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人教版英语必修1 unit 4 Earthquakes Using language 教案 (系列二)

来源:会员上传 日期:2019-12-22 22:36:35 作者:
必修  Unit 4 Earthquakes
Using language
科目 英语 教学对象  
高一
课时 1
一、教材内容分析
 本单元的主要话题是earthquakes(地震), 本节课是在完成课文阅读和词汇语法学习后进行的以Workbook 部分为主的Using Language,并补充上一篇“Triangle of life”的阅读文章,体现了学以致用的目的。从Listening, Reading, Speaking和 Writing各个方面对学生进行训练,是对本单元主题内容的补充和拓展。The topic of this lesson is on how to protect oneself and help others in an earthquake.
二、教学目标
 [课标要求]
根据《英语新课程标准》关于总目标的具体描述,结合高一五个学生实际和教材内容,我们将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识方面。具体针对课标对本阶段学生要求的能抓住所听语段中的关键词,理解句子之间的逻辑关系;能从听力材料中提取信息和观点;能听懂日常的要求和指令,并能根据要求和指令完成任务进行听力训练;在阅读上能从一般文字资料中获取主要信息和观点;在写作上能根据所给图示或表格写出简单段落。
[具体分析教学目标]
(1)知识技能:
Students will be able to catch the key words by listening and reading.
Learn to write a poster
Help the students to develop their listening and writing ability by using some tips and useful expressions
(2)过程方法:
Listening, reading, discussing and writing.
(3)情感、态度、价值观:
Students will be able to realize the necessary of earthquake safety tips and enjoy the cooperation in reading and discussing. They will be able to protect themselves and help others during an earthquake.
三、学情分析
本节课的教学对象为高一学生,词汇量还不丰富,但是思维活跃,需要老师引导着去获取有效信息、处理信息,提高分析问题和解决问题的能力,逐渐由大量输入信息转向试着自己输出信息,形成自主学习技能和策略,学会把语言和现实生活联系起来。通过任务型课堂活动和合作学习,让学生自主参与课堂活动,形成学习主体。通过学习本单元,让学生对地震自救知识有更多的了解,能够进行自救和帮助他人。在阅读教学方法上主要使用任务型教学法(Task-based language teaching),在学生学习方法上提倡合作学习方法。在教学过程中需要多媒体,投影,和有声音文件和PPT文件等辅助教学设备。
四、教学过程
资源准备、教师活动、预计时间 学生活动、预计时间 设计意图
Step1. Pre-listening (1min)
Greet the class and have a short review about the topic of the unit. Then write down the name of the lesson on the blackboard. Tell them we will use the knowledge we have learned in the unit. Ask the students how to behave when an earthquake comes. Guess their response and lead in the listening.
Listen to the teacher and do as the teacher’s instruction. Get the students know the teaching aims and get interested in  the following listening.
Step2. Listening (8mins)
Begin to let them listen to the dialogue. Give them a listening task. Listen and write down the key words that they mentioned in the blanks. Then check the answers with the class by writing down the key words on the blackboard.
Listen and write down the key words on the handout. Check the answers with the teacher. Get the students listen carefully and try to improve their listening ability.
Step3. Reading(10mins)
Before reading, ask the students if they have heard about the “Triangle of life”. Then ask them to read the whole reading passage with their partner quickly. Try to guess the words or phrases they don’t understand by cooperation. Then mark the statements true or false. Before checking the answers,  show them some PPT about the Triangle of Life. Then check their answers.
Listen to the teacher’s question about the Triangle of life. Try to answer or listen. Then follow the teacher’s instruction to read the passage and mark them true or false. After that check the answers. To be sure about the students know some knowledge about the Triangle of Life and practice their reading ability.
Step4. Speaking.(6mins)
Ask the students to turn to Page67 to finish the speaking task. Give them 2minutes to prepare the speaking. The students will choose eight things from the list to put into their personal earthquake bag in pairs. Make sure that they are essential and can last five days. Then ask some students to tell us their choice and the reasons.
Listen to the teacher and prepare the speaking task in pairs. Choose eight things from the list and discuss the reasons. To get the students to practice speaking and enjoy the cooperation.
Step5. Writing(15mins)
Divide the class into 4 groups. Ask the students to prepare a poster named “Earthquake Safety Tips” to be put up around schools or hospitals. Tell them to divide their poster into three parts: Part1: How to behave when an earthquake comes and what to do after the earthquake.
Part2: What you should collect in a personal earthquake bag.
Part3: Earthquake experts’ advice and your wish.
Ask the students to design and write down the tips on a piece of paper to form a poster. Then show their posters to the class and give some suggestions on their poster.  
 
According to the teacher’s instruction to form a group to work together.  Discuss and design a poster with group members. Then present the poster with the class.  
To cultivate students inductive ability and creativity and realize the aim of writing a poster. At the same time, to get the students to enjoy the cooperation.  
板书设计:             Unit4 Earthquake – Using language
                            what to do                                drop
Part1: Before an earthquake     where to be safe        During an earthquake   cover
Who to contact                            hold
                                                      
Part2: an open space          table          a personal earthquake bag
 
                             Triangle of life
课堂小结
 
 
  • 教学流程图
六、教学评价设计
 
 
 
七、教学反思