A-Night-the-Earth-Didn’t-Sleep-英语说课说课讲解.doc

A-Night-the-Earth-Didn’t-Sleep-英语说课

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Lesson Plan for Unit 4——A Night the Earth Didn’t Sleep
Lesson Plan for Unit 4——
A Night the Earth Didn’t Sleep
Teaching objectives and demands：
A.     Get the students to know something about the San Francisco earthquake in 1906. Activate their relevant vocabulary and knowledge about earthquake.
B.     Get the students to understand the text and language points.
C.     Get the students to appreciate the literary devices the author used in the text.
Teaching contents:
A. key words and phrases to describe an earthquake:
Destroy, in ruins, great damage, deep cracks, fall down
B. difficult sentences:
Never before in history has a city been so completely destroyed.
Never in all San Francisco’s history were her people so kind as on that terrible night.
Nothing is left of it but memories and some houses far from the center of the city.
A list of …..only a few addresses.
A list of……will fill a library.
A list of …..will never be made.
C. Class activity: discussion about the author’s description of the earthquake.
Important points and difficult points:
A.     Important points:
²        Activate the students’ relevant vocabulary and knowledge about earthquake.
²        Improve the students’ ability of analyzing the text and get them to develop the skills of obtaining the main idea of the text in the limited time.
B.     Difficult points:
²        Get the students to understand some difficult sentences.
²        Guide the students to appreciate the literary devices.
Teaching approach
A.     Task-based learning
B.     Activity-based teaching (class work, individual work, group work)
Teaching aids
PowerPoint
Time allocations
Step1. Lead-in (2minutes)
Step2. Pre-reading (5minutes)
Step3. Fast-reading (8minutes)
Step4. Intensive reading
Step4.1 difficult sentences (10minutes)
Step4.2 literary devices (8 minutes)
Step5. Discussion (5minutes)
Step6. Homework (2minutes)
Teaching procedures:
Step1 leading-in
A.     Relate this story to the previous reading a night the earth didn’t sleep and lead in naturally.
B.     Introduce something about the author.
Rationale: get the students to have a short review of what they have learnt before and activate their existing knowledge so that they will have a whole concept of this unit.
Step2 pre-reading
A.     Give the students some background knowledge about the earthquake in San Francisco by showing them some pictures.
B.     Ask the students to describe the pictures in their own words.
Rationale: Activate the students’ relevant vocabulary and knowledge about earthquake and make it less difficult for students to further understand the text.
Step3 fast-reading
A. Ask the students to read the passage quickly and think about the following questions:
•     What’s the main idea of each paragraph?
•     How did the author feel about the earthquake?
•     How did the author feel about the people during the earthquake?
B. check the answers (their answers may vary)
C.       Guide the students to find proofs in the text.
Rationale: get the students to find out the main idea of the text and the author’s attitude expressed in the text.
Step4 Intensive-reading
Step4.1 Difficult Sentences
1. Never before in history has a city been so completely destroyed.
2. Never in all San Francisco’s history were her people so kind as on that terrible night.
A. Introduce the concept of inverted sentence, ask the students to read the first paragraph and find out sentence1.
B. Put sentence1 in the normal word order and explain its meaning.
C. Ask one student to put sentence in the normal word order and explain its meaning.
Rationale: get the students to know the meaning of the sentences so that they will not be an obstacle in their understanding of the text. Encourage the students to explore by themselves.
3. Nothing is left of it but memories and some houses far from the center of the city.
Divide the sentence into two parts and explain them in the detailed way.
Rationale: this one is a little bit difficult to understand.
4. A list of …..only a few addresses.
5. A list of……will fill a library.
6. A list of …..will never be made.
Explain the three sentences roughly.
Step4.2 Literary Devices
Introduce the students some literary devices used in the article:
Negative words/ Repetition/ Contrast/ Parallel
1.     Negative words
a.     list three sentences on the screen and invite one student to the read them and ask him whether the three sentences have something in common
b.     Ask students why the author put negative words at the beginning of the sentence.
2.     Repetition
a.     ask the students to find out one word that has been repeated again and again
b.     list them on the screen and explain the complex sentence All of the ways man had made to keep the city safe were gone in the thirty seconds the earth moved.
c.     Ask the students why the author use the word gone so many times
3.     Contrast
a.ask the students to find some sentences in which the author uses contrast to describe the people in the earthquake.
b.list them on the screen and analysis the contrast
c.explain two of the sentences that are difficult to understand:
Amazing as it may seem, Wednesday night was a quiet night...
Never in all San Francisco’s history were her people so kind as on that terrible night.
( Language points)
4.     Parallel
a. ask the students to find out the parallel sentences in the third paragraph and try to understand them.
b.        List the three sentences and ask some students to explain them in their own words.
Rationale: help the students to appreciate some literary devices employed by the author and refer to it in their own writing.
Step 5 Discussion
•     How do you think of the writer’s description?
•     Do you believe it? Give your reasons.
Step6 Homework
Ask the students to listen to tape and practice reading the third paragraph with feeling.
Teaching Plan for Unit 3——Computers
Period 4 Reading—Who Am I? 教学设计
By Zhou Jin（周晶） 鄂南高中
一、教学设计思路
本节课我采用自主型教学和任务型教学的方法，让学生对课文进行阅读理解。自主型教学是学生在老师的指导下自主地进行学习。任务型教学是英语新课标中倡导的一种英语教学方法。根据新课标的规定标准及课堂教学设计的特点，本节课的设计思路如下：
导 入：教师首先以图片的形式复习有关电脑的词汇和计算机的发展历程，让学生看文章标题和图片来预测语篇的内容，培养学生的预测能力；并让学生讨论计算机的应 用领域，为计算机产品按发展的时间顺序排队。教师播放课文录音，请同学快速地阅读课文，并回答教师提出的与课文有关的问题。然后让学生仔细阅读课文的每一 段，回答教师设计好的问题和任务。其间，教师让学生以不同的方式朗读课文。然后，教师通过让学生进行短文填空的方式来帮助学生总结阅读课文，并检验他们是 否理解文章。最后教师布置一项讨论的任务，让学生用语言来表达出未来电脑的模样及应用，激发他们的想象力和兴趣，升华主题。
二、学习者分析
内容
收集数据的途径
学习者特征的描述
已有知识和技能
访谈，行为观察
初中所学的英语基础知识，
单词可以，语法不好。
过程和方法
访谈及观察
仍持初中英语学习方法，
渐渐适应高中学习。
态度/情感/
价值观
访谈,观察，
科学调察
课堂反映良好，
因为对新课程内容较感兴趣。
思想水平
访谈，观察
能够很好地配合教学，
但由于基础不是很好，
对学习方法正在探究阶段。
一般认知水平
查阅学习者档案，观察
基础不是很好，但都很努力，
有一定的自学能力。
三、 学习任务分析
本单元主要围绕“计算机”这一中心话题展开，而本文题为“Who Am I?”, 阅读文章以第一人称的拟人手法介绍了计算机发展演变的历史和计算机在各个领域的应用，让学生了解了计算机的发展变化之快以及在生活中用途之广。
目标： 1、锻炼学生的阅读能力
2、使学生了解更多计算机的相关信息知识，学到与此有关的一些语言知识并能清晰地了解作者的写作思路，从而实现阅读文章理解的三个维度：信息知识、语言知识和语篇知识。
3、激发学生的学习兴趣和想象力。
教学难点：1、如何提高学生的阅读能力和如何使其能更好的理解课文。
2、怎样掌握文章的重点。
3、使学生能够积极讨论计算机的话题。
四、教学目标
理论依据：《普通高中课程标准实验教科书》
根据新课标的规定及其高一学生的特点及基础，把本节课教学目标定为：
1、语言知识方面：
A.单词：simplify, logically, reality, solve application, finance, explore
B.词组：technological , revolution, artificial, intelligence, as a result
2、语言技能方面：
使学生掌握和运用计算机的有关词汇及表达法，可以较好地运用并
进行关于计算机发展和应用话题的交流，提高读及说的技能。
3、学习策略方面：
A.兴趣策略：用图片提高学生学习兴趣，听录音使学生产生模仿兴趣。
B.自主型学习策略：通过提问让学生自己找答案，看谁找的又快又准。
C.任务性教学策略：要求学生在理解文章过程中，讨论和编练对话。
4、情感态度方面：
A. 通过激发兴趣方法，使学生积极参与课堂活动，产生强烈求知欲。
B. 通过互动等方式，增进师生友情，达到进一步的信任。
5、文化意识方面：
通过学习，了解计算机发展演变的历史和计算机在各个领域的应用，从而让学生了解了计算机的发展变化之快以及在生活中用途之广，激发学生的学习兴趣和想象力。
五、教学设备
黑板，录音机，电脑，投影仪。
六、教学设计分析（Teaching Procedures )(40 m/s) （下附详细过程）
七、资源与媒体利用
通过图片进行导入，引起学生的注意力，增进师生间的互动，提高学生用英语说话的欲望，让他们形成良好的语言习惯。通过录音机和黑板的运用，使学生能够切身的体会到本文的内容。
教学设计分析（Teaching Procedures )
教师活动内容﹑方式
Step 1 Greetings
Greet the whole class as usual.
Step2 Lead—in
Review some new words of computers by showing them some pictures. Then predict the content of the text, know about the development of computers and talk about the uses of computers.
Step 3 Reading
1.Skimming
The students listen to the tape and answer some questions on the screen.
Qs: 1).Who is the speaker in this story?
2). What’s the main idea of this passage?
3).Tell the following statements true or false.
2. Scanning
This is an individual work. Ask the students to scan one paragraph by one paragraph to find the detailed information. Let them answer some questions and fill in a chart.
1) Where were you in 1642?
2) What were you called in 1936?
3) What happened to you in the 1970s?
Time
Events
1642
The computer began as a calculating machine.
1822
The analytical machine was made by Charles Babbage.
1936
The computer grew rapidly both in size and in brainpower.
1940s
The computer had grown as large as a room.
1960s
The first family of computers was connected to each other.
1970s
Computers were used in offices and homes.
Now
Computers connect people all over the world together.
Encourage the students to find the sentences in the text. They should finish this task by themselves.
3. Careful reading
Ask students to find the topic sentence of each paragraph and the supporting details to each one.
Para.1: I began as a calculating machine in 1642 in France.
1. calculating machine
2. analytical machine
3. universal machine
4. laptop
Para.2: These changes only became possible as my memory
improved.
1. tubes
2. transistors
3. chips
4. network
5. World Wide Web
Para.3: Since the 1970s many new applications have been
found for me.
1. communications
2. finance
3. trade
4. robots
5. mobile phones
6. medical operations
7. space rockets
8. providing a life of high quality
Step 4 Summary
Stress the content of the text by filling the blanks
of the short passage.
Step 5 Activity—Discussion
1. What can we do by computer in the future?
2. What can the future computer be like?
Give them five minutes to prepare and discuss with the classmates.
After they prepare and discuss, the teacher can choose some of them to report their answers. Evaluate their performance, and tell them no matter how advanced computers are, they cannot replace our human beings.
Step 5 Homework
1. Read the text more after class.
2. Do an interview: Suppose your partner is a famous computer expert, and you are a reporter. What do you want to know about the history and the uses of computers? Make a conversation with your partner.
活动内容﹑方式
Individual activity. Enjoy the pictures and answer the questions.
Individual work. Ask the students to skim whole passage and find out the main idea of each paragraph.
Ask student to scan one paragraph by one paragraph, and then answer some questions about the details.

Group activity.
Discuss in a group and share the information.
Group activity.
Discuss and learn how to express their own ideas. Finish the task step by step.
备注
板书
把
握
好
每
一
个
环
节
的
时
间
板书
八、教学后记
1、在课堂上学生应该是教学活动的主体。因此，采用自主式教学策略能激发学生学习热情和积极性。通过提问让学生自己找答案，看谁找的又快又准来激励他们。使学生真正体会到自己是学习的主人。
2、课堂上讲求的是师生的密切配合，教师用学生容易接受的方法来讲解文章，学生才能更有兴趣的接受新的东西。
3、各种媒体资源的利用有利于吸引学生的注意力，也有利于活跃课堂气氛，能够提高教学效果。
九、评价与反思
A.教师反思
1.   Have all the teaching aims been reached? _________________
2．Have all the students learnt something in the lesson? ________________
3．What can be improved? _______________________
B.学生反思
1. What impressed me most in the class? ________________
2. What haven’t I understood yet? ________________
3. In what aspect do I need improvement? ________________
C.学生课堂活动评价
Class:
Name:
Score:
Items
Understandable
5 4 3 2 1
Logical
5 4 3 2 1
Creative
5 4 3 2 1
Active
5 4 3 2 1
Cooperative
5 4 3 2 1
Others
5 4 3 2 1

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