Unit 4-Earthquakes--Unit Plan
• Objective of the unit:
– （in terms of culture）students learn basic knowledge about an
earthquake and know how to protect themselves and help others in
– （in terms of skill）
Scan for specific information and skim for the gist of each paragraph
– （in terms of language）
1．Master the usage of the new words, including shake, shake hands
with; crack as an noun and a verb; rise, rise and raise; burst, burst into
laughter/tears/ doing, burst in; injure, injure and hurt and wound; smelly;
pond; pipe; canal; steam; dirt; ruin, in ruins; at an end, at the end of, in
the end, bring sth/come/draw to an end, emphasizing EVERYWHERE as a
conjunction and LAST as a verb; distinguishing between a number of
and the number of; the usage of several kinds of numerals, including the
percents, fractions and some numeric phrases.
2. master the new-learned grammar Attributive Clause
3．use their own words to describe the events happening in the text
--（in terms of learning strategy）
Pair- work, group-work, task-based learning
• Topic: Warming Up
• Objective/Aims of the lesson:
1, prepare some basic knowledge of the earthquakes
2, raise the students’ interest in learning this lesson
3, prepare some new words and basic expressions for the description of an
4, train the students’ English thinking way and the ability of speaking in
• Language focus: shake, rise, burst, steam, ruin, injure, destroy, rescue…
in a ruin, blow away, begin to do sth…
• Teaching aids: a computer and blackboard
1. show two pictures of Tangshan city to the students(one is before the
earthquake, the other is after the earthquake), and ask the students the
a) Which city is it?
b) What is the city like in each picture?
c) What happened between the two pictures?
The whole class is required to talk about the pictures according to the
questions offered. Thus, the whole class will become active and the
students are motivated to use English. Later, the teacher offers the
answers to the questions for reference to the students. Meanwhile, the
teacher present some new words related to the earthquake. (8 min) 2. Show two pictures of San Francisco to the students (one is before the
earthquake, the other is after the earthquake), and let each students say
something about the two pictures according to the former model. The
teacher then picks up two students to present in class. (5min)
3. The teacher came to a conclusion that it is the earthquake that makes the
differences between the pictures. Then, the teachers play a video file of the
Tangshan Earthquake to the students to give them a deep impression about
the earthquake. (5 min)
4. With the help of Flash file, the teacher can challenge the students to tell the
cause of earthquake, which they had already learned in their geography class.
If the students can’t do that, the teacher just tell them the cause simply in
English (or in Chinese) while playing the flash file. (4 min)
5. The teacher asks the students the following questions: a) Have you
experienced an earthquake? What did you then? b) If not, what should
people do to protect themselves in an earthquake in your opinion? What
else do you know about an earthquake?
The students are formed in a group of four and make a discussion on the
above questions. Then, the students are given some chance to present their
opinions, and the teacher offers them some advice on how to protect
themselves before or during an earthquake. (8min)
6. The teacher leads the students to think as many predictions of an
earthquake. The teacher can let the students write them down one by one.
(In this process, the teacher can offer some tips to the students by showing
some pictures on the screen if it is necessary) (6 min)
7. Have an open talk: Imagine your home begins to shake and you just can take
one thing with you. What will you take? And why? The whole class do this
8. Have a brief review of this lesson and then come the assignment. Some
information about the earthquake on the net is also offered to the students.
PPT design & Blackboard work:
PPT: a video file about how an earthquake takes place.
A flash about the cause of an earthquake in a simply way
Some pictures about the earthquake.
Some website links
Some new English words and phrases.
• Homework: (just choose one )
1, imagine you are a reporter. Try to make a short report on the
Tangshan earthquake on TV. Please write down your report on
your exercise books or you can compete for the chance to present
in class. (you can come to text 1 for information)
2, imagine you are an export on earthquake and you will make a short
speech to the students on the topics(you can just choose one)1.
How to reduce the damage of an earthquake? 2. How to rescue
others in an earthquake?
Topic: Reading and comprehending
Aims of the lesson:
By the end of the lesson, the students should be able to:
1. Get a brief idea about the text
2. Know better about earthquake and earthquake prediction and prevention
3. Improve their reading skills and abilities
4. master the new words and expressions from the first two paragraphs
1. Skimming and scanning to get information
2. New words and expressions like: shake, shake hands with; crack as an noun and a
verb; rise, rise and raise; burst, burst into laughter/tears/ doing, burst in; injure, injure
and hurt and wound; smelly; pond; pipe; canal; steam; dirt; ruin, in ruins; at an end, at
the end of, in the end, bring sth/come/draw to an end.
Teaching aids: Powerpoint 2003 Procedures:
Part1: Fast-reading (12 minutes)
Step1: (4 minutes)
Read the beginning of each paragraph quickly and pay attention to the title: A Night the Earth Didn’t Sleep.
Find out what happened that night, and the structure of the text.
Possible answers: A terrible earthquake broke out.
The text is arranged in the sequence of before, during and after the earthquake.
Step2: (7 minutes)
Read the text quickly and try to get the main idea of each paragraph.
Then the main ideas are presented in a wrong sequence. Students are asked to
put them into right order.
With the help of the main ideas, referring to the text, work in pairs and try to
divide the text into three parts.
Part1: Paragraph1, Part2: Paragraph2, Part3: Paragraph3-4. Together we back
to the sequence: before, during and after the earthquake.
Part2: Detailed-reading (26 minutes)
Step1: Background introduction (4 minutes)
Students will be asked such a question: what do you know about Tangshan
Earthquake? Refer to the assignment of the first period and do a small presentation.
The background of Tangshan Earthquake is introduced.
Step2: Detail finding (15 minutes)
Read the first two paragraphs carefully and find the answers to the questions:
1. What happened before the earthquake, in the countryside and the city?
2. Why the world was at an end?
Charts are prepared and students are supposed to work in groups and try to
Before the earthquake
In the countryside
In the city
During the earthquake
When going further into the passage, students are asked to pay attention to the new
words and guess their meanings according to the context. Later they will be presented
together with pictures and sentences.
Step3: Play time (7 minutes)
A terrible earthquake broke out. At that time you were at home alone, on the fifth
floor of a great building. What did you see? How did you feel? What did you do?
Now you are safe. Tell your friends your experience. Work in pairs.
PPT design & Blackboard work: Language points, questions and important information would be presented, in charts
or with pictures,
Homework: （2 minutes）
What kinds of damages caused by earthquake do you know?
If you live in an earthquake-prone area, what can you do to minimize the
Make good use of the internet or any kinds of resources you can get
access to, and find as much information as you can.
• Topic: Text Analyzing
• Objective/Aims of the lesson: clarify the events narrated in the text; study
some new useful word, phrases & structures.
• Language focus: new words or phrases，emphasizing EVERYWHERE as a
conjunction and LAST as a verb; distinguishing between a number of and the
number of; the usage of several kinds of numerals, including the percents,
fractions and some numeric phrases.
• Teaching aids: computer and blackboard
• Procedures: (Time for each activity should be estimated.)
The last two paragraphs of the text ― A Night the Earth Didn’t Sleep‖ and
the exercises in the Comprehending will be dealt with and the procedures are
nd1. As to the 2 paragraph, the teacher will direct students’ attention to the first
sentence ―But how could the survivors believe it was natural?‖, particularly
the two words ―how‖ and ―natural‖. Then the students are supposed to find
out information which will detail these ―how‖ and ―natural‖.
For this part, the students will do co-operation work of two, with one as A
and the other B. For this part, the As are given two minutes to scan this
paragraph to find out what has happened to the objects or people mentioned,
while the Bs should not read the book, instead, they are required to draw a
table like the following
Objects What happened to them
buildings Were gone
Two minutes later, As also close their books. Then the teacher will mention
the objects one by one, and the As, who were responsible for seeking for the
information will recall what they have got and then help Bs to fill the table.
For example, the teacher will ask ― what has happened to the buildings?‖
Hearing this, Bs should write down ―buildings‖ in the left column and then, with the reporting of his partner, they will use some key words to complete
the right column like ―were gone‖. Two pairs will be asked to the front and do their work on the blackboard. In this way, students have the damages
categorized and by this they can explore how destructive an earthquake is. To
further the exploration, the teacher will encourage students to share their
findings of the question left at the end of last class. Finally, the teacher will
get a volunteer to read this paragraph to help them to get a whole idea of
what has happened. (8’)
2. For the new nouns in this paragraph, some pictures will be shown to help
students to get a better image of the things the nouns represent. As to the
verb last , some sentences containing last but with different meanings will be shown, and the students will be asked to ponder the different usage of the
verb, and then to clarify students’ vague finding, the teacher will make a conclusion of the usage of last, concerning its parts of speech and meaning.
For everywhere, it is used as a conjunction here. The teacher will give some
sentences with this word, and direct students’ attention the differences when it is used as adv. and as a conjunction. Of course, some exercises will follow
to give students a chance to test their understanding. (9’) 3. Then it comes to the last paragraph which describes the rescuing work. In
this part, there will be a News Report. First of all, Pictures or maps as well
as the teacher’s explanation will be offered to help students to learn the
news words in this paragraph. And then students will be divided into group
of four. They are only given 2 minutes to get familiar with the development
of the rescuing work. Thus, the group members should well co-operate with
each other and try to optimize their limited sources and maximize their
findings. Then one or two volunteers will report to the rest of the class their
finding. The other members of his group can help to supplement his report.
Through this process, students will have got the gist of this paragraph. (7’)
nd4. So far, the text has been finished. Combining the 2 part in the
Comprehension, the teacher will show 5 corresponding ppts. First the
teacher will ask the students to depict the situation in the ppt; after that, they
should rearrange the things according to the whole text. (8’)
5. The students will be encouraged to find out the numeric phrases in the text,
including the percent, fraction as well as the two easily-confusing
expressions the number of and a number of. And then work in group of 4 or 6 to
figure out their usage, concerning the question that the predicate should be
single or plural and how to decide this. After this, they will do the exercises
in the Learning about Language together. (8’)
• PPT design & Blackboard work:
rd1. For the 3 paragraph, the teacher will draw a table on his own, and fill in
the necessary information for the students’ reference as to the activity
mentioned in the first part of the procedures.
2. Then some pictures will can convey the meanings of the new words will
be shown and some sentences containing the new words.
th3. As to the 4 part in the teaching procedures, 5 corresponding pictures will
be shown for the students to describe. • Homework: students are required to search for the application of Attributive
Clause for the further studied in next class.
• Websites: 1. http://quake.wr.usgs.gov/recenteqs/
(Recent Earthquakes in California and Nevada)