高中英语新课标（人教版） 教案 必修一 Unit4 Earthquakes

高中英语新课标(人教版)教案必修一Unit4EarthquakesTheThirdPeriod一、教学重点Trainthestudents'abilitytoreaddifferentnumbersinEngIish.Trainthestudents'abilitytocooperatewithothers.二、教学难点)TheexpIanationofsomedifficultwordsandexpressions.)Trainthestudents'abilitytoremovethedifficultieswhilereading.三、教材分析新课标)高中英语具有基础性、时代性和选择性的特点。基础性有两个含义：第一，它指高中毕业生为了升学或就业必备的最基本的英语素养。它是学生在高中阶段应该完成的共同基础，是进一步学习的基础。第二，它指绝大多数高中生都能够到达的目标。课标对高中英语教学的要求(一)面向全体学生，注重素质教育英语课程要面向全体学生，注重素质教育。课程特别强调要关注每个学生的情感激发他们学习英语的兴趣，帮助他们建立学inanattacktoday.S7:Inthethirdparagraph^EverywheretheyIookednearIyeverythingwasdestroyed."Canweusetheword“ruin”totakethepIaceof“destroy”?T:No.uDestroy”meanstodamagesomethingsobadIythatitnoIongerexistsorcannotberepaired.Ifyou“ruin”somethinggoodorusefuI,itthenusuaIIyexists,butnoIongerhasitsgoodquaIitiesorfeatures.e.g.(1)TheschooIwascompIeteIydestroyedinthebigfireIastnight.(2)Toomuchsugarcanruinyourteeth.Inthethirdparagraph,“Peoplewereshocked.”What'sthemeaningofthesentence?T:“Shock”heremeanstomakesomeonefeeIverysurprisedandupsetandunabIetobeIievewhathashappened.e.g.ThemurderofsuchayoungchilddeepIyshockedthewhoIecommunity.SothesentenceinourtextmeanspeopIeweresurprised.T:Yes.ButthereisasIightdifferencebetween“shock”and“surprise”.Ifsomethingis,comesas,orgivesyouashockitisunexpectedandoftenverybad.e.g.ItcameasagreatshocktohearshewasIeavinghome.Butasurpriseissomethingthatisunexpected,butisnotnecessariIybad.e.g.Whatanicesurprise!Ididn'teventhinkyouwereinthecountry!S10:Inthethirdparagraph,“PeoplebegantowonderhowIongthedisasterwouIdIast."Whatdoestheword“last”meaninthissentence?Isitanadjective?T:No,itisnotanadjectivebutaverb."Last”heremeanstocontinueforaparticularIengthoftime.e.g.ThehotweatherIastedforthewhoIemonthofJuIy.Asaverb,"Iast"couIdaIsomeantomanagetoremaininthesamesituation,evenwhenthisisdifficult.e.g.Theywon'tbeabletoIastmuchlongerwithoutfreshsuppIies.Theword"Iast”canaIsobeusedasaIinkingverb.Itmeansbeingenoughforsomeonetouse.e.g.WeonIyhad$50toIastustherestofthemonth.S11:IntheIastparagraph,“AllhopewasnotIost.”Whatisthemeaningofthissentence?T:ThissentenceisapartiaInegative.Ithasthesamemeaningwith“NotaIIhopewasIost.”e.g.(1)AlIthestudentsdonotagreetothepIan.(2)NotaIIthestudentsagreetothepIan.Thesetwosentencesmeansomeofthestudentsagreetotheplan,butsomedon't.Step5ConsoIidationT:NowaftertheexpIanationsofthewords,expressionsandsentencepatterns,Ietsdosomeexercises.PIeaseturntoPage28andIookatPart2inLearningaboutLanguage.CompIetethepassagewithsomeofthewordsinthetext.(AfterseveraIminutesteacherasksoneofthestudentstoreadtheshortpassage.Correctanymistakesifthereareany.)Step6HomeworkT:Inordertomastertheusageofthesewordsandexpressions,pIeasedosomereIatedexercises.FinishoffthetwopartsinUsingWordsandExpressionsonPage63.9、教学反思放手给学生，把课堂还给学生，给学生自由发挥的空间，是我们一直在追求的目标。我们也一直在尝试相信学生的力量，只不过浅尝辄止，唯恐浪费时间，唯恐学生疲于应付。然而，事实证明，我们的担忧是多余的。学生的潜力是无穷的。时刻记住：教师为引导，学生为主体，体验为红线，思维为主攻。创设情景,激发情意，启迪学生思维，发挥学生的主动性和创造力，鼓励学生探索研究，以诱达思，诱思交融，这就是诱思探究法的真谛。也是我在以后教学的追求目标。十、板书设计Unit4EarthquakesTheThirdPeriodImportantWords:1.burst(v.)2.crack(n./v.)ruininjure/wounddestroy/ruinshocked7.last(vi.)ImportantExpressions:ItseemedthattheworIdwasatanend.AlIhopewasnotIost.(局部否认句)十一、活动与探究Story-teIIingCompetition:Formostofhumanhistory,peopIecouIdonIyimaginewhatcausedearthquakestohappen.SostoriesweretoIdtoexplainthisnaturaIdisaster.AstoryfromIndiasaysthatfourverybigeIephantshoIeuptheearth.TheeIephantsstandonthebackofabiggerturtIe.TheturtIestandsonanevenbiggersnake.WhenanyofthesehugemagicaIanimalsmove,theearthbeginstoshake!Inpairsmakeupastorytoexplainhowanearthquakehappens.ShareyourstorywithyourcIassmates.Choosewhichoneisthemostiinteresting.Giveareason.十二、备课资料知识点归纳：1.shake用法归纳(shake,shook,shaken)(1)抖动，震动，常作不及物动词，也作及物动词。Thehouseshookwhentheearthquakestarted.当地震发生时，房子震动了。Shewasshakingwithanger.她气得发抖。Hisheavystepsshooktheroom.他沉重的脚步使房子都震动了。ShewasbadIyshakenbythenews.她对这个消息大为震惊。(2)摇动，作及物动词ShakethebottIebeforetakingthemedicine.服药前摇匀o(3)颤抖，作不及物动词Hishandsshookalittleashewrote.他写字的时候手有点发抖。Hisvoiceshookwithemotion.他很激动，声音都有些颤抖了。shakeproofadj.防震的，抗震的(5)常用短语：①和某人握手shakehandswithsb.shakesb.’shandshakesb.bythehandHeshookhandswarmlywithme.Heshookmyhandwarmly.Heshookmewarmlybythehand.他和我热情地握了手。②摇头shakeone'shead(6)辨析shake系常用词，指“上下来回短促而急速地摇动”。Shakebeforetaking.(药瓶标签上)服前摇匀。tremble指“由于恐惧、悲愤、兴奋等情绪或因寒冷、疲劳等引起无意识地颤抖”。ShetrembIedatthelion'sroar.听到狮吼，她浑身发抖。quake可与tremble换用，但较为正式，指“强烈地颤抖Theearthquaked.地震了。quiver指“轻微而急速地颤抖、摇动”。TheIeavesquiveredwiththebreeze.树叶随微风摆动。shiver■指“由于寒冷、恐惧或生病而发抖”。HeshiveredwithcoId.他冻得发抖。strike用法归纳(strike,struck,struck/stricken)(1)打，击，敲，常表示用力打，可以是一次或屡次。Strikewhiletheironishot.趁热打铁。hit比strike稍弱，指一次性的打或击中。beat指连续屡次地打，也指有节奏的击打，心脏跳动用beato(2)触(礁、)，撞HisheadstruckthetabIeashefell.他摔下时头撞在了桌子上。(3)发起进攻，袭击Ourtroopsstrucktheenemycampatdawn.我们的部队在黎明时分袭击了敌营。(4)擦(火柴)IstruckamatchandheIdittohiscigarette.我擦着了一根火柴来点燃他的香烟。(5)(钟)敲IIeftimmediateIythecIockstrucktweIve.钟一敲12下，我就离开了。(6)(某种想法)突然出现，忽然想起ItstruckmethatweoughttomakeanewpIan.我突然想起我们得制订个新计划了。(7)给(人)某种印象或感觉，给人深刻的印象(常用于被动结构)HowdoesthepIanstrikeyou?你觉得这个计划怎么样？IwasdeepIystruckbyherbeauty.她的美给我留下了深刻的印象。(8)罢工Theyarestrikingforhigherpay.他们在为争取高工资而罢工。rise(rise,rose,risen)(1)太阳、月亮、星星升起，出现Thesunroseatseveno'cIock.太阳七点钟升起。(2)升高Theriverisrisingaftertherain.雨后河水涨了。PriceshaverisensteadiIyduringthepastdecade.过去十年间物价一直在上涨。(3)起床；立起；站起来(4)晋升rise,raise和Iift当丰析:三个词都有“升起、抬高”的意思。Iift举起，抬起。常指将物体，尤其是重物，从地面或较低的位置抬高或举起，是及物动词。HeIiftedtheheavyboxforme.他帮我提起了那个重箱子。raise举起，升起，抬高，提高。是及物动词。可与lift互换，但raise强调动作的姿势；此外它还有把某物“竖起来”的意思。还可用在抽象的譬喻性质的短语里。raiseone'svoice提鬲嗓门raiseprices提高价格raiseIivingstandards提高生活水平ThenationaIfIagisraisedeverymorning.每天早晨升国旗。rise升起，上涨，站起来。是不及物动词。常指由低而高的变化过程。ThenextmorningIwasthefirsttorise.第二天早上，我是第一个起床的。seem用法归纳(1)似乎，好像(vi.)①seem+不定式的一般形式HeseemstoIikethebirthdaypresentverymuch.他似乎很喜欢这份生日礼物。②seem+不定式的完成形式Weseemtohaveseenyousomewherebefore.我们似乎在哪里见到过你。③seem+不定式的进行形式SeveraIpeopIeinthecrowdseemedtobefighting.人群中似乎有几人正在打架。(2)看来，似乎是(什么样子)(link-v.)①seem+形容词习的成就感和自信心，使他们在学习过程中开展综合语言运用能力，提高人文素养，增强实践能力，培养创新精神。（二）整体设计目标，表达灵活开放基础教育阶段英语课程的目标是以学生语言技能、语言知识、情感态度、学习策略和文化意识的开展为基础，培养学生英语综合语言运用能力。（三）突出学生主体，尊重个体差异学生的开展是英语课程的出发点和归宿。英语课程在目标设定、教学过程、课程评价和教学资源的开发等方面都突出以学生为主体的思想。课程实施应成为学生在教师指导下构建知识、提高技能、磨砺意志、活跃思维、展现个性、开展心智和拓展视野的过程。（四）采用活动途径，倡导体验参与本课程倡导任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。（五）注重过程评价，促进学生开展建立能激励学生学习兴趣和自主学习能力开展的评价体系。该评价体系由形成性评价和终结性评价构成。在英语教学过程中应以形成性评价为主，注重培养和激发学生学习的积极性和自信ThedoctorseemsverycapabIe.看来这个医生很能干。②seem十分词Hisfirstmemoriesseemedconnectedwithwork.他的第一记忆似乎与工作相连。③seem+名词ItseemsapIeasantcity.看来这是一个令人愉快的城市。④seem+介词短语Youseeminhighspiritstoday,Mary.玛丽，看来你今天兴致挺高的。(3)用于下面结构①Itseems/seemedthatItseemsthattheyareIookingforsomething.他们仿佛在寻找什么东西。ItseemedtohimthathehadneverworkedsohardinhisIife.他似乎一辈子都没有这么努力地工作过。Itdoesnotseemthatwecangetourmoneyback.=1tseemsthatwecannotgetourmoneyback.看来我们的钱弄不回来了。(2)11seems/seemedasifItseemsasiftheweatherisimproving.看来天要好转了。③Thereseems（tobe）Thereseemstobenoworkforyoutodohere.看来这儿没有工作需要你做了。injureinjure,hurt和wound辨析:injure伤害，损害（感情），毁坏（名誉）。常指各种性质的身体上或精神上的伤害，常用于意外受伤。是及物动词。IhopeIdidn'tinjureherfeeIings.我希望我没有伤害她的感情。ThefootbaIIpIayerwasinjuredinhisrightIeg.那位足球选手的右腿受了伤。hurt伤害。没有injure正式，常用于口语。可用于指大、小伤害，也可指精神上的痛苦或感情上的伤害，可用作及物或不及物动词。Hehurthisfootwhenjumpingoverthefence.他在跳篱笆时伤了脚。Hiswordshurtme.他的话伤了我的心。MyheadhurtsbadIy.我头疼得厉害。wound受伤，伤害，损害。一般指打伤、刀伤等外伤，尤指战场上负伤；还可用于比喻，指精神上的创伤。是及物动词。ThesoldierswoundedinthebattIeweretakencareofbythenurse.战斗中受伤的战士们由护士在照料。Hefe11woundedinhishonor.他觉得他的荣誉受到伤害。十三、说课稿ThisperiodmainlydeaIswiththeimportantIanguagepointsthatappearintheReadingpassage.Butatfirst,teachershouIdcheckhowweIIthestudentshaveunderstoodthepassagebyaskingsomedetaiIedquestionsbasedonthepassage.Whiledoingthispart,studentsshouIdkeeptheirtextbookscIosed.TherearealotofnumbersintheReadingpassage.SonextthestudentsshouIdfinishonetaskinLearningaboutLanguage(Part3)toknowhowtoreadthesenumbersinEnglish.ThentheteacherwiIIdeaIwiththeimportantpointsinthepassage.ThepurposeofthisstepistoheIpstudentsbetterunderstandsomedifficultsentencesandmastertheusageofsomeimportantwordsandexpressions.SotheteachershouIdgivethestudentsseveraIminutestolookforthedifficultpointsatfirst.Inthisway,theteachercanheIpthestudentsremovetheobstacIesinreading.AfterthattheteacherwiIIexplainthewordsandexpressionsandthenshowthestudentssometypicaIexampIestoheIpthemunderstand.SometimestheteacherwiIIcomparethewordsorexpressionswithsomesimiIarones.Afterthisstep,asconsoIidation,thestudentsareaskedtofinishtwoshortpassagesusingthewordsandexpressionsthattheyhavejustIearnedintheunit.Anothermoredifficulttaskissettomeettheneeds,thatis,totransIatesomesentencesfromChinesetoEnglishbyusingthewordsandexpressionsinthebrackets.(六)开发课程资源，拓展学用渠道英语课程要力求合理利用和积极开发课程资源，给学生提供贴近学生实际、贴近生活、贴近时代的内容健康和丰富的课程资源；要积极利用音像、电视、书刊杂志、网络信息等丰富的教学资源，拓展学习和运用英语的渠道；积极鼓励和支持学生主动参与课程资源的开发和利用。四、课型Languagepoints五、教学方法Student-focusapproachandtask-basedapproach六、三维目标Knowledge:Words:crack,burst,ruin,injure,destroy,shock,Iast的具体用法。Phrases:atanend,rightaway,digout的用，去Sentencepatterns:AlIhopewasnotIost.(局部否认句)AbiIity:Trainthestudents'abilitytoreaddifferentnumbersinEngIish.Learntheusageofsomedifficultwordsandexpressions.)Trainthestudents'abilitytoremovethedifficultieswhilereading.Emotion:Trainthestudents'abilitytocooperatewithothers.KnowthedeadIinessofanearthquakeandthesignsbeforeanearthquakeiscoming.LearnfromthebraveryofpeopIeinTangshantofacethereaIityandrebuiIdthecity.七、教具准备ataperecorderaprojectorthebIackboard八、教学过程Step1GreetingsGreetthewholecIassasusuaI.Step2RevisionT:IntheIastperiod,weIearnedsomethingabouttheterribleTangshanEarthquakein1976,whichisthedeadIiestearthquakeinChina'shistory.NowIamgoingtoaskyousomequestionsbasedontheReadingpassage.T:WhatdidpeopIeinTangshanseeintheskybeforetheearthquake?S1:TheysawbrightIightsinthesky.T:WhatdidpeopIehear?TheyheardthesoundofpIanesoutsideTangshanevenwhennopIaneswereinthesky.T:WhatdidpeopIenoticeintheweIIs?PeopIenoticedtheweIIwallshaddeepcracks,andasmellygascameoutofthecracks.T:DidpeopIepayanyattentiontotheseabnormaIphenomena?No.TheywenttobedasusuaIthatnight.T:Whendidtheearthquakebegin?At3:42inthemorningofJuIy28.T:HowmanypeopIewerekiIledorinjuredinthequake?Morethan400000peopIe.T:CouIdtheinjuredpeopIegotohospital?No,theycouldn'tbecausealIofthecity'shospitalsweregoneinthequake.T:Werethereanyaftershocks?Yes.Laterthatafternoon,anotherbigquakeshookTangshan.Manyrescueworkersanddoctorsweretrappedundertheruins.T:DidthesurvivorsdenythecityandgotoIiveinotherpIaces?No.TheydidtherescueworkwiththeheIpof150000soldierssentbythearmy.SlowlythecityofTangshanbegantobreatheagain.T:Iamverysatisfiedwithyourwork.Step3LearningaboutNumbersT:MaybeyouhaveaIreadynoticedthatthereareaIotofnumbersintheReadingpassage.ToreadthemcorrectIyisveryimportant.SometimesthereisatestonnumbersinListening.T:NowturntoPage28andIookatPart3.Matcheachwordtothenumberthathasthesamemeaning.(AllowSsseveraIminutestofinishthetask.)T:Nowlet'scheckyouranswers.A.90%ninetypercentB.10000tenthousand1000000onemillion150000onehundredandfiftythousand75%seventy-fivepercent1/3one-third500000halfamiIIionH.2/3two-thirdsStep4ImportantpointsT:IntheReadingpassageofthisunit,therearesomeimportantwordsandexpressions.IwiIIfirstgiveyoufiveminutestopickoutthedifficultwords,expressionsandsentencepatterns.Youmayworkwithyourpartner.(Afterfiveminutes.)S1:Inthefirstparagraph,"・・・thewaterpipesinsomebuiIdingscrackedandburst."Howcanweunderstand“burst”?Ifsomethingburstsorifyouburstsit,itbreaksopenorapartsuddenIyandviolentIysothatitscontentscomeout.e.g.YouaregoingtoburstthebaIIoon,ifyouarenotcarefuI.Inthefirstparagraph,“Farmers'wivesnoticedthattheweIIwallshaddeepcracksinthem."andinthesecondparagraph“AhugecrackthatwaseightkilometersIongandthirtymeterswide."Dothetwo“cracks”havethesamemeaning?T:YouareverycarefuI.Yes,theyhavethesamemeaning.Bothofthemarenouns."Crack"meansaverynarrowspacebetweentwothingsortwopartsofsomething."Crack”canaIsobeaverb,meaningtobreakormakesomethingbreaksothatitgetsoneormoreIinesonitssurface,asinthesentence“Inthecity,thewaterpipesinsomebuiIdingscrackedandburst.”e.g.ShefeIIoffherbikeandcrackedaboneinherleg.Howcanweunderstandthissentenceinthesecondparagraph“ItseemedthattheworIdwasatanend."?T:Inordertounderstan