unit 4 earthquakes 经典教学设计
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| 名称 | unit 4 earthquakes 经典教学设计 |  | |
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| 资源类型 | 教案 | ||
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| 科目 | 英语 | ||
| 更新时间 | 2010-10-14 15:19:00 | ||
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Book 1 Unit 4 Earthquakes 阅读课教学设计
Period 1 warming up and reading
(Task-based reading 45minutes)
黔江新华中学 郑乐明
Ⅰ.The type of the lesson---reading level【课型（阅读课）】
Ⅱ.The analysis of the new curriculum standards【新课标分析】
The new curriculum standards are the base and guide to teaching, which require us , on the basis of textbooks and extra teaching resources, to effectively combine teachers’ conducting and explaining with students’ independent research and cooperative learning, solve “double bases” (language knowledge and abilities), develop students’ skills (obtain information, discover analyze and solve problems) and fulfill moral education, thus achieving the aim of efficient learning- enjoying learning, being good at learning and being able to use it. As far as I’m concerned, teachers and students will research effectively, combine resources and achieve 3D aims.
Ⅲ. The analysis of the text【教材分析】
1..Help students master words and expressions in the text
Important words:
Sentence patterns:
(They are used as tools for reading and are basic contents)
2. Help students to get knowledge about the text
(The threes are knowledge and main contents)
Ⅳ.Analysis of students【学生分析】
1. Students have some knowledge about earthquakes in Chinese, but they don’t know how to describe in English. So they have desire to learn.
2. Students have abilities of a certain level to read, discover and cooperate .So how to improve them in well-organized ways in limited time and accomplish the moral goals are what the teacher should think about.
Ⅴ.Teaching aims – 3D goals【 教学目标】
(1) Knowledge goal(语言知识目标): students should master the “tools”- key words and expressions, learn about the earthquake , can describe its damage. and can apply it in other disasters.
(2) Ability goal(语言技能目标): develop the students’ three kinds of skills:
the skills of reading: skimming(for the general idea), guessing(for a better understanding) ,intensive reading(for details)
the skills of studying: self-discovering, communicating, cooperating
the skills of writing: summarizing, passage-based writing
(3) Moral goal(情感态度目标):
develop the awareness of communication and cooperation ,and help students get a better understanding of the importance of helping each other and treasuring their life as well as determination to overcome difficulty in face of trouble and even disasters
Ⅵ. My opinion about how to deal with the passage (including important and difficult points) 【教学重难点】
(1)About the key words: let students understand them in the sentences of the passage, especially several verbs.
(2)About some additional words: only make students able to identify them— typhoon, tsunami, hurricane.
(3)About the passage itself: students must be able to retell the signs, but the important one is to describe the damage, of course which is the teaching important point for knowledge about the earthquakes and language ability..
(4)About the attributive clause: just let students discover the sentence pattern through wh-questions. There is no need to explain in this period.
(5) Appreciating good sentences is an essential step. Never miss it.
(6) Developing students’ abilities of reading comprehension and summarizing is the core。 Discussion and passage- based writing is to extend their ability. These are the teaching important and also difficult points for ability promotion and moral education.
Ⅶ.Analysis of teaching methods and learning methods【教法与学法分析】
Based on the parts Ⅴ&Ⅵ above, the teaching and learning methods are as follows:
1. the new curriculum standards promote the students ’ search, cooperation, and studying on their own. The purpose is to develop the students’ abilities. My teaching methods are based on these teaching concepts. In class, the teacher guides students to discover, communicate, cooperate and so on to get knowledge and improve abilities through prediction, task-based reading and self test: guiding teaching , predicting teaching , task-based teaching , test teaching.
2. The new curriculum standards aim to train students to study by themselves. So the following three learning methods are important for them
（1）discovering learning
（2）communicative learning
（3）cooperative learning
Ⅷ.Teaching procedures【教学过程】
Step I Warming up
1. Enjoy a video about ChangeⅡ’s successful launch
2. Let the students look at some pictures of earthquake in Wenchuang.
3. Ask the students:
(1) What happened in the picture
(2) What are the people doing
(3) What place is it
4. Introduce the topic of the Unit: Earthquakes.
5. Show the pictures of Tangshan and San Francisco and ask:
(1) Where does the city of Tangshan / San Francisco lie
(2) Do you know when the earthquake happened in Tangshan / San Francisco lie
(3) What happened to the two cities after the earthquake
【设计意图】
通过多媒体课件播放时事报道---嫦娥2号的成功发射，这是一件展示人类伟大的又一事件，然而在灾难面前呢？接着展示汶川地震的有关图片导入课文主题：地震。从汶川地震过渡到唐山和旧金山地震，让学生初步了解地震的危害，为课文阅读做铺垫。
This is impressive. Brainstorm some other disasters to learn additional words. The question “Which is the most terrible one” introduces the topic again. And then predict what the text is about. This is designed to practice spoken English and arouse students’ desire for research.
Step Ⅱ Pre-reading
Task 1: Let the students think over the following questions: Imagine your house begin to shake and you must leave it right away. You have time to take only one thing.
What will you take Why
Task 2: Let the students look at some pictures and answer:
What do you think will happen before an earthquake
(1) There are bright lights in the sky.
(2) The well has deep cracks in it and the water in it rises and falls.
(3) Chicken are flying. Dogs are barking. Pigs and cows are too nervous to eat.
(4) Fish jump out of the pond and mice run wildly out of the fields.
【设计意图】
通过这两个任务是学生了解地震前的一些迹象，激发学生的阅读愿望。
Step Ⅲ Reading
1. Skimming
(1) Let the students skim the text and divide the text into three parts.
(2)Let the students find the topic sentence of each paragraph and summarize the main idea of each part (见表一).
【设计意图】
划分段落、找中心句、理解文章结构和大意是阅读的基本技能，能帮助学生整体把握文章。这样的训练能培养学生快速捕捉文章整体信息的能力。用图表呈现文章简单明了，容易让学生理清文章的结构，掌握文章的主旨和写作顺序。
表一
Parts paragraph Topic sentences Main idea The order of writing
Part 1 Para 1 Strange things were happening in the countryside in northeast Hubei. Signs before earthquake In order of time
Part 2 Para 2 It seemed as if the word was at an end. Damage caused by earthquake (during the earthquake )
Para 3 Every where they looked nearly everything was destroyed.
Part 3 Para 4 All hope was lost. Rescue after earthquake
2. Scanning
Task 1: Let the students read paragraph 1 and fill in the chart (见表二).
【设计意图】
笔者在教学中把课文中的第一部分的信息用表格的形式表达出来，以锻炼学生的查读能力，是学生全面地了解地震的前兆。
表二
Main idea Details
Signsbefore earthquake(Para 1) Strange things were happening in the countryside in northeast Hubei.The water in the wells rose and fellThe well walls had deep crack in themA smelly gas came out of the cracksThe chickens and pigs are too nervous to eat Fish jumped out of the bowls and ponds Mice ran out of the fields.At about 3:00 am on July 28, 1976, people saw bright lights in the sky. The sound of planes could be heard outside the city of Tangshan even when no planes were in the sky
Task 2: Let the students read paragraph 2-3 and put the sentences into right orders
【设计意图】
概念图可对课文的具体信息进行有效的整理和组合，加深学生对课文的系统理解。任务2引导学生细读课文第二部分，可以使学生更深刻地感受唐山大地震给人们带来的损害和痛苦。
Read paragraph2-3 and put the sentences into right orders:
( ) a. It was heard in Beijing which is one hundred
kilometers away .
( ) b. Eleven kilometers directly below the city the
greatest earthquake of 20th century began
( ) c. Some of the rescue workers and doctors were
trapped under the ruins.
( ) d. A huge crack that was eight kilometers long
and thirty meter wide cut across houses.
( ) e. Sand now fill the wells instead of water.
Key: 2-a, 1-b, 5-c,3-d,4-e
Step Ⅳ Post reading
Task 1: Do Exercise1 of Comprehending on page 27.
Task 2: Choose the best answers according to the text.
1. What does the title “A night the earth didn’t sleep” mean (B)
A. The whole earth didn’t sleep that night
B. A terrible earthquake hit Tangshan that night
C. The earthquake happened here and there
D. The whole nation didn’t sleep because of the earthquake
2. What feeling did the author show about the earthquake (C)
A. Serious and hopeless
B. Sad and hopeless
C. Serious and hopeful
D. Angry but hopeful
3. We can infer from the text that _______.(B)
A. The whole city was an end
B. The army’s coming brought hope to the city
C. People lost hope faced with the terrible earthquake
D. The signs before the earthquake weren’t obvious at all
【设计意图】
本环节任务1是连线题，检测学生对课文内容的理解。任务2中这些问题的设计是考查学生对课文深层含义的理解，对作者写作态度的推断，加深学生对课文的深层理解。
Step Ⅴ Discussion（达成探究）
Choose one topic to discuss in groups.
Q1: What shall we do if an earthquake happens
Q2: What can we do after earthquakes
【设计意图】
让学生选择一个话题进行小组讨论，假如你是一名志愿者在接受记者采访时，在交流中要表达出对灾区人民给予物质上的支持是远远不够的，我们应该更多的关注那些失去亲人的人们,尤其是孤儿,他们需要得到及时的震后心理辅导。在交流和合作学习中开拓思路，形成发散思维和创新能力。同时，让学生在讨论中学会如何在地震中逃生，如何在地震后帮助别人、奉献爱心。
Step Ⅶ Homework
1. Do Exercise 2 and Exercise 3 on page 27.
2. Write the dialogue of the interview.
【设计意图】
课外作业是课堂内容的延续、深化。以上家庭作业的设计是让学生对课文进行总结概括，把读、说和写结合起来。
shake，injure，destroy，ruin，damage，rescue，shock，crack，numbers ect.
the attributive clause
It seems as if clause
All hope was not lost
The signs of the earthquake
The damage of the earthquake
The rescue and recovery
To acquire new knowledge
to develop the students’ skills required in NMET
to arouse students’ interest in learning and life
21世纪教育网 -- 中国最大型、最专业的中小学教育资源门户网站。 版权所有@21世纪教育网
Book 1 Unit 4 Earthquakes 阅读课教学设计
Period 1 warming up and reading
(Task-based reading 45minutes)
黔江新华中学 郑乐明
Ⅰ.The type of the lesson---reading level【课型（阅读课）】
Ⅱ.The analysis of the new curriculum standards【新课标分析】
The new curriculum standards are the base and guide to teaching, which require us , on the basis of textbooks and extra teaching resources, to effectively combine teachers’ conducting and explaining with students’ independent research and cooperative learning, solve “double bases” (language knowledge and abilities), develop students’ skills (obtain information, discover analyze and solve problems) and fulfill moral education, thus achieving the aim of efficient learning- enjoying learning, being good at learning and being able to use it. As far as I’m concerned, teachers and students will research effectively, combine resources and achieve 3D aims.
Ⅲ. The analysis of the text【教材分析】
1..Help students master words and expressions in the text
Important words:
Sentence patterns:
(They are used as tools for reading and are basic contents)
2. Help students to get knowledge about the text
(The threes are knowledge and main contents)
Ⅳ.Analysis of students【学生分析】
1. Students have some knowledge about earthquakes in Chinese, but they don’t know how to describe in English. So they have desire to learn.
2. Students have abilities of a certain level to read, discover and cooperate .So how to improve them in well-organized ways in limited time and accomplish the moral goals are what the teacher should think about.
Ⅴ.Teaching aims – 3D goals【 教学目标】
(1) Knowledge goal(语言知识目标): students should master the “tools”- key words and expressions, learn about the earthquake , can describe its damage. and can apply it in other disasters.
(2) Ability goal(语言技能目标): develop the students’ three kinds of skills:
the skills of reading: skimming(for the general idea), guessing(for a better understanding) ,intensive reading(for details)
the skills of studying: self-discovering, communicating, cooperating
the skills of writing: summarizing, passage-based writing
(3) Moral goal(情感态度目标):
develop the awareness of communication and cooperation ,and help students get a better understanding of the importance of helping each other and treasuring their life as well as determination to overcome difficulty in face of trouble and even disasters
Ⅵ. My opinion about how to deal with the passage (including important and difficult points) 【教学重难点】
(1)About the key words: let students understand them in the sentences of the passage, especially several verbs.
(2)About some additional words: only make students able to identify them— typhoon, tsunami, hurricane.
(3)About the passage itself: students must be able to retell the signs, but the important one is to describe the damage, of course which is the teaching important point for knowledge about the earthquakes and language ability..
(4)About the attributive clause: just let students discover the sentence pattern through wh-questions. There is no need to explain in this period.
(5) Appreciating good sentences is an essential step. Never miss it.
(6) Developing students’ abilities of reading comprehension and summarizing is the core。 Discussion and passage- based writing is to extend their ability. These are the teaching important and also difficult points for ability promotion and moral education.
Ⅶ.Analysis of teaching methods and learning methods【教法与学法分析】
Based on the parts Ⅴ&Ⅵ above, the teaching and learning methods are as follows:
1. the new curriculum standards promote the students ’ search, cooperation, and studying on their own. The purpose is to develop the students’ abilities. My teaching methods are based on these teaching concepts. In class, the teacher guides students to discover, communicate, cooperate and so on to get knowledge and improve abilities through prediction, task-based reading and self test: guiding teaching , predicting teaching , task-based teaching , test teaching.
2. The new curriculum standards aim to train students to study by themselves. So the following three learning methods are important for them
（1）discovering learning
（2）communicative learning
（3）cooperative learning
Ⅷ.Teaching procedures【教学过程】
Step I Warming up
1. Enjoy a video about ChangeⅡ’s successful launch
2. Let the students look at some pictures of earthquake in Wenchuang.
3. Ask the students:
(1) What happened in the picture
(2) What are the people doing
(3) What place is it
4. Introduce the topic of the Unit: Earthquakes.
5. Show the pictures of Tangshan and San Francisco and ask:
(1) Where does the city of Tangshan / San Francisco lie
(2) Do you know when the earthquake happened in Tangshan / San Francisco lie
(3) What happened to the two cities after the earthquake
【设计意图】
通过多媒体课件播放时事报道---嫦娥2号的成功发射，这是一件展示人类伟大的又一事件，然而在灾难面前呢？接着展示汶川地震的有关图片导入课文主题：地震。从汶川地震过渡到唐山和旧金山地震，让学生初步了解地震的危害，为课文阅读做铺垫。
This is impressive. Brainstorm some other disasters to learn additional words. The question “Which is the most terrible one” introduces the topic again. And then predict what the text is about. This is designed to practice spoken English and arouse students’ desire for research.
Step Ⅱ Pre-reading
Task 1: Let the students think over the following questions: Imagine your house begin to shake and you must leave it right away. You have time to take only one thing.
What will you take Why
Task 2: Let the students look at some pictures and answer:
What do you think will happen before an earthquake
(1) There are bright lights in the sky.
(2) The well has deep cracks in it and the water in it rises and falls.
(3) Chicken are flying. Dogs are barking. Pigs and cows are too nervous to eat.
(4) Fish jump out of the pond and mice run wildly out of the fields.
【设计意图】
通过这两个任务是学生了解地震前的一些迹象，激发学生的阅读愿望。
Step Ⅲ Reading
1. Skimming
(1) Let the students skim the text and divide the text into three parts.
(2)Let the students find the topic sentence of each paragraph and summarize the main idea of each part (见表一).
【设计意图】
划分段落、找中心句、理解文章结构和大意是阅读的基本技能，能帮助学生整体把握文章。这样的训练能培养学生快速捕捉文章整体信息的能力。用图表呈现文章简单明了，容易让学生理清文章的结构，掌握文章的主旨和写作顺序。
表一
Parts paragraph Topic sentences Main idea The order of writing
Part 1 Para 1 Strange things were happening in the countryside in northeast Hubei. Signs before earthquake In order of time
Part 2 Para 2 It seemed as if the word was at an end. Damage caused by earthquake (during the earthquake )
Para 3 Every where they looked nearly everything was destroyed.
Part 3 Para 4 All hope was lost. Rescue after earthquake
2. Scanning
Task 1: Let the students read paragraph 1 and fill in the chart (见表二).
【设计意图】
笔者在教学中把课文中的第一部分的信息用表格的形式表达出来，以锻炼学生的查读能力，是学生全面地了解地震的前兆。
表二
Main idea Details
Signsbefore earthquake(Para 1) Strange things were happening in the countryside in northeast Hubei.The water in the wells rose and fellThe well walls had deep crack in themA smelly gas came out of the cracksThe chickens and pigs are too nervous to eat Fish jumped out of the bowls and ponds Mice ran out of the fields.At about 3:00 am on July 28, 1976, people saw bright lights in the sky. The sound of planes could be heard outside the city of Tangshan even when no planes were in the sky
Task 2: Let the students read paragraph 2-3 and put the sentences into right orders
【设计意图】
概念图可对课文的具体信息进行有效的整理和组合，加深学生对课文的系统理解。任务2引导学生细读课文第二部分，可以使学生更深刻地感受唐山大地震给人们带来的损害和痛苦。
Read paragraph2-3 and put the sentences into right orders:
( ) a. It was heard in Beijing which is one hundred
kilometers away .
( ) b. Eleven kilometers directly below the city the
greatest earthquake of 20th century began
( ) c. Some of the rescue workers and doctors were
trapped under the ruins.
( ) d. A huge crack that was eight kilometers long
and thirty meter wide cut across houses.
( ) e. Sand now fill the wells instead of water.
Key: 2-a, 1-b, 5-c,3-d,4-e
Step Ⅳ Post reading
Task 1: Do Exercise1 of Comprehending on page 27.
Task 2: Choose the best answers according to the text.
1. What does the title “A night the earth didn’t sleep” mean (B)
A. The whole earth didn’t sleep that night
B. A terrible earthquake hit Tangshan that night
C. The earthquake happened here and there
D. The whole nation didn’t sleep because of the earthquake
2. What feeling did the author show about the earthquake (C)
A. Serious and hopeless
B. Sad and hopeless
C. Serious and hopeful
D. Angry but hopeful
3. We can infer from the text that _______.(B)
A. The whole city was an end
B. The army’s coming brought hope to the city
C. People lost hope faced with the terrible earthquake
D. The signs before the earthquake weren’t obvious at all
【设计意图】
本环节任务1是连线题，检测学生对课文内容的理解。任务2中这些问题的设计是考查学生对课文深层含义的理解，对作者写作态度的推断，加深学生对课文的深层理解。
Step Ⅴ Discussion（达成探究）
Choose one topic to discuss in groups.
Q1: What shall we do if an earthquake happens
Q2: What can we do after earthquakes
【设计意图】
让学生选择一个话题进行小组讨论，假如你是一名志愿者在接受记者采访时，在交流中要表达出对灾区人民给予物质上的支持是远远不够的，我们应该更多的关注那些失去亲人的人们,尤其是孤儿,他们需要得到及时的震后心理辅导。在交流和合作学习中开拓思路，形成发散思维和创新能力。同时，让学生在讨论中学会如何在地震中逃生，如何在地震后帮助别人、奉献爱心。
Step Ⅶ Homework
1. Do Exercise 2 and Exercise 3 on page 27.
2. Write the dialogue of the interview.
【设计意图】
课外作业是课堂内容的延续、深化。以上家庭作业的设计是让学生对课文进行总结概括，把读、说和写结合起来。
shake，injure，destroy，ruin，damage，rescue，shock，crack，numbers ect.
the attributive clause
It seems as if clause
All hope was not lost
The signs of the earthquake
The damage of the earthquake
The rescue and recovery
To acquire new knowledge
to develop the students’ skills required in NMET
to arouse students’ interest in learning and life
21世纪教育网 -- 中国最大型、最专业的中小学教育资源门户网站。 版权所有@21世纪教育网