高中英语公开课反思

作为一名初登讲台的教师，我想每一位新教师此时应该和我一样已经上了自己作为教师的第一堂公开课了，而这第一次公开课对于我来说是终身难忘的，现在想想仍能感受到当时无比激动和紧张的心情。下面我就谈一下对这堂公开课的教学反思：

首先，我所讲述的内容是人教版高中英语必修一“Unit 4 Earthquake”。上课前，我预备了warming up,pre-reading和spaeking这三部分的教学设计，但在制作课件过程中，发现我不知不觉已导入很多课外内容，如：地球上的灾难，去年发生的汶川大地震，地震的前兆等等，而这些内容与本课息息相关，密不可分。在介绍地球上的灾难时，我准备了各种灾难的图片，以便让学生对灾难有直观地了解，从学生的反应看，他们都这些图片都是非常感兴趣的，都能够第一时间说出灾难的名称，但是却出现了一个问题，学生们都很难用英语来表达这些图片，所以就出现了大家张口说不出的现象。针对这个问题，我觉得应该对学生们的表达多进行引导，比如可以引导学生用已学过的单词来描述这个灾难，这样可以锻炼学生积极动脑思考的能力。

其次，在展开地震这个话题之前，我是通过一个小短片来导入的，引出来的话题就是去年发生在我国的汶川大地震，这部分内容的目的是通过简短的视频和图片来回忆地震的全过程，在短时间内让全班同学内心都产生了强烈的共鸣。通过对过去这一地震的回忆引入我们当今的话题。另外，在看完短片后让学生回忆当时地震发生的时间地点以及当时自己的感受。同学们的回答都很不错，准确的回答了当时发生的地点时间等内容，而且对自己的感受进行了细致的描绘。紧接着，一系列的图片展示了自然灾害都有哪些，让他们在图片上找出形容这些灾害的词汇并且大声朗读。我感觉采用提前预习的方法,对于学生适应高中阶段突然扩大的庞大的生词量是有一定的帮助。自己感觉比较满意的是Pre-reading部分对发言学生的选派方式的设计能让各个不同层次的学生,无论他们成绩好坏, 人人都有机会参与小组讨论以及有展现才能的机会。有时候在不经意间就会出现叫你大吃一惊的课堂行为，如果你镇定自若，处变不惊，不仅会化险为夷，而且还会产生意想不到的效果。当我们进行到一道想象题，“假如发生了地震，你只能拿一种东西，你会拿什么？同学们的发言五花八门，有的说钱，有的说手机，有的说什么都不带，保命要紧??这时有一名同学站起来，“如果发生了地震，我无论如何要带上我的妹妹，因为平时一向都是我照顾她??”哦,这是一个不错的选择,她的回答超出了自我,上升了一个层次。于是,我在做总结时加了一句:“假如发生地震,你准备带一样东西,这时,你看到了奶奶,你如果带走了奶奶,你便不能带走任何其他东

西了,你还会带她吗?”同学们的回答斩钉截铁:“会!”接下去问为什么?同学们便七嘴八舌开始说起来??其实,我在无意间已落实了我的德育目标,一个人在危难之际,不仅要关心自己,更要关心别人,对于亲密无间的家人,更要如此。

本节公开课也有一些遗憾的地方有待改进，比如有些练习的难度偏大，比如speaking部分，由于时间的关系将内容和选择做了适当的修改，但是，当学生自己完整的将自己心中所想表达出来还是有一定的难度，尤其是对于基础比较差的同学，不愿意张开嘴说英语。我也没有能够较好地引导学生清楚地表达自己的意思。

总之，本节课我基本上能够结合所教学生的实际，在以话题为主线索的新课标理念指导下，注重语言的实际综合运用，以课本为蓝本，通过加入汶川地震的信息，贴近生活，紧跟时事热点话题，充分体现出语言的实用性。在教学过程中我能较好地运用现代教育信息技术与高中英语课堂教学相结合，比较合理地使用多媒体课件，扩大了教学容量，提高了课堂教学效率，有效地完成了本课的教学目标。我以问题为线索，采用“任务驱动”的方法，以学生为中心搜集、整理、设计、反馈教学内容，着力培养学生的自主学习能力，让学生在学习中体验成功和快乐。在这一过程中，通过小组互动，学生的合作意识加强了，主体精神得到了培养和锻炼，学生由“被动”地学转变为“主动”地学，形成了积极的学习态度，促进了学生语言实际运用能力的提高。教学是一门艺术，教无定法，适合你的学生实际的就是最好的。只要我们平时多做有心人，加强理论学习，在新课程理念的指导下多思考，多实践，我们的教学水平就能逐渐提高。

 

第二篇：高中英语人教版必修一教案Unit 4 Earthquakes

Unit 4 教学设计

(1) 课题：Earthquakes (2) 教材分析与学生分析： 本单元的主题是“地震”。 Warming Up部分Pre-Reading部分要求学生描述、讨论与地震有关的话题。Reading部分是一篇新闻报道，介绍了唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况。Learning about Language 部分涉及了本单元的词汇和语法。该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有that, which, who, whose引导的定语从句，培养学生的自主学习能力。Using Language部分的“读写说（Reading, writing and speaking）”训练提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲稿，接着说一说唐山大地震纪念邮票。随后的听力（Listening）是一位美国人以第一人称叙述他在19xx年旧金山大地震中的可怕经历。写作（Writing）部分训练学生如何写新闻报道，学会拟地定写作提纲。 (3) 课时安排：The first period: Reading The second period: Reading

The third period: Listening The fourth Period：Grammar The fifth period: Extensive reading The sixth period: Summary (4)教学目标： ① 知识与技能：了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援; 掌握和运用本单元出现的新词汇和短语以及数字的表达法；熟练运用that, which, who, whose引导的定语从句；学会写英文新闻报道，拟订写作提纲。

② 过程与方法：在学习阅读部分时，可以根据教学的需要和教学班级的实际，从不同的角度设计目的明确的任务。阅读材料提及了很多孩子失去双亲成为孤儿，矿工在地震中的遭遇。救护人员和解放军官兵不顾自身安危，奋力抢险的事迹，地震无情人有情，感人至深。因此可以将他们作为素材，设计多种任务，展开课堂教学活动。如：1. 组织学生讨论震后孤儿的安置2. 模拟采访被抢救的矿工。 3. 写一篇新闻故事，描述救护人员和军队救灾的感人故事。

③ 情感态度与价值观：培养日常对自然现象的观察能力和思考能力，对地震等灾难中逃生和救生方法的了解。

(5) 教学重点和难点：

词汇：shake rise smelly pond burst canal steam dirt ruin injure destroy brick dam useless steel shock quake rescue electricity disaster army organize bury coal mine shelter fresh percent speech honor prepare Europe

短语：at an end right away dig out a (great) number of give out thousands of

重点语法项目：由that, which, who, whose引导的定语从句. 难点： 1. Teach the students how to enjoy an article 2. Teach the students the way to express themselves. 3. The usage of the words of that, which, who and whose.

(6) 教学策略：Student-centered method, asking and answering, explaining and practicing, reading and discussion, speaking and listening, pair work (7) 教学煤体设计：A projector and a tape recorder. (8) 教学过程：详见以下分课时教学设计。 (9) 课堂练习与课外作业设计：穿插于分课时教学设计中

(10) 教学反思或值得改进的地方：见每个课时最后部分。

THE FIRST PERIOD: READING

Step I. Revision

Check the homework with the whole class.

Step II. Warming up

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 wind that blew in 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.

S4: The sound of trains.

T: Good! I agree that all of them are big sound. But did 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 something unexpected and terrible. 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 have 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 show your opinion.

Step III. Pre-reading

There are two questions in this part. Both are very interesting. The first one c

an 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?

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 besides drinking, I can also eat.

S6: I will carry my grandma. She is my most loved person in this world. She brought me up.

T: What a dutiful child you are! I’m very glad to hear that. 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

In this part, teacher should ask the students to read the passage quickly 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 exercise3 in Comprehention. 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 Exs1-2,which are about details.

Skimming

T: At first I’d like to read the text quickly to get the general idea of the article. While reading, you should pay attention to the sentence of each paragraph.

T: Have you got the general idea of the text?

Ss: Yes.

T: What is it?

S1: There is no 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 some signs of the earthquake, and what would happen during the quake.

T: Good, sit down please. In fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (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 more exact.

Teacher shows the screen and gives a little time to think it over.

1. Strange things were happening in the countryside in the northeast Hebei.

2. The disaster happened and caused a lot of loss.

3. All hope was not lost.

Careful reading

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 held?

Step V. Extension

Show the questions on the screen.

1. From whose point of view are events described? How do you know?

2. What is the mood of this passage? How is it created?

3. Why do you think the writer chooses to express his feelings about the quake rather than simply reporting what had happened?

4. Why is the title A NIGHT THE EARTH DIDN’T SLEEP?

5. What does the sentence “Slowly, the city began to breathe again.” mean?

Answers:

1. He uses third-person to describe the quake. His description is very objective. For example, the second sentence in the third paragraph. The writer says: “Everywhere they looked nearly everything was destroyed.” The writer uses they instead of we.

2. The mood is serious and a bit sad. It is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed.

3. Although the writer was not there, he felt sad for the people of Tangshan. He knows that some personal feelings will make the reading more interesting.

4. I think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. But that night everything changed. The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title to show how terrible and how unusual the night was.

5. Here we can see that the writer compared the city to a person who suffered a lot in the disaster. He felt her pain, and he worried about her. So when he said that people came to help her, we can feel his feelings to the city. The city will not die, she has hope and she can recover from the pain.

Step VI Comprehending

Answers to Exx1-3

1. 1. C 2. E 3.B 4.D 5.A

2. 1. The walls of the villages wells had cracks in them.

2 .Roads got huge cracks

3. Brick buildings were destroyed.

4. The army helped the survivors.

5. Shelters were put up for those with no homes.

3. 1. Strange things were happening in the countryside in northeast Hebei..

1. The disaster happened and caused a lot of loss.

2. All hope was not lost.

Step VII Homework

课后反思：总体感觉上，本节课上得比较成功，心情愉快。基本上完成了教学任务。学生们不但对地震有了一定的了解，而且能用英语进行简单的描述。但是同学们在讨论、汇报、回答问题时词汇单一，句式多是中国方的英语。在今后的教学中要加强语句表达方面的训练。 THE SECOND PERIOD: READING

Step I Revision

Teacher check the students’ homework by showing the answers to exercises1-2 in the Learning about language.

Answers to Exercise 1.

1. pipe 2. dam 3. shocked 4.injured 5. well 6. canal 7. ruins 8. a great number of 9. at an end

10. bury 11. rise 12.rescue 13.steam

Answers to Exercise 2.

A great number of, dam, well, canals, steam, ruins injured, shocked, bury

T: OK. Before we begin today’s class, please guess the meaning of these sentences.

1. Small incidents foretell big events.

2 Blessings never come in pairs and misfortunes never come singly

3. Where there is life, there is hope.

S1: The first sentence means people should pay attention to the small things, because these things often cause unexpected events. Just like what we have learned in the text.

S2: The most important thing in the world is life. Without life, everything will lose its meaning. S3: It means everything has its two sides. Although the disaster is terrible, and we cannot avoid it, it can force us to try our best to foretell it more exactly and reduce the loss caused by the disaster.

Step II. Reading, writing and speaking

A thank speech

The teacher’s main task is to tell students some problems that appeared in their writings.

Show the sample on the screen, and ask the students to read it, and find something that are useful.

Sample

Good morning, Ladies and Gentlemen. My name is Wang Wei. At first, I’d like to thank Mr. Zhang and the city of Tangshan for the honor of talking to you. I’d also like to thank each of you to come here today for this special occasion. Twenty-nine years ago, we experienced the terrible earthquake, which completely destroyed everything in the city. And twenty-nine years later, we get together in this beautiful park. This park makes me believe that we are indeed in the “Brave City of China”. Here I’d like to thank all of you, especially those who worked hard to save the survivors. During those days, you forgot the danger and devoted yourselves to digging out those who were trapped in ruins. Burying the dead, and building shelters and so on. I’m sure the people in Tangshan will never forget you! When I walk in the broad street, and see the new houses and offices, I can’t help expressing my thanks for those who rebuilt the city within 13 years. Also we can’t forget you. I believe our city become more beautiful in future. The spirit of its people has been and will always be strong forever! Thank you.

Two minutes later.

T: What do you think of the speech?

S1: The speech is very fluent.

S2: The writer uses many Attributive Clauses. I don’t know how to use the structure.

T: It doesn’t matter. We’ll learn it next time. Now let’s go through exercise 4, it’s another writing task.

A little talk

A model speech has been given to the students. The students should complete the sentences after looking at the design of the new Tangshan stamps. The speeches may have many different contents. Let the students pay attention to this point: the audience is the same with the one In the last speech.

T: We can see there are four stamps showing new Tangshan. Can you describe each of them with a few words?

S1: Housing conditions for the first stamp.

S2: Street scenery of new Tangshan for the second stamp.

S3: Industry for the third one.

S4: Ocean transport for the last one.

An outline

Show the questions on the screen.

1. Why is an outline important?

2. What should an outline include?

3. Why is a headline important?

4. What are the steps to finish a newspaper story?

5. What is the feature of a newspaper story?

Answers:

1. Because an outline will prepare you to write a better story.

2. A good outline should have a headline, a list of main idea and a list of important details.

3. A headline can tell the reader what the topic is, so it can attract the readers’ attention since the reader may not have bought the newspaper before they read the headline.

4. First, organize the main ideas. Next, put some details into each paragraph.

5. A newspaper story gives the most important news first and the least important news last. Teacher show more examples of some newspapers on the screen and ask the students to read them and try to find the outlines in the stories.

A short story

This integrated language activity enables students to use their imaginations and to write in a literary way. You may want to encourage students to use a literary device, such as simile, personification or metaphor.

T: Now, please turn to page 62, look at the TALKING part. Read it carefully, and then tell me what the feature of this talking is.

Give them two minutes to think about this question.

S1: This talking needs us to imagine.

S2: We should write it in a literary way.

T: Good! You’ve got the point of the talking. In this task, the most important thing you should do is to make full use of your imaginations and try to use a literary way. For example, you may use simile, personification or metaphor. Now, work in groups to write down your own short stories.

Attention! The stories are about the cause of earthquakes. After you’ve finished, I’ll ask some of you to read out your work..

Group One

In the center of the earth lives an evil ghost. He usually sleeps for many years. During these years, people on the earth live a happy life. But when he wakes up, he shall howl. And then people feel an earthquake.

Group Two

Some people believe that there is a magic world in the center of our earth, where lives a kind of wiser living thing. They can make UFO. When the UFO comes out to visit our world, there is an earthquake.

Group There

There are too many people on the earth, and people are building too many buildings. Besides, they dig too many and too deep holes. The earth can’t stand. She shakes, and an earthquake happens.

Step III Homework

Write an outline for China Daily

课后反思：本节对教材的处理整合较好，能够合理增减。训练了学生对课文所学单词短语的运用，另外学生的听说能力和书面表达能力也得到比较充分的训练。

The Third Period: Listening

Step I Greeting and leading in

T: Now, we will listen to a non-fiction article common to science textbooks. This article is on geology. It provides many facts and describes cause and effect relationships.

Step II Listening (P62)

T: You will listen to the tape three times. First, listen and try to get some details that Exx1-2 request. Second, listen and finish the exercises. Third, listen and check your answers. Answers to Exercise 1.

The true sentences are: 4,5,6 and 7.

Answers to Exercise 2

Step III Listening (P66)

This listening material gives the students a chance to learn more knowledge about earthquake.

The way and steps of listening are the same with the ones in Step II.

Step IV Speaking task

This part comes after the Listening. In content they have the same topic. It’s better to put them together. Also this exercise gives students practice in taking words and phrases from the reading passage and putting them into a short dialogue.

T: Just now we have a listening, in which we learnt what to do during an earthquake. Now you will work in pairs to choose eight things from the list below to put into your personal earthquake bag. Remember these may be the only things you have, so make sure that you only take essential things with you. They must make you last for five days

S1: Our earthquake bag will contain the following things:

1. bottle of water 2. fruit 3. torch light 4.blanket 5. mobile phone 6. identity card 7.scissors 8. bowl and chopsticks

Step V. Homework

Preview the USING WORDS AND EXPRESSIONS on page 63, and do Exx 1-2 on page 28 in Discovering useful structures.

课后反思：本节是听力课，从帮助学生形成有效学习策略的角度出发，培养学生如何去获取信息，处理信息的能力。提高学生的听力能力。

The Fourth period Grammar

Step I Revision

Teacher shows the screen

Answers to Exercise 1

As usual, shake, cracked, pipes, holes fell, disaster, trapped, hit, quakes, escape, destroyed, a great number of

Answers to Exercise 2

1. She was too nervous to eat anything the evening before.

2. When the second quake was felt, people ran out of their houses right away.

3. After that terrible disaster, 60 percent of homeless children were sent to live in other safe cities.

4. They used candles all the time instead of electricity.

5. A little girl was dug out of the ruins to the north of the factory.

6. We were very proud of the soldiers who rescued the boys from the rushing water.

7. We need to honour those who organized the rescue work.

Step II Discovering useful structures

T: By now we have reviewed some useful words and sentences. Today’s another important task is to learn the Attributive Clause.

There are two kinds of this clause. One is the Restrictive Attributive Clause, which modifies the noun; the other is the Non-Restrictive Clause, which gives extra information, and is written with commas.

Teacher shows some sentences on the screen and asks students to translate them one by one.

1. But the one million people of the city, who thought little of these events, went to bed as usual that night.

2. It was heard in Beijing, which is one hundred kilometers away.

3. A huge crack that was eight kilometers long and thirty meters wide cut across houses, roads

and canals.

4. The number of people who were killed or injured reached more than 400,000.

5. The army organized teams to dig out those who were trapped and to bury the dead.

6. Workers built shelters for survivors whose homes had been destroyed.

Teacher gives more knowledge about the clause to the students.

定语从句

1. 限制性定语从句

大多数定语从句对所修饰词的意思加以限制,表示 “……的人(或东西)”,称为限定性定语从句.如:

The man who robbed him has been arrested.

抢劫他的人已经被逮捕了．

The girl whom I saw told me to come back today.

我见到的那个姑娘叫我今天来.

That’s the best hotel (that) I know.

这是我所知道的最好的旅馆

These are the books (which ) you ordered.

这些是你订购的书

这类从句多由关系（a）或关系(b)引导

a. Everyone who (that) knew him liked him.

The friend with whom I was traveling spoke French.

The car which (that) I hired broke down.

b. At the time when I saw him, he was quiet strong.

That is the village where I was born.

These are the reasons why we do it.

在限定性定语从句中，当关系代词在从句中作宾语时，在绝大多数情况下都可以省略，特别是口语中， 在被修饰的词为all, everything 等词时尤其如此．

Have you got the postcard (which) I sent you?

These are the things (that) you need.

Anything I can do for you ?

All you have to do is to fill out this form.

That’s the only thing we can do now.

You can take any room you like.

2. 非限定性定语从句

对所修饰的词没有限定词义的作用，而是作一些补充说明，通常都有一个逗号把它和句子的其他部分分开，在译成中文时，这个从句多译成一个并列句．限定性定语从句去掉以后，句子意思常发生变化，甚至不能成立，而非限定性定语从句去掉以后对剩下部分没有太大的影响．如：

Peter, who had been driving all day, suggested stopping at the next town.

This house, for which he paid $150,000, is now worth $300,000.

They went to the Royal Theatre, where they saw Ibsen’s Peer Gent.

Sunday is a holiday, when people do not go to work.

应注意的是，在这类从句中不能省略任何关系副词why和关系代词that，也不能省略任何关系副词，这类从句主要出现在书面语中．

在书面语中whose有时指某样东西．如：

His house, whose windows were all broken, was a depressing sight.

The car, whose handbrake wasn’t very reliable, began to slide backward.

It was an island, whose name I have forgotten..

Exercise 1 Fill in the blanks with who, whose, which and that.

1. The girl ( ) served in the shop were the owner’s daughters.

2. The man ( ) I saw told me to come back today.

3. The girl ( ) spoke is my best friend.

4. The man with ( ) I was traveling didn’t speak English.

5. The man ( ) I saw told me to wait.

6. The girl ( ) I spoke to was a student.

7. The man to ( ) I spoke was a foreigner.

8. The man from ( ) I bought it told me to read the instructions.

9. I know a boy ( ) father is an acrobat.

10. He saw a house ( ) windows were all broken.

11. All the apples ( ) fall are eaten by wild boars.

12. Can you think of anyone ( ) could look after him?

13. This is the best hotel ( )I know.

14. He showed a machine ( ) parts are too small to be seen.

15. You can take any room ( ) you like.

Answers to Exercise 1

1. who 2. whom 3.who 4. whom 5. whom 6. whom 7. whom 8.whom 9.whose 11. that 12. that 13. that 14. whose 15. that

Exercise 2 Discovering useful structures (28)

Answers to Exercise2

1. who 2. that/which 3. which/that 4. whose 5.whose

Step III Using structures

This is advice on how to protect one’s home from an earthquake. The main purpose is to practice the Attributive Clause. This exercise is a kind of procreative activity for students, which can be done only after the students read and understand the passage. So perhaps it is difficult for some students.

T: Just now we had a translation exercise and filled some blanks. That’s the basic exercise for the Attributive Clause. Now I’ll give you 5 minutes to read A SAFE HOME , and finish the sentences below the article.

Five minutes later, the teacher check the answers.

Answers to Exercise 1

1. whose pipes are not tied to the wall

2. of the house that you want to buy

3. who move into a new house

4. which are not tied to the tables or stuck to them

5. who buy a house, which is built badly

6. whom building houses is their work

Step IV Homework

课后反思：本节课是语法课，能以学生为主体，通过指导学生观察、体验探究、合作等积极

主动的学习方式，发现语言的规律并运用到各种语言实践活动中。做到精讲多练，使学生区

分两种定语从句的区别。

The Fifth Period: Extensive Reading

Step I. Revision

Show the exercise on the screen.

Fill in the blank with a correct word.

1. He made another wonderful discovery, _____ was more than we could expect.

A. which I think is B. which I think it is C. which I think it D. I think which is

2. ____ I drove to Zhuhai for the air show last week.

____ Is that the reason _____ you had a few days off?

A. why B. who C. what D. where

3. In the dark street, there wasn’t a single person _____ she could turn for help.

A. that B. who C. from whom D. to whom

4. All of the flowers now raised here have developed from those _____ in the forest.

A. once they grew B. they grew once C. that once grew D. once grew

5. I don’t like _____ you speak to her.

A. the way B. the way in that C. the way which D. the way of which

6. The weather turned out to be very good, _____ was more than we expected.

A. what B. which C. that D. it

7. He paid the boy $10 for washing ten windows; most of _____ hadn’t been cleaned for ten

years.

A. these B. those C. that D. which

Answers to the exercise

1. A 2. A 3. D. 4.C 5. A 6. B 7.D

Step II. Pre-reading

T: At the first period, we learned the earthquake happened in Tangshan. In that article the

writer mainly described what happened during the quake. And the descriptions are

objective. Now, we will read a story written by America’s most popular writer, Jack London. In

the article he expressed his own feeling about the San Francisco quake. His account of the

disaster is both factual and literary. You may feel it when you are reading the article. At first I’d

like to show you some background of this article. Please look at the screen and read the

T: Now that we have known the background of the article, and something about the writer. Let’s

read the article carefully, with these questions on the screen. Then you can have a discussion.

After that we’ll check them together.

Show the questions on the screen

1. Who is the man in the picture?

2. What can we see from the word never in the sentence “Never before in history has a city

been so completely destroyed”?

3. How many negative words are used in the first paragraph, and what can we know from these words?

4. What’s the feature of the sentences in the first paragraph?

5. What’s the main idea of the second paragraph?

6. What can we learn from the first sentence and the last sentence?

Answers:

1. Maybe he is the writer, Jack London.

2. From the word never, we can feel that the writer was very sad.

3. There are six words. They are never, nothing, gone, no, useless and burst.

4. All the sentences in this paragraph are short ones.

5. Out at sea it was calm.

6. The two sentences give us a contrast. Although the city was destroyed, the people were not nervous or upset. They just did what they should do.

Step IV Answering questions

Answers to Exercise 1

1. shocked

London is both greatly surprised and frightened by what he sees, so “shocked” is a good word to describe his feelings.

2. sad

London knows that many families lost their loved ones and all their possessions.

Answers to Exercise 2

1. B

Because he is an eyewitness. He is also writing a personal report, not a history lesson.

2. The people hurt by the quake and the things it destroyed

3. C

4. B

Step V Listening

Answers to Exercise 1

True: 3,4 False: 1,2,5,6

Answers to Exercise 2

1. After the earthquake had happened. The last sentence gives information about the next day after the

Yes, the man is calm because he is writing about something a long time after it happened.

2. The falling buildings were his biggest danger and he didn’t know when one might fall on him. He could at least see the fires and cows coming towards him.

3. He was going to the bay to get on a boat.

4. Answers will vary but should demonstrate an understanding of the listening text. Step VI Homework

课后反思：本节为泛读课，主要培养学生良好的阅读习惯。课前注意复习巩固前面学过的内容，能根据课文设计各种阅读任务，使学生较好的理解课文的大意。

The Sixth period: Summary

Step I Revision

What have you learned in { the listening materials?

{ the reading materials?

{ the writing?

Step II Summing up

T: What did you learn in the listening materials?

S1: We learned some listening steps: before listening, we should know what we’ll listen by reading the exercises first. And while listening, we should try to get the key words and details that appear in the exercises.

S2: We learned the ways to talk about past experiences and also the problem of sequence, which appears in the Listening part on page 30.

T: What did you learn in the reading materials?

S3: We learned some basic knowledge of earthquake and how people have coped with these sudden natural disasters.

S4: We learned the ways to describe an event in a literary way. For example, “ Never before in history has a city been completely destroyed. San Francisco is gone. Nothing is left it .” and so on. T: What did you learn in the writing?

S5: We learned how to write a speech.

S6: We learned how to write a story in a literary way, and an outline.

Step III. Writing

Give the students 5 minutes to write a poster.

Possible Sample

Poster

Earthquakes are terrible natural disasters. Although we cannot avoid it, we can survive by making preparations. Here are the essential things you should always take during an earthquake.

You should take a bottle of water. It can keep you alive for a long time, if you are trapped under the ruins. Take some fruit, in case you are hungry.

And also take a torch light and a mobile. These can help you keep in touch with the outside world, and it is easy for rescue workers to find you quickly.

Don’t put fresh fruit in the bag as they will go bad quickly and cause problems. Don’t take money, especially don’t go back to take money when the house is shaking. You may be caught in the ruins.

Step IV Project

This project begins by asking students to review what they have learned about earthquakes and how people have coped with these sudden natural disasters. It then asks them to apply that knowledge by making a checklist of things that should be done before, during and after a quake hits. The functional item of the unit is reviewed as students are discussing and deciding the order of their checklists. It is not necessary or likely that students will number their checklists the same. What matters is whether the sequence is logical or not. Finally, the students must choose one action from the checklist to discuss in more detail.

Answers to the PROJECT 1. How to plan for future disaster;

2. How to make new buildings after;

3. How to teach children about earthquake safety;

4. How to rescue those who still trapped in the ruins;

5. How to take care of the survivors

6. How to recognize shelters for survivors;

7. Where to put information for survivors and their families;

What to do with the ruins;

8. What to do with the buildings that survived the quake;

9. How to repair buildings that survived the quake;

10. Where to get money to build again;

11. Where to find people to help rebuild;

12. How to honor those killed in the quake;

13. How to honor the rescue workers.

Step V Homework

课后反思：本节为单元小结。帮助学生回顾本单元所学知识，使学生养成及时复习的习惯，懂得英语学习需要总结和不断的多次反复的重要性，通过总结回顾使自己感觉学有所成，获取成就感。 找教案