新人教版必修一 Unit 4 Earthquakes-Warming up and Reading[優(yōu)秀教案]

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1、【精品文檔】如有侵權(quán)，請聯(lián)系網(wǎng)站刪除，僅供學(xué)習(xí)與交流 新人教版必修一 Unit 4 Earthquakes-Warming up and Reading[優(yōu)秀教案] .....精品文檔...... Unit 4　Earthquakes 單元規(guī)則 本單元的話題是“地震基礎(chǔ)知識(basic knowledge about earthquakes)”和“遇到災(zāi)難時如何自救以及幫助別人(how to protect oneself and help others in disasters)”。具體涉及地震的成因、預(yù)兆、地震造成的損失、地震時的應(yīng)急救生以及震后的救援

2、等內(nèi)容。語言知識和語言技能等各項語言活動都是圍繞這些話題展開的。 為了圍繞話題開展聽、說、讀、寫活動，本單元安排了八個部分：“熱身(Warming Up)”“讀前(Pre-reading)”“閱讀(Reading)”“理解(Comprehending)”“語言學(xué)習(xí)(Learning about Language)”“語言運用(Using Language)”“小結(jié)(Summing Up)”和“學(xué)習(xí)建議(Learning Tip)”。 “熱身(Warming Up)”部分通過兩張圖片引出話題“一旦大地震發(fā)生，將會造成怎樣的危害？”，為本單元的主題作了“熱身活動”。 “讀前(Pre-read

3、ing)”部分設(shè)置了兩個開放性的問題，要求學(xué)生描述、討論與地震有關(guān)的話題。目的是增加學(xué)生的生活常識，提高他們的應(yīng)變能力。這部分為接下來的閱讀作了很好的鋪墊。學(xué)生可通過討論，參閱有關(guān)地震的書籍，并運用一些生活常識來回答這兩個問題。 “閱讀(Reading)”部分是一篇新聞報道，詳細介紹了1976年唐山大地震前的預(yù)兆、地震造成的城市建筑和人畜損失以及震后人們勇敢面對現(xiàn)實并及時實施搶救和重建工作的情況。文中關(guān)于地震的詞匯較多，教師可在課前布置學(xué)生查找新唐山的中英文資料和與地震相關(guān)的詞匯；文中還提及了很多孩子失去雙親成為孤兒，礦工在地震中的遭遇，救護人員和解放軍官兵不顧自身安危奮力搶險的事跡，災(zāi)難無

4、情人有情，感人至深。教師可將這些作為素材，設(shè)計多種任務(wù)，展開課堂教學(xué)活動。另外文中還出現(xiàn)了大量的定語從句，這對學(xué)生的語言閱讀能力提出了更高的要求。在閱讀教學(xué)中教師還可指導(dǎo)學(xué)生通過各種渠道如報紙、雜志、圖書館和網(wǎng)絡(luò)等資源查找有關(guān)唐山的資料，使學(xué)生進一步了解唐山大地震和如今的唐山，形成對比和強烈的震撼，從而更好地了解學(xué)習(xí)唐山人民勇敢面對自然災(zāi)害，積極進行災(zāi)后重建的精神。最后，通過對文章的學(xué)習(xí)，了解新聞的特點，為后面的寫作作準(zhǔn)備。重點詞匯和語法的學(xué)習(xí)可結(jié)合文章進行，并配以適當(dāng)?shù)木毩?xí)。 “理解（Comprehending）”部分包括五個練習(xí)：練習(xí)1要求連接句子的正確部分；練習(xí)2要求列出唐山地震中發(fā)生

5、的事情和時間；練習(xí)3要求寫出文章的段落大意，并概括文章大意；練習(xí)4要求學(xué)生用自己的話解釋文章標(biāo)題；練習(xí)5要求學(xué)生就課文某一段落作采訪活動。主要目的是為了幫助學(xué)生更好地理解“閱讀(Reading)”部分的文章，尤其是練習(xí)3更突出了培養(yǎng)學(xué)生整體把握文章的能力。 “語言學(xué)習(xí)(Learning about Language)”部分涉及本單元的重點詞匯和主要語法項目。詞匯部分設(shè)計了4個練習(xí)：練習(xí)1是從閱讀材料中為下面的每一項釋義找到正確的單詞或短語；練習(xí)2要求學(xué)生從閱讀文章中找出盡量多的單詞來分類描繪地震；練習(xí)3是用課文中的一些單詞完成段落；練習(xí)4要求完成句子，考查as if的用法。這部分的目的是要求

6、學(xué)生在整體把握文章的基礎(chǔ)上，掌握重點詞匯的詞義及使用，注重培養(yǎng)學(xué)生運用上下文猜測詞義的能力。語法項目是定語從句，設(shè)計了三個練習(xí)：練習(xí)1要求找出閱讀文章中帶定語從句的句子；練習(xí)2要求用that, which, who和whose填空完成句子、翻譯成漢語并作比較；練習(xí)3要求通過游戲的形式造句并用定語從句擴展這些句子。該部分主要通過閱讀和句型練習(xí)幫助學(xué)生學(xué)習(xí)由that, which, who和whose引導(dǎo)的定語從句，培養(yǎng)學(xué)生自主學(xué)習(xí)的能力。 “語言運用(Using Language)”部分分“讀和說(Reading and speaking)”、“聽力(Listening)”和“讀和寫作(Rea

7、ding and writing)”三個步驟：“讀和說(Reading and speaking)”訓(xùn)練提供了一封邀請函，要求學(xué)生閱讀后寫一篇在地震紀(jì)念公園落成儀式上的演講稿，接著觀察新唐山紀(jì)念郵票然后以小組的形式討論地震后城市重建的問題，主要培養(yǎng)學(xué)生在實際生活中運用英語的能力。在隨后的“聽力”(Listening)部分里，一位美國人以第一人稱講述了他在1906年舊金山大地震中的可怕經(jīng)歷，要求學(xué)生根據(jù)聽力材料進行正誤判斷和回答問題，旨在培養(yǎng)學(xué)生學(xué)會獲取聽力材料中的細節(jié)要點的能力，并通過聽來模仿標(biāo)準(zhǔn)的語音和語調(diào)，同時讓學(xué)生了解人們在自然災(zāi)害中的經(jīng)歷和感受?！白x和寫(Reading and wri

8、ting)”部分要求學(xué)生先閱讀一篇新聞故事，然后為報紙寫一篇新聞報道，描寫家鄉(xiāng)的一件不同尋常的事件，旨在培養(yǎng)學(xué)生按照規(guī)范的步驟進行寫作，如選擇適當(dāng)?shù)臉?biāo)題、組織語言、清晰地表達等，學(xué)會擬定寫作提綱。 “小結(jié)(Summing Up)”部分幫助學(xué)生整理、鞏固本單元所學(xué)到的知識，其中包括學(xué)到的關(guān)于地震的知識、有用的動詞、名詞、表達方式和新的語法項目。一個單元學(xué)完后，鼓勵學(xué)生進行一番歸納和總結(jié)是非常有用的，這樣可以起到事半功倍的效果。 “學(xué)習(xí)建議(Learning Tip)”部分要求學(xué)生重視聽的技能的訓(xùn)練，并就聽英語方面給出了一些建議，建議學(xué)生多聽廣播或多看電視里的英語節(jié)目。多聽不僅能夠提高聽力水

9、平，還能夠幫助學(xué)生改善語音、語調(diào)，從而提高說的能力。因此，聽不僅是吸收信息的重要渠道，也是學(xué)好英語的重要手段之一。教師可鼓勵學(xué)生常聽英文廣播或電視節(jié)目，以擴大視野和增加英語的詞匯量。 知識目標(biāo)： 本單元需要學(xué)習(xí)的重點單詞為：shake　well (n. )　rise　crack　smelly　pond　pipe　burst　canal　steam　dirt　ruin　injure　destroy　brick　dam　useless　steel　shock　quake　rescue　electricity　disaster　army　organize　bury　coal　mine　shelt

10、er　freshpercent　speech　judge　honor　prepare　Europe 本單元需要學(xué)習(xí)的重點詞組為：right away　at an end　lie in ruins　be trapped under sth. a (great)number of　put up　give out　wake sb. up　thousands of　dig outprepare sb. for sth. think little of sb. /sth. 本單元需要學(xué)習(xí)的重點句型為： 1. But the one million people of the city, who t

11、hought little of these events, went to bed as usual that night. (the Attributive Clause) 2. It seemed that the world was at an end! (It seems/seemed that. . . ) 3. Bricks covered the ground like red autumn leaves. (Simile) 4. The army organized teams to dig out those who were trapped and to bury

12、the dead. (those who. . . ) 5. Workers built shelters for survivors whose homes had been destroyed. (the Attributive Clause) 6. Never before in history has a city been so completely destroyed. (Inversion) 7. Man himself had to make ruins of some of the city’s best buildings so that they would not

13、 be a danger to those in the streets. (so that. . . ) 8. A list of buildings not destroyed was now only a few addresses. (the past participle used as attribute) 9. Amazing as it may seem, Wednesday night was a quiet night. (predicative/adverbial+as. . . ) 10. Never in all San Francisco’s history

14、were her people so kind as on that terrible night. (Inversion) 本單元需要掌握的功能用語為：敘述過去的經(jīng)歷(Talking about past experiences) Strange things were happening in the countryside in Northeast Hebei. For three days the water. . . At about 3:00 am on July 28, 1976, people saw. . . At 3:42 am everything began to

15、shake. 本單元需要掌握的語法為：定語從句（ I ）（由that, which, who, whose引導(dǎo)的定語從句） 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. It was heard in Beijing, which is one hundred kilometer

16、s away. Workers built shelters for survivors whose homes had been destroyed. 能力目標(biāo)： 1. 能運用所學(xué)語言知識描述地震前兆、危害及震后援救。 2. 根據(jù)已知信息推測將要聽取的材料的內(nèi)容。 3. 提高閱讀技能和用英語進行思維、推理、判斷的能力。 4. 掌握演講稿的格式及新聞報道的寫作步驟和要點。 情感目標(biāo)： 1. 使學(xué)生對災(zāi)難有正確的認識，用積極的態(tài)度去面對它。 2. 學(xué)習(xí)唐山人民勇敢面對自然災(zāi)害，積極進行災(zāi)后重建的精神。 3. 在教學(xué)活動中培養(yǎng)學(xué)生的合作精神和互助精神。 課時安排 Natur

17、al disasters occur throughout the world, and China has a particular problem with earthquakes. This unit keeps a positive tone or outlook. It can make students not only understand the dangers people face in a quake, but also realize that there are things that can be done to minimize the damage caused

18、 by quakes. It includes exercises and tasks that enable students to think about how to avoid quakes, or at least some of the damage they can cause. This unit also lets them role-play community work that deals with disaster relief. Thus, based on the theme, contents and teaching objectives, the whole

19、 teaching procedures can fall into seven periods as follows: Period 1:Warming up and Reading Period 2:Important language points Period 3:Grammar:the Attributive Clause (I) Period 4:Listening Period 5:Using language Period 6:Reading task and Speaking task Period 7:Revision (Summing up, Learnin

20、g tip and Project) Period 1　Warming up and Reading 整體設(shè)計 從容說課 This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by showing students some pictures of natural disasters and talking about them. As to Warming Up, the teacher

21、 had better ask students to describe the two photos on Page 25. In a sense, the photos show two cities famous for their earthquakes during a period of calm. Students must imagine what an earthquake could do to the buildings, roads and bridges they see in the photos. When students try to express thei

22、r ideas, they will probably have difficulty. This activity provides them with the chance to learn how to do this. It is also a good opportunity for the teacher to teach them the new words and phrases for the unit, such as cracks, cut across houses, roads and canals, fall down, lie in ruins and destr

23、oy. Before reading the passage A Night the Earth Didn’t Sleep, the students should discuss the two questions in the part Pre-reading. For the first question, students must consider what is of most value to them materially. Perhaps the things students would take are expensive, or perhaps the things

24、would have symbolic value. Would they take their camera or a photo album? Would they take their diary or a favorite sweater? The choices the students make and the reasons they give for making those choices should reveal something about them as people. The second question asks students to make guesse

25、s about what happens before an earthquake. Of course, the reading will describe to them what actually happened as the result of one terrible earthquake. So this question must precede the reading. Encourage students to think freely about the question and think of a reason why such and such might happ

26、en. This part prepares students for the reading passage. The reading passage titled A Night the Earth Didn’t Sleep recounts the terrible earthquake that nearly destroyed the city of Tangshan in Hebei Province in 1976. The earthquake caused a greater loss of life than any other in the last century.

27、The teacher can ask the students first to read quickly to get the main idea or topic sentence of each paragraph, then read carefully to locate particular information for exercises in the part Comprehending or some other exercises, and finally have a discussion of style in order to understand the pas

28、sage better. During the course of reading teaching, the teacher can not only develop students’ reading ability, including skimming, scanning and other reading skills, but also get the students to learn about basic knowledge about earthquakes and learn from the bravery of the people in Tangshan to fa

29、ce the reality and rebuild the city. Because there are too many new words in the reading passage, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. To consolidate the contents of the reading passage, the students should be r

30、equired to retell the passage in their own words at the end of the class. In order to arouse the students’ interest, the teacher can hold a competition between groups. 教學(xué)重點 1. Get the students to know basic knowledge about natural disasters. 2. Get the students to learn about Tangshan Earthquake.

31、 3. Get the students to learn different reading skills. 教學(xué)難點 Develop the students’ reading ability. 教學(xué)方法 1. Task-based teaching and learning 2. Cooperative learning 3. Discussion 教具準(zhǔn)備 The multimedia and other normal teaching tools 三維目標(biāo) Knowledge aims: 1. Get the students to learn the fol

32、lowing useful new words and expressions in this passage:shake　well (n. )　rise　crack　smelly　pond　pipe　burst　canal　steam　dirtruin　injure　destroy　brick　dam　useless　steel　shock　quake　rescue　electricitydisaster　army　organize　bury　coal　mine　shelter　fresh　right away　at an end　lie in ruins　be trapped under

33、sth. a (great)number of 2. Get the students to know basic knowledge about natural disasters. Ability aims: 1. Develop the students reading ability and let them learn different reading skills. 2. Train the students’ ability to collect useful information from the Internet by themselves. Emotional

34、 aim: 1. Get the students know damages earthquakes bring about and the ways to reduce losses of earthquakes. 2. Get the students to know how to protect oneself and help others in earthquakes. 3. Get the students to be aware of terrible disasters, meanwhile get them to face it, treat it in a prope

35、r way, and never get discouraged. 教學(xué)過程 設(shè)計方案（一） →Step 1 Lead-in Show the students some pictures about natural disasters and ask them: 1. Have you ever experienced any natural disaster? Look at the pictures. Can you name all the disasters? (volcano, fire, typhoon, flood, sandstorm, hailstone, t

36、hunderstorm, hurricane, earthquake) 2. Have you ever experienced an earthquake? Can you describe how terrible an earthquake is? 地震的破壞 (The earth is shaking; all the buildings will fall down; the roads will be destroyed; many people will be killed or injured; a lot of children will become orphans.

37、 . . ) →Step 2 Warming up Turn to Page 25. Ask the students to read and look at the photos of Tangshan and San Francisco to describe what they see in the two photos to a partner. (beautiful cities; broad roads; tall building; large population. . . ) Imagine there has been a big earthquake in the

38、se two cities, what might happen to all the things in the photos? (If a big earthquake happened, the whole cities might be in ruins. Large quantities of tall buildings might collapse. The broad and busy roads might be destroyed. Many people might be killed or injured. . . ) →Step 3 Pre-reading 1.

39、 Imaging and sharing Imagine there is an earthquake now. Your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Is it money, water, fruits, mobile phones, a torch light, or anything else? Why? 2. Talking and sharing What do you think

40、may happen before an earthquake? Talk about the pictures on Page 25. (Cows, pigs and dogs become too nervous to eat. Mice run out of the fields looking for places to hide. Fish jump out of ponds. The water in the well will rise and fall. The well walls will have deep cracks in them. There will be b

41、right light in the sky. . . ) →Step 4 Reading Tell the students:Today, we are going to read a news report about the strongest earthquake in China’s history, which happened in Tangshan, Hebei, in 1976. 1. Fast reading Ask the students to read the passage quickly and pay attention to the first sen

42、tence of each paragraph. 1)Answer the questions. Question 1:In what order was the passage written? Question 2:What is the general idea of the passage? (The text is written in time order. The general idea is the mixture of the first sentences of each paragraph, that is, the text tells us somethin

43、g that happened before the earthquake, during the earthquake and after the earthquake. ) 2)Fill in the table. Type of writing Topic sentence of Paragraph 1 Topic sentence of Paragraph 2 Topic sentence of Paragraph 3 Topic sentence of Paragraph 4 General idea of the passage Sugges

44、ted answers: Type of writing This is a news report. Topic sentence of Paragraph 1 Strange things were happening in the countryside in northeast Hebei. Topic sentence of Paragraph 2 Everything began to shake and it seemed that the world was at an end. Topic sentence of Paragraph 3 Everywhere

45、they looked nearly everything was destroyed. Topic sentence of Paragraph 4 All hope was not lost. General idea of the passage The passage tells us something that happened before the earthquake, during the earthquake and after the earthquake. 3)True or False? Ask the students to decide whether

46、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 doct

47、ors were trapped under the ruins during the aftershock. (5)People tried to get fresh water from under the ground in Tangshan. Suggested answers: (1)F　People in Tangshan thought little of the signs of the earthquake and went to bed as usual that night. (2)T (3)F　More than 400 000 people were kil

48、led or injured in the quake. (4)T (5)F　Fresh water was taken to the city Tangshan by train, truck and plane. 2. Reading carefully Ask the students to read the passage carefully to locate particular information. 1)Do the exercises in the part Comprehending on Page 27. 2)Fill in the following f

49、orm. Time What happened Result Before the earthquake: three days before the earthquake at about 3 am on July 28 Wells: Animals: Lights and sound: Water pipes: People of the city thought______________ and______________ While the earthquake: At 3:42 am Later that afternoon Houses

50、, roads and canals: Hard hills of rock: The large city: The people: Some rescue workers and doctors: More buildings: Water, food and electricity: ______________ was destroyed.______________ hospitals, 75% of______________ and 90% of______________ were gone. More than______________ were

51、killed or injured. After the earthquake All hope: The army: Workers: Fresh water: The city______________. 3)Choose the best answer: (1)What is the mood of this passage? A. Sad. 　B. Serious. 　C. Serious and a bit sad. 　D. Calm. (2)What can be inferred from the passage? A. If mice ru

52、n out of the fields looking for places to hide, there must be an earthquake. B. If some natural signs had not been ignored, all the people in Tangshan city might have had a chance to survive. C. There wouldn’t have been such a great earthquake, if people had paid enough attention to some natural s

53、igns. D. If some natural signs had not been ignored, more people might have had a chance to survive. (3)Which of the following statements can not be part of the main reasons for the heavy loss of life in Tangshan earthquake? A. The earthquake happened in the deep night and people were sleeping in

54、 bed at the very movement. B. There weren’t enough rescue workers. C. The buildings were poorly constructed and most of them were destroyed in the earthquake. D. People were not careful enough to notice some natural signs before the earthquake. (4)How do you understand the real meaning of the id

55、iom “It is always calm before a storm”? A. It is unusually quiet before a thunderstorm or hurricane hit. B. One should not trust situations that seem peaceful since bad things may happen. C. The weather is fine before a storm comes. D. You should stay calm before a storm. Suggested answers: (1

56、)C　(2)D　(3)B　(4)B 3. Language problems While checking the answers with the whole class, deal with any language problems that the students can’t understand. 4. Reading aloud Play the tape of the passage for the students to listen and follow. Then play the tape of Paragraph 1 of the passage once m

57、ore; this time the students listen and repeat. →Step 4 Game Work in pairs. Suppose you are a newspaper reporter, and the other is a witness of the 1976 Tangshan Earthquake. Now the newspaper reporter is interviewing the witness. →Step 5 Extension Show the questions on the screen and have a discu

58、ssion. 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 report what had happened? 4. Why does the writer use A NIGHT THE EAR

59、TH DIDN’T SLEEP as the title? 5. What does the sentence “Slowly, the city began to breathe again” mean? Suggested answers: 1. A writer’s who didn’t see the earthquake. He uses the third-person to describe the quake. His description is very objective. For example, in the second sentence of the thi

60、rd paragraph “Everywhere they looked nearly everything was destroyed. ”, the writer uses “they” instead of “we”. 2. 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. 3. Although the writer

61、 was not there, he felt sad for the people of Tangshan. He knows that giving some personal feelings will make the reading more interesting. 4. 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 N

62、IGHT THE EARTH DIDN’T SLEEP as a title to show how terrible and how unusual that night was. 5. 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

63、feelings to her. The city will not die, she has hope and she can recover from the pain. →Step 6 Consolidation Ask the students to read the passage again and try to retell it. One possible version: Strange things happened in Tangshan. For three days the water in the village wells rose and fell. T

64、he well walls had deep cracks and a smelly gas came out the cracks. The chickens, pigs and mice were too nervous. Fish jumped out of bowls and ponds. At 3:00 am on July, 1976, people saw bright lights in the sky and heard the sound of planes even when no planes were in the sky. The water pipes in so

65、me buildings cracked and burst. At 3:42 am everything began to shake. It seemed that the world was at the end! One-third of the nation felt it. A huge crack cut across the city. In fifteen terrible seconds a large city lay in ruins. Two-thirds of the people died or were injured. Nearly everything w

66、as destroyed in the city. 75% of its factories and 90% of its homes were gone. Then later that afternoon, another big earthquake shook Tangshan. People began to wonder how long the disaster would last. All hope was not lost. The army sent 150 000 soldiers to help them. Workers built shelters for survivors. Slowly, the city began to breathe again. →Step 7 Homework 1. Learn the new words and expressions in this part by heart. 2. Read the text again and again and write a summary of the text. 設(shè)