人教新课标英语必修一Unit 4 Earthquakes单元教案

Unit 4 Earthquakes
1 课时设计与课时分配
1st period Reading (I)
2nd period Speaking and listening
3rd period Grammar
4th period Reading (II)
5th period Writing
The First Period Reading(Ⅰ)
Teaching important points 教学重点
a. Present a sequence of events to introduce to the students and try to describe an earthquake. Let student pay attention to some useful words sentences and way to describe an earthquake.
b. Let the students know what the correct attitude towards a disaster is and what we should do in a disaster for ourselves and for the other people.
Teaching difficult points 教学难点
Teach the students how to appreciate an article.
Teaching methods 教学方法
a. Discussing
b. Skimming and scanning
Teaching aids 教具准备
A slide projector
Teaching procedures & ways 教学过程及方式
Step Ⅰ Revision (2 minutes)
Check the homework with the whole class.
Step Ⅱ Warming-up (3 minutes)
Ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.
Step Ⅲ Pre-reading (3 minutes)
There are two questions in this part. Both are very interesting. The first one can 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.
Step Ⅳ Reading (20 minutes)
In this part, the teacher should ask the students to read the passage quickly and silently 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 Exercise 3 in Comprehending. 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 Exercises1 and 2, which are about details.
Skimming (5 minutes)
The teacher shows the screen and gives them a little time to think over.
1 Strange things were happening in the countryside of northeast Hebei. 2 The disaster happened.3 Nearly everything was destroyed. 4 All hope was not lost.
Careful reading (15 minutes)
Show on the screen.
1. What natural signs of a coming disaster were there?2. Can you think of some reasons why these signs weren’t noticed?3. What events probably made the disaster worse?4. What situations probably made the disaster worse? 5. How were the survivors helped?
Give the students 8 minutes to read the text and then to think over or discuss the questions. The teacher should walk in the classroom to help those who need help.
Step Ⅴ Extension (8 minutes)

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 reporting what happened?4. Why is the title A NIGHT THE EARTH DIDN’T SLEEP?5. What does the sentence “Slowly, the city began to breathe again” mean?
The teacher can ask the students to have a discussion in groups of four at first and then ask some of them to show their ideas.
Step Ⅵ Comprehending (5 minutes)
By now, the students have had a further understanding about the text. So it’s time to have a summary about what they have learned in this class. The comprehending part on Page 27 gives them a good chance to do this. Exercise 1 is about the details in the text, which is easy to finish. Exercise 2 is about the important functional item of this unit—sequence. Exercise 3 asks the students to write a summary. At the first glance, it seems difficult, and some students may feel that it is impossible for them to write it. In fact, this exercise gives them the way to write a summary. In other words, what they should do is to write down the main idea of each paragraph. And in the course of skimming, the teacher has guided them to find these main ideas. So this exercise shouldn’t be a difficult one. The teacher should explain this to the students. Give the students two minutes to finish the exercises, and then check the answers with the whole class.
Step Ⅶ Translation (2 minutes)
The purpose of this step is to let students know the meanings of some complex sentences, and let them learn the sentences by heart. If time permits, do this at once, or leave it as homework.
1. Farmers noticed that the well walls had deep cracks in them.
2. The number of the people who were killed or injured reached more than 400,000
3. It seemed as if the world was at an end.
4. It was a city whose hospitals, 75% of its factories and buildings and 90% of its homes were gone.
5. Then, later that afternoon, another big quake which was almost as strong as the first one shook Tangshan.
6. The army organized teams to dig out those who were trapped and to bury the dead.
7. Workers built shelters for survivors whose homes had been destroyed.
Step Ⅷ Homework (1 minute)
T: Now, it’s time for assignment. Today we have two tasks to finish after class. The
The Second Period Listening and Speaking
Teaching important points 教学重点
a. Help the students to improve their speaking skills.
b. Tell the students how to make use of the given information to express their thanks.
c. Tell the students how to tell short stories in a literary way.
Teaching difficult points 教学难点
a. Teach the students the ways to express themselves.
b. Help the students how to tell a folktale in a literary way.
c. Conclude some ways on how to improve the students’ listening ability effectively.
Step Ⅰ Revision (5 minutes)
The teacher can ask some of the students to read out their answers to the exercises. This is a good and effective way to check the homework. After that, the teacher can begin today’s task.
(The process is omitted)
Step Ⅱ Reading and speaking (35 minutes)
1. A thanks speech (7minutes)
T: Boys and girls, if somebody gave you some help, I think you would express your thanks to him or her. Have you ever done so?
Ss: Yes.

Ladies and gentlemen, It's my honour to be here to celebrate the opening of the new park to honour those wo died in the terrible disaster. First, I'd like to express my thanks who worked hard to rescue surviors. Without your help, we don't know how many children would lose their parents, and how many parents would lose their children. An old saying said that a friend in need is a friend in deed. No words are strong enough to express our thanks to you, because it's you who gave our grandparents and parents’ life again and also brought hope to this city. Second, I wish to express my thanks for the great efforts of those who worked hard to build a new city. You built new homes and offices within only seven years. You were so quick that the UN honoured you for your quick work. It seemed as if the disaster was just a nightmare. You speeded up the completment of the nightmare! And I'd also like to thank the visitors for listening to my speech. It's a good time for all of us to look back at the past and to look forward to the future. As a middle school student, I'd like to say that “Our destiny offers not the cup of despair, but the chalice of opportunity”. (Richard Nixon, American President ) 命运给予我们的不是失望之酒，而是机会之杯。(美国总统 尼克松 . R.) We will work hard to make our future more beautiful!Thank you!
2. A little talk (5 minutes)
It’s time for the students to discuss the stamps of new Tangshan.
3. A short story (10 minutes)
This integrated language activity enables students to use their imaginations to tell short stories in a literary way. You may want to encourage your students to use a literary device, such as simile, personification or metaphor.
Group one:
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.
Group two:
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.
Group three:
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.

A giant fish carries a stone on his back. A cow stands on the stone and balances the earth on one of her horns. From time to time, her neck begins to feel pain, so she throws the earth from one horn to the other. (From East Africa)The earth was a giant catfish, which fought with a god. The god won and stood in victory on the catfish’s head. But every now and then the catfish tries to escape by moving his huge tail, which shakes the ground. (From Japan)
Step Ⅲ Listening on Page 62 (10 minutes)
Step Ⅳ Listening on Page 66 (10 minutes)
This listening material gives the students a chance to learn more knowledge about earthquakes. The way and steps of listening are the same with the ones in step 2. But the three pictures can help the students to guess what will happen in the listening. So teacher can ask the students to look at the pictures and discuss what they might have learned.
Step Ⅴ Speaking task (15 minutes)
This part is coming after the Listening. In content they have the same topic. It’s better to put them together. Also this exercise gives students practice in taking words and phrases from the reading passage and put them into a short dialogue. Students have the option of acting out a short dialogue rather than simply reading it.
Step Ⅵ Homework
preview the USING WORDS AND EXPRESSIONS on Page 63, and do Exercises 1 and 2 on Page 29 in discovering useful structures. Next time we will learn the Attributive Clause. That’s all for today, bye everyone!


The Third Period Grammar
Teaching important points 教学重点
The Attributive Clause: the structure and the usage of who, whose, that, and which.
Teaching difficult points 教学难点
The usage of the words that, which, who and whose
Teaching procedures ＆ ways 教学过程及方式
StepⅠ Revision (10 minutes)
A student stands up and reads out the passage. At the same time, the teacher should pay attention to the forms and tenses of the words. After that, ask the class to discuss if they have some different answers. If so, make some necessary changes.
Step Ⅱ Discovering useful structures (20 minutes)
There are two kinds of this clause. One is the Restrictive Attributive Clause, which modifies the noun; the other is the Non- Restrictive Attributive Clause, which gives extra information, and is written with commas.
Show on the screen.
1. But the one million people of the city, who thought little of these events, went to bed as usual that night.2. It was heard in Beijing, which is one hundred kilometer away.3. A huge crack that was eight kilometer long and thirty meter wide cut across houses, roads and canals.4. The number of people who were killed or injured reached more than 400,000.5. The army organized teams to dig out those who were trapped and to bury the dead.6. Workers built shelters for survivors whose homes had been destroyed.
While the students are translating the sentences, the teacher should notice the difference in translating the Restrictive Attributive Clause and the Non-restrictive Attributive Clause. If the students have any errors, correct them.
The Teacher had better give the paper out before class, so that the students can have time to preview the grammar.
I．定语从句
1. 限定性定语从句（Restrictive Attributive Clauses）
大多数定语从句对所修饰词的意思加以限制，表示“……的人（或东西）”，称为限定性定语从句。
在限定性定语从句中，当关系代词在从句中做宾语时，在绝大多数情况下都可以省略，特别是在口语中，在被修饰的词为all, everything 等词时尤其如此。
2. 非限定性定语从句 （Non- Restrictive Attributive Clauses）对所修饰的词没有限定词义的作用，而只是补充一些说明，通常都有一个逗号把它和句子的其它部分分开，在译成中文时， 这个从句多译成一个并列句。限定性定语从句去掉以后，句子意思常发生变化，甚至不能成立，而非限定性定语从句拿掉以后对剩下部分没有太大的影响。如：
Answers to the Exercise 1
1 who 2 Whom 3 Who 4 whom 5 who 6 who/whom 7 whom 8 whom
9 whose 10 whose 11 that 12 that 13 that 14 whose 15 that
Exercise 2 in Discovery useful structures
Give the students some time to read the sentences quickly and loudly, and try to remember them. A few minutes later, ask some of them to recite the sentences.
For Exercise 3, the teacher can give the students some time to prepare the sentences and play the game quickly. This is a good way to make the class lively.
Step Ⅲ Using structures (15 minutes)
This is advice on how to protect one’s home from an earthquake. The main purpose is to practice the Attributive Clause. This exercise is a kind of procreative activity for the students, which can be done only after the students read and understand the passage. So perhaps it is difficult for some students. The teacher should be patient to them and give them enough help.
Five minutes later
(The answers to the exercise are omitted)
For Exercise 2, the teacher can read out the instruction for the students, and make sure they know what to do. If some student find it difficult to finish, the teacher can give them a hand by offering some words from the text A SAFE HOME. For example, the word I have chosen is computer/ the word I have chosen is the kitchen/the word I have chosen is the place…and so on. And must make the students know the purpose of the exercise is to get familiar with the Attributive Clause.
Step Ⅳ Homework
T: Well, all of you did very well. Now, time is up. Today’s homework is to finish the Summing up and Learning Tip on Page 32. And make good preparation to the Reading Task on page 65. Make sure you know the meaning of the text clearly. Class is over. See you next time!

The Fourth Period Reading (II)
Teaching important points 教学重点
Teach the students how to enjoy and analyze an article, from its words, sentences and the structure of the text.
Teaching difficult points 教学难点
Teach the students how to enjoy and analyze an article.
Teaching procedures ＆ ways 教学过程及方式
Step Ⅱ Pre-reading (2 minutes)

As luck would have it, at the time of the quake America’s most famous writer, Jack London just happened to be living near San Francisco. His account(叙述)of the disaster is both factual and literary, that is, he tried to write not only for readers of that time but readers yet to come. London, like most great writers and former journalists, knew a good story when he saw it. He and his wife rode on horseback at a fast gallop(飞驰 ) from their ranch to the hills overlooking the “ city by the bay.” What they saw both horrid（使害怕）and fascinated (吸引) them.
Step Ⅲ Reading (20 minutes)
Show on the screen.
1. Who is the man in the picture?2 .What can we see from the word never in the sentence Never before in the history has a city been so completely destroyed?3. How many negative words are used in the first paragraph, and what can we know from these words?4. What’s the feature (特点) of the sentences in the first and second paragraph?5. What’s the main idea of the second paragraph?6. What can we learn from the first sentence and the last sentence?
Ask the students to discuss the questions in groups. After that the teacher checks the answers with the whole class.
T: Who is the man in the picture?
Step Ⅳ Answering questions (5 minutes)
Give the students some time to finish the exercises and then check the answers with the whole class.
Suggested answers to Exercise 1
1. shocked
London is both greatly surprised and frightened by what he sees, so “shocked” is a good word to describe his feelings.
2. sad
London knows that many families lost their loved ones and all their possessions.
Suggested answers to Exercise 2
1. The writer of the San Francisco in 1906 shows more feeling about the earthquake. Because he is an eyewitness. He is also writing a personal report, not a histoty lesson.
2. Both writers give similar details about the people hurt by the quake and the things it destroyed.
3. Neither writer gives details of big events before little events.
Suggested answers to Exercise 3
I believe the writer’s description because the writer is an eyewitness and he is also writing a personal report, not a history lesson.
Step Ⅴ Listening on Page 31 (10 minutes)
This is a first-person narrative story. A man is giving his account of what happened during the second big earthquake that hit San Francisco in 1906. In this listening material the teacher should also remind the students to pay attention to the sequence. Exercise 3 is designed for this purpose. It is necessary to let the students practice reading the sentences aloud.
Step Ⅵ Homework（2 minutes）
In this class we read and listened to two stories, both of which are about the 1906 San Francisco earthquake. The stories are true and were written for the Museum of the City of San Francisco. The museum has many such personal accounts and photos at http://www. Sfmuseum. Org/1906/06.html .If you are interested in them, you can surf in the site I’ve given to you. The other is to go on with the listening and check the answers to the exercises.

The Fifth Period Writing
Teaching important points 教学重点
a. Teach the students how to write an outline of a newspaper.
b. Teach the students how to write a poster.
Teaching difficult points 教学难点
a. Teach the students the ways to express themselves, and form their own writing methods.
b. Tell the studnts the difference of the outlines between a short story and a newspaper story.
StepⅠWriting an outline (10 minutes)
This part is to write an outline of a newspaper story. The teacher should guide the students to finish this task. Ask them 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?
China leads world in traffic deaths
EXPERTS say that road traffic accidents are on the rise and China ranks first in the world in traffic death tolls. Worldwide statistics show that the global traffic accident death toll amounted to 500,000 in 2003, with the largest share, 104,000 reported in China, followed by India with 86,000, the US with 40,000, and Russia with 26,000, said Duan Liren, former deputy director of the Beijing Traffic Management Bureau. Road accidents are the seventh leading killer in China.
Seven killed in cargo plane crash
AN AZERBAIJIANI II-76 cargo plane crashed in Xinjiang, northwest China, Tuesday, killing all seven crew members. No passengers were found aboard, said rescuers. The crash occurred at around 11:00 am on Tuesday near Urumqi Internation Airport. About 80 per cent of the cargo has burnt. The plane was a charactered flight from Taiyuan, Shanxi Province, to Baku, in Azerbaijan via Urumqi, capital of Xinjiang. The search for the black box is still being conducted.
The teacher can read out the examples for the students one by one and asks them “What’s the headline? What’s the main idea? And what are the details?” By doing this, the students can master the structure of newspaper stories and are not worried about writing an outline for China Daily.
After doing this, the teacher can explain to students that newspaper stories and short stories are organized very differently. Usually a short story begins with small details and includes big details later. A newspaper story just does the opposite. Both kinds of stories use paragraphs with main ideas.
The point-of-view in a good newspaper story is objective (i.e. it has no point-of-view) while a short story is subjective, (i.e. has a point-of-view). A newspaper story has no conclusion; a short story generally does.
Give the students 5 minutes to prepare the task, and then have a summary by asking and answering.
Step Ⅱ Writing a poster (12 minutes)
SB Writing Task, Page 67
In fact this part is the continuous one of the Speaking Task. That is, Speaking is the base of the Writing. The instructions have told the students how to write a poster and what should be written down. Ask the students to read the instructions carefully, and make sure they know what they are going to do. Give them 5 minutes to write. Possible sample:
Poster Earthquakes are terrible natural disasters. Although we cannot avoid it, we can survive by making preparations. Here are the essential things you should always take during an earthquake. You should take a bottle of water. It can keep you alive for a long time, if you are trapped under the ruins. Take some fruit, in case you are hungry. And also take a torch light and a mobile. These can help you keep in touch with the outside world, and it is easy for rescue workers to find you quickly. Don’t put fresh fruit in the bag as they will go bad quickly and cause problems.Don’t take money, especially don’t go back to take money when the house is shaking.You may be caught in the ruins.
Step Ⅳ Homework (2 minutes)
T: In this class we learned how to write an outline of a newspaper story and how to write a poster. We have known the difference of the outline between the newspaper and a foletale. I hope it can help you a lot in your writing. Today’s homework is to finish the Summing Up and Check Yourself to consolidate what you have learned. OK, that is all for today. Bye-bye!