高一英语教案：必修三Unit2教案

第一篇：高一英语教案：必修三Unit2教案

Unit 2 Healthy eating

Period 3 Learning about language: Grammar

整体设计

教材分析

This is the third teaching period of this unit.To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises.Then lead in the new lesson.This teaching period mainly deals with the grammar: learn the use of ought to and review the use of can, could, may, might, will, would, shall, should, must, can’t.Students often feel modal verbs abstract and difficult, so it is necessary to make the lesson interesting and connect it with their daily life in order to let it easy to accept and understand.Firstly, the teacher can ask students to read the reading passage Come and Eat Here(1)again, tick out the sentences using modal verbs from the reading passage and translate them into Chinese.Secondly, compare and discover the uses of each modal verb by giving a lot of example sentences.Thirdly, do the exercises in Discovering useful structures on Page 13 and more exercises for students to master the related modal verbs.Finally, summarize the use of ought to and let students make it clear how each modal verb is being used in the situations.At the end of the class, ask students to do the exercises in Using structures on Page 54 and additional exercises for consolidation.教学重点 1.Get students to review and consolidate the use of can, could, may, might, will, would, shall, should, must, can’t.2.Let students learn the use of ought to.教学难点

Enable students to learn how to use ought to correctly.三维目标 知识目标

1.Get students to know more about modal verbs.2.Let students learn the use of ought to.能力目标

Enable students to use modal verbs correctly and properly according to the context.情感目标

1.Get students to become interested in grammar learning.2.Develop students’ sense of group cooperation.教学过程

设计方案(一)

→Step 1 Revision

1.Check the homework exercises.2.Dictate some new words and expressions.3.Read the passage Come and Eat Here again to find words and expressions that mean the same.Alternative words and expressions Words and expressions from the text

should

run away after doing something wrong

something to make you thin by eating it

wish to know about something

get rid of something

Alternative words and expressions

parts of plants that help food move quickly through the body

changing food into something the body can use

proper amount of different kinds of food needed for good health

Give students about four minutes to find the suitable words and expressions.Then check the answers with the whole class.Suggested answers: Alternative words and expressions Words and expressions from the text should ought to run away after doing something wrong get away with something to make you thin by eating it slimming foods wish to know about something curiosity get rid of something throw away Alternative words and expressions Words and expressions from the text parts of plants that help food move quickly fibre through the body

changing food into something the body can use digestion proper amount of different kinds of food balanced diet needed for good health

→Step 2 Leading-in by revision Translate the following sentences and explain how each of these modal verbs is being used in the situations.1.He could hardly support his family before he found the new job.2.Where could/can the boy be now? 3.May/Might I come in? 4.You may/might catch sight of the sunrise from here when you get up before 5 in the morning.5.You must hurry up or you’ll be late.6.Whatever you want, you shall have.7.We should read English aloud every morning.8.He would sit there for hours, doing nothing at all.Suggested answers: 1.他在找到那份新工作前几乎无法养家糊口。(ability)2.那孩子现在能在哪儿呢？(guessing)3.我可以进来吗？(ask for permission)4.你在早晨五点钟以前起来, 或许能从这儿看到日出。(possibility)

5.你必须得快点儿, 不然会迟到的。(necessity)6.你想得到什么, 你就可以有什么。(promise)7.我们应该每天早晨朗读英文。(duty)8.他总是在那儿一坐就是几个小时, 什么都不干。(past habit)→Step 3 Grammar learning 1.Reading and discovering Ask students to turn back to Page 10 to read through the passage Come and Eat Here, let them pick out the sentences using modal verbs and translate them into Chinese.Suggested answers: 1)By lunchtime they would all be sold.到午饭时分, 它们都会卖完。

2)By now his restaurant ought to be full of people.到了这个时候, 他的餐馆本该宾客盈门的。3)What could have happened? 发生了什么事呢？

4)Nothing could be better.再没有比这些更好（吃）的了。

5)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.要是李昌不像往常那样来他的餐馆吃饭, 那问题就严重了。

6)He could not believe his eyes.他简直不能相信他的眼睛。

7)Perhaps he should go to the library and find out.也许他应该去图书馆查查清楚。

8)He could not have Yong Hui getting away with telling people lies!他不可能让咏慧哄骗人们后跑掉。9)He had better do some research.他最好作一番调查。

10)They would become tired very quickly.他们很快就会到疲乏。

11)Perhaps with a discount and a new sign he could win his customers back.或许打折的方法和新的招牌能够帮他赢回顾客。

2.Thinking and discussing Let students read aloud the sentences they picked out, think over and discuss with a partner how each of these modal verbs is being used in the situations.Use the function words below to explain the meaning of the modal verbs.If students have some difficulty, give them a hand.Intention Duty Permission Possibility Guessing Ability Suggested answers: 1)Possibility 2)Possibility 3)Possibility 4)Possibility 5)Guessing 6)Intention 7)Duty 8)Intention 9)Duty 10)Possibility 11)Ability 3.Summing up: the use of ought to ought to的用法

ought无人称和时态的变化, 后接带to的动词不定式。ought to可表示“义务”“要求”或“劝告”, 常译作“应该”“应当”等, 和should差不多, 只是语气稍重一些;有时表示“非常可能”的意思。否定式为ought not to(oughtn’t to), 疑问式为Ought I/you/...to...? 1.表示“责任或义务”

Such things ought not to be allowed, ought they? 这类事情不应该被准许, 是吗？ —Ought he to go? 他应该去吗？

—Yes, he ought to.是的, 他应该去。2.表示“适当, 合适或应该”

Coffee ought to be drunk while it is hot.咖啡应该趁热喝。

There ought to be more buses during the rush hours.在上下班高峰期, 公共汽车应当多一些。3.表示“可能性”

Harry ought to win this race.哈里应该会赢得这场比赛。

If he started at seven, he ought to be here now.假如他在七点出发的话, 现在大概到这儿了。4.表示“劝告或建议”

I think you ought to eat more body-building food.我认为你应当多吃些有营养的食物。

He said I ought to do that job.他说我适宜做那项工作。

5.表示“推测”, 意为“照说应该;想必一定”, 后跟不定式的一般时、进行时或完成时, 分别表示对现在、现在进行或过去情况的推测。

She has had working experience before.She ought to be fit for the job.她以前有过工作经验, 应该胜任这项工作。

It’s just 9 o’clock.Mary ought to be doing her homework in her room now.才刚九点, 按说玛丽应该在房间里做作业。

It ought to have rained last night.昨晚应该下过雨。6.表示“责备或后悔”

ought to后接不定式的完成式时, 表示“本应该做某事而事实上没做”;其否定式表示“本不应该做某事而事实上做了”。

You ought to have done these exercises because you were required to so during your holidays.这些练习你本应该做完的, 因为假期里就要求你做了。

She ought not to have told him the bad news, which had a bad effect on his examinations.她本不应该告诉他这个不幸的消息, 结果影响了他的考试。

→Step 4 Grammar practice 1.Turn to Page 13.Ask students to do Exercise 2 in Discovering useful structures.First let them discuss in pairs how each of these modal verbs is being used in the situations.Then check the answers with the whole class.Give some explanations if necessary.2.Turn to Page 50.Ask students to do Exercise 1 and Exercise 2.Check the answers after most of them finish.→Step 5 Asking and answering

Let students work in pairs.One asks a question and the other answers it.Remind them to use modal verbs in their answer.Show the following on the screen to students.Example: S1: What should you do after school? S2: I have to go home at once.I need to take the bus.I ought to do my homework as soon as I get home.Other possible questions: 1.Do you know what you have to do when you borrow books from the library? 2.Do you know what to do when your teethache? 3.Do you know what to do if you need to meet someone you don’t know at the airport? 4.Do you know what to do if you want to get a discount in a shop? 5.Do you know what you should do when you meet the hostess in your friend’s home? The following procedures may be followed: 1.Let students ask and answer the questions in pairs.2.Ask as many pairs as possible to perform their dialogue to the class.→Step 6 Closing down by a quiz

Show the following exercises on the screen.Let students finish them within three minutes to see if they have mastered the use of modal verbs.Five minutes later, check the answers with the whole class.1.—What’s the matter with you?

—Oh, I’m not feeling well in the stomach.I ______________ so much fried fish just now.A.shouldn’t eat B.mustn’t eat C.oughtn’t to have eaten D.mustn’t have eaten

2.—Mum, I climbed to get the Teddy Bear from the top of the shelf.—My goodness!You ______________ yourself.You ______________ do that again.A.must have hurt;mustn’t B.should have hurt;can’t C.may have hurt;mustn’t

D.might have hurt;won’t be able to

3.The train was ten minutes late, so I ______________ have run all the way from my house to the station.A.couldn’t B.shouldn’t C.needn’t D.mustn’t

4.You ______________ worry about the old man.He ______________ well already.A.needn’t;may get B.didn’t have to;gets C.mustn’t;got

D.needn’t;may have gotten 5.—Shall I tell John about it?

—No, you ______________, for I’ve told him already.A.needn’t B.wouldn’t C.mustn’t D.shouldn’t

Suggested answers: CCCDA →Step 7 Homework

1.Finish off the workbook exercises.2.Preview the reading passage Come and Eat Here(2)on Page 14, find the sentences in which modal verbs are used, and see if you can understand the situations.设计方案(二)

→Step 1 Revision 1.Check the homework exercises.2.Translate the following into English.1)平衡膳食 2)应该;应当 3)减肥;体重减轻

4)被放过;（做坏事）不受惩罚 5)说谎;撒谎

6)到了这个时候, 他的餐馆本该宾客盈门的。7)再没有比这些更好（吃）的了。

8)要是李昌不像往常那样来他的餐馆吃饭, 那问题就严重了。9)他简直不能相信他的眼睛。

10)他不可能让咏慧哄骗人们后跑掉。

→Step 2 Warming up by asking and answering Let students work in pairs.One asks a question.The other answers it.Remind them to use modal verbs they have learned in their answers.Example: S1: What should you do after school? S2: I have to go home at once.I need to take the bus.I should do my homework as soon as I get home.→Step 3 Discovering useful structures

Ask students to underline the sentences containing modal verbs in the reading passage and use the function words below to explain the meaning of the modal verbs.Intention Duty Permission Possibility Guessing Ability →Step 4 Learning the use of ought to

1.Ask students to turn to Page 91 and learn the part 6 ought by themselves.2.Encourage them to ask as many questions as possible.Give them explanations if necessary.3.Let them do some additional exercises.4.Sum up.→Step 5 Practice

Ask students to finish the following exercises within 8 minutes.Then check the answers with the whole class.1.Exercise 2 in Discovering useful structures on Page 13.2.Exercise 1 in Using structures on Page 50.→Step 6 Consolidation

Let students work in pairs to choose one of the situations below and develop it into a conversation.Make sure they use as many modal verbs as possible.1.Your friend sees someone steal a purse from an old lady’s pocket.He/She does nothing but is very worried about this.He/She comes up to you for your advice.What would you tell him/her to do? 2.Your friend has borrowed your mobile phone and lost it while he was out with his friends.You are very angry with him.He is not concerned.What are you going to say to each other? →Step 7 Homework

1.Finish off the Workbook exercises.2.Practice your conversation with your partner and be ready to present it to the class.板书设计 Unit 2 Healthy eating the use of ought to Use Examples ought无人称和时态的变化, 后接带to的动词(1)There is something I ought to tell you 不定式。ought to可表示“义务”“要求”或“劝before you leave.告”, 常译作“应该”“应当”等, 和should差不(2)He ought not to do that.多, 只是语气稍重一些;有时表示“非常可(3)—Ought he to see the doctor? 能”的意思。否定式为ought not to(oughtn’t to), —Yes, he ought to.疑问式为Ought I/you/...to...?(4)If she is completely well, she ought to be

back at school today.活动与探究 After class, make up a dialogue with your partner to talk about food you like or dislike.Be ready to present your dialogue to the class.You must use the following expressions and as many words that are referred to as you know.Expressions Food words My favorite food/fruit/meat is...fried chicken smoked chicken roast I’m fond of...I don’t often eat...duckbarbecued mutton lemon beefsweet and I really hate...I can’t stand...sour fish steamed fish creamed tomatoes

make me gain/lose weight fried eggplant cucumber salad boiled eggs

stir-fried mushrooms The beginning is given to you.A: Do you know how to make soup? B: Yes, I put in mushrooms, tomatoes and eggs to make a vegetable soup.A: Oh, I can’t stand tomatoes....

第二篇：高一英语教案：必修三Unit1语法教案

Grammar Teaching Goals: 1.To check what has been learned yesterday.2.To enable Ss to master some new words and expressions.3.To get Ss to have knowledge of the grammar point: the model verb

Teaching Procedures: Step 1.Revision

1.Ask Some Ss to retell the reading text.2.Ask Ss to answer the following question to see whether they did their homework or not.How many festivals are mentioned in our text? Step 2.Word study Purpose: To consolidate the words and phrases in the text.Finish Ex1 Purpose: To enable Ss to master some new words and expressions.Ex2 Many people think that Christmas is a western __________, but in fact it is really a worldwide holiday.Christmas actually as a _______ festival celebrated by _________ around the world.Its ______ is around the 3rd or 4th century AD, when the _______ of remembering Jesus’ birth on December 25th first started.Today, of course, many people celebrate Christmas __________ it were just a holiday to ______________ family, rather than a holiday about a _______.Suggested Answers: celebration, religious, Christians, origin, custom, as though, have a fun with, belief Step 3.Grammar point 1.Explain for Ss the grammar point: the modal verb(1)can/could 可以表示能力、许诺、请求或某种可能性，could还可用于： ① 提出委婉的请求，（注意在回答中不可用could）。例如：

— Could I have the television on? 我能看电视吗？

— Yes, you can./ No, you can't.可以/不可以。② 在否定句、疑问句中表示推测或怀疑。例如： He couldn't be a bad man.他不大可能是坏人

(2)may/might 表示允许或请求；表示没有把握的推测；may 放在句首，表示祝愿。might 表示推测时，不表示时态，只是可能性比may 小。

(3)will/would 克表示请求、许诺、同意、过去的习惯等。但需要注意：

① would like；would like to do = want to 想要，为固定搭配。例如：

Would you like to go with me? 想和我一块去吗？

② Will you„? Would you like„? 表示肯定含义的请求劝说时，疑问句中一般用some, 而不是any。例如：

Would you like some cake? 吃点蛋糕吧。

③ 否定结构中用will，一般不用would, won't you是一种委婉语气。

Won't you sit down? 你不坐下吗？

(4)shall/should可以表示推测、判断或建议。shall指现在，should指过去。(5)must/can’t指推测或猜想 must用在肯定句中表示较有把握的推测，意为“一定”，否定推测用can't。

2.Ask Ss to find at least four sentences which use modal verbs in the reading text and translate them into Chinese.See who can make the best translation.Suggested Answers:(1)„ when they can dress up and go to their neighbors’ homes and ask for sweets.(line 9, part 2)那时他们可以化装并去邻居家要糖果。

(2)Some people might win awards for their , „(line 4, part 4)一些人可能会因他们的„„而获奖。

(3)„ and may give children lucky money in red paper.(line 3, part 5)也可能给孩子们用红包包起来的压岁钱。

3.Ask Ss to finish Ex3 on P6 and check the answers in pairs.Step 4.Homework 1.Ask Ss to review what has been learned in this period.2.Ask Ss to finish the exercises of Using Words And Expressions and Using

Structures on P42～P43.语法教学参考材料：情态动词的语法特征

1）情态动词 不能单独做谓语，除ought 和have 外，后面只能接不带to 的不定式。

2）情态动词没有人称，数的变化，但有些情态动词，如can、will也有一般式和过去式的变化。

3）情态动词的“时态”形式并不是时间区别的主要标志，不少情况下，情态动词的现在式形式和过去式形式都可用来表示现在时间、过去时间和将来时间。1)can 和could： 1)can的主要用法是： A.表示体力或脑力的能力：

eg.The girl can dance very well.B.表示说话的推测﹑事物的可能性等: eg.Can the news be true? C.在口语中, can可以表示请求或允许: eg.Can I sit here? 2)could的主要用法是：A.could 是can的过去式, 表示与过去 有关的能力和推测: eg.We all knew that the young man couldn’t be a doctor.B.could可以代替can表示请求, 但语气较can客气、委婉: eg.Could you lend me your dictionary? Could I use your bike? 3)can和could接动词的完成形式，表示可能已经做某事。can用在否定和疑问句中, 表示不相信、怀疑等态度。eg.They can't have gone out because the light is still on.may 和might ： may 常用来表示： A.表示请求、允许;比can较为正式: eg.May I come in ? You may go now.B.表示说话人的猜测: “也许” “可能”: 通常只用于肯定句和否定句中。eg.--I believe the man is from England.--But I may be wrong.The guest may arrive this afternoon.在肯定句中，may 的可能性比can 高，may 表示现实的可能性，can 表示理论上的可能性。如： The road may be blocked.这条路可能不通了。

The road can be blocked.这条路可能会是不通的。

在疑问句中，表示可能性用can。如：Where can he be? 他会在哪呢？ C.表示祝愿;但语气较正式: eg.May you succeed!May you have a good journey!might 的用法有: 多在间接引语中表示过去的可能和允许。如: She said that he might take her bike.她说他可以拿她的自行车去用。

除了在间接引语中以外，might 一般不表示过去的可能或者许可。如要表示过去的可能可以用could, 表示过去的许可可以用was(were)allowed to 或者 had permission to。

表示现在的可能，其可能性要比 may 小。如： She might go home tomorrow.表示现在的许可, 语气比may 较委婉, 一般用于疑问句(包括间接疑问句), 不可用于肯定句或者否定句。

如: Might I have a word with you? 我可以和你说句话吗？ will和would：

1.will是助动词或是情态动词？

will用于构成将来时是助动词。用于表示“意志”“决心”“请求”是情态动词。would亦同理。

eg.I will tell you something important.我要告诉你一些重要的事。

（助动词）Will you tell her that I'm here? 请您告诉她说我在这儿，好吗？（情态动词）2.在疑问句中用于第二人称，提出请求或询问。eg: If you want help-let me know, will you? 如果你需要帮助, 让我知道, 好吗? Will you type this, please?请打印这个，好吗？ Won't you sit down?请坐下，好吗？ 3.would比will客气委婉。eg: Would you help us, please? 请您帮助我们，好吗？ I’d go there with you.我要和你一块到那儿去。Teacher wouldn’t allow it.老师不会允许这件事。

shall和should： 1.shall用于构成将来时是助动词。shall用于征求对方的意见，表示 “决心” 是情态动词。eg: Perhaps I shall pay a visit to England this winter.可能今年冬天我会去英国观光。（构成一般将来时, 助动词）Shall we go by train, Mom? 妈

妈，我们乘火车去好吗？（用于征求对方的意见，情态动词）I shall go at once.我必须立即去。（表 “决心”，情态动词）

2.should表示义务、建议、劝告，意为 “应该”。“should+ have+过去分词”

表示本应该在过去做但没有做。eg: You should keep your promise.你应该遵守诺言。She should have passed the exam.她应该通过考试的。must和 have to 1.must用于一般问句中,肯定回答用must否定式用 needn’t或don’t have to，做 “不必”,mustn’t

表

示

“

禁止，不允

许

” — Must I finish all assignments at a time? Yes, you must.No, you needn't.2.表示“必须”这个意思时，must 和have to 稍有区别。must着重说明主观看法，have to 强调客观需要。另外，have to 能用于更多时态。I don’t like

this

TV

set.We

must

buy

a

new

one.There was no more bus.They had to walk home.3.must表示对某人某事的猜测，作“准是”，“一定”，一般用于肯定句中。对过去发生的事情作肯定判断用must have done You must be the new teacher.He must be joking.There is nobody here.They must have all gone home.4.must表示“偏要，硬要”，指做令人不快的事情

He must come and worry her with question, just when she was busy cooking the dinner.Of course，after I gave her my advice，she must go and do the opposite.教学反思：

第三篇：高一英语必修1 unit2教案1

Please allow students enough time to do A2 in class, and then check the answers together.If time permits, get students to finish B1.Homework Finish A2 and B2 in their workbook.Get the students to think about the question „Is the play written in American English of British English? How do you know that?‟

第四篇：外贸英语教案UNIT2

Unit Two Teaching Topic: Trade Fair

Teaching Content: Business Profile;Situational Dialogue

Data Bank；Drill Practice

Interpretation;Warm-up

Listening;Speaking

Text Bank: Prepare your trade show display

Teaching Aims:

1.Ss get to know the ways to get the information about national and international fairs.2.Ss can do some simple translation about the fair.Teaching Important Point: Ss get to know the ways to get the information about national and international fairs.Teaching Difficult Point: Ss can do some simple translation about the fair.Teaching Methods: Explaining;Role Playing;Discussing;

Teaching Time: 6 classes

Teaching Tool: Textbook, Multimedia.Teaching Steps:

I Period Teaching Contents: Business Profile Situational Dialogue Teaching Important and Difficult Point: Ss can make a conversation according to each dialogue.Teaching Time: 2 classes Teaching Steps: Step 1: Greetings

Step 2: Leading in

1.Ask the Ss to discuss what they know about and want to get to know from a fair.2.Ask some representatives to give their answers.3.Discuss their answers in the whole class.Step 3: Business Profile 1.Ask the Ss to read the information to know something about China Import and Export Fair.2.Ask them to talk about other fairs that they know.Step 4.Situational Dialogue 1.Dialogue 1 1)Ask the Ss to read the dialogue individually and make a mark at the expressions which they consider important.2)Explain the difficult and important expressions in the dialogue to the Ss.3)Read the dialogue with the Ss following.4)Part the Ss to read the dialogue to see if there are any problems in their pronunciation;correct if there is.5)Ask the Ss to make a similar conversation, and practice in pairs.6)Ask some pairs to show their conversations.2.Dialogue 2&3

Learn the dialogue 2&3 in the same way with dialogue 1.Summary: Through learning, the Ss know where can they know something about trade fairs and how to negotiate on a fair.Homework: Practice the dialogue after class.II Period Teaching Contents: Data Bank；Drill Practice

Interpretation;Career Skills Teaching Important and Difficult Point: Ss can use the useful expressions to negotiate on a fair.Teaching Time: 2 Classes Teaching Steps:

Step1.Greetings

Step2.Leading-in

Review the expressions learnt last time.Step 3.Data Bank: useful Expression 1.Ask the Ss to read the sentences and figure out the Chinese meaning of each.2.Ask the Ss to discuss when and where we should use these expressions.3.Ask the Ss to memorize the expressions and recite.Step4.Drill Practice.1.Explain the sentence patterns together with the examples to the Ss.2.Ask them to write more sentences with the same sentence patterns.3.Check their answers.Step5.Interpretation 1.Ask the Ss to do the task individually and then check with their partners.2.Ask some Ss to write their sentences on the blackboard.3.Check with the whole class.Step6.Career Skills: Explaining Your Job 1.Ask the Ss to discuss and match the Chinese expressions their English meanings.2.Ask them to give their answers.3.Check.Summary: Through learning, the students can use specific sentence patterns and phrases to express themselves.Homework: Memorize the expressions.III Period Teaching Contents: Listening;Speaking

Text Bank: Prepare Your Trade Show Display Teaching Important and Difficult Point: Ss can work as an interpreter in the trade centre.Teaching Time: 2 Classes Teaching Steps:

Step1.Greetings

Step2.Listening 1.Ask the Ss to read the dialogue by themselves.2.Listen to the CD for just one time and fill the blanks.3.Listen again and check answers.Step3.Speaking 1.Make the Ss in groups of three.2.Ask each group to make a conversation by using the given phrases.3.Ask some groups to show.Step4.Text Bank: Prepare Your Trade Show display 1.Ask the students to read this part in groups and figure out the key points.2.Ask some groups to give their understandings.3.Emphasize them to make the Ss to learn in heart.Summary: Through learning, the students can give traffic routes on a trade fair.Homework: Memorize the useful expressions learnt in this unit.

第五篇：高一必修一英语教案范文

学英语最重要的还是培养兴趣，不求甚解的背诵，当然还有日复一日的坚持和积累。以下是高一必修一英语教案，欢迎阅读。

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 so me 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-

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

2.1.The walls of the villages wells had cracks in them..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。