必修一英语第四单元教案.docx

必修一英语第四单元教案.docx

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必修一英语第四单元教案

必修一英语第四单元教案

Unit4Earthquakes

PartOne:

TeachingDesign（第一部分：

教学设计）

Period1:

Asamplelessonplanforreading

（ANIGHTTHEEARTHDIDN’TSLEEP）

Aims

Tolistenandtalkaboutnaturaldisasters

Toreadaboutearthquakes

Procedures

I.Warmingup

Warmingupbylooking

Goodmorningclass.HaveyoueverexperiencedanynaturaldisastersLookatthepictures,canyounameallthedisasters

volcanofiresandstorm

typhoonhailstonethunderstorm

floodhurricaneearthquake

HaveyoueverexperiencedanearthquakeCanyoudescribehowterribleanearthquakeis

（Theearthisshaking;allthebuildingswillfalldown;manypeoplewilldie;manychildrenwillbecomeorphans.）

Warmingupbydiscussing

Now,lookatthepicturesofTangshanandSanFranciscoinwarmingupanddescribewhatyouseeinthepictures.（beautifulcities;broadroads;tallbuilding;largepopulation.）

Whatwillhappeniftherehasbeenabigearthquakeinthesetwocities?

Asweallknow,earthquakesaredisasterstoeveryone.ButcanweavoidoratleastreducethelosscausedbyearthquakesCanweforetellearthquakesNowlet’scometoPre-readinganddecidewhatmayhappenbeforeanearthquakecomes.

II.Pre-reading

1.Talkingandsharing

Whatarethesignsofanearthquake（e.g.Cows,pigsanddogsbecometoonervoustooeat.Themicewillrunoutofthefieldslookingforplacestohide.Thewaterinthewellswillriseandfall.Wallsofthewellsinvillagewillhavedeepcracks.Therewillbebrightlightinthesky….）

2.Imagingandsharing

Imaginethereisanearthquakenow,yourhomebeginstoshakeandyoumustleaveitrightaway.Youhavetimetotakeonlyonething.WhatwillyoutakeWhy

III.Reading

1.Listeningandfastreading

Nowlet’scometothetext“ANIGHTTHEEARTHDIDN’TSLEEP”andseewhatittellsus.

Pleaselistentothetextandgetthegeneralideaofthepassage.Youshouldpayattentiontothefirstsentencesofeachparagraph.Inwhatorderisthetextwritten

（Thetextiswrittenintimeorder.Thegeneralideaisthemixtureofthefirstsentencesofeachparagraph,thatis,thetexttellsussomethingthathappenedbeforetheearthquake,duringtheearthquakeandaftertheearthquake.）

2.Readingandunderlining

Nextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copytheminyournotebookafterclassashomework.

CollocationsfromANIGHTTHEEARTHDIDN’TSLEEP

asmellygas,comeoutof,inthefarmyards,toonervoustoeat,runoutof,look

forplacetohide,waterpipes,thinklittleofsth.,asusual,itseemedthat,atan

end,onehundredkilometersaway,one-third,eightkilometerslong,thirtymeters

wide,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,freshwater

3.Readingaloudandtranslating

NextwearegoingtoreadaloudthetextandtranslateitintoChinese.

4.Readingandtransforminginformation

Readthetextagainandanswerthefollowingquestions.

1.Whatnaturalsignsofcomingdisasterwerethere?

2.Canyouthinkofsomereasonswhythesesignsweren’tnoticed?

3.Canyoudescribethedisastercausedbytheearthquake?

4.Whateventsandsituationsprobablymadethedisasterworse?

5.Howwerethesurvivorshelped?

6.CouldanythingmorehavebeendonetohelpthesurvivorsWhyorwhynot

Answers:

1,3,4,5areeasytoanswer.

2.Maybeatthattimepeopledidn’thaveknowledgeofanearthquake.

6.Thestudentshavetheirownanswers.

4.Discussingwritingstyle

Asyouhaveunderstoodthegeneralideaofthetext,Istillputmorequestionstoyou.

1.FromwhosepointofviewareeventsdescribedHowdoyouknow（Awriter

2.

whodidn’tseethequakeusesthethirdperson“they”whenhewrites.）

2.Whydoyouthinkthewriterchosetoexpressherfeelingsaboutthequakeratherthansimplyreportwhathappened（AlthoughthewriterwasnottherehefeltsadforthepeopleofTangShan.Heknowsthatgivingsomefeelingswillmakethereadingmoreinteresting.）

3.Whyisthetitle“ANIGHTTHEEARTHDIDN’TSLEEP”

（Asusual,nightisthetimetosleep,andnightshouldbequietandsafe.Butthatnighteverythingchanged.Thewriteruseditasatitletoshowhowterribleandhowunusualthatnightis.）

5.Readingandunderstandingdifficultsentences.

Ifyouhavesomedifficultsentencestounderstand,cometomeforhelp.

IV.Closingdown

Closingdownbydoingexercises

NowpleasedothecomprehendingExercises1,2and3onpage27.

Closingdownbydiscussing

Bynowyou’veknownthatearthquakesareterriblenaturaldisastersandthatChinaisunluckyenoughtohavealotofthem.Nowimaginethatyourgrouplivesinthecitythathasalotofearthquakes,whatshouldyoudoduringanearthquake

Lookatthegivensituationanddiscussinpairs.

（1）IfyouareOUTDOORS,…

（2）IfyouareinaHIGHBUILDING,…

（3）IfyouareDRIVING,…

（4）IfyouareHAVINGCLASS,…

（5）IfyouareinaCINEMA,…

Whatshouldyoudoduringtheearthquake?

Situation:

（1）howtorescuethosestilltrappedintheruins;

（2）howtotakecareofthesurvivors;

（3）howtorepairbuildingsthatsurvivedtheearthquake;

（4）whattodowiththebuildingsthatsurvivedtheearthquake;

（5）wheretofindpeopletohelpbuildanewcity;

（6）howtoteachchildrenaboutearthquakesafety;

（7）wheretoputinformationforsurvivorsandtheirfamilies;

（8）howtoplanforfurtherdisasters.

Period2:

AsamplelessonplanforLearningaboutLanguage

（TheAttributiveClause:

that,which,who,whose）

Aims

Tolearnabouttheusageofwho,which,thatandwhoseintheAttributiveClause

Todiscoverusefulwordsandexpressions

Procedures

I.Warmingup

Warmingupbydiscoveringusefulwordsandexpressions

Helloeveryone.Afterreadingthepassage,wehavegottoknowtheusageofthewordsandexpressions,butweshoulddomorepractice.Nowturntopage27tofindthecorrectwordsandexpressionsfromthepassagetofinishthesentences.Youaregiventwominutestofinishthem.Ofcourse,youcandiscusswithyourpartners.Twominuteslater,checkinpairsandthencheckwiththewholeclass.

II.Learningaboutlanguage

1.Readingandfinding

Turntopage26andreadthetextANIGHTTHEEARTHDIDN’TSLEEP.TickouttheattributiveclausesinthereadingpassageandtranslatethemintoChinese.

2.DoingExercises2onpage28

Turntopage28anddoExercise2inpairs.

III.ReadyusedmaterialsforRelativePronouns:

which,that,whowhomwhose

WhatareRelativePronouns?

Relativepronounsarespecialpronounswhichcanconnecttheantecedentandthe

attributiveclause.Alsotheycanbeusedasapartoftheattributiveclause.Here

aresomeimportantdifferences:

1．which/that:

referringtothings,canbeusedasasubjectoranobjectinthe

attributiveclause;whentheyareusedasanobject,theycanbeomitted:

Theplaneisamachinethat/whichcanfly.

Theschool（that/which）hevisitedlastweekistothesouthofthecity.

3.that/who/whom:

referringtoaperson,canbeusedassubjectorobjectinthe

attributiveclause;whomcanbeusedasanobject:

Thegirl（that/whom/who）wesawyesterdaywasJim’ssister.

Themanthat/whoistalkingtomyfatherismymathsteacher.

3.whose:

referringtoapersonorathing,canbeusedasanattributeinthe

attributiveclause:

Thisisthewriterwhosenameisknownallovertheworld.

Theroomwhosewindowfacessouthismine.

4.Beforeeverything,anything,everybody,anybody,all,thebest+n,the

fifth+n,weusethatinsteadofwhich:

All（that）Ineedistime.

Thisisthelargestfactory（that）Ihaveevervisited

Thesixthlesson（that）wearelearningisthemostdifficultinBookTwo.

5.Wecan’tusethatinaNon-DefiningAttributiveClause:

Ihavelostthepen,whichIlikeverymuch.

Ihavetwosisters,whoarebothteachers.

IV.Closingdownbydoingaquiz

NowyouaregoingtotakeaquizonRelativePronouns.

Fillintheblanks,usingwhich,that,who,whom,whose.

（1）Theforce（）causeseverythingtofalltowardsthegroundiscalledgravity.

（2）Afriend（）helpsyouintimeofneedisafriendindeed.

（3）Doyouknowthegirl（）parentsareteachersinourschool?

（4）Thewoman（）IspoketojustnowismyEnglishteacher.

（5）Hesawahouse（）windowswereallbroken.

（6）Everything（）canbedonetodaymustn’tbedonetomorrow.

（7）Canyouthinkofanyone（）couldlookafterhim?

（8）Thisisthebesthotel（）Iknow.

（9）Theman（）Isawtoldmetocomebacktoday.

（10）Those（）wanttogototheGreatWallwritedownyournameshere.

（11）Hetalkedalotabouttheteachersandtheschools（）hehadvisited.

（12）Theninthlesson（）wearelearningisthemostdifficultinBookOne.

（13）MountBlanc（勃朗峰）,（）theyvisitedlastmonth,isthehighestmountaininEurope.

（14）Weknowalltheteacher（）workinourschool.

（15）Thehousein（）LuXunoncelivedisamuseumnow.

（16）Thehouse（）LuXunoncelivedisamuseumnow.

（17）Thehouse（）LuXunoncelivedinisamuseumnow.

（18）Youcantakeanyroom（）youlike.

（19）Heshowedamachine（）partsaretoosmalltobeseen.

（20）Thesportsmeetwasputoff,（）wasexactlywhatwewanted.

Answerstotheexercises:

（1）which/that

（2）who/that（3）whose（4）whom/that/who（5）whose（6）that（7）that（8）that（9）that/whom/who（10）who（11）that（12）that（13）which（14）that（15）which（16）inwhich/where