英语人教版 (新课标)Unit 4 Earthquakes教案及反思

这是一份英语人教版 (新课标)Unit 4 Earthquakes教案及反思，共10页。

1. 重点词组和短语
well, smelly, pnd, burst, canals, steam, dirt, injure, destry, brick, dam, useless, steel, shck, rescue, quake, electricity, army, rganize, bury, shelter, fresh, at an end, dig ut, cal mine
重点句子
The sentences that describe the things in an earthquake:
It is believed that n the surface f the earth are a number f plates. P62
If the plates stp mving, there is an earthquake. P62
If the plates mve, there is an earthquake. P62
Wherever yu live, yu are in an earthquake area. P62
China has tw plates pushing n her and they make muntains and earthquakes. P62
The plates are always mving. P62
If yu are utside, yu shuld…. P66
If yu are in the living rm, yu shuld…. P66
If yu are in the huse alne, yu shuld…. P66
2. Master the way t gain the details by listening. And learn t express ne’s thanks t smebdy, have a little talk abut the stamps and tell a flktale
3. Practice the way f listening t btain sme useful infrmatin, learn t describe an earthquake, and knw sme ther things that happened in an earthquake.Help the students t imprve their speaking ability by using sme tips and useful expressins.
Teaching imprtant pints 教学重点
a. Help the students t imprve their speaking skills.
b. Tell the students hw t make use f the given infrmatin t express their thanks.
c. Tell the students hw t tell shrt stries in a literary way.
Teaching difficult pints 教学难点
a. Teach the students the ways t express themselves.
b. Help the students hw t tell a flktale in a literary way.
c. Cnclude sme ways n hw t imprve the students’ listening ability effectively.
Teaching prcedures ＆ ways 教学过程及方式
Step Ⅰ Revisin (5 minutes)
The teacher can ask sme f the students t read ut their answers t the exercises. This is a gd and effective way t check the hmewrk. After that, the teacher can begin tday’s task.
(The prcess is mitted)
T: OK. Befre we begin tday’s class, please guess the meaning f these sentences:
1. Small incidents fretell big events.
2. Where there is life, there is hpe.
3. Blessings never cme in pairs and misfrtunes never cme singly.
S1: The first sentence means peple shuld pay attentin t the small things, because these things ften cause unexpected events. Just like what we have learned in the text.
T: Gd. Hw abut the secnd ne?
S2: The mst imprtant thing in the wrld is life. Withut life, everything will lse its meaning.
S3: I agree with S2. This is especially bvius in a disaster. After a disaster, every gvernment in the wrld will try their best t rescue thse trapped in the ruins. And after the disaster, the survivrs will rebuild their hmetwn and make it mre beautiful.
T: Gd! Yur statement is reasnable. Hw abut the third sentence?
S4: It means everything has its tw sides. Althugh the disaster is terrible, and we cannt avid it, it can frce us t try ur best t fretell it mre exactly and reduce the lss caused by the disaster.
S5: Yes. During the disaster we can realize what n earth we shuld d, and what we shuldn’t. It’s a time t shw human’s glrius nature and its evil side. Sme peple are trying t help thers; while sme are trying t steal r rb ther peple’s pssessins. We shuld sing high praise f thse wh rescue thers and punish thse wh rb ther peple.
T: Gd! I think that the disaster is terrible, but the lwer quality f sme peple is mre terrible. Smetimes the disaster can give us a valuable mral lessn. Dn’t yu think s?
Ss: Yes.
T: Nw, let’s turn t Page 30, and make up the thanks speech.
Step Ⅱ Reading and speaking (35 minutes)
1. A thanks speech (7minutes)
T: Bys and girls, if smebdy gave yu sme help, I think yu wuld express yur thanks t him r her. Have yu ever dne s?
Ss: Yes.
T: But hw t thank thers fr ding smething. On P30, there are sme useful expressins fr yu t learn. First let’s read them tgether.
(After the reading)
T: Well, in pairs t prepare a shrt speech t thank thse wh wrked hard t rescure survisrs and thse wh wrked hard t build a new city and the visitrs fr listening t yuur speech. Mre details are in Exercise 2. Please try t use the useful expressins given in yur speech.
Five minutes later
T: Are yu ready? Nw I’ll let 2 f yu read ut yur speeches. Wuld yu please?
S1: OK. I’d like t read my speech.
S2: Here I want t share my speech with all f yu.
T: Very gd. The tw students first paid attentin t the sequence. Fr example, they used first, secnd and third and s n. Secnd, they used sme effective cnjuctins t make their speehes very fluent. And third, they tried t use the useful expressins given. I believe that the ther students have dne as well as them.
2. A little talk (5 minutes)
It’s time fr the students t discuss the stamps f new Tangshan.
T: We can see there are fur stamps shwing new Tangshan. Can yu describe each f them with a few wrds?
S1: Husing cnditins fr the first stamp.
S2: Street scenery f new Tangshan fr the secnd stamp.
S3: Industry fr the third ne.
S4: Ocean transprt fr the last ne.
T: Gd descriptins!
3. A shrt stry (10 minutes)
This integrated language activity enables students t use their imaginatins t tell shrt stries in a literary way. Yu may want t encurage yur students t use a literary device, such as simile, persnificatin r metaphr.
T: Nw, please turn t Page 62, lk at the TALKING part. Read it carefully, and then tell me what the feature f this talking is.
Give them 2 minutes t think abut this questin.
S1: This talking needs us t imagine.
S2: We shuld tell it in a literary way.
T: Gd! Yu’ve gt the pint f the talking. In this task, the mst imprtant thing yu shuld d is t make full use f yur imaginatins and try t use a literary way. Fr example, yu may use simile (明喻), persnificatin (拟人) r metaphr (暗喻) . Nw, wrk in grups t make up yur wn shrt stries. Attentin! The stries are abut the cause f earthquakes. After yu’ve finished, I’ll ask sme f yu t read ut yur wrk.
Grup ne:
In the center f the earth lives an evil ghst. He usually sleeps fr many years. During these years, peple n the earth live a happy life. But when he wakes up, he shall hwl. And then peple feel an earthquake.
Grup tw:
Sme peple believe that there is a magic wrld in the center f ur earth, where lives a kind f wiser living thing. They can make UFO. When the UFO cmes ut t visit ur wrld, there is an earthquake.
Grup three:
There are t many peple n the earth, and peple are building t many buildings. Besides, they dig t many and t deep hles. The earth can’t stand. She shakes, and an earthquake happens.
T: I can’t believe my ears! Yu can make up s gd stries! Which ne is the mst interesting?
Ss: The secnd ne, because it can give us mre imaginatin.
S2: I think the third ne is the mst interesting ne. Because it cnnects the imaginatin with sme present prblems in tday's human sciety.
T: Yur remarks are reasnable. Nw I’d like t shw yu sme interesting flktales frm East Africa and Japan:
Step Ⅲ Listening n Page 62 (10 minutes)
T: We have enjyed sme flktales abut the cause f earthquakes. The stries are full f imaginatins. Nw, we will listen t a nn-fictin article cmmn t science textbks. This article is n gelgy. It prvides many facts and describes cause and effect relatinships. At first please pay attentin t the sentences in Exercise 1. These sentences are very gd sentences, I’ll give yu sme shrt explanatin abut them.
(If pssible, r necessary, teacher can treat these sentences as language pints, then ask the students t read the sentences ludly and quickly, and try t remember and recite then as quickly as pssible.)
T: Yu will listen t the tape three times. First, listen and try t get sme details that Exercises 1 and 2 requests. Secnd, listen and finish the Exercises. Third, listen and check yur answers. Are yu ready? Nw, listen!
Fr Exercise 3, the teacher can give the students sme time t discuss their answers and then ask sme f them t read ut the answers and have a check with the whle class.
Step Ⅳ Listening n Page 66 (10 minutes)
This listening material gives the students a chance t learn mre knwledge abut earthquakes. The way and steps f listening are the same with the nes in step 2. But the three pictures can help the students t guess what will happen in the listening. S teacher can ask the students t lk at the pictures and discuss what they might have learned.
Step Ⅴ Speaking task (15 minutes)
This part is cming after the Listening. In cntent they have the same tpic. It’s better t put them tgether. Als this exercise gives students practice in taking wrds and phrases frm the reading passage and put them int a shrt dialgue. Students have the ptin f acting ut a shrt dialgue rather than simply reading it.
T: Just nw we had a listening, in which we learnt what t d during an earthquake. Nw yu will wrk in pairs t chse eight things frm the list belw t put int yur persnal earthquake bag. Remember these may be the nly things yu have, s make sure that yu nly take essential things with yu. They must make yu last fr five days.
Give them 2 minutes t d this jb.
T: Well, I think mst f yu have finished this task. What is yur list, Grup 1?
S1: Our earthquake bag will cntain:
1 bttle f water 2 fruit 3 trch light 4 blanket
5 mbile phne 6 identity card 7 scissrs 8 bwls and chpsticks
The teacher can ask mre grups t read ut their lists, if time permits.
T: Nw, please read the instructins belw the chart n Page 67. And d as it tells yu.
Give the students sme time t d the task. While they are ding, the teacher shuld walk in the classrm, in case there are sme questins t answer. The mst imprtant thing fr the students is t learn t crprate with ther peple t finish the task.
(After several minutes)
T: OK. Which grup wuld like t read ut yur chice and tell us the reasn?
S2: We decide t take bttles f water and sme fruit t keep alive; we will take a trch light, a mbile phne and a radi t get in tuch with the utside wrld, if we are buried in the ruins; we will take sme clthes and a blanket t keep warm; and we will take ur identity cards with us, in case we are killed. If that happens, peple can at least knw wh we are.
The answers may vary, s the teacher shuld give as many chances t as many grups as pssible t present their chices and state their reasns. Mst students wuld like t perfrm at this time.
Step Ⅵ Hmewrk
T: I’m very interested in what yu did just nw. It’s a pity that time is up. Well, tday’s hmewrk is t preview the USING WORDS AND EXPRESSIONS n Page 63, and d Exercises 1 and 2 n Page 29 in discvering useful structures. Next time we will learn the Attributive Clause. That’s all fr tday, bye everyne!
Ladies and gentlemen,
It's my hnur t be here t celebrate the pening f the new park t hnur thse w died in the terrible disaster. First, I'd like t express my thanks wh wrked hard t rescue survirs. Withut yur help, we dn't knw hw many children wuld lse their parents, and hw many parents wuld lse their children. An ld saying said that a friend in need is a friend in deed. N wrds are strng enugh t express ur thanks t yu, because it's yu wh gave ur grandparents and parents’ life again and als brught hpe t this city. Secnd, I wish t express my thanks fr the great effrts f thse wh wrked hard t build a new city. Yu built new hmes and ffices within nly seven years. Yu were s quick that the UN hnured yu fr yur quick wrk. It seemed as if the disaster was just a nightmare. Yu speeded up the cmpletment f the nightmare! And I'd als like t thank the visitrs fr listening t my speech. It's a gd time fr all f us t lk back at the past and t lk frward t the future. As a middle schl student, I'd like t say that “Our destiny ffers nt the cup f despair, but the chalice f pprtunity”. (Richard Nixn, American President ) 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.) We will wrk hard t make ur future mre beautiful!
Thank yu!
Gd mrning, Ladies and Gentlemen. My name is Wang Wei. At first, I’d like t thank Mr. Zhang and the city f Tangshan fr the hnr f talking t yu. I’d als like t thank each f yu t cme here tday fr this special ccasin. Thirty-ne years ag, we experienced the terrible earthquake, which cmpletely destryed everything in the city. And thirty-ne years later, we get tgether in this beautiful park. This park makes me believe that we are indeed in the “brave City f China”. Here I’d like t thank all f yu, especially thse wh wrked hard t rescue the survivrs. During thse days, yu frgt the danger and devte yurselves t digging ut thse wh were trapped in ruins, burying the dead, and building shelters and s n. I’m sure the peple in Tangshan will never frget yu! When I walk in the brad street, and see the new huses and ffices, I can’t help expressing my thanks fr thse wh rebuilt the city within 7 years .Yu are s effective that the UN hnred yu fr yur quick wrk. Have yu heard the happy laughter frm children? Have yu seen the happy faces f the ld? Have yu nticed the high spirit frm the yung? Withut yur hard wrk, hw can we have tday’s happy life? I believe ur city will becme mre beautiful in future. The spirit f its peple has been and will always be strng frever! Thank yu.
A giant fish carries a stne n his back. A cw stands n the stne and balances the earth n ne f her hrns. Frm time t time, her neck begins t feel pain, s she thrws the earth frm ne hrn t the ther. (Frm East Africa)
The earth was a giant catfish, which fught with a gd. The gd wn and std in victry n the catfish’s head. But every nw and then the catfish tries t escape by mving his huge tail, which shakes the grund. (Frm Japan)