阅读如下网页,完成如下的任务。
地震的产生 |
http://www.geo.mtu.edu/UPSeis/why.html
http://www.geo.mtu.edu/UPSeis/where.html
http://www.howstuffworks.com/earthquake.htm |
地震安全知识 |
http://seagrant.uaf.edu/features/earthquake/prepare2.html
http://www.consrv.ca.gov/index/Earthquakes
http://seagrant.uaf.edu/features/earthquake/prepare6.html |
旧金山大地震 |
http://www.eyewitnesstohistory.com/sfeq.htm
http://www.zpub.com/sf/history/1906earth.html
http://www.eas.slu.edu/Earthquake_Center/1906EQ/
http://www.npr.org/templates/story/story.php?storyId=5334411
http://www.sfmuseum.org/1906/06.html |
Task 2:根据所浏览网页内容,选择填空。
1. Which was the most powerful of these famous California earthquakes?
A. 1865 Santa Cruz Mountains earthquake
B. 1906 San Francisco earthquake
C. 1989 Loma Prieta earthquake
2. Which famous opera singer, staying in the Palace Hotel at the time of the quake, later said, "The chandelier [in my room] was trying to touch the ceiling, and the chairs were all chasing each other"?
A. Adelina Patti B. Enrico Caruso C. Luciano Pavarotti
3. What caused the greatest damage to the city?
A. The earthquake itself
B. Tsunamis triggered by the earthquake
C. Fire
4. How many lives were lost in the earthquake and fire?
A. 478 B. 3, 000 C. 25, 000
5. Where did most San Franciscans, whose homes were destroyed in the quake, live in the immediate aftermath?
A. In “tent cities” built by relief forces.
B. With relatives elsewhere in California.
C. In house boats anchored in San Francisco Bay.
5. How long did it take to rebuild San Francisco after the disaster?
6. What invention helped immortalize the 1906 earthquake in the public imagination?
A. Photography B. The telegraph C. The radio
Task 3: 小组合作,搜集资料,完成下列表格
Earthquake safety do’s and don’ts |
What to do during an earthquake? |
If you are indoors |
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If you are outside |
|
If you are driving |
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If you are in a mountainous area |
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If you are at the beach |
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What to do after an earthquake? |
Check for injuries |
|
Safety check |
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Clean up |
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Expect aftershock |
|
Earthquake drills, plans, and supplies |
what drills Practice at home? |
|
Develop earthquake plans at home and at school |
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What to take during an earthquake? |
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Task 4: 小组合作,搜集有关旧金山大地震的资料完成下列表格。
San Francisco’s earthquake in 1906 |
time |
|
Deaths |
|
Loss of buildings |
|
Other information |
|
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本部分的目的在于为学生提供大量的与本单元有关的网络资源,扩大学生的阅读量,培养学生利用网络资源的能力,开扩视野。但同时也要注意到,网络资源无限,如果不加引导,学生会在茫茫的知识海洋中迷失方向。因此,在为学生提供网络资源时,需要经过教师的精心筛选,并且归类,这样便于学生有选择地浏览。同时,设置具体的任务,要求学生边浏览边完成规定的任务,这样利用“任务驱动”方法,使学生利用资源自主探究、解决一系列层层深入的问题。在教学中,教师作为问题的精心设计者和疑难问题的点拨者,培养学生组织语言的能力。
任务一的设置是为了检验学生了解旧金山大地震的情况。培养学生在网络上搜索资料的能力,学生只要在快速大量浏览有关旧金山大地震的网页的基础上,才能找到这些题目的答案。
本部分的阅读加深了学生对旧金山大地震的了解,特别是几位地震幸存者的自述,对于下一课时listening 部分的理解提供了背景资料,从而降低了听力练习的难度。
任务二的目的在于加强学生对地震安全知识的了解。学生在广泛浏览网络资源后,用所获取的信息完成任务二的所有内容,将进一步了解在地震发生时和地震后应该采取什么措施减少损失,并且懂得在平时应该进行怎样的防震演练和制定防震计划等等。这样做一方面实现单元多元化的教学目的,另一方面为下一课时做练习册里的listening task听力练习,以及speaking task口头表达练习进行了充分的语言输入,打下基础,从而降低听力和口语练习的难度,使学生更有话可说。 |