unit 4 earthquakes 教学设计 教材分析
高中英语_人教版高一英语必修一unit4Earthquakes复习课教学设计学情分析教材分析课后反思
高一年级上册《必修一第四单元earthquakes 复习课》教学设计Unit 4 Earthquakes— RevisionTeaching aims:1.Let the students review the key words, phrases, and sentences structures in this Unit.2.Let the students learn how to use them in a new context.3.Let the students learn how to write a newspaper story and grasp some writing skills. Teaching key points:How to use the key words, phrases, sentence structures in a new context. Teaching difficult points:How to use what we learned to write a newspaper story and grasp some writing skills. Teaching aids: ppt & class-paperTeaching methods: Self-study & CooperationTeaching Procedures:StepⅠLead- in. Use the mind map to arouse the original knowledge about earthquakes.StepⅡ Do some exercises to review some important words and phrases in this unit.1.The entire village was d______in an earthquake.2.The i_____ were sent to hospital right away.3.He b_____ himself in his book.=He was b___ in his book.4.They d_____ out the people who were trapped in the runis.5. He was s______ at the s______news.Correct the mistakes.6.Juded from his appearance, he must be an honest man.7. In several seconds ,the whole city lied in ruins.8. Hearing the good news ,the boy burst out laughter.9. No words are strong enough to explain our thanks.10. She got very frightening when a plane flew over her head.StepⅢ Cooperative learning1.With the help of the passage about Tangshan earthquake, let the students review the key points that we have learned in this unit and at the same time learn to use them in a new context. What’s more, they also can get some information about Wenchuan earthquake and how to describe a disaster.(Let the students get some information about Wenchuan earthquake and review the key points in this unit .)2. Ask the group leaders to choose their tasks to finish it together though cooperative learning.(Let the students cooperate to finish the tasks and learn how to use them in a new context.)3. The students display and explain their results and at the same time other groups can ask questions or comment on their results.(Let the students display their results to strengthen their understanding and using of the key points.)Read the passage silently by yourself and finish the following tasks.Wenchuan earthquakePara.1 On May 12, 2008,a strong earthquake shook my hometown,Wen Chuan,in Sichuan province. Before the earthquake , many strange things were happening in the countryside. In the farmyards ,the chicken and even the pigs were so nervous that they couldn’t eat .Mice ran out of the fields and looked for places to hide. However ,a lot of people went to work as usual because they didn’t care about these events.Para.2 If the crust(外壳) of the earth were not very strong，it would be shaking about and moving up and down frequently. Along the faults(断层), one rock might push against another with great force . The energy is changed to vibration(震动) in the rocks, so they began to shake and we have an earthauake. At 2:28 pm, the local people suddenly felt everything began to shake fiercely and the earth rose and fell sharply .In a few terrible seconds ,the city lay in runis. It seemed that the end of the world came . A great number of people were injured and the number of people who were killed reached more than 60，000. Tens of thousands of children were leftwithout parents . It was hard to get water ,food and electricity. The terrible weather made it hard to carry out the rescue work.Para.3 Too many people were caught in / 1______ the runis and they were badly in need of help. A lot of /2_______rescue teams were sent there at once /3 _______.They made every effort to search for some more survivors.When the survivors were saved from / 4_______ the fallen buildings ,they burst out crying /5_________. Juding from their frighted looks ,they were surprised at / 6___________the event. That day，they saw the power of nature.Para4. In the face of the serious earthquake ，people realized that it was uesless crying.Not all hope was lost . After the earthquake ,_____________________________ _______________________________________________________________________________ ___________________________________________________________________________________ ___.Para5. During and after the disater, a great number of foreign countries also expressed their encouragement to Chinese people by all kinds of means .Gradually ,the local people came back to life. We can’t stop earthquakes but we we can do something to make sure they do not destroy the whole cities.We firmly believe with the help of the people at home and abroad ，we can overcome all kinds of challenges and rebuild our homes.Please read the passage about Wenchuan earthquake and finish the following tasks. Task One: Read Para.3 and replace the underlined phrases using what we reviewed in this unit._______________________________________________________________________________ _______________________________________________________________________________ ________Task Two: Read Para.4 and finish the following sentences using attributive clause. 部队人员组成小组,将受困的人们挖出来,将死者掩埋。
高中英语_Unit 4 Earthquakes教学设计学情分析教材分析课后反思
教学设计教学目标：语言知识目标：1．全体学生通过学习阅读材料,能理解课文主要信息如地震的前兆、震中的情形，地震造成的损失以及震后的救援。
2 学生能通过学习阅读材料，能够用英语简单描述文章内容如地震前兆，震中损害的内容。
知识与技能目标：1.学生通过寻找主题句, 捕捉文章的细节信息,加强学生略读，查读，细读的阅读技能。
2.学生通过预测文章内容和段落内容,划分段落,加强学生预测,归纳总结的阅读技能。
情感态度目标：1.领悟自然灾害对人类生活的巨大破坏力,懂得地震无情人有情,培养学生互助友爱精神。
2. 培养学生的合作学习的习惯。
教学重点难点：重点1)让学生通过细读和查读等阅读方法获取和理解地震前的预兆、地震造成的损失以及震后的救援等课文主要信息。
2）训练学生的阅读技巧，提高阅读能力。
侧重培养学生对文章的整体性结构的把握和挖掘作者写作的意图，突出培养学生以下3个方面的能力：a.文章段落中心词把握能力。
b.根据主题快速捕捉文章重点细节的能力。
c.总结归纳能力。
3）重点掌握有关地震的词汇，特别是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。
4）欣赏并理解课文中优美句子，让学生掌握一些英语修辞用法。
难点是学生能归纳概括阅读中所获取的信息，运用阅读中所获取的信息进行语言输出。
教学过程Leading inLearning Aims:1. To know about the earthquake of Tangshan2. To grasp reading skills3. To know how to protect ourselves during the earthquakeLearning Procedures:Step I ：Fast readingRead the whole passage quickly and find out the topic sentence of each paragraph. (5’ )Para.1Para.2Para.3Para.4Step II: Detailed reading.(10’)The story was developed in _______order.part 1. (Para.1) describes the __________ before the earthquake.part 2.(Para.2,3) describes the __________ during the earthquake.part 3.(Para.4) describes the __________ after the earthquake.Part 1 (Para.1)A. The water in the well _______ and _______. And some deep_______could be seen in the well walls. A __________ gas came out the cracks.B．Mice ran out of the fields _________ _______places to hide. Fish _________out of bowls and ponds.C.The chickens and even pigs were ________nervous_____eat. The dog was barking loudly again and again.D. People could saw _________lights in the sky.Part 2(Para.2,3)1.Hospitals, factories and buildings were ______.2.Two dams and most of the bridges _______.3.The railway tracks were _________ pieces of steel(钢铁).4.Cows would never give ________again.5.Pigs and chickens were ________.6.Sand________ the wells instead of water.Part 3(Para.4)1.What did the army do?2.What did the workers do?Step III:TestStrange things were happening in the countryside of northeast Hebei. Mice ran out of the fields looking for places _____(hide). The pipes in some buildings _____ (crack) and _____(burst). The people who thought little ____these events were asleep as usual that night. At 3: 42 am everything began to shake. A huge crack that was thirty metres _____(widely) cut cross the houses. In fifteen terrible seconds a large city _____(lie) in ruins. The _______(suffer) of the people was extreme. Two thirds of them _____(injure) during the earthquake. Most of the city’s hospital were_____(go). People were______ (shock). All hope was not lost. The army dug ____ the injured and the dead. Finally the city began ________(breathe) again.Step IV: DiscussionIf an earthquake happens, what shall we do?If at school, we should…If at home, we should…If on a road, we should…If in a high building, we should...Step V:WritingWrite a composition:If an earthquake happens, what shall we do?学情分析高中一年级的学生已经在初中的基础上积累了一定的词汇量和知识储备,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力,但是学生个体存在差异,因此教学设计要有梯度以适应不同层次的学生.另外,学生普遍口语和听力较差,因此课堂上老师基本运用英语讲述,以期慢慢感染他们,愿意多说多练。
高中英语_Unit 4 Earthquakes教学设计学情分析教材分析课后反思
Unit4EarthquakeReading A Night the Earth didn’t Sleep Teaching goals:1.Train the students’ reading and speaking ability.2.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 procedures:Step1. Lead-inT: 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 something about Tangshan 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.II. While reading, divide the whole passage into 3parts and find out the main idea of each part.Ⅲ. Careful-readingRead the passage again and try to get more detailed information.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)Step 5 HomeworkWrite a piece of news about Tangshan. You can use the information in the passage.学情分析在高一年英语学习的基础上，高二学生已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。
高中英语-Unit4Earthquake教学设计学情分析教材分析课后反思全文编辑修改
精选全文完整版可编辑修改高一英语必修一Unit4 Earthquake大课文教学设计【课文总体设计思路：先播放一组图片，学生的注意力马上就会被吸引到课堂上来，学生马上就联想到E arthquake这一词，这时教师提出“What’s the cause?”，学生会回答他们所了解的地震知识。
紧接着和学生一起了解ppt中所呈现的问题，倘若地震发生，学生们会带什么逃离, 然后通过图片，学生更易掌握地震方面的知识，为课文的阅读作了很好的铺垫，接着教师引导学生进行进一步探究地震方面的知识。
通过小组讨论、合作得出结论，教师进行一定的总结。
接着呈现文章的标题“A Night the Earth didn’t Sleep”，引导学生解读文章标题、预测文章内容，让学生在阅读过程中处于主动认知状态。
学生可能一下子无法正确理解其所包含的深层含义。
但估计在前面所展示的图片的启发下，大部分同学可能很快就能作出正确的理解。
另外，考虑到文章生词较多，且大部分学生对文章的背景知识了解较少。
因此，在引导学生预测文章内容的同时，有3个小视频的播放，并进行小组之间的讨论。
分段对文章细节理解完成后，设置了“如何在地震中进行自我保护”的小组讨论活动。
最后是对文章的总结和作业的布置。
】Teaching proceduresI.Teaching aims1.Learn some details about this text. （重点）2.Train the students’ reading and speaking ability. （难点）3.Learn some knowledge about how to protect ourselves in an earthquake.II. Teaching proceduresTask 1 Pre-readingStep1 Warming up1. Enjoy some pictures to lead in the earthquake.Step2 Brainstorming1.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?I will takeTask 2 While-readingStep1 Fast reading : True or False.1.The passage mainly talks about a/an ___________(what) thathappened in _________ (where)in ______(when).2.Please divide the passage into 3 parts according to the main idea.Look at the each part and write down its main idea.Part 1: main idea:Part 2: main idea:Part 3: main idea:Step2 Careful reading1. What are the strange things before the earthquake? Read part.1 carefully and fill in the blanks.①The water in the wells____and____. And some deep ____could be seen in the well walls. A ____gas came out the cracks.②The chickens and even pigs were______nervous _____eat.③Mice ran out of the fields_____places to hide.Fish ______out of bows and ponds.④People could see ___lights in the sky. The sound of _____could beheard outside the city.The water pipes in some buildings____and_____. 2.Read part 2 and finish the exercises.②True ( T )or False( F )1.Two-thirds of the nation felt the earthquake. ( )2. All the people in Tangshan were dead or injured during the earthquake. ( )3. All of the city’s hospitals, factories, buildings and homes were damaged in the earthquake. ( )4. Not only the people but also the animals were shocked greatly.( )5. Many rescue workers and doctors were trapped under the ruins during the aftershock. ( )3.Soon after the quakesThe army:Workers:Result:nguage points1.. … the water pipes in some buildings cracked and burst.burst :(vt.vi.n)突然破裂，爆发.burst into+ n. burst out + doing……He burst into laughter.= .2. It seemed as if the world was at an end.1) as if①as if 在表语从句中相当于that:②as if 似乎, 好像= as thoughShe spoke to me as if she knew me.③as if后还可跟名词、形容词、不定式等。
人教必修一Unit 4 Earthquakes 教材分析
“读前”（Pre-reading）部分设计了两个有关地震方面的问题让学生回答。第一个问题是让学生设想一下：地震发生后的瞬间你在离开住房前只来得及带走一件东西，你要带什么为什么要带这件物品？第二个问题让学生看图回答地震前夕动物和自然界奇特的异常变化。此题与阅读部分第一小节的内容密切相关。
“阅读”（Reading）部分题为“地球的一个不眠之夜”，是叙述1976年7月28日凌晨发生在河北省唐山市的大地震。全文分为四段：第一段讲地震前夕唐山地区发生的一系列反常的现象，这些“怪事”其实就是地震的前兆，可惜在当时并没有引起人们的注意和警觉。第二段讲20世纪最大的异常地震救灾唐山发生了，短短15秒的地震几乎将整个城市夷为平地，伤亡人数达到40多万！第三段讲地震后城市一片凄惨紧接着下午又发生了一次强烈的余震，幸存者感到悲哀的同时又产生了惊恐和不安。第四段讲解放军的救援和全国各地的支援帮助下，被地震摧毁的城市又开始得以复苏。
（二）教学内容分析
本单元的中心话题是“地1906年地震”、“地震后重建的新唐山”、“地震的基本知识”、“在地震或突遇的灾难中如何自救、救人”等。本单元的语言知识和技能都是紧密围绕这一主题设计展开的。
高中英语_Unit 4 Earthquakes教学设计学情分析教材分析课后反思
必修一第四单元学情分析经过将近两年的高中学习，学生已经大体感受到了高中英语学习的特点——话题广泛，词汇量大，句式结构复杂，大多注重能力培养。
本单元以Earthquakes为话题，旨在通过单元教学，使学生了解震前、震中、震后的一系列现象及有关地震的知识。
让学生学会自救及保护解救别人，从而做到珍惜生命。
我们学校生源差，学生英语基础较弱，英语学习的兴趣不是很浓厚，对英语语言本身的态度一般都不是很喜欢，学习英语的动机不明确，对学好英语的信心不足，对英语学习的努力程度不够，对英语学习的态度不够端正，英语学习投入的时间和精力较少。
所以，在学习本单元时，还要重视基础知识的落实，从基本的字词句入手，让学生梳理积累掌握。
在上本堂课之前，设计好预习学案，设置好能发挥好学生的主观能动性并且具体好操作的问题，要留给学生充足的做题时间，让学生有效完成。
字词句是建好大厦的基础，所以一定不能忽略这一部分内容。
基础固然重要，但能力更加不能忽视。
我发现学生的能力比较差，在阅读、表达与交流方面有很大的欠缺，所以要重视学生能力的培养。
在落实基础知识之余，要花大力气提升学生的阅读与表达能力。
总体来说，本堂课要“以学生为本”，从各个方面提升学生的英语学习能力。
必修一第四单元效果分析本堂课基本完成了教学目标，梳理积累了基础知识，强调了重点词汇句式结构，深入学习了文章内容，学生加深了对地震知识的认识与了解。
导入部分设计的电影视频起到了很好的效果，学生非常感兴趣，看得非常认真。
本堂课把重点放在了文章内容的理解上，结合内容，进行了针对性训练，学生学得非常专注，效果较好。
特别是电影视频部分，学生非常感兴趣，本堂课展示了震前，震中及震后的一系列现象，明确了重点.理解课文时，因为学生对课文理解不是很熟练，所以进行的较慢，耽误了后面的时间，因此课文复述在课上没有时间进行，只能作为课下作业来处理。
这说明我的课前预设做的还不够好。
以后的教学中，还要进一步加强学情的了解。
高中英语_Unit4 Earthquakes教学设计学情分析教材分析课后反思
高一英语必修一Unit 4 Earthquakes教学设计Reading: A Night the Earth didn’t SleepLearning aims:1. Learn about some natural disasters(such as earthquakes )and can describe the signs and damages of earthquakes.2. Better understand earthquakes, pay attention to key words and sentences.3. Know how to protect us and help others if an earthquake happens.(2) Teaching emphasis and difficulties1.well, pipe, burst, million, event, as if, at an end, nation, canal, stream, dirt, in ruins, suffering, extreme, brick, dam, track, useless, shock, quake, rescue, trap, electricity, dig out, bury, mine, miner, shelter2.It was felt in Beijing, which is more than two hundred kilometers away.A huge crack that was eight kilometers longs and thirty metres wide cut acrosshouses, roads and canals.3. Better understand earthquakes, pay attention to key words and sentences.Know how to protect us and help others if an earthquake happens.Step1. Lead-inShow pictures about natural beauty and disasters(Design purpose: Attract students’ attention to the class and arouse their interest in comparing natural beauty with natural disasters,to raise their awareness about natural disasters and connect teachers with students.)Step2. Fast readingTask1. Scan the text and get the topic sentence of each paragraph.Para1. ___________ Para2.____________ Para3.___________ Para4.___________Task2. Scan for structures (Pay attention to the first or the second sentence of each paragraph.) Match the following three parts.Part1(para _____) During Damages during the earthquake Part2(para _______) After Signs before the earthquakePart3(para _____) Before Rescue work after the earthquake The passage is written in _______ order.(Design purpose: Train students’ ability of skimming for main idea and structure .As skimming is a very important learning strategy.)Step3. Detailed readingTask1. Read paragraph1 carefully and fill in the blanks. (Before the earthquake )1.water in the well ____________ 5.fish_____________________2.well walls__________________ 6.sky_____________________3.chickens and pigs____________ 7.sound___________________4.mice ______________________ 8.water pipes________________Work with your partners to describe signs before the earthquakePicture1: Picture2: Picture3: Picture4: Picture5:Task2. Read paragraph 2&3 and fill in the figures. (During the earthquake )1.A huge crack that was_______ kilometres long and_____ metres wide cut across houses.2.In_______ terrible seconds a large city lay in ruins.3._________ of the people died or were injured during the earthquake.4.The number of people who were killed or injured reached more than_____5.________ of its factories and buildings and _______ of its homes were gone.6.Why does the author use so many numbers? (Watch a video and think )To show the readers the earthquake is _______Task3. Read paragraph 4 and fill in the blanks. (After the earthquake )1.150, 000 ____________ were sent to Tangshan.2.The army teams dug out the trapped and buried the ____________.3.Most of the _______________ were rescued.4.Workers built __________ for the homeless people.5. __________ was sent to the city.(Design purpose: Train students’ ability of finding important detailed information in the text and a certain way of writing styles. eg,using numbers to show a fact.To improve students’ ability of oral expression)Step4. DiscussionWhat should we do if an earthquake happens? Especially when we are having have a class?_____________________________________________________________________ ____The following words/structures may help you: Do..., Don’t/never..., We can..., We can’t..., Keep/stay away from..., follow teachers’ instructions, (Design purpose: Encourage students to speak out opinions of their own and cultivate students’ ability of speaking. Useful phrases and sentences are provided to lower the difficulty level to ease students’ nervousness and fear of speaking in public.)Step5. Homework1.Read the text again and again and try to recite some beautiful sentences.2.Find more information about Tangshan earthquake.(Design purpose:Help students understand the text better and accumulate their vocabulary of relative topic for their further study.)1.Disasters have no mercy, but humans do.2.When disasters struck, help came from all sides!高一英语必修一Unit 4 Earthquakes学情分析本节课所用学生英语水平较好,他们已经有了较好的英语基础，但是口语表达能力还是比较欠缺，总体而言，大部分同学不敢说，也没机会说。
高中英语_高一必修一Unit 4 Earthquakes教学设计学情分析教材分析课后反思
Book 1 Unit4 EarthquakesReading: A Night The Earth Didn’t Sleep Knowledge aims:1. Get the students to learn the following useful new words and expressions in this passage.2. Know basic knowledge about earthquakes.Ability aims:Develop the students’ ability and let them learn different reading skills. Get the students collect the information from the internet by themselves. Emotional aims:Get the students to be aware of the terrible disasters, meanwhile get them to face it, treat it in a proper way, and never get discouraged. Teaching emphasis and difficulties1.Students master the new words,phrases and useful expressions.2. Train the students’ reading ability to understand the content of thetext detail.3.Develop the students’ reading ability.Step 1 Leading-inWatch a vedio about natural disaster.Design purpose: Attract students’ attention to the class and arouse their interest in think about what’s it like traveling or studying abroad and prepare students for reading.Step2 Fast readingTask 1 Divide the passage into three parts and match the main idea of each part.Part 1 Para.(s)____ A. Damage caused by the earthquakePart2 Para.(s)_____ B. Rescue after the earthquakePart 3 Para.(s)_____ C. Signs before the earthquake (Design purpose: Train students’ ability of skimming for main idea and for important detail information in the text.)Part 2 Careful readingTask 1 Read Para. 1 and fill in the blanks.Water _______and ______ again and again.in the village wells The well walls had deep_________ in them.A _______ gas came out of the cracks.The chickens and the pigs were _____ nervous ___ eat.in the farmyards Mice ran ___ ___ the the fields looking for places to _______.Fish _______ out of their bowls and ponds.Some people saw ________________in the sky.in the sky The _______of _______ could be heard even when no planes .in the city The water______ in some buildings cracked and________.Task 2 Read Para.2 , do the following task and share the answers in pairs.1.A:How far away can people feel the earthquake?B:More than ___________ kilometers away.2.A: How large was the crack cutting across houses, roads and canals?B:______ kilometers long and ______ meters wide.3.A:How long did the earthquake last?B:_____ seconds.4.A:How many families were killed?B:_____________ families were killed.5.A:How many people were killed or injured?B:More than _______ .Task3 Read Para 3 and fill in the chart.Task 4 Read Para 4 and fill in the mind-map.(Design purpose: Help students understand the text better. Cultivate students’ awareness of cooperation and cross-cultural communication.)Task 5 Group workSuppose he\she is ill._______________________________________________________ _______________________________________________________ _______________________________________________________ _________________________Suppose he\she failed the exam._______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ __________________________________________________Task6 Group workSuppose an earthquake strikes, what should we do or what shouldn't we do?(Design purpose: Encourage students to speak out opinions of their own and cultivate students ability of speaking. Useful phrases and sentences are provided to lower the difficulty level to ease students’nervousness and fear of speaking in public.)HomeworkSuppose you are volunteers in the Tangshan earthquake rescue team,write what you did,saw and heard .(Design purpose: Help students understand the text better and accumulate their vocabulary of relative topic for their further study.)高一英语必修一Unit 4 EarthquakesReading: A Night The Earth Didn’t Sleep学情分析高中一年级的学生已经在初中阶段的英语学中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。
高中英语_Unit 4 Earthquakes Reading教学设计学情分析教材分析课后反思
学情分析高一学生，初步具备获取信息处理信息的能力，能够分析文本，对记叙文比较熟悉，但是口语表达能力欠缺，词汇理解难度略大，深入挖掘文本能力也有所欠缺。
本节课预设主要困难：某些词汇不易理解；不熟悉mind map的建构；不能用英语流利地交流个人想法。
解决措施：课前给予一定的引导，培训启发构建mind map的大致思路，同时发挥好组长的作用，老师也在合作交流时充分给予学习有困难的学生关注。
鼓励他们敢于开口，树立信心。
效果分析本节课课堂中我精心的创设学校第二届科技节“小小科普家讲座”情境，学生以“自主，合作，探究”为学习方式贯穿整个课堂。
通过听,说,读多渠道的方式理解和表达英语的同时,最终提高了学生的语言能力,进而提升其思维品质和学习能力.同时我在全英教学中潜移默化地影响了学生的情感态度价值观:如何在自然灾害中正确自救以及正确面对挫折和困难.最终实现了英语学科核心素养在英语课堂中的真实落地.教材分析本节位于人教版高中英语Book1 Unit4 Earthquakes的阅读课。
本文体裁是记叙文，以时间顺序描述唐山地震。
包括唐山地震发生前的奇特的自然现象，唐山地震发生中对唐山的破坏和损失，以及唐山地震发生后的救援和恢复。
因此在高中英语人与自然（自然灾害及防范）这个大单元主题教学中占有比较重要的地位。
当堂检测Fill in the blanks using proper words and phrases in the text: The elder sister and the younger brother were all kept under a big cement board. The ____ team told the mother they could only save one of her children, which made her _____. She kept ____ over and over again____ saving both of them. The rescuers had no choice saying that both of them would have no____ without ___ ______ quickly. ___ ___ ___, the mother chose to save the younger brother making the sister ____ sad.课后反思本节位于人教版高中英语Book1 Unit4 Earthquakes的阅读课。
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。
高中英语_Unit 4 Earthquakes教学设计学情分析教材分析课后反思
A Night the Earth didn’t SleepTeaching Objectives:By the end of this period, students are able to:1.to figure out the main structure of the passage.2.to judge the situational context..3.to express your own ideas on the given topics through critical thinking .Teaching procedures:I.Discourse Analysis (Find out the topic sentence and the supporting details.) Part 1 (Para.1) Signs before the earthquake.1.What is the topic sentence of paragraph 1?2.What were the strange things before the earthquake?Part 2 (Para.2-3) Damage during the earthquake1.What do these numbers stand for?3:42 am./One-third/eight kilometres long and thirty metres/fifteen seconds/ Thousands of/many/75%/90%/400,0002.What are the functions of the specific figures and general figures?A. To show the disastrous destruction and sufferingB. To make the passage true and convincing3.Which of the figures of speech(修辞) is employed?1)It seemed as if the world was at an end.2)Bricks covered the ground like red autumn leaves.A. Exaggeration(夸张)B. Rhyme(尾韵)C. Repetition (重复)D. Simile(比喻)4.What is the function of the figures of speech?Part 3 Para. 4 Rescue work after the earthquakeFind out the general statement and the supporting details.II.Situational Context1.What is the main idea of the text?_____________________________________________________________________ __2.How is the text developed? In ______order.3.What is the relationship involved in the text? The author and the readersIII.Topic-related lexisPart 1 (Para.1) Signs before the earthquake._____________________________________________________________________ _____Part 2 (Para.2-3) Damage during the earthquake3:42 am./One-third/eight kilometres long and thirty metres/fifteen seconds/ Thousands of/many/75%/90%/400,000Part 3 Para. 4 Rescue work after the earthquake_____________________________________________________________________ _____IV. Critical thinkingChoose a paragraph and act out an interview between a reporter and survivors from the Tangshan earthquake.Paragragh1 Reporter:Did you notice anything strange before the earthquake? Survivor:There were some strange things ......V. Creative Thinking How can we protect ourselves in an earthquake ?Unit4 A Night the Earth didn't Sleep学情分析我们这个班共有学生51人，其中男生41人，女生10人。
高中英语_Unit 4 Earthquake教学设计学情分析教材分析课后反思
教学设计一、教学目标：（一）知识与技能：1. To help students get some information about Tangshan earthquake.2. To improve students reading strategies.（二）过程与方法：1. To help students to know how to face some disasters or troubles2. To help students to know the way to find out information.（三）情感态度与价值观：1. To develop students respect our leaders, our army and other person ;2. To cherish life.3.To develop students awareness of cooperation.二、重难点：1. Help students find out important information.2.Improve students’ reading an d presentation skills.三、教学方法：Task-based methods四、教学用具：Multi-media computer五、教学过程:Step 1 : Lead-in1.Show some pictures of disasters2.Take Wenchuan earthqwake for example and have a free talkWho will help us when we are in trouble,or we are trapped in the disasters?Step 2: Pre-reading1.Practise the new words and phrases in the reading part .2.What do you think may happen before an earthquake?3.A short movie of Tangshan earthquakeStep3:While-reading1.Fast-readingFind the answers and the main idea.Read the text quickly and find out the topic sentence of each paragraphSum up the main idea of each part of the passage. (choose one word to describe)2.Careful readingPara. 1: Before the earthquakePara. 2-3 During the earthquakePara. 4: After the earthquakeStep4:After-readingFill in the blanks and retell the story.____________ happened in Tangshan. For three days, water in the wells _____________. From the cracks of wells __________ came out. Mice, chicken, pigs and even fish became________.At 3:42 am, everything began to ______. It seemed as if the world was _________. _________ of the nation felt it. In fifteen terrible seconds a large city lay _______. More than ________people were killed and seriously ________.But all hope was not lost. Soldiers and the ____________ came to help . Slowly, the city began to ________again.Step5:SummeryWhat can we learn from the this earthquake?How terrible the earthquake is!However, we are lucky and live a happy life，so we should work harder and cherish(珍惜) our lives! ……Step 6:HomeworkWrite a short passage about Tangshan earthquake according to what we have learnt.学情分析本班学生为普通班学生，学生基础相对比较薄弱，平时测试只有十几个及格。
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Unit 4 Earthquakes 教学设计教材分析:本单元以地震为话题，介绍了地震这一自然现象，使大家对地震的起因、前兆、危害及如何在震中自救等有了较全面的了解。
尤其是告诉学生地震是可怕的，但是人们应尽力减少由地震引起的损失，相信未来是光明的。
本单元所包含的练习体现了学以致用的目的。
这些练习让学生思考如何去避免地震带来的损失要有正确的认识，要以积极的态度来对待它。
具体分析如下：（1）Warming Up 用唐山和旧金山的两幅图片导入本单元，旨在让学生运用有关知识去描述所见图片，并发挥想象力来描述地震后这两座城市的情景。
带着疑问去学新知识，来加强自己对地震的认识。
另一方面，它也为学生提供了功能项目、短语词汇和语法知识方面的练习。
（2）Pre-reading 是Warming Up 的延续。
它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，学生可通过讨论，参阅有关的书籍并运用一些生活常识来回答这两个问题。
（3）Reading部分具体描写1976年河北唐山大地震的震前，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和地震结束后人们勇敢地面对事实并及时地实施抢救和重建工作。
本课词汇量大，并运用了大量的动词，使得描写更为生动，文中还有不少复杂的数字，这又增加了文章的阅读难度，另外文章中出现了许多定语从句，对学生的语言阅读能力提出了更高的要求。
（4）Comprehending部分包括三组练习，主要目的是帮助学生更好地理解Reading部分的文章。
其中的第三小题要求学生写出各部分的大意，这更突出了培养学生整体把握文章的能力。
（5）Learning about language 部分共分为两部分：Discovering useful words and expressions 和Discovering useful structures. Discovering useful words and expressions 部分要求学生在整体把握文章的基础上，掌握个别重点词汇的词义及使用，这一部分更注重培养学生运用上下文猜测词义的能力。
另外这一部分还对一些复杂的数字的读法进行了检测。
Discovering useful structures部分首先要求学生从文中找出定语从句进行分析，其次考查了定语从句关系词的选择。
（6）Using Language部分分为：Reading, writing and speaking; Listening和writing。
Reading, writing and speaking中包括读一篇邀请函，写一份演讲稿，和关于一套新唐山邮票的little talk,这部分主要培养学生在实际生活中运用英语的能力。
在Listening部分学生将听到美国旧金山大地震中一位幸存者的故事，并根据听力材料进行正误判断和回答问题，这个部分旨在培养学生学会获取听力材料中的细节要点，同时让学生了解人们在自然灾害中的经历和感受。
Listening部分还设置了一个环节，即学生听磁带并在句子相应的位置标出连音和不完全爆破音，再练习朗读。
Writing部分要求学生为报纸写一篇文章，描写家乡的一件不同寻常的事件。
这一部分旨在培养学生按照规范的步骤进行写作，如选择适当的标题、组织语言、清晰的表达等，另外这一部分也培养学生写作时注意标题、主旨大意和细节。
（7）Summing Up部分帮助学生整理、巩固本单元所学到的知识。
其中包括学到的关于地震的知识，有用的动词、名词、其他表达方式和新的语法项目。
（8）Learning Tips部分就听英语方面给出了一些建议，建议学生多听广播或电视里的英语节目，多听不仅能够提高听力水平，还能够帮助学生改善语音、语调。
（9）Workbook围绕中心内容从听、说、读、写四个方面对其做了进一步补充和深化。
分课时教学（2）了解地震形成的科学知识。
２．难点：（1）课前搜集与地震有关的资料；（2）讨论在地震中的救生方法。
教学策略和媒体１．资料策略：利用网络搜集有关唐山的图片资料、有关地震的成因、防震救灾知识等。
２．自主学习：指导学生课前自主学习有与本课时有关的内容。
３．合作学习：小组合作讨论地震成因及口头编故事。
教学过程步骤教学活动设计意图Step 1：preparations 课前学生在教师的指导下通过网络查找如下内容：1．唐山和旧金山的图片；2．地震先兆知识；3．地震的成因。
1.资源策略：培养学生在网络上查找、筛选资料的能力；2.自主探究Step 2：Speaking practice Task 1：以竞猜的方法让学生猜出本单元涉及的两个城市。
教师一边通过多媒体展示图片，一边让学生说出所看到的内容，同时加以启发提示。
找一些能反映两地典型城市特征的图片，逐一展示，让学生慢慢猜出。
震后的唐山唐山市容城市雕塑火车站防震纪念馆旧金山Bird view of SF Golden beachSan Francisco Bridge Street1.任务一是通过对几幅图片的描述为学生提供进行口语练习的机会，同时采用兑猜的方式，激发学生参与活动的积极性。
对于想像力丰富、描述生动的学生给予更多的鼓励。
2.小组活动：小组活动可以使学生有更多的语言实践机会，同时比全班活动更能减少学生的焦虑。
3.描述两个城市培养学生表达自己观点的能力，可以激活学生头脑中有关图式经验，巩固学生已有的知识点。
在两人合作部分让学生表达地震可能对城市造成的破坏，促使合作学习的同时利用多媒体展示唐山地震和旧金山地震的图片时指导学生用The building….The fire….The bridge….The road…The people….The police and theTask 2：介绍本单元新单词利用多媒让学生充分领略两城市的优美风光后，教师转而问学生，如果两地经历了一场地震，会是什么样呢？向学生展示震后两地图片，引导学生认识本单元的新单词。
引导学生用已学过的单词，并介绍新单词。
已学过单词building, fire, bridge, road, people, police,volunteers新单词cracks, cut across houses, canals, fall down, lie inruins, damage volunteers….4.这些句型引出以下词汇cracks, cut across houses, canals, fall down, lie in ruins and destroy, damage, homeless。
这些词汇随着图片在幻灯片中出现。
为接下来的听力降低词汇难度。
Step 3：(workbook) listening Task 4：完成(workbook) listening(1)听前预测。
学生听录音前对练习一的答案进行预测，根据地理知识和常识应该能预测正确多数答案，这样降低了难度。
(2)听第一遍，完成练习一。
教师用多媒体展示如下表格，学生进行自评。
题号预测结果听后选择正确答案1234561．进行听前预测可以让学生对于所要听的材料有所了解，为听力练习提供背景，激活已有图式经验。
这样可以降低听力练习的难度。
另一方面，通过预测、听后选择和正确答案的对比，以评价促进学生学习积极性的提高。
这个环节把pre-reading的问题和workbook中的问题有机的结合(3)仔细听录音，完成第二题。
(4)听力练习完成后，要求学生根据所听内容，利用如下地图，简单介绍地震的成因。
起来，体现了大胆创新使用教材的理念。
2．高中英语教学中听、说、读、写四项技能是有机地联系在一起的，要有效地利用听和读的成果，在充分输入的基础上，进行适时的说和写，加强语言实践活动。
3．小组活动问题设置不在于让学生得出唯一答案，而是让学生置身于这一单元的主题当中，激发学习兴趣和动机。
Step 4: Discussion Task 3：小组活动Story-making通过听力材料同学们知道了地震是怎么产生的，但关于地震是怎么产生的，世界各地还有很多有趣的传说。
教师做一示范。
学生小组活动：1. In pairs make up a story to explain how an earthquake happens.2. Describe what happens in an interesting way as the teacher tells.3. Share your story with your classmates. Decide which one is the most interesting. Give a reason.１．布置作业1．利用网络进一步了解唐山大地震的情况，通过小组合作，制作有关唐山地震的课件，下一课时向全班汇报。
内容包括：地震发生的时间、造成损失、救援工作、重建等。
2．非测试性评价评价项目自我评价结果能积极参与小组讨论能有效利用预测等策略进行听力练习了解更多的与地震有关的单词了解更多的地震成因知识效果预测本单元的主题是一个学生既熟悉又陌生的话题。
一方面，有关地震的报道和常识大量见诸于书籍、报刊，甚至课本中；另一方面，大多数学生没有过地震的亲身体验。
通过本课时的听、第二课时：Reading和Using language部分结合在一起教学设计流程图教学反思本节课我通过不同的任务设置，让学生在小组活动中通过合作和探究来完成各个任务，活动既有轻松有趣的诗歌朗读竞赛和重组课文段落的拼图游戏，又有需要深层思考的阅读理解活动和讨论活动，不同的任务设置激发了学生的学习兴趣和用英语表达的欲望，小组活动在竞赛中进行，使得小组活动既有合作又有竞争，增加了小组活动的有效性。
同时小组竞赛和课堂评价表的非测试性评价手段对学生日常学习过程中的表现、所取得的成绩以及所反映出的情感、态度、策略等方面的发展做出评价，达到激励学生学习，帮助学生有效调控自己的学习过程，使学生获得成就感，增强自信心，培养合作精神的目的。
由于学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，不时有学生夹杂着汉语，或有的学生不敢大胆说出自己的看法，欲言又止。
这说明，在平时的教学中，我应该多呈现给学生更多的常用句型，让学生掌握常用句型，在让学生进行谈论前，应尽量帮助学生解决语言困难。
在学生进行小组活动时，应尽量给学生更多的帮助，主动了解学生的语言困难。
课型语言知识课教学内容Discovering useful structures部分首先要求学生从文中找出定语从句进行分析，其次考查了定语从句关系词的选择。