高一英语人教版必修1《Unit4Earthquakes》教案：Period4

TeachingPlanUnit4Earthquakes_Topic:EarthquakesTeachingaimsLanguageknowledge1.知识目标（Knowledge）①词汇（Vocabulary）：shake,rise,crack,burst,well,smelly,pond,steam,destroy,ruin,injure,survivor,brick,useless,shock,quake,rescue,electricity,disaster,organize,bury,coal,mine,shelter,fresh,percent,honor,prepare.②短语(Phrasesandexpressions)：rightaway,atanend,lieinruins,betrappedundersth,tothenorthofsp,putup,giveout,wakesbup,preparesthforsth.,thinklittleofsth.③语法(Grammar)：定语从句（TheAttributiveClause）.能用英语描述任务的特征、行为等----由who/whom/whose/that引导；能用英语描述事物、事件的性质、内容等----由which/that/whose引导。Languageskills1.能运用所学语言知识描述地震前兆、危害及震后援救；2.根据已知信息推测将要听取的材料的内容；3.提高阅读技能和用英语进行思维、推理、判断的能力；4.学习朗读中连读和略读的技能5.掌握演讲稿的格式及新闻报道的写作步骤和要点。Culturalconsciousness了解世界各地的自然灾害和大地震的情况,了解有关地震的知识，地震的成因，征兆，损失,救援等,启发学生国际援助意识Affect&Attitude学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神；在教学活动中培养学生的合作精神和互助精神。Learningstrategies认知策略:总结语言材料中有关运用定语从句的语言规律并加以运用交际策略:运用定语从句来提高信息传达的准确度调控策略:培养小组合作学习的能力资源策略:指导学生通过各种渠道如报纸、杂志、图书馆和网络等资源查找有关素材，培养信息社会收集查找资料的能力。Teachingkeypoints本单元重点词汇,句型的用法.定语从句的使用掌握演讲稿的格式和语言表达方式TeachingperiodsPeriod1Warmingup,Listening(Workbook),Speaking(workbook)Period2Pre-reading,Reading,ComprehendingPeriod3Importantlanguagepoints,LearningaboutlanguagePeriod4DiscoveringusefulstructuresPeriod5UsingLanguagereadingandspeakingPeriod6UsinglanguagelisteningandreadingPeriod7ReadingandwritingPeriod4TextDiscoveringusefulstructures(p29)Teachingaims1.TogetSstohaveknowledgeofthegrammarpoint:theattributiveclause.2.Learnthedifferencebetweenrelativepronounsfortheattributiveclauses.TeachingproceduresactivityObjectives(设计意图)interactiontimeStep1Presentation呈现课文中的定语从句,并使学生通过对比没有使用定语从句的句子,发现使用定语从句的作用1.Butonemillionpeopleofthecitywereasleepasusualthatnight.Butonemillionpeopleofthecity,whothoughtlittleofthoseevents,wereasleepasusualthatnight.ItwasfeltinBeijing.ItwasfeltinBeijing,whichismorethantwohundredkilometersaway.3.Ahugecrackcutacrosshouses,roadsandcanals.Ahugecrackthatwaseightkilometerslongandthirtymeterswidecutacrosshouses,roadsandcanals.4.WorkersbuiltsheltersforsurvivorsWorkersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.在具体语境中,通过具体例子,了解定语从句的作用和表现形式GroupworkStep2Self-study阅读课文p90-91定语从句的讲解提高自学能力,并对定语从句有系统的认知IndividualsStep3Exercise1(p29)从课文中找出其余的定语从句IndividualsStep4Exercise2(p29)Completeeachsentenceusingthat,which,whoorwhose.TranslatethesentencesintoChineseandcomparethem.2.TranslatethefollowingsentencesintoChinese.(1)别忘了把老师那天给你的书带着。(2)封面是红色的书是一本英语语法书。(3)流过村庄的小河对他们有很大作用。(4)护士抱进来的婴儿是昨天出生的。(5)主要由学生组成的观众比以前都庞大。Suggestedanswer:(1)Don’tforgettobringthebook(which/that)theteachergaveyoutheotherday.(2)Thebookwhosecover(thecoverofwhich)isredisanEnglishgrammarbook.(3)Theriverthatflowsthroughthevillageisveryhelpfultothem.(4)Thebaby(which)thenursebroughtinwasbornyesterday.(5)Theaudiencewhichiscomposedentirelyofstudentsislargerthanbefore.通过机械练习掌握定语从句的基本使用IndividualsStep5Exercise3PlayagameGetintogroupsof6andeachgroupmakesupashortsentence.Thentaketurnstocompletethesentencesusingtheattributiveclauseswiththat,which,whoorwhose.EXAMPLE:Theboyboughtabicycle.S1:theboyboughtabicyclethatwasstolenfromhisneighbour.S2:theboyboughtabicyclewhichwasnewlyrepaired.S3:theboywhoiswearingaredjacketboughtabicycle.S4:theboywhoseglasseswerebrokenboughtabicycle.通过游戏,加强定语从句的使用能力GroupworkStep6Playagame(p64)条件允许的话,可以单另出来做一节活动课.Workingroupsof6.Eachstudentchoosesawordfromtheunitandgiveaclue.Theotherstudentstaketurnstoaskquestionstofindoutmoreinformation.Examples1:A:thewordIhavechosenrhymeswith“cake”B:isitsomethingthatisfrightening?A:yes,itis.C:isitadisasterthathappenedinTangshan?D:It’s“earthquake”,isn’tit?A:youareright.Now,it’syourturn.EXAMPLE2:A:thewordIhavechosenisaperson.B:isita