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1、M1U4 Earthquakes Language points话题 4 自然灾害(natural disasters)江雪祯一、教学目标设计(Teaching aims)：语言知识与技能：通过单元话题复习，让学生获取语言知识和语篇知识；创设语境，对学生进行语言技能训练；通过本话题任务的学习提高学生语言输出的质量。学习策略：总结、归纳、记忆、运用、模仿和演练。情感态度：做中学，学中做；让学生做个快乐的英语语言学习者。二、教材分析(Text analysis)(一)教学重点 (Teaching important points)自然灾害的相关词语，句子表达与归纳总结。(二)教学难点(Teachi
2、ng difficult points)1、本单元词汇、短语的灵活运用2、语篇描写中动词的正确形式的运用。三、教学过程设计(Teaching procedures)：Step I :每天5个句子的听写 【听力，听说软件的应用 】1.1 In Japan, people should remove their shoes before they come inside.52 .The problem is worth discussing.53 .Unless we clean up our environment, human beings may not survive.54 .This i
3、s one of the best films that I have ever seen.55 .lt remains to be seen whether he will pass or not.目的：以听写为载体，让学生重温学过的一些基本句型和词汇。【观看视频(国家基础教育资源网，视频的下载与应用)，视听软件的应用，吸引学生的注意力，引 出本节课的学习内容】Step II ：自然灾害的相关单词，词组复习：以头脑风暴(brainstorming)的形式让学生回忆相关单词，词组 1 .飓风2.台风3.龙卷风4.干旱，旱灾5.火灾 6.水灾7,海啸8.暴风雪/沙尘暴9.山崩10.地震 1. h
4、urricane 2. typhoon 3. tornado 4. drought 5. fire 6. flood 7. tsunami 8. snowstorm/sandstorm 9. landslide 10. earthquake复习回想地震相关句子的表达：During or after the earthquake:1. Everything began to s.2. A huge crack houses and roads.3. The water p in some buildings c and b.4. S burst from holes in the ground.
5、5. E was cut off.6. B fell down, covering the ground like red autumn leaves.7. B fell down.As a result:8. T people died or were i.9. The whole city was d and lay.Keys: shake, cut across, pipes, cracked, burst, Steam, Electricity, bricks, Buildings, Thousands of, injured, destroyed, in ruins目的:创设情境，让
6、学生运用复习的词汇，短语。Step III.即时练习，巩固所复习的内容：基础知识自测（P20）练习（单词拼写，短语翻译）目的：再次复习本单元所学知识。教师适当进行相关词汇，句型的拓展，归纳一些固定搭配和句型。Step IV.语篇模板复习检查用所给单词的正确形式填空：On March 5th, 2011, the city of Shenyang Lsaw (see) a disaster of snowstorm that/which 2, had never happened (never happen) in the past hundred years. The snowstorm la
7、sted for a whole day, greatly 3. affecting (affect) the life of people.Early in the morning it snowed heavily. Many vehicles 4. were trapped (trap) on the roads. Therefore, people were forced to head for their destinations on foot. Not only were all the flights canceled, but also many trains 5. were
8、 delayed (delay). The city government called on all the citizens and soldiers to take an active part in the activities of clearing snow. Besides, the city government took all kinds of urgent measures 6. to rescue (rescue) the people 7, trapped (trap) in the snowstorm 8, to ensure (ensure) that every
9、thing returned to normal as soon as possible.9. Experiencing (experience) such a severe snowstorm, I firmly 10. believe (believe) that united, we are strong; divided, we are weak.要求学生做完后，讲出这样做的理由，知道“是什么和为什么 目的：让学生掌握语篇描写中动词的正确形式的运用Step V,作业布置四、教学反思：采用相关教学内容的视频导入教学内容，唤起学生的学习兴趣，效果好观看视频（国家基础教育资源网，视频的下载与
10、应用），视听软件的应用，吸引学生的注意力，引 出本节课的学习内容。看听说融为一体。词汇是语言的建筑材料，是语言的三大要素（语音，词汇，语法）之一,如果词汇贫乏，词义含混,就会造 成理解和表达的障碍。没有语法，人们表达的事物寥寥无几，而没有词汇，人们则无法表达任何事,词汇教 学在语言教学中占有重要地位。那么怎样使学习者很好地掌握大量的词汇呢？我认为，帮助学生建立正 确的认知结构，指导学生分析,归纳词汇的构成规律，通过语境，语音等学习词汇，激发兴趣，加深理解，增强 记忆,是帮助学生掌握词汇，得体地运用词汇的一种有效方法.并要注意如下几点：1 .通过比较掌握词汇规律比较是把事物之间有关部分，有关特征加以对照，确定其相同或不相同的思维过程，其实质是通过对 事物的分析与综合,抓住事物的各种特征，察同求异，异中求同，帮助学生把孤立的，零散的知识串联起来, 把握知识间的内在规律，克服易混点，易错点，让学生从纷繁复杂的语言现象中轻松地接受知识,掌握科 学的学习方法，对所学知识能举一反三，触类旁通，形成一个条理化，系统化的知识网络和思维框架，收到 事半功倍的效果。2 .通过联想，加深理解，强化记忆.通过语境，明确词义,培养交际能力（在用中学词汇，句型）语境制约着语言的选择，意义的表达与理解，词汇意义必须在上下文中才能精确具体，因此，任何一门 语言的学习都离不开语境，否则就可以产生这样或那样的歧义。