Unit4 earthquake reading 教学设计
Unit 4 Earthquakes Reading
Unit 4 EarthquakesReading: A night the earth didn’t sleep教学重点：让学生了解自然灾害，并了解唐山地震，引导学生学习不同的阅读技巧。
教学难点：发展学生的阅读能力。
教学方法：教学准备：多媒体教学过程：Step 1 GreetingsStep 2 Warming up先在屏幕上呈现各种自然灾害，并提出问题：Do you know what happened in China On May 12, 2008?借此引出earthquake，接着问：Have you heard of another big earthquake?Can you tell me what might happen in an earthquake?在屏幕上呈现一些地震时的图片，让学生以group work的形式展开讨论。
Step 3 Pre-reading1、在屏幕上呈现震前在自然界中发生的一些异常现象。
Ask the students:What do you think may happen before an earthquake?这是两个开放性问题，目的是增加学生的生活常识，提高他们的应变能力，但同时也是本课的教学难点之一。
为了确保本环节顺利进行。
课前应要求学生查阅书籍，上网搜有关材料，课堂中还可以通过小组合作开发学习资源，以拓展主题内容，加深相关题村的学习。
同时，可以以组为单位，开展组与组之间的竞赛，以吸引学生主动参与语言实践活动。
2、提出问题：Imagine your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why?Step 4 Fast reading指导学生用寻读的阅读方式阅读课文，完成Comprehending Ex1.Step 5 Careful reading要求学生再次阅读，然后以pair work的形式寒碜Comprehending Ex2.学生通过这一遍的阅读，加深了对震前，震中，震后的了解。
必修一_Unit4_Earthquakes-Reading教案设计[课件]
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What do you think may happen before an earthquake?
What do you think may happen before an earthquake?
The water in the wells ____and____. rose fell And some deep cracks ______could be seen in the well walls. A______ smelly gas came out the cracks.
Purpose: continue the context and encouage
Ss’varities of ideas.
All hope was not lost（译 并不是所有的希望都破灭了 ________________________, soon after the earthquake the army send soldiers to help the rescue workers. Hundreds and thousands of people were helped. The army orgnized teams to dig out those who were traped and to bury the dead _________________________________________. Fresh water was taken to the city by train, truck and plane. Slowly the city began to ________ breathe again.
What do you think may happen before an earthquake?
高中英语_Model 1 Unit 4 Earthquake-reading教学设计学情分析教材分析课后反思
教学设计Model 1 Unit 4 Earthquake一，新课导入（Lead-in）(点评:在运用观看地震视频并且做这个brainstorm的活动时,不仅让学生们脑筋积极运转起来,拓展了知识和词汇量,还体现了教师的人文关怀。
)二，新课教学 (fast-reading)切入主题后,教师告诉学生,正因为地震是可怕的自然灾害无法避免,就要学会如何做好各种防范措施。
学会通过观察四周的环境来预报地震。
“there are a lot of strange things happen before the earthquake.”结合图片启发学生来说说他们所了解的一些地震前的奇特现象。
(点评:学生们在谈论各种奇特现象的时候,表现出了极大的热情和兴趣,那些平常就爱好读书看报的学生更是踊跃发言。
实际上这个环节融入了新课reading第一自然段的有关内容,即唐山大地震前的种种奇特现象,这对于新课的学习起了很好的引导和打基础的作用。
学生到时候学习新课第一自然段时,就会觉得游刃有余,教师也无须多花费时间来教,只需进行巩固。
)三，深入探究（close-reading）这是一个学生深度挖掘文本信息设计环节。
学生根据教师设定的题目来逐渐深入文本内容，进一步利用获得的信息来处理问题。
设计方式选择自主回答和共同处理为主。
紧扣本堂课设计的语言能力目标。
四，总结概括（summary）利用本文信息的内容复述以及高考题目语法填空的设置方式，充分调动学生运用所掌握知识处理信息的能力。
同时做完后的齐读环节，更是使学生的课文理解程度加深巩固。
五，讨论展示（presentation）这是一个分组讨论的环节,以小组的形式进行讨论、交流与合作,并选择几名学生进行课堂展示,即学生们先认真观看课文视频，与此同时可以练习全文听力听读。
针对这个视频，老师设置两个问题供学生讨论。
1. How do you feel about the video and which scene impressed you most? Why? 2. Suppose the earth begin to shake now, what should you do to protect yourself? Try to act.学生讨论时，教师要给予指导,询问并参与到他们的讨论中去，帮助学生树立灾难意识和正确的防灾自救意思。
Unit4Earthquake教案设计
Unit4Earthquake教案设计第一篇：Unit 4 Earthquake教案设计Unit 4 Earthquake教案设计河北乐亭新寨高级中学徐艳芹(1) 课题：Earthquake(2) 教材分析与学生分析：本单元的主题是“地震”。
Warming Up部分Pre-Reading部分要求学生描述、讨论与地震有关的话题。
Reading部分是一篇新闻报道，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地震后的救援情况。
Learning about Language 部分涉及了本单元的词汇和语法。
该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有that, which, who, whose引导的定语从句，培养学生的自主学习能力。
Using Language部分的“读写说（Reading, writing and speaking）”训练提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲稿，接着说一说唐山大地震纪念邮票。
随后的听力（Listening）是一位美国人以第一人称叙述他在1906年旧金山大地震中的可怕经历。
写作（Writing）部分训练学生如何写新闻报道，学会拟地定写作提纲。
(3)教学目标：① 知识与技能：了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援; 掌握和运用本单元出现的新词汇和短语以及数字的表达法；熟练运用that, which, who, whose引导的定语从句；学会写英文新闻报道，拟订写作提纲。
②过程与方法：在学习阅读部分时，可以根据教学的需要和教学班级的实际，从不同的角度设计目的明确的任务。
阅读材料提及了很多孩子失去双亲成为孤儿，矿工在地震中的遭遇。
救护人员和解放军官兵不顾自身安危，奋力抢险的事迹，地震无情人有情，感人至深。
因此可以将他们作为素材，设计多种任务，展开课堂教学活动。
如：1.组织学生讨论震后孤儿的安置2. 模拟采访被抢救的矿工。
Unit_4_Earthquakes全单元教案
Earthquakes耿敏一．教学内容分析本单元话题为“地震”，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震展开。
本单元共分八个部分。
Warming-up 部分通过两张图片引出话题“一旦地震发生，将会造成怎样的危害”，为后面的主题作了一个热身运动。
Pre-reading 部分设置了两个开放性问题，目的是增加学生的生活常识，提高他们的应变能力。
这部分为接下来的阅读作了很好的铺垫，学生可通过套乱，参阅有关地震的书籍并运用一些生活常识来回答这两个问题。
Reading 部分具体描写了1976年唐山大地震的震前、震中和震后。
作者详细描述了地震来临前的一些不正常的自然现象及动物的反常表现；地震的来势汹汹并在顷刻间将整座城市夷为平地；震后人们勇敢面对现实并及时实施抢救和重建工作。
Comprehending 部分包括三组练习，主要目的是为了帮助学生更好地理解Reading部分的文章。
Learning about Language 部分分为两个部分：Discovering useful words and expressions 和Discovering useful structures.第一部分要求学生在把握文章的基础上，掌握重点词汇的词义及时用，这更注重培养学生运用上下文猜测词义的能力。
其次还对一些复杂的数字读法进行了检测。
第二部分则结合文章学习定语从句。
Using Language 部分分为Reading，Writing and Speaking；Listening和Writing。
Reading，Writing and Speaking 包括读一篇邀请函，写一份演讲稿和关于一套新唐山邮票的Little talk。
Listening 部分讲述了一位地震幸存者的故事，并根据听力材料进行正误判断和回答问题，旨在培养学生获取细节的能力，并通过听来模仿标准的语音和语调。
Writing部分要求学生报纸写一篇新闻报道，学习如何按照规范的步骤进行写作，如选择适当地标题和组织语言等。
人教版高中英语必修一 unit 4 The Earthquake Reading 教学设计
人教版高中英语必修一unit 4 The Earthquake Reading A night the earth didn’t sleep教学设计Module1 unit 4 The Earthquake Reading A night the earth didn’t sleep一、学情分析本课教学对象是高一新生，英语基础知识和听、说、读、写能力都处于英语中等水平。
所以在阅读课型上仍不太适应高中课本中对长篇文章的整体理解。
因此，通过让学生们积极参与实践、学习和使用英语，调动他们学习英语的兴趣，培养他们的阅读技能是本节课的目标。
地震是世界上常见的自然灾害之一，课本内容接近生活实际，对学生有学习和教育意义，容易激发学生的学习热情，易于展开讨论。
二、教材分析本课是高一必修1第4单元里的第2课时--第一篇阅读课（Reading）。
在第一课Warming Up里面学生已经了解了世界上的一些自然灾害，初步接触和学习了一些与其相关的词语，这一课Reading是上文的延续。
通过本节课的学习，使学生了解地震前的征兆以及地震对人类生活造成的危害，同时介绍了地震后国家和人们对灾区的救援和重建活动。
三、教学目标：本课为阅读型课，主要是通过阅读材料让学生抓住要点获取信息。
具体目标如下：(1)知识技能目标：了解更多关于地震的知识，掌握本文的结构并学习一些课内重点短语和表达的用法。
同时，通过本节课的学习培养学生快速寻找文章细节、归纳和总结的阅读能力。
(2)过程方法目标：运用图片、表格、视频、猜测以及快速阅读、讨论等各种方法，学生能够更好地理解文章内容；同时可以参与课堂群体的活动。
(3)情感价值目标：让学生形成正确对待自然灾害的价值观，提高自我保护和帮助他人的意识(4)教学方法：任务型阅读师生互动(5)教学策略：多媒体课件四、教学重点1. Present a sequence of events to introduce to the students and try to describe an earthquake. Let student pay attention to some useful words and sentences and the way to describe an earthquake.2. Let the students know what the correct attitude towards a disaster is and what we should do in a disaster for ourselves and for the other people.五、教学难点Teach the students how to appreciate an article.Teaching aidsMultimedia六、教学辅助手段PPT，video , pictures七、教学过程Step ⅠPresentation (6 minutes)Ask: What is the passage about? 2. If you were the author, what would you write in the passage?1. Present some pictures to students and guess the natural disaster “EARTHQUAKE”2. Tell students that many earthquakes have happened in the world.(教师通过看图谈论，直观地将与本课内容有关的图片展现出来,快速的导入，学生很自然地被迁移到了新课中来，并体现标题导学的阅读策略)Step Ⅱ reading and comprehension (22 minutes)1. Fast reading:Ask the students to skim the passage and answer questions.Guide the students to find out the topic sentences and analyze the structure of the reading as well as use one word to summarize the main idea of each part（教师利用快速阅读让学生先掌握课文主题，学会利用文章重点词语和主题句帮助自己明白文章总体脉络,使学生对文章有个全面印象。
Unit4 Earthquakes Reading 教案
以小组竞猜的方式检测学生是否掌握本节课的重点单词和词组。
板书设计
Unit 4 Earthquakes
1、 right away(词义、用法、例句)
2、 too …to
3、 burst
4、 It seemed as if…
5、 at an end
…
教学反思
课题名称：Unit 4 Earthquakes
教学目标
1、初步掌握与地震等灾害的和事故的相关词汇。
2、通过快速阅读找出各段落的主题句、了解这篇报道的整体脉络并总结文章的段落大意。
教学重点和难点
快速阅读文章，掌握文章脉络、总结归纳文章的段落大意。
教学准备、教学资源和主要教学方法
1、 课前学习词汇、完成《同步练习册》P47的环节2、学生提前预习课文。
教学目标
1、 掌握重点词汇的词义和用法。
2、 能运用所学的单词和词组完成相关的练习。
教学重点和难点
能运用所学的单词和词组造句并完成相关的练习。
教学准备、教学资源和主要教学方法
1、 课本、《同步练习册》
2、 举例说明、归纳、练习
教学过程
教学环节
教师为主的活动
学生为主的活动
设计意图
导入新课
1、要求学生朗读本单元词汇及意思，或让学生关书并进行英汉互译竞猜。
练习题答案：……
教学反思
课题名称：Unit 4 Earthquakes
课程模块及章节：必修一 Unit 4 Period 3 (Language points 1)
备课时间：2015-10-23 学科：英语 备课组：高一
主备教师：黄会蝶 备课组长：钟海璇
组员：钟海璇、林业盛、王羽、洪敏、黎恩玲、卢艳
高中英语人教新课标必修一Unit4 Earthquakes Reading 教案
I let the students to think how to write this article themselves if the topic was given to them and this greatly cultivate the students’ divergent thinking.
四、教学策略设计（针对学习流程，设计教与学的方式）
1). To get the students to know basic knowledge about natural disasters
2). To get the students to learn about TangShan Earthquake
三、学习者特征分析（学生对预备知识的掌握了解情况，学生在新课的学习方法的掌握情况，如何设计预习）
素质教育的本质是要培养能够独立学习、自我创新的能力型人才，而新的人教版教材特别注意教材在这方面的设计。我们应该努力朝向让学生成人、成才、成功的方向上引导学生循着科学家的足迹，感受科学探究的一般程序，并从中领悟到科学方法和科学家之所以成功所必须具备的能力。
included—— I deleted the second question in Pre-reading and added a question
New words or phrases
be of pressure from inside
Atan end: finishednation: all the people in the country steam: gas that hot water gives out in ruins:
高中英语人教版必修1unit4EarthquakesReading教案(系列四)
必修一 Unit 4 EarthquakesReadingTeaching goals:1.Target language 目标语言Learn and master the new words and expressions in this period.2. Ability goals 能力目标Train the students’ reading and speaking ability. Train the students’ ability to use the Inter net to search for some useful information. Train the students’ ability to cooperate with others.Teaching important points:Train the students’ reading ability—skimming and scanning.Teaching difficult points:Describe the disasters.Teaching aids:CIA课件Teaching procedures:Stage1 (Warming up) Watching a videoStep1 Teacher divides the class into 6 groups，students work in group to solve the tasks.设计意图：进行小组合作，培养学生团队合作意识和协作精神。
Step2 Students look at the video about Wen Chuan earthquake with the questions.1. Have you ever experienced an earthquake?2. What happened in an earthquake?Suggested Answer :(Roads, railways, bridges and buildings are destroyed. Everything is in ruins. Many people died……People lost their homes….The army was sent to rescue the p eople.)3. How many several terrible earthquakes do you know in the world?Suggested Answer:(Japanese earthquake March 11st, 2011 Gansu yushu earthquake April 14th, 2010 Haiti earthquake January 12nd, 2010 Sichuan wenchuan earthquake May 12nd, 2008 Hebei Tangshan earthquake July 28th, 1976)设计意图：利用视频导入，一方面能激发学生的学习兴趣和背景知识，另一方面为下文的主题做好铺垫。
高中英语必修一Unit 4 Earthquakes Reading 教案
高中英语必修一Unit 4 Earthquakes Reading 教案Teaching goals：Words and phrases:well, pipe, burst, million, event, as if, at an end, stream, dirt, in ruins, suffering, extreme, brick, dam, track, useless, shock, quake, rescue, trap, electricity, dig out, bury, mine, miner, shelter Important sentences:A night the earth didn’t sleep.It was felt in Beijing, which is more than two hundred kilometers away.A huge crack that was eight kilometers longs and thirty meters wide cut across houses, roads and canals.Later that afternoon, another big quake which was almost as strong as the first one shook Tangshan. The army organized teams to dig out those who were trapped and to bury the dead.Slowly, the city began to breathe again.1.Skill goalsLearn basic knowledge about earthquakes.Know how to protect oneself and help others in earthquakes.2. Sensibility goalsGet the students to be aware of earthquakes ,meanwhile get them to face it ,treat it in a proper way. 3．Ability goalsa. Enable the students to collect the information from the text by themselves.b. Enable the students to get the main idea of each paragraph.c. Develop students’ sense of cooperated learning.Teaching important points：Let the students learn basic knowledge about earthquakes and how to get information from the reading passage.Teaching difficult points：Develop students’ sense of cooperated learning.Teaching Methods:a. Task-Based Approachb. Group discussion and presentationTeaching Aids:（教学用具）A blackboard and multimediaTeaching Procedures:Step1 Leading inWatch a short movie to show how terrible the earthquake was . Earthquake is one of the most dangerous natural disasters in the world. Today we will learn an earthquake which happened in China.Step2 pre-readingGive a sheet of paper to every student. Go through the four paragraph and give a correct order. Check the basic information of the passage what, when, whereIn what order was the passage written? ( time order)Step3 Reading1. Fast readingAsk the students to read the passage quickly and pay attention to the first sentence of each paragraph.8.Water ,food and electricity were ____ to get.Suggested answer: 1.directly , greatest,2. huge, wide, 3.terrible, large, 4.extreme, 5.red, 6.shocked, 7.big, strong, 8.hardLet students appreciate the words which are used properly in the passage in order to emphasize the bad situation people have to face. Let students know how to express their ideas clearly.Task 3 Read Paragraph 4 and fill in the blanks. Try to understand what people did after the earthquake happened. Find the verbs(动词）to describe how to rescue the city.1.The army ____150.000 soldiers to Tangshan to ____ the rescue workers.2.The army ____ teams to ____ those were trapped and to___the dead.3.Workers ____ shelters for survivors.4.Fresh water ____ to the city by train truck and plane.5. The city began to ______ again.Suggested answer:1.sent, help anized, dig out , bury 3.built, 4.was taken , 5.breatheThis paragraph use many verbs to illustrate the situation at that time. Army , government and people from other part of China offer their help to rescue the survivors and rebuild the city. So the city will not die, it still has hopes and it can recover from the pain.Task 4 Exercise1、Ask the students to decide whether the following statements are true or false. If it is false, try to correct it.1. People in Tangshan were warned of the earthquake and didn't go to bed that night. F2. People in Beijing also felt the earthquake. T3. More than 400,000 people were killed in the quake. F4. All of workers and doctors were trapped under the ruins during the aftershock. F5. People couldn’t use the railway tracks any more. T6.People knew the disaster would end at last because a lot of people came to help. T2、Choose the best answer:1)What is the mood of this passage?A. upsetB. Serious.C. Serious and a bit sad.D. Calm.2)How do you understand the real meaning of the idiom “It is always calm before a storm”?A. It is unusually quiet before a thunderstorm or hurricane hit.B. One should not trust situations that seem peaceful since bad things may happen.C. The weather is fine before a storm comes.D. You should stay calm before a storm.Suggested answers: 1).C 2). BStep 4 DiscussionShow the questions on the screen and have a discussion.1.Why does the writer use A NIGHT THE EARTH DIDN’T SLEEP as the title?2. What does the sentence “Slowly, the city began to breathe again” mean?Work in group and discuss the two questions so that students can understand the text deeply. Suggested answers:1.I think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. But that night everything changed. The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title to show how terrible and how unusual that night was.2.Here we can see that the writer compared the city to a person who suffered a lot in the disaster. Hefelt her pain, and he worried about her. So when he said that people came to help her, she has hope and she can recover from the pain.Step 5 ConsolidationRetell the storyAn _____________ happened in Tangshan in 1976. For a few days, water in the wells ____________. Mice, chicken, pigs and even fish became ________. And the water pipes in the buildings cracked and ________. But the people in Tangshan _______________ these events.At 3:42 am, everything began to ______. It seemed as if the world was _________. A huge _____ cut across the houses and roads, then the city lay _______. Two-thirds of the people _____or were _______. Then later that afternoon, another big quake shook Tangshan. People began to wonder how long ____________________. But ________ was not lost. Soldiers came to help Tangshan people. Slowly, the city began to _________again.Suggested answers: strange, rose and fell, nervous, burst, were asleep, shake, at an end, crack, in ruins, died , were injured ,the disaster would last, all hope , breathe.Step 6 ExtensionAsk students What we should do if an earthquake happens?. Let students read a reading material which gives them advice on how to survive when earthquake is happening.Homework:1.view new words and expressions and the whole text2.to understand the reading material板书设计Unit 4EarthquakesStructure key wordsPart1 para1 sign nervous/bright/asleepPart2 para2-3 damage huge/extreme/shocked/hardPart3 para4 recovery send/organize/bury/breathe。
人教课标版高中英语必修一Unit 4 Earthquake — Reading(教学设计与反思)
教学设计与反思（原创）基本信息课题人教课标版必修一Unit 4 Earthquake —ReadingA NIGHT THE EARTH DIDN’T SLEEP作者及工作单位朱孝英江西省瑞昌市第二中学教材分析The topic of the passage is earthquakes. It's a report story about earthquakes. It introduces some events before/during/after the earthquake. At the same time, it introduces self-rescue before the disaster.整篇文章语言生动，扣人心弦，既让人感到地震的可怕性，同时又让人感到政府对灾区人民的关怀，体现人类在自然灾害面前的脆弱和中国人民在困难时所表现出来的集体主义精神。
学情分析1、学生经历了瑞昌两次地震，熟知地震及其预防知识，但因为瑞昌地震强度不是很大，对保护自己，救人及自救，保护环境和珍爱生命等体会不够深。
2、学生对篇章结构阅读能力较差。
教学目标1. Target language1) Important words and phraseswell, smelly, pond, burst, canal, steam, dirt, injure, brick, dam, useless, steel, shock, rescue, quake, electricity, army, shelter, fresh, organize, bury, at an end, dig out, coal mine, in ruins2) Important sentences①Farmers noticed that the well walls had deep cracks in them.②It seemed as if the world was at an end!③Bricks covered the ground like red autumn leaves.④The army organized teams to dig out those who were trapped and to bury the dead.⑤Workers built shelters for survivors whose homes had been destroyed.2. Ability goals①Train the students’ reading and speaking ability.②Train the students’ ability to cooperate with others.3. Learning ability goals①Help the students learn and master the new words and expressions to describe the disaster.②Enable the students to find the main idea and the details of the reading materials by reading.4. Emotional goals①Get the students to learn about the disaster –EARTHQUAKE and know some ways to reduce the losses of an earthquake and protect themselves.②Arouse the students’ awareness of protecting the earth and cherishing the life.教学重点和难点Teaching important points:1. Train the students’ reading ability – skimming and scanning.2. Train the students’ speaking ability.Teaching difficult points:1. Use the target language to describe the disaster.2. Get the students to know what a correct attitude towards a disaster is and what we should do in a disaster for ourselves and for other people.教学过程教学环节教师活动预设学生行为设计意图Step1. Revision Step2.Lead – in Step3.Pre– reading Step4While-reading Step5 Listening Step6Post-reading/ Discussion Step7 Homework Step 1 Check the homeworkexercises with the whole class.Step 2 与学生谈论关于瑞昌地震的经历和感受。
教案：Unit 4 Earthquake-reading
Unit4 Earthquake- reading教案Teaching goals:1.Target language 目标语言Learn and master the new words and expressions in this period.2.Ability goals 能力目标Train the students’ reading and speaking ability.Train the students’ ability to use the Internet to sea rch for some useful information.Train the students’ ability to cooperate with others.Teaching important points:Train the students’ reading ability—skimming and scanning.Teaching difficult points:Describe the disasters.Teaching aids:CIA课件Teaching procedures:Step1. Lead-inT: We have a visit to the museum of natural disasters, and you have learned about some brief introduction of most disasters. Today, I want to show you round the earthquake department, and I hope you will like it and learn so me useful knowledge. Now let’s go.T: At the very beginning, I want to know how much you know about an quake.Q1: What would you take with you if a quake happened?Q2: The best way to save yourself is to know there will be a quake before it happens. What kind of signs can tell you that there is a quake?Q3: What kind of damage can an earthquake cause?S: buildings are destroyed; people are killed; families are broken…T: Let’s have a look at some pictures of such terrible site. (Pictures of quakes)T: (The last picture is monument of Tangshan quake.) Do you know what this is?Step2. Pre-ReadingT: 30 years ago, on the day July, the 28th, a terrible disaster suddenly happened, and the beautiful Tangshan was removed from the map. This is Tangshan quake. Does any body know somethingabout Tangshan quake?T: Let’s read a news report about the famous quake.Step3. While-readingI. Skimming & scaringGet the students comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading.T: First please skim the passage fast to obtain/ get a general understanding of the whole passage. And underline the answers to the following questions.II. While reading, divide the whole passage into 3parts and find out the main idea of each part. Para.1 before the quakePara.2-3 during the quakePara.4 after the quakeII. Careful-readingRead the passage again and try to get more detailed information.T: Now let’s read the passage again and find more information. Join the correc t parts of the sentences. (Turn to page 27, ex1)T: Now you have read the passage carefully, please put the sentences in order. Number each of these things during the Tangshan quake.(Turn to page 27, ex2)T: here are some more work for you. You can work in groups.Step 4 Post-reading (discussing)T: After read the news report, and see so many pictures, what impresses you most? Why?Or what do you learn from such a disaster?(Self-rescue, environment protection, rebuilt, love and help)I: self-rescue (a video game)T: When in a quake, if you know some self-rescue skills, you may probably save yourself. If you want to know some of the skills, click here. (Link to the index)Let’s do little game to see how much you know about self-rescue.II. What did they suffer and feel?T: Can you understand what they suffer and what they feel after such a disaster?T: If you were one of the rescuers 30 years ago, what could you say and what can you do to comfort them? Or how could you help them?III. RebuildingT: we see that the new Tangshan has been set up. What is needed to rebuild Tangshan.IV: environment protectionT: nowadays there are more disasters than before. One of the reasons is that we pay more attention to our economy development than the earth we live.Look at these pictures. What can we students do to save the earth?T: Though the disasters destroy buildings, people’s lives, but it can not destroy the love among us.Step 5 Homework1.Find more news reports about earthquake.2.Write a piece of news about Tangshan. You can use the information in the passage.。
高中英语 Unit4《Earthquakes》Reading主题教学设计教案 新人教版必修1
Unit4 《Earthquakes 》Reading主题式活动设计知识背景：前面学生已经学习了本单元的Reading.对本单元的重要语法及新单词已经初步掌握。
教学内容：Unit4 Earthquakes Reading 第2课时 教学目标：巩固前节课已经学过的语法和单词短语，尽量在以下的任务中运用：训练学生的阅读能力，训练学生的写作和口语能力，能当场根据提示写一个小的领奖词，并把自己写的演讲词真实用在交际语言情景中。
知识目标：have sth.sb. done / do/doing预期目的：传统的语法教学中,教师往往给出语法规则,然后让学生操练、套用规则以达到固目的。
这对学生来说,属于接受性学习方式。
这样的教学,学生的主体性没有得到充分发挥,课堂气氛较沉闷,学生较易感到枯燥乏味。
因此,我想将探究性学习方式渗透在课堂语法教学中,创设情境,让学生发现语法规则,巩固规则,运用规则,从中发展学生的探究能力、创新精神。
过程 ：（一）引入主题1、 以复习作为跳板，创设情境，激发学生探究欲望。
T: Now, class! Yesterday we have learned the Earthquakes that happene d in Tangshan,right?Ss: Yes.T: Ok. So the Earthquake had killed many people and destroyed the w hole city. After the quakes,Tangshan was in ruins. But do you know Tangshan？s nowadays? Have you seen any pictures about new Tangshan?S: NoT: Now please look at some pictures …T: So you can see the city become very beautiful now, but do you think we should forget the history? Forget the Earthquake?S: No!T: Yes, we should remember it, and in order to remember it the cit y government have held a High School Speaking Competition ,many stude nts took part in it, and do you know who is the winner?S: NoT: Well, here comes a letter from the city government , now please read the letter and find who is the winner.2、布置阅读任务，深入学习主题内容T: Now, can you tell me who is the winner? And what is the purpos e of the letter?…分析：在这个单元中，这一部分与前面学生已经学过的Reading 部分衔接不自然，学生对前面学过的唐山地震已经了解，但接下来的演讲比赛看起来似乎与前面的内容没有直接的关系，但通过教师自己设计，能更好的把前面的内容连接起来了。
Unit4 Earthquakes (Reading)教学设计word资料4页
Unit4 Earthquakes (Reading)教学设计一、教材分析本课是高一必修1第4单元的阅读课型，本课型是单元整体教学的重要环节，为学生的语言、语法学习提供了载体，也是学生获取信息的主要来源。
“Reading――A night the earth didn’t sleep”具体描写了1976年唐山大地震前的预兆，地震造成的损失以及震后人们勇敢面对现实并积极实救和灾后重建工作的情况。
本篇文章词汇量大，篇幅长，多处出现定语从句，对学生的语言阅读能力提出了更高的要求。
二、学情分析学习的对象是年级总成绩排名200名往后的高一学生，他们的英语基础较差，特别是由于词汇量缺乏，阅读习惯不好，导致阅读速度慢、理解能力差。
部分学生对课堂的互动缺少积极性，学习不够主动自主。
因此，在组织教学活动中，注重学习策略的指导，灌输自主、合作、探究学习的思想，同时注意调整活动任务设置的梯度，使每个学生通过学习活动，都能学有所成，体验到成功。
三、教学目标1、语言知识目标学习并会运用相关词汇，如：burst, suffering, extreme, injure, destr oy,…及短语：right away, in ruins, dig out…。
2、语言技能目标（1）阅读技能的训练：让学生学会克服生词障碍，捕捉文章的重要细节，培养学生获取、处理信息的能力。
（2）让学生复述课文，分析、感悟作者的写作意图，逐步培养学生的语言感知能力。
（3）让学生运用本节课所学词汇、知识，通过采访地震幸存者的形式进行小组活动，提高学生用英语进行创造性交流的能力。
3、情感态度与文化意识目标（1）了解有关地震的知识，并能通过学习讨论懂得地震时的逃生方法，让学生进一步感悟到人与自然和谐共处的重要性。
（2）懂得地震无情人有情，培养学生一方有难、八方支援的互助友爱精神。
（3）培养学生的合作意识和“合作学习”的习惯。
四、教学重点和难点1、重点重点掌握相关词汇，特别是ruin, injure, destroy, shock, rescue。
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Unit4 Earthquake
Reading
Teaching goals:
1.Target language 目标语言
Learn and master the new words and expressions in this period.
1.Ability goals 能力目标
Train the students’reading and speaking ability.
Train the students’ability to use the Internet to search for some useful information.
Train the students’ability to cooperate with others.
Teaching important points:
Train the students’reading ability—skimming and scanning.
Teaching difficult points:
Describe the disasters.
Teaching aids:
CIA课件
Teaching procedures:
Step1. Lead-in
T: We have a visit to the museum of natural disasters, and you have learned about some brief introduction of most disasters. Today, I want to show you round the earthquake department, and I hope you will like it and learn some useful knowledge. Now let’s go.
T: At the very beginning, I want to know how much you know about an quake.
Q1: What would you take with you if a quake happened?
Q2: The best way to save yourself is to know there will be a quake before it happens. What kind of signs can tell you that there is a quake?
Q3: What kind of damage can an earthquake cause?
S: buildings are destroyed; people are killed; families are broken…
T: Let’s have a look at some pictures of such terrible site. (Pictures of quakes)
T: (The last picture is monument of Tangshan quake.) Do you know what this is?
Step2. Pre-Reading
T: 30 years ago, on the day July, the 28th, a terrible disaster suddenly happened, and the beautiful Tangshan was removed from the map. This is Tangshan quake. Does any body know something about Tangshan quake?
T: Let’s read a news report about the famous quake.
Step3. While-reading
I. Skimming & scanning
Get the students comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading.
T: First please skim the passage fast to obtain/ get a general understanding of the whole passage. And underline the answers to the following questions.
II. While reading, divide the whole passage into 3parts and find out the main idea of each part.
Para.1 before the quake
Para.2-3 during the quake
Para.4 after the quake
II. Careful-reading
Read the passage again and try to get more detailed information.
T: Now let’s read the passage again and find more information. Join the correct parts of the sentences. (Turn to page 27, ex1)
T: Now you have read the passage carefully, please put the sentences in order. Number each of these things during the Tangshan quake.(Turn to page 27, ex2)
T: here are some more work for you. You can work in groups.
T: Let’s watch some pictures, and comparing the old Tangshan, the Tangshan after quake, and the new Tangshan we see today.
Step 4 Post-reading (discussing)
T: After read the news report, and see so many pictures, what impresses you most? Why?
Or what do you learn from such a disaster?
(Self-rescue, environment protection, rebuilt, love and help)
I: self-rescue (a video game)
T: When in a quake, if you know some self-rescue skills, you may probably save yourself. If you want to know some of the skills, click here. (Link to the index)
Let’s do little game to see how much you know about self-rescue.
II. What did they suffer and feel?
T: Can you understand what they suffer and what they feel after such a disaster?
T: If you were one of the rescuers 30 years ago, what could you say and what can you do to comfort them? Or how could you help them?
III. Rebuilding
T: we see that the new Tangshan has been set up. What is needed to rebuild Tangshan.
IV: environment protection
T: nowadays there are more disasters than before. One of the reasons is that we pay more attention to our economy development than the earth we live.
Look at these pictures. What can we students do to save the earth?
T: Though the disasters destroy buildings, people’s lives, but it can not destroy the love among us.
Step 5 Homework
1.Find more news reports about earthquake.
2.Write a piece of news about Tangshan. You can use the
information in the passage.。