高一英语新课程培训资料.doc

Module 1 Unit 4 Earthquakes高一英语新课程培训资料Teaching Plan for Unit 4(Earthquakes)，Module 1 浙江省德清县高级中学 杨国荣 August 20th , 2006I. 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 of3. Ability:Train the students listening, speaking reading and writing abilities.Train the students ability to use the Internet to search for some useful information.Train the students ability to self-study and cooperate with others.4. Functional items: Talking about past experiences: E.g. 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.5. Structures: The attributive clauses (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.6. Emotion:Know the damage that an earthquake causes and the signs before an earthquake is coming. Know the ways to reduce the losses of an earthquake.Learn from the bravery of people in Tangshan to face the reality and rebuild the city.Honor the great people of Tangshan.Learn to cooperate with each other.II. Teaching and learning methods: Audio-visual method, discussion approach, group interaction, self-study, task-based learning, etc. III. Recombination of teaching materials for each period: Period 1. Warming up & Intensive Reading Period 2. Learning about language Period 3. Discovering and using useful structures Period 4. Using Language & Extensive Reading (SB Page 29; WB Page 65-66) Period 5. Listening & Speaking Period 6. Writing (SB Page 31; WB Page 67)IV. Teaching procedures: Period 1. Warming up & Intensive Reading Step 1. Warming up 1. Show pictures or video to get Ss to know about disasters such as earthquakes and tsunami. T: Do you know what happened in the Indian Ocean at the end of 2004? 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 four 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: Do you know the cause of an earthquake? (plates, the earthquake belt)2. Pair work Imagine what may happen in an earthquake, referring to the two pictures of Tangshan and San Francisco.1. Can you tell me what might happen in an earthquake? You may look at the two pictures on Page 25. (Houses collapsed; power failure; traffic jams; deaths and injuries; factories/ schools paralyzed; etc. )2. Ss discuss and answer: What other natural disasters may cause people great damage?( typhoon; flood; drought; tornado; volcano; hurricane )Step 2. Pre-reading *1. 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?2. Ss discuss and answer: (Allow each group to choose two topics for discussion)a. What are the predictions of an earthquake?b. How to rescue oneself in a proper way? (drop onto the ground, keep away from the power lines/ the signs/ the buildings, hold onto the furniture, hide under the furniture, etc.)c. Do you know the cause of earthquake?d. How to reduce the damage of an earthquake?(while dealing with Warming-up and Pre-reading, Teacher had better introduce new words and expressions, like shake, rise, burst, canal, steam, ruin, injure, destroy, shock, quake, rescue, disaster, survivor,)Step 3. Reading 1. Skimming the text and finding out the answers to the following questions:a. What are the signs of an earthquake?b. Was all hope lost? Why?2. Ss read again and fill in the following form:Information about Tangshan EarthquakeThe time and placeIt happened on _28, in Tangshan in _ province.Something before the earthquake1. The water in the _ rose and fell over and over.2. The well wall had deep _ in them and a smelly _ came out.3. Some _ became abnormal.4. The sound of planes could be heard and water pipes cracked and _.The damages to the earthquake1. The number of people killed or injured in the earthquake reached over_.2. Many people died or were _ and many children became orphans. Nearly everything was _.3. Ss read the whole passage again and get the main ideas of each part:Part 1 (Para. 1). The natural signs of a coming earthquakePart 2 (Para2-3). The damage of the city after the earthquakePart 3 (Para 4) The help to the survivors4. Discussion:a. Why is the title “A night the earth didnt sleep”?(Night is the time to sleep, and night should be safe and quite. But that night everything changed. The writer use this title to show how terrible and how unusual the night was.)b. What does the sentence “Slowly, the city began to breathe again” mean?(The writer compare the city to a person who suffered a lot ion the disaster. He felt her pain. So when people came to help her, he feels the city will not die, she has hope and she can recover from the pain.)c. Why do you think the writer choose to express her feelings about the quake rather than simply report what happened?(Answers vary.)d. What lessons should we learn from the Tangshan Earthquake?Step 4. ComprehendingSs finish Ex 1 and 2 on page 27.Step 5. Assignment1. Surf the Internet and get more information about the earthquake.2. Retell the text 3. Write a summary of the reading passage in three parts (SB Ex. 3 on Page 27)Period 2. Learning about languageStep 1. Revision1. Ss share more information about the earthquake.2. Ask some Ss to retell the text, using their own words.Step 2. Language points from Reading:1.Get Ss to discuss how to use the bold words and phrases in the passage, and teacher help to explain some key words and expressions, such as in ruins, injure, reach, rescue, trap, lie, etc.e.g. a. 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.b. in ruins: severely damaged or destroyed 毁坏An earthquake left the whole town in ruins.His career is in ruins.c. injure (v.): to hurt oneself/sb./ sth. physically 受伤 He fell off the bicycle and injured his arm.d. reach (v.): to achieve or obtain sth. 达成；达到；获得 Youll understand it when you reach my age.At last we reached a decision.e. 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.f. 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.2. Fill in the blanks with the words and phrases mentioned above: e.g. (1) An earthquake left the whole town in ruins. (2) Youll understand it when you reach my age. (3) They were trapped in the burning hotel.3. Encourage Ss to discover sentences that they think are beautifully organized.e.g. The number of people who were killed or injured reached more than 400,000.Step 3. Discovering useful words and expressions (Page 27-28)1. Ex. 1 Work in pairs: One student gives the meaning, and the others guess what the word is. (Using English to paraphrase English words and sentences.) 2. Ex. 2 Ask Ss to fill in the blanks individually and then exchange their answers; And get Ss to explain why they choose these words.3. Ex. 3 Writing Contest. Teacher says numbers in random to see who can put down numbers most correctly and quickly. e.g. one million, two-thirds, seventy-five percent, ninety percent, half a million, ten thousand, Step 4. Using words and expressions (Ex. 1 on Page 63)1. Look at the picture and guess what has happened.2. Get Ss to describe an earthquake using the vocabulary in this unit.3. Choose the words and expressions to complete the passage.4. Finally, ask Ss to retell the story about the Alaska earthquake.Step 4. Assignment 1. Finish Wb.Ex.2 on page 63.2. Ss try to remember the useful words and expressions by heart.3. Search online for information about a natural disaster like a flood in Southern Hunan or a drought in Chongqing this summer and prepare a speech about it, using the useful words and expressions in this unit. Period 3 Discovering and using useful structuresStep 1. Revision 1. Check answers in Ex. 2 on Page 63.2. Ss give speeches about natural disasters they have prepared, like a flood or a drought.3. Have a dictation on useful words and expressions.Step 2. Discovering useful structures 1. Lead-in: Get Ss to listen to an English song “Thats why you go away” and find out four attributive clausesa. You are the one who set it up.b. Every little thing you said.c. Im not the man your heart is missing.d. I wont forget the way you are kissing.2. Get the Ss to listen and follow the song3. Discover and discuss the following proverbs with attributive clausesE.g. God helps those who help themselves.All that glitters is not gold.He who laughs last laughs best.He who doesnt reach the Great Wall is not a true man.4. Word guessing. E.g. A machine that can fly in the sky. What is it? A woman who looks after people who are ill. What is she?5. Contest. See who can complete most attributive clauses.E.g. A student is a person who _.A factory is a place which _.6. Ss do some exercises about how to use that, which, who or whose. (Ex. 2 on Page 28)7. Look at the reading passage again. Find the sentences with attributive clauses.E.g. Workers built shelters for survivors whose homes had been destroyed.8. Help the Ss to discuss and sum up the structures of the attributive clauses.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 cover / the cover of which 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 structures1. Ss read the passage on WB Ex. 1 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 ProgressImagine a disaster happens, different people act differently. Think about an unusual experience and how you felt and what you did. Cooperate in groups to discuss and write a short report in 50-80 words, trying to use several attributive clauses with who, which, that and whose. Then choose several group leaders to report.Step 5. Assignment 1. Ss learn by heart about the structures of the attributive clauses.2. Join each pair of the sentences after the model.Model: The boy is my brother. He helped me. The boy that / who helped me is my brother.Put the following sentences into English. e.g. 玉米是人和动物都可以食用的植物。3. Ss make 8 sentences, trying to use attributive clauses with who, which, that, whose respectively. Period 4. Using Language & Extensive Reading (SB Page 29; WB Page 65-66)Step 1. Pre-readingWhat do you have to consider when you are writing a speech?Step 2. Reading 1. Skimming with two questions:a. Why does Zhang Sha write the letter to the student?b. How many years ago did the earthquake happen in Tangshan?2. Listening to the text with 2 questions:a. Why will the city open a new park next month?b. Can the students family or friends come along?3. Retelling the passage, using the following key words and phrases:congratulations, be pleased to do sth, win the high school speaking competition, a group of five judges, all of whom, be proud of, open a new park, honor those who died, would like to, invite sb to do sthStep 3. Production 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, dont forget to contain the information. Now I will give you 10 minutes to write the speech. You can follow the points in Part 3 on Page 29.(While the students are writing, the teacher gets around the classroom and helps the students to deal with any difficulties that they have.)(After 10 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 4 Speaking (Ex.4 on page 30)T: Imagine that after your speech, Zhang Sha asks you to give a short talk about the new stamps about new 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? Why?(3) Will you collect these stamps? Why or 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 5. Reading and Comparing (WB Page 65)1. T: In the first period, we talked about the earthquakes that happened in Tangshan. Today, we will learn a passage “The Story of an Eyewitness”, which is about the San Francisco Earthquake in 1906. Jake London, who was a famous American writer, wrote it.T: First read the passage carefully. While reading, please think about the following questions:a) How did the author feel about the earthquake?b) How did the author feel about the people of San Francisco?(Ss read the passage, and 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.2. 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 groups of three.(Ss read the two passages 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.)3. T: Now I will give you several minutes to read the third paragraph with feelings.4. Get Ss to discover useful sentence patterns.E.g. Never before in history has a city been so completely destroyed. Amazing as it may seem, Wednesday night was a quiet night.Step 6. Assignment1. Encourage Ss to surf the Internet to find information about Jack London and the 1906 San Francisco earthquake.2. Write a short speech using the model on Page 30.Period 5. Listening & SpeakingStep 1. Pre-listeningTeacher shows some pictures or video, and Ss have a discussion about the earthquake in San Francisco in 1906 and answer:1. What is happening to the city?2. Can you describe the scene after the quake?Step 2. Listening 1. Ss read the statements of part 1,on page 30 and guess whether each statement is true or false.2. Ss listen to the tape and make their choices.3. Ss listen again and answer the questions of part 2, on page 30.4. Phonetics: Listen and mark liaison and incomplete explosion Step 3. ProductionSuppose you were the survivor of the great San Francisco earthquake of 1906. Tell the story which you went through according to the listening text. Step 4. Listening (WB Page 62)1. Answer questions: a. What is the listening text mainly about? (The movements of the plates cause earthquakes and ways to reduce losses.) b. Can we stop the earthquake? (No, we cant, but we can do things to make sure they do not destroy whole cities.)2. Listen to the tape and finish the exercise 1 “True or false” on page 62.3. Ss listen to the tape again and then complete the following form:Cause of earthquakesMoving speed of the Pacific plateIn 1906 the Pacific plate suddenly jumpedThe Pacific plate pushes onThe Indian plate pushes onWays of reducing losses from earthquakes4. Ss fill in the blanks according the material they have got.We cannot (1)_ earthquakes, but we can (2)_ to make sure they do not (3)