高中英语教学：劳秀清 Book 1 Unit4 Reading 教 学 设 计.docx

教学设计Book 1 Unit 4 A Night the Earth Didn, t Sleep Reading 浙江省余姚中学劳秀清 一、教学分析1 .教学内容分析本课例的教学内容为人教版高中Book Unit4 A Night the Earth Didn, t Sleep,课 时长40分钟，课型为阅读课。本单元话题是earthquake ,功能是Talk about past experiences,结构是The Attributive Clause。本课例文本讲述的是“地球的一个不眠之 夜”，叙述1976年7月28日凌晨发生在唐山市的大地震，涉及地震前的各种预兆，地震中 的惨重损失和地震后的积极救援。文本的语篇优势是多句修辞手法的运用大大提高文本语言 的表达效果。2 .学生分析普通高中高一学生，英语语言能力还不是很强，学习能力有待变得越来越自主，思维品 质和文化品格都有待进一步提高。本节课的话题是earthquake,我们这个地区的学生虽然没 亲身经历过，但初中时有过地震相关知识的输入，所以对于此话题并不陌生，学生们有话可 说，有话能说。3 .教学目标基于对教学内容和学情的分析，本人预设以下教学目标：The learners will be able to:1. have a knowledge of signs before the earthquake, damage during the earthquake and rescue work after the earthquake and then try to use these aimed language.2. summarize the passage by finding the topic sentence.3. be aware of and try to use the attributive clause.4. appreciate the function of literary devices including personification, repetition, exaggeration and simile.4.本节课教学重点和难点1. Lead students to have a knowledge of signs before the earthquake, damage during the earthquake and rescue work after the earthquake and then try to use these aimed language.2. Lead students to appreciate the function of literary devices including personification, repetition, exaggeration and simile.Teaching procedures:1. Lead in"Good morning ,boys and girls.1. Let's imagine. If there was a night we didn't sleep what would do on such a night?2. But if there was A Night the Earth Didn't Sleep like a person. Can we imagine what would happen?【设计意图：本环节的导入活动学生从轻松讲自己的不眠之夜喜欢做的事，到想象地球 的不眠之夜会发生什么，使学生在能说又会说的自然活跃的氛围中过渡到本节课的主题，不 仅能激活学生的思维，而且通过主动自信地参与学习活动中预先感知即将学习的文本内容 (the earthquake)和语言结构(the attributive clause),做好语言和思维上的铺垫。】IL Pre-reading1. Let's see a video which tells us what actually happened to the earth on a night the earth didn't sleep. See the video to deal with some new and important phrases and sentences. (In the video, it appears new and important phrases and sentences to match the scenes)2. When students were watching the video I write the title ( A Night the Earth Didn' t Sleep) and two sentences (l.It seemed as if the world was at an end. 2. Bricks covered the ground like red autumn leaves .) on the blackboard.3. After students see the video, I ask them “How do we feel when we see the video?4. Students together read the following important sentences appearing on the video.Pipes cracked and burst.Steam burst from the holes.A huge crack cut across roads.The suffering of the people was extreme.Everything was destroyed.A large city lay in ruins.【设计意图：目标词汇和语句以视频中画面对应语句的处理方式降低学生的读文本时的理 解难度，而且可以使学生印象深刻。同时视频的播放也为学生接下来理解文本做好直观的铺 垫。另外，视频的震撼力使得学生身临其境且感同身受，做好表达前的视觉和情感铺垫。目 标语言的提取和齐读促进学生的感知和理解，为之后思维的内化和语言的输出做好铺垫。】III. Fast reading1. Such was A Night the Earth Didn' t Sleep.But if it is the title of our text, Let's ead the title A Night the Earth Didn91 Sleep. What words interest us most ? Why ?2. Will our text only tell us how the earth quaked that night? If not, what else will it tell us ? Let' s read the text to check what we have predicted. Try to divide the text into 3 parts to finish the first table in your study sheet .(fast reading for 3minutes)PartsParagraphsMain ideaPartithe earthquakePart2the earthquakePart3the earthquake【设计意图：读标题，感受标题的妙处，激活学生的深层思维，并开始引出对修辞QI的关 注。快速阅读，划分结构，理清脉络，抓住中心。下文的学习就围绕这三部分展开。这个环 节不仅培养了学生的多种阅读策略，提高他们的学习能力，而且也在潜移默化中提升了学生 评判性思维能力。】IV. Careful ReadingSo what happened in details before the earthquake? Read para.l carefully and All in the table.1. Find out the key sentence of para. 1.Strange things were happening in the countryside of northeast Hebei.2. How strange are the events? Please finish this table to find the supportive information.the earthquakePeoplekey sentencesupportive information （支撑信息）adj.For 3 daysWater in wellsWell wallsChickens and pigsMiceFishAt about 3:00 am on July 28, 1976Bright lightsSound of planesWater pipes3. Follow-up questions:1) Why does the writer r叩eat 'Tose and fell'1?2) Did people pay attention to the these strange events? How do you know?3) Did people know all these strange events were signs of the earthquake at that time?People ,who knew little of the signs of the earthquake, thought little of these events.But now, people, who know much of the signs of the earthquake, will not ignore these events.【设计意图：寻找中心句，培养抓中心信息的阅读技巧。通过奇怪事情的细节了解，认识 地震前会有哪些预兆。对修辞反复的朗读和体会，引导学生赏析语句的表达效果，提高学生 的语言能力。引导学生思考人们的感受，激发学生的评判性思维。而定语从句这一重点目标 语言结构在自然的语境中使学生在感知和理解的基础上，形成水到渠成的运用更是提高了学 生的语言能力和学习能力。】Read paragraphs 2 and 3 carefully and fill in the table.1. Did the earth sleep as people? What happened to the earth ? Read paragraphs 2 and 3 carefully and fill in the table.2. Line out the key sentence of part2 and find the supportive information.the earthquakepeoplekey sentencesupportive informationadj.At3:42am (in15minutes)of the nation felt it.of the people died or were injured.families were killed and many children were left without parents. of the city's hospital, of its factories and buildings and of its homes were gone.cows could never give milk again.pigs and chickens were dead.Later that afternoonAnother big quakeshook Tangshan. were hard to get.2. Follow-up questions:1) When we read “ It seemed as if the world was at an end."，how do we feel?2) When we read " Bricks covered the ground like red autumn leaves. No wind, however, could blow then away."，how do we feel?3) Why does the writer use so many numbers?4) How did people feel then? How do we know?【设计意图：这个设计环节中，把板书上的那半个句子补齐，以引起学生对修辞必瞬的注 意。提升学生文化品格中的欣赏能力；而齐读这些系表短语，引导学生感受文本语言的运用 之美；另外，通过灾难损失的细节了解，认识地震带来的毁灭性损失。同时赏析数字对于说 明事物的表达作用。对修辞支张和上编的体会，引导学生赏析语句的表达效果。思考人们的 感受，激发学生的评判性思维。】3. Read para.4 carefully and Hll in the table.1. Was all hope really lost? If not, then who brought the hope? Read para.4 Line out the key sentence of part2 and find the supportive information.the earthquakepeoplekey sentencesupportive informationadj.Soon afterthe earthquakeThe army sentand organizedWorke rsMine rsFresh water2. Follow-up questions:1） How did people feel at last ?2） Which sentence shows people feel hopeful? Which word moves us most? Why?3） Echo with the title in meaning and literary device/【设计意图：通过灾难后救援工作的细节了解，认识灾难使人们团结，团结使人们看到希望, 这是情感的渗透同时也是对修辞孩人的体会，以及与文章标题的呼应，引导学生赏析语句的 表达效果。并自然引入下面的活动再思考文章标题的妙处。思考人们的感受，激发学生思维。】V. Consolidation1. Discuss the title.2. Review the advantage of the sentences with literary devices （修辞）.A Night the Earth Didn' t Sleep （personification 拟人）The water in the village wells rose and fell, rose and fell.（repetition 反复）It seemed as if the world was at an end. （exaggeration 夸张）Bricks covered the ground like red autumn leaves . （simile 比喻）Slowly the city began to breathe again, （personification 拟人）3Retell the signs, damage, and rescue work about the earthquake according to the table.TimeWhat happened?Peoplebefore the earthquake（signs）Strange things were happening. Water in wells rose and fell, rose and fell. Well walls.But people were asleep during the earthquake（damage）It seemed as if the world was at an end. Thousands of people died or were injured. Most buildings. Millions of animals.hopeless after the earthquake（rescue）All hope was not lost. The army. Workers.Slowly, the city.hopeful 【设计意图：再次讨论标题的妙处，既是对如何精用标题的关注，又是对修辞表达效果的再 回顾。课文的复述是在支架帮助之下引导学生努力进行课堂所学语言和知识的有效输出。是 形成学生自己的语言能力和学习能力的有效途径。这一过程又是引导学生提高评判性思维能 力和创新性思维能力的绝好机会。让学生以小组合作的形式在座位上相互向对方复述片段, 既锻炼了语言的输出和表达又使得全班学生都可以充分享受学以致用的机会。如果时间允许 的话可以请几个学生展示一下他们所准备的课文片段复述。】VI. Homework1. Complete and polish your summary of this passage using the useful sentences with literary devices.（设计意图：复习课文，再次关注修辞的运用对文本的表达效果。而且把富有修辞的语句运 用在课文的复述活动当中，那是对目标语言从感知理解到内化运用的过程，有助于提高学生 语言能力和学习能力）