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教案设计(Unit 4 Earthquakes)

教案设计(Unit 4 Earthquakes)
教案设计(Unit 4 Earthquakes)

Unit 4 Earthquakes

Warming Upand Reading

Senior I Qin Yuling

【教学目标】Teaching goals:

【知识目标】Knowledge aims:

1. To help Ss master the following useful new words and expressions.

well; smelly; burst; canal; steam; dirt; injure; brick; dam; useless; steel; shock; rescue; quake; electricity; army; shelter; fresh; organize; bury; at an end; dig out; coal mine; in ruins

2. To help Ss know the basic knowledge about Earthquake.

【能力目标】Ability aims:

To d evelop Ss’ reading ability.

【情感态度目标】Emotional aims:

1.To know damages earthquake bring about and the ways to reduce losses of an earthquake.

2. To know how to protect oneself and help others in earthquakes

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

【教学重点】Teaching important points:

1. Master the usages of the useful words and expressions above.

2. Improve the students’ reading ability.

【教学难点】Teaching difficult points:

1. The usages of some words and expressions.

2. How to train the students’ reading ability in learning the text.

【教学方法】Teaching methods:

Task-based teaching method.

【教学工具】Teaching Aids:

Multi-media (多媒体)

【教学过程】Teaching procedures:

Step I. Warming up

T: Good morning class. What can you think of when you see this picture?

Ss: Wenchuan Earthquake.

T: Do you know another more serious earthquake in China?

Ss: Tangshan earthquake.

T: What damage may the earthquake cause?

(The earth shook; all the buildings fell down; many peopledied; many children became orphans.)

Now let’s come to Pre-reading on P25 and see what may happen before an earthquake comes.

Step 2. Pre-reading

Please look at the picture on P25, and tell me what happens before an earthquake.

(The sky gets bright, the animals get nervous, mice run out, fish jump out of water,

well has cracks.)

Step3. While-reading

I.Skimming

Today, we’ll learn a text “A Night the Earth didn’t sleep” First, let’s look at the

title again, why the earth didn’t sleep for a night? What happened? What does the passage mainly talk about?

Exchange your understanding of the passage with group members and work together to find the main idea of each part.

Main idea of each part:

Part 1 (para.1):

Strange things were happening before the earthquake.

Part 2 (para.2-3):

The disaster happened and caused a lot of damage.

Part 3 (para.4): The rescue after the earthquake.

II. Scanning

Part 1:Pair work.

Part 2:Individual work.

Task 2: Get the students to find some details of this part according to the key words.

①At about 3:00 am

Some people saw bright light in the sky.

②At 3:42 am

Everything began to shake.

③In fifteen seconds

A large city lay in ruins.

④Later that afternoon

Another big quake shook Tangshan.

⑤Soon after the quakes

The army sent 150,000soldiers to Tangshan to help the rescue workers.

Task 3: Fill in the blanks with the numbers.

?1/3 of the nation felt the earthquake .

? A huge crack that was 8 kilometres long and 30 metres wide cut across

houses.

?In 15 terrible seconds a large city lay in ruins.

?2/3 of the people died or were injured during the earthquake.

?The number of people who were killed or injured reached more than

400,000 .

?All of the city’s hospi tals, 75% of its factories and buildings and90% of its

homes were gone.

Part 3: Group work

How were the people helped by the army?

?The army organized teams to dig out those who were trapped and to bury the

dead.

?Miners were rescued from the coal mines.

?Shelters were built for survivors whose homes had been destroyed.

?Fresh water was taken to the city.

Let the groups have a discussion with their partners about more ways to help the people in the earthquake.

Step 4. Post-reading

True or False

1. There were one million people in Tangshan at that time. T

2. The earthquake began 10 kilometres directly below the city. F

3. Not only the people but also the animals were shocked greatly. T

4. There was only one quake at that time. F

5. Before the earthquake there wasn’t anything strange happening. F

6. Workers rescued most of the 10,000 coal miners to the south of the city. F

7.Almost everything in Tangshan was destroyed. T

Step 5. Discussions.

What shall we do or not do if an earthquake happens?

Dos Don’ts

1. Stay in a small room, such 1. Be close to the outside wall

as kitchen or bathroom

2. Hide under the table or 2. Stay on the balcony

bed, if you haven’t time

to escape , you may stand 3. Jump out of the tall buildings

close to the inside wall with

some things covering on the 4. Use the lift

head.

3. If you stay in the open air ,keep off the tall building,

and go to the fields without trees .

Step 6. Summary

Several days before July 28, 1976, many strange things happened in Tangshan. They were signs for the earthquake. At 3:42 am that day, the earth began to shake, which destroyed the city. Later that afternoon, another big earthquake struck Tangshan. More people were killed or injured and more buildings fell down. Soldiers were called in to help the rescue workers. Teams were organized to dig out the trapped and bury the dead.

Step 7.Homework

1.Surf the internet to find more information about earthquakes.

2.Finish the exercise on P43&44 of LESSON HOMEWORK.

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Ⅲ.教材分析和教材重组 1.教材分析 本单元以Body Language——“体态语”为中心话题,具体涉及什么是“体态语”,如何理解“体态语”,以及“体态语”的跨文化性等。本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的,旨在通过单元教学,用听、说、读、写、做(表演)等多种形式,让学生正确认识和掌握“体态语”在交际中的作用和意义,使学生明确“体态语”在人类交际中的重要性,了解“体态语”在不同民族、不同文化交际中的多样性;使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解,提高他们的“语言交际”能力和“非语言交际”能力。 1.1 WARMING UP 以列表对比(填充及增补)的形式,并通过WARMING UP 的活动,让学生了解有声语言与“体态语”的对应关系,了解语言意义与行为意义(“体态语”)在交际中具有同等重要的作用。同时,学生在听、说、做(即表演

“体态语”的动作)中能够增进对语言交际的感性认识,为他们在阅读过程中上升到对语言交际的理性认识打下基础。 1.2 PRE-READING 通过提供三个关于不同文化背景下“体态语”的问题,启发学生思考我们所学习的“语言”的目的、形式、功能。通过引导学生联系自己日常生活的实际,提高学生努力学习英语的积极性和自觉性;同时培养学生留心社会、关注生活的洞察力,为引导学生进一步“阅读”作好准备。 1.3 READING 是一篇介绍性(记叙文)体裁的文章,主要介绍了各种文化背景下的“体态语”的异同,为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解“交际,毫无问题可言吗?”这一主题。 1.4 COMPREHENDING 包括八个问题(前5个旨在检查学生对阅读材料细节的理解,6~7旨在引导学生对“体态语”的意义及文化差异的思考,第8个检查学生能否通过细节进行推理判断),通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的(学生在老师指导下的自我或小组讨论后的)归纳,进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。 1.5 LEARNING ABOUT LANGUAGE 分词汇和语法两部分。词汇部分由“本单元重点词汇英文释义”,“词语填空”和“词性变换”三项内容构成,语法部分由两大方面组成:一是让学生自己通过在课文中寻找相关语法的句子并按其语法功能分类,二是根据学生的认知规律安排该语法项目的练习让学生进行操练。整个项目通过三个练习和一个游戏,以及语法结构讲练,进一步巩固本单元所学词汇(尤其是课文中的黑体字),学习“现在分词”结构用作定语和状语,并通过操练,以收到“学以致用”、“熟练生巧”的效果。 1.6 USING LANGUAGE 通过增加阅读篇目“Showing Our Feelings”来拓展学生在“体态语”方面的知识视野,并通过“True” or “False”判断练习和问题讨论,使学生进一步明确“体态语”对人们在日常交际中了解对方情感、思想、态度等方面所起的作用。同时要让学生认真对待自己的“体态语”,并在日常交际中“听其言”(Listen to them)、“观其行”(Watch them)。此外,该部分还通过听、说、读、写四个方面来巩固本单元所学内容和语言交际项目。

新生代英语基础教程1unit4_电子教案

教案 课程名称新生代英语基础教程1 课时 班级 专业 教师 系部 教研室 教材《新生代英语基础教程1》

Clothes and shopping Show Time “That’s a good deal.” Reading Bargaining Chat Time You are in luck. Writing A poster Grammar Comparative and superlative adjectives My Story Clothing main Have students look at the pictures and ask them to tell you as much as they can about it. Review the words about clothes and colors. Then, match the pictures to the words.

Have the students listen and repeat the words. Students should be familiar with the words pants, jacket and price. You may need to spend more time on the words discount, manager and sales clerk. Spend a little more time explaining the meaning of these words. For the word discount, you can also show that in Western countries we usually use the word off, for example, “These shirts are 20% off,” means there is a discount of 20%. In some countries, such as Taiwan and Japan, the 20% can mean you pay 20% of the original price (thus it is in fact 80% off). Once students seem comfortable with the vocabulary, have them do the exercises, and correct any errors. Tell the students they will hear two people talking in a clothing store. Make sure they know that Dimitri is the male speaker and Sarah is the female (remember that names can be difficult for ESL learners). Now listen to the conversation and have students complete the sentences. Correct any mistakes and then go through the Useful Expressions. For the Useful Expressions section, you can role-play a clothing store in the class. Lay out some items and have students come to the front and buy

人教版高中英语必修四 Unit 4 Reading 教学设计

Lesson Plan Basic information Teaching Content Unit 4 Body Language Reading: Communication: No problem? Learner Profile This is the second teaching period of this unit, students will have a general knowledge about “ body language”. Although some of them know different body languages in different countries, they may not know what culture mistakes will be made when people don’t understand different cultures. The reading material is about some misunderstandings among different countries people. And students will be also interested about that. Main Focus Students will learn some background information about body language. Students will learn different cultures which are behind different greeting gestures. Sttudents will learn “ When in Rome, do as the Romans do.” Anticipated Learner Difficulty Understand some culture mistakes among different countries. Understand different cultures in different countries. Teaching Aims

七年级英语邹学敏Unit4教学设计及反思.doc

4、德育目标: 促使学生了解和关心自己和他人的家居环境,热 新目标英语七年级(上)Unit 4 Whereas my backpack? 教学设计与反思 邹学敏 Period One 一、教学目标:(知识目标、能力目标、情感目标、徳育目标) 1、语言知识和语言技能目标: (1)学习和掌握有关询问物品位置的句型: Where? s my backpack? It' s on / in / under / behind / next to … Are my books on the chair? Yes, they are. No, they aren' t? Is it on / in / under ........... ?Yes, it is. No, it isn? t? (2)学习有关家具名词:table, bed, dresser, bookcase, sofa, chair, drawer, plant ,bag (3)学会三个方位介词的用法:on,in, under 2、能力目标:培养学生用英语思维的判辨能力、综合运用语言的能力和自主学习的能力。培养学生的语言交际能力和创新能力。 3、情感目标:提高学生学习英语的兴趣和自信心,培养学生善于 与他人合作的精神,使他们积极主动参与课堂活动和相关的课外活动,并从屮体验学习的乐趣,从而培养学生乐于探索和勤于动手的学习态度。 爱自己的家,养成良好的生活习惯。从完成任务的过程屮,学会互相合作,互相帮助,互相提高的社会交际意识。 5、确立各目标的依据:根据英语新课标规定,通过听、说、读、写的训练,使学生获得英语基础知识和为交际初步运用英语的能力,激发学生的学习兴趣,为进一步学习打好初步的基础。 二、教学重、难点及教学突破 1、教学重点 学习运用重点句型u Where questions v疑问句的用法;语法焦点在于学会运用方位介词“o n / in / under表达物品的位置。 2、教学突破

北师大版高中英语必修四 Unit 12 Culture shock Lesson 4 The New Australians 教学设计

Lesson 4 The New Australians Teaching aims: To identify facts and opinions in a reading text To practise using words with negative and positive connotations Teaching difficulties: To practise using words with negative and positive connotations Teaching Aids:computer and cassette Teaching procedures: I. Warming up T: What do you know about Australia? Australia lies on the southern hemisphere. Australia is the sixth biggest country in the wo rld and the only country covering the whole continent. Australia is also one of the oldest continent. It has special animals. Can you name their names? But today we talk the topi c “The New Australia”. Can you guess what does the text talk about? Let’s read the text and see if your prediction is right. II. Reading 1) Before reading the text can you write two questions about things you’d like to know a bout life in Australia? Then ask students to hand in their notes to the teacher. After reading the article teacher can ask these questions students write. 2) Read the article again||,do the exercise 3 and make if the statements are true||,fals e or no information is given. When checking students’ answers||,have them read out the section of the text which giv es the answer and have them correct the false statements. 3) Listen to the cassette and do the exercise 4 4) Do the first two with the whole class. Then students work in pairs||,reading the sent ences and discussing who said them III. Further understanding Now||,go into the text for detail information. What can we do at night in Sydney ? ? a wide choice of opera ?classical concert ?Shakespearean drama ?Aboriginal culture ?rock concert ?Broadway musicals ?comedy ?cabaret

Unit4Whatcanyoudo(1)

Unit4 What can you do? 》第二课时教学设计 一、教学目标与要求 1、知识目标:能听懂、会说Are you helpful at home?What can you do?l can ??等.句型, 并能在实情际景中进行运用。 2、能力目标:培养学生的综合语言运用能力,锻炼学生的基本 听说及表达能力。 3、情感目标:培养学生的互助合作意识,让他们多体谅父母工 作的不易,在家里能帮父母多做些力所能及的事情。 二、教学重、难点分析 重点:学习、掌握What can you do?lcan 句型。 难点:句型Are you helpful at home?以及在实际情景中正确运用 所学的对话。 三、课前准备 多媒体课件。 四、教学过程 一)热身。 1. Hello!What's your name?M y name is Nice to meet you ! Nice to meet you, too. What day is it today?lt's 2.Let's do(. 通过互动,在欢快的气氛中活跃课堂的气氛,同时也对在四年级下册中,所接触的相关的动词短语进行了回顾,为新课引入做 好铺垫)

二)新授 Step1 1.Let ' s try T:You are very good.Mike is good,too. s listen and tick. What can he do at home?Now,let Check the answer T:Have you fini shed?Look at the blackboard.What can Mike do?(学生回 答,并核对答案,对重点句型再一次进行巩固) 接Let's try T:Mike is helpful at home.Are you helpful at home?(出示Are you helpful at home?) S:Yes./Sure. Read:Are you helpful at home?Sure.在校对答案中复习本课的教学难 点) Play a chain game::Are you hel pful at home?Sure 进行连锁操练的游戏不但句型训练的范围广,而且能引起学生的注意,调节课堂教学的节奏和气氛) Step2 1\T:Good.You are helpful.And look at the blackboard .what can they do? 2\T:Oh,what is Wu Yifan do?(出示相应的图片,复习在第一课时 中所学的短语) S:He can cook the meals. 用同样的方法依次出示sweep the floor、clean the bedroom、empty the trash、water the flowers 的图片,在复习短语回顾第一课时的同时,对本节课的新授内容作铺垫。)

教科版高中英语必修四 教案Unit 4

教科版高中英语必修四全册教案 UNIT 4 THINK GLOBALLY, ACTLOCALLY 【教学目标】 1.知识目标 (1)重点单词: resource, settlement, management, seasonally, arid, occasionally, floodplain, dam, diversion, extraction, deprive, salinity, runoff, destruction, impact, significant, ecology, reservoir, integrated, sustainable. (2)重点短语: use of, as well as (3)能理解、应用句型: a. She said that the Earth goes around the sun. b. The tourist suggested that they leave the luggage at the station. 2.语言技能目标 (1)理解并掌握新词的含义及应用。 (2)理解材料内容:通过上下文克服生词困难,掌握听力技巧,提高英语听力能力。 3.情感态度、文化意识、学习策略 在“学生为主体”的思想指导下,让学生成为课堂的主人,形成有效的“生生互动”,“和谐对话”,同时借助多媒体的优势使学生主动融入课堂教学情境之中,以调动学生积极性,激发学生参与课堂的潜能,建立良好的课堂氛围,真正发挥情感教学的优势。

【教学重点】 1.学习并掌握重点单词: resource, settlement, management, seasonally, arid, occasionally, floodplain, dam, diversion, extraction, deprive, salinity, runoff, destruction, impact, significant, ecology, reservoir, integrated, sustainable 2.学习并掌握重点短语: use of, as well as 3.能理解、应用句型: a. She said that the Earth goes around the sun. b. The tourist suggested that they leave the luggage at the station. 【教学难点】 1.学生对本课内容主旨大意的准确理解。 2.材料的理解及听力技巧的掌握。 【教学准备】 1.教师准备:多媒体课件、音响。 2.学生准备:课本及其他学习用品。 【教学过程】 Step 1 Warming up and greeting Daytime greeting to every student. Step 2 Preparation for task 1. Show different kinds of pollution in PPT, and ask students to read about the "Water, Water, Water!" in book. 2. Ask students to discuss with the partner what they know about environmental pollution.

Unit4MyHome教学设计

一、教学内容分析 这节课学习的主要词汇有study, bathroom, bedroom, living room, kitchen以及句型This i s my home. You can see a bedroom…其中This is my room…句型在第一册中出现了,学生比较容易接受。Let’s do部分体现了不同房间的功能性,让学生在有节奏的旋律中掌握词组。学生运用学过的词汇以及句型来描述自己的家。 二、教学目标 知识目标: 1. 能听懂、会说三会单词:study, living room, bathroom, bedroom, kitchen 2. 能听懂、会说Let’s do的指令语,并做出相应的动作。 3. 能用This is my home. You can see a…来描述家和房间。 能力目标 1. 学生能运用所学的单词和句型描述自己的家。 2.学生能理解并不同房间的功用性。 情感目标 1. 培养学生[此文转于斐斐课件园https://www.sodocs.net/doc/748601744.html,]对自己的家的热爱之情。 2. 鼓励学生大胆设计自己未来的家。 三、教学重点与难点 1. 教学重点:三会单词study, living room, bathroom, bedroom, kitchen 及句型This is my home. You can see a study… 2. 教学难点:bathroom, bedroom, living room的发音较难,涉及到连续发音与爆破音。 四、课前准备 1. 多媒体课件 2. 六个三会单词的单词卡片以及自制的词组卡片 3. 四幅不同布置的房间图片 4、十份单词条(学生完成组内任务需要) 五、教学步骤 (1)Lead-in 1. T: Good morning, boys and girls. Ss: Good morning, Miss Xu.

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