最新高中英语-Unit-4-Earthquake-Reading-A-night-the-earth-didn't-sleep-教学设计-新人教版必修1

PAGEPAGE4Unit4Earthquake教材内容分析人教版第一模块第四单元的话题是“地震〞。本课是本单元的第一课时，包含warmingup,pre-reading,reading,comprehension几个局部。阅读局部讲述了1976年唐山大地震的情况，共四个段落，具体包括地震前兆，地震破坏，地震救援等情况。教学目标知识目标：使学生学习到地震相关知识，如地震前的异常表现，地震的破坏力以及地震后的救援；学习和地震相关的词汇。能力目标：训练学生快速阅读能力：略读，查读，推断；训练学生从文本出发思考相关问题，培养学生的思维能力。情感目标：学会对地震受害者表达同情和思考震后能够给予的援助。教学过程Step1warmingup(5mins)看视频，了解话题教师播放一段云南鲁甸地震的英文报道。T:Goodafterclass!Asweknow,disastershappenfromtimetotime.Todaywearegoingtotalkaboutoneofthem.Let’swatchareport…canyouunderstandit?Whatisthereportabout?Ss:Earthquake.T:Right.Thisiswhatwearegoingtotalkabouttoday.[意图说明]通过观看有关云南鲁甸的视频，自然把学生带入今天的话题地震。同时本节课的最后环节是学生用课堂所学做关于鲁甸地震的现场报道。这段视频对于程度一般的学生作为话题引入也就足够，对于较好程度的学生能够起到启发和提示的作用。导入记叙文六要素。教师启发学生用5Ws和1H来提问以获取一个事件诸多信息。T:Whenwetalkaboutanearthquake,wemaywanttoasksomequestionsaboutit.Asforme,Iwanttoknow“whenwasit?wheredidithappen?〞Howaboutyou?Whatquestionsdoyouwanttoask?Ss:Who…why…what…T:Thankyou.Haveyounoticedthatifyourquestionsbeginwithwhat,when,where,who,why,how,youwillgetmoreinformationfromtheanswer,right?Thisiswhatweusuallysay5Wsand1H.Whenwereadanarration,wealsowanttoknowaboutthese.Thesearewhatwecallsixfactorsofanarration.[意图说明]通过启发学生用5ws和1h来提问，引导学生阅读记叙文的时候关注这六要素，以此过渡到阅读本篇记叙文。Step2Pre-reading教师启发学生用提问的方式通过标题对文章内容进行预测。T:Whenyoureadthistitle,somequestionsmaycometoyourmind.Whatarethequestions?Ss:Whydidn’ttheearthsleep?Whathappenedtotheearth?...T:Ibelieveafteryoureadthepassage,youwillfindtheanswers.[设计意图]这个标题并没有明确说明文章主题，学生光看标题不一定能懂发生了什么事情。通过简单的对标题的提问，吸引学生关注文本内容。Step3R1.第一遍阅读〔读大意〕首先教师介绍阅读技巧一“查读〞，然后要求学生在一分钟时间内查找出根本信息，并用一句话概括文章主旨。T:Firstofallpleasescanthepassagein1min.Whatisscanning?Insuchashorttimewhatdoyouthinkwecanget?Ss:When,where,who,what…T:Yes.Somebasicinformation:whenwherewhowhat…andpleasetellmethemainideainonesentence.[意图说明]通过介绍阅读技巧一“查读〞，让学生正确应用阅读技巧提高短时阅读获取大意的能力。这是本节阅读课的第一遍阅读，只需要一分钟时间就能找出记叙文几要素的相关内容，经过整合就总结出文章大意。2.第二遍阅读(读结构)第二遍阅读教师要求学生用阅读技巧二“略读〞，找到各段主题句，并将文章分为三个局部，用一两个词语概括各局部大意。最后点出本文是按照时间顺序开展的。T:We’vegotthebasicinformationnow,butitisfarfromenough.Besidesit,weneedtogettoknowthestructure.Thistime,Pleaseskimthepassage.Whatisskimming?Youhave3minstoskimthepassagetogetthetopicsentenceofeachparagraph.Don’tcaretoomuchaboutdetails.Go!Ss:Topicsentenceineachparagraph.ParaParaParaParaT:Canyoudivideitintothreeparts?Ss:Part1,para1;part2,paras2,3;part3para4.T:Canyouuseoneortwowordstosummarizeeachpart?Ss:Part1:warningsigns.Before…Part2:damage.During…Part3:rescuework,after….T:Sothepassagedevelopsintheorderof…(Ss：time).[意图说明]教师介绍第二种阅读技巧“略读〞，希望学生能够关注文章框架结构和大意而非细节。通过此方法训练，迅速找出文章各段的主题句，分段，概述各局部大意，时间开展顺序，这使学生很容易对文章的结构和开展脉络有了深刻的理解。3.第三遍阅读〔读细节〕T:nowthestructureisclear,right?Tomakethepassagemoreinteresting,weneedmoredetailstosupportit.1.Part1T:Pleasefocusonpart1:warningsigns.Scanthispartin1minandunderlinestrangethingshappeningthatday.T:(pictures)Lookatthepictures.Whatappearedinthesky?Whathappenedtomice?Howaboutfish?Thisisawell.Thewellwallhaddeepcracks.Pigs,dogsandchickensweretoonervoustoeat.2.Part2:T:Welldone.Nowpleasescanpart2damagetofindoutdataonly.T:Goodjob.Whatdothesedatashow?Theyshowhowterribletheearthquakeis.Yousee,thecitylayinruinsin15seconds.3.Part3:Fortunately,afterthequake,peoplecametohelp.Youhaveonly30secondstoscanthisparttofindouthowpeoplecarriedoutrescuework.T:Thankstotheirhelp,Tangshanrecovered.ThisisTangshan’[意图说明]通过分段查读，搜寻设问中需要的信息，主要培养学生获取文章细节的能力，加深对文本的理解。4.Part4:feelingsT:wehavementionedfactsabouttheearthquake,whatelsehavewemissed?Wearegoingtoreadtwosentences.Thistime,weneedthethirdreadingskill,inferring.Whatisinferring?Readbetweenthelinestogetthemeaningsthatarenotclearlystated.Trytounderstandthesentences.Sentence1:Itseemedasiftheworldwasatanend.Theworldwasreallyatanend?No.thisisexaggeration.Whatdoesitmean?Ss:Thecitywascompletelydestroyed.T:Howdidpeoplefeel?Ss:Theyfeltextremelydesperate,shocked,helpless,hopeless,worried..Sentence2:Notallhopewaslost.T:Whatdoesitmean?Ss:Afterthequack,helpcamefromallside.Peoplefelthopeful/encouraged.T:fromthesetwosentences,weknowthewriternotonlysimplyreportswhathappened,butalsoexpresseshis…(Ss:feelings.)[意图说明]当学生看完每个段落，答复完每个局部的相关问题后，他们可能只体会到三个有关地震的事实，教师此时启发学生发现作者在描述事实的同时，还表达了他的情感。此环节要求学生用阅读技巧三“推断〞深入探究文章字里行间可能透露出的深层内涵，同时也促使学生进入到语境中理解受灾难中和灾难后人们的心情，激发他们的同情之心。由此由学生不难总结出文章的四个方面的内容：预警，破坏，救援以及感觉。4．深层次理解在文本的根底上，教师设计三道题目，让学生进行深层次解读。T:Ithinkitiseasytounderstandthepassage.Nowit’stimetochallengeyourself.Thinkaboutfollowingquestions.Inpart2.thewritershowsussomedata.Thisisoneofthem.Thenumber….reachedmorethan400,000.Q1:WhydidsuchanumberofpeopledieinTangshanearthquake?Igiveyousomekeywords:place,time,knowledge,equipment,prediction…Theymayhelpyou.Pleasediscussinagroupoffour.Whileyouarediscussing,pleasetakesomenotes.Ss:Thebuildingswerenotstrongenough.Peoplethoughtlittleofthestrangethings.Ithappenedatmidnight.Theequipmentwasnotadvanced.Therewasnowarningsystematthattime…Q2:Howcanwereducethelossescausedbyearthquakes?Ss:Ordinarypeople:richknowledgeofself-protectionRescuework:experiencedworkersandhi-techequipmentWarningsystem:developedsystem.T:Itisalongwaytogotopredictearthquakes.Ihopeonedayoneofyoucanbetheexpertinthisfieldtoimprovethesystemsothatwecanpreventsuchterribledamagefromhappening.Q3:Inpart3,besideswhattherescueworkdid,whatelseshouldbedoneafterthequake.Discussinpairs.Ss:medicaltreatment,donationpsychologicalaids[意图说明]学生通过三遍的阅读，已经对文章的大意，结构和细节有所理解。在文本的根底上，教师设计这三道题，基于文本又超越文本。对于并不容易答复的问题，教师给予一定的文字，语言和图片的提示，由学生进行小组或者两人的讨论，解读文本内容，讨论文本之外的问题，引导学生在关注社会事件的同时，也能关注自身和他人的关系，自身和社会的关系，这是情感价值观的渗透。学生的小组讨论能让学生间互相学习取长补短，/