earthquake全教案-盘古文库

earthquake全教案（精选4篇）

earthquake全教案第1篇

1. Knowledge:

Learn and master the new words and expressions in this period.

Words:

Ability:

1. Train the students’ listening ability.

2. train the students’ listening ability.

3. Train the students’ ability to use the Internet to search for some useful information.

4. Train the students’ ability to cooperate with others.

Emotion:

1. Know the damage that an earthquake

2. Know the ways to reduce the losses of an earthquake.

Teaching important points

Train the students’ speaking ability by describing, talking and discussion.

Difficulties:

Train the students’ listening ability.

Step1 Warming-up

T: Do you know what happened in the Indian Ocean at the end of last year? It shocked or we can say frightened the whole world.

S: A terrible tsunami broke out there on 26th December. More than 200 000 people were killed.

T: Yes. It is said that it is the biggest in the fore decades. A tsunami is an undersea earthquake. Then have you heard of any land earthquakes? Would you please list some?

S: We can often hear that earthquakes occur in Japan. In 1906, an earthquake struck San Francisco, USA. About 700 people died in the earthquake and the fires. And as many as 250 000 people lost homes.

T: But do you know any famous earthquakes that happened in our county?

S: The Tangshan Earthquake that happened in 1976.

T: Can you tell me what mighty happen in an earthquake? You may look at the two pictures on Page 25.

Step 2 Listening

T: Before we learn the passage about an earthquake, let’s first know why there are earthquakes in the world. So let’s do some listening on Page 62. listen to the tape for the first time and try to get a general idea of the passage.

Listen to the tape and check the answers.( It is about the cause of earthquakes and how we can reduce losses from them.)

T: Listen to the tape for the second time and judge whether the statements in Part 1 are true of false.

T: Let’s check the answers. Listen again and try to correct the statements that are false.

T: Listen again and try to complete the table in Part 2.

A few minutes later, check the answers.

Step 3 Homework

1. Preview the reading passage on Page 26 and do exercise I in the part “Learning about language”.

2. Ask the to look for more ways of reducing losses from earthquakes. The students can go to the library or use the Internet to search for information. After searching for the information, each group should make a poster, informing people how to reduce the losses of an earthquake.

Record after teaching :

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Second Period

Knowledge:

Learn some new, phrases and some new sentence patterns.

Ability:

1. learn some detailed information about an earthquake.

2. improve the students’ reading ability.

3. train the students’ ability to grasp key information while listening.

4. train the students’ speaking ability.

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.

Teaching important points:

1 The new words and expressions.

2. Learn some detailed information about an earthquake.

3. Train the students’ ability to cooperate with others.

4. Train the students’ speaking ability.

Teaching difficulties:

1 Words: shake, burst, rise, destroy, shock, fresh, injure

2. Phrases: right away, at an end

3. Sentence patterns:

(1) It seemed/ seems that

(2) The number of sb./sth. Reached/reaches

(3)All hope was not lost.

4. Improve the students’ reading ability.

5. Train the students’ ability to grasp key information while listening

Teaching procedures:

Step 1 Pre-reading

T: Suppose you are warned of a coming earthquake. Now you have time to take only one thing. Tell your partner what you will take and the reason.

T: If an earthquake is around the corner, there must be some abnormal phenomena. Carefully look at the four pictures on Page 25 and try to describe what you have seen.

Step2 Listening

T: Everyone knows that an earthquake is very terrible. Today, we will learn something about the strongest earthquake in China’s history, which happened in Tangshan, Hebei, in 1976. First listen to the tape with your textbooks closed and check whether the following statements are true or false. If it is false, try to correct it.

1. People in Tangshan were warned of the earthquake and didn’t go to bed that night. (F)

2. People in Beijing also felt the earthquake. (T)

3. More than 400 000 people were killed in the quake. (F)

4. Many rescue workers and doctors were trapped under the ruins during the aftershock. (T)

5. People tried to get fresh water from under the ground in Tangshan. (F)

Step 3 Reading

1. Finish Part 1-2 in Comprehending on Page 27.

2. Finish Part 3 in Comprehending on Page 27.

3. Read the passage again to get important information about Tangshan Earthquake and fill in the blanks. ( 百思英语 Page 44 )

Step 4 Speaking or Reading aloud

If your students are good at English, ask them to do this exercise:

Suppose one of you was a newspaper reporter, and the other was a witness of the 1976 Tangshan Earthquake. Now the newspaper reporter is asking the witness some questions. Work in pairs please.

If your students are very poor in English, ask them to do this exercise:

Play the tape for the students to listen and follow in order to let them know how to read the text.

Step 5 Homework

1. Read the text several times.

2. Do exercise 3 on Page 28.

3. Do exercise 2 on Page 28 in the exercise book and hang it in tomorrow.

4. Learn some words and phrases in this unit and make some sentences with them. ( Ss’ Book, Page 82-84)

Record after teaching :

The Third Period

Knowledge:

1. words: crack, burst, ruin, injure, destroy, shock, last

2. phrases: at an end, right away, dig out

3. sentence patterns:

All hope was not lost.

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.

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.

Teaching important points:

1. Train the students’ ability to read different numbers in English.

2. Train the students’ ability to cooperate with others.

Teaching difficulties:

1. The explanation of some difficult words and expressions.

2. Train the students’ ability to remove the difficulties while reading.

Teaching procedures:

Step 1 Revision

1.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.

(1)What did people in Tangshan see in the sky before the earthquake?

(2)What did people notice in the wells?

(3)Did people pay any attention to these abnormal phenomena?

(4)When did the earthquake begin?

(5)Were there any aftershocks?

(6)Did the survivors deny the city and go to live in other places?

2. Check the homework (Ex2 on P28). Ask them to recite it after class.

Step 2 Learning about Numbers

Turn to Page 28 and look at Part 3. Match each word to the number that has the same meaning. Allow the students several minutes to finish the task. Check the answers.

Step 3 Important points

Ask the students to turn to Page 82. Ask some students to make some sentences with the words or phrases. Deal with some difficulties. You can add more phrases.

Step 4 homework

In order to master the usage of these words and expressions, please do some related exercises.

1. Finish off the two parts in Using Words and Expressions on Page 63.

2. Translate the sentences on Page 63 into English. Write the English sentences in one of your exercise book and hand it in tomorrow.

Record after teaching :

The Fourth Period

Knowledge:

1. Learn the Attributive Clause.

2. Learn the difference between Relative Pronouns for the Attributive Clauses.

Ability:

1. Learn to choose the correct Relative Pronouns for the Attributive Clauses.

2. Train the students’ ability to report what others have said.

Emotion;

Train the students’ ability to cooperate with each other.

Teaching important points:

1. Learn the Attributive Clause.

2. Train the students’ ability to report what others have said.

Teaching difficulties:

Learn to choose the correct Relative Pronouns for the Attributive Clauses.

Teaching procedures:

Step 1 revision

Check the homework exercises.

Step 2 Grammar

( The teacher writes the sentence “ Workers built shelters for survivors whose homes had been destroyed.” On the blackboard before class begins.)

T: Please look at the sentence on the blackboard, paying special attention to the underlined part. What kind of clause is it?

Ss: The Attributive Clause.

T: Yes. The Attributive Clause tells us which person or thing (or what kind of person or thing ) the speaker means.

e.g. The woman who lives next door is a teacher.

A sentence with an attributive clause contains two shorter sentences. In the sentence above, the two short sentences are: “ The woman is a teacher.” And “ The woman lives next door.” The Attributive Clause is the answer to the question: Which woman is a teacher?

Would you try to divide the sample sentence on the blackboard into two short sentences?

T: That’s right. Now try to find all the sentences with Attributive Clauses in the reading passage and divide each sentence into two short sentences.

T: Next I will say something about the common relative pronouns.

“Who” is used for people. “Which” is used for things. “That” is used for things or people. “Whose” is used instead of his/her/their/somebody’s. “Whom” is quite formal, and in most cases it is all right to use who instead. But when whom has a preposition before it, it cannot be replaced by who.

Step 3 Practice

1. Now look at Part 2 in Discovering Useful Structures on Page 28. try to complete each sentence using that, which, who, or whose.

Let the students do this exercise and check the answers.

2.Do more exercises in Ex 3 on Page51 in《导学》

Step 4 Homework

After class, read the passage on Page 64. It’s about advice on how to protect your home from an earthquake. Complete the sentences below, using who, whom, which, that or whose.

Record after teaching;

The Fifth Period

Knowledge:

1. Know how to write a speech.

2. Know how to write a newspaper story.

Ability:

1. Train the students’ speaking ability.

2. Train the students’ ability to search for doing something.

3. Train the students’ ability to do things step by step.

Emotion:

1. Honor the great people of Tangshan.

2. Learn to cooperate to each other.

Teaching Important Points:

1. Train the students’ speaking ability.

2. Train the students’ ability to search for doing something.

Teaching Difficulties:

1. Know how to write a speech.

2. Know how to write a newspaper story.

3. Learn to cooperate to each other.

Teaching Procedures:

Step 1 Revision

T: In the last period, we learned the Attributive Clause and how to choose a proper relative pronoun. Now let’s check your homework exercises. Please open your textbooks and turn to Page 64. Look at Part 1 in Using Structures. I will ask some of you to read the sentences out.

(The teacher corrects mistakes if there are any.)

Step 2 Reading and Writing

T: Read the letter on Page 29.In the blank at the beginning of the letter, write the last number of the year it is now. Then in the blank near the end of the letter, use a number to say how many years ago the quake happened.

(After several minutes, the teacher checks the answers with the class.)

T: Suppose you are the student who was invited to give the speech. What should you include in your speech?

(Students give their different answers.)

T: Yes, while writing, don’t forget to contain the information. Now I will give you 15 minutes to write the speech. You can follow the points in part 3 on this page.

(While the students are writing, the teacher gets around the classroom and helps the students to deal with any difficulties that they have.)

(After 15 minutes)

T: Are there any volunteers to read his or her speech?

( If there is nobody, the teacher asks one to read, and give some assessments.)

Step 3 Speaking

T: Imagine that after your speech, Zhangsha asks you to give a short talk about the new stamps about Tangshan to honor the city. First, ask and answer the following questions in pairs.

(1) What do these stamps show?

(2) Do you think these stamps are very important and why?

(3) Will you collect these stamps? Why and why not?

(After the students ask and answer these questions in pairs.)

T: Now try to fill in the lines in the little talk. You can use some of the answers to the questions.

T: Next I will ask one of you to read the little talk.

Step 4 Writing

T: By now you have learned writing a speech and a little talk. Now you are going to write an article for a newspaper about a special event that happed in your hometown. First, let’s learn some skills of writing newspaper stories. Before you write, you should write an outline. This is very useful. Today, we will learn how to write an outline. Please turn to Page 31. Read the instructions in bold and pay attention to some questions I prepared to you.

Q1: Why is an outline important?

Q2: What should an outline include?

Q3: Why is a headline important?

Q4: What are the steps to finish a newspaper story?

Q5: What is the feature of a newspaper story?

Suggested answers:

1. Because an outline will prepare you to write a better story.

2. A good outline should have a headline, a list of main ideas and a list of important details.

3. A headline can tell the readers what the topic is, so it can attract the readers’ attention since the reader may not have bought the newspaper before they read the headline.

4. First, organize the main ideas. Next, put some details into each paragraph.

5. A newspaper story gives the most important news first and the least important news last.

T: Now let’s read the example of a newspaper story. Try to find the headline, main idea and details of each paragraph. You may work in groups of three.

(After several minutes, the teacher asks the students the following questions :)

Q1: What is the headline of the newspaper story?

Q2: What is the main idea?

Q3: What is the detailed information?

T: Now turn to Page 32 and check your main ideals and detailed information.

Step 5 Homework

T: So now you know how to write a passage step by step. Prepare the outline for a short newspaper story for China Daily. Use the example to help you to organize your outline. You can first have a discussion with your partner and decide which event you will write about. Try to write down the title, main ideas and detailed information. Then put them into a short passage.

Record after teaching:

The Sixth Period

Knowledge:

Learn a passage about the San Francisco Earthquake

Ability:

1. Learn to compare two similar passages.

2. Train the students’ listening ability.

Emotion:

1. Learn to cooperate with others.

2. Learn from the bravery of the people of San Francisco to face the reality.

Teaching Important Points:

1. Train the students’ listening ability.

2. Learn a passage about the San Francisco Earthquake

Teaching Difficulties:

Learn to compare two similar passages.

Teaching Procedures:

Step 1 Revision

T: In the second period of this unit, you learnt some detailed information about the Tangshan Eearthquake. Can you use several sentences to summarize the passage?

S: Let me have a try. The terrible earthquake struck the city of Tangshan while people were sleeping. More than 400 000 people were killed or injured in the quake. After the quake, people found nearly everything was destroyed. But people in Tangshan didn’t lose heart. They rebuilt the city with the help of soldiers.

T: Quite good.

Step 2 Reading and Comparing

T: In the first period, we also talked about the earthquakes that happened in San Francisco. Today, we will learn a passage titled “The Story of an Eyewitness”, which is about the San Francisco Earthquake in 1906. It was written by Jake London, who was a famous American writer.

T: First read the passage carefully. While reading, please think about the following questions:

(1) How did the author feel about the earthquake?

(2) How did the author feel about the people of San Francisco?

(Ss read the passage, then the teacher asks someone to give their answers and checks the answers)

(Answers will vary.)

T: Quite good. You can keep your own answers as long as you think they are reasonable and you can find proofs from the passage.

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. Try to finish the 4 exercises on Page 66. You may discuss in group of three.

(Ss read the two passage and finish the exercises.)

(Then the teacher checks the answers.)

T: Next I will play the tape of this passage for you to listen. Please pay special attention to the intonation.

(After listening.)

T: Now I will give you several minutes to read the third paragraph with feelings.

Step 3 Listening

T: Just now we learned a passage written by an eyewitness about the terrible San Francisco earthquake in 1906. Now we will listen to a story told by a man who was a survivor of the earthquake. Listen to the tape the first time, and try to tell whether the statements in part 1 are true or false.

(Teacher plays the tape for the students to listen and finish the task.)

(After listening, the teacher checks the answers with the class.)

T: Now let’s listen to the tape again and try to answer the questions in Part 2.

(After listening, the teacher checks the answers)

T: While listening to the tape, you should not only pay attention to the contents, but also the pronunciation and intonation. The sentences in Part 3 show us the sequence. I will play the tape again, you should mark liaison and incomplete explosion in these sentences. Then practice reading them aloud.

Step 4 Homework

T: In this class we read and listened to two stories ,both of which are about the 1906 San Francisco earthquake. The stories are true and were written for the Museum of the City of San Francisco. The museum has many such personal accounts and photos at www.Sfmuseum.Org/1906/06.html. If you are interested in them, you can surf in the site I’ve given to you.

Record after teaching:

The Seventh Period

Knowledge:

1. Learn how to make an earthquake plan.

2. Learn what to contain in a personal earthquake bag.

Ability:

1. Train the students’ listening ability.

2. Train the students’ speaking ability.

3. Learn to find reasons for their choices.

4. Learn to sum up what they have learned in the unit.

Emotion:

Learn to cooperate with others.

Teaching Important Points:

1. Train the students’ listening ability.

2. Train the students’ speaking ability.

Teaching Difficulties:

Learn to find reasons for their choices.

Teaching Procedures:

Step 1 Greetings

Greet the whole class as usual.

Step 2 Listening

T: These days Earthquakes are always our central topic. We have learned many things about it. Up till now, earthquakes are difficult to predict. We can hardly avoid an earthquake. But actually we can do things to reduce the losses of an earthquake. Let’s look at the form on Page 66 and have a discussion about the earthquake plan with your partner.

( Ss give their answers)

T: What should you do if you are outside?

(Ss give their answers)

T: What should you do if you are in the living room?

(different answers)

T: What should you do if you are in the house room?

(different answers)

T: Next we are going to listen to the tape and write down the three “things” that are mentioned.

(After listening, teacher checks the answers with the students.)

T: Then let’s listen again. This time you should write down more details about each of the “things”.

(After listening, teacher checks the answers with the class. Play the tape again if necessary.)

Step 3 Speaking

T: You know every family should have an earthquake bag, in which there are enough things that you can use in case of an earthquake. Here we have a list of possible items for the personal earthquake bag. Choose only eight things, which you think are the most essential, from the list. They must last you five days. Discuss with your partner.

(After several minutes.)

T: Now join another pair and discuss your choices. Put all the things you agree on into a final list. Discuss the other items explaining your reasons and trying to agree which ones are the most suitable.

(After several minutes.)

T: Each group should choose one representative. Now be prepared to present your list to the class and give your reasons for each choice.

Step 4 Learning Tip

T: In order to learn a language well, you should do a lot of practice, including listening, speaking, reading and writing. Only when we understand what is said to us can we have a conversation with somebody. So listening to English is very important. After class, you should listen to the English news on CCTV International. You will not only get a lot of information about what is happening around the world, but also improve your listening and learn more English words and expressions. At the same, you will improve your pronunciation and intonation.

Step 5 Summing up

T: Now let’s sum up what you have learnt in this unit. Work with your partner. First write down what you have learned about earthquakes. Then write down the verbs, nouns, expressions and new grammar items that you have learned from this unit.

Step 6 Homework

1. Review Unit 4. .

2. Preview Unit 5.

Record after teaching:

The End

earthquake全教案第2篇

Unit4 Earthquake- reading教案

Unit4 Earthquake- reading教案湛江市实验中学：付仁贵 2010-10-26 Teaching goals: 1. Target language Learn and master the new words and expressions in this period. 2. Ability goals Train the students’ reading and speaking ability. Train the students’ ability to cooperate with others. Teaching important points: Train the students’ reading ability―skimming and scanning. Teaching difficult points: Describe the disasters. Teaching aids: CIA课件 Teaching procedures: Step one Lead-in What disasters do you know ? Step two Pre-reading 1,What strange things would happen before an earthquake? giving 5 pictures about signs of an earthquake and ask two questions: (1),What can you see in the picture? (2), What do you think may happen before an earthquake? 2,read a news report about the famous quake - Tangshan earthquake Step three while-reading I. Skimming & scaring Reading the passage quickly to find the main idea of the passage and the topic sentence of each paragraph and meanwhile help the students to form a good habit of reading. Topic sentence of Par one Topic sentence of Par two Topic sentence of Par three Topic sentence of Par four General idea of the passage 2, In what order was the passage written? Before-during-after the earthquake time order Divide the whole passage according to the change of time Part（Para1）1: Signs before earthquake Part 2(Para2,3)：Damage and destruction of earthquake Part 3(Para.4)：Reconstruction after earthquake Step four Careful reading 1, make a timeline of the event Time: for three days At about 3:00 am on July 28,1976 At 3:42 am on July28, 1976 Later that afternoon Soon after the quake for three days Water in the village wells _______ 2. Well walls developed deep______ 3. A _________came out of the cracks 4. Chickens and pigs were too _______to eat 5. ______ran out of the fields 6. Fish ___________their bowls and ponds At about 3:00 am on July 28,1976 1. __________ appeared in the sky 2. __________________could be heard although there were no planes 3. Some water pipes ________ At 3:42 am on July28, 1976 1. Everything began to ________ 2. Huge cracks cut across houses, roads and _________ 3. _______ burst from holes in the ground 4. 75% buildings and 90% of homes _____________ 5. More than ________ people were killed or injured Later that afternoon 1. A second quake almost ____________the first one came 2. Some of the rescue workers and doctors were_____ under the ruins Soon after the quake 1.The _______ arrived 2. _______ were built for survivors 3. ___________ were brought in Step five Post-reading for production 1,Retell the passage. The following words and expressions may help you. for three days ,rose and fell, smelly, nervous At about 3:00 am on July 28,1976 bright lights At 3:42 am, shake, at an end, greatest, one-third, in ruins, 400000 Later that afternoon as strong as, trapped Soon after the quake, army ,breathe 2.An interview Interviews between reporters and survivors Possible questions are: What happened to the city? Some signs here before the earthquake? Can you think of some reasons why these signs weren’t noticed? How about the transport(交通)? I heard there was a second quake hitting the city. Is it true? How do you feel? think of more questions…… Step six Homework 1. Write a piece of news about Tangshan. You can use the information in the passage 2. Discuss with your partner:How can we protect ourselves and help others in the earthquake?

earthquake全教案第3篇

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

earthquake全教案第4篇

Teachingplanforunit4Earthquakes

Teachingaimsanddemands:

1.Topic:

Basicknowledgeofearthquakes;howtoprotectoneselfandhelptheothersindisasters

2.Usefulwordsandexpressions:

shake,well,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;

rightaway,atanend,digout,bringin,anumberof

3.Functions:

Talkingaboutpastexperiences:

Iwillneverforgetthedaywhentheearthquaketookplace.Thetimewas5:15intheafternoonandIwasdrivingalongtheroad.Sequence

4.Grammar:

Theattributiveclause

由that,which,who,whose引导的定语从句

Thenumberofpeoplewhowerekilledorinjuredreachedmorethan400,000.ItwasheardinBeijingwhichisonehundredkilometersaway.workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.Teachingprocedures:

Period1.Step1.warmingup

Ssdiscussandanswersomequestions:

.whichofthefollowingmaycausepeoplethegreatestdamage?

A.earthquakeB.typhoonc.floodD.drought

2.Imagineyourhomebeginstoshakeandyoumustleaveitrightaway.youhavetimetotakeonlyonething.whatwillyoutake?why?

Step2.Pre-reading

Ssdiscussandanswer:

.Doyouknowwhatwouldhappenbeforeanearthquake?

2.whatcanwedotokeepourselvessafefromanearthquake?

3.DoyouknowanythingaboutTangshanEarthquakein1976?

Step3.Reading

.Skimmingandfindtheanswerstothefollowingquestions:

a.whathappened?

b.whenandwheredidithappen?

2.Ssreadagainandfillinthefollowingform:

Timewhathappened

Beforetheearthquakewells:Animals:Lightsandsound:waterpipes:

whiletheearthquakeHouses,roadsandcanals:Hardhillsofrock:Thelargecity:Thepeople: AftertheearthquakeHospitals,factoriesandbuildings:Theground:Dams:Railwaytracks:Animals:wells:

3.Ssreadthewholepassageagainandgetthemainideasofeachpart:

Part1.Thenaturalsignsofacomingearthquake

Part2.Thedamageofthecityaftertheearthquake

Part3.Thehelptothesurvivors

Step4.comprehending

SsfinishEx1and2onpage27.Step5.Assignment

.Surftheinternetandgetmoreinformationabouttheearthquake.2.Retellthetext.Period2.Step1.warmingup

.Sssharemoreinformationabouttheearthquake.2.AsksomeSstoretellthetextbyusingtheirownwords.Step2.Languagepoints

.lie

–lay-lain:tobe,remainorbekeptinacertainstate处于某种状态

Thevillagelayinruinsafterthewar.Thesemachineshavelainidlesincethefactoryclosed.2.inruins:severelydamagedordestroyed毁坏

anearthquakeleftthewholetowninruins.Hiscareerisinruins.3.number:aquantityofpeopleorthings数目；数量

Thenumberofpeopleapplyinghasincreasedthisyear.wewerefifteeninnumber.anumberof:alotof

Ihaveanumberofletterstowrite.Alargenumberofpeoplehaveapplied.4.injure:tohurtoneself/sb./sth.physically受伤

Hefelloffthebicycleandinjuredhisarm.5.reach:toachieveorobtainsth.达成；达到；获得

you’llunderstanditwhenyoureachmyage.Atlastwereachedadecision.6.rescue:anactofrescuingorbeingrescued搭救；解救

Arescueteamistryingtoreachthetrappedmines.Rescue:tosaveorsetfreefromharm,indanger,orloss解救；救出

Therescuedthemanfromdrowning.7.trap:inaplacefromwhichonewantstoescapebutcannot困住；陷于绝境

Theyweretrappedintheburninghotel.8.all…not…=notall…:somebutnotall一些；但不是全部

Notallthegirlsleft.=onlysomeofthemleftearly.Notallthechildrenarenoisy.=Someofthechildrenarenotnoisy.全部否定应用:noneof…

Noneofuswereallowedtogothere.Noneofthesereportsisveryhelpful.Step3.learningaboutlanguage

.SsfinishEx1,2and3onpage27and28.2.TeachercheckstheanswerandgivetheSssomehelpiftheyhavesomedifficulty.Step4.assignment

.Finishwb.Ex.1onpage63.2.Sstrytoremembertheusefulwordsandexpressionsbyhearts.Period3

Step1.warmingup

Ssreadthepassageagainandtrytofindthesentenceswithattributiveclauses.e.g.workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.Step2.Attributiveclause

.GiveSsmoresentencesandlettheSstofindthestructuresoftheattributiveclause.2.Ssdosomeexercisesabouthowtousethat,which,whoorwhose.3.SsfinishEx2onpage28.Somematerialsaboutattributiveclause:

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。）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：

Ishethemanwho/thatwantstoseeyou?他就是你想见的人吗？（who/that在从句中作主语）

Heisthemanwhom/thatIsawyesterday.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ofwhich互换）。例如：

Theyrushedovertohelpthemanwhosecarhadbrokendown.那人车坏了，大家都跑过去帮忙。

Pleasepassmethebookwhose（ofwhich）coverisgreen.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：

Aprosperitywhich/thathadneverbeenseenbeforeappearsinthecountryside.农村出现了前所未有的繁荣。（which/that在句中作宾语）Thepackage

（which/that）youarecarryingisabouttocomeunwrapped.你拿的包快散了。（which/that在句中作宾语）

Step3.Usingstructures

.Ssreadthepass ageonpage64.2.Sstrytocompletethesentencesbyusingwho,whom,which,thatorwhose.3.checktheanswerandexplainanyquestionsthattheSsmayask.Step4.Assignment

.Sslearnbyheartabouthowthestructuresoftheattributiveclause.2.Ssdosomeexercisesabouttheattributiveclause.Period4.Step1.warmingup

AsktheSs:

DoyouknowanythingabouttheearthquakeinSanFrancisco?

Step2.Reading

.Ssreadingthepassageandfinishwb.Ex1onpage65.2.Ssreadthefirstparagraphinthispassage.Thengobackandreadagainthefirstparagraphofthepassageonpage26.comparethewaysbothwritersgiveyoudetailsabouttheearthquakesandfinishEx2onpage65.3.Listentothetapeandreadthethirdparagraphwithfeeling.Step3.listening

.Sslistentothetapeandfinishtheexercise1onpage62.2.Sslistentothetapeagainandthencompletethefollowingform:

causeofearthquakes

movingspeedofthePacificplate

In1906thePacificplatesuddenlyjumped

ThePacificplatepusheson

TheIndianplatepusheson

waysofreducinglossesfromearthquakes

Period5.Step1.pre-listening

SshaveadiscussabouttheearthquakeinSanFranciscoin1906andanswer:

.whathappenedtothecity?

2.what’stheresult?

Step2.listening

.Ssreadthestatementofpart1,onpage30.2.Sslistentothetapeandmaketheirchoice.3.Sslistenagainandanswerthequestionsofpart2,onpage30.Step3.talking

.Ssreadtheshortpassageonpage62,andinpairsmakeupastorytoexplainhowanearthquakehappens.2.Sharethestoriesinclass.Step4.listeningtask

.Sslistentothetapeandwritedownthethree“things”thatarementionedinthepassageonpage66.2.Sslistenagainandgivemoredetailabouteachofthe“things”.myearthquakeplan

stthingImustdo:

2ndthingImustdo:

3rdthingImustdo:

Anyotheradviceyouthinkuseful:

Ifyouareoutside,you:

Ifyouareinthelivingroom,you:

Ifyouareinthehousealone,you:

Step5.talkingtask

.Ssinpairs,chooseeightthingsfromthelistonpage67toputintotheirpersonalearthquakebag.2.nowjoinwithanotherpairanddiscussyourchoices.makeanotherlistofitemsandputthemintothefollowinglist:

mypersonalearthquakebagwillcontain:).___________2).____________3)._______________4).____________

5)._____________6).____________7)._____________8)._____________

Period6.Step1.Pre-writing

.Ssreadtheletteronpage29.2.Ssmakealistaboutthepointsthattheywanttowriteforthespeech.Step2.writing

.Sswritesomesentencesabouttheirspeech.2.Sswriteaspeechbyusingthesentences.3.Ssreadtheirwritingsbythemselvesandcorrectthemistakes.4.Peerrevising.5.Showsomegoodwritinginclass.Step3.Practice

Ssfinishpart4onpage30.Step4.writingtask

.FourSsinonegrouphaveadiscuss.Theyaregoingtoprepareapostertobeputuparoundschoolsorhospitaltoexplaintopeoplewhattheyshouldcollectinapersonalearthquakebagandwhy.2.Ssdesignhowmanypartstheywilldividetheposter.3.Ssbegintowritetheirposter.4.Ssingroupsshowtheirposterinclass.Step5.Assignment

Ssingroupsfinishtheprojectonpage68.Period7.Teacherscanusethisperiodfreely.Suggestion:TeacherscanusethisperiodtoletSssumupwhattheyhavelearnedandexplainwhatSscouldn

earthquake全教案

earthquake全教案第1篇

earthquake全教案第2篇

earthquake全教案第3篇

earthquake全教案第4篇

earthquake全教案

猜你喜欢

栏目

最近更新

热门标签

earthquake全教案

earthquake全教案 第1篇

earthquake全教案 第2篇

earthquake全教案 第3篇

earthquake全教案 第4篇

earthquake全教案

猜你喜欢

栏目

最近更新

热门标签

earthquake全教案第1篇

earthquake全教案第2篇

earthquake全教案第3篇

earthquake全教案第4篇