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1、精选学习资料 - - - - - - - - - Unit 4 Earthquakes 单元规章本单元的话题是“地震基础学问 basic knowledge about earthquakes ”和“ 遇到灾难时如何自救以及帮忙别人 how to protect oneself and help others in disasters；具体涉及地震的成因、预兆、 地震造成的缺失、 地震时的应急救生以及震后的救援等内容；各项语言活动都是环绕这些话题绽开的；语言学问和语言技能等为了环绕话题开展听、说、读、写活动,本单元支配了八个部分：“ 热身 Warming Up” “读前 Pre-reading
2、 ” “阅 读 Reading ” “理 解 Comprehending ” “语 言 学 习 Learning about Language ” “语言运用 Using Language 小结 Summing Up”和“学习建议 Learning Tip；”“热身 Warming Up ”部分通过两张图片引出话题 害？ ”,为本单元的主题作了“热身活动 ”；“一旦大地震发生,将会造成怎样的危“读前 Pre-reading 部分设置了两个开放性的问题,要求同学描述、争论与地震有关的话题； 目的是增加同学的生活常识,提高他们的应变才能；这部分为接下来的阅读作了很好的铺垫；同学可通过争论,参阅有关
3、地震的书籍,并运用一些生活常识来回答这两个问题；“阅读 Reading”部分是一篇新闻报道,具体介绍了1976 年唐山大地震前的预兆、地震造成的城市建筑和人畜缺失以及震后人们英勇面对现实并准时实施抢救和重建工作的情形；文中关于地震的词汇较多,老师可在课前布置同学查找新唐山的中英文资料和与地震相关的词汇； 文中仍提及了许多孩子失去双亲成为孤儿,矿工在地震中的遭受,抢救人员和解放军官兵不顾自身安危奋力抢险的事迹,灾难无情人有情,感人至深；老师可将这些作为素材,设计多种任务, 绽开课堂教学活动；另外文中仍显现了大量的定语从句,这对同学的语言阅读才能提出了更高的要求；在阅读教学中老师仍可指导同学通过各
4、种渠道如报纸、杂志、 图书馆和网络等资源查找有关唐山的资料,使同学进一步明白唐山大地震和如今的唐山,形成对比和剧烈的震动,从而更好地明白学习唐山人民英勇面对自然灾难,积极进行灾后重建的精神；最终,通过对文章的学习,明白新闻的特点,为后面的写作作预备；重点词汇和语法的学习可结合文章进行,并配以适当的练习；“懂得（ Comprehending ）” 部分包括五个练习：练习1 要求连接句子的正确部分；练习2 要求列出唐山地震中发生的事情和时间；练习 3 要求写出文章的段落大意,并概括文章大意；练习 4 要求同学用自己的话说明文章标题；练习 5 要求同学就课文某一段落作采访活动；主要目的是为了帮忙同学
5、更好地懂得“阅读 Reading ”部分的文章, 特别是练习3 更突出了培养同学整体把握文章的才能；“语言学习 Learning about Language 部分涉及本单元的重点词汇和主要语法项目；词汇部分设计了 4 个练习：练习 1 是从阅读材料中为下面的每一项释义找到正确的单词或短语；练习 2 要求同学从阅读文章中找出尽量多的单词来分类描画地震；练习 3 是用课文中的一些单词完成段落；练习 4 要求完成句子,考查 as if 的用法；这部分的目的是要求同学在整体 把握文章的基础上, 把握重点词汇的词义及使用,注意培育同学运用上下文推测词义的才能；练 语法项目是定语从句,设计了三个练习：练
6、习 1 要求找出阅读文章中带定语从句的句子；习 2 要求用 that, which, who 和 whose 填空完成句子、翻译成汉语并作比较；练习 3 要求通 过嬉戏的形式造句并用定语从句扩展这些句子；该部分主要通过阅读和句型练习帮忙同学学 习由 that, which, who 和 whose 引导的定语从句,培育同学自主学习的才能；名师归纳总结 “语言运用 Using Language ”部分分 “ 读和说 Reading and speaking、“ 听力 Listening”第 1 页,共 10 页和“ 读和写作 Reading and writing三个步骤： “ 读和说 Read
7、ing and speaking”训练供应了一封邀请函, 要求同学阅读后写一篇在地震纪念公园落成仪式上的演讲稿,接着观看新唐山纪念邮票然后以小组的形式争论地震后城市重建的问题,主要培育同学在实际生活中运用英语- - - - - - -精选学习资料 - - - - - - - - - 的才能； 在随后的 “听力 ” Listening部分里, 一位美国人以第一人称表达了他在 1906 年旧金山大地震中的可怕经受,要求同学依据听力材料进行正误判定和回答疑题,旨在培育同学学会猎取听力材料中的细节要点的才能,并通过听来仿照标准的语音和语调,同时让同学明白人们在自然灾难中的经受和感受；“ 读和写 Rea
8、ding and writing 部分要求同学先阅读一篇新闻故事, 然后为报纸写一篇新闻报道,描写家乡的一件不同平常的大事,旨在培育同学依据规范的步骤进行写作,如挑选适当的标题、组织语言、清楚地表达等,学会拟定写作提纲；“ 小结 Summing Up ” 部分帮忙同学整理、巩固本单元所学到的学问,其中包括学到的关于地震的学问、有用的动词、名词、表达方式和新的语法项目；一个单元学完后,勉励学生进行一番归纳和总结是特别有用的,这样可以起到事半功倍的成效；“学习建议 Learning Tip 部分要求同学重视听的技能的训练,并就听英语方面给出了一些建议, 建议同学多听广播或多看电视里的英语节目；多听
9、不仅能够提高听力水平,仍能够帮忙同学改善语音、语调,从而提高说的才能；因此,听不仅是吸取信息的重要渠道,也是学好英语的重要手段之一；老师可勉励同学常听英文广播或电视节目,以扩大视野和增加英语的词汇量；学问目标：本单元需要学习的重点单词为：shake well n. rise crack smelly pond pipeburst canal steam dirt ruin injure destroy brick dam useless steel shockquake rescue electricity disaster army organize bury coal mine shelt
10、erfreshpercent speech judge honor prepare Europe 本单元需要学习的重点词组为：right away at an end lie in ruins be trapped under sth. a greatnumber of put up give out wake sb. up thousands of dig outprepare sb. for sth. think little of sb. /sth. 本单元需要学习的重点句型为：1. But the one million people of the city, who thought
11、little of these events, went to bed as usual that night. the Attributive Clause 2. It seemed that the world was at an end. It seems/seemed that. . . 3. Bricks covered the ground like red autumn leaves. Simile 4. The army organized teams to dig out those who were trapped and to bury the dead. those w
12、ho. . . 5. Workers built shelters for survivors whose homes had been destroyed. the Attributive Clause 6. Never before in history has a city been so completely destroyed. Inversion 7. Man himself had to make ruins of some of the city so that they would not be a danger to those in the streets. so tha
13、t. . . 8. A list of buildings not destroyed was now only a few addresses. the past participle used as attribute 9. Amazing as it may seem, Wednesday night was a quiet night. predicative/adverbial+as. . . 10. Never in all San Francisco Inversion history were her people so kind as on that terrible nig
14、ht. 本单元需要把握的功能用语为：表达过去的经受 Talking about past experiences Strange things were happening in the countryside in Northeast Hebei. For three days the water. . . At about 3:00 am on July 28, 1976, people saw. . . At 3:42 am everything began to shake. 本单元需要把握的语法为：定语从句（I ）（由 that, which, who, whose 引导的定语从名师
15、归纳总结 - - - - - - -第 2 页,共 10 页精选学习资料 - - - - - - - - - 句）A huge crack that was eight kilometers long and thirty meters wide cut across houses, roads and canals. The number of people who were killed or injured reached more than 400 000. It was heard in Beijing, which is one hundred kilometers away. W
16、orkers built shelters for survivors whose homes had been destroyed. 才能目标：1. 能运用所学语言学问描述地震前兆、危害及震后援救；2. 依据已知信息估计将要听取的材料的内容；3. 提高阅读技能和用英语进行思维、推理、判定的才能；4. 把握演讲稿的格式及新闻报道的写作步骤和要点；情感目标：1. 使同学对灾难有正确的熟悉,用积极的态度去面对它；2. 学习唐山人民英勇面对自然灾难,积极进行灾后重建的精神；3. 在教学活动中培育同学的合作精神和互助精神；课时支配Natural disasters occur throughout t
17、he world, and China has a particular problem with earthquakes. This unit keeps a positive tone or outlook. It can make students not only understand the dangers people face in a quake, but also realize that there are things that can be done to minimize the damage caused by quakes. It includes exercis
18、es and tasks that enable students to think about how to avoid quakes, or at least some of the damage they can cause. This unit also lets them role-play community work that deals with disaster relief. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall i
19、nto seven periods as follows: Period 1:Warming up and Reading Period 2:Important language points Period 3:Grammar:the Attributive Clause I Period 4:Listening Period 5:Using language Period 6:Reading task and Speaking task Period 1 Warming up and Reading 整体设计淡定说课This is the first teaching period of t
20、his unit. At the beginning of the class, the teacher can lead in the topic of the unit by showing students some pictures of natural disasters and talking about them. As to Warming Up, the teacher had better ask students to describe the two photos on Page 25. In a sense, the photos show two cities fa
21、mous for their earthquakes during a period of calm. Students must imagine what an earthquake could do to the buildings, roads and bridges they see in the photos. When students try to express their ideas, they will probably have difficulty. This activity provides them with the chance to learn how to
22、do this. It is also a good opportunity for the teacher to teach them the new words and phrases for the unit, such as cracks, cut across houses, roads and canals, fall down, lie in ruins and destroy. 名师归纳总结 - - - - - - -第 3 页,共 10 页精选学习资料 - - - - - - - - - Before reading the passage A Night the Earth
23、 Didnt Sleep, the students should discuss the two questions in the part Pre-reading. For the first question, students must consider what is of most value to them materially. Perhaps the things students would take are expensive, or perhaps the things would have symbolic value. Would they take their c
24、amera or a photo album. Would they take their diary or a favorite sweater. The choices the students make and the reasons they give for making those choices should reveal something about them as people. The second question asks students to make guesses about what happens before an earthquake. Of cour
25、se, the reading will describe to them what actually happened as the result of one terrible earthquake. So this question must precede the reading. Encourage students to think freely about the question and think of a reason why such and such might happen. This part prepares students for the reading pa
26、ssage. The reading passage titled A Night the Earth Didnt Sleep recounts the terrible earthquake that nearly destroyed the city of Tangshan in Hebei Province in 1976. The earthquake caused a greater loss of life than any other in the last century. The teacher can ask the students first to read quick
27、ly to get the main idea or topic sentence of each paragraph, then read carefully to locate particular information for exercises in the part Comprehending or some other exercises, and finally have a discussion of style in order to understand the passage better. During the course of reading teaching,
28、the teacher can not only develop students reading ability, including skimming, scanning and other reading skills, but also get the students to learn about basic knowledge about earthquakes and learn from the bravery of the people in Tangshan to face the reality and rebuild the city. Because there ar
29、e too many new words in the reading passage, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. To consolidate the contents of the reading passage, the students should be required to retell the passage in their own words at th
30、e end of the class. In order to arouse the studentsteacher can hold a competition between groups. 教学重点1. Get the students to know basic knowledge about natural disasters. 2. Get the students to learn about Tangshan Earthquake. 3. Get the students to learn different reading skills. 教学难点Develop the st
31、udents reading ability.教学方法1. Task-based teaching and learning 2. Cooperative learning 3. Discussion 教具预备The multimedia and other normal teaching tools 三维目标Knowledge aims: 1. Get the students to learn the following useful new words and expressions in this passage:shakewell n. risecracksmellypondpipe
32、burstcanalsteamdirtruininjuredestroybrickdamuselesssteelshockquakerescueelectricitydisasterarmyorganizeburycoalmineshelterfreshright awayat an endlie in ruinsbe trapped under sth. a greatnumber of 2. Get the students to know basic knowledge about natural disasters. 名师归纳总结 - - - - - - -第 4 页,共 10 页精选
33、学习资料 - - - - - - - - - Ability aims: 1. Develop the students reading ability and let them learn different reading skills. 2. Train the students ability to collect useful information from the Internet by themselves.Emotional aim: 1. Get the students know damages earthquakes bring about and the ways t
34、o reduce losses of earthquakes. 2. Get the students to know how to protect oneself and help others in earthquakes. 3. Get the students to be aware of terrible disasters, meanwhile get them to face it, treat it in a proper way, and never get discouraged. 教学过程 设计方案（一） Step 1 Lead-in Show the students
35、some pictures about natural disasters and ask them: 1. Have you ever experienced any natural disaster. Look at the pictures. Can you name all the disasters. volcano, fire, typhoon, flood, sandstorm, hailstone, thunderstorm, hurricane, earthquake 2. Have you ever experienced an earthquake. Can you de
36、scribe how terrible an earthquake is. 地震的破坏The earth is shaking; all the buildings will fall down; the roads will be destroyed; many people will be killed or injured; a lot of children will become orphans. . . Step 2 Warming up Turn to Page 25. Ask the students to read and look at the photos of Tang
37、shan and San 名师归纳总结 - - - - - - -第 5 页,共 10 页精选学习资料 - - - - - - - - - Francisco to describe what they see in the two photos to a partner. beautiful cities; broad roads; tall building; large population. . . Imagine there has been a big earthquake in these two cities, what might happen to all the thin
38、gs in the photos. If a big earthquake happened, the whole cities might be in ruins. Large quantities of tall buildings might collapse. The broad and busy roads might be destroyed. Many people might be killed or injured. . . Step 3 Pre-reading 1. Imaging and sharing Imagine there is an earthquake now
39、. Your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take. Is it money, water, fruits, mobile phones, a torch light, or anything else. Why. 2. Talking and sharing What do you think may happen before an earthquake. Talk about the pictures o
40、n Page 25. Cows, pigs and dogs become too nervous to eat. Mice run out of the fields looking for places to hide. Fish jump out of ponds. The water in the well will rise and fall. The well walls will have deep cracks in them. There will be bright light in the sky. . . Step 4 Reading Tell the students
41、:Today, we are going to read a news report about the strongest earthquake in China s history, which happened in Tangshan, Hebei, in 1976.1. Fast reading Ask the students to read the passage quickly and pay attention to the first sentence of each paragraph. 1Answer the questions. Question 1:In what o
42、rder was the passage written. Question 2:What is the general idea of the passage. The text is written in time order. The general idea is the mixture of the first sentences of each paragraph, that is, the text tells us something that happened before the earthquake, during the earthquake and after the
43、 earthquake. 2Fill in the table. Type of writing Topic sentence of Paragraph 1 Topic sentence of Paragraph 2 Topic sentence of Paragraph 3 Topic sentence of Paragraph 4 General idea of the passage Suggested answers: Type of writing Topic sentence of Paragraph 1 Topic sentence of Paragraph 2 Topic se
44、ntence of Paragraph 3 Topic sentence of Paragraph 4 General idea of the passage This is a news report. Strange things were happening in the countryside in northeast Hebei. Everything began to shake and it seemed that the world was at an end. Everywhere they looked nearly everything was destroyed. Al
45、l hope was not lost. The passage tells us something that happened before the earthquake, during the earthquake and after the 名师归纳总结 - - - - - - -第 6 页,共 10 页精选学习资料 - - - - - - - - - earthquake. 3True or False. Ask the students to decide whether the following statements are true or false. If it is fa
46、lse, try to correct it. 1People in Tangshan were warned of the earthquake and didnt go to bed that night.2People in Beijing also felt the earthquake. 3More than 400 000 people were killed in the quake. 4Many rescue workers and doctors were trapped under the ruins during the aftershock. 5People tried to get fresh water from under the ground in Tangshan. Suggested answers: 1F People in Tangshan thought little of the sign