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
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.
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
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查找相关资料
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学习过程中的参与意识
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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
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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
