必修一 Unit 4 Earthquakes
Using language
Teaching Aims:
Enable the students to make a speech
Let the students enjoy some famous speeches
Teaching Important and Difficult Points:
Review something about disasters
How to make a speech
Teaching Methods:
Individual work
group work
Teaching Aids: Computer, blackboard
Teaching Procedures:
Step 1 Lead-in
(Teacher shows a series of pictures of some disasters on the screen, let the students talk about their feelings or anything they feel about the pictures.)
(The pictures are: fire, hurricane, typhoon, tsunami, earthquake…)
T: In this unit, we learn a lot about disasters. We know disaster is not a good thing to us. We often feel sad or sorry if a disaster happens.
T: Right now, you have just seen some of the disasters. Do you feel worried about these refugees?
Ss: Yes.
Step 2 Discussion
T: Yes, everybody will feel sorry for them. But who is the most worried people when a disaster happens?
Ss: families and friends / government and president / ……..
T: Suppose, there is an earthquake happen somewhere in China, and you have a friend happens to be there. You are very worried. What will you do when you hear that an earthquake happens there? (Let the students discuss with their partner)
Ss: I will feel very worried. I will make sure my friend is Ok as soon as possible. I will make a call to see if he is Ok.
T: Again, suppose you are a president of a country, and an earthquake happens in your country. What will you do?
Ss: It is my duty to comfort the refugees and the society. So first I will make a live speech to the whole country, telling my people that I know it and I will try my best to organize the rescue work and the rebuilding work after the earthquake.
T: Yes, you are very clever. In fact, a real president will do just as you said ----- to make a speech. Now just let’s listen to a real speech made by President Bush after a big earthquake hit India on the first day of New Year.
(Play the tape record for the students)
Step 3 Speech
T: Right now we’ve just listened to a speech made by President Bush. Do you know something about how to make a speech? Can you tell me when should we make a speech?
Ss: a speech competition / election / the beginning of a new year / the opening of some activity / anniversary…..
T: Yes, people need to make speeches at those times. Then do you know how to make a speech? What should we contain when we make a speech?
Ss: Introduction: Give a strong first impression & preview your speech
Body: Explain your ideas and support them
Conclusion: Review your speech and leave a lasting final impression.
Step 4 Text
T: It seems that you know a lot about making a speech. I remember we say that we may need to make a speech when it is some important anniversary.
T: You know 2006 is the 30th anniversary of Tang Shan Earthquake. Here is an invitation, inviting you to make a speech about it. You can look at the letter on your text book.
T: You can include these points in your speech;
thank Mr Zhang Sha and the city government for inviting you to speak
thank the visitors, especially the survivors
thank those who worked hard to save survivors
list some of the things the workers did to help the survivors
thank those who worked hard to build the city
describe your feeling about the city, which is known as the “Brave City of China”.
encourage the people to be always proud of their city.
thank the visitors for listening to your speech.
T: So try to give a speech, using these points. Now I will give you 5miniutes to finish the speech.
(after 5 minutes)
Step 5 Speech contest
T: Times up. Have you finished your speech? Ok, I think it is time for us to hold a speech contest. We have 4 groups in our class. Each group, please choose one contestant to represent your group and join the class speech contest. …, …and … will be the judges.
(Ask each group to give a speech and the chosen judges will choose the winner.)
T: Congratulations to the winner!
Step 6 Conclusion
T: In this lesson we learned a lot about speech and we also made a speech by ourselves. So do you know how to make a speech now?
T: At the end of the class, let’s enjoy a very famous speech in human history.
(Abraham Lincoln Gettysburg Address)
必修一 Unit 4 Earthquakes
Using language
科目
英语
教学对象
高一
课时
1
一、教材内容分析
本单元的主要话题是earthquakes(地震), 本节课是在完成课文阅读和词汇语法学习后进行的以Workbook 部分为主的Using Language，并补充上一篇“Triangle of life”的阅读文章，体现了学以致用的目的。从Listening, Reading, Speaking和 Writing各个方面对学生进行训练，是对本单元主题内容的补充和拓展。The topic of this lesson is on how to protect oneself and help others in an earthquake.
二、教学目标
[课标要求]
根据《英语新课程标准》关于总目标的具体描述，结合高一五个学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识方面。具体针对课标对本阶段学生要求的能抓住所听语段中的关键词，理解句子之间的逻辑关系；能从听力材料中提取信息和观点；能听懂日常的要求和指令，并能根据要求和指令完成任务进行听力训练；在阅读上能从一般文字资料中获取主要信息和观点；在写作上能根据所给图示或表格写出简单段落。
[具体分析教学目标]
（1）知识技能：
Students will be able to catch the key words by listening and reading.
Learn to write a poster
Help the students to develop their listening and writing ability by using some tips and useful expressions
（2）过程方法：
Listening, reading, discussing and writing.
（3）情感、态度、价值观：
Students will be able to realize the necessary of earthquake safety tips and enjoy the cooperation in reading and discussing. They will be able to protect themselves and help others during an earthquake.
三、学情分析
本节课的教学对象为高一学生,词汇量还不丰富，但是思维活跃，需要老师引导着去获取有效信息、处理信息，提高分析问题和解决问题的能力，逐渐由大量输入信息转向试着自己输出信息，形成自主学习技能和策略，学会把语言和现实生活联系起来。通过任务型课堂活动和合作学习，让学生自主参与课堂活动，形成学习主体。通过学习本单元，让学生对地震自救知识有更多的了解，能够进行自救和帮助他人。在阅读教学方法上主要使用任务型教学法（Task-based language teaching），在学生学习方法上提倡合作学习方法。在教学过程中需要多媒体，投影，和有声音文件和PPT文件等辅助教学设备。
四、教学过程
资源准备、教师活动、预计时间
学生活动、预计时间
设计意图
Step1. Pre-listening (1min)
Greet the class and have a short review about the topic of the unit. Then write down the name of the lesson on the blackboard. Tell them we will use the knowledge we have learned in the unit. Ask the students how to behave when an earthquake comes. Guess their response and lead in the listening.
Listen to the teacher and do as the teacher’s instruction.
Get the students know the teaching aims and get interested in the following listening.
Step2. Listening (8mins)
Begin to let them listen to the dialogue. Give them a listening task. Listen and write down the key words that they mentioned in the blanks. Then check the answers with the class by writing down the key words on the blackboard.
Listen and write down the key words on the handout. Check the answers with the teacher.
Get the students listen carefully and try to improve their listening ability.
Step3. Reading(10mins)
Before reading, ask the students if they have heard about the “Triangle of life”. Then ask them to read the whole reading passage with their partner quickly. Try to guess the words or phrases they don’t understand by cooperation. Then mark the statements true or false. Before checking the answers, show them some PPT about the Triangle of Life. Then check their answers.
Listen to the teacher’s question about the Triangle of life. Try to answer or listen. Then follow the teacher’s instruction to read the passage and mark them true or false. After that check the answers.
To be sure about the students know some knowledge about the Triangle of Life and practice their reading ability.
Step4. Speaking.(6mins)
Ask the students to turn to Page67 to finish the speaking task. Give them 2minutes to prepare the speaking. The students will choose eight things from the list to put into their personal earthquake bag in pairs. Make sure that they are essential and can last five days. Then ask some students to tell us their choice and the reasons.
Listen to the teacher and prepare the speaking task in pairs. Choose eight things from the list and discuss the reasons.
To get the students to practice speaking and enjoy the cooperation.
Step5. Writing(15mins)
Divide the class into 4 groups. Ask the students to prepare a poster named “Earthquake Safety Tips” to be put up around schools or hospitals. Tell them to divide their poster into three parts: Part1: How to behave when an earthquake comes and what to do after the earthquake.
Part2: What you should collect in a personal earthquake bag.
Part3: Earthquake experts’ advice and your wish.
Ask the students to design and write down the tips on a piece of paper to form a poster. Then show their posters to the class and give some suggestions on their poster.
According to the teacher’s instruction to form a group to work together. Discuss and design a poster with group members. Then present the poster with the class.
To cultivate students inductive ability and creativity and realize the aim of writing a poster. At the same time, to get the students to enjoy the cooperation.
板书设计： Unit4 Earthquake – Using language
what to do drop
Part1: Before an earthquake where to be safe During an earthquake cover
Who to contact hold
Part2: an open space table a personal earthquake bag
Triangle of life
课堂小结：
五、教学流程图
六、教学评价设计
七、教学反思
必修一 Unit 4 Earthquakes
Using language
一、内容及其解析
1、contents：read a letter of invitation and prepare a short speech.
2、解析：students learn how to prepare a speech and make a speech
二、目标及其解析
1、目标
1）通过阅读了解邀请函的格式及文中的重点短语及句子
2）How to give a short speech
2、解析
1）重点词汇和短语：Congratulations, judge, honor, invitation
2) 重点短语：Be proud of, in rages, as for, would like to
三、教学问题诊断分析
学生对中英文的写作间的差别还不是很清楚，通过对比进一步了解中英文之间的差别及联系。
四、教学支持条件分析：录音与多媒体课件。
五、教学过程设计
（一）教学基本流程：lead in—reading—speaking—listening—test for goal
（二）教学情景
Step1. lead-in
Look some pictures about new Tang Shan and think about how to rebuild a city?
Step 2. reading
1、教师提出问题：
1）Why the student has been invited to give a speech?
2) What do we know about the speech?
3) What should we do before the speech?
2、让学生听课文录音然后回答以上问题。
设计意图：巩固课文，加深理解。
Step3. speaking
Ask some students to give a short speech
设计意图：培养学生说和表演的能力。
Step4. Listening
1. Students in groups discuss the question “How would you feel if your home was suddenly destroyed without warning” and then present their ideas.
2. Listen to the tape and finish the second exercise in P31.
3. Listen to the tape again and finish the third exercise.
设计意图：培养学生的听力能力
Step5.目标检测：
设计意图：通过练习，加深对课文的理解。
配餐作业
（一）基本题（A组题）Finish《全优设计》活页P101Ⅰ.
设计意图：复习并检测所学的词。
（二）巩固题（B组题）Finish《全优设计》活页P102Ⅱ.
设计意图：通过该练习，增强学生的句子分析和理解能力以及对语言知识的运用能力。
（三）提高题（C组题）
New research shows sheep are clever
People often make jokes about how dull sheep are, but new research shows they may be cleverer than we think. Researchers at the University of Cambridge discovered that Welsh mountain sheep have brainpower that equals rodents (啮齿动物). Tests found that the sheep can map the area they live in, and some may even be able to plan ahead.
Young fish prefer noisy neighbors
A new study has shown that young fish like to live on reefs with noisy neighbors! Researchers from the universities of Auckland and Bristol found that young fish looking for a home choose areas where other noisy fish live. The scientists produced all kinds of sounds which had been recorded in different natural environments. The young fish seemed to prefer the sounds of natural reefs, complete with noisy animals! The scientists compared the choice to a music fan wandering around at a music festival, choosing to set up a tent closest to the music they like best!
Butterflies are disappearing
A new study has shown that 17 species (物种) of butterfly found in Europe have dropped by 70% in the last 20 years. The information collected from 3,000 sites across 15 countries shows it may be caused by the loss (减少) of grasslands covered with flowers. You can encourage butterflies to come into your garden by planting flowers.
1. What is the passage mainly about?
A. Some new studies about animals.
B. People’s wrong ideas about animals.
C. Why the number of animals has dropped.
D. The importance of protecting animals.
2. According to the first paragraph, we may infer that sheep _____.
A. are less clever than rodents
B. can find their home
C. can read maps
D. are good planners
3. When young fish are looking for a home, they like to _____.
A. live in a noisy environment
B. live in areas close to their parents
C. choose the reefs which are quiet
D. choose other kinds of fish as neighbors
4. Which seems to have to do with the number of butterflies?
A. The species of grass in grasslands.
B. The species of trees in grasslands.
C. The number of flowers in grasslands.
D. The number of animals in grasslands.
5. In which part of a newspaper can we most probably read the passage?
A. Geography. B. Culture. C. Travel. D. Nature.
Suggested answers: ABACD
设计意图：通过练习巩固所学知识。
教学反思：
必修一 Unit 4 Earthquakes
Using language
教学重点
Develop the students’ writing ability by writing a speech and preparing the outline for a short newspaper story for China Daily.
教学难点
Get the students to learn how to write a good speech and a good newspaper story.
教学方法
1. Task-based teaching and learning
2. Cooperative learning
3. Discussion
教具准备
A projector and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to know how to write a speech according to an invitation.
2. Get the students to know the differences between a newspaper story and a short story.
3. Get the students to know how to prepare the outline for a newspaper story.
Ability aims:
1. Develop the students’ writing ability.
2. Get the students to learn how to write a good speech and a good newspaper story.
Emotional aims:
1. Enable the students to master writing skills and write excellent speeches and newspaper stories.
2. Let the students honor those who died in the Tangshan earthquake and those who helped the survivors by making speech.
教学过程
设计方案
→Step 1 Revision
1. Check the homework exercises.
2. Translate the following sentences, using attributive clauses.
1)她说她的父母不许她嫁给家境贫寒的人。
2)他们谈论了许多他们所记得的大学里的人和事。
3)正在那儿唱歌的女孩是我的妹妹。
4)这就是你上次参观的博物馆吗？
5)她正在写字用的那支钢笔是我的。
Ask five students to come to the front and write their sentence on the blackboard. Then check the answers with the whole class.
Suggested answers:
1)She said her parents wouldn’t let her marry anyone whose family was poor.
2)They talked about a lot of persons and things(that)they could remember at college.
3)The girl who/that is singing over there is my younger sister.
4)Is this museum the one(that)you visited last time?
5)The pen with which she is writing is mine. /The pen( which/that)she is writing with is mine.
→Step 2 Reading and writing
1. Read the letter on Page 30. In the blank at the beginning of the letter, write the last number of the year it is now and in the blank near the end of the letter, use a word to say how many years ago the earthquake happened.
2. Imagine you are the student who was invited to give a speech. Discuss with your partner what points you should include in you speech. Make a list of the points you think you should include.
3. Read through the points given at the bottom of the Page 30 and compare them with yours.
4. Fifteen minutes given, write a short speech.
While the students are writing their speech, the teacher walks around the classroom and help students deal with any problems that they may have.
Fifteen minutes later, ask some students to make their speech, facing the whole class.
Sample speech 1:
Good morning, everyone. My name is Wang Gang. First of all I would like to thank Mr Zhang Sha and the city of Tangshan for the honor of talking to you. I would also like to thank each of you for coming here today for this special occasion. I’m sure all of us are glad to see that so many people who were hurt in the quake or lost their homes and businesses are here today. We are also glad to see so many of the workers here who helped during that terrible disaster. Everyone is so proud of all of you. Did you know that some of the survivors helped others before they helped themselves? It’s true: many thousands of survivors worked hard to save others and to make them feel more comfortable. Soldiers worked hour after hour, day after day, almost without rest to help those who needed it. We are so thankful to them as well. Now we see around us a new city, but the spirit of its people has always been strong. How lucky I feel to live in such a place and to see this beautiful new park where families can come to enjoy nature. This park also honors the survivors of the quake and those who saved them. It honors the many thousands who rebuilt our city. We are indeed the “Brave City of China”. Thank you.
Sample speech 2:?
Ladies and gentlemen,
Good morning. It’s my great honor to be give the chance to give the speech. First I’d like to thank Mr. Zhang and the city government for inviting me to speak. I’d also like to thank all of you for attending this special activity.
Everyone knows that this park will be opened to honor those who died in the terrible disaster on this day 31 years ago. We should say that all of you are very lucky to have survived. But never can we forget those who helped you do the rescue work. They dug out those who had been trapped and buried the dead. Most of the 10 000 miners who had been trapped underground were rescued. They also helped build the new city. They built shelters for survivors whose homes had been destroyed. They built new homes and offices in only seven years. The United Nations honored them for their quick work. While doing the rescue work and rebuilding the city of Tangshan, many workers and soldiers lost their lives. We should show our greatest honor to them.
When I first arrived in the city yesterday, I came to understand why Tangshan was called “Brave City of China”. What you have done made the whole world surprised. Look at the tall buildings and the beautiful environment. There is little trance of the terrible earthquake. How brave you are! All the people in the world should learn from you. I think you should always be proud of the city.
Thank you.
→Step 3 Looking and discussing
1. Look at the stamps of new Tandshan and talk about them.
(housing conditions, street scenery, industry, ocean transport)
2. Discuss in pairs what had to be done to rebuild a city after an earthquake.
→Step 4 Writing
1. Talk about how to write a newspaper story.
2. Compare a newspaper story to a short story.
3. Discuss the questions with your partner:
1)Why is an outline important?
2)What should an outline include?
3)Why is a headline important?
4)What are the steps to finish a newspaper story?
5)What is the feature of a newspaper story?
Suggested answers:
1)Because an outline will prepare you to write a better story. It helps you to choose a topic, decide what you what to say about the topic and organize your ideas and write clearly.
2)A good outline should have a headline, a list of main ideas and a list of important details.
3)A headline can tell the readers what the topic is, so it can attract the readers’ attention since the reader may not have bought the newspaper before they read the headline.
4)First you give a headline, then you organize the main ideas into paragraphs. Next, you put some details into each paragraph.
5)A newspaper story gives the most important news first and the least important news last.
4. Read this example of a newspaper story. Work in groups of three or four. Try to find the headline, main ideas and details of each paragraph.
After several minutes, the teacher asks some students to answer the following questions:
1)What is the headline of the newspaper story?
2)What are the main ideas of each paragraph?
3)What is the detailed information of each paragraph?
5. Turn to Page 32. Check your main ideals and detailed information.
6. Discuss with your partner and prepare the outline for a short newspaper story for China Daily. Use the example to help you organize your outline.
Give the students 10 minutes for them to prepare the outline and write their article on the outline. If time doesn’t permit, they can finish it after class.
→Step 5 Homework
1. Finish off the workbook exercises.
2. Finish the outline and write out the newspaper story.
板书设计?
Unit 4 Earthquakes
Writing?
＊An outline helps you to:
choose a topic;
decide what you want to say about the topic;
organize your ideas and write clearly.
＊A newspaper outline should have:
a headline;
a list of main ideas;
a list of important details.
＊Discuss the questions with your partner:
1. Why is an outline important?
2. What should an outline include?
3. Why is a headline important?
4. What are the steps to finish a newspaper story?
5. What is the feature of a newspaper story?
活动与探究
For most of human history, people could only imagine what caused earthquakes to happen. There are many folk stories about this.
1. Work in groups to go to the library, get online or visit old persons to collect information, then make up your short story to explain how an earthquake happens.
2. Share your story with your classmates. Decide which one is the most interesting. Give a reason.
Sample stories:?
Story 1:
There are four very big elephants which hold up the earth. The elephants stand on the back of a bigger turtle. The turtle stands on an even bigger snake. When any of these huge magical animals move, the earth begins to shake, and an earthquake happens.
Story 2:
In the center of the earth lives an evil ghost. He usually sleeps for many years. During these years, people on the earth live a happy life. But when he wakes up, he shall howl. And then people feel an earthquake.
Story 3:
Some people believe that there is a magic world in the center of our earth, where lives a kind of wiser living thing. They can make UFO. When the UFO comes out to visit our world, there is an earthquake.
Story 4:
There are too many people on the earth, and people are building too many buildings. Besides, they dig too many and too deep holes. The earth can’t stand. She shakes, and an earthquake happens.
必修一 Unit 4 Earthquakes
Using language
一、内容及其解析
1、内容：a. Learn to write an outline of a newspaper.
b. Learn to write a poster
2、解析：Help the students to develop their writing ability by using some tips and useful expressions
二、目标及其解析
1、目标
a. Teach the students how to write an outline of a newspaper.
b. Teach the students how to write a poster.
2、解析
a. Teach the students the ways to express themselves, and form their own writing methods.
b. Tell the students the difference of the outlines between a short story and a newspaper story.
三、教学问题诊断分析
本单元教学生如何写作文提纲，这在写作当中是非常重要的一个步骤，学生应该学会这一非法，以期在以后的写作中有所进步。
四、教学支持条件分析：多媒体课件。
五、教学过程设计
（一）教学基本流程：lead in—guiding—writing
（二）教学情景
Step1. lead-in
教师提出问题：
Ask students to read the instructions. And then answer the questions on the screen. Give them 2 minutes to read and think about the questions.
1. Why is an outline important?
2. What should an outline include?
3. Why is a headline important?
4. What are the steps to finish a newspaper story?
5. What is the feature of a newspaper story?
设计意图：通过提问，激发学生写作的兴趣。
Step2.guiding
It seems that you have known how to write an article for a newspaper about a special event that happened around us. Now please read the example of a newspaper story in Exercise 1 and then finish what you're asked to do.
设计意图：通过练习知道写提纲的重要性。
Step3.writing
This project begins by asking students to review what they have learned about earthquakes and how people have coped with these sudden natural disasters. It then asks them to apply that knowledge by making a checklist of things that should be done before, during and after a quake hits. The functional item of the unit is reviewed as students are discussing and deciding the order of their checklists. It is not necessary or likely that students will number their checklists the same. What is important is whether the sequence is logical and each group can justify, or explain it. Finally, the students must choose one action from the checklist to discuss in more detail.
Suggested answer key to the project: (Maybe the sequence vary.)
1. How to plan for future disaster;
2. How to make new buildings safer;
3. How to teach children about earthquake safety;
4. How to rescue those still trapped in the ruins;
5. How to take care of the survivors;
6. How to organize shelters for survivors;
7. Where to put information for survivors and their families;
8. What to do with the ruins;
9. What to do with the buildings that survived the quake;
10. How to repair buildings that survived the quake;
11. Where to get money to build again;
12. Where to find people to help rebuild;
13. How to honor those killed in the quake;
14. How to honor the rescue workers;
教学反思：
