Earthquakes（精选16篇）高一英语教案
Earthquakes（精选16篇）
Earthquakes 篇1
教学目标
Important vocabularies
Shake, while, sound, scientist, point, movement, fall off, for a while, for ever, a (large ) number of, cut off, stay up，plate, hit, bookstore.
Daily expressions:
Were you in ……?
Sure I was. I 'll never forget that.
Very strange. It sounded like……
What happened next?
What was it like?
Useful phrases:
The population in and around San Francisco is now ten times more then it was in 1906.
The number of people who lost homes reached as many as 250000.
Grammar:
The usage of pronouns in the Attributive sentences.
Who/ whom/ which/ that……
教学建议
能力训练：
运用所学的语言，围绕地震这个题材，开展听说写的活动；阅读课文“Earthquake"，了解有关地震的基本知识，完成有关课文内容的练习。并进一步练习间接引语的用法。
师生互动活动：
Lesson 25: 口头练习，对话交际功能-----日常生活用语的练习。
Lesson 26---27: 听力和阅读相结合，理解全文的意思。
Lesson 28: 口头和笔头练习相结合，写一篇关于地震的文章。
教材分析
本单元对话引出地震这个话题。对话中提到了地震的时候的现象和人的感受。本单元的阅读课文是了解发生在San Francisco地区的严重地震场景和有关地震发生时的基本常识。同时在文章里有一些重要的语法知识，如定语从句的使用：A wide and busy road which was built like a bridge over another road fell onto the one below. etc.
重点知识讲解：
1.What does "quake" means , as in the word "earthquake"?
像" earthquake" 这个词中的quake是什么意思？
As in the word "earthquake" 是个省略结构，完整的说法为：as it does in the word "earthquake". as 在此为连词，表示“如“的意思。
It sounded like a train that was going under my house. 那声音听起来就像有一列火车在我的房子底下开过似的。
sound 为系动词，后接名词、介词短语做表语，意思是“听起来”。
Your idea sounds (like ) a good one.你的注意听起来不错。
What he said sounded like a fairy-tale.他所说的话听起来就像神话故事。
表示“听起来像什么”的时候，用sound like….。like 在此是介词表示“像”的意思。类似于sound的常用系动词还有：feel, taste, smell, look.
例如：
Cotton feels very soft. 棉花摸起来很柔软。
It looks like a beautiful picture. 那看上去就像一幅美丽的画。
2.I was in the kitchen cooking something and I felt the floor move. 我当时正在厨房里作饭，我觉得地板动了一下。
cooking something 在本句中为现在分词短语做伴随状语。
句中的move是省略了to 的不定式，做宾语补足语。动词feel的宾语补足语可以是动词原形，也可以是动词的ing形式或过去分词形式。
例如：
When I heard his words, I felt my heart beating faster.听了他的话，我感到心跳加快了。
He felt someone knock at the door. 他感到有人敲了一下门。
he boy felt his back patted by someone. 那个男孩子感到有人拍了他的脊背。
3. And then I watched all the glasses on the table fall off onto the floor. 后来我观察到桌子上所有玻璃杯子掉到了地板上。
辨析：fall off / fall down
fall off 表示“从。。。。上落下或掉下”。off为介词或副词。fall down的意思是“倒塌、掉下”，不强调落物的来处。
例如：
I saw him fall off his horse.我看到他从马上掉了下来。
Flowers fell off to the ground. 花儿凋谢了，落到了地上。
Autumn comes and leaves are falling off the trees. 秋天到了，落叶纷纷。
A stone fell down in the earthquake. 一块石头落了下来，砸中了他。
The old house fell down in the earthquake. 老房子在地震中倒塌了。
4.A great part of the city was destroyed and a large number of buildings were burnt.城市的大部分地区被摧毁，许许多多建筑物被火吞噬。
A number of 相当于many.意思为“许多”，后跟可数名词的复数形式。短语中的number前可以由large / small来修饰，构成a large / great / small number of 短语。
例如：
1）A number of people were killed in the traffic accident. 有许多人在那场车祸中丧生。
2）A large number of students went to see Mr. Zhang when he was ill.张老师生病的时候有许多的学生去看望他。
Only a small number of people are against this plan.只有少数人反对这个计划。
辨析：a number of / the number of
a number of 意思为“许多”。中心词为of后面的复数形式。
the number of 的意思为 “…的数量”，中心词为number，因此，“the number of +复数名词”，做主语时谓语动词为单数第三人称形式。
例如：
The number of books in our library is going up.我们图书馆里的藏书数量正在上升。
The number of the students in our class is 57. 我们班的学生人数为57人。
A number of students are playing football on the playground. 许多的学生在操场上踢足球。
5.The number of people who lost homes reached as many as 250000. 无家可归的人数达到25万。
短语“as many as” 意思为“和…一样多，多达”，修饰可数名词；as much as 与as many as 意思相同，但是修饰不可数名词。类似的表达法还有：
as long as 长达 as high as 高达 as wide as 宽达
The great fire burned down as many as twenty buildings. 那场大火烧毁的房屋达到20之多。
He lost as much as 1000 yuan . 他丢的钱多达1000元。
The film lasts as long as two hours. 这部电影长达2个小时。
The mountain reaches as high as 2000 metres. 那座山高达2000米。
The road is as wide as 10 metres. 这条路宽达10米。
6.辨析：as / when / while
这三个词都有“当……的时候”的意思。但用法稍有不同。
as强调“一边……一边……”或是“与……同时，侧重表示主句的动作同时发生。
when既可以表示时间地点也可以表示时间段。
while只表示时间段，不表示时间点。它后面必须是延续性的动词，而且多为进行时态。当从句的谓语的动词为延续性动词时三者都可以替换使用。
例如：
When I got home, he was having supper. 我到家的时候，他正在吃晚饭。
I liked dancing when I was young. 我年轻时喜欢跳舞。
They talked as they walked. 他们边走边谈。
A thief broke in as / while / when I was sleeping.在我睡觉的时候小偷闯了进来。
While / When/ As we were still laughing, the teacher came in. 当我们仍还在大笑，老师进来了。
Strike the iron while it is hot. 趁热打铁。
8.A wide and busy road which was built like a bridge over another road fell into the one below,. Many people were killed in their cars, but a few lucky ones were not hurt.一座以立交桥车辆川流不息的马路塌陷到桥下面的路面上。很多人被压死在自己的车里，但是也有少数幸运的人没有受伤。
这两个句子中one(s)是代词，用来代替或是避免重复上文提到的名词。one只可替代可数名词，其复数形式为ones. 第一句中的one代替road，第二句中的ones代替people。
例如：
If the earthquake is a big one, a great part of the city will be destroyed. 如果那是个大地震的话，城市的大部分地区将要被毁掉。
I would like a pound of apples, the red ones. 我要一英镑苹果，红苹果。
He had no excuse for his being late, but he had to fine one. 他迟到找不着借口，但是他必须找一个。
If you don't like these cups, I have other ones. 要是你不喜欢这些杯子，我还有别的。
9.Third, you must make the houses as strong as possible. 第三，应该把房屋建的尽可能结实。
As…as possible是个固定搭配，中间可加形容词或副词，意思为“尽可能的…”。
例如：
He had his breakfast as quickly as possible. 他尽可能快的吃了早饭。
Please come as early as possible tomorrow. 明天请尽可能早来。
They keep the classroom as clean as possible.他们尽可能的保持教室清洁。
12.Weak buildings will fall down in an earthquake , but strong ones may stay up. 不结实的建筑物会在地震中倒塌，而结实的建筑物则可能安然无恙。
短语stay up 的意思是“挺立，站立，熬夜”等。
例如：
You must stay up in time of difficulty. 困难面前你必须要挺住。
He stayed up all night. 他通宵未睡。
He has been working for almost a whole day, but he can stay up. 他干了快一整天了，但是还是挺得住。
10.time表示倍数的用法
在此句中表示倍数，其前面的数词用基数词。常用的倍数表示法有以下几种：
1.A is three (four/ five….) times bigger (more/ longer/ higher….) than B. A 比B大（多/高/长…）三（四/五…）倍。
例如：
The new bridge is three times longer then the old one. 新桥比旧桥长三倍。
At least the train runs six times faster then the boat. 火车的速度至少比小船快6倍。
The meeting-room is four times bigger than ours. 这个会议室比我们的大四倍。
2.A is three ( four/ five…) times as big (much/ many/ long/ high…) as B. A比B大（多/长/高。。。）两倍或者是A是B的三（四/五……）倍大（多/长/高……）
例如：
Line A is five times as long as Line B. 线段A比线段B长四倍。（或是线段A是线段B的五倍长）
Asia is four times as large as Europe. 亚洲比欧洲大三倍。
This building is three times as high as that one. 这栋楼房比那一栋高2倍。
3. A is three ( four/ five….) times the size ( amount/ length/ height…) of B. A比B大（多/长/高……）两（三/四……）倍或是A是B的三（四/五……）倍大（多/长/高……）。
例如：
Line A is four times the length of Line B. 线段A比线段B长四倍。
This building is three times the height of that one.这栋楼房比那栋高2倍。
如果表示“A比B大（多/ 长/高。。。）一倍“用twice，而且用第一种表示法。
例如：
Bob is twice heavier than Jack. 鲍博比杰克重一倍。
This road is twice longer than that one.这条路比那条路长一倍。
11.语法——定语从句
关系代词who, whom, that 和which引导的定语从句。
在句子中修饰名词或代词的从句为定语从句。定语从句所修饰的词叫先行词，定语从句一般修饰跟在先行词的后面。如果先行词指人，关系代词可用who, whom, that.如果先行词指物，关系代词可用which或是that。关系代词who, whom, that 和which既起连接作用，又在定语从句中充当一定成分（在定语从句中作主语或是宾语）。关系代词在从句中作宾语时常常可以省略，但是作主语时不能省略。Whom 在从句中作宾语时用，但是在口语或非正式文体中，常用who来代替whom。
例如：
A plane is a machine which/ that can fly.飞机是会飞行的机器。
The book (which/ that ) you want is on my desk.你要的那本书在我的书桌上。
Anybody who/ that breaks the rules is punished.任何违反规定的人都要受到惩罚。
The boy who/ that likes skating will be here.喜欢滑冰的那个男孩子将会来这里。
The girl (who/ whom/that) you met in the street is John’s sister.你在大街上遇到的那个女孩是约翰的妹妹。
Is this the lady (whom) you spoke of? 这个是你谈到的那位女士吗？
教学设计方案：Lesson 25
一、Teaching Aims
Help the students have free talk about what an earthquake is and what people usually feel when an earthquake happens.
Practise in pairs on talking about the earthquake that happened in San Francisco in 1898.
Study the language items in the lesson.
Do the exercise on page 25 about the indirect speech.
二、Teaching procedures
Step 1 Warming- up
Ask the Ss some questions about earthquake, such as, “ What will happen when an earthquake happens?” “ What causes an earthquake to happen?” “ What should people do when an earthquake happens?” etc.
Step 2. Listening
The Ss are supposed to listen to the tape about the earthquake that happened in San Francisco in 1989.
After listening to the dialogue the Ss are supposed to do the exercises on page 87. E.1.
What are Carl and Wang Bing talking about?
Where was Carl at the time of the earthquake?
How did Carl feel when the earthquake was happening?
Step 3. Practising
The students are supposed to do the pair work on page 25.
Change the sentences into Indirect Speech.
Step 4. Language points of the dialogue
as 的用法
so do you 形式的复习
at the time of 的用法
it sounded like中sound的用法
feel sth. do的用法
6.fall off 和fall down的辨析
quite a while 的用法
Step 5. Practising
If time is permitted, the students are supposed to do the exercise on page 87. E.2---retell the dialogue.
教学设计方案 : Lesson 26
Teaching Aims
The Ss are supposed to get the idea what the earthquake is like when it is happening and what causes an earthquake to happen?
Learn how to write a composition about an earthquake that happened in Tangshan, China in 1976.
Teaching procedure
Step 1. Ask the students some questions about earthquakes.
Have you ever heard anything about earthquakes from your parents?
Have you ever been in any of the earthquakes? Where and when?
Do you know the biggest earthquake that happened in China?
Step 2. Reading the text
For the first time of reading, the Ss are supposed to answer the question:
Which was the USA’s worst earthquake?
Can we do something to prevent the earthquake from destroying the whole city?
For the second time, the Ss are supposed to read the text for some detailed information.
In what part of the USA is San Francisco?
In the spring of 1906, what happened to the city of San Francisco ?
What happened again in the city in the fall of 1989?
In what other places of the world do earthquakes often happen?
In what provinces in China do earthquakes happen more often?
Explain the reasons why there are earthquakes.
Step 3. Retelling the reasons why an earthquake happens.
Ask the Ss to retell it in pairs first then ask individual student to say it out in class.
Step 4. Discussion
What should we do in order not let the earthquake destroy the earth so seriously?
Step 5. Language points of the text
at 5:13 on the morning of April 18th.,1906中介词的用法
the number of 和 a number of 辨析
as many as 以及as much as的用法
as 表示当什么时候的意思的用法（和while/ when的区别）
one / ones 代词的用法
cut off
at 5.3 centimetres a year “at” 表示速度的用法
make sure
stay up
time 表示倍数的用法
Step 6. Practising
Do the exercises on page 89. E. 1,2,3
Write a composition about the Tangshan Earthquake with the given information
Step 7. Homework:
Finish the composition
Finish the exercises on page 89 E.3 and page 91.E.
Re-read the attributive sentences in the text and get to understand the meaning and the structure of each sentence.
探究活动
让学生自己找有关地震的资料，比如近年来发生在国内或国外的地震地区以及震后的情况。每个小组指定查某一个国家或地区的地震情况。然后让学生们互相进行讨论，介绍各个国家或地区的地震情况。学生们在听的时候可以记下来想要问的问题然后对进行汇报的小组提问。这样可以锻炼听力和口语表达能力。
Earthquakes 篇2
教学目标
Important vocabularies
Shake, while, sound, scientist, point, movement, fall off, for a while, for ever, a (large ) number of, cut off, stay up，plate, hit, bookstore.
Daily expressions:
Were you in ……?
Sure I was. I 'll never forget that.
Very strange. It sounded like……
What happened next?
What was it like?
Useful phrases:
The population in and around San Francisco is now ten times more then it was in 1906.
The number of people who lost homes reached as many as 250000.
Grammar:
The usage of pronouns in the Attributive sentences.
Who/ whom/ which/ that……
教学建议
能力训练：
运用所学的语言，围绕地震这个题材，开展听说写的活动；阅读课文“Earthquake"，了解有关地震的基本知识，完成有关课文内容的练习。并进一步练习间接引语的用法。
师生互动活动：
Lesson 25: 口头练习，对话交际功能-----日常生活用语的练习。
Lesson 26---27: 听力和阅读相结合，理解全文的意思。
Lesson 28: 口头和笔头练习相结合，写一篇关于地震的文章。
教材分析
本单元对话引出地震这个话题。对话中提到了地震的时候的现象和人的感受。本单元的阅读课文是了解发生在San Francisco地区的严重地震场景和有关地震发生时的基本常识。同时在文章里有一些重要的语法知识，如定语从句的使用：A wide and busy road which was built like a bridge over another road fell onto the one below. etc.
重点知识讲解：
1.What does "quake" means , as in the word "earthquake"?
像" earthquake" 这个词中的quake是什么意思？
As in the word "earthquake" 是个省略结构，完整的说法为：as it does in the word "earthquake". as 在此为连词，表示“如“的意思。
It sounded like a train that was going under my house. 那声音听起来就像有一列火车在我的房子底下开过似的。
sound 为系动词，后接名词、介词短语做表语，意思是“听起来”。
Your idea sounds (like ) a good one.你的注意听起来不错。
What he said sounded like a fairy-tale.他所说的话听起来就像神话故事。
表示“听起来像什么”的时候，用sound like….。like 在此是介词表示“像”的意思。类似于sound的常用系动词还有：feel, taste, smell, look.
例如：
Cotton feels very soft. 棉花摸起来很柔软。
It looks like a beautiful picture. 那看上去就像一幅美丽的画。
2.I was in the kitchen cooking something and I felt the floor move. 我当时正在厨房里作饭，我觉得地板动了一下。
cooking something 在本句中为现在分词短语做伴随状语。
句中的move是省略了to 的不定式，做宾语补足语。动词feel的宾语补足语可以是动词原形，也可以是动词的ing形式或过去分词形式。
例如：
When I heard his words, I felt my heart beating faster.听了他的话，我感到心跳加快了。
He felt someone knock at the door. 他感到有人敲了一下门。
he boy felt his back patted by someone. 那个男孩子感到有人拍了他的脊背。
3. And then I watched all the glasses on the table fall off onto the floor. 后来我观察到桌子上所有玻璃杯子掉到了地板上。
辨析：fall off / fall down
fall off 表示“从。。。。上落下或掉下”。off为介词或副词。fall down的意思是“倒塌、掉下”，不强调落物的来处。
例如：
I saw him fall off his horse.我看到他从马上掉了下来。
Flowers fell off to the ground. 花儿凋谢了，落到了地上。
Autumn comes and leaves are falling off the trees. 秋天到了，落叶纷纷。
A stone fell down in the earthquake. 一块石头落了下来，砸中了他。
The old house fell down in the earthquake. 老房子在地震中倒塌了。
4.A great part of the city was destroyed and a large number of buildings were burnt.城市的大部分地区被摧毁，许许多多建筑物被火吞噬。
A number of 相当于many.意思为“许多”，后跟可数名词的复数形式。短语中的number前可以由large / small来修饰，构成a large / great / small number of 短语。
例如：
1）A number of people were killed in the traffic accident. 有许多人在那场车祸中丧生。
2）A large number of students went to see Mr. Zhang when he was ill.张老师生病的时候有许多的学生去看望他。
Only a small number of people are against this plan.只有少数人反对这个计划。
辨析：a number of / the number of
a number of 意思为“许多”。中心词为of后面的复数形式。
the number of 的意思为 “…的数量”，中心词为number，因此，“the number of +复数名词”，做主语时谓语动词为单数第三人称形式。
例如：
The number of books in our library is going up.我们图书馆里的藏书数量正在上升。
The number of the students in our class is 57. 我们班的学生人数为57人。
A number of students are playing football on the playground. 许多的学生在操场上踢足球。
5.The number of people who lost homes reached as many as 250000. 无家可归的人数达到25万。
短语“as many as” 意思为“和…一样多，多达”，修饰可数名词；as much as 与as many as 意思相同，但是修饰不可数名词。类似的表达法还有：
as long as 长达 as high as 高达 as wide as 宽达
The great fire burned down as many as twenty buildings. 那场大火烧毁的房屋达到20之多。
He lost as much as 1000 yuan . 他丢的钱多达1000元。
The film lasts as long as two hours. 这部电影长达2个小时。
The mountain reaches as high as 2000 metres. 那座山高达2000米。
The road is as wide as 10 metres. 这条路宽达10米。
6.辨析：as / when / while
这三个词都有“当……的时候”的意思。但用法稍有不同。
as强调“一边……一边……”或是“与……同时，侧重表示主句的动作同时发生。
when既可以表示时间地点也可以表示时间段。
while只表示时间段，不表示时间点。它后面必须是延续性的动词，而且多为进行时态。当从句的谓语的动词为延续性动词时三者都可以替换使用。
例如：
When I got home, he was having supper. 我到家的时候，他正在吃晚饭。
I liked dancing when I was young. 我年轻时喜欢跳舞。
They talked as they walked. 他们边走边谈。
A thief broke in as / while / when I was sleeping.在我睡觉的时候小偷闯了进来。
While / When/ As we were still laughing, the teacher came in. 当我们仍还在大笑，老师进来了。
Strike the iron while it is hot. 趁热打铁。
8.A wide and busy road which was built like a bridge over another road fell into the one below,. Many people were killed in their cars, but a few lucky ones were not hurt.一座以立交桥车辆川流不息的马路塌陷到桥下面的路面上。很多人被压死在自己的车里，但是也有少数幸运的人没有受伤。
这两个句子中one(s)是代词，用来代替或是避免重复上文提到的名词。one只可替代可数名词，其复数形式为ones. 第一句中的one代替road，第二句中的ones代替people。
例如：
If the earthquake is a big one, a great part of the city will be destroyed. 如果那是个大地震的话，城市的大部分地区将要被毁掉。
I would like a pound of apples, the red ones. 我要一英镑苹果，红苹果。
He had no excuse for his being late, but he had to fine one. 他迟到找不着借口，但是他必须找一个。
If you don't like these cups, I have other ones. 要是你不喜欢这些杯子，我还有别的。
9.Third, you must make the houses as strong as possible. 第三，应该把房屋建的尽可能结实。
As…as possible是个固定搭配，中间可加形容词或副词，意思为“尽可能的…”。
例如：
He had his breakfast as quickly as possible. 他尽可能快的吃了早饭。
Please come as early as possible tomorrow. 明天请尽可能早来。
They keep the classroom as clean as possible.他们尽可能的保持教室清洁。
12.Weak buildings will fall down in an earthquake , but strong ones may stay up. 不结实的建筑物会在地震中倒塌，而结实的建筑物则可能安然无恙。
短语stay up 的意思是“挺立，站立，熬夜”等。
例如：
You must stay up in time of difficulty. 困难面前你必须要挺住。
He stayed up all night. 他通宵未睡。
He has been working for almost a whole day, but he can stay up. 他干了快一整天了，但是还是挺得住。
10.time表示倍数的用法
在此句中表示倍数，其前面的数词用基数词。常用的倍数表示法有以下几种：
1.A is three (four/ five….) times bigger (more/ longer/ higher….) than B. A 比B大（多/高/长…）三（四/五…）倍。
例如：
The new bridge is three times longer then the old one. 新桥比旧桥长三倍。
At least the train runs six times faster then the boat. 火车的速度至少比小船快6倍。
The meeting-room is four times bigger than ours. 这个会议室比我们的大四倍。
2.A is three ( four/ five…) times as big (much/ many/ long/ high…) as B. A比B大（多/长/高。。。）两倍或者是A是B的三（四/五……）倍大（多/长/高……）
例如：
Line A is five times as long as Line B. 线段A比线段B长四倍。（或是线段A是线段B的五倍长）
Asia is four times as large as Europe. 亚洲比欧洲大三倍。
This building is three times as high as that one. 这栋楼房比那一栋高2倍。
3. A is three ( four/ five….) times the size ( amount/ length/ height…) of B. A比B大（多/长/高……）两（三/四……）倍或是A是B的三（四/五……）倍大（多/长/高……）。
例如：
Line A is four times the length of Line B. 线段A比线段B长四倍。
This building is three times the height of that one.这栋楼房比那栋高2倍。
如果表示“A比B大（多/ 长/高。。。）一倍“用twice，而且用第一种表示法。
例如：
Bob is twice heavier than Jack. 鲍博比杰克重一倍。
This road is twice longer than that one.这条路比那条路长一倍。
11.语法——定语从句
关系代词who, whom, that 和which引导的定语从句。
在句子中修饰名词或代词的从句为定语从句。定语从句所修饰的词叫先行词，定语从句一般修饰跟在先行词的后面。如果先行词指人，关系代词可用who, whom, that.如果先行词指物，关系代词可用which或是that。关系代词who, whom, that 和which既起连接作用，又在定语从句中充当一定成分（在定语从句中作主语或是宾语）。关系代词在从句中作宾语时常常可以省略，但是作主语时不能省略。Whom 在从句中作宾语时用，但是在口语或非正式文体中，常用who来代替whom。
例如：
A plane is a machine which/ that can fly.飞机是会飞行的机器。
The book (which/ that ) you want is on my desk.你要的那本书在我的书桌上。
Anybody who/ that breaks the rules is punished.任何违反规定的人都要受到惩罚。
The boy who/ that likes skating will be here.喜欢滑冰的那个男孩子将会来这里。
The girl (who/ whom/that) you met in the street is John’s sister.你在大街上遇到的那个女孩是约翰的妹妹。
Is this the lady (whom) you spoke of? 这个是你谈到的那位女士吗？
教学设计方案：Lesson 25
一、Teaching Aims
Help the students have free talk about what an earthquake is and what people usually feel when an earthquake happens.
Practise in pairs on talking about the earthquake that happened in San Francisco in 1898.
Study the language items in the lesson.
Do the exercise on page 25 about the indirect speech.
二、Teaching procedures
Step 1 Warming- up
Ask the Ss some questions about earthquake, such as, “ What will happen when an earthquake happens?” “ What causes an earthquake to happen?” “ What should people do when an earthquake happens?” etc.
Step 2. Listening
The Ss are supposed to listen to the tape about the earthquake that happened in San Francisco in 1989.
After listening to the dialogue the Ss are supposed to do the exercises on page 87. E.1.
What are Carl and Wang Bing talking about?
Where was Carl at the time of the earthquake?
How did Carl feel when the earthquake was happening?
Step 3. Practising
The students are supposed to do the pair work on page 25.
Change the sentences into Indirect Speech.
Step 4. Language points of the dialogue
as 的用法
so do you 形式的复习
at the time of 的用法
it sounded like中sound的用法
feel sth. do的用法
6.fall off 和fall down的辨析
quite a while 的用法
Step 5. Practising
If time is permitted, the students are supposed to do the exercise on page 87. E.2---retell the dialogue.
教学设计方案 : Lesson 26
Teaching Aims
The Ss are supposed to get the idea what the earthquake is like when it is happening and what causes an earthquake to happen?
Learn how to write a composition about an earthquake that happened in Tangshan, China in 1976.
Teaching procedure
Step 1. Ask the students some questions about earthquakes.
Have you ever heard anything about earthquakes from your parents?
Have you ever been in any of the earthquakes? Where and when?
Do you know the biggest earthquake that happened in China?
Step 2. Reading the text
For the first time of reading, the Ss are supposed to answer the question:
Which was the USA’s worst earthquake?
Can we do something to prevent the earthquake from destroying the whole city?
For the second time, the Ss are supposed to read the text for some detailed information.
In what part of the USA is San Francisco?
In the spring of 1906, what happened to the city of San Francisco ?
What happened again in the city in the fall of 1989?
In what other places of the world do earthquakes often happen?
In what provinces in China do earthquakes happen more often?
Explain the reasons why there are earthquakes.
Step 3. Retelling the reasons why an earthquake happens.
Ask the Ss to retell it in pairs first then ask individual student to say it out in class.
Step 4. Discussion
What should we do in order not let the earthquake destroy the earth so seriously?
Step 5. Language points of the text
at 5:13 on the morning of April 18th.,1906中介词的用法
the number of 和 a number of 辨析
as many as 以及as much as的用法
as 表示当什么时候的意思的用法（和while/ when的区别）
one / ones 代词的用法
cut off
at 5.3 centimetres a year “at” 表示速度的用法
make sure
stay up
time 表示倍数的用法
Step 6. Practising
Do the exercises on page 89. E. 1,2,3
Write a composition about the Tangshan Earthquake with the given information
Step 7. Homework:
Finish the composition
Finish the exercises on page 89 E.3 and page 91.E.
Re-read the attributive sentences in the text and get to understand the meaning and the structure of each sentence.
探究活动
让学生自己找有关地震的资料，比如近年来发生在国内或国外的地震地区以及震后的情况。每个小组指定查某一个国家或地区的地震情况。然后让学生们互相进行讨论，介绍各个国家或地区的地震情况。学生们在听的时候可以记下来想要问的问题然后对进行汇报的小组提问。这样可以锻炼听力和口语表达能力。
Earthquakes 篇3
教学目标
Important vocabularies
Shake, while, sound, scientist, point, movement, fall off, for a while, for ever, a (large ) number of, cut off, stay up，plate, hit, bookstore.
Daily expressions:
Were you in ……?
Sure I was. I 'll never forget that.
Very strange. It sounded like……
What happened next?
What was it like?
Useful phrases:
The population in and around San Francisco is now ten times more then it was in 1906.
The number of people who lost homes reached as many as 250000.
Grammar:
The usage of pronouns in the Attributive sentences.
Who/ whom/ which/ that……
教学建议
能力训练：
运用所学的语言，围绕地震这个题材，开展听说写的活动；阅读课文“Earthquake"，了解有关地震的基本知识，完成有关课文内容的练习。并进一步练习间接引语的用法。
师生互动活动：
Lesson 25: 口头练习，对话交际功能-----日常生活用语的练习。
Lesson 26---27: 听力和阅读相结合，理解全文的意思。
Lesson 28: 口头和笔头练习相结合，写一篇关于地震的文章。
教材分析
本单元对话引出地震这个话题。对话中提到了地震的时候的现象和人的感受。本单元的阅读课文是了解发生在San Francisco地区的严重地震场景和有关地震发生时的基本常识。同时在文章里有一些重要的语法知识，如定语从句的使用：A wide and busy road which was built like a bridge over another road fell onto the one below. etc.
重点知识讲解：
1.What does "quake" means , as in the word "earthquake"?
像" earthquake" 这个词中的quake是什么意思？
As in the word "earthquake" 是个省略结构，完整的说法为：as it does in the word "earthquake". as 在此为连词，表示“如“的意思。
It sounded like a train that was going under my house. 那声音听起来就像有一列火车在我的房子底下开过似的。
sound 为系动词，后接名词、介词短语做表语，意思是“听起来”。
Your idea sounds (like ) a good one.你的注意听起来不错。
What he said sounded like a fairy-tale.他所说的话听起来就像神话故事。
表示“听起来像什么”的时候，用sound like….。like 在此是介词表示“像”的意思。类似于sound的常用系动词还有：feel, taste, smell, look.
例如：
Cotton feels very soft. 棉花摸起来很柔软。
It looks like a beautiful picture. 那看上去就像一幅美丽的画。
2.I was in the kitchen cooking something and I felt the floor move. 我当时正在厨房里作饭，我觉得地板动了一下。
cooking something 在本句中为现在分词短语做伴随状语。
句中的move是省略了to 的不定式，做宾语补足语。动词feel的宾语补足语可以是动词原形，也可以是动词的ing形式或过去分词形式。
例如：
When I heard his words, I felt my heart beating faster.听了他的话，我感到心跳加快了。
He felt someone knock at the door. 他感到有人敲了一下门。
he boy felt his back patted by someone. 那个男孩子感到有人拍了他的脊背。
3. And then I watched all the glasses on the table fall off onto the floor. 后来我观察到桌子上所有玻璃杯子掉到了地板上。
辨析：fall off / fall down
fall off 表示“从。。。。上落下或掉下”。off为介词或副词。fall down的意思是“倒塌、掉下”，不强调落物的来处。
例如：
I saw him fall off his horse.我看到他从马上掉了下来。
Flowers fell off to the ground. 花儿凋谢了，落到了地上。
Autumn comes and leaves are falling off the trees. 秋天到了，落叶纷纷。
A stone fell down in the earthquake. 一块石头落了下来，砸中了他。
The old house fell down in the earthquake. 老房子在地震中倒塌了。
4.A great part of the city was destroyed and a large number of buildings were burnt.城市的大部分地区被摧毁，许许多多建筑物被火吞噬。
A number of 相当于many.意思为“许多”，后跟可数名词的复数形式。短语中的number前可以由large / small来修饰，构成a large / great / small number of 短语。
例如：
1）A number of people were killed in the traffic accident. 有许多人在那场车祸中丧生。
2）A large number of students went to see Mr. Zhang when he was ill.张老师生病的时候有许多的学生去看望他。
Only a small number of people are against this plan.只有少数人反对这个计划。
辨析：a number of / the number of
a number of 意思为“许多”。中心词为of后面的复数形式。
the number of 的意思为 “…的数量”，中心词为number，因此，“the number of +复数名词”，做主语时谓语动词为单数第三人称形式。
例如：
The number of books in our library is going up.我们图书馆里的藏书数量正在上升。
The number of the students in our class is 57. 我们班的学生人数为57人。
A number of students are playing football on the playground. 许多的学生在操场上踢足球。
5.The number of people who lost homes reached as many as 250000. 无家可归的人数达到25万。
短语“as many as” 意思为“和…一样多，多达”，修饰可数名词；as much as 与as many as 意思相同，但是修饰不可数名词。类似的表达法还有：
as long as 长达 as high as 高达 as wide as 宽达
The great fire burned down as many as twenty buildings. 那场大火烧毁的房屋达到20之多。
He lost as much as 1000 yuan . 他丢的钱多达1000元。
The film lasts as long as two hours. 这部电影长达2个小时。
The mountain reaches as high as 2000 metres. 那座山高达2000米。
The road is as wide as 10 metres. 这条路宽达10米。
6.辨析：as / when / while
这三个词都有“当……的时候”的意思。但用法稍有不同。
as强调“一边……一边……”或是“与……同时，侧重表示主句的动作同时发生。
when既可以表示时间地点也可以表示时间段。
while只表示时间段，不表示时间点。它后面必须是延续性的动词，而且多为进行时态。当从句的谓语的动词为延续性动词时三者都可以替换使用。
例如：
When I got home, he was having supper. 我到家的时候，他正在吃晚饭。
I liked dancing when I was young. 我年轻时喜欢跳舞。
They talked as they walked. 他们边走边谈。
A thief broke in as / while / when I was sleeping.在我睡觉的时候小偷闯了进来。
While / When/ As we were still laughing, the teacher came in. 当我们仍还在大笑，老师进来了。
Strike the iron while it is hot. 趁热打铁。
8.A wide and busy road which was built like a bridge over another road fell into the one below,. Many people were killed in their cars, but a few lucky ones were not hurt.一座以立交桥车辆川流不息的马路塌陷到桥下面的路面上。很多人被压死在自己的车里，但是也有少数幸运的人没有受伤。
这两个句子中one(s)是代词，用来代替或是避免重复上文提到的名词。one只可替代可数名词，其复数形式为ones. 第一句中的one代替road，第二句中的ones代替people。
例如：
If the earthquake is a big one, a great part of the city will be destroyed. 如果那是个大地震的话，城市的大部分地区将要被毁掉。
I would like a pound of apples, the red ones. 我要一英镑苹果，红苹果。
He had no excuse for his being late, but he had to fine one. 他迟到找不着借口，但是他必须找一个。
If you don't like these cups, I have other ones. 要是你不喜欢这些杯子，我还有别的。
9.Third, you must make the houses as strong as possible. 第三，应该把房屋建的尽可能结实。
As…as possible是个固定搭配，中间可加形容词或副词，意思为“尽可能的…”。
例如：
He had his breakfast as quickly as possible. 他尽可能快的吃了早饭。
Please come as early as possible tomorrow. 明天请尽可能早来。
They keep the classroom as clean as possible.他们尽可能的保持教室清洁。
12.Weak buildings will fall down in an earthquake , but strong ones may stay up. 不结实的建筑物会在地震中倒塌，而结实的建筑物则可能安然无恙。
短语stay up 的意思是“挺立，站立，熬夜”等。
例如：
You must stay up in time of difficulty. 困难面前你必须要挺住。
He stayed up all night. 他通宵未睡。
He has been working for almost a whole day, but he can stay up. 他干了快一整天了，但是还是挺得住。
10.time表示倍数的用法
在此句中表示倍数，其前面的数词用基数词。常用的倍数表示法有以下几种：
1.A is three (four/ five….) times bigger (more/ longer/ higher….) than B. A 比B大（多/高/长…）三（四/五…）倍。
例如：
The new bridge is three times longer then the old one. 新桥比旧桥长三倍。
At least the train runs six times faster then the boat. 火车的速度至少比小船快6倍。
The meeting-room is four times bigger than ours. 这个会议室比我们的大四倍。
2.A is three ( four/ five…) times as big (much/ many/ long/ high…) as B. A比B大（多/长/高。。。）两倍或者是A是B的三（四/五……）倍大（多/长/高……）
例如：
Line A is five times as long as Line B. 线段A比线段B长四倍。（或是线段A是线段B的五倍长）
Asia is four times as large as Europe. 亚洲比欧洲大三倍。
This building is three times as high as that one. 这栋楼房比那一栋高2倍。
3. A is three ( four/ five….) times the size ( amount/ length/ height…) of B. A比B大（多/长/高……）两（三/四……）倍或是A是B的三（四/五……）倍大（多/长/高……）。
例如：
Line A is four times the length of Line B. 线段A比线段B长四倍。
This building is three times the height of that one.这栋楼房比那栋高2倍。
如果表示“A比B大（多/ 长/高。。。）一倍“用twice，而且用第一种表示法。
例如：
Bob is twice heavier than Jack. 鲍博比杰克重一倍。
This road is twice longer than that one.这条路比那条路长一倍。
11.语法——定语从句
关系代词who, whom, that 和which引导的定语从句。
在句子中修饰名词或代词的从句为定语从句。定语从句所修饰的词叫先行词，定语从句一般修饰跟在先行词的后面。如果先行词指人，关系代词可用who, whom, that.如果先行词指物，关系代词可用which或是that。关系代词who, whom, that 和which既起连接作用，又在定语从句中充当一定成分（在定语从句中作主语或是宾语）。关系代词在从句中作宾语时常常可以省略，但是作主语时不能省略。Whom 在从句中作宾语时用，但是在口语或非正式文体中，常用who来代替whom。
例如：
A plane is a machine which/ that can fly.飞机是会飞行的机器。
The book (which/ that ) you want is on my desk.你要的那本书在我的书桌上。
Anybody who/ that breaks the rules is punished.任何违反规定的人都要受到惩罚。
The boy who/ that likes skating will be here.喜欢滑冰的那个男孩子将会来这里。
The girl (who/ whom/that) you met in the street is John’s sister.你在大街上遇到的那个女孩是约翰的妹妹。
Is this the lady (whom) you spoke of? 这个是你谈到的那位女士吗？
Earthquakes 篇4
一、概说：
本课是课文教学，主要讲美国圣弗朗西四斯科两次大地震情况。根据高级中学英语教学大纲规定教学目的中侧重培养学生阅读能力来看，本篇文章具有重要作用。在提高学生运用英语进行交际能力也有一定作用。在本课学习过程中会使学生受到思想品德和爱国主义的教育，在学习中充分调动学生的积极性，采用对比法和图示分析法引导学生分析问题和解决问题，根据学生思维活跃和富好奇心特点，激发学生学习兴趣，鼓励学生主动去探索合作，获取信息，培养其创新精神和实践能力，形成有效学习策略，为可持续发展奠定基础。根据以上分析确立本课重点和难点，采用如图示：五步教学法。
二、教学目标 ：
根据《中共中央国务院关于深化教育改革和全面推进素质教育的决定》中要求，本人在设计教学目标 时体现了“三位一体”思想，而不是传统的注重“双基”。而是体现了学科之间的联系。（与地理联系）
1.知识与技能目标：
（1）确掌握本节课所学单词和词组，初步掌握定语丛句，巩固和扩展基础知识。The number of, as many as, second strongest, not…but, a large number of
（2）通过累积知识，逐步掌握发表意见和感谢等语言功能。
（3）通过本节课学习，鼓励学生多了解地震预测，那么就会更加努力学习科学文化知识，以后为国家测震作贡献。
2.过程与方法目标：
（1）通过布置预习题（关于地震），激发学生学习兴趣，使学生积极参与课堂活动。
（2）师生互动，积极交流合作，共同提高。
（3）引导学生用比较法学习，使知识条理化。
（4）鼓励学生利用多种资源获取信息，培养分析问题解决问题能力。
3.情感态度和价值观目标：
（1）通过采访幸存者活动，使学生更加热爱党，热爱人民，培养学生爱心，责任心，热爱生活，生命。
（2）观看地震片段，讨论赈灾情况，倡议学生捐灾助学，教育学生树立正确人生观，价值观。
三、教学过程 说明：
根据国家基础教育课程改革纲要的精神，在课堂教学中坚持“一个为本”搞好“四个调整”，本科把握住了课改的方向。
（一）1、新课导入 ：为激发学生兴趣，先让学生观看地震片段，然后让学生展示自己调查情况，最后老师总结。
（二）2、讲解新课：老师展示报震歌谣引出美国圣弗朗西斯科的地震，让学生快速阅读，然后填表格：（见板书）
3、分析地震原因：结合地球岩石圈六大板块构造图
（三）反复操练
4、讨论如何减少地震损失及如何从地震中逃生
（四）5、巩固练习：让学生做采访幸存者活动，培养爱心
（五）归纳总结并布置作业 ：让学生根据课件和板书总结本课内容，不足的教师加以补充，让学生复述课文。
（六）板书展示
Which year
Time of the day
Center of the quake
deaths
Damage or destruction
1906
At 5:13 on the morning of Apr.18th
In the city
700 people
A great part of the city; a large number of buildings; fires
1989
On the evening of Oct.17 th
About 50 km away from the city
100 people
A part of the city; fire;
electricity
四、评价学生和教学反思：
6、对学生进行形成性评价和阶段性评价（附表）
附：教学反馈评价表
情感态度
课堂参与
口头表达
书面作业
英语节目表演
基本学习策略（使用计算机/自觉学习）
语言知识与技能掌握
自评
小组评
教师评
家长评
教师定性描述：
7、表中几包括形成性评价即对对学生的学习过程的评价同时也包括终结性评价即对学生学习效果的评价。
8、表中也对学生阶段性学习做了诊断性评价
9、利用习题检测学生掌握知识情况
10、教学反思：在本节课中体现了教学目标 的“三位一体”的教学指导思想，教学过程 体现了“四个调整”的内容，但还应该寻求更好的教学方法。
五、说课总结：
本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从视、听、等方面培养学生能力，让学生采访和调查并展示结果充分体现其主体地位，培养自学能力。
教学流程图
Earthquakes 篇5
【单元重点内容与教学目标】
近年来发生的各种自然灾害对人类的破坏越来越大，通过这个单元的学习，能使没有经历过地震的学生了解有关自然灾害(尤其是地震)的词汇和短语,了解地震的成因、预兆、地震造成的损失，以及地震时的应急救生和震后救援.“热身”部分要求学生描述与地震有关的话题。＂阅读＂部分是一篇新闻报道，介绍了唐山大地震前的预兆，地震造成城市建筑的损失，以及震后的救援情况。“语言学习”部分是自主学习本单元的词汇，数字表达法以及定语从句，培养学生自主学习的能力。“语言运用”部分的读写说训练提供了一封邀请信，请学生写一篇在大地震纪念公园落成仪式上的演讲稿，然后说说唐山大地震的纪念邮票。听力材料是一位美国人以第一人称讲述他在19xx年旧金山大地震中的可怕经历，培养学生在真实语境中提取信息的能力。
通过这些使学生们充分认识地震的特征和给人类带来的危害，进而提高与之做斗争的决心和信心, 努力学习，打好基础，争取为人类的发展做出贡献。
教学方式
自主学习，合作学习，任务型教学。
利用多媒体，音像，报刊，杂志等资料给同学们以生动形象的感官认识。根据需要设计目的明确的任务，运用信息差型任务和解决问题型任务教学，加强学生自主学习的能力。通过分小组来完成任务，增强团结协作的能力。
教材重组
第一课时 听说课
从话题内容和功能上来分析, warming up pre-reading 和 workbook 中的 listening 相一致，旨在启发学生讨论并引出本单元相关的话题,可以整合为一节任务型听说课。
第二课时 精读
将 reading 和 comprehending 整合成一节阅读课。
第三课时 语言学习
将 learning about language 与 workbook 中的 using words and expressions, using structures 结合在一起上一节语言学习课。
第四课时 泛读课
将 using language 中的 reading and talking 与 workbook 中 reading task 上成一节泛读课。
第五课时 综合课
using language 中 listening 与 workbook 中的 reading 同为目击证人对灾难现场的描述，可以整合为一节课。
第六课时 写作课
using language 中的 writing.
第七课时 复习课
评讲翻译练习，summing up 和 learning tip.
Earthquakes 篇6
一、概说：
本课是课文教学，主要讲美国圣弗朗西四斯科两次大地震情况。根据高级中学英语教学大纲规定教学目的中侧重培养学生阅读能力来看，本篇文章具有重要作用。在提高学生运用英语进行交际能力也有一定作用。在本课学习过程中会使学生受到思想品德和爱国主义的教育，在学习中充分调动学生的积极性，采用对比法和图示分析法引导学生分析问题和解决问题，根据学生思维活跃和富好奇心特点，激发学生学习兴趣，鼓励学生主动去探索合作，获取信息，培养其创新精神和实践能力，形成有效学习策略，为可持续发展奠定基础。根据以上分析确立本课重点和难点，采用如图示：五步教学法。
二、教学目标 ：
根据《中共中央国务院关于深化教育改革和全面推进素质教育的决定》中要求，本人在设计教学目标 时体现了“三位一体”思想，而不是传统的注重“双基”。而是体现了学科之间的联系。（与地理联系）
1.知识与技能目标：
（1）确掌握本节课所学单词和词组，初步掌握定语丛句，巩固和扩展基础知识。The number of, as many as, second strongest, not…but, a large number of
（2）通过累积知识，逐步掌握发表意见和感谢等语言功能。
（3）通过本节课学习，鼓励学生多了解地震预测，那么就会更加努力学习科学文化知识，以后为国家测震作贡献。
2.过程与方法目标：
（1）通过布置预习题（关于地震），激发学生学习兴趣，使学生积极参与课堂活动。
（2）师生互动，积极交流合作，共同提高。
（3）引导学生用比较法学习，使知识条理化。
（4）鼓励学生利用多种资源获取信息，培养分析问题解决问题能力。
3.情感态度和价值观目标：
（1）通过采访幸存者活动，使学生更加热爱党，热爱人民，培养学生爱心，责任心，热爱生活，生命。
（2）观看地震片段，讨论赈灾情况，倡议学生捐灾助学，教育学生树立正确人生观，价值观。
三、教学过程 说明：
根据国家基础教育课程改革纲要的精神，在课堂教学中坚持“一个为本”搞好“四个调整”，本科把握住了课改的方向。
（一）1、新课导入 ：为激发学生兴趣，先让学生观看地震片段，然后让学生展示自己调查情况，最后老师总结。
（二）2、讲解新课：老师展示报震歌谣引出美国圣弗朗西斯科的地震，让学生快速阅读，然后填表格：（见板书）
3、分析地震原因：结合地球岩石圈六大板块构造图
（三）反复操练
4、讨论如何减少地震损失及如何从地震中逃生
（四）5、巩固练习：让学生做采访幸存者活动，培养爱心
（五）归纳总结并布置作业 ：让学生根据课件和板书总结本课内容，不足的教师加以补充，让学生复述课文。
（六）板书展示
Which year
Time of the day
Center of the quake
deaths
Damage or destruction
1906
At 5:13 on the morning of Apr.18th
In the city
700 people
A great part of the city; a large number of buildings; fires
1989
On the evening of Oct.17 th
About 50 km away from the city
100 people
A part of the city; fire;
electricity
四、评价学生和教学反思：
6、对学生进行形成性评价和阶段性评价（附表）
附：教学反馈评价表
情感态度
课堂参与
口头表达
书面作业
英语节目表演
基本学习策略（使用计算机/自觉学习）
语言知识与技能掌握
自评
小组评
教师评
家长评
教师定性描述：
7、表中几包括形成性评价即对对学生的学习过程的评价同时也包括终结性评价即对学生学习效果的评价。
8、表中也对学生阶段性学习做了诊断性评价
9、利用习题检测学生掌握知识情况
10、教学反思：在本节课中体现了教学目标 的“三位一体”的教学指导思想，教学过程 体现了“四个调整”的内容，但还应该寻求更好的教学方法。
五、说课总结：
本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从视、听、等方面培养学生能力，让学生采访和调查并展示结果充分体现其主体地位，培养自学能力。
教学流程图
Earthquakes 篇7
using language
reading, writing, speaking & listening
第一步：自由阅读邀请信，分析出要做演讲的场合和对象，确定所写演讲稿的语言基调。
第二步：根据书中第三步所给的提示要点，完成演讲稿。这一步的关键在于不能让学生误以为就是把书中的要求罗列出来，而是要引导他们怎么样把握其中的逻辑性和遣词造句上的连贯性。
第三步：演讲活动，评比优胜三名, 多鼓励学生上台发言。
第四步：可以根据别人的演讲来完善自己的，互相学习，共同进步。
第五步：完成练习 4，介绍纪念地震的新邮票。这部分练习是对上面演讲的一个延续，让学生更能身临其境，在同一个语言环境中来做练习，能更加培养学生的语感。
homework
继续完善演讲稿。
Earthquakes 篇8
using language
listening
第一步：展示一些关于 san francisco 的地震的图片和资料。
第二步：让学生想象自己在这个环境中会是什么心情，什么状态，以及怎么去逃生。让学生自己看。
workbook(p62 exercise 1)
第一步：听第一遍不用动笔只是要求听懂大概意思，然后做第一题。
第二步：听第二遍之后，小组活动，每个人尽可能多的复述，然后模拟现实情景，派一名代表扮演幸存者，找另外一名同学扮演电视台记者进行采访。这一复述活动能激发学生听材料的兴趣，也能巩固听力材料中的内容。
homework
reading task on p65 这篇文章用很优美地道的文笔描述了一个目击证人的所见所闻。
Earthquakes 篇9
教学目标
Important vocabularies
Shake, while, sound, scientist, point, movement, fall off, for a while, for ever, a (large ) number of, cut off, stay up，plate, hit, bookstore.
Daily expressions:
Were you in ……?
Sure I was. I ll never forget that.
Very strange. It sounded like……
What happened next?
What was it like?
Useful phrases:
The population in and around San Francisco is now ten times more then it was in 1906.
The number of people who lost homes reached as many as 250000.
Grammar:
The usage of pronouns in the Attributive sentences.
Who/ whom/ which/ that……
教学建议
能力训练：
运用所学的语言，围绕地震这个题材，开展听说写的活动；阅读课文“Earthquake，了解有关地震的基本知识，完成有关课文内容的练习。并进一步练习间接引语的用法。
师生互动活动：
Lesson 25: 口头练习，对话交际功能-----日常生活用语的练习。
Lesson 26---27: 听力和阅读相结合，理解全文的意思。
Lesson 28: 口头和笔头练习相结合，写一篇关于地震的文章。
教材分析
本单元对话引出地震这个话题。对话中提到了地震的时候的现象和人的感受。本单元的阅读课文是了解发生在San Francisco地区的严重地震场景和有关地震发生时的基本常识。同时在文章里有一些重要的语法知识，如定语从句的使用：A wide and busy road which was built like a bridge over another road fell onto the one below. etc.
重点知识讲解：
1.What does quake means , as in the word earthquake?
像 earthquake 这个词中的quake是什么意思？
As in the word earthquake 是个省略结构，完整的说法为：as it does in the word earthquake. as 在此为连词，表示“如“的意思。
It sounded like a train that was going under my house. 那声音听起来就像有一列火车在我的房子底下开过似的。
sound 为系动词，后接名词、介词短语做表语，意思是“听起来”。
Your idea sounds (like ) a good one.你的注意听起来不错。
What he said sounded like a fairy-tale.他所说的话听起来就像神话故事。
表示“听起来像什么”的时候，用sound like….。like 在此是介词表示“像”的意思。类似于sound的常用系动词还有：feel, taste, smell, look.
例如：
Cotton feels very soft. 棉花摸起来很柔软。
It looks like a beautiful picture. 那看上去就像一幅美丽的画。
2.I was in the kitchen cooking something and I felt the floor move. 我当时正在厨房里作饭，我觉得地板动了一下。
cooking something 在本句中为现在分词短语做伴随状语。
句中的move是省略了to 的不定式，做宾语补足语。动词feel的宾语补足语可以是动词原形，也可以是动词的ing形式或过去分词形式。
例如：
When I heard his words, I felt my heart beating faster.听了他的话，我感到心跳加快了。
He felt someone knock at the door. 他感到有人敲了一下门。
he boy felt his back patted by someone. 那个男孩子感到有人拍了他的脊背。
3. And then I watched all the glasses on the table fall off onto the floor. 后来我观察到桌子上所有玻璃杯子掉到了地板上。
辨析：fall off / fall down
fall off 表示“从。。。。上落下或掉下”。off为介词或副词。fall down的意思是“倒塌、掉下”，不强调落物的来处。
例如：
I saw him fall off his horse.我看到他从马上掉了下来。
Flowers fell off to the ground. 花儿凋谢了，落到了地上。
Autumn comes and leaves are falling off the trees. 秋天到了，落叶纷纷。
A stone fell down in the earthquake. 一块石头落了下来，砸中了他。
The old house fell down in the earthquake. 老房子在地震中倒塌了。
4.A great part of the city was destroyed and a large number of buildings were burnt.城市的大部分地区被摧毁，许许多多建筑物被火吞噬。
A number of 相当于many.意思为“许多”，后跟可数名词的复数形式。短语中的number前可以由large / small来修饰，构成a large / great / small number of 短语。
例如：
1）A number of people were killed in the traffic accident. 有许多人在那场车祸中丧生。
2）A large number of students went to see Mr. Zhang when he was ill.张老师生病的时候有许多的学生去看望他。
Only a small number of people are against this plan.只有少数人反对这个计划。
辨析：a number of / the number of
a number of 意思为“许多”。中心词为of后面的复数形式。
the number of 的意思为 “…的数量”，中心词为number，因此，“the number of +复数名词”，做主语时谓语动词为单数第三人称形式。
例如：
The number of books in our library is going up.我们图书馆里的藏书数量正在上升。
The number of the students in our class is 57. 我们班的学生人数为57人。
A number of students are playing football on the playground. 许多的学生在操场上踢足球。
5.The number of people who lost homes reached as many as 250000. 无家可归的人数达到25万。
短语“as many as” 意思为“和…一样多，多达”，修饰可数名词；as much as 与as many as 意思相同，但是修饰不可数名词。类似的表达法还有：
as long as 长达 as high as 高达 as wide as 宽达
The great fire burned down as many as twenty buildings. 那场大火烧毁的房屋达到20之多。
He lost as much as 1000 yuan . 他丢的钱多达1000元。
The film lasts as long as two hours. 这部电影长达2个小时。
The mountain reaches as high as 2000 metres. 那座山高达2000米。
The road is as wide as 10 metres. 这条路宽达10米。
6.辨析：as / when / while
这三个词都有“当……的时候”的意思。但用法稍有不同。
as强调“一边……一边……”或是“与……同时，侧重表示主句的动作同时发生。
when既可以表示时间地点也可以表示时间段。
while只表示时间段，不表示时间点。它后面必须是延续性的动词，而且多为进行时态。当从句的谓语的动词为延续性动词时三者都可以替换使用。
例如：
When I got home, he was having supper. 我到家的时候，他正在吃晚饭。
I liked dancing when I was young. 我年轻时喜欢跳舞。
They talked as they walked. 他们边走边谈。
A thief broke in as / while / when I was sleeping.在我睡觉的时候小偷闯了进来。
While / When/ As we were still laughing, the teacher came in. 当我们仍还在大笑，老师进来了。
Strike the iron while it is hot. 趁热打铁。
8.A wide and busy road which was built like a bridge over another road fell into the one below,. Many people were killed in their cars, but a few lucky ones were not hurt.一座以立交桥车辆川流不息的马路塌陷到桥下面的路面上。很多人被压死在自己的车里，但是也有少数幸运的人没有受伤。
这两个句子中one(s)是代词，用来代替或是避免重复上文提到的名词。one只可替代可数名词，其复数形式为ones. 第一句中的one代替road，第二句中的ones代替people。
例如：
If the earthquake is a big one, a great part of the city will be destroyed. 如果那是个大地震的话，城市的大部分地区将要被毁掉。
I would like a pound of apples, the red ones. 我要一英镑苹果，红苹果。
He had no excuse for his being late, but he had to fine one. 他迟到找不着借口，但是他必须找一个。
If you dont like these cups, I have other ones. 要是你不喜欢这些杯子，我还有别的。
9.Third, you must make the houses as strong as possible. 第三，应该把房屋建的尽可能结实。
As…as possible是个固定搭配，中间可加形容词或副词，意思为“尽可能的…”。
例如：
He had his breakfast as quickly as possible. 他尽可能快的吃了早饭。
Please come as early as possible tomorrow. 明天请尽可能早来。
They keep the classroom as clean as possible.他们尽可能的保持教室清洁。
12.Weak buildings will fall down in an earthquake , but strong ones may stay up. 不结实的建筑物会在地震中倒塌，而结实的建筑物则可能安然无恙。
短语stay up 的意思是“挺立，站立，熬夜”等。
例如：
You must stay up in time of difficulty. 困难面前你必须要挺住。
He stayed up all night. 他通宵未睡。
He has been working for almost a whole day, but he can stay up. 他干了快一整天了，但是还是挺得住。
10.time表示倍数的用法
在此句中表示倍数，其前面的数词用基数词。常用的倍数表示法有以下几种：
1.A is three (four/ five….) times bigger (more/ longer/ higher….) than B. A 比B大（多/高/长…）三（四/五…）倍。
例如：
The new bridge is three times longer then the old one. 新桥比旧桥长三倍。
At least the train runs six times faster then the boat. 火车的速度至少比小船快6倍。
The meeting-room is four times bigger than ours. 这个会议室比我们的大四倍。
2.A is three ( four/ five…) times as big (much/ many/ long/ high…) as B. A比B大（多/长/高。。。）两倍或者是A是B的三（四/五……）倍大（多/长/高……）
例如：
Line A is five times as long as Line B. 线段A比线段B长四倍。（或是线段A是线段B的五倍长）
Asia is four times as large as Europe. 亚洲比欧洲大三倍。
This building is three times as high as that one. 这栋楼房比那一栋高2倍。
3. A is three ( four/ five….) times the size ( amount/ length/ height…) of B. A比B大（多/长/高……）两（三/四……）倍或是A是B的三（四/五……）倍大（多/长/高……）。
例如：
Line A is four times the length of Line B. 线段A比线段B长四倍。
This building is three times the height of that one.这栋楼房比那栋高2倍。
如果表示“A比B大（多/ 长/高。。。）一倍“用twice，而且用第一种表示法。
例如：
Bob is twice heavier than Jack. 鲍博比杰克重一倍。
This road is twice longer than that one.这条路比那条路长一倍。
11.语法——定语从句
关系代词who, whom, that 和which引导的定语从句。
在句子中修饰名词或代词的从句为定语从句。定语从句所修饰的词叫先行词，定语从句一般修饰跟在先行词的后面。如果先行词指人，关系代词可用who, whom, that.如果先行词指物，关系代词可用which或是that。关系代词who, whom, that 和which既起连接作用，又在定语从句中充当一定成分（在定语从句中作主语或是宾语）。关系代词在从句中作宾语时常常可以省略，但是作主语时不能省略。Whom 在从句中作宾语时用，但是在口语或非正式文体中，常用who来代替whom。
例如：
A plane is a machine which/ that can fly.飞机是会飞行的机器。
The book (which/ that ) you want is on my desk.你要的那本书在我的书桌上。
Anybody who/ that breaks the rules is punished.任何违反规定的人都要受到惩罚。
The boy who/ that likes skating will be here.喜欢滑冰的那个男孩子将会来这里。
The girl (who/ whom/that) you met in the street is John’s sister.你在大街上遇到的那个女孩是约翰的妹妹。
Is this the lady (whom) you spoke of? 这个是你谈到的那位女士吗？
教学设计方案：Lesson 25
一、Teaching Aims
Help the students have free talk about what an earthquake is and what people usually feel when an earthquake happens.
Practise in pairs on talking about the earthquake that happened in San Francisco in 1898.
Study the language items in the lesson.
Do the exercise on page 25 about the indirect speech.
二、Teaching procedures
Step 1 Warming- up
Ask the Ss some questions about earthquake, such as, “ What will happen when an earthquake happens?” “ What causes an earthquake to happen?” “ What should people do when an earthquake happens?” etc.
Step 2. Listening
The Ss are supposed to listen to the tape about the earthquake that happened in San Francisco in 1989.
After listening to the dialogue the Ss are supposed to do the exercises on page 87. E.1.
What are Carl and Wang Bing talking about?
Where was Carl at the time of the earthquake?
How did Carl feel when the earthquake was happening?
Step 3. Practising
The students are supposed to do the pair work on page 25.
Change the sentences into Indirect Speech.
Step 4. Language points of the dialogue
as 的用法
so do you 形式的复习
at the time of 的用法
it sounded like中sound的用法
feel sth. do的用法
6.fall off 和fall down的辨析
quite a while 的用法
Step 5. Practising
If time is permitted, the students are supposed to do the exercise on page 87. E.2---retell the dialogue.
教学设计方案 : Lesson 26
Teaching Aims
The Ss are supposed to get the idea what the earthquake is like when it is happening and what causes an earthquake to happen?
Learn how to write a composition about an earthquake that happened in Tangshan, China in 1976.
Teaching procedure
Step 1. Ask the students some questions about earthquakes.
Have you ever heard anything about earthquakes from your parents?
Have you ever been in any of the earthquakes? Where and when?
Do you know the biggest earthquake that happened in China?
Step 2. Reading the text
For the first time of reading, the Ss are supposed to answer the question:
Which was the USA’s worst earthquake?
Can we do something to prevent the earthquake from destroying the whole city?
For the second time, the Ss are supposed to read the text for some detailed information.
In what part of the USA is San Francisco?
In the spring of 1906, what happened to the city of San Francisco ?
What happened again in the city in the fall of 1989?
In what other places of the world do earthquakes often happen?
In what provinces in China do earthquakes happen more often?
Explain the reasons why there are earthquakes.
Step 3. Retelling the reasons why an earthquake happens.
Ask the Ss to retell it in pairs first then ask individual student to say it out in class.
Step 4. Discussion
What should we do in order not let the earthquake destroy the earth so seriously?
Step 5. Language points of the text
at 5:13 on the morning of April 18th.,1906中介词的用法
the number of 和 a number of 辨析
as many as 以及as much as的用法
as 表示当什么时候的意思的用法（和while/ when的区别）
one / ones 代词的用法
cut off
at 5.3 centimetres a year “at” 表示速度的用法
make sure
stay up
time 表示倍数的用法
Step 6. Practising
Do the exercises on page 89. E. 1,2,3
Write a composition about the Tangshan Earthquake with the given information
Step 7. Homework:
Finish the composition
Finish the exercises on page 89 E.3 and page 91.E.
Re-read the attributive sentences in the text and get to understand the meaning and the structure of each sentence.
探究活动
让学生自己找有关地震的资料，比如近年来发生在国内或国外的地震地区以及震后的情况。每个小组指定查某一个国家或地区的地震情况。然后让学生们互相进行讨论，介绍各个国家或地区的地震情况。学生们在听的时候可以记下来想要问的问题然后对进行汇报的小组提问。这样可以锻炼听力和口语表达能力。
Earthquakes 篇10
第一步：学生互相批改作文。
第二步：评讲 p63 translation. 在这一部分复习课中，以翻译联系来整合这一单元的知识点在这 7 个句子中出现的单词，短语，定语从句，以及和地震有关的描述和信息。例如 no.6 种得 honour 和 rescue 的用法，以及 who 引导的定语从句，另外可以复习关于地震营救工作的知识。
第三步：p32 learning tip 打击自由讨论关于看英语新闻的心得体会，总结出经常看英文报纸的好处，激发学生学习英语的积极性。
第四步：快速浏览本期辅导资料《teens》
homework
完成本期订阅的教辅材料，如 21 世纪报等。
教学反思
这个单元的学习和活动设计是按层次和深度的不同，以科学性与实用性统一的原则为指导，充分锻炼了学生的注意、观察、分析、发现、归纳、对比、总结和运用等多方面的能力。尤其是在语言学习中，不仅仅是让学生记住某些词汇和语法规则，而是通过各种阅读和活动，鼓励学生自己去发现和注意其中的意义和联系。此外在阅读技能的训练中，运用了略读、查读、理解大意、猜测词义、判断推理等等，实际上也是交际、信息和思维三大能力的培养。因为每一项活动都是不同程度的获取信息和处理信息的过程，包括了区分信息、选择信息、信息归类、提取信息、连接信息和表达信息等等，其中的小组活动和双人讨论就创造了交际的机会，对于培养学生语言思维能力也很有帮助。但是在语法教学这一环节，学生自己去发现规律，总结规律的能力还不能达到要求，还需要老师做一些引导，甚至归纳总结。另外，为了能够更好的调动学生们自主学习的积极性，可以适当的加入竞争性的活动，从而能更好的发挥主观能动性，达到学习效果。
Earthquakes 篇11
unit 4 earthquakes
period 3 grammar(the attributive clause (ⅰ)
整体设计
从容说课
this is the third teaching period of this unit. to test whether the students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. the pattern “not all. . . ”or “all. . . not. . . ” is a bit important, so special exercises should be designed.
this teaching period mainly deals with the grammar:the attributive clause introduced by that, which, who and whose. firstly, the teacher can ask the students to read the text a night the earth didn’t sleep, tick out the attributive clauses in the reading passage and translate them into chinese. secondly, summarize the usages of the attributive clause, especially the usages of relative pronouns:which, that, who, whom and whose by giving a lot of example sentences. thirdly, do the exercises in discovering useful structures on page 28 and more exercises for students to master the usages of which, that, who, whom and whose.
at the end of the class, ask the students to read the passage a safe home and do the exercises in using structures on page 64 and additional exercises for consolidation.
教学重点
get the students to master the attributive clause introduced by that, which, who and whose.
教学难点
enable the students learn how to use that, which, who and whose correctly.
教学方法
1. task-based teaching and learning
2. cooperative learning and practice
教具准备
a projector and other normal teaching tools
三维目标
knowledge aims:
1. get the students to learn the attributive clause introduced by that, which, who and whose.
2. let the students learn different usages of that, which, who and whose.
ability aims:
1. enable the students to use attributive clauses to describe things and persons.
2. enable the students to know how to choose correct relative pronouns for attributive clauses.
emotional aims:
1. get the students to become interested in grammar learning.
2. develop the students’ sense of group cooperation.
教学过程
设计方案
→step 1 revision
1. check the homework exercises.
2. dictate some new words and expressions.
3. translate the sentences:
1)并非所有的竹子都能长高。
2)她们全都不擅长舞蹈。
suggested answers:
1)not all bamboo can grow tall. /all bamboo can not grow tall.
2)none of them is/are good at dancing.
→step 2 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.
suggested answers:
1. but the one million people of the city, who thought little of these events, went to bed as usual that night.
但是，唐山市的一百万居民当天晚上照常上床睡觉了，他们几乎都没有把这些情况当一回事。
2. it was heard in beijing, which is one hundred kilometers away.
100千米以外的北京市都听到了地震声。
3. a huge crack that was eight kilometers long and thirty meters wide cut across houses, roads and canals.
一条8千米长30米宽的巨大裂缝横穿房舍、马路和渠道。
4. the number of people who were killed or injured reached more than 400 000.
死伤的人数达到40多万。
5. the army organized teams to dig out those who were trapped and to bury the dead.
救援人员组成小分队，将被困的人挖出来，将死者掩埋。
6. workers built shelters for survivors whose homes had been destroyed.
救援人员为那些家园被毁的幸存者盖起了避难所。
→step 3 summary of the attributive clause
1. 与定语从句相关的概念
什么是定语从句？什么是先行词？什么是关系词？关系词在定语从句中分别起什么作用？
2. 关系代词引导的定语从句
关系代词放在定语从句和先行词之间引导定语从句，并代替先行词在定语从句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致；关系代词在定语从句中作宾语时可以省略，作其他成分时不能省略。
1)which引导定语从句时，先行词是除人以外的表示事物或动物的名词或代词，在从句中作主语或宾语。
a prosperity which had never been seen before appears in the countryside.
农村出现了前所未有的繁荣。（which在从句中作主语）
the package(which)you are carrying is about to come unwrapped.
你拿的包裹快散了。（which在从句中作宾语，可以省略）
2)who引导定语从句时，先行词是表示人的名词或代词，在从句中作主语；作宾语时用其宾格whom（在口语中也可用who）。
is he the man who wants to see you?
他就是想见你的人吗？(who在从句中作主语）
he is the man(whom/who)i saw yesterday.
他就是我昨天见的那个人。(whom/who在从句中作宾语，可以省略）
3)that引导定语从句时，先行词既可是表人的名词或代词（相当于who/whom），也可是表物的名词或代词（相当于which），在从句中作主语或宾语。
a plane is a machine that/which can fly.
飞机是能飞的机器。
i don’t know the man that/who is reading the newspaper over there.
我不认识在那边读报的男子。
do you like the book(that/which)you borrowed yesterday?
你喜欢你昨天借的那本书吗？
she is the girl(that/whom/who)you want to know.
她是你想认识的女孩。
4)whose 引导定语从句时，先行词既可是指人的名词，也可是指物的名词，在从句中作定语，相当于of whom或of which。
they rushed over to help the man whose car had broken down.
那人车坏了，大家都跑过去帮忙。
please pass me the book whose cover is green.
请递给我那本绿皮的书。
（如果学生基础较好，语法部分也可用英语讲解。）
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 only 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 math 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 first+n. etc. , 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-restrictive attributive clause or after a preposition.
i have lost the pen, which i like very much.
i have two sisters, who are both teachers.
at last i met the writer of whom i had heard long before.
this is the house in which the famous man was born.
→step 4 practice
1. turn to page 29. do exercise 2 in discovering useful structure.
2. fill in the blanks, using which, that, who, whom and whose.
1)the eggs______________ i bought yesterday were not fresh.
2)the friend______________ came to supper last night wasn’t hungry.
3)he prefers the goose______________ comes from his parents’ farm.
4)the noodles______________ you cooked were delicious.
5)he saw a house______________ windows were all broken.
6)i don’t like the people______________ smoke a lot.
7)the man______________ lives next to us sells vegetables.
8)i prefer dumplings______________ have just been cooked.
9)don’t drink water______________ has not been boiled.
10)those______________ want to go to the great wall write down your names here.
11)the potatoes______________ we ate just now were expensive.
12)the pancakes______________ you had for breakfast were made of corn.
13)he showed a machine______________ parts are too small to be seen.
14)a fish______________ has a bright eye is fresh.
15)you’d better buy vegetables from farmers______________ grow them.
several minutes later, check the answers with the class.
suggested answers:
1)(which/that) 2)who/that 3)which/that 4)(which/that) 5)whose
6)who/that 7)who/that 8)which/that 9)which/that 10)who 11)(which/that)12)(which/that) 13)whose 14)which/that 15)who/that
→step 5 workbook
do exercise 1 and exercise 2 in using structures on page 64.
→step 6 consolidation
show the exercises on the screen.
1. 把下面的两个简单句合并成一个含定语从句的复合句：
1)the man has been caught. he did the robbery.
2)the chair was a broken one. i sat in the chair just now.
3)a plane is a machine. it can fly.
4)tom is the boy. he damaged the vase yesterday.
5)mary is the girl. her english is the best in our class.
6)i wanted to see the woman. she had already left.
7)the one million people of the city went to bed as usual that night.
they thought little of these events.
8)workers built shelters for survivors.
their homes had been destroyed in the earthquake.
2. 用定语从句翻译下面的句子：
1)玉米是人和动物都可以食用的植物。
2)我们昨天看的那场电影一点意思也没有。
3)我在商店碰到的那位妇女是我的一位老同学。
4)学习不刻苦的那些人是不会通过这次考试的。
5)我住在窗户朝南的那个房间里。
6)任何人犯法都应受到惩罚。
check the answers with the class and deal with any problems students meet.
suggested answers:
1. 1)the man who/that did the robbery has been caught.
2)the chair(which/that)i sat in just now was a broken one.
3)a plane is a machine which/that can fly.
4)tom is the boy who/that damaged the vase yesterday.
5)mary is the girl whose english is the best in our class.
6)i wanted to see the woman who/that had already left.
7)the one million people of the city, who thought little of these events, went to bed as usual that night.
8)workers built shelters for survivors whose homes had been destroyed in the earthquake.
2. 1)corn is a plant which/that can be eaten by people and animals. /corn is a plant(which/that)people and animals can eat.
2)the film/movie(which/that)we saw yesterday was not interesting at all.
3)the woman(whom/that/who)i met in the shop was one of my old classmates.
4)those who don’t work hard won’t pass the examination.
5)i live in the room whose window faces south.
6)anyone who breaks the law will be punished.
→step 8 homework
1. finish off the workbook exercises.
2. learn the important grammar points by heart.
板书设计
unit 4 earthquakes
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 only 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 math 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 first+n. etc. , 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-restrictive attributive clause or after a preposition.
i have lost the pen, which i like very much.
i have two sisters, who are both teachers.
at last i met the writer of whom i had heard long before.
this is the house in which the famous man was born.
活动与探究
as we all know, the attributive clause is very important. there are many proverbs with attributive clauses. get online to find some out for you to imitate and remember. you should try to find out at least five ones.
possible version:
1. all that glitters is not gold.
闪光的并不都是金子。
2. all is well that ends well.
结局好，一切都好。
3. he who laughs last laughs best.
谁笑到最后谁笑得最好。
4. he who doesn’t reach the great wall is not a true man.
不到长城非好汉。
5. he who knows others is learned, and he who knows himself is wise.
知人者智，自知者明。
6. he who loves others is constantly loved, and he who respects others is constantly respected.
爱人者恒爱之，敬人者恒敬之。
7. gods help those who help themselves.
自助者天助/天助自助之人。
8. friendship is like sound health, the value of which is seldom known until it is lost.
真正的友谊犹如健康的身体，失去时方知其可贵。
9. the hands that push cradles are the hands that push the world.
推动摇篮的手，就是推动世界的手。
10. nothing in the world is difficult for one who sets his mind to it.
世上无难事，只怕有心人。
Earthquakes 篇12
unit4 earthquakes-grammar学案
the attributive clauses 定语从句i. sentences translation (english into chinese)1. but the one million people of the city, who thought little of these events, were asleep as usual that night. (line 8)2. it was felt in beijing, which is more than two hundred kilometers away. (line 11)3. a huge crack that was eight kilometers long and thirty meters wide cut across houses, roads and canals. (line 13)4. the number of people who were killed or injured reached more than 400,000. (line 16)5. then, later that afternoon, another big quake which was almost as strong as the first one shook tangshan. (line 24)6. the army organized teams to dig out those who were trapped and to bury the dead. (line 32)7. workers built shelters for survivors whose homes had been destroyed. (line 35)8. the powerful earthquake of tangshan happened in the city of tangshan, hebei province on july 28th, 1976, which caused more than 240,000 deaths and the whole city was destroyed. (best english p35)9. however, they can warn people who live in these areas by prediction, in advance to take precautions against such disasters. (best english p35)ii. summary of the rules of the attributive clauses1. 关系代词/副词
关系代词/副词
在从句中的成分
所指代的先行词
例 句who /whom主语/宾语（可省）指人he who laughs last laughs best.this is the boy (whom /who) you saw yesterday.which主语/宾语（可省）指物/事a thing which was bitter to endure may be sweet to remember.that主语/宾语（可省）指物/事the panda that is chosen dragon warrior is big and fat.指人they that know nothing fear nothing.whose定语（某…的）指人workers built shelters for survivors whose homes had been destroyed.指物/事the book whose cover is blue is mine.when时间状语时间i’ll never forget the day when the earthquake happened.where地点状语地点this is the place where we first met.why原因状语原因the reason why he was late was that he missed the bus.2.只用that不用which的情况 当先行词是1）不定代词all, everything, anything, nothing, something, much, little, few, none, the one等时e.g. you can take any seat that is free. we should do all that is useful to the people.2）被the only, the very, the same, the last等修饰时；e.g. it is the only thing that we can do.3）是或被序数词the first /second /third…所修饰时； e.g. this is the first place that i want to visit.4）被形容词最高级所修饰时； e.g. this is the most interesting book that i have ever read.5）同时指人和事/物时； e.g. we talked about the things and persons that we were interested in.6）主句以there be 开头时 e.g. there is the matter that i can do.3.只用which不用that的情况 1）介词后 2）逗号后，即非限定性定语从句中 3）句中已经有that的时候e.g. that which is evil is soon learnt. 学坏容易。4.whose = the +名词+ of + which/whom 指“某人/物的” when = at /in /on 等介词+which where =at /in /on /from /to等介词+which why =介词for + whichiii. english proverbs1. he who laughs last laughs best. 谁笑在最后，谁笑得最好。2. those who live in glass houses should not throw stones.家居玻璃房，切忌乱扔石。（自己有弱点，勿揭他人短。）3. when in rome do as the romans do.（入乡随俗）4. he who does not reach the great wall is not a true man. 不到长城非好汉。5. he who has a lazy hand has an empty mouth.手懒饿肚皮。6. he that loses his honesty has nothing失去诚实就失去了一切7. god helps those who help themselves.自助者天助。8. he who does not advance loses ground. (=anyone who does not advance loses ground.)逆水行舟，不进则退。9. he who laughs on friday will weep on sunday. 乐极必生悲。10. they who cannot do as they would must do as they can. 事不由己，也需努力。iv. translation (chinese into english) 我们这个单元学习的课文是关于地震的。地震前几天，会发生一些奇怪的现象，如变得反常的（abnormal）水井、动物、气候等。接着，一场突发其来却似乎使世界到了末日的大地震仅持续十几秒。这场大灾难使人们平静生活了多年的城市顷刻间成了一片废墟。幸好，救援人员及时赶到，挖出受困的人们，并为那些家园被毁的幸存者搭建避难所。慢慢地，这座城市又出现了生机。
定语从句练习一、选择题1. do you know the girl _____ is talking with your mother?a. who b. which c. whose d. / 2. this is the kite _______ billy fisher gave to toma. who b. which c. / d. both b and c 3. he was the only one ______ was saved in the earthquake. a. who b. that c. which d. a and b 4. this is the only present _____ i like. a. who b. that c. which d. b and c5. this is the most beautiful place ______ i have ever seen. a. which b. who c. where d. / 6. all _______ i can do is to give him some money. a. that b. which c. who d. what 7. is there anything else _____ you need? a. which b. that c. who d. what 8. the museum _____ we visited last week isn’t far from here. a. where b. which c. what d. who 9. where is the scientist _____ gave us the talk yesterday? a. which b. who c. what d. / 10. most of the people ____ lost their lives in the earthquake are sichuan natives. a. when b. who c. how d. which 11. do you think most students prefer tests ____ have easy questions? a. who b. where c. when d. that 12. my mum prefers music ____ quiet and gentle. a. that are b. that is c. which has d. whose is 13. the boy ____ you saw just now is tom’s brother. a. which b. whose c. when d. / 14. the bike and its rider _____ had run over an old woman were helped up by the policeman. a. which b. that c. it d. whom15. she was becoming fat, ______ bothered her very much. a. which b. that c. it d. of whom16. the amazon(亚马逊河), ______ lies in the andes(安第斯山脉) is the world’s longest river. a. its source b. which source c. whose source d. the source of it17. the reason ______ i can’t come is _______ i have to work late. a. for, why b. why, because c. because, that d. why, that18. who is that man _____ is telling the children a story? a. who b. whom c. that d. whoever19. she tells us that lao wang is a person _______ we can learn a lot. a. whom b. that c. from whom d. about whom20. is this the factory _____ you worked five years ago? a. in which b. in where c. in that d. that二、用适当的关系代词填空1. do you like the present _______ i bought you yesterday?2. the storybook _______ was written by his uncle is quite interesting.3. the boy _______ computer doesn’t work well needs your help.4. this is the best movie _______ we have seen this year.5. the doctor _______ we met in the street is from america.6. the passengers and the suitcases _______ were in the waiting room had to wait for another plane.7. who is the girl _______ you want to make friends with?8. this is the last lesson _______ mr. smith taught us.9. i, _____ am your friend, will help you out.10. the building ___________ wall is white is my uncle’s house.11. the boy _______ john spoke with is my brother.12. will you please lend me the very picture _________ you bought yesterday?13. the students ________ the teacher praised at the class meeting is our monitor.14. the season _________ comes after spring is summer.15. this is the first museum __________ we visited last saturday.16. the girl ________ leg was broken in the earthquake was taken to the hospital.17. i found some photos of interesting places _________ were not far away from our city.18. there is a boy downstairs _________ want to see you.19. the river ________ banks are covered with trees is very long.20. i’m going to meet tom ______ they say is a good boy.key: 一、1-5 addbd 6-10 abbbb 11-15 dbdba 16-20 cdcca二、1. that / which / 不填 2. that / which 3. whose 4. that / 不填 5. whom / who / that / 不填 6. that 7. that / 不填 8. that / 不填 9. who 10. whose 11. who/ whom 12. that /不填 13. who /whom /that/不填 14. that /which 15. that 16. whose 17. that / which 18. who / that 19. whose 20. who/ whom/ that
Earthquakes 篇13
unit4 earthquakes
the first period leading in, warming up
& pre-reading
by liu xiaohua from hongling middle school
一、 教学目标（teaching aims）
student’s book
1. 能力目标（ability aim）
a . let the students know something about the earthquakes.
b . enable the students to talk about what they should do in a disaster for themselves
2. 语言目标(language aim)
a. words and expressions
imagine, shake, right away
b. important sentence
what do you think may happen before an earthquake?
二、 教学重难点(teaching important points)
let the students know what a correct attitude towards a disaster is and what they should do in a disaster for themselves and for the other people.
三、 教学方法 (teaching method)
a. discussing
b. talking
c. activities.
四、 教具准备 (teaching aids)
multi-media computer
五、 教学步骤 (teaching procedure)
stepⅰ. lead-in:
t: what’s the biggest sound you have heard in your life?
( the sound of the wind that blew in a winter night; the nose when planes take off; the sound of trains; the sound of thunder…..)
but did you once hear the sound that the heaven falls and the earth crack. in chinese it is 天崩地裂？
if there is a sound like this what is it? what will happen?
today we’ll learn something about earthquakes. can you imagine how terrible it is?
first let the students answer the following question.
which of the following may cause people the greatest damage?
earthquake, typhoon, flood, drought
various answers are possible. students should give reasons to support their answers. all of them are natural disasters, they have something in common, at the same time, they have many differences.
let the students know something about the earthquake. (slides)
t: how does the earthquake occur?
then show the film to the students. ( film about the earthquake )
t: when some plates of the earth move suddenly, an earthquake happens. many earthquakes begin under the sea. in fact, earthquakes may happen near high mountains.
during an earthquake, the shaking make rocks rise suddenly and even cracks open. houses fall, people are killed or hurt, and sometimes the whole villages or cities are destroyed. some villages even disappear completely.
step ⅱ. talking
t: earthquakes are disasters to everybody. now look at the two pictures of tang shan and san francisco. can you describe what you see in the pictures?
(show two pictures to the students and tell the students they are today’s tangshan and san francisco. but many years ago some big earthquakes hit these two beautiful cities.)
1. show the pictures of san francisco to the students and let them describe today’s san francisco and then let them know what happened in san francisco in 1906
(from the picture of san francisco, we can see it is a very big city. there are many tall buildings thickly standing on the earth. and the population of the city is very large.)
2. show the pictures of tangshan to the students and let them describe today’ tangshan and then let them know what happened in tangshan in 1976.
( today’ tangshan is a beautiful city. it has beautiful gardens, broad roads and some tall buildings.)
t: but, what will happen if there has been a big earthquake in these two cities? work in groups and discuss it. then i’ll ask some of you to say out your opinion.
( after the terrible quake, everything is destroyed, what we can see is fallen buildings and dead bodies. the policemen, the soldiers and some other volunteers are rescuing the people trapped in the ruins….)
t: right, now let’s see a film.
(let the students see a film about tangshan earthquake.) (film)
t: after the earthquake the city of tangshan became…..
let the students discuss what they saw. and then talk about the pictures in their own words.
the house….
the fire….
the bridge….
the road…
the police and the volunteers….
the people…..
( tangshan earthquake happened on july 28, 1976.it was the greatest earthquake of the 20th century in china. before the earthquake, many strange things happened, but people thought little of them. such a great number of people died during the earthquake, because the quake happened while they were sleeping. the number of people who were killed or injured reached more than 400,000. and all the traffic was almost destroyed after the quake. thousands of thousands of people became homeless in a short time. many soldiers were sent to tangshan to rescue the survivors after the earthquake.
let the students talk about the damage caused by earthquakes
using the following words and phrases:
shake, break, fall down onto, hurt, destroy, homeless, die…..
step ⅲ. pre-reading
t: but we can avoid or at least reduce the loss caused by earthquakes. and we can foretell it.
do you know what would happen before an earthquake?
can we do something to keep ourselves safe from earthquakes?
( 1. there is often a great sound.
2. animals may be too nervous to eat.
3. maybe there are bright lights in the sky.
4. a smelly gas may come out of the well.
5. in the city the water pipes in some buildings crack and burst.
6. scientists have studied earthquakes and make maps that show the “ earthquake belts”. in areas in these belts, it is possible for earthquakes to happen. in these areas we can build strong houses to fight against earthquakes.)
discussion & activities
1. show some pictures to the students and
let them discuss.
let the students look at them and decide
what situation may happen before an
earthquake.
2. then fill in the missing words
according to the pictures.
a. the water in the wells ____ and____. and some deep ______could be seen in the well walls. a ______gas came out the cracks.
b. mice ran out the fields ___________places to hide. fish _________out of bows and ponds.
c. the chickens and even pigs were ______ nervous _____eat. the dog was ________ loudly again and again.
d. people could see _______lights in the sky.
3. let the students discuss if they have ever experienced an earthquake.
step ⅳ discussion & activities
t: what do you think may happen before an earthquake?
(before an earthquake, animals will become nervous. cow, pigs,, horses and dogs will be upset. and people can see mice running about. if the earthquake happens during winter, people can even see snakes.)
t: have you ever experienced an earthquake?
let the students discuss and then talk about it.
step ⅴ homework
preview reading material and then do exercise on page 27. 1-3 ( in comprehending )
Earthquakes 篇14
warming up
第一步：看多媒体图像和图片了解有关地震海啸等自然灾害,让学生结合看的内容说出描写自然灾害词汇和词组：shake, rise, burst, canal, steam, ruin, injure, destroy, shock, quake, rescue, disaster, survivor……
第二步：根据所看的内容介绍结合自己对地震的了解，组织两人活动，让学生讨论书中的问题，充分发挥想象力，描述地震后两个城市可能会出现的情况。
pre-reading
第一步：让同学们想象如果家里发生地震了,应该做些什么?
第二步：分五组分别讨论以下话题:
what are the predictions of an earthquake?
how to rescue others in a proper way.
do you know the cause of earthquake?
how to reduce the damage of an earthquake？
这些问题的设置目的不在于让学生来准确回答，而是在于给学生一个发散思维的空间，让学生置身于这一单元的主题当中，才更能激发学习兴趣和动机。
第三步：看图描述地震前会出现哪些征兆。(建议教师放映一些有关话题的影像材料，增加学生的感性认识，同时印发一些有关地震的文字资料,在此基础上组织学生进行讨论,他们才会更有话说)
第四步：两人讨论更多关于地震的话题：
(1) have you experienced an earthquake?
(2) how much do you know about it?
(3) besides earthquake what other natural disasters do you know?
（flood，typhoon，hurricane，cyclone，volcano，sandstorm，landslide）
(4) do you know how to measure the strength of earthquake? （richter scale）
workbook p62
（这部分听力材料的内容刚好是针对以上话题的，关于地震产生的原因和影响）
第一步：先让学生猜测练习一中的陈述哪些是正确的，哪些是错误的。
第二步：听第一遍并录音完成练习一。
第三步：听第二遍，完成获取信息题。
homework:
imagine you are a reporter. try to report the earthquake on tv. please write down your report on your exercise books.
Earthquakes 篇15
learning about language
target language
a. words and expressions
shake, well, rise, smelly, pond, pipe, burst, canal, steam, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, mine, shelter, fresh, percent, speech, judge, honor, prepare, europe, crack, survivor, miner
right away, at an end, dig out, a(great) number of, give out, thousands of
b. sentences
1. farmers' wives noticed that the wells had deep cracks in them. p26
2. it seemed that the world was art an end. p26
3. bricks covered the ground like red autumn leaves. p26
4. the army organized teams to dig out those who were trapped and to bury the dead. p26
5. workers built shelters for survivors whose homes had been destroyed. p26
discovering useful words and expressions
第一步：两人活动，一人说意思，另外一人猜单词，完成练习一。这一部分要注意的是不能单纯得为了练习单词而做题，要培养学生英语思维的能力（用英语解释英语单词）。
第二步：独立完成填空题，之后互相交换答案，解释自己为什么这么选择，在语篇中熟练掌握单词的应用。
第三步：速写比赛，课代表用英语念数字，进行比赛看谁写的数字准确率高，速度快，同样训练了学生用英语思维的能力。
one million, two-thirds, seventy-five percent, ninety percent, half a million, ten thousand .
第四步：完成练习 p63 第一题来巩固新单词。
discovering useful structures
第一步：学生重读课文，查找教材中带有 that, which, who, whose 的句子。
第二步：教师针对每个句子提问，以帮助学生认识定语从句。例如：句子的主干是什么？主句和从句的关系是什么？等。
第三步：小组讨论，归纳这些句子之间的共同点，进而理解什么是定语从句，定语从句和先行词之间的关系，培养学生自主学习的能力。there are two kinds of this clause. one is the restrictive attributive clause, which modifies the noun; the other is the non- restrictive attributive clause, which gives extra information, and is written with commas. four relative pronouns the attributive clause use are who, whose, which and that.
第四步：看图说话完成句子，合并两个单句，试着用一个句子去修饰另一个句子。（例如 a boy is crying. he's got lost in the shop＝a boy who is lost in the shop is crying）以巩固学生对和定语从句中主句和从句之间的关系的理解。
homework
完成练习 p28 and p64 关于定语从句的练习。
Earthquakes 篇16
新课标高一必修1 英语教案
unit 4 earthquakes (简案)
teaching plan for unit 4 earthquakes
teaching aims and demands:
1. topic:
basic knowledge of earthquakes; how to protect oneself and help the others in disasters
2. useful words and expressions:
shake, well (n.), rise, smelly, pond, pipe, burst, canal, steam, dirt, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, shelter, fresh, percent, speech, judge, honour, prepare;
right away, (be) at an end, dig out, bring in, a (great )number of
3. functions:
talking about past experiences:
i will never forget the day when the earthquake took place. the time was 5:15 in the afternoon and i was driving along the road.
sequence
4. grammar:
the attributive clause (i)
由that, which, who, whose引导的定语从句
the number of people who were killed or injured reached more than 400,000.
it was heard in beijing which is one hundred kilometers away.
workers built shelters for survivors whose homes had been destroyed.
teaching procedures:
period 1.
step 1. warming up
ss discuss and answer some questions:
1. which of the following may cause people the greatest damage?
a. earthquake b. typhoon c. flood d. drought
2. imagine 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?
step 2. pre-reading
ss discuss and answer:
1. do you know what would happen before an earthquake?
2. what can we do to keep ourselves safe from an earthquake?
3. do you know anything about tangshan earthquake in 1976?
step 3. reading
1. skimming and find the answers to the following questions:
a. what happened?
b. when and where did it happen?
2. ss read again and fill in the following form:
time what happened
before the earthquake wells:animals:lights and sound:water pipes:
while the earthquake houses, roads and canals:hard hills of rock:the large city:the people:
after the earthquake hospitals, factories and buildings:the ground:dams:railway tracks:animals:wells:
3. ss read the whole passage again and get the main ideas of each part:
part 1. the natural signs of a coming earthquake
part 2. the damage of the city after the earthquake
part 3. the help to the survivors
step 4. comprehending
ss finish ex 1 and 2 on page 27.
step 5. assignment
1. surf the internet and get more information about the earthquake.
2. retell the text.
period 2.
step 1. warming up
1. ss share more information about the earthquake.
2. ask some ss to retell the text by using their own words.
step 2. language points
1. lie –lay-lain (v.) : to be, remain or be kept in a certain state 处于某种状态
the village lay in ruins after the war.
these machines have lain idle since the factory closed.
2. in ruins: severely damaged or destroyed 毁坏
an earthquake left the whole town in ruins.
his career is in ruins.
3. number (n.): a quantity of people or things 数目；数量
the number of people applying has increased this year.
we were fifteen in number.
a number of: a lot of
i have a number of letters to write.
a large number of people have applied.
4. injure (v.): to hurt oneself/sb./ sth. physically 受伤
he fell off the bicycle and injured his arm.
5. reach (v.): to achieve or obtain sth. 达成；达到；获得
you’ll understand it when you reach my age.
at last we reached a decision.
6. rescue (n.): an act of rescuing or being rescued 搭救；解救
a rescue team is trying to reach the trapped mines.
rescue (v.): to save or set free from harm, in danger, or loss 解救；救出
the rescued the man from drowning.
7. trap(v.): in a place from which one wants to escape but cannot 困住；陷于绝境
they were trapped in the burning hotel.
8. all …not… = not all…: some but not all 一些；但不是全部
not all the girls left.
=only some of them left early.
not all the children are noisy.
=some of the children are not noisy.
全部否定应用: none of…
none of us were allowed to go there.
none of these reports is very helpful.
step 3. learning about language
1. ss finish ex 1,2 and 3 on page 27 and 28.
2. teacher checks the answer and give the ss some help if they have some difficulty.
step 4. assignment
1. finish wb.ex.1 on page 63.
2. ss try to remember the useful words and expressions by hearts.
period 3
step 1. warming up
ss read the passage again and try to find the sentences with attributive clauses.
e.g. workers built shelters for survivors whose homes had been destroyed.
step 2. attributive clause
1. give ss more sentences and let the ss to find the structures of the attributive clause.
2. ss do some exercises about how to use that, which, who or whose.
3. ss finish ex 2 on page 28.
some materials about attributive clause:
关系代词引导的定语从句
关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。
1）who, whom, that
这些词代替的先行词是人的名词或代词，在从句中作主语和宾语。例如：
is he the man who/that wants to see you? 他就是你想见的人吗？（who/that在从句中作主语）
he is the man whom/ that i saw yesterday. 他就是我昨天见的那个人。（whom/that在从句中作宾语）
2） whose 用来指人或物，（只用作定语, 若指物，它还可以同of which互换）。例如：
they rushed over to help the man whose car had broken down. 那人车坏了，大家都跑过去帮忙。
please pass me the book whose （of which） cover is green. 请递给我那本绿皮的书。
3）which, that所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等。例如：
a prosperity which / that had never been seen before appears in the countryside.
农村出现了前所未有的繁荣。（which / that在句中作宾语）
the package （which / that）you are carrying is about to come unwrapped. 你拿的包快散了。（which / that在句中作宾语）
step 3. using structures
1. ss read the passage on page 64.
2. ss try to complete the sentences by using who, whom, which, that or whose.
3. check the answer and explain any questions that the ss may ask.
step 4. assignment
1. ss learn by heart about how the structures of the attributive clause.
2. ss do some exercises about the attributive clause.
period 4. (reading)
step 1. warming up
ask the ss:
do you know anything about the earthquake in san francisco?
step 2. reading
1. ss reading the passage and finish wb. ex 1 on page 65.
2. ss read the first paragraph in this passage. then go back and read again the first paragraph of the passage on page 26. compare the ways both writers give you details about the earthquakes and finish ex 2 on page 65.
3. listen to the tape and read the third paragraph with feeling.
step 3. listening
1. ss listen to the tape and finish the exercise 1 on page 62.
2. ss listen to the tape again and then complete the following form:
cause of earthquakes
moving speed of the pacific plate
in 1906 the pacific plate suddenly jumped
the pacific plate pushes on
the indian plate pushes on
ways of reducing losses from earthquakes
period 5. (listening and speaking)
step 1. pre-listening
ss have a discuss about the earthquake in san francisco in 1906 and answer:
1. what happened to the city?
2. what’s the result?
step 2. listening
1. ss read the statement of part 1,on page 30.
2. ss listen to the tape and make their choice.
3. ss listen again and answer the questions of part 2, on page 30.
step 3.talking
1. ss read the short passage on page 62, and in pairs make up a story to explain how an earthquake happens.
2. share the stories in class.
step 4. listening task
1. ss listen to the tape and write down the three “things” that are mentioned in the passage on page 66.
2. ss listen again and give more detail about each of the “things”.
my earthquake plan
1st thing i must do:
2nd thing i must do:
3rd thing i must do:
any other advice you think useful:
if you are outside, you:
if you are in the living room, you:
if you are in the house alone, you:
step 5.talking task
1. ss in pairs, choose eight things from the list on page 67 to put into their personal earthquake bag.
2. now join with another pair and discuss your choices. make another list of items and put them into the following list:
my personal earthquake bag will contain:
1).___________ 2). ____________ 3). _______________ 4). ____________
5)._____________ 6).____________ 7). _____________ 8). _____________
period 6. (writing)
step 1. pre-writing
1. ss read the letter on page 29.
2. ss make a list about the points that they want to write for the speech.
step 2. writing
1. ss write some sentences about their speech.
2. ss write a speech by using the sentences.
3. ss read their writings by themselves and correct the mistakes.
4. peer revising.
5. show some good writing in class.
step 3. practice
ss finish part 4 on page 30.
step 4. writing task
1. four ss in one group have a discuss. they are going to prepare a poster to be put up around schools or hospital to explain to people what they should collect in a personal earthquake bag and why.
2. ss design how many parts they will divide the poster.
3. ss begin to write their poster.
4. ss in groups show their poster in class.
step 5. assignment
ss in groups finish the project on page 68.
period 7.
teachers can use this period freely.
suggestion: teachers can use this period to let ss sum up what they have learned and explain what ss couldn’t understand very well in this unit. teachers can also add more practice in this period to consolidate what the ss have learned. finally, ask the ss to finish checking yourself on page 61. it is very important to improve their learning.
