Unit 4 Earthquakes 公开课获奖一等奖教案.docx

1、Unit 4 Earthquakes 公开课获奖一等奖教案Unit 4 EarthquakesI. 单元教学目标 Describe an earthquake. Know how to protect oneself and help others in disasters. Learn how to express thanks to someone with some useful expressions given. Write a newspaper outline. Review the Attributive Clause and learn to use the relative

2、 pronouns that, which, who and whose. .目标语言 功能句式Expressing thanks to someoneI would like to express my thanks to who. P30 Here, I wish to express my thanks for the great efforts. P30Id also like to thank. P30No words are strong enough to express our. P30It was terrible when. P30 It seemed as if. P30

3、 I remember. P30 I felt. P30Not long after that. P30 LuckilyP30 Describing sequence词汇1四会词汇 earthquake, well, pipe, burst, million, event, nation, canal, steam, dirt, ruin, suffering, extreme, destroy, brick, dam, track, useless, shock, rescue, trap, electricity, disaster, bury, mine, miner, shelter,

4、 title, reporter, bar, damage, frighten, frightened, frightening, congratulation, judge, sincerely, express, outline, headline, cyclist2认读词汇 crack, smelly, farmyard3词组 right away， as if, at an end，in ruins, dig out， a number of语法The Attributive Clause1能够用英语描述人物的特征，行为等。由who, whose, that 引导。2能够用英语描述事物

5、，事件的性质，内容等，由which, that 引导。重点句子1. Farmers noticed that the well walls had deep cracks in them. P262. The number of the people who were killed or injured reached more than 400,000. P263. It seemed as if the world was at an end. P264It was a city whose hospitals, 75% of its factories and buildings and

6、 90% of its homes were gone. P265. Then, later that afternoon, another big quake which was almost as strong as the first one shook Tangshan. P266. The army organized teams to dig out those who were trapped and to bury the dead. P267. Workers built shelters for survivors whose homes had been destroye

7、d. P26 8. Never before in history has a city been so completely destroyed. P659. 9. Man himself had to make ruins of some of the citys best buildings so that they would not be a danger to those in the streets. P6510. A list of buildings not destroyed was now only a few addresses. P6511. Amazing as i

8、t may seem, Wednesday night was a quiet night. P6512. Never in all San Franciscos history were her people so kind as on that terrible night. P65. 教材分析与教材重组1 教材分析本单元以地震为中心话题 ，介绍了地震这一自然现象，使大家对地震的起因、前兆、危害及如何在震中自救等有了较全面的了解。各项语言活动主要围绕这个中心内容对人，事，物进行了描述。这些练习内容让学生思考如何去避免地震或至少是避免太多的损失。即对于灾难要有正确的认识，要用积极的态度来对待

9、它。1.1 Warming-up 用唐山和旧金山的两幅图片导入本单元，旨在让学生运用有关知识去描述所见图片，并发挥想象力来描述震后这两个城市的情景。带着疑问去学新知识，来完善自己对地震的认识。另一方面，它也为学生提供了功能项目、短语词汇、和语法知识方面的练习。1.2 Pre-reading是Warming-up的延续。它由对图片的想象转入到经历地震的想象中。由两个问题组成。第一个问题其目的是提高学生在危急关头的应变能力，第二个问题旨在培养学生对周围事物的观察能力，并结合图片培养学生运用语言的能力，也对课文内容作了伏笔。1.3 Reading 从内容来看，它包含了地震的方方面面；从功能项目来看，

10、它包含了本单元大部分的词汇和语法内容，为下一步的语言运用做好了准备。这是一篇新闻报道，记述了唐山地震的前兆，经过，危害及救援工作。整篇文章语言生动，扣人心弦，能让人感到地震的可怕性，也能感到政府对灾区人民的关怀。体现出了人类在自然灾害面前的脆弱和战胜困难时体现出来的集体主义精神。同时也让学生对灾难临头时如何自救等知识有所了解。1.4 Comprehending 是对目标语言的全面练习，也指导了学生的学习方法和步骤。它要求学生从字、词、句、语段总体上去把握课文内容。1.5 Learning about language是继Comprehending之后又一指导性练习。它着重从词的意义、用法和表达

11、法方面对学生学习英语词汇给予了指导。尤其是对as if 句型和 定语从句进行了专练。加强了学生对定语从句的理解，掌握和运用。3个练习分别给出了定语从句的功能，基本结构及各种关系代词的用法，便于学生自学。1.6 Using Language的安排体现了学以致用的目的。从Reading, Writing, Speaking 和 Listening各个方面对学生进行训练，是对本单元主题内容的补充和拓展。1.7 Summing up与Learning Tip告诉学生学习英语除了要用功之余还得讲求技巧，并时常总结。1.8 Workbook围绕中心内容从听说读写四个方面对其做了进一步的深化和补充。2.教材

12、重组2.1 Reading这部分由Warming-up, Pre-reading, Reading和Comprehending组成。Comprehending的设计从句子理解，事物发展的时序，到文章段落大意都体现了对阅读效果的考察，故这一部分与阅读不可分割。2.2 Listening and Speaking Speaking这一技能在P30的Using Language和P62的Talking中都有所体现，因此可以把它们放在一起来上一节口语课。尤其是P62的Talking为学生提供了发挥想象的空间，也为下一课Listening在内容上做了铺垫。Listening 包括P62，P31和P66。

13、从内容上看，分别涉及到了地震的起因，对1906年旧金山地震的叙述以及人们在地震中应做些什么进行了较为全面的介绍。P67 Speaking Task从内容上与P66一致，故将其放入进来。如时间不允许，可将其放入语法课的开始，作为对Listening的一种复习。 2.3 Grammar 以P29的Discovering Useful Structures为引子，引出了本单元的语法内容 定语从句。P64中也有有关练习，故放在了一起。2.4 Reading (II ) 以Reading Task为主，从文章的行文风格上进行了分析。教师可将P31中Listening 放入进来，组成听读课。因为这两个材料

14、都是关于1906年旧金山大地震的。2.5 Writing 将P32中的Writing an outline, P67中的Writing a poster 和 P68 中的Project整合成一堂写作课。3. 课时设计与课时分配1st period Reading (I)2nd period Speaking and listening3rd period Grammar4th period Reading (II)5th period Writing. 分课时教案The First Period Reading()Teaching goals 教学目标1. Target language 目标

15、语言a. 重点词汇和短语well, pond, burst, canals, steam, dirt, injure, brick, dam, useless, steel, shock, rescue, quake, electricity, army, shelter, fresh, organize, bury, at an end, dig out, coal mine, in ruinsb. 重点句子1. Farmers noticed that the well walls had deep cracks in them. P26 2. The number of the peop

16、le who were killed or injured reached more than 400,000 P26 3. It seemed as if the world was at an end. P26 4. It was a city whose hospitals, 75% of its factories and buildings and 90% of its homes were gone. P26 5. Then, later that afternoon, another big quake which was almost as strong as the firs

17、t one shook Tangshan. P26 6. The army organized teams to dig out those who were trapped and to bury the dead. P26 7. Workers built shelters for survivors whose homes had been destroyed. P262. Ability goals 能力目标Enable the students to describe the earthquake of TangshanLet the students write a summary

18、 of “A NIGHT THE EARTH DIDN”T SLEEP”.3. Learning ability goals 学能目标Help the students learn how to describe the earth of Tangshan.Help the students master the target language by doing some exercises.Teaching important points 教学重点a. Present a sequence of events to introduce to the students and try to

19、describe an earthquake. Let student pay attention to some useful words sentences and way to describe an earthquake. b. Let the students know what the correct attitude towards a disaster is and what we should do in a disaster for ourselves and for the other people. Teaching difficult points 教学难点Teach

20、 the students how to appreciate an article. Teaching methods 教学方法a. Discussingb. Skimming and scanningTeaching aids 教具准备A slide projectorTeaching procedures & ways 教学过程及方式Step Revision (2 minutes)Check the homework with the whole class.Step Warming-up (3 minutes)Ask the students to read the instruct

21、ions and make sure they know what to do, and then have a discussion about the two pictures.T: Today, before we begin our reading, Id like to ask you a question, “what is the biggest sound you have heard in your life?”S1: The sound of the wind that blew on a winter night when I was very young. It sou

22、nded like a ghost who was howling. I was very frightened at that time.S2: The biggest noise was the one that I heard when my neighbor was quarrelling with his wife. Perhaps, they broke their TV set.T: Thats too terrible.S3: The noise when planes take off and land.S4: The sound of trains.T: Good! I a

23、gree that all of them are big sounds. But have you once heard the sound that the heaven falls and the earth cracks, in Chinese it is天崩地裂? Ss: No, we have no chance to hear that.T: If there is a sound like this, what is it?S5: When someone hears a too sudden and too sad thing. For example, when one o

24、f his loved families dies, he will feel this sound.T: Terrific! You are using a literary way to express the sound.S6: When an earthquake happens.T: Great! I have waited for this answer for a long time. Today well learn something about earthquakes. I think most of us heard of earthquakes. Can you ima

25、gine how terrible it is? S7: The earth is shaking. All the buildings will fall down.S8: Many people will die. And perhaps many children will lose their parents.T: Yeah, earthquakes are disasters to everybody. Now look at the two pictures of Tangshan and San Francisco. Can you describe what you see i

26、n the pictures?S1: Tangshan is a beautiful city. It has beautiful gardens, broad roads and some tall buildings.S2: From the picture of San Francisco, I can see that it is a very big city. There are many tall buildings thickly standing on the earth. I think the population of the city is very large.T:

27、 Good! What will happen if there has been a big earthquake in these two cities? Work in pairs and discuss it. Then Ill ask some of you to read out his/her description.Two minutes later S3: After the terrible quake, everything is destroyed. There is no wind, no sound. What we can see is fallen buildi

28、ngs and dead bodies. The policemen, the soldiers and some other volunteers are rescuing the people trapped in the ruins.T: Maybe, thats the true thing we may see after an earthquake. But can we avoid or at least reduce the loss caused by earthquakes?S4: We may, because we can foretell it.T: Really?

29、How can we foretell an earthquake? Lets look at Pre-reading, and decide which situation may happen before an earthquake. Step Pre-reading (3 minutes)There are two questions in this part. Both are very interesting. The first one can more or less reveal the students values; while the second one can en

30、large their imagination. No matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.T: Now, lets look at the pictures. What are the predictions of an earthquake?S1: Before an earthquake, animals will become nervous. Cows, pigs, horse

31、s and dogs will be upset. And people can see mice running about. If the earthquake happens during winter, people can even see snakes.T: Terrific! Where did you get this knowledge?S1: From Geography. I like it.T: Good! Sit down please.S2: Madam, I dont know the meaning of the picture with two women.T

32、: It doesnt matter. You will know it soon after reading our text. OK. Imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?S3: Ill take all my money. People cant live without money.S4: I will take as much water as possible. Because it is said that people