高一英语必修一unit 4 The Earthquake说课稿
高中英语必修一Unit4Earthquakes听说课说课稿
Lesson Type: Listening and SpeakingTime: 45minutesStudents:Senior 1New Senior English(2004) for China Student's Book 1Unit 4 EarthquakesUsing Language -Listening1 Good Good morning, morning, morning, everyone! everyone! It’s my my great great great pleasure pleasure pleasure to to to be be be here here here to to to give give give my my my lesson lesson lesson pl pl plan an presentation. The lesson plan I am going to present is listening part of Unit 4 from the New Senior English(2004) for China Student's Book 1 for students in Senior 1. Now I’d like to explain how to teach this listening and speaking class and the reason for doing so from the following 5 aspects: the analysis of teaching material and the students; the teaching objectives, important points and difficult points; the teaching methods and aids; teaching procedure; and the layout of blackboard. Part Ⅰ Analysis of teaching material and studentsFirst, I will analyze the teaching material. It’s from the New Senior English(2004) for China Student's Book 1 Unit 4. The topic is about earthquakes. This lesson is mainly a listening class which which is is listening listening to to to an an an interview interview interview of of of the the the great great great San San San Francisco Francisco Francisco earthquake earthquake earthquake in in in 1906. 1906. 1906. The The The teaching teaching material is not so easy for students because it need students to listen carefully, meanwhile, take notes and analyze the listening materials then speak out their answers. All in all, it is very useful to improve students’ listening abilities . Now let’s move on to the analysis of Ss. The students are in Senior 1. Most of the students have have been been been learning learning learning English English English for for for 6 6 6 years, years, years, so so so they they they have have have already already already mastered mastered mastered the the the basic basic basic words words words and and expressions, and they have basic listening abilities. They are interested in learning English and are quite familiar with the task-based language teaching model, but some of them are still afraid of speaking speaking English English English in in in front front front of of of the the the class. class. class. In In In terms terms terms of of of that, that, that, teacher teacher teacher should should should pay pay pay attention attention attention to to to their their individual difference and encourage them to air their opinions more in class. Part Ⅱ Teaching objectives, teaching important points and difficult points1. Based on the analyses of teaching material and the learning condition, I will put forward the teaching objectives from 5 aspects. By the end of this class, the students will be able to ：nguage knowledge : Learn some new words about earthquakes:shake, crack, rush, bricks, fall down. 2.Ability objects: 1)Improve their listening and oral expression abilities. 2)Predict answers before listening and capture the key words while listening. 3.Emotional objects: 1)Learn some survival skills when the earthquake happens. 2)Feel the power of our nation's post-disaster reconstruction efforts. 4.Learning strategies: 1)Utilize network to search and screen information. 2)Learn to learn individually and cooperatively. 5.Cultural objective: Know some situations about the San Francisco earthquakes in 1906. 2. Teaching key points &difficult points 1).Teaching key points How How to to to make make make Ss Ss Ss know know know some some some situations situations situations about about about the the the San San San Francisco Francisco Francisco earthquakes earthquakes earthquakes in in in 1906 1906 1906 and and learn some words about earthquakes: shake, crack, rush, bricks, fall down. 2).Teaching difficult points How to get Ss to: 1)Improve their listening and oral expression abilities; 2)Predict answers before listening and capture the key words while listening. Part Ⅲ The teaching methods and aidsThen, Then, let’s let’s let’s focus focus focus on on on the the the ways ways ways of of of teaching teaching teaching methods methods methods and and and aids. aids. aids. According According According to to to new new new national national curriculum curriculum standard, standard, standard, the the the student-centered student-centered student-centered teaching teaching teaching idea, idea, idea, I I I adopt adopt adopt following following following teaching teaching teaching methods: methods: task-based language teaching method and PWP teaching method. I will set clear and various tasks will be used to train students’ listening and oral expression abilities. Besides, multimedia devices and PPT documents are also used as my teaching aids. Part Ⅳ Teaching procedureIn order to achieve the learning objectives above, different activities are designed respectively in four stages: Lead-in, pre-listening, while-listening, post-listening. Step 1 Lead-in.This step will cost 2 minutes. As we can see, once the students’ interest is aroused in the beginning, the whole class will go through more smoothly. So in this step, I make out an activity that is listening to a sound of earthquake, and I will ask Ss what sound it is in order to activate the Ss ’ interest and lead to the topic “earthquake earthquake””. Step 2 Pre-listening. This step has two activities that will cost 8 minutes. First, First, I I I will will will play play play a a a video video video about about about background background background of of of the the the listening listening listening materials. materials. materials. And And And task-based task-based language teaching method will be employed here. Some new words are added in the video, and Ss are asked to watch video and take notes. Based on the video they watch, I will check whether Ss could remember the words appeared by playing some screenshots. Second, Ss will be grouped to predict answers of Task 1 then write down each group ’s own answers(T or F) on the blackboard. And Ss need to explain the reasons of their predictions. I will also also give give give my my my own own own opinions. opinions. opinions. The The The purpose purpose purpose is is is to to to help help help Ss Ss Ss to to to learn learn learn new new new words, words, words, understand understand understand the the background background of of of the the the listening listening listening material, material, material, activate activate activate Ss’ Ss’ Ss’ previous previous previous knowledge knowledge knowledge store store and and train train train their their teamwork abilities. Step 3 While-reading.The whole step will cost 22 minutes. First, First, I I I will will will play play play the the the tape tape tape of of of the the the listening listening listening material, material, material, and and and Ss Ss Ss listen listen listen to to to it it it and and and finish finish finish Task Task Task 1 1 individually. After listening, I ’d like to invite some Ss to give answers and explain the reasons, and I will check the answers given and written on blackboard by showing correct answers. Second, Ss will listen the tape again and finish Task 2. Before listening, Ss also need to be grouped to analyze the key points of the questions in order to capture the key information while listening. Ss are required to take notes when listening. After listening, I ’d like to invite some Ss to speak speak out out out answers, answers, answers, and and and I I I will will will check check check their their their answers answers answers and and and analyze analyze analyze the the the detailed detailed detailed information information information of of of the the listening material by controlling the tape. This whole step aims to train Ss ’ team-work, listening, and oral expression abilities. Step 4 Post-listening. It will cost 12minutes. First,I will show the listening text and play the tape together. Ss follow look at the text and follow tape to read sentence by sentence. The purpose is to make sure the answers and train Ss' oral expression abilities. Second, Ss will discuss “What would you do if an earthquake happened?” in group. And I will show some pictures about survival skills on PPT to hint Ss. After discussions, I ’d like to invite some volunteers to speak out their ideas. At last, I will summary all the opinions. The purpose is to train train Ss Ss Ss’’ oral oral expression expression expression and and and team-work team-work team-work abilities, abilities, abilities, to to to check check check Ss Ss Ss whether whether whether have have have the the the basic basic basic survival survival skills. Step 5. HomeworkAt the end of the class, I will present homework: Make Ss utilize the internet to search the news news about about about the the the Sichuan Sichuan Sichuan earthquake. earthquake. earthquake. Let Let Let Ss Ss Ss share share share their their their preparations preparations preparations with with with other other other classmates classmates classmates next next class. class. This This This step step step aims aims aims to to to train train train Ss Ss Ss’’ abilities abilities of of of search search search information information information and and and to to to feel feel feel the the the power power power of of of our our nation's post-disaster reconstruction efforts. Part Ⅴ Layout on the blackboardUnit 4 EarthquakesShake-shook ( Here are written down the answers of each group) Crack Rush Brick Fall down-fell down 。
Unit4TheEarthquake说课稿
Unit4TheEarthquake说课稿Unit 4 The Earthquake说课稿一、教材分析；１、教材简析：高一英语第四单元的话题是“unforgettable experiences”，整个单元的设计围绕这一话题展开听、说、读、写多种教学活动，内容涉及“谈论过去的经历”、“描述任人物、事件以及人的感觉”、“学会在一篇文章中用First,Next,Then ,Finally来组织内容”等，让学生初步了解定语从句，学会使用关系代词who ,whom,whose,which,that 的用法。
我上的这节课是本单元的课后阅读训练，它是继前面几个课时内容的延伸，单元教学内容中阅读部分安排了一篇描述洪水的文章，而这篇课文是描述地震的文章，结合目前时事，我想以此为载体让学生在完成阅读任务的基础上对地震的知识有更多的了解，所以设计了这一课时。
2、教学目标：（知识目标、能力目标、德育目标）知识目标：学习描述地震灾害的常用语，能简单的描述地震的发生原因。
能力目标：（1）发展学生听、说、读、写的基本技能，提高阅读技巧，培养综合语言运用的能力；（2）能利用上下文理解单词的含义，；（3）能根据所读材料运用适当语言进行复述。
德育目标：通过本文的阅读让学生对地震有更多认识，加强自我保护。
确立教学目标的依据：根据新课标要求，通过听、说、读、写四项基本语言技能的训练，使学生形成综合语言运用能力，激发学生的学习兴趣，为真实语言交际打基础。
此外，每一门课程都应该尽可能结合学科特点，把培养学生的情感融化到日常教育教学中。
３、重点与难点：（1）重点：1．利用不同的任务训练skimming, scanning, careful reading等阅读微技能；2．对地震知识的更多了解。
（2）难点： 1。
阅读技能的训练；。
4．教学辅助工具：（1）收录机；（2）多媒体二、教学流程：１、新课导入由前面的阅读文章的内容说起，那一场洪灾对于课文的主人公来说是一次难忘的经历，而我们可能会遇到各种各样的自然灾害，询问学生知道的灾害，展示图片让学生对此有所了解，然后展示一幅完美的城市图和灾后城市图进行比较，猜测发生变化的原因，从而引出课题，这样通过师生互动，激活主题，激发了学生的学习兴趣，对后面进行本文的阅读做了铺垫和准备。
Unit4 earthquake 说课稿
人教版高中英语必修１Unit4 Earthquake说课稿图木舒克中学闫苗一、说教材的地位和作用本单元是人教版高中英语必修一的第四单元，本堂课是本单元的第一课时，是一堂阅读课，本课的中心话题是“地震”，内容主要涉及1976年7月28日唐山大地震的震前征兆、震时情况、震后破坏、伤亡情况及震后救援。
对于地震，新疆的学生应该不陌生，新疆本就处于地震频发地带，在上周我们还又一次亲身体验了一次地震，所以本课在地震知识的讲解方面应该不会有太大困难。
本文重点在除培养学生语言知识能力之外，也要学习唐山人民勇敢面对自然灾害的精神，以及面对生命的脆弱，尊重生命，珍惜生命的价值。
二．说学情分析高一年级的学生已经积累了一部分词汇和语法基础,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的能力。
但是，学生个性和英语水平差异大，两极分化严重，因此教学设计要有梯度，由浅入深，注意层次性。
作为一门语言的学习，在课堂上我会尽可能多的鼓励学生利用每一次机会开口说英语，以达到锻炼口语，实现语言的交际功能的目的。
三、说教学目标根据《教学大纲》的要求和学生已有的知识基础和认知能力，在仔细学习和分析教材的基础上，我确定了以下教学目标。
语言知识掌握本课的生词和一些有用的表达方法；了解与地震有关的知识；在阅读中初步感受定语从句。
语言技能能运用所学语言知识描述地震前兆、危害及震后援救；学习阅读中略读、找读，精读的技能情感态度学习唐山人民勇敢面对自然灾害的精神；以及面对生命的脆弱，尊重生命，珍惜生命的价值。
文化意识了解各种自然灾害的名称和地震的情况, 详细了解地震的常识,提高学生的震时自我保护意识。
学习策略培养学生通过各种途径如报纸、杂志、书籍和网络等资源搜集信息的能力。
四．说教学重点和难点1.重点：依据《英语课程标准》话题项目表关于自然灾害部分的话题要求(P76)，了解、理解该自然灾害的情况，以达到能够交流、阅读、书面表达该类文章的能力。
高中英语必修1Earthquake说课稿
【课题】Earthquake【教学时间】45 分钟【教学对象】高一学生【教材】人教版高一英语必修一U nit 4一、教材分析本课程选自人教版高一英语必修一课本。
本单元的中心话题是“地震”，内容涉及“中国唐山地震的不眠之夜”，“美国旧金山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紧密围绕这一主题设计展开的。
二、学情分析1、学生能力分析作为高一学生，学生已具备了用英语沟通的基本能力，也可用英语表达一些自己的观点，这将会有利于课堂活动的进行；但是，学生的知识面相对较窄，这就需要老师加以拓展。
2、学生心理特征分析高一学生求知欲强，好奇心重，渴望得到老师的鼓励，因此，老师应重点采用鼓励式教学。
三、教学目标1、语言技能通过讨论、阅读等课堂活动，提高学生的听说、阅读能力。
同时掌握基本的地震求生的技能。
2、语言知识了解、理解、掌握、会运用定语从句；掌握一些与地震相关的常用词汇。
3、情感态度以“Earthquake”为主题，使学生开阔思维，养成积极思考、独立思考的好习惯，同时培养学生的团队合作精神，热爱生命和生活的人生观。
4、学习策略学会快速阅读的技巧。
通过课堂语言实践活动，培养学生英语交际能力，思维力、想象力。
5、文化知识了解国内和国外的一些灾难史。
四、教学重难点重点：1 、掌握基本的地震自救和求生知识2、掌握定语从句3、掌握快速阅读的技巧难点：1 、如何在规定的时间内更好的启发学生。
2 、使学生掌握快速阅读的技巧五、教学方法（1）情景教学法通过让学生们创设自己处在地震的环境下，会通过什么方式来自救求生。
（2）课堂讨论法在教师指导下，学生运用已学知识，围绕“国内外还有哪些比较有名的灾难“和你对唐山的大地震了解多少”等话题展开讨论。
（3）读书指导法教师通过设置针对性较强的问题，引导学生阅读课文，找出答案。
六、教学用具教学器具：卡纸演示器材：多媒体课件、图片（一些自然灾害和地震的图片）、黑板七、教学流程图八、教学主要环节Step 1 视频与图片导入，引出话题（4min ）Step 2 引导学生在地震时如何自救（10min ）Step 3 教授定语从句（以that which who he whose 为引导）（15min ）Step 4 引导学生进入课文学习 (6min) Step 5 引导学生带着问题进行快速阅读(7min)Step 6 总结与作业布置（3min ）九、教学过程These are the trees which were plantedlast year.2 、学生了解这个结构后，我将让学生翻译以下句子正在那阅读的男孩是汤姆。
江西教师资格_人教版高中英语_Unit4_earthquake_说课稿_全英
人高中英语必修１Unit4 Earthquake说课稿一、教材的地位和作用Analysis of the teaching materialThe center topic of this unit is“earthquake”, the content includes “the sleepless night of Tangshan, the earthquake of San Francisco in 1906, reconstruction after the earthquake in Tangshan, the basic knowledge of earthquake , and how to save one-self and others when suddenly encountered a disaster. All the language knowledge and ability are designed around the topic.The students should be no stranger to earthquake and have some knowledge about it. Especially after the earthquake of Wenchuan and Yushu, we still have lingering fear. So this lesson should not be too difficult for the students to understand. Besides the language knowledge, this passage want to teach the student have courage when facing the difficulties. And willing to help others.二．学情分析My students are first-grade students of senior high school. They have been learning English in junior high school and have accumulated a certain number of vocabularies. They have mastered some simple learning strategies and skills with a preliminary ability of speaking and writing. However, the differences in students' personality and English proficiency are very large. So my teaching design should have gradient to meet the need of different student. I will seize the student's psychological characteristics and stimulate students' interest, so that they will learn to participate in the study, and learn to study in the participation三、教学目标四．教学重点和难点(1)Key points: To get the main information of earthquake through the basic skill of skimming scanning and careful reading(2) Difficult points: the ability to summarize the main idea of the passage. And encourage the students to speak up.五．教学方法与工具。
人教版高中英语必修一Unit4 Earthquakes Reading说课课件 (共27张PPT)
The army teams
10,000 miners workers Fresh water The city
Summarizing
Part 1 the signs before the earthquake Part 2 the happenings and damage during the earthquake Part 3 the rescue after the earthquake
Para 2&3
Prediction
Detailed information Para 2-3. 根据所给数字在文中查读与之相关信息.
eight, thirty two-thirds 75% tens of thousands of
ቤተ መጻሕፍቲ ባይዱ
Para 4
Prediction
Detailed information What rescue work was done after the quakes?
beginning
beginning
beginning
Summarizing
Part 1 . Before the earthquake
Part 2. During the earthquake Part 3. After the earthquake
1 Para ____ 2&3 Para ____
教学反思
1.充分考虑学生基础，利用学生对话题所了解 的背景知识，进行预测，降低阅读难度，突 破重点. 2.关注高一阶段学生阅读习惯的养成和策略的 培养，如查读，细读，归纳，预测等阅读能 力。
感谢各位评委批评指正，谢谢大家！
教材 分析 学情 分析 教学 目标 重点 难点 教学 过程 教学 反思
高中英语必修1 Unit4 中文说课稿
尊敬的各位评委、老师：大家好！我今天说课的内容是高中英语必修一的Unit4 Earthquakes的Reading 部分。
我将分五个阶段完成说课：一、说教材；二、说教法；三、说学法；四、说学情；五、说教学过程。
下面让我们一起进入第一部分——说教材。
一、说教材（一）教材地位和教学内容分析本课是高一必修1第4单元的阅读课型，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。
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。
通过本单元学习，掌握如何表达过去的事情，让学生对地震有更多认识，加强自我保护。
（二）教学目标根据新颁布的《普通高中英语课程标准（实验稿）》关于阅读课主要教学目标的具体描述，结合本课教学内容，具体从知识、技能、情感态度和文化意识三个方面制定如下教学目标。
1.知识目标：a)使学生了解自然灾害的相关词汇，并掌握复杂数字的表达法。
b)学习掌握与地震相关的词汇，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin, injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury, coal,mine,shelter,fresh,percent等，以及right away,at an end,dig out,give out,thousands of以及一些优美句子的赏析。
c) 熟练运用that, which, who, whose引导的定语从句2.技能目标：a)阅读技能的训练：让学生学会克服生词障碍，通过略读，归纳出文章的大意；通过细读，理清文章的总体框架与脉络，归纳出各部分的中心词；通过查读，捕捉文章的重要细节，培养学生获取、处理信息的能力。
最新Unit4-earthquake-说课稿资料
人教版高中英语必修1 Unit4 Earthquake说课稿图木舒克中学闫苗一、说教材的地位和作用本单元是人教版高中英语必修一的第四单元，本堂课是本单元的第一课时，是一堂阅读课，本课的中心话题是“地震”，内容主要涉及1976年7月28日唐山大地震的震前征兆、震时情况、震后破坏、伤亡情况及震后救援。
对于地震，新疆的学生应该不陌生，新疆本就处于地震频发地带，在上周我们还又一次亲身体验了一次地震，所以本课在地震知识的讲解方面应该不会有太大困难。
本文重点在除培养学生语言知识能力之外，也要学习唐山人民勇敢面对自然灾害的精神，以及面对生命的脆弱，尊重生命，珍惜生命的价值。
二、说学情分析高一年级的学生已经积累了一部分词汇和语法基础，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的能力。
但是，学生个性和英语水平差异大，两极分化严重，因此教学设计要有梯度，由浅入深，注意层次性。
作为一门语言的学习，在课堂上我会尽可能多的鼓励学生利用每一次机会开口说英语，以达到锻炼口语，实现语言的交际功能的目的。
三、说教学目标根据《教学大纲》的要求和学生已有的知识基础和认知能力，在仔细学习和分析教材的基础上，我确定了以下教学目标四.说教学重点和难点1•重点：依据《英语课程标准》话题项目表关于自然灾害部分的话题要求(P76), 了解、理解该自然灾害的情况，以达到能够交流、阅读、书面表达该类文章的能力。
2•难点：地震相关词汇的积累，细节阅读后达到复述的目标。
五.说教学方法根据学生特点，以期激发学生的学习兴趣，在过程中学会参与，在参与中学会学习。
因此选定采用以下教学方法：1、任务型教学，如：阅读后完成目标练习taskl、task22、小组合作学习，如：team work部分3、头脑风暴法，如：Retell the story部分六.说教学过程Step 1: Lead-in 导入(2')First, I will show stude nts several pictures, to review some words for n atural disasters. 设计意图：用温故知新的方式导入本课的话题，达到知识循环滚动运用的目的。
人教版高一Unit4Earthquakes说课稿
人教版高一Unit4Earthquakes说课稿Unit 4 Earthquakes说课稿各位老师：大家好！我是XX号考生顾雨，来自河南财经政法大学成功学院。
我今天所说的课题是高中一年级英语上册第4单元Earthquakes。
我说课的内容包括五部分，1.教材内容分析今天我说课的内容是高一英语必修1第4单元Earthquakes，内容主要涉及“中国唐山地震的不眠之夜”“地震后重建的新唐山”“地震的基本知识”“地震中如何自救，救人”，通过本单元学习，掌握如何表达过去的事情，让学生对地震有更多认识，加强自我保护。
2、教学目标分析新课标提出了立体三维教学目标，本课我设计的教学目标如下：1）知识目标：熟悉本课的一些新单词,短语和句型。
语法方面掌握以which，that，who,whose引导的定语从句。
并学会先拟定提纲在写新闻报道的方法。
2）能力目标：训练学生的阅读技巧（略读、寻读等），形成用英语获取信息、处理分析信息的能力。
并鼓励学生开口说英语。
3）情感态度目标：①通过学习激发学生对英语学习的浓厚兴趣；②使学生在领会语言丰富多彩性的同时对地震有更多认识，加强自我保护。
学会在地震中如何自救和救人。
③通过对课文学习的小组讨论等形式，帮助学生养成团结、协作的品质。
3、教学重点、难点：1）教学重点：①让学生熟悉与本话题相关的一些重点单词、短语。
②提高学生的阅读能力，掌握多种阅读方法，如寻读，精读，理解等。
2）教学难点：对阅读中所获取的信息进行加工学习，形成有效的学习策略。
鼓励学生开口说英语。
高一年级的学生已经在初中阶段的英语学习中,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。
但学生的英语水平参差不齐，教学既要进一步培养尖子的学习能力又要保证能力稍弱的学生能听懂，调动他们的积极性，使他们愿意学，在学习的过程中享受到乐趣。
虽然对英语有一定的兴趣但其学习主动性仍有待提高，未能积极主动地通过其他渠道获取信息，自主学习、探究学习的能力还有待于提高。
高中英语复习提升-必修1 Unit 4 Earthquake说课稿
Book 1 Unit 4 Earthquakes说课稿丰城九中：付云Part 1: Teaching MaterialThis is the first reading passage in this unit. Titled A NIGHT THE EARTH DIDN’T SLEEP”, the article describes a big disaster happened in Tangshan on July 28, 1976. It mainly describes the signs before the earthquake, damage during the earthquake and rescue after the earthquake, which enables students to know some common sense about earthquake, realize the great power of nature and feel the selflessness of the army and workers. By learning the passage,enable students to have a positive attitude towards disaster and realize the importance of national unity.Part 2: Analysis of the studentsThe students of Grade 1 have got certain reading ability, which still needs well improving. And their speaking ability is not as good as expected, which will be improved in this period through some exercises. Part 3: Teaching Objectives❖Knowledge objectives1) Enable students to grasp the main idea of the text and more details about earthquakes.2) Get students to know some important words and expressions in the passage.❖Ability objectives1) Develop their reading ability—fast reading and careful reading.2) Develop their speaking ability.❖Moral objectives1) Develop the awareness of cooperation.2) Develop the sense of national unity .3) Let students look at the disasters with a positive attitude and show sympathy to the people who suffered the disasters.Part 4: Important and Difficult points.❖Important Points1) Enable students to grasp the main idea of the text and more details about earthquakes.2) Improve students’ reading skills.❖Difficult points1) Make the students express themselves in English.2) Enable the students to do role-playing.Part 5: Teaching MethodsTask-based method；Question-and –answer method；Watch-and –listen activity；Free discussion teaching method；Group work or individual work method.Part 6: Teaching aidsmultimedia，blackboardPart 7: Teaching proceduresStep 1. Leading-in and warming up（5m’）Show students the video of Wenchuan Earthquake and ask them the questions.1. What can you see in the video?2. What’s your feeling ?Purpose: Let students brainstorm and lead them into the topic. Arouse their sympathy to the people in Wenchuan and realize that in face of disaster, people from the whole country come to help the people in Wenchuan.Step 2 Reading1) Fast Reading （3m’）➢Task 1: Read the passage quickly and finish the task.Disaster:Time:Place:Main idea:➢Task 2: Divide the whole passage into 3 parts according to the time line and match the main idea of each part.Part1Para(s)___ A. Rescue after the earthquakePart2Para(s)____ B. Signs before the earthquakePart3Para(s)___ C. Damage during the earthquakePurpose:Improve the students’ fast reading ability and the ability to grasp the main idea by finding key words and key sentences.2) Careful Reading （16m’）➢Task 2: Read para2-3 carefully and finish the task.(Group competition)1. The world was at an end after the earthquake.2. The number of people who were killed reached more than 400,000.3. “No wind, however, could blow them away.”The word “them”refers to red autumn leaves.4. People tried to get fresh water from wells.5. Two quakes shook Tangshan.➢Task3: Read para4 and finish the task.What's the feeling of people in Tangshan after the earthquake ? Why?Purpose: Improve students’ careful reading ability and develop the awareness of cooperation.3) Consolidation: Work in groups and fill in the blanks.(4m’)Strange things happened in Tangshan. For three days, water in the wells kept_________(rise) and falling.A smelly gas came out of the cracks. Chicken and pigs were too nervous_________eat. At 3:42 am, everything began to shake. It seemed as if the world was at an end. In fifteen seconds the city_______(lie) in ruins. Two-thirds of the people died or _________ (injure). Then later that afternoon, another big quake ________(shake) Tangshan. People began to wonder how long the disaster would last. But all hope was not lost. Soldiers came to help those_________(survive). Slowly, the city began to breathe again. Purpose: Have a consolidation to check if the students have really understood the passage.Step 3 Post reading (11 m’)Role-playing:What would you do to help the people in Tangshan, if you were... ?(Discuss in groups and then each group sends a student to present the ideas.)University studentsThe governmentThe companyFamous starsDoctorsThe armyPurpose: Practice the students’ spoken English and improve the ability to express themselves in Eng lish. After the role-playing, show students some pictures about Tangshan’s new look and ask them to show their feelings.Teacher’s summary:Man can be destroyed but not defeated.Much distress regenerates a nation.Purpose: Enable students to realize although the disaster is destructive, the people don’t give up and aren’t defeated. To some extent, people become more united. Let them learn to love our life and our world.Step 4 Homework (1m’)为纪念唐山地震四十周年，某英文报发起关于灾区新貌的征文活动。
英语教学说课必修一unitearthquake定稿
3.Such a great number of people died because C. they were nervous
4.Water was needed because
D. dams and wells were useless
5.The people did not lose hope because
2) Ability goals:技能目标 To develop SS’ reading skills, such as skimming, scanning, guessing and concluding and inference reading.
3) Emotional goals情感态度目标 : Get the SS to know more knowledge about an earthquake and how to survive an earthquake. Then get them to have the awareness to face the reality bravely, thus strengthening their strong will and make them love our nation and people.
Key points and difficult points
Go
1. Status and function of this passage
我说课的内容是人教版《英语》必修1第4单元的短文阅读。阅读部分是 整个单元的重点，它包含了本单元的重点词汇和语法结构。本单元以 Earthquake 为话题，介绍了1976年的唐山大地震，旨在让学生通过感受唐 山大地震，能运用所学词汇、句型来表达自己的观点、学习关于地震的知识 并感受中华民族和中国人民的伟大。
Unit 4 Earthquakes教案说课稿
Teaching PlanModule 1 U nit 4 Earthquakes(P eriod 2 --- Reading)Teaching goals1. Knowledge and skills1. To learn about the signs, damage and recovery of Tangshan earthquake in order to train the students’ ability to get and handle information.2. Help students to get the main idea and understand the title of the text by scanning and skimming.3. To develop the students' reading ability by detailed reading.4. To develop the students' speaking ability by discussing and interviewing.2. Emotion, attitude and value1. To arouse the awareness of self-protection when facing natural disasters.2. To encourage students to have courage and confidence when in trouble. Important and difficult points1. To help students learn about the features of a news report.2. To lead students to retell the text according to the time line.Teaching methodsscanning & skimming method, task-based method, individual and group work Teaching proceduresStep1. Lead-inPrepare students for the reading material by:---some pictures about the earthquake that took place in Yunnan---letting the students share ideas about earthquakes by group-work Step2. General readingGet the students to finish Task 1 after enjoying a video of the passage.Task 1: Question s1. What is the main idea of the passage?2. In what order is the passage developed?Step3. Detailed reading1. Get the students to read Part 1 of the passage and do Task2.Task 2: Fill in the blanks:Before earthquake, the water in wells ①and fell and the well walls had deep ②. A ③gas came out of the cracks. The chickens and pigs were too ④to eat. Mice came out to find places to ⑤. Some people saw bright ⑥in the sky. In a word, some ⑦things happened.2. Get the students to read Part 2 of the passage and do Task 3 & 4.Task 3: Choose the best answerThe second and third paragraph is mainly about ______.A. the great loss the earthquake brought to TangshanB. the number of people who were killed or injuredC. when and where an earthquake happenedD. the cause of the big earthquake in TangshanTask 4: Fill in the blanksof the nation felt the earthquake .A huge crack that was kilometers long and meters wide cut across houses, roads and canals.In terrible seconds, a large city lay in ruins.of the people died or were injured during the earthquake.The number of people who were killed or injured reached more than .All of the city’s hospitals,of its factories and buildings and of its homes were gone.3. Get the students to read Part 3 of the passage and do Task 5.Task 5: Discussion1. Why wasn’t all hope lost?2. What does “breathe” in the last sentence mean?Step4. Post readingHelp the students consolidate the reading by doing a role-play.Task 6: InterviewGuide the students to retell the passage according to the time line by making a dialogue between a survivor and a reporter.Step5. HomeworkCollect some information about the earthquake that happened in Yunnan and write a news report on your blog.Blackboard design:A night the earth didn’t sleepstrange things damage recovery ——before…(Para 1)——during…(Para 2&3)——after…(Para 4)|——Learning guideUnit 4 Earthquakes (Period 2 --- Reading)教师寄语：Actions speak louder than words.Learning tasks:Task 1: Questions1. What is the main idea of the passage?2. In what order is the passage developed?Task 2: Fill in the blanks:Before earthquake, the water in wells ①and fell and the well walls had deep ②. A ③gas came out of the cracks. The chickens and pigs were too ④to eat. Mice came out to find places to ⑤. Some people saw bright ⑥in the sky. In a word, some ⑦things happened.Task 3: Choose the best answerThe second and third paragraph is mainly about ______.A. the great loss the earthquake brought to TangshanB. the number of people who were killed or injuredC. when and where an earthquake happenedD. the cause of the big earthquake in TangshanTask 4: Fill in the blanksof the nation felt the earthquake .A huge crack that was kilometers long and meters wide cut across houses, roads and canals.In terrible seconds, a large city lay in ruins.of the people died or were injured during the earthquake.The number of people who were killed or injured reached more than .All of the city’s hospitals,of its factories and buildings and of its homes were gone.Task 5: Discussion1. Why wasn’t all hope lost?2. What does “breathe” in the last sentence mean?Task 6: InterviewRetell the passage according to the time line by making a dialogue between a survivor and a reporter.The reporter is supposed to ask the survivor something about what he/she has seen or experienced in the earthquake.说课稿Unit 4 Earthquakes (Period 2 --- Reading)一、教材分析本课是高一必修模块1第4单元的阅读课型，这单元围绕earthquakes 这一主题开展听、说、读、写多种教学活动。
最新说课比赛BOOK1Unit4Earthquakes说课稿
必修１Unit4 Earthquakes说课稿尊敬的各位评委老师：你们好！今天我说课的内容是高一英语必修1第4单元Earthquakes中Warming up 、pre-reading和reading的内容，此内容为本单元的第一课时。
我将分三个阶段完成说课：一、说教材；二、说教法；三、说教学过程。
下面让我们一起进入第一部分——说教材。
一、说教材１、教材的地位及作用：本篇文章是该单元的主体阅读,是一篇新闻报道。
文章讲述了1976年7月28日凌晨发生在河北省唐山市的大地震。
通过对震前征兆，地震发生，震后救援的具体描述，向我们再现了唐山大地震这场二十世纪人类遭受的最惨重的自然灾害。
本课型是单元整体教学的重要环节，为学生的语言学习、语法学习提供了载体。
在语言学习上，本篇文章词汇量大，篇幅较长，并且采用一些修辞手法，对学生的语言阅读能力提出了更高的要求。
但文章的结构比较明显，容易归纳出各部分的中心词。
在语法学习上，文中出现许多定语从句，在初中已有认知基础上，本单元为接下来定语从句的进一步学习起到承上启下的作用。
2、教学目标：（依据：高考英语考试大纲对词汇掌握、阅读能力的要求）（1）知识目标：a.了解关于地震的基本知识b.学习考试大纲要求的词汇和短语（2）能力目标：训练学生通过略读，细读等阅读技巧捕捉文章主要信息，归纳文章段落大意，理解文章细节。
（3）情感目标：学习在地震或突遇的灾难中如何自救、救人。
树立安全意识，珍爱生命。
3、教学重点和难点（1）重点：训练学生的阅读技巧，培养学生对文章整体结构的把握以及快速捕捉文章重点细节和总结归纳的能力。
（2）难点：如何使学生学会提取、筛选和重组文章中的信息，并灵活运用到语言实践中。
二、说教法学情分析：学习本文的学生是刚进入高中阶段两个月左右的学生，仍然处于初高中交接适应阶段。
由于学生整体基础较薄弱，特别是由于词汇量缺乏，导致阅读速度慢。
因此本课时着重注意调整活动任务设置的梯度，使每个层次学生通过学习活动，都能学有所成，体验到成功。
人教版高一英语必修一：Unit4-Earthquakes-说课稿(共43张)ppt课件
教学目标
教材 学情
目标
重难点
知识 了解地震知识， 目标 掌握相关词汇。
教法 学法
能力 目标
教学
过程 提高阅读技能,
教学 感受修辞魅力。
反思
.
情感 目标
勇于面对困难, 乐于伸出援手。
教材 学情
目标
重难点
教法 学法
教学 过程
教学 设计
教学重难点
帮助学生迅速了解文章主旨 及各部分大意。
提高学生获取、分析、 理解信息的能力。
R鉴epe别tit修ion辞(反手复法) ； 3. It seemed a欣s i赏f th修e w辞o魅rld力wa。s at
an end. Hyperbole(夸张)
4. Bricks covered the ground like red autumn leaves. Simile(比喻)
Post-reading (group work)
Roads, and buildings were badly damaged. The city lay in ruins.
Many people died or were injured. The army was sent to rescue the people.
读前处理生词， 扫清阅读障碍。
Book 1 Unit 4 Earthquakes
Warming up& Reading A Night The Earth Didn’t Sleep
说课
.
教学教C重o材情学学法n难t分分目e反过学n点析析标t思程法s
.
教材
学情
目标重 难点
教法 学法
教学 过程
高中一年级英语必修一说课稿：Unit 4 Earthquakes
Step1Revision
1.Askstudentssomequestionstorevisethelastlesson.
2.Checkthehomework(findoutsomeinformationaboutearthquakes).Throughthispart
Part2Myteachingtheories,methodsandaids
Beforedealingwiththislesson,Illdomybesttocarryoutthefollowingtheories:MaketheSs
therealmastersinclasswhiletheteacherhimselfactsasdirector;
高中一年级英语必修一说课稿：Unit 4 Earthquakes
要说好课，就必须写好说课稿。为大家推荐了高中一年级英语必修一说
课稿，请大家仔细阅读，希望你喜欢。
Hello,everyone.TodayImverypleasedtohaveanopportunitytotalkaboutsomeofmyteac
uakestolearnnewwords,forexample,smelly,steam,burst,disasterandsoon.
Purpose:Arousethestudentsinterestofstudy.
Bringinnewsubject:Earthquakes.
Step3.Fastreading
1、首页2、***
说课是教学改革中涌现出来的新生事物，以下是为大家
整理的高中一年级英语上册优秀说课稿模板，希望可以解决您所遇到的相关
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高一英语必修一unit 4 The Earthquake说课稿一、教材分析；
１、教材简析：
高一英语第四单元的话题是“unforgettable experiences”，整个单元的设计围绕这一话题展开听、说、读、写多种教学活动，内容涉及“谈论过去的经历”、“描述任人物、事件以及人的感觉”、“学会在一篇文章中用First,Next,Then ,Finally 来组织内容”等，让学生初步了解定语从句，学会使用关系代词
who ,whom,whose,which,that 的用法。
我上的这节课是本单元的课后阅读训练，它是继前面几个课时内容的延伸，单元教学内容中阅读部分安排了一篇描述洪水的文章，而这篇课文是描述地震的文章，结合目前时事，我想以此为载体让学生在完成阅读任务的基础上对地震的知识有更多的了解，所以设计了这一课时。
2、教学目标：（知识目标、能力目标、德育目标）
知识目标：学习描述地震灾害的常用语，能简单的描述地震的发生原因。
能力目标：（1）发展学生听、说、读、写的基本技能，提高阅读技巧，培养综合语言运用的能力；
（2）能利用上下文理解单词的含义，；
（3）能根据所读材料运用适当语言进行复述。
德育目标：通过本文的阅读让学生对地震有更多认识，加强自我保护。
确立教学目标的依据：
根据新课标要求，通过听、说、读、写四项基本语言技能的训练，使学生形成综合
语言运用能力，激发学生的学习兴趣，为真实语言交际打基础。
此外，每一门课程
都应该尽可能结合学科特点，把培养学生的情感融化到日常教育教学中。
３、重点与难点：
（1）重点：1．利用不同的任务训练skimming, scanning, careful reading等阅
读微技能；2．对地震知识的更多了解。
（2）难点： 1。
阅读技能的训练；。
4．教学辅助工具：
（1）收录机；（2）多媒体
二、教学流程：
１、新课导入
由前面的阅读文章的内容说起，那一场洪灾对于课文的主人公来说是一次难忘的经历，而我们可能会遇到各种各样的自然灾害，询问学生知道的灾害，展示图片让学生对此有所了解，然后展示一幅完美的城市图和灾后城市图进行比较，猜测发生变化的原因，从而引出课题，这样通过师生互动，激活主题，激发了学生的学习兴趣，对后面进行本文的阅读做了铺垫和准备。
２、新课的讲解
（1）不同层次的阅读技能训练；
首先是Speed reading，
a. skanning，快速默读全文，了解课文大意，回答简单问题为下一步找出
细节作好铺垫。
b. skimming，让学生进行跳跃式阅读，了解文章的结构，教师要求学生（work
in pairs）给每一部分给一个标题，以此培养他们找寻文章或段落的主
题句和
然后是careful reading ，
a,扫读：用多媒体展示针对每个部分提出不同问题，，学生通过扫读来
获取细节信息。
在通读全文梳理文章，理解主题基础上，学生熟悉了文章
内容，才能掌握地震的相关知识。
在这一环节中，针对各部分设计了不同
的任务，
1，选择题，四个部分
2，根据上下文了解代词的指代内容，涉及全文。
3，针对第二部分回答问题
4，针对第三部分让学生结合示意图用自己的语言复述地震的形成，这既是理解基础上的表达，也是对理解的检验。
它可以训练学生的各种思维能
力，培养学生各种语用能力，是激发学生创造性思维的有效教学方法。
复
述课文是培养学生用英语连贯表达的一种有效的训练手段，而且加深了学
生对课文的理解，从而促进他们的口语交际能力和书面表达能力的发展。
5，针对最后一部分提出一个开放性的问题进行讨论
b .朗读：让学生跟读录音，掌握正确的语音语调,从整体上把握课文结构并从中得到自己的感受。
这也为下一步学生讨论做好铺垫。
学生通过以上活动，从基本框架到细节信息把握住了这篇文章。
接下来的环节是通过多媒体展示的几幅图片让学生进行读后讨论。
让学生对地震有更多认识（2）、在情境中激思，培养创新思维：
在课文教学时，我采用多种思维训练法，培养学生的创新思维。
根据教材的语言材料，巧设疑问，鼓励学生从不同方面，不同角度进行思维。
在careful reading的扫读中，每个部分的问题各不相同，任务都非常有针对性，训练了学生各项不同的能力，学生表现出极大的兴趣和参与热情。
这激发了学生的好奇心，这样既可提高口语表达能力，又可提高学生的想像能力。
所以教师在课堂上巧妙地适时设问，是对学生进行多种思维的训练，学生的思维创造性也因此得到充分发挥。
其次详细阅读之后，给学生提出一些讨论话题，是继教材内容之后的一个延伸，由此，以教材为载体我们更多的了解了地震的相关知识，而学生用英语进行讨论，也是对语言运用能力的培养。
3、作业的布置：
（1）做课后练习三，了解地震的各个震级所带来的破坏完成句子，这一练习有两个目的，一方面更多的了解了地震，另一方面复习了定语从句的关系代词的用法。
（2）预习写作部分提出的问题，准备写一写汶川地震。