普通高中课程标准实验教科书英语1必修教材

普通高中课程标准实验教科书

英语１必修

unit4Earthquake

(reading)课程所范瑀

Outline：大纲Analysisofteachingmaterials1TeachingObjectives4

TeachingIdeas(theories)3TeachingContents5AnalysisofStudents2

TeachingApproaches6

TeachingProcedures7

Thecentraltopicofthisunitis"earth-quake",sothepassagegivesadetailedaccountofTanShanearthquakeinChinain1976withnarrativesequence,whichincludedsavingmyselfandsavingothers.1.AnalysisofTeachingMaterials

Thestudents'abilityanalysis:

SeniorhighschoolstudentsareabletocommunicatewithothersinEnglishtosomeextentandexpresstheiropinions.However,theirscopesofknowledgearerelativelynarrow.Thestudents'psychologyanalysis:

Seniorhighschoolstudentshaveastrongappetiteforknowledgeanddesiretoshowoff2.AnalysisofSeniorHighSchoolStudents

3.TeachingIdea(theory)

WholeLanguageTheory

SchemaTheorywholelanguagetheoryviewslanguageintergalorganization

from

sociallyinteractionalperspectiveviewslanguageavehicle

forinternal"interaction,"forthinking

from

psycholinguisticallyperspective.

humanistictheroyconstructivisttheroyfoundationsoftheoryhumanistictheory

Fromtheirviewpoints,teaching

shouldbeauthentic,personalized,

self-directed,

collaborative.

Obviously,theiridealteachingisstudent-oriented.Suchcharacteristic

aimsto

focusstudents'attentionandpromotetheirmasteryofknowledgeconstructivisttheory

Constructivistschoolholdsthatknowledgeissociallyconstructed,ratherthanreceivedordiscovered.

Thus,constructivistlearners"createmeaning,"

"learnbydoing,"andworkcollaboratively

inmixedgroupson

commonprojects.

Schematheory

contentschemastructureschemalanguageschemaItreferstothemasteryofstudentstowardsthelanguageofpassage,included

wordsandphrases.itreferstothemasteryofstudentstowardsthelogicstructuresandrhetoricdevices.Itreferstothemasteryofstudentstowardsthecontentsofpassage,includedtopicandmainidea.4.TeachingObjectivesKnowledgeObjectives:

1.getageneralidealofTanShanearthquake2.knowthecauseofearthquakeAbilityObjectives:trainthestudents'abilityofspeaking,listening,writingbycooperatingwithclassmatesEmotionObiectives:knowthedamagethatearthquake,atthesametime,cultivatestudents'teamworkspirit.

5.TeachingContents

1.importantpoints(重点）:

Wordsandexpressions(1.imagine,guess,suppose2.shake,tremble3.rise,raise4.burstinto/burstout5.destroy,ruin,damage6.hurt,wound,injure7.shock,astonish,surprise)

sentences(1.seem+(tobe)+adj./n.2.seem+todoseem+todo3.Itseems/seemed(tosb.)+that-clause)

2.difficultypoints(难点）:1.analysisofthestructureofcombinedsentences;2.someimportantlanguagepoints(non-attributiveclauses，non-finiteverb)

6.TeachingApproachs

1.WholeLanguageTeachingApproach2.Task-basedApproach3.CommunicativeApproach

Rolesofteachersandstudents

teachers'rolesfacilitatoractiveparticipantsupporterscaffoldstudents'rolescollaboratorevaluatorself-directedlearnersselectordifferentroles

7.TeachingProcedure

leadin(3min)12skimmingskanningcareful-reading(3+5+10min)3retellingbystudentsingroups(10min)4askingbyteachers;summaryoflanguagepoints(6+8min)

endingclimaxdevelopmentbeginningWhathappenedinTanShan?WhatpeopleinTanShanreactedtowardstheearthquake?WhatdamagestowardsTanShancitybytheearthquake?Whathelpsfromvariouscirclesofsocietyweregiven?

TheApplicationofSchemaTheoryinEnglishReading(step1,2,4)

ActivitiesUsedinWholeLanguageInstruction

a