage1
(Warming
up)
Watching
a
video
Step1
Teacher
divides
the
class
into
6
groups，students
work
in
group
to
solve
the
tasks.
设计意图：进行小组合作，培养学生团队合作意识和协作精神。
Step2
Students
look
at
the
video
about
Wen
Chuan
earthquake
with
the
questions.
1.
Have
you
ever
experienced
an
earthquake
2.
What
happened
in
an
earthquake
Suggested
Answer
:(Roads,
railways,
bridges
and
buildings
are
destroyed.
Everything
is
in
ruins.
Many
people
died……People
lost
their
homes….The
army
was
sent
to
rescue
the
people.)
3.
How
many
several
terrible
earthquakes
do
you
know
in
the
world
Suggested
Answer:(Japanese
earthquake--
March
11st,
2011
Gansu
yushu
earthquake--
April
14th,
2010
Haiti
earthquake--
January
12nd,
2010
Sichuan
wenchuan
earthquake--
May
12nd,
2008
Hebei
Tangshan
earthquake
--
July
28th,
1976)
设计意图：利用视频导入，一方面能激发学生的学习兴趣和背景知识，另一方面为下文的主题做好铺垫。
Stage2
(pre-reading)
Predicting
the
main
idea
Step1
Students
work
in
group
to
discuss
the
meaning
of
title
A
Night
The
Earth
Didn’t
Sleep设计意图：培养学生通过对标题的设问，推测文章的主题。
Step2
Students
predict
the
main
idea
in
the
text
by
looking
at
the
title
A
Night
The
Earth
Didn’t
Sleep
and
the
picture
of
the
army.
设计意图：教授学生通过标题和图片进行读前预测，而且也激发学生的阅读动机，即通过阅读验证自己的推测。
Stage3
(while
reading)
Tang
Shan
earthquake
Fast
reading
Step1
Students
divide
the
text
into
parts
and
find
out
the
main
idea
of
each
part
through
filling
in
the
tables.
Ⅰ.Before
the
earthquake
Paragraph
1
Strange
things
began
to
happen,
but
no
one
took
any
notice
of
them.
Ⅱ.During
the
earthquake
Paragraph
2&3
It
destroyed
the
city
of
Tangshan
and
shocked
the
people.
Ⅲ.After
the
earthquake
Paragraph
4
Army
came
to
help
the
survivors,
bringing
hope
for
a
new
life.
Clue
of
the
passage:
time
order
设计意图：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。Close
reading
Step2
Students
describe
the
pictures
one
by
one
and
answer
question.
If
people
had
noticed
warming
signs
before
the
quake,
what
would
happen
设计意图：图文结合，学生能易于重塑形象生动的震前预兆并且帮助学生认识这个道理：如果我们能够了解并认识地震前得预兆，就能提前做好准备，让更多的人获得求生的机会，减少或避免不必要的损失。
Step3
Students
listen
to
the
text
then
answer
the
questions
设计意图：分段阅读课文，由整体向部分进行阅读，以捕捉具体的细节信息，这就加深学生对文章的整体脉络与重要细节的把握，以达到全面深刻理解文章的目的。
Step4
Students
scan
the
text
to
do
the
true
or
false
questions
and
correct
the
statements
if
false
in
group
competitions.
设计意图：分段阅读课文，由整体向部分进行阅读，这不仅训练了学生的细读策略，也加深学生对文章的整体脉络与重要细节的把握，以达到全面深刻理解文章的目的。
Step5
Students
summarize
the
text
by
filling
in
the
blanks.
____________
happened
in
Tangshan.
For
a
few
days,
water
in
the
wells
_____________.
From
the
______
of
wells
__________came
out.
Mice,
chicken,
pigs
and
even
fish
became
________.
At
3:00
am,
everything
began
to
______.It
seemed
that
the
world
was
_________.
_________
of
the
nation
felt
it.
___________
cut
across
the
city.
The
city
lay
_______.
Two-thirds
of
the
people
died
or
___________.
Then
later
that
afternoon,
another
big
quake
______
Tangshan.
People
began
to
wonder
_____________________________.
But
all
hope
____________.
Soldiers
came
to
help
those
________.
Slowly,
the
city
began
to
_________________.
设计意图：对所学知识进行小结，提高学生的总结归纳能力。
Stage3
(Post
reading)
What
shall
we
do
if
an
quake
happens
Step1
Students
discuss
the
task
in
groups.
You
are
in
the
classroom
now,
suppose
an
earthquake
is
happening,
what
shall
we
do
设计意图：任务联系生活和课文，鼓励学生用英语解决问题的能力。
Step2
Every
group
leader
collects
and
summarizes
group
members’
opinions
and
gives
a
report.
设计意图：小组交流学习，提高合作能力和自学能力，且培养学生合作学习的精神，团队意识。
Step3
Students
see
the
video
on
earthquake
maneuver,
then
do
the
earthquake
maneuver
in
the
classroom.
设计意图：将学生学的知识从课本引申到现实，从抽象过渡到具体，让学生学会地震逃生和自救的方法。学以致用。
Step4
Homework:
1.Try
to
retell
the
story
using
new
expressions.
2.
Do
Ex
1&3
on
P28
3.
Compare
the
Tangshan
in
the
past
and
now.
设计意图：小结，课后复习，巩固评价内容：
评价内容
为了反映不同学生英语学习的过程，激励和促进学生们的学习，我为这堂课设计了两种评价学生的方法，即学生自评和小组互评。
评价方法：
1.
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
2．小组互评
在班级的小组或英语学习小组内进行，先由学生按以下指标自行测评，再互评。所列内容经过小组讨论后可调整，增删。
按需要做好预习
查找相关资料
学习过程中的参与意识
两人活动，小组活动，班级活动的参与度
倾听学生发言，提出自己的意见
必修一
Unit
4
Earthquakes
Reading
教学目标
1．
知识与能力（１）
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。（２）
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。（３）
语言点：leave的复合宾语、everywhere引导从句等。（４）
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。2．
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
1．
教学重点：（１）
通过语篇学习，掌握新闻报道的文体写作特点。（２）
培养学生对新闻报道文体的阅读技巧。2．
教学难点：（１）
在充分阅读的基础上，对课文进行复述和表达自己的观点。（２）
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
1．
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。2．
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
1．
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…2．
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。
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。”必修一
Unit
4
Earthquakes
Reading
Teaching
goals:
Knowledge
aims:
1.
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:
1.
Ss
will
be
able
to
know
damages
earthquake
bring
about
and
the
ways
to
reduce
losses
of
an
earthquake.
2.
Ss
will
be
able
to
know
how
to
protect
oneself
and
help
others
in
earthquakes
3.
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:
I.
Warming
up
Warming
up
by
looking
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.)
Warming
up
by
discussing
Now,
look
at
the
pictures
of
Tangshan
and
San
Francisco
in
warming
up
and
describe
what
you
see
in
the
pictures.
(beautiful
cities;
broad
roads;
tall
building;
large
population.)
What
will
happen
if
there
has
been
a
big
earthquake
in
these
two
cities
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
come
to
Pre-reading
and
decide
what
may
happen
before
an
earthquake
comes.
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…)
Step
2.
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必修一
Unit
4
Earthquakes
Reading
Step
I.
Revision
Check
the
homework
with
the
whole
class.
Step
II.
Warming
up
Ask
the
students
to
read
the
instructions
and
make
sure
they
know
what
to
do,
and
then
have
a
discussion
about
the
two
pictures.
T:
Today,
before
we
begin
our
reading,
I’d
like
to
ask
you
a
question,
“What
is
the
biggest
sound
you
have
heard
in
your
life ”
S1:
The
sound
of
wind
that
blew
in
a
winter
night
when
I
was
very
young.
It
sounded
like
a
ghost
who
was
howling.
I
was
very
frightened
at
that
time.
S2:
The
biggest
noise
was
the
one
that
I
heard
when
my
neighbor
was
quarrelling
with
his
wife.
Perhaps,
they
broke
their
TV
set.
T:
That’s
too
terrible.
S3:
The
noise
when
planes
take
off.
S4:
The
sound
of
trains.
T:
Good!
I
agree
that
all
of
them
are
big
sound.
But
did
you
once
heard
the
sound
that
the
heaven
falls
and
the
earth
cracks,
in
Chinese
it
is
天崩地裂
Ss:
No,
we
have
no
chance
to
hear
that.
T:
If
there
is
a
sound
like
this,
what
is
it
S5:
When
someone
hears
something
unexpected
and
terrible.
For
example,
when
one
of
his
loved
families
dies,
he
will
feel
this
sound.
T:
Terrific!
You
are
using
a
literary
way
to
express
the
sound.
S6:
When
an
earthquake
happens.
T:
Great!
I
have
waited
for
this
answer
for
a
long
time.
Today
we’ll
learn
something
about
earthquakes.
I
think
most
of
us
have
heard
of
earthquakes.
Can
you
imagine
how
terrible
it
is
S7:
The
earth
is
shaking
.
All
the
buildings
will
fall
down.
S8:
Many
people
will
die.
And
perhaps
many
children
will
lose
their
parents.
T:
Yeah,
earthquakes
are
disasters
to
everybody.
Now
look
at
the
two
pictures
of
Tangshan
and
San
Francisco.
Can
you
describe
what
you
see
in
the
pictures
S1:
Tangshan
is
a
beautiful
city.
It
has
beautiful
gardens,
broad
roads
and
some
tall
buildings.
S2:
From
the
picture
of
San
Francisco,
I
can
see
that
it
is
a
very
big
city.
There
are
many
tall
buildings
thickly
standing
on
the
earth.
I
think
the
population
of
the
city
is
very
large.
T:
Good!
What
will
happen
if
there
has
been
a
big
earthquake
in
these
two
cities
Work
in
pairs
and
discuss
it.
Then
I’ll
ask
so
me
of
you
to
show
your
opinion.
Step
III.
Pre-reading
There
are
two
questions
in
this
part.
Both
are
very
interesting.
The
first
one
c
an
more
or
less
reveal
the
students’
values;
while
the
second
one
can
enlarge
their
imagination.
No
matter
what
their
answers
are,
as
long
as
they
have
given
careful
thoughts
to
the
situations,
their
answers
should
be
good.
T:
Now,
let’s
look
at
the
pictures.
What
are
the
predictions
of
an
earthquake
S1:
Before
an
earthquake
animals
will
become
nervous.
Cows,
pigs,
horses
and
dogs
will
be
upset.
And
people
can
see
mice
running
about.
If
the
earthquake
happens
during
winter,
people
can
even
see
snakes.
T:
Terrific!
Where
did
you
get
this
knowledge
S1:
From
geography.
I
like
it.
T:
good.
Sit
down
please.
S2:
Madam,
I
don’t
know
the
meaning
of
the
picture
with
two
women.
T:
It
doesn’t
matter.
You
will
know
it
soon
after
reading
our
text.
OK.
Imagine
there
is
an
earthquake
now,
and
your
home
is
shaking,
at
this
moment
you
have
no
time
to
take
any
other
things
but
one,
what
will
it
be
S3:
I’ll
take
all
my
money.
People
can’t
live
without
money.
S4:
I
will
take
as
much
water
as
possible.
Because
it
is
said
that
people
can
keep
alive
for
nearly
7
days
by
drinking
without
any
food
S5:
In
that
case,
I’d
rather
take
some
apples,
so
that
besides
drinking,
I
can
also
eat.
S6:
I
will
carry
my
grandma.
She
is
my
most
loved
person
in
this
world.
She
brought
me
up.
T:
What
a
dutiful
child
you
are!
I’m
very
glad
to
hear
that.
Sit
down
please!
It
seems
that
all
of
you
know
what
you
should
do
during
an
earthquake.
OK.
Let’s
read
our
text,
and
see
what
it
tells
us.
Step
IV.
Reading
In
this
part,
teacher
should
ask
the
students
to
read
the
passage
quickly
for
the
first
time
to
get
the
general
idea
of
the
passage.
Ask
them
to
pay
attention
to
the
first
sentence
of
each
paragraph.
This
can
help
them
finish
exercise3
in
Comprehention.
It
is
about
the
main
idea
of
each
paragraph.
Then
ask
them
to
read
the
text
again
carefully
to
obtain
some
details.
Before
reading
for
the
second
time,
show
some
questions
on
the
screen,
and
let
the
students
read
the
questions
first.
These
questions
can
guide
them
to
have
a
good
understanding
about
the
text.
They
can
also
make
preparations
for
Exs1-2,
which
are
about
details.
Skimming
T:
At
first
I’d
like
to
read
the
text
quickly
to
get
the
general
idea
of
the
article.
While
reading,
you
should
pay
attention
to
the
sentence
of
each
paragraph.
T:
Have
you
got
the
general
idea
of
the
text
Ss:
Yes.
T:
What
is
it
S1:
There
is
no
quick
answer
to
this
question.
Are
you
suggesting
us
that
the
general
idea
is
the
mixture
of
the
first
sentences
of
each
paragraph
T:
Sure.
S1:OK.
That’s
easy.
The
main
idea
of
the
passage
is
some
signs
of
the
earthquake,
and
what
would
happen
during
the
quake.
T:
Good,
sit
down
please.
In
fact,
while
we
are
answering
the
questions,
we
have
involved
the
sequence,
the
functional
item
for
this
unit.
(Teacher
writes
the
word
on
the
blackboard)
Do
you
understand
the
meaning
of
the
word
Ss:
No.
T:
Sequence
means
the
order
of
the
events.
It
can
tell
us
which
event
happens
first,
and
which
happens
later.
Do
you
know
the
sequence
that
is
used
in
our
text
S3:
Yes.
At
first,
the
text
tells
us
something
that
happened
before
the
quake,
then
it
tells
us
the
things
that
happened
during
the
quake
and
at
last
it
tells
us
the
things
that
happened
after
the
earthquake.
T:
Quite
right!
Now
please
look
at
the
screen,
these
are
the
first
sentences
of
each
paragraph.
Read
them
and
think
if
they
are
the
main
idea
of
the
text.
If
necessary,
you
may
make
some
changes
to
make
more
exact.
Teacher
shows
the
screen
and
gives
a
little
time
to
think
it
over.
Strange
things
were
happening
in
the
countryside
in
the
northeast
Hebei.
The
disaster
happened
and
caused
a
lot
of
loss.
All
hope
was
not
lost.
Careful
reading
T:
Now,
it’s
time
for
us
to
read
the
text
carefully.
But
before
reading,
you
should
read
some
questions
first.
These
questions
may
help
you
get
some
information
quickly
and
easily.
Now
look
at
the
screen,
and
read
the
questions.
Show
on
the
screen
What
natural
signs
of
a
coming
disaster
were
there
Can
you
think
of
some
reasons
why
these
signs
weren’t
noticed
What
events
probably
made
the
disaster
worse
What
situations
probably
made
the
disaster
worse
How
were
the
survivors
held
Step
V.
Extension]
Show
the
questions
on
the
screen.
From
whose
point
of
view
are
events
described
How
do
you
know
What
is
the
mood
of
this
passage
How
is
it
created
Why
do
you
think
the
writer
chooses
to
express
his
feelings
about
the
quake
rather
than
simply
reporting
what
had
happened
Why
is
the
title
A
NIGHT
THE
EARTH
DIDN’T
SLEEP
What
does
the
sentence
“Slowly,
the
city
began
to
breathe
again.”
mean
Answers:
He
uses
third-person
to
describe
the
quake.
His
description
is
very
objective.
For
example,
the
second
sentence
in
the
third
paragraph.
The
writer
says:
“Everywhere
they
looked
nearly
everything
was
destroyed.”
The
writer
uses
they
instead
of
we.
The
mood
is
serious
and
a
bit
sad.
It
is
created
by
giving
details
of
how
many
people
and
animals
were
killed
or
injured,
and
how
many
buildings
were
destroyed.
Although
the
writer
was
not
there,
he
felt
sad
for
the
people
of
Tangshan.
He
knows
that
some
personal
feelings
will
make
the
reading
more
interesting.
I
think
the
reason
is
that,
as
usual,
night
is
the
time
to
sleep,
and
night
should
be
safe
and
quiet.
But
that
night
everything
changed.
The
writer
uses
A
NIGHT
THE
EARTH
DIDN’T
SLEEP
as
a
title
to
show
how
terrible
and
how
unusual
the
night
was.
Here
we
can
see
that
the
writer
compared
the
city
to
a
person
who
suffered
a
lot
in
the
disaster.
He
felt
her
pain,
and
he
worried
about
her.
So
when
he
said
that
people
came
to
help
her,
we
can
feel
his
feelings
to
the
city.
The
city
will
not
die,
she
has
hope
and
she
can
recover
from
the
pain.
Step
VI
Comprehending
Answers
to
Exx1-3
1.
C
2.
E
3.B
4.D
5.A
1.
The
walls
of
the
villages
wells
had
cracks
in
them.
2
.Roads
got
huge
cracks
3.
Brick
buildings
were
destroyed.
4.
The
army
helped
the
survivors.
5.
Shelters
were
put
up
for
those
with
no
homes.
1.
Strange
things
were
happening
in
the
countryside
in
northeast
Hebei..
The
disaster
happened
and
caused
a
lot
of
loss.
All
hope
was
not
lost.
Step
VII
Homework必修一
Unit
4
Earthquakes
Reading
教学重点
1.
Get
the
students
to
know
basic
knowledge
about
natural
disasters.
2.
Get
the
students
to
learn
about
Tangshan
Earthquake.
3.
Get
the
students
to
learn
different
reading
skills.
教学难点
Develop
the
students’
reading
ability.
教学方法
1.
Task-based
teaching
and
learning
2.
Cooperative
learning
3.
Discussion
教具准备
The
multimedia
and
other
normal
teaching
tools
三维目标
Knowledge
aims:
1.
Get
the
students
to
learn
the
following
useful
new
words
and
expressions
in
this
passage:
shake well
(n.
) rise crack smelly pond pipe burst canal steam dirt
ruin injure destroy brick dam useless steel shock quake rescue electricity
disaster army organize bury coal mine shelter fresh right
away at
an
end lie
in
ruins be
trapped
under
sth.
a
(great)number
of
2.
Get
the
students
to
know
basic
knowledge
about
natural
disasters.
Ability
aims:
1.
Develop
the
students
reading
ability
and
let
them
learn
different
reading
skills.
2.
Train
the
students’
ability
to
collect
useful
information
from
the
Internet
by
themselves.
Emotional
aim:
1.
Get
the
students
know
damages
earthquakes
bring
about
and
the
ways
to
reduce
losses
of
earthquakes.
2.
Get
the
students
to
know
how
to
protect
oneself
and
help
others
in
earthquakes.
3.
Get
the
students
to
be
aware
of
terrible
disasters,
meanwhile
get
them
to
face
it,
treat
it
in
a
proper
way,
and
never
get
discouraged.
教学过程
设计方案（一）
→Step
1
Lead-in
Show
the
students
some
pictures
about
natural
disasters
and
ask
them:
1.
Have
you
ever
experienced
any
natural
disaster
Look
at
the
pictures.
Can
you
name
all
the
disasters
(volcano,
fire,
typhoon,
flood,
sandstorm,
hailstone,
thunderstorm,
hurricane,
earthquake)
2.
Have
you
ever
experienced
an
earthquake
Can
you
describe
how
terrible
an
earthquake
is
地震的破坏
(The
earth
is
shaking;
all
the
buildings
will
fall
down;
the
roads
will
be
destroyed;
many
people
will
be
killed
or
injured;
a
lot
of
children
will
become
orphans.
.
.
)
→Step
2
Warming
up
Turn
to
Page
25.
Ask
the
students
to
read
and
look
at
the
photos
of
Tangshan
and
San
Francisco
to
describe
what
they
see
in
the
two
photos
to
a
partner.
(beautiful
cities;
broad
roads;
tall
building;
large
population.
.
.
)
Imagine
there
has
been
a
big
earthquake
in
these
two
cities,
what
might
happen
to
all
the
things
in
the
photos
(If
a
big
earthquake
happened,
the
whole
cities
might
be
in
ruins.
Large
quantities
of
tall
buildings
might
collapse.
The
broad
and
busy
roads
might
be
destroyed.
Many
people
might
be
killed
or
injured.
.
.
)
→Step
3
Pre-reading
1.
Imaging
and
sharing
Imagine
there
is
an
earthquake
now.
Your
home
begins
to
shake
and
you
must
leave
it
right
away.
You
have
time
to
take
only
one
thing.
What
will
you
take
Is
it
money,
water,
fruits,
mobile
phones,
a
torch
light,
or
anything
else
Why
2.
Talking
and
sharing
What
do
you
think
may
happen
before
an
earthquake
Talk
about
the
pictures
on
Page
25.
(Cows,
pigs
and
dogs
become
too
nervous
to
eat.
Mice
run
out
of
the
fields
looking
for
places
to
hide.
Fish
jump
out
of
ponds.
The
water
in
the
well
will
rise
and
fall.
The
well
walls
will
have
deep
cracks
in
them.
There
will
be
bright
light
in
the
sky.
.
.
)
→Step
4
Reading
Tell
the
students:Today,
we
are
going
to
read
a
news
report
about
the
strongest
earthquake
in
China’s
history,
which
happened
in
Tangshan,
Hebei,
in
1976.
1.
Fast
reading
Ask
the
students
to
read
the
passage
quickly
and
pay
attention
to
the
first
sentence
of
each
paragraph.
1)Answer
the
questions.
Question
1:In
what
order
was
the
passage
written
Question
2:What
is
the
general
idea
of
the
passage
(The
text
is
written
in
time
order.
The
general
idea
is
the
mixture
of
the
first
sentences
of
each
paragraph,
that
is,
the
text
tells
us
something
that
happened
before
the
earthquake,
during
the
earthquake
and
after
the
earthquake.
)
2)Fill
in
the
table.
Type
of
writing
Topic
sentence
of
Paragraph
1
Topic
sentence
of
Paragraph
2
Topic
sentence
of
Paragraph
3
Topic
sentence
of
Paragraph
4
General
idea
of
the
passage
Suggested
answers:
Type
of
writing
This
is
a
news
report.
Topic
sentence
of
Paragraph
1
Strange
things
were
happening
in
the
countryside
in
northeast
Hebei.
Topic
sentence
of
Paragraph
2
Everything
began
to
shake
and
it
seemed
that
the
world
was
at
an
end.
Topic
sentence
of
Paragraph
3
Everywhere
they
looked
nearly
everything
was
destroyed.
Topic
sentence
of
Paragraph
4
All
hope
was
not
lost.
General
idea
of
the
passage
The
passage
tells
us
something
that
happened
before
the
earthquake,
during
the
earthquake
and
after
the
earthquake.
3)True
or
False
Ask
the
students
to
decide
whether
the
following
statements
are
true
or
false.
If
it
is
false,
try
to
correct
it.
(1)People
in
Tangshan
were
warned
of
the
earthquake
and
didn’t
go
to
bed
that
night.
(2)People
in
Beijing
also
felt
the
earthquake.
(3)More
than
400
000
people
were
killed
in
the
quake.
(4)Many
rescue
workers
and
doctors
were
trapped
under
the
ruins
during
the
aftershock.
(5)People
tried
to
get
fresh
water
from
under
the
ground
in
Tangshan.
Suggested
answers:
(1)F People
in
Tangshan
thought
little
of
the
signs
of
the
earthquake
and
went
to
bed
as
usual
that
night.
(2)T
(3)F More
than
400
000
people
were
killed
or
injured
in
the
quake.
(4)T
(5)F Fresh
water
was
taken
to
the
city
Tangshan
by
train,
truck
and
plane.
2.
Reading
carefully
Ask
the
students
to
read
the
passage
carefully
to
locate
particular
information.
1)Do
the
exercises
in
the
part
Comprehending
on
Page
27.
2)Fill
in
the
following
form.
Time
What
happened
Result
Before
the
earthquake: three
days
before
the
earthquake at
about
3
am
on
July
28
Wells: Animals: Lights
and
sound: Water
pipes:
People
of
the
city
thought______________
and______________
While
the
earthquake: At
3:42
am Later
that
afternoon
Houses,
roads
and
canals: Hard
hills
of
rock: The
large
city: The
people: Some
rescue
workers
and
doctors: More
buildings: Water,
food
and
electricity:
______________
was
destroyed.______________
hospitals,
75%
of______________
and
90%
of______________
were
gone.
More
than______________
were
killed
or
injured.
After
the
earthquake
All
hope: The
army: Workers: Fresh
water:
The
city______________.
3)Choose
the
best
answer:
(1)What
is
the
mood
of
this
passage
A.
Sad.
B.
Serious.
C.
Serious
and
a
bit
sad.
D.
Calm.
(2)What
can
be
inferred
from
the
passage
A.
If
mice
run
out
of
the
fields
looking
for
places
to
hide,
there
must
be
an
earthquake.
B.
If
some
natural
signs
had
not
been
ignored,
all
the
people
in
Tangshan
city
might
have
had
a
chance
to
survive.
C.
There
wouldn’t
have
been
such
a
great
earthquake,
if
people
had
paid
enough
attention
to
some
natural
signs.
D.
If
some
natural
signs
had
not
been
ignored,
more
people
might
have
had
a
chance
to
survive.
(3)Which
of
the
following
statements
can
not
be
part
of
the
main
reasons
for
the
heavy
loss
of
life
in
Tangshan
earthquake
A.
The
earthquake
happened
in
the
deep
night
and
people
were
sleeping
in
bed
at
the
very
movement.
B.
There
weren’t
enough
rescue
workers.
C.
The
buildings
were
poorly
constructed
and
most
of
them
were
destroyed
in
the
earthquake.
D.
People
were
not
careful
enough
to
notice
some
natural
signs
before
the
earthquake.
(4)How
do
you
understand
the
real
meaning
of
the
idiom
“It
is
always
calm
before
a
storm”
A.
It
is
unusually
quiet
before
a
thunderstorm
or
hurricane
hit.
B.
One
should
not
trust
situations
that
seem
peaceful
since
bad
things
may
happen.
C.
The
weather
is
fine
before
a
storm
comes.
D.
You
should
stay
calm
before
a
storm.
Suggested
answers:
(1)C (2)D (3)B (4)B
3.
Language
problems
While
checking
the
answers
with
the
whole
class,
deal
with
any
language
problems
that
the
students
can’t
understand.
4.
Reading
aloud
Play
the
tape
of
the
passage
for
the
students
to
listen
and
follow.
Then
play
the
tape
of
Paragraph
1
of
the
passage
once
more;
this
time
the
students
listen
and
repeat.
→Step
4
Game
Work
in
pairs.
Suppose
you
are
a
newspaper
reporter,
and
the
other
is
a
witness
of
the
1976
Tangshan
Earthquake.
Now
the
newspaper
reporter
is
interviewing
the
witness.
→Step
5
Extension
Show
the
questions
on
the
screen
and
have
a
discussion.
1.
From
whose
point
of
view
are
events
described
How
do
you
know
2.
What
is
the
mood
of
this
passage
How
is
it
created
3.
Why
do
you
think
the
writer
chooses
to
express
his
feelings
about
the
quake
rather
than
simply
report
what
had
happened
4.
Why
does
the
writer
use
A
NIGHT
THE
EARTH
DIDN’T
SLEEP
as
the
title
5.
What
does
the
sentence
“Slowly,
the
city
began
to
breathe
again”
mean
Suggested
answers:
1.
A
writer’s
who
didn’t
see
the
earthquake.
He
uses
the
third-person
to
describe
the
quake.
His
description
is
very
objective.
For
example,
in
the
second
sentence
of
the
third
paragraph
“Everywhere
they
looked
nearly
everything
was
destroyed.
”,
the
writer
uses
“they”
instead
of
“we”.
2.
The
mood
is
serious
and
a
bit
sad.
It
is
created
by
giving
details
of
how
many
people
and
animals
were
killed
or
injured
and
how
many
buildings
were
destroyed.
3.
Although
the
writer
was
not
there,
he
felt
sad
for
the
people
of
Tangshan.
He
knows
that
giving
some
personal
feelings
will
make
the
reading
more
interesting.
4.
I
think
the
reason
is
that,
as
usual,
night
is
the
time
to
sleep,
and
night
should
be
safe
and
quiet.
But
that
night
everything
changed.
The
writer
uses
A
NIGHT
THE
EARTH
DIDN’T
SLEEP
as
a
title
to
show
how
terrible
and
how
unusual
that
night
was.
5.
Here
we
can
see
that
the
writer
compared
the
city
to
a
person
who
suffered
a
lot
in
the
disaster.
He
felt
her
pain,
and
he
worried
about
her.
So
when
he
said
that
people
came
to
help
her,
we
can
feel
his
feelings
to
her.
The
city
will
not
die,
she
has
hope
and
she
can
recover
from
the
pain.
→Step
6
Consolidation
Ask
the
students
to
read
the
passage
again
and
try
to
retell
it.
One
possible
version:
Strange
things
happened
in
Tangshan.
For
three
days
the
water
in
the
village
wells
rose
and
fell.
The
well
walls
had
deep
cracks
and
a
smelly
gas
came
out
the
cracks.
The
chickens,
pigs
and
mice
were
too
nervous.
Fish
jumped
out
of
bowls
and
ponds.
At
3:00
am
on
July,
1976,
people
saw
bright
lights
in
the
sky
and
heard
the
sound
of
planes
even
when
no
planes
were
in
the
sky.
The
water
pipes
in
some
buildings
cracked
and
burst.
At
3:42
am
everything
began
to
shake.
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
ruins.
Two-thirds
of
the
people
died
or
were
injured.
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
disaster
would
last.
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.
→Step
7
Homework
1.
Learn
the
new
words
and
expressions
in
this
part
by
heart.
2.
Read
the
text
again
and
again
and
write
a
summary
of
the
text.
