高一英语第一册第四单元阅读课说课教案
最新人教版高一英语-必修1Unit4说课教案、教学设计
新教材高一英语Unit4说课教案一.教学目标理论依据:《新课程标准》(实验稿)根据《新课程标准》(实验稿)关于总目标的定位及其实现途径和目标具体描述,结合高一学生实际和教材内容,我们把本单元的教学目标定为:1) 语言知识:单词:理解,内化,运用以下生词:seismograph; iceberg; King Tut; // roar; fright; crack; // bookworm; couch potato; workaholic;// Buddha; agent等,扫除听读障碍,重点掌握一些传神动词:advance; seize; sweep; swallow; drag; pull; flow; shake; strike; struggle等.词组:get on one's feet; tree after tree语法:复习和运用定语从句用于描述人,物及事件.2) 语言技能:听:听懂一个关于不幸经历的小故事,抓住时间,地点,人物,发生的事件说:能用得体语言描述人,物,事件,并且有一定的逻辑. 读:Scanning, skimming, careful reading, generalization; inference等阅读微技能训练.写: 能运用First, Next, Then, Finally简要且富有逻辑地描写自己的一次难忘经历.3) 学习策略:学生一定程度形成自主学习,有效交际,信息处理,英语思维能力.4) 情感态度:学生能在多种英语学习情景中分享自己的幸与不幸,体验用英语交流的成功与喜悦,以及培养合作精神,互助精神.二.教学重点和难点:重点:1. 课文中出现的重要动词,如:advance, seize, sweep, swallow, strike, struggle, drag, flow, shake, 及词组get on one's feet, pull oneself, tree after tree etc.2. 用关系代词who, that, whom, whose等引导的定语从句.3. 用副词first, next, then, finally 来描述一场难忘的经历.难点: 能用得体的英语表达自己,描述过去的难忘经历.三. 教学方法根据我们几年来二语习得论,"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,运用任务型教学途径,我们英语课堂设计采取"P---T---P"自主学习立体模式:(Pre-task----Task-cycle----Post-task).四. 教学安排根据学生学习英语的特点和规律,学习阶段的侧重点以及高一学生的发展,我们把本单元划分为6课时:听力,口语,阅读(2课时),语言(0.5课时),写作,评价(0.5课时).下面请看我们的课堂教学设计.Period 2 SpeakingⅠ,教材内容及教学目标本课着重培养学生'说'的技能, 通过复习,学生自我介绍,解说图片,自编对话等手段来巩固定语从句中指人的关系代词who or whose 的用法,达到能有条理地描述个人体验和表达个人的见解和想象,能传递信息并就熟悉的话题表达看法,能用英语进行语言实践活动.它的掌握是一个很好的过渡阶段―――进入'读'和'写'的技能训练. Ⅱ,教学设计Pre-task: 活跃学生用英语交流的思维, 通过复习引出本课的重点---定语从句中指人的关系代词who or whose 的用法.Activity 1. RevisionTask: Talking about Hank Stram and his unforgettable experience.Ask some Ss some questions about Hank Stram and his unforgettable experience first, then write down two sentences on the Bb:1. A man whose name was Hank Stram was caught in the earthquake on October 17th , 1989 in San Francisco.2. Hank Stram was a lucky man who was rescued after he had been in his car for 14 hours.Purpose: 1,活跃学生用英语交流的思维.2,通过复习引出本课的重点---定语从句中指人的关系代词who or whose 的用法.Activity 2 Chain Games (Group work)Task: Introduction GuessAs the Ss don't know each other very well in the same class when learning this unit, let one of the group introduce others in his group to let the other groups to guess, the introduction must be a sentence, using the Attributive Clause-who or whose(Game Rule: Each introduction will only be guessed once ,if no one get the answer, the introducer should declare the student's name.)Purpose: 1,用游戏的形式能刺激学生用英语进行语言实践活动.2,活跃课堂气氛,真正发挥学生的主体作用.Task-cycle: 通过看图说话,学会正确使用定语从句. Activity 1. Describing the pictures ( group work)Task1: Describing the pictures in the book----Pictrue1,Picture5, Picture6, Picture3 ( group leaders report, using who or whose)Task 2: Describing some pictures about the natural disasters, such as Fire,Earthquake,Typhoon and Flood. ( In task 1, after the student finish talking about Picture 3---- Betty's parents have been married for more than 25 years who live in New York, their hobby is watching TV. The teacher ask the Ss : "Do you want to know what they like to watch best " Then present the pictures about the natural disasters. )Purpose: 1,培养学生积极用英语进行交流和沟通,发挥合作精神.2,培养学生看图说话的能力,从而提高'说'的技能. Activity 2. Creating dialogues (pair work)Task: Each pair choose two of the pictures and create their own dialogues.(using at least one Attributive Clause)Purpose: 1,培养学生善于利用各种机会用英语进行真实交际.2,增强学生的自信心,丰富想象力和独到的见解.3,了解英语国家与中国的生活方式的不同.Activity 3. Enjoying the videoThis video is about the most terrible disaster this year----SARS, some doctors are treating patients, struggling against SARS)Task 1: To enjoy the video, finding out something that moved you deeply.Purpose: 1,能传递信息并就熟悉的话题表达看法2,能有条理地表达个人的见解和想象, 从而提高'说'的技能.Task 2: Interviewing--- group work( suppose one is the doctor, the others are going to interview him)Purpose: 1,能用英语进行语言实践活动.2,能用恰当的方式在特定场合中表达观点,从而使'说'的技能的训练进一步提升.Post-task: 评价学生课堂表现,学生表演对话Activity : Act out dialoguesPeriod I warming up and listeningⅠ,教材内容及教学目标本课处于本单元的第一课时,主要训练和提高学生'听'的技能,它的掌握有利于以下几课的'说','读'和'写'的技能训练,并作了一个很好的铺垫.本课的听力材料由两部分组成,主要讲述Hank Stram在地震前所做,地震中所见,所闻和所感的令人难忘的经历.通过完成练习,学生能抓住所听语段中的关键词,理解话语之间的逻辑关系,听懂故事,理解其中主要人物和事件以及他们之间的关系等.而且学生能掌握较好的听力方法,如积极预测,注意抓关键词,善于跳跃难点,学会做笔记等等.通过本课学习学生能复习定语从句以及学会正确使用指人或物的关系代词. Ⅱ,教学设计A. Warming up :Task 1 Matching competition (group work)Column A Column B1, Fu Jian Province a,a cartoon maker2, San Francisco b,the electric lamp3, Alexander Bell c,the first telephone4, Thomas Edison d,earthquake5, Albert Einstein e,typhoon6, Walt Disney f,the Theory of Relativity Question: Why do you think soTask2: Looking at the following pictures, find out the answers to the questions:1) Do you know who or what they are2) What made them unforgettable3) Can you describe each picture using one sentence( with the help of the words under the picture)Task 3: Let the students describe each picture with Attributive Clause.eg: Zhang Heng is the man who made the earliest seismograph in 132.B. Pre-listeningTask1: Before listening , let the Ss guess the possible answers to the following questions according to the situation: (group work)1) When did the earthquake happen2) Where was the man driving when it happen3) What was he going to doListening(Part 1):Task 2: Listening to the tape to get the correct answers to the above questions.(for the first time)Task 3: Listening to the tape to put the following into the right order.( ) 1. I stopped the car and at the same time the road fell onto the cars in front of me.( ) 2. I was hungry so I started to eat one.( ) 3. I saw the cars in front of me start to move from side to side.( ) 4. I had finished work and then gone to the Post Office. ( ) 5. I slowed down ,then my car started to shake.( ) 6. I stopped off at a shop in order to get some fresh fruit. ( ) 7. I drove even slower, then the road above started to fall down.Task 4: Letting the Ss listen to the tape again, then try to retell the story simply, using their own words.Task 5 : Discussion (Group work)What would happen to Hank Stram finallyListening (Part 2)Task1: Listening to the second part to choose the best choices(for the first time)1. Which part of his body hurt badly ( C )A. The bottom parts of his legsB. The bottom parts of his hands.C. The bottom parts of his legs and feet.2. What could he hear below him ( B )A. NothingB. Shouts and noiseC. The noise of cars3. How long had he been in the car ( A)A.14 hoursB. 40 hoursC.4 hoursTask 2: Listening to the tape again to write the words in thespaces.1. I ________ myself in the dark.2. Then I remembered what______.3. It was clear to me now that I ______ in an earthquake.4. Then I ________ people________ towards me.5. A team of people______ to see if anyone _____ under the broken road.C. Post-listening:Task 3: DiscussionWhat made him survive in such a terrible accidentPeriod 5 Language study & Grammar(half period)I,教学设计Task 1. Word puzzleI. Find out ten words that describe the flood and fighting against the flood in the puzzle. One of them has been found out.Task 2. Words in different situationsWord study about "advance" and "strike" (individual work) Judge the different meanings of "advance" or "strike" in the following sentences:1.The hunter advanced toward the bear carefully.2.A month has passed but the project has not advanced.3.He worked so well that his boss advanced him to a higher position.4.The date of the meeting was advanced from June 10 to June 3.5.The boy struck the pig with a stick.6.The workers were striking for higher pay.7.Typhoon Swan struck Hainan, killing 20 people.8.On New Year's Eve, we waited for the clock to strike. Task 3. Finish the exercises in the text.Task 4. Talking about people and things, using Attributive ClauseFirst, let students find out some words about things quickly like clock, homework, coat, chocolate, bag, flood, fire, etc from the exercise of word study and describe them as the following example: (pair work)A clock is a machine that/which tells time.Second, let students find out some words about persons quickly such as teacher,parents, doctor, mother, child, soldier and thief and describe them like this: (pair work)A teacher is a person who/that teaches you how to learn. Third, finish Exercise 2 of Grammar orally. (individual work)Task 5 . Expanded reading1.Read the following passage about fire and find out the Attributive Clauses in it and try to understand the use of the relative pronouns. (individual work)2. Reading comprehensionTask 6. Finish Exercise 1 of Grammar. (individual work) HomeworkPreview the next reading material and find out the Attributive Clauses with who, whom, that, which, whose, where and the linking words and and but.Period 3 &4 ReadingⅠ,教材内容这是新教材高一上第4单元的阅读课型.本课围绕难忘的经历这一主题,描写洪水来临时的凶猛及Jeff与Flora 在这次经历中的体验.本课词汇量大,尤其在描写发洪水时,文章运用大量的动词及一些原汁原味的表达.另外文章中还出现许多定语从句,定语从句是本单元的语法重点.根据新课程标准及高一学生的知识,语言能力水平,我们制定以下教学目标:Ⅱ,教学目标:1,理解和掌握一些新词汇如:roar,mass,fright,rack,boom,advance,seize,destroy,sweep ,swallow,drag,struggle,flow,strike,etc.2, 理解定语从句,如:1) Before she could move, she heard a great noise, which grew to a terrible roar.2) She looked at Jeff who waved his arms.3) There she saw big mass of water that was quickly advancing towards her.4) Flora, whose beautiful hair and dress were all cold and wet, started crying.尤其是whose引导的定语从句及间隔性定语从句.3,学生在一定程度上提高阅读微技能和用英语思维,推理,判断的能力.4,能用First,Next,Then,Finally来口头陈述事件.Ⅲ, 教学设计A. Warming up:Task 1:Talking about natural disasters1. What natural disasters did you talk about yesterday Do you know some others2. Have you ever experienced one of these disasters Can you describe what it was like and how you feltB. Pre-readingTask 2: Looking and guessing:1. What can you see in the picture2. What happened to them finally3. What words will you use to describe this disasterC. Fast readingQuestions:1.What natural disaster did Flora and Jeff suffered (Flood)2. What rescued them (Chimney)D. Careful readingTask 3: Dividing the whole passage according to thechange of the places.Para 1:In the gardenPara2:On the way to the housePara3:Inside the houseTask 4: ImaginationQuestion 1:What was the house like ( B )A,a flat B,a house with two floorsQuestion 2:What words support your ideaTask 5 :Reading for the second time and finish the following diagramplacesfloodreactionfeelingsTask 6 Imaging the end of the storyE. Practice for understanding and word studyF. ConsolidationTask 7,Retelling the story according to the diagram:Post readingTask : Discussion.1, Will the disaster change Flora and Jeff's life How Expanded reading: The Day That Changed My Generation Read the material and do some exercises.Homework:写阅读笔记阅读格式卡Date:Unit ( )Lesson( )General idea:Contents:Comment:板书设计Unit 4 Unforgettable experiencesplacesfloodreactionfeelingfirstin the gardenroar, advancewave, shout runsurprisedpuzzlednexton the way to the housesweep, swallow, flowseize, drag ,go down, open, pull ,look into, hold, strugglefrightenedtheninside the housestrikemove updestroyclimb, cryhopefulFinally:F V I F S E I Z E MOFYKHNGYOJHIDRAGDPTXYFENKICUBSTSSIEBFLOWASTRUGGLEAKERRABNVQLJZOFIHYNPLBXYZOKCGTOADV ANCEFIWF V I F S E I Z E MOFYKHNGYOJHIDRAGDPTXYFENKICUBSTSSIEBFLOWASTRUGGLEAKERRABNVQLJZOFIHYNPLBXYZOKCGTOADV ANCEFIWF V I F S E I Z E MOFYKHNGYOJHIDRAGDPTXYFENKICUBSTSSIEBFLOWASTRUGGLEAKERRABNVQLJZOFIHYNPLBXYZOKCGTOADV ANCEFIWPeriod 6 Writing & assessment(1.5 periods)Ⅰ,教学内容与教学目标学生通过学习一篇四川之行的游记范文,能根据写作步骤提示,用First, Next, Then, Finally组织材料写一篇自己亲身游记(unforgettable trip),并能写出一两个含定语从句的句子.根据克拉申(krashen)的输入假说:"写是输出的过程,是在前面多方式,多渠道的足够可理解输入的情况下,而达到的自然输出.根据我们前面提出的P----T----P自主学习立体模式,我作如下设计.Ⅱ,教学设计Pre-task:激发背景知识,明确写作要求,主题目的,写作步骤Activity 1. remind of the unforgettable experiencesIn our daily, many things are unforgettable. They are worth writing down. For example, (显示画面)a disaster; a war; a match; a speech; a film; a famous person; a talk with somebody; a trip; etc.(目的:承上启下,激发写作情境)Activity 2. travel around our country.For me, going on a trip is really unforgettable because it is exciting and there are a lot to see in our motherland. Look at the pictures and guess where it is.Beijing; *The Great Wall; *Mount Huangshan *Mountain Emei; *Hainang Seaside; etc. (Or local places of interests.) (目的:为阅读做准备;欣赏美丽河山,激发写作欲望;) Activity 3. A trip to SichuanDuring the first week of May, the three boys went on a holiday to Sichuan. Read and find what made the writer unforgettable. (Buddha in Leshan; Monkeys on Mount Emei.)Read again and answer the following questions:1. Why did they choose to go to Leshan and Emei2. How did they get to the top of the mountains3. What did they do before the trip (First, Next )4. What did they see and do on Leshan5. What did they see and do on Mount EmeiPair work: Retell the trip to Sichuan, with the help of the following:During the first week of May I went on a holiday to Sichuan. First.Next.The next dayLeshanThe next morning EmeiFinally…(目的:可理解的输入为写作做语言上的准备)Task-cycle: M-M-C practice ①mechanical practice(学生活动:朗读;找词;找句型)Find the sentence with the following meaning:1) 我找出一些成都附近名胜的照片.2) 我接着打电话给一旅行社,我在报纸上发现它的号码.3) 我们带了几瓶水,一些苹果和橘子,装入我的包里.4) 我们先去乐山,在那里我们一直爬到山顶看佛像.②meaningful practice(学生活动:模仿性造句;仿写作文)围绕Unforgettable trip主题用which; whose; where等造句.③communicative practice(学生活动:回答问题;连句成文;润色) 1. First, students quickly write down 20 short sentences about their trip, with the help of questions in the text.2. Next, students try to put the sentences in order, using "First, Next, Then, Finally"3. Then, students write the story, using linking words and relative pronouns.Post-task:作文展示,交流评价(同伴评价,课堂集体评价,教师评价)同伴评价实际上是合作形学习的一种形式,其重要理论基础就是考卡夫(Kafka, K)最早提出的"群体动力理论"(group dynamics).四, 教学评价通过评价,使学生在英语课程的学习过程中不断体验进步与成功,认识自我,建立自信,调整学习策略,促进学生综合语言支用能力的发展.评价也能使教师获得英语教学的反馈信息,对自己的教学行为进行反思和适当调整.为此,本单元的评价包括以下几项:1, 把阅读格式卡存入学生学习档案夹:阅读格式卡Date:Unit ( )Lesson( )General idea:Contents:Comment:2, 形成性评价3, 单元终结性评价Ⅰ. Multiple choice1. - A ship makes me unforgettable after I saw a famous movie.- Do you mean the ship, Titanic, ______ sank after hitting an icebergA. whoB. whichC. whoseD. where2. - Do you know Zhang Heng- Is he the man _______ made the earliest seismograph in 132A. whoB. heC. whoseD. which3. Flora, _______ garden was swallowed by the flood, was crying.A. whoB. thatC. whoseD. where4. On the top of Leshan, there is a really big Buddha, in front ________ Wei Bin took photos of us.A. itsB. on whichC. from whichD. of which5. - Three young school boys were ______ by the water when swimming on a hot afternoon!- What a bad accident!A. swallowedB. sweptC. gotD. caught6. The lamplight ______ out through the heavy fog, which gave travelers a light of hope.A. struggledB. draggedC. turnedD. found7. On October 17th, 1989 a strong earthquake _____ San Francisco and killed over 100 people.A. advancedB. took placeC. struckD. seized8. Look, the baby lion, which was just born two days ago, is trying to ______ its feet.A. get onB. get ontoC. get upD. get in9. Trees ______ badly during the terrible storm.A. pulledB. shookC. destroyedD. flowed10. Tree after tree was ______ by the water, which must have been three metres.A. cut upB. cut downC. cut offD. cut inⅡ. Cloze testWhat an unforgettable day! At the moment Flora was so surprised at the big _11_ of water which was advancing quickly towards her in her garden that she couldn't move. Jeff rushed to seize her arm and they ran together to the house. _12 they got to the house, the waves _13_ them down twice. Jeff pulled Flora up with a lot of difficulty, _14_ onto a tree that grew against the wall. The water, _15_ was cold as ice and flowed faster than a river, was above her knees. They looked into each other's faces, _16_. The chance of being rescued was slim. They opened the door to the hall and got the chance to climb _17_ to the second floor. The water moved up like a sea. Flora started crying. The house would fall down!They had to find the 18_ because it would stand. Jeff looked out of the window. Tree after tree _19_. The garden was completely destroyed, swept away by the wild water. A terrible noise went through the house. Before the whole house went down in the _20_, they saw the chimney.11. A. group B. collection C. mass D. crowd12. A. Before B. After C. Until D. Once13. A. cut B. swept C. pulled D. went14. A. cracking B. flowing C. holding D. catching15. A. which B. it C. that D. where16. A. frightened B. surprised C. relieved(松口气) D. excited17. A. downstairs B. upstairs C. above D. under18. A. tree B. hall C. tower D. chimney19. A. swept away B. swallowed C. went down D. pulled down20. A. storm B. flood C. earthquake D. fireⅢ. Translation. Put the Chinese into English to complete the following sentences.21. The climate ___________________________(全球的科学家们在担心的) is becoming warmer and warmer. 22. We feel as if the earth were in the greenhouse ______________________(由玻璃做成的).23. The scientist ___________________________(他的研究是关于温室气体的) is doing an experiment.24. We find it hard to find an interesting place__________________________(那里天气不会太热的) in Africa.25. People ______________________(生活在沙漠地区的)lead a hard life.26. Pollution, _______________________(给人类带来重大灾难的), is said to be one of the main causes of global warming.Key:21. (that/which) scientists all over the world are worrying about22. that/which is made of glass23. whose research is about greenhouse gases24. where it is not too hot25. who live in the desert26. which brings man terrible disasters4, 单元测试学生自我评定表单元名称Unit _______失分错解题号错解原因仍存疑点对策5, 任务型活动:配图说明.找出记一次外出游玩的系列照片,制成小册,配以英语说明,然后全班展示.。
Unit4+阅读课教案 高中英语人教版(2019)必修第一册
Unit4阅读课教案一、Teaching Objectives:1. Students will be able to understand and analyze the events of the Tangshan earthquake.2. Students will be able to identify the causes and effects of natural disasters.3. Students will be able to express their opinions on how to deal with such disasters.二、Teaching Key Points:1. The unusual occurrences in the countryside, including the cracking well walls and nervous animals, were warning signs of an impending earthquake.2. The devastating earthquake that struck Tangshan at 3:42 am on July 28, 1976, caused widespread destruction and loss of life.3. The army sent troops to assist with rescue efforts and provide support for those affected by the earthquake.4. The city slowly began to recover as people worked together to rebuild and overcome the challenges they faced.三、Teaching Procedures:1. Introduction (5 minutes)●Begin the lesson with a brief overview of the Tangshan earthquake and its impacton the community.●Ask students if they have heard or experienced any natural disasters in their ownlives and what they think about them.2. Reading Comprehension (15 minutes)●Have students read the passage carefully, highlighting or underlining any keypoints or questions they may have.●After reading, ask students to share what they learned from the passage andanswer any questions from their peers.3. Analysis (15 minutes)●Discuss the causes and effects of the earthquake, including the warning signsmentioned in the text and the impact on infrastructure, agriculture, and human life.●Encourage students to think critically about how they would react in a similarsituation and what actions could be taken to prevent future disasters.4. Writing Activity (10 minutes)●Ask students to write a short essay on one of the following topics:⏹How can we better prepare for natural disasters?⏹What can we do to help those affected by a disaster?●Encourage students to use evidence from the text to support their arguments andto vary their sentence structures and vocabulary.5. Conclusion (5 minutes)●Review the main points of the lesson and emphasize the importance ofunderstanding and responding to natural disasters.●Ask students to reflect on what they learned today and how they can apply it intheir own lives.Homework:1. Have students research a natural disaster that occurred in their own country or region and write a report summarizing the causes, effects, and response strategies used by local authorities.2. Ask students to discuss with their families or classmates how they would handle a similar situation in case of a natural disaster and why it is important to have such plans in place.。
高中英语人教必修一第四单元阅读课教学设计
高中英语人教必修一第四单元阅读课教学设计第一部分：引言在高中英语教学中，阅读课是学生提高英语综合能力的关键环节之一。
本文旨在为高中英语人教必修一第四单元阅读课的教学设计提供一个可行和有效的方案。
第二部分：教学目标1. 学生能够熟练掌握本单元的核心词汇和短语。
2. 学生能够独立理解和分析文本中的关键信息。
3. 学生能够通过阅读课程拓展他们的知识和视野。
4. 学生能够应用所学知识进行思考和讨论。
第三部分：教学准备1. 教学材料：教科书、课堂PPT、阅读材料、练习题等。
2. 多媒体设备：教学投影仪、音频设备等。
3. 合适的教学环境：保证学生的学习积极性和专注度。
第四部分：教学过程1. 上课导入- 让学生回顾上一单元的内容，以复习和引出本单元的主题。
- 引入本单元的主题，激发学生的学习兴趣。
2. 预习任务- 学生在课前阅读教科书中的相关阅读材料，了解文章的大意和关键内容。
- 学生可以在教室中小组讨论或写下一到两个问题。
3. 教师示范- 教师用板书或PPT展示关键词汇和短语，并解释其意义和用法。
- 教师带领学生朗读和理解文本中的关键句子和段落。
4. 学生合作活动- 学生以小组形式讨论和分享他们的预习问题，教师引导他们扩展思维和观点。
- 学生可以进行角色扮演或小组演示，以提高他们的口语表达能力。
5. 阅读理解- 学生阅读教科书中的阅读材料，并回答与之相关的问题。
- 教师可进行个别辅导，帮助学生理解和解决阅读中的困惑。
6. 扩展活动- 教师可安排一些扩展活动，如观看相关视频、听取相关音频或阅读相关文章。
- 学生可以进行小组讨论或写下他们的观点和反思。
7. 总结评价- 教师对学生的表现进行评价和总结，鼓励他们的努力和进步。
- 学生可以自评和互评，以促进他们的学习动力和自我反思。
第五部分：作业布置1. 学生可完成课后阅读和练习题，巩固对本单元内容的理解和掌握。
2. 学生可撰写一篇关于本单元主题的小作文，以提高他们的写作能力。
Unit 4 Reading and Thinking 教学设计 高一英语(人教版必修第一册)
必修第一册Unit 4 Natural Disasters教学设计Period 2 Reading and ThinkingTeaching material: Describing a natural disasterTeaching objectives: In this lesson, the students will1. master the words and phrases related to describing a natural disaster2. read a literary journalism for main idea, structure and language features3. develop the skill of understanding new words by using context4. develop the awareness of natural disaster preventionDifficult and difficult point: Guide the students to learn about the language features of literary journalismTeaching aids: PowerPoint, blackboardTeaching approaches: PWP Teaching methodTeaching procedures:Step 1 Lead in: Free TalkWhat big earthquakes do you know?What would happen to a city during a big earthquake?Step 2 Pre-readingActivity 1 PredictionWhat does the title mean?Does the earth sleep as you do?If you can’t fall asleep, how do you feel?Try to imagine what can happen to the earth if it doesn’t sleep?What do you think the text is mainly about?Step 3 While-readingActivity 1 Read for main ideas and structure1. Read the text carefully and then write down the main idea of each paragraph. (Page 5 E.3)2. Circle the time expressions in the text. How does the text develop?3. How many parts can the text be divided into? How?Activity 2 Read for detailsRead the paragraph 1 carefully and answer the following questions.1. What were the strange things that were happening before the earthquake?2. Do you think those strange things were warning signs of a big earthquake? Why?3. How do you understand the last sentence in paragraph 1?Read paragraph 2 & 3 and answer the following questions.1. When did the earthquake happen?2. Why was it one of the most deadly earthquakes of the 20th century?3. What happened to the city and people? How did the people feel?4. What happened later that afternoon?5. What does the author mean by “Hard hills of rock became rivers of dirt”?6. What do “trap”, “bury” mean?Read paragraph 4 & 5 and answer the following questions.1. Who came to the rescue? What did they do?2. Why does the author say “But hope was not lost”?3. What does the author mean by “Slowly, the city began to breathe again”?Activity 2 Read for language features1. Which sentences impressed you most? Why?2. Why does the author mention so may numbers?3. What does the title mean?Step 4 Post-readingActivity 1 RetellingWork in pairs and retell the process of Tangshan earthquake according to the time expressions you have circled earlier.Activity 2 Read for reflectionWork in groups of 4 and have a discussion.What do you think helped in the revival of Tangshan city?Step 5 Homework1. Read through the text and underline the sentences that you don’t understand or you think are important.2. Underline the phrases that you think are important.。
高一英语第一册第四单元阅读课说课教案
高中英语第一册第四单元阅读课说课教案一、学生基本情况：我所教授的是一个尖子班和一个普通班,在平时的英语测试和考试中中等班最多有3-5人及格,普通班最高分80分左右。
部分学生不能认读48个音素,单词拼读和课文朗读困难。
考试当中完型填空和阅读理解题得分率相当低。
对于文章的理解分析能力更需要提高。
二、教材内容及分析：我今天带给大家的是新人教版高中英语教材第四单元,新人教版高中英语教材每个单元都以一个话题为中心,通过语言功能和结构的板块,将语言素材串成一体,有Goals, Warming up, Listening, Speaking, Pre-reading, Reading, Post-reading, Language, study, Integrating skills, Tips and Checkpoint等12个板块,每一板块任务明确,一目了然。
教学时可适当扩展或删减。
我今天的说课版块就是其中的reading这一版块。
因为从我所教授的班级的学生情况来看,学生对于英语文章的阅读分析能力较差,在日常教学过程当中,我特别注重对reading精读这一个版块的分析讲解。
精读文章结合了整个单元的主要词汇,短语,句型,语法等,每一个单元的精读文章都可以作为训练学生听说读写的一个最重要的素材。
我说课单元的中心话题是unforgettable experiences。
其中就包括一篇精读文章the rescue。
这是一篇记叙文,故事讲述的是Jeff 和Flora遇到一场突如其来的洪水,在危急关头他们感到恐惧,但表现得更加冷静,顽强。
他们积极自救,逃过了一次又一次的扑面而来的浪头,最后看到了获救的希望。
整篇文章语言生动、活泼、扣人心弦,能够让学生感受洪水的凶猛、情形的险恶以及主人翁的感情变化,也可以引起学生对在灾难临头之际如何自救的思考。
三、重难点分析：1、本课时重点及考点词汇：upon, destroy, fear, opportunity, fight, strike, pull up, go through。
必修一UNIT4说课学案
Unit 4 ReadingA NIGHT THE EARTH DIDN’T SLEEP Learning aims:1)Know some words related to earthquake；2)Find topic sentence of each paragraph and know the structure of the passage in fast reading; grasp detailed information in careful reading;3)Improve the ability of communication by acting out an interview;4)Learn to protect ourselves in an earthquake;5)Have a sense of helping others in trouble;6)Realize the importance of living in harmony with nature. Learning important points and difficult points：1) How to improve the ability to know the structure of the passage, especially the ability to grasp detailed information ；2) How to improve the ability of communication.Teaching procedure:Step 1 Lead-inStep 2 Fast-reading1.When and where did the earthquake happen?The earthquake happened in , on .2. Find out the topic sentence of each paragraph.3.Match the sentences. Part 1 (Para.1) What happened during the quake and thedamage caused by the earthquake. Part 2 ( ) The rescue work after the earthquake Part 3 ( ) Signs before the earthquake.2. True or False.1).Two-thirds of the nation felt the earthquake. ( )2). All the people in Tangshan were dead or injured during the earthquake. ( )3). All of the city’s hospitals, factories, buildings and homes were damaged in the earthquake.( )4). Later that afternoon, a terrible earthquake shook Tangshan again.( )5). People slept outdoors after the earthquake. ( )6). Not only the people but also the animals were shocked greatly.7). Many rescue workers and doctors were trapped under the ruins during the aftershock.8). People in Tangshan were warned of the earthquake and didn’t go to bed that night.9). People in Beijing also felt the earthquake.10). People tried to get fresh water from under the ground.Step 4 Show timeDiscuss in groups and act out an interview between a reporter and a survivor from Tangshan earthquake.Step 5 How to protect yourself?Suppose the earth begins to shake what will you do to protect yourself?Step 6 Conclusion:____________ happened in Tangshan. For a few days, water in the wells _____________. From the ______ of wells __________came out. Mice, chicken, pigs and even fish became ________. At 3:00 am, everything began to ______.It seemed that the world was_________. _________ of the nation ____ it. ___________ cut across the city. The city lay _______.Two-thirds of the people died or ___________. Then later that afternoon, another big quake ______ Tangshan. People began to wonder _____________________________. But all hope____________. Soldiers came to help those ________. Slowly, the city began to _________________.Step 7 Homework。
人教版高中英语必修一 unit 4 The Earthquake Reading 教学设计
人教版高中英语必修一unit 4 The Earthquake Reading A night the earth didn’t sleep教学设计Module1 unit 4 The Earthquake Reading A night the earth didn’t sleep一、学情分析本课教学对象是高一新生，英语基础知识和听、说、读、写能力都处于英语中等水平。
所以在阅读课型上仍不太适应高中课本中对长篇文章的整体理解。
因此，通过让学生们积极参与实践、学习和使用英语，调动他们学习英语的兴趣，培养他们的阅读技能是本节课的目标。
地震是世界上常见的自然灾害之一，课本内容接近生活实际，对学生有学习和教育意义，容易激发学生的学习热情，易于展开讨论。
二、教材分析本课是高一必修1第4单元里的第2课时--第一篇阅读课（Reading）。
在第一课Warming Up里面学生已经了解了世界上的一些自然灾害，初步接触和学习了一些与其相关的词语，这一课Reading是上文的延续。
通过本节课的学习，使学生了解地震前的征兆以及地震对人类生活造成的危害，同时介绍了地震后国家和人们对灾区的救援和重建活动。
三、教学目标：本课为阅读型课，主要是通过阅读材料让学生抓住要点获取信息。
具体目标如下：(1)知识技能目标：了解更多关于地震的知识，掌握本文的结构并学习一些课内重点短语和表达的用法。
同时，通过本节课的学习培养学生快速寻找文章细节、归纳和总结的阅读能力。
(2)过程方法目标：运用图片、表格、视频、猜测以及快速阅读、讨论等各种方法，学生能够更好地理解文章内容；同时可以参与课堂群体的活动。
(3)情感价值目标：让学生形成正确对待自然灾害的价值观，提高自我保护和帮助他人的意识(4)教学方法：任务型阅读师生互动(5)教学策略：多媒体课件四、教学重点1. Present a sequence of events to introduce to the students and try to describe an earthquake. Let student pay attention to some useful words and sentences and the way to describe an earthquake.2. Let the students know what the correct attitude towards a disaster is and what we should do in a disaster for ourselves and for the other people.五、教学难点Teach the students how to appreciate an article.Teaching aidsMultimedia六、教学辅助手段PPT，video , pictures七、教学过程Step ⅠPresentation (6 minutes)Ask: What is the passage about? 2. If you were the author, what would you write in the passage?1. Present some pictures to students and guess the natural disaster “EARTHQUAKE”2. Tell students that many earthquakes have happened in the world.(教师通过看图谈论，直观地将与本课内容有关的图片展现出来,快速的导入，学生很自然地被迁移到了新课中来，并体现标题导学的阅读策略)Step Ⅱ reading and comprehension (22 minutes)1. Fast reading:Ask the students to skim the passage and answer questions.Guide the students to find out the topic sentences and analyze the structure of the reading as well as use one word to summarize the main idea of each part（教师利用快速阅读让学生先掌握课文主题，学会利用文章重点词语和主题句帮助自己明白文章总体脉络,使学生对文章有个全面印象。
高中英语必修1 Unit4 中文说课稿
尊敬的各位评委、老师：大家好！我今天说课的内容是高中英语必修一的Unit4 Earthquakes的Reading 部分。
我将分五个阶段完成说课：一、说教材；二、说教法；三、说学法；四、说学情；五、说教学过程。
下面让我们一起进入第一部分——说教材。
一、说教材（一）教材地位和教学内容分析本课是高一必修1第4单元的阅读课型，本单元话题为“地震”，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震展开。
Pre-reading 部分设置了两个开放性问题，目的是增加学生的生活常识，提高他们的应变能力。
这部分为接下来的阅读作了很好的铺垫，学生可通过参阅有关地震的书籍并运用一些生活常识来回答这两个问题。
Reading 部分是一篇新闻报道，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地震后的救援情况。
通过本单元学习，掌握如何表达过去的事情，让学生对地震有更多认识，加强自我保护。
（二）教学目标根据新颁布的《普通高中英语课程标准（实验稿）》关于阅读课主要教学目标的具体描述，结合本课教学内容，具体从知识、技能、情感态度和文化意识三个方面制定如下教学目标。
1.知识目标：a)使学生了解自然灾害的相关词汇，并掌握复杂数字的表达法。
b)学习掌握与地震相关的词汇，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin, injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury, coal,mine,shelter,fresh,percent等，以及right away,at an end,dig out,give out,thousands of以及一些优美句子的赏析。
c) 熟练运用that, which, who, whose引导的定语从句2.技能目标：a)阅读技能的训练：让学生学会克服生词障碍，通过略读，归纳出文章的大意；通过细读，理清文章的总体框架与脉络，归纳出各部分的中心词；通过查读，捕捉文章的重要细节，培养学生获取、处理信息的能力。
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高中英语第一册第四单元阅读课说课教案
一、学生基本情况：
我所教授的是一个尖子班和一个普通班,在平时的英语测试和考试中中等班最多有3-5人及格,普通班最高分80分左右.部分学生不能认读48个音素,单词拼读和课文朗读困难.考试当中完型填空和阅读理解题得分率相当低.对于文章的理解分析能力更需要提高.
二、教材内容及分析：
我今天带给大家的是新人教版高中英语教材第四单元,新人教版高中英语教材每个单元都以一个话题为中心,通过语言功能和结构的板块,将语言素材串成一体,有Goals, Warming up, Listening, Speaking, Pre-reading, Reading, Post-reading, Language, study, Integrating skills, Tips and Checkpoint等12个板块,每一板块任务明确,一目了然.教学时可适当扩展或删减.我今天的说课版块就是其中的reading这一版块.因为从我所教授的班级的学生情况来看,学生对于英语文章的阅读分析能力较差,在日常教学过程当中,我特别注重对reading精读这一个版块的分析讲解.精读文章结合了整个单元的主要词汇,短语,句型,语法等,每一个单元的精读文章都可以作为训练学生听说读写的一个最重要的素材.我说课单元的中心话题是unforgettable experiences.其中就包括一篇精读文章the rescue.这是一篇记叙文,故事讲述的是Jeff 和Flora遇到一场突如其来的洪水,在危急关头他们感到恐惧,但表现得更加冷静,顽强.他们积极自救,逃过了一次又一次的扑面而来的浪头,最后看到了获救的希望.整篇文章语言生动、活泼、扣人心弦,能够让学生感受洪水的凶猛、情形的险恶以及主人翁的感情变化,也可以引起学生对在灾难临头之际如何自救的思考.
三、重难点分析：
1、本课时重点及考点词汇：upon, destroy, fear, opportunity, fight, strike, pull up, go through.
2、教学重点：以the rescue阅读材料来训练学生的阅读能力,让学生充分理解文章的内容,处理English Weekly上的形成性练习及引起学生对在灾难临头之际如何自救的思考.
3、教学难点：查读部分,让学生充分理解事件发生的四个重要阶段.
4、辅助教材：英语周报.
四、课时时间分配：
1、Pre-reading：5 minutes
2、Skimming：5 minutes
3、Scanning：20 minutes
4、Exercise：10 minutes
五、教学手段：
多媒体演示.
六、教学方法及步骤：
整个课时分为四个部分.
StepⅠ：课前活动Pre-reading.本部分是阅读前的热身活动,在这一部分里我设计了两个方面的内容来让学生进行热身,以过度到下面的课文内容.第一个内容是给学生提出一个问题：What natural disasters do you know about？让学生进行讨论,可以让学生回忆和联想以前学过的一些关于灾难的英语单词,并同时在演示课件中向学生展示出屏幕上这样的一些常见的关于灾难的词汇,例如：flood, earthquake, fire, volcano, drought, typhoon, lightening, tornado.第二个内容是在演示课件中给学生播放出以下屏幕上这段关于洪水的视频片段,然后提出下面几个问题：Can you describe what you see? how you fell? and if you are in this situation, what
will you do?让学生联想到如果自己遇到了洪灾会怎么样逃生,从而引出下面的课文内容,在文章当中的主角遇到洪水的时候是怎么样逃生的.这个环节的设计能够让学生的思维活跃起来,联想起各种各样的灾难场面和它们的英语表达方法,而且有关视频的设计,也能让学生有身临其境的感觉,从而更好的表达自己的感受,也盼望着想知道课文中的主角面临这种情形时的感受和逃生的过程.
StepⅡ：快速阅读Skimming.这是有关课文的第一步阅读,我设计了这样三个问题：
1、Who were the main characters in this disaster?
2、What disaster happened?
3、Where were they when the water came?
要求学生通过解读标题和插图,快速的浏览文章的内容,在规定的时间内独立作出回答.阅读时,要求学生不查词,不用笔尖或指尖指着文章阅读,以训练学生在限时或应试状态下快速而准确地获取文章主旨大意的能力.
Ste pⅢ：查读Scanning.这一步是仔细阅读.给学生20分钟的时间仔细阅读课文内容,读完后可作简单的讨论,然后完成English Weekly上的形成性练习Reading Task部分.这一部分专门设计了一系列与课文内容有关的填空,完成表格和选择题,让学生在仔细阅读的时候完成这个部分的练习,目的是要引导学生详细了解文章中事件发生的开始、经过和结尾,培养学生快速、完整且准确地获取重要语言信息的能力.
Ste pⅣ：形成性练习题评讲Exercise.最后就要对学生刚才完成的练习题进行评讲.评讲的同时,借用四幅幻灯片把文章四个部分：1、In the garden；2、On the way to the house；3、In the house；4、Next to the chimney.帮助学生完整而清晰地理解事件的全过程.第一幅幻灯片是文章的第一部分：In the garden.这幅简笔画清晰地向学生展现了事件的开端,和洪水袭来时男女主角慌忙逃生的过程.第二幅幻灯片是文章的第二部分：On the way to the house.展现了主角在从花园逃回房子的路上洪水的凶猛和他们不安的心情.第三幅幻灯片描述了文章的第三部分：In the house.向学生展示了当他们逃回房子里面的时候,房子却因为洪水的凶猛开始撕裂,快要倒塌了,达到了整个过程的高潮,更加让学生的心提了起来.最后第四幅幻灯片就是文章的最后一个部分：Next to the chimney.这幅图片充分描述了故事的结局,男女主角站在烟囱旁边,因为烟囱是整个房子最高也是最结实的一个部位,它是不会倒下的,他们只要抓住烟囱就会有获救的希望.而获救的过程文章并没有写出来,这时就可以让学生在课后自己联想,然后写下自己的想法.这个部分的讲解在评讲练习题的同时又对事件发生的过程进行了有条理的分析,再加上幻灯片的帮助,更加让学生清楚掌握了事件发生的过程.。