教学反思 教学内容 Module1 Unite4 Earthquakes主题篇章理解课|第二课时 通过对唐山大地震的了解,叙述过去的经历,利用如下句型: Strange #n iR things were happening in the countryside in Northeast Hebei F 与技能 three days the water. At about300 am on July28,1976, people 教 saw.At 3: 42 am everything began to shake 学过程体课时主要通过不断设问并解决问题的任务型教学方法,对文章细节内容深 目与方法入剖析,对单元词汇句型进行渗透 标 Reading部分具体描写1976年河北唐山大地震的震前,震中和震后。学生 情感态度们通过学习了解地震来临前的一些不正常的自然现象及动物的反常表现,虽 与价值观然地震来势汹汹,并在顷刻间将整座城市夷为平地,但是地震结束后人们勇 敢地面对事实并及时地实施抢救和重建工作
教 学 反 思 教学内容 Module1 Unit4 Earthquakes 主题 篇章理解课 第二课时 知 识 与技能 1 通过对唐山大地震的了解, 叙述过去的经历，利用如下句型：Strange things were happening in the countryside in Northeast Hebei. For three days the water…At about 3:00 am on July 28, 1976, people saw… At 3:42 am everything began to shake. 过 程 与方法 本课时主要通过不断设问并解决问题的任务型教学方法，对文章细节内容深 入剖析，对单元词汇句型进行渗透。 教 学 目 标 情感态度 与价值观 Reading 部分具体描写 1976 年河北唐山大地震的震前，震中和震后。学生 们通过学习了解地震来临前的一些不正常的自然现象及动物的反常表现，虽 然地震来势汹汹，并在顷刻间将整座城市夷为平地，但是地震结束后人们勇 敢地面对事实并及时地实施抢救和重建工作
本课词汇量大,并运用了大量的动词,使得描写更为生动,文中还有不少复 教材分 重点的数字,这又增加了文章的阅读难度,另外文章中出现了许多定语从句, 寸学生的语言阅读能力提出了更高的要求。 能在教师关键信息提示下,用适当的关联词和较流畅的语速,对相关段落进 析难点 行囗头复述 通过第一课时的“词汇讲练课”,教师已经帮助学生扫清了课文生词和难句 学情分析 理解障碍 时间分 教学 配 教学内容 流程 教学 师生 Introduction In this period students will be helped to build their word power 导 and structure power. The ready used materials for teaching about 2 入 relative pronouns and testing may be useful to students To help students learn about the usage of who, which, that 展示目标 and whose used in the attributive clause To discover useful words and expressions
重点 本课词汇量大，并运用了大量的动词，使得描写更为生动，文中还有不少复 杂的数字，这又增加了文章的阅读难度，另外文章中出现了许多定语从句， 对学生的语言阅读能力提出了更高的要求。 教 材 分 析 难点 能在教师关键信息提示下，用适当的关联词和较流畅的语速，对相关段落进 行口头复述。 学情分析 通过第一课时的“词汇讲练课”，教师已经帮助学生扫清了课文生词和难句 理解障碍。 时间分 教学 配 流程 教学内容 教 师 学 生 导 入 Introduction In this period students will be helped to build their word power and structure power. The ready used materials for teaching about relative pronouns and testing may be useful to students. 2 展 示 目 标 ■ To help students learn about the usage of who, which, that and whose used in the attributive clause ■ To discover useful words and expressions 2
step1利用多媒体播放一段地震视频。学生看过,进行讨论。 1. Discussion What is the film about? What can you see in the film? When the earthquake began, the ground started to shake. The people were frightened and rushed out of the buildings. The buildings and bridges were destroyed, the car crashed and then the whole city was in ruins. Many people died and injured, but some survivors were rescued by soldiers 2.要求学生运用语境猜测词的意思把不认识的单词用简单的语句表述出 12 来,分组讨论学习黑体字单词及词组的意思和用法。 00 smelly burst d step2 Presentation课文结构展示 整体理解文,归纳课文大意。 (1)要求学生快速通读全文,找出每段的主题句 le of the text topic sentence of P1
精 讲 精 练 Step 1 利用多媒体播放一段地震视频。学生看过，进行讨论。 1. Discussion: What is the film about? What can you see in the film? When the earthquake began, the ground started to shake. The people were frightened and rushed out of the buildings. The buildings and bridges were destroyed, the car crashed and then the whole city was in ruins. Many people died and injured, but some survivors were rescued by soldiers. 2. 要求学生运用语境猜测词的意思,把不认识的单词用简单的语句表述出 来，分组讨论学习黑体字单词及词组的意思和用法。 rise smelly burst at an end shock ... Step 2 Presentation 课文结构展示 整体理解文，归纳课文大意。 （１）要求学生快速通读全文，找出每段的主题句． title of the text topic sentence of P1 topic sentence of P2 topic sentence of P3 topic sentence of P4 Step 3 Reading for details 细节阅读 1. 细节课文，查找信息。 （１）要求学生阅读课文后判断句子对与错，并说出理由。 ① People in Tangshan were warned of the earthquake and didn’t go to bed that night. (F) ②People in Beijing also felt the earthquake. (T) ③ More than 400,000 people were killed in the quake. (F) ④ Many rescue workers and doctors were trapped under the ruins during the aftershock. (T) ⑤ People tried to get fresh water from under the ground in Tangshan. (F) 2. 要求学生仔细阅读课文后回答问题： ① What natural signs of a coming disaster were there? ② Can you think of some reasons why these signs weren’t noticed? ③ What events probably made the disaster worse? ④ What situation probably made the disaster worse? ⑤ How were the survivors helped? (个别同学回答后，全班一起回答)Netherlands in order not to be caught by the German Nazis. During the hard time of hiding away, she kept a diary and made her diary her best friend because she could tell everything to it.] 1 0 2 0
2 Can you think of some reasons why these signs werent noticed e What events probably made the disaster worse What situation probably made the disaster worse? o How were the survivors helped? (个别同学回答后,全班一起回答) 精3深层理解课文,学生小组讨论下列问题,深层理解课文 i# 1)Why the title is A NIGHT THE EARTH DIDNT SLEEP? 精 Suggested answer: night is the time to sleep, and night should be 练 safe and quiet. But that night everything changed. The writer use this title to show how terrible and how usual the night was 2)What does the sentence "Slowly, the city began to breathe mean? Suggested answer: the writer compare the city to a person who suffered a lot in the disaster. He felt her pain. So when people came to help her he feel the city will not die she has hope and she can recover from the pain 要求学生带着问题快速浏览文章,从阅读材料中迅速查找这些特定的信 息和具体的事实。 3)要求学生根据屏幕上的提示复述课文。提示如下 sign damage rescue
精 讲 精 练 ② Can you think of some reasons why these signs weren’t noticed? ③ What events probably made the disaster worse? ④ What situation probably made the disaster worse? ⑤ How were the survivors helped? (个别同学回答后，全班一起回答) 3. 深层理解课文。学生小组讨论下列问题，深层理解课文。 1) Why the title is A NIGHT THE EARTH DIDNT SLEEP? Suggested answer: night is the time to sleep, and night should be safe and quiet. But that night everything changed. The writer use this title to show how terrible and how usual the night was. 2) What does the sentence “Slowly, the city began to breathe again” mean? Suggested answer: the writer compare the city to a person who suffered a lot in the disaster. He felt her pain. So when people came to help her, he feel the city will not die, she has hope and she can recover from the pain. 要求学生带着问题快速浏览文章，从阅读材料中,迅速查找这些特定的信 息和具体的事实。 3)要求学生根据屏幕上的提示复述课文。提示如下： sign damage rescue ——|————|————|——→ before… during… after… 4) 在以上复述的基础上，小组合作，进行采访。 Step 4 Assignment 任务布置（晚自习 40 分钟） 1.Look up “on” in the dictionary. For usage No.4-6when it is used as a preposition, write down 1 sample sentence for each.查词 典，写出“on”作为介词时第 4-6 种用法的例句, 一种一句。(5’) 2.Word practice.完成《同步方略》“单元测评”Unit 4 完型填空并自主 纠错及反思。(20’) 3.Writing from memory.默写单元重要词汇扩展例句，4-6 词共 句。 (15’)
达 标完成《同步方略》“专家随堂一同步练习1”的短文填空练习(P53 6 测试 1 Goal: To help students learn about the usage of who, which, that and whose used in the attributive clause 2.Step Step 1 Discussion What is the film about What can you see in the film? 板书设计 Step 2 Presentation itle of the text topic sentence of P1 opic sentence of P2 opic sentence of P3 opic sentence of p4 tep 3 Retell the short diary
达 标 测 试 完成《同步方略》“专家随堂—同步练习 1”的短文填空练习。(p.53- 54) 6 板 书 设 计 1.Goal: To help students learn about the usage of who, which, that and whose used in the attributive clause 2.Steps Step 1 Discussion What is the film about? What can you see in the film? Step 2 Presentation title of the text topic sentence of P1 topic sentence of P2 topic sentence of P3 topic sentence of P4 Step 3 Retell the short diary