Unit 4 Earthquakes 教學(xué)設(shè)計
地震的產(chǎn)生
地震安全知識
舊金山大地震
task 2：根據(jù)所瀏覽網(wǎng)頁內(nèi)容，選擇填空。
1. which was the most powerful of these famous california earthquakes?
a. 1865 santa cruz mountains earthquake
b. 1906 san francisco earthquake
c. 1989 loma prieta earthquake
2. which famous opera singer, staying in the palace hotel at the time of the quake, later said, "the chandelier [in my room] was trying to touch the ceiling, and the chairs were all chasing each other"?
a. adelina patti b. enrico caruso c. luciano pavarotti
3. what caused the greatest damage to the city?
a. the earthquake itself
b. tsunamis triggered by the earthquake
c. fire
4. how many lives were lost in the earthquake and fire?
a. 478 b. 3, 000 c. 25, 000
5. where did most san franciscans, whose homes were destroyed in the quake, live in the immediate aftermath?
a. in “tent cities” built by relief forces.
b. with relatives elsewhere in california.
c. in house boats anchored in san francisco bay.
5. how long did it take to rebuild san francisco after the disaster?
6. what invention helped immortalize the 1906 earthquake in the public imagination?
a. photography b. the telegraph c. the radio
task 3: 小組合作，搜集資料，完成下列表格
earthquake safety do’s and don’ts
what to do during an earthquake?
if you are indoors
if you are outside
if you are driving
if you are in a mountainous area
if you are at the beach
what to do after an earthquake?
check for injuries
safety check
clean up
expect aftershock
earthquake drills, plans, and supplies
what drills practice at home?
develop earthquake plans at home and at school
what to take during an earthquake?
task 4: 小組合作，搜集有關(guān)舊金山大地震的資料完成下列表格。
san francisco’s earthquake in 1906
time
deaths
loss of buildings
other information
本部分的目的在于為學(xué)生提供大量的與本單元有關(guān)的網(wǎng)絡(luò)資源，擴(kuò)大學(xué)生的閱讀量，培養(yǎng)學(xué)生利用網(wǎng)絡(luò)資源的能力，開擴(kuò)視野。但同時也要注意到，網(wǎng)絡(luò)資源無限，如果不加引導(dǎo)，學(xué)生會在茫茫的知識海洋中迷失方向。因此，在為學(xué)生提供網(wǎng)絡(luò)資源時，需要經(jīng)過教師的精心篩選，并且歸類，這樣便于學(xué)生有選擇地瀏覽。同時，設(shè)置具體的任務(wù)，要求學(xué)生邊瀏覽邊完成規(guī)定的任務(wù)，這樣利用“任務(wù)驅(qū)動”方法，使學(xué)生利用資源自主探究、解決一系列層層深入的問題。在教學(xué)中，教師作為問題的精心設(shè)計者和疑難問題的點撥者，培養(yǎng)學(xué)生組織語言的能力。