Unit 4 Earthquakes
Period 4 Listening
整体设计
从容说课
This is the fourth teaching period of this unit. As usual, the teacher will first get the students to review what they learned in the last period, and then lead in the new lesson.
The emphasis of this period should be placed on developing students’ listening ability. Listening on Page 62 in the Workbook provides many facts and describes cause and effect relationships. The teacher can lead in the topic by discussing some questions, such as “Why do earthquakes happen ”“Can we avoid or at least reduce the loss caused by earthquakes ”, and so on. First, let the students guess the listening text may be about. Play the tape for the first time for students to listen and decide whether their guessing is right. Second, ask them to listen for the second time to tell whether the sentences in Exercise 1 are true or false. Third, let them listen again to answer the questions and complete the table in Exercise 2. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and let them read and retell it. This step can help students understand and grasp the listening material far further.
As to the parts Listening task on Page 66 in the Workbook and Listening on Page 31 in the Textbook, the teaching procedure can be approximately the same as the above.
Perhaps some students will find it hard to listen and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes.
教学重点
1. Develop the students’ listening ability.
2. Let the students know the cause of earthquakes and ways of reducing losses earthquakes bring about.
教学难点
Get the students to listen and understand different listening materials.
教学方法
1. Task-based listening
2. Cooperative learning
3. Discussing
教具准备
A tape recorder and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn some useful new words and expressions.
2. Get the students to know about the basic knowledge of earthquakes the listening materials refer to.
Ability aims:
1. Enable students to catch and understand the listening materials.
2. Develop the students’ ability to get special information and take notes while listening.
3. Get the students to learn how to make an earthquake plan.
Emotional aim:
Get the students to learn more about basic knowledge of earthquakes so as to know how to reduce losses of earthquakes and how to protect oneself and help others in earthquakes.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to make sentences with attributive clauses.
→Step 2 Warming up
Tell the students:As we all know, earthquakes are disasters to everyone. But why do earthquakes happen Can we avoid or at least reduce the loss caused by earthquakes Can we foretell earthquakes Now we will do some listening and the listening text will tell us the answers.
→Step 3 Listening(on Page 62 in the Workbook)
1. Look through the part Listening on Page 62 and guess what the listening material may be about. Then listen to the tape for the first time to see whether their guessing is right or not.
(This listening material is about the cause of earthquakes and how we can reduce losses from them. )
2. Read the following statements and listen to the tape for the second time. Then decide whether they are true or false.
1)It is believed that on the surface of the earth are a number of plates.
2)The plates are always moving.
3)If the plates stop moving, there is an earthquake.
4)If the plates move, there is an earthquake.
5)Wherever you live, you are in an earthquake area.
6)China has two plates pushing on her and they make mountains and earthquakes.
Check the answers and try to correct the statements which are false.
3. Listen to the tape again and then answer the questions and complete the following sentences.
Part 1:
1)Why do earthquakes happen
2)Why do California, China and Japan have a lot of earthquakes
Part 2:
1)Do not built______________.
2)Make sure you build______________.
3)You must______________._____________ buildings will fall down and_____________ ones may______________.
A few minutes later, check the answers with the whole class.
4. Discuss this question in small groups: Why do some earthquakes kill more people than others
5. Reading and retelling
Show the students the listening text and let them read it. Then ask them to retell the cause of earthquakes and the ways of reducing losses from earthquakes.
LISTENING TEXT
Why do earthquakes happen Scientists explain that the outside of the earth is made of a number of different plates. At San Francisco, the Pacific plate which is moving towards the northwest meets the North American plate. The Pacific plate is moving very slowly—at 5. 3 centimeters a year. Sometimes these two plates stop and do not move for years. Then suddenly, they jump and an earthquake is felt. As a result of the movement of these plates, California has always had a lot of earthquakes. When the 1906 earthquake happened, the Pacific plate jumped 5-6 meters to the north.
China also has an unlucky place on the earth. The Pacific plate is also pushing on China from the east as the plate moves west. Likewise, the Indian plate is pushing on China from the southwest as that plate moves northeast. The same power that produced the great Himalayan Mountains now causes earthquakes in China.
We cannot stop earthquakes, but we can do things to make sure they do not destroy whole cities. First, it is not a good idea to build houses along the lines where two of the earth’s plates join together. Second, if you think there may be an earthquake, it is better to build houses on rock than on sand. Third, you must make the houses as strong as possible. Weak buildings will fall down in an earthquake, but strong ones may stay up.
→Step 4 Listening task(on Page 66 in the Workbook)
Turn to Page 66. Look at the pictures and discuss what the might have learned.
1. In four let the students discuss what would be the best way to protect oneself if there was an earthquake.
2. Ask one member of the group to give their ideas to the class.
3. Let the class evaluate each group’s idea and see if they agree. If they do, write the idea on the board. Collect the ideas all the groups have contributed.
4. Ask the students to choose the three that they think are the most useful if an earthquake comes.
5. Listen to the tape for the first time and see if the ideas on the tape are the same. Discuss why the plans on the tape are different from the ones suggested by the class.
6. Now make the earthquake plan. Then listen to the tape for the second time to improve the earthquake plan.
My Earthquake Plan
1st thing I must do:I must drop to the floor and cover my head and neck with my arms.
2nd thing I must do:Make sure I hide under something like a table to protect myself from things falling on top of me.
3rd thing I must do:I must hold onto the furniture so it doesn’t move away from me during the earthquake.
7. Listen to the tape a third time and then write down any other advice that you think is useful.
My Earthquake Advice
If you are outside, you should keep away from power lines, trees, signs, cars and buildings.
If you are in the living room, you should make sure that the bookcases are fastened to the wall and the TV set is tied to a table so that they can’t move.
If you are in the house alone, you should ring a family friend to tell them where you are and collect your personal earthquake bag.
8. Read the listening text and make it more clear what to do during an earthquake.
LISTENING TEXT
PRACTICE AND PREPARE
Since the San Francisco earthquake, all children in California have been taught what to do during an earthquake.
Teacher:Now, students, do you remember what you have to do before the earthquake comes
S1:Yes. We must make an earthquake plan.
T:Good and what’s that
S2:It’s a list of things you should do if an earthquake comes. It should tell us what to do, where to be safe and who to contact.
T:Right. So what are these things
S1:What we must do when the earthquake comes is “drop, cover and hold”.
T:What does that mean
S2:We must drop to the floor and protect our head and neck with our arms. Then we must cover ourselves by hiding under some furniture like a table. That will protect us from things falling on top of us. Finally we must hold onto the furniture so it doesn’t move away from us during the earthquake.
T:Well done. That’s fine. You’ll be safe in the classroom but what if you’re outside
S1:To be safe, you must move to an open space. Keep away from power lines, trees, signs, cars and buildings.
T:Excellent. You’ve remembered well. Now where can you be safe if you’re in the living room where books and the television are kept
S2:If you are careful you’ll already have fastened the bookcases to the wall. You should also have tied the television to a table so it can’t move. Nobody wants to be killed by their own furniture.
T:Quite right. What must we remember to do if we’re in the house alone when the earthquake starts
S2:I know. We must ring a family friend to tell them where we are. We must also collect our personal earthquake bag and go to the emergency shelter if there is one near our house.
T:OK. So for your homework I want you to think about what you might put into the bag. We’ll discuss tomorrow.
→Step 5 Listening(on Page 31 in Using language)
1. Tell the students: We are going to listen to a story told by a man who was a survivor of the great San Francisco earthquake of 1906.
2. Go through the sentences in Exercise 2, then listen to the tape for the first time, and try to tell whether the statements are true or false.
The teacher plays the tape for the students to listen and finish the task. After listening, the teacher checks the answers with the class.
3. Go through the questions in Exercise 3, then listen to the tape for the second time and answer the questions.
After listening, the teacher asks some students to answer the questions and checks the answers with the whole class.
4. Tell the students: While listening to the tape, you should not only pay attention to the contents, but also the pronunciation and intonation. The sentences in Exercise 4 show us the sequence. I will play the tape again, and you should pay attention to liaison and incomplete explosion in these sentences. Then practice reading them aloud.
5. Reading and retelling
Show the students the listening text and let them read it. Then ask them to retell it.
LISTENING TEXT
I awoke as I was thrown from my bed. When I tried to walk, the floor shook so that I fell. I grabbed my clothing and hurried downstairs. Suddenly the lights went out, and everyone rushed for the door. Outside I saw things I never want to see again. It was daytime. The air was filled with falling rocks. People around me were getting buried under buildings that were crashing down. Other huge buildings were shaking. Every moment there were terrible sounds. I asked a man standing next to me what happened. Before he could answer, hundreds of bricks fell on him and he was killed. All around me were great fires. As I ran people everywhere were crying and calling for help. I thought the end of the world had come! Then I met a man who knew the way to a boat, and we ran in its direction. Men, women and children were trying to dig themselves out of the ruins. Thousands of people, crazy with worry, were running down the street and every minute someone was hit by falling bricks. In some places, the streets had cracked and opened. Huge holes were all around me. I saw many frightened cows rush up Market Street and drop into a great crack in the earth. How I reached the boat I cannot say. Some people even tore the clothes from the backs of others as they tried to get into the boat. Later, the survivors searched for water they could drink. People slept on the streets and hills away from the fires, which made the night bright as day. Soldiers kept water from the crowds to give to the rescue workers. The next day the soldiers found more water and some bread to give to those still alive.
→Step 6 Homework
1. Finish off the Workbook exercises.
2. Read the listening texts again and try to retell them.
板书设计
Unit 4 Earthquake
Listening
1. GuessingThe listening text may be about________________ and____________.2. True or false 1)It is believed that on the surface of the earth are a numbers of plates.2)The plates are always moving.3)If the plates stop moving, there is an earthquake.4)If the plates move, there is an earthquake.5)Wherever you live, you are in an earthquake area.6)China has two plates pushing on her and they make mountains and earthquakes.. . .
活动与探究
Poster-making
1. Divide the whole class into six small groups.
2. Ask each group to search for the ways to reduce losses from earthquakes. The students can go to the library or use the Internet to collect information. The following websites may be helpful.
http://earthquake. usgs. gov/, http://www. eqnet. org/, http://www. ceri. memphis. edu/
3. After search for the information, each group should make a poster, informing people how to reduce losses of an earthquake.
My earthquake plan1st thing I must do is______________.2nd thing I must do is______________.3rd thing I must do is______________ My earthquake adviceIf you are outside, you should______________.If you are in the living room, you should______________.If you are in the house alone, you should______________ .Unit4 Earthquakes-Listening教案
Step I Greeting and leading in
T: Now, we will listen to a non-fiction article common to science textbooks. This article is on geology. It provides many facts and describes cause and effect relationships.
Step II Listening (P62)
T: You will listen to the tape three times. First, listen and try to get some details that Exx1-2 request. Second, listen and finish the exercises. Third, listen and check your answers.
Answers to Exercise 1.
The true sentences are: 4,5,6 and 7.
Answers to Exercise 2
Show the answers on the screen
Cause of earthquakes Earth plates jump and produce shock waves.
Moving speed of the Pacific plate Moving at 5.3 cm a year
In 1906 the Pacific plate suddenly jumped 5-6 meters to the north.
The Pacific plate pushes on China from the east to the west.
The Indian plate pushed on China from the southwest to the northwest.
Ways of reducing losses from earthquake Not building where plates meet;buildingon rock;building strong houses.
Step III Listening (P66)
This listening material gives the students a chance to learn more knowledge about earthquake. The way and steps of listening are the same with the ones in Step II.
Step IV Speaking task
This part comes 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 putting them into a short dialogue.
T: Just now we have a listening, in which we learnt what to do during an earthquake. Now you will work in pairs to choose eight things from the list below to put into your personal earthquake bag. Remember these may be the only things you have, so make sure that you only take essential things with you. They must make you last for five days
S1: Our earthquake bag will contain the following things:
bottle of water 2. fruit 3. torch light 4.blanket 5. mobile phone 6. identity card 7.scissors 8. bowl and chopsticks
Step V. Homework
Preview the USING WORDS AND EXPRESSIONS on page 63, and do Exx 1-2 on page 28 in Discovering useful structures.(共20张PPT)
Unit 4
6th period
Hongling Middle School Liu Xiaohua
What have
you
learned in
the listening materials
the reading materials
We learned the ways to talk about
past experiences and also the problem
of sequence, which appears in the
listening part on page 30. And we all
know why earthquakes happen in the
listening material on page 62 .
We learned some basic knowledge of earthquakes
and how people have coped with these sudden natural
disasters. And we learned the ways to describe an event
in a literary way. For example, “Never before in history
has a city been completely destroyed. San Francisco is
gone. Nothing is left of it.” and so on.
During an____________, the shakings make rocks rise ________and even crack open. Houses_____, people are ______or hurt, and sometimes the whole villages or cities are_________. Some villages even disappear__________.
At present, we still can not _______the earthquake form happening. But now we know much __________about earthquakes and the _________of earthquakes. With the development of science and technology, more _______ machines will be invented, so we believe people can stop ____________one day.
Read the passage carefully and fill in the missing words.
earthquake
suddenly
fall
killed
destroyed
completely
prevent
more
cause
useful
earthquakes
Speaking
Writing
Good afternoon, everyone. My name is Wang Wei. First
of all I would like to thank Mr. Zhang Sha and the city of
Tangshan for the honour 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 goad 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
honours the survivors of the quake and those who saved
them. It honours the many thousands who rebuilt our city.
We are indeed the “Brave City of China.” Thank you.
Why an outline is important
What should an outline conclude
Why a headline is important
What are the steps to finish a newspaper story
What s the feature of the newspaper story
outline
Read the example of a newspaper story.
Find the headline, main ideas and
details of each paragraph.
The title of this story is “Cyclists Ready to go on the
Road for Blind Kids”
There are two parts in the story. The first one is from
the beginning to “to lean better.”
The second part is from “the cyclists come
form China” to the end.
The main idea of the first part is that the cyclists
plan to get money for blind kids.
What are you going to do if an earthquake happens
If you are
……
Suggest answer
If you were sleeping in your bedroom when
the quake happened, you would get up quickly
first, next you would wake up my family and
you neighbours. Then you could run to a safe
place. So that you could escape being trapped
or killed.
Remember: These thing should be avoided:
standing close to a building
(because it may fall on you if it
is weakened by the earthquake.)
2.standing under a tree
(because it my fall on you)
3. going too close to power lines
( because you may be badly affected by electricity
if they fall on you.)
A poster
What the poster is
about and why.
The items and
why they are chosen
What should be
avoided and why
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 along time, if you are trapped under the ruins. Take some
fruit, in case you are hungry. And also take a torch light and
mobile. These can help you keep in touch with the outside
world, ad 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.
Write a poster in class according to the three
parts given above. When it is completed,
display your poster in the classroom.
destroy , rescue, strange, much, earthquake,
shake, bury, fall, team, trap
Several days before July 28, 1976, many s________ things
happed in Tanshan. They were signs for the e_________.
But people in the city of Tangshan didn’t think m____ of
these. At 3: 42 am that day, the earth began to s_____,
which d________ the city. Many people, including workers
and doctors, came to r_____ those t______ under the ruins.
Later that afternoon, another big earthquake struck
Tangshan. More people were killed or injured and more
building f____ down. Soldiers were called in to help the
rescue workers. T______ were organized to dig out the
trapped and b ___ the dead.
strange
earthquake
much
shake
destroyed
rescue
trapped
fell
Teams
bury
Homework
Finish all the exercises in this unit
Finish Check Yourself to consolidate
what we learnt in this unit.Unit4 Earthquakes-writing测试
回归课本，用本单元所学的单词，词组，句型翻译下列短文。字数150词以上。
2008年5月12日，一场特大地震袭击了我的家乡，四川省汶川。它作为21世纪发生在中国最可怕的灾难之一而被人们所熟知。下午两点二十八分，整个城市开始摇晃，似乎世界末日就要到了。在可怕的几秒钟里，汶川就成为一片废墟。水和电的供应被切断了。成千上万的人员受伤或丧生，许多人被困在废墟下。数以万计的孩子没有了父母。死亡人数达到六万多。然而不是所有的希望都破灭了。地震之后，救援工作立刻就被组织起来了。大量的人们被挖了出来。临时住所被搭建起来给家被破坏的幸存者。新鲜的水和食物被运送进来并分发下去。慢慢地，整座城市又开始恢复生机了。
_____________________________________________________________________
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附参考答案：
On May 12,2008,a strong / big earthquake hit my hometown, Wenchuan in Sichuan province. It was known as one of the most terrible disasters in China in the 21th century. At 2:28pm ,the whole city began to shake and it seemed as if the world was at an end . In a few seconds , the city of Wenchuan lay in ruins . The supply of water and electricity was cut off . Thousands of people were injured or killed and a lot of people were trapped under the ruins .Tens of thousands of children were left without parents . The number of people who were killed reached more than 60,000 . But all hope was not lost . After the earthquake , rescue work was organized at once. A great number of people were dug out . Shelters were put up / built for survivors whose home had been destroyed . Fresh water and food were brought in and given out .Slowly , the city began to breath again .
