Unit4 單元整體教案 人教版必修第一冊(cè)

教案紙

課題Unit4NaturalDisasters課時(shí)數(shù)1

課型ListeningandSpeaking多媒體使用PPt

■Usesomelisteningstrategiestopredictkeypointsbefore

listening.

教學(xué)目標(biāo)

■Graspthewordsandexpressionsinnewsreportandfinish

oneingroups.

教材重點(diǎn)Developlisteningskillstopredictkeypointsbeforelistening.

分析難點(diǎn)Reportthenewsinpairsandpresentitinclass.

教學(xué)方法Task-basedmethod

學(xué)法指導(dǎo)

教學(xué)過(guò)程學(xué)生活動(dòng)

■Preparation

1.Studentswatchthevideoofactivity1,andnotedown

someexpressionsdiscussingnaturaldisasters.Then,

writedownthedifferentdisastersaccordingtothe

pictures.

2.Discusstheinfluencethatnaturaldisastersbringto

us.Getfamiliarwiththenewwords,suchasdamage,

survive,survivor,destroy.

----Howdothesenaturaldisastersaffectourlife?

Whatmayhappeninthesedisasters?

教學(xué)過(guò)程學(xué)生活動(dòng)

--Peoplemaybelulledandhomesmaybedamaged

ordestroyed.

-Todamagesomethingsmeanstobreakit,ormake

itunabletoworkasusual.

-Todestroysomethingmeanstocausesomuch

damagetoitthatitiscompletelyruined.

--Somepeoplemaydie;somepeoplemaysurvive.

-Tosurvivemeanstomanagetoliveandsurvivors

arethosewhomanagetolivethroughthenatural

disasters.

■ListeningComprehension

1.Studentsgothroughactivity2andtickthenamesof

naturaldisastersthathavejustoccurredinthe

conversation.Thentheteacherchecksanswerswith

thestudents.

2.Studentsgothroughactivity3andcirclekey

informationbeforelistening.

3.Listentotheconversationforthesecondtimeand

finishactivity3andchecktheiranswersinpairs.

4.Studentslistentotheconversationforthethirdtime

andfillintheblanks.

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教學(xué)過(guò)程學(xué)生活動(dòng)

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教學(xué)過(guò)程學(xué)生活動(dòng)

■Speaking

--Whatarethemainpointsofanewsreport?

--Canyoureportthenewstoyourpartneraccordingtothe

informationintheform?

Studentspresenttheirnewsreportinclass.

板r

TimePlace

書(shū)

設(shè)

DisasterRescue

計(jì)￡

作書(shū)面

業(yè)

研究性問(wèn)題Broadcastarecentnaturaldisaster

布

置預(yù)習(xí)作業(yè)Previewthe“readingandthinking”part

教

學(xué)

反

思

備課組長(zhǎng)日期

教研組長(zhǎng)日期

教案紙

課題Unit4NaturalDisasters課時(shí)數(shù)1

課型ReadingandThinking多媒體使用PPt

■Graspthemainfeaturesofreports.

■Readingabilities:summarizing,skimming,scanning.

教學(xué)目標(biāo)

■Understandtheemotionandfeelingthattheauthortrying

toconvey.

重點(diǎn)Themainfeaturesofreportsandreadingabilities.

教材

Understandtheemotionandfeelingtheauthortryingto

分析難點(diǎn)

convey.

教學(xué)方法Task-basedmethod

學(xué)法指導(dǎo)

教學(xué)過(guò)程學(xué)生活動(dòng)

■Pre-reading

3.Studentsdiscussthequestionsinactivity1ingroups.

Discussthesituationofearthquakeandbeprepared

forthetextreading.

4.Lookatthepicturesandthetitle,thenpredict

content.

Whatdoesthetitlemean?Doestheearthsleepas

youdo?Ifyoucan'tgotosleep,howdoyoufeel?Tryto

imaginewhatcanhappentotheearthifitdoesn't

sleep?Whatdoyouthinkthetextismainlyabout?

教學(xué)過(guò)程學(xué)生活動(dòng)

■While-reading

5.Studentsskimthetexttocheckpredictions,andthen

finishactivity3.

--Pleasefindthetopicsentenceofeachparagraph.

Thensummarizeeachparagraphinonephrasebasedon

itstopicsentence.

--Forexample,thetopicsentenceofthefirst

paragraphis“Strangethingswerehappeninginthe

countrysideofnortheasternHebei.”

--Strangethingswerehappening,whichcouldhave

warnedpeoplethatanearthquakewasontheway.So

thefirstparagraphtellsusthewarningsignsbeforethe

earthquake.

6.Detailedreading.

Guidethestudentstograspkeyinformationby

raisingquestions:

Whatweresomeofthestrangethingsthatwere

happeningbeforetheearthquake?

Doyouagreethereweresome"warningsigns”?

Whyorwhynot?Howdoyouunderstandthelast

sentenceinParagraph1?

7.Furtherquestions:

教學(xué)過(guò)程學(xué)生活動(dòng)

--Whendidtheearthquakehappen?

--Whywasitoneofthedeadliestearthquakesofthe

20thcentury?

--Whathappenedtothecityandpeople?Howdidthe

feel?

Readthetextandfindtheanswerstothequestions.

Whenyoucomeacrossanewword,trytousethe

contexttohelpyouunderstandit.

8.Aboutrescue.

--Whocametotherescue?Whatdidtheydo?

--Whydoestheauthorsay“Buthopewasnotlost”?

--Whatdoestheauthormeanby“Slowly,thecity

begantobreatheagain"?

9.Manysentencesinthetextgiveusapictureofthe

terribleearthquakeinTangshan.Whichsentences

impressedyoumost?Why?

Numbersarewidelyusedinthetext.Whydoesthe

authormentionsomanynumbers?

--Inparagraph1,manyverbsorverbalphrases,suchas

rose,fell,coiningoutof,andranoutofareused.Why

doestheauthorusethemhere?

教學(xué)過(guò)程學(xué)生活動(dòng)

■Post-reading

Role-Play:journalistandsurvivorfromTangshan

earthquake.Createadialogandpresentittothewhole

class.

TimeEvent(keywords)

板

書(shū)Severaldaysbeforethestrangethings:

設(shè)earthquakebrightlights

計(jì)3:00a.m.,on28thJuly,1976loudnoises

作書(shū)面Finishactivity5andsummarizethetext

業(yè)

研究性問(wèn)題Workbook:usingwordandexpressions

布

置預(yù)習(xí)作業(yè)Previewthe"discoveringusefulstructures"part

教

學(xué)

反

思

備課組長(zhǎng)日期

教研組長(zhǎng)日期

教案紙

課題Unit4NaturalDisasters課時(shí)數(shù)2

課型DiscoveringUsefulStructures多媒體使用PPt

■Comprehendtheusageofrestrictiverelativeclauses,(that,

教學(xué)目標(biāo)which,who,whom,whose)

■Practicetheusageofrestrictiverelativeclauses.

教材重點(diǎn)Mastertheusageofrestrictiverelativeclauses.

分析難點(diǎn)Userestrictiverelativeclausesinwritingconsciously.

教學(xué)方法Task-basedmethod

學(xué)法指導(dǎo)

教學(xué)過(guò)程學(xué)生活動(dòng)

■Stepl

Studentsgothroughactivity1,andfindtherelative

clausesbasedonwhathavebeenlearnedinjunior

highschool.

■Step2

Presentthesesentencesonscreenorblackboard.

Raisethefollowingquestionstoguidethemtothink

aboutthefunctionsofrelativeclauses.

--TranslatethesentencesintoChinese.Thinkabout

whichnounismodifiedbytherelativeclause.

----Whydoweusetherelativeclause?Whatif

relativeclausesarenotusedinthesesentences?

教學(xué)過(guò)程學(xué)生活動(dòng)

■Step3

Studentsreadthetextagainandfindtherelative

clausesinthetext.Thencheckandtranslatethese

sentenceswiththeirdeskmate.Finally,findthe

nounsthataremodifiedbytherelativeclauses,

(antecedent)

■Step4Grammar

RestrictiveRelativeClause限制性定語(yǔ)從句

在復(fù)合句中，修飾名詞或代詞的從句叫做定語(yǔ)從句

1.關(guān)系代詞和關(guān)系副詞

定語(yǔ)從句通常由關(guān)系代詞或關(guān)系副詞引導(dǎo)，說(shuō)明事

物的具體信息，從句位于被修飾詞之后，如：

Themanwholivenexttousisapoliceofficer.住在

我們隔壁的那位男士是一位警官。

Adroneisanaircraftwithoutapilotthatisoperated

byremotecontrol.無(wú)人機(jī)是一種無(wú)飛行員、被遙控

操作的飛機(jī)。

Wewillstartatthepointwhereweleftofflasttime.

我們從上次結(jié)束的地方開(kāi)始吧。

上面例句中的man、aircraft、point都是被定語(yǔ)從

句修飾的詞，叫做先行詞，其后的黑體部分是定語(yǔ)

從句,其中who和that叫做關(guān)系代詞，where叫

做關(guān)系副詞，引導(dǎo)定語(yǔ)從句的詞通常有關(guān)系代詞

that、which、who(whom、whose),關(guān)系副詞where、

教學(xué)過(guò)程學(xué)生活動(dòng)

when、why等。

2.關(guān)系代詞that、which、who、whom引導(dǎo)的定語(yǔ)從句

關(guān)系代詞例句

Thisisabookthatinterestsalarge

指

numberofpeople.（作主語(yǔ)）

Isthereanything（that）1candoforyou?

在從句中作主語(yǔ)物

that（作賓語(yǔ)）

Hethatwouldeatthefruitmustclimbthe

或賓語(yǔ)指

tree.（作主語(yǔ)）

Heisaman（that）youcansafelytrust.（作

人

賓語(yǔ)）

Thebuswhichhasjustleftwasthelast

which在從句中作主指

onetoday.（作主語(yǔ)）

Thefish（which）1boughtthismorning

語(yǔ)或賓語(yǔ)物

werenotfresh.（作賓語(yǔ)）

Ishetheboywhoalwayswinsmath

who,whom在從句中指

competitions?（作主語(yǔ)）

Thisistheteachertowhom1referred.（作

分別作主語(yǔ)或賓語(yǔ)人

賓語(yǔ)）

*關(guān)系代詞that、which、who(whom)在從句中作賓語(yǔ)時(shí)，特別是在口語(yǔ)/

非正式的書(shū)面表達(dá)中，常常省略。

3.關(guān)系代詞whose引導(dǎo)的定語(yǔ)從句

關(guān)系代詞whose引導(dǎo)的定語(yǔ)從句先行詞既可以是人，也

可以是物。whose在從句中做定語(yǔ)，如：

Sheisthegirlwhosebrotherisstudyingabroad.

Theroomwhosewindowfacessouthismine.

4.關(guān)系副詞when、where、why引導(dǎo)的定語(yǔ)從句

關(guān)系副詞在從句中作狀語(yǔ)，當(dāng)when、where引導(dǎo)定語(yǔ)從

句時(shí)，其對(duì)應(yīng)的先行詞分別是表示時(shí)間、地點(diǎn)的名詞。

教學(xué)過(guò)程學(xué)生活動(dòng)

關(guān)系副詞例句

when111neverforgetthetimewhenwevisitedXi'an.

whereThehotelwherewestayedwasveryclean.

whyThat'sthereasonwhyhemissedhisbus.

叵

板屈when作時(shí)間狀語(yǔ)

I信

書(shū)

陽(yáng)

帳where作地點(diǎn)狀語(yǔ)

設(shè)<<

why作原因狀語(yǔ)

計(jì)

作書(shū)面Finishexercisesonpage50,90,91

業(yè)

研究性問(wèn)題

布

置預(yù)習(xí)作業(yè)Previewthe"readingforwriting"part

教

學(xué)

反

思

備課組長(zhǎng)日期

教研組長(zhǎng)日期

教案紙

課題Unit4NaturalDisasters課時(shí)數(shù)2

課型ReadingforWriting多媒體使用PPt

■Imitatethelanguageofnewsreporttodescribeanatural

教學(xué)目標(biāo)disaster.

■Writesummariesformajornewseventsreport.

教材重點(diǎn)Writeasummaryofanewsreport

分析難點(diǎn)Writeasummaryafterreadingapassageinlimitedtime

教學(xué)方法Task-basedmethod

學(xué)法指導(dǎo)

教學(xué)過(guò)程學(xué)生活動(dòng)

■Lead-in

Watchthevideofrom“VideoTime“section.Getto

knowthecauseandgreatdamageoftsunami.

Whatisatsunami?Whatcausesit?Willitcause

greatdamagetohumanbeings?

WatchthevideoTsunami:KillerWaveandfindthe

answerstothequestions.

■TextComprehension

1.Step1

Graspthemainideaandkeyinformationofthetext.

Studentsreadthenewsreportandanswerthe

教學(xué)過(guò)程學(xué)生活動(dòng)

questionsinactivity1.Guidethestudentstoreview

whatwe'velearnedin''ListeningandSpeaking"part.

--Whatarethethreequestionsabout?Welistened

tofourpiecesofnewsaboutnaturaldisastersin

ListeningandSpeaking.Doyourememberwhatmain

pointsshouldbeincludedinanewsreport?Arethey

includedinthethreequestionsyouhavejust

answered?Aretheyincludedinthepassage?

2.Step2

Analyzethetextandthefeaturesofthelanguage.

Theteacherguidesthestudentstofocusonthe

functionsofpicturesinnewsreportbyraisingthe

followingquestions

--Whatcanyouseeinthepictureabovethenews

report?

-Isitnecessarytohavethepicture?Whyorwhy

not?

--Whydoestheauthorwritesomanynumbersin

thereport?

--Wh