1、教学设计方案课题名称Unit 4 Reading A Night The Earth Didnt Sleep年级学科高一英语教材版本人教版一、教学内容分析The topic of this unit is “earthquakes”, which is very familiar to students. The reading passage is about Tangshan Earthquake. It plays a very important role because it not only contains the important words and phrases in t
2、his unit but also lays a foundation for the following two parts “learning about language” and “using language”.二、教学目标知识与能力目标：Help students know some basic knowledge about earthquakes and master some important words and phrases, such as injure, rescue, damage, etc.过程与方法目标：1) Improve students reading
3、abilities of skimming, scanning and getting detailed information from the text. 2) Appreciate the beauty of rhetorical devices.情感态度与价值观目标：1). Get students to face earthquakes bravely and learn more knowledge to reduce losses. 2). Inspire them to be willing to give others a helping hand whenever they
4、 see people in trouble.教学重点：The key point of this class is to help students get, analyze and understand the detailed information from the text.教学难点： And the difficult point for my students is how to divide the passage and get the main idea of each part quickly.三、学习者特征分析My students are first-grade st
5、udents of senior high school. They have some knowledge about earthquake in Chinese, but they dont know how to describe in English, but they have the desire to learn. Besides, they have mastered some simple learning strategies and skills. However, their reading abilities still need to be improved.As
6、for preview, I get my students to search as much information about natural disasters in the world as possible. And in face of such natural disasters consider how to deal with them and how to protect ourselves.四、教学过程Brainstorming: Watch a video and ask students what natural disasters they can see in
7、it.Pre-reading: Show students some pictures of destruction, and give students a brief introduction of Tangshan Earthquake.Fast reading:Give clear directions, monitor students fast reading activities, and offer help if necessary.Careful reading: Ask students to read the passage carefully and then do
8、some exercises. Post reading (Group work): Ask students: “What can we do to help the people who suffered from the earthquake?”Sum up: Emotional InspirationShow students some touching pictures of the earthquake and how people help them, with beautiful background music and a soft voice. Im sure studen
9、ts will feel inspired and moved. At that moment encourage them to give others a helping hand when necessary.Homework: 1. Required: Write a letter to the people who suffered from the earthquake.2. Optional: Search more information about how to protect ourselves in an earthquake.五、教学策略选择与信息技术融合的设计: In
10、 this class, I will use Task-based Language Teaching by means of pictures and the students will do some group work activities. According to the new theories of language teaching, students can be much more focused if they have some clear tasks to finish when they are reading. This will not only help
11、students understand the reading material better, but also let them have a great sense of achievement. In addition, students can have a better and deeper understanding of what they are learning if we show them some vivid pictures and videos.教师活动预设学生活动设计意图Watch a video and ask students what natural di
12、sasters they can see in it.Watch the video and think about natural disasters.A video full of natural disasters can greatly attract students attention and students are inspired to think of as many natural disasters as possible.Show students some pictures of destruction, and give students a brief intr
13、oduction of Tangshan Earthquake.Look at these pictures and listen to the teacher carefully.By looking at some terrible pictures, students will be shocked at the terrible Tangshan earthquake, which will definitely arouse their interest of learning this passage. Whats more, the brief introduction of T
14、angshan earthquake includes some new words in this passage, so students will have no problem in understanding it.Give clear directions, monitor students fast reading activities, and offer help if necessary.Students read this passage quickly in two minutes, divide the passage into three parts and mat
15、ch the main idea with each part.Dividing the passage into different parts is a kind of reading ability, which is crucial to students, for it can help students get the general idea and the structure of the passage quickly.Ask students to read the passage carefully and offer help if necessary.Students
16、 read the three parts one by one and finish the three tasks. Task1. Read paragraph 1, and find out the signs before the earthquake. Task2. Read paragraphs 2-3, fill in the form of damage during the earthquake. Task3. Read paragraph 4, and answer the two questions. Q1: What did the soldiers and rescu
17、e workers do for the city? Q2: What was the result? What rhetorical devices are used in the following title and sentences ？Careful-reading can help students have a better understanding of the text by knowing much detailed information. Not only the questions whose answer can be found in the textbook
18、are given, but also two challenging questions are raised. One is to ask students to think about why Tangshan people saw these strange things but they just thought little of them. From this question, students will realize how important knowledge is. The other is to let students appreciate the rhetori
19、cal devices used in this passage, and encourage them to use some in their own writing.Ask students: “What can we do to help the people who suffered from the earthquake?”Students work in groups of five. Try to write down as many ideas as possible on the given red card, and the group leader needs to s
20、how the card to the students and make a report. Then, six group leaders will put their cards on the blackboard to make a big heart of love.The ultimate goal of learning a language is to have the ability to use it. After learning the terrible earthquake, students must be touched and be willing to hel
21、p those in need, so they will have much to talk about with their group members. The given red card is the symbol of love, inspiring students to show love to others whenever they see someone in trouble.六、教学评价设计评价项目 Excellent Good Ok Cover all key points and details Use the topic words correctly and p
22、roperly Answer the questions clearly and logically 七、教学板书Divide the blackboard into three parts. Write the words occurring in class on the left part. The middle part is to write the title and the structure of the passage. The right part is left for students to make a big heart of love.八、教学反思1. In ge
23、neral, I am quite satisfied with this class. Various tasks are designed for students to finish, which will not only help them to understand the reading material better, but also let them have a great sense of achievement. 2. The most exciting part is the group work, which is a good chance for studen
24、ts to cooperate with others and let them be the real master of learning in the class. The act of creating a big heart of love and the touching pictures, together with moving music will surely cause the emotional resonance. 3. I think students have mastered what I want them to learn, but the only sma
25、ll problem is that they still cant read the terms of rhetorical devices correctly. However, I was given a very good suggestion that I can use word-formation to illustrate “personification” to help students remember those terms. 4. If I could have another chance to have this lesson again, I would add more background information of Tangshan Earthquake before the fast reading in order to create a sad atmosphere. 5. After talking with students after class, I know they have understood most of what I said in class, and they did a good job in their homework.