高中英語人教版Unit4Earthquakes 省一等獎

Module1Unit4EarthquakesANighttheEarthdidn'tSleep--Warmingup&Reading羅源一中陳婷教學設(shè)計內(nèi)容設(shè)計主題ANighttheEarthdidn'tSleep--WarmingupandReading1.整體設(shè)計思路、指導依據(jù)說明信息技術(shù)已經(jīng)成為師生教學中一個重要的手段，因此本節(jié)課的教學設(shè)計結(jié)合了信息技術(shù)的使用，通過學生網(wǎng)絡(luò)搜索整合信息，用多媒體呈現(xiàn)圖文等形式，使閱讀課更加豐富多彩，使理論知識更加直觀。本單元的中心話題是“地震”，本課時內(nèi)容主要是閱讀ANIGHTTHEEARTHDIDN'SSLEEP，并了解地震或突遇災難中如何自救和救人等。2.教學背景分析教學內(nèi)容分析：這是本單元的第一課時。主要內(nèi)容是閱讀ANIGHTTHEEARTHDIDN'SSLEEP，并了解地震或突遇災難中如何自救和救人等。學生情況分析：本班學生是高一普通班學生，英語聽說讀寫水平參差不齊，有一定的閱讀基礎(chǔ)。3.教學目標分析知識目標：學生在閱讀中能夠理解生詞和詞組的含義，培養(yǎng)猜測詞義的能力。學生通過閱讀了解唐山地震前、中、后發(fā)生的事。能力目標：學生能夠利用信息技術(shù)和多媒體等手段獲取信息，呈現(xiàn)學習的成果。學生能夠提高泛讀和精讀的閱讀技巧。學生能夠?qū)W會在突發(fā)災害中進行自救和他救。情感目標：學生能夠更多地了解自然災害，學會樂觀面對災難、挫折，對生活懷抱希望。學生能夠在學習中培養(yǎng)合作意識和協(xié)作精神。4.教學重點、難點分析教學重點：學生在閱讀中能夠理解生詞和詞組的含義，培養(yǎng)猜測詞義的能力。學生能夠利用信息技術(shù)和多媒體等手段獲取信息，呈現(xiàn)學習的成果。學生能夠?qū)W會在突發(fā)災害中進行自救和他救。教學難點：學生在閱讀中能夠理解生詞和詞組的含義，培養(yǎng)猜測詞義的能力。學生能夠提高精讀和泛讀的閱讀技巧。5.教學過程設(shè)計StepOne：Lead-in(8mins)StudentsaretobrainstormsomenaturaldisastersandthensearchtheInternetforsomebriefnewsreportaboutsomeseveredisastersthathappenedinrecentyears.設(shè)計意圖：鍛煉學生運用信息技術(shù)查找、提煉、歸納、整合信息的能力；了解閱讀文本的相關(guān)背景知識，為以下的閱讀任務(wù)做鋪墊。StepTwo:Pre-reading(2mins)Basedonthenewsreporttheygetearlier,studentsaretosharesomephenomenathatusuallyappearinnaturaldisasterswiththewholeclass,usingsomewords,expressionsorshortsentences.設(shè)計意圖：為課文的閱讀做詞匯的積累，減少閱讀的障礙。StepThree:Reading(25)1.Skimming(2mins)Studentsaretoskimthetextandgetthemainideaofthewholepassage.設(shè)計意圖：學生通過有目的地跳讀文本，掌握跳讀的方法和目的，并了解文章大意。2.Scanning(5mins)a.Matchtheparagraphswiththemainideas.StrangethingswerehappeninginthecountrysideofnortheastHebei.At3:42ameverythingbegantoshake.Buthowcouldthesurvivorsbelieveitwasnatural?Everywheretheylookednearlyeverythingwasdestroyed.Allhopewasnotlost.b.Dividethefourparagraphsintothreepartsanduseonewordtoexpressthemainideaofeachpart.Part1(para1):signsPart2(para2-3):damagePart3(para4):rescue設(shè)計意圖：學生學會尋找段落的主題句，并對文章結(jié)構(gòu)進行劃分，提煉中心詞、句。3.Carefulreading(18mins)1)StudentsaretoreadthetextcarefullyandjointhecorrectpartsofthesentencesonPage27.2)Makeatimelineoftheeventsthathappenedbeforeandduringtheearthquake3)Fillintheblanksaboutthecontentofthetext.____________happenedinTangshan.Forafewdays,waterinthewells__________.Fromthe________ofwells___________cameout.Mice,chickens,pigsandevenfishbecame_______.At3:42a.m.,everythingbeganto_______.Itseemedthattheworldwas__________.___________ofthenationfeltit.__________cutacrossthecity.Thecitylay__________.Two-thirdsofthepeople________or________.Thenlaterthatafternoon,anotherbigearthquake__________Tangshan.Peoplebegantowonder____________.Butallhope___________.Soldierscametohelpthe___________.Slowly,thecitybeganto______again.設(shè)計意圖：學生帶著問題閱讀文本，在閱讀過程中對信息進行加工，幫助更進一步理解文章。StepFour:Post-reading(10mins)1.Studentsaredividedintogroupsoffourandmakeanewsreportabouttheearthquakelikethenewsreporttheyfoundatthebeginningoftheclass.2.StudentsaretosearchtheInternetandsharewiththewholeclasswhatpeopleshoulddotohelpthemselvesduringanearthquake.Theinformationcanbepresentedindifferentformsorways.設(shè)計意圖：學生分組進行合作學習，把課堂閱讀的成果轉(zhuǎn)變成導入中的短新聞，做到學以致用。學生通過網(wǎng)絡(luò)搜索，應用信息技術(shù)，把所找到的自救方法進行呈現(xiàn)和分享，提高學生的學習興趣，發(fā)揮學生的主體性，也促進了學習效果。StepFive:Homework1)Studentsaretoreadthetextagainandtrytoretellthecourseoftheearthquake.2)Underlinethedifficultsen