高级中学英语必修一Unit4Earthquakes.doc

-!2013年教学设计高中英语科Unit 4 Earthquakes Warming up & Reading教学设计一、教学内容简析：本课的内容是人教版高中英语必修1 Unit 4 Earthquakes 中的Reading 阅读理解部分，包括Warming up, Pre-reading, 阅读理解课文A Night the Earth Didnt Sleep和Comprehending 内容在内。Warming up部分提供了唐山地震和美国旧金山地震的两幅图片，要求学生描述地震对这两个城市造成的危害并展开讨论。Pre-reading部分提供了地震前兆的图片，让学生了解地震前动物和自然界奇特的异常变化。阅读课文A Night the Earth Didnt Sleep是一篇新闻报道类记叙文，叙述了唐山大地震前夕的“怪现象”、地震造成的损失及震后的救援情况。Comprehending 部分设置了些练习，主要是帮助学生更好地理解课文内容，培养学生整体把握文章的能力。二、学习者分析本单元的话题是“地震基础知识（basic knowledge about earthquakes）”和“遇到灾难时如何自救以及帮助他人（how to protect oneself and help others in disaster）”。具体涉及地震的成因、预兆、地震造成的损失、地震时的应急救生以及震后的救援等内容，对于高一学生来说要完成这些内容的学习也并非是一件易事。目前，学生上课以interpersonal的交流为主，而interpretative和presentational形式比重不够均衡。由于文化教学不够重视，学生的跨文化意识不高。此外，学生跨学科学习的意识不够，语言和信息的双向促进关系的认识不足。对于比较策略主要运用在英汉汉英互译的语言层面，未进入文化比较和思维比较。学生的课外语言活动环境不够丰富和重视程度不高，通常以词汇、语法等练习为主，缺乏真实的语言运用。三、设计理念本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，使学生通过观察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。在设计过程中遵循以学生为主体，教师为主导这一教学原则，创设角色扮演情景、激烈讨论提出建议，让学生最大限度地参与教学过程，尊重学生的主体地位，充分发挥学生在学习过程中的主动性、积极性、创造性，使课堂充满活力。从教学需要出发，创设情景，进行情景设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的人生观及价值观，较好地落实了三维目标。而三维目标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能力的培养、情感态度价值观的渗透交融在一起，实现了三维目标的和谐与统一。四、教学目标：1. Knowledge aims:(1) Let the students learn about the words and expressions of earthquake.(2) Get the students to know basic knowledge about natural disasters.2. Ability aims:(1) Develop the students reading ability and let them learn different reading skills: skimming, scanning, summarizing, etc. to get information and use information. (2) Improve the students abilities of listening, speaking, reading and writing.3. Emotional aims:(1) Get the students know damages earthquakes bring about and the ways to reduce losses of earthquakes.(2) Get the students to know how to protect oneself and help others in earthquakes.(3) Get the students to be aware of terrible disasters, meanwhile get them to face it , treat it in a proper way, and never get discouraged.五、教学重点与难点：1.教学重点(1) Get the students to know basic knowledge about natural disasters.(2) Get the students to learn different reading skills.2.教学难点(1) Develop the students reading ability. (2) Let the students learn to use the time order when writing.六、课时安排：Period 1七、教学方法：1. Task-based teaching method.2. Cooperative learning.3. Discussion.八、教具准备：The multimedia and other normal teaching tools.九、教学过程：Step1 Lead-inShow students some pictures about natural disasters and ask them: 1. Have you ever experienced any natural disaster? Look at the pictures. Can you name all the disasters?21 43 65 (volcano, fire, flood, sandstorm, drought, earthquake)2. Have you ever experienced an earthquake? Please look at the pictures, and try to describe how terrible an earthquake is. (The earth is shaking; all the buildings will fall down; the roads will be destroyed ; many people will be killed or injured；a lot of children will become orphans )设计说明通过多媒体课件向学生展示有关各种自然灾害的图片，让学生了解各种自然灾害的名称从而导入课文主题：地震，让学生初步了解地震的危害，为课文阅读作铺垫。Step2 Warming up: Turn to page 25. Ask the students to read and look at the photos of Tangshan and San Francisco to describe what they see in the two photos to a partner. Tangshan San Francisco(beautiful cities; broad roads; tall buildings; large population)Imagine there has been a big earthquake in these two cities, what might happen to all the things in the photos? (The whole cities might be in ruins, large quantities of tall buildings might collapse, the broad and busy roads might be destroyed, many people might be killed or injured)设计说明 通过Tangshan和San Francisco两张图片引出话题“一旦大地震发生，将会造成怎样的危害？”，为本单元的主题作了“热身活动”。Step3 Pre-reading: Task1: Let the students think over the following questions: Imagine your house begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why? Task2: What do you think may happen before an earthquake? Talk about the pictures on page25.(Cows, pigs, and dogs become too nervous to eat. They are barking. Mice run out of the fields looking for places to hide, fish jump out of ponds. The water in the well will rise and fall; the well walls will have deep cracks in them. There will be bright light in the sky.)设计说明通过这两个任务使学生了解地震前的一些迹象，同时训练学生开口说的能力，激发学生的阅读愿望。Step4 Reading:Tell the students: Today, we are going to read a news report about the strongest earthquake in Chinas history, which happened in Tangshan, Hebei, in 1976.1. Fast readingAsk students to read the passage quickly and pay attention to the first sentence of each paragraph.1) Answer the questions.Question 1: In what order was the passage written?Question 2: What is the general idea of the passage?2) Fill in the table.Type of writingTopic sentence of Paragraph 1Topic sentence of Paragraph 2Topic sentence of Paragraph 3Topic sentence of Paragraph 4General idea of the passage设计说明 找中心句、理解文章结构和大意是阅读的基本技能，能帮助学生整体把握文章。这样的训练能够培养学生快速捕捉文章整体信息的能力。通过这项练习能使学生理清文章的结构，掌握文章的主旨和写作顺序。2. Reading carefullyAsk students to read the passage carefully to locate particular information.1) Fill in the following form.TimeWhat happenedResultBefore the earthquake: Three days before the earthquake at about 3 am on July 28Wells:Animals:Light and sound:Water pipes:People of the city thought_and_.While the earthquake:At 3:42 amLater that afternoonHouses, roads and canals:Hard hills of rock:The large city:The people:Some rescue workers and doctors:More buildings:Water, food and electricity:_ was destroyed._ hospitals,75% of _and 90% of _ were gone.More than_ were killed orInjured.After the earthquake:All hope:The army:Workers:Fresh water:The city_.2) Do the exercises in the comprehending on Page 27.3) Choose the best answers according to the text. (1) What does the title “A night the earth didnt sleep” mean? （B） A. The whole earth didnt sleep that night. B. A terrible earthquake hit Tangshan that night. C. The earthquake happened here and there. D. The whole nation didnt sleep be-cause of the earthquake. (2) What feelings did the author show about the earthquake in the text? （C） A. Serious and hopeless. B. Sad and hopeless. C. Serious and hopeful. D. Angry but hopeful. (3) We can infer from the text that _. （B） A. the whole city was at an end B. the armys coming brought hope to the city C. people lost hope faced with the terrible earthquake D. the signs before the earthquake werent obvious at all(4) What is the mood of the passage? A. sad B. serious C. serious and a bit sad D. calm (B)设计说明 此部分训练学生的细读能力和归纳能力，引导学生通过查找思考这些问题，加深对课文的理解，使学生更深刻地感受唐山大地震给人们带来的损害和痛苦。3. Reading aloud Play the tape of the passage for the students to listen and follow. Then play the tape of Paragraph 1 of the passage once more; this time the students listen and repeat.设计说明 通过有声读物，引导学生开口练英语的习惯，培养英语语感。Step5 Post reading1. Discussion Choose one topic to discuss in groups. Q1: What shall we do if an earthquake happens? Q2: What can we do after earthquakes?设计说明 让学生选择一个话题进行小组讨论，在交流和合作学习中开拓思路，形成发散思维和创新能力。同时，让学生在讨论中学会如何在地震中逃生，如何在地震后帮助别人。2. RetellingAsk students to read the passage again and try to retell it in their own words.设计说明 学生通过阅读文章获取信息和处理信息，获得了充足的语言输入。故事复述能让学生把课文的信息进行有效整合并进行语言输出，进一步巩固所学的内容。Step6 Homework 1. Learn the new words and expressions in this part by heart.2. Read the text again and again and write a summary of the text. 设计说明课外作业是课堂教学的延续、深化。以上家庭作业的设计是让学生对课文进行总结概括，把读和写结合起来。附：板书设计Unit 4 EarthquakesA NIGHT THE EARTH DIDNT SLEEPType of writingThis is a news reportTopic sentence of Paragraph 1Strange thing were happening in the Countryside in northeast Hebei.Topic sentence of Paragraph 2Everything began to shake and it seemed that the world was at an end.Topic sentence of Paragraph 3Everywhere they looked nearly Everything was destroyed.Topic sentence of Paragraph 4All hope was not lost.General idea of the passageThe passage tells us something that happened before the earthquake, during the earthquake and after the earthquake.