人教英语新课标必修1全册精品教案 Unit 4 Earthquakes.docx

人教英语新课标必修1全册精品教案 Unit 4 Earthquakes.docx

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人教英语新课标必修1全册精品教案Unit4Earthquakes

人教英语新课标必修1全册精品教案（Unit4Earthquakes）

　　Unit4EarthquakesPartone:

TeachingDesignPeriod1:

AsamplelessonplanforreadingAimsTolistenandtalkaboutnaturaldisastersToreadaboutearthquakesProceduresI.warmingupwarmingupbylookingGoodmorningclass.Haveyoueverexperiencedanynaturaldisasters?

Lookatthepictures,canyounameallthedisasters?

　　volcano

　　fire

　　sandstorm

　　typhoon

　　hailstone

　　thunderstorm

　　flood

　　hurricane

　　earthquakeHaveyoueverexperiencedanearthquake?

canyoudescribehowterribleanearthquakeis?

　　warmingupbydiscussingNow,lookatthepicturesofTangshanandSanFranciscoinwarmingupanddescribewhatyouseeinthepictures.whatwillhappeniftherehasbeenabigearthquakeinthesetwocities?

Asweallknow,earthquakesaredisasterstoeveryone.Butcanweavoidoratleastreducethelosscausedbyearthquakes?

canweforetellearthquakes?

Nowlet’scometoPre-readinganddecidewhatmayhappenbeforeanearthquakecomes.II.Pre-reading1.Talkingandsharingwhatarethesignsofanearthquake?

2.ImagingandsharingImaginethereisanearthquakenow,yourhomebeginstoshakeandyoumustleaveitrightaway.youhavetimetotakeonlyonething.whatwillyoutake?

why?

III.Reading1.ListeningandfastreadingNowlet’scometothetext“ANIGHTTHEEARTHDIDN’TSLEEP”andseewhatittellsus.Pleaselistentothetextandgetthegeneralideaofthepassage.youshouldpayattentiontothefirstsentencesofeachparagraph.Inwhatorderisthetextwritten?

2.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.copytheminyournotebookafterclassashomework.collocationsfromANIGHTTHEEARTHDIDN’TSLEEPasmellygas,comeoutof,inthefarmyards,toonervoustoeat,runoutof,lookforplacetohide,waterpipes,thinklittleofsth.,asusual,itseemedthat,atanend,onehundredkilometersaway,one-third,eightkilometerslong,thirtymeterswide,cutacross,inruins,beinjury,thenumberof,reachmorethan400,000,everywhere,everythingwasdestroyed,begone,blowaway,sth.benotsafefor,tensofthousandsof,givemilk,halfamillion,insteadof,beshocked,laterthatafternoon,betrappedundertheruins,falldown,all…is/wasnot…,hundredsofthousandsof,digout,thedead,tothenorthof,coalmines,builtshelters,freshwater3.ReadingaloudandtranslatingNextwearegoingtoreadaloudthetextandtranslateitintochinese.4.ReadingandtransforminginformationReadthetextagainandanswerthefollowingquestions.1.whatnaturalsignsofcomingdisasterwerethere?

2.canyouthinkofsomereasonswhythesesignsweren’tnoticed?

3.canyoudescribethedisastercausedbytheearthquake?

4.whateventsandsituationsprobablymadethedisasterworse?

5.Howwerethesurvivorshelped?

6.couldanythingmorehavebeendonetohelpthesurvivors?

whyorwhynot?

Answers:

1,3,4,5areeasytoanswer.2.maybeatthattimepeopledidn’thaveknowledgeofanearthquake.6.Thestudentshavetheirownanswers.4.DiscussingwritingstyleAsyouhaveunderstoodthegeneralideaofthetext,Istillputmorequestionstoyou.1.

　　Fromwhosepointofviewareeventsdescribed?

Howdoyouknow?

2.whydoyouthinkthewriterchosetoexpressherfeelingsaboutthequakeratherthansimplyreportwhathappened?

3.whyisthetitle“ANIGHTTHEEARTHDIDN’TSLEEP”?

5.Readingandunderstandingdifficultsentences.Ifyouhavesomedifficultsentencestounderstand,cometomeforhelp.IV.closingdown

　　closingdownbydoingexercisesNowpleasedothecomprehendingExercises1,2and3onpage27.closingdownbydiscussingBynowyou’veknownthatearthquakesareterriblenaturaldisastersandthatchinaisunluckyenoughtohavealotofthem.Nowimaginethatyourgrouplivesinthecitythathasalotofearthquakes,whatshouldyoudoduringanearthquake?

Lookatthegivensituationanddiscussinpairs.IfyouareoUTDooRS,…IfyouareinaHIGHBUILDING,…IfyouareDRIVING,…IfyouareHAVINGcLASS,…IfyouareinacINEmA,…whatshouldyoudoduringtheearthquake?

Situation:

howtorescuethosestilltrappedintheruins;howtotakecareofthesurvivors;howtorepairbuildingsthatsurvivedtheearthquake;whattodowiththebuildingsthatsurvivedtheearthquake;wheretofindpeopletohelpbuildanewcity;howtoteachchildrenaboutearthquakesafety;wheretoputinformationforsurvivorsandtheirfamilies;howtoplanforfurtherdisasters.Period2:

AsamplelessonplanforLearningaboutLanguageAimsTolearnabouttheusageofwho,which,thatandwhoseintheAttributiveclauseTodiscoverusefulwordsandexpressionsProceduresI.warmingupwarmingupbydiscoveringusefulwordsandexpressionsHelloeveryone.Afterreadingthepassage,wehavegottoknowtheusageofthewordsandexpressions,butweshoulddomorepractice.Nowturntopage27tofindthecorrectwordsandexpressionsfromthepassagetofinishthesentences.youaregiventwominutestofinishthem.ofcourse,youcandiscusswithyourpartners.Twominuteslater,checkinpairsandthencheckwiththewholeclass.II.Learningaboutlanguage1.ReadingandfindingTurntopage26andreadthetextANIGHTTHEEARTHDIDN’TSLEEP.Tickouttheattributiveclausesinthereadingpassageandtranslatethemintochinese.2.DoingExercises2onpage28Turntopage28anddoExercise2inpairs.III.ReadyusedmaterialsforRelativePronouns:

which,that,whowhomwhosewhatareRelativePronouns?

Relativepronounsarespecialpronounswhichcanconnecttheantecedentandtheattributiveclause.Alsotheycanbeusedasapartoftheattributiveclause.Herearesomeimportantdifferences:

1．which/that:

referringtothings,canbeusedasasubjectoranobjectintheattributiveclause;whentheyareusedasanobject,theycanbeomitted:

Theplaneisamachinethat/whichcanfly.Theschoolhevisitedlastweekistothesouthofthecity.2.

　　that/who/whom:

referringtoaperson,canbeusedassubjectorobjectintheattributiveclause;whomcanbeusedasanobject:

Thegirlwesawyesterdaywasjim’ssister.Themanthat/whoistalkingtomyfatherismymathsteacher.3.whose:

referringtoapersonorathing,canbeusedasanattributeintheattributiveclause:

Thisisthewriterwhosenameisknownallovertheworld.Theroomwhosewindowfacessouthismine.4.Beforeeverything,anything,everybody,anybody,all,thebest+n,thefifth+n,weusethatinsteadofwhich:

AllIneedistime.ThisisthelargestfactoryIhaveevervisitedThesixthlessonwearelearningisthemostdifficultinBookTwo.5.wecan’tusethatinaNon-DefiningAttributiveclause:

Ihavelostthepen,whichIlikeverymuch.Ihavetwosisters,whoarebothteachers.IV.closingdownbydoingaquizNowyouaregoingtotakeaquizonRelativePronouns.Fillintheblanks,usingwhich,that,who,whom,whose.Theforcecauseseverythingtofalltowardsthegroundiscalledgravity.Afriendhelpsyouintimeofneedisafriendindeed.Doyouknowthegirlparentsareteachersinourschool?

ThewomanIspoketojustnowismyEnglishteacher.Hesawahousewindowswereallbroken.Everythingcanbedonetodaymustn’tbedonetomorrow.canyouthinkofanyonecouldlookafterhim?

ThisisthebesthotelIknow.ThemanIsawtoldmetocomebacktoday.ThosewanttogototheGreatwallwritedownyournameshere.Hetalkedalotabouttheteachersandtheschoolshehadvisited.TheninthlessonwearelearningisthemostdifficultinBookone.mountBlanc,theyvisitedlastmonth,isthehighestmountaininEurope.weknowalltheteacherworkinourschool.ThehouseinLuXunoncelivedisamuseumnow.ThehouseLuXunoncelivedisamuseumnow.ThehouseLuXunoncelivedinisamuseumnow.youcantakeanyroomyoulike.Heshowedamachinepartsaretoosmalltobeseen.Thesportsmeetwasputoff,wasexactlywhatwewanted.Answerstotheexercises:

which/that

　　who/that

　　whose

　　whom/that/who

　　whose

　　that

　　that

　　that

　　that/whom/who

　　who

　　that

　　that

　　which

　　that

　　which

　　inwhich/where

　　which/that

　　that

　　whose

　　whichPeriod3:

AsamplelessonplanforUsingLanguageAimsToreadandspeakabouttravelingTowritealetterdescribingfeelingabouttravelingProceduresI.warmingupwarmingupbydiscussingHaveyoueverwrittenaspeech?

whatisaspeech?

Speechmeansanactofspeakingformallytoagroupoflisteners.whatdoyouhavetoconsiderwhenyouarewritingaspeech?

Pleasediscussitinpairs.warmingupbyreadingwhatshouldyouincludeinyourspeechwhenyoutrytowriteone?

Readtheletteronpage29andimagineyouarethestudentwhowasinvitedtogiveaspeech.Nowwriteashortspeech,inwhichyoushouldfollowthepointsinexercise3onpage29.

　　II.ReadingandunderliningReadtheletterandexercisesagainandunderlinealltheusefulexpressionsorcollocationsintheletter.copytheminyournotebookafterclassashomework.collocationsfromthelettercongratulations,bepleasedtodosth.,winthehighschoolspeakingcompetition,agroupoffivejudges,allofwhom,agree,beproudof,openanewpark,honourthosewhodiedintheterribledisaster,wouldliketodo,haveyoudosth.,asyouknow,invitesb.todosth.,onthatspecialday,atthebeginningof,thanksb,fordoingsth.,honoursb.forsth.,beknownas,encouragesb.todosth.,behappytodosth.,collectstamps,loseone’slifeIII.ListeningTurnonyourbooksatpage30.we’lllistentoastoryaboutapersonwhoexperiencedthe1906SanFranciscoearthquake.I’llplaythetapethreetimes.Firstlistenandtrytogetsomedetailsthatexercises1and2request.Secondlistenagainandtrytofinishtheexercises.Thirdlistenandcheckyouranswers.

　　IV.Guidedwriting1.makingaintroductionHaveyoueverreadanewspaperstory?

Nowturnonyourbookstopage31andlookatwriting.Rpareanewspaperstorytoashortstoryandanswerthefollowingquestions.1）whatshouldyouwritebeforewritinganewspaperstory?

2）whatshouldanewspaperoutlinehave?

3）whyaheadlineisneeded?

4）Howcanyoufinishanewspaperstory?

5）Haveyoufoundoutthedifferencebetweenanewspaperstoryandashortstory?

whileashortstoryissubjective.Anewspaperstoryhasnoconclusion;ashortstorygenerallydoes.）NowI’llshowyouanewspaperstorytofindouttheheadline,mainideaanddetailsofeachparagraph.THEwASHINGToNPoSTSEATTLE-Apowerfulearthquakewithamagnitudeof6.8hitwashingtonStatelastweek.Thequake,thebiggestin50years,causedbillionsofdollarsindamage.Butmiraculously,onlyonepersondiedandmorethan100peoplewereinjuredinthequake.Authoritiessaidonereasontherewasn’tgreaterdestructionisthattheregionspentmillionsofdollarsinthelastdecadedesigningearthquake----prooffacilitiesandimprovingexistingbuildings,schoolsandhomes.Earthquakeexpertsaidtheeventillustratedthegrowinggapbetweenrichandpoornationsintheabilitytomitigatenaturaldisasters.onlyahandfulofpeoplewereseriouslyinjuredhere,aslightnumbercomparedwiththedevastationincountrieslikeTurkey,IndiaandElSalvador,wherequakeshaveburiedthousandsunderpoorlyconstructedbuildings.2.writingNowpreparetheoutlineforashortnewspaperstoryforchinaDaily.youcanusetheexampleinexercise1tohelpyouorganizeyouroutline.3.UnderlingReadtheoutlineandthenewspaperstoryinwritingandunderlinealltheusefulexpressionsor