Unit4NaturalDisastersReadingandThinking教案- 高中英语人教版（2019）必修第一册

Unit4NaturalDisastersPeriod2ReadingandThinking教学设计方案Teachingaims:1.Enablestudentstolearnsomebasicknowledgeaboutanearthquake2.Enablestudentstofindoutandanalysethetimelineandtheconnectionlineofthetextandgetagoodunderstandingofthetext.3.Enablestudentstoapplythereadingstrategiestofindspecificinformationandformstructuralknowledgeofthetext.4.Enablestudentstoimprovetheirawarenessofself-protection,whenanearthquakehappensTeachingdifficultandimportantpoints:Importantpoint:Identifyandlearnthewordsandphrasesrelatedtoanearthquakeandanalysethetimelineandtheconnectionlineofthetext.Difficultpoint:Enhancetheunderstandingofthetext.TeachingproceduresStep1WarmingupShowsomepicturestoactivatestudents’backgroundknowledgeandhaveagroupbrainstorm.Lookatthevideotoarousestudents’interestinthetext,andmakeapredictionaboutwhatthetextwillbeaboutbylookingattheandthepictureinthetext.【设计意图】播放该电影中关于唐山大地震的片断和一些图片，吸引学生的注意力、调动学生阅读的兴趣和求知欲，熟悉地震这一话题。Step2Skimming1.Readthetextquicklyandfindoutthetopicsentenceofeachparagraph.ParaTopicsentence12345Accordingtothetopicsentenceandthefourwords,dividethewholepassageintofourparts.SigndamagerescueRevivalMatchPart1(Para__)Whathappenedduringthequakeandthedamagecausedbythequake.Part2(Para____)TherescueworkaftertheearthquakePart3(Para__)SignsbeforetheearthquakePart4(Para__)TherevivalofTangshan【设计意图】学生快读课文，对课文内容信息按时间顺序重新梳理，使得课文内容层次清晰，这样就可以达到对信息的整合，总结文章大意是对文章信息进行概括，有利于学生建立信息关联，形成新的认识结构。1.WhatwerethesignsbeforetheTangshanearthquake?2.Whatdamageswerecausedbytheearthquake?Step3CarefulreadingPart1（para1）ReadPara1carefullyandfindoutthesignsbeforetheearthquake.Thewaterinthevillagewells_______________________.Therewere____________thatappearedinthewellwalls.Atleastonewellhad________________________Chickensandevenpigswere______________,anddogsrefusedto________________.Mice___________________lookingforplacestohide.Fish_____________thewater.Part2（para2&3）Thehappeningandthedamagesofthebigearthquake.ReadPara2&3carefullyandfilltheblankswithdata(数据)_____ofthenationfelttheearthquake.Ahugecrackthatwaskilometreslongandmetreswidecutacrosshouses.In________________,alargecitylayinruins.ofthepeoplediedorwereinjuredduringtheearthquake.Thenumberofpeoplewhowerekilledorinjuredreachedmorethan.Allofthecity’shospitals,ofitsfactoriesandbuildingsandofitshomesweregone.What’syourfeelingstowardstheseterribledata?Part3ReadPara4carefullyandfindouttheanswers.（1）WhatdidtheydotohelpTangshan?Thearmy:Thedoctorsandnurses:Theworkers:【设计意图】通过问题链的方式，突出“一方有难，八方支援”的价值理念。基于文木信息，推断作者的写作意图，能够从语篇所承载的社会功能角度培养学生的语篇意识。Part4ReadPara5carefullyandanswer.WhatdoyouthinkhelpedtherevivalofTangshancity?【设计意图】此活动是在上面的整体阅读基础上再进行细节阅读，逐段进行分析，其目的是让学生带着间题细读文章，加深对于文章的理解。有助于梳理地震的前兆、损坏和震后救援等细节信息，培养学生提取、筛选、组织语言的能力，同时进行写作中材料组织方面的练习。在此过程中，注重学生学习的自主性和合作性。Step4SummarySeveraldaysbeforeJuly28,1976,manys______thingshappenedinTangshan.Wellwallsc______,andanimalsweretoonervoustoeat.Theyweresignsforthee__________.ButpeopleinthecityofTangshanthoughtlittleofthese.At3:42a.m.thatday,theearthbegantoshake,whichd________thecity.Laterthatafternoon,anotherbigearthquakeshookTangshan.Morepeoplewerekilledori______andmorebuildingsf___down.Thewholecitylayinr____.Soldiersweresenttohelpdigoutthosewhoweret_______andtob___thedead.Thecitybegantob______again.Withthestrongsupportfromthegovernmentandthetirelesse________ofthecity'speople,anewTangshanwasbuiltupontheearthquakeruins.【设计意图】在阅读之后，使用课文中的倍息和所学的知识，选择使用适当的词汇去描述一次大地震之后的场景，学生可以对所学语言知识和文化如识内化，巩固新的知识结构，促进语言运用的自动化，帮助学生将知识转化为能力。Step5MigrationInnovation(迁移创新)CriticismandEvaluation(批判与评价)Readthetextagainandanswerthequestions.I.Whatweresomeofthestrangethingshappeningbeforetheearthquake?Doyouthinktheywerewarningsigns?Whyorwhynot?2.Whatdoesthewritermeanby"Slowlythecitybegantobreatheagain”?3.Whatkindofhelpdoyouthinkpeoplewhohavesufferedanearthquakeneed?【设计意图】设计第一个问题，学生先重新阅读地震前的一些现象，然后通过推理和论证，得出那些现象是地震的前兆。设计第二个问题，学生通过推理、想象等思维活动，得出“城市开始呼吸”的真正内涵。设计第三问题，旨在让学生能够深入主题语境，分析在地震中需要什么样的帮助。Step6:Discussthequestionsingroups.1.WhatdoyouthinkhelpedintherevivalofTangshancity?2.Whatothercitiesortownshavegonethroughsimilarchanges?Whatlessonscanwelearnfromtheseevents?【设计意图】这两个问题都需要学生充分发挥自想象力、推理论证力和批判性思考的能力去挖掘语篇背后的价值，加深对主题意义的理解。通过推理和想象其他城市发生地震所经历的事情，进而使学生在新的语境中建构新的知识结构。通过讨论能从这次地震中吸取一些经验教训，体现学有所用，有助于提高学生自我防范意识。Step7:Homework1.Recitethepassage.2.Dotheexerciseonpage23.教学评价设计创建量规，向学生展示他们将被如何评价（来自教师和小组其他成员的评价）。另外，可以创建一个自我评价表，这样学生可以用它对自己的学习进行评价。1.课堂气氛相当活跃，大部分学生能把文章的大意总结出来。2.由于我带的班级是两个双优班，学生英语基础还可以。3.学生对地震有了自己独到的见解,体现了学生的自主创新。教学反思成功之处：1.本课以“任务型