Unit 4 Earthquakes第三課時

learning about language

target language

a. words and expressions

shake, well, rise, smelly, pond, pipe, burst, canal, steam, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, mine, shelter, fresh, percent, speech, judge, honor, prepare, europe, crack, survivor, miner

right away, at an end, dig out, a(great) number of, give out, thousands of

b. sentences

1. farmers' wives noticed that the wells had deep cracks in them. p26

2. it seemed that the world was art an end. p26

3. bricks covered the ground like red autumn leaves. p26

4. the army organized teams to dig out those who were trapped and to bury the dead. p26

5. workers built shelters for survivors whose homes had been destroyed. p26

discovering useful words and expressions

第一步：兩人活動，一人說意思，另外一人猜單詞，完成練習一。這一部分要注意的是不能單純得為了練習單詞而做題，要培養學生英語思維的能力（用英語解釋英語單詞）。

第二步：獨立完成填空題，之后互相交換答案，解釋自己為什么這么選擇，在語篇中熟練掌握單詞的應用。

第三步：速寫比賽，課代表用英語念數字，進行比賽看誰寫的數字準確率高，速度快，同樣訓練了學生用英語思維的能力。

one million, two-thirds, seventy-five percent, ninety percent, half a million, ten thousand .

第四步：完成練習 p63 第一題來鞏固新單詞。

discovering useful structures

第一步：學生重讀課文，查找教材中帶有 that,　which,　who,　whose 的句子。

第二步：教師針對每個句子提問，以幫助學生認識定語從句。例如：句子的主干是什么？主句和從句的關系是什么？等。

第三步：小組討論，歸納這些句子之間的共同點，進而理解什么是定語從句，定語從句和先行詞之間的關系，培養學生自主學習的能力。there are two kinds of this clause. one is the restrictive attributive clause, which modifies the noun; the other is the non- restrictive attributive clause, which gives extra information, and is written with commas. four relative pronouns the attributive clause use are who, whose, which and that.

第四步：看圖說話完成句子，合并兩個單句，試著用一個句子去修飾另一個句子。（例如 a boy is crying. he's got lost in the shop＝a boy who is lost in the shop is crying）以鞏固學生對和定語從句中主句和從句之間的關系的理解。

homework

完成練習 p28 and p64 關于定語從句的練習。