教学案例 人教版高一英语必修一第四单元教学案例

Unit4EarthquakesReading教学案例设计教师：冯远教学年级：高一课题名称：Earthquakes一、学生分析教学对象为高一年级学生，该班的学生整体基础较好，学生的接受能力比较强，他们的认知能力比在初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。他们以往学习的方式比较单调——通常是靠死记硬背，没有把生活和英语学习有机结合起来，更没有注重阅读能力和交际能力的培养，所以，在整个教学的设计环节，兼顾各个层面学生的基础和情况，使他们从这篇文章（这堂课）中能学有所获。二、教材分析本单元以地震为中心话题，介绍了地震这一自然现象，使大家对地震的起因、前兆、危害及如何在震中自救等有了较全面的了解。各项语言活动主要围绕这个中心内容对人，事，物进行了描述。这些练习内容让学生思考如何去避免地震或至少是避免太多的损失。即对于灾难要有正确的认识，要用积极的态度来对待它。1.1Warming-up用唐山和旧金山的两幅图片导入本单元，旨在让学生运用有关知识去描述所见图片，并发挥想象力来描述震后这两个城市的情景。带着疑问去学新知识，来完善自己对地震的认识。另一方面，它也为学生提供了功能项目、短语词汇、和语法知识方面的练习。1.2Pre-reading是Warming-up的延续。它由对图片的想象转入到经历地震的想象中。由两个问题组成。第一个问题其目的是提高学生在危急关头的应变能力，第二个问题旨在培养学生对周围事物的观察能力，并结合图片培养学生运用语言的能力，也对课文内容作了伏笔。1.3Reading从内容来看，它包含了地震的方方面面；从功能项目来看，它包含了本单元大部分的词汇和语法内容，为下一步的语言运用做好了准备。这是一篇新闻报道，记述了唐山地震的前兆，经过，危害及救援工作。整篇文章语言生动，扣人心弦，能让人感到地震的可怕性，也能感到政府对灾区人民的关怀。体现出了人类在自然灾害面前的脆弱和战胜困难时体现出来的集体主义精神。同时也让学生对灾难临头时如何自救等知识有所了解。1.4Comprehending是对目标语言的全面练习，也指导了学生的学习方法和步骤。它要求学生从字、词、句、语段总体上去把握课文内容。三、教学目标（Techinggoals）1.Targetlanguagea.keywordsandphraseswell,pipe,burst,million,events,nation,canals,steam,dirt,inruins,suffering,extreme,injureddestroyed,brick,dam,track,useless,shocked,quake,rescue,trap,electricity,disaster,bury,mine,miner,shelter,rightaway,asif,atanend.b.keysentences1.Farmersnoticedthatthewellwallshaddeepcracksinthem.P262.Thenumberofthepeoplewhowerekilledorinjuredreachedmorethan400,000P263.Itseemedasiftheworldwasatanend.P264.Itwasacitywhosehospitals,75%ofitsfactoriesandbuildingsand90%ofitshomesweregone.P265.Then,laterthatafternoon,anotherbigquakewhichwasalmostasstrongasthefirstoneshookTangshan.6.Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.P267.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.P262.AbilitygoalsEnablethestudentstodescribetheearthquakeofTangshanLetthestudentswrite(orretell)asummaryof“ANIGHTTHEEARTHDIDN”TSLEEP”.3.LearningabilitygoalsHelpthestudentslearnhowtodescribetheearthofTangshan.Helpthestudentsmasterthetargetlanguagebydoingsomeexercises.Teachingimportantpointsa.Presentaseriesofeventstointroducetothestudentsandtrytodescribeanearthquake.Letstudentpayattentiontosomeusefulwordssentencesandwaytodescribeanearthquake.b.Letthestudentsknowwhatthecorrectattitudetowardsadisasterisandwhatweshoulddoinadisasterforourselvesandfortheotherpeople.TeachingdifficultpointsTotrainthereadingkillsofskimming,scanning,carefulreading.Togetthedetailedinformationbyreading..Teachingmethodsa.Discussingb.SkimmingandscanningTeachingaidsAslideprojectorTeachingprocedures&waysStep1Greetings&Lead-in(2minutes)Self-introductionandLead-in.Step2Warming-up(3minutes)PreviewthekeywordsandphrasesTask1TranslatethesentencesintoChinese1.Thecitylayinruins.___________2.Thebuildingsfelldown.___________3.Roadsmightcrack.___________4.Manypeoplewereinjuredbutrescued.___________5.Agreatnumberofpeoplelosttheirhomes.___________Step3Pre-reading(3minutes)T:Lookatthepicturesandanswerthequestions★Whatmayhappenbeforeanearthquake?1.Bright_______flashinthesky.2._______aretoonervous,suchas_______,_______,_______,andsnakes.3.Micerunoutto_______placestohide.4.Fish_______outoftheponds5.Thewellwallshavedeep_______.Step4ReadingSkimming(5minutes)(T:AtfirstI’dlikeyoutoreadthetextquicklyandsilentlytogetthegeneralideaofthearticle.Whilereading,youshouldpayattentiontothefirstsentenceofeachparagraph.)TwoorthreeminuteslaterT:Haveyoufoundthegeneralideaofthetext?S:….Fastreading(Matchthemainideawitheachpart)Part1(Para.1)HelpscametoTangshan.AllhopewasnotlostPart2(Para.2&3)StrangethingswerehappeningbeforetheearthquakePart3(Para.4)ThedisasterhappenedandcausedalotoflossCarefulreading(T:Now,it’stimeforustoreadthetextcarefully.Butbeforereadingyoushouldreadsomequestionsfirst.Thesequestionsmayhelpyougetsomeinformationquicklyandeasily.)Findthesignsbeforetheearthquake1.Waterinthevillagewells_________.2.Wellwallsdevelopeddeep_________.3.A_________cameoutofthecracks4.Chickensandpigsweretoo_____________toeat.5.___________ranoutofthefields.6.Fish___________theirbowlsandponds.Atabout3:00amonJuly28,19761.__________appearedinthesky2.__________________couldbeheardalthoughtherewerenoplanes3.Somewaterpipes________DamageduringtheearthquakeAt3:42amonJuly28,19761.Everythingbeganto________2.Hugecrackscutacrosshouses,roadsand_________3._______burstfromholesintheground4.Hillsofrock__________riversofdirt5.75%buildingsand90%ofhomes_____________6.Morethan________peoplewerekilledorinjuredAfternoonofJuly28,19761.Asecondquakealmost____________thefirstonecame2.Moredamageto_______and_________Aftertheearthquake1.The_______arrived.2._______werebuiltforsurvivors.3.___________werebroughtin.Thinking(T:Allofyoudidverywell.NowIstillhaveaquestiontoletyouthinkover.Pleaselookatthefollowingquestion.)Howisthepassageorganized?()A.timeorder（顺序）B.Logical(逻辑上的)orderC.space（空间）orderStep5Summary(Bynow,thestudentshavehadafurtherunderstandingaboutthetext.Soit’stimetohaveasummaryaboutwhattheyhavelearnedinthisclass.Givethestudentstwominutestofinishtheexercises,andthenchecktheanswerswiththewholeclass.)_________thingshappenedinTangShan.Forafewdays,waterinthewells_____________.Fromthe______ofwells________gascameout.Mice,chicken,pigsandevenfishbecame________.At3:00am,everythingbeganto______.Itseemedthattheworldwas_________._________ofthenation____it.Ahuge_______cutacrossthecity.Thecitylay_______.Two-thirdsofthepeople_____or___________.Thenlaterthatafternoon,anotherbigquake______TangShan.Peoplebegantowonderhowlongthe_______wouldlast.Butallhope________lost._______cametohelpthose________.Slowly,thecitybeganto________again.Step6Homework(1minute)PreviewtheusefulwordsandexpressionsonPage63,anddoExercises1and2onPage29indiscoveringusefulstructures.Nexttimewewilllearn四、教学反思1）在上这篇文章的时候，要关注课文中这些修辞手法的运用，使得文章生动而富有感染力。ThisreadingpassagerecountstheterribleearthquakethatnearlydestroyedthecityofTangshan.Asequenceofeventsispresentedtointroducestudentstothisfunctionalitemin