Unit4NaturalDisastersReadingandThinking教案- 高中英语人教版（2019）必修第一册.docx

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1、Unit 4 Natural DisastersPeriod 2 Reading and Thinking教学设计方案Teaching aims:1. Enable students to learn some basic knowledge about an earthquake2.Enable students to find out and analyse the timeline and the connection line of the text and get a good understanding of the text. 3.Enable students to apply

2、 the reading strategies to find specific information and form structural knowledge of the text.4.Enable students to improve their awareness of self-protection, when an earthquake happens Teaching difficult and important points:1. Important point: Identify and learn the words and phrases related to a

3、n earthquake and analyse the timeline and the connection line of the text.2. Difficult point: Enhance the understanding of the text.Teaching proceduresStep1 Warming up1. Show some pictures to activate students background knowledge and have a group brainstorm.2. Look at the video to arouse students i

4、nterest in the text, and make a prediction about what the text will be about by looking at the and the picture in the text.【设计意图】播放该电影中关于唐山大地震的片断和一些图片，吸引学生的注意力、调动学生阅读的兴趣和求知欲，熟悉地震这一话题。Step 2 Skimming1.Read the text quickly and find out the topic sentence of each paragraph.Para Topic sentence 12345Acc

5、ording to the topic sentence and the four words, divide the whole passage into four parts.SigndamagerescueRevivalMatchPart 1 (Para _) What happened during the quake and the damage caused by the quake.Part 2 (Para_) The rescue work after the earthquakePart 3 (Para _) Signs before the earthquakePart 4

6、 (Para _) The revival of Tangshan【设计意图】学生快读课文，对课文内容信息按时间顺序重新梳理，使得课文内容层次清晰，这样就可以达到对信息的整合，总结文章大意是对文章信息进行概括，有利于学生建立信息关联，形成新的认识结构。1.What were the signs before the Tangshan earthquake?2.What damages were caused by the earthquake?Step 3 Careful readingPart 1（para 1）Read Para 1 carefully and find out the s

7、igns before the earthquake.The water in the village wells _ _.There were_that appeared in the well walls.At least one well had _Chickens and even pigs were_, and dogs refused to _.Mice _ looking for places to hide.Fish _ the water.Part 2（para 2&3）The happening and the damages of the big earthquake.R

8、ead Para2&3 carefully and fill the blanks with data(数据) v _of the nation felt the earthquake .v A huge crack that was kilometres long and metres wide cut across houses.v In _ _ ,a large city lay in ruins. v of the people died or were injured during the earthquake.v The number of people who were kill

9、ed or injured reached more than .v All of the citys hospitals, of its factories and buildings and of its homes were gone.Whats your feelings towards these terrible data?Part 3 Read Para 4 carefully and find out the answers.（1）What did they do to help Tangshan?The army:The doctors and nurses:The work

10、ers:【设计意图】通过问题链的方式，突出“一方有难，八方支援”的价值理念。基于文木信息，推断作者的写作意图，能够从语篇所承载的社会功能角度培养学生的语篇意识。Part 4 Read Para 5 carefully and answer.What do you think helped the revival of Tangshan city?【设计意图】此活动是在上面的整体阅读基础上再进行细节阅读，逐段进行分析，其目的是让学生带着间题细读文章，加深对于文章的理解。有助于梳理地震的前兆、损坏和震后救援等细节信息，培养学生提取、筛选、组织语言的能力，同时进行写作中材料组织方面的练习。在此过程中

11、，注重学生学习的自主性和合作性。Step 4 SummarySeveral days before July 28,1976, many s_things happened in Tangshan. Well walls c_,and animals were too nervous to eat.They were signs for the e_. But people in the city of Tangshan thought little of these. At 3:42 a.m. that day, the earth began to shake, which d_ the

12、city. Later that afternoon, another big earthquake shook Tangshan. More people were killed or i_ and more buildings f_ down. The whole city lay in r_. Soldiers were sent to help dig out those who were t_ and to b_ the dead. The city began to b_ again. With the strong support from the government and

13、the tireless e_ of the citys people, a new Tangshan was built upon the earthquake ruins.【设计意图】在阅读之后，使用课文中的倍息和所学的知识，选择使用适当的词汇去描述一次大地震之后的场景，学生可以对所学语言知识和文化如识内化，巩固新的知识结构，促进语言运用的自动化，帮助学生将知识转化为能力。Step 5 Migration Innovation (迁移创新)Criticism and Evaluation (批判与评价)Read the text again and answer the questions

14、.I. What were some of the strange things happening before the earthquake? Do you think they were warning signs? Why or why not?2.What does the writer mean by Slowly the city began to breathe again”?3. What kind of help do you think people who have suffered an earthquake need?【设计意图】设计第一个问题，学生先重新阅读地震前

15、的一些现象，然后通过推理和论证，得出那些现象是地震的前兆。设计第二个问题，学生通过推理、想象等思维活动，得出“城市开始呼吸”的真正内涵。设计第三问题，旨在让学生能够深入主题语境，分析在地震中需要什么样的帮助。Step 6: Discuss the questions in groups.1. What do you think helped in the revival of Tangshan city?2. What other cities or towns have gone through similar changes? What lessons can we learn from

16、these events?【设计意图】这两个问题都需要学生充分发挥自想象力、推理论证力和批判性思考的能力去挖掘语篇背后的价值，加深对主题意义的理解。通过推理和想象其他城市发生地震所经历的事情，进而使学生在新的语境中建构新的知识结构。通过讨论能从这次地震中吸取一些经验教训，体现学有所用，有助于提高学生自我防范意识。Step 7: Homework1.Recite the passage.2. Do the exercise on page 23.教学评价设计创建量规，向学生展示他们将被如何评价（来自教师和小组其他成员的评价）。另外，可以创建一个自我评价表，这样学生可以用它对自己的学习进行评价。1

17、.课堂气氛相当活跃，大部分学生能把文章的大意总结出来。2.由于我带的班级是两个双优班，学生英语基础还可以。3.学生对地震有了自己独到的见解,体现了学生的自主创新。教学反思成功之处：1. 本课以“任务型”为教学原则，每一个任务都是围绕学习者“学”的角度设计的。基本实现了教学目标。2. 通过小组活动，培养合作探究能力。学生的每一个活动都具有明确的目的指向和具体的操作要求，实现了英语在真实情境中的应用。学生也通过大量的阅读练习，学到了目标设定的内容。3. 课堂气氛活跃，师生互动默契。整堂课完整有序，充分调动了学生的参与热情，使学生愿意积极配合完成各个环节，气氛热烈。不足之处:1. 教学容量显得单薄，不够丰满。2. 阅读部分停留在reading for information较多，而缺少reading for thinking，深度方面要再下功夫。