资源简介

Unit4Nature Disaster--- Reading and Thinking
A 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 teaching
Warming-up, pre - reading and reading .
(3) The content of the text
The 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 than 400,000. ...
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 points
Teaching 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 approach 2. Discussion
3. Encouragement
六、 Learning methods(学法)
1. Cooperative learning 2. Inquiry learning
3. Self learning 4. Task –Based learning
七、 Teaching procedure(教学过程)
（一） 教学流程
（二） 教学过程
Warming up （5 minutes）
Steps Teacher’s activities Students’ activities Aims Tools
Step 1Organization Organize Ss by saying good morning to each other Greet the teacher.Prepare for the class. To organize the class communication
Step 2Free talk 1. Ask them some questions by showing the students some pictures about natural disasters:1) Look at the pictures. Can you name all the disasters 2) Have you ever experienced an earthquake Can you describe how terrible an earthquake is 2.Turn to Page 25. Ask the students to read and look at the photos of Tang Shan and San Francisco to describe what they see in the two photos to a partner. Imagine there has been a big earthquake in these two cities, what might happen to all the objects in the photos 1. Discuss the questions with the partner, then talk and listen carefully.2. Go on talking 1.To enliven the atmosphere2.Topracticethe students’ speaking 3.Lead in “earthquake” discussing
设计思路：我首先从Organization及 Free talk 引入，目的是为了活跃课堂气氛，激起学生说的欲望，唤起他们学习英语的兴趣。把本单元的知识点--- earthquake 引出，让学生有感性地认识，这样也为后面的学习作了有效地铺垫。同时培养了学生的合作精神。整个任务中，教师是参与者和指导者，充分体现了学生为主体的原则。
以上是Warming up所需的图片
Pre-reading (10 minutes)
Steps Teacher’s activities Students’ activities Aims Tools
Step1Presentation(Task1: Imaging and sharing.) Ask students go on imaging and sharing.(Imagine your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take Why ) Lead students to image and share 1 To input new target language2 To pave the way for Task 2 picturesdiscussing
Step2 Game(Task 2: Discussing) 1 Guide the students to play the game. (Discussing---What do you think may happen before an earthquake Talk about the pictures on Page 25.)2 Get Ss to how to get the first.3 Teach the first reading strategy.( Look at the title and the picture, and predict what you will read about ) 1 Students talk with each other about the question as much as possible.2 Help Ss use the key phrases.3 Learn the first reading strategy. 1 To enliven the atmosphere.2 To practice theirMemory ability.3 To grasp the new reading strategy.4 Practice their speakingAbility. picturesquestion
设计思路：从看图说话引入earthquake，对学生进行语言输入，为学生提供听、说、读的机会。第二个环节通过game让学生在玩的过程中学习新的阅读策略，使学生在活跃课堂气氛中乐于思考，接受新知识。且把学到新知识运用于实践中，并从中体验成功的喜悦。
以上是pre-reading所需的图片
While-reading (20 minutes)
Steps Teacher’s activities Students’ activities Aims Tools
Step1Skimming(Task 3: Individual work) Ask students to skim the passage, then answer the following questions alone,1 When did the earthquake happened 2 Where did the earthquake happened Read the passage fast, then answer the questions 1 To make the students practice fast reading2 To reduce the difficulties of reading3 To develop the students’ ability of reading. questions
Step2Fast reading (Task 4: Pair work ) 1 Ask students to read the passage past, then find out the topic sentence of each paragraph in pair.2 Teach the second and third reading strategy.3 Ask another question-what order can we use to divide the text into three parts. 1 Read the passage fast, and find out the topic sentence.2 Learn the second and third reading strategy.3 Answer the question. To improve their reading skills table
Step3Reading carefully(Task5: Group work) Ask students to read the passage carefully and finish the given form. Read the passage carefully and fill in the form。 To practice their speaking and reading ability. form
以上是while-reading所需的图片
设计思路：在阅读任务的设计中，增加了讨论的任务，降低了阅读难度，帮助学生更好地练习了阅读，培养了其理解能力和同伴间的协作能力。同时在阅读的任务中增加小组活动来对阅读内容更加熟悉，也提高了学生使用目标语言，可对前面所学的单词，短语和句型进行有效的操练和运用。
Post-task (7 minutes)
Steps Teacher’s activity Students’ activities Aims Tools
Step1: Summary (Task1: Retell the story) Guide the students to retell the story. Let students sum up the contents that they read. 1.To consolidate what they learn. Speaking and listening
Step2:Interviewing (Task2: Group work) 1 Divide the whole class into 8 groups, and choose a leader to interview 1)What can we learn from Tang Shan’s new look 2)How to protect yourself during the earthquake 2 Give the students a piece of paper.3 Prepare for some microphones. 1.Interview and say out 1)What can we learn from Tang Shan’s new look 2)How to protect yourself during the earthquake 2.Report. At the same time , write it down. 1.To enliven the atmosphere.2.To improve their abilities of speaking and writing. Interviewing papermicrophone
以上是Post-reading所需的图片
设计思路：这部分内容首先通过记者跑腿的方式灵活使用本课的重点知识，其次让学生做调
查写报告的形式提高学生的写作能力，从而让学生学中用，用中学。
Summary and homework (3 minutes)
Steps Teacher’s activity Students’ activities Aims Tools
Step1Sum up Sum up three reading strategies and the whole stroy. Know the contents that they learned. To consolidate what they learn. Speaking and listening
Step2. Homework 1．Learn the useful new words and expressions by heart.2．Write a short article about how we protect ourselves in an earthquake. Mark down the homework. To practice the writing skill. report
以上是Summary and homework所需的图片
设计思路：这部分内容通过引导学生归纳本课的重点知识，老师指导学生能融会贯通所学内容，并运用于实际生活。让学生在任务中学习，在交际中学习。培养学生的说和写能力。
Blackboard Design：
1 Before the earthquake
2 During the earthquake
3 After the earthquake
学生自我检查评价表
Things I can do Evaluation
I can understand the reading passage 5 4 3 2 1
I have learned some basic knowledge about earthquakes 5 4 3 2 1
I have learned how to protect ourselves and help others in earthquakes 5 4 3 2 1
I can talk about past experiences 5 4 3 2 1
I can make an interview 5 4 3 2 1
I can understand and spell the new words and expressions and use them 5 4 3 2 1
I still need more practice in reading 5 4 3 2 1
Teaching reflection：
This is a reading lesson. I’ll help the students practice their reading skills step by step. By this period, achieve the teaching aims, stress the important points and break through the difficult points. What’ s more, students can get some knowledge about the earthquakes from this lesson and how to deal with the emergency.
Unit 4
A Night the Earth Didn't Sleep
Task 1: Talk about natural disastars
Free talk
Warming up
Task2: Imagination
Task 1: Imaging and sharing ( Class work)
Pre-reading
Task 2: Discussing ( Pair work)
Task 1: Skimming ( Individual work)
While-reading
Task 2: Fast reading ( Pair work)
Task 3: Reading carefully ( Individual work)
Task1: Summary (Retell the story)
Post-reading
Task 2: Interviewing (Group work)
Homework

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