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Unit4 Earthquakes6  

2009-12-11 13:20:18|  分类: 高一英语必修1 |  标签: |举报 |字号 订阅

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Period 6 Reading Task and Speaking Task

整体设计

从容说课

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 the 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 writer 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 described 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 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 eight 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 class 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 them with some useful basic knowledge about earthquakes.

教学重点

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.

教学难点

Enable the students to compare different styles of passages.

教学方法

1. Task-based teaching and learning

2. Cooperative learning

3. Discussion

教具准备

A tape recorder and other normal teaching tools

三维目标

Knowledge aims:

1. Get the students learn new words and expressions such as judge, honor, prepare, etc.

2. Get the students to learn the following 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. 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 the students to know more basic knowledge about earthquakes.

3. Develop the students’ sense of cooperation.

教学过程

设计方案(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 Francisco 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, Jack 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 fascinated 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 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 sentence?

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 words. 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 Comparison

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:Both 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 Reading 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.

在以前的历史上从来没有一座城市被这么彻底地毁灭过。

Never in all San Francisco’s history were her people so kind as on that terrible night.

在旧金山的整个历史上,人们从来没有像在那个可怕的夜晚那样友善。

以上两个句子都是倒装句。当表示否定意义的副词或连词位于句首时,句子的主语和谓语应部分倒装。常见的否定词有little, never, hardly, seldom, few, scarcely, rarely, not until, no sooner等。

Never have I heard of such a thing.

我从未听说过这种事。

Little do I know about him.

我对他所知极少。

Seldom did he come to see me.

他过去很少来看我。

1)Little______________ 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 villagers 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.

虽然也许看上去令人惊异,但是星期三的晚上确实是一个平静的夜晚。

句子中的Amazing as it may seem是as引导的让步状语从句,相当于Although/Though it may seem amazing。当as引导让步状语从句时,往往要求把表语或状语放到as的前面。当表语为单数可数名词时,其前面不用冠词。

Young as the boy is, he knows a lot.

那个男孩虽然年轻,他懂得却很多。

Much as I like it, I will not buy it.

虽然我很喜欢这东西,但不想买它。

Little girl as she is, she dares to go out at night alone.

虽然她是个小姑娘,却敢晚上一个人出去。

→Step 7 Speaking

1. Introduce the idea of a personal earthquake bag.

Every student in San Francisco schools is 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 arrives.

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 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 items 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. (They can tick their own sheets if there is a repetition. )

7. Evaluate the items by asking the students which items were included most 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:

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 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 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 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 medicine 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.

设计方案(二)

→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 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 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 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 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 items 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 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.

板书设计

Unit 4 Earthquakess

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 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 sentence?

 

活动与探究

Conducting a Survey

Conduct a survey about natural disasters on campus in pairs. Ask teachers and students 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?

备课资料

同步阅读

A

The Great Fire of London started in the very early hours of September 1966. In four hours it destroyed more than three quarters of the old city, where most of the houses were wooden and close together. 100 000 people became homeless, but only a few lost their lives.

The fire started on Sunday morning in the house of the King’s baker in Pudding Lane. The baker, with his wife and family, was able to get out through a window in the roof. A strong wind blew the fire from the bakery into a small hotel next door. Then it spread quickly into Thames Street. That was the beginning.

By eight o’clock three hundred houses were on fire. On Monday nearly a kilometer of the city was burning along the River Thames. Tuesday was the worst day. The fire destroyed many well-known buildings, old St. Paul’s and the Guildhall among them.

Samuel Pepys, the famous writer, wrote about the fire. People threw their things into the river. Many poor people stayed in their houses until the last moment. Birds fell out of the air because of the heat.

The fire stopped only when the King finally ordered people to destroy hundreds of buildings in the path of the fire. With nothing left to burn, the fire became weak and finally died out.

After the fire, Christopher Wren, the architect, wanted a city with wide streets and fine new houses of stone. In fact, the streets are still narrow, but he did build more than fifty churches, among them the new St. Paul’s.

The fire caused great pain and loss, but after it London was a better place:a city for the future and not just of the past.

1. It seems that the writer of the text was most sorry for the fact that______________.

A. some people lost their houses

B. the birds in the sky were killed by the fire

C. many famous buildings were destroyed

D. the King’s bakery was burned down

2. Why did the writer cite Samuel Pepys?

A. Because Pepys among those putting out the fire.

B. Because Pepys also wrote about the fire.

C. To show that poor people suffered most.

D. To give the readers a clearer picture of the fire.

3. How was the fire put out according the text?

A. The King and his soldiers came to help.

B. All wooden houses in the city were destroyed.

C. People managed to get enough water from the river.

D. Houses standing in the direction of the fire were pulled down.

4. Which of the following were the reasons for the quick spread of the big fire?

a. There was a strong wind.

b. The streets were very narrow.

c. Many houses were made of wood.

d. There was not enough water in the city.

e. People did not discover the fire earlier.

A. a and b  B. a, b and c

C. a, b, c and d  D. a, b, c and e

Answers:1. C 2. D 3. D 4. C

 

B

Rita Upgraded(升级)to Powerful Category(等级)4

MIAMI:Hurricane(飓风)Rita was upgraded yesterday to a Category 4 storm as it headed across the Gulf of Mexico on a course that could take it to Texas and pour more rain on Katrina-battered(侵袭)Louisiana.

Rita’s winds increased to 193-kph as it headed into the Gulf. The storm swept over the Florida Keys but did not get close enough to reach the weak chain of islands with its most destructive forces.

Some 130 000 people were evacuated in Cuba, on the southern side of the Florida Straits. The storm churned up rolling waves and soaked the northern coast as it made its way past Havana in the late afternoon.

Electricity, gas and water services were interrupted in neighborhoods around the capital of 2 million people, and some streets were flooded. Havana’s international airport was closed to incoming and outgoing flights.

The upgrade put Rita in the same strength classification as Hurricane Katrina, which devastated parts of Louisiana, Mississippi and Alabama last month.

Rita’s most likely future track would reach Texas by the end of the week. The storm could bring heavy rains to flooded New Orleans and threaten the recovery of oil production facilities in the Gulf of Mexico.

With Rita coming, Louisiana declared a state of emergency, and New Orleans, 80 per cent of which was flooded when Katrina shattered its protective levees(大堤), was taking no chances.

Mayor Ray Nagin said two busloads of people had been evacuated already and 500 other buses were available.

“We’re a lot smarter this time around, ” he said. “We’ve learned a lot of hard lessons. ”

A major hurricane could send a 6-metre storm surge(汹涌)over the Texas coast by Saturday.

The Navy began moving its remaining fleet(船队)of Katrina relief(救济)vessels(船), including the Iwo Jima, away from the Gulf Coast to ride out any potential battering from Rita.

1. What is this passage mainly about?

A. The upgrade of Hurricane Rita.

B. Hurricane Katrina.

C. The relationship between Hurricane Rita and Katrina.

D. Storms brought by Hurricane Rita.

2. Which of the following statements is RIGHT according to the passage?

A. The whole New Orleans was flooded when Katrina shattered its protective levees.

B. Rita reached the weak chain of islands with its most destructive forces.

C. Hurricane Rita devastated parts of Louisiana, Mississippi and Alabama last month.

D. About 130 000 people were evacuated in Cuba.

3. Which of the following is NOT the consequences(影响)of Hurricane Rita?

A. The storm caused by Rita swept over the Florida Keys.

B. Electricity, gas and water services were interrupted in some places.

C. Parts of Louisiana, Mississippi and Alabama were devastated last month.

D. Louisiana declared a state of emergency.

4. From the passage we can infer that______________.

A. the speed of Rita’s wind was at least 193-kph

B. New Orleans has been hit by hurricanes for many times

C. Rita’s most likely future track would reach Texas by the end of the week

D. without Rita, New Orleans’ protective levees couldn’t have been shattered

Answers:1. A 2. D 3. C 4. B

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