Earthquakes（精選16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
一、概說：
本課是課文教學，主要講美國圣弗朗西四斯科兩次大地震情況。根據高級中學英語教學大綱規定教學目的中側重培養學生閱讀能力來看，本篇文章具有重要作用。在提高學生運用英語進行交際能力也有一定作用。在本課學習過程中會使學生受到思想品德和愛國主義的教育，在學習中充分調動學生的積極性，采用對比法和圖示分析法引導學生分析問題和解決問題，根據學生思維活躍和富好奇心特點，激發學生學習興趣，鼓勵學生主動去探索合作，獲取信息，培養其創新精神和實踐能力，形成有效學習策略，為可持續發展奠定基礎。根據以上分析確立本課重點和難點，采用如圖示：五步教學法。
二、教學目標 ：
根據《中共中央國務院關于深化教育改革和全面推進素質教育的決定》中要求，本人在設計教學目標 時體現了“三位一體”思想，而不是傳統的注重“雙基”。而是體現了學科之間的聯系。（與地理聯系）
1.知識與技能目標：
（1）確掌握本節課所學單詞和詞組，初步掌握定語叢句，鞏固和擴展基礎知識。The number of, as many as, second strongest, not…but, a large number of
（2）通過累積知識，逐步掌握發表意見和感謝等語言功能。
（3）通過本節課學習，鼓勵學生多了解地震預測，那么就會更加努力學習科學文化知識，以后為國家測震作貢獻。
2.過程與方法目標：
（1）通過布置預習題（關于地震），激發學生學習興趣，使學生積極參與課堂活動。
（2）師生互動，積極交流合作，共同提高。
（3）引導學生用比較法學習，使知識條理化。
（4）鼓勵學生利用多種資源獲取信息，培養分析問題解決問題能力。
3.情感態度和價值觀目標：
（1）通過采訪幸存者活動，使學生更加熱愛黨，熱愛人民，培養學生愛心，責任心，熱愛生活，生命。
（2）觀看地震片段，討論賑災情況，倡議學生捐災助學，教育學生樹立正確人生觀，價值觀。
三、教學過程 說明：
根據國家基礎教育課程改革綱要的精神，在課堂教學中堅持“一個為本”搞好“四個調整”，本科把握住了課改的方向。
（一）1、新課導入 ：為激發學生興趣，先讓學生觀看地震片段，然后讓學生展示自己調查情況，最后老師總結。
（二）2、講解新課：老師展示報震歌謠引出美國圣弗朗西斯科的地震，讓學生快速閱讀，然后填表格：（見板書）
3、分析地震原因：結合地球巖石圈六大板塊構造圖
（三）反復操練
4、討論如何減少地震損失及如何從地震中逃生
（四）5、鞏固練習：讓學生做采訪幸存者活動，培養愛心
（五）歸納總結并布置作業 ：讓學生根據課件和板書總結本課內容，不足的教師加以補充，讓學生復述課文。
（六）板書展示
Which year
Time of the day
Center of the quake
deaths
Damage or destruction
1906
At 5:13 on the morning of Apr.18th
In the city
700 people
A great part of the city; a large number of buildings; fires
1989
On the evening of Oct.17 th
About 50 km away from the city
100 people
A part of the city; fire;
electricity
四、評價學生和教學反思：
6、對學生進行形成性評價和階段性評價（附表）
附：教學反饋評價表
情感態度
課堂參與
口頭表達
書面作業
英語節目表演
基本學習策略（使用計算機/自覺學習）
語言知識與技能掌握
自評
小組評
教師評
家長評
教師定性描述：
7、表中幾包括形成性評價即對對學生的學習過程的評價同時也包括終結性評價即對學生學習效果的評價。
8、表中也對學生階段性學習做了診斷性評價
9、利用習題檢測學生掌握知識情況
10、教學反思：在本節課中體現了教學目標 的“三位一體”的教學指導思想，教學過程 體現了“四個調整”的內容，但還應該尋求更好的教學方法。
五、說課總結：
本課以素質教育為目的，結合教材重點、難點及英語學科特點，利用多媒體輔助教學，從視、聽、等方面培養學生能力，讓學生采訪和調查并展示結果充分體現其主體地位，培養自學能力。
教學流程圖
Earthquakes 篇5
【單元重點內容與教學目標】
近年來發生的各種自然災害對人類的破壞越來越大，通過這個單元的學習，能使沒有經歷過地震的學生了解有關自然災害(尤其是地震)的詞匯和短語,了解地震的成因、預兆、地震造成的損失，以及地震時的應急救生和震后救援.“熱身”部分要求學生描述與地震有關的話題。＂閱讀＂部分是一篇新聞報道，介紹了唐山大地震前的預兆，地震造成城市建筑的損失，以及震后的救援情況。“語言學習”部分是自主學習本單元的詞匯，數字表達法以及定語從句，培養學生自主學習的能力。“語言運用”部分的讀寫說訓練提供了一封邀請信，請學生寫一篇在大地震紀念公園落成儀式上的演講稿，然后說說唐山大地震的紀念郵票。聽力材料是一位美國人以第一人稱講述他在19xx年舊金山大地震中的可怕經歷，培養學生在真實語境中提取信息的能力。
通過這些使學生們充分認識地震的特征和給人類帶來的危害，進而提高與之做斗爭的決心和信心, 努力學習，打好基礎，爭取為人類的發展做出貢獻。
教學方式
自主學習，合作學習，任務型教學。
利用多媒體，音像，報刊，雜志等資料給同學們以生動形象的感官認識。根據需要設計目的明確的任務，運用信息差型任務和解決問題型任務教學，加強學生自主學習的能力。通過分小組來完成任務，增強團結協作的能力。
教材重組
第一課時 聽說課
從話題內容和功能上來分析, warming up pre-reading 和 workbook 中的 listening 相一致，旨在啟發學生討論并引出本單元相關的話題,可以整合為一節任務型聽說課。
第二課時 精讀
將 reading 和 comprehending 整合成一節閱讀課。
第三課時 語言學習
將 learning about language 與 workbook 中的 using words and expressions, using structures 結合在一起上一節語言學習課。
第四課時 泛讀課
將 using language 中的 reading and talking 與 workbook 中 reading task 上成一節泛讀課。
第五課時 綜合課
using language 中 listening 與 workbook 中的 reading 同為目擊證人對災難現場的描述，可以整合為一節課。
第六課時 寫作課
using language 中的 writing.
第七課時 復習課
評講翻譯練習，summing up 和 learning tip.
Earthquakes 篇6
一、概說：
本課是課文教學，主要講美國圣弗朗西四斯科兩次大地震情況。根據高級中學英語教學大綱規定教學目的中側重培養學生閱讀能力來看，本篇文章具有重要作用。在提高學生運用英語進行交際能力也有一定作用。在本課學習過程中會使學生受到思想品德和愛國主義的教育，在學習中充分調動學生的積極性，采用對比法和圖示分析法引導學生分析問題和解決問題，根據學生思維活躍和富好奇心特點，激發學生學習興趣，鼓勵學生主動去探索合作，獲取信息，培養其創新精神和實踐能力，形成有效學習策略，為可持續發展奠定基礎。根據以上分析確立本課重點和難點，采用如圖示：五步教學法。
二、教學目標 ：
根據《中共中央國務院關于深化教育改革和全面推進素質教育的決定》中要求，本人在設計教學目標 時體現了“三位一體”思想，而不是傳統的注重“雙基”。而是體現了學科之間的聯系。（與地理聯系）
1.知識與技能目標：
（1）確掌握本節課所學單詞和詞組，初步掌握定語叢句，鞏固和擴展基礎知識。The number of, as many as, second strongest, not…but, a large number of
（2）通過累積知識，逐步掌握發表意見和感謝等語言功能。
（3）通過本節課學習，鼓勵學生多了解地震預測，那么就會更加努力學習科學文化知識，以后為國家測震作貢獻。
2.過程與方法目標：
（1）通過布置預習題（關于地震），激發學生學習興趣，使學生積極參與課堂活動。
（2）師生互動，積極交流合作，共同提高。
（3）引導學生用比較法學習，使知識條理化。
（4）鼓勵學生利用多種資源獲取信息，培養分析問題解決問題能力。
3.情感態度和價值觀目標：
（1）通過采訪幸存者活動，使學生更加熱愛黨，熱愛人民，培養學生愛心，責任心，熱愛生活，生命。
（2）觀看地震片段，討論賑災情況，倡議學生捐災助學，教育學生樹立正確人生觀，價值觀。
三、教學過程 說明：
根據國家基礎教育課程改革綱要的精神，在課堂教學中堅持“一個為本”搞好“四個調整”，本科把握住了課改的方向。
（一）1、新課導入 ：為激發學生興趣，先讓學生觀看地震片段，然后讓學生展示自己調查情況，最后老師總結。
（二）2、講解新課：老師展示報震歌謠引出美國圣弗朗西斯科的地震，讓學生快速閱讀，然后填表格：（見板書）
3、分析地震原因：結合地球巖石圈六大板塊構造圖
（三）反復操練
4、討論如何減少地震損失及如何從地震中逃生
（四）5、鞏固練習：讓學生做采訪幸存者活動，培養愛心
（五）歸納總結并布置作業 ：讓學生根據課件和板書總結本課內容，不足的教師加以補充，讓學生復述課文。
（六）板書展示
Which year
Time of the day
Center of the quake
deaths
Damage or destruction
1906
At 5:13 on the morning of Apr.18th
In the city
700 people
A great part of the city; a large number of buildings; fires
1989
On the evening of Oct.17 th
About 50 km away from the city
100 people
A part of the city; fire;
electricity
四、評價學生和教學反思：
6、對學生進行形成性評價和階段性評價（附表）
附：教學反饋評價表
情感態度
課堂參與
口頭表達
書面作業
英語節目表演
基本學習策略（使用計算機/自覺學習）
語言知識與技能掌握
自評
小組評
教師評
家長評
教師定性描述：
7、表中幾包括形成性評價即對對學生的學習過程的評價同時也包括終結性評價即對學生學習效果的評價。
8、表中也對學生階段性學習做了診斷性評價
9、利用習題檢測學生掌握知識情況
10、教學反思：在本節課中體現了教學目標 的“三位一體”的教學指導思想，教學過程 體現了“四個調整”的內容，但還應該尋求更好的教學方法。
五、說課總結：
本課以素質教育為目的，結合教材重點、難點及英語學科特點，利用多媒體輔助教學，從視、聽、等方面培養學生能力，讓學生采訪和調查并展示結果充分體現其主體地位，培養自學能力。
教學流程圖
Earthquakes 篇7
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
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 dont 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10
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。
教學反思
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11
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12
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13
unit4 earthquakes
the first period leading in, warming up
& pre-reading
by liu xiaohua from hongling middle school
一、 教學目標（teaching aims）
student’s book
1. 能力目標（ability aim）
a . let the students know something about the earthquakes.
b . enable the students to talk about what they should do in a disaster for themselves
2. 語言目標(language aim)
a. words and expressions
imagine, shake, right away
b. important sentence
what do you think may happen before an earthquake?
二、 教學重難點(teaching important points)
let the students know what a correct attitude towards a disaster is and what they should do in a disaster for themselves and for the other people.
三、 教學方法 (teaching method)
a. discussing
b. talking
c. activities.
四、 教具準備 (teaching aids)
multi-media computer
五、 教學步驟 (teaching procedure)
stepⅰ. lead-in:
t: what’s the biggest sound you have heard in your life?
( the sound of the wind that blew in a winter night; the nose when planes take off; the sound of trains; the sound of thunder…..)
but did you once hear the sound that the heaven falls and the earth crack. in chinese it is 天崩地裂？
if there is a sound like this what is it? what will happen?
today we’ll learn something about earthquakes. can you imagine how terrible it is?
first let the students answer the following question.
which of the following may cause people the greatest damage?
earthquake, typhoon, flood, drought
various answers are possible. students should give reasons to support their answers. all of them are natural disasters, they have something in common, at the same time, they have many differences.
let the students know something about the earthquake. (slides)
t: how does the earthquake occur?
then show the film to the students. ( film about the earthquake )
t: when some plates of the earth move suddenly, an earthquake happens. many earthquakes begin under the sea. in fact, earthquakes may happen near high mountains.
during an earthquake, the shaking make rocks rise suddenly and even cracks open. houses fall, people are killed or hurt, and sometimes the whole villages or cities are destroyed. some villages even disappear completely.
step ⅱ. talking
t: earthquakes are disasters to everybody. now look at the two pictures of tang shan and san francisco. can you describe what you see in the pictures?
(show two pictures to the students and tell the students they are today’s tangshan and san francisco. but many years ago some big earthquakes hit these two beautiful cities.)
1. show the pictures of san francisco to the students and let them describe today’s san francisco and then let them know what happened in san francisco in 1906
(from the picture of san francisco, we can see it is a very big city. there are many tall buildings thickly standing on the earth. and the population of the city is very large.)
2. show the pictures of tangshan to the students and let them describe today’ tangshan and then let them know what happened in tangshan in 1976.
( today’ tangshan is a beautiful city. it has beautiful gardens, broad roads and some tall buildings.)
t: but, what will happen if there has been a big earthquake in these two cities? work in groups and discuss it. then i’ll ask some of you to say out your opinion.
( after the terrible quake, everything is destroyed, what we can see is fallen buildings and dead bodies. the policemen, the soldiers and some other volunteers are rescuing the people trapped in the ruins….)
t: right, now let’s see a film.
(let the students see a film about tangshan earthquake.) (film)
t: after the earthquake the city of tangshan became…..
let the students discuss what they saw. and then talk about the pictures in their own words.
the house….
the fire….
the bridge….
the road…
the police and the volunteers….
the people…..
( tangshan earthquake happened on july 28, 1976.it was the greatest earthquake of the 20th century in china. before the earthquake, many strange things happened, but people thought little of them. such a great number of people died during the earthquake, because the quake happened while they were sleeping. the number of people who were killed or injured reached more than 400,000. and all the traffic was almost destroyed after the quake. thousands of thousands of people became homeless in a short time. many soldiers were sent to tangshan to rescue the survivors after the earthquake.
let the students talk about the damage caused by earthquakes
using the following words and phrases:
shake, break, fall down onto, hurt, destroy, homeless, die…..
step ⅲ. pre-reading
t: but we can avoid or at least reduce the loss caused by earthquakes. and we can foretell it.
do you know what would happen before an earthquake?
can we do something to keep ourselves safe from earthquakes?
( 1. there is often a great sound.
2. animals may be too nervous to eat.
3. maybe there are bright lights in the sky.
4. a smelly gas may come out of the well.
5. in the city the water pipes in some buildings crack and burst.
6. scientists have studied earthquakes and make maps that show the “ earthquake belts”. in areas in these belts, it is possible for earthquakes to happen. in these areas we can build strong houses to fight against earthquakes.)
discussion & activities
1. show some pictures to the students and
let them discuss.
let the students look at them and decide
what situation may happen before an
earthquake.
2. then fill in the missing words
according to the pictures.
a. the water in the wells ____ and____. and some deep ______could be seen in the well walls. a ______gas came out the cracks.
b. mice ran out the fields ___________places to hide. fish _________out of bows and ponds.
c. the chickens and even pigs were ______ nervous _____eat. the dog was ________ loudly again and again.
d. people could see _______lights in the sky.
3. let the students discuss if they have ever experienced an earthquake.
step ⅳ discussion & activities
t: what do you think may happen before an earthquake?
(before an earthquake, animals will become nervous. cow, 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: have you ever experienced an earthquake?
let the students discuss and then talk about it.
step ⅴ homework
preview reading material and then do exercise on page 27. 1-3 ( in comprehending )
Earthquakes 篇14
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15
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16
新課標高一必修1 英語教案
unit 4 earthquakes (簡案)
teaching plan for unit 4 earthquakes
teaching aims and demands:
1. topic:
basic knowledge of earthquakes; how to protect oneself and help the others in disasters
2. useful words and expressions:
shake, well (n.), rise, smelly, pond, pipe, burst, canal, steam, dirt, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, shelter, fresh, percent, speech, judge, honour, prepare;
right away, (be) at an end, dig out, bring in, a (great )number of
3. functions:
talking about past experiences:
i will never forget the day when the earthquake took place. the time was 5:15 in the afternoon and i was driving along the road.
sequence
4. grammar:
the attributive clause (i)
由that, which, who, whose引導的定語從句
the number of people who were killed or injured reached more than 400,000.
it was heard in beijing which is one hundred kilometers away.
workers built shelters for survivors whose homes had been destroyed.
teaching procedures:
period 1.
step 1. warming up
ss discuss and answer some questions:
1. which of the following may cause people the greatest damage?
a. earthquake b. typhoon c. flood d. drought
2. imagine your home begins to shake and you must leave it right away. you have time to take only one thing. what will you take? why?
step 2. pre-reading
ss discuss and answer:
1. do you know what would happen before an earthquake?
2. what can we do to keep ourselves safe from an earthquake?
3. do you know anything about tangshan earthquake in 1976?
step 3. reading
1. skimming and find the answers to the following questions:
a. what happened?
b. when and where did it happen?
2. ss read again and fill in the following form:
time what happened
before the earthquake wells:animals:lights and sound:water pipes:
while the earthquake houses, roads and canals:hard hills of rock:the large city:the people:
after the earthquake hospitals, factories and buildings:the ground:dams:railway tracks:animals:wells:
3. ss read the whole passage again and get the main ideas of each part:
part 1. the natural signs of a coming earthquake
part 2. the damage of the city after the earthquake
part 3. the help to the survivors
step 4. comprehending
ss finish ex 1 and 2 on page 27.
step 5. assignment
1. surf the internet and get more information about the earthquake.
2. retell the text.
period 2.
step 1. warming up
1. ss share more information about the earthquake.
2. ask some ss to retell the text by using their own words.
step 2. language points
1. lie –lay-lain (v.) : to be, remain or be kept in a certain state 處于某種狀態
the village lay in ruins after the war.
these machines have lain idle since the factory closed.
2. in ruins: severely damaged or destroyed 毀壞
an earthquake left the whole town in ruins.
his career is in ruins.
3. number (n.): a quantity of people or things 數目；數量
the number of people applying has increased this year.
we were fifteen in number.
a number of: a lot of
i have a number of letters to write.
a large number of people have applied.
4. injure (v.): to hurt oneself/sb./ sth. physically 受傷
he fell off the bicycle and injured his arm.
5. reach (v.): to achieve or obtain sth. 達成；達到；獲得
you’ll understand it when you reach my age.
at last we reached a decision.
6. rescue (n.): an act of rescuing or being rescued 搭救；解救
a rescue team is trying to reach the trapped mines.
rescue (v.): to save or set free from harm, in danger, or loss 解救；救出
the rescued the man from drowning.
7. trap(v.): in a place from which one wants to escape but cannot 困住；陷于絕境
they were trapped in the burning hotel.
8. all …not… = not all…: some but not all 一些；但不是全部
not all the girls left.
=only some of them left early.
not all the children are noisy.
=some of the children are not noisy.
全部否定應用: none of…
none of us were allowed to go there.
none of these reports is very helpful.
step 3. learning about language
1. ss finish ex 1,2 and 3 on page 27 and 28.
2. teacher checks the answer and give the ss some help if they have some difficulty.
step 4. assignment
1. finish wb.ex.1 on page 63.
2. ss try to remember the useful words and expressions by hearts.
period 3
step 1. warming up
ss read the passage again and try to find the sentences with attributive clauses.
e.g. workers built shelters for survivors whose homes had been destroyed.
step 2. attributive clause
1. give ss more sentences and let the ss to find the structures of the attributive clause.
2. ss do some exercises about how to use that, which, who or whose.
3. ss finish ex 2 on page 28.
some materials about attributive clause:
關系代詞引導的定語從句
關系代詞所代替的先行詞是人或物的名詞或代詞，并在句中充當主語、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。
1）who, whom, that
這些詞代替的先行詞是人的名詞或代詞，在從句中作主語和賓語。例如：
is he the man who/that wants to see you? 他就是你想見的人嗎？（who/that在從句中作主語）
he is the man whom/ that i saw yesterday. 他就是我昨天見的那個人。（whom/that在從句中作賓語）
2） whose 用來指人或物，（只用作定語, 若指物，它還可以同of which互換）。例如：
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 （of which） cover is green. 請遞給我那本綠皮的書。
3）which, that所代替的先行詞是事物的名詞或代詞，在從句中可作主語、賓語等。例如：
a prosperity which / that had never been seen before appears in the countryside.
農村出現了前所未有的繁榮。（which / that在句中作賓語）
the package （which / that）you are carrying is about to come unwrapped. 你拿的包快散了。（which / that在句中作賓語）
step 3. using structures
1. ss read the passage on page 64.
2. ss try to complete the sentences by using who, whom, which, that or whose.
3. check the answer and explain any questions that the ss may ask.
step 4. assignment
1. ss learn by heart about how the structures of the attributive clause.
2. ss do some exercises about the attributive clause.
period 4. (reading)
step 1. warming up
ask the ss:
do you know anything about the earthquake in san francisco?
step 2. reading
1. ss reading the passage and finish wb. ex 1 on page 65.
2. ss read the first paragraph in this passage. then go back and read again the first paragraph of the passage on page 26. compare the ways both writers give you details about the earthquakes and finish ex 2 on page 65.
3. listen to the tape and read the third paragraph with feeling.
step 3. listening
1. ss listen to the tape and finish the exercise 1 on page 62.
2. ss listen to the tape again and then complete the following form:
cause of earthquakes
moving speed of the pacific plate
in 1906 the pacific plate suddenly jumped
the pacific plate pushes on
the indian plate pushes on
ways of reducing losses from earthquakes
period 5. (listening and speaking)
step 1. pre-listening
ss have a discuss about the earthquake in san francisco in 1906 and answer:
1. what happened to the city?
2. what’s the result?
step 2. listening
1. ss read the statement of part 1,on page 30.
2. ss listen to the tape and make their choice.
3. ss listen again and answer the questions of part 2, on page 30.
step 3.talking
1. ss read the short passage on page 62, and in pairs make up a story to explain how an earthquake happens.
2. share the stories in class.
step 4. listening task
1. ss listen to the tape and write down the three “things” that are mentioned in the passage on page 66.
2. ss listen again and give more detail about each of the “things”.
my earthquake plan
1st thing i must do:
2nd thing i must do:
3rd thing i must do:
any other advice you think useful:
if you are outside, you:
if you are in the living room, you:
if you are in the house alone, you:
step 5.talking task
1. ss in pairs, choose eight things from the list on page 67 to put into their personal earthquake bag.
2. now join with another pair and discuss your choices. make another list of items and put them into the following list:
my personal earthquake bag will contain:
1).___________ 2). ____________ 3). _______________ 4). ____________
5)._____________ 6).____________ 7). _____________ 8). _____________
period 6. (writing)
step 1. pre-writing
1. ss read the letter on page 29.
2. ss make a list about the points that they want to write for the speech.
step 2. writing
1. ss write some sentences about their speech.
2. ss write a speech by using the sentences.
3. ss read their writings by themselves and correct the mistakes.
4. peer revising.
5. show some good writing in class.
step 3. practice
ss finish part 4 on page 30.
step 4. writing task
1. four ss in one group have a discuss. they are going to prepare a poster to be put up around schools or hospital to explain to people what they should collect in a personal earthquake bag and why.
2. ss design how many parts they will divide the poster.
3. ss begin to write their poster.
4. ss in groups show their poster in class.
step 5. assignment
ss in groups finish the project on page 68.
period 7.
teachers can use this period freely.
suggestion: teachers can use this period to let ss sum up what they have learned and explain what ss couldn’t understand very well in this unit. teachers can also add more practice in this period to consolidate what the ss have learned. finally, ask the ss to finish checking yourself on page 61. it is very important to improve their learning.