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 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
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