高中英语-Unit 4 Earthquakes reading教学设计学情分析教材分析课后反思

PAGE3ANightTheEarthDidn’tSleepZhuchengNo.1SeniorSchoolDouLinglingTeachingObjectives:Bytheendofthisperiod,studentsareableto:figureoutthemainstructureofthepassagethroughtheanalysisofG-Ppatternjudgethewritingpurpose/intendedreaders/theauthor'sattitude/keyinformationofthepassage.expressyourownideasonthegiventopicsbycreativethinkingTeachingFocus:ToapplyGeneral-particularpatternofdiscourseanalysistodeepentheunderstandingofthetextandlanguageuse.Toexpresspersonalideaswiththehelpofthetargettemplateandlexis.TeachingAids:multi-media,worksheet.TeachingProcedures:TextualPatternAnalysisInteractiveTask1:Figuringouttextualpattern&itssteps.*Teacher:*Teacher:Helpstudentstofigureoutthetextualpatternanditselements.*Students:Workoutthetextualpatternanditselementsundertheguideoflearningproposal.Purpose:todevelopstudents’abilitytoanalyzethetextwiththehelpoftextualpattern.General-Particularpattern一般-特殊模式(总-分-总)Elements:GeneralstatementDetails(Detail1,2,…)Conclusion/Comment(Optional)II.SituationalContext&PragmaticanalysisInteractiveTask2:Analyzingthesituationalcontext.*Teacher:Encouragestudentstofindoutthethreevariants（可变量）ofsituationcontext(field,tenor,andmode).*Students:Readandanalyzethetext.Purpose:todeepenstudents’understandingofthemainideaofthepassage.Guidedquestions:Whatisthemainideaofthetext?Whatistherelationshipinvolvedinthetext?Howisthetextdeveloped?Field:introducetheinformationofTanshan.Tenor:theauthorandthereaders.Mode:bygivingexamplesandgeneral-particularpatternInteractiveTask3:Analyzingpragmaticvalue*Teacher:Helpstudentsdeduce*Teacher:Helpstudentsdeduce(推断)thepragmaticvalue(inferthewritingpurpose,theintendedreadersandtheauthor’sattitudeetc.).*Students:Conductpragmaticanalysisaccordingtotherelatedinformation.Purpose:todeepenstudents’understandingthroughpragmaticanalysis.GuidedQuestion:Whatisthepurposeofwritingthepassage?Whoisthepassagewrittenfor?Whatisthewriter’sattitudetowardstheearthquake?Writingpurpose:toinformreadersofthefunctionsofmusic.Intendedreaders:readers,especiallythemiddleschoolstudents,orpeoplewhocaresaboutthenationalaffairs.Author’sattitude:ingeneral,theauthorisobjective.III. ApplicationandThinkingPracticeInteractiveTask4:TopicRelatedLexis*Teacher:Helpstudentslookforthelexicalchain*Teacher:Helpstudentslookforthelexicalchainundertheguideofthegiventopic.*Students:LookforrelatedphrasesinthetextandmakealistoflexisPurpose:tohelpstudentsgatherusefullexisaboutagiventopic,enlargethevocabularyandthusimprovewritingskills.Para1:thestrangesignsbeforetheearthquakewaterinwells,crackschickens,pigs,dogs,mice,fishbrightlightsandloudnoisesonemillionpeoplewereasleepPara2and3:thehugedamageduringtheearthquakethedeadlyearthquakenearlyonethirdofthenationahugecrackhardhillsofrockkilledandbadlyinjuredfactoriesandbuildings,bridges,railwaytrackPara4:thegreatresueaftertheearthquakethearmysoldiersdoctorsandnursesworkerswater,food,electricitytobreatheagainPara5:theinspirationfromtheearthquakethesupportfromthegovernmentnewlookunitywisdomabrightfutureInteractiveTask5:Criticalandcreativethinking*Teacher:Encouragestudentstosharetheirownopinionsconcerningquestionsaboutthepassagebyadoptingtheexpressionpattern.*Teacher:Encouragestudentstosharetheirownopinionsconcerningquestionsaboutthepassagebyadoptingtheexpressionpattern.*Students:Putforwardtheircomments,ideasetc.onthebasisofhavingagoodunderstandingofthispassage.Purpose:topracticecreativeandcriticalthinkingofstudentsandapplywordsandphrasesfromthepassagetoexpressthemselves.Criticalandcreativethinking:Whatcanwedotoprotectourselveswhenearthquakehappens? IV.AssignmentOralHomework:Introducethepassagebasedonthegeneral-particularpatternwiththehelpofthetopic-relatedlexicalchain.WrittenHomework:Useyourownwordstobrieflysummarizethepassage.学情分析高中一年级的学生已经在初中阶段的英语学中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。但是，学生个性和英语水平差异大，因此教学设计要有梯度，由浅入深，注意层次性。英语作为一门语言，其最基本的作用就是人际交流。但是中国学生普遍的情况是不愿开口说英语。因此我在课堂要鼓励学生们利用每个机会开口说英语，以达到锻炼口语的目的，同时提升学生的阅读能力和水平。效果分析在导入环节，学生利用图片能够很好地结合自己以前的知识经验，然后利用本单元的生词描述图片中的内容，进而与本单元的知识点进行衔接，很好地过渡到阅读的环节。在文本阅读中，先找generalstatement然后找出相关的细节支撑，根据不同的段落设置不同类型的问题，对文本内容进行深挖阅读。学生对不同问题的设置有利于维持学生的学习动机。再situationalanalysis环节对文章整体内容的把我有利于提升学生深度思考的能力，充分调动学生的思维力。再pragmaticanalysis环节中，注重了学生整体思维能力的提升和深层次阅读能力的进步。在角色扮演和讨论的环节，训练了学生学以致用，用所学的知识的自我表达的能力。总结本堂课所学的知识点。教材分析本课是新教材高一必修模块1第4单元的阅读课型，这单元围绕naturaldisasters这一主题开展听、说、读、写多种教学活动。本课型是单元整体教学的重要环节，为学生的语言学习、语法学习提供了载体，并且是学生获取信息的主要来源。“Reading―――ANightTheEarthDidn’tSleep具体描写了1976年1月28日唐山发生大地震，以新闻报道的形式，就地震前的奇怪现象，地震中巨大破坏，地震后的积极救援，最后得出全民团结一心战胜困难的力量。通过阅读，不仅可以使学生学到与地震有关的语言知识与语言技能，还会使学生对地震产生深刻的理解，本篇文章词汇量大，运用了大量的动词、复杂的数字，出现许多定语从句，篇幅较长，并且采用一些修辞手法，对学生的语言阅读能力提出了更高的要求。但文章的结构较明显，较容易归纳出各部分的中心词。对于地震，学生应该不陌生，有相应的知识构架，特别是在汶川和玉树地震后，人们对地震还心存余悸，所以本课在自然知识的讲解方面应该不会有太大困难。本文重点在于培养学生语言知识能力之外，也要鼓励学生遇到困难时勇于面对，树立“一方有难，八方支援”的社会责任感。评测练习Grammarfilling(语法填空).根据高考题型改编。作为课下的巩固练习环节。StrangethingswerehappeninginthecountrysideofnortheastHebei.Miceranoutofthefieldslookingforplaces_____(hide).Thepipesinsomebuildings_____(crack)and_____(burst).Thepeoplewhothoughtlittle____theseeventswereasleepasusualthatnight.At3:42ameverythingbegantoshake.Ahugecrackthatwasthirtymetres_____(widely)cutcrossthehouses.Infifteenterriblesecondsalargecity_____(lie)inruins.The_______(suffer)ofthepeoplewasextreme.Twothirdsofthem_____(injure)duringtheearthquake.Mostofthecity’shospitalwere___