高中英语人教版高一必修1教案unit4earthquakesusinglanguage教案系列二wo

必修一Unit4EarthquakesUsinglanguage科目英语教学对象高一[来源:Z课时1一、教材内容分析本单元的主要话题是earthquakes(地震),本节课是在完成课文阅读和词汇语法学习后进行的以Workbook部分为主的UsingLanguage，并补充上一篇“Triangleoflife”的阅读文章，体现了学以致用的目的。从Listening,Reading,Speaking和Writing各个方面对学生进行训练，是对本单元主题内容的补充和拓展。Thetopicofthislessonisonhowtoprotectoneselfandhelpothersinanearthquake.二、教学目标[课标要求]根据《英语新课程标准》关于总目标的具体描述，结合高一五个学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识方面。具体针对课标对本阶段学生要求的能抓住所听语段中的关键词，理解句子之间的逻辑关系；能从听力材料中提取信息和观点；能听懂日常的要求和指令，并能根据要求和指令完成任务进行听力训练；在阅读上能从一般文字资料中获取主要信息和观点；在写作上能根据所给图示或表格写出简单段落。[具体分析教学目标]（1）知识技能：Studentswillbeabletocatchthekeywordsbylisteningandreading.LearntowriteaposterHelpthestudentstodeveloptheirlisteningandwritingabilitybyusingsometipsandusefulexpressions（2）过程方法：Listening,reading,discussingandwriting.（3）情感、态度、价值观：Studentswillbeabletorealizethenecessaryofearthquakesafetytipsandenjoythecooperationinreadinganddiscussing.Theywillbeabletoprotectthemselvesandhelpothersduringanearthquake.三、学情分析本节课的教学对象为高一学生,词汇量还不丰富，但是思维活跃，需要老师引导着去获取有效信息、处理信息，提高分析问题和解决问题的能力，逐渐由大量输入信息转向试着自己输出信息，形成自主学习技能和策略，学会把语言和现实生活联系起来。通过任务型课堂活动和合作学习，让学生自主参与课堂活动，形成学习主体。通过学习本单元，让学生对地震自救知识有更多的了解，能够进行自救和帮助他人。在阅读教学方法上主要使用任务型教学法（Task-basedlanguageteaching），在学生学习方法上提倡合作学习方法。在教学过程中需要多媒体，投影，和有声音文件和PPT文件等辅助教学设备。四、教学过程资源准备、教师活动、预计时间学生活动、预计时间设计意图Step1.Pre-listening(1min)[来源:]Greettheclassandhaveashortreviewaboutthetopicoftheunit.Thenwritedownthenameofthelessonontheblackboard.Tellthemwewillusetheknowledgewehavelearnedintheunit.Askthestudentshowtobehavewhenanearthquakecomes.Guesstheirresponseandleadinthelistening.Listentotheteacheranddoastheteacher’sinstruction.Getthestudentsknowtheteachingaimsandgetinterestedinthefollowinglistening.Step2.Listening(8mins)Begintoletthemlistentothedialogue.Givethemalisteningtask.Listenandwritedownthekeywordsthattheymentionedintheblanks.Thenchecktheanswerswiththeclassbywritingdownthekeywordsontheblackboard.Listenandwritedownthekeywordsonthehandout.Checktheanswerswiththeteacher.Getthestudentslistencarefullyandtrytoimprovetheirlisteningability.Step3.Reading(10mins)Beforereading,askthestudentsiftheyhaveheardaboutthe“Triangleoflife”.Thenaskthemtoreadthewholereadingpassagewiththeirpartnerquickly.Trytoguessthewordsorphrasestheydon’tunderstandbycooperation.Thenmarkthestatementstrueorfalse.Beforecheckingtheanswers,showthemsomePPTabouttheTriangleofLife.Thenchecktheiranswers.Listentotheteacher’squestionabouttheTriangleoflife.Trytoanswerorlisten.Thenfollowtheteacher’sinstructiontoreadthepassageandmarkthemtrueorfalse.Afterthatchecktheanswers.TobesureaboutthestudentsknowsomeknowledgeabouttheTriangleofLifeandpracticetheirreadingability.Step4.Speaking.(6mins)AskthestudentstoturntoPage67tofinishthespeakingtask.Givethem2minutestopreparetheListentotheteacherandpreparethespeakingtaskinTogetthestudentstopracticespeakingandenjoythecooperation.speaking.Thestudentswillchooseeightthingsfromthelisttoputintotheirpersonalearthquakebaginpairs.Makesurethattheyareessentialandcanlastfivedays.Thenasksomestudentstotellustheirchoiceandthereasons.pairs.Chooseeightthingsfromthelistanddiscussthereasons.Step5.Writing(15mins)Dividetheclassinto4groups.Askthestudentstoprepareaposternamed“EarthquakeSafetyTips”tobeputuparoundschoolsorhospitals.Tellthemtodividetheirposterintothreeparts:Part1:Howtobehavewhenanearthquakecomesandwhattodoaftertheearthquake.Part2:Whatyoushouldcollectinapersonalearthquakebag.Part3:Earthquakeexperts’adviceandyourwish.Askthestudentstodesignandwritedownthetipsonapieceofpapertoformaposter.Thenshowtheirposterstotheclassandgivesomesuggestionsontheirposter.Accordingtotheteacher’sinstructiontoformagrouptoworktogether.Discussanddesignaposterwithgroupmembers.Thenpresenttheposterwiththeclass.Tocultivatestudentsinductiveabilityandcreativityandrealizetheaimofwritingaposter.Atthesametime,togetthestudentstoenjoythecooperation.板书设计：Unit4Earthquake–UsinglanguagewhattododropPart1:BeforeanearthquakewheretobesafeDuringanearthquakecoverWhotocontactholdPart2:anopenspacetableapersonalearthquakebagTriangleoflife课堂小结：五、教学流程图六、教学评价设计七、教学反思ListeningReadingSpeakingWritingHomeworkListenandwritedownthekeywords.“TriangleofLife”TrueorfalseApersonalearthquakebagAposternamedEarthquakeSafetyTipsPracticingwriting