必修一Unit4EarthquakesReadingTeachinggoals:1.Targetlanguage目标语言Learnandmasterthenewwordsandexpressionsinthisperiod.2.Abilitygoals  能力目标Trainthestudents’readingandspeakingability.Trainthestudents’abilitytousetheInternettosearchforsomeusefulinformation.Trainthestudents’abilitytocooperatewithothers.Teachingimportantpoints:Trainthestudents’readingability—skimmingandscanning.Teachingdifficultpoints:  Describethedisasters.Teachingaids:CIA课件Teachingprocedures:Stage1(Warmingup) WatchingavideoStep1Teacherdividestheclassinto6groups，studentsworkingrouptosolvethetasks.设计意图：进行小组合作，培养学生团队合作意识和协作精神。Step2StudentslookatthevideoaboutWenChuanearthquakewiththequestions.1.Haveyoueverexperiencedanearthquake?2.Whathappenedinanearthquake?SuggestedAnswer:(Roads,railways,bridgesandbuildingsaredestroyed.Everythingisinruins.4\nManypeopledied……Peoplelosttheirhomes….Thearmywassenttorescuethepeople.)3.Howmanyseveralterribleearthquakesdoyouknowintheworld?SuggestedAnswer:(Japaneseearthquake--March11st,2011 Gansuyushuearthquake--April14th,2010 Haitiearthquake--January12nd,2010 Sichuanwenchuanearthquake--May12nd,2008 HebeiTangshanearthquake--July28th,1976)设计意图：利用视频导入，一方面能激发学生的学习兴趣和背景知识，另一方面为下文的主题做好铺垫。Stage2(pre-reading) PredictingthemainideaStep1StudentsworkingrouptodiscussthemeaningoftitleANightTheEarthDidn’tSleep设计意图：培养学生通过对标题的设问，推测文章的主题。Step2StudentspredictthemainideainthetextbylookingatthetitleANightTheEarthDidn’tSleepandthepictureofthearmy.设计意图：教授学生通过标题和图片进行读前预测，而且也激发学生的阅读动机，即通过阅读验证自己的推测。Stage3(whilereading)TangShanearthquakeFastreadingStep1Studentsdividethetextintopartsandfindoutthemainideaofeachpartthroughfillinginthetables.Ⅰ.Beforetheearthquake  Paragraph    1Strangethingsbegantohappen,butnoonetookanynoticeofthem.Ⅱ.Duringtheearthquake Paragraph    2&3ItdestroyedthecityofTangshanandshockedthepeople.Ⅲ.Aftertheearthquake   Paragraph    4Armycametohelpthesurvivors,bringinghopeforanewlife.Clueofthepassage:timeorder设计意图：梳理清楚课文线索,为各个环节的理解和开展做铺垫。整体粗读，领略内容大意。ClosereadingStep2Studentsdescribethepicturesonebyoneandanswerquestion.Ifpeoplehadnoticedwarmingsignsbeforethequake,whatwouldhappen? 4\n设计意图：图文结合，学生能易于重塑形象生动的震前预兆并且帮助学生认识这个道理：如果我们能够了解并认识地震前得预兆，就能提前做好准备，让更多的人获得求生的机会，减少或避免不必要的损失。Step3Studentslistentothetextthenanswerthequestions设计意图：分段阅读课文，由整体向部分进行阅读，以捕捉具体的细节信息，这就加深学生对文章的整体脉络与重要细节的把握，以达到全面深刻理解文章的目的。    Step4Studentsscanthetexttodothetrueorfalsequestionsandcorrectthestatementsiffalseingroupcompetitions.设计意图：分段阅读课文，由整体向部分进行阅读，这不仅训练了学生的细读策略，也加深学生对文章的整体脉络与重要细节的把握，以达到全面深刻理解文章的目的。Step5Studentssummarizethetextbyfillingintheblanks.____________happenedinTangshan.Forafewdays,waterinthewells_____________.Fromthe______ofwells__________cameout.Mice,chicken,pigsandevenfishbecame________.At3:00am,everythingbeganto______.Itseemedthattheworldwas_________. _________ofthenationfeltit. ___________  cutacrossthecity.Thecitylay_______.Two-thirdsofthepeoplediedor___________.Thenlaterthatafternoon,anotherbigquake______Tangshan.Peoplebegantowonder_____________________________.Butallhope____________.Soldierscametohelpthose________.Slowly,thecitybeganto_________________.设计意图：对所学知识进行小结，提高学生的总结归纳能力。Stage3(Postreading)Whatshallwedoifanquakehappens?Step1Studentsdiscussthetaskingroups.Youareintheclassroomnow,supposeanearthquakeishappening,whatshallwedo?设计意图：任务联系生活和课文，鼓励学生用英语解决问题的能力。Step2Everygroupleadercollectsandsummarizesgroupmembers’opinionsandgivesareport.设计意图：小组交流学习，提高合作能力和自学能力，且培养学生合作学习的精神，团队意识。Step3Studentsseethevideoonearthquakemaneuver,thendotheearthquakemaneuverintheclassroom.设计意图：将学生学的知识从课本引申到现实，从抽象过渡到具体，让学生学会地震逃生和自救的方法。学以致用。4\nStep4Homework:1.Trytoretellthestoryusingnewexpressions.2.DoEx1&3onP283.ComparetheTangshaninthepastandnow.设计意图：小结，课后复习，巩固评价内容：评价内容为了反映不同学生英语学习的过程，激励和促进学生们的学习，我为这堂课设计了两种评价学生的方法，即学生自评和小组互评。评价方法： 1.Students’reflection（针对学生制定的反思性评价问题）A Haveyougotthoseusefulwordsandphrasesyou’velearnt?B whetheryouhaveunderstoodwhatthetextisaboutduringashortperiodoftime?1.Haveyoufoundoutanyotherbeautifulsentencepatterns?2.Arethereanyotherpointsyouarestillconfusedwith?3.IsyourspokenEnglishalittlebitimproved?2．小组互评在班级的小组或英语学习小组内进行，先由学生按以下指标自行测评，再互评。所列内容经过小组讨论后可调整，增删。按需要做好预习 查找相关资料 学习过程中的参与意识 两人活动，小组活动，班级活动的参与度 倾听学生发言，提出自己的意见  4