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2019-2020年高中英语earthquakes 说课新人教版必修1I The analysis of the new curriculum standardsThe new curriculum standards are the base and guide to teaching, which require us , on the basis of textbooks and extra teaching resources, to effectively bine teachers ' conducting and explaining with students ' independent research and cooperative learning, solve “ doublebases” (language knowledge and abilities), develop students skills (obtain information, discover analyze and solve problems) and fulfill moral education, thus achieving the aim of efficient learning- enjoying learning, being good at learning and being able to use it. In my opinion, teachers and students will research effectively, bine resources and achieve 3D aims.II The analysis of the text1. The key points of the contents:(1) help students master words and expressions in the textimportant words: shake , injure , destroy , ruin , damage ,rescue , shock , crack , numbers ect.sentence patterns: the attributive clauseIt seems as if clauseAll hope was not lost(They are used as tools for reading and are basiccontents)(2) help students to get knowledge about the text(The three are knowledge and main contents)2. The function of the text (teachingobject-3D goals)(1) knowledge goal:[studentsshouW-^aster^the ― ls key words and expressions, learn about the earthquak e ac an ire es w ibe o ts led Omage. and can apply it in other disasters.(2)ability goal: develop the students ' three kinds of skills:the skills of reading: skimming(for the general idea), guessing(fora betterunderstanding) ,intensive reading(for details)the skills of studying: self-discovering, municating, cooperating the skills of writing:summarizing, passage-based writingto develop the stude nts requiBedlin NMET the sig ns of the earthquake the damage of the earthquake the rescue and recovery(3) moral goal:develop the awareness of munication and cooperation.help students get a better understanding of the importance of helping each otherand treasuring their life as well as determination to overe difficulty in face of troubleand even disastersto arouse stude nts ' in terest in lear ning and life3. My opi nion about how to deal with the passage(including important and difficult poi nts)⑴About the key words: let students understand them in the sentencesof the passage, especially several verbs.(2) About some additional words: only make students able to identify them—typhoon ,tsunami, hurricane.(3) About the passage itself: students must be able to retell the signs, but the important oneis to describe the damage ,of course which is the teaching important point for knowledge about the earthquakes and language ability..(4) About the attributive clause : just let students discover the sentencepattern through wh-questions. There is no need to explain in this period.(5) Appreciating good sentences is an essential step. Never miss it.(6) Developing students abilities of reading prehension and summarizing is the corebDiscussion and passage- based writing is to extend their ability. These are the teaching important and also difficult points for ability promotion and moral education.II Analysis of studentsI.Studentshave some knowledge about earthquakes in Chinese-their mother tongue, but they don ' t know hdwdescribe in English. So they have desire to learn.2.Students have abilities of a certain level to read, discover and cooperate .So how to improve them in well-organized ways in limited time and acplish the moral goals are what the teacher should think about.皿Analysis of teaching methods and learning methodsBased on the partsin above, the teaching and learning methods are as follows:I. The new curriculum standards promote the students search, cooperation , and studying on their own . The purpose is to develop the students "abilities. My teaching methods are based on these teaching concepts . In class, the teacher guides students todiscover,municate ,cooperate and so on to get knowledge and improve abilities throughpredictio n , task-based readi ng and self test: guiding teaching , predicting teaching ,task-based teaching , test teaching.2. The new curriculum standards aim to train students to study by themselves. So the following three learning methods are important for them(1)discovering learning(2)municative learning(3)cooperative learningIV Teaching procedures1.Lead-in and warming up for 4minutes : 10 students make 10 sentences (daily Oral English)with new words in this unit. And then use a video and a picture of little Langzheng tointroduce the topic -earthquake directly. This is impressive. Some other disasters to learn additional words. The question “Whichis the most terrible one” introduces the topic again.And then predict what the text is about. This is designed to practice spoken English and arouse studentdesire for research.2.3 minutes' skimming : Let students skim the first and the last sentences to get the generalidea of each paragraph and check their prediction by information matching( mainidea-matching).3. Listening for 6 minutes : Do some prepared listening exercises including multi-choices andfilling in blanks. This is designed to arouse desire for research and get a better understanding of the passage while practicing listening. Two birds a stone.4.10 minutes' intensive reading to get detailed information: students will read each paragraphsilently or aloud and finish differently designed exercises: for example, the signs,blank-filling with data and what we can learn from it .5. Cooperation,appreciation and summarizing (8 minutes) to encourage students to finddifficult points and try to solve them ,thus able to appreciate good sentences and use them to retell the story (summary) and acquire language.6. Discussion and writing (12 minutes):This is the last and also the best part of thisperiod .Students will look at some pictures of the new Tangshan anddiscuss “ What can we learn from Tangshan' new look and its earthquake? ”and report their findings in groups: Group1 retell the sign; Group2 are reporters to describe the damage; Group3 are officials todescribe the rescue; Group 4 are survivors to express their feelings. Then I will show them a video about Wenchuan earthquake as well as its rebuilding, especiallywhat Chairman Hu Jingtao said Nothing can defeat the heroic Chinese And then do apassagebased writing( the summary —Wenchuan earthquake —findings).V Motivate task fulfillment:1 effect prediction: This is designedfor the teacher before class. I should predict what studentsmust obtain and try my best for it.⑴ familiar with words about earthquakes.(2) learn about earthquake signs.(3) able to describe earthquake damage.2 effect assessment: This is designed for students before class is over. They will evaluate what they have done and what they have acquired.W Assessment It is necessary and used as extracurricular knowledge and ability extending.Read the four passages prepared about natural disasters through the Internet before class and finish the reading report.In short ,what I want to do in this period is to make full use of the passage to improve stude nts' abilities and tan ehe test forms in the readi ng.W Post- teaching :t is to make full use of the advantage and try to be bette rFor this period, I made careful preparations before class and changed a lot. I insist that I should just be the director to let students take an active part, do some self-research and cooperate. On the basis of the text, I helped students practise their reading skills step by step and meanwhile finished all types of exercises in NMET. Large volume, rapid rhythm, and strong pertinence. By making use of visual and active forms, such aspictures ,discussion and reporting, dullness of learning was avoided. Instead, we created an atmosphere of ease and harmony for students, the masters ,to municate and study. Judging from their positions, the effect wasgood. It ' s a pity that several students reported in a low,WC8h affectedthe munication. I will pay more attention to it. In all, I will keep thefollowing in mind:Teaching goals教学目标1. Target language 目标语言a. 重点词汇与词组burglars, put …of, in spect, bun galow, cha in, semicircle, pun on eself up roof, collar, ben ch, pine, claw, squirrelb. Learn about the nominative absolute construction2. Ability goals能力目标En able the stude nts to use the nomin ative absolute con struct ion3. Learning ability goals学能目标Help the stude nts use the structure freelyTeaching important points教学重点Use the nomin ative absolute con structionTeaching difficult points教学难点Help the students learn to use what the nominative absoluteTeach ing aids教具准备A projector and a pute .Teaching methods教学方法Expla ining and practic ing.Teaching procedures &way教学过程与方式Step I RevisionCheck the homework.An swers to Part 2 of Discoveri ng useful structure on Page 44.T: After finishing the exercise, do you know what the nominative absolutecon structi on is?Let the students think of it for a minute.T: The nominative absolute construction is a free standing (absolute) part of a sentence that describes or modifies the main subject and verb. It is usually at the beginning or end of the sentence, although it can also appear in the middle.Step II GrammarT: This is the grammar in this unit. Please go over all the sentences in Part 1 on Page 44. Sum up how the structure can be used in this pattern. A way to remember or determine what constitutes a nominative absolute is to add a verb. You can always create a sentence out of a nominative absolute with one verb.e.g. Their manes flowing, the horses ran from the burning barn. Nominative absolute: "Their manesflowing." Add a verb: "Their manes were flowing."e.g. Stephen, his mind taxed, searched frantically for a dictionary.Nominative absolute: "his mind taxed"Add a verb: "His mind was taxed."Similarly, one can break the absolute off, add a verb and make two sentences. ("Stephen searched frantically for a dictionary. His mind was taxed.") Can you understand me?Ss: Yes.T: OK. Let's go on. Absolute constructions consist of a noun and some kind of modifier, the most mon is participles. Because they often e at the beginning of a sentence, they are easily confused with dangling participles. But an absolute construction modifies the rest of the sentence, not the subject of the sentence (as a participial phrase does). You can use absolute constructions to press two sentences into one and to vary sentence structure as a means of holding a reader's interest. Here are some examples:e.g. No other business arising, the meeting was adjourned.The paint now dry, we brought the furniture out on the deck.The truck finally loaded, they said goodbye to their neighbors and drove off.The horse loped across the yard, her foal trailing behind her.T: Constructions like these are used more often in writing than in speaking, where it is more mon to use a full clause: When the paint was dry, we brought the furniture out on the deck. There are, however, many fixed absolute constructions that occur frequently in speech:e.g. The picnic is scheduled for Saturday, weather permitting. Barring bad weather, we plan to go tothe beach tomorrow. All things considered, it's not a bad idea.T: Notice that absolute phrases contain a subject (which is often modified by a participle), but not a true finite verb.e.g. Their reputation as winners secured by victory, the New York Liberty charged into the semifinals.The season nearly finished, Rebecca Lobo and Sophie Witherspoon emerged as true leaders.The two superstars signed autographs into the night, their faces beaming happily.T: When the participle of an absolute phrase is a form of to be, such as being or having been, the participle is often left out.e.g. The season(being) over, they were mobbed by fans in Times Square. (Having been) Stars alltheir adult lives, they seemed used to the attention.T: Another kind of absolute phrase is found after a modified noun; it adds a focusing detail or point of focus to the idea of the main clause. This kind of absolute phrase can take the form of aprepositional phrase, an adjective phrase, or a noun phrase.e.g. The old firefighter stood over the smoking ruins, his senses alert to any sign of another flare-up.His subordinates, their faces sweat-streaked and smudged with ash, leaned heavily against the firetruck.They knew all too well how all their hard work could be undone in an instant.T: It is not unusual for the information supplied in the absolute phrase to be the most important element in the sentence. In fact, in descriptive prose, the telling details will often be wrapped into a sentence in the form of an absolute phrase:e.g. Coach Nykesha strolled onto the court, her arms akimbo and a large silver whistle clenchedbetween her teeth. The new recruits stood in one er of the gym, their uniforms stiff and ill fitting, their faces betraying their anxiety.T: A noun phrase can also exist as an absolute phrase:e.g. Your best frie nds, where are they now, whe n you n eed them?And then there was my best friend Sally--the dear girl--who has certainly fallen on hard times. T: It might be useful to review the material on Misplaced Modifiers becauseit is importa nt not to con fuse an absolute phrase with a misplaced modifier.Step 川ConsolidationChoose some exercises to practice, show the exercises on the PowerPo int.1. ______ product ion up by 60%,the pany has had ano ther excelle nt year. ( NMET xx)A. AsB. ForC. WithD. Through2. Off we started, ________ rema ining beh ind.A. heB. hisC. himD. he's3. _______ Sun day, the stude nts are at home.A. Bei ngB. To beC. It isD. It bei ng4. So many people ______ him, he is sure to succeed.A. helpedB. helpC. have helpedD. to help5. The key ________ , I could n't en ter the room.A. has lostB. hav ing bee n lostC. hav ing lostD. has bee n lost6. Nobody ________ anymore to say, so the meeting was closed.A. hadB. hav ingC. hav ing hadD. has7. The boy lay on his side, his eyes .A. half closeB. half closedC. half clos ingD. to close half8. _______ , so Mary had to ask for a leave to tend her.A. Bei ng illB. Her mother being illC. Her mother to be illD. Her mother was ill9. This ________ , we fin ally found a mome nt to relax.A. doneB. was doneC. didD. hav ing done10. All thi ngs ___________ , your pla n is practical.A. con sideri ngB. being con sideredC. con sideredD. are con sidered11. Weather __________ , we will start tomorrow.A. permitB. permitsC. permittedD. permitti ngkeys: 1-6 CADDBA 7-11 BDACDStep IV Homework1. Go over the nomin ative absolute con struct ion.2. Fi nish Parts 1 & 2 on Page 86.。
