【打包下载】英语：Unit4《Earthquakes》教案 （新人教版必修1）（共14份）

英语：Unit4《Earthquakes》教案（10）（新人教版必修1）
第五课时 听说课（听力为主）
课 型 听 说 课
教学内容 Using language 中 Listening 与 Workbook 中的 listening task, speaking task对课文的扩展，可以整合为一节课。
教学目标 语言知识：
进一步掌握与地震相关的词汇如crack, cut across, fall down, lie in ruins , destroy等的用法。
语言技能：
①通过听前活动，学生掌握利用预测大意等听力策略。
②通过听中活动，学会抓住所听语段中的关键词、理解话语之间的逻辑关系。
③善于跳跃听力中的难点、学会做笔记并掌握连读、不完全爆破等语音语调的变化。
情感态度：
通过听力材料作者的经历，让学生克服对地震的恐惧心理，同时激发学生爱科学、爱自然的热情，树立远大理想；并学会如何应对突发的地震。
教学重难点 重点：
通过听前活动和听中活动任务的完成，掌握预测大意等听力策略。
通过听力资料，进一步了解旧金山大地震的情况。
在听力输入的基础上进行口头和书面表达语言实践。
难点：
指导学生掌握连读、不完全爆破等语音语调技巧以及推理、判断技能。
指导学生对听力信息进行概括并根据所听内容推测作者的心情。
教 学 过 程
步 骤 教学活动 设计意图
Step 1：pre- listening Task 1: 学生在上节课的基础上，小组合作，搜集有关资料，制作powerpoint演示文稿。各小组向全班汇报。 在听材料前，教师引导学生交谈有关听力内容的话题，降低新学内容的难度，提高学生的参与意识。
Task 2: 听前预测
教师简单介绍一下旧金山大地震的情况。
听前让学生猜测练习一中的陈述哪些是正确的，哪些是错误的。
听第一遍录音完成练习一，多媒体展示表格，让学生进行自我评价。 要求学生提前浏览课后练习，为学生提供听的具体任务，让学生知道自己将做什么，为学生完成听的任务提供了听力过程中可追寻的线索，让学生更准确地进行猜测，为学生听时训练作好准备。
Step 2：While- listening Task 3：听第二遍完成练习二。教师点击幻灯片，在屏幕上显示参考答案，让学生提出并讨论各自存在的疑问。
本题练习可改编成让学生进行模拟采访，即一学生当记者，一学生当幸存者。
Task 4：听第三遍完成练习三。
要求学生正确读出三句中的连读和失去爆破等语音现象。然后，在教师的帮助下，归纳出其规则。 听时活动的目的是听主题大意和捕捉细节信息；判断真伪（冗余与有效信息）；边听边做笔记；完成任务（选择、填空、简答、连线配对、画图、判断、补全信息等）；熟悉口语的特点（连读和重音等）；讨论。本遍听力练习的目的是让学生从整体上听懂原文。
Step 3: Post-　listening Task 5: 小组活动
地震发生时，口头讨论在下列情形下你会怎么做？
(1) If you are OUTDOORS, …
(2) If you are in a HIGH BUILDING, …
(3) If you are DRIVING, …
(4) If you are HAVING CLASS, …
(5) If you are in a CINEMA, …
(5) If you are………
Task 6: Discussion小组讨论
假如地震发生时，你有时间带走五样东西，并且只能带走五样东西，小组讨论，你会带走哪五样东西？为什么？讨论最后应形成小组意见，再与其它小组交流。
用多媒体展示一些供学生讨论的东西 引导学生对听力材料潜在的意义进行理解，讨论相关问题。就与听力材料有关的日常生活经验问题进行创造性的讨论，要求学生运用学过的语言材料进行合理的表达。关于这些问题听力材料中没有现成的答案，因而答案是多样的，这个训练活动对于学生运用已学知识，培养学生发散思维、创新能力极为有益。
本课时的听力活动与听后活动任务的设计都与上课时的内容有关。学生有了上课时的输入，本课时的活动就会顺利多了。
Step 4：homework 为校报写一封稿件，介绍地震发生的防震救生知识，即What are the do’s and don’ts in an earthquake。
本课时学习效果评价。设计评价方式，以过程性评价为主。 在多媒体网络环境下，要求学生按照教师创设的情景或自己创设情景进行对话以达到所学知识的意义建构的最终目标。
第六课时：写作课
课　型 写　作　课
教学内容 Writing---结合单元教学话题，写一则新闻报道。
教学目标 学习新闻体裁的写作方法。
教　学　过　程
步　骤 教学活动 设计意图
Step 1：
感知新闻写作体裁 Task1: 示范阅读
课前教师准备两篇摘自网络或报纸的新闻报道，让学生自主学习，并完成如下表格。
Headline
Paragraph1 Main idea
Detail 1
Detail 2
Detail 3
Paragraph2 Main idea
Detail 1
Detail 2
Detail 3
阅读是写作的源泉。学生对新闻报道体裁的写作方法的感性认识来自两个方面。一方面，本单元的课文是一篇新闻体裁的短文，结构清晰，是一篇好范文。另一方面，拓展阅读材料是学生进一步获取感性认识的途径，因此为学生选取两篇典型新闻报道。
Step ２：　理解新闻体裁写作
Step ３：运用所学内容进行写作 Task 2: 就上述两篇新闻报道，学生小组讨论下列问题
(1) What should you write before writing a newspaper story (outline)
(2) What should a newspaper outline have
(3) Why a headline is needed
(4) How can you finish a newspaper story
(5) Have you found out the difference between a newspaper story and a short story
Task 3: 写作新闻报道
（１）精心选题
各小组内活动，确定一个写作主题，准备向校报投稿，写一件发生在自己身边的特殊的事。如a big fire, an earthquake, a storm, a flood…, 例如，某小组选择写作主题为a heavy storm。
（２）个人思考
小组成员独立思考，采用brainstorming的方法，在三到五分钟时间内列举出自己能想到的与a heavy storm有关的词语。如：time, death, lost, money, house, road, carry, bridge, cry, tree, wind, missing, crop,
（３）小组活动
小组成员集体活动，讨论每个成员呈现的有关词语中，为了写作新闻报道的需要，哪些可以保留，哪些可以去掉。如，留下如下的单词time, death, happen, lost, house, road, carry, tree, wind, missing, …
（４）小组活动
小组成员讨论，为拟写的新闻报道确定一个标题。把留下的单词进行分组，每组体现一个中心（main idea）。再用一句话把每组的中心意思表达出来。
（５）自主活动
小组成员根据集体讨论修改的写作提纲，撰写小短文。
（６）小组活动，修改作文
小组内交换短文，提出意见，相互修改。
（７）自主活动
每组成员根据集体讨论意见修改各自的短文，最后定稿。 在有了充分的感性材料输入的基础上，对材料本质意思的理解很重要。但这个阶段的课堂也不是完全由教师主宰，不是灌输给学生，而是在教师的启示下，学生在已有知识的基础上，经过同伴互助，归纳总结出新的知识。
短文写作的第一步是确定要写什么话题。
在小组活动之前，学生应有几分钟的时间来激活头脑中已有图
式或产生新的想法。
小组活动中，学生之间相互启发。教师为学生提供及时的指导
和帮助，或参与小组讨论。小组成员进一步讨论，各自发表自己的见解，确定短文
的标题和提纲。提纲确定后，各组成员根据提纲自己撰写短文。各自短文成稿后，组内交流，相互讨论、评价、反馈、倾听、激励和互为师生等。
最后，根据组内讨论意见，进行修改，定稿。整个过程体现自主学习与小组合作相结合的原则。
Step 4:
成果展示与评价 教师面向全班讲评。
学生写完以后，教师请两位学生朗读自己写的短文，然后，请其它同学进行评价，教师再进行评价，评价时以鼓励为主，体现过程性评价的意义。
自我评价。设计三份评价表格，从不同角度对学生的作品进行评价，尤其突出形成性评价。
学习过程的评价
学习结果的评价
教师综合评价 先让学生自行修改一遍（或写二稿），其次是小组互评，然后才由教师来评价。一方面会大大减轻教师的负担，另一方面学生从自评、互评中受益匪浅。英语：Unit4《Earthquakes》教案（4）（新人教版必修1）
Period Four
模块Teaching goals
To help students learn to read about past experiences
To help students better understand “earthquake”
To help students use some important words and expressions
4. To help students identify examples of the attributive clause in the text
Topic
Basic knowledge about earthquake; how to protect oneself and help others in disasters
Vocabulary
earthquake, quake, well, pipe, burst, nation, canal, stream, dirt, ruin, suffering, extreme, injure, destroy, brick, dam, track, shock, rescue, trap, electricity, disaster, bury, mine, miner, shelter, title, reporter, bar, frighten, frightening, frightened, congratulation, judge, express, online, headline, cyclist
Expressions
right away, as if, at an end, in ruins, dig out, a number of
Function
Talking about past experiences
It was terrible when… It seemed as if … I remember…
I felt… No longer after that… Luckily,…
Expressing thanks
I would like to express my thanks to…who…
Here, I wish to express my thanks for the great efforts…
I’d also like to thank…
No words are strong enough to express our…
Grammar
The Attributive Clause (I) (that, which, who, whose)
Teaching Aids
Multimedia facilities
课时Teaching goals:
To help students learn about the usage of who, which, that and whose used in the attributive clause
To discover useful words and expressions
Teaching Procedures
Step 1 Introduction
Introduce the kinds of attribute and the positions of the attribute
※He is an honest boy.
We love our country.
What’s your telephone number
Marx found it important to study the situation in Russia.
※ This is a flower basket.
This is a basket full of flowers.
This is a basket that I want to put flowers in.
(单个的词作定语时要放于被修饰词的前面，短语或从句作定语时要放于被修饰词的后面。）
Introduce the attributive clause
在复合句中，修饰某一名词或代词的从句叫做定语从句
She is the girl who can speak English very well.
Relative pronoun.
Step 2 Combine the two sentences into one attributive clause.
1 The woman is a teacher. The woman lives next door.
The woman who lives next door is a teacher.
2. The nurse is kind. The nurse looks after my sister.
The nurse who/that looks after my sister is kind.
3. Kevin is reading a book. The book is too difficult for him.
Kevin is reading a book which/that is too difficult for him.
4. I have a friend. He likes listening to classical music.
I have a friend who/that likes listening to classical music.
5. Many people were afraid to swim in the sea. They saw the film Jaws.
Many people who/that saw the film were afraid to swim in the sea.
6. It is about a big white shark. It attacks swimmers .
It is about a big white shark which/that attacks swimmers.
Step 3 Teach the relative pronoun “whose”.
关系代词表示先行词的所属关系，指人和物时都用whose,可理解为“…的”
Yesterday she talked with one woman whose husband died in that accident.
1. I know the doctor. His daughter studies abroad.
I know the doctor whose daughter studies abroad.
2. Have you seen my book The book’s cover is red.
Have you seen my book whose cover is red.
The student whose father works in the factory is sitting there.
I like the rooms whose windows face south.
This is the desk whose legs were broken.
Step 4 Summary
※关系代词:
1. that可指人，可指物, 作主语或宾语 (作宾语可省略, 前面不能加介词。）
2. which 指物，作主语或宾语 (作宾语可省略, 若介词提前则不能省)
3. who指人, 作主语或宾语 (作宾语可省略, 前面不能加介词。）
4. whom 指人,作主语或宾语 (作宾语可省略, 若介词提前则不能省)
※一般多用that的情况：
(1) 先行词为all, everything, nothing, something, anything, little, much 等不定代词时。
I am sure she has something (that) you can borrow.
(2)先行词被all, every, no, some, any, little, much等修饰时。
I’ve read all the books that are not mine.
(3)先行词被序数词或最高级修饰时。
(4)先行词被the only, the very, the same, the last修饰时。
This is the very book that belongs to him.
who或which的问句中。
Who is the girl that drove the car
Which is the book that you bought last week
(6) 主句以There be 引导时 There are 200 people that didn’t know the thing.
(7) 当先行词在定语从句中作be表语時 She isn’t the girl that she was 10 years ago.
Step 5 Practice
Step 6 Check the exercises on Page 29 if time permits.
Now you are going to take a quiz on Relative Pronouns.
Fill in the blanks, using which, that, who, whom, whose.(1) The force _____ causes everything to fall towards the ground is called gravity.(2) A friend_____ helps you in time of need is a friend indeed.(3) Do you know the girl_____ parents are teachers in our school (4)The woman _____ I spoke to just now is my English teacher.(5) He saw a house_____ windows were all broken. (6)Everything _____ can be done today mustn’t be done tomorrow. (7)Can you think of anyone_____ could look after him (8)This is the best hotel_____ I know.(9)The man _____ I saw told me to come back today.(10)Those_____ want to go to the Great Wall write down your names here.(11) He talked a lot about the teachers and the schools_____ he had visited.(12)The ninth lesson _____ we are learning is the most difficult in Book One.(13)Mount Blanc(勃朗峰), _____ they visited last month, is the highest mountain in Europe.(14)We know all the teacher_____ work in our school. (15)The house in_____ Lu Xun once lived is a museum now.(16)The house _____ Lu Xun once lived is a museum now.(17)The house_____ Lu Xun once lived in is a museum now.(18)You can take any room_____ you like.(19) He showed a machine_____ parts are too small to be seen.(20)The sports meet was put off, _____ was exactly what we wanted.
Keys: (1) which/that (2) who/that (3) whose (4) whom/that/who (5) whose (6) that (7) that (8) that (9) that/whom/who (10) who (11) that (12) that (13) which (14) that (15) which (16) in which/where (17) which/that (18) that (19) whose (20) which英语：Unit4《Earthquakes》教案（11）（新人教版必修1）
Contents 目录
教学内容分析 (Analysis of the teaching materials)
教学目标和要求 (Teaching aims and demands)
教学重点与难点 (Teaching difficult and important points)
教学课时安排 (Teaching arrangements)
教学设计步骤 (Teaching procedures)
评估与反馈 (Assessing)
一．教学内容分析
本单元话题为“地震”，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震展开。本单元共分八个部分。
Warming-up 部分通过两张图片引出话题“一旦地震发生，将会造成怎样的危害”，为后面的主题作了一个热身运动。
Pre-reading 部分设置了两个开放性问题，目的是增加学生的生活常识，提高他们的应变能力。这部分为接下来的阅读作了很好的铺垫，学生可通过套乱，参阅有关地震的书籍并运用一些生活常识来回答这两个问题。Reading 部分具体描写了1976年唐山大地震的震前、震中和震后。作者详细描述了地震来临前的一些不正常的自然现象及动物的反常表现；地震的来势汹汹并在顷刻间将整座城市夷为平地；震后人们勇敢面对现实并及时实施抢救和重建工作。Comprehending 部分包括三组练习，主要目的是为了帮助学生更好地理解Reading部分的文章。
Learning about Language 部分分为两个部分：Discovering useful words and expressions 和Discovering useful structures.第一部分要求学生在把握文章的基础上，掌握重点词汇的词义及时用，这更注重培养学生运用上下文猜测词义的能力。其次还对一些复杂的数字读法进行了检测。第二部分则结合文章学习定语从句。
Using Language 部分分为Reading，Writing and Speaking；Listening和Writing。Reading，Writing and Speaking 包括读一篇邀请函，写一份演讲稿和关于一套新唐山邮票的Little talk。Listening 部分讲述了一位地震幸存者的故事，并根据听力材料进行正误判断和回答问题，旨在培养学生获取细节的能力，并通过听来模仿标准的语音和语调。Writing部分要求学生报纸写一篇新闻报道，学习如何按照规范的步骤进行写作，如选择适当地标题和组织语言等。另外这一部分也培养学生写作时注意标题、主旨大意和细节。
Summing up部分帮助学生整理、巩固本单元所学到的知识，包括学到的关于地震的知识，有用的动词、名词、表达方式和新的语法项目。Learning Tip部分就听英语方面给出了一些建议，建议学生多听广播或电视里的英语节目.
二．教学目标和要求
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、文化意识五个方面。
1.知识目标（Knowledge）
① 词汇（Vocabulary）：shake, rise, crack, burst, well, smelly, pond, steam, destroy, ruin, injure, survivor, brick, useless, shock, quake, rescue, electricity,
disaster, organize, bury, coal, mine, shelter, fresh, percent, honor, prepare.
② 短语(Phrases and expressions)：right away, at an end, lie in ruins, be trapped under sth, to the north of sp, put up, give out, wake sb up, prepare sth for sth., think little of sth.
③ 语法(Grammar)：定语从句（The Attributive Clause）.能用英语描述任务的特征、行为等---- 由who/ whom/ whose/ that引导；能用英语描述事物、事件的性质、内容等---- 由which/ that/ whose引导。
2．能力目标（Ability）
能运用所学语言知识描述地震前兆、危害及震后援救；根据已知信息推测将要听取的材料的内容；提高阅读技能和用英语进行思维、推理、判断的能力； 掌握演讲稿的格式及新闻报道的写作步骤和要点。
3. 情感目标Affect
学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神；在教学活动中培养学生的合作精神和互助精神。
三．教学重点和难点
1重点词汇：injure，survivor, shock, rescue, disaster, fresh, judge, prepare
2语法：The Attributive Clause
3难点: 运用所学知识表达自己的想法; 较长句子成分的划分及意义的理解; 如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展;指导学生通过各种渠道如报纸、杂志、图书馆和网络等资源查找有关素材，培养信息社会收集查找资料的能力。
四．课时安排
本单元共分为四个部分，具体课时教师可根据自身教学实践进行适当地安排和调整。
Part1：Warming-up和listening.通过游戏、介绍和VIDEO等手段对地震知识进行适当了解的基础上，引入对San Francisco地震的学习，从而进入听力部分。
Part2：Pre-reading, Reading, Comprehending and Learning about Language.读前的两个问题：第一个问题问学生在危机情况下会带什么，有利于很好的激起学生的兴趣和调动课堂气氛，由此则可过渡到第二个问题对地震前兆的了解，从而自然地引入到对唐山大地震的学习。在对唐山大地震震前、震中和震后的学习中，可结合今年唐山大地震30周年的报道，使学生进一步了解唐山大地震和现今的唐山，形成对比和强烈的震撼，从而更好地了解学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神。其次，通过对文章的学习，了解新闻的特点，为后面的写作做准备。重点词汇和语法的学习可结合文章进行，并配以适当的练习。
Part3：Writing由提前让学生完成的关于唐山的新闻写作来引入对写作的学习。通过对学生习作的评析，来引出新闻写作中应注意的事项，并通过适当的练习来进行巩固，再让学生对自身的习作进行修改。
Part4：Using Language(Reading, Writing and Speaking),主要学习SPEECH演讲稿的写作。通过对演讲稿的了解、注意事项和名人演讲的感受，让学生学会如何恰当地写演讲稿。
五．教学步骤
Warming-up & Listening
Teaching goals:
Get a general idea of earthquakes and some other natural disasters;
Train students’ listening ability and try to improve their pronunciation;
Know the damage that an earthquake and other disasters could bring about and ways to reduce the losses of an earthquake.
Teaching important points:
Train the students’ listening ability and improve pronunciation.
Teaching aids:
A tape recorder; the blackboard; CIA课件
Teaching procedures:
Step1. Lead-in
----video of different natural disasters
T: Our hometown is a place full of a kind of disasters. What is it
Typhoon, earthquake, hurricane tsunami, flood, tornado, drought…are all called natural disasters.
Q. what damage will they bring about
---- everything in ruins/ death/ losses…
Step2. Introduction of Earthquakes (Let students get the general idea of earthquake)
Q: what do you know about earthquake What causes quakes and where do they often happen How to predict an earthquake
Q: How to avoid being hurt ----through games
Q: Have you heard of any land earthquakes
----Two pictures in warming-up: Tangshan Earthquake and San Francisco Earthquake.
Q: What do you know about these two earthquakes
Step3: Listening
Pre-listening
----brief introduction of San Francisco Earthquake
Q: When did the quake happen
---- 1906
Q: what damage did bring about
---- About 700 people died in the earthquake and the fires. And as many as 250,000 people lost homes…
While-Listening
----according to the exercises in the text book
3. Post-listening
----How can we reduce the damage of earthquake What can we do
Step4: Homework
---- preview the reading “A Night the Earth didn’t Sleep” and learn new words of this unit
Reading
Teaching goals:
Target language 目标语言
Learn and master the new words and expressions in this period.
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:
Step1. Lead-in
T: We have a visit to the museum of natural disasters, and you have learned about some brief introduction of most disasters. Today, I want to show you round the earthquake department, and I hope you will like it and learn some useful knowledge. Now let’s go.
T: At the very beginning, I want to know how much you know about an quake.
Q1: What would you take with you if a quake happened
Q2: The best way to save yourself is to know there will be a quake before it happens. What kind of signs can tell you that there is a quake
Q3: What kind of damage can an earthquake cause
S: buildings are destroyed; people are killed; families are broken…
T: Let’s have a look at some pictures of such terrible site. (Pictures of quakes)
T: (The last picture is monument of Tangshan quake.) Do you know what this is
Step2. Pre-Reading
T: 30 years ago, on the day July, the 28th, a terrible disaster suddenly happened, and the beautiful Tangshan was removed from the map. This is Tangshan quake. Does any body know something about Tangshan quake
T: Let’s read a news report about the famous quake.
Step3. While-reading
I. Skimming & scaring
Get the students comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading.
T: First please skim the passage fast to obtain/ get a general understanding of the whole passage. And underline the answers to the following questions.
II. While reading, divide the whole passage into 3parts and find out the main idea of each part.
Para.1 before the quake
Para.2-3 during the quake
Para.4 after the quake
II. Careful-reading
Read the passage again and try to get more detailed information.
T: Now let’s read the passage again and find more information. Join the correct parts of the sentences. (Turn to page 27, ex1)
T: Now you have read the passage carefully, please put the sentences in order. Number each of these things during the Tangshan quake.(Turn to page 27, ex2)
T: here are some more work for you. You can work in groups.
T: Let’s watch some pictures, and comparing the old Tangshan, the Tangshan after quake, and the new Tangshan we see today.
Step 4 Post-reading (discussing)
T: After read the news report, and see so many pictures, what impresses you most Why
Or what do you learn from such a disaster
(Self-rescue, environment protection, rebuilt, love and help)
I: self-rescue (a video game)
T: When in a quake, if you know some self-rescue skills, you may probably save yourself. If you want to know some of the skills, click here. (Link to the index)
Let’s do little game to see how much you know about self-rescue.
II. What did they suffer and feel
T: Can you understand what they suffer and what they feel after such a disaster
T: If you were one of the rescuers 30 years ago, what could you say and what can you do to comfort them Or how could you help them
III. Rebuilding
T: we see that the new Tangshan has been set up. What is needed to rebuild Tangshan.
IV: environment protection
T: nowadays there are more disasters than before. One of the reasons is that we pay more attention to our economy development than the earth we live.
Look at these pictures. What can we students do to save the earth
T: Though the disasters destroy buildings, people’s lives, but it can not destroy the love among us.
Step 5 Homework
Find more news reports about earthquake.
Write a piece of news about Tangshan. You can use the information in the passage.
News Writing
Teaching aims:
Get students to learn how to write news;
Train students the ability to cooperate with each other and to search for information;
Learn more about Tangshan earthquake and honor the people of Tangshan.
Teaching difficulties:
How to make students learn writing in a more practical and effective way;
How to help students understand the tips for writing.
Teaching procedure:
Step 1: Lead-in
----The 30th anniversary of Tangshan earthquake (news)
T: We have learnt the Tangshan earthquake. When did it happen How many people died during the earthquake
Step 2: Presentation of students’ news writing (homework of last class)
----point out the mistakes in news writing according to three aspects
T: You have finished the news writing of Tangshan earthquake, and now it’s time for you to show your project. Others have to point out the mistakes in his or her writing according to three aspects.
----Three aspects: headline; content and language
T: What do you think of his or her writing Is it a proper news writing What have you done before your writing
Step 3: Tips for writing
Preparation ---- an outline
Preparation: Choose a topic; decide what you want to say about the topic; Organize your ideas and write clearly.
Outline: A headline; a list of main ideas; A list of important details
Headline
⑴ Appreciation of headlines
New business regulations; New tax on housing sales A Night the Earth didn’t Sleep;Cyclists Ready to Go on the Road for Blind Kids;China Marks 30th Anniversary of Tangshan Earthquake;Does Beijing snack change its flavor Memories of quake die hard for Tangshan survivors;Chao Chien-ming released.
⑵ characteristics of headlines
Q: what’s the characteristic of headlines
⑶ practice ---- write headlines for the following news according to the picture and information given
Flood relief efforts----The death toll on the Chinese mainland from Typhoon Kaemi has risen to 32, with at least 65 still missing. Local governments are sparing no efforts to carry out relief work.
PLA celebrates 79th birthday----The Chinese People's Liberation Army is 79 years old, and the Defense Ministry has held a reception to celebrate.
Quake hits Indonesian island----A moderate earthquake has struck near Indonesia's Nias island off northern Sumatra. The quake, with a magnitude of 5.6 struck just before 8.30 am, and was centered under the Indian Ocean, about 55 kilometers northwest of the main town on the island, Gunung Sitoli.
Railway's impact on Tibetans----The Railway brings the remote Qinghai-Tibet plateau closer to the rest of the world. With people able to move in and out of the region more easily and the economic benefits the railway brings, the lives of Tibetans will never be the same again.
3. Content
---- How to organize your content of news
⑴ Tips----Be clear of the content you want to mention; List your ideas; Write the most important thing in the beginning and the less ones in the following
⑵ Practice----write the beginning of news according to the information and picture given
4. Language
Tips----clear; objective; brief; accurate; written English…
Step 4: Appreciation of news
Radio----VOA news: “Aid for tsunami victims”
News report----“Tangshan Quake 30th Anniversary”
Step 5: Improvement of students’ writing
----Improve your news writing about Tangshan earthquake
Using Language
----Reading, writing and speaking
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)
六．评估与反馈
----according to the “Summing Up” in unit 4
When did the quake happen (Why did the writer use different expression of the same thing )
How many people were killed and injured during the quake
How many buildings were destroyed
Were there any people coming to rescue them
What strange things happened before the quake
What sentences can express the quake is GREAT
What numbers can express the quake is GREAT
What metaphor does the writer use to say the quake is GREAT
What happened when rescue work was going on
How did the army help to rescue survivors
Complete the passage with some of the words in bold in the report.(Turn to page 28, ex2)
A woman;
rifts on the wall;
earthquake measuring 5.1degrees;
Wen'an County, north China's
Hebei Province;
11:56 a.m. Tuesday, July 4, 2006;
the quake’s epicenter --about 110
kilometers from Beijing and 80 kilometers from Tianjin;
casualty –not known
A woman points at the rifts on the wall of a village school after an earthquake measuring 5.1 degrees on the Richter scale jolted Wen'an County, north China's Hebei Province at 11:56 a.m. (Beijing Time) Tuesday, July 4, 2006. The quake was a shallow-focus one, with its epicenter being around 110 kilometers from Beijing and about 80 kilometers from Tianjin. No casualty was reported at press time.
Chinese UN Observer's
Coffin Sent Home
Special plane landed in Beijing Wednesday morning, carrying home the body of Chinese UN observer Du Zhaoyu, who was killed last week during Israel's air raid on Lebanon. Du's coffin, covered with Chinese and UN flags, was carried down the plane by eight Chinese soldiers.
Special plane landed;
Beijing Wednesday morning (8.2);
the body of Chinese UN observer
Du Zhaoyu killed last week during Israel's air raid on Lebanon;
Du's coffin covered with Chinese and UN flags; Eight Chinese soldiers.英语：Unit4《Earthquakes》教案（2）（新人教版必修1）
Teaching goals
To help students learn to read about past experiences
To help students better understand “earthquake”
To help students use some important words and expressions
4. To help students identify examples of the attributive clause in the text
Topic
Basic knowledge about earthquake; how to protect oneself and help others in disasters
Vocabulary
earthquake, quake, well, pipe, burst, nation, canal, stream, dirt, ruin, suffering, extreme, injure, destroy, brick, dam, track, shock, rescue, trap, electricity, disaster, bury, mine, miner, shelter, title, reporter, bar, frighten, frightening, frightened, congratulation, judge, express, online, headline, cyclist
Expressions
right away, as if, at an end, in ruins, dig out, a number of
Function
Talking about past experiences
It was terrible when… It seemed as if … I remember…
I felt… No longer after that… Luckily,…
Expressing thanks
I would like to express my thanks to…who…
Here, I wish to express my thanks for the great efforts…
I’d also like to thank…
No words are strong enough to express our…
Grammar
The Attributive Clause (I) (that, which, who, whose)
Teaching Aids
Multimedia facilities
Period One
Procedure
Step 1 Warming up
1. Warming up by looking and saying
“It is always calm before a storm” is a common idiom in English. Literally, it expresses the observation that it is unusually quiet before a thunderstorm or hurricane hits. Show some pictures of natural disasters to the students and ask them to name all the disasters:
volcano, fire, sandstorm, typhoon, hailstone(冰雹), thunderstorm, flood, hurricane, earthquake
2. Discussion (Group work)
Students are given an opportunity to try to imagine what an earthquake could do to the buildings, roads and bridges. (The earth is shaking; all the buildings will fall down; many people will die; many children will become orphans.)
It is also a good opportunity to teach the students the new words and phrases for the unit, such as cracks, cut across houses, roads and canals, fall down, lie in ruins and destroy.
Step 2 Pre-reading
1. For the first question, students must consider what is of most value to them in this situation. Perhaps the students would take are expensive, or perhaps they would choose things with symbolic value. Remind them that this may be the only chance they get to take an item so allow them sufficient time to discuss what is essential (ID, medical records, food or money) rather than what is non-essential (CDs, computer games, books or cameras).
2. For the second question, students are encouraged to look at the picture and discuss what they think will happen before an earthquake. Encourage them to think a reason why such and such may happen. It is not important that their guesses are accurate, rather that they have given careful thought to the situation.
Before an earthquake comes various signs could be seen. What are they
Cows, pigs and dogs become too nervous too eat.
The mice will run out of the fields looking for places to hide.
The water in the wells will rise and fall.
Walls of the wells in village will have deep cracks.
There will be bright light in the sky.
Step 3 Reading
Read the passage as quickly as possible and try to find out what the passage tells us and in what order the text is written. (The text is written in a time order. The text tells us something that happened before the earthquake, during the earthquake and after the earthquake.)
Read the text twice and find out more detailed information. Finish Exercise 2 on Page 27 (make a timeline).
Time Events
For three days before the earthquake 1. water in the wellsrose and fell,2. well walls developed deep cracks 3. a smelly gas came out of the cracks4. mice ran out of the fields5. fish jumped out of bowls & ponds
At about 3:00 am on July 28, 1976 1. bright light appeared in the sky 2. the sound of planes could be heard although there were no planes3. some water pipes burst
At 3:42 am on July 28 July 28, 1976 1. everything began to shake2. huge cracks appeared in the roads3. steam burst from holes in the ground4. rock turned into rivers of dirt5. 75% buildings and 90% of homes were gone 6. more than 400,000 people killed or injured
Afternoon of July 28, 1976 a second quake almost as strong as the first onemore damage to buildings and rescuers
Soon after the quake the army arrivedshelters built for survivors3. water supplies brought in
Main idea
Ask the students to look for the main idea of each part and putting it down in a sentence.
Paragraph Main idea
Paragraph 1 Before the earthquake strange things began to happen but no one paid attention to them.
Paragraph 2 The earthquake destroyed the city of Tangshan.
Paragraph 3 The people were very shocked at the destruction.
Paragraph 4 The army came to help the survivors, bringing hope for a new life.
Discussion (Pair work)
The students are required to explain in their own words what the writer means by the title “A night the earth didn’t sleep” and suggest another title for the text.
Let the students think of some suitable and poetic titles of their own. Put the pairs into fours to evaluate the idea. Then the best title from each group can be told to the class and put on the board. The class can then vote for the one they like best.
Suggested answers:
“A night the earth didn’t sleep” is a poetic way of saying that an earthquake happened.
Another title might be “Tangshan’s great challenge” or “How Tangshan’s citizens overcame the city’s greatest disaster.”
Interview
Students can choose a paragraph and act out an interview between a reporter and a survivor from the Tangshan earthquake.英语：Unit4《Earthquakes》Grammar教案（2）（新人教版必修1）
1．Teaching objectives
Learn to use direct speech and indirect speech
2. Teaching important point
Summarize the rules of Direct Speech and Indirect Speech.
3. Teaching difficult point
Learn about the special cases in which the tenses shouldn’t be changed.
4. Teaching methods
Discussing, summarizing and practicing.
5. Teaching procedures
Step1 Lead in
T: In the last lesson, we learned Anne Frank’s story. She is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears, so you have to repeat Anne’s sentences, using indirect speech. Sometimes you explain Tom’s sentences to Anne.
“I have to stay in the hiding place.” said Anne. →
Anne said she had to stay in the hiding place.
“Do you feel sad when you are not able to go outdoors ” Tom asked Anne. →
Tom asked Anne if/whether she felt sad when she was not able to go outdoors.
“I don’t want to set down a series of facts in a diary,” said Anne.→
Anne said that she didn’t want to set down a series of facts in a diary.
“What do you call your diary ” Tom asked. →
Tom asked what she called her diary.
Ss go on this topic by themselves.
Step2 Grammar
T: Now let’s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed
Ss discuss by themselves.
Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.
T: Quite right. Look at the form on the screen. These are the rules.
直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。
1.直接引语是陈述句，变成间接引语时，由连词that 引导。例如：
　　She said, "I am very happy to help you."→
　　She said that she was very happy to help you.
2. 直接引语是一般/选择疑问句，变成间接引语时，由连词whether或if 引导。例如：
　　He asked me, "Do you like playing football "→
　　He asked me if/whether I liked playing football.
注意：大多数情况下，if和whether 可以互换，但后有or not,或在动词不定式前，或放在介词后作连接词时，一般只用whether。例如：
　　She asked me whether he could do it or not.
　　
3. 直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who, whom, whose, how, when, why, where 等引导。例如：
　　My sister asked me, "How do you like the film "→
　　My sister asked me how I liked the film.
4. 直接引语是祈使句，变成间接引语时，把动词原形变成动词不定式，并在动词不定式前加tell, ask, order 等的宾语。例如：
　　The captain ordered, "Be quiet."→
　　The captain ordered us to be quiet.
　　注意：此种情况的否定句，在动词不定式前加not。
　　My teacher asked me, "Don't laugh."→
　　My teacher asked me not to laugh.
5. 一些注意事项
(1)间接引语一般要用陈述句的语序，即主、谓、宾的顺序。例如：
　　He asked Lucy, "Where did you go "→
　　He asked Lucy where she went.
　　Tom said, "What do you want, Ann "→
　　Tom asked Ann what she wanted.
(2)直接引语是客观事实、普遍真理等，变成间接引语时，时态不变。例如：
　　They told their son, "The earth goes round the sun."→
　　They told their son that the earth goes round the sun.
(3)直接引语变间接引语时， 指示代词、时间状语、地点状语等要作相应的变化。例如：
　　He said, "I haven't seen her today."→
　　He said that he hadn't seen her that day.
注意：如果转述时就在原来的地方，就在说话的当天，就不必改变指示代词、时间状语、地点状语等。
Direct Speech Indirect Speech
Present past
Past past and past perfect
Present perfect past perfect
Past perfect past perfect
Present continuous past continuous
Step3 practice
T: Turn to Page 5. Please change the following direct speech into indirect speech and indirect into direct.
“I’m going to hide from the Germans,” Anne said.
“I don’t know the address of my new home,” said Anne.
“I cannot ask my father because it is not safe to know,” she said.
“I had to pack up my things very quickly,” the girl said.
“Why did you choose your diary and old letters ” Dad asked her.
Mum asked her if/whether she was very hot with so many clothes on.
Margot asked her what else she had got.
Anne asked her father when they would go back home.
Anne asked her sister how she could see her friends.
Mother asked Anne why she had gone to bed so late the night before.
Step4 Correcting mistakes
T analyses the common mistakes Ss have made during the practice.
T: Now let’s look at the screen and pay attention to these sentences. Choose the right sentence and tell me why the other one is wrong.
Step5 A game
Play a guessing game “who is my secret friend ” One student comes to the front with his partner.
The rest students ask him questions while his partner changes them into indirect speech. In the end, the person who has guessed the right answer can come to the front to take the place of the first student .So the game goes on.
Suggested sentences:
Can your friend speak
What does he/she wear today
Is he/she tall or short
What do you and your friend do in your free time
Do you quarrel with each other ...
Step6 Homework
Do Exercise1 on Page 42. Here is another page of Anne’s diary. Read it through and then use indirect speech to retell the story.英语：Unit4《Earthquakes》教案（2）Period 1（新人教版必修1）
单元规则
本单元的话题是“地震基础知识(basic knowledge about earthquakes)”和“遇到灾难时如何自救以及帮助别人(how to protect oneself and help others in disasters)”。具体涉及地震的成因、预兆、地震造成的损失、地震时的应急救生以及震后的救援等内容。语言知识和语言技能等各项语言活动都是围绕这些话题展开的。
为了围绕话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。
“热身(Warming Up)”部分通过两张图片引出话题“一旦大地震发生，将会造成怎样的危害？”，为本单元的主题作了“热身活动”。
“读前(Pre-reading)”部分设置了两个开放性的问题，要求学生描述、讨论与地震有关的话题。目的是增加学生的生活常识，提高他们的应变能力。这部分为接下来的阅读作了很好的铺垫。学生可通过讨论，参阅有关地震的书籍，并运用一些生活常识来回答这两个问题。
“阅读(Reading)”部分是一篇新闻报道，详细介绍了1976年唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及震后人们勇敢面对现实并及时实施抢救和重建工作的情况。文中关于地震的词汇较多，教师可在课前布置学生查找新唐山的中英文资料和与地震相关的词汇；文中还提及了很多孩子失去双亲成为孤儿，矿工在地震中的遭遇，救护人员和解放军官兵不顾自身安危奋力抢险的事迹，灾难无情人有情，感人至深。教师可将这些作为素材，设计多种任务，展开课堂教学活动。另外文中还出现了大量的定语从句，这对学生的语言阅读能力提出了更高的要求。在阅读教学中教师还可指导学生通过各种渠道如报纸、杂志、图书馆和网络等资源查找有关唐山的资料，使学生进一步了解唐山大地震和如今的唐山，形成对比和强烈的震撼，从而更好地了解学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神。最后，通过对文章的学习，了解新闻的特点，为后面的写作作准备。重点词汇和语法的学习可结合文章进行，并配以适当的练习。
“理解（Comprehending）”部分包括五个练习：练习1要求连接句子的正确部分；练习2要求列出唐山地震中发生的事情和时间；练习3要求写出文章的段落大意，并概括文章大意；练习4要求学生用自己的话解释文章标题；练习5要求学生就课文某一段落作采访活动。主要目的是为了帮助学生更好地理解“阅读(Reading)”部分的文章，尤其是练习3更突出了培养学生整体把握文章的能力。
“语言学习(Learning about Language)”部分涉及本单元的重点词汇和主要语法项目。词汇部分设计了4个练习：练习1是从阅读材料中为下面的每一项释义找到正确的单词或短语；练习2要求学生从阅读文章中找出尽量多的单词来分类描绘地震；练习3是用课文中的一些单词完成段落；练习4要求完成句子，考查as if的用法。这部分的目的是要求学生在整体把握文章的基础上，掌握重点词汇的词义及使用，注重培养学生运用上下文猜测词义的能力。语法项目是定语从句，设计了三个练习：练习1要求找出阅读文章中带定语从句的句子；练习2要求用that, which, who和whose填空完成句子、翻译成汉语并作比较；练习3要求通过游戏的形式造句并用定语从句扩展这些句子。该部分主要通过阅读和句型练习帮助学生学习由that, which, who和whose引导的定语从句，培养学生自主学习的能力。
“语言运用(Using Language)”部分分“读和说(Reading and speaking)”、“听力(Listening)”和“读和写作(Reading and writing)”三个步骤：“读和说(Reading and speaking)”训练提供了一封邀请函，要求学生阅读后写一篇在地震纪念公园落成仪式上的演讲稿，接着观察新唐山纪念邮票然后以小组的形式讨论地震后城市重建的问题，主要培养学生在实际生活中运用英语的能力。在随后的“听力”(Listening)部分里，一位美国人以第一人称讲述了他在1906年旧金山大地震中的可怕经历，要求学生根据听力材料进行正误判断和回答问题，旨在培养学生学会获取听力材料中的细节要点的能力，并通过听来模仿标准的语音和语调，同时让学生了解人们在自然灾害中的经历和感受。“读和写(Reading and writing)”部分要求学生先阅读一篇新闻故事，然后为报纸写一篇新闻报道，描写家乡的一件不同寻常的事件，旨在培养学生按照规范的步骤进行写作，如选择适当的标题、组织语言、清晰地表达等，学会拟定写作提纲。
“小结(Summing Up)”部分帮助学生整理、巩固本单元所学到的知识，其中包括学到的关于地震的知识、有用的动词、名词、表达方式和新的语法项目。一个单元学完后，鼓励学生进行一番归纳和总结是非常有用的，这样可以起到事半功倍的效果。
“学习建议(Learning Tip)”部分要求学生重视听的技能的训练，并就听英语方面给出了一些建议，建议学生多听广播或多看电视里的英语节目。多听不仅能够提高听力水平，还能够帮助学生改善语音、语调，从而提高说的能力。因此，听不仅是吸收信息的重要渠道，也是学好英语的重要手段之一。教师可鼓励学生常听英文广播或电视节目，以扩大视野和增加英语的词汇量。
知识目标：
本单元需要学习的重点单词为：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　freshpercent　speech　judge　honor　prepare　Europe
本单元需要学习的重点词组为：right away　at an end　lie in ruins　be trapped under sth. a (great)number of　put up　give out　wake sb. up　thousands of　dig outprepare sb. for sth. think little of sb. /sth.
本单元需要学习的重点句型为：
1. But the one million people of the city, who thought little of these events, went to bed as usual that night. (the Attributive Clause)
2. It seemed that the world was at an end! (It seems/seemed that. . . )
3. Bricks covered the ground like red autumn leaves. (Simile)
4. The army organized teams to dig out those who were trapped and to bury the dead. (those who. . . )
5. Workers built shelters for survivors whose homes had been destroyed. (the Attributive Clause)
6. Never before in history has a city been so completely destroyed. (Inversion)
7. Man himself had to make ruins of some of the city’s best buildings so that they would not be a danger to those in the streets. (so that. . . )
8. A list of buildings not destroyed was now only a few addresses. (the past participle used as attribute)
9. Amazing as it may seem, Wednesday night was a quiet night. (predicative/adverbial+as. . . )
10. Never in all San Francisco’s history were her people so kind as on that terrible night. (Inversion)
本单元需要掌握的功能用语为：叙述过去的经历(Talking about past experiences)
Strange things were happening in the countryside in Northeast Hebei. For three days the water. . . At about 3:00 am on July 28, 1976, people saw. . . At 3:42 am everything began to shake.
本单元需要掌握的语法为：定语从句（ I ）（由that, which, who, whose引导的定语从句）
A huge crack that was eight kilometers long and thirty meters wide cut across houses, roads and canals.
The number of people who were killed or injured reached more than 400 000.
It was heard in Beijing, which is one hundred kilometers away.
Workers built shelters for survivors whose homes had been destroyed.
能力目标：
1. 能运用所学语言知识描述地震前兆、危害及震后援救。
2. 根据已知信息推测将要听取的材料的内容。
3. 提高阅读技能和用英语进行思维、推理、判断的能力。
4. 掌握演讲稿的格式及新闻报道的写作步骤和要点。
情感目标：
1. 使学生对灾难有正确的认识，用积极的态度去面对它。
2. 学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神。
3. 在教学活动中培养学生的合作精神和互助精神。
课时安排
Natural disasters occur throughout the world, and China has a particular problem with earthquakes. This unit keeps a positive tone or outlook. It can make students not only understand the dangers people face in a quake, but also realize that there are things that can be done to minimize the damage caused by quakes. It includes exercises and tasks that enable students to think about how to avoid quakes, or at least some of the damage they can cause. This unit also lets them role-play community work that deals with disaster relief. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into seven periods as follows:
Period 1:Warming up and Reading
Period 2:Important language points
Period 3:Grammar:the Attributive Clause (I)
Period 4:Listening
Period 5:Using language
Period 6:Reading task and Speaking task
Period 7:Revision (Summing up, Learning tip and Project)
Period 1　Warming up and Reading
整体设计
从容说课
This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by showing students some pictures of natural disasters and talking about them.
As to Warming Up, the teacher had better ask students to describe the two photos on Page 25. In a sense, the photos show two cities famous for their earthquakes during a period of calm. Students must imagine what an earthquake could do to the buildings, roads and bridges they see in the photos. When students try to express their ideas, they will probably have difficulty. This activity provides them with the chance to learn how to do this. It is also a good opportunity for the teacher to teach them the new words and phrases for the unit, such as cracks, cut across houses, roads and canals, fall down, lie in ruins and destroy.
Before reading the passage A Night the Earth Didn’t Sleep, the students should discuss the two questions in the part Pre-reading. For the first question, students must consider what is of most value to them materially. Perhaps the things students would take are expensive, or perhaps the things would have symbolic value. Would they take their camera or a photo album Would they take their diary or a favorite sweater The choices the students make and the reasons they give for making those choices should reveal something about them as people. The second question asks students to make guesses about what happens before an earthquake. Of course, the reading will describe to them what actually happened as the result of one terrible earthquake. So this question must precede the reading. Encourage students to think freely about the question and think of a reason why such and such might happen. This part prepares students for the reading passage.
The reading passage titled A Night the Earth Didn’t Sleep recounts the terrible earthquake that nearly destroyed the city of Tangshan in Hebei Province in 1976. The earthquake caused a greater loss of life than any other in the last century. The teacher can ask the students first to read quickly to get the main idea or topic sentence of each paragraph, then read carefully to locate particular information for exercises in the part Comprehending or some other exercises, and finally have a discussion of style in order to understand the passage better. During the course of reading teaching, the teacher can not only develop students’ reading ability, including skimming, scanning and other reading skills, but also get the students to learn about basic knowledge about earthquakes and learn from the bravery of the people in Tangshan to face the reality and rebuild the city. Because there are too many new words in the reading passage, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading.
To consolidate the contents of the reading passage, the students should be required to retell the passage in their own words at the end of the class. In order to arouse the students’ interest, the teacher can hold a competition between groups.
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　dirtruin　injure　destroy　brick　dam　useless　steel　shock　quake　rescue　electricitydisaster　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.
设计方案（二）
→Step 1 Lead-in
Show the students some pictures about natural disasters and ask them:
1. Have you ever experienced any natural disasters Look at the pictures. Can you name all the disasters
2. Have you ever experienced an earthquake Can you describe how terrible an earthquake is
→Step 2 Warming up
Discuss the photos of Tangshan and San Francisco on Page 25 and imagine if there has been a big earthquake in these two cities, what might happen to all the things in the photos.
→Step 3 Pre-reading
1. Imaging and sharing
Imagine your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take Why
2. Talking and sharing
What do you think may happen before an earthquake Talk about the pictures on Page 25.
→Step 4 Reading
1. Fast reading
Ask the students to read the passage quickly.
1)Answer some questions.
2)Find out the topic sentences of each paragraph and get the general idea of the passage.
3)Do some true or false exercises.
2. Careful reading
Ask the students to read the passage carefully to locate particular information.
1)Do the exercises in the part Comprehending on Page 27.
2)Do some multiple choices.
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 to and follow. Then play the tape of Paragraph 1 of the passage once more; this time the students listen and repeat.
→Step 5 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 6 Extension
Show some questions on the screen and have a discussion about writing style.
→Step 7 Consolidation
Ask the students to read the passage again and try to retell it.
→Step 8 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.
板书设计
Unit 4　Earthquakes
A NIGHT THE EARTH DIDN’T SLEEP
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.
活动与探究
Story-telling competition
1. Divide the class into groups of four. Each student should look for some unusual things that happened in the Tangshan earthquake. They can go to the library or surf in the Internet to search for useful information.
2. Work in groups and tell the students’ own story to other members of the same group. Then each group should choose the most unusual story in the group.
3. Choose one representative of each group who will tell the most unusual story to the whole class.
4. The teacher acts as the judge and choose the best story and the best story-taller.
5. The teacher gives the group that has the best story and the best storyteller a prize.英语：Unit4《Earthquakes》教案（7）（新人教版必修1）
Teaching goals:
Target language 目标语言
Learn and master the new words and expressions in this period.
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:
Step1. Lead-in
T: We have a visit to the museum of natural disasters, and you have learned about some brief introduction of most disasters. Today, I want to show you round the earthquake department, and I hope you will like it and learn some useful knowledge. Now let’s go.
T: At the very beginning, I want to know how much you know about an quake.
Q1: What would you take with you if a quake happened
Q2: The best way to save yourself is to know there will be a quake before it happens. What kind of signs can tell you that there is a quake
Q3: What kind of damage can an earthquake cause
S: buildings are destroyed; people are killed; families are broken…
T: Let’s have a look at some pictures of such terrible site. (Pictures of quakes)
T: (The last picture is monument of Tangshan quake.) Do you know what this is
Step2. Pre-Reading
T: 30 years ago, on the day July, the 28th, a terrible disaster suddenly happened, and the beautiful Tangshan was removed from the map. This is Tangshan quake. Does any body know something about Tangshan quake
T: Let’s read a news report about the famous quake.
Step3. While-reading
I. Skimming & scaring
Get the students comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading.
T: First please skim the passage fast to obtain/ get a general understanding of the whole passage. And underline the answers to the following questions.
II. While reading, divide the whole passage into 3parts and find out the main idea of each part.
Para.1 before the quake
Para.2-3 during the quake
Para.4 after the quake
II. Careful-reading
Read the passage again and try to get more detailed information.
T: Now let’s read the passage again and find more information. Join the correct parts of the sentences. (Turn to page 27, ex1)
T: Now you have read the passage carefully, please put the sentences in order. Number each of these things during the Tangshan quake.(Turn to page 27, ex2)
T: here are some more work for you. You can work in groups.
T: Let’s watch some pictures, and comparing the old Tangshan, the Tangshan after quake, and the new Tangshan we see today.
Step 4 Post-reading (discussing)
T: After read the news report, and see so many pictures, what impresses you most Why
Or what do you learn from such a disaster
(Self-rescue, environment protection, rebuilt, love and help)
I: self-rescue (a video game)
T: When in a quake, if you know some self-rescue skills, you may probably save yourself. If you want to know some of the skills, click here. (Link to the index)
Let’s do little game to see how much you know about self-rescue.
II. What did they suffer and feel
T: Can you understand what they suffer and what they feel after such a disaster
T: If you were one of the rescuers 30 years ago, what could you say and what can you do to comfort them Or how could you help them
III. Rebuilding
T: we see that the new Tangshan has been set up. What is needed to rebuild Tangshan.
IV: environment protection
T: nowadays there are more disasters than before. One of the reasons is that we pay more attention to our economy development than the earth we live.
Look at these pictures. What can we students do to save the earth
T: Though the disasters destroy buildings, people’s lives, but it can not destroy the love among us.
Step 5 Homework
Find more news reports about earthquake.
Write a piece of news about Tangshan. You can use the information in the passage.
When did the quake happen (Why did the writer use different expression of the same thing )
How many people were killed and injured during the quake
How many buildings were destroyed
Were there any people coming to rescue them
What strange things happened before the quake
What sentences can express the quake is GREAT
What numbers can express the quake is GREAT
What metaphor does the writer use to say the quake is GREAT
What happened when rescue work was going on
How did the army help to rescue survivors
Complete the passage with some of the words in bold in the report.(Turn to page 28, ex2)英语：Unit4《Earthquakes》教案（3）（新人教版必修1）
Period Two and Three
Teaching goals
To help students learn to read about past experiences
To help students better understand “earthquake”
To help students use some important words and expressions
4. To help students identify examples of the attributive clause in the text
Topic
Basic knowledge about earthquake; how to protect oneself and help others in disasters
Vocabulary
earthquake, quake, well, pipe, burst, nation, canal, stream, dirt, ruin, suffering, extreme, injure, destroy, brick, dam, track, shock, rescue, trap, electricity, disaster, bury, mine, miner, shelter, title, reporter, bar, frighten, frightening, frightened, congratulation, judge, express, online, headline, cyclist
Expressions
right away, as if, at an end, in ruins, dig out, a number of
Function
Talking about past experiences
It was terrible when… It seemed as if … I remember…
I felt… No longer after that… Luckily,…
Expressing thanks
I would like to express my thanks to…who…
Here, I wish to express my thanks for the great efforts…
I’d also like to thank…
No words are strong enough to express our…
Grammar
The Attributive Clause (I) (that, which, who, whose)
Teaching Aids
Multimedia facilities
Step 1 Language focus
1. imagine: form a mental picture
imagine vt. 后接名词,代词,动名词,从句
imagine sb.to be 想象某人是
We can imagine his sadness
I didn’t imagine my becoming a writer in my childhood.
Don’t imagine yourself to be always correct.
Can you imagine how much I was surprised to see it.
2. believe v.相信某人的话是真的，后接名词、代词、从句等。句型： It is believed that…
Most people believe that the strike will last for at least a week.
believe in 信任，信仰
I believe in your ability to solve the problem.
3. happen（review）
※ happen to sb.发生在某人身上
She hoped nothing bad would happen to him.
※ happen to do…碰巧做…;偶然做…
I happened to be there when the fire started.
※ It happened that…碰巧
It happened that the famous actor is her brother.
4. shake: move quickly from side to side or up and down
shake hands with sb. shake one’s head
shake sb. by the hand = shake one’s hand握手
5. right away : at once ; in no time ; immediately 立刻,马上
right now : at this very moment
Make up your mind right now.
I’ll return the book right away.
Did you get dressed right away
I will set off right away.
She wanted to know why I didn't tell her right away that she had the wrong number.
6. What do you think will happen before an earthquake
do you think是插入语,类似的插入语还有：do you suppose / imagine / believe /guess等，插入语后的句子是陈述句语序。
What do you think I should do next
Who do you think is the best student in our class
Where do you think he has gone
7． rise vi. 升起, 起身, 上升, (日、月、星)升起
The sun rises in the east and sets in the west.
The river has risen (by) several metres.
Prices have been rising steadily during the past decade.
※raise vt.举起，提出，饲养，种植
The people’s living standard has greatly been raised.
Her job is raising chickens.
n. 上升,增加,小山
I am reading a book about the rise and fall of the Roman Empire.
我正在看一本关于罗马帝国兴衰的书。
8. smelly : having a bad smell adj.
The fish is smelly.
I can’t put up with him any more. He always makes the room smelly and dirty.
9. burst: to come open or fly apart suddenly v. 爆裂,突发
I felt as if my heart would burst with joy. 我觉得自己高兴得心花怒放。
The police burst through the door. 警察破门而入。
Water-pipes often burst in cold weather. 水管在寒冷的天气里经常冻裂。
He burst into laughter. = He burst out laughing
He burst into tears.= He burst out crying
n. 破裂,阵,爆发
There was a burst of laughter in the next room.
10. think of 思考，考虑，关心，想起
She thought of her childhood when she saw the movie.
What do you think of my singing
think of…as; think about; think highly of; think nothing of认为没什么
11. as usual照例，如往常一样
I left the office at the same time as usual.
It rained on my birthday as usual.
※ than usual
The teacher praised her because she did the work better than usual.
He got here earlier than usual.
12. It seemed as if the world was at an end! 似乎世界的末日到来了。
※句子中的as if引导的是表语从句。表语从句在复合句中作表语的名词性从句，放在系动词之后，一般结构是“主语＋连系动词＋表语从句”。可以接表语从句的连系动词有be, look, remain, seem等。as if 引导表语从句不可省略。
另外，常用的还有the reason is that… 和It is because 等结构。例如：
1) The question is whether we can make good preparation in such a short time.
2) This is why we can’t get the support of the people.
3) But the fact remains that we are behind the other classes.
4) The reason he is late for school is that he missed the early bus.
※ It seemed as if…
It seems as if it is going to rain.
13. at an end 结束
The war was at an end. 战争结束了.
I must warn you that my patience is almost at an end. 我必须警告你，我已忍无可忍了。
Their friendship was at an end.友谊破裂
※ at the end of; come to an end; in the end
14. ruin n. (pl.)废墟,毁灭 be in ruins: badly damaged or destroyed
After the accident his life seemed to be in ruins.他的生活全毁了。
The castle now lies in ruins. 城堡现在已成了一片废墟了。
The city of Berlin was in ruins at the end of the war.
The castle has fallen into ruin. 那城堡已破败不堪。
vi. (使)破产,毁灭; vt. 毁坏,毁灭
The rain ruined my painting.
He ruined his prospects by carelessness. 他因疏忽大意而断送了前途。
It poured with rain and my dress got/was ruined.
15. injure: harm or hurt a person, an animal or part of the body v.伤害,使受冤屈
She was injured badly in the accident. 她在事故中受重伤。
She fell off the ladder and injured her left leg.
He injured his left hand in a fire. 他在火灾中伤了左手。
the injured
[词义辨析] harm，damage，injure，hurtharm 的含义侧重于“损害，伤害”，可指精神或肉体的伤害，程度较轻，如：Don't harm your eyes by reading in dim light. 不要在暗淡的灯光下看书而伤害了眼睛。injure指“损害，受伤”，着重容貌、机能的损坏，例如：She was injured badly in the accident. 事故中她受了伤。damage意为“破坏，损坏”，如：Hundreds of houses were damaged by the storm. 暴风雨毁坏了数百家房屋。hurt指“伤害；刺痛”，尤指在精神或肉体上的伤害，含有强烈的疼痛，例如：No feelings were hurt though the criticism was sharp. 批评虽然尖锐，却未伤感情。
16. reach: achieve or obtain达到
Many products in that factory have reached the highest levels in the world.
After a long discussion they reached an important decision.
17. destroy: damage so badly that it no longer exits or works v. 破坏,毁坏
An atom bomb would destroy a city. 一颗原子弹能摧毁一座城市。
If the tree falls that way, it will destroy the house.
18. shock:violent blow or shake; worried or frightened v. 震动,冲突,使...受电击
Anyone touching that wire could get badly shocked.
I was shocked at the news of her death.
n. 震动,冲突,震惊
His death was a great shock to us all.
It gave me quite a shock to be told I was seriously ill.
The news of his mother's death was a terrible shock to him.
19. rescue: save or bring away from danger
v. 援救,救出,营救get someone out of a dangerous or unpleasant situation
If Jim had not dived in to rescue him, the boy would have drowned.
The well-drilled crew managed to rescue most of the passengers.
He dived from the bridge to rescue the drowning child.
n. 援救,解救,营救 a help which gets someone out of a dangerous or
unpleasant situation
Rescue workers rushed to the site of the plane crash.
They came to our rescue when we were in danger.
A rescue team is trying to reach the trapped miners.
20. trap: keep sb. in a place from which he or she cannot move or escape困住
Twenty miners were trapped underground after the fire.
Many people are trapped in low-paid jobs.
21. All hope was not lost. 并非所有的希望都失去了。
这是典型的“部分否定”句。
在英语里有一些用来表示“全体”或“完全”意义的总括词，如all, every (及everybody, everything等)，both, always, quite, wholly, entirely, altogether, completely等，凡含有这些词的否定句并非表示全部否定。如：
Not all the ants go out for the food. 并非所有的蚂蚁都出外觅食。
Money is not everything. 金钱并非万能。
从上面例子中可以看出部分否定有下列两种形式：
直接把否定词not 放在被否定词之前。如：
Not all birds can fly. 并不是所有的鸟都会飞。
Not both children are clever. 两个孩子并不都聪明。
He doesn’t quite understand. 他并非全部理解。
We are not altogether interested. 我们并不完全感兴趣。
② 用not 来否定谓语。如：
I can’t catch everything in the book. 我没有完全掌握书中的内容。
All that glitters is not gold. 闪光的未必都是金子。
22. organize
vt. 组织
The meeting was badly organized.
They planned to organize a scientific expedition.
To write a good essay you must first organize your ideas logically.
vi. 组织起来
23. bury v. 埋葬
He was sitting with his head buried in a book. 他坐着埋头看书。
He walked slowly, his hands buried in his pockets.两手插在衣袋里。
Her head was buried in the book she was reading. 她在埋头读书。
She buried her face in her hands and wept. 她双手掩面哭了起来。
24. give out 分发,筋疲力尽，播出
The teacher gave out the examination papers.
After a month their food supplies gave out.
Her patience finally gave out. 她终于失去了耐性。
The news of the President's death was given out in a radio broadcast. 播出
25. prepare v. 准备,预备
He is preparing his speech for the meeting tomorrow.
She was prepared for anything to happen. 她已准备好应付一切。
I am prepared to lend you the money if you promise to pay it back.
I knew there were problems, but I was not prepared for this!
26. Slowly, the city began to breathe again.慢慢地，这个城市又开始呼吸了。
本句“breathe”是英语暗喻用法。
暗喻是根据两个事物之间的某些共同特点，把一个事物的名称用在另一个事物上。靠读者自己去意会。这种比喻是含蓄的。
The City of New York never sleeps.纽约是一座不夜城。
The moment the big wave swept her down, swallowing the garden.
Thirsty soil drank in the rain.饥渴的土壤在雨中畅饮。
The flowers nodded in the breeze and spoke from the heart英语：Unit4《Earthquakes》教案（6）（新人教版必修1）
1.shake vi. & vt.
(1)My hands shook during the exam.
vi. 摇动，摇撼，颤抖
(2)The earthquake shook the lights.
vt.使摇动
(3)vt.使受震撼，使（信念等）动摇 be shaken by/with/at
辨析：
易混词 辨析 例句
tremble 指人因感情激动、寒冷、惧怕等引起的身体颤动。 The boy trembled with fear.
shake 作“颤抖”讲时与tremble同义。它还有“握手，摇头或捧腹大笑”的意思。 The earthquake shook the lights.
2.right away
“立刻，马上”的表达方式：right away, without delay, right now, straight away, at once, in no time, immediately
3.well
-- You don’t look very ____. Are you ill
-- No, I’m just a bit tired.
A. good B. well C. strong D. healthy
(1)adj.健康的
(2)n.井，水井；油井；气井
(3)adv.熟练地，有效地，令人满意地；很，非常 very/rather/fairly/quite/pretty well
4.too…to…
具有否定意义，常用not…enough to…和so…that…句型结构改写。
I am too old to understand the cartoon.
=I am not young enough to understand the cartoon.
=I am so old that I can’t understand the cartoon.
(1)e.g. I’m only too delighted to be here.
当too前有副词far, much, but, only等词修饰时，此结构没有否定意义，而表示肯定，意为“非常，十分……”，too后的形容词多是表示某种心情的，如happy, pleased, willing, thankful, anxious, eager, delighted等。
(2)e.g. It’s never too late to learn.
当too前有否定词时，此结构表示肯定。
(3)too+ adj. +for sb./sth. 表示“太……，不适合……”
5.burst
burst forth突然出现 burst into突然闯入 burst out冒出
burst upon突然展现 burst open突然开了
6.event
事件，大事；项目，赛事
all the events/in any event无论如何 in the event结果，到头来 after the event事后
in the event that/of…倘若，万一 in that event/in that case如果那样的话
辨析：
易混词 辨析 例句
accident 意外事故。 car accident
incident 附带的小事件，事端；政变。 July 7th incident
event 重大的事件。 What were the chief events of last year
7.directly
(1)adv.径直地；坦率地；直接地；立刻
e.g. The bus goes directly to HK.
(2)conj.一……就……引导时间状语从句
Directly he went out he was caught.
8.ruin
in ruins 严重受损 fall into ruins成为废墟
ruin＞destroy＞damage
9.extreme
(1)adj.极度的，严重的；极端的，偏激的；过分的
extreme weather conditions极端恶劣的天气状况 extreme sports极限运动
(2)n.[C]极端不同的感情（情况或行为方式）；完全相反的事物
[U]极端，极度，极限
extremes of cold, wind or rain严寒、狂风、骤雨 take sth. to extremes采取极端行为
10.injure受伤，伤害
辨析：
易混词 辨析 例句
hurt 普通用语，既可指肉体，也可指精神、感情 I don’t want to hurt you.
injure 健康、成就、容貌，强调功能的丧失 A bullet injured his left leg.
wound 枪伤、刀伤、刺伤等皮肉之伤，尤指战场上所受的伤 The soldier was wounded badly.
harm 伤害有生命的东西，常指伤及人的健康、权利、事业等 Smoking seriously harmed his health.
11.cover
(1)盖，覆盖，掩盖
e.g. I covered the novel with my English book.
The novel was covered with my English book.
cover sth. with sth.用某物盖某物（表动作） be covered with被……盖着（表状态）
(2)占有（多少面积）；包含，包括
Our orchards cover an area of 1000 mu.
(3)报道
CCTV covered the whole game.
(4)走完（一段路程）
The Red Army covered 25,000 li during the Long March.
(5)掩护
12.trap vt. & n.
be trapped in困在……中，陷在……中 trap sb. into doing sth.陷害（诱骗）某人做某事
13.wonder
(1)对（某事）感到惊讶，不能相信
wonder +about/at/to do/that-clause
e.g. Sometimes I wonder about their behavior.
(2)对（某事）感到疑惑；想要知道
wonder +if/whether/wh- + to do/wh- 从句
(3)惊叹，惊奇，诧异
I am filled with wonder.
(4)奇观，奇才
The Great Wall of China is one of the wonders in the world.
14.dig
dig out挖出，翻找出 dig up翻挖；找出，查明 dig into深入钻研；挖掘
dig at钻研；挖苦（嘲笑） dig through挖通
15.bury
e.g. I bury myself in puzzling games.
bury oneself in= be buried in埋头于……，专心于……
16.shelter
(1)庇护所，避难所；遮蔽物
(2)庇护，遮蔽，掩蔽
e.g. Their immediate need is for food, clothing and shelter.
(3)提供庇护（所）
e.g. The wooden house sheltered us from the wind.
take shelter from躲避…… run for shelter找躲避处
shelter sb./sth. from庇护某人、某物以免……
under the shelter of在……庇护下，受……的保护
17.breathe 呼吸；低声说
e.g. “I’m here,” she breathed.
18.while conj.
(1)引导时间状语从句，意为“当……时候”“在……期间”
(2)引导时间状语从句，意为“与……同时”
e.g. You may go singing while I am doing my homework.
(3)引导让步状语从句，意为“虽然”“尽管”
____ the Internet is of great help, I don’t think it’s a good idea to spend too much time on it.
A. If B. While C. Because D. As
(4)用作并列连词，表示前后两个分居之间的对比，意为“然而”
辨析：
易混词 辨析 例句
while 作“当……时候”讲时，只能与延续性动词连用。 While he was reading, he fell asleep.
when 作“当……时候”讲时，既可与延续性动词连用也可与瞬间动词连用。 When mom came in, I was reading the novel.When I was sleeping, a thief broke in.
as 强调主从据谓语动词表示的动作同时进行，意为“一边……一边……”。它还有“随着……”的意思。 I looked behind from time to time as I walked.As time went by, I became more and more nervous.
19.title
(1)n.[C]标题，题目
(2)n.[C]职位名称；职称
(3)vt.加标题，订题目
e.g. My book was titled “Windy’s fantasy world”.
20.give
give out发布；用光；精疲力竭；发出；散发 give away送掉；捐赠；表露
give in让步；屈服，投降；交上 give back返还，归还；恢复
give off发出（气味、光、热、声等） give up放弃；戒掉；交出，让出
21.congratulation
(1)congratulation作“贺词”讲或单独使用时常用复数形式
(2)表示因某事向某人祝贺时常用（offer one’s）congratulations to sb. on sth.
(3)congratulation用于成功、结婚、毕业等个人性的祝贺，不用于节日致词，还可用作抽象意义但不用复数形式。
I received many letters of congratulation.
congratulate sb. on sth. congratulate oneself on/that暗自庆幸
辨析：
易混词 辨析 例句
congratulate 意为“祝贺”，为个人间行为，常用于congratulate sb. on sth.中其名词形式为congratulation,常用复数形式。 We congratulated him on his passing the exam.
celebrate 意为“庆祝”，后面常接生日、胜利、纪念日之类的名词，通常以多人参加的某种形式进行。其名词形式是celebration，意为“庆祝，庆祝会”，可数名词。 Thousands of people attended the celebration of National Day in Tian’anmen Square.英语：Unit4《Earthquakes》Listeningr教案（3）（新人教版必修1）
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.英语：Unit4《Earthquakes》教案（8）（新人教版必修1）
第一课时　听说课（口语为主）
课 型 听 说 课
教学内容 warming up, pre-reading, (workbook) listening
教学目标 知识目标：
（１）初步熟悉与地震有关的单词crack, cut across, canal, fall down等；
（２）了解板块构造及地震的成因。能力目标：（１）用已学过的单词描述唐山和旧金山两城市面貌；（２）初步听懂有关地球板块活动方面话题的材料；（３）口头表述地震成因及有关地震产生的传说。情感目标：
通过开放式讨论和听力材料的学习，了解地震成因的科学常识，加强自然科学素养，激发对科学的热情。
教学重难点 重点：（１）培养描述唐山和旧金山两城市图片和编有关地震传说等口头表达能力；（２）了解板块活动知识及地震形成的科学知识。难点：（１）课前搜集与地震有关的资料；（２）口头表达地震的成因及有关传说。
教学策略和媒体 资料策略：利用网络搜集有关唐山的图片资料、有关地震的成因、防震救灾知识等。自主学习：指导学生课前自主学习有与本课时有关的内容。合作学习：小组合作讨论地震成因及口头编故事。
教 学 过 程
步 骤 教学活动 设计意图
Step 1：preparations 课前学生在教师的指导下通过网络查找如下内容：唐山和旧金山的图片；地震先兆知识；地震的成因及世界各地的传说。 资源策略：培养学生在网络上查找、筛选资料的能力；自主探究
Step 2：Speaking practice Task 1：以竞猜的方法让学生猜出本单元涉及的两个城市。教师一边通过多媒体展示图片，一边让学生说出所看到的内容，同时加以启发提示。找一些能反映两地典型城市特征的图片，逐一展示，让学生慢慢猜出。Task 2：介绍本单元新单词 　　利用多媒让学生充分领略两城市的优美风光后，教师转而问学生，如果两地经历了一场地震，会是什么样呢？向学生展示震后两地图片，引导学生认识本单元的新单词。 描述两个城市培养学生表达自己观点的能力，可以激活学生头脑中有关图式经验，巩固学生已有的知识点。通过多媒体展示图片，呈现新单词。为接下来的听力练习从词汇方面降低难度。
Step 3：(workbook)listening Task 3：完成(workbook) listening听前预测。学生听录音前对练习一的答案进行预测，根据高中学生已有的地理知识应该能预测正确多数答案，这样降低了难度。听第一遍，完成练习一。仔细听录音，完成第二题。听力练习完成后，要求学生根据所听内容，参考图片，简单介绍地震的成因。 进行听前预测可以让学生对于所要听的材料有所了解，为听力练习提供背景，激活已有图式经验。这样可以降低听力练习的难度。有了充分的输入后，进行及时的输出，是口语教学策略之一。
Step 4: Discussion Task 4：小组活动 Story-telling 通过听力材料同学们知道了地震产生的科学知识，但关于地震是怎么产生的，世界各地还有很多有趣的传说。教师先介绍一些各地的传说。学生小组活动内容：1. In pairs make up a story to explain how an earthquake happens. 2. Describe what happens in an interesting way as the teacher tells. 3. Share your story with your classmates. Decide which one is the most interesting. Give a reason. 听前的文化背景介绍、听前的讨论、听后回答和复述、听后模仿、听后理解和听后讨论。听说法教学中的这六个环节是一个完整的交际过程，学生始终在听—理解—说的循环过程中，作为主体参与交际，处于师生、学生之间互动状态中，保持口头交际的兴趣和积极性，逐步提高口语能力。
布置作业 利用网络进一步了解唐山大地震的情况，通过小组合作，制作有关唐山地震的课件，下一课时向全班汇报。内容包括：地震发生的时间、造成损失、救援工作、重建等。非测试性评价
第二课时：阅读课（一）
课 型 阅 读 课
教学内容 Reading — A Night The Earth Didn’t Sleep
教学目标 知识与能力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。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。语言点：leave的复合宾语、everywhere引导从句等。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。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 教学重点：通过语篇学习，掌握新闻报道的文体写作特点。培养学生对新闻报道文体的阅读技巧。 教学难点：在充分阅读的基础上，对课文进行复述和表达自己的观点。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 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。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 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…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，填写下表（以5分制计），并存入学习档案。 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。”
第三课时 语言知识课
课 型 语 言 知 识 课
教学内容 Discovering useful structures部分首先要求学生从文中找出定语从句进行分析，其次考查了定语从句关系词的选择。
教学目标 使用含有关系代词who, that, which, whose的定语从句口头描述自己熟悉的人或物。写一篇介绍自己学校或朋友的短文，尽量使用含有关系代词who, that, which, whose等的定语从句。
教学重难点 １．作定语用的关系代词whose的用法及与of which的区别。２．利用交际活动为学生创造利用定语从句进行口头和书面进行交际的能力。
教 学 过 程
步 骤 教学活动 设计意图
Step 1：示范 教师利用多媒体向学生展示本校优美的校园环境和丰富的校园生活。请学生描述所看到的情景和人物，教师同时向学生用含有定语从句的句子总结学生的表述，引出定语从句。 利用学生熟悉的人或物进行定语从句的教学演示。
Step 2：语言活动 Game 1：一个比划一个猜游戏规则：两个人配合，一个人面对屏幕、另一个人背对屏幕，面对屏幕的用英语解释屏幕上出现的某种事物，背对屏幕的那个人则要根据同伴的解释猜出它的名称。规定所猜的单词必须是教室范围以内的。全班分几个小组，老师在屏幕上展示一张物品或人物图片，然后由面对屏幕的同学用英语来进行解释，解释对了而且同伴答对了，加一分，如果使用定语从句进行解释，就再加一分。Game 2：竞猜游戏（判断他／她是谁或它是什么）活动形式：6～8人小组活动情境设置：教师先对教室里的人、事或物进行口头描述。学生听后作出口头反应（说出是谁或是什么）。游戏规则：游戏分初赛和复赛；初赛后每组选出优秀选手3人参加复赛。为了使任务更加有趣，组员每猜中一次可得一分；教师将学生猜中的人或物写在黑板上，以防重复猜测；最后角逐出前三名，并予以奖励。注意事项：
学生熟悉了该游戏后，教师可以加大游戏的难度。教师可以联系学生的实际，拓宽要猜测的人、事或物的范围。教师事先准备一些图画、照片或卡片（上面有文字），将学生分为两组：一组描述，另一组猜测。 根据对定语从句的功能（主要是用来描述、定义和补充说明）的理解，定语从句的教学不是为了让学生能在考试中选出某一道题的正确答案，而是让学生能运用定语从句描述或辨别他们所熟悉的人、事或物，学会定义某个名词，或通过阅读定义准确理解和掌握词义。因此，教师在学生掌握定语从句的基本规则后，应尽可能给学生提供表达的机会，使他们能够用所学语法项目进行口头或笔头的交流，以促使其对该语法项目的理解、掌握与运用。
Step 3：归纳 用多媒体展示如下的表格，要求学生填写斜体字部分。关系代词主语人who thatThis is the doctor who saved the boy’s life.　The woman that is playing the piano is Miss Zhang.物which thatThe river which(that) flows through the city is very long.Please pass me the book which is lying on the table.I’d like to see the films that are just on show.　宾语人who(m) that She is the new student whom (who, that)I want to introduce to you.物which thatThe river ( which, that) we crossed is very wide. Can you lend me the magazine about which you talked yesterday The novel which Tom bought is very interesting.　定语whoseThe river whose banks are covered with tree is very long.The professor whose daughter teaches you English is Dr. Williamsof whichThe bike whose brake was damaged has now been repaired.=The bike the brake of which was damaged has now been repaired. The river the banks of which (of which the banks) are covered with tree is very long. 学生在进行大量的口头练习后，对定语从句有了很多的感性认识，但这时的知识还是不很系统的，因此下一步，教师应该帮助学生对语言材料进行总结，找出其中规律性的内容，这样便于学生更好地理解定语从句，从而能更好地在语言实践中应该定语从句。利用表格进行知识归纳可以使知识更直观，更有系统性。
Step 4：检测 1: 分层次练习练习一：连词成句1. man ,the ,us, our English, teacher, who ,lives, is, to, next → The man who lives next to us is our English teacher. 练习二：选择填空1. The man _______ lives next to us is our English teacher. A. whom B. which C. who D./ 练习三：把两个单句合成定语从句1. The man is our English teacher. He lives next to us. → The man who lives next to us is our English teacher. 练习四：用定语从句进行英汉互译1. 住在我们隔壁的那个人是我们的英语老师。2: 根据情况，选做课本上的练习。 如左例所示，把同一个句子编制成不同的题型供不同层次的学生测试练习，学生可以根据自己情况，或从练习一做到练习四，使学生在从易到难的过程中感受到成功；或只做基础练习（一，二），或只做提高练习（三，四），充分照顾到各层次学生的需求。
Step 5：作业 学生完成课本上定语从句练习。写一篇介绍自己学校或班级的小短文，要求使用定语从句。教学评价（以结果性评价为主，要求学生做些定语从句专项练习） 学习语法的目的是为了更好地进行口头或书面交际，因此设计作业２。
第四课时：阅读课（二）
课 型 阅　读 课　（基于网络）
教学内容 Reading task (workbook)
教学目标 知识与技能：
①通过阅读掌握地震产生、地震安全等科学知识，进一步了解旧金山大地震的情况。
②充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。 过程与方法：
①利用网络资源，通过自主学习和小组合作等方式，完成有关地震信息的表格，从而培养学生筛选局部和整体信息的能力和独立阅读能力和获取信息和处理信息的能力。
②通过小组合作，交流本课时阅读成果。 情感价值观：通过本节课的学习，增加学生的科学知识和培养学生的信息素养。
教学重难点 教学重点：
①对网络资源进行筛选等的阅读能力的培养。
②通过对旧金山大地震的探究学习，了解旧金山大地震的有关情况。 教学难点
①对网上各种信息源的比较筛选，及学生易受无关因素的干扰而导致的学习效率问题。
②“网络学习”对于学生来说都是学习的“革命”，如何让学生转变学习观念，调整自己的学习方式和策略是本课的难点。
教　学　过　程
步　骤 教学活动 设计意图
Step 1：Pre- reading Task 1: 学生观看一段旧金山地震短片。学生看过如下的问题后带着问题观看视频，然后小组讨论下列问题：What did you see in the video How do you feel about the earthquake Write an adjective to describe how you feel about the earthquake. Write an adjective to describe how you feel about the people of San Francisco. 利用视频导入阅读话题，首先给学生视觉上的冲击，制造信息沟。同时，学生在观看视频后表达自己的思想，进行预测。
Step 2：While- reading 阅读如下网页，完成如下的任务。地震的产生http://www.geo.mtu.edu/UPSeis/why.htmlhttp://www.geo.mtu.edu/UPSeis/where.htmlhttp://www./earthquake.htm地震安全知识http://seagrant.uaf.edu/features/earthquake/prepare2.htmlhttp://www.consrv.ca.gov/index/Earthquakeshttp://seagrant.uaf.edu/features/earthquake/prepare6.html　旧金山大地震http://www.eyewitnesstohistory.com/sfeq.htmhttp://www./sf/history/1906earth.htmlhttp://www.eas.slu.edu/Earthquake_Center/1906EQ/http://www.npr.org/templates/story/story.php storyId=5334411http://www.sfmuseum.org/1906/06.htmlTask 2：根据所浏览网页内容，选择填空。1. Which was the most powerful of these famous California earthquakes A. 1865 Santa Cruz Mountains earthquakeB. 1906 San Francisco earthquakeC. 1989 Loma Prieta earthquake 2. Which famous opera singer, staying in the Palace Hotel at the time of the quake, later said, "The chandelier [in my room] was trying to touch the ceiling, and the chairs were all chasing each other" A. Adelina Patti B. Enrico Caruso C. Luciano Pavarotti3. What caused the greatest damage to the city A. The earthquake itself B. Tsunamis triggered by the earthquakeC. Fire4. How many lives were lost in the earthquake and fire A. 478 B. 3, 000 C. 25, 0005. Where did most San Franciscans, whose homes were destroyed in the quake, live in the immediate aftermath A. In “tent cities” built by relief forces. B. With relatives elsewhere in California. C. In house boats anchored in San Francisco Bay. 5. How long did it take to rebuild San Francisco after the disaster 6. What invention helped immortalize the 1906 earthquake in the public imagination A. Photography B. The telegraph C. The radioTask 3: 小组合作，搜集资料，完成下列表格Earthquake safety do’s and don’tsWhat to do during an earthquake If you are indoorsIf you are outsideIf you are drivingIf you are in a mountainous areaIf you are at the beachWhat to do after an earthquake Check for injuriesSafety checkClean upExpect aftershockEarthquake drills, plans, and supplieswhat drills Practice at home Develop earthquake plans at home and at schoolWhat to take during an earthquake Task 4: 小组合作，搜集有关旧金山大地震的资料完成下列表格。San Francisco’s earthquake in 1906timeDeathsLoss of buildingsOther information 本部分的目的在于为学生提供大量的与本单元有关的网络资源，扩大学生的阅读量，培养学生利用网络资源的能力，开扩视野。但同时也要注意到，网络资源无限，如果不加引导，学生会在茫茫的知识海洋中迷失方向。因此，在为学生提供网络资源时，需要经过教师的精心筛选，并且归类，这样便于学生有选择地浏览。同时，设置具体的任务，要求学生边浏览边完成规定的任务，这样利用“任务驱动”方法，使学生利用资源自主探究、解决一系列层层深入的问题。在教学中，教师作为问题的精心设计者和疑难问题的点拨者，培养学生组织语言的能力。 任务一的设置是为了检验学生了解旧金山大地震的情况。培养学生在网络上搜索资料的能力，学生只要在快速大量浏览有关旧金山大地震的网页的基础上，才能找到这些题目的答案。本部分的阅读加深了学生对旧金山大地震的了解，特别是几位地震幸存者的自述，对于下一课时listening 部分的理解提供了背景资料，从而降低了听力练习的难度。任务二的目的在于加强学生对地震安全知识的了解。学生在广泛浏览网络资源后，用所获取的信息完成任务二的所有内容，将进一步了解在地震发生时和地震后应该采取什么措施减少损失，并且懂得在平时应该进行怎样的防震演练和制定防震计划等等。这样做一方面实现单元多元化的教学目的，另一方面为下一课时做练习册里的listening task听力练习，以及speaking task口头表达练习进行了充分的语言输入，打下基础，从而降低听力和口语练习的难度，使学生更有话可说。
Step 2：post- reading Task 5: 小组合作，成果展示在组内活动的基础上，小组之间展开成果交流，相互学习。 成果展示，激发积极性；读后输出。
Step 4: homework 课后完成reading task部分第一、二两题。Cooperative Learning学生在网上搜集旧金山地震图片，在学生自主学习的基础上，按照预先的分组，小组交流和分享资料，达成共识，建立资料卡，整理汇报思路，制作powerpoint演示文稿，准备向全班汇报旧金山地震的有关情况。 本课时没有使用课本上的内容，而把课本内容留给学生自学，体现了灵活处理教材的思想。
第五课时 听说课（听力为主）
课 型 听 说 课
教学内容 Using language 中 Listening 与 Workbook 中的 listening task, speaking task对课文的扩展，可以整合为一节课。
教学目标 语言知识：
进一步掌握与地震相关的词汇如crack, cut across, fall down, lie in ruins , destroy等的用法。 语言技能：
①通过听前活动，学生掌握利用预测大意等听力策略。
②通过听中活动，学会抓住所听语段中的关键词、理解话语之间的逻辑关系。
③善于跳跃听力中的难点、学会做笔记并掌握连读、不完全爆破等语音语调的变化。情感态度：
通过听力材料作者的经历，让学生克服对地震的恐惧心理，同时激发学生爱科学、爱自然的热情，树立远大理想；并学会如何应对突发的地震。
教学重难点 重点：通过听前活动和听中活动任务的完成，掌握预测大意等听力策略。通过听力资料，进一步了解旧金山大地震的情况。在听力输入的基础上进行口头和书面表达语言实践。难点：指导学生掌握连读、不完全爆破等语音语调技巧以及推理、判断技能。指导学生对听力信息进行概括并根据所听内容推测作者的心情。
教 学 过 程
步 骤 教学活动 设计意图
Step 1：pre- listening Task 1: 学生在上节课的基础上，小组合作，搜集有关资料，制作powerpoint演示文稿。各小组向全班汇报。 在听材料前，教师引导学生交谈有关听力内容的话题，降低新学内容的难度，提高学生的参与意识。
Task 2: 听前预测教师简单介绍一下旧金山大地震的情况。听前让学生猜测练习一中的陈述哪些是正确的，哪些是错误的。听第一遍录音完成练习一，多媒体展示表格，让学生进行自我评价。 要求学生提前浏览课后练习，为学生提供听的具体任务，让学生知道自己将做什么，为学生完成听的任务提供了听力过程中可追寻的线索，让学生更准确地进行猜测，为学生听时训练作好准备。
Step 2：While- listening Task 3：听第二遍完成练习二。教师点击幻灯片，在屏幕上显示参考答案，让学生提出并讨论各自存在的疑问。本题练习可改编成让学生进行模拟采访，即一学生当记者，一学生当幸存者。Task 4：听第三遍完成练习三。要求学生正确读出三句中的连读和失去爆破等语音现象。然后，在教师的帮助下，归纳出其规则。 听时活动的目的是听主题大意和捕捉细节信息；判断真伪（冗余与有效信息）；边听边做笔记；完成任务（选择、填空、简答、连线配对、画图、判断、补全信息等）；熟悉口语的特点（连读和重音等）；讨论。本遍听力练习的目的是让学生从整体上听懂原文。
Step 3: Post-　listening Task 5: 小组活动地震发生时，口头讨论在下列情形下你会怎么做？(1) If you are OUTDOORS, …(2) If you are in a HIGH BUILDING, … (3) If you are DRIVING, …(4) If you are HAVING CLASS, …(5) If you are in a CINEMA, …(5) If you are………Task 6: Discussion小组讨论假如地震发生时，你有时间带走五样东西，并且只能带走五样东西，小组讨论，你会带走哪五样东西？为什么？讨论最后应形成小组意见，再与其它小组交流。用多媒体展示一些供学生讨论的东西 引导学生对听力材料潜在的意义进行理解，讨论相关问题。就与听力材料有关的日常生活经验问题进行创造性的讨论，要求学生运用学过的语言材料进行合理的表达。关于这些问题听力材料中没有现成的答案，因而答案是多样的，这个训练活动对于学生运用已学知识，培养学生发散思维、创新能力极为有益。本课时的听力活动与听后活动任务的设计都与上课时的内容有关。学生有了上课时的输入，本课时的活动就会顺利多了。
Step 4：homework 为校报写一封稿件，介绍地震发生的防震救生知识，即What are the do’s and don’ts in an earthquake。本课时学习效果评价。设计评价方式，以过程性评价为主。 在多媒体网络环境下，要求学生按照教师创设的情景或自己创设情景进行对话以达到所学知识的意义建构的最终目标。
第六课时：写作课
课　型 写　作　课
教学内容 Writing---结合单元教学话题，写一则新闻报道。
教学目标 学习新闻体裁的写作方法。
教　学　过　程
步　骤 教学活动 设计意图
Step 1：感知新闻写作体裁 Task1: 示范阅读课前教师准备两篇摘自网络或报纸的新闻报道，让学生自主学习，并完成如下表格。HeadlineParagraph1 Main ideaDetail 1Detail 2Detail 3Paragraph2Main ideaDetail 1Detail 2Detail 3 阅读是写作的源泉。学生对新闻报道体裁的写作方法的感性认识来自两个方面。一方面，本单元的课文是一篇新闻体裁的短文，结构清晰，是一篇好范文。另一方面，拓展阅读材料是学生进一步获取感性认识的途径，因此为学生选取两篇典型新闻报道。
Step ２：　理解新闻体裁写作Step ３：运用所学内容进行写作 Task 2: 就上述两篇新闻报道，学生小组讨论下列问题(1) What should you write before writing a newspaper story (outline)(2) What should a newspaper outline have (3) Why a headline is needed (4) How can you finish a newspaper story (5) Have you found out the difference between a newspaper story and a short story Task 3: 写作新闻报道（１）精心选题各小组内活动，确定一个写作主题，准备向校报投稿，写一件发生在自己身边的特殊的事。如a big fire, an earthquake, a storm, a flood…, 例如，某小组选择写作主题为a heavy storm。（２）个人思考小组成员独立思考，采用brainstorming的方法，在三到五分钟时间内列举出自己能想到的与a heavy storm有关的词语。如：time, death, lost, money, house, road, carry, bridge, cry, tree, wind, missing, crop, （３）小组活动小组成员集体活动，讨论每个成员呈现的有关词语中，为了写作新闻报道的需要，哪些可以保留，哪些可以去掉。如，留下如下的单词time, death, happen, lost, house, road, carry, tree, wind, missing, …（４）小组活动小组成员讨论，为拟写的新闻报道确定一个标题。把留下的单词进行分组，每组体现一个中心（main idea）。再用一句话把每组的中心意思表达出来。（５）自主活动小组成员根据集体讨论修改的写作提纲，撰写小短文。（６）小组活动，修改作文小组内交换短文，提出意见，相互修改。（７）自主活动每组成员根据集体讨论意见修改各自的短文，最后定稿。 在有了充分的感性材料输入的基础上，对材料本质意思的理解很重要。但这个阶段的课堂也不是完全由教师主宰，不是灌输给学生，而是在教师的启示下，学生在已有知识的基础上，经过同伴互助，归纳总结出新的知识。短文写作的第一步是确定要写什么话题。在小组活动之前，学生应有几分钟的时间来激活头脑中已有图式或产生新的想法。小组活动中，学生之间相互启发。教师为学生提供及时的指导和帮助，或参与小组讨论。小组成员进一步讨论，各自发表自己的见解，确定短文的标题和提纲。提纲确定后，各组成员根据提纲自己撰写短文。各自短文成稿后，组内交流，相互讨论、评价、反馈、倾听、激励和互为师生等。最后，根据组内讨论意见，进行修改，定稿。整个过程体现自主学习与小组合作相结合的原则。
Step 4: 成果展示与评价 教师面向全班讲评。学生写完以后，教师请两位学生朗读自己写的短文，然后，请其它同学进行评价，教师再进行评价，评价时以鼓励为主，体现过程性评价的意义。自我评价。设计三份评价表格，从不同角度对学生的作品进行评价，尤其突出形成性评价。学习过程的评价学习结果的评价教师综合评价 先让学生自行修改一遍（或写二稿），其次是小组互评，然后才由教师来评价。一方面会大大减轻教师的负担，另一方面学生从自评、互评中受益匪浅。英语：Unit4《Earthquakes》教案（9）（新人教版必修1）
第四课时：阅读课（一）
课 型 语 言 知 识 课
教学内容 Discovering useful structures部分首先要求学生从文中找出定语从句进行分析，其次考查了定语从句关系词的选择。
教学目标 使用含有关系代词who, that, which, whose的定语从句口头描述自己熟悉的人或物。
写一篇介绍自己学校或朋友的短文，尽量使用含有关系代词who, that, which, whose等的定语从句。
教学重难点 １．作定语用的关系代词whose的用法及与of which的区别。
２．利用交际活动为学生创造利用定语从句进行口头和书面进行交际的能力。
教 学 过 程
步 骤 教学活动 设计意图
Step 1：
示范 教师利用多媒体向学生展示本校优美的校园环境和丰富的校园生活。请学生描述所看到的情景和人物，教师同时向学生用含有定语从句的句子总结学生的表述，引出定语从句。 利用学生熟悉的人或物进行定语从句的教学演示。
Step 2：
语言活动 Game 1：一个比划一个猜
游戏规则：
两个人配合，一个人面对屏幕、另一个人背对屏幕，面对屏幕的用英语解释屏幕上出现的某种事物，背对屏幕的那个人则要根据同伴的解释猜出它的名称。
规定所猜的单词必须是教室范围以内的。
全班分几个小组，老师在屏幕上展示一张物品或人物图片，然后由面对屏幕的同学用英语来进行解释，解释对了而且同伴答对了，加一分，如果使用定语从句进行解释，就再加一分。
Game 2：竞猜游戏（判断他／她是谁或它是什么）
活动形式：6～8人小组活动
情境设置：教师先对教室里的人、事或物进行口头描述。学生听后作出口头反应（说出是谁或是什么）。
游戏规则：游戏分初赛和复赛；初赛后每组选出优秀选手3人参加复赛。为了使任务更加有趣，组员每猜中一次可得一分；教师将学生猜中的人或物写在黑板上，以防重复猜测；最后角逐出前三名，并予以奖励。
注意事项：
学生熟悉了该游戏后，教师可以加大游戏的难度。教师可以联系学生的实际，拓宽要猜测的人、事或物的范围。教师事先准备一些图画、照片或卡片（上面有文字），将学生分为两组：一组描述，另一组猜测。 根据对定语从句的功能（主要是用来描述、定义和补充说明）的理解，定语从句的教学不是为了让学生能在考试中选出某一道题的正确答案，而是让学生能运用定语从句描述或辨别他们所熟悉的人、事或物，学会定义某个名词，或通过阅读定义准确理解和掌握词义。因此，教师在学生掌握定语从句的基本规则后，应尽可能给学生提供表达的机会，使他们能够用所学语法项目进行口头或笔头的交流，以促使其对该语法项目的理解、掌握与运用。
Step 3：
归纳 用多媒体展示如下的表格，要求学生填写斜体字部分。
关系代词 主语 人 who that This is the doctor who saved the boy’s life.　
The woman that is playing the piano is Miss Zhang.
物 which that The river which(that) flows through the city is very long.
Please pass me the book which is lying on the table.
I’d like to see the films that are just on show.　
宾语 人 who(m) that She is the new student whom (who, that)I want to introduce to you.
物 which that The river ( which, that) we crossed is very wide.
Can you lend me the magazine about which you talked yesterday
The novel which Tom bought is very interesting.　
定语 whose The river whose banks are covered with tree is very long.
The professor whose daughter teaches you English is Dr. Williams
of which The bike whose brake was damaged has now been repaired.
=The bike the brake of which was damaged has now been repaired.
The river the banks of which (of which the banks) are covered with tree is very long.
学生在进行大量的口头练习后，对定语从句有了很多的感性认识，但这时的知识还是不很系统的，因此下一步，教师应该帮助学生对语言材料进行总结，找出其中规律性的内容，这样便于学生更好地理解定语从句，从而能更好地在语言实践中应该定语从句。利用表格进行知识归纳可以使知识更直观，更有系统性。
Step 4：
检测 1: 分层次练习
练习一：连词成句
1. man ,the ,us, our English, teacher, who ,lives, is, to, next
→ The man who lives next to us is our English teacher.
练习二：选择填空
1. The man _______ lives next to us is our English teacher.
A. whom B. which C. who D./
练习三：把两个单句合成定语从句
1. The man is our English teacher. He lives next to us.
→ The man who lives next to us is our English teacher.
练习四：用定语从句进行英汉互译
1. 住在我们隔壁的那个人是我们的英语老师。
2: 根据情况，选做课本上的练习。 如左例所示，把同一个句子编制成不同的题型供不同层次的学生测试练习，学生可以根据自己情况，或从练习一做到练习四，使学生在从易到难的过程中感受到成功；或只做基础练习（一，二），或只做提高练习（三，四），充分照顾到各层次学生的需求。
Step 5：
作业 学生完成课本上定语从句练习。
写一篇介绍自己学校或班级的小短文，要求使用定语从句。
教学评价
（以结果性评价为主，要求学生做些定语从句专项练习） 学习语法的目的是为了更好地进行口头或书面交际，因此设计作业２。
第四课时：阅读课（二）
课 型 阅　读 课　（基于网络）
教学内容 Reading task (workbook)
教学目标 知识与技能：
①通过阅读掌握地震产生、地震安全等科学知识，进一步了解旧金山大地震的情况。
②充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。
过程与方法：
①利用网络资源，通过自主学习和小组合作等方式，完成有关地震信息的表格，从而培养学生筛选局部和整体信息的能力和独立阅读能力和获取信息和处理信息的能力。
②通过小组合作，交流本课时阅读成果。
情感价值观：通过本节课的学习，增加学生的科学知识和培养学生的信息素养。
教学重
难点 教学重点：
①对网络资源进行筛选等的阅读能力的培养。
②通过对旧金山大地震的探究学习，了解旧金山大地震的有关情况。
教学难点
①对网上各种信息源的比较筛选，及学生易受无关因素的干扰而导致的学习效率问题。
②“网络学习”对于学生来说都是学习的“革命”，如何让学生转变学习观念，调整自己的学习方式和策略是本课的难点。
教　学　过　程
步　骤 教学活动 设计意图
Step 1：
Pre- reading Task 1: 学生观看一段旧金山地震短片。学生看过如下的问题后带着问题观看视频，然后小组讨论下列问题：
What did you see in the video
How do you feel about the earthquake
Write an adjective to describe how you feel about the earthquake.
Write an adjective to describe how you feel about the people of San Francisco. 利用视频导入阅读话题，首先给学生视觉上的冲击，制造信息沟。同时，学生在观看视频后表达自己的思想，进行预测。
Step 2：
While- reading 阅读如下网页，完成如下的任务。
地震的产生
http://www.geo.mtu.edu/UPSeis/why.html
http://www.geo.mtu.edu/UPSeis/where.html
http://www./earthquake.htm
地震安全知识
http://seagrant.uaf.edu/features/earthquake/prepare2.html
http://www.consrv.ca.gov/index/Earthquakes
http://seagrant.uaf.edu/features/earthquake/prepare6.html　
旧金山大地震
http://www.eyewitnesstohistory.com/sfeq.htm
http://www./sf/history/1906earth.html
http://www.eas.slu.edu/Earthquake_Center/1906EQ/
http://www.npr.org/templates/story/story.php storyId=5334411
http://www.sfmuseum.org/1906/06.html
Task 2：根据所浏览网页内容，选择填空。
1. Which was the most powerful of these famous California earthquakes
A. 1865 Santa Cruz Mountains earthquake
B. 1906 San Francisco earthquake
C. 1989 Loma Prieta earthquake
2. Which famous opera singer, staying in the Palace Hotel at the time of the quake, later said, "The chandelier [in my room] was trying to touch the ceiling, and the chairs were all chasing each other"
A. Adelina Patti B. Enrico Caruso C. Luciano Pavarotti
3. What caused the greatest damage to the city
A. The earthquake itself
B. Tsunamis triggered by the earthquake
C. Fire
4. How many lives were lost in the earthquake and fire
A. 478 B. 3, 000 C. 25, 000
5. Where did most San Franciscans, whose homes were destroyed in the quake, live in the immediate aftermath
A. In “tent cities” built by relief forces.
B. With relatives elsewhere in California.
C. In house boats anchored in San Francisco Bay.
5. How long did it take to rebuild San Francisco after the disaster
6. What invention helped immortalize the 1906 earthquake in the public imagination
A. Photography B. The telegraph C. The radio
Task 3: 小组合作，搜集资料，完成下列表格
Earthquake safety do’s and don’ts
What to do during an earthquake
If you are indoors
If you are outside
If you are driving
If you are in a mountainous area
If you are at the beach
What to do after an earthquake
Check for injuries
Safety check
Clean up
Expect aftershock
Earthquake drills, plans, and supplies
what drills Practice at home
Develop earthquake plans at home and at school
What to take during an earthquake
Task 4: 小组合作，搜集有关旧金山大地震的资料完成下列表格。
San Francisco’s earthquake in 1906
time
Deaths
Loss of buildings
Other information
本部分的目的在于为学生提供大量的与本单元有关的网络资源，扩大学生的阅读量，培养学生利用网络资源的能力，开扩视野。但同时也要注意到，网络资源无限，如果不加引导，学生会在茫茫的知识海洋中迷失方向。因此，在为学生提供网络资源时，需要经过教师的精心筛选，并且归类，这样便于学生有选择地浏览。同时，设置具体的任务，要求学生边浏览边完成规定的任务，这样利用“任务驱动”方法，使学生利用资源自主探究、解决一系列层层深入的问题。在教学中，教师作为问题的精心设计者和疑难问题的点拨者，培养学生组织语言的能力。
任务一的设置是为了检验学生了解旧金山大地震的情况。培养学生在网络上搜索资料的能力，学生只要在快速大量浏览有关旧金山大地震的网页的基础上，才能找到这些题目的答案。
本部分的阅读加深了学生对旧金山大地震的了解，特别是几位地震幸存者的自述，对于下一课时listening 部分的理解提供了背景资料，从而降低了听力练习的难度。
任务二的目的在于加强学生对地震安全知识的了解。学生在广泛浏览网络资源后，用所获取的信息完成任务二的所有内容，将进一步了解在地震发生时和地震后应该采取什么措施减少损失，并且懂得在平时应该进行怎样的防震演练和制定防震计划等等。这样做一方面实现单元多元化的教学目的，另一方面为下一课时做练习册里的listening task听力练习，以及speaking task口头表达练习进行了充分的语言输入，打下基础，从而降低听力和口语练习的难度，使学生更有话可说。
Step 2：
post- reading Task 5: 小组合作，成果展示
在组内活动的基础上，小组之间展开成果交流，相互学习。 成果展示，激发积极性；读后输出。
Step 4: homework 课后完成reading task部分第一、二两题。
Cooperative Learning学生在网上搜集旧金山地震图片，在学生自主学习的基础上，按照预先的分组，小组交流和分享资料，达成共识，建立资料卡，整理汇报思路，制作powerpoint演示文稿，准备向全班汇报旧金山地震的有关情况。 本课时没有使用课本上的内容，而把课本内容留给学生自学，体现了灵活处理教材的思想。英语：Unit4《Earthquakes》教案（5）（新人教版必修1）
Period Five
Teaching goals
To help students learn to read about past experiences
To help students better understand “earthquake”
To help students use some important words and expressions
4. To help students identify examples of the attributive clause in the text
Topic
Basic knowledge about earthquake; how to protect oneself and help others in disasters
Vocabulary
earthquake, quake, well, pipe, burst, nation, canal, stream, dirt, ruin, suffering, extreme, injure, destroy, brick, dam, track, shock, rescue, trap, electricity, disaster, bury, mine, miner, shelter, title, reporter, bar, frighten, frightening, frightened, congratulation, judge, express, online, headline, cyclist
Expressions
right away, as if, at an end, in ruins, dig out, a number of
Function
Talking about past experiences
It was terrible when… It seemed as if … I remember…
I felt… No longer after that… Luckily,…
Expressing thanks
I would like to express my thanks to…who…
Here, I wish to express my thanks for the great efforts…
I’d also like to thank…
No words are strong enough to express our…
Grammar
The Attributive Clause (I) (that, which, who, whose)
Teaching Aids
Multimedia facilities
Teaching goals
To helped students read for clues used in writing to be done
To helped students write a speech
To helped students listen and answer about earthquake
Procedures
Step 1 Warming up
1. Discuss it in pairs:
① What do you have to consider when you are writing a speech
② How can we express ourselves clearly
Tips on Making a speech
Know your Audience; Prepare Your Remarks; Avoid Technical Language; Prepare Audio/Visual Aids; Practice, Practice, Practice; Review Questions and Answers; Arrive Early; Keep Your Remarks Brief; Briefly Summarize
2. Reading and underlining
Read the letter and exercises again and underline all the useful expressions or collocations in the letter.
Step 2 Listening
Turn your books to page 31. We’ll listen to a story about a person who experienced the 1906
San Francisco earthquake. I’ll play the tape three times. First listen and try to get some details that Exercises 1 and 2 requests. Second listen again and try to finish the exercises. Third listen and check your answers.
Sep 3 Guided writing
1. Making an introduction
Compare a newspaper story to a short story and answer the following questions.
1) What should you write before writing a newspaper story (outline)
2) What should a newspaper outline have (a headline; a list of main ideas; a list of important
details)
3) Why a headline is needed (It can tell the readers what the topic is; it can also attract the
readers’ attention)
4) How can you finish a newspaper story (First, you should write a headline, then organize
your main ideas into paragraphs, and then put some details into each paragraph.)
5) Have you found out the difference between a newspaper story and a short story
(Usually a short story begins with small details and includes big details later. A newspaper story does just the opposite. Both kinds of stories use paragraphs with main ideas. In a good newspaper story, the point-of-view is objective (i.e. it has no point-of-view) while a short story is subjective (i.e. it has a point-of-view). A newspaper story has no conclusion; a short story generally does.)
Now I’ll show you a newspaper story to find out the headline, main idea and details of each paragraph.
2. Writing for China Daily
Now prepare the outline for a short newspaper story for China Daily. You can use the example in exercise 1 to help you organize your outline.
Step 4 Language points
make a speech, give a speech
congratulations to sb. on sth. congratulate sb. on sth.
I offered my congratulations on her success.
Congratulations on winning the prize!
agree with sb. / mind, thought, idea, method
agree to the plan, proposal, arrangement
agree on /upon意见一致
be proud of
He is proud of his daughter’s ability to speak four languages.
I’m proud of being a student in this famous school.
take pride in
honor
We should show honor to the old.尊敬 n.[U]尊敬；名誉；荣誉
I felt highly honored by your trust.荣幸
It is a great honor to be invited. [C]荣幸
6． As you know, this is the day the quake happened.
As引导非限制性定语从句，代替主句内容
As you can see, the stamp shows the new city.
As is known to all, the earth travels around.
7. at the same time同时；但，然而
This is a difficult problem; at the same time it is extremely interesting.
They left the room a the same time.英语：Unit4《Earthquakes》教案（3）Period 2（新人教版必修1）
Period 2　Important Language Points
整体设计
从容说课
This is the second teaching period of this unit. We first check the students’ homework and offer chances for the students to review what they learned during the first period.
The emphasis in this period will be placed on the important new words, expressions and sentence patterns in the parts Warming up, Pre-reading, Reading and Comprehending. In order to make the students understand these important points thoroughly, we can first get the students to understand their meanings in the context, then give some explanations about them, and later offer some practices to make the students master their usages. Some words and expressions, such as shake, injure, destroy, shock, rescue, right away, a great number of, give out are very useful and important. So are the sentence patterns “It seemed that the world was at an end” and “All hope was not lost”. We ought to pay more attention to them and design special exercises.
At the end of the class, the teacher can make the students do more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well.
教学重点
1. Enable the students to grasp the usages of such important new words and expressions as shake, injure, destroy, shock, rescue, right away, a great number of, give out, etc.
2. Get the students to master the usages of the patterns:“It seemed that the world was at an end” and “All hope was not lost”.
教学难点
1. Let the students learn the usage of the word “shake”.
2. Enable the students to master the usage of the pattern “All. . . is not. . . ” and understand some difficult and long sentences.
教学方法
1. Discussing, summarizing and practicing
2. Cooperative learning
教具准备
The multimedia and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn and grasp the important new words and expressions:shakewell (n. )　rise　crack　smelly　burst　canal　ruin　injure　destroy　useless　shockquake　rescue　electricity　disaster　army　organize　bury　coal　mine　shelter　freshright away　at an end　lie in ruins　be trapped under sth. a (great)number of
2. Get the students to learn the following useful sentence patterns:
1)But the one million people of the city, who thought little of theses events, went to bed as usual that night.
2)It seemed that the world was at an end!
3)Bricks covered the ground like red autumn leaves.
4)The army organized teams to dig out those who were trapped and to bury the dead.
5)Workers built shelters for survivors whose homes had been destroyed.
6)Never before in history has a city been so completely destroyed.
Ability aims:
1. Enable the students to use some useful words and expressions correctly.
2. Enable the students to make sentences after the useful sentence patterns.
Emotional aim:
1. Stimulate the students’ interest in learning English.
2. Develop the students’ spirit of cooperation and teamwork.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to retell the reading passage A Night the Earth Didn’t Sleep.
→Step 2 Reading and finding
Get the students to read the reading passage again to underline all the new words and useful expressions or collocations in the passage.
Collocations:a smelly gas, come out of, in the farmyards, too nervous to eat, run out of, look for places to hide, jump put of, water pipes, think little of, as usual, It seemed that. . . , at an end, one hundred kilometers away, one-third, eight kilometers long, thirty meters wide, cut across, in ruins, be injured, thousands of, the number of, reach more than 400 000, everywhere, . . . everything was destroyed, be gone, blow away, be not safe for, tens of thousands of, give milk, half a million, millions of, instead of, be shocked, later that afternoon, be trapped under the ruins, fall down, All. . . is/was not. . . , hundreds of thousands of, dig out, the dead, to the north of, coal mines, built shelters, fresh water
Read them aloud and copy them down in the exercise book after class.
→Step 3 Discovering useful words and expressions
Do the exercises in Discovering useful words and expressions on Page 28.
Explain the problems the students meet while checking the answers.
→Step 4 Language Points
1. shake vt. & vi(shook, shaken)
1)(cause sb. /sth. to)move quickly and often jerkily from side to side or up and down（使某人或某物）急速摇动或颠簸
The table shook when she banged her fist on it.
她用拳头把桌子敲得直颤。
The house shook as the heavy truck went past.
重载的卡车经过时，房子摇晃起来。
2)(of a person)tremble; quiver（指人）发抖，打战
They laughed until their sides shook when they heard the joke.
这个笑话笑得他们浑身直颤。
The little boy was shaking with cold.
那个小男孩冻得发抖。
3)disturb the calmness of sb. ; trouble or shock sb. 使某人心绪不宁；烦扰或惊吓某人
This surprising development quite shook me.
这一惊人的新情况把我吓坏了。
4)make(sth. )less certain; weaken belief, etc. 动摇某人的想法；减弱
Her new theory has been shaken by this new evidence.
这一新证据动摇了她的新理论。
5)(of sb. ‘s voice)become weak or faltering; tremble（指某人的嗓音）变弱，发颤，颤抖
His voice shook(with emotion)as he announced the news.
他宣布这一消息时，声音（因激动）有些颤抖。
shake&tremble：
在表示“（因恐惧、愤怒、寒冷、体弱等）战栗，震颤，发抖”时，shake和tremble可相互替换；但指握手、摇头或捧腹大笑时，用shake。另外，tremble只用作不及物动词。
The poor boy was shaking/trembling with cold.
这个孩子正冻得发抖。
The host shook hands with all the guests.
主人跟所有的客人握手。
2. rise vi. (rose, risen)(of the sun, moon, stars, etc. )appear above the horizon; go up（指日月星辰等的）升起；上升
The sun rises at seven o’clock.
太阳七点钟升起。
Prices have risen steadily during the past ten years.
过去十年间物价一直在稳定地上涨。
He rose from his chair and began his speech.
他从椅子上站起来开始了他的演说。
rise&raise：
rise是不及物动词，而raise是及物动词，意思是“抬高；提高”。
The people’s living standard has greatly been raised.
人民的生活水平已大大地提高了。
The price of eggs has risen/been raised recently.
鸡蛋的价格最近上涨了。
3. burst vi. & vt. (burst, burst)(cause sth. to)break open or apart; explode（使某物）爆炸；胀破；爆破
I’ve eaten so much I feel ready to burst.
我吃得太多，肚子都要撑破了。
Don’t get so angry! You’ll burst a blood-vessel!
别生这么大的气！你会把血管气崩的！
burst in/into enter(a room, etc. )suddenly突然进入（房间等）
burst into sth. send out or produce sth. suddenly and violently突然而猛烈的发出或产生某事物
burst out doing. . . suddenly begin doing. . . 突然开始做某事
The police burst in/into the room and arrested that gang.
警察突然闯进房门逮捕了那帮人。
The plane crashed and burst into flames.
飞机坠毁起火。
All of them burst into laughter/tears/song.
他们全都突然笑起来/哭起来/唱起来。
All of them burst out laughing/crying/singing.
他们全都突然笑起来/哭起来/唱起来。
完成下列句子：
1)因为大于大坝决口了。The dam__________ ___________ __________the heavy rain.
2)听众席上爆发出一片笑声。The audience__________ _______________ _________________ 　.
答案：1)burst because of　2)burst into laughter
4. injure vt. to hurt oneself/sb. /sth. physically 伤害，损害，受伤
She was badly injured in an accident during the work.
她在一次工伤事故中受了重伤。
harm, hurt, injure & wound:
harm用于指肉体或精神上的伤害均可，有时可指引起不安或不便，还可用于抽象事物，尤其是指不道德的事情；hurt为一般用语，既可指肉体上的伤害，也可指精神上的伤害，还可用作不及物动词，意为“疼痛”；injure一般指由于意外或事故而受伤；wound指外伤（如枪伤、刀伤、剑伤等），尤指在战争、战斗中受伤。
Getting up early won’t harm you.
早起对你没有害处。
There was an unexpected explosion in our street, but our building wasn’t harmed at all.
我们的街道发生了一次意外的爆炸事故，但我们的大楼丝毫没有受损。
Many people were hurt/injured when a bus and a truck collided.
一辆公共汽车和一辆卡车相撞，许多人受了伤。
You’ll hurt her feelings if you forget her birthday.
如果你忘了她的生日，那会伤她感情的。
The soldier got wounded in the arm in the fighting.
这个士兵的胳膊在战斗中受了伤。
The robber______________ him with a knife.
A. harmed　B. hurt　C. injured　D. wounded
答案：D
5. destroy vt. to break to pieces; to make useless; to put an end to摧毁；毁坏；破坏
The fire destroyed all my books.
这场大火毁了我的全部书籍。
Why, you may wonder, should spiders be our friends Because they destroy so many insects.
你也许会觉得奇怪，蜘蛛怎么竟是我们的朋友？因为它们毁灭那么多的昆虫。
destroy, damage & ruin:
destroy 强调以具有摧毁或杀伤性的力量把某物彻底毁掉；damage一般指对物体或生命的局部损坏；ruin亦指彻底毁掉，但不含有以某种摧毁性的力量进行破坏，而含有在一定的过程中逐渐毁掉的意思。
An atom bomb would destroy a city.
一颗原子弹可以摧毁一座城市。
The earthquake damaged several buildings.
地震使一些建筑受到了破坏。
Oxford has been ruined by the motor industry.
牛津城已经被汽车工业毁掉了。
After the war the Japanese economy lay in______________　.
A. ruin 　B. ruins 　C. damage 　D. destroy
答案：B
6. shock vt. cause a shock to(sb. ); cause(sb. )to feel disgust, horror, etc. 使（某人）震惊；使（某人）感到厌恶、恐惧等
I was shocked when I heard about your accident.
当我听到你出事后我很震惊。
He was shocked by what you said.
他对你说的话感到震惊。
shock, astonish & surprise:
shock表示的吃惊程度最大；astonish语气比surprise要强，含有“令人难以置信”之意；surprise为一般用语，意为“使惊讶，使吃惊”，含有“意想不到”之意。
I was shocked at the news of her death.
我听到她去世的消息十分震惊。
I was astonished to see him in Tibet.
在西藏见到他，我真感到惊异。
I was surprised to see the great changes in my hometown.
看到家乡的巨大变化我惊讶不已。
7. rescue n. an act of rescuing or being rescued 搭救；解救
v. to save or set free from harm, danger, or loss 解救；救出
A rescue team is trying to reach the trapped mines.
一组救援人员在尽力赶向被困的矿井。
We rescued the boy who fell into the river.
我们救起了掉进河里的小孩。
rescue & save:
rescue的含义是搭救受到监禁、攻击或死亡威胁的人，它的内涵是不失时机地以强有力的措施进行搭救；save是一般用语，使用范围很广，它含有 rescue的意思，但是这个词不但有使受难者获救的意思，还具有使获救者继续生存、享受幸福的内涵。
It was not long before a helicopter arrived on the scene to rescue the survivors of the plane crash.
不久一架直升机飞到了现场来搭救这次飞机失事的幸存者。
For hundreds of years, St Bernard dogs have saved the lives of travelers crossing the dangerous pass.
几百年来，圣伯纳修道院的狗已经搭救了穿越这个险关的许多旅游者的性命。
8. in ruins in a severely damaged or destroyed condition 严重受损；破败不堪；成为废墟
An earthquake left the whole town in ruins.
地震过后全城到处都是颓垣断壁。
His career is/lies in ruins.
他的事业已完全失败。
9. a(great)number of a lot of 许多；若干
I have a number of letters to write.
我有好些信要写。
A great/large number of people have applied.
许多人都已申请。
→Step 5 Sentence focus
1. But the one million people of the city, who thought little of these events, went to bed as usual that night.
但是，唐山市的一百万居民几乎都没有把这些情况当一回事，当天晚上照常上床睡觉了。
句子中的who thought little of these events是非限制性定语从句；think little of的意思是“不重视……；认为……没有什么了不起；对……不假思索”，类似的短语还有think better of sb. （对某人印象好；看重某人），think better of sth. （改变念头；打消主意），think highly of（看重；器重），think well of（重视；认为……好），think poorly of（不放在眼里；轻视），think nothing of（轻视；认为……无所谓；认为……没什么了不起），think much of（认为……很不错），think ill of（认为……不好）等；as usual是固定短语，意思是“照常；照例”。
I thought little of what he said at that time.
我对他当时说的话没加思索。
I think much better of him after I have found out his true motive.
我发觉他的真实动机后，对他的评价高多了。
The little boy went to school as usual that day.
那天，那个小男孩照常去上学。
1)In Australia, one thinks______________ of riding fifty miles to a dance.
A. nothing B. something C. much D. better
2)Yesterday, he went out to play football______________　.
A. usually B. as usual C. usual D. often
答案：1)A　2)B
2. It seemed that the world was at an end.
世界似乎到了末日。
句子中的at an end是固定短语，意思是“结束；终结”；It seems/seemed(to sb. )+that-clause是常用的固定句型，意思是“好像……；似乎……”。
His career seemed at an end.
他的事业似乎结束了。
It seems that I have seen her before.
我好像以前见过她。
It seems to me that there is something funny about the case.
在我看来这件案子好像有点奇怪。
3. Everywhere they looked nearly everything was destroyed.
人们无论朝哪里看，那里的一切都几乎被毁了。
句子中的Everywhere they looked 是让步状语从句，everywhere用作连词，相当于wherever或no matter where，引导让步状语从句。
Everywhere I go, I find the same thing.
无论我去哪儿，我都看到同样的东西。
You see it everywhere you look.
无论你往哪儿看，你都会看到它。
4. All of the city’s hospitals, 75% of its factories and buildings and 90% of its homes were gone.
所有的市内医院、75%的工厂和建筑物、90%的家园都消失了。
该句是“主系表结构”的句子，主语是一个很长的名词短语，其中两处有百分数修饰。有百分数修饰的结构作主语时，谓语动词要根据百分数所修饰的是可数名词还是不可数名词而定。句子中的gone是过去分词，用作表语，意为“消失了；不存在了”，另外它还有“走了”“丢了”“用完了”等意思。
50% of the students in our class are girls.
我们班50%的学生是女生。
Over 70% of the earth surface is covered with water.
地球表面的70%多是水。
His job was gone. 他的工作丢了。
More than 30 %/Nearly one-third of the teachers in our school______________ from other cities in the past.
A. is B. are C. was D. were
答案：D
5. All hope was not lost.
不是所有的希望都破灭了。
这是一个表示部分否定的句子。句型All. . . not. . . 或Not all. . . 均表示部分否定，可翻译成“不是所有的……”或“并非所有的……”。
Not all the girls left. （= Only some of the girls left. ）
Not all the children are noisy. （= Some of the children are not noisy. ）
注：对两者以上的全部否定应用none of. . . ，其后的谓语动词既可以用单数形式，也可以用复数形式。
We couldn’t eat in a restaurant because_____________ of us had____________ money on us.
A. all; no 　B. any; no 　C. none; any 　D. no one; any
答案：C
6. The army organized teams to dig out those who were trapped and to bury the dead.
救援人员组成小分队，将被困的人挖出来，将死者掩埋。
句子中的who were trapped 是定语从句。当先行词是those, anybody, he等表示人的词时，定语从句习惯用who来引导，不能用that代替。
Those who want to see the film write your names on the paper.
想看电影的人把你们的名字写在这张纸上。
Anybody who breaks the law will be punished.
任何人犯法都要受到惩罚。
He who laughs last laughs best.
谁笑在最后，谁笑得最好。
7. To the north of the city, most of the 10 000 miners were rescued from the coal mines.
在城市的北边，有一个万名矿工的煤矿，其中多数人得救了。
在表示位置关系时，通常in表示在范围内；to表示在范围外（不接壤）；on表示接壤（在范围外）。
China lies in the east of Asia.
中国位于亚洲东部。
Japan lies to the east of China.
日本位于中国的东面。
China faces the Pacific on the east.
中国东临太平洋。
8. Workers built shelters for survivors whose homes had been destroyed.
救援人员为那些家园被毁的幸存者盖起了避难所。
句子中whose homes had been destroyed是定语从句，whose是关系代词，代替先行词survivors在定语从句中作定语，相当于of whom，这个定语从句也可改为of whom homes had been destroyed或homes of whom had been destroyed。
He doesn’t want to hire the boy whose father is in prison.
他不想雇佣那个父亲还在坐牢的男孩子。
Anne was a Jewish girl whose diary has been read widely all over the world.
安妮是一个犹太女孩，她的日记在全世界广为传诵。
→Step 6 Workbook
Do the exercises in Using words and expressions on Page 63.
→Step 7 Consolidation
Ask the students to do the following exercises for consolidation.
1. 单词拼写：根据首字母或中文提示写出所缺的单词。
1)The mining disaster s the whole country.
2)If you put a cold glass into hot water, it will b 　 .
3)Twenty miners were t underground after the fire.
4)So many d happened to them in a single year that they could hardly live on.
5)The firemen r three women and five children from the burning house.
6)I was______________(震惊)to hear that one of my students drowned while swimming.
7)Smoking will______________(损害)your health.
8)The forest was______________(烧毁)by the great fire.
9)Don’t eat that food. It is already______________(发臭的).
10)If there were no______________(电), what would we do
2. 根据中文提示完成下面的句子。
1)I don’t know when their party will be_________ ____________ ___________ 　(结束).
2)It is said that they have_________ _____________ (挖出)a lot of treasure from the tomb.
3)After the big fire, all of their houses were_________ ___________ (成为废墟).
4)His wife’s death was_________ _____________ ____________ (沉重的打击)for him.
5)Sand now filled the wells________ ___________ _________ (而不是)water.
6)The days when the Chinese had to obey others____________ _____________ _________________ 　(一去不复返)forever.
7)____________ ________________　(成千上万个)families were killed and many children were left without parents.
8)When I told her the bad news, Helen_________ ___________ ___________ ___________ 　(顿时泪水夺眶而出).
9)Mice ran out of the fields____________ __________ _____________ ____________ _______________ (找地方藏身).
10)Such____________ _____________ ____________ ___________ (大批的)people died because the quake happened while they were sleeping.
3. 根据要求翻译下列各句。
1)好像他们已经知道了选举的结果。(It seems that. . . )
2)据报道，我是吸烟人数已达100万。(the number of; reach)
3)日本位于我国的东边。(to)
4)你知道有多少游客被困在那座岛上吗？(be trapped)
5)众所周知，我国百分之八十的人口是农民。(80 % )
6)我们班三分之二的学生去过北京。(two-thirds)
7)我的钢笔不见了。(be gone)
8)并非所有的人都喜欢吃肉。(Not all. . . )
Suggested answers:
1. 1)shook或shocked　2)burst　3)trapped　4)disasters　5)rescued　6)shocked7)injure　8)destroyed　9)smelly　10)electricity
2. 1)at an end　2)dug out　3)in ruins　4)a great shock　5)instead of　6)have been gone7)Thousands of　8)burst into tears　9)looking for places to hide　10)a great number of
3. 1)It seems that they have already known the result of the election.
2)It is reported that the number of smokers in our city has reached 100 million.
3)Japan is/lies to the east of our country.
4)Do you know how many visitors are trapped on the island
5)It is well known that 80 % of the population of our country are peasants.
6)Two-thirds of the students in our class have been to Beijing.
7)My pen is gone.
8)Not all people like eating meat. /All people don’t like eating meat.
→Step 8 Homework
1. Finish off the Workbook exercises. Write down Exercise 2 in the exercise book.
2. Learn the new words and expressions by heart.
设计方案（二）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to retell the reading passage A Night the Earth Didn’t Sleep.
→Step 2 Reading and finding
Get the students to read the reading passage again to underline all the new words and useful expressions or collocations in the passage.
→Step 3 Discovering useful words and expressions
Do the exercises in Discovering useful words and expressions on Page 28.
Explain the problems the students meet while checking the answers.
→Step 4 Language Points
Explain to students some important new words and useful expressions and do some related exercises.
→Step 5 Sentence focus
Explain to students some difficult long sentences and the important language points in them.
→Step 6 Workbook
Do the exercises in Using words and expressions on Page 63.
→Step 7 Consolidation
Do some consolidation exercises.
→Step 8 Homework
1. Finish off the Workbook exercises. Write down Exercise 2 in the exercise book.
2. Learn the new words and expressions by heart.
板书设计
Unit 4　Earthquakes
Important Language Points
Words and expressions Examples Quiz
burst vi. & vt. (burst, burst)(cause sth. to)break open or apart; explode（使某物）爆炸；胀破；爆破 Water-pipes often burst in cold weather.The river burst its banks and flooded the town. 1)因为大于大坝决口了。The dam___________ _______________ _____________ the heavy rain.2)听众席上爆发出一片笑声。The audience__________ ____________ ___________ .
a(great)number of:a lot of 许多；若干 I have a number of letters to write.A great/large number of people have applied. ______________ number of peasant workers______________ come into our city and______________ number of them______________ reached 100 million.A. A; have; the; haveB. The; has; a; hasC. A; have; the; hasD. The; has; a; have
. . . . . . . . .
活动与探究
How to help the orphans in the earthquake
As the news report in the part Reading mentioned, many children were left without parents in the earthquake. The government and a lot of kind-hearted people did all they could to bring up these poor and young orphans. Discuss with your partner some ways to help the orphans.