【人教版】高中英語(yǔ)必修一：教案全套Unit 4 Earthquakes 教案精修版

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1、人教版英語(yǔ)精品資料（精修版） Unit 4 Earthquakes I. 單元教學(xué)目標(biāo) 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 rel

2、ative pronouns that, which, who and whose. Ⅱ.目標(biāo)語(yǔ)言 功 能 句 式 Expressing thanks to someone I would like to express my thanks to … who…. P30 Here, I wish to express my thanks for the great efforts…. P30 I’d also like to thank…. P30 No words are strong enough to express our…. P30 It wa

3、s terrible when…. P30 It seemed as if…. P30 I remember…. P30 I felt…. P30 Not long after that…. P30 Luckily…P30 Describing sequence 詞 匯 1．四會(huì)詞匯 earthquake, well, pipe, burst, million, event, nation, canal, steam, dirt, ruin, suffering, extreme, de

4、stroy, brick, dam, track, useless, shock, rescue, trap, electricity, disaster, bury, mine, miner, shelter, title, reporter, bar, damage, frighten, frightened, frightening, congratulation, judge, sincerely, express, outline, headline, cyclist 2．認(rèn)讀詞匯 crack, smelly, farmyard 3．詞組 right away， as

5、if, at an end，in ruins, dig out， a number of 語(yǔ) 法 The Attributive Clause 1．能夠用英語(yǔ)描述人物的特征，行為等。由who, whose, that 引導(dǎo)。 2．能夠用英語(yǔ)描述事物，事件的性質(zhì)，內(nèi)容等，由which, that 引導(dǎo)。 重 點(diǎn) 句 子 1. Farmers noticed that the well walls had deep cracks in them. P26 2. The number of the people who were killed or

6、 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 Tangsh

7、an. 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. P26 8. Never before in history has a city been so completely destroyed. P65 9. 9. Man himself had to make ruins of some of the

8、city’s best buildings so that they would not be a danger to those in the streets. P65 10. A list of buildings not destroyed was now only a few addresses. P65 11. Amazing as it may seem, Wednesday night was a quiet night. P65 12. Never in all San Francisco’s history were her people so kind as on t

9、hat terrible night. P65 Ⅲ. 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(duì)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(xiàng)語(yǔ)言活動(dòng)主要圍繞這個(gè)中心內(nèi)容對(duì)人，事，物進(jìn)行了描述。這些練習(xí)內(nèi)容讓學(xué)生思考如何去避免地震或至少是避免太多的損失。即對(duì)于災(zāi)難要有正確的認(rèn)識(shí)，要用積極的態(tài)度來(lái)對(duì)待它。 1.1 Warming-up 用唐山和舊金山的兩幅圖片導(dǎo)入本單元，旨在讓學(xué)生運(yùn)用有關(guān)知識(shí)去描述所見(jiàn)圖片，并發(fā)揮想象力來(lái)描述震后這兩個(gè)城市的情景。帶著疑問(wèn)去學(xué)新知識(shí)，來(lái)完善自己對(duì)地震的認(rèn)識(shí)。另一方面，它也為學(xué)生提供了功能

10、項(xiàng)目、短語(yǔ)詞匯、和語(yǔ)法知識(shí)方面的練習(xí)。 1.2 Pre-reading是Warming-up的延續(xù)。它由對(duì)圖片的想象轉(zhuǎn)入到經(jīng)歷地震的想象中。由兩個(gè)問(wèn)題組成。第一個(gè)問(wèn)題其目的是提高學(xué)生在危急關(guān)頭的應(yīng)變能力，第二個(gè)問(wèn)題旨在培養(yǎng)學(xué)生對(duì)周圍事物的觀察能力，并結(jié)合圖片培養(yǎng)學(xué)生運(yùn)用語(yǔ)言的能力，也對(duì)課文內(nèi)容作了伏筆。 1.3 Reading 從內(nèi)容來(lái)看，它包含了地震的方方面面；從功能項(xiàng)目來(lái)看，它包含了本單元大部分的詞匯和語(yǔ)法內(nèi)容，為下一步的語(yǔ)言運(yùn)用做好了準(zhǔn)備。這是一篇新聞報(bào)道，記述了唐山地震的前兆，經(jīng)過(guò)，危害及救援工作。整篇文章語(yǔ)言生動(dòng)，扣人心弦，能讓人感到地震的可怕性，也能感到政府對(duì)災(zāi)區(qū)人民的關(guān)懷。體

11、現(xiàn)出了人類在自然災(zāi)害面前的脆弱和戰(zhàn)勝困難時(shí)體現(xiàn)出來(lái)的集體主義精神。同時(shí)也讓學(xué)生對(duì)災(zāi)難臨頭時(shí)如何自救等知識(shí)有所了解。 1.4 Comprehending 是對(duì)目標(biāo)語(yǔ)言的全面練習(xí)，也指導(dǎo)了學(xué)生的學(xué)習(xí)方法和步驟。它要求學(xué)生從字、詞、句、語(yǔ)段總體上去把握課文內(nèi)容。 1.5 Learning about language是繼Comprehending之后又一指導(dǎo)性練習(xí)。它著重從詞的意義、用法和表達(dá)法方面對(duì)學(xué)生學(xué)習(xí)英語(yǔ)詞匯給予了指導(dǎo)。尤其是對(duì)as if 句型和 定語(yǔ)從句進(jìn)行了專練。加強(qiáng)了學(xué)生對(duì)定語(yǔ)從句的理解，掌握和運(yùn)用。3個(gè)練習(xí)分別給出了定語(yǔ)從句的功能，基本結(jié)構(gòu)及各種關(guān)系代詞的用法，便于學(xué)生自學(xué)。

12、 1.6 Using Language的安排體現(xiàn)了學(xué)以致用的目的。從Reading, Writing, Speaking 和 Listening各個(gè)方面對(duì)學(xué)生進(jìn)行訓(xùn)練，是對(duì)本單元主題內(nèi)容的補(bǔ)充和拓展。 1.7 Summing up與Learning Tip告訴學(xué)生學(xué)習(xí)英語(yǔ)除了要用功之余還得講求技巧，并時(shí)?？偨Y(jié)。 1.8 Workbook圍繞中心內(nèi)容從聽(tīng)說(shuō)讀寫(xiě)四個(gè)方面對(duì)其做了進(jìn)一步的深化和補(bǔ)充。 2.教材重組 2.1 Reading這部分由Warming-up, Pre-reading, Reading和Comprehending組成。Comprehending的設(shè)計(jì)從句子理解，事物發(fā)展

13、的時(shí)序，到文章段落大意都體現(xiàn)了對(duì)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(lái)上一節(jié)口語(yǔ)課。尤其是P62的Talking為學(xué)生提供了發(fā)揮想象的空間，也為下一課Listening在內(nèi)容上做了鋪墊。Listening 包括P62，P31和P66。從內(nèi)容上看，分別涉及到了地震的起因，對(duì)1906年舊金山地震的敘述以及人們?cè)诘卣鹬袘?yīng)做些什么進(jìn)行了較為全面的介紹。P67 Speaking Task從內(nèi)容上與P66一致，故將其放入

14、進(jìn)來(lái)。如時(shí)間不允許，可將其放入語(yǔ)法課的開(kāi)始，作為對(duì)Listening的一種復(fù)習(xí)。 2.3 Grammar 以P29的Discovering Useful Structures為引子，引出了本單元的語(yǔ)法內(nèi)容 — 定語(yǔ)從句。P64中也有有關(guān)練習(xí)，故放在了一起。 2.4 Reading (II ) 以Reading Task為主，從文章的行文風(fēng)格上進(jìn)行了分析。教師可將P31中Listening 放入進(jìn)來(lái)，組成聽(tīng)讀課。因?yàn)檫@兩個(gè)材料都是關(guān)于1906年舊金山大地震的。 2.5 Writing 將P32中的Writing an outline, P67中的Writing a poster 和 P

15、68 中的Project整合成一堂寫(xiě)作課。 3. 課時(shí)設(shè)計(jì)與課時(shí)分配 1st period Reading (I) 2nd period Speaking and listening 3rd period Grammar 4th period Reading (II) 5th period Writing Ⅳ. 分課時(shí)教案 The First Period Reading(Ⅰ) Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語(yǔ)言 a. 重點(diǎn)詞匯和短語(yǔ) well, pond, burst, canals, st

16、eam, dirt, injure, brick, dam, useless, steel, shock, rescue, quake, electricity, army, shelter, fresh, organize, bury, at an end, dig out, coal mine, in ruins b. 重點(diǎn)句子 1. Farmers noticed that the well walls had deep cracks in them. P26 2. The number of the people who were killed or injured reac

17、hed 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 Tangshan. P26

18、 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. P26 2. Ability goals 能力目標(biāo) Enable the students to describe the earthquake of Tangshan Let the students write a summary of “A NIGHT

19、 THE EARTH DIDN”T SLEEP”. 3. Learning ability goals 學(xué)能目標(biāo) 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(xué)重點(diǎn) a. Present a sequence of events to introduce to the students and try to de

20、scribe an earthquake. 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(xué)難點(diǎn)

21、 Teach the students how to appreciate an article. Teaching methods 教學(xué)方法 a. Discussing b. Skimming and scanning Teaching aids 教具準(zhǔn)備 A slide projector Teaching procedures & ways 教學(xué)過(guò)程及方式 Step Ⅰ Revision (2 minutes) Check the homework with the whole class. Step Ⅱ Warming-up (3 minutes) Ask

22、 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 the wind that blew on a win

23、ter 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

24、 and land. S4: The sound of trains. T: Good! I agree that all of 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

25、 a too sudden and too sad thing. 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 ea

26、rthquakes. I think most of us 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 pi

27、ctures 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 s

28、tanding 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 some of you to read out his/her description. Two minutes later S3: After the terrible quake, every

29、thing is destroyed. There is no wind, no sound. What we can see is fallen buildings and dead bodies. The policemen, the soldiers and some other volunteers are rescuing the people trapped in the ruins. T: Maybe, that’s the true thing we may see after an earthquake. But can we avoid or at least reduc

30、e the loss caused by earthquakes? S4: We may, because we can foretell it. T: Really? How can we foretell an earthquake? Let’s look at Pre-reading, and decide which situation may happen before an earthquake. Step Ⅲ Pre-reading (3 minutes) There are two questions in this part. Both are very inter

31、esting. 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 pred

32、ictions 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

33、. 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

34、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 I can not only dri

35、nk, 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 child you are! I’m 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. Let’s read o

36、ur text, and see what it tells us. Step Ⅳ Reading (20 minutes) In this part, the teacher should ask the students to read the passage quickly and silently 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

37、 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 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 the

38、m 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: At first I’d 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 f

39、irst sentence of each paragraph. Two or three minutes later T: Have you found the general idea of the text? Ss: Yes. T: What is it? S1: There is not a 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. S

40、1: OK. That’s 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 also tells us that all hope was not lost. T: You mean the text tells us something that happened after the earthquake? S2: Yes.

41、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 blackboard) Do you understand the meaning of the word? Ss: No. T: Sequence means the order of the events. It can tell us wh

42、ich 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 e

43、arthquake. 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 them more exact. The teacher shows the screen and gives them a little time to thin

44、k 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) T: Now, it’s time for us to read the text carefully. But before reading you should read some quest

45、ions 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 there? 2. Can you think of some reasons why these signs weren’t noticed? 3. What events probably

46、 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 teacher should walk in the classroom to help those who need help. T: OK. Everyone, h

47、ave you finished your task? Ss: Yes. S1: I found Question 2 difficult to answer. I don’t know why they didn’t notice the signs. The signs were so clear! S2: I think it is easy to answer. At that time people didn’t have knowledge of an earthquake. Am I right, Madam? T: Maybe. So far as I know the

48、 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 after the earthquake. S3: Madam, I just can’t tell the differences betw

49、een Question 3 and Question 4. T: You mean you can’t decide what an event is and what a situation is? S3: Yes. T: Who can help him? S4: It’s difficult for me to tell the differences between an event and a situation. But I know that the answer to Question 3 is: “… later that afternoon, another bi

50、g 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 disaster would last.” T: Right! In my opinion, an event is abo

51、ut what has happened; while a situation is about the influence caused by the event. Are you clear? S3: Yes, Madam. Thank you. Step Ⅴ Extension (8 minutes) T: All of you did very well. Now I still have some questions to let you think over. Please look at the questions on the screen: 1. From whose

52、 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 NIGHT THE EARTH DIDN’T SLEEP? 5. What doe

53、s 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-person’s way to describe the quake. His description is very objecti

54、ve. 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 were killed or injured, a

55、nd 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 night should be safe

56、and quiet. But that night everything changed. The writer uses A NIGHT THE EARTH DIDN’T 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, and he worried about

57、 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 (5 minutes) By now, the students have had a further understanding about the text. So it’s time to have a summary abo

58、ut 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 unit—sequence. Exercise 3 asks the students to write a summa

59、ry. 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 skimming, the t

60、eacher has guided them to find these main ideas. So this exercise shouldn’t 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 Ⅶ Translation (2 minutes) The purpose of th

61、is 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

62、ed more than 400,000 3. 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

63、 teams to dig out those who were trapped and to bury the dead. 7. Workers built shelters for survivors whose homes had been destroyed. Step Ⅷ Homework (1 minute) T: Now, it’s time for assignment. Today we have two tasks to finish after class. The first one is Exercises 1, 2, 3 and 4 in Learning a

64、bout language on Page 28. These exercises give us a chance to practice the words and expressions we’ve 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 ex

65、press ourselves clearly? OK. That’s all for today. See you tomorrow! 附： Ⅰ. Text retelling Notes: 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,

66、water in the wells rose and fell. From 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