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1、2020年精編人教版英語(yǔ)資料 Unit 4　Earthquakes Period 6　Reading Task and Speaking Task 整體設(shè)計(jì) 從容說課 This is the sixth teaching period of this unit. As usual, the teacher should check the students’ homework and offer chances for the students to go over what they learned in the last period at the beginning of th

2、e class. In this period, the teaching emphasis will be put on developing the students’ reading and speaking ability by dealing with the parts Reading task and Speaking task. In the part Reading task, the students will read a passage titled The Story of an Eyewitness, written by a famous American w

3、riter Jack London. In order to lead in the topic, the teacher can first ask some students to talk about the Tangshan earthquake. Then ask them to read and compare the passage with the one they have read on Page 26, whose title is A Night the Earth Didn’t Sleep. Compare the ways that the writers desc

4、ribed the facts and feelings. After comparison they will find the writer of The Story of an Eyewitness, Jack London, expressed more feelings while describing the earthquake. In the end, the teacher will play the tape for the students to listen to and read with emotions. This makes for improvement of

5、 not only students’ pronunciation and intonation, but also their understanding of the passage. As to new words and phrases, the teacher can just find those the students feel most difficult and help them to understand. That’s enough here. In the part Speaking task, the students are asked to choose e

6、ight things from the list below to put into their personal earthquake bag, present their list to the class and give their reasons for each choice. The teacher can first introduce the idea of a personal earthquake bag, make some suggestions of his own personal earthquake bag to the class, have a clas

7、s discussion, and then encourage students to make their own choices and give their own reasons. In the end, make a class list and display it in the classroom showing the class choices for a personal earthquake bag. This activity not only helps to train students’ speaking ability but also provides th

8、em with some useful basic knowledge about earthquakes. 教學(xué)重點(diǎn) 1. Develop the students’ reading ability by reading and comparing different styles of passages. 2. Develop the students’ speaking ability by discussing and explaining ways. 教學(xué)難點(diǎn) Enable the students to compare different styles of passag

9、es. 教學(xué)方法 1. Task-based teaching and learning 2. Cooperative learning 3. Discussion 教具準(zhǔn)備 A tape recorder and other normal teaching tools[.Com] 三維目標(biāo) Knowledge aims: 1. Get the students learn new words and expressions such as judge, honor, prepare, etc. 2. Get the students to learn the follow

10、ing sentence patterns: 1)Never before in history has a city been so completely destroyed. 2)Man himself had to make ruins of some of the city’s best buildings so that they would not be a danger to those in the streets. 3)Amazing as it may seem, Wednesday night was a quiet night. Ability aims: 1

11、. Develop the students’ reading ability by reading and comparing different styles of passages. 2. Develop the students’ speaking ability by discussing and explaining ways. Emotional aims: 1. Get the students to learn the bravery and kindness people of San Francisco showed in the disaster. 2. Get

12、 the students to know more basic knowledge about earthquakes. 3. Develop the students’ sense of cooperation. 教學(xué)過程 設(shè)計(jì)方案（一） →Step 1 Revision 1. Check the homework exercises. 2. Ask some students to talk about earthquakes they have learned. →Step 2 Warming up 1. Brief introduction of San Franci

13、sco Earthquake. 1)When did the quake happen? (In 1906. ) 2)What damage did it bring about? (About 700 people died in the earthquake and as many as 250 000 people lost homes. . . ) 2. Talk about the background. (As luck would have it, at the time of the quake, America’s most famous writer, Jac

14、k London just happened to be living near San Francisco. London, like most great writers and former journalists, knew a good story when he saw it. He and his wife rode on horseback at a fast gallop from their ranch to the hills overlooking the “city by the bay”. What they saw both horrified and fasci

15、nated them. He wrote the article The Story of an Eyewitness to describe what he saw and his feelings. ) →Step 3 Reading Read the article carefully with the following questions. 1. Who is the man in the picture? 2. What can we see from the word never in the first sentence “Never before in history

16、 has a city been so completely destroyed”? 3. How many negative words are used in the first paragraph, and what are they? 4. What’s the feature of the sentences in the first paragraph? 5. What’s the main idea of the second paragraph? 6. What can we learn from the first sentence and the last sent

17、ence? Several minutes later, check the answers with the whole class. While checking, deal with any language problems that students can’t understand. Suggested answers: 1. Maybe he is the writer, Jack London. 2. From the word never, we can feel that the writer was very sad. 3. There are six word

18、s. They are never, nothing, gone, no, useless and burst. 4. All the sentences in this paragraph are short ones. 5. Out at sea it was calm. 6. The two sentences give us a contrast. Although the city was destroyed, the people were not nervous or upset. They just did what they should do. →Step 4 C

19、omparison 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. Several minutes later, ask the students to discuss the question in Exercise 3 on Page 66. Summary:Bo

20、th writers gave similar details about the people hurt by the quake and the things it destroyed. But only Jack London saw the earthquake he wrote about and showed more feelings about the earthquake while the writer of the Tangshan quake in 1976 didn’t saw it and just gave the details. →Step 5 Readin

21、g aloud Listen to the tape and read the third paragraph aloud with emotions. →Step 6 Important sentence patterns 1. Never before in history has a city been so completely destroyed. 在以前的歷史上從來(lái)沒有一座城市被這么徹底地毀滅過。 Never in all San Francisco’s history were her people so kind as on that terrible night.

22、 在舊金山的整個(gè)歷史上，人們從來(lái)沒有像在那個(gè)可怕的夜晚那樣友善。 以上兩個(gè)句子都是倒裝句。當(dāng)表示否定意義的副詞或連詞位于句首時(shí)，句子的主語(yǔ)和謂語(yǔ)應(yīng)部分倒裝。常見的否定詞有l(wèi)ittle, never, hardly, seldom, few, scarcely, rarely, not until, no sooner等。 Never have I heard of such a thing. 我從未聽說過這種事。 Little do I know about him. 我對(duì)他所知極少。 Seldom did he come to see me. 他過去很少來(lái)看我。 1)Litt

23、le______________ about his own safety, though he was in great danger himself. A. does he care 　B. did he care 　C. he care 　D. he cared 2)Not until all the fish died in the river______________ how serious the pollution is. A. did the villagers realize 　B. the villagers realized C. the villag

24、ers did realize 　D. didn’t the villagers realize 答案：1. B　2. A 2. Amazing as it may seem, Wednesday night was a quiet night. 雖然也許看上去令人驚異，但是星期三的晚上確實(shí)是一個(gè)平靜的夜晚。 句子中的Amazing as it may seem是as引導(dǎo)的讓步狀語(yǔ)從句，相當(dāng)于Although/Though it may seem amazing。當(dāng)as引導(dǎo)讓步狀語(yǔ)從句時(shí)，往往要求把表語(yǔ)或狀語(yǔ)放到as的前面。當(dāng)表語(yǔ)為單數(shù)可數(shù)名詞時(shí)，其前面不用冠詞。 Young

25、as the boy is, he knows a lot. 那個(gè)男孩雖然年輕，他懂得卻很多。 Much as I like it, I will not buy it. 雖然我很喜歡這東西，但不想買它。 Little girl as she is, she dares to go out at night alone. 雖然她是個(gè)小姑娘，卻敢晚上一個(gè)人出去。 →Step 7 Speaking 1. Introduce the idea of a personal earthquake bag. Every student in San Francisco schools is

26、 encouraged to collect a personal earthquake bag and have it ready in case communications are disrupted after a severe earthquake and it is impossible to bring help immediately. It should contain two kinds of items:important personal and official papers; useful items to make life easier until help a

27、rrives. The personal earthquake bag should not contain more than eight items so it is important that these are already identified and collected before the earthquake happens. 2. Make some suggestions for your own personal earthquake bag(reasonable and unreasonable)to the class. 3. Have a class di

28、scussion and encourage them to accept or reject your suggestions but insist that they give reasons. 4. When the discussion begins to get lively, have the class divide into pairs or groups of four to continue the discussion. 5. Encourage one person from each group to write their list of items on a

29、large piece of paper. Display the papers from the different groups around the room. 6. Let the students check how many other groups chose the same items as they did. (They can tick their own sheets if there is a repetition. ) 7. Evaluate the items by asking the students which items were included m

30、ost often in the lists. See if the collection of eight items fit the two categories. Discuss why they think these items are the most useful. Make sure they give reasons. 8. Make a class list and display it in the classroom showing the class choices for a personal earthquake bag. Sample dialogue:

31、S1:What do you think we’ll need in our personal earthquake bag? S2:If we have to collect things we need for five days, the most important things will be the bottle of water, candles, money and personal washing things. That makes four, do you agree? S1:Yes, they sound good choices. I also think we

32、need a torch, a mobile phone and a blanket. Another three? S2:OK. But now we have difficulties. I would like food and sweets. We’ll really need food if we’re to be on our own for five days before rescue comes. S1:No, I don’t agree. Food and sweets is a good idea but the medicine would also be very

33、 useful. S2:I know. If you were in pain that would be very useful. S1:I agree. So we have to choose whether to take the food and sweets and add the medicine to make our eight items. S2:OK. Now, let’s make the list:water, candles, money and personal washing things, food and sweets, a torch, mobile

34、 phone and blanket. If we want to add the medicine as well, what can we remove? S1:Well, the candles and the torch do seem to be the same. Why don’t we remove the candles(in case we don’t have matches)and replace them with the medicine? S2:Yes. That seems to solve the problem. OK. Let’s put the me

35、dicine in and take the candles out. Now our list is complete. Let’s tell the class our ideas and see if they have the same ideas. . . →Step 8 Homework 1. Finish off the Workbook exercises. 2. Review and summary what you have learned in this unit. 設(shè)計(jì)方案（二） →Step 1 Revision 1. Check the homework

36、exercises. 2. Ask some students to talk about earthquakes they have learned. →Step 2 Warming up 1. Brief introduction of San Francisco Earthquake. 2. Talk about the background about the article. →Step 3 Reading Read the article carefully and answer some questions. →Step 4 Comparison Read the

37、 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. →Step 5 Reading aloud Listen to the tape and read the third paragraph aloud with emotions. →Step 6 Important sentence

38、patterns 1. Never before in history has a city been so completely destroyed. 2. Amazing as it may seem, Wednesday night was a quiet night. →Step 7 Speaking 1. Introduce the idea of a personal earthquake bag. 2. Make some suggestions for your own personal earthquake bag to the class. 3. Have a

39、class discussion and encourage them to accept or reject your suggestions but insist that they give reasons. 4. When the discussion begins to get lively, have the class divide into pairs or groups of four to continue the discussion. 5. Encourage one person from each group to write their list of ite

40、ms on a large piece of paper. Display the papers from the different groups around the room. 6. Let the students check how many other groups chose the same items as they did. 7. Evaluate the items by asking the students which items were included most often in the lists. Discuss why they think these

41、 items are the most useful. Make sure they give reasons. 8. Make a class list and display it in the classroom showing the class choices for a personal earthquake bag. →Step 8 Homework 1. Finish off the Workbook exercises. 2. Review and summary what you have learned in this unit. 板書設(shè)計(jì) Unit 4　E

42、arthquakess Reading task and Speaking task Questions: 1. Who is the man in the picture? 2. What can we see from the word “never” in the first sentence “Never before in history has a city been so completely destroyed”? 3. How many negative words are used in the first paragraph, and what are the

43、y? 4. What’s the feature of the sentences in the first paragraph? 5. What’s the main idea of the second paragraph? 6. What can we learn from the first sentence and the last sentence? 活動(dòng)與探究 Conducting a Survey Conduct a survey about natural disasters on campus in pairs. Ask teachers and stud

44、ents you meet and write down the information you get. Then report your survey to the whole class and choose the best reporter. Designed questions: 1. Have you ever experienced any natural disaster? 2. What was the disaster you experienced? 3. When did it happen? Can you describe it? 4. What did you do first? 5. Did you fell frightened? 6. How did you survive? 7. Did anyone come to help you? 8. What have you learned from it?