新课标高一必修1 英语教案Unit 4 Earthquakes (简案)

　 Is he the man who/that wants to see you? 他就是你想见的人吗？（who/that在从句中作主语）
　 He is the man whom/ that I saw yesterday. 他就是我昨天见的那个人。（whom/that在从句中作宾语）
2） whose 用来指人或物，（只用作定语, 若指物，它还可以同of which互换）。例如：
　 They rushed over to help the man whose car had broken down.　那人车坏了，大家都跑过去帮忙。
　 Please pass me the book whose （of which） cover is green.　请递给我那本绿皮的书。
3）which, that所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等。例如：
　　A prosperity which / that had never been seen before appears in the countryside.
农村出现了前所未有的繁荣。（which / that在句中作宾语）
　　The package （which / that）you are carrying is about to come unwrapped. 你拿的包快散了。（which / that在句中作宾语）

Step 3. Using structures
1. Ss read the passage on page 64.
2. Ss try to complete the sentences by using who, whom, which, that or whose.
3. Check the answer and explain any questions that the Ss may ask.
Step 4. Assignment
1. Ss learn by heart about how the structures of the attributive clause.
2. Ss do some exercises about the attributive clause.

Period 4. (reading)

Step 1. warming up
Ask the Ss:
Do you know anything about the earthquake in San Francisco?
Step 2. Reading
1. Ss reading the passage and finish Wb. Ex 1 on page 65.
2. Ss read the first paragraph in this passage. Then go back and read again the first paragraph of the passage on page 26. Compare the ways both writers give you details about the earthquakes and finish Ex 2 on page 65.
3. Listen to the tape and read the third paragraph with feeling.
Step 3. listening
1. Ss listen to the tape and finish the exercise 1 on page 62.
2. Ss listen to the tape again and then complete the following form:

Cause of earthquakes
Moving speed of the Pacific plate
In 1906 the Pacific plate suddenly jumped
The Pacific plate pushes on
The Indian plate pushes on
Ways of reducing losses from earthquakes

Period 5. (listening and speaking)

Step 1. pre-listening
Ss have a discuss about the earthquake in San Francisco in 1906 and answer:
1. What happened to the city?
2. What’s the result?
Step 2. listening
1. Ss read the statement of part 1,on page 30.
2. Ss listen to the tape and make their choice.
3. Ss listen again and answer the questions of part 2, on page 30.
Step 3.talking
1. Ss read the short passage on page 62, and in pairs make up a story to explain how an earthquake happens.
2. Share the stories in class.
Step 4. listening task
1. Ss listen to the tape and write down the three “things” that are mentioned in the passage on page 66.
2. Ss listen again and give more detail about each of the “things”.
My earthquake plan
1st thing I must do:
2nd thing I must do:
3rd thing I must do:
Any other advice you think useful:
If you are outside, you:
If you are in the living room, you:
If you are in the house alone, you:

Step 5.talking task
1. Ss in pairs, choose eight things from the list on page 67 to put into their personal earthquake bag.
2. now join with another pair and discuss your choices. Make another list of items and put them into the following list:
my personal earthquake bag will contain:
1).___________ 2). ____________ 3). _______________ 4). ____________
5)._____________ 6).____________ 7). _____________ 8). _____________

Period 6. (writing)

Step 1. Pre-writing
1. Ss read the letter on page 29.
2. Ss make a list about the points that they want to write for the speech.
Step 2. writing
1. Ss write some sentences about their speech.
2. Ss write a speech by using the sentences.
3. Ss read their writings by themselves and correct the mistakes.
4. Peer revising.
5. Show some good writing in class.
Step 3. Practice
Ss finish part 4 on page 30.
Step 4. writing task
1. Four Ss in one group have a discuss. They are going to prepare a poster to be put up around schools or hospital to explain to people what they should collect in a personal earthquake bag and why.
2. Ss design how many parts they will divide the poster.
3. Ss begin to write their poster.
4. Ss in groups show their poster in class.
Step 5. Assignment
Ss in groups finish the project on page 68.

Period 7.

Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 61. It is very important to improve their learning.

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