人教课标版高一英语必修1 Unit 4 Earthquakes 说课稿.doc

Unit 4Earthquakes Period 6Reading Task and Speaking Task从容说课This is the sixth teaching period of this unit. As usual, the teacher should check the students homework and offer chances for the students to go over what they learned in the last period at the beginning of the class.In this period, the teaching emphasis will be put on developing the students reading and speaking ability by dealing with the parts Reading task and Speaking task.In the part Reading task, the students will read a passage titled The Story of an Eyewitness, written by a famous American writer Jack London. In order to lead in the topic, the teacher can first ask some students to talk about the Tangshan earthquake. Then ask them to read and compare the passage with the one they have read on Page 26, whose title is A Night the Earth Didnt Sleep. Compare the ways that the writers described the facts and feelings. After comparison they will find the writer of The Story of an Eyewitness, Jack London, expressed more feelings while describing the earthquake. In the end, the teacher will play the tape for the students to listen to and read with emotions. This makes for improvement of not only students pronunciation and intonation, but also their understanding of the passage. As to new words and phrases, the teacher can just find those the students feel most difficult and help them to understand. Thats enough here.In the part Speaking task, the students are asked to choose eight things from the list below to put into their personal earthquake bag, present their list to the class and give their reasons for each choice. The teacher can first introduce the idea of a personal earthquake bag, make some suggestions of his own personal earthquake bag to the class, have a class discussion, and then encourage students to make their own choices and give their own reasons. In the end, make a class list and display it in the classroom showing the class choices for a personal earthquake bag. This activity not only helps to train students speaking ability but also provides them with some useful basic knowledge about earthquakes.教学重点1. Develop the students reading ability by reading and comparing different styles of passages.2. Develop the students speaking ability by discussing and explaining ways.教学难点Enable the students to compare different styles of passages.教学方法1. Task-based teaching and learning2. Cooperative learning3. Discussion教具准备A tape recorder and other normal teaching tools三维目标Knowledge aims:1. Get the students learn new words and expressions such as judge, honor, prepare, etc.2. Get the students to learn the following sentence patterns:1)Never before in history has a city been so completely destroyed.2)Man himself had to make ruins of some of the citys best buildings so that they would not be a danger to those in the streets.3)Amazing as it may seem, Wednesday night was a quiet night.Ability aims:1. Develop the students reading ability by reading and comparing different styles of passages.2. Develop the students speaking ability by discussing and explaining ways.Emotional aims:1. Get the students to learn the bravery and kindness people of San Francisco showed in the disaster.2. Get the students to know more basic knowledge about earthquakes.3. Develop the students sense of cooperation.教学过程设计方案（一）Step 1 Revision1. Check the homework exercises.2. Ask some students to talk about earthquakes they have learned.Step 2 Warming up1. Brief introduction of San Francisco Earthquake.1)When did the quake happen? (In 1906. )2)What damage did it bring about?(About 700 people died in the earthquake and as many as 250 000 people lost homes. . . )2. Talk about the background.(As luck would have it, at the time of the quake, Americas most famous writer, Jack London just happened to be living near San Francisco. London, like most great writers and former journalists, knew a good story when he saw it. He and his wife rode on horseback at a fast gallop from their ranch to the hills overlooking the “city by the bay”. What they saw both horrified and fascinated them. He wrote the article The Story of an Eyewitness to describe what he saw and his feelings. )Step 3 ReadingRead the article carefully with the following questions.1. Who is the man in the picture?2. What can we see from the word never in the first sentence “Never before in history has a city been so completely destroyed”?3. How many negative words are used in the first paragraph, and what are they?4. Whats the feature of the sentences in the first paragraph?5. Whats the main idea of the second paragraph?6. What can we learn from the first sentence and the last sentence?Several minutes later, check the answers with the whole class. While checking, deal with any language problems that students cant understand.Suggested answers:1. Maybe he is the writer, Jack London.2. From the word never, we can feel that the writer was very sad.3. There are six words. They are never, nothing, gone, no, useless and burst.4. All the sentences in this paragraph are short ones.5. Out at sea it was calm.6. The two sentences give us a contrast. Although the city was destroyed, the people were not nervous or upset. They just did what they should do. Step 4 ComparisonRead the first paragraph in this passage. Then go back and read again the first paragraph of the passage on Page 26. Compare the ways both writers give you details about the earthquakes.Several minutes later, ask the students to discuss the question in Exercise 3 on Page 66.Summary:Both writers gave similar details about the people hurt by the quake and the things it destroyed. But only Jack London saw the earthquake he wrote about and showed more feelings about the earthquake while the writer of the Tangshan quake in 1976 didnt saw it and just gave the details.Step 5 Reading aloudListen to the tape and read the third paragraph aloud with emotions.Step 6 Important sentence patterns1. Never before in history has a city been so completely destroyed.在以前的历史上从来没有一座城市被这么彻底地毁灭过。Never in all San Franciscos history were her people so kind as on that terrible night.在旧金山的整个历史上，人们从来没有像在那个可怕的夜晚那样友善。以上两个句子都是倒装句。当表示否定意义的副词或连词位于句首时，句子的主语和谓语应部分倒装。常见的否定词有little, never, hardly, seldom, few, scarcely, rarely, not until, no sooner等。Never have I heard of such a thing.我从未听说过这种事。Little do I know about him.我对他所知极少。Seldom did he come to see me.他过去很少来看我。1)Little_ about his own safety, though he was in great danger himself.A. does he care B. did he care C. he care D. he cared2)Not until all the fish died in the river_ how serious the pollution is.A. did the villagers realize B. the villagers realizedC. the villagers did realize D. didnt the villagers realize答案：1. B2. A2. Amazing as it may seem, Wednesday night was a quiet night.虽然也许看上去令人惊异，但是星期三的晚上确实是一个平静的夜晚。句子中的Amazing as it may seem是as引导的让步状语从句，相当于Although/Though it may seem amazing。当as引导让步状语从句时，往往要求把表语或状语放到as的前面。当表语为单数可数名词时，其前面不用冠词。Young as the boy is, he knows a lot.那个男孩虽然年轻，他懂得却很多。Much as I like it, I will not buy it.虽然我很喜欢这东西，但不想买它。Little girl as she is, she dares to go out at night alone.虽然她是个小姑娘，却敢晚上一个人出去。Step 7 Speaking1. Introduce the idea of a personal earthquake bag.Every student in San Francisco schools is encouraged to collect a personal earthquake bag and have it ready in case communications are disrupted after a severe earthquake and it is impossible to bring help immediately. It should contain two kinds of items:important personal and official papers; useful items to make life easier until help arrives.The personal earthquake bag should not contain more than eight items so it is important that these are already identified and collected before the earthquake happens.2. Make some suggestions for your own personal earthquake bag(reasonable and unreasonable)to the class.3. Have a class discussion and encourage them to accept or reject your suggestions but insist that they give reasons.4. When the discussion begins to get lively, have the class divide into pairs or groups of four to continue the discussion.5. Encourage one person from each group to write their list of items on a large piece of paper. Display the papers from the different groups around the room.6. Let the students check how many other groups chose the same items as they did. (They can tick their own sheets if there is a repetition. )7. Evaluate the items by asking the students which items were included most often in the lists. See if the collection of eight items fit the two categories. Discuss why they think these items are the most useful. Make sure they give reasons.8. Make a class list and display it in the classroom showing the class choices for a personal earthquake bag.Sample dialogue:S1:What do you think well need in our personal earthquake bag?S2:If we have to collect things we need for five days, the most important things will be the bottle of water, candles, money and personal washing things. That makes four, do you agree?S1:Yes, they sound good choices. I also think we need a torch, a mobile phone and a blanket. Another three?S2:OK. But now we have difficulties. I would like food and sweets. Well really need food if were to be on our own for five days before rescue comes.S1:No, I dont agree. Food and sweets is a good idea but the medicine would also be very useful.S2:I know. If you were in pain that would be very useful.S1:I agree. So we have to choose whether to take the food and sweets and add the medicine to make our eight items.S2:OK. Now, lets make the list:water, candles, money and personal washing things, food and sweets, a torch, mobile phone and blanket. If we want to add the medicine as well, what can we remove?S1:Well, the candles and the torch do seem to be the same. Why dont we remove the candles(in case we dont have matches)and replace them with the medicine?S2:Yes. That seems to solve the problem. OK. Lets put the medicine in and take the candles out. Now our list is complete. Lets tell the class our ideas and see if they have the same ideas. . .Step 8 Homework1. Finish off the Workbook exercises.2. Review and summary what you have learned in this unit.设计方案（二）Step 1 Revision1. Check the homework exercises.2. Ask some students to talk about earthquakes they have learned.Step 2 Warming up1. Brief introduction of San Francisco Earthquake.2. Talk about the background about the article.Step 3 ReadingRead the article carefully and answer some questions.Step 4 ComparisonRead the first paragraph in this passage. Then go back and read again the first paragraph of the passage on Page 26. Compare the ways both writers give you details about the earthquakes.Step 5 Reading aloudListen to the tape and read the third paragraph aloud with emotions.Step 6 Important sentence patterns1. Never before in history has a city been so completely destroyed.2. Amazing as it may seem, Wednesday night was a quiet night.Step 7 Speaking1. Introduce the idea of a personal earthquake bag.2. Make some suggestions for your own personal earthquake bag to the class.3. Have a class discussion and encourage them to accept or reject your suggestions but insist that they give reasons.4. When the discussion begins to get lively, have the class divide into pairs or groups of four to continue the discussion.5. Encourage one person from each group to write their list of items on a large piece o