Earthquakes教案（通用3篇）
Earthquakes教案 篇1
unit 4 earthquakes
period 3 grammar(the attributive clause (ⅰ)
整体设计
从容说课
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.
教学重点
get the students to master the attributive clause introduced by that, which, who and whose.
教学难点
enable the students learn how to use that, which, who and whose correctly.
教学方法
1. task-based teaching and learning
2. cooperative learning and practice
教具准备
a projector and other normal teaching tools
三维目标
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.
教学过程
设计方案
→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长高。
2)她们全都不擅长舞蹈。
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，唐山市的一百万居民当天晚上照常上床睡觉了，他们几乎都没有把这些情况当一回事。
2. it was heard in beijing, which is one hundred kilometers away.
100千米以外的北京市都听到了地震声。
3. a huge crack that was eight kilometers long and thirty meters wide cut across houses, roads and canals.
一条8千米长30米宽的巨大裂缝横穿房舍、马路和渠道。
4. the number of people who were killed or injured reached more than 400 000.
死伤的人数达到40多万。
5. the army organized teams to dig out those who were trapped and to bury the dead.
救援人员组成小分队，将被困的人挖出来，将死者掩埋。
6. workers built shelters for survivors whose homes had been destroyed.
救援人员为那些家园被毁的幸存者盖起了避难所。
→step 3 summary of the attributive clause
1. 与定语从句相关的概念
什么是定语从句？什么是先行词？什么是关系词？关系词在定语从句中分别起什么作用？
2. 关系代词引导的定语从句
关系代词放在定语从句和先行词之间引导定语从句，并代替先行词在定语从句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致；关系代词在定语从句中作宾语时可以省略，作其他成分时不能省略。
1)which引导定语从句时，先行词是除人以外的表示事物或动物的名词或代词，在从句中作主语或宾语。
a prosperity which had never been seen before appears in the countryside.
农村出现了前所未有的繁荣。（which在从句中作主语）
the package(which)you are carrying is about to come unwrapped.
你拿的包裹快散了。（which在从句中作宾语，可以省略）
2)who引导定语从句时，先行词是表示人的名词或代词，在从句中作主语；作宾语时用其宾格whom（在口语中也可用who）。
is he the man who wants to see you?
他就是想见你的人吗？(who在从句中作主语）
he is the man(whom/who)i saw yesterday.
他就是我昨天见的那个人。(whom/who在从句中作宾语，可以省略）
3)that引导定语从句时，先行词既可是表人的名词或代词（相当于who/whom），也可是表物的名词或代词（相当于which），在从句中作主语或宾语。
a plane is a machine that/which can fly.
飞机是能飞的机器。
i don’t know the man that/who is reading the newspaper over there.
我不认识在那边读报的男子。
do you like the book(that/which)you borrowed yesterday?
你喜欢你昨天借的那本书吗？
she is the girl(that/whom/who)you want to know.
她是你想认识的女孩。
4)whose 引导定语从句时，先行词既可是指人的名词，也可是指物的名词，在从句中作定语，相当于of whom或of which。
they rushed over to help the man whose car had broken down.
那人车坏了，大家都跑过去帮忙。
please pass me the book whose cover is green.
请递给我那本绿皮的书。
（如果学生基础较好，语法部分也可用英语讲解。）
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. 把下面的两个简单句合并成一个含定语从句的复合句：
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. 用定语从句翻译下面的句子：
1)玉米是人和动物都可以食用的植物。
2)我们昨天看的那场电影一点意思也没有。
3)我在商店碰到的那位妇女是我的一位老同学。
4)学习不刻苦的那些人是不会通过这次考试的。
5)我住在窗户朝南的那个房间里。
6)任何人犯法都应受到惩罚。
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.
板书设计
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.
活动与探究
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.
闪光的并不都是金子。
2. all is well that ends well.
结局好，一切都好。
3. he who laughs last laughs best.
谁笑到最后谁笑得最好。
4. he who doesn’t reach the great wall is not a true man.
不到长城非好汉。
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.
爱人者恒爱之，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.
真正的友谊犹如健康的身体，失去时方知其可贵。
9. the hands that push cradles are the hands that push the world.
推动摇篮的手，就是推动世界的手。
10. nothing in the world is difficult for one who sets his mind to it.
世上无难事，只怕有心人。
Earthquakes教案 篇2
unit 4 earthquakes
the first period reading
class: class one,grade one subject: english
teacher: shen chang tutor: jiang hailian
i. teaching aims
know basic knowledge of earthquakes.
know how to protect oneself and help others in disasters.
ⅱ. important & different points
phrases: right away, at an end, dig out, give out, thousands of
1. farmers’ wives noticed that the well walls had deep cracks in them.
2. it seemed as if the world was at an end!
3. bricks covered the ground like red autumn leaves.
4. the army organized teams to dig out those who were trapped and to bury the dead.
5. workers built shelters for survivors whose homes had been destroyed.
iii. teaching procedure
step i. revision
check the homework with the whole class.
step ii. warming up
ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.
t: today, before we begin our reading, i’d like to ask you a question, “what is the biggest sound you have heard in your life?”
s1: the sound of wind that blew in a winter night when i was very young. it sounded like a ghost who was howling. i was very frightened at that time.
s2: the biggest noise was the one that i heard when my neighbor was quarrelling with his wife. perhaps, they broke their tv set.
t: that’s too terrible.
s3: the noise when planes take off.
s4: the sound of trains.
t: good! i agree that all of them are big sound. but did you once heard the sound that the heaven falls and the earth cracks, in chinese it is 天崩地裂?
ss: no, we have no chance to hear that.
t: if there is a sound like this, what is it?
s5: when someone hears something unexpected and terrible. for example, when one of his loved families dies, he will feel this sound.
t: terrific! you are using a literary way to express the sound.
s6: when an earthquake happens.
t: great! i have waited for this answer for a long time. today we’ll learn something about earthquakes. i think most of us have heard of earthquakes. can you imagine how terrible it is ?
s7: the earth is shaking . all the buildings will fall down.
s8: many people will die. and perhaps many children will lose their parents.
t: yeah, earthquakes are disasters to everybody. now look at the two pictures of tangshan and san francisco. can you describe what you see in the pictures?
s1: tangshan is a beautiful city. it has beautiful gardens, broad roads and some tall buildings.
s2: from the picture of san francisco, i can see that it is a very big city. there are many tall buildings thickly standing on the earth. i think the population of the city is very large.
t: good! what will happen if there has been a big earthquake in these two cities? work in pairs and discuss it. then i’ll ask so me of you to show your opinion.
step iii. pre-reading
there are two questions in this part. both are very interesting. the first one can more or less reveal the students’ values; while the second one can enlarge their imagination. no matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.
t: now, let’s look at the pictures. what are the predictions of an earthquake?
s1: before an earthquake animals will become nervous. cows, pigs, horses and dogs will be upset. and people can see mice running about. if the earthquake happens during winter, people can even see snakes.
t: terrific! where did you get this knowledge?
s1: from geography. i like it.
t: good. sit down please.
s2: madam, i don’t know the meaning of the picture with two women.
t: it doesn’t matter. you will know it soon after reading our text. ok. imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?
s3: i’ll take all my money. people can’t live without money.
s4: i will take as much water as possible. because it is said that people can keep alive for nearly 7 days by drinking without any food
s5: in that case, i’d rather take some apples, so that besides drinking, i can also eat.
s6: i will carry my grandma. she is my most loved person in this world. she brought me up.
t: what a dutiful child you are! i’m very glad to hear that. sit down please! it seems that all of you know what you should do during an earthquake. ok. let’s read our text, and see what it tells us.
step iv. reading
in this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage. ask them to pay attention to the first sentence of each paragraph. this can help them finish exercise3 in comprehension. it is about the main idea of each paragraph. then ask them to read the text again carefully to obtain some details. before reading for the second time, show some questions on the screen, and let the students read the questions first. these questions can guide them to have a good understanding about the text. they can also make preparations for exs1-2, which are about details.
skimming
t: at first i’d like to read the text quickly to get the general idea of the article. while reading, you should pay attention to the sentence of each paragraph.
t: have you got the general idea of the text?
ss: yes.
t: what is it?
s1: there is no quick answer to this question. are you suggesting us that the general idea is the mixture of the first sentences of each paragraph?
t: sure.
s1:ok. that’s easy. the main idea of the passage is some signs of the earthquake, and what would happen during the quake.
t: good, sit down please. in fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (teacher writes the word on the blackboard) do you understand the meaning of the word?
ss: no.
t: sequence means the order of the events. it can tell us which event happens first, and which happens later. do you know the sequence that is used in our text?
s3: yes. at first, the text tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things that happened after the earthquake.
t: quite right! now please look at the screen, these are the first sentences of each paragraph. read them and think if they are the main idea of the text. if necessary, you may make some changes to make more exact.
teacher shows the screen and gives a little time to think it over.
1. strange things were happening in the countryside in the northeast hebei.
2. the disaster happened and caused a lot of loss.
3. all hope was not lost.
careful reading
t: now, it’s time for us to read the text carefully. but before reading, you should read some questions first. these questions may help you get some information quickly and easily. now look at the screen, and read the questions.
show on the screen
1. what natural signs of a coming disaster were there?
2. can you think of some reasons why these signs weren’t noticed?
3. what events probably made the disaster worse?
4. what situations probably made the disaster worse?
5. how were the survivors held?
step v. extension
show the questions on the screen.
1. from whose point of view are events described? how do you know?
2. what is the mood of this passage? how is it created?
3. why do you think the writer chooses to express his feelings about the quake rather than simply reporting what had happened?
4. why is the title a night the earth didn’t sleep?
5. what does the sentence “slowly, the city began to breathe again.” mean?
answers:
1. he uses third-person to describe the quake. his description is very objective. for example, the second sentence in the third paragraph. the writer says: “everywhere they looked nearly everything was destroyed.” the writer uses they instead of we.
2. the mood is serious and a bit sad. it is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed.
3. although the writer was not there, he felt sad for the people of tangshan. he knows that some personal feelings will make the reading more interesting.
4. i think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. but that night everything changed. the writer uses a night the earth didn’t sleep as a title to show how terrible and how unusual the night was.
5. here we can see that the writer compared the city to a person who suffered a lot in the disaster. he felt her pain, and he worried about her. so when he said that people came to help her, we can feel his feelings to the city. the city will not die, she has hope and she can recover from the pain.
step vi comprehending
answers to exx1-3
1. 1. c 2. e 3.b 4.d 5.a
2. 1. the walls of the villages wells had cracks in them.
2 .roads got huge cracks
3. brick buildings were destroyed.
4. the army helped the survivors.
5. shelters were put up for those with no homes.
3. 1. strange things were happening in the countryside in northeast hebei..
1. the disaster happened and caused a lot of loss.
2. all hope was not lost.
step vii homework
Earthquakes教案 篇3
新课标高一必修1 英语教案
unit 4 earthquakes (简案)
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引导的定语从句
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 处于某种状态
the village lay in ruins after the war.
these machines have lain idle since the factory closed.
2. in ruins: severely damaged or destroyed 毁坏
an earthquake left the whole town in ruins.
his career is in ruins.
3. number (n.): a quantity of people or things 数目；数量
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 受伤
he fell off the bicycle and injured his arm.
5. reach (v.): to achieve or obtain sth. 达成；达到；获得
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；陷于绝境
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.
全部否定应用: 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:
关系代词引导的定语从句
关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。
1）who, whom, that
这些词代替的先行词是人的名词或代词，在从句中作主语和宾语。例如：
is he the man who/that wants to see you? 他就是你想见的人吗？（who/that在从句中作主语）
he is the man whom/ that i saw yesterday. 他就是我昨天见的那个人。（whom/that在从句中作宾语）
2） whose 用来指人或物，（只用作定语, 若指物，它还可以同of which互换）。例如：
they rushed over to help the man whose car had broken down. 那人车坏了，大家都跑过去帮忙。
please pass me the book whose （of which） cover is green. 请递给我那本绿皮的书。
3）which, that所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等。例如：
a prosperity which / that had never been seen before appears in the countryside.
农村出现了前所未有的繁荣。（which / that在句中作宾语）
the package （which / that）you are carrying is about to come unwrapped. 你拿的包快散了。（which / that在句中作宾语）
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.