☆教学基本信息 | cancelling||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
课题 | 人教版高一英语必修语句翻译1 U 4 Earthquake Reading: A Night The Earth Didn’t Sleep | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
☆指导思想与理论依据 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
根据课标任务型教学的原则：在教学过程中特别注意老师的“教”与学生的“学”相结合。各个环节都考虑到学生在活动中发挥主导地位。在设计活动时，利用多媒体教学，将本堂课分为3个部分。任务设计表格形式居多，比较易懂。通过开展师生互动，生师互动，生生互动等课堂活动，让学生在完成任务的过程中探究、体验、实践、参与、交流和合作，逐步实现教学目标，培养学生的自主学习能力。 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
☆教材分析 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
本单元的中心话题是“地震及自然灾害”，是一个学生熟悉的一个话题，介绍地震前，地震中，地震后发生的事情。层次比较明确，比较易懂，活动也比较好开展。但含有定语从句的几个句子比较难。 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
☆学情分析 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
学生英语基础一般且成绩参差不齐，基础好的能流利表达观点，一些基础较弱的只能说出一些单词，不能完整的表达。但学习习惯还是可以的，会和老师配合互动，小组合作也能进行的很顺利。 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
☆ 教学目标 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
1、认知目标：学生熟练掌握词汇：shake, injure, destroy, ruin, damage, rescue, shock 重要句型：带有定语从句的句型， it ems as if / All hope was not lost 2、学习方法目标：培养学生的阅读能力—略读和细读。 3、能力目标：能正确理解文章内容,并能用不同的体裁仿写本篇文章，提高读写的能力。 4、情感目标：让学生认识到灾民的痛苦,懂得灾难时刻特别需要互相帮助互相爱护，激发爱心，从而珍惜自己的生活和学习。 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
☆教学重点和难点 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
教学重点：1)了解文章大意，获取地震发生前中后发展过程的信息，使学生提高英语阅读能力。 2) 通过阅读本篇文章，能够学习到一些重点词汇，词组和句型。 教学难点： 1）对一些含有定语从句的句子的理解 2）使用对话形式把文章改写，提高学习的能力 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
教学环节 | 菲尔普斯里约奥运会教师活动 | 预设学生行为 | 设计意图 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Step1：Lead-in: | T: lovely day , isn’t it? S: No, it’s rainy. But it was fine yesterday., T: Yes. So the weather is always changing. Mr. Nature is emotional. When he is happy, …(showing pictures), the sky is blue and the a is calm and so on. But when it is angry, what will happen?(showing another pictures) so there are many natural disasters in the world. Can you name the natural disasters | 用学生很熟悉的天气创设情境，引出自然灾害，包括地震 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Step II Pre-reading | (show some pictures about the Yushu earthquake) What do you e? And today, we’ll deal with another big earthquake happening in Tangshan. | 学生对玉树地震记忆犹新，由此来引出本文话题。 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Step III Reading | Skimming Skim the passage and divide it into three parts. Find the top ntences of each paragraph. And summarize the main idea of each part
2）Scanning Pat I: Before the earthquake Main idea: _____________ happened in Tangshan before the earthquake. What are the strange things before the earthquake? A: The water in the wells ____and ____. And some deep ______could be en in the well walls. A ______gas came out the cracks. B: Mice ran out of the fields___________ places to hide. Fish _________out of bows and ponds. C: The chickens and even pigs were______ nervous _____eat. The dog was ________loudly again and again. D: People could e _______lights in the sky. No one noticed them. Part II---para. 2—3:During the earthquake Main idea: The damage caud by the earthquake.
Fill in the Data(数据) of the nation felt the earthquake . A huge crack that was kilometres long and metres wide cut across hous In terrible conds a large city lay in ruins. of the people died or were injured during the earthquake. The number of people who were killed or injured reached more than . All of the city’s hospitals, _ of its factories and buildings and of its homes were gone. Part III---para 4 After the earthquake
After reading 1) True or fal questions 1. The chickens didn’t eat becau they were full. 2. One third of the people died or were injured during the earthquake. 3. Such a great number of people died becau the quake happened while they were working. 4. All the hospitals had been destroyed. 5. Water was needed becau dams and wells were uless. | Skim the passage Read each paragraph carefully and complete different tasks. | 划分段落，找中心句，提高快速捕捉文章整体信息的能力，用图表呈现文章简单明了，容易让学生理解文章的机构，掌握文章的主旨和写作顺序。 把课文第一部分的信息，训练学生的查读能力，使学生全面了解地震的前兆 引导学生细读第二部分，特别关注一些细节和数字，可以使学生更深刻的感受地震给人们带来的损害和痛苦 人民解放军和营救队灾后的善后工作，让学生体会到 党和国家对人民的深刻关怀和爱护。具有情感教育意义。 True or fal问题能够让学生对整篇文章有大致的了解，巩固所学知识。 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Step VI Consolidation | 1）The employment of figure of speech（修辞）： Slowly, the city began to breathe again. Personification(拟人) For three days the water in the village wells ro and fell, ro and fell. Repetition (反复llc) It emed that the world was at an end! Exaggeration(夸张) Bricks covered the ground like red autumn leaves. (like, as, as…as…, as if) Simile(明喻) | 学习好词好句以及修辞方法，以提高写作水平。 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Step VI. Discussion | Interview （采访) interviewer interviewee Choo one topic to discuss in groups Q1: What shall we do if an earthquake happens? Q2: What can we do after earthquake? Where there is life, there is hope. | Teamwork Pairwork, | 灾后物质上的援助是不够的，应该更多的关注那些失去亲人的灾民们，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在地震中逃生的技能，如何在地震后帮助别人，奉献爱心。 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Step V Homework | 1) Finish the dialogue in writing 2) Try to find some questions ( words, phras, or ntences ) in the text, if any. | 课后巩固，达到熟练掌握课文知识的目标，达到读说写的结合 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
☆板书设计 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
A Night The Earth Didn’t Sleep Part 1 para.1 Before the earthquake --------signs Part 2 para.2-3 During the earthquake--------- damage Part 3 para4 After the earthquake---------- recovery | |||
☆学生学习活动评价设计 | |||
I know what’s the text about? I know some important phras and expressions I know some important patterns. I know some basic reading methods such as skimming and scanning I can retell the whole passage.在职mba班 I’m happy and cooperate with classmates well After learning the lesson, I know some knowledge about the earthquake. | |||
☆教学反思 | |||
1 1） 教学目标基本达成。教学中，学生根据各个任务的设计，去发现问题，分析问题和解决问题。学生不仅对地震有一定的了解，而且还能用英语进行简单的描述地震发生的过程。课堂气氛很好，因为这篇文章比较易懂。 2） 学习了一些常识，地震来了怎么办？ 3） 但这篇文章的细节题比较多，容量比较大，不能让更多的学生参与活动。 4） 同学在讨论汇报回答问题的时候词汇比较单一，句式也大多是中文式的。 | |||
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