高中英語新課標(biāo)（人教版） 教案 必修一 Unit4 Earthquakes

高中英語新課標(biāo)(人教版)教案必修一Unit4EarthquakesTheThirdPeriod一、教學(xué)重點Trainthestudents'abilitytoreaddifferentnumbersinEngIish.Trainthestudents'abilitytocooperatewithothers.二、教學(xué)難點)TheexpIanationofsomedifficultwordsandexpressions.)Trainthestudents'abilitytoremovethedifficultieswhilereading.三、教材分析新課標(biāo))高中英語具有基礎(chǔ)性、時代性和選擇性的特點。基礎(chǔ)性有兩個含義：第一，它指高中畢業(yè)生為了升學(xué)或就業(yè)必備的最基本的英語素養(yǎng)。它是學(xué)生在高中階段應(yīng)該完成的共同基礎(chǔ)，是進一步學(xué)習(xí)的基礎(chǔ)。第二，它指絕大多數(shù)高中生都能夠到達的目標(biāo)。課標(biāo)對高中英語教學(xué)的要求(一)面向全體學(xué)生，注重素質(zhì)教育英語課程要面向全體學(xué)生，注重素質(zhì)教育。課程特別強調(diào)要關(guān)注每個學(xué)生的情感激發(fā)他們學(xué)習(xí)英語的興趣，幫助他們建立學(xué)inanattacktoday.S7:Inthethirdparagraph^EverywheretheyIookednearIyeverythingwasdestroyed."Canweusetheword“ruin”totakethepIaceof“destroy”?T:No.uDestroy”meanstodamagesomethingsobadIythatitnoIongerexistsorcannotberepaired.Ifyou“ruin”somethinggoodorusefuI,itthenusuaIIyexists,butnoIongerhasitsgoodquaIitiesorfeatures.e.g.(1)TheschooIwascompIeteIydestroyedinthebigfireIastnight.(2)Toomuchsugarcanruinyourteeth.Inthethirdparagraph,“Peoplewereshocked.”What'sthemeaningofthesentence?T:“Shock”heremeanstomakesomeonefeeIverysurprisedandupsetandunabIetobeIievewhathashappened.e.g.ThemurderofsuchayoungchilddeepIyshockedthewhoIecommunity.SothesentenceinourtextmeanspeopIeweresurprised.T:Yes.ButthereisasIightdifferencebetween“shock”and“surprise”.Ifsomethingis,comesas,orgivesyouashockitisunexpectedandoftenverybad.e.g.ItcameasagreatshocktohearshewasIeavinghome.Butasurpriseissomethingthatisunexpected,butisnotnecessariIybad.e.g.Whatanicesurprise!Ididn'teventhinkyouwereinthecountry!S10:Inthethirdparagraph,“PeoplebegantowonderhowIongthedisasterwouIdIast."Whatdoestheword“l(fā)ast”meaninthissentence?Isitanadjective?T:No,itisnotanadjectivebutaverb."Last”heremeanstocontinueforaparticularIengthoftime.e.g.ThehotweatherIastedforthewhoIemonthofJuIy.Asaverb,"Iast"couIdaIsomeantomanagetoremaininthesamesituation,evenwhenthisisdifficult.e.g.Theywon'tbeabletoIastmuchlongerwithoutfreshsuppIies.Theword"Iast”canaIsobeusedasaIinkingverb.Itmeansbeingenoughforsomeonetouse.e.g.WeonIyhad$50toIastustherestofthemonth.S11:IntheIastparagraph,“AllhopewasnotIost.”Whatisthemeaningofthissentence?T:ThissentenceisapartiaInegative.Ithasthesamemeaningwith“NotaIIhopewasIost.”e.g.(1)AlIthestudentsdonotagreetothepIan.(2)NotaIIthestudentsagreetothepIan.Thesetwosentencesmeansomeofthestudentsagreetotheplan,butsomedon't.Step5ConsoIidationT:NowaftertheexpIanationsofthewords,expressionsandsentencepatterns,Ietsdosomeexercises.PIeaseturntoPage28andIookatPart2inLearningaboutLanguage.CompIetethepassagewithsomeofthewordsinthetext.(AfterseveraIminutesteacherasksoneofthestudentstoreadtheshortpassage.Correctanymistakesifthereareany.)Step6HomeworkT:Inordertomastertheusageofthesewordsandexpressions,pIeasedosomereIatedexercises.FinishoffthetwopartsinUsingWordsandExpressionsonPage63.9、教學(xué)反思放手給學(xué)生，把課堂還給學(xué)生，給學(xué)生自由發(fā)揮的空間，是我們一直在追求的目標(biāo)。我們也一直在嘗試相信學(xué)生的力量，只不過淺嘗輒止，唯恐浪費時間，唯恐學(xué)生疲于應(yīng)付。然而，事實證明，我們的擔(dān)憂是多余的。學(xué)生的潛力是無窮的。時刻記?。航處煘橐龑?dǎo)，學(xué)生為主體，體驗為紅線，思維為主攻。創(chuàng)設(shè)情景,激發(fā)情意，啟迪學(xué)生思維，發(fā)揮學(xué)生的主動性和創(chuàng)造力，鼓勵學(xué)生探索研究，以誘達思，誘思交融，這就是誘思探究法的真諦。也是我在以后教學(xué)的追求目標(biāo)。十、板書設(shè)計Unit4EarthquakesTheThirdPeriodImportantWords:1.burst(v.)2.crack(n./v.)ruininjure/wounddestroy/ruinshocked7.last(vi.)ImportantExpressions:ItseemedthattheworIdwasatanend.AlIhopewasnotIost.(局部否認句)十一、活動與探究Story-teIIingCompetition:Formostofhumanhistory,peopIecouIdonIyimaginewhatcausedearthquakestohappen.SostoriesweretoIdtoexplainthisnaturaIdisaster.AstoryfromIndiasaysthatfourverybigeIephantshoIeuptheearth.TheeIephantsstandonthebackofabiggerturtIe.TheturtIestandsonanevenbiggersnake.WhenanyofthesehugemagicaIanimalsmove,theearthbeginstoshake!Inpairsmakeupastorytoexplainhowanearthquakehappens.ShareyourstorywithyourcIassmates.Choosewhichoneisthemostiinteresting.Giveareason.十二、備課資料知識點歸納：1.shake用法歸納(shake,shook,shaken)(1)抖動，震動，常作不及物動詞，也作及物動詞。Thehouseshookwhentheearthquakestarted.當(dāng)?shù)卣鸢l(fā)生時，房子震動了。Shewasshakingwithanger.她氣得發(fā)抖。Hisheavystepsshooktheroom.他沉重的腳步使房子都震動了。ShewasbadIyshakenbythenews.她對這個消息大為震驚。(2)搖動，作及物動詞ShakethebottIebeforetakingthemedicine.服藥前搖勻o(3)顫抖，作不及物動詞Hishandsshookalittleashewrote.他寫字的時候手有點發(fā)抖。Hisvoiceshookwithemotion.他很激動，聲音都有些顫抖了。shakeproofadj.防震的，抗震的(5)常用短語：①和某人握手shakehandswithsb.shakesb.’shandshakesb.bythehandHeshookhandswarmlywithme.Heshookmyhandwarmly.Heshookmewarmlybythehand.他和我熱情地握了手。②搖頭shakeone'shead(6)辨析shake系常用詞，指“上下來回短促而急速地搖動”。Shakebeforetaking.(藥瓶標(biāo)簽上)服前搖勻。tremble指“由于恐懼、悲憤、興奮等情緒或因寒冷、疲勞等引起無意識地顫抖”。ShetrembIedatthelion'sroar.聽到獅吼，她渾身發(fā)抖。quake可與tremble換用，但較為正式，指“強烈地顫抖Theearthquaked.地震了。quiver指“輕微而急速地顫抖、搖動”。TheIeavesquiveredwiththebreeze.樹葉隨微風(fēng)擺動。shiver■指“由于寒冷、恐懼或生病而發(fā)抖”。HeshiveredwithcoId.他凍得發(fā)抖。strike用法歸納(strike,struck,struck/stricken)(1)打，擊，敲，常表示用力打，可以是一次或?qū)掖?。Strikewhiletheironishot.趁熱打鐵。hit比strike稍弱，指一次性的打或擊中。beat指連續(xù)屢次地打，也指有節(jié)奏的擊打，心臟跳動用beato(2)觸(礁、)，撞HisheadstruckthetabIeashefell.他摔下時頭撞在了桌子上。(3)發(fā)起進攻，襲擊Ourtroopsstrucktheenemycampatdawn.我們的部隊在黎明時分襲擊了敵營。(4)擦(火柴)IstruckamatchandheIdittohiscigarette.我擦著了一根火柴來點燃他的香煙。(5)(鐘)敲IIeftimmediateIythecIockstrucktweIve.鐘一敲12下，我就離開了。(6)(某種想法)突然出現(xiàn)，忽然想起ItstruckmethatweoughttomakeanewpIan.我突然想起我們得制訂個新計劃了。(7)給(人)某種印象或感覺，給人深刻的印象(常用于被動結(jié)構(gòu))HowdoesthepIanstrikeyou?你覺得這個計劃怎么樣？IwasdeepIystruckbyherbeauty.她的美給我留下了深刻的印象。(8)罷工Theyarestrikingforhigherpay.他們在為爭取高工資而罷工。rise(rise,rose,risen)(1)太陽、月亮、星星升起，出現(xiàn)Thesunroseatseveno'cIock.太陽七點鐘升起。(2)升高Theriverisrisingaftertherain.雨后河水漲了。PriceshaverisensteadiIyduringthepastdecade.過去十年間物價一直在上漲。(3)起床；立起；站起來(4)晉升rise,raise和Iift當(dāng)豐析:三個詞都有“升起、抬高”的意思。Iift舉起，抬起。常指將物體，尤其是重物，從地面或較低的位置抬高或舉起，是及物動詞。HeIiftedtheheavyboxforme.他幫我提起了那個重箱子。raise舉起，升起，抬高，提高。是及物動詞。可與lift互換，但raise強調(diào)動作的姿勢；此外它還有把某物“豎起來”的意思。還可用在抽象的譬喻性質(zhì)的短語里。raiseone'svoice提鬲嗓門raiseprices提高價格raiseIivingstandards提高生活水平ThenationaIfIagisraisedeverymorning.每天早晨升國旗。rise升起，上漲，站起來。是不及物動詞。常指由低而高的變化過程。ThenextmorningIwasthefirsttorise.第二天早上，我是第一個起床的。seem用法歸納(1)似乎，好像(vi.)①seem+不定式的一般形式HeseemstoIikethebirthdaypresentverymuch.他似乎很喜歡這份生日禮物。②seem+不定式的完成形式Weseemtohaveseenyousomewherebefore.我們似乎在哪里見到過你。③seem+不定式的進行形式SeveraIpeopIeinthecrowdseemedtobefighting.人群中似乎有幾人正在打架。(2)看來，似乎是(什么樣子)(link-v.)①seem+形容詞習(xí)的成就感和自信心，使他們在學(xué)習(xí)過程中開展綜合語言運用能力，提高人文素養(yǎng)，增強實踐能力，培養(yǎng)創(chuàng)新精神。（二）整體設(shè)計目標(biāo)，表達靈活開放基礎(chǔ)教育階段英語課程的目標(biāo)是以學(xué)生語言技能、語言知識、情感態(tài)度、學(xué)習(xí)策略和文化意識的開展為基礎(chǔ)，培養(yǎng)學(xué)生英語綜合語言運用能力。（三）突出學(xué)生主體，尊重個體差異學(xué)生的開展是英語課程的出發(fā)點和歸宿。英語課程在目標(biāo)設(shè)定、教學(xué)過程、課程評價和教學(xué)資源的開發(fā)等方面都突出以學(xué)生為主體的思想。課程實施應(yīng)成為學(xué)生在教師指導(dǎo)下構(gòu)建知識、提高技能、磨礪意志、活躍思維、展現(xiàn)個性、開展心智和拓展視野的過程。（四）采用活動途徑，倡導(dǎo)體驗參與本課程倡導(dǎo)任務(wù)型的教學(xué)模式，讓學(xué)生在教師的指導(dǎo)下，通過感知、體驗、實踐、參與和合作等方式，實現(xiàn)任務(wù)的目標(biāo)，感受成功。在學(xué)習(xí)過程中進行情感和策略調(diào)整，以形成積極的學(xué)習(xí)態(tài)度，促進語言實際運用能力的提高。（五）注重過程評價，促進學(xué)生開展建立能激勵學(xué)生學(xué)習(xí)興趣和自主學(xué)習(xí)能力開展的評價體系。該評價體系由形成性評價和終結(jié)性評價構(gòu)成。在英語教學(xué)過程中應(yīng)以形成性評價為主，注重培養(yǎng)和激發(fā)學(xué)生學(xué)習(xí)的積極性和自信ThedoctorseemsverycapabIe.看來這個醫(yī)生很能干。②seem十分詞Hisfirstmemoriesseemedconnectedwithwork.他的第一記憶似乎與工作相連。③seem+名詞ItseemsapIeasantcity.看來這是一個令人愉快的城市。④seem+介詞短語Youseeminhighspiritstoday,Mary.瑪麗，看來你今天興致挺高的。(3)用于下面結(jié)構(gòu)①Itseems/seemedthatItseemsthattheyareIookingforsomething.他們仿佛在尋找什么東西。ItseemedtohimthathehadneverworkedsohardinhisIife.他似乎一輩子都沒有這么努力地工作過。Itdoesnotseemthatwecangetourmoneyback.=1tseemsthatwecannotgetourmoneyback.看來我們的錢弄不回來了。(2)11seems/seemedasifItseemsasiftheweatherisimproving.看來天要好轉(zhuǎn)了。③Thereseems（tobe）Thereseemstobenoworkforyoutodohere.看來這兒沒有工作需要你做了。injureinjure,hurt和wound辨析:injure傷害，損害（感情），毀壞（名譽）。常指各種性質(zhì)的身體上或精神上的傷害，常用于意外受傷。是及物動詞。IhopeIdidn'tinjureherfeeIings.我希望我沒有傷害她的感情。ThefootbaIIpIayerwasinjuredinhisrightIeg.那位足球選手的右腿受了傷。hurt傷害。沒有injure正式，常用于口語?？捎糜谥复?、小傷害，也可指精神上的痛苦或感情上的傷害，可用作及物或不及物動詞。Hehurthisfootwhenjumpingoverthefence.他在跳籬笆時傷了腳。Hiswordshurtme.他的話傷了我的心。MyheadhurtsbadIy.我頭疼得厲害。wound受傷，傷害，損害。一般指打傷、刀傷等外傷，尤指戰(zhàn)場上負傷；還可用于比喻，指精神上的創(chuàng)傷。是及物動詞。ThesoldierswoundedinthebattIeweretakencareofbythenurse.戰(zhàn)斗中受傷的戰(zhàn)士們由護士在照料。Hefe11woundedinhishonor.他覺得他的榮譽受到傷害。十三、說課稿ThisperiodmainlydeaIswiththeimportantIanguagepointsthatappearintheReadingpassage.Butatfirst,teachershouIdcheckhowweIIthestudentshaveunderstoodthepassagebyaskingsomedetaiIedquestionsbasedonthepassage.Whiledoingthispart,studentsshouIdkeeptheirtextbookscIosed.TherearealotofnumbersintheReadingpassage.SonextthestudentsshouIdfinishonetaskinLearningaboutLanguage(Part3)toknowhowtoreadthesenumbersinEnglish.ThentheteacherwiIIdeaIwiththeimportantpointsinthepassage.ThepurposeofthisstepistoheIpstudentsbetterunderstandsomedifficultsentencesandmastertheusageofsomeimportantwordsandexpressions.SotheteachershouIdgivethestudentsseveraIminutestolookforthedifficultpointsatfirst.Inthisway,theteachercanheIpthestudentsremovetheobstacIesinreading.AfterthattheteacherwiIIexplainthewordsandexpressionsandthenshowthestudentssometypicaIexampIestoheIpthemunderstand.SometimestheteacherwiIIcomparethewordsorexpressionswithsomesimiIarones.Afterthisstep,asconsoIidation,thestudentsareaskedtofinishtwoshortpassagesusingthewordsandexpressionsthattheyhavejustIearnedintheunit.Anothermoredifficulttaskissettomeettheneeds,thatis,totransIatesomesentencesfromChinesetoEnglishbyusingthewordsandexpressionsinthebrackets.(六)開發(fā)課程資源，拓展學(xué)用渠道英語課程要力求合理利用和積極開發(fā)課程資源，給學(xué)生提供貼近學(xué)生實際、貼近生活、貼近時代的內(nèi)容健康和豐富的課程資源；要積極利用音像、電視、書刊雜志、網(wǎng)絡(luò)信息等豐富的教學(xué)資源，拓展學(xué)習(xí)和運用英語的渠道；積極鼓勵和支持學(xué)生主動參與課程資源的開發(fā)和利用。四、課型Languagepoints五、教學(xué)方法Student-focusapproachandtask-basedapproach六、三維目標(biāo)Knowledge:Words:crack,burst,ruin,injure,destroy,shock,Iast的具體用法。Phrases:atanend,rightaway,digout的用，去Sentencepatterns:AlIhopewasnotIost.(局部否認句)AbiIity:Trainthestudents'abilitytoreaddifferentnumbersinEngIish.Learntheusageofsomedifficultwordsandexpressions.)Trainthestudents'abilitytoremovethedifficultieswhilereading.Emotion:Trainthestudents'abilitytocooperatewithothers.KnowthedeadIinessofanearthquakeandthesignsbeforeanearthquakeiscoming.LearnfromthebraveryofpeopIeinTangshantofacethereaIityandrebuiIdthecity.七、教具準(zhǔn)備ataperecorderaprojectorthebIackboard八、教學(xué)過程Step1GreetingsGreetthewholecIassasusuaI.Step2RevisionT:IntheIastperiod,weIearnedsomethingabouttheterribleTangshanEarthquakein1976,whichisthedeadIiestearthquakeinChina'shistory.NowIamgoingtoaskyousomequestionsbasedontheReadingpassage.T:WhatdidpeopIeinTangshanseeintheskybeforetheearthquake?S1:TheysawbrightIightsinthesky.T:WhatdidpeopIehear?TheyheardthesoundofpIanesoutsideTangshanevenwhennopIaneswereinthesky.T:WhatdidpeopIenoticeintheweIIs?PeopIenoticedtheweIIwallshaddeepcracks,andasmellygascameoutofthecracks.T:DidpeopIepayanyattentiontotheseabnormaIphenomena?No.TheywenttobedasusuaIthatnight.T:Whendidtheearthquakebegin?At3:42inthemorningofJuIy28.T:HowmanypeopIewerekiIledorinjuredinthequake?Morethan400000peopIe.T:CouIdtheinjuredpeopIegotohospital?No,theycouldn'tbecausealIofthecity'shospitalsweregoneinthequake.T:Werethereanyaftershocks?Yes.Laterthatafternoon,anotherbigquakeshookTangshan.Manyrescueworkersanddoctorsweretrappedundertheruins.T:DidthesurvivorsdenythecityandgotoIiveinotherpIaces?No.TheydidtherescueworkwiththeheIpof150000soldierssentbythearmy.SlowlythecityofTangshanbegantobreatheagain.T:Iamverysatisfiedwithyourwork.Step3LearningaboutNumbersT:MaybeyouhaveaIreadynoticedthatthereareaIotofnumbersintheReadingpassage.ToreadthemcorrectIyisveryimportant.SometimesthereisatestonnumbersinListening.T:NowturntoPage28andIookatPart3.Matcheachwordtothenumberthathasthesamemeaning.(AllowSsseveraIminutestofinishthetask.)T:Nowlet'scheckyouranswers.A.90%ninetypercentB.10000tenthousand1000000onemillion150000onehundredandfiftythousand75%seventy-fivepercent1/3one-third500000halfamiIIionH.2/3two-thirdsStep4ImportantpointsT:IntheReadingpassageofthisunit,therearesomeimportantwordsandexpressions.IwiIIfirstgiveyoufiveminutestopickoutthedifficultwords,expressionsandsentencepatterns.Youmayworkwithyourpartner.(Afterfiveminutes.)S1:Inthefirstparagraph,"???thewaterpipesinsomebuiIdingscrackedandburst."Howcanweunderstand“burst”?Ifsomethingburstsorifyouburstsit,itbreaksopenorapartsuddenIyandviolentIysothatitscontentscomeout.e.g.YouaregoingtoburstthebaIIoon,ifyouarenotcarefuI.Inthefirstparagraph,“Farmers'wivesnoticedthattheweIIwallshaddeepcracksinthem."andinthesecondparagraph“AhugecrackthatwaseightkilometersIongandthirtymeterswide."Dothetwo“cracks”havethesamemeaning?T:YouareverycarefuI.Yes,theyhavethesamemeaning.Bothofthemarenouns."Crack"meansaverynarrowspacebetweentwothingsortwopartsofsomething."Crack”canaIsobeaverb,meaningtobreakormakesomethingbreaksothatitgetsoneormoreIinesonitssurface,asinthesentence“Inthecity,thewaterpipesinsomebuiIdingscrackedandburst.”e.g.ShefeIIoffherbikeandcrackedaboneinherleg.Howcanweunderstandthissentenceinthesecondparagraph“ItseemedthattheworIdwasatanend."?T:Inordertounderstan