高中英语 人教版必修一Unit 4 Earthquake

2.三维教学目标（3-Dimentional Teaching Demands）
英语课程标准 语言知识 Knowledge Cognition 教学目标 理解、内化、运用课本31个生词、12个 短语,更好地扫除听读障碍，以及相关句 型与语法：定语从句 三维目标领域
知识与技能领 语言技能 对《地震》这篇文章进行篇章阅读，积极 域 思考，了解地震等重大灾害的信息以及相 Language 应的措施，提高灾害预防和自我保护意识， Competence 达到强化语言意识，积累语言经验的目的， 全面提升综合语言运用能力
Unit 4 Earthquake
兖州一中 刘艳霞 2009年6月
一.教材分析
1.教材内容简析
这是人教版高一必修ⅠUnit 4的阅读课，体裁是新闻报道， 文章介绍了唐山大地震前的预兆，地震造成的城市建筑和人 畜损失以及震后的救援情况。我把这节课设计成了一节阅读 课，之前已经安排学生预习过本单元的新单词。
The length of crack The width of crack The earthquake only last so short The factories and buildings were gone The homes were gone
15 seconds 75%
90%
2. Use the numbers and the brief information in the diagram to retell the course of the Tangshan Earthquake.
三.教学方法 （Teaching Methodology）
根据第二语言习得理论、“整体语言教学”的理论 和实践，以及当前教学改革，课程改革等先进理念Байду номын сангаас 为达成上述教学目标，运用任务型教学（Taskbased teaching mode）途径，我把英语课堂设计 采取“P---T---P”自主学习立体模式： （Pre-task----Task-cycle----Post-task）
情感态度 Emotion &Value Cultivation
体会“以人为本”的精神实质，培养团结 互助精神，学习唐山人民勇敢面对灾害， 情感、态度与 积极进行灾害重建的精神 价值观领域
3.重点和难点：(Teaching difficult and important points)
★重点：1.让学生掌握本篇文章中的单词，词组以及重要表达
Task 6 Try to analyze the difficult sentences ,then translate them and recite them.
(方法导引:结构复杂 的句子是影响阅读理解的主要因素之一. 弄懂复杂 句的关键是先找到句子主干,然后理清其余句子结构.尝试分析下 面复杂句的结构并译成汉语)
Task 2: Looking and guessing（ Group-work activity ）
1. What can you see in the picture ? 2. What do you think may happen before an earthquake?
Aims:
1) This activity provides students a good opportunity to learn the new words and phrases of the unit, such as cracks, cut across houses, fall down, lie in ruins and destroy. 2)Encourage students to think freely about the question and think a reason why such and such might happen?
Aim:
Improve the students’ ability of skimming, and practice using simple words to summarize the passage.
Step 5: Careful reading （细节阅读）
Task 5 Reading the paragraph 2 &3 and fill in blanks of the diagram below.
四. 学习策略（ Learning Strategy ）
自主学习策略(self-learning strategy)； 资源策略运用(resources strategy) 有效合作与交际策略(effective cooperation and communication strategies )； 信息处理与探究策略(information processing and to explore strategies)；
Step 3: Prediction （课文标题预测）
Task 3 Probing questions (探究问题)
（ Group- work activity ） 1.What a kind of information does the author try to convey to us through the title ? A NIGHT THE EARTH DIDN’T SLEEP 2.What cause the earth “didn’t sleep at night” in the text?
Master the new words ,phrases and useful expressions in the text . 2.训练学生掌握理解文章细节的阅读能力 Train the students’ reading ability to understand the content of text in detail.
Read the text as quickly as possible and try to answer the following questions below.（方法导引：略读或浏览
阅读，忽略不懂的句子或单词，快速阅读课文，目的只是为 了了解材料的大体内容，不求甚解）
Task 4: Divide the whole passage into three parts according to the change of time and give the main idea of each part.
Aim: To help the students form a question in their minds “How did the earthquake destroy Tangshan?”, then they will be willing to read the text.
Step 4: Fast reading（快速阅读）
五. 教学工具(Teaching Tools)
blackboard projector computer-assisted teaching (multimedia)
六.教学设计步骤（Teaching Procedures）
1.Greeting &Lead-in Ⅰ.Pre-task Group-work activity 2.Pre-reading 3.Prediction 4.Fast reading Ⅱ.Task-cycle 5.Careful reading Individual activity 6.Analyze sentences 7.Consolidation 8.In-depth analysis group-work activity 9.Listen to the tape Ⅲ.Post-task 10.Review 11.Assignment
Step 1:Greeting &Lead-in (情境导入)
Task 1：ask the students some questions about the pictures (Group-work activity)
Questions:
1)What can you see in the pictures? 2)What is your feeling when you see these pictures? 3)What did you do for the homeless people in the Wenchuan Earthquake?
（方法导引：采用扫描式阅读有目的的寻找某些资料和信息，对 无关部分可忽略。）
1. What do all the numbers referred to in the 2nd &3rd passage?
3:42 A.M. 11 kilometers 20th century
8 kilometers
3.帮助学生在体验中学会与人合作的能力 Train the students’ ability to cooperate with others.
★难点:
1.重要动词 如:shake , burst, rise ,destroy, shock ,injure 2.重要词组 如:lie in ruins, be trapped under sth, to the north of sp, think little of sth. 3.重要句型 如: ①It seemed/seems that…… ②All hope was not lost(部分否定) 4. 了解关系代词who, that, whom, whose, which等引导的定语从句. 5. 训练学生掌握阅读微观技能:skimming, scanning
Aim: Train the students’ reading ability to understand the content of the text in detail, and improve the students’ ability of retelling.
Step 6: Sentences analysis(句子分析)
Aims: 1) to arouse the students’ interests in the topic: earthquake. 2)to train the students’ ability to cooperate with others.
Step 2: Pre-reading(读前准备)
30 meters 15 seconds 75% 90%
3:42 A.M.
11 kilometers 20th century 8 kilometers 30 meters
Began to shake Below the city ,underground The greatest earthquake
二.学情分析（Learner analysis ）
There are 55 students in my class. The students in my class are of different levels ,so I should adapt the lesson to each of them and try to solve different kinds of problems which may appear in the lesson. I often use some activities in the class to finish some tasks, such as individual, pair or group work to let each of them have more chances to practice English and involve activities in the lesson, thus to make some improvement .