高中英语必修1教案Unit_4_Earthquakes1.doc

Unit 4
Part One: Teaching Design (第一部分：教学设计)

Period 1: A sample lesson plan for reading
(A NIGHT THE EARTH DIDN’T SLEEP)
Aims
To listen and talk about natural disasters
To read about earthquakes
Procedures
I. Warming up
Warming up by looking
Good morning class. Have you ever experienced any natural disasters? Look at the pictures, can you name all the disasters?

volcano fire sandstorm

typhoon hailstone thunderstorm

flood hurricane earthquake
Have you ever experienced an earthquake? Can you describe how terrible an earthquake is?

(The earth is shaking; all the buildings will fall down; many people will die; many children will become orphans.)
Warming up by discussing
Now, look at the pictures of Tangshan and San Francisco in warming up and describe what you see in the pictures. (beautiful cities; broad roads; tall building; large population.)
What will happen if there has been a big earthquake in these two cities?
As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now let’s come to Pre-reading and decide what may happen before an earthquake comes.
II. Pre-reading
1.Talking and sharing
What are the signs of an earthquake? (e.g. Cows, pigs and dogs become too nervous too eat. The mice will run out of the fields looking for places to hide. The water in the wells will rise and fall. Walls of the wells in village will have deep cracks. There will be bright light in the sky….)
2. Imaging and sharing
Imagine there is an earthquake now, your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why?
III. Reading
1. Listening and fast reading
Now let’s come to the text “A NIGHT THE EARTH DIDN’T SLEEP” and see what it tells us.
Please listen to the text and get the general idea of the passage. You should pay attention to the first sentences of each paragraph. In what order is the text written? (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 earthquake.)
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them in your notebook after class as homework.
Collocations from A NIGHT THE EARTH DIDN’T SLEEP
a smelly gas, come out of, in the farmyards, too nervous to eat, run out of, look
for place to hide, water pipes, think little of sth., as usual, it seemed that, at an
end, one hundred kilometers away, one-third, eight kilometers long, thirty meters
wide, cut across, in ruins, be injury, the number of, reach more than 400, 000,
everywhere, everything was destroyed, be gone, blow away, sth. be not safe for, tens of thousands of, give milk, half a million, instead of, be shocked, later that afternoon,
be trapped under the ruins, fall down, all…is/was not…,hundreds of thousands of,
dig out, the dead, to the north of, coal mines, built shelters, fresh water
3. Reading aloud and translating
Next we are going to read aloud the text and translate it into Chinese.
4. Reading and transforming information
Read the text again and answer the following questions.
1. What natural signs of coming disaster were there?
2. Can you think of some reasons why these signs weren’t noticed?
3. Can you describe the disaster caused by the earthquake?
4. What events and situations probably made the disaster worse?
5. How were the survivors helped?
6. Could anything more have been done to help the survivors? Why or why not?
Answers: 1, 3, 4, 5 are easy to answer.
2. Maybe at that time people didn’t have knowledge of an earthquake.
6. The students have their own answers.
4. Discussing writing style
As you have understood the general idea of the text, I still put more questions to you.
1. From whose point of view are events described? How do you know? (A writer
who didn’t see the quake uses the third person “they” when he writes.)
2.Why do you think the writer chose to express her feelings about the quake rather than simply report what happened? (Although the writer was not there he felt sad for the people of Tang Shan. He knows that giving some feelings will make the reading more interesting.)
3.Why is the title “A NIGHT THE EARTH DIDN’T SLEEP”? (As usual, night is the time to sleep, and night should be quiet and safe. But that night everything changed. The writer used it as a title to show how terrible and how unusual that night is.)
5. Reading and understanding difficult sentences.
If you have some difficult sentences to understand, come to me for help.
IV. Closing down
Closing down by doing exercises
Now please do the comprehending Exercises 1, 2 and 3 on page 27.
Closing down by discussing
By now you’ve known that earthquakes are terrible natural disasters and that China is unlucky enough to have a lot of them. Now imagine that your group lives in the city that has a lot of earthquakes, what should you do during an earthquake? Look at the given situation and discuss in pairs.
(1) If you are OUTDOORS, …
(2) If you are in a HIGH BUILDING, …
(3) If you are DRIVING, …
(4) If you are HAVING CLASS, …
(5) If you are in a CINEMA, …
What should you do during the earthquake?
Situation:
(1) how to rescue those still trapped in the ruins;
(2) how to take care of the survivors;
(3) how to repair buildings that survived the earthquake;
(4) what to do with the buildings that survived the earthquake;
(5) where to find people to help build a new city;
(6) how to teach children about earthquake safety;
(7) where to put information for survivors and their families;
(8) how to plan for further disasters.

Period 2: A sample lesson plan for Learning about Language
(The Attributive Clause: that, which, who, whose)
Aims
To learn about the usage of who, which, that and whose in the Attributive Clause
To discover useful words and expressions
Procedures
I. Warming up
Warming up by discovering useful words and expressions
Hello everyone. After reading the passage, we have got to know the usage of the words and expressions, but we should do more practice. Now turn to page 27 to find the correct words and expressions from the passage to finish the sentences. You are given two minutes to finish them. Of course, you can discuss with your partners. Two minutes later, check in pairs and then check with the whole class.
II. Learning about language
1. Reading and finding
Turn to page 26 and read the text A NIGHT THE EARTH DIDN’T SLEEP. Tick out the attributive clauses in the reading passage and translate them into Chinese.
2. Doing Exercises 2 on page 28
Turn to page 28 and do Exercise 2 in pairs.
III. Ready used materials for Relative Pronouns: which, that, who whom whose
What are Relative Pronouns?
Relative pronouns are special pronouns which can connect the antecedent and the
attributive clause. Also they can be used as a part of the attributive clause. Here
are some important differences:
1． which/ that: referring to things, can be used as a subject or an object in the
attributive clause; when they are used as an object, they can be omitted:
The plane is a machine that/which can fly.
The school (that/which) he visited last week is to the south of the city.
2. that/ who/whom: referring to a person, can be used as subject or object in the
attributive clause; whom can be used as an object:
The girl (that/whom/who) we saw yesterday was Jim’s sister.
The man that/who is talking to my father is my maths teacher.
3. whose: referring to a person or a thing, can be used as an attribute in the
attributive clause:
This is the writer whose name is known all over the world.
The room whose window faces south is mine.
4.Before everything, anything, everybody, anybody, all, the best +n, the
fifth +n, we use that instead of which:
All (that) I need is time.
This is the largest factory (that) I have ever visited
The sixth lesson (that) we are learning is the most difficult in Book Two.
5. We can’t use that in a Non-Defining Attributive Clause:
I have lost the pen, which I like very much.
I have two sisters, who are both teachers.
IV. Closing down by doing a quiz
Now you are going to take a quiz on Relative Pronouns.
Fill in the blanks, using which, that, who, whom, whose.
(1) The force ( ) causes everything to fall towards the ground is called gravity.
(2) A friend ( ) helps you in time of need is a friend indeed.
(3) Do you know the girl ( ) parents are teachers in our school?
(4)The woman ( ) I spoke to just now is my English teacher.
(5) He saw a house ( ) windows were all broken.
(6)Everything ( ) can be done today mustn’t be done tomorrow.
(7)Can you think of anyone ( ) could look after him?
(8)This is the best hotel ( ) I know.
(9)The man ( ) I saw told me to come back today.
(10)Those ( ) want to go to the Great Wall write down your names here.
(11) He talked a lot about the teachers and the schools ( ) he had visited.
(12)The ninth lesson ( ) we are learning is the most difficult in Book One.
(13)Mount Blanc(勃朗峰), ( ) they visited last month, is the highest mountain in Europe.
(14)We know all the teacher ( ) work in our school.
(15)The house in ( ) Lu Xun once lived is a museum now.
(16)The house ( ) Lu Xun once lived is a museum now.
(17)The house ( ) Lu Xun once lived in is a museum now.
(18)You can take any room ( ) you like.
(19) He showed a machine ( ) parts are too small to be seen.
(20)The sports meet was put off, ( ) was exactly what we wanted.
Answers to the exercises: (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)in which/where (17)which/that (18)that (19)whose (20)which

Period 3:A sample lesson plan for Using Language
(A letter from Zhang Sha)
Aims
To read and speak about traveling
To write a letter describing feeling about traveling
Procedures
I. Warming up
Warming up by discussing
Have you ever written a speech? What is a speech? Speech means an act of speaking formally to a group of listeners. What do you have to consider when you are writing a speech? Please discuss it in pairs. (1. Who is the audience? 2. How can we express ourselves clearly?)
Warming up by reading
What should you include in your speech when you try to write one? Read the letter on page 29 and imagine you are the student who was invited to give a speech. Now write a short speech, in which you should follow the points in exercise 3 on page 29.
II. Reading and underlining
Read the letter and exercises again and underline all the useful expressions or collocations in the letter. Copy them in your notebook after class as homework.
Collocations from the letter
congratulations, be pleased to do sth., win the high school speaking competition, a
group of five judges, all of whom, agree, be proud of, open a new park, honour those who died in the terrible disaster, would like to do, have you do sth., as you know, invite sb.
to do sth., on that special day, at the beginning of, thank sb, for doing sth.,
honour sb. for sth., be known as, encourage sb. to do sth., be happy to do sth.,
collect stamps, lose one’s life
III. Listening
Turn on your books at page 30. We’ll listen to a story about a person who experienced the 1906 San Francisco earthquake. I’ll play the tape three times. First listen and try to get some details that exercises 1 and 2 request. Second listen again and try to finish the exercises. Third listen and check your answers.
IV. Guided writing (SB. page 31)
1. Making a introduction
Have you ever read a newspaper story? Now turn on your books to page 31 and look at Writing. Read the brief description about how to write a newspaper story. Compare a newspaper story to a short story and answer the following questions.
1) What should you write before writing a newspaper story? (outline)
2) What should a newspaper outline have? (a headline; a list of main ideas; a list of important details)
3) Why a headline is needed? (It can tell the readers what the topic is; it can also attract the readers’ attention)
4) How can you finish a newspaper story? (First, you should write a headline, then organize your main ideas into paragraphs, and then put some details into each paragraph.)
5) Have you found out the difference between a newspaper story and a short story?
(Usually a short story begins with small details and includes big details later. A newspaper story does just the opposite. Both kinds of stories use paragraphs with main ideas. In a good newspaper story, the point-of-view is objective (i.e. it has no point-of-view) while a short story is subjective (i.e. it has a point-of-view). A newspaper story has no conclusion; a short story generally does.)
Now I’ll show you a newspaper story to find out the headline, main idea and details of each paragraph.
THE WASHINGTON POST
SEATTLE-A powerful earthquake with a magnitude of 6.8 hit Washington State last week. The quake, the biggest in 50 years, caused billions of dollars in damage. But miraculously, only one person died and more than 100 people were injured in the quake.
Authorities said one reason there wasn’t greater destruction is that the region spent millions of dollars in the last decade designing earthquake----proof facilities and improving existing buildings, schools and homes.
Earthquake expert said the event illustrated(说明) the growing gap between rich and poor nations in the ability to mitigate(减轻) natural disasters. Only a handful of people were seriously injured here, a slight number compared with the devastation(破坏) in countries like Turkey, India and El Salvador, where quakes have buried thousands under poorly constructed buildings.
2. Writing
Now prepare the outline for a short newspaper story for China Daily. You can use the example in exercise 1 to help you organize your outline.
3. Underling
Read the outline and the newspaper story in Writing and underline all the useful expressions or collocations in them. Copy them to your notebook after class as homework.
Collocations from Writing
a list of, put some details into each paragraph, a team of, raise money, thousands of,
plan to do sth., in early June, hope to do sth., be interested to do sth.
IV. Closing Down
Closing down by summary
We have learned a lot about earthquakes. Now let’s have a summary about what we have learned. Look at the following questions.
(1) Have you ever experienced an earthquake?
(2) Can you describe an earthquake in English?
(3) What do you know about the cause of an earthquake?
(4)