山東省郯城第三中學(xué)高一英語(yǔ)必修一《Unit 4 Earthquakes》教學(xué)設(shè)計(jì)(第八課時(shí))

《山東省郯城第三中學(xué)高一英語(yǔ)必修一《Unit 4 Earthquakes》教學(xué)設(shè)計(jì)(第八課時(shí))》由會(huì)員分享，可在線閱讀，更多相關(guān)《山東省郯城第三中學(xué)高一英語(yǔ)必修一《Unit 4 Earthquakes》教學(xué)設(shè)計(jì)(第八課時(shí))（5頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

111 郯城三中個(gè)人備課 高一 年級(jí) 英語(yǔ) 備課組 主備人 王君勝 課型 新授 驗(yàn)收結(jié)果：合格/需完善 時(shí)間 2013年 月 日 分管領(lǐng)導(dǎo) 課時(shí) 第八課時(shí) 第 周 第 課時(shí) 總第 課時(shí) 教學(xué)目標(biāo)： 1. Let the students learn the usage of the word “shake”. 2. Enable the students to master the usage of the pattern “All. . . is not. . . ” and understand some difficult and long sentences. 教 學(xué) 過(guò) 程 教師活動(dòng) 學(xué)生活動(dòng) →Step 1 Revision 1. Check the homework exercises. 2. Ask some students to make sentences with attributive clauses. →Step 2 Warming up Tell the students:As we all know, earthquakes are disasters to everyone. But why do earthquakes happen? Can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now we will do some listening and the listening text will tell us the answers. →Step 3 Listening(on Page 62 in the Workbook) 1. Look through the part Listening on Page 62 and guess what the listening material may be about. Then listen to the tape for the first time to see whether their guessing is right or not. (This listening material is about the cause of earthquakes and how we can reduce losses from them. ) 2. Read the following statements and listen to the tape for the second time. Then decide whether they are true or false. 1)It is believed that on the surface of the earth are a number of plates. 2)The plates are always moving. 3)If the plates stop moving, there is an earthquake. 4)If the plates move, there is an earthquake. 5)Wherever you live, you are in an earthquake area. 6)China has two plates pushing on her and they make mountains and earthquakes. Check the answers and try to correct the statements which are false. 3. Listen to the tape again and then answer the questions and complete the following sentences. Part 1: 1)Why do earthquakes happen? 2)Why do California, China and Japan have a lot of earthquakes? Part 2: 1)Do not built______________. 2)Make sure you build______________. 3)You must______________._____________ buildings will fall down and_____________ ones may______________. A few minutes later, check the answers with the whole class. 4. Discuss this question in small groups: Why do some earthquakes kill more people than others? 5. Reading and retelling Show the students the listening text and let them read it. Then ask them to retell the cause of earthquakes and the ways of reducing losses from earthquakes. LISTENING TEXT Why do earthquakes happen? Scientists explain that the outside of the earth is made of a number of different plates. At San Francisco, the Pacific plate which is moving towards the northwest meets the North American plate. The Pacific plate is moving very slowly—at 5. 3 centimeters a year. Sometimes these two plates stop and do not move for years. Then suddenly, they jump and an earthquake is felt. As a result of the movement of these plates, California has always had a lot of earthquakes. When the 1906 earthquake happened, the Pacific plate jumped 5-6 meters to the north. China also has an unlucky place on the earth. The Pacific plate is also pushing on China from the east as the plate moves west. Likewise, the Indian plate is pushing on China from the southwest as that plate moves northeast. The same power that produced the great Himalayan Mountains now causes earthquakes in China. We cannot stop earthquakes, but we can do things to make sure they do not destroy whole cities. First, it is not a good idea to build houses along the lines where two of the earth’s plates join together. Second, if you think there may be an earthquake, it is better to build houses on rock than on sand. Third, you must make the houses as strong as possible. Weak buildings will fall down in an earthquake, but strong ones may stay up. →Step 4 Listening task(on Page 66 in the Workbook) Turn to Page 66. Look at the pictures and discuss what the might have learned. 1. In four let the students discuss what would be the best way to protect oneself if there was an earthquake. 2. Ask one member of the group to give their ideas to the class. 3. Let the class evaluate each group’s idea and see if they agree. If they do, write the idea on the board. Collect the ideas all the groups have contributed. 4. Ask the students to choose the three that they think are the most useful if an earthquake comes. 5. Listen to the tape for the first time and see if the ideas on the tape are the same. Discuss why the plans on the tape are different from the ones suggested by the class. 6. Now make the earthquake plan. Then listen to the tape for the second time to improve the earthquake plan. My Earthquake Plan 1st thing I must do:I must drop to the floor and cover my head and neck with my arms. 2nd thing I must do:Make sure I hide under something like a table to protect myself from things falling on top of me. 3rd thing I must do:I must hold onto the furniture so it doesn’t move away from me during the earthquake. 7. Listen to the tape a third time and then write down any other advice that you think is useful. My Earthquake Advice If you are outside, you should keep away from power lines, trees, signs, cars and buildings. If you are in the living room, you should make sure that the bookcases are fastened to the wall and the TV set is tied to a table so that they can’t move. If you are in the house alone, you should ring a family friend to tell them where you are and collect your personal earthquake bag. 8. Read the listening text and make it more clear what to do during an earthquake. →Step 5 Listening(on Page 31 in Using language) 1. Tell the students: We are going to listen to a story told by a man who was a survivor of the great San Francisco earthquake of 1906. 2. Go through the sentences in Exercise 2, then listen to the tape for the first time, and try to tell whether the statements are true or false. The teacher plays the tape for the students to listen and finish the task. After listening, the teacher checks the answers with the class. 3. Go through the questions in Exercise 3, then listen to the tape for the second time and answer the questions. After listening, the teacher asks some students to answer the questions and checks the answers with the whole class. 4. Tell the students: While listening to the tape, you should not only pay attention to the contents, but also the pronunciation and intonation. The sentences in Exercise 4 show us the sequence. I will play the tape again, and you should pay attention to liaison and incomplete explosion in these sentences. Then practice reading them aloud. 5. Reading and retelling Show the students the listening text and let them read it. Then ask them to retell it. LISTENING TEXT I awoke as I was thrown from my bed. When I tried to walk, the floor shook so that I fell. I grabbed my clothing and hurried downstairs. Suddenly the lights went out, and everyone rushed for the door. Outside I saw things I never want to see again. It was daytime. The air was filled with falling rocks. People around me were getting buried under buildings that were crashing down. Other huge buildings were shaking. Every moment there were terrible sounds. I asked a man standing next to me what happened. Before he could answer, hundreds of bricks fell on him and he was killed. All around me were great fires. As I ran people everywhere were crying and calling for help. I thought the end of the world had come! Then I met a man who knew the way to a boat, and we ran in its direction. Men, women and children were trying to dig themselves out of the ruins. Thousands of people, crazy with worry, were running down the street and every minute someone was hit by falling bricks. In some places, the streets had cracked and opened. Huge holes were all around me. I saw many frightened cows rush up Market Street and drop into a great crack in the earth. How I reached the boat I cannot say. Some people even tore the clothes from the backs of others as they tried to get into the boat. Later, the survivors searched for water they could drink. People slept on the streets and hills away from the fires, which made the night bright as day. Soldiers kept water from the crowds to give to the rescue workers. The next day the soldiers found more water and some bread to give to those still alive. →Step 6 Homework 1. Finish off the Workbook exercises. 2. Read the listening texts again and try to retell them. Answer the questions. Listening. listen to the tape then decide whether they are true or false. Answer the questions and complete the following sentences. Reading and retelling Listening to Page 66. Listen to the tape Listening on Page 31. Reading and retelling 小結(jié)（教學(xué)反思） 111