2019-2020年高中英語 B1 U4 Earthquakes reading教學設計 新人教版必修1.doc

《2019-2020年高中英語 B1 U4 Earthquakes reading教學設計 新人教版必修1.doc》由會員分享，可在線閱讀，更多相關《2019-2020年高中英語 B1 U4 Earthquakes reading教學設計 新人教版必修1.doc（9頁珍藏版）》請在裝配圖網(wǎng)上搜索。

2019-2020年高中英語 B1 U4 Earthquakes reading教學設計 新人教版必修1 Ⅰ.The type of the lesson---reading level【課型（閱讀課）】 Ⅱ.The analysis of the new curriculum standards【新課標分析】 The new curriculum standards are the base and guide to teaching, which require us , on the basis of textbooks and extra teaching resources, to effectively bine teachers’ conducting and explaining with students’ independent research and cooperative learning, solve “double bases” (language knowledge and abilities), develop students’ skills (obtain information, discover analyze and solve problems) and fulfill moral education, thus achieving the aim of efficient learning- enjoying learning, being good at learning and being able to use it. As far as I’m concerned, teachers and students will research effectively, bine resources and achieve 3D aims. Ⅲ. The analysis of the text【教材分析】 1..Help students master words and expressions in the text shake，injure，destroy，ruin，damage，rescue，shock，crack，numbers ect. Important words: the attributive clause It seems as if clause All hope was not lost Sentence patterns: (They are used as tools for reading and are basic contents) The signs of the earthquake The damage of the earthquake The rescue and recovery 2. Help students to get knowledge about the text (The threes are knowledge and main contents) Ⅳ.Analysis of students【學生分析】 1. Students have some knowledge about earthquakes in Chinese, but they don’t know how to describe in English. So they have desire to learn. 2. Students have abilities of a certain level to read, discover and cooperate .So how to improve them in well-organized ways in limited time and acplish the moral goals are what the teacher should think about. Ⅴ.Teaching aims – 3D goals【 教學目標】 To acquire new knowledge (1) Knowledge goal(語言知識目標): students should master the “tools”- key words and expressions, learn about the earthquake , can describe its damage. and can apply it in other disasters. (2) Ability goal(語言技能目標): develop the students’ three kinds of skills: the skills of reading: skimming(for the general idea), guessing(for a better understanding) ,intensive reading(for details) the skills of studying: self-discovering, municating, cooperating the skills of writing: summarizing, passage-based writing to develop the students’ skills required in NMET (3) Moral goal(情感態(tài)度目標): develop the awareness of munication and cooperation ,and help students get a better understanding of the importance of helping each other and treasuring their life as well as determination to overe difficulty in face of trouble and even disasters to arouse students’ interest in learning and life Ⅵ. My opinion about how to deal with the passage (including important and difficult points) 【教學重難點】 (1)About the key words: let students understand them in the sentences of the passage, especially several verbs. (2)About some additional words: only make students able to identify them— typhoon, tsunami, hurricane. (3)About the passage itself: students must be able to retell the signs, but the important one is to describe the damage, of course which is the teaching important point for knowledge about the earthquakes and language ability.. (4)About the attributive clause: just let students discover the sentence pattern through wh-questions. There is no need to explain in this period. (5) Appreciating good sentences is an essential step. Never miss it. (6) Developing students’ abilities of reading prehension and summarizing is the core。 Discussion and passage- based writing is to extend their ability. These are the teaching important and also difficult points for ability promotion and moral education. Ⅶ.Analysis of teaching methods and learning methods【教法與學法分析】 Based on the parts Ⅴ&Ⅵ above, the teaching and learning methods are as follows: 1. the new curriculum standards promote the students ’ search, cooperation, and studying on their own. The purpose is to develop the students’ abilities. My teaching methods are based on these teaching concepts. In class, the teacher guides students to discover, municate, cooperate and so on to get knowledge and improve abilities through prediction, task-based reading and self test: guiding teaching , predicting teaching , task-based teaching , test teaching. 2. The new curriculum standards aim to train students to study by themselves. So the following three learning methods are important for them （1）discovering learning （2）municative learning （3）cooperative learning Ⅷ.Teaching procedures【教學過程】 Step I Warming up 1. Enjoy a video about ChangeⅡ’s successful launch 2. Let the students look at some pictures of earthquake in Wenchuang. 3. Ask the students: (1) What happened in the picture? (2) What are the people doing? (3) What place is it? 4. Introduce the topic of the Unit: Earthquakes. 5. Show the pictures of Tangshan and San Francisco and ask: (1) Where does the city of Tangshan / San Francisco lie? (2) Do you know when the earthquake happened in Tangshan / San Francisco lie? (3) What happened to the two cities after the earthquake? 【設計意圖】 通過多媒體課件播放時事報道---嫦娥2號的成功發(fā)射，這是一件展示人類偉大的又一事件，然而在災難面前呢？接著展示汶川地震的有關圖片導入課文主題：地震。從汶川地震過渡到唐山和舊金山地震，讓學生初步了解地震的危害，為課文閱讀做鋪墊。 This is impressive. Brainstorm some other disasters to learn additional words. The question “Which is the most terrible one” introduces the topic again. And then predict what the text is about. This is designed to practice spoken English and arouse students’ desire for research. Step Ⅱ Pre-reading Task 1: Let the students think over the following questions: Imagine your house begin to shake and you must leave it right away. You have time to take only one thing. What will you take? Why? Task 2: Let the students look at some pictures and answer: What do you think will happen before an earthquake? (1) There are bright lights in the sky. (2) The well has deep cracks in it and the water in it rises and falls. (3) Chicken are flying. Dogs are barking. Pigs and cows are too nervous to eat. (4) Fish jump out of the pond and mice run wildly out of the fields. 【設計意圖】 通過這兩個任務是學生了解地震前的一些跡象，激發(fā)學生的閱讀愿望。 Step Ⅲ Reading 1. Skimming (1) Let the students skim the text and divide the text into three parts. (2)Let the students find the topic sentence of each paragraph and summarize the main idea of each part (見表一). 【設計意圖】 劃分段落、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。這樣的訓練能培養(yǎng)學生快速捕捉文章整體信息的能力。用圖表呈現(xiàn)文章簡單明了，容易讓學生理清文章的結構，掌握文章的主旨和寫作順序。 表一 Parts paragraph Topic sentences Main idea The order of writing Part 1 Para 1 Strange things were happening in the countryside in northeast Hubei. Signs before earthquake In order of time Part 2 Para 2 It seemed as if the word was at an end. Damage caused by earthquake (during the earthquake ) Para 3 Every where they looked nearly everything was destroyed. Part 3 Para 4 All hope was lost. Rescue after earthquake 2. Scanning Task 1: Let the students read paragraph 1 and fill in the chart (見表二). 【設計意圖】 筆者在教學中把課文中的第一部分的信息用表格的形式表達出來，以鍛煉學生的查讀能力，是學生全面地了解地震的前兆。 表二 Main idea Details Signs before earthquake (Para 1) ※ Strange things were happening in the countryside in northeast Hubei. ● The water in the wells rose and fell ● The well walls had deep crack in them ● A smelly gas came out of the cracks ● The chickens and pigs are too nervous to eat ● Fish jumped out of the bowls and ponds ● Mice ran out of the fields. ● At about 3:00 am on July 28, 1976, people saw bright lights in the sky. ● The sound of planes could be heard outside the city of Tangshan even when no planes were in the sky Task 2: Let the students read paragraph 2-3 and put the sentences into right orders 【設計意圖】 概念圖可對課文的具體信息進行有效的整理和組合，加深學生對課文的系統(tǒng)理解。任務2引導學生細讀課文第二部分，可以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。 Read paragraph2-3 and put the sentences into right orders: ( ) a. It was heard in Beijing which is one hundred kilometers away . ( ) b. Eleven kilometers directly below the city the greatest earthquake of 20th century began ( ) c. Some of the rescue workers and doctors were trapped under the ruins. ( ) d. A huge crack that was eight kilometers long and thirty meter wide cut across houses. ( ) e. Sand now fill the wells instead of water. Key: 2-a, 1-b, 5-c,3-d,4-e Step Ⅳ Post reading Task 1: Do Exercise1 of prehending on page 27. Task 2: Choose the best answers according to the text. 1. What does the title “A night the earth didn’t sleep” mean? (B) A. The whole earth didn’t sleep that night B. A terrible earthquake hit Tangshan that night C. The earthquake happened here and there D. The whole nation didn’t sleep because of the earthquake 2. What feeling did the author show about the earthquake? (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 an end B. The army’s ing 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 【設計意圖】 本環(huán)節(jié)任務1是連線題，檢測學生對課文內容的理解。任務2中這些問題的設計是考查學生對課文深層含義的理解，對作者寫作態(tài)度的推斷，加深學生對課文的深層理解。 Step Ⅴ Discussion（達成探究） Choose one topic to discuss in groups. Q1: What shall we do if an earthquake happens? Q2: What can we do after earthquakes? 【設計意圖】 讓學生選擇一個話題進行小組討論，假如你是一名志愿者在接受記者采訪時，在交流中要表達出對災區(qū)人民給予物質上的支持是遠遠不夠的，我們應該更多的關注那些失去親人的人們,尤其是孤兒,他們需要得到及時的震后心理輔導。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、奉獻愛心。 Step Ⅶ Homework 1. Do Exercise 2 and Exercise 3 on page 27. 2. Write the dialogue of the interview. 【設計意圖】 課外作業(yè)是課堂內容的延續(xù)、深化。以上家庭作業(yè)的設計是讓學生對課文進行總結概括，把讀、說和寫結合起來。