高中英语-人教版必修一Unit-4-Earthquake

Unit4Earthquake兖州一中刘艳霞2009年6月一.教材分析1.教材内容简析这是人教版高一必修ⅠUnit4的阅读课，体裁是新闻报道，文章介绍了唐山大地震前的预兆，地震造成的城市建筑和人畜损失以及震后的救援情况。我把这节课设计成了一节阅读课，之前已经安排学生预习过本单元的新单词。2.三维教学目标（3-DimentionalTeachingDemands）英语课程标准教学目标三维目标领域语言知识KnowledgeCognition理解、内化、运用课本31个生词、12个短语,更好地扫除听读障碍，以及相关句型与语法：定语从句知识与技能领域语言技能LanguageCompetence对《地震》这篇文章进行篇章阅读，积极思考，了解地震等重大灾害的信息以及相应的措施，提高灾害预防和自我保护意识，达到强化语言意识，积累语言经验的目的，全面提升综合语言运用能力情感态度Emotion&ValueCultivation体会“以人为本”的精神实质，培养团结互助精神，学习唐山人民勇敢面对灾害，积极进行灾害重建的精神情感、态度与价值观领域3.重点和难点：(Teachingdifficultandimportantpoints)★重点：1.让学生掌握本篇文章中的单词，词组以及重要表达Masterthenewwords,phrasesandusefulexpressionsinthetext.2.训练学生掌握理解文章细节的阅读能力Trainthestudents’readingabilitytounderstandthecontentoftextindetail.3.帮助学生在体验中学会与人合作的能力Trainthestudents’abilitytocooperatewithothers.★难点:1.重要动词如:shake,burst,rise,destroy,shock,injure2.重要词组如:lieinruins,betrappedundersth,tothenorthofsp,thinklittleofsth.3.重要句型如:①Itseemed/seemsthat……②Allhopewasnotlost(部分否定)4.了解关系代词who,that,whom,whose,which等引导的定语从句.5.训练学生掌握阅读微观技能:skimming,scanning二.学情分析（Learneranalysis）Thereare55studentsinmyclass.Thestudentsinmyclassareofdifferentlevels,soIshouldadaptthelessontoeachofthemandtrytosolvedifferentkindsofproblemswhichmayappearinthelesson.Ioftenusesomeactivitiesintheclasstofinishsometasks,suchasindividual,pairorgroupworktoleteachofthemhavemorechancestopracticeEnglishandinvolveactivitiesinthelesson,thustomakesomeimprovement.三.教学方法（TeachingMethodology）根据第二语言习得理论、“整体语言教学”的理论和实践，以及当前教学改革，课程改革等先进理念，为达成上述教学目标，运用任务型教学（Task-basedteachingmode）途径，我把英语课堂设计采取“P---T---P”自主学习立体模式：（Pre-task----Task-cycle----Post-task）自主学习策略(self-learningstrategy)；资源策略运用(resourcesstrategy)有效合作与交际策略(effectivecooperationandcommunicationstrategies)；信息处理与探究策略(informationprocessingandtoexplorestrategies)；四.学习策略（LearningStrategy）五.教学工具(TeachingTools)blackboardprojectorcomputer-assistedteaching(multimedia)1.Greeting&Lead-in2.Pre-reading3.Prediction4.Fastreading5.Carefulreading6.Analyzesentences7.Consolidation8.In-depthanalysis9.Listentothetape10.Review11.AssignmentGroup-workactivityIndividualactivityⅡ.Task-cyclegroup-workactivityⅢ.Post-taskⅠ.Pre-task六.教学设计步骤（TeachingProcedures）Step1:Greeting&Lead-in(情境导入)Task1：askthestudentssomequestionsaboutthepictures(Group-workactivity)Questions:1)Whatcanyouseeinthepictures?2)Whatisyourfeelingwhenyouseethesepictures?3)WhatdidyoudoforthehomelesspeopleintheWenchuanEarthquake?Aims:1)toarousethestudents’interestsinthetopic:earthquake.2)totrainthestudents’abilitytocooperatewithothers.Step2:Pre-reading(读前准备)Task2:Lookingandguessing（Group-workactivity）1.Whatcanyouseeinthepicture?2.Whatdoyouthinkmayhappenbeforeanearthquake?Aims:1)Thisactivityprovidesstudentsagoodopportunitytolearnthenewwordsandphrasesoftheunit,suchascracks,cutacrosshouses,falldown,lieinruinsanddestroy.2)Encouragestudentstothinkfreelyaboutthequestionandthinkareasonwhysuchandsuchmighthappen?Step3:Prediction（课文标题预测）Task3Probingquestions(探究问题)（Group-workactivity）1.Whatakindofinformationdoestheauthortrytoconveytousthroughthetitle?ANIGHTTHEEARTHDIDN’TSLEEP2.Whatcausetheearth“didn’tsleepatnight”inthetext?Aim:Tohelpthestudentsformaquestionintheirminds“HowdidtheearthquakedestroyTangshan?”,thentheywillbewillingtoreadthetext.Step4:Fastreading（快速阅读）Readthetextasquicklyaspossibleandtrytoanswerthefollowingquestionsbelow.（方法导引：略读或浏览阅读，忽略不懂的句子或单词，快速阅读课文，目的只是为了了解材料的大体内容，不求甚解）Task4:Dividethewholepassageintothreepartsaccordingtothechangeoftimeandgivethemainideaofeachpart.Aim:Improvethestudents’abilityofskimming,andpracticeusingsimplewordstosummarizethepassage.Step5:Carefulreading（细节阅读）Task5Readingtheparagraph2&3andfillinblanksofthediagrambelow.（方法导引：采用扫描式阅读有目的的寻找某些资料和信息，对无关部分可忽略。）1.Whatdoallthenumbersreferredtointhe2nd&3rdpassage?3:42A.M.11kilometers20thcentury8kilometers30meters15seconds75%90%3:42A.M.11kilometers20thcentury8kilometers30meters15seconds75%90%BegantoshakeBelowthecity,undergroundThegreatestearthquakeThelengthofcrackThewidthofcrackTheearthquakeonlylastsoshortThefactoriesandbuildingsweregoneThehomesweregone2.UsethenumbersandthebriefinformationinthediagramtoretellthecourseoftheTangshanEarthquake.Aim:Trainthestudents’readingabilitytounderstandthecontentofthetextindetail,andimprovethestudents’abilityofretelling.Step6:Sentencesanalysis(句子分析)Task6Trytoanalyzethedifficultsentences,thentranslatethemandrecitethem.(方法导引:结构复杂的句子是影响阅读理解的主要因素之一.弄懂复杂句的关键是先找到句子主干,然后理清其余句子结构.尝试分析下面复杂句的结构并译成汉语)1.Theonemillionpeopleofthecity,whothoughtlittleoftheseeventswereasleepasusualthatnight.2.Then,laterthatafternoon,anotherbigquakewhichwasalmostasstrongasthefirstoneshookTangshan.Aims:1)Toremovetheobstaclesinthecourseofreading.2)Tohelpstudentslearntousesomelanguagepointsandtheattributiveclause.Step7:Consolidation（课文巩固）Task7:Filltheblankswiththenewwordsofthisunit,thenreciteit.SeveraldaysbeforeJuly28,1976,manys______thingshappenedinTangshan.Theyweresignsforthee_______.ButpeopleinthecityofTangshandidn’tthinkm_______ofthese.At3:42amthatday,theearthbegantos________,whichd_________thecity.Manypeople,includingworkersanddoctors,cametor_______thoset_________undertheruins