高中英語UnitEarthquakeReadingAnighttheearthdidntsleep教學設計新人教版必修

1、Uni tEart hquake教材內(nèi)容分析人教版第一模塊第四單元的話題是“地震” 。本課是本單元的第一課時，包含 warming up, pre-reading, reading, comprehension 幾個部分。閱讀部分講述了 1976 年唐山大地震的情況，共四個段落，具體包括地震前兆，地震破壞，地震救援等情況。教學目標（ 1） 知 識目標： 使學生學習到地震相關(guān)知識， 如地震前的異常表現(xiàn)，地震的破壞力以及地震后的救援；學習和地震相關(guān)的詞匯。（ 2） 能 力目標：訓練學生快速閱讀能力：略讀，查讀，推斷；訓練學生從文本出發(fā)思考相關(guān)問題，培養(yǎng)學生的思維能力。（ 3） 情 感目標：學會對地

2、震受害者表達同情和思考震后能夠給予的援助。教學過程Step 1 warming up （5 mins）（1） 看視頻，了解話題教師播放一段云南魯?shù)榈卣鸬挠⑽膱蟮馈: Good after class! As we know, disasters happen from time to time. Today we are going to talk about one of them. Let s watch a report can you unde rstand it? What is the report about?Ss: Earthquake.T: Right. This is w

3、hat we are going to talk about today. 意圖說明 通過觀看有關(guān)云南魯?shù)榈囊曨l，自然把學生帶入今天的話題 地震。 同時本節(jié)課的最后環(huán)節(jié)是學生用課堂所學做關(guān)于魯?shù)榈卣鸬默F(xiàn)場報道。 這段視頻對于程度一般的學生作為話題引入也就足夠，對于較好程度的學生能夠起到啟發(fā)和提示的作用。（2） 導入記敘文六要素。教師啟發(fā)學生用5W/口 1H來提問以獲取一個事件諸多信息。T: When we talk about an earthquake, we may want to ask some questions about it. As for me, I want to know

4、“ when was it?where did it happen?” Howabout you? What questions do you want to ask?Ss: Who why what T: Thank you. Have you noticed that if your questions begin with what, when, where, who, why, how, you will get more information from the answer, right? This is what we usually say 5 Ws and1 H. Whenw

5、e read a narration, we also want to know about these. These are what we call six factors of a narration.意圖說明通過啟發(fā)學生用5ws和1h來提問，引導學生閱讀記敘文 的時候關(guān)注這六要素，以此過渡到閱讀本篇記敘文。Step 2 Pre-reading教師啟發(fā)學生用提問的方式通過標題對文章內(nèi)容進行預測。T: When you read this title, some questions may come to your mind. What are the questions?Ss: Whyd

6、idn t the earth sleep? What happened to the earth?.T: I believe after you read the passage, you will find the answers. 設計意圖 這個標題并沒有明確說明文章主題，學生光看標題不一定能懂發(fā)生了什么事情。 通過簡單的對標題的提問， 吸引學生關(guān)注文本內(nèi)容。Step 3 Reading1. 第一遍閱讀（讀大意）首先教師介紹閱讀技巧一“查讀” ，然后要求學生在一分鐘時間內(nèi)查找出基本信息，并用一句話概括文章主旨。T: First of all please scan the passage

7、 in 1 min. What is scanning? In such a short time what do you think we can get?Ss: When, where, who, what T: Yes. Some9asic information:whenwhere whowhatand pleasetell me the main idea in one sentence. 意圖說明 通過介紹閱讀技巧一“查讀” ，讓學生正確應用閱讀技巧提高短時閱讀獲取大意的能力。 這是本節(jié)閱讀課的第一遍閱讀， 只需要一分鐘時間就能找出記敘文幾要素的相關(guān)內(nèi)容， 經(jīng)過整合就總結(jié)出文章大意

8、。2. 第二遍閱讀（ 讀結(jié)構(gòu) ）第二遍閱讀教師要求學生用閱讀技巧二“略讀” ，找到各段主題句，并將文章分為三個部分， 用一兩個詞語概括各部分大意。 最后點出本文是按照時間順序發(fā)展的。T: We ve got the basic information now, but it is far fromenough. Besides it, we need to get to know the structure. This time, Please skim the passage. What is skimming? You have 3 mins to skim the passage to

9、get the topic sentence of each paragraph. Don t care too much about details. Go!Ss: Topic sentence in each paragraph.Para 1: Strange things happened.Para 2: It seemed as if the world was at an end.Para 3:Everywhere they looked, nearly everything was destroyed.Para 4:All hope was not lost.T: Can you

10、divide it into three parts?Ss: Part 1, para1; part 2, paras2,3; part 3 para4.T: Can you use one or two words to summarize each part?Ss: Part 1: warning signs. Before Part 2: damage. During Part 3: rescue work, afterT: So the passage develops in the order of ( Ss ： time). 意圖說明 教師介紹第二種閱讀技巧“略讀” ，希望學生能夠

11、關(guān)注文章框架結(jié)構(gòu)和大意而非細節(jié)。 通過此方法訓練， 迅速找出文章各段的主題句，分段，概述各部分大意，時間發(fā)展順序，這使學生很容易對文章的結(jié)構(gòu)和發(fā)展脈絡有了深刻的理解。3. 第三遍閱讀(讀細節(jié))T: now the structure is clear, right? To make the passage more interesting, we need more details to support it.1. Part 1T: Please focus on part 1: warning signs. Scan this part in 1 min and underline stra

12、nge things happening that day.T: (pictures) Look at the pictures. What appeared in the sky?What happened to mice? Howabout fish? This is a well. The well wall had deep cracks. Pigs, dogs and chickens were too nervous to eat.2. Part 2:T: Well done. Now please scan part 2 damage to find out data only.

13、T: Good job. What do these data show? They show how terrible the earthquake is. Yousee, the city lay in ruins in 15 seconds.3. Part 3: Fortunately, after the quake, people came to help.You have only 30 seconds to scan this part to find out how people carried out rescue work.T: Thanks to their help,

14、Tangshan recovered. This isTangshan s new look today. 意圖說明 通過分段查讀， 搜尋設問中需要的信息， 主要培養(yǎng)學生獲取文章細節(jié)的能力，加深對文本的理解。4. Part 4: feelingsT: we have mentioned facts about the earthquake, what else have we missed?Weare going to read two sentences. This time, we need the third reading skill, inferring. What is infer

15、ring? Read between the lines to get the meanings that are not clearly stated. Try to understand the sentences.Sentence 1: It seemed as if the world was at an end. The world was really at an end? No. this is exaggeration. What does it mean?Ss: The city was completely destroyed.T: How did people feel?

16、Ss: They felt extremely desperate, shocked, helpless, hopeless, worried.Sentence 2: Not all hope was lost.T: What does it mean?Ss: After the quack, help came from all side. People felt hopeful/encouraged.T: from these two sentences, we know the writer not only simply reports what happened, but also

17、expresses his ( Ss: feelings.) 意圖說明當學生看完每個段落，回答完每個部分的相關(guān)問題后，他 們可能只體會到三個有關(guān)地震的事實，教師此時啟發(fā)學生發(fā)現(xiàn)作者在描述事實的同時， 還表達了他的情感。 此環(huán)節(jié)要求學生用閱讀技巧三“推斷”深入探究文章字里行間可能透露出的深層內(nèi)涵，同時也促使學生進入到語境中理解受災難中和災難后人們的心情， 激發(fā)他們的同情之心。由此由學生不難總結(jié)出文章的四個方面的內(nèi)容：預警，破壞，救援以及感覺。4深層次理解在文本的基礎上，教師設計三道題目，讓學生進行深層次解讀。T: I think it is easy to understand the pass

18、age. Nowit s time to challenge yourself. Think about following questions.In part 2. the writer shows us some data. This is one of them.The number .reached more than 400,000.Q1: Whydid such a number of people die in Tangshan earthquake?I give you some key words: place, time, knowledge, equipment, pre

19、diction They mayhelp you. Please discuss in a group of four. While you are discussing, please take some notes.Ss: The buildings were not strong enough.People thought little of the strange things.It happened at midnight.The equipment was not advanced.There was no warning system at that time Q2: How c

20、an we reduce the losses caused by earthquakes?Ss: Ordinary people: rich knowledge of self-protectionRescue work: experienced workers and hi-tech equipmentWarning system: developed system.T: It is a long way to go to predict earthquakes. I hope oneday one of you can be the expert in this field to imp

21、rove thesystem so that we can prevent such terrible damage from happening.Q3: In part 3, besides what the rescue work did, what else should be done after the quake. Discuss in pairs.Ss: medical treatment,donationpsychological aids 意圖說明 學生通過三遍的閱讀， 已經(jīng)對文章的大意， 結(jié)構(gòu)和細節(jié)有所理解。 在文本的基礎上， 教師設計這三道題， 基于文本又超越文本。對于并不容易回答的問題， 教師給予一定的文字， 語言和圖片的提示，由學生進行小組或者兩人的討論， 解讀文本內(nèi)容， 討論文本之外的問題，引導學生在關(guān)注社會事件的同時，也能關(guān)注自身和他人的關(guān)系，自身和社會的關(guān)系， 這是情感價值觀的滲透。 學生的小組討論能讓學生間