人教版高中英语必修1《Unit 4 Earthquakes》5课时教案设计附教学反思.docx
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人教版高中英语必修1《Unit4Earthquakes》5课时教案设计附教学反思
Book1Unit4教学设计
（1）课题：
Earthquakes
（2）教材分析与学生分析：
本单元的主题是“地震”。
WarmingUp部分Pre-Reading部分要求学生描述、讨论与地震有关的话题。
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。
LearningaboutLanguage部分涉及了本单元的词汇和语法。
该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有that,which,who,whose引导的定语从句，培养学生的自主学习能力。
UsingLanguage部分的“读写说（Reading,writingandspeaking）”训练提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲稿，接着说一说唐山大地震纪念邮票。
随后的听力（Listening）是一位美国人以第一人称叙述他在1906年旧金山大地震中的可怕经历。
写作（Writing）部分训练学生如何写新闻报道，学会拟地定写作提纲。
（3）课时安排：
Thefirstperiod:
Reading
Thesecondperiod:
Reading
Thethirdperiod:
Listening
TheforthPeriod：
Grammar
Thefifthperiod:
Extensivereading
Thesixthperiod:
Summary
（4）教学目标：
1知识与技能：
了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援;掌握和运用本单元出现的新词汇和短语以及数字的表达法；熟练运用that,which,who,whose引导的定语从句；学会写英文新闻报道，拟订写作提纲。
2过程与方法：
在学习阅读部分时，可以根据教学的需要和教学班级的实际，从不同的角度设计目的明确的任务。
阅读材料提及了很多孩子失去双亲成为孤儿，矿工在地震中的遭遇。
救护人员和解放军官兵不顾自身安危，奋力抢险的事迹，地震无情人有情，感人至深。
因此可以将他们作为素材，设计多种任务，展开课堂教学活动。
如：
1.组织学生讨论震后孤儿的安置2.模拟采访被抢救的矿工。
3.写一篇新闻故事，描述救护人员和军队救灾的感人故事。
3情感态度与价值观：
培养日常对自然现象的观察能力和思考能力，对地震等灾难中逃生和救生方法的了解。
（5）教学重点和难点：
词汇：
shakerisesmellypondburstcanalsteamdirtruininjuredestroybrickdamuselesssteelshockquakerescueelectricitydisasterarmyorganizeburycoalmineshelterfreshpercentspeechhonorprepareEurope
短语：
atanendrightawaydigouta（great）numberofgiveoutthousandsof
重点语法项目：
由that,which,who,whose引导的定语从句.
难点：
1.Teachthestudentshowtoenjoyanarticle2.Teachthestudentsthewaytoexpressthemselves.3.Theusageofthewordsofthat,which,whoandwhose.
（6）教学策略：
Student-centeredmethod,askingandanswering,explainingandpracticing,readinganddiscussion,speakingandlistening,pairwork
（7）教学煤体设计：
Aprojectorandataperecorder.
（8）教学过程：
详见以下分课时教学设计。
（9）课堂练习与课外作业设计：
穿插于分课时教学设计中
（10）教学反思或值得改进的地方：
见每个课时最后部分。
THEFIRSTPERIOD:
READING
StepI.Revision
Checkthehomeworkwiththewholeclass.
StepII.Warmingup
Askthestudentstoreadtheinstructionsandmakesuretheyknowwhattodo,andthenhaveadiscussionaboutthetwopictures.
T:
Today,beforewebeginourreading,I’dliketoaskyouaquestion,“Whatisthebiggestsoundyouhaveheardinyourlife?
”
S1:
ThesoundofwindthatblewinawinternightwhenIwasveryyoung.Itsoundedlikeaghostwhowashowling.Iwasveryfrightenedatthattime.
S2:
ThebiggestnoisewastheonethatIheardwhenmyneighborwasquarrellingwithhiswife.Perhaps,theybroketheirTVset.
T:
That’stooterrible.
S3:
Thenoisewhenplanestakeoff.
S4:
Thesoundoftrains.
T:
Good!
Iagreethatallofthemarebigsound.Butdidyouonceheardthesoundthattheheavenfallsandtheearthcracks,inChineseitis天崩地裂?
Ss:
No,wehavenochancetohearthat.
T:
Ifthereisasoundlikethis,whatisit?
S5:
Whensomeonehearssomethingunexpectedandterrible.Forexample,whenoneofhislovedfamiliesdies,hewillfeelthissound.
T:
Terrific!
Youareusingaliterarywaytoexpressthesound.
S6:
Whenanearthquakehappens.
T:
Great!
Ihavewaitedforthisanswerforalongtime.Todaywe’lllearnsomethingaboutearthquakes.Ithinkmostofushaveheardofearthquakes.Canyouimaginehowterribleitis?
S7:
Theearthisshaking.Allthebuildingswillfalldown.
S8:
Manypeoplewilldie.Andperhapsmanychildrenwilllosetheirparents.
T:
Yeah,earthquakesaredisasterstoeverybody.NowlookatthetwopicturesofTangshanandSanFrancisco.Canyoudescribewhatyouseeinthepictures?
S1:
Tangshanisabeautifulcity.Ithasbeautifulgardens,broadroadsandsometallbuildings.
S2:
FromthepictureofSanFrancisco,Icanseethatitisaverybigcity.Therearemanytallbuildingsthicklystandingontheearth.Ithinkthepopulationofthecityisverylarge.
T:
Good!
Whatwillhappeniftherehasbeenabigearthquakeinthesetwocities?
Workinpairsanddiscussit.ThenI’llasksomeofyoutoshowyouropinion.
StepIII.Pre-reading
Therearetwoquestionsinthispart.Bothareveryinteresting.Thefirstonec
anmoreorlessrevealthestudents’values;whilethesecondonecanenlargetheirimagination.Nomatterwhattheiranswersare,aslongastheyhavegivencarefulthoughtstothesituations,theiranswersshouldbegood.
T:
Now,let’slookatthepictures.Whatarethepredictionsofanearthquake?
S1:
Beforeanearthquakeanimalswillbecomenervous.Cows,pigs,horsesanddogswillbeupset.Andpeoplecanseemicerunningabout.Iftheearthquakehappensduringwinter,peoplecanevenseesnakes.
T:
Terrific!
Wheredidyougetthisknowledge?
S1:
Fromgeography.Ilikeit.
T:
good.Sitdownplease.
S2:
Madam,Idon’tknowthemeaningofthepicturewithtwowomen.
T:
Itdoesn’tmatter.Youwillknowitsoonafterreadingourtext.OK.Imaginethereisanearthquakenow,andyourhomeisshaking,atthismomentyouhavenotimetotakeanyotherthingsbutone,whatwillitbe?
S3:
I’lltakeallmymoney.Peoplecan’tlivewithoutmoney.
S4:
Iwilltakeasmuchwateraspossible.Becauseitissaidthatpeoplecankeepalivefornearly7daysbydrinkingwithoutanyfood
S5:
Inthatcase,I’drathertakesomeapples,sothatbesidesdrinking,Icanalsoeat.
S6:
Iwillcarrymygrandma.Sheismymostlovedpersoninthisworld.Shebroughtmeup.
T:
Whatadutifulchildyouare!
I’mverygladtohearthat.Sitdownplease!
Itseemsthatallofyouknowwhatyoushoulddoduringanearthquake.OK.Let’sreadourtext,andseewhatittellsus.
StepIV.Reading
Inthispart,teachershouldaskthestudentstoreadthepassagequicklyforthefirsttimetogetthegeneralideaofthepassage.Askthemtopayattentiontothefirstsentenceofeachparagraph.Thiscanhelpthemfinishexercise3inComprehention.Itisaboutthemainideaofeachparagraph.Thenaskthemtoreadthetextagaincarefullytoobtainsomedetails.Beforereadingforthesecondtime,showsomequestionsonthescreen,andletthestudentsreadthequestionsfirst.Thesequestionscanguidethemtohaveagoodunderstandingaboutthetext.TheycanalsomakepreparationsforExs1-2,whichareaboutdetails.
Skimming
T:
AtfirstI’dliketoreadthetextquicklytogetthegeneralideaofthearticle.Whilereading,youshouldpayattentiontothesentenceofeachparagraph.
T:
Haveyougotthegeneralideaofthetext?
Ss:
Yes.
T:
Whatisit?
S1:
Thereisnoquickanswertothisquestion.Areyousuggestingusthatthegeneralideaisthemixtureofthefirstsentencesofeachparagraph?
T:
Sure.
S1:
OK.That’seasy.Themainideaofthepassageissomesignsoftheearthquake,andwhatwouldhappenduringthequake.
T:
Good,sitdownplease.Infact,whileweareansweringthequestions,wehaveinvolvedthesequence,thefunctionalitemforthisunit.（Teacherwritesthewordontheblackboard）Doyouunderstandthemeaningoftheword?
Ss:
No.
T:
Sequencemeanstheorderoftheevents.Itcantelluswhicheventhappensfirst,andwhichhappenslater.Doyouknowthesequencethatisusedinourtext?
S3:
Yes.Atfirst,thetexttellsussomethingthathappenedbeforethequake,thenittellsusthethingsthathappenedduringthequakeandatlastittellsusthethingsthathappenedaftertheearthquake.
T:
Quiteright!
Nowpleaselookatthescreen,thesearethefirstsentencesofeachparagraph.Readthemandthinkiftheyarethemainideaofthetext.Ifnecessary,youmaymakesomechangestomakemoreexact.
Teachershowsthescreenandgivesalittletimetothinkitover.
1.StrangethingswerehappeninginthecountrysideinthenortheastHebei.
2.Thedisasterhappenedandcausedalotofloss.
3.Allhopewasnotlost.
Carefulreading
T:
Now,it’stimeforustoreadthetextcarefully.Butbeforereading,youshouldreadsomequestionsfirst.Thesequestionsmayhelpyougetsomeinformationquicklyandeasily.Nowlookatthescreen,andreadthequestions.
Showonthescreen
1.Whatnaturalsignsofacomingdisasterwerethere?
2.Canyouthinkofsomereasonswhythesesignsweren’tnoticed?
3.Whateventsprobablymadethedisasterworse?
4.Whatsituationsprobablymadethedisasterworse?
5.Howwerethesurvivorsheld?
StepV.Extension
Showthequestionsonthescreen.
1.Fromwhosepointofviewareeventsdescribed?
Howdoyouknow?
2.Whatisthemoodofthispassage?
Howisitcreated?
3.Whydoyouthinkthewriterchoosestoexpresshisfeelingsaboutthequakeratherthansimplyreportingwhathadhappened?
4.WhyisthetitleANIGHTTHEEARTHDIDN’TSLEEP?
5.Whatdoesthesentence“Slowly,thecitybegantobreatheagain.”mean?
Answers:
1.Heusesthird-persontodescribethequake.Hisdescriptionisveryobjective.Forexample,thesecondsentenceinthethirdparagraph.Thewritersays:
“Everywheretheylookednearlyeverythingwasdestroyed.”Thewriterusestheyinsteadofwe.
2.Themoodisseriousandabitsad.Itiscreatedbygivingdetailsofhowmanypeopleandanimalswerekilledorinjured,andhowmanybuildingsweredestroyed.
3.Althoughthewriterwasnotthere,hefeltsadforthepeopleofTangshan.Heknowsthatsomepersonalfeelingswillmakethereadingmoreinteresting.
4.Ithinkthereasonisthat,asusual,nightisthetimetosleep,andnightshouldbesafeandquiet.Butthatnighteverythingchanged.ThewriterusesANIGHTTHEEARTHDIDN’TSLEEPasatitletoshowhowterribleandhowunusualthenightwas.
5.Herewecanseethatthewritercomparedthecitytoapersonwhosufferedalotinthedisaster.Hefeltherpain,andheworriedabouther.Sowhenhesaidthatpeoplecametohelpher,wecanfeelhisfeelingstothecity.Thecitywillnotdie,shehashopeandshecanrecoverfromthepain.
StepVIComprehending
AnswerstoExx1-3
1.1.C2.E3.B4.D5.A
2.1.The
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