Unit 6
Cour：College English
Instructor | | Module | A How to Prepare for Earthquake B Changes in the Balance of Nature |
Time | 180m | Teaching Aids | Multi-media |
Teaching Objectives | 1.To help the students have a good understanding of the passages in this unit； 2.To help the students grasp the usages of some important words, phras and expressions in the unit； 3.To enable the students to analyze the structure of Text A and summarize paragraph meaning of Text B 4.To introduce the basic reading skills of this unit: Making Predictions 5.To help the students master how to develop a paragraph with a general statement supported by an example |
Chief Points & Difficult Points | 1.Get the main idea of the passage.防晒霜怎么选 2.Master some uful expressions & ntence structure in the passage. 3.Understand the structure of the text. |
Prerequisites | Before coming for class, students should 1.identify some important words for the topic. 2.scan the text for main ideas. 3.visit library to rearch about information concerning the unit. |
Teaching Methods | The mixture of listening, speaking, reading, practicing and writing |
Reference Books | Teacher’s Book of New Horizon College English Longman Dictionary of Contemporary English (English-Chine) Oxford Advanced Learner’s English-Chine Dictionary Longman Dictionary of American English |
Teaching Contents | Time Allotment |
Section A I. Warm-up Activity 1.Topic Discussion i.Student’s Discussion ii.Teacher’s Summary 2.Questions on the Topic and the Passage II. Background Information III. Text Structure Analysis IV. Structured Writing V. Detailed Study of the Text i.Words and Phras Study ii.Language Points VI. Text Summary 1.Student’s Prentation 2.Teacher’s Summary 什么蛇影VII．After-text A Exercis Section B I. Reading Skill II. Warm-up Activity 1.Topic Discussion 2.Questions on the Topic and the Passage III. Text Structure Analysis IV. Text Study 1.Paragraph Meaning 2.Words and Phras Study 3.Language Points 4.Summary or Main Idea of the Passage i.Student’s Prentation ii.Teacher’s Summary V. New Words Dictation VI. After-text B Exercis VII．Supplementary exercis | 15m 5m 10m 5m 50m 手机短信婚礼邀请函5m 30m 一叶障目的意思是5m 10m 5m 20m 5m 15m |
Assignments | 1.Hand in the exerci of TRANSLATION. 2.Finish the other after-text A & B exercis after class. 3.Supplementary Exercis i.English-Chine Translation （5 ntences） ii.Chine-English Translation （10 ntences） 4. Preview Unit 7 |
| | | 合作协议 | |
魔鬼的眼泪Unit 6
Section A How to Prepare for Earthquake
I. Warm-up Activity
1. Topic Discussion
i. Student’s Discussion
1) Have you ever experienced an Earthquake? Where would you want to be
if the ground started to shake?
Open-ended
2) What emed strange to the speaker that day?
Every dog on the block started barking and worms in his garden crawled
out of their hole.
3) If you are going to rent apartment, would you like to live on the top floor
or first floor? Explain you choice.
Open-ended
ii. Teacher’s Summary
Many people worry about what the future holds for us. We would like to control our fate and we have been thinking of ways to control nature. In many areas of the world, like America, Japan and china, one major concern is earthquakes. How do we know when an earthquake is going to happen? 抵命Since we can’t control earthquakes, we must prepare for their coming. First, we should construct the buildings in a way that they will cau less destruction of property. Second, we must make emergency plans. Where we go, what we do and what supplies we need are only a few of the thins we need to consider to prevent the loss of life.
2. Questions on the Topic and the Passage
1) What have the scientists done in Japan in order to detect movements?
They have wired the Earth and a to detect movements.
2) What have the Chine people traditionally done about earthquakes?
They have traditionally watched animals and plants for warning signs of earthquakes.
3) How are most of the people killed in earthquakes?
They are killed by falling buildings.
4) What should people in area where earthquakes are common do to prepare
their hous?
They should regularly check and reinforce their homes, place heavy objects in low positions, attach cupboards and cabinets to walk, and fasten doors so that they will not open accidentally during an earthquake.
5) What should be a major emphasis for all government programs and
earthquake-related rearch projects?
运行管理Education concerning how to survive an earthquake.
II. Background Information
The Great Hanshin Earthquake Disaster
Measured 7.3 on the Richter scale, the earthquake occurred on January 17, 1995 in the southern part of Hyogo Prefecture and lasted for approximately 20 conds. The epicenter of the earthquake was on Awaji Island, near the cosmopolitan city of Kobe with a population of 1.5 million. Over 6,000 people, mainly in Kobe, lost their lives. Additionally, it caud approximately ten trillion yen ($200 billion USD) in damage. It was the worst earthquake in Japan since the Great Kanto earthquake in 1923, which claimed 140,000 lives.
For more information about the earthquake, visit http///Great%20Hanshin%20Earthquke.
III. Text Structure Analysis
The essay focus on one central theme: earthquake prediction, prevention and preparation. On characteristic writing technique that runs throughout the writing is a general statement supported by details. The essay can be roughly divided into four parts.
Part 1 (Para.1): The topic is to predict when an earthquake is going to happen and how bad it will be. Details to support the general statement are: 1) Japan scientists have wired the Earth and a to detect movements. 2) Chine people have traditionally watched animals and plants for warning signs of earthquakes. 3) Experimental data show that the amount of radon (Rn) in the water under the surface of the Earth waves before an earthquake.
Part 2 (para.2): The details of the paragraph focus on how to prevent the great destructio
n of property caud by earthquakes. The details include building new structures with the durable I-joint, designing columns and horizontal beams of equal strength, making new hous with relatively light roofs and enclosing strong walls and concrete pillars for highway bridges in steel.
