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Unit4 Earthquakes4  

2009-12-10 20:27:24|  分类: 高一英语必修1 |  标签: |举报 |字号 订阅

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Period 4 Listening

整体设计

从容说课

This is the fourth teaching period of this unit. As usual, the teacher will first get the students to review what they learned in the last period, and then lead in the new lesson.

The emphasis of this period should be placed on developing students’ listening ability. Listening on Page 62 in the Workbook provides many facts and describes cause and effect relationships. The teacher can lead in the topic by discussing some questions, such as “Why do earthquakes happen? ”“Can we avoid or at least reduce the loss caused by earthquakes? ”, and so on. First, let the students guess the listening text may be about. Play the tape for the first time for students to listen and decide whether their guessing is right. Second, ask them to listen for the second time to tell whether the sentences in Exercise 1 are true or false. Third, let them listen again to answer the questions and complete the table in Exercise 2. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and let them read and retell it. This step can help students understand and grasp the listening material far further.

As to the parts Listening task on Page 66 in the Workbook and Listening on Page 31 in the Textbook, the teaching procedure can be approximately the same as the above.

Perhaps some students will find it hard to listen and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes.

教学重点

1. Develop the students’ listening ability.

2. Let the students know the cause of earthquakes and ways of reducing losses earthquakes bring about.

教学难点

Get the students to listen and understand different listening materials.

教学方法

1. Task-based listening  2. Cooperative learning    3. Discussing

教具准备

A tape recorder and other normal teaching tools

三维目标

Knowledge aims:

1. Get the students to learn some useful new words and expressions.

2. Get the students to know about the basic knowledge of earthquakes the listening materials refer to.

Ability aims:

1. Enable students to catch and understand the listening materials.

2. Develop the students’ ability to get special information and take notes while listening.

3. Get the students to learn how to make an earthquake plan.

Emotional aim:

Get the students to learn more about basic knowledge of earthquakes so as to know how to reduce losses of earthquakes and how to protect oneself and help others in earthquakes.

教学过程

设计方案(一)

Unit4 Earthquakes4 - 紫霞仙客 - 紫霞仙客的博客

 

Unit4 Earthquakes4 - 紫霞仙客 - 紫霞仙客的博客

 

Unit4 Earthquakes4 - 紫霞仙客 - 紫霞仙客的博客

→Step 1 Revision

1. Check the homework exercises.

2. Ask some students to make sentences with attributive clauses.

→Step 2 Warming up

Tell the students:As we all know, earthquakes are disasters to everyone. But why do earthquakes happen? Can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now we will do some listening and the listening text will tell us the answers.

→Step 3 Listening(on Page 62 in the Workbook)

1. Look through the part Listening on Page 62 and guess what the listening material may be about. Then listen to the tape for the first time to see whether their guessing is right or not.

(This listening material is about the cause of earthquakes and how we can reduce losses from them. )

2. Read the following statements and listen to the tape for the second time. Then decide whether they are true or false.

1)It is believed that on the surface of the earth are a number of plates.

2)The plates are always moving.

3)If the plates stop moving, there is an earthquake.

4)If the plates move, there is an earthquake.

5)Wherever you live, you are in an earthquake area.

6)China has two plates pushing on her and they make mountains and earthquakes.

Check the answers and try to correct the statements which are false.

3. Listen to the tape again and then answer the questions and complete the following sentences.

Part 1:

1)Why do earthquakes happen?

2)Why do California, China and Japan have a lot of earthquakes?

Part 2:

1)Do not built______________.

2)Make sure you build______________.

3)You must______________._____________ buildings will fall down and_____________ ones may______________.

A few minutes later, check the answers with the whole class.

4. Discuss this question in small groups: Why do some earthquakes kill more people than others?

5. Reading and retelling

Show the students the listening text and let them read it. Then ask them to retell the cause of earthquakes and the ways of reducing losses from earthquakes.

LISTENING TEXT

Why do earthquakes happen? Scientists explain that the outside of the earth is made of a number of different plates. At San Francisco, the Pacific plate which is moving towards the northwest meets the North American plate. The Pacific plate is moving very slowly—at 5. 3 centimeters a year. Sometimes these two plates stop and do not move for years. Then suddenly, they jump and an earthquake is felt. As a result of the movement of these plates, California has always had a lot of earthquakes. When the 1906 earthquake happened, the Pacific plate jumped 5-6 meters to the north.

China also has an unlucky place on the earth. The Pacific plate is also pushing on China from the east as the plate moves west. Likewise, the Indian plate is pushing on China from the southwest as that plate moves northeast. The same power that produced the great Himalayan Mountains now causes earthquakes in China.

We cannot stop earthquakes, but we can do things to make sure they do not destroy whole cities. First, it is not a good idea to build houses along the lines where two of the earth’s plates join together. Second, if you think there may be an earthquake, it is better to build houses on rock than on sand. Third, you must make the houses as strong as possible. Weak buildings will fall down in an earthquake, but strong ones may stay up.

→Step 4 Listening task(on Page 66 in the Workbook)

Turn to Page 66. Look at the pictures and discuss what the might have learned.

1. In four let the students discuss what would be the best way to protect oneself if there was an earthquake.

2. Ask one member of the group to give their ideas to the class.

3. Let the class evaluate each group’s idea and see if they agree. If they do, write the idea on the board. Collect the ideas all the groups have contributed.

4. Ask the students to choose the three that they think are the most useful if an earthquake comes.

5. Listen to the tape for the first time and see if the ideas on the tape are the same. Discuss why the plans on the tape are different from the ones suggested by the class.

6. Now make the earthquake plan. Then listen to the tape for the second time to improve the earthquake plan.

My Earthquake Plan

1st thing I must do:I must drop to the floor and cover my head and neck with my arms.

2nd thing I must do:Make sure I hide under something like a table to protect myself from things falling on top of me.

3rd thing I must do:I must hold onto the furniture so it doesn’t move away from me during the earthquake.

7. Listen to the tape a third time and then write down any other advice that you think is useful.

My Earthquake Advice

If you are outside, you should keep away from power lines, trees, signs, cars and buildings.

If you are in the living room, you should make sure that the bookcases are fastened to the wall and the TV set is tied to a table so that they can’t move.

If you are in the house alone, you should ring a family friend to tell them where you are and collect your personal earthquake bag.

8. Read the listening text and make it more clear what to do during an earthquake.

LISTENING TEXT

PRACTICE AND PREPARE

Since the San Francisco earthquake, all children in California have been taught what to do during an earthquake.

Teacher:Now, students, do you remember what you have to do before the earthquake comes?

S1:Yes. We must make an earthquake plan.

T:Good and what’s that?

S2:It’s a list of things you should do if an earthquake comes. It should tell us what to do, where to be safe and who to contact.

T:Right. So what are these things?

S1:What we must do when the earthquake comes is “drop, cover and hold”.

T:What does that mean?

S2:We must drop to the floor and protect our head and neck with our arms. Then we must cover ourselves by hiding under some furniture like a table. That will protect us from things falling on top of us. Finally we must hold onto the furniture so it doesn’t move away from us during the earthquake.

T:Well done. That’s fine. You’ll be safe in the classroom but what if you’re outside?

S1:To be safe, you must move to an open space. Keep away from power lines, trees, signs, cars and buildings.

T:Excellent. You’ve remembered well. Now where can you be safe if you’re in the living room where books and the television are kept?

S2:If you are careful you’ll already have fastened the bookcases to the wall. You should also have tied the television to a table so it can’t move. Nobody wants to be killed by their own furniture.

T:Quite right. What must we remember to do if we’re in the house alone when the earthquake starts?

S2:I know. We must ring a family friend to tell them where we are. We must also collect our personal earthquake bag and go to the emergency shelter if there is one near our house.

T:OK. So for your homework I want you to think about what you might put into the bag. We’ll discuss tomorrow.

→Step 5 Listening(on Page 31 in Using language)

1. Tell the students: We are going to listen to a story told by a man who was a survivor of the great San Francisco earthquake of 1906.

2. Go through the sentences in Exercise 2, then listen to the tape for the first time, and try to tell whether the statements are true or false.

The teacher plays the tape for the students to listen and finish the task. After listening, the teacher checks the answers with the class.

3. Go through the questions in Exercise 3, then listen to the tape for the second time and answer the questions.

After listening, the teacher asks some students to answer the questions and checks the answers with the whole class.

4. Tell the students: While listening to the tape, you should not only pay attention to the contents, but also the pronunciation and intonation. The sentences in Exercise 4 show us the sequence. I will play the tape again, and you should pay attention to liaison and incomplete explosion in these sentences. Then practice reading them aloud.

5. Reading and retelling

Show the students the listening text and let them read it. Then ask them to retell it.

LISTENING TEXT

I awoke as I was thrown from my bed. When I tried to walk, the floor shook so that I fell. I grabbed my clothing and hurried downstairs. Suddenly the lights went out, and everyone rushed for the door. Outside I saw things I never want to see again. It was daytime. The air was filled with falling rocks. People around me were getting buried under buildings that were crashing down. Other huge buildings were shaking. Every moment there were terrible sounds. I asked a man standing next to me what happened. Before he could answer, hundreds of bricks fell on him and he was killed. All around me were great fires. As I ran people everywhere were crying and calling for help. I thought the end of the world had come! Then I met a man who knew the way to a boat, and we ran in its direction. Men, women and children were trying to dig themselves out of the ruins. Thousands of people, crazy with worry, were running down the street and every minute someone was hit by falling bricks. In some places, the streets had cracked and opened. Huge holes were all around me. I saw many frightened cows rush up Market Street and drop into a great crack in the earth. How I reached the boat I cannot say. Some people even tore the clothes from the backs of others as they tried to get into the boat. Later, the survivors searched for water they could drink. People slept on the streets and hills away from the fires, which made the night bright as day. Soldiers kept water from the crowds to give to the rescue workers. The next day the soldiers found more water and some bread to give to those still alive.

→Step 6 Homework

1. Finish off the Workbook exercises.

2. Read the listening texts again and try to retell them.

板书设计

Unit 4 Earthquake

Listening

活动与探究

Poster-making

1. Divide the whole class into six small groups.

2. Ask each group to search for the ways to reduce losses from earthquakes. The students can go to the library or use the Internet to collect information. The following websites may be helpful.

http://earthquake. usgs. gov/, http://www. eqnet. org/, http://www. ceri. memphis. edu/

3. After search for the information, each group should make a poster, informing people how to reduce losses of an earthquake.

My earthquake plan

1st thing I must do is______________.

2nd thing I must do is______________.

3rd thing I must do is______________

My earthquake advice

If you are outside, you should______________.

If you are in the living room, you should______________.

If you are in the house alone, you should______________ .

 

备课资料

Earthquake Survival Tips

Would you know what to do during a really big earthquake? Experts have looked into matter carefully. It may be worth you while to look over the following tips they have for us.

If the ground begins shaking while you are driving, pull over and stay in your car. If you are in a building, try to get near a strong wall. The corner of the room or the space under a big doorway is the safest. As soon as the quake is over, check the gas pipe in the building. Gas fires often result from earthquakes. These tips may prove to be lifesavers. We should, therefore, keep them in mind. Remember to always hope for the best but prepare for the worst.

Escape in the School

If it has an earthquake when having classes, the students should listen to the teacher’s instruction, protect their heads and hide under the desks.

If it has an earthquake when the students are in the sports ground, they can crouch on the spot and protect their heads with hands. Be sure to keep away with high building and dangerous objects.

Don’t go back to the classroom.

Retreat in order after the earthquake.

Escape in Public Places

Listen to the command of the site workers. Don’t be scared and don’t rush towards the exits. Try to avoid crowds. Avoid to be squeezed to the wall or barriers.

At theaters and gyms:crouch down or slip under the chairs; avoid suspending lights and electric fans; protect the head with schoolbags; after the earthquake, listen to the command of the workers, retreat in an organized way.

In department stores, bookstores, museums or subway:find firm counters, commodities(low furniture etc. )or a pillar, or the corner of a wall to crouch down on the spot, protect the heads with hands or other objects; keep away from glass windows, glass counters or show counters; keep away from tall cupboards; keep away from advertisement boards and other suspending objects.

On buses or trolley buses:Grasp the handles to avoid being injured; lower the center of gravity; hide near the seats; get off after the earthquake passed

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