一名合格的教师要充分考虑学习的趣味性，作为教师就要好好准备好一份教案课件。教案可以让学生能够听懂教师所讲的内容，减轻教师们在教学时的教学压力。所以你在写教案时要注意些什么呢？以下是小编为大家精心整理的“Unit4 Earthquakes-Grammar教案”，仅供参考，欢迎大家阅读。

Unit4Earthquakes-Grammar教案
1．Teachingobjectives
Learntousedirectspeechandindirectspeech
2.Teachingimportantpoint
SummarizetherulesofDirectSpeechandIndirectSpeech.
3.Teachingdifficultpoint
Learnaboutthespecialcasesinwhichthetensesshouldn’tbechanged.
4.Teachingmethods
Discussing,summarizingandpracticing.
5.Teachingprocedures
Step1Leadin
T:Inthelastlesson,welearnedAnneFrank’sstory.Sheistellingherstoriestotwoofherfriends—youandTom.Tomhassomethingwrongwithhisears,soyouhavetorepeatAnne’ssentences,usingindirectspeech.SometimesyouexplainTom’ssentencestoAnne.
“Ihavetostayinthehidingplace.”saidAnne.→
Annesaidshehadtostayinthehidingplace.
“Doyoufeelsadwhenyouarenotabletogooutdoors?”TomaskedAnne.→
TomaskedAnneif/whethershefeltsadwhenshewasnotabletogooutdoors.
“Idon’twanttosetdownaseriesoffactsinadiary,”saidAnne.→
Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.
“Whatdoyoucallyourdiary?”Tomasked.→
Tomaskedwhatshecalledherdiary.
Ssgoonthistopicbythemselves.

Step2Grammar
T:Nowlet’slookatthesesentencesagain.IfwewanttochangeDirectSpeechintoIndirectSpeech,whatshouldbechanged?
Ssdiscussbythemselves.
Ss:sentencestructures,tenses,pronouns,adverbialsoftimeandplaceandverbsshouldbechanged.
T:Quiteright.Lookattheformonthescreen.Thesearetherules.

直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。
1.直接引语是陈述句，变成间接引语时，由连词that引导。例如：
Shesaid,"Iamveryhappytohelpyou."→
Shesaidthatshewasveryhappytohelpyou.
2.直接引语是一般/选择疑问句，变成间接引语时，由连词whether或if引导。例如：
Heaskedme,"Doyoulikeplayingfootball?"→
Heaskedmeif/whetherIlikedplayingfootball.
注意：大多数情况下，if和whether可以互换，但后有ornot,或在动词不定式前，或放在介词后作连接词时，一般只用whether。例如：
Sheaskedmewhetherhecoulddoitornot.
3.直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who,whom,whose,how,when,why,where等引导。例如：
Mysisteraskedme,"Howdoyoulikethefilm?"→
MysisteraskedmehowIlikedthefilm.
4.直接引语是祈使句，变成间接引语时，把动词原形变成动词不定式，并在动词不定式前加tell,ask,order等的宾语。例如：
Thecaptainordered,"Bequiet."→
Thecaptainorderedustobequiet.
注意：此种情况的否定句，在动词不定式前加not。
Myteacheraskedme,"Dontlaugh."→
Myteacheraskedmenottolaugh.
5.一些注意事项
(1)间接引语一般要用陈述句的语序，即主、谓、宾的顺序。例如：
HeaskedLucy,"Wheredidyougo?"→
HeaskedLucywhereshewent.
Tomsaid,"Whatdoyouwant,Ann?"→
TomaskedAnnwhatshewanted.
(2)直接引语是客观事实、普遍真理等，变成间接引语时，时态不变。例如：
Theytoldtheirson,"Theearthgoesroundthesun."→
Theytoldtheirsonthattheearthgoesroundthesun.
(3)直接引语变间接引语时，指示代词、时间状语、地点状语等要作相应的变化。例如：
Hesaid,"Ihaventseenhertoday."→
Hesaidthathehadntseenherthatday.
注意：如果转述时就在原来的地方，就在说话的当天，就不必改变指示代词、时间状语、地点状语等。
DirectSpeechIndirectSpeech
Presentpast
Pastpastandpastperfect
Presentperfectpastperfect
Pastperfectpastperfect
Presentcontinuouspastcontinuous

Step3practice
T:TurntoPage5.Pleasechangethefollowingdirectspeechintoindirectspeechandindirectintodirect.
1.“I’mgoingtohidefromtheGermans,”Annesaid.
2.“Idon’tknowtheaddressofmynewhome,”saidAnne.
3.“Icannotaskmyfatherbecauseitisnotsafetoknow,”shesaid.
4.“Ihadtopackupmythingsveryquickly,”thegirlsaid.
5.“Whydidyouchooseyourdiaryandoldletters?”Dadaskedher.
6.Mumaskedherif/whethershewasveryhotwithsomanyclotheson.
7.Margotaskedherwhatelseshehadgot.
8.Anneaskedherfatherwhentheywouldgobackhome.
9.Anneaskedhersisterhowshecouldseeherfriends.
10.MotheraskedAnnewhyshehadgonetobedsolatethenightbefore.

Step4Correctingmistakes
TanalysesthecommonmistakesSshavemadeduringthepractice.
T:Nowlet’slookatthescreenandpayattentiontothesesentences.Choosetherightsentenceandtellmewhytheotheroneiswrong.

Step5Agame
Playaguessinggame“whoismysecretfriend?”Onestudentcomestothefrontwithhispartner.
Thereststudentsaskhimquestionswhilehispartnerchangesthemintoindirectspeech.Intheend,thepersonwhohasguessedtherightanswercancometothefronttotaketheplaceofthefirststudent.Sothegamegoeson.
Suggestedsentences:
Canyourfriendspeak?
Whatdoeshe/sheweartoday?
Ishe/shetallorshort?
Whatdoyouandyourfrienddoinyourfreetime?
Doyouquarrelwitheachother?...

Step6Homework
DoExercise1onPage42.HereisanotherpageofAnne’sdiary.Readitthroughandthenuseindirectspeechtoretellthestory.

相关知识

Unit 4 Earthquakes教案

Unit4Earthquakes
Period3Grammar(TheAttributiveClause(Ⅰ)
整体设计
从容说课
Thisisthethirdteachingperiodofthisunit.Totestwhetherthestudentshavegraspedtheimportantanddifficultlanguagepointstheylearnedinthelastperiod,theteachershouldfirstofferthemsomerevisionexercises.Thepattern“Notall...”or“All...not...”isabitimportant,sospecialexercisesshouldbedesigned.
Thisteachingperiodmainlydealswiththegrammar:theAttributiveClauseintroducedbythat,which,whoandwhose.Firstly,theteachercanaskthestudentstoreadthetextANighttheEarthDidn’tSleep,tickouttheattributiveclausesinthereadingpassageandtranslatethemintoChinese.Secondly,summarizetheusagesoftheAttributiveClause,especiallytheusagesofRelativePronouns:which,that,who,whomandwhosebygivingalotofexamplesentences.Thirdly,dotheexercisesinDiscoveringusefulstructuresonPage28andmoreexercisesforstudentstomastertheusagesofwhich,that,who,whomandwhose.
Attheendoftheclass,askthestudentstoreadthepassageASafeHomeanddotheexercisesinUsingstructuresonPage64andadditionalexercisesforconsolidation.
教学重点
GetthestudentstomastertheAttributiveClauseintroducedbythat,which,whoandwhose.
教学难点
Enablethestudentslearnhowtousethat,which,whoandwhosecorrectly.
教学方法
1.Task-basedteachingandlearning
2.Cooperativelearningandpractice
教具准备
Aprojectorandothernormalteachingtools
三维目标
Knowledgeaims:
1.GetthestudentstolearntheAttributiveClauseintroducedbythat,which,whoandwhose.
2.Letthestudentslearndifferentusagesofthat,which,whoandwhose.
Abilityaims:
1.Enablethestudentstouseattributiveclausestodescribethingsandpersons.
2.Enablethestudentstoknowhowtochoosecorrectrelativepronounsforattributiveclauses.
Emotionalaims:
1.Getthestudentstobecomeinterestedingrammarlearning.
2.Developthestudents’senseofgroupcooperation.
教学过程
设计方案
→Step1Revision
1.Checkthehomeworkexercises.
2.Dictatesomenewwordsandexpressions.
3.Translatethesentences:
1)并非所有的竹子都能长高。
2)她们全都不擅长舞蹈。
Suggestedanswers:
1)Notallbamboocangrowtall./Allbamboocannotgrowtall.
2)Noneofthemis/aregoodatdancing.
→Step2Readingandfinding
TurntoPage26andreadthetextANighttheEarthDidn’tSleep.TickouttheattributiveclausesinthereadingpassageandtranslatethemintoChinese.
Suggestedanswers:
1.Buttheonemillionpeopleofthecity,whothoughtlittleoftheseevents,wenttobedasusualthatnight.
但是，唐山市的一百万居民当天晚上照常上床睡觉了，他们几乎都没有把这些情况当一回事。
2.ItwasheardinBeijing,whichisonehundredkilometersaway.
100千米以外的北京市都听到了地震声。
3.Ahugecrackthatwaseightkilometerslongandthirtymeterswidecutacrosshouses,roadsandcanals.
一条8千米长30米宽的巨大裂缝横穿房舍、马路和渠道。
4.Thenumberofpeoplewhowerekilledorinjuredreachedmorethan400000.
死伤的人数达到40多万。
5.Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.
救援人员组成小分队，将被困的人挖出来，将死者掩埋。
6.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.
救援人员为那些家园被毁的幸存者盖起了避难所。
→Step3Summaryoftheattributiveclause
1.与定语从句相关的概念
什么是定语从句？什么是先行词？什么是关系词？关系词在定语从句中分别起什么作用？
2.关系代词引导的定语从句
关系代词放在定语从句和先行词之间引导定语从句，并代替先行词在定语从句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致；关系代词在定语从句中作宾语时可以省略，作其他成分时不能省略。
1)which引导定语从句时，先行词是除人以外的表示事物或动物的名词或代词，在从句中作主语或宾语。
Aprosperitywhichhadneverbeenseenbeforeappearsinthecountryside.
农村出现了前所未有的繁荣。（which在从句中作主语）
Thepackage(which)youarecarryingisabouttocomeunwrapped.
你拿的包裹快散了。（which在从句中作宾语，可以省略）
2)who引导定语从句时，先行词是表示人的名词或代词，在从句中作主语；作宾语时用其宾格whom（在口语中也可用who）。
Ishethemanwhowantstoseeyou?
他就是想见你的人吗？(who在从句中作主语）
Heistheman(whom/who)Isawyesterday.
他就是我昨天见的那个人。(whom/who在从句中作宾语，可以省略）
3)that引导定语从句时，先行词既可是表人的名词或代词（相当于who/whom），也可是表物的名词或代词（相当于which），在从句中作主语或宾语。
Aplaneisamachinethat/whichcanfly.
飞机是能飞的机器。
Idon’tknowthemanthat/whoisreadingthenewspaperoverthere.
我不认识在那边读报的男子。
Doyoulikethebook(that/which)youborrowedyesterday?
你喜欢你昨天借的那本书吗？
Sheisthegirl(that/whom/who)youwanttoknow.
她是你想认识的女孩。
4)whose引导定语从句时，先行词既可是指人的名词，也可是指物的名词，在从句中作定语，相当于ofwhom或ofwhich。
Theyrushedovertohelpthemanwhosecarhadbrokendown.
那人车坏了，大家都跑过去帮忙。
Pleasepassmethebookwhosecoverisgreen.
请递给我那本绿皮的书。
（如果学生基础较好，语法部分也可用英语讲解。）
RelativePronouns:which,that,who,whom,whose
WhatareRelativePronouns?Relativepronounsarespecialpronounswhichcanconnecttheantecedentandtheattributiveclause.Alsotheycanbeusedasapartoftheattributiveclause.Herearesomeimportantdifferences.
1.which/that:referringtothings,canbeusedasasubjectoranobjectintheattributiveclause;whentheyareusedasanobject,theycanbeomitted.
Theplaneisamachinethat/whichcanfly.
Theschool(that/which)hevisitedlastweekistothesouthofthecity.
2.that/who/whom:referringtoaperson,canbeusedassubjectorobjectintheattributiveclause;whomcanonlybeusedasanobject.
Thegirl(that/whom/who)wesawyesterdaywasJim’ssister.
Themanthat/whoistalkingtomyfatherismymathteacher.
3.whose:referringtoapersonorathing,canbeusedasanattributeintheattributiveclause.
Thisisthewriterwhosenameisknownallovertheworld.
Theroomwhosewindowfacessouthismine.
4.Beforeeverything,anything,everybody,anybody,all,thebest+n.thefirst+n.etc.,weusethatinsteadofwhich.
All(that)Ineedistime.
Thisisthelargestfactory(that)Ihaveevervisited.
Thesixthlesson(that)wearelearningisthemostdifficultinBookTwo.
5.Wecan’tusethatinanon-restrictiveattributiveclauseorafterapreposition.
Ihavelostthepen,whichIlikeverymuch.
Ihavetwosisters,whoarebothteachers.
AtlastImetthewriterofwhomIhadheardlongbefore.
Thisisthehouseinwhichthefamousmanwasborn.
→Step4Practice
1.TurntoPage29.DoExercise2inDiscoveringusefulstructure.
2.Fillintheblanks,usingwhich,that,who,whomandwhose.
1)Theeggs______________Iboughtyesterdaywerenotfresh.
2)Thefriend______________cametosupperlastnightwasn’thungry.
3)Heprefersthegoose______________comesfromhisparents’farm.
4)Thenoodles______________youcookedweredelicious.
5)Hesawahouse______________windowswereallbroken.
6)Idon’tlikethepeople______________smokealot.
7)Theman______________livesnexttoussellsvegetables.
8)Ipreferdumplings______________havejustbeencooked.
9)Don’tdrinkwater______________hasnotbeenboiled.
10)Those______________wanttogototheGreatWallwritedownyournameshere.
11)Thepotatoes______________weatejustnowwereexpensive.
12)Thepancakes______________youhadforbreakfastweremadeofcorn.
13)Heshowedamachine______________partsaretoosmalltobeseen.
14)Afish______________hasabrighteyeisfresh.
15)You’dbetterbuyvegetablesfromfarmers______________growthem.
Severalminuteslater,checktheanswerswiththeclass.
Suggestedanswers:
1)(which/that)2)who/that3)which/that4)(which/that)5)whose
6)who/that7)who/that8)which/that9)which/that10)who11)(which/that)12)(which/that)13)whose14)which/that15)who/that
→Step5Workbook
DoExercise1andExercise2inUsingstructuresonPage64.
→Step6Consolidation
Showtheexercisesonthescreen.
1.把下面的两个简单句合并成一个含定语从句的复合句：
1)Themanhasbeencaught.Hedidtherobbery.
2)Thechairwasabrokenone.Isatinthechairjustnow.
3)Aplaneisamachine.Itcanfly.
4)Tomistheboy.Hedamagedthevaseyesterday.
5)Maryisthegirl.HerEnglishisthebestinourclass.
6)Iwantedtoseethewoman.Shehadalreadyleft.
7)Theonemillionpeopleofthecitywenttobedasusualthatnight.
Theythoughtlittleoftheseevents.
8)Workersbuiltsheltersforsurvivors.
Theirhomeshadbeendestroyedintheearthquake.
2.用定语从句翻译下面的句子：
1)玉米是人和动物都可以食用的植物。
2)我们昨天看的那场电影一点意思也没有。
3)我在商店碰到的那位妇女是我的一位老同学。
4)学习不刻苦的那些人是不会通过这次考试的。
5)我住在窗户朝南的那个房间里。
6)任何人犯法都应受到惩罚。
Checktheanswerswiththeclassanddealwithanyproblemsstudentsmeet.
Suggestedanswers:
1.1)Themanwho/thatdidtherobberyhasbeencaught.
2)Thechair(which/that)Isatinjustnowwasabrokenone.
3)Aplaneisamachinewhich/thatcanfly.
4)Tomistheboywho/thatdamagedthevaseyesterday.
5)MaryisthegirlwhoseEnglishisthebestinourclass.
6)Iwantedtoseethewomanwho/thathadalreadyleft.
7)Theonemillionpeopleofthecity,whothoughtlittleoftheseevents,wenttobedasusualthatnight.
8)Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyedintheearthquake.
2.1)Cornisaplantwhich/thatcanbeeatenbypeopleandanimals./Cornisaplant(which/that)peopleandanimalscaneat.
2)Thefilm/movie(which/that)wesawyesterdaywasnotinterestingatall.
3)Thewoman(whom/that/who)Imetintheshopwasoneofmyoldclassmates.
4)Thosewhodon’tworkhardwon’tpasstheexamination.
5)Iliveintheroomwhosewindowfacessouth.
6)Anyonewhobreaksthelawwillbepunished.
→Step8Homework
1.Finishofftheworkbookexercises.
2.Learntheimportantgrammarpointsbyheart.
板书设计?
Unit4Earthquakes
RelativePronouns:which,that,who,whom,whose?
WhatareRelativePronouns?
Relativepronounsarespecialpronounswhichcanconnecttheantecedentandtheattributiveclause.Alsotheycanbeusedasapartoftheattributiveclause.Herearesomeimportantdifferences.
1.which/that:referringtothings,canbeusedasasubjectoranobjectintheattributiveclause;whentheyareusedasanobject,theycanbeomitted.
Theplaneisamachinethat/whichcanfly.
Theschool(that/which)hevisitedlastweekistothesouthofthecity.
2.that/who/whom:referringtoaperson,canbeusedassubjectorobjectintheattributiveclause;whomcanonlybeusedasanobject.
Thegirl(that/whom/who)wesawyesterdaywasJim’ssister.
Themanthat/whoistalkingtomyfatherismymathteacher.
3.whose:referringtoapersonorathing,canbeusedasanattributeintheattributiveclause.
Thisisthewriterwhosenameisknownallovertheworld.
Theroomwhosewindowfacessouthismine.
4.Beforeeverything,anything,everybody,anybody,all,thebest+n.thefirst+n.etc.,weusethatinsteadofwhich.
All(that)Ineedistime.
Thisisthelargestfactory(that)Ihaveevervisited.
Thesixthlesson(that)wearelearningisthemostdifficultinBookTwo.
5.Wecan’tusethatinanon-restrictiveattributiveclauseorafterapreposition.
Ihavelostthepen,whichIlikeverymuch.
Ihavetwosisters,whoarebothteachers.
AtlastImetthewriterofwhomIhadheardlongbefore.
Thisisthehouseinwhichthefamousmanwasborn.

活动与探究?
Asweallknow,theattributiveclauseisveryimportant.Therearemanyproverbswithattributiveclauses.Getonlinetofindsomeoutforyoutoimitateandremember.Youshouldtrytofindoutatleastfiveones.
Possibleversion:
1.Allthatglittersisnotgold.
闪光的并不都是金子。
2.Alliswellthatendswell.
结局好，一切都好。
3.Hewholaughslastlaughsbest.
谁笑到最后谁笑得最好。
4.Hewhodoesn’treachtheGreatWallisnotatrueman.
不到长城非好汉。
5.Hewhoknowsothersislearned,andhewhoknowshimselfiswise.
知人者智，自知者明。
6.Hewholovesothersisconstantlyloved,andhewhorespectsothersisconstantlyrespected.
爱人者恒爱之，敬人者恒敬之。
7.Godshelpthosewhohelpthemselves.
自助者天助/天助自助之人。
8.Friendshipislikesoundhealth,thevalueofwhichisseldomknownuntilitislost.
真正的友谊犹如健康的身体，失去时方知其可贵。
9.Thehandsthatpushcradlesarethehandsthatpushtheworld.
推动摇篮的手，就是推动世界的手。
10.Nothingintheworldisdifficultforonewhosetshismindtoit.
世上无难事，只怕有心人。

高三英语选修10 Unit4 grammar and usage教案

高三英语选修10Unit4grammarandusage教案5thperiodGrammarandUsage
LanguageStyles
Abilitygoals
Enablethestudentstolearntouseproperlanguagestylesinpropersituations.
Learningabilitygoals
Helpthestudentstolearnhowtouseproperlanguagestylesinpropersituations.
Teachingimportantpoints
TeachdifferencesbetweenspokenandwrittenEnglish;differencesbetweenformalandinformalstyles.
Teachingdifficultpoints
Helpstudentslearnhowtochooseproperlanguagesstylesaccordingtothesituations.
Teachingmethods
Question-and-answeractivityandpractice
Teachingaids
Acomputerandablackboard
Teachingprocedure
I.GreetingsandRevision
1.Talkaboutthetypesofcybercrime.
2.Howtofightagainstcybercrime.
II.LanguageStyles
1.ThemostimportantdifferenceintheEnglishlanguagestyleisbetweenspokenandwrittenformsofEnglish.WithinspokenandwrittenformsofEnglish,therearealsodifferencesbetweenformalandinformalstyles.
2.Readthetextsanddecidewhichisformalandwhichisinformal
TEXT1Informal
A.HiMike.ItsAlicesbirthdaytomorrow.Shallwebuyherapresent?
B.Yes,ofcourse,whataboutsomeflowers?
A.Flowersarelovely.ButIdprefertogetheraCD.Youknowshelovesmusic.
B.Goodidea.
Summary
Itusessimplesentencestructures,theactivevoice,lessformallanguageandcontractions.
TEXT2Formal
A.Goodmorning,Mr.Smith.Thereportisfinished.ShallIpresentittoyou?
B.Pleasegiveittomeinanhour.Ihaveameetingwithsomecustomersaboutournewproduct.
A.Iamsorrytointerruptyou.Pleaseinformmewhenyouarefinishedandhavetimetolookatthereport.
B.Yes,Iwill.
Summary
Itusesthepassivevoiceandisobviouslyaformalsettingbetweentwoprofessionals.
GeneralGuide
FormalInformal
Writtentextessays
reports
lettersofapplicationletterstofriendsorfamily
e-mails
textmessages
Spokenlanguage
formalspeeches
AddressingstrangersTalkingtopeopleweknowwell(familymembersandfriends)
FormalStyle
Features
1)Weoftenfindcomplexsentencestructures,includingthepassivevoiceandsubordinateclauses.
Subordinateclause
Ordinarycitizensareawareofthefrequentcomputer-relatedcrimesthathappensincemanycomputerusersareaffectedbycomputerviruses.
Passivevoice
2)Wealsofindmoreabstractnouns.
Therehasbeenanincreaseintheincidenceofcrime.
InformalStyle
Features
1)Weoftenusesimplesentencestructures.
Peopleareworriedaboutcomputerviruses.
2)Weoftenuseactivevoice.
Youshouldgototheuniversityandtalktothedetectiveinchargeofcampuspoliceaboutthetheft.
3)Wealsofindalotofcolloquiallanguage,andtherearecontractions.
Weveheardlotsofreportsoffinancialfraud
III.Practice
1.Whichtextisformalandwhichisinformal
Text1
Goodmorning,viewers,andwelcometoSundaytopics.Manycrimesthattakeplaceinourcityarecausedbyalackofmoney.Myguest,Dr.Johnson,believesso.Wewillbecoveringthisandmanyothertopics,aswellastalkingtoyou,thepublic,aboutyourthoughtsontheissuesoftoday.Ihopethatyouaregoingtostaywithusforthenextfortyminutes.
Text2
Hi,everyone,andgladtoseeyouagaininSundayTopics.Dr.Johnsonismyguest,andhesaysthatmanycrimesthattakeplaceinourcityarecausedbyalackofmoney.Welllookatthisandotherinterestingtopicsaswellaschattingtoyouabouttodaysissues.Ithinkyoulllikeit,sostaywithus.
Analysis
Text1:FormalStyle
Itfeaturessentenceswithpassivevoice,subordinateclausesandabstractnouns.
Text2:InformalStyle
Itusescolloquiallanguageandcontractions,aswellassimplesentencesandtheactive.
2.PartAP.57
FormalInformal
Spokenbdeaj
WrittenfhcIg
3.PartBP.57
A)
Hey,you------shutthedoor!
Wouldyoubesokindastoshutthedoor,please?
Visitorsarerequestedtoshutthedoorquietlywhenleavingthebuilding.
Byorderoftheheadmaster,thesedoorsmustbekeptshutatalltimes.
Pleaseshutthedoor.
Wouldyoumindshuttingthedoor?
631254
B)
Bequiet.
CouldItroubleyoutoturnthevolumeontheradiodownalittle,please?
Visitorsarepolitelyrequestedtokeeptheirvoicesdownatalltimes.
Shutup!
Silenceisrequestedinthisareawhiletheexaminationsarebeinggiven.
Pleasestoptalking!
531624
C)
Workinpairsandmakeadialogueinainformalorformalstyle.
IV.Homework
Revisethegrammaticalpoints
DopartC1andC2onpage124.
Previewthetask

Unit4Earthquakes-writing教案

Unit4Earthquakes-writing教案

NewsWriting

Teachingaims:

1.Getstudentstolearnhowtowritenews;

2.Trainstudentstheabilitytocooperatewitheachotherandtosearchforinformation;

3.LearnmoreaboutTangshanearthquakeandhonorthepeopleofTangshan.

Teachingdifficulties:

1.Howtomakestudentslearnwritinginamorepracticalandeffectiveway;

2.Howtohelpstudentsunderstandthetipsforwriting.

Teachingprocedure:

Step1:Lead-in

----The30thanniversaryofTangshanearthquake(news)

T:WehavelearnttheTangshanearthquake.Whendidithappen?Howmanypeoplediedduringtheearthquake?

Step2:Presentationofstudents’newswriting(homeworkoflastclass)

----pointoutthemistakesinnewswritingaccordingtothreeaspects

T:YouhavefinishedthenewswritingofTangshanearthquake,andnowit’stimeforyoutoshowyourproject.Othershavetopointoutthemistakesinhisorherwritingaccordingtothreeaspects.

----Threeaspects:headline;contentandlanguage

T:Whatdoyouthinkofhisorherwriting?Isitapropernewswriting?Whathaveyoudonebeforeyourwriting?

Step3:Tipsforwriting

1.Preparation----anoutline

Preparation:Chooseatopic;decidewhatyouwanttosayaboutthetopic;Organizeyourideasandwriteclearly.

Outline:Aheadline;alistofmainideas;Alistofimportantdetails

2.Headline

⑴Appreciationofheadlines

Newbusinessregulations;

NewtaxonhousingsalesANighttheEarthdidn’tSleep;

CyclistsReadytoGoontheRoadforBlindKids;

ChinaMarks30thAnniversaryofTangshanEarthquake;

DoesBeijingsnackchangeitsflavor?

MemoriesofquakediehardforTangshansurvivors;

ChaoChien-mingreleased.⑵characteristicsofheadlines

Q:what’sthecharacteristicofheadlines?

⑶practice----writeheadlinesforthefollowingnewsaccordingtothepictureandinformationgiven

Floodreliefefforts----ThedeathtollontheChinesemainlandfromTyphoonKaemihasrisento32,withatleast65stillmissing.Localgovernmentsaresparingnoeffortstocarryoutreliefwork.

PLAcelebrates79thbirthday----TheChinesePeoplesLiberationArmyis79yearsold,andtheDefenseMinistryhasheldareceptiontocelebrate.

QuakehitsIndonesianisland----AmoderateearthquakehasstrucknearIndonesiasNiasislandoffnorthernSumatra.Thequake,withamagnitudeof5.6struckjustbefore8.30am,andwascenteredundertheIndianOcean,about55kilometersnorthwestofthemaintownontheisland,GunungSitoli.

RailwaysimpactonTibetans----TheRailwaybringstheremoteQinghai-Tibetplateauclosertotherestoftheworld.Withpeopleabletomoveinandoutoftheregionmoreeasilyandtheeconomicbenefitstherailwaybrings,thelivesofTibetanswillneverbethesameagain.

3.Content

----Howtoorganizeyourcontentofnews

⑴Tips----Beclearofthecontentyouwanttomention;Listyourideas;Writethemostimportantthinginthebeginningandthelessonesinthefollowing

⑵Practice----writethebeginningofnewsaccordingtotheinformationandpicturegiven

Awoman;

riftsonthewall;

earthquakemeasuring5.1degrees;

WenanCounty,northChinas

HebeiProvince;

11:56a.m.Tuesday,July4,2006;

thequake’sepicenter--about110

kilometersfromBeijingand80kilometersfromTianjin;

casualty–notknown

Awomanpointsattheriftsonthewallofavillageschoolafteranearthquakemeasuring5.1degreesontheRichterscalejoltedWenanCounty,northChinasHebeiProvinceat11:56a.m.(BeijingTime)Tuesday,July4,2006.Thequakewasashallow-focusone,withitsepicenterbeingaround110kilometersfromBeijingandabout80kilometersfromTianjin.Nocasualtywasreportedatpresstime.

Specialplanelanded;

BeijingWednesdaymorning(8.2);

thebodyofChineseUNobserver

DuZhaoyukilledlastweekduringIsraelsairraidonLebanon;

DuscoffincoveredwithChineseandUNflags;EightChinesesoldiers.

ChineseUNObservers

CoffinSentHome

SpecialplanelandedinBeijingWednesdaymorning,carryinghomethebodyofChineseUNobserverDuZhaoyu,whowaskilledlastweekduringIsraelsairraidonLebanon.Duscoffin,coveredwithChineseandUNflags,wascarrieddowntheplanebyeightChinesesoldiers.

4.Language

Tips----clear;objective;brief;accurate;writtenEnglish…

Step4:Appreciationofnews

Radio----VOAnews:“Aidfortsunamivictims”

Newsreport----“TangshanQuake30thAnniversary”

Step5:Improvementofstudents’writing

----ImproveyournewswritingaboutTangshanearthquake

Unit4Earthquakes

作为杰出的教学工作者，能够保证教课的顺利开展，高中教师要准备好教案，这是高中教师的任务之一。教案可以让学生更好的吸收课堂上所讲的知识点，帮助高中教师有计划有步骤有质量的完成教学任务。高中教案的内容具体要怎样写呢？以下是小编为大家精心整理的“Unit4Earthquakes”，欢迎大家与身边的朋友分享吧！

Unit4Earthquakes
TheFirstPeriodLeadingin,Warmingup
Pre-reading
ByLiuXiaohuafromHonglingMiddleSchool

一、教学目标（Teachingaims）
Student’sBook
1.能力目标（abilityaim）
a.Letthestudentsknowsomethingabouttheearthquakes.
b.Enablethestudentstotalkaboutwhattheyshoulddoinadisasterforthemselves
2.语言目标(languageaim)
a.Wordsandexpressions
imagine,shake,rightaway
b.Importantsentence
Whatdoyouthinkmayhappenbeforeanearthquake?
二、教学重难点(Teachingimportantpoints)
Letthestudentsknowwhatacorrectattitudetowardsadisasterisandwhattheyshoulddoinadisasterforthemselvesandfortheotherpeople.
三、教学方法(Teachingmethod)
a.Discussing
b.Talking
c.Activities.
四、教具准备(TeachingAids)
Multi-mediacomputer
五、　教学步骤(Teachingprocedure)

StepⅠ.Lead-in:
T:What’sthebiggestsoundyouhaveheardinyourlife?
(thesoundofthewindthatblewinawinternight;thenosewhenplanestakeoff;thesoundoftrains;thesoundofthunder…..)
Butdidyouoncehearthesoundthattheheavenfallsandtheearthcrack.InChineseitis天崩地裂？
Ifthereisasoundlikethiswhatisit?Whatwillhappen?
Todaywe’lllearnsomethingaboutearthquakes.Canyouimaginehowterribleitis?
Firstletthestudentsanswerthefollowingquestion.
Whichofthefollowingmaycausepeoplethegreatestdamage?
Earthquake,Typhoon,Flood,Drought
Variousanswersarepossible.Studentsshouldgivereasonstosupporttheiranswers.Allofthemarenaturaldisasters,theyhavesomethingincommon,atthesametime,theyhavemanydifferences.
Letthestudentsknowsomethingabouttheearthquake.(slides)
T:Howdoestheearthquakeoccur?
Thenshowthefilmtothestudents.(filmabouttheearthquake)
T:Whensomeplatesoftheearthmovesuddenly,anearthquakehappens.Manyearthquakesbeginunderthesea.Infact,earthquakesmayhappennearhighmountains.
Duringanearthquake,theshakingmakerocksrisesuddenlyandevencracksopen.Housesfall,peoplearekilledorhurt,andsometimesthewholevillagesorcitiesaredestroyed.Somevillagesevendisappearcompletely.

StepⅡ.Talking
T:Earthquakesaredisasterstoeverybody.NowlookatthetwopicturesofTangShanandSanFrancisco.Canyoudescribewhatyouseeinthepictures?
(Showtwopicturestothestudentsandtellthestudentstheyaretoday’sTangshanandSanFrancisco.Butmanyyearsagosomebigearthquakeshitthesetwobeautifulcities.)
1.ShowthepicturesofSanFranciscotothestudentsandletthemdescribetoday’sSanFranciscoandthenletthemknowwhathappenedinSanFranciscoin1906
(FromthepictureofSanFrancisco,wecanseeitisaverybigcity.Therearemanytallbuildingsthicklystandingontheearth.Andthepopulationofthecityisverylarge.)
2.ShowthepicturesofTangshantothestudentsandletthemdescribetoday’TangshanandthenletthemknowwhathappenedinTangshanin1976.
(Today’Tangshanisabeautifulcity.Ithasbeautifulgardens,broadroadsandsometallbuildings.)
T:But,whatwillhappeniftherehasbeenabigearthquakeinthesetwocities?Workingroupsanddiscussit.ThenI’llasksomeofyoutosayoutyouropinion.
(Aftertheterriblequake,everythingisdestroyed,whatwecanseeisfallenbuildingsanddeadbodies.Thepolicemen,thesoldiersandsomeothervolunteersarerescuingthepeopletrappedintheruins….)
T:Right,nowlet’sseeafilm.
(LetthestudentsseeafilmaboutTangshanEarthquake.)(film)
T:AftertheearthquakethecityofTangshanbecame…..
Letthestudentsdiscusswhattheysaw.Andthentalkaboutthepicturesintheirownwords.
Thehouse….
Thefire….
Thebridge….
Theroad…
Thepoliceandthevolunteers….
Thepeople…..
(TangshanEarthquakehappenedonJuly28,1976.Itwasthegreatestearthquakeofthe20thcenturyinChina.Beforetheearthquake,manystrangethingshappened,butpeoplethoughtlittleofthem.Suchagreatnumberofpeoplediedduringtheearthquake,becausethequakehappenedwhiletheyweresleeping.Thenumberofpeoplewhowerekilledorinjuredreachedmorethan400,000.Andallthetrafficwasalmostdestroyedafterthequake.Thousandsofthousandsofpeoplebecamehomelessinashorttime.ManysoldiersweresenttoTangshantorescuethesurvivorsaftertheearthquake.
Letthestudentstalkaboutthedamagecausedbyearthquakes
Usingthefollowingwordsandphrases:
shake,break,falldownonto,hurt,destroy,homeless,die…..

StepⅢ.Pre-reading
T:Butwecanavoidoratleastreducethelosscausedbyearthquakes.Andwecanforetellit.
Doyouknowwhatwouldhappenbeforeanearthquake?
Canwedosomethingtokeepourselvessafefromearthquakes?
(1.Thereisoftenagreatsound.
2.Animalsmaybetoonervoustoeat.
3.Maybetherearebrightlightsinthesky.
4.asmellygasmaycomeoutofthewell.
5.Inthecitythewaterpipesinsomebuildingscrackandburst.
6.Scientistshavestudiedearthquakesandmakemapsthatshowthe“earthquakebelts”.Inareasinthesebelts,itispossibleforearthquakestohappen.Intheseareaswecanbuildstronghousestofightagainstearthquakes.)
DiscussionActivities
1.Showsomepicturestothestudentsand
letthemdiscuss.
Letthestudentslookatthemanddecide
whatsituationmayhappenbeforean
earthquake.
2.Thenfillinthemissingwords
accordingtothepictures.
a.Thewaterinthewells____and____.Andsomedeep______couldbeseeninthewellwalls.A______gascameoutthecracks.
b.MiceranouttheFields___________placestohide.Fish_________outofbowsandponds.
c.Thechickensandevenpigswere______nervous_____eat.Thedogwas________loudlyagainandagain.
d.Peoplecouldsee_______lightsinthesky.
3.Letthestudentsdiscussiftheyhaveeverexperiencedanearthquake.

StepⅣDiscussionActivities
T:Whatdoyouthinkmayhappenbeforeanearthquake?
(Beforeanearthquake,animalswillbecomenervous.Cow,pigs,,horsesanddogswillbeupset.Andpeoplecanseemicerunningabout.Iftheearthquakehappensduringwinter,peoplecanevenseesnakes.)
T:Haveyoueverexperiencedanearthquake?
Letthestudentsdiscussandthentalkaboutit.

StepⅤHomework
PreviewReadingmaterialandthendoexerciseonpage27.1-3(incomprehending)

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