高中英語必修一 Unit 4 Earthquakes.doc

2013年教學設計高中英語科Unit 4 Earthquakes Warming up & Reading教學設計一、教學內容簡析：本課的內容是人教版高中英語必修1 Unit 4 Earthquakes 中的Reading 閱讀理解部分，包括Warming up, Pre-reading, 閱讀理解課文A Night the Earth Didnt Sleep和Comprehending 內容在內。Warming up部分提供了唐山地震和美國舊金山地震的兩幅圖片，要求學生描述地震對這兩個城市造成的危害并展開討論。Pre-reading部分提供了地震前兆的圖片，讓學生了解地震前動物和自然界奇特的異常變化。閱讀課文A Night the Earth Didnt Sleep是一篇新聞報道類記敘文，敘述了唐山大地震前夕的“怪現(xiàn)象”、地震造成的損失及震后的救援情況。Comprehending 部分設置了些練習，主要是幫助學生更好地理解課文內容，培養(yǎng)學生整體把握文章的能力。二、學習者分析本單元的話題是“地震基礎知識（basic knowledge about earthquakes）”和“遇到災難時如何自救以及幫助他人（how to protect oneself and help others in disaster）”。具體涉及地震的成因、預兆、地震造成的損失、地震時的應急救生以及震后的救援等內容，對于高一學生來說要完成這些內容的學習也并非是一件易事。目前，學生上課以interpersonal的交流為主，而interpretative和presentational形式比重不夠均衡。由于文化教學不夠重視，學生的跨文化意識不高。此外，學生跨學科學習的意識不夠，語言和信息的雙向促進關系的認識不足。對于比較策略主要運用在英漢漢英互譯的語言層面，未進入文化比較和思維比較。學生的課外語言活動環(huán)境不夠豐富和重視程度不高，通常以詞匯、語法等練習為主，缺乏真實的語言運用。三、設計理念本教學設計在新課程教學理念的指導下，力求在培養(yǎng)學生的語言知識、知識技能、情感態(tài)度、學習策略和文化意識等素養(yǎng)的基礎上發(fā)展學生綜合運用語言的能力，使學生通過觀察、體驗、探究等主動學習的方法優(yōu)化英語學習方法，充分發(fā)揮自己的學習潛能，形成有效的學習策略。在設計過程中遵循以學生為主體，教師為主導這一教學原則，創(chuàng)設角色扮演情景、激烈討論提出建議，讓學生最大限度地參與教學過程，尊重學生的主體地位，充分發(fā)揮學生在學習過程中的主動性、積極性、創(chuàng)造性，使課堂充滿活力。從教學需要出發(fā)，創(chuàng)設情景，進行情景設問、討論，激起學生的情感體驗，激活學生思維，幫助學生迅速、正確地理解和接受知識，并在學習過程中培養(yǎng)其積極進取的科學的人生觀及價值觀，較好地落實了三維目標。而三維目標是相輔相成、相互滲透的，所以在情景教學的過程中，知識的落實、能力的培養(yǎng)、情感態(tài)度價值觀的滲透交融在一起，實現(xiàn)了三維目標的和諧與統(tǒng)一。四、教學目標：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、教學重點與難點：1.教學重點(1) Get the students to know basic knowledge about natural disasters.(2) Get the students to learn different reading skills.2.教學難點(1) Develop the students reading ability. (2) Let the students learn to use the time order when writing.六、課時安排：Period 1七、教學方法：1. Task-based teaching method.2. Cooperative learning.3. Discussion.八、教具準備：The multimedia and other normal teaching tools.九、教學過程：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 )設計說明通過多媒體課件向學生展示有關各種自然災害的圖片，讓學生了解各種自然災害的名稱從而導入課文主題：地震，讓學生初步了解地震的危害，為課文閱讀作鋪墊。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)設計說明 通過Tangshan和San Francisco兩張圖片引出話題“一旦大地震發(fā)生，將會造成怎樣的危害？”，為本單元的主題作了“熱身活動”。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.)設計說明通過這兩個任務使學生了解地震前的一些跡象，同時訓練學生開口說的能力，激發(fā)學生的閱讀愿望。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設計說明 找中心句、理解文章結構和大意是閱讀的基本技能，能幫助學生整體把握文章。這樣的訓練能夠培養(yǎng)學生快速捕捉文章整體信息的能力。通過這項練習能使學生理清文章的結構，掌握文章的主旨和寫作順序。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)設計說明 此部分訓練學生的細讀能力和歸納能力，引導學生通過查找思考這些問題，加深對課文的理解，使學生更深刻地感受唐山大地震給人們帶來的損害和痛苦。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.設計說明 通過有聲讀物，引導學生開口練英語的習慣，培養(yǎng)英語語感。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?設計說明 讓學生選擇一個話題進行小組討論，在交流和合作學習中開拓思路，形成發(fā)散思維和創(chuàng)新能力。同時，讓學生在討論中學會如何在地震中逃生，如何在地震后幫助別人。2. RetellingAsk students to read the passage again and try to retell it in their own words.設計說明 學生通過閱讀文章獲取信息和處理信息，獲得了充足的語言輸入。故事復述能讓