高一英语earthquakes教案1(完整资料)

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Unit 4Earthquakes

单元规则

本单元的话题是“地震基础知识(basic knowledge about earthquakes)”和“遇到灾难时如何自救以及帮助别人(how to protect oneself and help others in disasters)”。具体涉及地震的成因、预兆、地震造成的损失、地震时的应急救生以及震后的救援等内容。语言知识和语言技能等各项语言活动都是围绕这些话题展开的。

为了围绕话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。

“热身(Warming Up)”部分通过两张图片引出话题“一旦大地震发生，将会造成怎样的危害？”，为本单元的主题作了“热身活动”。

“读前(Pre-reading)”部分设置了两个开放性的问题，要求学生描述、讨论与地震有关的话题。目的是增加学生的生活常识，提高他们的应变能力。这部分为接下来的阅读作了很好的铺垫。学生可通过讨论，参阅有关地震的书籍，并运用一些生活常识来回答这两个问题。

“阅读(Reading)”部分是一篇新闻报道，详细介绍了1976年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震后人们勇敢面对现实并及时实施抢救和重建工作的情况。文中关于地震的词汇较多，教师可在课前布置学生查找新唐山的中英文资料和与地震相关的词汇；文中还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，灾难无情人有情，感人至深。教师可将这些作为素材，设计多种任务，展开课堂教学活动。另外文中还出现了大量的定语从句，这对学生的语言阅读能力提出了更高的要求。在阅读教学中教师还可指导学生通过各种渠道如报纸、杂志、图书馆和网络等资源查找有关唐山的资料，使学生进一步了解唐山大地震和如今的唐山，形成对比和强烈的震撼，从而更好地了解学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神。最后，通过对文章的学习，了解新闻的特点，为后面的写作作准备。重点词汇和语法的学习可结合文章进行，并配以适当的练习。

“理解（Comprehending）”部分包括五个练习：练习1要求连接句子的正确部分；练习2要求列出唐山地震中发生的事情和时间；练习3要求写出文章的段落大意，并概括文章大意；练习4要求学生用自己的话解释文章标题；练习5要求学生就课文某一段落作采访活动。主要目的是为了帮助学生更好地理解“阅读(Reading)”部分的文章，尤其是练习3更突出了培养学生整体把握文章的能力。

“语言学习(Learning about Language)”部分涉及本单元的重点词汇和主要语法项目。词汇部分设计了4个练习：练习1是从阅读材料中为下面的每一项释义找到正确的单词或短语；练习2要求学生从阅读文章中找出尽量多的单词来分类描绘地震；练习3是用课文中的一些单词完成段落；练习4要求完成句子，考查as if的用法。这部分的目的是要求学生在整体把握文章的基础上，掌握重点词汇的词义及使用，注重培养学生运用上下文猜测词义的能力。语法项目是定语从句，设计了三个练习：练习1要求找出阅读文章中带定语从句的句子；练习2要求用that, which, who和whose填空完成句子、翻译成汉语并作比较；练习3要求通过游戏的形式造句并用定语从句扩展这些句子。该部分主要通过阅读和句型练习帮助学生学习由that, which, who和whose引导的定语从句，培养学生自主学习的能力。

“语言运用(Using Language)”部分分“读和说(Reading and speaking)”、“听力(Listening)”和“读和写作(Reading and writing)”三个步骤：“读和说(Reading and speaking)”训练提供了一

封邀请函，要求学生阅读后写一篇在地震纪念公园落成仪式上的演讲稿，接着观察新唐山纪念邮票然后以小组的形式讨论地震后城市重建的问题，主要培养学生在实际生活中运用英语的能力。在随后的“听力”(Listening)部分里，一位美国人以第一人称讲述了他在1906年旧金山大地震中的可怕经历，要求学生根据听力材料进行正误判断和回答问题，旨在培养学生学会获取听力材料中的细节要点的能力，并通过听来模仿标准的语音和语调，同时让学生了解人们在自然灾害中的经历和感受。“读和写(Reading and writing)”部分要求学生先阅读一篇新闻故事，然后为报纸写一篇新闻报道，描写家乡的一件不同寻常的事件，旨在培养学生按照规范的步骤进行写作，如选择适当的标题、组织语言、清晰地表达等，学会拟定写作提纲。

“小结(Summing Up)”部分帮助学生整理、巩固本单元所学到的知识，其中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。一个单元学完后，鼓励学生进行一番归纳和总结是非常有用的，这样可以起到事半功倍的效果。

“学习建议(Learning Tip)”部分要求学生重视听的技能的训练，并就听英语方面给出了一些建议，建议学生多听广播或多看电视里的英语节目。多听不仅能够提高听力水平，还能够帮助学生改善语音、语调，从而提高说的能力。因此，听不仅是吸收信息的重要渠道，也是学好英语的重要手段之一。教师可鼓励学生常听英文广播或电视节目，以扩大视野和增加英语的词汇量。

知识目标：

本单元需要学习的重点单词为：shake well (n. )rise crack smelly pond pipe burst canal steam dirt ruin injure destroy brick dam useless steel shock quake rescue electricity disaster army organize bury coal mine shelter freshpercent speech judge honor prepare Europe

本单元需要学习的重点词组为：right away at an end lie in ruins be trapped under sth.

a (great)number of put up give out wake sb. up thousands of dig outprepare sb. for sth. think little of sb. /sth.

本单元需要学习的重点句型为：

1. But the one million people of the city, who thought little of these events, went to bed as usual that night. (the Attributive Clause)

2. It seemed that the world was at an end! (It seems/seemed that. . . )

3. Bricks covered the ground like red autumn leaves. (Simile)

4. The army organized teams to dig out those who were trapped and to bury the dead. (those who. . . )

5. Workers built shelters for survivors whose homes had been destroyed. (the Attributive Clause)

6. Never before in history has a city been so completely destroyed. (Inversion)

7. Man himself had to make ruins of some of the city’s best buildings so that they would not be a danger to those in the streets. (so that. . . )

8. A list of buildings not destroyed was now only a few addresses. (the past participle used as attribute)

9. Amazing as it may seem, Wednesday night was a quiet night. (predicative/adverbial+as. . . )

10. Never in all San Francisco’s history were her people so kind as on that terrible night. (Inversion)

本单元需要掌握的功能用语为：叙述过去的经历(Talking about past experiences)

Strange things were happening in the countryside in Northeast Hebei. For three days the

water. . . At about 3:00 am on July 28, 1976, people saw. . . At 3:42 am everything began to shake.

本单元需要掌握的语法为：定语从句（I ）（由that, which, who, whose引导的定语从句）

A huge crack that was eight kilometers long and thirty meters wide cut across houses, roads and canals.

The number of people who were killed or injured reached more than 400 000.

It was heard in Beijing, which is one hundred kilometers away.

Workers built shelters for survivors whose homes had been destroyed.

能力目标：

1. 能运用所学语言知识描述地震前兆、危害及震后援救。

2. 根据已知信息推测将要听取的材料的内容。

3. 提高阅读技能和用英语进行思维、推理、判断的能力。

4. 掌握演讲稿的格式及新闻报道的写作步骤和要点。

情感目标：

1. 使学生对灾难有正确的认识，用积极的态度去面对它。

2. 学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神。

3. 在教学活动中培养学生的合作精神和互助精神。

课时安排

Natural disasters occur throughout the world, and China has a particular problem with earthquakes. This unit keeps a positive tone or outlook. It can make students not only understand the dangers people face in a quake, but also realize that there are things that can be done to minimize the damage caused by quakes. It includes exercises and tasks that enable students to think about how to avoid quakes, or at least some of the damage they can cause. This unit also lets them role-play community work that deals with disaster relief. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into seven periods as follows: Period 1:Warming up and Reading

Period 2:Important language points

Period 3:Grammar:the Attributive Clause (I)

Period 4:Listening

Period 5:Using language

Period 6:Reading task and Speaking task

Period 7:Revision (Summing up, Learning tip and Project)

Period 1Warming up and Reading

整体设计

从容说课

This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by showing students some pictures of natural disasters and talking about them.

As to Warming Up, the teacher had better ask students to describe the two photos on Page 25. In a sense, the photos show two cities famous for their earthquakes during a period of calm. Students must imagine what an earthquake could do to the buildings, roads and bridges they see in the photos. When students try to express their ideas, they will probably have difficulty. This activity provides them with the chance to learn how to do this. It is also a good opportunity for the

teacher to teach them the new words and phrases for the unit, such as cracks, cut across houses, roads and canals, fall down, lie in ruins and destroy.

Before reading the passage A Night the Earth Didn’t Sleep, the students should discuss the two questions in the part Pre-reading. For the first question, students must consider what is of most value to them materially. Perhaps the things students would take are expensive, or perhaps the things would have symbolic value. Would they take their camera or a photo album? Would they take their diary or a favorite sweater? The choices the students make and the reasons they give for making those choices should reveal something about them as people. The second question asks students to make guesses about what happens before an earthquake. Of course, the reading will describe to them what actually happened as the result of one terrible earthquake. So this question must precede the reading. Encourage students to think freely about the question and think of a reason why such and such might happen. This part prepares students for the reading passage.

The reading passage titled A Night the Earth Didn’t Sleep recounts the terrible earthquake that nearly destroyed the city of Tangshan in Hebei Province in 1976. The earthquake caused a greater loss of life than any other in the last century. The teacher can ask the students first to read quickly to get the main idea or topic sentence of each paragraph, then read carefully to locate particular information for exercises in the part Comprehending or some other exercises, and finally have a discussion of style in order to understand the passage better. During the course of reading teaching, the teacher can not only develop students’ reading ability, including skimming, scanning and other reading skills, but also get the students to learn about basic knowledge about earthquakes and learn from the bravery of the people in Tangshan to face the reality and rebuild the city. Because there are too many new words in the reading passage, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading.

To consolidate the contents of the reading passage, the students should be required to retell the passage in their own words at the end of the class. In order to arouse the students’ interest, the teacher can hold a competition between groups.

教学重点

1. Get the students to know basic knowledge about natural disasters.

2. Get the students to learn about Tangshan Earthquake.

3. Get the students to learn different reading skills.

教学难点

Develop the students’ reading ability.

教学方法

1. Task-based teaching and learning

2. Cooperative learning

3. Discussion

教具准备

The multimedia and other normal teaching tools

三维目标

Knowledge aims:

1. Get the students to learn the following useful new words and expressions in this passage:shake well (n. )rise crack smelly pond pipe burst canal steam dirtruin injure destroy brick dam useless steel shock quake rescue electricitydisaster army organize bury coal mine shelter fresh right away at an end lie in ruins be

trapped under sth. a (great)number of

2. Get the students to know basic knowledge about natural disasters.

Ability aims:

1. Develop the students reading ability and let them learn different reading skills.

2. Train the students’ ability to collect useful information from the Internet by themselves.

Emotional aim:

1. Get the students know damages earthquakes bring about and the ways to reduce losses of earthquakes.

2. Get the students to know how to protect oneself and help others in earthquakes.

3. Get the students to be aware of terrible disasters, meanwhile get them to face it, treat it in a proper way, and never get discouraged.

教学过程

设计方案（一）

→Step 1 Lead-in

Show the students some pictures about natural disasters and ask them:

1. Have you ever experienced any natural disaster? Look at the pictures. Can you name all the disasters?

(volcano, fire, typhoon, flood, sandstorm, hailstone, thunderstorm, hurricane, earthquake)

2. Have you ever experienced an earthquake? Can you describe how terrible an earthquake is?

地震的破坏

(The earth is shaking; all the buildings will fall down; the roads will be destroyed; many people will be killed or injured; a lot of children will become orphans. . . )

→Step 2 Warming up

Turn to Page 25. Ask the students to read and look at the photos of Tangshan and San Francisco to describe what they see in the two photos to a partner.

(beautiful cities; broad roads; tall building; large population. . . )

Imagine there has been a big earthquake in these two cities, what might happen to all the things in the photos?

(If a big earthquake happened, the whole cities might be in ruins. Large quantities of tall buildings might collapse. The broad and busy roads might be destroyed. Many people might be killed or injured. . . )

→Step 3 Pre-reading

1. Imaging and sharing

Imagine there is an earthquake now. Your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Is it money, water, fruits, mobile phones, a torch light, or anything else? Why?

2. Talking and sharing

What do you think may happen before an earthquake? Talk about the pictures on Page 25.

(Cows, pigs and dogs become too nervous to eat. Mice run out of the fields looking for places to hide. Fish jump out of ponds. The water in the well will rise and fall. The well walls will have deep cracks in them. There will be bright light in the sky. . . )

→Step 4 Reading

Tell the students:Today, we are going to read a news report about the strongest earthquake in China’s history, which happened in Tangshan, Hebei, in 1976.

1. Fast reading

Ask the students to read the passage quickly and pay attention to the first sentence of each paragraph.

1)Answer the questions.

Question 1:In what order was the passage written?

Question 2:What is the general idea of the passage?

(The text is written in time order. The general idea is the mixture of the first sentences of each paragraph, that is, the text tells us something that happened before the earthquake, during the earthquake and after the earthquake. )

2)Fill in the table.

Type of writing

Topic sentence of Paragraph 1

Topic sentence of Paragraph 2

Topic sentence of Paragraph 3

Topic sentence of Paragraph 4

General idea of the passage

Suggested answers:

Type of writing This is a news report.

Topic sentence of Paragraph 1 Strange things were happening in the

countryside in northeast Hebei.

Topic sentence of Paragraph 2 Everything began to shake and it seemed that

the world was at an end.

Topic sentence of Paragraph 3 Everywhere they looked nearly everything was

destroyed.

Topic sentence of Paragraph 4 All hope was not lost.

General idea of the passage The passage tells us something that happened

before the earthquake, during the earthquake

and after the earthquake.

3)True or False?

Ask the students to decide whether the following statements are true or false. If it is false, try to correct it.

(1)People in Tangshan were warned of the earthquake and didn’t go to bed that night.

(2)People in Beijing also felt the earthquake.

(3)More than 400 000 people were killed in the quake.

(4)Many rescue workers and doctors were trapped under the ruins during the aftershock.

(5)People tried to get fresh water from under the ground in Tangshan.

Suggested answers:

(1)F People in Tangshan thought little of the signs of the earthquake and went to bed as usual that night.

(2)T

(3)F More than 400 000 people were killed or injured in the quake.

(4)T

(5)F Fresh water was taken to the city Tangshan by train, truck and plane.

2. Reading carefully

Ask the students to read the passage carefully to locate particular information.

1)Do the exercises in the part Comprehending on Page 27.

2)Fill in the following form.

Time What happened Result

Before the earthquake:

three days before the earthquake

at about 3 am on July 28

Wells:

Animals:

Lights and sound:

Water pipes:

People of the city

thought______________

and______________

While the earthquake:

At 3:42 am

Later that afternoon

Houses, roads and

canals:

Hard hills of rock:

The large city:

The people:

Some rescue workers and

doctors:

More buildings:

Water, food and electricity:

______________ was

destroyed.______________

hospitals, 75%

of______________ and 90%

of______________ were gone.

More than______________

were killed or injured.

After the earthquake All hope:

The army:

The city______________.

Workers:

Fresh water:

3)Choose the best answer:

(1)What is the mood of this passage?

A. Sad.

B. Serious.

C. Serious and a bit sad.

D. Calm.

(2)What can be inferred from the passage?

A. If mice run out of the fields looking for places to hide, there must be an earthquake.

B. If some natural signs had not been ignored, all the people in Tangshan city might have had a chance to survive.

C. There wouldn’t have been such a great earthquake, if people had paid enough attention to some natural signs.

D. If some natural signs had not been ignored, more people might have had a chance to survive.

(3)Which of the following statements can not be part of the main reasons for the heavy loss of life in Tangshan earthquake?

A. The earthquake happened in the deep night and people were sleeping in bed at the very movement.

B. There weren’t enough rescue workers.

C. The buildings were poorly constructed and most of them were destroyed in the earthquake.

D. People were not careful enough to notice some natural signs before the earthquake.

(4)How do you understand the real meaning of the idiom “It is always calm before a storm”?

A. It is unusually quiet before a thunderstorm or hurricane hit.

B. One should not trust situations that seem peaceful since bad things may happen.

C. The weather is fine before a storm comes.

D. You should stay calm before a storm.

Suggested answers:

(1)C(2)D(3)B(4)B

3. Language problems

While checking the answers with the whole class, deal with any language problems that the students can’t understand.

4. Reading aloud

Play the tape of the passage for the students to listen and follow. Then play the tape of Paragraph 1 of the passage once more; this time the students listen and repeat.

→Step 4 Game

Work in pairs. Suppose you are a newspaper reporter, and the other is a witness of the 1976 Tangshan Earthquake. Now the newspaper reporter is interviewing the witness.

→Step 5 Extension

Show the questions on the screen and have a discussion.

1. From whose point of view are events described? How do you know?

2. What is the mood of this passage? How is it created?

3. Why do you think the writer chooses to express his feelings about the quake rather than simply report what had happened?

4. Why does the writer use A NIGHT THE EARTH DIDN’T SLEEP as the title?

5. What does the sentence “Slowly, the city began to breathe again” mea n?

Suggested answers:

1. A writer’s who didn’t see the earthquake. He uses the third-person to describe the quake. His description is very objective. For example, in the second sentence of the third paragraph “Everywhere they looked nearly everything was destroyed. ”, the writer uses “they” instead of “we”.

2. The mood is serious and a bit sad. It is created by giving details of how many people and animals were killed or injured and how many buildings were destroyed.

3. Although the writer was not there, he felt sad for the people of Tangshan. He knows that giving some personal feelings will make the reading more interesting.

4. I think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. But that night everything cha nged. The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title to show how terrible and how unusual that night was.

5. Here we can see that the writer compared the city to a person who suffered a lot in the disaster. He felt her pain, and he worried about her. So when he said that people came to help her, we can feel his feelings to her. The city will not die, she has hope and she can recover from the pain.

→Step 6 Consolidation

Ask the students to read the passage again and try to retell it.

One possible version:

Strange things happened in Tangshan. For three days the water in the village wells rose and fell. The well walls had deep cracks and a smelly gas came out the cracks. The chickens, pigs and mice were too nervous. Fish jumped out of bowls and ponds. At 3:00 am on July, 1976, people saw bright lights in the sky and heard the sound of planes even when no planes were in the sky. The water pipes in some buildings cracked and burst.

At 3:42 am everything began to shake. It seemed that the world was at the end! One-third of the nation felt it. A huge crack cut across the city. In fifteen terrible seconds a large city lay in ruins. Two-thirds of the people died or were injured. Nearly everything was destroyed in the city. 75% of its factories and 90% of its homes were gone. Then later that afternoon, another big earthquake shook Tangshan. People began to wonder how long the disaster would last.

All hope was not lost. The army sent 150 000 soldiers to help them. Workers built shelters for survivors. Slowly, the city began to breathe again.

→Step 7 Homework

1. Learn the new words and expressions in this part by heart.

2. Read the text again and again and write a summary of the text.

设计方案（二）

→Step 1 Lead-in

Show the students some pictures about natural disasters and ask them:

1. Have you ever experienced any natural disasters? 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?

→Step 2 Warming up

Discuss the photos of Tangshan and San Francisco on Page 25 and imagine if there has been

a big earthquake in these two cities, what might happen to all the things in the photos.

→Step 3 Pre-reading

1. 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?

2. Talking and sharing

What do you think may happen before an earthquake? Talk about the pictures on Page 25.

→Step 4 Reading

1. Fast reading

Ask the students to read the passage quickly.

1)Answer some questions.

2)Find out the topic sentences of each paragraph and get the general idea of the passage.

3)Do some true or false exercises.

2. Careful reading

Ask the students to read the passage carefully to locate particular information.

1)Do the exercises in the part Comprehending on Page 27.

2)Do some multiple choices.

3. Language problems

While checking the answers with the whole class, deal with any language problems that the students can’t understand.

4. Reading aloud

Play the tape of the passage for the students to listen to and follow. Then play the tape of Paragraph 1 of the passage once more; this time the students listen and repeat.

→Step 5 Game

Work in pairs. Suppose you are a newspaper reporter, and the other is a witness of the 1976 Tangshan Earthquake. Now the newspaper reporter is interviewing the witness.

→Step 6 Extension

Show some questions on the screen and have a discussion about writing style.

→Step 7 Consolidation

Ask the students to read the passage again and try to retell it.

→Step 8 Homework

1. Learn the new words and expressions in this part by heart.

2. Read the text again and again and write a summary of the text.

板书设计

Unit 4Earthquakes

A NIGHT THE EARTH DIDN’T SLEEP

Type of writing This is a news report.

Topic sentence of Paragraph 1 Strange things were happening in the

countryside in northeast Hebei.

Topic sentence of Paragraph 2 Everything began to shake and it seemed that

the world was at an end.

Topic sentence of Paragraph 3 Everywhere they looked nearly everything was

destroyed.

Topic sentence of Paragraph 4 All hope was not lost.

General idea of the passage The passage tells us something that happened

before the earthquake, during the earthquake

and after the earthquake.

活动与探究

Story-telling competition

1. Divide the class into groups of four. Each student should look for some unusual things that happened in the Tangshan earthquake. They can go to the library or surf in the Internet to search for useful information.

2. Work in groups and tell the stud ents’ own story to other members of the same group. Then each group should choose the most unusual story in the group.

3. Choose one representative of each group who will tell the most unusual story to the whole class.

4. The teacher acts as the judge and choose the best story and the best story-taller.

5. The teacher gives the group that has the best story and the best storyteller a prize.

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Ⅱ.词性变化（旨在提供语法填空所需材料）

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Unit 1 Festivals around the world Ｉ．单元教学目标 II．目标语言

III. 教材分析与教材重组 1. 教材分析 本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固

运用请求和感谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。 1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。 1.2 Pre-reading是Reading 的热身活动。主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。 1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。 1.4 Comprehending是考察对阅读内容的进一步理解。 练习一：六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。 练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。 练习三：要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。这就要求学生不仅要温习文章内容而且要结合实际，阐述自己的想法，挖掘学生的思维能力和语言表达能力。 1.5 Learning about Language 分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习和用文章中的词汇的适当形式填空；Discovering useful structures 是以文章内容为载体在语境中练习语法，掌握情态动词。由此可以看出本教材已明显地由结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、结构相结合的特点。 1.6 Using Language 是英语听说读写的全面运用的练习。

教学设计 高一英语ppt课件教案 人教版

新课标高一英语必修2 第5单元Music Reading教学设计 一、设计思想 根据“二语习得理论”、“整体语言教学”的理论和实践，以及当前新课程“自主、合作、探究”等核心理念，运用任务型语言教学途径(Task-based Language Teaching)来设计本节阅读课的教学。 本节阅读课教学设计的最大特色是： (1)教学环节层次清楚，环环相扣。The Band That Wasn’t是一篇以介绍美国知名乐队组合The Monkees的发展历程为主的文章。教学设计分成三个部分：阅读前—阅读中—阅读后。阅读前由学生汇报一个小型的调查结果、展示著名乐队组合图片和呈现The Monkees组合的信息三个活动组成，为阅读提供背景知识。阅读过程主要通过快速阅读和仔细阅读来实现。仔细阅读环节中设置了完成练习T or F，查找The Monkees细节信息完成表格，然后根据表格，回顾The Monkees发展历程和选择合适的adj. 来表达自己对于乐队的看法等多个任务。阅读后展开讨论，引导学生思考音乐对于我们生活的影响，完成写作任务“Music”。教学设计以阅读理解能力的提高为主要目标，兼顾听、说、写的训练。 (2)采用了新课标提倡的任务型教学途径。《普通高中英语课程标准（实验稿）》提出中学英语教学应“尽量采用任务型的教学途径”的要求。任务型语言教学强调采用具有明确目标的“任务”来帮助语言学习者更主动的学习和运用语言。（周智忠）因此，笔者在教学设计中设计了多项学习任务，如进行社会调查以了解不同的音乐类型在不同人群中受喜爱的情况；搜集The Monkees乐队信息；对搜集到的信息进行整理，制作成课件展示；阅读课文，找出主题句，查找细节信息等，促使学生在整个教学过程中参与各种活动，自主探究，真正获得自主学习的成功乐趣。 (3)采用了小组合作学习作为课堂活动的主要组织形式。小组合作学习不仅能让学生了解对方的观点，而且让他们学会表达自己的观点，并在此基础上学会讨论问题的要领和方法。（张丽丽）根据教学内容的特点，笔者精心设计了多个合作学习的机会，如三人或四人一组完成调查；以小组为单位设计海报或制作多媒体课件；两人一组回顾乐队的发展历程，选择最适合The Monkees的形容词；以及全班参与，分组讨论音乐重要性的问题等。这些合作学习的机会培养了学生团体的合作和竞争意识，发展了交往与审美的能力，促进学生间的情感交流与互帮互学。（黄小红） 二、教材分析

人教版高中英语必修一Unit1教案

Unit 1 Friendship ？ Warming up 1.be good to be good for=do good to be good at 2.following adj. 下面的，下列的 ) the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后 ) 3.add v. add...to... add to add up add up to ： addition n.in addition=besides +句子 in addition to +n./doing 同类用法联想： because & because of instead & instead of additional adj. 附加的 additionally adv.“而且，其次” “附加给 ..., 除了 ...还有...” 4.分数 score grade point mark (full marks) 5.until 6.with 和...一起，附带着， 用 without 不... within在...内，不出 ... . write with a pen eat with hands/ spoon/chopsticks/knife and fork He left without saying goodbye.

He left with the water running. 分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。

【英语】高中英语新课标必修三_Unit_1优秀教案

普通高中课程标准实验教科书（人教版） 英语必修Ⅲ Unit1 Festivals around the world (Reading) Festivals and Celebrations 学生姓名：赵倩倩

Unit 1Festivals around the world Ⅰ.Analysis of teaching material At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival. The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China, and connect them with seasons of the year and reasons for the celebrations. The teacher can use this part to introduce information that Chinese students should have about their country’s cultural events. The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include. The teacher should let students discuss the questions and predict what kind of information will be introduced in the Reading. The reading passage titled FESTIV ALS AND CELEBRATIONS briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. Then let them skim for the general idea for each section, and scan for further understanding. Because this passage introduces a lot of useful new words and expressions which are only used for festivals, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the four exercises in the Comprehending to see how much they have understood the reading passage. The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. In order to arouse students’ interest, the teacher can hold a competition between groups. Ⅱ.Teaching aims 1.Knowledge aims 1). Get students to learn the useful new words and expressions in this part: beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence, gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian, custom, take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with 2). Let students learn about history and basic knowledge of festivals both in and out of China. 2.Ability aims 1). Develop students’ reading ability and let them learn different reading skills.