A Night The Earth Didn’t Sleep导学稿
Unit4 Reading A Night the Earth didn’t Sleep

Unit4 ReadingA Night the Earth Didn't Sleep教学设计一、整体设计思路,指导依据说明《高中英语课程标准》的课程目标就是要改变英语课程过分注重智育和传承知识的倾向,改变英语教学过程过分注重学习、机械记忆、被动模仿的倾向,倡导学生主动参与、交流合作、探究发现等多种学习活动,改进学习方式,优化学习策略。
在进一步发展综合语言运用能力的基础上,着手提高学生用英语获取信息、处理信息、分析问题和解决问题的能力。
本课教学过程主要采用任务型教学法,学生在明确任务的驱动下,以竞争与合作的方式主动完成任务,以听,说,读,写为载体,遵循“教为主导,学生为主体,练为主线,生活为目标”的教学思想,在教学活动中创造机会让学生自主探究,自主学习,敢于实践,从而充分调动学生在生活中学习英语的积极性,并且注重学生的情感教育。
二、教学背景分析1、Analysis of teaching material (教材分析)(1)The topic:Unit 4 A Night the Earth Didn't Sleep, New Senior English For China, Students Book 1(2 )The content of the teachingWarming-up, pre-reading and reading .(3) The content of the textThe passage is about earthquakes. By studying of this unit, we’ll enable students to know damages earthquakes bring about and the ways to reduce losses from earthquakes, and develop their interest in nature. At the same time, let the students learn how to face the terrible disasters . Therefore, this lesson is the important position of this unit. If the students can master it well, it will be helpful for them to learn the rest of this unit.2、Analysis of the students(学情分析)The students are in grade 1 of senior high school, they have mastered a certain number of vocabularies , and have grasped some simple reading skills , however ,the differences in students’ personality is very large , so it’s important to attract their interest and draw their attention to the topic of this text, and necessary to improve their reading skills.三、Analysis of the teaching aims教学目标分析1.Teaching aims (教学目标)1)Knowledge aims:a) Key words and expressions:earthquake, as if, at the end, lie in ruins, destroy, destroy, right away, well, burst, dig out ...b) The attributive clause:It was felt in Beijing , which is more than two hundred kilometers away.The number of people who were killed or injured reached more than400,000. ...2) Ability aims:To develop students’ reading skills, such as skimming, scanning, guessing and concluding; Guide them to use these reading skills to collect and deal with information. Meanwhile, encourage them to express their own opinions using the language they have learned in class and cultivate their ability to cooperate with others.3) Emotion aims:let the students to learn how to face the terrible disasters , treat them in proper ways, and never get discouraged.四、Teaching important points and difficult pointsTeaching important points(教学重点)The important point is how to enable the students to master the reading skills, such as skimming, scanning, guessing and concluding.Teaching difficult points(教学难点)The difficult point is how to get the students to master the words and expressions in this unit and how to help the students to express their own opinions using the language they have learned in class.五、Teaching methods(教法)1. Task-based teaching approach2. Discussion3. Encouragement六、Learning methods(学法)1. Cooperative learning2. Inquiry learning3. Self learning4. Task –Based learning七、Teaching procedure(教学过程) (一)教学流程(二)教学过程唤起他们学习英语的兴趣。
A-Night-the-Earth-Didn’t-Sleep-英语说课

Lesson Plan for Unit 4——A Night the Earth Didn’t Sleep Lesson Plan for Unit 4——A Night the Earth Didn’t SleepTeaching objectives and demands:A. Get the students to know something about the San Francisco earthquake in 1906. Activate their relevant vocabulary and knowledge about earthquake.B. Get the students to understand the text and language points.C. Get the students to appreciate the literary devices the author used in the text.Teaching contents:A. key words and phrases to describe an earthquake:Destroy, in ruins, great damage, deep cracks, fall downB. difficult sentences:Never before in history has a city been so completely destroyed.Never in all San Francisco’s history were her people so kind as on that terrible night.Nothing is left of it but memories and some houses far from the center of the city.A list of …..only a few addresses.A list of……will fill a library.A list of …..will never be made.C. Class activity: discussion about the author’s description of the earthquake.Important points and difficult points:A. Important points:Activate the students’relevant vocabulary and knowledge aboutearthquake.Improve the students’ability of analyzing the text and get them to develop the skills of obtaining the main idea of the text in the limited time.B. Difficult points:Get the students tounderstand some difficult sentences.Guide the students toappreciate the literary devices.Teaching approachA. Task-based learningB. Activity-based teaching (class work, individual work, group work)Teaching aidsPowerPointTime allocationsStep1. Lead-in (2minutes)Step2. Pre-reading (5minutes)Step3. Fast-reading (8minutes)Step4. Intensive readingStep4.1 difficult sentences (10minutes)Step4.2 literary devices (8 minutes)Step5. Discussion (5minutes)Step6. Homework (2minutes)Teaching procedures:Step1 l eading-inA. Relate this story to the previousreading a night the earth didn’t sleep andlead in naturally.B. Introduce something about theauthor.Rationale: get the students to have a shortreview of what they have learnt before andactivate their existing knowledge so thatthey will have a whole concept of this unit.Step2 pre-readingA. Give the students some backgroundknowledge about the earthquake in SanFrancisco by showing them some pictures.B. Ask the students to describe thepictures in their own words.Rationale: Activate the students’relevant vocabulary and knowledge aboutearthquake and make it less difficult for students to further understand the text.Step3 f ast-readingA. Ask the students to read the passagequickly and think about the followingquestions:• What’s the main idea of each paragraph?• How did the author feel about the earthquake?• How did the author feel about the people during the earthquake?B. check the answers (their answers may vary)C. Guide the students to findproofs in the text.Rationale: get the students to find out themain idea of the text and the author’s attitude expressed in the text.Step4 I ntensive-readingStep4.1 Difficult Sentences1. Never before in history has a city been so completely destroyed.2. Never in all San Francisco’s historywere her people so kind as on thatterrible night.A. Introduce the concept of invertedsentence, ask the students to read thefirst paragraph and find outsentence1.B. Put sentence1 in the normal word orderand explain its meaning.C. Ask one student to put sentence in thenormal word order and explain itsmeaning.Rationale: get the students to know themeaning of the sentences so thatthey will not be an obstacle intheir understanding of the text.Encourage the students to exploreby themselves.3. Nothing is left of it but memories andsome houses far from the center of thecity.Divide the sentence into two parts and explain them in the detailed way.Rationale: this one is a little bitdifficult to understand.4. A list of …..only a few addresses.5. A list of……will fill a library.6. A list of …..will never be made.Explain the three sentences roughly.Step4.2 Literary DevicesIntroduce the students some literary devices used in the article:Negative words/ Repetition/ Contrast/ Parallel1. Negative wordsa. list three sentences on thescreen and invite one student to the readthem and ask him whether the threesentences have something in commonb. Ask students why the author putnegative words at the beginning of thesentence.2. Repetitiona. ask the students to find out oneword that has been repeated again andagainb. list them on the screen andexplain the complex sentence All of theways man had made to keep the city safewere gone in the thirty seconds the earthmoved.c. Ask the students why the authoruse the word gone so many times3. Contrasta.ask the students to find some sentencesin which the author uses contrast todescribe the people in the earthquake.b.list them on the screen and analysis the contrastc.explain two of the sentences that aredifficult to understand:Amazing as it may seem, Wednesday night was a quiet night...Never in all San Francisco’s history were her people so kind as on thatterrible night.( Language points)4. Parallela. ask the students to find out the parallelsentences in the third paragraph and tryto understand them.b. List the three sentencesand ask some students to explain them intheir own words.Rationale: help the students to appreciatesome literary devices employed bythe author and refer to it in theirown writing.Step 5 Discussion• How do you think of the writer’s description?• Do you believe it? Give your reasons.Step6 HomeworkAsk the students to listen to tape and practice reading the third paragraph withfeeling.Teaching Plan for Unit 3——ComputersPeriod 4 Reading—Who Am I? 教学设计By Zhou Jin(周晶)鄂南高中一、教学设计思路本节课我采用自主型教学和任务型教学的方法,让学生对课文进行阅读理解。
高中英语《A night the earth didn’t sleep》优质教学课件设计

1. right away 2. come out of 3. too …to 4. run out of 5. look for 6. outside the city 7. think little of 8. as if
9. at an end 10.one-third 11.cut across 12.lie in ruins 13.thousands of 14.the number of 15. more than 16. blow away
Step Two : Detailed reading
Task-1 : (para.1)
Signs( 征兆) Strange( 奇怪的) things
the water in the village wells
rose and fell had deep cracks and a
the well walls
wells
insstead of water.
were hard to get.
electricity
Task-3 : Para 4
How did the army help the people
in Tangshan?
1.The armyorganized teams tdoig_out those who were trapped and to tbhuerdyead
地震发生时的一些自救知识 .
Step One : Fast reading The main idea of each paragraph (divide th e text into three parts) :
Before the earthquake: P_a_ragra_ph1
人教版英语必修一Unit 4(A night the earth didn’t sleep)教案(1)

It seemed that the world was at an end!
Exaggeration(夸张)
Bricks covered the ground like red autumn leaves. (like, as, as…as…, as if)
Simile(明喻)
☆教材分析
本单元的中心话题是“地震及自然灾害”,是一个学生熟悉的一个话题,介绍地震前,地震中,地震后发生的事情。层次比较明确,比较易懂,活动也比较好开展。但含有定语从句的几个句子比较难。
☆学情分析
学生英语基础一般且成绩参差不齐,基础好的能流利表达观点,一些基础较弱的只能说出一些单词,不能完整的表达。但学习习惯还是可以的,会和老师配合互动,小组合作也能进行的很顺利。
学习好词好句以及修辞方法,以提高写作水平。
Step VI.
Discussion
Interview(采访)
interviewer interviewee
Choose one topic to discuss in groups
Q1: What shall we do if an earthquake happens?
Can you name these natural disasters
用学生很熟悉的天气创设情境,引出自然灾害,包括地震
Step II
Pre-reading
(show some pictures about the Yushu earthquake)
What do you see? And today, we’ll deal with another big earthquake happening inTangshan.
Unit 4 A Night the Earth Didn’t Sleep 优秀教案

优秀教案Lesson Plan for Unit 4——A Night the EarthDidn’t SleepTeaching objectives and demands:A.Get the students to know something about the San Francisco earthquake in 1906.Activate their relevant vocabulary and knowledge about earthquake.B.Get the students to understand the text and language points.C.Get the students to appreciate the literary devices the author used in the text.Teaching contents:A. key words and phrases to describe an earthquake:Destroy, in ruins, great damage, deep cracks, fall downB. difficult sentences:Never before in history has a city been so completely destroyed.Never in all San Francisco’s history were her people so kind as on that terrible night.Nothing is left of it but memories and some houses far from the center of the city.A list of …..only a few addresses.A list of……will fill a library.A list of …..will never be made.C. Class activity: discussion about the author’s description of the earthquake.Important points and difficult points:A.Important points:✧Activate the students’ relevant vocabulary and knowledge about earthquake.✧Improve the students’ ability of analyzing the text and get them to developthe skills of obtaining the main idea of the text in the limited time.B.Difficult points:✧Get the students to understand some difficult sentences.✧Guide the students to appreciate the literary devices.Teaching approachA.Task-based learningB.Activity-based teaching (class work, individual work, group work)Teaching aidsPowerPointTime allocationsStep1. Lead-in (2minutes)Step2. Pre-reading (5minutes)Step3. Fast-reading (8minutes)Step4. Intensive readingStep4.1 difficult sentences (10minutes)Step4.2 literary devices (8 minutes)Step5. Discussion (5minutes)Step6. Homework (2minutes)Teaching procedures:Step1 leading-inA.Relate this story to the previous reading a night the earth didn’t sleepand lead in naturally.B.Introduce something about the author.Rationale: get the students to have a short review of what they have learntbefore and activate their existing knowledge so that they will have a wholeconcept of this unit.Step2 pre-readingA.Give the students some background knowledge about the earthquake in SanFrancisco by showing them some pictures.B.Ask the students to describe the pictures in their own words.Rationale: Activate the students’ relevant vocabulary and knowledgeabout earthquake and make it less difficult for students to furtherunderstand the text.Step3 fast-readingA. Ask the students to read the passage quickly and think about the followingquestions:•What’s the main idea of each paragraph?•How did the author feel about the earthquake?•How did the author feel about the people during the earthquake?B. check the answers (their answers may vary)C.Guide the students to find proofs in the text.Rationale: get the students to find out the main idea of the text and the author’s attitude expressed in the text.Step4 Intensive-readingStep4.1 Difficult Sentences1. Never before in history has a city been so completely destroyed.2. Never in all San Francisco’s history were her people so kind as on thatterrible night.A. Introduce the concept of inverted sentence, ask the students to read thefirst paragraph and find out sentence1.B. Put sentence1 in the normal word order and explain its meaning.C. Ask one student to put sentence in the normal word order and explain itsmeaning.Rationale: get the students to know the meaning of the sentences so that they will not be an obstacle in their understanding of the text. Encouragethe students to explore by themselves.3. Nothing is left of it but memories and some houses far from the centerof the city.Divide the sentence into two parts and explain them in the detailed way. Rationale: this one is a little bit difficult to understand.4. A list of …..only a few addresses.5. A list of……will fill a library.6. A list of …..will never be made.Explain the three sentences roughly.Step4.2 Literary DevicesIntroduce the students some literary devices used in the article:Negative words/ Repetition/ Contrast/ Parallel1.Negative wordsa.list three sentences on the screen and invite one student to the readthem and ask him whether the three sentences have something in commonb.Ask students why the author put negative words at the beginning of thesentence.2.Repetitiona.ask the students to find out one word that has been repeated again andagainb.list them on the screen and explain the complex sentence All of theways man had made to keep the city safe were gone in the thirty secondsthe earth moved.c.Ask the students why the author use the word gone so many times3.Contrasta.ask the students to find some sentences in which the author uses contrastto describe the people in the earthquake.b.list them on the screen and analysis the contrastc.explain two of the sentences that are difficult to understand:Amazing as it may seem, Wednesday night was a quiet night...Never in all San Francisco’s history were h er people so kind as onthat terrible night.( Language points)4.Parallela. ask the students to find out the parallel sentences in the thirdparagraph and try to understand them.b.List the three sentences and ask some students to explain them in theirown words.Rationale: help the students to appreciate some literary devices employed by the author and refer to it in their own writing.Step 5 Discussion•How do you think of the writer’s description?•Do you believe it? Give your reasons.Step6 HomeworkAsk the students to listen to tape and practice reading the third paragraph with feeling.Teaching Plan for Unit 3——ComputersPeriod 4 Reading—Who Am I? 教学设计一、教学设计思路本节课我采用自主型教学和任务型教学的方法,让学生对课文进行阅读理解。
人教版英语必修一Unit 4(A night the earth didn’t sleep)实用课件(共37张PPT)

Step2 : Pre- Reading
Suppose now there is an earthquake on its way to Jiaxing. Fortunately, you’ve time to take only one thing.
• If you are indoors, find a secure location to wait , such as under a heavy table or desk.
• Stay away from windows.
• GET OUT of the kitchen, which is a dangerous place (things can fall on you).
The only thing you will take: A brief reason for your choice:
earthquake
water
mobile phone
helmet
photo
credit card
• Money is nothing in your life rather than money.
How did residents of Tangshan feel at that moment? Did they lose hope of living? Were they alone?
rescue(para 4)
♦ 150,000 soldiers were sent to Tangshan. ♦ Survivors were rescued and the dead were buried. ♦ Shelters were built for survivors who lost their homes. ♦ Fresh water was transported to the city. ♦ Everything in the city began to return to normal.
高中英语说课稿-EarthquakesANIGHTTHEEARTHDIDNTSLEEP
高中英语说课稿-EarthquakesANIGHTTHE EARTHDIDNTSLEEP各位读友大家好,此文档由网络收集而来,欢迎您下载,谢谢高中新教材第一模块高一英语Unit4EarthquakesANIGHTTHEEARTHD IDN’TSLEEP说课稿一、说课标在英语教学中落实新课程标准,就是贯彻执行国家教育部关于课程改革的决定。
新课程标准的三维教学观,具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养,培养学生综合运用语言的能力。
《基础教育课程改革纲要》中明确指出:“教师在教学才过程中应与学生积极互动、共同发展,要处理好传授知识与培养能力的关系,注重培养学生的独立性和自主性,引导学生质疑、调查、探究,在实践中学习,促进学生在教师指导下主动地、富有个性地学习。
教师应尊重学生的人格,关注个体差异,满足不同学生的学习需要,创设能引导学生主动参与的教育环境,激发学生的学习积极性,培养学生掌握和运用知识的态度和能力,使每个学生都能得到充分的发展。
因此,本课的设计重点是:帮助学生形成自主、合作、探究的学习模式,掌握阅读的一些基本技巧,让每个学生在原有的基础上都学有所得。
二、说教材(一)教材地位和教学内容分析本课是高一必修模块1第4单元的阅读课型,这单元围绕earthquakes这一主题开展听、说、读、写多种教学活动。
由于本单元生词量较大,并且warmingup 可挖掘的东西较多,因此把Reading设计为本单元的第2课时。
本课型是单元整体教学的重要环节,为学生的语言学习、语法学习提供了载体,并且是学生获取信息的主要。
“Reading―――ANIGHTTHEEARTHDI DN’TSLEEP”具体描写1976年唐山大地震的震前、震中和震后。
本篇词汇量大,运用了大量的动词、复杂的数字,出现许多定语从句,篇幅较长,并且采用一些修辞手法,对学生的语言阅读能力提出了更高的要求。
a-night-the-earth-didn27t-sleep公开课省公开课获奖课件说课比赛一等奖课
What’s your feelings towards these terrible data?
Natural disaster causes terrible damage, we should try our best to protect the earth and make the world a better place.
8:00am
10:00am
2
1The water in the village wells _r_o_s_e_a_n_d__f_e_ll, __r_o_s_e_a_n__d_f_e_ll.
The well walls
had_d_e_e_p__c_r_a_c_k_s_i_n_t_h_e_m__. _
3
A. Many soldiers helped to rescue the people who were trapped under the ruins.
√B. Most of the twentytetnhou(Ls3a4n) d miners were rescued from the coal mines. C. Workers built shelters for homeless
Step 3: Careful reading
Part 1
Signs before the earthquake.
Read Para 1 carefully and find out the signs before the earthquake.(3 mins)
Signs before the earthquake
Para
Topic sentence
1 Strange things were happening in the countryside of northeast Hebei.
高中英语 Unit4 Reading A Night the Earth Didn't Sleep教
Unit 4Earthquake Lesson 1 A Night The Earth Didn’t SleepTranslation(Translate the sentences into English)Q1.多少人在这次地震中丧生或者严重受伤?How many people were killed or seriously injured in the earthquake? Q2.在下午的晚些时候发生了什么事?What happened later that afternoon?Task5: Students are encouraged to read the text carefully and choose the best answers.1.How many soldiers were sent to help the rescue workers?A. 400,000B.150,000C. 100,000D.10,0002.Which of the following event is TRUE?A. The second quake struck at noon that day.B. Nearly all the country could feel the quake.C. The earthquake began when the citizens were sleeping.D. Pigs refused to eat because they wanted to look for a place to hide.The exercise is in the form of multiple-choice questions so as to make it easier for students who are not good at English.Step3: SummaryTask1:Provide 3 questions for students to think about what they have learned in this period.Part 1: para 1 ----------signs Part 2: para 2&3 ---------damage Part 3: para 4 -----------recoveryBy doing this, the students can once again think about what they have learned and I can get some feedback from students to。
Unit4 A night the earth didn't sleep教案 2021-2022学年
Unit4 A night the earth didn't sleep教案 2021-2022学年高中英语人教新课标必修一教材分析:《A night the earth didn't sleep》是必修一Unit 4中的一篇短文,文章主要讲述印度尼西亚瓜达卢佩的火山爆发,引起了大规模的灾难,人们在灾难中互相帮助,展现出了人类的团结一心。
教学重点是阅读理解,同时还涉及到地理知识、环保理念等。
教学目标:1.能够正确理解文章的主旨大意,并能根据文章内容回答相关问题。
2.能够了解火山爆发引起的各种灾害,增强环保意识。
3.能够通过分组合作,收集研究其他有关火山及自然灾害的资料,并能够用英语展示。
教学重难点:1.文章的阅读理解。
2.火山的形成和各种灾害的产生。
教学方法:阅读、讲解、讨论和展示。
教学过程:Step 1. Warm-up教师用图片展示一些著名的火山并让学生根据图片进行描述。
T: Look at the pictures, what do you know about these mountains?S: They are volcanoes.T: Which one is the most famous one?S: Mount Fuji/ Mount Everest/ Mount Rainier, etc.T: Good job. What do you think are the dangers associated with volcanoes?S: Lava, ash, pyroclastic flows, toxic gases, etc.T: Great, you guys are knowledgeable about volcanoes. However, do you know what to do when facing a volcanic eruption?(Present some tips about volcanic eruption and discuss with students)Step 2. Pre-readingLead-in the article and introduce some basic information about the article.T: We all know that volcanic eruption can bring about a lot of harm to humans and the environment. In today’s lesson, we will read an article about a volcanic eruptionin Indonesia in 1815, which was considered the most destructive one in modern history. Now, let’s watch a video to tune in.(Teachers play a video or show some pictures about volcanic eruption)T: After watching the video/pictures, have you ever been caught up in such scenes? Can you imagine how people survive in such a disaster? Let’s read the text to find out.Step 3. While-readingTask 1: Scan and answer the questionsT: Before reading, let’s have a quick look at the questions.1. Why did people in England feel a strange phenomenon in the sky?2.What caused the famine in Europe and North America in 1816?3.How did people in Java react when the volcano erupted?4.What impact did the eruption have on the environment?5.How did the eruption bring benefit to the local economy?T: Read the text and find the answer to each question.Task 2: Explain key sentencesT: Read the following sentences, and discuss what they mean.1.The eruption was so huge that the world was plunged into darkness.2.Thousands of people died instantly or later becauseof the ash and pumice floating in the air.3.Jave became the site of one of the greatest disasters in recorded history.4.It is believed that the effect of the eruption wasfelt as far afield as Europe and North America.5.But from the darkness and the grayness came a revelation.Task 3: DiscussionT: After reading, let’s think about the following questions and discuss them in groups.1.How would you compare the power of nature to human beings? What do you think we can learn from natural disasters?2.What measures should be taken to prevent natural disasters?3.How can we help people who are affected by natural disasters?Step 4. Post-readingTask 1: Research workT: To have a deeper understanding of volcanoes, please work in groups and do some research on volcanoes, including their formation, distribution, types, the dangers they bring, and the measures that could be taken to minimize the damage.Task 2: PresentationT: After finishing the research, please prepare a report and present it in class using English.Task 3: WritingT: Write a composition about the measures you propose to mitigate the negative effects caused by natural disasters.Step 5. Summary and HomeworkT: Today, we have learned a lot about natural disasters through reading this article. Do you think we should take some actions to protect our environment and prevent natural disasters? What kind of actions can we take? Please think and make some notes as your homework.Homework:1. Review the reading passage.2. Finish the composition about the measures you propose to mitigate the negative effects caused by natural disasters.。
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导学稿
By Miss Cheng
教学内容Reading A Night The Earth Didn’t Sleep
知识目标
一.重点词汇
Rose and fell, too nervous to eat ,ran out of, burst,thought little of, at an end, cut across,lay, in ruins, two—thirds,were injured,leave,gone,blow away,tens of thousands of, gilve milk, millions of,instead of,were shocked, later that afternoon, were trapped,fell down, last, hundreds of thousands of, dig out, to the north of the city
二.重点句型
1.由关系代词引导的定语从句
2.It seemed as if the word was at an end!
3.Everywhere they looked nearly everything was destroyed.
4.All hope was not lost.(部分否定的表达)
5.分数及百分比的表达
三.知识的落实与巩固
1.结合课文,讲解词语和句型的用法,理解意思
2.《英语辅导报》随堂练习的使用
3.结合非常学案的练习,指导学生进行练习并做适当讲解
四.教学效果检测与评估
1.课文词组的听写
2.检测课文句子背诵情况
3.非常学案中的质量测评
4.《英语辅导报》同步验收
能力目标
一.阅读能力要求
1.整体理解文章,归纳课文大意
2.按时间顺序把文章分成三部分,并用一个单词概括每一部分
3.细读课文,捕捉细节信息
二.生成阅读能力的过程
(一)Skimming
1.what does the passage mainly talk about?
2.Time:
Place:
What disaster:
3.Matching
Para1 During
Para2 After
Para3 Before
4.找出文章中每一部分中的时间以备分析
5.分别找出每一个单词概括每一部分(二)Scanning
At _____ am, the __________ earthquake of the 20th century began .
A huge crack _________ houses, roads and canals.
Steam ________ holes in the ground.
Hard hills of the rock became rivers of ____.
________ covered the ground like red autumn leaves.
Two _______ and most of the bridges fell.
The railway tracks were now _________pieces of _______.
______ now filled the wells instead of water.
Water, food, and ______________ were hard to get.
数字练习
of the nation felt the earthquake .
A huge crack that was kilometres long and metres wide cut
across houses.
In terrible seconds a large city lay in ruins.
of the people died or were injured during the earthquake.
The number of people who were killed or injured reached more than .
All of the city’s hospitals, _ of its factories and buildings and of its homes were gone.
True or False
1.There were one million people in Tangshan at that time.
2.The earthquake began 10 kilometres directly bellow the city.
3.Not only the people but also the animals were shocked greatly.
4.There was only one quake at that time.
5.Only supply of water and electricity was cut off.
6.Workers rescued most of the 10,000 coal miners to the south of the city.
7.Before the earthquake there wasn’t anything strange happening.
8.Almost everything in tangshan was destroyed.
Read the passage carefully and join the correct parts of the sentences on page 27.
三.效果检测与评估
Write the summary of the passage
文化与情感目标
一.要求
通过了解唐山大地震前兆,培养学生对自然灾害的应对意识和能力;通过灾后重建,使学生树立战胜自然灾害的信心。
二.生成过程
在课文中感受
三.效果检测与评估
Discussion: What shall we do if an earthquake happens?。