Unit-4-A-Night-the-Earth-Didn’t-Sleep-优秀教案

优秀教案LessonPlanforUnit4——ANighttheEarthDidn’tSleepTeachingobjectivesanddemands：A.GetthestudentstoknowsomethingabouttheSanFranciscoearthquakein1906.Activatetheirrelevantvocabularyandknowledgeaboutearthquake.B.Getthestudentstounderstandthetextandlanguagepoints.C.Getthestudentstoappreciatetheliterarydevicestheauthorusedinthetext.Teachingcontents:A.keywordsandphrasestodescribeanearthquake:Destroy,inruins,greatdamage,deepcracks,falldownB.difficultsentences:Neverbeforeinhistoryhasacitybeensocompletelydestroyed.NeverinallSanFrancisco’shistorywereherpeoplesokindasonthatterriblenight.Nothingisleftofitbutmemoriesandsomehousesfarfromthecenterofthecity.Alistof…..onlyafewaddresses.Alistof……willfillalibrary.Alistof…..willneverbemade.C.Classactivity:discussionabouttheauthor’sdescriptionoftheearthquake.Importantpointsanddifficultpoints:A.Importantpoints:Activatethestudents’relevantvocabularyandknowledgeaboutearthquake.Improvethestudents’abilityofanalyzingthetextandgetthemtodeveloptheskillsofobtainingthemainideaofthetextinthelimitedtime.B.Difficultpoints:Getthestudentstounderstandsomedifficultsentences.Guidethestudentstoappreciatetheliterarydevices.TeachingapproachA.Task-basedlearningB.Activity-basedteaching(classwork,individualwork,groupwork)TeachingaidsPowerPointTimeallocationsStep1.Lead-in(2minutes)Step2.Pre-reading(5minutes)Step3.Fast-reading(8minutes)Step4.IntensivereadingStep4.1difficultsentences(10minutes)Step4.2literarydevices(8minutes)Step5.Discussion(5minutes)Step6.Homework(2minutes)Teachingprocedures:Step1leading-inA.Relatethisstorytothepreviousreadinganighttheearthdidn’tsleepandleadinnaturally.B.Introducesomethingabouttheauthor.Rationale:getthestudentstohaveashortreviewofwhattheyhavelearntbeforeandactivatetheirexistingknowledgesothattheywillhaveawholeconceptofthisunit.Step2pre-readingA.GivethestudentssomebackgroundknowledgeabouttheearthquakeinSanFranciscobyshowingthemsomepictures.B.Askthestudentstodescribethepicturesintheirownwords.Rationale:Activatethestudents’relevantvocabularyandknowledgeaboutearthquakeandmakeitlessdifficultforstudentstofurtherunderstandthetext.Step3fast-readingA.Askthestudentstoreadthepassagequicklyandthinkaboutthefollowingquestions:•What’sthemainideaofeachparagraph?•Howdidtheauthorfeelabouttheearthquake?•Howdidtheauthorfeelaboutthepeopleduringtheearthquake?B.checktheanswers(theiranswersmayvary)C.Guidethestudentstofindproofsinthetext.Rationale:getthestudentstofindoutthemainideaofthetextandtheauthor’sattitudeexpressedinthetext.Step4Intensive-readingStep4.1DifficultSentences1.Neverbeforeinhistoryhasacitybeensocompletelydestroyed.2.NeverinallSanFrancisco’shistorywereherpeoplesokindasonthatterriblenight.A.Introducetheconceptofinvertedsentence,askthestudentstoreadthefirstparagraphandfindoutsentence1.B.Putsentence1inthenormalwordorderandexplainitsmeaning.C.Askonestudenttoputsentenceinthenormalwordorderandexplainitsmeaning.Rationale:getthestudentstoknowthemeaningofthesentencessothattheywillnotbeanobstacleintheirunderstandingofthetext.Encouragethestudentstoexplorebythemselves.3.Nothingisleftofitbutmemoriesandsomehousesfarfromthecenterofthecity.Dividethesentenceintotwopartsandexplaintheminthedetailedway.Rationale:thisoneisalittlebitdifficulttounderstand.4.Alistof…..onlyafewaddresses.5.Alistof……willfillalibrary.6.Alistof…..willneverbemade.Explainthethreesentencesroughly.Step4.2LiteraryDevicesIntroducethestudentssomeliterarydevicesusedinthearticle:Negativewords/Repetition/Contrast/Parallel1.Negativewordsa.listthreesentencesonthescreenandinviteonestudenttothereadthemandaskhimwhetherthethreesentenceshavesomethingincommonb.Askstudentswhytheauthorputnegativewordsatthebeginningofthesentence.2.Repetitiona.askthestudentstofindoutonewordthathasbeenrepeatedagainandagainb.listthemonthescreenandexplainthecomplexsentenceAllofthewaysmanhadmadetokeepthecitysafeweregoneinthethirtysecondstheearthmoved.c.Askthestudentswhytheauthorusethewordgonesomanytimes3.Contrasta.askthestudentstofindsomesentencesinwhichtheauthorusescontrasttodescribethepeopleintheearthquake.b.listthemonthescreenandanalysisthecontrastc.explaintwoofthesentencesthataredifficulttounderstand:Amazingasitmayseem,Wednesdaynightwasaquietnight...NeverinallSanFrancisco’shistorywereherpeoplesokindasonthatterriblenight.(Languagepoints)4.Parallela.askthestudentstofindouttheparallelsentencesinthethirdparagraphandtrytounderstandthem.b.Listthethreesentencesandasksomestudentstoexplainthemintheirownwords.Rationale:helpthestudentstoappreciatesomeliterarydevicesemployedbytheauthorandrefertoitintheirownwriting.Step5Discussion•Howdoyouthinkofthewriter’sdescription?•Doyoubelieveit?Giveyourreasons.Step6HomeworkAskthestudentstolistentotapeandpracticereadingthethirdparagraphwithfeeling.TeachingPlanforUnit3——ComputersPeriod4Reading—WhoAmI?教学设计一、教学设计思路本节课我采用自主型教学和任务型教学的方法，让学生对课文进行阅读理解。自主型教学是学生在老师的指导下自主地进行学习。任务型教学是英语新课标中倡导的一种英语教学方法。根据新课标的规定标准及课堂教学设计的特点，本节课的设计思路如下：导入：教师首先以图片的形式复习有关电脑的词汇和计算机的发展历程，让学生看文章标题和图片来预测语篇的内容，培养学生的预测能力；并让学生讨论计算机的应用领域，为计算机产品按发展的时间顺序排队。教师播放课文录音，请同学快速地阅读课文，