高中英语 Unit4 The Story of an Eyewitness教学设计 新人教版必修1

1、教学基本信息 课题人教版高中英语必修一Unit4 Earthquake(Workbook Reading Task: The Story of an Eyewitness)作者及工作单位指导思想与理论依据1. Application of multimedia in the forms of pictures and video clip, which leaves vivid and unforgettable impression on the students.2. Task-based teaching is used throughout the whole class to sti

2、mulate students initiative in learning and develop their ability in language application.3. Application of the teaching and learning method of paraphrasing, corporative-work to appreciating the language.教材分析 本单元的中心话题是“地震”。在本单元的教学中，应该通过潜移默化使得学生了解包括地震在内的各种自然灾害及其恶劣影响，并且认识到面对地震等自然灾害应该采取的措施。本篇阅读文章改编自美国著名

3、作家杰克伦敦（Jack London）作为报社记者在1906年旧金山大地震之后的所见所闻所感。杰克伦敦用作家独特的视角描述了大地震之后城池坍塌、人们流离失所的悲惨情景。但是，让读者深感悲悯的同时，杰克伦敦用他细腻的笔触描绘了旧金山人民震后积极救灾，互相慰藉，同舟共济的感人场景。文章运用了大量修辞手法，如反复、排比、对比等。文章语言原汁原味，教材编者只对原文进行部分删减和少量词汇的替换，基本保留了英文原文的表达。学情分析1. 教学对象为高一学生。由于刚进入高中学习一个多月，学生的语言表达还不够顺畅，阅读理解能力还有所欠缺，阅读技巧还未运用熟练。这样一篇语言原汁原味的文章对于学生的阅读理解和鉴赏能

4、力是一个巨大的挑战。学生在阅读文章的过程中既要克服词汇短缺和语法知识匮乏带来的阅读障碍，又要体会文章遣词造句的精妙之处以及作者潜藏在文字背后深深的怜悯和感动。因此，教师除了引导学生对文章进行整体理解之外，应对学生渗透阅读技巧并加以巩固，让学生在排除语言障碍的前提下体会文章所运用的修辞手法，感受作者抒发的深厚情感。2. 根据学生的学习特点和语言能力，课前要求学生充分预习文章，尽量排除词汇障碍。这样，学生可在课堂上更多地关注英文原文地道的表达，作者精妙的修辞以及抒发的情感。 3. 在高中的学生生活乃至今后的人生过程中，学生难免遇到各种困难。在本课的学习中，应注意激发学生的积极情感，将情感教育有效地

5、渗透到课堂环节中，让学生明白：在困难面前，不要畏惧，和亲人、朋友同舟共济定能渡过难关，就像旧金山的人民一样在面对艰难困苦时表现出勇敢和淡定。 教学目标1. Knowledge objectivesThe students should be able to get a general idea of the great San Francisco earthquake.2. Ability objectiveThe students should be able to a) catch the main idea of each paragraph by dividing the whole

6、passage into two parts; b) find the detailed information by answering several questions related to the article; c) distinguish different rhetoric devices used in the passage by appreciating the well-organized language of this article; d) reorganize the passage in their own words by delivering a news

7、 interview.3. Affectional objectiveStudents should keep clam when faced with a disaster and be ready to help each other when in trouble.教学重点和难点1. Students should be able to have a good command of the new words, phrases and useful expressions in the text.2. Students should be able to use fast-reading

8、 skills and careful reading skills of finding the detailed information.3. Students should be able to discuss fluently in a group.4. Students should be able to appreciate the well-organized language.5. Students should be able to tell different rhetoric devices used in this article.教学过程教学环节教师活动预设学生行为设

9、计意图Step1: Lead-inStep 2 Warming upStep 3 ReadingStep 4 Activity1. Before class, show the MV of Heal the World by Michael Jackson and make students aware of todays topic while enjoying music.2. Present words related to disasters by showing pictures.3. Present new words and phrases in the text by broa

10、dcasting the news of great earthquake in Japan.4. Have students read the text for 3 minutes and divide the text into 2 parts. Find out key words to summarize the main idea in each part.5. Have students read paragraph 1&2 silently and answer the following questions: 1) what were there in the city bef

11、ore the earthquake?2) but now, what happened?3) why did people make ruins of some of the best buildings?6. Have students read paragraph 1 loudly, and make them appreciate the language by finishing the following tasks: 1) Find out two sentences with negative but powerful words to describe the result

12、of the earthquake.2) Find out the repetition of a word to describe the result of the earthquake.3) What did the writer want to tell us by describing in these ways?7. Have students read paragraph 2 loudly and try to Find parallel sentences in this paragraph and try to understand them.8. Have students

13、 read paragraph 3 silently and do True or False questions.9. Have students read paragraph 3 loudly and try to appreciate the language by finishing the following tasks:1) What can we learn from the first sentence and the last sentence in this text?2) Paraphrase “Amazing as it may seen, Wednesday nigh

14、t was a quiet night.”10. Have students carry out an interview between a news reporter and three earthquake survivors. 1. 使学生在欣赏音乐的同时对本课将涉及的主题有所感悟2. 学生能用英语说出图片所呈现的灾难名称。3. 学生能在提供的日本大地震情境中使用课前预习的单词和短语。4. 学生能通过略读的方式将本文分为两个部分。5. 学生能通过仔细阅读找出相关信息。6. 学生能通过大声朗读欣赏到原汁原味的英语修辞手法反复。7. 学生能通过大声朗读欣赏到英语修辞手法排比。8. 学生能通

15、过仔细阅读查找并判断相应信息的正误。9. 学生能通过整体感知了解到文章第一句和最后一句的作用。10. 学生能通过“采访”的方式练习口语表达，并对本课所学词汇和句型进行初步练习。1. 课前音乐可以调节课堂轻松的氛围。2. 图片的呈现使词汇教学更加形象生动。3. 利用与课文类似并且紧跟时代的情境，能使学生更容易接受新词汇。4. 略读技巧的训练。5. 细读技巧的训练。6. “反复”修辞手法的欣赏。7. “排比”修辞手法的欣赏。8. 细读技巧的训练。9. 整体感知作者写作思路。10. 小组口语活动使课堂氛围活跃生动，使学生在轻松的环境里习得新词汇。板书设计The story of an eyewitn

16、essPart 1 about the unlucky city Topic sentence: _.Part 2 about the kind people Topic sentence: _.学生学习活动评价设计1. 课堂上学生讨论及发言的积极性2. 给学生提供图片，利用本节课所学单词及短语造句，查看学生使用词汇的熟练程度。教学反思Both advantages and disadvantages exist in the teaching activity throughout the whole class.As regard to the advantages of the teac

17、hing activity, the most important and eye-catching one is the application of multimedia in the forms of pictures and video clip, which leaves vivid and unforgettable impression on the students. For example, at the very beginning of the class, the teacher showed a group of pictures about the natural

18、disasters and the ruins of the great disaster of earthquake. After that, a video clip about the great earthquake not only brings about shocking and unbelievable feelings to the students but also let them know the background of the great earthquake. This is an interesting and effective way to make st

19、udents quickly concentrate on the lesson and activate their imagination. Besides, the method of task-based teaching is used throughout the whole class to stimulate students initiative in learning and develop their ability in language application. Each step is always followed by some tasks for studen

20、ts to finish. The most innovative part of the lesson, I think, is language appreciation activity. I attempt to impress students the purpose of using rhetorical device in an article. It seems difficult for a teacher to make middle school students aware of rhetorical devices in an English article. I apply the teaching and learning method of paraphrasing, corporative-work to appreciating the language.As far as the disadvantages are considered, the ignorance of students language level is a case in