Unit4 Reading and Thinking 说课（ppt课件）-2022新人教版（2019）《高中英语》必修第一册.pptx

1、Unit 4 Natural DisastersReading and Thinking1Analysis of teaching material234567Blackboard designAnalysis of studentsAnalysis of key and difficult pointsTeaching objectivesTeaching philosophy and methodsTeaching procedures8Teaching reflectionText type:Main content:Thematic topic:Literary JournalismT

2、angshan earthquake Human Naturethe description of the earthquake in time orderthe changes of peoples feelings WhatWhyHowWhatWhyHowto inform readers of the details of Tangshan earthquaketo inspire readers how to describe an earthquake(period 2)to lead readers to develop positive values towards earthq

3、uakesWhatWhyHowWriting techniques:using different figures of speech listing numbersOrganization:chronological order changes of feelingsKnowWant to knowNeedknow more details of the Tangshan earthquakedescribe an earthquake in the text type of literary jounalism (period 2)develop positive valuesknow m

4、ore about the Tangshan earthquakehow to describe an earthquake in Englishhave no experience of earthquakea certain amount of knowledge of earthquakes in ChineseBy the end of the class,students will be able to:1.summarize the main idea and sort out the basic structure.2.acquire detailed information d

5、uring the three stages of Tangshan earthquake and find out the emotional changes of those sufferers.3.analyze the language features of the text from numbers and figures of speech.4.describe an earthquake(period 2)and explore positive values towards earthquakes.Key pointsDifficult pointsu describe an

6、 earthquake(period 2)u acquire detailed information about Tangshan earthquakeu analyze the language featuresu realize the warning significance of the Tangshan earthquakethe goal of developing students core competencies language competence cultural awareness learning ability thinking qualityactivity-

7、based approach perceiving&understanding applying&practicing transferring&creatingTeaching methodsl 1.Acitivity-based teaching:individual work;pair work;group work;class work1.To activate students prior knowledge about earthquake.2.To set up the context and lead in the topic.Lead-in(4 min)Activity 1:

8、Watch a video about Tangshan earthquake and free talk(4 min)1.What can you see in the video?2.What details impress you most?language competenceperceiving&understandingTo scaffold students to grasp the gist by skimming.Activity 2:Read for main idea&structure(8 min)While-reading(27min)Lead-in(4 min)1.

9、Skim to get the main idea by the hint of what,when and where.language competenceperceiving&understanding1.To lead students to sort out the structure.Activity 2:Read for main idea&structure(8 min)While-reading(27min)Lead-in(4 min)2.Skim the passage to find out the topic sentence of each paragraph;Div

10、ide the passage into 3 parts;think about how the text is organized.language competenceperceiving&understandinglearning abilityWhile-reading(27 min)Activity 3:Read for details(3 min)Lead-in(4 min)1.Read paragraph 1 to find out the signs before the earthquake and peoples reaction to the signs.To help

11、students acquire detailed information about Tangshan earthquake.language competenceperceiving&understandinglearning abilityWhile-reading(27min)Activity 3:Read for details(3 min)Lead-in(4 min)2.Read paragraphs 2-3 to fill the numbers in the blanks;Analyze the function of the numbers with the given hi

12、nts.To lead students to analyze the language features from the aspect of numbers.language competencelearning abilityapplying&practicingWhile-reading(27 min)Activity 3:Read for details(3 min)Lead-in(4 min)3.Work in pairs to find out sentences that show the extreme damage;Recognize the figures of spee

13、ch of these sentences and analyze their functions.language competencelearning abilityapplying&practicingTo lead students to analyze the language features from the aspect of figures of speech.While-reading(27 min)To help students acquire detailed information about Tangshan earthquake.Activity 3:Read

14、for details(5 min)Lead-in(4 min)4.Read paragraphs 4-5 and find out the rescue and revival after the earthquake and peoples reaction.language competencelearning abilityperceiving&understandingcultural awarenessWhile-reading(27 min)To help students sort out two clues of the text.Activity 3:Read for de

15、tails(2 min)Lead-in(4 min)5.Figure out the two clues.language competencelearning abilityapplying&practicingTo promote students higher-order thinking ability by analyzing and summarizing.Activity 4:Explore more about the title(3 min)1.Discuss with partners and further explore why the author uses“the

16、earth”instead of“Tangshan”by focusing on the title again.While-reading(27 min)Lead-in(4 min)language competencethinking qualitytransferring&creatingcultural awarenessTo promote students ability of analyzing the problem.Activity 5:Further thinking&discussion(8 min)While-reading(27 min)Lead-in(4 min)P

17、ost-reading(8 min)language competencethinking qualitytransferring&creating1.Think about why the earthquake caused such extreme damage;Summarize the reasons in the text and come up with new reasons.To promote students ability of solving the problem and the ability of cooperating with others.Activity

18、5:Further thinking&discussion(8 min)While-reading(27 min)Lead-in(4 min)Post-reading(8 min)language competencethinking qualitytransferring&creating1.Work in groups to discuss what people can do before and during the earthquake to reduce damage.cultural awarenessHomework(1 min)While-reading(27 min)To

19、motivate Students to consolidate what has been learnt in class.Individual work1.Make a mind map of this passage.2.Read the passage and finish the vocabulary exercise on page 51.Homework(1 min)Post-reading(8 min)Lead-in(4 min)Advantages comprehensive analysis of the text logical design of teaching proceduresDisadvantages design different forms of homework insufficient chances to deal with languages in class