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1、基于英语学习活动观的高中英语阅读课The Night TheEarth Didnt Sleep 教学设计目录Textbook Analysis:1Student Analysis:1Teaching Objectives:1Key Points:2Difficulties:2Teaching Methods:2Activity view of English learning2Teaching Procedures:2Blackboard Layout:4Evaluation:4Textbook Analysis:The topic of this unit is natural disast
2、ers. The discourse of the reading text is narrative. In a time-order writing, the text describes the 1976 Tangshan Earthquake in Hebei Province. Through learning discourse, students will get lo know signs before the earthquake, damage while the earthquake, and rescue after the earthquake.Student Ana
3、lysis:Grade 1 students in a senior high school are in their transition and adaptation to the senior high school stage. They has a positive attitude and enthusiasm for learning. The students have been learning English reading for many years, and they know some strategies such as skimming and scanning
4、 to obtain the general idea and detailed information. But most students have difficulties in integrating knowledge, logical reasoning and analysis, argumentation, critical evaluation and some other aspects of high-level reading. Although the students have a certain understanding of the topic of eart
5、hquake, but they do not know specifically the warning signs of the earthquake, the earthquake damage, and the measures.Teaching Objectives:By the end of this lesson, students are able to: Have a basic understanding of the contents and structure of Ihe passage by using reading strategies such as skim
6、ming and scanning. Get to know the warning signs of the earthquake, its damage, and the measures. Apply the text to make an organized poster to introduce an earthquakeBased on the text, come up with the precautions that can minimize the earthquake damageKey Points:Students can use appropriate strate
7、gies to get information from the text, and evaluate or use it in a innovative way.Difficulties:Students can internalize the reading text, applying and transferring it in other situations.Teaching Methods:Activity view of English learningActivity view of English learning refers to a strategy where st
8、udents learn different types of discourse on the basis of their present knowledge and do the following activities during their reading: Learning and Understanding, Applying and Practicing, Transferring and Innovating.The process is the integrated development of language knowledge and language skills
9、 It is also the continuous enhancement of cultural awareness and the continuous improvement of thinking quality and learning ability.Teaching Procedures:StagesActivitiesJustificationLead-in(2 mins)At the beginning, ask students the following two questions:Did you sleep well last night?Have you ever
10、stayed up all night long? If yes, why?After students sharing of answers, point out that a night that we did not sleep imply an unusual thing. Prepare students for1. To activate students, prior knowledge, which can help with the understanding of the text title.their understanding of text.Leam andComp
11、rehend (15 mins)1. PredictionAsk students to predict the text contents according to title and photoWhat does the title The Night The Earth Didnt Sleep tell us about?Can you guess what the text is about by looking at the title and photo?2. SkimmingAsk students to skim the passage for 3 minutes, and t
12、hen find out the topic sentence, identify the event of each paragraph, and summarize the main idea of the passage.3. ScanningAsk students to scan the passage for 6 minutes, and answer the following questions:1. What were the strange things before the earthquake? Was there any exception? (Para. 1)2.
13、What disasters did the Tangshan earthquake produce ? (Para. 2&3)3. How did people revive the city? (Para 4&5)1. lb form expectations for the text.2. To practice students* predicting and thinking skills4. To make a generalization of text contents and extract the development of events in Tangshan eart
14、hquake5. To acquire detailed information about the earthquakeApply andPractice (10 mins)Poster Design:Divide students into group of 4. Providing a basic pattern of poster, ask students apply the text infonnation to make a poster to introduce the natural disaster “Tangshan Earthquake”.After students?
15、 poster making, invite one groups to introduce their posters.1. To make use of the text in the poster design.Transfer andInnovate()2 mins)Group Discussion:Ask students to discuss in group to answer the following questions: Learning from Tangshan Earthquake”, who can protect ourselves for the next ea
16、rthquake? and what can they do? Discuss with your group members and make a record.Then invite two to three groups to report their group discussion1. toletstudentscreatively transfer the reading text through the reasoning of future measuresSummary (1 mins)Summarize the lesson with students.To consoli
17、date what has learnedHomeworkAssign the homework: Search information about Wenchuan Earthquake(2008) on the Internet, and then compare it with Tangshan Earthquake(1976). Write a short passage about their differences within 80 words to share your findings.To have a better understanding of the text an
18、d natural disastersBlackboard Layout:After: rescuesignsEvaluation:The explanation and analysis of the text is not enough, and the teaching of language knowledge and language skills is slightly ignored. The text has some important figures of speech, such as metaphor and personification, which are more difficult to understand. So teacher should let the students to appreciate them and explain them in detail.The activities might be too much, and the time is not enough.