高中英語(yǔ) earthquakes說課 新人教版必修1

1、Book 1 Unit 4 EarthquakesPeriod 1 warming up and reading(task-based reading 45minutes)By No.20The analysis of the new curriculum standardsThe new curriculum standards are the base and guide to teaching, which require us , on the basis of textbooks and extra teaching resources, to effectively combine

2、 teachers conducting and explaining with students independent research and cooperative learning, solve “double bases” (language knowledge and abilities), develop students skills (obtain information, discover analyze and solve problems) and fulfill moral education, thus achieving the aim of efficient

3、 learning- enjoying learning, being good at learning and being able to use it. In my opinion, teachers and students will research effectively, combine resources and achieve 3D aims. The analysis of the text 1.The key points of the contents: (1) help students master words and expressions in the text

4、shake，injure，destroy，ruin，damage，rescue，shock，crack，numbers ect. important words: the attributive clauseIt seems as if clauseAll hope was not lost sentence patterns: the signs of the earthquakethe damage of the earthquake the rescue and recovery(They are used as tools for reading and are basic conte

5、nts) (2) help students to get knowledge about the text ( The three are knowledge and main contents) 2.The function of the text (teaching objects 3D goals) (1) knowledge goal: students should master the “tools”- key words and expressions, learn about the earthquake , can describe its damage. and can

6、apply it in other disasters.to acquire new knowledge(2)ability goal: develop the students three kinds of skills: the skills of reading: skimming(for the general idea), guessing(for a better understanding) ,intensive reading(for details) the skills of studying: self-discovering, communicating, cooper

7、atingto develop the students skills required in NMET the skills of writing: summarizing, passage-based writing(3) moral goal: develop the awareness of communication and cooperation. help students get a better understanding of the importance of helpingeach other and treasuring their life as well as d

8、etermination toovercome difficulty in face of trouble and even disastersto arouse students interest in learning and life3.My opinion about how to deal with the passage(including important and difficult points)(1)About the key words: let students understand them in the sentences of the passage, espec

9、ially several verbs.(2)About some additional words: only make students able to identify them typhoon ,tsunami, hurricane.(3)About the passage itself: students must be able to retell the signs, but the important one is to describe the damage ,of course which is the teaching important point for knowle

10、dge about the earthquakes and language ability.(4)About the attributive clause : just let students discover the sentence pattern through wh-questions. There is no need to explain in this period.(5) Appreciating good sentences is an essential step. Never miss it.(6)Developing students abilities of re

11、ading comprehension and summarizing is the core。 Discussion and passage- based writing is to extend their ability. These are the teaching important and also difficult points for ability promotion and moral education. Analysis of students1.Students have some knowledge about earthquakes in Chinese-the

12、ir mother tongue, but they dont know how to describe in English. So they have desire to learn.2.Students have abilities of a certain level to read, discover and cooperate .So how to improve them in well-organized ways in limited time and accomplish the moral goals are what the teacher should think a

13、bout. Analysis of teaching methods and learning methodsBased on the parts above, the teaching and learning methods are as follows:1.The new curriculum standards promote the students search, cooperation , and studying on their own . The purpose is to develop the students abilities. My teaching method

14、s are based on these teaching concepts . In class, the teacher guides students to discover ,communicate ,cooperate and so on to get knowledge and improve abilities through prediction , task-based reading and self test: guiding teaching , predicting teaching , task-based teaching , test teaching.2.Th

15、e new curriculum standards aim to train students to study by themselves. So the following three learning methods are important for them（1）discovering learning （2）communicative learning （3）cooperative learning Teaching procedures 1.Lead-in and warming up for 4minutes : 10 students make 10 sentences (

16、daily Oral English) with new words in this unit. And then use a video and a picture of little Langzheng to introduce the topic earthquake directly. This is impressive. Some other disasters to learn additional words. The question “Which is the most terrible one” introduces the topic again. And then p

17、redict what the text is about. This is designed to practice spoken English and arouse students desire for research.2.3 minutes skimming : Let students skim the first and the last sentencesto get the general idea of each paragraph and check their prediction byinformation matching( main idea-matching)

18、.3.Listening for 6 minutes : Do some prepared listening exercises includingmulti-choices and filling in blanks. This is designed to arouse desire for research and get a better understanding of the passage while practicing listening. Two birds a stone.4.10 minutes intensive reading to get detailed in

19、formation: students will read each paragraph silently or aloud and finish differently designed exercises: for example, the signs, blank-filling with data and what we can learn from it .5.Cooperation,appreciation and summarizing (8 minutes) to encourage students to find difficult points and try to so

20、lve them ,thus able to appreciate good sentences and use them to retell the story (summary) and acquire language.6.Discussion and writing (12 minutes):This is the last and also the best part of this period .Students will look at some pictures of the new Tangshan and discuss “What can we learn from T

21、angshans new look and its earthquake?” and report their findings in groups: Group 1 retell the sign; Group 2 are reporters to describe the damage; Group 3 are officials to describe the rescue; Group 4 are survivors to express their feelings. Then I will show them a video about Wenchuan earthquake as

22、 well as its rebuilding, especially what Chairman Hu Jingtao said “Nothing can defeat the heroic Chinese” And then do a passage-based writing( the summary Wenchuan earthquake findings). Motivate task fulfillment:1 effect prediction: This is designed for the teacher before class. I should predict wha

23、t students must obtain and try my best for it.(1) familiar with words about earthquakes.(2) learn about earthquake signs.(3) able to describe earthquake damage.2 effect assessment: This is designed for students before class is over. They willevaluate what they have done and what they have acquired.W

24、hat to evaluateSelf-evaluationPeer-evaluationVocabulary acquisitionReading skillsLanguage expressionParticipation levelCooperation awarenessKnowledge extending Assessment : It is necessary and used as extracurricular knowledge and ability extending.Read the four passages prepared about natural disas

25、ters through the Internet before class and finish the reading report.In short ,what I want to do in this period is to make full use of the passage to improve students abilities and combine all the test forms in the reading. Post- teaching : It is to make full use of the advantage and try to be better.For this period, I made careful preparations before class and changed alot.