高一英语（人教版）必修 模块一第四单元备课指导

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,高一英语,（人教版）必修 模块一第四单元备课探讨,宁德市民族中学 林 雯,2011,8,主要内容,一、,关于有效的课堂教学与备课,二、模块一在高中必须模块中的地位与作用,三、第四单元涉及的要点,四、关于词汇的教学与处理,五、关于课时安排,六、课时备课建议,一、,关于有效的课堂教学与备课,根据现代外语教学理论，语言学习过程是输入,(input),吸收（,intake,）输出（,output,）的过程。有效的输入能够促进吸收并确保较高水准的输出。,鲁子问教授认为中小学英语学科的有效教学包括,有效果,（,effectiveness,）和,有效率,（,efficientness,）两个层面，既强调达到教学效果，又强调在规定的教学时间内达到这一教学效果。,有效的备课是课堂效果和效率的基础。,教学目标要尽量具体、实际，不能太笼统,，“使每一节课都让学生有实实在在的认知收获”（余文森，,2008,）。,课堂教学要直接针对教学目标。教师在上课过程始终要清楚：,Why am I doing what I am doing?,避免任何形式的无效活动。,美国佛罗里达州立大学教授,Jeffrey,在其“,Making Learning Happen”,一书中认为教师应该把备课比作目的性明确的旅行计划。,准备出行的人要清楚四个问题,:,1. Where do you want to go?,2. Why do you want to go there?,3. How will you get there?,4.How will you know when you have arrived?,教师备课时必须思考的四个问题：,1.,本节课你想达到什么教学目标？,2.,为什么该节课实现这个目标特别重要？它与本单元甚至本模块有何相关？,3.,你想组织什么活动、运用什么策略来实现这个目标？,4.,你怎么判断学生在你的指导下内化了学习内容，取得了进步？,二、模块一在高中必须模块中的地位与作用,模块一是为初高中衔接过渡而编写的。例如，话题是初中生熟悉的关于友谊、英美语差异、旅游、地震和英雄人物等；语法项目安排了学生初中接触过的直接引语与间接引语、现在进行时表将来以及定语从句等；每单元安排的许多词汇都是初中阶段出现过的。因此，老师们一定要理解编者的编写意图，充分利用好教材，实现初高中教与学的衔接过渡，为学生尽快适应高中英语学习做准备。建议老师们在开始使用每一模块课本时，先与学生一起浏览目录，使学生对本模块重点心中有数。,三、第四单元涉及的要点,（教参,p89,）,1.,学习并理解“中国唐山地震的不眠之夜”、“地震后重建的新唐山”、“美国旧金山,1906,年地震”。,2.,了解地震的有关知识，学习在地震或突遇的灾难中如何自救、救人。,3.,学习并初步掌握本单元“教学目的和要求” 中的词汇,(,教参,p87),，并掌握如何讨论过去的事情及表达谢意。,4.,学习并初步掌握以,that,，,which,，,who,和,whose,引导的定语从句。,5.,学习先拟定写作提纲再写新闻报道的方法。,备注：教参,p87-96,为我们提供了本单元的教学目的和要求，以及教学建议（包括教学内容分析、教学方法建议和教学评价建议）。大家开始备课时要先浏览该部分，了解单元总体框架，作为具体课时备课的导航。,四、关于词汇的教学处理,一篇含有近,40,个生词的短文，如果要求学生通过上下文猜测词义进行有效阅读是很不现实的。作为第一模块的精读课，我个人认为词汇最好在进入单元教学之前进行处理：在确保学生发音正确的基础上要求背记，不要求会拼写。主要是为进入该单元的讨论与阅读扫清障碍。这对薄弱学校特别有必要。,不建议大家在词汇表部分进行词汇用法以及拓展教学，词汇教学应该结合课文情境进行才能真实有效。,重读音节的发音是刚上高一的学生英语单词发音的主要问题。例如，许多学生把,injure,的重音落到第二个音节。英语单词的重读音节类似汉字发音的“去声”，非重读音节则类似“散声”。启发学生用该法重新试读，很有效果，大家不妨试试。,五、关于课时安排,本模块安排五个课时。当然，在实际教学中，由于讲评作业、解决生成问题、拓展学习以及检测等，一般需要,7-8,课时完成。,课时一：,Warming-up,Pre-reading,和,Reading,的总体理解。,课时二：处理课文语言难点和学习新的语言要点。,课时三：语法：关系代词引导的定语从句。,课时四：,Using language,中的,Reading and speaking,和,Listening,部分。,课时五：,Using language,中的,Reading and writing,部分。,六、备课建议,提示：,1,）,Warming-up,和,Pre-reading,部分可以让学生预习，节省课堂时间。但,Reading,部分应该在未预习情况下进行，这样才能真正对学生进行阅读策略指导。,2,）,Warming-up,和,Pre-reading,部分都是为,Reading,铺垫的，因此，时间不能花太多，重点是提供情境，激发学生说出与地震相关的词汇，用英语表达他们所掌握的地震相关知识。如果设计在导入部分添加电影视频片段,如电影,2012,或,大地震,，借以渲染课堂气氛，一定注意不能太长，而且要事先布置听说任务，不能把宝贵的时间花在非英语的视听盛宴上。,课时一：,Warming-up,Pre-reading,和,Reading,的总体理解,一,.,教学目标,学生能够：,1.,尝试用预习过的相关词汇谈论地震，发音正确；,2.,运用掠读、查读和细读策略完成阅读理解任务；,3.,了解地震常识，感受唐山大地震的破坏力；,4.,懂得地震无情人有情，发扬一方有难、八方支援的互助友爱精神。,课时一：,Warming-up,Pre-reading , Reading,和,Comprehending,课时一：,Warming-up,Pre-reading , Reading,和,Comprehending,二、教学重难点,:,1.,提供情境，激发学生说出与地震相关的词汇，用英语表达他们所掌握的地震相关知识；,2.,通过调整,Comprehending,部分相关练习，引导学生运用掠读、查读和细读策略完成阅读理解任务,3.,帮助学生借助关键词复述课文。,课时一：,Warming-up,Pre-reading , Reading,和,Comprehending,三、教学步骤,步骤一、检查词汇的发音和记忆情况,1,）采用,chain work,方法，请学生一个个朗读词汇表单词。学生不用起立，这样速度快，又能落实到每个学生。,2,）学生合上书本，教师模仿,P28,练习,1,，用英语口头表述情境或解释，学生说出对应生词或词组。,步骤二、,Warming-up,1,）教师先介绍图片背景，学生想象并说出图片中两座城市震后场景。教师把学生用到生词写在黑板上。,2,）学生如果只能用到初中学过的词汇，教师可提供以下图片引导学生说出新词汇。学生齐读写在黑板上的生词，加深印象，为阅读做准备。,crack,railway track, damage, useless,trap, bury, dig out,injure, survivor, rescue,destroy,in ruins, disaster,课时一：,Warming-up,Pre-reading , Reading,和,Comprehending,步骤三、,pre-reading,简要回答问题,1,（,提示：该题可以激发学生说出他们心中最珍贵的东西。有的学生可能会说他,/,她要带上自己的父母。尽管这样的回答有点偏离问题中的“,thing”,，但却是一次极好的爱心教育机会。）,问题,2,。教师让学生看图片，试着描述所看到的情景。教师给出以下参考答案：,1) There is bright light in the sky.,2) The well has deep cracks in it, and the water in it rises and falls.,3) Chickens are flying , dogs are barking, and pigs and cows are too nervous to eat.,4) Fish jumps out of the pond, and mice run wildly out of the fields.,提示：,为了节省课堂时间又便于对学生进行掠读,(skimming),、查读（,scanning,）和细读（,close reading,）策略指导，可以把,Comprehending,部分的练习,2,、,3,整合成表格形式 ，印发给学生，学生在教师指导下分三步完成表格内容 。练习,1,、,4,则可以在完成表格后，在课后顺便完成。,步骤四、,Reading,课时一：,Warming-up,Pre-reading , Reading,和,Comprehending,Main idea of each part,TIME,EVENTS,I,for three days,Water in the village _rose and fell.,There were deep _in the well walls.,A _ gas came out of the cracks.,Some animals behaved(,表现,)_.,at about 3:00 am on July 28,1976,5. _ _appeared in the sky.,6. People heard the _of planes although there were none in the sky.,7. Some water_ cracked and _.,II,（,I,）,_,8. Everything began to _.,9. A huge crack_ _ houses, roads and _.,10. _burst from holes in the ground.,11. Rocks turned into rivers of _.,（,II,）,_,12. A large city _ _ _,：,all the hospitals,_of the factories and buildings and _of the homes were gone; _covered the ground, two _and most bridges fell ,the railway_were _pieces of steel and the wells were_of sand.,13. More than_were killed or _.,14. Tens of thousand of cows would never _ _again and a huge number of pigs and chickens _.,（,III,）,_,15. Another quake almost as _as the first one shook Tanshan.,16.Some _and doctors were _under the ruins.,17.There was more _ to the building and _ to the people.,III,（,IV,）,_,18.The army came to help-_out trapped people,_the dead and _miners.,19. _were built for survivors and _water was sent to the city.,1.,掠读,(Skimming),填入,表格,I-III,信息（,让学生只看课文每段开头,2-3,句，然后把课文分成三部分，并说出每部分大意。,.,）,signs,before the earthquake,（,para. 1,）,what happened during the earthquake,(para. 2-3),rescue work after the earthquake,(para. 4),Main idea of each part,TIME,EVENTS,Signs,before the earthquake,for three days,Water in the village _rose and fell.,There were deep _in the well walls.,A _ gas came out of the cracks.,Some animals behaved(,表现,)_.,at about 3:00 am on July 28,1976,5. _ _appeared in the sky.,6. People heard the _of planes although there were none in the sky.,7. Some water_ cracked and _.,what happened during the earthquake,（,I,）,_,8. Everything began to _.,9. A huge crack_ _ houses, roads and _.,10. _burst from holes in the ground.,11. Rocks turned into rivers of _.,（,II,）,_,12. A large city _ _ _,：,all the hospitals,_of the factories and buildings and _of the homes were gone; _covered the ground, two _and most bridges fell ,the railway_were _pieces of steel and the wells were_of sand.,13. More than_were killed or _.,14. Tens of thousand of cows would never _ _again and a huge number of pigs and chickens _.,（,III,）,_,15. Another quake almost as _as the first one shook Tanshan.,16.Some _and doctors were _under the ruins.,17.There was more _ to the building and _ to the people.,rescue work after the earthquake,（,IV,）,_,18.The army came to help-_out trapped people,_the dead and _miners.,19. _were built for survivors and _water was sent to the city.,2.,查读（,scanning,）,填入,表格,(I)-(IV),信息（,要求学生阅读时，忽略其它信息，只找文中提到的时间。,）,at 3:42 am,in 15 terrible seconds,later that evening,soon after,the quakes,Main idea of each part,TIME,EVENTS,Signs,before the earthquake,for three days,Water in the village _rose and fell.,There were deep _in the well walls.,A _ gas came out of the cracks.,Some animals behaved(,表现,)_.,at about 3:00 am on July 28,1976,5. _ _appeared in the sky.,6. People heard the _of planes although there were none in the sky.,7. Some water_ cracked and _.,what happened during the earthquake,（,I,）,at 3:42 am,8. Everything began to _.,9. A huge crack_ _ houses, roads and _.,10. _burst from holes in the ground.,11. Rocks turned into rivers of _.,（,II,）,in 15 terrible seconds,12. A large city _ _ _,：,all the hospitals,_of the factories and buildings and _of the homes were gone; _covered the ground, two _and most bridges fell ,the railway_were _pieces of steel and the wells were_of sand.,13. More than_were killed or _.,14. Tens of thousand of cows would never _ _again and a huge number of pigs and chickens _.,（,III,）,later that evening,15. Another quake almost as _as the first one shook Tanshan.,16.Some _and doctors were _under the ruins.,17.There was more _ to the building and _ to the people.,rescue work after the earthquake,（,IV,）,soon after,the quakes,18.The army came to help-_out trapped people,_the dead and _miners.,19. _were built for survivors and _water was sent to the city.,3.,细读（,close reading,）填入,1-19,空白处信息,（学生独立完成后，小组交流，最后教师提供参考答案）,1. well; 2. cracks;,3. smelly; 4.,strangely,;,5. Bright lights; 6.sounds;7. pipes, burst;,8. shake; 9.cut across, canals; 10. Steam;11. dirt;,12. lay in ruins, 75%, 90%, bricks, dams, tracks, useless,full;,13. 400,000, injured; 14. give milk,died;,15. strong; 16.,rescuers,trapped; 17.,damage, suffering,;,18.,digging, burying, rescuing,; 19. Shelters, fresh,步骤五、复述,学生借助表格信息，试着用自己的话复述课文内容。,步骤五、课后作业,学生再次细读课文，对本文的语言点、不理解的句子或短语做记号，,建议用铅笔,。,完成,Comprehending,练习,1,、,4,、,5,课时一：,Warming-up,Pre-reading , Reading,和,Comprehending,六、备课建议,课时二：处理语言难点和学习新的语言要点,一、教学目标,学生能够：,1,）主动发现课文重难点；,2,）完全理解课文，无语言障碍；,3,）运用所学新的语言点完成教师布置的任务，如造句、翻译、填词等；,4,）较流利地朗读课文，正确把握语音、语调、意群、停顿等。,二、教学重难点,（第一段）,thought little of these events;,（第二段）,It seemed,as if,the world was,at an end,！,a large city,lay in ruins;,Two-thirds of them,died or were,injured,;,The,suffering,of the people was,extreme,.;,（第三段）,Everywhere they looked, nearly everything was,destroyed,.;,Tens of thousands of cows,would never,give milk,again.;,Some were,trapped,under the ruins,.;,（第四段）,All hope was not lost.;,soon after,the quakes;,Hundreds of thousands of people,were helped.;,dig out,those who were trapped,课时二：处理语言难点和学习新的语言要点,这些是课文重要词块或句子，要求学生做记号、理解、背记并模仿使用（词块或句子是活的语言，比起孤立的单词和词组，更有利于学生记忆模仿）。其中划线部分是教师要重点进行用法讲解和拓展的语言点；蓝色为生词或词组；红色虽不是生词，也是该句的重点。,三、教学建议,（一）先让学生提出他们需要老师解决的问题和他们认为重要的语言要点，教师进行答疑解惑,再补充讲解重难点。这样做可以培养学生自主学习能力。教师应该及时对做得好的学生进行表扬。,（二）学生如果对含定语从句的句子有理解问题，教师可做适当的分析和解释，并告诉他们这是本单元的重点语法，将在下节课集中学习。,课时二：处理语言难点和学习新的语言要点,（三）教师对“教学重难点”中的划线部分进行用法讲解和拓展的之后，要让学生当堂翻译或造句，检查他们掌握情况 。,（,thought little of these events,;,as if,;,lay in ruins ; Everywhere they looked,;,All hope was not lost.;,),参考翻译题：,1.,每个老师都对他评价很高。（,think of,）,2.,他表现得像个专家。,/,看来好像大多数学生没理解老师的解释。（,as if,引导状语从句和表语从句）,3.,大部分建筑物在大地震后都成了废墟。（,be/lie in ruins,）,4.,他们所到之处都受到当地人的热烈欢迎。（,everywhere,引导状语从句）,5.,并不是人人都那么想的。（部分否定）,课时二：处理语言难点和学习新的语言要点,1.Every teacher,thought highly of,him.,2.,He acted as if,he were an expert./,It seemed as if,most of the students didnt understand the teachers explanation.,3.Most of the buildings,were/lay in ruins,after the big earthquake.,4.,Everywhere they went, they were warmly welcomed by the local people.,5.,Not everyone,thought that way./,Everyone didnt,think that way.,(,四,),通常每个学校都有配套教辅，教师应对其内容进行取舍，立足课本重点进行语言点讲解，不要被教辅牵着鼻子走。,（五）让学生把语言点讲解笔记写在课本相应位置，是不错的做法。不够记的话可以借助便利贴。教师还应该指导学生使用不同颜色的水笔分别对重点单词、词组和句子做记号。这样复习起来会方便很多。,（六）语言点处理完后，安排一遍全文听读，提醒学生注意语音、语调、词尾发音、意群和停顿（特别是没有逗号的句子，如：第,10,行）。,（七）完成以下由课文缩写的短文填词练习。,课时二：处理语言难点和学习新的语言要点,Fill in the blanks with proper words or phrases from the text.,（来自教参,p96,）,Several days before July 28, 1976 many,s,_ things happened in Tangshan. They were signs for an,e,_. But people,w,_ lived there didnt think,m,_ of that. At 3:42 am that day, the earth began to,s,_, which,d,_ almost all the city in a few seconds. Many people, including workers and doctors, came to,r,_ those who were,t,_ under the ruins.Later tha afternoon, another big earthquake struck the city. More people were killed or,i,_ and ore buildings,f,_ down. Very soon the army sent a lot of soldiers to help, and teams were,o,_ to dig out the srapped and,b,_the dead. By and by things improved and the city began to,b,_,课时二：处理语言难点和学习新的语言要点,trange,arthquake,ho,uch,hake,estroyed,escue,rapped,njured,ell,rganized,ury,reathe,(,八,),课后作业：,准备下节课课文流利朗读；课文要点口头英汉互译；,p28,练习,1-4,；,预习,p90-91,定语从句,1-2,，然后将课文中所有定语从句找出。,课时二：处理语言难点和学习新的语言要点,六、备课建议,课时三：,语法：关系代词引导的定语从句,提示：,学好定语从句的意义不仅在于考试时能选对关系代,/,副词，更重要的是帮助理解阅读文中的长句。本节课是教师第一次把定语从句作为正式系统的语法介绍给学生的第一节课，而定语从句又是汉语中没有的语法现象，因此上好这堂课很重要。最好用归纳法，先让学生明白它的功能以及英汉差异，再接着介绍具体用法。,课时三：,语法：关系代词引导的定语从句,一、教学目标,学生能够：,1,）判断课文中出现的定语从句；,2,）理解关系代词的功能与特殊用法；,3,）在真实语境中造出含定语从句的句子。,课时三：,语法：关系代词引导的定语从句,二、教学重难点,:,1.,定语从句的位置,2.,关系代词的三重作用,3.whose,引导的定语从句的特殊性,4.,关系代词的省略,5.,只用,that,不用,which,的情况,课时三：,语法：关系代词引导的定语从句,三、教学步骤,步骤一、,教师在黑板上写上（或在,ppt,上显示）以下英汉对照：,1,）,a,beautiful,flower,一朵,漂亮的,花,2,）,The number of people,who were killed or injured,reached more than 400,000.,（课文句子）,死伤的,人数达到,40,多万。,步骤二、,学生观察讨论，然后师生共同总结：定语修饰名词或代词。单个形容词修饰时，英汉相同，即都置于被修饰词前。要用一句话修饰时，英语需要用一个关联词引导的从句（称为定语从句），而且,置于被修饰词之后,，而汉语仍然将要表达的定语内容加上“的”字，置于被修饰词之前。,课时三：,语法：关系代词引导的定语从句,步骤三、,教师通过例句与练习，提问学生问题，检查学生对课本,p90-91,的预习效果，提供必要的帮助。,1.,看例句，回答问题,1,）,-3,）,The number of people,who were killed or injured,reached more than 400,000.,1,）,什么是先行词？,2,） 关系代词是哪个？还有哪些？,3,） 关系代词在复合句中起什么作用？（提示：三重作用，见课本,p90,）,2.,做练习，回答问题,4,）,请判断哪个,which,可以省略,:,The noodles,which,I cooked were nice.,A plane is a machine,which,can fly.,4,）,.,关系代词（除,whose,）在什么情况下可以略？,关系代词（,who,）,替代先行词（,people,）在从句中充当成分（主语），引导定语从句，连接主句和从句。,（ ）,关系代词在从句中充当宾语时,people,，即被定语从句修饰的词。,who,；还有,which, that, whose, whom,。,课时三：,语法：关系代词引导的定语从句,3.,完成以下练习，回答问题,5,）,Do you know Mr.Smith _story is very moving ?,There is a room, _ window faces the river.,There is a room, the window of_ faces the river.,There is a room, of,_,the window faces the river,。,5,）,whose,引导定语从句有什么特别之处？（提示：参照课本,p91,第,2,点）,检测：,Look out,！,Dont get too close to the house_roof is under repair.,（,06,福建高考）,A.which B.whose C. of which D.that,（思考：如果选,C,，题干应该补什么？）,课文句子,Workers built shelters for survivors whose homes had been destroyed,中，,whose,也可以按,、,那样替换吗？,whose,whose,which,which,B,roof,前补冠词,the,不可以。因为先行词指人。,whose,引导的定语从句，先行词既可以是人也可以是物。,先行词是物时,，,whose sth,可以用,the sth of which,或,of which the sth,替代。,课时三：,语法：关系代词引导的定语从句,步骤四、,教师与学生回课文，核对学生找出的所有定语从句。（关于非限制性定语从句，学生如有问到，教师只需简要说明，告诉他们以后会学到，不用过多讲解。）,步骤五、,教师补充只用,that,，不用,which,的情况。,（看学生课堂掌握情况决定是否安排另外时间补充该部分。）,（,1,）先行词被形容词最高级 序数词（,first,，,secondlast,） 或被,only,、,any,、,every,、,few,、,little,、,much,、,no,、,all,等修饰时。,（,2,）先行词为,all,、,much,、,little,、,none,、,few,、,one,、,everything,、,nothing,、,anything,等不定代词时。,练习：选择正确的关系代词：,1. All the apples (that/which/whose)fell were eaten by the pigs.,2. Little(what/that/which)he said can interest her now.,3.This is the second chance (which/that/whom)I have got in my life.,课时三：,语法：关系代词引导的定语从句,（,3,）先行词中既有人又有物时。,He was looking pleasantly at t,he children and parcels,_filled his bus.,（,4,）当主句中含有疑问词,which/who,时。,Which are the books _you bought for me ?,步骤六、,p29,练习,3,步骤七、,课后作业,1.p29,练习,2,2.,造三句含定语从句的句子（关系代词充当主语、宾语和定语）,3. p64,练习,1,that,that,六、备课建议,课时四：,Using language,部分的,reading,and speaking,和,listening,一、教学目标,学生能够：,1,）看懂邀请信，领会写信者意图；,2,）用多种句型表达感激之情。,3,）按照,p30,第二部分的要求，准备演讲稿，真心表达对救援者和为唐山重建做出贡献的人们的感激之情。,3,）感受唐山人民对地震遇难同胞的缅怀之心。,4,）在教师帮助下听懂听力材料的主要内容，感受,1906,旧金山大地震的破坏力。,课时四,：Using language部分的reading and speaking 和 listening,二、教学重难点,:,1.,设计问题，帮助学生获取邀请信的主要信息。,2.,语言学习,1,）,won,the high school speaking competition,about ,2,）,by a group of five,judges,all of whom,agreed that,；,3,）,open a new park,to honor,those who,4),have you speak,to the park visitors,3.,指导演讲稿格式与内容要求；,4.,指导学生用多种句型表达感激之情；,5.,指导听力技巧,课时四,：Using language部分的reading and speaking 和 listening,提示：,1.,写出演讲稿需要一定时间，因此,p30,第二部分确保学生清楚演讲稿的格式、内容要求之后，可以把定稿的任务留作课后作业，下节课交流。课堂说的活动可以针对方框内的句型造句。,2.,练习,3,改为填空题，可以降低难度，节省课堂时间。,课时四,：Using language部分的reading and speaking 和 listening,三、教学步骤,步骤一、,检查上节课布置的课后作业 。请几位学生把所造的含定语从句的句子写黑板上，全班订正、评价。,步骤二、,学生阅读邀请信，回答以下问题,What have you won?,Why will a new park be opened?,What does the city government want you to do?,步骤三、,要求学生划线并理解以下表达方式：,1) won,the high school speaking competition,about ,2)by a group of five,judges,all of whom,agreed that,；,3) open a new park,to honor,those who,4),have you speak,to the park visitors,=in honour of,have sb do sth,结构,课时四,：Using language部分的reading and speaking 和 listening,步骤四、,与学生一起浏览第二部分内容，确保学生理解该篇演讲应包含的三个方面，特别强调方框内关于感谢的不同表达方式，请一些学生造句。布置学生课后独立准备，下节课学生小组内互相交流，并推荐同学上台演讲。,步骤五、,听力,听前完成,p31,练习,1,，然后教师对旧金山,1906,大地震背景进行简要介绍。,学生浏览练习,2,的五个句子并预测,-,教师播放两遍,-,学生与邻座核对答案,-,教师提问,-,最后再播放录音一次，利用暂停键全班核对正确答案。,再听，完成下列填空题：,课时四：,Using language,部分的,reading,and speaking,和,listening,1). It was _in the morning. I remember ,I woke up when I was _the bed. I felt terrified and _.,2).People were_everywhere.Bricks were _from some buildings. Lots of people were _under bricks. There were _around us.,3). I asked a man standing _what happened. Before he could answer, some bricks fell on him and _.,4). Luckily I met a man who knew _.,4.,印发或,ppt,显示听力原文，学生看着原文从头到尾再听一遍。要求学生注意语音语调，以及未听懂的细节。,5.,如果时间充裕，再继续听,p66,的,listening task,部分。其中练习,3,和,4,需要重新设计，不然难度偏大。,步骤六、,课后作业,完成演讲稿,准备听写与小测（包括词汇表、课文划线部分和造句）,about 5 oclock,thrown out of,rushed downstairs,crying,shouting & running,falling down,getting buried,great fires,next to me,he was killed,the way to a boat,六、备课建议,课时五：,Using language,中的,Reading and writing,部分,一、教学目标,学生能够：,1.,通过阅读理解新闻报道，找出新闻报道标题，大意和细节,；,2.,学会,通过先拟提纲来写新闻报道,；,3.,明确新闻报道写作的,5w,要素（,what,who ,where, when, why,）和,/,或,how,以及提纲应包含标题、大意和细节；,课时五：,Using language,中的,Reading and writing,部分,二、教学重难点,:,1.,帮助学生找出新闻报道范例中的,5W,要素（,what, who ,where, when, why,）和,/,或,how;,2.,提供另一份新闻报道范例，让学生总结,5W,要素和标题、大意和细节。,课时五：,Using language,中的,Reading and writing,部分,三、教学步骤,步骤一、,检查上节课课后作业 ：,1,）交流演讲稿，推荐上台演讲；,2,）听写,步骤二、,教师与学生一起学习,p31,Reading and writing,下方的文字，学生独立完成练习,1,，（先阅读,p31,新闻报道，按要求完成任务，然后再对照,p32,参考提纲）,步骤三、,要求学生写出,5W,和,how,（以下为参考答案）,1,）,what,：,a money-raising trip,2) who : a team of cyclists,men & women,3) where: from Lijiang to Lhasa,4) when: from July 5-28,5,）,why: to raise 1million yuan to help children in disaster-hit areas.,6,）,how,：,by riding their bikes 1,888 km,课时五：,Using language,中的,Reading and writing,部分,32 Dead, 191 Injured in East China Train Crash,(Updated: 2011-07-24 05:41),WENZHOU - At least 32 people were killed and 191 others injured in a train crash and derailing,（出轨）,accident late Saturday in East Chinas Zhejiang province, according to the provincial emergency office.,The latest result of investigation,（调查）,by the Zhejiang provincial government showed that the accident occurred at 8:27 pm Saturday at the section of Shuangyu town in Wenzhou city of Zhejiang, when high-speed train D301 crashed into another bullet train D3115.,Four coaches,（车厢）,of D301 fell off the viaduct,（高架桥）, according to the investigation released early Sunday morning.,步骤四、,提供以下新闻报道，学生两人一组讨论，写出提纲。,课时五：,Using language,中的,Reading and writing,部分,步骤五、,教师与学生一起看参考答案核对。,Main idea:,32 people were killed and 191 injured in East China train crash,Paragraph 1:,the main information of the accident(the loss ,the time and the place of the accident),Paragraph 2 & 3,：,more detail information about the accident according to the latest result of investigation.,Paragraph 2:,exact time, place and cause of the accident,Paragraph 3:,the condition of the D301 train.,课时五：,Using language,中的,Reading and writing,部分,What happened: train crash caused 32 deaths and 191 injuries.,Where: at the section of Shuangyu town