Unit4--Earthquakes教案

Unit4Earthquakes1.Knowledge:Learnandmasterthenewwordsandexpressionsinthisperiod.Words:Ability:1.Trainthestudents’listeningability.2.trainthestudents’listeningability.3.Trainthestudents’abilitytousetheInternettosearchforsomeusefulinformation.4.Trainthestudents’abilitytocooperatewithothers.Emotion:1.Knowthedamagethatanearthquake2.Knowthewaystoreducethelossesofanearthquake.TeachingimportantpointsTrainthestudents’speakingabilitybydescribing,talkinganddiscussion.Difficulties:Trainthestudents’listeningability.Step1Warming-upT:DoyouknowwhathappenedintheIndianOceanattheendoflastyear?Itshockedorwecansayfrightenedthewholeworld.S:Aterribletsunamibrokeoutthereon26thDecember.Morethan200000peoplewerekilled.T:Yes.Itissaidthatitisthebiggestintheforedecades.Atsunamiisanunderseaearthquake.Thenhaveyouheardofanylandearthquakes?Wouldyoupleaselistsome?S:WecanoftenhearthatearthquakesoccurinJapan.In1906,anearthquakestruckSanFrancisco,USA.About700peoplediedintheearthquakeandthefires.Andasmanyas250000peoplelosthomes.T:Butdoyouknowanyfamousearthquakesthathappenedinourcounty?S:TheTangshanEarthquakethathappenedin1976.T:Canyoutellmewhatmightyhappeninanearthquake?YoumaylookatthetwopicturesonPage25.Step2ListeningT:Beforewelearnthepassageaboutanearthquake,let’sfirstknowwhythereareearthquakesintheworld.Solet’sdosomelisteningonPage62.listentothetapeforthefirsttimeandtrytogetageneralideaofthepassage.Listentothetapeandchecktheanswers.(Itisaboutthecauseofearthquakesandhowwecanreducelossesfromthem.)T:ListentothetapeforthesecondtimeandjudgewhetherthestatementsinPart1aretrueoffalse.T:Let’schecktheanswers.Listenagainandtrytocorrectthestatementsthatarefalse.T:ListenagainandtrytocompletethetableinPart2.Afewminuteslater,checktheanswers.Step3Homework1.PreviewthereadingpassageonPage26anddoexerciseIinthepart“Learningaboutlanguage”.2.Askthetolookformorewaysofreducinglossesfromearthquakes.ThestudentscangotothelibraryorusetheInternettosearchforinformation.Aftersearchingfortheinformation,eachgroupshouldmakeaposter,informingpeoplehowtoreducethelossesofanearthquake.Recordafterteaching:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________TheSecondPeriodKnowledge:Learnsomenew,phrasesandsomenewsentencepatterns.Ability:1.learnsomedetailedinformationaboutanearthquake.2.improvethestudents’readingability.3.trainthestudents’abilitytograspkeyinformationwhilelistening.4.trainthestudents’speakingability.Emotion:1.Trainthestudents’abilitytocooperatewithothers.2.Knowthedeadlinessofanearthquakeandthesignsbeforeanearthquakeiscoming.3.LearnfromthebraveryofpeopleinTangshantofacetherealityandrebuildthecity.Teachingimportantpoints:1Thenewwordsandexpressions.2.Learnsomedetailedinformationaboutanearthquake.3.Trainthestudents’abilitytocooperatewithothers.4.Trainthestudents’speakingability.Teachingdifficulties:1Words:shake,burst,rise,destroy,shock,fresh,injure2.Phrases:rightaway,atanend3.Sentencepatterns:(1)Itseemed/seemsthat…(2)Thenumberofsb./sth.Reached/reaches…(3)Allhopewasnotlost.4.Improvethestudents’readingability.5.Trainthestudents’abilitytograspkeyinformationwhilelisteningTeachingprocedures:Step1Pre-readingT:Supposeyouarewarnedofacomingearthquake.Nowyouhavetimetotakeonlyonething.Tellyourpartnerwhatyouwilltakeandthereason.T:Ifanearthquakeisaroundthecorner,theremustbesomeabnormalphenomena.CarefullylookatthefourpicturesonPage25andtrytodescribewhatyouhaveseen.Step2ListeningT:Everyoneknowsthatanearthquakeisveryterrible.Today,wewilllearnsomethingaboutthestrongestearthquakeinChina’shistory,whichhappenedinTangshan,Hebei,in1976.Firstlistentothetapewithyourtextbooksclosedandcheckwhetherthefollowingstatementsaretrueorfalse.Ifitisfalse,trytocorrectit.1.PeopleinTangshanwerewarnedoftheearthquakeanddidn’tgotobedthatnight.(F)2.PeopleinBeijingalsofelttheearthquake.(T)3.Morethan400000peoplewerekilledinthequake.(F)4.Manyrescueworkersanddoctorsweretrappedundertheruinsduringtheaftershock.(T)5.PeopletriedtogetfreshwaterfromunderthegroundinTangshan.(F)Step3Reading1.FinishPart1-2inComprehendingonPage27.2.FinishPart3inComprehendingonPage27.3.ReadthepassageagaintogetimportantinformationaboutTangshanEarthquakeandfillintheblanks.(百思英语Page44)Step4SpeakingorReadingaloudIfyourstudentsaregoodatEnglish,askthemtodothisexercise:Supposeoneofyouwasanewspaperreporter,andtheotherwasawitnessofthe1976TangshanEarthquake.Nowthenewspaperreporterisaskingthewitnesssomequestions.Workinpairsplease.IfyourstudentsareverypoorinEnglish,askthemtodothisexercise:Playthetapeforthestudentstolistenandfollowinordertoletthemknowhowtoreadthetext.Step5Homework1.Readthetextseveraltimes.2.Doexercise3onPage28.3.Doexercise2onPage28intheexercisebookandhangitintomorrow.4.Learnsomewordsandphrasesinthisunitandmakesomesentenceswiththem.(Ss’Book,Page82-84)Recordafterteaching:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________TheThirdPeriodKnowledge:1.words:crack,burst,ruin,injure,destroy,shock,last2.phrases:atanend,rightaway,digout3.sentencepatterns:Allhopewasnotlost.Ability:1.Trainthestudents’abilitytoreaddifferentnumbersinEnglish.2.Learntheusageofsomedifficultwordsandexpressions.3.Trainthestudents’abilitytoremovethedifficultieswhilereading.Emotion:1.Trainthestudents’abilitytocooperatewithothers.2.Knowthedeadlinessofanearthquakeandthesignsbeforeanearthquakeiscoming.3.LearnfromthebraveryofpeopleinTangshantofacetherealityandrebuildthecity.Teachingimportantpoints:1.Trainthestudents’abilitytoreaddifferentnumbersinEnglish.2.Trainthestudents’abilitytocooperatewithothers.Teachingdifficulties:1.Theexplanationofsomedifficultwordsandexpressions.2.Trainthestudents’abilitytoremovethedifficultieswhilereading.Teachingprocedures:Step1Revision1.T:Inthelastperiod,welearnedsomethingabouttheterribleTangshanEarthquakein1976,whichisthedeadliestearthquakeinChina’shistory.NowIamgoingtoaskyousomequestionsbasedontheReadingpassage.(1)WhatdidpeopleinTangshanseeintheskybeforetheearthquake?(2)Whatdidpeoplenoticeinthewells?(3)Didpeoplepayanyattentiontotheseabnormalphenomena?(4)Whendidtheearthquakebegin?(5)Werethereanyaftershocks?(6)Didthesurvivorsdenythecityandgotoliveinotherplaces?2.Checkthehomework(Ex2onP28).Askthemtoreciteitafterclass.Step2LearningaboutNumbersTurntoPage28andlookatPart3.Matcheachwordtothenumberthathasthesamemeaning.Allowthestudentsseveralminutestofinishthetask.Checktheanswers.Step3ImportantpointsAskthestudentstoturntoPage82.Asksomestudentstomakesomesentenceswiththewordsorphrases.Dealwithsomedifficulties.Youcanaddmorephrases.Step4homeworkInordertomastertheusageofthesewordsandexpressions,pleasedosomerelatedexercises.1.FinishoffthetwopartsinUsingWordsandExpressionsonPage63.2.TranslatethesentencesonPage63intoEnglish.WritetheEnglishsentencesinoneofyourexercisebookandhanditintomorrow.Recordafterteaching:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________TheFourthPeriodKnowledge:1.LearntheAttributiveClause.2.LearnthedifferencebetweenRelativePronounsfortheAttributiveClauses.Ability:1.LearntochoosethecorrectRelativePronounsfortheAttributiveClauses.2.Trainthestudents’abilitytoreportwhatothershavesaid.Emotion;Trainthestudents’abilitytocooperatewitheachother.Teachingimportantpoints:1.LearntheAttributiveClause.2.Trainthestudents’abilitytoreportwhatothershavesaid.Teachingdifficulties:LearntochoosethecorrectRelativePronounsfortheAttributiveClauses.Teachingprocedures:Step1revisionCheckthehomeworkexercises.Step2Grammar(Theteacherwritesthesentence“Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.”Ontheblackboardbeforeclassbegins.)T:Pleaselookatthesentenceontheblackboard,payingspecialattentiontotheunderlinedpart.Whatkindofclauseisit?Ss:TheAttributiveClause.T:Yes.TheAttributiveClausetellsuswhichpersonorthing(orwhatkindofpersonorthing)thespeakermeans.e.g.Thewomanwholivesnextdoorisateacher.Asentencewithanattributiveclausecontainstwoshortersentences.Inthesentenceabove,thetwoshortsentencesare:“Thewomanisateacher.”And“Thewomanlivesnextdoor.”TheAttributiveClauseistheanswertothequestion:Whichwomanisateacher?Wouldyoutrytodividethesamplesentenceontheblackboardintotwoshortsentences?T:That’sright.NowtrytofindallthesentenceswithAttributiveClausesinthereadingpassageanddivideeachsentenceintotwoshortsentences.T:NextIwillsaysomethingaboutthecommonrelativepronouns.“Who”isusedforpeople.“Which”isusedforthings.“That”isusedforthingsorpeople.“Whose”isusedinsteadofhis/her/their/somebody’s.“Whom”isquiteformal,andinmostcasesitisallrighttousewhoinstead.Butwhenwhomhasaprepositionbeforeit,itcannotbereplacedbywho.Step3Practice1.NowlookatPart2inDiscoveringUsefulStructuresonPage28.trytocompleteeachsentenceusingthat,which,who,orwhose.Letthestudentsdothisexerciseandchecktheanswers.2.DomoreexercisesinEx3onPage51in《导学》Step4HomeworkAfterclass,readthepassageonPage64.It’saboutadviceonhowtoprotectyourhomefromanearthquake.Completethesentencesbelow,usingwho,whom,which,thatorwhose.Recordafterteaching;_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.TheFifthPeriodKnowledge:1.Knowhowtowriteaspeech.2.Knowhowtowriteanewspaperstory.Ability:1.Trainthestudents’speakingability.2.Trainthestudents’abilitytosearchfordoingsomething.3.Trainthestudents’abilitytodothingsstepbystep.Emotion:1.HonorthegreatpeopleofTangshan.2.Learntocooperatetoeachother.TeachingImportantPoints:1.Trainthestudents’speakingability.2.Trainthestudents’abilitytosearchfordoingsomething.TeachingDifficulties:1.Knowhowtowriteaspeech.2.Knowhowtowriteanewspaperstory.3.Learntocooperatetoeachother.TeachingProcedures:Step1RevisionT:Inthelastperiod,welearnedtheAttributiveClauseandhowtochooseaproperrelativepronoun.Nowlet’scheckyourhomeworkexercises.PleaseopenyourtextbooksandturntoPage64.LookatPart1inUsingStructures.Iwillasksomeofyoutoreadthesentencesout.(Theteachercorrectsmistakesifthereareany.)Step2ReadingandWritingT:ReadtheletteronPage29.Intheblankatthebeginningoftheletter,writethelastnumberoftheyearitisnow.Thenintheblankneartheendoftheletter,useanumbertosayhowmanyyearsagothequakehappened.(Afterseveralminutes,theteachercheckstheanswerswiththeclass.)T:Supposeyouarethestudentwhowasinvitedtogivethespeech.Whatshouldyouincludeinyourspeech?(Studentsgivetheirdifferentanswers.)T:Yes,whilewriting,don’tforgettocontaintheinformation.NowIwillgiveyou15minutestowritethespeech.Youcanfollowthepointsinpart3onthispage.(Whilethestudentsarewriting,theteachergetsaroundtheclassroomandhelpsthestudentstodealwithanydifficultiesthattheyhave.)(After15minutes)T:Arethereanyvolunteerstoreadhisorherspeech?(Ifthereisnobody,theteacherasksonetoread,andgivesomeassessments.)Step3SpeakingT:Imaginethatafteryourspeech,ZhangshaasksyoutogiveashorttalkaboutthenewstampsaboutTangshantohonorthecity.First,askandanswerthefollowingquestionsinpairs.(1)Whatdothesestampsshow?(2)Doyouthinkthesestampsareveryimportantandwhy?(3)Willyoucollectthesestamps?Whyandwhynot?(Afterthestudentsaskandanswerthesequestionsinpairs.)T:Nowtrytofillinthelinesinthelittletalk.Youcanusesomeoftheanswerstothequestions.T:NextIwillaskoneofyoutoreadthelittletalk.Step4WritingT:Bynowyouhavelearnedwritingaspeechandalittletalk.Nowyouaregoingtowriteanarticleforanewspaperaboutaspecialeventthathappedinyourhometown.First,let’slearnsomeskillsofwritingnewspaperstories.Beforeyouwrite,youshouldwriteanoutline.Thisisveryuseful.Today,wewilllearnhowtowriteanoutline.PleaseturntoPage31.ReadtheinstructionsinboldandpayattentiontosomequestionsIpreparedtoyou.Q1:Whyisanoutlineimportant?Q2:Whatshouldanoutlineinclude?Q3:Whyisaheadlineimportant?Q4:Whatarethestepstofinishanewspaperstory?Q5:Whatisthefeatureofanewspaperstory?Suggestedanswers:1.Becauseanoutlinewillprepareyoutowriteabetterstory.2.Agoodoutlineshouldhaveaheadline,alistofmainideasandalistofimportantdetails.3.Aheadlinecantellthereaderswhatthetopicis,soitcanattractthereaders’attentionsincethereadermaynothaveboughtthenewspaperbeforetheyreadtheheadline.4.First,organizethemainideas.Next,putsomedetailsintoeachparagraph.5.Anewspaperstorygivesthemostimportantnewsfirstandtheleastimportantnewslast.T:Nowlet’sreadtheexampleofanewspaperstory.Trytofindtheheadline,mainideaanddetailsofeachparagraph.Youmayworkingroupsofthree.(Afterseveralminutes,theteacherasksthestudentsthefollowingquestions:)Q1:Whatistheheadlineofthenewspaperstory?Q2:Whatisthemainidea?Q3:Whatisthedetailedinformation?T:NowturntoPage32andcheckyourmainidealsanddetailedinformation.Step5HomeworkT:Sonowyouknowhowtowriteapassagestepbystep.PreparetheoutlineforashortnewspaperstoryforChinaDaily.Usetheexampletohelpyoutoorganizeyouroutline.Youcanfirsthaveadiscussionwithyourpartneranddecidewhicheventyouwillwriteabout.Trytowritedownthetitle,mainideasanddetailedinformation.Thenputthemintoashortpassage.Recordafterteaching:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________TheSixthPeriodKnowledge:LearnapassageabouttheSanFranciscoEarthquakeAbility:1.Learntocomparetwosimilarpassages.2.Trainthestudents’listeningability.Emotion:1.Learntocooperatewithothers.2.LearnfromthebraveryofthepeopleofSanFranciscotofacethereality.TeachingImportantPoints:1.Trainthestudents’listeningability.2.LearnapassageabouttheSanFranciscoEarthquakeTeachingDifficulties:Learntocomparetwosimilarpassages.TeachingProcedures:Step1RevisionT:Inthesecondperiodofthisunit,youlearntsomedetailedinformationabouttheTangshanEearthquake.Canyouuseseveralsentencestosummarizethepassage?S:Letmehaveatry.TheterribleearthquakestruckthecityofTangshanwhilepeopleweresleeping.Morethan400000peoplewerekilledorinjuredinthequake.Afterthequake,peoplefoundnearlyeverythingwasdestroyed.ButpeopleinTangshandidn’tloseheart.Theyrebuiltthecitywiththehelpofsoldiers.T:Quitegood.Step2ReadingandComparingT:Inthefirstperiod,wealsotalkedabouttheearthquakesthathappenedinSanFrancisco.Today,wewilllearnapassagetitled“TheStoryofanEyewitness”,whichisabouttheSanFranciscoEarthquakein1906.ItwaswrittenbyJakeLondon,whowasafamousAmericanwriter.T:Firstreadthepassagecarefully.Whilereading,pleasethinkaboutthefollowingquestions:(1)Howdidtheauthorfeelabouttheearthquake?(2)HowdidtheauthorfeelaboutthepeopleofSanFrancisco?(Ssreadthepassage,thentheteacheraskssomeonetogivetheiranswersandcheckstheanswers)(Answerswillvary.)T:Quitegood.Youcankeepyourownanswersaslongasyouthinktheyarereasonableandyoucanfindproofsfromthepassage.Readthefirstparagraphinthispassage.ThengobackandreadagainthefirstparagraphofthepassageonPage26.Comparethewaysbothwritersgiveyoudetailsabouttheearthquakes.Trytofinishthe4exercisesonPage66.Youmaydiscussingroupofthree.(Ssreadthetwopassageandfinishtheexercises.)(Thentheteachercheckstheanswers.)T:NextIwillplaythetapeofthispassageforyoutolisten.Pleasepayspecialattentiontotheintonation.(Afterlistening.)T:NowIwillgiveyouseveralminutestoreadthethirdparagraphwithfeelings.Step3ListeningT:JustnowwelearnedapassagewrittenbyaneyewitnessabouttheterribleSanFranciscoearthquakein1906.Nowwewilllistentoastorytoldbyamanwhowasasurvivoroftheearthquake.Listentothetapethefirsttime,andtrytotellwhetherthestatementsinpart1aretrueorfalse.(Teacherplaysthetapeforthestudentstolistenandfinishthetask.)(Afterlistening,theteachercheckstheanswerswiththeclass.)T:Nowlet’slistentothetapeagainandtrytoanswerthequestionsinPart2.(Afterlistening,theteachercheckstheanswers)T:Whilelisteningtothetape,youshouldnotonlypayattentiontothecontents,butalsothepronunciationandintonation.ThesentencesinPart3showusthesequence.Iwillplaythetapeagain,youshouldmarkliaisonandincompleteexplosioninthesesentences.Thenpracticereadingthemaloud.Step4HomeworkT:Inthisclasswereadandlistenedtotwostories,bothofwhichareaboutthe1906SanFranciscoearthquake.ThestoriesaretrueandwerewrittenfortheMuseumoftheCityofSanFrancisco.Themuseumhasmanysuchpersonalaccountsandphotosathttp://www.Sfmuseum.Org/1906/06.html.Ifyouareinterestedinthem,youcansurfinthesiteI’vegiventoyou.Recordafterteaching:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________TheSeventhPeriodKnowledge:1.Learnhowtomakeanearthquakeplan.2.Learnwhattocontaininapersonalearthquakebag.Ability:1.Trainthestudents’listeningability.2.Trainthestudents’speakingability.3.Learntofindreasonsfortheirchoices.4.Learntosumupwhattheyhavelearnedintheunit.Emotion:Learntocooperatewithothers.TeachingImportantPoints:1.Trainthestudents’listeningability.2.Trainthestudents’speakingability.TeachingDifficulties:Learntofindreasonsfortheirchoices.TeachingProcedures:Step1GreetingsGreetthewholeclassasusual.Step2ListeningT:ThesedaysEarthquakesarealwaysourcentraltopic.Wehavelearnedmanythingsaboutit.Uptillnow,earthquakesaredifficulttopredict.Wecanhardlyavoidanearthquake.Butactuallywecandothingstoreducethelossesofanearthquake.Let’slookattheformonPage66andhaveadiscussionabouttheearthquakeplanwithyourpartner.(Ssgivetheiranswers)T:Whatshouldyoudoifyouareoutside?(Ssgivetheiranswers)T:Whatshouldyoudoifyouareinthelivingroom?(differentanswers)T:Whatshouldyoudoifyouareinthehouseroom?(differentanswers)T:Nextwearegoingtolistentothetapeandwritedownthethree“things”thatarementioned.(Afterlistening,teachercheckstheanswerswiththestudents.)T:Thenlet’slistenagain.Thistimeyoushouldwritedownmoredetailsabouteachofthe“things”.(Afterlistening,teachercheckstheanswerswiththeclass.Playthetapeagainifnecessary.)Step3SpeakingT:Youknoweveryfamilyshouldhaveanearthquakebag,inwhichthereareenoughthingsthatyoucanuseincaseofanearthquake.Herewehavealistofpossibleitemsforthepersonalearthquakebag.Chooseonlyeightthings,whichyouthinkarethemostessential,fromthelist.Theymustlastyoufivedays.Discusswithyourpartner.(Afterseveralminutes.)T:Nowjoinanotherpairanddiscussyourchoices.Putallthethingsyouagreeonintoafinallist.Discusstheotheritemsexplainingyourreasonsandtryingtoagreewhichonesarethemostsuitable.(Afterseveralminutes.)T:Eachgroupshouldchooseonerepresentative.Nowbepreparedtopresentyourlisttotheclassandgiveyourreasonsforeachchoice.Step4LearningTipT:Inordertolearnalanguagewell,youshoulddoalotofpractice,includinglistening,speaking,readingandwriting.Onlywhenweunderstandwhatissaidtouscanwehaveaconversationwithsomebody.SolisteningtoEnglishisveryimportant.Afterclass,youshouldlistentotheEnglishnewsonCCTVInternational.Youwillnotonlygetalotofinformationaboutwhatishappeningaroundtheworld,butalsoimproveyourlisteningandlearnmoreEnglishwordsandexpressions.Atthesame,youwillimproveyourpronunciationandintonation.Step5SummingupT:Nowlet’ssumupwhatyouhavelearntinthisunit.Workwithyourpartner.Firstwritedownwhatyouhavelearnedaboutearthquakes.Thenwritedowntheverbs,nouns,expressionsandnewgrammaritemsthatyouhavelearnedfromthisunit.Step6Homework1.ReviewUnit4..2.PreviewUnit5.Recordafterteaching:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________TheEndPAGE1