Unit4 单元整体教案 人教版必修第一册

教案纸

课题Unit4NaturalDisasters课时数1

课型ListeningandSpeaking多媒体使用PPt

■Usesomelisteningstrategiestopredictkeypointsbefore

listening.

教学目标

■Graspthewordsandexpressionsinnewsreportandfinish

oneingroups.

教材重点Developlisteningskillstopredictkeypointsbeforelistening.

分析难点Reportthenewsinpairsandpresentitinclass.

教学方法Task-basedmethod

学法指导

教学过程学生活动

■Preparation

1.Studentswatchthevideoofactivity1,andnotedown

someexpressionsdiscussingnaturaldisasters.Then,

writedownthedifferentdisastersaccordingtothe

pictures.

2.Discusstheinfluencethatnaturaldisastersbringto

us.Getfamiliarwiththenewwords,suchasdamage,

survive,survivor,destroy.

----Howdothesenaturaldisastersaffectourlife?

Whatmayhappeninthesedisasters?

教学过程学生活动

--Peoplemaybelulledandhomesmaybedamaged

ordestroyed.

-Todamagesomethingsmeanstobreakit,ormake

itunabletoworkasusual.

-Todestroysomethingmeanstocausesomuch

damagetoitthatitiscompletelyruined.

--Somepeoplemaydie;somepeoplemaysurvive.

-Tosurvivemeanstomanagetoliveandsurvivors

arethosewhomanagetolivethroughthenatural

disasters.

■ListeningComprehension

1.Studentsgothroughactivity2andtickthenamesof

naturaldisastersthathavejustoccurredinthe

conversation.Thentheteacherchecksanswerswith

thestudents.

2.Studentsgothroughactivity3andcirclekey

informationbeforelistening.

3.Listentotheconversationforthesecondtimeand

finishactivity3andchecktheiranswersinpairs.

4.Studentslistentotheconversationforthethirdtime

andfillintheblanks.

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教学过程学生活动

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教学过程学生活动

■Speaking

--Whatarethemainpointsofanewsreport?

--Canyoureportthenewstoyourpartneraccordingtothe

informationintheform?

Studentspresenttheirnewsreportinclass.

板r

TimePlace

书

设

DisasterRescue

计£

作书面

业

研究性问题Broadcastarecentnaturaldisaster

布

置预习作业Previewthe“readingandthinking”part

教

学

反

思

备课组长日期

教研组长日期

教案纸

课题Unit4NaturalDisasters课时数1

课型ReadingandThinking多媒体使用PPt

■Graspthemainfeaturesofreports.

■Readingabilities:summarizing,skimming,scanning.

教学目标

■Understandtheemotionandfeelingthattheauthortrying

toconvey.

重点Themainfeaturesofreportsandreadingabilities.

教材

Understandtheemotionandfeelingtheauthortryingto

分析难点

convey.

教学方法Task-basedmethod

学法指导

教学过程学生活动

■Pre-reading

3.Studentsdiscussthequestionsinactivity1ingroups.

Discussthesituationofearthquakeandbeprepared

forthetextreading.

4.Lookatthepicturesandthetitle,thenpredict

content.

Whatdoesthetitlemean?Doestheearthsleepas

youdo?Ifyoucan'tgotosleep,howdoyoufeel?Tryto

imaginewhatcanhappentotheearthifitdoesn't

sleep?Whatdoyouthinkthetextismainlyabout?

教学过程学生活动

■While-reading

5.Studentsskimthetexttocheckpredictions,andthen

finishactivity3.

--Pleasefindthetopicsentenceofeachparagraph.

Thensummarizeeachparagraphinonephrasebasedon

itstopicsentence.

--Forexample,thetopicsentenceofthefirst

paragraphis“Strangethingswerehappeninginthe

countrysideofnortheasternHebei.”

--Strangethingswerehappening,whichcouldhave

warnedpeoplethatanearthquakewasontheway.So

thefirstparagraphtellsusthewarningsignsbeforethe

earthquake.

6.Detailedreading.

Guidethestudentstograspkeyinformationby

raisingquestions:

Whatweresomeofthestrangethingsthatwere

happeningbeforetheearthquake?

Doyouagreethereweresome"warningsigns”?

Whyorwhynot?Howdoyouunderstandthelast

sentenceinParagraph1?

7.Furtherquestions:

教学过程学生活动

--Whendidtheearthquakehappen?

--Whywasitoneofthedeadliestearthquakesofthe

20thcentury?

--Whathappenedtothecityandpeople?Howdidthe

feel?

Readthetextandfindtheanswerstothequestions.

Whenyoucomeacrossanewword,trytousethe

contexttohelpyouunderstandit.

8.Aboutrescue.

--Whocametotherescue?Whatdidtheydo?

--Whydoestheauthorsay“Buthopewasnotlost”?

--Whatdoestheauthormeanby“Slowly,thecity

begantobreatheagain"?

9.Manysentencesinthetextgiveusapictureofthe

terribleearthquakeinTangshan.Whichsentences

impressedyoumost?Why?

Numbersarewidelyusedinthetext.Whydoesthe

authormentionsomanynumbers?

--Inparagraph1,manyverbsorverbalphrases,suchas

rose,fell,coiningoutof,andranoutofareused.Why

doestheauthorusethemhere?

教学过程学生活动

■Post-reading

Role-Play:journalistandsurvivorfromTangshan

earthquake.Createadialogandpresentittothewhole

class.

TimeEvent(keywords)

板

书Severaldaysbeforethestrangethings:

设earthquakebrightlights

计3:00a.m.,on28thJuly,1976loudnoises

作书面Finishactivity5andsummarizethetext

业

研究性问题Workbook:usingwordandexpressions

布

置预习作业Previewthe"discoveringusefulstructures"part

教

学

反

思

备课组长日期

教研组长日期

教案纸

课题Unit4NaturalDisasters课时数2

课型DiscoveringUsefulStructures多媒体使用PPt

■Comprehendtheusageofrestrictiverelativeclauses,(that,

教学目标which,who,whom,whose)

■Practicetheusageofrestrictiverelativeclauses.

教材重点Mastertheusageofrestrictiverelativeclauses.

分析难点Userestrictiverelativeclausesinwritingconsciously.

教学方法Task-basedmethod

学法指导

教学过程学生活动

■Stepl

Studentsgothroughactivity1,andfindtherelative

clausesbasedonwhathavebeenlearnedinjunior

highschool.

■Step2

Presentthesesentencesonscreenorblackboard.

Raisethefollowingquestionstoguidethemtothink

aboutthefunctionsofrelativeclauses.

--TranslatethesentencesintoChinese.Thinkabout

whichnounismodifiedbytherelativeclause.

----Whydoweusetherelativeclause?Whatif

relativeclausesarenotusedinthesesentences?

教学过程学生活动

■Step3

Studentsreadthetextagainandfindtherelative

clausesinthetext.Thencheckandtranslatethese

sentenceswiththeirdeskmate.Finally,findthe

nounsthataremodifiedbytherelativeclauses,

(antecedent)

■Step4Grammar

RestrictiveRelativeClause限制性定语从句

在复合句中，修饰名词或代词的从句叫做定语从句

1.关系代词和关系副词

定语从句通常由关系代词或关系副词引导，说明事

物的具体信息，从句位于被修饰词之后，如：

Themanwholivenexttousisapoliceofficer.住在

我们隔壁的那位男士是一位警官。

Adroneisanaircraftwithoutapilotthatisoperated

byremotecontrol.无人机是一种无飞行员、被遥控

操作的飞机。

Wewillstartatthepointwhereweleftofflasttime.

我们从上次结束的地方开始吧。

上面例句中的man、aircraft、point都是被定语从

句修饰的词，叫做先行词，其后的黑体部分是定语

从句,其中who和that叫做关系代词，where叫

做关系副词，引导定语从句的词通常有关系代词

that、which、who(whom、whose),关系副词where、

教学过程学生活动

when、why等。

2.关系代词that、which、who、whom引导的定语从句

关系代词例句

Thisisabookthatinterestsalarge

指

numberofpeople.（作主语）

Isthereanything（that）1candoforyou?

在从句中作主语物

that（作宾语）

Hethatwouldeatthefruitmustclimbthe

或宾语指

tree.（作主语）

Heisaman（that）youcansafelytrust.（作

人

宾语）

Thebuswhichhasjustleftwasthelast

which在从句中作主指

onetoday.（作主语）

Thefish（which）1boughtthismorning

语或宾语物

werenotfresh.（作宾语）

Ishetheboywhoalwayswinsmath

who,whom在从句中指

competitions?（作主语）

Thisistheteachertowhom1referred.（作

分别作主语或宾语人

宾语）

*关系代词that、which、who(whom)在从句中作宾语时，特别是在口语/

非正式的书面表达中，常常省略。

3.关系代词whose引导的定语从句

关系代词whose引导的定语从句先行词既可以是人，也

可以是物。whose在从句中做定语，如：

Sheisthegirlwhosebrotherisstudyingabroad.

Theroomwhosewindowfacessouthismine.

4.关系副词when、where、why引导的定语从句

关系副词在从句中作状语，当when、where引导定语从

句时，其对应的先行词分别是表示时间、地点的名词。

教学过程学生活动

关系副词例句

when111neverforgetthetimewhenwevisitedXi'an.

whereThehotelwherewestayedwasveryclean.

whyThat'sthereasonwhyhemissedhisbus.

叵

板屈when作时间状语

I信

书

阳

帐where作地点状语

设<<

why作原因状语

计

作书面Finishexercisesonpage50,90,91

业

研究性问题

布

置预习作业Previewthe"readingforwriting"part

教

学

反

思

备课组长日期

教研组长日期

教案纸

课题Unit4NaturalDisasters课时数2

课型ReadingforWriting多媒体使用PPt

■Imitatethelanguageofnewsreporttodescribeanatural

教学目标disaster.

■Writesummariesformajornewseventsreport.

教材重点Writeasummaryofanewsreport

分析难点Writeasummaryafterreadingapassageinlimitedtime

教学方法Task-basedmethod

学法指导

教学过程学生活动

■Lead-in

Watchthevideofrom“VideoTime“section.Getto

knowthecauseandgreatdamageoftsunami.

Whatisatsunami?Whatcausesit?Willitcause

greatdamagetohumanbeings?

WatchthevideoTsunami:KillerWaveandfindthe

answerstothequestions.

■TextComprehension

1.Step1

Graspthemainideaandkeyinformationofthetext.

Studentsreadthenewsreportandanswerthe

教学过程学生活动

questionsinactivity1.Guidethestudentstoreview

whatwe'velearnedin''ListeningandSpeaking"part.

--Whatarethethreequestionsabout?Welistened

tofourpiecesofnewsaboutnaturaldisastersin

ListeningandSpeaking.Doyourememberwhatmain

pointsshouldbeincludedinanewsreport?Arethey

includedinthethreequestionsyouhavejust

answered?Aretheyincludedinthepassage?

2.Step2

Analyzethetextandthefeaturesofthelanguage.

Theteacherguidesthestudentstofocusonthe

functionsofpicturesinnewsreportbyraisingthe

followingquestions

--Whatcanyouseeinthepictureabovethenews

report?

-Isitnecessarytohavethepicture?Whyorwhy

not?

--Whydoestheauthorwritesomanynumbersin

thereport?

--Wh