新课标高一必修1 英语教案Unit 4 Earthquakes 综合教案.docx

新课标高一必修1 英语教案Unit 4 Earthquakes 综合教案.docx

《新课标高一必修1 英语教案Unit 4 Earthquakes 综合教案.docx》由会员分享，可在线阅读，更多相关《新课标高一必修1 英语教案Unit 4 Earthquakes 综合教案.docx（12页珍藏版）》请在冰豆网上搜索。

新课标高一必修1英语教案Unit4Earthquakes综合教案

新课标高一必修1英语教案Unit4Earthquakes（综合教案）

　　课

　　件www.5yk

　　　　Unit4Earthquakes

　　Partone:

TeachingDesign

　　Period1:

Asamplelessonplanforreading

　　Aims

　　Tolistenandtalkaboutnaturaldisasters

　　Toreadaboutearthquakes

　　Procedures

　　I.warmingup

　　warmingupbylooking

　　Goodmorningclass.Haveyoueverexperiencedanynaturaldisasters?

Lookatthepictures,canyounameallthedisasters?

　　volcanofiresandstorm

　　typhoonhailstonethunderstorm

　　floodhurricaneearthquake

　　Haveyoueverexperiencedanearthquake?

canyoudescribehowterribleanearthquakeis?

　　warmingupbydiscussing

　　Now,lookatthepicturesofTangshanandSanFranciscoinwarmingupanddescribewhatyouseeinthepictures.

　　whatwillhappeniftherehasbeenabigearthquakeinthesetwocities?

　　Asweallknow,earthquakesaredisasterstoeveryone.Butcanweavoidoratleastreducethelosscausedbyearthquakes?

canweforetellearthquakes?

Nowlet’scometoPre-readinganddecidewhatmayhappenbeforeanearthquakecomes.

　　II.Pre-reading

　　.Talkingandsharing

　　whatarethesignsofanearthquake?

　　2.Imagingandsharing

　　Imaginethereisanearthquakenow,yourhomebeginstoshakeandyoumustleaveitrightaway.youhavetimetotakeonlyonething.whatwillyoutake?

why?

　　III.Reading

　　.Listeningandfastreading

　　Nowlet’scometothetext“ANIGHTTHEEARTHDIDN’TSLEEP”andseewhatittellsus.

　　Pleaselistentothetextandgetthegeneralideaofthepassage.youshouldpayattentiontothefirstsentencesofeachparagraph.Inwhatorderisthetextwritten?

　　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.

　　.whatnaturalsignsofcomingdisasterwerethere?

　　2.canyouthinkofsomereasonswhythesesignsweren’tnoticed?

　　3.canyoudescribethedisastercausedbytheearthquake?

　　4.whateventsandsituationsprobablymadethedisasterworse?

　　5.Howwerethesurvivorshelped?

　　6.couldanythingmorehavebeendonetohelpthesurvivors?

whyorwhynot?

　　Answers:

1,3,4,5areeasytoanswer.

　　2.maybeatthattimepeopledidn’thaveknowledgeofanearthquake.

　　6.Thestudentshavetheirownanswers.

　　4.Discussingwritingstyle

　　Asyouhaveunderstoodthegeneralideaofthetext,Istillputmorequestionstoyou.

　　.Fromwhosepointofviewareeventsdescribed?

Howdoyouknow?

　　2.whydoyouthinkthewriterchosetoexpressherfeelingsaboutthequakeratherthansimplyreportwhathappened?

　　3.whyisthetitle“ANIGHTTHEEARTHDIDN’TSLEEP”?

　　5.Readingandunderstandingdifficultsentences.

　　Ifyouhavesomedifficultsentencestounderstand,cometomeforhelp.

　　IV.closingdown

　　closingdownbydoingexercises

　　NowpleasedothecomprehendingExercises1,2and3onpage27.

　　closingdownbydiscussing

　　Bynowyou’veknownthatearthquakesareterriblenaturaldisastersandthatchinaisunluckyenoughtohavealotofthem.Nowimaginethatyourgrouplivesinthecitythathasalotofearthquakes,whatshouldyoudoduringanearthquake?

Lookatthegivensituationanddiscussinpairs.

　　IfyouareoUTDooRS,…

　　IfyouareinaHIGHBUILDING,…

　　IfyouareDRIVING,…

　　IfyouareHAVINGcLASS,…

　　IfyouareinacINEmA,…

　　whatshouldyoudoduringtheearthquake?

　　Situation:

　　howtorescuethosestilltrappedintheruins;

　　howtotakecareofthesurvivors;

　　howtorepairbuildingsthatsurvivedtheearthquake;

　　whattodowi

ththebuildingsthatsurvivedtheearthquake;

　　wheretofindpeopletohelpbuildanewcity;

　　howtoteachchildrenaboutearthquakesafety;

　　wheretoputinformationforsurvivorsandtheirfamilies;

　　howtoplanforfurtherdisasters.

　　Period2:

AsamplelessonplanforLearningaboutLanguage

　　Aims

　　Tolearnabouttheusageofwho,which,thatandwhoseintheAttributiveclause

　　Todiscoverusefulwordsandexpressions

　　Procedures

　　I.warmingup

　　warmingupbydiscoveringusefulwordsandexpressions

　　Helloeveryone.Afterreadingthepassage,wehavegottoknowtheusageofthewordsandexpressions,butweshoulddomorepractice.Nowturntopage27tofindthecorrectwordsandexpressionsfromthepassagetofinishthesentences.youaregiventwominutestofinishthem.ofcourse,youcandiscusswithyourpartners.Twominuteslater,checkinpairsandthencheckwiththewholeclass.

　　II.Learningaboutlanguage

　　.Readingandfinding

　　Turntopage26andreadthetextANIGHTTHEEARTHDIDN’TSLEEP.Tickouttheattributiveclausesinthereadingpassageandtranslatethemintochinese.

　　2.DoingExercises2onpage28

　　Turntopage28anddoExercise2inpairs.

　　III.ReadyusedmaterialsforRelativePronouns:

which,that,whowhomwhose

　　whatareRelativePronouns?

　　Relativepronounsarespecialpronounswhichcanconnecttheantecedentandthe

　　attributiveclause.Alsotheycanbeusedasapartoftheattributiveclause.Here

　　aresomeimportantdifferences:

　　．which/that:

referringtothings,canbeusedasasubjectoranobjectinthe

　　attributiveclause;whentheyareusedasanobject,theycanbeomitted:

　　Theplaneisamachinethat/whichcanfly.

　　Theschoolhevisitedlastweekistothesouthofthecity.

　　2.that/who/whom:

referringtoaperson,canbeusedassubjectorobjectinthe

　　attributiveclause;whomcanbeusedasanobject:

　　Thegirlwesawyesterdaywasjim’ssister.

　　Themanthat/whoistalkingtomyfatherismymathsteacher.

　　3.whose:

referringtoapersonorathing,canbeusedasanattributeinthe

　　attributiveclause:

　　Thisisthewriterwhosenameisknownallovertheworld.

　　Theroomwhosewindowfacessouthismine.

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

　　fifth+n,weusethatinsteadofwhich:

　　AllIneedistime.

　　ThisisthelargestfactoryIhaveevervisited

　　ThesixthlessonwearelearningisthemostdifficultinBookTwo.

　　5.wecan’tusethatinaNon-DefiningAttributiveclause:

　　Ihavelostthepen,whichIlikeverymuch.

　　Ihavetwosisters,whoarebothteachers.

　　IV.closingdownbydoingaquiz

　　NowyouaregoingtotakeaquizonRelativePronouns.

　　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/thatwho/thatwhosewhom/that/whowhosethatthatthatthat/whom/whowhothatthatwhichthatwhichinwhich/wherewhich/thatthatwhosewhich

　　Period3:

AsamplelessonplanforUsingLanguage

　　Aims

　　Toreadandspeakabouttraveling

　　Towritealetterdescribingfeelingabouttraveling

　　Procedures

　　I.warmingup

　　warmingupbydiscussing

　　Haveyoueverwrittenaspeech?

whatisaspeech?

Speechmeansanactofspeakingformallytoagroupoflisteners.whatdoyouhavetoconsiderwhenyouarewritingaspeech?

Pleasediscussitinpairs.

　　warmingupbyreading

　　whatshouldyouincludeinyourspeechwhenyoutrytowriteone?

Readtheletteronpage29andimagineyouarethestudentwhowasinvitedtogiveaspeech.Nowwriteashortspeech,inwhichyoushouldfollowthepointsinexercise3onpage29.

　　II.Readingandunderlining

　　Readtheletterandexercisesagainandunderlinealltheusefulexpressionsorcollocationsintheletter.copytheminyournotebookafterclassashomework.

　　collocationsfromtheletter

　　congratulations,bepleasedtodosth.,winthehighschoolspeakingcompetition,a

　　groupoffivejudges,allofwhom,agree,beproudof,openanewpark,honourthosewhodiedintheterribledisaster,wouldliketodo,haveyoudosth.,asyouknow,invitesb.

　　todosth.,onthatspecialday,atthebeginningof,thanksb,fordo

ingsth.,

　　honoursb.forsth.,beknownas,encouragesb.todosth.,behappytodosth.,

　　collectstamps,loseone’slife

　　III.Listening

　　Turnonyourbooksatpage30.we’lllistentoastoryaboutapersonwhoexperiencedthe1906SanFranciscoearthquake.I’llplaythetapethreetimes.Firstlistenandtrytogetsomedetailsthatexercises1and2request.Secondlistenagainandtrytofinishtheexercises.Thirdlistenandcheckyouranswers.

　　IV.Guidedwriting

　　.makingaintroduction

　　Haveyoueverreadanewspaperstory?

Nowturnonyourbookstopage31andlookatwriting.Rpareanewspaperstorytoashortstoryandanswerthefollowingquestions.

　　）whatshouldyouwritebeforewritinganewspaperstory?

　　2）whatshouldanewspaperoutlinehave?

　　3）whyaheadlineisneeded?

　　4）Howcanyoufinishanewspaperstory?

　　5）Haveyoufoundoutthedifferencebetweenanewspaperstoryandashortstory?

　　whileashortstoryissubjective.Anewspaperstoryhasnoconclusion;ashortstorygenerallydoes.）

　　NowI’llshowyouanewspaperstorytofindouttheheadline,mainideaanddetailsofeachparagraph.

　　THEwASHINGToNPoST

　　SEATTLE-Apowerfulearthquakewithamagnitudeof6.8hitwashingtonStatelastweek.Thequake,thebiggestin50years,causedbillionsofdollarsindamage.Butmiraculously,onlyonepersondiedandmorethan100peoplewereinjuredinthequake.

　　Authoritiessaidonereasontherewasn’tgreaterdestructionisthattheregionspentmillionsofdollarsinthelastdecadedesigningearthquake----prooffacilitiesandimprovingexistingbuildings,schoolsandhomes.

　　Earthquakeexp