人教版高中英语必修一 Unit4 Earthquakes

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高中英语新课标（人教版）教案必修一 Unit4 Earthquakes
The Third Period
一、教学重点
（1）Train the students’ ability to read different numbers in English.
（2）Train the students’ ability to cooperate with others.
二、教学难点
（1）The explanation of some difficult words and expressions.
（2）Train the students’ ability to remove the difficulties while reading.
三、教材分析
1、（新课标）高中英语具有基础性、时代性和选择性的特点。
基础性有两个含义：第一，它指高中毕业生为了升学或就业必备的最基本的英语素养。它是学生在高中阶段应该完成的共同基础，是进一步学习的基础。第二，它指绝大多数高中生都能够达到的目标。
2、新课标对高中英语教学的要求
（一）面向全体学生，注重素质教育
英语课程要面向全体学生，注重素质教育。课程特别强调要关注每个学生的情感激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力,提高人文素养，增强实践能力，培养创新精神。
（二）整体设计目标，体现灵活开放
基础教育阶段英语课程的目标是以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。
（三）突出学生主体，尊重个体差异
学生的发展是英语课程的出发点和归宿。英语课程在目标设定、教学过程、课程评价和教学资源的开发等方面都突出以学生为主体的思想。课程实施应成为学生在教师指导下构建知识、提高技能、磨砺意志、活跃思维、展现个性、发展心智和拓展视野的过程。
（四）采用活动途径，倡导体验参与
本课程倡导任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。
（五）注重过程评价，促进学生发展
建立能激励学生学习兴趣和自主学习能力发展的评价体系。该评价体系由形成性评价和终结性评价构成。在英语教学过程中应以形成性评价为主，注重培养和激发学生学习的积极性和自信心。
（六）开发课程资源，拓展学用渠道
英语课程要力求合理利用和积极开发课程资源，给学生提供贴近学生实际、贴近生活、贴近时代的内容健康和丰富的课程资源;要积极利用音像、电视、书刊杂志、网络信息等丰富的教学资源，拓展学习和运用英语的渠道;积极鼓励和支持学生主动参与课程资源的开发和利用。
四、课型
Language points
五、教学方法
Student-focus approach and task-based approach
六、三维目标
1.Knowledge：
（1）Words：
crack，burst，ruin，injure，destroy，shock，last的具体用法。
（2）Phrases：
at an end，right away，dig out 的用法
（3）Sentence patterns：
All hope was not lost.（部分否定句）
2.Ability：
（1）Train the students’ ability to read different numbers in English.
（2）Learn the usage of some difficult words and expressions.
（3）Train the students’ ability to remove the difficulties while reading.
3.Emotion：
（1）Train the students’ ability to cooperate with others.
（2）Know the deadliness of an earthquake and the signs before an earthquake is coming.
（3）Learn from the bravery of people in Tangshan to face the reality and rebuild the city.
七、教具准备
（1）a tape recorder
（2）a projector
（3）the blackboard
八、教学过程
Step 1 Greetings
Greet the whole class as usual.
Step 2 Revision
T：In the last period，we learned something about the terrible Tangshan Earthquake in 1976，which is the deadliest earthquake in China’s history. Now I am going to ask you some questions based on the Reading passage.
T：What did people in Tangshan see in the sky before the earthquake？
S1：They saw bright lights in the sky.
T：What did people hear？
S2：They heard the sound of planes outside Tangshan even when no planes were in the sky.
T：What did people notice in the wells？
S3：People noticed the well walls had deep cracks，and a smelly gas came out of the cracks.
T：Did people pay any attention to these abnormal phenomena？
S4：No. They went to bed as usual that night.
T：When did the earthquake begin？
S5：At 3：42 in the morning of July 28.
T：How many people were killed or injured in the quake？
S6：More than 400000 people.
T：Could the injured people go to hospital？
S7：No，they couldn’t because all of the city’s hospitals were gone in the quake.
T：Were there any aftershocks？
S8：Yes. Later that afternoon，another big quake shook Tangshan. Many rescue workers and doctors were trapped under the ruins.
T：Did the survivors deny the city and go to live in other places？
S9：No. They did the rescue work with the help of 150000 soldiers sent by the army. Slowly the city of Tangshan began to breathe again.
T：I am very satisfied with your work.
Step 3 Learning about Numbers
T：Maybe you have already noticed that there are a lot of numbers in the Reading passage. To read them correctly is very important. Sometimes there is a test on numbers in Listening.
T：Now turn to Page 28 and look at Part 3.Match each word to the number that has the same meaning.
（Allow Ss several minutes to finish the task.）
T：Now let’s check your answers.
S：A.90% ninety percent
B.10000 ten thousand
C.1000000 one million
D.150000 one hundred and fifty thousand
E.75% seventy-five percent
F.1/3 one-third
G.500 000 half a million
H.2/3 two-thirds
Step 4 Important points
T：In the Reading passage of this unit，there are some important words and expressions. I will first give you five minutes to pick out the difficult words，expressions and sentence patterns. You may work with your partner.
（After five minutes.）
S1：In the first paragraph，“... the water pipes in some buildings cracked and burst.” How can we understand “burst”？
T：If something bursts or if you bursts it，it breaks open or apart suddenly and violently so that its contents come out.
e.g. You are going to burst the balloon，if you are not careful.
S2：In the first paragraph，“Farmers’ wives noticed that the well walls had deep cracks in them.” and in the second paragraph “A huge crack that was eight kilometers long and thirty meters wide.” Do the two “cracks” have the same meaning？
T：You are very careful. Yes，they have the same meaning. Both of them are nouns.“Crack”means a very narrow space between two things or two parts of something.“Crack” can also be a verb，meaning to break or make something break so that it gets one or more lines on its surface，as in the sentence “In the city，the water pipes in some buildings cracked and burst.”
e.g. She fell off her bike and cracked a bone in her leg.
S3：How can we understand this sentence in the second paragraph “It seemed that the world was at an end.”？
T：In order to understand this sentence，you have to know the meaning of the phrase “be at an end”.It refers to a situation in which something is finished or no longer existed.
e.g. The long hot summer was at last at an end.
Other examples are “come to an end”，“put an end to sth.”.
T：So now who can explain the sentence in our text？
S4：Let me have a try. The earthquake was so terrible that nearly everything was destroyed. So people thought it was the end of the world.
T：Excellent. And this sentence uses exaggeration.
S5：In the second paragraph，“In fifteen terrible seconds a large city lay in ruins.” Why don’ t we use “ruin” instead of “ruins”？
T：“Ruin” can be an uncountable noun，which means a situation in which you have lost all your money，your social position，or the good opinion that people had about you.
e.g. With the collapse of grain prices，small farmers are on the brink of financial ruin.
While “ruins” means the part of a building that is left after the rest has been destroyed.
e.g. the ruins of a bombed-out office block
S6：In the second paragraph “Two-thirds of the people died or were injured during the earthquake.” Can we use “wound” to take the place of “injure”？
T：No. To injure someone means causing physical harm to someone，for example in an accident or an attack. To wound someone means injuring someone，especially by making a cut or hole in their skin using a knife，gun，etc.
e.g.（1）One of the players injured his knee and had to be carried off.
（2）Gunmen killed two people and wounded six others in an attack today.
S7：In the third paragraph “Everywhere they looked nearly everything was destroyed.” Can we use the word “ruin” to take the place of “destroy”？
T：No.“Destroy ” means to damage something so badly that it no longer exists or cannot be repaired. If you “ruin” something good or useful，it then usually exists，but no longer has its good qualities or features.
e.g.（1）The school was completely destroyed in the big fire last night.
（2）Too much sugar can ruin your teeth.
S8：In the third paragraph，“People were shocked.”What’s the meaning of the sentence？
T：“Shock” here means to make someone feel very surprised and upset and unable to believe what has happened.
e.g. The murder of such a young child deeply shocked the whole community.
S9：So the sentence in our text means people were surprised.
T：Yes. But there is a slight difference between “shock” and “surprise”.If something is，comes as，or gives you a shock it is unexpected and often very bad.
e.g. It came as a great shock to hear she was leaving home.
But a surprise is something that is unexpected，but is not necessarily bad.
e.g. What a nice surprise! I didn’t even think you were in the country!
S10：In the third paragraph，“People began to wonder how long the disaster would last.” What does the word “last” mean in this sentence？Is it an adjective？
T：No，it is not an adjective but a verb.“Last” here means to continue for a particular length of time.
e.g. The hot weather lasted for the whole month of July.
As a verb，“last” could also mean to manage to remain in the same situation，even when this is difficult.
e.g. They won’t be able to last much longer without fresh supplies.
The word “last” can also be used as a linking verb. It means being enough for someone to use.
e.g. We only had $50 to last us the rest of the month.
S11：In the last paragraph，“All hope was not lost.” What is the meaning of this sentence？
T：This sentence is a partial negative. It has the same meaning with “Not all hope was lost.”
e.g.（1）All the students do not agree to the plan.
（2）Not all the students agree to the plan.
These two sentences mean some of the students agree to the plan，but some don’t.
Step 5 Consolidation
T：Now after the explanations of the words，expressions and sentence patterns，let’s do some exercises. Please turn to Page 28 and look at Part 2 in Learning about Language. Complete the passage with some of the words in the text.（After several minutes teacher asks one of the students to read the short passage. Correct any mistakes if there are any.）
Step 6 Homework
T：In order to master the usage of these words and expressions，please do some related exercises. Finish off the two parts in Using Words and Expressions on Page 63.
9、教学反思
放手给学生，把课堂还给学生，给学生自由发挥的空间，是我们一直在追求的目标。我们也一直在尝试相信学生的力量，只不过浅尝辄止，唯恐浪费时间，唯恐学生疲于应付。然而，事实证明，我们的担心是多余的。学生的潜力是无穷的。时刻记住：教师为引导，学生为主体，体验为红线，思维为主攻。创设情景，激发情意，启迪学生思维，发挥学生的主动性和创造力，鼓励学生探索研究，以诱达思，诱思交融，这就是诱思探究法的真谛。也是我在以后教学的追求目标。

十、板书设计
Unit 4 Earthquakes
The Third Period
Important Words：
1.burst （v.）2.crack （n./v.）
3.ruin
4.injure/wound
5.destroy/ruin
6.shocked
7.last（vi.）
Important Expressions：
1.It seemed that the world was at an end.
2.All hope was not lost.（部分否定句）
十一、活动与探究
Story-telling Competition：
For most of human history，people could only imagine what caused earthquakes to happen. So stories were told to explain this natural disaster. A story from India says that four very big elephants hole up the earth. The elephants stand on the back of a bigger turtle. The turtle stands on an even bigger snake. When any of these huge magical animals move，the earth begins to shake!
1.In pairs make up a story to explain how an earthquake happens.
2.Share your story with your classmates.
3.Choose which one is the most interesting. Give a reason.
十二、备课资料
知识点归纳：
1.shake用法归纳（shake，shook，shaken）
（1）抖动，震动，常作不及物动词，也作及物动词。
The house shook when the earthquake started.
当地震发生时，房子震动了。
She was shaking with anger.
她气得发抖。
His heavy steps shook the room.
他沉重的脚步使房子都震动了。
She was badly shaken by the news.
她对这个消息大为震惊。
（2）摇动，作及物动词
Shake the bottle before taking the medicine.
服药前摇匀。
（3）颤动，作不及物动词
His hands shook a little as he wrote.
他写字的时候手有点发抖。
His voice shook with emotion.
他很激动，声音都有些颤抖了。
（4）shakeproof adj.防震的，抗震的
（5）常用短语：
①和某人握手
shake hands with sb.
shake sb. ’s hand
shake sb. by the hand
He shook hands warmly with me.
He shook my hand warmly.
He shook me warmly by the hand.
他和我热情地握了手。
②摇头 shake one’s head
（6）辨析
shake 系常用词，指“上下来回短促而急速地摇动”。
Shake before taking.
（药瓶标签上）服前摇匀。
tremble 指“由于恐惧、悲愤、兴奋等情绪或因寒冷、疲劳等引起无意识地颤抖”。
She trembled at the lion’s roar.
听到狮吼，她浑身发抖。
quake可与 tremble 换用，但较为正式，指“强烈地颤动”。
The earth quaked.
地震了。
quiver指“轻微而急速地颤动、摇动”。
The leaves quivered with the breeze.
树叶随微风摆动。
shiver指“由于寒冷、恐惧或生病而发抖”。
He shivered with cold.
他冻得发抖。
2.strike用法归纳（strike，struck，struck/stricken）
（1）打，击，敲，常表示用力打，可以是一次或多次。
Strike while the iron is hot.
趁热打铁。
hit比strike稍弱，指一次性的打或击中。
beat指连续多次地打，也指有节奏的击打，心脏跳动用beat。
（2）触（礁），撞
His head struck the table as he fell.
他摔下时头撞在了桌子上。
（3）发起进攻，袭击
Our troops struck the enemy camp at dawn.
我们的部队在黎明时分袭击了敌营。
（4）擦（火柴）
I struck a match and held it to his cigarette.
我擦着了一根火柴来点燃他的香烟。
（5）（钟）敲
I left immediately the clock struck twelve.
钟一敲12下，我就离开了。
（6）（某种想法）突然出现，忽然想起
It struck me that we ought to make a new plan.
我突然想起我们得制订个新计划了。
（7）给（人）某种印象或感觉，给人深刻的印象（常用于被动结构）
How does the plan strike you？
你觉得这个计划怎么样？
I was deeply struck by her beauty.
她的美给我留下了深刻的印象。
（8）罢工
They are striking for higher pay.
他们在为争取高工资而罢工。
3.rise （rise，rose，risen ）
（1）太阳、月亮、星星升起，出现
The sun rose at seven o’ clock.
太阳七点钟升起。
（2）升高
The river is rising after the rain.
雨后河水涨了。
Prices have risen steadily during the past decade.
过去十年间物价一直在上涨。
（3）起床；立起；站起来
（4）晋升
rise，raise和lift辨析：
三个词都有“升起、抬高”的意思。
lift 举起，抬起。常指将物体，尤其是重物，从地面或较低的位置抬高或举起，是及物动词。
He lifted the heavy box for me.
他帮我提起了那个重箱子。
raise 举起，升起，抬高，提高。是及物动词。可与lift互换，但raise强调动作的姿势；此外它还有把某物“竖起来”的意思。还可用在抽象的譬喻性质的短语里。
raise one’ s voice 提高嗓门
raise prices 提高价格
raise living standards 提高生活水平
The national flag is raised every morning.
每天早晨升国旗。
rise 升起，上涨，站起来。是不及物动词。常指由低而高的变化过程。
The next morning I was the first to rise.
第二天早上，我是第一个起床的。
4.seem用法归纳
（1）似乎，好像（vi.）
①seem+不定式的一般形式
He seems to like the birthday present very much.
他似乎很喜欢这份生日礼物。
②seem+不定式的完成形式
We seem to have seen you somewhere before.
我们似乎在哪里见到过你。
③seem+不定式的进行形式
Several people in the crowd seemed to be fighting.
人群中似乎有几人正在打架。
（2）看来，似乎是（什么样子）（link-v.）
①seem+形容词
The doctor seems very capable.
看来这个医生很能干。
②seem+分词
His first memories seemed connected with work.
他的第一记忆似乎与工作相连。
③seem+名词
It seems a pleasant city.
看来这是一个令人愉快的城市。
④seem+介词短语
You seem in high spirits today，Mary.
玛丽，看来你今天兴致挺高的。
（3）用于下面结构
①It seems/seemed that ...
It seems that they are looking for something.
他们仿佛在寻找什么东西。
It seemed to him that he had never worked so hard in his life.
他似乎一辈子都没有这么努力地工作过。
It does not seem that we can get our money back.
=It seems that we cannot get our money back.
看来我们的钱弄不回来了。
②It seems/seemed as if ....
It seems as if the weather is improving. 看来天要好转了。
③There seems （to be） ....
There seems to be no work for you to do here.
看来这儿没有工作需要你做了。
5.injure
injure，hurt和wound辨析：
injure伤害，损害（感情），毁坏（名誉）。常指各种性质的身体上或精神上的伤害，常用于意外受伤。是及物动词。
I hope I didn’t injure her feelings.
我希望我没有伤害她的感情。
The football player was injured in his right leg.
那位足球选手的右腿受了伤。
hurt 伤害。没有injure正式，常用于口语。可用于指大、小伤害，也可指精神上的痛苦或感情上的伤害，可用作及物或不及物动词。
He hurt his foot when jumping over the fence.
他在跳篱笆时伤了脚。
His words hurt me.
他的话伤了我的心。
My head hurts badly.
我头疼得厉害。
wound 受伤，伤害，损害。一般指打伤、刀伤等外伤，尤指战场上负伤；还可用于比喻，指精神上的创伤。是及物动词。
The soldiers wounded in the battle were taken care of by the nurse.
战斗中受伤的战士们由护士在照料。
He felt wounded in his honor.
他觉得他的荣誉受到伤害。
十三、说课稿
This period mainly deals with the important language points that appear in the Reading passage. But at first，teacher should check how well the students have understood the passage by asking some detailed questions based on the passage. While doing this part，students should keep their textbooks closed.
There are a lot of numbers in the Reading passage. So next the students should finish one task in Learning about Language（Part 3） to know how to read these numbers in English.
Then the teacher will deal with the important points in the passage. The purpose of this step is to help students better understand some difficult sentences and master the usage of some important words and expressions. So the teacher should give the students several minutes to look for the difficult points at first. In this way，the teacher can help the students remove the obstacles in reading. After that the teacher will explain the words and expressions and then show the students some typical examples to help them understand. Sometimes the teacher will compare the words or expressions with some similar ones. After this step，as consolidation，the students are asked to finish two short passages using the words and expressions that they have just learned in the unit. Another more difficult task is set to meet the needs，that is，to translate some sentences from Chinese to English by using the words and expressions in the brackets.