Unit 4 Earthquakes

Unit 4 Earthquakes
I. 单元教学目标
Know basic knowledge of earthquakes.
Know how to protect oneself and help others in disasters.
Write some passages about earthquakes.
Write a newspaper outline.
Learn to use the Attributive Clause.
II 目标语言
1. Talking about past experiences
I will never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road.
2. Sequence
I asked a man standing next to me what had happened. Before he could answer, hundreds of bricks fell on him and he was killed. I thought the end of the world had come! Then I met a man who knew the way to a boat, and we ran in its direction. I saw many frightened cows rush up Market Street and drop into a great crack ground.
III 词汇
四会
shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent,speech,judge,honor,prepare,Europe.
2．认读
crack, survivor, miner
3. 词组
right away, at an end, dig out, give out, thousands of
IV. 语法
Ｔhe Attributive Clause (I )
重点句子
Farmers’ wives noticed that the well walls had deep cracks in them.
It seemed as if the world was at an end!
Bricks covered the ground like red autumn leaves.
The army organized teams to dig out those who were trapped and to bury the dead.
Workers built shelters for survivors whose homes had been destroyed.
分课时教案
THE FIRST PERIOD READING
Step I. Revision
Check the homework with the whole class.
Step II. Warming up
Ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.
T: Today, before we begin our reading, I’d like to ask you a question, “What is the biggest sound you have heard in your life ”
S1: The sound of wind that blew in a winter night when I was very young. It sounded like a ghost who was howling. I was very frightened at that time.
S2: The biggest noise was the one that I heard when my neighbor was quarrelling with his wife. Perhaps, they broke their TV set.
T: That’s too terrible.
S3: The noise when planes take off.
S4: The sound of trains.
T: Good! I agree that all of them are big sound. But did you once heard the sound that the heaven falls and the earth cracks, in Chinese it is 天崩地裂
Ss: No, we have no chance to hear that.
T: If there is a sound like this, what is it
S5: When someone hears something unexpected and terrible. For example, when one of his loved families dies, he will feel this sound.
T: Terrific! You are using a literary way to express the sound.
S6: When an earthquake happens.
T: Great! I have waited for this answer for a long time. Today we’ll learn something about earthquakes. I think most of us have heard of earthquakes. Can you imagine how terrible it is
S7: The earth is shaking . All the buildings will fall down.
S8: Many people will die. And perhaps many children will lose their parents.
T: Yeah, earthquakes are disasters to everybody. Now look at the two pictures of Tangshan and San Francisco. Can you describe what you see in the pictures
S1: Tangshan is a beautiful city. It has beautiful gardens, broad roads and some tall buildings.
S2: From the picture of San Francisco, I can see that it is a very big city. There are many tall buildings thickly standing on the earth. I think the population of the city is very large.
T: Good! What will happen if there has been a big earthquake in these two cities Work in pairs and discuss it. Then I’ll ask so me of you to show your opinion.
Step III. Pre-reading
There are two questions in this part. Both are very interesting. The first one can more or less reveal the students’ values; while the second one can enlarge their imagination. No matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.
T: Now, let’s look at the pictures. What are the predictions of an earthquake
S1: Before an earthquake animals will become nervous. Cows, pigs, horses and dogs will be upset. And people can see mice running about. If the earthquake happens during winter, people can even see snakes.
T: Terrific! Where did you get this knowledge
S1: From geography. I like it.
T: good. Sit down please.
S2: Madam, I don’t know the meaning of the picture with two women.
T: It doesn’t matter. You will know it soon after reading our text. OK. Imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be
S3: I’ll take all my money. People can’t live without money.
S4: I will take as much water as possible. Because it is said that people can keep alive for nearly 7 days by drinking without any food
S5: In that case, I’d rather take some apples, so that besides drinking, I can also eat.
S6: I will carry my grandma. She is my most loved person in this world. She brought me up.
T: What a dutiful child you are! I’m very glad to hear that. Sit down please! It seems that all of you know what you should do during an earthquake. OK. Let’s read our text, and see what it tells us.
Step IV. Reading
In this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage. Ask them to pay attention to the first sentence of each paragraph. This can help them finish exercise3 in Comprehension. It is about the main idea of each paragraph. Then ask them to read the text again carefully to obtain some details. Before reading for the second time, show some questions on the screen, and let the students read the questions first. These questions can guide them to have a good understanding about the text. They can also make preparations for Exs1-2, which are about details.
Skimming
T: At first I’d like to read the text quickly to get the general idea of the article. While reading, you should pay attention to the sentence of each paragraph.
T: Have you got the general idea of the text
Ss: Yes.
T: What is it
S1: There is no quick answer to this question. Are you suggesting us that the general idea is the mixture of the first sentences of each paragraph
T: Sure.
S1:OK. That’s easy. The main idea of the passage is some signs of the earthquake, and what would happen during the quake.
T: Good, sit down please. In fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (Teacher writes the word on the blackboard) Do you understand the meaning of the word
Ss: No.
T: Sequence means the order of the events. It can tell us which event happens first, and which happens later. Do you know the sequence that is used in our text
S3: Yes. At first, the text tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things that happened after the earthquake.
T: Quite right! Now please look at the screen, these are the first sentences of each paragraph. Read them and think if they are the main idea of the text. If necessary, you may make some changes to make more exact.
Teacher shows the screen and gives a little time to think it over.
Strange things were happening in the countryside in the northeast Hebei.
The disaster happened and caused a lot of loss.
All hope was not lost.
Careful reading
T: Now, it’s time for us to read the text carefully. But before reading, you should read some questions first. These questions may help you get some information quickly and easily. Now look at the screen, and read the questions.
Show on the screen
What natural signs of a coming disaster were there
Can you think of some reasons why these signs weren’t noticed
What events probably made the disaster worse
What situations probably made the disaster worse
How were the survivors held
Step V. Extension]
Show the questions on the screen.
From whose point of view are events described How do you know
What is the mood of this passage How is it created
Why do you think the writer chooses to express his feelings about the quake rather than simply reporting what had happened
Why is the title A NIGHT THE EARTH DIDN’T SLEEP
What does the sentence “Slowly, the city began to breathe again.” mean
Answers:
He uses third-person to describe the quake. His description is very objective. For example, the second sentence in the third paragraph. The writer says: “Everywhere they looked nearly everything was destroyed.” The writer uses they instead of we.
The mood is serious and a bit sad. It is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed.
Although the writer was not there, he felt sad for the people of Tangshan. He knows that some personal feelings will make the reading more interesting.
I think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. But that night everything changed. The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title to show how terrible and how unusual the night was.
Here we can see that the writer compared the city to a person who suffered a lot in the disaster. He felt her pain, and he worried about her. So when he said that people came to help her, we can feel his feelings to the city. The city will not die, she has hope and she can recover from the pain.
Step VI Comprehending
Answers to Exx1-3
1. C 2. E 3.B 4.D 5.A
1. The walls of the villages wells had cracks in them.
2 .Roads got huge cracks
3. Brick buildings were destroyed.
4. The army helped the survivors.
5. Shelters were put up for those with no homes.
1. Strange things were happening in the countryside in northeast Hebei..
The disaster happened and caused a lot of loss.
All hope was not lost.
Step VII Homework
THE SECOND PERIOD READING
Step I Revision
Teacher check the students’ homework by showing the answers to exercises1-2 in the Learning about language.
Answers to Exercise 1.
useless 2. nation 3. a great number of 4. dirt 5. at an end 6. extreme
7. right away 8. steam 9. shock 10 track 11 rescue 12 ruin
Step II. Reading and speaking
A thank speech
The teacher’s main task is to tell students some problems that appeared in their writings.
Show the sample on the screen, and ask the students to read it, and find something that are useful.
Sample
Good morning, Ladies and Gentlemen. My name is Wang Wei. At first, I’d like to thank Mr. Zhang and the city of Tangshan for the honor of talking to you. I’d also like to thank each of you to come here today for this special occasion. Twenty-nine years ago, we experienced the terrible earthquake, which completely destroyed everything in the city. And twenty-nine years later, we get together in this beautiful park. This park makes me believe that we are indeed in the “Brave City of China”. Here I’d like to thank all of you, especially those who worked hard to save the survivors. During those days, you forgot the danger and devoted yourselves to digging out those who were trapped in ruins. Burying the dead, and building shelters and so on. I’m sure the people in Tangshan will never forget you! When I walk in the broad street, and see the new houses and offices, I can’t help expressing my thanks for those who rebuilt the city within 13 years. Also we can’t forget you. I believe our city become more beautiful in future. The spirit of its people has been and will always be strong forever! Thank you.
Two minutes later.
T: What do you think of the speech
S1: The speech is very fluent.
S2: The writer uses many Attributive Clauses. I don’t know how to use the structure.
T: It doesn’t matter. We’ll learn it next time. Now let’s go through exercise 4, it’s another writing task.
A little talk
A model speech has been given to the students. The students should complete the sentences after looking at the design of the new Tangshan stamps. The speeches may have many different contents. Let the students pay attention to this point: the audience is the same with the one In the last speech.
T: We can see there are four stamps showing new Tangshan. Can you describe each of them with a few words
S1: Housing conditions for the first stamp.
S2: Street scenery of new Tangshan for the second stamp.
S3: Industry for the third one.
S4: Ocean transport for the last one.
An outline
Show the questions on the screen.
Why is an outline important
What should an outline include
Why is a headline important
What are the steps to finish a newspaper story
What is the feature of a newspaper story
Answers:
Because an outline will prepare you to write a better story.
A good outline should have a headline, a list of main idea and a list of important details.
A headline can tell the reader what the topic is, so it can attract the readers’ attention since the reader may not have bought the newspaper before they read the headline.
First, organize the main ideas. Next, put some details into each paragraph.
A newspaper story gives the most important news first and the least important news last.
Teacher show more examples of some newspapers on the screen and ask the students to read them and try to find the outlines in the stories.
A short story
This integrated language activity enables students to use their imaginations and to write in a literary way. You may want to encourage students to use a literary device, such as simile, personification or metaphor.
T: Now, please turn to page 62, look at the TALKING part. Read it carefully, and then tell me what the feature of this talking is.
Give them two minutes to think about this question.
S1: This talking needs us to imagine.
S2: We should write it in a literary way.
T: Good! You’ve got the point of the talking. In this task, the most important thing you should do is to make full use of your imaginations and try to use a literary way. For example, you may use simile, personification or metaphor. Now, work in groups to write down your own short stories. Attention! The stories are about the cause of earthquakes. After you’ve finished, I’ll ask some of you to read out your work..
Group One
In the center of the earth lives an evil ghost. He usually sleeps for many years. During these years, people on the earth live a happy life. But when he wakes up, he shall howl. And then people feel an earthquake.
Group Two
Some people believe that there is a magic world in the center of our earth, where lives a kind of wiser living thing. They can make UFO. When the UFO comes out to visit our world, there is an earthquake.
Group There
There are too many people on the earth, and people are building too many buildings. Besides, they dig too many and too deep holes. The earth can’t stand. She shakes, and an earthquake happens.
Step III Homework
Write an outline for China Daily
The Third Period Grammar
Step I Revision
Teacher shows the screen
Step II Discovering useful structures
T: By now we have reviewed some useful words and sentences. Today’s another important task is to learn the Attributive Clause.
There are two kinds of this clause. One is the Restrictive Attributive Clause, which modifies the noun; the other is the Non-Restrictive Clause, which gives extra information, and is written with commas.
Teacher shows some sentences on the screen and asks students to translate them one by one.
But the one million people of the city, who thought little of these events, went to bed as usual that night.
It was heard in Beijing, which is one hundred kilometers away.
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.
The army organized teams to dig out those who were trapped and to bury the dead.
Workers built shelters for survivors whose homes had been destroyed.
Teacher gives more knowledge about the clause to the students.
定语从句
限制性定语从句
大多数定语从句对所修饰词的意思加以限制,表示 “……的人(或东西)”,称为限定性定语从句.如:
The man who robbed him has been arrested.
抢劫他的人已经被逮捕了．
The girl whom I saw told me to come back today.
我见到的那个姑娘叫我今天来.
That’s the best hotel (that) I know.
这是我所知道的最好的旅馆
These are the books (which ) you ordered.
这些是你订购的书
这类从句多由关系（a）或关系(b)引导
Everyone who (that) knew him liked him.
The friend with whom I was traveling spoke French.
The car which (that) I hired broke down.
At the time when I saw him, he was quiet strong.
That is the village where I was born.
These are the reasons why we do it.
在限定性定语从句中，当关系代词在从句中作宾语时，在绝大多数情况下都可以省略，特别是口语中，　在被修饰的词为all, everything 等词时尤其如此．
Have you got the postcard (which) I sent you
These are the things (that) you need.
Anything I can do for you
All you have to do is to fill out this form.
That’s the only thing we can do now.
You can take any room you like.
非限定性定语从句
对所修饰的词没有限定词义的作用，而是作一些补充说明，通常都有一个逗号把它和句子的其他部分分开，在译成中文时，这个从句多译成一个并列句．限定性定语从句去掉以后，句子意思常发生变化，甚至不能成立，而非限定性定语从句去掉以后对剩下部分没有太大的影响．如：
Peter, who had been driving all day, suggested stopping at the next town.
This house, for which he paid $150,000, is now worth $300,000.
They went to the Royal Theatre, where they saw Ibsen’s Peer Gent.
Sunday is a holiday, when people do not go to work.
　 应注意的是，在这类从句中不能省略任何关系副词why和关系代词that，也不能省略任何关系副词，这类从句主要出现在书面语中．
　 在书面语中whose有时指某样东西．如：
His house, whose windows were all broken, was a depressing sight.
The car, whose handbrake wasn’t very reliable, began to slide backward.
It was an island, whose name I have forgotten..
Exercise 1 Fill in the blanks with who, whose, which and that.
The girl ( ) served in the shop were the owner’s daughters.
The man ( ) I saw told me to come back today.
The girl ( ) spoke is my best friend.
The man with ( ) I was traveling didn’t speak English.
The man ( ) I saw told me to wait.
The girl ( ) I spoke to was a student.
The man to ( ) I spoke was a foreigner.
The man from ( ) I bought it told me to read the instructions.
I know a boy ( ) father is an acrobat.
He saw a house ( ) windows were all broken.
All the apples ( ) fall are eaten by wild boars.
Can you think of anyone ( ) could look after him
This is the best hotel ( )I know.
He showed a machine ( ) parts are too small to be seen.
You can take any room ( ) you like.
Answers to Exercise 1
who 2. whom 3.who 4. whom 5. whom 6. whom 7. whom 8.whom 9.whose 11. that 12. that 13. that 14. whose 15. that
Step III Using structures
This is advice on how to protect one’s home from an earthquake. The main purpose is to practice the Attributive Clause. This exercise is a kind of procreative activity for students, which can be done only after the students read and understand the passage. So perhaps it is difficult for some students.
T: Just now we had a translation exercise and filled some blanks. That’s the basic exercise for the Attributive Clause. Now I’ll give you 5 minutes to read A SAFE HOME , and finish the sentences below the article.
Five minutes later, the teacher check the answers.
Step IV Homework
The fourth Period Reading
Step I. Revision
Show the exercise on the screen.
Fill in the blank with a correct word.
He made another wonderful discovery, _____ was more than we could expect.
A. which I think is B. which I think it is C. which I think it D. I think which is
____ I drove to Zhuhai for the air show last week.
____ Is that the reason _____ you had a few days off
A. why B. who C. what D. where
In the dark street, there wasn’t a single person _____ she could turn for help.
A. that B. who C. from whom D. to whom
All of the flowers now raised here have developed from those _____ in the forest.
once they grew B. they grew once C. that once grew D. once grew
I don’t like _____ you speak to her.
the way B. the way in that C. the way which D. the way of which
The weather turned out to be very good, _____ was more than we expected.
what B. which C. that D. it
He paid the boy $10 for washing ten windows; most of _____ hadn’t been cleaned for ten years.
these B. those C. that D. which
Answers to the exercise
A 2. A 3. D. 4.C 5. A 6. B 7.D
Step II. Pre-reading
T: At the first period, we learned the earthquake happened in Tangshan. In that article the writer mainly described what happened during the quake. And the descriptions are objective. Now, we will read a story written by America’s most popular writer, Jack London. In the article he expressed his own feeling about the San Francisco quake. His account of the disaster is both factual and literary. You may feel it when you are reading the article. At first I’d like to show you some background of this article. Please look at the screen and read the passage.
As luck would have it, at the time of the quake, America’s most famous writer, Jack London just happened to be living near San Francisco. His account of the disaster is both factual and literary, that is he tried to write not only for readers of that time but readers yet to come. London, like most great writers and former journalists, knew a good story when he saw it. He and his wife rode on horseback at a fast gallop from their ranch to the hills overlooking the “ city by the bay.” What they saw both horrified and fascinated them.
Step III. Reading
T: Now that we have known the background of the article, and something about the writer. Let’s read the article carefully, with these questions on the screen. Then you can have a discussion. After that we’ll check them together.
Show the questions on the screen
Who is the man in the picture
What can we see from the word never in the sentence “Never before in history has a city been so completely destroyed”
How many negative words are used in the first paragraph, and what can we know from these words
What’s the feature of the sentences in the first paragraph
What’s the main idea of the second paragraph
What can we learn from the first sentence and the last sentence
Answers:
Maybe he is the writer, Jack London.
From the word never, we can feel that the writer was very sad.
There are six words. They are never, nothing, gone, no, useless and burst.
All the sentences in this paragraph are short ones.
Out at sea it was calm.
The two sentences give us a contrast. Although the city was destroyed, the people were not nervous or upset. They just did what they should do.
Step IV Homework
The fifth period Summary
Step I Revision
What have you learned in { the listening materials
{the reading materials
{ the writing
Step II Summing up
T: What did you learn in the listening materials
S1: We learned some listening steps: before listening, we should know what we’ll listen by reading the exercises first. And while listening, we should try to get the key words and details that appear in the exercises.
S2: We learned the ways to talk about past experiences and also the problem of sequence, which appears in the Listening part on page 30.
T: What did you learn in the reading materials
S3: We learned some basic knowledge of earthquake and how people have coped with these sudden natural disasters.
S4: We learned the ways to describe an event in a literary way. For example, “ Never before in history has a city been completely destroyed. San Francisco is gone. Nothing is left it .” and so on.
T: What did you learn in the writing
S5: We learned how to write a speech.
S6: We learned how to write a story in a literary way, and an outline.
Step III. Writing
Give the students 5 minutes to write a poster.
Possible Sample
Poster
Earthquakes are terrible natural disasters. Although we cannot avoid it, we can survive by making preparations. Here are the essential things you should always take during an earthquake.
You should take a bottle of water. It can keep you alive for a long time, if you are trapped under the ruins. Take some fruit, in case you are hungry.
And also take a torch light and a mobile. These can help you keep in touch with the outside world, and it is easy for rescue workers to find you quickly.
Don’t put fresh fruit in the bag as they will go bad quickly and cause problems. Don’t take money, especially don’t go back to take money when the house is shaking. You may be caught in the ruins.
Step IV Project
This project begins by asking students to review what they have learned about earthquakes and how people have coped with these sudden natural disasters. It then asks them to apply that knowledge by making a checklist of things that should be done before, during and after a quake hits. The functional item of the unit is reviewed as students are discussing and deciding the order of their checklists. It is not necessary or likely that students will number their checklists the same. What matters is whether the sequence is logical or not. Finally, the students must choose one action from the checklist to discuss in more detail.
Answers to the PROJECT
How to plan for future disaster;
How to make new buildings after;
How to teach children about earthquake safety;
How to rescue those who still trapped in the ruins;
How to take care of the survivors
How to recognize shelters for survivors;
Where to put information for survivors and their families;
What to do with the ruins;
What to do with the buildings that survived the quake;
How to repair buildings that survived the quake;
Where to get money to build again;
Where to find people to help rebuild;
How to honor those killed in the quake;
How to honor the rescue workers.
Step V. HomeworkUnit 4 Earthquakes
教学内容分析
为了让人们对影响人类较大的自然灾害有更深的了解本单元再现了1976年发生在我国的唐山大地震的情形。于是各方各面的记录，包括地震的成因， 预兆，损失，应急救生和救援等等方面有关方面的知识，人们有所了解。与此同时，人们也有了进一步了解和预防自然灾害的知识和方法。
Warming Up 部分通过图片让学生展开讨论，地震之前城市的美丽整齐和地震之后城市的破败不堪,对比前后两个城市的样子可以看出地震的破坏性。同时通过多幅图片展示自然灾害，引起学生讨论的兴趣。
Pre-reading部分有四幅图片让学生了解地震的前兆，并且设置了两个开放性问题，让学生对地震发生之前的征兆有初步的认识。这为接下来的阅读作了很好的铺垫，还可以增加学生的日常生活常识。
Reading部分是一篇新闻报道，主要描写了1976年的唐山大地震。根据内容可以分为三部分。
唐山大地震的前兆；一些不正常的自然现象及动物的反常表现。
地震造成的城市建筑和人畜损失；地震来势汹汹，并在顷刻间将整座城市夷为平地。
震后的救援情况；人们勇敢的面对事实并及时地实施抢救和重建工作。
Comprehending部分主要是对课文的内容做进一步了解。
Learning about language部分是巩固文中的词汇，对单词的英英解释，和根据所给的词汇的适当形式填空。再者是 学习数字的表达方式。
Discovering useful structures: grammar ----The attributive Clause
该部分涉及语法。主要通过句型练习帮助学生学习由that, which, who, whose 引导的定语从句，初步掌握有关定语从句的知识， 培养学生自主学习的能力。
Using language 部分的“读、写、说”（Reading, Writing, and Speaking）部分提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲搞，接着说一说唐山大地震纪念邮票。这一部分主要是为了培养学生在生活中的实际运用英语的能力。也可以通过“听力”(Listening)部分来了解一位美国人以第一人称叙述他在1906年旧金山大地震中的可怕经历。以此扩大学生对地震的认识， 让学生了解人们在自然灾害中的经历和感受。
Writing 部分训练学生如何写新闻报道，学会拟定协作提纲。
Summing up : 主要是归纳了被单元所学的重要知识——有关地震的知识，有用的动词，名词，其他的表达方式和新的语法项目。
Learning Tip 部分要求学生重视听的技能的训练。因为听是吸收信息的重要渠道，建议学生多听广播和电视里的英语节目，这样既能提高听力水平又能扩大视野和增加英语的词汇量。
教学重点和难点
教学重点
本单元的生词和短语的用法，以及数字的表达法。
由that, which, who, whose引导的定语从句
解有关地震的知识，地震的成因，征兆，损失等等
教学难点
能运用所学知识描述地震的成因、预兆、地震造成的损失，地震时的应急救生以及震后的救援。
学会谈论有关地震的知识，从听力材料中获取信息。
了解更多的自然灾害的知识。
学写新闻报道，学写演讲稿。
教学计划
本单元分七课时：
第一课时：Warming up, Listening (Workbook), Speaking (workbook)
第二课时：Pre-reading, Reading, Comprehending
第三课时：Important language points, Learning about language
第四课时：Discovering useful structures
第五课时：Using Language
第六课时：Reading task, listening task, and speaking task
教学步骤
Period 1 Warming up, Listening (Workbook), Speaking (Workbook)
Teaching Goals:
1. To arouse Ss’ interest in learning about disasters in the world.
2. To develop Ss’ speaking ability.
Teaching Procedures:
Step 1 Leading-in
Purpose: To activate Ss to talk about earthquakes in the world.
show the two pictures and compare them with the two pictures of the book. Ask Ss to tell something about earthquakes. And see know if they know something about disasters.
Step 2. Warming Up
Purpose: To lead Ss to the topic of this unit by discussion.
Pair work
Get Ss to discuss the following questions.
(1) What would happen before an earthquake
(2) What would happen during an earthquake
(3) what are other natural disasters？
(4) What would happen if these natural disasters occur？
The above pictures can be used for Ss to talk about, and Ss can talk as much as they can.
Step 3. Listening (Workbook)
Purpose: 1. To help Ss learn more information about earthquakes.
2. To develop Ss’ listening ability
1. Get Ss to discuss the question and get information.
Why are there earthquakes in the world
2. Listen to the tape for the first time, and then tell whether the following sentences are true or false.
(1) It is believed that on the surface of the earth are a number of plates.
(2) The plates are always moving.
(3) If the plates stop moving, there is an earthquake.
(4) If the plates move, there is an earthquake.
(5) Where you live, you are in an earthquake area.
(6) China has two plates pushing on her and they make mountains and earthquake.
Suggested Answers: (1) T (2) T (3) F (4) F (5) F (6) T
3. Listen to the tape again and do Ex 2 on Page 62.
Step 4 .Talking (Workbook)
Purpose: 1. To get Ss to talk about earthquakes.
2.To train Ss’ speaking ability
Pair work
Discuss the questions below with your desk mate and then present your views to all your classmates.
In pairs make up a story to explain how an earthquake happens.
Describe what happens in an interesting way like the story from India. Keep your story short.
Share your story with your classmates. Decide which one is the most interesting. Give a reason.
Period 2 Pre-reading, Reading and Comprehending
Teaching Goals:
1. To get Ss to learn about Tangshan earthquake.
2. To develop Ss’ some basic reading skills.
3. To arouse Ss’ interest in learning about other natural disasters in the world.
4. To train Ss’ ability to grasp key information.
Teaching procedures:
Step 1. Warming Up
Purpose: To arouse Ss’ interest in learning about Tangshan earthquake.
Step 1. Leading-in
1. Group work:
Answer the questions below:
(1) What would happen before an earthquake
(2) What happened in Tangshan in1976
Step 2. Reading
1. Skimming
Purpose: To get a brief understanding of the text.
Ask Ss if they know something about Tangshan earthquake, and get them to check 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 False. People thought little of the unusual phenomena before the quake, and went to bed as usual that night.
② True.
③ False. More than 400 000 people were killed or injured in the quake.
④ True.
⑤ False. Fresh water was taken to the city of Tangshan by train, tuck and plane.
(2) Read the passage again carefully and do this exercise. Join the correct parts of the sentences.
① The chickens didn’t eat because A. the army came to help them
② The people didn’t worry because B. the quake happened while they were sleeping
③ Such a great number of people C. they were nervous.
died because
④ Water was needed because D. dams and wells were useless.
⑤ The people did not lose hope because E. they didn’t know what the strange events meant.
Suggested Answers: ①–C; ②–E; ③–B; ④–D; ⑤–A
(3) Try to divide the passage into three parts. Then try to write down the main idea of each part.
Part1. (Paragraph 1)________________________________
Part2. (Paragraph 2&3) __________________________________
Part3. (Paragraph 4)____________________________________
Suggested Answers: Part 1: Phenomena before the earthquake.
Part 2: What happened during the earthquake and the damage
Part 3: The rescue work after the earthquake.
2. Scanning
Purpose: To get Ss to have some details in the text.
Read the text quickly and try to get some details from the text. Work in pairs and try to ask and answer questions from the text. Questions can be like these.
Q1 What did people in Tangshan see in the sky before the earthquake
Q2 What did people hear
Q3 What did people notice in the wells
Q4 Did people pay any attention to these abnormal phenomena
Q5 When did the earthquake begin
Q6 How many people were killed or injured in the earthquake
Q7 Could the injured people go to hospital
Suggested Answers:
A1 They saw bright lights in the sky.
A2 They heard the sound of planes outside Tangshan even when no planes were in the sky
A3 People noticed the well walls had deep cracks, and a smelly gas came out of the cracks.
A4 No. They went to the bed as usual that night.
A5 More than 400,000 people.
A6 At 3:42 in the morning of July 28.
A7 No, they couldn’t because all of the city’s hospitals were gone in the quake.
2. Listen to the tape and get more information
Purpose: To train Ss’ listening ability
Listen to the tape and follow it in a low voice.
Step 4. Discussion
Purpose: To train Ss’ speaking ability
Group work
one acts as a reporter from China Daily and another acts as a witness of the Tangshan Earthquake. They will have an interview.
One possible dialogue:
(Reporter =R witness=W)
R: hello, nice to meet you. I am a reporter from China Daily.
W: Nice to meet you.
R: I hear that you went through the Tangshan earthquake, didn’t you
W: Yes, I was so lucky as to be one of the survivors.
R: Would you like to answer some questions about the earthquake
W: OK.
R: When did you know that the earthquake was coming Were you warned of the earthquake
W: Although later people said there had been some signs that showed an earthquake was coming, we paid no attention to them. We just went to bed as usual that night.
R: Then do you still remember what happened during the earthquake
W: Oh, at 3:42 everything began to shake. A huge crack that was about eight kilometers long and thirty meters wide cut across houses and roads. The terrible earthquake lasted for about 15 seconds. After that, everywhere, everything was destroyed. Many buildings fell down. To make things worse, two dams and most of the bridges also fell. The railway tracks became useless pieces of steel.
R: Although you had survived, you had to live a hard life in the next period of time
W: That is true. Water, food and electricity were hard to get. Life was really hard for us.
R: And you had the army help you.
W: Yes, The army sent 150,000 soldiers to help the rescue workers. They organized teams to dig out those who were trapped and bury the dead.
R: I think you can rebuild your home city very well.
W：I believe so. We people in Tangshan will try our best to rebuild the city.
R: Thank you for answering my questions.
W: That’s all right.
Step 6. Homework
Try to remember the key information of the passage by heart
Write a short passage about Tangshan earthquake
Period 3 Important language point, Learning about language
Teaching Goals: 1. To enable Ss to master some new words and expressions.
2. To train Ss’ speaking ability.
Teaching Procedures:
Step 1. Revision
Purpose: To train Ss’ speaking ability.
Group work
Get Ss to ask each other some questions about the Reading part.
Step 2. Word study
Part 1
rise (rise rose risen)
(1). (太阳，月亮，星星等)升起；出现
The sun rose at seven o’clock.
(2). 升高
The river is rising after the rain.
Prices have risen steadily during the past decade.
(3). 起床；立起；站起来
We rise from the chair.
(4) 晋升
He rose to become managing director.
Rise, raise 和lift 辨析
三个词都有“升起；抬高”的意思
lift常指将物体，尤其是重物，从地面或较低的位置抬起或举起。如：
He lifted the heavy box for me.
Raise可与lift 互换，但raise 强调动作的姿势；此外它还有把某物竖起来的意思。还可用在抽象地比喻性质的短语中。如：
Raise one’s voice
Raise prices
Raise living standards
Rise常指由低而高的变化过程。
Part 2
seem
（1）似乎；好像
① Seem + to do sth
He seems to like this gift.
② Seem+ to have done sth
We seem to have seem you somewhere before.
③ Seem + to be doing
Several people in the street seemed to be fighting.
(2) 看来；似乎
① seem +adj
The doctor seems very capable.
② Seem +分词
His first memories seemed connected with work.
③ Seem +N
It seems a nice city.
④ Seem + 介词短语
You seem in high spirits today, Tom.
(3) 用于以下结构
① It seems/seemed that …
② It seems /seemed as if…
rescue 搭救；解救；救援
Part 3
all….not …= not all… 一些，但不是全部
All hope was not lost. = Not all hope was lost.
Step 3 exercises
From the reading passage, find the correct word or expression for each of the following meanings.
(1). _______ of no use
(2).________ all the people in a country.
(3).________ a loot of
(4). _______ matter that not clean
(5).________finished
(6).________very great in degree
(7).________immediately
(8). _______ gas that hot water gives out
(9).________ make someone feel very surprised
(10).________ metal bars that a train moves along
(11).________ save something or somebody from danger
(12).________the part of a building left after the rest has been destroyed
Suggested Answers:
1 useless 2 nation 3 a great number of 4 dirt 5 at an end 6 extreme
7 right away 8 steam 9 shock 10 track 11 rescue 12 ruin
3. Complete the passage with some of the words above
It was a frightening night. The dam cracked and then _______ under the weight of the water. The water went all over the fields and _________ quite a few villages along the river. Some buildings were in ______ and some farmers were _______ at the top of their houses. The water filled the canals and the ______. Dead bodies and ______ animals were seen everywhere. People were ________, but they had to ______ dead bodies for health reasons. It was a very sad time.
Suggested Answers:
burst; destroyed; ruins; trapped; wells; injured; shocked; bury
4. Fill in the blanks with the proper words and the first letter is given.
Several days before July 28, 1976, many s_______ things happened in Tangshan. They were signs for the e__________. But people in the city of Tangshan didn’t think m________ of these. At 3:42 a.m. That day, the earth began to s________, which d________ the city. Many people, including workers and doctors, came to r________ those t_______ under the ruins. Later that afternoon, another big earthquake struck Tangshan. More people were killed or injured and more building f________ down. Soldiers were called in to help the rescue workers. T______ were organized to dig out the trapped and b_______ the dead.
Suggested Answer: Strange; earthquake; much; shake; destroyed; rescue; trapped; fell; Teams; bury
Step4. Homework
1. Use the new words and expressions to make some sentences.
2. Finish the Ex1 (P63).
Period4. Discovering useful structures
Teaching Goals: 1. To get Ss to have knowledge of the grammar point: the attributive clause.
2. Learn the difference between relative pronouns for the attributive clauses.
Teaching Procedures:
Step 1. Presentation
1. Get Ss to understand the grammar through comparison
You are smart students.→You are students who are smart.
She is a beautiful girl.→She is a girl who is beautiful.
This is an interesting book.→This is a book which is interesting.
Let Ss compare these sentences and tell the differences.
Then teacher explain what is the attributive clause.
2. 关系代词用法一览表
关系代词 先行词 在从句中的作用 例句
that 指人或物 作主语、宾语（可省略） I don’t know about the man (that) you mentioned.(宾语)A plane is a machine that can fly.（主语）
which 指物 作主语、宾语（可省略） The pen (which) my uncle gave me is missing.（宾语）Children like to read books which have wonderful pictures.（主语）
who 指人 作主语 The boy who is standing there is my cousin.（主语）
Whose(=of whom=of which) 指人或物 作定语 Do you know the boy whose father is an engineer （定语）He lives in a house whose windows face south.（定语）
Step 2. Practice
1. Complete the following sentences with who/that/which/whose.
(1) The terrible shaking of the building woke up all the people_____ were asleep.
The next day people put up shelters in the open air with all kinds of things______ they could find.
Several days later most of the buildings ________ had been damaged were repaired.
We went to see our teacher_________ husband was killed in the earthquake.
A number of children___________ parents had died in the quake were sent to live with families in other cities.
Suggested Answer: (1) who (2) that / which (3) which / that (4) whose (5) whose
2. Translate the following sentences into Chinese.
别忘了把老师那天给你的书带着。
(2) 封面是红色的书是一本英语语法书。
(3) 流过村庄的小河对他们有很大作用。
(4) 护士抱进来的婴儿是昨天出生的。
(5) 主要由学生组成的观众比以前都庞大。
Suggested answer:
Don’t forget to bring the book ( which / that ) the teacher gave you the other day.
The book whose cover ( the cover of which ) is red is an English grammar book.
The river that flows through the village is very helpful to them.
The baby ( which) the nurse brought in was born yesterday .
The audience which is composed entirely of students is larger than before.
Step 3. Homework
remember the points about the grammar.
2. preview the using language -reading
Period 5 Using language
Teaching Goals: 1. To train Ss’ speaking ability.
2. To train Ss’ ability to write a speech.
3. To train Ss to write a newspaper story.
Teaching Procedures:
Step 1. Warming Up.
Purpose: To lead Ss to the topic and arouse the Ss’ interest in the speech
Ask Ss discuss the questions below and then let them present their views.
What happened in the Tangshan in 1976
Step 2. Reading and writing
Purpose: To train Ss’ ability to write a speech.
Individual work
Read the letter (P30) and get enough information about this letter.
Pair work
Discuss with each other. Suppose you are the student who was invited to give the speech. What should you include in your speech Maybe the following points will help you.
◆ Thank Mr Zhang Sha and the government for inviting you to speak.
◆ Thank those who helped the survivors and list what they did after the quake.
◆ Thank those who worked hard to build a new city.
◆ Encourage the people to be always proud of their city.
◆ Describe your feelings about the city, which is known as the “Brave City of China”.
◆ Thank the visitors for listening to your speech.
Give Ss 10 minutes to write this speech and then ask Ss to present their speech.
One possible speech:
Ladies and gentlemen,
Good morning. It’s my great honor to be given the chance to give the speech.
Thank Mr Zhang and the city government for inviting me to speak. And thank all of you to attend this activity.
Everybody knows that this park will be opened to honor those who died in the terrible disaster on this day 30 years ago. We should say that all of you are very lucky to have survived. But never can we forget those who helped you do the rescue work. They dug out those who had been trapped and buried the dead. They also helped build the new city They built new homes and offices in only seven years. For this work, many workers and soldiers lost their lives. We should show our greatest honor to them.
When I first arrived in the city yesterday, I came to understand why Tangshan was called “Brave City of China”. What you have done made the whole world surprised. Look at the tall buildings and the beautiful environment. How brave you are! I think you should always be proud of the city.
Thank you for listening to my speech.
Step 3. Speaking
Imagine that after your speech, Zhang Sha asks you to give a short talk about the new stamps to honor the city. You may use the model or write your own little talk.
1. Answer the following questions in pairs.
(1) Would you like to collect stamps
(2) What do these stamps show？
(3) Do you think these stamps are very important Why
2. Fill in the blanks in the little talk.
Thank you, Mr Zhang. I am very happy to (1) ________. As you can see, the stamps show (2) _______. I think these stamps are very important because (3)________________________. I will collect the stamps (4)________________________________________________.It will be my way to honor all the people who lost their lives in the earthquake and (5)______________________.
Thank you for _____________________________________________.
Suggested Answers:
talk about the new stamps
different scenes from our new city
3. they will let others around the country remember what we have done here
4. because when I am old, I can show my grandchildren these stamps and tell them about the earthquake
5. the people who have done their best to rebuild the city
Step 4. Listening
Purpose: To know some information about San Francisco earthquake of 1906
To know about the feelings of the person who was a survivor of this earthquake.
1. listen to the tape and tell whether the following statements are true or false.
The man was sleeping downstairs when the earthquake happened.
Many huge buildings were shaking--- bricks were falling.
A lot of people were buried under the ruins.
Some cows were killed in the fires.
He felt safer because he got away easily.
Suggested answers:
1. F 2. T 3. T 4. F 5. F
2. listen to the tape again and then answer the questions.
1. When did the earthquake began
2. What did the speaker do after he woke up
3. What did he see and hear outside
4. What happened to the man next to him
5. How did he get away from the city
6. Which of your adjectives describe the man’s feelings most closely
Suggested Answers:
The earthquake began around 5 o’clock in the morning.
The speaker rushed outside as soon as he woke up.
When he got outside he thought the world had come to an end. He heard people crying and shouting. He saw people running everywhere and bricks falling down from buildings. There were big fires too.
The man next to him was killed by bricks falling from a nearby building.
He get away from the city by boat.
Very shocked, devastated.
Step 5. Writing
Group work:
What should be included when you write a newspaper story
1. Learn some skills of writing newspaper stories.
① A newspaper outline should have :
A headline
A list of main ideas
A list of important details
② An outline helps you to:
Choose a topic
Decide what you want to say about the topic
Organize your ideas and write clearly.
2. Read the example of a newspaper story and answer the questions
① What is the headline of it
② What is the main idea
③ What is the detailed information
Suggested Answers:
Cyclists Ready to Go on the Road for Blind Kids.
It is about what the cyclists will do and the reason. It is also about who they are.
When: from July 5 to 28.
Where: 1888 km from Lijiang to Lhasa, Tibet.
What: to raise 1 million yuan to give the school which help the blind children in Tibet.
Who: from China, the US. Europe, and other places.
Both men and women, their ages are from 25 to 65.
Step 6. Summary
Purpose: Deepen what they have learned in this unit.
Ask Ss to write down what they learned from this unit.
useful verbs.
useful nouns.
other expressions.
new grammar item.
Step 7. Homework
Write a short newspaper story.
Preview the Reading task (P65).
period 6 Reading task, Listening task, Speaking task
Teaching Goals: 1. To get some information about the San Francisco Earthquake.
2. To train SS to compare two similar passages.
3. To train Ss’ listening ability
4. To train Ss’ speaking ability
Teaching Procedures:
Step 1. Warming Up
Purpose: To arouse Ss’ interest in learning about San Francisco earthquake.
Show Ss the flowing two pictures and get them to talk about them.
Step 2. reading
Purpose: 1. To get information of the San Francisco earthquake.
2. To compare the two similar passages.
Skimming
Read the passage , and then finish the following exercises.
(1) Write an adjective to describe how the author feels about the earthquake and what it did. And why did you choose this word
(2) Write an adjective to describe how the author feels about the people of San Francisco.
And why did you choose this word
Step 3. Listening task
1. Group work
Before listening, have a discussion about the question.
What should you do during an earthquake
2. listen to the tape for the first time and write down the three “things” that are mentioned
(1) ___________ (2) ____________ (3) ______________
Suggested Answers:
(1) drop (2) cover (3) hold
2. After listening for the second time, give more details about each of the “things”.
My earthquake Plan
(1) 1st thing I must do ___________________________________________.
(2) 2nd thing I must do ___________________________________________.
(3) 3rd thing I must do ____________________________________________
My earthquake advice
(4) If you are outside, you_____________________________________________.
(5) If you are in the living room, you _________________________________
(6) If you are in the house alone, you _________________________________
Suggested Answers:
(1) I must drop to the floor and cover my head and neck with my arms.
(2) Make sure I hide under something like a table to protect myself from things falling on top of me.
(3) I must hold onto the furniture so it doesn’t move away from me during the earthquake.
(4) You should keep away from power lines, trees, signs, cars and buildings.
(5) You should make sure that the bookcases are fastened to the wall and the TV set is tied to a table so that they can’t move.
(6) You should ring a family friend to tell them where you are and collect your personal earthquake bag.
Step4. Speaking task
Discussion:
An earthquake is on the way. You need to choose some essential things with you. The things must last you five days.
What should you choose from the list below Why
Possible items for the Personal earthquake bag
Bottle of water candles Money Identity card
Bowls and chopsticks Important papers Food and sweets Personal washing things
umbrella Book to read Torch light clothes
fruit Pen and paper shoes Knife
scissors radio blanket Mobile phone
Map Computer Pictures of family medicine
Ask ss to discuss and present their opinions.
Step5. Homework
Review this unitUnit 4 Earthquake
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，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。
Part 1：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。
Part 2：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。
Part 3：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。
Part 4：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 3 parts 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.