高一英语Earthquakes教案文档格式.docx
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其次还对一些复杂的数字读法进行了检测。
第二部分则结合学习定语从句。
UsingLanguage部分分为Reading,ritingandSpeaing;
Listening和riting。
Reading,ritingandSpeaing包括读一篇邀请函,写一份演讲稿和关于一套新唐邮票的Littletal。
Listening部分讲述了一位地震幸存者的故事,并根据听力材料进行正误判断和回答问题,旨在培养学生获取细节的能力,并通过听模仿标准的语音和语调。
riting部分要求学生报纸写一篇新闻报道,学习如何按照规范的步骤进行写作,如选择适当地标题和组织语言等。
另外这一部分也培养学生写作时注意标题、主旨大意和细节。
Suingup部分帮助学生整理、巩固本单元所学到的知识,包括学到的关于地震的知识,有用的动词、名词、表达方式和新的语法项目。
LearningTip部分就听英语方面给出了一些建议,建议学生多听广播或电视里的英语节目
二.教学目标和要求
根据《英语新程标准》关于总目标的具体描述,结合高一学生实际和教材内容,我们将教学目标分为语言知识、语言技能、学习策略、情感态度、化意识五个方面。
1知识目标(nledge)
①词汇(Vabular):
shae,rise,ra,burst,ell,sell,pnd,stea,destr,ruin,inure,survivr,bri,useless,sh,quae,resue,eletriit,
disaster,rganize,bur,al,ine,shelter,fresh,perent,hnr,prepare
②短语(Phrasesandexpressins):
rightaa,atanend,lieinruins,betrappedundersth,tthenrthfsp,putup,giveut,aesbup,preparesthfrsth,thinlittlefsth
③语法(Graar):
定语从句(TheAttributivelause)能用英语描述任务的特征、行为等----由h/h/hse/that引导;
能用英语描述事物、事的性质、内容等----由hih/that/hse引导。
2.能力目标(Abilit)
能运用所学语言知识描述地震前兆、危害及震后援救;
根据已知信息推测将要听取的材料的内容;
提高阅读技能和用英语进行思维、推理、判断的能力;
掌握演讲稿的格式及新闻报道的写作步骤和要点。
3情感目标Affet
学习唐人民勇敢面对自然灾害,积极进行灾后重建的精神;
在教学活动中培养学生的合作精神和互助精神。
三.教学重点和难点
1重点词汇:
inure,survivr,sh,resue,disaster,fresh,udge,prepare
2语法:
TheAttributivelause
3难点:
运用所学知识表达自己的想法;
较长句子成分的划分及意义的理解;
如何能就内容完成一些开放性的话题讨论,能把的内容得以延伸与拓展;
指导学生通过各种渠道如报纸、杂志、图书馆和网络等资查找有关素材,培养信息社会收集查找资料的能力。
四.时安排
本单元共分为四个部分,具体时教师可根据自身教学实践进行适当地安排和调整。
Part1:
aring-up和listening通过游戏、介绍和VIDE等手段对地震知识进行适当了解的基础上,引入对SanFranis地震的学习,从而进入听力部分。
Part2:
Pre-reading,Reading,prehendingandLearningabutLanguage读前的两个问题:
第一个问题问学生在危机情况下会带什么,有利于很好的激起学生的兴趣和调动堂气氛,由此则可过渡到第二个问题对地震前兆的了解,从而自然地引入到对唐大地震的学习。
在对唐大地震震前、震中和震后的学习中,可结合今年唐大地震30周年的报道,使学生进一步了解唐大地震和现今的唐,形成对比和强烈的震撼,从而更好地了解学习唐人民勇敢面对自然灾害,积极进行灾后重建的精神。
其次,通过对的学习,了解新闻的特点,为后面的写作做准备。
重点词汇和语法的学习可结合进行,并配以适当的练习。
Part3:
riting由提前让学生完成的关于唐的新闻写作引入对写作的学习。
通过对学生习作的评析,引出新闻写作中应注意的事项,并通过适当的练习进行巩固,再让学生对自身的习作进行修改。
Part4:
UsingLanguage(Reading,ritingandSpeaing),主要学习SPEEH演讲稿的写作。
通过对演讲稿的了解、注意事项和名人演讲的感受,让学生学会如何恰当地写演讲稿。
五.教学步骤
aring-up&
ap;
Listening
Teahinggals:
1Getageneralideafearthquaesandsethernaturaldisasters;
2Trainstudents’listeningabilitandtrtiprvetheirprnuniatin;
3nthedaagethatanearthquaeandtherdisastersuldbringabutandastreduethelssesfanearthquae
Teahingiprtantpints:
Trainthestudents’listeningabilitandiprveprnuniatin
Teahingaids:
Atapererder;
theblabard;
IA
Teahingpredures:
Step1Lead-in
----videfdifferentnaturaldisasters
T:
urhetnisaplaefullfaindfdisastershatisit?
Tphn,earthquae,hurrianetsunai,fld,trnad,drught…areallallednaturaldisasters
Qhatdaageillthebringabut?
----everthinginruins/death/lsses…
Step2IntrdutinfEarthquaes(Letstudentsgetthegeneralideafearthquae)
Q:
hatdunabutearthquae?
hatausesquaesandheredtheftenhappen?
Htpreditanearthquae?
Htavidbeinghurt?
?
----thrughgaes
Haveuheardfanlandearthquaes?
----Tpituresinaring-up:
TangshanEarthquaeandSanFranisEarthquae
hatdunabutthesetearthquaes?
Step3:
1Pre-listening
----briefintrdutinfSanFranisEarthquae
hendidthequaehappen?
----1906
hatdaagedidbringabut?
----Abut700peplediedintheearthquaeandthefiresAndasanas20,000peplelsthes…
2hile-Listening
----ardingttheexerisesinthetextb
3Pst-listening
----Hanereduethedaagefearthquae?
hataned?
Step4:
Her
----previethereading“ANighttheEarthdidn’tSleep”andlearnnerdsfthisunit
Reading
1Targetlanguage目标语言
Learnandasterthenerdsandexpressinsinthisperid
2Abilitgals能力目标
Trainthestudents’readingandspeaingabilit
Trainthestudents’abilittusetheInternettsearhfrseusefulinfratin
Trainthestudents’abilittperateiththers
Trainthestudents’readingabilit—siingandsanning
Teahingdiffiultpints:
Desribethedisasters
IA
ehaveavisitttheuseufnaturaldisasters,anduhavelearnedabutsebriefintrdutinfstdisastersTda,Ianttshurundtheearthquaedepartent,andIhpeuilllieitandlearnseusefulnledgeNlet’sg
Attheverbeginning,Ianttnhuhunabutanquae
Q1:
hatuldutaeithuifaquaehappened?
Q2:
Thebestatsaveurselfistnthereillbeaquaebefreithappenshatindfsignsantelluthatthereisaquae?
Q3:
hatindfdaageananearthquaeause?
S:
buildingsaredestred;
pepleareilled;
failiesarebren…
Let’shavealatsepituresfsuhterriblesite(Pituresfquaes)
(ThelastpitureisnuentfTangshanquae)Dunhatthisis?
Step2Pre-Reading
30earsag,nthedaul,the28th,aterribledisastersuddenlhappened,andthebeautifulTangshanasrevedfrtheapThisisTangshanquaeDesanbdnsethingabutTangshanquae?
Let’sreadanesreprtabutthefausquae
Step3hile-reading
ISiing&
saring
Getthestudentsprehendthepassagequilandauratel,andeanhilehelpthestudentstfragdhabitfreading
Firstpleasesithepassagefasttbtain/getageneralunderstandingfthehlepassageAndunderlinetheanserstthefllingquestins
IIhilereading,dividethehlepassageint3partsandfinduttheainideafeahpart
Para1befrethequae
Para2-3duringthequae
Para4afterthequae
IIareful-reading
Readthepassageagainandtrtgetredetailedinfratin
Nlet’sreadthepassageagainandfindreinfratinintherretpartsfthesentenes(Turntpage27,ex1)
Nuhavereadthepassagearefull,pleaseputthesentenesinrderNubereahfthesethingsduringtheTangshanquae(Turntpage27,ex2)
herearesererfruuanringrups
Let’sathsepitures,andparingtheldTangshan,theTangshanafterquae,andtheneTangshaneseetda
Step4Pst-reading(disussing)
Afterreadthenesreprt,andseesanpitures,hatipressesust?
h?
rhatdulearnfrsuhadisaster?
(Self-resue,envirnentprtetin,rebuilt,lveandhelp)
I:
self-resue(avidegae)
heninaquae,ifunseself-resuesills,uaprbablsaveurselfIfuanttnsefthesills,lihere(Linttheindex)
Let’sdlittlegaetseehuhunabutself-resue
IIhatdidthesufferandfeel?
anuunderstandhatthesufferandhatthefeelaftersuhadisaster?
Ifuereneftheresuers30earsag,hatuldusaandhatanudtfrtthe?
rhulduhelpthe?
IIIRebuilding
eseethattheneTangshanhasbeensetuphatisneededtrebuildTangshan
IV:
envirnentprtetin
nadasthereareredisastersthanbefrenefthereasnsisthatepareattentinturendevelpentthantheearthelive
Latthesepitureshatanestudentsdtsavetheearth?
Thughthedisastersdestrbuildings,peple’slives,butitanntdestrthelveangus
StepHer
1Findrenesreprtsabutearthquae
2riteapieefnesabutTangshanuanusetheinfratininthepassage
Nesriting
Teahingais:
1Getstudentstlearnhtritenes;
2Trainstudentstheabilittperateitheahtherandtsearhfrinfratin;
3LearnreabutTangshanearthquaeandhnrthepeplefTangshan
Teahingdiffiulties:
1Htaestudentslearnritinginarepratialandeffetivea;
2Hthelpstudentsunderstandthetipsfrriting
Teahingpredure:
Step1:
Lead-in
----The30thanniversarfTangshanearthquae(nes)
ehavelearnttheTangshanearthquaehendidithappen?
Hanpeplediedduringtheearthquae?
Step2:
Presentatinfstudents’nesriting(herflastlass)
----pintuttheistaesinnesritingardingtthreeaspets
uhavefinishedthenesritingfTangshanearthquae,andnit’stiefrutshurpretthershavetpintuttheistaesinhisrherritingardingtthreeaspets
----Threeaspets:
headline;
ntentandlanguage
hatduthinfhisrherriting?
Isitaprpernesriting?
hathaveudnebefreurriting?
Step3:
Tipsfrriting
1Preparatin----anutline
Preparatin:
hseatpi;
deidehatuanttsaabutthetpi;
rganizeurideasandritelearl
utline:
Aheadline;
alistfainideas;
Alistfiprtantdetails
2Headline
⑴Appreiatinfheadlines
Nebusinessregulatins;
NetaxnhusingsalesANighttheEarthdidn’tSleep;
listsReadtGntheRadfrBlindids;
hinaars30thAnniversarfTangshanEarthquae;
DesBeiingsnahangeitsflavr?
eriesfquaediehardfrTangshansurvivrs;
hahien-ingreleased
⑵harateristisfheadlines
hat’stheharateristifheadlines?
⑶pratie----riteheadlinesfrthefllingnesardingtthepitureandinfratingiven
Fldreliefeffrts----ThedeathtllnthehineseainlandfrTphnaeihasrisent32,ithatleast6stillissingLalgvernentsaresparingneffrtstarrutreliefr
PLAelebrates79thbirthda----ThehinesePeple’sLiberatinAris79earsld,andtheDefenseinistrhasheldareeptintelebrate
QuaehitsIndnesianisland----AderateearthquaehasstrunearIndnesia’sNiasislandffnrthernSuatraThequae,ithaagnitudef6struustbefre830a,andasenteredundertheInd