人教版英语精品资料 Unit 4 Earthquakes L.单元教学目标 Describe an earthquake Know how to protect oneself and help others in disasters Learn how to express thanks to someone with some useful expression given Write a newspaper outline Review the Attributive Clause and learn to use the relative pronouns that. which. who and whose Ⅱ.目标语言 Expressing thanks to someone I would like to express my thanks to .. who.. P30 Here, I wish to express my thanks for the great efforts.. P30 I lId also like to thank.. P30 Ae No words are strong enough to express our..P30 句| It was terrible when.. P30 It seemed as if.. P30 式| I remember..pP30 I felt. . P30 Not long after that .. P30 Luckily. P30 Describing sequence 1.四会词汇 earthquake, well, pipe, burst, million, event, nation, canal,steam dirt, ruin, suffering, extreme, destroy, brick, dam, track, useless, shock, ap, electricity, disaster, bury, mine, miner, shelter, title, reporter, bar, damage, frighten, frightened, frightening, congratulation judge, sincerely, express, outline, headline, cyclist 2.认读词汇
人教版英语精品资料 Unit 4 Earthquakes I. 单元教学目标 Describe an earthquake. Know how to protect oneself and help others in disasters. Learn how to express thanks to someone with some useful expressions given. Write a newspaper outline. Review the Attributive Clause and learn to use the relative pronouns that, which, who and whose. Ⅱ.目标语言 功 能 句 式 Expressing thanks to someone I would like to express my thanks to … who…. P30 Here, I wish to express my thanks for the great efforts…. P30 I’d also like to thank…. P30 No words are strong enough to express our…. P30 It was terrible when…. P30 It seemed as if…. P30 I remember…. P30 I felt…. P30 Not long after that…. P30 Luckily…P30 Describing sequence 词 汇 1．四会词汇 earthquake, well, pipe, burst, million, event, nation, canal, steam, dirt, ruin, suffering, extreme, destroy, brick, dam, track, useless, shock, rescue, trap, electricity, disaster, bury, mine, miner, shelter, title, reporter, bar, damage, frighten, frightened, frightening, congratulation, judge, sincerely, express, outline, headline, cyclist 2．认读词汇
crack, smelly, farmyard 3.词组 right away, as if, at an end, in ruins, dig out, a number of The attributive clause 语|1.能够用英语描述人物的特征,行为等。由who, whose,that引导。 法|2.能够用英语描述事物,事件的性质,内容等,由 which,tht引导。 1. Farmers noticed that the well walls had deep cracks in them. P26 2. The number of the people who were killed or injured reached more than 400000.P26 3. It seemed as if the world was at an end. P26 4. It was a city whose hospitals, 75% of its factories and buildings and 90% of its homes were gone. P26 I 5. Then, later that afternoon, another big quake which was almost as A strong as the first one shook Tangshan P26 army organized teams to dig out those who were trapped an 子| bury the dead.P26 7. Workers built shelters for survivors whose homes had been destroyed P26 8. Never before in history has a city been so completely destroyed. P65 9. 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. P65 10. A list of build ings not destroyed was now only a few addresses. P65 11. Amazing as it may seem, Wednesday night was a quiet night. P65 2. Never in all San Francisco's history were her people so kind as on that terrible night. P65 Ⅲ.教材分析与教材重组 1.教材分析 本单元以地震为中心话题,介绍了地震这一自然现象,使大家对地震的起 因、前兆、危害及如何在震中自救等有了较全面的了解。各项语言活动主要围绕
crack, smelly, farmyard 3．词组 right away， as if, at an end，in ruins, dig out， a number of 语 法 The Attributive Clause 1．能够用英语描述人物的特征，行为等。由who, whose, that 引导。 2．能够用英语描述事物，事件的性质，内容等，由which, that 引导。 重 点 句 子 1. Farmers noticed that the well walls had deep cracks in them. P26 2. The number of the people who were killed or injured reached more than 400,000. P26 3. It seemed as if the world was at an end. P26 4．It was a city whose hospitals, 75% of its factories and buildings and 90% of its homes were gone. P26 5. Then, later that afternoon, another big quake which was almost as strong as the first one shook Tangshan. P26 6. The army organized teams to dig out those who were trapped and to bury the dead. P26 7. Workers built shelters for survivors whose homes had been destroyed. P26 8. Never before in history has a city been so completely destroyed. P65 9. 9. 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. P65 10. A list of buildings not destroyed was now only a few addresses. P65 11. Amazing as it may seem, Wednesday night was a quiet night. P65 12. Never in all San Francisco’s history were her people so kind as on that terrible night. P65 Ⅲ. 教材分析与教材重组 1． 教材分析 本单元以地震为中心话题 ，介绍了地震这一自然现象，使大家对地震的起 因、前兆、危害及如何在震中自救等有了较全面的了解。各项语言活动主要围绕
这个中心内容对人,事,物进行了描述。这些练习内容让学生思考如何去避免地 震或至少是避免太多的损失。即对于灾难要有正确的认识,要用积极的态度来对 待它 11 Warming-up用唐山和旧金山的两幅图片导入本单元,旨在让学生运用 有关知识去描述所见图片,并发挥想象力来描述震后这两个城市的情景。带着疑 问去学新知识,来完善自己对地震的认识。另一方面,它也为学生提供了功能项 目、短语词汇、和语法知识方面的练习。 1.2 Pre-reading是 Warming-up的延续。它由对图片的想象转入到经历地震的 想象中。由两个问题组成。第一个问题其目的是提高学生在危急关头的应变能力, 第二个问题旨在培养学生对周围事物的观察能力,并结合图片培养学生运用语言 的能力,也对课文内容作了伏笔。 13 Reading从内容来看,它包含了地震的方方面面;从功能项目来看,它 包含了本单元大部分的词汇和语法内容,为下一步的语言运用做好了准备。这是 一篇新闻报道,记述了唐山地震的前兆,经过,危害及救援工作。整篇文章语言 生动,扣人心弦,能让人感到地震的可怕性,也能感到政府对灾区人民的关怀。 体现出了人类在自然灾害面前的脆弱和战胜困难时体现出来的集体主义精神。同 时也让学生对灾难临头时如何自救等知识有所了解 14 Comprehending是对目标语言的全面练习,也指导了学生的学习方法 和步骤。它要求学生从字、词、句、语段总体上去把握课文内容 1.5 Learning about language是继 Comprehending之后又一指导性练习。它 着重从词的意义、用法和表达法方面对学生学习英语词汇给予了指导。尤其是对 asif句型和定语从句进行了专练。加强了学生对定语从句的理解,掌握和运用。 3个练习分别给出了定语从句的功能,基本结构及各种关系代词的用法,便于学 生自学。 16 Using language的安排体现了学以致用的目的。从 Reading, Writing, Speaking和 Listening各个方面对学生进行训练,是对本单元主题内容的补充和 拓展。 17 Summing up与 Learning Ti告诉学生学习英语除了要用功之余还得讲 求技巧,并时常总结
这个中心内容对人，事，物进行了描述。这些练习内容让学生思考如何去避免地 震或至少是避免太多的损失。即对于灾难要有正确的认识，要用积极的态度来对 待它。 1.1 Warming-up 用唐山和旧金山的两幅图片导入本单元，旨在让学生运用 有关知识去描述所见图片，并发挥想象力来描述震后这两个城市的情景。带着疑 问去学新知识，来完善自己对地震的认识。另一方面，它也为学生提供了功能项 目、短语词汇、和语法知识方面的练习。 1.2 Pre-reading是Warming-up的延续。它由对图片的想象转入到经历地震的 想象中。由两个问题组成。第一个问题其目的是提高学生在危急关头的应变能力， 第二个问题旨在培养学生对周围事物的观察能力，并结合图片培养学生运用语言 的能力，也对课文内容作了伏笔。 1.3 Reading 从内容来看，它包含了地震的方方面面；从功能项目来看，它 包含了本单元大部分的词汇和语法内容，为下一步的语言运用做好了准备。这是 一篇新闻报道，记述了唐山地震的前兆，经过，危害及救援工作。整篇文章语言 生动，扣人心弦，能让人感到地震的可怕性，也能感到政府对灾区人民的关怀。 体现出了人类在自然灾害面前的脆弱和战胜困难时体现出来的集体主义精神。同 时也让学生对灾难临头时如何自救等知识有所了解。 1.4 Comprehending 是对目标语言的全面练习，也指导了学生的学习方法 和步骤。它要求学生从字、词、句、语段总体上去把握课文内容。 1.5 Learning about language是继Comprehending之后又一指导性练习。它 着重从词的意义、用法和表达法方面对学生学习英语词汇给予了指导。尤其是对 as if 句型和 定语从句进行了专练。加强了学生对定语从句的理解，掌握和运用。 3个练习分别给出了定语从句的功能，基本结构及各种关系代词的用法，便于学 生自学。 1.6 Using Language的安排体现了学以致用的目的。从Reading, Writing, Speaking 和 Listening各个方面对学生进行训练，是对本单元主题内容的补充和 拓展。 1.7 Summing up与Learning Tip告诉学生学习英语除了要用功之余还得讲 求技巧，并时常总结
18 Workbook围绕中心内容从听说读写四个方面对其做了进一步的深化和 补充。 2教材重组 21 Reading这部分由 Warming-up, Pre-reading, Reading和 Comprehending 组成。 Comprehending的设计从句子理解,事物发展的时序,到文章段落大意都 体现了对阅读效果的考察,故这一部分与阅读不可分割 22 Listening and Speaking Speaking这一技能在P30的 Using language和 P62的 Talking中都有所体现,因此可以把它们放在一起来上一节口语课。尤其是 62的 Talking为学生提供了发挥想象的空间,也为下一课 Listening在内容上做了 铺垫。 Listening包括P62,P31和P66。从内容上看,分别涉及到了地震的起因, 对1906年旧金山地震的叙述以及人们在地震中应做些什么进行了较为全面的介 绍。P67 Speaking Task从内容上与P66一致,故将其放入进来。如时间不允许, 可将其放入语法课的开始,作为对 Listening的一种复习 23 Grammar以P29的 Discovering Useful Structures为引子,引出了本单元 的语法内容一定语从句。P64中也有有关练习,故放在了一起。 24 Reading(I)以 Reading task为主,从文章的行文风格上进行了分析。 教师可将P3中 Listening放入进来,组成听读课。因为这两个材料都是关于1906 年旧金山大地震的。 25 Writing将P32中的 Writing an outline,P67中的 writing a poster和P68 中的 Project整合成一堂写作课。 3.课时设计与课时分配 Ist period Reading D) 2nd period Speaking and listening d grammar 4th period Reading (D) 5th period Writing Ⅳ.分课时教案 The First Period Reading (I)
1.8 Workbook围绕中心内容从听说读写四个方面对其做了进一步的深化和 补充。 2.教材重组 2.1 Reading这部分由Warming-up, Pre-reading, Reading和Comprehending 组成。Comprehending的设计从句子理解，事物发展的时序，到文章段落大意都 体现了对阅读效果的考察，故这一部分与阅读不可分割。 2.2 Listening and Speaking Speaking这一技能在P30的Using Language和 P62的Talking中都有所体现，因此可以把它们放在一起来上一节口语课。尤其是 P62的Talking为学生提供了发挥想象的空间，也为下一课Listening在内容上做了 铺垫。Listening 包括P62，P31和P66。从内容上看，分别涉及到了地震的起因， 对1906年旧金山地震的叙述以及人们在地震中应做些什么进行了较为全面的介 绍。P67 Speaking Task从内容上与P66一致，故将其放入进来。如时间不允许， 可将其放入语法课的开始，作为对Listening的一种复习。 2.3 Grammar 以P29的Discovering Useful Structures为引子，引出了本单元 的语法内容 — 定语从句。P64中也有有关练习，故放在了一起。 2.4 Reading (II ) 以Reading Task为主，从文章的行文风格上进行了分析。 教师可将P31中Listening 放入进来，组成听读课。因为这两个材料都是关于1906 年旧金山大地震的。 2.5 Writing 将P32中的Writing an outline, P67中的Writing a poster 和 P68 中的Project整合成一堂写作课。 3. 课时设计与课时分配 1 st period Reading (I) 2 nd period Speaking and listening 3 rd period Grammar 4 th period Reading (II) 5 th period Writing Ⅳ. 分课时教案 The First Period Reading(Ⅰ)
Teaching goals教学目标 Target language目标语言 重点词汇和短语 well, pond, burst, canals, steam, dirt, injure, brick, dam, useless, steel, shock, rescue, quake, electric ity, army, shelter, fresh, organize, bury, at an end, dig out, coal mine. in ruins b.重点句子 1. Farmers noticed that the well walls had deep cracks in them. P26 2. The number of the people who were killed or injured reached more than 400,000 P26 3. It seemed as if the world was at an end. P26 4. It was a city whose hospitals, 75% of its factories and build ings and 90% of its homes were gone. P26 5. Then, later that afternoon, another big quake which was almost as strong as the first one shook Tangshan. P26 6. The army organized teams to dig out those who were trapped and to bury the dead. P26 7. Workers built shelters for survivors whose homes had been destroyed. P26 2 Ability goals能力目标 Enable the students to describe the earthquake of Tangsha Let the students write a summary of A NIGHT THE EARTH DIDN TSLEEP 3 Learning ability goals学能目标 Help the students learn how to describe the earth of Tangshan Help the students master the target language by doing some exercises Teaching important points教学重点 a. Present a sequence of events to introduce to the students and try to describe an earthquake. Let student pay attention to some useful words sentences and way to describe an earthquake b. Let the students know what the correct attitude towards a disaster is and what we should do in a disaster for ourselves and for the other people
Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 well, pond, burst, canals, steam, dirt, injure, brick, dam, useless, steel, shock, rescue, quake, electricity, army, shelter, fresh, organize, bury, at an end, dig out, coal mine, in ruins b. 重点句子 1. Farmers noticed that the well walls had deep cracks in them. P26 2. The number of the people who were killed or injured reached more than 400,000 P26 3. It seemed as if the world was at an end. P26 4. It was a city whose hospitals, 75% of its factories and buildings and 90% of its homes were gone. P26 5. Then, later that afternoon, another big quake which was almost as strong as the first one shook Tangshan. P26 6. The army organized teams to dig out those who were trapped and to bury the dead. P26 7. Workers built shelters for survivors whose homes had been destroyed. P26 2. Ability goals 能力目标 Enable the students to describe the earthquake of Tangshan Let the students write a summary of “A NIGHT THE EARTH DIDN”T SLEEP”. 3. Learning ability goals 学能目标 Help the students learn how to describe the earth of Tangshan. Help the students master the target language by doing some exercises. Teaching important points 教学重点 a. Present a sequence of events to introduce to the students and try to describe an earthquake. Let student pay attention to some useful words sentences and way to describe an earthquake. b. Let the students know what the correct attitude towards a disaster is and what we should do in a disaster for ourselves and for the other people
Teaching difficult points教学难点 Teach the students how to appreciate an article Teaching methods教学方法 D b Skimming and scanning Teaching aids教具准备 a slide projector Teaching procedures&way教学过程及方式 Stel Revision(2 minutes) Check the homework with the whole class Step l Warming-up(3 minutes) 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? SI: The sound of the wind that blew on a w inter 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 and land. S4: The sound of trains T: Good! I agree that all of them are big sounds. But have 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 a too sudden and too sad thing. 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
Teaching difficult points 教学难点 Teach the students how to appreciate an article. Teaching methods 教学方法 a. Discussing b. Skimming and scanning Teaching aids 教具准备 A slide projector Teaching procedures & ways 教学过程及方式 Step Ⅰ Revision (2 minutes) Check the homework with the whole class. Step Ⅱ Warming-up (3 minutes) 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 the wind that blew on 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 and land. S4: The sound of trains. T: Good! I agree that all of them are big sounds. But have 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 a too sudden and too sad thing. 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 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? SI: Tangshan is a beautiful city. It has beautiful gardens, broad roads and some tall 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? Vork in pairs and discuss it. Then I'll ask some of you description Two minutes later S3: Afier the terrible quake, everything is destroyed. There is no wind, no sound. What we can see is fallen buildings and dead bodies. The policemen, the soldiers and some other volunteers are rescuing the people trapped in the ruins T: Maybe, that's the true thing we may see after an earthquake. But can we avoid or at least reduce the loss caused by earthquakes? S4: We may, because we can foretell it T: Really? How can we foretell an earthquake? Lets look at Pre-reading, and decide which situation may happen before an earthquake Step Il Pre-reading(3 minutes) 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
T: Great! I have waited for this answer for a long time. Today we’ll learn something about earthquakes. I think most of us 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 some of you to read out his/her description. Two minutes later S3: After the terrible quake, everything is destroyed. There is no wind, no sound. What we can see is fallen buildings and dead bodies. The policemen, the soldiers and some other volunteers are rescuing the people trapped in the ruins. T: Maybe, that’s the true thing we may see after an earthquake. But can we avoid or at least reduce the loss caused by earthquakes? S4: We may, because we can foretell it. T: Really? How can we foretell an earthquake? Let’s look at Pre-reading, and decide which situation may happen before an earthquake. Step Ⅲ Pre-reading (3 minutes) 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?
Sl: Before an earthquake, animals will become nervous. CowS, pigs, horses and dogs will be upset. And people can see mice running about. If the during winter, people can even see snakes T: Terrific! Where did you get this knowledge? S: From Geography. I like it T: Good! Sit down please S2: Madam, I don i know the meaning of the picture with two women T: It doesn't matter. You will know it soon after read ing 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 1 can not only drink, but also eat S6: I will carry my grandma. She is my most loved person in this world. It is she who brought me up T: What a dutiful child you are! I'm very glad to have a student like you. 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(20 minutes) In this part, the teacher should ask the students to read the passage quickly and silently 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 Exercise 3 in Comprehending. 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 understand ing about the text. They can also make preparations for Exercisesl and 2, which are about details Skimming(5 minutes) T: At first Id like you to read the text quickly and silently to get the general idea of
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 I can not only drink, but also eat. S6: I will carry my grandma. She is my most loved person in this world. It is she who brought me up. T: What a dutiful child you are! I’m very glad to have a student like you. 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 (20 minutes) In this part, the teacher should ask the students to read the passage quickly and silently 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 Exercise 3 in Comprehending. 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 Exercises1 and 2, which are about details. Skimming (5 minutes) T: At first I’d like you to read the text quickly and silently to get the general idea of
the article. While read ing, you should pay attention to the first sentence of each paragraph Two or three minutes later T: Have you found the general idea of the text? T: What is it? Sl: There is not a quick answer to this question. Are you sugge sting us that the general idea is the mixture of the first sentences of each paragraph? T: SI SI: OK. That easy. The main idea of the passage is that: it tells us some signs of the earthquake, and what happened during the quake T: Anything else? S2: The text also tells us that all hope was not lost T: You mean the text tells us something that happened after the earthquake? S2. yes T: Good, sit down please. In fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (The 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 th hat 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 them more exact The teacher shows the screen and gives them a little time to think over
the article. While reading, you should pay attention to the first sentence of each paragraph. Two or three minutes later T: Have you found the general idea of the text? Ss: Yes. T: What is it? S1: There is not a 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 that: it tells us some signs of the earthquake, and what happened during the quake. T: Anything else? S2: The text also tells us that all hope was not lost. T: You mean the text tells us something that happened after the earthquake? S2: Yes. T: Good, sit down please. In fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (The 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 them more exact. The teacher shows the screen and gives them a little time to think over
I Strange things were happening in the countryside of northeast Hebei The disaster happened 3 Nearly everything was destroyed 4 All hope was not lost Careful reading(15 minutes) T: Now, it's time for us to read the text carefully. but before read ing 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 helped? Give the students 8 minutes to read the text and then to think over or discuss the questions. The teacher should walk in the classroom to help those who need help T: OK. Everyone, have you finished your task? SI: I found Question 2 difficult to answer: I don i know why they didn i notice the signs. The signs were so clear/ S2: I think it is easy to answer: At that time people didn i have knowledge of an earthquake. Am /right, Madam? T: Maybe. So far as I know the center government made country wide propaganda after the terrible disaster. Nearly every village in China had the paintings about earthquakes, which told people what the signs of a quake were and what they should do during and after the earthquake S3: Madam, I just can i tell the differences between Question 3 and Question 4 T: You mean you cant decide what an event is and what a situation is?
1 Strange things were happening in the countryside of northeast Hebei. 2 The disaster happened. 3 Nearly everything was destroyed. 4 All hope was not lost. Careful reading (15 minutes) 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 helped? Give the students 8 minutes to read the text and then to think over or discuss the questions. The teacher should walk in the classroom to help those who need help. T: OK. Everyone, have you finished your task? Ss: Yes. S1: I found Question 2 difficult to answer. I don’t know why they didn’t notice the signs. The signs were so clear! S2: I think it is easy to answer. At that time people didn’t have knowledge of an earthquake. Am I right, Madam? T: Maybe. So far as I know the center government made country wide propaganda after the terrible disaster. Nearly every village in China had the paintings about earthquakes, which told people what the signs of a quake were and what they should do during and after the earthquake. S3: Madam, I just can’t tell the differences between Question 3 and Question 4. T: You mean you can’t decide what an event is and what a situation is? S3: Yes