Earthquakes（精選15篇）
Earthquakes 篇1
教學目標
Important vocabularies
Shake, while, sound, scientist, point, movement, fall off, for a while, for ever, a (large ) number of, cut off, stay up，plate, hit, bookstore.
Daily expressions:
Were you in ……?
Sure I was. I 'll never forget that.
Very strange. It sounded like……
What happened next?
What was it like?
Useful phrases:
The population in and around San Francisco is now ten times more then it was in 1906.
The number of people who lost homes reached as many as 250000.
Grammar:
The usage of pronouns in the Attributive sentences.
Who/ whom/ which/ that……
教學建議
能力訓練：
運用所學的語言，圍繞地震這個題材，開展聽說寫的活動；閱讀課文“Earthquake"，了解有關地震的基本知識，完成有關課文內容的練習。并進一步練習間接引語的用法。
師生互動活動：
Lesson 25: 口頭練習，對話交際功能-----日常生活用語的練習。
Lesson 26---27: 聽力和閱讀相結合，理解全文的意思。
Lesson 28: 口頭和筆頭練習相結合，寫一篇關于地震的文章。
教材分析
本單元對話引出地震這個話題。對話中提到了地震的時候的現象和人的感受。本單元的閱讀課文是了解發生在San Francisco地區的嚴重地震場景和有關地震發生時的基本常識。同時在文章里有一些重要的語法知識，如定語從句的使用：A wide and busy road which was built like a bridge over another road fell onto the one below. etc.
重點知識講解：
1.What does "quake" means , as in the word "earthquake"?
像" earthquake" 這個詞中的quake是什么意思？
As in the word "earthquake" 是個省略結構，完整的說法為：as it does in the word "earthquake". as 在此為連詞，表示“如“的意思。
It sounded like a train that was going under my house. 那聲音聽起來就像有一列火車在我的房子底下開過似的。
sound 為系動詞，后接名詞、介詞短語做表語，意思是“聽起來”。
Your idea sounds (like ) a good one.你的注意聽起來不錯。
What he said sounded like a fairy-tale.他所說的話聽起來就像神話故事。
表示“聽起來像什么”的時候，用sound like….。like 在此是介詞表示“像”的意思。類似于sound的常用系動詞還有：feel, taste, smell, look.
例如：
Cotton feels very soft. 棉花摸起來很柔軟。
It looks like a beautiful picture. 那看上去就像一幅美麗的畫。
2.I was in the kitchen cooking something and I felt the floor move. 我當時正在廚房里作飯，我覺得地板動了一下。
cooking something 在本句中為現在分詞短語做伴隨狀語。
句中的move是省略了to 的不定式，做賓語補足語。動詞feel的賓語補足語可以是動詞原形，也可以是動詞的ing形式或過去分詞形式。
例如：
When I heard his words, I felt my heart beating faster.聽了他的話，我感到心跳加快了。
He felt someone knock at the door. 他感到有人敲了一下門。
he boy felt his back patted by someone. 那個男孩子感到有人拍了他的脊背。
3. And then I watched all the glasses on the table fall off onto the floor. 后來我觀察到桌子上所有玻璃杯子掉到了地板上。
辨析：fall off / fall down
fall off 表示“從。。。。上落下或掉下”。off為介詞或副詞。fall down的意思是“倒塌、掉下”，不強調落物的來處。
例如：
I saw him fall off his horse.我看到他從馬上掉了下來。
Flowers fell off to the ground. 花兒凋謝了，落到了地上。
Autumn comes and leaves are falling off the trees. 秋天到了，落葉紛紛。
A stone fell down in the earthquake. 一塊石頭落了下來，砸中了他。
The old house fell down in the earthquake. 老房子在地震中倒塌了。
4.A great part of the city was destroyed and a large number of buildings were burnt.城市的大部分地區被摧毀，許許多多建筑物被火吞噬。
A number of 相當于many.意思為“許多”，后跟可數名詞的復數形式。短語中的number前可以由large / small來修飾，構成a large / great / small number of 短語。
例如：
1）A number of people were killed in the traffic accident. 有許多人在那場車禍中喪生。
2）A large number of students went to see Mr. Zhang when he was ill.張老師生病的時候有許多的學生去看望他。
Only a small number of people are against this plan.只有少數人反對這個計劃。
辨析：a number of / the number of
a number of 意思為“許多”。中心詞為of后面的復數形式。
the number of 的意思為 “…的數量”，中心詞為number，因此，“the number of +復數名詞”，做主語時謂語動詞為單數第三人稱形式。
例如：
The number of books in our library is going up.我們圖書館里的藏書數量正在上升。
The number of the students in our class is 57. 我們班的學生人數為57人。
A number of students are playing football on the playground. 許多的學生在操場上踢足球。
5.The number of people who lost homes reached as many as 250000. 無家可歸的人數達到25萬。
短語“as many as” 意思為“和…一樣多，多達”，修飾可數名詞；as much as 與as many as 意思相同，但是修飾不可數名詞。類似的表達法還有：
as long as 長達 as high as 高達 as wide as 寬達
The great fire burned down as many as twenty buildings. 那場大火燒毀的房屋達到20之多。
He lost as much as 1000 yuan . 他丟的錢多達1000元。
The film lasts as long as two hours. 這部電影長達2個小時。
The mountain reaches as high as 2000 metres. 那座山高達2000米。
The road is as wide as 10 metres. 這條路寬達10米。
6.辨析：as / when / while
這三個詞都有“當……的時候”的意思。但用法稍有不同。
as強調“一邊……一邊……”或是“與……同時，側重表示主句的動作同時發生。
when既可以表示時間地點也可以表示時間段。
while只表示時間段，不表示時間點。它后面必須是延續性的動詞，而且多為進行時態。當從句的謂語的動詞為延續性動詞時三者都可以替換使用。
例如：
When I got home, he was having supper. 我到家的時候，他正在吃晚飯。
I liked dancing when I was young. 我年輕時喜歡跳舞。
They talked as they walked. 他們邊走邊談。
A thief broke in as / while / when I was sleeping.在我睡覺的時候小偷闖了進來。
While / When/ As we were still laughing, the teacher came in. 當我們仍還在大笑，老師進來了。
Strike the iron while it is hot. 趁熱打鐵。
8.A wide and busy road which was built like a bridge over another road fell into the one below,. Many people were killed in their cars, but a few lucky ones were not hurt.一座以立交橋車輛川流不息的馬路塌陷到橋下面的路面上。很多人被壓死在自己的車里，但是也有少數幸運的人沒有受傷。
這兩個句子中one(s)是代詞，用來代替或是避免重復上文提到的名詞。one只可替代可數名詞，其復數形式為ones. 第一句中的one代替road，第二句中的ones代替people。
例如：
If the earthquake is a big one, a great part of the city will be destroyed. 如果那是個大地震的話，城市的大部分地區將要被毀掉。
I would like a pound of apples, the red ones. 我要一英鎊蘋果，紅蘋果。
He had no excuse for his being late, but he had to fine one. 他遲到找不著借口，但是他必須找一個。
If you don't like these cups, I have other ones. 要是你不喜歡這些杯子，我還有別的。
9.Third, you must make the houses as strong as possible. 第三，應該把房屋建的盡可能結實。
As…as possible是個固定搭配，中間可加形容詞或副詞，意思為“盡可能的…”。
例如：
He had his breakfast as quickly as possible. 他盡可能快的吃了早飯。
Please come as early as possible tomorrow. 明天請盡可能早來。
They keep the classroom as clean as possible.他們盡可能的保持教室清潔。
12.Weak buildings will fall down in an earthquake , but strong ones may stay up. 不結實的建筑物會在地震中倒塌，而結實的建筑物則可能安然無恙。
短語stay up 的意思是“挺立，站立，熬夜”等。
例如：
You must stay up in time of difficulty. 困難面前你必須要挺住。
He stayed up all night. 他通宵未睡。
He has been working for almost a whole day, but he can stay up. 他干了快一整天了，但是還是挺得住。
10.time表示倍數的用法
在此句中表示倍數，其前面的數詞用基數詞。常用的倍數表示法有以下幾種：
1.A is three (four/ five….) times bigger (more/ longer/ higher….) than B. A 比B大（多/高/長…）三（四/五…）倍。
例如：
The new bridge is three times longer then the old one. 新橋比舊橋長三倍。
At least the train runs six times faster then the boat. 火車的速度至少比小船快6倍。
The meeting-room is four times bigger than ours. 這個會議室比我們的大四倍。
2.A is three ( four/ five…) times as big (much/ many/ long/ high…) as B. A比B大（多/長/高。。。）兩倍或者是A是B的三（四/五……）倍大（多/長/高……）
例如：
Line A is five times as long as Line B. 線段A比線段B長四倍。（或是線段A是線段B的五倍長）
Asia is four times as large as Europe. 亞洲比歐洲大三倍。
This building is three times as high as that one. 這棟樓房比那一棟高2倍。
3. A is three ( four/ five….) times the size ( amount/ length/ height…) of B. A比B大（多/長/高……）兩（三/四……）倍或是A是B的三（四/五……）倍大（多/長/高……）。
例如：
Line A is four times the length of Line B. 線段A比線段B長四倍。
This building is three times the height of that one.這棟樓房比那棟高2倍。
如果表示“A比B大（多/ 長/高。。。）一倍“用twice，而且用第一種表示法。
例如：
Bob is twice heavier than Jack. 鮑博比杰克重一倍。
This road is twice longer than that one.這條路比那條路長一倍。
11.語法——定語從句
關系代詞who, whom, that 和which引導的定語從句。
在句子中修飾名詞或代詞的從句為定語從句。定語從句所修飾的詞叫先行詞，定語從句一般修飾跟在先行詞的后面。如果先行詞指人，關系代詞可用who, whom, that.如果先行詞指物，關系代詞可用which或是that。關系代詞who, whom, that 和which既起連接作用，又在定語從句中充當一定成分（在定語從句中作主語或是賓語）。關系代詞在從句中作賓語時常常可以省略，但是作主語時不能省略。Whom 在從句中作賓語時用，但是在口語或非正式文體中，常用who來代替whom。
例如：
A plane is a machine which/ that can fly.飛機是會飛行的機器。
The book (which/ that ) you want is on my desk.你要的那本書在我的書桌上。
Anybody who/ that breaks the rules is punished.任何違反規定的人都要受到懲罰。
The boy who/ that likes skating will be here.喜歡滑冰的那個男孩子將會來這里。
The girl (who/ whom/that) you met in the street is John’s sister.你在大街上遇到的那個女孩是約翰的妹妹。
Is this the lady (whom) you spoke of? 這個是你談到的那位女士嗎？
教學設計方案：Lesson 25
一、Teaching Aims
Help the students have free talk about what an earthquake is and what people usually feel when an earthquake happens.
Practise in pairs on talking about the earthquake that happened in San Francisco in 1898.
Study the language items in the lesson.
Do the exercise on page 25 about the indirect speech.
二、Teaching procedures
Step 1 Warming- up
Ask the Ss some questions about earthquake, such as, “ What will happen when an earthquake happens?” “ What causes an earthquake to happen?” “ What should people do when an earthquake happens?” etc.
Step 2. Listening
The Ss are supposed to listen to the tape about the earthquake that happened in San Francisco in 1989.
After listening to the dialogue the Ss are supposed to do the exercises on page 87. E.1.
What are Carl and Wang Bing talking about?
Where was Carl at the time of the earthquake?
How did Carl feel when the earthquake was happening?
Step 3. Practising
The students are supposed to do the pair work on page 25.
Change the sentences into Indirect Speech.
Step 4. Language points of the dialogue
as 的用法
so do you 形式的復習
at the time of 的用法
it sounded like中sound的用法
feel sth. do的用法
6.fall off 和fall down的辨析
quite a while 的用法
Step 5. Practising
If time is permitted, the students are supposed to do the exercise on page 87. E.2---retell the dialogue.
教學設計方案 : Lesson 26
Teaching Aims
The Ss are supposed to get the idea what the earthquake is like when it is happening and what causes an earthquake to happen?
Learn how to write a composition about an earthquake that happened in Tangshan, China in 1976.
Teaching procedure
Step 1. Ask the students some questions about earthquakes.
Have you ever heard anything about earthquakes from your parents?
Have you ever been in any of the earthquakes? Where and when?
Do you know the biggest earthquake that happened in China?
Step 2. Reading the text
For the first time of reading, the Ss are supposed to answer the question:
Which was the USA’s worst earthquake?
Can we do something to prevent the earthquake from destroying the whole city?
For the second time, the Ss are supposed to read the text for some detailed information.
In what part of the USA is San Francisco?
In the spring of 1906, what happened to the city of San Francisco ?
What happened again in the city in the fall of 1989?
In what other places of the world do earthquakes often happen?
In what provinces in China do earthquakes happen more often?
Explain the reasons why there are earthquakes.
Step 3. Retelling the reasons why an earthquake happens.
Ask the Ss to retell it in pairs first then ask individual student to say it out in class.
Step 4. Discussion
What should we do in order not let the earthquake destroy the earth so seriously?
Step 5. Language points of the text
at 5:13 on the morning of April 18th.,1906中介詞的用法
the number of 和 a number of 辨析
as many as 以及as much as的用法
as 表示當什么時候的意思的用法（和while/ when的區別）
one / ones 代詞的用法
cut off
at 5.3 centimetres a year “at” 表示速度的用法
make sure
stay up
time 表示倍數的用法
Step 6. Practising
Do the exercises on page 89. E. 1,2,3
Write a composition about the Tangshan Earthquake with the given information
Step 7. Homework:
Finish the composition
Finish the exercises on page 89 E.3 and page 91.E.
Re-read the attributive sentences in the text and get to understand the meaning and the structure of each sentence.
探究活動
讓學生自己找有關地震的資料，比如近年來發生在國內或國外的地震地區以及震后的情況。每個小組指定查某一個國家或地區的地震情況。然后讓學生們互相進行討論，介紹各個國家或地區的地震情況。學生們在聽的時候可以記下來想要問的問題然后對進行匯報的小組提問。這樣可以鍛煉聽力和口語表達能力。
Earthquakes 篇2
教學目標
Important vocabularies
Shake, while, sound, scientist, point, movement, fall off, for a while, for ever, a (large ) number of, cut off, stay up，plate, hit, bookstore.
Daily expressions:
Were you in ……?
Sure I was. I 'll never forget that.
Very strange. It sounded like……
What happened next?
What was it like?
Useful phrases:
The population in and around San Francisco is now ten times more then it was in 1906.
The number of people who lost homes reached as many as 250000.
Grammar:
The usage of pronouns in the Attributive sentences.
Who/ whom/ which/ that……
教學建議
能力訓練：
運用所學的語言，圍繞地震這個題材，開展聽說寫的活動；閱讀課文“Earthquake"，了解有關地震的基本知識，完成有關課文內容的練習。并進一步練習間接引語的用法。
師生互動活動：
Lesson 25: 口頭練習，對話交際功能-----日常生活用語的練習。
Lesson 26---27: 聽力和閱讀相結合，理解全文的意思。
Lesson 28: 口頭和筆頭練習相結合，寫一篇關于地震的文章。
教材分析
本單元對話引出地震這個話題。對話中提到了地震的時候的現象和人的感受。本單元的閱讀課文是了解發生在San Francisco地區的嚴重地震場景和有關地震發生時的基本常識。同時在文章里有一些重要的語法知識，如定語從句的使用：A wide and busy road which was built like a bridge over another road fell onto the one below. etc.
重點知識講解：
1.What does "quake" means , as in the word "earthquake"?
像" earthquake" 這個詞中的quake是什么意思？
As in the word "earthquake" 是個省略結構，完整的說法為：as it does in the word "earthquake". as 在此為連詞，表示“如“的意思。
It sounded like a train that was going under my house. 那聲音聽起來就像有一列火車在我的房子底下開過似的。
sound 為系動詞，后接名詞、介詞短語做表語，意思是“聽起來”。
Your idea sounds (like ) a good one.你的注意聽起來不錯。
What he said sounded like a fairy-tale.他所說的話聽起來就像神話故事。
表示“聽起來像什么”的時候，用sound like….。like 在此是介詞表示“像”的意思。類似于sound的常用系動詞還有：feel, taste, smell, look.
例如：
Cotton feels very soft. 棉花摸起來很柔軟。
It looks like a beautiful picture. 那看上去就像一幅美麗的畫。
2.I was in the kitchen cooking something and I felt the floor move. 我當時正在廚房里作飯，我覺得地板動了一下。
cooking something 在本句中為現在分詞短語做伴隨狀語。
句中的move是省略了to 的不定式，做賓語補足語。動詞feel的賓語補足語可以是動詞原形，也可以是動詞的ing形式或過去分詞形式。
例如：
When I heard his words, I felt my heart beating faster.聽了他的話，我感到心跳加快了。
He felt someone knock at the door. 他感到有人敲了一下門。
he boy felt his back patted by someone. 那個男孩子感到有人拍了他的脊背。
3. And then I watched all the glasses on the table fall off onto the floor. 后來我觀察到桌子上所有玻璃杯子掉到了地板上。
辨析：fall off / fall down
fall off 表示“從。。。。上落下或掉下”。off為介詞或副詞。fall down的意思是“倒塌、掉下”，不強調落物的來處。
例如：
I saw him fall off his horse.我看到他從馬上掉了下來。
Flowers fell off to the ground. 花兒凋謝了，落到了地上。
Autumn comes and leaves are falling off the trees. 秋天到了，落葉紛紛。
A stone fell down in the earthquake. 一塊石頭落了下來，砸中了他。
The old house fell down in the earthquake. 老房子在地震中倒塌了。
4.A great part of the city was destroyed and a large number of buildings were burnt.城市的大部分地區被摧毀，許許多多建筑物被火吞噬。
A number of 相當于many.意思為“許多”，后跟可數名詞的復數形式。短語中的number前可以由large / small來修飾，構成a large / great / small number of 短語。
例如：
1）A number of people were killed in the traffic accident. 有許多人在那場車禍中喪生。
2）A large number of students went to see Mr. Zhang when he was ill.張老師生病的時候有許多的學生去看望他。
Only a small number of people are against this plan.只有少數人反對這個計劃。
辨析：a number of / the number of
a number of 意思為“許多”。中心詞為of后面的復數形式。
the number of 的意思為 “…的數量”，中心詞為number，因此，“the number of +復數名詞”，做主語時謂語動詞為單數第三人稱形式。
例如：
The number of books in our library is going up.我們圖書館里的藏書數量正在上升。
The number of the students in our class is 57. 我們班的學生人數為57人。
A number of students are playing football on the playground. 許多的學生在操場上踢足球。
5.The number of people who lost homes reached as many as 250000. 無家可歸的人數達到25萬。
短語“as many as” 意思為“和…一樣多，多達”，修飾可數名詞；as much as 與as many as 意思相同，但是修飾不可數名詞。類似的表達法還有：
as long as 長達 as high as 高達 as wide as 寬達
The great fire burned down as many as twenty buildings. 那場大火燒毀的房屋達到20之多。
He lost as much as 1000 yuan . 他丟的錢多達1000元。
The film lasts as long as two hours. 這部電影長達2個小時。
The mountain reaches as high as 2000 metres. 那座山高達2000米。
The road is as wide as 10 metres. 這條路寬達10米。
6.辨析：as / when / while
這三個詞都有“當……的時候”的意思。但用法稍有不同。
as強調“一邊……一邊……”或是“與……同時，側重表示主句的動作同時發生。
when既可以表示時間地點也可以表示時間段。
while只表示時間段，不表示時間點。它后面必須是延續性的動詞，而且多為進行時態。當從句的謂語的動詞為延續性動詞時三者都可以替換使用。
例如：
When I got home, he was having supper. 我到家的時候，他正在吃晚飯。
I liked dancing when I was young. 我年輕時喜歡跳舞。
They talked as they walked. 他們邊走邊談。
A thief broke in as / while / when I was sleeping.在我睡覺的時候小偷闖了進來。
While / When/ As we were still laughing, the teacher came in. 當我們仍還在大笑，老師進來了。
Strike the iron while it is hot. 趁熱打鐵。
8.A wide and busy road which was built like a bridge over another road fell into the one below,. Many people were killed in their cars, but a few lucky ones were not hurt.一座以立交橋車輛川流不息的馬路塌陷到橋下面的路面上。很多人被壓死在自己的車里，但是也有少數幸運的人沒有受傷。
這兩個句子中one(s)是代詞，用來代替或是避免重復上文提到的名詞。one只可替代可數名詞，其復數形式為ones. 第一句中的one代替road，第二句中的ones代替people。
例如：
If the earthquake is a big one, a great part of the city will be destroyed. 如果那是個大地震的話，城市的大部分地區將要被毀掉。
I would like a pound of apples, the red ones. 我要一英鎊蘋果，紅蘋果。
He had no excuse for his being late, but he had to fine one. 他遲到找不著借口，但是他必須找一個。
If you don't like these cups, I have other ones. 要是你不喜歡這些杯子，我還有別的。
9.Third, you must make the houses as strong as possible. 第三，應該把房屋建的盡可能結實。
As…as possible是個固定搭配，中間可加形容詞或副詞，意思為“盡可能的…”。
例如：
He had his breakfast as quickly as possible. 他盡可能快的吃了早飯。
Please come as early as possible tomorrow. 明天請盡可能早來。
They keep the classroom as clean as possible.他們盡可能的保持教室清潔。
12.Weak buildings will fall down in an earthquake , but strong ones may stay up. 不結實的建筑物會在地震中倒塌，而結實的建筑物則可能安然無恙。
短語stay up 的意思是“挺立，站立，熬夜”等。
例如：
You must stay up in time of difficulty. 困難面前你必須要挺住。
He stayed up all night. 他通宵未睡。
He has been working for almost a whole day, but he can stay up. 他干了快一整天了，但是還是挺得住。
10.time表示倍數的用法
在此句中表示倍數，其前面的數詞用基數詞。常用的倍數表示法有以下幾種：
1.A is three (four/ five….) times bigger (more/ longer/ higher….) than B. A 比B大（多/高/長…）三（四/五…）倍。
例如：
The new bridge is three times longer then the old one. 新橋比舊橋長三倍。
At least the train runs six times faster then the boat. 火車的速度至少比小船快6倍。
The meeting-room is four times bigger than ours. 這個會議室比我們的大四倍。
2.A is three ( four/ five…) times as big (much/ many/ long/ high…) as B. A比B大（多/長/高。。。）兩倍或者是A是B的三（四/五……）倍大（多/長/高……）
例如：
Line A is five times as long as Line B. 線段A比線段B長四倍。（或是線段A是線段B的五倍長）
Asia is four times as large as Europe. 亞洲比歐洲大三倍。
This building is three times as high as that one. 這棟樓房比那一棟高2倍。
3. A is three ( four/ five….) times the size ( amount/ length/ height…) of B. A比B大（多/長/高……）兩（三/四……）倍或是A是B的三（四/五……）倍大（多/長/高……）。
例如：
Line A is four times the length of Line B. 線段A比線段B長四倍。
This building is three times the height of that one.這棟樓房比那棟高2倍。
如果表示“A比B大（多/ 長/高。。。）一倍“用twice，而且用第一種表示法。
例如：
Bob is twice heavier than Jack. 鮑博比杰克重一倍。
This road is twice longer than that one.這條路比那條路長一倍。
11.語法——定語從句
關系代詞who, whom, that 和which引導的定語從句。
在句子中修飾名詞或代詞的從句為定語從句。定語從句所修飾的詞叫先行詞，定語從句一般修飾跟在先行詞的后面。如果先行詞指人，關系代詞可用who, whom, that.如果先行詞指物，關系代詞可用which或是that。關系代詞who, whom, that 和which既起連接作用，又在定語從句中充當一定成分（在定語從句中作主語或是賓語）。關系代詞在從句中作賓語時常常可以省略，但是作主語時不能省略。Whom 在從句中作賓語時用，但是在口語或非正式文體中，常用who來代替whom。
例如：
A plane is a machine which/ that can fly.飛機是會飛行的機器。
The book (which/ that ) you want is on my desk.你要的那本書在我的書桌上。
Anybody who/ that breaks the rules is punished.任何違反規定的人都要受到懲罰。
The boy who/ that likes skating will be here.喜歡滑冰的那個男孩子將會來這里。
The girl (who/ whom/that) you met in the street is John’s sister.你在大街上遇到的那個女孩是約翰的妹妹。
Is this the lady (whom) you spoke of? 這個是你談到的那位女士嗎？
教學設計方案：Lesson 25
一、Teaching Aims
Help the students have free talk about what an earthquake is and what people usually feel when an earthquake happens.
Practise in pairs on talking about the earthquake that happened in San Francisco in 1898.
Study the language items in the lesson.
Do the exercise on page 25 about the indirect speech.
二、Teaching procedures
Step 1 Warming- up
Ask the Ss some questions about earthquake, such as, “ What will happen when an earthquake happens?” “ What causes an earthquake to happen?” “ What should people do when an earthquake happens?” etc.
Step 2. Listening
The Ss are supposed to listen to the tape about the earthquake that happened in San Francisco in 1989.
After listening to the dialogue the Ss are supposed to do the exercises on page 87. E.1.
What are Carl and Wang Bing talking about?
Where was Carl at the time of the earthquake?
How did Carl feel when the earthquake was happening?
Step 3. Practising
The students are supposed to do the pair work on page 25.
Change the sentences into Indirect Speech.
Step 4. Language points of the dialogue
as 的用法
so do you 形式的復習
at the time of 的用法
it sounded like中sound的用法
feel sth. do的用法
6.fall off 和fall down的辨析
quite a while 的用法
Step 5. Practising
If time is permitted, the students are supposed to do the exercise on page 87. E.2---retell the dialogue.
教學設計方案 : Lesson 26
Teaching Aims
The Ss are supposed to get the idea what the earthquake is like when it is happening and what causes an earthquake to happen?
Learn how to write a composition about an earthquake that happened in Tangshan, China in 1976.
Teaching procedure
Step 1. Ask the students some questions about earthquakes.
Have you ever heard anything about earthquakes from your parents?
Have you ever been in any of the earthquakes? Where and when?
Do you know the biggest earthquake that happened in China?
Step 2. Reading the text
For the first time of reading, the Ss are supposed to answer the question:
Which was the USA’s worst earthquake?
Can we do something to prevent the earthquake from destroying the whole city?
For the second time, the Ss are supposed to read the text for some detailed information.
In what part of the USA is San Francisco?
In the spring of 1906, what happened to the city of San Francisco ?
What happened again in the city in the fall of 1989?
In what other places of the world do earthquakes often happen?
In what provinces in China do earthquakes happen more often?
Explain the reasons why there are earthquakes.
Step 3. Retelling the reasons why an earthquake happens.
Ask the Ss to retell it in pairs first then ask individual student to say it out in class.
Step 4. Discussion
What should we do in order not let the earthquake destroy the earth so seriously?
Step 5. Language points of the text
at 5:13 on the morning of April 18th.,1906中介詞的用法
the number of 和 a number of 辨析
as many as 以及as much as的用法
as 表示當什么時候的意思的用法（和while/ when的區別）
one / ones 代詞的用法
cut off
at 5.3 centimetres a year “at” 表示速度的用法
make sure
stay up
time 表示倍數的用法
Step 6. Practising
Do the exercises on page 89. E. 1,2,3
Write a composition about the Tangshan Earthquake with the given information
Step 7. Homework:
Finish the composition
Finish the exercises on page 89 E.3 and page 91.E.
Re-read the attributive sentences in the text and get to understand the meaning and the structure of each sentence.
探究活動
讓學生自己找有關地震的資料，比如近年來發生在國內或國外的地震地區以及震后的情況。每個小組指定查某一個國家或地區的地震情況。然后讓學生們互相進行討論，介紹各個國家或地區的地震情況。學生們在聽的時候可以記下來想要問的問題然后對進行匯報的小組提問。這樣可以鍛煉聽力和口語表達能力。
Earthquakes 篇3
教學目標
Important vocabularies
Shake, while, sound, scientist, point, movement, fall off, for a while, for ever, a (large ) number of, cut off, stay up，plate, hit, bookstore.
Daily expressions:
Were you in ……?
Sure I was. I 'll never forget that.
Very strange. It sounded like……
What happened next?
What was it like?
Useful phrases:
The population in and around San Francisco is now ten times more then it was in 1906.
The number of people who lost homes reached as many as 250000.
Grammar:
The usage of pronouns in the Attributive sentences.
Who/ whom/ which/ that……
教學建議
能力訓練：
運用所學的語言，圍繞地震這個題材，開展聽說寫的活動；閱讀課文“Earthquake"，了解有關地震的基本知識，完成有關課文內容的練習。并進一步練習間接引語的用法。
師生互動活動：
Lesson 25: 口頭練習，對話交際功能-----日常生活用語的練習。
Lesson 26---27: 聽力和閱讀相結合，理解全文的意思。
Lesson 28: 口頭和筆頭練習相結合，寫一篇關于地震的文章。
教材分析
本單元對話引出地震這個話題。對話中提到了地震的時候的現象和人的感受。本單元的閱讀課文是了解發生在San Francisco地區的嚴重地震場景和有關地震發生時的基本常識。同時在文章里有一些重要的語法知識，如定語從句的使用：A wide and busy road which was built like a bridge over another road fell onto the one below. etc.
重點知識講解：
1.What does "quake" means , as in the word "earthquake"?
像" earthquake" 這個詞中的quake是什么意思？
As in the word "earthquake" 是個省略結構，完整的說法為：as it does in the word "earthquake". as 在此為連詞，表示“如“的意思。
It sounded like a train that was going under my house. 那聲音聽起來就像有一列火車在我的房子底下開過似的。
sound 為系動詞，后接名詞、介詞短語做表語，意思是“聽起來”。
Your idea sounds (like ) a good one.你的注意聽起來不錯。
What he said sounded like a fairy-tale.他所說的話聽起來就像神話故事。
表示“聽起來像什么”的時候，用sound like….。like 在此是介詞表示“像”的意思。類似于sound的常用系動詞還有：feel, taste, smell, look.
例如：
Cotton feels very soft. 棉花摸起來很柔軟。
It looks like a beautiful picture. 那看上去就像一幅美麗的畫。
2.I was in the kitchen cooking something and I felt the floor move. 我當時正在廚房里作飯，我覺得地板動了一下。
cooking something 在本句中為現在分詞短語做伴隨狀語。
句中的move是省略了to 的不定式，做賓語補足語。動詞feel的賓語補足語可以是動詞原形，也可以是動詞的ing形式或過去分詞形式。
例如：
When I heard his words, I felt my heart beating faster.聽了他的話，我感到心跳加快了。
He felt someone knock at the door. 他感到有人敲了一下門。
he boy felt his back patted by someone. 那個男孩子感到有人拍了他的脊背。
3. And then I watched all the glasses on the table fall off onto the floor. 后來我觀察到桌子上所有玻璃杯子掉到了地板上。
辨析：fall off / fall down
fall off 表示“從。。。。上落下或掉下”。off為介詞或副詞。fall down的意思是“倒塌、掉下”，不強調落物的來處。
例如：
I saw him fall off his horse.我看到他從馬上掉了下來。
Flowers fell off to the ground. 花兒凋謝了，落到了地上。
Autumn comes and leaves are falling off the trees. 秋天到了，落葉紛紛。
A stone fell down in the earthquake. 一塊石頭落了下來，砸中了他。
The old house fell down in the earthquake. 老房子在地震中倒塌了。
4.A great part of the city was destroyed and a large number of buildings were burnt.城市的大部分地區被摧毀，許許多多建筑物被火吞噬。
A number of 相當于many.意思為“許多”，后跟可數名詞的復數形式。短語中的number前可以由large / small來修飾，構成a large / great / small number of 短語。
例如：
1）A number of people were killed in the traffic accident. 有許多人在那場車禍中喪生。
2）A large number of students went to see Mr. Zhang when he was ill.張老師生病的時候有許多的學生去看望他。
Only a small number of people are against this plan.只有少數人反對這個計劃。
辨析：a number of / the number of
a number of 意思為“許多”。中心詞為of后面的復數形式。
the number of 的意思為 “…的數量”，中心詞為number，因此，“the number of +復數名詞”，做主語時謂語動詞為單數第三人稱形式。
例如：
The number of books in our library is going up.我們圖書館里的藏書數量正在上升。
The number of the students in our class is 57. 我們班的學生人數為57人。
A number of students are playing football on the playground. 許多的學生在操場上踢足球。
5.The number of people who lost homes reached as many as 250000. 無家可歸的人數達到25萬。
短語“as many as” 意思為“和…一樣多，多達”，修飾可數名詞；as much as 與as many as 意思相同，但是修飾不可數名詞。類似的表達法還有：
as long as 長達 as high as 高達 as wide as 寬達
The great fire burned down as many as twenty buildings. 那場大火燒毀的房屋達到20之多。
He lost as much as 1000 yuan . 他丟的錢多達1000元。
The film lasts as long as two hours. 這部電影長達2個小時。
The mountain reaches as high as 2000 metres. 那座山高達2000米。
The road is as wide as 10 metres. 這條路寬達10米。
6.辨析：as / when / while
這三個詞都有“當……的時候”的意思。但用法稍有不同。
as強調“一邊……一邊……”或是“與……同時，側重表示主句的動作同時發生。
when既可以表示時間地點也可以表示時間段。
while只表示時間段，不表示時間點。它后面必須是延續性的動詞，而且多為進行時態。當從句的謂語的動詞為延續性動詞時三者都可以替換使用。
例如：
When I got home, he was having supper. 我到家的時候，他正在吃晚飯。
I liked dancing when I was young. 我年輕時喜歡跳舞。
They talked as they walked. 他們邊走邊談。
A thief broke in as / while / when I was sleeping.在我睡覺的時候小偷闖了進來。
While / When/ As we were still laughing, the teacher came in. 當我們仍還在大笑，老師進來了。
Strike the iron while it is hot. 趁熱打鐵。
8.A wide and busy road which was built like a bridge over another road fell into the one below,. Many people were killed in their cars, but a few lucky ones were not hurt.一座以立交橋車輛川流不息的馬路塌陷到橋下面的路面上。很多人被壓死在自己的車里，但是也有少數幸運的人沒有受傷。
這兩個句子中one(s)是代詞，用來代替或是避免重復上文提到的名詞。one只可替代可數名詞，其復數形式為ones. 第一句中的one代替road，第二句中的ones代替people。
例如：
If the earthquake is a big one, a great part of the city will be destroyed. 如果那是個大地震的話，城市的大部分地區將要被毀掉。
I would like a pound of apples, the red ones. 我要一英鎊蘋果，紅蘋果。
He had no excuse for his being late, but he had to fine one. 他遲到找不著借口，但是他必須找一個。
If you don't like these cups, I have other ones. 要是你不喜歡這些杯子，我還有別的。
9.Third, you must make the houses as strong as possible. 第三，應該把房屋建的盡可能結實。
As…as possible是個固定搭配，中間可加形容詞或副詞，意思為“盡可能的…”。
例如：
He had his breakfast as quickly as possible. 他盡可能快的吃了早飯。
Please come as early as possible tomorrow. 明天請盡可能早來。
They keep the classroom as clean as possible.他們盡可能的保持教室清潔。
12.Weak buildings will fall down in an earthquake , but strong ones may stay up. 不結實的建筑物會在地震中倒塌，而結實的建筑物則可能安然無恙。
短語stay up 的意思是“挺立，站立，熬夜”等。
例如：
You must stay up in time of difficulty. 困難面前你必須要挺住。
He stayed up all night. 他通宵未睡。
He has been working for almost a whole day, but he can stay up. 他干了快一整天了，但是還是挺得住。
10.time表示倍數的用法
在此句中表示倍數，其前面的數詞用基數詞。常用的倍數表示法有以下幾種：
1.A is three (four/ five….) times bigger (more/ longer/ higher….) than B. A 比B大（多/高/長…）三（四/五…）倍。
例如：
The new bridge is three times longer then the old one. 新橋比舊橋長三倍。
At least the train runs six times faster then the boat. 火車的速度至少比小船快6倍。
The meeting-room is four times bigger than ours. 這個會議室比我們的大四倍。
2.A is three ( four/ five…) times as big (much/ many/ long/ high…) as B. A比B大（多/長/高。。。）兩倍或者是A是B的三（四/五……）倍大（多/長/高……）
例如：
Line A is five times as long as Line B. 線段A比線段B長四倍。（或是線段A是線段B的五倍長）
Asia is four times as large as Europe. 亞洲比歐洲大三倍。
This building is three times as high as that one. 這棟樓房比那一棟高2倍。
3. A is three ( four/ five….) times the size ( amount/ length/ height…) of B. A比B大（多/長/高……）兩（三/四……）倍或是A是B的三（四/五……）倍大（多/長/高……）。
例如：
Line A is four times the length of Line B. 線段A比線段B長四倍。
This building is three times the height of that one.這棟樓房比那棟高2倍。
如果表示“A比B大（多/ 長/高。。。）一倍“用twice，而且用第一種表示法。
例如：
Bob is twice heavier than Jack. 鮑博比杰克重一倍。
This road is twice longer than that one.這條路比那條路長一倍。
11.語法——定語從句
關系代詞who, whom, that 和which引導的定語從句。
在句子中修飾名詞或代詞的從句為定語從句。定語從句所修飾的詞叫先行詞，定語從句一般修飾跟在先行詞的后面。如果先行詞指人，關系代詞可用who, whom, that.如果先行詞指物，關系代詞可用which或是that。關系代詞who, whom, that 和which既起連接作用，又在定語從句中充當一定成分（在定語從句中作主語或是賓語）。關系代詞在從句中作賓語時常常可以省略，但是作主語時不能省略。Whom 在從句中作賓語時用，但是在口語或非正式文體中，常用who來代替whom。
例如：
A plane is a machine which/ that can fly.飛機是會飛行的機器。
The book (which/ that ) you want is on my desk.你要的那本書在我的書桌上。
Anybody who/ that breaks the rules is punished.任何違反規定的人都要受到懲罰。
The boy who/ that likes skating will be here.喜歡滑冰的那個男孩子將會來這里。
The girl (who/ whom/that) you met in the street is John’s sister.你在大街上遇到的那個女孩是約翰的妹妹。
Is this the lady (whom) you spoke of? 這個是你談到的那位女士嗎？
Earthquakes 篇4
warming up
第一步：看多媒體圖像和圖片了解有關地震海嘯等自然災害,讓學生結合看的內容說出描寫自然災害詞匯和詞組：shake, rise, burst, canal, steam, ruin, injure, destroy, shock, quake, rescue, disaster, survivor……
第二步：根據所看的內容介紹結合自己對地震的了解，組織兩人活動，讓學生討論書中的問題，充分發揮想象力，描述地震后兩個城市可能會出現的情況。
pre-reading
第一步：讓同學們想象如果家里發生地震了,應該做些什么?
第二步：分五組分別討論以下話題:
what are the predictions of an earthquake?
how to rescue others in a proper way.
do you know the cause of earthquake?
how to reduce the damage of an earthquake？
這些問題的設置目的不在于讓學生來準確回答，而是在于給學生一個發散思維的空間，讓學生置身于這一單元的主題當中，才更能激發學習興趣和動機。
第三步：看圖描述地震前會出現哪些征兆。(建議教師放映一些有關話題的影像材料，增加學生的感性認識，同時印發一些有關地震的文字資料,在此基礎上組織學生進行討論,他們才會更有話說)
第四步：兩人討論更多關于地震的話題：
(1) have you experienced an earthquake?
(2) how much do you know about it?
(3) besides earthquake what other natural disasters do you know?
（flood，typhoon，hurricane，cyclone，volcano，sandstorm，landslide）
(4) do you know how to measure the strength of earthquake? （richter scale）
workbook p62
（這部分聽力材料的內容剛好是針對以上話題的，關于地震產生的原因和影響）
第一步：先讓學生猜測練習一中的陳述哪些是正確的，哪些是錯誤的。
第二步：聽第一遍并錄音完成練習一。
第三步：聽第二遍，完成獲取信息題。
homework:
imagine you are a reporter. try to report the earthquake on tv. please write down your report on your exercise books.
Earthquakes 篇5
unit4 earthquakes-grammar學案
the attributive clauses 定語從句i. sentences translation (english into chinese)1. but the one million people of the city, who thought little of these events, were asleep as usual that night. (line 8)2. it was felt in beijing, which is more than two hundred kilometers away. (line 11)3. a huge crack that was eight kilometers long and thirty meters wide cut across houses, roads and canals. (line 13)4. the number of people who were killed or injured reached more than 400,000. (line 16)5. then, later that afternoon, another big quake which was almost as strong as the first one shook tangshan. (line 24)6. the army organized teams to dig out those who were trapped and to bury the dead. (line 32)7. workers built shelters for survivors whose homes had been destroyed. (line 35)8. the powerful earthquake of tangshan happened in the city of tangshan, hebei province on july 28th, 1976, which caused more than 240,000 deaths and the whole city was destroyed. (best english p35)9. however, they can warn people who live in these areas by prediction, in advance to take precautions against such disasters. (best english p35)ii. summary of the rules of the attributive clauses1. 關系代詞/副詞
關系代詞/副詞
在從句中的成分
所指代的先行詞
例 句who /whom主語/賓語（可省）指人he who laughs last laughs best.this is the boy (whom /who) you saw yesterday.which主語/賓語（可省）指物/事a thing which was bitter to endure may be sweet to remember.that主語/賓語（可省）指物/事the panda that is chosen dragon warrior is big and fat.指人they that know nothing fear nothing.whose定語（某…的）指人workers built shelters for survivors whose homes had been destroyed.指物/事the book whose cover is blue is mine.when時間狀語時間i’ll never forget the day when the earthquake happened.where地點狀語地點this is the place where we first met.why原因狀語原因the reason why he was late was that he missed the bus.2.只用that不用which的情況 當先行詞是1）不定代詞all, everything, anything, nothing, something, much, little, few, none, the one等時e.g. you can take any seat that is free. we should do all that is useful to the people.2）被the only, the very, the same, the last等修飾時；e.g. it is the only thing that we can do.3）是或被序數詞the first /second /third…所修飾時； e.g. this is the first place that i want to visit.4）被形容詞最高級所修飾時； e.g. this is the most interesting book that i have ever read.5）同時指人和事/物時； e.g. we talked about the things and persons that we were interested in.6）主句以there be 開頭時 e.g. there is the matter that i can do.3.只用which不用that的情況 1）介詞后 2）逗號后，即非限定性定語從句中 3）句中已經有that的時候e.g. that which is evil is soon learnt. 學壞容易。4.whose = the +名詞+ of + which/whom 指“某人/物的” when = at /in /on 等介詞+which where =at /in /on /from /to等介詞+which why =介詞for + whichiii. english proverbs1. he who laughs last laughs best. 誰笑在最后，誰笑得最好。2. those who live in glass houses should not throw stones.家居玻璃房，切忌亂扔石。（自己有弱點，勿揭他人短。）3. when in rome do as the romans do.（入鄉隨俗）4. he who does not reach the great wall is not a true man. 不到長城非好漢。5. he who has a lazy hand has an empty mouth.手懶餓肚皮。6. he that loses his honesty has nothing失去誠實就失去了一切7. god helps those who help themselves.自助者天助。8. he who does not advance loses ground. (=anyone who does not advance loses ground.)逆水行舟，不進則退。9. he who laughs on friday will weep on sunday. 樂極必生悲。10. they who cannot do as they would must do as they can. 事不由己，也需努力。iv. translation (chinese into english) 我們這個單元學習的課文是關于地震的。地震前幾天，會發生一些奇怪的現象，如變得反常的（abnormal）水井、動物、氣候等。接著，一場突發其來卻似乎使世界到了末日的大地震僅持續十幾秒。這場大災難使人們平靜生活了多年的城市頃刻間成了一片廢墟。幸好，救援人員及時趕到，挖出受困的人們，并為那些家園被毀的幸存者搭建避難所。慢慢地，這座城市又出現了生機。
定語從句練習一、選擇題1. do you know the girl _____ is talking with your mother?a. who b. which c. whose d. / 2. this is the kite _______ billy fisher gave to toma. who b. which c. / d. both b and c 3. he was the only one ______ was saved in the earthquake. a. who b. that c. which d. a and b 4. this is the only present _____ i like. a. who b. that c. which d. b and c5. this is the most beautiful place ______ i have ever seen. a. which b. who c. where d. / 6. all _______ i can do is to give him some money. a. that b. which c. who d. what 7. is there anything else _____ you need? a. which b. that c. who d. what 8. the museum _____ we visited last week isn’t far from here. a. where b. which c. what d. who 9. where is the scientist _____ gave us the talk yesterday? a. which b. who c. what d. / 10. most of the people ____ lost their lives in the earthquake are sichuan natives. a. when b. who c. how d. which 11. do you think most students prefer tests ____ have easy questions? a. who b. where c. when d. that 12. my mum prefers music ____ quiet and gentle. a. that are b. that is c. which has d. whose is 13. the boy ____ you saw just now is tom’s brother. a. which b. whose c. when d. / 14. the bike and its rider _____ had run over an old woman were helped up by the policeman. a. which b. that c. it d. whom15. she was becoming fat, ______ bothered her very much. a. which b. that c. it d. of whom16. the amazon(亞馬遜河), ______ lies in the andes(安第斯山脈) is the world’s longest river. a. its source b. which source c. whose source d. the source of it17. the reason ______ i can’t come is _______ i have to work late. a. for, why b. why, because c. because, that d. why, that18. who is that man _____ is telling the children a story? a. who b. whom c. that d. whoever19. she tells us that lao wang is a person _______ we can learn a lot. a. whom b. that c. from whom d. about whom20. is this the factory _____ you worked five years ago? a. in which b. in where c. in that d. that二、用適當的關系代詞填空1. do you like the present _______ i bought you yesterday?2. the storybook _______ was written by his uncle is quite interesting.3. the boy _______ computer doesn’t work well needs your help.4. this is the best movie _______ we have seen this year.5. the doctor _______ we met in the street is from america.6. the passengers and the suitcases _______ were in the waiting room had to wait for another plane.7. who is the girl _______ you want to make friends with?8. this is the last lesson _______ mr. smith taught us.9. i, _____ am your friend, will help you out.10. the building ___________ wall is white is my uncle’s house.11. the boy _______ john spoke with is my brother.12. will you please lend me the very picture _________ you bought yesterday?13. the students ________ the teacher praised at the class meeting is our monitor.14. the season _________ comes after spring is summer.15. this is the first museum __________ we visited last saturday.16. the girl ________ leg was broken in the earthquake was taken to the hospital.17. i found some photos of interesting places _________ were not far away from our city.18. there is a boy downstairs _________ want to see you.19. the river ________ banks are covered with trees is very long.20. i’m going to meet tom ______ they say is a good boy.key: 一、1-5 addbd 6-10 abbbb 11-15 dbdba 16-20 cdcca二、1. that / which / 不填 2. that / which 3. whose 4. that / 不填 5. whom / who / that / 不填 6. that 7. that / 不填 8. that / 不填 9. who 10. whose 11. who/ whom 12. that /不填 13. who /whom /that/不填 14. that /which 15. that 16. whose 17. that / which 18. who / that 19. whose 20. who/ whom/ that
Earthquakes 篇6
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。
Earthquakes 篇7
unit 4 earthquakes
period 3 grammar(the attributive clause (ⅰ)
整體設計
從容說課
this is the third teaching period of this unit. to test whether the students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. the pattern “not all. . . ”or “all. . . not. . . ” is a bit important, so special exercises should be designed.
this teaching period mainly deals with the grammar:the attributive clause introduced by that, which, who and whose. firstly, the teacher can ask the students to read the text a night the earth didn’t sleep, tick out the attributive clauses in the reading passage and translate them into chinese. secondly, summarize the usages of the attributive clause, especially the usages of relative pronouns:which, that, who, whom and whose by giving a lot of example sentences. thirdly, do the exercises in discovering useful structures on page 28 and more exercises for students to master the usages of which, that, who, whom and whose.
at the end of the class, ask the students to read the passage a safe home and do the exercises in using structures on page 64 and additional exercises for consolidation.
教學重點
get the students to master the attributive clause introduced by that, which, who and whose.
教學難點
enable the students learn how to use that, which, who and whose correctly.
教學方法
1. task-based teaching and learning
2. cooperative learning and practice
教具準備
a projector and other normal teaching tools
三維目標
knowledge aims:
1. get the students to learn the attributive clause introduced by that, which, who and whose.
2. let the students learn different usages of that, which, who and whose.
ability aims:
1. enable the students to use attributive clauses to describe things and persons.
2. enable the students to know how to choose correct relative pronouns for attributive clauses.
emotional aims:
1. get the students to become interested in grammar learning.
2. develop the students’ sense of group cooperation.
教學過程
設計方案
→step 1 revision
1. check the homework exercises.
2. dictate some new words and expressions.
3. translate the sentences:
1)并非所有的竹子都能長高。
2)她們全都不擅長舞蹈。
suggested answers:
1)not all bamboo can grow tall. /all bamboo can not grow tall.
2)none of them is/are good at dancing.
→step 2 reading and finding
turn to page 26 and read the text a night the earth didn’t sleep. tick out the attributive clauses in the reading passage and translate them into chinese.
suggested answers:
1. but the one million people of the city, who thought little of these events, went to bed as usual that night.
但是，唐山市的一百萬居民當天晚上照常上床睡覺了，他們幾乎都沒有把這些情況當一回事。
2. it was heard in beijing, which is one hundred kilometers away.
100千米以外的北京市都聽到了地震聲。
3. a huge crack that was eight kilometers long and thirty meters wide cut across houses, roads and canals.
一條8千米長30米寬的巨大裂縫橫穿房舍、馬路和渠道。
4. the number of people who were killed or injured reached more than 400 000.
死傷的人數達到40多萬。
5. the army organized teams to dig out those who were trapped and to bury the dead.
救援人員組成小分隊，將被困的人挖出來，將死者掩埋。
6. workers built shelters for survivors whose homes had been destroyed.
救援人員為那些家園被毀的幸存者蓋起了避難所。
→step 3 summary of the attributive clause
1. 與定語從句相關的概念
什么是定語從句？什么是先行詞？什么是關系詞？關系詞在定語從句中分別起什么作用？
2. 關系代詞引導的定語從句
關系代詞放在定語從句和先行詞之間引導定語從句，并代替先行詞在定語從句中充當主語、賓語、定語等成分。關系代詞在定語從句中作主語時，從句謂語動詞的人稱和數要和先行詞保持一致；關系代詞在定語從句中作賓語時可以省略，作其他成分時不能省略。
1)which引導定語從句時，先行詞是除人以外的表示事物或動物的名詞或代詞，在從句中作主語或賓語。
a prosperity which had never been seen before appears in the countryside.
農村出現了前所未有的繁榮。（which在從句中作主語）
the package(which)you are carrying is about to come unwrapped.
你拿的包裹快散了。（which在從句中作賓語，可以省略）
2)who引導定語從句時，先行詞是表示人的名詞或代詞，在從句中作主語；作賓語時用其賓格whom（在口語中也可用who）。
is he the man who wants to see you?
他就是想見你的人嗎？(who在從句中作主語）
he is the man(whom/who)i saw yesterday.
他就是我昨天見的那個人。(whom/who在從句中作賓語，可以省略）
3)that引導定語從句時，先行詞既可是表人的名詞或代詞（相當于who/whom），也可是表物的名詞或代詞（相當于which），在從句中作主語或賓語。
a plane is a machine that/which can fly.
飛機是能飛的機器。
i don’t know the man that/who is reading the newspaper over there.
我不認識在那邊讀報的男子。
do you like the book(that/which)you borrowed yesterday?
你喜歡你昨天借的那本書嗎？
she is the girl(that/whom/who)you want to know.
她是你想認識的女孩。
4)whose 引導定語從句時，先行詞既可是指人的名詞，也可是指物的名詞，在從句中作定語，相當于of whom或of which。
they rushed over to help the man whose car had broken down.
那人車壞了，大家都跑過去幫忙。
please pass me the book whose cover is green.
請遞給我那本綠皮的書。
（如果學生基礎較好，語法部分也可用英語講解。）
relative pronouns:which, that, who, whom, whose
what are relative pronouns? relative pronouns are special pronouns which can connect the antecedent and the attributive clause. also they can be used as a part of the attributive clause. here are some important differences.
1. which/that:referring to things, can be used as a subject or an object in the attributive clause; when they are used as an object, they can be omitted.
the plane is a machine that/which can fly.
the school(that/which)he visited last week is to the south of the city.
2. that/who/whom:referring to a person, can be used as subject or object in the attributive clause; whom can only be used as an object.
the girl(that/whom/who)we saw yesterday was jim’s sister.
the man that/who is talking to my father is my math teacher.
3. whose:referring to a person or a thing, can be used as an attribute in the attributive clause.
this is the writer whose name is known all over the world.
the room whose window faces south is mine.
4. before everything, anything, everybody, anybody, all, the best+n. the first+n. etc. , we use that instead of which.
all(that)i need is time.
this is the largest factory(that)i have ever visited.
the sixth lesson(that)we are learning is the most difficult in book two.
5. we can’t use that in a non-restrictive attributive clause or after a preposition.
i have lost the pen, which i like very much.
i have two sisters, who are both teachers.
at last i met the writer of whom i had heard long before.
this is the house in which the famous man was born.
→step 4 practice
1. turn to page 29. do exercise 2 in discovering useful structure.
2. fill in the blanks, using which, that, who, whom and whose.
1)the eggs______________ i bought yesterday were not fresh.
2)the friend______________ came to supper last night wasn’t hungry.
3)he prefers the goose______________ comes from his parents’ farm.
4)the noodles______________ you cooked were delicious.
5)he saw a house______________ windows were all broken.
6)i don’t like the people______________ smoke a lot.
7)the man______________ lives next to us sells vegetables.
8)i prefer dumplings______________ have just been cooked.
9)don’t drink water______________ has not been boiled.
10)those______________ want to go to the great wall write down your names here.
11)the potatoes______________ we ate just now were expensive.
12)the pancakes______________ you had for breakfast were made of corn.
13)he showed a machine______________ parts are too small to be seen.
14)a fish______________ has a bright eye is fresh.
15)you’d better buy vegetables from farmers______________ grow them.
several minutes later, check the answers with the class.
suggested answers:
1)(which/that) 2)who/that 3)which/that 4)(which/that) 5)whose
6)who/that 7)who/that 8)which/that 9)which/that 10)who 11)(which/that)12)(which/that) 13)whose 14)which/that 15)who/that
→step 5 workbook
do exercise 1 and exercise 2 in using structures on page 64.
→step 6 consolidation
show the exercises on the screen.
1. 把下面的兩個簡單句合并成一個含定語從句的復合句：
1)the man has been caught. he did the robbery.
2)the chair was a broken one. i sat in the chair just now.
3)a plane is a machine. it can fly.
4)tom is the boy. he damaged the vase yesterday.
5)mary is the girl. her english is the best in our class.
6)i wanted to see the woman. she had already left.
7)the one million people of the city went to bed as usual that night.
they thought little of these events.
8)workers built shelters for survivors.
their homes had been destroyed in the earthquake.
2. 用定語從句翻譯下面的句子：
1)玉米是人和動物都可以食用的植物。
2)我們昨天看的那場電影一點意思也沒有。
3)我在商店碰到的那位婦女是我的一位老同學。
4)學習不刻苦的那些人是不會通過這次考試的。
5)我住在窗戶朝南的那個房間里。
6)任何人犯法都應受到懲罰。
check the answers with the class and deal with any problems students meet.
suggested answers:
1. 1)the man who/that did the robbery has been caught.
2)the chair(which/that)i sat in just now was a broken one.
3)a plane is a machine which/that can fly.
4)tom is the boy who/that damaged the vase yesterday.
5)mary is the girl whose english is the best in our class.
6)i wanted to see the woman who/that had already left.
7)the one million people of the city, who thought little of these events, went to bed as usual that night.
8)workers built shelters for survivors whose homes had been destroyed in the earthquake.
2. 1)corn is a plant which/that can be eaten by people and animals. /corn is a plant(which/that)people and animals can eat.
2)the film/movie(which/that)we saw yesterday was not interesting at all.
3)the woman(whom/that/who)i met in the shop was one of my old classmates.
4)those who don’t work hard won’t pass the examination.
5)i live in the room whose window faces south.
6)anyone who breaks the law will be punished.
→step 8 homework
1. finish off the workbook exercises.
2. learn the important grammar points by heart.
板書設計
unit 4 earthquakes
relative pronouns:which, that, who, whom, whose
what are relative pronouns?
relative pronouns are special pronouns which can connect the antecedent and the attributive clause. also they can be used as a part of the attributive clause. here are some important differences.
1. which/that:referring to things, can be used as a subject or an object in the attributive clause; when they are used as an object, they can be omitted.
the plane is a machine that/which can fly.
the school(that/which)he visited last week is to the south of the city.
2. that/who/whom:referring to a person, can be used as subject or object in the attributive clause; whom can only be used as an object.
the girl(that/whom/who)we saw yesterday was jim’s sister.
the man that/who is talking to my father is my math teacher.
3. whose:referring to a person or a thing, can be used as an attribute in the attributive clause.
this is the writer whose name is known all over the world.
the room whose window faces south is mine.
4. before everything, anything, everybody, anybody, all, the best+n. the first+n. etc. , we use that instead of which.
all(that)i need is time.
this is the largest factory(that)i have ever visited.
the sixth lesson(that)we are learning is the most difficult in book two.
5. we can’t use that in a non-restrictive attributive clause or after a preposition.
i have lost the pen, which i like very much.
i have two sisters, who are both teachers.
at last i met the writer of whom i had heard long before.
this is the house in which the famous man was born.
活動與探究
as we all know, the attributive clause is very important. there are many proverbs with attributive clauses. get online to find some out for you to imitate and remember. you should try to find out at least five ones.
possible version:
1. all that glitters is not gold.
閃光的并不都是金子。
2. all is well that ends well.
結局好，一切都好。
3. he who laughs last laughs best.
誰笑到最后誰笑得最好。
4. he who doesn’t reach the great wall is not a true man.
不到長城非好漢。
5. he who knows others is learned, and he who knows himself is wise.
知人者智，自知者明。
6. he who loves others is constantly loved, and he who respects others is constantly respected.
愛人者恒愛之，敬人者恒敬之。
7. gods help those who help themselves.
自助者天助/天助自助之人。
8. friendship is like sound health, the value of which is seldom known until it is lost.
真正的友誼猶如健康的身體，失去時方知其可貴。
9. the hands that push cradles are the hands that push the world.
推動搖籃的手，就是推動世界的手。
10. nothing in the world is difficult for one who sets his mind to it.
世上無難事，只怕有心人。
Earthquakes 篇8
using language
listening
第一步：展示一些關于 san francisco 的地震的圖片和資料。
第二步：讓學生想象自己在這個環境中會是什么心情，什么狀態，以及怎么去逃生。讓學生自己看。
workbook(p62 exercise 1)
第一步：聽第一遍不用動筆只是要求聽懂大概意思，然后做第一題。
第二步：聽第二遍之后，小組活動，每個人盡可能多的復述，然后模擬現實情景，派一名代表扮演幸存者，找另外一名同學扮演電視臺記者進行采訪。這一復述活動能激發學生聽材料的興趣，也能鞏固聽力材料中的內容。
homework
reading task on p65 這篇文章用很優美地道的文筆描述了一個目擊證人的所見所聞。
Earthquakes 篇9
第一步：學生互相批改作文。
第二步：評講 p63 translation. 在這一部分復習課中，以翻譯聯系來整合這一單元的知識點在這 7 個句子中出現的單詞，短語，定語從句，以及和地震有關的描述和信息。例如 no.6 種得 honour 和 rescue 的用法，以及 who 引導的定語從句，另外可以復習關于地震營救工作的知識。
第三步：p32 learning tip 打擊自由討論關于看英語新聞的心得體會，總結出經常看英文報紙的好處，激發學生學習英語的積極性。
第四步：快速瀏覽本期輔導資料《teens》
homework
完成本期訂閱的教輔材料，如 21 世紀報等。
這個單元的學習和活動設計是按層次和深度的不同，以科學性與實用性統一的原則為指導，充分鍛煉了學生的注意、觀察、分析、發現、歸納、對比、總結和運用等多方面的能力。尤其是在語言學習中，不僅僅是讓學生記住某些詞匯和語法規則，而是通過各種閱讀和活動，鼓勵學生自己去發現和注意其中的意義和聯系。此外在閱讀技能的訓練中，運用了略讀、查讀、理解大意、猜測詞義、判斷推理等等，實際上也是交際、信息和思維三大能力的培養。因為每一項活動都是不同程度的獲取信息和處理信息的過程，包括了區分信息、選擇信息、信息歸類、提取信息、連接信息和表達信息等等，其中的小組活動和雙人討論就創造了交際的機會，對于培養學生語言思維能力也很有幫助。但是在語法教學這一環節，學生自己去發現規律，總結規律的能力還不能達到要求，還需要老師做一些引導，甚至歸納總結。另外，為了能夠更好的調動學生們自主學習的積極性，可以適當的加入競爭性的活動，從而能更好的發揮主觀能動性，達到學習效果。
Earthquakes 篇10
unit 4 earthquakes1.shake vi. & vt.(1)my hands shook during the exam. vi. 搖動，搖撼，顫抖 (2)the earthquake shook the lights. vt.使搖動 (3)vt.使受震撼，使（信念等）動搖 be shaken by/with/at 辨析：
易混詞
辨析
例句
tremble
指人因感情激動、寒冷、懼怕等引起的身體顫動。the boy trembled with fear.
shake
作“顫抖”講時與tremble同義。它還有“握手，搖頭或捧腹大笑”的意思。the earthquake shook the lights.2.right away“立刻，馬上”的表達方式：right away, without delay, right now, straight away, at once, in no time, immediately 3.well-- you don’t look very ____. are you ill? -- no, i’m just a bit tired. a. good b. well c. strong d. healthy (1)adj.健康的 (2)n.井，水井；油井；氣井 (3)adv.熟練地，有效地，令人滿意地；很，非常 very/rather/fairly/quite/pretty well 4.too…to…具有否定意義，常用not…enough to…和so…that…句型結構改寫。 i am too old to understand the cartoon. =i am not young enough to understand the cartoon. =i am so old that i can’t understand the cartoon. (1)e.g. i’m only too delighted to be here. 當too前有副詞far, much, but, only等詞修飾時，此結構沒有否定意義，而表示肯定，意為“非常，十分……”，too后的形容詞多是表示某種心情的，如happy, pleased, willing, thankful, anxious, eager, delighted等。 (2)e.g. it’s never too late to learn. 當too前有否定詞時，此結構表示肯定。 (3)too+ adj. +for sb./sth. 表示“太……，不適合……” 5.burstburst forth突然出現 burst into突然闖入 burst out冒出 burst upon突然展現 burst open突然開了 6.event事件，大事；項目，賽事 all the events/in any event無論如何 in the event結果，到頭來 after the event事后 in the event that/of…倘若，萬一 in that event/in that case如果那樣的話 辨析：
易混詞
辨析
例句
accident
意外事故。car accident
incident
附帶的小事件，事端；政變。july 7th incident
event
重大的事件。what were the chief events of last year?7.directly(1)adv.徑直地；坦率地；直接地；立刻 e.g. the bus goes directly to hk. (2)conj.一……就……引導時間狀語從句 directly he went out he was caught. 8.ruinin ruins 嚴重受損 fall into ruins成為廢墟 ruin＞destroy＞damage 9.extreme(1)adj.極度的，嚴重的；極端的，偏激的；過分的 extreme weather conditions極端惡劣的天氣狀況 extreme sports極限運動 (2)n.[c]極端不同的感情（情況或行為方式）；完全相反的事物 [u]極端，極度，極限 extremes of cold, wind or rain嚴寒、狂風、驟雨 take sth. to extremes采取極端行為 10.injure受傷，傷害辨析：
易混詞
辨析
例句
hurt
普通用語，既可指肉體，也可指精神、感情i don’t want to hurt you.
injure
健康、成就、容貌，強調功能的喪失a bullet injured his left leg.
wound
槍傷、刀傷、刺傷等皮肉之傷，尤指戰場上所受的傷the soldier was wounded badly.
harm
傷害有生命的東西，常指傷及人的健康、權利、事業等smoking seriously harmed his health.11.cover(1)蓋，覆蓋，掩蓋 e.g. i covered the novel with my english book. the novel was covered with my english book. cover sth. with sth.用某物蓋某物（表動作） be covered with被……蓋著（表狀態） (2)占有（多少面積）；包含，包括 our orchards cover an area of 1000 mu. (3)報道 cctv covered the whole game. (4)走完（一段路程） the red army covered 25,000 li during the long march. (5)掩護 12.trap vt. & n.be trapped in困在……中，陷在……中 trap sb. into doing sth.陷害（誘騙）某人做某事 13.wonder(1)對（某事）感到驚訝，不能相信 wonder +about/at/to do/that-clause e.g. sometimes i wonder about their behavior. (2)對（某事）感到疑惑；想要知道 wonder +if/whether/wh- + to do/wh- 從句 (3)驚嘆，驚奇，詫異 i am filled with wonder. (4)奇觀，奇才 the great wall of china is one of the wonders in the world. 14.dig dig out挖出，翻找出 dig up翻挖；找出，查明 dig into深入鉆研；挖掘 dig at鉆研；挖苦（嘲笑） dig through挖通 15.burye.g. i bury myself in puzzling games. bury oneself in= be buried in埋頭于……，專心于…… 16.shelter(1)庇護所，避難所；遮蔽物 (2)庇護，遮蔽，掩蔽 e.g. their immediate need is for food, clothing and shelter. (3)提供庇護（所） e.g. the wooden house sheltered us from the wind. take shelter from躲避…… run for shelter找躲避處 shelter sb./sth. from庇護某人、某物以免…… under the shelter of在……庇護下，受……的保護 17.breathe 呼吸；低聲說e.g. “i’m here,” she breathed. 18.while conj.(1)引導時間狀語從句，意為“當……時候”“在……期間” (2)引導時間狀語從句，意為“與……同時” e.g. you may go singing while i am doing my homework. (3)引導讓步狀語從句，意為“雖然”“盡管” ____ the internet is of great help, i don’t think it’s a good idea to spend too much time on it. a. if b. while c. because d. as (4)用作并列連詞，表示前后兩個分居之間的對比，意為“然而” 辨析：
易混詞
辨析
例句
while
作“當……時候”講時，只能與延續性動詞連用。while he was reading, he fell asleep.
when
作“當……時候”講時，既可與延續性動詞連用也可與瞬間動詞連用。when mom came in, i was reading the novel. when i was sleeping, a thief broke in.
as
強調主從據謂語動詞表示的動作同時進行，意為“一邊……一邊……”。它還有“隨著……”的意思。i looked behind from time to time as i walked. as time went by, i became more and more nervous.19.title(1)n.[c]標題，題目 (2)n.[c]職位名稱；職稱 (3)vt.加標題，訂題目 e.g. my book was titled “windy’s fantasy world”. 20.givegive out發布；用光；精疲力竭；發出；散發 give away送掉；捐贈；表露 give in讓步；屈服，投降；交上 give back返還，歸還；恢復 give off發出（氣味、光、熱、聲等） give up放棄；戒掉；交出，讓出 21.congratulation(1)congratulation作“賀詞”講或單獨使用時常用復數形式 (2)表示因某事向某人祝賀時常用（offer one’s）congratulations to sb. on sth. (3)congratulation用于成功、結婚、畢業等個人性的祝賀，不用于節日致詞，還可用作抽象意義但不用復數形式。 i received many letters of congratulation. congratulate sb. on sth. congratulate oneself on/that暗自慶幸 辨析：
易混詞
辨析
例句
congratulate
意為“祝賀”，為個人間行為，常用于congratulate sb. on sth.中其名詞形式為congratulation,常用復數形式。we congratulated him on his passing the exam.
celebrate
意為“慶祝”，后面常接生日、勝利、紀念日之類的名詞，通常以多人參加的某種形式進行。其名詞形式是celebration，意為“慶祝，慶祝會”，可數名詞。thousands of people attended the celebration of national day in tian’anmen square.
Earthquakes 篇11
unit4 earthquakes-vocabulary&expressions學案i.important words:1、burst vi. 爆裂 ( burst , burst ) n. 突然爆裂，爆發 eg: water-pipes often burst in cold weather .水管在寒冷的天氣里經常凍裂。﹝搭配﹞① burst into + n. = burst out doing sth. 突然···起來 burst into laughter = burst out laughing 放聲大笑 burst into tears =burst out crying 放聲大哭② burst into \ break into the room 破門而入﹝即學即練﹞ the police a the room and caught the murder. a. burst into b. entered into c. looked into d. shouted at③ a burst of anger 一陣發怒2、ruin （1）n. 廢墟，毀滅eg: we saw the ruins of the church . 我們看見了這座教堂的廢墟。（2）vt. 毀滅，使破產﹝搭配﹞① be \lie in ruins 破敗不堪eg: the building is in ruins. 那座建筑物已成斷壁殘垣。② fall into ruins 成為廢墟﹝辨析﹞ ruin \ destroy \ damage ruin 指對物體或生命徹底的破壞，也可以指對美好的或希望中的事物的破壞。destroy 指徹底毀壞，不能修復。damage 指局部損壞，但可以修復。填空：（1）the building was completely destroyed by fire.（2）his car hit a tree by the roadside and was damaged . so he had to have it repaired.（3）my new shoes get ruined in the mud.3、injure vt. 損害，傷害 eg:① smoking will injure your health. 吸煙會損害你的健康。 ② he get injured in a traffic accident last year. 去年他在一次交通事故中受了傷。﹝辨析﹞ injure, hurt, woundinjure 常指偶然事故對人造成的“損害”。hurt v.受傷，傷害。常用于口語，主要指肉體或感情上所受到的傷害，也含有“疼痛（vi.）”的意思。wound vt. 傷，傷害。& n.傷，傷口。指外傷，如刀傷、槍傷、劍傷，尤指在戰爭中、戰斗中受傷。填空：① he got wounded in the war.② he didn’t want to hurt her feelings.③ yesterday my leg hurt .④ tom fell down from the tree and injured/hurt his legs.4、shock v. (使)震驚，震動 u n. 休克，打擊，震驚 c n. 令人震驚的事﹝派生詞﹞ shocked adj. 震驚的 shocking adj. 令人震驚的﹝搭配﹞① be shocked at (doing) sth. 對（做）某事感到震驚 ② be shocked to do sth. 懼怕做某事eg: ① the child’s bad language shocked everyone （使大家都感到震驚）。② he was shocked at her smoking. 他對她的抽煙感到震驚。③ the news of his wife’s death was a great shock to him.（一個沉重的打擊）④ all of the people present felt shocked at the shocking news. 所有在場的人們對這個令人震驚的消息感到震驚。5、judge n.裁判員，法官 vt. 斷定，判斷，判決eg: you can’t judge a person by his appearance. 你不能以貌取人。﹝搭配﹞ ① judge sb.\ sth. (to be) + n.\ adj. 判決···，判斷··· ② judging from 根據···來判斷eg: ① the court judged him guilty . 法庭判據他有罪。② i judge it better to tell her. 我認為最好告訴他。 ③ judging from his looks, he is a kind man. 根據他的相貌來判斷，他是一個好人。ⅱ、important phrases:1、as if = as though 好像，似乎（1）如果as if 從句表示的事情可能是真實的，通常使用陳述語氣。eg: ① it looks as if it is going to rain. 天似乎要下雨了。② it sounds as if somebody is knocking at the door. 聽起來好像有人在敲門。（2）如果as if 從句表示的內容與事實相反或是一種假想，通常使用虛擬語氣。a.從句表示與現在事實相反，謂語動詞用一般過去時。b.從句表示與過去事實相反，謂語動詞用had done.c.從句表示與將來事實相反，謂語動詞用would\ could\ might + 動詞原形。eg:①(95年全國) when a pencil is partly in a glass of water, it looks as if it c . a. breaks b. has broken c. were broken d. had been broken ② she talked about the film as if she had really seen it. 她談論那部影片，就好像她確實看過一樣。③ she learns english so hard as if she would go to the u.s.a. 她學英語如此努力好像她要去美國似的。（3）as if 后面可直接加doing\ to do\ adj.eg:① she stood at the door as if waiting for someone. 她站在門口好像在等某人。 ② he opened his mouth as if to say something. 他張開口，好像要說話似的。 ③ she left the room as if angry. 她離開了房間，好像很生氣。2、at an end 結束，終結（常作表語）eg: the war was finally at an end. 戰爭終于結束了。﹝拓展﹞ at the end of 在···盡頭，在···末尾 by the end of 到···為止 in the end 最后，終于 make ends meet 收支相抵 come to an end 結束3、a (great) number of 許多，大量的 （后跟可數名詞復數，謂語動詞用復數）eg: a number of students were against the plan. 許多學生反對這個計劃。﹝拓展﹞① many, a great\ good many, hundreds of, thousands of, millions of, (quite) a few + 可數名詞復數 ② much, a great deal of, (quite) a little + 不可數名詞 ③ plenty of, a lot of, lots of + 可數名詞復數\不可數名詞﹝鞏固運用﹞ the number of people invited b 50, but a number of them . absent. a. was; was b. was; were c. were; was d. were; were
Earthquakes 篇12
step i greeting and leading int: now, we will listen to a non-fiction article common to science textbooks. this article is on geology. it provides many facts and describes cause and effect relationships.step ii listening (p62)t: you will listen to the tape three times. first, listen and try to get some details that exx1-2 request. second, listen and finish the exercises. third, listen and check your answers. answers to exercise 1.the true sentences are: 4,5,6 and 7.answers to exercise 2show the answers on the screen
cause of earthquakesearth plates jump and produce shock waves.moving speed of the pacific platemoving at 5.3 cm a yearin 1906 the pacific plate suddenly jumped5-6 meters to the north.the pacific plate pushes onchina from the east to the west.the indian plate pushed on china from the southwest to the northwest.ways of reducing losses from earthquakenot building where plates meet;buildingon rock;building strong houses.step iii listening (p66)this listening material gives the students a chance to learn more knowledge about earthquake. the way and steps of listening are the same with the ones in step ii.step iv speaking taskthis part comes after the listening. in content they have the same topic. it’s better to put them together. also this exercise gives students practice in taking words and phrases from the reading passage and putting them into a short dialogue. t: just now we have a listening, in which we learnt what to do during an earthquake. now you will work in pairs to choose eight things from the list below to put into your personal earthquake bag. remember these may be the only things you have, so make sure that you only take essential things with you. they must make you last for five dayss1: our earthquake bag will contain the following things:1. bottle of water 2. fruit 3. torch light 4.blanket 5. mobile phone 6. identity card 7.scissors 8. bowl and chopsticksstep v. homeworkpreview the using words and expressions on page 63, and do e 1-2 on page 28 in discovering useful structures.
Earthquakes 篇13
unit 4 earthquakes
the first period reading
class: class one,grade one subject: english
teacher: shen chang tutor: jiang hailian
i. teaching aims
know basic knowledge of earthquakes.
know how to protect oneself and help others in disasters.
ⅱ. important & different points
phrases: right away, at an end, dig out, give out, thousands of
1. farmers’ wives noticed that the well walls had deep cracks in them.
2. it seemed as if the world was at an end!
3. bricks covered the ground like red autumn leaves.
4. the army organized teams to dig out those who were trapped and to bury the dead.
5. workers built shelters for survivors whose homes had been destroyed.
iii. teaching procedure
step i. revision
check the homework with the whole class.
step ii. warming up
ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.
t: today, before we begin our reading, i’d like to ask you a question, “what is the biggest sound you have heard in your life?”
s1: the sound of wind that blew in a winter night when i was very young. it sounded like a ghost who was howling. i was very frightened at that time.
s2: the biggest noise was the one that i heard when my neighbor was quarrelling with his wife. perhaps, they broke their tv set.
t: that’s too terrible.
s3: the noise when planes take off.
s4: the sound of trains.
t: good! i agree that all of them are big sound. but did you once heard the sound that the heaven falls and the earth cracks, in chinese it is 天崩地裂?
ss: no, we have no chance to hear that.
t: if there is a sound like this, what is it?
s5: when someone hears something unexpected and terrible. for example, when one of his loved families dies, he will feel this sound.
t: terrific! you are using a literary way to express the sound.
s6: when an earthquake happens.
t: great! i have waited for this answer for a long time. today we’ll learn something about earthquakes. i think most of us have heard of earthquakes. can you imagine how terrible it is ?
s7: the earth is shaking . all the buildings will fall down.
s8: many people will die. and perhaps many children will lose their parents.
t: yeah, earthquakes are disasters to everybody. now look at the two pictures of tangshan and san francisco. can you describe what you see in the pictures?
s1: tangshan is a beautiful city. it has beautiful gardens, broad roads and some tall buildings.
s2: from the picture of san francisco, i can see that it is a very big city. there are many tall buildings thickly standing on the earth. i think the population of the city is very large.
t: good! what will happen if there has been a big earthquake in these two cities? work in pairs and discuss it. then i’ll ask so me of you to show your opinion.
step iii. pre-reading
there are two questions in this part. both are very interesting. the first one can more or less reveal the students’ values; while the second one can enlarge their imagination. no matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.
t: now, let’s look at the pictures. what are the predictions of an earthquake?
s1: before an earthquake animals will become nervous. cows, pigs, horses and dogs will be upset. and people can see mice running about. if the earthquake happens during winter, people can even see snakes.
t: terrific! where did you get this knowledge?
s1: from geography. i like it.
t: good. sit down please.
s2: madam, i don’t know the meaning of the picture with two women.
t: it doesn’t matter. you will know it soon after reading our text. ok. imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?
s3: i’ll take all my money. people can’t live without money.
s4: i will take as much water as possible. because it is said that people can keep alive for nearly 7 days by drinking without any food
s5: in that case, i’d rather take some apples, so that besides drinking, i can also eat.
s6: i will carry my grandma. she is my most loved person in this world. she brought me up.
t: what a dutiful child you are! i’m very glad to hear that. sit down please! it seems that all of you know what you should do during an earthquake. ok. let’s read our text, and see what it tells us.
step iv. reading
in this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage. ask them to pay attention to the first sentence of each paragraph. this can help them finish exercise3 in comprehension. it is about the main idea of each paragraph. then ask them to read the text again carefully to obtain some details. before reading for the second time, show some questions on the screen, and let the students read the questions first. these questions can guide them to have a good understanding about the text. they can also make preparations for exs1-2, which are about details.
skimming
t: at first i’d like to read the text quickly to get the general idea of the article. while reading, you should pay attention to the sentence of each paragraph.
t: have you got the general idea of the text?
ss: yes.
t: what is it?
s1: there is no quick answer to this question. are you suggesting us that the general idea is the mixture of the first sentences of each paragraph?
t: sure.
s1:ok. that’s easy. the main idea of the passage is some signs of the earthquake, and what would happen during the quake.
t: good, sit down please. in fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (teacher writes the word on the blackboard) do you understand the meaning of the word?
ss: no.
t: sequence means the order of the events. it can tell us which event happens first, and which happens later. do you know the sequence that is used in our text?
s3: yes. at first, the text tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things that happened after the earthquake.
t: quite right! now please look at the screen, these are the first sentences of each paragraph. read them and think if they are the main idea of the text. if necessary, you may make some changes to make more exact.
teacher shows the screen and gives a little time to think it over.
1. strange things were happening in the countryside in the northeast hebei.
2. the disaster happened and caused a lot of loss.
3. all hope was not lost.
careful reading
t: now, it’s time for us to read the text carefully. but before reading, you should read some questions first. these questions may help you get some information quickly and easily. now look at the screen, and read the questions.
show on the screen
1. what natural signs of a coming disaster were there?
2. can you think of some reasons why these signs weren’t noticed?
3. what events probably made the disaster worse?
4. what situations probably made the disaster worse?
5. how were the survivors held?
step v. extension
show the questions on the screen.
1. from whose point of view are events described? how do you know?
2. what is the mood of this passage? how is it created?
3. why do you think the writer chooses to express his feelings about the quake rather than simply reporting what had happened?
4. why is the title a night the earth didn’t sleep?
5. what does the sentence “slowly, the city began to breathe again.” mean?
answers:
1. he uses third-person to describe the quake. his description is very objective. for example, the second sentence in the third paragraph. the writer says: “everywhere they looked nearly everything was destroyed.” the writer uses they instead of we.
2. the mood is serious and a bit sad. it is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed.
3. although the writer was not there, he felt sad for the people of tangshan. he knows that some personal feelings will make the reading more interesting.
4. i think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. but that night everything changed. the writer uses a night the earth didn’t sleep as a title to show how terrible and how unusual the night was.
5. here we can see that the writer compared the city to a person who suffered a lot in the disaster. he felt her pain, and he worried about her. so when he said that people came to help her, we can feel his feelings to the city. the city will not die, she has hope and she can recover from the pain.
step vi comprehending
answers to exx1-3
1. 1. c 2. e 3.b 4.d 5.a
2. 1. the walls of the villages wells had cracks in them.
2 .roads got huge cracks
3. brick buildings were destroyed.
4. the army helped the survivors.
5. shelters were put up for those with no homes.
3. 1. strange things were happening in the countryside in northeast hebei..
1. the disaster happened and caused a lot of loss.
2. all hope was not lost.
step vii homework
Earthquakes 篇14
using language
reading, writing, speaking & listening
第一步：自由閱讀邀請信，分析出要做演講的場合和對象，確定所寫演講稿的語言基調。
第二步：根據書中第三步所給的提示要點，完成演講稿。這一步的關鍵在于不能讓學生誤以為就是把書中的要求羅列出來，而是要引導他們怎么樣把握其中的邏輯性和遣詞造句上的連貫性。
第三步：演講活動，評比優勝三名, 多鼓勵學生上臺發言。
第四步：可以根據別人的演講來完善自己的，互相學習，共同進步。
第五步：完成練習 4，介紹紀念地震的新郵票。這部分練習是對上面演講的一個延續，讓學生更能身臨其境，在同一個語言環境中來做練習，能更加培養學生的語感。
homework
繼續完善演講稿。
Earthquakes 篇15
news writingteaching aims:1. get students to learn how to write news;2. train students the ability to cooperate with each other and to search for information;3. learn more about tangshan earthquake and honor the people of tangshan.teaching difficulties:1. how to make students learn writing in a more practical and effective way;2. how to help students understand the tips for writing.teaching procedure:step 1: lead-in----the 30th anniversary of tangshan earthquake (news)t: we have learnt the tangshan earthquake. when did it happen? how many people died during the earthquake?step 2: presentation of students’ news writing (homework of last class) ----point out the mistakes in news writing according to three aspectst: you have finished the news writing of tangshan earthquake, and now it’s time for you to show your project. others have to point out the mistakes in his or her writing according to three aspects. ----three aspects: headline; content and languaget: what do you think of his or her writing? is it a proper news writing? what have you done before your writing?step 3: tips for writing1. preparation ---- an outlinepreparation: choose a topic; decide what you want to say about the topic; organize your ideas and write clearly. outline: a headline; a list of main ideas; a list of important details2. headline⑴ appreciation of headlinesnew business regulations; new tax on housing sales a night the earth didn’t sleep;cyclists ready to go on the road for blind kids;china marks 30th anniversary of tangshan earthquake;does beijing snack change its flavor?memories of quake die hard for tangshan survivors;chao chien-ming released.⑵ characteristics of headlinesq: what’s the characteristic of headlines? ⑶ practice ---- write headlines for the following news according to the picture and information given flood relief efforts----the death toll on the chinese mainland from typhoon kaemi has risen to 32, with at least 65 still missing. local governments are sparing no efforts to carry out relief work. pla celebrates 79th birthday----the chinese people's liberation army is 79 years old, and the defense ministry has held a reception to celebrate. quake hits indonesian island----a moderate earthquake has struck near indonesia's nias island off northern sumatra. the quake, with a magnitude of 5.6 struck just before 8.30 am, and was centered under the indian ocean, about 55 kilometers northwest of the main town on the island, gunung sitoli. railway's impact on tibetans----the railway brings the remote qinghai-tibet plateau closer to the rest of the world. with people able to move in and out of the region more easily and the economic benefits the railway brings, the lives of tibetans will never be the same again.3. content ---- how to organize your content of news⑴ tips----be clear of the content you want to mention; list your ideas; write the most important thing in the beginning and the less ones in the following⑵ practice----write the beginning of news according to the information and picture given
a woman;
rifts on the wall;
earthquake measuring 5.1degrees;
wen'an county, north china's
hebei province;
11:56 a.m. tuesday, july 4, ;
the quake’s epicenter --about 110
kilometers from beijing and 80 kilometers from tianjin; casualty –not knowna woman points at the rifts on the wall of a village school after an earthquake measuring 5.1 degrees on the richter scale jolted wen'an county, north china's hebei province at 11:56 a.m. (beijing time) tuesday, july 4, . the quake was a shallow-focus one, with its epicenter being around 110 kilometers from beijing and about 80 kilometers from tianjin. no casualty was reported at press time.
special plane landed;
beijing wednesday morning (8.2);
the body of chinese un observer
du zhaoyu killed last week during israel's air raid on lebanon; du's coffin covered with chinese and un flags; eight chinese soldiers.
chinese un observer's
coffin sent homespecial plane landed in beijing wednesday morning, carrying home the body of chinese un observer du zhaoyu, who was killed last week during israel's air raid on lebanon. du's coffin, covered with chinese and un flags, was carried down the plane by eight chinese soldiers.
4. language
tips----clear; objective; brief; accurate; written english…step 4: appreciation of news
radio----voa news: “aid for tsunami victims”
news report----“tangshan quake 30th anniversary” step 5: improvement of students’ writing ----improve your news writing about tangshan earthquake