人教版必修一Unit 4 Earthquakes learning about language教案
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| 名称 | 人教版必修一Unit 4 Earthquakes learning about language教案 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2020-12-01 16:37:20 | ||
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Unit 4 Earthquakes learning about language教案
Teaching goals: 教学目标
1. 重点词组和短语
well, smelly, pond, burst, canals, steam, dirt, injure, destroy, brick, dam, useless, steel, shock, rescue, quake, electricity, army, organize, bury, shelter, fresh, at an end, dig out, coal mine
重点句子
The sentences that describe the things in an earthquake:
It is believed that on the surface of the earth are a number of plates. P62
If the plates stop moving, there is an earthquake. P62
If the plates move, there is an earthquake. P62
Wherever you live, you are in an earthquake area. P62
China has two plates pushing on her and they make mountains and earthquakes. P62
The plates are always moving. P62
If you are outside, you should…. P66
If you are in the living room, you should…. P66
If you are in the house alone, you should…. P66
2. Master the way to gain the details by listening. And learn to express one’s thanks to somebody, have a little talk about the stamps and tell a folktale
3. Practice the way of listening to obtain some useful information, learn to describe an earthquake, and know some other things that happened in an earthquake.Help the students to improve their speaking ability by using some tips and useful expressions.
Teaching important points 教学重点
a. Help the students to improve their speaking skills.
b. Tell the students how to make use of the given information to express their thanks.
c. Tell the students how to tell short stories in a literary way.
Teaching difficult points 教学难点
a. Teach the students the ways to express themselves.
b. Help the students how to tell a folktale in a literary way.
c. Conclude some ways on how to improve the students’ listening ability effectively.
Teaching procedures ＆ ways 教学过程及方式
Step Ⅰ Revision (5 minutes)
The teacher can ask some of the students to read out their answers to the exercises. This is a good and effective way to check the homework. After that, the teacher can begin today’s task.
(The process is omitted)
T: OK. Before we begin today’s class, please guess the meaning of these sentences:
1. Small incidents foretell big events.
2. Where there is life, there is hope.
3. Blessings never come in pairs and misfortunes never come singly.
S1: The first sentence means people should pay attention to the small things, because these things often cause unexpected events. Just like what we have learned in the text.
T: Good. How about the second one?
S2: The most important thing in the world is life. Without life, everything will lose its meaning.
S3: I agree with S2. This is especially obvious in a disaster. After a disaster, every government in the world will try their best to rescue those trapped in the ruins. And after the disaster, the survivors will rebuild their hometown and make it more beautiful.
T: Good! Your statement is reasonable. How about the third sentence?
S4: It means everything has its two sides. Although the disaster is terrible, and we cannot avoid it, it can force us to try our best to foretell it more exactly and reduce the loss caused by the disaster.
S5: Yes. During the disaster we can realize what on earth we should do, and what we shouldn’t. It’s a time to show human’s glorious nature and its evil side. Some people are trying to help others; while some are trying to steal or rob other people’s possessions. We should sing high praise of those who rescue others and punish those who rob other people.
T: Good! I think that the disaster is terrible, but the lower quality of some people is more terrible. Sometimes the disaster can give us a valuable moral lesson. Don’t you think so?
Ss: Yes.
T: Now, let’s turn to Page 30, and make up the thanks speech.
Step Ⅱ Reading and speaking (35 minutes)
1. A thanks speech (7minutes)
T: Boys and girls, if somebody gave you some help, I think you would express your thanks to him or her. Have you ever done so?
Ss: Yes.
T: But how to thank others for doing something. On P30, there are some useful expressions for you to learn. First let’s read them together.
(After the reading)
T: Well, in pairs to prepare a short speech to thank those who worked hard to rescure survisors and those who worked hard to build a new city and the visitors for listening to yuur speech. More details are in Exercise 2. Please try to use the useful expressions given in your speech.
Five minutes later
T: Are you ready? Now I’ll let 2 of you read out your speeches. Would you please?
S1: OK. I’d like to read my speech.
Ladies and gentlemen,
It's my honour to be here to celebrate the opening of the new park to honour those wo died in the terrible disaster. First, I'd like to express my thanks who worked hard to rescue surviors. Without your help, we don't know how many children would lose their parents, and how many parents would lose their children. An old saying said that a friend in need is a friend in deed. No words are strong enough to express our thanks to you, because it's you who gave our grandparents and parents’ life again and also brought hope to this city. Second, I wish to express my thanks for the great efforts of those who worked hard to build a new city. You built new homes and offices within only seven years. You were so quick that the UN honoured you for your quick work. It seemed as if the disaster was just a nightmare. You speeded up the completment of the nightmare! And I'd also like to thank the visitors for listening to my speech. It's a good time for all of us to look back at the past and to look forward to the future. As a middle school student, I'd like to say that “Our destiny offers not the cup of despair, but the chalice of opportunity”. (Richard Nixon, American President ) 命运给予我们的不是失望之酒，而是机会之杯。(美国总统 尼克松 . R.) We will work hard to make our future more beautiful!
Thank you!
S2: Here I want to share my speech with all of you.
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. Thirty-one years ago, we experienced the terrible earthquake, which completely destroyed everything in the city. And thirty-one 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 rescue the survivors. During those days, you forgot the danger and devote 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 7 years .You are so effective that the UN honored you for your quick work. Have you heard the happy laughter from children? Have you seen the happy faces of the old? Have you noticed the high spirit from the young? Without your hard work, how can we have today’s happy life? I believe our city will become more beautiful in future. The spirit of its people has been and will always be strong forever! Thank you.
T: Very good. The two students first paid attention to the sequence. For example, they used first, second and third and so on. Second, they used some effective conjuctions to make their speehes very fluent. And third, they tried to use the useful expressions given. I believe that the other students have done as well as them.
2. A little talk (5 minutes)
It’s time for the students to discuss the stamps of new Tangshan.
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.
T: Good descriptions!
3. A short story (10 minutes)
This integrated language activity enables students to use their imaginations to tell short stories in a literary way. You may want to encourage your students to use a literary device, such as simile, personification or metaphor.
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 2 minutes to think about this question.
S1: This talking needs us to imagine.
S2: We should tell 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 (明喻), personification (拟人) or metaphor (暗喻) . Now, work in groups to make up 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 three:
There are too many people on the earth, and people are building too many buildings. Besides, they dig too many and too deep holes. The earth can’t stand. She shakes, and an earthquake happens.
T: I can’t believe my ears! You can make up so good stories! Which one is the most interesting?
Ss: The second one, because it can give us more imagination.
S2: I think the third one is the most interesting one. Because it connects the imagination with some present problems in today's human society.
T: Your remarks are reasonable. Now I’d like to show you some interesting folktales from East Africa and Japan:
A giant fish carries a stone on his back. A cow stands on the stone and balances the earth on one of her horns. From time to time, her neck begins to feel pain, so she throws the earth from one horn to the other. (From East Africa)
The earth was a giant catfish, which fought with a god. The god won and stood in victory on the catfish’s head. But every now and then the catfish tries to escape by moving his huge tail, which shakes the ground. (From Japan)
Step Ⅲ Listening on Page 62 (10 minutes)
T: We have enjoyed some folktales about the cause of earthquakes. The stories are full of imaginations. 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. At first please pay attention to the sentences in Exercise 1. These sentences are very good sentences, I’ll give you some short explanation about them.
(If possible, or necessary, teacher can treat these sentences as language points, then ask the students to read the sentences loudly and quickly, and try to remember and recite then as quickly as possible.)
T: You will listen to the tape three times. First, listen and try to get some details that Exercises 1 and 2 requests. Second, listen and finish the Exercises. Third, listen and check your answers. Are you ready? Now, listen!
For Exercise 3, the teacher can give the students some time to discuss their answers and then ask some of them to read out the answers and have a check with the whole class.
Step Ⅳ Listening on Page 66 (10 minutes)
This listening material gives the students a chance to learn more knowledge about earthquakes. The way and steps of listening are the same with the ones in step 2. But the three pictures can help the students to guess what will happen in the listening. So teacher can ask the students to look at the pictures and discuss what they might have learned.
Step Ⅴ Speaking task (15 minutes)
This part is coming after the Listening. In content they have the same topic. It’s better to put them together. Also this exercise gives students practice in taking words and phrases from the reading passage and put them into a short dialogue. Students have the option of acting out a short dialogue rather than simply reading it.
T: Just now we had 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.
Give them 2 minutes to do this job.
T: Well, I think most of you have finished this task. What is your list, Group 1?
S1: Our earthquake bag will contain:
1 bottle of water 2 fruit 3 torch light 4 blanket
5 mobile phone 6 identity card 7 scissors 8 bowls and chopsticks
The teacher can ask more groups to read out their lists, if time permits.
T: Now, please read the instructions below the chart on Page 67. And do as it tells you.
Give the students some time to do the task. While they are doing, the teacher should walk in the classroom, in case there are some questions to answer. The most important thing for the students is to learn to corporate with other people to finish the task.
(After several minutes)
T: OK. Which group would like to read out your choice and tell us the reason?
S2: We decide to take bottles of water and some fruit to keep alive; we will take a torch light, a mobile phone and a radio to get in touch with the outside world, if we are buried in the ruins; we will take some clothes and a blanket to keep warm; and we will take our identity cards with us, in case we are killed. If that happens, people can at least know who we are.
The answers may vary, so the teacher should give as many chances to as many groups as possible to present their choices and state their reasons. Most students would like to perform at this time.
Step Ⅵ Homework
T: I’m very interested in what you did just now. It’s a pity that time is up. Well, today’s homework is to preview the USING WORDS AND EXPRESSIONS on Page 63, and do Exercises 1 and 2 on Page 29 in discovering useful structures. Next time we will learn the Attributive Clause. That’s all for today, bye everyone!
Teaching goals: 教学目标
1. 重点词组和短语
well, smelly, pond, burst, canals, steam, dirt, injure, destroy, brick, dam, useless, steel, shock, rescue, quake, electricity, army, organize, bury, shelter, fresh, at an end, dig out, coal mine
重点句子
The sentences that describe the things in an earthquake:
It is believed that on the surface of the earth are a number of plates. P62
If the plates stop moving, there is an earthquake. P62
If the plates move, there is an earthquake. P62
Wherever you live, you are in an earthquake area. P62
China has two plates pushing on her and they make mountains and earthquakes. P62
The plates are always moving. P62
If you are outside, you should…. P66
If you are in the living room, you should…. P66
If you are in the house alone, you should…. P66
2. Master the way to gain the details by listening. And learn to express one’s thanks to somebody, have a little talk about the stamps and tell a folktale
3. Practice the way of listening to obtain some useful information, learn to describe an earthquake, and know some other things that happened in an earthquake.Help the students to improve their speaking ability by using some tips and useful expressions.
Teaching important points 教学重点
a. Help the students to improve their speaking skills.
b. Tell the students how to make use of the given information to express their thanks.
c. Tell the students how to tell short stories in a literary way.
Teaching difficult points 教学难点
a. Teach the students the ways to express themselves.
b. Help the students how to tell a folktale in a literary way.
c. Conclude some ways on how to improve the students’ listening ability effectively.
Teaching procedures ＆ ways 教学过程及方式
Step Ⅰ Revision (5 minutes)
The teacher can ask some of the students to read out their answers to the exercises. This is a good and effective way to check the homework. After that, the teacher can begin today’s task.
(The process is omitted)
T: OK. Before we begin today’s class, please guess the meaning of these sentences:
1. Small incidents foretell big events.
2. Where there is life, there is hope.
3. Blessings never come in pairs and misfortunes never come singly.
S1: The first sentence means people should pay attention to the small things, because these things often cause unexpected events. Just like what we have learned in the text.
T: Good. How about the second one?
S2: The most important thing in the world is life. Without life, everything will lose its meaning.
S3: I agree with S2. This is especially obvious in a disaster. After a disaster, every government in the world will try their best to rescue those trapped in the ruins. And after the disaster, the survivors will rebuild their hometown and make it more beautiful.
T: Good! Your statement is reasonable. How about the third sentence?
S4: It means everything has its two sides. Although the disaster is terrible, and we cannot avoid it, it can force us to try our best to foretell it more exactly and reduce the loss caused by the disaster.
S5: Yes. During the disaster we can realize what on earth we should do, and what we shouldn’t. It’s a time to show human’s glorious nature and its evil side. Some people are trying to help others; while some are trying to steal or rob other people’s possessions. We should sing high praise of those who rescue others and punish those who rob other people.
T: Good! I think that the disaster is terrible, but the lower quality of some people is more terrible. Sometimes the disaster can give us a valuable moral lesson. Don’t you think so?
Ss: Yes.
T: Now, let’s turn to Page 30, and make up the thanks speech.
Step Ⅱ Reading and speaking (35 minutes)
1. A thanks speech (7minutes)
T: Boys and girls, if somebody gave you some help, I think you would express your thanks to him or her. Have you ever done so?
Ss: Yes.
T: But how to thank others for doing something. On P30, there are some useful expressions for you to learn. First let’s read them together.
(After the reading)
T: Well, in pairs to prepare a short speech to thank those who worked hard to rescure survisors and those who worked hard to build a new city and the visitors for listening to yuur speech. More details are in Exercise 2. Please try to use the useful expressions given in your speech.
Five minutes later
T: Are you ready? Now I’ll let 2 of you read out your speeches. Would you please?
S1: OK. I’d like to read my speech.
Ladies and gentlemen,
It's my honour to be here to celebrate the opening of the new park to honour those wo died in the terrible disaster. First, I'd like to express my thanks who worked hard to rescue surviors. Without your help, we don't know how many children would lose their parents, and how many parents would lose their children. An old saying said that a friend in need is a friend in deed. No words are strong enough to express our thanks to you, because it's you who gave our grandparents and parents’ life again and also brought hope to this city. Second, I wish to express my thanks for the great efforts of those who worked hard to build a new city. You built new homes and offices within only seven years. You were so quick that the UN honoured you for your quick work. It seemed as if the disaster was just a nightmare. You speeded up the completment of the nightmare! And I'd also like to thank the visitors for listening to my speech. It's a good time for all of us to look back at the past and to look forward to the future. As a middle school student, I'd like to say that “Our destiny offers not the cup of despair, but the chalice of opportunity”. (Richard Nixon, American President ) 命运给予我们的不是失望之酒，而是机会之杯。(美国总统 尼克松 . R.) We will work hard to make our future more beautiful!
Thank you!
S2: Here I want to share my speech with all of you.
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. Thirty-one years ago, we experienced the terrible earthquake, which completely destroyed everything in the city. And thirty-one 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 rescue the survivors. During those days, you forgot the danger and devote 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 7 years .You are so effective that the UN honored you for your quick work. Have you heard the happy laughter from children? Have you seen the happy faces of the old? Have you noticed the high spirit from the young? Without your hard work, how can we have today’s happy life? I believe our city will become more beautiful in future. The spirit of its people has been and will always be strong forever! Thank you.
T: Very good. The two students first paid attention to the sequence. For example, they used first, second and third and so on. Second, they used some effective conjuctions to make their speehes very fluent. And third, they tried to use the useful expressions given. I believe that the other students have done as well as them.
2. A little talk (5 minutes)
It’s time for the students to discuss the stamps of new Tangshan.
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.
T: Good descriptions!
3. A short story (10 minutes)
This integrated language activity enables students to use their imaginations to tell short stories in a literary way. You may want to encourage your students to use a literary device, such as simile, personification or metaphor.
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 2 minutes to think about this question.
S1: This talking needs us to imagine.
S2: We should tell 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 (明喻), personification (拟人) or metaphor (暗喻) . Now, work in groups to make up 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 three:
There are too many people on the earth, and people are building too many buildings. Besides, they dig too many and too deep holes. The earth can’t stand. She shakes, and an earthquake happens.
T: I can’t believe my ears! You can make up so good stories! Which one is the most interesting?
Ss: The second one, because it can give us more imagination.
S2: I think the third one is the most interesting one. Because it connects the imagination with some present problems in today's human society.
T: Your remarks are reasonable. Now I’d like to show you some interesting folktales from East Africa and Japan:
A giant fish carries a stone on his back. A cow stands on the stone and balances the earth on one of her horns. From time to time, her neck begins to feel pain, so she throws the earth from one horn to the other. (From East Africa)
The earth was a giant catfish, which fought with a god. The god won and stood in victory on the catfish’s head. But every now and then the catfish tries to escape by moving his huge tail, which shakes the ground. (From Japan)
Step Ⅲ Listening on Page 62 (10 minutes)
T: We have enjoyed some folktales about the cause of earthquakes. The stories are full of imaginations. 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. At first please pay attention to the sentences in Exercise 1. These sentences are very good sentences, I’ll give you some short explanation about them.
(If possible, or necessary, teacher can treat these sentences as language points, then ask the students to read the sentences loudly and quickly, and try to remember and recite then as quickly as possible.)
T: You will listen to the tape three times. First, listen and try to get some details that Exercises 1 and 2 requests. Second, listen and finish the Exercises. Third, listen and check your answers. Are you ready? Now, listen!
For Exercise 3, the teacher can give the students some time to discuss their answers and then ask some of them to read out the answers and have a check with the whole class.
Step Ⅳ Listening on Page 66 (10 minutes)
This listening material gives the students a chance to learn more knowledge about earthquakes. The way and steps of listening are the same with the ones in step 2. But the three pictures can help the students to guess what will happen in the listening. So teacher can ask the students to look at the pictures and discuss what they might have learned.
Step Ⅴ Speaking task (15 minutes)
This part is coming after the Listening. In content they have the same topic. It’s better to put them together. Also this exercise gives students practice in taking words and phrases from the reading passage and put them into a short dialogue. Students have the option of acting out a short dialogue rather than simply reading it.
T: Just now we had 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.
Give them 2 minutes to do this job.
T: Well, I think most of you have finished this task. What is your list, Group 1?
S1: Our earthquake bag will contain:
1 bottle of water 2 fruit 3 torch light 4 blanket
5 mobile phone 6 identity card 7 scissors 8 bowls and chopsticks
The teacher can ask more groups to read out their lists, if time permits.
T: Now, please read the instructions below the chart on Page 67. And do as it tells you.
Give the students some time to do the task. While they are doing, the teacher should walk in the classroom, in case there are some questions to answer. The most important thing for the students is to learn to corporate with other people to finish the task.
(After several minutes)
T: OK. Which group would like to read out your choice and tell us the reason?
S2: We decide to take bottles of water and some fruit to keep alive; we will take a torch light, a mobile phone and a radio to get in touch with the outside world, if we are buried in the ruins; we will take some clothes and a blanket to keep warm; and we will take our identity cards with us, in case we are killed. If that happens, people can at least know who we are.
The answers may vary, so the teacher should give as many chances to as many groups as possible to present their choices and state their reasons. Most students would like to perform at this time.
Step Ⅵ Homework
T: I’m very interested in what you did just now. It’s a pity that time is up. Well, today’s homework is to preview the USING WORDS AND EXPRESSIONS on Page 63, and do Exercises 1 and 2 on Page 29 in discovering useful structures. Next time we will learn the Attributive Clause. That’s all for today, bye everyone!