英语阅读课Natural Disaster的评课稿

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烘烦学校高中英语习作欣赏与点评 Natural Disasters

料益州兼烤市烘烦学校NaturalDisastersNatural DisastersA natural disaster is the effect of a natural hazard that affects the environment,and brings financial,environmental and human losses.In terms of the natural disasters,we should not be afraid of them,but try to learn about them and know how to deal with them.As the economy develops,people overuse the natural resources and some of our activities cause huge damage to nature,like air pollution,water pollution,deforestation and so on.When we break the laws of nature,we will be punished.That is why these years so many natural disasters occur at home and abroad.Earthquake is why that is quite common and frequent among the natural disasters.For example,on May 12th 2008,a strong earthquake hit WenChun,SiChuan province.It was said to be the strongest earthquake in this century.Many buildings were destroyed,and the electricity and water supply were cut off.The number of people who died in the earthquake reached as much as 60000 and tens of thousands of people were injured instantly,it seemed as if the doom of the earth befell the people in WenChuan..since we can not control the natural disasters and some of them can not be avoided,it is necessary for us to have a good knowledge of the skills that are useful to survive the natural disasters.When facing these dreadful disasters,we should not be panic.On the contrary, we should keep calm and try to grasp the opportunity to escape. On the other hand,we must take actions to proctect nature,such as planting more trees,saving energies and so on..In my opinion,everyone makes some contributions to nature,in the long run,we will benefit from nature in return.All in all,we should get along well with nature,and makeefforts to build a harmonious world.Thus even if we can not prevent the natural disasters,we can reduce the destruction of them.mangeldily93分优秀1.Natural Disasters 标题放中间2.In terms of the natural disasters,we should not be afraid of them,but try to learn about them and know how to deal with them. 整个句子去掉.第一段表述自然灾害的定义,第二段讲人类活动破坏自然规律,造成自然灾害频繁发生,这一句话多余.3.Earthquake is why that is quite common and frequent among the natural disasters. why 改为one.4.The number of people who died in the earthquake reached as much as 60000 and tens of thousands of people were injured instantly,it seemed as if the doom of the earth befell the people in WenChuan. 逗号变句号,it大写,一句话变成两句话.5.When facing these dreadful disasters,we should not be panic. facing改为faced with.Natural DisastersA natural disaster is the effect of a natural hazard that affects the environment, and brings financial, environmental and human losses.As the economy develops, people overuse the natural resources and some of our activities cause huge damage to nature, like air pollution, water pollution, deforestation and so on. When we break the laws of nature, we will be punished. That is why ,these years , so many natural disasters occur at home and abroad. Earthquake is one that is quite common and frequent among the natural disasters. For example, on May 12th 2008, a strong earthquake hit WenChun, SiChuan province. It was said to be the strongest earthquake in this century. Many buildings were destroyed, and the electricity and water supply were cut off. The number of people who died in the earthquake reached as much as 60000 and tens of thousands of people were injured instantly. It seemed as if the doom of the earth befell the people in WenChuan.Since we can not control the natural disasters and some of them can not be avoided, it is necessary for us to have a good knowledge of the skills that are useful to survive the natural disasters. When faced with these dreadful disasters, we should not be panic. On the contrary, we should keep calm and try to grasp the opportunity to escape. On the other hand, we must take actions to proctect nature, such as planting more trees, saving energies and so on. In my opinion, if everyone makes some contributions to nature, in the long run, we will benefit in return. All in all, we should get along well with nature, and make efforts to build a harmonious world. Thus, even if we can not prevent the natural disasters, we can reduce the destruction of them.标点不规范,每个符号后面应该空一个,扣2分.主要语法错误两处,扣2分.标题没有放中间,格式,扣1分.段落不清晰,句子多余扣2分.第一段表述自然灾害的定义.第二段以汶川地震为例,说明人类活动破坏自然规律,造成自然灾害频繁发生.第三段讲述面临自然灾害,人们应该做什么.一方面保持镇定,努力在灾难中逃生,另一方面在日常生活中,爱护自然,减少自然灾害的发生.这样的构思很精密.能够熟练使用定语从句等一些复杂句子,语言基本功很好.总之,立意,思路,结构,以及语言表达都不错.100%。

英语阅读课Natural_Disaster的评课稿

unit 4 Earthquake评课稿杜洁老师上的是unit 4 Earthquake阅读课。

作为一位青年教师, 能够勇挑重担，非常自不过流畅的完成了教学任务。

这说明她的基本功非常的扎实,而且平时对课堂教学和教学的研究一定是深入的。

这节课为学生提供了充足的时间实行阅读、分析、思考和讨论，注重了教材内容的思想性、知识性和欣赏性，开阔了学生的视野，培养了审美情趣。

教师的角色已经成功地从“知识的传授者”转变成了“学生自主探索学习的引导者”。

这个转变是新课标理念的重要体现，对学生的自主学习和终身发展具有重大的积极意义。

本节课有以下几个特点：：1.做好前测，巧妙导入前测是科学设计、有效教学的基础，用好前测，教师既能了解学生的现有发展水平，又能使学生客观理解自己的知识储备情况，这对整体的阅读教学具有重大意义。

杜老师能巧妙设题：写出你知道的自然灾害的名称以及与这些自然灾害相关的形容词；思考这些自然灾害给人类带来的危害。

把前测题当做预习作业布置给学生，这样学生在预习的过程中就能把握此话题学习的整体脉络，为真正的课堂学习做好准备。

老师通过三分钟的左右的检测，协助学生预习了自然灾害名称以及相关的形容词，使学生复习了已有知识，为建构学习新知识做好准备。

导入环节的教学是本节课的亮点之一. 观看完一段一分钟左右的反映唐山大地震的视频后，一个问题：What’s your feeling about a terrible earthquake and flood?不但成功地导入了本节课的话题，而且激发了学生的学习兴趣,促动学生形成积极的情感态度和价值观。

同时进一步复习巩固与自然灾害相关的词汇。

2.精心设计，培养阅读水平。

读前的词汇练习编排的很灵活，既有启发性地激活了学生已有的知识储存，而且又技巧性地渗透本课的生词教学。

如表现生词thunderstorm、catastrophe、rainfall时就特别注重阅读技巧——根据语境来猜测单词的意思。

高中英语人教版Unit4Naturaldisasters单元说课稿(1)

根据《课标》精神、教材编写特点和学生学习实际情况，建议本单元第一教案划分为7个课时，第二教案划分为3个课时：
第一教案：
PeriodIListening and Speaking
PeriodⅡReading and Thinking
PeriodⅢDiscovering Useful Structures
第二教案：
PeriodⅠListening and Speaking
PeriodⅡReading and Thinking
PeriodⅢDiscovering Useful Structures, Listening and Talking, Reading for Writing, Assessing Your Progress, Project＆Video Time
2.单元重点难点
重点：
（1）通过听、读和看获取、梳理、整合常见自然灾害的起因、前兆、发生过程、造成影响、防范措施等常识，学习并初步运用与本单元主题相关的词汇描述常见自然灾害。
（2）在语篇中恰当地理解和使用限制性定语从句，并能够使用定语从句修饰和限制真实和想象世界中的人和物情境和事件。
（3）能够使用恰当的语言发布安全指令及学会写文章的概要。
Unit 4单元名师说课
概括分析
1.单元内容分析：
本单元的主题语境是自然灾害，属于《课标》中人与自然，灾害防范主题群下子主题—自然灾害与防范，安全常识与自我保护，并通过多模态语篇，如视频、图片、说明文、新闻报道等，呈现以下主要内容：五种常见的自然灾害，地震、山火、洪水、海啸、旱害的基本信息，如级别、发生时间毁坏程度、伤亡情况以及起因；采用一篇说明文，详细介绍了1976年唐山大地震的震前震中、震后现象及重建后唐山的现在面貌，让学生认识到地震所产生的灾害；采用一段视频，介绍海啸产生的原因和造成的危害提醒学生增强自我防范意识、安全常识和自我保护意识；设计了三个活动，让学生在描述地震、火山喷发、台风、飓风等自然灾害的过程造成的灾难等，在语境中学习了理解本单元的语法—限制性定语从句；呈现一段关于地震预防的对话，主要包含一些安全指令用语，学会使用英语指导自然灾害安全逃生；阅读了海啸袭击亚洲的新闻报道，获取海啸发生过程、造成损害和救援等相关信息，识别新闻报道语篇文体特征，学习写摘要。最后呈现项目式学习，从四个方面逐层介绍完成一个报告的全过程，突出主题意义。总之，采用多模态语篇，呈现围绕主题语境学习材料有效地将教学内容和语用目标有机结合，有助于开展主题意义探究活动，为核心素养落地生根提供了有效的途径。

人教版高中英语必修第一册《Unit4Naturaldisasters》评课稿

人教版高中英语必修第一册《Unit4Naturaldisasters》评课稿一、课程背景和教材概述1.1 课程背景人教版高中英语必修第一册《Unit4Naturaldisasters》是高中英语课程中的一部分。

本单元主要讲解了自然灾害的相关知识，包括地震、火山喷发、洪水等。

1.2 教材概述该单元主要包含了以下内容： - 学习目标：了解自然灾害的原因、影响和应对方法。

- 主要课文：介绍了地震和火山喷发的相关知识，以及灾害中的英雄故事。

- 学习任务：通过听说读写等多种形式，提高学生的英语综合能力。

- 扩展阅读：通过阅读相关文章，拓宽学生的知识面，培养他们的阅读能力。

二、教学目标2.1 知识与能力目标•了解地震、火山喷发等自然灾害的原因和影响。

•掌握描述自然灾害的相关词汇和句子结构。

•学会应对自然灾害的方法和技能。

2.2 过程与方法目标•通过情景对话、听力训练等多种形式，提高学生的英语交流能力。

•培养学生合作学习和自主学习的能力。

•激发学生的学习兴趣，培养他们的英语学习习惯。

2.3 情感态度与价值观目标•培养学生的自信心和团队合作意识。

•培养学生对于自然灾害的关注和应对意识。

•培养学生积极乐观的人生态度和责任感。

三、教学重点和难点3.1 教学重点•学习掌握地震、火山喷发等自然灾害的相关知识。

•提高学生的英语听说读写能力。

3.2 教学难点•解决学生对于一些科技词汇的理解困难。

•培养学生的英语学习兴趣和学习策略。

四、教学准备4.1 教具准备•课本和课件•播放器和录音机•词汇卡片和图片•黑板和粉笔4.2 学生准备•学生需要预习相关课文和扩展阅读内容。

•学生需要准备课堂上的听力练习和口语对话。

五、教学步骤5.1 导入和引导 (10分钟)引入地震和火山喷发的话题，利用图片和词汇卡片帮助学生理解和记忆相关词汇。

5.2 新知呈现 (20分钟)通过课文的朗读和讲解，帮助学生了解地震和火山喷发的原因、影响和应对方法。

初中英语译林版备课资料8AUnit 8 Natural disasters讲解分析+教案设计+习题设计+单元检测

Unit 8 Natural disasters单元概述单元教材分析：本单元围绕Natural disasters这个话题展开，让学生谈论了解各种自然灾难以及在各种自然灾难中如何自救，并注意从学生自己生活的实际环境出发,拓展了一些自然现象和自然灾害。

“Comic strip”部分通过Eddie和Hobo的对话情境，激发学生对本单元的学习兴趣，引出天气状况，同时初步导入本单元的重要语法——过去进行时。

“Welcome to the unit”部分通过对比自然灾难与人为事故来了解并掌握几种常见的自然灾难的名称，掌握句式：…if…和Was anyone hurt?等；“Reading”部分通过学习了解台湾地震幸存者Timmy的故事，了解台湾地震的基本情况，培养学生根据关键词和语境猜测大意的能力，学习并掌握大量的词汇、词组和句式，理解使用过去进行时的语境，同时培养学生根据已有的阅读材料抓住故事细节和故事情节发展的能力，引导学生运用正确的阅读技巧，全面提高阅读能力，教育学生在自然灾难中的自我保护。

“Grammar”部分介绍了过去进行时的构成和用法，学会“while”“when”和“as”在过去进行时中的具体运用；“Integrated skills”部分让学生通过听录音，从录音材料中提取信息，补全灾难预防提示表，并以“What should we do first?”让学生学会处理一些日常生活中的突发事故，训练学生的听、说、读、写技能；“Study skills”是英语构词教学中的一种,通过把两个独立的英语单词结合到一起构成另外一个单词，也就是“合成法”。

学生通过学会通过两个单词的意思，猜测出它们构成的新词的意思；“Task”部分通过回顾单元基础知识，学习在写作中陈述事实性信息，让学生根据一些要点完成Sandy 的范文，并根据范文设计出一种自然灾难文章的要点提纲，尝试写出相关文章。

训练学生的写作能力，综合运用英语的能力。

Unit2NaturalDisastersAssessment教学设计高中英语牛津译林版(2020)

牛津译林版（2020）必修第三册Unit 2 Natural DisastersAssessment本节课的教材分析：本节课以牛津译林版（2020）必修第三册Unit 2 Natural Disasters Assessment 的教材为基础。

该教材主要涵盖了自然灾害相关的主题，包括地震、洪水、火山爆发等。

教材设计了相关的阅读内容和语言点，旨在通过学习自然灾害的知识，提高学生的阅读理解能力和语言运用能力。

教学目标：1. 知识与能力目标：a) 学习自然灾害的一些基本知识，并能正确运用相关的词汇和短语。

b) 提高学生的阅读理解能力，培养学生获取信息和综合思考的能力。

2. 过程与方法目标：a) 培养学生积极参与课堂活动的能力，提高学生的合作和交流能力。

b) 能够灵活运用各种教学资源和工具，丰富教学内容，激发学生的学习兴趣。

教学重点：1. 学习自然灾害的相关词汇和短语，如earthquake, volcano, tsunami, flood等。

2. 培养学生的阅读理解能力，能够获取文本信息并进行综合思考。

教学难点：1. 提高学生的阅读理解能力，尤其是能够理解较为复杂的非虚构文本。

2. 培养学生的综合思考能力，能够将各种信息进行整合和分析。

学情分析：学生为高一年级学生，对英语的基础知识和语法规则已有一定的掌握。

他们对自然灾害的概念有一定的了解，但对于较为复杂的非虚构文本的阅读和理解可能存在一定困难。

部分学生可能存在主动性和参与度不高的问题。

教学策略：1. 激发学生的兴趣：使用多媒体资源，如图片、视频等，引起学生的兴趣，提高他们的学习积极性。

2. 引导学生自主学习：通过设置问题和任务，引导学生自主探究和发现，培养他们的独立思考和问题解决能力。

3. 合作学习：设计小组合作活动，鼓励学生相互讨论和合作，促进他们的交流和合作能力。

教学方法：1. 导入法：通过展示一些地震、洪水、火山爆发等自然灾害的图片或视频，激发学生的学习兴趣，并导入本节课的话题。

Unit2NaturalDisastersWeletotheunit说课教案高中英语译林版(2020

B3 Unit 2 Natural DisastersWele to the unit 说课稿Teaching concept：1.基于大观念的单元整体教学，探究单元内容关联，明确单元大观念，围绕单元大观念，整合、拓展、重构单元内容，找到单元内容内在逻辑关系，依据《课标》确立单元目标，立足目标设计单元学习活动。

2．主题意义引领下的英语学习活动观，通过学习理解、应用实践，迁移创新等一系列体现综合性、关联性和实践性的活动，促进学生语言知识学习、语言技能发展、文化内涵理解、多元思维发展、价值取向判断和学习策略运用。

3.以目标为导向教学评一致性，从学生能力的诊断、教学目标的确定、教学材料的选择、教学活动的实施、教学结果的评价等方面入手进行设计。

Teaching analysis：Analysis of the text：本单元承接第一单元Nature in the balance 之后的一个单元，属于“人与自然”主题语境中的“自然灾害与防范” 话题，旨在帮助学生认识自然灾害的巨大破坏力，掌握在遇到自然灾害时的自救知识。

本课时板块 Wele to the unit 利用多模态语篇—视频，呈现了较为常见的自然灾害。

学生通过观看视频、填写关键词，了解自然灾害的基本信息，为进一步学习本单元话题做好准备。

What:在本课时里，学生将围绕“Natural disasters”这个主题，辨析不同种类的自然灾害并收集相关信息，回答“是什么”问题;Why:学生能够了解历史上一些大的自然灾害及其所带来的灾难性后果，回答“为什么”问题；How:多模态语篇视频内容讲述各种灾难的现象和形成的主要原因，用不同时空的真实场景描述灾难发生时的现象，用真实数据说明灾害造成的危害，学生通过观看、记录并分享了解的自然灾害知识，形成对自然灾害产生危害的初步认识。

Analysis of students：本单元教学对象为省重点中学高二学生，大部分学生的语言基础较好。

Unit4NaturalDisastersReadingandthinking教学设计-高中英语人教

人教版高一英语必修一Unit4 NA TURAL DISASTERS Reading and Thinking教学设计教材分析1.单元背景。

本单元以“自然灾害”为话题，包含了地震、火山喷发、海啸、飓风等自然灾害的介绍，以及如何在灾难中自救和救人的方法。

在自然灾害面前，人类有时显得很渺小，但是了解自然灾害，掌握自救和救人的方法，却能使我们有效地减少灾害带来的损失。

2.单元分析及教材处理。

为了让学生有充足的Natural Disasters 知识和正确的情感态度去面对自然灾害，而且学生也能学有所用。

本单元旨在让学生了解自然灾害的种类、发生的原因、危害以及如何自救和救人。

让学生对Natural Disasters 的知识有一定的了解，并明白各种自然灾害的破坏性。

使学生在认识的基础上进一步学习阅读课文里有关灾难——地震来临前的征兆和地震过程中的相关知识，并懂得在地震中如何自救，如何救人等内容。

在学习知识的同时增强了学生的社会责任感，树立了正确的人生观，价值观。

珍爱生命，在大灾难前要有大爱，这样也提高了学生的自身素养I．Teaching Content：Unit4 Earthquakes ReadingA Night the Earth Didn’t Sleep II．Teaching time：45 minutesIII．Teaching Goals1. Knowledge aim1). Get the students to learn some useful words and expressions.2). Develop the students reading ability and let them learn different reading skills.2. Ability aims:1). Get the students know damages earthquake bring about and the ways to reduce losses of earthquake.2). Get the students to know how to protect oneself and help others in earthquake.3. Moral aims:1). Know what damages an earthquake will bring about and the ways to reduce losses of an earthquake.2). Know how to protect oneself and to help others in an earthquake.IV. Important points:1.Words: shake, rise, crack, burst, well, smelly, pond, steam, destroy, ruin, injure, survivor, brick, useless, shock, quake, rescue, electricity, disaster, organize, bury, coal, mine, shelter, fresh, percent.2.Phrases: right away, at an end, lie in ruins, be trapped under sth, put up, give out, wake sb up, prepare sth for sth., think little of sth.3.Sentences:(1). It seemed as if the world was at an end.(2). Onethird of the nation felt it.(3). In fifteen terrible seconds, a large city lay in ruins.V. Difficult points1. The meanings of some words and expressions.2. Describe a natural disaster, such as an earthquake3. Understanding of sentences which contain Attributive Clause.VI. Teaching tools blackboard, courseware, tape recorder and some coloured ,pictures.VII. Teaching MethodsSituational teaching methods & interactive teaching methods, cooperative exploring methods.VIII. Teaching Procedures1.Greetings2. LeadinTeacher shows some pictures about the earthquake. Students look at the pictures and think of some new words relating to the natural disasters.3.Reading1). Fast readingTeacher shows the title and the photo on page fifty. Let students guess what the text is about. Student will be given five minutes to get the main idea and pay attention to the beginning and any sentences in each paragraph and find out the topic sentence and then match the main idea with each paragraph.Para.1: A．The rescue work.Para.2: B．The revival of the city.Para.3: C．Warning signs before the earthquake.Para.4: D．The happening of the big earthquake.Para.5: E．The immediate effects of the earthquake2). CarefulreadingStudents will be given five minutes to read part one carefully and do the following exercises: What were some of the strange things happening before the earthquake and how did people in react to the signs.How did people in Tangshan react to the signs?A．Ignorant. B．Alert. C．Sensitive. D. Casual3. What rhetorical device(修辞手法) does the author use in the sentence “the water in the village wells rose and fell, rose and fell”？A．Metaphor(比喻)．B．Repetition(重复)．C．Parallelism(排比)．D．Personification(拟人)．参考答案A AFunction: To make the description more vivid and involve the readers in the atmosphere.Students read part 2 carefully and do the following exercise and read paragraph 3 to carefully to do the following exercise the teacher will choose some students to show your answers for others1. How can we protect ourselves in an earthquake at school？2.What can you do after an earthquake?(Creative thinking)PostreadingGroupwork(1) Don’t be nervous and keep calm.(2) Don’t try to run out of the classroom.(3) Sit down under your desk.(4) Protect your head by putting your bag on your head.(5) Don’t use lift.(6)If possible，run to the schoolyard.IX. Group workStudents will be given five minutes to have a group of work to have a discussion about how can we protect ourselves in an earthquake at school and what can you do after an earthquake? Whatdo you think helped in the revival of city?What lesson can we learn from these events? Some students will be invited to share their answers for the other students.The spirit of bating disaster relief抗震救灾精神Whether in Tangshan earthquake or in Wenchuan earthquake, the most important thing is the spirit of Chinese people. Every time a disaster happens, we fight against it together and we never lose hope. That is the spirit of bating disaster reliefRecently, in the battle against COVID19, China did the best in controlling the virus. That is the result of the spirit of bating COVID19X. SummarySome students will be invited to have a summary about what did we learn today.XI. Homework1.Write a passage about your feelings after today’s passage learning.2.Finish activity 5.XII. Blackboard writingXIII. Teaching reflection课后反思依据教学目标，对学生的学习过程进行评价，旨在反思教学效果，不断改进自己的教学方法与策略。

英语教学设计 9下Unit 4 Natural disasters

about some culture shock,finish Ex A.
1.Ask Ss to look at the pictures and lead in the topic of Unit4.
2.Ask Ss to read all the new words of Reading A, try to remember some new words.
3.适当补充与课文话题相关的内容，拓展学生的阅读视野。
学情学法分析
1.通过谈论uNatural disaster”的相关话题，创设机会让学生能够在听、说、读、写等语言综合实践活动中运用本单元的重点词汇、句型与语法。
2.结合课文的内容，引导学生通过并学会正确应对自然灾害，
同时树立保护环境的意识。
2.Get Ss to finish exercise Cl & C2 on page 20. and then check the answers.
3.Ask Ss to read the passage again and finish Ex DI and then check the
1）通过初读检测学生是否具备快速理解文章主要内容的能力。
1.本单元以“Natural disaster”为题,阅读一则描述梦中一场大水灾的故事，了解水灾发生时的骇人景象以及作者和其他人的不同的反应。学生通过听、说、读、写的渗透，提高英语综合能力，并学会正确应对自然灾害，同时树立保护环境的意识。
2.引导学生积极主动的通过预习完成可以自己学会的部分，课堂学习完成学习的重难点，通过复习及归纳总结单元的学习。
2）通过细读检测学生是否具备深入理解文章内容的能力。
1)Ask Ss to read the passage again and finish Ex DI and then check the

unit,22,natural,disasters,教案

unit,22,natural,disasters,教案篇一：unit 22 Lesson 3Natural disasters 教学设计Lesson 3 Natural disasters学习内容分析：本单元的主题是环境和环境保护，本节课是讲自然灾害，单元开头热身部分都已经有了对自然灾害的简单引入，故而要是导入这一节课不是难题。

虽然学生对环境和自然灾害都有所了解，但环境的保护意思还很淡薄，也希望通过这节课的学习对学生有保护环境热爱地球的意识。

本节课是一节培养学生技能训练的课，课文较长，生词较多。

主要分为三个课时来完成，第一课时掌握阅读技能，并能用阅读技能完成课本上的习题，再者还要掌握本课的大意完成课本上设计的对于理解课文的习题。

第二课时主要是针对本节课中的语言现象进行讲授，拓展词汇练习。

第三个课时完成词汇学习部分，弄清楚名词和动词的区别，以及他们的用法。

本节课主要是一片报道，内容都是有关自然灾害的叙述，学完本课后学生能从中了解更多有关环境的问题。

第一课时 Thefirst period学习目标：知识与技能：1. Complete the text with sentence gaps by using reading strategies.2. Get the general idea of the text. 过程与方法：1. 三勤四环节教学法：定向诱导；自学探究；讨论解疑；反馈小节2. students—centered class teaching, task reading approach; pair work and group work. 情感态度：通过本节课起到对学生进行环境保护的教育意义。

教学重难点：重点：学习七选五的阅读策略，通过学生自学，老师点拨。

难点：运用学的阅读策略完成本课的习题，通过学生的答案对比进行引导讲解达到学生对解题方法的掌握。

信息技术应用分析：教学过程：篇二：北师大版模块8-Unit-22--Lesson-3-Natural-Disasters的教案Unit 22 Lesson 3 Natural Disasters 崇世界 I. Teaching Aims 1. To practise reading strategies to complete texts with sentence gaps.2. To practise using the vocabulary of natural disasters.3. To do exercises about the text.4. To talk about disasters and aid.II. Teaching Important Points and Difficult Points1. Some students may have problems with the pronunciation of the vocabulary.2. How to read the text and grasp the main idea of it.3. To help the students improve their ability to express English and to be creative.III. Teaching Methods1. Multimedia computer assisted instruction2. Communicative teaching method3. Student-centered teaching method4.Activity-based teaching methods (Question-and-answer; Free discussion; individual work, pair work, group work)IV. Teaching AidsMulti-media computer, the blackboardV. Teaching ProceduresStep 1 GreetingGreet the whole class as usual.Step 2 Warm upShow them some pictures of the disasters. Look at the following pictures and point out what kind of disasters they are? ? Are they caused by people?? Are they made worse by people?? Are they natural?And then lead in new subject: Natural Disasters.Step3 Read to learnAsk Ss to read the text and check their answers to Exercise1.Tell Ss to read through the sentences first before they go back to the text and study each paragraph, and then ask them to complete exercise3 individually, check their answers.Use the Strategies to complete the gaps in the text (1-5) with these sentences (a-g). There are two extra sentences you do not need: a) But evidence shows that 73,000 years ago there was a much greater eruption.b) Even Europe has suffered and large areas have been underwater.c) That is probably not the most important factor either.d) Third, the other bits of land you might have been able to farm arenow useless.e) On top of that add global warming.f) For example, the Yellow River, once famous for flooding, failed toreach the sea at all for 226 days in 1997.g) One answer is overpopulation.Step 4. ListeningPlay the cassette, while they are listening, ask them to payattention to the pronunciation of the speaker and check the answers in exercise 3. Step 5. Intensive readingAsk students to read the text again and answer the questions. Read the passage carefully again and fill in the following blanks on the screen.1. what is the attitude of the journalist towards the future?2. Who are the most likely to be victims of natural disasters?3. Why are there now more hurricanes, floods and droughts?4. Why are volcanoes and earthquakes more dangerous now?5. What could be the biggest threat to the planet in the future?6. What effects might this threat have?Step 6. Post-readingRead the text carefully and fill in the following blanks. Step 7. Discussion Work in pairs. Discuss these questions:1. What natural disaster has happened in the last year?2. What were the results of the disaster?3. What do you think governments can do to help prevent natural disasters?3. What can we do to improve the environment and help victims of natural disasters?Step 8. Homeworkask students to do the exercise5 and 6 as homework.2nd PeriodTeaching objectivesIn this lesson, we will:1. Learn and practise vocabulary about natural disasters，esp collocations.2. Practise identifying nouns and verbs.Step 1 Guessing the new vocabulary turn on sb. : attack 攻击, 变得与……敌对e.g. The dog turned on me and bit me in the leg.Erlang turned on Lisa, who, he thought, had deceived him. 1) armed conflict over water/land 因水/土地而引起的武装冲突3.The tsunami killed 132,000 Indonesians and another 100,000 people of other nationalities. This is still very fresh in the minds of people worldwide who have not get over their separation from loved ones lost in the tsunami. (L7, Para 2)catastrophe -- a great, often sudden disaster4. …had to flee as they thought it was about to erupt.flee--to run away, as from trouble or dangerStep 2. Learn Collocations 1. reduced rainfall 减少了的降雨量2. irrigation canals 灌溉渠道3. be in armed conflict over water 因水而引起的武装冲突4. volcanic eruption 火山爆发5. be a threat to sb/sth对…构成威胁6. recover from a tsunami 从海啸（的灾难）中恢复过来7. be fresh in the minds of people 在人们的心目中记忆犹新8. get over their separation from loved ones lost in the tsunami 从与海啸中丧失亲人的打击中恢复过来9. construct shabby homes搭建破烂的房屋10. slip and slide downhill in the landslides在山体滑坡时滑下山坡11.howling winds with speeds of 300 km/h 每小时300公里（咆哮）的大风12. live within the range of a volcanic eruptions 生活在火山喷发的范围内13. occur at random times 不定时发生14.to some degree 在某种程度上15.The earthquake claimed 1.6 million lives.地震夺取了160万人的生命。

牛津深圳版英语九下Unit4《Naturaldisasters》说课稿2

牛津深圳版英语九下Unit 4《Natural disasters》说课稿2一. 教材分析《牛津深圳版英语九下Unit 4 Natural disasters》是一篇关于自然灾害的课文，通过介绍自然灾害的种类、成因以及如何应对，使学生了解自然灾害对人类社会的影响，增强学生的安全意识。

本节课的内容与生活息息相关，能够激发学生的学习兴趣，培养学生的合作探究能力。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够听懂并运用所学知识进行简单的交流。

但部分学生对英语学习的兴趣不足，课堂参与度不高。

此外，学生对自然灾害的认识有限，对如何防范和应对灾害的知识掌握不足。

因此，在教学过程中，教师需要关注学生的学习兴趣，调动学生的积极性，引导学生了解和关注自然灾害。

三. 说教学目标1.知识目标：学生能够听懂、说出一系列与自然灾害相关的词汇，如earthquake、tsunami、hurricane等；能够理解并运用所学知识描述自然灾害的成因、危害以及应对方法。

2.能力目标：学生能够通过合作探究，提高运用英语进行交流的能力；能够运用所学知识进行灾害防范和应对的实践操作。

3.情感目标：培养学生关爱生命、关注社会的意识，增强学生的安全意识。

四. 说教学重难点1.重点：学生能够掌握与自然灾害相关的词汇和句型，能够用英语描述自然灾害的成因、危害以及应对方法。

2.难点：学生能够运用所学知识进行灾害防范和应对的实践操作，提高学生的安全意识。

五. 说教学方法与手段本节课采用任务型教学法，以学生为主体，教师为主导，通过设置各种任务，引导学生积极参与课堂活动。

同时，运用多媒体手段，如图片、视频等，为学生提供丰富的学习资源，激发学生的学习兴趣。

六. 说教学过程1.导入：教师通过展示自然灾害的图片，引导学生谈论自然灾害，激发学生的学习兴趣。

2.呈现：教师通过课件展示课文内容，引导学生听懂并说出一系列与自然灾害相关的词汇和句型。

3.操练：教师学生进行小组活动，运用所学知识描述自然灾害的成因、危害以及应对方法。

牛津译林版八年级上册Unit8《Naturaldisasters》(Studyskills)说课稿

牛津译林版八年级上册Unit 8《Natural disasters》（Study skills）说课稿一. 教材分析《牛津译林版八年级上册Unit 8 Natural disasters》是一篇关于自然灾害的文章，通过介绍地震、台风、洪水等自然灾害，让学生了解自然灾害的特点以及如何应对。

本课内容与学生的生活息息相关，能够激发学生的学习兴趣。

文章语言简练，图文并茂，有助于学生理解和掌握知识。

二. 学情分析八年级的学生已经具备了一定的英语基础，能够进行简单的阅读和交流。

但学生在阅读长篇文章时，可能会遇到生词和语法障碍，影响阅读理解。

因此，在教学过程中，教师需要帮助学生克服这些困难，提高阅读理解能力。

三. 说教学目标1.知识目标：让学生掌握与自然灾害相关的词汇和表达方式，如earthquake、typhoon、flood等。

2.能力目标：培养学生阅读长篇文章的能力，提高学生的阅读理解水平。

3.情感目标：培养学生关爱生命，关注自然的意识，增强学生应对自然灾害的能力。

四. 说教学重难点1.重点：让学生掌握与自然灾害相关的词汇和表达方式。

2.难点：理解文章中涉及的复杂句子结构和语法现象。

五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，掌握知识，提高能力。

2.教学手段：利用多媒体课件、图片、视频等辅助教学，增强学生的学习兴趣。

六. 说教学过程1.导入：通过展示自然灾害的图片，引导学生谈论自然灾害，激发学生的学习兴趣。

2.阅读理解：让学生阅读文章，回答相关问题，提高学生的阅读理解能力。

3.词汇学习：讲解文章中出现的生词和短语，让学生掌握与自然灾害相关的词汇。

4.语法讲解：分析文章中的复杂句子结构和语法现象，帮助学生理解。

5.小组讨论：让学生分小组讨论如何应对自然灾害，培养学生的合作意识。

6.总结：对本节课的内容进行总结，强化学生的记忆。

7.作业布置：让学生课后写一篇关于自然灾害的短文，提高学生的写作能力。

高中英语_Unit 4 Natural Disasters 教学设计学情分析教材分析课后反思

教学设计Unit4. Natural disastersperiod II Reading and ThinkingAnalysis for the teaching material1.This reading is about a news report:The Night That the Earth Didn’t Sleep”, which describes Tangshan earthquake.2.The reading tells us the information before,during and after the earthquake.Through the detailed narration, students can raise the awareness of protecting themselves while in danger.3. The text develops in time order with a reasonable structure. Analysis for students1.Students are familiar with earthquakes and even some naturaldisasters.2.Students are able to read most of the words in this unit fluently.3.Students do not know how to grasp the main idea of eachparagraph.learning aims:language capacity :L To read news report about Tangshan earthquake.learning capacity : To use the words of this part to write a report.culture capacity: Know more about the disasters that occur in the text; raise awareness of how to protect ourselves from disasters. thinking quality : Learn more information about earthquake,and know how to deal with it. Improve the ability to solve the problem. Teaching emphasis and difficultiesTeaching emphasis:Students get the hang of specific reading strategies better.Teaching difficulties:Students take part in the discussion actively and express themselves using detailed information in the passage.Teaching methods:Discussion/Reading/SpeakingTeaching procedureStep one: Lead-inStep two: Pre-readingStep three: While-readingStep four: Post-readingStep five: Self-evaluation and Group worklead-in: Brainstorm: Look at the pictures on ppt and think out some new words relating to the natural disasters.III. Pre-reading：Discuss what can happen to a city during a big earthquake.work in groups: 1. Watch the video and use the words we have learnt todescribe the earthquake. 2. Discuss what can happen to a city during a big earthquake.IV. Listening and Reading.(I )Reading:Listen to the first two paragraphs and read the last three paragraphs by yourselves.Reading for main ideas:1.Read the passage quickly and match the main idea with each paragraph. Para.1 A.The earthquake caused unbelievable destruction to Tangshan.Para.2 B.The earthquake happened and caused deaths and injuries in Tangshan.Para.3 C.Help came soon after the quakes.Para.4 D.Warning signs before the earthquake.Para.5 E.Tangshan came back to life again.2. What is the main idea of the text?A. A terrible earthquake of Tangshan.B. Strange signs before the earthquake of Tangshan.C. Rescue work after the earthquake of Tangshan.D. Damages of the earthquake of Tangshan.(II) Fast-reading : The whole passage developed in _____order.Use one word to summarize each part.Para4.5_______the earthquake_________ the earthquake_________ ___________ _____________ (III) Reading for details: read the text quickly and try to get some details of the text.Details about Para.1 ---- the signs before the earthquakeDetails about Para. 2-3 —— the ruins during the earthquake 。

牛津译林版八年级上册Unit 8《Natural disasters》(Task)教学设计

牛津译林版八年级上册Unit 8《Natural disasters》（Task）教学设计一. 教材分析牛津译林版八年级上册Unit 8《Natural disasters》主要介绍了自然灾害，包括地震、洪水、台风等，通过学习本单元，学生可以掌握有关自然灾害的词汇和表达方式，了解自然灾害发生的原因及应对措施。

Task部分要求学生阅读一篇关于自然灾害的文章，然后进行相关练习，培养学生的阅读能力和解决问题的能力。

二. 学情分析八年级的学生已经具备了一定的英语基础，能够进行简单的阅读和交流。

但部分学生在阅读长篇文章时，可能会遇到生词和语法难题，影响阅读理解。

此外，学生对于自然灾害的了解程度不一，需要教师在教学中进行引导和补充。

三. 教学目标1.知识目标：学生能够掌握有关自然灾害的词汇和表达方式，了解自然灾害发生的原因及应对措施。

2.能力目标：学生能够阅读并理解关于自然灾害的文章，提高阅读能力；通过任务型教学，培养学生的解决问题能力。

3.情感目标：培养学生关爱生命，关注自然的意识，提高学生应对自然灾害的能力。

四. 教学重难点1.重点：学生能够掌握有关自然灾害的词汇和表达方式，阅读并理解关于自然灾害的文章。

2.难点：学生能够运用所学知识，解决实际问题，提高应对自然灾害的能力。

五. 教学方法1.任务型教学法：通过任务型教学，让学生在实践中掌握知识，提高能力。

2.情境教学法：创设情境，让学生在真实的环境中学习，提高学生的学习兴趣。

3.合作学习法：引导学生进行小组合作，培养学生的团队精神和沟通能力。

六. 教学准备1.教师准备：提前准备关于自然灾害的文章，整理相关词汇和表达方式，设计任务型练习。

2.学生准备：预习课文，了解自然灾害的基本知识，准备参与课堂活动。

七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论自然灾害，激发学生的学习兴趣。

例如：“你们知道哪些自然灾害？它们发生的原因是什么？”2.呈现（10分钟）教师呈现关于自然灾害的文章，让学生快速阅读，了解文章大意。

牛津深圳版英语九下Unit4《Naturaldisasters》说课稿6

牛津深圳版英语九下Unit 4《Natural disasters》说课稿6一. 教材分析《牛津深圳版英语九下Unit 4 Natural disasters》是一篇关于自然灾害的文章，主要介绍了地震、台风、洪水等自然灾害的特点以及如何应对这些灾害。

本篇文章旨在让学生了解自然灾害的相关知识，提高学生的防范意识，培养学生的应急能力。

教材内容丰富，插图生动，有助于激发学生的学习兴趣。

二. 学情分析九年级的学生已经具备了一定的英语基础，对于自然灾害这一主题，他们可能有一定的了解，但不够系统。

在学习过程中，学生需要通过阅读文章、讨论交流等方式，进一步拓展对自然灾害的认识，提高英语语言运用能力。

三. 说教学目标1.知识目标：学生能够掌握与自然灾害相关的词汇和表达方式，了解地震、台风、洪水等自然灾害的特点及应对方法。

2.能力目标：学生能够运用英语描述自然灾害，表达自己的观点和感受，提高英语阅读和写作能力。

3.情感目标：培养学生关爱生命、关注自然的意识，提高学生的安全防范和应急能力。

四. 说教学重难点1.重点：学生能够熟练运用英语描述自然灾害，提高阅读和写作能力。

2.难点：学生能够准确地运用英语表达自己的观点和感受，掌握自然灾害的应对方法。

五. 说教学方法与手段1.教学方法：采用任务型教学法、合作学习法和情境教学法，引导学生主动参与课堂活动，提高学生的英语运用能力。

2.教学手段：利用多媒体课件、图片、视频等资源，为学生提供直观、生动的学习材料，激发学生的学习兴趣。

六. 说教学过程1.导入：教师通过展示自然灾害的图片，引导学生谈论自己了解的自然灾害，为新课学习做好铺垫。

2.阅读理解：学生阅读文章，回答相关问题，了解自然灾害的特点及应对方法。

3.词汇学习：教师引导学生学习文章中的关键词汇，巩固学生的基础知识。

4.小组讨论：学生分小组讨论如何应对自然灾害，培养学生的合作意识和解决问题的能力。

5.写作练习：学生根据所学内容，撰写一篇关于自然灾害的短文，提高学生的写作能力。

人教版高中英语必修第一册《Unit 4 Natural Disasters》说课稿

人教版高中英语必修第一册《Unit 4 Natural Disasters》说课稿课程背景和教学目标本课是人教版高中英语必修第一册的第四单元，主题为自然灾害。

通过本单元的学习，旨在让学生了解不同类型的自然灾害，掌握相关的词汇和表达方式，理解灾害对人类社会的影响，并培养学生的阅读理解能力和口语表达能力。

教学目标包括：1.掌握与自然灾害相关的词汇和表达方式；2.理解不同类型自然灾害的特点及对人类社会的影响；3.培养学生的阅读理解能力，能够从文章中获取关键信息并进行分析；4.提高学生的口语表达能力，能够用英语谈论自然灾害并提出相关建议。

教学重点和难点教学重点1.灾害类型的词汇和表达方式；2.阅读理解能力的培养；3.口语表达能力的提高。

教学难点1.灾害类型的特点及对人类社会的影响的理解；2.从文章中获取关键信息并进行分析的能力；3.运用所学词汇和表达方式谈论自然灾害并提出建议的能力。

教学准备1.教材：人教版高中英语必修第一册；2.多媒体设备：投影仪、电脑等。

教学步骤本节课的教学步骤分为三个主要部分：导入与预习、阅读理解、口语表达。

步骤一：导入与预习（10分钟）首先，通过提问学生关于自然灾害的问题来引入本节课的主题。

例如：•Have you ever experienced any natural disasters? Which ones?•What do you know about earthquakes / floods / hurricanes (choose one type of natural disaster)?•What kind of damage do you think natural disasters can cause?然后，让学生自由讨论并分享自己的观点和经历。

接下来，向学生简要介绍本单元的主题《Natural Disasters》并提问：•What do you think we will learn in this unit?•What kind of natural disasters do you think we will study?通过导入部分的讨论，激发学生的学习兴趣，为接下来的学习做好准备。

《Natural disasters》说课稿

《Natural disasters》说课稿尊敬的各位评委老师：大家好！今天我说课的题目是“Natural disasters”。

下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。

一、教材分析“Natural disasters”这一主题通常涵盖了多种自然灾害的类型、成因、影响以及应对措施等方面的内容。

所选教材往往会通过丰富的图片、实例和文字描述，引导学生了解自然灾害的相关知识，并培养学生的环保意识和应对灾害的能力。

在教材的编排上，可能会先引入一些常见自然灾害的现象，如地震、洪水、飓风等，激发学生的兴趣和好奇心。

然后逐步深入，讲解这些灾害的形成原因、危害程度以及预防和应对的方法。

教材中的练习和活动设计，旨在帮助学生巩固所学知识，提高语言运用能力和思维能力。

二、学情分析本次授课的对象是具体年级的学生。

他们在这个阶段已经具备了一定的英语基础，能够进行简单的英语交流和阅读。

然而，对于自然灾害这一较为复杂和专业的主题，他们可能缺乏系统的了解和深入的思考。

学生在学习过程中可能会遇到一些困难，比如对某些专业词汇的理解和记忆，对复杂句子结构的分析和理解等。

但同时，他们也具有较强的好奇心和求知欲，对于与生活实际密切相关的话题往往表现出浓厚的兴趣。

三、教学目标基于对教材和学情的分析，我制定了以下教学目标：1、知识目标学生能够掌握常见自然灾害的英文词汇，如 earthquake（地震）、flood（洪水）、hurricane（飓风）、tsunami（海啸）等。

学生能够了解各种自然灾害的成因、特点和危害。

2、能力目标学生能够运用所学词汇和句型，描述自然灾害的现象和影响。

学生能够听懂关于自然灾害的简单英语对话和报道，并获取关键信息。

学生能够阅读与自然灾害相关的英语文章，并理解大意。

3、情感目标培养学生对自然的敬畏之心，增强环保意识。

提高学生在面对自然灾害时的自我保护意识和应对能力。

高中英语人教版Unit4Naturaldisasters单元说课稿(2)

Unit 4 Natural DisasterPart1 The analysis of the whole unit 教学设计I.The analysis of contentsThis unit is selected from compulsory 1 of PEP. This unit takes naturaldisasters as the topic, and understands some major natural disasters athome and abroad from the perspective of historical events, so as toestablish the awareness of disaster prevention and self-protection. Canunderstand and master the safety knowledge and prevention measuresrelated to natural disasters, and can rise to the perspective of humandestiny community in front of disasters, have the consciousness of helpand rescue, establish the confidence in facing natural disasters, studying natural disasters, coping with disasters.III. The analysis of key points and difficult pointskey points：1. Understand and use restrictive attributive clauses properly in the text2. Able to understand the language of articles and learn to write summaries of articlesDifficult points：1. There are various types, complex forms and different preventive measures ofnatural disasters, so it is difficult to explore the thematic significance.2. The understanding and use of restrictive attributive clauses is a difficulty in language learning.Part2 The analysis of reading partI. The analysis of materialThis article is the main reading of this unit. It is a news report. The article describes the great earthquake that happened in Tangshan city of Hebei province in the early morning of July 28, 1976. Through the concrete description of earthquake omen, earthquake and rescue after the earthquake, the Tangshan earthquake reappears to us the most disastrous natural disaster suffered by mankind in the 20th century.II. The analysis of students1. Curious and eager to learn new things.2. Used to thinking independently and working in groups3. Striving for a larger vocabulary and language accuracyIII. The analysis of teaching aimsKnowledge aims：a)Learn the basic about earthquakes.b) Learn the vocabulary and phrases required by the exam outline.Ability aims:a)Training students to capture the main information of the article byreading by skimming, perusing and other reading skillsb)Summarize the general idea of the paragraphs of the article, andunderstand the details of the article.Emotional aims：a)Learn how to save oneself and save others in an earthquake orsudden disaster.b)Establish a sense of safety and cherish life.IV. The analysis of teaching key and difficult pointsKey points:Train students' reading skills, develop students' grasp of the overall structure of thearticle, and quickly capture the key details of the article and summarize.Difficult points:How to make students learn to extract, filter and reorganize the information in thearticle, and apply it flexibly to language practice.V. The analysis of teaching and learning stratigiesT ask-based Language Teaching Method、Communicative Approach、Cooperative Learning MethodDesign idea: Focus on the development of students' subjectivity;emphasize student-centered cooperation and communication with teachersand students, so as to cultivate students' comprehensive language ability.Teaching procedures reading prediction skills, so as to predict the content of the article. Step4 while-readingFast reading 5minsTeacher asks students to read the passage as quickly as they can, and then match the main idea with each paragraph of the article.Design idea:Students quickly read through the full text, master the basic context of the article, and summarize the theme of each part. Master skimming reading skills.Careful reading 20minsLead students to divide the whole passage into 3 parts as follow, Part1 Before earthquake: para1Part2 During earthquake: para2-3Part3 After earthquake: para4-5And then finish some relevant excises.Part1 Before earthquake: para1Asks students to find out the signs before earthquake.1.In the sky___________2._________in the well walls_______from it3.Chicken & pigs ___________4.Mice ran out_______________Part2 During earthquakeTrue or false questions1. 2/3 of the people living in Tangshan were injured including the dead.2. The parents of many children died.3. There was only one quake shook Tangshan.4. The railway stopped working.5. Brick and red autumn leaves covered the groundPart3 After earthquake1.What kind of help do you think people who have suffered anearthquake need?2.According to the last paragraph, in which aspect has Tangshan。