小學(xué)教學(xué)教案

Unit 4 Earthquakes 教學(xué)安排。

近年來發(fā)生的各種自然災(zāi)害對人類的破壞越來越大，通過這個單元的學(xué)習(xí)，能使沒有經(jīng)歷過地震的學(xué)生了解有關(guān)自然災(zāi)害(尤其是地震)的詞匯和短語,了解地震的成因、預(yù)兆、地震造成的損失，以及地震時的應(yīng)急救生和震后救援.“熱身”部分要求學(xué)生描述與地震有關(guān)的話題。＂閱讀＂部分是一篇新聞報道，介紹了唐山大地震前的預(yù)兆，地震造成城市建筑的損失，以及震后的救援情況?！罢Z言學(xué)習(xí)”部分是自主學(xué)習(xí)本單元的詞匯，數(shù)字表達(dá)法以及定語從句，培養(yǎng)學(xué)生自主學(xué)習(xí)的能力。“語言運用”部分的讀寫說訓(xùn)練提供了一封邀請信，請學(xué)生寫一篇在大地震紀(jì)念公園落成儀式上的演講稿，然后說說唐山大地震的紀(jì)念郵票。聽力材料是一位美國人以第一人稱講述他在1906年舊金山大地震中的可怕經(jīng)歷，培養(yǎng)學(xué)生在真實語境中提取信息的能力。

通過這些使學(xué)生們充分認(rèn)識地震的特征和給人類帶來的危害，進(jìn)而提高與之做斗爭的決心和信心,努力學(xué)習(xí)，打好基礎(chǔ)，爭取為人類的發(fā)展做出貢獻(xiàn)。

教學(xué)方式

自主學(xué)習(xí)，合作學(xué)習(xí)，任務(wù)型教學(xué)。

利用多媒體，音像，報刊，雜志等資料給同學(xué)們以生動形象的感官認(rèn)識。根據(jù)需要設(shè)計目的明確的任務(wù)，運用信息差型任務(wù)和解決問題型任務(wù)教學(xué)，加強學(xué)生自主學(xué)習(xí)的能力。通過分小組來完成任務(wù)，增強團結(jié)協(xié)作的能力。

教材重組

第一課時聽說課

從話題內(nèi)容和功能上來分析,WarmingupPre-reading和workbook中的listening相一致，旨在啟發(fā)學(xué)生討論并引出本單元相關(guān)的話題,可以整合為一節(jié)任務(wù)型聽說課。

第二課時精讀

將reading和comprehending整合成一節(jié)閱讀課。

第三課時語言學(xué)習(xí)

將Learningaboutlanguage與Workbook中的Usingwordsandexpressions,Usingstructures結(jié)合在一起上一節(jié)語言學(xué)習(xí)課。

第四課時泛讀課

將Usinglanguage中的Readingandtalking與Workbook中Readingtask上成一節(jié)泛讀課。

第五課時綜合課

Usinglanguage中Listening與Workbook中的reading同為目擊證人對災(zāi)難現(xiàn)場的描述，可以整合為一節(jié)課。

第六課時寫作課

Usinglanguage中的Writing.

第七課時復(fù)習(xí)課

評講翻譯練習(xí)，Summingup和Learningtip.

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Unit 4 Earthquakes教案

Unit4Earthquakes
Period3Grammar(TheAttributiveClause(Ⅰ)
整體設(shè)計
從容說課
Thisisthethirdteachingperiodofthisunit.Totestwhetherthestudentshavegraspedtheimportantanddifficultlanguagepointstheylearnedinthelastperiod,theteachershouldfirstofferthemsomerevisionexercises.Thepattern“Notall...”or“All...not...”isabitimportant,sospecialexercisesshouldbedesigned.
Thisteachingperiodmainlydealswiththegrammar:theAttributiveClauseintroducedbythat,which,whoandwhose.Firstly,theteachercanaskthestudentstoreadthetextANighttheEarthDidn’tSleep,tickouttheattributiveclausesinthereadingpassageandtranslatethemintoChinese.Secondly,summarizetheusagesoftheAttributiveClause,especiallytheusagesofRelativePronouns:which,that,who,whomandwhosebygivingalotofexamplesentences.Thirdly,dotheexercisesinDiscoveringusefulstructuresonPage28andmoreexercisesforstudentstomastertheusagesofwhich,that,who,whomandwhose.
Attheendoftheclass,askthestudentstoreadthepassageASafeHomeanddotheexercisesinUsingstructuresonPage64andadditionalexercisesforconsolidation.
教學(xué)重點
GetthestudentstomastertheAttributiveClauseintroducedbythat,which,whoandwhose.
教學(xué)難點
Enablethestudentslearnhowtousethat,which,whoandwhosecorrectly.
教學(xué)方法
1.Task-basedteachingandlearning
2.Cooperativelearningandpractice
教具準(zhǔn)備
Aprojectorandothernormalteachingtools
三維目標(biāo)
Knowledgeaims:
1.GetthestudentstolearntheAttributiveClauseintroducedbythat,which,whoandwhose.
2.Letthestudentslearndifferentusagesofthat,which,whoandwhose.
Abilityaims:
1.Enablethestudentstouseattributiveclausestodescribethingsandpersons.
2.Enablethestudentstoknowhowtochoosecorrectrelativepronounsforattributiveclauses.
Emotionalaims:
1.Getthestudentstobecomeinterestedingrammarlearning.
2.Developthestudents’senseofgroupcooperation.
教學(xué)過程
設(shè)計方案
→Step1Revision
1.Checkthehomeworkexercises.
2.Dictatesomenewwordsandexpressions.
3.Translatethesentences:
1)并非所有的竹子都能長高。
2)她們?nèi)疾簧瞄L舞蹈。
Suggestedanswers:
1)Notallbamboocangrowtall./Allbamboocannotgrowtall.
2)Noneofthemis/aregoodatdancing.
→Step2Readingandfinding
TurntoPage26andreadthetextANighttheEarthDidn’tSleep.TickouttheattributiveclausesinthereadingpassageandtranslatethemintoChinese.
Suggestedanswers:
1.Buttheonemillionpeopleofthecity,whothoughtlittleoftheseevents,wenttobedasusualthatnight.
但是，唐山市的一百萬居民當(dāng)天晚上照常上床睡覺了，他們幾乎都沒有把這些情況當(dāng)一回事。
2.ItwasheardinBeijing,whichisonehundredkilometersaway.
100千米以外的北京市都聽到了地震聲。
3.Ahugecrackthatwaseightkilometerslongandthirtymeterswidecutacrosshouses,roadsandcanals.
一條8千米長30米寬的巨大裂縫橫穿房舍、馬路和渠道。
4.Thenumberofpeoplewhowerekilledorinjuredreachedmorethan400000.
死傷的人數(shù)達(dá)到40多萬。
5.Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.
救援人員組成小分隊，將被困的人挖出來，將死者掩埋。
6.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.
救援人員為那些家園被毀的幸存者蓋起了避難所。
→Step3Summaryoftheattributiveclause
1.與定語從句相關(guān)的概念
什么是定語從句？什么是先行詞？什么是關(guān)系詞？關(guān)系詞在定語從句中分別起什么作用？
2.關(guān)系代詞引導(dǎo)的定語從句
關(guān)系代詞放在定語從句和先行詞之間引導(dǎo)定語從句，并代替先行詞在定語從句中充當(dāng)主語、賓語、定語等成分。關(guān)系代詞在定語從句中作主語時，從句謂語動詞的人稱和數(shù)要和先行詞保持一致；關(guān)系代詞在定語從句中作賓語時可以省略，作其他成分時不能省略。
1)which引導(dǎo)定語從句時，先行詞是除人以外的表示事物或動物的名詞或代詞，在從句中作主語或賓語。
Aprosperitywhichhadneverbeenseenbeforeappearsinthecountryside.
農(nóng)村出現(xiàn)了前所未有的繁榮。（which在從句中作主語）
Thepackage(which)youarecarryingisabouttocomeunwrapped.
你拿的包裹快散了。（which在從句中作賓語，可以省略）
2)who引導(dǎo)定語從句時，先行詞是表示人的名詞或代詞，在從句中作主語；作賓語時用其賓格whom（在口語中也可用who）。
Ishethemanwhowantstoseeyou?
他就是想見你的人嗎？(who在從句中作主語）
Heistheman(whom/who)Isawyesterday.
他就是我昨天見的那個人。(whom/who在從句中作賓語，可以省略）
3)that引導(dǎo)定語從句時，先行詞既可是表人的名詞或代詞（相當(dāng)于who/whom），也可是表物的名詞或代詞（相當(dāng)于which），在從句中作主語或賓語。
Aplaneisamachinethat/whichcanfly.
飛機是能飛的機器。
Idon’tknowthemanthat/whoisreadingthenewspaperoverthere.
我不認(rèn)識在那邊讀報的男子。
Doyoulikethebook(that/which)youborrowedyesterday?
你喜歡你昨天借的那本書嗎？
Sheisthegirl(that/whom/who)youwanttoknow.
她是你想認(rèn)識的女孩。
4)whose引導(dǎo)定語從句時，先行詞既可是指人的名詞，也可是指物的名詞，在從句中作定語，相當(dāng)于ofwhom或ofwhich。
Theyrushedovertohelpthemanwhosecarhadbrokendown.
那人車壞了，大家都跑過去幫忙。
Pleasepassmethebookwhosecoverisgreen.
請遞給我那本綠皮的書。
（如果學(xué)生基礎(chǔ)較好，語法部分也可用英語講解。）
RelativePronouns:which,that,who,whom,whose
WhatareRelativePronouns?Relativepronounsarespecialpronounswhichcanconnecttheantecedentandtheattributiveclause.Alsotheycanbeusedasapartoftheattributiveclause.Herearesomeimportantdifferences.
1.which/that:referringtothings,canbeusedasasubjectoranobjectintheattributiveclause;whentheyareusedasanobject,theycanbeomitted.
Theplaneisamachinethat/whichcanfly.
Theschool(that/which)hevisitedlastweekistothesouthofthecity.
2.that/who/whom:referringtoaperson,canbeusedassubjectorobjectintheattributiveclause;whomcanonlybeusedasanobject.
Thegirl(that/whom/who)wesawyesterdaywasJim’ssister.
Themanthat/whoistalkingtomyfatherismymathteacher.
3.whose:referringtoapersonorathing,canbeusedasanattributeintheattributiveclause.
Thisisthewriterwhosenameisknownallovertheworld.
Theroomwhosewindowfacessouthismine.
4.Beforeeverything,anything,everybody,anybody,all,thebest+n.thefirst+n.etc.,weusethatinsteadofwhich.
All(that)Ineedistime.
Thisisthelargestfactory(that)Ihaveevervisited.
Thesixthlesson(that)wearelearningisthemostdifficultinBookTwo.
5.Wecan’tusethatinanon-restrictiveattributiveclauseorafterapreposition.
Ihavelostthepen,whichIlikeverymuch.
Ihavetwosisters,whoarebothteachers.
AtlastImetthewriterofwhomIhadheardlongbefore.
Thisisthehouseinwhichthefamousmanwasborn.
→Step4Practice
1.TurntoPage29.DoExercise2inDiscoveringusefulstructure.
2.Fillintheblanks,usingwhich,that,who,whomandwhose.
1)Theeggs______________Iboughtyesterdaywerenotfresh.
2)Thefriend______________cametosupperlastnightwasn’thungry.
3)Heprefersthegoose______________comesfromhisparents’farm.
4)Thenoodles______________youcookedweredelicious.
5)Hesawahouse______________windowswereallbroken.
6)Idon’tlikethepeople______________smokealot.
7)Theman______________livesnexttoussellsvegetables.
8)Ipreferdumplings______________havejustbeencooked.
9)Don’tdrinkwater______________hasnotbeenboiled.
10)Those______________wanttogototheGreatWallwritedownyournameshere.
11)Thepotatoes______________weatejustnowwereexpensive.
12)Thepancakes______________youhadforbreakfastweremadeofcorn.
13)Heshowedamachine______________partsaretoosmalltobeseen.
14)Afish______________hasabrighteyeisfresh.
15)You’dbetterbuyvegetablesfromfarmers______________growthem.
Severalminuteslater,checktheanswerswiththeclass.
Suggestedanswers:
1)(which/that)2)who/that3)which/that4)(which/that)5)whose
6)who/that7)who/that8)which/that9)which/that10)who11)(which/that)12)(which/that)13)whose14)which/that15)who/that
→Step5Workbook
DoExercise1andExercise2inUsingstructuresonPage64.
→Step6Consolidation
Showtheexercisesonthescreen.
1.把下面的兩個簡單句合并成一個含定語從句的復(fù)合句：
1)Themanhasbeencaught.Hedidtherobbery.
2)Thechairwasabrokenone.Isatinthechairjustnow.
3)Aplaneisamachine.Itcanfly.
4)Tomistheboy.Hedamagedthevaseyesterday.
5)Maryisthegirl.HerEnglishisthebestinourclass.
6)Iwantedtoseethewoman.Shehadalreadyleft.
7)Theonemillionpeopleofthecitywenttobedasusualthatnight.
Theythoughtlittleoftheseevents.
8)Workersbuiltsheltersforsurvivors.
Theirhomeshadbeendestroyedintheearthquake.
2.用定語從句翻譯下面的句子：
1)玉米是人和動物都可以食用的植物。
2)我們昨天看的那場電影一點意思也沒有。
3)我在商店碰到的那位婦女是我的一位老同學(xué)。
4)學(xué)習(xí)不刻苦的那些人是不會通過這次考試的。
5)我住在窗戶朝南的那個房間里。
6)任何人犯法都應(yīng)受到懲罰。
Checktheanswerswiththeclassanddealwithanyproblemsstudentsmeet.
Suggestedanswers:
1.1)Themanwho/thatdidtherobberyhasbeencaught.
2)Thechair(which/that)Isatinjustnowwasabrokenone.
3)Aplaneisamachinewhich/thatcanfly.
4)Tomistheboywho/thatdamagedthevaseyesterday.
5)MaryisthegirlwhoseEnglishisthebestinourclass.
6)Iwantedtoseethewomanwho/thathadalreadyleft.
7)Theonemillionpeopleofthecity,whothoughtlittleoftheseevents,wenttobedasusualthatnight.
8)Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyedintheearthquake.
2.1)Cornisaplantwhich/thatcanbeeatenbypeopleandanimals./Cornisaplant(which/that)peopleandanimalscaneat.
2)Thefilm/movie(which/that)wesawyesterdaywasnotinterestingatall.
3)Thewoman(whom/that/who)Imetintheshopwasoneofmyoldclassmates.
4)Thosewhodon’tworkhardwon’tpasstheexamination.
5)Iliveintheroomwhosewindowfacessouth.
6)Anyonewhobreaksthelawwillbepunished.
→Step8Homework
1.Finishofftheworkbookexercises.
2.Learntheimportantgrammarpointsbyheart.
板書設(shè)計?
Unit4Earthquakes
RelativePronouns:which,that,who,whom,whose?
WhatareRelativePronouns?
Relativepronounsarespecialpronounswhichcanconnecttheantecedentandtheattributiveclause.Alsotheycanbeusedasapartoftheattributiveclause.Herearesomeimportantdifferences.
1.which/that:referringtothings,canbeusedasasubjectoranobjectintheattributiveclause;whentheyareusedasanobject,theycanbeomitted.
Theplaneisamachinethat/whichcanfly.
Theschool(that/which)hevisitedlastweekistothesouthofthecity.
2.that/who/whom:referringtoaperson,canbeusedassubjectorobjectintheattributiveclause;whomcanonlybeusedasanobject.
Thegirl(that/whom/who)wesawyesterdaywasJim’ssister.
Themanthat/whoistalkingtomyfatherismymathteacher.
3.whose:referringtoapersonorathing,canbeusedasanattributeintheattributiveclause.
Thisisthewriterwhosenameisknownallovertheworld.
Theroomwhosewindowfacessouthismine.
4.Beforeeverything,anything,everybody,anybody,all,thebest+n.thefirst+n.etc.,weusethatinsteadofwhich.
All(that)Ineedistime.
Thisisthelargestfactory(that)Ihaveevervisited.
Thesixthlesson(that)wearelearningisthemostdifficultinBookTwo.
5.Wecan’tusethatinanon-restrictiveattributiveclauseorafterapreposition.
Ihavelostthepen,whichIlikeverymuch.
Ihavetwosisters,whoarebothteachers.
AtlastImetthewriterofwhomIhadheardlongbefore.
Thisisthehouseinwhichthefamousmanwasborn.

活動與探究?
Asweallknow,theattributiveclauseisveryimportant.Therearemanyproverbswithattributiveclauses.Getonlinetofindsomeoutforyoutoimitateandremember.Youshouldtrytofindoutatleastfiveones.
Possibleversion:
1.Allthatglittersisnotgold.
閃光的并不都是金子。
2.Alliswellthatendswell.
結(jié)局好，一切都好。
3.Hewholaughslastlaughsbest.
誰笑到最后誰笑得最好。
4.Hewhodoesn’treachtheGreatWallisnotatrueman.
不到長城非好漢。
5.Hewhoknowsothersislearned,andhewhoknowshimselfiswise.
知人者智，自知者明。
6.Hewholovesothersisconstantlyloved,andhewhorespectsothersisconstantlyrespected.
愛人者恒愛之，敬人者恒敬之。
7.Godshelpthosewhohelpthemselves.
自助者天助/天助自助之人。
8.Friendshipislikesoundhealth,thevalueofwhichisseldomknownuntilitislost.
真正的友誼猶如健康的身體，失去時方知其可貴。
9.Thehandsthatpushcradlesarethehandsthatpushtheworld.
推動搖籃的手，就是推動世界的手。
10.Nothingintheworldisdifficultforonewhosetshismindtoit.
世上無難事，只怕有心人。

Unit4Earthquakes

作為杰出的教學(xué)工作者，能夠保證教課的順利開展，高中教師要準(zhǔn)備好教案，這是高中教師的任務(wù)之一。教案可以讓學(xué)生更好的吸收課堂上所講的知識點，幫助高中教師有計劃有步驟有質(zhì)量的完成教學(xué)任務(wù)。高中教案的內(nèi)容具體要怎樣寫呢？以下是小編為大家精心整理的“Unit4Earthquakes”，歡迎大家與身邊的朋友分享吧！

Unit4Earthquakes
TheFirstPeriodLeadingin,Warmingup
Pre-reading
ByLiuXiaohuafromHonglingMiddleSchool

一、教學(xué)目標(biāo)（Teachingaims）
Student’sBook
1.能力目標(biāo)（abilityaim）
a.Letthestudentsknowsomethingabouttheearthquakes.
b.Enablethestudentstotalkaboutwhattheyshoulddoinadisasterforthemselves
2.語言目標(biāo)(languageaim)
a.Wordsandexpressions
imagine,shake,rightaway
b.Importantsentence
Whatdoyouthinkmayhappenbeforeanearthquake?
二、教學(xué)重難點(Teachingimportantpoints)
Letthestudentsknowwhatacorrectattitudetowardsadisasterisandwhattheyshoulddoinadisasterforthemselvesandfortheotherpeople.
三、教學(xué)方法(Teachingmethod)
a.Discussing
b.Talking
c.Activities.
四、教具準(zhǔn)備(TeachingAids)
Multi-mediacomputer
五、　教學(xué)步驟(Teachingprocedure)

StepⅠ.Lead-in:
T:What’sthebiggestsoundyouhaveheardinyourlife?
(thesoundofthewindthatblewinawinternight;thenosewhenplanestakeoff;thesoundoftrains;thesoundofthunder…..)
Butdidyouoncehearthesoundthattheheavenfallsandtheearthcrack.InChineseitis天崩地裂？
Ifthereisasoundlikethiswhatisit?Whatwillhappen?
Todaywe’lllearnsomethingaboutearthquakes.Canyouimaginehowterribleitis?
Firstletthestudentsanswerthefollowingquestion.
Whichofthefollowingmaycausepeoplethegreatestdamage?
Earthquake,Typhoon,Flood,Drought
Variousanswersarepossible.Studentsshouldgivereasonstosupporttheiranswers.Allofthemarenaturaldisasters,theyhavesomethingincommon,atthesametime,theyhavemanydifferences.
Letthestudentsknowsomethingabouttheearthquake.(slides)
T:Howdoestheearthquakeoccur?
Thenshowthefilmtothestudents.(filmabouttheearthquake)
T:Whensomeplatesoftheearthmovesuddenly,anearthquakehappens.Manyearthquakesbeginunderthesea.Infact,earthquakesmayhappennearhighmountains.
Duringanearthquake,theshakingmakerocksrisesuddenlyandevencracksopen.Housesfall,peoplearekilledorhurt,andsometimesthewholevillagesorcitiesaredestroyed.Somevillagesevendisappearcompletely.

StepⅡ.Talking
T:Earthquakesaredisasterstoeverybody.NowlookatthetwopicturesofTangShanandSanFrancisco.Canyoudescribewhatyouseeinthepictures?
(Showtwopicturestothestudentsandtellthestudentstheyaretoday’sTangshanandSanFrancisco.Butmanyyearsagosomebigearthquakeshitthesetwobeautifulcities.)
1.ShowthepicturesofSanFranciscotothestudentsandletthemdescribetoday’sSanFranciscoandthenletthemknowwhathappenedinSanFranciscoin1906
(FromthepictureofSanFrancisco,wecanseeitisaverybigcity.Therearemanytallbuildingsthicklystandingontheearth.Andthepopulationofthecityisverylarge.)
2.ShowthepicturesofTangshantothestudentsandletthemdescribetoday’TangshanandthenletthemknowwhathappenedinTangshanin1976.
(Today’Tangshanisabeautifulcity.Ithasbeautifulgardens,broadroadsandsometallbuildings.)
T:But,whatwillhappeniftherehasbeenabigearthquakeinthesetwocities?Workingroupsanddiscussit.ThenI’llasksomeofyoutosayoutyouropinion.
(Aftertheterriblequake,everythingisdestroyed,whatwecanseeisfallenbuildingsanddeadbodies.Thepolicemen,thesoldiersandsomeothervolunteersarerescuingthepeopletrappedintheruins….)
T:Right,nowlet’sseeafilm.
(LetthestudentsseeafilmaboutTangshanEarthquake.)(film)
T:AftertheearthquakethecityofTangshanbecame…..
Letthestudentsdiscusswhattheysaw.Andthentalkaboutthepicturesintheirownwords.
Thehouse….
Thefire….
Thebridge….
Theroad…
Thepoliceandthevolunteers….
Thepeople…..
(TangshanEarthquakehappenedonJuly28,1976.Itwasthegreatestearthquakeofthe20thcenturyinChina.Beforetheearthquake,manystrangethingshappened,butpeoplethoughtlittleofthem.Suchagreatnumberofpeoplediedduringtheearthquake,becausethequakehappenedwhiletheyweresleeping.Thenumberofpeoplewhowerekilledorinjuredreachedmorethan400,000.Andallthetrafficwasalmostdestroyedafterthequake.Thousandsofthousandsofpeoplebecamehomelessinashorttime.ManysoldiersweresenttoTangshantorescuethesurvivorsaftertheearthquake.
Letthestudentstalkaboutthedamagecausedbyearthquakes
Usingthefollowingwordsandphrases:
shake,break,falldownonto,hurt,destroy,homeless,die…..

StepⅢ.Pre-reading
T:Butwecanavoidoratleastreducethelosscausedbyearthquakes.Andwecanforetellit.
Doyouknowwhatwouldhappenbeforeanearthquake?
Canwedosomethingtokeepourselvessafefromearthquakes?
(1.Thereisoftenagreatsound.
2.Animalsmaybetoonervoustoeat.
3.Maybetherearebrightlightsinthesky.
4.asmellygasmaycomeoutofthewell.
5.Inthecitythewaterpipesinsomebuildingscrackandburst.
6.Scientistshavestudiedearthquakesandmakemapsthatshowthe“earthquakebelts”.Inareasinthesebelts,itispossibleforearthquakestohappen.Intheseareaswecanbuildstronghousestofightagainstearthquakes.)
DiscussionActivities
1.Showsomepicturestothestudentsand
letthemdiscuss.
Letthestudentslookatthemanddecide
whatsituationmayhappenbeforean
earthquake.
2.Thenfillinthemissingwords
accordingtothepictures.
a.Thewaterinthewells____and____.Andsomedeep______couldbeseeninthewellwalls.A______gascameoutthecracks.
b.MiceranouttheFields___________placestohide.Fish_________outofbowsandponds.
c.Thechickensandevenpigswere______nervous_____eat.Thedogwas________loudlyagainandagain.
d.Peoplecouldsee_______lightsinthesky.
3.Letthestudentsdiscussiftheyhaveeverexperiencedanearthquake.

StepⅣDiscussionActivities
T:Whatdoyouthinkmayhappenbeforeanearthquake?
(Beforeanearthquake,animalswillbecomenervous.Cow,pigs,,horsesanddogswillbeupset.Andpeoplecanseemicerunningabout.Iftheearthquakehappensduringwinter,peoplecanevenseesnakes.)
T:Haveyoueverexperiencedanearthquake?
Letthestudentsdiscussandthentalkaboutit.

StepⅤHomework
PreviewReadingmaterialandthendoexerciseonpage27.1-3(incomprehending)

Unit4Earthquakes-writing教案

Unit4Earthquakes-writing教案

NewsWriting

Teachingaims:

1.Getstudentstolearnhowtowritenews;

2.Trainstudentstheabilitytocooperatewitheachotherandtosearchforinformation;

3.LearnmoreaboutTangshanearthquakeandhonorthepeopleofTangshan.

Teachingdifficulties:

1.Howtomakestudentslearnwritinginamorepracticalandeffectiveway;

2.Howtohelpstudentsunderstandthetipsforwriting.

Teachingprocedure:

Step1:Lead-in

----The30thanniversaryofTangshanearthquake(news)

T:WehavelearnttheTangshanearthquake.Whendidithappen?Howmanypeoplediedduringtheearthquake?

Step2:Presentationofstudents’newswriting(homeworkoflastclass)

----pointoutthemistakesinnewswritingaccordingtothreeaspects

T:YouhavefinishedthenewswritingofTangshanearthquake,andnowit’stimeforyoutoshowyourproject.Othershavetopointoutthemistakesinhisorherwritingaccordingtothreeaspects.

----Threeaspects:headline;contentandlanguage

T:Whatdoyouthinkofhisorherwriting?Isitapropernewswriting?Whathaveyoudonebeforeyourwriting?

Step3:Tipsforwriting

1.Preparation----anoutline

Preparation:Chooseatopic;decidewhatyouwanttosayaboutthetopic;Organizeyourideasandwriteclearly.

Outline:Aheadline;alistofmainideas;Alistofimportantdetails

2.Headline

⑴Appreciationofheadlines

Newbusinessregulations;

NewtaxonhousingsalesANighttheEarthdidn’tSleep;

CyclistsReadytoGoontheRoadforBlindKids;

ChinaMarks30thAnniversaryofTangshanEarthquake;

DoesBeijingsnackchangeitsflavor?

MemoriesofquakediehardforTangshansurvivors;

ChaoChien-mingreleased.⑵characteristicsofheadlines

Q:what’sthecharacteristicofheadlines?

⑶practice----writeheadlinesforthefollowingnewsaccordingtothepictureandinformationgiven

Floodreliefefforts----ThedeathtollontheChinesemainlandfromTyphoonKaemihasrisento32,withatleast65stillmissing.Localgovernmentsaresparingnoeffortstocarryoutreliefwork.

PLAcelebrates79thbirthday----TheChinesePeoplesLiberationArmyis79yearsold,andtheDefenseMinistryhasheldareceptiontocelebrate.

QuakehitsIndonesianisland----AmoderateearthquakehasstrucknearIndonesiasNiasislandoffnorthernSumatra.Thequake,withamagnitudeof5.6struckjustbefore8.30am,andwascenteredundertheIndianOcean,about55kilometersnorthwestofthemaintownontheisland,GunungSitoli.

RailwaysimpactonTibetans----TheRailwaybringstheremoteQinghai-Tibetplateauclosertotherestoftheworld.Withpeopleabletomoveinandoutoftheregionmoreeasilyandtheeconomicbenefitstherailwaybrings,thelivesofTibetanswillneverbethesameagain.

3.Content

----Howtoorganizeyourcontentofnews

⑴Tips----Beclearofthecontentyouwanttomention;Listyourideas;Writethemostimportantthinginthebeginningandthelessonesinthefollowing

⑵Practice----writethebeginningofnewsaccordingtotheinformationandpicturegiven

Awoman;

riftsonthewall;

earthquakemeasuring5.1degrees;

WenanCounty,northChinas

HebeiProvince;

11:56a.m.Tuesday,July4,2006;

thequake’sepicenter--about110

kilometersfromBeijingand80kilometersfromTianjin;

casualty–notknown

Awomanpointsattheriftsonthewallofavillageschoolafteranearthquakemeasuring5.1degreesontheRichterscalejoltedWenanCounty,northChinasHebeiProvinceat11:56a.m.(BeijingTime)Tuesday,July4,2006.Thequakewasashallow-focusone,withitsepicenterbeingaround110kilometersfromBeijingandabout80kilometersfromTianjin.Nocasualtywasreportedatpresstime.

Specialplanelanded;

BeijingWednesdaymorning(8.2);

thebodyofChineseUNobserver

DuZhaoyukilledlastweekduringIsraelsairraidonLebanon;

DuscoffincoveredwithChineseandUNflags;EightChinesesoldiers.

ChineseUNObservers

CoffinSentHome

SpecialplanelandedinBeijingWednesdaymorning,carryinghomethebodyofChineseUNobserverDuZhaoyu,whowaskilledlastweekduringIsraelsairraidonLebanon.Duscoffin,coveredwithChineseandUNflags,wascarrieddowntheplanebyeightChinesesoldiers.

4.Language

Tips----clear;objective;brief;accurate;writtenEnglish…

Step4:Appreciationofnews

Radio----VOAnews:“Aidfortsunamivictims”

Newsreport----“TangshanQuake30thAnniversary”

Step5:Improvementofstudents’writing

----ImproveyournewswritingaboutTangshanearthquake

Unit 4 Making the news 教學(xué)設(shè)計與安排

俗話說，磨刀不誤砍柴工。教師要準(zhǔn)備好教案，這是每個教師都不可缺少的。教案可以讓學(xué)生更好的消化課堂內(nèi)容，幫助教師更好的完成實現(xiàn)教學(xué)目標(biāo)。怎么才能讓教案寫的更加全面呢？小編特地為大家精心收集和整理了“Unit 4 Making the news 教學(xué)設(shè)計與安排”，僅供參考，希望能為您提供參考！

Unit4Makingthenews教學(xué)設(shè)計與安排

濟寧市第一中學(xué)林翠菊李雯張學(xué)敏劉玉東邵長云孔慶民

本單元的話題是“新聞”，內(nèi)容涉及新聞工作者應(yīng)該具備的素質(zhì)和新聞采訪的基本程序等。語言技能和語言知識主要圍繞“新聞”這一中心話題進(jìn)行設(shè)計的。

Warming-up部分通過讓學(xué)生以小組討論的方式來引出“中國日報社（ChinaDaily）”各工作人員的工作類別和所負(fù)的責(zé)任。關(guān)鍵在于Whatsthejob?和Whatitinvolves?

Pre-reading部分首先通過一個調(diào)查問卷來引導(dǎo)學(xué)生去考慮一個優(yōu)秀的記者應(yīng)該具備的素質(zhì)；然后引導(dǎo)學(xué)生談他們的“第一次”經(jīng)歷和感受；最后通過一個“假設(shè)”為下一部分的學(xué)習(xí)做好準(zhǔn)備。

Reading部分通過ZhouYang，一個躍躍欲試的新手和他的上司HuXin，一位經(jīng)驗豐富的資深記者之間的談話引導(dǎo)學(xué)生了解新聞工作者應(yīng)該具備的素質(zhì)，新聞采訪的基本程序及采訪時應(yīng)該注意的要點等。

Comprehending部分設(shè)計了四個教學(xué)活動來加深學(xué)生對“閱讀”（Reading）部分的理解和復(fù)習(xí)。

第一個活動要求學(xué)生根據(jù)要求，通過閱讀找到所需要的信息，重新組織后再呈現(xiàn)出來。

第二個活動要求學(xué)生把閱讀部分分成三個小節(jié)，并說明每一小節(jié)的要點。

第三個活動通過形容詞歸類進(jìn)一步引導(dǎo)學(xué)生思考一個優(yōu)秀的文字記者和攝影記者應(yīng)該具備的素質(zhì)。

第四個活動要求學(xué)生朗讀后半部分對話，練習(xí)句子重音和語調(diào)。

Leaningaboutlanguage部分的練習(xí)引導(dǎo)學(xué)生關(guān)注新出現(xiàn)的重點詞匯，短語；并通過例句及相關(guān)練習(xí)，初步掌握部分倒裝句的意義及用法。

Usinglanguage部分涵蓋了聽、說、讀、寫四項基本技能。

第一部分學(xué)生首先通過閱讀獲得“獨家‘新聞一文’”，寫出“新聞”寫作的步驟和見報前的有關(guān)程序，然后討論這位“影星”可能說了什么謊話，最后，再閱讀和討論的基礎(chǔ)上寫出一份關(guān)于有關(guān)“影星”的獨家新聞。

第二部分學(xué)生首先聽一段對籃球明星姚明的采訪。隨后的練習(xí)設(shè)計既訓(xùn)練了學(xué)生獲得要點的能力，又引導(dǎo)學(xué)生如何獲得細(xì)節(jié)。

最后要求學(xué)生通過開展兩人對話活動復(fù)習(xí)鞏固有關(guān)交際功能“約會”的用語。

Summingup部分歸納了本單元的主要學(xué)習(xí)內(nèi)容并讓學(xué)生自我檢測一下學(xué)習(xí)效果。

LearningTip部分建議學(xué)生盡可能多地讀一些適合于中學(xué)生的英文報紙。教師不妨推薦一些給學(xué)生，或讓學(xué)生自己推薦一些他們認(rèn)為好的英文報紙。

第一課時聽說課（一）

將WarmingUp部分與Workbook（WB）中的Listening和Talking放在同一課時，設(shè)計成一節(jié)聽說課（以說為主）?？蓪B中的SpeakingTask和Project相結(jié)合，設(shè)計成本單元的開放性作業(yè)。

第二課時閱讀課

將Pre-reading,Reading,Comprehending部分放在同一課時教學(xué)，設(shè)計成一節(jié)閱讀課。

第三課時語言學(xué)習(xí)（一）—詞匯學(xué)習(xí)

將LearningaboutLanguage中的Discoveringusefuwordsandexpressons及WB中的Usingwordsandexpressions合成一節(jié)詞法學(xué)習(xí)、應(yīng)用課。

第四課時語言學(xué)習(xí)（二）—倒裝句

將LearningaboutLanguage中的Discoveringusefulstructures及WB中Writingtask在本節(jié)中同步處理為課外作業(yè)。

第五課時聽說課（二）

將UsingLanguage中的Listening,Speaking和WB中的ListeningTask放在同一課中處理為一節(jié)聽說課（以聽為主）。

第六課時泛讀課

將UsingLanguage中的ReadingandWriting和WB中的Readingtask上成一節(jié)閱讀課。也可視時間需要把WB中的Readingtask部分的閱讀文章布置為課外作業(yè)。

第七課時寫作復(fù)習(xí)課

自行設(shè)計一份寫作練習(xí)，重點復(fù)習(xí)本單元所學(xué)的重點詞匯，短語，表達(dá)及語法等，一節(jié)鞏固復(fù)習(xí)課。（WB中的Checkingyourself可視具體情況安排在本堂或留作作業(yè)。）