【正文】 ，主要目的是為了幫助學(xué)生更好地理解 Reading 部分的文章。其次還對一些復(fù)雜的數(shù)字讀法進行了檢測。 Using Language 部分分為 Reading， Writing and Speaking； Listening 和 Writing。Listening 部分講述了一位地震幸存者的故事，并根據(jù)聽力材料進行正誤判斷和回答問題，旨在培養(yǎng)學(xué)生獲取細(xì)節(jié)的能力，并通過聽來模仿標(biāo)準(zhǔn)的語音和語調(diào)。另外這一部分也培養(yǎng)學(xué)生寫作 時注意標(biāo)題、主旨大意和細(xì)節(jié)。 Learning Tip 部分就聽英語方面給出了一些建議，建議學(xué)生多聽廣播或電視里的英語節(jié)目 . 二． 教學(xué)目標(biāo)和要求 根據(jù)《英語新課程標(biāo)準(zhǔn)》關(guān)于總目標(biāo)的具體描述，結(jié)合高一學(xué)生實際和教材內(nèi)容，我們將教學(xué)目標(biāo)分為語言知識、語言技能、學(xué)習(xí)策略、情感態(tài)度、文化意識五個方面。 2．能力目標(biāo)（ Ability） 4 能運用所學(xué)語言知識描述地震前兆、危害及震后援救；根據(jù)已知信息推測將要聽取的材料的內(nèi)容；提高閱讀技能和用英語進行思維、推理、判斷的能力； 掌握演講稿的格式及新聞報道的寫作步驟和要點。 三． 教學(xué) 重點和難點 1重點詞匯： injure， survivor, shock, rescue, disaster, fresh, judge, prepare 2語法： The Attributive Clause 3 難點 : 運用所學(xué)知識表達(dá)自己的想法 。 如何能就課文內(nèi)容完成一些開放性的話題討論，能把課文的內(nèi)容得以延伸與拓展 。 四．課時安排 本單元共分為四個部分，具體課時教師可根據(jù)自身教學(xué)實踐進行適當(dāng)?shù)匕才藕驼{(diào)整。 Part2： Prereading, Reading, Comprehending and Learning about 兩個問題：第一個問題問學(xué)生在危機情況下會帶什么，有利于很好的激起學(xué)生的興趣和調(diào)動課堂氣氛，由此則可過渡到第二個問題對地震前兆的了解，從而自然地引入到對唐山大地震的學(xué)習(xí)。其次，通過對文章的學(xué)習(xí)，了解新聞的特點，為后面的寫作做準(zhǔn)備。 Part3： Writing 由提前讓學(xué)生完成的關(guān)于唐山的新聞寫作來引入對寫作的學(xué)習(xí)。 Part4： Using Language(Reading, Writing and Speaking),主要學(xué)習(xí) SPEECH演講稿的寫作。 五．教學(xué)步驟 Warmingup amp。 2. Train students’ listening ability and try to improve their pronunciation。 the blackboard。 people are killed。 scaring Get the students prehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading. T: First please skim the passage fast to obtain/ get a general understanding of the whole passage. 7 And underline the answers to the following questions. II. While reading, divide the whole passage into 3parts and find out the main idea of each part. before the quake during the quake after the quake II. Carefulreading Read the passage again and try to get more detailed information. T: Now let’s read the passage again and find more information. Join the correct parts of the sentences. (Turn to page 27, ex1) T: Now you have read the passage carefully, please put the sentences in order. Number each of these things during the Tangshan quake.(Turn to page 27, ex2) T: here are some more work for you. You can work in groups. T: Let’s watch some pictures, and paring the old Tangshan, the Tangshan after quake, and the new Tangshan we see today. Step 4 Postreading (discussing) T: After read the news report, and see so many pictures, what impresses you most? Why? Or what do you learn from such a disaster? (Selfrescue, environment protection, rebuilt, love and help) I: selfrescue (a video game) T: When in a quake, if you know some selfrescue skills, you may probably save yourself. If you want to know some of the skills, click here. (Link to the index) Let’s do little game to see how much you know about selfrescue. II. What did they suffer and feel? T: Can you understand what they suffer and what they feel after such a disaster? T: If you were one of the rescuers 30 years ago, what could you say and what can you do to fort them? Or how could you help them? III. Rebuilding T: we see that the new Tangshan has been set up. What is needed to rebuild Tangshan. IV: environment protection T: nowadays there are more disasters than before. One of the reasons is that we pay more attention to our economy development than the earth we live. Look at these pictures. What can we students do to save the earth? 1. When did the quake happen? (Why did the writer use different expression of the same thing?) 2. How many people were killed and injured during the quake? 3. How many buildings were destroyed? 4. Were there any people ing to rescue them? 1. What strange things happened before the quake? 2. What sentences can express the quake is GREAT? 3. What numbers can express the quake is GREAT? 4. What metaphor does the writer use to say the quake is GREAT? 5. What happened when rescue work was going on? 6. How did the army help to