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1、人教版英語精品資料（精修版）Unit 4 EarthquakesI. 單元教學目標 Describe an earthquake. Know how to protect oneself and help others in disasters. Learn how to express thanks to someone with some useful expressions given. Write a newspaper outline. Review the Attributive Clause and learn to use the relative pronouns that,
2、 which, who and whose. .目標語言 功能句式Expressing thanks to someoneI would like to express my thanks to who. P30 Here, I wish to express my thanks for the great efforts. P30Id also like to thank. P30No words are strong enough to express our. P30It was terrible when. P30 It seemed as if. P30 I remember. P3
3、0 I felt. P30Not long after that. P30 LuckilyP30 Describing sequence詞匯1四會詞匯 earthquake, well, pipe, burst, million, event, nation, canal, steam, dirt, ruin, suffering, extreme, destroy, brick, dam, track, useless, shock, rescue, trap, electricity, disaster, bury, mine, miner, shelter, title, reporte
4、r, bar, damage, frighten, frightened, frightening, congratulation, judge, sincerely, express, outline, headline, cyclist2認讀詞匯 crack, smelly, farmyard3詞組 right away， as if, at an end，in ruins, dig out， a number of語法The Attributive Clause1能夠用英語描述人物的特征，行為等。由who, whose, that 引導。2能夠用英語描述事物，事件的性質，內容等，由whi
5、ch, that 引導。重點句子1. Farmers noticed that the well walls had deep cracks in them. P262. The number of the people who were killed or injured reached more than 400,000. P263. It seemed as if the world was at an end. P264It was a city whose hospitals, 75% of its factories and buildings and 90% of its hom
6、es were gone. P265. Then, later that afternoon, another big quake which was almost as strong as the first one shook Tangshan. P266. The army organized teams to dig out those who were trapped and to bury the dead. P267. Workers built shelters for survivors whose homes had been destroyed. P26 8. Never
7、 before in history has a city been so completely destroyed. P659. 9. Man himself had to make ruins of some of the citys best buildings so that they would not be a danger to those in the streets. P6510. A list of buildings not destroyed was now only a few addresses. P6511. Amazing as it may seem, Wed
8、nesday night was a quiet night. P6512. Never in all San Franciscos history were her people so kind as on that terrible night. P65. 教材分析與教材重組1教材分析本單元以地震為中心話題 ，介紹了地震這一自然現(xiàn)象，使大家對地震的起因、前兆、危害及如何在震中自救等有了較全面的了解。各項語言活動主要圍繞這個中心內容對人，事，物進行了描述。這些練習內容讓學生思考如何去避免地震或至少是避免太多的損失。即對于災難要有正確的認識，要用積極的態(tài)度來對待它。1.1 Warming-up
9、 用唐山和舊金山的兩幅圖片導入本單元，旨在讓學生運用有關知識去描述所見圖片，并發(fā)揮想象力來描述震后這兩個城市的情景。帶著疑問去學新知識，來完善自己對地震的認識。另一方面，它也為學生提供了功能項目、短語詞匯、和語法知識方面的練習。1.2 Pre-reading是Warming-up的延續(xù)。它由對圖片的想象轉入到經(jīng)歷地震的想象中。由兩個問題組成。第一個問題其目的是提高學生在危急關頭的應變能力，第二個問題旨在培養(yǎng)學生對周圍事物的觀察能力，并結合圖片培養(yǎng)學生運用語言的能力，也對課文內容作了伏筆。1.3 Reading 從內容來看，它包含了地震的方方面面；從功能項目來看，它包含了本單元大部分的詞匯和語法
10、內容，為下一步的語言運用做好了準備。這是一篇新聞報道，記述了唐山地震的前兆，經(jīng)過，危害及救援工作。整篇文章語言生動，扣人心弦，能讓人感到地震的可怕性，也能感到政府對災區(qū)人民的關懷。體現(xiàn)出了人類在自然災害面前的脆弱和戰(zhàn)勝困難時體現(xiàn)出來的集體主義精神。同時也讓學生對災難臨頭時如何自救等知識有所了解。1.4 Comprehending 是對目標語言的全面練習，也指導了學生的學習方法和步驟。它要求學生從字、詞、句、語段總體上去把握課文內容。1.5 Learning about language是繼Comprehending之后又一指導性練習。它著重從詞的意義、用法和表達法方面對學生學習英語詞匯給予了指
11、導。尤其是對as if 句型和 定語從句進行了專練。加強了學生對定語從句的理解，掌握和運用。3個練習分別給出了定語從句的功能，基本結構及各種關系代詞的用法，便于學生自學。1.6 Using Language的安排體現(xiàn)了學以致用的目的。從Reading, Writing, Speaking 和 Listening各個方面對學生進行訓練，是對本單元主題內容的補充和拓展。1.7 Summing up與Learning Tip告訴學生學習英語除了要用功之余還得講求技巧，并時常總結。1.8 Workbook圍繞中心內容從聽說讀寫四個方面對其做了進一步的深化和補充。2.教材重組2.1 Reading這部分
12、由Warming-up, Pre-reading, Reading和Comprehending組成。Comprehending的設計從句子理解，事物發(fā)展的時序，到文章段落大意都體現(xiàn)了對閱讀效果的考察，故這一部分與閱讀不可分割。2.2 Listening and Speaking Speaking這一技能在P30的Using Language和P62的Talking中都有所體現(xiàn)，因此可以把它們放在一起來上一節(jié)口語課。尤其是P62的Talking為學生提供了發(fā)揮想象的空間，也為下一課Listening在內容上做了鋪墊。Listening 包括P62，P31和P66。從內容上看，分別涉及到了地震的起
13、因，對1906年舊金山地震的敘述以及人們在地震中應做些什么進行了較為全面的介紹。P67 Speaking Task從內容上與P66一致，故將其放入進來。如時間不允許，可將其放入語法課的開始，作為對Listening的一種復習。 2.3 Grammar 以P29的Discovering Useful Structures為引子，引出了本單元的語法內容 定語從句。P64中也有有關練習，故放在了一起。2.4 Reading (II ) 以Reading Task為主，從文章的行文風格上進行了分析。教師可將P31中Listening 放入進來，組成聽讀課。因為這兩個材料都是關于1906年舊金山大地震的
14、。2.5 Writing 將P32中的Writing an outline, P67中的Writing a poster 和 P68 中的Project整合成一堂寫作課。3. 課時設計與課時分配1st period Reading (I)2nd period Speaking and listening3rd period Grammar4th period Reading (II)5th period Writing. 分課時教案The First Period Reading()Teaching goals 教學目標1. Target language 目標語言a. 重點詞匯和短語well
15、, pond, burst, canals, steam, dirt, injure, brick, dam, useless, steel, shock, rescue, quake, electricity, army, shelter, fresh, organize, bury, at an end, dig out, coal mine, in ruinsb. 重點句子1. Farmers noticed that the well walls had deep cracks in them. P26 2. The number of the people who were kill
16、ed or injured reached more than 400,000 P26 3. It seemed as if the world was at an end. P26 4. It was a city whose hospitals, 75% of its factories and buildings and 90% of its homes were gone. P26 5. Then, later that afternoon, another big quake which was almost as strong as the first one shook Tang
17、shan. P26 6. The army organized teams to dig out those who were trapped and to bury the dead. P26 7. Workers built shelters for survivors whose homes had been destroyed. P262. Ability goals 能力目標Enable the students to describe the earthquake of TangshanLet the students write a summary of “A NIGHT THE
18、 EARTH DIDN”T SLEEP”.3. Learning ability goals 學能目標Help the students learn how to describe the earth of Tangshan.Help the students master the target language by doing some exercises.Teaching important points 教學重點a. Present a sequence of events to introduce to the students and try to describe an eart
19、hquake. Let student pay attention to some useful words sentences and way to describe an earthquake. b. Let the students know what the correct attitude towards a disaster is and what we should do in a disaster for ourselves and for the other people. Teaching difficult points 教學難點Teach the students ho
20、w to appreciate an article. Teaching methods 教學方法a. Discussingb. Skimming and scanningTeaching aids 教具準備A slide projectorTeaching procedures & ways 教學過程及方式Step Revision (2 minutes)Check the homework with the whole class.Step Warming-up (3 minutes)Ask the students to read the instructions and make su
21、re they know what to do, and then have a discussion about the two pictures.T: Today, before we begin our reading, Id like to ask you a question, “what is the biggest sound you have heard in your life?”S1: The sound of the wind that blew on a winter night when I was very young. It sounded like a ghos
22、t 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: Thats too terrible.S3: The noise when planes take off and land.S4: The sound of trains.T: Good! I agree that all of
23、 them are big sounds. But have 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 a too sudden and too sad thing. For example, when one of his loved fami
24、lies 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 well learn something about earthquakes. I think most of us heard of earthquakes. Can you imagine how terribl
25、e 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?S
26、1: 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
27、 happen if there has been a big earthquake in these two cities? Work in pairs and discuss it. Then Ill ask some of you to read out his/her description.Two minutes later S3: After the terrible quake, everything is destroyed. There is no wind, no sound. What we can see is fallen buildings and dead bod
28、ies. The policemen, the soldiers and some other volunteers are rescuing the people trapped in the ruins.T: Maybe, thats the true thing we may see after an earthquake. But can we avoid or at least reduce the loss caused by earthquakes?S4: We may, because we can foretell it.T: Really? How can we foret
29、ell an earthquake? Lets look at Pre-reading, and decide which situation may happen before an earthquake. Step Pre-reading (3 minutes)There are two questions in this part. Both are very interesting. The first one can more or less reveal the students values; while the second one can enlarge their imag
30、ination. No matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.T: Now, lets 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
31、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 dont know the meaning of the picture with two women.T: It doesnt matt
32、er. 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: Ill take all my money. People cant live without money.S4: I will take as much water as possible. B
33、ecause it is said that people can keep alive for nearly 7 days by drinking without any food.S5: In that case, Id rather take some apples, so that I can not only drink, but also eat.S6: I will carry my grandma. She is my most loved person in this world. It is she who brought me up.T: What a dutiful c
34、hild you are! Im very glad to have a student like you. Sit down please! It seems that all of you know what you should do during an earthquake. OK. Lets read our text, and see what it tells us.Step Reading (20 minutes)In this part, the teacher should ask the students to read the passage quickly and s
35、ilently for the first time to get the general idea of the passage. Ask them to pay attention to the first sentence of each paragraph. This can help them finish Exercise 3 in Comprehending. It is about the main idea of each paragraph. Then ask them to read the text again carefully to obtain some deta
36、ils. Before reading for the second time, show some questions on the screen, and let the students read the questions first. These questions can guide them to have a good understanding about the text. They can also make preparations for Exercises1 and 2, which are about details.Skimming (5 minutes)T:
37、At first Id like you to read the text quickly and silently to get the general idea of the article. While reading, you should pay attention to the first sentence of each paragraph.Two or three minutes laterT: Have you found the general idea of the text?Ss: Yes.T: What is it?S1: There is not a quick a
38、nswer 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. Thats easy. The main idea of the passage is that: it tells us some signs of the earthquake, and what happened during the quake.T: Anything else?S2: The text als
39、o tells us that all hope was not lost.T: You mean the text tells us something that happened after the earthquake? S2: Yes.T: Good, sit down please. In fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (The teacher writes the word on the bla
40、ckboard) 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, the
41、n 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 m
42、ay make some changes to make them more exact. The teacher shows the screen and gives them a little time to think over. 1 Strange things were happening in the countryside of northeast Hebei. 2 The disaster happened.3 Nearly everything was destroyed. 4 All hope was not lost.Careful reading (15 minutes
43、)T: Now, its 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. 1. What natural signs of a coming disaster were ther
44、e?2. Can you think of some reasons why these signs werent noticed?3. What events probably made the disaster worse?4. What situations probably made the disaster worse? 5. How were the survivors helped?Give the students 8 minutes to read the text and then to think over or discuss the questions. The te
45、acher should walk in the classroom to help those who need help.T: OK. Everyone, have you finished your task?Ss: Yes.S1: I found Question 2 difficult to answer. I dont know why they didnt notice the signs. The signs were so clear!S2: I think it is easy to answer. At that time people didnt have knowle
46、dge of an earthquake. Am I right, Madam?T: Maybe. So far as I know the center government made country wide propaganda after the terrible disaster. Nearly every village in China had the paintings about earthquakes, which told people what the signs of a quake were and what they should do during and af
47、ter the earthquake.S3: Madam, I just cant tell the differences between Question 3 and Question 4.T: You mean you cant decide what an event is and what a situation is?S3: Yes.T: Who can help him?S4: Its difficult for me to tell the differences between an event and a situation. But I know that the ans
48、wer to Question 3 is: “ later that afternoon, another big quake shook Tangshan.” And the answer to Question 4 is: “Some of the rescue workers and doctors were trapped under the ruins. More buildings fell down. Water, food, and electricity were hard to get. People began to wonder how long the disaste
49、r would last.”T: Right! In my opinion, an event is about what has happened; while a situation is about the influence caused by the event. Are you clear?S3: Yes, Madam. Thank you.Step Extension (8 minutes)T: All of you did very well. Now I still have some questions to let you think over. Please look
50、at the questions on the screen:1. From whose point of view are events described? How do you know?2. What is the mood of this passage? How is it created?3. Why do you think the writer chooses to express his feelings about the quake rather than simply reporting what happened?4. Why is the title A NIGH
51、T THE EARTH DIDNT SLEEP?5. What does the sentence “Slowly, the city began to breathe again” mean?The teacher can ask the students to have a discussion in groups of four at first and then ask some of them to show their ideas.Suggested answers:S1: He uses a third-persons way to describe the quake. His
52、 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.S2: The mood is serious and a bit sad. It is created by giving details of how many people and animals
53、 were killed or injured, and how many buildings were destroyed. S3: 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.S4: I think the reason is that, as usual, night is the time to sleep, and usually
54、 night should be safe and quiet. But that night everything changed. The writer uses A NIGHT THE EARTH DIDNT SLEEP as a title is to show how terrible and how unusual the night was.S5: Here we can see that the writer compared the city to a person who suffered a lot in the disaster. He felt her pain, a
55、nd 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 Comprehending (5 minutes)By now, the students have had a further understanding about the text. So its time to have a
56、 summary about what they have learned in this class. The comprehending part on Page 27 gives them a good chance to do this. Exercise 1 is about the details in the text, which is easy to finish. Exercise 2 is about the important functional item of this unitsequence. Exercise 3 asks the students to wr
57、ite a summary. At the first glance, it seems difficult, and some students may feel that it is impossible for them to write it. In fact, this exercise gives them the way to write a summary. In other words, what they should do is to write down the main idea of each paragraph. And in the course of skim
58、ming, the teacher has guided them to find these main ideas. So this exercise shouldnt be a difficult one. The teacher should explain this to the students. Give the students two minutes to finish the exercises, and then check the answers with the whole class. Step Translation (2 minutes)The purpose o
59、f this step is to let students know the meanings of some complex sentences, and let them learn the sentences by heart. If time permits, do this at once, or leave it as homework.1. Farmers noticed that the well walls had deep cracks in them.2. The number of the people who were killed or injured reach
60、ed more than 400,0003. It seemed as if the world was at an end.4. It was a city whose hospitals, 75% of its factories and buildings and 90% of its homes were gone.5. Then, later that afternoon, another big quake which was almost as strong as the first one shook Tangshan.6. The army organized teams t
61、o dig out those who were trapped and to bury the dead.7. Workers built shelters for survivors whose homes had been destroyed.Step Homework (1 minute)T: Now, its time for assignment. Today we have two tasks to finish after class. The first one is Exercises 1, 2, 3 and 4 in Learning about language on
62、Page 28. These exercises give us a chance to practice the words and expressions weve just learned. The second one is Exercises 1, 2 and 3 in the Using language on Page 30. For the writing, we have two things to consider while we are writing: 1. Who is the audience? 2. How can we express ourselves cl
63、early? OK. Thats all for today. See you tomorrow!附：. Text retellingNotes: 1. The main idea of each paragraph.2. The main details of each paragraph.3. The feelings of the writer.4. Some new words and expressions.Strange things happened in Tangshan. For a few days, water in the wells rose and fell. Fr
64、om the cracks of wells smelly gas came out. Mice, chicken, pigs and even fish became nervous. At 3 am, everything began to shake. It seemed that the world was at an end. One-third of the nation felt it. A huge crack cut across the city. The city lay in ruins. Two-thirds of the people died or were injured. Then later that afternoon, another big quake shook Tangshan. People began to wonder how long the disaster would last. But all hope was not lost. Soldiers cam
【人教版】高中英語必修一：教案全套Unit 4 Earthquakes 教案精修版
