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1、Unit 4 Earthquake,兖州一中 刘艳霞 2009年6月,一.教材分析,1.教材内容简析 这是人教版高一必修Unit 4的阅读课，体裁是新闻报道，文章介绍了唐山大地震前的预兆，地震造成的城市建筑和人畜损失以及震后的救援情况。我把这节课设计成了一节阅读课，之前已经安排学生预习过本单元的新单词。,2.三维教学目标（3-Dimentional Teaching Demands）,3.重点和难点：(Teaching difficult and important points),重点：1.让学生掌握本篇文章中的单词，词组以及重要表达 Master the new words ,phrase
2、s and useful expressions in the text . 2.训练学生掌握理解文章细节的阅读能力 Train the students reading ability to understand the content of text in detail. 3.帮助学生在体验中学会与人合作的能力 Train the students ability to cooperate with others.,难点: 1.重要动词 如:shake , burst, rise ,destroy, shock ,injure 2.重要词组 如:lie in ruins, be trapp
3、ed under sth, to the north of sp, think little of sth. 3.重要句型 如: It seemed/seems that All hope was not lost(部分否定) 4. 了解关系代词who, that, whom, whose, which等引导的定语从句. 5. 训练学生掌握阅读微观技能:skimming, scanning,二.学情分析（Learner analysis ）,There are 55 students in my class. The students in my class are of different
4、levels ,so I should adapt the lesson to each of them and try to solve different kinds of problems which may appear in the lesson. I often use some activities in the class to finish some tasks, such as individual, pair or group work to let each of them have more chances to practice English and involv
5、e activities in the lesson, thus to make some improvement .,三.教学方法 （Teaching Methodology）,根据第二语言习得理论、“整体语言教学”的理论和实践，以及当前教学改革，课程改革等先进理念，为达成上述教学目标，运用任务型教学（Task-based teaching mode）途径，我把英语课堂设计采取“P-T-P”自主学习立体模式： （Pre-task-Task-cycle-Post-task）,自主学习策略(self-learning strategy)； 资源策略运用(resources strategy) 有
6、效合作与交际策略(effective cooperation and communication strategies )； 信息处理与探究策略(information processing and to explore strategies)；,四. 学习策略（ Learning Strategy ）,五. 教学工具(Teaching Tools),blackboard projector computer-assisted teaching (multimedia),1.Greeting &Lead-in 2.Pre-reading 3.Prediction 4.Fast reading
7、5.Careful reading 6.Analyze sentences 7.Consolidation 8.In-depth analysis 9.Listen to the tape 10.Review 11.Assignment,Group-work activity,Individual activity,.Task-cycle,group-work activity,.Post-task,.Pre-task,六.教学设计步骤（Teaching Procedures）,Step 1:Greeting &Lead-in (情境导入) Task 1：ask the students so
8、me questions about the pictures (Group-work activity),Questions: 1)What can you see in the pictures? 2)What is your feeling when you see these pictures? 3)What did you do for the homeless people in the Wenchuan Earthquake? Aims: 1) to arouse the students interests in the topic: earthquake. 2)to trai
9、n the students ability to cooperate with others.,Step 2: Pre-reading(读前准备),Task 2: Looking and guessing（ Group-work activity ） 1. What can you see in the picture ? 2. What do you think may happen before an earthquake?,Aims: 1) This activity provides students a good opportunity to learn the new words
10、 and phrases of the unit, such as cracks, cut across houses, fall down, lie in ruins and destroy. 2)Encourage students to think freely about the question and think a reason why such and such might happen?,Step 3: Prediction （课文标题预测）,Task 3 Probing questions (探究问题) （ Group- work activity ） 1.What a k
11、ind of information does the author try to convey to us through the title ? A NIGHT THE EARTH DIDNT SLEEP 2.What cause the earth “didnt sleep at night” in the text?,Aim: To help the students form a question in their minds “How did the earthquake destroy Tangshan?”, then they will be willing to read t
12、he text.,Step 4: Fast reading（快速阅读）,Read the text as quickly as possible and try to answer the following questions below.（方法导引：略读或浏览阅读，忽略不懂的句子或单词，快速阅读课文，目的只是为了了解材料的大体内容，不求甚解） Task 4: Divide the whole passage into three parts according to the change of time and give the main idea of each part.,Aim: I
13、mprove the students ability of skimming, and practice using simple words to summarize the passage.,Step 5: Careful reading （细节阅读）,Task 5 Reading the paragraph 2 &3 and fill in blanks of the diagram below. （方法导引：采用扫描式阅读有目的的寻找某些资料和信息，对 无关部分可忽略。） 1. What do all the numbers referred to in the 2nd &3rd p
14、assage?,Began to shake,Below the city ,underground,The greatest earthquake,The length of crack,The width of crack,The earthquake only last so short,The factories and buildings were gone,The homes were gone,2. Use the numbers and the brief information in the diagram to retell the course of the Tangsh
15、an Earthquake. Aim: Train the students reading ability to understand the content of the text in detail, and improve the students ability of retelling.,Step 6: Sentences analysis(句子分析),Task 6 Try to analyze the difficult sentences ,then translate them and recite them. (方法导引:结构复杂 的句子是影响阅读理解的主要因素之一. 弄懂
16、复杂 句的关键是先找到句子主干,然后理清其余句子结构.尝试分析下 面复杂句的结构并译成汉语),1.The one million people of the city, who thought little of these events were asleep as usual that night. 2.Then,later that afternoon , another big quake which was almost as strong as the first one shook Tangshan.,Aims: 1) To remove the obstacles in the course of reading . 2) To help students learn to use some language points and the at
