Warming up、Pre-reading、Reading、Comprehending优秀公开课教案

教学设计方案

Content Class Earthquake Grade one in high school Type Time 人教版（必修一）

Teacher Data

2016/9/20 40minute

1、High school Ss have distinct self-consciousness and independent learning ability；During the group work study，they have own judgments and comprehension. Student 2、High school Ss have accumulated certain amount of vocabulary and grammatical knowledge; they possess the ability to analysis：

listening、speaking、reading、and writing. 3、High school Ss are in the best time of intellectual and creative thinking development; their thoughts are diversified and individual.

1. This unit is about earthquake. By studying of this unit, students are required to be able to know some basic knowledge of earthquake and how to protect oneself and help others in Material disaster. At the same time, let Ss learn some expression of analysis：

earthquake. 2. This is the second period of Unit 4 —— a reading lesson. Reading belongs to the input during the process of the language

learning. The input has great effect on output, such as speaking and writing.

Teaching Aims ①To let Ss know more about the author and the background of the text. ②To let Ss understand the content of the lesson Knowledge and can sum up the main idea of each paragraph. objects ③To let Ss appreciate some beautiful and important expressions in the text and learn to use them.

①

To develop Ss’ abilities of summing up the main idea Ability ②To improve Ss’ abilities of appreciate English objects words and expression. ③To train the Ss’ ability of working in pairs.

Emotion and moral objects ①To enable Ss to be aware of violence of earthquake. ②To enable Ss to hold an optimistic attitude toward the disaster.

①To let Ss use their own words to sum up the main idea. Important ②To make Ss learn and appreciate some expressions in the text. points

Difficult points Teaching methods

①How to help Ss to organize words or phrases to express their thoughts. ②How to make Ss read easily.

Communicative Approach(交际教学法) Task-based language teaching (任务教学法).

Student-centered Approach

Teaching procedures

Contents Step 1

Leading-in

Teacher

PPT shows the pictures of

disasters,earthquake and asks Ss to use the new words of this unit (have learned last period) to describe the pictures.

Ss

Look at the PPT and use the new words that have learned last period to describe the pictures.

Example：

shake、damage、burst、in ruin……

Purpose

①

To consolidate the knowledge that have learned last period and examine how the Ss have mastered the knowledge.

②

To let Ss begin to think and learn actively.

Part 1

Part 2

Pair work ——

Pre-reading ask Ss to read the title and guess what the text is mainly about, and then discuss with desk mate how will you write a passage according to the title. Step 2

Ask the students what they know about Jack London. Teacher will introduce some information about the author to Ss.

①

To enable Ss to gain a general idea of the text，which will be beneficial for the following learning.

②

To broaden Ss’ horizon and learn some literature culture of western countries.

Step 3

While-reading——part 1、part 2 and part 3 Part 1

First reading

Ask Ss to read the text quickly and try to write down:

What does the writer mainly tell us in this passage?

How many parts can we divide the passage into? What’s the main idea of each part?

Second reading Purpose

Teacher play the tape of the text;

Ask Ss to follow the tape and read the text more carefully again and do the exercise1 in P56

①

To let Ss pay more attention of the general meaning of the whole text, and strengthen their ability of writing in English. ②

By following the tape in second reading, to force Ss to concentrate on the text and correct wrong pronunciation.

reading Part 2

Group Work Teacher

Ask five Ss to form a group and put forward some detailed questions of the texts on PPT

（example）

1. Find powerful but negative words used by

the Ss

Work in a group;

Try to finish the exercise on PPT after discussion

Make an answer record and then share with the whole class.

Purpose

①

to develop the Ss’ ability of communication and co-operation in group work.

②

to improve Ss’ ability of finding out the details in the text.

writer to describe the result of the earthquake.

2. Find the repetition of a word to describe the result of the earthquake. 3、Find parallel sentences in this paragraph and try to understand the sentences. 4、How does the writer use contrast (对比)

to describe the people in the earthquake?

Part 3 Further

Teacher Ss

Read the last paragraph and express own opinion in English

Purpose ①

To let Ss keep an optimistic attitude toward disaster and make wishes for the people in trouble.

②

To make Ss think actively and express their own opinions in English.

Ask Ss to explain Discussion their feelings of the last paragraph of the text. When you face a terrible disaster, what will you do?

Step 4

Teacher

Ss

Purpose

Post- reading

Ask Ss to work in pairs and answer:

Which words or sentences in the text do you like most? Why?

Summarize some beautiful or important expressions on PPT.

Pick up the beautiful or important expressions in the text and then share with desk mates. Try to remember the sentence on PPT.

①

To enable Ss to appreciate beautiful expressions in English, both in structure and in meaning.

②

To enhance Ss’ awareness of share and communication.

Step 5

Summary Ask three or four Ss to recollect what have learned in this period. Teacher talk about the plan of next class.

Homework Write a short passage about the text according to the three questions:1.what happened before the quake? 2.what damage caused by the quake? 3.what people did after the quake? Purpose

①

To let Ss think back the process of the whole class and have a deeper understand of the text.

②

To examine how much knowledge have taken into Ss’ hands.

The analysis of Blackboard design Unit 4 Earthquake

Words to

maid idea describe

of each

earthquake

paragraph