高一英語人教版必修1《Unit4Earthquakes》教案：Period4

TeachingPlanUnit4Earthquakes_Topic:EarthquakesTeachingaimsLanguageknowledge1.知識目標(biāo)（Knowledge）①詞匯（Vocabulary）：shake,rise,crack,burst,well,smelly,pond,steam,destroy,ruin,injure,survivor,brick,useless,shock,quake,rescue,electricity,disaster,organize,bury,coal,mine,shelter,fresh,percent,honor,prepare.②短語(Phrasesandexpressions)：rightaway,atanend,lieinruins,betrappedundersth,tothenorthofsp,putup,giveout,wakesbup,preparesthforsth.,thinklittleofsth.③語法(Grammar)：定語從句（TheAttributiveClause）.能用英語描述任務(wù)的特征、行為等----由who/whom/whose/that引導(dǎo)；能用英語描述事物、事件的性質(zhì)、內(nèi)容等----由which/that/whose引導(dǎo)。Languageskills1.能運用所學(xué)語言知識描述地震前兆、危害及震后援救；2.根據(jù)已知信息推測將要聽取的材料的內(nèi)容；3.提高閱讀技能和用英語進(jìn)行思維、推理、判斷的能力；4.學(xué)習(xí)朗讀中連讀和略讀的技能5.掌握演講稿的格式及新聞報道的寫作步驟和要點。Culturalconsciousness了解世界各地的自然災(zāi)害和大地震的情況,了解有關(guān)地震的知識，地震的成因，征兆，損失,救援等,啟發(fā)學(xué)生國際援助意識Affect&Attitude學(xué)習(xí)唐山人民勇敢面對自然災(zāi)害，積極進(jìn)行災(zāi)后重建的精神；在教學(xué)活動中培養(yǎng)學(xué)生的合作精神和互助精神。Learningstrategies認(rèn)知策略:總結(jié)語言材料中有關(guān)運用定語從句的語言規(guī)律并加以運用交際策略:運用定語從句來提高信息傳達(dá)的準(zhǔn)確度調(diào)控策略:培養(yǎng)小組合作學(xué)習(xí)的能力資源策略:指導(dǎo)學(xué)生通過各種渠道如報紙、雜志、圖書館和網(wǎng)絡(luò)等資源查找有關(guān)素材，培養(yǎng)信息社會收集查找資料的能力。Teachingkeypoints本單元重點詞匯,句型的用法.定語從句的使用掌握演講稿的格式和語言表達(dá)方式TeachingperiodsPeriod1Warmingup,Listening(Workbook),Speaking(workbook)Period2Pre-reading,Reading,ComprehendingPeriod3Importantlanguagepoints,LearningaboutlanguagePeriod4DiscoveringusefulstructuresPeriod5UsingLanguagereadingandspeakingPeriod6UsinglanguagelisteningandreadingPeriod7ReadingandwritingPeriod4TextDiscoveringusefulstructures(p29)Teachingaims1.TogetSstohaveknowledgeofthegrammarpoint:theattributiveclause.2.Learnthedifferencebetweenrelativepronounsfortheattributiveclauses.TeachingproceduresactivityObjectives(設(shè)計意圖)interactiontimeStep1Presentation呈現(xiàn)課文中的定語從句,并使學(xué)生通過對比沒有使用定語從句的句子,發(fā)現(xiàn)使用定語從句的作用1.Butonemillionpeopleofthecitywereasleepasusualthatnight.Butonemillionpeopleofthecity,whothoughtlittleofthoseevents,wereasleepasusualthatnight.ItwasfeltinBeijing.ItwasfeltinBeijing,whichismorethantwohundredkilometersaway.3.Ahugecrackcutacrosshouses,roadsandcanals.Ahugecrackthatwaseightkilometerslongandthirtymeterswidecutacrosshouses,roadsandcanals.4.WorkersbuiltsheltersforsurvivorsWorkersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.在具體語境中,通過具體例子,了解定語從句的作用和表現(xiàn)形式GroupworkStep2Self-study閱讀課文p90-91定語從句的講解提高自學(xué)能力,并對定語從句有系統(tǒng)的認(rèn)知IndividualsStep3Exercise1(p29)從課文中找出其余的定語從句IndividualsStep4Exercise2(p29)Completeeachsentenceusingthat,which,whoorwhose.TranslatethesentencesintoChineseandcomparethem.2.TranslatethefollowingsentencesintoChinese.(1)別忘了把老師那天給你的書帶著。(2)封面是紅色的書是一本英語語法書。(3)流過村莊的小河對他們有很大作用。(4)護(hù)士抱進(jìn)來的嬰兒是昨天出生的。(5)主要由學(xué)生組成的觀眾比以前都龐大。Suggestedanswer:(1)Don’tforgettobringthebook(which/that)theteachergaveyoutheotherday.(2)Thebookwhosecover(thecoverofwhich)isredisanEnglishgrammarbook.(3)Theriverthatflowsthroughthevillageisveryhelpfultothem.(4)Thebaby(which)thenursebroughtinwasbornyesterday.(5)Theaudiencewhichiscomposedentirelyofstudentsislargerthanbefore.通過機械練習(xí)掌握定語從句的基本使用IndividualsStep5Exercise3PlayagameGetintogroupsof6andeachgroupmakesupashortsentence.Thentaketurnstocompletethesentencesusingtheattributiveclauseswiththat,which,whoorwhose.EXAMPLE:Theboyboughtabicycle.S1:theboyboughtabicyclethatwasstolenfromhisneighbour.S2:theboyboughtabicyclewhichwasnewlyrepaired.S3:theboywhoiswearingaredjacketboughtabicycle.S4:theboywhoseglasseswerebrokenboughtabicycle.通過游戲,加強定語從句的使用能力GroupworkStep6Playagame(p64)條件允許的話,可以單另出來做一節(jié)活動課.Workingroupsof6.Eachstudentchoosesawordfromtheunitandgiveaclue.Theotherstudentstaketurnstoaskquestionstofindoutmoreinformation.Examples1:A:thewordIhavechosenrhymeswith“cake”B:isitsomethingthatisfrightening?A:yes,itis.C:isitadisasterthathappenedinTangshan?D:It’s“earthquake”,isn’tit?A:youareright.Now,it’syourturn.EXAMPLE2:A:thewordIhavechosenisaperson.B:isita