张某某 教学设计

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教学设计



基本信息

名称

A Night The Earth Didn’t Sleep





执教者

张某某

课时

第二课时





所属教材目录

人教版高一英语必修一



一、教材分析

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 this unit but also help the students to learn more about the earthquake.



二、学情分析

My students are first-grade students of senior high school. They have some knowledge about earthquake in Chinese, but they don’t 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.



三、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

 Improve students’ reading abilities of skimming, scanning and getting detailed information from the text.





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 love our country and the people.



四、教学重难点

重点

The key point of this class is to help students get, analyze and understand the detailed information from the text.





难点

And the difficult point for my students is how to divide the passage and get the main idea of each part quickly.



五、教学策略与信息技术融合的设计

In 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 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.

Ask the students to surf the internet and find more information about the earthquakes and learn what to do with it.



六、教学过程



教学环节（注明每个环节预设的时间）

教师活动

学生活动

设计意图



Lead-in

（?3 minutes）

Watch a movie clips and ask students what’s the name of the movie.

Watch the movie and feel the earthquake by themselves.

A video full of disasters can greatly attract students’ attention and students can feel the disaster by themselves.



Pre-reading (3 minutes)

Show students some pictures of destruction, and give students a brief introduction 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. What’s more, the brief introduction of Tangshan earthquake includes some new words in this passage, so students will have no problem in understanding it.



Fast reading (4 minutes)

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 match 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.



Careful reading (12minutes)

Ask students to read the passage carefully and offer help if necessary.

Students 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, find the description of the damage during the earthquake. Task3. Read paragraph 4, and answer the two questions.

Q1: What did the soldiers and rescue workers do for the city?

Q2: What was the result?

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 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.



Post reading (Group work) (12 minutes)

Ask students: “What can we do to protect ourselves during the earthquake?”

Students work in groups of six. Try to write down as many ideas as possible on the given green card, and the group leader needs to show the card to the students and make a report.

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 want to learn how to escape from an earthquake, so they will have much to talk about with their group members.



Emotional Inspiration

（?2 minutes）

课堂小结

?

I will show students some touching pictures of the earthquake and how people help them, with beautiful background music and a soft voice. I’m sure students will feel inspired and moved. What’s more, I will also encourage them to work hard because knowledge is power, encourage them to believe in themselves and believe in our country because tomorrow is another day.



布置作业

1 分钟

Imagine you are a volunteer to help the earthquake survivors. Write a letter to tell them some signs about the earthquake and how to protect themselves during an earth.

Purpose: The required homework is related to the passage and the group work, and it will help not only the group leaders but all the students to write down what they have discussed in class, and it can also inspire students to be full of love.



七、教学评价设计



1. 过程性评价：通过课堂回答问题的正确率、巩固练习等方式来了解学生在本课中的学习成果。

2.总结性评价：根据学生在课堂上回答问题的积极性，正确性和与他人合作学习的精神面貌，达成教师对学生进行评价、学生互评，也可以实现学生自己在课后进行反思。



板书设计

Book 1 Unit 4 Earthquakes

Part 1 (para.1) Sign

Part 2(para.2-3) Damage

Part 3(para.4) Rescue



八、教学反思

我在教学方面有如下几点反思：

1. 以学生为中心收集、整理、设计、反馈教学内容。让学生在学习中体验成功和快乐。

2.本节课整体设计科学合理，能以“导演”的身份出现在课堂里，带领学生在愉快的氛围中学习，让学生真正“动”起来，体现了以学生为主体的任务型教学模式。

3. 在授课过程中，也有一些遗憾。比如由于时间紧，内容多所以课堂节奏有点快。其次是学生的参与度不均衡。一节课下来，大部分学生都能积极投入到课堂教学中来，调动了大部分学生听课的积极性，而另有一些学生却习惯于当听众，被动地接受别人的观念，合作精神不够。因此作为教师既要注意到每个合作小组成员的合理编排，又要注意到自己教学内容的设计、话题的趣味性以及如何把学生的积极性真正调动起来。



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