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2019-2020年高中英语必修一教案Unit4EarthquakesI.单元教学目标Describeanearthquake.Knowhowtoprotectoneselfandhelpothersindisasters.Learnhowtoexpressthankstosomeonewithsomeusefulexpressionsgiven.Writeanewspaperoutline.ReviewtheAttributiveClauseandlearntousetherelativepronounsthatwhichwhoandwhose.Ⅱ.目标语言功能句式ExpressingthankstosomeoneIwouldliketoexpressmythanksto…who….P30HereIwishtoexpressmythanksforthegreatefforts….P30I’dalsoliketothank….P30Nowordsarestrongenoughtoexpressour….P30Itwasterriblewhen….P30Itseemedasif….P30Iremember….P30Ifelt….P30Notlongafterthat….P30Luckily…P30Describingsequence词汇1.四会词汇earthquakewellpipeburstmillioneventnationcanalsteamdirtruinsufferingextremedestroybrickdamtrackuselessshockrescuetrapelectricitydisasterburymineminersheltertitlereporterbardamagefrightenfrightenedfrighteningcongratulationjudgesincerelyexpressoutlineheadlinecyclist2.认读词汇cracksmellyfarmyard3.词组rightaway,asifatanend,inruinsdigout,anumberof语法TheAttributiveClause1.能够用英语描述人物的特征,行为等由whowhosethat引导2.能够用英语描述事物,事件的性质,内容等,由whichthat引导重点句子
1.Farmersnoticedthatthewellwallshaddeepcracksinthem.P
262.Thenumberofthepeoplewhowerekilledorinjuredreachedmorethan
400000.P
263.Itseemedasiftheworldwasatanend.P264.Itwasacitywhosehospitals75%ofitsfactoriesandbuildingsand90%ofitshomesweregone.P
265.ThenlaterthatafternoonanotherbigquakewhichwasalmostasstrongasthefirstoneshookTangshan.P
266.Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.P
267.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.P
268.Neverbeforeinhistoryhasacitybeensopletelydestroyed.P
659.
9.Manhimselfhadtomakeruinsofsomeofthecity’sbestbuildingssothattheywouldnotbeadangertothoseinthestreets.P
6510.Alistofbuildingsnotdestroyedwasnowonlyafewaddresses.P
6511.AmazingasitmayseemWednesdaynightwasaquietnight.P
6512.NeverinallSanFrancisco’shistorywereherpeoplesokindasonthatterriblenight.P65Ⅲ.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它
1.1Warming-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
1.2Pre-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
1.3Reading从内容来看,它包含了地震的方方面面;从功能项目来看,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
1.4prehending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
1.5Learningaboutlanguage是继prehending之后又一指导性练习它着重从词的意义、用法和表达法方面对学生学习英语词汇给予了指导尤其是对asif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
1.6UsingLanguage的安排体现了学以致用的目的从ReadingWritingSpeaking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
1.7Summingup与LearningTip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
1.8Workbook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.教材重组
2.1Reading这部分由Warming-upPre-readingReading和prehending组成prehending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
2.2ListeningandSpeakingSpeaking这一技能在P30的UsingLanguage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P67SpeakingTask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
2.3Grammar以P29的DiscoveringUsefulStructures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
2.4ReadingII以ReadingTask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都是关于1906年旧金山大地震的
2.5Writing将P32中的WritinganoutlineP67中的Writingaposter和P68中的Project整合成一堂写作课
3.课时设计与课时分配1stperiodReadingI2ndperiodSpeakingandlistening3rdperiodGrammar4thperiodReadingII5thperiodWritingⅣ.分课时教案TheFirstPeriodReadingⅠTeachinggoals教学目标
1.Targetlanguage目标语言a.重点词汇和短语wellpondburstcanalssteamdirtinjurebrickdamuselesssteelshockrescuequakeelectricityarmyshelterfreshorganizeburyatanenddigoutcoalmineinruinsb.重点句子
1.Farmersnoticedthatthewellwallshaddeepcracksinthem.P
262.Thenumberofthepeoplewhowerekilledorinjuredreachedmorethan400000P
263.Itseemedasiftheworldwasatanend.P
264.Itwasacitywhosehospitals75%ofitsfactoriesandbuildingsand90%ofitshomesweregone.P
265.ThenlaterthatafternoonanotherbigquakewhichwasalmostasstrongasthefirstoneshookTangshan.P
266.Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.P
267.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.P
262.Abilitygoals能力目标EnablethestudentstodescribetheearthquakeofTangshanLetthestudentswriteasummaryof“ANIGHTTHEEARTHDIDN”TSLEEP”.
3.Learningabilitygoals学能目标HelpthestudentslearnhowtodescribetheearthofTangshan.Helpthestudentsmasterthetargetlanguagebydoingsomeexercises.Teachingimportantpoints教学重点a.Presentasequenceofeventstointroducetothestudentsandtrytodescribeanearthquake.Letstudentpayattentiontosomeusefulwordssentencesandwaytodescribeanearthquake.b.Letthestudentsknowwhatthecorrectattitudetowardsadisasterisandwhatweshoulddoinadisasterforourselvesandfortheotherpeople.Teachingdifficultpoints教学难点Teachthestudentshowtoappreciateanarticle.Teachingmethods教学方法a.Discussingb.SkimmingandscanningTeachingaids教具准备AslideprojectorTeachingproceduresways教学过程及方式StepⅠRevision2minutesCheckthehomeworkwiththewholeclass.StepⅡWarming-up3minutesAskthestudentstoreadtheinstructionsandmakesuretheyknowwhattodoandthenhaveadiscussionaboutthetwopictures.T:TodaybeforewebeginourreadingI’dliketoaskyouaquestion“whatisthebiggestsoundyouhaveheardinyourlife”S1:ThesoundofthewindthatblewonawinternightwhenIwasveryyoung.Itsoundedlikeaghostwhowashowling.Iwasveryfrightenedatthattime.S2:ThebiggestnoisewastheonethatIheardwhenmyneighborwasquarrellingwithhiswife.PerhapstheybroketheirTVset.T:That’stooterrible.S3:Thenoisewhenplanestakeoffandland.S4:Thesoundoftrains.T:Good!Iagreethatallofthemarebigsounds.ButhaveyouonceheardthesoundthattheheavenfallsandtheearthcracksinChineseitis天崩地裂Ss:Nowehavenochancetohearthat.T:IfthereisasoundlikethiswhatisitS5:Whensomeonehearsatoosuddenandtoosadthing.Forexamplewhenoneofhislovedfamiliesdieshewillfeelthissound.T:Terrific!Youareusingaliterarywaytoexpressthesound.S6:Whenanearthquakehappens.T:Great!Ihavewaitedforthisanswerforalongtime.Todaywe’lllearnsomethingaboutearthquakes.Ithinkmostofusheardofearthquakes.CanyouimaginehowterribleitisS7:Theearthisshaking.Allthebuildingswillfalldown.S8:Manypeoplewilldie.Andperhapsmanychildrenwilllosetheirparents.T:Yeahearthquakesaredisasterstoeverybody.NowlookatthetwopicturesofTangshanandSanFrancisco.CanyoudescribewhatyouseeinthepicturesS1:Tangshanisabeautifulcity.Ithasbeautifulgardensbroadroadsandsometallbuildings.S2:FromthepictureofSanFranciscoIcanseethatitisaverybigcity.Therearemanytallbuildingsthicklystandingontheearth.Ithinkthepopulationofthecityisverylarge.T:Good!WhatwillhappeniftherehasbeenabigearthquakeinthesetwocitiesWorkinpairsanddiscussit.ThenI’llasksomeofyoutoreadouthis/herdescription.TwominuteslaterS3:Aftertheterriblequakeeverythingisdestroyed.Thereisnowindnosound.Whatwecanseeisfallenbuildingsanddeadbodies.Thepolicementhesoldiersandsomeothervolunteersarerescuingthepeopletrappedintheruins.T:Maybethat’sthetruethingwemayseeafteranearthquake.ButcanweavoidoratleastreducethelosscausedbyearthquakesS4:Wemaybecausewecanforetellit.T:ReallyHowcanweforetellanearthquakeLet’slookatPre-readinganddecidewhichsituationmayhappenbeforeanearthquake.StepⅢPre-reading3minutesTherearetwoquestionsinthispart.Bothareveryinteresting.Thefirstonecanmoreorlessrevealthestudentsvalues;whilethesecondonecanenlargetheirimagination.Nomatterwhattheiranswersareaslongastheyhavegivencarefulthoughtstothesituationstheiranswersshouldbegood.T:Nowlet’slookatthepictures.WhatarethepredictionsofanearthquakeS1:Beforeanearthquakeanimalswillbeenervous.Cowspigshorsesanddogswillbeupset.Andpeoplecanseemicerunningabout.Iftheearthquakehappensduringwinterpeoplecanevenseesnakes.T:Terrific!WheredidyougetthisknowledgeS1:FromGeography.Ilikeit.T:Good!Sitdownplease.S2:MadamIdon’tknowthemeaningofthepicturewithtwowomen.T:Itdoesn’tmatter.Youwillknowitsoonafterreadingourtext.OK.ImaginethereisanearthquakenowandyourhomeisshakingatthismomentyouhavenotimetotakeanyotherthingsbutonewhatwillitbeS3:I’lltakeallmymoney.Peoplecan’tlivewithoutmoney.S4:Iwilltakeasmuchwateraspossible.Becauseitissaidthatpeoplecankeepalivefornearly7daysbydrinkingwithoutanyfood.S5:InthatcaseI’drathertakesomeapplessothatIcannotonlydrinkbutalsoeat.S6:Iwillcarrymygrandma.Sheismymostlovedpersoninthisworld.Itisshewhobroughtmeup.T:Whatadutifulchildyouare!I’mverygladtohaveastudentlikeyou.Sitdownplease!Itseemsthatallofyouknowwhatyoushoulddoduringanearthquake.OK.Let’sreadourtextandseewhatittellsus.StepⅣReading20minutesInthisparttheteachershouldaskthestudentstoreadthepassagequicklyandsilentlyforthefirsttimetogetthegeneralideaofthepassage.Askthemtopayattentiontothefirstsentenceofeachparagraph.ThiscanhelpthemfinishExercise3inprehending.Itisaboutthemainideaofeachparagraph.Thenaskthemtoreadthetextagaincarefullytoobtainsomedetails.Beforereadingforthesecondtimeshowsomequestionsonthescreenandletthestudentsreadthequestionsfirst.Thesequestionscanguidethemtohaveagoodunderstandingaboutthetext.TheycanalsomakepreparationsforExercises1and2whichareaboutdetails.Skimming5minutesT:AtfirstI’dlikeyoutoreadthetextquicklyandsilentlytogetthegeneralideaofthearticle.Whilereadingyoushouldpayattentiontothefirstsentenceofeachparagraph.TwoorthreeminuteslaterT:HaveyoufoundthegeneralideaofthetextSs:Yes.T:WhatisitS1:Thereisnotaquickanswertothisquestion.AreyousuggestingusthatthegeneralideaisthemixtureofthefirstsentencesofeachparagraphT:Sure.S1:OK.That’seasy.Themainideaofthepassageisthat:ittellsussomesignsoftheearthquakeandwhathappenedduringthequake.T:AnythingelseS2:Thetextalsotellsusthatallhopewasnotlost.T:YoumeanthetexttellsussomethingthathappenedaftertheearthquakeS2:Yes.T:Goodsitdownplease.Infactwhileweareansweringthequestionswehaveinvolvedthesequencethefunctionalitemforthisunit.TheteacherwritesthewordontheblackboardDoyouunderstandthemeaningofthewordSs:No.T:Sequencemeanstheorderoftheevents.Itcantelluswhicheventhappensfirstandwhichhappenslater.DoyouknowthesequencethatisusedinourtextS3:Yes.Atfirstthetexttellsussomethingthathappenedbeforethequakethenittellsusthethingsthathappenedduringthequakeandatlastittellsusthethingsthathappenedaftertheearthquake.T:Quiteright!Nowpleaselookatthescreenthesearethefirstsentencesofeachparagraph.Readthemandthinkiftheyarethemainideaofthetext.Ifnecessaryyoumaymakesomechangestomakethemmoreexact.Theteachershowsthescreenandgivesthemalittletimetothinkover.1StrangethingswerehappeninginthecountrysideofnortheastHebei.2Thedisasterhappened.3Nearlyeverythingwasdestroyed.4Allhopewasnotlost.Carefulreading15minutesT:Nowit’stimeforustoreadthetextcarefully.Butbeforereadingyoushouldreadsomequestionsfirst.Thesequestionsmayhelpyougetsomeinformationquicklyandeasily.Nowlookatthescreenandreadthequestions.Showonthescreen.
1.Whatnaturalsignsofaingdisasterwerethere
2.Canyouthinkofsomereasonswhythesesignsweren’tnoticed
3.Whateventsprobablymadethedisasterworse
4.Whatsituationsprobablymadethedisasterworse
5.HowwerethesurvivorshelpedGivethestudents8minutestoreadthetextandthentothinkoverordiscussthequestions.Theteachershouldwalkintheclassroomtohelpthosewhoneedhelp.T:OK.EveryonehaveyoufinishedyourtaskSs:Yes.S1:IfoundQuestion2difficulttoanswer.Idon’tknowwhytheydidn’tnoticethesigns.Thesignsweresoclear!S2:Ithinkitiseasytoanswer.Atthattimepeopledidn’thaveknowledgeofanearthquake.AmIrightMadamT:Maybe.SofarasIknowthecentergovernmentmadecountrywidepropagandaaftertheterribledisaster.NearlyeveryvillageinChinahadthepaintingsaboutearthquakeswhichtoldpeoplewhatthesignsofaquakewereandwhattheyshoulddoduringandaftertheearthquake.S3:MadamIjustcan’ttellthedifferencesbetweenQuestion3andQuestion
4.T:Youmeanyoucan’tdecidewhataneventisandwhatasituationisS3:Yes.T:WhocanhelphimS4:It’sdifficultformetotellthedifferencesbetweenaneventandasituation.ButIknowthattheanswertoQuestion3is:“…laterthatafternoonanotherbigquakeshookTangshan.”AndtheanswertoQuestion4is:“Someoftherescueworkersanddoctorsweretrappedundertheruins.Morebuildingsfelldown.Waterfoodandelectricitywerehardtoget.Peoplebegantowonderhowlongthedisasterwouldlast.”T:Right!Inmyopinionaneventisaboutwhathashappened;whileasituationisabouttheinfluencecausedbytheevent.AreyouclearS3:YesMadam.Thankyou.StepⅤExtension8minutesT:Allofyoudidverywell.NowIstillhavesomequestionstoletyouthinkover.Pleaselookatthequestionsonthescreen:
1.FromwhosepointofviewareeventsdescribedHowdoyouknow
2.WhatisthemoodofthispassageHowisitcreated
3.Whydoyouthinkthewriterchoosestoexpresshisfeelingsaboutthequakeratherthansimplyreportingwhathappened
4.WhyisthetitleANIGHTTHEEARTHDIDN’TSLEEP
5.Whatdoesthesentence“Slowlythecitybegantobreatheagain”meanTheteachercanaskthestudentstohaveadiscussioningroupsoffouratfirstandthenasksomeofthemtoshowtheirideas.Suggestedanswers:S1:Heusesathird-person’swaytodescribethequake.Hisdescriptionisveryobjective.Forexamplethesecondsentenceinthethirdparagraph.Thewritersays“Everywheretheylookednearlyeverythingwasdestroyed.”Thewriterusestheyinsteadofwe.S2:Themoodisseriousandabitsad.Itiscreatedbygivingdetailsofhowmanypeopleandanimalswerekilledorinjuredandhowmanybuildingsweredestroyed.S3:AlthoughthewriterwasnottherehefeltsadforthepeopleofTangshan.Heknowsthatsomepersonalfeelingswillmakethereadingmoreinteresting.S4:Ithinkthereasonisthatasusualnightisthetimetosleepandusuallynightshouldbesafeandquiet.Butthatnighteverythingchanged.ThewriterusesANIGHTTHEEARTHDIDN’TSLEEPasatitleistoshowhowterribleandhowunusualthenightwas.S5:Herewecanseethatthewriterparedthecitytoapersonwhosufferedalotinthedisaster.Hefeltherpainandheworriedabouther.Sowhenhesaidthatpeoplecametohelpherwecanfeelhisfeelingstothecity.Thecitywillnotdieshehashopeandshecanrecoverfromthepain.StepⅥprehending5minutesBynowthestudentshavehadafurtherunderstandingaboutthetext.Soit’stimetohaveasummaryaboutwhattheyhavelearnedinthisclass.TheprehendingpartonPage27givesthemagoodchancetodothis.Exercise1isaboutthedetailsinthetextwhichiseasytofinish.Exercise2isabouttheimportantfunctionalitemofthisunit—sequence.Exercise3asksthestudentstowriteasummary.Atthefirstglanceitseemsdifficultandsomestudentsmayfeelthatitisimpossibleforthemtowriteit.Infactthisexercisegivesthemthewaytowriteasummary.Inotherwordswhattheyshoulddoistowritedownthemainideaofeachparagraph.Andinthecourseofskimmingtheteacherhasguidedthemtofindthesemainideas.Sothisexerciseshouldn’tbeadifficultone.Theteachershouldexplainthistothestudents.Givethestudentstwominutestofinishtheexercisesandthenchecktheanswerswiththewholeclass.StepⅦTranslation2minutesThepurposeofthisstepistoletstudentsknowthemeaningsofsomeplexsentencesandletthemlearnthesentencesbyheart.Iftimepermitsdothisatonceorleaveitashomework.
1.Farmersnoticedthatthewellwallshaddeepcracksinthem.
2.Thenumberofthepeoplewhowerekilledorinjuredreachedmorethan
4000003.Itseemedasiftheworldwasatanend.
4.Itwasacitywhosehospitals75%ofitsfactoriesandbuildingsand90%ofitshomesweregone.
5.ThenlaterthatafternoonanotherbigquakewhichwasalmostasstrongasthefirstoneshookTangshan.
6.Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.
7.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.StepⅧHomework1minuteT:Nowit’stimeforassignment.Todaywehavetwotaskstofinishafterclass.ThefirstoneisExercises123and4inLearningaboutlanguageonPage
28.Theseexercisesgiveusachancetopracticethewordsandexpressionswe’vejustlearned.ThesecondoneisExercises12and3intheUsinglanguageonPage
30.Forthewritingwehavetwothingstoconsiderwhilewearewriting:
1.Whoistheaudience
2.HowcanweexpressourselvesclearlyOK.That’sallfortoday.Seeyoutomorrow!附Ⅰ.TextretellingNotes:
1.Themainideaofeachparagraph.
2.Themaindetailsofeachparagraph.
3.Thefeelingsofthewriter.
4.Somenewwordsandexpressions.StrangethingshappenedinTangshan.Forafewdayswaterinthewellsroseandfell.Fromthecracksofwellssmellygascameout.Micechickenpigsandevenfishbecamenervous.At3ameverythingbegantoshake.Itseemedthattheworldwasatanend.One-thirdofthenationfeltit.Ahugecrackcutacrossthecity.Thecitylayinruins.Two-thirdsofthepeoplediedorwereinjured.ThenlaterthatafternoonanotherbigquakeshookTangshan.Peoplebegantowonderhowlongthedisasterwouldlast.Butallhopewasnotlost.Soldierscametohelpthosesurvivors.Slowlythecitybegantobreatheagain.Ⅱ.MoraleducationSmalleventsforetellbigeventsIt’sbettertobesafethansorryPeoplecanfindhopeforabrighterfutureevenafterabadearthquake.Ⅲ.WritingstyleandWritingcharacteristics这是一篇记叙文,用第三人称的形式讲述了1976年唐山大地震分前兆、经过、结果三个段落来叙述在行文中体现了作者对地震这一灾害所造成的危害的震惊和对唐山人民的同情本篇以事情发生的先后顺序为线索来写作,运用了大量的细节来描述地震带来的可怕后果如One-thirdofthenationfeltit.Ahugecrack…cutacross….Steam…burst….Hardhills…生动而清晰地反映了地震这一自然灾害表达了对灾区人民的同情心同时作者还运用比喻、拟人等手法如:Brickscoveredthegroundlikeredautumnleaves.比喻P26Anighttheearthdidn’tsleep.Slowlythecitybegantobreatheagain.拟人P26这些修辞手法的运用使得文章生动而富有感染力ThisreadingpassagerecountstheterribleearthquakethatnearlydestroyedthecityofTangshan.Asequenceofeventsispresentedtointroducestudentstothisfunctionaliteminthewholearticle.Theuseofliterarydevicesexaggeratedsimileandpersonificationaddstothedramaoftheevent.Smalleventsanddetailsinthefirstparagraphareintendedtobuildsuspense.Andinthelastparagraphthewriterusespersonificationtoformavividimageinthereader’smind.Ⅳ.Mainidea通过对地震的预兆、过程、结果和对救灾过程的描述,告诉我们地震的可怕性,并提醒人们注意震前预兆,鼓励人们要正确面对灾难,迎接光明未来NaturaldisastersoccurthroughouttheworldandChinahasaparticularproblemwithearthquakes.SothearticledescribesthecausethecourseandtheresultofTangshanearthquakein
1976.Itshowsustheterribleimageofearthquakes.Atthesametimeithintsusthatwemustrealizethatwecandosomethingstominimizethedamagecausedbyquakes.TheSecondPeriodListeningandSpeakingTeachinggoals:教学目标
1.targetlanguage目标语言重点词组和短语wellsmellypondburstcanalssteamdirtinjuredestroybrickdamuselesssteelshockrescuequakeelectricityarmyorganizeburyshelterfreshatanenddigoutcoalmine重点句子Thesentencesthatdescribethethingsinanearthquake:Itisbelievedthatonthesurfaceoftheearthareanumberofplates.P62Iftheplatesstopmovingthereisanearthquake.P62Iftheplatesmovethereisanearthquake.P62Whereveryouliveyouareinanearthquakearea.P62Chinahastwoplatespushingonherandtheymakemountainsandearthquakes.P62Theplatesarealwaysmoving.P62Ifyouareoutsideyoushould….P66Ifyouareinthelivingroomyoushould….P66Ifyouareinthehousealoneyoushould….P
662.Abilitygoals能力目标Masterthewaytogainthedetailsbylistening.Andlearntoexpressone’sthankstosomebodyhavealittletalkaboutthestampsandtellafolktale
3.Learningabilitygoals学能目标Practicethewayoflisteningtoobtainsomeusefulinformationlearntodescribeanearthquakeandknowsomeotherthingsthathappenedinanearthquake.Helpthestudentstoimprovetheirspeakingabilitybyusingsometipsandusefulexpressions.Teachingimportantpoints教学重点a.Helpthestudentstoimprovetheirspeakingskills.b.Tellthestudentshowtomakeuseofthegiveninformationtoexpresstheirthanks.c.Tellthestudentshowtotellshortstoriesinaliteraryway.Teachingdifficultpoints教学难点a.Teachthestudentsthewaystoexpressthemselves.b.Helpthestudentshowtotellafolktaleinaliteraryway.c.Concludesomewaysonhowtoimprovethestudents’listeningabilityeffectively.Teachingmethods教学方法a.Thethree-steplisteningmethodb.Discussionc.ReadingandspeakingTeachingaids教具准备aslideprojector;b.arecorderTeachingprocedures&ways教学过程及方式StepⅠRevision5minutesTheteachercanasksomeofthestudentstoreadouttheiranswerstotheexercises.Thisisagoodandeffectivewaytocheckthehomework.Afterthattheteachercanbegintoday’stask.TheprocessisomittedT:OK.Beforewebegintoday’sclasspleaseguessthemeaningofthesesentences:
1.Smallincidentsforetellbigevents.
2.Wherethereislifethereishope.
3.Blessingsnevereinpairsandmisfortunesneveresingly.S1:Thefirstsentencemeanspeopleshouldpayattentiontothesmallthingsbecausethesethingsoftencauseunexpectedevents.Justlikewhatwehavelearnedinthetext.T:Good.HowaboutthesecondoneS2:Themostimportantthingintheworldislife.Withoutlifeeverythingwillloseitsmeaning.S3:IagreewithS
2.Thisisespeciallyobviousinadisaster.Afteradisastereverygovernmentintheworldwilltrytheirbesttorescuethosetrappedintheruins.Andafterthedisasterthesurvivorswillrebuildtheirhometownandmakeitmorebeautiful.T:Good!Yourstatementisreasonable.HowaboutthethirdsentenceS4:Itmeanseverythinghasitstwosides.Althoughthedisasteristerribleandwecannotavoidititcanforceustotryourbesttoforetellitmoreexactlyandreducethelosscausedbythedisaster.S5:Yes.Duringthedisasterwecanrealizewhatonearthweshoulddoandwhatweshouldn’t.It’satimetoshowhuman’sgloriousnatureanditsevilside.Somepeoplearetryingtohelpothers;whilesomearetryingtostealorrobotherpeople’spossessions.Weshouldsinghighpraiseofthosewhorescueothersandpunishthosewhorobotherpeople.T:Good!Ithinkthatthedisasteristerriblebutthelowerqualityofsomepeopleismoreterrible.Sometimesthedisastercangiveusavaluablemorallesson.Don’tyouthinksoSs:Yes.T:Nowlet’sturntoPage30andmakeupthethanksspeech.StepⅡReadingandspeaking35minutes
1.Athanksspeech7minutesT:BoysandgirlsifsomebodygaveyousomehelpIthinkyouwouldexpressyourthankstohimorher.HaveyoueverdonesoSs:Yes.T:Buthowtothankothersfordoingsomething.OnP30therearesomeusefulexpressionsforyoutolearn.Firstlet’sreadthemtogether.AfterthereadingT:Wellinpairstoprepareashortspeechtothankthosewhoworkedhardtorescuresurvisorsandthosewhoworkedhardtobuildanewcityandthevisitorsforlisteningtoyuurspeech.MoredetailsareinExercise
2.Pleasetrytousetheusefulexpressionsgiveninyourspeech.FiveminuteslaterT:AreyoureadyNowI’lllet2ofyoureadoutyourspeeches.WouldyoupleaseS1:OK.I’dliketoreadmyspeech.LadiesandgentlemenItsmyhonourtobeheretocelebratetheopeningofthenewparktohonourthosewodiedintheterribledisaster.FirstIdliketoexpressmythankswhoworkedhardtorescuesurviors.Withoutyourhelpwedontknowhowmanychildrenwouldlosetheirparentsandhowmanyparentswouldlosetheirchildren.Anoldsayingsaidthatafriendinneedisafriendindeed.Nowordsarestrongenoughtoexpressourthankstoyoubecauseitsyouwhogaveourgrandparentsandparents’lifeagainandalsobroughthopetothiscity.SecondIwishtoexpressmythanksforthegreateffortsofthosewhoworkedhardtobuildanewcity.Youbuiltnewhomesandofficeswithinonlysevenyears.YouweresoquickthattheUNhonouredyouforyourquickwork.Itseemedasifthedisasterwasjustanightmare.Youspeededupthepletmentofthenightmare!AndIdalsoliketothankthevisitorsforlisteningtomyspeech.Itsagoodtimeforallofustolookbackatthepastandtolookforwardtothefuture.AsamiddleschoolstudentIdliketosaythat“Ourdestinyoffersnotthecupofdespairbutthechaliceofopportunity”.RichardNixonAmericanPresident命运给予我们的不是失望之酒,而是机会之杯美国总统尼克松.R.Wewillworkhardtomakeourfuturemorebeautiful!Thankyou!S2:HereIwanttosharemyspeechwithallofyou.GoodmorningLadiesandGentlemen.MynameisWangWei.AtfirstI’dliketothankMr.ZhangandthecityofTangshanforthehonoroftalkingtoyou.I’dalsoliketothankeachofyoutoeheretodayforthisspecialoccasion.Thirty-oneyearsagoweexperiencedtheterribleearthquakewhichpletelydestroyedeverythinginthecity.Andthirty-oneyearslaterwegettogetherinthisbeautifulpark.Thisparkmakesmebelievethatweareindeedinthe“braveCityofChina”.HereI’dliketothankallofyouespeciallythosewhoworkedhardtorescuethesurvivors.Duringthosedaysyouforgotthedangeranddevoteyourselvestodiggingoutthosewhoweretrappedinruinsburyingthedeadandbuildingsheltersandsoon.I’msurethepeopleinTangshanwillneverforgetyou!WhenIwalkinthebroadstreetandseethenewhousesandofficesIcan’thelpexpressingmythanksforthosewhorebuiltthecitywithin7years.YouaresoeffectivethattheUNhonoredyouforyourquickwork.HaveyouheardthehappylaughterfromchildrenHaveyouseenthehappyfacesoftheoldHaveyounoticedthehighspiritfromtheyoungWithoutyourhardworkhowcanwehavetoday’shappylifeIbelieveourcitywillbeemorebeautifulinfuture.Thespiritofitspeoplehasbeenandwillalwaysbestrongforever!Thankyou.T:Verygood.Thetwostudentsfirstpaidattentiontothesequence.Forexampletheyusedfirstsecondandthirdandsoon.Secondtheyusedsomeeffectiveconjuctionstomaketheirspeehesveryfluent.Andthirdtheytriedtousetheusefulexpressionsgiven.Ibelievethattheotherstudentshavedoneaswellasthem.
2.Alittletalk5minutesIt’stimeforthestudentstodiscussthestampsofnewTangshan.T:WecanseetherearefourstampsshowingnewTangshan.CanyoudescribeeachofthemwithafewwordsS1:Housingconditionsforthefirststamp.S2:StreetsceneryofnewTangshanforthesecondstamp.S3:Industryforthethirdone.S4:Oceantransportforthelastone.T:Gooddescriptions!
3.Ashortstory10minutesThisintegratedlanguageactivityenablesstudentstousetheirimaginationstotellshortstoriesinaliteraryway.Youmaywanttoencourageyourstudentstousealiterarydevicesuchassimilepersonificationormetaphor.T:NowpleaseturntoPage62lookattheTALKINGpart.Readitcarefullyandthentellmewhatthefeatureofthistalkingis.Givethem2minutestothinkaboutthisquestion.S1:Thistalkingneedsustoimagine.S2:Weshouldtellitinaliteraryway.T:Good!You’vegotthepointofthetalking.Inthistaskthemostimportantthingyoushoulddoistomakefulluseofyourimaginationsandtrytousealiteraryway.Forexampleyoumayusesimile明喻personification拟人ormetaphor暗喻.Nowworkingroupstomakeupyourownshortstories.Attention!Thestoriesareaboutthecauseofearthquakes.Afteryou’vefinishedI’llasksomeofyoutoreadoutyourwork.Groupone:Inthecenteroftheearthlivesanevilghost.Heusuallysleepsformanyyears.Duringtheseyearspeopleontheearthliveahappylife.Butwhenhewakesupheshallhowl.Andthenpeoplefeelanearthquake.Grouptwo:Somepeoplebelievethatthereisamagicworldinthecenterofourearthwherelivesakindofwiserlivingthing.TheycanmakeUFO.WhentheUFOesouttovisitourworldthereisanearthquake.Groupthree:Therearetoomanypeopleontheearthandpeoplearebuildingtoomanybuildings.Besidestheydigtoomanyandtoodeepholes.Theearthcan’tstand.Sheshakesandanearthquakehappens.T:Ican’tbelievemyears!Youcanmakeupsogoodstories!WhichoneisthemostinterestingSs:Thesecondonebecauseitcangiveusmoreimagination.S2:Ithinkthethirdoneisthemostinterestingone.Becauseitconnectstheimaginationwithsomepresentproblemsintodayshumansociety.T:Yourremarksarereasonable.NowI’dliketoshowyousomeinterestingfolktalesfromEastAfricaandJapan:Agiantfishcarriesastoneonhisback.Acowstandsonthestoneandbalancestheearthononeofherhorns.Fromtimetotimeherneckbeginstofeelpainsoshethrowstheearthfromonehorntotheother.FromEastAfricaTheearthwasagiantcatfishwhichfoughtwithagod.Thegodwonandstoodinvictoryonthecatfish’shead.Buteverynowandthenthecatfishtriestoescapebymovinghishugetailwhichshakestheground.FromJapanStepⅢListeningonPage6210minutesT:Wehaveenjoyedsomefolktalesaboutthecauseofearthquakes.Thestoriesarefullofimaginations.Nowwewilllistentoanon-fictionarticlemontosciencetextbooks.Thisarticleisongeology.Itprovidesmanyfactsanddescribescauseandeffectrelationships.AtfirstpleasepayattentiontothesentencesinExercise
1.ThesesentencesareverygoodsentencesI’llgiveyousomeshortexplanationaboutthem.Ifpossibleornecessaryteachercantreatthesesentencesaslanguagepointsthenaskthestudentstoreadthesentencesloudlyandquicklyandtrytorememberandrecitethenasquicklyaspossible.T:Youwilllistentothetapethreetimes.FirstlistenandtrytogetsomedetailsthatExercises1and2requests.SecondlistenandfinishtheExercises.Thirdlistenandcheckyouranswers.AreyoureadyNowlisten!ForExercise3theteachercangivethestudentssometimetodiscusstheiranswersandthenasksomeofthemtoreadouttheanswersandhaveacheckwiththewholeclass.StepⅣListeningonPage6610minutesThislisteningmaterialgivesthestudentsachancetolearnmoreknowledgeaboutearthquakes.Thewayandstepsoflisteningarethesamewiththeonesinstep
2.Butthethreepicturescanhelpthestudentstoguesswhatwillhappeninthelistening.Soteachercanaskthestudentstolookatthepicturesanddiscusswhattheymighthavelearned.StepⅤSpeakingtask15minutesThispartisingaftertheListening.Incontenttheyhavethesametopic.It’sbettertoputthemtogether.Alsothisexercisegivesstudentspracticeintakingwordsandphrasesfromthereadingpassageandputthemintoashortdialogue.Studentshavetheoptionofactingoutashortdialogueratherthansimplyreadingit.T:Justnowwehadalisteninginwhichwelearntwhattododuringanearthquake.Nowyouwillworkinpairstochooseeightthingsfromthelistbelowtoputintoyourpersonalearthquakebag.Rememberthesemaybetheonlythingsyouhavesomakesurethatyouonlytakeessentialthingswithyou.Theymustmakeyoulastforfivedays.Givethem2minutestodothisjob.T:WellIthinkmostofyouhavefinishedthistask.WhatisyourlistGroup1S1:Ourearthquakebagwillcontain:1bottleofwater2fruit3torchlight4blanket5mobilephone6identitycard7scissors8bowlsandchopsticksTheteachercanaskmoregroupstoreadouttheirlistsiftimepermits.T:NowpleasereadtheinstructionsbelowthechartonPage
67.Anddoasittellsyou.Givethestudentssometimetodothetask.Whiletheyaredoingtheteachershouldwalkintheclassroomincasetherearesomequestionstoanswer.Themostimportantthingforthestudentsistolearntocorporatewithotherpeopletofinishthetask.AfterseveralminutesT:OK.WhichgroupwouldliketoreadoutyourchoiceandtellusthereasonS2:Wedecidetotakebottlesofwaterandsomefruittokeepalive;wewilltakeatorchlightamobilephoneandaradiotogetintouchwiththeoutsideworldifweareburiedintheruins;wewilltakesomeclothesandablankettokeepwarm;andwewilltakeouridentitycardswithusincasewearekilled.Ifthathappenspeoplecanatleastknowwhoweare.Theanswersmayvarysotheteachershouldgiveasmanychancestoasmanygroupsaspossibletopresenttheirchoicesandstatetheirreasons.Moststudentswouldliketoperformatthistime.StepⅥHomeworkT:I’mveryinterestedinwhatyoudidjustnow.It’sapitythattimeisup.Welltoday’shomeworkistopreviewtheUSINGWORDSANDEXPRESSIONSonPage63anddoExercises1and2onPage29indiscoveringusefulstructures.NexttimewewilllearntheAttributiveClause.That’sallfortodaybyeeveryone!TheThirdPeriodGrammarTeachinggoals教学目标
1.Targetlanguage目标语言Wordsandexpressionsthatappearinthisunit
2.Abilitygoals能力目标a.EnablethestudentstomasterthestructureoftheAttributiveClauseandcanspeakoutthesesentencesloudlyclearlyandcorrectly.b.EnablethestudentstomastertheusageofwhowhichthatandwhoseintheAttributiveClause.
3.Learningabilitygoals学能目标BypracticingtheusageofthewordsandstructuresthestudentscanmastertheAttributiveclause.Teachingimportantpoints教学重点TheAttributiveClause:thestructureandtheusageofwhowhosethatandwhich.Teachingdifficultpoints教学难点TheusageofthewordsthatwhichwhoandwhoseTeachingmethods教学方法Student-centeredmethodTeachingaids教具准备aslideprojectorTeachingprocedures&ways教学过程及方式StepⅠRevision10minutesT:Morningeveryone!JustasusualI’llcheckyourhomeworkatfirst.PleaseturntoPage
63.Let’slookatExercise
1.I’llgiveyouoneminutetocheckyouranswers.Pleasepayattentiontotheformsandtenseswhileyouarechecking.AfteralittlewhileHaveyoufinishedWhowouldliketoreadoutthefinishedpassageforusHowaboutyouAstudentstandsupandreadsoutthepassage.Atthesametimetheteachershouldpayattentiontotheformsandtensesofthewords.Afterthatasktheclasstodiscussiftheyhavesomedifferentanswers.Ifsomakesomenecessarychanges.T:Infactwhatwedidjustnowistoreviewthevocabularywelearnedinthisunit.NowI’dlikesomeofyoutoetotheblackboardtowritedownyourtranslationsofthesentencesinExercise
2.LetnineofthemetotheblackboardtowritedowntheEnglishsentences.Maybetherearemanymistakesinthesesentences.Theteachershouldasktheclasstohaveadiscussiontofindoutthemistakesandcorrectthem.ForExercise3theteachercanasksomestudentstoreadouttheirsentencesandcheckthemwiththewholeclass.StepⅡDiscoveringusefulstructures20minutesT:Bynowwehavereviewedsomeusefulwordsandsentences.Today’sanotherimportanttaskistolearntheAttributiveClause.Therearetwokindsofthisclause.OneistheRestrictiveAttributiveClausewhichmodifiesthenoun;theotheristheNon-RestrictiveAttributiveClausewhichgivesextrainformationandiswrittenwithmas.T:NowI’llshowsomesentencesonthescreen.AndthenI’llasksomeofyoutoreadthemoutandtranslatethemonebyone.Showonthescreen.
1.Buttheonemillionpeopleofthecitywhothoughtlittleoftheseeventswenttobedasusualthatnight.
2.ItwasheardinBeijingwhichisonehundredkilometeraway.
3.Ahugecrackthatwaseightkilometerlongandthirtymeterwidecutacrosshousesroadsandcanals.
4.Thenumberofpeoplewhowerekilledorinjuredreachedmorethan
400000.
5.Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.
6.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.WhilethestudentsaretranslatingthesentencestheteachershouldnoticethedifferenceintranslatingtheRestrictiveAttributiveClauseandtheNon-restrictiveAttributiveClause.Ifthestudentshaveanyerrorscorrectthem.T:Good!CanyoutellmewhatrelativepronounstheAttributiveClausesuseS1:FromthesentencesonthescreenIknowthattherearefourwordstheyarewhowhosethatandwhich.T:Right!NowI’llgiveyoumoreknowledgeaboutthisclause.Therearesomeexplanationsabouttheclauseonthepaper.I’llgivethemouttoyoutoread.Ifyoucansettheboldsentencesasidewewilllearnthemlater.Afteryouhavefinishedreadingthematerial,dothefollowingexercisetoseeifyouhavemasteedrtheusageofwho,whose,whichandthat.TheTeacherhadbettergivethepaperoutbeforeclasssothatthestudentscanhavetimetopreviewthegrammar.I.定语从句
1.限定性定语从句(RestrictiveAttributiveClauses)大多数定语从句对所修饰词的意思加以限制,表示“……的人(或东西)”,称为限定性定语从句如Themanwhorobbedhimhasbeenarrested. 抢劫他的人被逮捕了ThegirlwhomIsawtoldmetoebacktoday. 我见到的那个姑娘叫我今天再来That’sthebesthotelthatIknow. 这是我所知道的最好的旅馆Thesearethebookswhichyouordered.这些是你订购的书这类从句多由关系代词(a)或关系副词(b)引导a.Everyonewhothatknewhimlikedhim.认识他的人都喜欢他ThefriendwithwhomIwastravelingspokeFrench.和我一道旅行的那位朋友能讲法语ThecarwhichthatIhiredbrokedown.我租的汽车坏了b.AtthetimewhenIsawhimhewasquitestrong.以前我看到他的时候,他身体壮实.ThisisthevillagewhereIwasborn.这是我出生的村子Thesearethereasonswhywedoit.这些就是我们这样做的理由在限定性定语从句中,当关系代词在从句中做宾语时,在绝大多数情况下都可以省略,特别是在口语中,在被修饰的词为alleverything等词时尤其如此HaveyougotthepostcardwhichIsentyou我寄给你的明信片收到了吗?Thesearethethingsthatyouneed.这些就是你要的东西AnythingIcandoforyou我能帮你做什么吗?Allyouhavetodoistofilloutthisform.你只需要填这张表就行了That’stheonlythingwecandonow.这是我们现在唯一能做的事Youcantakeanyroomyoulike.你随便哪间房都行
2.非限定性定语从句(Non-RestrictiveAttributiveClauses)对所修饰的词没有限定词义的作用,而只是补充一些说明,通常都有一个逗号把它和句子的其它部分分开,在译成中文时,这个从句多译成一个并列句限定性定语从句去掉以后,句子意思常发生变化,甚至不能成立,而非限定性定语从句拿掉以后对剩下部分没有太大的影响如Peterwhohadbeendrivingalldaysuggestedstoppingatthenexttown.彼得开了一天的车,提议在下一座城市停下来Thishouseforwhichhepaid$150000isnowworth$
300000.这所房子他买时花了十五万美元,现在值三十万美元了TheywenttotheRoyalTheatrewheretheysawIbsen’sPeerGent.他们去了皇家剧院,在那里他们看了易卜生的《彼尔•英特》Sundayisaholidaywhenpeopledonotgotowork.星期天是假日,这一天人们不上班应注意的是,在这类从句中不能使用关系代词that和关系副词why也不能省略任何关系副词,这类从句主要出现在书面语中在书面语中whose有时指某样东西如Hishousewhosewindowswereallbrokenwasadepressingsight.他的房子,窗户都破了,让人看了感到沮丧Thecarwhosehandbrakewasn’tveryreliablebegantoslidebackward.这辆轿车刹车不太牢靠,开始向后滑动ItwasanislandwhosenameIhaveforgotten.它是一座岛屿,名字我忘了Exercise1Fillintheblankswithwhowhosewhichandthat.
1.Thegirls()servedintheshopweretheowner’sdaughters.
2.Theman()Isawtoldmetoebacktoday.
3.Thegirl()spokeismybestfriend.
4.Themanwith()Iwastravelingdidn’tspeakEnglish.
5.Theman()Isawtoldmetowait.
6.Thegirl()Ispoketowasastudent.
7.Themanto()Ispokewasaforeigner.
8.Themanfrom()Iboughtittoldmetoreadtheinstructions.
9.Iknowaboy()fatherisanacrobat.
10.Hesawahouse()windowswereallbroken.
11.Alltheapples()fallareeatenbywildboars.
12.Canyouthinkofanyone()couldlookafterhim?
13.Thisisthebesthotel()Iknow.
14.Heshowedamachine()partsaretoosmalltobeseen.
15.Youcantakeanyroom()youlike.Whilethestudentsarereadingthematerialanddoingtheexercise,theteachercanwalkintheclassroom,tohelpthosewhoneedhelp.Afterthattheteachercheckstheanswerswiththestudents.Iftheyhaveanyquestionsexplainthemtothestudents.AnswerstotheExercise11who2Whom3Who4whom5who6who/whom7whom8whom9whose10whose11that12that13that14whose15thatExercise2inDiscoveryusefulstructuresT:JustnowwestudiedtheAttributiveClauseanddosomeexercisesabouttheusageoftherelativepronouns.Nowlet’sturntoPage29tofinishExercise2asquicklyaspossible.Andthencheckyourswithyourpartner.Givethestudentssometimetoreadthesentencesquicklyandloudlyandtrytorememberthem.Afewminuteslaterasksomeofthemtorecitethesentences.ForExercise3theteachercangivethestudentssometimetopreparethesentencesandplaythegamequickly.Thisisagoodwaytomaketheclasslively.StepⅢUsingstructures15minutesThisisadviceonhowtoprotectone’shomefromanearthquake.ThemainpurposeistopracticetheAttributiveClause.Thisexerciseisakindofprocreativeactivityforthestudentswhichcanbedoneonlyafterthestudentsreadandunderstandthepassage.Soperhapsitisdifficultforsomestudents.Theteachershouldbepatienttothemandgivethemenoughhelp.T:Justnowwehadatranslationexerciseandfilledsomeblanks.That’sthebasicexercisefortheAttributiveClause.NowI’llgiveyou5minutestoreadASAFEHOMEandfinishthesentencesbelowthearticle.Youmayworkinpairstohaveadiscussionwhenyouarefillingtheblanks.FiveminuteslaterT:Nowlet’schecktheanswers.Firstanswermeaquestion:whatsentencesareweusingtopletetheblanksSs:TheAttributiveClause.T:OrrathertheRestrictiveAttributiveClause.Weusethiskindofclausetomodifyanountoletotherpeopleunderstandwhatonearthwearetalking.DoyouunderstandmeSs:Yes!T:Nowsomeofyoushouldreadouttotheclausesyou’vewritten.Howaboutyou6boysEachpersonjustreadonesentence.ReadyPleasebegin.TheanswerstotheexerciseareomittedForExercise2theteachercanreadouttheinstructionforthestudentsandmakesuretheyknowwhattodo.IfsomestudentfinditdifficulttofinishtheteachercangivethemahandbyofferingsomewordsfromthetextASAFEHOME.ForexamplethewordIhavechosenisputer/thewordIhavechosenisthekitchen/thewordIhavechosenistheplace…andsoon.AndmustmakethestudentsknowthepurposeoftheexerciseistogetfamiliarwiththeAttributiveClause.StepⅣHomeworkT:Wellallofyoudidverywell.Nowtimeisup.Today’shomeworkistofinishtheSummingupandLearningTiponPage
32.AndmakegoodpreparationtotheReadingTaskonpage
65.Makesureyouknowthemeaningofthetextclearly.Classisover.Seeyounexttime!TheFourthPeriodReadingIITeachinggoals教学目标
1.Targetlanguage目标语言a.Thenegativewordsandexpressionsthatappearinthereadingmaterialsuchas:nevernothinggonenouselessandburst.b.Thedeclarativesentencessuchas“Neverbeforeinhistoryhasacitybeensopletelydestroyed”.P65c.Parallelismsentences排比句Alistofbuildingsundestroyedwasnowonlyafewaddresses.Alistofthebravemenandwomenwouldfillalibrary.Alistofallthosekilledwillneverbemade.P
652.Abilitygoals能力目标Helpthestudentslearntoenjoyanarticlefromthefactualandliterarystyle.
3.Learningabilitygoals学能目标Learntoanalyzeanarticlefromitswordsandorganizationsofitsparagraph.Teachingimportantpoints教学重点Teachthestudentshowtoenjoyandanalyzeanarticlefromitswordssentencesandthestructureofthetext.Teachingdifficultpoints教学难点Teachthestudentshowtoenjoyandanalyzeanarticle.Teachingmethods教学方法a.QuestioningandDiscussingb.SkimmingandScanningTeachingaid教具准备AslideprojectorTeachingprocedures&ways教学过程及方式StepⅠRevision6minutesT:Morningeveryone!YesterdaywelearnedtheAttributiveClause.Nowlet’shavearevisionbypracticing.Showtheexerciseonthescreen.Fillintheblankwithacorrectword.
1.Hemadeanotherwonderfuldiscovery______wasmorethanwecouldexpect.A.whichIthinkisB.whichIthinkitisC.whichIthinkitD.Ithinkwhichis
2.—IdrovetoZhuhaifortheairshowlastweek.—Isthatthereason____youhadafewdaysoffA.whyB.whenC.whatD.where
3.Inthedarkstreettherewasn’tasingleperson_____shecouldturnforhelp.A.thatB.whoC.fromwhomD.towhom
4.Alloftheflowersnowraisedherehavedevelopedfromthose_____intheforest.A.oncetheygrewB.theygrewonceC.thatoncegrewD.oncegrew
5.Idon’tlike_____youspeaktoher.A.thewayB.thewayinthatC.thewaywhichD.thewayofwhich
6.Theweatherturnedouttobeverygood_____wasmorethanweexpected.A.whatB.whichC.thatD.it
7.Hepaidtheboy$10forwashingtenwindowsmostof_____hadn’tbeencleanedfortenyears.A.theseB.thoseC.thatD.whichGivethestudentssometimetofinishtheexerciseandthenchecktheanswerswiththem.Thengivethemexplanations.Answerstotheexercise:
1.A
2.A
3.D
4.C
5.A
6.B
7.DStepⅡPre-reading2minutesT:AtthefirstperiodwelearnedtheearthquakehappenedinTangshan.Inthatarticlethewritermainlydescribedwhathappenedduringthequake.Andthedescriptionsareobjective.NowwewillreadastorywrittenbyAmerica’smostpopularwriterJackLondon.InthearticleheexpressedhisownfeelingabouttheSanFranciscoquake.Hisaccountofthedisasterisbothfactualandliterary.Youmayfeelitwhenyouarereadingthearticle.AtfirstI’dliketoshowyousomebackgroundofthisarticle.Pleaselookatthescreenandreadthepassage.AsluckwouldhaveitatthetimeofthequakeAmerica’smostfamouswriterJackLondonjusthappenedtobelivingnearSanFrancisco.Hisaccount叙述ofthedisasterisbothfactualandliterarythatishetriedtowritenotonlyforreadersofthattimebutreadersyettoe.Londonlikemostgreatwritersandformerjournalistsknewagoodstorywhenhesawit.Heandhiswiferodeonhorsebackatafastgallop飞驰fromtheirranchtothehillsoverlookingthe“citybythebay.”Whattheysawbothhorrid(使害怕)andfascinated吸引them.StepⅢReading20minutesT:Nowthatwehaveknownthebackgroundofthearticleandsomethingaboutthewriter.Let’sreadthearticlecarefullywiththesequestionsonthescreen.Thenyoucanhaveadiscussion.Afterthatwe’llcheckthemtogether.Showonthescreen.
1.Whoisthemaninthepicture
2.WhatcanweseefromthewordneverinthesentenceNeverbeforeinthehistoryhasacitybeensopletelydestroyed
3.Howmanynegativewordsareusedinthefirstparagraphandwhatcanweknowfromthesewords
4.What’sthefeature特点ofthesentencesinthefirstandsecondparagraph
5.What’sthemainideaofthesecondparagraph
6.WhatcanwelearnfromthefirstsentenceandthelastsentenceAskthestudentstodiscussthequestionsingroups.Afterthattheteachercheckstheanswerswiththewholeclass.T:WhoisthemaninthepictureS1:MaybeheisthewriterJackLondon.T:Great!Youareclever.HowaboutQuestion2:whatcanweseefromthewordneverinthesentenceNeverbeforeinthehistoryhasacitybeensopletelydestroyedS2:Fromthewordneverwecanfeelthatthewriterwasverysad.T:Right.NeverisapowerfulwordandLondondoesnotuseitcarelesslyhere.Itissoonfollowedbynothinganotherpowerfulword.HowmanynegativewordsareusedinthefirstparagraphandwhatcanweknowfromthesewordsS3:Therearesixwords.Theyarenevernothinggonenouselessandburst.T:Great!Youranswerisquiteright.S3:Wecanhaveanimpressionofutterhopelessnessfromthesewords.T:Terrific!Sitdownplease.Youdidagoodjob!Londonwantedtomakeitveryclearthattheearthquakehadcausedalmosttotaldevastationofthisoncebeautifulyoungcity.NowwhowouldliketoanswerQuestion4:What’sthefeature特点ofthesentencesinthefirstandsecondparagraphS4:Iseeallthesentencesintheseparagraphsareshortones.T:CanyoutelluswhythewriterusesthiskindofsentencesS4:Idon’tknow.ButwhenIreadthesewordsIfeltalittlebitoutofbreath.T:Yeahthat’stheeffectofthemagicwords.AnythingelseS5:ItalsousedtheParallelismsentencessuchasAlistofbuildingsundestroyedwasnowonlyafewaddresses.Alistofthebravemenandwomenwouldfillalibrary.Alistofallthosekilledwillneverbemade.T:OK.Let’slookatQuestion
5.What’sthemainideaofthesecondparagraphS5:Themainideaisthefirstsentence:Outatseaitwascalm.T:Right.DoyouknowwhythewriterputithereS5:Letmetry.Thefirstparagraphgivesusanimpressionthatitisverynoisy;whilethesecondoneisverycalm.Thesituationisquiteopposite.T:Good!HereLondonusesContrast对比togoodeffect.Sitdownplease.Nowlet’slookatthenextquestion:whatcanweseefromthefirstsentenceandthelastsentenceS6:Thetwosentencesgiveusacontrast.Althoughthecitywasdestroyedthepeoplewerenotnervousorupset.Theyjustdidwhattheyshoulddo.IcanfeelthatLondonwasfullofproudofthepeople.T:Youranswerisexcellent!Ithinkthat’stherightattitudetowardsadisaster.Andalsothatistheverythingweshouldlearn.Don’tyouthinksoSs:Yeah!StepⅣAnsweringquestions5minutesT:Ibelieveyouhavelearntmanythingsfromtheliterarystyletothefactoftheearthquakeandtotherightattitudethatweshouldfaceadisaster.Nowlet’sfinishthetwoexercisesbelowthearticle.Afteryou’vedonelet’schecktheanswerstogether.Givethestudentssometimetofinishtheexercisesandthenchecktheanswerswiththewholeclass.SuggestedanswerstoExercise
11.shockedLondonisbothgreatlysurprisedandfrightenedbywhatheseesso“shocked”isagoodwordtodescribehisfeelings.
2.sadLondonknowsthatmanyfamilieslosttheirlovedonesandalltheirpossessions.SuggestedanswerstoExercise
21.ThewriteroftheSanFranciscoin1906showsmorefeelingabouttheearthquake.Becauseheisaneyewitness.Heisalsowritingapersonalreportnotahistotylesson.
2.Bothwritersgivesimilardetailsaboutthepeoplehurtbythequakeandthethingsitdestroyed.
3.Neitherwritergivesdetailsofbigeventsbeforelittleevents.SuggestedanswerstoExercise3Ibelievethewriter’sdescriptionbecausethewriterisaneyewitnessandheisalsowritingapersonalreportnotahistorylesson.StepⅤListeningonPage3110minutesThisisafirst-personnarrativestory.AmanisgivinghisaccountofwhathappenedduringthesecondbigearthquakethathitSanFranciscoin
1906.Inthislisteningmaterialtheteachershouldalsoremindthestudentstopayattentiontothesequence.Exercise3isdesignedforthispurpose.Itisnecessarytoletthestudentspracticereadingthesentencesaloud.T:We’lllistentothetapeaboutthestoryofapersonwhoexperiencedthe1906earthquakeinSanFrancisco.Itisastorythatdescribeswhathappens.ThisstoryhappenstobetrueandwaswrittenfortheMuseumofthecityofSanFrancisco.Wehavethreechancestolisten.FirstlistenandtrytogetsomedetailsthatExercises1and2request;secondlistentofinishtheExercises;Thirdlistenandcheckyouranswers.AreyoureadyNowlisten!It’sbettertohavethestudentslistentwicetothematerialafterthatchecktheanswerstothequestions.ForExercise3teachercanaskonestudenttotelltheclasshis/heranswersandalsocanaskthestudentstoretellthelistening.Thisisagoodwaytoseeiftheycandescribeanearthquake.ForExercise4thestudentscanreadaftertheteacherandpayattentiontoliaisonandinpleteexplosion.StepⅥHomework(2minutes)T:Inthisclasswereadandlistenedtotwostoriesbothofwhichareaboutthe1906SanFranciscoearthquake.ThestoriesaretrueandwerewrittenfortheMuseumoftheCityofSanFrancisco.ThemuseumhasmanysuchpersonalaccountsandphotosatSfmuseum.Org/1906/
06.html.IfyouareinterestedinthemyoucansurfinthesiteI’vegiventoyou.Theotheristogoonwiththelisteningandchecktheanswerstotheexercises.TheFifthPeriodWritingTeachinggoals教学目标
1.Targetlanguage目标语言Wordsandexpressionsfromthereadingpassageandthenewspaperstory
2.Abilitygoals能力目标a.Learntowriteanoutlineofanewspaper.b.Learntowriteaposter
3.Learningabilitygoals学能目标HelpthestudentstodeveloptheirwritingabilitybyusingsometipsandusefulexpressionsTeachingimportantpoints教学重点a.Teachthestudentshowtowriteanoutlineofanewspaper.b.Teachthestudentshowtowriteaposter.Teachingdifficultpoints教学难点a.Teachthestudentsthewaystoexpressthemselvesandformtheirownwritingmethods.b.Tellthestudntsthedifferenceoftheoutlinesbetweenashortstoryandanewspaperstory.Teachingmethods教学方法a.Discussionb.Readingandwritingc.AskingandansweringTeachingaid教具准备AslideprojectorTeachingprocedures&ways教学过程及方式T:HaveyousurfedinthesiteIhavegiventoyouSs:Yes.T:Good!Youcangetmoreinformationbysurfingtheinternetoften.Sofarwehavereadlistenedtoandtalkedaboutsomethingaboutearthquakes.Todaywewilllearntowriteanoutlineofanewspaper.StepⅠWritinganoutline10minutesThispartistowriteanoutlineofanewspaperstory.Theteachershouldguidethestudentstofinishthistask.Askthemtoreadtheinstructions.Andthenanswerthequestionsonthescreen.Givethem2minutestoreadandthinkaboutthequestions.
1.Whyisanoutlineimportant
2.Whatshouldanoutlineinclude
3.Whyisaheadlineimportant
4.Whatarethestepstofinishanewspaperstory
5.WhatisthefeatureofanewspaperstoryT:Weshouldwritedownoutlinestohelpusorganizethewriting.Todaywewilllearnhowtowriteanoutline.PleaseturntoPage
31.ReadtheinstructionsinboldandpayattentiontosomequestionsIpreparedforyou.T:OK.Timeisup.HaveyoufinishedthesequestionsSs:Yes.T:NowI’llasksomeofyoutoanswerthesequestions.Canyou5studentsanswerthosequestionsonebyoneS1:Becauseanoutlinewillprepareyoutowriteabetterstory.S2:Agoodoutlineshouldhaveaheadlinealistofmainideaandalistofimportantdetails.S3:Aheadlinecantellthereaderwhatthetopicissoitcanattractthereaders’attentionsincethereadermaynothaveboughtthenewspaperbeforetheyreadtheheadline.S4:Firstorganizethemainideas.Nextputsomedetailsintoeachparagraph.S5:Anewspaperstorygivesthemostimportantnewsfirstandtheleastimportantnewslast.T:OK.Itseemsthatyouhaveknownhowtowriteanarticleforanewspaperaboutaspecialeventthathappenedaroundus.NowpleasereadtheexampleofanewspaperstoryinExercise1andthenfinishwhatyoureaskedtodo.I’llgiveyou2minutestodothis.TwominuteslaterT:Nowwecanseethetitleofthisstoryis…Ss:CyclistsReadytogoontheRoadforDisaster-HitAreasT:Good!HowmanypartsisthestorydividedintoSs:Twoparts.Thefirstoneisfromthebeginningto“inChina.”ThesecondpartisfromthecyclistsefromChinatotheend.T:Good!What’sthemainideaofeachparagraphS1:Itseemsthatthefirstsentenceisthemainsentence.S2:Idon’tthinkso.Becausethemainideashouldshowthepurposeofdoingsomething.SoIthinkthelastsentenceisthemainidea.T:Good!Youranalysisisright.InbriefthemainideaisthatthecyclistsplantogetmoneyforDisaster-HitAreas.ButwhatisthemainideaofthesecondpartS3:Madamwecan’tfindamainsentenceinthisparagraph.T:ReallyOhYeahagooddoubt.Sometimesweneedn’twriteoutthemainsentenceaccordingtothesituation.Thereaderscanconcludeitfromthedetails.That’sthereasonwhywecan’tfindamainsentence.AreyouclearS2:YesIunderstandit.T:NowyoucancheckyouranswerswiththeanswerpartonPage
32.Givethemafewsecondstocheck.T:NowI’dliketoshowyoumoreexamplesofsomenewspapers.Pleaselookatthescreen.Readthemandtrytofindtheoutlinesinthestories.ChinaleadsworldintrafficdeathsEXPERTSsaythatroadtrafficaccidentsareontheriseandChinaranksfirstintheworldintrafficdeathtolls.Worldwidestatisticsshowthattheglobaltrafficaccidentdeathtollamountedto500000in2003withthelargestshare104000reportedinChinafollowedbyIndiawith86000theUSwith40000andRussiawith26000saidDuanLirenformerdeputydirectoroftheBeijingTrafficManagementBureau.RoadaccidentsaretheseventhleadingkillerinChina.SevenkilledincargoplanecrashANAZERBAIJIANIII-76cargoplanecrashedinXinjiangnorthwestChinaTuesdaykillingallsevencrewmembers.Nopassengerswerefoundaboardsaidrescuers.Thecrashoccurredataround11:00amonTuesdaynearUrumqiInternationAirport.About80percentofthecargohasburnt.TheplanewasacharacteredflightfromTaiyuanShanxiProvincetoBakuinAzerbaijanviaUrumqicapitalofXinjiang.Thesearchfortheblackboxisstillbeingconducted.Theteachercanreadouttheexamplesforthestudentsonebyoneandasksthem“What’stheheadlineWhat’sthemainideaAndwhatarethedetails”BydoingthisthestudentscanmasterthestructureofnewspaperstoriesandarenotworriedaboutwritinganoutlineforChinaDaily.Afterdoingthistheteachercanexplaintostudentsthatnewspaperstoriesandshortstoriesareorganizedverydifferently.Usuallyashortstorybeginswithsmalldetailsandincludesbigdetailslater.Anewspaperstoryjustdoestheopposite.Bothkindsofstoriesuseparagraphswithmainideas.Thepoint-of-viewinagoodnewspaperstoryisobjectivei.e.ithasnopoint-of-viewwhileashortstoryissubjectivei.e.hasapoint-of-view.Anewspaperstoryhasnoconclusion;ashortstorygenerallydoes.Givethestudents5minutestopreparethetaskandthenhaveasummarybyaskingandanswering.StepⅡWritingaposter12minutesSBWritingTaskPage67InfactthispartisthecontinuousoneoftheSpeakingTask.ThatisSpeakingisthebaseoftheWriting.Theinstructionshavetoldthestudentshowtowriteaposterandwhatshouldbewrittendown.Askthestudentstoreadtheinstructionscarefullyandmakesuretheyknowwhattheyaregoingtodo.Givethem5minutestowrite.Possiblesample:PosterEarthquakesareterriblenaturaldisasters.Althoughwecannotavoiditwecansurvivebymakingpreparations.Herearetheessentialthingsyoushouldalwaystakeduringanearthquake.Youshouldtakeabottleofwater.Itcankeepyoualiveforalongtimeifyouaretrappedundertheruins.Takesomefruitincaseyouarehungry.Andalsotakeatorchlightandamobile.Thesecanhelpyoukeepintouchwiththeoutsideworldanditiseasyforrescueworkerstofindyouquickly.Don’tputfreshfruitinthebagastheywillgobadquicklyandcauseproblems.Don’ttakemoneyespeciallydon’tgobacktotakemoneywhenthehouseisshaking.Youmaybecaughtintheruins.StepⅢProject10minutesThisprojectbeginsbyaskingstudentstoreviewwhattheyhavelearnedaboutearthquakesandhowpeoplehavecopedwiththesesuddennaturaldisasters.Itthenasksthemtoapplythatknowledgebymakingachecklistofthingsthatshouldbedonebeforeduringandafteraquakehits.Thefunctionalitemoftheunitisreviewedasstudentsarediscussinganddecidingtheorderoftheirchecklists.Itisnotnecessaryorlikelythatstudentswillnumbertheircheckliststhesame.Whatisimportantiswhetherthesequenceislogicalandeachgroupcanjustifyorexplainit.Finallythestudentsmustchooseoneactionfromthechecklisttodiscussinmoredetail.Suggestedanswerkeytotheproject:Maybethesequencevary.
1.Howtoplanforfuturedisaster;
2.Howtomakenewbuildingssafer;
3.Howtoteachchildrenaboutearthquakesafety;
4.Howtorescuethosestilltrappedintheruins;
5.Howtotakecareofthesurvivors;
6.Howtoorganizesheltersforsurvivors;
7.Wheretoputinformationforsurvivorsandtheirfamilies;
8.Whattodowiththeruins;
9.Whattodowiththebuildingsthatsurvivedthequake;
10.Howtorepairbuildingsthatsurvivedthequake;
11.Wheretogetmoneytobuildagain;
12.Wheretofindpeopletohelprebuild;
13.Howtohonorthosekilledinthequake;
14.Howtohonortherescueworkers;StepⅣHomework2minutesT:Inthisclasswelearnedhowtowriteanoutlineofanewspaperstoryandhowtowriteaposter.Wehaveknownthedifferenceoftheoutlinebetweenthenewspaperandafoletale.Ihopeitcanhelpyoualotinyourwriting.Today’shomeworkistofinishtheSummingUpandCheckYourselftoconsolidatewhatyouhavelearned.OKthatisallfortoday.Bye-bye!。