必修7 Unit 1 Living Well阅读课教学设计07.docx

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1、必修7 Unit 1 Living Well阅读课教学设计一、教材分析本课时是阅读课，让学生了解唐山大地震的有关情况：地震前所发生的一些异 常现象；地震发生后对整个城市造成的毁灭性破坏。让他们深刻体会“地震”带 来的巨大灾难，以及随之而来的全国军民大援救。通过本课时学习，使学生了解 地震成因的科学常识，加强自然科学素养，明白如果了解并认识地震前的预兆， 就能提前做好准备，减少或避免不必要的损失，从而激发对科学的热情，并珍惜 现在所拥有的一切。二.学情分析1. 在Warming up部分提供了唐山地震和美国旧金山地震的两幅图片，学生已经 简单描述过地震对这两个城市造成的危害并展开了讨论。2. P

2、re-reading部分提供4幅地震前兆的图片，让学生了解地震前的动物和自 然界奇特的异常变化，相信能激发学生了解地震的兴趣。3. Reading部分详细描述了地震来临前的一些不正常的自然现象及动物的反常 表现，以及地震造成的损失和震后的救援情况。此环节描述比较详细具体，学 生应该容易理解。4. Comprehending部分设计了 5个练习：课文细节配对题、列出地震前后的事 件、归纳段落大意、课文标题理解以及角色扮演，主要是帮助学生更好地理解 课文内容。二、教学目标1、知识目标(1) Get the students to learn the following useful new wor

3、ds and expressions in the passage:shake, rise, crack, burst, canal, steam, destroy, ruin, dirt, injure, survivor, brick, dam,shock, quake, rescue, electricity, disaster, army, organize, bury, coal, mine, shelter,fresh, at an end,as if, in ruins, dig out,a great number of, think little of, All hope w

4、as not lost.(2) Get the students to know basic knowledge about naturaldisasters. 本节课的教学始终以学生为主体，教师充当的是“启发、引导、帮助、反馈与评 价”的角色。“任务型教学”让学生一步步紧跟，很好地理解课文内容，同时在 教师引导下也能意识到生命的重要性，达到情感共鸣。通过鼓励学生并为他们创 造探究与解决问题的条件，发展学生的听说读写综合技能。但在课堂中，由于部 分语言不够连贯，导致学生在听的过程中有些障碍，今后将继续加强自己在英语 口语方面的能力。从课后反馈情况看，本课时教学目标完成较好。2、能力目标(1)

5、Develop the students reading ability and let them learn different reading skills like skimming, scanning and summarizing.(2) Train the students abilities of thinking, reasoning and judging.3、情感目标(1) Get the students to know the importance of predicting the earthquake and how to protect themselves an

6、d others when in face of an earthquake.(2) Get the students to learn the rescue workers spirits:selfless, courageous and devotion.(3) Develop the students ability of cooperative learning.三、教学重点和难点1、教学重点(1) Get the students to know basic knowledge about the earthquake.(2) Get the students to learn to

7、 use different reading skills. 2、教学难点(1) Develop the students different reading skills for different reading purposes.(2) Get the students to understand the passage more deeply.四、教学方法1、 Task-based teaching and learning.2、 Cooperative learning.3、 Discussion.4、 Role playing五、教学过程Step 1 Lead-in1 Show t

8、he students some pictures about natural disasters and ask them:Have you ever experienced any natural disaster? Look at the pictures. Can you name all the disasters?fire, tsunami, volcano, typhoon, sandstorm, flood, hailstone, earthquake)2、Show the students another three pictures of what an earthquak

9、e has brought about and ask them:Have you ever experienced an earthquake? Can you described how terrible an earthquake is?地震的破坏3、 Introduce the topic of the unit: Earthquakes.【设计说明】通过多媒体课件展示一些自然灾害的图片，让学生了解一些自然灾害的 知识。再通过地震发生时的图片让学生初步了解地震的危害，为课文阅读作铺垫, 同时也导入了本课主题：地震。Step 2 Warming up1、 Turn to Page 25.

10、 Ask the students to look at the photos of Tangshan and San Francisco to describe what they see in the two pictures to a partner.2、Ask the students what might happen to the objects if there has been a big eartherquake in these two cities.【设计说明】结合Warming up部分的两幅图，让学生以group work的形式展开讨论。 这样一来，学生在积极的状态下

11、，通过讨论接触新的内容，既培养了学生的想象 力，又培养了他们的表达能力。Step 3 Pre-readingTask 1: Get the students to think about the following questions: Imagine your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why?Task 2: Ask the students to look at the 4 pictures

12、in Pre-reading on Page 25 and answer:What do you think will happen before an earthquake?Suggested answers:Picture 1: There will be bright light in the sky.Pic ture 2: Cows, pigs and dogs become too nervous to ea t.Picture 3: Mice run out of the fields looking for places to hide. Fish jump out of pon

13、ds.Picture 4: The water in the well will rise and fall. The well wall has deep cracks in them.【设计说明】通过这两个任务使学生了解地震前的一些迹象，激发他们的阅读愿望。Step 4 Reading1 Fast readingGet the students to scan the passage to finish Ex. 1 in Comprehending and the following True-or-false exercise:(1) People in Tangshan were wa

14、rned of the earthquake and didnt go to bed that night.()(2) People in Beijing also felt the earthquake.()(3) More than 400, 000 people were killed in the earthquake.()(4) Many rescue workers and doctors were trapped undet the ruins during the aftershock (余震)()Suggested answers: F T F T【设计说明】这里要求学生用s

15、canning的方式阅读课文，以培养学生快速捕捉细节信息和处 理信息的能力。2、 Second readingAsk the students to read the passage again to finish Ex. 2 in Comprehending in pairs.【设计说明】这个练习要求学生按时间顺序列出事件细节。学生通过这一遍阅读和此练习题的 完成，会加深对震前、震中、震后的了解。同时，文中救护人员和解放官兵不顾 自身安危奋力抢险的事迹，会让学生感受到地震无情人有情，有助于他们形成健 全的情感、态度、价值观。3、 Third reading(1) Get the studen

16、ts to skim the text and find out the topic sentence of each paragraph.Suggested answers:Paragraph 1:S t range things were happening in the coun try si de innortheast Hebei.Paragraph 2: Everything began to shake and it seemed that the world was at an end.Paragraph 3: Everywhere they looked nearly eve

17、rything was destroyed.Paragraph 4: All hope was not lost.(2) Ask the students to summarize the general idea of the passage.Suggested answers:The passage tells us some thing that happened before the earthquake, during the earthquake and after the earthquake.【设计说明】找主题句、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

18、样的skimming训练能够培养学生快速抓住文章整体信息的能力和综合概括的 能力。4、 Learning some important words and expressions(1) rise升起；上升【观察探究】The sun rises at seven o clock.He rose from his chair and began his speech.【比较体会】The price of eggs has ri sen recently.The price of eggs has been raised recently.Rise是不及物动词，而raise是及物动词，意思是“抬高；

19、提高；使上升”(2) burst (使某物)爆炸；胀破；爆破【观察探究】I ve eaten so much that I feel ready to burst.【拓展】All of them burst into laugh ter/tears.All of them burst out laughing/crying.Burst into sth.突然而猛烈地发出或产生某事物Burst out doing突然开始做某事(3) destroy摧毁；毁坏【观察探究】The fire destroyed all my books.【比较体会】An atom bomb would des tro

20、y a city.The ship was damaged in the bottom.The crops are nearly ruined by the continuous rain.Destroy强调以具有摧毁或杀伤性的力量把某物彻底毁掉；damage 一般指对物体 或生命的局部损坏；ruin亦指彻底毁掉，但不含有以某种摧毁性的力量进行破 坏，而含有在一定过程中逐渐毁掉的意思。(4) shock使(某人)震惊【观察探究】I was shocked when I heard about your accident.What you said shocked him.(5) rescue援

21、救；营救【观察探究】We rescued the boy who fell into the river.A rescue team is trying to reach the trapped mine.(6) in ruins严重受损；破败不堪；成为废墟【观察探究】An earthquake left the whole town in ruins.His career is/lies in ruins.(7) a (great) number of 许多；大量的【观察探究】1 have a number of letters to write.【比较体会】The number of th

22、e people who have arrived is 500.A (great) number of people have arrived.The number of表示”的数量”，作主语时,谓语用单数；a (great) numberof表示“大量的”，作主语时，谓语用复数。(8) think little of不重视；认为没有什么了不起【观察探究】I thought little of what he said at that time.【拓展】The scientist thinks nothing of money.The class think well of the teac

23、her.The boss think highly of your project.Think little of 的近义短语有 think nothing/poorly/ill of；反义短语有 think highly/well/much of.(9) at an end结束；终结(常作表语)【观察探究】His long speech was finally at an end.【比较体会】In the end, he climbed to the top of the mountain.At the end of the class, the teacher left the class

24、room without saying one word.(10) as if好像；仿佛【观察探究】It seems as if you don t trust me.【拓展】 as if=as though(11) All hope was not lost.并不是所有希望都破灭了。【观察探究】Not all the girls left. (=0nly some of the girls left.)Both the children are? t noisy. (=0nly one of the children is noisy.)Everyone cannot do it.(二Som

25、e can do it while others can t.)【设计说明】上面列举的单词、短语、句型不仅是理解文章的关键，而且是本节课所要学习的 重要语言点。本环节通过观察探究、比较体会、拓展等方式让学生掌握这些知识 点。Step 5 Post-readingTask 1: Ex. 4 in Comprehending on Page 27:(1) Explain in your own words what the witer means by the title “A night the earth didn t sleepv .(2) In pairs, suggest another

26、 title for the text.Suggested answers:(1) “4 night the earth didn t sleep“ is a poetic way of saying that an terrible earthquake happened that night.(2) Another title might be aTangshan s great challenge ”. Students may have different answers.Task 2: Choose the best answers.(1) What is the mood of t

27、his passage?A. Sad B. Serious C. Serious and a bit sad D. calm(2) What can be inferred from the passage?A. The whole city was at an end.B. The army, s coming brought hope to the city.C. People lost hope faced with the terrible earthquake.D. The signs before the earthquake weren t obvious at all.(3)

28、Which of the following statements cannot be part of the main reasons for the heavy loss of life in Tangshan earthquake?A. The earthquake happened in the deep night and people were sleeping in bed at the very moment.B. There weren? t enough rescue workers.C. The buildings weren? t strong enough and m

29、ost of them were destroyed in the earthquake.D. People were not careful enough to notice some natural signs before the earthquake.Suggested answers: C B B【设计说明】 任务1和任务2中设计的问题是考查学生对课文深层含义的理解和对作者写作态 度的推断。任务1中的第二个问题要求学生为课文想出另一个标题，这也再次考 查了学生对文章整体把握的能力。Task 3: Ask the students to do Ex. 5 (Choose a parag

30、raph and act out an interview between a reporter and a survivor from the Tangshan earthquake.) 【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。角色采访活动 能让学生把课文的信息进行有效整合并进行语言输出，用对话形式进一步巩固所 学的内容。Task 4: Get the students to discuss the following question in groups and then explain their ideas and reasons.Which of the

31、 following are safe or dangerous to do when an earthquake happens?(1) Try to run away from the building if you are staying indoors.(2) Keep close to the windows.(3) Keep your head down to protect your eyes.(4) Hide under heavy furniture.(5) Keep away from the place where something can break easily.(

32、6) Stay outside until the shaking stops if you are outdoors.(7) Get out of a moving vehicle as soon as possible.【设计说明】由于课文没有涉及地震时的应急逃生话题，学生必然对此较为感兴趣，而这也是 与学生的实际生活紧密联系的。通过这个活动，学生学到了一些地震的逃生知识, 思维能力、口语表达能力也同时得到了锻炼。Step 6 Homework1 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。上面的作业设计是让学生巩固语言知识点并 对课文进行总结概括，把读和写结合起来。教学反思：