高一英语人教版必修1《Unit-4-Earthquakes》教案：Period-4.doc

TeachingPlanUnit4Earthquakes_Topic:EarthquakesTeachingaimsLanguageknowledge1.知识目标Knowledge词汇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.短语(Phrasesandexpressions)：rightaway,atanend,lieinruins,betrappedundersth,tothenorthofsp,putup,giveout,wakesbup,preparesthforsth.,thinklittleofsth.语法(Grammar)：定语从句TheAttributiveClause.能用英语描画任务的特色、举动等-由who/whom/whose/that指导；能用英语描画事物、情况的性质、内容等-由which/that/whose指导。Languageskills1.能使用所学语言知识描画地震前兆、虐待及震后挽救；2.按照已经清楚信息推测将要听取的材料的内容；3.提高阅读技能跟用英语停顿思维、推理、揣摸的才干；4.深造朗读中连读跟略读的技能5.操纵讲演稿的格式及往事报道的写作步伐跟要点。Culturalconsciousness了解世界各地的自然灾害跟大年夜地震的情况,了解有关地震的知识，地震的成因，征兆，丧失落,救援等,启发老师国际援助看法Affect&Attitude深造唐山国夷易近勇敢面对自然灾害，积极停顿灾后重建的精神；在教学活动中培养老师的合作精神跟互助精神。Learningstrategies认知策略:总结语言资估中有关使用定语从句的语言法那么并加以使用内政策略:使用定语从句来提高信息传达的准确度调控策略:培养小组合作深造的才干资源策略:指导老师通过各种渠道如报纸、杂志、图书馆跟收集等资源查寻有关素材，培养信息社会收集查寻材料的才干。Teachingkeypoints1. 本单元重点词汇,句型的用法.2. 定语从句的使用3. 操纵讲演稿的格式跟语言表达办法TeachingperiodsPeriod1Warmingup,Listening(Workbook),Speaking(workbook)Period2Pre-reading,Reading,ComprehendingPeriod3Importantlanguagepoints,LearningaboutlanguagePeriod4DiscoveringusefulstructuresPeriod5UsingLanguagereadingandspeakingPeriod6UsinglanguagelisteningandreadingPeriod7ReadingandwritingPeriod4TextDiscoveringusefulstructures(p29)Teachingaims1.TogetSstohaveknowledgeofthegrammarpoint:theattributiveclause.2.Learnthedifferencebetweenrelativepronounsfortheattributiveclauses.TeachingproceduresactivityObjectives(方案意图)interactiontimeStep1Presentation呈现课文中的定语从句,并使老师通过对比不使用定语从句的句子,觉察使用定语从句的感染1.Butonemillionpeopleofthecitywereasleepasusualthatnight.Butonemillionpeopleofthecity,whothoughtlittleofthoseevents,wereasleepasusualthatnight.1. ItwasfeltinBeijing.ItwasfeltinBeijing,whichismorethantwohundredkilometersaway.3.Ahugecrackcutacrosshouses,roadsandcanals.Ahugecrackthatwaseightkilometerslongandthirtymeterswidecutacrosshouses,roadsandcanals.4.WorkersbuiltsheltersforsurvivorsWorkersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.在具体语境中,通过具体例子,了解定语从句的感染跟表现办法GroupworkStep2Self-study阅读课文p90-91定语从句的讲解提高自学才干,并对定语从句有系统的认知IndividualsStep3Exercise1(p29)从课文中寻出其余的定语从句IndividualsStep4Exercise2(p29)1. Completeeachsentenceusingthat,which,whoorwhose.TranslatethesentencesintoChineseandcomparethem.2.TranslatethefollowingsentencesintoChinese.(1)不忘了把老师那天给你的书带着。(2)封面是白色的书是一本英语语法书。(3)流过乡村的小河对他们有特别大年夜感染。(4)护士抱出去的婴儿是昨天降生的。(5)要紧由老师形成的不雅观众比平常都宏大年夜。Suggestedanswer:(1)Dontforgettobringthebook(which/that)theteachergaveyoutheotherday.(2)Thebookwhosecover(thecoverofwhich)isredisanEnglishgrammarbook.(3)Theriverthatflowsthroughthevillageisveryhelpfultothem.(4)Thebaby(which)thenursebroughtinwasbornyesterday.(5)Theaudiencewhichiscomposedentirelyofstudentsislargerthanbefore.通过呆板练习操纵定语从句的全然使用IndividualsStep5Exercise3PlayagameGetintogroupsof6andeachgroupmakesupashortsentence.Thentaketurnstocompletethesentencesusingtheattributiveclauseswiththat,which,whoorwhose.EXAMPLE:Theboyboughtabicycle.S1:theboyboughtabicyclethatwasstolenfromhisneighbour.S2:theboyboughtabicyclewhichwasnewlyrepaired.S3:theboywhoiswearingaredjacketboughtabicycle.S4:theboywhoseglasseswerebrokenboughtabicycle.通过游戏,加强定语从句的使用才干GroupworkStep6Playagame(p64)条件赞同的话,可以单另出来做一节活动课.Workingroupsof6.Eachstudentchoosesawordfromtheunitandgiveaclue.Theotherstudentstaketurnstoaskquestionstofindoutmoreinformation.Examples1:A:thewordIhavechosenrhymeswith“cakeB:isitsomethingthatisfrightening?A:yes,itis.C:isitadisasterthathappenedinTangshan?D:Its“earthquake,isntit?A:youareright.Now,itsyourturn.EXAMPLE2:A:thewordIhavechosenisaperson.B:isitapersonwhoworksintheoffice?A:no,itisnt.C:isitapersonwhoworksinthecity?A:no,Idontthinkso.通过游戏提高深造兴趣,在理论使用中了解定语从句的感染并操纵定语从句的语法法那么.GroupworkStep7Homework完成同步分析跟报纸上关于定语从句的练习Recordafterteaching